zilongwang/ReadingBank huggingface dataset:
e) Kappa State officers, area leaders, and committee members f) List by location of state workshop/conventions and international Society representatives g) Kappa State members serving at the international level h) State members with work published in The Bulletin i) International Golden Gift Fund Leadership/Management Seminar participants and Golden Gift Fund Stipend recipients from Arkansas j) Kappa State members and chapters receiving international and state Educational Foundation funding for projects, seminars, or professional development k) International scholarship recipients from Arkansas (5) All Kappa State histories c. Kappa State Properties (1) The committee shall maintain files of hardcopy and an electronic copy, as feasible, of Kappa State Executive Board and convention minutes and any reference materials that are pertinent to the functioning of the state organization; (2) The committee shall maintain a current hardcopy and an electronic copy, as feasible, inventory listing of Kappa State property and its location, e.g., computer, camera, copier, ceremonial paraphernalia, chapter identification cards, flags and stands, bound volumes of minutes and newsletters. (3) The committee shall arrange for the storage and availability of such items required for state meetings and conducting the business of Kappa State. (4) Paraphernalia returned to Kappa State by dissolved chapters may be given to newly formed chapters or sold to chapters needing replacements. (5) The committee shall collaborate with the executive secretary for the storage, retrieval, and currency of Kappa State records and properties. 8.41 Rules Committee a. Propose revisions (1) The Rules Committee shall study the changes in the International Constitution and Standing Rules and edit the Kappa State Bylaws and Standing Rules to conform. (2) The Rules Committee shall review the Kappa State Bylaws and Standing Rules biennially and recommend amendments to the state executive board and to the state organization convention. (3) Presenters of proposed amendments shall be notified of their acceptance or rejection. b. Publicize proposed revisions (1) Proposed changes to the bylaws shall be published in Kappa State News at least 30 days before the convention. (2) The committee request that the executive secretary notify chapter presidents by email that the proposed changes are accessible on the Kappa State website. c. Submit to International
Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM M: Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine. BM N: Information and communication systems can be used to inform, persuade, entertain, control, manage, and educate. BM P: There are many ways to communicate information, such as graphic and electronic means. BM Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Reference Sources International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA.
LOCAL COLLEGE STUDENT, [insert student name], EARNS COVETED CERTIFICATE IN PRINCIPLES OF PUBLIC RELATIONS to #StandOutInPR [Date – City/State]: [insert student name] from [insert location] has earned the Certificate in Principles of Public Relations through the Universal Accreditation Board (UAB), which includes nine participating public relations professional organizations. [insert student last name] is a [insert description of student including attending university, major, and post-graduate plans]. The Certificate in Principles of Public Relations is an entry-level certificate designed to demonstrate a fundamental level of knowledge for graduates entering the public relations profession that helps those who earn it #StandOutInPR. "The Certificate in Principles of Public Relations gives emerging professionals a competitive edge in the job market," said [insert name of professor]. "It distinguishes [insert student name] as a rising professional among [insert his or her] peers who understands the core elements of strategic communication and real-world application of important concepts.” [insert from the student about the value they found in the certificate process.] The UAB administers several programs to promote lifelong learning in the public relations profession, including Accreditation in Public Relations (APR), a designation earned by professionals that demonstrates competency in the knowledge, skills and abilities required to practice public relations effectively and strategically. The Certificate helps set the stage for students to think about the APR and other opportunities to grow as a professional through the course of their career. To qualify for the Certificate examination, students must (a) be within six months of graduation (before or after) from an accredited college or university whose degree is in public relations or a related area of study; AND (b) be members or affiliate members of the Public Relations Student Society of America or student member of another UAB Participating Organization, such as the Florida Public Relations Association or the Southern Public Relations Federation; AND (c) complete a campus-based Certificate preparatory course or the . Examination topics include strategic planning (research, planning, implementation and evaluation process), media relations, communication models and theories, information technology, and ethics and laws. Each student takes the examination on their own schedule at a testing center. More information about the Certificate and the UAB is available at ### [insert university boilerplate]
Hazel – Fork style Antipasto platters ** BBQ pulled pork slow cooked pork shredded and with our own BBQ sauce Hot ** Coronation chicken of chicken with celery, spring onions, apricots and toasted almonds in a mild curry yoghurt mayo ** Lamb koftas with tzatziki Hot ** Roasted vegetable Moroccan couscous Hot ** Summer slaw of red and white cabbage, carrot, sliced apple tossed in a light sour cream mayo ** Summer salad leaves with dressing ** Warm garlic bread ** Wedding cake (supplied by client) With berry compot, yoghurt and cream $65.00 plus GST Horse chestnut- Tapas style After ceremony Pintxos (Crispy toasted bread topped with a variety of fillings) Tapas Patatas Bravas- fried potatoes topped with a rich tomato sauce and crispy chorizo sausage GF ** Squid, caper, lemon, parsley and extra virgin salad ** Spicy lamb Moroccan meatballs with rich tomato sauce with melted cheese and almonds ** Feta and cream cheese croquette coated in crumbed nachos on a bed of slaw GF ** Chilli beef empanadas with guacamole ** Pinchitos Morunos de pollo (chicken kebabs) on saffron rice GF ** Crispy chickpeas, carrot salad with dates, preserved lemon and cured ham GF Served on funky Bamboo dishes $80.00 plus GST Included in cost All staff All consultations, and food tastings All crockery, cutlery and glasses required All linen for tables (inside only) white table clothes and linen napkins
