zilongwang/ReadingBank huggingface dataset:
Alpena Wildcats Coaches Handbook 2017-18 Season Contacts and Resources Tim Storch, AD – (cell) 248-961-2553, (office) 989-358-5351 Sally Donajkowski, Athletic Secretary – 989-358-5313 Jordon Weise, Athletic Trainer – 616-581-6695 Thomas Berriman, Principal – cell: 989-984-1240, office: 989-358-5300 Leslie Reynolds, Resources – 989-358-5030; Fax: 358-5036 Alpena News– 989-358-5694 WBKB – 989-356-3434 Bus Garage, Sharon Bisanz,– 358-5790 Coastal Charter – 989-379-7161 Hudson Sales – 989-356-4641 Schedule Star Log In:
Source: Information Please Advanced Manufacturing: Raw Materials In advanced manufacturing, raw materials can be very expensive. Manufacturers want to get the most use from raw materials with a minimum of scrap (leftover material). From a sheet of 8.5 x 11 inch paper: 1. What is the maximum number of 2 ¼ inch squares that can be cut with the least scrap? 2. What is the maximum number of right triangles with legs of 30 mm, 40 mm, and 50 mm that can be cut with the scrap? 3. What is the maximum number of rectangles with lengths of 3 ½ inches and widths of 2 ½ inches that can be cut with the least scrap? 4. What is the maximum number of circles with diameters of 5 cm that can be cut with the least (Hint: Find an object (cup) with a diameter of 5 cm) 5. How many sheets of paper would it take to make an order of: 20 2 ¼ inch squares 15 right triangles with legs of 30 mm, 40 mm, and 50 mm 20 rectangles with lengths of 3 ½ inches and widths of 2 ½ inches 20 circles with diameters of 5 cm Advanced Manufacturing: Understanding Workers in advanced manufacturing need to be able to take a written plan (blueprint) for something and then create it on a machine. To practice reading a blueprint, we will use this plan for an Ipad stand, and make a mock up of it using paper.
Leader’s role in change (What’s in It for Me?) Ask leader to describe how they believe their role will change Ask leader to describe how they can support their staff during change Ask leader to describe coaching sessions with employees Ask leader how they empowered staff during Ask leader to describe communication plan via email, meetings, etc. Ask leader to describe how they can support you and other leaders during change Ask leader to describe how they are energizing and recognizing their change “ambassadors”? Leader’s emotional response to change (How are you Feeling) Ask leader how they feel about the change Ask leader to describe what they think they might be “losing” with the change” Ask leader to describe how they can deal with loss Leader’s skills (What Will it Take?) Ask leader to describe their level of skills in relation to the change Ask the leader what new skills they need to acquire and how they can do that Leader’s commitment (What will it Take?) Ask leader to talk about their commitment to change Ask leader to describe how they can help subordinates or others to commit to change Provide reassurance (You Can Do It!) Use emotional intelligence Use leader’s responses to strategically plan other activities Recognize and Acknowledge (I See you Doing It!) Acknowledge and praise for individual contributions to change initiative Acknowledge and praise for encouraging and promoting change with employees/teams/others Restate vision (The Broken Record) Ask leader to restate what they think the change vision is, your expectation of them and restate their role Indicate your need to rely on them as leaders and in a leadership role Team or Staff Meeting Guidelines and Checklist
51 56 Report Time The time the report was created. Format: HHMMSS. Time 6 57 62 Requested School Code The six-digit OPEID, as assigned by the Office of Postsecondary Education for the school requesting the report. Char. 6 63 70 Requested School Branch Code The eight-digit OPEID1 of the requested school location. If all school locations are requested, displays as ‘*’. Char. 8 71 78 Requested Begin Date The beginning date requested for date entered repayment Format: CCYYMMDD. Date 8 79 86 Requested Repay End Date The end date requested for date entered repayment. Format: CCYYMMDD. Date 8 87 106 Selected Loan Status Category Valid Values: - All - Open - Closed - Defaulted - Payment Suspended (deferment or forbearance) - In-School - In-Repayment - Open Disability - Un-reinsured Char. 20 107 111 Selected Loan Program Type Valid values: -‘FFEL’ – FFELP loans only -‘DL’ – Direct Loans only -‘BOTH’ – FFELP and Direct Loans Char. 5 112 112 Extract Type Format of the extract file. Values: - ‘S’ –Standard (fixed-width) - ‘C’ – Comma Delimited Char. 1 113 132 Sort By Sort Sequence. Valid values: - SSN - Name Char. 20 133 700 Filler Filler Char. 568 School COA for CDR Report Detail Record Length = 700 Pos FR Pos TO Data Element Description Field Format Lth
Current Lender Code Code for Current Federal Family Education Loan Program lender (This field will only be populated by FFELP loan types). Note: For Federally serviced loans, this field will be populated with one of the six-character Lender Codes assigned to the Department’s FFELP portfolio. For FFELP loans not serviced by the Department, this field will be populated with a six-character FFELP Lender Code indicating the current FFELP lender. See the Org Tab on the NSLDS Professional Access website to search for individual Lender Codes. Char. Comma Comma Char. Current Lender Servicer/Federal Servicer Current lender servicer or current federal servicer. Char. Comma Comma Char. Current Guarantor/Federal Servicer Guaranty Agency that guaranteed the loan or Federal Servicer that services the loan. Char. Comma Comma Char. Days Delinquent The number of days the borrower is delinquent. Num. Comma Comma Char. Delinquent Date The date borrower became delinquent. Format CCYYMMDD. Date Comma Comma Char. Date of Default The date that a default claim was paid on an FFEL Program loan or the day of default, for cohort default rate purposes. For Direct Loan Program loans, the day certain Direct Loan Program loans are considered in default, for cohort default rate purposes. Format: CCYYMMDD. Date Comma Comma Char. Filler Filler Char. School COA for CDR Report Trailer Record
Please list in detail on the chart your coaching contributions. Attached additional information sheet if needed. Name of the team/sport you coach (Start with the most recent) Age of Athletes Level of Athletes Description of your coaching role. Supervisors Contact name & number Location Frequency (indicate # of of commitment per week or month) Time or date of activity MM/YY & Total # of hours Committed Paid or volunteer position (Note % if part of student leadership course work)
