zilongwang/ReadingBank huggingface dataset:
3-1a Practice On your own paper. Write the problem. Then write the equation in standard form. Write YES if the equation is a line. Write NO if the equation is not a line. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – = 7 3-1a Practice On your own paper. Write the problem. Then write the equation in standard form. Write YES if the equation is a line. Write NO if the equation is not a line. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – = 7 3-1a Practice On your own paper. Write the problem. Then write the equation in standard form. Write YES if the equation is a line. Write NO if the equation is not a line. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – = 7 3-1a Practice On your own paper. Write the problem. Then write the equation in standard form. Write YES if the equation is a line. Write NO if the equation is not a line. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – = 7 3-1a Practice On your own paper. Write the problem. Then write the equation in standard form. Write YES if the equation is a line. Write NO if the equation is not a line. 1. 4xy + 2y = 9 2. 8x – 3y = 6 – 4x 3. 7x + y + 3 = y 4. 5 – 2y = 3x 5. – = 1 6. – =
Monday Tuesday Wednesday Thursday Correct the mistakes in the sentence. A scientist who studies snakes is called a herpetologist. Correct the mistakes in the sentence. Many people are afraid of snakes. Correct the mistakes in the sentence. A cobra raises its head when it is disrupted. Correct the mistakes in the sentence. A rattlesnake shakes its tail when it is upset. Complete the sentence. (accept all reasonable answers) The rattlesnake ________ Is this sentence complete or incomplete? A snake’s tongue. Incomplete Complete the sentence. (accept all reasonable answers) learns about snakes by watching them. Is this sentence complete or incomplete? The rattle makes a buzzing and clicking sound. Complete What PRONOUN could replace the underlined noun in the sentence? Snakes are reptiles. They Circle all the NOUNS. Snakes use their tongues to smell. Underline the PRONOUN in the sentence. I was once bit by a venomous snake. Circle the PROPER nouns. Rom Whitaker is a scientist who studies snakes. Underline the VERB in the sentence. A snake flicks its tongue in the air. Is the verb past, present, or future tense? A snake flicks its tongue in the air. Present Tense Underline the VERB in the sentence. The baby snake opened its shell with its tooth. Is the verb past, present, or future tense? The baby snake opened its shell with its tooth. Past Tense Underline the ADJECTIVE in the sentence. Some snakes have colorful rings. Underline the ADVERB in the sentence. The boy carefully walked through the forest. Write an adjective that could describe a snake. (accept all reasonable answers) The green snake Write an adverb that could describe how a snake eats. (accept all reasonable answers) The snake eats cautiously. Split the word into parts and write the meaning of the word. rattlesnake It means… a snake with a rattle. How many syllables? rainforest 3 earthquake 2 fireflies 3 Split the word into parts and write the meaning of the word. backbone It means… a bone in your back. Write a compound word that means “the light of the moon”. Moonlight Fill in the blank. An ADVERB describes a verb. Write an adverb in the box. Circle the adverbs. cat me green carefully Carlos easily pencil Fill in the blank. An ADJECTIVE describes a noun. Write an adjective in the box. Circle the adjectives. book you little pretty school quickly Jamie
SECTION 08360 ASSA ABLOY AA3552 – SECTIONAL OVERHEAD DOORS Display hidden notes to specifier by using “Tools”/”Options”/“View”/”Hidden Text” in MS Word 2003 or “Word Options”/”Display”/Hidden Text” in MS Word 2007, or “File” / ”Options” / ”Display/ ”Hidden Text” in MS Word 2010 & 2013. GENERAL SECTION INCLUDES Aluminum Doors Track and Framing RELATED SECTIONS Section 04810 - Unit Masonry Assemblies: Prepared opening in masonry. Section 05500 – Metal Fabrications: - Steel framed door openings. Section 06100 – Rough Carpentry: Wood framing and blocking for door opening. Section 07900 - Joint Sealers: Perimeter sealant and backup materials. Section 08710 - Door Hardware: Cylinder locks. Section 11150 - Parking Control Equipment: Remote door control. Division 16 Sections: Electrical service and connections for powered operators. REFERENCES ASTM A 653/A 653M – Specification for Steel Sheet, Zinc-Coated (Galvanized) or Zinc-Iron Alloy-Coated (Galvannealed) by the Hot-Dip Process. ASTM B 209/209M – Specification for Aluminum and Aluminum-Alloy Sheet and Plate. ASTM B 221/221M – Specification for Aluminum and Aluminum-Alloy Extruded Bars, Rods, Wire, Profiles and Tubes. ANSI/DASMA 102-2011. SUBMITTALS Submit under provisions of Section 01300. Product Data: Manufacturer's data sheets on each product to be used, including: Preparation instructions and recommendations. Storage and handling requirements and recommendations. Installation methods. Operation and maintenance data. Nameplate data and ratings for motors.
