zilongwang/ReadingBank huggingface dataset:
Section 2 – The child The child’s feelings and perspectives on starting school, including a drawing. This section is optional. Completed with the child by an adult they know and feel comfortable with (educator or family member)** Section 3 – The family The perspective of the parent/guardian(s) on their child’s transition to school, and other information they would like to share. Parent/guardian(s)** Section 4 – Sharing the Transition Statement A declaration from the educator that the child’s parent/guardian is aware that the Transition Statement will be shared with their child’s school and OSHC service (where applicable) A declaration from the educator that the child’s parent/guardian has received the completed Transition Statement A record of whether the parent/guardian has chosen to opt out of sharing the Transition Statement with the school and OSHC service (if applicable). ECEC educator* *ECEC educators should write Transition Statements in discussion and with input from families, and from other professionals who may be supporting the child during the transition to school (with permission from the parent/guardian). ** Families for whom English is an additional language may require assistance from the educator and/or an interpreter/translator to complete the Child and Family sections, and to understand their choice to opt out of sharing the Transition Statement information. THE ELECTRONIC TRANSITION STATEMENT How to download the Electronic Transition Statement Before you start writing Transition Statements, you will need to download the Electronic Transition Statement document to your computer from www.education.vic.gov.au/transitionstatement. Click on the Electronic Transition Statement file you want to download. Result: A pop-up will appear asking if you want to Open the file from Select ‘Yes’ to open the file. When the file opens, it will open as a ‘Read Only’ file. To save the file (or download a copy), go to File, then ‘Save As’ and select the destination on your computer where you would like to save your Transition Statements. This is the template you will use to complete all Transition Statements for children at your service, so it is recommended to use the file name ‘Electronic Transition Statement – Template’ when saving. Once you’ve named the file, select ‘Save’. The document will now be saved to your computer. How to create a file for the individual child’s Transition Statement Open your saved Electronic Transition Statement template.
CATEGORY: Fixed Station COST: $149,600 REGION: Midwest PARK: VOYA PROJECT TITLE: Calculation of Streamflow and Nutrient Loading between Namakan Lake and Kabetogama Lake using Index-Velocity Methods COMMENTS: Project oversight and reporting costs seem high in relation to the rest of the project. It would be more competitive if this were applied to data collection and analyses and project oversight contributed as in-kind. Use of ADVM is an appropriate use of new technology. The proposal indicates potential or real effects from cottages. Is that not also a way to focus on key inputs at a cost effective element.that alone could assist in some problem resoluition. Threat is acknowledged as complex, but issue of natural hydograph and dam rule curves “appears: to be more the threat than the cyanobactor blooms or nutrient cycling reviewer belives that this needs more logic applied in this proposal to assist the conclusion that the bloom and water movements are the issue in search of this proposal CATEGORY: Fixed Station COST: $150,000 REGION: Intermountain PARK: YELL PROJECT TITLE: Water Quality of Soda Butte Creek Entering Yellowstone NP During Remediation of the McLaren Tailings COMMENTS: It is difficult to determine the significance of this issue to YELL especially since the Park has only provided one year of funding for monitoring and the NPS WRD provided funding for enhanced monitoring for one year. Why is YELL not providing funding? Why is monitoring discontinued? Need long term monitoring, not just 3 years Given that monitoring has been done for many years it would help the proposal to describe at least briefly those results. This proposal gives the impression that this monitoring is needed at least in part because the park is cutting back on monitoring this tributary. This raises questions as to the significance and severity of the threat/problem. Conflicting issue of the current monitoring being planned thru 2013, while $$ for that is included in this proposal rather than holding NPS feet to the fire. Why would the park NOT cover this cost? Is park ok with the State’s monitoring plan? Are they punting the $$ and decision into the future?
Agreement. Whereas the USGS and TWC wish to promote sharing of data and leveraging of expertise, the parties agree to the following: As part of its programming, TWC may, when USGS determines it is appropriate, use certain USGS data and products. When using each other’s products, each party will give appropriate attribution to the other party. Appropriate attribution is a verbal or written citation of the source or provider of the data. An organizational or company logo attached to a product does not, in and of itself, constitute appropriate attribution. In giving attribution, TWC will not do so in such a way as to imply any official USGS endorsement of TWC services and/or products. The USGS may include a disclaimer that attribution to TWC does not imply endorsement by the U.S. Government. The parties may request that certain data and products be made available for use within operations. When both parties agree to such exchanges: 1) Each party will provide technical descriptions of format and content of the products or data. The technical description may be in the form of an interface specification document. 2) The organization providing the data or products will notify the other of any possible changes in format or content as soon as possible. TWC and the USGS will cooperate, as appropriate, to make products and services available for humanitarian relief efforts as a result of natural disasters. General Provisions. Both parties agree that: Because the USGS is restricted from showing preferential treatment to a specific private company, it must make available the data, products, or services it provides to TWC to any other firms upon request. There will be nothing in any program, announcement, or release that constitutes an endorsement, express or implied, by the USGS of TWC and/or any commercial products it advertises.
