zilongwang/ReadingBank huggingface dataset:
Holmfirth Harriers Christmas Party Lockwood Park, Huddersfield Saturday 23rd December 2017 Meal served 7:45pm prompt £28 per person Starters Main courses Deserts Names Salt cod croquettes, s/w aioli and micro herbs Homemade butternut squash soup with chilli & crème fraiche (v) s/w bread roll Chicken liver parfait s/w red onion chutney & ciabatta toasts FGF’s own traditional prawn cocktail (gf) Roast local “Flowery Fields Farm” turkey served with all the trimmings Grilled salmon fillet with hollandaise sauce (gf) Roast sirloin of beef (served pink) s/w Yorkshire pudding & pan gravy (gf) Vegetarian homemade lentil cottage pie with chestnuts & wild mushrooms (v) Individual Christmas pudding s/w homemade rum sauce Selection of cheeses s/w wafers & grapes Homemade tarte au citron s/w winter berry compote & Longley Farm cream Homemade Chocolate brownie & Yorkshire ice-cream (v) (gf) Please indicate your menu choices by ticking boxes above. Coffee and mini mince pies are included. v = veggie g = gluten free Bar open from 7:15pm until midnight, Disco until 12:30am Payment enclosed £__________ (cheques made payable to ‘Holmfirth Harriers AC’) Contact telephone number ________________ Please indicate any friends you would like to be seated with _________________________________________________________________ Return form and payment by 21st November to Helen Berry on a training night or by post to Delves Cottage, Delves Gate, Slaithwaite, HD7 5FA Strict limit of 100 guests. Over 18s only.
Snap Shot Date TERM Level FOUNDATION Name Years OVERVIEW PROGRESS: Write/Read LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 Oracy LO1 LO2 LO3 LO4 Numeracy LO1 LO2 LO3 LO4 LO5 LO6 PDS 1 LO1 LO2 LO3 LO4 LO5 PDS 2 LO1 LO2 LO3 LO4 LO5 WRS 1 LO1 LO2 LO3 LO4 LO5 LO6 WRS 2 LO1 LO2 LO3 LO4 LO5 LO6 Work/Experience Location: RPL Successful VET Course No VET Hrs 1-90 91-180 181-270 271+ External VET NYC Completed EDUCATIONAL POSSIBILITIES: ADDITIONAL COMMENTS: ⃝ I am aware that the content, purpose and process of this snapshot conversation is to enhance and personalise my education journey. Student Signature Educator Signature File path: Google Drive\Melbourne Academy Resources\PAGE DOCUMENTS (teacher)\2017 PAGE TEMPLATES\Foundation Release Date: 26/5/17 Version: 4 Last Edit: Kate Dennis Edit Authority: Hester Hornbrook Academy
Human Health Criteria Workshop October 29-30, 2015 Fine Arts Center, Anchorage, Alaska Agenda DRAFT 10-05-2015 Day One Title Purpose Responsible Party Time Sign in DEC Staff 8:00 – 8:30 Welcome to the event Introductions/agenda overview/ground rules/objectives DEC Director 8:30-8:45 Human Health Criteria Introduction Introduction to the general issue, the HHC formula, and issues of concern/objectives DEC Staff 8:45 – 9:45 Morning Break 9:45 – 10:00 15 min Current Issues with HHC-National Perspective Provide information on EPA 2015 HHC recommendations and current thoughts in Region 10 Angela Chung and Lon Kissinger EPA Staff 10:00-10:30 Fish Advisories v. HHC Fish consumption terminology and how it differs from HHC Dr Ali Hamade (DHSS) 10:30-11:00 LUNCH: On your own 11:30 – 1:00 1.5 hr HHC Development Issues Exposure, Risk, and similar technical issues DEC Staff 1:00-1:45 Introduction to Dietary Surveys: A National perspective How are dietary surveys used to develop a fish consumption rate/QAQC process Lon Kissinger EPA staff 1:45 – 2:30 Afternoon Break 2:30 -2:45 HHC in Washington and Idaho Identification of the population of concern- options Cheryl Niemi WA Ecology/Don Essig Idaho DEQ 2:45 – 4:00 State Panel Discussion: Day One Speakers 4:00- 4:40 Day One Wrap Up: General comments/questions for Day Two to consider 4:40 - 5:00
Day Two Title Purpose Responsible Party Time Welcome back Introductions/agenda overview/ground rules DEC Staff 8:15 – 8:30 Alaska Fish Consumption Research Literature Review Provide information on fish consumption research previously undertaken in Alaska Brock Tabor- DEC 8:30 – 9:00 Conducting a Dietary Survey in Seldovia, Alaska Background on Seldovia’s 2012-2013 process and lessons learned Seldovia Village Tribe 9:00 – 9:30 Subsistence and Personal Use Fish Harvest Data Role of ADF&G in collection of fish harvest and consumption data Jim Fall ADF&G Subsistence Staff 9:30 – 10:00 BREAK: 10:00 – 10:15 15 min Potential Implementation Options Describe options for implementation of criteria Nancy Sonafrank 10:15-11:00 Panel Discussion – Implementation Issues for APDES Permits and Permittees What are your concerns about the impact of revised standards on your industry? What implementation tools have you used previously to address stringent criteria? What challenges did these tools pose? What would you need to see from DEC to assist in the implementation of new criteria Wade Strickland- DEC APDES program Brett Jokela (AWWU) Ron Rimelman (NovaGold) 11:00 – 11:45 LUNCH: On your own 11:45 – 1:15 1.5hr Small Group Discussion and Summaries Small groups will discuss key technical/policy issues and present back to group Facilitators 1:15-2:15 Conference Summary and “next steps” Summarize key points from the workshop How to stay informed about next steps Alida Bus/ Gina Shirey 2:15-2:30
Report Cards At the end of each nine-week grading period, a report card is sent home. This is a record of your child’s academic progress, attendance and conduct. Please review your child’s progress with him/her and return the report card envelope to the school on the following school day, signed in the designated space. It is very important that these be returned promptly and in good condition. 1st Nine Weeks 1st IPR – tba 2nd IPR – tba End of 9W= Friday, October 13 Report cards issued on Thursday, October 20 2nd Nine Weeks 1st IPR –tba 2nd IPR – tba End of 9W= Friday, January 5 Report cards issued on Thursday, Jan 11 3rd Nine Weeks 1st IPR – tba 2nd IPR – tba End of 9W= Wednesday, March 14 Report cards issued on Tuesday, March 20 4th Nine Weeks 1st IPR – tba 2nd IPR – tba End of Session = Thursday, May 24 Report cards mailed home on Friday, May 25
by Unigo Updated 3-1-18 March 31, 208 $2,500 Be 13 years of age or older at the of application Legal U.S. resident Currently enrolled or enroll no later than fall of 2021 in an accredited post-secondary institution of higher ed See website for details Create online account Submit online short written response (250 words or less) to the question: "Which superhero or villain would you want to change places with for a day and why?"
