zilongwang/ReadingBank huggingface dataset:
Mission Basilica School Fourth Grade Curriculum Religion/Christian Service Weekly Mass Annual Spiritual Retreat- The Ten Commandments and Beatitudes RCL Benzinger Blest Are We curriculum Faith families Christian service project- Patriot Pillowcases and letters to service members Liturgy Planning Off campus vocations retreat at Sacred Heart of Jesus Retreat Center Mathematics 50 minutes of daily instruction Houghton Mifflin curriculum Counting and cardinality Operations and algebraic thinking Number sense: Identity through place value and operations in base ten Multiplication and division: Solve problems with multiple digits Measurement data Geometry Skill reinforcement with Simple Solutions Emphasis on multiplication, division, fractions, decimals Small group instruction Language Arts 125 minutes of daily instruction Key ideas and details Craft and structure Finding text evidence to support responses Integration of knowledge and ideas Range of reading and level of text complexity Foundational skills: Phonics & word recognition, fluency Text types and purposes Productions and distribution of writing Comprehension and collaboration Presentation of knowledge and ideas Conventions of standard English Vocabulary acquisition and use DEAR- Drop Everything and Read McGraw Hill Reading Wonders curriculum Small group instruction Skill reinforcement on iPads Social Studies Houghton Mifflin Reflections - California: A Changing State California Studies Weekly: Magazine articles California: Indian tribes, location, geography, history, and rich cultural traditions Founding of the Missions, the Gold Rush, California Statehood, the Transcontinental Railroad Educational field experiences: The Brig Pilgrim in Dana Point Harbor Science Harcourt Science Curriculum aligned to Next Generation Science Standards Hands-on weekly science labs Animal/plant growth and adaptations Biomes and ecosystems Changes to the Earth’s surface
7th/8th PE Stan Kanawyer Dan Ascanio 6th/7th/8th Band Jason Awbrey Support Services SPED: Ashley Perryman SDC: Adriana Diaz Speech: Joy Crockett Intervention Teacher Yolanda Baires Instructional Coach Gabriella McGahan School Site Psychologist Patty Mendoza Social Worker Maribel Bumpers Instructional Aides Karen Gonzalez Eliza Maestas Yuriko Luna Kimberly Diaz Special Ed Tech Claudia Villatoro Vianka Rodriguez Library Media Tech Kim Goto English Language Tech (Maria) Luisa Diaz VAPA Techs Janice Trott Crystal Nunez PE Techs Gisela Olvera Rudy Vasquez Stephen Kodur Food Service Staff Sandra Navarro Elizabeth Calderon Martina Macrina Padero Office Staff Maricella Gonzalez Tamara Phipps Karen Gonzalez School Nurse RN Roxanne Cruz Custodial Staff Guillermo Jurado David Valdez Nathan Bright Ramon Lopez Learning Director Rosemary Ruvalcaba Principal Rick McCollum email:mccollum-r@kcusd.com Go Huskies! Go Huskies!
INDEX 6th Grade Science Conservation Camp, 26 Appendix, 33 ARRIVAL AND DISMISSAL, 8 ATHLETIC PROGRAM, 26 ATTENDANCE, 8 Back To School Night, 23 BAND, 25 BICYCLES, 9 BREAKFAST/LUNCH PROGRAM, 9 BULLYING/HARASSMENT, 21 BUS TRANSPORTATION, 24 Cell Phone Policy, 38 CELL PHONES, 10 CHESS TEAM, 25 Classroom Discipline Plan, 15 CO-CURRICULAR ACTIVITIES, 25 CYBER-BULLYING, 21 Daily Schedule, 6 District Board & Administration, 2 Dress Code Policy, 11 Education Code.C.48900 (A-R), 20 Eighth Grade Promotion Ceremony Eligibility, 34 ELAC, 22 FIRST GRADE PHYSICALS, 31 Foggy Day Schedule, 6 Health Information, 30 Homework Guidelines, 23 IMMUNIZATIONS, 31 INDEPENDENT STUDY, 9 Internet Use Agreement, 36 KCUSD 8th Grade Promotion Requirements Worksheet – T.L. Reed, 35 KCUSD Sites, 4 LOST AND FOUND, 10 MIDDLE SCHOOL PROMOTION CEREMONIES/ACTIVITIES, 33 MISSION STATEMENT, 5 ORAL INTERPRETATION, 25 Parent Participation, 22 PBIS, 14 PERSONAL ITEMS AT SCHOOL, 10 PLAYGROUND RULES, 21 PROMOTION/RETENTION POLICY, 34 Referral Educational Services, 29 SCHOOL SITE COUNCIL, 22 SCHOOL SUPPLIES, 10 SEEDS, GUM & SNACK FOODS, 9 SKATEBOARDS/SCOOTERS, 9 Student Activities, 25 STUDENT COUNCIL, 25 Student Recognition, 27 Student Support Services, 28 SUSPENSIONS, 17 TARDIES, 9 Technology Services, 28 Thomas Law Reed Staff, 7 TL Reed Expectations, 15 Uniform Complaint Procedures, 39 VISION, 5 Volunteering at Thomas Law Reed, 23 Wednesday Early Release Dismissal, 8
Write the name of the birds from the list in all of the columns they belong in. Has some white feathers Has some black feathers Has a pointy beak Has webbed feet Has a curved beak Has something red coloured Pelican Pelican Pelican Pelican
