zilongwang/ReadingBank huggingface dataset:
Parish Role: Choir Chaperone The Church takes the safety of everyone within the church very seriously and expects that everyone will work within the Church safeguarding policy. In particular, the Church expects anyone who becomes aware of a safeguarding risk or of actual abuse, to immediately raise this with your Parish Safeguarding Officer or the Diocesan Safeguarding Adviser (DSA) or Assistant DSA. Those who work with children, young people and/or adults who are vulnerable should have a commitment to: Treat individuals with respect Recognise and respect their abilities and potential for development Working in ways that meet and develop the personal, spiritual, social and pastoral needs Promote their rights to make their own decisions and choices, unless it is unsafe Ensure their welfare and safety The promotion of social justice, social responsibility and respect for others Confidentiality, never passing on personal information, except to the person you are responsible to, unless there are safeguarding issues of concern which must always be reported to the person named above or to the Police or Social Services in an emergency. Role Choir Chaperone Responsible to Organist / Choir Master and Incumbent Key Responsibilities of the Role (tasks to be undertaken) CONSIDER IF THE WORKER IS SUPERVISED IN THEIR WORK OR UNSUPERVISED (SUPERVISES OTHERS)
Choir Rehearsal Dates Check ‘Posts’ on Website for updates/changes Month Day and Date Month Day and Date Month Day and Date Feb 8th April Thurs 5th – NO CHOIR June Thurs 7th Feb Thurs 15th April Thurs 12th June Thurs 14th Feb Fri 23rd April 19th June Thurs 21st April Thurs 26th June Thurs 28th March Thurs 1st March Wed 7th May Thurs 3rd July Thurs 5th March Thurs 15th May Thurs 10th July Thurs 12th March Wed 21st May Thurs 17th July Thurs 19th March Thurs 29th May Thurs 24th July FRI 20th CONCERT May Thurs 31st – NO CHOIR July SAT 21st CONCERT
Sending Forth: Amazing Grace ~ (Tune: NEW BRITAIN) - Ritual Song 737 All 5 verses, on 2-4 17TH OF SEPTEMBER 2017 ~ 24th Ordinary ICA Concert Date Gathering: All Who Hunger ~ Tune: HOLY MANNA - Ritual Song 845 all 3 verses Gloria: Mass of Redemption ~ Steven Janco – booklet Psalm 103: The Lord is Kind and Merciful ~ Cotter - Ritual Song 140 CANTOR refrain, then CHOIR UNISON second refrain; verses - CANTOR, then parts on the refrain Gospel Acclamation: Mass of the Resurrection ~ Randall DeBruyn - book Preparation: Praise, My Soul, the King of Heaven ~ (Tune: LAUDA ANIMA) John Goss (1800-1880) – OCT (RS 684) Eucharistic Acclamations: Mass of Redemption ~ Steven Janco - copied Communion Antiphon: Bring up your sacrifices ~ Motyka 4:30 & 8:30 Communion: Let Us Be ~ Thomas J. Porter - Ritual Song 929 Meditation: Day by Day ~ Ahnfelt (1813-1882) Arr. by Paul Christiansen – OCTAVO Sending Forth: God Made from One Blood ~ Tune: FOUNDATION – Ritual Song 824 Arr. by Metzger; soprano descant 24TH OF SEPTEMBER 2017 ~ 25th Ordinary (Possible MSO performance week, no Sunday perf, though) Gathering: Glory and Praise to Our God ~ Schutte – copied (or Ritual Song 696) 3 verses – sopranos sing the descant on verses 2 & 3; all harmony on the refrain after verse 1 Gloria: Mass of Redemption ~ Steven – booklet Children’s Liturgy Dismissal: The Word of God ~ M. D. Ridge, Arr. by Timothy R. Smith – copied Psalm 145: The Lord is near to all who call upon him ~ Godon - copied CANTOR refrain, then CHOIR UNISON second refrain; verses - CANTOR, then parts on the refrain Gospel Acclamation: Mass of the Resurrection ~ Randall DeBruyn - book Preparation: Canticle of the Turning ~ (Tune: STAR OF THE COUNTY DOWN) Irish traditional - Ritual Song 678 Eucharistic Acclamations: Mass of Redemption ~ Steven Janco – booklet Communion Antiphon: O that my ways may be guided ~ Motyka 4:30 & 8:30 Communion: We Have Been Told ~ Haas - Ritual Song 815
Meditation: Ecce Panis Angelorum ~ Jonathan Adams (Morning Star) – OCTAVO (This is the bread of angels, by Thomas Aquinas for CChristi) Sending Forth: Go To the World! ~ (Tune: SINE NOMINE) RV Williams, 1872-1958; arr. by Chepponis - OCTAVO (RS 608) all 4 verses
McDowell, J. 2007 “Response to Dreyfus” Inquiry 50 366–70 Montero, B. 2010 “Does Bodily Awareness Interfere with Highly Skilled Movement?” Inquiry 53 Rescorla, R. 1994 “Transfer Of instrumental control mediated by a devalued outcome” Animal Learning and Behaviour 22 27–33 Stanley, J. 2011 Know How Oxford University Sutton, J. 2007 “Batting, and memory: the embodied mind and the nature of skill” Sport in Society 10 763-786. Sutton, J., McIlwain, D., Christensen, W. and Geeves, A. 2011 “Applying intelligence to the reflexes: embodied skills and habits between Dreyfus and Descartes” Journal of the British Society for Phenomenology 42 78-103
