zilongwang/ReadingBank huggingface dataset:
Article I Recognition The Board of Education of Fieldcrest Community Unit School District No. 6, Woodford, Livingston, LaSalle, and Marshall Counties, Illinois, hereinafter referred to as the “EMPLOYER” or the “BOARD” recognizes the Fieldcrest Education Association, affiliated with the Illinois Education Association (IEA) and the National Education Association (NEA), hereinafter referred to as the “ASSOCIATION”, as the exclusive bargaining representative for all full-time and regularly employed part-time certified and non-certified employees. Excluded: All managerial, supervisory, confidential, and employees as defined by the Act, the superintendent’s secretary, and the full-time bookkeeper in the superintendent’s office, Director of Transportation, Director of Building and Grounds, District Technology Coordinator, and any assistants to the technology director who maintain access to district servers and/or administrative computers. The Board agrees not to enter into contract negotiations in regard to hours, wages, and working conditions with any individual, group, or organization of employees covered by this Agreement, other than its duly elected representatives, for the duration of this Agreement. Nothing herein shall preclude individuals or other organizations from presenting their views and recommendations to the Board or administration staff at any time. Article II Board Authority/Management Rights The determination and administration of school policy, the operation and management of the schools, and the direction of employees are vested exclusively in the Board. It is the duty of all employees to carry out the policies and regulations as stipulated by the Board. term
secondary level. are observation and participation 15. Social Studies Education 180 hours of observing and/or tutoring at the secondary level which includes a 20 hour practicum in Social Studies 270 hours of which 180 is student teaching and 90 hours are observation and participation 450 hrs. total 16. Educational Leadership Master’s 180 hours of field experience which demonstrates the application of the knowledge and skills emphasized in each of the five instructional seminars. 180 final internship experience in which the action research proposal is submitted for evaluation as part of the Professional School Leader Portfolio 360 hrs. total 17. Curriculum and Instruction Master’s Core curriculum requires that a 2 hour comparison study and two (2) action research projects be submitted in three of the five courses. Case studies, action research implementation, observation, interview 50 hours 18. Educational Leadership Doctorate Doctoral courses: Field work is built into the courses as deemed appropriate by the instructors. Field work is recorded in Pass-Port for each of the three folios required for the doctoral candidates. Internship elective three semester hour course: 150 hours of field experience with types of experience jointly decided by candidate, educational supervisor and program advisor. Total number of hours will vary depending upon the program path of the doctoral candidate.
J Main elements of the regulations relevant to charity fundraising, specifically IOF fundraising guidelines x x Behaviours/Circumstances Behaviours /Circumstances 10 Highly self driven to exceed targets and expectations x x K Physical ability to set up a recruitment stand, including carrying recruitment materials x x 11 Willing to work unsocial hours and occasional overnight stays x x L Highly self-motivated, able to deal with negative response/rejection x x 12 Friendly, enthusiastic and positive personality x M Highly flexible attitude to propose, embrace and drive through new ideas and change rapidly as required to deliver optimum results x x 13 Able to operate alone for extended periods x
Data S.N. Passport Number 1 Passport Type (Code) 2 Passport Country (Arab.) 3 Passport Country (Eng.) 4 Passport Issue Date 5 Passport Expiry Date 6 Place of Birth (Arab.) 7 Place of Birth (Eng.) 8 Data S.N. © Qualification Level (code) 1 Qualification Level Description (A) 2 Qualification Level Description (E) 3 Degree Description (A) 4 Degree Description (E) 5 Field of Study (Code) 6
Field of Study (A) 7 Field of Study (E) 8 Place of Study (A) 9 Place of Study (E) 10 Date of Graduation 11 Data S.N. Occupation Code 1 Occupation (A) 2 Occupation (E) 3 Occupation Field(Code) 4 Occupation Type (A) 5 Occupation Type (E) 6 Company Name (A) 7 Company Name (E) 8 Data S.N.
4 wives (IDN, name , nationality ) 15 20 children (IDN, name , nationality, date of birth , place of birth, sex, mother IDN , mother name ) 16 Address Data Data S.N. Emirate Desc 1 Emirate Desc(AR) 2 Emirate code 3 City code 4 City Desc 5 City Desc(AR) 6 Street 7 Street(AR) 8 Area Desc 9 Area Desc(AR) 10 Building 11 Building(AR) 12 Area code 13
Teacher/Sponsor: __________________________________________ School: __________________________________________ Attachment 3
Field Trip Request Form Completed form must be submitted at least 5 working days prior to the scheduled trip. Email is an acceptable method of submission for all in-county requests. Date: Trip Information Requester's Name: Day Trip – List Date: Multiple Days – List Dates: Note: For out-of-county field trips, a Request for Travel must accompany the Field Trip Request Form. Destination Including Address: Instructional Purpose: Emergency Telephone at Destination: ( ) - Ext. College Vehicle Required: No Yes [If yes, please contact Plant Operations (x8-8228) to reserve a vehicle. Drivers must have a current Driver Privacy Protection Act Authorization form (FTCC Form M-11) on file.] List of Participating Students: (For classes, list course and section # and attach roster) Approvals (Approval for on-campus field trips requires Program Coordinator or Department Chair approval only.) Approved Program Coordinator Unapproved Initials / Date Approved Department Chair Unapproved Initials / Date Approved Division Chair Unapproved Initials / Date Approved Program Area Dean Unapproved Initials / Date Distribution: Dean Department Chair / Program Coordinator Department Secretary Division Chair Evening & Weekend Programs Director (if applicable) Security
Waseley Hills High School Year 11 Fieldwork Question Booklet 2017-2018 Name: _____________________________________ Teachers Name: Mr Baker / Mrs Harris _____________________________________ HUMAN GEOGRAPHY INVESTIGATION: Has the regeneration of Longbridge had a positive impact on its town centre?