investigates the allegation. (d) If there are multiple allegations, the investigator refers any allegation involving clinical practice to the service provider for peer/professional review and investigates any allegation not involving clinical practice. §711.419. What if the investigator cannot complete the investigation on time? (a) If additional time is required to complete the investigation, the investigator must request an extension by submitting an Extension Request form to the appropriate APS program administrator. (b) The APS program administrator may grant an extension for good cause for one to 14 calendar days depending on the needs of the investigation. (c) The investigator must notify the service provider of all extensions. §711.423. Is the investigator required to designate a perpetrator or alleged perpetrator? (a) (No change.) (b) The perpetrator is "perpetrator unknown" when a positive identification of the responsible person(s) cannot be made. (c) The perpetrator is "systems issue" when the investigator determines that the lack of established policy or procedure contributed to the abuse, neglect, or exploitation. This agency certifies that legal counsel has reviewed the adoption and found it to be within the state agency's legal authority to adopt. Issued in Austin, Texas, on . Title 40, Social Services & Assistance, Part 19, Dept. of Family and Protective Services Chapter 711, Investigations of Individuals Receiving Services from Certain Providers Subchapter G, Release of Report and Findings TAC Section Number(s) §§711.603, 711.605, 711.609, 711.611, 711.613 Final Action 201602277 TRD Document Number For Proposed Action 5/27/2016 Proposed Action Publication Date X Amendment X New X Adopted With Changes Effective Date:
In addition to the general requirements defined above, we provide the following functionality at no additional cost. Implementing this functionality reduces the time and effort required to maintain the site over time and to make changes to what information get shown on the sites. Additional Requirements Functionality Comment Database-driven control of GIS Layers This allows certain users to flag in the database which layers of data are valid for identification, searching, etc. This avoids post-deployment development costs by building in this flexibility. Database-driven control over fields of information This gives the ability to control, by users, which fields of information come back to the interface. This also allows control of which fields are exposed for a “Short Report” and “Detailed Report.” Field aliases can be defined to make the site more user friendly. This can be done dynamically without having to turn the site off. No Pop-ups Many browsers now come installed with popup blockers. This creates a great deal of overhead on many sites and renders many GIS sites useless. No frames Frames are strongly recommended against, and being discouraged, by the Worldwide Web Consortium (W3C). Single trip to server for polygon, line etc digitization A technique that allows direct digitization on the screen without multiple trips to the server. This greatly reduces server load and enhances the user’s experience and overall usability. Zoom to scale The ability to zoom the user to a fixed scale (e.g., 1:24000) No Session Variables This increases performance and scalability as each user’s maps and other info are stored on the client as opposed to the server. For 200 users, each storing 512Kb of information in Sessions (200 * 512 = 102400 Kb) this equates to = 102.4 MB of server memory. 5.2 Data Layers It is anticipated that the GIS Internet Map Site will have approximately 20 base data layers. Examples of these layers are:
Analysis Eccentricity, e, indicates how much an ellipse deviates from the shape of a circle: e = c ÷ a A perfect circle has an eccentricity of zero. More and more elongated ellipses have higher eccentricities, but they will still be ≤ 1. [ 0 ≤ e ≤ 1 ] Answer Question C) Record the values of e for each of your ellipses on your answer sheet. Extension Kepler published his first two laws in 1609: The first law states: “The orbit of every planet is an ellipse with the Sun at one of the foci.” The second explains why planets move at different speeds at different points in their orbit: “A line joining a planet and the Sun sweeps out equal areas during equal intervals of time.” This is easiest to see in this diagram: Kepler continued his work on planetary motions, and in 1619 published “Harmony of the Spheres” in which he showed that there is a relationship between a planet’s distance from the Sun and the time it takes that planet to go around the Sun (its orbital period). Kepler’s third law states “The squares of the orbital periods of planets are directly proportional to the cubes of the semi-major axis of the orbits.”: (where P is orbital period and a is the semi-major axis) This law works very well when we use years as the unit for P and astronomical units (AU, the Earth-Sun semi-major axis) as the unit for a. Answer Question D) The bottom table on your answer sheet shows several objects in the solar system with the eccentricity and semi-major axis of each listed. Use the semi-major axis values (a) to calculate the orbital period for each object (in years: 1) Use your calculator to determine a3. a3 = P2, so to find P: 2) Hit the square root button to find P, the period – the length of time it takes the planet or comet to complete one orbit. Record all answers on the answer sheet and answer the Summary Questions.
