zilongwang/ReadingBank huggingface dataset:
Programme 1.1: Deliverables Qualitative Deliverables for Programme 1.1 Increase sector capability Qualitative Deliverables 2014-15 Reference Point or Target Implement the second stage of the Organ and Tissue Donation Clinical Governance Framework Implement the elements of the second stage of the Organ and Tissue Donation Clinical Governance Framework in DonateLife hospitals across Australia by 30 June 2015 Develop a national vigilance and surveillance framework in Australia for organ donation and transplantation Finalise the vigilance and surveillance framework by 30 June 2015 Deliver specialist education to health professionals involved in conversations with families about the opportunity for donation Attendance at Professional Education Package workshops by relevant health professionals in the donation sector Improve community awareness Qualitative Deliverable 2014-15 Reference Point or Target Conduct community awareness and education activities on organ and tissue donation, in partnership with sector and community organisations Continued delivery of a national community awareness campaign comprising DonateLife Week to be held in February 2015 and a targeted campaign engaging culturally and linguistically diverse communities Programme 1.1: Key Performance Indicators Quantitative Key Performance Indicators for Programme 1.1 Increase sector capability Quantitative Indicators 2013-14 Revised Budget 2014-15 Budget Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Rate of request by hospital staff to families for organ and tissue donation 100% 100% 100% 100% 100% Rate of family consent to organ and tissue donation 75% 75% 75% 75% 75%
Closing net book balance 261 177 693 1,131 1 Proceeds may be returned to the Official Public Account. DCB = Departmental Capital Budget. Table 3.2.7: Schedule of Budgeted Income and Expenses Administered on Behalf of Government (for the period ended 30 June) Estimated actual 2013-14 $'000 Budget estimate 2014-15 $'000 Forward estimate 2015-16 $'000 Forward estimate 2016-17 $'000 Forward estimate 2017-18 $'000 EXPENSES ADMINISTERED ON BEHALF OF GOVERNMENT Grants 36,856 37,564 37,564 37,564 37,564 Supplier expenses 2,824 2,830 3,517 4,299 5,136 Total expenses administered on behalf of Government 39,680 40,394 41,081 41,863 42,700 Table 3.2.8: Schedule of Budgeted Assets and Liabilities Administered on Behalf of Government (as at 30 June) Estimated actual 2013-14 $'000 Budget estimate 2014-15 $'000 Forward estimate 2015-16 $'000 Forward estimate 2016-17 $'000 Forward estimate 2017-18 $'000 ASSETS ADMINISTERED ON BEHALF OF GOVERNMENT Financial assets Cash and cash equivalents 80 80 80 80 80 Receivables 173 173 173 173 173 Total financial assets 253 253 253 253 253 Total assets administered on behalf of Government 253 253 253 253 253 LIABILITIES ADMINISTERED ON BEHALF OF GOVERNMENT Payables Grants 10,964 10,964 10,964 10,964 10,964 Suppliers 190 190 190 190 190 Loans 146 146 146 146 146 Other Payables 16 16 16 16 16 Total payables 11,316 11,316 11,316 11,316 11,316 Total liabilities administered on behalf of Government 11,316 11,316 11,316 11,316 11,316
Promote the effective use of ionising radiation in medicine Qualitative Indicator 2014-15 Reference Point or Target Introduce and establish DRLs as tools for quality improvement in diagnostic radiology for interventional cardiology and radiology, and nuclear medicine Evidence of increased awareness of the need to optimise radiation dose (for example, quality improvement) by use of the DRL Service Quantitative Key Performance Indicators for Programme 1.1 Ensure radiological and nuclear security and emergency preparedness Quantitative Indicator 2013-14 Revised Budget 2014-15 Budget Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Number of security incidents involving high activity radioactive sources requiring immediate reporting <2 <2 <2 <2 <2 Ensure effective regulation and enforcement activities Quantitative Indicators 2013-14 Revised Budget 2014-15 Budget Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Number of safety incidents involving Commonwealth users of radiation <10 <10 <10 <10 <10 The percentage of inspections at which full compliance is observed N/A >90% >90% >90% >90% Number of holistic safety regulatory interventions which licence holders cooperate with N/A 10 10 10 10
Citation rate (number of citations divided by the number of scientific publications in a given time period) of journal articles resulting from NHMRC funded research >50% >50% >50% >50% >50% Promote the highest ethical standards in health and medical research Quantitative Indicator 2013-14 Revised Budget 2014-15 Budget Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Percentage of researcher and institutional compliance with ethics codes and human embryo licensing conditions 100% 100% 100% 100% 100%
Quantitative Key Performance Indicators for Programme 1.1 Protect against inappropriate health care practice Quantitative Indicators 2013-14 Revised Budget 2014-15 Budget Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Percentage of cases referred to regulatory bodies where a possible threat to life or health of a patient is identified 100% 100% 100% 100% 100% Total PSR actions upheld by the courts after appeal 100% 100% 100% 100% 100%
Date of Contribution Description of Contributed Item(s) or Service Purpose for Which Contribution Was Made Real or Approximate Value of Contribution How Was Value Determined? (i.e., Actual, appraisal, fair market value) Who Made This Value Determination? Was Contribution Obtained With or Supported By State or Federal Funds? (If so, indicate source) Name of Contributing Organization/Agency/Business/Individual: Address of Above Contributor: Phone #: Printed Name of Contributor’s Authorized Signee: Title: Signature of Authorized Signee: Date: APPENDIX M - FINANCIAL MANAGEMENT AND CAPACITY FORM If the applicant is a unit of government responsible for the operation of the museum, complete the attachment as the museum.
