zilongwang/ReadingBank huggingface dataset:
Help students reflect on what is public and what is private. OR You can also have students draw their real neighborhood…… identifying both assets and challenges Activity b: Another option would be to walk the neighborhood and take pictures of what your students like and what they do not like or would want to change. They can also record what they see in the neighborhood map you gave them. Activity c: another options is for students to review data about their neighborhood Activity d: another options is to interview stakeholders in the community/host an in class panel of stakeholders to talk about the assets and challenges of the neighborhood Getting to the key issues of concerns that students want to work on—FIRST CUT: Activity: By team, have students star the top three assets they like and the top three things that they are most concerned with in their community that they would be willing to work on to change…see if there are any concerns that get the most votes. Each team to present to class their real Neighborhoods its top three assets and the top 3 things they want to change and why they feel these are the most important. Students share if what they want to change is within the domain of public or private entities. Create a class list of all the top concerns Have students vote again as a class on their three top concerns. You can give students time to make a pitch to the class on certain concerns, before they vote. Have them consider what is public and what is private. You can either have students work in neighborhood teams on one issue per neighborhood, or you can have students work on issues that cross neighborhoods. Debrief What did you notice about the issues that students felt were important? Which of these issues can be addressed by government? Which by private parties? What would be different in the community if you were able to get the issue/challenge removed Image that you were able to get this issue challenged fixed/removed….Use one word to describe how would you feel for having played a role in doing that? NEXT STEPS (More to come in November!) - Researching the issues - Getting to a policy response versus a service response - Who has power to make decisions about your issues (public versus private, what government entity, who are the decision makers)
Directions: Using pages 718 and 725 complete the following objectives: Using the key, Color and label the; Allied Powers Central Powers Neutral Countries Color/highlight the area of German submarine warfare. Label all oceans and seas on this map (do not need to color these) Using a SHARPIE or DARK PEN draw a DASHED - - - - - - line depicting where the “Trenches” were. Using a Sharpie or DARK PEN label where the sinking of the Lusitania happened. Map Questions: Why was it unlikely that major battles would be fought in Great Britain?
to use traditional political institutions to elect their mayors. The impulse of indigenous communities to withdraw from a weak Mexican state is a natural reaction but are the institutions set up under this law inclusive? Do they help or hinder the strengthening of the state? Are the political incentives there that can help strengthen the local state?
February 2015 Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1 2 3 4 PSD5 6 7 8 Russian Revolution DBQ clips Russian Revolution quiz Ch.27 section 1 and 2 notes Russian Revolution quiz Ch.27 section 1 and 2 notes Ch.27 section sections 3-5 notes Ch.27 section sections 3-5 notes 9 10 11 12 13 14 15 Review day Review day Unit 6A Test Unit 6A SG Unit 6A HW Unit 6A Test Unit 6A SG Unit 6A HW Ch. 28 section 1 notes Roaring 20s clips Prohibition doc 16 17 18 19 20 21 22 NO SCHOOL Ch. 28 section 1 notes Roaring 20s clips Prohibition doc Prohibition doc Ch.28 section 2 notes Prohibition doc Ch.28 section 2 notes Great Depression wkshts and clips America story of us: Episode 9 23 24 25 Early Release 26 27 28 Great Depression wkshts and clips America story of us: Episode 9 Ch.28 section 3 and 4 notes Ch.28 section 3 and 4 notes Ch.28 section 5 notes Speech analysis Dr. Seuss analysis Ch.28 section 5 notes Speech analysis Dr. Seuss analysis
A.G.B.U. Manoogian - Demirdjian School—One Week Schedule (OWS) Teacher: Mr. Harutyunyan/ Class: 10th Geometry / Week of: May 15, 2017 Monday 05/15 Tuesday 05/16 Wednesday 05/17 Thursday 05/18 Friday 05/19 Content What concepts will students learn? Trigonometry Angles of Elevation/Depression Law of Sines Law of Sines / Law of Cosines CA Standard With which standard do the concepts align? Common Core State Standards – G.SRT.C.8, G-MG.A.1 MP 1,3,4,6 Common Core State Standards – G.SRT.C.8,G.SRT.D.10,D.11 MP1,3,4,6,7 Common Core State Standards – G.SRT.D.10,D.11 MP 1,3,4,7 Class Activity What will students do in class to reinforce learning? Section 8.3-Trigonometry Students will learn the basics of trigonometric ratios Section 8. 4 & Section 8.5 Section 8.6 – Law of Sines Assessment How will student learning be gauged? N/A Worksheets will be given for both sections. Worksheet will be given for Law of Cosines Homework What should students do at home? Section 8.3 – Pg. 510 #’s 1-8 all, 11-20 all Section 8.4 –Pg. 518-519 #’s 1-21 all, skip 19 Section 8.5 – Pg. 524-525 #’s 1-12 all Section 8.6 – Pg. 529-531 #’s 1-4 all, 7-14all, Which ESLR? Become skilled and independent learners Become skilled and independent learners Become skilled and independent learners
