zilongwang/ReadingBank huggingface dataset:
DEPARTMENT OF OCCUPATIONAL HEALTH AND SAFETY - AID SUPPLIES – ORDER FORM To: Chris Bromley/Allison Dawson Department of Occupational Health and Safety Room DH0.20B Dorothy Hodgkin Building Extension: 33567/33870 E-mail: c.j.bromley@keele.ac.uk/a.r.dawson@keele.ac.uk Description Size Number required Fabric Plaster 7.2 cm x 1.9 cm Fabric Plaster 3.8 cm x 3.8 cm Fabric Plaster 3.8 cm x 2.2 cm Waterproof Plaster 7.2 cm x 1.9 cm Waterproof Plaster 3.8 cm x 3.8 cm Waterproof Plaster 3.8 cm x 2.2 cm Adhesive Wound Dressing 10 cm x 8 cm Sterile Gauze Swab (single use) 7.5 cm x 7.5 cm Alcohol Free Cleansing Single Sachet Standard HSE Eye Dressing Single Package Medium HSE Dressing 12 cm x 12 cm HSE Dressing 18 cm x 18 cm Safety Pins Batch of 12 Triangular Bandage 90 cm x 127 cm Crepe Bandage 7.5 cm x 4.5 cm Vinyl Gloves (powder free) Nitrile Gloves (powder free) Large Nitrile Gloves (powder free) Medium Mouth to Mouth Resuscitation Aid Single Package Eye Wash Solution 20 ml sterile pod Blue plasters (for catering outlets) Box of 100 assorted Blue plasters (for catering outlets) 7.2 cm x 2.5 cm Blue plasters (for catering outlets) Fingertip Burns Dressing 125 x 125mm Plasters Various Micropore Tape Roll – 2.5cm x 10m NOTE: Supplies are normally only available to Designated First Aiders (DFAs). If ordering on their behalf please state below. Orders too large for internal mail can be collected from DOHS. Your Name (please print): Ordering for (Name of DFA if applicable): School/Dept/Location : Extension : E-mail: Signature: Date: Office use: Order received: ………………………………………. Order sent:: …………………………………………………
CATEGORY Excellent Good Needs Improvement Poor Score / Comments Quality of Information The writer clearly explains/analyzes how each piece of evidence from the story reveals or connects to the thesis. It includes several supporting details and/or examples. The writer uses enough well-chosen and relevant examples from the story as evidence. (25 points) The writer explains/analyzes how each piece of evidence from the story reveals or connects to the thesis. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. The writer uses enough examples from the story as evidence. (20 points) Explanations of evidence are attempted, but the writer needs to work on some connections between the evidence and the thesis. No details and/or examples are given. The writer may have one piece of adequate evidence, but the other may be missing or ineffective. (15 points) Explanations are not attempted or are not connected. Information has little or nothing to do with the main The writer has no relevant examples as support. (10 points) Paragraph Construction The organization enhances the main points of the essay. The order and structure move the reader through the text easily. The organization is effective, but some changes are needed to help the paper flow better. Most paragraphs include introductory sentence, Ideas and details are not put together in a clear or logical way. Paragraphs included related information but were typically not constructed well. (15 points) The paper is very choppy and hard to follow. Paragraphing structure was not and sentences were not typically
All paragraphs include introductory sentence, explanations or details, and concluding sentence. (25 points) explanations or details, and concluding sentence. (20 points) related within the paragraphs. (10 points) Organization Information is very organized with paragraphs and subheadings. (25 points) Information is organized with paragraphs. (20 points) Information is organized, but paragraphs are not well-constructed. (15 points) The information appears to be disorganized. (10 points) Sentence Structure and Mechanics All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling. (25 points) Most sentences are well constructed and have varied length. The author makes a few errors in grammar, mechanics, and/or spelling. (20 points) Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with the understanding. (15 points) Sentences are awkward, are distracting, or difficult to understand. The author numerous errors in grammar, mechanics, and/or spelling that interfere with understanding. (10 points) ____/100 Points
Standards or Frameworks: SC.912.L.17.9, SC.912.L.17.10 SC.912.L.17.9, SC.912.L.17.10 SC.912.L.17.7, SC.912.L.17.2 SC.912.L.17.7, SC.912.L.17.2 SC.912.L.17.7, SC.912.L.17.2
St. Francis de 206 – 9th Ave. West High River, AB T1V 1A4 Tel: 403.652.2203 Fax: 403.601.3886 Email: Website: 1st Reconciliation & 1st Eucharist Schedule Parent Information Session: Date: October 21, 2018 Time: 2:00 pm Location: St. Francis de Sales Sacrament Preparation Program – First Reconciliation: Session 1 Date: November 4, 2018 – 2:00 pm Session 2 Date: November 25, 2018 – 2:00 pm Session 3 Date: December 16, 2018 – 2:00 pm Session 4 Date: January 20, 2019 – 2:00 pm Retreat Date: January 25, 2019 – 1 pm – 3 pm Celebration of Rec. Date: January 25, 2019 (At the Retreat) Sacrament Preparation Program – First Eucharist Session 1 Date: February 10, 2019 – 2:00 pm Session 2 Date: March 10. 2019 – 2:00 pm Session 3 Date: April 7, 2019 – 2:00 pm Session 4 Date: May 5, 2019 – 2:00 pm Retreat Date: June 7, 2019 – 1 pm – 3 pm First Eucharist Celeb. Date: June 22, 2019 – 5:00 pm(at Mass)
LETHBRIDGE - ALL SAINTS PARISH First Reconciliation Schedule FIRST RECONCILIATION WORKSHOP # 1 Monday, Sept 17th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Sept 20th 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION WORKSHOP # 2 Monday, Oct 15th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Oct 18th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION WORKSHOP # 3 Monday, Nov 5th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Nov 8th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION WORKSHOP # 4 Monday, Nov 26th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Nov 29th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION WORKSHOP # 5 Monday, Dec 17th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Dec 20th, 2018 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION WORKSHOP # 6 Monday, Jan 14th, 2019 6 – 7:30 p.m. All Saints Parish Hall @ OLA Assumption and Ecole Saint Mary’s Thursday, Jan 17th, 2019 6 – 7:30 p.m. All Saints Parish Hall @ OLA St Teresa and St Paul FIRST RECONCILIATION RETREAT Sunday, Jan 6th, 2019 10 – 2:00 p.m. All Saints Parish Hall @ OLA All Schools
Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling Trisha Nishimura, Ph. D. Assistant Professor Whittier College, Whittier CA ABSTRACT This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined. Introduction Creating an inclusive education for students with and without disabilities poses a specific challenge to the existing faculty who earned their teaching credentials in the days of segregated educational environment of special education and general education. The purpose of this article is to provide a review of the professional development literature
project of the Association of Teacher Educators (pp. 666-703). New York: Simon & Schuster MacMillian. Stanovich, P. J., & Jordan, A. (2002). Preparing general educators to teach in inclusive classrooms: Some food for thought. The Teacher Educator, 37(3), 173-185. Stover, K., Kissel, B., Haag, K., Shoniker, R. (2011). Differentiated coaching: Fostering reflection with teachers. The Reading Teacher, 64(7), 498-509. M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245. Tye, B. B. (1987). The deep structure of schooling. Phi Delta Kappan, 69, 281-284. Villa, R., Thousand, J., & Nevin, A. (2013). A guide to co-teaching: New Lessons and Strategies to Facilitate Student Learning, 3rd edition. Thousand Oaks, CA: Corwin Press. Villa, R. A., Thousand, J. S., Nevin, A. I., & Malgeri, C. (1996). Instilling collaboration for inclusive schooling as a way of doing business in public schools. Remedial and Special Education, 17(3), 169-181. Wilkins, T., & Nietfeld, J.L., (2004). The effect of a school-wide inclusion training programme upon teachers' attitudes about inclusion. Journal of Research in Special Educational 4(3), 115-121.
G not appeared; And the Court, after [check box] G hearing the proof and testimony offered in relation to the case; OR G accepting the consent of the Respondent, Petitioner and Child(ren)s attorney to the entry of an order of finding without admission, pursuant to Family Court Act 1051(a); OR G accepting the admission by Respondent [specify]: and having found [check applicable box(es) and specify act(s) of child abuse and/or neglect found, if any, with respect to each child]: G by a preponderance of the evidence that Respondent [specify]: committed the following acts constituting child neglect child [specify act(s), including name(s) of the child(ren), the Penal Law section, if applicable, and grounds for determination]: G by a preponderance of the evidence that Respondent [specify]: committed the following acts constituting G child neglect G child abuse [specify act(s), including name(s) of the child(ren), the Penal Law section, if applicable , and grounds for determination]: [Applicable only where severe or repeated abuse was alleged and Respondent was so advised]: G by and convincing evidence that Respondent [specify]: severely repeatedly abused the child(ren) by committing the following acts(s) [specify act(s), including the name(s) of the child(ren), the Penal Law section, if applicable; and grounds for determination]: G by and convincing evidence that Respondent [specify]: severely repeatedly abused the child(ren) by committing the following acts(s) [specify act(s), including the name(s) of the child(ren), the Penal Law section, if applicable; and grounds for determination]: And the matter having thereafter duly come on for a applicable boxes]: G DISPOSITIONAL HEARING; G PERMANENCY HEARING before the [Applicable only where hearing was heard jointly with hearing of Family Court Act Article 6 custody or guardianship petition, pursuant to Family Court Act 1055b; Check Box if applicable]: G And the hearing having been heard jointly with the G custody G guardianship petition, trial
Stakeholder Register Full name Position Role in the project Contact information Requirements Expectations Influence level Power level [last name, first name] [Company, designation] [e.g. owner, resident etc.] [phone, mail] [requirements 1, 2, 3] [expectation 1, 2 ,3] [high] [supporter]
Bernard C. “Jack” Young President, Baltimore City Council 100 N. Holliday Street, Room 400 Baltimore, Maryland 21202 410-396-4804 Fax: 410-539-0647 MEMORANDUM To: Honorable Catherine E. Pugh, Honorable Joan M. Pratt, Mr. Andre Davis, Mr. Rudy Chow From: Bernard C. “Jack” Young Date: October 9, 2017 Re: Board of Estimates Agenda Items for October 11, 2017 The items on the Board of Estimates Agenda for October 11, 2017 are to be assigned as follows: ROUTINE AGENDA ITEMS: (To be acted upon collectively) P 1 BOARDS AND COMMISSIONS 1. Prequalification of Contractors 2. Prequalification of Architects and Engineers P 2-3 Space Utilization Committee – Lease Agreement P 4 Space Utilization Committee – Interdepartmental Lease Agreement Renewal P 5 Space Utilization Committee – Interdepartmental Lease Agreement Renewal P 6 Space Utilization Committee – Lease Agreement Renewal P 7-8 Department of Real Estate – Amendment to Lease Agreement P 9-11 OPTIONS/CONDEMNATION/QUICK-TAKES P 12-13 TRANSFERS OF FUNDS P 14 Department of Housing and Community Development – Land Disposition Agreement P 15-16 Law Department – Settlement Agreement and Release P 17 Law Department – Settlement Agreement and Release P 18 Department of Transportation – Minor Privilege Permit Application P 19 Department of Transportation – Developers’ Agreements P 20-23 INFORMAL AWARDS, RENEWALS, INCREASES TO CONTRACTS AND EXTENSIONS P 24 Mayor’s Office of Human Services – Provider Agreements P 25 Mayor’s Office of Employment Development (MOED) – First Amendment to Agreement P 26 Office of the State’s Attorney – Agreement P 27 Circuit Court for Baltimore City – Grant Award P 28 Department of Public Works – Perpetual and Temporary Easement Agreement
