zilongwang/ReadingBank huggingface dataset:
SEPTEMBER/OCTOBER 2013 Tuesday Wednesday Thursday Friday September 30 October 1 October 2 October 3 October 4 6 RP.1,6.RP.3ab 6RP.1,6.RP.3ab Determine if two ratios are equivalent Math Sprint at beginning and end of class. Ml3-4 Math Sprint at beginning and end of class. Use a tape diagram to solve word problems(given part find whole, given whole find part) (equivalent ratios) Ml5-6 Go Math 151-154 Go Math38-47
6.NS.6 7.NS.1a, 6.NS.5 review Test M 1 13=14 From ratio table to equations using the value of the ratio, plot ratio table on a grid and double number lines M1L 13-14 From ratio table to equations using the value of the ratio, plot ratio table on a grid and double number lines M1 15-16 Ratios to rates Go Math pg.170 pg. Go math pg.170,175-178 Go Math pg185-186 OCTOBER/NOVEMBER 2013 Monday Tuesday Wednesday Thursday Friday October 28 October 29 October 30 October 31 November 1
M 1 L 17 Ratios to rates M 1 L 17 Ratios to rates M1 L18-19 Finding a rate by dividing 2 quantities M118-19 Finding a rate by dividing 2 quantities M1 l18 Finding a rate by dividing 2 quantities Go math pg.150 Go Math pg. 155-159
6NS.1 6NS.1 6NS.1 6Ns1 6Ns.1 Interpreting division of a whole number M2,L1-2 ELA Interim Interpreting and computing division of a fraction by a fraction M2.L3-4 Interpreting division of a whole number by a fraction-visual models and a fraction divided by a whole number M2,L3-4 Interpreting and Computing Division of a Fraction by a Fraction-More Models M2, L1-8 Interpreting Computing Division of a fraction by a fraction M2,L1-8 Go Math pg85-89 Go Math pg90-91 NOVEMBER 2013 Monday Tuesday Wednesday Thursday Friday November 25 November 26 November 27 November 28 November 29 Thanksgiving Recess Thanksgiving Recess
ML2-15 Dividing with decimals. M3, L1 Positive and Negative Numbers on a M3, L2-3 Real world Positive and Negative numbers and zero M3, L4 -5 The opposite of a number The opposite of a numbers opposite M3,L6 Rational Numbers and the number line Go Go math pg. 4-18 (area model) DECEMBER 2013 Monday Tuesday Wednesday Thursday Friday December 16 December 17 December 18 December 19 December 20
6.EEA2C, 6.EEA4 6.EEA2C, 6.EEA4, 6EE BA 6.EEA3, 6.EEA4 6.EEA3, 6.EEA4 Replacing letters with numbers in area and volume Replacing letters with numbers with properties- expanding Write and read expressions Rewriting expressions Rewrite division expressions with integers and fractions Go Math pg.431-434 Go Math pg.277 Go Math pg.260-268 Go Math pg.275-279 Go Math pg. FEBRUARY 2014 Monday Tuesday Wednesday Thursday Friday February 3 February 4 February 5 February 6 February 7 6.NSEE A2b 6.EEA2a,2b,A3,A4
In this case, now the decimal point is just brought up to the quotient in the same place value. 23.6 24 566.4 - 48 86 72 1 4 4 1 4 4 0 Visual Models for Word Problems -Bar Diagrams/Tape Diagrams Addition/Subtraction Add To 72 Result Start Change Result Unknown Kim has 23 dolls. Her father gives her 18 more dolls. Now how many dolls does she have? ? Change Unknown Debbie has saved $57. How much more money does she need in order to have $112? 112 Start Unknown Tom has some money in his savings account. He then deposited $ 45 into the same account. Then he had $92 in all. How much did he have in his savings account to start? 92
Take From 56 Start Change Result Result Unknown Steven had 122 peanuts. He ate 71 of them. How many peanuts are left? 122 Change Unknown Carrie had 45 CDs. She gave some to JO. Then Carrie had 27 left. How many did she give to Jo? 45 Start Unknown Alan had some marbles. He lost 12 of them. Then he had 32 left. How many did he have to begin with? ? Put Together/Take Apart 282 Total Addend addend Total Unknown A kennel had 14 cats and 16 dogs. How many dogs and cats are in the kennel? ? One Addend Unknown Jim has 18 wheat crackers and some rye crackers. He has 63 crackers in all. How many rye crackers does he have? 63 Both Addends Unknown Some adults and children are on a bus. There are 31 people on the bus. How many adults could be on the bus? 31 Comparison Larger Amount Smaller Difference Amount Difference Alex has 47 toy cars. Keisha has 12 toy cars. How many more cars does Alex have? Smaller Amount Unknown Fran spent $26 less than Alice spent. Alice spent $84. How much did Fran spend? Larger Amount Unknown Barney has 23 old coins. Steve has 16 more old coins than Barney. How many old coins does Steve have? Multiplication and Division
Joining Equal Groups Product 84 Number of groups Group size Unknown Product Kim has 4 photo albums. Each album has 85 pictures. How many photos are in her 4 albums? ? Group size Unknown Pam put the same number of apples in each of 4 bags. She ended up with 52 apples in bags. How many apples did she put in each bag? 52 Number of Groups Unknown Fred bought some books. Each book cost $16. He spent $80 on books. How many books did he buy? 80 ? Separating Equal Groups Dividend 138 Number of groups Group size Unknown Dividend Kim had some cards. She put them into piles of 35 and was able to make 4 piles. How many cards did she start with? ? Group Size Unknown Bryan got 45 pigeons. He put them in 5 pens with the same number of pigeons in each pen. How many pigeons are in each pen? Number of Groups Unknown A total of 108 children signed up for soccer. The coach put them into 18 person teams. How many teams were made? 108 ?
