zilongwang/ReadingBank huggingface dataset:
Applicant Information – ONLY One Application Per Household First Name Last Name Phone Number ethnicity and race information is optional. it is requested to assure the benefits are given without regard to race, color or national origin. your answers will not affect your eligibility or funding support. Check this box if you do not want to give United Way information about your race or ethnicity Ethnicity/Race are you Hispanic, Latino or Spanish Origin? YES NO White American Indian/Alaskan Native Black/African American Asian/Pacific Islander Address Where Damage Occurred (write n/a if not applicable) Street Address Apt Number City Zip Code Current Contact Information Street Address Apt Number City Zip Code Email: PARTY VENDOR INFORMATION Name: Number Address: Amount Requested $ Proof of Primary Residence at Time of Fire is Required. Please Provide Copy of One of the Following: Tax Return Driver’s License AGENCY USE ONLY Voter Registration Photo ID Is address in the fire area: YES NO Utility Bills Rental Agreement Indicate the Type of Assistance That You are Requesting Describe your Need and Indicate the Amount of Funds You Are Requesting. You Will Need to provide Documentation to Justify Your Request. If Request is Approved, check will be made to identified third Party Vendor. ☐ Housing Assistance ☐ Habitability of Home ☐Livelihood/Income/Employment (Tools, uniform, transportation) ☐ Vehicle Repair/Replacement ☐ Other: Insurance Information Explain any Gaps in Your Insurance Coverage Related to Your Request Homeowners Renters Auto Other: INCOME AND FAMILY SIZE ELIGIBILITY CRITERIA FOR THOMAS FIRE RELIEF FUND Additional eligibility requirements may apply and basic criteria may change based on community needs and available funding.
[HEALTH PLAN OR PROVIDER ORGANIZATION LETTERHEAD] (Use font) COMMERCIAL Informational Letter to Member and/or Provider/Physician (Issue for carve-out situations when group is referring member and/or physician to another entity or source for authorization of services that the group does not have responsibility for authorizing.) [Date] [Name of Member] Member’s Name: [or Member’s representative] DOB: [Address] Member ID#: [City, State, ZIP] Health Plan Name: Attending Provider/Physician: Requested Service: Dear [Member Name]: This notice is to inform you that [insert provider organization name], under contract with [insert Health Plan name], is not responsible for authorizing the above requested service(s). This is not a denial of service. Please contact [insert Health Plan name at X-XXX-XXX-XXXX or TTY/TDD at Or, if known, insert other health care provider i.e., VSP at phone number 1-XXX-XXX-XXXX] for further assistance regarding the requested service(s). Sincerely, __________________________ Provider Organization Representative C: Member File Requesting Physician PCP Health Plan
Could you also have an improve task that travels around the studio? 3. Which part of your solo will you teach as part of the workshop? Take a section of your solo to teach the group. Say why you have chosen it (what it means and how it relates to the workshop) How will you finish the workshop? A cool down. Could be just one stretch or exercise with breath. Say why it is needed. You will need to add some of the information you have written in your column into your essay – at least 2 paragraphs. UNIT 1 Qu.3 The key skills you need to about in your letter – answering the advert Answer the questions below to create at least two/three paragraphs in your letter from your answers. Performer – dance skills Developing Dedication Working as a team Working with a director Performer. What have you done before either outside of school, before your btec and/or on your btec. Any to an audience? What performance skills do you have? What dance skills? In which styles? Developing. Have you created work before, with your class, a teacher? Created any choreography? Dedication. Are you focused, do you work hard? Describe your strengths below Working in a team. Especially towards a performance. Collaborate.
Here’s a great opportunity to get involved with a fantastic organization that serves children and families in our local community! The United Methodist Children’s Home (UMCH) of the North Georgia Conference was established in 1871 and has maintained a beautiful campus in Decatur (500 S. Columbia Drive, Decatur GA 30030) since 1873. The UMCH provides services aimed at preventing the breakup of families, restoring and healing separated families, and teaching teens and young adults how to create successful and meaningful lives through transitional care, foster care and adoption, and independent living programs. To learn more about UMCH, please visit: We are seeking ten (10) volunteers for Saturday, April 11th from 8:30 AM until 12:30 PM.  Volunteers will be helping with the UMCH’s annual yard sale. Volunteers will be asked to direct parking, work as sales assistants and checkers, help in the Sandwich Shop and Volunteer Canteen, or sign customers up on the mailing lists.  Because the work may involve some physical demands, we encourage volunteers to dress casually in jeans and a t-shirt (preferably a USPHS or ACOA t-shirt).  Waivers will be required and preference will be given to ACOA members. If there is room, volunteers may invite family members who are at least 15 years of age to participate in this service activity. Please contact LCDR Timothy Cunningham () by April 3, 2015 if you would like to participate.
