zilongwang/ReadingBank huggingface dataset:
Qualifying Criteria Hypogammaglobulinaemia secondary to underlying disease or medical therapy (including haemopoietic stem cell transplantation [HCST]) with all the following: Serum IgG less than the lower limit of the reference range on two separate occasions; AND Underlying cause of hypogammaglobulinaemia cannot be reversed or reversal is contraindicated; AND At least one of the following: One invasive or bacterial infection (e.g. pneumonia, meningitis, sepsis) in the previous year; or Severe bacterial infections associated with hypogammaglobulinaemia caused by a recognised disease process or B cell depletion therapy and/or immunosuppressant therapy. [Group1] Serum IgG less than the lower limit of the reference range measured on two separate occasions. Baseline serum IgA and IgM levels should be provided to allow assessment of immune recovery at review. AND Underlying cause of hypogammaglobulinaemia cannot be reversed or underlying cause of hypogammaglobulinaemia is reversible but reversal is contraindicated AND [Group 2] Patient has had one life-threatening bacterial infection in the previous 12 months OR At least two serious infections in the last six months requiring more than standard courses of antibiotics (eg. Hospitalisation, intravenous or prolonged antibiotic therapy). OR Evidence of impaired antibody production in the context of persistent infections affecting long term function such as persistent purulent HSCT is included under the other secondary hypogammaglobulinaemia given that all HSCT patients are managed by haematologists. Qualifying criteria have been defined including the assessment of baseline serum IgM and IgA levels because if they are normalising, this may suggest recovery of the immune system. Consistency with the other relevant condition has been applied. (A)
Name Local Authority Phone Number Email Address Work Address Child/young person status If the child young person is Looked After, under which section of the Children Act 1989 A3 – SCHOOL INFORMATION School Name and Address* Unique Pupil Number* A4 – PARENT AND CARER INFORMATION Contact information for parent/carer (at least one needed) Title First Name* Family Name* Same address as the child or young person?* If Yes, go to If No, please the address Address * Mobile Phone Number* Daytime Phone Number* Home Phone Number* Email Address* Relationship to child or young person? * If Other, please specify Does this person have parental responsibility1 for the child named above? *
1 Under the terms of the Children Act 1989, married parents or the unmarried mother of a child automatically have parental responsibility. Other people, including unmarried fathers, step-parents, co-habitees, grandparents and other relations, and foster carers may acquire parental responsibility in a variety of ways, such as being granted a residence order, which confers parental responsibility on them Additional parent/carer information (if applicable) If the answer is No, go to If the answer is Yes, please provide further details Title First Name Family Name Same address as the child or young person? If Yes, go to If No, please enter the address Address Mobile Phone Number Daytime Phone Number Home Phone Number Email Address Relationship to child or young person? If Other, please specify Does this person have parental responsibility1 for the child named above? Communication with the parent/carer(s) will be in English unless specified here Is a reason why a home visit cannot be carried out If Yes, please provide further details Family complexities that needs to be considered A5 – EALS INFORMATION
Other McFarland Slumdog Millionaire Goodbye Solo Freedom Writers Chariots of Fire Rudy Invictus Walking Forward Together Scripture Readings & Quotes Related to the Five Sub-Themes of CEW 2017 Walking If you will diligently observe this entire commandment that I am commanding you, loving the Lord your God, walking in all his ways… Dt 11.22 Whoever walks in integrity walks securely. Pr 10.9 I was overjoyed to find some of your children walking in the truth. 2 Jn 1.4 O of Jacob, come, let us walk in the light of the Lord! Is 2.5 If a person wishes to be sure of the road s/he treads on, s/he must close her/his eyes and walk in the dark. St. John of the Cross Faith is taking the first step even when you don’t see the whole staircase. Martin Luther King Jr. A journey of a thousand miles must begin with a single step. Lao Tzu I took the road less travelled by, and that has made all the difference. Robert Frost Be content to progress in slow steps until you have legs to run and wings with which to fly. Padre Pio Walking Forward Together with God Be the one who walks with the Lord. Shellie Palmer, Beyond the Silence of Love and Faith Those who walk with God always reach their destination. Henry Ford
Tuesday – Walking Forward Together with Our Families “The Gospel goes on to remind us that children are not the property of a family, but have their own lives to lead. Jesus is a model of obedience to his earthly parents, placing himself under their charge (cf. Luke 2:51), but he also shows that children’s life decisions and their Christian vocation may demand a parting for the sake of the Kingdom of God. Jesus himself, at twelve years of age, tells Mary and Joseph that he has a greater mission to accomplish apart from his earthly family. In this way, he shows the need for other, deeper bonds even within the family; “My mother and my brethren are those who hear the word of God and do it.” (Luke 8:21) ~Pope Francis, Amoris Laetitia: “On Love in the Family,” 18 Scripture Reading and Reflection Read Luke 2:41-52 This passage gives us a glimpse into the family of Jesus. What have we learned from the gospel that we can apply to our own family life? In some ways, this – the only of Jesus growing up – is a preview of his adult ministry. How does it point to the story of Jesus talking about his family as an adult cited by Pope Francis, found in Luke 8:19-21? For Further Reflection: “The love of friendship unifies all aspects of marital life and helps family members to grow constantly. This love must be freely and generously expressed in words and acts. In the family, three words need to be used. I want to repeat this! Three words: “Please,” “Thank you” and “Sorry.” Three essential words! In our families when we are not overbearing and ask, “May I?” In our families when we are not selfish and can say, “Thank you!” And in our families when someone realizes that he or she did something wrong and is able to say “Sorry!” – our family experiences peace and joy. Let us not be stingy about using these words, but keep repeating them, day after day.”
