zilongwang/ReadingBank huggingface dataset:
00650 Psychoanalysts who do not treat physical ailments, do not perform electro-convulsive procedures and whose use of medication is minimal in order to support the analytic treatment and is never the primary or sole form of treatment shall be eligible for this classification. Except, practitioners of this medical specialty are ineligible for this classification if 25% or more of their patients receive medication. 00621 Rehabilitation/Physiatry – No Surgery 00645 Rheumatology – No Surgery 00681 Rhinology – No Surgery 00623 Urology – No Surgery 00699 Physicians Not Otherwise Classified – No Surgery () CLASS 007 Physicians - No Surgery This classification generally applies to specialists hereafter listed who do not perform obstetrical procedures or surgery (other than incision of boils and superficial abscesses or suturing of skin and superficial fascia), who do not assist in surgical procedures, and who do not perform any of the procedures determined to be extra-hazardous by the Association. JUA Codes Specialty Description 00737 Endocrinology – No Surgery 00758 Hematology/Oncology – No Surgery 00786 Neoplastic Diseases – No Surgery 00741 Nephrology – No Surgery 00743 Oncology – No Surgery 00715 Pathology – No Surgery 00799 Physicians Not Otherwise Classified – No Surgery () CLASS 010 Physicians - No Surgery This classification generally applies to specialists hereafter listed who do not perform obstetrical procedures or surgery (other than incision of boils and superficial abscesses or suturing of skin and superficial fascia), who do not assist in surgical procedures, and who do not perform any of the procedures determined to be extra-hazardous by the Association. JUA Codes Specialty Description 01035 Bariatrics – No Surgery 01004 Dermatology – Excluding Major Surgery 01007 Gynecology – No Surgery 01067 Pediatrics – No Surgery 01098 Physicians – Practice limited to Hair Transplants (Plug or Flap Technique or Mini Grafts) 01089 Psychosomatic Medicine 01020 Public Health – No Surgery 01059 Radiation Oncology excluding Deep Radiation – No Surgery 01088 Reproductive Endocrinology – No Surgery – No Obstetrical Delivery 01005 Sports Medicine – No Surgery 01099 Physicians Not Otherwise Classified – No Surgery ()
Healthy Lunchbox Challenge Circle the foods you would like to have in your school lunch box Breads Baguette Crackers Focaccia Pita bread Pizza bread Rice cakes Rolls Sandwich bread Tortillas/wraps Spreads Hommus Honey Jam Vegemite Sauce Mayonnaise Pesto Snacks Dried fruit Popcorn Yoghurt Rice crackers Soya crisps Dip and crackers Other grains Pasta Rice Couscous Quinoa Protein Egg Chicken Tuna Tofu Ham Beef Vegetables Asparagus Carrots Lettuce Avocado Cucumber Tomato (fruit) Sprouts Capsicum Broccoli Celery Eggplant Green beans Mushrooms Snow peas Spinach Zucchini Fruits Apples Apricots Pears Bananas Blueberries Cherries Cranberries Dates Figs Mango Pawpaw Pears Prunes Raisins Grapefruit Grapes Kiwifruit Melon Nectarines Oranges Mandarins Peaches Pineapple Plums Raspberries Strawberry
Write in the table the foods that you would like in your lunchbox, whether you could make or do this part yourself, and how it could be brought to school with the least amount of packaging Food Type How could I help How to take it to school EG. Salad wrap – cheese, lettuce, carrots, cucumber, sprouts, avocado EG. Get ingredients out Grate the carrots EG. In a reused takeaway container Compare these three lunchbox snacks, then add your own favourites. (we’ve filled in some of the blanks for the first 3 examples- you can fill in the gaps!) Type of food Time taken to prepare Type of packaging Materials leftover What you can do with leftovers APPLE core compost YOHGURT CHIPS plastic bag Develop a ranking system to decide which foods are healthiest for you and the environment, and share this with your class and parents through newsletters or assembly presentations.
Government Printing Office cont… Financial Position at year end 2012 2011 $’000 $’000 Cash and cash equivalents 2,276 2,842 Receivables and other current assets 812 1,177 Less current liabilities (832) (1,049) Working capital 2,256 2,970 Add non-current assets 949 318 Less non-current liabilities (153) (162) Net assets 3,052 3,126 Represented by: Accumulated funds 2,679 2,753 Capital 373 373 Equity 3,052 3,126
Northern Territory Legal Aid Commission cont… Financial Performance for the year 2012 2011 $’000 $’000 Revenue Grants – Northern Territory Government 5,065 3,954 Grants – Commonwealth 4,511 4,510 Grants – other 788 210 Rendering of Service services 348 181 Other 168 179 Total income 10,880 9,034 Expenditure Administration (1,390) (1,305) Employee expenses (6,744) (5,558) Legal (2,513) (1,705) Depreciation and amortisation (169) (210) Other (1,114) (1,023) Total expenditure (11,930) (9,801) Surplus/(deficit) (1,050) (767) Net gain on revaluation of non-current assets 275 - Total comprehensive surplus/(deficit) (775) (767)
Day in the Life of the Hudson River 10/10/13 Data (Salt Front RM 69.3) Gerritsen Creek, Jamaica Bay, NY Ranger Ricardo Amarocho, Salt Marsh Nature Center Sydra Mallery, Brooklyn School of Inquiry 61 students, 2nd graders and 20 adult helpers Location: Gerritsen Creek Salt Marsh, Jamaica Bay, Brooklyn, NY Area: Beach area along the salt marsh Surrounding Land Use: Residential, recreational Sampling Site: Beach along salt marsh River Bottom: Sandy Plants in area: Phragmites, Spartina, Goldenrod ITEM Time Reading 1 Reading 2 Comments Physical Air Temperature Wind Speed Cloud Cover Cloud Weather today Overcast cool Water Condition Water Temperature 10:35 AM 11:20 AM 12:10 PM 14C 14C 18C Turbidity Long site tube 10:35 AM 11:20 AM 12:10 PM 17 NTU 13 NTU 10 NTU 39 cm 47 cm 54 cm Average 47 cm Chlorphyll Chemical DO - LaMotte Estuary wide Marine kit 10:35 AM 11:20 AM 12:10 PM 4 mg/L 4 mg/L 4 mg/L 14C 14C 18C 35% sat. 35% sat. 40% sat. pH 10:35 AM 11:20 AM 12:10 PM 7 7 7 Salinity – coralife hydrometer 10:35 AM 11:20 AM 12:10 PM 25 ppt 25 ppt 26 ppt Fish Catch Total Fish 3 seines 2 Atlantic Silverside Diversity 3 Totals 29 20 Comb Jellies Ctenophores