Surplus Surplus is the amount by which the supply exceeds the needs or requirements. Tenure, or Tenure Group For purposes of reduction in Tenure Group describes the retention group in which an employee is placed based on the employee's type of appointment. 0 - No tenure group. Employee is in none of the tenure groups established for reduction-in-force purposes. 1 - Tenure Group 1. Competitive service--Tenure Group 1 includes employees serving under career appointments who either have completed initial appointment probation or are not required to serve initial appointment probation. Excepted service--Tenure Group 1 includes permanent employees whose appointments carry no restriction or condition such as conditional, indefinite, specific time limitation, or period. 2 - Tenure Group 2. Competitive service--Tenure 2 includes employees serving under career-conditional appointments, and under career appointments who are serving initial appointment probation. Excepted service--Tenure Group 2 includes employees who are serving periods, or whose tenure is equivalent to tenure in the service in agencies that have that type of appointment (for example, excepted appointment-conditional). 3 - Tenure 3. Competitive service--Tenure 3 includes indefinite employees, employees under temporary appointments pending establishment of registers, employees under term appointments, employees in status quo, and employees under any other non-status non-temporary appointments. Excepted Group 3 includes employees whose tenure is indefinite; that is, without specific time limitation but not actually or potentially permanent, or with a specific time limitation of more than one year; also, employees who, though currently under appointments limited to one year or less, complete one year of current continuous employment. Tenure, or Years/Length of Service Tenure, Years of Service, or Length of Service are ways of measuring service longevity in association with months of service and days of service. Average Tenure, or Years of Service, can indicate the depth of knowledge and skill level possessed by the workforce and inform planning for training or succession planning.
Two new ways to manage your USG retiree benefits Take Control of Your Benefits Click. Call. Connect. We know University System of Georgia (USG) benefits are important to you. They offer protection, peace of mind and comfort — and you want to make the most of them. USG is committed to offering quality benefits, as well as making it easy for you to use them. As a result, USG has introduced a new benefits administration system for employees, retirees, spouses and their survivors. You now have two new ways to access your USG benefits (retiree dental, vision, life insurance or healthcare coverage): OneUSG Connect – Benefits website connect-benefits.usg.edu OneUSG Connect – Benefits Call Center 1-844-5-USGBEN (1-844-587-4236) 8 a.m.–5 p.m. Eastern time, Monday through Friday OneUSG Connect – Benefits website OneUSG Connect – Benefits Call Center
YOUR ACTION NEEDED — BILLING FOR YOUR BENEFITS COVERAGE Paying for your coverage USG policy requires that premiums be paid by direct debit. Please provide your banking information for direct debit no later than November 30. You will continue to receive monthly paper bills in the mail until you provide the banking information needed for direct debit. It’s easy to set up direct debit Just follow these simple steps: 1. Go to connect-benefits.usg.edu. On the USG Faculty & Staff Portal home page, click the Manage My Benefits — USG Retirees link. 2. This will take you to the secure Log On page. On your first visit, remember to click the New User link to create your own personal user ID and password. 3. Click the Health & Insurance tab at the top of the page, then click Learn About and select Billings and Payments. 4. Follow the steps to set up direct debit billing. Need help? Contact the OneUSG Connect – Benefits Call Center at 1-844-5-USGBEN (1-844-587-4236). Expert representatives are available 8 a.m. to 5 p.m. Eastern time, Monday through Friday. WHY CAN’T MY DIRECT DEBIT INFORMATION BE TRANSFERRED AUTOMATICALLY TO THE NEW SYSTEM? Even if you previously enrolled for direct debit payments for your USG benefits coverage, banking regulations require that you provide your banking information again in order to continue automatic payments by direct debit. 3
USG STEM Summit Roundtable Discussion: Communities of Practice – CoP Carolyn Denard & Jeanne Haslam, Georgia College May 17, 2017 Roundtable Discussion: Utilizing Communities of Practice for STEM SI Program STEM Initiative Goal addressed: #2 Improve performance and retention in STEM core courses and majors What is a Community of Practice? Have you ever been in one? Academic or non-academic… The initial concept of Community of Practice (CoP), a term coined by Wenger and Lave in their publication, “Situated Learning: Legitimate peripheral publication”, (Lave & Wenger, 1991, p. 49) argues that learning is not just receiving or absorbing information. Learning is also a social practice where members of a common group share knowledge through collective experiences and endeavors. Wenger’s 1998 book, Communities of practice: Learning, meaning, and identity, focuses on workplace learning. Wenger expanded upon this idea of CoP, linking how social resources shape people’s learning trajectories and their professional identity. Wenger’s notion of CoP is one of the most widely cited and influential conceptions of social learning to date. The purpose of a CoP is to provide a way for practitioners (SI leaders) to tips and best practices, ask questions of their colleagues, and provide support for each other. List the top 3 challenges you have with effectively supporting your SI leaders and addressing improvements of your SI program: 1. 2. 3. Challenges of SI Leaders: solitary job, lots of autonomy, to be part of the bigger picture, handling the ‘power’ of the leadership role, setting healthy boundaries, the challenge of leading/facilitating peers AND engaging content, place to share best practices, brainstorm, learn new collaborative techniques, stimulate participation, safe place to vent & and discuss challenges
