zilongwang/ReadingBank huggingface dataset:
Boy Scout Troop 1288 Committee Meeting Agenda December 08, 2015 Agenda Call to Order Randy Hoppe Previous Meeting Minutes Michael Gettleman Charter Organization Meneghetti Treasury Shelli Bell Fundraising Flag Sales Lawrence Williams Coupon Books William Gilliam Popcorn Laura Massey Wreaths Rose Fowler New Scout Inventory Randy Hoppe Quartermaster James Meredith Advancements Ron Taylor Membership/Recruiting Training Xiomara Taylor Religious Louis Meneghetti Health Skip Brumme Activities Laura Massey Winter Camp Bernard Peck High Adventure Camp Shelli Bell Scoutmaster Report Bernard Peck (and review of Activities) Committee Old Business Randy Hoppe Committee New Business Hoppe Closing Randy Hoppe Activities Since Last Committee Meeting Court of Honor Oct 20 Brazos Bend Campout Nov 20-22 Frosty Fest Dec 5 Future Activities Troop Lock-in Dec 18-19 Winter Camp – Bovay Scout Ranch Dec 26-31 Court of Honor Jan 5 Webelos Jan 15-17 Scouting for Food Feb 6 Camporee Feb 26-28 Family Day Mar 12 Enchanted Rock Campout Apr 1-3 Merit Badge Fair Apr 9 Scout Fair Apr 16 Court of Honor Apr 2016 Inks Lake Campout May 13-15 Summer Camp June 2016 High Adventure Camp June 2016 Court of Honor July 2016
Under the GPTCHB umbrella, these tribes are able to have greater access to health-related resources than when acting on their own. The GPTCHB provides key advocacy for its constituents to access the highest quality, most comprehensive and up-to-date health resources available in the areas of research, education, assistance, prevention and outreach. Additionally, the GPTCHB works to provide support for the people it represents through policy, education and technical assistance. Brand Personality Traits/Tone Culturally aware Cooperative, service oriented Open and inclusive Supportive Technically competent Innovative Respectful Personable Brand Story Without representation or advocacy, it is difficult for many tribal members to access quality health-related resources within their communities. The Great Plains Tribal Chairmen’s Health Board (GPTCHB) works to change that by promoting and supporting healthy tribal nations on the Great Plains. History: Founded in 1986, the Great Plains Tribal Chairmen’s Health Board (GPTCHB), formally known as Aberdeen Area Tribal Chairmen’s Health Board (AATCHB), was established by the chairpersons and presidents of its 18 member entities to serve as a liaison between the Great Plains Indian Health Service and the Great Plains tribes.
YOUTH Health (If registering multiple children, please indicate child’s name in the allergy/medical fields.) Allergies and dietary needs we should be aware of? Medical conditions we should be aware of? PARENT Information Mother’s Name Father’s Name Mother’s Cell Father’s Cell Family Email Parent Signature Interests & Involvement Please to indicate your child’s interests and your desired involvement. YOUTH PARENTS Events Involvement (starting Oct 2) 1st and 3rd Friday’s 4:30-6pm Snack/Fellowship/Formation Service: House of Mercy Oct. 10, 11am-1pm Service: Leaf Raking Nov. 21, 9:30am-12:30pm Turkey Cup Soccer Tournament Nov. 28, 12-5pm Independence Hill Fields Mass and Rosary Making Dec 19, 9am-12pm Holy Trinity Junior High WorkCamp July, 2015 – House of Mercy / BARN Adult Leader / Driver Services and Active Outings Junior High WorkCamp Crew Leader Other: Other Youth Ministries Safe Environment Praise Band (8th graders welcome) Youth Choir Mass Musician Altar Server Have you received VIRTUS training? Mother: Y N Father: Y N Tim Judge Coordinator of Youth Ministry 703.753.6700 x117 | youthministry@holytrinityparish.net 8213 Linton Hall Rd. Gainesville, VA 20155 703.753.6700 + holytrinityparish.net
Clinical Pathology Methods and Interpretation Clerkship Director: Richard Peppler, M.D., Ph.D. MDE 8532 2 Must be scheduled through VSAS Full-time (4 (OH) Grading Basis: Pass/Fail Primary Faculty Supervisor: TBD Contact Person: Sandra Ingram, GME Coordinator, (321) 841-3715; Maximum Enrollment: 1 per block (June, September, October, November, December, February, March & April only) First Day: Report to OH GME, 86 W. Underwood St., 1st floor lobby, Orlando, Fl @ 10:00 am where you will meet with Sandra Ingram and Alexander Arismendi. You should expect to receive a reminder email from Mr. Arismendi before the start of the rotation The course is designed to acquaint the student with all aspects of a large hospital clinical laboratory. The student will learn the capabilities of the laboratory by rotating through hematology, immunology, chemistry and microbiology. Within each section, he/she will perform selected prototype procedures, i.e., coagulation testing, blood smear differentials, chemical analysis, isolation of microorganisms, etc. Objectives: Upon completion of the course, the student will be able to abstract the clinical perform an autopsy, describe gross specimens, prepare sections, interpret microscopic findings and present a summary of those cases for which he/she is responsible. Electives Surgery Autopsy Pathology Clerkship Director: V. Hegert, M.D. MDE 8535 2 Full-time (4 weeks) (OH) Grading Basis: Pass/Fail Primary Faculty Supervisor: Dr. Julia Hegert Contact Person: Sandra Ingram, GME Coordinator, (321) 841-3715; Maximum Enrollment: 1 per block (except July, August, & December) First Day: Report to OH GME, 86 W. Underwood St., 1st floor lobby, Orlando, Fl @ 10:00 am where you will meet with Sandra Ingram and Alexander Arismendi. You should expect to receive a reminder email from Mr. Arismendi before the start of the rotation