The student accesses scholarly works and other relevant in keeping with the scope of an assignment. = Access Scholarly Works The student evaluates sources for authority, accuracy, relevance, and timeliness. = Evaluates Sources The student documents sources correctly within the body of the project. = Documents Sources The student documents sources correctly in a bibliography or works cited page. = Bibliography The student’s analysis, interpretation, or creation is derived from course concepts. = Analysis from Course Concepts The student synthesizes information from sources & integrates them with own analysis. = Synthesizes Information The student formulates a workable research question. = Formulates Question The student employs the specialized vocabulary of the discipline. = Employs Vocabulary The student has gained knowledge of the subject about which s/he is writing. = Gained Knowledge The student understood the assignment and chose a suitable topic. = Suitable Topic The paper has a specific thesis. = Has Thesis The student uses suitable evidence in support of the thesis. = Uses Suitable Evidence The student demon-strates an understand-ing of the audience. = Understands Audience The paper has the appropriate format and is well organized. = Appropriate Format The student turned in at least one substantial draft of the paper. = At Least One Draft The student has effectively revised the paper.. = Effectively Revised The paper has been edited for idiom and style and proofread for correct-ness. = Edited Appendix 2: Assessment Numbers
It is the responsibility of each Head of School, Department or Discipline to ensure that EPA regulatory requirements are complied with and that University Radiation Safety Policy and Procedures are followed by all users of radiation sources under their jurisdiction. Each Head of School, Department or Discipline has the authority to decide how tasks are allocated. The duties may be split between several staff members such as the Local RSO, Laboratory Manager, or the Research Project Supervisor, depending upon local situations. EPA & Ensure that all staff working with sources of radiation are appropriately licensed. For example, a licence to use equipment does not entitle a person to use radioactive material. Ensure that all radiation laboratories are registered with the EPA. Inform the University Radiation Safety Officer of all matters concerning EPA radiation regulatory compliance. Record and report accidents or incidents to the University Occupational Health Safety and Injury Management unit. Undertake an annual stock take of radioactive sources kept or used on the premises. This includes the long term storage of waste material. Comply with reporting requirements of the EPA conditions of registration in consultation with the University Radiation Safety Officer. Ensure that a risk assessment is conducted on all proposed work with radioactive material or irradiating apparatus prior to its commencement. This only applies to new work with existing sources. Projects involving new sources will need to be assessed by the University RSO and RSC. Provide advice on safe working practices. Prepare standard operating procedures for tasks involving the use of radiation. Inspect areas and installations where ionizing radiation is used, or proposed to be used, and report to the RSC any anomalies likely to impact on the safe handling or use of ionizing radiation to the Radiation Safety Committee. Provide suitable personal monitoring devices to radiation users. Survey radiation work areas, equipment and operations as part of the risk assessment process. Requisitions for purchasing radioactive materials or radiation apparatus should be authorised by the Local Radiation Safety Officer before an order is placed. The Local Radiation Safety Officer should check that the licence of the responsible person is appropriate for the items being ordered. For example a licence to use irradiating apparatus does not entitle the licensee to use radioactive material. Records of all purchase receipts shall be kept by the laboratory manager or the Local Radiation Safety Officer. Arrange for the safe storage of radioactive materials and for the safe disposal of any radioactive waste in accordance with University procedures.
Glossary, continued. STRATEGIC CHALLENGES. Those pressures that exert a decisive influence on your organization’s likelihood of future success. These challenges are frequently driven by your organization’s anticipated competitive position in the future relative to other providers of similar products. STRATEGIC OBJECTIVES. The aims or responses that your organization articulates to address major change or improvement, competitiveness or social issues, and business advantages. See also action plans. SYSTEMATIC. Well-ordered, repeatable, and exhibiting the use of data and information so that learning is possible. TRENDS. Numerical information that shows the direction and rate of change of your organization’s results or the consistency of its performance over time. VALUES. The guiding principles and behaviors that embody how your organization and its people are expected to operate. VISION. Your organization’s desired future state. VOICE OF THE CUSTOMER. Your process for capturing customer-related information. WORK PROCESSES. Your organization’s most important internal value-creation processes. WORK SYSTEMS. How your organization’s work is accomplished, consisting of the internal work processes and external resources you need to develop and produce products, deliver them to your customers, and succeed in your marketplace. WORKFORCE. All people actively supervised by your organization and involved in accomplishing your organization’s work, including paid employees (e.g., permanent, part-time, temporary, and telecommuting employees, as well as contract employees supervised by your organization) and volunteers, as appropriate. WORKFORCE CAPABILITY. Your organization’s ability to accomplish its work processes through its people’s knowledge, skills, abilities, and competencies. WORKFORCE CAPACITY. Your organization’s ability to ensure sufficient staffing levels to accomplish its work processes and deliver your products to customers, including the ability to meet seasonal or varying demand levels. WORKFORCE ENGAGEMENT. The extent of workforce members’ emotional and intellectual commitment to accomplishing your organization’s work, mission, and vision.
