zilongwang/ReadingBank huggingface dataset:
Cronulla Zone Special Achievements Congratulations to all competitors especially the athletes listed below who have qualified for State. Girls Event Name School Placing Girls 11 Yrs 100m Danielle Katzos Cronulla Sth 3rd Girls 11 Yrs 200m Tomysha Clark Danielle Katzos Kurnell Cronulla Sth 2nd 3rd Girls 8 – 10 Yrs 800m Imogen Stewart Gymea Nth 1st Girls 11 Yrs 800m Tiahna Woodger Burraneer Bay 1st Girls 12/13 Yrs 800m Emily Schneider Taylor Porter Bethany Arentz Bundeena Burraneer Bay Cronulla Sth 1st 2nd 3rd Girls 11 Yrs High Jump Tomysha Clark Charlotte O’Brien Kiara Lucas Kurnell Caringbah Nth Caringbah Nth 1st 2nd 3rd Girls 12/13 Yrs High Jump Taylor Porter Burraneer Bay 1st Girls 11 Yrs Long Jump Tia La Coste Tomysha Clark Caringbah Nth Kurnell 1st 2nd 11 Yrs Shot Put Tia La Coste Caringbah Nth 3rd Girls 12/13 Yrs Shot Put Hayley Spence Cronulla Sth 1st Girls 8-10 Yrs Discus Grace Spence Emma Blanch Cronulla Sth Caringbah Nth 1st 3rd Girls 11 Yrs Discus Lauren Hocking Zali Hopkins Tia La Coste Cronulla Sth Burraneer Bay Caringbah Nth 1st 2nd 3rd Girls 12/13 Yrs Discus Hayley Spence Cronulla Sth 3rd Congratulations to Tomysha Clark from Kurnell Public School for breaking the 2004 Sydney East Region 11 Years Girls High Jump Record, 1.49m, with a jump of 1.55m. Boys
True or false. Correct the wrong sentences in your own words. true false Unlike Larry, Silas has many visitors. Larry has moved to another room. No, but he asked to nurse to draw a curtain between the beds. When Angie Baker comes to see Silas, Larry turns up the TV up in order not to overhear them. No, the TV is on but he can still hear them talking and kissing. is grateful to Silas because he sent Angie to his house and therefore saved his life. No, he only thanks Angie. Angie invites Larry to come to a church service at a black church. Silas usually goes there too. No, according to his girlfriend he would only go a church if there was a shooting. When French comes to see them both, he finally undoes Larry’s restraints and apologizes. The police have found evidence of yet another murder case in Wallace’ house. No, it was the information from Larry, which allowed them to investigate this murder. Multiple choice. Tick the correct box. With regard to the French tells Larry and Silas to be careful about what they tell them about their personal lives. to keep about the details of the murder cases. that he personally likes being interviewed. Silas has decided to talk to several outlets. let Angie take care with the media. talk to one reporter only – Shannon. When Silas goes to see the mayor and his boss, Voncille, he is told he will get fired. he expects to be reprimanded for harassing the receptionist at River Acres. he is actually promoted and relieved from traffic duty. When Silas goes back to the hospital Larry is quite happy to see him. he stays despite Larry’s rejection. Larry refuses to even look at him. Match the sentence halves. There are two too many on the right. When Silas goes to see Mrs. Ott, Silas digs up long-forgotten memories Cleaning Larry’s house, he is taking pain killers. to make her remember him. which makes her remember him. he remembers a boy. he sees (considers?) this visit to be penance.
Crooms AOIT 2017 Summer Reading Book Choices **For Grades 9-12 standard and honors level courses, choose a book from the respective list and complete the Major Works Data Sheet available on pages 3-5 of this document. **For AP Lang and AP Lit, complete the assignment as outlined on the Crooms Academy website. 9th Grade Book Choices- Students Choose 1 Standard We Beat the Streets by Davis, Jenkins, Hunt and Draper The Maze Runner by James Dashner Tears of a Tiger by Sharon Draper Honors The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope by Bryan Mealer and William KamKwamba In the Time of the Butterflies by Julia Alvarez Outcasts United by Warren St. John 10th Grade Book Choices-Students Choose 1 Standard Hawksong by Amelia Atwater-Rhodes Ender’s Game by Orson Scott Card Brutal by Michael Harmon Honors Whale Talk by Chris Crutcher Monster by Walter Dean Myers Peak by Roland Smith 11th Grade Book Choices- Students Choose 1 Standard The Lovely Bones: A Novel by Alice Sebold Bleachers by John Grisham Ready Player One by Ernest Cline Honors Lay That Trumpet in Our by Susan Carol McCarthy The Color of Water by James McBride The Book Thief by Markus Zusak 12th Grade Book Choices- Students Choose 1 Standard Copper Sun by Sharon Draper Unbroken by Lauren Hillenbrand The 5th Wave by Rick Yancey Honors We Were Liars by E. Lockhart Hitchhiker’s Guide to the Galaxy by Douglas Adams
The Castle by Jeannette Walls AP Language and Composition The Things They Carried by Tim O’Brien How to Read Literature Like a Professor: Revised Edition by Thomas C. Foster (Selected Chapters) *Complete the assignment as outlined on the Crooms Academy website. AP Literature and Composition The Invention of Wings by Sue Monk Kidd How to Read Literature Like a Professor: Revised Edition by Thomas C. Foster (Selected Chapters) *Complete the assignment as outlined on the Crooms Academy website.
Conflict/Resolution –Consider the different types of conflict: internal conflict (man vs. himself) and external conflict (man vs. man, man vs. nature, man vs. society). Describe two conflicts and how they were resolved. Include direct quotations that show the moment of conflict or explain the resolution of conflict. Themes –A theme is an idea the writer wishes to convey about the subject –the writer’s view of the world or a revelation about human nature: For example, “love” is an example of a topic in Romeo and Juliet, where “love conquers all” is an example of a for Romeo and Juliet. *Think of the theme as a “what about…” question for the topic. A theme is NOT one word, but is an idea, expressed in a complete sentence. List all major themes developed in the novel.