How Your Brain Works 4-6 Brain Injury Services Alison Nicholson 905 523-8852 x141 Sep - Jun 1 hour interactive classroom presentation How a brain feels and looks, what it does, and how to protect it Intermediate Curriculum Expectation: Demonstrate responsibility for their own safety and the safety of others as they participate in physical activity. Demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., following guidelines) Think First Assembly 6-8 Hamilton Public Health Services Julie Scheerer, PHN 905.546.2424 x7340 Available Sep to Jun. Offered to 40 schools yearly 1 hour interactive assembly led by two public health nurses focusing on: brain and spinal cord injury prevention Parts of the Brain and Why Protect It 6-8 Brain Injury Services Alison Nicholson 905 523-8852 x141 Sep - Jun 1 hour interactive classroom session Explained through pictures, video, lecture and activities the five major parts of the brain, what they do and why we should protect it. Primary-Intermediate Gr. 3-8 Ride Smart Program * $15/student/week Subsidies available. 4-6 New Hope Community Bikes 905.545.1991 Contact New Hope re: availability. Cycling instructors provide 5 hours of in-class and on-bike cycling safety instruction at Hamilton schools. Provide bike repair support for participants Link for Secondary Curriculum Expectation: Demonstrate safe practices regarding the safety of themselves and others. Apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire e.g., helmets). Concussions 7-12 Brain Injury Services Alison Nicholson 905 523-8852 x141 Sep - Jun 60-90 minute classroom session Video simulation of a concussion, symptoms, risk, and management to return to school and play Activities that illustrate living with a brain injury Includes resources and potential legacy projects for the teacher to do with students Brain Injury Risk/Prevention 9-12 Brain Injury Services Alison Nicholson 905 523-8852 x141 Sep - Jun 60-90 minute classroom session A survivor shares their personal story of their injury and life changes Risk factors of having a brain injury
Module # 3 Module Title: 3.0 Follow up Module – Structured Practice Online Learning Objective: Given an action plan and a client folder, the volunteer will be able to demonstrate the ability to communicate with clients, evaluate client progress, the client, and collect and report case management notes with 80% accuracy as evaluated by checklist and post-test performance. Screen #: 18 Screen Assets: Text Question Flash Video Audio Rollover Pop up text Screen Title: Decision pop up question #3 – In case management notes Instructional Text Interactivity CORRECT: In the case management notes. Level 1- extent of interactivity is simple navigation. Navigation bar enabled to allow volunteer to go to the next screen, go to the previous screen, go to the main menu, or toggle audio or closed captioning. Video navigation available on video player. Keyboard arrows enabled for navigation as well. Question Graphics/Animation Multiple Choice Multiple Select Matching Captivate Flash Answer only Answer/Distracters Navigation Audio/Script Active: Disabled: Next’ button: ‘Help’ button: ‘Back’ button: Audio button: Closed captioning option: Menu button: On screen audio script: Click ‘Next’ or hit the advance right button on your keyboard to continue. You may also click ‘Back’ or the left arrow on your keyboard to return to the previous screen. Help Help Menu Menu Audio Audio Back Back Skip Skip Next Next Video Video CC CC Notes: All images are representations; copyright protected. Audio option for visually impaired individuals for on screen text and closed caption (CC) for hearing impaired individuals.