Q5. Project budget Please provide a full inventory of materials and costs to be included in this proposal (quotes must be sought to assure accurate pricing) Description of item or service COST (GST exclusive) cost ($) Land manager contribution ($) (50:50 for infrastructure projects) LLS funding sought ($) 50:50 for infrastructure projects)) e.g. Hinge joint @$280 per 200m roll (10km coverage) 14,000 7,000 7,000 e.g. Fencing labour @$30 per hour (150hrs) 4,500 4,500
In reference to the project application for $xxxx funding, we wish to advise the client/s have funds available as at [insert date]. Please accept this correspondence as “Letter of Guarantee” in support of the client’s application for the [insert name of project]. The client/s have had an excellent account conduct and historically have shown surplus funds available over $[insert amount] for longer than 12 months, which is sufficient to cover funding costs if required. faithfully Submit your application by post or email to the staff member in your region. Please include “PEST AND WEED FUNDING APPLICATON” in the subject line of your email. Western Land Services PO Box 692 Broken Hill NSW 2880 Contact: David Creeper 08 8082 5211 North West Local Land Services PO Box 466 Narrabri NSW 2390 Contact: Shaun Slattery 02 6790 7600 North Coast Local Land Services PO Box 108 Kempsey NSW 2440 Contact: Jo McGoldrick 02 6563 6700 Murray Local Land Services PO Box 61 Deniliquin NSW 2710 Contact: Geoff Corboy 03 5881 1055 Central West Land Services PO BOX 227 Wellington NSW 2820 Contact: Lisa Thomas 02 6840 7805 Hunter Local Land Services Private Bag 2010 Paterson NSW 2421 Contact: Cal Cotter 02 4938 4935 Riverina Land Services PO Box PO Box 513 Wagga Wagga NSW 2650 Contact: Michael 0427 002 922 Northern Tablelands Land Services PO Box 110 Armidale NSW 2350 Contact: Sally Croker 02 6770 2000 Central Tablelands Local Land Services PO Box 1344 Orange NSW 2800 Contact: Mal Leeson 0428 721 860
Number of pupils and pupil premium grant (PPG) received Total number of pupils on roll 513 number of pupils eligible for PPG 74 (*approx.) Total number of LAC (Looked after Children) 0 Amount of funding received per LAC £1,900 Amount of PPG received per pupil £ 1,300 (Primary) £ 935 (Secondary) £ 300 (Service) £ 1,900 Premium Plus) Total amount of PPG received for 2015/2016 £79,160 (*approx.) *Working on numbers of PP in Year 5 Based on 2014/2015 figures Record of PPG spending by item/project Item/project Cost STAFFING – Enhancement of English and Maths classes to improve PP / Staff ratio £50,000 School Activities (various to be determined throughout the year) £8,000 PP Allocation per pupil (£10 / 74 pupils) Parent Choice throughout the year £7,400 Department Bidding Fund (to be determined throughout the year) £10,000 Peripatetic music lessons for Pupil Premium students ? £3,760? Total Expected Expenditure for April 2015/ March 2016 £ 79,160
# Name Grade Minutes I/G/C Speech Schedule Area(s) of Need 1 Sample Student 3 180 minutes/mo G 30 minutes/mo C T, TH 12:45 - 1:15 PM Artic 2 Sample Student 6 90 minutes/mo G 30 minutes/mo C M, TH 9:30 - 9:45 AM AAC 3 Sample Student 3 180 minutes/mo G 30 minutes/mo C T, TH 12:45 - 1:15 PM Artic 4 Sample Student 5 90 minutes/mo G 90 minutes/mo I 30 minutes/mo C M, T, TH 9:45 - 10:00 AM 11:30 - 11:45 AM AAC 5 Sample Student 6 90 minutes/mo G 30 minutes/mo C M, TH 10:00 - 10:15 AM AAC 6 Sample Student 3 270 minutes/mo G 30 minutes/mo C M, T, TH 1:30 - 2:00 PM Artic, E lang, Social 7 Sample Student 4 90 minutes/mo G 30 minutes/mo C M, TH 10:15 - 10:30 AM AAC 8 Sample Student 5 90 minutes/mo G 30 minutes/mo C M, TH 10:00 - 10:15 AM AAC 9 Sample Student 2 180 minutes/mo G 30 minutes/mo C T, TH 1:30 - 2:00 PM E lang, R lang 10 Sample Student 4 90 minutes/mo G 30 minutes/mo C M, TH 10:15 - 10:30 AM AAC 11 Sample Student 5 90 minutes/mo G 30 minutes/mo C M, TH 9:45 - 10:00 AM AAC 12 Sample Student 2 180 minutes/mo G 30 minutes/mo C T, TH 1:30 - 2:00 PM Social, E lang 13 Sample Student 4 180 minutes/mo G 30 minutes/mo C T, TH 1:30 - 2:00 PM R and E lang 14 Sample Student 6 180 minutes/mo G 30 minutes/mo C T, TH 1:30 - 2:00 PM R and E lang 15 Sample Student 6 90 minutes/mo G 30 minutes/mo C M, TH 9:30 - 9:45 AM AAC
2015/2016 Tuition Rate Schedule Infant/Toddler (6 wks-2.5 yrs) Preschool (2.5-5 yrs) Schedule Monthly Rate 1 half day/week $164/mo 2 half days/week $328/mo 3 half days/week $493/mo 4 half days/week $658/mo 5 half days/week $807/mo 1 full day/week $212/mo 2 full days/week $424/mo 3 full days/week $636/mo 4 full days/week $849/mo Full Time Tuition $902/mo Daily rate part &full $43 & $53 Schedule Monthly Rate 1 half day/week $136/mo 2 half days/week $270/mo 3 half days/week $406/mo 4 half days/week $541/mo 5 half days/week $676/mo 1 full day/week $187/mo 2 full days/week $371/mo 3 full days/week $552/mo 4 full days/week $732/mo Full Time Tuition $814/mo Daily rate part &full $33 & $43 2015/2016 Registration Fee: $120 to enroll, $100 Annual