Resource – describe the resource (e.g., Network engineer) Skill Level or Material Quality Associated Task(s) Duration Required Available Time Period Cost Unit of Cost (Hour, Day, Week, Month, Fixed) Level of Risk (High, Medium, or Low) Project Team Customer Support Facilities Equipment Software Tools Other
SECTION 08360 ASSA ABLOY AE2731 – SECTIONAL OVERHEAD DOORS Display hidden notes to specifier by using “Tools”/”Options”/“View”/”Hidden Text” in MS Word 2003 or “Word Options”/”Display”/Hidden Text” in MS Word 2007, or “File” / ”Options” / ”Display/ ”Hidden Text” in MS Word 2010 & 2013. GENERAL SECTION INCLUDES Insulated Steel Doors Track and Framing Hardware RELATED SECTIONS Section 04810 - Unit Masonry Assemblies: Prepared opening in masonry. Section 05500 – Metal Fabrications: - Steel framed door openings. Section 06100 – Rough Carpentry: Wood framing and blocking for door opening. Section 07900 - Joint Sealers: Perimeter sealant and backup materials. Section 08710 - Door Hardware: Cylinder locks. Section 11150 - Parking Control Equipment: Remote door control. Division 16 Sections: Electrical service and connections for powered operators REFERENCES ASTM A 653/A 653M – Specification for Steel Sheet, Zinc-Coated (Galvanized) or Zinc-Iron Alloy-Coated (Galvannealed) by the Hot-Dip Process. ASTM B 209/209M – Specification for Aluminum and Aluminum-Alloy Sheet and Plate. ASTM B 221/221M – Specification for Aluminum and Aluminum-Alloy Extruded Bars, Rods, Wire, Profiles and Tubes. ANSI/DASMA 102-1996. SUBMITTALS Submit under provisions of Section 01300. Product Data: Manufacturer's data sheets on each product to be used, including: Preparation instructions and recommendations. Storage and handling requirements and recommendations.
C) Financing Plan Construction Financing: List sources of construction financing. Source Amount Form (Loan or Equity) Secured Unsecured Recourse Non-recourse Related Party Committed (Yes or No) Int. Rate/ Term Sponsor Equity Equity Yes Total Permanent Financing: List sources of permanent financing. Source Amount Form (Loan or Equity) Secured Unsecured Recourse Non-recourse Related Party Committed (Yes or No) Int. Rate/ Term Sponsor Equity Equity Yes
After Mobility Academic Outcomes at Receiving Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table C After the mobility Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Was the component successfully completed by the student? [Yes/No] Number of ECTS credits (or equivalent) Receiving Institution Grade Total: … Recognition Outcomes at Sending Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table D After the mobility Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending Institution Grade (if applicable) Total: … To be filled and confirmed by Host University: Name of signatory: Position: Date:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday March 1 KC Festival SPJST Hall 2 KC Officers Meeting-7:00 PM 3 Keith Richard Neal 4 5 KC Council Meeting- Law PM 6 Lenten Fish Fry 7 Cody Morgan 8 KC Corporate Communion 9 10 11 KC’s Cook for Journey Class Phil Shupak Larry Hodges James Robertson 12 13 Lenten Fish Fry 14 John Vasquez 15 16 17 Salvatore Zaccagnino 18 Ryan Pavlas 19 David Muzny 20 Lenten Fish Fry 21 22 23 24 Murl Bailey 25 Fred Cruz 26 27 Lenten Fish Fry 28 29 Palm Sunday Jaime De Los Santos 30 KC Officers Meeting-7:00 PM Pat Morgan 31 Knight of the Month-Allan Garbs Family of the Month-John David and Sandra Urbanosky 7:00
Sunday Monday Tuesday Wednesday Thursday Friday Saturday February 28 February 29 KC Officers Meeting-6:30 PM-KC Kitchen March 1 2 3 KC Council Hall LE Meal See below 4 5 Bernard Ofczarzak 6 KC Festival SPJST Hall 7 Cody Morgan 8 9 KC Cook Journey Class 10 11 Lenten Fish Fry Phil Shupak James Robertson Larry Hodges 12 James Revilla 13 KC Corporate Communion 14 John Vasquez 15 16 17 Salvatore Zaccagnino 18 Lenten Fish Fry Ryan Pavlas 19 David Muzny 20 Palm Sunday 21 22 23 24 Holy Thursday Murl Bailey 25 Good Friday Lenten Fish Fry Fred Cruz 26 27 Easter 28 29 Jaime De los santos 30 Pat Morgan 31 March 3 Richard Neal Keith 7:00
for each one. One patient must have a personality disorder or significant personality disorder features and the second patient the same, or be appropriate for Schema Mode work due to complication, chronicity, failure to respond to treatment or relapse. Applicants at the Advanced level are expected to demonstrate competence with both the overcompensating modes and the avoidant/surrender modes. A case conceptualization form must accompany each session, along with the summary form for the session that the rater is going to listen to or view. I am an active Full (Supporting level for Auxiliary Professional Certification) member of the ISST since: ___ /___ (month/year joined ISST). I understand that I must be a full member of ISST and pay annual membership dues on time to maintain my status a an ISST certified schema therapist. Membership Number: _______________ I confirm that all statements on the application are accurate and I agree to abide by the requirements and conditions of ISST certification at the level I am granted. Date:………………………. PRINTED NAME …………………………………… Signature_____________________________________________________________
2018 SUMMER SPORT CAMP SCHEDULE Sport Monday, August 20 Tuesday, August 21 Wednesday, August 22 Thursday, August 23 Grade 6/7 Volleyball - 1:15 – 3:15 CPAC 8:30 – 10:30 Red Gym 10:30 – 12:30 Red Gym Grade 8/9 Volleyball - 8:30 – 10:30 CPAC 10:30 – 12:30 Red Gym 8:30 – 10:30 Red Gym Grade 6/7 Basketball 1:15 – 3:15 CPAC 10:30 – 12:30 CPAC - 8:30 – 10:30 CPAC Grade 8/9 Basketball 10:30 – 12:30 CPAC 1:15 – 3:15 Red Gym - 1:15 – 3:15 CPAC Grade 6/7 Badminton 8:30 – 10:30 Red Gym 8:30 – 10:30 Red Gym 10:30 – 12:30 CPAC - Grade 8/9 Badminton 1:15 – 3:15 Red Gym 10:30 – 12:30 Red Gym 1:15 – 3:15 CPAC - Grade 6/7 Track and Field 10:30 – 12:30 - 1:15 – 3:15 1:15 – 3:15 Grade 8/9 Track and Field 8:30 – 10:30 - 8:30 – 10:30 10:30 – 12:30 ** Please sign in 15 minutes prior to your first Camp Session in order to get your Sport Camp T-shirt! Sign in for all sports will occur in the CPAC Lobby. Soccer and Track and Field sessions will be outside on Soccer Pitch or at Track.