No Owner Name Assessor Parcel Number(s) Acreage If parcel(s) owned by Applicant(s), indicate type of ownership For all parcels, indicate *document used to demonstrate ownership and attach a copy of each document-clearly labeled with the this document If parcel(s) not owned by Applicant(s) indicate *document verifying Permission to Develop and maintain and attach Entity to perform O&M # of years O&M to be performed Fee Simple Easement Other (describe) Proof of Ownership (tax bill, grant deed, etc.) O&M Agreement Lease JPA Letter from Owner Other (describe) 1 2 3 4 5 6 7 8 9 10 Comments Total Number of Parcels: ____________________Total Number of Acres: ________________________________________________
Proposal Narrative PART A – Organizational Description Questions PART B - Project Description Questions REVIEW CRITERIA PART A - Organizational Criteria PART B - Project Criteria CCHE Statewide Goals Characteristics of ‘Superior’ Museums WHAT TO SUBMIT Forms, Attachments and Supporting Documents Development Projects Acquisition Projects ADMINISTRATION Grant Process If Awarded Funding Reimbursement Payment Process Site Control and Land Tenure Reporting & Technology Accounting Record Keeping Site Visits Changes to Approved Project State Audit Loss of Funding APPLICATION & FORMS APPENDICES Checklist for What To Submit Application Form Executive Summary Form Resolution Template Certification Letter Requirements Work Plan Chart & Instructions Project Team Chart & Instructions Eligible Costs Cost Estimate & Timeline for Development Projects Cost Estimate & Timeline for Land Acquisitions Match Requirements & Forms In-Kind Contributions Form Financial Management & Capacity Form Land Tenure/Property Data Sheet Permit Approval Status Form Environmental Compliance Willing Seller Letter Sample Sign Guidelines Deed Restrictions Template Disadvantaged Populations Characteristics of ‘Superior’ Museums DEFINITIONS AUTHORIZING LEGISLATION Crocker Art Museum, Sacramento PURPOSE AND AUTHORITY California Cultural and Historical Endowment The California Cultural and Historical Endowment (CCHE) is a state entity tasked with preserving and protecting California’s cultural resources. CCHE was established in 2002 by Assembly Bill 716 (Firebaugh) within the California State Library. In 2013, Governor Jerry Brown signed Assembly Bill 482 (Atkins), which transferred CCHE to the California Natural Resources Agency (Agency), and authorized creation of a specified competitive grant program to support small capital projects in museums. A ten-member Board governs the activities of CCHE. CCHE’s funding came from voter-approved Proposition 40, the California Clean Water, Clean Air, Safe Neighborhood Parks, and Coastal Protection Act of 2002, which included $267.5 million in bond funds for Historical and Cultural Resource Preservation. CCHE’s share ($122 million) was distributed competitively to government entities, non-profit organizations, and Federally Recognized Indian Tribes for the acquisition, restoration, preservation, and interpretation of historical and cultural resources. These property acquisition and construction grants helped preserve the tangible aspects of California’s
That sufficient resource is invested in the operational management of FdSc Computing For a period of stability with curriculum management of FdSc Computing over the foreseeable future To enhance student understanding of terminology used for formative assessment For staff to follow the South Devon College and Plymouth University policies for the timely notification of staff changes For the computing resource in the Energy Centre to be increased To consider mechanisms for increased staff confidence in the delivery of statistics across the science based programmes
Information about significant unobservable inputs (Level 3) in fair value measurements Description and fair value as at 30 June 2015 $000 Valuation technique(s) Unobservable inputs Range of unobservable inputs (weighted average) Relationship of unobservable inputs to fair value Land 26,468 Market approach Selection of land with similar approximate utility $1.34 - $43.16 per m2 ($13.36 per m2) Higher value of similar land increases estimated fair value. Land 4,458 Market approach Application of a cost of construction index to historical cost 1.3% per annum Increases in the costs of construction increases the estimated fair value Buildings 854,452 Depreciated Replacement Cost Consumed economic benefit/ obsolescence of asset 1.3% - 3.8% per year (2.1% per year) Greater consumption of economic benefit or increased obsolescence lowers fair value. Application of a cost of construction index to historical cost 1.3% per annum Increases in the costs of construction increases the the estimated fair value Infrastructure 23,376 Depreciated Replacement Cost Application of a cost of construction index to historical cost 0.2% to 1.3% per year (0.9%) Increases in the costs of construction increases the the estimated fair value Reconciliations of the opening and closing balances are provided in Note 19.