Grade 2 Social Studies Big Ideas Curricular Competencies Content Instructional Strategies/Assessments Term 1 Canada is made up of many diverse regions and communities Explain why people, events, and places are significant to various individuals and groups Sequence objects, images, and events and explain why some aspects change and others stay the same Knowing our local community Diverse characteristics of communities and cultures How people’s needs and wants are met in communities Relationships between people and the environment Diverse features of our environment Roles and responsibilities of regional governments Making decisions in the classroom (intro to government)…pick a mayor, make rules, etc. Syilx First Nation stories…tied to environmental features Significant events and places in OK Falls Services of OK Falls (needs and wants) Letter to our Mayor (4 sentences) I would vote for ____ because ____ in the classroom. Create a pictorial map of OK Falls showing the significant locations…attach reasons why they chose those locations Wanted poster: New Service in OK (include reasons why it is needed) FPPL Learning involves a sense of place. Learning is embedded in memory, history, and story. Term 2 Canada is made up of many diverse regions and communities Ask questions, make inferences, and draw conclusions about the content and features of different types of evidence Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives Use social studies inquiry processes and skills Comparing communities Diverse characteristics of communities and cultures Relationships between people and the environment Diverse features of our environment Flat Stanley Post a map and pin up Stanley visits Create a table showing differences between different communities (natural environment, activities of people, significant places/events) Students come up with two of their own questions for their Flat Stanley (separate from the 3 – 5 the class came up with) Compare and contrast between OK Falls and their Flat community Complete a journal entry of where they would like to visit and why (after the Flats are back) Term 3 Local actions have global consequences, and global actions have local consequences Individuals have rights and responsibilities as global citizens Recognize the causes and consequences of events, decisions, and developments Make value judgments about events, decisions, and actions and suggest lessons that can be learned Roles and responsibilities of individuals regionally and globally Taking care of the environment Reduce, Reuse, and Recycle Taking care of our local natural environment Wanted poster: Responsible Citizen Table of actions as a responsible citizen (evidence of themselves as responsible citizens) FPPL Learning involves recognizing the consequences of one’s actions
Treasurer & Tournament Director Kris Hohensee 31450 310th St. Worthington, MN 56187 H 507-376-4899 C 507-360-6787 USA Hockey Registrar Diane Ytuarte 408 20th Avenue NE Waseca, MN 56093 H 507 833-5778 C 507-461-0128 Coach in Chief Derrick Brown 201 South Cottage Grove Street Luverne, MN ARTICLE 3: 2014-2015 4 CALENDAR DATE TIME EVENT Tuesday, Aug 4, 2015 7:00pm Turner Hall, 100 State St. New Ulm, MN TBD District 4 Coaches Certification Clinics Mon. Sept. 14, 2015 7:00 pm District 4 Tournament Directors meeting – TBD Wgtn. September 18-20, 2015 Minnesota Hockey Fall meeting, Alexandria Mon. Sept. 21, 2015 7:00 pm District 4 Fall meeting – River City Eatery, Backroom,Windom Mon. Oct. 5, 2015 7:00 pm District 4 Scheduling meeting – Windom Arena Sun. Nov. 1, 2015 District League Play begins PW, Bantam, 12U, 15U Sat. Nov. 14, 2015 District 4 League play begins, squirts, 10U Tues. Dec. 1, 2015 Criminal History Background check forms from Associations for Coaches, team officials, board members turned in Tues. Dec 1, 2015 Last day to change team classification Thur. Dec. 31, 2015 Last day to register player’s roster for District, Regions, and State Tournaments. All Coaches must have completed appropriate USA Hockey Coaching Education Programs. Jan. 1, 2016 District 4 Mites/Girls 8 U allowed starting playing games. 1 game per week (Sunday through Saturday) from January 1 through end of Season, maximum of 10 full ice games. Jan. 2016 Minnesota Hockey Winter meeting Mon. Jan. 18, 2016 6:00 pm District 4 Regional and District Tournament pre-meeting – River City Eatery, Backroom,Windom Mon. Jan. 18, 2016 7:00 pm District 4 Winter meeting - City Eatery, Backroom,Windom
2. Contingency The DfE listed a limited range of services where central provision for maintained schools may be argued on the grounds of economies of scale or pooled risk, which included contingencies. This is a de-delegated budget and relates to maintained primary and secondary schools. The range of circumstances for which this policy applies are: Exceptional unforeseen costs Schools in financial difficulties Deficits of closing schools The requirements for holding contingencies are that: For each service retained centrally, authorities will need to make a clear statement of how the funding is being taken out of the formula and has been allocated When a school becomes an academy during the school year, the authority can retain any de-delegated funding to help services plan their future operations until the following September or April (whichever comes first), at which point the Academy will receive the full formula allocation and this will be recouped Where there has been agreement that a school is entitled to a contingency allocation, that agreement will be honoured if it converts to an Academy at any point in the year Exceptional unforeseen costs These are costs which it would be unreasonable to expect governing bodies to meet. This would usually be where there are consequences of decisions by bodies outside the school’s governing body that impose additional costs on the school and have had a disproportionate effect on the school. Such examples may include form closure or substantial back-dated claims where there has been an error by another party. Should a school believe that their circumstances warrant further consideration and financial support under exceptional circumstances, then a case must be submitted to Schools Forum for such consideration. Any submission will need the support of the school’s governing body and the relevant phase executive. It will need to be reviewed by the Education and Inclusion Area Director and the Head of Education Financial Services prior to formal consideration by Schools Forum.