Medical History (a) STUDY NAME Site Number: Pt_ID: Visit Date: / / . d d m m m y y y y Visit Type: Screening Baseline Does the participant have a medical or surgical history, current or resolved, of any of the following? MEDICAL HISTORY Yes / No Unknown If Yes, Explain Current / Resolved Head, Eye, Ear, Nose, Throat Yes No Current Resolved Respiratory Yes No Current Resolved Cardiovascular Yes No Current Resolved Gastrointestinal Yes No Current Resolved Genitourinary Yes No Current Resolved Musculoskeletal Yes No Current Resolved Neurological Yes No Current Resolved Yes No Current Resolved Blood/Lymphatic Yes No Current Resolved Dermatologic Yes No Current Resolved Psychiatric Yes No Current Resolved Allergy Yes No Current Resolved Other, specify: Yes No Current Resolved
own resume while doing things she was interested in. She had the freedom to build her own projects. She felt the whole environment was very open and encouraging. Regulation vs. Autonomy One of the most interesting themes emerging from these interviews was the correlation between volunteer autonomy and how the volunteer tended to view their experience. In Kevin’s case, he mentions how PC Kyrgyzstan wanted volunteers who were independent. It was important to the office that they not have to constantly hold the volunteer’s hand. Pete describes similar sentiments. Having served in two different countries, he could compare and contrast both posts. He also served in Kyrgyzstan, nearly ten years after Kevin did. Pete felt that PC was involved in volunteer’s lives, but it was more to maintain security than to maintain organizational control. PC wasn’t checking up on his personal life or telling him how to do his job. After completing service in Kyrgyzstan, he and his wife (also a PCV) began a new service in China. In China PCVs lived in a large city, in the university compound. With security being much less of an issue than in Kyrgyzstan, PC China was relatively less involved. He felt that PC was supportive when they needed to be, but certainly never felt as though they were a “big brother.” Pete had nothing but good things to say about PC, when asked about possible criticisms that PC has fallen victim to goal displacement, he responded: “That's far too cynical for me. It certainly may be true, but it never crossed my mind. My PMs (Program Managers) were hard working people who wanted to improve the lot of their countrymen and women. My CD (Country Director) in Kyrgyzstan bled for us.
Gorham, Eric. 1992. The Ambiguous Practices of the Civilian Conservation Corps, Social History, Vol. 17, No. 2, 229-249. Harris, Ben M. 1964. "Literacy Corps" Iran's Gamble to Conquer Illiteracy, International Review of Education / Internationale Zeitschrift fürErziehungswissenschaft / Revue Internationale de l'Education, Vol. 9, No. 4, 430-437. Harris, Wofford. 1966. The Future of the Peace Corps, Annals of the American Academy of Political and Social Science, Vol. 365, 129-146 Johnson, Frederick K. 1983.The Civilian Conservation Corps: A New Deal for Youth, Minnesota History, Vol. 48, No. 7, 295-302. Jones, Kirby. 1966. The Peace Corps Volunteer in the Field: Community , Annals of the American Academy of Political and Social Science, Vol. 365, 63-71. Keck, C. W. & R. K. St. John, T. M. Daniel, M. Pantoja, D. Danielson, W. W. Fox, Tuberculosis in the Yungas Area of Bolivia: Use of Peace Corps Volunteers in a Control Program, Health Services Reports, Vol. 88, No. 6, 499-507. Lunstrum, John. 1966. The Mystique of the Peace Corps: A Dilemma, The Phi Delta Kappan, Vol. 48, No. 3, 98-102. M, Amy (2012, February 20). Personal interview. Merton, Robert K. 1969. The Social Nature of Leadership,The American Journal of Nursing , Vol. 69, No. 12, 2614-2618. Merton, Robert K. 1948. The Self-Fulfilling Prophecy. The Antioch Review , Vol. 8, No.
GPhC registration number Director 1’s full name Director 1’s date of birth GPhC registration number (if applicable) Director 2’s full name Director 2’s date of birth GPhC registration number (if applicable) Director 3’s full name Director 3’s date of birth GPhC registration number (if applicable) Director 4’s full name Director 4’s date of birth GPhC registration number (if applicable) Director 5’s full name Director 5’s date of birth GPhC registration number (if applicable)
Q.20 How many members of the owner’s household helped with this business in the last 12 months? Whom? How many? (write numbers and include owner) (Enter ‘0’ if none) ♦ Interviewer: Probe for number of adult males, adult females and children under 15 years a) Adult males b) Adult females c) Girls under 15 d) Boys under 15 Q.21 For how many weeks did […] work in the business in the last 12 months? Interviewer: include respondent Response, in person-weeks =01 or; person-months =02 (Enter ‘0’ if none) a) Adult males b) Adult females c) Girls under 15 d) Boys under 15 Code weeks =01 months =02 Q.22 For how many hours a week, on average, did […] work? Interviewer: include respondent Response, in hours per person (Enter ‘0’ if none) a) Adult males b) Adult females c) Girls under 15 d) Boys under 15 Q.23 Were any persons that are not part of the owner’s household paid to work for the business? 01 =Yes 02 =No >> Q.32
Q.50 In the last 12 months, did you borrow money or repay money you borrowed to run this business? 01 =Yes 02 =No >> Q.55 Q.51 Q.52 Q.53 Q.54 From whom did you borrow or repay money for your business in the last year?(Record up to 3 in order of importance) 01. Relative 02. Neighbor 03. Grocery/ local merchant 04. Money lender 05. Employer 06. Religious institution 07. Bank/Micro finance 08.Susu 09. Other (specify) Where was […] located? 01= in the village 02= in a nearby village 03= in town 04=elsewhere How much money did you borrow from […] in the last 12 months?(GHC) How much money did you repay […] in the last 12 months?(GHC) Write code If none, mark “00” If none, mark “00” 1. 2. 3.
