zilongwang/ReadingBank huggingface dataset:
period. A total of 30 EC may be used in the five-year period. Poster Presentation Scholarly posters may be presented at conferences, educational settings, or health care facilities. A poster presentation is equal to 1 EC for the presentation and 2 EC for preparation. A specific poster may only be used once in the five-year period. Written documentation of content and verification of presentation Curriculum Development This includes development of academic courses related to integrative holistic nursing. 1 course = 10 EC 30 EC may be used in the five-year period for curriculum development. Course syllabus including course description and objectives with verification from academic institution Publications Publications include journal articles, book chapters, and books. Journal article in peer-reviewed publication, primary author = 20 EC; other authors= 10 EC. Book author, primary author = 20 EC; other authors= 10 EC. Book chapter, primary author = 15 EC; other authors= 10 EC. Written documentation of published material Designing Educational Materials This includes developing professional educational handbooks or manuals used for patient or staff teaching related to holistic care = 15 EC. Brochures or pamphlets = 10 EC. Cover and table of contents for Handbook/Manual, copy of brochure or pamphlet, or electronic copy. Research Projects For research projects, Master’s theses, Doctoral dissertations, and DNP Projects focused on integrative holistic nursing, the primary or secondary investigator shall submit the literature review and evidence of dissemination of original works through presentation of publication. Master’s thesis = 50 EC DNP Project = 75 EC Doctoral dissertations = 100 EC Research project = 100 EC Transcript, published article, or presentation outline and proof of presentation. Professional Committee Membership Committee activity is directly related to integrative holistic nursing. Current membership in a national, state, or local integrative holistic
scenarios where the PID could have a large overcompensation command; The PID can be manually overridden and it follows the commands, in order to ensure a smooth transition when enabled back; It has a “soft-start” functionality, to decrease the shock to the system when it starts It calculates a reactive setpoint every iteration and then it sends it to the PLCs. Before sending each command to the PLCs, it recalculates the value of the command; The PID gains change in value depending on the error, to compensate for large changes in reactive power. The controller is programmed using National Instruments LabVIEW. The controller has been and tested to ensure the plant follows the reactive power setpoint. Fig. 10 shows a reactive power test where the reactive power setpoint had the following values: 0 kvar, 2000 kvar, 4000 kvar, 2000 kvar, 0 kvar, -2000 kvar, -4000 kvar and 0 kvar. Fig. 11 shows the reactive power control, having a setpoint of 0 kvar during a day with irregular solar irradiation. This sort of irregular irradiation usually generates large variations of reactive power, as shown by the behavior of another PV plant, also controlled, but with a different precision, shown in Fig. 12. As by Fig. 10 and Fig. 11, the system successfully controls the PV plant and complies with basic industrial control systems requirements, setpoint tracking and error rejection, as well as having more advanced control features and additional functionalities for data aggregation. The controller has proved itself a versatile automation tool that can achieve functionality of far more complicated and expensive COTS (Commercial Off The Shelve) devices.
Section I: Key Evidences Required for the Add-On License in K-12 Reading Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards Addressed by the Evidence 1 Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area. Praxis II scores Passing scores on the Reading Praxis II Required: 3b.1 2 Content Knowledge: Evidence that demonstrates candidate’s depth of understanding and application of content knowledge in the specialty area. Factors Affecting Literacy Difficulties and Disabilities Paper from the READ 4161 Assessment, Design, and Implementation of Classroom Reading Instruction class The reading teacher candidate will write a five page research-based paper exploring a factor contributing to literacy difficulties or exploring a reading disability. The paper must use research articles to support findings. Required: 3b.1
Great Mentor Texts Narrative Picture Books The Memory String – Eve Bunting Knots on a Counting Rope – Bill Martin Amelia’s Road – Linda Jacobs Altman Each Kindness – Jacqueline Woodson Peppe the Lamplighter – Elisa Bartone The Stories Julian Tells – Ann Cameron Informational Picture Books Wolves – Seymour Simon No Monkeys, No Chocolate – Melissa Stewart The Whales – Cynthia Rylant If You Lived … series Persuasive/Argument Picture Books I Wanna Iguana – Karen Kaufman Orloff Poetry My Man Blue – Nikki Grimes Creatures of Sea and Sky (a collection of poems) - Georgia Heard A Drop Around the World – Barbara Shaw McKinney By Definition (a collection of poems) – Sara Holbrook Any by these authors would be great mentor texts. “A” List – Narrative “A” List - Informational Cynthia Rylant Seymour Simon Eve Bunting Cynthia Rylant Patricia Polacco Melissa Stewart Jacqueline Woodson Sandra Cisneros “A” List - Poetry Sara Holbrook Georgia Heard