13 Overview of the industrial unrest in 1900–25. To identify the main the reasons for, and significance of, the industrial unrest in both before and after the First World War. To interpret historical sources. To have a knowledge of Black and Red Friday. To understand the purpose of representations. Students are introduced to the serious nature of the unrest in by considering a source showing tanks in the streets of in 1919. Students draw a timeline listing a brief description of the main industrial action taken 1910–13. Some years will have more than one event. They then add reasons why this industrial action was largely unsuccessful. Students consider a ‘fat cat’ poster from a trade union newspaper and consider its purpose. Students write an answer to the following question: Why was Red Friday more successful for the miners than Black Friday? Pages 64–67 in the Pearson Edexcel GCSE Modern World History Unit 3A Student Book provide useful information and guidance. Week Content coverage/ key questions Learning outcomes Exemplar activities Exemplar resources 14 Overview of the General Strike. To identify: the causes, outbreak, course, end and consequences of the strike and the reasons for its failure. To understand reliability. Students put the events of the General Strike into a flow diagram. Students study a poem published in a trade union newspaper and list reasons for joining the strike. They also look at an account by a volunteer to compare his experience with that of a striker. Students consider the reliability of a cartoon on the impact of the strike. Students use their flow diagram to identify reasons why the strike failed. Pages 68–71 in the Pearson Edexcel GCSE Modern World History Unit 3A Student Book provide useful information and guidance. Other useful information can be found at: www.spartacus.schoolnet.co.uk/TUgeneral.htm and www.unionhistory.info/generalstrike/index.php and www.nationalarchives.gov.uk/ and 15 Overview revision of whole topic. To gain an overview of the period 1903–28 to ensure a full knowledge of the main facts and events. To ensure a full grasp of the different source skill types. Students re-study the introduction section at the beginning of the Pearson Edexcel GCSE Modern World History Unit 3A Student Book. They then read pages 74-76 before undertaking the practice test on pages 77-80. The Pearson Edexcel GCSE Modern World History Unit 3A Student Book, pages 74–80.
AMERICAN BAR ASSOCIATION ADOPTED BY THE HOUSE OF DELEGATES FEBRUARY 11, 2013 RESOLUTION RESOLVED, That the American Bar Association supports efforts to increase disclosure of political and campaign spending and urges Congress to require organizations that are not already required to do so by current law as interpreted and applied by the Federal Election Commission to disclose (a) the source of funds used for making electioneering communications and independent expenditures as defined in federal campaign finance law, subject to such reasonable threshold limits as may be necessary to avoid infringing on any implicated Constitutional interests such as the right of free association, and (b) the amounts spent for such communications and expenditures, in public disclosure reports filed with the Federal Election Commission according to requirements under the Federal Election Campaign Act and regulations thereunder that are applied consistently without respect to the nature of the entity making the communication.
20-23 Buck Brannaman Clinic @ Garrison Arena, Clemson, SC Contact: Dottie Davis 828-891-4372. 20-22 Paul Belasic Clinic @ Blue Moon Farm Contact: Sophie Clifton 21 Hope for Horses Benefit "Run for the Horses" Endurance Ride Contact: 21 Horse Country Farm Tours Contact: 21-22 TRHC Horse Trial @ FENCE Contact: Laura Weicker 828-863-0480 27 David Lichman Lecture / Demo Contact: 28-29 CCC Show @ Harmon Field Contact: Price Story 28-29 Friesian Kuering @ FENCE Contact: 28-29 David Lichman "Advancing Horsemanship Clinic" Contact: 28-29 CCC Pleasure Driving Show@ Windridge Farm Contact: 29 Hunter Pace @ Biltmore Contact: : October 3 Rutherford Outdoor Coalition-Eq Div Mtg. Contact: 4-5 Greenville Foothills Pony Club Garage Sale @ Riverbend Eq Center, Greenville, SC Contact: Carolyn Culbertson 5-6 Harmon Classics Country Classic @ Stoney Knoll Farm Contact: Lewis Pack 828-894-2721 12 FRC Dressage & Stadium Show @ Harmon Field Contact: Margo Savage 828-863-4924 12-13 PSJ Oktoberfet Horse Show @ FENCE Contact: 803-649-3505 19 Horse Country Farm Tours
(2.6) Table of Potential Lead Hazards and Possible Control Options The following table lists potential lead-based paint hazards identified at the time of inspection. These potential hazards could become lead-paint hazards over time and additional hazards could develop with changing conditions such as from a renovation activity. A control option is provided for each potential lead hazard. Lead safe work practices must be used if any of these surfaces are disturbed. Location Component Abatement Option Interim Control Option NOTE – All contractors performing abatement activities are required to be certified by the State of Michigan, ask to see their certification NOTE – Most interim control activities require an EPA certified renovator, ask to see their certification
___________________________________________________________________________ Date: _______ Signature of Shop Manager/PI: ______________________
Task 4 (D1) Prepare a report discussing disaster recovery options. It should be at least two sides of A4 in length and make recommendations to the company of suitable options for their recovery plan. Hint: The company must be able to use your plan to recover from a potential disaster. You do not need to describe the disaster in detail; you must describe the recovery! You should investigate the following issues: Back-up systems (What schedules would you set, where would you back-up to etc) Whole system replacement (Is this a requirement for this company, what are the implications?) Tiers of recovery (Describe the different tiers and recommend which tier this company should be operating at).
