zilongwang/ReadingBank huggingface dataset:
self-evident and available more or less unproblematically to the reader. Thus understanding much writing in history and non-fiction was taken to be primarily an act of intellection, of simply reading what was on the page and understanding it in an unmediated fashion. Subtilitas explicandi, then, was needed when the meaning of a text was not self-evident, but rather required some act of interpretation on the part of the reader. Poetical texts, for example, were taken to require some form of explication, and early hermeneutics was much concerned with the development of interpretive methods that could provide this illumination – considerations of the intention of the author, the context of the writing, etc. And while we can still discuss the question of the truth of such texts – is the poem true to human experience, for instance – this truth is neither as evident nor as unproblematic as it the previous case. Finally subtilitas applicandi denoted a third and separate cognitive act whereby the meaning of a text – apparent now thanks to the work of subtilitas explicandi – could literally be applied to a task at hand. In this application the meaning of the text is essentially re-interpreted into the contemporary context. Truth here relates to the extent to which the text is true to me in my current context. Prior to Gadamer’s writing, the German theologian Friedrich Schleiermacher’s romantic hermeneutics had united understanding (subtilitas intelligendi) and interpretation (subtilitas explicandi) by arguing that interpretation is not some special faculty recruited when meaning is not self-evident but is instead always implicated in understanding. In doing this, romantic hermeneutics illustrated that interpretation is not occasional but continual – an ongoing process in which we come to understand the world. Insofar as we understand anything at all—not just obscure or arcane texts but also aspects of “everyday life”—we engage in interpretation. This interpretation can be more or less conscious on the part of the interpreter, but it occurs in every case of understanding nonetheless. Even observations that are “self-evidently” true are, from this
29. Continuity of Performance: In the event of a dispute between the Party and the State, each party will continue to perform its obligations under this Agreement during the resolution of the dispute until this Agreement is terminated in accordance with its terms. 30. Termination Assistance: Upon nearing the end of the final term or termination of this Agreement, without respect to cause, the Party shall take all reasonable and prudent measures to facilitate any transition required by the State. All State property, tangible and intangible, shall be returned to the State upon demand at no additional cost to the State in a format acceptable to the State. 31. State Facilities: If the State makes space available to the Party in any State facility during the term of this Agreement for purposes of the Party’s performance under this Agreement, the Party shall only use the space in accordance with all policies and procedures governing access to and use of State facilities which shall be made available upon request. State facilities will be made available to Party on an “AS IS, WHERE IS” basis, with no warranties whatsoever. 32. Location of Data: No State data received, obtained, or generated by the Party in connection with performance under this Agreement shall be processed, transmitted, stored, or transferred by any means outside continental United States, except with the express written permission of the State. (End of Standard Provisions)
Belief System Vision Core Values Culture Balance Tend to State of Tend to State of Lifestyle Goals Strategic Planning Analysis Objectives Action Items Governance (Authority, Accountability, Autonomy) Strengths Weaknesses Opportunities Threats Everyone has value. Anyone can be reinvented or rediscovered. Everyone needs and deserves to be validated. When properly motivated, people rise to occasion and exceed expectations. Be in Control, not Controlling. Create Space for Failure 3 As YIELD 3 Ps Authority Producers Accountability Problem Solvers Autonomy Peace Makers Leadership is Behavioral Honest Forward Looking Inspiring Competent WORKSHOP within each Chorus to address Core Values, Culture, Vision, today and going forward. WORKSHOP to understand how to begin here, to set and achieve goals, while managing any and all obstacles that may present themselves along the way.
Taxes R Us Financial & Recruitment Management Services b.v. Employment Application Applicant Information Full Name: Date: Last First M.I. Address: Street Address Apartment/Unit # City State ZIP Code Phone: Email Date Available: ID No.: Desired Position Applied for: Are you a citizen of Sint Maarten? YES NO If no, are you authorized to work in SintMaarten? YES NO Have you ever worked for this company? YES NO If yes, when? Have you ever been convicted of a felony? YES NO If yes, explain: Education High School: Address: From: To: Did you graduate? YES NO Diploma:: College: Address: From: To: Did you graduate? YES NO Degree: Other: Address: From: To: Did you graduate? YES NO Degree: References Please list three professional references. Full Name: Relationship: Company: Phone: Address:
Name: Nicole Befurt What year did you graduate from TRU? 2006 What are you doing now? I'm a Registered Clinical Counsellor with Seasons Consulting in Kamloops, an occupational rehabilitation organization. How did TRU help you get into grad school, find employment, etc.? After graduating from TRU I was able to secure employment in the mental health field as a Clinical Coordinator and Psychometrist of a busy psychology office. While there I applied for Graduate school, securing a spot in the Master of Counselling program at Gonzaga University out of Spokane Washington. My degree, the Honours program, ongoing association with TRU professors, both a student and community member of the TRU Ethics Committee, as well as being a TRU mentor, assisted me in securing degree specific employment and entry into Graduate school. What did you enjoy about TRU/What did you do while at TRU? (ie. attended conference, honours, work study, research assistant jobs, etc.) I enjoyed the opportunity of attending university in my own community with smaller class sizes, but strong academic rigor. At the time that I completed my undergrad degree, many opportunities came available to me and my fellow classmates. I was the first student to obtain a BA Honours Psychology degree at TRU as it was introduced in my final year of undergrad. By participating in the Honours program I was able to enter the TRU Science Poster Competition. Although I was unable to attend conferences while attending TRU due to family and graduation commitments (I was Valedictorian of my graduating class), my ongoing association with the university enabled me to attend future APS conferences in San Francisco and Boston. If current students have questions about their program/university would you be willing to be contacted? Yes If there is anything else you wish to tell us about: I feel honoured to be a graduate of Thompson Rivers University and continue to value the friendships that I developed with classmates and professors alike. As a whole, my educational experience at TRU was highly rewarding.
