zilongwang/ReadingBank huggingface dataset:
In accordance with the ACAS Code of Practice the Academy Trust will allow trade union representatives and members reasonable time off during working hours for the purpose of taking part in trade union activity, including in particular representing the trade union at external meetings and conferences. Time off for trade union representatives and members to attend annual conferences and other policy-making conferences of their trade unions as a delegate will in all cases be time off with pay. Disciplinary action involving trade union representatives The Academy Trust will not take disciplinary action against a trade union representative until an employed official of that trade union has been consulted. CONSULTATIVE AND NEGOTIATION COMMITTEE The Academy Trust will provide the trade unions with appropriate information on financial and organisational issues in order to allow meaningful consultation and negotiation (including information required for collective bargaining and consultation in accordance with the ACAS Code of Practice). The trade unions agree to treat information with sensitivity in cases of genuine commercial confidentiality. The Academy Trust and the trade unions agree to set up a Joint Consultative and Negotiation Committee (JCNC) consisting of representatives of both sides to undertake the following functions: the provision and sharing of information by the trade unions and the Academy Trust; consultation on employment procedures and working and organisational arrangements; negotiation and agreement on the issues listed below for consideration by the JCNC. Before implementing any changes in employment procedures and working and organisational arrangements, the Academy Trust will undertake consultation and negotiation with trade union representatives through the JCNC. The following matters shall, in particular but not exclusively, be considered by the JCNC: negotiating machinery and procedures; terms and conditions of employment; staffing and pay structures; employment policies and procedures; matters of health and safety; operational issues affecting the deployment, security and prospects of staff; training and development;
Day: Tuesday Date: 20th February 2018 Time: 9.10am Class: PPB Subject: English Topic: Literacy block Students’ Prior Knowledge and Experience: Revision of SATPIN and C already learnt in previous day. Letter of today is new. Learning Purposes: ACELY1653 Produce some lower case letter formations ACELY1650 Use comprehension skills to understand and discuss texts listened to viewed or read independently ACELA1434 Recognise that texts are made up of words and groups or words that make meaning. EYLF- Outcomes 1.1, 4.1, 5.1, 5.2, 5.4 Student Evaluation: Ongoing informal observations of pronunciation and writing formation of letters SATPC and H today. Pencil grip Understanding that a group of letters make a ‘word.’ Preparation and Resources: Sand filled with coloured rice Painting easels, paint, A3 PLD letter H to paint. H letter on A4 paper. Paint for handprints. Pencils / textas for writing h. PLD flipcards Matching cards with letters. Timing: 9:10am 9.30am 15 minutes per activity Learning Experiences: Introduction to revisit letters already learnt SATPIN and C. How many can they remember. Write on board as they sound out and think of associated words. Watch introducing the letter h. Go through how to pronounce H and h sound. Use hand to feel the breath of pairs when saying h. *PLD reference for whole school literacy approach. Explain 3 activities. The two Pre Primary classrooms join together as of this week after being differentiated into 6 groups. We have the 3 higher levelled groups. Group 1 (Mrs Young) – h letter formation on A3 sheet of paper. Using dotted letters to trace over and then some practice with no tracing. Glue h sheet onto the A3 paper and use paint to paint handprints. H is for hand, can be attempted to write on the same page or with assistance. Group 2 (Gemma) Painting letter of the day ‘h’ onto PLD page. Reiterate the instruction to form the correct h. Sand trays with coloured rice to practice letter formation. Chalk board and chalk available for early finishers to draw and write h and objects beginning with that sound. 3 (Mrs Nottle)
How could an SEA influence practice at the SA, LEA, facility, and/or student levels to facilitate the adoption of this characteristic? Does the SEA currently: Promote student engagement through high educational expectations for all students in the JJ system? Require that students in juvenile secure settings participate in the same curriculum and State accountability systems as students who are not system involved, and provide instruction and assessments with appropriate accommodations for students with disabilities or limited English proficiency? Collect and use data to monitor student academic progress, make data-driven decisions, and continuously evaluate and improve the educational program? Support access to postsecondary programming, including college and career/technical education that prepares students for a successful transition to adulthood? How will the SEA know if its efforts are effective? If the SEA is effective, what changes should it expect to see at the SA level? LEA level? Facility level? Student level? What is an indication that the desired changes are beginning to occur at the SA level in the short term? Facility level? Student level? What is an indication that the desired changes have occurred at the SA in the long term? Facility level? Student level? Do subgrantees/facilities currently: Employ current instructional methods and materials appropriate to students’ age, grade placement, development, and culture? Promote student engagement through high educational expectations for all students in the JJ system? Require that students in juvenile secure settings participate in the same curriculum and State accountability systems as students who are not system involved, and provide instruction and assessments with appropriate accommodations for students with disabilities or limited English proficiency? Collect and use data to monitor student academic progress, make decisions, and continuously evaluate and improve the educational program? Provide access to postsecondary programming, including college and career/technical education that prepares students for a successful transition to adulthood? Use technology such as the Internet in the school (teachers) and classrooms (students) to enhance learning opportunities? Long-Term Outcomes/System Change Characteristic 5: Formal processes and procedures embodied in statutes, memoranda of understanding, and practices that ensure successful, navigable transitions across multiple child-serving systems, including the education system. SEA Processes and TA Activities Outputs/Metrics Outcomes
Tues Unit 12 3hours Supply presentation/ Hose presentation/ Fire Streams presentation Ch. 14, 15, 16 1 Thurs Unit 13 3 hours Hose, water supply, fire stream skills 15-I-3, 4, 15-I-1,2 IFSTA Ch. 15; Ch. 16 3 Tues Unit 14 3 Hose Skills 14-I-1 to 4; 15-I-5, 9, 12, 15, 24, 25, 26, 27; 16-I-1 to 3, 17-I-7 4 Thurs Unit 15 3 hours Loss Control & Activities 18-I-8 to 11 IFSTA Ch. 18; 1 Tues Unit 16 3 hours Origin and Cause presentation/ Scene Lighting presentation Ch. 19, 479-484 1 Thurs Unit 17 3 hours Life safety initiatives/CS Awareness presentation; review Ch. 21; pgs. 538-540 1 Tues Unit 18 3 hours Forcible Entry & Tactical ventilation Presentations IFSTA Ch. 13 Thurs Unit 19 3 hours Forcible Entry Skills 11-I-3 to 8/ Skills review IFSTA Ch. 11 3 Tues Unit 20 3 hours Emergency Medical Care/ skills 5, 6, 7, 9-I-17 IFSTA Ch. 22 2 Thurs Unit 21 3 hours BEFO written evaluation /Final Skills Evaluation 3 HMFRO Tues Unit 22 4 hours Haz Mat presentation IFSTA Ch. 23 1 Unit 23 4 Haz Mat presentation IFSTA Ch. 23 1 Tues Unit 24 4 hours Haz Mat presentation; Haz Mat activities 24-I-7 to 11 Ch. 24 2 Unit 25 4 hours Haz Mat Skills 24-I-1, 24-I-2, Haz Mat written exam; Haz Mat activities continued IFSTA Ch. 24 2 NYS Basic Exterior Firefighting Operations (BEFO) Course Achieved Students must score at least 70% on HMFRO and BEFO written exam and successfully demonstrate all BEFO skills to receive a course completion certificate and proceed onto the SCBA/ Interior Firefighting Operations Course.
