zilongwang/ReadingBank huggingface dataset:
Course name Certificate IV in Business Administration Course code BSB40515 Release / Version no. Release 2 / Version 2 Delivery Mode Online weekly webinar Course start date 11 July 2016 Course end date 16 June 2016 Course Outcomes Course Outcomes: This course aims to provide you with administrative skills and a broad knowledge base in a wide variety of administrative roles. You will be able to apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. This course is suitable for you if you wish to be employed as an: Course Grading This course is an ungraded course. For each unit of competency you will receive a grade of Competent or Not Yet Competent. Your course result will be recorded as received the qualification. What you must do to successfully complete this course The course structure below shows what you must do to complete this course. The units/modules are arranged in groups and sometimes also in subgroups. You must complete each group as specified as well as following the course completion instructions. If a course contains optional groups there will be a statement at the top of the course indicating how many you must do. At the top of any group containing optional subgroups there will be a statement saying how many you must do. Packaging Total number of units = 10 This qualification has no core units 10 elective units, of which: 5 elective units must be selected from Group A 5 elective may be selected from the Group A or Group B, or any currently endorsed Training Package or accredited course at the same qualification level if not listed, 1 elective unit may be selected from either a Certificate III or Diploma qualification BSBITU307 Develop keyboarding speed and accuracy cannot be selected as an elective unit for this qualification. Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF alignment and contribute to a valid, industry-supported vocational outcome. The following have been selected for your study pattern.
CAG Empanelment – Urgent information regarding supporting documents to be sent for Empanelment of Chartered Accountant firms for the year 2011-2012 For empanelment of the firm for the year 2011-2012, you are required to send the following documents to this office immediately latest by 30th April 2011. 1. Signatures of the partners of the firms in statement I (as per format) 2. Statement of CA employees of the firm in statement II (as per format) 3. Copy of the Income Tax Return of the firm along with computation for the assessment year 2010-2011. 4. Copy of annual accounts of the firm for the financial year 2009-2010 (along with schedules indicating the distribution of income among the partners). 5. Copy of service tax return filed by the firm for the financial year 2009-2010. 6. Copy of CISA certificate of members who have qualified CISA. 7. Tax audit report of the firm for the accounting year ending 31st March 2010. 8. Self addressed acknowledgement letter(as per the format) The letter forwarding the documents should be addressed to: Director General (Commercial)-I, Office of the Comptroller & Auditor General of India, 10, Bahadur Shah Zafar Marg, New Delhi-110124. On top of the envelope containing the documents, “Application for empanelment of CA firms for the year 2011-2012” should be written in bold letters. The above documents should reach this office latest by 25th April 2011. The documents should be properly tagged and page numbered. This office will not be responsible for loss of any documents which are not properly tagged. The online application submitted by your firm will be considered as valid and final only on receipt of all the required documents by the due date.
Unit 3: Molecular Genetics Genetic Counsellors should have the knowledge, skills and abilities to: 3.1 Understand mechanisms that lead to mutations, the different types of mutations and genetic changes and how these contribute to human variability and disease. 3.2 Understand techniques used to define and describe genes. Examples include but are not limited to family studies, genome wide association studies and comparative genomic hybridization. 3.3 Understand clinical molecular testing techniques including indications for, limitations of and the types of mutation they identify. Examples include, but are not limited to sequencing, panels, whole exome sequencing, MLPA, and linkage analysis. 3.5 Understand the presentation, frequency, inheritance pattern, molecular defect, diagnostic techniques and management of molecular disorders. 3.6 Understand the classification and interpretation of molecular variants. Unit 4: Cytogenetics Genetic Counsellors should have the knowledge, skills and abilities to: 4.1 Understand cytogenetic techniques, including indications for, limitations of each technique and the type of chromosome abnormality they identify. 4.2 Understand mechanisms that lead to numerical and structural chromosome abnormalities. 4.4 Be familiar with recognized chromosome variants of no phenotypic consequence, such as 1qh+, and the implications for genetic counselling. 4.5 Understand the presentation, frequency, cytogenetic defect, diagnostic techniques, and management of cytogenetic disorders. Examples include but are not limited to aneuploidy, translocations, chromosome breakage syndromes and microdeletion/microduplication syndromes. 4.6 Be familiar with standard cytogenetic nomenclature. Unit 5: Biochemical Genetics Genetic Counsellors should have the knowledge, skills and abilities to: 5.1 Understand the components of a metabolic pathway and the different possible effects on a pathway when an enzyme is impaired or non-functional.
