zilongwang/ReadingBank huggingface dataset:
Skills 5 Excellent 4 Good 3 Satisfactory 2 Improvement 1 Unsatisfactory N/A Appearance of AV High quality graphics that reinforce and enhance text and presentation topic, creative development, not too much information on slides, appropriate sized font, and easy to follow Good quality graphics that relate to text and presentation topic. Only a few slides may have too much information, appropriate sized font is used Fair quality graphics, related to text and presentation topic Several slides have too much information or font that is too small Poor quality graphics, somewhat related to text and presentation topic, most slides have too much information or font that is too small. Poor quality graphics, unrelated to text and/or presentation, slides have too much information and are difficult to read. Presentation design Presentation was dynamic, interactive and creative (able to engage audience to be active listeners, facilitate audience participation, etc) Presentation was somewhat interactive, minimally engaging audience participation Presentation was not interactive and did not engage audience or facilitate audience participation Responds to questions Student has full knowledge of subject and is able to answer most questions from audience; student knows how to respond if he/she does not know the answer to a question. Student has good knowledge of subject; is able to answer some questions from audience, knows how to respond if he/she does not know the answer to a question. Student has minimal knowledge of subject; is able to answer only basic questions from audience, knows of how to respond if he/she does not know the answer to a question. Student is uncomfortable with subject matter; may be able to answer only basic questions from audience, unsure of how to respond if he/she does not know the answer to a question. Student does not understand subject matter, unable to answer basic questions, does not know how to respond if he/she does not know the answer to a question. Interest Student displays a high degree of interest in topic being presented Student displays a fair degree of interest in topic being presented Student seems disinterested in topic being presented, appears to be just going through the motions. __________/ 70 _______x.25%= _____points Comments:
PLEASE MAIL REGISTRATION FORM TO: and proof of payment to EKURHULENI : REGISTRATION / AFFILIATION FORM 2018 FEE : R250-00 per player Please note players must pay their affiliation fee before 15 March 2018 2018 Age Group Boys U/8 U/10 U/12 U/14 U/16 U/18 U/20 2011/2012/2013 2009/2010 2007/2008 2005/2006 2003/2004 2001/2002 1999/2000 Girls U/8 U/10 U/12 U/14 U/16 U/18 U/20 2011/2012/2013 2009/2010 2007/2008 2005/2006 2003/2004 2001/2002 1999/2000 Name of Player Surname First Name Date of Birth Identity Number E-mail address School Club Contact Info Home Tel Player Cell # Mom Cell # Dad Cell # Mom Work # Work Dad # Mom Name Dad Name Medical Information: Medical aid? Yes No Name of medical aid: Medical Aid number: Main member of medical aid: Registration fee of R250.00 for 2018 must be deposited into the following account. East Gauteng Junior Chess Association ABSA Acc no 4050675403. Branch Code: 630542 Ref: Reg and name and surname I hereby acknowledge that I have read and taken notice of the selection criteria attached to this document and that I fully understand the content thereof. Signed: Parent /Guardian: Date
Page 1 of 1 PROCUREMENT OFFICE REQUISITION FOR COMMODITIES/SUPPLIES AND SERVICES PURCHASING OFFICE HH-222 AUXILIARY SERVICES CB-206 INFORMATION TECH FH-282 CENTRAL STORES MB-119 DATE DELIVERY DATE ACCOUNT CODE DEPARTMENT NAME CONTACT PERSON DEPARTMENT DELIVERY LOCATION (BLDG & ROOM NO.) DEPARTMENT CONTACT TEL. NO. FISCAL YEAR CONTRACT NUMBER 2018 SUGGESTED VENDORS: (Include Name, Address, Telephone No. Fax No. and FEID or SS Number) Line No. Qty Unit Description Item Number Unit Price Total $ BUDGET ADMINISTRATOR'S SIGNATURE OR AUTHORIZED DESIGNEE DATE TOTAL DOLLAR AMOUNT
SMART Goals & Baseline Measure/Growth Chart *SPECIFIC *MEASURABLE *ATTAINABLE *RESULTS-BASED *TIMEBOUND # SMART Goal (Include timeline) Strategies/Actions (Strategies, and Team Member Responsible) Measure of Progress Baseline Measure What can the Student do Independently Review 1 Date: Review 2 Date: Review 3 Date: 1 2 3 4
Support Team Role Participant Name Contact Information Parent Teacher Learning Support Teacher Principal Language Teacher Speech Language Pathologist Counsellor Teaching Assistant Occupational Therapist Visiting Pediatrician Educational Psychologist Adaptations & Accommodations Accessibility: access to all areas of school fire & routes furniture & storage health & personal care parking lot, roads & walkways play & equipment showers, washrooms & fountains transportation to/from school other: _______ Assignments & Homework: alternate assignments or format length &/or number (decrease) partner or group assignments time allowed (increase) other: _______ Behaviour Management: consequences - expectations/rules - clear/consistent home-school program outside agency support reinforcement (class/grp/indiv) routines established & followed school counselling program student contract/goal setting teach/assignments at skill level teach & reinforce social skills other: _______ Teaching Strategies: advance organizers/key visuals alternate content/skills demo./model processes/product feedback immediate/frequent practice guided/independent multisensory (oral/experiential/written) memory (reduce/teach strategies) pace quick/slow short sessions/lessons teach key concepts/vocabulary _______ Organizational & Study Strategies: visual strategies (chart, blackboard) class visual schedule/timetable