Coach Compliance Violation Form/Ethical Violation Form Club Hosting Event Event Type/Location Print Name of Offending Person: Member #: PSA #: Date/Time of Incident ___/___/____ ___:___am pm Description of Offending Behavior: (please be specific, describe only facts, use back or additional paper if needed.) Coaching or attempting to coach without being compliant (one or more of the requirements) Coaching or attempting to with U.S. Figure Skating Membership and/or PSA Membership Improper Use of Credentials (lending or borrowing Coach Credentials) Code of Conduct Violation (please check all the apply) Verbal Altercation Display of Use of Inappropriate Language Display of Inappropriate Gestures Use of Physical Aggression Use of Threatening Language Other (please describe) _____________________________________________________________ Supporting Details (please be specific, describe only facts, use back or additional paper if needed.) Name of Witness(es): U.S. Figure Skating #: PSA #: (if applicable) Contact #: Email: Name of Competition Chair or Other Event Official: U.S. Figure Skating #: PSA #: (if applicable) Contact #: Email: Signature of Competition Chair or Other Event Official: Date: ___/___/____ Signature of Test Chair or Chief Referee**: Date: ___/___/____ ** This report must be signed and submitted by the test chair or chief referee. Please submit to: John Anderson – Staff Attorney or mail to: 20 First Street, Colorado Springs, CO 80906
Your comments on any improvements to this handbook are welcome - please put them in writing, with name of handbook to Ingrid Mustoe Programme leader. Name of Programme Leader Ingrid Mustoe Southgate College High Street Southgate London N14 6BS Telephone: 020 8886 6521 x6227 Fax: 020 8982 5051 Email: Name of University Link Tutor Neil Bangs BSC Hons Middlesex University Hendon Campus NW4 Telephone: 0208 4114667 Fax: Email: Name of Institution Principal Mr David Byrne Southgate College High Street Southgate London N14 6BS Telephone: 020 8886 6521 Fax: 020 8982 5051: Name of Institution Link Tutor Ingrid Mustoe- PGCE, Diploma in Sports Management (DMS) currently completing a Masters in Sports Management Southgate College High Street Southgate London N14 6BS Telephone: 020 8886 6521 x6227 Fax: 020 8982 5051 Email: : Programme list and contact details Ingrid Mustoe - PGCE, Diploma in Sports Management (DMS) currently completing a Masters in Sports Management Programme/Curriculum Leader. Sports Development and Sports Placement Base Southgate College Room Sports staff room Tel 0208 8866521 ext 6227 E-Mail Ingrid.mustoe@southgate.ac.uk Full Time Member of Staff Title/name
Knowledge and understanding Practical skills A1 The anatomy and physiology of the human body with reference to exercise and health C1 Perform and evaluate physiological field tests A2 Research methods and processes particularly relevant to C2 Recognise and respond to moral, ethical and safety issues directly pertain to the subject domain including relevant legislation and professional codes of conduct. A3 A range of exercise and training programmes for a variety of participant groups, including elite athletes and special populations C3 Perform and evaluate psychological techniques within a sports setting A4 Psychology especially as it relates to coaching C4 Execute practical activities using appropriate techniques and procedures A5 The sociology of C5 Execute coaching sessions and plans. A6 Sports Development and Marketing C6 Evaluate Coaching sessions Key Skills D1 Communication (oral and written) Cognitive skills D2 Team work and interpersonal skills B1 Develop ideas through the evaluation of appropriate literature, concepts and principles D3 Competence in the use of information technology B2 Design a research project and examine research findings D4 Competence in numeracy and problem solving technique
An early release or a late release will result in a poor shot. The fixed stance is great if you can master the release point timing. Step and Bowl Some arm bowlers find it easier to coordinate their release with their step forward. As their “stepping forward foot” touches the green they release the bowl. So step and bowl can give you a better coordinated release than a fixed stance. Finding a Release Point Finding an ideal release point and doing it the same every time is the difficult thing to learn. But apparently, some people have no difficulty and the rest of us have to practice. I solved the leaning and release point issues. I solved the leaning issue for myself by stepping forward with my right foot instead of my left. It is not a 100% solution but it works better for me. (I am right handed). I release the bowl next to my right foot at the same time as my foot touches the green. Controlling the Urge to lean See Tennis illustration, we all have an “urge” to lean over into the shot and the mechanical arm can dig into the green and spoil our shot. One way to control this leaning urge is to balance the urge by an activity with the other hand - even putting your hand in your pocket is a common solution. But some bowlers use a shorter bowling arm and lean into the shot. Others use a shorter arm and release high, well above the green, resulting in a bumpy unpredictable delivery. I step and bowl using a right hand delivery and my right foot forward and release when my right foot touches the green . There are no rules other than one foot should be on or over the mat at the point of delivery. The above is an introduction not a full treatise. Thanks for reading, I might do a Youtube video next. The end
18-20 Classification Domestic International 21 Scottish FA Long Term Player Development Model Safe Football Safety Considerations Safeguarding Children, Young People and Vulnerable Adults Clean Sport/Anti-doping 25 Summary and Best Practice 26 Further Reading 27-28 British Blind Sport and the Scottish Football Association