Biographical Information Person of Interest: _________________________ Background Information Date and place of birth: Where this person grew up: Other information about this person’s history: Description‐ What adjectives would you use to describe the person? 1. 2. 3. 4. 5. Important Events‐ What important events occurred in this person’s life? 1. 2. 3. Fun Facts- 1. 2. 3. 4.
Name __________________________ Date _________________ 4th Grade Spiral Assessment Test 1 Part 1 1. What is the value of 9 in the number 91,327? A) 90 B) 9,000 C) 90,000 D) 900 2. Which answer choice best compares the values below? 400 thousands 2 hundreds 402,000 < > = ≠ 3. Debbie writes the number sentence below. Which answer choice best completes the number sentence? 32 x ____ = 0 A) 0 B) 1 C) 23 D) 32 Go On
Molly needs a piece of string feet long for a science project. She cuts it from a piece that is feet long. How much string does she have left? feet feet feet feet Timothy jogged mile on Monday and mile on Tuesday, how much farther did Timothy jog on Monday than on Tuesday? mile mile mile mile Go On Kelly hiked each day for a week. The first day she hiked mile, the second day she hiked mile, and the third day she hiked mile. By how much did she increase the distance she hiked each day? miles miles miles miles What is the value of the expression (4 + 5) – 3 x 2? A) 3
Mary watered her garden with 1 gallons of water the first week she planted it. She watered it with 1 gallons the second week, and 2 gallons the third week. If she continued watering in this pattern, how much water will she use on the fifth week? A) 2 gallons B) 2 gallons C) 3 gallons D) 6 gallons Go On Part 2 Short and Extended Response Three florists sold roses for one hour on Mother’s Day. Lily sold as many roses as Bud. Bud sold as many roses as Flora. Flora sold 144 roses. How many roses did Lily sell? Show your work Christine baked a pumpkin pie. She ate of the pie. Her brother ate of it, and gave the left overs to his friends. What fraction of the pie did he give to his friends? Use any visual strategy to solve
Closing: Should be answered in the online notebook. Infer: Give an example of how your mental/emotional health might influence your physical and social health Analyze: Explain how self-concept and self-esteem are related. Integration of Technology: New student edition of the McGraw-Hill digital Health Program- website Cross Curriculum Activity- Literature Connection Handout Evidence of Learning (assessment): Teen Health digital handout- Literature Connection activity worksheet completed Completed assignments and saved onto individual McGraw-Hill online account as well as a hard copy printed out that will be handed in at the end of the period. Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. Character Building & Preventing Bullying Parent Letter and Activities Dear Parent or Guardian, Your teen’s health class is currently studying skills for a healthy life. Students are learning skills they need to achieve, maintain, and protect their good health. The topics include making healthy decisions, setting and reaching goals, and building good character.
nutrients with their function. During the Mimio students will fill in the Name that Nutrient worksheet from the digital Health program to demonstrate understanding of vocabulary terminology. Homework: Using the functional knowledge demonstrated on the “Name That Nutrient” worksheet, students will complete the Re-teaching Activity “Boosting your Nutrition Knowledge.” Students will discuss with their parents the “Nutrition Parent Letter and Activities” and ask them to sign at the bottom. Evidence of learning (assessment): Sharing responses in “do now” activity Active participation in the group activities Active learning with the Mimio lesson Class Discussion of the Essential Question Vitamin and Mineral menu plan Sugar, Caffeine, and sodium web chart “Name That Nutrient” follow-up worksheet Exit slip-describe two ways you could eat healthier foods.
and the flower of Christian chivalry acted it out in holy wars. The underlying concept outlived its religious origin… and the state gradually replaced the church as a holy cause. PERSON SUMMARY OF THEIR PERSPECTIVE ON THE CRUSADES Pope Urban II Saladin
