zilongwang/ReadingBank huggingface dataset:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 Ravioli Broccoli 2 Chicken Patty Sandwich Carrots 3 Grilled Cheese Mixed Vegetables 4 Whole Grain Chicken Nuggets Corn 5 Macaroni & Cheese Broccoli 8 NO LUNCH 9 Penne Marinara Meatballs String Beans 10 Pizza Bagels Salad 11 Whole Grain Chicken Nuggets Peas & Carrots 12 Grain French Toast Sticks Cucumbers 15 Chicken Patty Sandwich String Beans 16 Grilled Cheese Mixed Vegetables 17 NO LUNCH 18 Whole Grain Chicken Nuggets Broccoli 19 Ravioli String beans 22 Penne Marinara Meatballs Peas & Carrots 23 Chicken & Broccoli Brown Rice 24 Pizza Bagels Salad 25 Whole Grain Chicken Nuggets Cucumbers 26 Chicken & Cheese Quesadillas W/ Corn Niblets 29 Chicken Pattie Sandwich Broccoli 30 Ravioli String Beans 31 Grilled Cheese Mixed Vegetables 1 Whole Grain Chicken Nuggets Corn 2 French Toast Sticks Cucumbers October CHEESE SANDWICH & FRESH FRUIT, MILK, APPLE JUICE, WATER AVAILABLE DAILY Allergy Concerns Please Call: Lenny Hillers Jr. 347-739-5158
If yes, give __________________________________________________________ State, license number date issued 16. Has your license ever been suspended or revoked? ___ yes ___ no If, yes, give reasons: 17. Was your license restored? ___ yes ___ no 18. Have your driving privileges been restricted? ___ yes ___ no If yes, give restrictions. ____________________________________________________________________ CAREER PLANS 19. Briefly tell why you want to apply for this course. 20. List special skills, training, special licenses, certifications, interests, or hobbies, may be useful in Basic Law Enforcement Training.
Big Breakfast The Big Breakfast campaign was a big success thanks to you! We’ve already raised over £11,000 from last year’s Big Breakfast campaign, with more to come in. This substantial amount enables us to increase our investment in research each year. Up and down the country, our supporters organised sponsored brunches, breakfasts and buffets to help raise money for people living with lung conditions. We want to say a big thank you to each and every one of you who took part. A special thanks goes to all the Breathe Easy groups that took part again last year – for some of you this was your fourth year running! We are looking forward to hearing more stories and seeing plenty more photos of your delicious food this year! Join our web community today Does the cold weather leave you stuck at home and feeling rather lonely? This is not unusual when you are living with a lung condition. Our web community offers support, friendship and advice. This online forum is a place where you can chat with others about your lung condition, share experiences and ask questions. You can join at or call the BLF Helpline on 03000 030 555 for more details. Save the date! Breathe Easy week: 18-24 June 2018 Focus on… Breathe Easy Leeds East Tony has been the chair of Breathe Easy Leeds since 2006.
2.7 Group turnover (if applicable): 2.8 Group balance sheet (if applicable): 3. Project details 3.1 Tell us about your project (max.350 words): 3.2 Where will the project take place (inc postcode): 3.3 If you secure the required funding when do you anticipate the project starting: 3.4 What is the anticipated completion date of the project (or how long will it take to complete): 3.5 Do you own the land where the project will take place? If not, what leasehold arrangements are in place? 3.6 Have you obtained necessary permissions to allow the project to proceed? (e.g planning permission, licences etc) 3.6 Estimated number of new jobs created as a result of your investment: 3.7 Why is Business Loan Fund required? (how will it make a difference) (max.250 4. Finance details 4.1 What is the total project cost: 4.2 What is the breakdown of funding: Type Amount Status (secured?) Asset finance Bank Equity Group funds Business Loan Fund Other To be determined 4.3 How much of the total cost have you already secured: 4.4 How much Business Loan Fund is required: 4.5 When will the Business Loan Fund be repaid? 4.6 What are your repayment proposals? (e.g. quarterly repayments, lump sum repayments upon land sales 4.7 What security will be offered against the loan? 5. Additional details
MSU BOZEMAN COLLEGE OF NURSING – BILLINGS FINAL EXAMS – FALL 2016 DECEMBER 12 & DECEMBER 13, 2016 DAY OF WEEK/ DATE CLASS TIME OF DAY TYPE OF EXAM LOCATION FACULTY N377 Online final week of December 5-11 Conner N387-R Online final Sieloff N348 Online final Stellflug MONDAY DECEMBER 12 N225 9:00-11:00 Paper A319 Ackerman N258 1:00-4:00 Paper A319 N336 2:00-4:00 Online final Echeverri N346 9:00-11:00 Online final Wicks N352 9:00-11:00 Peterson N418 2:00-3:00 Paper Petersen N437 12:00-3:00 Activity Pullen N454 9:00-11:00 Online final Bales N477 9:00-11:00 Conner TUESDAY DECEMBER 13 N238 9:00-11:00 Paper A319 Hausauer N341 8:00-10:00 Activity Richards N444 9:00-11:00 Online final Bales N487 9:00-11:00 Paper Fischer A – Apsaruke LA – Liberal Arts LI – Library McD - McDonald
BEP- ALLOWABLE EXPENSE CHART Blight Elimination Program (BEP) Eligible Costs Chart Mandatory Eligible Cost Partially Eligible Cost Ineligible Cost Payoff/ Modification of existing demolition loan from IHCDA X Pre-demolition environmental assessments X Pre-demolition noticing and advertisement for bids X Pre-demolition asbestos testing X Pre-demolition surveys X Pre-demolition title work X (Up to $300.00) Pre-acquisition appraisal(s) (where necessary) X (up to $350.00) Pre-demolition architectural engineering and estimates X Regulatory permit and inspection fees X Demolition of residential structures X Removal of associated structures (garages, storage shed and barns) X Removal of all debris from demolition X Clean fill dirt for basement, cellar or crawl space and grading X Salvage costs X Deconstruction costs X Removal of Asbestos X Removal of hazardous materials X Clearance of improvements including poles, fences, driveways, walkways, patios and walls X Removal of underground storage X Removal, filling of capping of septic systems and wells X
1. Percent of compliance with regulations as measured by sampling by Department of Administrative Services 100% 100 % What Occurred: The most recent report on compliance with the existing statewide pre-audit agreement MOU was issued on December 19, 2003 and indicated no instances of and we have no reports of since then. Data Source: Letter from Department of Administrative Services and Department for the Blind records of documents required by the Accountable Government Act. The data pertaining to pre-audit compliance is based on samples determined independently by the Department of Administrative Services. 2. Percent of compliance with Accountable Government Act 100% 100% Service, Product or Activity: Inbound Call Management Performance Measure Performance Target Performance Actual Performance Comments & Analysis 1. Percentage of calls resulting in complaints. 0 0 What Occurred: Employees handling inbound through the Department’s switchboard received training in directing calls to their proper destination. Data Source: Records maintained by Deputy Director. These records are reliable, although we do not monitor calls for quality control purposes.