Salem D. Shuchman Val Smith, President Lee Smithey, Professor of Sociology and Coordinator, Peace Studies Program Tom Spock, Chairman of the Board Tom Stephenson, Provost Elizabeth Svenson, HHMI Program Administrative Coordinator Ralph Thayer, Director of Maintenance Debbie Thompson, Data Coordinator Melissa Tier, Sustainability Coordinator Eric Wagner, Athletics & Physical Education Aurora Winslade, Director of Sustainability, by phone References Borenstein, Severin (2015). “What’s a University to do about Climate Change?”, . Hall, Alistair, et al. (2015). “Internal Carbon Accounting at a Small Liberal Arts College”. Vassar College. http://sustainability.vassar.edu/docs/9-15InternalCarbonAccountingataSLAC.pdf Light, Sarah (2015). “The New Insider Trading: Environmental Markets within the Firm”, Stanford Environmental Law Journal, 34:1, 41-50. Marron, Donald, Eric Toder and Lydia Austin (2015). “Taxing Carbon: What, Why, and How”, Tax Policy Center, Urban Institute and Brookings Institution. Tiefenbeck, Verena, et al. “Helped, not Pushed: How Real-Time Information Fosters Resource Conservation” Department of Management, Technology, and Economics, ETH Zurich, Weinbergstrasse 56, 8037 Zurich, Switzerland Wolak, Frank (2014). “Universities Can Do Better Than Symbolism: A Revenue-Neutral Carbon Tax”, SIEPR Policy Brief, Stanford University. Yale Presidential Carbon Charge Tax Force (2015). “Report to the President and Provost of Yale University: Findings and Recommendations on a Carbon-Charge Program at Yale”.
Sciences: Workplace Inspection – Admin Areas (Low risk areas) Audit Name: FOS Workplace Inspection – Low Risk Area Auditor: Assignment Date: Audit Due Date: Building Name or Archibus No.: __________________ Rooms: ___________________________________ NOTE CHANGES: The building/room numbering system has been replaced with the ARCHIBUS system linked to UniSpace (home for all space-related activity). Up-to date building names will be used and access to the Campus Services maintenance work request forms is located at this web location. Unispace Work requests require the current Archibus building numbers. CHANGES TO ELECTRICAL SAFETY FOR OFFICES; KITCHENS; COMMON LOW RISK SPACES Electrical Safety Testing Decision Tree – Office/Kitchen/Common Spaces allows electrical items in non-hostile environments to forgo electrical testing. It is still however important to continue to check the item for damage prior to use. Any tags from 2014 indicating testing in 2015 do not need to be adhered to unless second-hand item or exposure to risks such as water, damage, flexing/crimping cords, chemical or heat exposure etc. Refer to the HSW Handbook and the . Any portable electrical equipment requiring testing needs to be within testing date or tagged “Out of Service”? (check the ‘Test Due’ date on the tag or details on the Out of Service tag/register). Mark X in any section that is Not Applicable (NA) for the area being inspected B Emergency Management Section NA C Egress/Floors/Passageways Section NA D Lighting and Noise Section NA E Storage, Waste, and Housekeeping Section NA F Electrical Section NA G Manual Handling and Ergonomics Section NA H Plant and Equipment Section NA I Other: Section NA List details of all Actions or Observations identified during the Workplace Inspection Question No Observation Completed Y/N Action Required By Whom Due Date
5. Check that all the supporting documents you have received are valid as per the Work Instruction: Validating supporting documents for plant exports. Note: For departmental AOs, supporting documents received at the time of booking will have been validated during the booking process and supplied to you. Section 4: How are the inspection results recorded? To record the inspection results, the inspection AO must: use the current version of the approved Export Compliance Record (ECR) PE101 or PEMS record inspection details and results throughout the inspection process use one ECR per day for each consignment that is inspected. The following table outlines how to initiate the inspection record in PEMS. Step Action 1. Are you using PEMS or a manual ECR PE101 to record the inspection results? 2. Initiate the horticulture-inspection record in PEMS. Note: For information on how to use PEMS see the Reference: PEMS AO user guide.
3. Record additional information on the ECR (if required) including: grower export accreditation number in the remarks field of the relevant line packhouse export accreditation number in the comments field container number seal number. 4. Go to Section 11: How do I pass the inspection? Passing, failing and withdrawing the inspection Section 11: How do I pass the inspection? The following table outlines how to pass the inspection. Step What happens 1. Record the passed inspection result in PEMS or on the ECR. 2. Advise the client that the consignment has passed inspection. Ask the client to label the consignment as ‘passed for export’ and secure it from other product. 3. Submit the inspection record and supporting documents.
Plant Export Operations Branch Work Instruction Inspection of prescribed grain and plant products: Attachment 2: Bulk into Containers Presented goods can be sampled either during the loading of containers or within the container after loading. In all cases the samples must be inspected within 24 hours of the goods being sampled or prior to the container leaving the establishment, whichever comes first. Prior to loading, the container must have been given a container approval. Goods rejected for vermin or contaminants that have been loaded into the container will have changed the condition of that container. Therefore the container approval must be cancelled. Goods sampled and inspected during the loading of containers Drawing Samples Draw samples from the goods using suitable equipment Where goods are sampled prior to entering the container the sampling equipment must be capable of cutting a sample across the grain stream Draw samples at the rate of 2.25L/33.33tonnes For manual sampling, due to potential reduction in representativeness, 0.5L for every 5 tonnes is considered to be equivalent to 2.25L/33.33tonnes. This must be split into a minimum of 5 samples across the consignment. Draw sub-samples across the entire consignment Where presented with a consignment of different grades or types: Treat each grade or type as a separate lot Ensure you sample all grades or types When presented goods of mixed grade, type (blended) or from multiple sources treat as a single consignment
Administrative Review: Manage Departures Work Instructions: The IACUC coordinator and director manage departures from the Guide for Care and Use of Laboratory Animals. Departures from the Guide for Care and Use of Laboratory Animals are reported on approved protocols. Departures are found in the Institutional Official report and the Protocols with Departures from the Guide report. Both reports are located by clicking the Reports link. Log into the Click Portal and click on the IACUC tab in the top navigation menu. From the In-Review tab, click the submission’s Name. From the workspace, click Manage Departures under My Current Actions. Complete the page, paying special attention to Question 1 - Add any departures from the Guide. Click the Add button. This opens a SmartForm. Complete the fields, and then click OK. Add any Comments or Supporting Documents, if needed. Click OK. Note: Manage Departures is not available for Annual Reviews.