acquisition as learning English. Hearing Hispanic immigrant would, therefore, be better served by learning spoken English. Section III: Assessment of Outcomes The Program Outcomes for this program are listed below. At least one-third of your program outcomes must be assessed as part of this Annual Update, and across the next three years all of these program outcomes must be assessed at least once. American Sign Language Program Outcomes In which courses are these program outcomes addressed? Which of these program outcomes were assessed during the last fiscal year? Assessment Methods Used 1) Interpret entry level terminology commonly encountered in medical, educational, technical, legal, counseling and business settings. ASL 211, 212, 261, 262,263 Simulations Exams Performance 2) Demonstrate conversational skills and use of appropriate American Sign Language vocabulary, fingerspelling, and numbers. ASL 228, 229, Simulations Exams Performance Exams 3) Explain the myths that have surrounded deafness throughout history. Articulate the legal rights of Deaf citizens in the . Articulate the ethics and protocol of professional interpreting. ASL 101, 102, 103 Written Exams 4) Produce accurate, American Sign Language vocabulary and sentence types using correct grammatical structure. Articulate selected aspects of Deaf culture. ASL 231, 232, 233, 261, 262, 263 Simulations Performance Exams 5) Articulate the historical changes in the interpreting profession. Explain the models of interpretation. Perform as entry level interpreter in a variety of settings using the technique of consecutive interpretation. ASL 101, 102, 103 Written Exam 6) Explain the primary issues involved with Deaf, hard of hearing and Deaf-Blind persons and access to interpreting services, education, employment, health care, mental health and social services. ASL 101, 102, 103, 116 Written Exam Service Learning Project 7) Transliterate, at any level, spoken English into English related sign varieties and vice versa. ASL 236, 261, 262, 263 s Simulations Exams Performance Exams 8) Interpret accurately and effectively between English and American Sign Language consecutively and simultaneously. ASL 202, 203, 204, 207, 261, 262, 263 Simulations Exams Performance Exams
(1B) Each subsequent annual inspection must be conducted not earlier than 14 days before, and not later than 14 days after, the anniversary of the date on which the first inspection is conducted. (2) When carrying out a safety inspection a licensed bus tester must— to this subregulation, consider the matters required to be considered Chapter 6 of the Road Safety (Vehicles) Regulations 2009; these Regulations; is any inconsistency between matters required to be considered under Chapter 6 of the Road Safety (Vehicles) Regulations 2009 and these Regulations, follow these Regulations to the extent of the inconsistency. (3) A licensed bus tester must provide such information to the Safety Director about a bus inspection carried out by the licensed bus tester as the Safety Director requests in writing. (4) The Safety Director may exempt an accredited bus operator or a registered bus operator from the requirement to ensure that a bus undergoes a safety inspection if, in the opinion of the Safety Director, that bus has undergone a satisfactory safety inspection outside Victoria. r. 23
of Transport and Regional Services. Statutory Rule Provision of applied, adopted or incorporated document Matter in applied, adopted or incorporated document Regulations 4 (definition of bus standard), 6 and Schedule 2. Vehicle Standard (Australian Design Rule 58/00 — Requirements for Omnibuses Designed for Hire and Reward) 2006, dated 26 April 2006, published by the Commonwealth Department of Transport and Regional Services. Clauses 58.4, 58.5, 58.6, 58.7, 58.8, 58.12, 58.13, 58.14, 58.15, 58.16, 58.18, 58.20, 58.21, 58.22, 58.23, 58.24, 58.26. Endnotes
30 Definitions s. 29 (1) In section 17 of the Credit (Administration) Act 1984— the definition of Credit Acts, after "Consumer Credit (Victoria) Code" insert "(as in force before the repeal of Part 2 of the Consumer Credit (Victoria) Act 1995)"; paragraph (b) of the definition of financial institution, for "Gazette." substitute "Gazette;"; the following definition— "relevant credit provider means a person who makes or has made a relevant provision of credit.". (2) At the end of section 17 of the Credit (Administration) Act 1984 insert— "(2) In this Act a reference to a relevant provision of credit is a reference to— provision of credit under a contract that is regulated by the Credit Act 1984 or that is a contract to which section 39 or 40 of the Consumer Credit (Victoria) Act 1995 applies; or of credit, before the repeal of the Consumer Credit () Code, under a contract that was regulated by the Consumer Credit () Code (as in force before its repeal); or
Important info about the tan graph: 1. are no straight lines 2. You must represent the asymptotes with a dotted line 3. Tan is a discontinuous curve 4. The period is always 180o 5. Always make the tan table counting by 45's PHASE SHIFT Phase shift is the measure horizontal shifting. If the phase shift is positive then the horizontal shift is to the right. If the phase shift is negative, then the horizontal shift is to the left. When determining the direction of the phase shift, it is important to have the function in the proper form: y = Asin (B(x - C) + D 1. 2. A) What do you notice about the shape of each graph?