Auditor Allison Eidinger Emily Duguid, Allison Edinger and Alicia Gill will audit in January. Advocacy Bertha Bonds The BOD reviewed a referendum to fund schools passed at the district level and agreed to bring it to the General Membership meeting in January to be adopted by our PTSA. Reflections Sara Cupp 570 entries 39 schools for Reflections. MEAD had over 50 entries. Principal’s Report: Sandy Klein All day kindergarten being implemented across the district beginning 2016-17 school year. School board approved the work of the facilities task force. Our district will run a bond this spring. Mead is at the top of the list for add on, remodel or rebuild within next 3 years. Superintendent going around to every school to discuss and the PTSA is invited. Adjourn 11:25am December 2015 21st- 1st: No School Winter Break
The PVI sector has 6% since 2010/11 and now comprises just under 6,500 staff and 84% of the staff are now qualified at level three and above. Since 2010/11 there has been a 73% increase on the numbers of staff holding a level 6 and above. The PVI sector now has to provide pensions for their staff through auto enrolment. A benchmarking exercise was also undertaken to compare the funding arrangements in Hampshire against other local authorities, the results of which are summarised within the following table: Authority Maintained Nursery Schools Maintained Nursery Classes EYSFF Surrey Lump Sum of £125,000 No additional supplement rate for maintained settings than for PVIs Buckinghamshire Lump Sum of £55,000 No additional supplement Enhanced hourly rate of +£0.49 for maintained nursery schools Bedford Lump Sum of £25,000 No additional supplement Lower hourly rate of -£0.35 for maintained nursery classes Kent Lump Sum of £87,000 No additional supplement All providers have same EYSFF rates Milton Keynes Lump Sum of £68,661 reduced for 2016/17) Lump Sum of £7,350 Slough No additional supplement (being reviewed for 2016/17) No additional supplement Hampshire Lump sum of £130,000 Lump sum of £15,000
2015-2016 Bison Wrestling Schedule NOVEMBER SUN MON TUE WED THU FRI SAT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Practice Starts Phase I 17 Phase I 18 Phase I 19 Phase I 20 Phase I 21 22 23 I 24 Phase I 25 Phase I 26 Thanks giving NO PRACTICE 27 Scrimmage @Princeton 9-11 28 Osseo Tournament 9 AM Start 29 30 9th @ Monticello 4:15 Phase I
2015-2016 Bison Wrestling Schedule FEBRUARY 1 2 2 2 3 Phase 2 4 Phase 3 5 @ Mound Invite Varsity Only 5 PM 6 7 8 Phase 3 9 Phase 3 10 Phase 3 Phase 3 12 Phase 3 13 Team Sections @ 14 15 Phase 3 16 Phase 3 17 Phase 3 18 3 19 Phase 3 20 Individual Sections @ 21 22 Phase 3 23 Phase 3 24 Phase 3 25 STATE TOURNY 26 STATE TOURNY 27 STATE TOURNY 28 29
Unit of Instruction Organizer AY 2015-2016 Teacher: Years of Experience: School: Subject Area: Grade: Unit of Study: UOI Element 1 – List the Board of Education-approved content standard(s) addressed in this Unit of Instruction. Align the unit objectives with the standard(s) and curriculum. Prioritized or Power Standard – Write out the standard(s) your instruction will support. Unit Objectives – Write out the specific unit objectives that address the Board of Education-approved standard(s) and curriculum. Objectives: 1. 2. 3. Other Objectives: UOI Element 2 – Provide essential and guiding questions that fully capture the unit objectives (i.e., questions that focus student attention on meaningful activities leading to desired learning). UOI Element 3 – Indicate whether essential and guiding questions require higher-level thinking according to Depth of Knowledge (DOK) level. Essential Question(s): (See note at the end of the Unit of Instruction Organizer.) DOK Level: Guiding Questions: (See note at end of the Unit of Instruction Organizer.) DOK Level:
Description of Tasks Progress 1 Provide hospital-level training of staff, specifically focusing on health care worker safety when caring for an Ebola/highly infectious disease patient such as PPE donning/doffing, rapid identification and isolation of patient, safe treatment protocols, and integration of behavioral health support. Training must also include early recognition, isolation, and activation of the facility’s Ebola/highly infectious disease plan. In Process Complete 2 Conduct an annual exercise. Exercises should include unannounced first encounter drills for Ebola, patient transport exercises, and patient care simulations. An After Action Report/Improvement Plan (AAR/IP) for the exercise must be submitted to following the exercise. In Process Complete 3 Purchase PPE (according to CDC guidelines) to be utilized during Ebola/highly infectious disease patient care for 96 hours as well as annual exercise. Ensure all purchased PPE is entered into the state’s Comprehensive Resource Management and Credentialing System (CRMCS) for visibility within the healthcare coalition. In Process Complete 4 Work with partners, (including KDHE, the ETC, the healthcare coalition, and the National Training and Education Center) to develop and conduct Just In Time training, as needed, to be able to accept EVD patients within 72 hours. JIT trainings will be used when the Regional ETC (Nebraska) receives an EVD patient. Note: The purpose of these JIT trainings is to assist hospitals with their preparation to take in an EVD patient if a cluster occurs and the ETC becomes overwhelmed and cannot accept more patients. Planning may also occur in collaboration with the National Ebola Training Center). In Process Complete 5 Submit annual Ebola program measure information to KDHE by April 1, 2016. Program Measures will be made available on KDHE’s website at . In Process Complete 6 Submit invoice, receipts, and documentation for expense reimbursement to KDHE at for approval. In Process Complete
