zilongwang/ReadingBank huggingface dataset:
Housing for Homeless Inc. DUNS 002161375 4087 U S. Hwy 1 Suite 3 Rockledge FLORIDA Date Code Submitted 4/21/2017 Society of St. Vincent de Paul, South Pinellas, Inc. DUNS 021474730 384 15th Street, North St. Petersburg FLORIDA 33705 Date Code Submitted 6/28/2017 Jacksonville Housing Authority DUNS 933298937 1300 North Broad Street Jacksonville FLORIDA 32209 Date Code Submitted 6/29/2017 Community Action Stops Abuse, Inc. DUNS 122625858 P.O.Box 414, St Petersburg FLORIDA 33731 Date Code Submitted 6/29/2017 Orange, County of DUNS 064797251 525 E. South Street, Orlando, FLORIDA 32801 Date Code Submitted 4/18/2017 A.H. of Monroe County, Inc DUNS 602348690 1434 Kennedy Driv Key West FLORIDA Date Code Submitted 4/21/2017 BOLEY CENTERS, INC. DUNS 021709480 445 31st St. N St. Petersburg FLORIDA 33713 Date Code Submitted 10/17/2016 FLORIDA 6/6/2018 Homeless Emergency Project, Inc. DUNS 623937356 1120 N. Betty Ln Clearwater FLORIDA Date Code Submitted 7/17/2017 Crosswinds Youth Services, Inc. DUNS 104511514 1407 Dixon Blvd Cocoa FLORIDA 32922 Date Code Submitted 7/6/2017
Hope of Evansville, Inc. DUNS 842229528 401 SE 6th Street, Suite 206 Evansville INDIANA 47713-1216 Date Code Submitted 4/25/2016 Community Action of Northeast Indiana Inc DUNS 051965374 227 E. Washington Blvd Fort Wayne INDIANA 46853-0570 Date Code Submitted 6/2/2016 BLOOMINGTON, CITY OF DUNS 070711239 P.O. Box 100 Bloomington INDIANA 47402 Date Code Submitted 12/31/2015 HOUSING AUTHORITY OF KOKOMO DUNS 153417043 PO Box 1207 Kokomo INDIANA 46903-1207 Date Code Submitted 6/14/2017 Hammond Housing Authority DUNS 072092716 1402 173rd Street Hammond INDIANA 46324 Date Code Submitted 6/14/2017 Lafayette Transitional Housing Center DUNS 612175166 615 North 18th Street, Suite 102 Lafayette INDIANA 47904 Date Code Submitted 4/18/2017 INDIANA 6/6/2018 Shalom Community Center, Inc. DUNS 135405962 620 S. Walnut St Bloomington INDIANA 47401 Date Code Submitted 4/25/2017 Blue River Services, Inc. DUNS 128163185 1365 Old Hwy. 135 NW Corydon INDIANA 47112 Date Code Submitted 4/19/2017 Housing Opportunities, Inc. DUNS 143327901 2001 Calumet Av VALPARAISO INDIANA 46383- Date Code Submitted 4/25/2016
Judges will be more inclined to rate an Applicant as “Exceptional” in this area if the following characteristics are present. Outstanding implementation of the criteria, such as particularly intuitive presentations of the allocation formula such that the formula can be understood by a layperson. Appendix 1 – Judges Standard Interview Questions Below are the questions that the judges will use as the starting point for the Award Interview. The Judges may choose to add to this list of questions or change some of the questions based on particular concerns they have about the Submittal. What steps have you taken to ensure that your governing board is committed to your financial policies, rather than just perfunctorily adopting them? What are the most important things you have done to ensure a solid partnership between the finance and academic staff? What have you taken to ensure that the financial planning and budget process is perceived as fair by participants? Who participated in your goal-setting process? How do the college-wide goals relate to the work of the college’s subunits? What was the most surprising finding of your root-cause analysis? Describe the research that went into developing the Institutional Priorities. What makes you confident that these Institutional Priorities will be effective on “moving the needle” on student performance? What were the hardest choices you had to make when considering between the Institutional Priorities and options for finding additional resources? How were the associated conflicts resolved? What role did analysis of the cost-effectiveness of services play in your decision-making? How do you plan to further develop your capacity to analyze cost-effectiveness in the future?
