zilongwang/ReadingBank huggingface dataset:
Human REsources NEW HIRE FORMS Checklist New Employee Name: _______________________________________________ Division/Office/Bureau/Unit: Start Date: Location: Supervisor: Classification: FORMS Box if Complete PRE-HIRE FORMS (W-4) (IT-4) UNCLASSIFIED FORMS FIRST DAY FORMS (pdf) / (Word) Phase 4: First 30-60 days
JOB CONTENT Key Performance Areas (4 – 6) % of time Activities / Objectives / Tasks Results / Outcomes Competencies Design, source, implement and manage systems and processes for organisational structure design 40 Identify opportunities for continuous improvement of organisational design systems and processes. Design the methodology for job creation and job evaluation. Implement and manage the system and processes for job creation and job evaluation Source appropriate tools and systems Implement methods and processes Refine the job evaluation approval process. Keep abreast of new technologies and resources Systems in place to review organisational design structures and processes. Organisational design is integrated into leading HR practice across the institution Engage with key institutional stakeholders on institutional job alignment Engage with HR Practitioners and line management on job design strategies Job evaluation is a support tool to support integrated organisational design processes. Facilitate the development of the job families framework and content 20 Liaise with role players to gather data related to job families Facilitate focus group sessions for input into job families. Organisational architecture is clearly defined. Organisational architecture meets the ERP system requirements. Job families, jobs and positions are defined across the institution Role players across the institution contribute to job family development. Maintain and Administer job evaluations 25 Gather all necessary information from the HR Practitioner in respect of evaluations; Coordinate the JE meetings; Facilitate the JE meetings; Service the ratification committee; Obtain Management approval for outcomes of JE’s; Prepare schedule and relevant notes for HR Management Committee for approval; The Job Evaluation Committee is scheduled on a monthly basis to review all jobs received in that month; The Job Evaluation Committee has all the relevant information relating to the job and the impact on/of similar jobs across the Institution, as well as market related data (where relevant); All jobs submitted for job gradings and benchmarking are
EDUCATION Schools from age 11 Name and location of School Date left (Month / Year) Qualifications Obtained (level and grade) FURTHER / HIGHER EDUCATION Name and Address of College / University Start Date (Month / Year) Length of Course Full/Part Time Course title Qualifications obtained (level and grade) VOCATIONAL QUALIFICATIONS Please let us know of any vocational qualifications you may have: Qualification Course title Date of Qualification TRAINING Give details of relevant training you have completed in the last two Do not include any courses listed above. Training Course Date Duration Name and Address of Training Organisation
Attachment 1 STATEMENT OF UNDERSTANDING Upon receipt of the Human Resources Manual for the Kosovo Credit Guarantee Fund (KCGF), please review and sign this Statement of Understanding and return it to the KCGF Managing Director. This document will be kept in the employee’s personnel file for the length of their employment with KCGF. I, ____________________________________________________________, certify that I have read and that I fully understand the policies and procedures outlined in the KCGF Human Resources Manual. Signed and Date
Comments Insert text Relationship management Build and manage productive relationships and partnerships. Description for the HR practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Initiate, build and manage productive relationships Identify and manage communication and consultation channels to share information and knowledge Develop and implement activities and support managers to understand their people management responsibilities Develop opportunities to incorporate internal and external perspectives when developing HR and people management initiatives Administer and support activities that support a collaborative, innovative and values based culture Comments Insert text Credible influence Advise and influence with integrity and self awareness to achieve organisational objectives. Description for the HR practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Demonstrate personal and professional integrity at all times consistent with the WA public sector Code of Ethics and agency codes of conduct
Step 2 Agree on a development plan. Be specific about what action you need to take and by when. Both manager and employee must agree on this plan and be accountable for it to happen. Traditionally, we think of training as the main option for developing individuals. It’s important to remember however, that there are many other ways in which performance can be improved, which in fact may be more suitable as a development option. You might like to consider some of the following: Visit the InterSector website to see what workshops are available Learn on the job – volunteer for a special project, undertake a job rotation, participate in a working group. Partner up with a colleague who has the capabilities you want to address. Self directed options (For example, networking, individual research, subscribing to HR eNewsletters and publications). Find a mentor who can and advise you. Apply for an acting opportunity. Get some career counselling advice. Undertake some formal study (For example, University or VET). Become a member of a professional organisation Step 3 Monitor, review and update. There are many opportunities to further your HR career within the public sector – you have taken the time to identify where you need to develop so make sure you take the time to regularly review your progress and make any changes necessary. Your development plan What is your development need? (capability or elements) What action or actions will you take? What resources or support do you need? When will it happen?