Maximum Commission: $15,000 Land Home Financial Services, Inc Dave Hoffman-Account Executive https://wholesale.lhfs.com C-925.408.1100 Lender Paid Compensation 1.75% Minimum commission-$3,000. Maximum Commission- $15,000. Parkside Lending, Bay Area – Broker ID# 710151390 Dean Doering – Account Executive C: 415-209-3139 Lender Paid Compensation: 1.75% Minimum Commission: $3,000 Maximum Commission: $15,000 Note: Please email Account Executive to be added to daily emails/rate sheets. Plaza Home Mortgage Broker ID#210173 Tammy Coniglio Office- 408-573-7880 -573-7880 Cell- 925-787-1178 Lender Paid Compensation: 1.75% Minimum Comp. $3,000. Max $15,000 REMN Anastasia Svoboda – Account Executive O:1.866.933.6342 C: 949-423-5714 F:1-866.685.2383 asvoboda@remn.com
D: (949) 371-8349 M: (714) 815-7621 O: (855) 95-EAGLE Lender Paid Compensation- 2.00% Minimum Commission: $3,000. Maximum Commission: $20,000 United Wholesale Mortgage – ID#CA692 Ashley Fitzgerald – Account Executive afitzgerald@uwm.com P: 800-981-8898 x 5689 to your L.O. compensation Agreement VA APPROVED Company Lender Paid Compensation: On FHA DEALS ONLY (non-banking line wholesale loans) 2.00% Minimum Commission: $2,750. Maximum Commission: $20,000 FHA Only Loans (Wholesale Broker Only) Must stay within your selected comp plan Comp Plan 2.5% Motive Lending Broker ID# Nations Direct Mortgage – Broker ID# 3154 Tony Sayegh -Account Executive www.myndm.com D:949.656.8223 C:909.373.6015 Lender Paid Compensation: 2.5%
Maximum Commission- $15,000. Parkside Lending, Bay Area – Broker ID# 710151390 Dean Doering – Account Executive C: 415-209-3139 Lender Paid Compensation: 1.75% Minimum Commission: $3,000 Maximum Commission: $15,000 Note: Please email Account Executive to be added to daily emails/rate sheets. Plaza Home Mortgage Broker ID#210173 Tammy Coniglio Office- 408-573-7880 -573-7880 Cell- 925-787-1178 Lender Paid Compensation: 1.75% Minimum Comp. $3,000. Max $15,000 REMN Anastasia Svoboda – Account Executive O:1.866.933.6342 C: 949-423-5714 F:1-866.685.2383 asvoboda@remn.com Great FHA high balance pricing Lender Paid Compensation 1.75% No max/min Stearns Lending-Broker ID# 3813 Mary Porcari-Account Executive
FLAGSTAR Emily Johnson- Account Executive (Seller ID 46968) Cell- 916.730.1282 Customer Support – 866.945.9872 CUSTOMER SERVICE CAN HELP WITH MOST CONCERNS Emily.Johnson@flagstar.com Company Lender Paid Compensation: On FHA DEALS ONLY (non-banking line Wholesale loans) 2.00% *VA APPROVED Minimum Commission: $1,000. Maximum Commission: $15,000. Provident Bank Mortgage – Bay Area Broker ID# 5197 Alfstad- Account Executive 916-350-0380 Lender Paid Compensation: 2.00% Maximum Commission: $15,000 Note: Please email Account Executive for rate sheets. United Fidelity Funding Corp Victoria Dunn - Account Executive vdunn@uffwest.com D: (949) 371-8349 M: (714) 815-7621 O: (855) 95-EAGLE Lender Paid Compensation- 2.00% Minimum Commission: $3,000. Maximum Commission: $20,000 United Wholesale Mortgage – ID#CA692 Ashley Fitzgerald – Account Executive afitzgerald@uwm.com
To conduct observations and other learning evaluation strategies in accordance with improvement plans. To participate in ‘learning walks’ and other learning evaluation strategies in order to identify improvement areas. Undertake maths ‘audits’, providing school leaders with areas of underperformance and plans and strategies to support improvements. To develop quality assurance, monitoring and support systems to monitor the quality of training and development provided. To report regularly on the secondary programme to the Maths Hub Management team and contribute to the Maths Hub strategic improvement plan. Curriculum To advise on the secondary curriculum, as a specialist practitioner. To actively monitor and maintain up to date knowledge of relevant education policy, developments and initiatives at national, regional and levels. To develop appropriate resources, and learning and teaching strategies. To maintain accreditation with the relevant external and validating bodies. Staff Development To develop and deliver CPD programmes for clients of the Maths Hub (courses or School to School support) To work with colleagues to ensure that staff development needs are identified and that appropriate programmes are designed to meet such needs. To undertake performance management review(s) and to act as reviewer for identified staff, ensuring CPD needs are addressed. To welcome other practitioners to observe lessons Assessment/ Monitoring and Evaluation To establish common standards of practice within the School Direct programme to develop effective teachers of the future. To monitor and evaluate the progress of individual trainees towards meeting the overall aims and objectives of the training programme. To support the establishment of robust target setting, assessment and evaluation processes to establish successes and improvements. Management of Resources To efficiently manage the available resources of space, staff, finance and equipment within the limits, guidelines and procedures laid