zilongwang/ReadingBank huggingface dataset:
Suffix ‘ly’ 2017 likely Words with silent letters 2016 knock 2017 originally 2017 crumb 2016 ferociously 2017 straight 2018 usually 2017 bruise Words cont letter string ‘ough’ 2016 thoughtless 2018 2017 toughest 2018 science 2018 dough Suffix ‘ous’ 2016 previous Words with the /k/sound spelt ch 2017 monarch 2017 nervous 2018 architect 2018 adventurous Words ending ‘able, ible, ably, ibly’ 2016 washable Endings which sound like ‘shun’ 2016 variation 2017 sensibly 2016 vision 2017 probable 2016 passion 2018 portable 2017 operation Words ending in ‘ant, ance, ancy, ent, ence, ency’ 2016 distance 2017 percussion 2016 brilliant 2018 attention 2017 substance Endings which sound like ‘shul’ 2016 facial 2017 violence 2018 essential 2018 descendant ‘i’ sound spelt y (other than end of wds) 2017 sympathetic Wds with ‘ei’ sound spelt ‘ei, eigh or ey’ 2016 lightweight 2018 typical 2018 weightless Suffixes foll ‘fer’ or in wds of more than 1 syllable 2016 offering Words with ‘ee’ sound spelt ei after c 2016 ceiling 2016 polishing 2018 inconceivable 2018 suffered 2018 disobeyed Homophones and near homophones 2016 prey 2018 obtained 2017 coarse ‘u’ sound spelt ‘ou’ 2016 cousin 2018 council 2017 thorough ‘g’ sound spelt ‘gue’ ‘k’ sound spelt ‘que’ 2018 2018 trouble None as yet prefixes 2016 disorder suffixes 2017 disobeyed 2016 misplaced with qu or ph None as yet Endings which sound like ‘shus’ 2018 cautious Spellings from SPAG tests 2016, 2017,2018
If prompted, Start Broadcast to confirm the start. Optional: Navigate through a slide or two. Open another new browser tab and navigate to web.microsoftstream.com. In a new browser session that is different from the one signed in as PattiF (for example, an InPrivate session or Google Chrome session), sign in to your Microsoft 365 tenant as IsaiahL. Click App Launcher, and then click Yammer. Community of Interest/Practice a browser session and sign in to your Microsoft 365 tenant as Emily Braun (alias EmilyB) using the credentials listed above. Click App Launcher, and then click Yammer. Start this demo section on the Yammer home page. Empowering Firstline Workers Start a browser session and sign in to your Microsoft 365 tenant as Lee Gu (alias LeeG) using the credentials listed above. Click App Launcher, and then click Yammer. NOTE: If you see a Who do you work with dialog, the X at the top right to close it. In the Yammer left navigation, click the Production Line group. Switch to the mobile phone and sign in to the Yammer app as Johanna Lorenz (alias JohannaL) using the credentials listed above. Start this demo section on the mobile phone. Ideation and Innovation a browser session and sign in to your Microsoft 365 tenant as Lidia Holloway (alias LidiaH) using the credentials listed above. Click App Launcher, and then click Yammer. In the Yammer left navigation, click the DG-2000 Feedback group. Start this demo section on the Yammer home page.
best practices to help Emily with onboarding. She can even give back to the community if there are useful tips she gleaned from her first days at the company. the Checklist page, place the cursor at the end of the last numbered item, and then press Enter. Schedule monthly 1:1 with your assigned buddy. Conclusion Yammer helps users participate in communities based on shared interests or practice areas, so they can readily consume and share information and resources. Talking points only. Empowering Firstline Workers Speaker Script Click Steps Scenario Lee Gu is the Director of Manufacturing at Contoso Electronics and works in its main office. Johanna Lorenz is an engineer at the same company, but works at a plant in a different state. Johanna does not have a lot of face-to-face interactions with Lee. To better connect with Johanna and other firstline staff while also providing a forum to share ideas, Lee created a Production Line connected group in Yammer. Johanna and other firstline workers then use the Yammer mobile app to share and consume content. Talking points only. Easily connect to Yammer through the mobile app Yammer's mobile app helps Johanna easily connect into the company, so she can quickly escalate production issues, learn or communicate best practices for equipment, ask questions, and get important information from the main office. From her Groups tab, she sees all the groups for which she is a member, on the mobile phone, as Johanna. In the Yammer app, in the Groups tab, up and down to show joined groups. Tap the Production Line group.