Other Great Sources for Read Aloud Books Wondrous Words – Katie Wood Ray The Read Aloud Handbook – Jim Trelease Fountas and Pinnell Suggested Read Aloud List Below is a bibliography of suggested read-aloud books from a Fountas and Pinnell workshop. It is separated by Fiction and Non-Fiction. Other Major Read Aloud Authors Byrd Baylor Lester Laminack Joseph Bruchak (Native American) Eloise Greenfield Faith Ringgold Marie Bradby Jane Yolen William Steig Fiction Picture Books Bartone, Peppe the Lamplighter Baylor, The in the World Bradby, More than Anything Else Bradby, Where are you from? Brooks, Town Mouse House Bunting, Fly Away Home Bunting, The Wall Bunting, Butterfly House Bunting, A Train to Somewhere Bunting, A Picnic in October Bunting, The Memory String Cha, Dia’s Story Cloth Chall, Up North at the Cabin Cherry, The Great Kapok Tree Climo, The Persian Cindrella Cooney, Little Brother and Little Sister Cooney, Miss Rumphius
Read and Write Download Instructions Go to the “Student Hub” Go to and click on “Current Students” in the top right of the page Go to Blackboard Learn In the “Student Hub” click on “Blackboard Learn” Log in with your ID This will be the same log on information as your email, without the @msudenver.edu portion; it will use the same password as your email Click on “Access Center” in the “My Organizations” tab In “Blackboard toward the bottom of the page, in the tab titled “My Organizations” will be a link that called “Access Center” click this link Click on the version of Read and Write you wish to download
Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Mapping: Rw/E2.4; Rw/E2.3 3.b Use a simplified dictionary to find the meaning of an unfamiliar word Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will be able to obtain and use information from a of sources The learner must be able to: Assessment Requirements Evidence Location 1.a Use organisational features to locate information The following assessment methods can be used in the assessment of this standard: Observation of learner practical ability Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Sources should be varied, written for different purposes and audiences, and on a range of topics, not all of which will be familiar to the learner. Learners should be able to summarise a 5 paragraph text into a single paragraph. Specialist vocabulary might relate to a specific job role, hobby or set of instructions for a task. Mapping: Rt/L2.5; Rt/L2.6; Rt/L2.8 Rw/L2.1; Rw/L2.3 Rt/L2.7 1.b Compare and evaluate information from a minimum of different sources in order to select information for own use 1.c Summarise information from a minimum of three longer documents 1.d Recognise the meaning of specialist or technical vocabulary 1.e Use knowledge of vocabulary to aid understanding 1.f Use a minimum of three different strategies to obtain information, including skimming, scanning and detailed reading 2 The learner will be able to use reference material
Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment requirements listed above at the correct level and that any specified evidence requirements have been addressed. Assessor: Learner: Date:
1 The learner will be able to read and understand The learner must be able to: Assessment Requirements Evidence Location 1.a Follow key events in a minimum of two different types of straightforward text The following assessment methods can be used in the assessment of this standard: Observation of learner practical ability Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Continuous descriptive, explanatory texts with multiple paragraphs. Texts should include those with up to 700 words. Learners should read texts in different formats, including those presented in columns, those making use of different types of image and those presented over more than one page. Mapping: Rt/E3.1;Rt/E3.2; Rt/E3.4;Rt/E3.6; 1.b Identify the main points and ideas in a minimum of two straightforward texts 1.c Identify the purposes of a minimum of two different types of texts 1.d Skim title, headings and illustrations for general meaning and purpose 2 The learner will be able to use simple reading strategies to support understanding The learner must be able to: Assessment Requirements Evidence Location
Component Credit Value: 3 Component One Component Guided Learning Hours: 27 Ofqual Component Reference No: L/616/1366 Component Review Date: 31/07/2022 Component Sector: 14.2 Preparation for Work Component Summary In this component, learners will learn how to read and understand meaning and purpose in a variety of texts. They will also learn to use a range of reading strategies to support understanding. This component is based on the National Standards for Adult Literacy and fully referenced to the Adult Literacy Core Curriculum. Standards This component has 3 standards 1 Be able to read and understand texts 2 Know how purpose of affects use of language and textual features 3 Be able to use reading strategies to support understanding Summary of Assessment This component is assessed internally by the centre and externally verified by AIM Awards. The following information details what the learner must successfully complete to achieve the component. Knowledge that must be demonstrated by the learner is highlighted in purple and any associated assessment requirements have been provided. Assessment verbs are displayed in italics and expectations for these at each level, along with information on different assessment methods, are available in ‘A Guide to Assessing AIM Awards Qualifications’ on the AIM Awards website (). This document has been designed to be used as a Record of Learner Achievement Form; Assessors must make it clear to Internal and External Verifiers where achievement of each standard has been evidenced. Once the work has been marked and signed off as meeting the standards by the Assessor, final feedback should be provided to the learner.