Comments Insert text Relationship management Build and manage productive relationships and partnerships. Description for the HR practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Identify, initiate, build and manage productive relationships Oversee communication and consultation channels to share information and knowledge managers to understand their people management responsibilities Drive the incorporation of internal and external perspectives into the development of HR and people management initiatives Manage and support a collaborative, innovative and values based culture Comments Insert text Credible influence Advise and influence with integrity and self awareness to achieve organisational objectives. Description for the HR practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Role model desired behaviours of the Demonstrate personal and professional integrity at all times consistent with the WA public sector Code of Ethics and agency codes of conduct Make sound, rational and ethical decisions
Culture and change management Manage change processes and work to support desired organisational culture. Description for the HR practitioner Capability elements Importance for role Current level of capability Require developing? Low Medium High Low Medium High Yes/No Influence and shape culture and direct change processes required to support desired organisation Work with the executive to articulate vision for the organisation and communicate the need for change when required Work with the executive to understand the optimal culture for the organisation to achieve its objectives Lead and influence the design and delivery of innovative people practices that support a positive culture Influence processes and provide support to the organisation when change is required Influence employees to understand the impact of their behaviour on organisational culture Comments Insert text Your development plan Section Two Step 1 Prioritise development needs. Section One may have identified only one or two areas for development, or there might be several. If this is the case, you might need to make some realistic decisions about what can be achieved both in terms of the time needed to devote to your development and what can be reasonably accommodated within your work area. It is important that both manager and employee agree on which are the priority areas for development.
FCPS TIME SHEET LAST NAME FIRST MI EMPLOYEE ID # SCHOOL / DEPT MONTH YEAR EMPLOYEE STATUS (CHECK ONE) 12 Month Regular Employee 11 Month Regular Employee 10 Month Regular Employee Non-benefitted Employee Date Worked Expense Code Regular Hourly Rate Approved Hourly Rate Position / Title: Account Fund Dept. ID Program Project Description of Work Performed (Substituting for:) *TRC Time In Time out Comp Hours **Hours Worked **System will calculate if hours are overtime TOTAL: The Employee ID and hours reported on this timesheet have been verified for accuracy. Our system will convert hours in excess of 40 hours worked to overtime, unless exception applies. Employee Signature: Date *Time Report Codes AUX: Auxillary Custodian CMP: Comp Time Paid EWK: Emergency Callback (use for snow removal also) HWK: Holiday Worked INT: Interpreters (two-hour minimum paid) OUG: Outside User Group SIT: School Improvement Team SUP: Supplemental (per diem paid) WMD: Workshop Presenter WSI: Workshop Instructor WSP: Workshop Participant (Certified Personnel) WSS: Worskhop Support Personnel Approval Signature: Date Approval Signature: Date
Critical Thinking and Reflection VA.912.C.1.1 Create personal artworks VA.912.C.1.5 View and explore artworks created in various media, techniques and styles. VA.912.C.1.6 Look at how various artists have used the elements and principles of design in their art. VA.912.C.1.7 Students understands the structural need for the artwork they’re making. VA.912.C.2.7 Students reflect on their own art making process. VA.912.C.3.1 Students will identify the subject and purpose of an artwork. Innovation, Technology, and the future VA.912.F.2.1 Students will explore careers in art. VA.912.F.2.6 Students will examine how art can enrich a person’s life VA.912.F.3.3 Students will understand how studying art helps develop life skills. VA.912.F.3.4 Students will learn how to follow directions and use time management. VA.912.F.3.5 Students will learn how to present information about art. VA.912.F.3.6 Students will learn how to reference the work of another artist. Writing Activities VOCABULARY Stages of Clay-Sassy People Like Blowing Bubble Gum Slip 23. Slab Plastic 24. Stamping/impressing Bonedry 25. Coil Leatherhard 26. Extruder Bisque 27. Culture Glazeware 28. Cultural Heritage Ceramics 30. Motif Ware 31. Tiki Kiln 32. Kitsch Wedging Pug mill Plasticity Shrinkage Clay body Firing Handbuilding Score, slip, wiggle. Pinch Pot Flange foreground, middle ground and background Student reflections. Students will answer questions related to their artwork once assignment completed. Note taking handout. Assessment How will we know if students learn? Completed project with student and teacher completed rubric. Completde student reflections. Teacher observation of student participation. Completed worksheet Vocab Quiz
Access Points Scope & Sequence Focus Calendar Biology Overview Access Points Assessed Weekly Assignments OVERVIEW Students will develop skills needed to design experiments and follow scientific processes. They will learn the disciplines of scientific inquiry. Students will explore the needs of living things and study cell components and functions. Students will consider heredity and differentiate between meiosis and mitosis. Students explore the ideas of genetics and DNA. They will describe the development of life, consider fossil evidence and adaptations. Life Science Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest unit of life and that all living things are made of cells. Match parts of common living things to their functions. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. SC.912.L.14.In.3 Identify that parts of cells (organelles) can combine to work together. SC.912.L.14.Su.2 Recognize that cells have different parts and each has a function. SC.912.L.14.Pa.2 Recognize that parts of a living thing can work together. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Match fossils to related species. Recognize that plants and animals change as they age. Classify living organisms into their kingdoms. organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Identify that there are scientific explanations of the origin of life on Earth. Unit 1 Living Things Weekly Assignment 1: Categorize living things into kingdom (both plant and animals) (SC.912.L.15.Pa.2) Weekly Assignment 2: Compare plant and animal cells by listing their major parts and their basic functions (Including the Cell membrane, nucleus, and cytoplasm) (SC.912.L.14.In.2) Weekly Assignment 3: Compare the two processes of cell division (mitosis vs. meiosis). (SC.912.L.16.In.7)