NAMING IONIC COMPOUNDS Write the names of the following compounds Ca3N2 FeI3 Na2O AlCl3 SrO Write the formulas for the following ionic compounds Copper(II)oxide Sodium fluoride Zinc chloride Aluminum sulfide Potassium nitride Write the names of the following compounds Mg(HCO3)2 Sr(HSO4)2 (NH4)2SO4 Ca(NO3)2 CuSO4 Write the formulas for the following ionic compounds Aluminum Nitrate Magnesium Phosphate Ammonium acetate Potassium Permanganate NAMING IONIC COMPOUNDS Write the names of the following compounds Ca3N2 FeI3 Na2O AlCl3 SrO Write the formulas for the following ionic compounds Copper(II)oxide Sodium fluoride Zinc chloride Aluminum sulfide Potassium nitride Write the names of the following compounds Mg(HCO3)2 Sr(HSO4)2 (NH4)2SO4 Ca(NO3)2 CuSO4 Write the formulas for the following ionic compounds Aluminum Nitrate Magnesium Phosphate Ammonium acetate Potassium Permanganate
Water heater and refrigerator: These are pre-set and must not be adjusted. Telephones Cellphones have particular challenges in the forest, but they do work. HHOS’ best transmission/reception spots are the gravel area in front of the kitchen or the entrance road by the water tanks. Text messages sent to individuals rather than group messaging tends to be more successful. Rules and Regulations HHOS is primarily for curriculum-based, educational purposes. Other uses may be accommodated, depending on staff availability. The land and the buildings at the site are the property of the U.S. Government. For the safety and benefit of everyone as well as the environment, groups using HHOS must follow both National Park Service (NPS) and site regulations. Please review the information on this page and on the Use Agreement Form and share it with all leaders and students before arriving at HHOS. For student security, all adults accompanying registered groups will wear provided identification lanyards. Law enforcement personnel will be notified of any adult on-site not conforming to security measures. Only officially-trained assist animals are allowed on the site. Please notify the Education Specialist prior to your visit if this will be applicable to your group. Fires are permitted in designated areas only. No gathering of forest wood for fires or cooking sticks; campfire wood is provided. Only adults may use axes, splitting mauls, or matches, and not around students. Willful destruction or defacing of buildings or other park property is considered a criminal act and subject to prosecution. All plants, animals, geological, and archaeological objects found within the parks are under protection of the NPS and the California Department of Parks and Recreation. No firearms or other weapons are allowed on the school site. Every student must be with a partner and/or a qualified group leader at all times. Shoes must be worn at all times (cultural dance demonstrations excluded) Quiet hours will be maintained from 10:00 p.m. until 6:00 a.m. The gate on Howland Hill Road must remain closed at all times and locked at night. Smoking is NOT allowed anywhere on the HHOS campus. Provided toilet facilities must be used while on site. When the group is on field studies away from site, proper and safe field sanitation techniques will be taught and used. When this is necessary, each child will have a partner who will “stand guard” for wildlife (and other students)
_____ Period of Affordability of HOME Activity _____ Number of years services will be provided to above HOME activity ___________________________________________(HOME Grantee) certifies that the following services WERE/SHALL BE provided (during the Period of Affordability) to the above HOME Activity. Service Provider and Funding Source(s) Service Provided (brief description) # Hours of Service Provided PER YEAR Normal Rate per Hour $ Date(s) Service Provided (including YEAR) TOTAL Match claimed PER YEAR $ Copy and attach additional pages as needed. Reviewed by: Date: ________________________________________ ___________________________ (Signature of Grantee staff reviewing match claimed) Instructions: Obtain written agreement with agency providing services during ‘Period of Affordability.’ File copy of written agreement with agency in local activity file. Complete Match Certification Form File copy of Form in local activity file Attach original signed form with Activity Completion Report and submit to DOA per normal procedures.
As you are aware, the Congressional Budget Office’s (CBO) technical cost analysis scored VA’s proposed 2013 and 2014 major medical facility lease authorizations as “capital leases,” requiring the Department to budget upfront for the full cost of the lease,. This score precludes VA from procuring all of the requested 27 major medical facility leases serving more than 340,000 Veterans in 20 States. The Department is very concerned about the potential negative effects on Veterans utilizing VA health care. If the Department is unable to pursue these planned projects, six existing clinics may have to close, 14 will have constrained services to already facilities, and long-planned expansions to address Veterans’ health care needs will not move forward. Increased travel and wait times are likely to occur for Veterans, especially those located in rural areas, where access to care is limited. Mr. Chairman, we appreciate your continued work to resolve this situation. Please be assured you have a partner in VA, to make all efforts to minimize or avoid disrupting or degrading Veterans’ access to health care. V. FEDERAL AND LOCAL COLLABORATIONS In fulfilling VA’s model of quality and available care, we strive to coordinate with community providers to address gaps, and create an improved patient-centric network of care focused on wellness-based outcomes. Pursuant to President Obama’s Executive Order 13625, “Improve Access to Mental Health Services for Veterans, Service Members, and Military Families,” VA is working closely with the Department of Health and Human Services (HHS), to establish pilot projects with community-based providers. These providers include community mental health clinics, community health centers, substance abuse treatment facilities, and rural health clinics. The effectiveness of community-based providers in helping to meet the mental health needs of Veterans in a timely way is being evaluated. Both the Health Resources and Services Administration (HRSA) and the Substance Abuse and Mental Health Services