Chok et al. (BAP, 2012) Participant Accuracy Checklist: Attention Condition Time Participant Response Present? + or - :00 Puts toys on table Says “play w/ toys” or similar comment Says “I’m going to do some work” :05 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work :10 Ignores knee bang :15 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work :55 Ignores double hand table bang 1:10 Ignores aggression 1:50 Ignores squeezing of head 2:10 Ignores aggression 2:20 Says “Don’t do that” or similar comment Provides brief physical contact away, orients to work 2:30 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work 3:00 Ignores double elbow bang 3:10 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work 3:20 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work 3:30 Says “Don’t do that” or similar comment Provides brief physical contact away, orients to work 4:05 Ignores swiping of materials 4:15 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work 4:25 Says “Don’t do that” or similar comment Provides brief physical contact Walks away, orients to work 4:30 Ignores client putting head on table Participant’s Percent Accuracy (out of 38 steps): ________ Chok et al. (BAP, 2012)
Evaluate the impact of the activities on reduction of cholera cases and prevention of further outbreaks and make recommendations for the following year x UNICEF (C4D & WASH) GHS/HP, EHSD, Subtotal 1,500 GRAND TOTAL $482,500.00
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: CHM 3120C Semester Credit Hours (Credit): 4 Contact Hours (Workforce): Course Title: Elementary Analytical Chemistry SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) Reading Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry Writing Listening Information Literacy Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Explain and apply major concepts in analytical chemistry including measurement, sampling, statistical treatment of data, and the major techniques of analytical chemistry. Course Methods of assessment can include exams, quizzes, papers, lab reports and/or oral presentations Demonstrate proficiency in quantitative laboratory techniques. Course Methods of assessment can include lab quizzes and/or exams, lab reports, instructor observation and accuracy with unknowns. SECTION 6
Document #: 2 of 4 Title: Linda’s MyBook profile Description: Publicly available profile info. Screenshot taken on January 10, 2015. Search Notes: Found through a search on MyBook for “Linda Berlinner” in the “New York, NY” network. Linda does not allow non-friends from this network to access her profile.
Document #: 3 of 4 Title: Jason’s MyBook profile Description: Main page of Jason’s MyBook profile. Screenshot taken on January 10, 2015. Search Found by searching for “Jason Kramer” using an account in the “Boston, MA” network. Jason lets non-friends in this network access his profile, though not his pictures.
NHS Living Life A free telephone support service, based on Cognitive behavioural therapy approach, available to anyone over the age of 16 feeling low, anxious or depressed. Can be accessed with be GP referral or phoning the number directly Free phone: 0800 328 9655 (charges from mobiles will apply) Get the Lowdown Free and confidential information line. Provides details on health information services available to young people in the local area. Free 0808 802 4444 (charges from mobiles will apply) Mon – Fri 10am – 6 pm NHS 24 Health Information and Self Care Advice for Scotland. Provide an online and telephone-based service. Can answer your questions about your health and offer advice Tel: 08454 242424 Website: Penumbra Penumbra provides essential projects for young people and adults who self-harm, offering a safe, space in which to explore feelings and worries. Service users are offered one-to-one and group support for as long and as often as is desired. Tel: 0131 475 2380 Website: See Me ‘see me’ is Scotland’s national campaign to end the stigma and discrimination of mental ill-health. Provides information on a range of mental health issues including self-harm. andstigma/selfharm The Site The Site offers key information on a whole range of health and wellbeing issues including self-harm Website: Minds Committed to improving the emotional wellbeing and mental health of children and young people. Website: Young Scot On line resource that provides health information including self-harm for 11-26 year olds. Website: Youth Health Service (YHS) Drop-in service for young people aged 12-19 providing Clinical Services, Counsellors and & Youth Workers. Call Mon-Fri during office hours and during service hours. Young person can be seen immediately and can facilitate onward referral to CAMHS. YHS Available in Health Centres on: Tuesdays in Drumchapel (6pm-8:30pm) Wednesdays in Possilpark (6:30pm-9pm) Thursdays in Maryhill (6:30pm– 9pm) Tel: 0141 451 2727 Website: .
Have you provided investment instructions for your retirement savings? If not, your money will be invested in what’s called a default fund. A default fund is a fund chosen by your employer for its members who have not provided investment instructions. Your plan’s default fund may not correspond with your personal savings and investor style. It’s important to consider taking an active role and to personally choose your investment funds because: Everyone has different reasons and objectives when saving for retirement Everyone has different levels of investment knowledge Some may be willing to take risks while others don’t want any risk. If choosing individual investments is more than you can handle, don’t worry, you can pick a simple, pre-built fund solution – then leave the rest to us. Sign in to your VIP Room at and on ‘Investment Instructions’ under the ‘Manage your plans’ tab.
