zilongwang/ReadingBank huggingface dataset:
Room Hire Booking Form PLEASE COMPLETE THIS FORM IN BLOCK CAPITALS AND RETURN TO: Linlithgow Burgh Halls, The Cross, Linlithgow, West Lothian, EH49 7AH 01506 282720 Name (displayed on entrance board) Event Date(s) Person responsible for hire: Contact 2: Name: Name: Address: Address: Postcode: Postcode: : : : : : : Event Details Guest Numbers Type of Event (eg Meeting, Party etc) Numbers Attending Private / Public Event / WLC Are you a charity? Yes / No West Lothian Council only Service: Cost Centre: Subjective Code: Name of room required Arrival time (set up) Event start time Event end time Departure time (clear up) Room set-up (e.g. theatre, cabaret, or please attach layout) Catering Required (please refer to our Catering Pack) – All catering must be carried out by a licenced caterer Time Number Special requirements (e.g. vegetarian, nut free, dairy free, coeliac) : _________________ Please let us know your catering requirements, approximate numbers and any special dietary requirements at 2 weeks before your event. Final numbers should be given at least 1 week prior to the event. Any external catering company must provide a copy of their Public Liability Insurance, Pat testing Certificates, confirmation that they are registered with their local authority and a completed License to Occupy. External catering companies will be charged a fee of 10% of the catering contract to use the venue to provide catering for customers.
Room Hire in the Church Street Area Organisation/Group Meeting Room Notice Required Seating Capacity Kitchen Facilities Disability Access Lift Availability Penfold Hub 020 8762 3082 Denis Kane Denis.Kane@nhhg.org.uk Ground floor meeting room 2 Weeks 25 people No Yes Yes Mon – Fri 5.30 – 8pm Derry Hall 020 7245 2861 Begum, Thameda tbegum@cwh.org.uk Ground floor meeting room 2 Weeks 10 people Yes Yes No Mon – Fri 5.30 – 8pm Greenside 020 7245 2861 Ground floor meeting room 50 people Yes Yes No Limited Availability
Francis, Shane SFrancis@cwh.org.uk Farrell’s Office 020 7258 3433 Stacey Coy Stacey.Coy@farrells.com Ground floor small meeting room Ground floor video conference room Ground floor large conference room Ground floor combined video/large conference room 3 Weeks 8 people 8 people 20 people 28 people Yes Yes Yes Mon – Fri 5.30 – 8pm Security can open office after hours The Showroom 020 7724 4300 Louise Shelley louise@theshowroom.org Ground floor large hall 1st floor open space 4 weeks 25 – 30 people 15 – 20 people Yes Yes No Wed – Fri 12 – 6pm After 6pm is available City of Westminster College 020 7723 8826 Lerease Sweeney lerease.sweeney@cwc.ac.uk 4th floor Boardroom/Anti room 4 Weeks 30 people No Yes Yes Mon – Fri 5.30 – 8pm
The Portman Centre 020 7641 5436 Jo White jwhite@portmancentre.co.uk Second floor meeting room Limited availability 35 people No Yes Yes Mon – Fri 9.00 – 5pm Saint Paul’s Church 020 7724 8517 Martin office@stpaulschurchcentre.org.uk Garner Room Main Hall 4 Weeks 10 people Yes Yes No Mon – Fri 9.00 – 10pm Church Street Library 020-7641 1220 Community Centre (incl. kitchenette) Meeting Room Meeting Room 40 people 2 people 2 people Yes Yes Yes
Room Hire in the Church Street Area: Organisation/Group Meeting Room Notice Required Seating Capacity Kitchen Facilities Disability Access Lift Availability Penfold Hub 020 8762 3082 Denis Kane Denis.Kane@nhhg.org.uk Ground floor meeting room 2 Weeks 25 people No Yes Yes Mon – Fri 5.30 – 8pm Derry Hall 020 7245 2861 Ground floor meeting room 2 Weeks 10 people Yes Yes No Mon – Fri 5.30 – 8pm Greenside 020 7245 2861 Ground floor hall 50 people Yes Yes No Limited Availability Farrell’s Office 020 7258 3433 Stacey Coy Stacey.Coy@farrells.com Ground floor small meeting room Ground floor video conference room Ground large conference room Ground floor combined video/large conference room 3 Weeks 8 people 8 people 20 people 28 people Yes Yes Yes Mon – Fri 5.30 – 8pm Security can open office after hours The Showroom 020 7724 4300 Ground floor large hall 1st floor open space 4 25 – 30 people 15 – 20 people Yes Yes No Wed – Fri 12 – 6pm After 6pm is available City of Westminster College 020 7723 8826 4th floor Boardroom/Anti room 4 Weeks 30 people No Yes Yes Mon – Fri 5.30 – 8pm
Lerease Sweeney lerease.sweeney@cwc.ac.uk The Portman Centre 020 7641 5436 office@portmancentre.co.uk Second floor meeting room Limited availability 35 people No Yes Yes Mon – Fri 9.00 – 5pm Saint Paul’s Church 020 7724 8517 Martin office@stpaulschurchcentre.org.uk Garner Room Main Hall 4 Weeks 10 people Yes Yes No Mon – Fri 9.00 – 10pm Church Street Library 020-7641 1220 Community Centre (incl. kitchenette) Meeting Room Meeting Room 40 people 2 people 2 people Yes Yes Yes The Cockpit Theatre 020 7258 2925 (lines open between 10.30am - 6pm Monday to Friday & on Saturday’s) - payment is taken at the time of booking Studio 1 Studio 2 Studio 3 n/a for dance and large group activities for small group activities for meetings, writing sessions No No No 10am – late mirrored wall with curtains no natural daylight bright room with tables and chairs Greenhouse Sports Centre 35 Cosway Street NW1 5NS Crypt (basement) 2 meeting rooms 2 Weeks (commencing April 2018) 20 people per room. No Yes Yes Mon – Fri 8am – 10pm Ground floor main area 2 Weeks (commencing April 2018) 150-300 dependant on usage and population No Yes Yes Mon – Fri 8am – 10pm (around core usage)