7 -9 Teams Contact Phone Email 1 Bats – Ooten Dennis Ooten 2 Bats – Harris A Chad Harris 3 GS Slammers MGS 4 Bat- Harris B Chad Harris 5 Bats- Spiert Mike Spiert 6 8U Softball A Rockford Peaches Amy Pawlowski B Radnor Lindsey Pflum C
leaders, are committed to designing and executing a comprehensive plan for broad and deep faculty and staff engagement in work to design and implement guided pathways for students. is commitment from the Academic Senate to support the Guided Pathways Project work. [See also signature requirements and College Participation Agreement below.] Check one: ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: At one faculty representative is on the project leadership team. Check one: ☐1 ☐2 ☐3 ☐4 x ☐5 Remarks: College faculty recognize that some changes in faculty roles and responsibilities will likely be part of the institutional change needed to support guided pathways for all students. Check one: ☐1 ☐2 ☐3 ☐4 x☐5 Remarks: College faculty are committed to reviewing revising, and aligning course and program student learning outcomes with (1) employer-vetted career/occupational competencies and (2) primary transfer institutions’ requirements to support the Guided Pathways work. one: ☐1 ☐2 ☐3 ☐4 ☐5 Remarks: READINESS FOR PATHWAY DESIGN & IMPLEMENTATION FRAMEWORK DATA COLLECTION, ANALYSIS AND USE (1) strongly disagree (2) disagree (3) neutral (4) agree (5) strongly agree Capacity and Commitment Assessment and Remarks one: ☐1 ☐2 ☐3 x ☐4 ☐5
Cadillac Area Hockey Association PO Box 1023 Cadillac MI 49601 CAHA Website: Email: 2016-2017 CAHA Board of Directors President – Jason Owens ● 231-846-0270 ● jasonowens@owens.net Vice President – Matt Reinertson ● 231-429-8697 ● matt_reinertson@yahoo.com Secretary/Registrar – Heather Schmittdiel ● 231-878-7300 ● schmittdiel@gmail.com Treasurer – Ryan “Duke” Schultz ● 231-590-3069 ● dukeschultz@hotmail.com Coaches Representative – Mark Tonello ● 231-429-8636 ● tonello1@charter.net Fundraiser – Karli Mckinley ● 231-920-4861 ● Karli_kay03@hotmail.com Scheduler – Sandy Foster ● 231-649-3638 ● skfoster13@yahoo.com Equipment – Chris Piskor ● Public Relations – Shayne Nelson ● 231-463-0210 ● 2016-2017 CAHA Board Meeting Schedule 2nd Tuesday of each month at 6:00pm April 12, 2016 May 10, 2016 June 14, 2016 July 12, 2016 August 9, 2016 September 13 2015 October 11, 2016 November 8, 2016 December 13, 2016 January 10, 2017 February 14, 2017 March 14, 2017
State Tournament- CAHA intends to fully support the entrance fee into the State Tournament for any team in the Association that earns their way into it. In some cases the Board may determine that the Association is unable to cover some or all of the cost and look for alternate sources of fundraising- for example, special events or individual or team assessments. However, this would require a strong financial case or extraordinary circumstance. Hosting home tournaments is a great way to showcase our Association and our community and a fundraising opportunity. The Board has decided to host several tournaments again this year. CAHA will also host our annual Hockey Night In Cadillac Tournament for Squirt, PeeWee, and Bantam levels. Parents are EXPECTED to participate in the organization, planning, and / or hosting of any/all tournaments determined by the Board. Tournaments are a lot of fun but require a significant time commitment and full participation from parents to be successful. Parents are expected to volunteer for specific roles, coordinated by the Coaches, Team Parent and the Tournament Coordinator. Money earned through these tournaments may offset a percentage of player fees as calculated by the Board. Wexford Arena – For the welfare of our Association and our home ice arena, it is important we support the rink. Please consider donating your time and resources by participating in scheduled events at our facility.
Bites Toasted Fruit Teacake with Butter £1.50 Toast Two slices of Toast, white or brown, with Butter £1.25 Scrambled Eggs Served on white or brown toast Add Two slices of Bacon for just £1 £3.50 Bacon or Cumberland Sausage Bun £3.95 Cumbrian Rarebit: A mixture of Cheese and Eggs with a slice of Ham on Toast £3.65 Fresh Made Soup of the Day Served with a Roll and Butter £3.75 Soup and Sandwich Combo (Sandwich filling choice of Ham, Cheese, Tuna or Egg) £5.75 Bowl of Home Made Chips Rustic hand cut chips cooked two ways £2.25 Drinks and Beverages Please see our Board or Fridge for the selection available Cakes and Scones Please see our Display for Today’s Selection
For the Children Choose from: Chicken Nuggets & Fries, Fish Fingers & Fries or Sausage & Fries £3.50 Children’s Sandwich One slice of White or Brown Bread with either Cheese, Ham, Tuna or Egg £1.50 Allergen Aware? Before you order your food and drinks please speak to a member of staff if you want to know about specific allergens
1 2 3 4 Answer: Would a person who consumed this every hour overdose? When? I wrote an answer, but without any justification OR Answer doesn’t make sense. I wrote a mathematically correct answer, but I didn’t justify it. OR My answer is wrong because of small mathematical errors. I wrote a mathematically correct answer, and I justified my answer with a mathematical process 3 + I justified my work using two methods! Representations: I only used one accurate representation in my explanation. (tables, graphs, equations). I used two accurate representations in my explanation. (tables, graphs, equations). I used at least three accurate representations in my explanation (tables, graphs, equations). 3 + Identify the points on the graph that correspond to shaky hands and temporary insomnia. Professionalism: Someone not in Advanced Algebra should be able to interpret your results My justification is incomplete, work is scattered and doesn’t flow sequentially. Writing is clear and organized but parts aren’t labeled. If equations are used their elements aren’t explained. Graph is labeled and made accurately using graph paper Table is labeled and At least 3 sample calculations are included show how the table was created 3 + Equations that are used are annotated providing evidence that students understand the meaning of the parts. Teacher Notes: Caffeineinformer.com is now unblocked. Once students pick a caffeine source, they can use a shifted geometric sequence to create a table of values. amount of caffeine in one serving of XXX To find the explicit equation that models the data: Create a system of exponential equations to find A and C by substituting (0, f(0)) and (1, f(1)) into the equation Enter table of data into Desmos and do an exponential regression (Note: Calculator can not be used for this regression because the asymptote is not y = 0)