Buying a school device for your child? Step 1 Consider these key things that make a device suitable for school. Is the screen big enough for reading? Minimum 10” is recommended – larger for creative or technical work. Is it suited to schoolwork? It should run full software programs like Microsoft Office and Adobe Photoshop, as well as online apps. Does it load and store apps & programs quickly? Our advice - minimum storage of 32GB in tablets and 128GB in laptops and minimum RAM of 2GB for tablets and 4GB for laptops and 2-in-1s. Does it let your child write naturally? When you choose a device with digital pen input, younger students can learn to write and draw creatively and older students can take notes, sketch, write maths equations, science formulae and character-based languages. Does it have a keyboard? Go for a full keyboard (detachable is fine) so students can type assignments and see a full screen. Does it connect to a school network? Dual-band WiFi (2.4Ghz and 5Ghz) gives fast access. Is it enough for the backpack? Aim for under 1.6kg for student backpacks if they take them home. Can you connect peripherals for classwork? A USB port lets students connect to a wide range of printers, graphics tablets, digital microscopes, and more. Is it school tough? A robust case and a solid-state drive (SSD) gives protection from drops and knocks. Will the battery last a school day? Go for 6hrs as a minimum. Remember, battery life can vary with usage. Step 2 Choose a device to suit your child. Think about your child’s learning style, age and, for older students, subject areas. Are they a design student who needs to run powerful software, or a maths whizz who loves writing equations? 2-in-1, touch and pen Perfect for school. Students can use a digital pen to take handwritten notes, brainstorm ideas, write equations and use character-based languages. Laptop For students who want to use a full keyboard, write code, edit videos, use full versions of software and create games. Tablet For younger students or as an ancillary device for older students
Issued by: PFI Media contact: Dominique Kuhlmann Email: On behalf of: PFI Tel: +27 33 343 2874 Website: www.pfisa.co.za Contact (for comment): Barry Hundley Tel: +27 82 659 5760 Email: pfi-sa@iafrica.com
Use this worksheet to choose some subjects about your school that can be debated. Make sure they fit all of the criteria to be a good subject! You have a good debate subject if: It is easy to understand. You can vote on it – you can say that you agree with it or disagree with it. You can discuss it – you can have a discussion around the subject and it is not just a fact. Which of these would be a good debate subject? Put a tick if this is true for these subjects. Three ticks = a good debate subject. Subject It is easy to understand? Can say you agree or disagree with the statement? Is there something to discuss, not just a fact? All school children should wear school uniform. Lunchtime at school begins at 12 noon. Children should be able to use phones in lessons. We have maths lessons. How do you travel to school? Fact vs point of view sorting Friday is the best day of the week Elizabeth I was queen of England from 1559 to 1603 Everyone likes to play Minecraft The chemical symbol for oxygen is O
the out of doors on a cold day? Charles' Law Boyle's Law Avogadro's Law In a two engine, oil is mixed with the gasoline. This mixture contains a _____ solute and _____ solvent. nonpolar/nonpolar polar/nonpolar polar/polar nonpolar/polar CHARLES LAW Na= 6.02 x 1023mol-1(avogadro’s #) IDEAL GAS LAW pV = nRT R = 0.08206 L.atm K.mol BOYLES LAW
prompted. When purchasing online, you will automatically the latest version incorporating all updates. Free antivirus/ and internet security packages as described are available from some internet service providers (ISPs) and banks. It is also possible to free software from the internet, but be sure you are using a trustworthy website. Virus & Spyware Protection Apart from installing internet security software and keeping it updated, we recommend a number of other ways in which to keep your computer protected against viruses and spyware. After all, prevention is better than cure. Do not open any files attached to an email from an unknown, suspicious or untrustworthy source. Uninstall one antivirus program before you install another. Be careful with connected devices (eg memory sticks, external hard drives, MP3 players) as they are very common carriers of viruses. Be careful with CDs/DVDs as they can also contain viruses. Do not open any files from web-based digital file delivery companies (eg YouSendIt, Dropbox) that have been uploaded from an unknown, suspicious or untrustworthy source. Switch on protection in Microsoft Office applications like Word and Buy only reputable software from reputable companies. When downloading free software, do so with extreme caution.
If no en-suite, where is the nearest toilet and bathroom to the room? Do bedrooms have a telephone and television points? Can residents lock their room? Is there a lockable drawer or cabinet in the room? Does each room have a call system in case of need? Can residents go to their rooms when they wish to be alone? Do staff respect the resident’s privacy and knock on bedroom doors? Is somewhere for visitors to sit in the room? Are small pets allowed? Communal Areas: If you don’t want to stay in you room all day, it’s important to know what else is available and you can sit with your family during visits Is there a variety of living spaces including lounges, quiet rooms without TVs, and outside sitting areas? Is seating arranged in groups to encourage talking rather than placed in a circle around the room? Is there a TV left on when no one is watching? Is there a lift to any upper floors? Is there easy access for wheelchairs and walking frames, including the gardens? Does the home have sufficient bathrooms with showers and specialist baths? Are toilets within easy reach throughout? Are corridors wide with handrails? Dining: This is such an important area to consider: Is food freshly prepared in the kitchen? Is the food nutritious, varied, interesting and of good quality? Are special catered for? Does the chef speak with the residents regularly to discuss their food preferences? Is there a current menu on display? Are menus rotated for variety? Can residents choose the time they have their meals or must everyone eat at the same time? Is a choice of menu at meal times?
