zilongwang/ReadingBank huggingface dataset:
Continued education expands knowledge, builds confidence, and encourages interest in various subjects. It is the foundation for students to support their dreams and build their futures. The FBI Omaha Division’s Citizens Academy Alumni Association (FBICAAA) would like to assist local students in their efforts to further their educational goals with a scholarship provided by Citizens Academy funding. One applicant from Nebraska and one applicant from Iowa will be chosen to each receive an individual $1,000 scholarship in support of their higher education. To apply, each applicant is asked to share an experience that has greatly influenced them in their life and how they will use that experience in the future. Each entry should be in essay format with a minimum of 1,000 words. There is no time limit on the experience and we encourage you to be creative and write with sincerity. Applicant Requirements: Be a junior at a Nebraska or Iowa high school with a 2.75 GPA or higher Plan to attend an accredited two or four-year college Obtain a letter of recommendation from a teacher, principal, or other adult non-family member and submit an original essay regarding an experience that has greatly influenced your life and how you will use that experience in the future The deadline to apply is May 29, 2015. Essays will be reviewed by a board consisting of FBI Omaha Division CAAA members. Winners will be notified by July 1, 2015 and invited to attend FBI Omaha’s CAAA annual Hometown Hero Awards on October 1, 2015 for recognition and acceptance of the scholarship (further information to follow). Scholarship funds will be distributed directly to the winner’s school of choice prior to the start of the school year.
[College Strategic Objective and Related Metric(s)] [College Strategic Objective and Related Metric(s)] BGSU Goal 7 - Develop a physical, organizational and financial infrastructure that ensures the short- and long-term success of the BG experience and enhances the development of the BG family. [Continuously considering ways in which we can achieve operational excellence] [College Strategic Objective and Related Metric(s)] [College Strategic Objective and Related Metric(s)] [College Strategic Objective and Related Metric(s)] [College] High Level SWOT Analysis – [Page 4] [Insert SWOT Analysis here – Limit one page] [College] Resources Needed in support of the units objectives/strategies – [Page 5] [Insert resources needed in table below – Note that resource needs should be sorter by priority and timeline] Identified Actions (In order of priority) Resources Needed Type of Funding Needed (Permanent vs. One-time; Personnel vs. Source of Funding (New or Reallocation) Action Timeline 2015-2018 (if funding is needed, indicate the FY Responsible Party Review Feedback
If you do not provide the above information at least seven calendar days before the start of the term, you will be responsible for that term’s costs. If this information is not available seven calendar days prior to the start date, notify your counselor immediately. WORK WITH THE DISABILITY SERVICES OFFICE The disability services office arranges accommodations for students who provide appropriate documentation of a disability. You are responsible for the coordination of these services. To receive services through the disability services office, you generally must: Make an appointment with the disability services office. Provide disability services with documentation that a disability exists and that requested services are appropriate. Be prepared to discuss the accommodations that are necessary and appropriate. The staff will not know that you need support unless you ask. Services are individualized for each student. Follow all university/college policies and procedures when requesting services and accommodations. Make contact with instructors for the provision of specific accommodations. Keep in contact with the disability services office each semester. Available accommodations and services may include: Assistive technology Test accommodations Readers/scribes Note taking FEE SCHEDULE AND POLICIES FOR POST-SECONDARY COSTS
COLLEGE SUPERVISOR: STUDENT TEACHING SUMMATIVE EVALUATION REPORT – Page 2 CCT. Multicultural Perspectives Excellent Above Average Average Below Average a. Appreciation of cultural diversity within school settings CCT. Technology Excellent Above Average Average Below Average a. Use of technology in the classroom ______________________________________________ ________________________________ (CLASSROOM TEACHER’S SIGNATURE)-Optional (INTERN TEACHER’S SIGNATURE)-Optional _________________________________________ __________________________________________ (COLLEGE SUPERVISOR’S SIGNATURE) (PRINCIPAL’S SIGNATURE)-Optional
“Ohhhhhh Neil moaned “Look how easy your ass accepting me now. It want it. Your body want to be violated because deep down your body knows your place in the world. You try to pull away but your greedy little asshole sucks me in” Jasmine laughed She pressed her breast against his back and into his ear as she rubbed his back. Sweat was dripping down her swords tattoo making it look like it came alive. He ass cheeks slapped together as she was violating the teacher “Fuckkk please pull it out. It hurts I never felt such pain” He cried She laughed and grabbed her remote. She pressed it and mirror came down in front of them. She wanted them see themselves “Look at yourself..want you to see your little slutty eyes when you cum” Jasmine Said. She gave one big thrust and Neil screamed. And intense climax hit him. More intense than anything wrecked his body. It seem to last a minute long as sprayed cum from his cock. She grabbed him nibbling on his ear “How did that feel slut” “It felt…amazing” He Said barely able to