zilongwang/ReadingBank huggingface dataset:
{(-3,3), (0,3), (1,5), (1,-1), (2, -1)} x y -3 3 0 3 1 5 1 -1 2 -1 Function {(-1,1), (0,1), (2,3), (4,1)} x y -1 1 0 1
{(-1,1), (0,1), (2,3), (4,1)} x y -1 1 0 1 2 3 4 1 Slope Represents the rate of change in a linear function or the “steepness” of the line.
The next set of questions asks what it’s like to be a student in your school. There are no right or wrong answers. Your teachers and principal will not see your individual answers; your answers will be combined with those of your classmates. Your school will use these combined answers to better understand what school life is like for students. When you read each statement, think about the last 30 days in your school. Please answer honestly so your school knows how you really feel about the school. Please mark your response to each statement in your Student Answer Booklet. Think of the last 30 days in school. Always true Mostly true Mostly untrue Never true 4. Teachers support students who come to class upset. A B C D 5. My schoolwork is appropriately challenging. A B C D 6. School staff are consistent when enforcing rules in school. A B C D 7. I have a choice in how I show my learning (e.g., write a paper; prepare a presentation; make a video). A B C D 8. Teachers are available when I need to talk with them. A B C D 9. My teachers inspire confidence in my ability to do well in class. A B C D 10. Students at this school try to stop bullying when they see it happening. A B C D 11. Students respect one another. A B C D 12. My teachers care about my academic success. A B C D 13. My teachers are proud of me when I work hard in school. A B C D 14. I have seen students with weapons at our school. A B C D
Numbers & Operations 8th Grade Unit 2 – 7th Grade Star Converting Repeating Decimals to Fractions and Decimal Expansion – Quiz 1 Classwork Write each repeating decimal as a fraction in simplest form* Find the decimal expansion of the following*: Homework Write each repeating decimal as a fraction in simplest form* Find the decimal expansion of the following*: Squares, Square Roots & Perfect Squares – Quiz 2 Classwork A square has an area of 9 units2. What is the side length of a square of this area?
3 Area of a Square = Side2 and 9 = 32 Side Length of a Square (units) Area of the square (units2) 1 1 2 4 3 9 4 16 5 25 6 36 7 49 8 64 9 81 10 100 11 121 12 144 13 169 Since Area of a square = side2, the square root of the area = side. So, √121 = 11. 5 8 9 7 4 6 units 6 Area = Side2 and 36 = 62 Side Length of a square (units) Area of the square (units2) 14 196 15 225 16 256 17 289 18 324 19 361 20 400 17 20 14 19 12 Side Length of a square (units) Area of the square (units2) 10 100 20 400 30 900 40 1600
50 2500 60 3600 70 4900 80 6400 90 8100 100 10,000 Each answer in this table is 100 times greater than the corresponding answer in the other table. (or 102 times greater). 53 89 22 80 45 15 29 97 31 66 71 36 92 55 61 83 24 49 50 17 5 8 -9 No real solution 7 No real solution ½ – ½ 0.8 0.09 -0.5 0.04 No real solution 17 -20 8 19 No real solution 1/3 ½ No real solution -3/4 1/10 No real solution -0.14 0.7 0.19 0.5 a. b. c. d. e. 2.45 8.37 7.42 3.74 10.29 6.4
8.94 8.06 2.83 15.26 7 6 8 3 9 55 26 15 a. b. c. d. e. 8.83 2.65 7.94 5.39 6.48 11.75 17.32 12.17 4.58 7.21 4 6 4 6 7 27 37 48 Rational Irrational Irrational Rational Irrational Rational Irrational Rational Rational Rational c a,b Rational Irrational Rational Rational Rational Rational Irrational Irrational Rational Rational a,c,d a 7 10 3 6 8 2 2 3 -3 -2 5 7 mm2 in3 a. x b. m2
9 7 2 3 8 3 4 4 -2 -4 4 9 mm2 in3 a. x b. in2 Review answers Yes No Yes Yes No B C D Irrational rational irrational b a ~7 -2 4 5 cm2 =5.29 =5.48 =9.1 Expressions will vary
Organization The writing – effectively introduces the claim(s) organizes the reasons and evidence logically in a manner that supports the writing task effectively uses words, phrases, and/or clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence provides an effective concluding statement or section that follows from and skillfully supports the argument presented The writing – introduces the claim(s) organizes the reasons and evidence logically uses words, phrases, and/or clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence provides a concluding statement or section that follows from and supports the argument presented The writing – introduces the claim(s); however, may fail to distinguish the claim(s) from alternate or opposing claim(s) organizes reasons and evidence in a manner that may lack cohesion (ideas may be rambling and/or repetitive) inconsistently uses words, phrases, and/or clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence provides a sense of closure The writing – identifies the claim(s) has little or no evidence of purposeful organization Argumentation/Opinion Text-Based Writing Rubric Grade 8
Score of 4 Score of 3 Score of 2 Score of 1 Language/Conventions The writing – demonstrates an exemplary command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding employs language and tone appropriate to audience and purpose has sentences that are generally complete with sufficient variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding inconsistently employs language and tone appropriate to audience and purpose has some sentence formation errors and/or a lack of sentence variety follows standard format for citation with several errors* The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding employs language and tone that are inappropriate to audience and purpose has frequent and severe sentence formation errors and/or a lack of sentence variety follows standard format for citation with significant errors* * If applicable ∆ Added by NCSD#1 Argumentation/Opinion Text-Based Writing Rubric Grade 8