2013 Army JROTC Leadership Groups Courage Christian Brothers Academy (Albany, NY) A.C. Flora High School (Columbia, SC) Forbush High School (East Bend, NC) Douglas County High School (Douglasville, GA) Florence High School (Florence, MS) Duty Dr. R.E. McNair Academic High School (Jersey City, NJ) Mount Tabor High School (Winston-Salem, NC) Parkdale High School (Riverdale, MD) West Johnston High School (Benson, NC) Wayne Memorial High School (Wayne, MI) Honor Francis Lewis High School (Fresh Meadows, NY) Paul M. Dorman High School (Roebuck, SC) Rockledge High School (Rockledge, FL) Roswell High School (Roswell, GA) Southeast High School (Bradenton, FL) Integrity Gulf Coast High School (Naples, FL) Ida S. Baker High School (Cape Coral, FL) Murrah High School (Jackson, MS) Concordia Lutheran High School (Fort Wayne, IN) Shelby Valley High School (Pikeville, KY) Loyalty Randleman High School (Randleman, NC) Strawberry Crest High School (Dover, FL) Union County High School (Union, SC) Red Bank High School (Chattanooga, TN) Oakland High School (Murfreesboro, TN) Respect Joliet Central High School (Joliet, IL) Omaha South High School (Omaha, NE) Mustang High School (Mustang, OK) Livingston High School (Livingston, TX) Betty H. Fairfax High School (Laveen, AZ) MacArthur Nixa High School (Nixa, MO) JH Reagan High School (Houston, TX) Claudia Taylor Johnson High School (San Antonio, TX) Lonoke High School (Lonoke, AR) Riverdale High School (Murfreesboro, TN) Marshall James Monroe High School (North Hills, CA) Lowell High School (San Francisco, CA) Waimea High School (Waimea, HI) Western High School (Anaheim, CA) Sam Rayburn High School (Pasadena, TX)
Section 1 Substance use Section 2 Social situation/behaviour Section 3 General & psychological health U12 12+ Drug Type U12 12+ Living situation U12 12+ General Health 5 2 Alcohol 5 2 Problems with housing, insecure or inadequate 4 3 Frequent reports of health problems 8 4 Amphetamine 6 3 Cannabis 4 4 Looked after by LA 2 1 Difficulty sleeping 5 Cocaine 6 Homeless 6 5 Chronic fatigue 5 Crack 6 5 Severe sleep problems 8 4 Ecstasy U12 12+ Adult Support 8 5 Neglect/self neglect 5 Heroin 3 2 Conflict at home 8 Extreme weight loss 8 4 LSD 7 4 Has no supportive relationships with adults 9 Blackouts and/or memory loss 7 4 Magic Mushrooms 8 5 Solvents/gas etc. 9 6 Witnesses or has known abusive relationships 10 Pregnant 7 4 Ketamine 10 Fitting 6 2 Others (please list) 10 Accidental/planned overdose U12 12+ Sexual behaviour U12 12+ Contact with other users 6 2 Inappropriate/unsafe sexual behaviour 9 7 Lone use U12 12+ General Health 6 1 Some friends who use drugs/alcohol, some who don't 6 Abusive sexual 6 2 Low self‐esteem 4 2 Inability to concentrate 8 Commercial sexual relationships 3 2 Insecure sens eof identity 8 4 All friends use drugs/alcohol 4 3 Negative or low aspiration 8 4 Eating disorder/marked changes in eating patterns U12 12+ Smoking U12 12+ Criminal Involvement 5 2 Tobacco 6 2 At risk of involvement with the criminal justice system 8 8 Frequent bouts of unhappiness/depression U12 12+ Injecting 8 4 Involved with criminal justice system 3 3 Memory loss 8 Currently/recently injecting 8 8 Self‐harm 8 8 Severe anxiety/panic attacks U12 12+ Intoxication U12 12+ Education/employment Suicide attempts 4 Use with loss of 4 2 Truanting and/or erratic attendance Severe paranoia Hallucinations (when not intoxicated) U12 12+ Frequency 4 2 At risk of exclusion 5 1 Occasional drug/alcohol use 6 4 Excluded/unemployed 8 3 Regular drug/alcohol use 5 Daily use U12 12+ Family substance use 4 4 Known drug/alcohol misuse among close family/carers 8 8 Signficantly affected bu someone else's drug/alcohol misuse Total: Section 1 Total: Section 2 Total: Section 3
Substance Abuse Evaluations- 10th Judicial District- Johnson County District Court - 1st Q 2017 Agency Location Choices Alcohol and Drug Assessments, Education and Counseling Main Office: 405 S. Clairborne Rd., Suite 4 Olathe, KS 66062 *Additional Santa Fe Trail, Ste 112, Lenexa, KS 66215 & 8645 College Blvd#270, Overland Park, KS 66210 Phone 913-390-0100 Fax 913-390-6161 Jeanna Allen Please specify if your evaluation is for Johnson County District Court, and whether for adult or juvenile services. *Sunday appointments available AS OF 1/1/17, ALL APPTS REQUIRE A $35 DEPOSIT WHEN SCHEDULING; WHICH WILL BE APPLIED TOWARDS THE PRICE OF THE EVALUTION. HOWEVER, IT IS NON-REFUNDABLE IF THE DEF FAILS TO SHOW FOR THE SCHEDULED APPT. PLEASE CONTACT THE EVALUATOR DIRECTLY FOR MORE SPECIFIC INFORMATION REGARDING THIS REQUIREMENT. Clinical Associates, P.A. 8629 Bluejacket, Suite #100, Lenexa, KS 66214 *Additional site-108 E Poplar, Olathe, KS 66061 *Self pay only Phone 913-677-3553 Fax 913-677-3282 Bruce Cappo, PhD., ABPP & multiple providers Ask receptionist to schedule a Johnson County substance abuse evaluation For more info: *Please contact each agency for provisions on scholarships, sliding scales and insurance.