Narrative paragraph draft 1 Narration Peer Review Handout Peer review narrative paragraph for development and coherence Revise narration paragraph 17 (Writing Complex Sentences) Writing: Narrative paragraph draft; continue journal 9/26 Combining Sentence Handout Telling a story Paragraph organization Outlining Combining sentences In class writing #2 Week 6 10/1 Journal Entries Week 5 Narrative paragraph final draft Cause and Effect Paragraph Handout Quiz 5—Chapters 5 and 17 Recognizing and creating complex sentences Explain Cause and Effect Writing Structuring a cause and effect paragraph Reading: Chapter 7 (Using Cause and Effect) ; Chapter 21 (Run-Ons) Writing: Cause and effect paragraph draft 1; continue journal entries 10/3 Cause and Effect Planning and first draft Week 7 10/8 Journal Entries Week 6 Cause and effect paragraph draft 1 Cause and Effect Peer Review Handout Quiz 6—Chapters 7 and 21 Peer review cause and effect paragraph for coherence and development Reading: Appendix A, section 7 (Exam Taking Strategies) ; Chapter 18 (Writing Varied Sentences) Writing: Cause and effect paragraph final draft; continue journal entries for Midterm 10/10 Identifying and eliminating run-ons Review for midterm Week 8 10/15 Journal Entries Week 7 Cause and effect paragraph final draft In-Class Midterm Reading: Chapter 26 (Verbs: Past Tense) ; Chapter 27 (Verbs: Past Participles) Writing: continue journal entries 10/17 NO CLASS TODAY Week 9 10/22 Journal Entries Week 8 Verb Handout Compare and Contrast Paragraph Handout Quiz 7—Chapters 26 and 27 Verb tense Verb formation Structuring compare and contrast paragraphs Explain Compare/Contrast Paragraph Time to plan and draft 1st draft must get approval before leaving Reading: Chapter 8 Comparison and Contrast) ; Chapter 28 (Nouns and Pronouns) Writing: Compare and Contrast paragraphs draft 1; continue journal entries 10/24 In Class Writing #3 Week 10 10/29 Journal Entries Week 9 Quiz 8—Chapters 8 and 28
Feedback process and documented ASAP/ILC clinical and admin meetings Consistently offer LTSS assessment CAC / feedback/ Receipt of assessment/service plan Decision determination Access Resumption of services post d/c No consistent referral to LTS C Integration w/ care team: Clinical meetings ICT Transitions CM/LTS C collaboration well documented Joint visits (assessment/outreach) New functional assessment Access and availability variable Improvement / Follow-up Measure satisfaction Focus on role of the LTS C Modify assessment tool Identify additional supports for BH members Slide 13 Process: Best practices/How the IC can help… The chart is below: Access Integration BH Members Leverage members and member stories in Increase provider education and awareness to BH partners are a
promoting LTSS over handouts Promote LTS-Cs as much as the services themselves Promote the benefit of having an LTS-Cs Opportunity to increase peer support through more education Promote ILC services drive LTS-C utilization Focus on positive outcomes associated with LTS-C utilization Provider promotion of LTS-C services may influence utilization critical component of the members care plan This is an opportunity for more education and outreach to provider stakeholders Many BH members have medical disease burden that impact ADLS
Submitting a Request Step 1 Go to Step 2 Click on Continue to Technology Use Form Step 3 Log in using your ASURITE ID and Password (if required) Step 4 on Submit New Form Step 5 Recipient ASURITE ID - Enter your ASURITE ID Step 6 Select Device Ownership – choose either “Personal Device” or “University Device” “Personal Device” - means you own the device and your department reimburses you for ASU business related charges “University Device” - means the device was purchased by the University and monthly expenses are paid for directly by the University Note: If you choose “University Device” instead of “Personal Device”, the option to enter an amount for reimbursement will be removed from the form. Step 7 Select Device Type – Chose either “Phone Device” or “Other Device” (i.e. tablet) Step 8 Department Contact ASURITE ID - Enter tmblank Note: Entering an ASURITE ID other than tmblank will delay the processing of your request and a new Technology Use Form may need to be submitted. Step 9 Click on Continue Step 10 If “Phone Device” was selected in Step 7, enter the Phone Number (numbers only, no dashes). If “Other Device” was selected, enter the Device Type (tablet, etc.) and Device Serial Number.
