zilongwang/ReadingBank huggingface dataset:
-journal/blog assessment -Speaking/listening Short Stories -Collection of Whodunnits -Clue (1985) -Hoodwinked (2005) -Collection of texts -Big Buck Bunny/Lifted -The Legend of Sleepy Hollow text/animation Sept. 18 – Oct. 30 -Narrative exploration using a range of short stories -Explore and recognise themes, genres, techniques, language features and narrative structure -Comprehension work based on various stories -Short story composition assignment -Comprehension tests on various stories -Create a picture book task Novel/Film Study -Pre-reading analysis -Reading journal -Character profiles -Setting/Era study -Identity- text to self -Unit comprehension Nov. 2 – Dec. 15 -Read ‘The Outsiders’ -Exploration of themes, genre, characterization, voice and perspective. -Character perspective assignment -Major written assessment -Film study (‘The Outsiders’) -Film techniques and purpose -Group work/Courtroom debate -Topic test Poetry -Collection of lyrics -Collection of traditional poetry -Collection of modern poetry -Blackout poetry -Cut and paste poetry -Tongue twisters/sillies Jan. 5 – Feb. 5 -Explore, interpret and analyse a range of poems from traditional and modern poets -Recognise and use poetic devices such as genre, techniques, language and perspective -Visual representation assignment -Poetic composition Media Feb. 8 – Mar. 24 -Focus on newspapers, their content and specifically news articles -Purpose and use of newspapers -Newspaper article assessment -Debate- Truth in writing -The effect of technological
3. Form The Elements- "Form" In terms of art, form refers to objects that are 3-Dimensional, or have length, width, and height. Form- an element of art, means objects that have three dimensions. I like to think of form as a 3-D shape Geometric forms have specific names associated with them and are typically man-made.
7 Habits of Highly Effective Teens Note-Taking Guide Habit Summarize important traits of the habit Significant details Examples Person who exemplifies (from presentations) Be Proactive Take initiative; plan ahead; be guided by purposeful actions. *Think before you act. *Take responsibility for actions. *Focus on things that can be controlled. “I choose to….” “There’s got to be a way.” “I can do that!” Katie Couric (news anchor) Begin with the end in mind Have a specific purpose in mind that will guide your actions. *Purposeful *Visualize success. *Create a plan based on your goal. “If you don’t choose a career; a career will choose you.” Nelson Mandela Put first things first Take time to prioritize tasks based on intentional thought of its importance. *Urgent vs. important *Analyze tasks. *Consider personal impact. Deadlines are urgent; eating healthy is important. Drew Brees (quarterback) Think Seek situations that allow everyone to be successful; don’t focus on success at the cost of someone else’s failure. *Non-competitive *Mutual satisfaction *Sharing success “I won’t be your doormat, but I won’t step on you, either.” Abraham Lincoln Seek first to understand, then to be understood Listening is key to understanding; once you understand, then your own points can be heard. *Listen to others. *Body language matters. *Create opportunities to work together. “So, what you are saying is….” “I understand that you think….” Mahatma Ghandi Synergize Work with others to create a better solution; recognize and appreciating differences. *Teamwork *Being open minded *Creating solutions “Alone we can do so little, together we can do so much.” ~Helen Keller Chris Paul (basketball player) Sharpen the saw Take time to focus on yourself; renew your energy and your strength. *Body *Mind *Soul Exercise; eat healthy; take time for yourself; focus on what you enjoy and what makes you happy. Dr. Oz (health advocate)
Expectations 1 2 3 4 Introduces most important habit and explains why it is important to the student’s personal success. Information is logically organized. Does not clearly explain habit or organize details and information logically. Clearly explains habit, but details about why the habit is important to personal success are not organized logically. Clearly explains habit; details about why the habit is important to personal success are logically organized. Clearly explains habit in a way that hooks the reader; details about why the habit is important to personal success are clearly and logically organized. Provides support using personal examples and relevant details from text, demonstrating understanding of text. Does not include support for the topic. Includes little support for the topic using few or no details from personal examples and the text. Includes adequate support for the topic using personal examples and details from the text. Includes ample support for the topic using personal examples and details from the text. Uses a variety of transition words, phrases, and clauses to connect ideas and details. Does not include use of transition words, phrases, or clauses. Includes use of few transition words, phrases, and/or clauses to connect ideas and details. Includes use of some transition words, phrases, and/or clauses to connect ideas and details. Includes use of many transition words, phrases, and/or clauses, some that may be higher-level, to connect ideas and details. Uses precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Does not use precise words and phrases, descriptive details, or sensory language. Includes use of few precise words and phrases, descriptive details, and sensory language. Includes use of some precise words and phrases, descriptive details, and sensory language. Includes use of many precise words and phrases, descriptive details, and sensory language. Narrative is creative and engaging through word choice, details, and sensory language. Provides conclusion. Does not include a concluding statement. Closing statement does not logically follow the rest of the essay. Includes a concluding statement or section that logically follows the rest of the essay. Includes a concluding statement or section that logically follows the rest of the essay and includes a closing “gift.” Score: Comments:
PEOPLE Selection / Induction / Training / Motivation / Development Department: Purchasing /Receiving / Cost Control /Food & Beverage Stores Data and Findings: The report for above Departments has been combined as their location is in the same basement area and reporting to the Accounting. The Department Heads for these areas were mostly not available due the vacation clearance before end of the year. The deputizing staff were not so good in understanding and speaking English and I had the Food & Beverage Manager help me to translate The selection of staff is done through the Human Resources based on requests of Accounting. Sometimes positions are filled by way of promotion. The orientation of the new staff is done from Human Resources after some time once they have a group together. No specific induction is done from the Management. No one seems to know anything about the Maritim Company while they know more about the Owning Company or better they confusing the Owner Company with Maritim Management. Regarding training everyone seems to receive / attend regularly Training sessions during the year but according to what I have seen and observed during my stay there seems no results or improve taking place. Training is coordinated by Department Heads in collaboration with the Training Manager and everything is reported and filed. From my understanding none of the Department Heads, Training Manager or any other Supervisors are making sure that any topic is understood and follow up. For them is only matter to say that Trainings are conducted during the year! As for the staff motivation it seems no one really knows about the means of it. Everyone confusing the monthly or yearly events happen for the Associates with an individual motivation. Not one Department Head gives or prepares Goals or assigns tasks to be achieved in order to stimulate the individuals Associates. At this point Associates having no interest to do better
Monday Tuesday Wednesday Thursday Underline the ABSTRACT NOUN. Jonathan’s dedication saved the coral reef. Circle all the NOUNS. Many animals live in coral reefs. Underline the PRONOUN in the sentence. Algae live inside of it. Circle the PROPER noun. The largest coral reef is the Great Barrier Reef. Underline the VERB in the sentence. Fish hide in small holes. Is the verb past, present, or future tense? Fish hide in small holes. Present Tense Underline the VERB in the sentence. Some scientists thought of coral reefs as underground cities. Is the verb past, present, or future tense? Some scientists thought of coral reefs as underground cities. Past Tense Underline the ADJECTIVE in the sentence. Coral reefs are underwater homes. Underline the ADVERB in the sentence. Eel’s quietly hide in coral reefs. Write an adjective that could describe a coral reef. (accept all reasonable answers) The colorful coral reef Write an adverb that could describe how a fish swims. (accept all reasonable answers) The fish swam swiftly. Split the word into parts and write the meaning of the word. crosswalk It means… A place for people to walk across a street. How many syllables? upstream 2 weatherman 3 thunderstorms 3 Split the word into parts and write the meaning of the word. skateboard It means… A board you can skate on. Write a compound word that means “the bone in your back”. backbone Complete the chart. Change the verb in the sentence to past tense. She writes a story She wrote a story. Complete the chart. Use the word in parenthesis to complete the sentence. I (feel) felt sick on that carnival ride last night. All of these words mean pretty. Put them in order from least pretty to most pretty. Beautiful 1. Cute Nice-looking 2. Nice-looking Cute 3. Beautiful Gorgeous 4. Gorgeous Circle the words that mean the same as smart. Wise Foolish Brainy Bright Brainless Which word in the sentence is a synonym for happy? I was thrilled to see that everyone was safe. Circle the words that mean the opposite of old. Ancient Aged Young New Elderly Write the meaning of the prefix pre- Before Make a list of words that start with pre-. (accept all reasonable answers) Preheat Pretreat Prebake Prearrange What does the word prewrite mean? To write before What does the word preview mean? To view before
St. Louis Park Middle School Schedule for 7 Period Day: Monday, Tuesday, & Friday 1 (44) 7:33-8:17 2 (44) 8:21-9:05 3 (44) 9:09-9:53 4 (44) 9:57-10:41 5 10:41-11:11 Lunch 1 11:14-12:09 Class (55) 12:13-12:39 OT (26) 10:45-11:10 OT (25) 11:10-11:40 Lunch 2 11:43-12:39 Class (54) 10:45-11:39 Class (54) 11:39-12:09 Lunch 3 12:13-12:39 OT (26) 10:45-11:10 OT (25) 11:14-12:09 Class (55) 12:09-12:39 Lunch 4 6 (44) 12:43-1:27 7 (44) 1:31-2:15
LESSON PLAN Area and/or Course Horticulture Lesson Title Pruning Fruit Trees No. Periods 2 (73-minute periods) Teacher Goal(s): Students will determine the types of fruit trees common the their area Students will be able to communicate how, why, and where to prune various types of fruit trees Rigor/Relevance Framework Knowledge 6 5 4 3 2 1 C Assimilation _______ D Adaptation ___X____ A Acquisition _______ B Application _______ 1 2 3 4 5 Application Objectives: The student will be able to (TSWBT). (Oregon Skill Set numbers in parentheses at the end of the objective statement.) 1. Identify and explain the optimal time to prune fruit trees (Plant 01.03) 2. Justify the reasons of pruning fruit trees (Plant 03.03.05.b) 3. List the situations to prune out of trees to optimize fruit development (Plant 03.03.05.b) 4. Organize and justify the steps in removing material (EL.HS.RE.05) 5. Perform pruning tasks on mature and young fruit trees (Plant 03.03.05.b) State Standards met by Objectives: Subject Strand Eligible Content 1. Plant 01.03 Apply knowledge of plant physiology and energy conversion to plant systems 2. Plant 03.03.05.b Demonstrate proper techniques to control and manage plant growth through mechanical, cultural or chemical means 3. Agriculture 02.01.01.02 Increase reading skills through reading challenging material 4. Agriculture 06.02.04.01 Identify general workplace safety hazards 5. English EL.HS.RE.05 Match reading to purpose--location of information, full comprehension, and personal enjoyment.
[List key, measurable deliverables, quality standards, completeness and correctness criteria and quality control activities for each deliverable.] Project Deliverable Deliverable Quality Standards/ Completeness and Correctness Criteria Quality Control Activity Frequency/Interval 4. Project Quality Assurance The focus of quality assurance is on the processes used in the project. Quality assurance ensures that project processes are used effectively to produce quality project deliverables. The following table identifies: The project processes subject to quality assurance. The quality standards and stakeholder expectations for that process. The quality assurance activity – such as a quality audit or reviews - that will be executed to monitor that project processes are properly followed. How often or when the quality assurance activity will be performed. [List key processes and the quality assurance activities for each process.] Project Process Process Quality Standards/ Stakeholder Expectations Quality Assurance Activity Frequency/ Interval 5. Critical to Quality The focus of critical to quality (CTQ) is on the outcomes expected from the project. Critical to quality ensures that project outcomes meet the needs and expectations of internal and external customers. The following table identifies: The customer expectation. The CTQ measures for that expectation. The measurement activity that will be executed to monitor that CTQ.
The following logs will be used to itemize, document and track to closure items reported through quality management activities. Quality Control Log Exception ID Number Review Date Deliverable Reviewed Findings Resolution Resolution Date Quality Assurance Log Exception ID Number Review Date Process Reviewed Findings Resolution Resolution Date Critical to Quality Log Exception ID Number Review Date Process Reviewed Findings Resolution Resolution Date [Describe how feedback will be provided to appropriate stakeholders and the project team concerning the status of the problem.] 8. Additional Information [Add additional information as needed to effectively communicate the project quality management information]
4. A survey found that company Chief Executive Officers (CEOs) earn a salary that is on average 140 times more than the median salary of other employees at the same company. Use the given information to respond to parts (a) – (c). Write an equation that relates the CEO’s salary for a particular company to that of an employee earning the median salary. Describe the meaning of any variables you use. Complete the graph to show the relationship between the salary of an employee earning the median wage and the salary of the company CEO. Include an appropriate scale for the vertical axis. c. Complete the statement. The point (1, _____) is on my graph and means that ____________________________________________________________ ___________________________________________________________ 5. Jordan put a photograph on a copy machine and resized it by 150%. The original photograph and the resized photograph are shown below. Original Photograph Photograph Resized by 150% Draw the original photograph resized by 200%. Draw all parts of the resized photograph to scale. Photograph resized by 200%
7. Business Writing Essentials What exactly is “business writing,” and how does is differ from academic writing or other forms of composition? In this section, find an overview of how business writing is defined by its use of language, the preferred structures of written information, and how to present visual aids. You’ll also find information on resumes and cover letters, and how to make the best professional first-impression for potential employers. 7.a. About Business Writing In a business setting, writing leads to action. Information should be organized into a clear and concise message, with little “filler language” or jargon. Technical and detail-heavy messages utilize bullet points and lists. Questions and requests are politely directed to the appropriate individuals. When business communication is performed well, the writer is represented as focused, confident, and conscientious, and the recipient has as much information required to respond or act appropriately. How does this form of composition differ from academic writing? Business Communication Academic Writing Purpose Action Persuade Analyze Inform Audience Limited time (→concise) Dedicated to productivity Focused on company, tasks, and trade Has dedicated reading time Critical-thinking skills Wide knowledge of various subjects Personal Pronoun Acceptable Restricted Voice Active voice Passive voice is acceptable (according to discipline) Development of Message Concrete for skim value Short sentences Simple language Elegant and lengthy Long sentences are acceptable Tools Bullet points and enumerated statements In-text data charts Headers and “subject” lines Footnotes, endnotes, and citations Appendices Main and chapter titles Formatting Blank space between paragraphs Bold, italics, and underline for clarity Indented paragraphs Organization Pyramid structure Pyramid structure
Where do some of the problems arise with these duties in a typical Chapter 13 Office situation? A new Staff Attorney may be either more technologically savvy than the Chapter 13 Trustee, or less. That may involve learning skills that are necessary to be competent in that specific Office environment – in Rule 1.1, “skill” does not appear to be limited to “legal skill”. If you are a “techie”, you may see all kinds of technological shortcuts that could be used to, in your view, increase efficiency. But, if your Chapter 13 Trustee doesn’t want to change the way paper is used in the Office, you need to get competent with that old Xerox and fax machines, and learn to scan paper documents into PDF format. Welcome to the 1990s! On the other hand, if your Chapter 13 Trustee wants to move the Office into a more paperless operation, you have to become competent in the computer skills that will allow you to provide competent representation in that Office environment. Problems sometimes arise in Offices where a new Chapter 13 Trustee comes in and does things differently that the past Chapter 13 Trustee did them. This can be a particular problem when you were also a candidate who interviewed for the position, and you didn’t get it. It doesn’t matter – you have to either be able to get your mind right, and be completely loyal to your client – or at the very least be able to act exactly as you would if you were completely loyal to your client or, ethically, you have to leave. That may seem harsh, but think of what other attorney are required, by their professional duties, to do: If you represent a murderer, you can’t stand up in court and say: “Your Honor, my client wants to plead not guilty. But, I mean, damn. He’s a murderer, so I’m not going to follow his instructions.” Or, think of the attorney who is caught in a battle over disclosure of attorney-client communications and is waiting in jail for the court of appeals to consider an appeal of the lower court’s contempt order. Bankruptcy lawyers are not lawyers of a lesser god. Nor are Staff Attorneys somehow exempt from the rules of professional conduct because they are hard to follow, or because your feelings are hurt, or leaving would be an economic hardship. You are a professional, and the rules are the rules.
SQL Database Details7,8 Server 1 Server 2 Server 3 Server 4 Server 5 Server 6 Server 7 Server 8 Desired Drive Placement Drive Drive Drive Drive Drive Drive Drive Drive SQL Version and Edition SQL Add-Ons (Select all that apply) SQL Server Integration Service (SSIS) SQL Server Reporting Service (RS) Analysis Service (AS) Master Data Service (MDS) Server Comments (Optional) Enter additional information including drive partitions, configuration, and application descriptions. Server 1 Enter comments (Note conditions 10 and 11. This form does not accommodate the request of data migration) Server 2 Enter comments Server 3 Enter comments Server 4 Enter comments Server 5 Enter comments Server 6 Enter comments Server 7 Enter comments Server 8 Enter comments 1If LINUX RHEL is selected, Vendor will install most recent supported version of the Operating System.
2Consider that on Windows servers, the amount of RAM selected will require an equivalent amount of disk space due to Operating System Page File requirements. 3For LINUX RHEL and Windows 2008 servers, standard RAM will be 4GB. For Windows 2012, standard RAM will be 8GB. 4In most cases a single CPU virtual server is acceptable unless the application to be hosted on the server specifically designed to take advantage of multiple CPU’s. This is due to the technology that allows virtual machines to share CPU resources. For more information and guidance, reference ” 5For external SSL Certification installations, Customer must procure Certificate through eVA and provide to Vendor before implementation can begin. 6Minimum storage of 68GB per server for the Operating System. This will be billed in addition to the storage amount requested on the server and must be accounted for in the pricing table below. 7Requests to install databases on servers not in the secure network segment will not be allowed 8Customer is responsible for submitting server and database access requests through the VCCC.
They examine how community wellbeing is supported by celebrating diversity and connecting to the natural and built environment. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information. They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences. concepts and strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing. Students explain personal and social skills required to establish and maintain respectful relationships and promote fair play and inclusivity. They justify actions that promote their own and others’ health, safety and wellbeing at home, at school and in the community. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.
CURRICULUM AREA – Mathematics: Statistics and Probability toward Level 7 Achievement Standard VCAA EXAMPLE Context: Students cover related content and proficiencies when they engage in learning activities where they: investigate the robustness of mean, median, mode and range with respect to changes in some values of a data set analyse data (steps, heart-rate, sleep patterns) from a personal fitness device calculate mean, median and mode for a range of data sets and compare their location in terms of the shape of the distribution of the data work backwards from mean, range and shape of distribution to identifying source data sets, such as from summary weather data for world capital cities to identification of likely city use various experiments involving spinners, dice and other random devices to specify sample spaces for simple one-step experiments, and calculate corresponding probabilities as fractions, decimals and percentages, for cases involving equally likely outcomes and also some cases involving non-equally likely outcomes . Content Descriptions: Construct sample spaces for single-step experiments with equally likely outcomes Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data Mathematics Level 6 Achievement Standard Example of Indicative Progress toward Level 7 Achievement Standard Mathematics Level 7 Achievement Standard By the end of Level 6: Students interpret and compare a variety of data displays, including displays for two categorical variables. They analyse and evaluate data from secondary sources. Students compare observed and expected frequencies of events, including those where outcomes of trials are generated with the use of digital technology. They specify, list and communicate probabilities of events using simple ratios, fractions, decimals and percentages. In Mathematics, indicative progression towards the Level 7 achievement standard may be when students: write down the sample space for simple one-step experiments such as spinning a spinner in a game with different coloured segments corresponding to outcomes calculate mean, median and mode of like distributions, and describe and compare these distributions, such as resting and exercise for a given cohort of students By the end of Level 7: Students identify issues involving the collection of discrete and continuous data from primary and secondary sources. They construct stem-and-leaf plots and dot-plots. Students identify or calculate mean, mode, median and range for data sets, using digital technology for larger data sets. They describe the relationship between the median and mean in data displays. Students determine the sample space for simple experiments with equally likely outcomes, and assign probabilities outcomes.
By the end of Level 8: Students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. In English, indicative progression towards the Level 9 achievement standard may be when students: Explore the way texts from other cultures and times use different language features to convey ideas (e.g. songs, fables, short stories) Create a table that compares the ‘world views’ presented in a range of texts in regard to their treatment of several kinds of ideas and/or events. By the end of Level 9: Students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. CURRICULUM AREA – English level 10 Achievement Standard Mode: Reading and viewing VCAA EXAMPLE Context: Students read the work of various poets dealing with common themes (e.g. nature or love). They compare the poetic devices favoured by each poet and the prevailing conventions that guided their work. The content descriptions explicitly covered will be: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts Level 9 Achievement Standard- Reading and viewing - English Example of Indicative Progress toward Level 10 Achievement Standard Level 10 Achievement Standard- Reading and viewing - English
the way they are formed and cycle through Earth systems. They model how the relative positions of Earth, the Sun and the Moon affect phenomena on Earth. Students identify and construct questions and problems that they can investigate scientifically and make predictions based on scientific knowledge. They plan experiments, identifying variables to be changed, measured and controlled. They consider accuracy and ethics when planning investigations, including designing field or experimental methods. Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and relationships, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate scientific language, representations and simple word equations to communicate science ideas, methods and findings. represent investigation findings in graphical form, but may not yet be able to distinguish between the representations of continuous and discrete variables in a graph. use an appropriate ‘ruler drop’ technique in the measurement of reaction times, but are not yet able to suggest how digital technologies may be used to generate more accurate, precise or reliable data. use data from their own investigations to support their arguments, but are not yet able to incorporate class findings into their discussions and conclusions. and current to explain the operation of electric circuits and use a field model to explain interactions between magnets. Students develop questions and hypotheses that can be investigated using a range of inquiry skills. They independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and systematic collection of data. They explain how they have considered reliability, precision, safety, fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between variables and identify sources of uncertainty. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and use appropriate scientific language, representations and balanced chemical equations when communicating their findings and ideas for specific purposes.
2018 Club Championship- Metamora July 11 2018 8.30 Max Fair-O Wm McMurray-O Joe Dwyer-O John Gross—O ` 8.38 Ed Phillips-M Mike Palazzolo-M Frank Salucci-M Jim Filak-M 8.46 Bob Park-M Gerry Rende-M Ken Roncelli-M John Gumbel-M 8.54 J Landis--S J Gnewkoski—S D Plumley--S 9.02 John Bonjernoor-S Bill Hussong-S Scott Moore-S 9.10 Wynn Miller-M Pete Ventura-M Norm Goldner-M John Huizdos-M 9.18 John Fillion-S Steve Sands-S Larry Schloss-S Willie Smith-S 9.26 Al Kemp-S Kurt Teller-S Greg Quintana-S Don Johnson-(M past) 9.32 Mike Whitty-S K Downey—S Bob Hagedorn-S 9.40 Jerry Solomon-S Chuck Senkyr-S Mike Fournier-S Ernie Blanton-S 9.48 Gary Stencel-S John Stencel-S Jim Powell-S Mike Henderson-S 9.56 Bill Siegert--O Mike Muchortow –O Dennis Wedell—O 10.04 Rob McKay--O Robert. Diedrich—O Rod Gates—O 10.12 Ken Lusk-M Dennis Hansinger-M Wayne Curto-M 10.20 Rod Cooper-M Richard Schiff-M Myron Lederman-M 53 PLAYERS
The parole plan shall include, but is not limited to, the residence at which the offender plans to live, plans for employment or seeking out gainful employment, and the programming in which the offender will participate and complete while on parole. An offender shall be permitted to advise with any person whose assistance he or she desires, including his or her own legal counsel, in preparing for a hearing before the Board of Parole. § 83-1,112 History: Adopted September 22, 2016 § 4-304. Access to offender and reports. The Board of Parole and its employees shall have access at all reasonable times to any committed offender over whom the Board may have jurisdiction and shall have means provided for communication with and observing the committed offender. The Board shall be furnished such reports as it may require concerning the conduct and character of any committed offender and any other information deemed pertinent by the Board in determining whether a committed offender should be paroled. § 83-1,113 History: Adopted September 22, 2016 § 4-305. Parole proceedings under the Interstate Corrections Compact. Any hearing or hearings to which an inmate confined pursuant to this Compact may be entitled by the laws of the sending state may be had before the appropriate authorities of the sending State, or of the receiving State, if authorized by the sending State. The receiving State shall provide adequate facilities for such hearings as may be conducted by the appropriate officials of a sending State. In the event such hearing or hearings are had before officials of the receiving State, the governing law shall be that of the sending State and a record of the hearing or hearings as prescribed by the sending State shall be made. Said record together with any recommendations of the hearing officials shall be transmitted forthwith to the official or officials before whom the hearing would have been had if it had taken place in the sending State. In any and all proceedings had pursuant to the provisions of this subdivision, the officials of the receiving State shall act solely as agents of the sending State and no final determination shall be made in any matter except by the appropriate officials of the sending State. § 29-3401, IV History: Adopted September 22, 2016
P 33-35 Mayor’s Office of Human Services (MOHS) - Agreements P 36-37 Mayor’s Office of Human Services – Amendment No. 2 to Contract P 38-39 Department of Planning – Second Amendment to Agreement P 40 Department of Public Works – Expenditure of Funds P 41-42 Department of Public Works – Expenditure of Funds P 43 Department of Public Works/Bureau of Water and Wastewater – Employee Expense Report P 44-45 Law Department – Settlement Agreement and Release P 46-47 Law Department – Settlement Agreement and Release P 48 Baltimore Police Department – Consultant Agreements P 49-50 Department of Human Resources – Personnel Matters P 51-52 Department of Transportation Engineering & Construction – Task Assignment P 53-54 Department of Transportation – Project No. 1249, On-Call Bridge Design Services Agreement P 55 Department of Transportation – Traffic Operations Study Agreement P 56 Health Department – Employee Expense Statements P 57 Health Department – Employee Expense Statements P 58-61 Health Department – Agreements and Amendment to Agreement P 62 Health Department – Ratification of an Agreement P 63 Health Department – Ratification of an Agreement P 64-74 INFORMAL AWARDS, RENEWALS, INCREASES TO CONTRACTS AND EXTENSIONS P 75 Labor Commissioner – Memorandum of Understanding P 76 Labor Commissioner – Memorandum of Understanding P 77-84 Department of Finance – Revised Administrative Manual Policy – 501-1 - Part I P 85-86 Mayor’s Office – FY’18 Budget and Strategic Plan for the South Baltimore Gateway Partnership P 87-88 Mayor’s Office – Temporary Housing and Moving Expenses P 89 Baltimore City Fire Department – Agreement P 90 Fire Department – Retroactive Payment P 91 Fire Department – Retroactive Payment P 92-98 RECOMMENDATIONS FOR CONTRACT AWARDS/REJECTIONS P 99 Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy P 100 Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy P 101 Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy P 102 Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy P 103 Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy P Department of Finance, Office of Risk Management - FY 2018 Renewal of Insurance Policy
Information Tech 299.95 Van Diest Supply 8,083.00 AFLAC 227.09 A & B Business 420.98 AmeriPride 60.70 ND PERS 4,135.47 Farmers Union Oil 2,727.49 ND State Library 14.00 NDSWRA 245.00 Postmaster 18.45 Brad Knutson 66.50 Waste Management 2,230.00 James Monroe 213.02 Thorpe Excav 1,898.94 N C Ambulance Sales 113,439.00 Postmaster 5.80 Postmaster 219.00 City Council 415.56 City Employees 22,225.47 Mayor 269.85 Amb Employees 8,585.19 Thorpe Excavating 4,952.05 Dickey Co Hwy 833.22 Walt Swatfager 276.00 Michelle Schilling 234.00 City of Fargo 28.00 M D U 3,559.35 Access Printing 117.84 Postmaster 48.00 John Deere Financial 529.66 ND Health Dept 10.00 ATCO 184.00 Applied Concepts 77.50 Muckey Construct 1,735.00 Gretchen Harvey 500.00 Service Maid 125.00 Dennis Durheim 323.18 ND Surplus 40.00 Scholastic Book Fair 612.70 Time Magazine 19.80 Lloyd Trautmann 508.71 Radermacher Law 625.00 Don Flaherty 128.21 Dickey Co Recorder 10.00 SE Water Users 13,000.00 Lawnworks 522.00 Prairie Floral 86.00 Academy Trophy 50.00 Crossroads Advisors 6,666.67 Kim Radermacher 800.00 Marschuetz Construct 95,297.85 Lawnworks 225.00 Postmaster 10.05 Interstate Engineering 18,593.38 Candy Middlestead 239.35 IRS Payroll taxes 9,279.35 ND PERS 4,017.23 Carissa Perleberg 60.00 ND Tax Com 882.39 Postmaster 102.20