CREDFEST EVENT RISK ASSESSMENT TITLE OF EVENT: EVENT DATE & TIME (START/FINISH): LOCATION: NUMBER OF PEOPLE EXPECTED: DESCRIPTION OF WHAT EVENT INVOLVES EMERGENCY CONTACT TEL NO. Location Hazard Persons at risk S (Severity) L (Likelihood) Risk Factor Existing controls Additional controls
Training Request Sign-In Roster Training Conducted: Training Date: Facilities Used: FTA Instructor(s): Facilities Used: Co-Op Instructor(s): # First/Last Name (please write legibly) Personnel Number/Badge Number Department/Agency Male or Female (M/F) Student, Instructor, Other (S/I/O) Signature (Sign on day of training only) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Summary of Individuals Requiring Tier 2 or 3 Supports By School Teacher: Grade: Year: Student Student Profile Completed Learning Profile Strength/Areas of need (achievement/readiness, interests, learning needs, social/emotional strengths and needs) Instructional strategies & resources; assessment tools; adaptations Evidence of improvement in learning Available supports & resources Other relevant information Learning Profile: includes Learning Styles & Learning Preferences Learning styles: A – Auditory; V – Visual; K – Kinesthetic; T – Tactile Learning Preferences: VL – Verbal Linguistic; LM – Logical Mathematical; VS – Visual Spatial; BK – Bodily Kinesthetic; MR – Musical Rhythmic; N – Naturalist; I – Interpersonal; In - Intrapersonal
TEACHER ROSTER Cordell Hull Foundation SCHOOL NAME ________________________________ 2017-2018 School Year No Last Name Name (EXACTLY AS ON PASSPORT) Email address School name, address, zip code 1st, 2nd or 3rd yr Birth Date Mo-Day-Yr City Birth Country Birth Country of Residence Elem or Secondary? Subject Taught Yearly Salary 1 2 3 4 5 6 7 8 9 RELATIVES: If spouse already has a visa, and children or spouses are not listed below, note here what type of visa the teacher currently holds. Last Name Name Middle Name Relationship to Teacher Birth Date City Birth Country Birth Country of Note to School: Please fill out this form in its entirety. All information is needed to process the J-1 VISA papers. The boxes in the lower portion of the form are for accompanying relatives, who need a separate DS-2019 form for J-2 visas. (EXACTLY AS SHOWN ON PASSPORT) 1 2 3 4 Name and address of State representative or sponsoring Confucius Institute Indiana Department of Education, Chris Kates (ckates@doe.in.gov), 115 W. Washington St., South Tower, Suite 600, Indianapolis, IN 46204 Primary Building/District Contact Name and Address: __________________________________________________________________________
Please provide as much information on the placement as possible – too much information is better than not enough! PLACEMENT INFORMATION Department / Function Co –Production Funding and Administration Description of activities Raising Funds for Documentary projects, pitching TV ideas to Commissioners, Organizing the database and contracts, Production Work Location 3a, 140 Gray's Inn Road, London WC1X 8AX United Kingdom Start Date As soon as possible Duration Minimum 3 months Working hours per week 40 hours Accommodation (please select) Student to make own arrangements Details of financial and “in kind” support to be provided Expenses Other COMPETENCES, SKILLS and EXPERIENCE REQUIREMENTS Languages and level of competence required High Level of English Computer skills and of skills required Microsoft Word, Excel and Office. Any other editing or post production software’s are welcome. Drivers license Not necessary Other INFORMATION PROVIDED BY Name Juan Solera Department / Function Sales & Acquisitions Executive E-mail address juan@scorpiontv.com Phone number(s) +44 (0) 7804077624 Date 05/11/2014
“To much more!” “Then pull out you asshole!!” It went against my instincts as a man, but I managed to do as he after only a few seconds hesitation. I couldn’t stop jazzing though, and rapidly began to cover Jared like some sort of porn star. He didn’t seem to notice or care as he hands went straight down to his crotch as he doubled over, still squirting and convulsing as he too couldn’t stop orgasming. Another half a minute passed, where I painted Jared like some sort of perverted super-soaker since I didn’t know where else to aim it, before everything gradually came to a slow halt. The first thing I realized was that my testicles felt a lot lighter now. The second one was that I had a head-rush like nobody’s business. I felt dizzy. “Ooo my poor moaned Jared. “Can you stand up? We need to get out of here.” “Fuck no I can’t stand up, where have you been all morning? I can’t even feel my teeth, much less my legs.” “That good huh?” I said with a grin. “Asshole. Yes.” “Well at something good came of this. Want me to carry you out?” nodded meekly. I was just as strong as I used to be before being transformed, and found it exceptionally easy to scoop up Jared’s light form. I guessed he couldn’t have weighed much more than 90 pounds. Then I walked back to were my clothes and the black book were. Emphasis on were. Both my clothes and the book were gone, and the floor seemed to have been scrubbed clean. No evidence that anything unusual had taken place at all. And so there I was, naked, half goat, with a half flaccid cock and a slime and jizz covered school-girl who had a belly full of semen in her and no feeling in her extremities… And there, at her desk like she was supposed to be, was the librarian. I looked down at Jared, and he looked up at me, and gave the ‘I don’t know what to do here’ face. Well, I guess things couldn’t get any worse, right? She was looking down at something. Maybe I could slip past her?