Unit 3: Technology in the Workplace During this unit, students will learn about the types of technology required to perform workplace tasks for the cosmetology industry. Students will explore and demonstrate basic technical skills and the use of technology in cosmetology, barbering, esthetics and nail services. Students will understand how computerized systems are integral to businesses’ effectiveness and completing workplace tasks with accuracy and efficiency. 45 Periods 2,025 Minutes (4) The student demonstrates an understanding in the use of tools, equipment, technologies, and materials used in cosmetology. The student is expected to: (A) employ safe and effective use of tools to enhance client services; (B) use ergonomically designed equipment to promote professional efficiency; (C) use available technology sources effective in a professional salon setting Unit 4: Technical Skills for Cosmetology Students will create hairstyles to demonstrate the proper use the design principles, design elements, facials shapes, and hair types as needed for hair design. Students will examine the 60 Periods 2,700 Minutes (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (K) demonstrate knowledge of practical skills such as manicure, pedicure, or hairstyling
Scope & Sequence Course Name: PEIMS Code: Course Credit: Course Requirements: Prerequisites: Recommended Prerequisites: Principles of Services. Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. For 0.5 credit courses, schedule is calculated out of 88/90 days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unit TEKS Covered Knowledge and Skills Unit 1: Academic Knowledge for Counseling and Mental Health Students will explore, discuss, and demonstrate mathematics and science knowledge as well as technical skills required for a successful career in human services. Students will be given multiple opportunities to learn, demonstrate and apply relevant technical and academic skills in-context as they demonstrate occupational tasks, participate in course activities, and 15 Periods 675 Minutes (2) The student applies mathematics, science, English language arts, and social studies in health science. The student is expected to: (B) explain the nervous system of the body; (D) explain the physiological effects of stress and aging; (E) distinguish the psychological aspects of health and wellness across the life span;
This unit explores the professional standards and employability skills required by business and industry. Students will grow to understand that responsibility, time management, organization, positive attitude, and good character have a large impact on employability and job retention. Students will also be able to identify and describe the work ethic needed for career advancement in the Human Services industry (e.g., skill sets, work schedules, travel/relocation, teamwork, communication skills, flexibility and adaptability etc.). Students will grow to understand that responsibility, time management, organization, positive attitude, and good character have a large impact on employability and job retention. Students will also research and discuss leadership and teamwork opportunities and other benefits offered by CTSO and/or other extracurricular activities. (A) apply interpersonal communication skills in business and industry settings; (B) explain and recognize the value of collaboration within the workplace; (C) examine the importance of time management to succeed in the workforce; (D) identify work ethics and professionalism in a job setting; and (E) develop problem-solving and critical-thinking skills.
HOW TO SUBMIT PROPOSAL Electronic Requirements Proposals must be submitted electronically to . Submission of proposals must be sent to: Mississippi State Department of Health – Office of Oral Health, 570 East Woodrow Wilson, Jackson, MS Such proposals must be post marked five (5) working days following the electronic submission of the proposal. Proposal Receipt Applicants will receive communication via by the grant officer. PROPOSAL PROCESSING Award notifications will be mailed in December 2016. The program implementation must take place during the December 2016-December 2017 year. A timeline of required activities are listed in the following table. Workforce Grant Timeline Chart, Year 1 Activities/Milestones Year 1 Key Person/Group Responsible 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr Create specific objectives for grant. x Senior Personnel & Staff List the activities you are undertaking to meet each of these objectives. x Senior Personnel & Staff Begin Activities x Senior Personnel & Staff Develop retention incentives for new patients. x Senior Personnel & Staff Administer evaluation of patients and staff. x x x Senior Personnel & Ongoing process and outcome monitoring and correction actions as needed. x x x Senior Personnel & Staff Final report to stakeholders (Community Members, MSDH Office of Oral Health). x Senior Personnel & Staff PROPOSAL PREPARATION Basic organization and management information and certifications are required components for grant submission. To facilitate proposal preparation, contact the grant coordinator Veronica Gates at (601) Proposal Margin and Spacing Requirements The proposal must be clear, readily legible, and conform to the following four requirements: The height of the letters must not be smaller than 10 point, unless otherwise specified in the program solicitation to which the proposal is being submitted. Font must be Times New Roman 12 pt. with 1.5 line spacing.