the fact that the standard for access to care may vary depending on the type of care needed. As such, PVA has concerns regarding the use of a 30 day standard for access to care without specifying the type of care that is being provided. While PVA believes that timely access to quality care is vital to VA’s core mission of providing primary care and specialized services to veterans, it is also important that factors such as the nature of the services provided and efficient use of VA staff and resources be considered when developing standards for access to care. H.R. 288, the “CHAMPVA Children’s Protection Act of 2013” PVA supports H.R. 288, legislation to amend title 38, United States Code, to increase the maximum age for children eligible for medical care under the Civilian Health and Medical Program of the Department of Veterans Affairs (CHAMPVA). CHAMPVA is a comprehensive health care program in which the VA shares the cost of covered health care services for eligible beneficiaries, including children up to age 23. As a part of health reform, all commercial health insurance coverage increased the age for covered dependents to receive health insurance on their parents plan from 23 years of age to 26 years, in accordance with the provisions of P.L. 111-148, the “Patient Protection and Affordable Care Act.” This change also included health care coverage provided to service members and their families through TRICARE. Today, the only qualified dependents that are not covered under a parent’s health insurance policy up to age 26 are those of 100 percent service-connected disabled veterans covered under CHAMPVA. This unfortunate oversight has placed a financial
Health and Human Services Policy Committee Hyatt Regency Hotel, Minneapolis, Minnesota December 5, 2016 DRAFT MINUTES MEMBERS PRESENT: Karen Ahmann David Anderson Rhonda Antrim Bev Bales Joe Bouvette Gerald Brustuen Mark Daleiden Robert Demuth Jeanne Ennen Steven Flohrs Bill Groskreutz Gary Hendrickx Linda Higgins David Hillukka Norman Holmen Nina Huntington Duane Johnson Cheryl Key Marie Kovesci John Lerohl David Lieser Harlan Madsen Gerald Magnus Stephanie Miranowski Todd Patzer Rodney Peterson Stephanie Podulke Genny Reynolds Rosemary Schultz Ron Shimanski Rhonda Sivarajah Jan Sivertson Mark Sizer Deb Sjostrom Donald Skarie Gary Sprynczynatyk Dan Stacey GUESTS PRESENT: Rex Holzemer Patrick Bruflat Wendy Underwood Brian Buhmann Sandy Tubbs Brad Vold Paul Fleisner Jeff Marks Terri Janssen Nicole Names Stacy Hennen Leota Lind Judy Barton Chris Kujava Terry Turnquist Liberty Sleiter Catie Lee Allie Freidrichs Tom Henderson Kathy Flibert Galen Malecha Kelli EllisSherri Thompson Ron Anfang CALL TO ORDER: The Health and Human Services policy committee was called to order by Steele County commissioner and chair of the Health and Human Services Policy Committee Nina Huntington. Members recited the pledge of allegiance. Legislative Platform Approval
The Application is not signed. The Applicant’s response is not clearly legible. Typewritten is preferred. The Application is not received by the closing of the open enrollment period provided in of this open enrollment. Corrections to Application Applicants may amend their Application at any time prior to an unresponsive decision or Contract award decision by submitting a written amendment to the DSHS Point of Contact, as designated in . DSHS may request modifications to the Application at any time. Review and Validation of Applications The Applicant must provide full, accurate, and complete information as required by this open enrollment. Applications must contain original signatures on all forms requiring signatures. Additional Information By submitting an Application, the Applicant grants DSHS the right to obtain information from any lawful source regarding the Applicant’s, its directors’, officers’, and employees: Past business history, practices, and conduct; Ability to supply the goods and services; and Ability to comply with Contract requirements. By submitting an Application, an Applicant generally releases from liability and waives all claims against any party providing DSHS information about the Applicant. HHSC may take such information into consideration in screening or the validation of information on Applications or supporting documentation. Debriefing Any Applicant who is not awarded a Contract may request a debriefing by submitting a written request to the HHSC Point of Contact as provided in of this open enrollment. The debriefing provides information to the Applicant on the strengths and weaknesses of their Application.
Marking Rubric for Written Answers Below Level One to be determined Level One +/- 1- 1 1+ 52% 55% 58% Level Two +/- 2- 2 2+ 62% 65% 68% Level Three +/- 3- 3 3+ 72% 75% 78% Level Four +/- 4- 4 4+ 85% 90% 95% Communication /20 Writing is unclear The minimum criteria for grade 12 college/university was not met Sentence structure is weak or points are not well constructed Unacceptable level of grammar errors unacceptable level of spelling errors Writing is less clear Ideas are communicated with limited effectiveness Sentences are limited in the effectiveness. Sentence structure is weak. Several errors in grammar Several errors in spelling Writing is somewhat clear Ideas are communicated with some effectiveness Sentences are fairly well written. Points are constructed in a somewhat successful manner Few grammar errors Few spelling errors Writing is clear Ideas are communicated with considerable effectiveness Sentences are well written. Points are constructed in a successful manner Mostly free of grammar errors Mostly free of spelling errors Writing is very clear and concise Ideas are communicated with a high degree