Choosing VET: aspirations, intentions and choice JO HARGREAVES AND KRISTEN OSBORNE NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH INTRODUCTION This summary brings together the findings from two research projects: Choosing VET: investigating the VET aspirations of school students and In their words: student choice in training markets — Victorian examples. The research investigated school students’ post-school aspirations for vocational education and training (VET), the drivers influencing their thinking and behaviour, and awareness of vocational training options and career pathways, as well as how post-school choices are made in a competitive training market. Importantly, both studies directly capture the voice of students. Wider discussions also took place in school and VET communities — with parents, teachers and trainers. The terms TAFE (technical and further education) and VET are used interchangeably, as this is how students talk about the sector. Choosing VET: investigating the VET aspirations of school students surveyed students in Years 3, 5, 7 and 9 about their occupational and educational aspirations, with the survey repeated every year until the Year 9 group reached Year 12. The study focused on students who signalled an interest in VET in a sample of 6492 students from Years 3 to 12 in New South Wales government schools over a four-year period. The project was undertaken by Jenny Gore and a team of researchers from The University of Newcastle and Western Sydney University. In their words: student choice in training markets — Victorian examples interviewed VET students about their experiences choosing a training provider and course. The research explores the extent to which the consumer model of training, aimed at increasing student choice, is changing the dynamics between prospective students and registered training organisations (RTOs). The project was undertaken by Justin from the Australian Centre for Educational Research.
(IRS Notice 98-4). 601.56 If an employee terminates employment, and two years have expired since the employee first participated in the SIMPLE plan, the employee's SIMPLE IRA is treated as a traditional IRA. 601.57 During this two-year period, distributions from the SIMPLE IRA can be rolled over tax-free to another SIMPLE IRA, but not a traditional IRA [IRC Sec. 408(d)(3)(G)]. 601.58 After the two-year period, a SIMPLE IRA is treated as a traditional IRA for rollover purposes. Based on this classification, a SIMPLE IRA can be rolled over to an eligible retirement plan. An eligible retirement plan includes a traditional IRA, an individual retirement annuity, a qualified pension, or stock bonus plan, a governmental Section 457 plan, or a Section 403(b) annuity [IRC Secs. 402(c)(2) and (c)(8)(B)]. Rollovers to eligible retirement plans will generally be tax-free. Rollovers from a SIMPLE IRA to a Roth IRA are also permitted, but will be treated as taxable conversions. See section 607 for an expanded discussion of the rollover rules. 601.59 Caution: A transfer from a SIMPLE IRA to any other type of IRA during the two-year period is not a tax-free rollover. This means the transfer is not only taxable (and possibly subject to the 25% early withdrawal tax discussed at paragraph 601.62), but also is an excess IRA contribution to the extent it, plus other contributions made to the individual's traditional IRAs, exceeds the individual's allowable contribution limit (IRS Notice 98-4). 601.60 A rollover must take place within 60 days after the participant receives the distribution. (See section 607.) 601.61 Client Advice: The practitioner should advise taxpayers who terminate employment to the two-year period that before any rollover to a traditional IRA or other retirement plan, the funds must remain in the SIMPLE IRA until the two-year period is met. 601.62 Early Distribution Penalty Tax As with any IRA, early withdrawals (i.e., distributions before age 591/2) from a SIMPLE IRA generally are subject to the 10% early distributions tax unless a specific exception applies. (See section 605 for a list of
Scenario SE Income Age Type of Plan Contributions Elective Deferral Catch-up Contribution Employer Contribution Total Contributions 1 $270,000 52 401(k) $ 17,500 $ 5,500 $ 33,500 $ 56,500 SEP 0 0 51,000 51,000 IRA 12,000 2,500 7,480 21,980 2 $270,000 40 401(k) $ 17,500 $ 0 $ 33,500 $ 51,000 SEP 0 0 51,000 51,000 IRA 12,000 0 7,480 19,480 3 $150,000 52 401(k) $ 17,500 $ 5,500 $ 28,188 $ 51,188 SEP 0 0 28,188 28,188 IRA 12,000 2,500 4,156 18,656 4 $150,000 40 401(k) $ 17,500 $ 0 $ 28,188 $ 45,688 SEP 0 0 28,188 28,188 IRA 12,000 0 4,156 16,156 5 $15,000 52 $ 13,940 $ 0 $ 0 $ 13,940
Telecommunications Skills: Choosing Appropriate Software Presentation Assessment Rubric Excellent (4) Good (3) Fair (2) Poor (1) Effectiveness of presentation The main point of the presentation was stated clearly and emphasized. The presentation was somewhat effective; the main points were stated, though maybe not emphasized. The presentation was ambiguous or left the audience wondering about the software application. The presentation did not state a main point or educate the audience about software. Software was explained Details about the software’s type, purpose, and use were developed and clear to the audience. Details about the software’s type, purpose, and use were somewhat developed and clear to the audience. Additional details would have been helpful. Details about the software’s type, purpose, and use were undeveloped and somewhat unclear to the audience. Additional details would have been helpful. The presentation did not include relevant details software. Organization of presentation Student presentation is organized logically and easy for the audience to follow. Student presentation is somewhat organized; the audience could follow it. Student presentation is somewhat haphazard; audience it difficult to follow at times. Student presentation was not organized; the audience could not follow along. Vocabulary and language choices Choice of vocabulary is professional and appropriate to a message for the audience. Words chosen reinforce a professional image of the students. Choice of vocabulary is somewhat professional and appropriate to a message for the audience. Words chosen somewhat reinforce a professional image of the students. Choice of vocabulary needs to be improved so that it is professional and appropriate to a message for the audience. Some slang or simplistic words should be replaced. Choice of vocabulary is not professional and appropriate to a message for the audience. Slang or simplistic words replace those that would better represent the students.