Fourth Feathers Youth & Community Centre 020 7723 9167 Stephanie Hallin office@feathersassociation.org.uk Dance Studio Education Room Recreation Room Playground Skate Park 2 10 - 60 Yes Yes Yes Limited availability during week but weekends possible Broadley Gardens Community Space IMPS Pre-School, Broadley Street, London NW8 8BN Hall for children’s parties and/or exercise classes 2 weeks 30 Yes, plus buggy park and private outdoor play area Yes No Weekdays 4.30pm – 9.00pm Weekends 9.00am – 9.00pm
Roosevelt Tool Kit-Logging into Applications 2018 - 2019 Student Teacher Coach/ Admin Uploads *Clever username: student id password: birthdate x/x/xxxx www.clever.com/in/rooseveltsd Username: email (firstname.lastname@rsd.k12.az.us) Password: rsdrsd (change prompted at first log in) www.clever.com/in/rooseveltsd Username: email (firstname.lastname@rsd.k12.az.us) www.clever.com/in/rooseveltsd Sabrina will email coaches and administrators their passwords. Auto syncs with Synergy nightly Achieve 3000 (Kid Biz/ Teen Biz) Clever Clever Achieve 3000 Website achieve3000.com Auto syncs with Synergy nightly Achieve 3000 (Smarty-Ants) Clever Smarty Ants Website https://dashboard.smartyants.com/login Smarty Ants Website https://dashboard.smartyants.com/login Auto with Synergy nightly myOn Clever Clever Myon.com Auto syncs with Synergy nightly ST Math Clever ST Math Website stmath.com ST Math Website stmath.com Auto syncs with Synergy nightly Illuminate (Fastbridge) TBD Log in: first.last Password: welcome rsd66.illuminated.com Log in: first.last Password: welcome rsd66.illuminated.com Auto syncs with Synergy nightly LAS Links DRC INSIGHT Secure Browser Login: student SAIS number Password: TBD Login: email address password: set by user https://www.drcedirect.com N/A Gizmos (Science) Self-register with code provided by teacher www.explorelearning.com Self-register with code provided by district www.explorelearning.com N/A Pearson 6-8 Science Button on RSD website (Quick link) Username: Student ID Password: Birth date (MMDDYYYY) Button on RSD website link) Username: RSD (first.last@rsd.k12.az.us) Password: Pearson N/A Auto syncs with Synergy nightly
BOYS PROGRAM A.D. Mike Jones 345-7215 Base -7/8 – Jeffrey Littwin 398-4299 345-7221 Basket -7/8 – Dana Holmes 884-4729 345-7221 Football -7/8 – TBA 345-7221 Lacrosse -7/8 – Andrew Kohn 345-7221 Soccer -7/8 – TBA 345-7221 Track -7/8 – Kathryn Gellar 345-7221 Wrest -7/8 – Tuan Ngyuan 345-7221 _____________ GIRLS PROGRAM A.D. Mike Jones Basket -7/8 – Lauren Williams 351-0486 345-7221 Lacrosse -7/8 – Diane Serafin 345-7221 Soccer -7/8 – Dayna Moneta 345-7221 Softball -7/8 – Lauren Williams 351-0486 345-7221 Volley -7/8 – Tamara Barbou 319-1358 345-7221
Primary incident type [As identified in the incident report] <Enter primary incident type here > Secondary incident type (if required) [As identified in the incident report] <Enter secondary incident type here > [If there are multiple clients involved in the incident and multiple incident types leading to the RCA review, list all] Victoria Police response Was the incident reported to Victoria Police? <Enter Yes/ No/NA here> Date of report to Victoria Police <Enter the date reported to Victoria Police here> [DD/MM/YYY] If the incident was not reported, rationale for not reporting <Enter rationale for not reporting here> If the incident was reported to Victoria Police: Proposed Victoria Police action <Enter the details of proposed Victoria Police action> What timeframe was provided by Victoria Police to conduct their investigation? <Victoria Police may choose to make initial inquiries prior to launching an investigation. It is important to follow up regularly to ascertain the status of these inquiries and potential commencement of an investigation> Have Victoria Police agreed to the client, staff or other people being interviewed as part of this RCA review (if required)? <Enter the details of advice provided by Victorian Police regarding interviews> Root cause analysis (RCA) review approach Review period Proposed review start date <Enter the proposed review start date here> [DD/MM/YYY] Proposed completion date [Within 60 working days of the department endorsing the recommendation to conduct an RCA review] <Enter the proposed review completion date here> [DD/MM/YYY] [A provisional due date will be provided by the department divisional office upon endorsement of the recommendation to undertake a RCA review in response to a impact incident] Proposed RCA review methodology [Refer to Chapter 5 of the Client incident management guide for further information regarding RCA review methodology] Establishing the review approach Defining the problem [Provide a more detailed description of the problem to be addressed.