Grounds for Discretionary Exclusion 4.1.3 Text Box Petroc Discretion 4.1.4 Yes No Petroc Discretion 4.1.5 Yes No Petroc Discretion 4.1.6 Text Box Petroc Discretion 5.1.1 Financial Health Assessment Select Option Petroc Discretion 5.1.2 Select Option Petroc Discretion 6.1.1 Technical & Professional Ability (Compliance) Yes No Petroc Discretion 6.1.2 Yes No Petroc Discretion 6.1.3 Text Box Petroc Discretion 6.1.4 Yes No Fail Pass 6.1.5 Text Box Petroc Discretion 6.1.6 Yes No Petroc Discretion 6.1.7 Text Box Petroc Discretion 6.1.8 Yes No Petroc Discretion 6.1.9 Text Box Petroc Discretion 6.1.10 Text Box Petroc Discretion 6.1.11 Text Box Petroc Discretion 6.1.12 Yes No Petroc Discretion 6.1.13 Text Box Petroc Discretion 6.1.14 Yes No Petroc Discretion 6.1.15 Text Box Petroc Discretion 6.1.16 Text Box Petroc Discretion 6.1.17 Text Box Petroc Discretion 6.1.18 Yes No Petroc Discretion 6.1.19 Text Box Petroc Discretion 6.1.20 Yes No Not Applicable Pass Fail Not Applicable 7.1.1 Technical & Professional Ability (Delivery) Yes No Not Applicable Pass Fail Not Applicable 7.1.2 Text Box For Information Only 7.1.3 Yes No Not Applicable Pass Petroc Discretion Not Applicable 7.1.3.1 Select Option For Information Only 7.1.3.2 Select Option For Information Only 7.1.3.3 Select Option For Information Only 7.1.3.4 Select Option For Information Only 7.1.3.5 Select Option For Information Only 7.1.4 Yes No Petroc Discretion Pass 7.1.5 Text Box Petroc Discretion 7.1.6 Yes Petroc Discretion
Saint Katharine Drexel Regional Catholic School Embracing Leadership, Love, & Legacy IMPORTANT RE-REGISTRATION INFORMATION October 17, 2018 Dear Parents, We are very much looking forward to having you back next year. We appreciate your commitment to Catholic education and our mission to form Catholic leaders here at St. Katharine Drexel Catholic School. To guarantee your spot, please re-register your child using the re-registration form on the reverse side of this letter. Please see Frequently Asked Questions below: Why do I need to re-register my child? They are already students at SKD! Great question! Re-registration is so important because it lets us know your child is returning to SKD and guarantees their spot. This process also allows us to budget and allocate resources for families in the 2019-2020 school year to keep tuition rates affordable. My child will not be returning. Do I need to complete this process? We are sad to see your child go, but yes. We ask that you complete this process to allow us to see which spots are open for future scholars at St. Katharine Drexel. I need help. Who can I contact? Please email with any questions or concerns you may have! God’s Blessings, Ms. Laura Clark, M.S.Ed. Principal P.S. Register Before Thanksgiving and your family will be entered in a drawing to win VIP seats for Carol Night and the Passion Play! St. Katharine Drexel Regional Catholic School forms Catholic leaders through academic excellence, personal discipline, and Christian service.
Novel – 7-9 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (7-9) Week 5 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 10-12 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (10-12) Week 6 Class 1: MRL – 4 Practice Skills & 4 Reading Novel – 13-15 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (13-15) Week 7 Class 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 16-17 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (16-17) Week 8 Class 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 18-19 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (18-19) Week 9 Class 1: MRL – 4 Practice Skills & 4 Reading Level – 20-22 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (20-22) Week 10 Class 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 23-25 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (23-25)
Week 11 Class 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 26-28 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (26-28) Week 12 Class 1: MRL – 4 Practice Skills & 4 Reading Level – 29-31 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (29-31) Week 13 1: MRL – 4 Practice Skills & 4 Reading Level Novel – 32-34 Class 2: MRL – 4 Practice Skills & 4 Reading Level Test Novel (32-34) Week 14 Class 1: MRL – 4 Practice Skills & 4 Reading Level Mastery Test Novel – 35-38 Class 2: MRL – 4 Practice Skills & 4 Reading Level Mastery Test Test Novel (35-38) Week 15 Class 1: Mastery Re-takes During Finals Week Class 2: Mastery Re-takes During Finals Week (There will be no Final Exam in this class.) MyReadingLab Mastery Test must be done in class! If this test is taken without instructor’s permission, your score will be deleted! *The course syllabus is subject to change at the discretion of the instructor.
UNT Lesson Plan Template Pre-service Teacher: Grade(s): 2nd School/Mentor Teacher (if applicable): Subject area(s): Reading/Writing Unit Topic/Theme: Be kind to everyone/the power of words Lesson Title: Read-aloud: Chrysanthemum Find the TEKS, ELPS, and CCRS standards at this link: Relevant TEKS: §110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010. (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for Relevant ELPS: §74.4.C.2.C new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; §74.4.C.2.G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; §74.4.C.3.E share information in cooperative learning interactions; §74.4.C.2.G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; Relevant TX CCRS: II. Reading B1 Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Identify new words and concepts acquired through study of their relationships to other words and concepts. III. Speaking B1,2 Develop effective speaking styles for both group and one-on-one situations. Participate actively and effectively in one-on-one oral communication situations. Participate actively and effectively in group discussions.