speak “What feels amazing your little slut” She Said grabbing his neck, making him looked at the spunk on the wall. He could see the other men getting fucked roughly by these Amazon woman. They huge tits bouncing up and down and the muscles flexing. The gorgeous hair flowing in the wind “Tell me slut…what feels good” “You making love to my…” She gripped his neck “Are we exchanging flowers…are we hugging. Whispering sweet nothing in each other ear. No where fucking. I am fucking you to be exact so tell me slut..what feels good” “I…I like getting fucked in the ass” He Said She laughed and slammed hard slamming his head back on the ground. She grabbed his hair so she could put her back into it “But I thought you said it hurt…does it still hurt slut. Does it feel more painful then anything you ever felt” She Said He cried tears running down his eyes “But it the greatest climax you ever felt isn’t it” She Said feels amazing. Still hard” Neil Said
She made a fist and smashed down on his balls breaking the bricks underneath. He was laying in pain as she motion Ann in. Ann had him a vicious scissors hold. Sophia join him for a double scissors. Sophia legs were around his neck. “Arrrrrrrrrrrrrgggg” Screamed “Yes it like music to our ears” Sophia Said “Ahhhh his face turn black and blue like a plum” Ann laughed The toyed with him avoiding multiple holds. They even let the class yell out their favor hold. Sophia figured the class earn it. The kicked and punch Artie to oblivious leaving him a mess on the ground. He would live..but would have a fear of women. Sophia finish it off with a kick “Well that it for today….Your homework out to your by your female advisors..plan some special for you little worms. While you’re in the school you will only drink from a baby bottle with our special formula to make good slaves. Some of the women put their cum and juices in there to add a bounding experience” Sophia Said “You will not leave this class room for now. The female in my class earlier expecting a treat..and your it” A bunches of girls walked in “Ohhh there so cute” One of the women said grabbing a student “So cute and weak” The girls pinches and grabbed them enjoying their new toys. Ann sat beside Jason Arcane “So you was these lesson helpful for you teach” Ann Said “Yes…very..are men alive” “Yea…we didn’t really kill them. It good to put the fear that we did in some of student. It keep them on their toes” She Said untying him She draped him over her shoulder “Wait where you taking me” “You should know by now teach..where ever the hell I want” Ann smiled
Data management specialist and a computation support specialist employed by college Dedicated research support IT group formed to engage researchers and deeply understand IT needs Goal 6: Incorporate sustainability thinking into all aspects of EMS Strategic Mission: EMS is committed to promoting principles of sustainability in its research, teaching and in practical applications. Strategies Key Performance Indicators Infuse sustainability literacy into student learning Conceptualize sustainability through emphasis on a Life Cycle Analysis (LCA) approach to the use of critical natural resources such as energy and water Guide the world to a sustainable energy path Communicate sustainability to the public through development of a strong science communications capability that enables effective conversion of highly technical scientific information into easy-to-understand public knowledge about how the earth’s systems work Foster interaction and coordination of efforts among EMS’ three Green Teams for better communication and implementation of sustainability practices Increase the number of EMS Green Teams Participate in programs created by Penn State’s Finance and Business Office that promote sustainability best practices Number of EMS courses that incorporate sustainability topics Strengthen ties with the Sustainability Institute to work toward Penn vision of sustainability Continue participation in Penn State’s Bulk Buy program, which was established to minimize costs and maximize efficiencies for purchasing equipment Reduce consumption of computers and podiums in labs and classrooms through ongoing participation in the Office of Physical Plant’s BigFix program ALIGNMENT OF EMS GOALS WITH THE UNIVERSITY’S OVERALL LEADERSHIP PLANS Goal 1: Build on the college's reputation for scientific leadership in the earth, energy, and materials sciences and engineering Goal 2: Provide seamless access for all EMS students to an EMS education that is driven by learner needs, regardless of location or situation - become One College, Geographically Distributed Goal 3: Invest in recruiting talented minority students into EMS graduate programs and facilitate their career development Goal 4: Continue to develop alternative revenue streams that help sustain the college’s excellence, especially in the area of philanthropic fundraising Goal 5: Build our digital future through improvements in information technology (IT) and provide an innovative, research and teaching infrastructure that empowers and supports our students and faculty Goal 6: Incorporate sustainability thinking into all aspects of EMS Themes/Supporting Strategies: Enhancing Our Health and Well-Being X Managing and Stewarding Our Resources X X X X X X Transforming Education and Access X X X X X
Consumer Protection Division 500 - 1919 Saskatchewan Drive Regina, SK Canada S4P 4H2306-787-5550 Fax 306-787-9779Toll Free 1-877-880-5550 Payment Authorization I, authorize the Consumer Protection Division to charge $ to my credit card. Visa Mastercard Name appearing on card MM YY Card No. Expiry Date Signature of Card Holder Date
