zilongwang/ReadingBank huggingface dataset:
3 Julius Caesar by William Shakespeare, Act 1.2, lines 139–187 In this lesson, students read and analyze Act 1.2, lines 139–187 and explore Cassius’s use of rhetoric and emerging central ideas, such as the relationship between the individual and the state, social bonds, and ethics of honor. 4 Julius Caesar by William Shakespeare, Act 1.2, 225–334 In this lesson, students read Act 1.2, lines 225–334 and analyze Shakespeare’s choice to present events from Casca’s perspective and the impact of this choice on the plot of the play. 5 Julius Caesar by William Shakespeare, Act 1.3, lines 42–169 In this lesson students read Act 1.3, lines 42–169 and analyze how Shakespeare develops multiple central ideas in this passage. 6 Julius Caesar by William Shakespeare, Act 2.1, lines 1–93 In this lesson, students read Act 2.1, lines 1–93 and explore Brutus’s internal conflict, including how it contributes to Brutus’s development as a character. 7 Julius Caesar by William Shakespeare, Act 2.1, lines 123–205 In this lesson, students read Act 2.1, 123–205 and analyze how the central ideas of ethics of honor and exercise of power develop and interact over the course of this passage. 8 Julius Caesar by William Shakespeare, Act 2.1 lines 253–333 In this lesson, students read Act 2.1, lines 253–333 and analyze how Portia’s interaction with Brutus develops the central idea of social bonds. 9 Julius Caesar by William Shakespeare, Act 2.2 lines 1–137 In this lesson, students read Act 2.2, lines 1–137 and analyze how Shakespeare develops Caesar’s character as vain and ambitious through his interactions with Decius in these lines. 10 Julius Caesar by William Shakespeare, Act 3.1, 1–91 In this lesson, students read and analyze Act 3.1, lines 1–91 and explore Shakespeare’s structural choices to stage the death of the title character abruptly halfway through the play. Students also consider the relationship between the events in the scene and the full title of the play, The Tragedy of Julius Caesar.
Expert Pack: Spies of the Revolutionary War Submitted by: Washoe County School District, NV Grade: 5 Date: May 2015 Rolling Knowledge Journal Read each selection in the set, one at a time. After you read each resource, stop and think what the big learning was. What did you learn that was new and important about the topic from this resource? Write, draw, or list what you learned from the text about (topic). Then write, draw, or list how this new resource added to what you learned from the last resource(s). Sample Student Response Title Write, Draw, or List New and important learning about the topic How does this resource add to what I learned already? “From eavesdroppers to secret agents: spies of the American Revolution.” There were many spies during the Revolutionary War. Many were men but some were women. They risked their lives to help Washington. “America’s First Spymaster” video The Culper Ring was an elaborate network of spies. They used invisible ink, ciphers. Anna Smith Strong and Lydia Darragh were female spies who spied from their homes. Nathan Hale, Revolutionary Spy Nathan Hale joined the army and later became a spy for General Washington’s army. He spied on the British disguised as a Dutch schoolmaster. He was caught and hanged for his crime. Nathan Hale believed that he needed to help his country despite risking his life. “Inside a Revolutionary War Spy Ring” The Culper spy ring were a huge factor in the victory of the war. They outsmarted the British they did not overpower them. The British stole America’s currency paper to start a counterfeit operation but the spies were able to stop it. Robert Townsend was the most vital spy to George Washington. This resource provides a visual map of the route the spies’ communication had to go, to reach George Washington. The video proved the spies were ordinary people and shared their occupations. The spy ring was very important in winning the war against the British. “Revolutionary War” Benjamin Franklin was a spy. He was on secret committees that employed spies and gathered supplies for the revolution. George Washington, Nathan Hale, and Anna are mentioned again Benedict Arnold, Battlefield Hero or Selfish Traitor Benedict Arnold spied for both sides in the Revolutionary War. He died a traitor to the United States. Benedict Arnold risked his life for the patriot cause. He fought under General Washington like Nathan Hale.
RL.5 Text Structure RI.5 Text Features and Structures RL.6 of View RI.6 Author/Illustrator Purpose and of View Integration of Knowledge and Ideas RL.7 Visuals and Text RI.7 Visuals Support Comprehension RL.8 N/A RI.8 Author’s Supporting Points RL.9 Compare and Contrast RI.9 Compare and Contrast Range and Reading and Level of Text Complexity RL.10 Text Complexity RI.10 Text Complexity Writing Standards Text Types and Purposes W.1 Opinion/Argument W.2 Informative/Explanatory W.3 Narrative Production and Distribution of Writing W.4 Production (Begins in Grade 3) W.5 Plan/Revise/Edit W.6 Technology Integration Research to Build and Present Knowledge W.7 Research W.8 Determine Importance and Organize Information W.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4) Range of Writing W.10 Routinely over Varied Time Frames (Begins in Grade 3) Speaking and Listening Standards Comprehension and Collaboration SL.1 Conversation SL.2 Listening Comprehension SL.3 Listen and Respond Production and Distribution of Writing SL.4 Oral Expression SL.5 Multimedia Presentation
Second Grade Instruction and Assessment Schedule 2013-2014 It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. Approx. Numberof Daysof Instruction Benchmark 1 ?? ?? Common Assessment A ?? ?? Common Assessment B Benchmark 2 ?? ?? Common Assessment C ?? ?? Common Assessment D Benchmark 3 Endof Year Instructional Content Unit of Study 1 Unit of Study 2 Unit of Study 3 Unit of 4 Unit of Study 5 Unit of Study 6 Unit of Study 7 Unit of 8 Getting forGr. 1 Unit Assessment