down; to ensure that equipment and stock is requisitioned, organised and maintained, and appropriate records are kept. To develop the use of resources (technology, financial) to improve teaching and learning across the academy. Operational To promote teamwork and to motivate staff to ensure effective working relations. Develop and maintain effect processes for communication and consultation across the Trust. To act as an ambassador for the Maths Hub, influencing external partners and networks. To support the Academy Trust, as a specialist practitioner, in the development of the Trust and any transition processes for schools joining the Trust. To support the Director or Learning in the day-to-day line management of staff within the area ensuring that they follow policies and meet all requirements and deadlines.
alternative placement is required. If the PlacementsTeam Manager is subsequently satisfied that a student teacher can attend an arranged placement, but the student teacher refuses to do so, the student teacher will be deemed to have failed that school experience. The decision of the Placements Team Manager is final. Placements Team September 2016
END OF COURSE FINAL GRADE FOR TS5 Statements in support of the judgement, and areas for further development, with a focus on: the trainee’s ability to differentiate teaching to meet the needs of all learners including those with SEND. Emerging Strengths in practice and impact on pupil progress. Emerging areas for development in practice and impact on pupil progress. Mentor Signature: Trainee Signature: TS6: Make accurate and productive use of assessment (please highlight each stage in a different colour) 4 Inadequate Trainees fail to meet the minimum of practice. 3 Requires improvement The quality of trainees’ teaching over time requires improvement as it is not yet good. 2 Good Much of the quality of trainees’ teaching over time is good; some is outstanding. 1 Outstanding Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. a. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements. Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements. b. Make use of formative and summative assessment to secure pupils’ progress
SECONDARY EDUCATIONAL PROGRAMS DATA COMPILED AS OF (date): Programs listed are those of which campus: (Click applicable box and enter name of campus if appropriate) Main Campus Other Campus Location: PROGRAM NAME CREDENTIAL (certificate, diploma, etc.) LENGTH OF PROGRAM IN CLOCK HOURS CURRENT NUMBER OF STUDENTS ENROLLED CURRENT NUMBER OF INSTRUCTORS
Please list courses the young person is doing, any predicted grades or qualifications achieved, or attach school’s own monitoring sheet. Subject Exam Board & Level Current working level Predicted Grade English Science Careers Has the young person had a careers interview? YES / NO (delete as appropriate) Does the young person have a career plan? YES / NO (delete as appropriate) What plan is there for post 16 Who is the Careers/Connexions P.A. in the school? Does the person have a career plan? YES / NO (delete as appropriate) Has the young person been involved with work experience or are plans in place for it to be done? YES / NO (delete as appropriate) Placement Date
PEP checklist for schools and social workers To be filled in by Virtual School only Page Information Yes/No Reason, if no VS Action 1 Next PEP date Front page Attainment and Progress 3/4 person’s Views 6 Attendance and Exclusions 12 All of section 3 – social worker section 15 All of section 4 – targets and action
STANDARD GOVT.2c The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by c) evaluating the writings of Hobbes, Locke, and Montesquieu; Essential Understandings Essential Knowledge Principles of government and law developed by leading European political thinkers Thomas Hobbes, John Locke, and Montesquieu may be found in the Constitution of Virginia, the Declaration of Independence, and the Constitution of the United States. Fundamental political principles Limited government: John Locke (Constitution of Virginia, Constitution of the United States, Declaration of Independence) Government’s authority coming only from the consent of the governed: Thomas Hobbes, John Locke (Declaration of Independence, Constitution of the United States) Separation of powers: Montesquieu (Constitution of the United States, Constitution of Virginia)
Signature _________________________________________________________ date______________