If the RTO is delivering in Apprenticeship/Traineeship mode, the RTO must access the DELTA database at least weekly to identify new individuals that have nominated the RTO as their preferred provider. When an RTO is nominated as the training provider relating to Clause 20.2, the details for the Apprentice or Trainee are lodged by an AAC and registered on the Department’s DELTA database. The RTO must have access to DELTA and should also check it regularly. The RTO must register to use DELTA by completing the Conditions of Use form. Contact the DELTA Database Manager for a copy of the Conditions of Use form: DELTA Database Manager Victorian Registration and Qualifications Authority GPO Box 2317 Melbourne 3001 Phone: 03 9032 1501 Fax: 03 9032 1579 The RTO must use the SVTS for all student statistical data and claims for funding in accordance with the Victorian VET Student Statistical Collection Guidelines and the Skills Victoria Training System: Guide to Claims. Useful websites Approved Training Schemes Australian Apprenticeships Centres Australian Skills Quality Authority (ASQA) Course Accreditation Curriculum Maintenance Managers Guide to Apprenticeships and Traineeships Higher Education and Skills website Standards for Regulators (AQTF and National VET Regulator) Training.gov.au Victorian VET Student Statistical Collection Guidelines Victorian Curriculum and Assessment Authority (VCAA)
Post-doctoral Applicant Signature: _____________________________ Date:____________ Faculty Mentor Signature:_____________________________________ Date:____________
TABLE OF CONTENTS Details Page Overview Aims & Objectives Our Values 3 Scope Communicating the Procedures Feedback Staff Complaints Policy 4 Service Guarantee Training & Resources Compliments Definition of a Complaint 5 How to Lodge a complaint 6 Our Complaint Handling Model Responsiveness 8 Confidentiality Anonymous Complaints 9 Unreasonable Customer Conduct Monitoring & Reporting on Trends 10 Accountability Referral to External Agencies Statutory Obligations to Refer to External Agencies 11 Council’s Statutory Complaint Handling Obligations Complaints under the Code of Conduct Complaints about Privacy Breaches 12 Competitive Neutrality Complaints Council’s Statutory Obligations to Provide Access Requesting access to documents Right to attend Council meetings External Agencies 13 Laws & Standards Related Policies & Procedures Approval Review 14
'participate in and assist' means participating in discussions with other members of the Peer Review Panel, and contributing to the preparation of any report, recommendation, finding or other document to be submitted by the Peer Review Panel to the MMU. The MMU may require that the CEO or other representative sign, as a condition of participation: a confidentiality deed; and a terms of reference document. The RTO agrees and acknowledges that, in addition to its obligations under Clause 13.1 the RTO must ensure that its CEO or other representative does not disclose Confidential Information in relation to the Peer Review Panel to third parties or the RTO's personnel. The Peer Review Panel will submit any report, recommendation, finding or other document to the MMU. For the avoidance of doubt, the MMU is under no obligation of any kind by reason of this VET Funding Contract to adopt, recommend, publish, release or refer any material provided by the Peer Review Panel. COMPLAINTS HANDLING The RTO acknowledges and agrees that it will respond to and co-operate in good faith with any complaints handling mechanism or process established by the Department from time to time, for the purpose of resolving student complaints or other issues in relation to the RTO’s delivery of Training Services. CONFIDENTIALITY AND PRIVACY The RTO must not, without the prior written approval of the Department, disclose (or permit the disclosure of) information regarding this VET Funding Contract (including details of the Funds being provided by the Department in respect of any Eligible Individual) or any Confidential Information of the Department, the Department or the State, except: to the extent required under this VET Funding Contract; to the extent required by Law; to the extent that the information is already in the public domain (other than due to a breach of this VET Funding Contract); to its solicitors, barristers and/or other professional advisors in order to obtain advice in relation to its rights under this VET Funding Contract, the Training Services or the Funds and provided such advisors are under a duty of confidentiality; to the extent necessary for the registration or recording of documents where required; and/or to the extent required in connection with legal proceedings;