11.3.2.7 Values Where the software provides a user interface, it shall, by using the services as described in clause 11.3.2.3, make the current value of a user interface element and any minimum or maximum values of the range, if the user interface element conveys information about a range of values, programmatically determinable by assistive technologies. Not Applicable 11.3.2.8 Label relationships Where the software provides a user interface it shall expose the relationship that a user interface element has as a label for another element, or of being labelled by another element, using the services as described in clause 11.3.2.3, so that this information is programmatically determinable by assistive technologies. Not Applicable 11.3.2.9 Parent-child relationships the software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make the relationship between a user interface element and any parent or children elements programmatically determinable by assistive technologies. Not Applicable 11.3.2.10 Text the software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make the text contents, text attributes, and the boundary of text rendered to the screen programmatically determinable by assistive technologies. Not Applicable 11.3.2.11 List of available actions Where the software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make a list of available actions that can be executed on a user interface element, programmatically determinable by assistive technologies. Not Applicable 11.3.2.12 Execution of available actions When permitted by security requirements, software that provides a user interface by using the services as described in clause 11.3.2.3, allow the programmatic execution of the actions exposed according to clause 11.3.2.11 by assistive technologies. Not Applicable 11.3.2.13 Tracking of focus and selection attributes Where software provides a user interface it shall, by using the services as described in clause 11.3.2.3, make information and mechanisms necessary to track focus, text Not Applicable
We’ll give to Him our best in every way. The road is hard, Lord keep us from disaster. And guide our feet, lest we should go astray. O, thank you Lord for the many ways that you can bless. And calm our hearts when life all “up hill.” Keep us forever in the path of righteousness Give us the faith we need to do your precious will. Too many hearts don’t know your love and eminence, Many the naked, hungry suffering soul. O, make us vessels of your great omnipotence, To show them that Your can make them whole. Our world is full of pain and tribulation. Satan is there to quickly take control. But Lord with You; We’ll conquer every opposition Teach us to let; Your Holy Spirit flood each soul. And then one day this rugged journey’s end will come. Well join the saints who labored long ago. We’ll have to stand before You in Your Kingdom. There to be judged for deeds done here bello’. O, Gracious Lord, forgive the times that we did err. So that the record will be white as sno’. And may we hear; You say: “My children enter.” Where we shall dwell with thee forever mo'. Suggested Programs Founders’ Day Tea or Fellowship HIV/AIDS workshops and testing Participate in HIV/AIDS Walks Red heels/ties and jeans Sunday (Ask for donations towards the HIV/AIDS project if members dress in the suggested attire) Create opportunities for financial donations for the HIV/AIDS cause Quadrennial Theme Maximizing our Purpose Continuing our Journey Through Mission Ministry Home and Overseas Missionary Society African Methodist Episcopal Mrs. Dawn L. Walker General Coordinator of YAMS Dr. Sandra L. Gadson General President of the WH&OM Society
YAN Food Bank Program Office Hours: Monday-Friday 8:30am-4:00pm Wednesdays 8:30am-3:30pm Office Phone: (928)649-7125 Fax: (928)567-8768 APRIL 2018 1 2 3 4 5 6 7 Food box delivery in Middle Verde Food box delivery to Clarkdale 8 9 10 11 12 13 14 Food box delivery to Camp Verde/ Rimrock Stress Eating Workshop Council Chambers 12-1pm Food box delivery to Tunlii Child Abuse Awareness M.V. Gym 10am-2pm 15 16 17 18 19 20 21 Montessori Presentation “Why Growing Food is Important” Food box delivery in Middle Verde “Cooking on a Budget” M.V. Food Bank 6pm Food box delivery to Clarkdale “Cooking on a Budget” Tunlii Comm. Center 6pm Diabetes & Food Bank activities w/ Rec 11am-1pm Earth Day Event Veteran’s Memorial Park 10am-2pm Nature Walk 7-9am 22 23 24 25 26 27 28 Senior Nutrition Presentations Food box delivery to Camp Verde/ Rimrock Opioid/Heroine Awareness Outreach Tunlii Comm. Center 5pm Food box delivery to Tunlii Healthy Cooking Class w/ Seniors 29 30 For food box delivery please call before 1:00 pm on scheduled delivery date. Calls made after will not be accommodated until next delivery date. **Elder/Disabled Advocate may be available for transportation or food box delivery, please call (928)963-4761 or (928)963-0570. !F10 Is Not In ABUSE PREVENTION MONTH Stress Eating Workshop Hosted by the YAN CHR Program come learn about Stress Eating. Healthy snacks will be provided! Child Abuse Awareness Event The YAN Social Services Department is hosting their Annual Event with games, food, prizes and more! Fun for All! Cooking on a Budget Healthy cooking classes open to the communities. All families Welcome! Day Event Come celebrate Earth Day with entertainment, games, arts & crafts, food, and more! Nature Walk starts at 7:00 am meet at the YAN Food Bank! Senior Nutrition Presentations The Food Bank is happy to present Nutrition Education for all Seniors March 23rd! 10am-12pm @ Clarkdale Learning Center 1:30-3:30pm @ M.V. Senior Building Healthy Cooking w/Seniors All Seniors welcome to join us from 11:30am to 1pm @ the Tunlii Community Center!
Nailsworth C of E Primary School Year 6 Spring Term 2018 TOPIC: Scientists and Inventors. Science Science will drive much of the learning this term, through the topic “Scientists and Inventors”. We will build on our understanding of Electricity, before moving on to look at the way the bodies of animals, including humans, work. We will also consider the work of famous scientists and inventors such as Thomas Edison, Isaac Newton, Marie Curie and Edward Jenner History. We will focus this term’s study on the development of medical history, particularly in relation to understanding how the body works. MFL We will be learning to speak French confidently. This will involve taking part in conversations to seek and give information. Swimming Y6 will be swimming this term and will therefore need to remember their swimming kit on Wednesdays. . English In English, we will start the term with writing narratives based on the “Graphic Comic” version of “Frankenstein”. We will aim to use a variety of different sentence types and a wide range of effective vocabulary. We will continue to work on spelling and cursive handwriting. Maths This term we will begin by converting between percentages, decimals and fractions. We will then move on to look at the area and perimeter of shapes. We will move on to discuss angles, including working out missing angles in a circle. We will also be working on rapid recall of times tables facts. Art Our focus will continue to be drawing. We will work on techniques to depict shadow and develop ideas about perspective that we can incorporate into our own art work. RE Through following the publication “Understanding Christianity”, we will examine key Christian in relation to ideas about the “Creation” and the “Fall”. We will compare and contrast Scientific ideas about creation and look at the similarities and differences. We will also study other world religions in line with the new Gloucestershire Agreed Syllabus.
