zilongwang/ReadingBank huggingface dataset:
Fiscal Year The period from Jan. 1 to Dec. 31. Full-Time Employee Employees who are required to work forty (40) or more hours per week year-round in an ongoing position. Optional additional wording: In accordance with federal health care reform laws and regulations, the city shall offer health insurance benefits to eligible employees and their dependents that work on average or are expected to work 30 or more hours per week or the equivalent of 130 hours or more per month. In order to comply with health care reform law while avoiding penalties, part-time employees will be scheduled with business needs and in a manner that ensures positions retain part-time status as intended. Hours of Operation The city’s regular hours of operation are Monday through Friday, from 8 a.m. to 5 p.m. Management Employee An employee who is responsible for managing a department or division of the city. Non-Exempt Employee Employees who are covered by the federal or state Fair Labor Standards Act. Such employees are normally eligible for overtime at 1.5 times their regular hourly wage for all hours worked over forty (40) in any given workweek. Part-Time Employee Employees who are required to work less than forty (40) hours per week year-round in an ongoing position. Optional additional wording: In accordance with federal health care reform laws and regulations, the city shall offer health insurance benefits to eligible employees and their dependents that work on average or are expected to work 30 or more hours per week or the equivalent of 130 hours or more per month. In order to comply with health care reform law while avoiding penalties, part-time employees will be scheduled with business needs and in a manner that ensures positions retain part-time status as intended. Pay Period A fourteen (14) day period beginning at 12 a.m. (midnight) on Sunday through 11:59 p.m. on Saturday, fourteen (14) days later. PERA (Public Employees Retirement Association) Statewide pension program in which all city employees meeting program requirements must participate in accordance with Minnesota law. The city and the employee each contribute to the employee’s retirement account. Promotion Movement of an employee from one job class to another within the city, where the maximum salary for the new position is higher than that of the employee’s former position. Reclassify Movement of a job from one classification to another classification because of a significant change in the position’s duties and responsibilities. Seasonal Employee
APPENDIX A ESTIMATED WORKLOAD DATA ITEM NAME ESTIMATED QUANTITY 1 Pest Control Program 12 Months 2 Total building area office space ________ Square feet 3 Total building area industrial space ________ Square feet 4 Total land area maintenance ________ Acres 5 (LIST OTHER UNIQUE PESTS SUCH AS ALLIGATORS, ARMADILLOS, RABBITS, RATS, CATS, SNAKES, ETC.) ________ Occurrences (NOTE: LIST INDIVIDUAL TYPES OF PESTS COMMON TO THE BASE, AND ADD OTHER WORKLOAD DATA AS CONSIDERED APPROPRIATE.) APPENDIX B MAPS AND/OR SITE PLANS SUGGESTED MAPS ARE: LOCATIONS OF PRIOR PEST CONTROL PROBLEMS AUTHORIZED GATE ENTRY POINTS BASE MAP OF ALL PERTINENT OFFICES EMERGENCY SERVICES (NOTE: ADD MAPS/PLANS AS CONSIDERED APPROPRIATE.) APPENDIX C
PEST Analysis Template Situation being analysed: ________________________________________________________________________________________________ PEST analysis (political, economical, social, and technological) assesses a market, including competitors, from the standpoint of a particular proposition or a business. Political Economic Social Technological Criteria Examples Environmental regulations and protection Tax policies International trade regulations and restrictions Contract enforcement law Consumer Protection Employment laws Government organization / attitude Competition regulation Political stability Safety regulations Criteria Examples Economic growth Interest rates & monetary policies Government spending Unemployment policy Taxation Inflation rates Stage of the business cycle Consumer confidence Criteria Examples Income distribution Demographics, population growth rates Age distribution Labor / social mobility Lifestyle changes Work / career and leisure attitudes Entrepreneurial spirit Education Fashion, hypes Health consciousness & welfare, feelings on safety Living conditions Criteria Examples Government research spending Industry focus on technological effort New inventories and development Rate of technology transfer Life cycle and speed of technological obsolescence Energy use and costs (Changes in) Information Technology (Changes in) Internet (Changes in) Mobility Technology Note: PEST analysis can be useful before SWOT analysis because PEST helps to identify SWOT factors. PEST and SWOT are two different perspectives but can contain common factors. SWOT stands for strengths, weaknesses, opportunities, threats.
Locavore Lunch After Ellen’s presentation, Jamie and hosted a wonderful lunch of farm-grown green salad, potato salad, tomatoes, peppers, cucumbers cole slaw, and pastured chicken and pork. Conversations about rotations, tillage, production strategies and the challenges of the 2014 season continued. BellAir farm will host a series of other workshops through the summer and fall – see for their calendar of events.
State/ NRM region Aware of presence on property (% respondents) Native animals RSE (%) Insects RSE (%) Other pests (e.g. parasites, slugs, nematodes) RSE (%) Weeds of National Significance (WoNS) a RSE (%) SA Adelaide and Mount Lofty Ranges 64 5 44 8 43 8 48 4 Alinytjara Wilurara 67 41 33 82 33 82 0 0 Eyre Peninsula 75 6 71 7 45 12 46 6 Kangaroo Island 100 0 67 20 83 13 60 15 Northern and Yorke 79 4 65 6 50 8 45 4 South Australian Arid Lands 84 10 53 22 26 38 67 12 South Australian Murray Darling Basin 75 4 49 6 37 8 52 4 South East 70 5 60 7 50 8 20 4 WA Avon 78 4 72 5 41 10 14 3 Northern Agricultural 77 5 65 7 35 13 7 3 Peel-Harvey 60 9 43 13 20 22 29 6 Perth 63 9 51 12 44 14 14 5 Rangelands 50 17 53 16 33 24 42 10 South Coast 81 5 68 7 57 8 20 4 South West 79 4 59 6 60 6 50 4 TAS North 89 2 45 7 46 7 74 3 North West 85 3 43 8 47 7 60 4 South 88 3 50 8 45 9 70 4 NT Northern Territory 59 8 44 11 26 17 66 6 a WoNS estimates refer to per cent of respondents who said that weed problems on their property have been caused by a Weed of National Significance.