Singing with us Guantanamera Spanish Literal Translation Yo soy un hombre sincero De donde crece la palma Y antes de morirme quiero Echar mis versos del alma Guantanamera, guajira, Guantanamera Mi verso es de un verde claro Y de un carmín encendido Mi verso es de un ciervo herido Que busca en el monte amparo Guantanamera, guajira, Guantanamera Cultivo una rosa blanca En julio como en enero Para el amigo sincero Que me da su mano franca Guantanamera, guajira Guantanamera Y para el cruel que me arranca El corazon con que vivo Cardo ni ortiga cultivo Cultivo la rosa blanca Guantanamera, guajira Guantanamera Final verse of song, as published: Con los pobres de la tierra Quiero yo mi suerte echar El arroyo de la sierra Me complace más que el mar Guantanamera, guajira Guantanamera I am a sincere man From where the palm tree grows And before dying I want To share the verses of my soul. My verse is light green And it is flaming crimson My verse is a wounded deer Who seeks refuge on the mountain (or in the woods). This third verse was never part of the song, Guantanamera, but was written in "Versos Sencillos" I cultivate a white rose In July as in January For the sincere friend Who gives me his honest hand. And for the cruel one who would tear out this heart with which I live I do not cultivate nettles nor thistles I cultivate a white ro With the poor people of the earth I want to share my fate The brook of the mountains Gives me more pleasure than the sea
Girsh, F. (1993). Opposing views on assisted suicide. Insight on the News, 24, 5-6. Last rights. (1997, June). The Economist, 21, 18-20. Should doctors be allowed to help terminally ill patients commit suicide? (1993, May/June). Health Magazine, 56, 23-29. The anguish of doctors. (1996, March). The Economist, 35, 59-64. When patients request assistance with suicide. (1999, April). USA Today, 5, 10-13.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 1 Real Gym Real PE Unit 1 Real Gym Real PE Unit 2 Multi Skills Real PE Unit 3 Multi Skills Real PE Unit 4 Dance Real PE Unit 5 Olympic themed athletics Real PE Unit 6 Year 2 Real Gym Real PE Unit 1 Real Gym Real PE Unit 2 Ball Skills Real PE Unit 3 Dance Real PE Unit 4 Orienteering Real PE Unit 5 Olympic themed athletics Real PE Unit 6 Year 3 Real Gym Real PE Unit 1 Real Gym Real PE Unit 2 Dance Real PE Unit 3 Swimming Real PE Unit 4 Swimming Real PE Unit 5 Olympic themed athletics Swimming Real PE Unit 6 Year 4 Swimming Real PE Unit 1 Swimming Real PE Unit 2 Swimming Real PE Unit 3 Real Gym Orienteering Real PE Unit 4 Real Gym Real PE Unit 5 Olympic themed athletics Real PE Unit 6 Year 5 Real Gym Real PE Unit 1 Rugby Real PE Unit 3 Real Gym Real PE Unit 4 Basketball/Netball Real PE Unit 2 Hockey Real PE Unit 5 Olympic themed athletics Real PE Unit 6 Year 6 Tennis Real PE Unit 1 Real Gym Real PE Unit 3 Football Real PE Unit 4 Real Gym Real PE Unit 2 Cricket Real PE Unit 5 Olympic themed athletics Real PE Unit 6
Chaucer Background PowerPoint 7 Chaucer Background Worksheet 23 Chaucer Background Quiz 24 NY Times Article “Almost Before We Spoke, We Swore” 30 NY Times Article Vocabulary Worksheet 36 The General Prologue Lesson 38 Prologue Pilgrim Chart 40 The Modern Day Pilgrim Assignment 44 The Modern Day Pilgrim Sample 45 Name That Pilgrim Quiz 46 The Pardoner’s Tale and the Dangers of Greed Lesson 48 The Pardoner’s Tale and the Dangers of Greed PowerPoint 49 The Pardoner’s Tale Discussion Question Worksheet 52 The Pardoner’s Tale and the Seven Deadly Sins Lesson 53 The Pardoner’s Tale and the Seven Deadly Sins PowerPoint 54 The Pardoner’s Tale and Incident in a Rose Garden Lesson 57 Incident in a Rose Garden Poem and Discussion Questions 58 The Pardoner’s Tale and Incident in a Rose Garden PowerPoint 59 The Pardoner’s Tale Quiz 63 Works Cited 69 Abstract Our goal is to take Chaucer’s masterpiece and modernize the teaching of it through the use of news articles, non-fiction pieces, technology, and recent news events, all while meeting the new Common Core State Standards 1, 2, 3, 4, 5, and 7 through our lessons, group and independent activities, writing assignments, quizzes, etc.
students for assessments. Finally, we will also strive to meet the Standard: Professional Growth by engaging in ongoing professional development, simply by partaking in such a create experience with our fellow colleagues! Understanding by Design Stage One – Desired Results New York State Common Core English Language Arts Standards for 11th and 12th graders: Students will be able to… Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. Explore and inquire into areas of interest to formulate an argument. Understanding(s) Students will understand that Literature can connect to the world in which we live. The issues characters dealt with during Chaucer’s times should be discussed as well as read about, as they are still relevant to our modern day lives. Essential Question(s): How can we better teach the Chaucer’s The Canterbury Tales? How can we help students better understand the format and meaning of Chaucer’s The Canterbury Tales?
Lesson NYS Module 1 Topic/Focus: Using annotations to help find evidence for text discussions. Title of Literary Work/Author: St. Lucy’s Home for Girls Raised by Wolves by Karen Russell Date: Vocabulary Words: 1. 2. 3. Evidence of the day’s focus: Homework: Approaching the text Publication Information (MLA format): Author (last name, first name): Title: Genre: City of Publication: Publisher: Year of Publication: Medium of Publication: Based on the above information, what do you know about the reading passage?