Mr Roberto CERON Direccion General del Observatorio Ambiental (DGOA), Ministerio de Medio Ambiente y Recursos Naturales Km. 5 1/2 Calle a Santa Tecla Av. Las Mercedes Instalaciones MARN atras parque de Pelota San Salvador El Salvador 2132 9625 E-mail: GUATEMALA Ms Monica CUETO LOPEZ Departamento de Investigación y Servicios Hídricos INSIVUMEH Guatemala 2310 5041 E-mail: Ms Eva GRAMAJO PORRAS Meteorología INSIVUMEH Guatemala +502 2310 5069 E-mail: HONDURAS Mr Martin QUAN CODINA Director CENAOS, COPECO Honduras 2229-0606 – 3397 7095 E-mail: NICARAGUA Mr Marcio BACA SALAZAR Director General de Meteorología INETER Frente a Hospital Solidaridad Apartado 2110 Managua Nicaragua +505 22492755 Mobile: +505 8288 4825; +505 8701 7643 E-mail: marcio.baca@met.ineter.gob.ni Mr Isaias MONTOYA BLANCO Dirección General de Recursos Hídricos Instituto Nicaragüense de Estudios Territoriales (INETER) Frente Hospital Solidaridad Apartado Postal 2110 Managua Nicaragua 2249 2756 Mobile: +505 8663 1851; +505 8701 7646 Email: , , PANAMA Mr Roberto MARTINEZ TEJADA Dirección de Hidrometeorología ETESA Panamá 501 3837 – 6678 9284 E-mail: Mrs Ricardina DIAZ ZANARDO Dirección de Hidrometeorología ETESA Panamá 501 8938 – 6234 2887 E-mail: ricardinadiaz@gmail.com
WMO Mr Oscar ARANGO WMO Representative for North and Central America and the Caribbean Apartado postal 7-3350-1000 San José Rica +506 22582370 Fax: +506 22568240 E-mail: Mr Claudio CAPONI Chief, Capacity Building in Hydrology and Water Resources Division Meteorological Organization 7bis, avenue de Paix, Case Postale No. 2300 1211 GENEVA 2 Switzerland (0)22 730 84 07 Fax: +41 (0) 22 730 80 43 E-mail: Mr Federico GOMEZ National Officer, WMO Office for North and Central America and the Caribbean Apartado postal 7-3350-1000 San José Rica 22582370 Fax: +506 22568240 E-mail: Mr Paul PILON Chief, Hydrological Forecasting and Water Resources Division Meteorological Organization 7bis, avenue de Paix, Case Postale No. 2300, 1211 GENEVA 2 Switzerland +41 (0) 22 730 83 58 Fax: +41 (0) 22 730 80 43 E-mail: USAID Mr Fernando CALDERÓN Disaster Risk Management Specialist / Especialista en Gestión de Riesgo de Desastres International Resources Group (IRG) of RTI Regional Disaster Assistance Program / Programa Regional de Asistencia para Desastres Office of U.S. Foreign Disaster Assistance (USAID /OFDA). Latin America and the Caribbean San José, Rica Phone: +506-2290-4133 ext. 125 / Directo +506-2519-2445 Cel: +506-8315-8315 Costa Rica Fax: +506-2231-6805 E-mail: HRC Dr Konstantine GEORGAKAKOS Hydrological Research Centre (HRC) Director West Bernardo Court, Suite 375 SAN DIEGO, CA 92127 USA 858 798 9440 E-mail:
Site Visit Agenda-Day 2 Address: Date: Day 2 Agenda Duration Meeting Title Description Attendees 8:30-10:15 Bldg, Rm # Review Panel Team Meeting Final program review conference ================================= Note: Time subject to change based on program review; as determined by Review Panel Review Panel (Program Director & faculty available upon request) 10:15-10:30 Break 10:30-11:00 Bldg, Rm # Meeting with Program Director Discuss the site visit team’s preliminary assessment results with the Program Director with respect to the Standards ================================= Note: Time subject to change based on program review; as determined by Review Panel (Name(s)/Title(s)) 11:00-11:30 Bldg, Rm # Closing Meeting Review panel findings/results meeting with the appropriate Dean, Program Director and other administrators (budget and advising) who are responsible for the HIM or Health Informatics program. ================================= Note: Time subject to change based on program review; as determined by Review Panel Complete Attendee Table Below ADJOURN Revision: 08.14.17 Meeting Attendee Table (Add or remove rows as needed) Introductory & Closing Meeting Attendee Name, Credentials Job Title
So, You’re Losing Your Civilization? Bad News, Cahokia: your civilization is It’s the year 1400, and you are now refugees searching for another place to live. Fortunately, other regions seem to be doing okay. So, you’ve got to decide – where should you take the remnants of your people? You and your the chiefs of Cahokia, must make the decision. You have one of the following five regions from which to choose: 1. Eastern Woodlands 2. The Great Lakes 3. The Great Plains and Rockies 4. The Arid Southwest 5. The Pacific Coast As you know from your summer reading, each of regions has a unique combination of characteristics. Based on what you read this summer and last night, you must make your sales pitch. Follow the instructions below: You must explain your choice of destination, giving two specific reasons that the new area makes sense for Cahokia to relocate. You must choose two regions and give one argument per region for why those are not good settlement locations. Use specific information from the summer reading and the article last night. Vague doesn’t get it done in AP classes. You need to show us that you read/understand the material. In making these arguments, you should follow the public speaking guidelines. You may not go over minutes. You must produce a script that you will turn in. Category Advanced Proficient Basic Below basic 5 4 2-3 0-1 Argumentation (x2) Clearly expressed and organized argument. Somewhat expressed and organized argument. Little argument, mostly just facts. Virtually no argumentation, little organization. Specific evidence from readings (x2) Clearly referenced material from summer and Cahokia reading. Referenced material from summer and Cahokia reading. Few references to summer and Cahokia. Rote or superficial references/did you read this stuff? Presentation Adheres to the public speaking guidelines. Only a few violations of the public speaking guidelines. Several violations of the public speaking guidelines. You’re just messing with us, right?
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? 1.3 Beginning Growing Innovation Design Principle: Ready for College and Career Action Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved What task will be done? How will progress monitor? How will you measure outcomes? Who will do it? By when? What do you need to complete this step? (People, tools, resources, etc.) What could get in the way of task completion? How will you overcome them? Task: Professional Development and PLCs with teachers -Horizontal faculty meetings once a Monitor: Lesson Plans and observations Measurement Outcomes: MSTAR Principal, Instructional Coach, and Leadership Team Ongoing Faculty & staff, curriculum binders, laptops, and teaching resources Teacher absences. Make up sessions for teachers. Task: Teachers implement curriculum throughout classes Monitor: Lesson and observations Measurement Outcomes: MSTAR Teachers, Instructional and Administrators Ongoing Faculty & staff, curriculum binders, laptops, and teaching resources Teachers and student absences. Make up sessions for both teachers and students.