The professors led talks from Dunedin to Auckland over the week they were here with positive feedback from many who attended. Good in the Hood Z Energy’s Good in the Hood campaign is back and this year the Blind Foundation has been selected by as one of their recipient charities. Good in the Hood is Z Energy’s community fundraising programme that gives kiwis the opportunity to vote for local groups doing good in their area. Each time you fill up or make a purchase at a Z service station, you will receive an orange token to place in the voting box of your favourite group. Visit the for a full list of Z Energy Stations with a Blind Foundation voting box. Auckland Marathon Have you ever wanted to run or walk across the Auckland Harbour Bridge? With stunning throughout the course, the ASB Auckland Marathon is one of the most scenic city marathons in the world and definitely one to tick off the bucket list. We are looking for runners (and walkers) to join at the Auckland Marathon, Sunday 29 October and raise vital funds for the breeding and training of guide dogs. As part of you will receive; a running vest, a personalised training guide, expert fundraising advice, a chance to meet guide dog puppies in training, an invite to join us for refreshments and a massage at the finish line and much more. For more information and to join Team Guide Dogs for this year’s race, please visit the website to complete a and tell us why you want to join the team. If you have any questions please contact or call 0800 120 254. Your support will transform lives, join Team Guide Dogs today! PS: If this event is not for you, you can still make a huge difference by sharing this message with someone you know who might be interested. Staff profile This month we get to know Ian Moody, General Manager of Marketing. Ian's job focuses on improving the overall experience of Blind Foundation clients. Ian is working to expand the brand, while helping clients have an outstanding experience. A typical week for Ian includes meeting with the Leadership team and Sandra, as well as checking in with the Communications team and working with them. It also consists of project work around the Blind Foundation brand and understanding our clients.
the Paralympics. It is played outdoors by vision impaired athletes on a 42m x 22m pitch with side kickboards. There are two teams of five; four outfield players and a goalkeeper. Blind Sports & Recreation Victoria is proud to run a league for blind football with the support of and , kicking off again from April until July. NEW in 2017 is the Junior Soccer Program. Throughout May, June and July, blind and vision impaired children have the opportunity to learn new soccer skills, participate in some games and make some new friends. We have great attendance in 2017 and hope to run this again in 2018. It is not too late to join into the junior or program. We’d love to see you. For more information here: CITY SENSES – Melbourne B1 Football Club The City Senses community program has just been launched here in Melbourne. City Senses is Melbourne City Football Club’s blind football program, a partner of Blind Sports and Recreation Victoria. It provides opportunities for people who are blind or vision impaired to play B1 blind football, the blindfolded version of blind football that is played at the Paralympics. It also aims to raise the profile and increase the awareness of the sport in Victoria through workshops for schools, blind sport and football organisations. The City Senses training sessions will commence in August, you can check out all of the details on the upcoming season on the Blind Sports and Recreation Victoria website and facebook page. Participants of the program will also coordinate the One City Disability Awareness program at secondary schools in Melbourne, a program using blind football as a tool to engage students about disability, and blind football. Volunteers Need to Sell Raffle Tickets BSRV are working in conjunction with Scouts Australia to sell raffle tickets. BSRV will receive 75% of the proceeds of the books sold. The books each have 10 tickets and cost $2 per ticket. The prizes are:- 1st prize - Kia Sportage car 2nd prize - IGA gift cards valued at $3,000 3rd prize - Logitech Gaming pack valued at $1347 Plus 100 more prizes If you are able to buy some tickets or sell some books on behalf of BSRV please contact the office on 9822 8876 or email Bowls Victoria By Maree Fenech The team from Blind Bowls Victoria competed in the 2017 National Championships in Coolangatta from 22nd to 30th May inclusive.
by Alfred, Lord Tennyson Half a league, half a league, Half a league onward, All in the Rode the six hundred. "Forward the Light Brigade! Charge for the guns!" he said. Into the Rode the six hundred. Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. Into the Rode the six hundred. Cannon to of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of hell Rode the six hundred. Flash'd all their sabres bare, Flash'd as they turn'd in air Sabring the gunners there, Charging an army, while All the world wonder'd. Plunged in the Right thro' the line they broke; Cossack and Russian Reel'd from the sabre-stroke Shatter'd and sunder'd. Then they rode back, but not, Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death, Back from the mouth of hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wonder'd. Honor the charge they made! Honor the Light Brigade, Noble six hundred!