Difference between quantitative and qualitative data Quantitative Qualitative Definition Numerical data that you get by counting or measuring. Descriptive data that can’t be measured Examples of this type of data Closed questioning / questionnaires Traffic and pedestrian counts Litter counts Rating / grading scores Depth / width Speed / velocity Opinions Photographs/sketches Interviews Website content Open questioning and selection of appropriate physical and human data. Social Economic Environmental Questionnaire to indicate if people feel the regeneration has improved the area and their lives. Land use survey to establish if there have been changes to or more developments of economic activity. Environmental survey / Photograph survey to indicate if the regeneration has led to improvements in the environment (buildings, open spaces etc). Measuring and recording data using different sampling methods. There are three main types of sampling: Random sampling This is the most accurate method as there is no bias involved as every person or place has an equal chance of being sampled. Systematic sampling This is a quick and easy method to use where a regular sample is taken, eg river depth readings may be taken every 50cm across the channel. This type of sampling does not always work well with questionnaires as it may not be possible to ask every 10th person, for example, who enters a shopping area. Stratified sampling This is where people or places are deliberately chosen according to the topic being investigated; for example, a questionnaire about a regeneration project might be asked to an equal number of males and females within pre-determined age groups; eg five males and five females aged 20-39, five of each gender aged 40-59 and so on. This can also be used alongside random or systematic sampling. Description and of data collection methods. Description of data collection method Method Justification of data methods How this method was made more reliable Less biased Fairer Reduce anomalies Questionnaire Sample size 30 Randomly selected sample Transect – three locations systematically selected along a line crossing Longbridge Town Centre. Mixture of open and closed questions. Has the regeneration of Longbridge had a positive impact on its town centre? Why? Representative sample size. Not too few (less valid data) or too many (too time consuming to collect). Random sampling removes bias. This makes conclusions more valid. Transect means larger area is covered. Results will be more accurate and represent the whole area.
* Learning Goals 1. Demonstrate Ethical and Professional Behavior d. Utilize critical thinking when applying clinical theories, practice models, and research findings to client systems and circumstances Behavioral Objectives and Learning Experiences No answer specified Monitoring/Evaluation Criteria No answer specified * Learning Goals 1. Demonstrate Ethical and Professional Behavior e. Demonstrate self-awareness of personal culture, values/biases, thinking patterns, and behaviors and reflect on how those impact clients and clinical practice Behavioral Objectives and Learning Experiences No answer specified Monitoring/Evaluation Criteria No answer specified * Learning Goals 1. Demonstrate Ethical and Professional Behavior f. Exhibit an anti‐oppressive stance incorporating social work values when engaging with client systems Behavioral Objectives and Learning Experiences No answer specified Monitoring/Evaluation Criteria No answer specified * Learning Goals 1. Demonstrate Ethical and Professional Behavior g. Utilize critical thinking and foundational and advanced clinical practice theories in discussions of clinical case material Behavioral Objectives and Learning Experiences No answer specified Monitoring/Evaluation Criteria No answer specified * Learning Goals 1. Demonstrate Ethical and Professional Behavior h. Employ strategies of ethical reasoning to address the use of technology in clinical practice and its effect on client rights Behavioral Objectives and Learning Experiences No answer specified Monitoring/Evaluation Criteria No answer specified * Learning Goals 2. Engage Diversity and Difference in Practice a. Use clinical supervision to address personal and cultural biases and increase self‐awareness
For gaseous sampling Sample No. Parameter monitored Absorbing media used Sampling flow rate (LPM) Total sampling time (mins.) Volume of sample (ml) Air Sample Volume (NM3) Remarks Flue gas analyzer readings Sample No. Parameters Carbon Dioxide (CO2) % Oxygen (O2) % Carbon Monoxide (CO) ppm Note: 1. Indicate following conditions, if any, during sampling Sample contamination Damaged Thimble Sample lost Type of bladder used for flue gas collection Others
Hours EDUC 203 10 hours Direct Teaching hours Small group or one-on-one tutoring 10 EDUC 212 5 hours observation Observe for classroom management, behavior management, gender and ethnicity bias, and the classroom environment 5 EDUC 304 6 hours- 5 direct teaching; 1 observation Attention to basic reading skills needed by emergent and mature readers. 6 EDUC 307 10 hours direct teaching Lesson planning and implementation in 1-8 setting 10 EDUC 308 6 hours; 1 observe; 5 direct teaching Attention to basic reading skills, needed by emergent and mature readers in the 4th-8th grade classroom. 6 EDUC 313 10 hours observation Anticipatory sets, methods of teaching in a music class, observe active learning 10 EDUC 320 10 hours direct teaching Tutoring one math student 10 EDUC 322 10 hours assessment Reading assessment, devise plan of intervention to target specific needs 10 EDUC 323 16 hours observation- 12 hours direct teaching Observe in grades 1-3, implement reading and math lesson plans in 1-3 classroom 28 EDUC 326 4 hours observation- 18 hours direct teaching Observe in grades 1-5, implement reading and math lesson plans in 1-5 classroom 22 EDUC 328 16 hours observation- 12 hours direct teaching Observe in grades 4-8, implement reading and math lesson plans in 4-8 classroom 28 EDUC 407/533 10 hours observation/teaching assistant Lesson planning and implementation in 6-12 setting 10 EDUC 415 40 hours direct teaching Teaching strategies are refined through working with students in the classroom. 