4 Confirm all the fans have started The fans will start up in turn. When they have all started a light will turn on to say they have started. 5 Confirm the oven is working correctly Once all the fans have started and the oven is starting to heat there will be a light turn on to say that the system is healthy 6 All PPE must be put on prior to entering the spray booth. The chemicals can be harmful if inhaled. The PPE is used to prevent illness. 7 Turn on lights and extraction Press the light swith to turn the lights on then press the green button to start the extractor. The extractor will remove any excess spray that maybe harmful if inhaled. 8 Check the spray bottle prior to use. We must check the spray bottle prior to use so that we know we have the correct pressure in the bottle. The gauge should be at 0 for the start of shift.
14 Spray the arm of the furniture Before bringing the furniture into the spray booth spray the arm. 15 Bring the furniture into the spray booth and remove all cushions The cushions need to be removed so that the fabric on the furniture can be sprayed. 16 Spray the fabric on the furniture To provide protection to the furniture all fabric on the furniture need to be sprayed. Any lining on the furniture does not need to be sprayed 17 Spray the cushions Spray all the cushions in turn and place back on the furniture. They are all sprayed to provide them with protection. 18 Stack the cushions ready to go into the oven The cushions are stacked at angles to leave as much space between them as possible. This is so that the warm air from the oven can dry the furniture.
24 Clean any spills Before leaving any spills that are on the floor must be cleaned up using blue roll to prevent illness. The chemicals can be harmful if inhaled 25 Turn off spray booth when finished Press the switch down to turn off the light. Press the red button to turn off the extractor. This will save power while it’s not in use. 26 Turn off the oven To turn off the oven press the red stop button. This will save power while the oven is not in use. 27 Turn off the control panel Turn the red switch from on to off to turn the power off to the control panel. This will stop the oven accidentally being started Employee Acknowledgment
Legislator Name DC Phone Official webpage Scheduler Name/Email/Key Committee Assignments Senator Ron Johnson (R, WI) 202-224-5323 Jennifer O’Neil jennifer_o'neil@ronjohnson.senate.gov -Senate Budget Committee Senator Tammy Baldwin (D, WI) 202-224-5653 Carolyn Walser carolyn_walser@baldwin.senate.gov -Senate Appropriations Committee -Senate Health, Education, Labor and Pensions Committee Representative Paul Ryan (R, 202-225-3031 Maureen Mitchell Maureen.mitchell@mail.house.gov -Speaker of the House Representative Mark Pocan (D, WI-02) 202-225-2906 Nick Greene nick.greene@mail.house.gov -House Appropriations Committee Representative Ron Kind (D, 202-225-5506 Aaron White aaron.white@mail.house.gov -Ways and Means Committee Representative Gwen Moore (D, WI-04) 202-225-4572 Nairobi Cratic nairobi.cratic@mail.house.gov -House Budget Committee Representative James F. Sensenbrenner (R, WI-05) 202-225-5101 Jacob Peterson jacob.peterson@mail.house.gov -House Judiciary Committee Representative Glenn Grothman (R, WI-06) 202-225-2476 Samantha Baker Samantha.baker@mail.house.gov -House Budget Committee -House Education and the Workforce Committee Representative Sean P. Duffy (R, WI-07) 202-225-3365 Alana Wilson alana.wilson@mail.house.gov -No key committees for mentoring Representative Mike Gallagher (R, WI-08) 202-225-5665 Nicole Tardif Nicole.tardif@mail.house.gov -No key committees for mentoring Scheduling Congressional meetings for the National Mentoring Summit Capitol Hill Day
Wisconsin Legislator name DC Phone Official webpage Scheduler name/email/key committee assignments (only key committees listed) Senator Ron Johnson (R, WI) 202-224-5323 Jennifer O’Neil jennifer_o'neil@ronjohnson.senate.gov -Senate Budget Committee Senator Tammy Baldwin (D, WI) 202-224-5653 Christopher Semenas -Senate Budget Committee -Senate Health, Education, Labor and Pensions Committee Representative Paul Ryan (R, 202-225-3031 Sarah Peer sarah.peer@mail.house.gov -House Budget Committee -House Ways and Means Committee (chairman) Representative Mark Pocan (D, WI-02) 202-225-2906 Brian Walsh brian.walsh@mail.house.gov -House Budget Committee Representative Ron Kind (D, 202-225-5506 Wade Balkonis wade.balkonis@mail.house.gov -No key committees for mentoring Representative Gwen Moore (D, WI-04) 202-225-4572 Sean Gard sean.gard@mail.house.gov -House Budget Committee Representative James F. Sensenbrenner (R, WI-05) 202-225-5101 Jacob Peterson jacob.peterson@mail.house.gov -House Judiciary Committee Representative Glenn Grothman (R, WI-06) 202-225-2476 Anna McEntee (anna.mcentee@mail.house.gov) -House Budget Committee -House Education and the Workforce Committee Representative Sean P. Duffy (R, WI-07) 202-225-3365 Jackie Reilly jackie.reilly@mail.house.gov