The RTO must publish in a prominent place on its website: standard fees for government subsidised training for each course/qualification it offers under the VET Funding Contract. This information must be kept up to date and include the following caveat: ‘The student tuition fees as published are subject to change given individual circumstances at enrolment’; and details of any other fees including but not limited to student services, amenities, goods or materials. The RTO must publish on its website its complaints and appeals process. The RTO must register for, and maintain an up to date profile on the Department’s Skills Gateway or its successor. Victorian Training Guarantee ELIGIBILITY Criteria Eligibility Exclusions An individual is not eligible for government subsidised training under the VET Funding Contract if the individual is: a student enrolled in a school (excluding a School Based Apprentice/Trainee). This includes: any government, non-government, independent or Catholic school; or a student registered for home schooling in Victoria Government schools are responsible for funding these opportunities for VET within the school curriculum through their Student Resource Package (SRP) allocation, including targeted VET in Schools funding. Non-government schools make similar decisions for students on the basis of the resources available to them; or within the meaning of the Corrections Act 1986, a prisoner held at a prison, including but not limited to: Hopkins Correctional Centre (Ararat) Barwon Prison Beechworth Correctional Centre Dame Phyllis Frost Centre Dhurringile Prison Langi Kal Kal Prison Loddon Prison Marngoneet Correctional Centre Tarrengower Prison Metropolitan Remand Centre Melbourne Assessment Prison Fulham Correctional Centre
Tardy 22 Textbooks………………………………………………….......................................................................... 22-23 Tobacco 23 Time for Dropping Courses or Changing Schedules without Penalty………………………………… 23 24 Vehicles and Parking Functions……………………………………………………………………………………….. 24 24 Search of Property and Students……………………………………………………………………………………… 25 Closing 25
MONTWOOD HIGH SCHOOL 12000 Montwood Drive El Paso, TX 79936 (915) 937-2400 (915) 937-2661 (fax) ADMINISTRATION PRINCIPAL EXTENSION ROSA MARIA MIRELES-MENCHACA 72410 ASSISTANT PRINCIPAL DISCIPLINE ASSIGNMENT CRISTINA BENNETT 72407 A-Colomo MONICA BUSTILLOS 72408 Colorado-Hagemoser BRANDON RIOS 72404 Hale-Molina ANTOINETTE HOWARD 72406 Molinar-Rodriguez, E. MARK PARRA 72405 Rodriguez, F.- Z DIANE DUNCAN 72403 A-Z; Attendance, Truancy, LOC COUNSELORS ALPHA ASSIGNMENT MELISSA DIXON 72448 A-Castor ELIZABETH FIGUEROA, Head Counselor 72444 Castorena-Garcia, E. AIDEE SANCHEZ 72446 Garcia, F.- Lopez, M. MONICA FLORES 72445 Lopez, N. – Ortiz, A. GABRIELA SHIMSHOCK 72449 Ortiz, B. - Salcido ANNETTE MONSIVAIS 72443 Saldaña - Z STUDENT ACTIVITIES DIRECTOR DANIELA GONZALEZ & LESLIE LOPEZ 72465 ATHLETIC COORDINATOR CHARLES “CHUCK” VELIZ 72605 NURSE JUDITH PRIEGO 72425 POLICE SERVICES CAMPUS SECURITY Student Resource Officer - Sgt. Vasquez Head Security – Omar Enriquez Student Resource Officer - Officer Perez Security Officer – Michael Hart Security Officer-Efrain Rubio MISSION STATEMENT
BAND Regional Band Stage Band District Band Marching Band Concert Band Various Ensembles N/A BANDFRONT Color Guard Captain Head Majorette Head Flag Co-Captain Majorette Head Rifle Majorettes Drill, Flag & Rifle Teams American Line Banner N/A BASEBALL Pitchers – more than ¼ of Innings Others – more than 2/3 of Innings More than ½ of Innings Pitchers – less than ¼ of Innings More than ¼ of Innings Managers Participants All Season 5 Points Maximum BASKETBALL More than 2/3 of Quarters More than ½ of Quarters More than 1/3 of Quarters More than ¼ of Quarters Manager Participants All Season 5 Points Maximum CHEERLEADING Varsity Squad Members 5 Points Maximum
DIVING Score 1,2,3 in ¾ of Events Entered or 100% Participation in all Meets 3/5 of Events 85% Participation ½ of Events 70% Participation ¼ of Events 50% Participation Manager Participants All Season 5 Points Maximum FIELD HOCKEY More than 2/3 of Halves More than ½ of Halves More than 1/3 of Halves More than ¼ of Halves Manager Participants All Season 5 Points Maximum FOOTBALL More than ½ of Quarters More than 2/5 of Quarters More than 1/3 of Quarters More than ¼ of Quarters Manager Participants All Season 5 Points Maximum GOLF More than 2/3 of Matches More than ½ of Matches More than 1/3 of Matches Must play 2 or more Matches Manager Participants All Season 5 Points Maximum LACROSSE (BOYS) More than 2/3 of Quarters More than ½ of Quarters More than 1/3 of Quarters More than ¼ of Quarters Manager Participants All Season 5 Points Maximum
SPEECH & DEBATE (FORENSICS) 1st, 2nd, 3rd in States Varsity Debate in States States in speech Var Debate 3rd in District Novice Debate District Speech Team 3rd Place Speech through Preliminary Rounds Other Competition Preliminary Round Rounds N/A SWIMMING Score 1,2,3 in ¾ of Events Entered or 100% Participation in 2 Events 3/5 of Events 85% Participation ½ of Events 70% Participation ¼ of Events 50% Participation Participants All Season 5 Points Maximum TENNIS More than 2/3 of Matches More than ½ of Matches More than 1/3 of Matches Must Play 2 or More Matches Manager Participants All Season 5 Points Maximum