Score of 4 Score of 3 Score of 2 Score of 1 Language/Conventions The writing – demonstrates an exemplary command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding employs language and tone appropriate to audience and purpose has sentences that are generally complete with sufficient variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding inconsistently employs language and tone appropriate to audience and purpose has some sentence formation errors and/or a lack of sentence variety follows standard format for citation with several errors* The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding employs language and tone that are inappropriate to audience and purpose has frequent and severe sentence formation errors and/or a lack of sentence variety follows standard format for citation with significant errors* * If applicable ∆ added by NCSD #1
Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research (only if applicable) The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the resources with accuracy effectively integrates credible sources* The writing – makes adequate use of available resources uses relevant and sufficient text support from the resources with accuracy uses credible sources* The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the resources with accuracy inconsistently uses credible sources* The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the resources with accuracy attempts to use credible sources* Development The writing – skillfully develops real or imagined experiences or events using relevant descriptive details skillfully uses narrative techniques (such as dialogue, pacing, description and reflection) to develop experiences, events, and/or characters skillfully uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events demonstrates effective use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using relevant descriptive details uses narrative techniques (such as dialogue, pacing, description, and reflection) to develop experiences, events, and/or characters uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using insufficient descriptive details inconsistently uses narrative techniques (such as dialogue, pacing, description, and reflection) to develop experiences, events, and/or characters inconsistently uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events demonstrates limited use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using little or no descriptive detail uses few, if any, narrative techniques (such as dialogue, pacing, description, and reflection) to develop experiences, events, and/or characters uses few, if any, precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events demonstrates inadequate use of writing process (using technology if applicable) ∆
Informational or Explanatory Text-Based Writing Rubric Grades 9–10 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the resources with accuracy effectively uses credible sources* The writing – makes adequate use of available resources uses relevant and sufficient text support from the resources with accuracy uses credible sources* The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the resources with accuracy inconsistently uses credible sources* The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the resources with accuracy attempts to use credible sources* Development The writing – addresses all aspects of the writing task with a tightly focused and detailed response skillfully develops the topic using relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic demonstrates effective use of writing process (using technology when applicable) ∆ The writing – addresses the writing task with a focused response develops the topic using well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic demonstrates adequate use of writing process (using technology when applicable) ∆ The writing – addresses the writing task with an inconsistent focus inconsistently develops the topic using well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic demonstrates limited use of writing process (using technology when applicable) ∆ The writing – attempts to address the writing task but lacks focus develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are irrelevant and/or insufficient demonstrates inadequate use of writing process (using technology when applicable) ∆
2.4.A.3 Weeks 3 & 9 MD Supports the use of rectangular arrays to solve for perimeter and area using formulas Open-ended tool Be sure to select “Area & Perimeter” in drop down menu 2.4.A.3 Weeks 3 & 9 MD Supports the use of arrays and grids to represent and solve area and perimeter problems Used independently or in pairs Select function for “only rectangular shapes” 2.4.A.3 Weeks 3 & 9 MD Supports the calculation of area and perimeter through a virtual geoboard Students move the elastic band to create shapes and measure shapes Immediate feedback provided Can be used independently or in pairs 2.4.A.1 Week 4 MD Provides formative data to guide instruction based on a single attempt Supports the accurate ruler measurement of cm and inches through an interactive ruler If supplied a 2 column chart, students can be asked to convert objects to larger measurements (feet/meters) by multiplying by a specified number Immediate feedback and timer optional