ILO5: Assessment Criterion + Learning Activities This table will help you to map out/plan for learning activities that will support students’ development of the skills and knowledge they will need to be able to demonstrate achievement of each of the criterion. Aim for a minimum of three activities for each criterion. At the completion of this unit, you will be able to: Assessment Criterion Learning Activity 1 Learning Activity 2 Learning Activity 3 ILO1: e.g., Select technologies appropriate for your teaching context(s), and justify their use. e.g., AC 1.1 Explain how the specified use of technology is appropriate for your context, students and discipline e.g., Select from a list (organised in learning and teaching categories) of tools, perhaps one from each category, and reflect on how it could be used in your teaching. e.g., Identify a number of Educational Technology (ed tech) blogs and read and reflect on their relevance to your teaching for now and into the future e.g., Complete a template to evaluate many educational tools e.g., AC 1.2 Explain how and why specified technologies are or could be used by you in your teaching e.g., Describe the teaching context, student cohort, peculiarities of your teaching environment (may be part of your personal introduction) e.g., A (multiple choice) quiz, perhaps with immediate feedback, regarding appropriate media formats. (First define media and file formats.) Given a prescribed set of specifications (e.g. time-based, demonstration of something practical), select e.g., Pose a set of criteria to evaluate a particular tool to determine its suitability for use in your teaching context
# 1 LA1. e.g., Describe the teaching context, student cohort, peculiarities of your teaching environment (as part of your personal introduction video) e.g., Instructions for activity; Discussion Topic for posting; Technical help – how to create a video note discussion post e.g., Peer responses to question posed; view classmates/ videos; overview at end of week from UC LA2. e.g., Identify a small number of Educational Technology (ed tech) blogs and read and reflect on their relevance to your teaching for now and into the future e.g., Article – definition of ‘educational technology’; Instructional Content (UC) – use and value of ed tech blogs; Short list of useful ed tech blogs; Instructions for activity; Discussion Topic(?) to share reflections/suggestions for useful blogs e.g., individual activity – no explicit feedback LA3. 2 LA4. e.g., Read and engage with a number of sets of standards and principles of teaching online, make a list of ‘best practice’ recommendations that are relevant to you and your teaching context. e.g., ; ; ; ; Technical help – how to access the QM rubric; Instructions for activity e.g., opportunity to test ideas in weekly seminar discussion; option to add best practice list to ePortfolio and share with
lecturer/peers for comment LA5. LA6. LA7. 3 e.g., Technology Compare and Contrast due (AC 1.1, 1.2, 3.1, 3.2) LA8. 4 5 6 7 8
~ ONLINE WEBSITES ~ United States History Online Textbook Google Classroom – share files, collaborate, teacher & class communication. Study for Vocabulary quizzes and Tests, includes games. Computer or Mobile. for Vocabulary quizzes and Tests at home. Computer or Mobile. Online quizzes taken in class, can be reviewed at home. Online quizzes. Information and for the 2017-2018 History Fair. ~ USERNAMES, PASSWORDS AND OTHER THINGS TO REMEMBER ~ Resource Username Password Resource Username Password Online Textbook QuizStar my.hcsb.k12.fl.us Quizlet (single sign-on) firstname.lastname@ hernandoschools.org CPS Clicker # Plicker # ~ TUTORING ~ ~ LATE WORK ~ Tutoring is available every Monday after school with Mr. Coburn until 5:00pm. Parents must provide a ride home. Students wo are struggling to be successful in United States History may find it helpful to receive small group or one-on-one instruction after school or during lunch. Please check with me first to make sure I will be able to attend that session as sometimes things will come up. Students failing a test or class may be placed in tutoring during lunch or PE. All assignments should be completed and turned in by the due date. Students have two days to make up an assignment for each excused absence day. For late work and unexcused absence assignments turned in late, the maximum grade is 60%. Please see the HCSB Middle School Procedure Handbook for additional information about absences. Please call or email if you have any questions. ~ REMIND.COM AND APP ~ ~ GOOGLE CLASSROOM ~ If you would like to be reminded of important class events via push notification (smart phone), text (any capable mobile phone), or email, please check out our WEEBLY page, Google Classroom, or REMIND.COM for setup info. Although EDLINE will be updated for grades, all handouts, notes, and assignments will be found in Google Classroom as nearly all assignments will be completed online. WEEBLY will only contain links to sites that we use routinely. ~ TO BE TURNED INTO TEACHER ~
~ ONLINE WEBSITES ~ United States History Online Textbook Google Classroom – files, collaborate, teacher & class communication. www.studystack.com/users/maleonh Study for Vocabulary quizzes and Tests, includes games. Computer or Mobile. Study for Vocabulary quizzes and Tests at home. Computer or Mobile. Online quizzes taken in class, can be reviewed at home. Online quizzes. ~ USERNAMES, PASSWORDS AND OTHER THINGS TO REMEMBER ~ Resource Username Password Resource Username Password Online Textbook QuizStar my.hcsb.k12.fl.us Quizlet (single sign-on) firstname.lastname@ hernandoschools.org CPS Clicker # Plicker # ~ TUTORING ~ ~ LATE WORK ~ Students wo are struggling to be successful in United States History may find it helpful to receive small group or one-on-one instruction after school or during lunch. Please check with me first to make sure I will be able to attend that session as sometimes things will come up. Students failing a test or class may be placed in tutoring during lunch or PE. All assignments should be completed and turned in by the due date. Students have two days to make up an assignment for each excused absence day. For late work and unexcused absence assignments turned in late, the maximum grade is 60%. Please see the HCSB Middle School Procedure Handbook for additional information about absences. Please call or email if you have any questions. ~ REMIND.COM AND APP ~ ~ GOOGLE CLASSROOM ~ If you would like to be reminded of important class events via push notification (smart phone), text (any capable mobile phone), or email, please check out our WEEBLY page, Google Classroom, or REMIND.COM for setup info. Although EDLINE will be updated for grades, all handouts, notes, and assignments will be found in Google Classroom as nearly all assignments will be completed online. WEEBLY will only contain links to sites that we use routinely. ~ TO BE TURNED INTO TEACHER ~