Name: Mr. Hanna Grade: 12 Subject: Advanced Animal Science 1st six weeks Environmental Issues – Animal Systems Scientific Procedures & Safety Field Trip: U.S. Meat Animal Research Center 2nd six weeks Beef Cattle, Sheep, Swine & Goat Management Practices Basic Reproduction of Animals Livestock Reproduction Biotechnology: Fetal Programming Advanced Animal Genetics 3rd six weeks External Anatomy of Livestock: Terms & Technology Basic Livestock Nutrition Advanced Livestock Nutrition Common Animal Diseases Parasites of Livestock Intro to Record Keeping Skills for Real World Survival Workplace Issues 4th six weeks Animal Behavior & Welfare Benefits and Responsibilities of Owning Companion Animals Animals in Research Common Diseases of Small Animals 5th six weeks Common Parasites of Small Animals Animal Rights Animal Societies Basic Canine and Feline Anatomy 6th six weeks Basic Avian Anatomy Workplace Issues Jobs, Careers & Education
Contest 10/17 State Fair Of Texas Rabbit Show Fair Park Dallas, TX 10/18/2014 7pm Collin County Junior Livestock Show Gala TBD 10/21/2014 4pm Sheep / Goat Validation Myers Event Center, McKinney, TX 10/24/2014 Deadline to Pay Allen FFA Dues 10/25/2014 7am Krumstock Livestock Show North Texas Fair Grounds Denton, TX 10/25/2014 6pm Allen FFA Trunk Or Treat (community Service) Allen High School Tennis Parking Lot Date Time Name of Event Location 11/4/2014 4pm Allen FFA Meeting AHS Ag Hall (H116) 11/4/2014 6:30pm Livestock & Ag Mechanics Entry Meeting for Major Shows AHS: Cattle,Pigs,Poulry K209 - Rabbits,Sheep,goats,floral H116 - Ag Mechanics H117 11/5/2014 4pm Heifer Validation Myers Event Center, McKinney, TX 11/6/2014 7pm Allen FFA Alumni Meeting (Parents Support Group) AHS H117 11/8/2014 9am Ag Field Day Ag Barn: Elementary 9am-noon Middle School noon-4pm 11/11/2014 5pm District FFA LDE Contest Anna High School Anna, TX 11/15/2014 Deadline to apply for National FFA Scholarship 11/15/2014 8am Allen FFA Craft Show Allen High School Cafeteria 11/22/2014 8am Area FFA LDE contest Sherman High School Sherman, TX 11/30/2014 9am Allen Christmas Parade Allen Downtown 11/24/2014 Pig Validation - I will have a definite date& time later 12/4/2014 7pm Allen FFA Alumni Meeting (Parents Support Group) AHS H117 12/6 - 12/7/14 7am Winter Buckle Show North Texas Fair Grounds Denton, TX 12/9/2014 6pm District FFA Banquet Prosper High School Prosper, TX 12/12/2014 7pm Allen host FFA District Holiday Dance and Food Drive TBD 12/13/2014 noon Allen FFA Local Livestock Show Ag Barn Lucas, TX Jan TBA 7pm Allen FFA Alumni Meeting (Parents Support Group) AHS H117 1/5/2015 4pm Collin County Junior Livestock Show - Display setups Myers Event Center, McKinney, TX 1/6/2015 3pm CCJLS: Rabbit & Chicken Show Myers Event Center, McKinney, TX
Self-Evaluation Form 2014-2015 Allenbrook Elementary Contact Information School: Allenbrook Elementary Courier Number: 308 Address: 1430 Allenbrook Drive Phone Number: 980-343-6004 Charlotte, NC 28208 Fax Number: 980-343-6115 Learning Project LIFT School Website:
Global distribution of ecosystems and biomes Sample Labs and Activities: Primary productivity lab with algae to explore the connection between energy input and dissolved oxygen levels (Supports Big Idea 4; SP 2, 3, 4, 5) Terrestrial ecology lab (field biology: sample collection and documentation) (SP 3, 4, 5) Trashing the Town project: plastics in the environment, biological effects of plastics, and the ethics of the disposable lifestyle (SP 1, 3, 6, 7) (supports Learning Objective 4.21 The student is able to predict consequences of human actions on both local and global ecosystems, Essential Knowledge 4.B.3 Interactions between and within populations influence patterns of species distribution and abundance) Unit 3: Information Transfer and Gene Expression Summary: This section of the course will help students to understand and apply the important concepts of modern molecular biology and genetics. Major topics include the roles of DNA and RNA in the transfer of information, the regulation of gene expression by environmental signals, mechanisms of cellular reproduction, and the principles of genetics. Connects Big Ideas 1, 2, 3, and 4 Example connection: Students will connect Enduring Understanding 3.B (Expression of genetic information involves cellular and molecular mechanisms) to Enduring Understanding 4.C (Naturally occurring diversity among and between components within biological systems affects interactions with the environment) by transforming bacterial cells with new molecular instructions that will only be turned on in the presence of certain environmental signals. Enduring understandings: 1.A Change in the genetic makeup of a population over time is evolution. 2.C Organisms use feedback mechanisms to regulate growth and reproduction and to maintain dynamic homeostasis. 2.E Many biological processes involved in growth, reproduction, and dynamic homeostasis include temporal regulation and coordination. 3.A Heritable information provides for continuity of life. 3.B Expression of genetic information involves cellular and molecular mechanisms. 3.C The processing of genetic information is imperfect and is a source of genetic variation. 3.D Cells communicate by generating, transmitting, and receiving chemical signals.
