zilongwang/ReadingBank huggingface dataset:
: The Surface Warfare Medical Institute provides global medical support to the Fleet and Fleet Marine Forces through consultation, operational readiness training, reference publications, research direction and exercise planning. Performs other functions and tasks as directed by higher authority. Vision: To be recognized as the Center for Excellence in providing well trained and highly effective medical assets for Fleet and Fleet Marine forces deploying in support of national security, sea power and joint exercises. Additional SWMI Phone Numbers: Administrative Division: (619) 532-6195 Education/Flt Support: (619) 532-5857 SEL/LCPO: (619) 532-6798 About SWMI The Surface Warfare Medical Institute (SWMI) is a detachment of Navy Medicine Operational Training Center (NMOTC). It was established April 3, 1998 in at the Naval Submarine Base, Point Loma. SWMI moved to NSHS San Diego, May 2008. Between 1993 and 1995, the COMNAVSURPAC and COMNAVSURFLANT Force Medical Officers recognized the need to standardize and upgrade the training of the General Medical Officer assigned to the Fleet. The staffs at SWMI are a diverse collection of highly qualified professionals and subject matter experts; their qualifications and experiences reflect a broad range of training resulting in various curriculum programs. Accredited by Navy Medicine, Manpower, Personnel Training and Education (NM MPT&E) Command, SWMI provides six major operational courses for CME & CE credits. Surface Warfare Medical Institute 619-532-6195 DSN: 532-6195 Fax: 619-532-8251 Email:
The existing soil onsite is: Describe soil, soil erosion potential or the quality of any discharge from the site as listed in the applicable Soil Survey, published by the Soil Conservation Service, or by accessing their website at The total acres of disturbance, including all clearing, grading, excavation activities, areas receiving overburden (e.g. stockpiles), demolition areas and areas with heavy equipment/vehicle traffic and storage that will disturb existing vegetative cover is acres. Total area of construction site: acres Total area of disturbance: acres Total area of proposed impervious: acres Total area of proposed landscaping: acres Provide a description of the existing vegetation on the site, the percent cover prior to construction, and where the information was obtained (for example, vegetation survey or visual observations, including date) 7. Provide a description and location of other non-stormwater discharges, such as: Springs and landscape irrigation return flow. Emergency firefighting activities. Discharges to the ground of concrete washout water from washing of tools and concrete mixer chutes may be authorized by this permit, provided that: The source is identified in the SWMP; BMPs are included in the SWMP in accordance with CDPS General Permit COR-030000, and, These discharges do not leave the site as surface runoff or to surface waters. Discharges to the ground of water from construction dewatering activities may be authorized by this permit, provided that: The source is groundwater and/or groundwater combined with stormwater that does not contain pollutants in concentrations exceeding the State groundwater standards in Regulations 5 CCR 1002-41 and 42; The source is identified in the SWMP; BMPs are included in the SWMP; and These discharges do not leave the site as surface runoff or to surface waters. Describe how non-stormwater discharges will be handled/treated. ADDITIONAL PERMITS Additional State or Federal permits may be required for a construction project depending on the circumstances. When a wet watercourse must be crossed regularly during construction, and a temporary stream crossing is needed, approval may be required by the U.S. Army
My Progress My Work Monday Tuesday Wednesday Thursday MONDAY I need more help with… ________________________ ________________________ ________________________ TUESDAY I need more help with… ________________________ ________________________ ________________________ WEDNESDAY I need more help with… ________________________ ________________________ ________________________ THURSDAY I need more help with… ________________________ ________________________ ________________________
SCHOOL ADDRESS EDWARD C. KILLIN ELEMENTARY SCHOOL UNIT 35016 FPO AP 96373-5016 JAPANESE ADDRESS Killin Elementary School Camp Foster, Building 371 Kitanakagusuku-son Ishihira, Okinawa-ken, Japan 901-0000 INTERNET ADDRESS INTRANET ADDRESS SCHOOL PHONE NUMBER 645-7760 Please contact educators using the following email: SCHOOL BUILDING NUMBER DEPARTMENT OF DEFENSE DEPENDENT SCHOOLS Mr. Thomas Brady Director, DoDEA Ms. Lois Rapp Pacific Area Director Mr. Michael Thompson District Superintendent, Okinawa Ms. Cindy Templeton Principal, E.C. Killin Elementary Dr. Jennifer Sears Assistant Principal SCHOOL TELEPHONE DIRECTORY Main Office 645-7760 School Office fax 645-0844 Administrative Officer 645-4071 School Registrar 645-7760 School Secretary 645-7760 Cafeteria 645-7748 Counselor – Gr SS, KN 1 & 2 645-7881 Counselor – Gr 3, 4 & 5 645-7113 Nurse 645-7761 Psychologist 645-5304 Student Transportation (Bus) 645-7820 For Operator Assistance 113 All staff members may be contacted through the main office phone numbers listed above. Messages may be left for staff members to return a call except in emergency situations where they will be contacted immediately. 371– Main Office 4