Primary 1 & 2– Use ruler pictured below: Rulers are included with testing materials for paper testing. Testing Irregularities: Examiners are instructed, in their manuals, to report Testing Irregularities to you immediately. You are to report irregularities to the DDOT by phone as soon as possible after irregularities occur. Completing Identifying Information on the Student Answer Documents: Stanford 10 and OLSAT 8 test materials are consumable for fall testing as follows: GRADE STANFORD OLSAT K SESAT 1 A 1 SESAT 2 B 2 PRIMARY 1 C 3 PRIMARY 2 - STC’s are responsible for accurate coding of the back of the test booklet. Stanford 10 Answer Document Coding Section 1 – Student Name and Identifiers – completed by Examiners prior, for maximum accuracy 2 – Bubbles for Name – bubbles after last letter of each name should be coded 3 – Date of – coded and bubbled 4 – Gender 5 – Race/Ethnicity 6 – Grade 7 – Student Number- 7-digit PowerSchool number; LEFT justified (No leading zeros – put 7 digits, leave other 3 spaces blank) 8 – DO NOT CODE 9 – DO NOT CODE 8 Answer Document Coding Section 1 – Student Name and Identifiers – completed by Examiners prior, for maximum accuracy
Remove trash from room and put into dumpster. Any additional clean-up required by Stanford Dining will be charged at a rate of $45.00 per hour, at minimum. If a cleaning service is hired to clean facility after an event, the cost will be charged to the sponsoring organization. Food and Alcohol All food served in the room must be either catered by your dining hall, or by Stanford Catering. Stanford Catering’s contact number is 725-1503. For dining hall catering, contact your dining hall manager. Stanford Dining may make an exception, on an infrequent case-by-case basis, to allow other caterers to provide services. Outside caterers and vendors must provide the following items when applying for a catering waiver: Copy of Board of Health permit Copy of most recent Board of Health inspection Copy of their liability insurance, with a minimum of two million dollars coverage Alcoholic beverages are not allowed. Note: Groups will be charged full catering prices if found to be using a caterer other than Stanford Catering Services or the dining hall.
experience with curriculum development including: establishing multiple new graduate and undergraduate courses, creating a new course format (Nanocourses), contributing to the revision of departmental courses and programs, helping to revamp college-level general education curricula, and reviewing undergraduate curricula from across the university to ensure academic standards are met. At Drexel, she engages in learning assessment through the College of Arts and Sciences Assessment Steering Committee, and as a member of the Undergraduate Research Advisory Committee. She is enthusiastic to use her skill set to expand the use of evidence-based reasoning in undergraduate classrooms across the disciplines.
Table 14.1 Accurate Perceptions in 30 Seconds Variable Pearson Correlation Coefficient (r) Accepting 0.50 Active 0.77 Attentive 0.48 Competent 0.56 Confident 0.82 Dominant 0.79 Empathic 0.45 Enthusiastic 0.76 Honest 0.32 Likable 0.73 (Not) anxious 0.26 Optimistic 0.84 Professional 0.53 Supportive 0.55 Warm 0.67 Overall, across all traits 0.76
Berkowitz, 1969). Unanimity Conformity reduces sharply when any one person deviates from the norm. In Solomon Asch’s research, when any one person gave a different answer, conformity was eliminated. Status and authority People who have higher status, such as those in authority, create more conformity. Milgram (1974) found that conformity in his obedience studies was greatly reduced when the person giving the command to shock was described
Provide rewards for performance. Rewarding employees and team members with bonuses will increase their effort toward the group goal. People will also work harder in groups when they feel that they are contributing to the group goal than when they feel that their contributions are not important. Keep group member contributions identifiable. Group members will work harder if they feel that their contributions to the group are known
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Golden baked fish cakes Minced beef with herb topped muffin Quorn bolognaise in rich tomato sauce Special curry of the day Beef lasagna with garlic bread Vegetable and chickpea stir fry Roast beef and Yorkshire pudding Lamb grill steak Tomato and basil pasta BBQ chicken fillet Margarita pizza Falafel and yoghurt wraps Steak pie in rich gravy Baked fish fingers with lemon mayo Vegetable ravioli with cheese topping Potatoes Wedges Jacket New potatoes Sunshine rice Potatoes Roast Jacket Creamed Potatoes Creamed Jacket Roast Potatoes Wedges Jacket Creamed Potatoes Wedges Creamed Jacket Broccoli florets Sweetcorn Peas Carrots Green beans Carrots Sweetcorn Broccoli Gravy Broccoli florets Sweetcorn Carrots Sprouts Gravy Golden sweetcorn Baked beans Carrots Broccoli Carrots Cauliflower Sweetcorn Broccoli Gravy
Chocolate brownies with milk drink Iced finger roll Steamed sponge with custard Fruity delight pudding Chocolate orange puddle cake Iced toffee yoghurt Fruits of the forest cheesecake Butterscotch cookie and milk drink American style waffles with peaches Ice cream roll