DECEMBER JANUARY FEBRUARY Register for an SAT date of your choice Schedule individual conferences with counselors Attend Great Neck South’s College Night Register on Naviance Visit colleges during vacation Select Senior Year Courses Individual conferences with counselors will continue Research colleges on Naviance MARCH APRIL MAY Finalize Senior Year Course Selection Individual conferences with counselors will continue Visit colleges during vacation Individual conferences with counselors will continue AP Exams JUNE JULY AUGUST Ask teachers to write college recommendation letters Submit College Questionnaire to your counselor Visit colleges Continue college exploration Begin college applications Register on Common App Complete FERPA on Naviance brainstorming and writing personal college essay(s) Visit colleges Continue college exploration Continue working on college applications Continue working on college essay SEPTEMBER OCTOBER NOVEMBER Continue working on college applications Follow up with teachers who are writing your recommendations Meet with your guidance counselor to explore college options and to hand them your College Questionnaire if you didn’t do so in June College Representatives guidance daily – listen for announcements and check Naviance for the schedule Financial Aid Meeting for parents Review transcripts for corrections Hand in Decision and Early Action applications to counselors Contact College Board and have SAT scores sent to colleges Complete CSS profile if required Parents can file FAFSA after October 1 (using prior, prior year) Early Decision & Early Action applications due Assess your college list to assure that you are applying to a “safe” school—refer to Naviance or check with your guidance counselor if you are unsure DECEMBER JANUARY APRIL Applications due by January 1 must be submitted to the Guidance Office by December 1 All or most college applications should be submitted to Guidance College application decisions by April 1 – 15 Deposits to colleges by May 1 INFORM YOUR COUNSELOR ON YOUR ACCEPTANCE STATUS AND WHICH SCHOOL YOU ARE ATTENDING
Traders Point Classes of 2012 – 2017 were admitted to the following Colleges & Universities (matriculated schools in red) Ancilla College Anderson University Andrews University Appalachian State Arizona Christian University Art Institute Azusa Pacific University Ball State University Bellarmine University Belmont University Bethel University Biola University Bradley University Brescia University Butler University Calvin College Cedarville University Coe College Connection Programs/Ivy Tech to Ball State U Cornerstone University DePauw University Drake University Evansville University Fordham University Francis Marion University Georgia State University Grace College Grand Canyon University Greenville College, IL Hanover College Hope College Huntington University Indiana University Indiana University, Bloomington Indiana University, Kokomo Indiana University, Southeast Indiana Wesleyan University IUPUI Ivy Tech State College Lincoln University Lourdes University (Ohio) Manchester Marian University Marquette University Millikin University Monmouth University Murray State Neumont University Northern Arizona State Northwestern University Ohio University Ohio State University Ozark Christian College Palm Atlantic U Purdue University Rose-Hulman University Samford University Savannah College of Art & Design St. Francis (Ft. Wayne, IN) St. Joseph’s College St. Louis University Sullivan University Syracuse University Taylor University Trine University Truman University University of Advancing Technology University of Alabama University of Central Missouri University of Cincinnati University of Dayton University of Evansville University of Indianapolis University of Kentucky University of Louisville University of Southern Indiana University of Tennessee University of Toledo Valparaiso University Vanderbilt University Villanova University Vincennes University Wabash College Warner University (Florida) Xavier University
COLLEGE ALGEBRA 2016-17 September 28, 2016 Today’s Agenda (Day 28) Housekeeping: Homework R.7 Exercises, p. 70 – 71, part 1 [#3, 5, 8, 10, 15, 17, 18, 29, 32, 37, 42, 52] R.6 Exercises, p. 59 – 61 [#4, 8, 10, 26, 30, 36, 41, 63, 68, 69] Class Activity Section R.7 – Radical Expressions – cont’d Launch Project: Car Buyers in Asia – see handout given HOMEWORK: Complete R.7 Exercises, p. 71, part [#63, 65 , 69, 73, 78, 81, 85, 88, 89, 99] Complete Chapter R Test, p. 81 – 82 [#1, 5, 7, 13, 14, 19, 20, 22, 23, 24, 25, 27, 29] – FOR BONUS REMINDERS: R.7 Exercises, part 1 Wednesday, Sept. 28 Ch R Test Friday, Sept. 30 Project: Car Buyers in Asia Oct. 14 [11:59:59] COLLEGE ALGEBRA 2016-17 Project Objectives Students will read an article that describes in “grassroots” terms the arrival of new car dealers in rural China and the consequences of vehicle ownership where scant years before, the bicycle provided the sole means of local transportation. Apart from sociological “color,” data is given on the explosive growth of vehicle sales in China and in India in the past several years, along with the (slight) decline in vehicle sales in the United States. Students will model this data using exponential, quadratic, and linear models, and they will make predictions on sales volume in future years. Coming later in the semester – at the point of introduction of exponential functions – the assignment reviews linear and quadratic functions, and serves as a capstone activity on the types of growth over time featured in the course.
Despite it all, Li Rifu tries to remain optimistic. He now dreams of regaining his health, earning back the money he has spent on medical care and then – like a growing number of his countrymen – buying a bigger, more impressive car than the Geely compact he had to sell. “If I get another car,” he said, “I’ll get a better-quality car, with even nicer seats and better steering.”