37. too 83. eight 129. who 38. water 84. isn’t 130. won’t 39. year 85. 131. 40. your 86. 132. before 41. all 87. 133. every 42. any 88. these 134. few 43. goes 89. try 135. 44. new 90. walk 136. hear 45. number 91. bird 137. hurt 46. other 92. far 138. old Grade 2 • High-Frequency Words Grade 2 • High-Frequency Words
Harmony Schroeder, M.D. PROFILE Dr. Schroeder was born in Pennsylvania and raised in Ohio. She has been practicing medicine in the Treasure Valley since 1998 and enjoys all aspects of obstetrics and gynecology. Areas of special interest include child and adolescent gynecology, prolapse surgery, and menopausal changes. Dr. Schroeder is the President of the Board of Directors for OGA and also serves as its Medical Director. She and husband Edward, also a physician, stay busy raising three teenage triplets (two boys and a girl). Dr. Schroeder enjoys cycling (she rides her bike from the North End to our Meridian office!), camping with her family, and is currently learning to sail. EDUCATION BA in Biology and Psychology St. Olaf College Northfield, Minnesota 1988 Medical Doctor Medical College of Ohio Toledo, Ohio 1992 OB/GYN Residency The Cleveland Clinic Cleveland, Ohio 1996 HOSPITAL AFFILIATION Active Staff St. Luke’s Meridian Medical Center
Rosemount (Library) Expansion And Development Group Draft Agenda Meeting #31 Tuesday August 15, 2017 The next meeting of the READ Rosemount Group will be held on: Date: Tuesday August 15, 2017 Time: 7 pm-9 pm Location: Plant Recreation Centre, Booth Room (corner Preston and Somerset) Chair: Josh Nutt Regrets: # Item * indicates related document Who 1. Welcome and introductions JN 2. Approval of/revisions to agenda JN 3. Approval of meeting notes of July 17th * JN 4. Update from the Chair and Vice Chairs JN et al 6. READ Strategic Planning: Review of Rolling Action Plan (updated version located at end of the July minutes) Review of advocacy letter (Chair will send out to attendees before mtg if possible) Library facilities redevelopment strategy for the Winnipeg Public Library: lessons for Rosemount * Review of Cheat-Sheet backgrounder JN/EA et al JN BC LH/CL 7. Follow-up from previous meetings Attendees at Sept/Oct OPL board meetings; EA 8. Advocacy, outreach and research Statistics: OPL 2015 * BC/DF
READ ME FIRST Thanks in advance for putting the strand packet together In order of packet 1-PPT- white paper - back to back ok 2- SAPSI – another readable color - Salmon? 3- School Assessment Grid – Print in color if possible on white paper 4-Rubric for District –yellow? Back to back ok 5- Rubric for School – Yellow? Back to back ok 5-8-step process – light blue? Something readable 6-Data menu for surveys 7- CCSS-MTSS White paper – on white paper back to back ok
RE-REGISTRATION 2017/18 SEASON Online Registration is now open. Junior re-registration will be open until Friday 8th September 2017. Positions cannot be guaranteed after this date as they need to be offered to new enrolments. New siblings can be enrolled online during re-registration time. Youth and Senior members have until 1st October to re-register. Late penalty fee of $50 for re-registrations after 31st October. Compulsory Fundraising Raffle - $20 per book, one book per family KidSport Funding available for ages 5-18 years. See information on page 2. Membership Categories and Fees 2017/18 Season Code Description Fee DOB Range Requirements AC Under 14 Under 15 $170 13 as at 30th September 2017 14 as at 30th September 2017 Surf Rescue Certificate; fulfil patrol and club obligations, pass annual proficiency AJ Under 17 Under 19 $170 15/16 as at 30th September 2017 17/18 as at 30th September 2017 Hold Bronze Medallion Pass annual proficiency AS Active Senior $190 to 30th Sept 1998 RA Active Reserve $190 8 years rostered patrol & club obligations LS Long Service $190 10 Active Membership or 8 Years Active Membership + 4 Years Active Reserve LM Life Member - Minimum 15 Years Membership (excl. Junior) Nomination from Life Membership Committee to of Directors & Election at AGM JM Junior Member U/6 – U/7 U/8 – U/13 $130 $150 U6 – U13 Years @ 30th September 2017 - Raffle Book $20 Compulsory Fundraising one book per family AM Award Member $170 Hold SLSA qualifications ex. Bronze Medallion – may be called upon to perform patrol & other club obligations ASS Associate $245 Minimum age 35 G Parent $105 Has a dependent up to and including U19 GYM Gym Levy $225 Associate / Parent gym levy with existing access FG Family Group $430 Children need to be below U19 Instructions for Re-Registrations RENEWING YOUR MEMBERSHIP ONLINE -5 easy
Materials to create mazes: • Lego • Cardboard, glue or glue pen (Draw a maze pattern on cardboard, then trace over the lines with a squeeze bottle of craft glue, or use 3D glue pens with sparkles and scents. Just be sure to let the glue dry completely!) • Cardboard, sandpaper, fabric (Glue strips of sandpaper or different textured fabric to cardboard to create the lines of the maze.) • Leaves (In the fall, you can rake leaves into maze patterns on the grass!) • Pebbles and sand (Place contrasting pebbles in maze patterns on the beach.) These mazes are amazing! Stumped for ideas? There are lots of tactile maze ideas online. Try searching Google images or Pinterest.