of effectiveness Sentences are very well written. Points are constructed in a very successful manner Proper grammar Proper spelling Thinking/ Inquiry /10 /10 The answer does not reflect analysis or interpretation or integration of the class material Conclusions drawn are not logical or are missing Concepts defined in a limited way. Limited analysis skills shown in interpreting or integrating class material Limited higher level thinking shown. Conclusions shows limited logic Concepts defined somewhat Some analysis skills shown in interpreting or integrating class material Some higher level thinking shown. Conclusions show some logic Concepts defined in a clear way. Analysis skills shown in interpreting or integrating class material Higher level thinking shown. Conclusions shows logic Concepts defined in a comprehensive manner. Very strong analysis skills shown in interpreting or integrating class material Very high level thinking shown. Conclusions drawn show strong logic Application /15 /15 The answer does not reflect application of theories from class material no reflection of the application of lessons on the individual and the family Limited application of theories from class material limited ability to apply lessons on the individual and the family Some application of theories from class material some ability to apply lessons on the individual and the family Successful application of theories from class material successful ability to apply lessons on the individual and the family Very thorough application of theories from class material outstanding ability to apply lessons on the individual and the family
Criteria Below Level One to be determined Level One +/- 1- 1 1+ 52% 55% 58% Level Two +/- 2- 2 2+ 62% 65% 68% Level Three +/- 3- 3 3+ 72% 75% 78% Level Four +/- 4- 4 4+ 85% 90% 95% Communication /10 Writing is unclear The minimum criteria for grade 12 college/university was not met Sentence structure is weak or points are not well constructed Unacceptable level of grammar errors unacceptable level of spelling errors Writing is less clear Ideas are communicated with limited effectiveness Sentence structure is done with limited success or points are constructed in a limited way Several errors in grammar Several errors in spelling Writing is somewhat clear Ideas are communicated with some effectiveness Sentence structure is done with some success or points are constructed with some success Few grammar errors Few spelling errors Writing is clear Ideas are communicated with effectiveness Sentence structure is done with success or points are constructed in a successful way Mostly free of grammar errors Mostly free of spelling errors Writing is very clear and concise Ideas are communicated with a high degree of effectiveness Sentence structure is completed with extreme success or points are constructed in a very successful manner Proper grammar Proper spelling Thinking & Inquiry /105 The answer does not reflect higher level thinking about and critiquing of theories from class material The answer reflects beginning levels of higher level thinking about and critiquing of theories from class material The answer reflects some higher level thinking about and critiquing of theories from class material The answer reflects higher level thinking about and critiquing of theories from class material The answer reflects very high level thinking about and comprehensive critiquing of theories from class material Thinking & Inquiry /105 The answer does not reflect higher level thinking about and critiquing of theories from class material The answer reflects beginning levels of higher level thinking about and critiquing of theories from class material The answer reflects some higher level thinking about and critiquing of theories from class material The answer reflects higher level thinking about and critiquing of theories from class material The answer reflects very high level thinking about and comprehensive critiquing of theories from class material
References (SAMPLE CITATIONS BELOW) American Academic of Facial Plastic and Reconstructive Surgery. (n.d.). Code of ethics. http://www.aafprs.org/Code_Of_Ethics.pdf Centers for Disease Control and Prevention. (2016, August 31). Keep food and water safe after a disaster or emergency [Web log post]. Retrieved from http://emergency.cdc.gov/disasters/foodwater/facts.asp Fung, I. H., & Cairncross, S. (2007). How often do you wash your hands? A review of studies of hand-washing practices in the community during and after the SARS outbreak in 2003. International Journal of Environmental Health Research, 17(3), 161-183. doi:10.1080/09603120701254276 Silka, L. (2007). Immigrants in the community: New opportunities, new struggles. Analyses of Social Issues and Public Policy, 7(1), 75-91. doi:10.1111/j.1530-2415.2007.00147.x Walz, B. J. (2010). Foundations of EMS systems (2nd ed.). Clifton Park, NY: Delmar Cengage Learning.
Hernando School High School 9th Grade 10th Grade 11th Grade 12th Grade Night Elie Wiesel The Book Thief Markus Zusak Zeitoun( Excerpts) Dave Eggers Animal Farm George Orwell My Dog Skip Willie Morris 1 Dead in Attic (Excerpts) Chris Rose Young Adult Choice Novels – Students will choose one of the following: The Tragedy Paper Elizabeth LaBan Wintergirls Laurie Halse Anderson The Impossible Knife of Memory Laurie Halse Anderson 13 Reasons Why Jay Asher I am the Messenger Markus Zusak Looking for Alaska John Green Animal Farm George Orwell Of Mice and Men John Steinbeck Lord of the Flies William Golding Fahrenheit 451 Ray Bradbury A Separate Peace John Knowles Into the Wild John Krakauer To Kill a Mockingbird Harper Lee Hamlet: Prince of Denmark A Novel by A. J. Hartley & David Hewson The Pearl John Steinbeck Nonfiction novel of their choice Chew on This Eric Schlosser and Charles Wilson The Crucible Arthur Miller The Things They Carried Tim O'Brien The Great Gatsby F. Scott Fitzgerald Freakonomics Stephen J. Dubner and Steven D. Levitt The Devil in the White City Erik Larson Their Eyes Were Watching God Zora Neale Hurston In Cold Blood Truman Capote Narrative of the Life of Frederick Douglass The Crucible Arthur Miller The Scarlet Letter Nathaniel Hawthorne The Great Gatsby F. Scott Fitzgerald A Separate Peace John Knowles Ethan Frome Edith Wharton Frankenstein Mary Shelley Dr. Jekyll and Mr. Hyde Robert Louis Stevenson The Metamorphosis Franz Kafka Beowulf The Canterbury Tales Chaucer The Importance of Being Earnest Oscar Wilde Macbeth Shakespeare Hamlet Shakespeare 1984 George Orwell Alice in Wonderland Lewis Carroll The Lady and Her Monster (Excerpts) Roseanne Montillo