MEMBERSHIP COMMITTEE AGENDA Date Time of Meeting e.g. 5 pm to 5:55 pm Meeting called by Name of, Membership Chair Attendees: Please read: Please bring: Time Item of Discussion Where This Will be Held 5:00 – 5:05 Agenda Review/Approval of Previous Minutes 5:05 – 5:35 Reports 5:35 – 5:45 Unfinished Business 5:45 – 5:55 New Business 5:55 – 5:55 Next Meeting 5:55 Adjourn Additional Instructions:
-Stitch the right edge – BACKSTITCH! – the section should look exactly like the ‘Finished View’ -Repeat for the remaining LARGE SQUARES -You will have 10 sections, arrange them as follows 3. Form the ROWS as follows -pin a pieced square to a Color 3 square -right sides together -use 5-7 pins -edges even -stitch with ½ inch seam allowance –BACKSTITCH! -Repeat with all sections, you will have 5 rows. FORMING THE BLANKET 1. Arrange the rows as in the diagram to ensure that all the sections have been sewn correctly. Notice that each pieced square will be sewn to a COLOR 3 square. 2. Starting from the top, pin the long lower edge of ROW 1 to the upper edge of ROW 2 so that the square seams match and edges are even. Use 11- 15 pins. 3. Stitch ½ inch from the long pinned edge. BACKSTITCH!!!!! At the beginning and end of the stitching line. The section will look exactly like the finished view. 4. Pin a stitch the long lower edge of ROW 2 to the upper edge of ROW 3, matching the seams and edges in the same manner as before. Use 11-15 pins. ½ inch seam allowance and BACKSTITCH. The section will look exactly like the ‘Finished View’ 5. Pin and stitch ROW 4 to ROW 3, and then ROW 5 to ROW 4 in the same manner, using a ½ inch seam allowance and BACKSTITCHING each row. The section will look exactly like the ‘Finished View’ RAGGING 1. To finish the edges of the quilt, use a small scissors to clip along all seam allowances as follows - Start on one row of the blanket and work across - Clip approximately ¼ inch apart - DO NOT CLIP THROUGH THE STITCHING LINE!!!! HANDING IN PROJECT 1. Trim all loose threads! 2. Fold you blanket neatly. 3. Complete the student side of the evaluations 4. Tape your evaluation to your blanket with the masking tape from your tray. 5. Empty your tote tray of all materials. 6. Place your folded blanket on Ms. Leitheiser’s desk chair.
7. Emergency egress procedure: (A step by step account of how the disabled person will be evacuated – from hearing the fire alarm to point of safety) SAFE ROUTE(S) TO BE USED: this is normally determined by the general location of the disabled person within a building but should be flexible enough to cover options – e.eg. fire blocks the normal emergency exit route. 8. Designated evacuation assistant(s) The following people have been designated to give the individual assistance in an emergency. Name Contact details (if possible, include mobile numbers) Name Contact details (if possible, include mobile numbers)
Date Members Present “Unpacking the Standards” Lesson Planning Form PLC Question #1: What do we want all students to Know (facts/vocabulary) Understand (concepts/generalizations) Do (skills/strategies processes) *use verbs with key concepts Level 1 (Retrieval) Level 2 (Comprehension) Level 3 (Analysis) Level 4 (Knowledge Utilization) Prerequisite Skills (what prior knowledge is needed) Common Assessment Timeline PLC Question #2: How will we know if and when they have learned it? Scale Learning Progression Sample Tasks Ways to for Understanding Timeline (fluid during planning phase) Level 4 and Beyond (extension)
TUSD & Sequence: 1st Quarter 2nd Quarter Unifying Concept: Unifying Concept: Reading Focus: Writing Focus: Reading Focus: Writing Focus: Constant Standards are addressed routinely every quarter. Constant Standards are addressed routinely every quarter. Target standards are taught/reviewed during the quarter and formally assessed to evaluate student growth. Target standards are taught/reviewed during the quarter and formally assessed to evaluate student growth. Complementary Standards reinforce the target standards. Complementary Standards reinforce the target standards. 3rd Quarter 4th Quarter Unifying Concept: Unifying Concept: Reading Writing Focus: Reading Focus: Writing Focus: A Constant Standards are addressed routinely every quarter. Constant Standards are addressed routinely quarter. Target standards are taught/reviewed during the quarter and formally assessed to evaluate student growth. Target standards are taught/reviewed during the quarter and formally assessed to evaluate student growth. Complementary Standards reinforce the target standards. Complementary Standards reinforce the target standards.