Directorate of Agricultural Marketing Board and Department of Prevention of Food Adulteration, GNCTD were present. In the meeting, the problem of residues of pesticides in fruits and vegetables, in particular the extent of residual pesticide in fruits and vegetables and finding out solutions to the problem was discussed. The burden is sought to be passed on by observing that the usage of pesticides is required to be tackled at the farmer level. Mr.N.K.Sinha has also filed an affidavit referring to drawing up of various samples in February, 2012 from APMC, Azadpur and the detection of residues of pesticides in some of the samples. Learned amicus curiae has drawn our attention to page 76 of the paper book which is Summary of Monitoring of Pesticide Residues at National Level of the Department of Agriculture and Cooperation, Ministry of Agriculture, Government of India. This pertains to the period April 2008-March 2009 which shows that only 3 vegetables were tested for presence of Pesticide Residue and not all the vegetables where presence of pesticide residue of more than the permissible limits under the PFA limits was detected. We must note that in pursuance to our last order, we have called for a Joint Report only to ensure that there is a coordinated approach rather than different departments having their own say. We find absence of such a Joint Report. In the course of hearing, learned amicus curiae has suggested that a policy must be framed jointly by the concerned authorities for periodic checks to detect the pesticide residue. Some of the suggestions made by him are as under: i) The number of vegetables and fruits to be tested should be enlarged i.e. the test should be for all the fruits and vegetables in Delhi. ii) The periodicity of the checking should be increased so that there is constant monitoring in this behalf. iii) There should be transparency in respect of flow of information to the public by loading the necessary data arising from such checking on the website and being published in the newspapers so that the public is aware of what it is purchasing and from where.
Pesticide Application Records This template may be used for records required in LM4.13. Date: / / Location: ______________ Target Pest: _____________________ Threshold level reached: Yes ❏ No Pesticide product and diluent applied: Active ingredient Application Method: ______________________ Concentration and amount: ______________________ Applicator: ______________________ Application effective: Yes No Date: / / Location: ______________ Target Pest: _____________________ Threshold level reached: Yes ❏ No Pesticide product and diluent applied: Active ingredient Application Method: ______________________ Concentration and amount: ______________________ Applicator: ______________________ Application effective: Yes No Date: / / Location: ______________ Target Pest: _____________________ Threshold level reached: Yes ❏ No Pesticide product and diluent applied: Active ingredient Application Method: ______________________ Concentration and amount: ______________________ Applicator: ______________________ Application effective: Yes No
Active substance source = Data requirement point / reference number Study or test considered as relied upon and for which data protection has been claimed Title of alternative study or case referenced / submitted by applicant Reason for equivalence / justification for non-provision3,4 Cat. 4 data5 RMS Opinion4,6,7 GLP-compliant? Equivalent endpoint? Author(s) Year Title Company Report No. Source (where different from company) GLP or GEP status Published or not Vertebrate study Y/N Author(s) Year Title Company Report No. Source (where different from company) GLP or GEP status Published or not Y/N Submission deadline Acceptable/Not acceptable Y/N Y/N Y/N Notes on completion of table Strike out in case of data matching for a new active substance. Where relevant, please include the variant name of the active substance. The list of studies according to Article 60(1) of the Regulation for which data protection is sought must be carefully checked. For more information, refer to the specific Guidance Document
Data point Author(s) Year Title Source (where different from company), Report No GLP or GEP status (where relevant) Published or not Vertebrate study Y/N Data protection claimed Y/N Justification if data protection is claimed Owner B. Methods of analysis (OECD IIM 4.1 - 4.3.6) Data point Author(s) Year Title Source (where different from company), Report No GLP or GEP status (where relevant) Published or not Vertebrate study Y/N Data protection claimed Y/N Justification if data protection is claimed Owner 4.1. HUMAN HEALTH EFFECTS (OECD IIM, Point 5) Data point Author(s) Year Title Source (where different from company), Report No GLP or GEP status (where relevant) Published or not Vertebrate study Y/N Data protection claimed Y/N Justification if data protection is claimed Owner 4.2. ENVIRONMENTAL EFFECTS (OECD IIM, Point 8) Data point Author(s) Year Title Source (where different from company), Report No GLP or GEP status (where relevant) Published or not Vertebrate study Y/N Data protection claimed Y/N Justification if data protection is claimed Owner
Resource Concern Assessment Resource Concern Minimum Treatment Level Does this meet the minimum treatment before plan? Does this meet the minimum treatment after plan? SOIL QUALITY Soil Erosion – Sheet, Rill Soil Loss < T + 1 Soil Erosion - Wind Soil Loss < T + 1 Soil Erosion – Concentrated Flow Concentrated flow erosion is stabilized WATER QUALITY Win-PST Hazard Rating Intermediate and higher rating requires mitigation. AIR QUALITY Drift Pesticide applicator follows the labor instructions and warnings that prevent drift. Volatile Organic Compound (VOC) Emission VOC nonattainment areas must reduce emission by 20% - California Only OTHER RESOURCE CONCERNS Attachments 3.3 – Other Resource Maps (Highly Erodible Land Conservation (HELC), Wetlands, etc.) 3.4 – Revised Universal Soil Loss Equation (RUSLE2) or most current NRCS water erosion tool 3.5 – Wind Erosion Prediction System (WEPS) or most current NRCS wind erosion tool 4.13 – “Fields with Sensitive Features and Conditions” report (MN-CPA-039) 4.14 – Maps Identifying Sensitive Features and Setbacks 4.15 – Maps Identifying Sensitive Soil Features 4.16 – Surficial Aquifer Assessment Map 4.17 – 4.24 – Identification of Additional Considerations (if applicable – Impaired Waters, etc.)