Values Inventories O*Net Work Importance Locator TexasCares InSight Values/Work Characteristics Inventory Interest Inventories O*Net Interest Profiler TexasCares TexasGenuine Personality Inventories Jung Typology Test Five Factor Personality Test Personality Tests Skills Inventories O*Net Ability Profiler Skills Center The Complete Aptitude Test Career Information About Career Planning Careers Out There Career One Stop Texas CARES Texas Workforce Commission – Career Exploration and Trends Occupational Information Career One Stop O*Net Online Occupational Outlook Handbook http://www.bls.gov/opub/ooq/ Collegeboard.com – Career Browser Labor Market Trends America’s Career Infonet CareerOneStop Every Chance Every Texan – Texas Hot Jobs Texas Workforce Commission – Labor Market Information Workforce Investment Works Exploring College Options Big Future Campus College Confidential College for All Texans College Scorecard College Week Live Genuine Career Exploration Programs Career Cruising Kuder Bridges WIN Learning Naviance .naviance.com/ What’s My Next Move? (Free) Drive of Your Life Career Development and Planning Resources (AchieveTexas College & Career Initiative) (Free) AchieveTexas Roadtrip Nation Career Explorations Lessons for 6th and 7th Graders
2013 – 2014 Arkansas Department of Career Education Model Framework Course Title College and Career Readiness Career Pathway Career Cluster Course Number 493880 CIP Number Level 9-12 Course Credit .5 Unit Credit POS Core Elective End of Course ACT WorkKeys Standards Alignment Common Core Literacy Standards Common Career Technical Core Career Ready Practice Teacher Certification CTE 412 Career Preparation Endorsement CTSO Support Facility Requirements Industry Certifications None
College and University Choices of Our IB Students Past and Present Charleston Southern University The Citadel Atlanta University Clemson University Colgate University College of Charleston Columbia University Converse College Duke University East Carolina University Emory University Florida State University Francis Marion University Full Sail Real World Education Furman University George Washington University Georgetown University Hampton University Lander University Limestone College Montana University New York University North Carolina Central University North Carolina State University North Greenville University Presbyterian College Rice University Salem College Tulane University University of Miami University of North Carolina (Chapel Hill and Charlotte University of South Carolina University of Tennessee Virginia Polytechnic Institute Wheaton College Winthrop University Wofford College
Instructions: Complete this section designating pounds collected for the following categories and their management. Note: if materials offered for reuse were not itemized, complete as best estimate or in total pounds offered at the bottom. Material Type Material Collected Material Management Permanent Facility Collection Event (Mobile or 1-Day) Received from other HHW program(s) Offered for Reuse at Event or Facility Recycled (including energy recovery) Disposed Transferred to other HHW program (s) Flammables Corrosives Oxidizers Pesticides, Herbicides, Fertilizers Batteries Automotive Fluids* Oil Filters Paint/Paint-related Used Electronics CFLs & Equipment TOTAL To Submit Your Report Email this report to recycle@tceq.texas.gov by April 1 of each year. *Reporting information provided here does not substitute for direct reporting to the Used Oil Program.
general student population. She is quick to point out, however, that allowing this will raise public scrutiny. “There is a perception in the public domain that student-athletes are “dumb jocks” and do not attend class, which we know is not the case. We need to be very careful and craft parameters to protect our core values to ensure they are not compromised.” (Ebihara, 2011) Currently serving as a representative on the NCAA Division I Legislative Administrative Committee, Ebihara adds, “Specifically, it appears that a student-athlete should enroll in such courses at the same time he or she enrolls in traditional courses, if the nontraditional courses are to be used. Student-athletes should not be able to use such courses as mid-semester “quick fixes”.” (Ebihara, 2011) Taking into account the academic scandals that have already occurred involving and combining the potential for abuse, the probability of cheating seems greater now than ever. Institutions are adopting these nontraditional methods in effort to increase enrollment without having to add to a great deal of institutional infrastructure by constructing buildings, dorms, and classrooms. In 1999, it is believed that Jones International University of Englewood, California formerly associated with the University of Denver because of the physical library services there, “became the first institution providing courses and services solely via the Internet to win accreditation from a regional agency.” The North Central Association for Colleges and Schools awarded the accreditation. (Library Journal, 1999) “The American Association of University Professors promptly dispatched a letter to the accrediting agency to express its "shock and dismay." One Georgetown University professor calls Internet-based distance learning "a new version of a trade school" and, worse, "the joke of the twenty-first century." (Confessore, 1999) While this school (JIU) does not have an athletic department, it is an example of what is occurring across the landscape of academia. Many well known and historic institutions of higher
In part 55. The number of staff able to access Strong Rooms is strictly controlled Yes No In part 56. You have an agreed policy on the maximum time staff that staff may retain collection items Yes No In part 57. Staff must return items to storage if they are needed by a user Yes No In part 58. All points of access to your building(s) can be secured Yes No In part 59. You have a security presence in your building 24/7 Yes No In part 60. Your security staff comply with nationally recognised professional codes Yes No In part 61. Response to the activation of the alarm system is within 2 - 5 minutes Yes No In part 62. There is CCTV coverage of the Reading Room areas where highly valuable/vulnerable items are used Yes No In part 63. There is CCTV coverage of entrance doors and logistical routes
electricity in kilowatt hours (kWh) each salon will save in a year, and then how much will be saved from the electricity bill for the college in a year. HINT: There are 14 stations in each salon and therefore there are 14 hairdryers being replaced in each salon. If on average each hairdryer is used for 2 hours per day, complete the following table to calculate the electricity used by the hairdryers in one salon in a year. REMEMBER: there are 200 college days in a year Hairdryer Wattage of 1 hairdryer [W] Number of hairdryers in a salon Total watts of all 14 hairdryers [W] Hours on per day [hours/day] Hours on per year [hours/year] Kilowatt hours of energy per year [kWh/year] Turbodryer 2000 1500 14 1500 x 14 = 21,000 W 2 2 x 200 days = 400 hours 21,000 W x 400 hours = 8,400,000 Wh ÷ 1000 = 8400 kWh / year Babyliss Eco Dry 1000 14 1000 x 14 = 14,000 W 2 2 hours x 200 days = 400 hours 14,000 W x 400 = 5,600,000 Wh ÷ 1000 = 5600 kWh / year Savings 21,000 – 14,000 = 7,000 W Savings 8400 – 5600 = 2800 kWh / yr Now we know how much electricity the hairdryers in one use in a year. We can calculate the amount of electricity used in total by all hairdryers in the college’s hairdressing salons. kWh/year for 1 salon kWh/year for 3 salons Turbodryer 2000 8,400 kWh / yr 25,200 kWh / yr
ABOUT CPS ENERGY CPS Energy is the nation’s largest municipally owned energy utility providing both natural gas and electric service. Acquired by the City of San Antonio in 1942, CPS Energy serves more than 800,000 electric customers and 340,000 natural gas customers in and around San Antonio (1,515 square mile service area). CPS Energy is governed by a five-person Board of Trustees, consisting of the Mayor of the City of San Antonio and four citizens representing the four geographical quadrants of the City of San Antonio. Information about CPS Energy’s history, operations and management is available on . RFP SCHEDULE CPS Energy will make a concerted effort to maintain the schedule but reserves the right to revise the schedule based on CPS Energy’s business needs. Milestone Date RFP Issuance October 2, 2018 Non-Mandatory Pre-Bid meeting Location Address Address City, State Zip Code October 10, 2018 CPS Energy Main Office 145 Navarro San Antonio, Texas 78205 Deadline for Respondent’s Questions By 3:00 p.m. (Central time) on October 15, 2018 CPS Energy Responses to Submitted Questions By 5:00 p.m. (Central time) on October 19, 2018 Respondent Proposals Due By 3:00 p.m. (Central time) on October 23, 2018 Proposed Contract Commencement February , 2019 PROPOSAL INSTRUCTIONS CONTACT INFORMATION, QUESTIONS AND ANSWERS. During the solicitation period, the Procurement Analyst identified below shall be the sole contact for any inquiries from prospective Respondents. Any inquiries from Respondents shall be submitted in writing by electronic mail.