konsekans ki aplikab. Louvri-èspri Nou kritik apresye kilti nou yo ak pwòp istwa pèsonèl, kòm byen ke valè yo ak tradisyon nan lòt moun. N ap chèche ak evalye yon ran de pwen de vi, epi nou yo vle grandi soti nan la eksperyans. CARING Nou montre senpati, konpasyon ak respè. Nou gen yon angajman nan sèvis, epi nou aji fè yon diferans pozitif nan lavi yo nan lòt moun ak nan mond lan bò kote nou. G-STAR SCHOOL OF THE ARTS 2017-2018 RISK-kidnapè Nou ap apwoche ensèten ak premeditasyon ak detèminasyon; nou travay endepandan ak ansanm yo eksplore nouvo lide ak estrateji inovatè. Nou se resous ak fleksib nan la figi nan defi ak chanjman. balanse Nou konprann enpòtans ki genyen nan balanse diferan aspè nou an lavi-entelektyèl fizik, ak emosyonèl-a reyalize byennèt pou tèt nou ak lòt moun. Nou rekonèt entèdepandans nou an ak lòt moun ak mond lan nan kote n ap viv. meditativ Nou reflechi byen konsidere mond lan ak lide nou yo ak pwòp eksperyans. Nou travay yo konprann fòs ak feblès nou an yo nan lòd yo sipòte aprantisaj nou yo ak devlopman pèsonèl. Pwofil la elèv k ap aprann IB reprezante 10attributes vo pa Lekòl Mondyal IB. Nou kwè atribi sa yo, ak lòt moun tankou yo, ka ede moun ak gwoup vin manm responsab nan kominote lokal yo, nasyonal ak mondyal la. G-Star Pre-IB ak IB Diplòm Gid Pwogram
Maintain respect of Managers/Directors and fellow staff and volunteers. Respond to instructions from Line Managers in a timely manner, explaining the reason for delay if there will be one Alert the Manager to any issues. Recognise that occasionally you may need to work above and beyond your contracted hours in order to meet the needs of the service. Dress code is to be smart casual Always wear your City Hearts ID badge Maintain a positive attitude PERSON SPECIFICATION AREA REQUIRED DESIRABLE Education, qualification, training. Demonstrate knowledge in specific subject area. A clear DBS check. Additional qualifications around finance, maths or organization. Experience To have recent experience of working with budgets and financial controls. To be able to show experience of working in a team. An understanding of working within the third sector. Skills and competencies To be able to lone work, which will sometimes involve lone working and to be able to work well in a team setting. To be able to maintain confidentiality and to accurately record keep. To manage a varied task list and the ability to prioritise tasks and work to set deadlines An excellent level of administrative skills. To have an understanding of vulnerable people and the work that City Hearts carry out.
Classroom Teacher – 1a 1a: Demonstrating knowledge of content and pedagogy. Element/Attributes Unsatisfactory Basic Proficient Distinguished Knowledge of content and the structure of the discipline. In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Knowledge of prerequisite relationships. Teacher’s plans and practice display little understanding of prerequisite relationships important to student learning of the content. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Knowledge of content-related pedagogy. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Teacher’s plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. Possible Examples of Evidence To be determined between NCT and administrator
Family Last Name (Account Name) Campus Student(s) Attend Date of Application ⃝ Desert Oasis Elementary ⃝ Nadaburg Elementary Parent or Guardian #1 Parent/Guardian Name Home Phone Cell Phone Work Phone Street Address City St Zip Code Child Lives with ⃝Yes ⃝ No Email Address Relationship Educational Rights ⃝ Yes ⃝ No Parent or Guardian #2 Parent/Guardian Name Home Phone Cell Phone Work Phone Street Address City St Zip Code Child Lives with ⃝Yes ⃝ No Email Address Relationship Educational Rights ⃝ Yes ⃝ No Student #1 Information Student First and Last Name Date of Birth Age Grade Gender Ethnicity Homeroom Teacher IEP or 504 Plan ELL Student Gifted Student ⃝Yes ⃝ No ⃝ Yes ⃝ No ⃝ Yes ⃝ No Program Enrolling For Custody Documents ⃝ Assets Before/After School ○ Monday ○ Tuesday ○ Wednesday ○ Thursday ○ Friday ⃝ Preschool 3-5 ⃝ Extended Preschool 3-5 ⃝ Early Head Start ⃝ Yes ⃝ No Student #2 Information Student First and Last Name Date of Birth Age Grade Gender Ethnicity Homeroom Teacher IEP or 504 Plan ELL Student Gifted Student ⃝Yes ⃝ No ⃝ Yes ⃝ No ⃝ Yes ⃝ No Program Enrolling For Custody Documents ⃝ Assets Before/After School ○ Monday ○ Tuesday ○ Wednesday ○ Thursday ○ Friday ⃝ Preschool 3-5 ⃝ Extended Preschool 3-5 ⃝ Early Head Start ⃝ Yes ⃝ No Student #3 Information Student First and Last Name Date of Birth Age Grade Gender Ethnicity Homeroom Teacher IEP or 504 Plan ELL Student Gifted Student ⃝Yes ⃝ No ⃝ Yes ⃝ No ⃝ Yes ⃝ No Program Enrolling For Custody Documents ⃝ Assets Before/After School ○ Monday ○ Tuesday ○ Wednesday ○ Thursday ○ Friday ⃝ Preschool 3-5 ⃝ Extended Preschool 3-5 ⃝ Early Head Start ⃝ Yes ⃝ No Student #4 Information Student First and Last Name Date of Birth Age Grade Gender Ethnicity Homeroom Teacher IEP or 504 Plan ELL Student Gifted Student ⃝Yes ⃝ No ⃝ Yes ⃝ No ⃝ Yes ⃝ No Program Enrolling For Custody Documents ⃝ Assets Before/After School ○ Monday ○ Tuesday ○ Wednesday ○ Thursday ○ Friday ⃝ Preschool 3-5 ⃝ Extended Preschool 3-5 ⃝ Early Head Start ⃝ Yes ⃝ No For Additional children please complete the Additional Student Form, and attach to this application.