RL.2.3, RL.2.7 I can: RL.2.3 Tell how characters will respond to events in a story. RL.2.7 Use illustrations and text to demonstrate their understanding characters, setting, and plot Academic Vocabulary: characters setting plot illustrations events realistic fiction making connections Section Vocabulary: relatives tradition memory attic rescue patient Theme 1, Lesson 7: vocabulary A & B, substitute patient for generation Theme 1, lesson 8: Teach vocabulary A, B, C 1, lesson 9: Interactive Reading A & C Theme 1, lesson 10: Interactive Reading A, B, C Board Activity Games Reading Informational Content Objectives Vocabulary Literacy By Design Alignment Additional Resources
RF.2.3(A & F), RF.2.4 I Can: RF.2.3(A & F) Sound out words containing digraphs Read 2nd grade high frequency words RF.2.4 Read fluently at a 2nd level Academic Vocabulary: Digraphs Theme 1, lesson 1: Teach phonemic awareness A &B Theme 1, lesson 2: Teach phonics A, B, & C the Cook, the decodable book Theme 1, lesson 6: Teach phonemic awareness/phonics A & B Theme 1, Lesson 8: Teach phonemic awarenic/phonics A & B Decodable book, Chad’s Plan Teach fluency Theme 1, lesson 4: Practice pattern words Additional games or activities for Theme Writing Content Objectives Vocabulary Literacy By Design Alignment Additional Resources
E-mail: kentparentpartnershipservice@kent.gov.uk The school’s arrangements for supporting pupils with special educational in transferring between phases of education or in preparing for adulthood and independent living We will ensure early and timely planning for transfer to a pupil’s next phase of education. Pupils with Education Health and Care Plans will have next phase destinations and transition arrangements discussed at 6 weekly review meetings convened by the school and form teacher. A transition timeline will be produced, with specific responsibilities identified. Support for the in coming to terms with moving on will be carefully planned and will include familiarisation visits and counselling. Pupils will be included in all “class transition days” to the next phase where appropriate but may also be offered additional transition visits or have their individual lessons on the new site. Pupils and parents will be encouraged to consider all options for the next phase of education and the ELA will involve outside agencies, as appropriate, to ensure information is comprehensive but easily accessible and understandable. Accompanied visits to other providers may be arranged as appropriate. Parents will be a reliable named contact at the next phase provider with whom the SENCo will liaise The Transition support team for the Enterprise Learning Alliance can be contacted on: Tina McMillian: Guidance Coordinator Tel 01843 231758 Mobile 514668 E-mail Information on where the local authority’s local offer is published. Kent's Local Offer information can be found on through the following link: parents without internet access should make an appointment with the SENCO for support to gain the information they require. Updated on 05.03.2017 Approved by on …JHA- 5-3-17…………………………………………… Next review on ……January 18………………………………………….
Third Grade Instruction and Assessment Schedule 2013-2014 It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. Approx. Numberof Daysof Instruction Benchmark 1 ?? ?? Common Assessment A ?? ?? Common Assessment B Benchmark 2 ?? ?? Common Assessment C ?? ?? Common Assessment D Benchmark 3 Endof Year Instructional Content Unit of 1 Unit of Study 2 Unit of 3 Unit of 4 Unit of Study 5 Unit of Study 6 Unit of Study 7 Unit of Study 8 Getting Ready forGr. 1 Unit Assessment
Unit of Study 1 Third Grade Quarter 1 Approx. ??? days 1 Reading Literature Content Objectives Vocabulary Literacy By Design Alignment Additional Resources 3.RL.1,3.RL.3, 3.RL.4 I can: 3.RL.1 Answer questions by using words and details from the text 3.RL.3 Describe the characters and how their actions effect the story 3.RL.4 Identify sentences with exaggerations Academic Vocabulary: story elements illustrations realistic fiction humorous fiction making connections hyperbole exaggerations initial consonant supporting details genre stanza Section Vocabulary: develop decision protect comfort arrive appeal festival lifestyle Theme 1, Lesson 7: Teach vocabulary A & B, substitute festival for household (mention household but don’t elaborate) Teach target skill A & B Connect to prior knowledge Interactive reading A & B Ongoing practice A & B Theme 1, Lesson 8 Review vocabulary Connect to prior knowledge; The Great Butterfly Flutterby
3.RL.1,3.RL.3, 3.RL.4 I can: 3.RL.1 Answer questions by using words and details from the text 3.RL.3 Describe the characters and how their actions effect the story 3.RL.4 Identify sentences with exaggerations Academic Vocabulary: story elements illustrations realistic fiction humorous fiction making connections hyperbole exaggerations initial consonant supporting details genre stanza Section Vocabulary: develop decision protect comfort arrive appeal festival lifestyle Theme 1, Lesson 8: Interactive reading A & B 1, Lesson 9: Review vocabulary Interactive reading A & B Think & Respond Theme 1, Lesson 10 Wrap up the Interactive reading A, B, C Theme 1 progress test Theme 1, Lesson 9: Extended response
3.IF.1, 3.IF.2, 3.IF.7 I Can: 3.IF.1 Ask and answer questions using the text for support to show my understanding 3.IF.2 Explain how the key details support the main idea of a text 3.IF.7 Explain how charts, diagrams, or illustrations are helpful in clarifying text Academic Vocabulary: supporting details charts diagrams main idea clarify Section Vocabulary: challenge celebrate Theme 1, Lesson 4: Teach vocabulary A Connect to prior knowledge Interactive reading A & B Theme 1, Lesson 5: Interactive reading A & B Think & Respond A & B Theme 1, Lesson 6: vocabulary A & B Teach vocabulary A & B, substitute challenge for establish (mention establish but don’t elaborate) Wrap up the interactive reading A & B Think and Respond; Turn and Talk A & B Think and Respond; Critical Thinking