= Freshman 9th Grade English Composition Algebra I Geometry Biology I Honors Biology I World History Bible I J-Term Nicaragua & Electives Elective Physical Education Beg Chorus, Beg Band, Beg Strings Applied Music--Worship Student Publications Fundamentals of Art Intro to 2-Dimentional Art Intro to 3-Dimentional Art Spanish I Sophomore 10th Grade Speech & Literature Geometry Algebra II *Chemistry I *Physics I Physical Education I Health and Wellness Bible 2 J-Term Nicaragua & other Electives Elective Physical Education +Marine Science +Honors Chemistry Applied Music--Worship Chorus, Band, Strings Student Publications Art, 2 & 3 Dimensional Art Beginning Jewelry Spanish 2 +Psychology +AP World History +French I, Chinese I, German I, Latin I +SAT and ACT Prep +Digital Photography +Game Design +AP Computer Science Junior 11th Grade AP English Lit & Composition +World Literature +British Literature Algebra II & Pre-Calculus Trigonometry *Chemistry +Honors Chemistry I *Physics I, *Anatomy & Physiology *Forensic Science US History Bible 3 J-Term College Explore & Electives Chorus, Band, Strings Student Publications Applied Music--Worship Beg Jewelry; Adv Jewelry Art, 2 & 3 Dimensional Art Spanish 3 DC Introduction to Life Calling Personal Financial Responsibility Cadet Teaching Accounting 1 +Music History, +AP Art History +AP World History, +AP US Gov +AP Macro, +AP Micro Economics +Marine Science +French 2, Chinese 2, German 2, Latin 2 +SAT and +ACT Prep +Digital Photography or +Game Design +DC Business, +DC Marketing +DC Cultural Anthropology +DC Social Problems +AP Computer Science Senior 12th Grade AP English Language AP English Lit & Composition +World Literature + British Literature Pre-Calculus, DC Calculus Trigonometry, DC Finite Math *Physics I, *Anatomy & Physiology *Forensic Science Career Information & Exploration Bible 4 J-Term Internship & other Electives Chorus, Band, Strings Student Publications Applied Music--Worship Beg Jewelry; Adv Jewelry Art, 2 & 3 Dimensional Art Spanish 4, AP Spanish Language Cadet Teaching Accounting 1 or 2 +Music History, +AP Art History +French 3, Chinese 3, German 3, Latin 3 +Digital Photography or Game Design +DC Business, Marketing +DC Entrepreneurship +DC Educational or +Child Psychology +DC Cultural Anthropology +DC Exploration in Social Work +DC Social Problems 1 & 2 +DC Intro to Criminal Justice +Marine Science +AP US Government +AP Macro, +AP Micro Economics +SAT and +ACT Prep
CONTENTS 1. 2. 3. EMERGENCY PLAN 4. 5. 6. COSHH 7. 8. 9. ASBESTOS 10. DRIVING 11. 12. 13. 14. 15. 16. 17. 18. USEFUL WEB SITES PROCEDURES FIRE FIRE TO HEALTH WORKING AREA ELECTRICAL SAFETY REPRESENTATIVE REPORTING SAFETY FIRST AID AT
Please make an inventory of all hazardous substances and keep this at the front of your COSHH file INVENTORY OF HAZARDOUS SUBSTANCES Establishment………………………………………….. Location Name of Hazardous Product or Substance details (if there is one otherwise state source of substance) Use of substance Type of Hazard e.g. irritant Elimination/ substitution possible? Assessment necessary? Yes/No Assessment Source Signed ……………………… Position …………………………Date…………… Appendix 5 AIDERS Irene Cooper John Twinning James Sisk Claudine De Bellis Chris Rowley Summer Ali Stuart Atkinson Ruth Denslow Sam Foulger Caroline Gordon Zabun Khatoon Sanderson Tabitha Rowe
Basic Life Support/Heartsaver Instructor Renewal Course 2018 Registration Fees and Course Dates Fees: $75.00 Time: 1:00-4:00 Dates: □ January 12 □ 12 □ June 28 □ September 18 □ December 18 □ February 27 □ April 25 □ July 18 □ September 28 □ December 21 □ 16 □ May 9 □ August 9 □ October 31 □ 28 □ June 8 □ August 31 □ November 9 Name Address City State Zipcode Employing Agency Phone Email Method of Payment □ Check – Payable to UnityPoint Health-DM CTC (must accompany registration) □ Visa □ Mastercard Credit Card # Expiration Date 3-Digit Verification Code Cardholder Name (as it appears on card) Cancellation Policy The registration fee, minus $25 is refundable up to 5 working days prior to the program. After that time, no refund is available. UnityPoint Health –Des Moines reserves the to cancel the program due to insufficient enrollment. If this occurs, participant’s registration fee will be refunded. Courses cancelled due to adverse weather conditions will be rescheduled. Participants will be granted a refund if there is a conflict with the new date.