Skopje, Macedonia University Hospital, Department of Obstetrics and Gynecology Specialization in Obstetrics and Gynecology, Junior Assistant Worked at all of the departments according the training program Took part in scientific projects 1990 Skopje, Macedonia University Hospital, Department of Obstetrics and Gynecology Employment at the University Hospital Vinica, Macedonia Health Center Vinica GP Activities Date Location Description 2010- Skopje, Macedonia Center of Family Medicine, Medical Faculty Skopje Educator 2010 Skopje, Macedonia Macedonian Ministry of Health Translation of part of the Textbook of Family Medicine, Rakel, 7th edition. 2010 Mavrovo, Macedonia NGO H.E.R.A. Held a workshop for OCT for their consultants. 2009 Skopje, Macedonia NGO H.E.R.A. Consultant gynecologist on the medical abortion issues 2008 Skopje, Macedonia Macedonian Ministry of Health Project: Strategic assessment of current policies, the quality and access to contraception and abortion in the republic of Macedonia 2007 Sofia, Bulgaria Tokuda Hospital Held a training course on MVA for Bulgarian gynecologists Skopje, Macedonia Macedonian Ministry of Health Member of the Health Sector Management Project - Modernizing the licensing process for doctors, dentists and pharmacists Licensed Examiner for the State Examination - representative of the Macedonian Medical Association 2006 Sofia, Bulgaria Maichin Dom, University Hospital Held a training course on MVA for Bulgarian gynecologists 2005 Skopje, Macedonia Macedonian Chamber of Medicine Elected examiner for the Basic License Examination of Medical Doctors of Macedonia 2005 Skopje, Macedonia Macedonian Association of Doctors Member of the Educational
Gay Man Gay / Lesbian 6. Please describe your ethnic origin: White British Irish Any White background Black or Black British Caribbean African Any other Black background Arab or Middle Eastern Arab North African Any Arab or Middle Eastern background Travelling Community Gypsy / Roma Traveller of Irish Decent Other member of the Travelling Community Asian or Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background Mixed White & Black Caribbean White & Black African White & Asian Any mixed background Other ethnic groups: please state Prefer not to say 7. What is your relationship status? Married / Civil Partnership Single Prefer not to say
Section IV. Forms of Bid, Qualification Information, Letter of Acceptance, and Contract 1. Contractor’s Bid Notes on Form of Contractor’s Bid The Bidder fill in and submit this Bid form with the Bid. [date] Identification No. and Title of Contract: [insert identification number and title of Contract] To: [name and address of Employer] Having examined the all the Bidding Documents (with reference ITB 8), including addenda [insert list], we offer to execute the [name and identification number of Contract] in accordance with the Conditions of Contract accompanying this Bid for the Contract Price of [insert amount in numbers], [insert amount in words] [insert name of currency]. This Bid and your written acceptance of it shall constitute a binding Contract between us. We understand that you are not bound to accept the lowest or any Bid you receive. We hereby confirm that this Bid complies with the Bid validity and Bid Security required by the Bidding Documents and specified in the Bidding Data Sheet. We, including any subcontractors or suppliers for any part of the Contract, have nationalities from eligible countries in accordance with ITB Sub-Clause 3.1; We have no conflict of interest in accordance with ITB Sub-Clause 3.2; Our firm, its affiliates or subsidiaries—including any subcontractors or suppliers for any part of the Contract—has not been declared ineligible under the laws or official regulations of , in accordance with ITB Sub-Clause 3.3. Commissions or gratuities, if any, paid or to be paid by us to agents relating to this Bid, and to contract execution if we are awarded the contract, are listed below: Name and address of agent Amount and Currency Purpose of Commission or gratuity (if none, state “none”).” In case if I withdraw my bid opening for whatsoever reasons, I agree to the forfeiture of the EMD/Bid Security and also I shall be bound to pay the cost difference (positive) between my bid with that of the next lowest evaluated bidder and failure on my part to do so within a month, will authorize the client to debar my firm for a period of 2 years.
Hall, Joyce Hearne, Kim SCM, Experience with disabilities Hess, Rebecca Hurst, Glenda SCM, First Aid, CPR, AED, Medication Trained, Experience with disabilities Johnston, Lairson, Sue First Aid, CPR, AED, Medication Trained, Experience with disabilities Leach, Lisa Marcum, Bridget Marsee, Pleasant Angie First Aid, CPR, AED, Medication Trained, Experience with disabilities Pelfrey, Amanda Pelfrey, Devon Pence, Gus Rogers, Stacy First Aid, CPR, AED, Medication Trained, Experience with disabilities Skidmore, Karen Aid, CPR, AED, Medication Trained, Experience with disabilities Thorpe, Jenny First Aid, CPR, AED, Experience with disabilities, lifeguard Tingle, Jennifer First Aid, CPR, AED, Medication Trained Townsend, Dana Townsend, Jessica Casey Emergency Response Team Assignments In general, Incident Command System (ICS) or Emergency Response Team should be a logical, reasonable parallel to day-to-day work assignments. Complete the form below to reflect your school Emergency Response Team assignments. Title Name Location & Numbers Alternate Name Location & Numbers Incident Command: Principal James Crase Office: 606-663-3311 Cell: (606)359-3965 Tammy Cole -Counseling Office cell: 1-859-582-2695 Tonya Craft- Classroom 606-663-3311 cell: 606-359-1859 Safety Official: Security, Law Enforcement Kevin Babcock 569-5007 Mike Townsend SRO 569-5555 Public Information Official: Contact James Crase Principal Office: 606-663-3311 Cell: (606)359-3965 Tammy Cole Counseling Office 606-663-3311 cell: 859-582-2695 Liaison Official: Liaison to Outside Agencies Hall FRYSC 606-663-3311 Tammy Cole Counseling Office 606-663-3311 cell: 859-582-2695 Planning/Intelligence: Situation Analysis Gus Pence Custodian 606-663-3311 606-481-0582 Elkins Custodian 606-663-2205 Operations: Student Accounting & Release Sue Lairson 606-663-3311 Dana Estep 606-663-3311
Standards-Based Leveling Guide Exceeded “E” Exceeds level priority standard(s) -Demonstrates high level of knowledge, skill or understanding Mastered “M” grade-level priority standard(s) -Consistently meets requirements for proficient work -Demonstrates acceptable level of knowledge and understanding Partially Understood “P” Approaching grade-level priority standard(s) -Meets some requirements for proficient work -Demonstrates some knowledge and understanding Needed Support N Below grade-level priority standard(s) -Meets few requirements for proficient work -Demonstrates little knowledge and understanding NO EVIDENCE The student has produced no evidence.