The following sections are as per Part 2, Division 3 of the Code of Practice for Electric Line Clearance. 16. Responsible person must publish notice before cutting or removing certain trees This requirement is covered in Section 3p. Clearance Responsibilities - Additional Duties of Responsible Persons The following sections are as per Part 2, Division 4 of the Code of Practice for Electric Line Clearance. 20. Duty relating to the safety of cutting or removal of trees close to an electric line Powercor are the responsible Distribution Business and owner of assets located within the declared areas which Council is responsible for. Where concerns are raised in relation to the safety of maintenance activities associated with maintaining vegetation clearances inside of the declared area, Council will make contact with Powercor to discuss concerns. Final recommendations will be provided by ORP Manager in an email to be recorded in Council’s electronic data capture system. Council has no clearance responsibilities in relation to a span of an electric line that is part of a railway supply network or tramway supply network. Owner, operator or DB process for providing assistance: Name of Company: Powercor Australia Position: ORP Manager Name: Leo Hourigan Address: Locked Bag 14090 Melbourne 8001 Telephone: 0408 304 984 e-mail:
Thursday, March 30, 2017 Palm Beach County Library-Main Branch 3650 Summit Blvd. West Palm Beach, FL 33406 6:00pm-8:00pm Florida Department of Education [DOE] Trainings You must pre-register for the DOE trainings by going to Follow the steps to enroll in an instructor led course. Participants that do not register through the DCF system will not be allowed to attend. If you go to register with the ref. # and it tells you to revise your search criteria that means the training you are searching for is full. Name of Training and Presenter Date Location Time Cost/Credit DOE- How to Administer the VPK Assessment Lorca Acosta & Maria Gutierrez Reference # 7242 Wed Feb 15, 2017 Early Learning Coalition at Port Center 2051 Martin Luther King Jr. Blvd. 300, 3rd Floor Riviera Beach, FL. 33404 1:00pm- 4:00pm Free/ DCF Transcript DOE- VPK Math Training Krystal Wallick & Acosta Reference # 7138 Wed Feb 22, 2017 Children’s Services Council of PBC 2300 High Ridge Road, AA Milne Boynton Beach, FL 33426 1:00pm- 4:00pm Free/ DCF Transcript DOE - VPK Assessment Training: Instructional Implications Krystal Wallick Reference # 7243 Wed Mar 15, 2017 Children’s Services Council of PBC 2300 High Ridge Road, AA Milne Boynton Beach, FL 33426 1:00pm- 3:00pm Free/ DCF Transcript Community Training Resource For Credit and Non Credit courses visit Palm Beach State College Institute of Excellence in Early Care and Education at their website at For more information, contact Darcy Russo at (561) 868-3663 or HOW TO REGISTER ONLINE To register for Early Learning Coalition of Palm Beach County trainings and meetings please go to the website . Click on the link for the list of the Provider Meetings and Child Care Trainings. Click on the meeting/training title for the date you would like to attend.
Writing Electron Configuration Practice Section 1: Write the Ground State Electron Configuration of the Following Elements showing s, p, d, and f Carbon – 1s22s22p2 Bromine Uranium Iron Gold Potassium Now, write the following and use the Noble Gas abbreviation. Sodium – [Ne] 3s2 Silver Manganese Boron Section 2: Write the electron configuration of the following ions O2- Ca2+ Cu2+ Fe3+
development and learning and are characterized by individual variation. being has an individual pattern and timing of growth development as well as individual styles of learning. Personal family experiences and cultural backgrounds also vary. Source: www.tenet.edu What Children Do What Teachers Do Awareness Experience Acquire an interest Recognize broad parameters Attend Perceive Wonder Notice Create the environment Provide the opportunities by introducing new objects, materials, events, people Invite interest by posing problem or question Respond to child's interest or shared experience Show interest, enthusiasm Exploration Observe Explore materials Collect information Discover Represent Figure out components Construct own understanding Apply own rules Create personal meaning Facilitate Support and enhance exploration Extend play Describe child's activity Ask open-ended questions, such as "What else could you do?" Respect child's thinking and rule systems Allow for constructive error Inquiry Examine Investigate Predict Propose explanations Make connections Compare own thinking with that of others Generalize Relate to prior learning Adjust to conventional rule systems Help children refine understanding Guide children, focus attention Ask more focused questions, such as "What else works like this? What happens if?" Provide information when requested Help children make connections Allow time for sustained inquiry Utilization Use the learning in many ways; learning becomes functional Represent learning in various ways Apply to new situations Create vehicles for application in real world Help children apply to new situations Provide meaningful situations to use
Digital Learning Day Department: English Language Development Grade Level: 7th & 8th Duration: (How much time should this assignment take to complete? No more than 15 minutes) Lesson Title: Watch and Write Read and Write Student Choice Video / Article. Standards: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Learning I can watch a video and write an educated summary. I can read an article that interests me and write and informative paragraph detail the article. Teacher Contact Info: Digital Day #1 Directions: 15 minute lesson: Find a youtube.com video that relates to job interviews. the youtube.com video and write a paragraph summary of the video. Be sure to include introduction, transitions, examples and a conclusion. Digital Day #2 Directions: 15 minute lesson: Read an article from Newsela.com that interests you. Write an informative paragraph detailing the article that interests you. Be sure to include introduction, transitions, evidence, reasons and a conclusion. Make sure to cite the text.