Gastric Lymphoma Cycle: of Duration: 21 days Ht Wt BSA Allergies cm kg m2 Yes No Patient Addressograph Planned Administration Dates Day 1 (mm/dd/yy) Delay By week(s) Day 2 (mm/dd/yy) Delay By week(s) Day 1 Requirements within 96 hours ANC Platelets ≥ 0.8 x 109/L ≥ 100 x 109/L Other: Pre-medications (Strikeout to exclude) ondansetron 8mg PO/IV dexamethasone 12mg PO/IV Other: Pre-hydration (Strikeout to exclude) Infuse NS as primary line at 75 mL/hr while drugs administered Other: Reason Date (mm/dd/yy) Initials Last Revision Date: 1 June 08 PPO Code: LYCHOPR0032 Comments/Changes Date (mm/dd/yy) Initials Day 1 Continued
themselves well or effectively. suggestions to improve would be: _________________ _________________ satisfactory manner but lacked creativity. one another well and in a creative manner. Vocal clarity Students were difficult to understand most of the time and their message is confused because of lack of clarity. Students voice was done well about half the time. Message may be muffled or confusing at times. Students clarity for the most part was done well but may have lacked energy or effectiveness. Students clarity is sharp, concise, effective and enjoyable for all. Choral techniques Students did not integrate choral techniques to add to their presentation and analysis. Students integrated a few choral techniques well but mistakes were evident. Students integrated choral techniques well with minor mistakes. Students integrated choral techniques effectively and efficiently. Movements and gestures Students did not effectively use movement to make point. Students moved and gestured minimally. Students moved and gestured well with the text most of the time. Students moved and gestured effectively and efficiently for their entire presentation. Creativity Students did not effectively integrate creativity for their listeners and viewers. Students had elements of creativity however it was limited. Students had many elements of creativity. Students included creativity effectively and it supported their analysis. Analysis x2 Students did not analyze their poem correctly. Students analyzed their poem well but a few mistakes were evident. Students analyzed their poem well with minor mistakes. Students analyzed their poems in an insightful and correct manner.
All uniforms that are provided will be turned in after our last performance of the school year. De Soto High School Choir Event Calendar 2014-2015 Date Event Place/Time Who is involved? Monday, Sept. 1, 2014 Cardinals Game Performance of GBA Busch Stadium Game time is 1:15 PM Concert Choir Monday, Sept. 29, 2014 MMEA All-District Auditions Hillsboro HS 3:00 PM – 8:00 PM Interested students Sunday, Oct. 19, 2014 HS Fall Choir Concert DHS Gym 3:00 PM ALL CHOIR STUDENTS Tuesday, Nov.11, 2014 Veteran’s Day Assembly DHS Gym During the school day Concert Tuesday, Nov. 11, 2014 MMEA All-District Choir Rehearsal Hillsboro HS 5:30 PM – 8:30 PM All-District Choir Members Saturday, Nov. 15, 2014 MMEA All-District Performance Rickman Auditorium All Day All-District Choir Members Friday, Dec. 5 – Sunday, Dec. 7, 2014 Holiday Festival of at WIU WIU, Macomb, IL Chamber Choir Sunday, Dec. 14, 2014 Christmas Concert and Dessert Auction DHS Gym 3:00 PM – 6:00 PM ALL CHOIR STUDENTS Saturday, Dec. 20, 2014 Christmas Caroling St. Andrews Methodist on Rock Rd. 5 – 7:30 PM Interested students Wednesday, Jan. 21 – Saturday, Jan. 24, 2015 MMEA All-State Tan-tar-a Resort, Osage Beach, MO Selected students Sunday, February 15, 2015 Solo and Ensemble Vocal Recital TBD All soloists and ensembles Saturday, March 7, 2015 MSHSAA Solo and Ensemble Contest Jefferson C. C., Hillsboro - All Day All soloists and ensembles Thursday, March 12 – Sat., March 14, 2015 HS Musical DJHS Gym Interested Students Wed., 25, or Thurs., March 26, 2015 MSHSAA Large Ensemble Contest Jefferson C. C., Hillsboro Time-TBA ALL STUDENTS Friday, May 1 – Sunday, May 3, 2015 Concert Choir trip to Oklahoma City, OK Oklahoma, OK Concert Choir May 2015 (exact date TBD) HS Spring Choir Concert DHS Gym ALL STUDENTS Wednesday, May 6, 2015 DHS Baccalaureate DHS Gym TBA Concert Choir Saturday, May 9, 2015 Six Flags Festival Six Flags, Eureka, MO All Day Men’s and Women’s Glee T-shirt order form
“Singing in a Choir—Less Stress and an Enlarged Sense of Community” by Loraine Brugh; Vol 9. Issue 1, Fall 2016 The author of this article shares the results of an informal survey on communal singing that she conducted with her thirty-member ensemble, Kantorei, the chapel choir at Valparaiso University. “The Aging Voice: An Interview with Six Conductors” by Mark Lawley; Vol 2. Issue 4, Summer 2010 Written specifically for choral conductors who work with mature singers, this article provides a glimpse into the mind of six conductors. “The Vocal Edge” by Leanne Freeman-Miller; Vol 1. Issue 1, Fall 2008 This article summarizes Richard Miller’s pedagogical ideas that were presented during a weeklong workshop in Chicago. “Warm-Ups, Repertoire, and Resources for Male Choirs” by Amy Hughley; Vol 1. Issue 4, Spring 2009 This article contains suggestions from middle school, high school, and collegiate male choir directors for reliable warm-up exercises, favorite spring repertoire, and resources for summer reading. Jazz “To Jazz or Not to Jazz” by James McCullough; Vol 4. Issue 1, Fall 2011 The author of this article offers