Type or paste actual state or College and Career Ready Standard (Common Core) here Describe characteristics of work that reveals a lack of proficiency on standard Describe characteristics of work that approaches proficiency on standard Describe characteristics of work that demonstrates proficiency on standard Describe characteristics of work that surpasses proficiency and reaches standards for the next unit, course, or grade level Type or paste actual state or College and Career Ready Standard (Common Core) here Describe characteristics of work that reveals a lack of proficiency on standard Describe characteristics of work that approaches proficiency on standard Describe characteristics of work that demonstrates proficiency on standard Describe characteristics of work that surpasses proficiency and reaches standards for the next unit, course, or grade level Type or actual state or College and Career Ready Standard (Common Core) here Describe characteristics of work that reveals a lack of proficiency on standard Describe characteristics of work that approaches proficiency on standard Describe characteristics of work that demonstrates proficiency on standard Describe characteristics of work that surpasses proficiency and reaches standards for the next unit, course, or grade level Divide Student’s Score by Total Possible Points: ______/_______= _______
1:30 p.m. 2:30 p.m. 4. Overview of STAP’s work on Adaptation and Resilience Introduced and Chaired by Rosina Bierbaum Short presentations from: Annette Cowie – Resilience of systems Anand Patwardhan – M&E of Adaptation Respondents – Mohamed Bakarr, GEF; Eric Patrick, IFAD; Brian Child Presentation of STAP Work Program activities and progress related to Adaptation; Resilience of and other social-ecological systems. Background documents: STAP Chair’s Report to Council: (); Resilience Assessment Framework Report: (). Resilience Framework Summary Report: Workshop Summary M&E of Adaptation: (); STAP Work Program: (); 2:30 p.m. 3:30 p.m. 5. Discussion Facilitated by: Child Facilitated discussion on the related concepts of resilience and adaptation in the GEF Program and work of the Conventions. Proposals for future engagement in this area of work. 3:30 p.m. 3:45 p.m. Break 3:45 p.m. 4:30 p.m. 6. Knowledge Management in the GEF Introduced and Chaired by Rosina Bierbaum Presentation on GEF KM approach and next steps from Elwyn Grainger-Jones Respondents – Brian Child; Juha Uitto, IEO Overview of STAP’s views/ideas on knowledge management policy in the GEF; Review of next steps and expected outcomes; Contributions from the GEF Partnership in the future implementation of KM in the GEF Program. Background documents: GEF Knowledge Management Approach Paper: (); STAP interim report on KM: (). 4:30 p.m. 5:15 p.m. 7. Discussion Facilitated by Brian Child Facilitated discussion on development and future implementation of KM strategy 5:15 p.m. 8. AOB, Wrap Up and Closure Facilitated by: Ricardo Barra Closing remarks by STAP Chair GEF Secretariat Cocktail Reception – 6:30 p.m., MC Building Atrium.
Standards-Based Physical Education Student Progress Report Elementary School Example Student Information Student Name: Caroline Carter Classroom Teacher: Jones Grade: 2 School Year: 2015-2016 Evaluation Key 3 = Excellent: Student exceeds expectations. 2 = Competent: Student meets grade-level expectations. 1 = Needs Improvement: Student needs more practice to meet grade-level expectations. NA = Not assessed. National Standards for K-12 Physical Education Assessment Tools Assessment Scores, by Grading Term Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Term 1 Term 2 Term 3 Skips using a mature pattern (S1.E1.2) Structured observation/video in a variety of settings 2 3 3 Demonstrates 4 of the 5 critical elements for jumping & landing in a horizontal using a variety of 1- and 2-foot take-off and landings (S1.E3.2) Identification assessment, peer feedback, video-capture teacher feedback 2 3 3 Balances in an inverted position with stillness and supportive base. (S1.E7.2b) Group-supported balance demonstration, station demonstrations (peer and teacher), with video check NA 2 2 Dribbles using the preferred hand while walking in general space (S1.E17.2b) Group practice, peer feedback, practice popsicle stick feedback from teacher NA 2 2 Jumps a self-turned rope consecutively forward and backward with a mature pattern. (S1.E27.2a) Video analysis by teacher 2 3 3
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a level of physical activity and fitness. Term 1 Term 2 Term 3 Term 4 Participates in a physical activity twice a week outside of physical education class. (S3.M2.7) Activity portfolio 2 2 3 2 Designs a warm-up/cool-down regimen for a self-selected physical activity. (S3.M12.7) Student-generated warm-up plan 2 3 3 3 Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. Term 1 Term 2 Term 3 Term 4 Provides corrective feedback to a peer, using teacher-generated guidelines, and incorporating appropriate tone and other communication skills. (S4.M3.7) Peer feedback checklist 3 3 3 3 Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Term 1 Term 2 Term 3 Term 4 Identifies why self-selected physical activities create enjoyment. (S5.M4.7) Activity portfolio reflections 3 3 3 3 Teacher notes on student assessments, by grading term Term 1: Term 2: Term 3: Term 4: Standards-Based Physical Education Student Progress Report High School Sample Student Information Student Name: Michelle Jones Physical Education Teacher: Mrs. Bailey Grade: 11 School Year: 2015-16 Evaluation Key 3 = Excellent: Student exceeds grade-level expectations. 2 = Competent: Student meets grade-level expectations.