C D 8 Why was the Mississippi River important to the United States in the early 1800s? G1 C (cannot be used with 4) A It divided Northern and Southern states B It divided Indian territories from the rest of the nation C It served as a highway for shipping goods D It was a border between Canada and the United States 9 Why did France sell Louisiana to the United States? C3 D A to prevent the British from occupying any of the territory B to establish friendly relations with the United States C to help the United States reduce Revolutionary War debts D to finance Napoleon’s wars with the nations of Europe 10 When Jefferson sent Navy warships to the Mediterranean Sea in the early 1800s, which of these groups was most affected? C3C A French merchants B Chinese sailors C pirates D English admirals 11 How did the United States get Florida from Spain? C3 D A Annexation B War C Purchase
Table 8: Overall barriers to diet and exercise recommendations Variable Proportion (%) 95% Confidence Interval (C.I) Exercise as potential exacerbater of illness Yes 100 0 No 0 0 Detailed written instructions regarding exercise Yes 82.35 0.69 - 0.96 No 17.65 0.04 - 0.31 Detailed written instructions regarding diet Yes 75 0.36-1.14 No 25 -0.14 - 0.64 Support from spouse/partner Yes 38.1 0.23 - 0.53 No 61.9 0.47 - 0.77 Support from family members Yes 83.33 0.72 - 0.95 No 16.67 0.05 - 0.28 Friends support Yes 57.14 0.42 - 0.73 No 42.86 0.27 - 0.58
Study Personnel Statement: I have accurately read aloud the information sheet to the potential study subject, and to the best of my ability made sure that the subject understands the procedures. I confirm that the subject was given an opportunity to ask questions which were answered correctly and to the best of my ability. I confirm that the individual was not coerced into giving consent, and the consent has been given freely and voluntarily. _______________________________________________ _______________________ Signature of personnel obtaining consent Date _______________________________________________ _______________________ Name of study personnel obtaining consent Date
D. Evaluate the impact of climate on Georgia’s development. Conditions on a particular day (i.e., snow, rain, thunderstorms, etc.) are called _____________________. Conditions over an extended period of time are called _______________________. Georgia and its neighbor states are part of a warm region of the United States called the _____________________. Georgia, like most regions has a _________________________. Define vertical climate.___________________________________________________. Overall Georgia has a __________ climate with a _____________________ feel along the coast. Georgia has 4 seasons. They are _____________________________________. In which of Georgia’s regions would tourists most likely go hiking? ___________________________ What region attracts people who like to go to the beach? _________________________ Why does Georgia have a longer growing season than northern states? _________________________________________________________________ Why do peanuts and cotton grow well in Georgia? __________________________
SS8G2 – The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, Georgia’s deepwater ports, and the railroads held drive the state’s economy. Georgia’s four most important transportation systems are: _________________________ __________________________ _________________________ _________________________ Atlanta’s airport is named after _________________________________ and ________________________________________. Georgia’s major deepwater ports are located at _________________________ and ___________________________________.
Unit 1 – Narrative Essay – Interviewing a Classmate In this exercise, you will get to practice your interviewing skills by interviewing a classmate. Use the questions below as a minimum requirement, and add at least three of your own questions that you find compelling and that spark your curiosity. Take in your notebook, and write up a summary of your interview of no less than one page, double spaced, 1 in. margins, 0.5 in. paragraph indent, 12 point font. Use the standard formula for identifying the assignment: Your name Date assignment is due ENG 111/DE English 12 “Unit 1 – Narrative Essay – Interviewing a Classmate” Your interview questions and notes are your own. But your summary will be part of your Unit 1 grade, and is due next class period. Do your best as you prepare yourself to do your next interview, that of your older family member. Have fun! What is your full name? Why did your parents select this name for you? Did you have a nickname? What do you know about your family surname? When and where were you born? How did your family come to live there? What world events had the most impact on you while you were growing up? Did any of them personally affect your family? Does your family have its own traditions that you enjoy? Describe a typical family dinner. Do you all eat together as a family? Who does the cooking? What are your favorite foods? Is there a naming tradition in your family, such as always giving the firstborn son the name of his paternal grandfather? What stories have come down to you about your parents? Grandparents? More distant ancestors? Include in your summary an assessment of the interview process by answering these questions yourself: In your opinion, what questions received the best response? Was there a question you wish you would’ve asked, but didn’t think of it until later? What organizational principle did you use for determining the order in which you would ask your questions (chronological, thematic, random, unintentional, or what?)? Can you think of a better way to order your questions so that they flow better?
Organise a project initiation meeting Be proactive in attending events and activity sessions to observe andsupport delivery and contribute to ongoing evaluation. Invite the successful contractor to report to the project Provide an overview of all activity delivered to date, including consultation findings and key stakeholders engaged to date. Facilitate an introductory meeting between the contractor, the United Champions and other delivery partners. Provide details of participants ahead of activity scheduling Arrange transport to and from activities for participants. Attend other meetings, events and activities as required and within reason Reserve the right to carry out publicity to promote this project and the Department’s involvement in this project. Provide an evaluation framework and monitoring and evaluation tools. Security clearance The successful contractor must have a protection policy and adhere to statutory safeguarding requirements, such as Access NI checks, as appropriate. The contractor is responsible for ensuring that all associates subcontracted under this contract (for example, a third-party training provider) adhere to statutory safeguarding requirements and complete Access NI checks as appropriate. Timescales A draftschedule of programme delivery including timescales for each activity should be included in the outline project plan submitted to DfC. Contract management The successful contractor is required to attend a project initiation meeting and a Uniting Erne East Board meeting to provide a progress report and/or an evaluation of the 8 week programme. Progress reports should include, but not be limited to, activities to date, participant numbers, attendance, consideration of the likelihood of success, budget update and any exceptions/issues.