Foreign Part 145 approval – Technical investigation WI.CAO.00004-002 Name Validation Date Prepared by: Alessandro ZANUZZI Validated 14/07/2010 Verified by: Karl SPECHT Validated 14/07/2010 Reviewed by: Véronique MAGNIER Validated 14/07/2010 Approved by: Wilfried SCHULZE Validated 14/07/2010
EASA Form 4s MOE chapter 1.7 “manpower resources” and chapter 1.9 “scope of approval” (as necessary). The continued surveillance plan The consistency of the EASA Form 12 with the MTOE (“number of staff” & “scope of approval”), EASA Form 22 and the technical visa Availability of the organisation QAM Statement (as necessary) The completeness of the Course Approval Forms General time frames Time frame for an Initial Part 147 Approval Time frame for continuation of Part 147 Approval
Forms 22 Foreign (FO.CAO.00095) (TE.CAO.00096) Part 147 Course Approval Forms FO.CAO.00098: Course Approval - B2 BASIC FO.CAO.00099: Course Approval – B1.1 & A.1 BASIC FO.CAO.00100: Course Approval – B1.2 & A.2 BASIC FO.CAO.00101: Course Approval – B1.3 & A.3 BASIC FO.CAO.00102: Course Approval – B1.4 & A.4 BASIC FO.CAO.00103: Course Approval – C TYPE FO.CAO.00104: Course Approval – B1.1 & B2 TYPE FO.CAO.00105: Course Approval – B1.1 TYPE FO.CAO.00106: Course Approval – B1.2 & B2 TYPE FO.CAO.00107: Course Approval – B1.2 TYPE FO.CAO.00108: Course Approval – B1.3 & B2 TYPE FO.CAO.00109: Course Approval – B1.3 TYPE FO.CAO.00110: Course Approval – B1.4 TYPE FO.CAO.00111: Course Approval – B1.4 & B2 TYPE FO.CAO.00112: Course Approval – B2 TYPE
Scope and Applicability. This work instruction is applicable to EASA Part 145 organisations having their principal place of business located outside the EU Member States, the USA and Canada (hereinafter referred to as “Foreign Part 145 organisations”). EASA is the Competent Authority for maintenance organisations having their principal place of business located outside the EU , as established by Part 145.1 “General” and therefore responsible for the final approval of those Organisations and establishing procedures detailing how EASA Part 145 applications and approvals are managed. This work instruction is complementary to the requirements of Implementing Rule - Regulation EU 2042/2003 Annex II, Part-145 “as amended” and does not supersede or replace the information defined within this document. This Work instruction comes into effect 90 days after publication on the EASA website. Purpose. The purpose of this working instruction is to describe: The definition of management personnel as per 145.A.30; How the applicant shall proceed when proposing management personnel for acceptance by the competent authority; The EASA Form 4 standard for a Foreign Part 145 approval and the related completion instructions; The instructions to assist the organisation on establishing minimum requirements for Management Personnel; The instructions to assist the assigned inspector on the acceptance process of the proposed Post-holder to EASA. The EASA Form 4 standard to be used by a Foreign Part 145 organisation is made available for download in an electronic format on the EASA website . Associated Instructions. EASA has developed associated instructions (user guides, Forms, Templates and work instructions), that detail specific matters, which have to be considered as an integral part of this procedure. A complete listing of these documents, together with their applicability to the applicant/ approval holder or NAA / QE / EASA, is addressed in the current revision of the “Foreign Part 145 approvals – documentation Index”, FO.CAO.00136-XXX (XXX identifies the revision number). Documents which are applicable to both NAA/QE/EASA and Applicants/Approval holders are made available on the EASA Web Site: . Each time a cross reference is provided to another document or another chapter/paragraph of the same document, this reference is identified with grey text. Communication. All documents and correspondences between the Applicant, the overseeing authority and EASA shall be in the English language unless otherwise agreed by EASA.
Sample Bylaws for 4-H Clubs or Groups October 2015 [Bracketed texts in italics are intended to be instructions and should be removed from the final copy. This sample form may become the by-laws of the 4-H Club or Group by filling in the blank spaces, amending as necessary and final approval by the membership.] Name The name of this 4-H Club or Group shall be [ Insert Name Here] 4-H Club or Group or Committee. Purpose The purposes of this 4-H Club or Group/Committee are: Membership Section 3.01 A 4-H club member must be in 5-year-old Kindergarten and may continue in the 4-H Club through the next 4H year following their graduation from high school not to extend beyond the age of 19 as of December 31 of the enrollment year. Open to any youth within grade parameter – regardless of that person’s race, color, creed, religion, sex, national origin, disability, ancestry, sexual orientation, pregnancy, marital or parental status.