October 12, 2015 – October 16, 2015 6th Grade Resource Math (3rd Period) Date Agenda I Can STRDS 10-12-15 Bell Ringer BR Review Dreambox Do well on Dreambox 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 10-13-15 Bell Ringer BR Review Statistical Displays Day # 1 Line Plots Group data into a line plot 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 10-14-15 Bell Ringer BR Review Statistical Displays Day # 2 Line Graphs data into a line plot 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 10-15-15 Bell Ringer BR Review Statistical Displays Day # 3 Histograms Group data and make a histogram. 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5 10-16-15 Bell Ringer BR Review Statistical Displays Day # 4 Histograms Group data and read a histogram 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5
What does your first press release say to confirm and celebrate you’ve being successful in the bidding process? [This is a great opportunity to promote your library / library service more broadly so don’t waste the opportunity!] Are there points in the project that will make good PR / media opportunities (eg. when a new service first starts operating)? How will you promote these? Who will you invite? Can you make a 2 minute (max) video of your project featuring your users / create other communication assets to distribute? How can your partners and supporters help to promote your project? Reporting on progress: How and when will you communicate progress to decision makers within your / partner organisations? What is the requirement for regular progress reports to your funder? Have they provided you with a standard template? Are you clear about the deadlines? Who will compile the progress reports? Have you set up the necessary processes to have the required data available to inform your reports? Do you know the process you need to follow if you want / need to make amendments to the scope or detail of your project during the delivery phase? [Some funders can be more flexible than others on this, depending on the nature of the funding programme, but they recognise that sometimes circumstances beyond your control can arise that may make a change necessary. However, funders would all like notification and discussion in advance if something arises that significantly changes the nature of the project being funded so they can work with you to decide how best to address it] Lessons identified: How will you undertake retrospectives (looking at what went well, what went less well, and what you would do differently) and capture the lessons identified from the project? [Think about how you will do this at regular intervals during the project delivery phase, as well as at the end] How are you going to use this feedback to iterate and improve delivery during the life of the project? How are you going to use this feedback to improve delivery of subsequent projects? At the end of the project, how will you create a case study to share what you’ve done and what you’ve learnt with others (including links to any independent evaluation report where possible)? Where will you publish, and how will you publicise, this? How will you use the evidence gathered in any independently verified evaluation report to support future applications?
The Age of Reform The communitarians were the most colorful of the reformers. More effective, however, were the many individuals who took upon themselves responsibility for caring for the physically and mentally disabled and for the rehabilitation of criminals. The work of Thomas Gallaudet in educating deaf people reflects the spirit of the times. Gallaudet's school in Hartford, Connecticut, opened its doors in 1817; by 1851 similar schools for the deaf had been established in 14 states. Dr. Samuel Gridley Howe did similar work with the devising means for making books with raised letters and operating a school for the blind in Boston, the pioneering Perkins Institution, which opened in 1832. Howe's success in educating 12-year-old Laura Bridgman, who was deaf, mute, and blind, attracted wide attention. "Every creature in human shape should command our respect," Howe insisted. "The strong should help the weak, so that the whole should advance as a band of brethren." One of the most striking aspects of the reform movement was the emphasis reformers placed on establishing special institutions for dealing with social problems. In the colonial period, orphans, indigent persons, the insane, and the feebleminded were usually cared for by members of their own families or boarded in a neighboring household. They remained part of the community. Criminals were commonly punished by whipping, being placed in stocks in the town square, or (for serious crimes) by execution. But once persuaded that people were primarily shaped by their surroundings, reformers demanded that deviant and dependent members of the community be placed in institutions where they could be trained or rehabilitated. Almshouses, orphanages, prisons, and lunatic asylums sprang up throughout the United States like mushrooms in a forest after a summer rain. The rationale for this movement was scientific, the motivating spirit of the founders humane (though many of the institutions seem anything but humane to the modern eye). The highly regarded Philadelphia prison system was based on strict solitary confinement, which was supposed to lead culprits to reflect on their sins and then reform their ways. The prison was literally a penitentiary, a place to repent. In fact, the system drove some inmates mad, and soon a rival Auburn system was introduced in New York, which allowed for some social contact among prisoners and for work in shops and stone quarries. Absolute silence was required at all
Speech Team Call-out meeting. We want you! When: Friday, October 15th at 3:20 – 4:00 p.m. Where: Speech Center, Room #3302. Who: Everyone is welcome, 9th – 12th. Stay tuned to your email to watch for further information. for your college resume! Terrific kids! Lots of fun! See Mrs. Scheetz (#3302) with any questions. ~~~~~ 5th IAPSDC Student Diversity Leadership Conference Conference Site: Cathedral High School “Passport To Diversity” “What’s in Your Passport?” Registration Starts 8:00 a.m. Conference 8:30 a.m. – 3:30 p.m. Continental Breakfast & Lunch Provided Saturday, November 13th Open to Grades 8th - 12th Return Registration To: Mrs. Ramona Powell. Director of Diversity/Asst. Director of Enrollment Management rpowell@cathedral-irish.org Student Name _______________________Grade ______ School Cathedral High School Parent Name ___________________ Parent Signature _________________ Parent Contact # _________________Parent Email ____________________________ Hosted By IAPSDC Schools Brebeuf Jesuit Preparatory School Cathedral High School Culver Academies International School of Indiana The Oaks Academy The Orchard School Park School Providence Cristo Rey High School St. Richard’s School Sycamore School University High School “PASSPORT TO DIVERSITY” “What’s in Your Passport?” Student Diversity Leadership Conference: Saturday, November 13th 8:30 a.m. – 3:30 P.M. On the campus Of Cathedral High School Workshop Themes “Cliques” vs. “Groups” “Exploring Gender and Politics” “Impact of Derogatory Terms” “Pros and Cons of Assimilation” “Religious Diversity” SAVE THE DATE!