Root Cause Analysis Steps in a Root Cause Analysis: Identify the event (overdose) and gather additional information [Columns A & B]; Identify contributory factors [Column C]; Describe the contributory factors on a timeline (0 – 12 months [Column C]; Identify root causes by asking 5 “Whys”; Design changes to eliminate root causes; Implement and evaluate change. Identify Substances Directly Contributing to Overdose Identify Additional Information Identify Contributory Factors Prescription drug use: Medical mishap (Rx drugs); Rx drugs in combination with other substances (alcohol, benzodiazepines, heroin); Misuse (Rx drugs). Illicit Drug Use: Illicit Use of Rx opioids (diversion); Heroin; Fentanyl. Combination Use: Cocaine; Benzodiazepines; Alcohol; CNS depressants; Other substances. Identify the event (overdose) and gather information: Demographic Information: Age; Gender; Race; Marital status; Education level; Employment status; Military/veteran status; Insurance status (MA, private insurance). Location of Death (geography, type); Location of residence; Circumstances of death (alone, with people, etc); Did decedent access any of the following one year prior to death (# of times): Mental health treatment; SUD treatment; CJ system (jail, prison, etc); ED’s. SUD History; Dual Diagnosis (MH/SUD). Identify Contributory Factors: Lack of education(prescribers, patients, payers, etc); Non-adherence (Rx drugs); Dose escalation; Polysubstance use; Polypharmacy use; Pain(physical, psychosocial); Desire to get high; Desire to avoid withdrawal; Medical comorbidities; Mental health comorbidities; Trauma; SUD history; Previous overdose (non-fatal); Criminal Justice System intercepts; Mandatory abstinence (incarceration, treatment programs); Treatment availability (lack or inadequate); Naloxone availability (lack). Describe what happened (timelines): Material found at scene of death; How long decedent was deceased before discovery; Was naloxone rescue attempted?
Governance Operations Personnel Climate and Culture Graduation Rate Career Readiness In the space, type the second area of focus. Instruction and Program Math Instruction and Program ELA Instruction and Program General Fiscal Governance Operations Personnel Climate and Culture Graduation Rate In the type the second performance challenge. In this space, capture the possible root cause. In this space, type the targeted subgroups for the second area of focus. 1. In this space, capture the first strategy to address the performance challenge. 2. In this space, capture the second strategy to address the performance challenge. 3. In this space, capture the third strategy to address the performance challenge.
In the space, type the fourth area of focus, if necessary. Instruction and Program Math Instruction and Program ELA Instruction and Program General Fiscal Governance Operations Personnel Climate and Culture Graduation Rate Career Readiness In the space, type the fourth performance challenge, if necessary. In this space, capture the possible root cause, necessary. In this space, type the targeted subgroups for the fourth area of focus, if necessary. 1. In this space, capture the first strategy to address the performance challenge. 2. In this space, capture the second strategy to address the performance challenge. 3. In this space, capture the third strategy to address the performance challenge.
Monocot Roots Fresh cross section of corn (Maize) root. How you describe the vascular arrangement of this monocot root in Maize? What is the central area of the in a monocot root called? How is the arrangement different from a dicot root? Locate the vascular cylinder, pith, cortex, endodermis, and epidermis. Cross section of mature monocot root Casparian strip in endodermis of mature monocot root. Immature cross section of corn (Maize) root High magnification of immature monocot root lacking casparian strip. What tissues are outside the ring of vascular tisues? What region is inside the ring of vascular tissue? What is the function of the endodermis? Can you locate the vascular cambium between the xylem and phloem? Locate the pericycle. What are the large cells inside the pericycle? What is the function of the pericycle? Compare and contrast a cross section of the mature and immature root.
Tilia c.s. 1 year stem •Point to the location of the following: pith, xylem, vascular cambium, phloem, epidermis. •Describe secondary growth using these photos to illustrate your points. Tilia c.s. 3 yr. stem C.s. tree •Which tissue gives an indication of the age of the stem? •How old was this stem when it was used to prepare this section? •In which region would you find secondary phloem? •Where is the vascular cambium? •Where is the cork cambium? •Estimate the age of the tree from the wood section. •In which region would you find secondary phloem? •What produces secondary xylem?
Roots of Empathy program educates both mind and heart Article Posted: Tuesday, May 01, 2018 Roots of Empathy program has been underway in schools in the province this year with the support of Public Health and non-profit community organizations. At Lincoln Elementary School, the program has been in full swing where family visits and spending time with a small child have helped students identify and reflect on their own feelings and the feelings of others. Shannon Atherton, vice-principal and teacher, is a trained Roots of Empathy instructor who coaches students to observe the child’s development and understand the child’s feelings. In this experiential learning, the little child is the “teacher,” making students aware of the child’s needs and the emotions expressed while spending time together. “There is always lots of emotion displayed on the students’ faces and they all enjoy making the baby laugh and smile,” Atherton said. “We enjoy seeing the students singing to the baby and love that they know and understand they are playing a role helping the baby to learn and grow. The discussions are always fantastic. We find many students’ responses are well thought out and they are very comfortable and open about sharing for the most part. In a few lessons, a safe space is created where students learn to share and talk about their own emotions, feelings and experiences.” The emotional literacy taught through the Roots of Empathy program lays the foundation for safer and more caring classrooms, and helps prevent bullying or insensitivity toward others in the school environment. Families who volunteer to participate with their infants live in the local community and commit to visiting the classroom every three weeks during the school year.
Maps Character traits Vocabulary review Comprehension Writing Sequencing Vocabulary review Comprehension Writing Sequencing Vocabulary review Comprehension Writing Sequencing Vocabulary review Comprehension Writing Assessment: Summative: How will you know students have learned what you wanted them to learn, the objectives have been accomplished, and that the goals have been achieved? What will count as evidence of learning? Formative: How will your assessment inform instruction on an ongoing basis? How will you assess in the process of student learning throughout the lesson and how will you make adjustments? Exit ticket WOW! Exit ticket WOW! Chart Exit ticket WOW! Chart Exit ticket WOW! Chart Homework: Write spelling words 5x each Spelling p. 9 Grammar-Capitalization spelling words 5x each Grammar-Capitalization Write spelling words 5x each Grammar-Capitalization Write spelling words 5x each Grammar-Capitalization Reflection: Evaluation of lesson. What went well? What would you change? What did you learn about your students? What did you learn about yourself? How did you construct a meaningful learning community?