Keeps students focused on learning objectives. 4.2 Students learn science and technology/engineering when students are physically safe. The students: Safely use equipment and materials. Know what to do in an emergency. Monitor one another for safety practices. Understand the elements of the school safety contract. The teacher: Provides clear access to the eyewash, safety shower, and other classroom safety equipment. Models safety practices, including wearing appropriate safety equipment and apparel. Actively monitors and comments on students’ safety practices. Prepares students for any potential hazards before an activity, lab, or demonstration. Knows what to do in an emergency. V. Documentation and Communication of Student Learning 5.1 Students learn science and technology/engineering when classroom assessment systems document the progress of student learning toward each standard. The students: Know that their grade reflects their level of mastery relative to the standard. Can explain the system used to document progress. The teacher: Uses the standards to establish and publish assessment criteria. Consistently documents student progress toward learning the standard. Uses students’ performance toward the standard as the basis for grades. Communicates students’ progress and system for assessment to parents. 5.2 Students learn science and technology/engineering best when multiple types of formative and summative assessments are regularly used to gauge student understanding and provide feedback to students. The students: Are of the learning objectives that are being assessed in the lesson and unit. Receive feedback willingly. Use feedback to focus future study and learning activities. Can describe what topics they have mastered and what they need more work on. The teacher: Uses data from assessments to inform instruction. Monitors student understanding using frequent assessments, including: Student responses to questions Group interactions Student work Student/group presentations Journals/written-reflections Student projects Student explanations of activities or labs Tests and quizzes. Provides students with timely feedback regarding their understanding of and progress toward learning the standards. Provides additional, targeted learning opportunities to meet student needs (for intervention and enrichment).
STANDARDS-BASED GRADEBOOK STUDENT: BLOCK: Score each box: 4 – Mastery / 3 – Proficient / 2 – Progressing / 1 - Beginning STANDARD/ OBJECTIVE SSWH1 SSWH2 SSWH3 SSWH3 SSWH4 SSWH5 1) JOURNAL “Activating Words: First Civilizations” Self 7) JOURNAL “Ancient Religions” 10) JOURNAL ENTRY, “Activating Words: Classical Empires” 16) JOURNAL ENTRY, “MAP OF ROME” 21) JOURNAL ENTRY, “Activating Words: Empires and Kingdoms” 27) JOURNAL ENTRY, “The Rise of Islam” Teacher 2) JOURNAL ENTRY, “River Valleys Map” 8) JOURNAL ENTRY, “The Ancient Chinese Dynasties” 11) JOURNAL ENTRY, “MAP OF GREECE” 17) JOURNAL ENTY, “ROMAN REPUBLIC VS. ROMAN EMPIRE” 22) JOURNAL ENTRY, “Map of Constantinople” 28) JOURNAL ENTRY, “Three Monotheistic Religions” 3) JOURNAL ENTRY, “The Mesopotamian Civilization” 9) JOURNAL ENTRY, “The Teachings of Confucius” 12) JOURNAL ENTRY, “THE GREEK POLIS” 18) JOURNAL ENTRY, “JULIUS AND AUGUSTUS CAESAR” 23) JOURNAL ENTRY, “EMPEROR JUSTINIAN” 29) JOURNAL “Muslim Culture” 4) JOURNAL “Trade in early Mesopotamia” 13) JOURNAL ENTRY, “THE GREEK PHILOSOPHERS” 19) JOURNAL ENTRY, “THE RISE OF CHRISTIANITY” 24) JOURNAL ENTRY, “The Great Schism of 1054 C.E.” 5) JOURNAL ENTRY, “Hammurabi’s Code” 14) JOURNAL ENTRY, “ALEXANDER THE GREAT” 20) JOURNAL ENTRY, “THE FALL OF THE ROMAN EMPIRE” 25) JOURNAL ENTRY, “THE RUSSIAN EMPIRE” 6) JOURNAL ENTRY, “Egyptian Life” 15) JOURNAL ENTRY, “HELLENISTIC WORLD” 26) JOURNAL ENTRY, “The Mongol Conquests” SSWH1 Exam SSWH2 Exam Greece Quiz SSWH3 Exam SSWH4 Exam SSWH5 Exam OF MASTERY COMMENTS:
STANDARDS-BASED GRADEBOOK STUDENT: BLOCK: UNIT: STANDARD/ OBJECTIVE SSWH7 SSWH8 SSWH9 SSWH10 SSWH11 SSWH12 Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam LEVEL OF MASTERY COMMENTS:
STANDARDS-BASED GRADEBOOK STUDENT: BLOCK: UNIT: STANDARD/ OBJECTIVE SSWH19 SSWH20 SSWH21 Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam Unit 1 - Exam OF MASTERY COMMENTS:
48 hours of receiving the letter/form/documentation and the meeting should be held within one week. The SBC may inform the individual (by phone or by email) of the violations and that he is required to appear before the Board. However, the SBC must follow-up initial contact with official written correspondence to the individual (Appendix B). A member of the BOG should be present for all Standards Board hearings (if available/applicable). No one except the individual charged and the other members of the Standards Board should have knowledge that a hearing will occur. Confidentiality is of the utmost importance. During the Hearing The SBC the hearing to order and presents the complaint against the individual by reading the letter of complaint, summarizing the referral form or presenting the documentation. The SBC announces to the accused member and the members of the Standards Board which policies,
ses3 status in 3rd grade trace3 teacher race (1w2b3a4h5i6o) in 3rd grade hdeg3 highest degree (tch) of 3rd grade teacher clad3 teacher career ladder level in 3rd grade totexp3 years of total teaching experience - 3rd grade sysidkn sch system id-k (new) kindergarten sysid1n sch system id-g1 (new) 1st sysid2n sch system id-g2 (new) 2nd grade sysid3n sch system id-g3 (new) 3rd grade schidkn school id-k (new) kindergarten schid1n school id-g1 (new) 1st schid2n school id-g2 (new) 2nd grade schid3n school id-g3 (new) 3rd grade
