zilongwang/ReadingBank huggingface dataset:
42-43. “Growth and Decline of the Byzantine Empire”, page 48. TN 38 Primary Documents and Supporting Texts to Read: excerpts from Eusebius of Caesarea, "Ecclesiastical History," that describes Constantine Islamic World 400 AD- 1500s () Chapter 2 P. 76-77, 87 7.3 Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, Mediterranean Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River. (G) Chapter 2 P. 78-79 7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language. (C, E, G, H) Chapter 2 P. 44, 78-79, 86-88 7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity. (C, H) The Nystrom Atlas of World History, “The Spread of Islam”, pages 46-47 Chapter 2 P. 80-85 7.6 Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law and their influence in Muslims’ daily life. (C, H, P) Chapter 2 7.7 Analyze the origins and impact of different sects within
TN 48, TN 49, Chapter 4 P.155 Primary Documents and Supporting Texts to Read: excerpts from “Ninety-Five Theses”, Martin Luther; excerpts from The Travels of Marco Polo TN 49, TN 51, Chapter 11 P.373, Chapter 11 P. 359 Primary Documents and Supporting to Consider: excerpts from In Praise of Folly, Erasmus; selected pieces from William Shakespeare; excerpts from The Prince, Machiavelli 5th Six Weeks Text Tennessee Standards Supplemental Resources The Enlightenment and Scientific Revolution () Chapter 11 P. 360-365, TN 54-TN55 7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences. (C, H) Chapter 11 P. 360-365, TN 36 7.60 Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, Galileo: Read Like Historian
16th centuries and the major economic and social effects on each continent. (C, E, G, H) TN 56 Primary Documents and Supporting Texts to Read: excerpts from the journals of Christopher Columbus TN 57 Primary Documents and Supporting to Consider: excerpts from Indigenous Peoples of North America, James D. Torr 6th Six Weeks Text Tennessee Standards Supplemental Resources Chapter 6 and 7 213-215,221, 231-232 7.68 Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Aztec, and Incan civilizations). (C, H) Chapter 6 P. 398-401 7.75 Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. (C, H) Additional Resources-
Science humaine / Socials Governance and social organization in local indigenous societies (content) en temps immemorial (coastal BC) From time immemorial (coastal BC) Science humaine / Socials Artifacts as evidence past first peoples cultures (content) · · Royal Canadian museum website · UBC museum of anthropology website (global artifacts) Science All living things and their environment are interdependent (big idea) Le vol du colibri story in middle of book only) (Haida art) (Earth day) en temps immemorial (coastal BC) - Yuit (Inuit) - From time immemorial (coastal BC) Science The way organisms in ecosystems sense and respond to their environment (content) en immemorial (coastal BC) From time immemorial (coastal BC) (seasonal activities) Science Features of biomes (content) Les trouvailles (Inuit) Health Personal choices and social and environmental factors influence our health and well-being. (big idea) Les sept enseignements sacrés (Cree) seven sacred teachings of White Buffalo Calf Woman (Cree) Health Developing healthy relationships us feel connected, supported and valued (big idea) Red Parka Mary Elementary French language Ab Ed resources for the new curriculum Feburary 2016 Leisbet Beaudry and Desjarlais adesjarlais@sd57.bc.ca 5e annee suject Learning standard Ressources français English resources Health Personal choices and social and environmental factors influence our health and well-being.(big idea) Les sept enseignements sacrés (Cree) The sacred teachings of White Buffalo Calf Woman (Cree) Health Developing healthy relationships helps us feel connected, Red Mary
Science Humans use earth materials as natural resources (big idea) · Lune d’erable (Eastern Canada) (not first nations voice, but consulted) Science Aboriginal concept of interconnectedness in the environment (content) · Tant que couleront les rivieres (Larry Loyie) ( Cree)( travelling to seasonal camps for harvesting, hunting. Use all of moose) SkySisters (Anishinawbe) As long as the rivers flow Elementary French language Ab Ed resources for the new curriculum Feburary 2016 Leisbet Beaudry and Amber Desjarlais adesjarlais@sd57.bc.ca6e annee suject Learning standard Ressources français English resources Science The position, motion, and components of our solar system in our galaxy (content) L‘ours et la venus des étoiles (Wendat) Starlight, Star bright Tales Series- Mohawk) Elementary French language Ab Ed resources for the new curriculum Feburary 2016 Leisbet Beaudry and Amber Desjarlais adesjarlais@sd57.bc.ca 7e annee suject Learning standard Ressources français English resources Science Evidence of climate change over geological time and the recent impact of humans (content) La révolte des ours polaires (Inuit) Light: A myth from the people of the Northwest Coast (Northwest Coast) Health The Gathering Tree (Cree) (AIDS) Autre information:
Cerebrum: (high intellectual functions) 2 hemispheres joined at the bottom by corpus callosum Surface of cerebrum contains neurons and glia that form the cerebral cortex Message for movement and sensation cross to the other side of the brain Divided into lobes: Frontal – skills, voluntary movement, speech, intellect, behavior, memory, intelligence, concentration, temper, personality, eye and head movements, sense of orientation, Broca’s area Temporal – visual memory, helps humans recognize objects and people’s faces, assist humans to remember and understand language, interpret other people’s emotions and reactions Parietal – interpret simultaneously, signals received from other areas of the brain such as vision, hearing, motor, sensory, and memory. A person’s memory, and the new sensory information received, give meanings to objects Occipital – receive and process visual information, process and shapes Cranial Nerves: 12 pair of nerves that originate from the brain Olfactory – smell – visual fields and ability to see Oculomotor – eye movements, eyelid opening Trochlear – eye movement Trigeminal – facial sensation Abducens – eye movements Facial – eyelid closing, facial expression, taste sensation Auditory/vestibular – hearing, sense of balance Glossopharyngeal – taste sensation, swallowing Vagus – swallowing, taste sensation Accessory – control of neck and shoulder muscles Hypoglossal – tongue movement
12) Find a theme from a novel and analyze its development over the course of the story, including how it is shown through characters, setting, and plot. What Does the Standard Look Like? How Will We Show Mastery of This Standard?: 13) Analyze how particular lines of dialogue or events in the novel reveal aspects of a character. What Does the Standard Look Like? How Will We Show Mastery of This Standard?: 14) Find examples of figurative language; analyze how specific word choices influence or affects the story. What Does the Standard Look Like? How Will We Show Mastery of This Standard?:
*Current events sources Unit 5- La Comida Descubre Unit 8 (pages 261-298) 5 Food & Restaurant vocabulary Food adjectives Stem changing verbs Review of ser vs. Indirect object pronouns gustar- like verbs MLI.IP1A MLI.IP1B MLI.IP1C MLI.IP1E MLI.IP1F MLI.IP1G MLI.INT2B MLI.CU1B MLI.CCC2B *MLI.CCC4A *MLI.CCC4B *MLI.CCC5A *MLI.CCC5B See ITSLearning *Current events sources Guatemala La comida Latina Flash cultural Video clips in Descubre (pgs. 295-297) Unit 6- Los Pasatiempos Descubre Unit 4 (pages 115-150) 4 1/2 Sports Places in the city Pastimes Review of ir Review stem changing verbs Irregular yo form verbs: (dar, ver, -go verbs) decir MLI.IP1B MLI.IP1G MLI.INT1A MLI.P1A MLI.CCC4A MLI.CCC5A MLI.CCC5B MLI.CCC1D *MLI.CCC4A *MLI.CCC4B *MLI.CCC5A See ITSLearning SLO Post-test will be administered (it will consist of 1-6) *Current events sources México El fútbol Flash cultural video clips in Descubre (pgs. 142-148) Unit 7- De Compras Descubre Unit 6 (pages 189-224) 4 Clothing and shopping Descriptive adjective Preterite of regular verbs vs. conocer Review direct/indirect object pronouns Demonstrative adjectives MLI.IP1B MLI.IP1F MLI.INT2B MLI.CU1A MLI.CU1C *MLI.CCC4A *MLI.CCC4B *MLI.CCC5A *MLI.CCC5B See ITSLearning *Current events sources Cuba El Mercado (el regateo) (pgs. 216-222)
Respect all chaperones. Insubordination toward any chaperone will not be tolerated. Never travel alone. Always be with a group of at least 3 people. Packing/Luggage Information 1. Label all suitcases, carryons and instruments. 2. Bring any necessary medications in your carry on bag. 3. Checked suitcases can not exceed 50 lbs 4. Each customer may bring onboard one personal item (purse, briefcase, laptop, etc.) plus one carry on bag. 5. Jet Blue carry on bags must not exceed 22” L x 14” W x 9” H Southwest carry on bag limits are 24” x 16” x 10” 6. 3-1-1 rules for carry on bags = 3.4 oz/100 ml bottle or less; 1 quart sized, clear plastic zip top bag; 1 bag per customer. No Samsung Galaxy 7 Phones (even replacement model) are allowed on this trip!!! They are not allowed in carry on bags or in packed luggage. TSA Rules, not ours. Tour Itinerary Wednesday, December 7th, 2016 Travel to Orlando/All Star Movie Resort If you are 18 of age or older, you need government issued photo ID either in the form of your driver’s license or passport to check in at the airport. Students who are under 18 years of age should bring their school issued ID. After your flight arrives in Orlando, your group will stay together and take the train from your gate to the main terminal. You will arrive on Level 3. Then proceed to Disney’s Magical Express located on Side B, Level 1. Follow the airport signs to Ground Transportation. You will then be directed to your Disney Motor Coaches by staff. The late flights will have first pick up their luggage at the carousel and then proceed to the the Magical Express Bus on Level 1. 11:00 AM Ms. Ortolano’s flight group loads the buses at FHS to go to airport. 11:30 AM Group departs Frontier High School for airport aboard charter buses. 1:00 PM All remaining groups load the coach buses. 1:30 PM The remaining groups depart Frontier High School for airport aboard charter
Andy, Cathy and Scott are all Entities. Scott owns a corporation called Computer Science Innovations, LLC which is also an Entity. Abbie please add in Annex from X.1252. Credentials are attributes of an Entity. Entities have attributes. A set of attributes may be used to uniquely identify an Entity. Identity a set of attributes related to an Entity. Authentication: Provision of assurance in the claimed identity of an entity [ISO/IEC Genesis is the process of defining an Entity to the System. We can mutate attributes associated with Entity. An Entity has a surrogate key called the Entity identifier, that is immutable and uniquely identifies the Entity. Abbie add in Level of Assurance (LOA) levels - 4 levels. LOA levels are based on the combination of present attributes to the Entity. Each LOA level is defined as a minimal subset of authentication attributes. First we have a Genesis, then we may enroll. Enrolment is the process of attaching additional attributes to an Entity. During Genesis we attach the identity attributes. During enrolment we attach the authentication attributes. Both the identity attributes and the authentication attributes, other than the Entity identifier may mutate over time. Actors - Entity, User Agent, Identity Server, Authentication Server, Application Server Precondition - A request to create an Entity is instantiated and Entity does not Exist Entity User Agent Identity Server Request Access ---------------------------------------------------> Request Access (requestAccess (userId) --------------------------------------------> Entity Does not Exist return code (-1) Entity Does not exist <--------------------------------------------- <--------------------------------------------------
Elected Directors At the annual general meeting each year, the Elected Directors due to retire shall retire and shall be eligible for re-election in accordance with these Articles. The election for the office of Elected Directors shall be conducted in accordance with Article 28. Except as provided in Article 18.4, an Elected Director so elected shall hold office from the date on which he is elected, until the annual general meeting in the year following his election at which meeting they shall retire but may be re-elected year term. Termination of director's appointment Without prejudice to the provisions of Section 168 of the 2006 Act, a person shall cease to be a director of the Club as soon as: that person ceases to be a director by virtue of any provision of the Companies Act 2006 or is prohibited from being a director by law; a bankruptcy order is made against that person; a composition is made with that person's creditors generally in satisfaction of that person's debts; a registered medical practitioner who is treating that person gives a written opinion to the Club stating that that person has become physically or mentally incapable of acting as a director and may remain so for more than three months; by reason of that person's mental health, a court makes an order which wholly or partly prevents that person from personally exercising any powers or rights which that person would otherwise have; that person shall without sufficient reason for more than three consecutive Board meetings have been absent without permission of
Enter the ten digit “Requisition ID” number and click on the “Search” button. Select the lines from the requisition that you would like to have copied over to the purchase order by clicking the checkbox at the beginning of the row(s) or the blue “Select All” link and click on the “Copy to PO” button. A change order will be created and the lines copied will be added to the bottom of the existing purchase order lines. Click on the “OK” button.