Brockton MASSACHUS 02301 ETTS Date Code Submitted 7/11/2017 Catholic Social Services F River DUNS 144117389 1600 Bay Street Fall River MASSACHUS 02724 ETTS Date Code Submitted 3/29/2017 HAVERHILL, CITY OF DUNS 783953110 4 Summer Street Haverhill MASSACHUS ETTS Date Code Submitted 5/18/2017 Suffolk University DUNS 076577709 8 Ashburton Place Boston MASSACHUS 02108-2770 ETTS Date Code Submitted 4/28/2017 SPRINGFIELD, CITY OF (INC) DUNS 073011921 1600 E. Columbus Ave. Springfield MASSACHUS 01103 ETTS Date Code Submitted 11/30/2017 Hilltown Community Development Corporation DUNS 166415455 387 Main Road Chesterfield MASSACHUS ETTS Date Code Submitted 7/5/2017 MASSACHUSETTS 6/6/2018 Springfield Housing Authority DUNS 048805238 60 Congress Street Springfield MASSACHUS 01101 ETTS Date Code Submitted 6/15/2017 Lawrence, City of DUNS 079523171 200 Common Street Lawrence MASSACHUS 01840 ETTS
O.K., now that we know a little about the paragraphs you will have to write, here is the where and when. Remember to do a Sermon paragraph after each time you come to worship. SEPTEMBER +Reading – “The Story…” chapters one and two. +Memory – Commandments 1-3 +Mission – suggested date:_____________ activity: __________________ OCTOBER +Reading – “The Story…” chapters 3-7 +Memory – Commandments 4-6 +Mission – suggested date:_____________ activity: Grate Patrol NOVEMBER +Reading – “The Story…” chapters 8-11 +Memory – Commandments 7-10 +Mission – suggested date:_____________ activity: Visit UCM food pantry DECEMBER
+Reading – “The chapters 12-14 +Memory – Commandments 7-10 +Mission – suggested date:_____________ activity: Preschool Service Support JANUARY + Reading – “The Story…” chapters 15-18 + Memory – Petitions 1-3 + Mission – suggested date: ____________ activity: Library of Congress trip FEBRUARY + Reading – “The Story…” chapters 19-22 + Memory – Petitions 4-5 + Mission – suggested date: ____________ activity: Youth Lock In MARCH + Reading – “The Story…” chapters 23-26 + Memory – Petitions 6-7 + Mission – suggested date: ____________ activity: Music Volunteer
1857-58, 1865-66, 1868-69, 1876-77, 1877-78, 1878-79, 1881-82, 1884-85, 1888-89, 1889-90, 1896-97, 1897-98, 1899-1900 1895-96, 1898-99 1861-62, 1862-63, 1868-69, 1871-72, 1878-79, 1886-87, 1887-88, 1896-97 ‘Normal’ rainy season 1838-39, 1846-47, 1860-61, 1866-67, 1874-75, 1891-92 1842-43, 1859-60, 1882-83 1841-42, 1851-52, 1860-61, 1866-67, 1867-68, 1873-74, 1874-75, 1875-76, 1891-92, 1894-95 Wet rainy season 1847-48, 1848-49, 1852-53, 1856-57, 1858-59, 1864-65, 1885-86 1854-55, 1855-56 1843-44, 1847-48, 1848-49, 1850-51, 1863-64, 1864-65, 1870-71, 1872-73, 1879-80, 1880-81, 1890-91, 1892-93, 1893-94 Unclassified season 1844-45, 1845-46 1839-40 1840-41
Closing Comments Taylor 4:15pm Adjournment Sedhom Where and When? Item Room Time Friday, November 3th, 2017 Commonwealth Fee Board3 Conference Center 16B 3:30 – 5:00pm Presidents’ Session1 Conference Center 51 7:00 – 8:00pm Council Athletic Center 8:10 – 9:05pm Student Affairs Committee Science 140 9:15 - 10:05pm Governmental Affairs Committee Science 138 9:15 - 10:05pm Academic Affairs Committee Engineering 121 9:15 - 10:05pm Social Event Courtyard & Café 780 10:30 – 12:00am Saturday, November 4th, 2017 Presidents’ Session1 Conference Center 8:15 – 9:15am Council Academic Affairs Committee Governmental Affairs Committee Student Affairs Committee Athletic Center Engineering 121 Science 138 Science 140 9:30 - 11:00am 11:10 - 12:10pm 11:10 - 12:10pm 11:10 - 12:10pm Lunch Café 780 12:20 - 1:20pm CRC2 “All-In” Summit Ad-Hoc Goal Setting Ad-Hoc Surveys Ad-Hoc ITC 31 Science 140 Science 138 Engineering 121 12:20 - 1:20pm 1:30 - 2:30pm 1:30 - 2:30pm 1:30 - 2:30pm Academic Affairs Committee Engineering 121 2:40 – 3:30pm Governmental Affairs Committee Science 138 2:40 – 3:30pm Student Affairs Committee Science 140 2:40 – 3:30pm Council Athletic Center 3:40 – 4:15pm 1 Presidents’ Session is for SGA Presidents and Vice Presidents only 2 Constitutional Review Committee is for committee members only 3 Commonwealth Fee Board meeting is for committee members only
440 West Nyack Road West Nyack NEW YORK 10994 Date Code Submitted 5/12/2017 NATIONAL COUNCIL FOR COMMUNITY DEVELOPMENT INC DUNS 073273294 One Battery Park Plaza, New York NEW YORK 10004 Date Code Submitted 11/18/2016 Association to Benefit Children DUNS 604391573 419 East 86th Street New York NEW YORK 10028 Date Code Submitted 5/30/2017 Mental Health Association of Columbus-Green Counties Inc DUNS 108690439 713 Street Hudson NEW YORK 12534 Date Code Submitted 4/27/2017 Samaritan Daytop Village Inc DUNS 072730179 138-02 Queens Blvd Briarwood NEW YORK Date Code Submitted 6/20/2017 NEW YORK 6/6/2018 Unity House of Troy, Inc. DUNS 826403339 2431 Sixth Avenue Troy NEW YORK Date Code Submitted 8/30/2017 Lutheran Social Services Of Metropolitan New York, Inc. DUNS 078170545 475 Riverside Drive, Suite 1244 New York NEW YORK Date Code Submitted 8/11/2017 COMMON GROUND COMMUNITY IV HDFC DUNS 362595774 505 Eighth Avenue, 5th New York NEW YORK Date Code Submitted 4/14/2017 Lower East Side Service Center, Inc. DUNS 077720951 80 Maiden Lane, Suite 305 New York NEW YORK 10038 Date Code Submitted 5/30/2017
You have been speaking to (name) today 0 (0%) 33 33 7 40 Is there anything else I can help you with? 5(20%) 19 24 16 40 Thank you 33 (100%) 0 33 7 40 Goodbye 30 (94%) 2 32 8 40 Total 68 (56%) 54 122 38 160 N/A* - calls transferred or criteria not applicable for call type Shaded cells - Key areas for improvement Compared to previous monitoring in October 2016 (overall score of 54%) this represents a slight improvement. The key areas for improvement are ‘you have been speaking to today’ (3% - October 2016) and ‘goodbye (100% - October 2016). ‘Is there anything else I can help you with?’, although low, showed a slight improvement (17% - October 2016). The other element (‘thank you’) maintained its level at 100%. Quality of Performance (softer aspects) scored 1 (extremely poor) – 10 (extremely good) Good Average (4-7) Poor Number of calls/criteria Average score Was the advisor polite? 36 4 0 40 8.40 Did the advisor speak clearly? 35 5 0 40 8.43 Was the advisor’s tone of voice appropriate? 36 4 0 40 8.35 107 (89%) 13 0 120 Compared to previous monitoring in October 2016 (90%) this remains fairly consistent. Good Average (4-7) Poor Number of calls/criteria Average score Overall Score 34 6 0 40 8.20 Compared to previous monitoring in October 2016 is slightly down from 8.33. Action Plan Key areas for improvement Actions Mandatory Closure - You have been speaking to (name) today Consider dropping this element Mandatory Closure - Is there anything else I can help you with? Promote this through appraisals Ann Bedford