Miscellaneous Information Honor Court (Concert Choir and Varsity Women’s Choir): An honor court representative will be chosen from Varsity Women’s Choir and Concert Choir to represent the chorus department on the homecoming honor court. Both the male and female representative will be chosen by election. The representatives must have been in the choir they are representing for one year and completed that year in good standing. This person must be a respected member of the choir who upholds the standards of an outstanding choir member at Glenn High School. The male nominee who is runner-up for Concert Choir will escort the Varsity Women’s Choir representative. The representative must be a senior choir member (unless in cases where there are no seniors who meet the criteria). Senior Talent Show and Concert Soloists: Seniors will perform a song of their choice at the senior talent show. No senior can perform at the talent show who has missed more than 10 rehearsals for the year. Soloists for the Fall, Christmas, and Festival concert will be chosen by audition. Students who miss more than three rehearsals per 9-week period will not be allowed to audition. Soloists for ANY event will be chosen from students who have an excellent performance attendance record. Concert Choir Officers: President: Ethan Davis Vice-President: Jonathan Baker Assistant Director: Will Edwards Secretary/Treasurer: Stage Manager: Historian: Head Section Leader: Danielle Schultz Soprano Section Leaders: Jessica Rowlands Devyn Siqueiros Alto Section Leaders: Ciera Dumas Sarena Brown Tenor Section Leaders: Chris Fricault Jason Hong Bass Section Leaders: Brandon DeLapp Taylor Pulliam Varsity Women’s Officers President: Vice President: Secretary/Treasurer: Historian: Soprano One Section Leader: Soprano Two Section Leader: Alto Section Leader:
Family Educational Rights and Privacy Act (FERPA) Notice for Directory Notification The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Breathitt County School District, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s educational records. However, the Breathitt County School District may disclose appropriately designated “directory information” without written consent unless you have advised the District to the contrary in according with District procedures. The primary purpose of directory information is to allow the Breathitt County School District to include this type of information from your child’s educational records in certain school publications. Examples include: Graduation programs; Annual yearbook; Recognition lists; and Sports activity sheets. Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require Local Education Agencies (LEA’s) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with the following student information: names, addresses, and telephone listings. This information will be provided to military recruiters unless parents advise the District they do not want their child’s information disclosed without their prior written consent. If a parent does not want the Breathitt County School District to disclose directory information from their child’s educational record without their prior written consent, the parent must notify the district in writing. If you do not want the Breathitt County School District to disclose directory information from your child’s educational records without your prior consent, you must notify the District in writing within thirty (30) days of the date on the notification letter. The Breathitt County School District has designated the following information as directory information: Student’s name, address, telephone number, school email address, photograph/picture, date and place of birth, major field of study, dates of attendance, grade level, participation in officially recognized activities and sports, weight and height of members of athletic teams, degrees, honors, and awards received, and the most recent educational agency or institution attended.
Unit Sequencing: Arcanum-Butler School District Grade/Content: English 12 Tim DeBrosse Unit: 5. Literature Block Victorian Period 3 Weeks Essential Questions/ Goal Statements: How has the religious, cultural, historical elements effected the subject and purpose of this literary period and genres? How do an authors’ fundamental beliefs impact their writing. How can the study of literature affect the quality of readers’ lives? What were the essential features of Victorian literature Key Terms and Concepts: The elements of literature. Victorianism Assessment Strategies (Formative and Summative): Formative: Students will use The Method or Notice and Focus techniques to understand selected pieces of literature. Summative: Students will read Victorian period of literature from a list of options. Students will write a Definition essay based on the text’s theme. Related Activities and Resources: Hard Times (Dickens) Crossing the Bar (Tennyson) Pied Beauty (Hopkins)Jabberwocky (Carroll) My Last Duchess (Browning) Oliver Twist (Dickens) :Ah, Are You Digging on My Grave” (Hardy) Cross-Curricular Connections: The history of the U.S. begins with the British and so does its literature. The reflection of its literature stems from the period, the culture, the faith, and the sense of humanity. Beyond issues of how history is reflected in the prose and poetry of the day, students can use their analytical skills used to understand the literature of the periods with similar skills used in history, math, and science.
May 1 164 Use the rules of probability to compute probabilities of compound events in a uniform probability model. S.CP.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. S.CP.6 Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. Various problem sets and handouts will be used as needed from Stats Modeling the World book chapter 15 Formative Assessment 4 5 6 7 8 Use the rules of probability to compute probabilities of compound events in a uniform probability model. S.CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. S.CP.8 (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. S.CP.9 (+) Use permutations and combinations to compute probabilities of compound events and solve problems. S.MD.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). S.MD.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). Various problem sets and handouts will be used as needed from Stats Modeling the World book chapter 15 Quiz Various problem sets and handouts will be used as needed from Stats Modeling the World book chapter 15 Test 12 12 13 X X Semester Exams