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Steps, Growing Innovation, or New Paradigms? 2.5 Beginning Growing Innovation Design Principle: Require Powerful Teaching and Learning Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved What task will be done? How will progress monitor? How will you measure outcomes? Who will do it? By when? What do you need to complete this step? (People, tools, resources, etc.) What could get in the way of task completion? How will you overcome them? Task: Monthly technology trainings for teachers Monitor: lesson plans and observations Measurement Outcomes: MSTAR Technology Integrationist Ongoing Curriculum binders, laptops, teaching resources Teacher absences. Make up sessions scheduled. Task: Teachers develop webpages for classroom instructional use. Monitor: Lesson Plans and observations Measurement Outcomes: MSTAR and Website development Teachers and Technology Integrationist 1/31/2016 Curriculum binders, laptops, teaching resources, and website and internet access Availability to school website and internet. Work closely with Community College technology staff for assistance.
Name________________________________________ Date______________________ Period________ CAHSEE Homework Organizer #2 of 4 Reading Comprehension Differentiation Due: Tuesday, 14 February 2012 All homework must be completed in its entirety. Incomplete or incorrect homework will not receive any points! Random homework checks will be completed at the teacher’s discretion and students will be expected to have all assigned work complete and ready to be stamped at any time. Assignment Number Assignment Description Due Date Value Points Earned 1 “Seining for Minnows” Practice Test Questions All questions answered according to directions. Wednesday, 2/1 25 2 Elements of Poetry All questions answered according to directions. Thursday, 2/2 25 3 “On Becoming a Falconer” Practice Test Questions All questions answered according to directions. Friday, 2/3 25 4 Fact vs. Opinion & Making Generalizations All questions answered according to the directions. Monday, 2/6 25 5 Author’s Purpose All questions answered according to the directions. Wednesday, 2/8 25 6 Reference Resources All questions answered according to the directions. Friday, 2/10 25 7 “Pro and Con on Vitamin Supplements” Practice Test Questions All questions answered according to directions. Tuesday, 2/14 25 8 Answer Key and Self-Reflection All questions answered according to the directions. Attach to the end of this packet. Tuesday, 2/14 10 9 Grammar Packet Attach your completed grammar packet to this homework organizer. Because we complete this as a class, you must have all portions of the review complete or you will receive a zero. In the event you are absent, you will need to get the notes from your tablemate so that you may complete the independent activities. Tuesday, 2/14 40 Total Points Earned (of 225)
__________________________________________________ __________________________________________________ Walking and to jog and to cycle are activities many people can enjoy. To walk and jogging and To walk, to jog and cycling Walking, jogging, and cycling Leave as is. In your own words, explain how you knew this was the correct answer. (Hint: This has to do with punctuation and parallel structure, which means every verb in a list must be in the same tense.) __________________________________________________ __________________________________________________ The baker’s day began at 4:00 a.m., even though most of his customers did not visit his shop until 6:30 a.m. 4:00 a.m.; even though 4:00 a.m. Even though 4:00 a.m. even though Leave as is. Which punctuation rule did you use to answer this question? (Use your grammar packets to help you!) __________________________________________________ __________________________________________________
Server time out message each time an e-mail is sent to a group; need to be able to know if the e-mail has actually gone. Can they be visible somewhere? E-mail accounts: Is it possible for site admins to create accounts? Currently, each time we need to create a new account we have to make a request to Joel and Daniel
09.00 – 10.00 The Coroner’s Court Dr Michael McDermott, 10.00 – 11.00 Medical Error Dr Barry Lyons 11.00 – 11.30 Coffee 11.30 - 13.00 Medical Council Dr Barry Lyons 13.00 - 14.00 14.00 - 15.00 Consent Dr Aine Cafferkey 15.00 - 16.00 Medical Negligence Dr Barry Lyons Tuesday 3rd October 2017 College of Anaesthetists of Ireland, 22 Merrion Square Day 3
Rogers, P.J. (1979) The New History: Theory into Practice. London: The Historical Association. Royal Society for the Arts (RSA) (n.d.) Opening Minds? [Online.] Retrieved from: http://www.rsaopeningminds.org.uk/ Royal Society for the Arts (RSA) (2005) How Special Are Subjects? Are They the Best Way to Structure a Curriculum or Can We Do Better? London: Royal Society for the Arts. Sexton, F. (2012). Practitioner challenges working with informal learning pedagogies. British Journal of Music Education, 29(01), 7-11. Shemilt, D. (1980). History 13-16 Evaluation Study. Edinburgh: Holmes McDougall. Shemilt, D. (1983). ‘The Devil's Locomotive’, History and Theory, 22 (4), Beiheft 22, The Philosophy of History Teaching, pp. 1-18. Shuter, P. and Child, J. (1987). Skills in History, Book 1, Changes. London: Heinemann Education. Söderman, J., & Folkestad, G. (2004). How hip-hop musicians learn: Strategies in informal creative music making. Music education research, 6(3), 313-326. Van Drie, J. and Van Boxtell, C. (2008) ‘Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past’, Educational Psychology Review, 20 (2), 87-110 Williams, W.C. (1995) Patterson (revised edn), New York: New Directions. Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the future of teaching the past. Philadelphia: Temple University Press.. Wineburg, S. (2007). ‘Unnatural and essential: the nature of historical thinking’, in Teaching History, 129, pp.6-11. Wright, R. (2008). Thinking globally, acting locally: Informal learning and social justice in music education. Paper presented at International Society of Music Education, World Conference, 20-25 July 2008, in Bologna, Italy.