“.” Herb Kelleher. Leader to Leader. No. 4, Spring 1997. “.” UC San Diego School of Management. “.” Joe Nocera. The New York Times. May 24, 2008. “.” Adam. University of North Carolina. . Kenan Flagler Business School. “Sustainable Enterprise Quarterly. 2009.
Preliminary An Investors’’ Rights Agreement can cover many different subjects. The most frequent are information rights, registration rights, contractual “rights of first offer” or “preemptive” rights (i.e., the right to purchase securities in subsequent equity financings conducted by the Company), and various post-closing covenants of the Company.
MANAGEMENT RIGHTS LETTER This document is on the NVCA document of the same name. The CVCA gratefully acknowledges the NVCA for granting permission to use this document in Canada. A blackline of this document to the NVCA document and a Conversion describing the general drafting changes that have been made are also available from the CVCA website. The Canadian version of this document was created by the CVCA Model Documents Working Group comprised of Gary Solway and Jesslyn Maurier of Bennett Jones LLP, Mireille Fontaine of Gowlings, Ed Vandenberg of Osler, Hoskin & Harcourt LLP, Pascal de Guise of Borden Lardner Gervais LLP, and Brian Lenihan of Choate Hall & Stewart LLP. The lead author on this document is Gary Solway. Disclaimer: This document is for informational purposes only and is not to be construed as legal advice for any particular facts or circumstances. This document is provided "as is", without any warranty, either express or implied, and without liability. This document is intended to serve as a starting point only, and must be tailored to meet your specific requirements.
TERM SHEET This sample document is based on the work product of a national coalition of attorneys who specialize in venture capital financings, working under the auspices of the NVCA. NVCA document of the same name. The CVCA gratefully acknowledges the NVCA for granting permission to use this document in Canada. A blackline of this document to the NVCA document and a Conversion Guide describing the general drafting changes that have been made are also available from the CVCA website. The Canadian version of this document was created by the CVCA Model Documents Working Group comprised of Gary Solway and Jesslyn Maurier of Bennett Jones LLP, Mireille Fontaine of Gowlings, Ed Vandenberg of Osler, Hoskin & Harcourt LLP, Pascal de Guise of Borden Lardner Gervais LLP, and Brian Lenihan of Choate Hall & Stewart LLP. The lead author on this document is Gary Solway (solwayg@bennettjones.com). Disclaimer: This model document is for informational purposes only and is not to be construed as legal advice for any particular facts or circumstances. This document is provided "as is", without any warranty, either express or implied, and without liability. This document is intended to serve as a starting point only, and shouldmust be tailored to meet your specific requirements. This document should not be construed as legal advice for any particular facts or circumstances. Note that this sample document presents an array of (often mutually exclusive) options with respect to particular deal provisions. TERM SHEET
To enter this data on the Baseline & 5-Year Data Report, click . This data does not appear on the Annual Data Report. To return to the Implementation Guide text for this measure, click . Wilderness Character Measure 2-3 201__ AUMs of livestock use inside wilderness wilderness name: ____________________________________________________________________ Directions 1. Double click on table to fill out form in Excel. For each allotment or pasture, enter the AUMs of actual use (not permitted use, which may be higher). Enter the percent of the allotment or pasture which is within the wilderness (e.g., if ¾ of the allotment is inside the wilderness, enter “75,” not “.75.” Every allotment should have a unique identifier. Insert new rows as necessary. Make sure the formatting from the “score” column is copied as well. 2. If less than 100% of the allotment or pasture is within wilderness, use the “comments” column to describe how the estimated percentage was calculated. 3. Score and Sum should automatically calculate in Excel. 4. If you are not using an active form (with embedded Excel spreadsheet): a. Enter data as described above. b. Multiply each “AUMs used” by the “% within wilderness,” divide by 100, and the result in the “score” column. b. Add the “scores” together. Enter this result in the Black Box. 5. Black box: AUMs of livestock use inside wilderness. Enter this number as the “Value” for Measure 2-3 on the Wilderness Character Data Report form. To enter this data on the Baseline & 5-Year Data Report, click . To enter this data on the Annual Data Report, click . To return to the Implementation Guide text for this measure, click . Wilderness Character Measure 2-4 201__ thru
Evaluation rubric BLM Oral presentation Rubric – please note, the evaluation criteria for the first four aspects may also be useful for evaluating written tasks. Evaluating Student Presentations 1 2 3 4 Organisation Student presents information with no logical sequence of information making it hard to understand. Student jumps around sometimes which makes it hard for the audience to follow the presentation at all times. Student presents information in a logical sequence which the audience can follow throughout. Student presents information in a logical and interesting sequence which the audience can follow throughout. Subject Knowledge Student does not have a grasp of the information and cannot answer questions about the subject. Student is not confident with information and can answer only questions. Student answers all questions and appears at ease, but fails to elaborate with explanations. Student demonstrates knowledge (more than expected) by answering all questions with explanations and elaborations. Graphics Student uses irrelevant graphics, or none at all. Student uses graphics but occasionally they fail to support the text and presentation. Student’s graphics all relate to and support the text and presentation. Student’s graphics not only relate to, but also explain and reinforce the text and presentation. Language Student’s presentation has five or more errors - spelling and/or grammatical. Presentation has three errors - spelling and/or grammatical. Presentation has no more than two errors - spelling and/or grammatical. Presentation has no errors - spelling or grammatical. Eye Contact Student talks to audience about the presentation, with no eye contact. Student occasionally uses eye contact, but reads most of the presentation. Student mostly maintains eye contact but also frequently refers to notes. Student maintains eye contact with audience, seldom referring to Speech Student mumbles, incorrectly pronounces words, and speaks too quietly for all to hear. Student’s voice is low, with some incorrect pronunciations. Student’s is clear with mostly correct pronunciation, and audience generally can hear the presentation. Student speaks clearly with correct, precise pronunciation so that all audience members can hear the presentation. © 2013 Sharing Stories Pty Ltd (except if otherwise indicated). This material may be used (not modified), reproduced, published, and communicated free of charge for non-commercial educational purposes until 31 December 2018, provided all copyright notices and acknowledgements are retained. Resources written by Alwyn Evans and Liz Thompson.