40 EDUC 427 Student Teaching: K-8 Student teaching experience includes observation and participation. 180 EDUC 450 Student Teaching: Elementary M/M Student teaching experience includes observation and participation. 180 EDUC 472 10 hours- 2 observation; 8 direct teaching Teacher interviews regarding content literacy practices, implement literacy strategies and teaching in content literacy areas 10 EDUC 475 10 hours direct teaching Special topics 10 EDUC 484 40 hours direct teaching Development of teaching strategies in 4th-8th grade classroom environment. Includes curriculum organization, behavioral and humanistic approaches to classroom management. 40 EDUC 485 30 hours observation; teacher assistance; practice teaching (1 class-3 weeks) Developing competencies in planning, management, instruction, and assessment in the high school classroom. 30 EDUC 488 15 hours observation and 25 hours direct teaching Observations and participation in classroom management techniques and educational technology in the classroom. 40 EDUC 490 40 hours observation/direct teaching Observations and lesson implementation in secondary 40
Please use a CROSS (X) for each question and complete this form in BLOCK CAPITALS and BLACK ink. Trainee’s surname Trainee’s forename(s) GMC Number GMC NUMBER MUST BE COMPLETED Hospital placement: Duration of placement: Total beds: Level 2: Level 3: Mixed 2/3: Level of training: Core Step 1 Step 2 Step 3 Speciality: General Cardiac Neuro Paeds Total unit admissions during placement: Event Local supervision Distant supervision Teaching Ward review Admission Lead ward round Cardiac arrest Trauma team Intra-hospital transfer Inter-hosptial transfer Discussion with relatives End of life care/donation Procedure Local supervision Distant supervision Teaching Airway & Lungs Emergency intubation Percutaneous tracheostomy Bronchoscopy Chest drain - seldinger Chest drain – blunt dissection Lung ultrasound Cardiovascular Arterial cannulation Central venous access – IJ Central venous access – SC Central venous access – Femoral Pulmonary artery catheter Non-invasive CO monitoring Echocardiogram Abdomen Ascitic drain/tap Sengstaken tube placement Abdominal ultrasound/FAST CNS Lumbar puncture Brainstem death testing Experience of the all the above procedures is desirable but NOT essential
03 FL-GAS-SCHEDULE-COLUMN-HDG-CD PIC X(01) VALUE VALUE ZEROS. ZEROS. 32 03 FL-GAS-LIMIT-ALLOW-HEARING-FLG PIC X(01) VALUE 'N'. 33 88 FL-GAS-LIMIT-ALLOW-BY-HEARING VALUE 'Y'. 03 FL-GAS-CAPABILITY-REVIEW-FLAG PIC X(01) VALUE 'N'. 34 88 FL-GAS-ONE-MONTH-REVIEW VALUE 'Y'. 03 FL-ELIGIBLE-FOR-250-SPEC-FLAG PIC X(01) VALUE 'N'. 35 88 FL-HAS-250-K1-ALLOW VALUE 'Y'. 88 FL-GAS-SPECL-FLD-RULES-EXIST VALUE 'N'. 03 FILLER PIC X(22) VALUE ZEROS. 36 02 RRC-TAPE-FILLER PIC X(0183). 58
COUNTY NAME SOMERVELL COUNTY 425 CODE STARR 427 STEPHENS 429 STERLING 431 STONEWALL 433 SUTTON 435 SWISHER 437 TARRANT 439 TAYLOR 441 TERRELL 443 TERRY 445 THROCKMORTON 447 TITUS 449 TOM GREEN 451 TRAVIS 453 TRINITY 455 TYLER 457 UPSHUR 459 UPTON 461 UVALDE 463 VAL VERDE 465 VAN ZANDT 467 VICTORIA 469 WALKER 471 WALLER 473 WARD 475 WASHINGTON 477 WEBB 479 WHARTON 481 WHEELER 483 WICHITA 485 WILBARGER 487 WILLACY 489 WILLIAMSON 491 WILSON 493 WINKLER 495 WISE 497 WOOD 499 YOAKUM 501 YOUNG 503 ZAPATA 505 ZAVALA 507
OFFSHORE COUNTY NAME OFFSHORE COUNTY CODE s PADRE IS-SB 600 N PADRE IS-SB 601 MUSTANG IS-SB 602 NATGRDA IS-SB 603 BRAZOS-SB 604 GALVESTON-SB 605 HIGH IS-SB 606 s PADRE IS-LB 700 N PADRE IS-LB 701 MUSTANG IS-LB 702 NATGRDA IS-LB 703 BRAZOS-LB 704 BRAZOS-S 705 GALVESTON-LB 706 GALVESTON-S 707 HIGH IS-LB 708 HIGH IS-S 709 HIGH IS-E 710 HIGH IS-E,S 711 MUSTANG IS-E 712 N PADRE IS-E 713 s PADRE IS-E 714 SABINE PASS 715
Personal Resilience Development Framework The reasons why these 8 elements were chosen is explained below. Self-awareness If you are aware of your own strengths and weaknesses, and know you have the inner capacity and capability to overcome many types of challenge, you can choose to be resilient. Determination Determination has a lot to do with knowing your core values, which are also your core drivers. If you know what drives you to take the decisions you take, you will have the tools to remain determined to see things through to a conclusion. When this happens your resilience against adverse events will be very strong. Vision If you have a reasonably good idea of what you want out of life, and what you want to do, you will have a focus that helps place other challenges in perspective. Having a longer term aspiration that you really, really want to achieve gives you the mental strength to drive you forward and over the bumps of everyday life. Self-confidence You boost your self-confidence by controlling your anxiety, for which there are many tried and tested techniques. This gives you the confidence to do anything you want. Organisation If you know you can organise yourself in a chaotic environment, you know you can deal with almost anything that’s thrown at you. For example, knowing how to arrange and successfully cope with a heavy workload will give you a sense of achievement and success which is like feeling a reward. Which will drive you on with the anticipation of feeling successful again when the next task is completed. Problem solving If you know you can solve different types of problems, you will have the flexibility, knowledge and confidence to tackle difficult and challenging events without feeling stressed by them. Interaction If you know how to persuade others to do what you want them to do without causing them any distress, you will know how to interact effectively with anyone, at any time, about anything, even those who are aggressive towards you. Relationships If you have strong relationships with others who are important to your success and happiness, you will know you can trust and rely on their support in difficult situations. This boosts your confidence; their advice helps your flexibility, and their encouragement helps your strength of mind. Try this short Questionnaire based on the 8 elements and see how you score. The full version of this Questionnaire – the RAQ 40 is used in our various Resilience programmes. Resilience Assessment Questionnaire (RAQ 8) Please answer the following questions by circling the relevant number. 1 = Never, 5 = Yes, always