Instructions: Draw a line from each adjective on the left to its opposite adjective on the right. Lycanthropic Jesuit Heifer Cleric Jugular Disconcerting Bliss Catastrophic Adapted Tawny vein in neck upsetting female cow ordained member adjusting dark yellow supreme happiness disastrous Catholic member magical transformation NYS Module 1 Vocabulary Words Answer sheet
Understanding by Design Stage One – Desired Results New York State Common Core English Language Arts Standards for 11th and 12th graders: Students will be able to… Self-select text to respond and develop innovative perspectives. Establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personal events, and situations. Explore and inquire into areas of interest to formulate an argument. Understanding(s) Students will understand that Literature can connect to the world in which we live. The issues characters dealt with during Shelley’s times should be discussed as well as read about, as they are still relevant to our modern day lives. Essential Question(s): How can we better teach Shelley’s Frankenstein? How can we help students better understand the format and meaning of Shelley’s Frankenstein? Students will know The meaning of Shelley’s Frankenstein. The similarities they have to Shelley’s characters and their internal and external conflicts, despite the difference in setting. Students will be able to Identify common issues teenagers are forced to face in today’s world in comparison to those that the characters deal with in Shelley’s Frankenstein. Read, understand, and connect to
Form 550-2 Bus Pick-Up Site Parent Agreement Box 700, Rosetown, Sask., S0L 2V0 Phone: (306) 882-2677 Fax: (306) 882-3366 Toll Free: 1(866) 375-2677, www.sunwestsd.ca Reference AP 550 Transportation of Student on a School Bus Revised August 15, 2013 Level Division Submit to Transportation Supervisor When As Required Date Student Name Student Name Student Name Student Name Parent/Guardian’s Name Landowner’s Name Land Description Sun West School Division Transportation Supervisor: This letter acknowledges that we agree to have the above mentioned student/students transported from and dropped off after school at the above mentioned address/land description. We acknowledge with our agreement that we will assume all responsibility for the above mentioned student/students before and after they have been transported by Sun West School Division buses. Parent’s Signature Date Landowner’s Signature Date Transportation Supervisor’s Signature Date
Grading Rubric for Analysis and Application (15%) Criteria Excellent Good Fair Poor Score Issue Correctly identified Fully, clearly, and accurately stated as a question Correctly identified Not stated as a question but is for the most part, clear and accurate Not correctly identified, incomplete, or unclear No issue stated Rule Correctly identified rule and it is fully quoted Rule stated as a yes/no statement Correctly identified rule and it is fully quoted Rule was not stated as a yes/no statement Rule stated was not correct or significantly incomplete No rule identified Analysis Fully, clearly, and accurately describes a good, plausible legal argument by both of the parties on each and every point of the rule. Well-reasoned discussion relating facts to rule. Correctly identifies facts. Poor reasoning relating facts to rule. Slightly lacking in completeness, accuracy, or clarity in describing a good, plausible legal argument by both of the parties on every point of the rule Facts not correctly identified. Analysis is incoherent. One or more of the application of the rule by one or both of the parties is missing, incorrect, incomplete, unclear, or weak. No analysis Conclusion Complete summation Re-states issue and rule Mostly complete and correct Does not re-state issue and rule One sub-part of the application of the rule by one of the parties is missing, incorrect, incomplete, unclear, or weak. Incomplete and incorrect summation Lengthy or add a new argument not found in the application/analysis section. No conclusion Writing Professional language No grammatical, punctuation, or spelling errors. The style of writing facilitates communication. Written responses are largely free of grammatical, spelling or punctuation errors. The mistakes do not detract from understanding The style of writing generally facilitates communication. Written responses include some grammatical, spelling or punctuation errors that distract the reader. Reflects little to no effort
and Population Health Admission Rates in a German Health Insurance Society. Population Health Management. December 2010, 13(6): 339-345. Blumenthal, K et. al. Medicaid Incentive Programs To Encourage Healthy Behavior Show Mixed Results To Date And Should Be Studied and Improved. Health Affairs, 32, no. 3 (2013): 497-507. Chandra, A, Jena, A, Skinner, J. The Pragmatists Guide to Comparative Effectiveness Research. J Econ Perspect, 2011 25(2): 27-46. Case 6, Collaborative Writing Assignment, Reporter to Submit Final Assignment Submit Final Policy Memo Ongoing Work Start Letter to Editor Due date for submitted assignments: [date] 7 [date] Improving Health and Health Care: Accountability, Alignment, and Sustainability Morrisey Text, chapters 14, 15 & 17 Ohta, B, Kronenfeld, J. Hospital Care at the End of Life: The Effect of Health Insurance Type on Duration of a Terminal Hospitalization. Journal of Palliative Medicine. March 2008, 11(2): Bisognano, M, Goodman, E. Engaging Patients And Their Loved Ones In The Ultimate Conversation. Health Affairs, 32, no.2 (2013): Submitted Assignments Quiz 7 Case 7, Group Discussion. Reporter Submits Summary Ongoing Work Draft of Letter to Editor Due date for submitted assignments: [date] 8 [date] Directions for change: The Public’s Health: summary and discussion Greenwald, H. P. (2010) Health Care in the United States: Organization, Management, and Policy. San Francisco: Chapter 12. Cosgrove, D, et al. Ten Strategies To Lower Costs, Improve Quality, And Engage Patients: The View From Leading CEOs. Health Affairs, 32, no. 2(2013): 321-327. Williams, D, McClellan, M, Rivlin, A. Beyond The Affordable Care Act: Achieving Real Improvements In Americans’ Health. Health Affairs, 29, no. 8 (2010): 1418-1488 Participation On-Line Course Evaluation Submitted Assignment s Quiz 8 Letter to the Editor Group Evaluation Due date for submitted assignments: [date]