Travel Another key barrier to participation for people with visual impairments is travel. As many visually impaired people rely heavily on public transport, it is advisable to public transport options and promote the nearest train station or bus route in any promotional or marketing material. Additionally, there may be community transport options available, local sight support services can provide information on available services. Some participants may rely on a sighted guide or support worker to assist with transport to and from your activity. To find your local sight support services please contact British Blind Sport. Contact Information In addition to the general information you would discuss with all new participants, consider also discussing the following: Transport arrangements. Whether another person or a guide dog will also be attending. Any previous experience or knowledge of football. Have they seen football before? Motivations and goals for taking up football. Any worries or concerns. It might be necessary to provide a meet and greet service, especially on a first visit to a session or event. Staff It is important that all volunteers and members of staff taking public enquiries are aware that your club and activities are accessible to visually impaired people. It is recommended that a document providing visually impaired guidance is readily available, which includes information on facility access, guide dog arrangements, public transport links, and the first steps to taking part. If possible, offer volunteers and staff Para-Football awareness training; contact Scottish FA for further information. Session venue and time Consider the impact of daylight on some eye conditions and organise sessions in good daylight where possible. Partially sighted football sessions are best played in an indoor environment. This allows for better contrast and lighting. Check that the playing surface is suitable with high colour contrast. Blind football sessions are best played outdoors. This allows for better acoustics. Guide Dogs
Other relevant training: (please include all other hockey related experience, i.e. player, referee, etc. together with any other applicable qualifications or certifications) What Hockey experience (coaching/playing) do you have to help with your potential coaching position? References (please include two references): Name: Telephone:_____________________ Name: Telephone:_____________________ Declaration I certify the foregoing information to be true and, in the interests of protecting the children involved, I hereby authorize the association to conduct any background checks they deem necessary, including but not limited to a criminal record check. All results will be kept strictly confidential. _________________________________________________________________ (applicant’s signature) Submit Coaches Applications to: INNISFAIL HOCKEY Box 6028 Innisfail, AB T4G 1S7 Email: REQUIRED CERTIFICATION Coach Level – Every Head Coach – Dynamite to Midget Safety (HCSP) – At least 1 Official registered to team present at all games. (expires every 3 years) Respect in Coach – All Officials registered to the team (formerly Speak Out) Checking Skills Clinic – Atom, PeeWee, Bantam, Midget – Every Head Coach
Coaching Tool : Values Sorter Step 1: What I Value Most... From this list of values (both work and personal), select the ten that are most important to you-as guides for how to behave, or as components of a valued way of life. Achievement Friendships Physical challenge Advancement and promotion Growth Pleasure Adventure Having a family and authority Affection (love and caring) Helping people Privacy Arts Helping society Public service Challenging problems Honesty Purity Change and variety Independence Quality of what I take part in Close relationships Influencing others Quality relationships Community Inner harmony Recognition (respect from others, status) Competence Integrity Religion Competition Intellectual status Reputation Cooperation Involvement Responsibility and accountability Country Job tranquillity Security Creativity Knowledge Self-respect Decisiveness Leadership Serenity Democracy Location Sophistication Ecological awareness Loyalty Stability Economic security Market position Status Effectiveness Meaningful work Supervising others Efficiency Merit Time freedom
USE THIS FORM TO CALCULCATE FIDELITY OF COACHING PRACTICE IF COACH MODELED DURING THE COACHING CYCLE OR IF MODELING WAS NEEDED BUT DID NOT OCCUR Points Possible for Column (1 point per box marked except for any Nos): 17 Points: __________________ Points Possible for Column: 20 Points: _______________ Points Possible for Column: 20 Points: _______________ Points Possible for Column: 20 Points: _______________ Total Points Earned: ______________________ Total Points Possible: 77 Calculation: Points Earned/Total Points Possible × 100 = Percentage of Fidelity of Coaching Practice __________/ 77 × 100 = __________________% Fidelity of Coaching Practice Example: 15 + 20 + 14 + 8/77 × 100 = 74% Fidelity of Coaching Practice Comments/Notes:
Other relevant training: (please include all other hockey related experience, i.e. player, referee, etc. together with any other applicable qualifications or certifications) What Hockey experience (coaching/playing) do you have to help with your potential coaching position? References (please include two references): Name: Telephone:_____________________ Name: Telephone:_____________________ Declaration I certify the foregoing information to be true and, in the interests of protecting the children involved, I hereby authorize the association to conduct any background checks they deem necessary, including but not limited to a criminal record check. All results will be kept strictly confidential. _________________________________________________________________ (applicant’s signature) Submit Coaches Applications to: INNISFAIL MINOR HOCKEY Box 6028 Innisfail, AB T4G 1S7 REQUIRED CERTIFICATION Coach Level – Every Head Coach – Dynamite to Midget Safety (HCSP) – At least 1 Official registered to team present at all games. (expires every 3 years) Respect in Sport Coach – All Officials registered to the team (formerly Speak Out) Checking Skills Clinic – Atom, PeeWee, Bantam, Midget – Every Head Coach