Contract Notification Form: Dr. Federal Tax ID: Three Rivers Provider Network (TRPN) PPO I Accept Participation in this Contract I Decline Participation in this Contract Three Rivers Provider Network (TRPN) Workers Compensation I Accept Participation in this Contract I Decline Participation in this Contract Three Rivers Provider Network (TRPN) Auto Injury I Accept Participation in this Contract I Decline Participation in this Contract FedMed PPO I Accept Participation in this Contract I Decline Participation in this Contract FedMed Workers Compensation I Accept Participation in this Contract I Decline Participation in this Patient Contract FedMed Auto Injury I Accept Participation in this Contract I Decline Participation in this Contract America’s Choice Provider Network (ACPN) PPO I Accept Participation in this Contract I Decline Participation in this Contract America’s Choice Provider Network (ACPN) Workers Compensation I Accept Participation in this Contract I Decline Participation in this Contract America’s Choice Provider Network (ACPN) Auto Injury I Accept Participation in this Contract I Decline Participation in this Contract Med Cost Pros PPO I Accept Participation in this Contract I Decline Participation in this Contract Med Cost Pros Workers Compensation I Accept Participation in this Contract I Decline Participation in this Contract Med Cost Pros Auto Injury I Accept Participation in this Contract I Decline Participation in this Contract You may opt in or out of a contract at any time throughout the year by sending in written notification of the specific contract name and product. Please note if one or more contracts do not have a selection you will automatically be opted out of that patient contract. Signature: Date:
Group Concept Development Differentiated Instruction Problem Solving and Application 1. Engage (Lesson Introduction) 2. Explore (Whole Group Instruction) 3. Explain (Guided Practice + Formative Assessment) 4. Elaborate (Small Group Instruction) 5. Problem Solving (Whole Group) Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving: Lesson Use Digital Lesson Unlock the Problem Share and Show Quick Check On Your Own Center Activities Problem Solving:
Rotating Direct Therapy and/or Assessment Group: Objectives: ARTICULATION Activity Group: 12:40-1:10 Objectives: ARTICULATION Activity 1:10-1:40 Objectives: Activity Rotating Direct Therapy and/or Assessment Group: 1:40-2:10 Objectives: LANGUAGE Activity Group: 2:10-2:40 Objectives: Activity Rotating Direct Therapy and/or Assessment Group: 2:40-3:10 Objectives: LANGUAGE/Artic Activity
During Reading (10-20 mins.) Step 5 (Think aloud): Steps 6 (Engage Students Think-Turn-Talk): After Reading (5 mins.) After Reading (5 mins.) Check Comprehension Purpose Question: General Comprehension Discussion: Strategy Use Discussion: Other Vocabulary Explanation: Follow-up Lessons:
Directions: Label the following countries in Canada. You will need to include a title, compass, and color for your map. Alberta Manitoba New Brunswick Newfoundland and Labrador Nova Scotia Nunavut Northwest Territories Ontario Ottawa Prince Edward Island Quebec Saskatchewan Yukon Territory Greenland British Columbia United States ______________________________________________________________________
8D. Program Outcomes: Undergraduate Part I. Those Appointed to the Training Grant Undergraduate Student Participant Faculty Member Start Date Summary of Support During Training Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Awarded Part II. Recent Graduates (Only for New Applications) Trainee Faculty Member Start Date Summary of Support During Training Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Activity Current Position Department Activity Subsequent Grant(s)/ Role/Year Awarded
Why is the Site important? 3.1 Ramsar Criteria and their justification Tick the box against each criterion applied to the designation of the Ramsar Site. All criteria which apply should be ticked. Please explain why you selected a criterion by filling in the relevant fields on this page, on the three other pages of this section 'Criteria & justification' and on the 'Wetland types' page of the section 'What is the site like?'. [ ] Criterion 1: Representative, rare or unique natural or near-natural wetland To justify this Criterion, please select at least one wetland type as representative, rare or unique in the section What is the site like? > Wetland types and provide further details in at least one of the three boxes below. Hydrological services provided (This field is limited to 3000 characters) Other ecosystem services provided (This field is limited to 3000 characters) Other reasons (This field is limited to 3000 characters) [ ] Criterion 2 : Rare species and threatened ecological communities To justify this Criterion, please give details below on: - relevant plant species in the section Criteria & justification> Plant species (3.2) - relevant animal species in the section Criteria & justification> Animal species (3.3) - relevant ecological communities in the section Criteria & justification> Ecological communities (3.4) Optional text box to provide further information (This field is limited to 3000 characters) [ ] Criterion 3 : Biological diversity To justify this Criterion, please give details in the box below. If you want to name any specific species, please give details on: - relevant plant species in the section Criteria & justification> Plant species (3.2) - relevant animal species in the section Criteria & justification> Animal species (3.3) Justification (This is limited to 3000 characters) [ ] Criterion 4 : Support during critical life cycle stage or in adverse conditions To justify this Criterion, please give details on: - relevant plant species in the section Criteria & justification> Plant species (3.2) - relevant animal species in the section Criteria & justification> Animal species (3.3) and explain the life cycle stage or nature of adverse conditions in the accompanying 'justification' box. Optional text box to provide further information (This field is limited to 3000 characters)
TO: Xpres, LLC 111 Cloverleaf Drive Winston-Salem, NC 27103 SHIP TO: P.O. [The P.O. number must appear on all related correspondence, shipping papers, and invoices] P.O DATE REQUISITIONER SHIPPED VIA F.O.B. POINT TERMS Winston-Salem, NC # DESCRIPTION UNIT PRICE $ $ UNIT PRICE TOTAL $ $ SPECIAL INSTRUCTIONS: SUBTOTAL $ SALES TAX Send all correspondence to: Email OTHER TOTAL $ Authorized by
