zilongwang/ReadingBank huggingface dataset:
In the Shared List Name field, type the name of the “shared list” and press ENTER. See hint below… HINT: You have to be precise. The name is automatically converted to UPPER CASE and spaces are automatically converted to underscores Add a checkmark to the Select All box, located on the toolbar above the first person’s record. Click the button, located at the bottom of the screen. Follow the directions listed previously in this manual to add the students name records to a new folder. APPENDIX A Department Acronyms: ACAC – ACACNorth – Access – Access Acenter – Adm202 – East Campus Admin. ECM-B Adustu – Student/Women Services ADV – Advising & Counseling Duty Desk Advcoun – Advising & Counseling Advoc – Adult Vocational AHH – Allied Health Allh – Allied Health Alprog – Alcohol Prevention AP – Business Office A/P checks only Atcbus – ATC Business Office Atclab – ATC computer lab Atclib – ATC library Atcreg – ATC Registrar’s office BB212 – room 212 Behst – Behavioral Studies Biclab – B&I lab #126 Biol – Biology Boxoff – Box Office Busdiv – Business Division Bus – Business Office Busmgt – Business Management Busoff – Business Office Career – Career Planning & Placement Carter – Carter Gym Cedu – Continuing Education (Polk St.) Chem – Chemistry CIS – Computer Information Systems CJ – Criminal Justice Colrel – College Relations CTL – Center for Teaching & Learning Dur205 – Durrett Hall room 205 Dur209 – Durrett Hall room 209 Electr – Electronics Eng214 – Engineering lab #214 Engl – English Enrlcan – Enrollment Management (cannon) Enroll – Enrollment Management Etech – Electronics Technology FAO – Financial Aid Office Firetech – Fire Protection Technology Fmc – Physical Plant Found – Foundation HC – Campus Hcare – Health Care Hepdj – HEP on the ATC campus Housing – Housing Department Instad – Instructional Advancement
ITS – Information Technology Systems KACV117 – KACV Langcomm – Language / Communications Lechal – Lecture Hall Lib110 – Library room #110 – #111 Lib18 – Library room #112 Lib4th – Library 4th floor Libsacs – Library SACS Mantech – Manufacturing Technology Math – Mathematics Mcfac – Faculty Mchall – Moore County Hall Mcserv – Student Services Mcsss – Student Services Modlang – Modern Languages Mus203 – Music room #203 Mus301 – Music room #301 Nrsal06 – Nursing building A 106 NS8100 – Network Services (Continued on Next Page) Pers – Personnel PH315 – Parcell’s Hall room 315 Photo – Photography Physpl – Physical Plant Police – Police Pres – President’s office Prdev – Professional & Org. Development Purch – Purchasing Reg8150 – Registrar Reg – Registration Russell – Russell Hall Science – Sciences & Engineering Socsci – Social Sciences Speech – Speech and Theater Arts Studact – Student Activities Stuserv – Student Services Testing – Testing Center Trans – Transportation Division Vp – Vice President’s office Washbkstr – Washington St. Bookstore Wcd106 – West Campus Building D 106 Wcnrc – West Campus Nursing Wrkf109 – Workforce Development #10 Wtest – West Campus Testing
9 – 10 11 11 BE 12 13 - 14 A DIT 14 15 16 BE BIM 16 17 CHOBE): 17 18 /CHOBE: 19 20 20 & 21 22 22 , TEAMBUILD: 23 24 24 25 A A A
Collecting evidence – What is happening in my school? INFORMATION ACTION PRIORITY How are your teachers gathering evidence of achievement? Who are your innovators in gathering evidence in innovative ways? How are these innovators sharing their experience with other teachers? How can you encourage innovators to share their experience? Who is looking for innovative ways to gather evidence; how can you help them? What are the ways teachers are investigating to gather evidence; how can they be supported Do you need to review your policies to encourage and/or enable innovation? Do you need to review your processes and expectations to enable the innovators? Are your expectations and processes stifling innovation unnecessarily; how can you move forward? What conversations have you had with the innovators so you can be confident that their processes meet your expectations? How are the innovators managing: Task design Authenticity Consistent marking Verification External Moderation Are there issues with: Storage of work (physical or electronic) Access to technology (for students and teachers) Access to resources (for students and teachers) And if there are, how can these issues be managed? How are students being consulted; do they have any issues that need to be addressed? Are there teachers who are not looking to gather evidence in different ways; how are these people being encouraged to broaden their approach?