through tree planting Relocation of infrastructure Protection of existing natural barriers management networks or building of new networks Identification and evaluation of alternative strategic water resources (surface and groundwater) Identification and evaluation of alternative technological solutions (desalination; reuse of wastewater) Increase of storage capacity (for surface and ground waters) both natural and artificial Economic instruments like metering, pricing Water reallocation mechanisms to highly valued uses Reducing leakages in distribution network Rainwater harvesting and storage Implement emergency, contingency and disaster planning Construct new housing and infrastructure Preparation Flood warning (incl. early warning) Emergency planning (incl. evacuation) Flash-flood risks (measures taken as prevention because the warning time is too short to react) Flood hazard and risk mapping Development of drought management plan Change in reservoir operation rules Prioritization of water use Restrictions for water abstraction for appointed uses Emergency planning Awareness-raising Risk communication to the public Training and exercise Restrictions to wastewater discharge and implementation of emergency water storage Regular monitoring of drinking water Strengthen the mechanism for early warning and action Improved disease / vector surveillance/ monitoring Ensuring well-equipped health stations and availability of communication and transportation facilities Developing water safety plans Response Emergency medical care Safe drinking water distribution
Wisconsin’s Refueling Readiness Plan for Petroleum Terminals - Generator Wiring Project Sample Cover Page Application Submission Date: Organization Name: Primary Contact Name (First, Last): Primary Contact Title: Mailing Address: City: Zip: County: Phone: Fax: Email: Employer ID Number (W-9) : Total Project Costs: $ Total Award Requested:$ Signature: Date: Submit completed application by June 15, 2018 at 12:00 PM CDT to: Wisconsin Office of Energy Innovation P.O. Box 7854 Madison, WI 53707-7854 For Internal Use Only Date Received: Reviewed by: Score: □ A □ R Letter Sent Date: Contract Start Date: Contract End Date:
Will County IL | Top Program Completions CIP Program Completions (2010) 51 Health professions and related programs 1,282 13 Education 992 52 Business, management, marketing, and related support services 945 24 Liberal arts and sciences, general studies and humanities 823 43 Homeland security, law enforcement, firefighting and related protective services 344 42 Psychology 249 44 Public administration and social service professions 177 12 Personal and culinary services 165 09 Communication, journalism, and related programs 125 47 Mechanic and repair technologies/technicians 91
Will County IL | Gross Regional Product (GRP) $13,804,910,528 $10,245,546,876 $2,152,101,936 $26,202,559,340 Earnings (2013) Property Income (2013) Taxes on Production (2013) Total GRP (2013) NAICS Industry GRP (2013) % of Total 11 Crop and Animal Production $72,142,421 0% 21 Mining, Quarrying, and Oil and Gas Extraction $101,127,001 0% 22 Utilities $998,934,180 4% 23 Construction $1,519,860,245 6% 31 Manufacturing $5,516,743,136 21% 42 Wholesale Trade $2,521,320,943 10% 44 Retail Trade $1,387,584,363 5% 48 Transportation and Warehousing $1,269,997,904 5% 51 Information $631,724,946 2% 52 Finance and Insurance $1,041,801,391 4% 53 Real Estate and Rental and Leasing $1,269,036,640 5% 54 Professional, Scientific, and Technical Services $928,405,913 4% 55 Management of Companies and Enterprises $178,258,480 1% 56 Administrative and Support and Waste Management and Remediation Services $755,854,485 3% 61 Educational Services $228,166,432 1% 62 Health Care and Social Assistance $1,653,401,326 6% 71 Arts, Entertainment, and Recreation $344,465,392 1% 72 Accommodation and Food Services $501,967,744 2% 81 Other Services (except Public Administration) $537,793,156 2% 90 Government $2,433,603,011 9% Other non-industries $2,310,370,231 9%
Ability to use KWIC software. Other equipment could be required. LANGUAGE SKILLS Ability to maintain a positive work atmosphere by acting and communicating in a professional and friendly manner with customers, citizens, co-workers and management. Ability to communicate in both written and verbal form. Ability to communicate information and teach and train others regarding policies and processes in both written and verbal form. MATHEMATICAL SKILLS Ability to perform basic mathematical calculations. REASONING ABILITY Ability to respond to complaints and grievances posed by the public. Ability to define problems and deal with a variety of situations. Ability to think quickly, maintain self-control, and adapt to stressful situations. Ability to use good judgment and effectively solve problems. PHYSICAL AND WORK ENVIRONMENT The physical and work environments described are representative of those that must be met by an employee to successfully perform the functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions. Physical Environment: The duties of this job include physical activities such as stooping, kneeling, standing, reaching, walking, lifting and/or move (up to 20 pounds), grasping, talking, hearing/listening, seeing/observing, and repetitive motions. Specific vision abilities required by this job include close, distance, and peripheral vision; depth perception; and the ability to adjust focus. Work Environment: Works primarily in an office setting. Due to the volume, scope, size of staff and nature of public service this office provides, full-time regular attendance is essential. Scope of Responsibilities Related to Essential Public Health Services: Inform, educate, and empower people about health issues. Assist in mobilizing community partnerships to identify and solve health problems. Support policies and plans that support individual and community health efforts. Enforce laws and regulations that protect health and ensure safety. Link people to needed personal health services and assure the provision of health care
Perhaps this should not be surprising as six years may be a relatively short time span in strategic terms and MNEs many not be particularly nimble, even in a region like CEE, a region that has seen so many changes in the last 30 years. Perhaps the region is “taking a breath” after the exertions of the last several decades. The only real change reported relates to a reduction (from 10.6% to 7.1% of respondents) in a tightly centralized form of HR policy control (see Table 2). Second, cross-cultural differences still count. On the sending side, Anglo-Saxon HQs exert more control over subsidiaries in the CEE region. It is mere speculation at this point as to whether this may be due to “cultural distance” (Black & Mendenhall 1990; Shenkar 2001), a heritage from U.S./U.K. based Tayloristic precision (Koumparoulis and Vlachopoulioti 2012) or the geographic – and potential psychological distance – between New York or London and Warsaw or Bucharest. Interestingly Southern European based firms also appear to follow less decentralized HR policies in the CEE – possibly for similar reasons. Further pursuit of this line of findings is warranted. Finally, “contextual settings” – that is business sector and subsidiary size as well as local HR reputation show an effect. Larger manufacturing firms allow subsidiaries more authority and control. At the same time, a MNE that emphasizes both HR competencies and concurrently perceives local HR units to have these HR capabilities reflects increased patterns of decentralization. How higher levels of this HQ demand meets a subsidiary supply of HR capability is another area worthy of further investigation. These HR capabilities may be more critical if and when the local firm has an enhanced subsidiary mandate for R&D activities. We are not aware of any previous empirical research that shows a positive relationship between R&D mandate and HR decentralization. Implications for Practitioners There is no substitute for an in depth understanding of doing business in a nation or a region.