Year School Record Year School Record Ex. 2009 Torrington Middle 8-7 1. 21. 2. 22. 3. 23. 4. 24. 5. 25. 6. 26. 7. 27. 8. 28. 9. 29. 10. 30. 11. 31. 12. 32. 13. 33. 14. 34. 15. 35. 16. 36. 17. 37. 18. 38. 19. 39. 20. 40. Total Wins-Losses Column A Wins-Losses Column B Total Wins-Losses Column A Overall Wins-Losses WCA – JH/MS Coaching Milestone Awards Team and Individual Sports – JH/MS or HS Points Track Volleyball – Football – Girls Basketball – Boys Basketball – Wrestling – Girls Track – Boys Track – Girls Swimming – Boys Swimming – Girls Cross Country – Boys Cross Country Name: School: Date: Award Level: This application is for one sport only. A separate application must be completed for each sport. Indicate which award level, (Bronze, Silver or Gold), is being applied to receive. Please supply complete information and return to: or Walt Smith, 141 Aspen Circle, Torrington, WY, 82240 or ; Becky Johnson, 910 Raintree Circle, Gillette, WY, 82716 Year School Points Track Win-Loss Description Points Ex. 2007 Torrington Middle JH/MS N/A Team Conference Champion = 25 Individual Conference Champion = 5 30 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
ST. LOUIS USBC BOWLING CLINICS WHO USBC LEAGUE BOWLERS WHERE Crestwood Bowl 9822 Watson Rd. Crestwood , MO 63126 WHEN June 25, 2017 2 to 4 P.M. Sport Bowling Conditions Shoot on short, medium and long patterns SIGN UP TODAY! Call (314) 645-8747 Or to Sign Up BRING USBC BOWLING FRIENDS! COST $7.00 PER BOWLER Includes coaching from certified USBC Coachs and lineage BENEFITS Improve your game Learn to read lane patterns Learn how to make adjustments Meet Fellow Bowlers
and its committee have the final responsibility of selecting applicants and you have no recourse should you not be selected. Any applications received with incomplete sections and/or without applicant’s signature will not be considered. Candidates for each position will be contacted for a possible interview. If successful, and you are awarded a team, you will: A) be required to read and sign Coaches Commitments and Expectation Policy; B) you and your staff will be required to provide the Association with Criminal Records Check. Competitive team try out dates, times and procedures will be determined/approved by the executive. Ice times for try outs have been scheduled for April 21st, 2017 weekend. The TDGHA will hold try outs and be responsible for registration. I understand that submission of this application does not guarantee a position. A single applicant or numerous applicants to a team is not automatically selected to that team. The number of players, skaters and goalies signed to a roster will be determined by TDGHA Executive and will be based on registration and programming requirements. The registration of a competitive team (division and category) with the OWHA shall be determined by the TDGHA Executive and the Coach of the team. During try outs, no player will receive a letter advising that they are cut from a team without consultation with the TDGHA executive. These board members will make themselves available on the last day of try outs. Dated at Timmins, this _____ day of __________________, 2017 ______________________________ Signature of applicant
FEI Coaching System 2018 Course Application Form NATIONAL FEDERATION OF: and its Responsible Person : informs the FEI that it will organize FEI Coaching courses in 2018 COURSE INFORMATION Course Title Course Type Course Language* Course (dd.mm.-dd.mm.2018) Course Location (City, Venue/Club) 1 Intro Olympic (2 days) National English Level 1 Olympic (5 days) Level 1 Vaulting (4 days) Spanish (not for Vaulting) 1 Endurance (5 days) Level 2 with Eventing Module (7 days) Level 2 without Eventing Module (6 days) Regional French (only L1 Olympic) Level 3 Jumping (6 days) Level 3 Eventing (6 days) Russian (only L1 Olympic + Endurance) Level 3 Dressage (6 days) 2 Intro Olympic (2 days) National English Level 1 Olympic (5 days) Level 1 Vaulting (4 days) Spanish (not for Vaulting) Level 1 Endurance (5 days) Level 2 with Eventing Module (7 days) Level 2 without Eventing Module (6 days) Regional French (only L1) Level 3 Jumping (6 days) Level 3 Eventing (6 days) Russian (only L1 Olympic + Endurance) Level 3 Dressage (6 days) *The course material is not available in all languages – Vaulting and Endurance material is currently only available in English. Note: Level 2 Vaulting is scheduled to be available in 2017, but is still under preparation – check for updated form during the year. Date: Signature: of NF:
Most of the professional development we are given is a “one shot” deal. We learn about something new and are then are expected to implement it in our classrooms. Yet research shows that less than 20% is applied in the classroom. Truly effective professional development is ongoing and deeply embedded in teachers’ classroom work with children. Through collaboration and co-teaching, this is where I would come in. For example, you would choose the subject/unit we work on together. It could be an old unit that that could use a new spark, or an entirely new unit that you’d like help exploring. You decide what would benefit you most. My philosophy is “two heads are better than one.” This process is intended to be positive, productive, and non-evaluative. Through co-teaching we would be learning from each other in an exchange of ideas, expanding our pedagogic knowledge together. Once or twice a week we would meet to talk about and reflect on the lessons we taught together. We would discuss the lesson and teaching methods, analyze assessments, and use this information to drive further instruction. We usually have so little time for reflection, but research has shown us how important it is in expanding our skills. Please consider inviting me in for a two-, three-, or four-week coaching cycle and we’ll venture out together. Please feel free to contact me if you have any questions. ~Roni Gather Resources: Let me hunt for those hard to find lesson components! Classroom & Site Visits: Organize a to another site to observe a colleague; cover your class so that you may observe another colleague. Design & Organization: Brainstorm ways to arrange your classroom to optimize student learning; organize and level classroom library. Planning: Through conversation, I can help in developing lessons. Observe & Assess Students: Assist you with any behavior and/or academic needs of your students. Demonstration Lessons: Lessons can be modeled using a strategy you would like to explore further. Observing Lessons: Lessons can be observed to provide ideas on a strategy or topic that you are developing. Team Teaching: planning collaboratively, we can teach a lesson together. Classroom Assistant: If you need another pair of for a lesson or small group or another pair of eyes to help track concerns. Book Study: Participate in a book study on a professional development topic of your choice.