16. Which languages do you know ? : Language Proficiency attained* Examination passed, if any * State whether you can speak, read or write. 17. Present occupation with designation : 18. Previous appointment/work experience in chronological sequence starting with the first appointment (Enclose employer’s certificate(s), Enclosure no.(s)__________ : Sl. No Post held Employer/ Organization Last pay drawn with pay Date of joining Date of leaving Period (Till the last date of receiving application) Nature of duties in brief (Teaching/
initiatives and actions mainstreaming Reduction or Avoidance of GHG Emissions While Building Climate Resilience at the Community-level 3. Demonstration, development and transfer of low-GHG technologies at the community level 4. Increased energy efficient, low-GHG transport at the community level 5. Conservation and enhancement of carbon stocks through sustainable management and climate proofing of land use, land use change and forestry At least 18 community and civil-society based projects funded supporting the transfer of low-carbon technologies At least 18 community and civil-society based projects funded supporting low-GHG transport At least 18 community and civil-society based projects funded supporting conservation and enhancement of carbon stocks 2,678,984 2,973,000 Reverse and Prevent Desertification/Land Degradation and Mitigate the Effects of Drought in Affected Areas Through Community-based Initiatives and Actions 6. Maintenance or improvement in flow of agro-ecosystem and forest ecosystem services to sustain livelihoods of local communities 7. Reduction of pressures at community level from competing land uses (in the wider landscapes) At least 12 community and civil-society based projects funded supporting maintenance or improvement of flow of ecosystem services At least 12 community and civil-society based projects funded supporting reduction of pressures from competing land uses 1,174,551 1,220,000 Sustainable Management of Transboundary Water Bodies at the Community-level 8. Communities support the implementation of Strategic Action Programmes (SAPs) in trans-boundary surface and groundwater basins; 9.Communities support the implementation of Strategic Action Programmes (SAPs) in large marine ecosystems management At least 5 community and civil-society based projects funded supporting community initiatives for sustainable management of transboundary surface and groundwater basins; At least 5 community and civil-society based projects funded supporting community initiatives for sustainable management of large marine ecosystems management 492,482 480,000 Reduce and Eliminate the Release of Harmful Chemicals into the Environment Through Community-based Initiatives and Actions 10. Phase out of POPs and chemicals of global concern at community level At least 15 community and civil-society based projects funded supporting the phase out of POPs and chemicals of global concern 765,424 720,000 Enhance communities 11. Communities and At least 126 628,953 600,000
8 Appeals rating activity sends an SSOC to the appellant if VA receives additional evidence, and the appellant requests, in writing, that VA performs an initial review of the evidence, and gives the appellant 30 days to reply before the appeal is sent to BVA. Notes: If none of the above applies, proceed to Step 9. No reply is necessary from the appellant once VA receives a substantive appeal. Without a written request from the appellant, VA’s initial review of additional evidence is waived. See M21-1, Part I, 5.D.4, and . 9 Appeals rating activity, or designee certifies the case to BVA in VACOLS, and cancels the EP 170 after certification. See M21-1, Part I, 5.F. 10 Appeals development activity Transfers the claims folder to BVA. See M21-1, Part I, 5.F.4, and M21-1, Part I, 5.F.5. 11 BVA Either issues a decision granting or denying the benefit, or remands the case to the RO or AMC for additional action. See M21-1, Part I, 5.G. 12 Appeals development activity rating activity, or authorization activity If BVA issues a decision, then the appeals rating activity issues a rating decision, if necessary, implementing BVA’s decision appeals authorization activity See M21-1, Part I, 5.G.