Objectives Evaluation Questions 1 I will determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by af(x) 2 I will determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by f(x) + d What is the y-intercept of y=x2+6? How do you know? 3 I will determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by f(x - c) If the parent function f(x) = x2 is changed to f(x) = (x-3)2, what will happen to the new graph? Resources, Materials, Handouts, and Equipment List in the form of a table: Example ITEM (Specify worksheets) Quantity (How many do you need?) Quadratic Parent Function Graph Mat 1 per student Wikki Stix 1 per student Colored Pencils 4 per student ITEM (Specify worksheets) Quantity (How many do you need?) Graphing calculator 1 per student 5E Lesson Plan Objective Statement: Today we will be exploring transformations of quadratic functions. By the end of the lesson, we will be able to communicate the patterns we have discovered and determine the graph of various quadratic functions. ENGAGEMENT Time : __5_Minutes What the Teacher Will Do Probing/Eliciting Questions and Students Responses What the Students Will Do 1) Show the video clip. “What happened in this scene?” “What does that word mean, transform?” Bumblebee transformed.
*Write the numbers of the units that addresses the descriptor at your grade level. (For example, if unit 3 in grade 6 addresses the descriptor. Write Unit 3 in the Grade 6 box.) Level WIDA Descriptors 6 7 8 L1 Associate letters with sounds and objects Match content–related objects/pictures to words Identify common symbols, signs, and words Recognize concepts of print Find single word responses to WH- questions (e.g., “who,” “what,” “when,” “where”) related to illustrated text Use picture dictionaries/ illustrated glossaries L2 Sequence illustrated text of fictional and non-fictional events Locate main ideas in a series of simple sentences Find information from text structure (e.g., titles, graphs, glossary) Follow text read aloud (e.g., tapes, teacher, paired-readings) Sort/group pre-taught words/ phrases Use pre-taught vocabulary (e.g., word banks) to complete simple sentences Use L1 to support L2 (e.g., cognates) Use bilingual dictionaries and glossaries L3 Identify topic sentences, main ideas, and details in paragraphs Identify multiple meanings of words in context (e.g., “cell,” “table”) Use context clues Make predictions based on illustrated text Identify frequently used affixes and root words to make/extract meaning (e.g., “un-,” “re-,” “-ed”) Differentiate between fact and opinion Answer questions about explicit information in texts Use English dictionaries and glossaries L4 Order paragraphs Identify summaries of passages Identify figurative language (e.g., “dark as night”) Interpret adapted classics or modified text Match cause to effect Identify specific language of different genres and informational texts • Use an array of strategies (e.g., skim and scan for information) L5 Differentiate and apply multiple meanings of words/ phrases Apply strategies to new situations •nfer meaning from modified grade-level text Critique material and support argument Sort grade-level text by genre
L4 Create multiple-paragraph essays • Justify ideas • Produce content-related reports • Use details/examples to support ideas • Use transition words to create cohesive passages • Compose intro/body/ conclusion • Paraphrase or summarize text • Take notes (e.g., for research) L5 • Create expository text to explain graphs/charts • Produce research reports using multiple sources/ citations • Begin using analogies • Critique literary essays or articles
Slide 9 Book mark each guiding principles. Read your principle. What resonates with you? What surprises you? Exchange ideas as you exchange book marks. Exchange with 2-3 people. Debrief >> What do educators need to know? Why are the principles important? (For participants) Which principles are realized in our community? Which are not? Why? WIDA drafted its Guiding Principles from a synthesis of literature and research related to language development and effective instructional practices for language learners. They represent WIDA’s core beliefs about language development. Slide 10 Describe the photo as a poet, mathematician, biologist, historian. Tie to the features of Academic Language –open discussion to features of Academic Language. Slide 11 WIDA’s focus has always been on advancing academic language development and academic achievement for English language learners (ELLs). The WIDA English Language Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools. Slide 12 WIDA’s focus has always been on advancing academic language development and academic achievement for English language learners (ELLs). The WIDA English Language Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.