trans.) William Blake’s illustrations** September 23 Visual Art and Beauty Hogarth, The Analysis of Beauty September 30 Beauty and the Written Word Smith, “Pretty”** Owen, “Dulce et Decorum”** Hopkins, “Pied Beauty”** Keats, “Lamia”** October 7 Beauty and the Written Word James, Portrait of a Lady October 14 Fall break NO CLASS October 21 Beauty and the Written Word James, Portrait of a Lady October 28 Public Art—please visit Central Park before hand and write down a detailed description of taking a particular pathway in the park Meet in Madison Sq. Park, rain or shine, by Shake Shack November 4 Culture and Capital Selections, Bourdieu, Distinctions November 11 Is there something else than Beauty Burke, A Philosophical Inquiry November 18 The Political Critique of Beauty Ovid, from the Metamorphoses** Fulton, “Give: Daphne and Apollo”** November 25 Beauty Now and Then Etcoff, Survival of the Prettiest December 2 Beauty Now American Beauty* and Ghost Dog* December 9 Beauty Now Final thoughts Required Texts: if works are not listed below they may be found at the library course reserves section* or on the NYU Classes site**. The texts below are available at the NYU Bookstore. Burke, A Philosophical Inquiry into the Origins of our Ideas of the Sublime and Beautiful (Oxford) Etcoff, Survival of the Prettiest (Anchor) James, A Portrait of a Lady (Oxford) Hogarth, The Analysis of Beauty (Yale)
morcellation is required to remove specimen, carefully cut the specimen as needed. Be sure not to contact the pouch with the scalpel or other sharp instruments. A retractor may be used to protect the pouch from cutting devices if desired. Do not re-insert or re-use the pouch after manual morcellation. Remove and discard the Phoenix™ Containment System after use. Storage: Found on the IFU to indicate federal law restricts this device to sale by or on the order of a physician. Found on the IFU and Packaging labels to indicate the product is sterilized by irradiation. Single patient use only, do not reuse. Found on the IFU and Packaging labels to indicate not to use if package is open or damaged. Found on the IFU to indicate an important statement. Found on the peel pouch. Consult instructions for use. Found on the IFU and packaging labels to indicate the product is not made with natural rubber latex. Found on the IFU and peel pouch to indicate manufacturer. Store at a temperature below 75°F PRODUCT SPECIFICATIONS: 5500 5501 Fits Maximum Specimen Diameter 16 cm 12 cm Material Polyurethane Package Peel Pouch Supplied Sterile Shelf Life 2 year Symbols ©2015 Boehringer Laboratories, LLC. 300 Thoms Drive, Phoenixville, PA 19460 1-800-642-4945
Even if a person is on temporary LPS conservatorship, a duly authorized conservator has a duty to make decisions “in accordance with the conservatee’s individual health care instructions, if any, and other wishes to the extent known to the conservator.” The California Uniform Health Care Decisions Act has a similar provision for medical decision-making by a health care agent. Further, under Probate Code section 2113, “[a] conservator shall accommodate the desires of the conservatee, except to the extent doing so would violate the conservator’s fiduciary duties to the conservatee or impose an unreasonable expense on the conservatorship estate.” Some records provided by the counties recognize the need to protect the express interests of the conservatee. For example, Stanislaus County provided “Medical Surrogacy Standards”, which discuss how the “Substituted Judgment Standard” is based on the express interests of the conservatee and differs from the “Best Interest Standard.” Los Angeles County provided a policy stating, in part: “[a]s far as possible, individuals should retain their autonomy and remain in their own homes.” Butte and Kern Counties produced similar documents recognizing the need to “allow conservatees to develop their own life goals and to be an integral part of their own recovery planning whenever possible.” Several counties provided policies that seek to honor the safe and reasonable wishes of the conservatee. Based on the records provided by the counties, it appears that most of the county policies that reference the issue do so in a general way. The “Medical Surrogacy Standards” adopted by Stanislaus County, however, are more specific. These standards could be considered as a model by other counties that have not yet adopted similar policies. We recommend that all counties adopt written policies regarding medical surrogacy standards that require the public guardian or conservator to act based on the express interests of the conservatee. These written policies should require that the investigator or professional person recommending temporary conservatorship discuss with the individual and include in his or
Lassen County N N Los Angeles County Y Y Madera County N N Marin County Y N Mariposa County Y Y Mendocino County N N Merced County Y Y Modoc County N N Mono County N N Monterey County Y Y Napa County N N Nevada County Y Y Orange County N N Placer County Y N Plumas County N N Riverside County Y Y Sacramento County Y Y San Benito County Y Y
-Fundraising Voted to increase cost for skills camp from $45 to $55. Approved. -Yori presented ideas to board Concessions 4-Wheeler raffle Opening day celebration- possible dates?, Corn Hole tourney, bounce houses, 80’s party, Booster Club- selling 3 levels of sponsorship- would like add’tl help from board One week summer camp Most agreed there is lots of work to do, dates to finalize, & finding suitable location. Yori to work with Matt to secure dates in the Spring, not fall as it would compete with Turf Bash. Skills Camp Will either be M, T, W June 22, 23, 24th or T, W, T. Scott to confirm dates with Raycraft. -Storage Containers needs to be fixed-Scott to talk to Lori @ William Scotsman -Season Calendar – Kerri to send to board and then to families -Halloween Bash/ October 23rd -Wolverine/Jaguar day – set for September 5th -Files posted to the “Board” section of the website/password protected “flier” -Store to open May 1st -May Meeting 5/7
Sampling Date (mm/dd/yy) Site ID Number Location pH (pH units) Alkalinity (mg/L as CaCO3) Orthophosphate (mg/L as P) Silica (mg/L as SiO2) Temperature (deg. C) Calcium (mg/L as CaCO3) Sampling Date (mm/dd/yy) Site ID Number Location Conductivity (µmho/cm @ 25 deg. C) Dosage Rate of Orthophosphate Inhibitor (mg/L) Dosage rate of Silicate Inhibitor (mg/L) Dosage Rate – Alkalinity (mg/L) (Continued on next page) Taps (Distribution) Tap WQP Round 1st 2nd Number of Tap Sampling Sites Required under 40 CFR 141.87(a)(2) (2011): ____________ Number of Tap Sampling Sites Reported: ____________ State-Designated Optimal Water Quality Parameters (OWQPs) – Taps (Distribution)