2.4.A.2 Week 8 MD Provides immediate feedback and formative data based on a single attempt Supports the use of virtual money to solve measurement word problems involving money Best used independently 2.4.A.2 Week 8 MD Supports the use of analog or digital clock to solve word problems involving intervals of time Includes various parameters and level choices Best used independently or in pairs Provides immediate feedback 1.4.B.3 Week 9 OA Provides immediate feedback and formative data based on multiple attempts Supports the use of bar diagram models to represent and solve word problems using multiplication and division Includes different types of problems and various levels Can be used independently or in pairs
Bell, J. Sanatın Yeni Tarihi.İstanbul: NTV Yayınları, 2009 Turani, A. Dünya Sanat Tarihi, 4. Basım. İstanbul: Remzi Kitabevi, 1992 Tansuğ, S. Resim Sanatının Tarihi, 2. Basım. İstanbul: Remzi Kitabevi, 1993 İpşiroğlu, N. ve M. İpşiroğlu. Oluşum Süreci İçinde Sanatın Tarihi. 3. Baskı. İstanbul: Hayalbaz Yayınevi, 2009 Lynton, N. Modern Sanatın Öyküsü, 4. Basım İstanbul: Remzi Kitabevi, 2009 Antmen, A. 20. Yüzyıl Batı Sanatında Akımlar. İstanbul: Sel Yayıncılık, 2008 Citation: Please write down the references you’ve used after each question. First citation: Gombrich, E. Sanatın Öyküsü, İstanbul: Remzi Kitabevi, 2009, p. 120 Citation of the internet sites: URL address and the date of access. Example: www. louvre.fr, 10.11.2012 Important remark: Citation from popular cites and Wikipedia/Vikipedia will not be accepted as reliable sources. You are expected to use scholarly written books/articles as well as the cites of the museums. Wish you good luck! Assist. Prof. Mehmet Kahyaoğlu
Sun Mon Tues Wed Thurs Fri Sat 1 Test Prep Academy Grade 5 7:00-8:00am Grade 6, 7, 8 7:30-8:00am Math Mid-Winter Break assignment due Math Probability Task (Class 720) 2 Test Prep Academy Grade 6, 7, 8 7:30-8:00am Math Probability Task (Class 721 & 722) Science exam: Chapter 7 3 Social Studies Fair Project due 4 Test Prep Academy Grade 5, 6, 7, 8 8:00-10:00am 5 6 7 Test Prep Academy Grade 5 7:00-8:00am Grade 6 5:45-7:45pm Math exam: Unit 5 (Class 720 & 722) 8 Test Prep Academy Grade 5 7:00-8:00am Grade 6, 7, 8 7:30-8:00am Math exam: Unit 5 (Class 721 & 722) Parent/Teacher Conf. 5:00-8:00pm 9 Test Prep Academy Grade 6, 7, 8 7:30-8:00am Early Dismissal 11:20am Parent/Teacher Conf. 12:20-2:20pm 10 ELA Nonfiction Research typed paper due 11 Test Prep Academy Grade 5, 6, 7, 8 8:00-10:00am 12 13 14 “When in Rome” Toga party 2:30-4:30pm Test Prep Academy Grade 5 7:00-8:00am Grade 6 5:45-7:45pm 15 Test Prep Academy Grade 5 7:00-8:00am Grade 6, 7, 8 7:30-8:00am Social Studies exam 16 Test Prep Academy Grade 6, 7, 8 7:30-8:00am 17 18 Test Prep Academy Grade 5, 6, 7, 8 8:00-10:00am 19 20 21 Test Prep Academy Grade 5 7:00-8:00am Grade 6 5:45-7:45pm 22 Test Prep Academy Grade 5 7:00-8:00am Grade 6, 7, 8 7:30-8:00am 23 Test Prep Academy Grade 6, 7, 8 7:30-8:00am 24 25 Test Prep Academy Grade 5, 6, 7, 8 8:00-10:00am 26 27 28 NY State ELA Exam 29 NY State ELA Exam 30 NY State ELA Exam 31
Grab and Go Marketing Package AF Worldwide Talent Competition Program Live Dates: 1 - 30 Nov16 Marketing POC: Gary.Lott@us.af.mil Comm Phone: 210-395-7511 and DSN 969-7511 Air Force Program POC: Name Product Intent Installation Implementation Plan This is an overview of requirements used to promote the program. Commander’s Smart Card Provides commanders with quick overview of the program, AFSVA roles and installation responsibilities. PowerPoint Briefing Slide Provides basic slide needed promote the program at commanders’ calls, newcomers briefings Poster/Flyers Printed materials will be shipped to the installation Marketing Office Web advertising Digital (lower resolution) graphics that can be used on website and social media Base Press Release Customizable by Installation USE LATE OCT Social Media Posts Suggested social media posts ready to customize and use! Use 3 in October and 5 in Nov on specific dates 1st, 8th 15th, 21th, 29th Nov 16
Name Product Intent Installation Implementation Plan Requirements This document provides a quick overview of requirements and marketing tactics used to promote the program. Commander’s Smart Card Provides commanders with quick overview of the program, AFSVA roles and installation responsibilities. PowerPoint Briefing Slide Provides basic slide needed promote the program at commanders’ calls, newcomers briefings Poster/Flyers Print quality marketing collateral Web advertising Digital (lower resolution) graphics that can be used on website and social media Social Media Posts Suggested social media posts ready to customize and use! Video URL’s DEAN EDWARDS DENNIS GAXIOLA Videos of comedians Press Release Developed as a starter press release for installations After Action Report Template Template
CURRICULUM VITAE John S. Grabowski School of Theology and Religious Studies The Catholic University of America Washington, DC 20069 (202) 319-6509 Fax (202) 319-5875 EDUCATION 1985-1991 - Marquette University - Milwaukee, Wisconsin. Doctor of Philosophy in Religious Studies with specialization in Systematic Theology. 