Essential Question: How can you use media to raise awareness and affect change? Focus Question: How have black activists used different forms of media to spread the word about state-sanctioned violence against the black community? Directions: As you read about different periods in history, collect evidence with regard to how members of the black community used different modes of documentation to share incidents of state sanctioned abuse with a broader audience. Place those ideas within the context of the historical period in which they occurred. 1890s 1950s 2010s Historic Period After Reconstruction Segregation/Jim Crow/ Early civil rights victories Election of Barack Obama Event Recording of Lynching Murder of Emmett Till Murder of Trayvon Martin Type of violence Lynching Vigilante violence Police violence Mode of Awareness Raising Compilation of data Photo in black press Social (hashtags, viral video) Teacher Notes: You may need to historical context or surface prior knowledge during each phase of this lesson. Each of these expressions of violence came after an advancement in racial equality. The 1890s, as exemplified by Plessy v. Ferguson, codified segregation after Reconstruction, which created unprecedented opportunities for African Americans. Emmett Till was one of many egregious murders in 1955, the year after the Brown decision overturned Plessy. The most recent racialized violence, while made more visible through the use of new technologies and social media, is occurring in the period following the election of Barack Obama as the nation’s first black president. Reading Question: Who controls the message?
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Personal Management Skills Teamwork Skills Fundamental Skills 1. a – 5 b – 3 c – 0 1. a – 3 b – 0 c – 5 1. a – 3 b – 3 c – 5 2. a – 3 b – 5 c – 0 2. a – 3 b – 5 c – 0 2. a – 3 b – 0 c – 5 3. a – 5 b – 3 c – 0 3. a – 0 b – 3 c – 5 3. a – 3 b – 5 c – 0 4. a – 0 b – 3 c – 5 4. a – 5 b – 3 c – 0 4. a – 5 b – 0 c – 3 5. a – 5 b – 3 c – 2 5. a – 0 b – 5 c – 3 5. a – 3 b – 0 c – 5 6. a – 0 b – 5 c – 3 6. a – 5 b – 3 c – 0 6. a – 5 b – 3 c – 0 7. a – 5 b – 3 c – 0 7. a – 5 b – 3 c – 0 7. a – 0 b – 5 c – 3 8. a – 0 b – 3 c – 5 8. a – 3 b – 0 c – 5 8. a – 5 b – 0 c – 3 9. a – 5 b – 0 c – 3 9. a – 3 b – 5 c – 0 9. a – 5 b – 0 c – 5 10. a – 0 b – 3 c – 5 10. a – 5 b – 0 c – 3 10. a – 5 b – 3 c – 0 Total:___________________ Total:___________________ Total:___________________
Describe a specific goal: ______________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Factors that Help me attain my goal Factors that make it a Challenge to attain my goal Factors I can Control Factors that are Uncontrollable
Name: ___________________________________ Date: ____________________ A. Set goals and plan action In my Annual Education Plan (AEP), I Does not meet expectations Partially meets expectations Meets expectations More than meets expectations clearly identify my interests, skills, personality, and values use evidence to identify my personal strengths identify my preferred learning style and its impact on my career planning clearly describe my long-term occupational goals using evidence, reflect on the suitability of my occupational choice B. Four-Year Education Plan In my Four-Year Education Plan (on page 3 of my AEP), I clearly identify my course selection plan for Grades 11 and 12 provide justification for my course selection plan Comments:
Staffing Clue Cards Teacher Instructions: Copy as many sets of cards below as there are groups of six. Cut along dotted lines to make six clue cards. Mr. Leggot is a bachelor and slightly bald. The counsellor is the secretary’s Mr. Dumanski is 25 years old. The vice-principal is the principal’s grandson.