* Responses to the Mitog en positive control (and occasionally TB Antigen) can be outside the range of the microplate reader. This has no impact on test results. Values >10 IU/ml are reported by the QFT-Plus software as >10 IU/ml. † M. tuberculosis infection is not suspected, initially positive results can be confirmed by retesting the original plasma samples in duplicate in the QFT-Plus ELISA. If repeat testing of one or both replicates is positive, the test result is considered positive. ‡ Refer to “Troubleshooting Guide”, page 58 for possible causes. § In clinical studies, less than 0.25% of subjects had IFN-γ levels of >8.0 IU/ml for the Nil value. TABLE 2. Interpretation criteria for the T-SPOT.TB Test (T-SPOT) Interpretation Nil* TB Response† Mitogen§ Positive¶ ≤10 spots ≥8 spots Any Borderline** ≤10 spots 5, 6, or 7 spots Any Negative†† ≤10 spots ≤4 Indeterminate** >10 spots Any Any ≤10 spots <5 spots <20 spots Source: Based on Oxford Immunotec Limited. T-SPOT.TB [Package insert]. Available at . * The number of spots resulting from incubation of PBMCs in culture media without antigens. † The greater number of spots resulting from stimulation of peripheral blood mononuclear cells (PBMCs) with two separate cocktails of peptides representing early secretory antigenic target-6 (ESAT-6) or culture filtrate protein-10 (CFP-10) minus Nil. § The number of spots resulting from stimulation of PBMCs with mitogen without adjustment for the number of spots resulting from incubation of PBMCs without antigens. ¶ Interpretation indicating that Mycobacterium tuberculosis infection is likely. ** Interpretation indicating an uncertain likelihood of M. tuberculosis infection. †† Interpretation indicating that M. tuberculosis infection is not likely. References:
Final Evaluation and Accounting Report-Project Grants Organization Name: STATISTICAL INFORMATION: Please check the appropriate box below. The information on this form is required by the National Endowment for the Arts and helps us make federal funding available across Alaska. This information is only used for statistical purposes, and will not affect your application. Thank you for providing these important details PROJECT DISCIPLINE 01 Dance A Ballet B Ethnic/Jazz C Modern 02 A Band B Chamber C Choral D New E Ethnic F Jazz G Popular H Solo/Recital I Orchestral 03 Opera/Musical Theatre A Opera B Musical Theatre 04 Theatre A Theatre, General B Mime D Puppet E Theatre for Young Audiences 05 Visual Arts A Experimental B Graphics D Painting F Sculpture 06 Design Arts A Architecture C Graphic 07 Crafts A Clay B Fiber C Glass D Leather E Metal F G Plastic H Wood I Mixed Media 08 Photography 09 Media Arts A Film B Audio C D Technology/Experimental Media 10 Literature A Fiction B Non-Fiction C Playwriting D Poetry 11 Interdisciplinary 12 Folklife/Traditional /Native Arts A Folk/Traditional /Native B Folk/Traditional/Native Music C Folk/Traditional /Native Crafts & Visual D Oral Traditions 13 Humanities 14 Multidisciplinary 15 Non-Arts/Non-Humanities ACTIVITY TYPE ORGANIZATIONS 05 Concert/Performance/Reading 06 Exhibition 08 Fair/Festival 11 Operating Support/Local Arts Agency Support 12 Arts Instruction 13 Marketing 16 Recording/Filming/Taping 17 Publication 18 Repair/Restoration/Conservation 26 Regranting 32 Stabilization/Endowment/Challenge 33 Building Public Awareness 34 Technical Assistance 35 Web Site/Internet Development 36 Broadcasting 01 Acquisition 02 Audience Services 10_Organization/Institution Establishment EDUCATION 19 Research/Planning 20 School Residency 21 Residency 22 Seminar/Conference 27 Translation 30 Student Assessment 31 Curriculum Development/Implementation INDIVIDUAL 29 Professional Development/Training 04 Artwork Creation 09 Identification/Documentation of Artwork 14 Professional Support - Administrative 15 Professional Support - Artistic 25 Apprenticeship 99 None of the Above Arts Education 01 50% or more of project activities are arts education directed to: A K-12 B Higher education C Pre-kindergarten D Adult learner 02 Less than 50% of project activities are arts education directed to: A K-12 B Higher education C Pre-kindergarten D Adult learners 99 No arts education
and some correct conventions in written response. some correct conventions in written response. and mostly correct conventions in written response. and mostly correct conventions in written response. PRE & POST ASSESSMENT GRADING RUBRIC Learning Target Type of Target Assessment Method Percent Importance Identify of Narrative Writing Knowledge Selected Response 10 Knowledge of content; personal understanding Reasoning Written Response 10 Identify elements of narrative writing Knowledge Written Response 20 Identify organizational components through listing transition words appropriate for narrative writing Knowledge & Reasoning Written Response 20 Write a five sentence paragraph demonstrating your ability to use the narrative writing process Knowledge, Reasoning, Skill Written Response 40