Current Pest Control Practices Crop Tract Field(s) Specific Target Pest(s) including Weeds, Insects and Diseases Non-Chemical Control Chemical Control Product Name / Formulation Rate Timing Placement Crop Tract Field(s) Specific Target Pest(s) including Weeds, Insects and Diseases Non-Chemical Control Chemical Control Product Name / Formulation Rate Timing Placement
Crop Tract Field(s) Specific Target Pest(s) including Weeds, Insects and Diseases Non-Chemical Control Chemical Control Product Name / Formulation Rate Timing Placement Crop Tract Field(s) Specific Target Pest(s) including Weeds, Insects and Diseases Non-Chemical Control Chemical Control Product Name / Formulation Rate Timing Placement
POLICTAL/ECONOMIC/SOCIAL/TECHNOLOGICAL – Delete as appropriate Business Name: Pass Level: Knowledge & Application Describe the change (e.g. More people using public transport instead of cars) What does the change look like? (e.g. There will be fewer cars on the roads) 1. 2. 3. Merit Level: Analysis How does that effect the organisation? (e.g. With fewer cars there should be fewer accidents and therefore fewer damage repairs for the Highways Agency to make meaning that more of their budget could be spent achieving their longer term aims and objectives) 1. 2. 3. Distinction Level: Evaluation Questions to think about; Do you think that this has a positive or negative effect on the organisation? (Give reasons) Are there any other factors that might influence your decision? (e.g Technology, Social changes) 1. 2. 3.
Given the photoelectron spectrum above, which of the following best explains the relative positioning of the peaks on the horizontal axis? O has more valence electrons than Ti or C, so more energy is required to remove them O has more electron-electron repulsions in the 2p sublevel than Ti and C Ti atoms are present in a greater quantity than O than C in the mixture. Ti has a greater nuclear charge, but the 2p sublevel experiences greater shielding than the 1s sublevel. Given the photoelectron spectrum of Scandium above, which of the following best explains why Scandium commonly makes a 3+ ion as opposed to a 2+ ion? Removing 3 electrons releases more energy than removing 2 electrons. Scandium is in Group 3, and atoms only lose the number of electrons that will result in a noble gas electron configuration The amount of energy required to remove an electron from the 3d sublevel is close to that for the 4s sublevel, but significantly more energy is needed to remove electrons from the 3p sublevel. Removing 2 electrons alleviates the spin-pairing repulsions in the 4s sublevel, so it is not as energetically favorable as emptying the 4s sublevel completely. On the photoelectron spectrum for magnesium given above, draw the spectrum for aluminum. Answer Key
Pet Friendly Lodging 4625 149th Ave SE | Bellevue, WA 98006 | 425-444-9322 | info@NoWorries4Pets.com Bellevue 3241 156th Avenue SE Bellevue, WA 98007 Tel: 425-643-6644 3225 158th Avenue SE Bellevue, Washington, USA, 98008-3225 Tel: 425-644-2500 11400 Main St. Bellevue, WA 98004 Tel: (425) 453-8186 Email: 14595 NE 29th Place Bellevue, Tel: (425) 300 112th Ave SE Bellevue, WA 98004 Tel: 425-455-1300 15805 NE 28th St. Bellevue, WA 98008 Tel: 425-885-6675 11200 SE 6th St Bellevue, WA 98006 Tel: 866-795-5322 11211 Main Street Bellevue, WA 98004 Tel: 425-455-5240 Email: 605 114th Ave SE Bellevue, WA 98004 Tel: 425-637-8500 14455 NE 29th Place Bellevue, WA 98007 Tel: 425-882-1222 100 112th Avenue NE Bellevue, WA, US 98004 Tel: 425-455-3330 Reservations: 877-411-3436 600 Bellevue Way NE Bellevue, WA 98004 Tel: (425) 638-1000 Kirkland/Redmond 12223 NE 116th Street Kirkland, WA 98034 US Tel: 425-822-2300 220 Kirkland Avenue Kirkland, WA 98033 Tel: (425) 284-580 10530 NE Northup Way Kirkland, WA 98033 Tel: 425-828-6585 12010 120th Place Kirkland, WA, 98034 Tel: (425) 821-5618 7575 164th Ave. N.E. Redmond, WA Tel: 425-497
To enroll as a participating business in London’s “Pet Rewards” program, please complete this page and return it to: Ron Oke Animal Welfare Coordinator – City of London Development and Compliance Services – Rm. 706 by email: Ron Oke at 300 Dufferin Ave., by fax: Ron Oke at 519-963-5080 London ON N6A 4L9 Late submissions are welcome however we cannot guarantee inclusion as part of the project launch. Yes! My business is interested in being a part of London’s “Pet Rewards” Program: Business Name (to be listed on website): Participating Business Address (to be listed on website): Business Contact (will not be listed on website): Contact’s Phone No (will not be listed on website): Reward/Discount provided: If this business is a franchise, or if you own/operate additional businesses and wish to include participation for each location, please provide the additional information below: Business Name (to be listed on website): Participating Business Address (to be listed on website): Reward/Discount provided: Business Name (to be listed on website): Participating Business Address (to be listed on website): Reward/Discount provided:
PET APPLICATION & AGREEMENT AGENCY NAME Asian Pacific Forest Lake Pty Ltd t/a @ap-realty ADDRESS Shop H/255 Forest Lake Boulevard, Forest Lake QLD 4078 PHONE (07) 3372 0400 FAX (07) 3372 0444 EMAIL rentals@ap-realty.com.au Use this form only for Properties where the Lessor has indicated that pets may be accepted. If unsure please contact our Agency prior to completing this application form. Property Address: Tenant’s Details: Pet Details: If more than 2 pets, print and complete separate Pet Agreement. Details Pet 1 Pet 2 Type Name Age De-sexed Yes No Yes No Council Reg. # Description Photo Provided Yes (copy for file) No Yes (copy for file) No Emergency Pet Carer: The Tenant provides the following information for use in the case of an emergency. 1. Name: Address: H: W: M: Email: Veterinarian: The Tenant provides the following information for use in the case of an emergency. 1. Name: Address: W: Fax: After Hours: Email: Terms and Conditions The Tenant/s acknowledges and agrees to the following terms: The Lessor has agreed to permit pet/s at the premises as specified in the General Tenancy Agreement and this Pet Agreement. Any pet other than the approved pet/s specified in the General Tenancy Agreement and this Pet Agreement must first be requested by Tenant/s in writing giving full details and then be approved in writing by the Lessor PRIOR to the pet/s being allowed onto the premises. Pet approval may be subject to specific criteria and must be complied with. Approval is NOT guaranteed. The Tenant shall be liable for any damage or injury whatsoever caused by the pets on the Property, whether they are the pet of a Tenant or guest, Tenant’s pets or their guests pets and regardless of their approval status. The Tenant accepts full responsibility and indemnifies the Lessor for any claims by or injuries to third parties or their Property caused by, or as result of actions by their pet/s or their guests pet/s, and regardless of their approval status. The Tenant agrees to arrange for Flea Fumigation at the end of the tenancy or at a time during the tenancy as required or requested by the Lessor / Lessor’s Agent to be carried out by a Company complying with Australian Standards.
Letter of Intent Due by Sept 1 Schools complete this critical first step and submit notice of intent to apply for charter renewal. Schools submit letters to EpiCenter, Release of renewal application and decision criteria Released by August 31 SPCSA releases the renewal application via Authority website and email to schools who are up for renewal. Release of renewal application and decision criteria Due by October 15 @ 5 p.m. Schools complete the formal renewal application process, submitting required documents and evidence to support a renewal. Schools submit renewal applications to EpiCenter. Renewal Orientation (optional) Early/Mid- September Schools up for renewal will be invited to join an optional orientation to answer general questions, address common concerns, and learn more about the renewal process. Staff Review Mid-October through mid-November Staff reviews schools’ applications and supporting documents, which may include any previously conducted site evaluations, to provide an informed, evidence-based recommendation to SPCSA Board. Staff Recommendation November – December, or mutually agreed upon date Staff submits recommendation to SPCSA Board based on thorough review. Staff will provide a copy of the recommendation to the school, and the school will have 5 days to submit a rebuttal. Rebuttals will become part of the public record, if submitted. Board Decision November – December, or mutually agreed upon date Based on staff recommendation, the Board will discuss and make decision about schools’ renewals REQUIRED SUBMISSIONS The completed renewal application and all required documents must be submitted as a Word document and a signed PDF into the Charter Renewal Application section in Epicenter by 5 pm PT on the due date. Renewal Application Complete the provided template application for the following: Academic Performance Operational Overview Financial Performance Organizational Performance Next Charter Term OVERSIGHT Renewal decisions for schools operating under written charters are based on historic performance data as evidenced by the SPCSA Performance Framework, which serves as the Authority’s performance and programmatic audit mechanism for all schools operating under written charters. Historical anecdotes or unsolicited data, e.g. teacher turnover, leadership changes, or past programmatic adjustments, will not be considered by the Authority in making renewal decisions. The Board will not give weight to materials or testimony related to such topics during the renewal process.
Vice Chair/Vice President Name: Email: Cell Phone: Work Phone: Treasurer Name: Email: Cell Phone: Work Phone: Secretary Name: Email: Cell Phone: Work Phone: Member Name: Email: Cell Phone: Work Phone: Member Name: Email: Cell Phone: Work Phone: Member Name: Email: Cell Phone: Work Phone: Add rows for additional board members as needed.