GEORGIA Agency Contact Person Address/Phone Services Rendered March of Dimes Georgia Chapter Elise Antrobus, MSW eantrobus@marchofdimes.com 1776 Peachtree Street, Suite 100 Atlanta, GA 30309 404-350-9800 Fax:404-355-7723 Pediatric hospital INDIANA Agency Contact Person Address/Phone Services Rendered Deaconess Cross Pointe Kathy Uebelhor, LCSW Clinical Service Manager Evansville, Indiana 47715 812-471-4524 Fax: 812-471-4514 Goodwill Family Center Bryan Baker 1351 Buena Vista Road Evansville In 42001 812-424-4663 Deaconess Hospital Sally Finley 600 Mary Street Evansville IN 47747 812-450-3455 St. Vincent’s Day Care Mandy Brown, Program Director Heather Thomas, Family Advocate (No Social Worker on site) 730 West Delaware Street Evansville IN 47710 812-424-4780 Child Care St. Mary’s Hospital Bruce Ahlemeier 3700 Washington Street Evansville IN 47750 812-485-4000 OHIO Agency Contact Person Address/Phone Services Rendered Heartland Hospice Sandy Jordan, MSW Jordan232@juno.com 3800 Red Bank Road Cincinnati OH 45227 513-831-5800 Hospice
Green River District Health Dept. Each clinical nurse has the authority to refer to a social worker/agency if needed 1501 Breckinridge St. Owensboro, KY 42303 270-686-7747 Clinical services, health promotion, home visitation services, pubic protection programs Guardianship Office Department of Aging & Independent Living 270-683-5387 Services to aging and individual disabilities Hermitage Nursing/Rehab Home Sarah Evans, MSW 1614 W. Parrish Ave. Owensboro, KY 42301 270-684-4559 Clinical services, rehabilitation, family council programs, resident council programs Hospice of Western KY Amy Wilkins, MSW Kristy Knelson, MSW Frances Boarman, SW 3419 Wathens Crossing Owensboro, KY 42301 270-926-7565 Home care, nursing home care, wish & special needs, grief education Housing Authority Amy Lilly, Case Manager Laura Baker, Family Case Manage Susan Althord, Senior & Disabled Case Manager 2161 East 19th Street Owensboro, KY 42303 270-683-5365 Outside resources & referrals, job training, life skills training, child care, early Head Start, teenage worker program, summer meal program KY United Methodist Home (KYUMH) Angela Green, LCSW 193 Phillips Court Owensboro, KY 42303 270-683-6481 Residential treatment for abused, neglected, or traumatized youth ages 12 – 17 years of age, Independent Living program, Next Step Program, Forward Focus Program, Adoption & Connections Programs Lighthouse Counseling, Inc. 920 Frederica St. Suite 407 Owensboro, KY 42301 270-689-0073 Private & professional counseling services, Substance Use & Addiction Disorders Wellness Program, Sex Offender Treatment Program, domestic violence offender treatment, Anger Management Program, medication management services Mary Kendall Adoption Jeannie Howard, LPCC, Adoption Services Director 201 Phillips Court Owensboro, KY 42303 270-683-3723 Adoption Munday Activity Center 1650 W 2nd Street Owensboro KY 42301 270-687-4640 Advocacy, meals, counseling, education, outreach assistance for seniors New Beginnings Rebecca Roby, LCSW Tara Gann, LCSW Emalee Deel, LCSW 1716 Scherm Rd. Owensboro, KY 42301 270-926-7278 Sexual assault support services
Wellington Parc Brenda Isenberg, SW Amee Carroll, SW 2885 New Hartford Rd. Owensboro, KY 42303 270-685-2374 Alzheimer nursing home, inpatient clinical services Wendell Foster Center JonAnne Dame, Point of Entry 815 Triplett St. Owensboro, KY 42303 270-683-4517 Advanced therapies in autism, spectrum disorders, assistive technology, cerebral palsy, & mental retardation Updated 11/21/2017
C – Other activities outside the licence area Yes No Have there been other activities outside the licence area in the current year? D – Description of other activities outside the licence area What kind of activities have there been (e.g. studies of sampling results, laboratory work)?: E – All enterprises (Licensee/subcontractors & Greenlandic/foreign) involved in activities in Greenland (you can add more tbles)
Licence no.: Date of delivery: Version no.: Field report This report must be completed and submitted to the MLSA no later than one month after end field activities or other kind of activities outside the licence area. A report must be completed for each licence area. All geographical positions must be specified in decimal degrees with five decimals following WGS84. It is required to submit pictures of all materials/ equipment /constructions/ machinery/ storages/ fuel containers and other unspecified items left in the field as annexes. Required annexes for the ‘Field report’ are listed in section Y – List of annex for field report. An ‘Annex A – List of employees’ is included at the end of this file. This annex must be submitted together with the ‘Field Report’. If this form is not adequate for all the information/reporting of the field activities please submit an enclosure with that information/reporting. A – General Licence number Area name Year Field or activities period Start date: End date: Operator B – Description of all activities and preliminary results The description must as a minimum include fallowing information: What kind of activities were conducted during this period?