9a. Two student groups tested the same indicator-sample combination, but they got opposite results. One group reported a color change, but the other group did not. Give at least one possible reason why the two groups observed different results for the same indicator-sample combination. 9b. What is the advantage of having replicate tests (i.e. two different groups testing the same indicator with the same sample)? 10. Use the data from all of the student groups to complete the following table. Sample Did indicator solution 1 change color? Did indicator solution 2 change color? Replicate 1 Replicate 2 Replicate 1 Replicate 2 Corn Starch Potato starch Egg whites Gelatin Sucrose Vegetable oil Water If there are any differences between the replicates of any test, your class will probably need an additional, very careful replicate test to resolve the disagreement. 11a. Based on the results in question 10, is either indicator solution a good test for starch? If yes, one? 11b. Briefly summarize the evidence that supports your conclusion. 11c. What additional evidence would help you to be more certain of your conclusion?
Center for the Study of Race and Equity in Education. Retrieved from Spalding, N. J., & Phillips, T. (2007). Exploring the use of vignettes: From validity to trustworthiness. Qualitative Health Research, 17(7), 954–962. http://doi.org/10.1177/1049732307306187 Wallace, Jr., J. M., Goodkind, S., Wallace, C. M., & Bachman, G. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991-2005. The Negro Educational Review, 59(1-2), 47–59. Table 1. Results from Name-Race/Ethnicity Faculty Survey Note: n=254. Names in bold are most clearly associated with Black or White.
Gather Current State 6/08/2012 5/23/2012 Analyze Current State Process 6/08/2012 6/7/2012 Develop Future State Process Model 6/15/2015 6/13/2012 Deliver Findings and Recommendations 6/28/2012 6/27-28/2012 Test Development (Workflow and Technical) 8/03/2012 Training Development 8/05/2012 Production 8/24/2012 Training 8/24/2012 Evaluation and Assessment of System 10/31/2012 Required Resources and Level of Effort – ESTIMATED ONLY Most of the required effort will be conducted through webinars and conference calls. The kick-off was the first face-to-face meeting (F2F) and future meetings that are F2F will likely be testing and training oriented. Groups University/Units Represented Description Est # Hrs Project Team: Project Team - Functional Kick-Off, Training of Product, Working on Defining BPA, Decision Points 80 Technical Expert(s): Project Team - IT Kick-Off, Training of Product, Developing interface, working with consultants to load system, establishing TEST, establishing PROD 120 Other(s) (please describe non-ITS resources): AAC and SAC Decisions on Policy Implications, Reporting Needs, Metrics, etc. 40 Documentation Project Management – IT and Functional BOR staff documenting project status, BPA, etc. 100 Systems IT at SDBOR Networking, LDAP, Systems 60 Subject Matter/Expert(s): University Experts Working with local project team member on BPAs, testing system, documenting decision points, recommending reporting needs, etc. 60 Stakeholders University Stakeholders Training by CBTs, Documents, train-the-trainers, etc. 8 Budget
THE BURIRAM PIE MAN Our full range of quality deep filled pies made from the finest ingredients 60 Baht Chicken and Mushroom Beef and Mushroom Chicken and Ham Beef and Potato Chicken and Vegetable Steak and Kidney Chicken and Potato Steak and Onion Chicken and Broccoli Pepper Steak Curried Chicken Steak Chicken CornishPasty Minced Beef &onion Minced Beef &Veg Minced Beef & Mushroom Minced Beef and Potato 65 Baht Pudding, Steak and Kidney Pudding, Steak and Onion Pudding,Steak and Mushroom Pudding (Let us know if there is a different flavor of pudding you would like. We can make them for you) 70 Baht Minced Beef and Stilton Pie, Steak and Stilton Pie, Pork Pie Corned Beef Pasty 40 Baht Mini Gala Pies (Prok pies with a quail egg) 60 Baht Ham,potato and cheese pie, Vegetable pie, Cheese and Onion Pasty Quiches: Choose your own ingredients from:- Ham, Bacon, Sausage, Onion, Mushroom, Tomato, Garlic, Parsley, Thyme, Oregano and Sage
60 Baht Fruit Pies and Crumbles (Choose your favourite filling) Apple, Blackberry, Blackcurrent, Blueberry, Peach, Strawberry, Raspberry, Rhubarb(70baht), Cherry (70 Baht) (Please feel free to mix the fillings) 80 Baht Sausage Rolls (approx. 6ins) twin pack Indian Style Curries(350grams) Hot Chicken, Medium Chicken or Mild Chicken 60 Baht Hot Beef, Medium Beef or Mild Beef 70 Baht Hot Lamb, Medium Lamb, Mild Lamb 80 Baht Authentic Indian Curries (500 grams) Chicken Dupiaza, Chicken Rogan Josh, Chicken Madras, Chicken Vindaloo, Chicken Phall, Chicken Jalfrazi 130 Baht Chicken Khorma 140 Baht