1.3 Faculty Members In addition to their personal responsibility for compliant use, professors also have a duty to inform students of their responsibilities in the use of copyright protected materials. 1.4 Deans and Department Heads Deans and Department Heads are responsible for providing leadership and support by taking reasonable steps to ensure the effective implementation of this policy and to ensure continued compliance. This includes: Ensuring that all faculty and staff are made aware of the policy. Ensuring that all faculty and staff who are involved with copying and the use and communication of copyright protected works receive the necessary training on their responsibilities under the Copyright Act and this policy, on how the legislation and the policy is applied to day-to-day copying scenarios, and on what resources are available to assist. Ensuring that all communications related to the copyright policy are distributed to all staff and faculty. Ensuring that the ACCC departmental photocopier poster (Appendix H) is clearly visible near all departmental photocopiers/scanners. Ensuring that processes are in place for the compliant use of copyright protected materials by staff and faculty. Ensuring that budget is provided for the payment of royalties and license fees where required for the compliant use of copyright protected materials by their faculty and staff. 1.5 Print Centre The contracted service provider, which operates the College’s duplication services under the service provider’s own license with Access Copyright, is responsible for: (a) Assisting with copyright requirements for all manuals and coursepacks produced by the contracted service provider for distribution and / or sale. (b) Training faculty and staff to understand and follow fair dealing guidelines, and to advise college employees if the amount being copied appears to be in excess of the fair dealing limits. (c) The payment of all associated fees for copyrighted materials. These fees may in turn be included in the fees charged to the student or the college.
Title First Name Surname Position applied for Gender Male Female Date of birth (dd/mm/yyyy) Nationality Marital status Married / civil partnered Single Divorced Legally separated Widowed Religion or belief Buddhist Hindu Muslim Some other religion or belief Christian Jewish Sikh No religious belief Ethnic origin (Census 2011 Ethnicity Categories) A White English/Welsh/Scottish/Northern Irish/British Irish Gypsy or Irish Traveller White Background (write in) B Mixed/multiple ethnic groups White and Black Caribbean White and Black African White and Asian Any other mixed/multiple ethnic background (write in) C British Indian Pakistani Bangladeshi Chinese Any Asian background (write in) D Black/African/Caribbean/Black British African Pakistani Caribbean Any Black/African/Caribbean background (write in) E ethnic group
Material with a “clearly visible notice” prohibiting educational use Images Tables Figures From library databases or print sources From internet sites that do not have a “clearly visible notice” prohibiting educational use Up to 10% of a work is insubstantial copying. It can be used in the classroom or in BlackBoard. There is no technological protection measure preventing you from accessing the material. Music Playing of music in the classroom Uploading copyright protected to Blackboard or burning copies for distribution You can play a song in your classroom but you cannot upload it to BlackBoard and you cannot burn copies to distribute. There is no technological protection measure preventing you from accessing the material. Videos and TV News programs TV series, documentaries, films (as long as you have a legal copy) George Brown LLCs’ extensive collection of Faculty can show a television program or play a radio broadcast while it is being aired. News programs or news commentaries can be taped and shown in class. You cannot tape TV series, documentaries, or films and show them in class without permission from the copyright holder. Videos from personal collections can be shown as long as the copy is legal. You cannot copy a work (e.g. burn a copy, convert to streaming without permission from the copyright holder). is no technological protection measure preventing you from accessing the material.