Pressure Equipment Yes No (if No skip this section) Manufacturer Model/Part Number Description Pressure Max (BARS/PSIG) Diameter size (MM/IN) Volume (Lt) Medium/service (oil, Gas, Air, etc.) Medium/Service temp Range Certification Required (Yes/No) Certification (CUTR 032, etc.) Certificate Number Cert Attached (Yes/No) Electrical Equipment Yes No (if No skip this section) Drawing/ Spec identified Hazardous Location Zone 0 Zone 1 Zone 2 Non-Hazardous Hazardous Location Equipment Skip if Non-Hazardous location Manufacturer Model Certification (ATEX, IECEx, NEC, CUTR 012, etc.) (VAC/ VDC) Current (Amps) Power (kW/HP) Min Temp (C) Max Temp (C) Equipment Hazardous use Marking (Ex d Iia T6, etc.) Certification Number Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No) Low Voltage Directive/Requirements Applicable? Yes No Electromagnetic Compatibility (EMC) Applicable? Yes No Manufacturer Model Low Voltage / EMC Certification or DoC (Low Voltage (LV 2006/95/EC) ,Electromagnetic Compatibility (EMC 2004/108/EC), CUTR 022, Etc) Voltage (VAC/ VDC) Current (Amps) Power (kW/ HP) Number Expiration Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No)
TRY AGAIN TICKET Student Name: ___________________ Date: _________ Which one did I have trouble with? I am Respectful. I am Responsible. I am Safe. I am Kind. Teacher: _________________ TRY AGAIN TICKET Student Name: ___________________ Date: _________ Which one did I have trouble with? I am Respectful. I am Responsible. I am Safe. I am Kind. Teacher: _______________
Pressure Equipment Yes No (if No skip this section) Manufacturer Model/Part Number Description Pressure Max (BARS/PSIG) Diameter size (MM/IN) Volume (Lt) Medium/service (oil, Gas, Air, etc.) Medium/Service temp Certification Required (Yes/No) Certification (PED 97/23/EC, etc.) Certificate Number Cert Attached (Yes/No) Electrical Equipment Yes No (if No skip this section) Drawing/ Spec identified Hazardous Location Zone 0 Zone 1 Zone 2 Non-Hazardous Hazardous Location Equipment Skip if Non-Hazardous location Manufacturer Model Certification (ATEX, IECEx, etc.) Voltage (VAC/ VDC) Current (Amps) Power (kW/HP) Min Temp (C) Max Temp (C) Equipment Hazardous use Marking (Ex d Iia T6, etc.) Certification Number Expiration Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No) Low Voltage Directive/Requirements Applicable? Yes No Electromagnetic Compatibility (EMC) Applicable? Yes No Manufacturer Model Low Voltage / EMC Certification or DoC (Low Voltage (LV 2006/95/EC) ,Electromagnetic Compatibility (EMC 2004/108/EC, Etc) Voltage (VAC/ VDC) Current (Amps) Power (kW/ HP) Certification Number Expiration Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No)
TRS Compliance Summary – North and South America Supplier Information Supplier Name Address Contact (Name & Title) Contact Email Contact phone # GE PO# GE Buyer MLI (Bottom of Drawing) GE Ordering Part Number Vendor Part Number H&S Code if MSD Otherwise only if Known Product Information Specification Identified by GE drawing/spec Site Minimum Temperature Site Maximum Temperature Project Region (country, etc) Skid or Component? Serial Numbers (List): Support Documentation Required Yes/No Translation Required? Yes/No Documents attached? (Note: Label requires Photo) Manual Industrial Cut Sheet Test Reports Nameplate/labels/Tags Quality Documents Structural Documentation Required Yes/No Design Code used w/ revision Documents attached? (Note: Label requires Photo) Load Calculations PE Stamped Drawings
Pressure Equipment Yes No (if No skip this section) Manufacturer Model/Part Number Description Pressure Max (BARS/PSIG) Diameter size (MM/IN) Volume (Lt) Medium/service (oil, Gas, Air, etc.) Medium/Service temp Range U Stamp Required (Yes/No) NBR # (ASME) U Stamp Attached (Yes/No) Electrical Equipment Yes No (if No skip this section) Drawing/ Spec identified Hazardous Location Zone 0 Zone 1 Zone 2 Non-Hazardous Hazardous Location Manufacturer Model Certification (CSA, UL, NEC, etc) Voltage (VAC/ VDC) Current (Amps) Power (kW/HP) Min Temp (C) Max Temp (C) Equipment Hazardous use Marking (Ex d Iia T6, etc.) Certification Number Expiration Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No) Non-Hazardous Location Manufacturer Model NRTL (UL, CSA,FM, BV, etc) Voltage (VAC/ VDC) Current (Amps) Power (kW/ HP) Certification Number Expiration Date Unit shipped prior to Expiration Date (yes/No) Cert Attached (Yes/No)
Measurement Devices Yes No (if No skip this section) Certification Required Yes No (if No skip this section) Manufacturer Model/Part Number Description Calibration Cert(yes/No) Serial Number Calibration Procedure Cert Attached (Yes/No) Other Certification Certificates Manufacturer Model/Part Number Certificate Name Standards Met (Identified in Cert) ID Number on Cert Expiration Date Date Shipped *required to ship prior to expiration Certified Body Listed on Cert. Product markings (Ex d IIC T4, etc) Required Declaration I declare that all referenced documents are complete and the requirements identified by GE’s drawing and specifications. I also declare that this TRS compliance summary is complete and represents the equipment listed. Signature Date