As the students share out they are to add words that they didn’t think of to their list. Have the students represent the integers from the following situations on a number line: Day 3: 6.3b Order and compare integers using a number line. (I do..) Review how to correctly make a number line by having the students create on in their INB. Once this is done allow them to compare this line with a shoulder buddy. Give students a sheet protected copy of Negative Location on Number Line desk activity. Model using “Think Out Loud” how they should answer each question. (We do..) Give the students about 10 minutes to complete the remaining questions using the thinking out aloud strategy. a few students to come to the board and explain how they got their answer. (You do..) Give the student the following questions to answer independently at their desk: Day 4: 6.3b Compare integers, using mathematical symbols (<, >, =). (I do..) Review 6.3 Study Guide notes and practice problems with students. Ask them to study it each night so that they will be ready for the test. Highlight the following facts about integers: (Mr. C/Tucker) A negative integer is always less than a positive integer. When comparing two negative integers, the negative integer that is closer to zero is greater.
Differentiation Higher Level Thinking: Higher level thinking will be demonstrated when the student can explain verbally and in writing how the number line is created and used to identify and represents integers. Technology Use: Students may refer to: Or Connections to other subject areas and/or authentic applications: Integers identified and represented on a number line can be connected to the historical events that that are represented on a time line. BC years are like the negative integers and AC are like positive integers. Students will combine these concepts in a project that will look at historical world events that occured 1through 5 years before (negative) they were born -1 to -5 and world events that occured 1 through 5 years after (positive) they were born. Zero will represent the students birth year. Checking for Day 1: Project the following question on the board for the students to answer on the response side of the sheet protector. Ask students to give a thumbs-up when they have answered the question. Once everyone has answered have put their sheets in the air. If anyone is incorrect have a student that is correct come up and explain how they got their answer. Day 2: What integer is represented by Point M on the number line? 3 2 1 0
more than double in just two years” and how a survey of three quarters of local authorities in the UK has found that “the total amount they gave schools permission to borrow rose from stg£35.8m to stg£51.7m” in one year. Outcomes of ‘charter schools’ and ‘academies’ As stated above, the DES document appears to be considering the introduction of a model of school autonomy similar to ‘academies’ in the UK. The research into ‘academies’ has found them to be ineffective at best, despite the massive investment of additional funding in them. In the USA, a model similar to ‘academies’ is in operation under the title of ‘charter schools’. Singer (2014) points out that “In many American cities, the charter school movement is basically an alliance between national foundations antithetical to public education, local politicians who are building political machines, and business speculators. High quality education is at best an 115 “Less than 20% of charter schools offered a better education than comparable local schools and about half offered an equivalent education. However, in more than a third of charter schools, 37%, educational achievement was significantly worse than in public 119 “A New York Times article reported that students in high-tech schools did not perform better on standardised assessments than students in regular schools.” Pg 177 Curriculum and returns to Ireland Page nine of the DES document refers to “building a knowledge society” and “reviewing junior and senior cycle provision”. TUI respectfully seeks clarification as to what is meant by both. The education system is a vital supply side factor in any economy and further investment in education is essential. However, education must be about building a society/community and not just an economy. Educating children is complex and the psychological well-being of our students is often overlooked. Developing self-confidence involves various aspects of their lives. Involving children in extra-curricular activities is also overlooked in the design of our education system. Whilst a focus on Science, Technology, Engineering and Maths is understandable from a purely economic viewpoint it is not sufficient for the building of a community that has been much diminished by and era of cutbacks to public service.
defendant was inadmissible and it was referred to as the Potsdam Boys murder case may hinge on miniscule DNA sample from fingernail", in the New York times, apparently, and there's a reference to DNA results wouldn't be allowed in the Hillary murder trial. Are you familiar with that's two cases they're referring to, as I read it, the Hillary case?I think it's Or it's the one ?I think it's just the one case, just the Hillary case. You didn't give evidence or you did give evidence in that trial, in the pretrial proceedings?I wasn't involved in that at all. Okay. And does include that you weren't involved in the prosecution as your services personally hadn't been retained on the STRmix result for the purpose of seeking to have it admitted?Correct, that will all handled by John Buckton, one of the codevelopers of STRmix. All right. Let's go to issue 4, "Under what circumstances and why does the method produce results (random inclusion probabilities) that differ substantially from those produced by other methods". Do you agree with that?Yes, that's useful information to know. I'll skip a paragraph. If you we should go back to it, tell me, but I will pea go to the paragraph, "Most importantly current studies have adequately explored only a limited range of mixture types (with respect to number of contributors, ratio of minor contributors and total amount of DNA)". Do you agree with that sentence?Um, yes, but go on. "The two most widely used methods", is that right, that STRmix an True Allele to your knowledge are the two most widely