paradox" states that the lower the commercial value of a work, the less likely it is that the rights holder can be found. Because the least valuable works create the biggest search costs, there is no incentive to incur the cost of a search for owners. Consequently, archives are unlikely to make them available, and holdings of high social, cultural, and educational value may remain unused. An exception would enable this material to be made available. obtained or where the work is not available through general trade or from the publisher. (EIFL Draft Law Art 12(6)) May an archives display in its holdings (or copies thereof) in public exhibitions or presentations? Archives frequently prepare exhibitions (both onsite and online) of items from their holdings (or copies thereof) in order to promote their services or their holdings. Archivists also include copies of items from their holdings in conference or workshop presentations. An exception for display would enable an institution to promote copyrighted works within their collection. (1) An archives may publicly display originals or copies of works from its holdings without the authorization of the rights holder for the purpose of promotion of the archives holdings, or training of users of the holdings; (2) An archives may publicly display or publicly perform parts of a work as part of a presentation at a conference, seminar or workshop or other such similar activity without authorization of the rights holder. (Modelled on EIFL Draft Law Art 16.)) May an archives translate materials in its holdings? An archives may translate works in its holdings for the
The Change4Life 10 Minute Shake Up with Disney campaign Copy Summer 2016 Please note that the information in this document is strictly embargoed. Information about the Change4Life 10 Minute Shake Up with Disney campaign should not be shared publicly until 00:01 5 July 2016. Copy Below are some examples of long and short copy that you may wish to use when communicating about the Change4Life 10 Minute Shake Up with Disney campaign. Please feel free to use the copy below for any newsletters, emails or other materials, including websites, newsletter and press release - Note there is a separate social media toolkit available on the CRC. Long copy - 200 words The Change4Life 10 Minute Shake Up with Disney campaign is back and encouraging families to ‘Just Keep Moving’ as they kick off a summer of activity, inspired by this year’s Disney·Pixar film, Finding Dory.
Spring and Winter Copy and Paste Match: Copy and paste the spring pictures and the summer pictures under the correct labels. Resize the picture to fit the box. It will not be a perfect fit. – Don’t forget to change the ‘wrap text’ (in front of text) of the picture to make it move. Spring Winter
2018 BPA / DECA FLC Breakout Sessions Room Max # Session 1 10:00 – 10:45 Session 2 11:00 – 11:45 Session 3 1:30 – 2:15 OK Ballroom A-B 300 Stukent Social Media Marketing for the Classroom Social Brands You Social Media Brands You OK Ballroom C-D 300 OKC Thunder Being a Pro’s Pro Professionalism & Interview Tips OKC Thunder Being a Pro’s Pro Professionalism & Interview Tips OKC Thunder a Pro’s Pro Professionalism & Interview Tips Oklahoma Ballroom 1500 Personal Reminders: Things to Tell Myself True Grit OK Ballroom G-H 300 How to Get, Keep, & Advance in a Great Job How to Get, Keep, & Advance in a Job How to Get, Keep, & Advance in a Great Job OK Ballroom I-J 300 BPA Special Recognition Awards BPA & DECA President & Vice President Workshop BPA WSAP Competitive Events Tips & Tricks University Ballroom A 200 Exhibitors / Vendors Exhibitors / Vendors Exhibitors / Vendors University Ballroom B 200 How to Ace an Interview Exploring BPA Leadership Roles Running for BPA/DECA Office University Ballroom C 200 Great Leaders Embrace Difficult Conversations Leaders Embrace Difficult Conversations Great Leaders Embrace Difficult Conversations Boomer 150 Understanding Parli Pro How to be A DECAmazing Officer Competition University Sooner 150 Loving Yourself to Love Your Job! Loving Yourself to Love Your Job! Loving Yourself to Love Your Job!
Agenda Cornerways Patient Group 7:30pm – 16 August 2012 Cornerways Surgery, Poulner Attendance and introductions Welcome Meeting report from May Action Plan & review of progress to date inc. Patient appointment leaflet Helping Cornerways with flu jabs and other initiatives? Befriending Scheme – update Officers / people we need in the group to get things done Possible speakers for the next meeting Any Other Business Planned meetings for the year inc. date of next meeting 15 November 5:30 – 7:00pm 21 February 2013 5:30 – 7:00pm
College Credit Earned College CTE Course Date Completed Instructor Signature Work-Based Learning Options Certifications Brainbench Industry Certifications Activity Q 1 Q 2 Q 3 Q 4 Test Name Pass Date Test Name Pass Date Job-Shadowing Internship Attendance Work Ethic NOTES:
formulas and formulas when given percent With Help (1.0) All of Level 2 with hints/guidance Objective Learning Opportunities Suggested Due Date Date Completed 10.0 Use Dimensional Analysis to solve problems. Sig-Figs Review Read p. answer Qs 38-45 Podcast: T-Tables T-table Review and Practice Unit Conversions with T-Tables 03/06 10.1 Describe the mole and representative particle relationship using Avogadro’s number. Read p. 286-296. Podcast 6.1 Measuring Amounts of Substances Answer 3-4 pg. 291, 5-6 pg. 292, 9-14 pg. 296 Compounds Review Practice The Mole and Avogadro’s Number 03/08 10.2 Identify the relationship between and GAM, GFM, and GMM. Read p. 293- 299. Podcast 6.2A Molar Mass Answer 7,8,15 pg. 296; 16 and 17, p. 298; pg. 299; 24, 26, 27 pg. 303 Gram Formula Mass Mini Lab Podcast 6.2B Moles Mini Lab (Watch AFTER Completing the Lab) Moles and Mass 03/13 10.3 Describe STP and the relationship between volume of a gas and moles. Read p. 300-303. Podcast 6.3 Molar Volume Answer 20-21 pg. 301, 22-23 pg. 302, 25, pg. 303 Calculations with Moles Group Assignment Mixed Mole Problems Chapter 10 Quiz 03/15 10.4 Determine percent composition by mass Read p. 305-308. Podcast 6.4 Percent Composition Answer 32-33, p. 306; 34-35, p. 307; 43 and 44, p. 312 03/15 10.5 Identify molar ratios to determine empirical and molecular formulas Read p. 309-313. Podcast 6.5 Empirical Formula and Molecular Formula Answer 36 and 37, p. 310; 38 and 39, p. 312, 45 and 46, p. 312 Empirical Formula of a Hydrate Lab Unit 10 Review 03/22 Unit 10 Test Unit 10 Test 03/24