4/3 4/4 4/5 4/6 2:45 – 4 pm 4/7 WSLR 116 @ 6 4/8 4/9 4/10 4/11 4/12 4/13 2:45 – 4 pm 4/14 4/15 4/16 4/17 4/18 4/19 4/20 4/21 Food Science 1215 @ 5:45 4/22 4/23 4/24 4/25 4/26 4/27 4/28 4/29 4/30 FOLLOW US! Facebook: Purdue Collegiate 4-H Twitter: @Purdue4H
PART 5.G ANALYSIS SUPPLEMENTARY SHEET Check Event: Emergency/Initial Work Investigation Monitoring/Interim Work Corrective Action Plan Work Do not address RAC markups on this sheet. RAC markups should be shown on the Miscellaneous Supplementary Sheet. Charges for analyzing samples will only be reimbursed at the intervals designated by DEQ. If the owner is directly billed for analysis, no markup allowed. Rush charges assessed by the laboratory to analyze a sample will not be paid when not required by DEQ. (No. of Tests) X (Cost Per Test) = Total See Appendix B, Table 4 of the Trust Fund Cost Control Guidance Document for rates. Purchase of sampling equipment (EnCores, preserved vials, etc.) should be addressed on the Part 5.H (1). RAC INVOICE NO. LAB INVOICE NUMBER PARAMETER (Ex: BTEX, TPH-G, etc.) METHOD USED MEDIUM ANALYZED NO. OF TESTS COST PER TEST TOTAL SUBTOTAL OF THIS PAGE $ TOTAL ANALYSIS COSTS $ Page________of_______ (Analysis Supplementary Sheet)
MEMBERS: Name Representing Present Absent Carol Kimbrough, Chair Faculty X Larry Adams Faculty (SBS) X James Beck Faculty (FALA) X Theresa Carbajal Faculty (COU) X LaVerne Cook Articulation Officer X Mary Cousineau Faculty (Nurs/Allied Health) X Mary Dominguez Administration (Stu Affairs/Enrollmt) X Steven Ettinger Faculty (FALA) X Jeanne Hori-Garcia Faculty (SBS) X Jason Hough Faculty (FALA) X Debra Kaczmar Administration (Nurs/Allied Health) X Stephanie Low Administration (FALA/SBS) X Daniel Ortega Faculty (PE/Althletics/HEd) X Deborah Stephens Faculty (Library) X Joe Welch Faculty (Mat/Sci/Egn) X Ann Wright Faculty (Mat/Sci/Egn) X Vacant (student) SUPPORT STAFF: Ruby Garcia GUESTS: Shannon Bliss, Susanne Burns, Laura Fatuzzo, Melissa Hornstein, Jeff McGrath, Cheryl O’Donnell, Mercedes Quintero, Hermelinda Rocha-Tabera , Janeen Whitmore ADOPTION OF AGENDA: Carol Kimbrough welcomed all members and guests to the meeting. The agenda was adopted by unanimous vote with the addition of one additional consent item: delete AA Degree in Business Administration CONSENT ITEMS: Approval of Minutes, 3/20/2014 b. Course inactivations: AIT-67, Applied GPS Technology AIT-68, Crop and Yield Monitoring AIT-166, Hazwoper – 24-Hour Certification AIT-177, Comercial Refrigeration AIT-267, Hazwoper – 8- Hour Certification ANT-45, Special Projects BIO-45, Special Projects BUS-5, Introduction to Organizational Communication BUS-172.1, Machine Calculations: Skill Building BUS-172.2, Machine Calculations: Applications CSS-15, Introduction to E-Commerce CSS-66, Introduction to Geographic Information Systems (GIS) CSS-107, Internship in Computer Science and Information Systems DAN-5, World Dance Traditions in the United States
PHY-2B, General Physics, 4 units Modifications: description, objectives, lec/lab content, MOI, MOE, materials, assignments MOTION: MSP (vote: unanimous) to approve revisions to PHY-2B PC review: MSP (vote: unanimous) to approve requisite analysis FOR THE GOOD OF THE ORDER Next meeting date: May 1, 2014 Catalog Day will be held April 24th. Some of the recent course inactivations will impact programs. It is important for all faculty to review the AA and certificate programs within their discipline for accuracy. The next ASCCC Curriculum Institute will be held July 10-12 at the Hayes Mansion in San Jose. Funding is available through the Academic Senate for faculty members to attend. 3/28/2014 ctk
LAFS.3.SL.2.AP.6a Produce (e.g., through dictation, writing, word array, picture) complete sentences when appropriate to task and situation. LAFS.4.SL.1.AP.1a Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion. LAFS.4.SL.1.AP.1b Ask questions to check understanding of information presented in collaborative discussions. LAFS.4.SL.1.AP.1c Make appropriate comments that contribute to a collaborative discussion. LAFS.4.SL.1.AP.1d Review the key ideas expressed within a collaborative discussion. LAFS.4.SL.1.AP.2a Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. LAFS.4.SL.1.AP.3a Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.AP.6a Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussions). LAFS.4.SL.2.AP.6b Use formal English when appropriate to task and situation. LAFS.5.SL.1.AP.1a Make appropriate comments that contribute to a collaborative discussion. LAFS.5.SL.1.AP.1b Follow discussion rules and protocols using academic language. LAFS.5.SL.1.AP.1c Review and respond to the key ideas expressed within a collaborative discussion. LAFS.5.SL.1.AP.1d Elaborate and build on others' ideas using textual evidence to support their own ideas. LAFS.5.SL.1.AP.2a Determine the narrative point of view of a text read, read aloud or viewed.
Knowledge – I can identify and describe a variety of 2D media, techniques and processes. Reasoning – I can compare different 2D media, processes and techniques used to create art. Skill – I can choose media, techniques and processes that work best for my 2D art. Product – I can use a variety of 2D media, techniques and processes to create my own art. Teachers should add specific learning targets here to address the many media, tools, materials and techniques referred to in the standard/elements VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. Knowledge - I can identify and describe a variety of 3D media, techniques and processes. Reasoning – I can compare different 3D media, processes and techniques used to create art. Skill – I can choose media, techniques and processes that work best for my 3D art. Product – I can use a variety of 3D media, techniques and processes to create my own art. Teachers should add specific learning targets here to address the many media, tools, materials and techniques referred to in the standards/elements. VA5C.2 Develops life skills through the study and production of art. Knowledge - I can identify goals and manage my time.