Project Schedule (See rental chart No. 12 for estimated cost.) Phase Type Description Dates Estimated Cost 1 PRE-PRODUCTION Brainstorming Research Initial interviews project consultants networking advertising order forms 2 PRODUCTION Equipment rentals, tape and film stock See equipment list for rental figures misc. supplies Director salaries, crew salaries 3 POST PRODUCTION Digital and video editing music rights titles and visual effects
Bachelor of Science in Public Health The Public Health major has specific general education (GE) requirements. Students should complete the GE requirements listed in the Public Health major section of the NU catalog instead of the university CSUGE or IGETC pattern. E PSY 100 Introduction to Psychology PSYC 101 E SOC 100 Principles of Sociology [+] SOC101 F BIO 201 BIO 201A Human Anatomy & PhysiolI Human Anatomy & Physiol Lab I (1.5 quarter units) BIOL 190 F BIO 201 Human Anatomy & PhysiolI BIOL 260 and BIOL 261 F BIO 201A Human Anatomy & Physiol Lab I (1.5 quarter units) F BIO 202 Human Anatomy & Physiol II F BIO 202A Human Anatomy & Physiol Lab II (1.5 quarter units) F BIO 203 BIO 203A Introductory Microbiology Introductory Microbiology Lab (1.5 quarter units) BIOL 265 G COH 100 Personal Health NONE Bachelor of Science in Radiation Therapy ***Please see major requirement and information in Cat 78. Preparation for the Major: * May be used to meet a General Education requirement B MTH 215* College Algebra & Trigonometry MATH 244 B BST 322* Intro to Biomedical Statistics NONE BIO 161* General Biology I BIOL 211 F BIO 201* BIO 201A* Human Anatomy & Physiol I Human Anatomy & Physiol Lab I (1.5 quarter units) BIOL 190 F BIO 201* BIO 201A* Human Anatomy & Physiol I Human Anatomy & Physiol Lab I (1.5 quarter units) BIOL 260 and BIOL 261 F BIO 202* BIO 202A* Human Anatomy & Physiol II Human Anatomy & Physiol Lab II (1.5 quarter units) F BIO 203* BIO 203A* Introductory Microbiology Introductory Microbiology Lab (1.5 quarter units) BIOL 265 --- or F PHS 181 or PHS 171* Physics for Non-Sci Majors I or General Physics 1 NONE or PHYS 270 --- or F PHS 182 or PHS 172* Physics for Non-Sci Majors II or General Physics 2 NONE or PHYS 272 ---- RTT 201 Introduction to Radiation Therapy (2.25 quarter units) NONE
Vernon Area School District. With this educational opportunity also comes responsibility. An Internet Access User policy and Ethics Code has been established in accordance with the Westmoreland Intermediate Unit's commitment to "appropriate educational use." Accordingly, the Belle Vernon Area School District requires all Internet users to agree to the Belle Vernon Area School District User Policy for Internet Access. It is the responsibility of your child to comply with this policy and code. Failure to do so can result in the suspension of your child's Internet access privileges and possible prosecution under State and Federal law for applicable violations. All students will be given a computer login ID and password. It is forbidden to use another student’s login ID or to let anyone use yours. Each student will be held accountable for any infractions occurring with their assigned login ID and password. To be read and signed by parents or guardians of students who are under 18: As the parent or legal guardian of the above student, I have read, understand and agree that my child or ward shall comply with the terms of the School District’s Acceptable Use and Internet Policy for the student’s access to the School District’s computer network and the Internet. Further, I accept full responsibility for supervision of my child’s or ward’s use of his or her access account if and when such access is not in the School setting. I hereby give permission for my child or ward to use the building-approved account to access the School District computer network and the Internet. ___________ ______________________________ Date Signature of Parent/Guardian AGENDA BOOK All students will be issued an agenda book. Pages are not to be torn out of the student’s agenda book. In this planner will be a copy of the student handbook, calendars for students to organize assignments. Also included in the agenda will be an area for student hall passes. At the end of each grading period, student completion of the agenda book will be assessed. If the agenda book is lost or misplaced, students may purchase a new book for the fee of $10.00 from the office. No child will be excused from class without an agenda book. DISCLAIMER POLICY:
4 ________________________________ ______ 5 ________________________________ ______ All signatures must be on this page — written notes will not be accepted. Bell Schedule 7:00-7:50 Breakfast 7:00-7:50 Breakfast 7:00-7:50 Breakfast 7:00-7:50 Breakfast Tardy bell 7:55 7:55-8:08 Island 7:55-8:08 Island 7:55-8:08 Island 7:55-8:08 Island Period 8:12-8:54 8:12-8:54 8:12-8:54 8:12-8:54 Period 1 8:58-9:40 8:58-9:40 8:58-9:40 8:58-9:40 Period 2 9:44-10:26 9:44-10:26 9:44-10:26 9:44-10:26 Period 3 10:26-10:56 L4 10:30-11:12 10:30-11:12 10:30-11:12 Period 11:00-11:42 11:12-11:42 L6 11:16-11:58 11:16-11:58 Period 11:46-12:28 11:46-12:28 11:58-12:28 L8 12:02-12:44 Period 12:32-1:14 12:32-1:14 12:32-1:14 12:44-1:14 L10 Period 1:18-2:00 1:18-2:00 1:18-2:00 1:18-2:00 Period 11 2:04-2:46 2:04-2:46 2:04-2:46 2:04-2:46 Period 12 2:50-2:55 2:50-2:55 2:50-2:55 2:50-2:55 Homeroom
Society Location Religion Economics Government Contributions/Legacy (include writing) Sumerians Southern Mesopotamia; floods, heavy rains, scorching winds, humidity, fertile soil Polytheism Farmers, merchants, artisans, taxes, traders Kings, priests, dynasty, theocracy Babylonians Mesopotamia on the Euphrates Polytheism Farmers, merchants, taxes, traders Kings, priests, Hammurabi’s Code Akkadians Mesopotamia Polytheism Farmers, merchants, traders, taxes Kings, queens, theocracy, dynasty, military rule Assyrians Mesopotamia on the Tigris Polytheism Farmers, artisans, metal workers, warriors Pharaohs Hittites Anatolia; Asia Minor; Modern day Turkey Polytheism Metal workers, traders, warriors Kings Egyptians Egypt on the Nile river Polytheism Farmers, traders, taxes, artisans, metal workers Pharaohs, theocracy Mummification, papyrus, pyramids, hieroglyphics Hebrews Canaan Monotheism Farmers, herders, traders Kings Phoenicians Modern day Lebanon Polytheism Seafarers, ship builders, taxes, traders Kings Minoans Crete Polytheism Traders, exporters, artisans Kings Pottery, swords, figurines, sports, female-led religious ceremonies Persians Empire between Egypt and India (Persian Empire) Polytheism and monotheism with Zoroastrianism Farmers, traders kings