Teacher: Hanrahan Course: U.S. History Period(s): 2,3,4,6 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): What caused World War 1 and why did the U.S. enter the war? How did the war affect Americans at home? Describe how America effected the end of World War 1 and its peace settlements Standards or Frameworks: ss.912.a.4.5, ss.912.a.4.7 ss.912.a.4.9, ss.912.g.1.3 ss.912.a.4.5, ss.912.a.4.6, ss.912.a.4.8, ss.912.a.4.9 ss.912.a.4.5, ss.912.a.4.8, ss.912.a.4.10, ss.912.a.5.5 Activities: Vocab Read 12.1 12.1 Graphic Organizer 12.1 Quiz Vocab Read 12.2 12.2 Graphic Organizer 12.2 Quiz Vocab Read 12.3 12.3 Graphic Organizer 12.3 Quiz Classwork / Homework 12.1/usatestprep 12.2/usatestprep 12.3/usatestprep
Key Terms/Topics Causes Economic and Social differences between the North and the South States versus Federal rights The fight between Slave and State proponents Growth of abolition movement Election of Lincoln Lasting Effects Civil War Amendments (13,14,15) Lincoln’s Reconstruction Plan Johnson’s Reconstruction Plan Congressional Reconstruction Plan Political Controversies Impeachment of Andrew Johnson Black Codes Jim Crow laws Election of Rutherford B. Hayes as President Compromise of 1877 Resources Lincoln’s Plan, Johnson’s Plan, Congressional Plan Digital History: (National Humanities Center) (National Humanities Center) (Library of Congress) (Short Video) (You Tube Video) Standard 2: Development of the Industrial United States: 1870 to 1900 Students examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. Primary Source Documents National Archives: (1870-1900)
Senator Huey Long Dorthea Lang Mary McLeod Bethune Father Charles Coughlin Dr. Francis Townsensd Resources Digital History: Gilder Lehrman: (free registration) Miriam Anderson (Time Magazine) USH.4.7 Analyze the impact the Great Depression had on America’s standard of living (Economics, Government) Key Terms/Topics Breadlines Hoovervilles Bonus Army Founding of the Congress of Industrial Organization (CIO) 25% unemployment Farmer’s incomes fell to low levels Crime (gansters such as John Dilliger) Resources Digital History: (Video) Near v. Minnesota (1931) Time Magazine USH.4.8 Identify and explain the significance of New Deal relief programs. Key Terms/Topics Aid to the unemployed Aid to the Homeowner -Federal Emergency Relief Administration (FERA) -Public Works Administration (PWA) -Works Progress Administration (WPA) -Home Owners Loan Corporation (HOLC) -Federal Housing Authority (FHA) Resources Digital History:
Key Terms/Topics LEADERS FDR Hitler Tojo Stalin Mussolini Eisenhower MacArthur Nimitz Patton EVENTS Allied Conferences (Tehran, Yalta, Potsdam) Internment of Japanese Americans Bataan Death March Battle of Midway El Alamein Battle of Stalingrad D-Day Battle of the Bulge Manhattan Project Sinking of the USS Indianapolis Hiroshima & Nagasaki Resources Edsitement: 4 Lessons V-J Day: A Nation Lets Loose USH.5.5 Describe Hitler’s “final solution” policy and explain the Allied responses to the Holocaust and war crimes. (Government; Geography; Individuals, Society and Culture) Resources DocsTeach: Edsitement: Please take the time to preview – some of these pictures are disturbing Student/Teacher Resource Center United States Holocaust Memorial Museum
(Bill of Rights Institute) Social Security (New York Times) USH.8.2 Describe developing trends in science and technology and explain how they impact the lives of Americans today such as: Key NASA and space programs; identification of DNA; the Internet and broadband access global climate change; U.S. energy policy. Compact discs and cell phones Cable news Blogging Facebook Stem cell research SDI
Joe Louis, the famous heavyweight boxing champion, served in the Army from 1940 to 1942, appearing in exhibition matches as well as this recruitment poster. A few years earlier, Louis had defeated German heavyweight Max Schmeling, a symbol of the supposed "Aryan superiority" touted by the Nazi regime. Of his decision to join a segregated U.S. Army, Louis explained, "Lots of things wrong with America, but Hitler ain't going to fix them."
Figure 37: Rack Color After Analyzing. User can close the Status Window and Open it again from the Status Window in Virtualization ribbon in the Visio ribbon tab. Figure 38: Status Window ribbon button. Virtualization This section describes the Virtualization of Rack Servers: After successfully completing the Analyze, the External Data window adds the fetched IP Address, Operating System, Processor, % CPU usage, Total Physical Memory, Available Physical Memory details of the analyzed servers. Figure 39: External Data. can View the Rack Details of the analyzed racks from smart tag on a Rack shape. Figure 40: View Rack Details of the Analyzed Racks. After Analyze, smart tag item Rack Virtualization will be enabled. Click Rack Virtualization. Figure 41: Smart Tag to Rack Virtualization. Proposed Rack Status after Virtualization will be displayed along with the Existing Rack Status. The after virtualization diagram shows the Power Drop and Rack Space Saved. Figure 42: Virtualization of Servers.