Table 8C: Program Outcomes: Postdoctoral Part I. Those Appointed to the Training Grant Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) of Research Project Initial Position Department Institution Activity Current Position Department Activity Subsequent Grant(s)/Role/ Year Awarded Part II. Those Clearly Associated with the Training Grant Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Activity Subsequent Grant(s)/Role/ Year Awarded Part III. Recent Graduates (Only For New Applications and Predoctoral Renewal/Revision Applications Requesting Postdoctoral Support) Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Activity Subsequent Grant(s)/Role/ Year Awarded
Table 8A. Program Outcomes: Predoctoral Part I. Appointed to the Training Grant Trainee Faculty Member Start Date Summary of Support During Training Terminal Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Activity Current Position Department Activity Subsequent Grant(s)/ Role/Year Awarded
RESOURCE REQUEST FORM (ICS 213 RR), Adapted for Team Rubicon Incident Name: OP/ SP Name 2. Date/Time: Date / Time Resource Request Number: Requestor 4. Order (Use additional forms when requesting different resource sources of supply.): Qty. Unit of Issue Type Detailed Item Description: (Vital characteristics, brand, specs, experience, size, etc.) Cost 5. Resource Status (Complete after resource received) Received by Date/Time Assigned to Date/Time Complete $total 6. Resource Requested by: (RLM/SLC/LSC) Name/ Position: Name / Position 7. Date/ Time: Date / Time 8. Method of Payment : N/A PEX Petty Cash Direct Billing Other: 9. Name of Suppliers/POC’s: N/A 10. Priority: Urgent Routine Low Purpose: SP/OP Name 11. Reply/Comments from Approving Authority & Requestor: 12. Approving Authority: (Next Higher Level) Name/ Position: National 13. Regional Logistics Manager (Requestor): Name/ Position: Name / Position 14. Reply/Comments from HQ Logistics Management Associate: 15. HQ Logistics Management Associate Signature: 16. Date/Time: Updated by TR 04/2015
Official High School Transcript Student Information School Information Full Name: Address: Phone Number: E-mail Address: Date of Birth: Parent/Guardian: Name: Address: Phone Number: E-mail Address: Academic Record School Year: 2010-2011 Grade Level: 9th School Year: 2012-2013 Grade Level: 11th Course Title Credit Earned Final Grade Course Title Credit Earned Final Grade Total Credits: GPA: Cumulative GPA: Total Credits: GPA: Cumulative GPA: School Year: 2011-2012 Grade Level: 10th School Year: 2013-2014 Grade Level: 12th Course Title Credit Earned Grade Course Title Credit Earned Final Grade Total Credits: GPA: Cumulative GPA: Total Credits: GPA: Cumulative GPA: Academic Summary Cumulative GPA: Credits Earned: Diploma Earned: Graduation Date: I do hereby self-certify and affirm that this is the official transcript and record of (Name of Student) in the academic studies of (Academic Years). Signature: _______________________________________________ Title: ________________________________________________ Date: _______________________________________________
DATE: DAY OF WEEK: Time Activity Water Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USE = DATE: DAY OF WEEK: Time Activity Water Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USE =
DATE: DAY OF WEEK: Time Activity Water Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USAGE = DATE: DAY OF WEEK: Time Activity Water Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USAGE =
DATE: DAY OF WEEK: Time Activity Water Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USAGE = DATE: DAY OF WEEK: Time Activity Use (Estimated) Consumptive or nonconsumptive Brief notes TOTAL WATER USAGE =
Wetland ‘WOF’ Datasheet – Condition SITE NAME: LOCATION: RECORDER: DATE: Wetland condition index Indicator Indicator components Comment (see section 5 in the Wetland ‘WOF’ Check module for full descriptions) 0– 5* Average Change in hydrology Impact of artifical structures Water table depth Dry-land plant invasion Change in water/soil quality or state (physico chemical parameters) Degree of sedimentation/erosion Nutrient levels von Post index Change in ecosystem intactness Loss in area of original wetland Recent vegetation damage/clearance Fish barriers/ connectivity Change in amount of animal damage and harvest by humans Damage by stock or feral hoofed animals Introduced predator impacts on wildlife Harvesting levels Introduced plant canopy cover
Asia: Australia, Bahrain, Korea, and Singapore. Middle East/Africa: Israel, Jordan, Oman, and Morocco. Americas: Columbia, Peru, Chile and Panama NAFTA: North American Free Trade Agreement: with Mexico and Canada Dominican Republic-Central America – United States Free Trade Agreement: Guatemala, Honduras, El Salvador, Nicaragua, and Costa Rica.) Links for reciprocal trade agreements are provided for U.S.T.R, U.S. Customs and Border Protection, Department of Commerce, U.S. Department of Commerce, and U.S. Department of Labor. Links to other sources are provided by using the example of the U.S. trade agreement with Australia. U.S. Government commentaries and link to resources: U.S. Representative: U.S. Customs and Border Protection: Department of Commerce: U.S. Department of State, Investment Climate Report: U.S. Department of Labor regards to labor provisions on FTAs: Australia Text of the statue: Official version of U.S. law: U.S. government regulations: U.S. Government commentaries and link to other resources: ; Department of Commerce: australia/index.asp; ; c. U.S. Department of State (see investment climate reports above); U.S. Embassy, Canberra: http://usrsaustralia.state.gov/us-oz/2004/03/16/ustr1.html 5 [=?; tried to edit; next should be d]
SUBJECT (visitors/trips/themes) Week 1 01.01.18 Start 03.01.18 Week 2 08.01.18 Paul Cookson Poetry Day Week 3 15.01.18 Week 4 22.01.18 Stanley Head Week 5 29.01.18 Week 6 05.02.18 Week 7 12.02.18 Parents Evening LITERACY Kennings Kennings Kennings Features of Information texts Information text Information text Information text Multiplication & Division Multiplication & Division Multiplication & Division Multiplication & Division Multiplication & Division Fractions Fractions SCIENCE Sound Sound Sound Sound Thomas Edison Morse code ART, DESIGN & TECHNOLOGY Bayeux Tapestry Pen and ink / hatching Bayeux Tapestry Pen and ink / hatching Silhouettes Silhouettes Silhouettes Silhouettes HISTORY Battle of Hastings 1066 Battle of Trafalgar 1805 World War I GEOGRAPHY Marching in formation around the UK / sketching maps Points of a compass and navigation Types of settlements and land ICT Coding Coding Coding Purple Purple Purple RE Other world religions