Planting of Bush Tucker Garden – approx. 200 plants Milestone 4 - March 2016 Creation of Sculpture Walk and Performance Space Removing weeds and planting – approx. 200 plants Milestone 5 - June 2016 Creek revegetation – weed management and planting Milestone 6 - September 2016 Maintenance of Zone 1, 2 and Creek ongoing
Exhibit List Case Number: Presiding Judge: STACI M. YANDLE Plaintiff’s Attorney: Defendant’s Attorney: Trial Date: Court Reporter: Chris Dohack Courtroom Deputy: Stacie Hurst Pltf/Govt No. Deft. No. Date Marked Description Objection Admitted
land. In those urban villages whose farmland is not yet been requisitioned by the state, they usually rent it out to outside investors for rent money. As long as getting the rent on time in full amount, village committees and local peasant do not usually bother to check what kind of business their tenants are running. As a result, urban villages become the locales for informal economies in the city. For Example, Pi village is a typical one among these urban villages. Nowadays, on the previous farmland or Pi villages, there are over 200 small factories with very suspicious legal status. Most of these underground factories have not registered with the Bureau of Commerce and thus do not pay tax to the state. Their products are often cheap and of low qualities. Workers in these small factories are often short time workers who seek for a temporary job. In contemporary Pi village, these 200 factories are on different scales, ranging from a family-run factory of four people to factories with over forty workers. These factories produce varieties of products, including doors, windows, furniture, feminine hygiene products, clothes, and so on. However, there is no way an outsider can tell the kind and scale of the factory. Each factory is hidden in its won factory yard. There were no signs or name tags (changpai) in front of any of these factories indicating the name and specialties of these factories. At the front gate of each factory yard, a big and threatening dog seems to be the standardized setup. Whenever a stranger is approaching the factory, insiders will instantly know. 5. Places on the Move Even though Chinese urban villages exist at the margins of the state and maintain relative autonomy, it does not mean they can remain intact when the state start to implement gentrification campaigns. On the contrary, because of urban villages’ autonomy, they usually
2011-Present Pedersen, National Jewish Health and University of Colorado 2011-Present David McKean, University of Colorado Research Committee Member: 2011-Present Li Li PhD, Assistant Professor, University of Colorado 2012-Present Jieru Wang MD PhD, Assistant Professor, National Jewish Health Research Grants, Contracts, and Special Grants Title Period Total Direct Funding Pending: NIH-NIDDK: R01 DK068001 Exploring Perinatal Outcomes in Children (EPOCH II) Principal Investigator: Dabelea Co-investigator: Yang 10/01/11-09/30/16 $2,500,000 NIH-NHLBI/NHGRI: 1R01HL113368-01 Beyond Linkage and GWAS in Pulmonary Fibrosis Principal Investigator: Schwartz Co-investigator: Yang 04/01/12-03/31/17 $3,482,166 NIH-NIEHS R01 Environmental Chemicals and Childhood Obesity (ECCHO) PIs: Hamman, Adgate, Dabelea Co-investigator: Yang 07/01/12-06/30/17 $2,500,000 NIH-NHLBI R01 Genetic Risk for Granulomatous Interstitial Lung Disease 07/01/12-06/30/17 $2,500,000 Principal Investigator: Fingerlin Co-investigator: Yang Active: R01-HL095393 Genomic Signatures for Idiopathic Interstitial Pneumonia Principal Investigator: Schwartz Co-investigator: Yang 09/24/08—07/31/12 $2,000,000 NIH-NHLBI: R01-HL101251 Asthma: An Epidemic Caused by Epigenetics? Multi-Principal Investigator: Yang 07/01/09—06/30/14 $3,331,177 P01-ES18181 Determinants of Environmental Airway Disease Principal Investigator: Schwartz Project 3 Co-Leader: Yang (Environmental Determinants of Host Defense) 09/01/09—08/31/14 $4,997,747 (Project 3: $1,227,506)
1995 Shirley, NY CFI-T intersection at the intersection of William Floyd Parkway and the entrance of Dowling College National Aviation 2001 Accokeek, MD A CFI-T intersection at the intersection of Indian Head Highway (Route 210) and Berry Road (Route 228) 2006 Baton Rouge, LA A partial CFI at the four legged intersection of US 61 at Seigen Lane 2007 Salt Lake City, UT A partial CFI at the intersection of 3500 South and Bangerter Highway 2007 Fenton, MO A partial CFI at US Route 30 and summit drive Review
Research Updates, Kirk Hulstein 11:00 am International Updates, Cole Irwin Welcome Centers/Info Centers Update – Wanda Goodman and Katlyn Richter 11:30 am Tourism Conference Update – Natasha Bothun Secretary’s Recap, Jim Hagen 12:00 pm Lunch 1:00 pm Adjourn
Woodland, CA 95776 Yuba College [2] 2088 Beale Road Marysville, CA 95901-7699 Cristina Sanchez Interim Director, EOPS/CARE/CalWORKs 530-741-6995 fax 530-634-7787 7/15 Anabel EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15 Anabel Toche EOPS/CARE Program Supervisor 530-741-6997 fax 530-634-7787 2/15 NOTE : + Denotes CAFYES is in within this college