understanding and can apply basic nutrition and food science to many applications of diet, diet analysis, food analysis and food manipulation. Students will evaluate nutritional information in relation to wellness for individuals and families by analyzing the dietary guidelines throughout different stages of the life cycle as determined by Dietary Recommended Intake and My Plate guidelines. (C) analyze and various dietary guidelines throughout the life cycle, including pregnancy, infancy, childhood, and late adulthood; and (D) compare personal food intake to recommended dietary guidelines. Unit 2: Digestion and Metabolism Students will investigate the anatomy, physiology, and basic pathophysiology of the digestive system. Students will compare and contrast chemical and mechanical digestion. Students will be able to accurately trace food throughout the digestive pathway and explain bioavailability and the process of absorption. Define bioavailability and describe the nutrient absorption process. Students will demonstrate an awareness of fluids, hydration, carbohydrates, and supplements on physical activity as well as determining healthy strategies to gain, lose and maintain weight. 10 Periods 450 Minutes (3) The student understands the principles of digestion and metabolism. The student is expected to: (A) describe the processes of digestion and metabolism; (B) calculate and explain and activity metabolisms and factors that affect each; (C) apply knowledge of digestion and metabolism when making decisions related to food intake and physical fitness; (D) locate community resources that promote physical activity and fitness; and (E) explain the relationship of activity levels and caloric intake to health and wellness, including weight management.
From HOME AND SCHOOL ASSOCIATION END OF YEAR REPORT 2017/2018 Full report available at : ACTIVITIES WE WERE INVOLVED WITH 2017/2018: Community events and family fun Corn boil – H&S provides and water for the annual start of year Corn Boil Howl Fest – annual GNMES Halloween Family Fun Night – our biggest event of the year GNMES 4rd Annual Christmas Tree lighting – H&S organized hot chocolate and cookies after the tree lighting event. nights – Two movie nights - “Despicable Me 3” and “Emoji Movie” School improvements H&S is involved in the fundraising for the new Track and Field at GNMES Health and Wellness Athletics and Play Ice-skating - Grade 3 – a chance to learn/improve ice-skating skills Downhill Skiing - Grade 4 – introduction to skiing - Crabbe Mountain Appreciation and recognition of our GNMES staff and students: Staff Appreciation Week – a chance to give back to our wonderful community of teachers, administrative staff, custodians, bus drivers at GNMES – from cookies and coffee to a hot lunch Grade 5 celebration trip to Greenhill Lake – during the last week of school, a celebration of the end of the school year, in advance of Graduation from elementary school later in the week. Coyote Kid Home and School Award –an award presented to two students who have contributed to the culture of the school and regularly shows their greatness. Education – H&S supports field trips and school events which aim to enrich our students’ experiences, focusing on literature, science and history; Grades 3-5 - Spring concert “The Lion King” – post concert treats Grades K-2 - (and their Grade 5 mentors) end of year Field Day – treats and other supplies Grade 2 - end of year trip to Mactaquac and the Beaver Pond – transportation costs Grade 3 - end of year trip to the NB Provincial Museum and Irving Nature Park) – transportation Grade 3 - Agriculture in the Classroom course at the Ville – contribution to cost Grade 5 - end of year celebration at Green Hill Lake; post-graduation celebration at the school All Grades - attended performance of “Herman’s Tale” by Theatre New Brunswick (TNB) All Grades - two concerts by Roland Bibeau – teaching French through singing FUNDRAISING: To allow H&S to support activities within the school, we have fundraising activities that run across the year. HowlFest, Delight fundraiser; Movie Nights; Popcorn sales; Vegetable Boxes
Concordia High School Breakfast ◄ Sep 2018 October 2018 Sun Mon Tue Wed Thu Fri Sat 1 Breakfast stick Fruit Juice 2 Powdered donuts Fruit Juice 3 No School 4 Omelet w/ Toast Fruit Juice 5 Blueberry Bubble Fruit Juice 6 7 8 Breakfast pizza Fruit Juice 9 Chocolate Donuts Fruit Juice 10 Scrambled eggs w/toast Fruit Juice 11 Yogurt parfait w/ granola Fruit Juice 12 Waffles Fruit Juice 13 14 15 Sausage biscuit Fruit Juice 16 Mini pancakes Fruit Juice 17 Cinnamon Roll Fruit Juice 18 Biscuits and gravy Fruit 19 Scrambled eggs w/ toast Fruit 20 21 22 Breakfast Stick Fruit Juice 23 Powdered donuts Fruit Juice 24 Breakfast burrito Fruit Juice 25 Blueberry Bubble Fruit Juice 26 No School 27 28 29 Breakfast pizza Fruit juice 30 Chocolate Donuts Fruit Juice 31Scrambled eggs w/toast juice Skim milk, FF chocolate milk served daily More Calendars: , , Created with ► For more calendar layouts, colors, options, and for calendars with Religious Holidays download WinCalendar from WinCalendar.com. ► You can even convert Microsoft Outlook, Google Calendar or Yahoo Calendar to Word and Excel format using WinCalendar. ► WinCalendar also supports Public Holidays for many Nationalities as well as Religious Holidays.