Obtain a DFPS signature on Form 2057 attesting to the delivery of service. Submit a completed, signed Form 2057 with its associated monthly billing invoice. Attendance The Contractor must ensure and require all requested or subpoenaed parties to attend depositions and court appearances at the times requested by DFPS. Court Related Documentation The following information must be maintained in the client file: A copy of the completed Court Related Services Case Note, Form 2057; and Subpoena, if applicable. Case Specific Diagnostic Consultation DFPS purchases diagnostic consultation services to obtain professional recommendations and opinions about a specific client. Diagnostic Consultation is participation in a formal meeting or staffing, initiated by DFPS, to discuss a specific case. Informal telephone conversations and meetings are not billable. Preparation The Contractor and its representatives must ensure that they are prepared to discuss relevant information at the case specific diagnostic consultation. Attendance The Contractor is required and must ensure the service Providers are available as requested by DFPS to provide case specific diagnostic consultation services, including attendance at case staffing. Documentation Case specific diagnostic consultation documentation includes but is not limited to the following information: A case note dated (month/day/year) and signed by the performing provider to the appropriate and specific file is required and must include: Name of client; Date; start and end time of consultation; Location of consultation; Purpose of diagnostic consultation; Brief summary of case information shared at consultation: and Summary of any recommendations made by LCDC. Develop, Manage, and Maintain Quality Quality Services Delivered to DFPS The Contractor is responsible for implementing and maintaining quality assurance to ensure the services satisfy the requirements of this contract and clients benefit from services provided. Timely Product Delivered to DFPS Contractor must manage referrals to ensure timeframes and quality expectations can be met.
(AMHC) health insurances Astor Gillis, LADC 667-2730 Ellsworth -Individual Counseling Accepts Mainecare, Anthem and SOME major health insurances, offers sliding fee scale Community Health and Counseling Services (CHCS) 667-2061 667-5357 Ellsworth & Bangor -Individual Counseling -Group Counseling -Medication Assisted Treatment (Suboxone) Mainecare primarily, as well as SOME health insurances Dan Gasper, LADC (Harrington Family Health Center) 483-4502 Harrington -Individual Counseling Accepts all insurances Discovery House 947-6800 Bangor -Individual Counseling -Group Counseling -Medication Assisted Treatment (including Methadone, Suboxone) Accepts MOST major insurances Eleanor Pancoe, LCSW, CADC 288-1171 Bar Harbor -Individual Counseling Accepts Anthem, Aetna, Mainecare and Medicare Holly Duesenberry 808-7281 Ellsworth -Individual Counseling Accepts MOST major health insurances Irene LCSW, LADC 460-6605 Northeast Harbor -Individual Counseling Accepts MOST major health insurances
Irene Laney, LADC, MSWCC 667-3100 Ellsworth -Individual Counseling Accepts Mainecare and most major insurances Kip Young, LADC 664-1500 Ellsworth -Individual Counseling -Group Counseling Accepts BCBS, MaineCare, Cigna, and Maine Community Health Alliance. Laurie LaViolette, LCSW, CCS 667-9101 Ellsworth -Individual Counseling Accepts Medicare, Mainecare and MOST major health insurance companies Maryann Ogunowksi, LADC, RN 667-7050 Ellsworth -Individual Counseling -Group Counseling Accepts most insurances Mount Desert Island Hospital Behavioral Health Center 288-8604 Bar Harbor -Individual Counseling -Group Counseling Accepts all insurances Open Door 667-3210 Ellsworth -IOP -Individual Counseling -Group Counseling -Medication Management Accepts Mainecare, Medicare and MOST major health insurances Penobscot County Metro Treatment Center 973-0400 Bangor -Individual Counseling -Medication Assisted Treatment (including Methadone) Sarah White 266-6607 Hulls Cove, Bar Harbor -Individual Counseling Accepts Mainecare, in process to accept private insurances
Itemized Expense Detail Itemized receipts are required. *Payee Types: E, D, C and/or CC (see page 1) Date Vendor Expense Type (select from list below) Amount (or Quote) * Payee Type Fund Source Name (select from list below) Cost Center or Project Total cost of the event All expenses for a single event should be entered on one form. Business Meeting or Entertainment Expense Types: Allowable Fund Sources: Business Meeting “3…” – Designated Tuition funds Conference, Workshop, or Seminar “4…” – Auxiliary Enterprises funds Employee Recognition (Do NOT use for employee gifts) “5…” – Sponsored Programs (“grant”) funds Employee Team Building “5…” – Restricted Gifts funds Event Decorations, Invitations, Holiday Cards “9…” – Agency funds Event funded from outside funds (Ex: attendee registration payments) Official Occasion / Entertainment Event Official Occasion / Student Event *21 Cost Center State Appropriated funds may NOT be used for Flowers – Individual, Memorial, Event Business meeting or entertainment expenses. The Substantiation Form must be attached to Expense Reports and Vouchers. All expenses for a single event should be entered on one form. Revised 8-2017 2