Reference point 4 N W H – Important areas for wildlife Yes No Was field activities conducted in areas or periods important to wildlife cf. Rules for field work If yes, give a short description of the activities. The areas of activities must be marked on the attached map with coordinates in degrees with five decimals following WGS84. I – Accommodation and transport Base camp in settlement Name of settlement Base camp in field Degree Decimal Degree Decimal Coordinates of field camp N W Plane Helicopter Ship Vehicle Field camp moved by Drill camp moved by Transport in the field J – Handling of domestic waste waste waste Human waste Lubricants Drilling fluid Chemical waste Burned Buried Transported to dump Transported to treatment plant Transported out of Greenland Comments:
DATE OF TRIP: RETURN DATE: EDUCATIONAL OBJECTIVE: LOCATION: SCHOOL/CLASS: TIME OF DEPARTURE: TIME OF RETURN: BUS NUMBER: DRIVER: SCHOOL PERSONNEL: CHAPERONES: STUDENT RETURN TRIP** PARENT/GUARDIAN STUDENT RETURN TRIP PARENT/GUARDIAN 1. 29. 2. 30. 3. 31. 4. 32. 5. 33. 6. 34. 7. 35. 8. 36. 9. 37. 10. 38. 11. 39. 12. 40. 13. 41. 14. 42. 15. 43. 16. 44. 17. 45. 18. 46. 19. 47. 20. 48. 21. 49. 22. 50. 23. 51. 24. 52. 25. 53. 26. 54. 27. 55. 28. 56. **If the student will be not riding the bus for the return trip, parent(s)/guardian(s) must sign the roster.
RAMESH ST, RAMESHBABU N, GANDHIMATHI R, SRIKANTH KUMAR M, NIDHEESH PV, Adsorptive removal of Pb(II) from aqueous solution using nano-sized hydroxyapatite, Appl. Water Sci., 3, 105-113 (2013).
Please give the details of all participants of all the events in which your Institute/University/College is participating. CRICKET – Super Sixes ( Boys / Girls ) SNo Name of Players Age Contact No CNIC 1 2 3 4 5 6 7 8 BASKET BALL – 6 Players 1 2 3 4 5 6 BADMINTON – BOYS (Single / Double) SNo Name of Players Age Contact No CNIC 1 2 3 4 BADMINTON – GIRLS (Single / Double) 1 2 3 4 TABLE TENNIS – BOYS (Single / Double) SNo Name of Players Age Contact No CNIC
7 8 DECLAMATION – 2 Participants 1 2 3 4 SOLO SINGING 1 2 3 4 BATTLE OF BANDS 1 2 3 4 5 6 SKETCHING / GRAFFITI SNo Name of Players Age Contact No CNIC 1 2 3 4 SPEED PROGRAMMING 1 2 E-GAMING 1 2 3
Fiesta Buffet Taste of the Town’s Fiesta Buffet is made from only the finest ingredients’ All fresh ingredients with lots of flavor Tortillas An assortment of soft tortillas-whole wheat, flour, white corn and even low carb garlic herb Grilled Chicken Fajitas Tender chicken grilled with onions, peppers, garlic, lime and special spices Black Angus Beef Taco Meat The freshest ground beef seasoned just right Frijoles Ranchero (fancy refried beans) Fiesta Rice Accompaniments: shredded cheddar, crisp chopped lettuce, red ripe tomatoes, black olives, chopped red onions, fresh sour cream, roast pepper salsa Hot Sauce Assortment: Habanera, Green Chili, Tapatillo, Tabasco & more…. 455 St Helens Ave, Tacoma, WA 98402 Office 253-627-4065 Fax 253-627-4065
TOUR QUOTATION Commissionable Price in USD Per Person, Twin Share Tour Price Per Person Twin Share USD 2,245 [Half Board] * Includes Diwali Celebration & Dinner in Delhi + visit to Pushkar Festival & all meals in Pushkar * Monument Entrance Fees USD 120 per person Single Room Supplement USD 1,125 per room * Bookings Close on 01 Oct 2016 * SUGGESTED HOTELS City 4* & Heritage Hotels Room Category Number of nights Delhi Standard Room 2 Agra Superior City View 1 Jaipur Deluxe Room 2 Bijainagar Deluxe Room 1 Rohet Super Deluxe 2 Rawla Narlai Classic Heritage 2 Udaipur Deluxe Room 2 Pushkar Superior Tent 2 Shahpura Suite Room 1 Note: Above mentioned hotels or similar shall be provided, subject to availability
First Name Surname Age Relationship or Role Are there any disability of learning needs to be considered for the person being referred Are there any heritage, cultural or religious needs (include language) to be considered for the person being referred Section - 3 - Reason for referral and request being made Please indicate the issue(s) causing you or the person(s) being referred and some details about those concerns Risky behaviours Aggressive behaviours Challenging behaviours Relationship breakdowns Conflict within the family Emotional distress Social isolation Other Select just one Early Help service and when the form is complete email or fax securely to the service with the consent form Tick Desired Outcome(s) Parenting Support The Children’s Society Tel: 01245 493311 Fax: 01245 491400 Counselling Open Door Tel: 01268 906230 Tel: 01375 390040 Mediation Open Door
applicants to provide this information in support of their application if they are able to do so. We are also exploring ways to improve te ao Māori information for future funding rounds. How to check if your project is located in a catchment identified as vulnerable? A map of catchments identified as vulnerable is published on the Ministry for the Environment Data Service website: https://data.mfe.govt.nz/layer/3523-fif-catchments/. Use the map to browse to your project location. If the location is shaded in purple then your project is located in a vulnerable catchment. Once you have found your project location on the Freshwater Improvement Fund Catchment Map, click on the map. This should bring up a box which confirms the GPS coordinates of your site (eg, 41.2794⁰S and 174.7753⁰E). If your project is located in a catchment identified as vulnerable, then select ‘Yes’, otherwise select ‘No’. Whilst the fund gives priority to projects located in catchments identified as vulnerable, applications for projects in catchments not classified as vulnerable are still eligible to apply for funding. What are the GPS coordinates of your water body? Refer to the instructions in the ‘How to check if your project is located in a catchment identified as vulnerable?’ box above. If your project is for a water body not identified on the map of vulnerable catchments, what information or data can you provide supporting your view that it is in a vulnerable catchment? If your project is not in a catchment classified as vulnerable, but there are reasons why you think your catchment or water body should be considered vulnerable, then please describe why. Include a summary of what information is available to support this. This could include: scientific data and analysis (a summary analysis is sufficient; please do not include large amounts of raw data) case studies from your project location a summary of data not included within the modelling, for example, water quantities or flow regimes water quality trends cultural health indicators recreational significance (eg, community uses like fishing, kayaking or swimming) any other information you consider relevant to demonstrate the water body may be considered vulnerable. If you are providing additional information or data in support of your application, we recommend: you use the most recent available data from your chosen data source(s) any scientific research is directly related to the issue(s) your project is aiming to address
JULY 2018 SUN MON TUE WED THU FRI SAT 1 Winners Group B Vs Runners-up group A, Winners Group D Vs Runners-up group D 2 Winners Group E Vs Runners-up Group D, Winners Group G Vs Runners-up Group H 3 Winners group F Vs group E, Winners group H Vs group G 4 5 6 Winners Match 49 Vs Winners Match 50, Winners Match 53 Vs winners Match 54 7 Winners Match 51 Vs Winners Match 52, Winners Match 55 Vs Winners Match 56 8 9 10 Winners Match 57 Vs Winners Match 58 11 Winners Match 59 Vs Winners Match 60 12 13 14 Losers Match 61 Vs Losers Match 62 [Third place Match] 15 Winners Match 61 Vs Winners Match 62 [Final] 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Source:
Caretaker/ Cleaner Fife Council Torryburn Torryburn Community Centre, 20 hours per week, permanent Closes 09/12 Customer Assistant Tesco Dunfermline Sunday, Wednesday & Saturday 5.30 – 9.30 am & Thursday 6 – 9am Closes 29/11 Administrator The Abbey Church Dunfermline £9 per hour, 10 hours per week (Mon, Wed, Thurs, Fri 9.30am – 12 pm each day) Posted 24/11 Customer Consultant Carphone Dunfermline Fixed-term Contract, Part-time 6-39 hours per week with flexibility to work additional hours Posted 14/11 Christmas Temporary Sales Assistant Sports Direct Dunfermline Up to £7.90 per hour Closes 23/12 Customer Support Co-Ordinator Office Angels Dunfermline Maternity Cover Up to £19,000 per annum Full time Closes 07/12 Restaurant Customer Advisor Dobbies Dunfermline Part-time, permanent Flexible shifts throughout the week including weekends 8 – 20 hours per week Closes 08/12 Kithcen Porter Brewer’s Fayre Dunfermline Part-time Posted 07/11 Bar / Waiting Staff Fabric Dunfermline Full/ part time, permanent £8 - £9.50 per hour Posted 07/11 Waiting Staff Chiquito Dunfermline Part-time Posted 06/11 Apprenticeship Vacancies Job Title Employer Name Location Advertising Website Additional info Closing date/ date posted Early Years Practitioner MA *NEW* Carousel Dunfermline £7,696 per year Closes Apprentice Hairdresser *NEW* Jewell Hairdressing Dunfermline On ‘SDS Fife’ & Jewell Hairdressing facebook page Immediate start. Posted 07/12 Business and Microcom Kirkcaldy £10,000 per year. 35 hours per week. Closes
Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Personal white boards Worksheets Exit ticket. Relevance/Rationale: (How do the strategies employed meet students’ needs?) Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher order concepts throughout the year. Fluency 2: Decomposing whole numbers into different units will lay a foundation to do the same with decimal fractions Fluency 3: Reviewing this fluency will help students work towards mastery of changing place value units in the base ten system. Fluency 4: Reviewing this skill from Lesson 1 will help students work towards mastery. WEDNESDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 3: Use exponents to name place value units and explain patterns in the placement of the decimal point. Long-term Targets: (Common Core standards addressed) 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Daily Objective: Use exponents to name place value units and explain patterns in the placement of the decimal point Agenda (Activities / Tasks) 1. Opening A. Fluency Practice (15 minutes) 2. Work Time (35 minutes) A. Application Problem B. Concept Development C. Problems 1-9 D. Problem Set
stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1) LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1) Disciplinary Core Ideas 5.Earth’s Systems Students who demonstrate understanding can: Connections to other DCI’s and Articulations Essential Vocabulary (Highlight denotes District Content Vocabulary) Science Assessment Probes Science Demos, Labs/Activities ESS2.A: Earth Materials and Systems 5-ESS2-1. Develop a model using an example to Connections: N/A Geosphere Hydrosphere Science Probe: 4-22 “Where
Fifth Grade Supply List One 3-ring binder - 1 inch only, hard only 5 tabs for binder One 3-subject notebook Four 2-pocket folders Two composition books Two pens - different colors Pencils - we will use a lot of these Eraser Glue Sticks Pencil Pouch (not a box, please. They take up too much space.) Sharpie marker Highlighter Sticky Notes Scissors Markers or colored pencils Earbuds for Chromebook (Students are responsible for providing their own in a plastic bag please.) Please label everything with the student’s name. Thank you.