CALAVERAS COUNTY LIBRARY Tier 1 CAMARENA MEMORIAL PUBLIC LIBRARY Tier 2 Camarillo Public Library Tier 2 CARLSBAD CITY LIBRARY Tier 2 CERRITOS PUBLIC LIBRARY Tier 2 CHULA VISTA PUBLIC LIBRARY Tier 3 CITY OF COMMERCE PUBLIC LIBRARY Tier 1 COALINGA-HURON UNIFIED SCHOOL DISTRICT LIBRARY Tier 1 COLTON PUBLIC LIBRARY Tier 2 COLUSA COUNTY FREE LIBRARY Tier 1 CONTRA COSTA COUNTY LIBRARY Tier 3 CORONA PUBLIC LIBRARY Tier 3 CORONADO PUBLIC LIBRARY Tier 1 COUNTY OF LOS ANGELES PUBLIC LIBRARY Tier 3 COVINA PUBLIC LIBRARY Tier 2 DALY CITY PUBLIC LIBRARY Tier 2 DEL NORTE COUNTY LIBRARY DISTRICT Tier 1 DIXON PUBLIC LIBRARY DISTRICT Tier 1 DOWNEY CITY LIBRARY Tier 2 EL CENTRO PUBLIC LIBRARY Tier 2 EL DORADO COUNTY LIBRARY Tier 2 EL SEGUNDO PUBLIC LIBRARY Tier 1 ESCONDIDO PUBLIC LIBRARY Tier 2 FOLSOM PUBLIC LIBRARY Tier 2 FRESNO COUNTY PUBLIC LIBRARY Tier 3 FULLERTON PUBLIC LIBRARY Tier 2 GLENDALE PUBLIC LIBRARY Tier 3 GLENDORA LIBRARY & CULTURAL CENTER Tier 2 HARRISON MEMORIAL LIBRARY Tier 1 HAYWARD PUBLIC LIBRARY Tier 2
described as "reminiscent of McCarthyism." "Get to know us. Be welcoming of us regardless of our faiths, gender, class or anything else," Hussain said. "His intolerance of Texas Muslims is putting this segment of our state into a more vulnerable position. His treatment of Muslims is giving fuel to the fire of Islamophobia that is running rampant in our state." CAIR-Texas: Islamophobic Lawmaker Hosts Summit on 'Radical Islamic Terrorism' Frank Gaffney The group, Faith Leaders for America, was apparently started by Gaffney's organization, the Center for Security Policy (CSP), a fact the coalition never acknowledges on its website or press releases. Tenn. Muslim B-Ball Partial List of Media Coverage of CAIR's Response to President Trump's 'Muslim Ban' Plan CAIR: CAIR-Missouri CAIR, CAIR-GA: CAIR: CAIR-NY: (NY The Council on American-Islamic Relations, the country's largest Muslim civil liberties organization, sponsored the protest on Wednesday. "Muslim-Americans have been attacked over and over again," said Afaf Nasher, executive director of CAIR New York. "But we are resilient and strong, and we will come back with more protests, until we have our civil rights. Because this is what America is supposed to be." Video: Video: Video: Video: Video: Video: Video: CAIR-FL: CAIR: CAIR-Philadelphia: Video: CAIR: CAIR-San Antonio: CAIR-MI: CAIR-Chicago: Video: CAIR-Cincinnati:
Event Program BCNA Information Forum, Cairns Breast cancer treatment, care and looking after yourself Date: Wednesday 26 April 2017 Venue: Hall C, Cairns Convention Centre Information Forum Program: 9.15 – 10.00 am Registration and arrival morning tea (45 mins) 10.00 - 10.20 am Welcome (20 mins) Danielle Spence, BCNA Head of Quality Practice 10.20 – 11.10 am Breast Cancer treatment and care (50 mins) Dr Ben Forster, Medical Oncologist 11.10 – 11.30 am Q&A with Dr Ben Forster (20 mins) 11.30 – 11.40 am Stretch – Annie’s video (10 mins) 11.40 – 12.10 pm Menopause/Sexuality/Survivorship (30 mins) Jane Fletcher, Health Psychologist 12.10 – 12.20 pm Q&A with Jane Fletcher (10 mins) 12.20 – 12 25 pm Housekeeping (5 mins) 12.25 – 1.10 pm Lunch and local services information displays (45 mins) 1.10 - 1.15 pm Welcome back after lunch, Danielle Spence, BCNA (5 mins) 1.15 – 1.55 pm Emotional Impact of breast cancer (40 mins) Jane Fletcher, Health Psychologist 1.55 – 2.10 pm Q&A with Jane Fletcher (15 mins) 2.10 – 2.20pm Breast Care Nurse – Sandra Gregg, McGrath Breast Care Nurse, (10 mins) Cairns Hospital 2.20pm – 3.00pm State of the Nation, Kirsten Pilatti, BCNA (40 mins) 3.00pm – 3.20pm Raelene Boyle, BCNA Ambassador and Olympian (20mins) 3.20 – 3.25pm Wrap up and Close, Danielle Spence BCNA (5 mins)
existing connection, between the two north – south streets. PO27 Development located adjacent to the waterfront provides for a continuous public boardwalk and public open space. AO27.1 No acceptable outcomes are provided. Parking and access PO28 Vehicle access points do not visually dominate the streetscape. Vehicular accesses are consolidated through shared access points, or laneway accesses are utilised. Note – to the Centre design code. AO28.1 No acceptable outcomes are provided. PO29 Vehicle access points do not compromise pedestrian safety and amenity and ensure that safe and serviceable access is provided to developments. AO29.1 Vehicle access is provided at the same level as the footpath for minimum of 15 metres from the sites street frontage into the development / site. PO30 Development is designed to ensure that off-street parking is not a visible feature from streets and public spaces. AO30.1 Off-street car parking is located within a building or behind a building and is screened from view from the street or public places by the form, including the provisions of active frontages. PO31 Development is designed such that the safety and efficiency of the pedestrian and road network are not adversely impacted upon. AO31.1 No acceptable outcomes are provided. PO32 Development fronting a limited access street, as identified on the Cairns city centre local plan maps contained in Schedule 2, does not provide additional physical vehicle access points to a limited access street. AO32.1 No acceptable outcomes are provided.