The Project Board currently meets monthly and consists of DfC, Sport NI, Fermanagh and Omagh District Council, Youth Action NI, Todds Leap and representatives from the United Champions steering group. The successful contractor shall be reasonably available to attend other meetings with DfC. Payment arrangements The successful contractor shall be paid as follows: 50 per cent on completion of project initiation meeting (December 2016). 40 per cent at the on completion of the project 8 week delivery period. (March 2017). 10 per cent on completion and submission of a satisfactory progress report and evaluation to DfC. (April 2017). Payment will be made by BACS within 30 days of the receipt of a valid invoice. 5. Price SchedulE Breakdown of costs £ Total cost of providing the service (excluding VAT) £ Canvassing Any applicant who directly or indirectly canvasses any member of the Executive Board of DfC or any officer or employee of DfC or who directly or indirectly obtains or attempts to obtain information from such a person concerning this tender will be disqualified. Sustainability
2018 SHRINE DUES REQUIRED FOR ADMISSION TO ACTIVITIES Fall Parade Line Up Wilson, NC November 17, 2018 Patrol Drum & Bugle Corps Legion of Honor Flag Unit Divan, Convertibles, Provost Guard Children’s Float Mobile Fez Monster Trucks Horse Patrol Mariners Motor Patrol Thunderbolts Suits Ghostbusters Buccaneers Fire Brigade Prowlers Animated Animals Cruisers Shriners Choo-Choo Cooligans Steel Drum Band Mini Cars Truckers Wrecking Crew Mourners Van Patrol Tomcats Mini Rigs Desert Rats Clowns Pirates Cart Caravan Keystone Kops Roadsters Racers Drifters Gators Daredevils Burnouts Hillbillies Beach Bums
Sudan Shriners Fall Ceremonial Joseph I. Joyner Memorial Ceremonial November 16 – 17, 2018 Wilson, NC Thursday, November 15, 2018 5:00 pm Board of Directors Meeting – Wilson County Shrine Club – 3102 Forest Hills Rd., SW Friday, November 16, 2018 Golf Tournament – Wedgewood Country Club – Old Stantonburg Road Open for Shopping, & Sightseeing - Temple Hospitality Room – Wilson County Shrine Club – 3102 Forest Hills Rd. 7:30 pm – 9:00 pm Memorial Service, Patient Introductions / Check & Awards Presentations Bill Ellis Convention Center – 3007 Downing St SW 9:00 pm – 12:00 pm Dance – DJ Chris Raynor (Admission by 2018 Shrine or Blue Lodge Dues Card – Dressy Casual) Saturday, November 17, 2018 Registration of Candidates, Candidates Orientation – Fike High School – 500 Harrison Dr. N Stated Business Meeting – Fike High School – Auditorium Ladies Breakfast & Entertainment – Wilson Country Club – 4509 Country Club Dr. N (All Ladies and Candidate Wives welcome) First Section – Shrine Degree by Ritualistic Cast – Fike High School – Auditorium 10:00 am Parade Formation – Whitehead Ave. 11:00 am Parade Steps Off – Before Wilson Christmas Parade – Whitehead Ave. & Nash St. N 12:00 pm Moslem Feast – Fike High School – Cafeteria 1:00 pm – 2:30 Second Section – Fike High School – Gymnasium - 5:00 pm Temple Hospitality Room - Wilson County Shrine Club 7:30 pm – 8:45 pm Introduction of New Nobles - Rose and Fez Presentations Bill Ellis Convention Center – 3007 Downing St SW - Potentate’s Dance – Music by “Main Event” Admission by 2018 Shrine Dues card Dress – Nobles Coat / Tie – Ladies - Dress or Pantsuit Fezzes Requested for all Activities Shuttle Service will be provided to and from area hotels to the dance. “Brighten Their Dreams in 2018”
5 and then10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects). matching or counting the sets using one-to-one correspondence Knowledge of the terms “greater than/more than”, “less than”, and “equal to/same” through experiences with comparing groups of objects (e.g., “There are more boys than girls.”) Ability to identify which number comes later in the counting sequence when counting two sets of objects Ability to match a numeral to a set Ability to compare sets numerically Ability to use the “greater than/more than”, “less than”, and “equal to/same” (e.g., “There are more boys than girls because there are 5 boys and 2 girls”.) Ability to know that when a set has more than another set, the number that represents its quantity comes later in Other strategies: Matching: Students use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects. Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects. Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting). Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students. Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers. Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.
SECTION I: APPLICANT INFORMATION Applicant: Applicant Contact: Name: Name: Last Name: Title: Mailing Address: Is the Mailing Address the same as Applicant’s Mailing Address? If “No”, please provide information below: Yes City: Mailing Address: State: Zip Code: City: State: Zip Code: Phone: Fax: Phone: Fax: Email: Email: Unit Name Unit Operator Contact: Is The Unit Operator Contact the same as the Applicant Contact? If “No”, please provide information Yes First Name: Last Name: Title: Mailing Address: City: State: Zip Code: Fax: Describe the relationship between the Unit Operator and the Applicant: SECTION II: PARTY INFORMATION (Fill out this section only if you are applying for the Applicant) SECTION III: APPLICATION DATE AND NUMBER (FOR OFFICE USE ONLY) Third Party Company Name: Application Date: Name: Last Name: Title: Mailing Address: City: State: Zip Code: Phone: Fax: Email: Describe the affiliation to the Applicant: Application Number: SECTION IV: PROJECT INFORMATION
Unit Title – Introduction to Computer Programming – Professor Alice Liddell STAGE 1 – DESIRED RESULTS Essential Question 1: What impact does learning Alice have on your understating of the world around you? Essential Question 2: How does the virtual world of Alice relate the real world around you? UNIT OVERVIEW: The dynamic nature of technology requires an understanding of the developmental history and the need for responsible use of the technology. Standards: NBPS 9999 NBPS 4589 NBPS 4589 NBPS 4589 NBPS 4589 APPLICABLE WEB BASED RESOURCES: None RECOMMENDED PACING: Day 1 – Introduction, expectations, computer terminology Day 2 – Hardware timeline research Day 3 – Programming languages and computer scientist research ENDURING UNDERSTANDINGS: To meet the standards, students will need to understand that ESSENTIAL QUESTIONS: To understand, students will need to consider such questions as Computer Science is dynamic. The way you use computers can have far reaching consequences. How have the advances in technology affected developments in computer science? 2. Why is it important to have “rules” for computer use? To understand, students will need to know… the differences between hardware and software. how computers have changed over time. how computer languages have changed over time. how malicious hacking affects others. what the consequences to the hacker are. be able to… identify hardware components. identify software components. trace the development of hardware. trace the development of software. formulate rules for computer use.