Mlambo A. S, ‘From the Second War to UDI, 1940-1965,’ in Brian Raftopoulos and Alois S. Mlambo, Becoming Zimbabwe: A History from the pre-colonial period to 2008. Harare: Weaver Press, 2009. Mosley P, The Settler Economies: Studies in the Economic History of Kenya and Southern Rhodesia 1900-1965. Cambridge: Cambridge University Press, 1983. Ndlovu-Gatsheni S. J, ‘Mapping Cultural and Colonial Encounters, 1880s-1930s,’ in Brian Raftopoulos and Alois S. Mlambo (Ed) Becoming Zimbabwe: A History from the pre-colonial period to 2008. Harare: Weaver Press, 2009. Ochsen W and Fisher S. N, Middle East: A History. New York: McGrall Hill, 2004. Owen R and S, A History of the Middle East Economies in the Twentieth Century. Cambridge: Cambridge University Press, 1999. Rodney W, ‘The Colonial Economy,’ in A. A Boahen (Ed) General History of Africa VIII: Africa under Colonial Domination 1880-1935. Cambridge, Cambridge University Press, 1985. Roberts A. A (Ed), The Cambridge History of Africa: From 1905-1940, Vol. VII. Cambridge: Cambridge University 1986. Steward C. F, The Economy of Morocco, 1912-1962. Cambridge, Cambridge University Press.
Worship Center Terminology: Lower Sanctuary, also called the Bowl Upper Sanctuary, or Upstairs Sound Booth – located on each side of the sound booth. Seating on Side of Sanctuary are called the Wings Balcony – Upper section of the upstairs with a middle view of stage (nose bleeds) Lower Balcony - Lower section of the upstairs with direct middle view of stage Community/Overflow Rooms East (right side facing stage) & West (left side facing stage) Entry Way or Wells Usher Positions: The Sentry is a person overseeing the doorway passage upstairs or downstairs guiding guest to seats or communicating with the Seater as to how many seats are needed for the guest(s). The Seater is a person working an isle -- spotting seats and working in conjunction with another Seater or Sentry to help organize the flow of traffic. Usher Responsibilities before & after service: Before Service You need to stay at your post for the entire hour, unless your Captain/Coach relieves you. At least 4 downstairs and 2-3 upstairs. Make sure you get a radio & earpiece if you are working a door up or down stairs. Rope off the handicap area using either the ropes located in the FL closet. It is easiest to wrap the circle end around the handle of the chair and tie/place the knotted end through the cup holder on the chair in front. We rope off a section (2 rows) on the lower or upper balcony on East side for Frontlines volunteers to sit. Upstairs Handicap- We have a stack of extra chairs but please let this only be used for someone with a disability or baby & their family. Service After 1st service we go through the rows and pick up any trash, WM News, etc that was left behind. Any items like a Bible, jacket, or plastic cup can be taken to the Welcome Center to be put in the Lost & Found. When you are finished serving please clean your earpiece off for the next person, wrap it up and place it neatly back in the box. For the radios, turn off the volume button and place back in the charger. Make sure to put it all the way back where the batteries rub together and the orange charge light comes on. This is very important; otherwise the batteries will go dead, no bueno!
qualification and supervision. person who intends to perform the business of issuing and managing electronic currency shall obtain permission thereof from the Financial Services Commission. person who intends to perform the services referred to in each of the following subparagraphs shall register himself/herself with the Financial Services Commission: Electronic funds transfer services; Issuance and management of electronic debit payment means; Issuance and management of electronic prepayment means; Electronic payment settlement agency services; Other electronic financial services determined by Presidential Decree. Financial Supervisory Service supervise whether financial institutions and electronic financial business operators abide by this Act or an order issued by this Act, under the direction of the Financial Services Commission. Conclusion Many mobile finance technologies and solutions had failed and discontinued and only in Asia especially in South Korea, Japan, Singapore and Hong Kong mobile finance has been fairly successful. This may have been the reason why until recently there had been little interest in unifying the laws regulating the mobile finance. However the situation began to change when the USIM-based application came into service. Immense potential to serve as a platform for various financial transactions has enabled mobile devices to play an important role in the financial industry. Concurrently mobile finance solutions such as mobile banking, mobile credit card, mobile electronic money and direct mobile billing service were beginning to appear in a number of countries and widely spread globally. Since it’s not clear whether the rules governing traditional financial transactions would be applied to mobile finance in whole or in part, it’s right time for UNCITRAL to make effort to prepare the legal guide on mobile finance exploring all possible legal issues that would have to be faced in moving from traditional or computer-based financial transaction to mobile financial transaction.
Just for Fun! Good : “Just a moment, I’ll be right with you to help you find a seat.” Bad usher: “Hey, for what I’m paid you should find me a seat.” Good usher: “The worship experience center is full, but I’ll be happy to walk with you to the Cafe Theater.” Bad usher: “Look idiot, you’re late again. You’re lucky I even let you stay here.” Good “Let’s huddle for a quick prayer before the offering.” Bad usher: “Check out what this guy gave, what a loser.” Good usher: “The pastor has started the message so would you please join those who are in the Cafe Theater? May I walk you there?” Bad usher: “I don’t really give a rip if you have bladder problems, once you leave, you’re out!” Good usher: “Would you mind turning off your cell phone?” Bad usher: “Either turn that stupid phone off or watch how far I can throw it!” Good “We have some good seats up front where you can see really well.” Bad usher: “At your age, you’re lucky you can see at all.” Good usher: “We have a policy that children younger than Kindergarten age do not attend the service so we may provide the best possible experience for everyone attending. May I walk you to the children’s ministry area or the Cafe Theater.?” Bad usher: “Look lady, I know you think your kid is special, but do I look like I care!?”