LIVED EXPERIENCE HIGHER EDUCATION/ EXPERIENCE ANNUAL INCOME* Certified Peer Specialist Required State certificate coming None Varies Psychiatric Technician Good to have None Psychiatric Technician program plus supervised work experience $35-74,000 Substance Abuse and Behavior Counselor Good to have 2 year certificate program None $24-74,000 Licensed Marriage and Family Therapist Good to have Licensing exam Graduate degree plus supervised work experience $34-83,000 Licensed Professional Counselor Good to have Licensing exam Graduate degree plus supervised work experience Licensed Clinical Social Worker Good to have Licensing exam Master’s degree plus supervised work experience $65-81,000 Licensed Psychologist Good to have Licensing exam Doctoral degree plus supervised work experience Psychiatrist Good to have None Doctoral degree plus four years of residency $88,000 and up Careers in Behavioral Health
& Sequence Course Name: PEIMS Code: Course Credit: Course Requirements: Prerequisites: . Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. For 0.5 credit courses, schedule is calculated out of 88/90 days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unit TEKS Covered Knowledge and Skills Unit 1: Employability Skills This unit explores the professional standards and employability skills required by business and industry. Students will grow to understand that responsibility, time management, organization, positive attitude, and good character have a large impact on employability and job retention. Students will also be able to identify and describe the work ethic needed for career advancement in the Human Services industry (e.g., skill sets, work schedules, travel/relocation, teamwork, 10 Periods 450 Minutes 1. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) apply interpersonal communication skills in business and industry settings; (B) explain and recognize the value of collaboration within the workplace; (C) examine the importance of time management to succeed in the workforce; (D) identify work ethics/professionalism in a job setting; and (E) develop problem-solving and critical-thinking skills. 2. The student demonstrates personal characteristics for success in high-wage, or high-demand careers. The student is expected to:
relationship with my boyfriend/girlfriend? VII. You shall not steal. Have I been greedy or jealous of things others have? Do I resent their popularity or success? Have I taken things that were not mine from a store or another person? Have I destroyed or misused another person's property for fun, or by accident without owning up to it? Do I return things that I borrow? In good condition? Have I wasted time, goods or food? Do I generously share what I have with those in need? VIII. You shall not commit false witness against your neighbor. Have I kept my promises? Did I break a secret or a confidence? Am I honest in my school work? Do I tell lies to make myself look good? Do I tell lies to protect myself from punishment? Do I tell lies that make another person look bad or get them in trouble? IX. You shall not covet your neighbor's wife. Do I allow my parents to spend time with one another, or do I get jealous and want them to pay attention only to me? Do I get mad when I have to share my friends? Are there kids I will not be friends with or am mean to because they look different? X. You shall not covet your neighbor's goods. Am I jealous or envious of the things or abilities that others have? Am I thankful to God and my parents for what they have given me? Do I share the things I have with my family, friends and poor people? (From the Co-Cathedral of the Sacred Houston, TX)
shortages. The Technical Officer post became vacant in December and remained vacant for the remainder of the financial year. In addition the Business Advisor post became vacant in December and remained vacant until February when a part time Health & Safety Compliance Officer was appointed. 6.1.2 Swimming Pool Sampling 2009/10 2010/11 2011/12 Swimming/Spa Pool samples - Total 83 336 122 % unsatisfactory 7 90 (27%) 5 6.1.3 Accident Investigations It was estimated that between 100 and 120 reportable incidents/diseases/dangerous occurrences would be reported. 2009/10 2010/11 2011/12 Workplace incidents/diseases/dangerous occurrences reported to Team - Total 147 176 160 Number investigated 43 61 51 Number related to activities at Donington Park Motor Racing Circuit 31 14 35 6.1.4 Complaints about Health and Safety Failings It was estimated that the Team would receive in the range of 25-35 complaints. 2009/10 2010/11 2011/12 Complaints about H&S failings - Total 22 35 24 6.1.5 Advice to Business/Employees/Public The Team gave health and safety advice over the telephone to a considerable number of businesses. The number of calls is not recorded. 2009/10 2010/11 2011/12 H&S requests for advice resulting in research or visit 20 44 36 6.1.6 Notifications of Licensed Asbestos Removal Work It was estimated that the team would received between 3 and 5 notifications. 2009/10 2010/11 2011/12 Asbestos Removal - Total notifications 0 0 4