Second Endorsement (optional – see advisor)____________________________________ List coursework taken for your endorsement from the college catalog. If needed, attach an additional sheet to list more elective credits for meeting the necessary 126 credits required for graduation. III. SECONDARY EDUCATION PROGRAM (31 - 32 semester credits) Course Number and Name Credit Term/Yr Grade College/University EDU 201 Educational Psychology (Fall Spring, Jan ) 3 EDU 202 Exploring Teaching (Fall , Spring, Jan ) 1 EDU 203 Exploring Teaching Experience (Fall , Spring, Jan ) 1 Benchmark I: Program admission at end of EDU 201/202/203. Date completed BMK I _____________ Note: Upper division courses require admission to the Teacher Education Program (BMK I). EDU 320 Exceptional Learners and Inclusion (Follows 201/202/203) (Fall, Spring) 3 EDU 329 Adolescent Psychology for Middle/High School (EDU 320 required pre-requisite) (Spring) 3 EDU 350 Methods of Teaching in Middle/High School (Meets Gen Ed Oral Communication Requirement (Spring) 3 EDU 351 Middle/High School Experience (Spring) 1 EDU 366 Teaching English Language Learners Fall (Not required for students who have taken other ELL courses) 1 EDU 367 Introduction to Intercultural Education Fall (EDU 366 Required Pre- or Co-requisite) 1 EDU 368 Field Immersion in Intercultural Education January (Taken nearest student teaching semester) 3 EDU 4xx (subject matter methods- see catalog) (Fall) 2-3 EDU 401W Democracy, Leadership and Schooling (Fall, Spring) 3 EDU 458 Reading and Writing in the Content Area (Fall, Spring) 2 EDU 465 Assessment, Management, and Diff for Mid/Hi (Fall) 3 EDU 485 Middle/High School Field Experience (Fall) 1 Benchmark II: Admission at end of EDU 350/351 Date completed BMK II __________________
Part 3: Education, Health, Care strengths, needs and support The young person’s strengths, needs and support Provide supporting evidence of SEN and relevant and purposeful action taken by the school to meet the young person’s needs. This section provides the evidence that will be used to make a decision about whether to proceed with an EHC needs assessment. Information should be succinct and specific. A. Essential Information to be included for all applications KS 3 Please do not provide the required information here but include it as an attachment.
Test Time CEM 1 9.00 – 10.00 Break 10.00-10.15 CEM 2 10.20-11.20 CEM Tests will be marked externally in accordance with their regulations. Children who are unable to take the tests on this date, due to illness or other commitments, will be offered the opportunity to take the tests at a later convenient date (2 October 2018). Guidance letters will be issued on 18 October 2018 indicating whether, on the basis of the child’s performance in the 11+ examinations, a selective education is appropriate to his or her academic ability. At this stage of the process this will not be an offer of a place at a selective school – it will give an indication of whether an application is likely to be successful. Parents must for a school place using a Common Application Form from the Local Authority in which they live (deadline 31 October). Candidates who choose to apply to the school will be ranked using the following criteria: CATEGORY A Candidates in this category will have a CEM equal to or higher than the 130th ranked candidate. These students will be ranked by their total CEM score alone. CATEGORY B Candidates in this category will have a CEM score which places them in the range between the 121st ranked candidate and the 180th. The following children will be admitted on condition that they satisfy the criteria to qualify for Category B. Children who have an Education, Health and Care Plan, where Churston Ferrers Grammar School is named on the plan Children in care or adopted children Children in receipt of Free School or Pupil Premium at the time of the test. Children of staff working at the school at the time of the test (subject to meeting the criteria in the Admissions Code) If it proves impossible to discriminate between candidates on the of the above criteria, those students living closest to the school will have priority. The shorter distance is afforded the higher priority. Distance will be measured from the entrance to the home address to the nearest official entrance of the school on a straight-line basis. CATEGORY C Candidates with a CEM score lower than the 180th candidate will be ranked by CEM score. Paignton Community and Sports Academy Waterleat Road, Paignton TQ3 3WA Tel: 01803 403005 website: Acting Headteachers: Mr M
Overview of Learning Goals Notes Rhythm Tone Production Ensemble Skills Performance Skills PHASE I - V A: Differentiate and demonstrate fingerings/stickings with correct notes and intonation as they apply to Grade ( ) band literature. A: Differentiate and demonstrate note and rest values as they to Grade ( ) band literature. A: Differentiate and demonstrate articulations and markings with a consistent and characteristic tone as they apply to Grade ( ) band literature. A: Execute and maintain rehearsal etiquette. B: Make decisions and problem solve individually, in small groups and the large ensemble to develop and refine artistic work for presentation. A: Execute and maintain performance etiquette. B: Analyze and evaluate ensemble and individual performances. Guidance for Grade Levels of Music Phase Guidance for Levels of Music I Grade .5 – 1/Very Easy – Easy II Grade 1.5 – 2/Easy – Medium Easy III 2.5 – 3/Medium Easy – Medium IV Grade 3.5 – 4/Medium – Medium Advance V 4.5+/Medium Advance – Advance *Phases II – V include/incorporate all prior knowledge within that same standard.