School Arrival Time Time for Students Time for Students Dismissal Time East Elementary School 901 East Harrison Street Dillon, SC 29536 (843) 774-1222 7:45 AM 8:00 AM 2:30 PM 3:15 PM South Elementary School 900 Patriot Street. Dillon, SC 29536 (843) 774-1210 7:45 AM 8:00 AM 2:30 PM 3:15 PM Stewart Heights Elementary School 1001 West Calhoun Street Dillon, SC 29536 (843) 774-1219 7:45 AM 8:00 AM 2:30 PM 3:15 PM Gordon Elementary School 926 Perry Avenue Dillon, SC 29536 (843) 774-1227 7:45 AM 8:00 AM 2:35 PM 3:15 PM Dillon Middle School 1803 Joan Drive Dillon, SC 29536 (843) 774-1212 7:45 AM 7:50 AM 2:55 PM 3:30 PM Dillon High School 1730 Highway 301 North Dillon, SC 29536 (843) 774-1230 7:45 AM 7:50 AM 3:15 PM 3:30 PM Lake View Elementary School 1311 Scott Street Lake View, SC 29563 (843) 759-3003 7:45 AM 8:00 AM 2:55 PM 3:15 PM 3:15 PM Lake View High School 401 East 3rd Avenue Lake View, SC 29563 (843) 759-3009 7:45 AM 8:00 AM 3:05 PM 3:30 PM * Duty times may vary from school to school. * Substitute teachers are the same as teachers. DILLON SCHOOL DISTRICT FOUR APPROVED DATES FOR PAYROLL
gear, paraphernalia, clothing, etc., that advertises tobacco use or tobacco products will not be allowed on district grounds or in the possession of faculty, staff, contract or other workers or students at district-sponsored events. Cf. ADC, Adopted prior to 1975; Revised 5/18/92, 10/17/94, 9/21/98, 6/21/99, 11/15/04, 11/20/06, 12/17/12, 8/18/14 United States Code: Pro-Children Act of 2001, 20 U.S.C.A. Sections 7182-7184 S.C. Code, 1976, as amended: Section 16-17-490 - Contributing to the delinquency of a minor (school board rules and regulations may be exempt under certain circumstances). Section 16-17-500 - Supplying minors with tobacco or cigarettes. Section 44-95-10, et seq. - Clean Indoor Air Act of 1990. Section 59-67-150 - Qualifications of bus driver; drinking or smoking on bus. DILLON SCHOOL DISTRICT FOUR SEXUAL DISCRIMINATION AND HARASSMENT Code GBAA Issued 11/04 ______________________________________________________________________________ Purpose: To establish the board’s vision for a working environment free of sexual harassment. Sexual harassment (staff)
The District will cooperate fully with local, state, or federal officials in any investigation concerning or relating to misuse of the District's system. Aubrey Independent School District will not be responsible for any damages suffered while on this system. These damages include loss of data as a result of delays, non-deliveries, mis-deliveries, or service interruptions caused by the system or user errors or omissions. Use of any information obtained via the system is at your own risk. Aubrey Independent School District specifically disclaims any responsibility for the accuracy of information obtained through its services. Local Rules and Regulations Employees’ Break Area and Workroom A break area is available for employees as designated by your campus principal. Appropriate use of the break area is to relax, eat or drink, and visit with colleagues. This area is off limits to students and should be used only to complete professional activities, duties, and work. Employee‘s Break Area and Workroom Procedures and Rules: 1. The break area is for employees only. Staff children are not allowed in the break area and may not use vending machines in the workroom/lounge area unless accompanied by a parent and may not remain once items are purchased. 2. The workroom, break area and appliances in the lounge are used by all employees. Please be courteous and clean up after yourself. Please clean and turn off the coffee machine and other appliances after use. Be respectful of others who have brought food and drinks to school – consume only your products. 3. Do not take materials and supplies from the workroom. Teacher’s Liability for Student Accidents Teachers should use all safety precautions available when students are in their charge, especially in a laboratory situation. The teacher may be held liable if he/she does not explain all safety precautions, require students to wear pertinent safety devices, and use proper equipment. Teachers allowing students to leave campus without following proper check-out procedure may subject themselves to serious liability.
Campus Bell Schedules Primary Pre-Kindergarten through First Grade 8:00 a.m. – 3:40 p.m. Elementary Grades 2-4 8:00 a.m. – 3:40 p.m. Intermediate Grades 5-6 8:00 a.m. – 3:40 p.m. Middle School Grades 7-8 7:30 a.m. – 3:10 p.m. High School Grades 9-12 7:30 a.m. – 3:10 p.m. SAEC Grades 6-12 8:30 a.m. – 4:00 p.m. Supervision times for each campus: Primary: 7:30 a.m. to 4:00 p.m. Elementary: 7:30 a.m. to 4:00 p.m. Intermediate: 7:30 a.m. to 4:00 p.m. Middle: 7:00 a.m. to 3:30 p.m. High School: 7:00 a.m. to 3:30 p.m. SAEC 8:15 a.m. to 4:15 p.m.