By Bev Walker (Sundownr) August 22, 2009 (Editor's Note: This article was orginally published on September 17, 2008) Fermentation History The deliberate fermentation of foods by man predates written history and is possibly the oldest method of preserving perishable foods. Evidence suggests that fermented foods were consumed 7,000 years ago in Babylon.[1] Scientist speculate that our ancestors possibly discovered fermentation by accident and continued to use the process out of preference or necessity. Preserving by fermentation not only made foods available for future use, but more digestible and flavorful. The nutritional value produced by fermenting is another benefit of fermenting. The study of fermentation is called zymology. You may, or may not, know the list of foods in our present culture that have been fermented for centuries, at some stage of production, to be made more edible and accessible to the human population (see the green information bar at right). What Is Fermentation? Fermentation is the controlled decay of material using special bacteria which results in a more desirable product. Technically, fermentation is the biochemical conversion of sugars, starches, or carbohydrates, into alcohol, and organic acids, by bacteria and enzymes.[1] We have symbiotic relations with some forms of bacteria, we give them what they need (carbohydrates), they give us what we need (preserving acids). The bacteria change foods into more digestible and nutritional material. A “starter culture” containing the preferred bacteria is introduced to the foods to be fermented. This can be done by adding a small sampling from a previous batch of converted foods, or with a commercially distributed mixture. Some foods need the proper conditions to attract the desirable, or to discourage the bad, microbes. Materials cured in a brine solution (salt, water, sometimes spices and sugar) are naturally fermented, or pickled. Although desirable anaerobic bacteria convert carbohydrates to acetic acid that “pickle” and preserves the food, the brine protects the vegetables from aerobic organisms.[2] Pickling vegetables created with vinegar (fresh-pack, or quick-process method) are not naturally fermented. The acid of the vinegar preserves the food and imparts the flavors
Relevant statistical analysis such as tabulation, percentage analysis and descriptive statistics were used to arrive at the results. Additionally, the responses from the interviews were analyzed by using manual qualitative method of analysis to draw inferences. Table 1 Respondents profile Types of Respondents Kolkata Cape Town Total Number % Number % Number % App enabled Taxi drivers 12 17.9 7 13.7 19 16.1 Traditional taxi drivers 8 11.9 5 9.8 13 11.0 Tourists taxi users (14) (29.8) (23) (58.9) (37) 31.4 (43.0) Local people taxi users (33) (70.2) (16) (42.1) (49) 41.6 (57.0) Total Taxi users 47 70.2 39 76.5 86 72.9 Total 67 100.0 51 100.0 118 100.0 Note: Total taxi users = tourist taxi users+ local people taxi users The numbers within parentheses indicate the share of total taxi users 5. RESULTS AND DISCUSSIONS The perceptions of the respondents on the acceptance, cost of travel, availability, ICT challenges, and demands of travelers and Smart Mobile Travel App enabled taxi drivers are presented in Table 2a, Table 2b, and Table 2c respectively. While analyzing the data, the inconsistent and vague responses were eliminated through scrutiny of the data set and only credible and complete responses were used for analysis. 5.1 Acceptance of Smart Mobile Travel App enabled taxis and cost of travel Table 2a presents the acceptance level, cost of travel and availability of the ‘Smart Mobile Travel App’ enabled taxis. It is found that the ‘Smart Mobile Travel App’ enabled taxis are accepted (received or welcomed) to about 71.6% respondents in Kolkata and 76.5% respondents in Cape Town. Overall there is a high acceptance rate (73.7%) of these taxi services in both the cities. More than 60% of respondents perceive that Smart Mobile Travel App’ enabled taxis are cheaper in general although about 40% disagreed. According to 55.2% in Kolkata and 54.9% in Cape Town, these taxis are expensive during peak hours. Consequently, it is found that overall majority (more than 55%) of respondents perceive that Smart Mobile Travel App enabled taxis are expensive during peak hours.