Please use the pledge form on the other side of your reading record or a blank sheet of paper to keep track of your sponsors and how much they will donate. RULES Reading done before and after school and during recess may be counted towards your reading time. Reading that began before January 24, 2018 (before the Read-A-Thon) may not be counted. Assigned reading during class time does not count. But quiet reading time in the classroom does count. You may only read a book once for this Read- A-Thon. Other people reading aloud to you does not count, unless you are in Grades Pre-K through Grade 1. aloud to other people counts. If you read to your friend or your brother or sister, it counts for both of you! aloud to the dog, the cat, a bird, a fish or other pet counts. in a tree, on the bus, in the car, on an airplane, in a hotel and under the bed covers with a flashlight counts. in the dark, under water, upside down or with your eyes shut does not count. Getting up early in the morning or staying up later at night to read counts, but ONLY IF you have your parent’s permission. Reading instead of doing your homework does not count. Reading instead of watching TV counts. Assigned reading for homework and book report reading counts. Reading anything in any language counts– even cereal boxes! Please be honest so that it will be fair and fun for everyone! Your parents or teacher need to initial each star. Each day, bring in your reading chart and record the total number of books you have read for that day on the chart in your class- room. The last day to read for the school contest is Wednesday, February 7, 2018. Make sure you bring your reading chart to school by Monday, February 12, 2018. Checks should be made out to “PEARLS PTA.”
Bishops’ for Reader Ministry Council Bridging the Gap Eds. G W Kuhrt & P Nappin Reader Ministry Church House Publishing Readers & Worship in the Church of England Carolyn Hedley Reader Ministry Grove Booklet Worship Series No 115 Reader Ministry Explored Cathy Rowling and Paula Gooder SPCK (2009) Reader ministry Today Charles Read and Philip Tovey Grove Books W203 (2010) The above, as well as Annual Reports are all available from the Central Readers’ Council, Church House, Great Smith Street, London SW1P 3NZ Tel: 0207 898 1401/1417; www.readers.cofe.anglican.org/crc_whos_who.php See also Church House Publishing Grove Booklets from: Grove Books Ltd, Ridley Hall Road, Cambridge CB3 9HU Tel: 01223 464748; See also ‘Reader Upbeat’, a report on Reader Ministry for the General Synod
Energy & resource recovery – re-cycling; mineral extraction Light and heavy industries: chemicals, medical/pharma, food, paper/pulp, biofuels, wastewater treatment, bioreactors MFC design, manufacturing, repair & maintenance IT, Robotics, Electronics, A-Life, Artificial Intelligence Role for MFC YES e.g. green chemistry; bulk chemicals, fine chemicals SOME e.g. biotechnologies: specific utilisation and/or specific production of: biomass, proteins, enzymes, polymers etc. incl.GEM INCREASINGLY e.g. future need for MFC “servicing” for those using the technology POSSIBLY e.g. bioelectronics Biohybrid devices, Living sensors EcoBots
GRANTS A contribution by a government or organization to support a particular function. Grants may be classified as either operational or capital, depending upon the grantee. HOURLY An employee who fills a temporary or short term position. Such employees provide contingency staffing for government operations during peak workloads, or to address temporary staffing needs. Hourly employees are paid on a per-hour basis and receive limited benefits. INFRASTRUCTURE The physical assets of a government (e.g., streets, water, sewer, public buildings and parks). LEVY A compulsory collection of monies (see "Taxes"). LINE ITEM BUDGET A budget prepared departmental lines that focus on what is to be bought. LINE ITEM The smallest unit of budgetary expenditure coding. Line items are listed according to a four-digit "object code". For example, the 0500 Line item series denotes "Personnel Services". (See "Expenditure" for descriptions of categories). LONG-TERM DEBT Debt with a maturity of more than one year after the date of issuance. MILL The traditional unit of expressing property tax rates, equivalent to one-thousandth of a dollar, or $1 tax per $1,000 assessed valuation. PURPOSE A broad statement of the goals, in terms of meeting public service needs. RESERVE An account used either to set aside budgeted revenues that are not required for expenditure in the current budget year or to earmark revenues for a specific future purpose. RESOLUTION A special or temporary order of a legislative body; an order of a legislative body requiring less legal formality than an ordinance or statute. RESOURCES Total amounts available for appropriation including estimated revenues, fund transfers and beginning balances. REVENUE Sources of income financing the operations of government. Revenue category codes are listed below:
1 Year Goals Repair Decatur Street Phase I Adopt Complete Street Policies Complete the Crittenden Street as a Green Street Repair stormwater system on Tanglewood near Community Forklift Replace Sidewalks on 49th Street & Taylor Expand the Banner program for Decatur Street Overlay 47th Avenue Redesign the Rain Garden at Lafayette and Taylor Road 3-5 Year GoalsCapital Improvement plan for Street Maintenance: Decatur Street – Phase II and III Ingraham Street, Road and curbs 46th Avenue 49th Avenue, Road between Decatur & Gallatin. Long Range Goals Implement a compost program Develop streetscape plans for the industrial area on 46th Avenue and on Buchanan Streets General Government Support the Maryland Municipal League by being a Banner City Continue to identify grants that meet the Town’s strategic objectives In partnership with Maryland National Park and Planning, upgrade Recreation Center Complete the update of the Town Charter and codification. Implementation of a summer environmental camp Expand the use of the Cable Access Channel Create a 1 and 5 Year Capital Equipment Program Plan Develop and support Community events during the year Develop a communications plan to connect information with all residents Continue to develop sustainable policies and programs to maintain being a “Green” community
Debt Service Schedule EDMONSTON FUNDS STRUCTURE The Town of Edmonston uses one fund, with three departments. They are organized on the following basis and are divided into the following types: General Government – contains town expenditures for the Administrator, Town Clerk, and Mayor and Town Council. Public Works – accounts for the expenditures of the Public Works Department. Police– accounts for the expenditures of the Police Department. Debt Service – accounts for debt service of the Town Capital Outlay – accounts for such as equipment, vehicles, furniture, etc that are considered fixed assets.