suggestions for directors who want to explore the jazz art form in their choral programs. “You Can Learn to Scat Sing—Techniques to Enhance Beginning Vocal Improvisation” by Scott Fredrickson; Vol 5. Issue 3, Spring 2013 This article examines the key to scat singing and suggests that anyone can develop these basic skills. Male Singer “Helping Corey Match Pitch” by Catharine Melhorn; Vol 3. Issue 2, Winter 2011 This article provides ten techniques the author used to assist a male singer with informal pitch practice. “Male Chorus: Recruit, Maintain, and Develop” by Mark Cotter; Vol 3. Issue 3, Spring 2011 The author of this article shares ideas and activities for working with male singers, specifically at the high school level. “Men’s and Choirs: How Different Are They?” by Amy Hughley; Vol 5. Issue 1, Fall 2012
Chorus Daily Assessment Rubric (How to Succeed in Chorus by REALLY Trying!) Rehearsal Technique Excellent ALWAYS Good MOSTLY Satisfactory SOMETIMES Needs Improvement RARELY Below Expectations NEVER Effort/Attitude *Follows directions the time *Always attentive class *Always has a positive attitude in chorus *A positive leader in class *Follows directions most of the time *Usually attentive in class *Usually has a positive attitude *Sets a good example in *Follows directions after prompting *Sometimes attentive in *Sometimes has a positive attitude in chorus *Follows good examples set by others *Rarely follows directions *Rarely attentive in class *Rarely has a positive attitude in chorus *Follows negative examples set by others *Does not/refuses to follow directions *Never attentive in class *Never has a positive attitude in chorus *A negative leader in class Participation *Always singing to best of ability *Consistently asks/answers appropriate questions *Usually singing to best of ability *Usually asks and answers appropriate questions *Sometimes singing to best of ability *Sometimes asks and answers appropriate questions *Rarely singing to best of ability *Rarely asks and answers appropriate questions *Never singing to best of ability *Never asks or answers appropriate questions Choral Technique Excellent All of the songs Good Most of the Satisfactory Half of the songs Improvement Few of the Below Expectations None of the songs Following score (Sept/Feb) Posture standing & sitting (Sept/Feb) Breath control/phrasing (Sept/Feb) Tone/Vowels(Oct/Mar) Pitch accuracy (Oct/Mar) Diction (Nov/Apr) Dynamics (Nov/Apr) Blend/Balance(Dec/May) 2017 CONCERT DATES: 6th Grade & Chamber Orchestra Winter Concert – Thursday, January 12th & 6th Grade Spring Concert – Thursday, May 25th 7th Grade Concerts – Tuesday, January 10th & Wednesday, May 17th. 8th Grade & Chamber Choir Winter Concert – Wednesday, January 18th & 8th Grade Spring Concert – Tuesday, May 23rd. Auditioned Ensembles Benefit Concert – Friday, May 19th ALL CONCERTS START AT 7pm in the FWMS AUDITORIUM
Crazy Little Thing Called Love / Queen (Sabine, Andreas, Lilian, Stüpfi) 9 1: Alle: This thing – called love – I just – can’t handle it. This thing – called love – I must – get ‘round to it. I ain’t ready – crazy little thing called love 2: Solo: This thing (Alle: this thing), called love (Alle: called love) It cries (Alle: like a baby) in a cradle all night. It swings (Alle: uh-uh), it jives (Alle: uh-uh) Shakes all over like a (Alle: uuh-uuh-uh) jelly fish I kinda like it Alle/Solo: Crazy little thing called love Bridge: Solo: There goes my Baby She knows how to rock ’n’ roll She drives me crazy She gives me hot and cold fever She leaves me in a cool, cool sweat (S: cool, cool sweat, A: cool, cool sweat) Alle: Crazy thing, crazy thing love 3: Solo: I be cool, relax Get hip, get on my tracks Take a back seat, hitch-hike Take a long ride on my motorbike Until I'm ready Alle/Solo: Crazy little thing called love Gitarre: S: cool, cool A: cool, cool sweat Alle: Crazy thing, crazy thing love 4: Solo: I gotta be cool, relax Get hip, get on my tracks Take a back seat, hitch-hike Take a long ride on my motorbike Until I'm ready Alle/Solo: Crazy little thing called love 1: Outro: Alle: Crazy little thing called love Crazy little thing called love
September 16 ELECTION CONTEXT Burton and Shea, Campaign Craft, Chapter 2 Salmore and Salmore, Chapter 5 Larson, A Magnificent Catastrophe, Introduction and Chapter 1 September 23 OPPOSITION RESEARCH Burton and Shea, Campaign Craft, Chapter 3 Larson, A Magnificent Catastrophe, Chapter 2 September 30 POLLING Burton and Shea, Campaign Chapter 5 Larson, A Magnificent Catastrophe, Chapter 3 October 7 VOTER TARGETING AND SEGMENT ANALYSIS Burton and Shea, Campaign Chapters 4 and 6 Larson, A Magnificent Catastrophe, Chapter 4 October 14 FUND-RAISING Paper #1 due: Campaign Plan Burton and Shea, Campaign Chapter 7 Larson, A Magnificent Catastrophe, Chapter 5 October 21 IDENTITY POLITICS AND CAMPAIGNS Political Parity Research Inventory Chapters (6): Women Candidates and their Campaigns, Women’s Election to Congress, Women Candidates and Political Parties, Media Coverage of Women Candidates, Women of Color in American Politics, and Money and Women Candidates. (Links on Sakai) Junn and Matto, “New Race Politics: The Changing Face of the American Electoral Landscape,” in New Race Politics in America: Understanding Minority and Immigrant Politics Larson, A Magnificent Catastrophe, Chapter 6 October 28 STRATEGIC COMMUNICATIONS Paper #2 due: Modern Campaign Dynamics Burton and Shea, Campaign Craft, Chapter 8 Larson, A Magnificent Catastrophe, Chapter 7 November 4 NO – ELECTION DAY November 11 ANALYSIS OF ELECTION DAY RESULTS Paper #3 due: Volunteering Experience Readings to be distributed in class Larson, A Magnificent Catastrophe, Chapters 8 and 9 November 18 THE MEDIA Burton and Shea, Campaign Chapter 9 Larson, A Magnificent Catastrophe, Chapter 10 and Epilogue November 25 NO CLASS – THANKSGIVING December 2 DIRECT VOTER CONTACT Burton and Shea, Campaign Craft, Chapter 10