You have now completed the supervisor’s portion of the review. The review has been submitted to the Indirect Manager for review and will then be sent back to you for a final sign off and meeting with the employee Continue to the Supervisor Sign Off SUPERVISOR SIGN OFF Once logged into , you will see the employee’s performance review in your My Task widget. Click on it and Get Started as you have in the previous portions of the review. In the summary you can verify that the indirect manager viewed the review. The final step in the electronic process is to sign and click “Submit”. The review is now final and no changes can be made. You are now ready to meet with employee for the one-on-one meeting to go over the performance review. A hard copy of the review can be printed by clicking Options and select Print from the menu. After you have electronically signed, click submit. This will send the review to the employee for electronic signatures as well.
------------- World War I ------------ Selective Service Act – the draft, required men to put their name in a raffle for mandatory military service Espionage Act – suspended freedom of speech during war times Zimmermann Telegram/Note – intercepted telegram proposing a military alliance between Germany and Mexico Battle of Argonne Forest – major win for the Allies on the Western front Wilson’s 14 Points – President Wilson’s outline for peace following WWI, included the League of Nations (the US never joined) Treaty of Versailles – treaty that ended World War I, blamed the war on Germany and placed heavy financial and geographical debts on Germany Alvin York – most decorated WWI soldier, Medal of Honor recipient, fought in the Battle of Argonne Forest Great Migration – movement of African Americans from the south to the cities of the north to fill jobs left by WWI soldiers ------------- Roaring 20s ------------ prohibition – 18th Amendment; banned the manufacture and sale of alcohol Clarence Darrow – represented J. Scopes in his evolution vs. creation court case William Jennings Bryan – represented the state in the J. Scopes evolution vs. creation court case fundamentalism/traditionalism – Biblical teachings/modern ideas (evolution, survival of the fittest) mass production – the ability for manufacturers to produce large quantities of goods; allowed for lower sales prices
Examination Only Request – Re-Test Note the required additional field requiring “Enter ID from Previous Exam”. Each student has a total of three attempts (First Attempt and two Re-Tests) to pass the written examination. Follow the same process to add students.
U.S. INTERNATIONAL CHRISTIAN ACADEMY is an independent, international autonomous global high school institution Serving students 2001 Owned and Operated by Teachers 25 years of experience in Teaching and Administration http://www.usicahs.org/Library.html http://www.usicahs.org/Curriculum.html U.S.I.C.A. Course Outline/Syllabus Grade/Course: HEALTH SKILLS FOR WELLNESS 5001 Grade Level: 9th, High School A)TEXT BOOK: HEALTH SKILLS FOR WELLNESS THIRD EDITION STUDENT EDITION HARDCOVER 2001C [Hardcover] PRENTICE HALL (Author) ISBN-10: 0130521264 | ISBN-13: 978-013052126 Order No.: 1 Code: HEA5001 Class Type: Online Resources: Text book Teacher works CD Teacher interactive online Links Instructional Supports: Textbook, Magazines, Journals, Websites Links, Conference, Comprehensive Reading Plan Skype-Conference Photographs for use in teaching Length: 1 year Area: Health Credits: 1 Total Numbers of class hours: 300 hrs Type: Mandatory Standards: Florida Sunshine State Standards Prerequisite: No requisite This course is designed to assist students in obtaining accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health. Study will include personal and community health; mental, emotional, and social health; injury prevention and safety; nutrition and physical activity; alcohol, tobacco, and other drugs; growth, development,
CODE OF BEHAVIOR ………………………………………. 40 RESPONSIBILITIES ………………………………………. 40 SUSPENSIONS / DETENTIONS ……………………………….. 40 GENERAL RULES ……………………………………….. 41 Property ………………………………………. 41 Plagiarism ………………………………………. 41 Smoking ………………………………………. 41 Substance Abuse ………………………………………. 41 Weapons ………………………………………. 41 ANTI-BULLYING POLICY ……………………………………….. 41 Disruptive Behavior ………………………………………. 41 Electronic devices ………………………………………. 42 Food/beverages ………………………………………. 42 eLibrary and Resources ………………………………………. 42 Unacceptable Use of Outside Technology …………………….. 50 Use of Photos ………………………………………… 50 Internet use ………………………………………… 50 Copyright ………………………………………… 51 PARENT AND TEACHER CONFERENCES …………………. 51 Endorsements ……………………………………….. 51 CHANGE OF ADDRESS ……………………………………….. 51 Presidential Youth Fitness Program………………………. 52 Comprehensive Reading Program ………………………. 52 Policy of Nondiscrimination ………………………………. 52 Website Links ……………………………………………….. 53
25% F) Book Reference: Ehrman, Bart. The Lost Christianities: The Battles for Scripture and the Faiths We Never Knew. New York: Oxford University Press, 2003. Ehrman, Bart. The New Testament: A Historical Introduction to the Early Christian Writings. New York: Oxford University Press, 2003. Fredriksen, Paula. Jesus of Nazareth, King of the Jews: A Jewish Life and the Emergence of Christianity. New York: Vintage, 2000. Fredriksen, Paula. From Jesus to Christ: The origins of the New Testament images of Christ. New Haven: Yale University Press, 2000. Finegan, Jack. Handbook of Biblical Chronology, revised ed. Peabody, MA: Hendrickson Publishers, 1998. Robinson, John A. T. Redating the New Testament. Eugene, OR: Wipf & Stock, 2001 (original 1977). . Sanders, E.P. The Historical Figure of Jesus. London: Allen Lane Penguin Press, 1993. Sanders, E.P. Jesus and Judaism. Minneapolis: Fortress Press,1987. Theissen, Gerd; Merz, Annette (1998). The historical Jesus : a comprehensive guide. Minneapolis: Fortress Press. . H) Web Reference: I. Journals: Journal of Christianity