Bates Gonzaga Saint Martins WSU Bellevue College Grays Harbor CC Seattle Central CC Wenatchee CC Bellingham Tech River CC Seattle Pac. University Western Gov. University Big Bend CC Heritage University Seattle University WWU Cascadia CC Highline CC Shoreline CC Whatcom CC CWU Lake WA Inst of Tech Skagit Valley CC Whitman College Centralia College Columbia College SPSCC Whitworth University Clark College North Seattle College Seattle CC Yakima Valley CC Clover Park Tech Northwest University Spokane CC WAGU Columbia Basin College Olympic College Tacoma CC Cornish College of the Arts PLU TESC EWU Peninsula College Univ of Puget Sound Edmonds CC Pierce College UW Everett CC Renton Tech College Walla Walla CC
College Name Date Time Further Info Colchester Institute 13th October 2018 10:00AM 15th October 2018 17:00PM 16th October 2018 17:00PM Braintree College 18th October 2018 17:00PM 3rd October 2018 10:00AM Clacton College 17th October 2018 17:00PM Chelmsford College 15th October 2018 18:00PM 26th November 2018 18:00PM 4th February 2019 18:00PM 29th April 2019 18:00PM 24th June 2019 18:00PM Harlow College 16th October 2018 17:30PM 6th February 2019 17:30PM 2nd May 2019 17:30PM South Essex College Southend 10th October 2018 17:00PM 15th November 2018 17:00PM 19th March 2019 17:00PM South Essex College Thurrock 18th October 2018 17:00PM 16th January 2019 17:00PM 14th May 2019 17:00PM South Essex College Basildon 6th November 2019 17:00PM January 31st 2019 17:00PM 12th June 2019 17:00PM
South Essex College Higher Education 6th October 2018 11:00AM 26th January 2019 11:00AM 22nd June 2019 11:00AM Writtle College 8th September 2018 10:00AM 17th November 2018 10:00AM 19th January 2019 10:00AM 27th 2019 10:00AM 19th June 2019 17:30PM
Senior Programme College Participation Form PLEASE USE BLACK INK AND BLOCK LETTERS TO COMPLETE THIS FORM MAINSTREAM Programme Option: PUPIL DETAILS name: Middle name: Surname: Date of birth: Male Female Flat or house number: Street: Area of the city: Post code: Home contact phone no ( ) Pupil mobile no Parent/Guardian email Address Pupil email Address School name Year group EMERGENCY CONTACT DETAILS Parent/ Guardian name Relationship to pupil: Address Home Tel no Work Tel no If not available at above, please contact Name: Relationship to pupil Address Home Tel: Work Tel: Family Doctor name: Surgery address: Tel: Does your child suffer from any condition requiring medical treatment, including medication? If YES, please specify YES NO Is your son/daughter allergic to any medication? If YES please specify. YES NO Has your son/daughter received a tetanus injection in the last five years? YES NO Please outline any special dietary requirements of your child. I undertake to inform the GVP as soon as possible of any changes in the medical circumstances between the date on which this form is signed and the start of the programme which takes place regularly throughout the year. EQUAL OPPORTUNITIES Information Please tick only one of the options below which describes your child or tick this box if you do not wish to disclose this information: White Scottish White Irish Other British Mixed Indian Pakistani Bangladeshi Chinese Other Asian African Other Black Other ethnic background, please state (i.e. French etc) ________________________________________________________________ Please tick, if either of the options below apply to your child: Asylum Seeker Refugee Declaration of Parental Consent
Dues will continue to be deducted and remitted for employees working outside the bargaining unit while seniority is retained (includes that period in which seniority is retained, but no longer accumulating). Dues will cease to be deducted once seniority is lost. Where administratively practicable, the Employer shall forward a report to the Union on a monthly basis (or a longer interval as mutually agreed) which shall enumerate the names of those CUPE 15 bargaining unit employees who have worked in an exempt position during the preceding report period. Signed this 27th day of October, 2012 ON BEHALF OF THE EMPLOYER: ON BEHALF OF THE UNION: “Paul Mochrie” “Paul Faoro” “Kevin Jeske” “John Geppert” LETTER OF UNDERSTANDING This is a Letter of Understanding referred to in Clause 22 of this Agreement EXPEDITED DISPUTE RESOLUTION PROCESS The Parties may, by mutual written agreement, refer a grievance filed at arbitration, except a policy grievance and classification grievance, to the expedited process as follows: The Parties meet at the earliest possible time to randomly select an arbitrator for appointment from the following list. David McPhillips Judi Korbin Stan Lanyon John McConchie Chris Sullivan Elaine Doyle The selected arbitrator shall be directed by the parties to peremptorily set the date for a one day hearing that shall occur no earlier than one month, and no later than two months, from the date of the referral. Should the arbitrator not be available to hear the grievance within the timeframe required, the Parties shall randomly select another arbitrator from the list. No External Legal Counsel