Instructions: Preview and review monthly expenses cited below, and make realistic financial adjustments to better fit your individual plans. Use local newspapers as a source of information. Name Monthly Expenses Expenditures Groceries Not less than $250 per month $250 Clothing Include boots, shoes, coats, and work and leisure clothes for all year around and divide by 12. Accommodations Monthly rent or mortgage payment Household bills: heat, electricity, taxes, water, telephone, TV, etc. (30% of monthly accommodation cost) $600 + $180 Transportation Monthly payments ( for vehicles) If using vehicle will need monthly parking fees. Maintenance: 20% of vehicle cost for fuel, Manitoba Public Insurance, and repairs Other transportation costs (bus, taxi, etc.) $300 older vehicle $60 less than 2 tanks filled per month Parking not included Miscellaneous Toiletries, haircut, dry cleaning, household pet care $45 Leisure Movies, video games, eating out, and expenses for other leisure activities $150 Other items Computer, cell phone, boat, cottage, snow mobile, etc. ???? Savings Life insurance, travel, retirement, etc. ???? Total monthly expenses $1585
include Moodle, Reflex Math, Achieve, Typing Agent, Homework Helper. IDEA Title III Title IV Perkins JAG Bond Money Other Effectiveness Results: Parent Family Engagement Activity 2: Literacy Students and parents will practice reading skills with short stories of high interest through cooperative grouping activities which parents can continue at home to assist with increasing student comprehension. Goal(s): 2 & 3 Budgets used to support this activity: Title I GFF Title II LA4 IDEA III Title IV Perkins JAG Bond Money Needed: Copies Effectiveness Measure: Tickets out the Door Effectiveness Results: Parent Family Engagement Activity 3: Family Math Night Students and parents will participate in math activities such as math facts, graphing, money use, place value, division, fractions, and measurement. Parents will leave with the ability to recreate these activities at home. Goal(s): 1 & 3 Budgets used to support this activity: Title I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bond Other Items Needed: Copies Manipulatives Effectiveness Measure: Tickets out the Door Effectiveness Results:
Afterschool Detention / Saturday Detention ISS for students to work on assignments during the school day. Referral to Counselor/MHP for consistent behavior concerns. SAT for Behavior Concerns – check in/check out PBIS Club Days for students with no referrals for the month. Students participate in their grade level incentive and turn in Cardinal Cash for the month to receive a snack. Professional development will be held by the school counselor for all faculty and staff to implement basic restorative practices. IDEA Title III IV Perkins JAG Bond Money Other Effectiveness Results: Strategies for Assisting Students in the Transition from One School to the Next: Transition Activities for Incoming and Outgoing Students: Third Grade Visit is for students that will enroll for the following school year from our feeder school. The students, teachers, and parents are invited to attend a tour of BLMS and receive information about school procedures. 6th Grade Visit to the Junior High – students receive a tour of the school and receive information about school procedures. Goal(s): 1, 2, & 3 Budgets used to support this activity: I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bond Money Other Items Needed: Copies Effectiveness Measure: Tickets out the Door Effectiveness Results: High Quality and Ongoing Professional Development for Teachers, Paraprofessionals, and School Personnel to Improve Instruction, Use Data from Academic Assessments, and to Recruit and Retain Effective Teachers, Particularly in High-Needs Schools/Subjects: Professional Learning Communities (PLCs): PLCs meet twice a month on Tuesdays for an hour and a half by grade level (regular Ed & SPED teachers) with administration or TRT facilitating to focus on student data, growth, and achievement gaps. Goal(s): 1, 2, & 3 Effectiveness Measure: Attainment of Goals
All mitigation measures should receive appropriate environmental analysis. For additional guidance regarding types of mitigation that may be required for these types of operations, consult the BLM’s Surface Management Handbook, H-3809-1. Additional Mitigation Obligations Mitigation obligations identified through implementation of this policy may supplement, but do not replace, mitigation obligations that may be required by or result from formal consultation with other agencies or entities under statutes, such as the Endangered Species Act, National Historic Preservation Act, the Clean Water Act, or the Clean Air Act, regulations, or policies. File and Records Maintenance All records should be maintained in the appropriate case file and comply with any applicable BLM corporate data standards. In addition to the case file, the following records, once submitted by the applicable BLM office, should also be maintained by the National Operations Center: Compensatory mitigation monitoring reports. The geospatial area impacted by the public land use and that of compensatory mitigation measures and sites, with metadata describing the associated public land use (e.g., case file number) and the duration that the measure and site should be durable. The geospatial area of mitigation strategies. All geospatial data, including maps and geospatial layers, shall comply with national geospatial standards, will be compatible with BLM corporate data standards such as those for the Cadastral National Spatial Data Infrastructure (CadNSDI), PLSS Data Set, and the Land Status System (LR2000).
Sustained yield: the achievement and maintenance in perpetuity of a high-level annual or regular periodic output of the various renewable resources of the consistent with (FLPMA § 103 (h), 43 USC 1702(h)). Timeliness: the lack of a time lag between the impact to the resources and the achievement of the of the associated mitigation measures. Written agreement: a legal document signed by an authorized officer of the BLM and any other applicable parties that outlines the terms and conditions of an arrangement between parties.
YEAR 1 Fall Spring KIN 103 (3) (prereq clearances) KIN 104 (2) KIN 140, 275 or 331 Aquatics (2/3) KIN 186 (3) WRT 120 (3) GEN ED (3) KIN 254 (3) WRT 200 (3) MATH 1(3) SPK 208 (3) GEN ED (3) SMD 271 (2) YEAR 2 EXS 241 (3) HEA 230 (3) LIT/CLS 165 (3) MATH 2 (3) GEN ED (3) EDP 250 (3) (prereq clearances) KIN 201 (2) KIN 205 (3) (prereqs KIN186 & clearances) KIN 206 (3) (prereqs KIN186 & clearances) KIN 203 (2) NTD 300 (3) GEN ED (3) YEAR 3 KIN 300 (3) (prereqs KIN205/206; KIN201; clearances) KIN 202 (2) EXS 361 (3) (prereq EXS 241) *HEA 304 (3) EDF 300 (3) GEN ED (3) KIN 102 (2) *KIN 302 (3) (prereqs KIN205/206) KIN 347 (3) *HEA 306 (3) ENG 382 (3) YEAR 4 KIN 402 (3) (prereqs KIN205/206, KIN300, KIN 302 and all activity courses, FATE, clearances) *HEA 440 (3) EXS 364 (3) (prereq EXS 241) KIN ___ (3) Elective GEN ED (3) KIN 489 (6) (prereqs all KIN & EXS major requirements, PPEs, FATE, clearances) KIN 490 (6) Student Electives: KIN 475, KIN 452, KIN 253/360, KIN 101 *These courses currently require FATE. Please see Dr. Fran Cleland to be admitted into these courses if you do not have FATE.