J. Magazines: Christianity Today Magazine Bible Study Magazine Christian History and Biography Magazine K. Organizations: Christian Organization M. Comprehensive Reading Plan Students are required to read at least 1 book or their equivalent during each class as independent reading at-home. Students must also read for 30 minutes at home as part of their daily homework assignment in all subjects. Check your Class Reading Assignment at and check free ebooks at . Text Book Description: Effective Bible Teaching Paperback– September 1, 2012 by (Author), (Author) ISBN-13: 978-0801048609ISBN-10: 0801048605 Edition: 2nd In this updated edition of a trusted classic, two Christian education specialists provide readers with the knowledge and methods needed to effectively communicate the message of the Bible. The book offers concrete guidance for mastering a biblical text, interpreting it, and applying its relevance to life. Its methods, which have been field-tested for twenty-five years, help pastors, teachers, and ministry students improve their classroom skills. Readable and interdisciplinary in approach, this book will help a new generation of Bible students teach in a purposeful and unified way.
U.S. INTERNATIONAL CHRISTIAN ACADEMY is an independent, international autonomous global high school institution Serving students since 2001 Owned and Operated by Teachers 25 of experience in Teaching and Administration http://www.usicahs.org/Library.html http://www.usicahs.org/Curriculum.html USICA Course Outline/Syllabus Grade/Course: AMERICAN GOVERNMENT 2106310 Grade Level:10THHigh School A)TEXT BOOK: Holt American Government: Student Edition Grades 9-12 2003 [Hardcover] RINEHART AND WINSTON HOLT (Author) ISBN-10: 0030646863 | ISBN-13: 978-0030646867 Order No.: 1 Code:GOV3001 Class Type:Online Resources: Text book Teacher works CD Teacher interactive online Links Instructional Supports: Textbook, Magazines, Journals, WebsitesLinks, Conference, CNN Resources Multimedia, Videos, PHSuccessNet Comprehensive Reading Plan PH Success Net CNN Resources Length: 1 year Area: Social Studies Credits: 1 Numbers of class hours:300 hrs Type: Mandatory Standards: Florida Sunshine State Standards Prerequisite: Students must have successfully passed a Social Studiesclass in middle/high school. This American Government course will focus on the various institutions, groups, beliefs, and ideas that constitute United States politics. Students will gain an analytical perspective on government and politics in the United States both by studying the general concepts used to interpret U. S.
Your Employment History List names of employers with present or last employer listed first. May we contact current employers before you are offered a position? _____ Name of Employer: Job Title: Duties: Address: Dates of Employment: From: To: City, State, Zip Code Hourly pay or salary: Starting pay: Ending pay: Supervisor: Telephone: Reason for Leaving: Name of Employer: Job Title: Duties: Address: Dates of Employment: From: To: City, State, Zip Code Hourly pay or salary: Starting pay: Ending pay: Supervisor: Telephone: Reason for Leaving: Name of Employer: Job Title: Duties: Address: of Employment: From: To: City, State, Zip Code Hourly pay or salary: Starting pay: Ending pay: Supervisor: Telephone: Reason for Leaving:
Seminar/Conference attended (Outside the country & within the Country) : Name of the Teacher/ Officer Name of the Seminars/ Conference & Date Title of the paper presented Tamal Sarkar Introductory Workshop on Relativistic Astrophysics Department of Physics, Gauhati University, August 21-23, 2014 Participation Only. Tamal Sarkar 20th Orientation Programme Academic Staff College, North Bengal University, November 21, 2014 to December 18, 2014 Participation (A Grade) Tamal Sarkar Exploring the Cosmos: UGC Sponsored Conference on Astrophysics, Astroparticle Physics and High Energy Physics High Energy & Cosmic Ray Research Centre, University of North Bengal, Siliguri, January 22, 2015 Dependence of gravitational transit time on Cosmological Constant for massive particle Sarkar National Conference on Modern Trends in Materials Science- 2015 University of North Bengal, February, 5-6, 2015 Participation Tamal Sarkar Joint IUCAA-ISI Workshop on Statistical Applications to Cosmology and Astrophysics (STATCOSMOS15) Indian Statistical Institute, Kolkata, February 10-13, 2015 Participation Tamal Sarkar Physics and Applied Mathematics Researchers’ Meet-2015 Indian Statistical Institute, Kolkata, March 18-20, 2015 Influence of Cosmological constant of Gravitational Time delay of massive particle Tamal Sarkar 22nd West bengal State Science Congress & Technology Congress-2015 University of North Bengal, Feb28 & March 1, 2015 Process of Triple formation and its Evolution Digital Circuit Designing using iverilog Gautam Sarkar & Tamal Sarkar 22nd West bengal State Science Congress & Technology Congress-2015 University of North Bengal, Feb28 & March 1, 2015 Switch Level Modeling using Verilog-HDL Organized Special Lecture/Seminar/ Conference: Name of the Seminar/Conference Date of the Seminar/Conference Topic Publication: Name of the Author Name of the BOOK/Journal/Volume Year of Publication