10:45 a.m. to 12:30 p.m. Avoidance Actions Jim Jacobsen, NM OAG; Zach Mosner, WA OAG; Jim Newbold, IL OAG Sales and spin-offs for inadequate consideration; who is liable, what are the measures of recovery under Section 550; Subchapter S corporation tax issues – theories of liability and defenses; Section 544 suits and sovereign immunity issues; miscellaneous defenses 12:30 p.m. to 1:30 p.m. on your own 1:30 p.m. to 3:00 p.m. Breakouts Regulators Environmental Permitting and Clean-Up Issues Honorable Robert Gerber, Bankruptcy SDNY; Maureen Leary, NY OAG; Margarita Padilla, CA OAG; Alan Tenenbaum, USDOJ Remediation and permitting issues – getting compliance, injunctive relief versus monetary claims; corporate restructuring related to environmental liabilities; looking at state liabilities. Tax Individual Tax Liability Issues Kim Davis, MT DOR; Keith Jones, MT DOR; Stephen Meunier, Attorney, US Trustee Chapter 13 eligibility; which claims must be filed; dischargeability of taxes; what’s property of the estate (Section 1306 vs 1327) and how does that affect the stay on collections; treatment of cash paid in in a converted case; absolute priority rule in individual Chapter 11s; business versus personal liabilities 3:15 p.m. to 3:30 p.m. 3:30 p.m. to 5:00 p.m. Trying an Avoidance Action (Offense and Defense) Judges Panel Honorable Michael Deasy, Bankruptcy Judge, NH Honorable Edd Ballinger, Bankruptcy AZ Honorable Sean Lane, Bankruptcy Judge, SD NY Interactive session involving presentation of specific issues derived from the hypothetical, the financial investigation session and the legal theories from the prior discussion; evidence questions; proof issues; insights on what do judges like least about the trials they hold? What do government lawyers do right? What do they do wrong? WEDNESDAY, SEPTEMBER 17, 2014
individuals coming together to achieve a common goal. With my experiences in these organizations and others, I have found that my conflict management style is a head-on approach, where I find it most beneficial to everyone to address the issue at hand if appropriate and to have a conversation about it. I am not one to dance around an issue if it is affecting the group as a whole, as I find that to be more detrimental in the long run. If elected, how will you evaluate your development as an effective servant leader? Trygve: If we are elected, I will evaluate my development as a servant leader through my peers. Servant leadership is very important to me and I feel as though effective leadership can be seen in the way my leadership and guidance is seen by others, as well as my success in voicing the concerns of the student body to administration and implementing policies to push Wartburg forward and improve this campus for all. Abby: If elected, I will evaluate my development as a servant leader by assessing how both I feel about the changes implemented via Senate and the student body. If elected as Student Body Vice-President, I will work my hardest to make sure only the best is brought to Wartburg College and its students, and in doing so I hope to develop positively as a servant leader.
Cheer force Thank You for your interest in Cheer Force. We are excited to say that we are going on our 10th competitive cheer season. Our mission at Cheer Force is to provide an opportunity to enhance your child’s talent thru team work, self-confidence and determination. We hope your child can find a sense of competitiveness, learning, fun and love for the sport of cheerleading. Understanding competitive cheer: Competitive cheer is broken down into 6 levels. Each level is determined by skills and technique. Level 1 Level 2 Level 3 Level 4 Level 5 Tumbling Cartwheels Round off Back walkover Front walkover Backward roll Forward roll Standing Backhandspring Round off Series of backhandsprings Front handsprings Backwalkover backhandspring Jumps to backhandsprings Roundoff Tuck Roundoff backhandspring backtuck Standing series backhandsprings Front Flip Front handspring to round off Standing: Back tuck Backhandsprings back tuck Jumps to tuck Layouts Front flip to back tumbling Standing twisting Series of Backhandsprings to full Stunting Prep One leg at prep level Two leg at extension No twisting One leg at extension Twist from two leg Inverted stunts Twist from off of one leg Double twisting from two leg Flipping in stunts Double twisting in one and two legged stunts –
RANGE OF SCORES FOR STANDING TUMBLING 0-1 points Round Off or Cartwheel 2-3 points Back Handspring Front or Back Walkover 3-4 points Cartwheel - Back Handspring 4-5 points Toe Back Handspring 5-7 points Back Handspring - Back Tuck 7-8 points Cartwheel - Back Handspring - Back Tuck Cartwheel-Tuck 8-9 points Standing Tuck 9-10 points Toe Touch - Tuck Toe Touch - Back Handspring - Back Tuck Pike-Tuck RANGE OF SCORES FOR RUNNING TUMBLING 0-2 points Running Round Off or Cartwheel with rebound 2-5 points Round Off - Back handspring 5-6 points Round Off - Back Handspring - Back Handspring Round Off - Tuck 6-7 points Round Off - Back Handspring - Back Tuck 7- 8 points Round Off - Back Handspring - Back Handspring - Back Tuck 8-9 points Round Off - Back Handspring - Layout Round Off - Back Handspring - X Out 9-10 points Round Off - Back Handspring – Full *You cannot max out on tumbling points if you utilize a spot.