Schedule “A” – Class Titles 51 Schedule “A” – Pay Plan 53 Schedule “B” – Auxiliary and Temporary Full-Time Employees 57 Schedule “C” – Regular Part-Time Employees 67 Schedule “D” – Supplementary Vacation 73 Schedule “E” – Matters Arising from Collective Bargaining 75 Schedule “E’ – 1. 1977 Negotiations 75 Schedule “E” – 2. 1979 Negotiations 78 Schedule “E” – 3. 1986-1987 Negotiations 81 Schedule “E” – 4. 1994-1996 Negotiations 81 Schedule “E’ – Appendix “1” – Principals Governing the Conversion of Employee Fringe Benefits in Cases in Introduction or Renewal of Compressed Work Weeks 76 Schedule “E” – Appendix “A” 79 Schedule “F” – Employment Standards Act Principles 82 Schedule “G” – Employment Equity 83 Schedule “H” – Vacation Scheduling and Overtime Conflicts 84 Schedules and Letters of Understanding 49 Security and Related Monitoring Equipment 39 SEIB 23 Seniority 40 CLAUSE PAGE Shift Premium 4 Sick Leave 16 Standby 8 Supplementary Vacation 12 Suspension or Dismissal 47 Technological Change 47 Terms of the Agreement 3 Transportation Allowances 6 Union Security 4 Vacations 10 Vacations and Public Holidays 10 Vancouver Employees’ Savings Plan 20 Variations 47 Work Week 27 Working Conditions 27
The negotiation process may ultimately result in an outcome than mutual agreement: (1) Mediation. Seek the help of a third party to mediate a settlement between the parties. (2) Impasse. The employer can unilaterally implement its final bargaining proposal but an employer should use this option only after careful consideration and with legal counsel. See Dealing with a Bargaining Impasse. (3) Public Campaigns. Implement a public relations campaign to pressure the side, but note that NLRB decisional law imposes certain constraints. For example, the employer should avoid making statements in the media that could be argued to be attempts to circumvent a union or falsely place blame on it for bargaining disagreements, because such statements are sometimes considered evidence of bad faith bargaining. See, e.g., . Compare , enf’d, . (4) Strike. If the existing contract includes a no-strike clause, the union can strike as soon as the contract expires. (5) Lockout. An employer may consider preventing employees from working to pressure bargaining unit members, particularly if it anticipates a strike. (6) Extension. The parties may agree to a short-term or long- term extension to allow more time for negotiations or simply to push the issues out in time. Finalizing the Agreement Once the parties reach an agreement, they generally take several steps to formalize it: (1) Prepare the formal collective bargaining agreement document. The parties generally agree one side will draft the agreement. (2) Ratify the collective bargaining agreement. Generally, the union’s constitution and by-laws determine the rules for employee ratification of the agreement. In some circumstances, a non-ratification vote may be tied to an authorization for strike action or union authorization to accept an agreement without ratification. (3) Execute the collective bargaining agreement. The parties’ duty to bargain in good faith generally is interpreted to include the obligation to execute a written collective bargaining agreement after agreement to terms. Administer the Agreement (1) Train personnel. Train the managerial employees and supervisors responsible for implementing the collective bargaining agreement to familiarize them with the new contract provisions and advise them of their responsibilities under the agreement. (2) Update policy documents. Revise employer policy documents as necessary to conform to the new agreement. End of Document
pts) Math & Science Education Provides Tools to Solve Problems. Becoming Proficient with the Tools Requires this action by the student: pts) According to Rule-2 a good student will study with this set of instruments: pts) When a good student misses a problem on a quiz or exam for which the instructor provides a solution the good student will do this: pts) Write below the word that fills in the blank in the following Statement. Lectures Tell you _________________ to Study pts) Write below the word that fills in the blank in the following Statement. The Text & Exercises _________________ Skills pts) The SUBTLE reason to Listen to the Instructor/Professor is this: pts) Write below the word that fills in the blank in the following Statement. Typically What the instructor Covers in Class will likely appear on the __________ pts) Almost all Well Compensated (i.e. Good Paying) Jobs require that the Employee be able to do this: points) How Many University of California (UC) Campuses have Engineering Programs? pts) Chabot College Transfer Student Made the Statement Below (write the name below the statement) Mr. Mayor, Your tests really prepared me for the rigor of my current classes. I thought the study skills packet was particularly helpful.