2 correct vertical translation 3 correctly annotated diagram 2 y-coordinates must be correct 3 correct and annotation Notes: Award 2 points of process for correctly drawn and annotated graph of or Award 1 point of process for where x-coordinates are consistent, and where y-coordinates are consistent. 6 1 finds one unknown 2 finds final unknown 1 a = 2 2 b = 1 7 1 max/min correct 2 x intercepts 3 correct shape 1 max and min 2 and 3 correct annotated graph The y-intercept does not require to be annotated. However, for 3 to be awarded, the y-intercept must meet the following criteria: . 8 1 finds one unknown 2 finds second unknown 3 finds final unknown 1 a = -1 2 b = 2 3 c = 1 9 (a) (b) 1 interpret composite process 2 completes composition #2.2 Explain a solution 1 2 #2.2 Because 1/0 does not exist. Or, demonstrates that x is not in the domain: 10 1 start inverse process 2 completes transposition 3 state inverse function 1 2 3 11 1 interprets information 2 solves to find m and c 3 correct recurrence relation #2.1 form equation to find 4 correctly finds 1 2 3 #2.1 4
Note: Award 4 without any working. 12(a) (b) 1 state recurrence relation 2 knows how to find limit 3 process limit #2.2 compare and state conclusion 1 2 3 #2.2 3.89 < 4 so the expectation is incorrect. Note: The only answer that should be awarded 1 is above. This would include the fractional equivalent of 0·1. 13 1 prepares to differentiate 2 differentiates first term correctly 3 differentiates second term correctly 1 2 3 14 (a) (b) 1 differentiates 2 substitutes #2.2 explaining a solution 1 2 #2.2 tangent at is parallel to x-axis 15 1 differentiates correctly 2 finds gradient 3 finds y 4 equation of tangent 1 2 3 4 16 #2.1 begins to differentiate and equates to zero 1 finds derivative 2 finds x-value 3 justifies nature = min and communicates findings #2.1 1 2 3 nature table or 2nd derivative
Payment Schedule…………………………………………….. Page 2 Plant Materials Standards …………………………………… Page 3 Insurance Requirements: Projects on State Lands ………… Page 4 Grant Accounting and Record Retention …………………… Page 9 In Kind Forms and Worksheets …………………………….. Page 16 Payment Request Forms and Summary Sheets ……………. Page 22 Appendix ……………………………………………………… Page 27 of Attachment One …………………………………….. Page 28 Draft Maintenance Plan……………………………………… Page 31 Seed Deployment Zone Map ………………………………… Page 33 PREFACE The Minnesota Department of Natural Resources (under Minn. Stat. ' 97A.045) is empowered to do all things necessary to preserve, protect and propagate desirable species of animals and fish. One way to accomplish this was to establish an Aquatic Plant Restoration Program (under Minn. Stat. ' 84.975 subd. 4).
Name: Blog Analysis Choose a blog to analyze and answer the following questions. 1. What is the name of the blogs? 2. What is the blog’s URL? 3. Who is the author(s)? 4. Is there an image on the header? What does the tell you about the blog? Does it ‘go’ with the blog’s topic? Why or Why not? Yes No 5. Is there an “About Me” section or page. If yes, what kind of information is included? If no, do you there is a reason why the author didn’t include one? Yes No 6. Is there contact information for the author? If yes, what type of contact information is it? Yes No 7. Is the author on Twitter? Facebook? Or another social networking site? If yes, which one(s)? Yes No 8. Is there a RSS feed for the blog or an e-mail subscription? What do you think is the benefit of having a RSS feed or e-mail subscription? Yes No 9. What are the different sections on the blog? (Blogroll, Archives, Tags…) 10. What are some of the posts about? 11. Are the categorized? If yes, what are some of the categories? Yes No 12. Has anyone commented on the posts? Yes No
ASBU Air Navigation Reporting Form (ANRF) PIA 1 Block - Module B0 - ACDM Date Month XX, 2017 Module Description: To implement collaborative applications that will allow the sharing of surface operations data among the different stakeholders on the airport. This will improve surface traffic management reducing delays on movement and manoeuvring areas and enhance safety, efficiency and situational awareness. Element Implementation Status 1 Element Description: Interconnection between aircraft operator and ANSP systems to share surface operations information Date Planned/Implemented Enter date if applicable Status Status Details Enter status details 2 Element Description: Interconnection between aircraft operator and airport operator systems to share surface operations information Date Planned/Implemented date if applicable Status Status Details status details 3 Element Description: Interconnection between airport operator and ANSP systems to share surface operations information Date Planned/Implemented Enter date if applicable Status Status Details status details 4 Element Description: Interconnection between airport operator, aircraft operator and ANSP systems to share surface operations information Date Planned/Implemented date if applicable Status Status Details Enter status details 5 Element Description: Collaborative departure queue management Date Planned/Implemented Enter date if applicable Status Status Details Enter status details Achieved Benefits Access and Equity Capacity Efficiency Environment Safety Implementation Challenges Ground system Implementation Avionics Implementation Procedures Availability Operational Approvals Notes
[STATE] ASBU Air Navigation Reporting Form (ANRF) PIA 4 Block - Module B0 - CCO Date Month XX, 2017 Module Description: To implement continuous climb operations in conjunction with performance-based navigation (PBN) to provide opportunities to optimize throughput, improve flexibility, enable fuel-efficient climb profiles, and increase capacity at congested terminal areas. The application of PBN enhances CCO. Element Implementation Status 1 Element Description: Procedure changes to facilitate CCO Date Planned/Implemented Enter date if applicable Status Status Details Enter status details. 2 Element Description: Airspace changes to facilitate CCO Date Planned/Implemented date if applicable Status Status Details Enter status details 3 Element Description: PBN SIDs Date Planned/Implemented Enter date if applicable Status Status Details status details Achieved Benefits Access and Equity Capacity Efficiency Environment Safety Implementation Challenges Ground system Implementation Avionics Implementation Procedures Availability Operational Approvals
Neither of us would have any control over that. If it were the other way around, the school would probably be sued. I realize that the tiebreaker was created to help desegregate the schools, but it strikes me as wrong. Admission should not be determined by race, whether in favor of the minority or the majority.