Distribution System Area Name pH min min (mg/L as P) max (mg/L as P) Total Alkalinity min (mg/L as CaCO3) Total Alkalinity max (mg/L as CaCO3) Silica min (mg/L as SiO2) Silica max (mg/L as SiO2) Calcium min (mg/L as CaCO3) Calcium max (mg/L as CaCO3) (Continued on next page) Tap (Distribution System) Results (add additional rows to below tables if needed) Sampling Date (mm/dd/yy) Site Address or Location Site ID No. pH (pH units) Alkalinity (mg/L as CaCO3) Orthophosphate (mg/L as P) Silica (mg/L as SiO2)
CHRISTMAS HOLIDAY CLOSURE Monday 25th December 2017(Christmas Day) CLOSED Tuesday 26th December 2017 (Boxing Day) CLOSED Wednesday 27th December 2017 Normal Surgery Hours Monday 1st January 2018 (New Year) CLOSED Tuesday 2nd January 2018 Normal Surgery Hours If you require medical attention before the surgery reopens, please call: Out of Hours Service on 0330 1004470 OR Call 111 for NHS 111 OR Call the Surgery on (01708) 251407 & remain on line and your call will be diverted to NHS 111 In case of an emergency, please call: 999 We wish you all Merry Christmas and a Happy New Year
Additional Resources DiPaola, M.F. & Hoy, W.K. (2008). Principals improving instruction. : Pearson. Gorton, R., Alston, J. A., & Snowden, P. (2007). School leadership & administration. : McGraw Hill. Guthrie, J.W. & Schuermann, P.J. (2010). Successful school leadership. Upper Saddle River, NJ: Pearson. Hanson, K.L. (2009). A casebook for school leaders. Upper Saddle River, NJ: Pearson Education. Isaacson, L.S. (2005). Smart, fast, efficient: The new principal’s guide to success. : Eye on Education. Kowalski, T.J. (2008). Case studies on educational administration. : Pearson. Razik, T.A. & Swanson, A. D. (2010). Fundamental concepts of educational leadership & management. : Pearson. Sergiovanni, T.J. (2009). The principalship: A reflective practice perspective. : Pearson. Terrell, R.D. & Lindsey, R.B. (2009). Culturally proficient leadership. Thousand Oaks, CA: Corwin. Policies and Expectations Attendance
VITA March 2017 ROSE HOLZ University of Nebraska-Lincoln 317A Seaton Hall Lincoln, NE 68588-0632 (402) 472-9380 633 South 30th Street Lincoln, NE 68510 (402) 742-9603 rholz2@unl.edu EDUCATION Ph.D., University of Illinois at Urbana-Champaign, History, 2002. B.A., University of Illinois at Urbana-Champaign, History and German, 1990. PROFESSIONAL EMPLOYMENT Associate Professor of Practice, Women’s and Gender Studies, University of Nebraska-Lincoln, 2011 to the Present. Assistant Professor of Practice, Women’s and Gender Studies, University of Nebraska-Lincoln, Associate Director of Women’s and Gender Studies, University of Nebraska-Lincoln, 2004 to the Present. Director of Humanities in Medicine, University of Nebraska-Lincoln, 2013 to the Present. Lecturer, History and Women’s and Gender Studies, University of Nebraska-Lincoln, 2002-09. Visiting Professor, Universität Hannover, Germany, Summer 2003. PUBLICATIONS “The 1939 Dickinson-Belskie Birth Series Sculptures: The Rise of Modern Visions of Pregnancy, the Roots Modern Pro-Life Imagery, and Dr. Dickinson’s Religious Case for Abortion,” Journal of Social History (in press). Peer reviewed. “Why the Classroom Is a Sacred Place for Me and Why I’ll Keep Venturing Out Into ‘No-Man’s Land’…Even During These Abortion Wars,” The American Historian 11 (February 2017). The Birth Control Clinic in a Marketplace World (University of Rochester Press, 2012). URP’s History of Medicine Series. Peer reviewed. “Nurse Gordon on Trial: Those Early Days of the Birth Control Clinic Movement Reconsidered,” Journal of Social History (Fall 2005): 112-40. Peer reviewed. Book Review of Manon Parry, Broadcasting Birth Control: Mass Media and Family Planning (2013), in the Social History of Medicine 27:3 (2014). Book Review of Sara Dubow, Ourselves Unborn: A History of the Fetus in Modern America (2011), in the Journal of Social History (September 2012).
DBYS General Meeting Minutes July 15, 2015 8:00pm at the Hill Road Complex Pavilion Meeting called to order: 8:01 Agenda: approved by SK, RS Attendance: Brian Miller, Rick Schellinger, Bill Howells, Chad Cassner, Mike Hasara, Steve Kaba, Ralph Shaeffer Officers’ Reports: President’s Report (Randy Yenser) – Last meeting as acting president Vice President’s Report (Dan Brown) – coaches needed for Fall Season Treasurer’s Report (Nan Tindall) - Checking account: $61,099 Cash Outflow: $36,304 Cash Inflow: $20,983 Total Funds Held: $62,639 Financials are attached Comments: Budget approved (MH,SK) Secretary’s Minutes – reading waived (RS, SK) Softball Director’s Report (Greg Whelan) – Baseball Director’s Report (Tom Curley) – equipment return being completed as well as thoughts of moving Rookie equipment to Hill Rd Logistics Coordinator’s Report (Lori Pence) – Fall registration open Buddy Ball Report (Traci Huddleson) - September 20th at 7pm Hill Rd Buddy Ball Fall Game League Representative’s Report (Eric Detwiler) – Commissioners reports Old Business: Updates on Capital Improvements Permits complete and dugouts will be built in August Shingles for dugouts to be completed in next two weeks Need volunteers to paint Hill Rd dugouts before logo can be painted Nominations League Rep – Randy Yenser (BS, TC) New Business Nomination for President President – nomated Eric Detwiler (BS, LP) Travel Team update 11U states this week 11U B – great opportunity for some extra baseball 8U completed season finishing 2-2 at states for a overall record of 21-3 8U Developmental – season complete - it was a great experience for the boys against stiff competition 10U Softball – 1st tournament experience
Activities describe what will be done to deliver the expected results. In the project plan, activities are expressed as processes which will be broken down into more detailed tasks in annual work plans. For example, the activity "training " is in work plans broken down for instance into "curriculum preparation", "training of trainers", "material preparation", "learning outcome assessment", and "follow-up ". The means (including inputs) are human resources and other resources required to carry out planned activities. They may be classified as follows: personnel, materials and supplies, procurement; travel; services. Means are defined for both Finnish HEIs and partner HEIs. Budget is calculated by estimating the costs of required means (inputs). The instructions for calculating the expenses are presented in the HEI ICI instructions to applicants. Issues that may influence the realisation of the results and which are beyond the control of the project; how these assumptions are dealt with.