The City of Harper School District Emergency Drill Schedule 2017-2018 SCHOOL: Harper Woods Secondary School School Year Fire Drill Schedule Note: Three (3) must be conducted by December 1st. Two (2) during the remaining portion of the school year, with a reasonable spacing interval between each drill. # Date Alternate Date Scheduled Time of Drill Date Completed Evacuation Time 1 9/14 9/15 10:00 2 9/25 9/26 1:00 3 10/9 10/10 9:00 4 10/19 10/20 2:00 5 5/21 5/22 10:00 Tornado Drill Schedule Note: One (1) of the two tornado drills must be conducted during the month of March. # Date Alternate Date Scheduled Time of Drill Date Completed Completion Time 1 11/16 11/17 1:00 2 3/5 3/6 10:00 Lock-Down Drill Schedule Note: One (1) by December 1; (1) after January 1; (1) during lunch or recess when a significant of students are gathered outside the classroom. # Date Alternate Date Scheduled Time of Drill Date Completed Completion Time 1 10/30 10/31 2:00 2 1/11 1/12 11:00 3 2/12 2/13 2:00 # of completed drills: Click here to enter text. _____________________________ Individual in charge of drill: Building Principal signature (Original with signature on file in Supt. Office)
can speak," says Pedro, looking through a book with his youngest daughter. "That’s why I want them to go to school." When Pedro must return to America one last time alone, the family bids a tearful farewell. He is determined to secure the papers he needs. "Nothing is guaranteed in life. What I want to give them is like an inheritance. Because I have nothing else to give them other than those papers, so they can cross and seek their future." Document 8. Document 9. Although workers complained about the pain and exhaustion associated with work in processing plants, they often assumed that this was the price of having a job. Many workers expressed concerns about losing their jobs if they report injuries or complain about working conditions, and undocumented workers faced an additional layer of fear. As a result, workers that are injured on the production line often continue to work: “Many of us are working without documents and they know. If we complain [the supervisors] take us to the office, that is why we do not complain.” (Worker in Minnesota) “…we have to keep working in silence and not say anything because we need the job.” (Worker in Iowa) “My coworker badly harmed her wrist. Her knife was dull, her hand got inflamed. She didn’t say anything because she wanted to keep her job.” (Poultry worker in Iowa) Even though undocumented workers are protected by and civil rights laws, in practice they are extremely vulnerable. In meatpacking plants, the fear of retaliation by supervisors keeps workers silent even when they are injured or are faced with unpleasant working conditions. Undocumented workers described suffering from a disparity in benefits and assigned more onerous tasks within meatpacking plants. Again, immigration status and fear of repercussions by supervisors plays an important role in facilitating unequal and exploitative treatment of workers: “They us (Latino undocumented) different and privilege others because we cannot freely denounce them.” (Worker in Minnesota)
Sourcing What is the text? Who created it and when? Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was going on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? Which are the best texts for answering the compelling question?
Sourcing What is the text? Who created it and when? Close Reading and Asking Supporting Questions What does the text say explicitly? What does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was going on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? are the best texts for answering the compelling question?
peoples-for your arts are to be these: To pacify, to impose the rule of law, to spare the conquered, battle down the proud. written between 29 and 19 BCE Sources Document 1 Conquests, 100 BCE- 30 BCE Document 2 Rome: The Rise and Fall of an Empire - Episode 3: Julius Caesar Document 3 Document 4 Document 5 Document 6 . Caesar (died 44 B.C.E.) by Plutarch, written 75 C.E. Translated by John Dryden Document 7. , Cicero Denounces Catiline 1889 Document 8. From Virgil’s Aeneid, Book VI
Refer to Section 48 Framework January 2018 grade descriptors Inadequate Requires improvement Good Outstanding CW1 How well pupils respond to and participate in the school’s Collective Worship CW2 The quality of Collective Worship provided by the school CW3 How well leaders and governors promote, monitor and evaluate the provision for Collective Worship OVERALL GRADE FOR COLLECTIVE WORSHIP 1. Monitoring – How is Collective Worship monitored? 2. of Strength - Impact 3. for Development OVERALL EFFECTIVENESS
Age range: Number of pupils on roll: Planned Admission Number (PAN) of pupils: % of Catholic pupils in Year 7 who transferred from Catholic primary schools: Year % of Boys % of Total % of Catholic pupils % of Disadvantaged pupils % of SEND pupils % of pupils from significant (more than 5%) ethnic groups % of EAL pupils 7 8 9 10 11 12 13 Total (7-13) Compare to national averages RE Department Staffing Information Staff RE Specialist Y/N Responsibility Experience Current Service Catholic Y/N CCRS Y/N time
L.2.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 2 when writing or speaking. Teacher Note L.2.1 Standard English is the English language in its most widely accepted form, as written and spoken by educated people in both formal and informal contexts, having universal currency incorporating regional differences. (“standard English.” Dictionary.com Unabridged. Random House, 2016, www.dictionary.com/browse/standard-english. Accessed 30 Aug. 2016.) Formal English reflects particular choices of grammar and vocabulary whereby the speaker or writer uses longer words or words with origins in Latin and Greek and avoids contractions, relative clauses without a relative pronoun, and ellipses. L.2.1.A This standard begins in Grade 3. Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) and collective nouns (e.g., group). L.2.1.C Form and use regular and irregular verbs. L.2.1.D Use reflexive pronouns (e.g., myself, ourselves). L.2.1.E Use adjectives and adverbs and choose between them depending on what is modified. Use determiners, noun markers, to add specificity (e.g., a, an, the, many, few, each, every, this, that, these, those). L.2.1.F Use conjunctions to form compound subjects and predicates. L.2.1.G Use prepositions correctly. L.2.1.H Produce, expand, and rearrange complete simple sentences (e.g., The boy watched the movie; the little boy watched the movie in the afternoon; in the afternoon, the little boy watched the movie.). L.2.1.I This standard begins in Grade 4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. L.2.1.J This standard is taught in Kindergarten and should be reinforced as needed.