Is able to speak quickly with organized thoughts and concise answers. Is able to speak effectively, has to stop and think and sometimes gets off focus. Seems to ramble or speaks before thinking. Oral Communications Gross Total Points FFA FFA FFA 2) Speaker Name:_______________________________________Chapter:_______________________________ Non-Verbal Communication – 400 points Indicators Very strong evidence skill is present 5-4 Moderate evidence skill is present 3-2 Strong evidence skill is not present 1-0 Points Earned Weight Total Score A. Attention Eye contact constantly used as an effective connection. Constantly looks at the entire audience (90-100% of the time). Eye contact is mostly effective and consistent. Mostly looks around the audience (60-80% of the time). Eye contact does not always allow connection with the speaker. Occasionally looks at someone or some groups (less than 50% of the time). X 20 B. Does not have distracting mannerisms that affect effectiveness. No nervous habits. Sometimes has distracting mannerisms that pull from the presentation. Sometimes exhibits nervous habits or ticks. Have mannerisms that pull from the effectiveness of the presentation. Displays some nervous habits – fidgets or anxious ticks. X 20 C. Gestures Gestures are purposeful and effective. Hand motions are expressive and used to emphasize talking points. Great posture (confident) with positive body language. Usually uses purposeful gestures. Hands are sometimes used to express or emphasize. Occasionally slumps; sometimes negative body language. Occasionally gestures are used effectively. Hands are not used to emphasize talking points; hand motions are sometimes distracting. Lacks positive body language; slumps. X 20 D. Well poised Is extremely well poised. Poised and in control at all times. Usually is well poised. Poised and in control most of the time; rarely loses composure. Isn’t always well poised. Sometimes seems to lose composure. X 20 Non-verbal Communication Gross Total Points North Carolina FFA Association
Geelong’s Performing Arts Centre redevelopment is underway, and the Budget provides an additional $7 million to expand and improve amenity for the community. Sport Sport is a part of life in Victoria. We’re the sporting capital of the world and we need to do all we can to keep it that way. The Budget provides $46.4 million for community sports and events. This will develop sports facilities and encourage everyone in the community to get active. Disability People living with disability deserve choice and control over their support services. The Government will invest $132 million in disability-related initiatives, getting Victoria ready for the National Disability Insurance Scheme. We are committed to the success of the scheme for people with disabilities and their families. Multiculturalism The Andrews Labor Government is proud of Victoria’s cultural diversity, and wants to ensure all Victorians, including those who have recently joined us, can proudly call Victoria home. The Budget provides an additional $18 million to fund a range of programs to support the settlement of humanitarian arrivals across Victoria. The programs will strengthen support for newly arrived refugees and asylum seekers and build the collective capacity of the multicultural, settlement and state government sectors to respond to Victoria’s existing and future humanitarian population. Aboriginal affairs The Government is working hard to close the gap between Aboriginal and non-Aboriginal Victorians and build the foundations for self-determination. The Budget provides $23.4 million to work with Aboriginal Victorians, including: $8 million to create a unique tourist destination in the south-west of Victoria and capitalise on the proposed World Heritage listing of the Budj Bim Cultural Landscape $6.6 million to work with non-government organisations to support Aboriginal businesses strengthen skills and experience $3.8 million to work with the Aboriginal community on the development of a self-determination agenda $3 million in grants for repairs and upgrades to community infrastructure to help contribute to building wealth and jobs Equality Every person has a right to be who they are. Under the Andrews Labor Government, equality is not negotiable. The Budget provides $21.5 million to support the Victorian lesbian, gay, bisexual, transgender and intersex (LGBTI) community, including:
MONTH CHARACTER WORD CONCEPT BIG IDEA GLE-3 GLE-4 GLE-5 September Breakfast Club Career Fair Bullying Self-Concept Understanding Self as an Individual and as a Member of Diverse Local and Global Communities Identify positive characteristics and areas for personal growth Recognize positive self-talk and communicate personal thoughts and feelings Demonstrate the personal characteristics to maintain a positive October Red Ribbon Week Groups Begin Respect Respect for Self and Others Interacting with Others in Ways That Respect Individual and Group Differences Recognize and respect the differences between personal culture and other cultures. Recognize and respect diverse groups within the school and community. Evaluate peer influence on problem-solving and decision making skills. November Groups Trustworthiness Quality Relationships Interacting with Others in Ways That Respect Individual and Group Differences Identify the interpersonal skills necessary to build quality relationships. Demonstrate respect for others’ personal opinions and ideas. Exhibit mutual respect and compromise in relationships. December Groups Service Learning Service Learning Being a Contributing Member of a Diverse Global Community Understanding Self as an Individual and as a Member of Diverse Local and Global Communities Identify the personal characteristics needed to contribute to the classroom Identify the personal characteristics that contribute to the school community Demonstrate personal characteristics of a contributing member of the school community.