Explanation: As an electrical generator spins faster, it creates more current as is shown by graph B. 26) During induction, a positively charged rod is brought near to but not touching the electroscope. The presence of the charged object above the plate of the electroscope induces charges to move down into the gold leaves, giving the electroscope an overall positive charge. The positive leaves repel. The same process occurs when a negative rod is brought close to the electroscope. This time, the negative charges flow through the electroscope to the leaves. The leaves, once again, repel. Whether the charge is positive or negative, in each case, the experiment shows that A) like charges repel. B) opposite charges repel. C) friction produces current. D) electrons produce a current. Explanation: This experiment illustrates an important principle in electrostatics and that is like charges repel. The same principle applies to magnetism; like poles repel. 27) In this electric motor, an electric current causes the coil to rotate, changing A) magnetic energy to electrical energy. B) electrical energy to a magnetic force. C) potential energy to electrical energy. D) electrical energy to mechanical energy. Explanation: A simple motor changes electrical energy to mechanical energy. It contains an electromagnet that rotates between the poles of a magnet. The coil of the electromagnet is connected to a battery or other source of electric current. When an electric current flows through the wire in the electromagnet, a magnetic field is produced in the coil. Like poles of the magnets repel and unlike poles of the magnets attract. This causes the coil to rotate and changes electrical energy to mechanical energy. 28) Donna is attempting to make an electromagnet to pick up old nails in and around her driveway. Which of these materials would be best to use for the core in order to make the strongest electromagnet to pick up the most nails? A) water B) iron nail C) wooden stake D) plastic tube
A Land of Permanent Goodbyes by Atia Abawwi Reign of the Fallen by Sarah Glenn Marsh Salt to the Sea by Ruth Sepetys The Wes Moore by Wes Moore Hidden Figures by Margot Lee Shetterly Challenger Deep by Neal Shusterman Boy in the Black Suit by Jason Reynolds Battle Angel Alita Butler Chobits Deathnote Dragon Ball Tale Fruits Basket Full Metal Alchemist Ghost in the Shell One Piece English IV Students must read: How To Read Literature Like A Professor - Thomas Foster Students must read: How To Read Literature Like A Professor - Thomas Foster Plus ONE of the following fiction titles: Portrait of the Artist as a Young Man by James Joyce Invisible Man by Ellison Jane Eyre by Charlotte Bronte Great Expectations by Charles Dickens Jude the Obscure by Thomas Hardy Poisonwood Bible by Barbara Kingsolver A Prayer for Owen Meany by John Irving Things Fall Apart by Chinua Achebe and Punishment by Fyodor Dostoyevsky Wuthering Heights by Bronte A Passage to India by E. M. Forster The Awakening by Kate Chopin The Bluest Eye by Toni Morrison One Hundred Years of Solitude by Gabriel Garcia Marquez The Joy Luck Club by Amy Tan Brave New World by Aldous Huxley Frankenstein by Mary Shelly College Now No summer reading required, but the suggestion is that students continue reading independently for enrichment and preparation for the college level class they will be taking as the school year begins.
Approved Book List for Summer Reading Henry E. Lackey 2014-15 11 Honors Choose one of the following novels as your second summer reading book. Black Boy – Richard Wright Ceremony – Leslie Silko Dandelion Wine – Ray Bradbury Dave Barry Does Japan – Dave Barry Funny in Farsi: A Memoir of Growing Up Iranian in America – Firoozeh Game – Walter Dean Myers Go Tell It On the Mountain – James Baldwin Grapes of – John Steinbeck In the Time of the Butterflies – Julia Alvarez Lesson Before Dying – Ernest Gaines Street Love – Walter Dean The Adventures of Huckleberry Finn – Mark Twain The Blind Side – Michael Lewis The Perfect Storm – Sebastian Junger The Piano Lesson – August Wilson The Red Badge of Courage – Steven Crane The Scarlet Letter – Nathaniel Hawthorne The Sun Also Rises – Ernest Hemmingway The Virginian – Owen Wister Wish You Well – David Baldacci
H. E. Lackey English III – Choice Book List – Summer 2015 Choose one of the following novels as your second summer reading book. Black Boy – Richard Wright Ceremony – Leslie Silko Dandelion Wine – Ray Bradbury Dave Barry Does Japan – Dave Barry in Farsi: A Memoir of Growing Up Iranian in America – Firoozeh Dumas Game – Walter Dean Myers Go Tell It on the Mountain – Baldwin The Grapes of Wrath – John Steinbeck In the Time of the Butterflies – Julia Alvarez A Lesson Before – Ernest Gaines Street Love – Walter Dean Myers The Adventures of Huckleberry Finn – Mark Twain The Perfect Storm – Sebastian Junger The Piano Lesson – August Wilson The Red Badge of Courage – Stephen Crane The Scarlet Letter – Nathaniel Hawthorne The Sun Also Rises – Ernest Hemingway The Virginian – Owen Wister Wish You Well – David Baldacci
and website lyrics came from. the themes in the novel. 9%: 9-12 errors in the descriptions for the songs. 9%: Missing 3 or 4 songs. All songs have a portion of the lyrics, title, artist and website lyrics came from. 9%: 3 or 4 descriptions are not 5-7 sentences. Descriptions match the themes in the novel. 9%: 3 or 4 of the songs are out of order from the novel. 0%: 13 or more errors. 0%: No lyrics turned in or missing 5 or more songs. 0%: 5 or more descriptions are missing. Descriptions do not themes in the novel. 0%: 5 or more of the are out of order from the novel. -Project due by Tuesday, September 2nd. -Projects count for 10% of the first quarter of the course. (3rd quarter for students who have history spring semester).