1974-1975 Our Heritage—Our Hopes 1975-1976 Spirit of ’76—Miracle of America 1976-1977 What the World Needs Now 1977-1978 Love Is… 1978-1979 Look Out Your Window 1979-1980 Behind the Gates of Tomorrow 1980-1981 What a Family Means to Me 1981-1982 What Makes Me Smile 1982-1983 Life in These United States 1983-1984 I Have a Dream 1984-1985 What Sparks My Imagination 1985-1986 From Liberty’s View 1986-1987 In Celebration: A Past to Remember, a Future to Mold 1987-1988 Wonders of the World 1988-1989 Proud Experiences 1989-1990 Where Does the Sky End? 1990-1991 If I Had a Wish 1991-1992 Exploring New Beginnings 1992-1993 Imagine That 1993-1994 If I Could Give the World a Gift 1994-1995 Dare to Discover 1995-1996 Just Open Your Eyes and See 1996-1997 It Could Happen 1997-1998 Wouldn’t It Be Great If… 1998-1999 Suddenly You Turn Around And... 1999-2000 Anything is Possible… 2000-2001 It Would be Really Strange If… 2001-2002 I Hold in My Hand… 2002-2003 Signs of Courage 2003-2004 I Am Really Happy When… 2004-2005 A Different Kind of Hero 2005-2006 I Wonder Why… 2006-2007 My Favorite Place 2007-2008 I Can Make a Difference By… 2008-2009 Wow! 2009-2010 Beauty Is… 2010-2011 Together We Can… 2011-2012 Diversity Means… 2012-2013 The Magic of a Moment… 2013-2014 Believe, Dream, Inspire 2014-2015 The World Would Be a Better Place If 2015-2016 Let Your Imagination Fly 2016-2017 What Is Your Story? 2017-2018 Within Reach 2018-2019 Heroes Around Me 2019-2020 Look Within 2020-2021 TBD
Topic Standards Topic Standards Chronological Reasoning Writing for AP Comparison and Contextualization Historical Source Interpretation Key Concepts AP United States History Course Topics – Semester 1 Text and Resources Give Me Liberty! An American History, 3rd Edition. Eric Foner AP Teacher Community: Scales
Strategy A Objective: Topic Area: Cancer Plan Strategy: Lead Personnel Assigned Contributing Partners Key Contracts & Consultants Timeframe EBI A.1: EBI A.2: EBI A.3: EBI A.4: EBI A.5: Short Term Outcome(s) (What you plan to accomplish) Short Term Measures (Measure description, baseline, target, and data source) Setting (i.e. schools, community, clinic, etc. Please describe) Population of Focus (i.e. age, gender, income, race/ethnicity, geography, etc.)
Students will not be awarded, or receive backdated payments for Access Scholarships after the final Friday of the undergraduate third term (usually mid-June) has passed. Students who withdraw or suspend their studies may be required to repay part or all of their scholarship depending on the date that they leave the University. If students are in receipt of a tuition fee discount then this will automatically be amended by the University to reflect any reduced fee liability. Please refer to the table below for further information regarding cash bursary entitlement: Last date of attendance: Instalment 1: 22nd November 2018 Instalment 2: 14th February 2019 Instalment 3: 23rd May 2019 24th September 2018 – 22nd November 2018 Not entitled to any Scholarship Instalment 23rd November 2018 - 14th February 2019 Entitled to Instalment 1 Not entitled to Scholarship 15th February 2019 – 23rd May 2019 Entitled to Instalment 1 & 2 Not entitled to Scholarship 24th May 2019 - 14th June 2019 Entitled to full Scholarship
ACCEL Legislation………………………………………………………………………………………..… 12 Grading and Promotion ……………………………………………………………………….......…...............13 General 15 Special Programs…………………………………………………………………………………..16-22 Post-Secondary Planning and Scholarships…………...…….………………………………….....................23-34 Administration School Counseling Department Department Chairpersons
phase. Not everyone will qualify for the interview phase. Judges will select a Silver Knight winner and three Honorable Mentions in each category. Nominating students is the responsibility of each high school. Selecting judges, arranging interviews and presenting the awards are the responsibilities of The Miami Herald. Eligibility: The Silver Knight Awards program is open to 12th grade students with a minimum 3.2 GPA (unweighted) in public, private, and parochial schools in Miami-Dade and Broward counties. Only students with strong records of service to their school and community should be nominated. School may nominate one student per category. Fifteen Categories: Art Athletics Business Drama English & Literature World Languages General Scholarship Journalism Mathematics Music & Dance New Media Science Social Science Speech Vocational - Technical
Table of Contents Leadership Team………………………………………………………………… .5 ACCEL Legislation…………………………………………………… 6 Middle School Promotion ………………………………………………………………...............7 GEM……………………………………………………………………..………………...............8 High School Information………………………………………..……………………...............9-14
2018-2019 Transfer Degree Map Department of Accounting and Finance School of Business and Information Systems | York College | CUNY Room AC-2B06 | (718) 262-2501 The following is a suggested plan of study for completion of this degree program. The goal of a Transfer Degree Map is to ensure that students who completed an Associate’s Degree (AA or AS) graduate with no more than 120 credits and within a minimum of three years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate their progress towards graduation. This plan requires transfer credit for the following courses: ENG 125 (English Composition I); ENG 126 (English Composition II) ACC 101(Principles of Accounting I) Course Credit Course Credit THIRD YEAR – FALL 15 THIRD YEAR – SPRING 15 College Option: Writing Intensive (WI) or Writing 300 Level (Not WI) 3 ACC 201: Intermediate Accounting I 3 ACC 102 : Principles of Accounting II 3 ECON 220 or FINC 125: introduction to Economic Statistics or Financial Mathematics II 3 ECON 102: (Introduction to Micro Economics) 3 BUS 283 or FINC 245: Business Law I or Regulations for Accountants and Financial Professionals 3 ECON 103: Introduction to Macroeconomics 3 ACC 203: Intermediate Accounting III 3 BUS 201 or FINC 150: Computer Applications in Business or Financial Data Analytics 3 ACC/FINC Elective 3 Course Credit Course Credit FOURTH YEAR – FALL 15 FOURTH YEAR – SPRING 15 ACC 202: Intermediate Accounting II 3 ACC 335: Auditing I 3 FINC 321 or FINC 201: Principles of Finance or Foundations of Finance 3 FINC 250: Financial Data Analytics II 3 ACC 345: Cost Accounting I 3 FINC 475 or BUS 481(WI): Case Studies in Accounting and Finance or Strategic Management 3 ACC 301: Advanced Financial 3 ACC 351: Advanced Income Taxation 4