Associated organisation Organisation Type (place X against corresponding groups) School Organisation Organisation name Victorian Department of Education and Early Childhood Development (DEECD) Organisation contact details *Email: N/A *Postal address: GPO Box 4367 *State: *Postcode: 3001 *Phone: (03) 9637 2000 CEO contact details *Name: Dina Guest Executive Director Learning and Teaching Division *Email: guest.dina.d@edumail.vic.gov.au Mobile: N/A
completely me, was when… In the past, the parts of me that I sacrificed or hid or buried in order to please other people were… [Your Response] One area of my life where I’m consistently adapting and acting like someone else seems to be when… [Your Response] The people in my life who are treating me poorly right now are… [Your Response] I’ve allowed people to treat me this way by… [Your Response] A person in my life from whom I have been backing down lately is… [Your Response] If I truly believed in myself, I’d step up to this person and say… [Your Response] If I didn’t care so much what other people thought, the first thing I’d probably do is… [Your Response] If I started believing a little more in myself, I’d be much likelier to… [Your Response] I know that the people in my life want me to be happy, because… [Your Response]
The relationships in my life that are truly supporting my well-being and growth are the ones I have with… [Your Response] A person who was a real miracle worker in my life was… [Your Response] The person in my life who could use a miracle right about now is… [Your Response] The three reasons I most appreciate my current or last lover or significant other are that he or she… [Your Response] I would describe my ideal relationship as one that… [Your Response] I know I’m a worthy and capable person because… [Your Response] In order to be the person I know I’m capable of being, I’d have to start behaving more like… [Your Response] Three reasons I should be hopeful about the future are… [Your Response] The dream that I absolutely must start moving toward once again is… [Your Response] [Your Response]
successful in business, they would be… I’ll know I’ve succeeded in my business when… [Your Response] In ten years, I’d like to be in a financial place where I can… [Your Response] At the end of my life, I want to look back at my business life and know that I… [Your Response] When I succeed at the level I really want to, the way I’d like to celebrate is to… [Your Response] How much did you spend on marketing in the past year? [Your Response] What is your number one source for attaining new [Your Response] What size is your existing "ACTIVE" list? [Your Response] Net profit from your online business in the past year? (Please give an estimate.) [Your Response] Net profit you like to make this year? (Please give an estimate.) [Your Response]
Bellringer should be completed before tardy bell. Pay attention – NO sleeping, laying head down, covering eyes, etc If so – 1st – warning; 2nd – stand up; 3rd - office referral NO personal grooming If so - 1st – warning; 2nd – parent contact; 3rd – office referral Be courteous and respectful of others (Off limits words...) If not - 1st – warning; 2nd – parent contact; 3rd – office referral Follow all school rules Consequences vary according to event. Please keep in mind if serious behavioral issues arise, the warning and/or beak detention may be skipped in lieu of an immediate office referral. B.Y.O.D. Expectations and Consequences: All devices must be placed on the student’s desks When permission is given for devices to be used, devices must always be logged on to the BOE network. Only school related searches and uses allowed. NO TEXTING, SOCIAL NETWORKING (facebook, twitter, snap chat, yik-yak, etc.), CHARGING YOUR DEVICE, OR TAKING PICTURES. All B.Y.O.D. rules will be followed or usage privileges will be revoked immediately! Contact Information: Please contact me with any questions you might have. Email: bbowers@enterpriseschools.net Phone: (334) 347-2640 SCHEDULE (*subject to change) Unit 1 - Exploration & Colonization Unit 2 - The American Revolution Unit 3 - Creating a Nation Unit 4 - Westward Expansion & Sectionalism Unit 5 - The Civil War Unit 6 - Reconstruction, Industrialization & Urbanization Dear Parent/Guardian: My name is Bradley Bowers, and it is my pleasure to teach your student tenth grade U.S. History this year. I just want to touch base with you and inform you of my policies and procedures. Your student has received a copy of the syllabus for my class, which informs them of the academic requirements, grading policies, supplies needed, behavior expectations, etc. I ask that you please review this with your student and both of you sign the agreement slip below. Please make sure your student returns the signed slip. If you have any questions, please feel free to contact me.