(certified) Counselor (non-certified) Nurse (RN or LVN) Campus Administrator at Elementary Level (only is paid to certified employee starting with the sixth consecutive day as a substitute for the same campus administrator as approved by the Director of Personnel) Campus Administrator at Secondary Level (only is paid to certified employee starting with the sixth consecutive day as a substitute for the same campus administrator as approved by the Director of Personnel) $ 100.00 $ 90.00 $ 80.00 $ 120.00 $ 105.00 $ 90.00 Daily Rate $ 125.00 $ 95.00 $ 125.00 Additional $50 per day to the base daily rate for certified employee Additional $65 per day to the base daily rate for certified employee Paraprofessional Substitutes (Rates are for both degreed & non-degreed) Hourly/Daily* Rate Food Service Worker/Cashier (includes probationary employees) $ 8.50 Custodian (includes probationary employees) $ 8.00 Maintenance Worker (includes probationary employees) $ 8.00 Bus Driver (includes probationary employees) $ 12.00 Bus Monitor (includes probationary employees) $ 7.50 Classroom Aide (non-special education) $ 70.00 * Classroom Special Education Aide $ 80.00 * Non-Classroom Aide/Clerk (only for positions on FML or W/C leave) $ 70.00 *
How do I make extra time meaningful? Sponge Activities Sponge activities are to fill in short time periods and gaps to “avoid the void.” Categories Teacher gives a category and students should be ready to add an example Teacher will say four items and students figure out the category and another example for the category. Telephone Number Students make as many problems as they can using their telephone number (or the schools telephone number) Rearrange the numbers to make the largest number possible 3-2-1 “3” things I learned today… “2” things I am still wondering about… “1” thing I will do right away Writing Reflection on understanding of the unit or today’s lesson Students generate questions about the topic of lesson/ or what might be asked on a test Write advice for the president (teacher, principal, parents, siblings, etc.) Write a thank you letter If I had a million/hundred dollars . . . Students share with shoulder partner what they would do Students write down what they would do Students create a budget and list for their money Synonyms and Antonyms Teachers give word(s) and students generate antonyms and or synonyms for the word(s) Word Fun Students make as many words out of the word provided by the teacher as they can Example: President - sit, dent, dents, stripes, drips, pride, etc. Map Drawing Draw a map of (classroom, bedroom, playground, house, etc) using a ruler. Provide a key for your map including measurement used How can I make groups quickly? It’s All in the Cards (teacher would need a deck of cards) Distribute one card per student Activate the brain? (and form the group) - Move to a group by number/face card - Find a partner with a matching card - Huddle group/small group based on suit - Be excused for break/class/lunch/etc based on suit If no cards are available, then have students number off and then group like numbers Line Up Teacher poses a question that has a number for an answer (Example: What percentage of the world is made up of water?) Students line up in order according to their answer or what they think the answer is Teacher shares answer and then forms groups based on line . . . partners, groups of four etc. by the people students are standing beside
Affordable Care Act: Information for Substitute Teachers…………………………..........19 Frontline Absence Management/AESOP System….………………………………..…….20 II. A Foundation for Substitute Teaching Success Substitute Success……….………………………………………………………...…….…30 Substitute Teacher Toolkit…………………………………………………………………31 Marketing Yourself……………………………………..……………………………….....33 Teaching Duties………………………………………………………………………...….34 Managing the Classroom Environment……………………………………………………38 Recipe for a Super Sub…………………………………………………...………………..40 Managing Behaviors in the Classroom…………………………………………………….41 Tips for Substitute Teachers from Substitute Teachers...………………………………….43 Checklist for Substitute Teachers………………………………………………………….48 III. References and Resources for Substitute Teachers.……….......................................49 IV. Great Quotes about Teaching....………………………….........................................51
• Teacher maintains student attention • There are smooth and effective transitions teach rules about transition pre-corrects & advanced organizers • Clear group rules stated positively stated in observable terms made public enforced small number taught • Positive climate communicate expectations for achievement safe, orderly, and focused environment for work smooth group prevention management strategies • Rapid pacing • Frequent questioning • Appropriate feedback given to students always provide immediate feedback in the acquisition phase always provide precise feedback combine feedback with instruction • There are high expectations for student learning • Incentives and rewards are used to promote excellence 25 Common Errors in Managing Children Which May Intensify the Problem
● provides time for student talk and reflection ● offers opportunities for student choice in demonstrating their understanding ● integrates interdisciplinary connections when appropriate ● incorporates a variety of materials and manipulatives ● offers opportunities to learn in a variety of group sizes – whole group, small groups, pairs, and/or independently The Learner: ● is engaged ● applies content knowledge and tangibly demonstrates understanding ● demonstrates reasoning skills – giving convincing arguments to validate their thinking ● receives ongoing feedback and applies that feedback to learning ● feels comfortable taking risks, asking questions, and actively participating The Teacher: ● exhibits enthusiasm and actively seeks student participation ● provides ongoing feedback ● anticipates and looks for student misunderstandings and adjusts instruction accordingly ● integrates technology when appropriate to enhance and/or transform instruction ● considers the learner’s perspective/level of mastery and builds on prior knowledge ● differentiates instruction and promotes inquiry, creativity, and critical/divergent thinking Depth & Complexity Chart Depth Icon Definition Example Language of the Discipline What vocabulary terms are specific to the content or discipline? Tools Jargon Icons Acronyms Special phrases Terms Slang Abbreviations Details What are the defining features or characteristics? Find examples and evidence to support opinions and ideas. Parts Factors Attributes Variables Distinguishing Traits Patterns What elements reoccur? What is the sequence or order of events? Make predictions based on past events. Predictability Repetition Unanswered Questions What information is unclear, missing, or unavailable? What evidence do you need? What has not yet been proven? Missing Parts Incomplete Ideas Discrepancies Unresolved issues Ambiguity Rules What structure underlies this subject? What guidelines or regulations affect it? What hierarchy or ordering principle is at work? Structure Order Reasons Organization Explanation Classification “Because…”