1981-1984- University of Steubenville - Steubenville, Ohio. Bachelor of Arts in Theology Summa cum laude. AREAS OF TEACHING COMPETENCE Roman Catholic Theology: especially Moral Theology both method and current debates, Sexual Ethics, Theology of Christian Marriage, Theological Anthropology, the Enlightenment, Feminist Theology, Virtue Theory. PROFESSIONAL EXPERIENCE: TEACHING 1991-present Now Associate Professor with Continuous Tenure. Teaching: HSTR 101/TRS 230 - Character, Choice and Community, TRS 352 - Christian Marriage and Family, TRS 630A - Foundations of Christian Moral Life, TRS 631 - Christian Marriage and the Family, TRS 732A - Sexuality, the Person, and Ethics,, TRS 737B - The Virtues, TRS 732F - Sex and Virtue, TRS 737 - The Body in Theology, TRS 737E Freedom, Responsibility, Rights. TRS 897 - Directed Readings in Moral Theology. Previously taught Theo 600, - Proseminar, Theo 800 - Proseminar for STL and Doctoral Students, Theo 722 - Conscience, Responsibility, and Freedom, Theo 823 - Personalism in 20th Century Catholic Sexual Ethics, Theo 824 - Medieval Views on Marriage, Sex, and Gender. The Catholic University of America, Washington, DC. 1999-present . Instructor for Archdiocese of Washington Permanent Deacon Program. Teaching Moral Theology and Christian Anthropology (10 - 15 week courses for deacon candidates and their wives). Washington, D.C. January 2014, 2016. Instructor for the Theology of the Body Institute. Taught: Writings of Pope John Paul II on Marriage, Sex, and Gender. One week intensive course for certificate program (through Creighton University). Quarryville, PA. Summer, 2015. Visiting Professor in MA Program. University of Notre Dame. Taught Theo 60649 - Sources of Catholic Sexual Teaching. Notre Dame, IN. 1995-2007. Instructor in Education for Parish Service Program course for lay ministers). Teaching: Moral Theology, Human Sexuality, Beginning and End of Life Issues. Trinity College, Washington, D.C,
Equipping of the saints 2 Corinthians 13:9 (King James Version) 9 For we are glad, when we are weak, and ye are strong: and this also we wish, even your perfection. 1 Thessalonians 3:10 (King James Version) 10 Night and day praying exceedingly that we might see your face, and might perfect that which is lacking in your faith? That they may serve. 1 Peter 4:10-11 (King James Version) 10 As every man hath received the gift, even so minister the same one to another, as good stewards of the manifold grace of God. 11 If any man speak, let him speak as the oracles of God; if any man minister, let him do it as of the ability which God giveth: that God in all things may be glorified through Jesus Christ, to whom be praise and dominion for ever and ever. Amen. To build up the body of Christ. (Strengthen as well as enlarge) Until we arrive To the unity of the faith.
Table 3 – Predictive ability of modifications to the GRACE score in COPD patients Method for obtaining predicted risk of death M-H pooled RR (95% CI) for death at 6 months adjusted for predicted risk of death C-statistic Hosmer-Lemshow Normal GRACE score (comparator for 1) 1.29 (1.28-1.33) 0.8166 >0.999 1. Normal GRACE score – multiply risk of death by 1.3 for COPD patients 0.99 (0.96-1.01) 0.8181 (p<0.001)* >0.999 MINAP derived GRACE score (comparator for 2-3) 1.23 (1.20-1.26) 0.8322 >0.999 2. MINAP derived GRACE score + smoking 1.20 (1.17-1.23) 0.8323 (p=0.274)* >0.999 3. MINAP derived GRACE score + COPD 1.00 (0.94-1.02) 0.8333 (p<0.001)* >0.999 *p-values compare the C-statistics for the modified models compared to either the normal GRACE score or the MINAP derived GRACE score.
Road closure notification Honour Avenue, Graceville From 10pm Friday 24 to 5am Saturday 25 March 2017 As part of the Graceville station accessibility upgrade, Queensland Rail will temporarily close a section of Honour Avenue between Bank Road and Verney Road West. This temporary road closure is required to allow for the safe completion of crane lifts. During this time, traffic management and detour signage will be in place to direct road users around the closure. Local access will be maintained at the instruction of the traffic controller. Pedestrian access will be maintained on northbound lane side footpath on Honour Avenue. Queensland Rail is aware that such operations may cause temporary inconvenience to our valued neighbours. Every effort will be made to carry out these works with minimal disruption. Queensland Rail apologises for any inconvenience and appreciates the local community’s cooperation during these important works. For traffic management enquiries contact Traffex Traffic Control Solutions 1300 787 511. For more information about the Graceville station accessibility upgrade, please contact the project team on 1800 722 203 (free call), email stationsupgrade@qr.com.au or visit queenslandrail.com.au
Describes HIERARCHY of MEDICINE, PHYSIOTHERAPY, NURSING and challenge for nursing of identifying its specialty alongside other professionals. FLORENCE NIGHTGALE trying to teaching that back in 1860. Autonomy not as easy to see as in nursing as other professions. OCCUPATIONAL THERAPISTS came up as a specialty. 058'45" MOVE TO MANUKAU INSTITUTE OF TECHNOLOGY 1982 Describes professional transition from teacher to lecturer in move to MIT. Refers colleague BEV JOHNSON, MIDDLEMORE. Reflects on own training as a nurse and modern education including ethics, communication skills, cultural safety and the TREATY OF WAITANGI. 065'15" CHANGES TO STRUCTURE OF COURSE Refers to changes to nursing qualification and CURRICULUM at MIT. DIPLOMA OF NURSING. BACHELOR OF HEALTH SCIENCE. BACHELOR OF NURSING. 066'50" FURTHER EDUCATION 1990S Describes own further EDUCATION in 1990s. Refers AUCKLAND UNIVERSITY, BACHELOR OF EDUCATION, VICTORIA UNIVERSITY OF WELLINGTON, MASTERS DEGREE. 'Best years of my life.' Refers JILL WHITE, MARGIE MARTIN, SHERYL MOSS. Part time study while working full time (1996-1999). 072'24" REFLECTIONS ON STUDY Reflects on being a student, stress of working and studying, health issues. 075'00" CHANGES IN MEDICINE & NURSING OVER YEARS Reflects on nursing as a specialty of working with human responses to their health problems. Basic premise of caring and responding to the patient. 078'34" RETIREMENT Reflects on career, changes in nursing and new developments in teaching nurses. Refers MIDDLEMORE and COUNTIES MANUKAU HEALTH BOARD. FILE 5 AND INTERVIEW ENDS 80 Minutes 48 Seconds.