Plymouth Colony: The FACTS Year Founded? Why did the Pilgrims/Puritans England? Hardships/challenges faced by the Pilgrims/Puritans 1. 2. Who helped the settlers survive? How did he help them? 1. 2. What was the Mayflower Compact? Why was the Mayflower Compact signed? 1. 2. What was the primary reason for settling the Plymouth Colony?
Fishing, lumber, and fur trading was a major economic activity in which colonies? Why did most colonial farmers settle near oceans or coastal waterways? What was the main reason for the variety of products in the different regions of the country? Tobacco and rice were major products of which colonies? Wheat, grain, and manufacturing were major products and economic activities of which colonies? Which geographic feature of the Atlantic coastline contributed most to the growth of colonial trade? In a representative democracy, the people have the power because they elect the ______________________. Explain what happened during the Great Awakening and its significance (importance). Why was the Mayflower Compact an important step towards our democracy? (Hint: what idea did it create?) Why did early settlers go to Massachusetts, Rhode Island, Maryland, and Pennsylvania? (Hint: they all had one thing in common) In a democracy, _________________ have the power. What was the name of the 1st permanent British settlement in the Americas?
• Entertainment Movies on demand, video cataloging, interactive Ads, Multi-user games, on-line discussions. • Financial Services & News Home Banking, Financial services, Information, • Essential Services Home Shopping, Electronic Catalogs, telemedicine, remote diagnostics. • Education and Training Interactive education, multi-user games, video conferencing, on-line databases.
World Religions Review Hammurabi’s Code Exercise Homework Homework Homework Homework Homework Read Diamond Article (due NEXT CLASS – Sept. 04/05) View and Study the PowerPoint Entitled “Development and Effects of Religion During the Classical Era” Located on Vision AND on My Website (due NEXT CLASS – Sept. 04/05) Download and Print Out Syllabus (due NEXT CLASS Sept. 04/05) Read the Course Description WITH Your Parents and Sign It (due Sept. 08/09) Read Chapters 1 through 5 (pages 0 – 153) and Answer Guiding Questions on Vision (due 8am on Sept. 16/17) Study for the Units I and II Exam (on Sept. 24/25) Read the Course Description WITH Your Parents and Sign It (due NEXT – Sept. 08/09) Read Chapters 1 through 5 (pages 0 – 153) and Answer Guiding Questions on Vision (due 8am on Sept. 16/17) Study for the Units I and II Exam (on Sept. 24/25) Read Chapters 1 through 5 (pages 0 – 153) and Answer Guiding Questions on Vision (due 8am on Sept. 16/17) Study for the Units I and II Exam (on Sept. 24/25) Read Chapters 1 through 5 (pages 0 – 153) and Answer Guiding Questions on Vision (due 8am on Sept. 16/17) Study for the Units I and II Exam (on Sept. 24/25) Read Chapters 1 through 5 0 – 153) and Answer Guiding Questions on Vision (due NEXT CLASS – by 8 am on Sept. 16/17) Study for the Units I and II Exam (on Sept. 24/25) Prepare for your I and II Exam – Comparative Essay (on Sept. 26 and 29) DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 Sept. 16/17 Sept. 18/19 Sept. 22/23 Sept. 24/25 Sept. 26 and 29 Topic Topic Topic Comparative Essay Writing/From the Neolithic Revolution to the Classical Civilizations From the Neolithic Revolution to the Classical Civilizations Nomads/Transregional Trading Systems Units I and II Exam Multiple Choice Units I and II Exam Comparative Essay Classroom Activities Classroom Activities Classroom Activities Classroom Activities Classroom Activities Comparative Essay Activity Guided Questions Quiz Continue Socratic Seminar: Focused Discussion on Guided Questions Lecture: How Do Ideas Spread? Nomads, Migrations, and Trade Units I and II Multiple Choice Exam Table Top Exam Review Units I and II Comparative Essay Explain the Ibn Battuta Project
Socratic Seminar: Focused Discussion on Guided Questions from Chapters 1 through 5 from Chapters 1 through 5 Religions Review Review for Exam Go Over Units I and II: Multiple Choice Exam Homework Homework Homework Homework Homework Study for the Units I and II Exam (on Sept. 24/25) Prepare for your Units I and II Exam – Comparative Essay (on Sept. 26 and 29) Study for the Units I and II Exam (on Sept. 24/25) Prepare for your Units I and II Exam – Comparative Essay (on Sept. 26 and 29) Study for the Units I and II Exam (NEXT CLASS – Sept. 24/25) Prepare for your Units I and II Exam – Comparative Essay (on Sept. 26 and 29) Prepare for your I and II Exam – Comparative Essay (NEXT CLASS – Sept. 26 and 29) Read Revival in the East: Byzantines, Persians, and Handout (due Oct. 02/03) Read Chapter 7 and take online quiz (due Oct. 06/07 by 8am) Read Wood Chapter 9 on VISION and take online quiz (due Oct. 10/14 by 8am) Complete Ibn Battuta Project (due Oct. 16 by 4pm for ALL students)