Thank you. HER HONOUR: Is that convenient time, Mr Desmond? MR DESMOND: Yes, thank you, Your Honour. HER HONOUR: We will break for lunch until 2.15. Adjourn the court, please. <(THE WITNESS WITHDREW)
ST. AGNES TUITION 2018-2019 *K-5 Parishioner One child $2,045 Two children $3,125 Three or more $3,635 *K-5 Non-Parishioner One child $2,545 Two children $3,625 Three or more $4,135 *Preschool – Parishioner 2 Days $ 920 3 Days $1,380 5 Days $2,300 *Preschool – Non-Parishioner 2 Days $1,130 3 Days $1,690 5 Days $2,820 ST. AGNES TUITION 2018-2019 *K-5 Parishioner One child $2,045 Two children $3,125 Three or more $3,635 *K-5 Non-Parishioner One child $2,545 Two children $3,625 Three or more $4,135 *Preschool – Parishioner 2 Days $ 920 3 Days $1,380 5 Days $2,300 *Preschool – Non-Parishioner 2 Days $1,130 3 Days $1,690 5 Days $2,820 ST. AGNES TUITION 2018-2019 *K-5 Parishioner One child $2,045 Two children $3,125 Three or more $3,635 *K-5 Non-Parishioner One child $2,545 Two children $3,625 Three or more $4,135 *Preschool – Parishioner 2 Days $ 920 3 Days $1,380 5 Days $2,300 *Preschool – Non-Parishioner 2 Days $1,130 3 Days $1,690 5 Days $2,820
Uassllication Effective Date Health Ptnsim1 Suppltmentd Tntnl Rate Unemnloi·n,.nt ve Dote - 0210112015 -------------------------- L. I App1·cntlce to Joumcyworker llatio:1:3 - [srnc D•te: 04/2212015 Wage Request l'age 18 of JR
Tuition Assistance How-To Go to web-site: Log-in using CAC or if you do not have an account already, go ahead and create a new account by clicking the “Create/Activate Account” box after selecting student or cadet. If you are creating a new account, you will be prompted to enter your social and date of birth. You will then be asked to enter your personal information on the following screen. Click the request TA bubble and you will be prompted to fill out your degree plan through VIA. Click the “Access Via” tab. (Remember to disable the pop-up blocker on your web browser). Click the “Request TA” bubble and follow the prompts to complete your request. If you have any questions or concerns about the site, please call the Go Army Ed Help Desk: 817-9990. *****NOTE: Disable POP-UP Blocker or you will not be able to see the new window.
Tuition structure for genetic counseling program at the University of Minnesota The structure of the tuition costs for the genetic counseling program at the University of Minnesota is changing a little and will apply to students starting in the fall of 2016. Below is a full breakdown for you now that we have all of the facts, including student fees. Graduate tuition rates for nonresident students is $12,560 per semester and $2,093 for individual credits above or below the block of 6-14 credits which constitutes full time status. For resident students, the costs are $8,120 per semester and $1,353 for individual credits. In addition, there is a fee that is attached to the second year clinical training credits that totals $5,000 over the course of the program. This means that, without institutional support, nonresident students would pay $61,519 and resident students would pay $42,539 in tuition costs for the entire program. The University of Minnesota does provide institutional support for students in the form of Teaching Assistantships. These assistantships provide the following support to all students with a TA in the first year: All students pay 50% of resident tuition rates for the first year. Students are paid a stipend that totals $6,970 in the first year. In the summer, students pay at full tuition rates for 3 credits. In the last 2 semesters, all students pay resident tuition. Because the summer credits are charged differently to resident vs. nonresident students, is a small difference in tuition for resident vs. nonresident students. The total breakdown is on the next page. These costs are calculated from 2016-2017 rates.
Tuition Assistance/Reimbursement Correlation to Louisiana State University’s Gifted Education MEd Academically Gifted Add-On Requirements LSU’s Gifted Education MEd Course Requirements ELRC 4249 and ELRC 4006 are not eligible for Tuition Assistance or Reimbursement. Tuition Assistance Correlation Three hours in a practicum for academically gifted Correlates with EDCI 7768 Characteristics /Study of Gifted Individuals Correlates with EDCI 7760 Methods of Teaching the Gifted Correlates with EDCI 7761 Social and Emotional Needs of the Gifted Correlates with EDCI 7764 Creative Thinking and Problem Solving Correlates with EDCI 7762 Participants are eligible for Tuition Assistance/ Reimbursement for one of these courses. OR Currculum Development for the Gifted Correlates with EDCI 7763 Educational Technology Correlates with ELRC 4507
orizon Drive, 772 Horizon Drive Grand Junction, CO 81506 Automotive Technician Tuition $24,750.00 Books …959.00 Tools 2,170.00 Uniform 430.00 †*Fees 204.00 Total $28,513.00 Business Office Administration and Accounting Tuition $24,750.00 Books 2,234.00 Tools 480.00 †*Fees 445.00 Total $27,909.00 Cosmetology Tuition $18,300.00 Books 523.00 Tools (Matrix Kit) 1,440.00 Uniform 108.00 *Fees 190.00 Total $20,561.00 Dental Assistant Tuition $17,010.00 Books 1,321.00 Uniform 137.00 *Fees 150.00 Total $18,618.00 Medical Assistant Tuition $24,750.00 Books 2,217.00 Uniform 105.00 41.00 Vaccinations 210.00 †*Fees 255.00 Total $27,578.00 Pharmacy Technician Tuition $10,980.00 Books 559.00 Smock(s) 44.00 *Fees 307.00 Total $11,890.00 Refrigeration & HVAC Tuition $24,750.00 Books 1,575.00 Uniforms 233.00 Tools 732.00 †*Fees 270.00 Total $27,560.00 Textbooks, tools and uniforms are approximate costs including sales tax. Prices are subject to change due to price fluctuation from suppliers. Repeat classes: $250 per class *All fees include a $35 graduation fee. † Fees include certification exams fees. Automotive Technician – ASE Student Certification exams; ASE Certifications: (Brakes, Engine Repair, Engine Electrical, Registration fee) and Mobile Air Conditioning Society Certification (MACS). Business Office Administration & Accounting – MOS Certification, MS Word, MS Excel, MS Outlook, and QuickBooks Certifications Cosmetologist - State Board Cosmetologist License exam. Dental Assistant-Registered Dental Assistant (AMT) Medical Assistant – Registered Medical Assistant (AMT) and Phlebotomy Certification (AMT) Pharmacy Technician – Certification Prep and Certification Exam for Pharmacy Technician Certification Board (PTCB) Refrigeration & HVAC – North American Technician (NATE), EPA Section 608, and Carbon Monoxide Safety (COSA).