• ¿Por qué Smilin 'Jack no toma el dinero extra de mamá? • ¿Por qué, crees, Sonny quiere aprender a tocar la trompeta? #6 Complete a map to demonstrate the problem, what the characters did to solve the problem, and how the problem was solved. Google It! Search “Problem-Solution Story Map” Completa un mapa de la historia para demostrar el problema, qué hicieron los personajes para resolver el problema y cómo se resolvió el problema. ¡Buscalo en Google! Buscar "Mapa de historia de problema-solución"
2. Return and review homework 10 min -Vocabulary Journal p. R2, 3 words *Verified by Mr. Richert_____ Devuelve y revisa la 10 minutos -Vocabulary Journal p. R2, 3 palabras Verificado por el Sr. Richert_____ Example: Word or phrase Sentence Synonym “however” “We get out at 3 most days. However, we get out at 1:50 on Tuesday.” “on the hand” Palabra o frase oración Sinónimo "sin embargo" "Salimos a los 3 días más. Sin embargo, salimos a la 1:50 el martes.” “por otra
Discuss why watering might be restricted during droughts. #3 Exit Ticket write: Plants are important because______. Homework Read for 30 minutes at home. Write at least 4 words from the reading with their sentences and a synonym. Word Sentence Synonym
Join NeighborWoods, a Tree! What?: The students, family, and community of Elder Creek Elementary will work with the Sacramento Tree Foundation to improve the campus and community by planting 19 shade trees on the campus ground. All volunteers are welcome and appreciated. Where?: Elder Creek Elementary School 7934 Hill Ave. Sacramento, CA 95824 When?: Saturday January 27, 2018 8:45am-1:00pm How to Sign Up: Go to www.sactree.com Click “Events” at the top of the page Find “NeighborWoods Planting at Creek Elementary” and click “Volunteer” Sign up! Contact Information: Saetern (916) 974-4322
East Lansing Band & Orchestra Parents Association P.O. Box 4042 East Lansing, MI 48826-4042 August 17, 2015 Dear ELPS Band & Orchestra Family & Friends: The East Lansing Schools’ Band & Orchestra Parent Association would like to thank you for your generous support of our students and invite you to consider sponsoring our bands and orchestras in the coming year. ELBOPA will soon launch phase one of our fall Sponsorship Drive and two of our most successful fundraisers: Night Out and the 26th Annual Car Wash, both East Lansing community traditions. The Community and Corporate Sponsorship goal this year is $6,000; generous donations help defray the expenses that maintain and grow the East Lansing School’s outstanding instrumental programs. We are very grateful! The East Lansing Band & Orchestra Parents’ Association is a non-profit 501(c)3 organization and any donation to us is tax-deductible to the extent allowed by law. We welcome the opportunity to acknowledge your gift to us in our 2014-15 concert programs. Any size donation will make a difference to our young musicians. Please consider helping us reach our goal by filling out the enclosed form and returning it using the address provided. Please make checks payable to ELBOPA or East Lansing Band & Orchestra Parent Association. You will receive a thank you and receipt in response to your generosity. Thank you so much for your time and commitment to our community and your commitment to the power of the fine arts in the lives of our young people! Sincerely, Larissa Miller ELBOPA President
An elder must be poor or thrifty. An elder cannot display his prosperity, even appropriately. This refers to: A man willing to resort to dishonesty to make money. A man engaged in a business that is illegal, unethical, or immoral. Some things are legal, yet not moral or ethical. Matthew 7:12 (cf. Luke 6:31) The man who is consumed with making money any way he can: Generally won't have a good reputation. May not give proper attention to his duties as an Might even embezzle funds. (cf. John 12:4-6) Might be stingy in using the Lord's money to do the Lord's work. Keith Sharp: "Perhaps this very problem explains why so many elders worry more about the money expended on seed and sod than on the teaching extended to saints and sinners." ("Qualifications Of Elders (4)," Guardian Of Truth, Oct. 22, 1981, p. 662) This qualification is absolutely essential for the man who would be a shepherd of the Lord's people and the Lord's money. Questions: Does this man use questionable methods for obtaining money? Does he have a reputation for taking advantage of people financially? Is he honest and above board in his business dealings? "Gentle" [epieikes] (1 Timothy 3:3) Other translations: "Gentle" (ASV, CEV, ESV, Holman, RSV, NASV, NIV, NKJV, NRSV, Young) "Patient" (KJV) "Forbearing" (Marshall) "Of a forbearing disposition" (NEB) "Sweetly reasonable" Definitions:
2018 Jerome Honorary Tournament TEAM SCORES TOP 10 (and ties) 1. DUBLIN JEROME – 296 1. MOLDOVAN (GREEN) - 67 2. ST. IGNATIUS – 302 2. WAGNER (JEROME) - 68 3. FOX CHAPEL – 304 T3. BITAR (FOX CHAPEL) - 73 4. COLUMBUS ACADEMY – 307 T3. ROBINSON (JEROME) - 73 5. ST. CHARLES – 308 T3. MAUNTEL (ST. CHARLES) - 73 6. UPPER ARLINGTON – 311 T3. REED (ST. IGNATIUS) - 73 T7. ST. XAVIER – 312 T3. PATTERSON (UA) - 73 T7. CINCINNATI – 312 T3. DOODY (WELLINGTON) - 73 9. DUBLIN JEROME (GOLD) – 315 T3. JONES (WORTHINGTON) - 73 10. WELLINGTON – 317 T4. KHAN (COLUMBUS ACADEMY) - 74 11. WORTHINGTON CHRISTIAN – 321 T4. GROOMES (JEROME) - 74 12. ARCHBISHOP HOBAN – 323 T4. DAVERN (CENTRAL CROSSING) - 74 13. WESTERVILLE CENTRAL – 324 14. OLENTANGY – 326 T15. COFFMAN – 333 T15. ARCHBISHOP MOELLER – 333 17. CENTERVILLE – 355 INDIVIDUALS MAXWELL MOLDOVAN – 67 CALEB DAVERN – 74 BRAYTTON KROCK - 86