English Literature -- Collections 2 6 33 Anglo-Saxon & Anglo-Norman Literature 5 13 38 English Renaissance (1500 – 1640) – Individual Authors 31 67 46 17th & 18th centuries – Ind. Authors 9 28 32 19th century – Individual Authors 29 87 33 20th century (1900-1960) – Individual Authors 26 66 39 20th century (1961- ) – Individual Authors 9 24 38 English Literature – Provincial, Local 12 56 21 Total 192 556 35 Serials Magazines for Libraries, 20th edition (2011) Category Titles Held Titles Listed Fiction: general N/A N/A N/A Fiction: Mystery and detective 0 6 0 Fiction: Science fiction, fantasy, and horror 5 18 28 Literary Reviews 35 52 67 Literature 72 78 92 Little Magazines 13 41 32 Totals 125 195 64
Dewey Range # of Titles Average Age % of Collection # Aged Titles Visual Inspection # of Circulations % of Annual Circulation Comments/Notes Biographies Graphic Novels Fiction eBooks/Digital Audio Everybody/Easy Collection Analysis Planning Guide Complete the below after reviewing the data from the first three sections. After completing the chart, identify priority ranges to address during the 2018-2019 school year. Number the priorities using the first column titled Priority. Priority Dewey Range Concerns Steps i.e. Deselection and Selection 000-099 100-199 200-299 300-399 400-499 500-599 600-699 700-799 800-899 900-999
developed by the project team as ways to achieve results. Individual project activities could then be planned to meet these three levels of outcomes, and suitable evaluation methods were chosen to measure the effectiveness and appropriateness at each stage. Because the desired outcomes had been clearly identified at the start of the project, the team found developing the comprehensive monitoring and evaluation plan was very straightforward. Some elements of the ‘Outcomes Hierarchy’ for the project are included in the table on the next page. Lessons Learnt: Detailed forward planning using the ‘Outcomes Hierarchy’ framework allowed the team to monitor and revise activities along the way. The results have supported decision-making for long-term waste management in the Sydney Eastern Suburbs region, and the effectiveness of this program has also led to implementation of the program in other council areas of NSW. Practical workshop being conducted with trial participants (Waverly, Randwick and Woollahra Councils) Further information: ‘Compost Revolution’ Outcomes Hierarchy (abridged version) Project stage Desired outcomes Evaluation Methods Immediate Engage at least 300 households to participate and start home compost in the trial participation rates (about 600 households) drop-out rates less than 10% Workshop and event participation rates Develop effective education resources and workshops to meet the needs of participants enquiries & feedback Website visitors and downloads Number of resources distributed at events Intermediate Improve participant skills and knowledge in composting Trial participant surveys during and after program Workshop feedback surveys Comparison with non-participants Raise participant awareness of behaviour changes that lead to reduced food waste ‘Food tallies’ recorded by participants Results of Food Diary study Website visitors and downloads Develop a model program to increase home composting rate in region Online quiz results News articles and advertisements published Ultimate Reduce organic waste disposed to landfill Analysis of compositional bin audits before, during and after the trial Reduce household production of food waste Analysis of food composting tally system Analysis of ‘Food Diary’ study Reduce greenhouse emissions from waste Economic and environmental modelling analysis undertaken after trial completion
The collection is of interest as an extant personal law library form the century. It is still regularly used by legal and historical scholars. Bandar Collection of Islamic Law In 2000 HRH Prince Bandar Salman Al-Saud generously donated 360 books to the Bodleian Law Library. The books, in Arabic, mainly focus on international commercial law, including the international law governing the arbitration of disputes between countries, world trade, company law, bankruptcy, employment law, commercial law, banking and leasing; some deal with constitutional law, criminal law and civil law. Some books are comparative studies of aspects of law in two or more states. A small number treat the relationship of modern law with Islamic law (shariah). Some focus on Saudi Arabian law. Kahn-Freund The Kahn-Freund collection contains the on labour law from the library of Sir Otto Kahn-Freund (1900-1979), former Professor of Comparative Law in the University. Other Notable Collections Apart from the designated special collections, other notable collections of materials have evolved in the Law Library over time. Secondary Collection When a new edition of a legal work appears, the previous edition is retained and relocated to the Law Library’s secondary collection. Over time a substantial collection of previous editions has been created. This includes not only key monographs in law but also legal directories, dictionaries and reference materials. The Law Library retains one copy of each superseded edition although this policy may be adjusted for works of significant legal interest. Secondary Collection - Criminology As a result of deposit, a unique collection of historical “true crime” materials has been created within the law collection. This includes diverse topics such as famous crimes, pirates and historical policing issues. OIPRC Collection The Oxford Intellectual Property Research Centre was established at St Peter's College in 1990 by Professor Peter Hayward, Emeritus Fellow at St Peter's College. In 2008 it became a Centre of the Faculty of Law. In the same year the Centre's library, a collection of journals, monographs and offprints on intellectual property law, came to the Law Library. Selected titles have been moved to the Ground Floor of the Law Library, as a discrete collection.
Copyright notice — July 2017 This document Collective Giving and its role in Australian Philanthropy is licensed the Licence URL: Please attribute: © Commonwealth of Australia () 2017 Notice identifying other material or rights in this publication: Australian Commonwealth Coat of Arms — not Licensed under Creative Commons, see Certain images and photographs (as marked) — not licensed under Creative Commons Table of Contents
10x10 Philanthropy 100 Women ACT of Women Giving Awesome Foundation Adelaide FED Collective Impact100 Fremantle Impact100 Hobart Impact100 Melbourne Impact100 SA Impact100 Sydney North Impact100 WA Mangkaja Circle of Friends Melbourne Women's Fund Meridian Global Foundation The Funding Network Australia The Channel & Change Australian Communities Foundation Fremantle Foundation Geelong Community Foundation Lord Mayor's Charitable Foundation MyGivingCircle.org National Foundation for Australian Women Sydney Community Foundation Agelink Theatre Inc Australian K Batyr Birthing Kit Foundation (Aust) Dirty Feet Edmund Rice WA Edventures WA Inc e.motion21 EON Benevolent Fund Girls from Oz Ltd Global Sisters Growing Change Hello Sunday Morning Holy Fools Inc Kalparrin McAuley Community Services for Women Raising Literacy Australia Sensorium Theatre Inc The Footpath Library The Social Outfit Top Blokes Foundation *Two charities that completed the survey chose not to identify themselves Appendix D: The Funding Network business community partnership program SkillsFest 2016 Program Overview Prepared by Prue Robson, The Funding Network Monday, 19 September 2016
Truxaw, M. P., DeFranco, T. C. (2007). Lessons from Mr. Larson: an inductive of teaching for orchestrating discourse. The Mathematics Teacher, 101(4), 268-272. http://www.jstor.org/stable/20876110 Walshaw, M., Anthony, G. (2008). The teacher’s role in classroom discourse: a review of recent research into mathematics classrooms. Review of Educational Research, 78(3), 516-551. http://www.jstor.org/stable/40071136
• Seek funding through foundations and corporations. Success Indicators: • Number of new partnerships formed outside of TSU. • Increased varieties of funding agencies to which proposals are submitted. • Increased number of grant applications submitted. • Increased amount of funding received. B. Attract funding for scholarships and assistantships. Action Strategies: • Conduct aggressive alumni and corporate donations campaign. • Identify and conduct solicitation campaign. Success Indicators: • Increased donations by alumni. • Number of donations by corporations. • Increased number of scholarships available. C. Broaden number of student internship opportunities. Action Strategies: • Foster interaction with external organizations. • Develop adequately funded internships with state and federal governments, Corporations, foundations and other public and private entities. Success Indicators: • Increased number of funded student internships available.