2017/2018 College Visits UNLV Honors College – December 13: 9am UNLV Rebel Interviews – December 14: 9am NEVADA STATE College Onsite Registration – December 15: 9am UNR One-on-One Interviews– December 20: 9am UNLV Senior Presentation – January 11: 9am NEVADA STATE College Onsite Registration – January 16: 9am UNR One-on-One Interviews– January 25: 9am FASHTION INSTITUTE OF DESIGN AND MERCHANDISING Presentation– February 6: 9am NEVADA STATE College Follow Up – February 12: 9am UNR Next Steps– February 13: 9am UNLV Application Workshop – February 14: 9am NEVADA STATE College Follow Up – March 12: 9am UNLV Next Steps – March 22: 9am NEVADA STATE College Junior Presentation – April 17: 9am UNR Junior Presentation– April 18: 9am UNLV Junior Presentation – April 19: 9am UNLV Rebel Interviews – May 14: 9am
General Observations Strengths Needs Proposed Actions Actions The average age of the fiction section is 2001. There are approximately 6,035 items. The average reading levels are 800 lexile and 5.5 AR level. It accounts for 50% of the collection. The fiction section has a wide variety of genres and series. The fiction section has several duplicate copies of titles that are not popularly circulated. Some duplicates need to be weeded as well as some older copyright books. Weed some of the duplicate titles; order some new books in some series & award winning titles. 51 fiction books ordered. These titles include sequels to popular series and award winning titles. Nonfiction Section: General Observations Strengths Needs Proposed Actions Actions Taken The average age of the nonfiction section is 1998. There are approximately 5,930 items. The average reading levels are 800 lexile and 5.5 AR level. It accounts for 50% of the collection. Our 300, 500, and 900s sections make up a large part of the nonfiction section. Each section accounts for ⅕ of the collection of over 1,000 books. The average age of the collection is 19 years old. The IMPACT guidelines for an outstanding collection is 10 years. Some weeding of some outdated, low circulated books needs to be done. The Arts sections need books purchased. The Magnet office has provided some funding to add to support the Arts magnet theme. Some outdated, low circulated books will be weeded from the collection. The Magnet office has allocated $15,000 for the purchase of books to support the Arts magnet theme. We have purchased approximately 460 books to strengthen our Arts sections. Funding Sources: The school provides $1500 for instructional supplies and book resources. The spring book fair made a profit of approximately $700. The magnet office has allocated $15,000 for new books to support the Arts magnet theme and $20,000 for Media furnishings for
in such a way as to allow the Court to determine which party is offering them. The parties have prepared a joint list of exhibits. Three copies of this list have been provided to the Court at the final pretrial conference. If this case is nonjury, a copy of each exhibit has been furnished to the court at the final pretrial conference. The parties have endeavored to stipulate to the admissibility of all exhibits. The parties cannot stipulate to the admissibility of the following exhibits: [here list any such exhibits]. 5. Witnesses: The parties have disclosed all witnesses in accordance with Rule 26(a)(3)(A)(i) of the Federal Rules of Civil Procedure. The names, addresses, and telephone numbers of all witnesses are as follows: a. Witnesses for Plaintiff(s): b. Witnesses for Defendant(s): 6. Matters: This case is set for trial before the United States District Judge [and a jury / without the intervention of a jury] at 9:00 a.m. on . Counsel shall be present at 9:00 a.m. on the first day of trial to take up any preliminary matters. The probable length of trial is days. The parties should be prepared for trial on the date which has been assigned. If this case is not heard immediately, it will be held in line until the following day or anytime during the week of the scheduled trial date. [NOTE: As it has been contended that the failure to include a jury demand in the final pretrial order is a waiver of the jury demand, your attention is invited to being certain to set forth your jury demand if it is your intention to have a jury trial.] 7. This final pretrial order shall supplant the pleadings. SO ORDERED. ____________________________ CURTIS L. COLLIER UNITED STATES DISTRICT JUDGE APPROVED AS TO FORM AND SUBSTANCE: Attorney for Plaintiff(s)
ITEM DESCRIPTION COLORS COST Quantity/ Size Total $$$ 50/50 T- Shirt Screened Logo Navy(8th), Gold(7th) or Gray(6th) Grade Specific Small – 6-8 Medium – Large – 14-16 Adult S-3XL $10 $10 ___YS ___YM ___YL ___AS ___2XL ___AM___3XL ___AL $________ 50/50 Hooded Sweatshirt Screened Logo Navy or Gray – 6-8 Medium – – 14-16 Adult S-XL 2XL & 3XL $20 $25 $30 ___YS ___YM ___2XL ___AM___3XL ___AL $________ 50/50 Hooded Sweatshirt color lined hood & sleeve inserts Screened Logo Navy/White Small – 6-8 Medium – Large – 14-16 Adult S-XL 2XL & 3XL $30 $30 $35 ___YS ___YM ___YL ___AS ___2XL ___AM___3XL ___AL $________ 100% Cotton Flannel Pant Elastic Waist Screened Logo MAY NOT Wear to school Navy/Gold Small – 6-8 Medium – Large – 14-16 Adult S-2XL $20 $25 ___YS ___YM ___YL ___AS ___2XL ___AM ___AL $________ 50/50 9.3 oz. Stadium Blanket Screened Logo Navy or Gray $20 $________ 50/50 Sweatpants/pocket 9.5 oz. Open Bottom Screened Logo Navy or Gray Small – 6-8 Medium – – 14-16 Adult S-2XL $20 $20 ___YS ___YM ___YL ___AS ___2XL ___AM___3XL ___AL $________
Explosion Embroidered Logo 2XL 3XL $45 $45 ___AL ___AXL ___2XL ___3XL $________ Ladies Moisture Wicking Polo Explosion Embroidered Logo Navy/Gold Adult S – XL 2XL $40 $45 ___AS ___AM ___AL ___AXL ___2XL $________ Classic Rugby Shirt 100% 9 oz. Cotton Embroidered Logo Navy/Gold AdultXS–XL 2XL 3XL $50 $52. $55. ___AXS ___AS ___AL ___AXL ___2XL ___3XL $________ Please indicate ___cash or ____check Total$ _________ *****Please make all checks payable to the Collingswood Middle School PTA**** ALL orders must be returned no later than 12/2/13 There are 3 forms included in this pack. Please be sure to include Student information and your contact information on all 3 returned forms. Contact Therese Bernardo @ with any questions. Approximate delivery date is December 16th 2013.