Additionally, the following may be required prior to implementation: Sample pack shipped to MTU America Photographs and drawings of proposed packaging Package testing Changes to package quantities, packaging materials or dimensions require review and may require a of the “Packaging Supplier Data Sheet” to the MTU America Packaging Department for approval. Part Protection, Cleanliness and Preservation Part Protection and Cleanliness It is the suppliers’ responsibility to ensure that each part is properly packaged to arrive free of damage, dirt, rust and moisture and should arrive in a manner that allows immediate delivery and use at our assembly or machining lines without requiring additional handling, part cleaning or washing. Surface protection should be provided to any part which requires the need, by using an approved protective material. Preservation Parts shall be received free of rust or corrosion and shall remain in such state up to point of use. Note: Service parts may require longer storage times and may require specific packaging since the material is for resale. Contact the MTU America Packaging Department for questions. Further details on corrosion and rust prevention can be found in the “Production Parts Packaging and Shipping Guidelines” (CD-TFL-001). Packaging of Hazardous Materials For information regarding hazardous material packaging, any questions or further help can be directed to the MTU America Packaging Department by contacting . Import / Export Certain restrictions and regulations apply to packaging material that crosses international borders. It is the supplier’s responsibility to ensure all shipments meet the importing country’s import regulations. Regulations on Wood Packaging Material (WPM)
Date Code Submitted 2/2/2018 South Alamo Regional Alliance for the Homeless DUNS 832030378 PO Box 7613 San Antonio TEXAS 78207 Date Code Submitted 7/25/2017 Brownsville Housing Authority DUNS 031996775 2606 Boca Chica Blvd Brownsville TEXAS 78521 Date Code Submitted 2/21/2017 Waco, City Of DUNS 075090779 300 Austin Avenue Waco TEXAS 76701 Date Code Submitted 4/26/2017 National Association for Latino Community Asset Builders DUNS 825295087 5404 Wurzbach Road San Antonio TEXAS 78238- Date Code Submitted 12/31/2015 Windom Housing Authority DUNS 131631561 810 West 16th Street Bonham TEXAS 75418 Date Code Submitted 3/2/2017 Houston HELP Inc. DUNS 123706322 2211 Norfolk, Suite 740 Houston TEXAS 77098 Date Code Submitted 8/21/2017 HEART OF TEXAS REGION MENTAL HEALTH & MENTAL DUNS 010470870 RETARDATION 110 south 12th Street Waco TEXAS 76703 Date Code Submitted 2/9/2018 6/6/2018 Coalition for the Homeless of Houston/Harris County DUNS 832250815 2000 Crawford Houston TEXAS 77002 Date Code Submitted 4/25/2017
Score 3 2 1 Appropriate Interaction Student remains consistently engaged through discussion and observation. Interacts at child’s eye level with a friendly tone of voice and facial expression. Uses appropriate body language, eye contact, posture, space, gestures and signals. Student usually interacts appropriately, may be weak in one area Student sometimes interacts appropriately, weak in more than one area. Seems disengaged much of the time 2. Guidance Consistently teaches and supports routines and guides behavior; approaches situations with a calm, firm manner. Defines and maintains limits clearly. Uses positive direction, redirection, choices, problem solving and develops skills. Models acceptable and desirable behavior. Student demonstrates some of these strategies to guide behavior. Student has difficulty teaching and supporting routines and guiding behavior; may avoid situations that need guidance from a teacher. 3. Facilitates Learning and Development Student balances listening and talking appropriately to enhance learning. Uses open-ended questions to build, sustain and extend children’s learning; extends play/learning by building on children’s interest and/or responsive planning Student uses some of the strategies to open conversations; has difficulty sustaining them. Student uses only approach to learning, directed questions or praises; brings in models to copy, or avoids opportunities for meaningful interactions 4. Safety and Supervision Student consistently is aware of supervision and safety; remains alert to total situation. Helps explain safety rules in age appropriate manner Student uses position for safety and protection, sometimes moving for enhanced supervision. Student is unaware of adult placement to protect safety both indoors and outdoors 5. Learning Plan Implementation Demonstrates thoughtful plans and implementation of developmentally appropriate activities and encourages exploration and discovery. Student is fully prepared. Activity is adjusted as needed, respecting children’s pace and learning style. Creates and implements developmentally appropriate activity. Student is not always prepared and may ignore children’s pace and learning style. Student lacks appropriate approach to development and implementation of learning experience. May seem unaware of individual differences and needs. 6. Professional Behavior Student is reliable, dependable and prepared. Interacts appropriately and professionally with other adults. Participates in clean up and other classroom responsibilities. Student takes responsibility for own activity, but may not participate in other classroom routines and responsibilities. Student appears unprepared and does not take responsibility for materials, set up, clean up and classroom routines. 7. General Disposition Student appears comfortable, relaxed, positive Student sometimes seems uncomfortable or unhappy with the children
*NOTE: While this is in a table format, you can edit/delete and choose one area of the core competencies to focus and share. CORE COMPETENCIES Snapshots of My Learning (insert here) Before I used to think/do … Now I … (insert photo/image here) Record “I can” that reflect… Eg. “I can redo my design…” Eg. “I can persevere to finish…” Strengths: I feel I was really good at … I want you to notice … (insert photo/image here) Stretches: If I could change one thing, it would be … because …
UNIT DESCRIPTION: Who Am I as a Career? A major focus of this unit is the introduction of the Personal Plan of Study/Career Portfolio. The Portfolio will be used by students to reflect and rethink past entries about interests, aptitudes, abilities and achievements; to revise/refine (as necessary) goals and plans for reaching goals. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How do the Career Paths relate to a person’s identity? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLSs/CLEs PS CCSS OTHER DOK The student will use career and educational information resources to choose one Career Path, identifying training and education. CD.7.A.06.a.i: Use current interests, strengths and limitations to guide individual career exploration. CD.7.B.06.a.i: Recognize the career path concept as an organizer for exploring and preparing for careers now and in the future. CD.7.C.06.a.i: Recognize work roles. CD.8.A.06.a.i: Evaluate career and educational information resources. SL.6.1 SL.6.4 L.6.1 L.6.3 L.6.4 L.6.5 L.6.6 WHST.6-8.7 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the between personal qualities, education, training and the world of work. DOK Level–3 DOK – 2 DOK Level – 1 DOK Level – 2 DOK Level – 3