College and Career Readiness and Success Center-RCC Report Out CCRS-C3-KS Commissioner’s Request Data “World” Analytics on SB. E Outcomes CCRS/ARCC Integrating Employability Skills Career pathways – engaging key stakeholders Employability Skills (CCRS) for CBE Pilot Programs Ohio/GLCC SECC CTE – MS JP Morgan grant IHE – SC College & Career GLCC Strategic Technical Assistance Partnerships in MI CCRS CCRS – FLICC Career Pathways K-12 CCRS/SC3 Oklahoma Follow up to “New Skills for Youth” CCRS/NCC Leveraging ESSA to support visions of CCR Employability skills framework Career pathways System CCRS/FLICC CTE Connection w/employability skills CCRS/PRCC Employability Skills Hawaii, Resources, fZf
Expertise/dissemination CCRS – Indian Education NYCP Grantees need webinar on tools/SC3 CCRS/MOC3 Career pathways and implementation of CTE funding Webinar, informational, docs, face-to-face (CIL) GLCC Early warning systems in MI CCRS Customizing resources CCRS – Indian Ed/MWCC Community of Practice Conditions for Student Learning for American Indian Student MN and resources to Indian Ed Self-Assessment tool CCRS Iowa may have TA related to EWS – continuing some work initiated through another TA contract. (MWCC-IA) CCRS Interested in information related to “evidence-based practices” EWS, ECHS, etc. (WMCC-MN & other States) CCRS CCR definition and CCR toolkit are in works in MN (we have discussed this). MWCC-MN CCRS Connections between “conditions for student learning” and a new self-assessment tool MDE is developing for districts serving American Indian Students. (Could connect to regional AIE efforts as well). MWCC-MN
EVALUATION Major essays/Assessments (75%) Four Essays and in-class final Blog (15%) Class Participation and Quizzes (10%) Students are expected to complete assigned readings before coming to class, attend every class, actively participate in classroom activities and contribute to class discussions. Required Texts Keating, Helen Levine. Lives Through Literature: A Thematic Anthology. Englewood Cliffs, NJ: Prentice Hall, 1995. (Text for Pygmalion). Nabokov, Vladimir. Lolita. New York: Vintage Books, 1997. Satrapi, Marjane. The Complete Persepolis. New York: Pantheon, 2007. Shakespeare, William. King Lear. New York: Simon & Schuster, 2004. Sophocles, Antigone. New York: Prestwick House, 2005. Wilder, Thorton. The Skin of Our Teeth. New York: Harper Classics, 2003. SCHEDULE Pygmalion (Relate to theme of education) King Lear and Antigone (Relate to friends and enemies) The Skin of Our Teeth (Relate to themes of cultural identity and friends/enemies) The Complete Persepolis (Relate to themes of love, friends and enemies, gender issues and cultural identity) Lolita (Relate to themes of love and family) Final This will consist of an in-class presentation in the form of a close reading. Topic and date to be determined.
St. Thomas Aquinas College Grading System Grade Numerical Equivalent A 95 – 100 A- 90 – 94 B+ 87 – 89 B 83 – 86 B- 80 – 82 C+ 77 – 79 C 73 – 76 C- 70 – 72 D 65 - 69 F Failure INC Incomplete
3 2 1 0 Structure and Format 250-500 words Double-spaced Name, Title, size Use logical, frequent paragraph breaks One of the requirements is missing or incorrect Essay is multiple paragraphs 2 requirements are missing or incorrect (or) is one long paragraph Less than 250 Theme and Content Keep it positive Follow the topic do’s and don’ts: Didn’t read like a scholarly essay or newspaper, rehash what the reader already knows, or explain red flags 1 of the criteria is incorrect 2 of the criteria are incorrect 3 or more of the criteria are incorrect Style and Tone, Quality of Writing DO include exceptional variations in sentence structure, be concise, use an active use dialogue Didn’t simply list facts. Didn’t t try too hard to be funny, insult or offend, whine, complain or be boastful. 1 of the criteria is incorrect 2 of the criteria are incorrect 3 or more of the criteria are incorrect Evidence of Personal Growth and/or Creative Thinking Clearly expressed you as a person. Clear evidence of creative thinking. Evidence of learning and personal growth. Some evidence of creative thinking. Little evidence of learning and personal growth or creativity. No evidence of learning and personal growth. No creativity Grammar and Mechanics 0-2 errors in grammar, usage, or mechanics. Evidence of 3-4 errors in grammar, usage, or mechanics. Some evidence of 5-6 errors in grammar, or mechanics. Little evidence of 7 or more errors. No evidence of proof-reading Project Elements Introduction and Conclusion are and very interesting. Paragraphs show unity and development. Essay follows one main theme. Intro and Conclusion are there but one of them does not follow the guidelines given in class. Students used words such as “finally”, or “in conclusion”. Introduction is not interesting and conclusion is – does not follow guidelines given in PowerPoint. No evidence of development. No introduction or No Conclusion. College Essay Rubric ***If a rough draft (an essay with handwritten revisions) is turned in as your final draft, an automatic 10 point deduction will ensue.