2018 ELDER BASEBALL TRYOUT SCHEDULE WEEK OF 2/19 – 2/22 Monday, 2/19 FROSH – 1:00 – 3:00 at Elder SOPHOMORES – 3:00 – 5:30 at Elder JUNIORS/SENIORS – 3:00 – 5:30 at Elder Tuesday, 2/20 FROSH – Group 1 5:00 – 6:00 at PAC Group 2 6:00 – 7:00 at PAC SOPHOMORES – 3:00 – 4:00 at PAC JUNIORS/SENIORS – 4:00 – 5:00 at PAC Wednesday, 2/21 FROSH – 5:00 – 7:00 at Elder SOPHOMORES – 3:00 – 5:00 at Elder JUNIORS/SENIORS – 3:00 – 5:00 at Elder Thursday, 2/22 FROSH – 3:00 – 5:00 at Elder SOPHOMORES – 4:30 – 6:30 at Elder JUNIORS/SENIORS – 3:00 – 5:30 at PAC Friday, 2/23 All levels off. Varsity basketball at 5:30 at Fairfield vs. Mt. Healthy Saturday, 2/24 TBA
Law Office of Amrit Kaur Khalsa Attorney at Law 4141 B Street, Suite 402 Anchorage, AK 99503 Phone: 907.277.1595 Ilona Bessenyey Bessenyey & Van Tuyn, L. L. C. 310 K Street, Suite 200 Anchorage, AK 99501 Phone: 907.278.2000 Ms. Constance A. Aschenbrenner 205 E. Benson Blvd, Suite 121-D Anchorage, AK 99503 Phone: 907.334.9200 Patrice Icardi Law Office of Patrice A. Icardi 3401 Denali Street, Suite 203 Anchorage, AK 99503 Phone: 907.929.3032 Ernest M. Schlereth Attorney at Law 225 East Fireweed Lane, Suite 301 Anchorage, AK 99503 Phone: 907.272.5549 Paula M. Jacobson Law Office of Paula M. Jacobson 604 West 2nd Avenue Anchorage, AK 99501 Phone: 907.561.4905 Vance A. Sanders 636 Harris Street Juneau, AK 99801 Phone: 907.586.1648 Pro Bono, or sliding scale: Alaska Legal Services Suite 200, 1016 West 6th Avenue Anchorage, AK 99501 1.888.478.2572 907.272.9431 Alaska Legal Services Attorney: Holly Handler 419 6th Street Juneau, AK 99801 Phone: 907.586.1649 1.800.789.6426 Alaska Elder Law Attorneys 9/27/17
20’ Practice conversations Students practice the conversation on the worksheet Go through the language used for introducing, guiding a conversation to a specific topic and leave-taking Invite students to role play the conversation with gestures and appropriate intonation in of the class Learn and practice discourse for directing a conversation to a specific topic Practice phrases for responding to questions PLS Worksheet: Ask and Respond! 30’ Role play Review the discourse for introducing, guiding a conversation to a specific topic and leave-taking Cut up and hand out one of the Mix and Mingle cards to each student Explain the aim: To find someone who can respond to the information you are seeking from your card Respond to other classmates appropriately – positively if you know the answer, and negatively if you don’t Practice conversation strategies Listen and respond appropriately and politely to questions Review content and comprehension of the topic of power of attorney PLS Worksheet: Mix and Mingle! 20’ Find out more Students look for more information about power of attorney, agreements, and wills by visiting the PLS website and watching the videos Students answer questions from the videos and their information with classmates Students review their answers by skimming the PLS wikibook, or the Learning About the Law booklet, section on Older People and Elder Law Get more information about elder law Computer Lab wikibook or Learning About the Law booklet 10’ Self-Assessment Allow students to fill out form independently Self-assessment PLS Worksheet: What did you learn?
Bringing Issues of Elder and Dependent Adult Abuse to Light.’ For more information and ticket prices, please visit: information and tickets: #kNOwAbuseReportAbuse We hope you can join us on June 24 for Newman’s 15th Annual Senior Information Day! This year we are celebrating our heritage, so come dressed like the nationality you want to represent. For questions about the event or booth participation contact Debi Cardona at or 209-534-9939. Join us for Newman’s 15th Annual Sr Info Day! Questions? Email Debi . #kNOwAbuseReportAbuse Join us on June 15 for the 19th Annual Kern County Elder Abuse Prevention Conference presented by the Kern County Aging & Adult Services – APS, Kern County Commission on Aging, Domestic Violence Advisory Council and Kern County Mental Health Department. Join us on June 15 for the 19th Annual #KernCounty Abuse Prevention Conference! #kNOwAbuseReportAbuse Free for seniors and families! Join us on June 14 at the Petaluma Community Center for this educational panel on financial fraud and medical safety. #kNOwAbuseReportAbuse Join us on 6/14 for a free event, educating seniors & families on elder abuse awareness & prevention! #kNOwAbuseReportAbuse GENERAL CAMPAIGN and RESOURCES Facebook Twitter Photo Older adults are a major target for financial scams. The San Diego County Health and Human Services Agency, @LiveWellSan DiegoNorthCounty and @SanDiego DistrictAttorney’s Office teamed up to provide this Stop Scams Toolkit. Older adults are a target for financial scams – this toolkit can help #elders avoid becoming a victim. Aging and dependent adults are susceptible to self-neglect. The San Diego County HHSA provides insight on what you can do. #kNOwAbuseReportAbuse Aging & dependent adults are susceptible to self-neglect. Here are tips on what you can do to #kNOwAbuseReportAbuse --OR-- June 15 is World Elder Abuse Awareness Day. Wear purple to promote awareness and show your support. #kNOwAbuseReportAbuse #WorldElderAbuseAwarenessDay is June 15th. Wear purple to promote
Andrea Jaramillo (French) - TBA Susie Ho (Vice Principal) - TBA Jacquelyn Jandoo (Office Assistant) - TBA Marcela Decima (TA) – Churchville P.S. Megan Clark (TA) – Fletcher’s Meadow S.S. Our Eldorado Staff for 2015/2016 will be : Kindergarten Pam Paterson/Raheela Naseem Jen Chapman/Laura Cabral Klara Redford/Amy Coull Lisa Mansell/Andrea Grieve Stavinder Multani/Karen Jones Primary Team Amy Tevelthuis (1/2) Jennifer Boksa (1) Kindeel Elahi (1) Angela Jackmann (2/3) Christine Alexander (2) Melanie Choukour (2) Samira Merchant-Haider (3/4) Heather Cooke (3) Amanda Gandhi (3) Junior Team Jacqui Pelletier (4) Sherri Villa (4) Abdur-Rashid (5) Monica Chadha (5) Imperial-Gelinas (5) Sam Sauro (6/7) Jacklyn Newcombe (6) Karen Watts (6) Intermediate Team Brad Murray (7) Peseski (7/8) Jacqui Bannon (8) Ryan Farrell (8) Divjot Khurana (8) Special Classes Michelle Helen Evans Laurie Nelson Roshika Jayasingha Jenna Craig Hanna Kwak School Support Scott Fedorowich (Phys-Ed) Danielle Pierre (Phys-Ed) Gena Norbury (Music) Carrie Tersch (Music) Shelley Hodgkinson (French) Rebecca Zak (French) Carlene Powell (Math) Marc Julien (Library) Wendi Crake (Responsibility Room) Special Education Team Sharon Ward Julie Orazem Monique Smith Alison Evans Nazneen Duarte Admin Team Darren VanHooydonk (Principal) Shannon Lee (Vice Principal) Kathleen Whitnell (Office Manager) Anne Odd (Office Assistant) Stephanie McIntosh (Office Assistant)