Do not use piggyback plugs Ensure leads are tagged and valid Trip Hazards 2 (class 3 x certain= medium 2) Suspend leads 1.8mm min. from ground if leads are being extended across multiple work areas on hook stands to keep leads off the ground. Keep leads on floor area along walls Installers 4 Establishment of work area Trip Hazards 1 (class 3 x possible= low 1) Principal contractor to provide open clear level work area. Barrier off work areas to other trades Installers 5 Establishment of personal protective wear Hand or body damage, skin problems 1 (class 3 x unkiley= low 1) Wear correct P.P.E at all times Consult and adhere to material safety data sheets Installers 6 Loading of Sander to work area Trip Hazards 2 (class 2 x possible= Medium 2) Establish a storage area with site manager Keep walkways clear Keep clear of props and “no go areas” Installers Manual handling e.g. back damage. 3 (class 2 x certain = High 3) Use correct manual handling procedures Installers 7 Floor preparation installation Inhalation 2 (class 3 x certain= Medium 2) Wear correct P.P.E. Provide ventilation as required Provide barrier to other trades Consult and Adhere to MSDS Installers Back Injury 1 (class 3 x possible = Low 1) Use correct bending techniques Installers Eye Injury 1 (class 3 x possible = Low 1) Wear gloves and glasses Installers 8 Sanding of Floor Back injury 2 (class 2 x possible = Medium 2) Use correct bending techniques Provide signs showing trip hazard Provide barrier when laying close to void Provide signs showing trip hazard Installers
Inhalation 3 (class 2 x certain = High 3) Provide ventilation as required Wear correct P.P.E. Consult and Adhere to MSDS’s Installers Skin Contact 1 (class 3 x possible = Low 1) Wear correct P.P.E Clean Up any spills immediately Barrier off areas to other trades. Installers 9 Place rubbish and dust in bins Laceration by nail and sharp objects 1 (class 3 x unlikeyly= Low 1) Clean up Work area every hour. Wear gloves Installers Dust inhalation 1 (class 3 x possible = Low 1) Wear Dust Mask Installers
Signed………………………………………………………………………….. Date……………………………………………………………
Signed………………………………………………………………………….. Date……………………………………………………………
School Food Authority for the National School Lunch Program, the School Breakfast Program, and the Afterschool Snack Program August 30, 2013 SFAs participating in NSLP with more than one building (including RCCIs with day programs), must perform a Self-Monitoring Review each of each building each year before Feb. 1. Each Afterschool Snack Program must be reviewed twice per year – first during the first four weeks and second during the second half of the school year. Self-Monitoring Review requirements provided. Food service management company staff may not review – only SFA employees may conduct the reviews. Civil Rights Compliance Requirements for Participation in the National School Lunch Program, School Breakfast Program, Afterschool Snack Program, and Special Milk Program August 1, 2013 Defines concept of civil rights (U.S. Constitution amendments #13 and #14). Directs SFAs participating in all School Nutrition Programs to comply with 10 directives related to civil rights on a yearly basis and describes requirements. Provides a copy of the most current nondiscrimination statement as well as additional resources. 60 Day Deadline for Claim Submission and Late Claim Exceptions August 8, 2013 Claims for reimbursement for NSLP, SBP, Special Milk, Afterschool Snacks submitted to Michigan Dept. of Education must be submitted within 60 days of the last day of the month claimed Listed final deadlines for each claim month of State fiscal year. Once every 36 months, a late claim due to circumstances within SFA control is allowed. Details for what is required if this option is chosen are included. If the lateness of a claim is out of an SFA’s control, submission details are provided. Already submitted claims can be amended at any time when the number of meals reported leads to a downward adjustment in reimbursement. Reimbursement Rates August 8, 2013 Provides reimbursement rates for School Meals Programs (meals, snacks and milk) for SFAs effective July 1, 2013 – June 30, 2014. Includes previous year’s commodity entitlement for lunch and additional definitions.
~ January 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat 1 New Year's Day No school 2 Saturday School 8am-1pm 3 4 Students return to school 5 6 7 8 9 Saturday School 8am-1pm 10 11 Human Trafficking Awareness 12 13 14 Math & Science Cumulative Exams 15 Math & Science Cumulative Exams 16 Saturday School 8am-1pm 17 18 Martin Luther King No school 19 English & History Cumulative Exam 20 English & History Cumulative Exam 21 SLT-5pm PTA-6:30pm 22 23 SAT Saturday School 8am-3pm 24 25 Last day of classes 26 Regents 27 Regents 28 Regents 29 Regents Depart Senior Trip 30 Saturday School 8am-1pm Senior Trip 31 Return Senior Trip Notes: January 26-29 – Only students taking regents report to school. Students report back to school February 2nd. ◄ ~ February 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 No students Staff Development 2 Groundhog Day Spring Semester Begins Students Return 3 4 5 6 Saturday School 8am- 1pm ?? Listen for Announcements 7 Super Bowl 8 No school Chinese New Year 9 10 11 PTA Meeting – 6:30pm SLT Meeting – 5:00pm 12 13 Saturday School 8am-1pm 14 Valentine's Day NBA All-Star Game 15 Presidents' Day No school 16 No school 17 No school 18 No school 19 No school 20 Saturday School 8am-1pm 21 22 Students Return 23 24 Career Day 25 Town Hall Grades 11 & 12 26 Town Hall Grades 9 & 10 27 Saturday School 8am-1pm 28 29 Notes: FEBRUARY IS BLACK HISTORY MONTH AND CTE MONTH! Mid-winter Recess- February 15-19-Students return to school on February 22nd. ◄ ~ March 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7 World Health Day 8 9 10 11 12 13 14 15 Tax Day (Taxes Due) 16 17 18 19 20 21 22 Earth Day 23 24 25 No school 26 No