indicate the number of graduates in the academic year previous to submitting this report. Indicate term dates. 3. Off-Campus Instructional Locations and Branch Campuses (Please note: This section has been extensively revised.) List all locations where 50% or more credit hours toward a degree, diploma, or certificate can be obtained primarily through traditional classroom instruction. Report those locations in accord with the Commission’s definitions and the directions as specified below. Off-campus instructional sites—a site located geographically apart from the main campus at which the institution offers 50 % or more of its credit hours for a diploma, certificate, or degree. This includes high schools where courses are offered as part of dual enrollment. For each site, provide the information below. The list should include only those sites reported and approved by SACSCOC. Listing unapproved sites below does not constitute reporting them to SACSCOC. In such cases when an institution has initiated an off-campus instructional site as described above without prior approval by SACSCOC, a prospectus for approval should be submitted immediately to SACSCOC. Name of Site Physical Address (street, city, state, country) Do not include PO Boxes. Date Approved by SACSCOC Date Implemented by the institution Educational programs offered (specific degrees, certificates, diplomas) with 50% or more credits hours offered at each site Is the site currently active? (At any time during the past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.) Institutions with off-campus instructional sites at which the institution offers 25-49% credit hours for a diploma, certificate, or degree—including high schools where courses are offered as dual enrollment—are required to notify SACSCOC in advance of initiating the site. For each site, provide the information below. Name of Site (Indicate if site is currently active or inactive. If inactive, date of last course offerings and date of projected reopening Physical Address (street, city, state, country) Do not include PO Boxes. Date Notified SACSCOC by SACSCOC Date Implemented by the institution Educational programs offered (specific degrees, certificates, diplomas) with credit hours offered at each site Is the site currently active? (At any time during the past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)
2 containers of disinfecting wipes (preferably Lysol or Clorox) 1 bottle of hand sanitizer 1 plastic pocket folder with prongs (Mead brand preferred) 2 rolls of paper towels 2 boxes of tissues 1 pack of expo markers 1 pack of white copy paper 1 pack of loose leaf paper 1 box of Ziploc baggies pack of 12 pencils (to keep a back supply in the classroom) loose leaf notebook paper highlighters of any color pencil pouch with 3 ring holes (big enough to hold a chapter book) 1.5 inch binder Post-It Notes Index Cards 1 composition notebook glue sticks colored pencils Keep a good supply of pencils 1 lined composition notebook glue sticks 1 pair of scissors (Students are allowed to use pens in Science and Social Studies) PLEASE NOTE We may ask periodically through to year for refills for the homeroom supplies. Please send supplies in on the first day of school in a labeled bag. Specialists may require additional school supplies after school begins. We prefer pencil BAGS instead of pencil BOXES. No rolling book bags. Extra tissues for classroom -Ziploc Baggies Extra copy paper -Baking Soda Pencils for classroom -Vinegar Color Pencils for classroom -Salt Markers for classroom -Balloons Construction Paper for classroom -Empty 2 Liter Bottles Extra glue sticks for classroom -Latex Gloves Extra eraser ends for pencils for classroom
MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks: See Performance Task attached: NBT2 Assessment task: CCGPS: Teacher for a Day Task Bargain Shopping Performance Task Other Evidence: Exit Slip: Investigations: Investigation quizzes Session 3A.7 Summative: Discovery Education: 5th Grade Math Unit 4 Assessment Key Criteria: Rubric for performance task attached NBT2 Rubric: STAGE 3 – LEARNING PLAN District Resources: Investigations: decimal multiplication and division only appears in the Investigations and The Common Core State Standards book. See pgs. CC103-CC141 NCDPI: Lessons for Learning (ncdpi math wiki): “Building Powers of Ten” “Multiplying Whole Numbers by Decimals” “Window Time” Supplemental Resources: Georgia DOE: Unit 3- Multiplying and Dividing Decimals: Khan Academy: ! Possible Tech station: Math Live: Elementary mathematics:
going as a writer. What is it that you have learned to do well? What is it that you still need to think about and work towards? I believe this work is valuable. That is why we are taking our writing time to do it. Make a list of possible goals you have for yourself. We will share our lists with small groups today during our share time. I will also have you hold on to these lists and work towards these goals either in independent writing projects or as we work through future units of study. Independent Writing and Conferring Mid-Workshop Teaching Point Remember readers, we are going to share with a small group of writers. I would like you to use this short sentence to think about yourself as a writer “I’m the kind of writer who _______” and name what it is that you do well. Secondly, use the sentence “I need to practice __________” and name what it is that you could still develop within this writing community. After-the- Workshop Share Ask two partnerships to join to form a group of 4. These small groups will share their ideas for what they observed or surveyed in their writing and what they still need to accomplish as writers. Session 26 Concept IV Teaching Point Unit Wrap-Up Session- Self-reflection Materials Student Folders and all writing Filing system for keeping some student writing across the year Copy for each student- Student Self-Reflection for Writing Personal Narrative Stories Unit 1 Tips Engage in activities such as: In addition to what was done in session prior, Student reflection piece – Narrative Writing Student Checklist for Grade 5, Writing Pathways, Calkins, ask students to consider how they have grown. Use beginning of the year on-demand writing and first drafts to compare with their published pieces. Students can meet with partners to talk about ways they’ve grown and what they still need to work towards. Have students set goals for next writing unit. Develop a system for students to keep track of that goal/s. Student reflection for writing personal narrative sheet – see Resource Materials Packet Develop a system for students to keep track of that goal/s.