When the United States entered the war in 1917, most Americans did NOT believe that The navy was obligated to defend freedom of the seas It would be necessary to continue making loans to the Allies The United States would have to ship war materiel to the Allies Mobilization for war should be largely voluntary It would be necessary to send a large American army to Europe The chief difference between Woodrow Wilson and the parliamentary statesmen at the Paris peace table was that Wilson Lacked they popularity in Europe Did not command a legislative majority at home Brought some of his political opponents with him Refused to play politics with the peace powers Was not popular with his own people Senate opponents of the League of Nations, as proposed in the Treaty of Versailles, argued that it Failed to provide enough German financial reparations to the United States Violated Wilson’s own Fourteen Points Robbed Congress of its war-declaring powers Isolated the United States from postwar world affairs Was not fair enough to oppressed colonial peoples Woodrow Wilson’s call for a “solemn referendum” in the presidential election of 1920 referred to His belief that he ought to run for a third term so the public could vote for or against him His belief in the moral unfitness of Senator Warren G. Harding for the presidency His belief that the election should be focused on the single issue of the Treaty of Versailles That women as first-time voters would essentially determine the outcome of the election That a proposed constitutional amendment authorizing the League should be included on the ballot Businesspeople used the red scare to Establish closed shops throughout the nation Break the backs of fledgling unions the railroad strike of 1919 Secure passage of laws making unions illegal Refuse to hire communists Immigration restrictions of the 1920s were introduced as a result of Increased migration of blacks to the North The nativist belief that northern Europeans were superior to southern and eastern Europeans A desire to ride the country of the quota system The desire to halt immigration from America Growing concern urban overcrowding The most spectacular example of lawlessness and gangsterism in the 1920s was New York City New Orleans Brooklyn Chicago Las Vegas
Athens TX519 224 Atlanta 80 AGENCY TX # PUB HSG HCV SEC 8 NC/PB RURAL DEV/8 RURAL DEVEL FARM LABOR PH HO SEC 8 HO TAX CRED Austin TX001 1929 5700 240 Avery TX310 22 Avinger TX101 32 TX197 50 60 Balch Springs TX533 42 Ballinger TX077 66 Balmorhea TX316 22 Bangs TX235 60 Bartlett 51 Bastrop TX259 50 22 30 Bay City 92 266 Baytown TX012 130 833 18 Beaumont TX023 638 2067 150 3 184 79 Beckville TX232 15 Beeville 194 370 76 2 Bells 19 Bellville TX304 34 Belton TX213 156 40 Bexar Co TX452 30 1926 75 1 861 Big TX356 17 Big Spring 366 Blooming 16 Blossom TX539 20 Boerne 101 Bogata TX138 41 Bonham 104 Borger 203 Co TX550 20 Brackettville TX239 48 Brady TX251 180 TX526 1902
Dilley TX397 19 46 Donna 181 296 95 Dublin TX047 74 36 Duval Co 52 117 Eagle Pass TX019 502 485 Ector TX088 10 Edcouch TX202 34 54 Eden TX260 36 AGENCY TX # PUB HSG HCV SEC 8 NC/PB DEV/8 RURAL DEVEL FARM LABOR PH HO SEC 8 HO TAX CRED OTHER Edgewood TX242 50 34 Edinburg TX062 469 970 61 Edna TX096 30 132 El Campo TX355 150 El Paso TX003 4513 5689 2085 50 2 496 El Paso Co 80 225 Eldorado TX279 40 Electra 72 28 Elgin TX377 28 85 Elsa 119 132 41 90 Falfurrias TX201 125 182 25 34 Falls City TX323 8 Farmersville TX221 49 Ferris TX342 36 Flatonia TX297 20 Floresville TX193 42 87 Floydada TX189 58 140 Fort Stockton TX500 162 Fort Worth TX004 998 6385 276 3 118 2501 665 Franklin TX340 36 Frisco TX144 20 Fruitvale TX525 20
Ladonia TX092 20 Lamesa TX535 113 Laredo TX011 994 1383 48 Leonard TX100 50 Levelland TX171 58 Liberty Co TX505 271 Linden 52 Livingston TX352 110 80 Llano TX328 50 Lockhart TX211 108 6 82 Lockney TX552 20 10 Lometa TX345 20 16 Longview TX459 1200 3 50 Loraine TX258 22 AGENCY TX # PUB HSG HCV SEC 8 NC/PB RURAL DEV/8 RURAL DEVEL FARM PH HO SEC 8 HO TAX CRED OTHER Los Fresnos TX206 38 102 Lott TX252 48 Lubbock TX018 378 1044 Luling TX074 128 Mabank TX212 16 30 Madisonville TX245 56 Malakoff TX209 46 Marble Falls TX263 227 Marfa TX318 74 Marlin 163 Marshall TX457 74 651 17 Mart TX333 52 Mason TX261 50 Mathis TX164 86 92 14 Maud TX188 26 McAllen TX028 251 1259 McGregor TX102 74 McKinney 203 355
Honors Biology Lab Portfolio Rubric Category 4 3 2 1 0 Score Total Points Lab 1* All data, calculations, and pre/post lab questions are complete and accurate. 1-2 data, calculations, or pre/post lab questions are incomplete or incorrect. 3-4 data, calculations, or pre/post lab questions are incomplete or incorrect. 5 data, calculations, or pre/post lab questions are incomplete or incorrect. > 5 data, calculations, or pre/post lab questions are incomplete or incorrect. 3.75 /15 Lab 2* All data, calculations, and pre/post lab questions are complete and accurate. 1-2 data, calculations, or pre/post lab questions are incomplete or incorrect. 3-4 data, calculations, or pre/post lab questions are incomplete or incorrect. 5 data, calculations, or pre/post lab questions are incomplete or incorrect. > 5 data, calculations, or pre/post lab questions are incomplete or incorrect. 3.75 /15 Lab 3* All data, calculations, and pre/post lab questions 1-2 data, calculations, or pre/post lab questions are 3-4 data, calculations, or pre/post lab questions are 5 data, calculations, or pre/post lab questions are > 5 data, calculations, or pre/post lab questions are 3.75 /15