strengths, and limitations. CD.7.A.11.a.i: Analyze the education, training and personal characteristics needed to achieve current life career goals and compare those characteristics with one’s own characteristics. CD.7.C.11.a.i: Identify the value of personal to the world of work as a result of one’s career choices. L11-12.6 WHST.9-10.7 WHST.9-10.8 WHST.9-10.9 WHST.11-12.7 WHST.11-12.9 WHST.11-12.8 training and the world of work. DOK Level – 4 DOK – 3 The student will identify at least two personal, educational and/or training requirements needed for his/her career choice. CD.7.A.09.a.i CD.8.B.09.a.i CD.7.A.10.a.i CD.7.A.11.a.i CD.7.C.11.a.i RI.9-10.4 RI.9-10.7 RI.11-12.4 RI.11-12.7 W.9-10.7 W.9-10.8 W.9-10.9 W.11-12.7 W.11-12.8 W.11-12.9 SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.11-12.1 SL.11-12.2 CD A CD B CD C DOK Level – 3 DOK Level – 2 DOK – 3 DOK Level – 4 DOK Level – 3
______ ______ ______ ___x__ (Ls. 1,2,3,4) ______ ______ Demonstrations ______ Guided & Shared - , listening, viewing, thinking (Ls. 2,3) ______ ______ ______ ___x__ (Ls. 1,2,3) ______ ______ ______ ______ ______ ______ ______ Conducting Experiments ___x__ (Ls. 4) ______ Games ______ Storytelling ______ ______ Field Observations ______ ______ Building ___x__ Surveys (Ls. 2) ______ ______ ______ ______ Reports ______ Learning Activity Packages ______ Correspondence Lessons ______ ______ Homework ______ ______ ______ Learning Centers ______ ___x__ Panels (Ls 1) ______ ______ ___x__ (Ls. 1,2,3,4) ______ Laboratory Groups ___x__ (Ls. 2) ___x__ (Ls. 4) ______ ______ ______ ______ Tutorial Groups ___x__ Interviewing (Ls. 1) ______ Conferencing UNIT RESOURCES: (include internet addresses for linking) Lesson 5 See Common Core State Standards (CCSS), accessed May 17, 2013, from http://www.corestandards.org/ ASCA National Standards for Students (ASCA), accessed June 11, 2013, from http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
Development 11 Resources Fall 2016 Care Resource Center – 818-717-1000 Lending library, child care services, story time, parent and teacher resources, resource and referral Family Focus Resource Center – 818-677-6854 (CSUN) Lending library, workshops, parent education, resource and referral, IEP, support groups – special needs Friends of the Family – 818-988-4430 North Hills Workshops for parents, services for families, support groups Kids Park – 818-998-5437 Northridge Child care program and services for low income families Explosive Fit Hobbies for children, martial arts, self defense, respect and discipline El Cariso Park – free snack program – 818-367-5043 M-F children 18 and under, free snacks Sylmar Taekwondo 818-367-5333 Classes for 4 – adult and parents’ night out, buddy classes for free MEND – 818-686-7366
UNIT DESCRIPTION: Targeting Careers In this unit, students will learn the steps of goal setting. They will engage in practical application of these steps by setting and evaluating their own personal and school goals. Students will learn to identify those academic subjects that assisted workers as they worked to achieve their career goals. They will also identify their academic subjects/skills they continue to use in their work contributions to their communities. SUGGESTED UNIT TIMELINE: 4 CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: What are goals? Why do people set How is what you at school useful in a career? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLSs/CLEs PS CCSS ASCA DOK The student will list the to setting and long-term goals. CD.7.A.03.a.i: Identify and apply the steps to setting short-term and personal, and educational goals. CD.7.B.03.a.i: Compare and contrast the academic skills required of workers in the six career paths. CD.7.C.03.a.i: Recognize the contributions made by all workers to the school and community. RF.3.3 W.3.8 SL.3.1 SL.3.2 SL.3.6 L.3.4 L.3.5 L.3.6 CD C. Students will understand the between training and the world of work. DOK Level - 3 DOK Level - 3 DOK Level - 2
UNIT DESCRIPTION: Finding My Place in the World Students will complete a second Do I Fit” Activity Sheet and compare the 5th grade results with grade 4 (see CD7-Gr4-Unit1-Lesson1). This will create an awareness of areas/personal preferences that have changed in the past year, and how those changes may affect his or her career choices. Students will interview a family member or school staff member to learn how jobs have changed over the past 10 years. Results will be presented to the class. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 30-40 minutes each ESSENTIAL QUESTIONS: In what ways have jobs changed over the years? How people’s interests change as they get older? How do you feel when someone trusts you to do an important job and you have done it well? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLSs/CLEs PS CCSS OTHER ASCA DOK The student will identify at least one career that matches his/her interests. CD.7.A.05.a.i: Compare interests and strengths with those of workers in the global community. CD.7.B.05.a.i: Describe occupational changes that have occurred over time within the six career paths. CD.7.C.05.a.i: Describe the contributions of a variety of jobs in the community. W.5.1 W.5.2 W.5.4 W.5.7 W.5.8 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 CD A: Students will investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C: Students will understand the relationship between personal qualities, education, training and the world of work. DOK – 3 DOK - 3 DOK Level - 4