school 27 Administrative Professionals Day No school 28 No school 29 Arbor Day No school 30 ◄ ~ May 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 SAT 5 6 7 8 9 No students Staff Development 10 11 12 13 Last day of classes 14 Flag Day Regents 15 Regents 16 Regents 17 Regents 18 International Picnic Day 19 Father's Day 20 Summer Solstice Regents 21 Regents 22 Regents 23 24 25 26 27 28 Last day of school 29 30 Notes: ◄ ~ July 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 Labor Day 6 7 8 9 10 11 Patriot Day 9/11 12 13 14 15 16 17 18 19 20 21 International Day of Peace 22 Fall Begins 23 24 25 26 27 28 29 30 Notes: ◄ ~ October 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 Daylight Saving Time Ends 7 8 Election Day 9 10 11 Veterans' Day 12 13 14 15 16 17 Great American Smokeout 18 19 20 21 22 23 24 Thanksgiving Day 25 26 27 28 29 30 Notes: More Calendars with US Holidays from WinCalendar: , , , ◄ ~ December 2016 ~ ► Sun Mon Tue Wed Thu Fri Sat
Jan 1 Jan 18 Feb 7 Feb 14 Feb 15 Mar 8 Mar 13 Mar 20 Mar 25 Mar 27 Apr 7 Apr 15 Apr 22 Apr 27 Apr 29 May 8 May 21 May 30 Jun 14 Jun 19 Jun 20 Jul 4 Aug 7 Sep 5 Sep 11 Sep 21 Sep 22 Oct 10 Oct 24 Oct 31 Nov 6 Nov 8 Nov 11 Nov 17 Nov 24 Dec 1 Dec 10 Dec 21 Dec 25
Proposed Stormwater Control Map* Easements, Right-of-way, deed restrictions (when applicable) - 906.07.D.3.b.(10) Yes No Not Required Overview Maps* Existing and proposed easements and right-of way for drainage and/or access to stormwater control facilities and identify owner Deed restricted areas relative to or affecting stormwater management on the development site Other Permits/approvals - 906.07.D.3.b.(10) Yes No Not Required Overview List of any other permits/approvals related to stormwater management Agency Name (not limited to list below) PA DEP (Sewage Planning Module/general permits) PWSA (Request Form for Water and Sewer Availability, Water and Sewer Use Application) ALCOSAN Allegheny County Conservation District [ACCD] (Erosion and Sediment Control Plans) County Health Department City of Pittsburgh Department of Public Work (ownership and maintenance agreement) City of Pittsburgh Urban Forester City of Pittsburgh Land Operations Permit (See 1003.03 for requirements) Anticipated date of submission and approval of permits/approvals Maintenance Program - 906.07.D.3.b.(11) Yes No Not Required Ownership entity (initial, interim, and final) and time period for responsibility Maintenance for all facilities Type of maintenance activities Probably frequencies Personnel and equipment requirements Estimated annual maintenance costs Identify method of financing continuing operation and maintenance if owned by other than municipality or governmental agency Conclusion Yes No Not Required Summary statement that all City of Pittsburgh Codes requirements 906.07 and 1003 are satisfied; And/or request for exemptions 1003.04(c)(1)-(8), 1003.04A( c)(1)-(4), 1003.04A( d)(2)A-C (Note the code section as well as supporting
Ancient Man Cheat Sheet Lucy Iceman Cave paintings Australopithecine Homo Habilis Homo Erectus Neanderthals Homo Sapien Sapiens Domestication of Plants and Animals Migration of man Tom Geary and Don Johanson Nomads Homo Sapiens Ice Age Bearing Straight Fire Tools Shelter Clothing Hunter & Gatherers Society 3.75 million years 25 plus years old Carbon 14 dating Hunters and Gatherers 2016 years ago Wanderers and Gatherers Sowing Bottom of the food chain Top of the food chain Communication Ice Man Tattoos Acupuncture 5’2” tall 5’4” tall 28 lbs 110 lbs 5200 year ago A.D. B.C. A.C.E B.C.E. Copper Flintstone Arrow Tool maker Hunters Women and children Smelting Discovery Invention
play in the outfield and will be removed if one of the original players arrive and causes the roster to be more than ten players. Ground Rules Half-inning: A half-inning will be over when the defensive team has recorded three outs or the offensive team has batted ten batters. If the tenth batter is walked, the batter will advance to second base. Any runs that score as a result will count. Defensive Composition: Teams will have nine players on defense, with three outfielders Only the Manager and three approved Coaches are allowed on the field or in the dugout during games. Teams will bat the entire lineup Base Running: Stealing is allowed Courtesy Runner: A manager may insert a bench player as a courtesy runner for the catcher of record with two outs. Bunting is allowed The Infield Fly Rule is in effect. Pitching (if applicable) The calendar week of Babe Ruth Baseball is Monday through Sunday for pitching purposes. A pitcher is limited to six innings pitched per calendar week. If a pitcher delivers one pitch in an inning he will be charged for one inning pitched. A pitcher will be limited to no more than 70 pitches or 4 innings per game. A pitcher must have two calendar days rest between pitching assignments if he pitches three innings or reaches the maximum pitch count limit in a game. A nine year old must pitch one complete inning or three consecutive outs. A starting player may pitch as many times as the Manager chooses throughout the game provided the player is not forced to be removed from the mound because of 2 visits in the same inning. If two visits occur in the same inning, no pitcher (including the starting pitcher) may return to pitch in that game. A pitcher may change to another position only once during the same inning. (E.g. The pitcher will not be allowed to assume a position other than pitcher more than once in the same inning.) The balk rule will be enforced. Equipment Catchers while on defense during all games and practices shall wear full catchers equipment consisting of helmet, mask with throat protector, chest protector, shin guards, and protective cup. Failure or refusal to wear required equipment will result in the player being removed from the catcher’s position. (Requirements different for each position) Wood bats are not allowed.