CSI – 3 PART SPEC Stone, LLC 1370 Grand Ave., Bldg., B San Marcos, CA 92069 Tel: (760) 736-3232 Fax: (760) 736-8890 e-mail: website: SECTION 04 73 00 MANUFACTURED MASONRY VENEER GENERAL NOTES TO SPECIFIER: THIS SPECIFICATION SECTION HAS BEEN PREPARED TO ASSIST DESIGN PROFESSIONALS IN THE PREPARATION OF PROJECT OR OFFICE MASTER SPECIFICATIONS. IT FOLLOWS GUIDELINES ESTABLISHED BY THE CONSTRUCTION SPECIFICATIONS INSTITUTE (CSI), AND THEREFORE MAY BE USED WITH MOST MASTER SPECIFICATION SYSTEMS WITH EDITING. EDIT CAREFULLY TO SUIT PROJECT REQUIREMENTS. MODIFY AS NECESSARY AND DELETE ITEMS THAT ARE NOT APPLICABLE. VERIFY THAT REFERENCED SECTION NUMBERS AND TITLES ARE CORRECT. (NUMBERS AND TITLES REFERENCED ARE BASED ON MASTERFORMAT, 2004 EDITION). THIS SECTION ASSUMES THE PROJECT MANUAL WILL CONTAIN COMPLETE DIVISION 1 DOCUMENTS INCLUDING SECTIONS 01 25 13-PRODUCT SUBSTITUTION PROCEDURES, 01 33 00-SUBMITTAL PROCEDURES, 01 62 00-PRODUCT OPTIONS, 01 66 00-PRODUCT STORAGE AND HANDLING REQUIREMENTS, 01 74 00-CLEANING AND WASTE MANAGEMENT, 01 77 00-CLOSEOUT PROCEDURES, AND 01 78 00-CLOSEOUT SUBMITTALS. CLOSE COORDINATION WITH DIVISION 1 SECTIONS IS REQUIRED. IF THE PROJECT MANUAL DOES NOT CONTAIN THESE SECTIONS, ADDITIONAL INFORMATION SHOULD BE INCLUDED UNDER THE APPROPRIATE ARTICLES. THIS IS A CLOSED PROPRIETARY SPECIFICATION. NOTES TO THE SPECIFIER ARE CONTAINED IN BOXES AND SHOULD BE DELETED FROM FINAL COPY. HIGHLIGHTED TEXT AND NOTES RELATE TO LEED® PROJECTS AND CAN BE DELETED IF THE PROJECT IS NOT INTENDED TO ATTAIN LEED® CERTIFICATION. CREDIT REFERENCES TO LEED® FOR NEW CONSTRUCTION, V2.2. OPTIONAL ITEMS REQUIRING SELECTION BY THE SPECIFIER ARE ENCLOSED WITHIN BRACKETS, E.G. [35] [40] [45]. MAKE APPROPRIATE SELECTIONS AND DELETE OTHERS. ITEMS REQUIRING ADDITIONAL INFORMATION ARE UNDERLINED BLANK SPACES, E.G. . OPTIONAL PARAGRAPHS REQUIRING SELECTION OF ONE OF THE OPTIONS ARE SEPARATED BY “OR” WITHIN A BOX, E.G. OR BOLD FACE TEXT IDENTIFIES OPTIONAL PARAGRAPHS AND FEATURES THAT MAY BE INCLUDED OR DELETED DEPENDING ON PROJECT REQUIREMENTS. CONVERT THE BOLD FACE TEXT TO REGULAR TEXT WHEN INCLUDING THESE PARAGRAPHS OR FEATURES. WHEN DELETING A PARAGRAPH, BE CERTAIN THAT ALL SUBPARAGRAPHS ARE ALSO DELETED. REVISE FOOTER TO SUIT PROJECT/OFFICE REQUIREMENTS. ELECTRONIC VERSIONS OF THIS SPECIFICATION UTILIZE AUTOMATIC PARAGRAPH NUMBERING. a
In favor: 14 Not in favor: 6 Abstain: 2 The discussion led to a presentation from Grenerth, Director, Regulatory Affairs, Owner-Operator Independent Drivers Association, on an idea for a system to track and evaluate the effectiveness of training providers. This proposal will be further discussed in the working groups and at the next meeting. PRESENTATIONS Presenter Presentation 1 Larry Minor, Associate Administrator for Policy and DFO, FMSCA Overview of Preliminary ELDT Regulatory Structure 2 Martin Garsee, Immediate Past President National Association of Publicly Funded Truck Driving School Immediate Past President National Association of Publicly Funded Truck Driving School Core curriculum for the Professional Trucker Driver Institute and the National Association of Publicly Funded Truck Driving Schools 3 Carl Spatocco, Regional Vice-President, Educational Affiliates Commercial Vehicle Training Association CVTA Membership Requirements 4 Lou Spoonhour, Senior Advisor for CDL Programs, Stevens Transport Core curriculum for Stevens Transport 5 Ken Presley, Vice President, Industry Operations, Chief Operating Officer, United Motorcoach Association Overview of Passenger Carrier Topics and 6 Alan Strasser, Attorney, FMCSA Protections for Confidential Business Information Presentation 7 Brian Dahlin, Chief Economist, FMCSA Data Needs 8 Richard Clemente, Transportation Specialist, Driver and Carrier Operations Division, FMCSA, and Howard Stone, FMCSA, Martin Garsee, Immediate Past President National Association of Publicly Funded Truck Driving School, Carl Spatocco, Regional Vice-President, Educational Affiliates Commercial Vehicle Training Association, and The Role of States in Certification Process
Enhanced Learning Credits Application for Scheme Membership Please complete in BLOCK CAPITALS in black ink Circle correct answer for multiple choice questions PART 1 – PERSONAL DETAILS Service Number Surname Date of Birth dd mm yy Forename(s) Service RN RM Army RAF Rank Enlistment Date dd mm yy Branch, Specialisation, Trade, Arm or Service (as appropriate to Service) Last Day of Service dd mm yy Current Base/Unit Current Work Address Unit Stamp Postcode Country Email Address PART 2 – EQUAL OPPORTUNITIES Gender Male Female Ethnic Group Asian Black Chinese Mixed Ethnic PART 3 – INDIVIDUAL DECLARATION I confirm the accuracy of the details entered above: Signature Date dd mm yy Warning: It is an offence to make or conspire in making a false statement on or about this application. PART 4 – DECLARATION BY EDUCATIONAL STAFFS (or PERSONAL LEARNING ADVISOR) Surname/Initials Service Number (or Payroll Number) This declaration is made in accordance with the requirements of JSP 822, the Regulations 1975 and the Policy, Rules and Guidance governing “Outside Appointments and Activities Signature Date dd mm yy Email Address Telephone When completed please return to: ELCAS New Challenge House International Drive Tewkesbury Business Park Tewkesbury Gloucestershire GL20 8UQ The information you provide on this form will be held on a database by ELCAS. The data will be used solely for the administration of the ELC Scheme and to monitor and evaluate its performance. The information relating to equal opportunities will only be used for statistical evaluation. The data held will not be disclosed to any parties not involved in the ELC Scheme administration and management. All data will be handled in accordance with the Data Protection Act 2000. The application form is to be received by ELCAS not later than one calendar month after expiry of the relevant ELC Scheme entry ‘window’. ELC 001-01 20/12/16 08