Adelphi University Albany College of Pharmacy Health and Sciences American International College Anna Maria College Assumption College Bay State College Becker College Benjamin Franklin Institute of Technology Bentley University Bridgewater State University Bryant University Central Maine Community College University Coastal Carolina University College College of Our Lady of the Elms Cornell University Curry College Dean College Drexel University Elmira College Elon University Emerson College Emmanuel College Endicott College Fisher College Fitchburg State University Framingham State University Franklin Olin College of Engineering Franklin Pierce University High Point University Husson University Johnson & Wales University Lesley University LIU- Post Marist College Massachusetts College of Liberal Arts Merrimack College Mount Holyoke College New England Institute of Technology Newbury College Nichols College Northern Vermont University Pace University Pennsylvania State University Plymouth State University Quinnipiac University Quinsigamond Community College Rensselaer Polytechnic Institute Rhode Island College Roger Williams University Sacred Heart University Saint Anselm College Saint Joseph's University Saint Michael's College Salem State University Salve Regina College Siena College Simmons College Smith College Southern New Hampshire University Springfield College Stonehill College Suffolk University SUNY at Albany SUNY at Binghamton Temple University The Catholic University of America The College of New Jersey Trinity College United States Military Academy- West Point University of Chicago University of Connecticut University of Delaware University of Hartford University of Massachusetts-Lowell University of Maine University of Maine- Farmington University of Massachusetts- Dartmouth University of Massachusetts-Amherst University of Massachusetts-Boston University of New England University of New Hampshire University of New Haven University of Pittsburgh University of Scranton University of Southern Maine University of Tampa University of Vermont University of Rhode Island US Navy recruiting Washington University in St. Louis Westfield State University Worcester State University Worcester Polytechnic Institute
for more information Colorado State University, Pueblo –Go to for more information University of Colorado, Colorado Springs Mountain Lion Experience college visit dates vary depending on the department you are interested in. For registration and schedule of dates go to http://www.uccs.edu/admissions/mle.html Note about Application Deadlines: Even though many universities may accept applications through next summer Don’t Wait! Most university scholarship deadlines are between February 1st and March 1st and must be accompanies by your completed university admissions application. If you wait too long to apply you will miss out on many financial resources. Our suggestion is that you attempt to finish your college applications by Thanksgiving. This allows you to take a break to focus on your Mesa Ridge classes and finals and then to focus on scholarship applications during the spring.
Activity 2 – 4: Integration of BHAGs with Planning Processes Part 2: How is it integrated with program review and budget? Part 3: How is it integrated with program review, budget and strategic plan? Part 4: How is it integrated with program review, budget, strategic plan and educational master plan?
Students not accustomed to library Using work-study to bridge the gaps Student lack of awareness (databases, catalog, ebooks….) Teaching how to access and where to go – critical thinking skills Process Once a week training in Information Literacy Skills Field training – going to public and other libraries to see how skills transfer to new settings and different types of populations served. Enhance leadership skills, by working as mentors for and teachers Outcomes Built confidence and self-worth Shared information with others Students served as support for Teachers Students increased in academic success Taught ethical and social responsibilities Parents were involved through newsletters, PTO Open Library tours, family and student model for using libraries Can relate to workforce literacy Training Older Adults Goals of Training Older Adult Programs Teach information literacy using tools that are pertinent to their lives, i.e., health information via NIH and Medline Internet skills – usability of web sites Challenges Various levels of skills – terminology, use of computers, word processing… Unfamiliar with Jargon – IT and library Physical challenges (breaks and pillows) Low self-esteem (sometimes need to take it slowly) Opportunities Highly motivated and dedicated individuals – eager to learn Not afraid to ask questions Help each other Classes used as learning as well as social opportunities Outcomes Transfer knowledge to other websites, i.e., search box Think critically Ask questions of local librarian Build friendships Thoughts Libraries are portals to information – an entry way – a door – librarians need to have lots of empathy and flexibility Be willing to put in appropriate groundwork and planning for each audience Use partners to build credibility Information Literacy = Workplace Literacy = Identity Literacy Identity Literacy – seeing yourself in the information
1 THE COLLEGE SELECTION PROCESS CALENDAR JUNIOR YEAR SPRING SEMESTER Program Planning Pursue challenging senior year schedule Review graduation requirements See Your Counselor Attend Junior/Parent College Information Night College Search Considerations Students and parents are expected to use their Naviance account to access this information. Register for & take the SAT Reasoning Test AND ACT Attend Holy Trinity College Fair Review college catalogues, websites, etc. See your counselor for Junior Interview Visit college campuses – get a feel for each college and campus while school is in session Attend College Fairs Plan summer activities – job, volunteer work, travel Hand out recommendation requests to at least two teachers Prepare a resumé (see p.12) Complete and return Parent “Brag Sheet” and Student Self-Evaluation Athletes should register on the NCAA Clearinghouse website and request transcripts be sent by the Guidance Office. SUMMER Request information from Colleges and check college websites. Most information can be found online. Course Catalogue View Book Application Scholarship/Financial Aid Information Visit Colleges Work, Travel and/or Study Research Private Scholarships Work on college essays and resumé SENIOR YEAR FALL SEMESTER See Your Counselor Register for and take SAT Reasoning Test, SAT Subject and