Child Development 11 Resources Spring 2016 Inner City Arts – Los Angeles – free – 213-627-9621 LAMC Financial Aid – 818-364-7648 SEIU Local 99 LAUSD 213-387-8393 Union for LAUSD employees Child and Family Center – 661-259-9439 Santa Clarita – serves infants, children, adults, therapy, special needs, trauma, behavior Scholastic.com Books, games, resources for children Book fairs for families and teachers Your Best Pathway to Health – 1-888-447-2849 Free medical, dental, vision, health services Youth Build USA – funding to go to college and or training for a trade, for foster children, GED, job placement, leadership, etc. (ages 16-24) 818-573-9030 El Nido Family Center – 818-830-3646 – non profit social services for families, sliding scale, counseling, support, gang prevention, resources for teen parents Kids Space Museum – Pasadena – free family night first Tuesday of the month 626-449-9144 Childrenbehavior.org - articles to help parents with issues raising children El Proyecto del Barrio – 818-830-7080 – services for families, health and vision, parenting, bilingual services, materials, counseling, for mothers and babies Lakeshore – educational materials, free resources, workshops, children’s activities all summer, free, 818-366-4105 Volunteers of America – Head Start and Early Head Start, free programs for children birth through age five. Comprehensive services 818-897-4124 Destination Science Center – camp for children based on science experiences ages 5-11 (Glendale) Burbank Public Library – 818-238-5600 full service library for all ages, story telling, art and crafts, dance, computers WIC Program – food and nutrition for women and children, health education, breast feeding support, health care referrals, 1-888-942-9675
plagiarism go to the Writing Center website and refer to the STANDARDS OF STUDENT CONDUCT AND DISCIPLINARY ACTION in the Current Schedule of Classes and the Catalog. Los Angeles Mission College Lilamani de Silva Class Schedule – Winter 2016 - Child Development 2 - Section # 3102 Monday, Tuesday, Wednesday, & Thursday – 3:40 pm – 6:10 pm DATE TOPIC ASSIGNMENTS January 4 January 5 January 6 January 7 Introduction College Resources Child Development Program – Certificates, Permit & AA Degree Teaching Profession - Roles and Career Path Child Development Programs – Licensing; Title 22 & 5 NAEYC Ethics Chapter 1 - What is Good Education for Young Children Chapter 2 – Collaborating with Families Text Book & Scantrons Print syllabus Make appointment for TB test (818) 362-6182 Read: chapter 1 Appendix B, C, & D (text-last pages) Read: Chapter 2 Read: Chapter 3 January 11 January 12 January 13 January 14 Chapter 3 – Fostering Creativity in Play Chapter 4 – Providing Cross-Cultural, Nonsexist Education Chapter 5 – Welcoming Children Who Have Special Educational Requirements Chapter 6 – Using Standards and Assessment in Early Education Read: Chapter 4 Read: Chapter 5 Read: Chapter 6 Read: Chapter 7 January 18 January 19 January 20 January 21 No Class - College Closed – Martin Luther King Jr. Day Observed Chapter 7 – Arranging a Good day for Young Children: Daily Routines and Supporting Classroom Environment Chapter 8 – Promoting the Development of the Physical Self Mid-Term Exam – Chapters 1-8 Read: Chapter 8 Review for Mid-Term Exam Chapters 1-8 Read: Chapters 9 & 10 January 25 January 26 January 27 January 28 Chapter 9 – Strengthening the Development of the Emotional Self Chapter 10 – The Social Self: Encouraging Social Competence in Young Children Chapter 11 – The Social self: Fostering Self-Discipline and Conflict Resolution Skills Effective Guidance Techniques Chapter 12 – Fostering the Development of Language Skills Chapter 13 – Fostering the Emergence of Literacy Observation Due Chapter 14 – Supporting the Development of Cognitive Self Chapter 15 – Nurturing the Development of Creative Self Read: Chapter 11 Read: Chapters 12 & 13 Read: Chapter 12 & 13 Work on your observation Read Chapters 14 & 15 Read: Chapter 16 February 1 February 2 February 3 February 4 Chapter 16 – Developing the Whole Child: Becoming the Whole Teacher Collaborative Project Presentations Final Exam Pick up all papers Work on Collaborative Project Review: Chapters 9-16
SL.7.3 SL.7.4 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 WHST.6-8.1 WHST.6-8.4 The student will write a reflective essay, which addresses past and present views regarding the interview process and his/her personal interview skills. CD.9.A.07.a.i CD.9.B.07.a.i W.7.1 W.7.4 SL.7.1 SL.7.2 SL.7.3 SL.7.4 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 WHST.6-8.1 WHST.6-8.4 CD C DOK Level – 4 DOK Level – 2 The student will identify one goal for improvement or implementation of a specific interview skill. CD.9.A.07.a.i CD.9.B.07.a.i W.7.1 W.7.4 SL.7.1 SL.7.2 SL.7.3 SL.7.4 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 WHST.6-8.1 WHST.6-8.4 CD C DOK Level – 4 DOK Level – 2 ASSESSMENT DESCRIPTIONS*: Students will complete job applications and identify interview skills through reflective writing. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct _____ Indirect
CDA Competency Standard I Functional Areas Definitions I. To establish and maintain a safe, healthy learning environment 1. Safe 2. Healthy 3. Learning Environment 1. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries. 2. Candidate provides an environment that promotes health and prevents illness, and teaches children about good nutrition and practices that promote wellness. 3. Candidate organizes and uses relationships, the physical space, materials, daily schedule, and routines to create a secure, interesting, and enjoyable environment that promotes engagement, play, exploration, and learning of all children including children with disabilities and special needs. Functional Area 1: Safe All toys and materials provided for use of the children are safe. Supervision is appropriate for developmental level of children. Emergency procedures are planned in advance and are well organized. Functional Area 2: Healthy 2.1 General hygiene practice are consistently implemented to cut down the spread of infectious disease. 2.2 Health maintenance habits in children are encouraged. 2.3 Diapering/toileting procedures are organized to maintain health. 2.4 Meals/snack meet the developmental needs of children. 2.5 Pleasant and appropriate environment conducive to rest is provided Functional Area 3: Learning Environment 3.1 Well-arranged space, which meets the developmental needs of children during routines and play, is provided. 3.2 A variety of developmentally-appropriate materials are available. 3.3 Materials for play are well organized. 3.4 Schedule provided meets the children’s need for routine and play. CDA Competency Standard II Functional Areas Definitions II. To advance physical and intellectual competence 4. Physical 5. Cognitive 6. Communication 7. Creative 4. Candidate uses a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine and motor) of all children. 5. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies to promote curiosity, reasoning, and problem solving, and to lay the foundation for all later learning. Candidate implements curriculum that promotes children’s learning of important