IBS Arabic ab initio Grade Level: 11 and 12 Prerequisite: No previous exposure to Arabic except AFL The IB Arabic ab initio program is an Arabic language learning program designed to be studied over two years at the standard level by students who have had no or very little previous experience of learning the language. This program fulfills the foreign language requirement for the IB Diploma. French B Grade Level: 11 Prerequisite: French 10 or Honors French 10 or Department recommendation Grade Level: 12 Prerequisite: French 11 IB The IB French program is designed to teach French as a second language over a two year period. This two year course fulfills the second language requirement for the IB Diploma. It focuses principally on interaction between speakers and writers and prepares the student to use French appropriately in a range of situations and contexts and for a variety of purposes. The program meets the needs of IB students who have already studied French for between four and six years. IBS French ab initio Prerequisite: No previous or very little exposure to French in Grades 9 or 10 Grade Level: 11 and 12 The IB French ab initio is a French language learning program designed to be studied over two years at the standard level by students who have had no or very little previous experience of learning the language. This program fulfills the foreign language requirement for the IB Diploma. Students who take IB French ab initio must be enrolled as full IB diploma students. GROUP 3: INDIVIDUALS AND SOCIETIES IBH/S Economics Grade Level: 11 and 12 In IB Economics, students learn to apply economic analysis to case studies and data in order to make sound decisions. Students develop disciplined skills of economic reasoning and use economic analysis to explain and propose solutions to contemporary situations. The emphasis is on evaluating economic theories, concepts, situations and data in a rational and balanced manner IBH/S 11 History Grade Level: 11 and 12 IBH/S History is a two year course that explores important themes in 19th and 20th century European history. Major topics will include the causes, practices and effects of war, problems confronting international diplomacy and collective security, and the rise of dictators and single party states. Special focus will be given to the developments in Germany and Russia during the early 20th century, and World Wars I
Written work reflecting thought and sincerity Insight into the reason for academic difficulty Comprehensive planning for academic success In your plan include your goals, specific steps to reach each goal, obstacles to reaching your goals, and a plan for overcoming each obstacle. This petition should be typed with no spelling or grammatical errors. Return the completed petition no later than two days prior to the team meeting at which you wish it to be considered. Committee meeting dates may be obtained from the Chair of Dental Hygiene. The Committee’s decision regarding readmission will be sent to the student in writing. Students who are readmitted will be accommodated for needs associated with make-up work. This accommodation may include extending time in the program when necessary to achieve program competencies. GRADE APPEAL PROCESS FORM Student Name: _________________________________________________________ Department/Course Number: ____________________________Semester/year: __________ 1. Have you discussed your complaint with the faculty? ____ Yes ____ No If no, why? 2. Please explain your concern regarding your grade: 3. Please explain any you have taken so far to try to resolve this issue. 4. What resolution do you seek?
Registrar’s Office lutransfer@liberty.edu; 434-592-5100 Course Substitution Resident Undergraduate (For In-Progress Courses Only) Section I – Student Request Student completes Section I (only) & submits the form to . Name: LU Email: LU ID #: L Level: Freshman Sophomore Junior Senior Apply to my: (Check one box only.) Program Name: Does this program match with your DCP-Audit? Yes No* *Program indicated on the form must have been and must be viewable on your Degree Completion Plan Audit before submitting this request. Degree Completion Plan (DCPA) Course Requirement: (Check one box only.*) Core Competency Requirement (Gen. Ed.) Directed Elective Integrative Studies Major Course Minor Course *Exception: Check two boxes if you are requesting that one course substitute both a Gen. Ed. requirement as well as a Directed Elective requirement. Course Substitution Request I request that the DCPA Complete this section if it is an LU course: LU Course # LU Course Title (Required) Credit Be approved to be LU Course Prefix/# LU Course LU Course Title Grade Credit (Official Use Only) *Complete this section if it is a transfer course: Transfer Institution’s Name Transfer Institution’s Course Prefix/# Transfer Institution’s Course Credit Link to Course Description/Syllabus: Did the Dean/Chair/Director of your program recommend that you take the replacement course as a substitute for the required course? Yes No Rationale: I am aware that dishonest information could lead to disciplinary actions. Student’s Initials/Date: Replacement Course Status Section II – Approver (Official Use Only) Approved Denied Voided Comment(s): Section III – Registrar’s Office (Official Use Only) APPROVED DENIED TEI VOIDED Comment(s): Evaluator:
How many Service Unit key team positions need to be filled? out of Team Roster Checklist: (please indicate all that apply) POSITION Filled? (Y or N) Trained? (Y or N) Service Unit Manager(s) Registrar Troop Organizers Welcome Specialist SHARE Chair Fall Product Chair Money Manager Delegates/Alternates Recognitions Chair POSITION Filled? (Y or N) Trained? (Y or N) Cookie Manager Cookie Booth Coordinator Event Coordinators Teen Event Coordinator Program Consultant /Troop Mentor Daisy Brownie Junior Cadette/Senior/ Ambassador Other Specialized Skill Areas (unique to your specific Service Unit) Additional Comments: to fill open positions)
Section 3c. New Volunteer Support Process - Service Unit Team Plan The below lists the steps (actions) taken by the Service Unit team in providing support to new volunteers as they enter the organization through the Troop Pathway and begin their Girl Scout journey. Please complete this table by (1) listing who will be responsible for each step and (2) what resources are available to support each step. Please note: When identifying the Service Unit team member who will be responsible for completing the action, please include their name and volunteer title. Step/ Action Taken Who is responsible? Who else is involved? What resources do they use? New volunteer is recruited. Coaches new volunteer to complete online volunteer application Shares new volunteer’s contact information with Service Unit team members, specifically Service Unit Manager, Service Unit Registrar, Service Unit Money Manager Invites new volunteer to New Volunteer Orientation event and coaches them to complete required training (Girl Scout Fundamentals and appropriate grade level Leadership Essentials). Section 3d. New Volunteer Support Process (continued)