Bottled water 100% Fruit Juice Juice Snapple 100% Juiced Minute Maid Envy (Berry Blast fruit smoothie, Mango Eclipse Fruit smoothie) Tropicana (Apple, Fruit Medley Plus, Orange, Strawberry Orange) Sunny Delight Veryfine 100% Juice (Orange, Grape, Apple) V8 VFusion 100% Juice Simply 100% Juice (Orange, Apple) Fruit snacks, granola bars, baked chips, crackers, pretzels, whole grain foods and treats Sweetened Teas Arizona Sweet Teas Lipton Brisk Tea Energy Drinks Monster Redbull Candy Fruit Candy (Starburst, LaffyTaffy, Skittles) Candy bars-snickers, Twix, M&Ms, etc Lollipops/Suckers Chips , Cheetos, Hot Cheetos, Taki’s, etc
2017 TUITION RATES AND FEES Classrooms Age Group (Approximate Depending on Development) Staff/Child Ratio Weekly Tuition 4 Days* Infant l 6 wks. – 18 mos. 1:3:5 $365 $326 Toddlers 18 mos. to 3yrs. 1:5 $345 $304 Preschool /Pre-K 3 yrs. to 6 yrs. Your child must be potty-trained to be at this rate. 1:10 $305 $272 NOTE: *Limited part-time available in each classroom and depends on the specific days requested. Registration Fee: Children’s Garden Learning Academy has a $75 per child/$110 per family registration fee that is due and payable at the time of enrollment and on September 1st of each year. This is a non-refundable fee. Reservation Deposit: Families enrolling will be charged a reservation deposit based on the enrollment schedule to reserve a spot for more than two weeks. The deposit is $100.00 payable with the Registration Fee. This deposit will be applied to the first week of care. If the child does not start as planned, the reservation deposit is forfeited by the family.
The student is Full-time Part-time Dual-enrolled The student is registering for credit Anticipated graduation month/year The student is a candidate for Associate’s Degree Bachelor’s Degree Has this student taken any prior college courses? Yes No If yes, how many college credits have been taken? Does the student have a bachelor’s degree? Yes No Has this student ever received a tuition reduction? Yes No If yes, what term(s) (e.g., Summer 20xx, Fall 20xx, Spring 20xx)? The student will be living: On-Campus Off-Campus At Home THIS APPLICATION MUST BE COMPLETED IN FULL AND SUBMITTED TO RESOURCES PRIOR TO THE START OF ANY TERM IN WHICH THE TUTION REDUCTION IS REQUESTED. MESSIAH COLLEGE TUITION REDUCTION CANNOT EXCEED AN AMOUNT EQUAL TO 100% OF TUITION. (TO BE COMPLETED BY SCHOOL OFFICIAL) Employee Verification The employee listed above has been verified as an employee of the College since (Month/Day/Year) Employee Type: Full-time Part-time Employee Location: Messiah Other (specify) Will the above-mentioned person be employed by Messiah for the upcoming year? Yes No % $ Other Institution % $ Messiah College % $ $ Aid Tuition Total Tuition Reduction Awarded Human Resources Signature Date Messiah College does not discriminate on the basis of age, race, color, sex, national or ethnic origin, disability, or veteran’s status in the recruitment and admission of students, the recruitment and employment of faculty and staff, or the operation of any of its programs.
Or PreSchool Or $5220 Possible Tuition Discounts for K – 8th -2% PrePay Full Amount For PreSchool -2% PrePay Full Amount (amounts differ for different preschool schedules) -$130 Or -$105 May 31st May 31st Application Fee $100 At Time of Application Student Fee $225 May 31st or Upon Enrollment for Tuition and Fees Tuition Insurance (*this is not optional for those opting for payment plans…only optional for those who have paid tuition in full). 3.5% of tuition PS =$182.70 1st day of school Athletic Fee: Basketball, Volleyball, Soccer Country $80 $60 1st day of sport Extra-Curricular Music Fee $80 1st day of practice 6th Grade Camp Perkins $150 Outdoor education trip to 7th & 8th Grade Trip $1500 - $2700 Alternating years trip to D.C, and science trip. Students do fundraisers to help cover this cost. 4th – 8th Ski Day $50 Ski school in the morning and free ski in the afternoon. Classroom Supplies $50 Families have choice to purchase own classroom supplies or pay this fee and then supplies will be provided.
Regionally-processed foods and beverages from unique local domesticated heritage ingredients made in or near Tucson, Arizona, the first UNESCO City of Gastronomy in the U.S. (list compiled by Gary Nabhan, Center for Regional Food Studies from many friends and sources) 2016 Name of food or beverage Native or cultivated plant or animal from region Company Angel Wings Mission grape wine Mission grape Bo:sol corn & Pima club wheat kernels with tepary beans* Dried 60-day native posole corn, Pima Club wheat kernels & red tepary beans Chia (organic) seed Mexican chia seeds Criollo cattle, grass-fed beef Chinipas/Tarahumara land race of criollo corriente cattle Ga’iwsa roasted 60-day corn* Ha:l big squash (fresh) cushaw squash Heirloom organic White Sonora wheat kernels Sonora wheat La Morena nutty, toasty brown ale Ale brewed with toasted Southern Arizona pecans O’odham peas “Papago” peas for soup Pima club wheat kernels Pima club wheat Pima Hawo:l lima beans Dried mottled lima beans Pomegranate syrup Syrup from pomegranate arils Roasted Bahi Cu:wi flour* White Sonora or Pima club wheat for pinole Tepary white, red and black and white
*Rates were obtained from the websites listed above. (Costs based on 30 credit hours per year.) Illinois Eastern Community Colleges District 529 will not be held liable for discrepancies in tuition The Illinois Eastern Community Colleges Board of Trustees reserves the right to change IECC tuition and fees at any time without prior notice. Illinois Eastern Community Colleges District 529 does not discriminate on the basis of race, color, religion, gender, age, disability, veteran status, or national origin. IECC adheres to the Federal Regulations of the Americans with Disabilities Act of 1990 and offers appropriate services with reasonable accommodations to any qualified disabled individual upon request. Illinois Eastern Community Colleges’ Board of Trustees has adopted the Substance Abuse Policy. Students and employees involved in substance abuse, within the college environment, are subject to disciplinary action.