text? Group Jig Saw Activity Check the website for directions and questions. Devise a propaganda tool (poster, pamphlet, speech) to the popularity of the leader or cause you have chosen. Use some of the propaganda techniques discussed in class. Be persuasive. Pass out character chart assignment for Animal Farm. Distribute non Fiction Articles: PRO/CON: Was it right for Apple to say no to helping FBI hack an iPhone? By Tribune News Read and annotate the text. Once finished annotating, complete the 4 square “WWWWWH” grid (individually). Using the article of the week discussion grid, in groups of 3 or 4, and using the annotated articles, students share key details, surprising information, things they read that were confusing, In groups answer the following questions: 3. What has happened to Mr. Jones after the Rebellion? 4. Compare and contrast the two Foxwood and Pinchfield and their owners. 5. How do the animals win the battle of Cowshed? Give specific details. 6. Describe how the neighboring people perceive Animal Farm. “To Agree or Disagree” worksheets. Write these questions on index cards along with your names on the back. On the side write the questions and on the reverse if you agree or disagree. Write true or false for each of the following statements. All humans are equal Usually the best and brightest people are leaders.
and the WWWWWH of the article. Take in you groups (everyone gets to be the scribe and take notes while another group member shares by writing notes on the grid for each individual group member. Other group members listen actively) Some people are smarter than others. A dictator can control everything in a country. The government usually does what’s best for the most people. You should always believe everything you're told. People who cannot read are easily controlled. People always have the ability to make their own choices. Poll on who agrees and disagrees discussion on the following: What freedoms do we take for granted in the United States? Do you think we have too much freedom? What freedoms do you think we don’t need in the U.S.?
LEARNING AGREEMENT FOR STUDIES The Student Last name(s) name(s) Date of birth Matr.no. (PKZ) Sex [M/F] Nationality1 cycle2 Academic year 2017/2018 Field of education, Code3 Study Grant □ yes □ no email The Sending Institution Name CAMPUS 02 UAS Faculty Erasmus code (if applicable) A GRAZ10 Department Address Koerblergasse 126 8010 Graz Country, Country code4 Austria AT Contact person5 name Barbara Schantl Contact person email / phone +43 316 6002 786 The Receiving Institution Name Faculty Erasmus code (if applicable) Department Address, website Country, Country code, Region (, p.19) Contact person name Contact person email / phone
5) If a company purchased medical supplies on account (on credit), the accounting equation would show a: a. Increase in assets and decrease in liabilities b. Decrease in assets and increase in liabilities c. Increase in assets and increase in liabilities d. Decrease in assets and decrease in liabilities. 6) Which of the following statements about accrual vs. cash basis accounting is correct? a. An event is recognized when a cash transaction occurs in An event is recognized when a cash transaction occurs in cash-basis c. Most healthcare use cash Cash
Head Start 561-233-1600 childhood programs for low income families with children 0-5 including those with special needs Easter Seals Helping individuals with disabilities and special needs and their families 561-881-2822 Palm County School District 561-434-8000 committed to proving a world-class education Healthy Mothers/Healthy Babies This agency seeks to improve birth outcomes by providing access to prenatal care to uninsured pregnant woman and teens in PBC Bridges Center 561-740-7017 Provide workshops for parents, healthy ways to help your child to grow, and helping finding community resources Adopt-A-Family charitable organization assisting homeless families, income challenged working families at risk of becoming homeless, children ages kindergarten to 5th grade in need of quality after care programs Career Source 1-800-556-5627 Employment Agency Homeless Coalition of Palm Beach County Providing sufficient resources to end homelessness through housing, education advocacy and
community collaboration Community Action Council 561-355-4795 Provides service for low income families such as utility assistance, emergency services, family self-sufficiency, employment referral, income tax assistance. Center for Family Services of PBC mission strengthening individuals and families through behavioral health services, education and homeless intervention Support Office 1-800-622-5437 In Family Law and public policy is an ongoing periodic payment made by the parent for the financial benefit of a Food and Nutrition Services (WIC) is available to low to moderate income pregnant recently delivered women, breastfeeding women, infants and children up to the age 5 who are nutrition risk United Way of Palm Beach County 561-375-6600 volunteer-driven organization focused on creating positive change in the areas of education, income and health Child Care Aware helps families learn more about the elements of quality child care and how to locate programs in their communities PBC Food Bank 561-670-2518 dedicated to improving the food collection and distribution process while fighting food insecurity in our community Housing Authority of West Palm Beach Provides safe and affordable housing to low and moderate-income families, elderly and disable individuals who strive for and or independent living American Red Cross 561-833-7711 respond to provide relief to individuals and families whose lives have been affected by disaster Caridad Center Provides health and dental services to the uninsured working poor families of PBC