Sun Mon Tue Wed Thu Fri Sat 1 10:45 Hearthstone 2 Stephen Ministry 6 Evening Prayer 6:15 Altar Guild 7 Choir 2 8 Men’s Breakfast 3 4 10HE Rev A. Bowman 11 Craft and Bake Sale 4 Integrity/PRIDE 5 6 7 9 Men’s Prayer 10:30 Scripture Study 12 Healing Eucharist 2 Knit/Crotchet 8 10:45 Hearthstone 6;30 Evening Prayer 7 Choir 9 10 12 Ladies of Grace 11 10Holy Eucharist Rev McKee Book Club follows 12 13 10 Stewardship Ministry 14 9 Men’s Prayer 10:30 Scripture Study 12 Healing Eucharist 2 Knit/Crotchet 15 10:45 Hearthstone 2 Stephen Ministry 6:30 Evening Prayer 7 Choir 16 17 10 Cleaning and Christmas decorating 18 10 Holy Eucharist Rev. McKee 3 Lessons & Carols 19 20 21 9 Men’s Prayer 10:30 Scripture Study 12 Healing Eucharist 2 Knit/Crotchet 22 10:45 Hearthstone 6:30 Evening Prayer 7 Choir 23 24 5:30 Carols 6 Holy Eucharist Rev McKee 25 No Services 26 Office closed this week. No meetings this week. 27 28 29 30 31
April 2018 Sun Mon Tue Wed Thu Fri Sat 1 EASTER 10 Holy Eucharist Rev. Andrea FISH Donation Sunday CAMP CROSS MONTH 2 3 4 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Eucharist 5 10:45 Hearthstone service 2 Stephen Ministry 5 Altar Guild 6 Evening Prayer 6 8:00-Men’s breakfast 7 8 8:30 Choir 10 Holy Eucharist Rev. Tony 9 2 Bishop’s Committee 10 10 Stewardship 11 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Eucharist 12 10:45 Hearthstone service 6 Evening Prayer 13 14 15 8:30 Choir 10 Holy Eucharist Rev/ Christianne Centering Prayer 16 17 18 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Eucharist 19 10:45 Hearthstone service 2 Stephen Ministry 6 Evening Prayer 20 Newsletter deadline 21 9:30-3:30 Regional Meeting St Andrew’s in Chelan 22 8:30 Choir 10 Morning Prayer DONATION FOR CAMP CROSS SCHOLARSHIPS 23 24 25 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Eucharist 26 10:45 Hearthstone service 6 Evening Prayer 27 28 29 8:30 Choir 10 Holy Eucharist Rev Christianne 30 Camp Cross Month
12 10 Holy Eucharist 13 2 Bishop’s Committee 14 10 Stewardship Ministry 15 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Prayer service 16 10:45 Hearthstone service 2 Stephen Ministry 17 10 FISH Lunch Preparation 18 2-3:30 Healing Drum Circle 19 10 Holy Eucharist Centering Prayer after services 20 21 22 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Prayer service 23 10:45 Hearthstone service 24 10 FISH Lunch Preparation 25 2-3:30 Healing Drum Circle 26 10 Holy Eucharist NEWS LETTER articles due. 27 28 29 9 Men’s Prayer Group 10:30 Scripture Studies 12 Healing Prayer service 30 10:45 Hearthstone service 31 10 FISH Lunch Preparation Back to school Supplies, stay tuned as to what we can help with this year
Opinions Number of respondents Percentage Yes aim aware 98 98% Don’t know 2 2% Total 100 100% Source: Field Data, 2013 Table indicates that, 98% of the respondents were aware of ARVs, while 2% of the respondents reported that they did not know. This study showed that many people are aware of ARVs, with larger number of females than males. Age wise, those who were sexually active were found more knowledgeable. Most of them actually get information from the mass media such as Radio, Television and Magazines. The findings showed that those who were aware had thought that ARVs improved the life of PLWHA by increasing the body immunity hence improving the quality of life. Few people responded that ARV’s treat HIV/AIDS; this shows that people know that there is no drug for treatment of HIV/AIDS. 4.4.1 The Opinions of Respondents Regarding Knowledge about ARVs. Apart of the awareness respondents were also asked for their own knowledge on ARVs it was found that: Table 4.9:The Opinions of Respondents Regarding Knowledge about ARVs. Opinions Number of respondents Percentage ARVs is just a mare drugs 5 6% ARVs is cure 22 25.3% ARVs prolong life 30 34.5% ARVs reduce viral overloads 18 20.7% ARVs reduce pain 10 11.5% ARVs is just like other drugs 2 2%
and possible rectification order process. She gave evidence that there was some money still available for these purposes. A conflict of interest involves a situation where ‘a person has a personal interest in a matter which is the subject of a duty or decision of that person’. Such a conflict needs to be addressed and managed. For example, ‘company directors must not, in any matter falling within the scope of their service, have a personal interest or inconsistent engagement with a third party, except with the company's fully informed consent (the conflict rule)’. Also, company directors ‘must not misuse their position to their own or a third party’s possible advantage, except with the company’s fully informed consent … (the profit rule)’, and must not ‘misappropriate the company’s property for their own or a third party’s benefit (the misappropriation rule)’. The Corporations Act 2001 (Cth) (the Corporations Act) makes provision for disclosure of a ‘material personal interest’ in a matter that relates to the affairs of the company and related matters. Members of an executive committee under the UTM Act are in a similar position to company directors. An executive committee member must comply with the code of conduct set out in schedule 1, part 1.1 of the UTM Act, and this provides in section 8 that ‘an executive member must disclose to the executive committee any conflict of interest the member may have in a matter before the committee’. Any such conflict needs to be then addressed and managed. Certainly in relation to her membership of the executive committee for UP 3411, Ms Domazet appears to have a conflict of interest in considering issues concerning the alleged building defects, that is between her personal interest arising from her relationship with her father, the builder, and her position as a representative of Statehay, of which her father is a shareholder and director, on the one hand, and her duty and responsibility as a member of the executive committee of UP 3411 in making decisions concerning the legitimate complaints against her father, the builder, on the other. This conflict of interest needs to be disclosed, addressed and managed. In relation to the role of Statehay, and Ms Domazet as its representative, as a unit owner at the annual general meeting there is less room for the operation of conflict of interest principles. There is no equivalent of conflict of interest