HOLLYHOCK – leafs, flowers, stem, root DAYLILLY – edible roots, shoots, leaves, & flowers. Eat in moderation. WILD GINGER – shares some similarities to Chameleon >>> CHAMELEON – fruit, leaves, (cook) root – edible leaves, roots, tastes like wild garlic Do not over-harvest, often needs special protection The flavor, a combination of onions and strong garlic, or "fried green onions with a dash of funky feet" CABBAGE – leaves, root Prepare with great caution While not considered edible raw, because the roots are toxic and the leaves can burn the mouth, the leaves may be dried and used in soups and stews. The root must be thoroughly dried or cooked before being eaten, see notes above on toxicity… – edible flowers, leafs good for cordage There are 2 kinds of yucca and the one in the northeastern US appears to have roots more adapted to using as a soap than for eating, but needs more research. ARROWHEAD – tubers, young leafs, young flower stalks - cook Caution: toxic look-a-like: arrow arum (edible if cooked) Add: THISTLES
Definition: come BV: indignant Definition: angry over something that is mean or unjust BV: corpulent Definition: BV: despondent Definition: dejected; hopeless BV: insolent Definition: boldly disrespectful and arrogant omnipotent Definition: all-powerful Week 27 & Building Vocabulary) Root: carn- Definition: flesh Root: later, lat- Definition: side, broad Root: put- Definition: think Root: flex, flect Definition: bend Root: hum- Definition: earth, ground, man
Root Cause Analysis Levels of Root Cause Root Causes can be found at any one of the following levels: Incident or procedural level Example: A fight in the cafeteria, fifth period on Wednesday. Programmatic or process level Example: There are always fights in the cafeteria, every day, at every period. Systemic Example: There are fights everywhere in school. External level Example: The whole community is fighting. It is important not to make an "incident" into a systemic or to treat a true systemic issue as simply a bunch of incidents. Examples of elements at each level are: Incident or procedural level: the student the test the teacher the incident Programmatic level: curriculum/assessment instructional processes materials setting time alignment grouping scheduling training and staff development administrative procedures Systemic level: leadership mission vision culture values/beliefs organizational structure priorities morale planning budget policies allocation of staff facilities technology competencies collaboration evaluation history capacity External level: family community gangs wealth/poverty health partnerships and supporting agencies the youth There are those who believe that if we dig deeply enough, seeking cause within a system, we will nearly always end up at the system level. These same people will go on to say that there are
This week’s root: ______________ which means ____________ Choose 5 of your words that contain this root, and write a sentence using each. Be sure your sentence uses the word correctly, and the context of the sentence gives a clue as to the word’s meaning. Now, choose 3 of your words, and explain why the meanings of those words fit the meaning of the root. For example: “The root ‘graph’ means ‘write,’ and a telegraph is a message that you write and send to someone else.”
Facility Risk Assessment SWOT Analysis Strengths: Weakness: Opportunities: Threats: (1) Asset or at Risk (2) Hazard (3) Scenario (Location, Timing, Magnitude) (4) for Prevention or Mitigation (5) (L, M, H) Impacts with Existing Mitigation (L, M, H) (11) Overall Hazard Rating (6) People (7) Property (8) (9) (10) Entity
All aspects of ROPES are offered FREE. Wise Age can offer places to at least 4 organisations from each borough with places for up to four staff/volunteers from each organisation. ROPES Training is delivered over 3 days: DAY 1: 50+ employment: the & the Issues The current situation of and employment Statistics, recent research findings; impact of government policies on older working age adults; key issues. The Experience of workless Over-50s- The 50+ experience; myths and stereotypes; the benefits of employing over-50s; the business case for age diversity; harnessing the experience and skills of over-50s to support younger people; Engaging the over-50s Marketing & promotion; how to recruit; what are the organisational issues for engagement (including intergenerational issues); client recruitment and retention. Finding work as an over-50 Available support: what works, what doesn’t; issues affecting older job seekers; why people do and don’t seek support; ageism in recruitment & the workplace. Job matching: matching employer needs to client abilities and expectations. DAY 2: Supporting Older Working-Age Adults Assessment for the Assessing needs: employability skills; social isolation; re-engagement with the of work (including volunteering & work experience); work skills – upskilling ICT; vocational skills; specialist advice; client Action Plan. employability skills; work skills - ICT and vocational skills; self-employment. Sustaining contact; support available to your organisation (e.g. workshops, specialist IAG;, etc) Progression Routes – the options Employability skills training – confidence building, CV writing, job applications/applying online; interview techniques, confidence building; job search techniques; Dress for Success. Activities to reduce isolation - networking opportuntiies to support re-engagement with the world of work, including volunteering and work experience. Upskilling ICT; vocational skills training. Job brokerage; Support for self-employment – business planning, tax, sources of specialist support. Sustaining contact; referring on; record keeping. Introducing ROPES resources Resources Toolkit Mapping your borough /area What you need to know & How to find out: local statistics (borough and ward level) identifying local 50+ support, what exists, support networks.