MCC.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Student accurately uses the dollar sign. Student generally uses the dollar sign accurately. Student does not use the dollar sign accurately. MCC.2.MD.10 Draw a picture graph and a bar graph (with scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems3 using information presented in a bar graph. Student accurately represents and organizes the sandwich, carrot stick and juice box pictures to show other students’ orders. They are able to take that information to accurately quantify it on the cafeteria order form. Student represents and organizes the sandwich, carrot stick and juice box pictures to show other students’ orders. They are able to take that information to quantify it on the cafeteria order form with some minor errors. Student has trouble representing and organizing the sandwich, carrot stick and juice box pictures to show other students’ orders. They are not able to take that information to quantify it on the cafeteria order form.
Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. New York NY: Routledge. Gass, S. M., & Madden, C. D. (Eds.). (1985). Input in second language acquisition. Rowley, MA: Newbury House. Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory course. Mahwah, NJ: Lawrence Erlbaum Associates. Hall, J. K. (2007) Redressing the roles of correction and repair in research on SLA, The Modern Language Journal, 91, 510-525. Hammarberg, B. (2009). Processes in third language acquisition. Edinburgh, Scotland: University of Edinburgh. Hatch, E. M. (1978). Second language acquisition: A book of readings. Rowley, MA: Newbury House. Iwai, C. (2006). Linguistic and pedagogical values of teaching communication strategies: Integrating the notion of communication strategies with studies of second language acquisition. Hiroshima, Japan: Hiroshima City University. Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. (1999). Testing the output hypothesis: Effects of output on noticing and second language acquisition. Studies in Second Language Acquisition, 21, 421–452. Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60-99 Juffs, A. (1998). The acquisition of semantic-syntax correspondences and verb frequencies in ESL materials. Language Teaching Research, 2, 93-123. Kasper, G. (1997). “A” stands for acquisition. The Modern Language Journal, 81, 307-12. Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19, 83-99. Used for SLA Kasper, G. & Roever, C. (2005). Pragmatics in second language acquisition. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Mahwah, NJ: Lawrence Erlbaum Associates.
c. Option Three d. Options One and Two are equivalent in value and either will leave Jose as well off as possible. e. Option One, Two and Three are equivalent in value and any of them will leave Jose as well off as possible. 20. Now, suppose that Jose has the above options but each option immediately stops payment if Jose dies. Suppose the Jose knew with certainty that he was going to die in 10 years. If Jose only cares about getting the highest payout possible, what is his best option? a. Option One b. Option Two c. Option d. Options One, Two and Three are all equivalent to Jose Use the information below to answer the next two questions. Consider an economy where the demand for loanable funds from businesses is given by the following equation where Q is the quantity of loanable funds and r is the interest rate: Demand for loanable funds from businesses: Q = 50 – 5r Suppose that the supply of loanable funds from households (private savings) is given by the following equation where Q is the quantity of loanable funds and r is the interest rate: Supply of loanable funds from households: Q = (10/3)r Initially assume that this economy is a closed economy and that the government in this economy has a balanced budget. 21. Given this information, if the government decides to run a deficit of $140 we know with certainty that
2011 = (20)(2) + (10)(2) + (10)(3) = $90 2012 = (20)(3) + (5)(1.2) + (10)(3) = $96 b. (4 points) Calculate the value of real GDP for 2010, 2011, and 2012 using 2010 as the base year. Provide a general formula for real GDP and once you calculate your values place your answers in the following table. Year Real GDP 2010 2011 2012 Answer: Year Real GDP with 2010 base year 2010 = (10)(2) + (5)(1) + (20)(3) = $85 2011 = (20)(2) + (10)(1) + (10)(3) = $80 2012 = (20)(2) + (5)(1) + (10)(3) = $75 c. (3 points) Calculate the GDP deflator for 2010, 2011, and 2012 using 2010 as the base year and a 100 point scale. Provide a general formula for the GDP deflator and once you calculate your values place your answers in the following table. Year GDP Deflator with Base Year 2010 and measured on a 100 point scale 2010 2011 2012 Answer: Year GDP Deflator with Base Year 2010 and measured on a 100 point scale 2010 = (85/85)*100 = 100 2011 = (90/80)*100 = 112.5 2012 = (96/75)*100 = 128 d. (4 points) Based upon your calculation of the GDP deflator was there inflation in this economy during the three year period under consideration? Explain your answer and provide numerical expressions to support your answer. (No need to reduce this expression to a numerical value!) Answer: The GDP deflator increased from 2010 to 2011 and from 2011 to 1012 and this we can interpret as indicating there was inflation during this three year period of time in Lattia. Numerical approximations of the rate of inflation can be given as follows:
11.27 Voltage Support Charges The CAISO shall calculate, account for and settle charges and payments for Voltage Support as set out in Sections 11.10.1.4, 11.10.7, , and the applicable Business Practice Manual. * * * * - Ancillary Services (AS) Regulation, Spinning Reserve, Non-Spinning Reserve together with such other interconnected operation services as the CAISO may develop in cooperation with Market Participants to support the transmission of Energy from Generation resources to Loads while maintaining reliable operation of the CAISO Controlled Grid in accordance with WECC standards and Good Utility Practice. * * * * - Black Start The procedure by which a Generating Unit self-starts without an external source of electricity thereby restoring a source of power to the CAISO Balancing Authority Area following system or local area blackouts. * * * * - Black Start Generator A Participating Generator in its capacity as party to a Black Start Agreement with the CAISO for the provision of Black Start services, but shall exclude Participating Generators in their capacity as providers of Black Start services under their Reliability Must-Run Contracts. * * * *
Martin Luther Lived in Germany Went into hiding Created the 95 Theses on October 31, 1517 Same Religious Reformers Argued against Indulgences Persecuted by Catholic Church for creating change John Calvin Lived in France Created the Presbyterian movement in Scotland Created the Puritan movement in England Bibliography “Martin Luther.” Accessed at: . Accessed on February 6, 2017. “Martin Luther”. Accessed at: . Accessed on February 7, 2017
Briefly describe the nature of the setting and the student’s primary overall learning goals: COLUMN I Required Field Activities COLUMN II Specific Task Assignments and Designated Observation, Recording, or Assessment Methods COLUMN III Competencies Addressed COLUMN IV Timeline ORIENTATION Students are expected to receive a planned, 3-4 week during which an educational assessment is completed. Students are not permitted to assume any major responsibilities beyond observation before this period has concluded. Review agency mission, history, and all relevant policy and procedure manuals including review of all safety and risk reduction policies; Understand how the agency is funded, the political climate related to funding, and what the target outcomes are and how they are measured or evaluated; Understand what laws, regulations, and ethical codes govern decision-making in the agency; Understand who agency’s clients are, mechanisms of referral, assessment strategy, common interventions and services provided, and how clients experience the system and quality of service; Understand the various roles and/or disciplines in the agency, how and when management and related communication occur, and formal and informal agency rules; Meet with at least one agency executive and director; Understand how the agency or unit fits into an overall system of care and complete site visits to collaborators and/or frequent referral sources; Observe the tasks that will be eventually assigned being conducted by a capable employee and review in detail including documentation standards; Become oriented to agency’s IT and record-keeping systems; Establish a strong learning environment between field instructor and student with attention to different styles of learning and teaching, expectations, and a commitment to early identification and resolution of problems and conflicts. Specific Orientation Tasks or Additional Activities: 1: Engage 2: Collaborate 3: Assess 6: Systemic Intervention 11: Professional Conduct 9/4-10/4
carried out Annual reports are compiled as requested by the Coordinator. Specific and measurable indicators of achievement Reports. Planned results INSTITUTION POLITECNICO DI TORINO WP6. Management at Re@WBC 6.2. Procedures for project management Start date December 2015 End date End of the project Description of the activity carried out A structure for management, compliant with POLITO internal procedures, has been established: a person (Eleonora Pilone) is dedicated to administrative functions and coordination with internal structures and partners, while the manager Micaela Demichela deals with general management, scientific and quality contents, contacts with the Coordinator etc. Each management activity necessarily has to involve the centralized department secretariat, which requires a constant feedback on projects involving financial aspects. Specific and measurable indicators of achievement - Planned results INSTITUTION POLITECNICO DI TORINO WP6. Management at Re@WBC 6.4. Software platform for project management Start date December 2015 End date END of the project Description of the activity carried out The site is usually consulted by POLITO staff; the documents related to travel and other financial proofs are progressively uploaded according to the requirements of the Coordinator. Specific and measurable indicators of achievement Website pages for POLITO. Planned results
Cracow, February 2018 DEADLINE April 15th, 2018 11th International Conference “Plant Functioning Under Environmental Stress” September 12-15, 2018, Cracow, Poland Second Announcement Title and Name: Affiliation: Data for your invoice: Contact information (correspondence address, email): I intend to submit an Abstract with the following title: Suggested form of presentation (indicate the appropriate box) *Do you wish to be considered for an oral presentation? [ Yes / No ] *Do you wish to be considered for a poster presentation only? [ Yes / No ] *Do you intend to prepare a publication in a Post-conference Monograph? [ Yes / No ] I wish to participate in the competition for young scientists for the best presentation of research results. I am the first author and I am younger than 30 years. (both conditions should apply) [Yes / No] Organizers reserve the right to decide about the final form of presentation (oral or poster). Please note that the official language of the conference is English and all oral presentations and posters should be prepared in English. Fees Regular fee [ ] 130.00 EUR (VAT included) or 150 EUR May 31st, 2018 [ ] 600.00 PLN (VAT included) or 700.00 PLN after May 31st, 2018