Preliminary Technology Solution Evaluation 1 Challenge/ opportunity identified State the challenge that the industry or other users face, and the need for a new kind of innovation such as variety, practice, or other technology solution. Preliminary Technology Solution Evaluation 2 Solution or approach formulated Estimate the value of the innovative solution compared to the existing variety, practice, or other technologies, and where the solution fits in the overall supply chain. Experimental Testing 3 Proof of concept experiments Screen germplasm, identify trait, or test other kind of technological innovation of interest to demonstrate its potential added value. Experimental Testing 4 Field trials or validation experiments Conduct field trials or other technology performance experiments to determine the potential yield, product quality, operational efficiency, costs and returns or resource quality improvements that would result from the innovation. Assessment 5 Validate commercial acceptance Conduct field-scale production trials or other on-site technology assessments to determine actual production costs, resource usage, market potential, or other technical limitations including market acceptance. Assessment 6 Full-Scale Production Initiated Produce certified planting materials or other kinds of technologies and ensure these are available for commercial use and can be sourced for full-scale production. Commercial Deployment 7 Market Availability Commercial-scale production by producers or manufacturers occurs with delivery of products to producers, handlers, processors, distributors, or other supply chain participants to market outlets and for meeting user demand. Commercial Deployment 8 Commercial Use Established On-going system-level monitoring and research to improve the production system or technology application while managing multiple natural and human resources concerns across entire supply chains. Commercial Deployment 9 Sustained Production Capacity Achieved A full array of private and public sector services are available to support system-level production, handling, distribution, and markets across entire supply chains. Table 3. Crop Research Technology Readiness Level (TRL) by technology
Wet prep - Puddling, harrowing, levelling: apply water, puddle 2-3x, harrow 2-3x, level -14 to -4 DAT 27Dec - 2 wheel power tiller with rotavator 2x 30Dec - 2 wheel power tiller with harrow 2x 4Jan - Third harrow with plank leveler Dry prep: sufficient time for drying is needed if machine sowing -5DAT Herbicide-apply Pretilachlor/Butachlor (if applicable) -2 to 2 DAS/DAT No need – managing weeds with water Transplant 14-20 DAP 10Jan Transplant 19 day old seedlings Apply water ~ DAS/DAT Maintain water at 2-5cm fertilizer 0-14 DAS/DAT 20kg 14-14-14 Golden Apple Snail- check control 0-30 DAS/DAP 10Jan-21Jan Hand pick until seedlings are 30 days old Management 3-10cm 0 DAS to 10-14 days before harvest 25Jan-28Apr Maintain 3-10cm water Post emergent weed control 14 to 21 DAS/DAT If weeds, apply post emergent herbicide Pest and disease monitoring and control Early tillering to harvest 25Jan – 10May monitor Nitrogen topdressing, Nutrient Manager Tillering 10Feb 12kg of urea at 30DAT Weeds check – no weeds 30-40 DAS/DAP Hand weed if any weeds Fertilizer – Panicle initiation 40-50DAT 25Feb 15kg urea at 45 DAT Drain water 10-14 days before harvest 26Apr-1May Drain Harvest 22-24% moisture 10May Combine harvest at 22% MC Drying Post harvest 10May-12May Flatbed dryer Storage Post harvest 12May-20Sep Superbag storage Milling Post harvest 20Sep Mill as brown rice Marketing Post harvest 20Sep Higher value for brown rice
Crop Packing List Out Back ScrapRack Scissor Set Cropodile Exacto Knife Sticky Notes Ruler Journaling Ruler Pens Paper Trimmer Cutting Mat Magnetic Easel ATG ATG Refill Distressing Tools Other adhesives Tweezers Project Supplies Photos Memento Keeper ScrapRack Scissor Set Cropodile Exacto Knife Sticky Notes Ruler Journaling Ruler Pens Paper Trimmer Cutting Mat Magnetic Easel ATG ATG Refill Distressing Tools adhesives Tweezers Project Supplies Photos Memento Keeper
CROPS AND CROPPING PATTERNS IN INDIA Three distinct agricultural seasons in India: Kharif (July- October): Rice, Millets, Groundnut, Cotton Rabi (November-March): Wheat, Sorghum, Gram, Barley, Oats Zaid June): Watermelon, Muskmelon, Cucumber, Vegetables GRAINS Crop Season, temperature, rainfall etc. Factoid Soil States % of area Rice Kharif High temperature (25+) High rainfall (annual +); in areas with low rainfall, irrigation is required (canal/ tubewell irrigation has made it possible to grow rice in Haryana and Punjab; but is leading to declining water tables. In contrast, Bihar’s water tables are not being utilized well enough due to lack of energy and other infrastructure) is 2nd largest producer of rice in the world after China Under the right climatic conditions, soil is usually not a constraint, but alluvial soil is preferred Major: Eastern, North-Eastern and South-Eastern states Minor: Northern plains (Punjab, Haryana, Western UP); a strip along the Western Coast Rabi Cool climate, with sunshine at the time of harvest 50-75 cm annual rainfall, evenly distributed through the growing season Loam is best (Loam is soil containing almost equal proportions of sand and silt, and some clay) Major: Ganga-Satluj plains in the north, and black soil region in Deccan (Punjab, Haryana, UP, Bihar, Rajasthan, MP)