Repair Decatur Street I Adopt Complete Street Policies Complete Crittenden Street as a Green Street Recycling marketing Campaign Replace Sidewalks on 49th Street & Taylor Expand the Banner program for Decatur Street Coordinate WSSC Water Main Replacement Redesign the Rain Garden at Lafayette and Taylor Road Complete 46th Avenue Rain gardens and pervious curb & gutter Complete improvements to 47th Avenue Park 2-5 Year Goals Capital Improvement plan for Street Maintenance: Safe Route to School Sidewalk Project Long Range Goals Implement a compost program Develop streetscape plans for the industrial area on 46th Avenue and on Buchanan Streets General Government Support the Maryland Municipal League by being a Banner City Continue to identify grants that meet the Town’s strategic objectives In partnership with Maryland National Park and Planning, upgrade Recreation Center Complete the update of the Town Charter and codification. Develop a records management program Expand the use of the Access Channel Create a 1 and 5 Year Capital Equipment Program Plan Develop and support Community events during the year Develop a communications plan to connect information with all residents Continue to develop sustainable policies and programs to maintain being a “Green” community
Sunday 6.30 9.00 11.00 August 12th 19thSundayOrdinaryTime D.Manca P. Neate J.Wall R.Maine N. Ndi. August 19th 20th Sunday in Ordinary Time M. Hagon A. Bishop M. Durzack J.Lagrue R. Germany August 26th 21st Sunday in Ordinary Time A. Trumpshaw K.Higgins L. McCann E. Varma L. Nettleship September 2nd 22nd Sunday in Ordinary Time P. Parker N. Lee K. C.Hacking P. Raynes September 9th 23rd Sunday in Ordinary Time A.Fahy B. Hartland D.Hazell J. Blackman Northwood R.Maine September 16th 24th Sunday in Ordinary Time R.Bradney M. Nash P. Freeland Nash O. Seidler M.Seidler September 23rd 25th Sunday in Ordinary Time C. Hussey P. Neate J.Wall J. Lagrue N. Ndi. September 30th 26th Sunday in Ordinary Time F.Abbott M. Durzack A. Bishop R. Germany E. Varma October 7th 27th Sunday in Ordinary Time H. Bolton L. McCann K.Higgins L. Nettleship C.Hacking October 14th 28th Sunday in Ordinary Time D.Manca K. Betts N. Lee P. Raynes J. Blackman Northwood October 21st 29th Sunday in Ordinary Time M. Hagon D. Hazell B. Hartland O. Seidler M.Seidler October 28th 30th Sunday in Ordinary Time A. Trumpshaw M.Nash P. Freeland Nash J. Lagrue November 4th 31st Sunday in Ordinary Time P. Parker P. Neate J.Wall N. Ndi. R. Germany November 11th 32nd Sunday in Ordinary Time A.Fahy A. Bishop M. Durzack E. Varma L. Nettleship November 18th 33rd Sunday in Ordinary Time R.Bradney K.Higgins L. McCann C.Hacking P. Raynes November 25th Christ the King C. Hussey N. Lee K. Betts J. Blackman Northwood R.Maine
Directions: Highlight a path to complete your tic-tac-toe, you MUST go through the middle Complete “Readerʻs Tic-Tac-Toe Approval Sheet” and get teacher approval BEFORE reading the entire thing, remember to pick a “just right” text If you finish your highlighted path before 9/4, choose another reading pathway that crosess through the middle again Have fun reading! Activities must be completed by: September 4, 2018 Informational Read with someone Title Author Date Kumu Approval Partner signature Informational Read with `ohana Title Author Date Kumu Approval `Ohana signature Comic Read with someone Title Author Date Kumu Approval Partner signature Newspaper Article Read with `ohana Title Author Date Kumu Approval `Ohana signature Chapter Book Read to self Title Author Date Kumu Approval Mo`olelo Read or talk stories with kūpuna Title Author Date Kumu Approval Kūpuna signature Online Article Read to self Title Author Date Kumu Approval Realistic Fiction Read with `ohana Title Author Date Kumu Approval signature Poetry Read with `ohana Title Author Date Kumu Approval `Ohana signature
Timeline to stay on track Please use this timeline as a guide to stay on track to complete the tic-tac-toe sheet by September 4, 2018. Again, this doesnʻt need to be followed exactly, but please use it to help you finish before the due date. 8/20 Find a text, and get it approved 8/23 Complete the first text, find another text and get it approved 8/28 Complete the second text, find another text and get it approved 8/30 Complete the third and final text 9/4 *TicTacToe Due Please let your Kumu know if you have any questions or concerns regarding your assignment.