Training and professional development Yes – very well Yes – but some areas requiring attention Yes – but inadequately No Has the student appropriately engaged with academic skills training? Has the student appropriately engaged with career focussed and professional development activities? Would the student benefit from additional supervision to facilitate his/her studies? Yes / No Please tick to confirm that you, the assessors, have received and reviewed the candidates GSO.2 Application for Transfer of Status form and that the DGS has signed to approve the candidate was ready to be assessed: Assessors are required to provide further comments in the box below on the student’s work and interview. Assessors should particularly focus on areas of excellent or unsatisfactory work. Assessors should also comment on the student’s acquisition of career skills (and plans to develop such skills) as outlined in the GSO.2/ departmental template form. This information will be reviewed by the DGS and students will receive the report once agreed. (Please continue on a separate page if required)
TABLE 4 Population by Age, Milton, Pierce and King Counties Age Milton % of Total Pierce County % of Total King County % of Total 0-19 1,807 26% 220,369 28% 461,892 24% 20-39 2,002 29% 221,078 28% 591,697 31% 40-64 2,325 33% 265,993 33% 666,981 35% 65+ 1,314 14% 87,785 11% 210,679 11% Total 6,968 795,225 1,931,249 Median Age 36.70 35.90 37.10 Source: 2010 Census Summary/Boyce 2012 TABLE 5 Household Income for Milton and Pierce County HH Income Milton % of Total Pierce County % of Total Less than $20K 323 13% 46,986 18% $20k-$59,999 1,335 55% 123,578 47% $60k-$99,999 561 23% 63,123 24% $100K+ 188 8% 27,210 10% Total 2,407 260,897 Average Income $53,351 $54,972 Source: 2010 Census Summary/Boyce 2012 FIGURE 1 Ethnicity within the City of Milton White alone - 5,745 (79.5%) Asian alone - 554 (7.7%) Two or more races - 383 (5.3%) Hispanic - 267 (3.7%) American Indian alone - 194 (2.7%) Black alone - 61 (0.8%)
3.1 For the purpose of the Pierce County Countywide Planning Policies the following definitions shall apply: 3.1.1 “Affordable housing” shall mean the housing affordable to households earning up to 80 percent of the countywide median income. 3.1.2 “Low income households” shall mean households earning 80 percent or less of the countywide median income. 3.1.3 “Moderate income households” shall mean households earning 80 to 120 percent of the countywide median income. 3.1.4 “Special Needs Housing” shall mean supportive housing opportunities for populations with specialized requirements, such as the physically and mentally disabled, the elderly, people with medical conditions, the homeless, victims of domestic violence, foster youth, refugees, and others. 3.2 Affordable housing needs not typically met by the private housing market should be addressed through a more coordinated countywide approach/strategy. 3.2.1 Each jurisdiction may adopt plans and policies for meeting its affordable and moderate income housing needs in a manner that reflects its unique demographic characteristics, comprehensive plan vision and policies, development and infrastructure capacity, location and proximity to job centers, local workforce, and access to transportation. 3.3 It shall be the goal of each jurisdiction in Pierce County that a minimum of 25% of the growth population allocation is satisfied through affordable housing. 3.3.1 Jurisdictions with designated regional centers should consider incorporating affordable housing allocations as part of their adopted allocations for these centers. 3.4 Each jurisdiction should provide a sufficient supply of special needs housing opportunities that is equitably and rationally distributed throughout the County. Table 8 below shows the household incomes for the City of Milton as well as King and Pierce County. This is further broken down to show the various income levels as a percentage of Milton’s median household income.
Bring in the Beef Signature Steaks Maranoa Beef Presents a ‘Paddock to plate’ 300g grass fed rib fillet $40 Served with sautéed forest mushrooms, duck fat potatoes, snow peas and a rich shiraz jus Queensland Country Meats Presents 250g Wagyu Rump $41 Served with a potato stack, sugar snap peas, honey roasted carrots and a beetroot jus Ladbrooks Butchery Presents 250g Eye Fillet $41 Served with potato croquettes, grilled beans, broccolini and a spring onion jus $45 $47 $39 $40 $41 $41 $27 From the Grill 450g T-Bone 450g OP Rib fillet on the bone 300g Rib fillet 300g grass fed Rib Fillet 250g Eye Fillet 250g Wagyu Rump Grilled Chicken Breast $14 $16 $10 $10 $7 $8 $6 Add a Topper Crab Benucci – Fried soft shelled crab, asparagus and hollandaise Ocean and Earth- ½ bug, Scallop, prawns , calamari and garlic cream Mushroom Delight – field mushroom with bacon and mozzarella The Outback – bacon, eggs and beetroot relish Prawns with garlic cream Scallops Milk fried calamari Served with your choice of 2 sides and sauce Sides Sweet potato Fries with Aioli Explorers Chips Explorers Garden Salad with Dressing Creamy Mashed Potato Onion Rings Garlic Butter Beans with Almond Flakes Sauces Diane Creamy mushroom Pink peppercorn Red wine jus Gravy Garlic butter
What are different types of cancer – how are they similar? Different? Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge is good. Includes essential information about the topic, but there are 1-2 factual errors. Content is minimal or there are several factual errors. How and why the cancer treatment works. Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge is good. Includes essential information about the topic, but there are 1-2 factual errors. Content is minimal or there are several factual errors. What types of cancer is the treatment best for and WHY. Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge is good. Includes essential information about the topic, but there are 1-2 factual errors. Content is minimal or there are several factual errors. What are the side effects of the treatment and WHY. Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge is good. Includes essential information about the topic, but there are 1-2 factual errors. Content is minimal or there are several factual errors. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people’s ideas (giving them credit), but there is little evidence of original thinking. Uses other people’s ideas, but does not give them credit. Works cited All sources are reputable and cited. More than one source to verify facts. Statistics are cited. All sources are reputable and cited. Statistics are cited. Some sources missing or biased. An attempt has been made but it is not complete. Cannot locate sources or works cited in format that is not understandable.