The district is not responsible for the cost of such immunizations. Any student who does not comply with this policy shall not be permitted to continue attending school. The building principal shall be responsible for maintaining immunization records for the students enrolled in his/her building and shall share that information with the school’s threat assessment and crisis teams as appropriate. Exceptions Students who meet the statutory requirements for provisional enrollment may be allowed to attend school for sixty days without the necessary immunizations. Immunization shall not be required if the student’s parent or guardian submits one of the following to the superintendent of schools: A statement signed by a medical professional stating that the required immunization would be injurious to the health and well-being of the student or any member of the student’s household; or An affidavit signed by the student or a legally authorized representative of the student, stating that the immunization conflicts with the student’s sincerely held religious beliefs. Students who are excepted from the immunization requirement may be excluded from school in the event of an outbreak of any contagious disease in the school population. Immunizations may be waived for medical or religious reasons. The forms can be obtained from the principal or school nurse. New students must present their immunization record prior to enrollment. Illness (Policy 5023) Students who become ill at school will be sent to the building office where the school nurse or other school employee will determine the appropriate response. When a child is too ill to remain at school, a school employee will contact the child’s parent(s) and make arrangements for the child to be picked up or sent home. If an illness or injury requires immediate medical attention, school officials shall attempt to contact the child’s parent(s) regarding treatment for the child. If the parents cannot be contacted, school officials may have the child treated by an available physician. Students who show symptoms of a contagious disease may be sent home, and the district may require a physician’s statement before allowing such students to return to school. Parents must complete an emergency information card for each child enrolled in the district. The card should list the family physician’s name, where parents or a responsible adult can be located, and any necessary emergency instructions. Injuries There is a possibility students may injure themselves during the day. If students are injured while in school the student must do the following (1) Report all accidents to the teacher
DO NOT REMOVE THIS FORM FROM THE STUDENT HANDBOOK. IT IS FOR INFORMATIONAL USE ONLY. Students will bring this same form home together with several other ones on the first day of school. That is the form that will need to be signed and returned to school.
6th Grade School Supply List 6 – Plastic 3 hole punched Notebook Dividers with Pockets 1 – 3 hole pencil pouch 1 – Packages Notebook Filler Paper 1 – Ream of White Copy Paper 3 – Boxes of Kleenex 4 – Highlighters (assorted colors) 1 – Set Colored Pencils 24 – Pencils 5 – Spiral Notebooks 1 – Composition notebook 1 – 2” Three Ring Binder 3 – 4 pack of Expo Dry Erase Markers 1 – Set of Ear Bud Headphones 1 – Flash Drive 1 – Pointed Scissors 2– Glue Sticks 2 – Pack 3X3 Post it notes 1 – Container Anti-bacterial wipes (Boys) 1 – Bottle of Hand Sanitizer (Girls) **If students participate in band or orchestra, they will also need a 1”, 3 –ring notebook.
3 The student demonstrates the ability to: 3A Calculate derivatives. (LO 2.1C) 2 The student demonstrates the ability to: 2A1 Identify the derivative of a function as the limit of a difference quotient. (LO 2.1A) 2A2 Estimate derivatives. (LO 2.1B) 2A3 Recognize the connection between differentiability and continuity. (LO 2.2B) Topic: Derivative Interpretation 4 In addition to meeting the level 3, the student makes in-depth inferences and applications that go beyond the learning goal. 3 The student demonstrates the ability to: 3A Interpret the meaning of a derivative within a problem. (LO 2.3A) 3B Use derivatives to analyze properties of a function. (LO 2.2A) 2 The student demonstrates the ability to: 2A1 Solve problems involving the slope of a tangent line. (LO 2.3B) Topic: Application of Derivatives 4 In addition to meeting the level 3, the student makes in-depth inferences and applications that go beyond the learning goal. 3 The student demonstrates the ability to: 3A Solve problems in involving related rates, optimization, and rectilinear motion. (LO 2.3C) 3B Solve problems involving rates of change in applied contexts. (LO 2.3D) 2 The student demonstrates the ability to: AP Calculus Scales – Semester 2 Topic: Integral Computation
2 Complete some algebraic/computational processes correctly. Select the appropriate mathematical strategies (MPAC3.a) Sequence procedures logically (MPAC3.b) Apply technology strategically (MPAC3.d) Attend to precision (MPAC3.e) Connect results of the process to the question (MPAC3.f) Know and use a variety of notations (MPAC5.a)
Topic 4 3 2 Algorithms In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Row 6 on Create task 3A: Develop an algorithm for implementation in a program. (Semester 1 Digital Scene) (Semester 2 Create task Row 4) 3B: Investigate algorithms analytically and empirically for efficiency, correctness, and clarity. (Test questions) 2A: Develop an algorithm that has some working components. (Sem. 1) More than 1 step Math or logic component Complete color sleuth lesson (Sem. 2) 2B Complete a missing component of a or incomplete algorithm List and describe the ways an algorithm can be more efficient, correct, and clear 2A/B: Identify and define vocabulary such as: Programming languages (Sequential programming versus Object-oriented programming), Runtime, Heuristic approach Programming Text and Resources Unit 3 and 5 in code.org curriculum Topic 4 3 2 Programming In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 3A: Develop a program for creative expression, to satisfy personal curiosity, or to create new knowledge. Semester 2 Create task row 1, 2 Semester 1 Digital Scene rows 1,2 2A: Draft a program for creative expression, to satisfy personal curiosity, or to create new knowledge. (Planning of the program)
Develop strategies to solve the problems of recessionary and inflationary gaps. 3C: Given a scenario, determine appropriate economic growth policies. 2B.3: Identify real output and price level at economic equilibrium. Identify recessionary and inflationary gaps. 2C: Define economic growth. Identify determinants of economic growth. Describe growth policies. Stabilization Policies Text and Resources Topic 4 3 2 Stabilization Policies In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 3A: Evaluate the effectiveness of fiscal policy in solving economic problems. 3B: Evaluate the effectiveness of monetary policy in solving economic problems. 2A: Define fiscal policy. Identify and describe fiscal policies. 2B: Define monetary policy. Identify and describe monetary policies. Identify types of money. Describe the uses of different types of money. Identify the determinants of supply and demand in the money supply.