ACT Check to see that your teacher recommendations and SAT and ACT scores are on file Have SAT and ACT scores sent directly to the colleges to which you have applied. Update and submit your resumé Visit colleges while in session (if possible) Attend College Fairs Meet with college representatives who visit Holy Trinity during school lunch periods Maintain high level of academic performance Narrow down your college choices, complete applications and submit them to secretaries Be aware of college application deadlines Decide on early decision/early action options When you receive your Early Decision notification, see your counselor immediately Refer to Guidance Department website for college scholarship information, college visits, Open Houses and on-site visits. Attend Financial Aid Night at HTHS Apply online for FAFSA and CSS Profile SPRING SEMESTER Have seventh semester grades sent to all colleges that request them File appropriate financial aid forms – FAFSA, CSS Profile (if needed) after January 1st Continue to read Guidance Department website for important information On or before May 1st (common reply date), accept offer of admission to the college you will attend Decline other acceptances in writing Submit college tuition deposit and call Financial Aid Office to discuss your financial aid package Present letters of college decisions and scholarship offers to the guidance secretary
5. See your counselor for your Junior Interview Spring 2016 6. Distribute 2 Teacher Recommendation Forms Spring 2016 7. Complete the Student Self-Evaluation Form in Naviance By June 1 8. Have parent complete and return Parent “Brag Sheet” By June 1 9. Prepare a typed resume and give a copy to Guidance By June 1 10. Continue to use Naviance to research colleges to pages 3/4) 11. Obtain information from colleges: college profile, course catalog, student handbook, admissions requirements Now through Summer 2016 12. Visit college campuses: Compare — Contrast — Evaluate Now through Summer 2016 20 SENIOR YEAR CHECKLIST APPLICATION PROCEDURES Transcript Request Form H.T. $5.00 Fee Supple- mental Essay Resume Counselor Section Teacher Recom- mendation College Application Fee Mid- year Report Submit to Guidance Secretary On-site Applications (Students interviewed at Holy Trinity) N/A N/A N/A College’s own application * * College’s own application (Online) * * Common Application (Online) * * SUNY Application (Online) * *
College Poster Rubric 3 2 1 0 Poster Tri-fold was used and colors college colors Missing 1 requirement Missing both requirements of College, Size of Font and picture of mascot Title stands out but does not take up a lot of the poster space, information placed on poster is at least size 100 and a color picture of the mascot is included on the poster Missing 1 requirement Missing both requirements Details Includes all information and details listed on the assignment 1-2 pieces of information are missing 3-4 pieces of information are missing. Severely lacks detail and information. Quality and creativity Exceptional quality and creativity. Work shows thoughtfulness, details, neatness, and evidence of effort. All writing is legible and grammatically correct. Some evidence of thought. Details, neatness, and effort are shown. Some damage is done to the poster. Some spelling mistakes. Limited evidence of thought. Lacks neatness or effort. Many spelling mistakes. Lacks a lot originality, color and design. No evidence of thought. Greatly lacks neatness and effort. Poster is simple and lacks color and design. Name ______________________________________
To the Parents What are your goals for your child’s high school experience, and how may the Alamogordo College Prep Academy assist you? In the event that all of the College Prep Academy slots for the year are filled, would you like to be on a waiting list? ____________________________ Would you like to be on the list of parent volunteers? (For field trips, community service, etc.) ______________________________________________ Please be aware that Alamogordo College Prep Academy students may be placed on probation or disenrolled from the academy for academic performance, attendance, or behavioral problems. Out of district students may be returned to their home high school. Parent Signature ________________________________________ Date ____/____/_______ Please mail this completed application to: Shawna Denney College Preparatory Academy Liaison Alamogordo High School, Room 203 103 Cuba Ave., Alamogordo, NM 88310 Or Shawna.Denney@aps4kids.org Applications must be received prior to April 15th for consideration for the following academic year.
Definitions The binomial is called a ______________of squares. Example 1: Factor . Example 2: Factor each difference of squares. a) b) c) Example 3: Factor . Example 4: Factor each binomial. a) b) Example 5: Factor each binomial. a) b) Example 6: Factor
Who remembers that famous day and year. (Longfellow) Meter___________________ Scheme______________ 4. By the shores of Gitche By the shining Big-Sea-Water, Stood the wigwam of Nokomis, Daughter of the Moon, Nokomis. Dark behind it rose the forest, Rose the black and gloomy pine-trees, Rose the firs with cones upon them; (Longfellow) Meter_____________________ Rhyme Scheme___________ Read more at http://examples.yourdictionary.com/examples-of-iambic.html#YvECh1RqjIyPCCd7.99 Rhyme Scheme - Pattern of Rhyming at the End of the Lines Rhyme scheme is ascertained by “labeling” lines of poetry which demonstrate the correlation of rhyming lines. This is standardly done using letters of the alphabet: Baa, baa, black sheep, (A) Have you any wool? (B) Yes sir, yes sir, (C) Three bags full; (B) One for the master, (D) One for the dame, (E) And one for the little boy (F) Who lives down the lane. (E) One, two, (A) Buckle my shoe; (A) Three, four, (B) Open the door; (B) Five, six, (C) Pick up sticks; (C) Seven, eight, (D) Lay them straight: (D) Nine, ten, (E) A big fat hen. (E) Length There are a few way to identify length in poetry: Line – Stanza – Refrain (Chorus) Stanza Length: Couplet: Tercet:
Allusion Pun Onomatopoeia Paradox Irony Literary Techniques/Strategies Employed Sample Type Author Title Rhyme Scheme 1. Beowulf None X N/A – too many translations 2. “It was many and many a year ago, In a kingdom by the sea, That a maiden there lived whom you may know By the name of Annabel Lee,; And this maiden she lived with no other thought
cline 1. 2. 3. path 1. 2. 3. con 1. 2. contrary 3. pen 1. 2. 3. contra 1. 2. 3. phil 1. 2. philosophical 3. derm 1. 2. 3. phobia 1. agoraphobia 2. 3. dict 1. 2. 3. poly 1. 2. 3. dis 1. 2. 3. port 1. 2. 3. endo 1. 2. pro 1. 2.