1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (RST.9-10.1) 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) A-R.2 Identify the main topic and retell key details of a text. (RI.1.2) B-R.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2)
C-R.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2) Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2) 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity D-R.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI/RL.6.2) Application: determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2) E-R.2
Construction Operations GLH and TQT Recording Form OFQUAL Ref of Knowledge Unit OFQUAL Title of Knowledge Unit Formal Input (hrs) Additional Formal Activities (hrs) Invigilated Formal Assessment (hrs) Personal (or Unsupervised) Study (hrs) Additional Personal Activities (hrs) (eg completion of a personal log) Unsupervised Assessment (hrs) (eg completing an online e-assessment accessible at any time) Total Qualification Time: This must be divisible by 10 D/503/4384 FV22 60 Set Out Secondary Dimensional Work Controls A/503/4280 FV23 60 Install Road Drainage H/503/4306 FV3D60 Lay Kerbs and Channels K/503/4307 FV24 60 Lay Modular Pavement R/503/4270 FV25 60 Form Concrete Structures D/503/4322 FV26 60 Reinstate Ground Conditions D/503/4305 FV27 60 Lay Domestic Drainage M/503/4258 FV28 60 Arrange and Secure Loads J/503/4282 FV2960 Lay and Finish Concrete F/503/4313 FV3E 60 Provide Temporary Excavation Support Y/503/4321 FV3Y 60 Sling and Signal the Movement of Loads
into new sites of inquiry • Big data • Innovative methodologies or research designs • Reporting formats • Ethics and representation • Research study results • Alignment, outcomes and/or assessment research • Undergraduate research 12—Writing pedagogies and processes • Student populations and instruction • Design and evaluation of assignments • Classroom/campus situations and strategies • Collaborative writing • Assignment design/evaluation • Response to student texts • Multimedia/multimodal classrooms • Pedagogy in digital environments 13—Theory • Rhetorical theory and theories of visual rhetoric • Theories of composing • Theories of reading and writing • Theories of pedagogy • Theories of learning to write and writing development • Theories of literacy • Theories of writing in society • Critical, gender, race, identity, disability, feminist, queer, and cultural theories • Theories from other disciplines (sociology, psychology, linguistics, human factors, etc.) 14—Writing Programs • Program design • Administrative issues or concerns • Program-wide curriculum design • Learning communities • Tutoring • Writing centers • Adult literacy • The writing major/minor profession Deadline: To ensure participants receive timely notification of program participation, all submissions must be received by 11:59 p.m., January 16, 2017, Pacific Standard Time. Proposals should be submitted to: Writing Retreat sign-up: Conference website: Questions:
Rideau High School Student Survey What is your current age? 10 or less 10 to 20 20 to 30 30 to 40 40 to 50 50 or greater How many years have you attended Rideau High School? Less than 1 year 1 year 2 years Don’t you agree that school should start at a more reasonable time? Yes, they school should start later No, school should not start later Don’t know/no opinion Do you think that the cafeteria should have better food and that travelling time between classes should increase? Yes No Don’t know/no opinion Do you think that the new cafeteria lunch menu offers a better variety of healthy foods than the old one? Yes No No opinion How have teachers and students at your school responded to the new 45-minute lunch period? Satisfied Unsatisfied Please rate your teachers on each of the following descriptive scales. Place a checkmark on the space between each pair of words that best indicates your opinion: Sociable 1 2 3 4 5 Unsociable Kind 1 2 3 4 5 Cruel Clear 1 2 3 4 5 Unclear Successful 1 2 3 4 5 Unsuccessful Unreasonable 1 2 3 4 5 Reasonable Intelligent 1 2 3 4 5 Unintelligent How many hours a day do you spend doing homework? 0 to 1 hour 120 to 180 minutes 4 to 5 hours More than 5 hours Which subject do you enjoy the most at school? Math Science English French History Careers/Civics Art/Music Basketball Practice Other Types of Survey Questions and Answers Open Question: _______________________________________________________________________________________ Closed Question: _______________________________________________________________________________________
One of the favorite parts of my job is speaking to classes about how it feels to have a disability and to help people understand what bullying really is. I go back to the class of a special teacher that I had in 5th grade, and now we are friends. I talk to her students about how it feels to be different and to be bullied. Her students ask me questions and I answer them. I tell them “You are not alone. There are many people all around you in life, and some will never understand.” That is when you need to tell yourself “You got the Power” I have always been a fighter but that does not mean that I have not been hurt and wanted to give up. I was born a fighter. When I was born I fought just to live, when the doctors knew that I would make it they gave me a birthdate – 3 days after I was really born. All my life was spent fighting about being different - with doctors, teachers and other friends and even those that did not even know me. Today I value my friendship with each friend. Sometimes that’s not easy. I’d like to be a friend to lots of people; but one thing I’ve learned is that friendship goes both ways. It’s not a job. In school I would be asked to do someone’s homework, and now I see I was just being taken advantage of. I know what it feels like and it’s not fair. I ask myself why? We all want to be accepted into something. Even today some will take me for granted and just pretend to be my friend. Because my heart is so big I want to be friends with everyone. I'm not perfect - no one is. If you are bullying someone or saying something hurtful to them - stop and think. I’ve been there - scared and alone. Some days it’s not so easy to fight. I hope by speaking to classes I help to make a difference by giving students an idea of what I’ve been through; and encouraging them to get involved, to stand up for someone who is being bullied, to not be a bully themselves. Bullying is much easier in today’s world with Facebook, texting and YouTube. Social media has the most impact on bullying. Kids learn technology faster these days, and bullying is even worse because of it. They want to be accepted into the popular social groups. Some bullies know it’s