Open Economy: International Trade & Finance Text and Resources Topic 4 3 2 Open Economy: International Trade & Finance In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Determine which exchange rate policy would be most appropriate to maintain a stable economy. 3A: Determine the conditions under which countries will specialize and trade with each other. 3B: Determine the effects of changes in trade on a country’s balance of payments accounts. 3C: Form conclusions about the effects of changes in the loanable funds market on foreign investment. 2A: Identify and define comparative and absolute advantage and specialization. 2B: Identify the components of balance of payments accounts. 2C: Identify the factors that change supply or demand of loanable funds. Graphing and Data Analysis Text and Resources Topic 4 3 2 Graphing and Data Analysis In addition to meeting the learning goal, the student demonstrates inferences and applications 3A: Form conclusions about the PPC and how it shows efficiency, opportunity cost, 2A: Identify and draw the PPC.
In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 3.5 Student’s performance reflects exceptional facility with some, but not all Level 4 learning targets. 80-89% 3 Learning Goal Student’s performance reflects success on all Level 3 learning targets. 70-79% 2.5 Student’s performance reflects success on some, but not all, Level 3 learning targets 60-69% 2 Student’s performance reflects success on all Level 2 learning targets. 50-59% 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 40-49% 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 20-39% SRG Scale Score Topic: Free Response Questions for AP FRQ Score Conversion 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 4A - Addresses all parts of the prompt, and scores all available points. 4B - Develops the topic with relevant facts, evidence and accurate examples that are appropriate to the topic; uses extended definitions and/or examples. 6
AP United States History Course Topics – Semester 2 Text and Resources Give Me Liberty! An American History, 3rd Edition. Eric Foner AP Teacher Community: Gilder Lehrman AP Study Site: ap.gilderlehrman.org PBS: Crash Course Video Clips: Scales
Topic: Periods of Time - AP-Style Assessments AP Exam Score Conversion 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 90-100% 3.5 Student’s performance reflects exceptional facility with some, but not all Level 4 learning targets. 80-89% 3 Learning Goal Student’s performance reflects success on all Level 3 learning targets. 70-79% 2.5 Student’s performance reflects success on some, but not all, Level 3 learning targets 60-69% 2 Student’s performance reflects success on all Level 2 learning targets. 50-59% 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 40-49% 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 20-39%
complete the regular TCAP assessment, even with the use of extensive accommodations to students/parents in August. ACT Grade 11 March 19, March 19-28 (online), March 19-April 2 (Accommodations), April 2 or April 23 – Make ups (All dates tentative) To measure college readiness and Hope Scholarship eligibility and Graduation Online reports are available 3-8 weeks after test administration. ACCESS for ELs March 4 – April 19, 2019 (Tentative) State-Mandated Assessment that measures English Language proficiency Students/parents receive scores in August of the following year. **OPTIONAL** Grade 2 ALT March 18 – May 10, 2019 Summative assessment for 2nd grade Scores will be provided to parents in the fall of 2019. ACT Senior Retake Fall 2018 TBD (Seniors that took ACT as Junior) To measure college readiness and Hope Scholarship eligibility and Graduation Requirement for Class of 2018 Online reports are available 3-8 weeks after test administration.
Term 2 Date Event Times if Known 29.10.18 Term 2 begins 12th and 13th November School Closed for In-service 14.11.18 School Photos – individuals and sibling 15.11.18 Flu Immunisations Day 16.11.18 Children in Need Day 16.11.18 PCFC Disco See Page 4 20.11.18 P6 Braemar Trip Parent / Pupil Information Evening 6.00pm 22.11.18 Curricular morning 9.15am-10.30am 26.11.18 Reporting Instalment 1 26.11.18 Last week of after school clubs until first week back 2019 (stage up in hall) 1.12.18*** Christmas Fair 11.00-1.00pm 6.12.18 P1-P7 school trip to HMT for Snow White Pm - children return to school approximately 7.12.18 PCFC Christmas Wrap 3.30pm 11.12.18 Christmas Concert 1 (am) 9.30am 11.12.18 Christmas Concert 2 (pm) 1.30pm 12.12.18 Christmas Concert 3 (am) 9.30am 12.12.18 P1 Party pm 13.12.18 P2 and P3 Party (pm) pm 14.12.18 P4 and P5 Party (pm) pm 17.12.18 Parents and Pupils’ Christmas Singalong (P4-P7) 11.15am-12.15pm 17.12.18 Wear Something Christmassy 17.12.18 P6 and P7 Party (pm) pm 19.12.18 Nursery Party am 21.12.18 Christmas Lunch 21.12.18 Church Service St Mary’s On the Rock (parents welcome) 10.00am 21.12.18 End of Term 2
Highly Recommended Terms Recommended Terms Line Shape Forms Space Color Texture Value Primary Secondary Complementary Shade Tint Balance Emphasis Movement Pattern Repetition Proportion Rhythm Variety Unity Composition Perspective Craftsmanship Portfolio Technique Context Media Critique Horizontal Vertical Diagonal Geometric Organic Length Width Depth Negative Space Positive Space Hue Intensity Surface Scale Symmetry Asymmetry Contrast Focal Point Symbol Mood Harmony