Register of received bids Bid no: 287/2018 Advert date: 01/10/2018 Closing Date: 17/10/2018 Description of work: Supply, delivery and installation of a Park Home Site Inspection YES/NO Y Number of Received bids 16 Name of received bids Amount in Rands (including vat if applicable) Prefebricated Projects R570 313.28 SEBL Trading R950 000.00 Alutchmanam Trading R519 943.75 Ncaps Trading R396 750.00 Uhlelo Engineering R885 500.00 Girwood Technologies R1 585 990.00 Mtobza Multi Traders R650 000.00 Kazin Trading 5 CC R468 418.00 Sofonia (Pty) Ltd R478 990.80 Container Consumable R1 488 249.00 Chia Trading (Pty) Ltd R447 698.00 Kinex Power Projects R575 856.58 Fabricated Steel R580 970.80 Waving High Trading and Projects R1 724 988.50 Isanda Protection R449 000.00 Ricts Holding R1 105 658.00 .................................
Post-results services: Review of results (RORs) & Access to scripts (ATS) Enquiry, consent and payment form For ease of reference, the post-results services available for the Summer 2018 exam series are numbered 1-4 below. This number should be used to indicate the service(s) requested. To apply for post-results services, please complete the information required in the white boxes below and sign the form to confirm consent. RoR SERVICE 1: Clerical re-check RoR SERVICE 2: Review of marking Checking to ensure that mistakes such as totalling and recording of marks have not been made. A review of the original marking to ensure that the agreed mark scheme has been applied correctly in addition to a clerical re-check. RoR SERVICE 3: APPEALS* RoR SERVICE 4: Access to a script If you are not satisfied with your result after a remark – (this can be very costly). Access to Script – a pdf of your exam paper COMPLETED FORMS SHOULD BE RETURNED TO THE EXAMS OFFICER (l.jones@holmfirthhigh.co.uk) Deadline for return: Service 1-2 by 19 September 2018; service 3 14 days after RoR, service 4 by 26 September 2018 Candidate number Candidate name Contact telephone number Contact email address Awarding body & Qualification Exam code Exam title and/or unit Service number requested Fee AQA Geography (EXAMPLE) 8035 (EXAMPLE) Geography Unit 1: 8035/1 (EXAMPLE) 2 (EXAMPLE) £37.55 (EXAMPLE) £ £ £ Total cost £ Candidate consent statement for RoR requests: I give my consent to the head of my examination centre to make an enquiry the result of the examination(s) listed above. In giving consent, I understand that the final subject grade awarded to me following an enquiry about the result and any subsequent appeal may be lower than, higher than, or the same as the grade which was originally awarded for this subject. Candidate Signature: …………………………………………… Date: ……………………………………
Rorschach Administrative Worksheet Examiner Initials: _________ Client Name: ____________________________________________________ Date of Testing: ___/___/___ I R Free Response Inquiry
Organisation: Position: CONFERENCE DETAILS- Name of Conference: Date: Location: What will you Present: Abstract - you must attach a copy Poster Paper Title: FUNDING- What amount are you seeking: Up to AUD1000 for Australian/New Zealand Conference Up to AUD2000 for a Conference overseas What would the funds be used for: eg: Registration, Airfare, Accommodation Please itemise travel, accommodation and registration costs: Attach quotes or receipts Have you requested assistance from any other sources: If ‘yes’ please list the source(s) and amount(s) Please provide a lay summary in 500-800 words of the research you will present and why it is important:
Child 1 Name: Date of 2019 School Year: Child 2 Name: Date of birth: 2019 School Year: Child 3 Name: Date of 2019 School Year: PARENT / GUARDIAN details: Parent / Guardian #1 Name: Daytime contact number: Parent / Guardian #2 Name: Daytime contact number: Are any court orders or parenting plans in place in relation to: Child 1: Yes No Child 2: Yes No Child 3: Yes No If YES, please provide a copy of the ORDER / PLAN with this form. The service MUST have a copy of the ORDER / PLAN on file, and all staff will be made aware of the existence of such documentation. ROSARY Preferred start date: Care Required: Weekly Fortnightly Casual Complying Written Arrangement (CWA): The below forms the basis of your CWA with our service. For routine weekly and fortnightly bookings, please tick the days you would like your child to attend the program. Routine enrolments can be made up to two (2) weeks prior to a start date and are subject to availability. Routine bookings are ongoing for the school year. We do not swap or suspend routine bookings. Public Holidays are charged during the school term. Casual before and after school care bookings can be made up to two (2) weeks in advance and are subject to availability. Bookings via email to: . Please note at least 24 hours’ notice is required to cancel a casual booking. BEFORE SCHOOL CARE AFTER SCHOOL CARE M Tu W Th F M Tu W Th F Child 1 Wk 1 Wk 1 Wk 2 Wk 2 Child 2 Wk 1 Wk 1 Wk 2 Wk 2 3 Wk 1 Wk 1 Wk 2 Wk 2
started but after new growth of the crop has hardened off. Select the application rate per ha according to the target weeds to be controlled as in the following table: Weed Species/Situation Application rate ñ Litres product/hectare Woody weeds including Ash, Beech, Bracken, Brambles, 3.0 Hazel, Oak, Sycamore and Willow Annual and perennial grass and broad-leaved weeds 4.0 Heather on peat soils Heather on mineral 6.0 Rhododendron 10.0 # # The rate can be reduced to 8.0 litres per ha if a suitable authorised adjuvant is added. Weed Control ñ Overall post-planting Application in the Dormant Season Rosate 36 may be applied as an overall application to certain conifer species in the dormant season for the control of grass weeds, Bracken, Brambles, Beech and Birch. DO NOT MAKE AN OVERALL APPLICATION TO CHRISTMAS TREES OR OTHER SPECIES FOR ORNAMENTAL PURPOSES. Apply in 200 ñ 250 litres of water per ha by means of a hydraulic nozzle sprayer ñ use a higher volume within this range where the weed foliage is dense. Alternatively, apply using hand-held equipment. Rosate 36 may be safely applied as an overall to the species listed below, providing they are fully dormant and that leader shoot growth has hardened off. The actual time of leader shoot growth becoming fully hardened off can vary considerably according to location and season. It can range from late July until October or later.