August 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Heritage Day 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Teacher Workday (no students) 31 Teacher Workday (no students) Significant Dates 30 & 31 – Teacher Workdays (no students)
September 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday Significant Dates: 1 – First day of school (full day) 5 – Labour Day (schools closed) 16 – Welcome Back (a.m.) and Staff Planning & Development (p.m.) (no students) 1 First Day of School! (full day) 2 3 4 5 (schools closed) 6 7 8 9 10 11 12 13 14 15 16 & Long Service Awards (a.m.) Staff Planning & Development (p.m.) (no students) 17 18 19 20 21 22 23 24 25 26 27 28 29 30
November 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Staff Planning & Development (no students) 2 Early Dismissal 3 4 5 6 Daylight Savings 7 8 9 10 Mid-Term Break (schools closed) 11 Remembrance Day (schools closed) 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Significant Dates: 1 – Staff Planning & Development (no students) 2 – Early Dismissal 10 – Mid-Term Break (schools closed) 11 – Remembrance Day (schools closed) December 2016
Significant Dates: 1 – Early Dismissal 3 – Staff Planning & Development (no students) 24 – PD Day – ATA School Based (no students) 27 - 31 – Spring Break (schools closed) 1 Early Dismissal 2 3 Staff Planning & Development (no students) 4 5 6 7 8 9 10 11 12 Daylight Savings 13 14 15 16 17 18 19 20 21 22 23 24 PD ATA School Based (no students) 25 26 27 28 29 30 31 April 2017 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Significant Dates: 7 – Early Dismissal 28 – Last Day of Classes 29-30 – Teacher Workdays (no students) 1 2 3 4 5 6 7 Early Dismissal 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Last Day of Classes 29 30
Narrative explicitly stating whether the school met the measure and discussing by how much the school fell of or exceeded the measure, and notable performance in specific cohorts and populations. Also, use this section to explain the results in the context of the school program, attributing the results to effective practices or problem areas. Provide narrative discussing additional analysis of the data such as trends over time, or the interim performance of cohorts that have not yet reached fourth year, showing the school is making progress towards or maintaining a high level of performance. Goal 4: Absolute Measure Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on the New York State Regents Global History exam by the completion of their fourth year in the cohort. This measure requires students in each Accountability Cohort to pass the Global History exam by the completion of their fourth year in the cohort. Students may have taken the exam multiple times, and had until the summer of their fourth year to pass it. Once students pass it, performance on subsequent administrations of the same exam do not affect their status as passing. Brief narrative highlighting results in the data table that directly addresses the measure; i.e., the percent of students in the 2013 Cohort who have passed the exam with a comparison to previous years’ performance. Global History Regents Passing Rate with a Score of 65 by Fourth Year Accountability Cohort Cohort Designation Number in Cohort Percent Passing with a of 65 2011 2012 2013 Narrative explicitly stating whether the school met the measure and discussing by how much the school fell short of or exceeded the measure, and notable performance in specific grades and populations. Also, use this section to explain the results in the context of the school program, attributing the results to effective practices or problem areas.
Cohort Growth on Test from Spring 2016 to Spring 2017 Cohort Size Percent Performing At or Above NCE of 50 Target Achieved 2015-16 Target 2016-17 A YES/NO B YES/NO C YES/NO All YES/NO Provide a narrative explicitly stating whether or not the school met the measure; i.e., whether all of the cohorts achieved their targets. In addition, the evaluation may include how close each cohort came to its target, which cohorts’ performance increased or decreased, and the overall performance of all cohorts. Present a narrative providing an analysis of year-to-year cohort performance in previous years. Cohort Performance on the Norm Referenced Reading Test by School Year School Year Cohort met target? 2014-15 2015-16 2016-17 Cohort Performance on XXX Test by School Year School Year Cohort Grades Number of Cohorts Meeting Target Number of Cohorts 2013-14 [?-?] 2014-15 [?-?] 2015-16 [?-?] 2016-17 [?-?] ELEMENTARY AND MIDDLE SCHOOLS: SCIENCE 2016-17 Science Performance by Grade Level and Years Attending the School Percent of Students at Levels 3 and 4 According to Number of in School One Two Three Four or More Percent Number Tested Percent Number Tested Percent Number Tested Percent Number Tested 4 8
Number of children in your setting currently supported by SEN Premium Number of children in your setting currently supported by EYCC Inclusion Grants Section 6: Costing details Use the following table to provide a detailed breakdown of how much money you are requesting. Inclusion funding is granted by EYCC to support settings to meet responsibilities to provide inclusive practice (Equality Act 2010 & 0-25 SEND Code of Practice 2014) Grants are offered as a contribution towards the cost of providing enhanced support. It is only available for the the child attends your setting. It cannot be used to cover setting up time, attending meetings or training. Please note: the hourly rate you can apply for is in line with the rates set by SEN/AEN Provider Services based on the child’s level of need. High: £6.90 - for children with a high of medical need or a life threatening medical condition which requires continuous enhanced support Mid: £5.06 - for children with a severe level of SEN/AEN who need a high level of enhanced support to meet their needs Low: £3.68 - for children with SEN/AEN who need enhanced support for some periods of their time in the setting Grant Start Date Grant End Date Hourly Rate please see above No of per week No of Weeks requested Total Amount of Grant Requested £ £ 6.1 Inclusion Funding for purchase of resources/equipment Use the following table to provide a detailed breakdown of how much money you are requesting. You will also need to provide prices from 3 different suppliers for each item requested. The list of 3 prices should be sent on a separate document to this application form but attached to the same email. Item of Equipment or Resource Cost (A) VAT (B) Total amount applied for (C) Total cost to business (D) £ £ £ £ £ £ £ £ £ £ £ £
This document is a summary provided for information purposes only. No warranty or representation is made that the data or information contained in this document is accurate, reliable, complete or current or that it is suitable for a particular purpose. This document should not be relied upon as a substitute for the relevant legislation, legal or professional advice. Published by Transport Safety Victoria Level 15, 121 Exhibition Street Melbourne, Victoria 3000 Telephone: 1800 223 022 © Copyright Government of Victoria 2017. This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Authorised by the Victorian Government, Melbourne.