3. 3. ethno 1.ethnocentric 2. 3. 1. 2. 3. ex 1. 2. 3. pseudo 1. 2. 3. pseudoscience fract 1. 2. 3. quasi 1. 2. 3. geo 1. 2. 3. rhino 1. 2. rhinoplasty 3. ger 1. 2. 3. rupt 1. 2. 3. hetero 1. 2. 3. se 1. 2. 3. hexa 1. hexagram sect 1.
2. 3. 2. 3. hydro 1. 2. 3. soph 1. 2. sophomoric 3. icon 1. 2. 3. sphere 1. 2. 3. intra 1. 2. 3. super 1. 2. 3. ir 1. 2. 3. irrational syn 1. 2. 3. ject 1. 2. 3. tele 1. 2. telekinesis 3. junct 1. 2. 3. therm 1. 2. 3.
Collection List Company…………………………………………….. TO: Department of Agriculture and Resources Assessment Services Group – Food Exports FROM: TEL: EMAIL: PAGES: DATE: RFP/CERT NUMBER Cert Type ? (circle) EXPORTER NAME Air/Sea? (circle) DESTINATION COUNTRY Time Printed (COMP) 1 Health Cert / Phyto / Manual Air / Sea 2 Health Cert / Phyto / Manual Air / Sea 3 Health Cert / Phyto / Manual Air / Sea 4 Health Cert / Phyto / Manual Air / Sea 5 Health Cert / Phyto / Manual Air / Sea 6 Health Cert / Phyto / Manual Air / Sea 7 Health Cert / Phyto / Manual Air / Sea 8 Health Cert / Phyto / Manual Air / Sea 9 Health Cert / Phyto / Manual Air / Sea 10 Health Cert / Phyto / Manual Air / Sea 11 Health Cert / / Manual Air / Sea 12 Health Cert / Phyto / Manual Air / Sea 13 Health Cert / Phyto / Manual Air / Sea 14 Health Cert / Phyto / Manual Air / Sea 15 Health Cert / / Manual Air / Sea 16 Health Cert / Phyto / Manual Air / Sea 17 Health Cert / Phyto / Manual Air / Sea 18 Health Cert / Phyto / Manual Air / Sea 19 Health Cert / Phyto / Manual Air / Sea 20 Health Cert / Phyto / Manual Air / Sea Collection Confirmation Company____________________________ Driver Number_____________________ Name _______________________________ Signature ___________________________ Date__________________
guided 6-week period in the fall. Week 4 Get Ready – Apprenticeship Get – Military Get Ready – Certificate Get Ready – Associate’s Degree Get Ready – Bachelor’s Degree 12 total among 5 sections; students do 1 section Week 5 Aid applications 2 Week 6 Info for my applications Apply Scholarships 10 Up Next FAFSA & Scholarships Review correspondence Decide 1 If students want a written record of their work in addition to their digital portfolio, have them print out the CAM Passport. with questions or for assistance.
College Athletes should not be paid. An athlete’s college is paid for. Scholarships are awarded to these players. They are not employees If they are paid they will not play as well. College athletes should be paid disregard what others say. They should be paid because of their endless hours of training, the injuries they receive, and the NCAA making money off of them.
COLLEGE BINGO Students: Get to know your teachers and they went to college Teachers: Please initial one space only. B I N G O Find a teacher who attended college in California Find a teacher who majored in Science Find a teacher who attended a Liberal Arts college Find a teacher who went to a college in the Midwest FREE SPACE Find a teacher whose school colors had red Find a teacher who has a Masters Degree Find a teacher who went to a state college Find a teacher who majored in Math Find a teacher whose mascot is a person (i.e. lumberjack) Find a teacher who went to community college Find a teacher who had an animal for a mascot Find a teacher whose school colors are blue and gold Find a teacher who went to more than one college Find a teacher who majored in History Find a teacher who went to college on the East Find a teacher who majored in English Find a teacher who played a sport in college Find a teacher who went to a UC Find a teacher who went to college in another state Find a teacher whose mascot is a bird Find a teacher who went to college in another country FREE SPACE Find a teacher who went to a university Find a teacher school colors are orange and black Thank you to Crittenden Middle School in Mountain View for sharing this wonderful activity.