nonfamily businesses, which could reveal possible causal relationships to add to existing knowledge. This is crucial for the progression of succession studies, as Bagby (2004) suggests that there is not enough integration of research from CEO successions and FOB successions. He notes that both streams would be better served by looking at research in the other stream, especially as there were few differences in the models underlying the research in FOB succession to that of CEO successions. Further research of the impact of family dynamics on succession was previously suggested; therefore longitudinal studies would provide rich and detailed understandings with high validity in this area. However, there is a lack of longitudinal studies due to the problems a researcher faces when studying the family. Firstly, families may be reluctant to participate in studies because of privacy issues, particularly where conflict is concerned, therefore observing family phenomena can be difficult. Secondly, according to Brockhaus (2004: 171) businesses are unwilling to participate in studies that require several periods of interactions, and if they do, the discontinuance rate is high thus making follow-up work problematic. FIGURE 1. AN INGEGRATIVE MODEL OF MULITPLE STAKEHOLDER OUTCOMES ON SUCCESSION CONCLUSION Due to the prevalence and economic significance of family owned businesses in many economies, family business research on succession has increased greatly over the past two decades. The unique challenge of next generational transfer of the family firm has been widely researched, but this review has attempted to contribute to the progression of the succession knowledge by highlighting some topic areas that are underdeveloped or inadequately explored. This review has three conclusions. One is that the succession process can be explored using three different perspectives: the individual, the organisation, and the family. Family businesses are dynamic with many stakeholders; therefore a multiple perspectives approach is useful to capture the multifaceted reality of family businesses. Second, there are underdeveloped areas of succession that require further research, and these have been highlighted. The methodological implications of researching family businesses have also been discussed. Third, the three perspectives discussed only form part of the many stakeholders involved in the succession process, these can been integrated into a
ThE DEpartmental MINI-Strategic Planning template WAS DEVELOPED BY Dr. LISA JONES. please contact her with any questions or should you need assistance. Appendices Appendix A SAMPLE STRATEGIES AND ACTIONS TO ACHIEVE THE GOALS Example of a chart filled in below. Challenge 2020 Goal and Incentive Metric Strategies Department 5-year Outcomes Leads 1st year retention Develop event to connect with freshmen who have declared majors in dept. Expose freshmen to career opportunities in our major Develop a mentoring program with upper level students in major mentoring 1st year students First year students feel increased sense of belonging First year students become more excited about careers and career potential First year students set short and long-term goals related to their career paths First year student have increased social support Department Chair/Director Undergraduate Coordinator/Assoc. Chair or Assoc. Director Faculty & Staff 6-year graduation rate Embed high impact practices (HIP)** into curriculum Engage undergraduates in research Develop incentives for faculty to include undergrads on their research team Target juniors middle) for mentoring by faculty** Develop ways to free faculty mentors up to provide quality time with mentees (SDES expertise) Track junior cohort success, assess contributing factors, Increased involvement of students in HIP as measured by High Impact dashboard (Kim Schneider) Increase in students receiving mentoring, guidance, and support from a faculty member who shows he/she cares* Increase in junior cohort success as measured by IKM (Linda Sullivan) Increase in 6 year graduation rates Undergraduate Coordinator/Assoc. Chair or Assoc. Director Faculty Staff
Name Date Period Conservation of Momentum C H A P T E R 9 : M o m e n t u m Directions: Answer the following questions concerning the conservation of momentum the equations below. Show all of you work to receive credit. p = mv Ft = ∆(mv) impulse = Ft pbefore = pafter net momentum before = net momentum after elastic collision: (m1v1+ m2 v2 )before= (m1v1+ m2 v2 )after inelastic collision: (m1v1+ m2 v2 )before= (m1+ m2)vafter 1. When these two freight cars of different mass collide and couple, what will be their resultant velocity? 2. A 2 kg blob of putty moving at 4 m/s slams into a 6 kg blob of putty at rest. What is the speed of the two stuck-together blobs immediately after colliding? 3. A football player runs at 8 m/s and into a 80 kg referee standing on the field causing the referee to fly forward at 5.0 m/s. If this were a perfectly elastic collision, what would the mass of football player be?
Housing/Estates Services: Details Action to be taken Officer/team responsible Update/ Resolution? Land side of Cemetery Marston lane Bedworth– Very overgrown Need to check who this land belongs to. LM As before Land to side of TSA news – very overgrown Need to check who this land belongs to. LM As before BT box adjacent 1 Queen Mary’s Road Graffiti on box needs cleaning off – email to Enviro Team DR Gate to land by canal is missing Need replacing – email to British Waterways DR Speed sign covered in green algae; on lamppost 33 Marston Lane Needs cleaning – email sent to WCC DR