The colours of a traffic light are being used to indicate the level of your child’s school attendance. Red: 93% Amber: between 93% and 96.9% Green: 97% and above Our goal is that all pupils meet the green target of 97%. Class attendance is reported around school and on the school website weekly. Celebrating attendance All pupils that are ‘green’ at the end of each term will receive a good attendance certificate. All pupils that have 100% in any term will receive a special outstanding certificate. All pupils that 100% attendance over the entire school year will receive one of the headmasters special awards. Please also see the rewards list in our discipline policy to which this policy is linked.
Myanmar 27 Laos 28 Mongolia 28 East Asia Regional 29 SOUTH AND WEST ASIA 30 Afghanistan 30 Bangladesh 31 Pakistan 31 Sri Lanka 32 33 Bhutan 33 Maldives 34 South and West Asia Regional 34 AFRICA AND THE MIDDLE EAST 35 Syria humanitarian response 35 Palestinian Territories 35 Sub-Saharan Africa 36 3. INVESTMENT PRIORITIES AND CROSS-REGIONAL PROGRAMS 37 Infrastructure, trade facilitation and competitiveness 37 Case study: Better work for women in export industries 38 Case study: Business Partnerships Platform 38 Agriculture, fisheries and water 39 Governance 40 Health 41 Education 42 2016–17 Budget Estimate: $692.7 million 42 Case study: Australia Awards 43 Building resilience: humanitarian assistance, disaster risk reduction and social protection 43 Estimated Breakdown of Australian Humanitarian Program Funding 44 Case study: innovationXchange—Pacific Humanitarian Challenge 45 Gender 45 Disability inclusive development 46
Road 108.1 107.5 37.3 47.3 60.0 Rail 15.0 20.4 12.9 10.1 .... Off-Network Projects Road …. 15.5 3.0 .... .... Spot Project 4.3 8.3 1.6 1.6 .... IIP Bridges Renewal Program .... 0.7 1.9 1.2 .... Heavy Vehicle Safety 0.9 1.1 1.0 0.8 .... Asset Recycling Fund New Investments .... 2.0 .... .... .... Interstate Road Transport 0.1 0.4 0.4 0.4 0.4 Developing Demand Driven Infrastructure for Tourism Industry .... 0.8 0.8 .... .... Total Infrastructure National Partnerships 128.2 156.6 58.8 61.5 60.4 Skills and Workforce Development Australia's Future Workforce - National Partnership on Skills reform 8.4 11.6 .... .... .... Other 0.3 .... .... .... .... Total Skills and Workforce Development National Partnerships 8.7 11.6 .... .... .... ) Environment Water for the Future Sustainable Rural Water Use and Infrastructure4 20.6 18.7 18.7 18.7 .... Tasmanian Wilderness .... 1.8 1.7 .... .... National Whale Stranding Action Plan5 .... …. .... .... .... Total Environment National Partnerships 20.6 20.5 20.3 18.7 .… 5.4: Commonwealth Payments for Specific Purposes1 (continued) 2015-16 ) Budget 2016-17 ) Budget 2017-18 Forward Estimate 2018-19 Forward Estimate 2019-20 Forward Estimate $m $m $m $m $m
Department of Police, Fire and Emergency Management Department of Premier and Cabinet (including Ministerial and Parliamentary Support) Department of Primary Industries, Parks, Water and Environment Department of State Growth Department of Treasury and Finance (including Finance-General) House of Assembly Inland Fisheries Service Integrity Commission Legislative Council Legislature-General Marine and Safety Tasmania Office of the Director of Public Prosecutions Office of the Governor Office of the Ombudsman Royal Tasmanian Botanical Gardens State Fire Commission Tasmanian Audit Office Tasmanian Health Service TasTAFE Tourism Tasmania Public Non-Financial Corporations Sector Aurora Energy Pty Ltd Forestry Tasmania Hydro Tasmania Macquarie Point Development Corporation Metro Tasmania Pty Ltd Port Arthur Historic Site Management Authority Private Forests Tasmania Public Trustee
Fees and fines 1 674) 1 699) 1 734) 1 771) 1 776) GST receipts 59) 60) 65) 65) 65) Interest received2 120) 110) 80) 100) 100) Total cash inflows 3 568) 4 018) 4 030) 3 801) 3 820) Cash outflows Employee benefits3 (1 950) (1 889) (1 934) (1 973) (2 012) Superannuation (215) (200) (207) (211) (218) GST payments (110) (100) (104) (104) (104) Supplies and consumables1 (1 077) (1 534) (1 566) (1 206) (1 243) Total cash outflows (3 352) (3 723) (3 811) (3 494) (3 577) Net cash from (used by) operating activities 216) 295) 219) 307) 243) Cash flows from investing activities Payments for acquisition of non-financial assets (180) (200) (200) (200) (200) Proceeds from the disposal of non-financial assets 80) 80) 80) 80) 80) Net cash from (used by) investing activities (100) (120) (120) (120) (120) Net increase (decrease) in cash and cash equivalents held 116) 175) 99) 187) 123) Cash and deposits at the beginning of the reporting period 2 431) 2 547) 2 722) 2 821) 3 008) Cash and deposits at the end of the reporting period 2 547) 2 722) 2 821) 3 008) 3 131) Notes: . The increases in of goods and services and Supplies and consumables in 2016-17 and 2017-18 reflect Australian Government funding for carp eradication. . The decrease in Interest received in 2017-18 reflects an anticipated reduction in investment returns primarily due to a reduction in the total value of interest earning assets held during that financial year. . The decrease in Employee benefits in 2016-17 reflects revised estimates based on 30 June 2015 actuals.