Bobby Galindo 2016 C New Mexico Military Institute Nick Carrillo 2016 OF New Mexico Military Institute El Paso Community College Matt Holguin 2016 IF Saddleback Community College Chris Sanchez Castro Pablo Martinez David Chavez Adrian Arpero Rene Aguilar Joe Galindo Adrian Torres Julian Galindo Adrian Munoz 2017 2017 2017 2017 2017 2017 2017 2018 2018 2018 IF OF P P C/P 1B P OF P/OF 1B El Paso Community College Trinidad State University Trinidad State University New Mexico Military Institute NMMI NMMI NMMI New Mexico Junior College New Mexico Military Institute Luna Community College
All our work will fit these themes: THEMES AIMS UNITED COMMUNITY Creating a sense of family & belonging Connecting people who are isolated Intergenerational activities & skills exchange Increasing inclusion, mending divisions and greater understanding Welcoming new residents, including refugees/migrants and those moving into new developments SUPPORTED VULNERABLE PEOPLE Ensuring support where there are holes in the safety older people, young people Access to information & support, including for those with low/no English PLACES TO GO & THINGS TO DO Multi-use spaces—for residents, community activity, community groups, small businesses Creating points of contact and information Opportunities in new buildings/developments Supporting community activity STRONGER ECONOMY Financial inclusion/literacy Supporting businesses, social enterprises & pop-up shops Training & employment GREENER & CLEANER Making the area greener Creating a cleaner environment HEALTH & WELLNESS Improving health & health awareness
Qualifications, knowledge and experience BSc (or equivalent professional qualification) in Chemistry, or a closely related area of Chemistry and/or Biotransformations. Ability to write clear, concise English. Knowledge/ experience of project management, organising meetings, web-site development. Ability to interact positively with a wide range of people. MSc or PhD or equivalent professional qualifications and experience in a scientific discipline Knowledge of the use of carbohydrate chemistry and enzymatic transformations Understanding of technology transfer/IP CV and Interview Planning and organising Evidence of excellent organisation skills and ability to manage a projects to deadline and quality standards Experience of successful project management. CV and Interview Problem solving and initiative Able to independently acquire knowledge and solve problems. Ability to support project lead and teams to analyse complex problems and apply professional knowledge and experience to recommend solutions/provide action plans CV and Interview Management and teamwork Able to proactively work with colleagues in other work areas to achieve outcomes. Effective in management and administrative processes Work effectively in a team. Ability to manage conflict within teams. Experience of successfully managing and developing staff CV and Interview Communicating and influencing Communicate new and complex information clearly and effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present concepts and results to a variety of audiences Able to reports to a professional standard. CV and Interview
Emily Steiner (University of Pennsylvania): ‘Neck-Verse: Medieval Literature and the Limits of the Law’ 18.30: Reception, followed by dinner SATURDAY 1 JULY 2017 9.30-10.00: Refreshments 10.00-11.00: Plenary Lecture: Sebastian Sobecki (University of Groningen): ‘Chaucer’s Lawyers’ 11.00-12.30: 5. ‘The jugement of the perdurable lawe’ Arvind Thomas (University of California, Los Angeles): ‘From Rule to Law: Legal Maxims and Lawmaking in The Canterbury Tales and Piers Plowman’ Sarah O’Brien (Fordham University): ‘“And make of Law a laborere”: Law and the Communitarian Vision of Piers Plowman’ Andreea Boboc (University of the Pacific): ‘Treason and the Royal Person: Chaucer to John Lane’ 11.00-12.30: 6. ‘Agyn the lawe of God’ Ben Parsons (University of Leicester): ‘Bad Grammar: Criminal Teachers in the 14th, 15th and 16th Centuries’ Euan C. (National Archives): ‘Chaucerian Chinese Whispers: Chaucer, the Plea Rolls, and Windsor’ Peter Guy Brown (Independent scholar): ‘Chaucer’s Summoner’ 12.30-13.30: Lunch 13.30-15.00: 7. ‘Wise advocatz learned in the lawe’
Joseph Stadolnik (Yale University): ‘Forms of Mercy’ R. F. Yeager (University of West Florida): ‘The Just and the Legal: Telling the Difference in the Poetry of John Gower’ Paulo Castilho (University of Ottawa): ‘Bridging Literature and Law: Pleading the Case of the Public Poet in the Confessio Amantis’ 13.30-15.00: 8. ‘Swich lawe as a man yeveth anothr wight’ Anne Marie D’Arcy (University of Leicester): ‘Sumptuary Law, Legality, and Gender Transgression in The Canterbury Tales’ Paul Megna (University of Western Australia): ‘Parrhesia and Law in “The Second Nun’s Tale” and “The Manciple’s Tale”’ Fiona Somerset (University of Connecticut): ‘No Justice, No Peace: Chaucer’s “Physician’s Tale”, the Worm of Conscience, and the Rule of Law’ 15.00-17.00: Optional Excursion: Guildhall Library Tour Sponsors
Course Outline Schedule Topic Assignment Due Date Week 1 Sep 7 Intro., background, and Syllabus. Determine Type of structure and Occupancy. Consider possible types of products for specific uses; moisture resistant, fire rating, methods of attachment, beads and trim, finishes, textures, and sound issues. Read Chapter 1. 12 Sep 17 Week 2 Sep 12 and 14 Material and Cladding. Identify Type framing (not substrate) applied to. Identify potential issues related to vapor control, fire rating, heat transfer, sound transmission, and durability. Select cladding material(s) based upon Use, finish, and durability. Read Chapters 2 and 15. Read Chapters 3 and 4. 14 Sep 17 19 Sep 17 Week 3 Sep 19 and 21 Finishing Systems and start Lab. Mobilize to lab site. Note: Work area(s) to be kept neat and orderly at all times. Tools and equipment to be placed in proper storage area at the end of class. Read Chapter 5. Participate in Lab activities. Read Chapter 9. 21 Sep 17 26 Sep 17 Week 4 Sep 26 and 28 Lab to build and finish cubbies. Participate in Lab activities. Week 5 Oct 3 and 5 Lab to build and finish cubbies. Independent studies. Participate in Lab activities. Read Chapters 10 and 11. 10 Oct 17 Week 6 Oct 10 and 12 Lab to build and finish cubbies. Participate in Lab activities. Week 7 Oct 17 and 19 Lab to and finish cubbies. Mid-Term Test. Participate in Lab activities. Test is cleaning up and organizing work area. 19 Oct 17 Week 8 Oct 24 and 26 Lab to build and finish cubbies. Participate in Lab activities. Week 9 Oct 31 and Nov 2nd Lab to build and finish cubbies. Participate in Lab activities. Week 10 Nov 7 and 9 Lab to build and finish cubbies. Participate in Lab activities.