Room checks Loud noises Silence Certain noises or a tone of voice A smell Large crowds Lack of privacy Feeling that no one is listening to what you have to say Being teased or picked on Being touched; being touched in a certain way or on a particularly body part Feeling lonely Not having control Being told what to do Someone’s appearance that reminds you of someone else who you didn’t like or who hurt you Some of these triggers are easy to identify, such as yelling and room checks, and it’s very clear what is causing a person’s particular reaction. Others may not be as apparent, such as a feeling or emotion that a person is having that is uncomfortable or disturbing. For this reason, it is important to remember that sometimes the cues may not be very obvious, and communication is a key to helping one another identify them. There are other kinds of triggers that may be associated with a person’s history of trauma. For instance, a particular time of day, a smell, contact with a family member or a holiday may remind someone of an unpleasant or scary experience from his or her past. This may cause disturbing feelings and activate that person’s anxiety, which could then lead to actions and reactions that produce a crisis situation. In these instances, it is important to ask the person questions and listen to what they have to say to better understand what a person is experiencing
Education Oversight Committee. The Department of Education Oversight Committee shall monitor the impact of credits earned in the virtual school, on the school and district ratings, with particular attention to performance on endofcourse examinations and graduation rates.” SECTION 8. Section 5918120 of the 1976 Code is amended to read: “Section 5918120. As used in this chapter: (1) ‘Oversight Committee’ means the Education Oversight Committee established in Section 59610. (2) ‘Standards based assessment’ means an assessment where an individual’s performance is compared to specific performance standards and not to the performance of other students. (32) ‘Disaggregated data’ means data broken out for specific groups within the total student population, such as by race, gender, level of poverty, limited English proficiency status, disability status, or other groups as required by federal statutes or regulations. (43) ‘Longitudinally matched student data’ means examining the performance of a single student or a group of students by considering their test scores over time. (54) ‘Academic achievement standards’ means statements of expectations for student learning. (65) ‘Department’ means the State Department of Education. (76) ‘Absolute performance’ means the rating a school will receive based on the percentage of students meeting standard on the state’s standards based assessment. (87) ‘Growth’ means the rating a school will receive based on longitudinally matched student data comparing current performance to the previous year’s for the purpose of determining student academic growth. (98) ‘Objective and reliable statewide assessment’ means assessments that yield consistent results and that measure the cognitive knowledge and skills specified in the stateapproved academic standards and do not include questions relative to personal opinions, feelings, or attitudes and are not biased with regard to race, gender, or socioeconomic status. The assessments must include a writing assessment and multiplechoice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructed response questions may be included as a component of the writing assessment.
DONATED LEAVE FOR CATASTROPHIC ILLNESS (CONTRIBUTIONS) PART A. TO BE COMPLETED BY THE DONATING EMPLOYEE: donate a total of hours of my accrued vacation leave to: (For UE/IUP donating employees only) donate a total of hours of my accrued leave as follows: comp. time, holiday comp. time and/or, banked holiday time to: employed by (Recipient) (Recipient’s Department) I understand that this contribution of my accrued leave is irrevocable and cannot be reversed or changed once it is credited to the RECIPIENT. (Signature of Donating Employee) (Date) PART B. TO BE COMPLETED BY THE DONATING EMPLOYEE’S HUMAN RESOURCES ASSOCIATE: Donor’s Name: Last 4 Digits of SSN: Payroll #: (Signature of Human Resources Associate ) (Date) Human Resources Associate: Please forward a copy of this form to the RECIPIENT’S Human Resources Associate. A copy of this form will be returned to the donating employee’s Human Resources Associate when the donation is credited to the RECIPIENT. PART C. TO BE COMPLETED BY THE RECIPIENT’S HUMAN RESOURCES ASSOCIATE: Recipient’s Name: Last 4 Digits of SSN: Payroll #: Form Received: AND (Date) (Time)
Reading: Leadership on the Line, Heifetz and Linsky Book Report on 1776 Leadership Profile Mar. 27: The Boundaries of Leadership : The Art of Possibility, Zander and Zander Book Report on April 1865 Leadership Profile Apr. 3: The Unexpected Leader Book Reports on Teddy Roosevelt and Defining Moment Leadership Profile Apr. 10: The Pitfalls Book Reports on Citizen Soldiers and The Best and the Brightest Leadership Profile April 17: Review and Summation April 24: Last day of class, Final Report/Project Due Revised 8/2/13 CRS