Literacy Unit Theme Iowa Core Standard 3-5 I Can Statements Materials/ Resources Project Ideas Vocabulary needed 1 Our Solar System Understand and apply knowledge of properties, movements and locations of objects in the solar system. I can recognize that most objects in the solar system are in regular and predictable motion. I can describe how the rotation of the earth on its axis every 24 hours produces the day-and-night cycle. I can describe the phases of the moon. I can describe how the eight planets and many other objects revolve around our Sun in predictable patterns. Delta Solar System Kit activities 1-12 Heartland books and resources: Online resources: Delta Solar System Kit (activities 1-12) Other Lesson Ideas: Check out the Star Lab from Heartland: (You need to have received the Star Lab training in order to check out the equipment. If you have not, contact Peg Christensen at the above link to find out more about upcoming training opportunities) asteroid, astronomer, atmosphere, axis, comet, crater, ellipse, gas giant, gravity, inner planet, meteor, Moon ,orbit, outer planet, phase, revolution, rotate, satellite, solar system, space probe, star, telescope, Literacy Unit Theme Iowa Core Standard 3-5 I Can Statements Materials/ Resources Project Ideas Vocabulary needed
50 Ways to Name Your Compound Answer Key 1. lead(II) sulfide 2. perchloric acid 3. hydrogen fluoride 4. zinc hydroxide 5. hydrobromic acid 6. SF6(l) 7. HNO2(aq) 8. HCl(g) 9. PbCl2 10. ZnSO4 11. ammonium carbonate 12. chromium(III) sulfite 13. nickel(II) sulfate hexahydrate 14. hydrosulfuric acid 15. sulfur trioxide 16. H2CrO4 17. A12O3 18. N2O3 19. H2SO3 20. HgO(aq) 21. iron(II) nitride 22. tetraphosphorus decaoxide 23. copper(I) oxide 24. hypochlorous acid 25. potassium peroxide 26. CuSO3 PbS HClO4 HF Zn(OH)2 HB Sulphur hexafluoride Nitrous acid Hydrochloric acid Lead (II) chloride Zinc sulphate (NH4)2CO3 Cr2(SO3)3 NiSO4•6H2O HS SO3 Chromic acid Aluminum oxide Dinitrogen trioxide Sulphurous acid Mercuric oxide Fe3N2 P4O10 Cu2O HClO K2O2 Copper (II) sulphite
27. CO 28. MgS 29. KClO2 30. HI(aq) 31. nitrogen trichloride 32. plumbic carbonate 33. potassium hydrogen sulfite 34. boric acid 35. barium sulfite 36. SnCl2 37. CaHPO3(s) 38. H2S(g) 39. Li2O2 40. Mn(NO2)2 41. mercuric phosphate 42. sodium hydrogen carbonate 43. copper(I) hydrogen sulfate 44. carbon tetrachloride 45. ammonium phosphate 46. SO2(aq) 47. MgSO4·9H2O 48. HC2H3O2 49. P2O3 50. H3PO3 Carbon monoxide Magnesium sulphide Potassium chlorite Hydroiodic acid NCl3 Pb(CO3)2 KHSO3 H3BO3 BaSO3 Tin (II) chloride Calcium biphosphite Hydrosulfuric acid Lithium peroxide Manganese nitrite Hg3(PO4)2 NaHCO3 CuHSO4 CCl4 (NH4)3PO4 Sulphur dioxide Magnesium sulphate nonahydrate Acetic acid Diphosphorus trioxide Phosphorous acid
(F9): Frick and Frack have been seen in different places at different times. (F10): Some claim that when Frick and Frack have been seen in different places at different times, it was a hoax. (F11): Frick has been seen changing his clothes and wig to take on Frack’s appearance. (F12): Frick and Frack share some odd similarities. (F13) Frick and Frack share some striking differences. There are two salient fragments, subsets of this set. X is the subset that is composed of propositions (F7)-(F13) and (F1)-(F3), and thus depicts a determinate state of affairs in which Frick is identical to Frack, where A is the character thus depicted. Y is the subset consisting of propositions (F7)-(F13) and (F4)-(F6), and thus depicts a determinate state of affairs in which Frick and Frack are numerically distinct, where B and C are respectively the depicted characters. But the account of Frackworld must differ in some respect from the account of Bah-Tale 2 to capture the difference between fictions depicting explicitly indeterminate identities and those depicting underdetermined identities. That difference need not be located in a difference in the ontology of created objects; it can be accounted for instead as a difference in what constitutes a sanctioned interpretation of the fiction in question. A reader who interpreted Bah-Tale 2 as representing exactly the state of affairs represented by X would be misinterpreting Bah-Tale 2. The author has presented Bah-Tale 2 in such a way that the only sanctioned interpretation of the author’s creative endeavors is to take truth-in-Bah-Tale-2 to be determined by supervaluating over the states of affairs represented by X and Y. In a case like Frackworld, however, competing interpretations of the story have not been ruled out. Here, one might say that it is semantically indeterminate whether ‘Frackworld’ refers to X or Y; the author has created both X and Y, each of which might be deemed a sanctioned interpretation of the story, and it is indeterminate which of these two objects is designated by the title ‘Frackworld’.