CO1 - understand the mathematic basis of probability models and their application to engineering CO2 - manipulate probability models to solve engineering problems CO3 - recognize probabilistic experiments and develop relevant probability models for representing such experiment CO4 - use Matlab as a software tool to manipulate, process, analyze and plot quantities relating to engineering probability models Textbook(s): A. Leon-Garcia, Probability and Random Processes for Electrical Engineering, 3rd ed., 2009 Reference Books/Materials: P. Z. Jr. Peebles, Probability, Random Variables and Random Processes, 4th ed., Mc-Graw Hill, 2001 P. G. Brown and P. Y. C. Hwang, Introduction to Random Signals and Applied Kalman Filtering,3rd ed., : John Wiley & Sons, 1997 G.R. Grimmet and D.R. Strizaker, Probability and Random Processes, 2nd ed., Science Publishers, 1992 A. Papouils, Probability, Random Variables and Stochastic Processes, 3rd ed., Mc-Graw Hill, 1991 H. and J. W. Woods, Probability, Random Processes and Estimation Theory for Engineers, 2nd ed., Prentice Hall, 1994
Textbook(s): No required textbook. Reference Gerd Keiser, Optical Fiber Communications, 4th or 5th edition John M. Senior, Optical Fiber Communications, 3rd or the latest edition Joseph C. Palais, Fiber Optic Communications, 5th or the latest edition Yariv and Yeh, Photonics – Optical electronics in modern communications, 6th edition Saleh and Teich, Fundamentals of Photonics, 2nd edition Jia-Ming Liu, Photonic Devices Govind P. Agrawal, Lightwave Technology – Components and Devices Govind P. Agrawal, Lightwave Technology – Telecommunication Systems
Electricity NIC – capacity released [if applicable] Cumulative capacity released (kVA/kWh [delete as appropriate]) Scale Method Method Cost Base Case Cost Benefit Notes 2020 2030 2040 2050 Post-trial solution (individual deployment) Method 1 [explain circumstances benefits may be larger or smaller than those stated – including the upper and lower limits] to where underlying calculations/ assumptions are explained in the submission] Method 2 Method 3 Licensee scale If applicable, indicate the number of relevant on the Licensees’ network. Method 1 (Number of sites:___) Method 2 Method 3
GB rollout If applicable, indicate the number of relevant on the GB network. Method 1 (Number of sites:___) Method 2 Method 3 Electricity NIC – carbon and/or environmental benefits Cumulative carbon benefit (tCO2e) Method Method Cost Base Case Cost Benefit Notes 2020 2030 2040 2050 Post-trial solution (individual deployment) Method 1 [explain circumstances where benefits may be larger or smaller than those stated – including the upper and lower limits] to where underlying calculations/ assumptions are explained in the submission] Method 2 Method 3 Licensee scale If applicable, indicate the number of relevant sites on the Licensees’ network. Method 1 (Number of Method 2 Method 3 GB rollout scale Method 1 (Number of sites:___)
Electricity NIC – financial benefits Scale Method Method Cost Base Case Cost Notes Cross-references 2030 2040 2050 Post-trial solution (individual deployment) Method 1 [explain circumstances where benefits may be larger or smaller than those stated – including the upper and lower limits] to where underlying calculations/ assumptions are explained in the submission] Method 2 Method 3 Licensee scale If applicable, indicate the number of relevant sites on the Licensees’ network. Method 1 (Number of sites:___) Method 2 Method 3 GB rollout scale If applicable, indicate the number of relevant sites on the GB network. Method 1 (Number of sites:___) Method 2 Method 3
Electricity NIC – capacity released [if applicable] Method Method Cost Base Case Cost Notes Cross-references 2030 2040 2050 Post-trial solution (individual deployment) Method 1 [explain circumstances where benefits may be larger or smaller than those stated – including the upper and lower limits] to where underlying calculations/ assumptions are explained in the submission] Method 2 Method 3 Licensee scale If applicable, indicate the number of relevant sites on the Licensees’ network. Method 1 (Number of sites:___) Method 2 Method 3
GB rollout scale If applicable, indicate the number of relevant on the GB network. Method 1 (Number of sites:___) Method 2 Method 3 Electricity NIC – carbon and/or environmental benefits Scale Method Method Cost Base Case Cost Notes 2030 2050 Post-trial solution (individual deployment) Method 1 to where underlying calculations/ assumptions are explained in the submission] Method 2 Method 3
Calculate the resistance of the light globe marked X? Calculate the power transferred from the power supply. During the night, the light globe marked X breaks. Describe what happens to the brightness of each of the globes marked M and N. Problem C (Extension Only – This is HARD) Alexis and Wang-Chow have become of their simple circuits and decide to head to the dodgem cars. They two different vehicles, each of which is equipped with a motor of resistance 4.0 Ω. The overhead line supplies 240 V DC and the ground is earthed at 0 V. The upper supply line to the cars has a resistance of 0.025Ω/m The lower supply line is earthed – effectively R = 0. The circuit can be modelled as shown below: 1) Determine the ratio of Vm/Vw 2) Determine the of Pm/Pw (the power dissipated by each motor)