BOOLEROO CENTRE DISTRICT SCHOOL Site Improvement Plan 2015 - 2017 PRIORITY 1: HIGHER STANDARDS OF LEARNING ACHIEVEMENT To maximise each and every child and young person’s learning, to help them become the most successful learners they can be, confident individuals and informed citizens. Create high expectations to raise standards of achievement and reduce the gap between our highest and lowest achievers. Improve teaching quality and leadership capability. Elaboration: Improve numeracy and literacy outcomes Implement Phase 2 and 3 Australian Curriculum Engage with the South Australian Certificate of Education (SACE) and vocational pathways (VET, Trade Training) Use data to inform practices in numeracy, literacy and teacher development Lead learning – increase the effectiveness and depth of leadership across staff for effective teaching (TfEL) Challenge students to achieve high standards and intellectual stretch with appropriate support Targets Strategies DECD Standard of Educational Achievement STUDENTS 100% student participation in PAT testing in Weeks 7-10, term 3 in order to have data ready for Week 0 and to include transitioning students 100% student participation in NAPLAN in Term 2 Communicate NAPLAN, Running Records & PAT data with parents Running Records recorded in EDSAS 10th April and 25th September 2015 Consistency for PAT testing procedures (timing, staff, communication with students about test event, results and use of data). PAT testing in wks 7-10 Term 3. Allocate PAT tests to target individual ability to collect more accurate data and be mindful of student wellbeing Utilise PAT online resources for targeted intervention (PAT-R, PAT-M, PAT-G , PAT-) Target intervention for students recognised in the Nationally consistent Collection of Data for Students With Disabilities (NCCDSWD) process with teacher and SSO program, wave 2 (wave 1 being students with a negotiated education plan)
CONTENTS Proposed Curriculum Compulsory Subjects English Maths Science Religious Education Personal Development Games 1 2 3 4 5 7 8 9 Optional Courses Art & Design Business Studies Catering Child Development Computer Science Countryside & Environment BTEC DT- Product Design DT- Textiles Technology Drama Engineering Geography Hair & Beauty Principal Learning History Media Studies Modern Languages - French and/or German Physical Education 12 13 14 15 16 17 18 19 20 21 23 24 26 27 29 30 31 33 Other Information Special Educational Needs Trematon Zone Professional Advice Important Guidelines Choices Form 34 35 35 36 37 38
HISTORY Edexcel GCSE History B: Schools History Project: The School History Project was developed as an alternative to the more traditional History courses. Rather than on a narrow period of time or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical skills as well as the acquisition of knowledge. Something for everyone! You will study: Unit Name Content Weighting Assessment structure Unit 1 Development Study Medicine and treatment through time Traces the history of medical change from Roman times to the present day. What ideas did people in the past have about the cause of ill health, and what cures did they use? What factors brought about progress, and what was the rate of change? What impact did medical change have on the rest of society? 25% Exam 1hr 15 mins. & extended answers Unit 2 Depth Study The American West c1840-1895: The way in which the American West was settled and developed by different groups, and the impact that this had on the Native American people. Why were people willing to risk all to settle in the unknown, and how did they overcome the problems they encountered? What were the consequences of the clash of cultures and lifestyles? 25% Exam 1hr 15 mins. Short & extended answers Unit 3 Source Enquiry The transformation of Surgery c1845-1895 (links to Unit 1) The problems of surgery in early 1800 and how they were then dealt with; this covers anaesthetics, antiseptics and blood loss. What factors helped to promote these developments and make them possible? 25% Exam 1hr 15 mins. 5 source based questions Unit 4 Representations in History Germany 1918 – 39 Examines Weimar Germany and its problems, the reasons for its collapse and the development of the Nazi State. Examines how the Nazis were able to keep control of Germany through the use of terror and propaganda. The skills required link to those from unit 3. 25% Controlled assessment. Max 2hrs 30mins
H. Development of non-invasive systems for monitoring the total hemoglobin and hematocrit, suitable for use with adults or neonates. I. Application of nanotechnology to the measurement of parameters and diagnosis of blood disorders. J. Development of new methods for the non-invasive or minimally invasive measurement of body iron. K. Adaptation of MRI technology for the non-invasive measurement of body iron: 1. Develop appropriate MR measurement method(s). 2. Optimize RF coils for the body region of interest (primarily heart, liver, and pancreas). 3. Develop magnets of the appropriate magnetic field strength(s). 4. Develop a reliable method for calibrating, validating, and standardizing organ specific iron concentration measurements as detected by magnetic resonance imaging. 5. Determine the most appropriate magnetic resonance method for determining relaxation and susceptibility. 6. Develop indicator materials for direct MR measurement of iron concentration. L. Design of therapeutic drugs for inducing fetal hemoglobin synthesis. M. Development and validation of a sensitive, specific, reproducible, quantitative, and clinically applicable assay method for measuring serum hepcidin levels, as well as cellular hepcidin and ferroportin expression levels. N. Design and validation of novel therapeutic agents that modulate hepcidin and cellular ferroportin expression and/or activity in vivo. Other Research Topic(s) Within the Mission of the Institute For additional information on research topics, contact: Dr. Guillermo Arreaza-Rubín National Institute of Diabetes and Digestive and Kidney Diseases 301-594-4724 Email: Ms. Christine Densmore National Institute of Diabetes and Digestive and Kidney Diseases 301-402-8714 Email: Kidney Dr. Marva Moxey-Mims National Institute of Diabetes and Digestive and Kidney Diseases 301-594-7717 Email:
§40.61(a)(2) Records In § 40.61(a)(2), remove the first use of the word “or” and replace it with the word “of” to read as follows: (a) * * * (2) The licensee who transferred the material shall retain each record of transfer of source or byproduct material until the Commission terminates each license that authorizes the activity that is subject to the recordkeeping requirement.