Texas 20092 Air Force Junior ROTC Kingwood, Student Academic Course Outline SY 2014/2015 Instructors: JOHNNY NAIL, Major, USAF (retired) Senior Aerospace Science Instructor SCOTT NEWBERRY, MSgt, USAF (retired) Aerospace Science Instructor Student’s Name Printed ________________________ Parents Printed Name _________________ Date Provided: __________________ Parent’s signature_____________________
Standard: L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a, Use interrogative relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g. I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag) e. Form and use prepositional phrases. Essential Skills/Concepts Teaching Notes/Strategies Resources In writing and speaking use correctly: Interrogative relative pronouns relative adverbs progressive verb tenses modal auxiliaries order of adjectives in a sentence prepositional phrases Board Language PDIM on each skill Anchor charts Living Charts Partner practice using interrogative relative pronouns Parts of Speech chart Systematic ELD Binder lessons on these standards Internet resources of practice pages
Develop and use grade-appropriate academic words Develop and use grade-appropriate domain-specific words basic to 4th grade topics such as California History, Electricity, etc. Develop and use precise language to describe actions, emotions, or states of being (e.g., quizzed, whined, stammered) Monitor/clarify when reading text with domain-specific language to determine meaning Writing process (revise) to use more precise language Use a thesaurus to develop more precise language Living Charts of academic words Living Charts of domain-specific words Living Charts of synonyms with more precise verbs, etc. (e.g., walked vs. sprinted) Smart Books with Vocab tab Non-fiction textbooks to acquire domain-specific language Thesaurus to look up more precise words when writing (See companion standards of RL 4.4 and RI 4.4)
Standard:_RF 4.3 _Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Essential Skills/Concepts Teaching Notes/Strategies Resources Decode grade level, multisyllabic words in and out of context by using knowledge of: Letter-sound correspondence Syllable patterns Morphology (roots, affixes, etc) Strategy for attacking words when decoding Smart Books with tabs for: syllabication patterns morphology Oral practice of PUSD High Frequency Word List through Grade 4 (Power point) Anchor charts of morphology Fluency tests for passages/lists of words Leveled readers Board Language Strategies for decoding words with an anchor chart PUSD High Frequency Word List Word Lists in Treasures Teacher Resource Book Instructional Handbook (Treasures) with instructional routines to teach syllabication, etc. 1-2-3 grade teachers for strategies to teach below-level students
Prerequisites: Citing evidence Support Making inferences Fact/Opinion Skills: -Format of argumentative speaking (proposition/support): Speaker makes a claim Supports with evidence Explains with reasons -Connect to argumentative writing Define: Reasons Evidence Support Speaker’s message/claim Jot dots Anchor charts with steps Smart books Thinking maps Speeches (opinion/argumentative) Digital resources such as videos of editorials from the news Persuasive essays Standard:_SL 4.4 Reports on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Plan and deliver a narrative presentation that relates ideas, observation, or recollections; provides a clear context, and includes clear insight into why the event or experience is memorable Essential Skills/Concepts Teaching Notes/Strategies Resources
school and student data. There is some evidence of implementation of the professional learning. There is clear evidence of implementation of the professional learning resulting from these opportunities. A Smith-Thomas: Writing for Real Meaning (Middle School Conference Session) To what extent do teachers participate in writing content-specific professional development selected based on school, student and teacher data analysis? Writing teachers are members of professional learning communities but are minimally active participants. Writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement. Writing teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement and share this information school wide. BCMS CSIP A Smith-Thomas: Writing for Real Meaning (Middle School Conference Session) Close Reading PD Literacy Coaching Strategies Training (GRREC) Modeling by Teachers – Close Reading, Literacy Strategies PLC – Minutes (lit issues) To what extent do writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? Writing teachers are members of professional organizations. Writing teachers are leaders in professional organizations and the school. Writing teachers are leaders in professional organizations, the school and the community. LA PLC Meeting – Minutes To what extent are teachers writing leaders and communicators in the school and professional organizations? Writing teachers have limited contact with external partners. Writing teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on writing. Writing teachers are provided with time in the school schedule, a stipend and/or professional development credit for collaboration with community, business, and postsecondary partners through advisory committees, work exchange programs, and/or community groups.
To what extent does the principal initiate and participate in professional learning related to the school’s writing program? The principal communicates with parents about the writing program. The principal communicates with parents and the community frequently about the writing program. A variety of sources, including technology and media resources, are regularly used to communicate current information about writing programs with parents and community. BCMS CSIP Writing Program/Plan To what extent does the principal communicate with parents and the community about the writing program?