Dissolve 0.37 g Urea in 700 μl 100 mM Tris-HCl, pH 8.5. Make up fresh each time. Reducing 0.5 M TCEP in Trypsin digestion kit, Rm 2-27, 4°C; dilute 10-1 with water for 50 mM conc. Alkylating agent - 500 mM Iodoacetamide (IAA) Dissolve 0.092 g in 1 ml HPLC water. Make up fresh in amber 1.5 ml tube. Trypsin – 1 μg/μl Trypsin gold stock in -80°C freezer Digestion Buffer (W1) – 10 mg of ammonium bicarbonate + 5 ml ultrapure water (final conc 2 mg/ml = 25 mM). Store at 4°C for up to 3 months but always check pH with pH paper before use to make sure it is at pH 8. Trypsin digestion will not work in acidic solution. Buffer A – 0.1% formic acid in HPLC-grade water (vol/vol) Buffer B – 0.1% formic acid in acetonitrile (ACN)
level sports, or engage in extreme or endurance sports only use fitness centers on an ad hoc basis The firm is also unsure about what type of message they should communicate and the best way to present that message. To help them with their decision, they have constructed the following: Name of Segment Best Appeal/s and Message Best Source/s Looking Good Rational – best equipment and staff Sexual – ‘want to look like this’? Fitness Instructor Real customer Losing Weight Fear – risks of being overweight Emotional – ‘take care of yourself’ Expert/doctor Actor (little overweight) Just Surviving Two-sided – ‘now that you’re older’ Humor – ‘I used to hate to work out’ Real customer celebrity Among Friends Emotional – ‘where you belong’ Humor – having fun Actors (group of friends) Staff and real customers Pushing the Boundaries Rational – become fitter/faster Fear – ‘your competitor trains here’ Spokesperson (face of firm) Actors (fit looking people) And, of course, the firm hasn’t even considered the question of which media vehicles they should use. However, given their fairly limited budget, they are most likely restricted to: Radio advertising Local paper advertising Local cinema advertising Internet ads Shopping mall promotions Letterbox drops Billboards and buses
Feedback and review stage (end-cycle) Employee comments Reviewer comments Domain of Teaching outcome Meets / Partially meets / Does not meet Student outcomes-focused goal SMART goal Strategies Predicted evidence Connection to Standards How will this goal demonstrate achievement of the Australian Professional Standards for Teachers? School support, resources and/or development What will you need to learn/ what support will you require to achieve this goal? Professional practice and learning stage (mid-cycle) Employee comments Reviewer comments Feedback and review stage (end-cycle) Employee comments Reviewer comments
ANNEX I: Logical framework matrix in standard format LOGFRAME PLANNING MATRIX FOR TWL Project Fiche Enhancement of IT Capabilities of Risk Analysis System in MoCT Contracting period expires 3 years after the signature of the Financial Agreement Execution period expires 3 years following the end date for contracting Total budget € 250.000 IPA budget: € 237.500 Overall objective Objectively verifiable indicators (OVI) Sources of Verification The overall objective of the project is to strengthen the evaluation, information and risk assessment abilities of MoCT so as to support efforts to facilitate legitimate trade and non-fiscal roles of the MoCT. Level of concordance between Turkey and the EU practices and efforts to facilitate legitimate trade. • EU Regular Progress Report on Turkey • Annual Activity Report of MoCT Specific objective Objectively verifiable indicators (OVI) Sources of Verification Assumptions To formulate the basis for a more effective Risk Analysis System that corresponds to simplified customs procedures and utilizes advanced risk analysis techniques ranging from risk scoring systems and automated Rate of redress on detailed declaration for both import and export (at least 10% increase) • Annual Activity Report of MoCT • MoCT website • Official statistics of MoCT • Adequate financial resources will be timely available. • Risk Management Systems of partnering countries will be
Title of Meeting Children’s Trust Board Date 23 December 2015 Venue Elisabeth Room Endeavour House 8 Russell Road Ipswich Suffolk IP1 2BX Time 14:30 to 16:30 Invitees Sue Cook (SC) Amanda Jones (AJ) Arthur Charvonia (AC) Barbara McLean (BM) Belinda Hume (BH) Cheryl Sharland (CS) Christine Abraham (CA) Chris Hooper (CH) Clare Banyard (CB) Cliff James (CJ) Dr Dan Knowles (DK) DS Cutler (DC) Eugene Staunton (ES) Eamonn Bridger (EB) Eve Wheeler (EW) Gavin Bultitude (GB James Leese (JL) Kate Gill (KG) Mark Lim (MLi) Matthew Ling (ML) Dr. Michael McCullagh (MM) Patricia Hagen (PH) Richard Selwyn (RS) Richard Watson (RW) (Chair) Rebecca Driver (RD) Lindfield (TL) Tina Hines (TH) Guests Mash Maidrag (MMa) Next meetings Date Location Tuesday 12 January 2016 From 2.30-4.30 Dorothy Room, Endeavour House Tuesday 16 February From 2.30-4.30 Elisabeth Room, Endeavour House Tuesday 15 March From 2.30-4.30 Britten Room, Endeavour House Tuesday 5 April From 2.30-4.30 Conference Room West, West Suffolk House Tuesday 10 May From 2.30-4.30 Elisabeth Room, Endeavour House Tuesday 21 June From 2.30-4.30 Rose Room, Endeavour House Tuesday 19 July From 2.30-4.30 Rose Room, Endeavour House Tuesday 9 August From 2.30-4.30 G02, Ground Floor Riverside Centre Tuesday 20 September From 2.30-4.30 Britten Room, Endeavour House
Field Education is central to the achievement of the Baccalaureate Social Work Program objectives. The primary goal of the field sequence is to prepare students for generalist practice with individuals, families, groups and communities. To achieve this end, the field education curriculum is designed to facilitate integration of the knowledge, values and skills of the baccalaureate social work curriculum through practice in an agency setting and a concurrent seminar at the University. Through educationally-direct experience in a social work setting overseen by a faculty liaison and faculty guidance with related academic assignments, students' understanding of previously learned course content is deepened and further knowledge acquired. BSW field instruction focuses on generalist competencies. Students must demonstrate entry-level proficiency in the following areas: Professional values and ethics Cultural diversity Professional development Social welfare policy and services The promotion of social and economic justice Populations-at-risk Social work practice Human behavior in the social environment Social work research The field instruction seminar, in conjunction with the educationally directed field instruction courses, facilitates integration of the sequence curricula. Seminar assignments require application of knowledge to generalist practice and further development of generalist practice skills. Students complete weekly field logs and an integrative paper that integrates foundation social work knowledge from the human behavior, policy, research and practice sequences. Guided by social work faculty, students also serve as peer consultants to each other to resolve practice dilemmas encountered in their placement agencies. BSW Course Descriptions The curriculum of the School of Social Work is under continual review through the collaboration of faculty, students and administrators. A particular course, though listed in the Undergraduate Catalog, may not be offered each year. Insufficient enrollment in a particular class may result in its cancellation. Students are responsible for reading notices that contain additional information relative to curriculum and policies. To read the specific course descriptions, please see the Undergraduate Catalog located at .