Card Party in the church hall on Thursday, October 25, at 7:00 p.m. We will be playing Growl and Bridge. Tickets are $10 each and can be reserved by calling the church office at 726-3213, or purchased after each worship service. ________________________________ Readings for October 21: Job 38:1-7; 104:25-37; Hebrews 5:1-10; Mark 10:35-45 \________________________________ St. Mary’s Parish Staff The Reverend Nancy March – Rector The Reverend Gerald Taylor – Deacon Mrs. Linda Guest – Administrative Assistant Ms. Ashley Ruby –Organist Mr. Cyril Coombs – Sexton OFFICE HOURS: TUESDAY-THURSDAY 9:00 AM-1:00 PM St. Mary the Virgin Congregation Rector’s Warden: Rick Appleby People’s Warden: Austin Benson St. Peter on the Rock Congregation Rector’s Warden: Edgar People’s Warden: Nellie Moore CONTACT US: Parish of St. Mary the Virgin 1 Cornwall Cres St. John’s, NL A1E 1Z4 Email: Website: Office Phone: 579-0039 Office Fax: 579-1453
CHAPTER II RULE 9.05(2) 9C Form 9C (Instruments Act 1958) [heading as in Form 3A] 1. The plaintiff requests that an be made for $ [amount] plus interest at the rate of [rate]% to the date of the order. 2. The defendant has not been given leave to defend this complaint within the time provided for in section 5 of the Instruments Act 1958. 3. An affidavit stating the matter in which the complaint was served has been previously filed with the Court. 4. The plaintiff's costs are— FILED: [e.g. 5 September, 20 ]. * Plaintiff * Plaintiff's Australian lawyer * Delete if inapplicable. __________________ CHAPTER II RULE 9.06 9D Form 9D (Instruments Act 1958)
£5 £4 £5 £4 Lee Strobel cross-examines a dozen experts regarding the evidence for Jesus of Nazareth. £4.00 £3.40 Join Lee Strobel as he retraces his journey from skepticism to faith. £7.00 Only £5 LightKeeper Series Each book has 10 short biographies of Inspirational lives which will serve as an example - It includes fact files, prayer suggestions and quizzes. £6.00 Only £4.80 £6.00 Only £4.80 What can you do for God? £6.00 Only £4.80 £6 £4.80 £6 £4.80 – What can you do for God? Irene Howat £6.00 Only £4.80 Trailblazer Series This series is aimed at 9-14 year olds and retells the stories of well-known Christians past and present. Adoniram Judson £6 Only £4.80 John Stott £6 £4.80 £6 £4.80 £6 £4.80 £6 £4.80 William Wilberforce £6 £4.80 Eric Liddell £6 £4.80 Corrie Ten Boom £6 Only £4.80
Sunday, September 15, 2017 BECC MEETING 9:00 am - 12:00 pm Hilton Hotel 66 E. 6th Avenue Eugene, OR 97401 Conference line: 1. CALL TO ORDER – Chairman Hauth a. Roll call b. Disposition of minutes 2. PUBLIC COMMENT — Chairman Hauth 3. ELECTIONS a. Salem 2 – Nominee, and currently held by Art Stevenson b. Portland 1 – Nominee, and currently held by Jackson c. Outlying area – Nominee, and currently held by Steve Gordon 4. FINANCIAL REPORT – Director Morris 5. NEW BUSINESS – Chairman Hauth a. Committee Reports b. Fiscal Impact Committee Position Papers c. Public Hearing - BEP Rules Update d. Upcoming Trainings e. Satisfaction Survey f. Discussion of Minutes from September 7 Commission Meeting 6. OLD BUSINESS – Chairman a. BEP Rules Update b. Self Service Operations-Update c. Address Previous Assignments/Motions d. 7. OTHER – Chairman Hauth 8. DIRECTOR’S COMMENTS – Director Morris 9. NEXT MEETING – Chairman Hauth 10. ADJOURNMENT – Chairman Hauth
Interim accommodation order Until further order, I order that the child is to be— *released pending the hearing, or the resumption of the hearing. *released into the care of [name of parent] who is his or her parent pending the hearing, or the resumption of the hearing. *placed with [name of person(s)] who is a (are) suitable person(s) pending that hearing, or the resumption of, the hearing, and following a report (whether oral or written) from the Secretary on that person's or those persons' suitability. *placed in an out-of-home care service pending that hearing or resumption. *placed in a secure welfare service pending that hearing or resumption as there is a substantial and immediate risk of harm to the child. *placed in a declared hospital on the provision to the Court or bail justice of a statement in the prescribed form by or on behalf of the chief executive of the hospital that a bed is available for the child at the hospital. *placed in a declared parent and baby unit on the provision to the Court or bail justice of a statement in the prescribed form by or on behalf of the chief executive of the agency managing the parent and baby unit that a place is available for the child at the parent and baby unit. The following conditions apply to this Order [set out conditions] Order made at [venue name] on [date]