Date of incident: DD/MM/YYYY / / Time of incident: AM PM Date your organisation was first aware of the incident: DD/MM/YYYY / / How was your organisation advised: When was your organisation last in contact with the family prior to the incident / / Location of incident: Where did it happen? Incident type For incidents involving assault: Please mark one only. ‘Other’ refers to those who are not clients or staff but who were involved in the incident. client to client client to staff staff to client must be marked as Category 1 below client to other to client Incident category: Category 1 Category 2 Part 3: Involvement of protections authority 1 Was this an open child protection case Y N
Part 7: areas informed Line manager/CEO informed: Yes No Date: / / Time: N/A Protection Agency contacted Yes No Date: / / Time: N/A Police contacted: Yes No Date: / / Time: N/A If contacted, police investigation: Yes Underway Date: / / N/A Coroner contacted: Yes N/A Date: / / Case number: Other appropriate service/s contacted, If so, who? __________________ Yes No Date: / / Time: N/A Report quality checked: Yes No Signature of Manager: / / Forward completed incident report to the relevant DSS
Hispanic Male 5,693 67.8% +3.4 12.7% 2.9% 1.3% 15.2% 0.1% Multi-race Female 786 88.4% -0.1 4.5% 0.9% 0.9% 5.3% 0.0% Male 769 83.2% +1.9 7.7% 0.4% 1.8% 6.9% 0.0% Native American Female 89 79.8% +1.4 10.1% 0.0% 2.2% 7.9% 0.0% Native American Male 106 79.2% +5.3 10.4% 2.8% 0.9% 5.7% 0.9% Pacific Islander Female 31 87.1% -2.4 3.2% 3.2% 0.0% 6.5% 0.0% Pacific Islander Male 49 81.6% +10.2 8.2% 4.1% 2.0% 4.1% 0.0% White Female 24,115 93.7% +0.6 2.7% 0.4% 0.8% 2.4% 0.0% Male 24,886 89.6% +0.7 5.1% 0.5% 0.9% 4.0% 0.0% Table 4. Graduation Results for Students Receiving Special Education Services by Gender Graduates Non-Graduates 2015 Cohort # 4-Year Rate Difference from 2014 in School Non-Grad Completer HS Equiv. Dropped Out Expelled Students w/ Disabilities Female 5,100 72.7% +1.1 14.9% 2.8% 1.0% 8.6% 0.0% Students w/ Disabilities Male 8,740 68.3% +0.7 17.6% 2.4% 1.2% 10.4% 0.1% Table 5. Graduation Results for Low-Income/Economically Disadvantaged Students by Gender Graduates Non-Graduates
insulated/padded lunch boxes with water bottles attached. They are not necessary as we have fridges to keep the lunches cool. Water Water hydrates the brain which is vital for easy learning. Students are encouraged to consume water during the day. We cannot over emphasise how important this is to learning and we vouch for its effectiveness. Birthdays Children love to bring along a cake to share with the class. We don’t mind children bringing cake to share but would appreciate it if they were cupcakes, pre-cut cake or icy poles. If they’re having a party to which everyone is invited, we are happy to hand out the invitations. However, if all the children are not being invited please ensure that you or your child hand out the invitations discreetly. Feelings are easily hurt at this age. Food The food that children eat influences their behaviour which affects their learning [see Sue Dengate’s website for further information]. As such we encourage children to eat their plain, nourishing food before any packaged, processed, sweetened and coloured food. The children are normally very hungry at recess time and need something substantial such as a sandwich, and fruit and something along the same lines for lunch. We have found that lots of packaged food, muesli bars, rollups and even poppers end up in the bin. Please don’t overfill the lunch boxes as, at this age, play is more interesting than eating and children are quick to discard any uneaten food when the play bell goes. Canteen Our canteen is promoting healthy eating as per the national guidelines. On Monday children are only allowed to order from the healthy section of the canteen list. A canteen list will be provided. Should your child need to order recess or lunch, please write the order on a brown paper bag found in the lunch basket in our room. Please be aware that, although the children are often keen to buy from the canteen, a lot of the food is wasted.