Financial Lead – Price Book, Price Analysis, Billing and Reporting Names redacted Names redacted Legal Counsel – Legal Advice, Term Sheets, Contract Names redacted Names redacted Project Manager - Activity Planning and Sequencing, Resource Planning, Developing Schedules, Time Estimating, Documentation, Monitoring & Reporting Progress, Managing Team Deliverables Names redacted redacted Technical Lead – Business Requirements and business requirements gathering for the various schedules Names redacted Names redacted Contract Manager - Names redacted Names redacted Senior Security Architect – STRA, redacted redacted Privacy and Legislation – Approval of the Privacy Impact Assessment (PIA) and Schedule Q Names redacted Names redacted Network Architect Names redacted Names redacted Service Management Names redacted Names redacted
Desert Laboratory on Tumamoc Hill Tumamoc Art & Science Course – Application Thank you for your interest in the Observational Drawing Skills for Field Notebooks class! In order to create a rich experience and productive learning environment for all who register for this inaugural course, we are asking all prospective registrants to answer a few brief questions. Please limit your responses to one page and return to Ben Wilder (bwilder@email.arizona.edu) and Lyn Hart (desertsonghart@gmail.com) by Monday April 16th 2018. Name: Affiliation: Email: Phone number (best number to reach you): (1) Please provide a description of your background in the sciences and/or background in the arts: (2) Why are you interested in taking the Art & Science course? (3) What do you hope to achieve personally or professionally from the experience?
we the and clean Birthday Times: Saturdays: 4:30-6:00pm Sundays: 12:30-2:00pm & 3:00-4:30pm $350 for up to 16 children. $15 for each additional child. $150 non-refundable deposit. • Full gym rental 201 Arlington St. • • 1 hour in the gym area • 30 minutes for refreshments Phone: 617.926.2640 Fax: 617.926.3340
18. Board Fire rate for terminal premises: 19. Premiums and Losses sustained by applicant last five years: LOSSES Year Premiums Fire Theft Collision Any other physical Loss 20 20 20 20 20 20. Description of Vehicle: (Specify Truck, Tractor, Trailer, Semi.) Item No. Trade Name Model Year Type (Truck, Tractor, Trailer, Truck Type Tractor) Serial No. Motor No. Gas (G) or Diesel (D) Original Cost New Plus Equipment, Alterations and Additions Amount of Insurance Desired 1 2 3 4 5 6 7 8 9 10 This application shall not be binding on the Underwriters unless and until a contract of insurance shall be issued and delivered in accordance herewith and then only as of the commencement date of said Insurance and in accordance with all terms thereof and the said Applicant hereby covenants and agrees to and with the Underwriters that the foregoing statements and answers are a just, full and true exposition of all the facts and
Evidence of a commitment to continuing professional development Mentor/teaching qualification Chronic disease management Diploma in at one of the following:- Asthma, COPD, Diabetes Cervical Cytology Application Form and interview Application Form and Interview Application Form and interview Application Form Experience Previous experience in the management of diabetes of accountability of own role and other roles in a nurse led service Knowledge of health promotion strategies Awareness of clinical governance issues in primary care Ability to identify determinants on health in the area At least 1 year recent primary and community nursing experience Management of conditions. Working in a General Practice setting Involvement in implementing and protocols and clinical guidelines. Participation in quality initiatives such as clinical benchmarking Experience of audit EMIS Web experience Application form and interview Application form and interview Interview Application Form Interview Application Form and interview Interview Application Form and interview Application form and interview Application form and interview Application Form
Skills Change-management/ motivational skills and ability to support patients to change lifestyle Communication skills, both written and verbal Ability to communicate difficult messages to patients and families Negotiation and conflict management skills IT skills Application Form and Interview Application Form, interview Interview Application form and interview Application form Qualities Pro-active and self -motivating Able to work with minimal direction Enthusiasm, with energy and Determination to ensure that policies and agreed actions are implemented Hard working, reliable and resourceful Application form Interview Interview Application Form, Interview Application form and interview Other requirements Willing to work flexible hours as necessary Team player Support equality and diversity Application Form and Interview Interview Application form
FAXED COPIES/ADDITIONAL CERTIFIED COPIES Check the faxed copies box if you wish to have a copy of the completed certificate faxed to the fax number provided in box 6. If you need additional certified copies please indicate the number of copies needed in the box next to “ADDITIONAL CERTIFIED COPIES”. There will be an additional charge for each of these services. CONTACT NAME (75) Who should AMS contact with questions regarding this certificate request? AMS BILLING ACCT. (50) This is the AMS applicant number from the Dairy Grading Branch billing system. Applicant numbers can be obtained or verified from Bari Kinne at: 630-437-5073 or . This is a seven digit number. BILLING REFERENCE (25) This is an optional field for your internal reference information. This information will appear on the monthly statement next to the charges for the export certificate. The information you provide will help to identify this particular request. E-MAIL ADDRESS (255) Provide an e-mail address for notifications regarding the processing and billing of this request. CONTACT PHONE (40) Provide a telephone number us to contact you with questions. Include area code and country code if applicable. FAX (40) Provide a fax number where information regarding the certificate request can be directed. COMPANY (75) Provide the name of company to which the certificate should be mailed. If the request for the certificate is by a private individual, put NA (for not applicable) in this box. CONTACT (75) Who should AMS mail the certificate to when completed? STREET (75) Provide the street address for the mailing address. CITY (35) Provide the city for the mailing address. STATE (10) Provide the for the mailing address. ZIP (35) Provide the zip code for the mailing address. The information requested below will appear on the export certificate. CONSIGNOR NAME (75) Enter the name of the consignor (entity in the U.S. exporting the product).