F = 50% CHANGES TO THE SYLLABUS A syllabus serves as an instructional and study planning document for both faculty and students. Although every effort will be taken to complete the semester according to the syllabus, it may become necessary to make certain changes to better facilitate the academic environment. In such an event, changes will be announced in class and students will receive written notice within one week of the change decision. Changes may be made within the last two weeks of the semester only in exceptional circumstances. Conflicts between Blackboard and the syllabus will be resolved according to the syllabus requirements. YOUR COURSE SCHEDULE Weeks & Dates Text Readings Chapter Quizzes Other Assignments (Case, Web Searches & Research) 1 PART I MANAGING PEOPLE 1 s/d 6 2 PART II HUMAN RESOURCE MANAGEMENT PROCESSES 7 s/d 13 3 PART III WORK AND EMPLOYMEN 14 s/d 16 4 PART IV ORGANIZATIONALBEHAVIOUR 17 s/d 21 5 PART V ORGANIZATION, DESIGN AND DEVELOPMENT 22 s/d 24 6 PART VI PEOPLE RESOURCING 25 s/d 27 7 MID TEST 8 PART VI PEOPLE RESOURCING 28 s/d 31 9 PART VII PERFORMANCE MANAGEMENT 32 s/d 34 10 PART VIII HUMAN RESOURCE DEVELOPMENT 35 s/d 42 11 PART IX REWARDING PEOPLE 42 s/d 45 12 PART IX REWARDING PEOPLE 46 s/d 49 13 PART X EMPLOYEE RELATIONS 50 s/d 54
jaxeap ukVd] jsfM;ks ukVd] nwjn”kZu ukVd] rqyukRed v/;;u Qjojh 2014 jl vkSj Nan vkykspuk ifjHkk’kk jl ds vax&LFkk;hHkko] foHkko] vuqHkko] lapkjhHkko jl ds Hksn&J`axkj] d:.k] ohj] gkL; vkykspuk dk Lo:i] vkykspd ds xq.k V~;qVksfj;y ekPkZ 2014 Nan dkO; esa vyadkjksa dk LFkku of.kZd Nan vkSj ekf=d Nan esa varj dk lksnkgj.k ifjp; fnft,A ekf=d Nan&nksgk] lksjBk] “osrk] dqMfy;k] gfjxhfrdk pkSikbZ] NIi;k dqMfy;k vkfnA ikB~;dze iqujko`fRr rFkk iz”ui= dk Lo:i vkSj vad foHkktu fn, x, Nanksa dks lksnkgj.k Li’V fdft, laokn dkS”kY;] fganh laokn dkS”kY;
CURRICULUM THEME CYCLE 2016/17 SYCAMORES AND OAKS Creative Curriculum AUTUMN 1 Abracadabra! Materials - Properties and Behaviour Science and Technology AUTUMN 2 Pupil Voice Project Come and Join the Celebration Festivals and Key Events Expressive Arts SPRING 1 That’s Life Episode 1 Life and Living Things in the Environment Science and Technology / Place and Time SPRING 2 Walk Like an Egyptian Ancient Civilization Place and Time SUMMER 1 A World of Cracking Ideas! Inventions and Developments Science and Technology / Place and Time SUMMER 2 Spaced Out! Earth and the Solar System Science and Technology Location, Location, Location Our Locality Place and Time
Cluster: Agriculture, Food, & Natural Resources Program of Study: Horticulture Science- Pat Williams 9th Grade 10th Grade 11th Grade 12th Grade Agriscience (5957) (1 Credit) (Science Credit) Plant Science and Horticulture (6119) (1 credit) Greenhouse Management (5954) (1 Credit) Landscaping and Turf Science (5951) (1 Credit) Cluster: Agriculture, Food, & Natural Resources Program of Study: Veterinary & Animal Science – Matthew Silvey 9th Grade 10th Grade 11th Grade 12th Grade Agriscience (5957) (1 Credit) (Science Credit) Small Animal Science (5958) (1 Credit) Large Animal Science (6116) (1 Credit) Veterinary Science (5961) (1 Credit) -and/or- Work Based Learning (6105) (1 Credit) Cluster: Health Science Program of Study: Therapeutic Clinical Services – Kim Taylor 9th Grade 10th Grade 11th Grade 12th Grade Health Science Education (5998) (1 Credit) Medical Therapeutics (5999) (1 Credit) Rehabilitation Careers (5990) (1 Credit) Clinical Internship (5993) (1 Credit) Cluster: Human Services Program of Study: Social Health Services – Rita Earle 9th Grade 10th Grade 11th Grade 12th Grade Intro to Human Services (6137) (1 Credit) Lifespan Development (6013) (1 Credit) Family Studies (6136) (1 Credit) Human Services Practicum (6138) (1 Credit) -and/or- Psychology (3433) -and/or- Sociology
(3432) Cluster: Information Technology Program of Study: Web Design – Adam Fleetwood 9th Grade 10th Grade 11th Grade 12th Grade Information Technology Foundations (6905) (1 Credit) Web Design Foundations (6100) (1 Credit) Web Site Development (6101) (1 Credit) Web Design Practicum (6171) (1 Credit) Cluster: Law, Safety, Corrections, and Security Program of Study: Law Enforcement Services – Scott Pascarella and Tim Knipp 9th Grade 10th Grade 11th Grade 12th Grade Principles of Law, Corrections, and Security (6155) (1 Credit) Criminal Justice I (5897) (1 Credit) Criminal Justice II (5988) (1 Credit) Criminal Justice III (5989) (1 Credit) Cluster: Science, Technology, Engineering, and Math Program of Study: Engineering by Design – Johnny Staggs 9th Grade 10th Grade 11th Grade 12th Grade Foundations of Technology (5917) (1 Credit) Technological Design (5885) (1 Credit) Advanced Design Applications (5920) (1 Credit) Engineering Design (5921) (1 Credit)