Lever Screw Incline plan Wheel Wedge Pulley Gears and Pulleys Direction Speed Power Rotation Control/Management Inputs Controllers Switches Valves Outputs Logic Gates IF AND OR NOT Check Valves Energy/Alternative Wind Source Applications Water Source Applications Solar Source Applications Nuclear Source Applications Tidal Source Applications Hydro Source Applications Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks: Grades K-8 Information is data that has been organized Technology enables people to communicate by sending and receiving information over a distance People use symbols when they communicate by technology The processing of information throughout the use of technology can be used to help humans make decisions and solve problems Information can be acquired and sent through a variety of technological sources, including print and electronic media Communication technology is the transfer of messages among people through and/or machines over distances through the use of technology Letters, characters, icons, and signs are symbols that represent ideas, quantities, elements, and operations Information and communication systems allow information to be human transferred from human to human, human to machine, and machine to human Communication systems are made up of a source, encoder, transmitter, receiver, decoder, and destination
The design of a message is influenced by such factors as the intended audience, medium, purpose, and nature of the message The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas Areas of Study (Standard 17) Geographic Information Systems Global Positioning Systems Concept Applications Operations Image Processing Digital Mapping Data Sets Types Mapping Scale Interpret Type Surveying Elevations Equipment Graphic Design Mechanical 2 Dimensional 3 Dimensional Pattern Development CADD 2 Dimensional 3 Dimensional Modeling Multimedia Production Editing Recording/Mixing Format Script Presentation Radio Production Editing Recording/Mixing Format Script Presentation Tele-communications Satellite Land Line Microwave Computer Applications Desktop Publishing Word Processing Spread Sheet Data Base Presentation Animation WEB Design Digital Imaging
NWLHS Two-Hour Delay - Modified Schedule Block Time 1 (no Morning Show) 9:45 – 10:30 2 10:35 – 11:15 dismiss PM LCTI @ 10:45 for 10:50 departure Flex/Lunch A 11:15 – 11:45 Flex/Lunch B 11:45 – 12:15 AM LCTI sign in @ 12:10 3 12:20 – 1:25 4 1:30 – 2:37 Dismissal 2:37 NOTE: On 2-hour delay days: AM LCTI students will NOT go to LCTI AM LCTI students who have their own transportation may sign in to school at 12:10 pm
Standard 1: Singing, alone and with others, a varied repertoire of music. Grade: 6 7 8 9-12 9-12 Advanced ** Learning Target 1: Sing on pitch with expression, dynamics, phrasing, and interpretation. Performs notation with accuracy and stylistic nuance as indicated in the score. Performs music notation with accuracy and stylistic nuance as indicated in the score Performs music notation with accuracy and stylistic nuance as indicated in the score. Performs music notation with accuracy and stylistic nuance as indicated in the score. Performs notation with accuracy and stylistic nuance as indicated in the score. ** Learning Target 2: Sing in groups, unify vocal timbres, and match dynamic levels. Performs the direction of the composer and conductor. Performs the given direction of the composer and conductor. Performs the given direction of the composer and conductor. Performs the given direction of the composer and conductor. Performs the direction of the composer and conductor. ** Learning Target 3: Develop tone quality through breath support and body alignment. Produces consistent and controlled tone using singing voice. Produces consistent and controlled tone using singing voice. Produces consistent and controlled tone using singing voice. Produces consistent and controlled tone using singing voice. Produces consistent controlled, and mature tone using singing voice. Demonstrates proper singing stance with no visible tension. Demonstrates proper singing stance with no visible tension. Demonstrates proper singing stance with no visible tension. Demonstrates proper singing stance with no visible tension. Demonstrates proper singing stance with no visible tension. Understands proper breath support. Describes proper breath support. Recognizes proper breath support. Demonstrates proper breath support. Models proper breath support with appoggio technique. Standard 3: Improvising melodies, variations, and accompaniments.
Big Ideas: Project Selection Goal Setting Essential Questions: Is this a project you can complete within a 9-weeks' period? What are the of your project? What electronic resources are available to you for researching particular topics? How can we use keywords and Boolean searches to return more complete information? What are the appropriate ways to cite electronic resources? Priority Standards: 1H identify and solve problems, individually and with input from peers and professionals, using research methods and advanced creativity and innovation skills used in a selected profession or discipline; Unit 14: Development and Project Execution Unit Overview: In this unit, students will select a specific project to complete and set goals for the project. The student understands he/she must choose a project that can be completed within a 9-weeks' grading period. Themes for the Unit TEKS Big Development may be necessary in order to execute the project. Essential Questions: What skills do you need in order to execute your project? What electronic resources are available to you for researching particular topics? How can we use keywords and Boolean searches to return more complete information? What are the appropriate ways to cite electronic resources? Priority Standards: 1H identify and solve problems, individually and with input from peers and professionals, using research methods and advanced creativity and innovation skills used in a selected profession or discipline; Unit 15: Project Review and Evaluation Unit Overview: In this unit, students will select a specific project to complete and set goals for the project. The student understands he/she must choose a project that can be completed within a 9-weeks' grading period. Themes for the Unit TEKS