And Then There Were None Agatha Christie Read 180: Monster by Walter Dean Meyers The Giver by Lois Lowry My Dog Skip by Willie Morris Farewell to Manzanar Jeanne Houston To Kill a Mockingbird Harper Lee The Pearl John Steinbeck Death of a Salesman Arthur Miller The Glass Menagerie Tennessee Williams Our Town Thornton Wilder A Raisin in the Sun Lorraine Hansberry A Streetcar Named Desire Tennessee Williams Eyewitness to America (Excerpts) David Colbert
Week Activity Type Scheduled Contact Hours Activity Details Practice Material Learning Outcomes Student Preparation for Tutorial Week 01 Monday 12 Oct Lecture 2hr Level 5 Professional Practice Introduction to module Course Outline & Assessment Topic: Writing Skills Artists Statement & CV Research Folio-Journal PPT LSBT: Observe & interact with Group Discussion Time- Management Meet Deadlines Writing Utensils Notebook Laptop if Applicable Tuesday 13 Oct Practical/Tutorial 2hr Students Oral Presentation; Individual Background & Artistic Profile Workshop; CV-Artist Statement Handouts PPT LSBT: Demonstrate Academic Writing Skills Independently /collaboratively & respond to briefs including Self initiated activity Writing Utensils Notebook Laptop if Applicable Lecture 2hr Topic: Presentation Skills –Structuring & Power Point Presentation Lecture 2hr Topic: Developing your Digital Footprint Topic: Building a Website –Blog & Shout out Wednesday 14 Oct Practical/Tutorial 2hr Critique: Student Portfolio of recent work LSBT: Develop Ideas/Outcomes Observation, Investigate new directions in Visualisation Thursday 15 Oct Friday 16 Oct Practical/Tutorial 2hr Critical assessment of learners Artists Statement & CV & Career Profile LSBT: Utilise Management skills by meeting deadlines Prepared Artists Statement &CV Career Profile Week 02
Monday 19 Oct Lecture 2hr Topic: Writing Exhibition & Commission Proposals Structuring a proposal Finding appropriate funding PPT LSBT: Structure an Exhibition Proposal & understand methods of finding appropriate funding Writing Utensils Notebook Laptop if Applicable Tuesday 20 Oct Practical/Tutorial 2hr Critique: Individual -Review of Research Folio PPT PPT LSBT: Develop ideas Select materials, processes & environments pertaining to their professional practice Develop Ideas/Outcomes Observe & Investigate, Inquire into final Visualisation of the Product outcome Prepared Research folio-Journal Lecture 2hr Topic: Artist as Curator Exhibition & Commission Proposals -Research Writing an Essay Lecture 2hr Art & Business Wednesday 21 Oct Practical/Tutorial 2hr Workshop: Student Activity writing/commission & exhibition proposals LSBT: Observe-Q&A Interact in Group Discussion Writing Utensils Notebook Laptop if Applicable Thursday 22 Oct Friday 23 Oct Practical/Tutorial 2hr Critical Assessment of learners Exhibition/ Commission proposals LSBT: Demonstrate Workload &Management skills in meeting deadlines Exhibition, Commission Proposal Week 03
Common Acceptable HHW: Acids (including Pool Chemicals, Muriatic Acid) Aerosol Cans Ammonia Antifreeze Asbestos (Must be double bagged, Max. of 3 bags, Each No more than 50lbs per bag, and no more than 125lbs per vehicle) Automotive Fluids Bases Batteries (all types, button, household, car, etc.) Contaminated Sand, Dirt, or Kitty Litter Coal Cooking Oil Coolant Cosmetics and Toiletries (sunscreen, make-up, hair spray, perfume, nail polish, etc.) Degreaser Dental Amalgam Drain Clog Remover Electronic Waste (SMALL: Any size TV OK, computer, laptop, printers, copier, fax machine, scanner, inverters, stereo, stereo systems, cell phones, chargers, IPads, PDAs, DVD/VHS players NOT the DVDs or VHS tapes). Fire Extinguishers Fireworks Flares (Road Only, NO Marine) Fluorescent Tubes, Spiral, and Compact Bulbs Freon Fuels Fertilizers/Fungicides/Herbicides Garden Chemicals/Pesticides Gasoline Herbicides Household Cleaning Chemicals Hydrogen Peroxide Iodine Lead Mace Mercury Containing Items (Thermometers, Thermostats, etc.) Microwaves (Household only, NO other appliances) Motor Oil/Oil Filters Oily Rags Oxygen Tanks (small only) Paints (any type of paint, wet or dry, old or new, labels or no labels, spray or can) Perchlorates Photography Chemicals Polishes Poisons Pool Chemicals (Muriatic Acid) Power Steering Fluid Prescription Drugs (prescribed and inhalers, cough syrup, vitamins, etc.) Printer Cartridges Propane Tanks (maximum 20lbs size and smaller) Sharps, Needles, Lancets, Syringes (MUST be placed in a puncture-proof container and labeled as SHARPS, ex: laundry detergent jug, coffee can, NOT soda bottle or bag). Smoke Detectors Solvents Sprays NON-Acceptable HHW:
Tires Ammunition O2 and CO2 Cylinders (Large) Biohazards Explosives Radio Active Waste 55-gallon Drums Refrigerator, Freezers, or Appliances Mini-fridges (will accept the Freon) Heaters/Space Heaters Marine or Air Flares Medical Waste Regular Trash/Recyclable Items: Wood/Treated Wood, Mattresses, Precious Metals, Insulation (unless tested positive for asbestos), and Toilets Non-Acceptable Materials Often Confused as E-Waste Air Condition Unit Air Purifier Blender Chainsaw Clothes Dryer Coffeemaker Cooktop/Stove/Range Dehumidifier Dishwasher Freezer Generator Heater/Space Heater Hedge/Edge/Grass Trimmer Iron Lawn Mower Motors (of any kind) Other tools or Equipment Power Tools/Equipment (Indoor/Outdoor) Pressure Washer Refrigerator Steam Iron Toaster Vacuum Cleaner Waffle Iron Washing Machine