Finally, go to the ‘Publish’ box on the right-hand side and change the status back to ‘Draft’, then save these changes 2. Publishing a Post When the post is ready to go, you can either: Publish it immediately Check that the calendar icon in the ‘Publish’ box has ‘Publish immediately’ next to it Click the blue ‘Publish’ button Or schedule it to be published at a later date Check that the calendar icon in the ‘Publish’ box has ‘Schedule for’ and a date next to it If it says ‘Publish immediately’ or you would like to change the date, click on the ‘Edit’ button, select the preferred date and time, then click ‘OK’ Sometimes you need to adjust the hour and minutes for it to register a change… The blue button should now say ‘Schedule’: click on it – the post should be published on the stated date and time
Think Critically 3) What are some ways in which this neighborhood was like a family? Think about: the role of women, how food was shared, & last thing the narrator did before she went to sleep. 4) The narrator says that “Anyone—even a child—could wake up one day and call for a ‘Block Party Day’.” What does this suggest about the neighborhood’s attitude toward children? 5) Do you think the narrator’s portrayal of her neighborhood is realistic? Why or why not? 7) “It takes a village to raise a child” is a traditional African saying. Do you think this is true? How does this saying relate to your own experience? (Hint: The use of “village” in the African saying may not literally mean that it takes an entire village of people to raise a child. What might “village” be a metaphor for? In other words, what efforts does it take to raise a child and can you draw any comparisons between these efforts and “a village”?)
Create a Secure Form Fill Configuration file Launch Secure Form Fill Admin Client Select ‘Applications’ to create a ‘New Web App’ In the consecutive screens, the name of the Application and select ‘Logon’ as the form type. Enter the Web Application URL in the Address field and select GO. Using the web page fields in the bottom of the screen, Select the User name field, right-click, and choose Username/ID. Select the Password field, right-click, and choose Password. Select the Submit button, right-click, and choose Submit. Click OK and SAVE the file. Export the file in .ini format by clicking File, Export option. More details on how to create a Secure Form Fill configuration file are available Create a Custom Secure Form Fill App in Oracle Identity Cloud Service After creating the application configuration file, create a Secure Form fill app in IDCS In the Administrator’s console of Oracle Identity Cloud Service, go to Applications, select ‘Add an Application’, select ‘Application Catalog. In the Application Catalog, select ‘Generic Secure Form Fill App Template’. Enter the Application name and Description, upload the Application Logo and enter the Application URL. In the Display settings, you can select the ‘Display in My Apps’ and ‘User can request access’ options. Click Add and create the application. Click Import and import the Secure Form fill configuration file, which you created.