16 feet and length greater than 5000 feet and rock with greater than 20 foot dia. diameter using secant pile feet constructed by drilling. Slurry Wall or Secant Pile greater than $50 million 10. List all the rock tunnel equipment (e.g. drill and blast equipment, TBM’s, etc.…) that you own. Item Description, Size, Capacity, etc. Quantity Equip. Hours Years’ Service Condition* Location Date Available
English Society (Henry VII: Lesson 11) Structure of Society Regional Divisions & Rebellions 33-38 38-41 Find specific evidence to support or challenge Joyce Young’s interpretation on page 33 Economic Development (Henry VII: Lesson 5 & 12) (Social & Economic: Lessons 2-3) Agriculture Trade and Industry Exploration Prosperity and Depression 43-45 45-48 48 49 A practice essay question on page 50 Religion, Humanism, Arts and Learning (Henry VIII, Religious Change: Lesson 1) (Social & Economic: Lesson 6) Catholic Practice in England Religious Orders Religious Opposition Humanists Education 51-54 55-56 56 56-58 58-60 A Level practice essay question page 61 VIII, 1509-1547 Topics: Page References: Activity: Character and Aims of Henry VIII VIII, Early Years: Lessons 1&2) Character Legacy of Henry VII Aims of Government 63-66 66 67 (early) 68 (late) A Level practice essay question on page 69 Government and Parliament VIII, Early Years: Lessons 3-13) A Level practice source question on page 83
Instability and consolidation: ‘the mid-Tudor crisis’: 1547-63 Topics: Page References: Activity: Edward VI, Somerset and Northumberland (Edward VI: Lessons 1-4) Edward’s Inheritance from Henry Somerset’s Policies Northumberland’s Policies The Succession Foreign Policy 125-126 126-127 127-129 129 129-130 A Level practice essay question on page 131 The social impact of religious and economic change Edward IV (Edward VI: Lessons 1 to 5) Religious change Economic change Rebellions 134-138 138-139 139-142 A Level practice essay question on page 143 Mary I and her ministers (Mary: Lessons 1-4) Failure of Northumberland’s Plan government Spanish marriage Foreign Policy 145-146 146-147 147-149 149-150 A Level practice essay question on page 152 The social impact of religious and economic changes under Mary I (Mary: Lessons 2, 4-5) Religious change Economic change Wyatt’s rebellion 154-158 158-159 159-161 A Level practice essay question on page 163 Elizabeth I, 1558-1603 Topics: Page References: Activity:
Turf Reinforcement Mats TRM Category 1 Brand/Model Name Manufacturer Contact Information Date Approved Date Unapproved Eronet P300 Tensar North American Green 800-772-2040 2-2014 2015 PP5-8 Western Excelsior Co. 866-540-9810 5/2014 2015 TRM Category 2 Brand/Model Name Manufacturer Contact Information Date Approved Date Unapproved US 2P10 US Erosion Control Products 800-948-6071 10-2011 2015 ECP-2, 10oz East Coast Erosion Blankets 800-582-4005 5-2013 2015 TRM Category 3 Brand/Model Name Manufacturer Contact Information Date Approved Date Unapproved Recyclex TRM-V American Excelsior 800-777-7645 3-2013 2015 Recyclex TRM American Excelsior 800-777-7645 3-2013 2015 ECP-2 East Erosion Blankets 800-582-4005 3-2010 2015 ECP-3 East Coast Erosion Blankets 800-582-4005 5-2013 2015 EG-2p 12 Ero-Guard, Inc. 507-524-3859 5-2010 2015 ETPP-10 Erosion Tech 1-866-894-SILT 3-2013 2015 Vmax3 P550 North American Green 1-800-772-2040 11-2012 Futerra 7020 Profile Products 800-215-1144 2-2015 US-2P12 US Erosion Products 800-948-7870 2015 PP5-10, PP5-12 Western Excelsior Co. 866-540-9810 5/2014 2015 TRM Category 4 Brand/Model Name Manufacturer Contact Information Date Approved Date Unapproved T-Recs East Coast Erosion Blankets 800-582-4005 5-2013 Fortrac 3D 30 Huesker 605-342-8318 4-2014 Futerra R45 Profile Products 800-215-1144 2-2015 Vmax W3000 Tensar North American Green 1-800-772-2040 6-2013
ARA Assessment of Reserve Adequacy BAT Banks Association of Turkey BCP BIST Basel Core Principles for Effective Banking Supervision Istanbul Stock Exchange BL Banking Law BRSA Banking Regulation and Supervision Agency BRSB CAD Banking Regulation and Supervision Board Current Account Deficit CAR Capital Adequacy Ratio CBRT Central Bank of the Republic of Turkey CCP Central Counter Party CMB Capital Markets Board CMG Crisis Management Group CoM Council of Ministers CRS Credit Reporting System CSD Central Securities Depository EBITDA Earnings Before Interest, Taxes, Depreciation and Amortization ECA Europe and Central Asia EFT Electronic Fund Transfer ELA Emergency Liquidity Assistance ERM Enterprise Risk Management ESTS Electronic Securities Transfer System FATF FMI Financial Action Task Force Financial Market Infrastructure FSC Financial Stability Committee GIR International Reserves ICAAP Internal Capital Adequacy Assessment Process ICP Insurance Core Principles ICR Interest Coverage Ratio IIFCB Interest-Free Finance Coordination Board IFSB Islamic Financial Services Board