This group of involved parents is very active and supportive in many school affairs. We encourage all parents to attend meetings and get involved in your son or daughter’s secondary school experience. Especially welcome are the parents of our new Grade 8 students!! Meeting times are announced in the school newsletter, which is emailed to those parents who supply an email address to the school. It is sent out every other week. PLEASE SUPPLY YOUR EMAIL ADDRESS TO THE SCHOOL OFFICE BY CALLING 250 449 2224. You will then receive a BCSS Newsletter. LIFESKILLS ROTATION Lifeskills 8 is a rotational elective class that is combined with grade 9 students. It is offered in two full blocks, one in semester One and one in Semester Two. Students are organized into three groups and are rotated through the following experiences provided by the Lifeskills 8/9 teachers: Cooking, Sewing, Computers, Drama, Art, and Shops . This experience will provide them with an opportunity to experience some of the courses that they may choose as their elective or selected studies courses after leaving Grade 9. The final mark in this class is an average of all the segments included in the Lifeskills block. Each rotation is approximately 7 weeks in length. Individual teachers will be contacting parents with the materials, if any, needed for each rotation. JUNE OR SEPTEMBER GRADE 8 PARENT MEETING Each year, the school hosts a Grade 8 Parent Meeting in either June or Sept depending on people availability. We bring parents together to discuss the transition into secondary school and to answer any questions parents might have. The date of the Grade 8 parent meeting will be sent home when we have a date. COURSE OUTLINES On the first day of school in each semester, subject teachers issue a course outline to students. Included in the outline is a timeline of curricular areas, methods of evaluation and class rules and procedures. Parents are encouraged to review these outlines with their sons or daughters and if you have any questions, please contact the specific subject teacher. I REPORTS In any class, students who are not achieving a passing grade will be issued an “I” or “incomplete” report. This report outlines and provides a timeline and due date for work a student must complete and submit in
Demonstration of Mastery (Goal: 85% Mastery) A. Indicate Measure / Method / Instrument B. Results (indicate number for reporting) C. Action or Follow-Up Taken N= %= *Produce and/or defend a significant contribution to knowledge or scholarly professional activities conducted in either manner. (Goal: 100% Success) A. Describe Contribution B. Results (indicate number for reporting) C. Action or Follow-Up Taken N= %= *Examples might include, but are not limited to, internship/externship, research proposal, and presentations of research or project results, thesis defense or thesis.
Table 2 Individual Program Results from DQP Analysis on Multiple Pages Following Table 3 Syllabi Analysis: Percent of Syllabi from Samples Consistent with the Five Components of School of Graduate Studies Mission Statement Graduate Program Comprehend and discuss advanced theoretical questions and current issues Collect, analyze, and interpret data applicable to complex questions and problems Conceptualize, evaluate, and implement solutions to complex problems Use appropriate technologies as needed Synthesize and articulate multiple concepts in a clear, concise, and persuasive manner Communication 100% 0% 75% 75% 0% Accounting 100% 0% 75% 75% 0%
Accounting Business Admin. Comm. Comm. Sciences & Disorders Counseling Safety School Psychology Special Ed. 500-level: -- 600-level: 2 700-level: 17 Total: 19 500-level: -- 600-level: -- 700-level: 44 Total: 44 500-level: 7 600-level: 14 700-level: 10 Total: 31 500-level: 3 600-level: 11 700-level: 14 Total: 28 500-level: -- 600-level: -- 700-level: 48 Total: 48 500-level: 3 600-level: 17 700-level: 7 Total: 27 500-level: -- 600-level: 7 700-level: 26 Total: 33 500-level: 6 600-level: 12 700-level: 6 Total: 24 Overall Total: 254 Note. These numbers reflect counts of textbooks required on course syllabi. Some texts may be used in multiple courses. Table 7 - Characteristics of UW-W Graduate Programs Identified in Interviews with Program Coordinators Program Body Focus on specific profession Focus on applied skill development, including applied research Capstone experience Internship Licensure/certification possible after graduation Additional admissions requirements CT requires more depth, integration, dealing with complexity Student Accounting Yes Yes MPA in-house written exam Yes GMAT for UG gatekeeping courses Yes Business Administration MPA test- prep Yes Yes MBA exam 24 hours UG Yes
Table 12 Top Three Categories of Student Comments Made on Exit Surveys from Each Graduate Program Student Comment Categories (not individual comments) Program Opportunities for hands on or real life experience (+) Used Modern Technology (+) High faculty expectations (+) Based in current research (+) Lack of challenge or differentiation from UG (-) Too much repetition in courses (-) More opp for working w/ tech More preparation for/real world opportunities Accounting 1 2 3 Bus Ed 1 Bus Admin 3 2 3 1 Comm 2 2 1 Comm 1 3 3 2 Counseling 1 3 2 Prof Dev 1 3 2 Safety 2 3 1 3 3 School Bus 1 3 2 3 Spec Ed 2 3 1 School Psych 1 2 3 NOTE. Two of the same number (e.g., 2 3’s) indicates a tie in number of comments in those categories.