CONSENT/APPROVE ITEMS (Board Chair) Curriculum Contracts – Approval of WEN Director to renegotiate and execute curriculum contracts adding Odysseyware and buying down license fees for next 2-3 years up to $550,000 coming from WDLC funds. FLVS Perpetual Content – To approve the acquisition of ________________ perpetual courses from FLVS. Strategic Initiatives – To approve the WEN 2015-16 Strategic Initiatives as presented. Blended Learning Day – To ___________________ forward with Blended learning day. Adjustment of Travel Budget – To approve option ______ addressing reimbursement of partner Personalized Learning Summit Expenses hitting in 2015-16 budget year. NEW BUSINESS (WEN Director) Affiliate Renewals/Pricing Membership Per Enrollment District Liaison Discussion – How and where do you want to post questions to each other? Partner Profiles – Professional Learning Committee Discussion “Leadership” “Vision” ADJOURNMENT Chair) ANNOUNCEMENTS iNacol – WEN Team is attending and we will have light support for a couple of days. Kim will be back helping with urgent matters. WEN Connect – your opportunity to engage and learn. WEN Connect Newsletter – a number of partners have yet to access, don’t forget. WEN Essentials your one stop shop
Schulte’s Weekly Lesson Plans: October 16-October 20, 2017 Date Yearbook *Learning Goals: CCSS **English-8: Daily Activities Mon. Oct. 16 Picture downloads and transfers Sports Schedule updates Continue individual Quiz on camera usage Assign marketing activities RL.8.10 L.8.4 a-d RL.8.1 SL.8.1a-d D.S.S.R.T. (Daily Sustained Silent Reading Time) and Media Center visit; encourage book critiques! Continue vocabulary weekly routine; two new words #11 & 12 + one (WOYO) = due by Wed. 10/18/17. Continue shared The Outsiders; if time. Tues. Oct. 17 Continue individual Quiz on camera usage Continue exploration of hjedesign.com and practice pages RL.8.10 L.8.1 RL.8.2 SL.8.1a-d D.S.S.R.T. WNB adjective notes & review activity; formative notebook check Continue shared novel The Outsiders through chapter 4; Settings Map individually or with a partner. Wed. Oct. 18 Continue individual Quiz on camera usage Continue exploration of hjedesign.com and practice pages RL.8.10 RL.8.2 SL.8.1a-d D.S.S.R.T. Vocabulary due! :) Continue shared The Outsiders; continue Settings Map Thurs. Oct. 19 PTC tonight Continue individual Quiz on camera usage All practice pages due RL.8.10 L.8.1 RL.8.1-8.4 SL.8.1a-d D.S.S.R.T. Settings Map due today! WNB writing prompt; share Interjections & Conjunctions; Continue shared novel The Outsiders; theme vs. topic Fri. Oct. 20 *****No School Students; Teachers Report***** *Please refer to the grade level Common Core State Standards (CCSS) document, found on my website tabs, to read the specific details of each CCSS. **All Daily Activities are subject to change/shifting due to school closings, building activities, or scheduling.
Traumatic Stress Acute Chronic Avoidance Upsetting Memories Nightmares Repression Hyper Vigilance Amnesia Detached Other: No Problem Slight Moderate Serious Severe Extreme Brief justification, explanation, description: Interpersonal Relationships Adequate Social Skills Supportive Relations Overly Shy No Supportive Relations ` Problems with Friend Difficulty Establishing Maintaining Friends Poor Boundaries Age-Appropriate Group Activities Poor Social Skills No Problem Slight Moderate Serious Severe Extreme Brief justification, explanation, description: Medical / Physical Good Health Central Nervous System Disorder Stress – Related Illness Need Medical/Dental Care FAE/FAS Eating Disorder Hypochondria Chronic Illness Enuretic/Encopretic Poor Nutrition Pregnant Seizures Acute Illness Other: ALLERGIES CURRENT MEDICATIONS CURRENT PSYCH DIAGNOSIS CURRENT PSYCH MEDICATIONS No Problem Slight Moderate Serious Severe Extreme Brief justification, explanation, description: Substance Use No problem Med Controlled Abstinent Recovery Cravings/Urges Interferes Functioning Abuse Dependency Alcohol Drugs Over Counter IV Drugs Other: No Problem Slight Moderate Serious Severe Extreme
Work / School SELECT ONE: Regular Attendance Employed Seeking Employment Defies Authority Poor Performance Learning Disabilities Skips Class Absenteeism Disruptive Tardiness Illiterate Not Employed Suspended Expelled Dropped Out IEP/504 No Problem Slight Moderate Serious Severe Extreme justification, explanation, description: (Grade Level) Danger to Others Not Dangerous Causes Serious Injury Uses Weapons Assaultive Physically Aggressive Cruelty to Animals Violent Temper Sexually Aggressive Homicidal Threats Homicide Ideation Homicidal Attempt Accused/Sexual Assault No Problem Slight Moderate Serious Severe Extreme Brief justification, explanation, description: Anxiety Calm Tense Phobic Obsessive/Compulsive Anxious Worried/Fearful Panic Attacks Guilt Anti-Anxiety Meds No Problem Slight Moderate Serious Severe Extreme Brief justification, explanation, description: Thought Process
physical features a person's height, weight, size or other bodily characteristics; political belief or activity means— or not holding a lawful political belief or view; in, not engaging in or refusing to engage in a lawful political activity; practice guidelines practice guidelines issued under Division 1 of Part 10; principal, in relation to a contract worker, means a person who contracts with another person for work to be done by employees of the other person; qualifying body means a person or body that is empowered to confer, renew or extend an occupational qualification; race includes— or ancestry; or national origin; or ethnic origin; 2 or more distinct races are collectively referred to as a race— (i) each of those distinct races; s. 4