Aims and objectives 5 The aims of the study, differentiating between implementation objectives and any intervention objectives. Methods: description Design 6 The design and key features of the evaluation, (cross referencing to any appropriate methodology reporting standards) and any changes to study protocol, with reasons Context 7 The context in which the intervention was implemented. (Consider social, economic, policy, healthcare, organisational barriers and facilitators that might influence implementation elsewhere). Targeted ‘sites’ 8 The characteristics of the targeted ‘site(s)’ (e.g locations/personnel/resources etc.) for implementation and any eligibility criteria. The population targeted by the intervention and any eligibility criteria. Description 9 A description of the implementation strategy A description of the intervention Sub-groups 10 Any sub-groups recruited for additional research and/or nested studies are described Methods: evaluation Outcomes 11 Defined pre-specified primary and other outcome(s) of the implementation strategy, and how they were assessed. Document any pre-determined targets Defined pre-specified primary and other outcome(s) of the intervention (if assessed), and how they were assessed. Document any pre-determined targets Process evaluation 12 Process evaluation objectives and outcomes related to the mechanism by which the strategy is expected to work Economic evaluation 13 Methods for resource use, costs, economic outcomes and analysis for the implementation strategy Methods for resource use, costs, economic outcomes and analysis for the intervention Sample size 14 Rationale for sample sizes (including sample size calculations, budgetary constraints, practical considerations, data saturation, as appropriate) Analysis 15 Methods of analysis (with reasons for that choice) analyses 16 Any a priori sub-group analyses (e.g. between different sites in a multicentre study, different clinical or demographic populations), and sub-groups recruited to specific nested research tasks Results Characteristics 17 Proportion recruited and characteristics of the recipient population for the implementation strategy Proportion recruited and characteristics (if appropriate) of the recipient population for the intervention
This query lists a set of attributes of the products, such as brand, quantity, price, coupon used, and so on bought by a specific category of customers during a specific time period. Query B This query summarizes the price of the Internet-based purchases of a specific set of products by customers in a specific group of geographic areas during a specific time period. Query C This query collects the information of returned items in several fixed length time periods for all stores. Query D This query selects the top items in each quarter of a specific year belonging to a specific set of categories. Query E This query computes the total revenue from a specific set of products, and categorizes the revenue in $50 segments. Query F This query summarizes the monthly sales achievement made by a manager on a specific set of products. Query G This query identifies customers who have a strongly preferred way of shopping. Query H This query obtains the sale records of a specific store in each half hour period. Query I This query shows the per-month sale record for the best-selling products in specific categories. Query J This query gets the sale record of a specific store in a specific time slot where the density of stores in the same area reaches a given level. K This query selects the record of top warehouses where the ship date and sale date are within several fixed-length time periods in a specific year.
sertxd (#value,Cr,lf) ' serial out the data record next sertxd ("Data section 3 of 3 Complete",Cr,lf) gosub flasher sertxd (Cr,lf) sertxd ("Data Download Complete",Cr,lf) ' last data record read out gosubLT_down LT_down: high 3 'flash 3 times than pause Pause 1000 'signifies completed low 3 ' download data pause 500 high 3 pause 1000 low 3 pause 500 high 3 pause 1000 low 3 pause 10000 GotoLT_down flasher: pause 1000 if pin7=1 then flasher 'waits the for commit pin return End_Mission: 'this is if data was recorded during the whole flight low 3 ' this shows that the memory is full pause 10000 ' and that the flight computer functioned properly for the flight high 3 pause 1000 gotoEnd_Mission 'this program has a problem ' it writes the record location to internal memory not to the ' 16 bit 1 word memory chip on the balloonsat easy 2.0 flight computer board 'thereforethe data should exist for any end ' end of mission
They accept responsibility for any injury, damage or loss to the extent caused by their own actions or omission; Their boat is in good order, equipped to sail in the event and they are fit to participate; The provision of a race management team, patrol and other officials and volunteers by the event organiser does not relieve them of their own responsibilities; The provision of patrol boat cover is limited to such assistance, particularly in extreme weather conditions, as can be practically provided in the circumstances. Attachment A – Starling Course Course: Mark Rounding Order I1 Start - 1 (port) – 2 (port) – 3 (port) – 5 (port) – Finish I2 - 1 (port) – 4S/4P (gate) – 1 (port) – 2 (port) – 3 (port) – 5 (port) - Finish W1 Start – 1 (port) – 5 (port) – Finish W2 Start – 1 (port) – 4S/4P (gate) – 1 (port) – 5 (port) – Finish Marks Description 1, 2, 3, 4P, 4S and 5 Yellow Conical New Mark (SI 12) Red Cylinder buoys Start and finish marks starboard Race committee boat Start and finish marks port Orange Tear Drop