Date Topic Course Materials Assignments Assessments Due Dates Week 1 – Sociology in the Real World 1.4 The Sociological Perspective (L) Syllabus 1.6 Introduction to Sociological Theory (L) Chapter 1 How to InQuiz. Jan. 7th Week 2 – Studying Social Life: Sociological Research Methods 1.9 Overview of Research Methods (L) Chapter 2 InQuiz. Ch.2 Jan. 9th 1.11 Issues in Sociological Research (L) 1.13 Kinsey (V) Blog 1 Week 3 – Culture 1.16 Holiday – No Class Chapter 3 InQuiz. Ch. 3 Jan. 16th 1.18 Components &Variations of Culture (L) 1.20 The Joy Luck Club (V) Blog 2 Week 4 – Socialization Interaction and the Self 1.23 Processes & Agents of Socialization (L) Chapter 4 InQuiz. Ch.4 Jan. 23rd 1.25 Status, Roles, and New Contexts (L) 1.27 Secret of the Wild Child (V) Blog 3 Week 5 – Deviance 1.30 Theories and Variations of Deviance (L) Chapter 5 InQuiz. Ch. 5 Jan. 30th 2.1 Paradise Lost: Child Murders (V) 2.3 Exam Review 1 Blog 4 Exam1 2/3 – 2/6 Week 6 – Social Class: The Structure of Inequality 2.6 Systems of Stratification (L) Chapter 6 InQuiz. Ch. 6 Feb. 6th 2.8 Socioeconomic Status and Outcomes (L) 2.10 People Like Us (V) Blog 5 Week 7 – Race and Ethnicity as Lived Experience 2.13 Defining Race and Ethnicity (L) Chapter 7 InQuiz. Ch. 7 Feb. 13th 2.15 Race, Ethnicity, and Outcomes (L) 2.17 Tale of Two Schools (V) Blog 6 Week 8 – Constructing Gender and Sexuality 2.20 Differences in Sex/Gender/Sexuality (L) Chapter 8 InQuiz. Ch. 8 Feb. 20th 2.22 Sociological Theories of Gender (L) 2.24 Mickey Mouse Monopoly (V) Blog 7 Week 9 – Social Institutions: Politics, Education, and Religion 2.27 Politics and Education as Institutions (L) Chapter 9 InQuiz. Ch. 9 Feb. 27th 3.1 Religion and Cults (L) 3.3 Heaven’s Gate Cult (V) Blog 8 Week 10 – Spring Break 3.6 Holiday – No Class 3.8
The College of Liberal Arts and Sciences has a specific policy and proceed regarding grades. Please see the following documents: http://www.clas.ufl.edu/forms/incomplete-grade-policy-clas.pdf http://www.clas.ufl.edu/forms/incomplete-grade-contract.pdf UNIVERSITY OF FLORIDA HONOR CODE Found at http://www.dso.ufl.edu/judicial/honorcode.php Preamble: In adopting this Honor Code, the students of the University of Florida that academic honesty and integrity are fundamental values of the University Students who enroll at the University commit to holding themselves and their peers to the high standard of honor required by the Honor Code. Any individual who aware of a violation of the Honor Code is bound by honor to take corrective Student and faculty support are crucial to the success of the Honor Code. The of a University of Florida education is dependent upon the community acceptance and enforcement of the Honor Code. The Honor Code: We, the members of the University of Florida, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this (1) All students are required to abide by the Student Honor Code. (2) The conduct set forth hereinafter constitutes a violation of the Student Honor Code. Those adjudged to have committed such conduct shall be subject to sanctions in Rule 6C1-4.016, F.A.C. Any form of "paper sharing," electronic paper purchasing, or plagiarism will not be I will fail students for the entire COURSE for any form of academic misconduct the preparation of their paper. Please do your own work. EXAM, PAPER, AND GRADING POLICIES I do not allow exam make-ups. However under rare circumstances, if you have an excused absence , I will allow you to make it up. VERY IMPORTANT: Your final point total, and the letter grade associated with it, are final. I will not add a point or two to someone's final point total so he or she can get a
Due Dates: Module/ Week Assignment/ Quiz Date Due Done Assignments Due Dates Completed? Drop-Add Week Introduction to the Course Begins 1/6 Review the “Start Here” Page on the course website. Read the syllabus and take the syllabus quiz in Canvas. You will not be able to move forward in the course if you do not pass the syllabus quiz with a 120 (you are permitted multiple attempts). Saturday 1/10 10:00 pm Complete the syllabus quiz Week 1 Chapter 1 Begins 1/11 Sociology in Practice DVD Assignment Saturday 1/17 10:00 pm Chapter Quiz Saturday 1/17 10:00 pm Week 2 Chapter 2 Begins 1/18 Sociological Conversations Assignment Saturday 1/24 10:00 pm Chapter Quiz Saturday 1/24 10:00 pm Week 3 Chapter 3 Begins 1/25 Sociology in Practice DVD Assignment Saturday 1/31 10:00 pm Chapter Quiz Saturday 1/31 10:00 pm Week 4 Chapter 4 Begins 2/1 Sociological Conversations Assignment Saturday 2/7 10:00 pm Chapter Quiz Saturday 2/7 10:00 pm Week 5 Chapter 5 Begins 2/8 Sociological Conversations Assignment Saturday 2/14 10:00 pm Chapter Quiz Saturday 2/14 10:00 pm Week 6 Chapter 6 Begins 2/15 Sociological Conversations Assignment Saturday 2/21 10:00 pm Chapter Quiz Saturday 2/21 10:00 pm
Weekly Readings MODULE ONE CHAPTER 1: Sociology & The Study of Social Problems May 11th, Pages 1-24 CHAPTER 2: Poverty & Class May 13th, Pages 26-52 CHAPTER 3: Race & Ethnicity May 15th, Pages 54-84 CHAPTER 4: Gender Inequalities May 18th, Pages 86-112 The Social Construction of Gender & Masculinities Readings CHAPTER 7: Sexuality May 20th, Pages 176-204 Steven Seidman’s The Social Construction of Sexuality MODULE TWO CHAPTER 12: Family Life May 22nd, Pages 316-338 CHAPTER 11: Work & the Workplace May 25th, Pages 288-314 CHAPTER 13: Education May 27th, Pages 340-364 CHAPTER 16: The Environment
SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Understand the difference between deviance and crime; know the various theories of deviance; know the research and data on deviance and crime Course Quizzes, exams, locate data on crime on the World Wide Web Understand the components of the criminal justice system in the United States; know how it compares to that of other countries Course Group discussion, quizzes, exams Be familiar with social problems associated with drugs and alcohol Course Group discussion, quizzes, exams Be familiar with problems in the major social institutions in the United States, including the economy, family, religion, medicine, Course Group discussion; quizzes, exams, and application exercises Awareness of problems associated with race, sex, age, ethnicity; understand the role of prejudice and discrimination Course Group discussion, quizzes, exams and application exercises Understand the global context of problems, including environmental problems, war, and terrorism Course Group discussion, quizzes, exams and application exercises SECTION 7 Faculty name(s): Rebecca Ford and Lindsey Webster Date: 1/21/2006 CS20150615
Term Paper (100 points): In this paper you can choose one to two topics of your preference and analyze them in depth. All papers will be due November 30th to allow for ample time for every student. This will be a scholarly written paper, 6-7 pages in length (double-spaced, 12 font, Times New Roman, with 1” margins). It should include a minimum of 6 peer-reviewed journal articles (you will need to retrieve these articles and read them critically; using material we have covered in class may be used in addition to these if you so desire). This paper will only need to be uploaded to Canvas. Plagiarism will be checked. If you need help navigating the online library system, you can either ask a librarian or stop by my office. A rubric with detailed instruction will be uploaded to Canvas. Midterm (100 points): This will be a non-cumulative exam on the assigned preceding readings. The exam will include multiple-choice, fill in the blanks, and short essay. Final (100 points): This will be a non-cumulative exam on the assigned readings after the first midterm. Although this exam is non-cumulative, major theories discussed in the first portion of class may be included on the final. The exam will include multiple- choice, fill in the blanks, and short essay. Semester Schedule: Additional weekly readings are posted in Canvas under ‘Modules’ Week 1 (8/23): Course Introduction. Syllabus. (8/25): Chapter 1: Race in the Twenty-first Century. Week 2 Part I Reflexivity: (8/30): Chapter 2: The Invention of Race (9/1): Chapter 2: The Invention of Race Week 3 (9/6): Chapter 2: The Invention of Race (9/7) Thematic Paper # 1 due by midnight/canvas Part II Relationality: (9/8): Chapter 3: Politics Week 4 (9/13): Chapter 3: Politics (9/15): Chapter 4: Economics Week 5 (9/20): Chapter 4: Economics (9/22): Chapter 5: Housing
“NAAFA: Attempting to Neutralize the Stigma of the Hugely Obese Body” pp. 72-80 in Goode and Vail “The Fat Admirer” pp. 80-90 in Goode and Vail “Strategic Experimentation and Stigmatization in Earth First” pp. 189-196 in Goode and Vail. SECOND EXAM Monday Night Class: Monday April 15 Wednesday Night Class: Wednesday April 17 FINAL EXAM Monday Night Class: Date Determined by FIU Final Exam Schedule Wednesday Night Class: Date Determined by FIU Final Exam Schedule
Section Two: The project you are applying for By ‘project’ we mean the group, activity, event or item/s you would like us to fund. Project name Total amount requested (£) The total amount you would like us to fund. Type of grant requested Please specify which grant/s you are applying for. Please refer to our definitions on guidance notes.  Start up (up to £500)  Development (up to £3,000)  User Involvement  Individual development
3 2/06 2/08 Chapter 4, supply and demand; price controls, surplus Extra credit: Watch the PBS show "The Gilded Age" and write an essay, the topic to be provided on 2/8 Supplemental readings: 4 2/13 2/15 Chapters 5,6: labor, financial markets, globalization 5 2/20 2/22 Chapter 7: elasticity Chapter 8: decisions; appendix. Supplemental: 6 2/27 3/1 2/27: First Exam Chapter 9, Costs Supplemental: 7 3/6 3/8 Chapter 10, Firms, perfect competition; in-class quiz Chapter 11, Monopoly Supplemental: 8 3/13 3/15 Chapter 12: monopolistic competition, oligopoly, game theory Supplemental: 9 3/20 3/22 Chapters 13, 14: competition policy, externalities Required: Green taxes: http://www.scu.edu/scm/summer2007/feature6.cfm Supplemental https://en.wikipedia.org/wiki/Plasma_gasification Spring break 3/27 3/29
10 4/3 4/5 Chapters 15, 16: public goods, poverty, inequality Supplemental http://www.foldvary.net/ec1/m20inp.html 11 4/10 4/12 Chapters 17, 18: Labor; information, risk, insurance, interest http://www.foldvary.net/ec1/m19ed.html 12 4/17 4/19 Term papers due Tuesday the 17th. Chapters 19 (& appendix), 20, Financials, public choice Supplemental http://www.foldvary.net/ec1/stocks.html http://www.foldvary.net/ec1a/democ2.ppt 13 4/24 4/26 4/24: Second exam. The US tax system 14 5/1 5/3 Economics of real estate Ethics and economics http://www.foldvary.net/econ200/naturalaw.ppt 15 5/8 5/10 US economic history Financial investing http://www.foldvary.net/works/seeking.html Ending exam in class. Final Exam 5/16 Wednesday, May 16, 1215-1430 (12:15-2:30) Please note: after the grades are submitted to the university, they cannot be changed. Examine your scores and class grade after the final exam is scored.
Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. Viterbo standard: The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework. Class Discussion/Participation Self-Evaluation Rubric Participant:_____________________________ Session #:___________ Date:___________ Proficiency Levels Description Your Score Advanced Proficient (5 points) • Very attentive to classroom activities. • Highly engaged in the learning process. • Numerous efforts to answer questions posed by the instructor and others. • Consistent high participation in group discussion activities. • Demonstrates excellent quality in discussion activities. Proficient (4 points) • Attentive to classroom activities. • Engaged in the learning process. • Makes several efforts to answer questions posed by the instructor and others. • Strong participation in group discussion activities. • Demonstrates very good quality in discussion activities. Basic (3 points) • Somewhat attentive to classroom activities. • Minimally engaged in the learning process. • Makes a few efforts to answer questions posed by the instructor and others. • Minimal participation in group discussion activities. • Demonstrates adequate quality in discussion activities. Minimal (2 points) • Little attention to classroom activities. • Reluctant engagement in the learning process. • Efforts to answer questions posed by the instructor and others are rare. • Reluctant participation in group discussion activities. • Demonstrates poor quality in discussion activities. Uninvolved (0 points) • Indicates no interest in being involved in classroom activities. • Demonstrates no engagement in the learning process. • Makes no effort to answer questions posed by the instructor
RHT 086/096 / FALL 2010 TENTATIVE SCHEDULE 8/23 Introduction to class Freewriting Text Layout 8/25 Writing/Reading Assessment Campus Resources Essay Structure (Hazards) 8/27 Syllabus review Previewing – Text layout – Venn Diagram Assessment Review – 4 Bases Text - Chapter Three 8/30Materials / Campus Resources checklist Reading Process Annotating – Hazards / One Person’s Path 9/1E-146 Websites/E-mail/Triton myspace Writing Process - Invisible freewriting Journal One 9/3 Annotating cont’d. Prewriting/prereading review Main ideas – Unity – Chapter Two 9/6 LABOR DAY – NO CLASS 9/8 Journal One Due Clustering Main ideas cont’d. 9/10 Essay structure Illustration Essay Assignment Outlining for unity and comprehension 9/13 Reviewing sample essays Marking key sentences Introductions and conclusions 9/17Editing and revising practice Rewriting plans Unity review – Parallel language 9/20 Draft Essay #3 due Rewriting Plans Vocabulary strategies – Word parts Chapter One 9/22 E-146 Bedford Diagnostic Rewriting Essays 9/24 Flashcards #1 due Bedford assignment Review annotating 9/27 Labeled Illustration Packets Due Vocabulary – Review Word Parts Context Clues 9/29 Word Parts Quiz #1 Supporting anecdotes – “White Coat” 10/1 Vocabulary strategies – Dictionary use Summarizing 10/4 Flashcards #2 due - review Summarizing cont’d. 10/6 E-146 Word Parts Quiz #2 Drafting a summary Post-grade reflections 10/8Summary review Descriptive writing Sensory detail – “Diner” annotation ChapterFive
9/15 E-146 Draft Essay #1 due Composing rough draft – Essay #2 10/13 E-146 Rewrite assignment #1 Revising for dominant impression Considering audience and purpose 10/15 READING DAY 10/18Rewrite draft #1 due - Peer review Editing checklist – verb use-conferences Flashcards #3 due 10/20 E-146 Rewrite packet #1 due Argument practice 10/22 Word Parts Quiz #3 Status updates Sentence structure 10/25Part two online due Sentence structure Holistic scoring 10/27 Sentence structure “Most Evil Character”- Textual Evidence 10/29Flashcard #4 due Media Day - Round Robin FW Elements of fiction – Reading assigned 11/1 Word Part Quiz #4 Annotating fiction – Chapter Four 11/3 E-146 Argument practice – Essay and summary Coherence 11/5 Reading day – plot summaries Argument review 11/8 Reading Part One – 10/11Part One online due Descriptive techniques Prewriting / rewriting for detail 11/10 E-146 Rewrite #2 assignment - conferences Considering audience and purpose Comparisons to strengthen arguments 11/12 Part Three online due Rewrite peer groups & conferences Reading Part Two – Annotations, packet, quiz 11/15 Flashcards #5 due Reading Part Three – Annotations, packet, quiz Project 11/17 E-146 Rewrite packet #2 due Pair edit for language use In-class essay 11/19 Word Parts Quiz #5 Rewrite #3 assignment Brainstorming solutions 11/22 Counterarguments - debate Fact/opinion – Inferences Chapter Four – Giving Candy Organizing the argument 11/24-28 THANKSGIVING HOLIDAY- NO CLASS 11/29 Rewrite #3 draft due Critiquing an argument Review sample essay with research 12/1E-146 Researching online/documenting sources Conferences 12/3 Rewrite #3 with research and
Rahway High School-Spanish Honors 2 Mrs. C. Sierra (Rm.302) Email: ¡Bienvenidos a español 2! Welcome to Honors Spanish 2! Prerequisite to enroll in this course: Spanish 1 or equivalent study. This course is a continuation of Spanish 1. In Honors Spanish 2 students will receive more practice in listening, speaking, reading and writing skills. New vocabulary and grammar are presented. The students will improve writing skills through compositions. They will continue to explore the culture of the Hispanic world. Course Objectives: To understand spoken Spanish. To express oneself in simple Spanish using appropriate pronunciation. To acquire vocabulary and the grasp of structure that enables students to read materials appropriate to the Spanish 3 level. To express ideas in writing. To understand and appreciate cultural differences. Course Text: ¡Avancemos! Holt McDougal-Littell Level 2 (2nd part of book) Supplemental Work: This may include but is not limited to appropriate videos based on curriculum or enrichment. Work on projects (on the Aztecs, Mayans, professions, different Hispanic literature and authors, etc ) in the class room and the technology room. Grading Policy: 25% - Homework. (Workbook, hand outs, etc) 20% - Class assignments. 5% - Class Participation (Questions and answers, Conversations, Cooperative learning, Grammar and vocabulary Activities) 50%- Test (35%) and quizzes (15%). (Written Assessment, Speaking Assessment, Dialogue, Test, Quizzes, Essay Writing and Major Projects. ) Assessments: Growth in language acquisition will be assessed through a combination of traditional assessments and rubric specific, performance based activities. Graded activities will vary by marking period; most, will fall within the realm of quizzes, test, dialogues, compositions, homework, posters, presentations, group work or class participation. An assessment will be given on a weekly basis. Such will include: vocabulary, grammar, culture. Homework:. will typically be given 3-4 nights a week. All homework is due at the beginning of class. HOMEWORK IS NOT MEANT TO BE FRUSTRATING! On the nights that homework is not assigned, students are expected to study and review pertinent vocabulary and /or verb conjugations, etc. Homework would be evaluated on