Millets Bajra, Ragi) Mainly Kharif crops (require temperature of 25-35 degrees) 1. Jowar: Rainfed (60-70 cm rain required) 2. Bajra and Ragi: can be grown in drier regions, with rainfall of 35-50 cm (Ragi is especially well-suited to grow in drier regions) 1. Jowar is 3rd most important food crop wrt area and production 1. and Bajra: Sandy/ black soil 3. Ragi: Red/ laterite soil (Laterites soil types rich in iron and aluminium, formed in hot and wet tropical areas. Nearly all laterites rusty-red because of iron oxides. They develop by intensive and weathering of the underlying parent rock ) 1. Maharashtra, Karnataka, AP, MP 2. Rajasthan, UP, Maharashtra, Gujarat, Haryana 3. Ragi: Karnataka, TN, HP, Uttaranchal, Sikkim, Jharkhand (The state whose name is mentioned first in each of the above 3 millets is the largest national producer of that particular millet) Maize Mainly Kharif 21-27 degree temp. 50-75 cm rainfall Food and fodder crop Old alluvial Karnataka, UP, Bihar, AP, MP a
matter Coffee 15-25 degrees temperature 150-250 cm rainfall India produces about 4% of the world’s coffee Arabica variety is produced here Nilgiri hills in Karnataka, Kerala and Tamil Nadu Horticulture India is the largest producer of fruits and vegetables (produces about 13% of the world’s vegetables) Although cover only 9% of total cropped area, they provide 25% of value of total agri produce! Still, relative productivity compared to other countries is very low for horticultural products in India 9% NON-FOOD CROPS Crop Season, temperature, rainfall etc. Factoid Soil Areas/ States % of cult. area Rubber 25 degree+ Moist and humid climate-200 cm + rainfall required Mainly an equatorial crop, but also grown in tropical and subtropical areas Mainly Kerala, Tamil Nadu, AP, and Andamans
DES: Code: Parcel: Gather Data Acres Damaged: 0.00 (from IC 662) CO-OP / BUYER 1 bushels of per acre: current payment per : CO-OP / BUYER 2 s of per acre: current payment per CO-OP / BUYER 3 of per acre: current payment per : Total Co-op/Buyers Surveyed: 3 Best estimate / acre Average payment / $ 0.00 Calculate s / Acre x Acres Damaged 0.00 s Damaged x Average Payment per $0.00 Amount Owed to Property Owner is eligible to receive as compensation for crop damage.
DES: Code: Parcel: Step 1 CALCULATE MARKET DATA FROM ACTUAL DATE DAMAGE OCCURED Acres Damaged: (from Report of Crop Damage worksheet) (IC 662) Name of #1 # of bushels per AC. when damaged: $ Name of #2 # of bushels per AC. Price when damaged: $ Name of #3 # of bushels per AC. Price when damaged: $ Use HIGHEST estimate per acre Calculate AVERAGE per bushel $ Step 2 CALCULATE BUSHELS per Acre x # of Acres Damaged (from Report of Crop Damage worksheet) (IC 662) = # of BUSHELS Damaged x $ AVERAGE Price per bushel = $ Amount Owed to Property
TELEPHONE NUMBER: FAX NUMBER: E-MAIL ADDRESS: MEMBERSHIP FEES: (inclusive of GST) (please tick appropriate) Organisations – Blacktown/The Hills $30.00 Government & Local Councils $40.00 Non-Government Organisations Outside of the LGA $35.00 Individual $15.00 Student/Concession $5.00 Please Note: Current membership expires(ed) on 30th June 2017. Does your organisation have: PBI □ and/or DGR □ status? (please tick) Forward a copy of this form to CRN with your payment, or tick if paying by direct bank transfer Email: Fax: (02) 9832 4802 Post: P.O. Box 149, Plumpton NSW 2761 □ Paying by direct bank transfer Date transferred: ...................................... Bank Details: Commonwealth Bank BSB: 062 317 A/C No: 10410707 Please list your organisation, or name (if individual membership) as the Payee.
Name of Training Date Venue Time Cost to Leader Email address/booking site for more information & bookings (*) Date training can be booked Leaders Outdoor Skills Training (A fully catered weekend of training sessions around the theme of “outdoor skills”, in order to equip adult leaders of all sections with the knowledge and skills to plan and lead outdoor activities) Friday 22 February to Sunday 24 February 2019 Bowerman’s Cottage. Manaton, Dartmoor. TQ13 9XA £40 Now Leadership Qualification Day Saturday 9 2019 Maud Heath Centre, East Tytherton, Chippenham All Day Now Level 4 A Safe Space Saturday 23 March 2019 Baden Powell Lodge, Hedge End, Southampton SO30 2DF 9.30am – 2.30pm £8 Now 4 A Safe Space Saturday 30 March 2019 Hounsdown School, Jacob's Gutter Ln, Totton, Southampton SO40 9FT 9.30am – 2.30pm £8 Now Level 3 A Safe Space Saturday 27 April 2019 Sarum Academy, 10am/2pm N/A Now New Programme Saturday 27 April 2019 Sarum Academy, 10am/2pm N/A Now Level 4 A Safe Space Saturday 27 April 2019 Sarum Academy, 10am N/A Now Leadership Qualification Day Saturday 4 May 2019 Robert May’s School, 10am £10 Now 3 A Safe Space Saturday 8 June 2018 Robert May’s School, 10am/2pm N/A Now
ARCOLA BOYS CROSS COUNTRY 2018 Updated: 9/11/18 DATE DAY TIME PLACE EXCUSED DEPART RETURN 25-Sep Tue 3:30 @ Arcola vs Wissahickon&Colonial 2:15 NA NA 27-Sep Thurs 3:30 @ Phoenixville vs UM & Phx 2:15 2:30 NA 29-Sep Sat 9:30 @ Pottstown H.S. (Harrier Invitational) NA 7:30 12:30 3-Oct Wed 3:30 @ Arcola vs PV West & SFord 2:15 NA NA 5-Oct Fri 3:30 @ Arcola (Arcola Relay Invitational) 2:15 NA NA 10-Oct Wed 3:30 @Arcola vs PG & PV East 2:15 NA NA 17-Oct Wed 3:30 @ Owen J. Roberts vs OJR & UP 2:00 2:15 NA 23-Oct Tue 4:00 @ Pottsgrove H.S. (PAC-10 Championship) 2:00 2:15 6:00 All times listed are estimated and are subject to change. Meet lengths will vary. Athletes are permitted to ride home with a parent/guardian. Be sure to tell your coach before doing so.