BLOCK Exercise and Sport Sciences Department : Warmup/Fitness Activity SKL: Introduce/Review Skill ___________________Floor Hockey______________ ACT: Drill, Leadup, Test, Tourn Steps Monday Tuesday Wednesday Thursday Friday Germ Ball Teachingideas.com Capture the Treasure ESS 205 Human Tunnel Teachingideas.com 5 Minute Jog & Class Stretch Previous Experience Locomotor Change Tag Teach-nology.com SKL Introduce grip Review Gripping, introduce dribbling Review dribbling, introduce passing Review passing, introduce receiving Review receiving, introduce shooting ACT “Square pass drill formation” Carnes pg. 435 “Zigzag speed dribble” Carnes pg. 435 “Hockey dribble escape” Pettigrew pg. 436 “Zigzag accuracy dribble” Pettigrew pg. 435 “Student Pass” “Obstacle Pass” Previous Experience “Circle Receiving” Previous Experience court dribble/pass/receive” Zakrajsek pg. 435 “Shooting Challenge” Zakrajsek pg. 438 “Square Hockey” Zakrajsek pg. 435 Wall Ball Carnes pg. 683 Turkeys and feathers Teach-nology.com Muscle Mania Teach-nology.com Class Stretch & 5 Minute Jog Previous Experience Sideline Broomball Carnes pg. 675 SKL Review shooting, introduce goaltending Review day passing/ receiving Lead up Activity Review shooting/goaltending Lead up Activity Lead up Activity Lead up Activity ACT “Goaltending Drill” Carnes pg. 438 “Goalie Challenge” Zakrajsek pg. 438 “Alley Floor Hockey” Pettigrew pg. 442 “Win the Puck” Zajrajsek pg. 442 “Square Pass Drill” Carnes pg. 435 “4 vs. 4 half court hockey” Previous Experience “Indian Run” Previous Experience “Builders and Bulldozers” Teach-nology.com “Hot Potato” Previous Experience “I see” “Toad Tag” Teach-nology.com SKL Introduce positions Lead up Activity Introduce Strategies Lead up Activity Modified Game Modified Game Hockey: Regulation Game ACT “Sideline Hockey” Carnes pg. 441 “End-Zone Hockey” Carnes pg. 441 6 vs. 6 no goalie 6 vs. 6 no goalie 8 vs. 8 with goalie
Hand back and review individual assessments made by the teacher throughout the unit. Lesson focus: “Protect your house”- Teams are divided and put onto separate sides of the court. Each side has five cones. Once all cones are knocked over the game is over. Fitness component Students will get both a mental and physical workout during the Omnikin ball unit. Assessment(s): Students give their final and overall self assessment using Hellison’s affective rubric Closure: Give feedback and an insightful hint of next activity. Intro: Quickly review all cues of the unit and then get into “game play”. Lesson focus: “Mini modified game”- using a smaller field and certain rules established by instructor students will play a modified game of Omnikin ball. Fitness component: Students will get both a mental and physical workout during the Omnikin ball unit. Assessment(s): Teacher creates a cumulative grade for the entire unit combining skill testing and behavioral rubrics. Closure: Finalize unit and inform class of next unit.
St. Louis Park Middle School Schedule for Block Days Wednesday Time Thursday 1 (91) 7:33-9:04 2 (91) 3 (92) 9:08-10:40 9:08-9:58 GO (50) 10:02-10:40 DISCOVERY (38) 5 10:40- 11:10 Lunch 1 11:14-12:40 Class (86) 4 10:44- 11:10 Class (26) 11:10- 11:40 Lunch 2 11:42-12:40 Class (58) 10:44-11:40 (56) 11:40- 12:10 Lunch 3 12:12- 12:40 Class (26) 10:44-12:10 Class (86) 12:10- 12:40 Lunch 4 7 (91) 12:44-2:15 6 (91)
Vi bi, poštovani Premijeru, mogli doprinijeti da se za nadolazeći Božić i Novu godinu smanji sve dublji ponor u Hrvatskoj. 300 000 blokiranih obitelji živi s manje od 2.000 kn mjesečno. Isplata Božićnice njima na zaštićeni račun, umjesto na račun troškova javnog bilježnika i FINE, bi im puno značila. Nove patike djetetu pod bor, topli zimski šal, meso za objed, torta od oraha ... Božić je čarolija. Omogućite ljudima da imaju za toplu čokoladu, svježu naranču i ukrašeno Božićno drvce. U duhu blagdana. -------------Molimo Vas za objavu peticije. Blokiranoj obitelji, koja se cijele godine odriče svega, zaslužuje imati Deblokiran Božić, čokoladu , mir u kuci da ih ne zovu iz tvrtki za utjerivanje dugova. To je u uređenim državama već davno regulirano ili zakonom ( namjenska sredstva se ne plijene, tvrtke ne smiju zvati duznika vise od jednom..) pristojnom komunikacijom, u Hrvatskoj moramo još puno svi odraditi da bismo dosegli te razine. Peticija će se potpisivati slijedecih desetak dana Molim Vas za objavu-pomozimo da na Bozić svima bude toplo oko srca. Poveznica na peticiju Zahvaljujem na objavi, Miriam Kervatin predsjednica Udruge Blokirani blokirani.hr
We don’t analyze it in of the chance that P’s decision would have been different, we just ask whether P has proved the decision would have been different. Kripps – P can prove this by showing the misstatement was material to P’s decision – a kind of material contribution approach because making P prove it is impractical. Reasoning – P’s disc would not have herniated, but for the accidents (caused by Ds’ negligence) having weakened his already weak back. If the disc herniation would likely have occurred at the same time, without the injuries sustained in the accident, then causation is not proven. If it was necessary to have both the accidents and the pre-existing back condition for the herniation to occur, then causation is proven, since the herniation would not have occurred but for the accidents. Even if the accidents played a minor role, D would be fully liable because the accidents were still a necessary contributing cause. If the accidents could have been a sufficient cause, and the pre-existing back condition alone could have been a sufficient cause, then it is unclear which was the cause-in-fact of the disc herniation. The trial judge must determine, on a balance of probabilities, whether D’s negligence materially contributed to the injury. The findings of the judge indicate that it was necessary to have both the condition and the injuries from the accidents to cause the disc herniation in this case. Although the accidents played a lesser role than the problems, the accidents were nevertheless a necessary ingredient in bringing about the herniation (this contribution is assessed at 25%). This falls outside the de minimis range and is therefore a material contribution, sufficient to render D fully liable for the damages flowing from the disc herniation. Note – This was a case of cumulative causation with a tortious cause and other, causes. Nowlan v Brunswick Construction Ltee (1972)(NBCA) affd (1975)(SCC) Facts – D contractor was negligent in constructing P’s house, which suffered extensive rot due to leaks in the structure. D argued that no damage would have occurred, but for the architect’s poor design which had not provided for proper ventilation. Who won? Plaintiff (Nowlan) Holding – Each tortfeasor/contract-breaker is jointly and severally liable for the loss.