The circumcenter of ΔABC is point P. If AP = , BP = 20, and CP = , find x and y. The circumcenter of ΔJKL is point R. If JR = , KR = , and LR = , find the value of x and y. The perpendicular bisectors of ΔLMN intersect at point J. LJ = 3x - y, MJ = x + y, and NJ = 4. Find the value of x and y. Orthocenter/Circumcenter: Homework 1. The perpendicular bisectors of triangle ABC intersect at point P. If AP= 30 and BP= , then what is the value of x?
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Communication Skills Indiana Academic Standards 2017 Indiana Academic Standards 2010 5.4.2 Demonstrate the ability to actively listen to enhance health. 4.4.2 Show refusal skills that avoid health risks. 5.4.2. Demonstrate refusal skills that avoid or reduce health risks. 5.4.3 Explain healthy ways to express needs, wants and feelings. 3.4.3 Suggest nonviolent strategies to manage conflict. 4.4.3 Practice nonviolent strategies to resolve conflict. 5.4.3. Demonstrate nonviolent strategies to manage or resolve conflict. 5.4.4 Determine ways to communicate kindness and respect for others. 3.4.4 Illustrate how to ask for assistance with a difficult personal situation. 4.4.4 Model how to ask for support to enhance personal health and wellness. 5.4.4. Demonstrate how to ask for assistance to enhance personal health. 5.4.5 Describe refusal skills to avoid or reduce health risks. 5.4.6 Model how to ask for assistance to enhance personal health. 5.4.7 Analyze strategies to prevent and manage conflict. 5.4.8 Recognize barriers to healthy communication.
STUDENT SERVICES AND SUCCESS INDICATORS STUDENT SERVICES Services Unless Otherwise Specified, Services are Optional Currently Offered Number of Students Utilizing Service K-6 7-8 9-12 Adult education Yes No N/A N/A Athletics Yes No If yes, list: 1. Co-op 2. Co-op 3. Co-op 4. Co-op 5. Co-op 6. Co-op 7. Co-op 8. Co-op 9. Co-op 10. Co-op Chemical abuse prevention/dependency counseling Yes No School-sponsored student organizations (e.g., honors society, yearbook, student newspaper, etc.) Yes No If yes, list: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Counseling (required by ) Yes No Distance education Yes No
Summary Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary Next Steps:
Almost Always – grade level essential standard or skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel situations. Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary Next Steps:
Almost Never – grade level essential concept or skill is demonstrated/observed very little or not at all (with appropriate accommodations) with no generalization of skill across days and novel situations. Rarely – grade level essential concept or skill is demonstrated/observed infrequently (with appropriate accommodations) with little or no generalization of skill across days and novel situations; teacher prompting does not always result in demonstration of skill. Occasionally – grade level essential concept or skill is demonstrated/observed periodically (with appropriate accommodations) with inconsistent generalization across days and novel situations; teacher prompting is often necessary for skill to be generalized. Frequently – grade level essential standard or skill is demonstrated/observed often (with appropriate accommodations) with consistent generalization of skill across days and novel situations; occasional teacher prompting is necessary for skill to be generalized. Almost Always – grade level essential standard or skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel situations. Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources:
Organization W.3.1a, c, d W.3.4 Organizes with no evidence of paragraph structure Uses no linking words Organizes ideas and information in an incomplete paragraph structure (e.g., missing a conclusion) Uses some linking words to connect reasons to opinion but simplistically or ineffectively Organizes ideas and information using a clear topic sentence, details, explanation, and concluding sentence Uses linking words and phrases to connect reasons to opinion Organizes ideas and information into logical, coherent paragraphs that are clear to the reader Uses linking words and phrases skillfully to connect reasons to opinion Support/Evidence RIT.3.1 Does not support opinion with reasons Provides no or inaccurate explanation of how reasons support opinion Supports opinion with minimal or irrelevant and/or reasons Provides some explanation of how reasons support opinion Supports opinion with relevant reasons Provides clear explanation of how reasons support opinion Supports opinion skillfully with substantial and relevant facts, details, and/or reasons Provides explanations/analysis of how evidence supports opinion Language L.3.1 L.3.2 Uses little to no correct sentence structure Demonstrates limited understanding of grade-level appropriate conventions, and errors interfere with the meaning Uses no academic or domain specific vocabulary Uses some correct but repetitive sentence structures Demonstrates some grade-level appropriate conventions, but errors may obscure meaning Uses limited academic and/or domain-specific vocabulary for the audience and purpose Uses correct and varied sentence structures Demonstrates grade-level appropriate conventions; errors are minor and do not obscure meaning Uses academic and domain specific vocabulary appropriate for the audience and purpose Uses purposeful and varied sentence structures Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose Rubric adapted from Elk Grove School District Grade 4 & 5 Writing Rubric (Opinion/Argument) Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced 1 1. 5 2 2. 5 3 3.5 4 Focus W-1 Attempts to address prompt, but is off-task Addresses prompt, but focus is uneven Addresses prompt with an adequately detailed response; stays on task Addresses key aspects of prompt in a detailed response; stays on task Controlling Idea W-1a Lacks a clear opinion Establishes an opinion though may lack clarity or credibility Establishes a credible opinion Establishes and maintains a substantive and credible opinion
3-5 Open Questions/Parallel Tasks Open Questions Parallel Tasks Follow Up Questions (if provided) Write a three-digit number using three numbers that add up to 15. Option 1: What is the largest number you could make with three numbers that add up to 15? Option 2: Create a number that, using any operation, where the digits could equal fifteen. Possible follow up questions you could use: What type of operation did you use? Is there another example of the digits equaling 15? What numbers did you include in your three-digit number? The area of a rectangle is 72 square feet. One side is 9 feet. How long is the other side? Option 1: Showing the rectangle as a grid with cubes of nine and showing the number 72. Option 2: Showing a rectangle without the grid and simply providing the numbers 9 and 72. (To provide a variety of answers you could ask the students to find different ways to get the product of 72, or a slightly different number along the same path such as 90.) Possible follow up questions you could use: What equation did you create to get a product of 72 or 90? Is there another way to multiply two numbers to get the same answer of 72 or 90? What would your rectangle look like based on your equation? I have 52 cents. What combination of coins could I use? Option 1: What is the least number of coins I could use? The most? Option 2: How many possible combinations are there? Possible follow up questions you could use: What is one coin combination you made to get 52 cents? Is there another possible combination of coins that also make a total of 52 cents? What do the numbers 4, 16, 2, and 32 have in common? Option 1: Add two numbers to this list that follow a similar pattern. Option 2: Create your own list of numbers that follow a rule of your choice. (To keep this from seeming to vague, Possible follow up questions you could use: What was something you discovered in your math exploration? What patterns did you find? Is there another pattern that you now see?