A Blank Template for Drafting Strands of MPIs CONNECTION: EXAMPLE CONTEXT FOR LANGUAGE USE: COGNITIVE FUNCTION: DOMAIN: ____________ Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching TOPIC-RELATED LANGUAGE:
NON PAYABLE CCA: EVERY MONDAY EVERY TUESDAY EVERY WEDNESDAY EVERY THURSDAY EVERY FRIDAY TABLA - Gr 6 to 9 DANCE - Gr 6 to 9 CHESS - Gr 6 to 9 YOGA - Gr 6 to 9 IAYP SERVICE – Rajesh BRONZE & SILVER Gr 9 & 10 ORCHESTRA - Gr 6 to 12, Adrian / James / Helen / Otieno MUN (Gr 9 & above), Anand ART - Tuesday - (Gr 6 to 12) Stephen IAYP TRIP – Rajesh DEBATE - Gr 6 to 9 – Sakthi PHOTOGRAPHY - Gr 6 to 12, Bimal French Mother Tongue Program (Gr 6 - 12) IAYP boarding girls trip IAYP TRIP CAS TRIP - Gr 12 boarders [FIRST TERM]/ Gr 11 boarders [SECOND TERM] French Mother Tongue Program (Gr 6 - 12) MUN (Gr 9 & above) - Anand STUDENT LEAD CLUBS STUDENT LEAD CLUB STUDENT LEAD CLUBS ECONOMICS &ENTREPRENEURSHIP CLUB - (Gr 9 & above) SCIENCE CLUB - (Gr 9 & above) NEWSPAPER CLUB – Deepa. K MATH CLUB - (Gr 9 & above) ENGINEERING CLUB - (Gr 9 & above)
PAYABLE CCA: EVERY MONDAY EVERY WEDNESDAY ROBOTICS - 4,600/- per term - Gr 6 to 9 PHOTOGRAPHY - 7350/- per term - Gr 6 to 9 TRINITY - Rates vary according to student’s level, contact bursary for details NEXUS QUIZ CLUB - 1600/- per month (this club will continue subject to sufficient enrolment) - Gr 6 to 9 CRAFTY HANDS - 600/- each session (this club will continue subject to sufficient enrolment) - Gr 6 to 9 BALLET – 10,175/- per term (this club will continue subject to sufficient enrolment) - Gr 6 to 9 FENCING - Gr 6 to 12, 5500/- 1st term 8000/- 2nd term (the difference of cost between the terms is due to total number of classes and an additional cost of 500/- will be required for every student to purchase hand gloves. KATHAK DANCE - Gr 6 to 9, 7500/- per term
LEVEL 1 Gold Take regular responsibility for one household chore e.g. setting the dinner table daily. Represent a club or group showcasing a talent. Write a report or draw a picture about a CAPER book you have enjoyed. Practise riding my bike without stabilisers and always wear a helmet Participate in an organised health event e.g. Run for Health. Write down 2 or 3 things I like about my friend. Be an active member of one of the Whole School Responsibility groups. Do something nice for somebody else. Make and send a card to a family member. Make a bird feeder or bug hotel. Plant a tree/shrub in your garden/local area and watch it develop and grow. Walk to school regularly and participate in walk to school week. Silver Hand in all of my homework on time. Dress and undress myself in my school uniform independently. Be a good classroom helper. Use the Green Cross Code when crossing roads with an adult. Have at least two pieces of fruit for break/lunch every day. Talk briefly about people who can help us and how they can help us. With illustrations, share an achievement or information in ‘My Journey’ jotter. Take on a speaking part in the school show/assembly and speak loudly with confidence. Show good sharing skills when playing with toys and games. Attend a local environmental event. Always shut down the computers properly and turn them off at the wall. Always turn the taps off after washing our hands and whilst brushing our teeth. Bronze Talk about things which I would like to learn about. Line up correctly with my class. Bring everything I need to school and take everything I need home every day. Participate in Health Day Say why it is important to look after teeth and brush them daily in school. Wash my hands with soap every time I go to the bathroom. Talk about one good quality of one friend in my class. Follow the school Code of Conduct and wear full school uniform daily including appropriate footwear. Play nicely with others in the playground. Plant something in our school grounds. Participate in Eco Action Day/Week Put all of my litter in the bin. Successful Learners Leadership and Learning Confident Individuals Staying Healthy, Staying Safe Effective Contributors Kindness and Caring Responsible Citizens Proactive Citizens of our World St. Michael’s Primary School – Tracking and Accrediting Pupil Progress in Wider Achievement Successful Kind Individual Lovers of Learning Awards Primary 1
INVESTIGATION: Why do some things stick together and other things do not? Overview Have you ever noticed that, sometimes, even things with no glue on them can stick together? This does not always happen, though. In this investigation, you will develop a model that helps you explain why some things stick together and other things do not. Guiding Question Why do some things stick together and other things do not? Guiding Standards Georgia Performance Standards - Content Science & Engineering Practices Crosscutting Concepts CCGPS Literacy SPS10. Students will investigate the properties of electricity and magnetism. Investigate static electricity in terms of friction induction conduction Developing and Using Models Engaging in Argument from Evidence Patterns Cause and Effect L9-10RST1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. L9-10WHST1: Write arguments focused on discipline-specific content. Activity 1: Sticky & non-sticky things What does electricity have to do with things sticking together or flying apart? Watch the videos and demonstrations shown by your teacher. Think about what happened in these cases before answering the questions below. 1. What causes these things to stick together? Brainstorm with your partner and jot your ideas below. 2. What questions do you have about these items sticking together?