compliance with Regulation (EC) No. 1907/2006. This version replaces all previous versions. Compiled by: Jonathan Ward, Etracoms Srl, Fraz. Polto, 15/B, 13835 Trivero, Biella, Italy Tel. +39 015 7388058 ñ email: jward@etracoms.com
1.1. Strengthening Poland’s financial architecture and reducing the risk of financial market crises, including through increased transparency the financial condition and performance of public interest entities. The establishment of the Financial Services Agency (KNF) in 2006 and the Audit Oversight Commission (KNA) in 2009 is acknowledged as vital pillars in reducing the risk of financial market crises and increasing transparency. The continued improvement in monitoring and control activities of the Financial Services Agency (KNF) have arguably been a major contributor to fact that Poland was the only EU member to escape recession and a significant banking collapse. 1.2. Facilitating the access of corporate borrowers to credit from the formal financial sector by shifting from collateral-based lending decisions to lending decisions which are financial performance based. The slow progress of the need and desire to use independently audited financial statements as a basis for lending is being felt within the banking sector but the reliance upon guarantees persists as does the overarching impression that financial statements are for compliance purposes only. Many banks in Poland extend their enquiries to the management accounting zone when making lending decisions. In the credit borrowing process, non-financial data regarding market expansion and business plans is required by suppliers of credit. 1.3. Allowing shareholders and the public at to assess management performance (financial reporting is a building block of a market-based monitoring of companies). The development of the Warsaw Exchange and the relatively low cost of floating on the exchange is a positive influence on the information being made available through exchange rules and the opportunity for shareholders to obtain high quality information is ever present. 1.4. Assisting the authorities to monitor and enforce compliance with the relevant portions of the acquis communautaire. In the case of quality assurance, monitoring and enforcement are taking precedent over education and training in the SMP sector. The need to comply with the acquis should be matched with the responsibility to teach and educate the audit profession that quality in the audit process and profession is to the benefit of the members of KIBR as well as being in the public interest. 2. Further enhancements to the statutory framework are needed. 2.1. Take more advantage of the simplified financial reporting framework permitted by the Directives for SMEs. The 2013 Accounting Directive has new energy to this area of financial reporting in Poland. Through FRTAP (see Appendix B) a study has been commissioned to examine the
Multiple choice practice Reflective writing Unit Three: The Art of Argument Students will be introduced to the basic elements of argument by examining the relationship between the speaker, the audience, and the subject in different texts. Rhetorical terms and methods of closely reading a text for style, diction, and syntax will be included. Essential Questions Why am I writing? For whom? What am I trying achieve through my writing? How do writers organize their ideas? Vocabulary Argument Rogerian arguments Claim Claims of fact Claims of value Closed thesis Open thesis Counterargument thesis Logical fallacies Red herring Ad hominem fallacy Faulty analogy Straw man fallacy Either or fallacy False dilemma Hasty generalization Circular reasoning First-hand evidence Materials and Resources “Why Don’t We Complain?” William F. Buckly JR “Sex, Drugs, Disasters, and the Extinction of Dinosaurs” Stephen Jay Gould “Why Investing in Fast Food May be a Good Thing” Amy Domini “Star Wars” Roger Ebert “The C Word in the Hallways” Anna Quidlen “Felons and the Right to Vote” New York Times Editorial Board “Why Can’t Environmentalism be Colorblind?” Jennifer Oladipo “In College, These American Citizens Are Not Created Equal” Fabiola Santiago “Not by Math Alone” Sandra Day O’Connor and Roy Romer From “Outliers” Malcolm Gladwell “The Declaration of Independence” Thomas Jefferson “The Declaration of Sentiments” Elizabeth Cady Stanton “Curbing Nature’s Paparazzi” Bill Mckibben Writing America p.111-114 Everything’s An Argument Ch. 5
Spring Term PH 113 Physics III 4 MA 113 Calculus III 5 HSS Elective 4 CSSE 120 Introduction to Software Development 4 Total 17 Sophomore Year Fall Term MA 211 Differential Equations 4 CHEM 111 General Chemistry I 4 ECE 203 DC Circuits 4 ECE 230 Introduction to Microcontrollers 4 16 Winter Term MA 212 Matrix Algebra and Systems of Differential Equations 4
Credit Course Number Course Title ECE203 Required DC Circuits 4 ECE204 Required AC Circuits 4 ECE205 Dynamical Systems 4 ECE300 Continuous-Time Signals Systems 4 ECE380 Discrete-Time Signals and Systems 4 ECE310 Communication Systems 4 Example Area Minor for Computer Science and Software Engineering Course Credits ECE130 Introduction to logic Design 4 ECE203 Required DC Circuits 4 ECE204 Required AC Circuits 4 ECE250 Electronic Device Modeling 4 ECE332 Computer Architecture II 4
2017 Annual United Way Mother’s Day Rose Sale Rose Sale Return Form Center ___UPS Berlin Center______________________________ Center Contact ____Phil Parsons____________________________ Address___58 Granger Road, Berlin, VT _05641___________________ Phone #__Carrie or Laurie at Green Mountain United Way 613-3989 Rose Sale Partner Organization and Contact ________________________ Email________________________________________________________ Dozens_____________________________________________________ Total $ Amount______________________________________________ REMINDER: PLEASE NOT TO SEND CASH Please return forms no later than 12pm on Friday April 21, 2017 to: Carrie Stahler,
NAME________________________PER._____DATE______ RON CLARK DISCUSSION QUESTIONS Answer the following questions while watching the movie “The Ron Clark Story”. Make sure your answers are as complete and thorough as possible. Describe three characteristics of Ron Clark as a teacher that you would like to have. What is your opinion about Clark’s rules? How are they helpful to him as a teacher? How would having rules in a classroom be helpful to you? What did Ron do when the students trashed his classroom? Why does Clark learn and play dutch with his students? How did Ron Clark motivate the students to watch his grammar lesson? Discuss two other motivational methods that Ron Clark used in his classroom. What did Ron Clark use to help the students learn about the Presidents of the United States? Why did he do this? Discuss one thing that Ron Clark did after school was out for the day to help some students learn. How did Ron Clark change the lives of his students? Provide two examples from the movie. What are two things that you think really made a difference in Ron Clark’s classroom that helped the students be very successful?