Walk the office Be positive Communicate your purpose (Why & How) today Say Hello, thank you, and thanks for correction Live & maintain a climate of integrity, dignity, professionalism, & open communications Respect people’s time Lead from the front….personal example & appearance Keep commitments Appreciative Inquiry Give informal SBI (situation, impact, behavior) feedback Stress relief activity Take the job, not yourself, seriously Do not pass up the teachable moment Weekly Weekly activity report Feedback to Senior Leaders Engage top-tier stakeholders Highlight WINS Delegate and monitor Reflect on week completed Reward positive behavior/correct negative behavior Always learning Celebrate the successes Alignment with stakeholders (user, industry, sponsor) Monthly Update on status to your direct reports Feedback – formal (SBI) Develop workforce (DAWIA, education, professional training, etc.) Get to know your people Hold second tier supervisors accountable to know their people, reward, feedback, etc. Hole exit interviews Review calendar for holidays, Service anniversaries, heritage months, etc. Quarterly All hands update Update org succession plan and review individual development plans All hands team building (chili cook-off, costume party, etc.) Formally update PEO/Senior Leadership Review latest program information (CRS, GAO, testimony, industry annual reports)
Journal Article Rubric 10 7.5 3 0 Score Reference --ACS style is Perfect - Appropriate article selection (10 pts) Minor edits needed – follow the details. (7.5 pts) Major edits needed. Learn the details. (3 pts) - Does not follow APS style or -Inappropriate article selection (0 pts) Review of Article Major points selected and discussed. (20 pts) Same as 4, but selects couple minor issues or no supporting example explained (15 pts) Does not focus on major issues (6 pts) Missed the jest of the article. (0 pts) Writing Clear articulate writing used. Well organized thinking that reviews the article, discusses the major points in an order that makes sense, and closes with your thoughts. One or two minor edits needed to be a perfect paper! Keep up the great work! (20 pts) Minor edits needed. Proof-reading will help you. Read aloud to yourself and or ask others to read it out loud to you. Minor jumping around on points. Could be better with few minor moves (15 pts) Major edits needed. Get help so you learn the process. jumping around on points made in review. Major organizational edits needed to articulate clearly (6 pts) Turns in something. Not college level work at all. Get help at the writing center. No organizational thought demonstrated in writing of review, major points discussed in the article, or your thoughts and ideas. (0 pts) Connections to the class or learning Connects the article to topics covered in current events, or outside reading. Analyzes what type of data was collected and how it was presented in the article. (20 pts) Connects article only in a superficial manner by defining terminology (i.e., “the article used moles” or “the article included bar graphs.”) (10 pts) Does not connect the article to class (0 pts) Your Thoughts Articulates your thoughts on the article in clear manner. Brief mention of thoughts, but did not elaborate. No Does not any of your own thoughts or ideas about what is
Staff Allocation: Diakanua Nkazi Jean Mulopo Murray Bwalya Vusi Sibanda Lesley Cornish Herman Potgieter Majozi Geoffrey Simate External Examiner: TOM TOM HENRY Jabulane Msibi Mushaba Miyelani 13:15 - 13:30 Hoosen Khan Princess Tebogo Innocent Lubisi Chad Gallon Michael Landgrebe 13:30 - 13:45 Dawid Prozesky Andrew Halstead Senate 13:45 - 14:00 Benedict Mogiba Mohammad Rehman Lesego Molefe 14:00 - 14:15 Luyanda Sedibe Kabelo Mokoena Tshepang Pakalitha Sekabate Disebo Mareletse 14:15 - 14:30 Makhura Mahlodi Precious Mmofsoa Ntandoyenkosi Dludla Bedasie Shaakirah Madhi 14:30 - 14:45 Makwena Marakalala Kamogelo Mohloba Ndzalama Mabunda Dirren Subbiah Kimberley Taylor 14:45 - 15:00 Miranda Nxumalo Nicholas Kennedy
Australian Society of Health and Behavioural Medicine Other ___________________________________________________ Dates of conference: ________________________________________________________________ Conference location: ________________________________________________________________ Have you submitted an abstract to this conference? Yes, awaiting outcome of submission (please attach a copy of the abstract) Yes, abstract has been accepted as a poster (please attach a copy of the abstract) Yes, abstract has been accepted as a presentation (please attach a copy of the abstract) Yes, however my abstract was unsuccessful No Please details of how travel to the conference will benefit your current or intended area of practice or research in 300 words or less. Attach additional page if required.