endorsement. CRCA Graduation Requirements Foundation High School Program Discipline Requirements Elective/Advanced Course Options English Language Arts 4 Credits: PAP English 1 PAP English 2 ENGL 1301 & 1302 (English 3) ENGL 2322 (English 4) Creative Writing Mathematics 4 Credits: Algebra 1 PAP Geometry PAP Algebra 2 PAP Pre-Calculus AP AB Calculus AP BC Calculus MATH 1314 (College Alg.) MATH 1316 (Trigonometry) MATH 1332 (College Math) MATH 2412 (Pre-Calculus) MATH 2413 (Calculus 1) Science 4 Credits: PAP Biology PAP Chemistry PAP Physics or AP Physics 2 BIOL 1408 Scientific Research and Design 1 Scientific Research and Design 2 ENVR 1301 (Environmental Science) Social Studies 4 Credits: Social Studies Research Methods AP World History HIST 1301 & 1302 (US History) GOVT 2305 (US Government) ECON 2301 (Economics) AP Human Geography GOVT 2306 Government) SOCI 1301 (Sociology) PSYC 2301 (Psychology) LOTE 2 Credits: SPAN 1411 (Spanish 1) SPAN 1412 (Spanish 2) SPAN 2311 (Spanish 3) Physical Education 1 Credit: Foundations of Personal Fitness Fine Arts 1 Credit: DRAM 1310 (Theater Arts 1) Electives 6 Credits: Courses taken from the Elective/Advanced Course HUMA 1302 (Humanities)
Lunch 11:03 – 11:33 3rd Period – A Days 7th Period – B Days 11:36 – 1:06 4th Period – A Days 8th Period – B Days 1:09 – 2:39 5th Period – A Days 9th period – B Days 2:42 – 4:10 Tutorials and Required Extended Day 4:30 – 6:00 10th Grade Bell Schedule CRCA 10th graders will attend classes at the ACC campus in Elgin on Tuesdays and Thursdays. 1st Period 8:40 – 9:30 2nd Period – A Days 6th Period – B Days (at ACC 9:33 – 11:03 Lunch 11:03 – 11:33 3rd Period – A Days 7th Period – B Days (at ACC Elgin) 11:36 – 1:06 4th Period – A Days 8th Period – B Days (at ACC Elgin) 1:09 – 2:39 5th Period – A Days 9th period – B Days 2:42 – 4:10 Tutorials and Required Extended Day 4:30 – 6:00 11th Grade Bell Schedule CRCA 11th graders will attend classes at the ACC campus in Elgin on Mondays and Wednesdays. 1st Period 8:40 – 9:30 2nd Period – A Days (at ACC Elgin) 6th Period – B Days 9:33 – 11:03
Worksheet #4 – Action Planning Template Objective Goal Statement (Including sub-goals) Increase the percentage of trusted adults in the building that students can seek out and talk to for help. Definition of the Need School climate data showed that 71% of the student body feels that there are trusted adults in the building that they can go to for help. 23% of those students were not sure and 5% said that there was no adult they trusted. In terms of parents perception of the same question, 83% stated “yes.” 18% stated they were “not sure” and 2.4% said “No.” Measures of Current Status Measures of Future Success Data from the survey administered in Spring 2016 provided the data for this. Follow up survey scheduled for Spring 2017 Strategy Rationale (How it should work and why) We believe that providing ongoing, consistent positive reinforcement by staff of pro-social behaviors and integration of the Dag Hammarskjold Middle School values and beliefs will foster increased attention to the idea that all staff are here for the students to meet not just their academic goals but their social and emotional ones also. Data will be collected to identify areas that are successful and to identify areas requiring improvement. Tasks Who When Responsive Advisory Advisory will be held twice per month. A committee of teachers attended Responsive Classroom training in July of 2016 and have contributed to a shared folder of engaging activities that all advisors can have access to. A recursive theme of making sure that all students have at least 1 adult that they feel comfortable talking to will be communicated throughout advisories as well as classes. All Staff 2X/month Communicate Panther Pride vision Connect with school resources and parents to communicate this endeavor. Committee members via PTAC Fall 2016 Spring 2017 Faculty meetings Communicate effectively the goal of this plan to staff for staff support and buy in. Late spring 2013/Fall
To be completed by the teacher and placed on examiner’s table before the exam – Candidates should be listed in the order they appear on AEC2/RAV3 TIME NUMBER CANDIDATE’S FIRST NAME VALSE PRINTEMPS VALSE AUTOMNE DEMI CARACTERE MOUVEMENT LIBRE POETIQUE MOUVEMENT LIBRE DRAMATIQUE MAZURKA DE DANSE RUSSE
*Refrain from chewing gum *Have a hall pass with you *Demonstrate self-control objects to self *Clean up behind yourself *Return to class promptly *Clean up behind yourself *Return to class promptly *Wait patiently and in designated area *Enter & exit in an orderly manner Respectful *Use polite words *Respect all adults subs, mentors) and peers *Use voices *Follow teacher directions *Be a good listener *Be prompt & prepared *Walk to the right *Keep hands, feet and objects to self *Respect cafeteria rules politely *Use voices *Respect others privacy *Report damages to adult *Respect others & Space *Use a quiet voice *Dispose of trash Safe *Follow directions & school rules *Maintain personal space *Follow class rules & directions *Use equipment appropriately *Walk to the *Keep hands, feet and objects to self *Stay in your place in line *Eat only your own food *Refrain from horseplay *Follow directions *Stay in assigned seat *Keep your seat in your seat” PBIS Matrix: Bus Setting Expectations Bus Responsible Keep belongings out of the aisle Wait patiently and in designated area