Attachment C Payroll Calculation Sheet Employee Name: Pay Period: Program: Approved Pay Rate (per Agreement) Hourly: $ Monthly Salary: $ Overtime: $ Pay Period Salary: $ Personal Services Hours Worked Rate of Pay Salaried Employee Not Applicable X Not Applicable = $ Hourly Employee X $ = $ Overtime X $ = $ Gross Salary = $ Fringe Benefits (employer’s contribution) Amount Paid Pension % $ Health Insurance (less dependents) $ / month $ Total Fringe Benefits $ Social Security (employer’s contribution) Amount Paid F.I.C.A. = % $ Total Social Security Benefits $ Attachment D
Project Number: Grantee: Period: From: To: Date License Number Begin Mileage End Mileage Total Mileage Date License Number Mileage End Mileage Total Mileage Total Mileage = X $0.54 per mile = $ This certifies that the mileage and reimbursement claimed are a result of project-related activities. Traveler’s Signature: Date: Supervisor’s Signature: Date: Procedures for Submittal of Claims for Reimbursement
Objectives for Development & Learning: Through Kindergarten Literacy Demonstrates phonological awareness Notices and discriminates rhyme Notices and discriminates alliteration N otices and discriminates smaller and smaller units of sound Demonstrates knowledge of the alphabet Identifies and letters Uses letter–sound knowledge Demonstrates knowledge of print and its uses Uses and appreciates books Uses print concepts Comprehends and responds to and other texts I nteracts during read-alouds and book conversations Uses emergent reading skills Retells stories Demonstrates emergent writing skills Writes name Writes to convey meaning Mathematics Uses number concepts and operations Counts Quantifies Connects numerals with their quantities Explores and describes spatial relationships and shapes Understands spatial relationships Understands shapes22. Compares and measures Demonstrates knowledge of patterns Science and Technology Uses scientific inquiry skills Demonstrates knowledge of the characteristics of living things Demonstrates knowledge of the physical properties of objects and materials Demonstrates knowledge of Earth’s environment Uses and other technology to perform tasks Social Studies Demonstrates knowledge about self Shows basic understanding of people and how they live Explores change related to familiar people or places Demonstrates simple geographic knowledge The Arts Explores the visual arts Explores musical concepts and expression Explores dance and movement concepts Explores drama through actions and language English Language Acquisition Demonstrates progress in listening to and understanding English Demonstrates progress in speaking English
Repeats sounds and words in English, sometimes very quietly Mouths the words of a song during circle time Echoes a word or phrase, e.g., says, “Monkey,” while group chants “Five Little Monkeys Jumping on the Bed” After teacher says, “Up,” child repeats, “Up.” Repeats, “Mil, mil, mil,” after the teacher asks, “Would you like more milk?” Uses a few socially interactive terms in English appropriately; uses one or two words in English to represent a whole idea Says , “Hi”; “Lookit”; “My turn”; and “Stopit.” someone nearby say, “Be careful!” and repeats phrase as a warning in a similar situation later Points at snack basket and says, “More crackers.” Looks out the window and says, “Go outside.” Says, “No, mine,” when another child takes her toy truck Develops multiword phrases by using socially interactive terms in English; adds new words to the phrase Says, “I do a ice cream”; “I want my mommy”; and “Lookit this, Teacher.” Says, “How you do this flower?” Says, “Big. I gotta big.” Says, “How do you gonna make dese?” Uses increasingly complex grammar in English; makes some mistakes typical of young children Develops entire sentences, e.g., “The door is a square,” and “The house has a lot of windows.” Uses questions and negatives, e.g., “Your name is what?” and “You no my mommy.” Uses past and future tenses, e.g., “I goed to the park,” and “I’ll get it.” Interacts in elaborate play schemes, “I be the and you be the baby. Here’s your bottle, Baby.”
Requisition Form Use this form to request the following items: (1) Certificates of Safety; (2) Decals; and, (3) Forms/Supplies. Make checks payable to Treasurer, State of . Cash will not be accepted. Mail this form and payment to: Illinois Department of Transportation, Division of Traffic Safety, Commercial Vehicle Safety Section, P.O. Box 19212, Springfield, IL 62794-9212. Date Telephone Number Station Number Name of Station Address City or Town Zip Code Signature of Authorized Person Truck Jan - June Books x 25 = X $1.00 = $ Jul – Dec Books x 25 = X $1.00 = $ Trailer Jan – June Books x 25 = X $1.00 = $ Jul – Dec Books x 25 = X $1.00 = $ School Bus Jan - June Books x 10 = X $1.00 = $ Jul – Dec x 10 = X $1.00 = $ Rebuilt Books x 10 = X $1.00 = $ Interstate Truck Jan - Dec Books x 25 = X $1.00 = $ Interstate Trailer Jan - Dec Books x 25 = X $1.00 = $ Total Number of all above C/Ss Enclosed is: Check Cashier Check Money Order Number For $ Dated Please furnish the following: Qty. Trucks/SB Inserts Circle One – 1 2 3 4 5 6 7 8 9 10 11 12 TS SVI 1241 Report of Lost or Stolen Safety Certificates Qty. Trailer Inserts Circle One – 1 2 3 4 5 6 7 8 9 10 11 12 TS SVI 1274 Requisition for Supplies Qty. Interstate Truck Inserts Circle One – 1 2 3 4 5 6 7 8 9 10 11 12 VIR Mailers – Circle – Trk and/or SB Qty. Interstate Trailer Inserts Circle One – 1 2 3 4 5 6 7 8 9 10 11 12 For office use only: Requisition No.