2018 TCSAA Region – Cross Country Earl Bales Park 4155 Bathurst Street Toronto, ON Master Convenors: Peter Bernotas – St. Cyril (-5270) Mario Iozzo – St. Robert (-5297) Sam Polese – St. Bonaventure (-5263) Marc Anthony Wong – St. Paschal Baylon (-5283) TCSAA Athlete’s Pledge
The e-Citizens project has proven to be a key instrument for providing e-Government public services. It must be made clear that the main purpose of the e-Citizen portal is not to interconnect registers, but rather to function as a portal of e-services wherecitizens can use diferent identification/authentification means to access e-service provided by diferent public administration bodies. The development of e-services foresees more and more complex e-services that will integrate business processes in different institutions. The portal data.gov.hr is providing data in the form of open data. Croatia has made its e-Government public services accessible multi-modally. This implies accessibility via desktop, as well as a variety of mobile devices (IOS, Android, and Windows). Additionally, the registration and acquisition of access credentials for the e-Citizen portal are free of charge, as is the access and sharing of data. File transfer, web services, the open government data portal and the e-Citizens portal are examples of horizontal measures that exist in Croatia enabling e-Government public services’ access to base registry data. According to the e-Croatia 2020 Strategy, the main actors of the Croatian e-Government development are the Information Systems and Information Technologies Support Agency (APIS IT), the Financial Agency (FINA), the Croatian Academic and Research Network (CARNet), and the University of Zagreb Computing Centre (SRCE). Best Practice The e-Citizen portal in Croatia currently offers 41 services, but not all of them relate to base registries. The chart below displays the usage of e-services through the e-Citizen portal based on a number log-ins. The selected 5 base registries indicate the highest number of log-ins in comparison to remaining other 26 services in terms of log-ins. This accounts to 36% of total and e-services accessed in relation to the remaining 26 e-services amounting to 64% of total log-ins. An .xls file is attached to the message with newest information on the number of e-services and statistic on their usage
duPont Manual Men’s Cross Country History Team Titles Men 2007 Kentucky State Champions Top 5 Finishes Men 2000 3rd Overall 2008 5th Place Overall Regional Championships 2007 Men’s Sub 16:30 Club 1. 15:42 David Hamm 2008 Foot Locker South Regional 2. 15:51 Brian Hurst 2000 Kentucky State Championship 3. 15:55 Kyle Bowling 2000 Region II Championship 4. 16:02 Reece Johns 2009 Trinity/Val Invitational 5. 16:07 Mark 1981 Kentucky State Championship 6. 16:12 Parker Keyes 2007 Kentucky State Championship 7. 16:20 Derek Ball 2007 Foot Locker South Regional 8. 16:21 Jack Grundy 2011 Greater Louisville Classic 9. 16:23 Eric Jeter 2007 Kentucky State Championship 10. 16:27 Will Short 2010 Crimson Classic 11. 16:29 Perry Finley 2007 Kentucky State Championship ** Two time State Champion Who’s next..?
Cross Country Schedule 2018 Meets Begin at 4:30pm Saturday 8/25/18 – Jefferson HS J-Hawk Invitational Time – TBD All Teams (1.0 Mile) Wednesday 8/29/18 – Marshall Wednesday 8/29/18 – Dahlquist Flinn Harlem Marshall - Host RESA West Lincoln – Host Kennedy Eisenhower (1.25 Miles) (1.25 Miles) Wednesday 9/5/18 – Harlem MS All Teams (1.5 Miles) – Rock Cut (Olson Lake) Saturday 9/8/18 – Dahlquist Park E-RABS Chuck Wallin Invitational – 9:00 AM All Teams (1.67 Miles) Wednesday 9/12/18 – Jefferson HS (1.75 Miles) Eisenhower Harlem Marshall RESA Flinn West Lincoln Kennedy Thursday 9/20/18 – Dahlquist Park Rockford Wildcat Invitational – 3k (1.86 All Teams Wednesday 9/26/18 – Jefferson HS Wednesday 9/26/18 – Marshall Harlem Eisenhower RESA Marshall – Host West Flinn Kennedy Lincoln (1.9 Miles) (1.9 Miles) Tuesday 10/2/18 - Marshall RRAC Championships (1.9 Miles) 5:00 PM Saturday 10/6/18 Saturday 10/13/18 IESA Sectional Meet – TBD IESA Meet – TBD Normal Parkside JHS
Using the Quality Practice Template with the Standards for the Teaching Profession Nga Paerewa - this is an important activity to do with all registered teachers in your setting Standard Elaborations of the standard What quality practices do you use in your setting that connect with this standard? What evidence do you use that demonstrates these quality practices? Design for learning Design learning on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress and of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Informed by national policies and priorities. What am I doing as a teacher? What evidence am I What will I intend my children and students to be saying or doing?