Graphing Requirements Choose the correct type of graph Bar: Comparison of groups Line: Both variables are measured Pie: Percentages Include the independent and dependent variable Label the X-axis Independent Variable with proper units (you change this variable intentionally) the Y-axis Dependent Variable with proper (this variable is one being measured or compared at end) Number Line Appropriate use of space Maintain the same pattern (2, 4, 6, etc.) Maintain the same spacing Numbers are easy to read (don’t need Numbers written on every line) Conclusion Requirements Restate the focus question and your claim WITHOUT evidence Write the focus question as a statement with your claim as the answer. Compare two pieces of evidence to support your claim Evidence is the data you recorded. This can be qualitative or quantitative. You must compare two tests to prove your claim is correct. Make a concluding statement A concluding statement restates your claim and starts with a transition, like “As you can see….” Reflection Requirements This is where you explain what could have been done better in your testing or other questions about the topic you would like to explore further Graphing Requirements Choose the correct type of Bar: Comparison of groups Line: Both variables are measured Pie: Percentages Title Include the independent and dependent variable Label the X-axis Independent Variable with proper units (you change this variable intentionally) the Y-axis Dependent Variable with proper units (this variable is one being measured or compared at end) Number Line Appropriate use of Maintain the same pattern (2, 4, 6, etc.) Maintain the same spacing Numbers are easy to read (don’t need Numbers written on every line) Conclusion Requirements Restate the focus question and your claim WITHOUT evidence Write the focus question as a statement with your claim as the answer. Compare two pieces of evidence to support your claim Evidence is the data you recorded. This can be qualitative or quantitative. You must compare two tests to prove your claim is correct. Make a concluding statement A concluding statement restates your claim and starts with a transition, like “As you can see….” Reflection Requirements This is where you explain what could have been done better in your testing or other questions about the topic you would like to explore further
Rural Textile mill Interchangeable parts Mass production Manufacturing Cultivate Interstate Trade Free Enterprise PreAP: What categories could you put these words in? (Example: “Innovations/Inventions”) __________________ ____________________ __________________ ________________ Write the category names you came up with below, then in the left column of the chart, write your category name under each word (example: I might write “Innovations/Inventions” under “canal” on the chart).
DRAFT – January 21 CTE Teacher Professional Development Session -- DRAFT Attend one session of your choice during each time frame. Shading indicates New Teacher Sessions but all participants are welcome to attend. 8:30-8:50 am Registration/Continental Breakfast Room AB Room Facilitator: Jennifer Wehrenberg Room C Room Facilitator: Karen Sneary Room D Room Facilitator: Mary Jane Grayson Room E Room Facilitator: Cindy Schneider Room 109/110 Room Facilitator: Dawn Frank Room 111/112 Room Facilitator: John Day 9:00-9:50 am Opening Session BMITE Opening Session FACS Division Session Health Division Session STEM Division Session T&I Division Session 10:00-10:50 am How to Deploy Online Learning-TBA DECA-Dustin Devers FACS Division Session * For Teachers who have taught less than 2 Health Division Session TSA Competitive Events-Dawn Frank Skills USA-Darren Gibson 11:00-11:50 am Personal Learning Network-Tonja Bell Grading & Assessments- Teresa Pinkston FACS Division Session * For Teachers who have taught less than 2 Health Division Session Copyright Law & Educational Technology -Dr. Jill Rooker Round up, Academic updates, Lottery Grants. 12-12:45 pm & Networking Session (provided in registration) 12:45-1:35 pm How to Deploy Online Learning-TBA Grading & Assessments- Teresa Pinkston FACS Division Session * For Teachers who have taught less than 2 years Planning for Next Year- Kristen Harris Copyright Law & Educational Technology -Dr. Jill Rooker Improving Student Engagement-Elsie Morris 1:45-2:35 pm Hands on Moodle (CareerTech’s Moodle)-Tonja Bell Managing a Blended/Project Based Learning Environment-Teresa Pinkston Differentiated Instruction - Gretchen Cole-Lade HOSA Competitive Events: What you Have Always Wanted to Know but Didn’t Know Bennett Tricks & Tips for Test Writing-TBA Improving Student Engagement-Elsie Morris 2:45-3:35 pm BPA-Dustin Devers Differentiated Instruction - Gretchen Cole-Lade Stress Tricks & Tips for Test Writing -TBA Tables-Follow up, Academic updates, Lottery Grants
in Development Studies: Timetable, 2017-2018 MICHAELMAS TERM Monday Tuesday Wednesday Thursday Friday 9.00-10.00 400 Central Asia and Caucuses Lecture 9.00–11.00 Lecture S1 From 9 Oct Nov Paper 4 Globalisation business and development Lecture 9.00 – 11.00 SG1 From 11 October – 29 Nov Paper 2 Institutions and development Lecture S1 8.00 – 10.00 5 October – 30 November Paper 4 Globalisation business and development Discussion class From 13 Oct – 25 Nov 9.00 – 11.00 S1 10.00-11.00 Paper 5 Cities and Development 10-11am Discussion Class S3 9 Oct to 27 Nov 1 Development Economics Discussion class SG2 10 October – 28 November 10.00 – 11.00 11.00-12.00 Paper 900 and Development Lecture S3 11-1pm From 9 Oct – 27 Nov Paper 43 Issues in Sub-Saharan Africa Lecture SG1 11-1pm From 9 Oct – 27 Nov 1 Development Economics Discussion class SG2 From 10 October – 28 November 11.00 – 12.00 14 Philosophical issues in economic development Lecture 11.00 -1.00 S1 From 10 October – 28 November 5 Cities and Development. S1 11-1pm Lecture 1-2pm Potential Discussion Class 11 October – 29 Nov Paper 800 S3 11-1pm 11 October – 29 Nov Paper 3 Sociology and politics of development Discussion 11.00 – 1.00pm 12th October – 30 November SG2 400 Central Asia and Caucuses Required Seminars 11.00 – 1.00 S2 13 Oct – 25 Nov 12.00-1.00 PLEASE NOTE THAT THE TEACHING WEEKS AT START ON THURSDAYS. *CLAS = Center of Latin American Studies meeting room