August 13 6:30-8:30 14 5:30-8:00 15 5:30-8:00 16 5:30-8:30 17 Saber Nation 5:20 @ West 18 19 20 6:30-8:30 21 5:30-8:00 22 5:30-8:00 23 5:30-8:30 24 2:00-4:30 25 26 27 6:30-8:30 28 5:30-8:00 29 5:30-8:00 Fall Pictures? 30 Football Game 5:30 dinner 7:00 game 31 No Practice 1 September 2 3 No Practice 4 4:00-6:00 5 3:30-5:30 6 4:00-6:00 7 3:30-5:30 8 9 10 4:00-6:00 11 4:00-6:00 12 3:30-5:30 13 4:00-6:00 14 Football Game 5:30 Dinner 7:00 Game 15
16 17 4-6 18 4-6 19 3:30-5:30 20 4-6 21 3:30-5:30 22 23 24 4-6 25 Soccer Game Performance 26 3:30-5:30 27 4-6 28 Homecoming 5:30 dinner 7:00 game 29 30 1 October 4-6 2 4-6 3 3:30-5:30 4 4-6 5 3:30-5:30 6 7 8 4-6 9 4-6 10 3:30-5:30 11 4-6 12 3:30-5:30 13 14 15 16 17 Football game 5:30 dinner 7:00 game 18 MEA 19 MEA 20
Responding Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Use Elements and Principles of Design Identify and Describe Elements and Principles of Design in Original Artworks and the Artworks of Others Apply criteria to evaluate artistic work. Construct evaluations of a work of art or collection of works based on differing sets of criteria. (VA:Re91.IIIa) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Presenting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Use Elements and Principles of Design Identify and Describe Elements and Principles of Design in Original Artworks and the Artworks of Others Select, analyze, and interpret artistic work for presentation. Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. (VA:Pr4.1.IIIa) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target.
Line Shape Forms Space Color Texture Balance Emphasis Movement Pattern Repetition Proportion Rhythm Variety Unity Composition Perspective Craftsmanship Portfolio Technique Context Media Critique Horizontal Vertical Diagonal Geometric Organic Length Width Depth Negative Space Positive Space Hue Value Intensity Primary Secondary Tertiary Complimentary Surface Scale Symmetry Asymmetry Contrast Focal Point Symbol Mood Harmony
LEARNING AGREEMENT FOR STUDIES 2018/19 Sections 1 and 2 of this form should be completed before you go on your period abroad. Guidelines on how to complete the form can be found on the International Student Team website: Section 1 – Contact details The Student a) Full Name: b) Date of Birth: c) Nationality: d) Sex (M/F/Other/Prefer not to say): e) Study Level: Undergraduate (EQF 6) f) Field of Study:  0710 Engineering The Home University g) Name and address: The University of Cambridge, The Old Schools, Trinity Lane, Cambridge, CB2 1TN, UK h) Erasmus ID Code: UKCAMBRID01 i) Department and Faculty: Engineering j) Departmental Coordinator name, email, phone: Dr Alexandre Kabla +1223 766 208 The Host University k) Name and address: Ecole Centrale-Supelec l) Erasmus ID Code: F-GIF-YVE03 m) Department and Faculty: n) Departmental Coordinator name, email, phone 3 rue Joliot Curie 91192 Gif sur Yvette Cedex France Section 2 – to be completed BEFORE THE PERIOD ABROAD
4 Exceeding Standard I have demonstrated deep understanding that goes beyond the learning goal 3 Meeting Standard I have met the learning goal 2 Developing Toward Standard I have the foundational skills and knowledge for the learning goal and I am almost there 1 Insufficient Progress The evidence I have submitted shows I have a long way to go to reach the learning goal 0/M No evidence of student understanding in submitted work OR Missing – student has not submitted evidence I have not submitted evidence of learning for the learning goal *For more information on district assessment and grading practices, please refer to the Grading Practices website
Alabama A&M University Alumni Association, Inc. P.O. Box 1717 Normal, Alabama 35762 SCHOLARSHIP APPLICATION REQUIREMENTS The following documents are required to apply for a National Alumni Association Scholarship: A completed scholarship application along with a minimum two-page autobiographical essay (conveying your future goals and how Alabama A&M University can help you achieve them) A copy of official acceptance of admission to Alabama A&M University (incoming freshmen) Provide copy of Financial Aid Award Letter (cross out SSN and Date of Birth) An official transcript of grades in a sealed envelope ACT or SAT scores (incoming freshmen) At least two letters of recommendations A digital photograph. A wallet sized photograph is acceptable A valid email address ELIGIBILITY REQUIREMENTS Applicants must meet the following requirements to receive consideration for the National Alumni Association Scholarship: Have a cumulative grade point average of 3.0 or above, or a financial need. Taken the ACT or SAT and provide scores with application (incoming freshmen). Accepted for enrollment or attending Alabama A&M University on a full-time basis. REQUIREMENTS OF SCHOLARSHIP RECIPIENTS Scholarship Recipients must fulfill the following requirements: Confirm enrollment with the Scholarship committee by August 5 and January 5 each year Join the Pre-Alumni Association Connect with an Alumni chapter in home town Volunteer three to five hours or more a week with the Office of Alumni Affairs Attend the Founders Day celebration activities and write a thank you letter to the National Alumni Association