CAIRNS HOCKEY COMMITTEE MEMBERS UPDATED JANUARY 2016 FINANCE COMMITTEE FACILITY MANAGEMENT TEAM Casey Sackley- CHA Board Member Julie McNeil – CHA Operations Manager Jenny Hardy – CHA Member Mark Fry – CHA Life Member McNeil – CHA Operations Manager Greg Gilboy – CHA Member Nick – CHA Life Member COMPETITIONS COMMITTEE David McNeil -CHA RCD JUNIOR COMPETITION COMMITTEE Dr Robert Pozzi – CHA Board Member Wes Ferns – CHA Regional Program Coordinator Cathy Nixon – Stingers Rep Stingers – Sharni Dowling and Tracy Mann Adam Catalano – Saints Rep Brothers – Keighran and Kathy King Patrice Butler – Souths Rep Saints – Michelle Anniston Brodin – Brothers Rep Souths – Paul Dennis and Karen Fry 2017 MARQUEE EVENT COMMITTEE Julie McNeil – CHA Operations Manager Fowler – Cairns Hockey Todd Parker – Tourism Destination Cairns – Travel Nick Hardy – Local Government Liaison Mark Fry – Facility
Expense Summary by Object/Sub-object Code – Same as ‘Standard Reports & Graphs’, with additional options of multiple month ends and multiple account numbers. July 1994 (FY1995) through previous day close of business Fund Agency Organization Object Sub-object code Revenue Summary by Revenue Code – Same as ‘Standard Reports & Graphs’ with additional options of multiple month ends and multiple account numbers. July 1994 (FY1995) through previous days close of business Fund Agency Organization Revenue Source Code Revenue Summary by Revenue/Sub-revenue Code – Same as ‘Standard Reports & Graphs’ with additional options of multiple month ends and multiple account numbers. July 1994 (FY1995) through previous days close of business Fund Agency Organization Revenue Source Code Sub-Revenue Source Code Employee Trip Facts – Travel data from fiscal 1993 through yesterdays close of business. Run queries by employee name, trip destination, and purpose, departure and/or return date as well as account number. Fund/Agency/Org – Account Number Object/Sub-Object Code – Expense code Transaction Code – TE – Travel Advance TP – Travel Payment PV – Payment Voucher Transaction Number – Preprinted Number referenced in the upper right corner of the Request for Travel, Claim for Employee Travel Expense (Travel Claim), and Request for Payment Fiscal Year – Four digit code for fiscal year (I.E. 2003 = FY 2003) Employee Number – Employee’s social security number preceded with an ‘E’ or ‘S’ Employee Name – Last name, First name, can be partial Line Number – Line number on document Trip Start/End Date – Departure/Return Date Destination Code – See Appendix pages 3 through 12. Code assigned to the travel destination (up to 4 allowed). Purpose Code – See Appendix pages 1 & 2; code assigned to identify reason for the trip.
SMUS 99 , 07 SAC 10 17 schools West Island 07 only OUT SHS 03, SJK 05 Ashbury 12 UCC 02,10 TCS 07 HC WPGA 04, 09 WPGA Startford Hall- new 07 UCC 07 21 schools 23 schools Lakefield – new SJ-V in 07 only 09 Southridge 07 Shawnigan Lake 28 schools APPENDIX III CAIS Future Tournament Hosts As of June 2013 Executive Meeting Fall term U13 boys soccer Senior Boys Soccer U15 Girls Soccer Senior Girls Soccer Winter / Spring 13 Boys B-Ball Sr. Boys & Girls Rugby Fall 2005 St. J-K & Appleby UCC BVG & HTS SCS / BH / BSS / TFS winter 2006 spring Stirling Hall & York School Ridley Fall 2006 LCC & Selwyn Armbrae & HGS Bishops College School winter 2007 Spring Southridge King’s-Edgehill Fall 2007 St. Geo’s & Cllngwod St. Andrew’s St. Mildred’s Montreal Schools winter 2008 Spring Ashbury Upper Canada Fall 2008 SHS & Crescent TCS & Lakefield SJR Rothesay Nthrwood winter 2009 Spring St.Andrews & Country Day Fall 2009 SAC & CDS Selwyn Bishop Strachan School Stanstead College winter 2010 Spring Hillfield BCS Edgehill
Fall 2010 AA/HGS HTS Montreal Schools CDS winter 2011 Spring HTS Ridley Fall 2011 Ridley College Stanstead College CDS & Pickering KES winter 2012 Spring SJR Crescent Fall 2012 West Point Grey Ridley SMUS & Glenlyon BSS winter 2013 Spring Crescent School Shawnigan Lake Fall 2013 RSGC & UCC Armbrae Academy Holy Trinity Montreal Schools winter 2014 spring Southridge Bishops Fall 2014 Quebec school/ Ashbury Saltus Grammar St. Mildred's winter 2015 spring UCC Ashbury 2015 Glenlyon & SMUS Trinity Holy Trinity Winter 2016 Collingwood 2016 SJR or 2017 LCC 2017 2018 2019 Italics indicate unconfirmed hosts APPENDIX IV CAIS Tournament Coaches’ Meeting (Event, Place, Date, Time) AGENDA 1. Call to and introduction of Tournament Committee / Head Table (Convenor) 2. Coaches’ introduction, circulation of attendance form and updates to contact (All) 3. Welcome (Head or Delegate) 4. Taking of minutes (Appointee of Convenor) 5. Reading and approval of the minutes of the previous meeting (Convenor)
Standard Reports Fiscal Year Accounts: 1101 – 1199, 1200 – 1207 & 1210 – 1299, 1300 – 1319, 1401 – 1408,1501 – 1503, 1505 & 1506, 1700 – 1799, 1800 – 1899, 1900 – 1999, 4101 – 4199, 4200 – 4299, 4300 – 4319, 4800 – 4899 Multi Year Accounts: 1208 & 1209, 1320 – 1371, 1505 & 1506, 4320 – 4371 Choose fiscal month – may select only one month at a time If generating a combination of both types of accounts, you will need to generate each type separately. If multi-year, default is active accounts only. If you also need reports on closed accounts, select ‘closed accounts’ (multi- year function only). Type up to 3 accounts separated by a comma. If you type in this text box it, will override any choices made in the fund and agency sections. Choose Fund, Agency, Organization separately – depending on your individual security, this portion will appear in a different format than the example above. Click on ‘Get Report’ either at the top or bottom of the page. Organizational Summary by Object/Revenue Source Organization Summary Report by Sub-Object/Sub-Revenue Source – Please remember the university budgets revenue and expenditures at the object code level and actual receipts/expenditures are coded at the sub-object code level. Balance and Activity Report – The most widely used report. Review these reports on a monthly basis to ensure all expenditures are coded correctly and posted to the correct account. The lower portion of the report shows all the detailed transactions that occurred on your account for the specified month.