Annual Appraisal Summary Report (to be changed as appropriate to your setting) Date Appraisee: Appraiser: List of evidence discussed with appraiser (please note you do not have to use inquiry as part of your evidence, and you as professional leader can choose what evidence to record that you discussed and viewed although conversations and observations are required) Evidence sources eg Analysis of children’s & students’ assessment data Planning and teaching records and feedback notes Findings and outcomes from the inquiry Appraisal discussion notes Anything else??? e.g. students, colleagues, whānau General Review - appraisee to complete Aspects of the year that were most rewarding or satisfying and why? Aspects of the year that were the least rewarding or satisfying and why? Summary of appraisee’s teaching and learning - appraisee/appraiser to complete after discussion Comments Next steps Link Standards for the Teaching Profession Evaluation of objectives, goals or inquiry- appraisee/appraiser to complete after discussion
Thank you for taking the time to fill in this consultation. You can return it by email to . Or by post to: David Mee, “Cross border Byelaws”, Natural Resources Wales, Maes Newydd, Llandarcy, Neath Port Talbot, SA10 6JQ
AWARDS Junior Intermediate Senior Individual Winner BENSON TROPHY & individual trophy BENSON TROPHY & individual trophy AITHIE TROPHY & individual trophy Individual 2nd & 3rd Individual trophies Individual trophies Individual trophies Team Winners SCOTT TROPHY & six individual trophies DUNLOP TROPHY & six individual trophies STOCKS TROPHY & six individual trophies Team 2nd & 3rd Six individual trophies Six individual trophies Six individual trophies Engraving of trophies will be the responsibility of the winning Battalion, who will arrange to have engraving completed to the Brigade’s specification. CONTACT DETAILS In the event of any queries please contact: Alan Hunter 01324 562008 – Option 1 Scottish Headquarters 01324 562008 – Option 1 The Boys’ Brigade Scottish Headquarters Carronvale House Carronvale Road Larbert FK5 3LH December 2017 THE BOYS' BRIGADE SCOTTISH CROSS COUNTRY CHAMPIONSHIPS SATURDAY 17th MARCH 2018 ENTRY FORM
Preface This workbook is part of a series of resources for the disability services sector designed by futures Upfront for NDS with funding provided by the NSW Department of Family and Community Services; Ageing, Disability and Home Care. The workbooks in this series are: 1. Individual Practices – working with people from CALD backgrounds with disability 1.1 Empathy – a practice to connect across cultures 1.2 Active listening – unconditional positive regard across cultures 1.3 Choice making – cross-cultural differences and what can we learn from them 1.4 Reflective Practice – why different points of view matter 1.5 Working effectively with interpreters 2. Organisational Practices – building a culturally responsive organisation 2.1 Terminology and data – a guide to understanding cultural diversity and disability 2.2 Making the business case – why diversity is good for business 2.3 A culturally responsive person centred organisation – key elements 2.4 Leading towards cultural responsiveness – a practical guide for managers, team leaders and coaches 2.5 Building a diverse workforce – practical strategies 2.6 Valuing bilingual workers – strategies to recruit, train and retain 3. Community Engagement – working alongside diverse communities 3.1 1 Community @ a time – culturally responsive community engagement principles and elements 3.2 Making – networking with CALD Communities 3.3 Cross-cultural story-based marketing – 1 story @a time This workbook is part of ‘Community Engagement – working alongside diverse communities’.
Comparative Government and Politics: Unit Seve Comparative Review Directions: Using your notes, our class discussions, and the assigned readings for this unit, use this cross-impact matrix to help you review for our upcoming unit test. Consider major strengths, weaknesses, and controversies. How is this influenced by this? United Kingdom Russian Federation People’s Republic of China Federal Republic of Nigeria United Mexican States Islamic Republic of Iran Democratic Institutions and Rule of Law Imperialism / Ethnic Divisions and Social Cleavages Economic Development
Hi Katie, I understand you are the Loan Officer assisting the Smith’s with their purchase of 123 ABC Street. We would like to take this opportunity to welcome you to Chicago title in Morgan Hill. I am Angie Branco, assistant to Kim Warrick, your escrow officer on this transaction. Your escrow number is 32210868. We can be reached at (408) 778-6162 or via email at or . Our fax number is (408) 778-6301. Please feel free to contact us if you need anything at all. I’ve also attached a copy of the ePre Plus preliminary title report for your review. You and your buyer can find out more about the escrow process, your escrow team, and view our client testimonials at www.chicagomorganhill.com. Please be sure to reference our escrow number in the subject line when emailing us. Thank you Katie; we look forward to working with you.
Note: The top 4 items will be displayed on the listing page of any of the eligible items by default (See figure L). Buyers will need to click on the Show All link to expand the module on the listing page to see the remaining top 10 eligible items. Cross-selling tool will use an algorithm based on item price, P&P cost and quantity sold to determine the order in which your configured items are displayed. If your items are new and do not have sales history on eBay, Cross-selling tool will use the order in which you provided the SKUs to determine the display position. Figure K Figure L
Science Geography History Art Design Tech Topic Year One HT1 Animals inc humans Food from around the N/A N/A Smoothie Food Glorious Food Year One HT2 Light and Dark India Wythenshawe Mountains Guy Fawkes Firework pictures Shadow puppets Festival Time Year One HT3 Forces – pushes and pulls Plans, aerial photos, school fieldwork N/A N/A Design a playground Playgrounds Year One HT4 Plants Growing plants N/A N/A Sculptures (Andy Goldsworthy) N/A New Life Year One HT5 Materials and toys N/A Toys from the Past L S Lowry Toys from the past Children from the Past Year One HT6 Seasonal Changes World Maps N/A Aboriginal art N/A Where is Barnaby Bear
Science Geography History Art Design Tech Topic Year Two HT1 Plants Weather patterns N/A Dinosaur collage B.Bot dinosaur Dinosaurs Year Two HT2 Simple electric circuits Google maps Neil Armstrong and the moon landings. Rockets Design a rover Space Year Two HT3 Uses of Changes to materials Capitals of UK, compass, polar regions Gt Fire of London Pepys, Wren Christopher Wren Time line tapestry Fire and Ice Year Two HT4 Animals Habitats N/A N/A N/A Night Time Year Two HT5 Pasteur, Lister, N/A Florence Nightingale N/A Design healthy menus Healthy Life/Emergencies Year Two HT6 Living things & habitats Coastal vocab, human features N/A Beryl Cook Anthony Gormley Barbara Hepworth Punch and Judy Seaside
CDS Approval Data Healthcare Device FHIR Project: Approval Date: FMG Approval Date Architectural Review Approval Date: N/A Steering Division Approval Date : SD Approval Date CCYY-MM-DD Technical Steering Committee Approval Date: TSC Approval Date CCYY-MM-DD TSC has received a Copyright/Distribution Agreement (containing the verbiage outlined within the SOU), signed by both parties. Yes No N/A
homosexuals, 10 nor thieves, nor the covetous, nor drunkards, nor revilers, nor swindlers, will inherit the kingdom of God. 11 Such were some of you; but you were washed, but you were sanctified, but you were justified in the name of the Lord Christ and in the Spirit of our God. Acts 20:2–3 When he had gone through those districts and had given them much exhortation, he came to Greece. 3 And there he spent three months, and when a plot was formed against him by the Jews as he was about to set sail for Syria, he decided to return through Macedonia. Romans 15:26–27 For Macedonia and Achaia have been pleased to make a contribution for the poor among the saints in Jerusalem. 27 Yes, they were pleased to do so, and they are indebted to them. For if the Gentiles have shared in their spiritual things, they are indebted to minister to them also in material things.