9 Art Kontakt Vide(m)okraci The main goal of this project is the engagement of Tirana District youth to play a key role and take responsibility in different issues of public interest regarding the local democracy, by using art (video) and social media as important means of mass communication. The project aims to: a) produce and widely distribute in social media a portfolio of 100-150 video performed by young people involved in this initiative, in order that messages transmitted through those videos can raise awareness of local authorities and citizens on issues related to local democracy. 8 Tirana area), Kamza & Kavaja Municipality) 10 Infinit+ Students Move Tirana The main goal of this project is a positive pressure to the Tirana Municipality to enhance proper attention to 13 rural administrative units. The project aims the youth engagement in this process in order to identify proper ideas in improving the rural areas and their involvement in advocacy activities using the documentary as a tool to present the current issues and lobbying to improve the situation in the respective Administrative Units. 12 Tirana (Zall- Bastar, Zall Herr, Shengjergj, Dajt, Kashar, Farka, Ndroq, Vaqarr, Petrela, Berzhita, Krraba, Peza and Baldushk) 11 Qendra per Ceshtje te Informimit Publik Monitoring the performance and the decision-making process in Municipality Council of Tirana, Kamza, Vora The main goal of this project is to promote the participation of rural areas youth in decision-making and increase the implementation of the new law 139/2015 "On Local Self-Government". The Project aims to a) monitor the municipal councils in Tirana Kamza and Vora (Tirana district) on the implementation of the chapter IV and IX of the new organic law "On Local Self-Government" and to assess the level of the implementation for each chapter; b) continuous pressure within law boundaries to municipal councils through the exposure of their decision making and through systematic assessments on rigorous implementation of current legislation requirements for an open and democratic decision-making process; c) draft and consolidate a monitoring matrix, to be used continuously by civil society stakeholders for the measurement and evaluation of the decision-making processes at the local level. 12 Tirana, Kamza, Vora
CLINIC Outline for CIR/Legalization Preparation and Implementation Plans Parent agency name: Program name: Contact person: (include e-mail and phone number) Size of service area: (Number of counties served) Number of estimated undocumented immigrants in your service area: Data source for number: (include name and date of information source) Top five nationalities and language groups of individuals needing legalization services: Language capacity not currently on staff (excluding volunteers) to serve these groups: Other special considerations for the populations to be served: Organizing Community Support for Passage and Implementation of CIR Our parent agency will engage the following organizations and individuals to support the passage of CIR: Our program will stem anti-immigrant messages and campaigns by: Leadership Agency’s plan was approved by: (include name, title, department, phone #, email address) CIR Planning Coordinator who prepared the submitted plan: (include name, department, phone #, email address)
Is based on the prior and timely disclosure and dissemination of relevant, transparent, objective, meaningful and easily accessible information in a culturally appropriate format, in relevant local language(s) and is understandable to stakeholders; Considers and responds to feedback ; Supports active and inclusive engagement with project-affected parties; Is free of external manipulation, interference, coercion, discrimination, and intimidation; and Is documented and disclosed by the Borrower. Engagement during Project Implementation and External Reporting The Borrower will continue to engage with, and provide information to, project-affected parties and other interested parties throughout the life-cycle of the project, in a manner appropriate to the nature of their interests and the potential environmental and social risks and impacts of the project. The Borrower will continue to conduct stakeholder engagement in accordance with the SEP, and will upon the channels of communication and engagement already established with stakeholders. In particular, the Borrower will seek feedback from stakeholders on the environmental and social performance of the project, and the implementation of the mitigation measures in the ESCP. If there are significant changes to the project that result in additional risks and impacts, particularly where these will impact project-affected parties, the Borrower will provide information on such risks and impacts and consult with project-affected parties as to how these risks and impacts will be mitigated. The Borrower will disclose an updated ESCP in accordance with the SEP, setting out the mitigation measures. Grievance Mechanism The Borrower will respond to concerns and grievances of project-affected parties related to the environmental and social performance of the project in a timely manner. For this purpose, the Borrower will propose and implement a grievance mechanism to receive and facilitate resolution of such concerns and grievances. The grievance mechanism will be proportionate to the potential risks and impacts of the project and will be accessible and inclusive. Where feasible and suitable for the project, the grievance mechanism will utilize existing formal or informal grievance mechanisms, supplemented as needed with project-specific arrangements. Further requirements on grievance mechanisms are set out in Annex 1. The grievance mechanism is expected to address concerns promptly and effectively, in a transparent manner that is culturally appropriate and readily accessible to all project-affected parties, at no cost and without retribution. The