rated their human relations skills as Very Good, and 36% rated their human relation skills as Excellent. BIS students completing an internship are evaluated by their internship supervisor on a number of skills/factors using a rating scale of 4=excellent, 3=good, 2=average, 1=poor. The average rating earned by students enrolled in the internship in the previous academic year for the criterion “Works well in team environment” was 3.9 (on the above 4 point scale). Practice professional attitude and work ethics related to situations in business and industry. BIS 2270 2011-2012 Simulations, Performance appraisals Before they began the degree program, the majority of BIS 215 students rated their professional attitude and work ethics as Very Good (34.1%) and 15.8% rated themselves as Excellent; at the end of their program 100% of students rate their attitude and work ethic as at least Good (4.7%) and 95.4% rating themselves as Very Good (44.2%) or Excellent (51.2%) Apply appropriate customer service skills in a variety of settings such as face-to-face, telephone and online. BIS 1400, BIS 2270 BIS 1400 Pre-Test & Post-Test A 50 question multiple choice test was given to each student during week 1 of the course. The same test was given during week 16 of the course.
8. (Priorities specific to school, division, or area. Can be multiple.) Proceed with STEM certification Implement PBL and Genius Hour and I-squared classes Monitor students’ attendance to ensure that students do not miss any more than 6 days of school STEM academies Staff meetings Attendance data and FETCH All teachers Admin, Clerk, and social worker N/A N/A -We received Cobb STEM certification this year -We had one of the highest student attendance rates in the county do to letters being sent home by our attendance clerk and our social worker meeting with parents and doing home visits. N/A Long Range Board Goal 2: Differentiate resources for students based on needs. District Areas and Priorities 2016-2019 2015-16 Aligned Actions and Measurements (Due June 30, 2015) Focus Priority Focus Area: Focus Priorities: (Based on priorities identified by IE2, AdvancEd-AdvED, Superintendent-S, and Academic Division-AD) Key Actions: (List as many actions as needed in each box.) Measured by: (Formative and/or Summative) Owner(s): Resources Needed: Results Of Key Actions: (Due June 15, 2016) Status: NM = Not Met IP = In Progress M = Met
Seek and hire school administrators who meet the qualifications for a highly effective school leader and who are best suited for the school’s environment. (IE2) N/A N/A N/A N/A N/A N/A Support and retain employees for highest levels of excellence. Support local school teachers and leaders to improve retention rate. (IE2) (S) N/A N/A N/A N/A N/A N/A Ensure that teachers are highly trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) Work with the PD team to develop focused lessons on standards Fully implement the data team process TKES results Results of common assessments and post tests Teachers, coaches and Admin District support -Teachers participated in regular collaboration, data teams, FFA training IP Fully implement and evaluate state system of teacher and leaders evaluation (TKES and LKES). N/A N/A N/A N/A N/A N/A Use results of TKES and LKES to improve professional performance (IE2) Provide training for the standards of concern the data shows teachers are earning II’s. TKES data Admin N/A -Teachers received and participated in various PD opportunities throughout the year to support their improvement on TKES IP Other: (Specific to school, division, or area. Can be more than one.) N/A N/A N/A N/A N/A N/A
Career and Technical Education Conferences 2015-2016 TEA New CTE Teacher Academy Hilton Austin Airport – October 5-7, 2015 - Go to TEA CTE Leadership Academy for CTE Administrators Hilton Austin Airport – October 7-9, 2015, - Go to TEA CTE Counselor Academy Hilton Austin Airport – October 7-9, 2015 – Go To National Career Pathways Network Annual Conference October 28 – 30, 2015, Dallas Sheraton Hotel, Preconference Workshops: Wednesday, Main Conference Thursday and Friday. Go to ACTE’s CareerTech VISION 2015 Summit November 19 – 22, 2015, Ernest N. Morial Convention Center, New Orleans, LA, go to 2016 TIVA Midwinter Professional Development Conference Omni Colonnade, San Antonio, January 14 – 16, 2016 – go to 2016 FCSTAT Midwinter Professional Development Conference Menger Hotel, San Antonio – January 22-25, 2016 – go to 2016 TCEC Midwinter Conference Wyndham San Antonio Riverwalk, February 3-5, 2016 – go to (Being held in conjunction with ACTE Region IV Conference hosted by Texas CTAT) 2016 TIVA Summer Professional Development Conference– Omni Houston by the Galleria (on Riverway), July 11 – 15, 2016 – go to 2015 TCEC Summer Conference Tentative - Ft. Worth Convention Center, Ft. Worth Texas, Not yet confirmed; based on member feedback and price. Dates TBA – go to 2016 VATAT Professional Development Conference Corpus Christi, TX – July 25-29, 2016 – go to 2015 FCSTAT Professional Development Conference Sheraton Downtown Dallas Hotel, Dallas Texas, August 1-5, 2016, go to