Paper 1 – The Study of Religions: Christianity This section will begin with the Christianity units which you need for paper 1. You were taught two units, ‘Beliefs and Teachings’ and ‘Practices’. REMEMBER: we did not study ‘Catholic Christianity’ so please ignore this section of paper 1 and just focus on the ‘Christianity’ units. This guide will take you through; a checklist for each topic, a knowledge organiser of the main teachings, beliefs and key words, a sample 24 mark question and some model answers. Checklist of unit 1: Paper 1, 24 mark question 1, Christianity ‘Beliefs and Teachings’ The nature of God God as omnipotent, loving and just Oneness of God and the Trinity Creation The Incarnation of Jesus The crucifixion The resurrection and ascension Resurrection and life after death Afterlife and judgement Heaven and hell Sin and salvation The role of Christ in salvation Checklist of unit 2: Paper 1, 24 mark question 2, Christianity ‘Practices’ Worship Prayer Sacraments Baptism Holy Communion Pilgrimage Festivals The Church in the community – food banks The church in the community – street pastors Mission and evangelism Church growth The importance of the worldwide church Christian persecution Church responses to world poverty
Activity Part 1 Directions Below is a short text. In silence, read a line and predict what the next line will be about. Then, read the next line and verify your prediction. Follow this process until the end of the text. Do NOT look up new words. Practice: The Warden I wear a suit of grey and that helps me disappear in the shallows. I patrol my area day and night, watching from the shadows. I am for a terrifying bite to those in my Pacific Ocean home. I am a Great White.
year 10 Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes Questioning Self-assessment 24 weeks Sanctity of life issues- Fertility treatment Transplants and donors Abortion suicide Is it fair ? issues Attitudes to old age Conflict- war and Bibles media clips Artefacts Interactive whiteboard Textbooks Newspapers Contraceptive kit Pupils are more able to: have an understanding of influences on their ideas and opinions to know what a conscience is have an understanding of the term ethics and morals understand what contraception is and to name some methods Examine Christian and Muslim views to the use of contraception Examine reasons people may choose when they have children Explain how people are helped to have children by doctors e.g. IVF and surrogates know what organ and tissue donation involves understand why women may consider abortion and what it may involve Have an understanding of why people may consider euthanasia or assisted suicide Have knowledge of what a hospice is and responses to end of life care discuss society's attitude to old age evaluate what old age is and its characteristics have an understanding of Christian teachings and how this is reflected in attitudes to the elderly Empathy Feelings and values Creativity reflection evaluation analysis choices reasoning respect IT PowerPoint Word Clicker6 Media clips ILS Community Developing relationships with others citizenship healthy lifestyle Numeracy Time number Communication Listening skills Discussion Questioning Roleplay Key vocabulary Written opinion
AQA Award Interactive whiteboard Textbooks Newspapers Think about the differences between different people Show knowledge of prejudice in the context of gender, race and religion and disability Identify examples of racism Consider the feelings of people who are racially abused Identify examples of discrimination Show some knowledge of progress towards gender equality in the UK Show some understanding of a Christian response to the issue of gender Demonstrate the ability to identify arguments counter gender and racial prejudice Contribute to a discussion on how to challenge discrimination in different situations Consider the feelings of people who are discriminated against Explore the issues of ableism and attitudes to disability talk, ask questions and respond sensitively to their own and others’ experiences, feelings, ideas and beliefs, in connection with prejudice including those belonging to a faith community. give a personal response on the issues discussed in class Communication debate Listening skills Discussion Questioning Roleplay Key vocabulary Written opinion year 11 Weeks Key Learning Theme Resources Key Learning Marking and Assessment Entry level Progress booklet using CHP Quizzes Questioning 1-14 sex, marriage, divorce AQA media clips text books Bibles artefacts contraceptive kit Pupils are more able to: show knowledge of attitudes within society to sex before and outside marriage show knowledge of at least two differing views in Christianity on contraception SEMSC respect diversity culture empathy analysis beliefs
30. How is school going? Prompts: Tell me about your grades, your friends, your behavior in school, etc. Are there any things you worry about related to school? Please explain. 2 – 1 – 0 - NA 31. How many days of school do you miss in a week? in a month? 2 – 1 – 0 - NA 32. What are you thinking about doing after you complete high school? 2 – 1 – 0 - NA 33. Do you think you will have any limits to what you can do in the future because you had a transplant? If yes, please give me an example. 2 – 1 – 0 - NA MY SUPPORT SYSTEM 34. Sometimes teens your age feel stressed or overwhelmed with school, family and/or their healthcare needs. What do you do to relax or relieve stress if/when you feel like this? Whom do you like to call/contact when you need someone to talk to or need help? Why is this person(s) helpful? 2 – 1 – 0 - NA 35. Do you participate in activities in your school or community with your family or friends? Tell me about some of the things you like to do. 2 – 1 – 0 - NA HOW I FEEL ABOUT MYSELF 36. Do you ever worry about your health (how you are doing) because you have had a transplant? Please give me an example. 2 – 1 – 0 - NA PAYING FOR MY HEALTH CARE 37. How do people pay for their medications and medical care? 2 – 1 – 0 - NA 38. What is the name of your health insurance provider? 2 – 1 – 0 - NA 39. Will your insurance change when you get older? Do you know when this might happen? 2 – 1 – 0 - NA 40. What is a Do you know if you have to pay copays on any of your medications? 2 – 1 – 0 - NA