Directions: After watching the film; please provide 10 specific examples that illustrate how Coach Carter used the basketball court to prepare his players for success in life outside school walls. In other words, what ‘transferrable skills’ did the players learn through the game of basketball that would benefit them in the ‘real world.’ 1. 2. 3. 4 5.
Portia Amato Regional Commissioner 973-876-6160 Marvin Dillard Assistant RC 201-220-1897 Sid Sehgal Child & Volunteer Protection Advocate Nadine Coach Administrator ayso1089nys@gmail.com Judah Zeigler Referee Administrator 201-446-4603 Emergencies 911 Leonia Police 201-944-0800
Get “Golden Ticket” from Athletic Director/AD secretary before participating - Give “Golden Ticket” to your coach. SPORT: ________________________________ COACH: ____________________________ NAPA VALLEY UNIFIED SCHOOL DISTRICT LONG DISTANCE/OVERNIGHT FIELD TRIP RESERVATION REQUEST/APPROVAL FORM (use for commercial air, water, overnight, beyond 100 mile radius, out-of-state or country) Date of Trip # of Passengers School/Grade Level Departure Time Destination and Address Return Time at School Distance to be traveled one way: miles. Method of Transportation: Account #: Educational Objectives of Proposed Trip:
COAG agreed to further action to counter violent extremism and terrorism in Australia, informed by the recommendations of the recent reviews of the Commonwealth machinery and the steps leading up to the Martin Place Siege. This will see a new national counter-terrorism strategy with a strong focus on countering violent extremism, and greater efforts to: work with communities to identify and manage individuals at risk of radicalisation; counter violent extremism; better share information; strengthen identity management and protect identity use; and better track firearms and further restrict the movement and use of illegal firearms. COAG agreed to a further discussion of counter-terrorism following the special retreat in July. White Papers on Federation and Tax Reform COAG agreed the goal of federation reform is to improve the standard of living and wellbeing of Australians. The current fragmentation of services can create confusion and affect outcomes. Improved arrangements are key to improving the quality of the services Australians receive. The objective of change has to be better services for the people of Australia. COAG also agreed that federation reform cannot be achieved by one level of government alone and that any reallocation of responsibilities between governments should aim to: deliver better services – recognising diversity as a strength of federation, it should be easier for people to receive, choose and access high quality services; drive economic growth – encourage a productive and efficient economy supporting growth in the standard of living for all Australians; be fair – all Australians should be able to receive, choose and access high quality services, regardless of personal circumstances, location or socio-economic background; provide clear responsibility – people should be clear which level of government is responsible for services so they can hold them to account; and be durable – arrangements need to stand the test of time and be adaptable and flexible enough to accommodate changes required over time. COAG acknowledges that an important context for the Federation discussion is the budgetary pressure for all states and territories and the Commonwealth due to the expected growth rates in health and education expenditure and the underlying revenue base over time. Any federation reform will need the states, territories and Commonwealth to work together to meaningfully address these long-term funding pressures and also look at structural reforms to ensure services can be delivered in the most efficient way.
Legislative and Governance Forum on Food Regulation Title of regulatory proposal Description of regulatory proposal Date of Decision Compliant at consultation Compliant at decision Final RIS published Endorsement of Health Star Calculator for front-of-pack labelling Endorsement of Health Star Rating Calculator (which is the algorithm that generates the star rating for food products), including addressing initial technical issues with respect to dairy. 13 December 2013 No No N/A Safe Work Australia Title of regulatory proposal Description of regulatory proposal Date of Decision Compliant at consultation Compliant at decision Final RIS published Draft Model Code of Practice: Managing Risks in Stevedoring Examines options to address managing work safety risk in stevedoring. N/A Yes N/A N/A Improving the Model Work Health and Safety Laws Investigating changes to model WHS laws to reduce red tape and make it easier for businesses and workers to comply with their work health and safety responsibilities N/A Yes N/A N/A Standing Council on Energy and Resources Title of regulatory proposal Description of regulatory proposal Date of Decision Compliant at consultation Compliant at decision Final RIS published Heat Pump Water Heaters Options to improve the energy efficiency of air source heat pump water heaters. N/A Yes N/A N/A Gas Transmission Pipeline Capacity Trading Information provision on contractual requirements at improving gas pipeline trading capacity 13 December 2013 Yes Yes Yes Standing Council on Environment and Water Title of regulatory proposal Description of regulatory proposal Date of Decision Compliant at consultation Compliant at decision Final RIS published Northern Territory Container Deposit Scheme Options to address beverage container litter in the Northern Territory. August 2013 Yes Yes Yes Standing Council on Federal Financial Relations of regulatory proposal
COAG Communiqué At its 42nd meeting, in Canberra, COAG increased hospital funding and made an historic commitment to explore fundamental changes to our federation that will drive economic reform and secure better outcomes for all Australians. We have sharpened our focus on improving Indigenous economic participation and received our final report on reducing violence against women and their children – an issue of ongoing concern for all of us. Treasurers joined First Ministers for the discussion on economic and federation reform. Hospital funding and health reform COAG reaffirmed that providing universal health care for all Australians is a shared priority. Leaders agreed a Heads of Agreement for public hospitals funding from 1 July 2017 to 30 June 2020 ahead of consideration of longer-term arrangements. This will see the Commonwealth providing an estimated additional $2.9 billion in funding for public hospital services, with growth in Commonwealth funding capped at 6.5 per cent a year. This Agreement preserves important of the existing system, including activity based funding and the national efficient price, and focuses on improving patient safety and the quality of services, and reducing unnecessary hospitalisations. As part of this Agreement, all jurisdictions agreed to take action to improve the quality of care in hospitals and reduce the number of avoidable admissions, by: reducing demand for hospital services through better coordinated care for people with complex and chronic disease – the current system does not always provide the care the chronically ill need – this they are hospitalised more than is necessary; improving hospital pricing mechanisms to reflect the safety and quality of hospital services by reducing funding for unnecessary or unsafe care – reducing complications will improve patient safety; and reducing the number of avoidable hospital readmissions – too many patients are readmitted to hospitals as a result of complications arising from the management of their original condition. The Commonwealth will continue its focus on reforms in primary care that are designed to improve patient outcomes and reduce avoidable hospital admissions. Schools COAG recognised the positive contribution high quality schooling makes to both individuals and the economy. It noted that the Commonwealth’s contribution to school education is funded through to the end of 2017, and agreed that discussions on new funding arrangements should be concluded by early 2017. A more efficient federation for all Australians COAG welcomed the Commonwealth’s initiative to help resolve the longstanding problem of vertical fiscal imbalance and improve state autonomy. There was not a consensus among states and territories (states) to support further consideration of the proposal to levy income tax on their own behalf.