Wk 1: Thurs 6 Oct; Wk 2: Thurs 13 Oct; Wk 3: Thurs 20 Oct; Wk 4: Thurs 27 Oct; Wk 5: Thurs 3 Nov; Week 6: Thurs 10 Nov; Wk 7: Thurs 17 Nov; Wk 8: Thurs 24 Nov 1.00 – 2.00 LUNCH LUNCH 13 Financial organisation and economic growth 1.30 – 3.30 S1 From 5 Oct – 30 Nov LUNCH 2.00 – 3.00 Paper 2 Institutions and development 2.00 – 4.00 Discussion class S1 9 Oct – 27 Nov Paper 1 Development Economics 2.00 – 4.00 Lecture SG1 and SG2 From 10 Oct – 28 Nov 3 Sociology and politics of development Lecture 2.00 – 4.00 S1 From 11 Oct – 29 Nov 3.00 – 4.00 Paper 600 Food, Agriculture and Development Lecture 3-5pm S2 From 9 Oct – 27 Nov Development Studies Seminars 3.30 – 5.00 Required Seminars (All MPhils to attend) SGI From Nov Email will be sent of date and speaker. All students to attend 4.00 – 5.00 Paper 50 Economic Problems and Performance in Latin America 4:00 – 6:00 Room 234 From 11 Oct – 29 Nov 5.00 – 6.00 Paper 31 Trans-national Criminal Justice Lecture 5.00 – 7.00 S2 From 9 Oct – 27 Nov 30 Justice and development Lecture 5.00 – 7.00 S1 From 10 Oct – 28 Nov PLEASE NOTE THAT THE TEACHING WEEKS AT START ON THURSDAYS. Wk 1: Thurs 6 Oct; Wk 2: Thurs 13 Oct; Wk 3: Thurs 20 Oct; Wk 4: Thurs 27 Oct; Wk 5: Thurs 3 Nov; Week 6: Thurs 10 Nov; Wk 7: Thurs 17 Nov; Wk 8: Thurs 24 Nov
____ Informational Responses Prompt: ________________ Anchor Text: _________________________ JSD Informative/Explanatory Rubric Evaluation: Introduction Body Conclusion Conventions Introduce topic (W.4.2a) development (W.4.2b) Grouping Information (W.4.2a) Linking (W.4.2c) Domain Specific Vocabulary (W.4.2d) Related Conclusion (W.4.2e) Language Conventions (L.4.2)
120 credits from Level 4 (Certificate) up to and including Level 6 (Honours) or above = Advanced Certificate of Higher Education B.1.3.5.4 Other work-based awards 180 credits, including at 60 P credits, 100 at Level 4 (Certificate) or above, and no more than 20 at Level 3 (Access) = Employment Experience Certificate 240 credits, including at least 120 P credits, 100 at Level 4 (Certificate) or above, and no more than 20 at Level 3 (Access) = Employment Experience Diploma B.1.3.5.5 Integrated masters awards 480 credits, including at least 100 at Level 4 (Certificate) or above, 120 at Level 5 (Intermediate) or above, 120 at Level 6 (Honours) or above, and 120 at Level 7 (Masters) or above = Integrated Masters B.1.3.5.6 Postgraduate awards with embedded awards Award Credits required Postgraduate Certificate 60 credits with at least 40 at Level 7 (Masters) and no more than 20 at Level 6 (Honours) Postgraduate Diploma 120 credits of which at least 90 must be at Level 7 (Masters) and no more than 30 at Level 6 (Honours) Master’s degree 180 credits of which at least 150 must be at Level 7 (Masters) and no more than 30 at Level 6 (Honours) This information is summarised in the form of a table below which shows the minimum credits needed for the exit awards. Award 6 Level 7
Sean Ranson Company & Title – Altria Group Distribution Company District Sales Manager – Western, PA Accomplished Sales & Marketing leader with 10 years of high level CPG experience. As a District Manager, I am responsible for designing, implementing, and strategically executing business building sales & marketing plans across thousands of retail locations within Western Pa. Additionally, I am responsible for motivating, developing and training a large, multi-structured sales organization. I have held various sales, marketing and development roles within Altria, giving me the unique opportunity to work in North Carolina, Tennessee and our headquarter building in Richmond, VA. About Altria - Altria Group is a Fortune 200* company headquartered in Richmond, Virginia. For more than 180 years, Altria's companies have built some of the best-known brands in the world – Marlboro, Copenhagen, Skoal and Black & Mild – that today lead their respective categories. Watch this video to learn how we do business at Altria today. Career Opportunities –
DRAFT -- September 24 CTE Teacher Professional Development Session -- DRAFT Attend one session of your choice during each time frame 8:30-8:50 am Registration/Continental Breakfast Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 9:00-9:50 am FACS Division Session BMITE Opening Session STEM Division Session T&I Division Session Health Division Session 10:00-10:50 am FACS Division Session BMITE Division Session Integrating Academics into Your CTE Krumsiek & ______ Technology in the Valdois Health Division Session to use ctYou I (CareerTech’s Bell 11:00-11:50 am FACS Division Session Salary & Teaching Schedule-TBD Integrating CTSO’s into Your Krumsiek Technology in the Valdois Health Division Session Learn to use ctYou II (CareerTech’s Bell 12-1 pm Lunch 1-1:50 pm Using Bell Ringers to Actively Engage your Haydon Career Research on Arylnda Sexton Get your IPAD on…Innovative, Powerful Apps Pinkston Learn to use ctYou Bell Social Media Do's & Holmes Questioning Techniques that Keep your Students Engaged Lindly 2-2:50 pm Flipping your Classroom-TBD Career Research on ctYou- Arylnda Sexton Make it Happen with Pinkston Learn to use ctYou Bell Social Media Do's & Holmes Table Sessions-TBD