Party or any of its Affiliates. One copy may be retained by the Receiving Party for archival purposes. It is understood that this agreement will not place a restriction on the disclosure by the Receiving Party of any Confidential Information to a governmental agency or authority pursuant to a valid order by such a governmental agency or authority, provided that the Receiving Party takes all necessary steps to ensure confidential treatment of such Confidential Information to the extent permitted by law. If legally permissible, Receiving Party will promptly provide the Disclosing Party written notice of such required disclosure and will cooperate reasonably with the Disclosing Party in any efforts to seek a protective order. The Receiving shall restrict access to the Confidential Information to the minimum number of its employees necessary for a proper evaluation thereof and each employee to whom such access is permitted shall abide by the terms of this agreement. The Receiving Party acknowledges and agrees that it is responsible for a breach of this agreement by any of its directors, officers, managers, contractors, consultants and employees. This agreement does not apply to: information at the time of disclosure is in the public domain; information which after disclosure becomes part of the public domain by publication or otherwise, without breach of this agreement by the Receiving Party; information which the Receiving Party can establish by competent proof was in possession of the Receiving Party at the time of disclosure by the Disclosing Party and was not acquired, directly or indirectly, from the Disclosing Party or any of its Affiliates; and information the Receiving Party received from a third party; provided that such information was not obtained by said third party directly or indirectly, from the Disclosing Party or any of its Affiliates. information which the Receiving Party develops independently, provided that such development is not based on information disclosed by the Disclosing Party or any of its Affiliates, as evidenced by contemporaneous written records. If any term or provision of this agreement is, to any extent found to be invalid, void or unenforceable, the remaining terms and provisions shall nevertheless continue in full force and effect. The parties do not intend that any agency or partnership relationship be created between them by this agreement. The Disclosing warrants that it has the right to make the disclosure under this agreement and that all such disclosures are the sole discretion of the Disclosing Party.
Winthrop, Elizabeth, Shoes Picture books for Data Gathering See Carol Hurst's Children's Literature Site at . Click on “Curriculum;” Scroll down to Math and click on Data Gathering and Picture Books. The Child and Mathematics, 2d ed. by Juanita V. Copley and published by NAEYC (2010) has a disc that contains lists of children’s books, both fiction and non-fiction, that could be used to explore mathematics with young children.
NAME OF THE BEST PRACTICE: Anadolu Efes Sustainable Agriculture Program Name of Organization: Anadolu Efes Biracılık ve Malt Sanayii A.Ş. Web Address of Organization: http://www.anadoluefes.com/ Names of The Best Practice Partner Organizations: Ministry of Food, Agriculture and Husbandry, Çukurova University, Selçuk University, Hacettepe University, Uludağ University, Kahramanmaraş Sütçü İmam University, Harran University, Ankara University, Turkey Plant Breeding Association, Turkey Seed Industry Association, Sub Union of Seed Industrialists and Producers, Sub Union of Plant Breeders Geographic Coverage of The Best Practice: Malt barley work carried out in Central Anatolia, Southeastern Anatolia, Mediterranean and Trachea regions. Practices regarding hops carried out in Bilecik-Pazaryeri region (Northwestern Anatolia) and surrounding area. Time Period Of The Best Practice: 1987 - 2012 Total Budget (Euro) and Names of Supporting Organizations and The Amounts of Their Contributions: Over €1,000,000 (financial contribution by Anadolu Efes from 1987-2012) + €1,500,000 on average annually of in-kind contribution of seeds are given to farmers with a flexible repayment method which provides up to 9 months for repayment. Contact Information Name of 1st Contact: Mustafa Title of 1st Contact: Corporate Communication Director E-mail of 1st Contact: mustafa.ilgun@anadoluefes.com Phone of 1st Contact: +90-216-389-5867
Identify final timetabled piece of assessment (component and element) EG. Component A2 % weighting between components A and B (Standard modules only) A: B: First Sit Component A (controlled conditions) Description of each element Element weighting (as % of component) 1. Whole numbers only 2. Insert/delete rows as required Component B Description of each element Element weighting (as % of component) 1. 2. Resit (further attendance at taught classes is not required) Component A (controlled conditions) Description of each element Element weighting (as % of component) 1. 2. Component B Description of each element Element weighting (as % of component) 1. 2. Part 4: Learning Outcomes & KIS Data Learning Outcomes On successful completion of this module students will be able to: Indicate the anticipated learning outcomes of the module bearing in mind that summative learning will be formally assessed. The University only gives credit for learning outcomes that have been assessed and the expectation is that ALL indicated outcomes are assessed in the summative assessment. There may be occasions where students can avoid being assessed on a particular outcome, for example by selecting a particular question in an examination, but normally students should be prepared to be assessed on all identified outcomes. List approximately 4-8 assessable outcomes which are appropriate for the relevant level of the module. They should reflect the difficulty of the cognitive demands made on the student, the complexity of the material/subject and the context. Outcomes are usually concerned with: knowledge and understanding, cognitive skills, subject specific skills, generic key transferable skills etc. These should inform the writing of Learning Outcomes but should not be placed under separate headings. Indicate learning outcomes are targeted by which elements of assessment (e.g. component A, element 2 etc) Key Information Sets Information (KIS)