For SOAR staff (room leader, Cindy, Lila) References Center for Education in Small Urban Communities (2010). Student Opportunities for Resources. Retrieved Cross, A.B., Gottfredson, D.C., Wilson, D.M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology. DOI 10.1007/s10464-010-9295-z Diversi, M. & Mecham, C. (2005). Latino(a) students and Caucasian mentors in a program: Towards empowering adult-youth relationships. Journal of Community Psychology, 33(1): 31-40. D. & Langhout, R.D. (2010). Elucidating the power in empowerment and the participation in participatory action research: A story about research team and elementary school change. American Journal of Community Psychology. DOI
“Ohhh God” Tom Said “Here let me help with that” Caj Said She grabbed it stroking it “You see you think your cock decided how many times it cum. But I do. I own every part of it…can make it do think your didn’t think were possible” She said rubbing his cock head on her thick ass “Ohhh fuck Caj…didn’t think I had this much cum” “Ohhh the cum I can make you spew is ENDLESS” Caj laughed Tom knew this was true now. He knew it more then he knew everything. “Come baby you going to spew for me…spew all that nasty jizz….Jane don’t stop lick...lick around my asshole your whore…lick every part…kiss that brown eye” “Ahhh Fuck mistress” He cried out “Ahhhhh YESSS” Caj said. The licking causing a multiple climax. His cum spewed more than before hitting Caj back and sliding down into Jane’s mouth. She pushed Jane head against the wall a smothered her with her ass. She grabbed Tom, grabbing his ass and sticks a finger in. His cock got hard right away. She kissed him long and passionately. She put his cock against her belly and rubbed it against it. “Cant breath” Jane Said Jane arms went limp as Tom started to cum against her belly. Tom arms went limp passing out. Jane was knocked out. She pushed Jane on the floor and let Tom fall on her back. She smiled and set up the camera to a time. She put her foot on top of both of them and cupped her breast and licked her lips as the camera flashed pictures. “You two really can’t handle me can you” Caj said to herself Caj was sweat and she poured herself a drink and sipped some fine wine. She got a bit drunk finish off the bottle. “Ahhh DON’T they look cute” Caj mocked “Well you had a 5 minute Tom…time to play” She slapped him Later
She got off and started squeezing both her tits this time. She was pulling on her tits like you would pull on some cow udder. Jane cried at the humiliation to terrified to fight back “MOO for cow..MOO” “”mmmmmmmmooo” Jane cried”moooo Caj laughed pulling on her tits and winking at Tom who was Jerking his cock. She whispered in her ear. “Look at that fat cock...the cock you no longer have. The cock that was ounce yours. The cock I have deep into my pussy every day. You still can smell it own me can you” Caj said blowing in her face “Damm you” Jane cried “Ahhhh I hurts it feeling...Still no milk MAYBE I have to pull harder” Caj said squeezing her tits harder “Ooohhh fuck” you be a dear and get me the table” She stomped on Jane bruises tit, twisting her foot. Jane screamed in pain as she continued to stomp. “I don’t know what all the fuss is about...it only one tit whore. I haven’t even really started let” Caj Said “(Stomp stomp) where going (stomp stomp) be here for a while (stomp stomp)” “Arrrrr God it hurts so badly…I can’t take it” “Good” Caj Sad I love seeing you in pain” Caj back off and took a running start. She ran and kicked her hard in the tit making it jiggle. Tom came with the table “Put it over” She dragged Jane by the hair and too the table “Be a dear and Hold the back of Jane, grab her arms” Caj said Tom did as told holding his wife roughly
“Look at them” She said slapping her face hard drawing from Jane face “Look how BIG my tits is...Look at the tits getting your man hard for now on…Who the worthless cow” “I am” Jane cried, making her tears wash down her tits “Come here Tom” Caj Said Tom went from behind “Put it in my ass” She watches tom squeezed her tits “Look how hard he getting just from touching my tits slave” Caj Said spitting on Jane’s face. “Ohhhh fuck” Tom Said “Who is this” “Your Jane” “Who the ass Queen of this House” “Your are Jane” “Dance around for us…Parade around” Caj Said She did a pose, whipping, putting her arms on the back of her head showing off her swollen tit. “hahahahah what a loser” Caj Said She was watching Caj get fucked by her husband, the sweat dripping off her body as he was thrusting in and and out. “Fuck Yessss mmmmm..Getting even bigger” She Said “Fuck Caj Your ass is amazing” “Goddess Caj” Her tits were bouncing up and down as she fucked her. She squeezed her tits together mushing them “Mmmmm fuck touch my nipples lover” She Said