Seminar session Class-based Weeks 2/3 Group research & report completion Upload to seminar work space Online Online Week 3 States lecture Seminar discussion on group reports Plenary lecture Class-based Weeks 3/4 Group research & report completion Upload to seminar work space Online Online Week 4 Governance lecture Seminar discussion on group reports Plenary lecture Class-based Weeks 4/5 Group research & report completion Upload to seminar work space Online Online Week 5 Women & Development lecture Seminar discussion on group reports Plenary lecture Class-based Week 5/6 Group research & report completion Upload to seminar work space Online Online
Week 6 The Causes of Armed Conflict lecture Seminar discussion on group reports Plenary lecture Class-based Week 6/7 research & report completion Upload to seminar work space Online Online Week 7 Intervention & Responses to Conflict lecture Seminar discussion on group reports Plenary lecture Class-based Week 7/8 research & report completion Upload to seminar work space Online Online Week 8 Humanitarian & Development Aid lecture Seminar discussion on group reports Plenary lecture Class-based Week 8/9 Group research & report completion Upload to seminar work space Online Online Week 9 Ethiopian Famine Funds Conference Plenary
Closing Student Centered (20%) Formative Assessment/Summarize: Students will present their blended, objective summaries to the class using the document camera, or if time permits, students can make a graphic organizer / visual representation to display the top ten facts about their topic to the class. Ticket-out the door Important Thing 3-2-1 Journal Learning log Expand Standards Homework Fourth Perspective Writing Assignment: Today in class, you read Leigh’s Story which was written from three different perspectives. Now, imagine that you are a different character from the story and write at least a one page account of what you witnessed that day. You should use first person. Write and communicate your account as if you are your chosen character from Leigh’s Story. You cannot be Jim, Scott, or Leigh as their perspectives are already part of the story. Vocabulary homework. Teacher Reflection
Blended Learning FAQ’s What is a blended learning course? A blended course is a combination of the traditional classroom and online learning. You’ll meet your instructor(s) and fellow students on the first night in a classroom setting. The middle sessions will be instructor led but will be delivered over the internet and you will wrap up the course with another classroom session. Why is Fox River using the blended learning model? We chose to move to blended learning because our chapter is spread over a significant number of miles and members are finding it increasingly difficult to get from their offices to class on a timely basis. Additionally, some were traveling 45 minutes each way. By moving to blended learning you can access the evening lecture and activities from the comfort of your home, hotel or work location saving you travel time and expense. What type of technology do I need? The will be presented using GoToMeeting. You will need a computer with speakers and access to the internet. Ideally you will also have a microphone so you can ask questions of your instructor but you can type your questions in also. What materials will be provided? Every APICS certification course comes with a learning system and a slide book. The slide book is a copy of the slides the instructor shows so you can make notes right on the slide pages. The learning system provides your reading materials as well as a wealth of online tools to help you prepare to test. You’ll have access to flash cards (to help with vocabulary), quizzes that relate to each section to test your learning as well as practice exams to help you prepare to test with confidence. Dropbox will also be utilized for any files/resources that might be needed. If you have any additional questions about this process or about any APICS certification course, please feel free to contact us at
Schedule Week/Dates Mode Topic Assignments Due Dates Week 1 Jan. 7-11 F2F Module 1 01/11/10 Week 2 Jan. 12-18 Online Module 2 01/18/10 Week 3 F2F Week 4 Online Week 5 F2F Week 6 Online Week 6 F2F Week 7 Online Midterm Exam Midterm Exam Week 8 F2F Week 9 Spring Break Week 10 Online Week 11 F2F Week 12 F2F Week 13 Online Week 14 Online Weeks 15 F2F Week 16 Online Final Exam Note: All dates and times are subject to change by Dr. TheProfessor. Be informed and routinely check the Schedule and Class Discussion topics for any changes or updates.
Required Text Two Required Text Three Supplemental Texts Text one... Text two... Text three... Course Requirements Add your course requirements here. Missed Assignments/Make-Ups/Extra Credit Add your due date policies here. Evaluation and Grading Add your evaluation and grading policies here. You may also choose to keep a table below that best fits your grading scale. Letter Grade Points A 93 – 100 points A- 90 – 92 points B+ 87 – 89 points B 83 – 86 points B- 80 – 82 points C+ 77 – 79 points C 73 – 76 points C- 70 – 72 points D+ 67 – 69 points D 63 – 66 points D- 60 – 62 points F 59 and below
DIY Task: Info Stream Contribution Blog Post/Comment: On behalf of the Blendkit2015 team we would like to say thanks for joining us and let the learning journey begin. __________________________________________________________________________
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February 2016 Half Term Fun at Blenheim Monday 15th February Tuesday 16th February Wednesday 17th February Thursday 18th February Friday 19th February 9:30am – 11am MOTO – “Mother’s on their Own” This group runs all year round for lone mums and their children. It is an opportunity for mums to meet up and for their children to play. 1:30pm – 3pm Job club for those looking for work or wanting to increase their employability. Computers available for job searching 9:30am – 11:30am A Gruffalo themed fun session –An imaginative session where children use the story as a basis for all the activities. Suitable for children upto the age of 8. Be prepared to get involved! £2 suggested donation. 1:30pm – 3pm LEGO and construction session for children from 2 years to 8 years. A small area will be available for younger children who must be supervised at all times due to the small Lego. 9:30am – 11:30am Come and Play – themed session on the story “We’re going on a bear hunt”. Lots of fun activities and a bear hunt in the grounds dependant on the weather”. 12:45pm – 1:30pm Breast Feeding Support 1:30 – 3pm Bumps and Babies play session for babies 9:30am – 11am Come and explore Nature/Outside – a fun drop in for parents/carers and children aged up to 8 years old. £2 suggested donation. We will be on a bug hunt (weather permiting), planting sunflowers and using our magnifiers to look at nature. 9:30am – 11:30am then 12:30pm – 3pm. Come and Play themed on “Frozen” – a fun drop in for parents/carers and children aged up to 8 years old. There will be a range of craft activities themed around the film. Why not come in fancy dress?