Gendarmerie nationale (Poitiers) 05 49 44 02 02 US Embassy Contact U.S. Embassy in Paris (Consular Section) 4, avenue Gabriel 75008 Paris Tel: 01 43 12 22 22 mailto: The Consulate makes a free guide available to U.S. citizens residing in France, which is updated every year and contains a great deal of useful information and addresses (attorneys, accountants, notaries, official translators and interpreters, tax accountants and consultants, insurance companies, shipping companies, banks, religious institutions, English-speaking doctors, cyber cafés, Franco-U.S. and U.S. organizations, etc.). They call this guide, the “Blue book”. It is no longer available in print but rather downloadable on their website: If you are looking for doctors recommended by the American embassy go to: LOCAL INFORMATION: Paris Pharmacies open 24/7 Pharmacie Européenne 6, place de Clichy Paris 9 e. Métro: Place de Clichy Tel: 01 48 74 65 18 Pharmacie Les Champs 84, av. des Champs-Élysées 8 e . Métro: George V Tel: 01 45 62 02 41. Pharmacie Italie Tolbiac 61 avenue d'Italie Paris 13e. Métro : Tolbiac Tel : 01 44 24 19 72 Pharmacie Centrale 52, rue du Commerce Paris 15e. Métro : Commerce Tel : 01 45 79 75 01 In addition, there are about 20 other pharmacies that stay open until 1 or 2a.m. For further information, visit: Other Useful Numbers/Addresses (This list is far from exhaustive!) American Express 11, rue Scribe 75009 Paris Tel: 01 47 77 72 00 24hrs, 7 days/wk
Non Middlebury French Foreign Language Courses (ILCF) ≥ 16,5 A ≥ 15,5 A– ≥ 14,5 B+ ≥ 13,5 B ≥ 12,5 B– ≥ 11,5 C+ ≥ 10,5 C ≥ 10 C– < 10 F Universités françaises (cours de sciences) & Ecole spéciale d’architecture ≥ 14 A ≥ 13 A– ≥ 12 B+ ≥ 10 B ≥ 9 B– ≥ 8 C+ ≥ 7 C ≥ 6 C– ≥ 5 D < 5 F
Roland Luhman – Community Warren – Slice of the Valley Pizza Challenge Wooster – Al Van Wie/Wooster Rotary Classic Robert Manchester – Vocational Canton – Junior Achievement Career Connections Project Bryce Kendall – Club Poland – A Night at the Races Jack Maxwell – Bulletin Salem Youngstown Jack Vogel – Public Relations Struthers Salem
Minority Business Enterprises and Business Enterprises Indicate the number and dollar of contracts for HOME projects completed during the reporting period Total Minority Business Enterprises Alaskan Native or American Indian Asian or Pacific Islander Black Hispanic White Contracts Dollar Amount 8,751,850 0 45,330 0 257,889 8,448,631 Number 19 0 1 0 4 14 Sub-Contracts Number 4,732,572 0 0 0 2,364 4,730,208 Dollar Amount 21 0 0 0 2 19 Total Business Enterprises Male Contracts Dollar Amount 8,941,064 0 8,941,064 Number 21 0 21 Sub-Contracts Number 4,810,764 2,364 4,808,400 Dollar Amount 23 2 21 Table 7 – Minority Business and Women Business Enterprises Minority Owners of Rental Property Indicate the number of HOME assisted rental property owners and the amount of HOME funds in these rental properties assisted Total Minority Property Owners Alaskan Native or American Indian Asian or Pacific Islander Black Hispanic White
2015-16 More Australian undergraduates supported to study and intern in the Indo-Pacific region. NCP participants build relationships in the region and promote the value of the NCP experience. Universities, the private sector and partner governments support the implementation of the NCP. Alumni are engaged through networks that foster professional development and ongoing connections with the region. Targets are: Met Partially met Not met DFAT expects that these performance criteria will be met during the course of 2015-16. 2016-17 More Australian undergraduates supported to study and intern in the Indo-Pacific region. NCP participants build relationships in the region and promote the value of the NCP experience. Universities, the private sector and partner governments support the implementation of the NCP. Alumni are engaged through networks that foster professional development and ongoing connections with the region. Through case studies and reviews, DFAT will demonstrate whether these performance criteria have been: Met Partially met Not met 2017-18 and beyond As per 2016-17 As per 2016-17 Purposes To help make Australia stronger, safer and more prosperous by promoting and protecting our interests internationally and contributing to global stability and economic growth, particularly in the Indo-Pacific region. Material changes to Program 1.6 resulting from the following measures: Nil Program 1.7– Public Information Services and Public Diplomacy projects a positive and contemporary image of Australia and promotes a clear understanding of Government policies and objectives and engagement with the Indo-Pacific region through the department’s public diplomacy, cultural and media activities. Delivery The department’s public diplomacy, cultural and media activities are: Promoting people-to-people links and a contemporary and positive image of Australia as a creative and innovative nation and as a destination for business, investment, tourism and study and support the Government’s international policy goals. Advancing Australia’s national interests through new approaches which engage audiences on contemporary Australia and facilitate networks, collaboration and connections between people and institutions to build understanding, trust and influence. Performance information Year Performance criteria Targets 2015-16 An understanding of contemporary Australia and the government’s foreign, trade, investment and development credentials, and strengthened Targets are: Met
Budgeted expenses for Outcome 1 This table shows how much the entity intends to spend (on an accrual basis) on achieving the outcome, broken down by program, as well as by Administered and Departmental funding sources. Tourism Australia has one program and one outcome with Departmental funding sources only. Table 2.1.1: Budgeted expenses for Outcome 1 Note: Departmental appropriation splits and totals are indicative estimates and may change in the course of the budget year as Government priorities change.