AGENDA Wednesday, April 20, 2016 12:00-1:30 pm, University Union, Havasupai C MeetMe line: (928) 523-6629 (Yes, this is correct!) I. Call to Order a. Roll Call and introductions b. Approval of minutes from II. Diversity Awards Banquet a. Wednesday, 27, 5:30 – 7:00, High Country Conference Center b. Honoring: Juliana Moseley Kathy Mahosky Teresa Haven Agnes Drogi c. Special “All Commissions” Award David Camacho III. News (Lauren) a. . DOJ Settlement with Greyhound b. Student Loan Forgiveness IV. AVON Video Database (Jamie?) V. Commencement VI. Other Business
8 webinars per calendar year for new staff 4 webinars per calendar year for continuing staff If you are a new Affiliate filling out a Site Survey for the first time, then all staff seeing patients must have completed 8 webinars this past calendar year. 1. Lead Staff Person Info: Name: Credential (RN, RD, BMS, MD, etc.): License #: Email: Direct Line: Best way to contact Lead Staff Person: ☐ ☐ Lead Staff Person’s Completed Webinars (Check all that apply): ☐January 27, 2016 - Exercise and the Management of Diabetes During Pregnancy; Presenter: Lily Nichols RDN, CDE, CLT ☐February 24, 2016 - Insulin Pump Therapy; Presenter: Thomas R. Moore MD ☐March 23, 2016 - Following a GDM Pregnancy; Presenter: Leona Dang-Kilduff RN, MSN, CDE ☐April 20, 2016 - Medical Management of Type 1 Diabetes during Pregnancy; Presenter: Kathleen M. Berkowitz MD ☐May 18, 2016 - The Effects of Maternal Diabetes on Fetal Development and Outcomes; Presenter: Sherrie McElvy MD ☐June 22, 2016 - Nutrition, Diabetes & Pregnancy Bariatric Surgery; Presenter: Geetha Rao MS, RD, CDE, CPT, CDTC, CLE ☐July 27, 2016 - CDAPP Sweet Success Program Update; Presenter: CDAPP Sweet Success Resource and Training Center ☐August 31, 2016 - Managing Diabetes during Pregnancy and Postpartum; Presenter: Thomas R. Moore MD ☐September 28, 2016 - Breastfeeding After a Pregnancy Complicated by Diabetes; Presenter: Gretchen Andrews BA, IBCLC, RLC ☐October 26, 2016 - Obesity and Diabetes during Pregnancy; Presenter: Daniele Feldman MD, FACOG ☐November 16, 2016 - Maternal Mental Health and Diabetes during Pregnancy; Presenter: Gabrielle Kaufman MA, LPCC, BC-DMT ☐December 14, 2016: Diagnosing Gestational Diabetes Mellitus; Presenter: Larry A. Cousins MD ☐Recorded Webinar that originally aired live in 2015 (but this staff person watched it in 2016), found in the Archived Section of the CDAPP Sweet Success website. Please list webinar title(s) and date(s) below: 2. Information for 2nd Staff Person: Name: Credential (RN, RD, BMS, MD, etc.):
If needed, CDAQ can request updated and Conditions from DAPC Central Office Reviewer. Identify any generally applicable facility-wide requirements for inclusion in Part B, Facility-Wide and Conditions. Assure that PTI number(s) and date of issuance are listed for post-1974 insignificant emissions unit(s). Review Statement of Basis document (SOB). Ensure that all emission limits for each emissions unit have been included in the SOB and that the proper monitoring, record keeping, reporting and testing have been identified for each emission Ensure that current SOB form has been used. The SOB template should be generated in STARS2 and then save a copy to L:\Data\Facilities. After thorough review, mark changes on hard copy of pre-draft permit recommendation and SOB and return documents and supporting information to the CDAQ Permit Writer for any needed changes. Corrections should be clearly marked in red (or other distinguishing color) and/or highlighted by CDAQ PRM. Alternatively, Track Changes in Word can be used to identify the needed changes. The permit recommendation can be Looped Back to the CDAQ Permit Writer in STARS2 at the discretion of the CDAQ PRM. The CDAQ Permit Writer the revisions and highlights the changes to ensure that all the changes have been made. The permit recommendation is returned to CDAQ PRM for further review. CDAQ PRM makes additional changes as needed and returns to the CDAQ Permit Writer. When there are no further changes, CDAQ Permit Writer sends the permit recommendation to the facility to allow opportunity to comment. The permit action should be placed on Referral in STARS2. Facility provides any suggested changes and CDAQ Permit Writer modifies the recommendation as needed in concurrence with CDAQ PRM.
@root 1..1 SHALL id 1..1 SHALL NCONF code 1..1 originalText 1..1 value 2..n NCONF entryRelationship 0..* MAY @typeCode 1..1 SHALL 2.16.840.1.113883.5.1002 (HL7ActRelationshipType) = REFR referenceRange 0..1 SHOULD NCONF observationRange 1..1 SHALL NCONF @classCode 1..1 NCONF @moodCode 1..1 SHALL NCONF @value 1..1 SHALL Numeric: Element/Attribute Definition Multiplicity Question ID This uniquely identifies a question within the Questionnaire document. [1..1] Question text “How many hour do you sleep on average during night?” [1..1] Answer [1..1] Low value Used to indicate the low boundary e.g. “0” [0..1] High value Used to indicate the low boundary e.g. “24” [0..1] Skip Indicates whether it is allowed to skip this question (Skip=TRUE) or not (Skip=FALSE). By default the value of Skip could be “FALSE”. [0..1] Template numeric question: Name XPath Verb Data Type CONF# Fixed Value observation[templateId/@root = '2.16.840.1.113883.10.20.25.4.5'] @classCode 1..1 SHALL 2.16.840.1.113883.5.6 (HL7ActClass) = OBS .