operation of a system upgrade and for officials to continue working collaboratively on the detailed specifications. Standards are designed to help ensure products, services and systems are safe, reliable and consistent. Following a detailed investigation into access to Australian Standards, ministers considered how to make standards, including those referenced in legislation, more accessible. A more coordinated approach to collecting information about standards referenced in legislation and to purchasing standards information across governments is key to providing better solutions for community and businesses who rely on this information. Ministers agreed that recommendations on solutions to the longstanding issue of access to and charges for standards be progressed as a matter of priority, out of session, prior to the next meeting. Ministers also considered future directions for its work program, including a concerted focus on innovation as well as industry, including the work to progress the National Innovation Objectives. The next meeting will focus on the skills required by industry, with a focus on digital and advanced manufacturing skills, and the future of work. Ministers unanimously agreed to include a standing item on diversity in STEM. Senator the Hon Michaelia Cash, the Australian Government Minister for Jobs and Innovation, chaired the meeting. All states and territories were represented. COAG Industry and Skills Council (Industry Stream) Members COMMONWEALTH Senator the Hon Michaelia Cash. Minister for Jobs and Innovation NSW The Hon. Blair MLC. Minister for Primary Industries, Minister for Regional Water, and Minister for Trade and Industry NSW The Hon Matthew Kean MP. Minister for Innovation and Better Regulation VIC The Hon Benjamin (Ben) Carroll MP. Minister for Industry and Employment. Minister for Resources QLD The Hon Cameron Dick MP. Minister for State Development, Manufacturing, Infrastructure and Planning SA The Hon David Pisoni MP. Minister for Industry and Skills WA The Hon Alannah MacTiernan MLC. Minister for Regional Development, Agriculture and Food. Minister assisting the Minister for State Development, Jobs and Trade. TAS The Hon Peter Gutwein MP. Minister for State Growth NT The Hon Michael Gunner MLA. Chief Minister ACT The Hon Andrew Barr MLA. Chief Minister. Minister for Economic Development NZ The Hon Dr Megan Woods. Minister of Energy and Resources Minister of Research, Science and Innovation
Coach Education Calendar 2017-2018 as of 9th February 2017 Date / Course Language Venue No. of Educators April 23rd U8 0900-1200 ENG South Island School 2 April 29th World Rugby Level 1 0900-1700 ENG South Island School 3 May 7th U8 0900-1200 ENG South Island School 2 May 20th World Rugby Level 1 0900-1700 ENG South Island School 3 May 21st Coacharee 0900-1300 ENG South Island School 1 June 4th U8 0900-1200 ENG King’s Park 3 2 June 11th Rugby Level 1 0900-1700 ENG South Island School 3 June 17th World Rugby Level 1 7s 0900-1700 CHI/ENG South Island School 2 August 5th , 6th, 12th, 13th (4 days course) World Rugby Level 2 0900-1700 CHI/ENG South Island School 2 August 19th U8 0900-1200 ENG South Island School 2 August 19th World Rugby Level 1 0900-1700 ENG South Island School 3 August 19th Coacharee 0900-1300 ENG South Island School 1 August 20th U8 0900-1200 ENG YMCA of Hong Kong Christian College (Tung Chung) 2 August 20th World Rugby Level 1 0900-1700 ENG YMCA of Hong Kong Christian College (Tung Chung) 3 August 20th Coacharee 0900-1300 ENG YMCA of Hong Kong Christian College (Tung Chung) 1
August 27th U8 0900-1200 ENG Sha Tin College 2 August 27th Rugby Level 1 0900-1700 ENG Sha Tin College 3 August 27th Coacharee 0900-1300 ENG Sha Tin College 1 September 2nd, 3rd (2 days course) World Rugby Level 2 7s 0900-1700 CHI/ENG Island School 2
NAME NAME OF BUSINESS NATURE OF BUSINESS NATURE OF INTEREST DATE OF APPOINTMENT OR ACQUISITION DATE OF CESSATION OF INTEREST DATE OF ENTRY Wilson Pendle Vale High School Barrowford Primary School Pendle Community High School & College TAS Advisory Panel Head Teacher Governor Governor Board Member N/A Governor Governor Member 2000 2013 2014 2009 - - - - 15.12.2017 15.12.2017 15.12.2017 15.12.2017 Daniel Milton St Bede’s RC High School Secondary Education Teacher 1999 - 15.12.2017 Claire Holgate Lowerhouse Junior School Education Head Teacher 1998 - 15.12.2017 Sharon Roscoe St Barnabas & St Pauls CE Primary School The Heights Free School Eden School Pleckgate High School Education AP Education AP Education Education Governor Governor Governor Governor 2008 2013 2014 2015 - - - - 15.12.2017 15.12.2017 15.12.2017 15.12.2017 Des Callaghan St Bede’s RC High School The Heights Free School Eden School St Mary’s College Pleckgate High School Education AP Education AP Education Education Education Head Teacher Governor Governor Governor Governor 1997 2013 2014 2014 2015 - - - - 15.12.2017 15.12.2017 15.12.2017 15.12.2017 15.12.2017 Caroline Howarth Nil Return - 15.12.2017