Joseph H. Anthony Page 4 Books (continued) Student Study Guide to accompany Pratt's Financial Accounting, Seventh Edition, with Robin Clement (Wiley Publishing, 2009). Advanced Accounting, Ninth Edition, with Beams, Clement and Lowensohn (Prentice-Hall, 2006). Solutions Manual to accompany Advanced Accounting, Ninth Edition, with Beams, Clement and Lowensohn (Prentice-Hall, 2006). Student Study Guide to accompany Pratt's Financial Accounting, Sixth Edition, with Robin Clement (Wiley Publishing, 2006). Advanced Accounting, Eighth Edition, with Beams, Clement and Lowensohn (Prentice-Hall, 2003) (new lead author). Student Study Guide to accompany Pratt's Financial Accounting, Fifth Edition, with Robin Clement (Wiley Publishing, 2002). Student Study Guide to accompany Pratt's Financial Accounting, Fourth Edition, with Robin Clement (ITP / South-Western Publishing, 1999). Financial Accounting: An Integrated Approach, with Michael Gibbins (South-Western Publishing 1996). Solutions Manual to accompany Financial Accounting: An Integrated Approach, with Michael Gibbins (South-Western Publishing 1996). Instructors' Manual to accompany Financial Accounting: An Integrated Approach, with Michael Gibbins (South-Western Publishing 1996). Student Study Guide to accompany Pratt's Financial Accounting, Third Edition, with Robin Clement (South-Western Publishing, 1996). Student Study Guide to accompany Pratt's Financial Accounting, Second Edition, with Robin Clement (South-Western Publishing 1993). Test Bank to accompany Danos and Imhoff's Financial Accounting, Second Edition (Richard D. Irwin, Inc. 1993).
WEAR YOUR UNIFORM GENERAL INFORMATION The 2016 Commissioner College will be like none before. In addition to new classes in the traditional Bachelors, Masters, and Doctorate Tracks, we will have a Roundtable Track and a NEW Continuing Education Track (including open forum/networking opportunities) covering important scouting topics beyond the usual commissioner service curriculum. Also new this year, we will be offering the complete Commissioner Basic Training class. There will be something of interest and value to every commissioner . . . but wait, there’s more! This year we are making a special effort to link commissioner service to unit and district success. We are inviting everyone from all across scouting to attend to include chartered organizations, and scouters serving in membership, program, finance, marketing, and the Order of the Arrow to discuss the support and supported relationship among the chartered organizations, Order of the Arrow, units, commissioners and districts. This will be a great time for all non-commissioners to come learn what commissioner service is all about and how commissioner service may help you better succeed in your scouting role to provide better unit service. Commissioner Basic Training is for all new Unit Commissioners and potential Unit Commissioners. Other interested Scouters are encouraged to attend. Bachelor Program courses augment Commissioner Basic Training. Basic Training should be completed before beginning the Bachelor of Commissioner Science degree program. The courses cover some of the same topics but they are all covered more in depth and with more student interaction. Bachelor level courses are designed for Unit Commissioners and commissioners that have less than two years of experience in their position. A new section of Roundtable courses created in 2015 provides training specific to Roundtable Commissioners and Assistant Roundtable Commissioners.
ADDENDUM ONE, QUESTIONS and ANSWERS Date: March 3, 2017 To: All Bidders From: Teresa Fleming/Connie Heinrichs, Buyers AS Materiel State Purchasing RE: Addendum for Request for Qualification Number RFQ 5536Z1 to be opened March 16, 2017 at 2:00 p.m. Central Time Questions and Answers Following are the questions submitted and answers provided for the above mentioned Request for Qualification. The questions and answers are to be considered as part of the Request for Qualification. It is the Bidder’s responsibility to check the State Purchasing Bureau website for all addenda or amendments. Question Number RFQ Section Reference RFQ Page Number Question State Response 1. Form C 31 and 34 Item 32 and 42 discuss handling of claims. Item 32 specifies timing. Item 42 has the same detail but does not specify a timing for the inspection and repair. We need clarification that item 42 adopt the same language as 32 or they could simply remove one of them. Form C, Line 32 is hereby amended to the following: The Contractor shall notify the designated Agency Project Manager immediately of any damage to the site, State property, or personnel involved. In the event that State property is damaged, the Contractor shall make a site visit to verify damages within 48 hours of notice from the State. The Contractor shall, unless otherwise directed, at its sole expense, provide competent personnel and
PART IX – Effective Date These rules shall become effective for the drawing of January 27, 2015. STATUTORY AUTHORITY: 8 M.R.S.A. §374 and 8 M.R.S.A. §372 sub-§2 EFFECTIVE DATE: April 7, 2012 – filing 2012-96 AMENDED: August 30, 2014 – filing 2014-206 May 10, 2015 – filing 2015-083
Science and Engineering Practices Planning and Carrying Out Investigations Analyzing and Interpreting Data - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to the Nature of Science Scientific Investigations Use a Variety of Methods Scientists use different ways to study the world. (K-PS2-1) Disciplinary Core Ideas PS2.A: Forces and Motion PS2.B: Types of Interactions PS3.C: Relationship Between Energy and Forces ETS1.A: Defining Engineering Problems Crosscutting Concepts Cause and Effect Connections to other DCIs in kindergarten: (K-PS2-2); (K-PS2-2) Articulation of DCIs across grade-levels: (K-PS2-2); (K-PS2-1),(K-PS2-2); (K-PS2-1); (K-PS2-2); (K-PS2-2) 21st Century Themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society and the universe.