Vocab-O-Gram/Predict-O-Gram Predictions are well thought out. Complete components provided. /5 Vocabulary Activities for Sections One through Ten. Child-friendly definitions Correct and complete activities. /30 Author’s Craft Activity Three examples each of a Simile and Onomatopoeia with the page numbers included. Examples added to the text with explanations included. /10 Character Sketchers Sisters, Chiron, Tantalus, Hydra, Luke, and Polyphemus) Artistic representation carefully thought out and created. The traits are thoroughly included. Page numbers included. /20
N-Q.1 RST.11-12.3 5. Endorse checks L.11-12.2b RST.11-12.3 ACCT.IV.E.3-4.2 2 6. Explain the process for proving cash RI.11-12.7 RST.11-12.1 ACCT.III.3-4.1 2 7. Prove cash A-CED.1 N-Q.1 RI.11-12.7 RST.11-12.3 ACCT.IV.E.3-4.2 2 8. Reconcile a bank statement A-CED.1 N-Q.1 RI.11-12.7 RST.11-12.3 ACCT.III.3-4.1 3 9. Journalize transactions to establish and replenish petty cash A-CED.1 N-Q.1 RI.11-12.7 RST.11-12.3 ACCT.IV.E.3-4.2 ACCT.IV.F.3-4.2 4 10. Post journal entries to establish and replenish petty cash A-CED.1 N-Q.1 RST.11-12.3 ACCT.V.3-4.2 3 11. Journalize entries related to banking activities A.CED.1 A-SSE.1 N-Q.1 RI.11-12.7 RST.11-12.3 ACCT.IV.E.3-4.2 ACCT.IV.G.3-4.3 ACCT.IV.B.3-4.2 4 12. Post entries related to banking activities A-CED.1 N-Q.1 ACCT.V.3-4.2 3
UNIT DESCRIPTION: Students will learn about merchandise inventory and uncollectible accounts. SUGGESTED UNIT TIMELINE: 4 weeks PERIOD (min.): 50 ESSENTIAL QUESTIONS: What is the purpose of taking inventory? Why are there multiple ways of tracking inventory? How do uncollectible accounts effect the business? Why do some companies use the direct write-off method and others use the allowance method? Why is a company’s accounts receivable turnover ratio important to managers? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER DOK Define terminology related to inventory and uncollectible accounts RST.11-12.4 RI.11-12.4 L.11-12.6 RH.11-12.4 ACCT IV.B.3-4.3 1 Determine the cost of merchandise inventory using selected costing methods A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 A-CED.9-12.4 RI.11-12.7 ACCT IV.B.3-4.4 4 Estimate the cost of merchandise inventory using selected estimating methods A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 ACCT IV.B.3-4.4 4
A-CED.9-12.4 RI.11-12.7 Calculate the estimated uncollectible accounts expense A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 A-CED.9-12.4 RI.11-12.7 ACCT IV.B.3-4.2 3 Calculate merchandise inventory turnover ratio and average number of days’ sales in merchandise inventory N-Q.9-12.1 A-CED.9-12.1 A-CED.9-12.4 RI.11-12.7 ACCT IV.B.3-4.4 4 Calculate and journalize uncollectible accounts expense using the direct write-off method A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 A-CED.9-12.4 RI.11-12.7 ACCT IV.B.3-4.2 4 Calculate and journalize uncollectible accounts expense using allowance methods A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 A-CED.9-12.4 RI.11-12.7 ACCT IV.B.3-4.2 4 Journalize the collection and reinstatement of previously written-off accounts A-SSE.9-12.1a N-Q.9-12.1 A-CED.9-12.1 ACCT IV.B.3-4.2 4
UNIT DESCRIPTION: Students will understand the concept of market identification and creativity in the promotional industry. SUGGESTED UNIT TIMELINE: 4 CLASS PERIOD (min.): 50 MINUTES ESSENTIAL QUESTIONS: How would you identify a business’ target market? What types of market research can be applied for different businesses? How can you apply creativity to business situations? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS MBA Research Standards DOK Identify market segmentation in of: demographic, geographic, psychographic and behavioral (product benefits) RST.11-12.1 Understands the concepts and strategies utilized to determine and target marketing strategies to a select audience. 2 Explain why the use of marketing segments is increasing RST.11-12.8 Understands the concepts and strategies utilized to 3
UNIT DESCRIPTION: Unit 2 - CREATING STIMULATING ENVIRONMENTS Students will learn how to create a stimulating environment along with developmentally appropriate activities to meet the developmental needs of children. SUGGESTED UNIT TIMELINE: 10 class periods CLASS PERIOD (min.): 90 minutes ESSENTIAL QUESTIONS: How can a stimulating age-appropriate environment be created? How can the environment be accommodated for all learners? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CCSS ELA Grade Level NSFCSE DOK Describe how play can be used in creating a stimulating environment for children. RI.9-10.7 RI.11-12.7 4.2.5 1 Evaluate age and developmentally appropriate activities. WHST.9-10.9 WHST.11-12.9 4.2.4 3 3. Select appropriate activities for children of varying developmental needs, individual differences, and culture. W.9-10.4 W.11-12.4 4.3.5 4.3.2 3 4. Design a lesson plan incorporating learning activities according to a theme. W.9-10.4 W.11-12.4 4.3.2 3