10U Girls Results # REGION TEAM NAME COACH COMMUNITY TOTAL POINTS POOL PLAY 1 310 United Glendale 20 2 688 Alliance Ryan Klein Gilbert 4 3 172 Prescott Pride Eric Pogue Prescott 12 4 232 Hot Crystal Cooper Verde Valley 22 SATURDAY – FEBRUARY 10 TIME HOME vs VISITOR SCORE 9:00am – 9:55am 2 v 1 0-3 10:15am – 11:10am 3 v 4 0-3 1:00pm – 1:55pm 4 v 2 5-0 2:15pm – 3:10pm 1 v 3 1-2 SUNDAY – FEBRUARY 11 MATCH TIME HOME vs VISITOR SCORE 9:00am – 9:55am 4 v 1 2-4 10:15am – 11:10am 2 v 3 0-0 1:00pm – 1:55pm Consolation Game: 172 v 688 2-0 2:15pm – 3:10pm Championship Game: 232 v 310 0-3 Champion: 310 Second Place: 232 Third Place: 172 Fourth Place: 688 Sportsmanship: 310 U12 Boys Results # REGION TEAM NAME COACH COMMUNITY TOTAL POINTS POOL PLAY 1 1079 CFC Red Mountain 06 Robert Mariello Mesa 38 2 310 United Jose Fernandez Glendale 3
SUNDAY – FEBRUARY 11 MATCH TIME HOME vs VISITOR FIELD 9:00am – 10:15am 1 v 4 2-4 9:00am – 10:15am 2 v 3 1-3 12:15pm – 1:30pm Consolation Game: CFC Red Mountain v 257 3-1 12:15pm – 1:30pm Championship Game: CFC Gilbert v 232 3-1 Champion: Challenge FC Gilbert Second 232 Third Place: Challenge FC Red Mountain Fourth Place: 257 Sportsmanship: 257 16/19U Girls Results # REGION TEAM NAME COACH COMMUNITY TOTAL POINTS POOL PLAY 1 688 CFC-Gilbert 03 Daniel Salaiz Gilbert 22 2 688 Alliance Karen Burrington Gilbert 0 3 688 Alliance Dave Warren Gilbert 13 4 257 Flagstaff Revolution Michael Blair Flagstaff 28 SATURDAY – FEBRUARY 10 MATCH TIME HOME vs VISITOR SCORE 9:00am – 10:25am 2 v 1 0-6 9:00am – 10:25am 3 v 4 1-5 12:15pm – 1:40pm 4 v 2 9-0 12:15pm – 1:40pm 1 v 3 5-2 SUNDAY – FEBRUARY 11 MATCH TIME HOME vs VISITOR SCORE 10:30am – 11:55am 4 v 1 6-3 10:30am – 11:55am 2 v 3 0-7 1:45pm – 3:10pm Consolation Game: 688 Warren v 688 Burrington 5-2 1:45pm – 3:10pm Championship Game: 257 v CFC Gilbert ‘03 4-1
CROSSTOWN BASEBALL LEAGUE ROSTER Organization or Team:_______________________________________________ Class:_________ Name Address DOB Phone Team Played for last year
2-I-7-18 Summarize negative and positive impacts of using data and information to categorize people, predict behavior, and make recommendations based on those predictions (e.g., customizing search results or targeted advertising, based on previous browsing history, can save search time and limit options at the same time). 2-IC-21 Discuss issues of bias and accessibility in the design of existing technologies. 2-I-7-19 Explain how computer science fosters innovation and enhances nearly all careers and disciplines. 2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. 2-I-1-20 Provide examples of how computational artifacts and devices impact health and wellbeing, both positively and negatively. Removed 2-I-1-21 Describe ways in which the Internet impacts global communication and collaborating. Removed 2-I-1-22 Describe ethical issues that relate to computing devices and networks (e.g., equity of access, security and plagiarism), hacking, intellectual property, copyright, Creative Commons licensing. 2-NI-05 Explain how physical and digital security measures protect electronic information. 2-I-6-23 Redesign a computational artifact to remove barriers to universal access (e.g., using captions on images, high contrast colors, and/or larger font sizes). 2-N-7-24 Summarize security risks associated with weak passwords, lack of encryption, insecure transactions, and persistence of data. 2-IC-23 Describe tradeoffs between allowing information to be public and keeping information private and secure. 2-N-4-25 Simulate how information is transmitted as packets through multiple devices over the Internet and Networks. 2-NI-04 the role of protocols in transmitting data across networks and the Internet. New 2-NI-06 multiple methods of encryption to model the secure transmission of information. New 2-DA-09 Refine computational models based on the data they have generated. New 2-AP-19 Document programs in order to make them easier to follow, test, and debug.