Important Dates……page 5 Lee College Discipline Plan……page 6 Admission Policy…..page 7 Academic Expectations…..page 8 Measure of Success…..page 9-10 “I” Program…..page 11 Promotion Requirements……page 12 Graduation Requirements……page 13 Grade Reporting and Progress Reports……page 14 Attendance and Student Records……page 15-17 Medication Guidelines……page 17 Laptops and Drivers Education ……page 17-18 Transportation…….page 18 LEC General Policies…..page 18-19 CCCC information……page 20-21 LCS Student Insurance …..page 22 Personal Device Usage Guidelines …..page 22 Clubs…..page 22 CCCC Release form (sign & return)…..page 23 CCCC FERPA Waiver form (sign & return) …..page 24 Handbook Acknowledgement (sign & return)….page 25 REGULAR DAILY SCHEDULE The instructional day begins at 8: oo am and ends at 2: 45 pm. No student will be dropped off in the mornings before 7:30 am. LEC Building does not open until 7:35 am. 1st Period 2nd Period Homeroom/Advisory 3rd Period/Lunch 4th Period 8:00-9:23 9:28-10:51 10:56-11:21 11:26-1:17 1:22-2:45 All students will be off campus by 3:30 pm unless under direct supervision of a staff member. All students must be off campus on Fridays no later than 3:30 pm as CCCC closes early. 2 PRINCIPAL’S MESSAGE Lee Early College High School (LEC) is an academically advanced public high school located on the campus of Central Carolina Community College. Students who apply, and are accepted to LEC, have the opportunity to complete a full College Transfer Associate of Arts (AA) or Associate of Science (AS) degree
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the MAN 2150 course. place more emphasis in these areas in both on-line and face-to-face classes. Apply principles of organizational behavior and human relations, including methods used to create, maintain and improve a positive and diverse work environment. MAN-1107 MAN-2150 MAN-2279 2014 Test questions were developed to measure student knowledge in these areas. These test questions are embedded in every section of the MAN 2150 course. In 2011-12, the questions used to measure these areas were randomly selected, and over 200 students were tested; for 2014, the questions were placed in a separate folder, and every student received these questions. For analysis purposes, we pulled data from five course sections (three f-2-f and two on-line). The data represents over 300 students. For both questions, a slight increase in improvement was witnessed. At this point we are achieving the minimum outcome threshold of 70%. Apply proper oral and written communication, quantitative methods, critical thinking, research, ethics, computer literacy, and global citizenship skills. BIS-1120 COM-2211 ENG-1101 ENG-1131 ENG-1201 2016-17
into the prison program. Program Outcomes To course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) GBM – Digital Marketing: Demonstrate the ability to comprehend, evaluate, and apply basic digital marketing strategies. MRK 2135 MAT 1460 ACC 1210 ECO 2180 BIS 1120 MAN 2155 ACC 1100 MAN 2270 MAN 1107 MRK 2101 2014-15 The assessment method used is an internal, summative assessment. The students complete a marketing plan. After piloting the new grading rubric in summer 2015 and launching it across all sections in fall 2015, the grades appear to be more consistent across all the sections, but the overall scores are lower. We believe raising the bar on quality is good and we need to identify better approaches to help students to cross that threshold. GBM – Entrepreneurship: Demonstrate and apply solid business communication skills as exhibited throughout written and oral presentations. COM 2206 BIS 1120 ENG 1131 ENT 2160 2014-15 The assessment method used is an internal, summative assessment. The Business Plan Development course (ENT 2160) is the capstone course for this program. Learning modules were to entrepreneurship course shells with lessons that teach students how to utilize widely used business software to properly format business documents with table of contents, in-text citations, and bibliographies. ENT 2160 students are introduced to Sinclair Research Librarians and learn how to properly
For all Technical Assistance requests please email this request to both Brandi Monts at WISE, and Acacia McGuire Anderson at EF/DHS, , no fewer than 21 days prior to the requested technical assistance start date. Funding for each request will not exceed $3600. Request date: EF Team making request: Business/Agency/Administration ___________ Contact person: Phone: Email: Requested Technical assistance (TA) start date: Estimated TA end date: Please answer the following in detail: What is the TA you are requesting? Are you requesting a specific consultant? Yes No Consultant name: Phone: Email: Website: Why this particular consultant? Why is this TA needed? What actions, if any, have you explored prior to making this request? What do you hope to accomplish as a result of this TA? How will this TA assist your team to meet it’s annual goals? Can this TA be offered to other stakeholders beyond the local EF Team? Yes No Explain: Comments: ____________________________________________________________________________ WISE Use: What is the cost to provide this TA? $ Budget: DHS Use Approved Approved with conditions: Not Approved Reason:
Grades 6-8 Level 1: Behavior Card: Parent will receive electronic notification of a Behavior Card, explaining the inappropriate action, which will give them the opportunity to work with the child to correct any misbehavior. See examples above of infractions for which Behavior Cards might be issued. Level 2: Parent/teacher conference: if a student continues to exhibit inappropriate behavior following parental notification of problems, a parent/teacher conference will be scheduled for the purpose of developing a Behavior Improvement Plan. Level 3: Parent/teacher/principal conference: if a student continues to exhibit inappropriate behavior following a parent/teacher conference, a conference will be scheduled with the Principal to determine what action and consequences are needed to help the student improve his/her behavior. 4: Additional parent/teacher/principal conference: additional conferences may be held to review a student’s behavior and compliance with developed Behavior Improvement Plan. The Principal will determine required action which may include suspension. Detention: Repeated offenses or the severity of the inappropriate behavior may warrant detention at any point in the discipline process, at the discretion of the staff person in charge or the Principal. Detention shall be conducted as follows: Parents or guardians are notified through RenWeb of the discipline and scheduled detention. Students assigned to detention must arrive at school at 7:00 a.m. with a parent or adult. Parent/ or adult must sign-in the student for detention in the school lobby. If a student is late for detention, they will not be allowed to participate that day and the parent must take the child home until the normal school start time. The student will be required to attend detention on the next scheduled date. Failure to report to detention on time for the 2nd detention date will result in suspension for the day. Students who are suspended are not allowed to attend class or to make up any work they miss during their absence with the exception of tests. The following are examples of infractions for which students might receive detention or suspension. The Principal reserves the right to determine the seriousness of a student’s action. Major class disturbances (i.e. excessive talking, throwing things) Disrespect of adults or students Obscene language, gestures, notes, etc. Physical or verbal harassment of other students Cheating
Puma PRIDE Scholars Program Course Sequence 9 Grade 10 Grade 11 12 English 9 Honors English 10 Honors AP Language AP Literature Geometry Honors Algebra 2 Pre-Calculus AP Calculus AP US HISTORY AP LSN Government AP World History AP Elective Biology Honors Chemistry Honors AP Biology AP Elective Personal Fit/Health Elective AP Biology Lab Elective/Dual Enrollment Elective Elective Found of Tech Elective/Dual Enrollment Elective Elective Elective Elective/Dual Enrollment Elective Elective Elective Elective/Dual Enrollment
2015-2016 Master Rotation Schedule PGY 4 1 Jul 1 – Aug 7 Block 2 Aug 10 – Sep 18 Block 3 Sep 21 – Oct 30 Block 4 Nov 2 – Dec 18 Block 5 Jan 4 – Feb 12 Block 6 Feb 15 – Mar 25 Block 7 Mar 28 – May 6 8 May 9 – Jun 17 Lovejoy Obstetrics Night Float GYN Sub Specialty Oncology Obstetrics Night Float Oncology Generalist Purdy Oncology GYN Sub Specialty Night Float Obstetrics Generalist Oncology Float Obstetrics Edwards GYN Sub Specialty Oncology Obstetrics Night Float Oncology Generalist Obstetrics Night Float Saunders Night Float Obstetrics Oncology GYN Sub Specialty Night Float Obstetrics Generalist Oncology PGY 3 Block 1 July 1 – July 31 2 Aug 3 – Sep 4 Block 3 Sep 7 – Oct 9 Block 4 Oct 12 – Nov 13 Block 5 Nov 16 – Dec 18 Block 6 Jan 4 – Jan 29 Block 7 Feb 1 – Mar 4 Block 8 Mar 7 – Apr 8 Block 9 Apr 11 – May 13 Block 10 May 16 – June 17 Yu Oncology Generalist MFM Baptist Health Night Float Baptist Health Night Float GYN Sub Specialty Oncology Elective Manuel Generalist Night Float Baptist Health Oncology MFM Oncology Baptist Health Elective GYN Sub Specialty Night Float Stafford Night Float MFM Oncology Generalist Baptist Health GYN Sub Specialty Oncology Night Float Elective Baptist Health Doane MFM Baptist Health Generalist Night Float Oncology Elective GYN Sub Specialty Baptist Health Night Float Oncology Roberts Baptist Health Oncology Night Float MFM Generalist Float Elective Oncology Baptist Health GYN Sub Specialty PGY 2 Block 1 Jul 1 – Aug 7 Block 2 Aug 10 – Sep 18 Block 3 Sep 21 – Oct 30 Block 4 Nov 2 – Dec 18 5 Jan 4 – Feb 12 Block 6 Feb 15 – Mar 25 Block 7 Mar 28 – May 6 Block 8 May 9 – Jun 17 Sousa Obstetrics Baptist Health Night Float Norton MFM Baptist Health Obstetrics Norton Lawlor Norton Obstetrics Baptist Health Night Float Norton MFM Baptist Health Obstetrics Cleeton Baptist Health Night Float Norton Obstetrics Baptist Health Obstetrics Norton MFM Smallwood Night Float Norton Obstetrics Baptist Health Obstetrics Norton MFM Baptist Health
PGY 1 Block 1 July 1 – July 31 2 Aug 3 – Sep 4 Block 3 Sep 7 – Oct 9 Block 4 Oct 12 – Nov 13 Block 5 Nov 16 – Dec 18 Block 6 Jan 4 – Jan 29 Block 7 Feb 1 – Mar 4 Block 8 Mar 7 – Apr 8 Block 9 Apr 11 – May 13 Block 10 May 16 – June 17 Vignes Gynecology Obstetrics Oncology Baptist Health Night Float Oncology Baptist Health Float Obstetrics Gynecology McKirnan Obstetrics Night Float Baptist Health Gynecology Oncology Baptist Health Gynecology Oncology Night Float Obstetrics Newbern Night Float Oncology Gynecology Obstetrics Baptist Health Gynecology Obstetrics Baptist Health Oncology Float Lababidi Oncology Baptist Health Obstetrics Night Float Gynecology Obstetrics Float Gynecology Baptist Health Oncology Cook Baptist Health Gynecology Night Float Oncology Obstetrics Night Float Oncology O GYN CBH Notes: Vacations are documented and monitored via a different schedule. Residents sign up for vacations at the beginning of each academic year. Elective Choices: Research REI Oncology Critical Care