3-5 Personal and Social Behavior 4 Assumes leadership role in physical activity setting Learning Targets and Activities: 3 Learning Goal Demonstrate they have developed the ability to: 3A- Engages in physical activity with responsible interpersonal behavior, (e.g. peer to peer, student to adult, student to referee) (S4.E1.5) (CER Attitude towards adults/peers) 3B- Reflects on personal social behavior in physical activity (S4.E2.4) (DMPS CER Attitude towards learning instruction) 3C- Works cooperatively with others and praises others for their success in movement performance. (S4.E3.3ab) (CER Attitude towards adults/peers) 3D- Exhibits etiquette and adherence to rules in a variety of physical activities (S4.E5.4) (DMPS CER Attitude towards learning instruction) 3E- Works safely with peers and equipment in physical activity settings. (S4.E6.5) (CER Attitude towards adults/peers) Students will recognize or recall: Safety rules (physical and emotional) Knowledge of specific class readiness/routines Appropriate interaction with others/participating cooperatively Problem solving Specific vocabulary such as: Respect Cooperation Communication Sportsmanship Basic knowledge such as: Safe activity practices and procedures 3A- Engages in physical activity with responsible interpersonal behavior, (e.g. peer to peer, student to adult, student to referee) (S4.E1.5) (CER Attitude towards adults/peers) 3B- I am learning how to reflect on personal and social behavior during physical education class. 3C- I am learning how to work cooperatively with others and praise others for success. 3D- I am learning how to demonstrate proper etiquette and follow the rules. 3E- I am learning how to work safely with peers and use equipment properly during physical education class. Activities: Self-reflection sheet Hand reflection formative assessment Popsicle sticks on responsive behavior
3-5 Practice Proving Lines Parallel Given the following information, determine which lines, if any, are parallel. State the postulate or theorem that justifies your answer. 1. m∠BCG + m∠FGC = 180 2. ∠CBF ≅ ∠GFH 3. ∠EFB ≅ ∠FBC 4. ∠ACD ≅ ∠KBF Find x so that . Identify the postulate or theorem you used. 5. 6. 7. 8. PROOF Write a two-column proof. Given: ∠2 and ∠3 are supplementary. Prove:
Dutch for Netherlands Dutch for Belgium English for Australia, English for Canada English for India English for Malaysia English for New Zealand English for Philippines English for Singapore English for South Africa English for the UK (including Ireland) English for the US Estonian for Estonia Finnish for Finland French for France French for Belgium French for Canada French for Switzerland German for Germany German for Austria German for Switzerland Greek for Greece Gujarati for India Harmonized Latin American and U.S. Spanish Hebrew for Israel Hindi for India Hungarian for Hungary Italian for Italy Italian for Switzerland Japanese for Japan Kannada for India Korean for Korea Latvian for Latvia Lithuanian for Lithuania Malay for Malaysia Malay for Singapore Malayalam for India Mandarin for Malaysia Mandarin for Singapore Marathi for India Norwegian for Norway Polish for Poland Portuguese for Portugal Portuguese for Brazil Romanian for Romania Russian for Russia Russian for Israel Russian for Estonia Russian for Latvia Russian for Ukraine Slovakian for Slovakia Spanish for Spain Spanish for Argentina Spanish for Chile Spanish for Costa Rica Spanish for Mexico Spanish for Peru Spanish for Puerto Rico Spanish for the USA Swedish for Sweden Swedish for Finland Tagalog for Philippines Tamil for India Tamil for Malaysia Telugu for India Thai for Thailand Turkish for Turkey Ukrainian for Ukraine Urdu for India Xhosa for South Africa Zulu for South Africa. Key References 1 Kolotkin RL, Crosby RD, Kosloski KD, Williams GR. . 2001;9:102-11. 2 Kolotkin RL, Crosby RD. Quality of Life Research. 2002;11 (2):157-71. 3 Kolotkin RL, Crosby RD, Williams GR, Hartley GG, Nicol S. Obesity Research. 2001;9:564-71. 4 Engel SG, Crosby RD, Kolotkin RL, Hartley GG, Williams GR, Wonderlich SA, Mitchell JE. Obesity Research. 2003;11:1207-13. 5 Kolotkin RL, Crosby RD, Williams GR. Obesity Research. 2002;10:748-56. 6 Kolotkin RL, Crosby RD, Pendleton R, Strong M, Gress RE, Adams TD. Obesity Surgery. 2003;13:371-7. 7 White MA, O'Neil PM, Kolotkin RL, Byrne TK. 2004;12:949-55.