KINDERGARTEN SCHOOL SUPPLY LIST 2017 – 2018 QUANTITY DESCRIPTION 1 Unscented Baby Soft Pack, 80 ct. 2 Kleenex Tissue, 160 ct. 1 Box of Reclosable Gallon Bags, 20 ct. 1 Box of Reclosable Snack Size Bags, 50 ct. 5 Box of Crayola Crayons, 24 ct. 9 Elmer’s 0.77 oz Purple Washable Glue Stick 1 Crayola Washable Thick Classic Markers, 8 ct. 1 Crayola Washable Fine Tip Classic Markers, 8 ct. 1 9x12 Package Assorted Construction Paper, 50 ct. 1 12x18 Package Assorted Construction Paper, 50 ct. 8 No. 2 Beginners Pencils with Erasers, Pre-Sharpened 1 Blunt 5” Fiskars Scissor 2 Green Plastic Pocket Folder with Brads 2 Purple Plastic Pocket Folder with Brads 1 One Package of 8.5 inches Paper Plates, 40 ct. 1 Ream of White Copy Paper School Supply Packs can be ordered ONLINE at . You will need to enter the school ID ROS002. Ordering will begin on May 1, 2017 and run through mid-July. The cost is $56.00 Teachers would prefer that school supply packs be ordered online so they are ready for students on their first day of school. Should you have any questions regarding the Kindergarten school supplies, please contact Erin Garcia at 1st Grade SCHOOL SUPPLY LIST 2017 – 2018
2016-2021 Co-PI, Personnel Preparation in Special Education, Early Intervention, and Related Services. United States Department of Education, Office of Special Education Programs. Grant # H325K160058. $1,250,000. COMMUNITY/PROFESSIONAL INVOLVEMENT 2016-present Chairman, Washington State Applied Behavior Analysis Advisory Committee 2014-present Co-Chairman, Education Committee, Washington Association of Behavior Analysts 2013-present Editorial Board, Journal of Early Intervention 2014-present Advisory Board, Northwest Behavior Associates 2014-present Secretary, Friends of Redmond Hub 2013-present Member, Association of Professional Behavior Analysts 2012-present Member, Washington Association of Behavior Analysts 1995-Present Member, FEAT of Washington 2009-2014 Co-Chairman, Northwest Positive Behavior Support Chapter. 2005-present Member, Council Exceptional Children (CEC) 2004-2006 FEAT 2001-2002 1999-2001 Board member, Northwest Behavioral Associates
Rosenberg’s dream finally came to fruition. Marcellus E. Kleberg, a city attorney, extolled Galveston’s new library during the building’s dedication. The pride in the city was palpable. My friends, we stand upon hallowed ground – doubly hallowed as the temple of literature, art, and science, and by an exalted altruism embracing within its sphere the people of this city for all time. A good and noble deed never dies. It is of the essence divine. And though beneath the sweep of centuries this stately building may crumble into dust, the blessed charity of Henry Rosenberg will live on in the hearts of the children of men. The last and greatest of the charities founded by Mr. Rosenberg stands completed, a luminous monument to his benevolence and to his memory. His name will ever be kept in grateful repute by the people of this city, and the sentiments which throb in our hearts will be transmitted from generation to generation. (Patten, 1918, p. 173) The cost of the building itself was $155,000 and was 87 by 134 feet. years of moving around, Galveston’s local library now had a permanent home. The tradition that began in 1871 at the Galveston Mercantile Library continued with the Rosenberg Library, which absorbed the 3,200 books still in the collection. Frank Patten, Rosenberg Library’s first librarian, mentions in his chronology of the library’s history that Galveston Public Library had many more volumes (about 7,000) but that they were “too much worn to be of further use” (Patten, 1918, p. 187). Despite this, the collections still in Galveston Public Library created a strong foundation for the Rosenberg Library, and the librarians added public documents and rare books to Rosenberg Library’s archival collection. The first board of directors included Major A. J. Walker as president, Colonel M. F. Mott as vice president, Captain J. P. Alvey as treasurer, and I. Lovenberg as secretary. The layout of the library was fairly simple. On the first floor of the new library, there was a lending desk, two
Bottom of Form Top of Form Your score on the Rosenberg self-esteem scale is: . Scores are calculated as follows: For items 1, 2, 4, 6, and 7: Strongly agree = 3 Agree = 2 Disagree = 1 Strongly disagree = 0 For 3, 5, 8, 9, and 10 (which are reversed in valence): Strongly agree = 0 Agree = 1 Disagree = 2 Strongly disagree = 3 The scale ranges from 0-30. Scores between 15 and 25 are within normal range; scores below 15 suggest low self-esteem. Bottom of Form
AP English Lit/Mr. Kirby Name:_ Carly Rainey__ LITERARY ANALYSIS DATA SHEET Characters Record information for each significant major character in the work Name Role in the story Significance or Purpose Adjectives Guilderstein Rosencrantz The Player Hamlet Claudius Leader of the situations the two men get into. Follower in the situations the two men get into. that keeps reality in view of his plays and his actions. Act insane like he is trapped in the body and make a play for the player. To poison the king and marry his wife so he can become king. To have a leader with a group of people that thinks he is ahead of everything and knows everything but he still dies. To be the feeler and the voice for the settings and characters. Keep other characters in reality when dream worlds get to be too real. To show how some sane people can actually be as sharp as a knife. Don’t trust everyone because even the nicest people can turn out to be misleading you. Scientific, thoughtful, over thoughtful, Unoriginal, dependent, realistic insane, moody, sharp, brilliant, observant lethal, mean, vengeful, hateful