B 80-89 C 70-79 D 60-69 F 59 or less Report Rubric Criteria Proficient Approaching Needs Development Content Accuracy 10 Points An explanation of the difference between physical weathering and erosion with 2 accurate scientific 20 points An explanation of the difference between physical weathering and erosion with at least 1 accurate scientific fact. 10 Points No accurate facts are provided to explain the difference between physical weathering and erosion. Alignment to Problem Statement 20 Points Each Solution aligns with all conditions in the problem statement. 10 Points At one solution aligns with all conditions in the problem statement. 5 Points No solution aligns with all conditions stated in the problem. Required Components 40 Points The report contains: The group’s problem statement An accurate description of force has the most impact on eroded beaches providing 3 accurate scientific facts. Explanation of 3 causes of erosion providing 3 accurate details. A summary of the main idea of the article “Keeping up with Coastal Erosion” providing 3 accurate details. 3 accurate effects of erosion on Florida beaches. It identifies and explains 2 possible solutions to the problem Provides at least 4 justifications for recommending one solution over the other. 30 Points The report contains: The group’s problem statement. An accurate description of which force has the most impact on eroded beaches providing 2 accurate scientific facts. Explanation of 2 causes of erosion providing 2 accurate details. A summary of the main idea of the article “Keeping up with Coastal Erosion” providing at least 2 accurate details. 2 accurate effects of erosion on Florida beaches. It identifies and explains only 1 possible solution to the problem. Provides at least 3 justifications for recommending one solution over the other. 10 Points The report contains: The problem statement. At 1 cause of erosion providing 1 accurate detail is provided. A summary of the main idea of the article “Keeping up with Coastal Erosion” providing at least 1 accurate detail. 1 accurate effect on erosion on Florida beaches. It identifies and explains only 1 possible solution to the problem. Accuracy of measurements 20 points Measurement of area of beach is 100% accurate. 10 points 5 points
– Carefully read and think about the suggested exercises presented in each section designated by the right arrows (→ ) in Hughes & Hillebrand , ch.4 – These same questions/issues will be covered in The Basic IFs Exercises. These are described below. – Verbal Variable and Parameter Reports in class PART III THE GLOBAL PROBLEMATIQUE: ISSUES, FACTORS, RELATIONSHIPS 1. Population (Feb.18, 20) Required Reading Hughes & Hillebrand, ch.5 Harf & Lombardi, Unit 1 2. Economics (Feb.25, 27) Required Reading Hughes & Hillebrand, ch.6 Harf & Lombardi, Unit 4 3. Food and Agriculture (Mar.4, 6) Required Reading Hughes & Hillebrand, ch.7 Harf & Lombardi, Unit 2, section 2.2, p.54 — Spring Break — 4. Energy (Mar.18, 20) Required Reading Hughes & Hillebrand, ch.8 NIC, Global Trends, pp.31-38 [BB] The Economist Global Energy Crisis Debate at: First, click on the link to the Special Report on the Future of Energy, then read the debate between Romm and Meisen — No Class March 25 and 27— 5. Environment (Apr 1, 3) Required Reading
d.b.a. Estrella High School 440 American Charter Schools Foundation d.b.a. South Pointe High School $1,288 $1,751 $2,775 $1,487 $462 461 American Charter Schools Foundation d.b.a. Sun Valley High School $1,937 $2,043 $2,326 $390 $106 431 American Charter Schools Foundation d.b.a. West Phoenix High School $1,604 $1,746 $2,541 $937 $142 840 E-Institute Charter Schools, Inc. $1,138 $2,901 $1,764 $626 $1,763 12 East Valley Academy $0 $1,122 $2,185 $2,185 $1,122 75 Edkey, Inc. - Sequoia School for the Deaf and Hard of Hearing $5,382 $6,059 $6,090 $708 $677 689 Educational Options Foundation $500 $1,341 $715 $215 $841 336 Espiritu Community Development Corp. $2,570 $2,623 $4,116 $1,546 $53 46 Integrity Education Incorporated $2,041 $2,238 $2,585 $545 $197 69 Inc. $1,556 $5,263 $1,940 $384 $3,706 29 Kaizen Education Foundation dba Advance U $4,084 $6,414 $4,151 $67 $2,330 School,
Career Lattice and the Optional Tool – Early Childhood Education Teacher Quality documents on the PA Key website to determine the amount entered in the “Award Amount Requested” column for each staff member and the appropriate career lattice level according to the major course of study as it appears on the staff member’s college diploma. Indicate if the staff works with school-age children and how many hours/week. Also, indicate if the staff member works in a classroom funded through Head Start, Pre-K Counts, or Early Intervention. List the care level of the classroom the staff member spends 50% or more of their time during the day. Only list those staff members who are eligible for a Keystone STARS Education & Retention Award. Make copies of this form for additional staff. Employee Name Position Title Date of Hire Care Level of Classroom (INF, YOT,OLT); (PRE); (YSA, OSA); or (MXD) Earnings (Child Care Annual Salary & Bonuses) # Hours Worked Per Week Career Lattice Level Current of Education & Major Attained (as it appears on diploma) Does this staff work with school aged children? Yes/No and, if yes, list number of hour per week Does this staff work in a classroom that receives funding through Head Start, Pre-K Counts or Early Intervention? (please specify) Award Amount Jane Doe OO 3/2/2000 MXD $15,000 40 CL5 BA in Human Development No No $3,605 $ $ $ $ $ Subtotal Education & Retention Award $