(blou) FRIDAY Spelling and vocab Poetry: First Frost Calculations with fractions act 1-10 pg 117 – 128 Reproduction – role plays DRAMA – Media – effects of different types of media pg 75 – 77 research project H/w fill in notes on movie genres pg 77 – 81 LO – unit 3 pg 19 – 31 keywords, World of work pg 35 – 40 Mini PAT – formal assessment task – structures TB pg 28 – 34 GRADE 10 3 – 6 MARCH 2015 ENGLISH AFRIKAANS MATHS MATHS LIT TOURISM / LO LIFE SCI GEOG ART BUSINESS STUDIES CAT MONDAY Maths: Geog- ML: TUESDAY Essay Kortverhaal – “Rainie” lees, bespreek en beantwoord vrae Functions of grading – functions – discussion Animal tissues – practical drawings H/w learn Geog- Hail, snow, frost and dew pg 112 – 113 Macro environment – institutional, international and global act 10,11 pg 64 – 66 File management ch1 u3 WEDNES Poetry: Suburban Intruder Maths: Equations & Inequalities: Simultaneous equations pg 65 – 70 H/w Ex 4 – 1,2,3 Benefits and procedures of grading pg 33 Spot On Blood, bone and muscle tissues notes pg 8 – 10 H/w learn Geog-synoptic charts pg 114 – 115 Relationship between environments act 12 pg 69 H/w act 9 ML: Data and graphs pg 47 – 50 act 3.1 ART – final draw on canvas ready to paid THURS Mockingbird ch12 and questions Stelwerk: verlidende Opstel persoonlike ervaring Beplanning Kopkaart Maths: Quadratic equations pg 70 – 72 H/w ex 5 – 1,2,3,4 LO – Careers pg 14 – 16 Work on Assignment Tour – Test corrections + consolidation of sectors Geog- stations and symbols, reading and interpretation of charts pg 114 - 116 Recap and revision – class quiz pg 74 ML: interpretations of slopes on graphs pg 52 – 53 FRIDAY Mockingbird ch 13 and questions Proeflees + redigering Skryf finale poging – opstel Maths: Literal equations pg 73 – 74 H/w Ex 6 – 1,2,3,4,5 Structure of the SA Tourism industry – discussion Blood, bone and muscle tissue – Drawing practical Summary H/w learn ART- ancient Eqypt for control test – worksheet plus breakdown ML: go over test
ELECTIVES (compulsory classes, credit courses) – to be chosen by the student within the deadlines specified below; Rules to sign up for elective subjects: Enrollment via Internet – https://zapisy.umed.lodz.pl/ - start 11th October 2018 To enroll please log in with your UXP access data, respective elective courses will appear. Deadline for winter semester –15th October 2018; Allocation to group - based on signing-up order. Students who do not enroll via Internet in specified time will be assigned to the electives by the Dean.
CLA Academic Assistant (AA) Daily Schedule Guidelines: 2 – 15 minute breaks (1 between 7:30-11:30am, 1 between 11:30-4:10pm) 1 – 40 minute lunch 2 hours of grading, copying, inputting grades, retrieving work emails Recess duty – as assigned Student Intervention at teacher/admin discretion (may be small group or whole group) Grading Guidelines: AA may input grades, accommodations and modifications at the direction and under the supervision of the classroom teacher. AA may grade any type of assignment or assessment that is defined as “objective” – in other words, there is a definite right or wrong answer. Examples: True/False, Multiple Choice, Math Facts, Spelling Teacher must grade all “subjective” student assignments and assessments. Examples: Short Constructed Response, Essay/Paragraphs, Math (show your work), Summaries
Humerus [ ] Ulna [ ] Radius [ ] Carpals [ ] Metacarpals [ ] Phalanges [ ] For each animal, indicate what type of movement each limb is responsible for. Animal Primary Functions Human Using tools, picking up and holding objects Whale Cat Bat Bird Crocodile Compare the skeletal structure of each limb to the human arm. Relate the differences you see in form to the differences in function. Animal Comparison to Human Arm in Form Comparison to Human Arm in Function Whale Whale has a much shorter and thicker humerus, radius, and ulna. Much longer metacarpals. Thumb has been shortened to a stub. The whale fin needs to be longer to help in movement through water. Thumbs are not necessary as the fins are not used for grasping. Cat Bat Bird
Change Date March 9, 2016 a. A Claimant’s Right to Representation The Department of Veterans Affairs’ (VA’s) policy is that all claimants have the right to representation before the department in claims affecting the payment of benefits or relief. Claimants before VA are provided representation by Veterans Service Organizations (VSOs), attorneys, agents and other accredited individuals to ensure that such claimants have responsible, qualified representation to assist in the preparation, presentation, and prosecution of claims for Veterans’ benefits. References: For more information on a claimant’s right to representation before VA, see , and the purpose of representation before VA, see . b. Notices That Must be Provided to the Representative Unless representation is limited by the claimant, power of attorney (POA) representatives are entitled to notice of any VA decisions affecting the payment of benefits or relief sought by claimants whom they represent. Representatives also must receive other forms of correspondence sent to claimants. These include decision notices statements of the case and supplemental statements of the case notice of certification and transfer of appeals to the Board of Veterans’ Appeals (BVA) intent to file a claim notices incomplete application notices, and requests for information and evidence needed to substantiate a claim (e.g. development letters). Important: Release of Federal tax information (FTI) requires special considerations as noted in M21-1, Part X, 9.B.3.c. References: For more information, on limited attorney representation, see M21-1, Part I, 3.A.2.d records protected by , see M21-1, Part I, 3.B.2.d VSO review of rating decisions, see M21-1, Part I, 3.B.3 intent to file a claim notices, see notice of decisions, see incomplete applications, see , and information and evidence needed to substantiate a claim, see . c. VA’s VA’s policy in working with POA representatives is that of an equal