Stronger Community Mental Health and Wellbeing Grants Program 2016-17 APPLICATION FORM Offering grants of up to $50,000 (excluding GST) OPENING DATE CLOSING DATE SUCCESSFUL APPLICANTS ADVISED PUBLIC ANNOUCEMENT 22 July 2016 3:00PM 31 August 2016 Week of 26 September 2016 10 October 2016
Cognate Courses - 6 Credits Complete six credits of advisor-approved cognate coursework. *Possible cognates include, but are not limited to, educational technology and teaching English as a second language.* COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Seminar Course - 3 Credits COURSE (Prefix & #) CREDITS (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS INSTITUTION CIG 689 Culminating Experience - 1 Credit COURSE (Prefix & #) CREDITS GRADE (if completed) TERM SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS INSTITUTION CIG 697 TOTAL CREDITS * Minimum credits required for graduation = 37 GRADUATION POLICIES A minimum of 50 percent of the degree program must be 700-level courses excluding thesis, dissertation, or professional/scholarly paper. Individual departments may require more than the Graduate College minimum. Courses used to fulfill requirements for one degree may not be used toward another degree. A candidate for an advanced degree or graduate certificate must have a minimum Graduate Program Grade Point Average of 3.00 to be eligible to graduate or receive the certificate. to the Graduate Catalog for all , , and program-related policies and requirements.
PLAN OF STUDY - Part II MASTER OF EDUCATION IN CURRICULUM & INSTRUCTION – Multicultural Education (PK12, Higher Ed, or Community-Based Ed Focus) Track 2016-17 Catalog Complete this form and upload it into the Plan of Study – Part I available in your Grad Rebel Gateway student portal. Once submitted, the form will route electronically for signatures. Upon approval by the Graduate College, a final copy of the form will be emailed to your Rebelmail account. Refer to the 2016-17 Graduate Catalog for degree requirements: COURSE REQUIREMENTS Research Course - 3 Credits Complete one of the following courses: CIG 690, EPY 702, EPY 703 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Foundations Course - 3 Credits Complete one of the following courses: CIG 603, EPY 707, EPY 711, EPY 712 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Curriculum and Instruction Course - 3 Credits Complete one of the following courses: CIE 681, CIE 683, CIE 685, CIG 602, CIS 682, CIS 684 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Multicultural Core Course – 3 Credits COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION CIG 660 Multicultural Education Courses - 9 Credits Complete of the following courses: CIG 661, CIG 662, CIL 693, CIL 684 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION TESL Core Course - 3 Credits COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION TESL 751
PLAN OF - Part II MASTER OF EDUCATION IN CURRICULUM & INSTRUCTION – Reading Specialist Track 2016-17 Catalog Complete this form and upload it into the Plan of Study – Part I available in your Grad Rebel Gateway student portal. Once submitted, the form will route electronically for signatures. Upon approval by the Graduate College, a final copy of the form will be emailed to your Rebelmail account. Refer to the 2016-17 Graduate Catalog for degree requirements: COURSE REQUIREMENTS Research Course - 3 Credits Complete one of the following courses: CIG 690, EPY 702, EPY 703 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Foundations Course - 3 Credits Complete one of the following courses: CIG 603, CIG 660, EPY 707, EPY 711, EPY 712 COURSE (Prefix & #) CREDITS (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Curriculum and Instruction Course - 3 Credits Complete one of the following courses: CIE 681, CIE 683, CIE 685, CIG 602, CIS 682, CIS 684 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Learning Course – 3 Credits COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION CIL 601 Additional Foundations Course - 3 Credits Complete one of the following courses: CIL 600, CIL 680 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Reading Specialist Courses - 12 Credits COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION CIL 610 CIL 621 CIL 622 CIL 691
Optional Course - 3 Credits Complete one of the following courses: CIG 620, CIT 602, EPY 707, TESL 753 COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION Culminating Experience - 1 Credit COURSE (Prefix & #) CREDITS GRADE (if completed) TERM (Taken/anticipated) SUBSTITUTION/TRANSFER (if applicable) COURSE CREDITS GRADE INSTITUTION CIG 697 TOTAL CREDITS * Minimum credits required for graduation = 37 GRADUATION POLICIES A minimum of 50 percent of the degree program must be courses excluding thesis, dissertation, or professional/scholarly paper. Individual departments may require more than the Graduate College minimum. Courses used to fulfill requirements for one degree may not be used toward another degree. A candidate for an advanced degree or graduate certificate must have a minimum Graduate Program Grade Point Average of 3.00 to be eligible to graduate or receive the certificate. Refer to the Graduate Catalog for all , , and program-related policies and requirements.