Discussion Prompts to Promote Effective Inclusive Practice Educator Actions Student Actions Classroom Environment When you presented [reference specific content delivered by educator], what considerations did you make for learner diversity? When students were expected to [reference specific task], how did you provide multiple options for student expression and communication? How did you strategically plan for student engagement in this lesson? Where did you find yourself teaching and modeling positive social behaviors? What were the intended outcomes for students? How well did [reference specific students] understand the lesson? What tells you so? Which students did you think expressed their knowledge in interesting ways? Why? Which students did you think were most engaged with the lesson? Why? What reflections do you have on student social-emotional learning in this class? How does the classroom environment enable your instruction? How do you use the classroom environment to maximize student expression? How does the classroom environment support positive student engagement and social-emotional behaviors? Responses on Educator Actions Responses on Student Actions Responses on Classroom Environment Summary of Feedback Actionable Feedback: “Aha!” Moments: Other Relevant Information: Reflection and Feedback
AGENDA 7:30 – 8:30am RE-gistration, Poster Presentation Viewing, Networking and Breakfast 8:30am Welcome and Announcements Hazel Torres, MN, RN Director, Regional Professional Development and Research Ambulatory Services, Walnut Center 8:45 – 9:15am RE-flections At the end of the session, the participant will be able to: Cite examples of how concepts of “re” are utilized in the leader’s journey. Explain how the rest of the conference topics relate to their personal and professional roles. Sylvia Everroad, MSN, RN Regional Chief Administrative Officer, Walnut Center Aileen Oh, RN, MSN Director, Ambulatory Clinical Services, Walnut Center Chris Recinos, RN, MSN, FNP-BC Regional Director of Advanced Practice and Target Clinics, Walnut Center 9:15 – 10:30am RE-treat, RE-late, RE-new At the end of the session, the participant will be able to: Participants will become more mindful of their own health, so that they may serve others and value self-care. Participants will gain a greater understanding of mental health issues and their associated stigma. Participants will bring forward increased wisdom and compassion for Kaiser Permanente members struggling with mental health. Alice Ducey Executive Consultant, National Health Plan & Hospitals Quality, Oakland 10:30 – 10:50am AM Break and Poster Presentation Viewing 11:00– 11:30am RE-liance: The Team You Can Depend On At the conclusion of this presentation attendees will be able to: Verbalize the Phone number to access the Behavioral Healthcare Helpline (BHCHL). State at least 2 services provided by the BHCHL. Discuss how the BHCHL aligns its services with the KP Promise. Identify at least one measure of success for the BHCHL Program. Describe one limitation of the BHCHL Program. Christopher Brown, RN Quality Coordinator RN, Case Coordination Center Lolita Manigbas, RN Quality Director, Case Coordination Center 11:30 – 12:00pm RE-imagining Life Care Planning At the conclusion of this presentation attendees will be able to: Address and demystify common misunderstandings about Life Care Planning and its role in the long view of care. Be familiar with strategies on how to approach this topic with patients and their families. Lori Viveros, MPH Regional Director, Life Care Planning, Regional Offices Susan Wang, MD Regional Physician Lead, Life Care Planning, West Los Angeles
view to reintegration, including vocational training prior to release. In pursuit of this objective, a concept for the effective preparation of detainees for conditional release shall be elaborated and the prison and probation staff involved shall be coached for a 12 months period. In accordance with the aforementioned reform area and its related specific objectives, the MoJ has requested technical assistance on measures for reintegration of released detainees. 3. SUBJECT OF THE CONTRACT Tasks of the expert The contractor shall, for a period of 12 months, starting on 1st of March 2017, and ending on 28th of February 2018, including a period of 1 months of unpaid leave, in places of the Greek correctional service to be determined: provide coaching of the assigned staff from both the penitentiary and the probation service with a view to the introduction, respectively improvement of measures for the reintegration of released detainees and to a better co-operation between the personnel of the prisons and the probation service, elaborate, in co-operation with other national and / or international experts, an assessment report on the actual situation concerning preparatory measures taken by the penitentiary system (in the prisons) for detainees who face conditional release with a view to reintegration, a concept for the effective preparation of detainees for conditional release including vocational training prior to release and, ensuring a smooth “handover” from the penitentiary staff to the probation services through identifying ways of co-operation between both of them in the period prior to the release The task under 2.a) shall be completed the latest by end of June 2017, the task under 2.b) the latest by the end of July 2017. The task under 1. shall be completed by end of April 2018. Deliverables 12-months coaching delivered in line with the specifications given above under 1. Assessment report on the current situation concerning preparatory measures for detainees to be released in conformity with the specifications under point 2.a) above Concept for the effective preparation of detainees for conditional release in line with point 2.b) above Bimonthly written reports on progress and status of tasks assigned Immediate oral report of any arising major risks in the tasks assigned Preparation of status report meetings with representatives of the Austrian Federal Ministry of Justice as Reform Partner Reports
2.0 Timeline for the RFP The Court has developed the following list of key events related to this RFP. All dates are subject to change at the discretion of the Court. EVENT DATE RFP issued: December 6, 2012 Mandatory Walk-Thru December 13, 2012 Deadline for questions. Questions must be emailed and directed to by December 7, 2012 no later than 1:00 p.m. PST December 18, 2012 Questions and answers posted January 3, 2013 Latest date and time proposal may be submitted, January 17, 2013 5:00 p.m. P.T. Evaluation of proposals (estimate only) January 25, 2013 Notice of Intent to Award (estimate only) January 30, 2013 Negotiations and execution of contract (estimate only) February 1, 2013 Contract start date (estimate only) February 1, 2013 Contract end date (estimate only) January 31, 2015 3.0 RFP Attachments The following attachments are included as part of this RFP: ATTACHMENT DESCRIPTION Attachment 1: Administrative Rules Governing RFP (IT Services): These rules govern this solicitation. Attachment 2: Attachment 2: General Terms and Conditions If selected, the person or entity submitting a proposal (the “Proposer”) must sign this Court Standard Form agreement containing these terms and conditions (the “Terms and Conditions”).