IMF International Monetary Fund IOSCO IPO International Organization of Securities Commissions Initial Public Offering IRB Internal KKB Credit Bureau KYC Know Your Customer LCR Liquidity Coverage MASAK Financial Crimes Investigation Board MKK Central Registry Agency of Turkey MOF Ministry of Finance MSME Micro, Small and Medium Enterprises NFC Non-Financial Corporate NIR NPLs Net International Reserves Non-Performing Loans NPS National Payments System NRA National Risk Assessment PPP Public-Private Partnership RAM Risk Assessment Matrix ROM Reserve Options Mechanism SDIF Savings Deposit Insurance Fund SIFI Systemically-Important Financial Institution SME SOE Small- and/or Medium-Sized Enterprise State-Owned Enterprise SRAG Systemic Risk Assessment Group TEBC Turkish Execution and Bankruptcy Code TL Turkish Lira TR Trade Repository UNSCR United Nations Security Council Resolution WB Bank
Turkey Night! The OAS PTA invites you and your family to our Turkey Bingo Night! Date: Friday, November 14th Time: 6:30-7:30 p.m. (doors open at 6:15!) Location: Orange Avenue School **Please bring 25 pennies for every card to use to cover your card. All coins will be donated to the Orange Avenue Food Drive** Questions? Contact Courtney Paterna at or Beth Salai at **This is not a drop off event. All children must attend with an adult!** Turkey BINGO Night! The OAS PTA invites you and your family to our Turkey Bingo Night! Date: Friday, November 14th Time: 6:30-7:30 p.m. (doors open at 6:15!) Location: Orange Avenue School **Please bring 25 pennies for every card to use to cover your card. All coins will be donated to the Orange Avenue Food Drive** Questions? Contact Courtney Paterna at or Beth at **This is not a drop off event. All children must attend with an adult!**
Chemin du Petit-Saconnex 28b 1211 Geneva 19 Tel: +41 22 717 9204 Mob: +41 79 505 7887 berlan@mfa.gov.tr GENEVA Ms. Özlem Kural Counsellor Permanent Mission of Turkey to the UN in Geneva Chemin du Petit-Saconnex 28b 1211 Geneva 19 Tel: +41 22 918 50 80 Fax: +41 22 734 08 59 ozlem.kural@mfa.gov.tr GENEVA Mr. Aydin Topçu Counsellor Permanent Mission of Turkey to the UN in Geneva Chemin du 28b 1211 Geneva 19 Tel: +41 22 918 50 80 Fax: +41 22 734 08 59 aydin.topcu@mfa.gov.tr Participation in the Tables (RT): Belgium 2007 Government Team member for RT 2.3: “Increasing the of remittances on development” Philippines 2008 Government Team member for RT 3.1: “Strengthening Data and Research Tools on Migration and Development” Switzerland 2011: Turkey was a co-chair for RT 2.1: “Addressing Irregular Migration through Coherent Migration and Development Strategies”. Mauritius 2012: Turkey was co-chair/session reporter for RT 3.1: “Improving Public Perceptions of Migrants and Migration: Challenging Preconceptions and Shaping Perceptions”. Turkey was panelist for RT 3.3: “Protecting Migrants Domestic Workers-Enhancing Their Development Potential”. Sweden 2014 Round Table 1, Session 1.1: Operationalizing mainstream and coherence in migration and development policies- Member of the Government Team Round Table 1, Session 1.2: Framing Migration for the MDGs and the Post-2015 UN Development Agenda – Member of the Government Team Round Table 2, Session 2.1: Enhancing the development impact of labour migration and circular mobility through more systematic labour market and skills matching- Member of the Government Team Table 2, Session 2.2: Facilitating positive development impacts of diaspora engagement in skills transfer, investments and trade between countries of residence and origin- Member of the Government Team Round Table 3, Session 3.1: Empowering migrants, their households and communities for improved protection of rights and social development outcomes- Member of the Government Team Participation in Business RT Platform for Partnerships- Co-Chair Participation in the Thematic Meetings (TM):
ÖĞRENCİ GEZİ ONAYI FORMU TÜRKÇE 5 (sadece Okul Konseyi’nin onayını gerektirmeyen geziler için) (School letterhead/logo) (Date) Gezinin adı: …………………………………………………………………………………………. Geziye gidilecek yer: …………………………………………………………………………………. Gezinin tarihi (tarihleri): …………………………………………………………………………………… Hareket ve zamanları: ……………………………………………………………………………… Öğrenciler şu araçla seyahat edeceklerdir: otobüs tren tramvay yürüyeceklerdir Görevliler ve denetim: ………………………………………………………………………….. Ücret: Öğle yemeği: Çocuğunuz kırılmaz kaplarda öğle yemeği ve içecek getirmelidir. Öğle yemeği gezi sırasında $..... karşılığında satın alınabilir. Öğle yemeğinin ücreti gezi ücretine dâhildir. Gerekli giysiler ve gereçler: Gezi acil ilişki kişisinin adı ve ilişki ayrıntıları: Diğer: Herhangi bir sorunuz veya endişeniz varsa lütfen …………………………….. (phone number) numaralı telefondan ………………………………………………. ile ilişkiye geçin. STUDENT EXCURSION CONSENT FORM TURKISH 5 (only for excursions not requiring School Council approval)