2015-16 Sophomore Leadership Calendar 2015-16 Applications Disbursed – September 1 – 4, 2015 – Mrs. L Applications Due – September 11, 2015 – Mrs. L Applicants Selected Notified – September 21, 2015 – Mrs. L 2015-16 Orientation – September 30, 2015 (5:30 pm) – Mrs. L & 2014-15 SYL students Anthony Munoz Foundation Seminar – October 9, 2015 (Fall Break/all day) – Mrs. L Tourism Day – October 22, 2015 (all day) – Michele H & Mary Ag Day – October/November (TBA), 2015 (3:30 – 5:00) – Shelley Meyer Education Day – November 12, 2015 (12:00 – 4:00) – Mrs. L Arts Day – December (TBA), 2015 (all day) – Mrs. L & Mary Elected Officials Day – January 21, 2016 (2:00 – 4:30) – JoEllen & Mike Falmouth City Council Meeting - February 9, 2016 (7:00 pm) – Bill Pendleton County Fiscal Court Meeting -- February 15, 2016 (5:30 pm) – Bill Community Meeting Reflection - February 16, 2016 (8:00 – 10:00) – Bill & Mrs. L Public Service Day – February 18, 2016 (1:00 – 6:00) – Mike & Michele H Health Connections Day – March 23, 2016 (9:00 – 12:00) – Debbie Financial Day – April 21, 2016 (12:00 – 5:00) – Amy & JoEllen Community Forum – April (TBA), 2016 (PM Event) – Bill, Michele H, & Mrs. L
A MESSAGE FROM YOUR PRINCIPAL – Living the Mission… Sharing Our Vision…Achieving Our Goals Our Mission is to create an open community of learners building success together through the business of education Our school is a safe and caring place where we: Support individual potential Embrace responsibility Value and celebrate diversity
Athletic Awards Athletic awards are given each year at the annual Athletic Banquet. These awards range from Junior Awards (75 points) and Senior Awards (115 points) to M.V.P., and Junior and Senior Athletes of the Year. Senior Athlete of the Year Awarded to a senior male and/or female student(s) who meet(s) the following criteria: must be a grade 11 or 12 student participate in 2 or more ROPSSAA sports display strong leadership qualities exhibit good sportsmanship at all times be a positive role model exhibit a high level of athletic skill demonstrate a commitment to athletics have attended classes regularly and worked to the best of their ability academically **athletic points may be used in helping to determine a winner Outstanding Contribution to Athletics As well, there are a number of other athletic awards including but not limited to Junior Athlete of the Year, Jane Kirkpatrick Award for Outstanding Sportsmanship, Sheila Tutty Citizenship Through Sport Award, Academic and Athletic Excellence Award Awards for Athletic Achievement Points Students accumulate the points throughout their athletic career at Humberview and when the students have accumulated the required number of points, they are eligible to receive the following awards. Junior Athletic Achievement Medal 75 points Senior Athletic Achievement Plaque 115 points Athletic Achievement Points Guideline Athletic points are awarded by the coach or staff advisor to each student based upon their participation, commitment and/or sportsmanship demonstrated in that sport or activity. The maximum number of points that can be earned for each sport or activity is summarized in the following Athletic Achievement Points Guideline. Humberview Athletic Council: Executive - 1–20; Member - 1– 10 School Teams: Alpine Skiing & Golf 1-5; all other sports 1-10 Officiating: 1-10 Bonus Points may be awarded to ROPSSAA medalists or team champions, team captains, MVPs or MIPs, athletes of the week, OFSAA medalists, etc. It is the responsibility of the student-athlete to ensure that his/her points are accurately recorded each year. Point totals for the Athletic Medal and Plaque
302 - Consultant Expenses 303 – Miscellaneous Personnel Expenses 304 – Occupancy Expenses 305 – Insurance 306 – Communications 307 – Office Supplies 308 - Minor Equipment and Furniture 309 – Medical Supplies and Drugs 310 - Food and Clothing 311 – Program Supplies 312 - Staff Travel 313 - Client Transport 314 - Purchased Client Oriented Services 315 - Equipment Maintenance Expense 316 – Equipment Leases 317 – Motor Vehicle Maintenance Expense 318 – Motor Vehicle Leases 319 - Other Operating Expenses 320 – Indirect Cost 400 - FIXED ASSETS (See Section 4.01.2 Assets {400}) 401 – Equipment and Furniture 402 – Motor Vehicles 403 – Capitol Improvements 404 – Capital Purchases 500 - REVENUES (See Section 4.01.2 Provider Revenue and Income {500})
Tennessee History Book Trent Hanner X Holly Matthews X Volunteer State Book Award Jeanine X X Amy Dye-Reeves X X Intellectual Freedom Annie Herlocker Anthony Prince X X Legislation Dorcas Frank Lester Legislation Monitor Jason Vance Federal LAN Vivian Wynn Susan Earl X Membership Karen Swoopes Jodie Gambill X X Nominating Jillian Rael X Public Relations Rebecca Jeffie Nicholson X Publications Advisory Allison De Pollo Steven Knowlton X X Scholarship Suresh Ponnappa X Christina X X Earl X Staff Development Delores Greenwald X Heather Lambert X Strategic Planning Ruth Kinnersley X Richard Groves X X Sections College / University Nancy Gibson X Public Jillian Rael X School Jennifer May X Special Kayce Butler X Trustee / Friends Don Reynolds X X Roundtables Children / Adults Lindsey Patrick Electronic Resources Cody Behles Government Documents Anne Whitver Leadership Theresa Liedtka Library Instruction Dorcas New Members Raemona Little Taylor X Reference / Information Services Holly Hebert