circumstances of the person or partner, including the nature of his or her responsibilities as a parent or carer; and nature of the partnership role; and nature of the arrangements required to accommodate those responsibilities; and financial circumstances of the firm; and size and nature of the workplace and the firm's business; and (f) the effect on the workplace and the firm's business of accommodating those responsibilities, including— financial impact of doing so; (ii) the number of persons who would benefit from or be disadvantaged by doing so; (iii) the impact on efficiency and productivity and, if applicable, on customer service of so; and consequences for the firm of making such accommodation; and consequences for the person or partner of not making such accommodation. S. 33 (Heading) amended by No. 26/2011 s. 34(Sch. item 3.7). 33 Firm must make reasonable adjustments for person invited to become a partner or partner with a disability
assisting, participating in or proposing to encourage, assist or participate in a lawful activity organised or promoted by an industrial organisation or industrial association; or participating in or refusing to participate in a lawful activity organised or promoted by an industrial organisation or industrial association; or (f) representing or advancing the views, claims or interests of members of an industrial organisation or industrial association; industrial association means a group of employees or employers, formed formally or informally to represent or advance the views, claims or interests of the employees or employers in a particular industry, trade, profession, business or employment, not including an industrial organisation; industrial organisation means one of the following organisations that is registered or recognised under a State or Commonwealth Act or enactment— organisation of employees; organisation of employers; s. 4
protect the person from victimisation. (7) A document referred to in subsection (5)(a) must be signed by the person or, if the person is a body corporate, an officer of the body corporate. (8) The person against whom an order is sought is a party to the proceeding on an application under subsection (1). S. 132 substituted by No. 26/2011 s. 21. 132 Creation of documents s. 132 An under section 131 must not require a person to create a document unless— can be produced by the use of a computer or other equipment that is ordinarily available to the person for retrieving or collating stored information; or would contain factual information that is ordinarily available to the person and the Tribunal considers that— document would significantly assist the investigation; and (ii) it would not be unreasonably disruptive or inconvenient for the person to produce the document. S. 133 substituted by No. 26/2011 s. 21. 133 Documents produced to the Commission
licence) to supply liquor under the Liquor Control Reform Act 1998; and its facilities wholly or partly from its own funds; Commission means the Victorian Equal Opportunity and Human Rights Commission continued in existence by section 154; S. 4(1) def. of Commis-sioner amended by No. 26/2011 s. 5(b). Commissioner means the Commissioner appointed under section 170; contract worker a person who does work for a principal under a contract between the person's employer and the principal; detriment includes humiliation and denigration; S. 4(1) def. of disability inserted by No. 26/2011 s. 5(a). disability means— or partial loss of a bodily function; or presence in the body of organisms that may cause disease; or or partial loss of a part of the body; or
person who provides assistance or services to a person with a disability; Examples 1 an interpreter; 2 a reader. assistance dog. 8 Direct discrimination (1) Direct discrimination occurs if a person treats, or proposes to treat, a person with an attribute unfavourably because of that attribute. Examples 1 An employer advises an employee that she will not be trained to work on new machinery because she is too old to learn new skills. The employer has discriminated against the employee by denying her training in her employment on the basis of her age. 2 A real estate refuses an African man's application for a lease. The real estate agent tells the man that the landlord would prefer an Australian tenant. The real estate agent has discriminated against the man by denying him accommodation on the basis of his race. (2) In determining whether a person directly discriminates it is irrelevant— or not that person is aware of the discrimination or considers the treatment to be unfavourable; or not the attribute is the only or dominant reason for the treatment, provided that it is a substantial reason.