Binomial distribution 10 n 0.076923 p X = the Number of Kings in 10 Draws cumulative X P(X) probability 0 1 0.37428 0.82342 2 0.14036 3 0.03119 4 0.00455 0.99951 5 0.00045 0.99997 6 0.00003 1.00000 7 0.00000 1.00000 8 1.00000 9 0.00000 1.00000 10 0.00000 1.00000 1.00000 At least two Kings 1 - .82342 = .17658 Fewer than Five King .99951 At Most three Kings .99496 No Kings .44914 Exercise 8: What Do You Expect?
Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment requirements listed above at the correct level and that any specified evidence requirements have been addressed. Assessor: Learner: Date:
Look at the book cover. What’s the story about? Read the What’s the story about? Look quickly through the book. What are the names of the people in the book? What do you think they will be like? Look quickly through the book. Are there chapters? How many chapters are there? Look quickly through the book. Can you find the names of places? Where does the story take place Look quickly through the book. Do you think the story takes place in the past, present or future? What’s the title of the book? Who wrote it? Do you know anyone who has read the book? Did they enjoy it? Resource 4: Reading record Version A
start date on the left hand side calendar and entering in a start time. Then select an end of search time on the right hand side calendar and entering in an end time. Next the user will click on the “Search” button at the bottom left hand corner. Last users can click anywhere on the timeline at the bottom of the Playback menu to skip to that time frame. Users can also use the mouse scroll wheel to zoom the time bar in and out. Notes: • Just below the time bar are the users play controls, this includes a standard set of controls such as Play, Stop, Pause, Slow down, Speed up, Skip, and Sync playback • The bottom right hand corner of the screen will allow users to change the channel amount that is able to be reviewed at one time. PSS • Please see our “Smart PSS 2.01 Backup” tutorial. DMSS This section will assume that the DMSS already has the recording device added to the app. Download and install the DMSS App for iPhone and gDMSS for Android) Once the app is open navigate the camera selection of the app from the home page. Then navigate to the main menu of the app, and select Device Manager. (use the device manage section to add the recorder to the app) After the device has been added open the main menu of the app back up and navigate to the “Playback” selection. Way number 1: Next tap on one of the “+” button in one of the channel views. In the pop up menu select a start time and date and an end time and date. Next select the “Record type” it is suggested to search for “All”. The user can search for up to 72 hours. Next select the camera from the recorder under the “Device” selection. Way number 2: 5. Tap on the “Camera menu” button in the upper right of the app. 6. In the pop up menu select a start time and date and an end time and date. Next select the “Record type” it is suggested to search for “All”. The user can search for up to 72 hours. 7. Next select all the cameras from the recorder under the “Device” selection. Click on “Start Playback” at the bottom of the popup menu.
Battery Cell Size Volume ml Alkaline Weight g Weight g NiCad Weight g NiMH Weight g Lithium Ion Weight g<> AAA 3.9 12 9.7 11 12 AA 8.3 24 19 29 26 24 C 26.5 65 48 85 82 D 55.8 135 98 200 170 Energy storage in AAA batteries Battery Type Avg. voltage During discharge hours (mAh) Wh Joules J Alkaline Long-life 1.225 1150 1.41 5071 1.1 320 0.35 1268 1.2 300 0.36 1296 NiMH 1.2 800 0.96 3456 Energy storage in AA batteries Battery Type Avg. voltage During discharge hours (mAh) Wh Joules J Alkaline Long-life 1.225 2122 2.60 9360
1.1 591 0.65 2340 1.2 1000 1.20 4320 NiMH 1.2 2100 2.52 9072 Lithium Ion 3.6 853 3.1 11050 Energy storage in C batteries Battery Type Avg. voltage During discharge hours (mAh) Wh Joules J Alkaline Long-life 1.225 7800 9.56 34398 1.1 2172 2.39 8600 1.2 2500 3.00 10800 NiMH 1.2 4500 5.40 19440 Energy storage in D batteries Battery Type Avg. voltage During discharge hours (mAh) Wh Joules J Alkaline Long-life 1.225 17000 20.83 74970 1.1 4733 5.21 18743
2.a Two appliances safely Learners should use two appliances safely The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Rules for safe handling of the appliances Learners should identify rules for safe handling of the appliances 2.c Two safety hazards of the appliances Learners should identify two safety hazards of the appliances 3 The learner will know how to store appliances safely The learner must know: Assessment Requirements Evidence Location
3. Managing Reporting & Maintenance 3.1. Activation Received After purchasing their licenses, the agency will receive an activation email from Microsoft prompting them to activate their account. See the attachment for an example of what this email will look like. If their three year agreement is coming due, they will also receive an Activation Email/Renewal Letter and will follow the same path. 3.2. Close Service Request 3.3. Payroll Monday or Every 2 Weeks 3.4. Agency License Report DET NAM will run a bi-weekly usage report (eventually this will be a scheduled/automatic report to be run out of Active Directory), to be run on payroll Monday's or once every two weeks, so each agency will have the ability to manage the use of their Office 365 licenses. This report will need to reflect the following by break down of agency: Number of licenses purchased Number of licenses being used and who they are assigned to Type of licenses purchased Type of licenses being used and who they are assigned to Once report is ready, it will need to be sent to the BBS team. The report will be stored in a SharePoint site and the specific person(s) will be notified of the update via email.