Alabama Appalachian State Arkansas Auburn Austin Peay Butler Central Florida Charleston Southern Charlotte Chattanooga Clemson College of Charleston UCONN East Tennessee State Florida Florida Atlantic Florida International Florida State Furman Gardner-Webb George Mason Georgia Georgia Southern Georgia State Georgia Tech Kansas State Kennesaw State Louisville Marquette Memphis Mississippi Mississippi State Murray State North Carolina North Carolina State North Carolina A&T North Florida Ohio Presbyterian Radford Samford South Alabama South Carolina Stetson Tennessee Tennessee State Tennessee Tech Texas A&M UAB UNC Wilmington Vanderbilt Virginia Virginia Tech Wake Forest Western Kentucky Western Carolina Wichita Winthrop Wisconsin Wofford VCU Xavier Armstrong Atlantic Carson-Newman Clayton State Columbus State Delta State Lincoln Memorial North Georgia Newberry Shorter Young Harris West Georgia
Authorized Workers’ Compensation Medical Facilities College Designated Representatives Main Campus Director, ECC Facilities 636-584-6733 ECC First Responder 636-234-1229 ECC Campus Security 636-368-2183 (10pm – 7am) ECC Rolla Director, ECC 573-466-4100 – Rolla Main/North ECC Rolla Main First Responder 573-466-2433 ECC Rolla North First Responder 573-201-4568 Human Resources HR Specialist 636-584-6711 or 636-584-6710 Rolla Sites Employees College Day Monday – Friday, 7:00am – 7:30pm Saturday/Sunday, 8:00am – 4:00pm Report to: Mercy Walk In/After Hours Clinic 573-458-6310 1605 Martin Springs Drive, Suite 230 Rolla, MO 65401 After Hours/Weekends/Holidays Monday – Friday, 7:30pm to 7:00am Saturday/Sunday, 4:00pm to 8:00am Report to: Phelps County Regional Hospital 573-458-8899 1000 West Tenth Street MO 65401 Questions: please contact Resources at 636-584-6711 or 6710. The Human Resources Office is located on the Main Campus in the Donald D. Shook Student Center, office # 005.
Authorized Workers’ Compensation Medical Facilities College Designated Representatives Main Campus Director, ECC Facilities 636-584-6733 ECC Responder 636-234-1229 ECC Campus Security 636-368-2183 (10pm – 7am) ECC Rolla/Sullivan Site(s) Director, ECC Rolla/Sullivan 573-466-4100 – Rolla Main/North 573-468-8287 - Sullivan ECC Rolla Main First Responder 573-466-2433 ECC Rolla North First Responder 573-201-4568 ECC Sullivan First Responder 636-368-2589 Human Resources HR Specialist 636-584-6711 or 636-584-6710 Sullivan Site Employees College Day Hours Monday – Friday, 8:00am – 4:30pm Report to: Corporate Health Center 636-390-2600 1351 Jefferson St., Suite 208 Washington, MO 63090 After Hours/Weekends/Holidays Monday – Friday, 4:30pm – 8:00pm Saturday/Sunday, 8:00am – 8:00pm Report to: Convenient Care 636-390-1777 901 Patients First Drive Washington, MO 63090 OR Saturday/Sunday, 8:00pm to 8:00am Report to: Missouri Baptist Hospital 573-468-4186 751 Sappington Bridge Road Sullivan, MO 63080 If an employee lives in Rolla, they may seek treatment at the designated Rolla location if injury happens during College day hours. Mileage reimbursement will be at the Sullivan to Washington calculation. Rolla Sites Employees College Day Hours Monday – Friday, 7:00am – 7:30pm Saturday/Sunday, 8:00am – 4:00pm Report to: Walk In/After Hours Clinic 573-458-6310 1605 Martin Springs Drive, Suite 230 Rolla, MO 65401 After Hours/Weekends/Holidays Monday – Friday, 7:30pm to 7:00am Saturday/Sunday, 4:00pm to 8:00am Report to: Phelps County Regional Hospital 573-458-8899 1000 West Tenth Street Rolla, MO 65401 Questions: please contact Human Resources at or 6710. The Human Resources Office is located on the Main Campus in the Donald D. Shook Student Center, office # 005.
Employee Comments: OVERALL RATING As part of the annual evaluation, supervisors select the rating that best describes the employee’s overall performance during the entire performance cycle, as defined below. Exceeding Expectations: Routinely performs above expected performance of assigned duties and is generally considered among the highest performing employees within the work unit. Meeting Expectations: Generally performs at, and on occasions may exceed, a successful level of performance of assigned duties. Not Meeting Expectations: Often performs below an acceptable level of performance of assigned duties or has demonstrated substantial performance deficiencies in certain assigned duties. EXCEEDING EXPECTATIONS MEETING EXPECTATIONS NOT MEETING EXPECTATIONS SIGNATURES FOR ANNUAL PERFORMANCE EVALUATION Supervisor: Date: Employee: Date:
After completing the 7 classes you will receive a certificate of completion from The Texas A&M University System along with a recipe book and the knowledge to cook and shop in a way that will benefit your entire family. Any parents interested in participating in this program please sign-up at the front desk with Fabiola Lozano. Parenting Classes Being a parent is probably the most difficult job one will ever have and it does not come with an instruction manual. Sometimes parents need that little extra guidance and support in order to become better parents and be able to make better life decisions for themselves and their children. At IDEA Riverview we recognize that and that’s why we have partnered up with TIP of Texas Family Outreach and will be offering a second session of parenting classes on our campus. Parenting classes will be held once a week for 2 hour sessions and will start Tuesday, January 19th and continue until Tuesday, February 16th from 9 – 11 a.m. Registration is required and includes a $10 one time registration fee. We will be offering registration on campus Friday, January 15th from 9 – 11 a.m. Space is limited to the first 10 parents. If you would like to sign-up for these classes please contact Fabiola Lozano at (956) 832-5900 or in person at the front office. Once you secure your spot in these classes Fabiola will give you a list of required documents that you must bring to registration. Morning Drop-off/ Afternoon Pick-up Please assist us in teaching our students the importance of on time. 7:40 is considered late. Transportation/ Traffic: Transportation changes will NOT be accepted after 2:00 PM. If changes in after school transportation need to be made, it must be in writing through e-mail to our school’s receptionist (). Extra: Parents, please make sure that your child is prepared with their backpacks, IDEA jackets, homework and/or lunch bags when they come to school. We will not deliver these items once school is in session at 7:40am Have a Wonderful Thanksgiving week! Queridos Padres,
Dear Parents, Thank you all for having our students in school every day and on time for this week’s exams. This week’s exams will prepare your child for the real STAAR test in May. We are proud to say that our students did an excellent job and are doing extraordinary to achieve their goals towards STAAR. Reminders: There will be NO classes tomorrow Friday, March 11th due to professional development working day for teachers. “Escuela para Padres” and “Saturday School” will resume April 2nd. Lesson Payment: Thank you all for your great response in bringing in your son/daughter’s payment. If you have not brought in the money, please bring it the week we come back from spring break. We want to remind you about our “Rocket Spirit Night” Today at Peter Piper Pizza from 4 – 9 p.m. Come and join us for a night of games and pizza. 15% of the purchases will be donated to IDEA Riverview College Prep. Make sure you take your red flyer with you and invite your friends and family! March 10th, 2016 Spring 2016 is here! Next week, March 14th thru 18th, is Spring Break Vacation, enjoy your time off, and spend time with your family and friends! Remember to read during your vacation and spend quality time outside exercising and enjoying the weather. Classes will resume on Monday, March 21st.