CNM DRC Student Information Form First Name: Last Name: MI: Date of Birth: Are you under the age of 18? Yes No CNM ID#: CNM Email: Contact Email: Phone (Cell) Number: Second Phone Number: Do you have a disability? Yes No Do you have disability-related documentation with you today? Yes No (such as an IEP, Medical documentation or Social Security award document) Are you eligible for the Bridge Scholarship Yes No Lottery Scholarship Yes No In your own words, describe your disability: Are you receiving services from any other adult service provider for individuals with disabilities? Check all that apply Adult Disability Service Providers Independent Living Commission for the Blind Social Security Beneficiary Developmental Disability Waiver Disability Veteran’s Administration Division of Vocational Rehabilitation Other Service Provider Did you graduate high school? Yes No Do you have a GED? Yes No If no, highest grade completed and year exited high school: Grade Year Were you in Special Education? Yes No Did you have a 504 Plan? Yes No If yes, what services did you receive? Have you attended or graduated from a college or university? Yes No Are you currently transferring from or co-enrolled in another college or university? Yes No Have you received accommodations from a previous college or university? Yes No If yes, what accommodations did you receive? Are you a veteran? Yes No Office Use Only Date completed by Academic Coach: ____/____/____ SGADISA Banner entry _____ Deaf student? Yes  No  Accommodate entry verified: _____ Student Database entry _____ STATUS TERM YEAR ACHIEVEMENT COACH New  Fall  2017  101: HOP  Reactivate  Spring  2018  102: LEI  Inactivate/ Archive  Summer  2019  103: OKE  Transfer Case  2020  104: SAN FROM _______  105: JIR TO _______
(Reviewed 06/25/13) UNOFFICIAL COPY: AGRICULTURAL AREA SECURITY LAW The following is an unofficial copy of the Agricultural Area Security Law (Act of June 30, 1981, P.L. 128, No. 43)(3 P.S. §§ 901-915). The document reflects all revisions to this statute, through Act 19 of 2013 (effective June 24, 2013). The document is "unofficial" because it has been retyped. Any discrepancies between this document and the official statute shall be resolved in favor of the official statute. This document has been prepared by the Pennsylvania Department of Agriculture, Bureau of Farmland Preservation. Act 19 of 2013 also abrogates the regulatory provisions at 7 Pa. Code § 138e.202(a), (b), (c) and (e). Section numbers refer to the corresponding section in Title 3 of Purdon's Statutes. For example: "Section 913" refers to 3 P.S. § 913. ************************************************************************ CHAPTER 14A AGRICULTURAL SECURITY AREA Section 901. Short Title. 902. Statement of legislative findings. 903. Definitions. 904. Agricultural Security Area Advisory Committee. 905. Agricultural security areas. 906. Public hearings. 907. Evaluation criteria 908. Decision on proposed area. 909. Review of area 910. Appeals 911. Limitation on regulations. 912. Policy of Commonwealth agencies Section 913. Limitation on certain governmental actions. 914. Repealed. 914.1 Purchase of agricultural conservation easements. 914.2 Agricultural conservation easement purchase fund.
AR Reading for 30 Minutes Book Title _______________________ _______________________ _______________________ 30 minutes reflexmath.com practice __________________ Write a letter to your teacher explaining a current event *Include at least 3 important details. Attach it to this page 30 minutes . keys did you practice? _____________________ AR Reading for 30 Minutes Book Title ______________________ ______________________ ______________________ Create a word search that include 5 or more of your 30 minutes practicing a 5th grade math topic on . Go to and write down 7 facts about “The Wonder of the Day”. Attach it to this sheet AR Reading for 30 Minutes Book Title _______________________ ______________________ ______________________ $100 class cash for 3 in a row $1000 class cash for a black out
Station 7: Excerpt from the closing paragraphs of an address made by a council of Cherokee people to the United States in July 1830. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 We are aware, that some persons suppose it will be for our advantage to remove beyond the Mississippi. We think otherwise. Our people universally think otherwise…. there is probably not an adult person in the Cherokee nation, who would think it best to remove… We are not willing to remove; and if we could be brought to this extremity, it would be not by argument, not because our judgment was satisfied, not because our condition will be improved; but only because we cannot endure to be deprived of our national and individual rights and subjected to a process of intolerable oppression. We wish to remain on the land of our fathers...we see nothing but ruin before us. The country west of the Arkansas territory is unknown to us. From what we can of it, we have no prepossessions in its favor. All the inviting parts of it, as we believe, are preoccupied by various Indian nations...They would regard us as intruders, and look upon us with an evil eye... All our neighbors, in case of our removal, though crowded into our near vicinity, would speak a language totally different from ours, and practice different customs…Were the country to which we are urged much better than it is represented to be and were it free from the objections which we have made to it, still it is not the land of our birth, nor of our affections. It contains neither the scenes of our childhood, nor the graves of our fathers.
If tests confirm whooping cough, please advise daycare or school. It is recommended to stay home until 5 days after beginning of antibiotics or 3 weeks after the beginning of the cough if not treated. Thank you for your cooperation, Name: ___________________________ Signature: _____________________________ (Print) Phone number: ______________________________
COR Refresher Training…………………………………………………………………….…….. 6 Revocation/Termination of Appointment ……………………………………………………..7 Processing Contractor Invoices ………………………………………………………..………20