How are current prevention efforts for these priorities funded? Are you aware of any proposals or action plans that have been submitted for funding that address these issues in your county? (Other than OSAP) Do you know if there is any evaluation of efforts that are in place to address these priorities? Are the evaluation results being used to make changes in programs, activities, or policies, or to start new ones? On a scale of 1-9, how good (i.e., prolific, secure, reliable) are the resources in the community supporting prevention of these priorities? 1 = very poor 9 = very good Resources to support PRIORITY #1 Score: Resources to support PRIORITY #2 Score: Average your responses to the final question in each section above. Use the 9 point scale below to determine your county’s overall readiness to address each of your priorities. OUR OVERALL READINESS LEVELS Priority Area Level of Readiness Brief Explanation of why this Level was Chosen READINESS STAGE 1. Community Tolerance/No Knowledge Substance abuse is generally not recognized by the community or leaders as a problem. “It’s just the way things are” is a common attitude. Community norms may encourage or tolerate the behavior in social context. Substance abuse may be attributed to certain age, sex, racial, or class groups. 2. Denial There is some recognition by at least some members of the community that the behavior is a problem, but little or no recognition that it is a local problem. Attitudes may include “It’s not my problem” or “We can’t do anything about it.” 3. Vague Awareness There is a general feeling among some in the community that there is a local problem and that something ought to be done, but there is little motivation to do anything. Knowledge about the problem is limited. No identifiable leadership exists, or leadership is not encouraged. 4. Preplanning There is clear recognition by many that there is a local problem and something needs to be done. There is general information about local problems and some discussion. There may be leaders and a committee to address the problem, but no real planning or clear idea of how to progress.
Judson Middle School Readiness Knowledge and Skills Social Studies 8—STAAR Review Manifest Destiny and Westward Expansion Judson Middle School Readiness Knowledge and Skills Social Studies 8—STAAR Review Antebellum Era 1836-1860 Judson Middle School Readiness Knowledge and Skills Social Studies 8—STAAR Review Civil War 1861-1865
curriculum. D. Staffing/Time Use 1. G/T teachers’ time is a balance of student contact time, collaboration with classroom teachers, and communication with parents. 2. The g/t teacher’s schedule is flexible enough to accommodate contact with students and collaboration with teachers. 3. The g/t teacher’s schedule allows sufficient time for tasks essential to program management/administration. E. G/T Teachers’ Beliefs and Attitudes 1. In general, g/t teachers are open to change and are flexible in their approach. 2. In general, g/t teachers believe they have a significant role to play in meeting the social and emotional needs of g/t students. 3. In general, g/t teachers believe they should be responsible for providing students with access to academic challenge. 4. In general, g/t teachers believe it is important to remove academic ceilings placed on students and to expect and growth.
Readiness to Supply Declaration: For Food Surplus Providers Readiness to Supply Declaration Part A: Contact details Name of organisation supplying surplus: Company Number / VAT Number Key contact name and contact details: Addresses of sites with surplus to supply: Part B: Statement of redistribution policies and preferences Outline description of preferences for redistribution route Part C: Nature of surplus Food types likely to occurs as surplus: Condition and shelf life; including nature of any damage Food temperature, handling and storage requirements: Likely quantities and frequency (kg/boxes): Other information including seasonal considerations and overlabelling requirements: Part D: Logistics Ability to transport surplus and details of arrangement: Suitable collection/delivery day and time: Conditions/ special transportation requirements: Part E: Review, monitor and measure Communication plan:
Questions Yes No N/A Does the institution have an adequate process in place for accepting digital signatures on electronically processed documents (e.g., official transcripts, enrollment agreements)? Does the institution follow adequate procedures to assure students that all transmitted information is adequately protected and in compliance with and other laws concerning privacy and confidentiality of student data? Standard XII.B. – Meets, Partially Meets, Does Not Meet, or Not Applicable Comments: Required Actions Suggestions: Questions Yes No N/A Does the institution follow adequate procedures for retaining financial, administrative, and student records in accordance with applicable federal and state laws? Did the institution state how long financial records are maintained? Did the institution state how long administrative records are maintained? Did the institution state how long student records are maintained? Does the institution implement an adequate comprehensive document retention policy? Did the institution identify who is responsible for assuring the proper retention of financial, administrative, and student records? Does the institution conduct regular internal audits for compliance with all applicable federal and state laws? Standard XII.C. – Partially Meets, Does Not Meet, or Not Applicable Comments: Required Actions Suggestions:
Marketing/Outreach Yes No, unlikely to obtain No, likely to obtain or in the process of obtaining Ability to Collect and Evaluate Data Yes No, unlikely to obtain No, likely to obtain or in the process of obtaining Past experience and success adopting (with fidelity) standardized programs Yes No, unlikely to obtain No, likely to obtain or in the process of obtaining
Reading 9 Sentence Template 3) In this text, the fact that more people can enjoy sporting events from the comfort of their home is an example of_____________________.