UNIT DESCRIPTION: Typography speaks louder than words. Designers need to match their font style in their document to their audience. SUGGESTED UNIT TIMELINE: 2 weeks CLASS PERIOD (min.): 55 minutes ESSENTIAL QUESTIONS: If you were a font, what font would you be? What is the cost associated with errors in design or text? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS NBEA DOK Create a text frame COMM.IV.3.8 2 Compose text (e.g., headings, captions, body text) W.9-12.2a CD.III.D.2.1 2 Import text files and other word processing documents into publications IT.V.1.3 2 Access fonts (e.g., download, unzip, install) COMM.IV.3.8 2 Apply font size guidelines N-Q.1 N-Q.2 N-Q.3 3 Measure type in points, picas, and inches N-Q.1 N-Q.2 N-Q.3 COMM.IV.3.8 2 Adjust typography attributes (e.g., bold, italic, underline, reverse) COMM.IV.3.8 2 Apply character and word spacing (e.g., kerning, tracking and leading) COMM.IV.3.8 2 Explain the usage of font types (e.g., serif, sans serif, decorative) COMM.IV.3.8 3
These lessons are designed to give students an understanding of and experience with interior finishing in simple residential buildings. Lesson 1: Drywall Installation Lesson 2: Drywall Finishing Lesson 3: Trim, and Cabinets CLASS PERIOD (min.): 90 minutes each ESSENTIAL QUESTIONS: How does drywall fulfill a variety of requirements? How is drywall installed? What are the different ways of finishing drywall? How is damaged drywall repaired? What purposes do interior doors, trim, and cabinets serve? How? How are interior doors, trim, and cabinets selected and installed? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS NCCER DOK Demonstrate their knowledge of terms and concepts associated with drywall installation and finishing, doors, trim, and cabinets. RI.9-10.4 RI.11-12.4 RST.9-10.4 RST.11-12.4 RST.11-12.9 L.9-10.1 L.9-10.2 L.9-10.4 L.9-10.6 L.11-12.1 L.11-12.2 L.11-12.4 L.11-12.6 27205-07 27206-07 27208-07 27210-07 27211-07 Level 1 Demonstrate their knowledge of methods for installing and finishing drywall and installing doors, trim, and cabinets. RI.9-10.4 RI.11-12.4 RST.9-10.4 RST.11-12.4 27205-07 27206-07 27208-07 Level 1
UNIT DESCRIPTION: Unit 5-Creating a Safe Environment This unit identifies unsafe situations, unhealthy behaviors, and strategies for dealing with abusive and potentially dangerous situations. SUGGESTED UNIT TIMELINE: 2 weeks PERIOD (min.): 50 minute class periods ESSENTIAL QUESTIONS: How do you recognize, respond to, or prevent health emergencies? How do you respond to or prevent accidents? How do you create a personally safe environment? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CCSS ELA Grade Level NSFCSE DOK Develop accident/injury prevention strategies for personal, home, family and community health L.9-10.1 SL.9-10.5 RST.11-12.2 3 Describe health emergency procedures RI.9-10.4 RST.9-10.3 RST.11-12.3 2 Identify types of abusive behaviors (i.e. social, emotional, physical, bullying, sexual etc.) SL.9-10.4 4 Demonstrate strategies to avoid potentially harmful or exploitive situations SL.9-10.4 13.4.2 13.4.3 13.6.3 4 Demonstrate strategies for resolving interpersonal conflicts without harming self or others (i.e. parent, family member, peers, employer, co-worker, etc.) SL.9-10.4 13.4.3 13.6.3 4
In the Description area, put your professor’s name and the date. Mark the Privacy Setting to “Unlisted”. the HTML code. Save the video and refresh the page. This will bring you to a screen where you can see your video and look through the thumbnails. From this page, you can also retrieve the HTML code used to embed a video in a Blackboard course. To do this, click on the “Share” feature in the top right-hand corner of the video: Click on the “Share” button: Copy the HTML code provided: Copy and paste the code into a Word document to upload within Blackboard for your assignment submission. a video file recorded elsewhere. If you already recorded your video using another means (mobile device, different computer, video camera, etc.) you may upload the file directly to YouTube. Supported file formats are: .MOV, .MPEG4, .MP4, AVI,.WMV, .MPEGPS, .FLV, .3GPP, and .WebM. From the Upload screen select the large upload arrow. Locate and select the video file on your computer. On the Settings page, fill in the Title and the Description: For the Title, use your last name, the Course Number and Course Name.
Native American Christmas Books Sunday November 6, 2016 1:00 p.m. Have you ever thought to yourself; are any Native Christmas books, CD or Videos available? The answer is yes, on Sunday November 6 there will be books, CD and videos will be on display at Nanticoke Indian Center. Offering ideas of books you may want to add to your own collection. A simple craft will be taught during the gathering. It’s a Surprise Register to be a part of the Native American Christmas Books 302-945-3400 Nanticoke Indian Center 27073 John J. Williams Highway (Old Route 24) Millsboro, Delaware 19966 Together, we can make a Difference Donations are welcomed