Ambassador: Meets new delegations that arrive to their country. Will maintain order and ensure fair-trading among parties and finalize trade deals. Engages in exchange of ideas with people from outside their region. Merchants: Upon meeting an ambassador within their sphere you aim to trade and exchange ideas – then return home with new goods, technology and potentially beliefs. Interaction Record (maintained by recorder) – Assigned Region: ____________________ Item Desired Items Gained Final Items Goods Belief Systems Innovation & Technology Appendix E Student Participation - Rubric Beginning – 0 pts Developing –18 pts Focused –24 pts Exemplary –30 pts Demonstrates Respect for Others Poor behavior. Disruptive to other students. Lack of respect is demonstrated in the classroom. Comments show a lack of respect and courtesy. Classroom behavior needs to be improved. Needs to act in a more respectful way in the classroom. Needs to continually be spoken to regarding behavior or attitude. Demonstrates inability to pay attention when others are speaking. Classroom behavior was acceptable. Acts respectful in the classroom on most occasions. Classroom behavior was superior, professional, and a model of how the teacher would like students to behave. Demonstrates and respect for others at all times. Works Independently and Cooperatively Unable or unwillingly to work independently Needs improvement in the area of working independently or cooperatively with Works independently or cooperatively Works independently or cooperatively with others all of the
or cooperatively with others. Unable to stay on task. others. Able to accomplish few assigned tasks. Has a difficult time staying on task. with others most of the time. Able to accomplish most assigned tasks. Stays on task most of the time. time. Able to accomplish all assigned tasks. Stays on task all of the time. Engaged and a productive member of class. Appendix F Chinese Dynasty Song Shang, Zhou, Qin, Han Shang, Zhou, Qin, Han Sui, Tang, Song Sui, Tang, Song Yuan, Ming, Qing, Republic Yuan, Ming, Qing, Republic
Term Grants for Graduate Research / Fieldwork Application Form Name: E-mail: @cam.ac.uk Degree, Subject, Study year: Name of Supervisor: I receive the following external Funding/Scholarships: (if any) Previous College funding awards: (include amounts and year) Amount requested in this application (it is important that you complete this): £ Departmental contribution to this research/fieldwork (if any): £ I am presenting a paper or poster at a conference: Yes/No Purpose of grant: If your application involves travel, please give details of your destination, dates, reasons for travel, and information about any paper that you will be presenting during your visit. Estimated costs: Give full breakdown of the estimated costs that you will incur, using the most economical means of travel possible, e.g. student railcard. Please total your costs.
Student Name: Describe one of your experiences during high school that you are most proud of and state why. Describe your top three characteristics. Is there a characteristic that you would like to improve on? What advice would you give to a student who is entering high school? What short term goals do you have for next year? In regards to long term goals, where do you hope to be in five years? Describe where you hope to be working or what training you may be pursuing. Name the steps you will have to take to help achieve your short and long term goals.
Activity: Reflection. Think about how the following things will change for you and reflect on them below before completing the Compass Points activity: Belonging: What relationships do you have now? Where do you feel a sense of belonging? Belonging: How will this shift after graduation? Will you be going to a place where you need to make new friends? Independence: What are you working towards now? Driver’s license? Job? Independence: What will you be working towards next year? Job, moving, travel? Mastery: What personality traits/skills do you have that are STRENGTHS for you? Mastery: How can you build on these and do more of them next year? Generosity: How are you currently contributing to your community/family situation? Generosity: How can you use your skills to help others and become more involved to create new friends and a stronger sense of belonging?
RVC Graduates Association EMS Grant Application Name Year of Course Student Number Address Telephone Number E-mail Address EMS Location _________________________ Type___________________________ Duration of placement ___________________ Dates of Placement_______________ Please give a brief explanation of why you think you should receive financial support for this placement. Your application should focus on: Why will this placement give experience you cannot get elsewhere? What will you gain from this placement and Why is it important for your future career?