Therefore, in your example, 'Have ... gone ...' I hope this helps. 20th February 2007Veteran Member REPLY Anonymous: "Have the payments went out for these vendor id's??". Start with "Have", means present perfect is used. So, "have" in the question sentence must be near with the Past Participle (Verb 3) , NOT VERB 2 such as "went" she uses. You may say, no one uses Verb2 in the Present Perfect sentence like you, everyone use Past Participle. But tell her "you can use that, no problem. But only in spoken not written" 20th February 2007 Grammar Geek: Just a side note here: I have rarely encountered a person (that is, an adult, native speaker) who enjoys having their grammar corrected. I'm afraid it may be met with embarrassment (at the least) to outright resentment and feeling that you are being "superior." Perhaps the better thing to do is model the correct grammar and say back "Yes, those invoices have gone out." If she ever asks YOU why you say it that way, then you can explain. 20th February 2007Veteran Member REPLY Anonymous: THat is wrong, YOu say Have you seen this before not Have you saw this before 14th May 2008
1 The learner will know about using ICT in the workplace The learner must know: Assessment Requirements Evidence Location 1.a A type of ICT used in a workplace Learners should indicate a type of ICT used in a work place. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b A reason for using ICT in the workplace Learners should indicate a reason for using ICT in the workplace. 1.c Own use of ICT in the workplace Learners should indicate own use of ICT in the workplace. 2 The learner will be able to take part in an activity using ICT in the workplace The learner must be able to: Assessment Requirements Evidence Location 2.a Follow simple safety rules when using ICT in the workplace The following assessment method must be assessment of this standard:
or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3 The learner will be able to make use of ICT to undertake workplace tasks The learner must be able to: Assessment Requirements Evidence Location 3.a Use ICT in a safe manner to carry out a minimum of two straightforward workplace tasks The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. At this level, it is imperative that learners only work under close supervision for all tasks. 3.b Follow workplace guidelines to store files 3.c Use a search technique to find specific information for a workplace task 3.d Use ICT to present work-related information to colleagues including: (a) text
Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. At this level, it is imperative that learners only work under close supervision for all tasks. 3.c Follow workplace guidelines for safe and secure use of ICT 3.d Use ICT to present work-related information to colleagues including: (a) text (b) images (c) numbers 3.e Use ICT to locate and select relevant and reliable information from different sources to meet the requirements of a complex workplace task 3.f Use ICT to collate and refine work-related information from different sources 3.g Use appropriate software to present conclusions including: (a) text (b) images (c) graphs/charts in a format suitable for the purpose and for the audience
1 The learner will know about health and safety measures that should be followed when using ICT equipment The learner must know: Assessment Requirements Evidence Location 1.a Safety checks to make before ICT equipment Learners should indicate an example of a safety check to make before using ICT equipment. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b How breaks should be taken when using a computer Learners should indicate how often breaks should be taken when using a computer. 1.c A reason for taking breaks when a computer Learners should indicate a reason for taking breaks when using a computer. 1.d Good personal posture needed when using a desk top computer Learners should indicate an example of good personal posture needed when using a desk top computer. 2 The learner will know about PINs and passwords The learner must know: Assessment Requirements Evidence Location 2.a Examples of PINs and passwords may be required Learners should indicate an example of where PINs and passwords may be required. The following assessment be used in the assessment of standard:
Using Information from Functional Assessment Within the IFSP/IEP Process Info from IFSP/IEP Process Determine Eligibility Develop Outcomes/ Goals Select Routines, Activities, Settings Develop Strategies/ Objectives Determine People and Resources (Services) Determine Frequency and Intensity Determine Criteria to Measure Progress Family Hopes Family Concerns and Priorities Family Resources Child Needs Child Strengths Child Interests Behavior in Settings Desired Activities
a) b) 10p The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Estimate the total cost of a number of items 2.c Estimate the change required when paying for goods by cash Further information for Tutors/Assessors 2.b At least three items.