In order to be added to the Rivendell Substitute List, you must submit all of the required documentation. ___Guest Teacher Application __Signed Rivendell Guest Teacher Expectations ___Background Check Documentation ___Resume ___W-4 ___I-9
Substitute Profile Sheet Please print or type Name _________________________________________ S.S. # _______________________ Address _____________________________________________________________________ City and Zip Code _____________________________________________________________ Phone Number _________________ Email Address _______________________________ Are you a certified teacher/state? __________ Degree ____________________________ Are you a retired teacher/state? ____________ Certification ________________________ Do you have 60 or more college hours? _________________________________________
EUROPEAN COMMISSION JOINT RESEARCH CENTRE Institute for Prospective Technological Studies (Seville) Sustainable Production & Consumption Unit EU Ecolabel Lubricants Substitution information and Derogation request form 1. Common information requirements To be treated as confidential? Yes No Contact name Organisation Email Telephone No. Supplementary documents attached Please list additional evidence provided 1a. Chemical substance name(s) 1b. CAS, EC or Annex VI numbers The CAS No shall always be provided 1c. Current EU regulatory status E.g. notified, on or proposed for the SVHC candidate list, registered, authorised 1d. CLP Classifications from the EU Ecolabel hazard listing Please specify the source and evidence for the classification(s). 1e. Proportional contribution to final product classification (for mixture ingredients) This is relevant for mixtures where the CLP rules shall be used to classify the final product mixture. 1f. Existing scientific evidence and risk assessments relating to the substance E.g. REACH dossiers, ECHA evaluations, peer reviewed scientific research/screening exercises. 1g. Functional need and significance to the final product What technical function does it provide and why is it needed? The need for the substance to be present in the product shall be detailed based on specific consumer requirements or standards. 2. Additional information required for derogation requests 2a. The relevance of the hazard classification(s) along the life cycle of the product (e.g. manufacturing, use, disposal) Where the risks of exposure to the hazard may occur e.g. workforce exposure, wastewater release, consumer exposure. Scientific evidence relating to risks of exposure. 2b. Market availability of alternatives and the potential for substitution Market availability and technical status of alternatives – why are they currently not suitable? This shall be substantiated with technical evidence
3. Additional information required about substitutes 3a. Comparative evaluation of environmental performance Identification of substances that can/have been substituted and supporting evidence of the improvement for specific hazards i.e. CLP classifications, reference to scientific research/screening exercises. 3b. The relevance of the hazard substitution along the life cycle of the product (e.g. manufacturing, use, disposal) Evidence of where the greatest improvement potential along the lifecycle can be detected e.g. through reduced workforce exposure, wastewater release, consumer exposure. 3c. Compliance with product performance and functional requirements Verifiable evidence that the substitute fulfills the same functional requirements and technical needs e.g. fitness for use test results, specifications 3d. Market diffusion and technical maturity Evidence of the market availability and technical maturity of substitute(s)
Use the table to make sentences to describe the symptoms of The Black Death: On the first second third fourth fifth day, the patient was had usually sick. a fever. dark blotches on their body. swellings under their arms. swellings oozing black liquid. spasms. in pain. died.
Figure 2. Subsystem A is Figure 3. Subsystem B is Figure 4. The combined system and the subsystems are assumed to have modal damping which implies a dashpot. The equation of motion for subsystem A is (1) The viscous damping coefficient is calculated from the subsystem modal damping. (2) The equation of motion for subsystem B is (3) The viscous damping coefficient is calculated from the subsystem modal damping. (4) The equation of motion for the combined system is (5)
vegetative cover with a minimum 80% density for additional treatment, minimize erosion and to ensure the nitrogen uptake rate of the cover crop. Below are the most commonly used cover crops. If you want to use a different cover crop than what is listed below, you shall provide the nitrogen uptake rate with scientific justification. Table I: Nitrogen Uptake of Cover Crops Crop Name Uptake (lbs/acre) Crop Name Uptake (lbs/acre) Bermuda 300 Wheat 143 Fescue 138 Ryegrass 178 Sorghum 185 Nonmunicipal Domestic Sewage Treatment Works – Ark. Code Ann. § 8-4-203(b)(1)(A) forbids the Arkansas Department of Environmental Quality from issuing, modifying, renewing, or transferring a permit for a nonmunicipal domestic sewage treatment works without the applicant first fulfilling the trust fund requirements set forth in that section. Ark. Code Ann. § 8-4-203(b)(1)(B) defines “nonmunicipal domestic sewage treatment works” as a device or system operated by an entity other than a city, town, or county that treats, in whole or in part, waste or wastewater from humans or household operations and must continually operate to protect human health and the environment despite a permittee’s failure to maintain or operate the device or system. NDSTW’s can include, but are not limited to: Sewer Improvement Districts; Subdivisions, Mobile Home Parks, Property Owner’ Associates, RV parks, and Apartments Exclusions Excluded from these requirements for trust fund contribution fees are: State or federal facilities, Schools, Universities and colleges, Entities that continuously operate due to a connection with a city, town, or county, and Commercial or industrial entity that treats domestic swage from its operations and does not accept domestic sewage from other entities or residences. The trust fund form may be obtained from the ADEQ web site at: PDF: Word: Wastewater Operator License – A licensed operator is required for the operation of the system in accordance with Ark. Code Ann. § 8-5-205 et seq. and APC&EC Regulation No. 3. System Maintenance – A complete “Operations and Maintenance (O&M) Manual” of the wastewater treatment system shall be maintained and followed.