Why are successful World Languages Programs essential in today’s society? According to the American Council on the Teaching of Foreign Languages (ACTFL) and the Standards for Learning Languages… “Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical.” What are the World Languages Curriculum’s Goals in Henry County Schools? GOAL The goal of the World Languages curriculum is to develop Georgia language learners with strong Interpersonal Communication, Presentational Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading skills in the areas of “Communication, Cultures, Connections, Comparisons, and Communities.” Georgia language learners will be able to apply the World Languages skills acquired beyond the instructional setting in order “to bring a global competence to their future careers and experiences.” Fig. 2-3-1 ©ACTFL County Schools and World Languages Department vision with Rosetta Stone Program To enhance students’ Interpersonal Communication, Presentational Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading in a Blended Learning classroom environment To prepare World Languages students for future careers by emphasizing 21st Century Skills and the use of technology to strengthen Communication skills To Personalize students’ learning by providing students with the opportunity to be accelerated in their second, third, or fourth language HCS World Languages and Rosetta Stone Program- *Usage expectations for Henry County Schools World Languages Students are as follows: Usage expectations for Henry County Schools WL Students for first year of program: Usage Expectations: When given access to the program, students will be required to spend a minimum of 45 minutes weekly and a minimum of 3 hours monthly on the program. This will ensure that those who sign up are dedicated to being successful. Students will use the program from September to May (9 months) and this is a minimum usage of 27 hours in one school year. *It is the hope and goal for our World Languages students to use Rosetta Stone as much as possible and to aim for 8 hours a month use ensuring a level completion in 4 to 5 months hours in one year/semester). Readiness
around fewer pupils, with scant opportunity for mainstream schools and other services to integrate their ways of working. On the other side of the coin, mainstream schools are well placed to offer a wider curriculum for those with SEN. Mainstream schools often employ a larger number of teachers, with expertise in a wider range of subjects at a wider range of levels than smaller special schools. Teachers in mainstream schools have ready opportunity for dialogue around how the curriculum for those with SEN can best be developed and integrated with the mainstream curriculum. It may be more problematic for teachers in special schools to find opportunities for discussion and collaborative work on the curriculum with their mainstream peers: both in terms of proximity to colleagues from mainstream education, and in terms of those in mainstream schools being willing to work with those in special schools. Support for children and young people with SEN, therefore, needs to be considered both as integration of service delivery across agencies and as integration of the educational curriculum with mainstream education. Ways need to be found to support special and mainstream schools to excel in both of these arenas. References BAKER, J. (2009). Special school headship in times of change: impossible challenges or golden opportunities? British Journal of Special Education, 36, 191-197. BILLET, S., OVENS, C., CLEMANS, A. and SEDDON, T. (2007) Collaborative working and contested practices: forming, developing and sustaining social partnerships in education. Journal of Education Policy, 22(6), 637-656.
Time Event Track 10am start Shot Put 9.30am start Discus 9.30am start Long Jump 10am start Triple Jump Pit 1 11.30am approx. start High Jump 10 am start Javelin 9.15am warm up 9.30am start 9.30am 7 Girls 7 Boys 16 to Senior Men 13 – Snr Women 400m 10-Snr Female H or F 8 Girls 10 Boys 14 Boys 16-Snr Women 13 – Snr Men 10-Snr Male H or F 11 Girls 8 Boys 13 Boys 10 Girls 60m 7, 8, 9 Girls 10 Girls 9 Boys 12 Boys 12 Girls 7, 8, 9 Boys 12 Girls 12 Boys 11 Boys 11.30am approx 13 Girls 800m 10 to Snr Female 13 Girls 16 – Snr Men 10 Boys 16-Snr Men 14 Girls 10 to Snr Male 14 14 Boys 8 Boys PIT 2 14 Boys 11 Girls 100m 7 to Snr Female 16 to Snr Women 13 Boys 7 Boys PIT 2 13 Boys 7 to Snr Male 9 Girls 11 Boys 9 Boys PIT 2 LUNCH 1pm 400m Finals? 7 Boys 7 Girls 16 to Snr Women 16 – Snr Men 200m 7 to Snr Female H or F 8 Boys 8 Girls 14 Girls 14 Boys 7 to Snr Male H or F 9 Boys 9 Girls 13 Girls 13 Boys 1500m 10 to Snr Female 10 Boys 10 Girls 12 Girls 12 Boys 20 to Snr Male 11 Boys 11 Girls 11 Girls 11 Boys 200m Finals 12 Boys 12 Girls 10 Girls 2.15pm approx. 10 Boys Relays 7,8,9 Girls 13 Boys 13 Girls 9 Girls Pit 2 16 – Snr Women 7,8,9 Boys 14 Boys 14 Girls 8 Girls Pit 2 14 Girls 10 to Snr Female 16 to Snr Men 16 to Snr Women 7 Girls Pit 2 13 10 to Snr Male