Existing native materials bridge crossing of a major, unnamed tributary to South Fork Coal Creek (DNRC 930) Existing culvert (CMP) crossing of a major, unnamed tributary to Coal Creek (DNRC 931) Existing CMP crossing of an unnamed tributary to Cyclone Lake (DNRC 944) Existing CMP crossing of a significant, unnamed, WCT spawning tributary to Cyclone Lake (DNRC 947) Project Timelines (Contracting): Pre-contracting review opportunity: July 2015 – September 2015. Anticipated contract solicitation window (issue to close): November 2015 – February 2016. Anticipated contract award: March 2016. Construction window: July 2016 – September 2016. Project Area Maps: Map #1 – Region View Map #2 – Project Area View Map #3 – Project Detail: Coal Creek Area Map #4 – Project Detail: Cyclone Creek Area
SAFETY DATA SHEET Page: Page 3 of 15 Revision edition: 0 Date: 5/18/2015 Coal Supersedes: MSDS 0000002 SDS-0002 Disposal: P501: Dispose of contents and container to appropriate waste site or reclaimer in accordance with local, state, and national regulations. EC Classification: Highly flammable. Toxic. Carcinogenic, category 1. Mutagenic, category 2. EC Risk Phrases: R33: Danger of cumulative effects. R36: Irritating to eyes. R48/20: Harmful: danger of serious damage to health by prolonged exposure through inhalation. CAS Number: Not Applicable / Naturally Occurring Mineral EC Number: Not Applicable / Naturally Occurring Mineral Molecular Weight: Not applicable to mixtures Component CAS Number Percent Ash 68131-74-8 4 – 20 Carbon (Fixed) N/A 50 – 72 Moisture N/A 1 – 10 Hydrogen 1333-74-0 4.8 – 5.3 Nitrogen 7727-37-9 1.2 – 1.6 Chlorine 7782-50-5 0.05 – 0.19 Silica (Quartz) 14808-60-7 0.1 – 1.0 First Aid: Eyes In case of contact with eyes, immediately flush with clean, low-pressure water for at least 15 min. Hold eyelids open to ensure adequate flushing. Seek medical attention.
Cyrax Cyber-Reptile Sektor Man Stunt Zombie Black Dragon Thug Mileena Scorpion Kung Lao Goro Oni RUUTUU (NIGHTWOLF_DEMON_NAME) Liu Kang Cyborg Kitana Tarkatans Tarkatan Tarkatan General Shao Kahn Tarkatan Leader Sound in the distance Narrator Old Man Jade Raiden Ermac Sheeva Quan Chi Kano Shinnok Noob Sindel Kintaro Smoke Lin Kuei Base Cyber Ninja Cyber Sub-Zero Ice Grenadier Fire Rockateer Challenge Tutorial Sindel's Fireball Mileena's Sais Liu Kang's Fireball KungLao's Hattoss Cage's Forceball Stryker's Gun Nightwolf's Reflect Nightwolf's Absorb
Attachment A 26TEN Coalition – Structure at July 2016 Area Chair (external) Convenor (internal) Member Daryl Quilliam Siobhan Gaskell Public Face – Media and publicity government Advocate for establishing 26TEN communities state wide awareness with local government sector Promote plain English brand Culture change/awareness raising 26TEN members and supporters programs Communicating clearly strategy Coalition internal coordination including policy, strategic direction, meeting chair and agenda New Members: Each 26TEN Coalition member will provide leadership in their sector to identify priorities and actions and encourage individual organisations to become members of the 26TEN Network. Area Adult Literacy Sector Legal Sector Education Government Sector Civil Construction Media Member Jo Crothers Vacant Tim Tierney Mary Bent retiring 2016 (Health) Malcolm Wells Mellissa Gray Vacant Dennison Angela Ross Focus Provide expert knowledge and advice of Adult literacy Workplace literacy grants program Engage sector and plan action Raise awareness Promote plain English Engage legal sector and plan action Raise awareness Promote plain English Engage health sector and plan action awareness Promote plain English Engage education* sector and plan action Raise awareness Promote plain English Engage state government sector and plan action Raise awareness Promote plain English Engage sector and plan action Raise awareness Promote English Engage and plan action Raise awareness Promote plain English Engage sector and plan action Raise awareness Promote plain English Ex Officio – Acting Director, LINC Tasmania – Ross Latham
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