Volunteers, who have joined the Iraqi army to fight against the predominantly Sunni militants from the radical Isis group, demonstrate their skills during a graduation ceremony after completing their field training in Najaf 41/74 Iraq crisis Kurdish Peshmerga troops fire a cannon during clashes with militants of the Isis group in Jalawla, Diyala province 42/74 Lieutenant General Qassem Atta speaks during a press conference Iraqi Prime Minister's security spokesman, Lieutenant General Qassem Atta speaks during a press conference about the latest military development in Iraq, in the capital Baghdad. Iraqi forces pressed a campaign to retake militant-held Tikrit, clashing with jihadist-led Sunni militants nearby and pounding positions inside the city with air strikes in their biggest counter-offensive so far 43/74 A police station building destroyed by Isis fighters An exterior view of a police station building destroyed by gunmen in Mosul city, northern Iraq. Iraq's new parliament is expected to convene to start the process of setting up a new government, despite deepening political rifts and an ongoing Islamist-led insurgency. Iraqi President Jalal Talabani issued a decree inviting the new House of Representatives to meet and form a new government 44/74 Isis fighters in Iraq Smoke billows from an area controlled by the Isis between the Iraqi towns of Naojul and Tuz Khurmatu, both located north of the capital Baghdad, as Iraqi Kurdish Peshmerga forces take part in an operation to repel the Sunni militants 45/74 Iraqi refugees An elderly Iraqi woman is helped into a temporary displacement camp for Iraqis caught-up in the fighting in and around the city of Mosul in Khazair 46/74 Iraqi refugees
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 Penne Vodka Garlic Bread 2 NO HOT LUNCH 5 Pepperoni Pizza Bites Corn Niblets 6 Beef Tacos Yellow Rice 7 NO HOT LUNCH 8 Chicken Tenders Mashed Potatoes 9 NO HOT LUNCH 12 Cheeseburger Onion Rings 13 Chicken Patty Sandwich Glazed Carrots 14 NO HOT LUNCH 15 Chicken & Broccoli White Rice 16 NO HOT LUNCH 19 Penne Marinara Meatballs 20 Hot Dogs Mixed Vegetables 21 NO HOT LUNCH 22 Chicken & Cheese Quesadilla Rice 23 NO HOT LUNCH 26 Macaroni & Cheese Broccoli Oreganata 27 Chicken Tenders Mashed Potatoes 28 NO HOT LUNCH 29 Cheeseburger Onion Rings 30 NO HOT LUNCH March Assorted sandwiches, Grilled Chicken salad and wrap available daily. PRICE OF LUNCH INCLUDES BOTTLED WATER,SALAD & FRUIT. K-4 $3.50/5-8 $4.75
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 3 NO HOT LUNCH 4 NO HOT LUNCH 5 NO HOT LUNCH 6 ChickenTenders Mashed Potatoes 7 Penne Vodka Garlic Bread 10 Chicken Patty Sandwich Glazed Carrots 11 Cheeseburgers Onion Rings 12 NO HOT LUNCH 13 Chicken & Broccoli Rice 14 NO HOT LUNCH 17 Beef Tacos Yellow Rice 18 Ravioli Sautee String Beans 19 NO HOT LUNCH 20 BBQ Chicken Tenders Mashed Potatoes 21 NO HOT LUNCH 24 Chicken Patty Sandwich Glazed Carrots 25 NO HOT LUNCH 26 NO HOT LUNCH 27 Chicken &Cheese Quesadilla Rice 28 NO HOT LUNCH September Assorted sandwiches, Grilled Chicken salad and wrap available daily. PRICE OF LUNCH INCLUDES BOTTLED WATER,& FRUIT. K-4 $3.50/5-8 $4.75 ALLERGY CONCERNS PLEASE CONTACT HILLERS JR. 347-739-5158
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 Cheeseburgers Corn Niblets 2 NO LUNCH 5 Pepperoni Pizza Bites Mixed Vegetables 6 Beef Tacos Yellow Rice 7 NO LUNCH 8 Hot Dogs Onion Rings 9 NO 12 Macaroni & Cheese Broccoli Oreganata 13 Chicken Patty Glazed Carrots 14 NO LUNCH 15 Chicken Tenders Mashed Potatoes 16 NO LUNCH 19 NO LUNCH 20 NO LUNCH 21 NO LUNCH 22 Chicken & Cheese Quesadilla White Rice 23 NO LUNCH 26 Baked Ziti Meatballs 27 Cheeseburger Rings 28 NO LUNCH 1 Penne Vodka Garlic Bread 2 NO February Assorted sandwiches, Grilled Chicken salad and wrap available daily. PRICE OF LUNCH INCLUDES BOTTLED WATER,SALAD & FRUIT. K-4 $3.50/5-8 $4.75