2 6. Define guest worker: 7. Annotate this map with information from the book on page 98, “Temporary Migration for Work.” pp. 92-93 Foreign born workers comprise more than _______ of the labor force in Luxembourg. Foreign born workers make up ______ in Switzerland. Foreign born workers make up ____ of the labor Force in Austria, _____________, and _______________. 1999-2008, the foreign-born population rose in _____________ to 5 1/2 million and in _____________ to ½ million. Most guest workers in Europe come from 3 places: a. b. c. 8. Examining the map of Southeast Asia, list 5 observations: * * * * * 9. Prepare notes on three case studies of immigration in the table on the following page. pp. 93-95
Use a graphing utility to display the graphs of the transformations of the function. Use the results to describe the effect c has on the of f; describe the transformation resulting from function . Part 2: Horizontal Shifts Use a graphing utility to display the graphs of the transformations of the function. Use the results to describe the effect c has on the graph of f; describe the transformation resulting from function . Part 3: Reflections Use a graphing utility to display the graphs of the transformations of the function. Use the results to describe the effects on the graph of f; describe the transformation resulting from and . Part 4: Vertical Stretches and Compressions Use a graphing utility to display the graphs of the transformations of the function. Use the results to describe the effect k has on the graph of f; describe the transformation resulting from the function .
labeling of research samples is discussed in Section 5.13 of the CHP. These same strategies can be used when labeling secondary chemical containers as well. Chemical Segregation All chemicals must be stored according to chemical compatibility. Once segregated by chemical compatibility, they can then be stored alphabetically. Information regarding chemical compatibility can be in the SDS, primarily in Section 7, “Handling and Storage” and Section 10, “Stability and Reactivity”. If unsure of proper segregation procedures, contact the Laboratory Supervisor or REM for assistance. Chemical segregation can be achieved by either isolation (e.g., organic solvents stored in a flammable cabinet), physical distance (e.g., acids and bases are stored on opposite sides of a chemical storage room), or secondary containment (e.g., placing oxidizing acids such as nitric acid into a secondary containment to segregate from organic acids such as formic acid as shown in Figure 5.7). In the most general terms, proper segregation can be achieved by: Storing acids away from bases and toxics; Storing oxidizers away from organic chemicals; and Storing reactive and acutely materials away from all other chemicals. Table 5.1 illustrates a more detailed chemical compatibility logic that can be used for chemical storage. Hazard classes marked by an X need to be segregated from each other (e.g., Acid, inorganic must be segregated from Base, inorganic). Contact REM at (765) 494-0121 with questions regarding chemical segregation. Table 5.1 – Chemical Compatibility Chart Acid, inorganic Acid, organic Acid, oxidizer Base, inorganic Base, organic Oxidizer Toxic, inorganic Toxic, organic Reactive Organic solvent Acid, inorganic X X X X X Acid, organic X X X X X X X Acid, oxidizer X X X X X X X Base, inorganic X X X X Base, organic X X X X X Oxidizer X X X X X
Question 15-Anatomical features that have no apparent function but resemble structures of presumed ancestors are most accurately referred to as _______________ structures. A) homologous B) adaptive C) analogous D) vestigial E) orthologous Question 16-True or False: Certain genes are found in a diverse array of species, and the percent identity in those sequences is typically the same when all of those species are examined. A) True B) False Question 17-Which one of the following most accurately describes a gene family? A) two or more homologous genes found within a single species B) two or more genes derived from the same ancestral gene C) two or more paralogous genes within the genome of a single organism D) two or more homologous genes found in different species E) None of the above accurately describes a gene family. Question 18-Which one of the following statements about the modular structure of proteins is incorrect? A) The regions of proteins that carry out different functions are called domains. B) Each functional region is typically coded for by a single exon or a series of two or more adjacent exons. C) Duplication and rearrangement of exons can result in proteins with diverse functional modules. D) Exon shuffling has led to the evolutionary incorporation of additional functional regions. E) All of the above statements about the modular structure of proteins are correct. Question 19-Exon shuffling is an example of ________________; the incorporation of a bacterial gene into a eukaryotic genome prior to destruction of the bacterial cell is an example of ________________. A) vertical evolution; horizontal gene transfer B) vertical evolution; endosymbiosis C) gene duplication; gene transfer D) gene transfer; gene duplication E) transduction; transformation Question 20-True or False: Two species with approximately the same number of genes will have those genes in roughly the same location on the same number of chromosomes. A) True B) False Answer Key = 1.A 2.E 3.D 4.A 5.E 6.D 7.B 8.C 9.D 10.C 11.A 12.B 13.C 14.E 15.D 16.B 17.C 18.E 19.A 20.B