Michael Vaughn mvaughan1 at crimson.ua.edu Siwen Wang swang83 at crimson.ua.edu Xuan Wang xwang158 at crimson.ua.edu Harrison Watts hrwatts at crimson.ua.edu Zhihan Wei zwei7 at crimson.ua.edu
Graduate Instructional Skills Workshop Frequent Asked Questions: Eligibility, Waitlist Registration & Accepted Registrants Question Answer Eligibility 1 I am a graduate student but I am not currently registered for any courses. Am I still eligible to attend Grad ISW? No. You must be a currently registered graduate student (i.e. currently paying student fees) in the academic term when the workshop takes place to be eligible to participate. 2 I am set to graduate before the workshop starts. Am I still eligible to attend Grad ISW? No. You must be a currently registered graduate student in the academic term when the workshop takes place to be eligible to participate. 3 I have completed all my graduate coursework and have received a certificate of completion, but I have yet to attend my graduation ceremony. Am I still eligible to attend Grad ISW? No. You must be a currently registered graduate student in the academic term when the workshop takes place to be eligible to participate. 4 I am a post-doc. Am I still eligible to attend Grad ISW? No. If you have completed your graduate studies you are not eligible to attend Grad ISW. However, if you are completing a post-doc at UBC, you may be eligible for our Faculty ISW. More information about the Faculty ISW can be found here: Waitlist Registration 1 Can I email CTLT staff to have my name placed on the waitlist? No. CTLT staff cannot place you on a waitlist. You must sign up for the waitlist on our website. Follow the appropriate link at 2 How will I know when waitlist registration opens? We circulate emails advertising open registration to graduate program departments, who forward the information onto their respective students. We also circulate emails to waitlisted students who have not yet been able to complete the workshop. 3 In the past, I signed up for the workshop as soon as I was notified that registration was open, only to find it was already full. What am I supposed to do? We have switched the registration format and we no longer use "first come first served." As long as you register within the first 5 days after registration opens, then you will have a chance to get a spot. Spots are assigned on a weighted system based on the number of wait lists you have been on over
Dr. William W. Nagy, Director, Graduate Prosthodontics Program Professors: Dr. William Nagy Dr. Amp Miller Clinical Professors: Dr. Frank Higginbottom Dr. Ron Woody Clinical Associate Professors: Dr. John Goodman Dr. Elias Kontogiorgos Clinical Assistant Professors: Dr. Todd Baumann Dr. Brody Hildebrand Dr. Preeti Naik Dr. Michael Oppedisano Dr. Chia-Ming Lee Dr. Jorge Gonzales Dr. Aline Speer Dr. Jeffery Pope Dr. Eddie Tanur Dr. Ruben Ovadia Graduate Program (Certificate/M.S. with thesis): 83.5 semester hours 36 months Starting date: June
Name Resident: Type PT Records/Recording Diagnostics Laboratory Procedure Roster Diagnostic Casts Articulated casts Diagnostic waxups Customtrays Consults Baseplates/Occlusal rims Removable Anterior Setup Posterior Setup Process/Finish Radiographic Template Fixed / Implant Pros Surgical Template Templates/Provisionals Preparations - Diagnostic Final Impressions Die Preparations Waxups Castings Metal finishing Porcelain Application Porcelain Finishing Stain/Glaze Soldering Connectors Attachments Occlusal Splint Misc. Dowel/Core
WV Graduation 20/20 School Leadership Team Team Leader Checklist Item Due date To Notes School Leadership Team Contact List Fall Office of Special Education Coordinator via Electronic Document School Team Meeting Agenda/Minutes Reporting Log Monthly Office of Special Education Coordinator via Electronic Document Core Data Tool Fall (update as needed) Office of Special Education Coordinator via Electronic Document Action Plan Fall (revise as needed) RS3 via Hard Copy Action Plan Fall (revise as needed) Point of Contact via Electronic Document Graduation 20/20 Reflection Rubric May GRADUATION 20/20 Evaluator Amber Stohr astohr@k12.wv.us Link to survey will be sent electronically to School Leadership Team members
8. Core Graduate Curriculum Degree Requirements Clearly state requirements for graduation (not required for certificate programs) Course List Table 8.1: Summary of all courses offered: core (required) and elective Course No. Course Title Core or Elective Credit Hours Current Instructor Semester/Term in which course is offered 1 credit hour is equivalent to: Sample Academic Plan Describe typical progression of students through each track in your program (not required for certificate programs)
CLINICAL RESPONSIBILITIES RESEARCH INTERESTS RESEARCH SUMMARY Item Total In last 5 years Peer-reviewed papers in referred journals Book chapters & conference proceedings Published abstracts Presentations at national & international conferences RESEARCH FUNDING SUPPORT Source of Funding Title of Research Grant Dates of Support Funding Amount LIST OF SELECTED PUBLICATIONS – Reverse Chronological Order Last 5 years.
Dear : On behalf of the Board of Trustees of Illinois State University through its , I would like to offer you a graduate assistantship. Assistantship Benefits and Information. Your assistantship offer includes the following: Assistantship Information Type of Assistantship Percent FTE General Number of Hours per Week of Work Start of Assistantship End of Assistantship Hiring Department * Note: The ISU Graduate School endorses the 1965 resolution by the Council of Graduate Schools, which provides clear guidelines for acceptance of graduate assistantship offers. This resolution can be found at: During your appointment period you will also receive a full tuition waiver (excluding fees) during the appointment period. If your appointment is for a fall or spring semester, you will also receive a tuition waiver for up to 12 credit hours for the following summer session (if you have not yet graduated from your degree program). You are required to pay student fees for any semester during which you receive a tuition waiver. Contingencies. This offer is contingent upon the programmatic needs of the department and/or the allocation of funds for the position, and you must meet all the requirements for a graduate assistantship, including but not limited to minimum credit hours, GPA requirements, restrictions on additional employment on- or off-campus, English-language competency verification, and registration requirements as outlined in the .