Blueprint System: Talent Management Walk District System Review, Self-Assessment, ERS District Systems Review (DSR) or AdvancED (SA) School Systems ERS Resource Check (if applicable) DSR Standard 4: Instructional Leadership 2.1 Measure Teaching Effectiveness 5.1 Measure Leadership Effectiveness 5.2 Manage Hiring & Assignment 5.3 Promote Growth & Retention DSR Standard 5: A Culture for Learning DSR Standard 6: Organizational Management SA Standard 2: Governance and Leadership 2.2.1 Facilitate Hiring and Assignment 2.4.1 Promote Individual Growth and Retention 2.5.1 Restructure Career Path and Compensation 3.1.3 Balance Quality Instruction SA Standard 4: Resources and Support Systems 3.2.3 Maximize Diverse Experiences 6.3 Turnaround Low-performing Schools DSR Standard 7: Professional Learning Culture DSR Standard 8: Professional Learning System
Plugging Into the ESSA, MTSS, and the NASP Practice Model Crosswalk A Planning Worksheet for State and Local Associations The worksheet below is to be used with the NASP Crosswalk between ESSA, MTSS, essential school practices, and the broad role of school psychologists working within the scope of services delineated in the NASP Practice Model. State and local school psychology associations can use the worksheet to begin to identify opportunities, resources, needed capacities and next steps to shaping the role of school psychologists within ESSA implementation efforts in their state. Essential School Practices Relevant or Local Laws and Programs (Risks and Opportunities) Examples of Relevant School Psychological Services Objective of Advocacy Efforts (Asks and Key Messages) Association Capacities, Action Steps, Key Participants (Doers) and Stakeholders 1. Effective, coordinated use of data that informs instruction, student and school outcomes, and school accountability
Teacher Effectiveness Impacts Student Learning National Board’s Core Propositions Aligned to Illinois Standards and Professional Learning National Board’s of Accomplished Teaching #1 Teachers are committed to students and their learning. #2 Teachers know the subjects they teach and how to teach those subjects to students. #3 Teachers are responsible for managing and monitoring students learning. #4 Teachers think systematically about their practice and learn from experience. #5 Teachers are members of learning communities. Charlotte Danielson- Detailed Alignment      (Master Teacher) of Detailed Alignment      (Learning Forward) Detailed Alignment      Detailed Alignment      Detailed Alignment      Detailed Alignment      Educational Leadership Detailed Alignment      Print complete document 20 pages
such as reading assigned passages or working on vocabulary development. Some questions concern foundations of reading: the knowledge and skills students need when they are learning the features of words and written text. These questions assess the examinee’s ability to help students: 1. Sound out words (e.g., recognize long and short vowels, consonant sounds, rhymes) 2. Break down words into parts (e.g., recognize syllables, root words, prefixes, suffixes) 3. Decode words or phrases using context clues 4. Distinguish between synonyms, antonyms, and homonyms 5. Alphabetize words Other questions are concerned with tools of the reading process: common strategies used in classrooms before, during, and reading to aid students’ reading skills. These questions assess the examinee’s ability to: 1. Help students use prereading strategies, such as skimming or making predictions 2. Ask questions about a reading selection to help students understand the selection 3. Make accurate observations about students’ ability to understand and interpret text
instructional methods/strategies/ approaches/resources to support learning in the following areas. 1. Information processing skills a. Knows how to help students locate, analyze, and synthesize information related to social studies topics and how to apply that information to solve problems and make decisions b. how to help students select and use appropriate materials, equipment, texts, and technology in social studies (e.g., physical, topographic, political, and weather maps, globes, aerial imagery, satellite images, graphs, tables, diagrams, graphic organizers, pictures, real-world resources, trade books) 2. Geography a. Knows how to develop students’ understanding of the uses of geography and the interrelationships between human and physical systems, the environment, and society b. how to help students develop an understanding of states, regions, the United States, and the world 3. History a. Knows how to develop students’ understanding of the relationships between past and present
melody, rhythm) and has a fundamental knowledge of music notation, terminology, and music making 3. Knows how to develop students’ understanding of physical education concepts (e.g., exercise, physical fitness, game and sport skills, safety, locomotor patterns, body management, social discipline, healthy lifestyles) 4. how to select and use manipulatives and developmentally appropriate materials, equipment, texts, and technology (e.g., art materials, musical instruments, physical education equipment, information from reliable sources) C. Assessment: A beginning teacher understands how to assess the effectiveness of art, music, and physical education instruction and student learning. 1. how to design and use formative assessment to adjust instruction 2. Knows how to design, use, and interpret summative assessments 3. Knows how to select and use appropriate assessments (e.g., observations, traditional, standardized) to evaluate student learning VI. Applications (25%) A beginning teacher knows how to apply developmentally appropriate pedagogical practices for planning curriculum, designing
M. Understands the major differences and similarities in family structure and gender roles across societies N. Understands the roles of both conflict and cooperation in shaping and transforming societies O. Understands the major demographic trends in world history and their effects III. Government/Civics/Political Science (15%) A. Understands political theory: political concepts, major political theorists, political orientations (e.g., liberal, conservative) B. Understands United States government and politics: constitutional underpinnings; federalism; powers, structure, and processes of national political institutions; civil liberties and civil rights, political beliefs and behaviors; electoral process, political parties, interest groups, and mass media C. Understands comparative politics and international relations: forms of government (e.g., parliamentary, federal); major regime types (e.g., democracy, autocracy); major types of electoral systems; foreign policy; the theories of international relations (e.g., realism, liberalism); international relations in practice (e.g., conflict, cooperation, diplomacy); power and problems of