Facility Reference on site Layout Plan Remedial work required and date noted Date remedial work completed Signature Above ground slurry store, including collision protection Slurry store reception pit Slurry pumping pipework Office Store Medicine store Facility Reference on site Layout Plan Remedial work required and date observed Date remedial work completed Signature
Pollution Incident Record Permit Number:………………………………….. Attach relevant documents or provide details using the Pollution Incident Record form provided below. Date of incident Description of the incident Include any EA case number and name(s) of EA officers in attendance, if applicable Action taken Signature
April School Newsletter Article Catholic Education: Walking Forward Together This year’s Catholic Education Week theme is, “Walking Forward Together.” The 2017 CEW theme and its five sub-themes are drawn from three contemporary Catholic documents that address the need for reconciliation and renewal – in our lives, with our families, in our relationships with others and in our relationship with our environment and our common global future. The first is the 2016 response of the Canadian Catholic Bishops to the Truth & Reconciliation Commission that we need to heal past injustices by “Walking Forward Together.” The second is the 2015 encyclical, Laudato Si’: On Care for Our Common Home by Pope Francis, that emphasizes the cultural roots of our ecological problems and advocates an urgent world collaboration for the care of our common global home. The third document, Amoris Laetitia: The Joy of Love is a 2016 Apostolic Exhortation by Pope Francis, which applauds our dedication and concern shown to children, families, migrants, the poor, the elderly, and to persons with special needs, as a sign of the Spirit. These supportive relationships are a test of our commitment to show mercy in welcoming others and to help the vulnerable, to be fully a part of our communities. Our CEW biblical quote, “Do justice, love kindness and walk humbly with your God” (Micah 6:8), acknowledges the important role of justice and solidarity with our Indigenous peoples, our environment, the poor and marginalized, and all those who work to protect our common global future. There are five sub-themes for each day of Catholic Education Week: Day 1: Walking Forward Together with God Aller de l’avant avec Dieu Day 2: Walking Forward Together with Our Families Aller de l’avant avec nos familles Day 3: Walking Forward Together with Others Aller de l’avant avec les autres Day 4: Walking Forward Together with Creation Aller de l’avant avec la Création Day 5: Walking Forward Together in Hope Aller de l’avant dans l’espérance Every year, the Ontario Catholic School Trustees’ Association (OCSTA) provides our Catholic schools with a resource kit to help schools prepare for Catholic Education Week. Using these resources as well as our own developed activities, we have prepared a series of activities which will highlight how our school is ‘Walking Forward Together.’ We hope to see many of you during our school celebrations.
Facility Reference on site Layout Plan Remedial work required and date noted Date remedial work completed Signature Above ground slurry store, including collision protection Slurry store reception pit Slurry pumping pipework Office Store Medicine store Facility Reference on site Layout Plan Remedial work required and date observed Date remedial work completed Signature
Do you have any long-standing physical or mental illness, or disability? By long-standing I mean anything that has troubled you over a period of at least 12 months or that is likely to affect you over a period of at least 12 months. Yes No Prefer not to say If yes, do any of these conditions or illnesses affect you in any of the following areas? Please tick the relevant box(es). Vision (e.g. blindness or partial sight) Hearing (e.g. deafness or partial hearing) Mobility (e.g. walking short distances or climbing stairs) Cognitive ability (e.g. dementia, brain injury, autism spectrum disorder) Mental health Other (please specify)_______________________________ None of the above Prefer not to say
None of the time Rarely Some of the time Often All of the time I’ve been feeling optimistic about the future 1 2 3 4 5 I’ve been feeling useful 1 2 3 4 5 I’ve been feeling relaxed 1 2 3 4 5 I’ve been dealing with problems well 1 2 3 4 5 I’ve been thinking clearly 1 2 3 4 5 I’ve been feeling close to other people 1 2 3 4 5 I’ve been able to make up my own mind about things 1 2 3 4 5 By placing a tick in one box in each group below, please indicate which statements best describe your own health state today. Mobility: I have no problems in walking about
To help people say how good or bad a health state is, we have drawn a scale (rather like a thermometer) on which the best state you can imagine is marked 100 and the worst state you can imagine is marked 0. We would like you to indicate on this scale how good or bad your own health is today, in your opinion. Please do this by drawing a line from the box below to whichever point on the scale indicates how good or bad your health state is today. Brightlife values your comments and feedback, if you would like to add your own comments, please do so here: