zilongwang/ReadingBank huggingface dataset:
CONNECTED, 3 2014, Why Is That? Elephant Toothpaste by Nikki Reid and Rex Bartholomew Overview A arrives at school to find their room transformed into a laboratory and their teacher transformed into an animal dental hygiene scientist. This text provides a good model of teaching science and engaging kids with an interesting, slightly wacky topic. It focuses on chemical reactions that make things bubble. A Google Slides version of this article is available at . Science capability: Use evidence Text characteristics Science is a way of explaining the world. Science is empirical and measurable. This means that in science, explanations need to be supported by evidence that is based on, or derived from, observations of the natural world. Students should be encouraged to support their ideas with evidence and look for evidence that supports or contradicts other explanations. At the core of science is theory building – making better explanations. What sets scientific explanations apart from other ways of explaining the world is their reliance on evidence and their ability to evolve as new evidence comes to light. For more information about the “Use evidence” science capability, go to A graphic story in which much of the information is conveyed visually. A text type that combines procedure with narrative and dialogue. The scientific language, which is generally explained by words or illustrations. Curriculum context SCIENCE NATURE OF SCIENCE: Investigating in science Achievement objective(s) L3: Students will ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. MATERIAL WORLD: Properties and changes of matter Achievement objective(s) L3: Students will compare chemical and physical changes. MATERIAL WORLD: Chemistry and society Achievement objective(s) L3: Students will relate the observed, characteristic chemical and physical properties of a range of different materials to technological uses and natural processes. Key Nature of Science ideas Evidence is based on, or derived from, observations of the natural world. Scientific ideas and explanations are supported by evidence. Scientists make use of relevant evidence to support or revise their predictions and explanations. Key science ideas Materials can be grouped according to the chemical and physical properties we can observe and measure. Chemical and physical changes occur under different circumstances. Gas production and heating are evidence of chemical change. ENGLISH
SECOND READING This is a long session – it may be divided. Today we’re going to learn more – not just about the elephants who paint – but Asian elephants in general. Reintroduce the book and Circle Map from the first reading. Point to “first reading” on the frame. Read through what students remembered from the first reading. Write second reading in a different color. If the is too full, make another circle map with a frame. This map WAS from our reading. Now we’re going to use it again, to capture our thoughts from our second reading. What is the title of the book we’re reading for a second time? The author of the book is also the teacher of elephants in the book. Her name is Katya Arnold. What’s the author’s name? Some books have different authors and illustrators, but in this book the author and the illustrator are the same person. FOLLOW THIS SIMILAR ROUTINE THROUGHOUT WHOLE SECOND READING: Re-read the text, pausing on each set of facing pages to capture student ideas and recalled information from the text and photos. On “City/Jungle” pages: What can we learn from the text and the photographs? As students respond, annotate the circle map, grouping and/or adding further information. ELEPHANTS CAN PAINT TOO! Arnold There is snow in city and no leaves on trees. The jungle has many plants and trees and the elephant is tiny in comparison. Someone is riding the elephant.
Section three – eligibility Please read the eligibility requirements for the fund carefully. If you do not meet any of these requirements we will be unable to consider your application for funding. Who can apply? Arts organisations not in receipt of National portfolio funding during the period 2015-18 Who cannot apply? National portfolio organisations Major Partner Museums Individuals Music Education Hubs Local Authorities Museums Libraries What activity can be supported? Examples of the type of activity that can be supported include: Appointment of new staff posts or the extension of current part-time posts Training and development for staff and board members Investment in activity which aims to diversify and increase levels of contributed and earned income Partnership development with National portfolio organisations What activity cannot be funded? Activities that are not related to the arts Activities that do not benefit or engage people in England (in the or long term) or that do not help artists and arts organisations in England to carry out their work Activities (including buying goods or services) that have started, been bought,
21 Minot Place Newtonville, MA 2.10 Education Center 100 Walnut St. Newtonville, MA 02460 (1) passenger elevator hydraulic 2.11 Franklin School 125 Street West Newton Ma 02465 (1) Passenger Elevator Hydraulic 2.12 Lincoln-Elliot School 191 Pearl St. Newton, MA 02458 (2) passenger elevators (1) hydraulic (1) electric 2.13 Memorial-Spaulding School 250 Brookline Street Newton Centre, MA 02459 (1) Passenger Elevators hydraulic 2.14 Newton High School 457 Walnut Street Newtonville, MA 02460 (3) Passenger Elevator hydraulic 2.15 Newton South High School 140 Brandeis Road Newton Centre, MA 02459 (5) Passenger Elevators hydraulic 2.16 Oak Hill Middle School 130 Wheeler Rd. Newton, MA (1) Passenger Elevators hydraulic 2.17 Underwood School 101 Vernon Street Newton Corner, MA 02458 (1) Passenger Elevator hydraulic 2.18 Williams School 141 Grove Street Auburndale, MA 02466 (1) Passenger Elevator hydraulic 3.00 LOCATIONS OF CHAIR LIFTS 3.01 Lincoln-Eliot School 191 Pearl Street Newton, MA (2) Garaventa Chair Lifts 3.02 Newton South High School 140 Brandeis Road Newton Centre, MA 02459 (2) Garaventa Chair Lifts 3.03 Pierce School (1) Garaventa Chair Lift 170 Temple Street West Newton, MA 02465
authority (n): 13c., autorite "book or quotation that settles an argument," from Old French auctorité "authority, prestige, right, permission, dignity, gravity; the Scriptures" (12c.; Modern French autorité), from Latin auctoritatem (nominative auctoritas) "invention, advice, opinion, influence, command," from auctor "master, leader, author" (see (n.). Keep a journal Like what you like what you like Don’t spend time trying to read, view, understand, or like what you’re allergic to To keep growing, follow your curiosity Trust your instincts Create what makes you happy Save, collect, and gather your work Never look to how others view your work to validate you as a person Only accept a critique point when you actually see it for yourself Stay with your vision you develop rough skills Revisit, rediscover and refine Writing Sparks: 1) Write a story (true, imagined, or a combination) where no one but you saw things your way. 2) Write about a time when you were talked out of trusting your own experience. 3) Reflect on whatever story you wrote. What happened at your deepest level of experience? What did you take away? What changed from that point? How might things be different today if you had responded differently?
UNITED STATES COURT OF APPEALS FOR THE ELEVENTH CIRCUIT BILLY RAY KIDWELL, Appellant v. FLORIDA COMMISSION ON HUMAN RELATIONS, Appellee And SEAWORLD ENTERTAINMENT, INC., Appellee : : : : : : : : : : : : Appeal Number 17-11005-G Case No. 2:16-CV-403-FtM-99CM MOTION FOR RECONSIDERATION OF JUDGE TJOFLAT, WILSON, AND JULIE CARNES, ORDER OF MAY 31, 2017, STRIPPING APPELLANT OF HIS FIRST AMENDMENT RIGHTS, AND IMPOSING TORTURE ON APPELLANT, IN DIRECT VIOLATION OF THE UNITED NATIONS CONVENTION AGAINST TORTURE Judges, Gerald Bard Tjoflat, Charles R. Wilson, and Julie Carnes, lied in a Court Order, fraudulently claiming Appellant asked for a stay until he is “Medically Able to Proceed”. Judges, Gerald Bard Tjoflat, Charles R. Wilson, and Julie Carnes then used their lie to Unconstitutionally OBSTRUCT Appellant from Access to this Court. Judges, Gerald Bard Tjoflat, Charles R. Wilson, and Julie Carnes, being fully capable of reading English, know that the Appellant didn’t ask for a stay “Until he is Medically Able to Proceed”, as those Judges fraudulently claim, and know that they are intentionally lying, to Torture Appellant, by OBSTRUCTING Appellant’s Access to this Court.
Mandatory Elementary Science Schedule Weekly schedule Grades: K-1 60 minutes Grades: 2-5 150 minutes SAMPLE Instructional Elementary Science Block (Scott Foresman) Science Lesson Plan Framework Time Monday Tuesday Wednesday Thursday Friday 15 Minutes Teacher Guided Engagement Teacher Guided Engagement Benchmark Assessment (30 Mins) Social Studies Social Studies 30 Minutes Group Instruction (Explore and Explain) Instruction (Explore and Explain) Social Studies Social Studies Social Studies Social Studies Social Studies 15 Minutes Whole Group Instruction (Elaborate and Evaluate) Group Instruction (Elaborate and Evaluate) Social Studies Social Studies Social Studies
Registration/Sign In/Coffee 8:00 a.m. – 8:30 a.m. Introduction to the We the People Program Emphasis on Mock Congressional Hearing Model 8:30 a.m. – 9:00 a.m. Textbook Jigsaw Teachers will review the elementary text book in small groups specializing in one of the five units examining both content and lessons. Then using the jigsaw component, teachers will learn about the full text. 9:00 a.m. – 10:00 a.m. Break 10:00 a.m. – 10:15 a.m. Lesson Demonstrations from WTP The Bill of Rights. 10:15 a.m. – 11:30 p.m. 11:30 p.m. – 12:30 p.m. The Mock Congressional Hearing and Assignments/Preparation 12:30 p.m. – 2:15 p.m. Mock congressional hearing presentations Full group 2:00 p.m. – 3:15 p.m. Debrief and follow up 3:15 p.m.- 3:30 p.m.
ACADEMIC CALENDAR – JULY2016 TO DEC 2017 – ELECTRONICS IMPORTANT DATES 1 Commencement of Odd Semester Academic Session * 15.07.2016 (Monday) 2 End of Semester 11.11.2016 3 Submission of Sessional Records 18.11.2016 4 Commencement of BTE Exam Winter vacation 22.11.2016 5 Winter Vacation 10.12.2016 to 08.01.2017 1 Commencement of Even Semester 09.01.2017 2 End of Semester 21.04.2017 3 Submission of Sessional Records 28.04.2017 4 Commencement of BTE Exam 25.04.2017 5 Summer Vacation 16.05.2017 to 16.07.2017 LIST OF LABS AVAILABLE IN THE ELECTRONICS DEPARTMENT: DIGITAL ELECTRONICS & MICROPROCESSOR LAB MEDICAL ELECTRONICS LAB DESIGN LAB COMMUNICATION LAB ELECTRONICS DEVICES & CIRCUITS LAB
Mauranen, A. and E. Ranta (eds.). 2009. English as a Lingua Franca: Studies and findings. Newcastle: Cambridge Scholars Press. Meyerhoff, M. 2005, Biographies, agency and power. Journal of Sociolinguistics, 9(4), 595-601. M-L. 2005, Non-understanding in English as a lingua franca: Examples from a business context. Vienna English Working PaperS, 14(2), 50–71. Poncini, G. and Turra, E. 2008, An Italian perspective on international meetings, management and language. In Tietze, S. (ed.) International management and language. Abingdon: Routledge, 171-188. Pratt, M. 1991, Arts of the contact zone. Profession, 91, 33-40. Rogerson-Revell, P. 2008, Participation and performance in international business meetings. English for Specific Purposes, 27, 338-360. Seidlhofer, B. 2011, Understanding English as a Lingua Franca, Oxford: Oxford University Press.
Call to and Introductions Some discussion of Wolf Moon and Green Earth Coops in Lansing…. Review Agenda: Agenda Approved Approve Minutes from 1/8/18 Discuss and act There were amendments to the Minutes by Peggy – see last minutes… Comments from Owners and other attendees Kriss Ostrom – Will be interested in discussing SHC partnership Question regarding the goal of ELFCO – Chris and Marshall -- Looking for retail space; but also happy to partner – We are actively looking at a new retail space -- currently looking at East Lansing… Chris – First attempt was a more focused at reopening as a retail space. This new attempt is really focused on local pass through. Q – Was Wholefoods the reason for the closure. Peggy – there were many reasons. Q – new location would be to find a niche. John – Thus Allen Street consideration though that may not make sense now. Staff Report Finances: $148,248 in the bank as of today. Telephone: We were paying $187 per month. Have gotten rid of one of the lines – which was designated for the credit card machine. That leaves us with 3 lines. $49 for each additional line. So we will get rid of all but one line. Board moved to eliminate all but one line. Will not be able to transfer lines. Discussion of Annual Meeting We will develop a letter to people to ask for their excess equity back – with a 60 day window. Will want to be able to articulate what we have done and where we are going so that a minimal ask for excess equity. Will also announce annual meeting on April 06, 2017, 2-4pm at the Hannah Center, East Lansing. Any owner who wants to run for the board, by March. Invitation to submit Annual Meeting Agenda Items. We will send the letter electronic – but 20% of owners did not divulge emails… we have contact information for all excess equity owners – Intension is to send t
Key Advanced Proficient Below Basic Scoring Range Advanced 4 21-24 Proficient 3 18-20 Basic 2 14-17 Basic 1 9-13 Writing Domains Totals Content - Introduction states opinion - Includes specified # of reasons with details -Ideas logically sequenced -Conclusion restates opinion 1 2 3 4 Little Inconsistent Generally Clear or no Consistent control Style -Interesting word choice -Long and short sentences -Sentences begin different ways -Includes transition words 1 2 3 4 Little Inconsistent Generally Clear or no Consistent control Sentence Formation -Complete sentences (no fragments/run-ons) 1 2 3 4 Little Inconsistent Generally Clear or no Consistent control -Nouns/verbs agree 1 2 3 4 Little Inconsistent Generally Clear or no Consistent control Mechanics Capitalization/punctuation -Paragraphs indented -Spelling is correct -Correct use of commas 1 2 3 4 Little Inconsistent Generally or no Consistent control Total Score /24
‘Motivation is, without question the most complex and challenging issue facing teachers today.’ (Scheidecker and Freeman 1999:116) The more teaching I observe, The more strongly convinced I become that motivation is what matters. From an e-mail message from Christopher Ryan, a teacher trainer friend) ‘the elusive concept of self-esteem is really spelled SUCCESS. The only way true self-esteem is built is through making people successful.’ (David Scheidecker and William Freeman 1999:129) ‘Rewards and punishment are too the only tools available in the motivational arsenal of many teachers. their indiscriminate use can can seriously undermine students’ intrinsic motivation for the activities and behaviors being controlled.’ (James Raffini 1996:1) “…the appropriate question no longer to be how we can motivate our learners? But how can we help learners to motivate themselves?” (Ema Ushioda 1996:20 ‘The real problem with motivation, of course, is answer. Unfortunately, and realistically,
Eligibility criteria for Food Safety Supervisors Criteria Basic Level Advance Level/Special Level Food Handlers/Supervisors or other individuals employed in Food Business with experience in relevant sector (as per course selected). in science with 1-year experience in a supervisory role in the relevant sector (as per the course selected) Or in non-science discipline with 2-years’ experience in a supervisory role in the relevant sector (as per the course selected) Students/Other individuals intending to enter the Food Business post-graduation in food science/nutrition/hospitality or other allied fields. Or final year of in food science/nutrition/hospitality or other allied fields. post-graduation in food science/nutrition/hospitality or other allied fields with an exposure to industrial training/experience of a minimum 6 weeks in the relevant sector (as per the course selected). Or final year of under-graduation in food science/nutrition/hospitality or other allied fields with an exposure to industrial training/experience of a minimum 6 weeks in the relevant sector (as per the course selected).
Copies of Supervisor credentials B2: Non-Clinical Faculty Name FT/PT Degree and Name of Institution Granting Degree Special Area of Expertise Experience over the last 5 years (begin with current experience) Example: Sarah Jones PT PhD University of Connecticut MSN Fairfield University Psychiatric Nursing 2016-2013 Assistant Professor University of Connecticut SON 2013-2005 Nurse Manager Psychiatric Nursing Institute of Living/ Hartford Health Care Program’s Contextual Information regarding the tables as needed: Eligibility Criterion C: Program Leadership The program has a Program Director or an individual designated with ultimate program responsibilities who meets the following criteria: In master’s degree program, the Program Director, or whoever has or shares ultimate program responsibilities, will have qualifications enabling him/her to provide leadership for the foundational curriculum and practice component consistent with the program’s clinical training mission. The Program Director must be an AAMFT Approved Supervisor
How do I Do not send your application directly to the Foundation. The Foundation works in partnership with 28 universities and applications can only be submitted by your current or first choice university. This is to make sure that elements of your eligibility are confirmed and also to connect you to university staff dedicated to supporting you in achieving your potential in Higher Education. universities are part of the Unite Foundation Scholarship Scheme? University Bath Spa University Bournemouth University Brunel University London De Montfort University Edinburgh Napier University Glasgow Caledonian University Huddersfield University King’s College London Leeds Beckett University Liverpool John Moores University London Metropolitan University Manchester Metropolitan University Plymouth University Queen Mary University of London Robert Gordon University Sheffield Hallam University University of Bristol University College London (UCL) University of Edinburgh University of Exeter University of Portsmouth University of Reading University of Salford University of Sheffield University of Strathclyde University of the West of England (UWE) University of Westminster Who is eligible for a Unite Foundation scholarship? To apply for the Unite Foundation Scholarship Scheme you need to meet and evidence the following eligibility criteria: Eligibility Evidence 1 Aged 25 or on 1 September 2018 University confirmation 2 UK home fee status student ie not an international student University confirmation 3 Studying at, or holding a choice offer from, one of the 28 Unite Foundation Universities University confirmation 4 Undertaking first and only course of undergraduate study University confirmaton 5 In receipt of, or applying for, student finance Student finance documentation 6 Care leaver OR Not supported by family (estranged) authority or student finance documentation Please read the descriptions carefully to see if you are able to meet the principle scheme criteria of care leaver OR estranged. If you are unsure of your eligibility or the back-up documentation needed, please get in touch with your current or first choice university. They will be able to offer help with this application or give you advice on other avenues of support to pursue. Contact Unite Foundation on if you’re not sure who to speak to. Care leaver
would have become acutely exacerbated after arrival. (e.g. eligible work visa holder, eligible permanent resident). Australian residents Under a reciprocal health agreement, an Australian citizen, Australian permanent resident or other Australian resident is eligible for: immediately necessary hospital services, maternity services and pharmaceuticals, as determined by the provider of medical treatment. Australian passport OR Other passport with Australian permanent resident visa/return resident visa OR Australian Medicare card OR proof of residing in Australia. Pregnant Women An otherwise ineligible pregnant partner of an eligible person is eligible for maternity‐related services, on the basis that the child is likely to be born eligible. Should the partnership end during the pregnancy, but the child be born a New Zealand citizen, the maternity‐related services continue to be funded. A Partner is: where the parties are legally married or in a civil union, the spouse or civil union partner, OR a de facto partner within the meaning of that term in section 29 of the Interpretation Act 1999. NB. This does not include partners of Commonwealth and Fellowship Plan students or Foreign Language Teaching Assistants. Proof of partnership to eligible person (eg. marriage or civil union certificate, or a declaration with a de facto partner) AND Proof of the partner’s eligibility (refer to relevant criteria). OR Evidence that the child is granted New Zealand citizenship by birth (ie. A NZ birth certificate). HIV infected pregnant women Any pregnant woman infected with HIV has free access to the following hospital services: blood tests to determine HIV viral load in the pregnant woman a lead maternity carer a funded course of antiretroviral drug(s), noting that there is no entitlement to ongoing antiretroviral treatment for the mother information around safe alternatives to breastfeeding a caesarean section and post caesarean section hospitalisation postnatal hospital visits for the child to determine the HIV status of the child. Proof of being pregnant and infected with the HIV virus. Infectious diseases People who have or who are suspected of having an infectious disease or a quarantinable disease are eligible for funded services relating to: the surveillance the diagnosis the treatment follow‐up services and contract tracing services Refer any enquiries to the local Medical Officer of Health.
*All subject files must include supporting documentation to confirm subject eligibility. The method of confirmation can include, but is not limited to, laboratory test results, radiology test results, subject self-report, and medical record review. IV. Statement of Eligibility This subject is [ eligible / ineligible] for participation in the Signature: Date: Printed Name: .
positive praise as the children perform. Now change animal? Lesson 4- combine Move confidently in a range of ways. To respond to music. Recap the animals we looked at last lesson. How do they move? Body and facial expression? How do they hunt? Warm up animal movements. Explain that we are going to choose our favourite animal movements. Divide the class into 4 groups. Each group to represent one animal from the last few lessons. Allow them to practice their movements. Now play the appropriate music and allow each group to perform. When each group is performing freeze the music. Get the children to freeze and talk about good body and facial expression. Take a photograph of the freeze frames for display or assessment. Can listen and respond to instructions? Can work collaboratively and share ideas? Can explore different ways to move? Can respond to music?
Name of Entity: Year : 2019 Member Name Date of Birth (MM/DD/YYYY) Municipal Name (If Applicable) Original Date of Membership (MM/DD/YYYY) Active FF As Of 01/01/2019 (Yes or No) Most Recent Physical Exam - Detect No Cancer (MM/DD/YYYY) Interior - Up to 5 Most Recent Fit Tests (MM/DD/YYY) Went Inactive - No longer Responding Faithfully to Calls (MM/DD/YYY) Inactive Less Than 5 Years: Continue (Reduced) Rate If department complies with 1910.134 (OSHA Respiratory Standard), you should have these records available to verify. Verified By:
ELIGIBILITY AND SELECTION CRITERIA GRID SENIOR LAWYER Ref: IAJM/TA-SL-AD9-AD11-2015 Last Name (in capitals): First name: Gender: Male: Female: A. (1) I am employed in a Regulatory Agency as referred to in Article 1 (1) of the Inter- Agency Job Market Agreement as a temporary agent 2f on long term employment Yes No (2) I am currently graded between AD 9 and AD 11 with a minimum of 12 months seniority in the contract Yes No (3) I am a citizen of one of the of the European Yes No (4) I meet the criteria mentioned in Article 3 (2) of the Job Market Agreement Yes No (5) I have proven professional experience in an European Institution or EU body in the area of expertise required for the job Yes No (6) I am a staff member from an agency which haven’t signed the Inter-agency Job Market agreement yet Yes No B. (1 = slight; 2 = good; 3 = very good; 4 = excellent) (7) I have a minimum of 12 years working experience relevant to the items listed under “Function and Duties” of the Job Description acquired after the award of the qualification certifying the completion of studies Yes No Number of years of working experience in positions related to the profile of the post Specify: (8) I have experience in the area of public procurement in the EU Institutions or bodies Yes No (9) I have professional experience in a multicultural environment Yes No (10) My knowledge of EU Financial and in particular public procurement and legal framework is 1 2 3 4
paste content from your UCAS Personal Statement. (Maximum 750 words). You can save your statement as a word/pdf file if you prefer and email it to your university contact but be sure to use the format: : “Unite Foundation statement – Your Surname, Your First name”. Equal Opportunities Monitoring form Please indicate how you prefer to describe your ethnic group Please tick one option. The categories below are based on the current Office for National Statistics suggested ethnic groupings and will be used anonymously to monitor the application of the scholarship scheme. Black/African/Caribbean/Black British Asian/Asian British Caribbean African Any other Black background (please specify) Indian Pakistani Bangladeshi Chinese Any other Asian background (please specify) (please specify) Other Ethnic Group Arab Any other ethnic background (please specify) White Mixed/Multiple Ethnic Groups English / / Scottish / Northern Irish / British Irish Gypsy or Irish Traveller and Black Caribbean White and Black African White and Asian Any mixed background
ELIGIBILITY AND SELECTION CRITERIA GRID SECONDED NATIONAL EXPERTS Ref. SNE-FRA-HRL-2016 Last Name (in capitals): First name: Gender: Male: Female: A. (1) I have been employed on a permanent contract basis for at least 12 months before the secondment AND I shall remain employed throughout the period of secondment by a national, regional or local public administration, or a public intergovernmental organization (IGO) or an independent university or research organization that does not seek to make profit for redistribution Yes No (2) I have a university degree, attested by a diploma* Yes No (3) I have at least 3 years of full-time professional experience of administrative, scientific, technical, advisory or supervisory functions gained after obtaining the relevant degree, at a level equivalent to the post Yes No Number of years of professional experience acquired after the award of my diploma* Specify: (4) I am a citizen of one of the Member State of the European Union Yes No (5) I have thorough knowledge of one EU language, and a satisfactory knowledge of a second EU language Yes No * A given period of professional experience may be counted only once; where additional periods of training and studies are accompanied by period of professional activity, only the latter shall be considered as professional experience; professional activities pursued part-time shall be calculated pro-rata, on the basis of certified percentage of full-time hours worked.
should be based on the same principles as were used under WIA. If there are any questions, they should be forwarded to the Office of Employment and Training for further assistance. The following two sections document requirements for out-of-school youth and in-school youth eligibility. Out-of-School Youth (OSY) Eligibility Requirements Out-of-School Youth Requirements Explanation of Requirement Documentation Sources Allowed Not attending any school (as defined under State law); Self-attestation Not younger than age 16 or older than age 24; , at the time of receipt of first WIOA youth service (other than self-service); and Birth certificate (original or certified copy issued by a state, county, municipal authority or outlying possession of the United States) Driver’s license School records / identification card Public assistance / social service records / printout Federal, State or Local Government identification card DD-214 / Report of Transfer or Discharge Passport Workers compensation record Illinois Secretary of State issued State of Illinois identification card Hospital record of birth or baptismal/church record (if place of birth shown) Court records (such as birth, adoption, or fostering) Work permits State/Federal Indian census records Immigration or Naturalization papers A school dropout; or An individual who is no longer attending any school and who has not received a secondary school diploma or its recognized equivalent School attendance record Dropout letter School record indicating non-attendance Self-attestation Within the age of School attendance record
Page 6 Through 9 Disability Categories than SLD (Initial and Reevaluation) Check the areas under each category the student meets eligibility criteria for based on the assessment results. Page 10 Other Factors Considered (ALL Disability Categories) (Initial and Reevaluation) Students whose lack of achievement can be attributed to a lack of appropriate instruction in reading, math and/or English Proficiency should not be determined as having a disability. Appropriate instruction in reading and math should include explicit and systematic instruction in the following: Phonemic Awareness; Phonics; Vocabulary Development; Reading Fluency, including oral reading skills; and Reading Comprehension Strategies; Mathematic Calculation; and Mathematic Problem Solving. Check the appropriate box as determined by the final decision of the eligibility team. Adverse Effects (ALL Disability Categories) (Initial and Reevaluation) For each area affected, describe the impact of the disability on the student’s educational performance. Example 1: For a student who is suspected of autism spectrum disorder, the statement may read, “Based on the skill-based evaluation, the student’s behavior and delay in language skills are impacting the student’s classroom performance and social relationships. “ Example 2: For a student who is suspected of having a specific learning disability and other health impairment (ADHD), the statement may read, “Student’s inattentive behaviors during classroom instruction interfere with his/her ability to stay on task and complete assignments. He/she tends to stare off in space and become off task when working on his/her own. His/her off task behavior prevents him/her from learning organizational skill as compared to his/her peers. These behavior issues also make it
Jobseekers are Referred to DES with a Temporary Reduced Worker Capacity of 0-14 hours (TRWC or Partial Capacity to Work of 0- 14 hours (PCW 0-14) Participants are reassessed during their DES Program as TRWC 0-14 or PCW 0-14 Generally, PCW 0-7 jobseekers are ineligible for DES. All PCW 8-14 and TRWC 0-14 Participants are automatically suspended on a Provider’s caseload and may choose to Volunteer for DES. PCW 0-7 PCW 8-14 TRWC 0-7 TRWC 8-14 At Referral Assessed during the Program At Referral Assessed during the Program At Referral Assessed during the Program At Referral Assessed during the Program Eligible to Volunteer No No Yes Yes No Yes (at DES provider’s discretion) Yes Yes Wish to Volunteer NA Exit Commence Enter Volunteer period NA Enter Volunteer period (at DES provider’s discretion) Commence Volunteer period Do not wish to Volunteer NA Exit Exit Exit NA Remain suspended Exit Remain suspended
Yes, offering a preparatory course for an occupational licensing examination. List name of Occupational Licensing Examination: Certification Examination #1: Certification Examination #2: Certification Examination #3: Yes, I am offering a training approved by an IT software developer whose products are considered universal products used nationally or globally. List name of IT Software Developers providing training approval: IT Software Developer #1: IT Software Developer #2: List name of other qualifying industry-recognized credential: School/Institution Attendance and Financial Aid Questions Are attendance records maintained for each student? Yes No Are electronic time sheets used/accepted? Yes No Are the courses submitted for approval, PELL eligible? Yes No If yes, list course(s) that are PELL Eligible (if more space is needed, please attach a list): Course #1: Course #2: Course #3: Are you willing to wait for payment until PELL determination is received? Yes No Are you willing to reimburse CSBD for any expenses paid by CSBD which duplicate the expenses covered by the PELL grant? Yes No What is your default rate on student loans? % for current year % for past year Are scholarships offered? Yes No If yes, list scholarships offered (if more space is needed, please attach a list):
Sisterlocks� Eligibility Requirements “R” Certification Must have been a Certified Sisterlocks Consultant for at least one year Must uphold the standard approach to offering the Sisterlocks system as a PACKAGE of 3 visits. Provide an adequate Consultation using Consultation Portfolio and do several Sample Locks Always provide an official Customer Starter Kit with the Sisterlocks Package Schedule locking session (allow for Sample Locks to be analyzed) Schedule a follow-up visit at appropriate interval to monitor slippage and determine frequency Must be proficient with both the Clip Tool and the Hook Tool (no exceptions) Must follow the parting and sectioning guidelines outlined in chapter 3 of the training workbook Must demonstrate proficiency in analyzing hair types, using Sisterlocks terminology Curl Patterns Locking Patterns Cuticle Stiffness/Pliability Must have a customer base of at least 10 clients Will be required to discuss customers with 3 different hair types Must use and promote the Sisterlocks product line
ELIM DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 08/08/2016 Elim Mall Science experts will address sustainability challenge, create value and enhance sustainable development in general General Public 14h00 – 17h00 Sherley Monyemorathoe 076 433 9706 No 09/08/2016 Malamulele Central Shopping Complex Science Demonstrations/Show, Exhibition , Public Lectures 10/08/2016 Holy Rosary School Malamulele Exhibition Science Demonstrations/Show for learners High School Learners 10h00 – 13h00
TntWare – TntMPD - http://www.tntware.com/ Designed to help organizations better communicate donation and financial information with their staff No small group management TopLine Software - Membership management No contributions or small group modules Torbort Data Systems - No small groups module Not Mac compatible Vcity - Several invalid links VianSoft - Church contributions and accounting software only Visual Data Products – SheepsPen - This is FellowshipOne 100% web-based Contributions and small group management Data housed in Weblications – Anatomy - Currently no contribution tracking (in the works for next release) No small groups module Clear Rock – Club Assistant - Used mainly for sports clubs No contributions module Clergy Financial Resources - Offers tax management services Community Spice – Focus on Web site design and content management Church Windows Software – Contribution module No small groups module Windows platform Concordia Publishing House – Shepherd’s Staff - Contribution module No groups module Windows platform Demo available upon request Congregation Builder – Web-based church software - Web-based and Mac compatible Free trial available upon request Contributions and small groups modules Connect Our People - members community which allows members to connect and edit their own data Connecting Members -
We have written this information so you know what [organisation] thinks about restrictive practices. A restrictive practice is something done to control a person’s freedom. The information is also about how we support people who may do things that are violent or dangerous to themselves or other people. This is sometimes called challenging behaviour. Restrictive practices might include locking a person in a room moving a person to a room on their own telling a person lie down or not move they are told to tying a person to furniture giving a person medicine to make them quiet stopping a person from things they want to We have rules that say we will try not to use restrictive practices at all.
Boston, MA Grade 4 and 5 teacher (looping model) Taught 24 children in an inclusive urban classroom in all subject areas. Developed curriculum to meet the needs of all learners. 1997 – 1998 Lexington Public Schools Bridge School, Lexington, MA Grade 5 Special Education Tutor Worked directly under the supervision of the lead special education teacher to create, implement, and modify Massachusetts curriculum to two students with emotional behavior and learning disabilities. 1992 – 1997 Basketball Coach Red Auerbach School, Waltham, MA Conducted basketball clinics for boys’ ages 8-17. Focused on developing sportsmanship and fundamental skills of playing basketball. Nataliya Paquette 21 Summer Hill Road Dracut, MA 01826 978-685-7004 978-609-6798
SECTION III. PART 1: WHOLE SCHOOL IMPROVEMENT POP STRATEGIES AND IMPLEMENTATION PLANS What are we going to do? Instructional Strategies Professional Development Strategies Family Engagement Strategies Teachers will: Build in opportunities for students to engage in active dialogue (turn and talk, whole group/ partner/ small group) Model writing about reading and drawing conclusions which connect to inferential thinking, around reading comprehension strategies (predicting, making connections, questioning, identifying details and author’s purpose) Provide opportunities for students to use specific strategies which enable During LASW, professional development and CCL cycles, the Eliot will: Use looking at student work (LASW) meeting time to expand teachers’ repertoire of skills for instruction through inquiry based study of professional literature on writing and reading Collaborative Teams will conduct Data Meetings to analyze common grade level assessments (ANet) and create action plans which meet the needs of individual students Create and sustain Collaborative The Eliot will: Use weekly Highlights to inform families about instructional foci connected to POP and classroom practices Communicate ANet data to families to connect school expectations with data Clear and consistent communication will be provided to families, students and staff with daily and weekly school and classroom updates. Technology Goes Home @School will also be held this year
Total Costs 3,124,892 3,484,647 3,738,037 3,983,346 Surplus (Deficit) $ 37,271.12 $ 145,542.63 $ 171,338.74 $ 220,129.24
Cold Mountain by Charles Frazier Cold Tree by Olive Ann Burns Crosses by Shelley Stoehr Deliver Us from Evie by M. E. Kerr Holes by Louis Sachar Into the Wild by Jon Krakauer Leaving Home: Stories by Hazel Rochman and Darlene A. McCampbell, eds. Necessary Roughness by Marie G. Lee No Easy Answers: Short Stories About Teenagers Making Tough Choices by Donald R. Gallo, ed. Once and Future King by T. H. White One Bird by Kyoko Mori Perfect A True Story of Men Against the Sea by Sebastian Junger Postcards From France by Megan McNeill Libby Prayer for Owen Meany by John Irving Remembering Mog by Colby Rodowsky Snow Falling On Cedars by David Guterson Speaker for the Dead by Scott Card Weetzie Bat by Francesca Lia Block Where the Heart Is by Billie Letts Whirligig by Paul Fleischman 1998 - 1999 Blue Skin of Sea by Graham Salisbury Deadly Feasts by Richard Rhodes Don’t You Dare Read This, Mrs. Dunphrey by Margaret Peterson Haddix Driver’s Ed by Caroline B. Cooney Dune by Frank Herbert Follow the River by James A. Thom Into Thin Air: A Personal Account of the Mt. Everest Disaster by Jon Krakauer
The use of mobile phones IS PROHIBITED during the class. Cell phones disrupt learning. Cell phone noises of any kind disturb the instructor and the whole class. Tablets and laptops can be used during class but ONLY for taking notes and doing readings and assignments as instructed by the professor. Allowed for translation. However, use of your tablets and laptops for email, social media sites, and web-surfing IS PROHIBITED, and such actions will lower your grades. Course Schedule Week One: Course Introduction Week Two: Debates Pro and Con regarding Globalization 1 Readings: Globalization: A Very Short Introduction (and other readings on Sakai) Week Three: Debates Pro and Con regarding Globalization 2 *Meet with me this week about your group’s Final Project topic, research plan, assignment of team-roles… Week Four: Case Travels of a in the Global Economy Readings/Resources: The Travels of a T-Shirt in the Global Economy (2015). “Cotton Road” documentary (2015). *Draft of Group Project Bibliography Due Week Five: Gender and Globalization I: Women Factory Workers in China Reading: Excerpts from the book Factory Girls (2010); Sakai links about recent developments Week Six: Gender and Globalization II: Women Workers in Transnational Call Centers in India Reading: Excerpts from the book Working the Night Shift (2010) Week Seven: Case Study: Kunshan Harvard Business School Case Study and other readings. *Class Presentations on Final Project*
I use statistics in my everyday life Agree Disagree Neither agree nor disagree 20 34 46 10 17 23 Statistics is irrelevant to my life Agree Disagree Neither agree nor disagree 16 54 30 8 27 15 Two: Future directions In the field in which you hope to be employed when you finish University, how much will you use statistics % N 1 not at all 2 3 4 5 6 7 a great deal 6 24 42 16 6 4 3 12 21 8 3 2 Table Three: Visits to the ‘DisoverQuants’ website Month Number of individual visits Average visit duration (minutes) Number of unique visitors Oct-12 312 14.67 170 Nov-12 266 13.52 103 Dec-12 100 14.19 65 Jan-13 308 30.54 92 Feb-13 4 4.22 3 Mar-13 1 0.00 1 Apr-13 8 27.71 2 May-13 5 4.69 5 Jun-13 3 3.61 3 Jul-13 3 0.07 3 Aug-13 26 20.29 15 Sep-13 79 6.85 47 Oct-13 156 12.25 120 Nov-13 360 16.16 219 Dec-13 31 3.87 28 Total/Mean 1662 11.51
ELIT 401 The Romantic Age Full Course Title: The Romantic Age (Insert the full course title in Bosnian) Course Code: ELIT 401 Course cycle: 1st Cycle ECTS credit value: 6 Student work-load: For the whole semester: Length: Faculty/School/Department: Faculty of Arts and Social Sciences, English Language and Literature Program Course leader: Assist. Prof. Dr. Barbara Ann Brown Contact details: Office: F2.20 e-mail: bbrown@ius.edu.ba Office hours: 312 Site: IUS Main Campus Host Study Program: English Literature Course status: Core Course Pre-requisites: ELIT 101 Introduction to Literature Access restrictions: None Assessment: Assignments, written exams, essays Date validated: February 2012 Course aims: The aims of this module are: To define what Romanticism is and how it came into being in the second half of the 18th and early 19th centuries in England; To give an overview of the social, political, cultural, economical and religious aspects of English life from the second half of the 18th century to the early 19th century. This will enable the students to see the relationship between the spirit of the age and literary romanticism; To develop a critical understanding of the debates related to the literature created during the
I. A. B. C. I. A. Insert one end of the network cable into the embosser and the second into your network port. Once the embosser is connected, locate the power button on the back of the printer and turn it to the on position. B. Next, insert the Elite/Premier installation CD that accompanied the embosser into the CD drive of your computer. It will start automatically. On the Welcome screen, choose 'Read Setup Instructions' if you wish to view detailed installation instructions before installing. C. To begin driver installation, select 'Install Driver' from the Welcome screen. On the first screen, which welcomes you to the installation, choose 'Next'.
Ice is Monday, Wednesday, Friday at New Hope Ice Arena Dryland after ice plus Tuesday/Thursday June 12 845-945am 13 830-10am 14 815-915am 15 830-10am 16 815-915am 19 845-945am 20 830-10am 21 815-915am 22 830-10am 23 815-915am 26 1-2pm 27 830-10am 28 815-915am 29 830-10am 30 815-915am Break July 3-7 July 10 1-2pm 11 830-10am 12 13 830-10am 14 815-915am 17 845-945am 18 830-10am 19 815-915am 20 830-10am 21 815-915am 24 1145-1245pm 25 830-10am 26 815-915am 27 830-10am 28 815-915am 31 815-915am August 1 830-10am 2 3 830-10am 4 815-915am 7 815-915am 8 830-10am 9 815-915am 10 830-10am 11
Health and Wellness Fair Summary My capstone project consisted of the organization and presentation of a Health and Wellness Fair. The fair was held at South Davis Community Hospital in Bountiful, Utah and was offered to the staff and family members of patients and residents at the facility. The fair was held on November 16, 2017. This paper will address how the project was planned and what steps were taken to prepare for the event. It will include photos of the events and activities that took place the day of the event. It will also include an evaluation of data collected and recommendations for future similar projects. Ideas for a capstone project With Social Work, Child and Family Studies and Health Promotion as my areas of emphasis, I had a broad range of projects that could have been organized and completed. I thought about several different ideas including stress management education to family caregivers and nutrition education for elementary school children. I also contemplated mentoring with social workers at a long-term care facility. My final thought was to plan a health and wellness fair for caregivers at a long-term care facility. This is the plan that I began to develop and then proposed to my committee members, Dr. Chloe Merrill, Dr. Barrett Bonella and Professor Marie Clayton. Problem Caregivers work very hard caring for people who are extremely dependent on others for almost everything that them the opportunity to live - food, clothing, hygiene, mobility, etc. Caregivers give that care without thinking of their own needs. They put the person they are caring for ahead of themselves. Can the health and wellness of caregivers suffer because of their