the proposed exemption is unnecessary because— exception or exemption in this Act already applies to the conduct sought to be exempted; or (ii) the conduct sought to be exempted would not amount to prohibited discrimination; and the proposed exemption is a reasonable limitation on the right to equality set out in the Charter of Human Rights and Responsibilities; and the relevant circumstances of the case. 91 Applicant to give notice to Commission An applicant for the grant, renewal or revocation of an exemption under section 89 must give a copy of the application to the Commission. 92 What is sexual harassment? (1) For the purpose of this Act, a person sexually harasses another person if he or she— an unwelcome sexual advance, or an unwelcome request for sexual favours, to the other person; or
To include a portion of land surveying drafting (formerly ENGT-1410) so that concepts and computer skills are taught concurrently. (other portion of ENGT-1410 is included in ETST-2000 Land Surveying II) To modify math prerequisites to match math skills required for this course Prerequisite: MATH 1750; Co-Requisite: MATH 1760; Lecture 3 hours, Lab 4 hours New Course Land Surveying II 5 credits Originators: Jody Robinson RATIONALE: Course needs revision for several reasons: To adjust course code to conform with ETST course numbering To include a portion of land surveying drafting (formerly ENGT-1410) so that concepts and computer skills are taught concurrently. (other portion of ENGT-1410 is included in ETST-1000 Land Surveying I) To modify math prerequisites to match math skills required for this course Prerequisite: ETLS-1000; Lecture 3 hours, Lab 4 hours New Course Surveying Essentials 3 credits Originators: Jody Robinson RATIONALE: This course is designed with two primary goals; to fill in the gaps in the ETLS 1000/2000 sequence and to review and prepare for the LSIT exam. The ETLS 1000/2000 sequence is designed to teach all the practical everyday skills required to work in the Land Surveying industry. Some concepts and techniques are only introduced such that they facilitate practical application. ETLS 2450 takes these topics and expands on them. In addition, Surveying Essentials elicits mastery of skills required to pass the LSIT exam. Surveying Essentials is organized as both a review and a place to cover less frequently encountered topics and is designed to be taken after the ETLS 1000/2000 sequence. Topics include state plane coordinates, photogrammetry, survey astronomy, coordinate geometry, and boundary law. New Course Land Surveying Experience 4 credits Originators: Jody Robinson RATIONALE: Increasingly employers are looking for experience when they go to hire. This course not only allows students to get that experience, it helps them to connect classroom learning to job skills and encourages networking at an early point in their career. Motion: Approve – Kevin Crawford 2nd -- Bruno Soffientino The committee voted 8 – 0 – 1 to approve the revised program proposal as amended, as a package. Kevin Crawford, Engineering and Technology, abstained
Board of Selectmen Meeting Town Office Wednesday 10-17-18 6:00 pm Agenda 6:00 pm Call to Order / Pledge of Allegiance Board of Selectmen Announcements Citizen’s Forum Changes to Consent Agenda Consent Agenda: Approval of: Accounts Payable 10-11-18, 10-18-18 Payroll 10-11-18, 10-18-18 Minutes 10-3-18, 10-6-18 Mary Drew contract renewal Old Business Police Department details New Business Conservation Commission Request re: lead lure drop box Veterans Committee Request: re: flagpole/flag/raising Mountain Rd./Ingalls Rd.status Informational Items/Communications/Updates September Revenues & Expenses Committee Updates Any other business to come before the Board Adjournment
Ms. Lewis- Comparison/Contrast due Wednesday Book orders due Friday Mrs. PB 9 -LATE: Performance Tasks Math Ms. Weekly Check due Friday 10/21 Notebook Friday 10/21 Fantasy Sports Article Questions: LATE! Mrs. Goss- Lesson 8 : 1, 3, 6, 8, 9 through 12 ALL
8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Effect on Others Record an example (with page numbers) of someone reacting to Elie or treating him a certain way. What does this reveal Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Action Record an example of something Elie does. What does this reveal Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Looks Record an example (with page number) of a facial expression or description of how Elie looks. What does this reveal about Elie? A C E 8.RL.4 Identify and defend the tone of this section. Provide textual evidence. A C E Make a connection about the ways the characters and events relate to your own life and experiences. Text Self
or treating him a certain way. What does this reveal about Elie? E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Action Record an example of something Elie does. What does this reveal about Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Record an example (with page number) of a facial expression or description of how Elie looks. What does this reveal about Elie? A C E 8.RL.4 Identify and defend the tone of this section. Provide textual evidence. A C E Make a connection about the ways the characters and events relate to your own life and experiences. Text Self Text World Text Media (fictional)
8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Speech Record an example (with page number) of something Elie says. What does this reveal Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Thoughts Record an example (with page number) of something Elie thinks. What does this reveal about Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Effect on Others Record an example (with page numbers) of someone reacting to Elie or treating him a certain way. What does this reveal Elie? A C E 8.RL.3 CHARACTER 8.RL.1 CITE EVIDENCE Action Record an example of something Elie does. What does this reveal about Elie? A C E
E. describe the budgeted M&E Plan: These costs are part and parcel of the project’s budget (see Annex E). They may be funded by either GEF or UNDP funds, including the Programme Cost-Sharing. F. Explain the Deviations from typical Cost Ranges (where applicable): -- n/a-- part iii: approval/endorsement by gef operational focal point(s) and GEF agency(ies) A. Record of Endorsement of GEF Operational Focal Point(s) on Behalf of the Government(s): (Please attach the with this template). Name Position Ministry Date Ingrid Mpundu Otukile Chief Natural Resources Officer Environment, Wildlife and Tourism 09-29-2011 B. GEF Agency(ies) Certification This request has been prepared in accordance with GEF policies and procedures and meets the standards of the GEF Project Review Criteria for Biodiversity Enabling Activity approval. Agency Coordinator, Agency name Signature Date day, year) Project Contact Person Telephone E-mail Address Yannick Glemarec, UNDP/GEF Executive Coordinator October 19, 2011 Alice Ruhweza, Regional Technical Advisor, EBD Africa. +27123548120 alice.ruhweza@undp.org
October 19, 2015– October 23, 2015 5th Grade Resource Math (2nd Period) Date Agenda I Can STRDS 10-19-15 Bell Ringer BR Review Dreambox Do well on Dreambox 5.OA.1 5.OA.2 5.OA.3 10-20-15 Bell Ringer BR Review Unit # 2 Day # 4 Understand order of operations and think algebraically. 5.OA.1 5.OA.2 5.OA.3 10-21-15 Bell Ringer BR Review Unit # 2 Day # 5 Understand how to write expressions. 5.OA.1 5.OA.2 5.OA.3 10-22-15 Bell Ringer BR Review Unit # 2 Day # 6 Understand how to write expressions. 5.OA.1 5.OA.2 5.OA.3 10-23-15 Bell Ringer BR Review Unit # 2 Day # 7 Unit Check (Quiz) Do well on my quiz. 5.OA.1 5.OA.2 5.OA.3