Curriculum Committee, 2013-2016 Faculty Search Committee Co-Chair, TESOL/Bilingual and Childhood Education, 2014-2015 School-wide Advisor, -Isms Project, Center for Multicultural Education and Programs, 2014-2015 Committee for NYU online tutoring project, 2014-2015 SERVICE TO THE COMMUNITY Member and school volunteer, Lincoln Elementary School Parent-Teacher Association, Mount Vernon, NY 2017-present Community Advisor, Mount Vernon Youth Bureau, City of Mount Vernon, NY, 2016-present Coalition member, Multicultural Education Proposal, LGBT Social Science and Public Policy Center at Roosevelt House, Hunter College, CUNY, 2015-2016 Community Advisory Board, Friendship Tech Charter School of Excellence, Mount Vernon, NY, 2014-2105 Participant, ULab: Transforming Business, Society, and Self, Eileen Fisher Leadership Institute Irvington, NY, 2014-2015 Dance workshop facilitator, The Brotherhood/Sister Sol, Harlem, NY, 2010-2013 ACADEMIC ACIVITIES & MEMBERSHIPS New York State Association for Bilingual Education (NYSABE) Regional Delegate of Mid-Hudson, 2017-present Conference keynote planning committee (2016-present) Conference strand chairperson, 2014-2015 American Association for Educational Research (AERA) Bilingual Education Research SIG member, 2013-present National Association for Bilingual Education (NABE) Co-chair, Research and Evaluation Special Interest group, 2015-2017 Education for Liberation Network/Free Minds, Free People Conference National Coordinating Committee (2013-present) National Workshops Committee Chair, 2009-2011 Languages: Proficient in French, Arabic, and basic Spanish
हिन्दी INSTRUCTIONS: A4 SIZE की 4 पेजों वाली संकलन पुस्तिका ( Scrap Book ) | प्रथम पृष्ठ के ऊपर COVER PAGE बनाना है उसी पेज के ऊपर अपना नाम, कक्षा और वर्ग ( SECTION ) भी है | दूसरे और पेज के ऊपर संवाद लेखन करना है comic form में bubbles में | और सूरजमुखी के फूल के बीच (५ – ५ दोनों फूलों के संवाद होने या रबड़ और नीम के पेड़ के बीच संवाद (५ – ५ दोनों पेड़ों के संवाद होने ) पेज ४ पर आप जो भी के चुनेंगे या पेड़ , उन से बनने वाली एक चीज़ का उसके बारे में |
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The below table represents the order of Roll No. And timeline to be followed by each section for the specific topic allocated to the section . Please refer to the Sub heading provided to your section and corresponding Roll No. prior to making the Models. Roll No. Timeline 1-12 1855-1960 1960-1990 13-24 1990-2000 2000-2010 25-35 2010-present Present- future You can refer to the following links:- Hindi सोशल साइट्स का बढ़ता दौर, इस में A-3 साइज़ शीट पर चित्र बनाकर रोल न- 1 से 20 पर रोल – 21-35 वोट्सऐप पर (नोट- बोल्ड से गई हों व शीट को भी ) की के A-3 साइज़ शीट पर ) A-3 साइज़ शीट पर का बनाएँ- रोल न 1-5 “अ” मात्रा और “आ” मात्रा रोल न 6-10 “इ” मात्रा और “ई” मात्रा रोल न 11-15 “उ” मात्रा और “ऊ” मात्रा रोल न 16–20 ”ऋ” मात्रा और “ए” मात्रा रोल न 21–25 “ऐ” मात्रा और “ओ” मात्रा रोल न 26-30 “औ” मात्रा और मात्रा रोल न 31-35 “अ:” मात्रा और “श्र” वाले शब्द (नोट- सभी मात्राएँ बोल्ड से गई हों व शीट को भी
Inhaled Medication Authorization Form Form 9 ARCHDIOCESE OF WASHINGTON- Catholic Schools NOTE: This is a release and indemnification agreement authorizing the administration of inhaled medication only. PART I: TO BE COMPLETED BY PARENT/ GUARDIAN Student’s Name: Sex: Birth Date: Print Student’s Name Male Female mm/dd/yyyy School: School Year/Grade: Allergies: Inhaler: Renewal New *If new, the first dose must be given at home. First dose was given: Date Time PART II: TO BE COMPLETED BY LICENSED HEALTHCARE PROVIDER WITH NO ABBREVIATIONS Diagnosis: List of Triggers: Signs or Symptoms: Medication and Route: Dosage to be given at School: Interval for Repeating Dosage: Time to be given: Common Side Effects: Effective Date: Start End If student is taking more than one medication at school, list the sequence in which medications are to be taken:
important point of something. 4. Setting- the location or period in which the action of a novel takes place. 5. Rising Action- a series of events building towards the point of greatest interest. 6. Falling Action- the parts of a story after the climax. WICOR Components (highlight): Writing Inquiry Collaboration Organization Reading Learning Engage Explore Explain Elaborate Evaluate Closing Task(s): Monday 1.We will determine, locate, and explore relevant sources addressing a research question and record the Students will write their designated topic of the research paper and create an illustration. Complete research paper. CT: What did you learn that you did not already know.
audience. Tuesday 1.We will write imaginative stories that build the plot to a climax and contain details about the characters and setting. Read Aloud Literary Text Discuss: :Making imaginary stories believable.” Creating the story world. Planning- Complete a graphic organizer ~setting ~plot (Include Figurative Language in your story: simile, metaphor, idiom) Use emotion. vivid Resources ~Dictionary ~Thesaurus ~Writing Folder ~Word list CT: Share your setting with your tablemates on
verbs, and descriptive adjectives. 1.We will write imaginative stories that build the plot to a climax and contain details about the characters and setting. How will this story differ from your realistic fiction story? Write an imaginative story. . CT: What type of figurative language did you use? Thursday 1.We will write imaginative stories that build the plot to a climax and contain (Include Figurative Language in your story: simile, metaphor, idiom) Cont. write an imaginative story. . CT: Name a vivid verb and adjective you used?
details about the characters and setting. Use emotion. vivid verbs, and adjectives. Friday 1.We will write imaginative stories that build the plot to a climax and contain details about the characters and setting. 2. We will listen attentively to speakers, ask relevant Question: (Include Figurative Language in your story: simile, metaphor, idiom) Use emotion. vivid verbs, and adjectives. Complete an imaginative story. Illustrate a character or a scene from your story. Author’s Spotlight Audience will make positive comments and ask questions about the story. CT: The class will vote the most creative imaginative story.