Name - Date - Homework Bingo Year 4 – Term 2 Reading X 5 Create a 3D model of a dinosaur Creative X1 Spelling X2 Pratise your 6 times table Maths X1 Write a fact file about your favourite dinosaur Writing X1 Spelling X2 Argue why Dinosaurs should be brought back Writing X1 Practice your 8 times tables X2 Design a menu for a Dinosaur Restaurant Creative X1 Reading X 5 Complete an alphabet using names of dinosaurs Writing X1 Reading X5 Create a poster about your chosen dinosaur Creative X1 Spelling X2 Create a dinosaur board game Creative X1 Graph for most popular dinosaur in your class Maths X1 Spelling X2 Reading X5 Create a poem about a dinosaur Writing X1 Write and perform a dinosaur rap Creative X1 Create a fun dinosaur quiz for your friends to complete Creative X1 Practice your 12 times tables X2 Write a short dinosaur story Writing X1 Reading X5 Spelling X2 Complete at least two homework tasks per week and earn 3HP per task You might have to bring evidence in to school or just have your parents sign your reading book to show that you have completed each task. Earn extra House Points by colouring squares as you complete homework tasks All four corners = 5hp A whole line or column of tasks = 5hp (diagonal, top to bottom, side to side) Middle for Diddle = 10hp (complete all 9 tasks on the middle squares) Buffalo Kids = 10hp (complete all 16 tasks around the outside squares) Full house = 15hp C1 C2 C3 C4 C5 D1 D2 All 4 Mid Buff. R1 R2 R3 R4 R5 Full House
Protected Learning Time 18 September 2014 Time: 1.00 - 4.30pm Venue: Queen Elizabeth Hall, Southbank Centre, Belvedere Rd, London SE1 8XX Title: New Approaches to End of Life Care Agenda Lunch 1.00 - 1.30 Introduction Liz Clegg, AD Integrated Commissioning, Lambeth; and Kate Moriarty Baker, Head of Continuing Care and Safeguarding, Southwark CCG 1.30 - 1.40 The dying patient, their mental capacity and decision making – guidance, including Q&A Presentation Clement Guerin, Head of Quality and Safeguarding Adults, Lambeth Council 1.40 – 2.00 Priorities for care of the dying person – including Q&A Presentation Dr Emily Gibbs, Macmillan GP Southwark, Clinical Associate for Cancer and End of Life; and Dr Shaheen Khan, Consultant in Palliative Medicine, Guy’s and St Thomas’ NHS Trust 2.00 - 2.20 Facilitated table discussion – reviewing scenarios, deciding what good end of life care looks like, any gaps, changes in practice that will make a difference identified on flipchart paper per table Facilitated table discussion Groups 2.20 - 3.00 Flipcharts identifying change of practice to support priorities of care to central point for review during coffee break Coffee Break Review of table discussion on flipcharts during coffee break 3.00 - 3.30 Scenarios of communication and participative forum discussion Interactive watching, hearing and replaying conversations All 3.30 – 4.00 What we have learnt from each other today – key themes from flipcharts of change in practice, roving mike for questions Interactive discussion Dr Emily Gibbs and Panel 4.00 - 4.15 Delegates feedback sheets All 4.15 - 4.20 Wrap Liz Clegg and Kate Moriarty Baker 4.20 - 4.30
vocabulary, imagery, literary devices and tone. How to Write a Compare and Contrast Paper (Suggestions: Romeo and Juliet and West Side Story; Of Mice and Men (novel) and Grapes of Wrath (movie); “The Most Dangerous Game” and “The Monkey’s Paw”) (Minimum of 6 paragraphs) Intro Identify the book, genre and author. Provide historical background. BRIEFLY summarize each book (1-2 sentences each) Provide thesis statement Body Paragraph 1 Plot similarities Provide evidence from the text Explain your evidence Plot differences Provide evidence from the text Explain your evidence Body Paragraph 2 Vocabulary/imagery similarities Provide evidence from the text Explain your evidence Vocabulary/imagery differences Provide evidence from the text Explain your evidence Body Paragraph 3 Tone similarities Provide evidence from the text Explain your evidence Tone differences Provide evidence from the text Explain your evidence Body Paragraph 4 Literary devices similarities Provide evidence from the text Explain your evidence Literary devices differences Provide evidence from the text Explain your evidence Conclusion Why does it matter? What will readers learn from the similarities and differences of these two works? Argumentation/Persuasive Paper (Persuasive Rubric) Create a paper that introduces a precise, knowledgeable claim, establishes the importance of this claim, and distinguishes the claim from alternate or opposing claims. Support the claim through at least seven paragraphs of organized and logically sequenced evidence. Explain clearly how the evidence supports your claim. Include