I-AC 41065 CTT F001C II1 0 Flooring Installation 41066 CTT F002C II1 0 Cabinet Installation 41072 CTT F003C II1 0 Appliance Trblshtng and Repair NWC 39506 NONC F001C N01 1 Framing and Matting 40333 NONC F010 N01 2 NWC Gold Process NONC F010 N02 0 Ceramics for Kids 40720 NONC F010 N03 1 Skin Sewing 40721 NONC F010 N04 1 Koyukon Athabascan Beading 40828 NONC F010 N05 3 QuickBooks Pair-Up: Koyuk 38510 NONC F010 NN1 0 NACTEC Gold: NACTEC Sess 8 38511 NONC F010 NN2 0 NACTEC Gold: NACTEC Sess 9 NONC F010 NN3 13 NACTEC Gold: NACTEC Sess 10 38513 NONC F010 NN4 0 NACTEC Gold: NACTEC Sess 12 38514 NONC F010 NN5 0 NACTEC Gold: NACTEC Sess 14 TVC 34248 ABUS F001C T01 0 7 Habits of High Effect P ABUS T01 0 How to Conduct a Perf Eval 34250 ABUS F003C T01 0 Coaching for Improved Perf 34251 ABUS F004C T01 10 Keys to Succ Commin Wrkplace 34252 ABUS T01 10 Make Your Meetings Effective 34253 ABUS F006C T01 1 Successful Teambuilding 34254 ABUS F007C T01 2 Effective Presentations 34255 ABUS F008C T01 2 Basics of Investing 34256 ABUS T01 0 Grantwriting Overview ABUS T02 0 40850 ABUS F010C T01 4 7 Habits of Highly Effective People
TABLE 4.3 Faculty Evaluation Record Name faculty and term faculty (>50%) only Rank Academic Year Of Last Evaluation Type of Evaluation Annual Activities Report* 4th Yr. Comp. Review** Promotion Promotion And Tenure Post-Tenure Ima Star Professor 2008-09 x * the Annual Activities Report is submitted by the faculty member to the dean or director: it is included in the faculty's file for Promotion/Tenure/Post-Tenure Review ** this column applies to United Academics faculty only; ACCFT faculty should respond N/A.
Educators can use the “” for an individual artifact or the “” for a body of evidence. ESE encourages districts to use these forms for educators to present an analysis of their evidence by reflecting on what their evidence demonstrates about their practice, e.g., growth, areas of strength, patterns of behavior, use of strategies, etc. Either form can be adapted to better fit local systems. One district asks educators to submit a brief, written reflection. The emphasis is on reflecting on and highlighting specific areas of practice as demonstrated by the body of evidence, such as: growth toward a goal or on a particular part of the rubric; a pattern of strong practice; or the effectiveness of specific instructional strategies he/she implemented. Another school decided to prioritize a discussion of evidence between the evaluator and the educator. The principal asks each teacher to walk him through the evidence he/she has uploaded before he considers the evidence and writes his formative and summative evaluation reports. This provides an opportunity for evaluators to ask probing questions of the educator, such as, “Why did this piece of evidence stand out to you as a high priority to share? What do you think this piece of evidence demonstrates about your practice?” Tips from Districts The following district strategies have created clarity and increased the value of evidence collection: Develop a list of suggested artifacts connected to specific of the rubric. (See examples in “Resources” section on page 5.) Collect artifacts to use as a resource for calibrating expectations and analysis of evidence across evaluators. Use technology platforms to identify existing artifacts. examples and exemplars with educators and evaluators. Prioritize examples and exemplars aligned to high priority initiatives such as curriculum maps, unit plans, and lesson plans aligned to the Common Core standards, artifacts from the development of district-determined measures, or evidence connected to RETELL. Provide mid-cycle feedback to educators on the evidence that they have collected, with regard to whether the evidence is high priority, high quality, and representative of their practice as well as feedback on what the evidence demonstrates about educator practice and progress toward goals. Support educators to reflect on their evidence by providing a few questions to briefly respond to; these should be connected to what the district/ school wants to learn about educator practice. Resources ESE Training Materials and Forms