James Monroe 20.00 Don Flaherty 25.00 Michael Frannea 14.45 Ellendale Chamber 4,000.00 Thorpe Excavating 2,247.49 Waste Management 2,640.68 Avera St. Luke's 170.00 Farnam's Parts 167.91 Mahler's Variety 70.73 Mertz Lumber 502.97 D R N 837.22 Ellendale True Value 484.76 Ross Merkel 252.00 Rick Hack 288.00 One Fulfillment 295.23 One Call Concepts 11.65 Michelle Schilling 234.00 KSJB Radio 144.00 Scott Moore 550.00 Dakota Electronics 737.04 AFLAC 227.09 Comfort Inn 370.00 Verizon Wireless 311.10 AmeriPride 63.71 Heart of America 155.00 Bound Tree Med 443.65 Ferguson Waterworks 266.00 Farmers Union Oil 2,229.79 Galls 1,589.65 RDO Equipment 7.24 CRA Payment 645.38 A & B Business 131.82 ____________________________________ __________________________________ Matt Thorpe, Mayor Candace Middlestead, City Auditor (Minutes subject to corrections and approval at next regular meeting)
ATTACHMENT A HISTORY OF APPLICANT INCLUDING APPLICANT’S MISSION AND OBJECTIVES Note: If applicant is affiliated in any respect with a religious organization, please list the organization and explain the affiliation. ATTACHMENT B NAMES AND TITLES AND AFFILIATIONS OF APPLICANT’S CORPORATE OFFICERS AND BOARD MEMBERS Officers [ ], Chief Executive Officer [ ], Chief Operating Officer [ ], Chief Financial Officer Board Members [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State: [ ], Position: Affiliated Company: City, State:
3. Complete the following Tables with highlights of Project (s) & Job Creation, Current Debt and Analysis of Refunding Cost Savings, if applicable. (Please add rows as needed.): Project (s) & Jobs Information Current Employees Job Creation Project Full Time Part Time Construction Full Time Part Time Current Debt (Refunding Candidate) Bond Series/ Loans Issuer Issued Par Amount Issue Date Current Outstanding Balance Interest Rate Maturity Date Date Project Completed Analysis of Refunding Cost Saving Bond Series / Loans Debt Service Savings/Yr. PV of Total Savings Ratio of PV Savings to the Par Amount of Refunded Debt Public Benefits of PV Savings *Present Value (PV) Note: If Refunding will not result in any cost savings, please describe the reason(s) for refinancing. ATTACHMENT F DESCRIPTION OF ANY PAST, PRESENT OR POTENTIAL CONTROVERSY CONNECTED WITH THE PROJECT OR FINANCING ATTACHMENT G PROJECT SOURCES AND USES OF FUNDS
PRINCIPAL FINANCE TEAM INFORMATION 43. UNDERWRITER/REMARKETING AGENT Contact: Title: Firm: Address: Phone: E-mail: 44. BOND COUNSEL Contact: Title: Firm: Address: Phone: E-mail: 45. UNDERWRITER’S COUNSEL Contact: Title: Firm: Address: Phone: E-mail: DISCLOSURE COUNSEL Contact: Title: Firm: Address: Phone: E-mail: 47. TRUSTEE, PAYING & TENDER AGENT Contact: Title: Firm: Address: Phone: E-mail: 48. FINANCIAL ADVISOR/CONSULTANT (IF ANY) Contact: Title: Firm: Address: Phone: E-mail: MISCELLANEOUS INFORMATION 49. DOES THE APPLICANT HAVE OTHER LOCATIONS IN CALIFORNIA? Yes No If “Yes”, where? 50. DOES THE APPLICANT HAVE LOCATIONS IN OTHER STATES? Yes No If “Yes”, where? 51. HAVE INDUSTRIAL DEVELOPMENT BONDS BEEN ISSUED FOR THE APPLICANT, PROJECT USER, OR ANY RELATED COMPANIES? Yes No If “Yes”, please answer the following: Date Issued: Amount Issued: $ Balance: $ Date Issued: Amount Issued: $ Balance: $ Date Issued: Amount Issued: $ Balance: $
Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: ATTACHMENT L FINANCIAL STATEMENTS FOR THE THREE MOST RECENT YEARS
There will be a registration fee this year of $45 to cover the cost of food (breakfast, lunch and afternoon snack). Registration fees are due on June 15. Open Agenda Items: None. Adjourn Meeting • Chair Scott Pettygrove adjourned the meeting at 11:13 a.m. Action Items from previous meeting Assigned to Due Date Status Provide as needed summary updates on critical policy efforts that are in different states of development at C-IV to ensure that County Executive Management is aware of the upcoming changes and if necessary allow them to exercise their influence with the Project and/or with oversight partners. Tom Hartman As needed Action Items from this meeting Assigned to Due Date Status Next Meeting JPA Board Meeting Conference Call TBD C-IV Project 11290 Pyrites Way, Suite 150 Rancho Cordova, Ca 95670
Lift Up In Prayer… Marge Arnold (former member), Linda Ender-Bailey’s family (daughters Elisa Enders and Elizabeth McGill, and sister Brenda Watson), Toi Beane, Doris Christopher, Phyllis Cook (Lancashire), Ida Gallimore, Steve Gallimore, Robert Gibson, Kori Godwin, E.W. Haynie, Ken Holloway, Betty Holmes, Mel Holmes, Betty Jones, Ann Perry and Family, Helen Quillan, Ralph Ransone, Warren and Augusta Sellew, Lisa Spiers, Joan Thomas, Sam & Gladys Watson, Mary Webb, Carolyn Wilkins and her parents. This Week at KBC… Today: 9am Worship; 9:45am Sunday School; 11am Worship; Coffee Hour after 11am service Tuesday: 4pm Alanon Thursday: 8pm Alanon and Alateen Serving in Worship Today… Special Music Duet: Lynnie and Winnie McCrobie Deacon of the Week: Gary Wilkins (435-2138) Nursery worker: Carlie Gill Radio Room: Gerald Abbott, Oliver Crane, Don Headley and Troy Pouchot Budget giving 7/13/14 $3,695.00 Budget requirement $3,988.00 Difference (-) $293.00 Church Info... Office Hours: M/T/W/F 8am-1pm; Thursday 9am-1pm PO Box 99, Kilmarnock, VA 22482 (804) 435-1703 ; twitter@kilmarnockbc Kilmarnock Baptist Church 6th Sunday After Pentecost July 20, 2014 Matthew Tennant, Pastor Carolyn Williams, Associate Pastor Robbie Spiers, Music Director Audrey Davis, Ministry Assistant Mary Ann Crane, Organist Laura E. Bridges, Pianist