8. Knows how to plan, conduct, and assess developmentally appropriate and safe early childhood learning experiences 9. Is familiar with the components of an childhood education curriculum that promote early language acquisition and address the diverse needs of children 10. Understands the process skills needed to manage early childhood education programs V. Foundations of Family and Consumer Sciences Education (16%) 1. Knows the foundations of and the social, economic, political, and ethical issues in family and consumer sciences education 2. Is familiar with resources for professional development and continuing education, including local, state, and national professional family and consumer sciences organizations 3. Is familiar with the mission, goals, and organization of Family, Career and Community Leaders of America (FCCLA) 4. Understands how core academic standards are embedded and reinforced within a family and consumer sciences curriculum to promote student achievement
– covalent and ionic c. Mole concept and its applications – Avogadro’s number d. mass and percent composition 3. Chemical reactions a. concepts involved in chemical reactions – use and balance equations of simple chemical reactions • balance equations • simple stoichiometric calculations based on balanced equations – endothermic and exothermic reactions – factors that affect reaction rates (e.g., concentration, temperature, pressure, catalysts/enzymes, activation energy) – factors that affect reaction equilibrium (e.g., Le Châtelier’s principle) – types of reactions (e.g., combustion, single or double replacement) – simple oxidation-reduction reactions 4. Acid-base chemistry a. Simple acid-base chemistry
– dissociation of ionic compounds such as salts in water (e.g., ionization, electrolytes) – precipitation – freezing point depression C. Physics 1. Mechanics a. Description of motion in one and two dimensions – speed, velocity, acceleration – displacement – linear momentum – vector and scalar quantities b. Newton’s three laws of motion – First law: inertia – Second law: F = ma (i.e., net force, mass, and acceleration) – law: action-reaction forces c. Mass, weight, and gravity – distinguish between mass and weight – gravitational attraction (force of attraction between masses at various distances)
2. Electricity and magnetism a. Electrical nature of common materials – electric charges – electrostatic force (attraction and repulsion, Coulomb’s law) – conductivity, conductors, and insulators b. Basic electrical concepts – DC and AC current – current, resistance, voltage, and power – Ohm’s law – analyze basic series and parallel circuits – voltage sources (e.g., batteries, generators) c. Basic properties of magnetic fields and forces – magnetic materials – magnetic forces and fields (e.g., magnetic poles, attractive and repulsive forces) – electromagnets 3. Optics and waves a. Electromagnetic spectrum – nature of light (e.g., wave properties, photons)
– visible spectrum and color – electromagnetic spectrum (e.g., ultraviolet, microwave, gamma) b. Basic characteristics and types of waves – transverse and longitudinal –wave characteristics and relationships between them (e.g., frequency, amplitude, wavelength, speed, energy) c. Basic wave phenomena – reflection, refraction, diffraction, and dispersion – absorption and transmission – interference, scattering, and polarization – total internal reflection – Doppler effect (e.g., apparent frequency, moving source or observer, red/blue d. Basic optics – mirrors – lenses and their applications (e.g., the human eye, microscope, telescope) – prisms e.
- continental drift - magnetic reversals - characteristics of volcanoes (e.g., types, lava, eruptions) - characteristics of earthquakes (e.g., epicenters, faults, tsunamis) - seismic and triangulation 4. Water cycle a. Evaporation b. Condensation c. Precipitation d. Runoff B. Is familiar with Historical Geology 1. Principle of uniformitarianism 2. Basic principles of stratigraphy (e.g., law of superposition) 3. Relative and absolute time (e.g., fossils, radioactive dating) 4. Geologic time scale (e.g., eras, periods) 5. Fossil formation and the fossil record
questions from the following four thematic areas also address the test takers’ ability to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. A. Historical Continuity and Change 1. Demonstrate the ability to use chronological thinking skills and to use and analyze historical data (e.g., timelines, maps, graphs, and tables) 2. Distinguish between fact and opinion with respect to primary and other historical documents (e.g., U.S. Declaration of Independence, U.S. Constitution, essays, speeches) 3. Demonstrate understanding of multiple points of view with respect to primary and historical documents (e.g., essays, famous speeches, interview transcripts, personal narratives) 4. Demonstrate understanding of the significance of historical artifacts, oral traditions, and historical places (e.g., religious holy sites, ancient cities) 5. Identify and demonstrate understanding of the impact of individuals, groups, religions, social organizations, and movements on history (e.g., Susan B. Anthony, Abraham Lincoln, Mohammed, Mahatma Ghandi, Eleanor Roosevelt, imperialism, worldwide immigration and cultural diffusion, the
b. Lakes and wetlands c. Geysers and springs d. Groundwater, aquifers, water table e. Runoff and infiltration f. Porosity and permeability g. Hazards (e.g., flooding, sinkholes) h. Human interactions (e.g., wells, levees, diversion for irrigation, saltwater intrusion) 9. Characteristics of glaciers and ice and how they move and change over time a. Characteristics of continental and mountain glaciers b. Glacial-interglacial cycles, advance and retreat c. Depositional and erosional features d. Icebergs e. Sea ice 10. Physical and chemical characteristics and processes of the oceans a. Salinity, temperature, and density b. Surface currents, deep-ocean circulation c. El Niño, la Niña
A. Is familiar with the historical development and trends of the animal systems industry 1. Explain past, current, and emerging trends related to the animal agricultural industry 2. Describe the domestication of animals B. Know the classification, anatomical, and physiological characteristics of animals 1. Identify the major species of livestock 2. Understand the taxonomical classification system of animals 3. Identify the structure and function of the major body systems of animals (e.g., digestive, reproductive, respiratory) 4. Define terms used to distinguish animals by sex, age, and physical traits in livestock C. Is familiar with proper health care of animals 1. Describe the use of vaccination and immunization in the animal science industry 2. Select proper routes of administration of medications and vaccines on various animal species 3. Describe methods of controlling parasites of livestock 4. Describe noninfectious and infectious diseases and disorders D. Know basic principles of animal nutrition