Office Depot When purchasing school and office supplies at Office Depot, Hoover will receive a 5% credit (of qualifying purchases) for free supplies when you use the Hoover Elementary school program ID number: 70051278. TARGET “Take Charge of Education” If you have a Target credit or debit card in your wallet, just go online: or call . Once your card is registered to Hoover we will earn 1% of your purchases. A check is mailed each quarter to our school! Hoover Families for all your support. Other… Welcome to Hoover Girl Scouts… We have a large community of Girl Scouts at Hoover and we would like to welcome all girls to join one of our many troops! We currently have troops in 1st-4th Grade and we are working to establish a troop for our Kindergarten girls. If you didn’t already sign up at our Hoover Open House, please email Laurie Whell, the Hoover GS Troop Organizer, at to receive more information. Hoover Highlights Hard Copy If you would like a hard copy of the Hoover Highlights please complete the form below. We are trying to be environmentally friendly and reduce the amount of paper that we are using. Please indicate the name of one child in your family, who you would like to receive the hard copy, as well as their teacher’s name. Please return this form to Hoover. If you do not turn in this form, you will not receive a hard copy of the Hoover Highlights. We will be sending the Hoover Highlights through the e-news. If you have not signed up for e-news, please go to our website. Thanks for helping us to save resources. Mrs. Linn Principal --------------------------------------------------------------------------------------------
Learning areas Mathematics and statistics English Learning outcomes Students will be able to: Work in cooperative groups to investigate and calculate the costs of a school camp. Communicate effectively with people in oral and written forms to gather and share financial information and make bookings and purchases. Carry out required duties in a responsible manner to raise money for a fundraising venture. Keep accurate records of the class’s income and expenditure using the cashbook format. Identify when key financial messages are being demonstrated. Financial capability progressions Money Use coins and notes for transactions and calculate correct change. Spending Investigate different ways to get value for money when spending. Budgeting and financial management Create a simple budget for an activity or event, prioritising 'needs' and 'wants'. Setting financial goals Create a plan for short term and long term saving based on personal goals. Thinking Collecting, organising and analysing information Generating, identifying and assessing opportunities. Identifying, assessing and managing risks. Participating and contributing Planning and organising Working with others and in teams. Using language, symbols and texts Communicating and receiving ideas and information. Community Sharing resources, knowledge, skills. Excellence Setting financial goals and achieving them. Integrity Appreciating the need for honest transactions and records. Innovation, inquiry and curiosity Thinking creatively, critically, and reflectively to: set and achieve personal financial goals analyse and solve financial problems. Resource requirements Simple cash book template, budget template (available in the ‘Supporting Templates’ download at: ) A local bank spokesperson Taster and starter suggestions: FIO Financial Education Level 2 – 3: Raising Money FIO Financial Education – Level 3: Holiday Plans and Budgets, Pages 4 – 6
Activity: Hi-5 Netball First Aid: Equipment at venue Deliverer(s) trained Person conducting RA: Hazard Location of Hazard Persons at Risk Risk Level Action/Resolution Implementation Activity Area Venue Children and adults Low Ensure that playing surface/area is suitable for the activity and free from obstructions Session leader Equipment: Goals/Targets Sportshall/Activity area Children and Adults Low Advise all participants to be cautious. Removing obvious hazards. Session supervisors, leaders and school staff Activity equipment Activity area Children and Adults Low Appropriate equipment used for activity. Ensure equipment has been checked before use. Participants wearing suitable clothing and footwear Session supervisors, leaders and school staff Activity sport Activity area Participants Low/Medium Ensure games are supervised and refereed and rules are explained and adhered to Session supervisors, leaders and school staff Spillage: Activity area Children and Adults Low Drinks kept to area not used for activity Session supervisors and school staff Fire Venue Children and Adults Low Fire exits well marked and pointed out with nothing blocking access Session supervisors and leaders. Site staff Slips, Trips and Falls Venue Children and Adults Low Ensure that playing surface/area is suitable for the activity and free from obstructions. Session Leader/session supervisors Challenging Individuals Venue Children and Adults Low School staff remain the first point of contact for their own pupils School staff
Testing Process & Testing Dates (for 2017-2018 Placement) Grade K-12: Testing will take place at the student’s building beginning February 13 through March 10, 2017. Notification Student’s work on the CogAT will be submitted on the day of testing. Once results arrive in the district, the Multi-disciplinary Team must meet to review results and make placement decisions. Schools and parents are tentatively scheduled to be notified via mail the week of March 27th through March 31st, 2017. Once a student has qualified for highly capable programs, they do not need to test again. If parents have any questions about placement, they are directed to call Cody Gardiner, Dept. of Special Services, at (509) 836.8731. Appeals Appeals: Appeals are considered annually for students who did not meet the criteria. The Multi-disciplinary Team will examine provided evidence of high ability and need for program placement. Parents must contact the Highly Capable office at (509) 836.8732 to receive an appeal form. The deadline for appeals is 10 school days after receipt of the placement notification letter. Outside testing: Private testing as well as testing from other districts is accepted for appeal review. Transfer Students Students who transfer in from out-of-district and have qualified in their former districts highly capable program are not automatically enrolled. Test scores and placement letters from the students’ previous district may be used as long as they meet the placement criteria for the Sunnyside School District. A Fall testing opportunity will be available for students who transfer into our district over the summer if they have the required documentation from their previous district that meets Sunnyside School District placement criteria. Note: When a student, who is a child of a military family in transition, has been assessed or enrolled as highly capable by a sending school, the receiving school shall initially honor placement of the student into a like program.
EMPLOYMENT HISTORY Please give details of all positions held since completing your full time education, starting with your most recent position. If you have no employment record please complete the separate section below. Please continue on a separate sheet of paper if necessary. From [month/year] To [month/ year] Employer’s name and address Position and key responsibilities Salary and any financial benefits Reason for leaving