ABC 1234 (Program Title) Curriculum Alignment Framework Curriculum Alignment Framework Visual Icon Guide for Teaching and Formative Assessment. Online Learning Opportunity Discussion Lecture Video Reading Lab Experiential Learning/ Field work Guest Speaker Learning Visuals (graphics, animations) Curriculum Alignment Framework Visual Icon Guide for Major Assessments Research Report, paper, or presentation Lab Presentation Exam Curriculum Alignment Framework Visual Icon Guide for 21st Century Skills Collaboration and Leadership Innovative Problem Solving Skills Lifelong Learning and Self Management Information/ Digital Literacy Course Description A theoretical, laboratory, and field techniques approach to the study of soil physics for land resource management, soil remediation, agriculture, and forestry. Topics include soil physical properties that determine retention and movement of liquids in soils, soil temperature, soil aeration, soil strength, soil compaction and consolidation. Not available for supplemental…
integration of acquired knowledge and skills that may be used by the learner now and in the future. The outcome statements are short, well-constructed, clear, and sentences. outcomes (usually no more than 4-5). * Should start with an action word and fit within the scope of the outcome. Check to see that these fit within the scope of the outcome statement Examples: problems, results, conclusions, relationships, proposals Have students been given adequate learning opportunities to help them to prepare and succeed in the key assessment and show evidence that they have met the learning outcome? Skills: the action statements that describe abilities that are essential to demonstrate the intended outcomes (usually no more than 4 or 5). to see that these fit within the scope of the outcome statement Examples: tasks, demonstrations, performances, experiments, processes, (example) Instructor led demonstration of __________ process (in class/lab). Students are also provided with an infographic online (created by EET media specialist) that illustrates the process so that they can also review at their own pace and frequency for skill development. They are allowed to bring this into lab to guide them through the process (see next activity). (example) Students experiment with __________ to demonstrate their ability to _______. Use peer feedback and self reflection. (example) Students submit short report describing experiment results – includes a description of the process and results, peer feedback and personal reflection of feedback. (Students are given criteria on providing feedback and responding to it. This is incorporated in their assignment grade and reflects the key program outcome ____________ and 21st century skill ___________.
Note: The delete action is only available to DCMA & Service HQ Monitors; correct is available to MC/Service HQ and DCMA District Monitors. From My Work Go to My Work. Click on Audit Number to access View Audit Follow-Up screen. Click on View Activity menu option to view activity for a specific audit. The My Work version of the View Audit Follow-Up screen provides links for print, correct, update milestones, update remarks, update target date and edit. Note: The delete action is only available to DCMA & Service HQ Monitors; correct is available to MC/Service HQ and DCMA District Monitors. Printing the Audit Record To print the audit record details, click on the print link from the View Audit Follow-Up screen. The print dialog box for your default printer will be displayed. Click on Print button to start the printing. To print pages other than View Audit Follow-Up, click on the print button from your browser (such as Internet Explorer or Netscape) toolbar:
ACOs 23, 54 Action 20 Activity 21, 23, 27, 49, 54, 56, 57, 58, 63 Activity Logging 49, 54, 56, 57, 58 Activity Overview 54, 56 Actual Date 38, 39, 40, 41, 42, 43, 44, 50, 54, 55, 65 Add Audit 10, 11, 31, 36 Add Milestones 10, 11 Add New Audit 35 Agency 0, 5, 10, 11, 51, 63 Air 25 Archived Pipeline Position 45 Army 23, 24 Army CAFU workgroup 23 Audit 0, 5, 6, 10, 20, 21, 26, 27, 28, 29, 31, 32, 34, 35, 36, 38, 39, 40, 41, 42, 43, 45, 47, 48, 49, 50, 51, 52, 53, 55, 56, 57, 60, 61, 63, 64, 65 Audit Details 26, 36 Audit Issue Date 38, 39, 40, 41, 42, 43, 65 Audit Milestones 53 Audit Number 27, 34, 36, 57 Audit Records Overview 32 Audit Report 20, 21, 31, 45, 48, 49, 50, 51, 53, 55, 56, 57, 60 Report Number 20, 21, 48, 49, 50, 53, 55, 56, 60 Auditor Name 32, 46 Auditor Phone 32, 46 Auditor Phone Number 32 Audits 8, 10, 11, 22, 26, 27, 34, 35, 45, 50, 55, 57, 58, 60, 62, 63 Browser Text Size 17 Business Rules 36, 38, 39, 40, 42, 43, 46, 54 CAFU 5, 10, 11, 12, 19, 20, 22, 23, 24, 25, 26, 29, 31, 32, 33, 34, 35, 44, 45, 47, 51, 52, 56, 59, 60, 61, 62, 64, 65 CAFU Current Features 11 CAFU Frequently Asked Questions 62 CAFU Functions 10 CAFU Monitors 45 CAFU workgroup 23, 24, 25 Calendar 15, 16, 38, 40, 41
dropdown 14 Edit 10, 11, 15 E-Mail 44, 51 36, 37, 40, 41, 54, 55 entering 34, 44, 45, 55 e-Tools 12 Example Date Range 45 Features 10, 11, 19 File menu 29 Forward / Send Document 43 Forward Document 63 Forwarded 44, 45 Forwarded Pipeline Position 45 Government Entity 63 Header 12 Headquarters Monitor Functions 11 Home Page 19 HQ 20, 21, 26, 27, 28, 31, 32, 50, 51, 65 IDB 64 include 10, 11, 20, 27, 59 input 33, 38, 65 Input Remarks 33 Inquiry 60 Internet Explorer 17, 28 Just Update Remarks 10, 11 Litigation 40 Look and Feel 12 MACOM/District 21 Major Command 10, 20 MC Monitor 21, 49 MC Workgroup 10, 11 Milestone Type 54 Milestones 10, 11, 52, 53, 54, 55, 64 Milestones Overview 52 Modify Reason 46 Modify Sustained Amount 46 Modifying 17 Monitor Functions 10, 11 Months Report 59, 60 My Work Screen 20, 34 My Workgroup 22, 58, 64 Navy CAFU workgroup 24