Meadowsweet Melatonin Meridia Metabolife Motherwort Poplar Omega-3 Oregon Grape Root Red Clover Rippede Shepherd’s Purse St. John’s Wort Vitamin E Willow Xenadrine Yohimbe What medications can you take on the day of surgery? You may take any of these if they are currently prescribed to you: Heart medication Blood Pressure Medication Anti-seizure Medication Tylenol, if needed, for pain up until the day of your operation. If you have asthma, use your inhaler the morning of surgery and BRING them with you. DO NOT take Water Pills, Diabetic Pills… in addition to anything you have previously stopped taking in preparation for surgery (remember this includes Aspirin, Motrin, Coumadin, Warfarin)
NAME DATE PERIOD Lesson 3 Extra Practice Subtracting Integers Find each difference. 1. 8 − 17 2. −15 − 3 3. 10 − 21 4. 20 – (−5) 5. 5 – (−9) 6. −12 – (−7) 7. −19 – (−6) 8. −16 – (−23) 9. −56 − 32 10. −49 – (−52) 11. −6 – 9 – (−7) 12. −6 – (−10) – 7 13. 17 − 33 14. −21 − 19 15. 12 – (−24) 16. −35 – (−18) 17. −54 − 27 18. 32 – (−18) Evaluate each expression if w = 4, x = 6, y = −8, and z = −3. 19. y − z 20. 3 − z 21. y – 5 22. x − y 23. 14 – y − x 24. 6 + x − z 25. y + z − w 26. w – z + 11 27. y – x − z − w
Tarneit is a rapidly expanding multicultural suburb located in Central Wyndham. Over the next 20 years, the population of Tarneit is forecast to grow exponentially. A larger proportion of its population were born overseas compared to Wyndham, and a significant proportion of these residents were from non-English speaking countries. Population The population of Tarneit has increased by over 12,000 residents between 2011 and 2016. The current population of Tarneit is 35,134 people; approximately 14% of the total Wyndham population. Forecast The population of Tarneit is forecast to increase by 229.5% between 2018 and 2041. In 20 years, the number of people living in Tarneit will increase to 115,763. In the 5 years between 2031 and 2036, the population of Tarneit is forecast to increase by 16,886 people, on average 3,377 residents each year. Age The median age of Tarneit residents is 30 years, which is younger than the Wyndham median age of 32 years. Tarneit has a larger proportion of young residents than Wyndham, in particular those aged 0-9 years old (22% and 18% respectively). Births The number of births to parents living in Tarneit was 945 in 2016, an increase of 16% since 2015. Cultural Diversity Half the population of Tarneit was born overseas, compared to 42% of residents across Wyndham. Less than half of all Tarneit residents speak English at home (41%), and the most common languages other than English include Punjabi, Hindi, Gujarati, Urdu and Arabic. Households There are 10,877 dwellings in Tarneit in 2018, and couples with children make up approximately 53% of family types. The average household size is 3.4 people, which is slightly higher than the average across Wyndham (3.1 people) Tenure Compared to Wyndham, a larger proportion of Tarneit homes were owned with a mortgage in 2016 (52% and 43% respectively). The proportion of rental properties was also slightly higher in Tarneit (26%) compared to Wyndham (25%). Employment Around 61% of people aged 15 years and over are employed full time. The top three industries of employment are health care and social assistance, transport, postal and warehousing, and retail. Journey to work
Conspicuous or incongruous (out of place) buildings, structures or infrastructure which are highly visible from surrounding municipalities. Buildings & Structures: Siting Objectives To site buildings and structures to reflect the natural topography and complement the landscape character of the area. To ensure that buildings and structures are sited so that they do not visually dominate the landscape. Design Response Site buildings and structures: in groups/clusters to consolidate building footprints. away from visually prominent locations such as ridgelines, hill faces and elevated areas; below the alignment of ridgelines to ensure silhouetting against the skyline does not occur. to minimise the area of exposed batter/embankment and avoid excessive disturbance to existing topography; to be set back from property boundaries, river and creek corridors and roads; and amongst existing vegetation and/or in areas where substantial landscaping of locally appropriate species is proposed. If the site is in an area that is cleared of vegetation ensure substantial landscaping is proposed. Avoid Buildings and structures which are highly visible or located in prominent locations. Buildings and structures which break the ridgeline silhouette. Buildings that do not follow the natural contours of the site, and require excessive cut and fill.
Look up the definition of economies of scale. How does this definition apply to Subway and Mark & Mindy? Economies of scale allows one to purchase ingredients on such a large scale that the price per unit is cheaper than someone who buys a smaller quantity. Subway has the advantage of economies of scale in this situation since they are able to buy tons of ingredients at a very low price compared to the small quantities and hence higher price Mark & Mindy have to pay at the grocery store. What are the assumptions made in this case? Sandwiches don’t get boring to eat day in and day out No coupons/promotions are used. The more promotions used the answers change question 4. Bags & napkins are free- Mark & Mindy did not account for the cost of plastic bags & napkins for their sandwiches Sales tax is 6% Are there any other solutions to their problem that have not been explored? Suggestions to save them time, money, etc? Purchasing one foot long and splitting it Subway Online Ordering Purchasing other readymade foods from the grocery store Six Inch Pricing Cold Cut Sub Ingredients Grocery Store Quantity Grocery Store Price Price per (serving size) Ham (2 slices) 9oz tub =approx 18 slices $ 2.79 $ 0.31 Salami (2 slices) 8oz = 44 slices $ 4.49 $ 0.20 Bologna (1 slice) 16 slices $ 2.79 $ 0.17 Swiss Cheese (1 slice) 10 slices $ 2.99 $ 0.30 Tomatoes (3 slices) 5 total-half a plum tomato per sandwich $ 2.95 $ 0.30 Lettuce (6” piece) 1 head iceberg- 10th of a head per sandwich $ 1.79 $ 0.18 Banana Peppers (5 ct) 1 jar = approx 56 slices $ 2.99 $ 0.27
Footlong Pricing Footlong Club Sub Ingredients Grocery Store Quantity Grocery Store Price Price per (serving size) Turkey (4 slices) 2 -9oz tubs =approx. 18 slices $ 5.58 $ 0.62 Roast Beef (4 slices) 2- 9oz tubs= 14 slices $ 6.00 $ 0.86 Ham (2 slice) 2 -9oz tubs =approx. 18 slices $ 5.58 $ 0.31 Swiss Cheese (4 slice) 2 Pks of 10 slices $ 5.98 $ 1.20 Tomatoes (6 slices) 5 total-one per sandwich $ 2.95 $ 0.59 Lettuce (2 -6” pieces) 1 head iceberg- 5th of a head per sandwich $ 1.79 $ 0.36 Banana Peppers (10 ct) 1 jar = approx 56 slices $ 2.99 $ 0.53 Whole Wheat bread (12” ) 2 - 6 count 6" pkgs $ 6.58 $ 1.10 Ranch Dressing (2 Tbsp) 16oz bottle = 32 Tbsp $ 2.00 $ 0.13 Total $ 5.69 Analysis $5 Footlong Sub Price $5.00 Sales Tax $0.30 Total $5.30