Sunday Monday Tuesday Wednesday Thursday Friday Saturday July 1 2 3 KC Officers Michael Thompson Mark Muzny 4 Day Michael Olivarez John Rychlik 5 6 KC Council Hall Installation of Officers 7 8 9 KC Corporate Communion Albin Horak Larry See 10 11 12 13 14 Milton Mynar David Valigura 15 16 KC BBQ for CYM 17 Joseph Reynolds 18 James Muzny 19 Christopher Johnson 20 21 Daniel Junek 22 Lupe Rosas 23 24 25 Colton Eubanks 26 27 Paul Polansky Jesse Paul Martinez Frank Olivarez 28 29 Glen Wearden 30 Bradley Alford 31 7:00
Report of the 7-24 Printed Board Process Effects Handbook Subcommittee Thursday, June 9, 2016 10:00 AM to 11:00 AM Central Attendees (alphabetical order) Michael Carano, Chair Paul Cooke Robert Cooke Gary Ferrari Mahendra Gandhi Happy Holden Mike Jawitz Hayes Meyers Anjana Shyamsundar Bhanu Sood Minutes prepared by Chris Jorgensen. Meeting Minutes Do a Wisdom Wednesday or series of Wisdom Wednesdays on IPC-9121 topics, bringing people in from the subcommittee to address specific topics and refer to IPC-9121. In addition to connecting IPC-9121 to 600 and 6012, need to find connections to IPC-9111. Ask Emerging Engineers to connect the dots between the documents (back and forth) and develop a gap analyses between all. Paul Cooke pictures reviewed – he will provide content for each and will provide HAL defects Mike Carano presented his via fill content and photos. Need the subcommittee to review his content and provide feedback for it to be a narrative for a new section. Mike will provide case/action tables for the pictures. Happy’s blind via photos can go in existing plating section and/or be focus of new topics. Happy will write content for various potential topic areas associated with design issues and content on troubleshooting/problem solving methodologies. Chris and Mike will submit a PIN form to officially begin the Amendment process. The goal will be to publish an Amendment 1 in time for APEX and annually thereafter. Action items – All due before next web meeting Chris Jorgensen to ask Teresa Rowe to schedule a joint meeting between IPC-9121 and IPC-9111 groups to discuss path forward for the documents, content similarities/differences, etc. Chris Jorgensen to post the photos from Paul Cook to Kavi. Chris Jorgensen to redistribute the IPC-9121 content submission template. All subcommittee members need to: Look at the photos from Mike Carano, Paul Cooke and Happy Holden Select one or more and provide an Issue or Issues, Causes and Actions. There can be multiple issues for the same photo. Members are also encouraged to use their own photos Chris will work with marketing department to send note to users of IPC-9121 and ask for content suggestions or revisions. Chris and Mike Carano to submit PIN form for Amendment 1. Next meeting IPC 7-24 Web Meeting -- Discuss IPC-9121 Handbook Updates
COMMITTEE MEETING City of Monday July 24, 2017 Ordinance Committee Meeting 5:00 p.m. Title 3 Business & License Regulations Chapter 3 Alcoholic Beverages Chapter 11 Intinerant Merchants Chapter 17 Video Gaming Terminals Title 10 Traffic and Motor Vehicles Chapter 10-4-5 Speed Limits
Monday, July 24, 2017 Red Beans with Rice and Smoke Sausage Fried Chicken Grilled Salmon Veggie Blend Corn Maque Choux Steamed Broccoli Creamed Spinach Honey Glazed Carrots Combo: Red Beans with Rice and Smoke Sausage,and 16oz Beverage Eat fit Nola: Grilled Salmon, ½ eat fit side, and 16oz Beverage Grill Special: Italian Sausage and Peppers PoBoy Tuesday, July 25, 2017 Homemade Lasagna Taco Salad Grilled Mahi Mahi Seasoned Green Peas Smothered Cabbage Buttered Corn Mexican Rice Smothered Green Beans Combo: Homemade Lasagna, Side, and 16oz Beverage Eat Fit Nola: Grilled Mahi, ½ Eat Fit Side and 16oz Beverage Grill Special: Hot Dogs with Chili Wednesday, July 26, 2017 Crawfish Stuffed Chicken Breast Homemade Meatloaf Grilled Chicken Breast Baked Potato Bar Saute Fresh Veggies(EF) Twice Baked Potato Buttered Corn Greens Fried Broccoli Bites Grilled Asparagus Combo: Homemade Meatloaf, side, and 16oz Beverage Eat Fit Meal: Grilled Chicken Breast, ½ Eat Fit side, and 16oz Beverage Grilled Special: Philly Cheesesteak Thursday, July 27, 2017 Seafood Stuffed Baked Potato Herb Roasted Half Chicken Grilled Tuna Dirty Rice Mac-N-Cheese Sweet Potato Casserole Veggie Blend Steamed Broccoli(EF) Buttered Corn Combo: Half Chicken, Side, and 16oz Beverage Eat Fit Meal: Grilled Tuna, ½ EF side, and 16oz Beverage Grilled Special: Crab Burger Friday, July 28, 2017 Fried Catfish White Beans and Rice Fried Catfish Po Boy Grilled Chicken Breast French Fries Coleslaw Green Peas Greens Corn Broccoli with Cheese Combo: Fried Catfish , Side, and 16oz Beverage Grill Special: Shrimp Po Boy Menu & combos subject to change without notice We always appreciate all input and suggestions! Email your comments to Blaine Guillot at: Thank you for your continued support!