zilongwang/ReadingBank huggingface dataset:
Self assess your project against the definition of Significant Refurbishment Complete Application The Department of Social Services will accept applications from 1 April 2014 Payments for the maximum level of Accommodation Supplement from 1 July 2014 The earliest payment eligibility date for applications received after 1 July 2014 will be the date the application is received in the Department
What types of refurbishment will not meet the criteria? A: The parts of a Significant Refurbishment project which are not considered to provide benefits to care recipients include: administrative areas; vehicle garaging areas; and areas for storing cleaning and or maintenance products or equipment for use either internally or externally. As a guide, the costs of refurbishments to these areas should comprise not more than 10 per cent of the total cost of the Significant Refurbishment. However, this would not preclude approval being given where the cost of these areas exceed this guide but the significance and amount of the changes and expenditure to areas that benefit residents and supported residents meet the rest of the significant refurbishment criteria. Refurbishment works that only improve the above types of areas of a residential care service would not meet the requirements in paragraph 22A.8(3)(c). Building work, for example, painting, electrical, plumbing, tiling, finishing etc., can be included within a refurbishment project, where the project plan and documentation demonstrates that this building work is part of the significant refurbishment (rather than normal maintenance). Paragraph 22A.8(6) sets out that a significant refurbishment project that only includes work that would normally be of a maintenance nature, would not be approved. Approved providers of residential care should not withhold required building maintenance activity pending approval for Significant Refurbishment projects. What are the monetary thresholds I need to meet? A: Paragraph 22A.8(3)(h) requires that the refurbishment meets a minimum monetary value. This value will apply regardless of the types of improvements involved or the proportion of rooms that are required to be involved. This is a simple objective test which will be met if the cost of the refurbishment meets or exceeds the amount calculated under the formula. The prescribed minimum monetary value would be determined by calculating: 40 per cent of the operational places in the facility and multiplying that number by
Permanency Action Plan Example of Goals: Reunification Readiness, Therapeutic Stabilization, TPR & Adoption Readiness, Concurrent Planning, Maintaining & Strengthening Relationships, Resource Coordination, Enhance Connections/Supports, Goals Action (the specific task planned, e.g. contact maternal aunt for current situation) Anticipated Barriers to Implementation (if any) Plan to Overcome Identified Barriers Target Complete Date (month, year) Person Responsible
images and the work of the church. Show what Christians should do as a result of believing in the Holy Spirit. Show a clip of some lively church worship (for example, from ‘My Life, My Religion: Christianity’). Pupils discuss ways this shows the Holy Spirit in the life of the church. Where else in the life of the church might it be seen? Lesson 5 DIGGING DEEPER Offer suggestions about what the texts studied (I Corinthians 12 and Galatians 5) might mean, and give examples of what the texts studied mean to some Christians. Make simple links between the idea of the Church as a body, the fruit of the Spirit, and the Kingdom of God, and how For Christians, why did Pentecost need to happen? What if it hadn’t? Look at the emotions graphs created earlier in the unit. Remember how the disciples felt before Pentecost and after Pentecost. What about Christians today? What might they be scared, anxious or nervous about? Look at John 14:16–17. How might the Holy Spirit help them? What if Jesus had ascended and NOT sent his Comforter? Ask chn to describe what difference it might have made to the disciples (and Christians today) if Jesus had said: ‘I’m off — you’re on your own. Be good!’ - Discuss and record some ideas. 1 CORINTHIANS 12:12–26: ONE BODY, MANY PARTS- Read this passage to the children Split the passage into three parts: v12–14, v14–20, v21–26. Read the passage out one section at a time, with pupils representing parts of the teaching: for example, v12–14 body, separate body parts, sign saying Jewish, Greek, Slave, Free. Explore what this might mean for Christians: why should they act as a body? (Christians often use the Understanding Analysing Can the children: Understand the significance of Pentecost Explain the difference that the Holy Spirit made/makes to people Deduct meaning from scriptures Deduct meaning from other sources John 14:16–17 1 CORINTHIANS ONE BODY, MANY PARTS Here is a Christian advising a younger Christian about the role of the Holy Spirit: Literacy Link- Link Resource Sheet 4- Children to look at different excerpts of scripture. Chn to organise the genre of the text types: letter, history etc. Chn to analyse what the meaning of each piece of
Spirit in worship and in the way they live. Lesson 6 Assessment Tasks Raise questions and suggest answers about how far the ideas about Church as a body and the fruit of the Spirit might make a difference to how pupils think and live. Make links between fellowship and fruit of the Spirit and life in the world today, expressing some ideas of their own clearly. Christians are told to be the ‘body of Christ’ on Earth. Jesus is in heaven, Christians have to be his ‘hands’. Have a look at a video clip of disabled Christian evangelist, Nik Vujicic. Use this to go deeper into the idea of what we mean by ‘body’. What can this teach Christians? Perhaps that a person or a church does not need to be ‘perfect’ or even to meet expectations, to be able to help others. See if pupils have other suggestions. Choose from the following assessment tasks: Understanding Compare expectations of nervous disciples in upper room with image of modern Pentecostal worship (BBC ‘My Life, My Religion: Christianity’: Baptism – www.bbc.co.uk/programmes/ p02mwy4d). Ask pupils to write a short explanation of their learning in this unit: ‘What difference did the giving of the Holy Spirit at Pentecost make to Christians, then and now?’ See if they can come up with some examples of how, and reasons why Pentecost is important for Christians. Applying Ask the children to write and read aloud, a diary piece for two people involved in the story: one from one of those who welcome God’s rule into his or her life, one from an onlooker who is less impressed. The diaries need to show that not everyone sees events like this in
Course Nbr Section Nbr Class Nbr Professor Department Course Title Credit Hr. Day/Time/ Room Nbr IFS 2015 1 12180 Mary Stewart (Art) Creative Inquiry 3 W We 12:15 -3:00 pm HSF 2008 IFS 2027 1 13327 Valliere Auzenne (Film) Animation & Identity 3 W Tu 2:00 – 5:00 pm LAN 101 IFS 2028 2 13371 Lisa Tripp (Film) Child and Youth Media Cultures in the U.S. 3 W “Y” Tu 7:00-10:00 pm UCA 3104 IFS 2032 1 12142 Krzystof Salata (Theatre) Theory & Practice of the Encounter Research 3 W TuTh 11:00-12:15 FAA 117 IFS 2038 1 11811 Jennifer Atkins (Dance) From Ballet to Beyonce Gender and the Body in Dance and Pop Culture 3 W MoFr 3:35 – 4:50 MON 102 IFS 2041 1 11716 Kathleen Burnett (Information) Information Ethics for 21st Century 3 W MoWe 3:35 – 4:50 LSB 0006 IFS 2046 1 12300 David Kirby (English) The Role of the Public Intellectual 3 W * Mo 3:30 – 6:30 pm HSF 2008 IFS 2047 1 12064 Michael Ruse (Philosophy) Philosophy and Film 3 W Tu 9:30 – 12:30 LAN 101 IFS 2048 *Bryan Hall Honor Students Only 1 11934 David McNaughton (Philosophy) World Without God? 3 W * MoWe 9:45-11:00 BRY 303 IFS 2049 1 12190 Robin Goodman (English) Third World Cinema 3 W X * Tu 2:00 – 4:50 Th 2:00 – 3:30 HSF 2009 IFS 2064 1 12901 Ian Quinn (Music) Art Music in Contemporary Society 3 W TuTh 3:30-5:00 HSF 2008 IFS 2067 1 12883 Douglass Seaton (Music) Writing About Music 3 W TuTh 12:30-1:45
Lev 19:11 Lev 19:13 Lev 19:14 Lev 19:15 Lev 19:18 Lev 19:19 Lev 19:2 flame Ps 83:14 Isa 4:5 judgment Lev 19:15 Isa 4:4 Isa 5:16 af'n" bear, partial, incur, exalted Lev 19:8 Lev 19:15 Lev 19:17 Ps 83:2 dA[ more Ps 83:4 Isa 5:4 against, because, over Lev 19:16 Lev 19:17 Ps 83:3 Ps 83:5 Ps 83:18 Isa 4:5 ~ynIP' before, partial, defer, face Lev 19:14 Lev 19:15 Lev 19:22 Ps 83:13 Ps 83:16 vAdq' holy Lev 19:2 Isa 4:3 Isa 5:16 x;Wr wind, spirit Ps 83:13 Isa 4:4 ~ve name Lev 19:12 Ps 83:4 Ps 83:16 Ps 83:18 anEf' hate Lev 19:17 Ps 83:2 judge Lev 19:15 Isa 5:3 r[;B' burns Ps 83:14 Isa 4:4 Isa 5:5 ~[; people Lev 19:18 Ps 83:3 hf'[' make, do, did, done Lev 19:4 Lev 19:15 Ps 83:9 Isa 5:2 Isa 5:4 Isa 5:5 Greek: Greek English Torah Seder Lev 19:1-22 Tehillim Psa 83:1- 18 Prophets Is 4:3 – 5:5, 16 Peshat Mk/Jude/Pet 2 Pet 1:12-15 Tosefta Luke Lk 15:11-32 Gemara Acts/Romans Acts 26:1-23 ἀγρός field Lev 19:9 Luke 15:15 Luke 15:25 ἀδελφός brother Lev 19:17 Luke 15:27 Luke 15:32 ἀκούω heard, hear Luke 15:25 Acts 26:3 Acts 26:14 ἁμαρτάνω sin Lev 19:22 Luke 15:18 Luke 15:21 ἁμαρτία sin Lev 19:8 Lev 19:17 Lev 19:22 Acts 26:18 ἄν ever, if Lev 19:6 Luke 15:26
Lev 19:3 Lev 19:4 Lev 19:5 Lev 19:8 Lev 19:10 Lev 19:12 Lev 19:14 Lev 19:16 Lev 19:18 Lev 19:21 Lev 19:22 λαλέω speak,spoke Lev 19:1 Lev 19:2 Acts 26:22 λαμβάνω take, took, taken Lev 19:8 Lev 19:15 Lev 19:17 Acts 26:10 Acts 26:18 λαός people Lev 19:18 Ps 83:3 Acts 26:17 Acts 26:23 λέγω saying, said Lev 19:1 Luke 15:11 Luke 15:12 Luke 15:18 Luke 15:21 Luke 15:22 Luke 15:27 Luke 15:29 Luke 15:31 Acts 26:1 Acts 26:14 Acts 26:15 Acts 26:22 μέσος midst Isa 4:4 Isa 5:2 Acts 26:13 νεκρός dead Luke 15:24 Luke 15:32 Acts 26:8 Acts 26:23 νύξ night Isa 4:5 Acts 26:7 ὄνομα name Lev 19:12 Ps 83:4 Ps 83:16 Ps 83:18 Acts 26:9 ὁράω appeared, saw Luke 15:20 Acts 26:13 Acts 26:16 οὐδείς no one Luke 15:16 Acts 26:22 πᾶς all, every. Whole Lev 19:2 Ps 83:11 Ps 83:18 Isa 4:3 Isa 4:5 Luke 15:13 Luke 15:14 Luke 15:31 Acts 26:2 Acts 26:3 Acts 26:4 Acts 26:11 Acts 26:14 Acts 26:20 πατήρ father Lev 19:3 Luke 15:12 Luke 15:17 Luke 15:18 Luke 15:20 Luke 15:21 Luke 15:22 Luke 15:27 Luke 15:28 Luke 15:29 Acts 26:6 ποιέω made, make Lev 19:4 Lev 19:15 Ps 83:9 Isa 5:2 Isa 5:4 Isa 5:5 2 Pet 1:15 Luke 15:19 Acts 26:10 πολύς / many, much Luke 15:13 Acts 26:9
APUSH PACING GUIDE 2014-2015 Chapters and study guides should be read and completed during the assigned weeks (This does not include additional outside readings) Month Week Week Week Week Week August 20th-22nd 25th-29th New World Beginnings (Chapter 1) September 1492-1800 1st-5th The Planting of English America/Settling the Northern Colonies (Chapters 2,3) 8th-12th American Life in the 17th Century/Colonial Society on the Eve of Revolution (Chapters 4,5) 15-19th The Duel for North America/The Road to Revolution (Chapters 6,7) 22-26th America Secedes from the Empire (Chapter 8) The Confederation and the Constitution (Chapter 9) 29th-3rd The Constitution (Chapter 9) Launching ship of State (Chapter 10) October 1800-1840 29th-3rd The Triumphs and Travails of the Jeffersonian Republic (Chapter 11) 6th-10th The Second War for Independence and rise of nationalism (Chapter 12) 13th-17th The Rise of a Mass Democracy (Chapter 13) 20-24th Forging the National Economy (Chapter 14) 27th-31st The Ferment of Reform and Culture (Chapter 15)
November 1840--1865 3rd-7th The South and the Slavery Controversy (Chapter 16) 10th-14th Manifest Destiny and Its Legacy (Chapter 17) 17th-21st Renewing the Sectional Struggle (Chapter 18, 19) 24th-28th Drifting Toward Disunion/Girding for the War (Chapter 19, 20) (Turkey Day assignment) December 1865-1898 1st-6th Civil War and Reconstruction (Chapters 21, 22) 8th-12th Civil War and Reconstruction (Chapter 21, 22) 15th-19th Political Paralysis in the Gilded Age (Chapter 23) 22nd-26th Holiday Break Assignment America Moves to the City/Urbanization (Chapter 24, 25) 29th-2nd Holiday break assignment January 1898-1920 5th-9th The Great West and the Agricultural Revolution (Chapter 26) 12-16th Review for Midterm/Midterm 19th-23rd Empire and Expansion (Chapter 27) 26th- 30th Progressivism and Immigration (Chapter 28) February 1920-1945 2nd-6th Progressivism From Roosevelt 9th-13th World War I (Chapter 30) 16th-20th American Life in the Roaring Twenties (Chapter 31) 23rd-27th The Politics of Boom and Bust
to Wilson (Chapter 28, 29) (Chapter 32) March 1945-1968 2nd-6th The Great Depression and the New Deal (Chapter 33) 9th-13th World War II (Chapters 34-35) 16th-20th The Cold War and Eisenhower 1950s (Chapter 37) 23-27th The Civil Rights Movement 29th-3rd The Stormy sixties and Vietnam (Chapter 38) April 1960-1990 6th-10th The 1970s (Chapter 39) 13th-17th 1980s and conservatism (Chapter 40) 20th-24th AP Test REVIEW 27th-1st AP Test REVIEW May 4th-8th REVIEW AND AP TEST!!!!! 11th-15th Modern American Project 18-22nd Modern America Project 25th-29th Modern America Project June 1st-6th Final Exam
Crashing Worksheet 7 Complete ALL Question in your book. Question 1: The activities and completion times for a project are shown in the network diagram below. The completion time of some of the remaining activities in the project can be reduced at a cost. The following table shows the reduced times (least possible time to complete an activity after maximum reduction of time). The cost of this reduction, per hour, is also shown. Activity Usual completion time (hours) Reduced time (hours) Cost of reduction per hour ($) A 6 3 50 B 5 4 100 C 2 2 - E 4 2 20 F 6 4 50 G 2 2 - Determine the shortest completion time for the project, the critical path and any float times for activities. i. Find the activities that should be reduced in time to minimise the completion time for the project. ii. Find the maximum time in hours that can be saved by this reduction. iii. Find the minimum cost to achieve this time saving.
Section 1. General Information a) Institutional Information Date of Proposal: Institution’s 6-digit : Institution’s Name: Address: Dept of Labor b) Program Locations List each campus where the entire program will be offered (with each institutional or branch campus 6-digit ): List the name and address of (i.e., ) where courses will offered, or check here [ ] if not applicable: c) Proposed Program Information Program Title: (s) (e.g., A.A., B.S.): Number of Required Credits: Minimum [ ] If tracks or options, largest minimum [ ] Proposed : Proposed 6-digit : If the program will be accredited, list the accrediting agency and expected date of accreditation: If applicable, list the SED 3 to which the program leads: d) Campus Contact Name and title: Telephone: E-mail: e) Chief Executive or Chief Academic Officer Approval Signature affirms that the proposal has met all applicable campus administrative and shared governance procedures for consultation, and the institution’s commitment to support the proposed program. E-signatures are acceptable. Name and title: Signature and date: If the program will be registered jointly4 with one or more other institutions, provide the following information for each institution: Partner institution’s name and 6-digit : Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal): 3 If the proposed program leads to a professional license, a may need to accompany this proposal. 4 If the partner institution is non-degree-granting, see SED’s
SUNY Faculty Table Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program. (a) (b) (c) (d) (e) (f) Faculty Member Name and Title/Rank (Include and identify Program Director with an asterisk.) % of Time Dedicated to This Program Program Courses Which May Be Taught (Number and Title) Highest and Other Applicable Earned Degrees (include College or University) Discipline(s) of Highest and Other Applicable Earned Degrees Additional Qualifications: List related certifications, licenses and professional experience in field. PART 1. Full-Time Faculty Part 2. Part-Time Faculty Part 3. Faculty To-Be-Hired (List as TBH1, TBH2, etc., and provide title/rank and expected hiring date.) 12
SUNY Faculty Table Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program. (a) (b) (c) (d) (e) (f) Faculty Member Name and Title/Rank (Include and identify Program Director with an asterisk.) % of Time Dedicated to This Program Program Courses Which May Be Taught (Number and Title) Highest and Other Applicable Earned Degrees (include College or University) Discipline(s) of Highest and Other Applicable Earned Degrees Additional Qualifications: List related certifications, licenses and professional experience in field. PART 1. Full-Time Faculty Part 2. Part-Time Faculty Part 3. Faculty To-Be-Hired (List as TBH1, TBH2, etc., and provide title/rank and expected hiring date.) 12
or more of these parameters to be specified as a rejuvenation parameter, whether in terms of minimum values to be attained or whether a minimum improvement must be achieved. Application trial section The onus is on the applicant to organise a trial section conforming to the applicable requirements as shown in Table 4. Table 4: Application trial site requirements (O'Connell, 2017) Property Requirement Surface condition Good condition, with no major fatigue distress. Substrate Asphalt mix paving, preferably medium continuous mix using unmodified binder Texture depth Sufficient to accommodate the applicant’s recommended spray rate, in order to prevent run-off and tackiness Average daily truck traffic ≥ 80 Age ≥ 3 years Testing and performance of trial section The evaluation procedure of the trial section is indicated in Tables 5 and the property requirements are listed in Table 6. Table 5: Performance sampling and testing (O' Connell, 2017) Time period Sampling Process / Testing Prior to application Visual condition Skid resistance 1 x 100 mm core GC analysis Application – Leave 10 m2 untreated After drying Visual condition 1 x 100 mm core GC analysis 20 – 24 hours - Skid resistance 30 days - Visual condition 1 x 100 mm core GC analysis 3 months - Visual condition 11 x 150 mm cores in treated area, 11 x 150 mm cores in untreated area GC analysis Cantabro G*.Sinδ @ 28°C δ 6 months - Visual condition 1 x 100 mm core GC analysis 12 months 2 x 100 mm cores: Treated and untreated areas Visual condition GC analysis
(a) Date when the services was first established: ________________________________________________________________ (b) What services are rendered (please tick) (Attach copy of your services plan Awareness raising Substance abuse educational programmes Transport Life skills programme Early Intervention Referrals Treatment Aftercare + re-integration Family support services Marriage enrichment services Statutory services Recreation Income Generation Socialisation Culture and Spiritual Home visits Advice Group Support Education and Training Counselling (social work) Other, Please specify ___________________________________________________________________
Figure 4a – Recording of Incremental Clench Force. EMG (Top channel) and Muscle Force Channels(channel) Figure 4b – Recording of Maximum Clench Force. EMG (Top channel) and Muscle Force Channels(Bottom Channel) Analysis of Data - Incremental Clench Force from the Dominant and Non-dominant Forearms Click Analysis Window button located on the top menu bar (Figure 5). Figure 5 – Shortcut buttons on LabScribe software The mathematical functions, Abs. Area, V2-V1, and T2-T1 are located above the uppermost channel. Use the mouse to click on and drag the cursors to the beginning and end of the first muscle contraction. (As shown in Figure 6). The values for the Abs. Area on the EMG and Muscle Force channels are the relative amount of electrical activity causing the contraction and relative strength of the muscle respectively. Measure and record absolute areas under the EMG and Muscle Force for each Grip Strength. Record the data on Table 1 and Excel File provided on Desktop of your Laptop. Double Click on iworx_EMG_dataTablesGraph.xls file to open and input your data A graph (scattered dot plot) will be automatically generated from your data on the Excel file. You can see the regression and linearity relationship when Grip Strength (Muscle Force) is a function of the area under the absolute integral of EMG activity. Analysis of Data – Muscle Fatigue in the Dominant and Non-dominant Forearms On the Muscle Force channel, place one cursor on the baseline, before the maximum muscle force on Muscle Force channel, and place the second cursor on the peak (max. amplitude) of the maximum muscle force. Record the V2-V1 value on Table 2 as Max Clench Force. Calculate the half (divide by 2) value of the Max Clench Force and record as 50% of Max Clench Force on Table 2. Place one cursor on the peak muscle force and move the other cursor on the top the first one to get function 0.000. Then, move the second cursor until you see the V2-V1 equals (can be approximate) to 50% of Max Clench Force. Record the time, T2-T1 at that point as Half-Max Fatigue Time on Table 2
Contributors Culture Defenses Deficiencies Demands Detection Encouragement Environment Error Events Expected Circumvention Factors Fallible Feedback Flawed Frequency Goals Human Initiating Intentional Interdependencies Interface Intervention Lyour company namee Latent Misses Mistake Motivational Nature Nonconsequential Norms Organizational Performance Planned Predictable Prevention Priorities Proactive Processes Provoke Random Reactive Reinforcement Reliable Results Rewards Root Severity Significant Situation Slip Tolerant Tryour company name Unintentional Unreported Values Vigilance Violation Vision Vulnerable Weaknesses
The Components of a Balanced Diet Nutrient Functions Source Effects Carbohydrates: there are 3 types, simple (sugars), complex (starch and polysaccharides [fibre]) Simple sources: Starch sources: Fibre sources: Proteins: there are 2 types, animal and plant sources Animal protein sources: Plan protein sources: Fats and oils: there are 3 types, animal fats, vegetable oils, fish oils Animal and dairy fat sources: Plant and vegetable oil sources: Fish oil sources: Vitamins: A, B (complex), C, D, E and K A: B1: B2: B3: B5: B6: B9: B12: C D E K Minerals: calcium, iron, sodium Calcium sources: Iron sources: Sodium sources: Water
Lesson 1 Explain connections between the story of Moses and the concepts of freedom and salvation, using theological terms. With the children, learn the first four of eight events from Moses’ life (see Resources for where to find these stories): 1) being put in the basket and found by Pharaoh’s daughter, 2) killing of the taskmaster, 3) fleeing Egypt, 4) the burning bush. Focus on the burning bush. What are Moses’ feelings about going back to Egypt? Why do you think this is? Children to think of adjectives to describe Moses’ feelings throughout the story of the burning bush and create emotion graphs. Recap their learning about the People of God- Explain that Moses and the children of Israel were part of the People of God. Read Exodus 3:6- this shows their link to God and Abraham. Continue learning the eight events in Moses’ life by looking at event number 5), the ten plagues. Ask children to put themselves in the positions of Moses and Pharaoh after the eighth plague (locusts) and create a ‘conscience alley’ for each of these men. Moses’ conscience alley: Children on one side give reasons for Moses to continue following God’s will and attempting to get the slaves released; the other side state reasons why Moses should give up. Pharaoh’s conscience alley: Children on one side give reasons why Pharaoh should keep the Hebrews as slaves, the other side give reasons why Pharaoh should grant their freedom. Learn the last three of the events from Moses’ life: 6) leading children of Israel out of Egypt, 7) crossing the Red/Reed Sea, 8) the covenant on Mount Sinai.- Keep the 8 stages up on display for further use Give pupils tasks to consolidate their knowledge of the story; for example, ‘quick draw’: spending 30 seconds drawing each of the eight events (four minutes in total) or verbally summarising each event in ten seconds. Remembering Understanding Analysing Can the children: Recall, in order, events in the story? Discuss how Moses and Pharaoh might have been feeling at this time and why? Begin to consider how they might have felt in these situations and what they might have done? Extracts from the film ‘The Prince of Egypt’ are still a good way to introduce the story of Moses and the Exodus Refer also to ‘Stories about God’- RE Today Lesson 2 Help pupils to identify some main themes in the story of Understanding Resource Sheet 1
Intro Lessons 12-1pm Intro Lessons 5-6pm Intro Lessons 5-6pm Intro Lessons 5-6pm Intro Lessons 5-6pm Intro Lessons 5-6pm Jr Samurai (7-13yrs) 5:45-6:40pm Little Samurai (4-6yrs) 5:45-6:30pm Jr Samurai (7-13yrs) 5:45-6:40pm Little Samurai (4-6yrs) 5:45-6:30pm Youth Competition Practice (invite only) 5:45-6:45pm BJJ 101 6:45-8:15pm Fundamentals Of Ribeiro Jiu-Jitsu 6:45-8:15pm BJJ 101 6:45-8:15pm Fundamentals Of Ribeiro Jiu-Jitsu 6:45-8:15pm Drill to Win (gi or no-gi) 6:45-8:15pm Advanced BJJ 6:45-8:15pm Advanced BJJ 6:45-8:15pm Sunday Open Mat (gi or no-gi) 2-4pm Rashguards are mandatory to be worn during every class Please wear flip-flops while off the mats How to tie your BJJ belt JIU-JITSU INSTITUTE/ RIBEIRO JIU-JITSU ASSOCIATION GI & PATCH REGULATIONS As a proud affiliate of the Ribeiro Jiu-Jitsu, we operate under the highest of standards as set forth by the Association. This not only includes the techniques in our curriculum, but also with our team’s visual identity standards with our academy as well as our uniforms.
10/11 CTAE Empower Teachers to Use Integrated Teaching and Learning Activities within All Curriculum Areas Will be studied in context of professional development planning for FY17 Budget 12 Gifted Services Reinstate intensified class options in all core subjects in all middle schools. Will be studied in context of a future study item for FY17 Budget 13 FACS Provide full-time supervisory staffing to support FACS programs and instructional needs as is done for other subject areas. Will be considered in FY17 Budget development process 14 World Languages Begin planning now for World Language courses to be made a component of the “core” curriculum for Grades K-8 by Fall 2016. Will be considered in context of World Languages Progressive Planning Model 15 Health & PE APS support an Academic Achievement and Physical Activity Across the Curriculum pilot study for selected schools and grades that incorporates physical activity during classroom instruction in suggested time increments throughout the school day. In process 16 Gifted Services Accurately Measure Gifted Student Progress Studied in context of Department of Instruction ongoing review of assessments 17/18 CTAE Advance Student Outcomes through Career Pathways and Community Engagement Will be considered in FY17 Budget development process 17/18 Health & PE APS implement an incentive program within each elementary school in the county: The APS FitKids Recognition Program. In process for 2015-16 19 Early Childhood APS should contract with an outside firm to conduct a comprehensive, independent evaluation of the Primary Montessori program; concurrent with and in addition to the Early Childhood Program Evaluation. Will be considered by Planning and Evaluation Office (Information Services) in development of program evaluation 20/21 Early Childhood The Department of Instruction should develop accountability measures for ensuring compliance with all aspects of the current APS Homework Policy as written. Will review policy and procedures with school principals, any changes in policy are made by the School Board
EXAMPLE IS IT PLAGIARISM? NOTES SparkNotes says: A university student whose studies are interrupted by his father’s death, Hamlet is extremely philosophical and contemplative. Sam writes an essay that says: A university student whose studies are interrupted by his father’s death, Hamlet is extremely philosophical and contemplative. Yes! It is never acceptable to incorporate online (or any other) materials in your essays without crediting the original source. Even if Sam lists SparkNotes as a source on his Bibliography/Works Cited page, his failure to put this sentence in quotation marks still means that he has plagiarized. Remember: just one sentence in your essay that is uncredited could mean that you risk failing the entire assignment. SparkNotes says: Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Sam writes an essay that says: Hamlet is cautious when it comes to interpreting this evidence, evidence that any other character in a play would believe. Yes! It still counts as plagiarism if Sam has copied a unique phrase (i.e. less than an entire sentence, or, in this example: ‘evidence that any other character in a play would believe’) from a source without using quotation marks properly crediting that source. How do you know if a phrase is unique? Try googling ‘evidence that any other character in a play would believe’—it takes you straight back to SparkNotes. EXAMPLE IS IT PLAGIARISM? NOTES
Sam writes an essay that uses his secondary reading to help him position his own argument. He writes: Hamlet can be interpreted as a play that is focused on social class and that reinforces the patriarchal views of its time. Peter Sillitoe, for example, argues that the play ‘highlights the workings of courtly power and the social challenge of the revenger’ (Sillitoe 208). Thompson and Taylor, on the other hand, consider feminist approaches to the play, which have challenged ‘the stereotypes of women depicted in it and the readiness of earlier critics to accept Hamlet’s view of the Queen and Ophelia’ (Thompson and Taylor 35). What unites these interpretations is their attention to the play’s social dimensions. This essay argues that Shakespeare’s play explores social structures – both class and gender – in order to critique Elizabethan society. Bibliography Shakespeare, William. Hamlet. Ed. Ann Thompson and Neil Taylor. London: Arden Shakespeare, 2010. Print. Sillitoe, Peter. “‘Thy State Is the More Gracious’: Courtly Space and Social Mobility in Hamlet and Early Modern Culture.” Shakespeare 9 (2013): 204-19. Print. No! Sam has used his reading of criticism about the play in order to develop his ideas about its representation of society. He has engaged with this reading in order to formulate a new argument. He acknowledges the fact that these sources have informed his argument by quoting from them directly and citing them correctly. He has also cited them in his Bibliography/Works Cited page. Points from the Student Code of Conduct:
Furfural density in 15ºC 1,161-1,167 g/cm3 PN-EN ISO 12185:2002 refreactive index in 20oC 1,524–1,527 PN-81/C-04952 the organic acid content, calculated as acetic acid max. 0,05% (V/V) BN-77-6026-73 water content max. 0,3% (V/V) PN-83/C-04523 furfural content min. 96% (m/m) chromatographic method
Sequencing of Information /10 Information is in a clear, logical way. It is easy to the type of that might be on the next card. Most information is in a clear, way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. Text/Font /10 There are no more than 6 lines on each slide. Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to readability. Font formatting has been carefully planned to complement the It may be a little hard to read. Font formatting makes it very difficult to read the material. Spelling and Grammar /10 Presentation has no misspellings or errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Graphics (x 2) /20 All graphics are (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all the theme/content of the presentation. All graphics are but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND from the content of the presentation. Name: ______________________________________ Per: ______ Rubric: Animal Farm/Russian Revolution Presentation Quiz Questions Score: /50 CATEGORY 10-9 Points 8-7 Points 6 Points 5 Point Content (x3) /30 Shows a full of the topic. Questions are focused: clear and concise and thoroughly address the topic. Ten total. Shows a good of the topic. Questions are mostly clear and concise and generally address the topic. Ten total. Shows some of the topic. Questions are not very clear and concise and do not necessarily the topic, and/or fewer than ten Does not seem to the topic very well. Questions are not clear and concise and do not stick to the topic and/or fewer than ten
Legibility /10 Questions are visually easy to read. Font is simple and plain (Time, Aril or Tahoma). is correct throughout. Questions are visually OK to read. Font is not really a simple one. Punctuation is OK. errors only. Questions are not very clear. Font is not a simple one. Several punctuation errors. Questions cannot be read. Punctuation is not correct. Vocabulary /10 Uses vocabulary for the topic vocabulary by terms that may be new to most of the audience. Uses vocabulary for the topic, but does not clearly define the terms that may be new to most of the Uses little vocabulary specific to the topic, and/or does not define content specific terms. Uses no content vocabulary terms related to the topic.
References “Airline timetables: Ozark Air Lines Twin Otters,” http://airlinetimetableblog.blogspot.com/2010/11/ ozark-air-lines-twin-otters.html accessed on May 24, 2012. Lynch, Christoper. Chicago's Midway Airport: The First Seventy-five Years. Chicago: Lake Claremont Press, 2012. Official Airline Guides, various issues, 1940 – 2012. Schwieterman, Joseph and Alan Mammoser. Beyond Burnham: An Illustrated History of Planning for the Chicago Region. Lake Forest, Illinois: Lake Forest College Press, 2009. Young, David, Chicago Aviation: An Illustrated History. DeKalb: Northern Illinois University Press, 2003.
Administrative Penalty Levels Table: Category 1 Offence First Offence Second Offence Further Offences Tampering with REM (including interference with power supply) 40kg NS Cod Equivalent for first 24hour then 20kg/day or part day. 80kg NS Cod Equivalent for first 24hour then 30kg/day or part day. Subject to a Disciplinary Board Blocking/obscuring view of discard camera 40kg NS Cod Equivalent for first 24hour then 20kg/day or part day. 80kg NS Cod Equivalent for first 24hour then 30kg/day or part day. Subject to a Disciplinary Board Going to sea with non-functioning REM without MMO authorisation 40kg NS Cod Equivalent for first 24hour then 20kg/day or part day. 80kg NS Cod Equivalent for first 24hour then 30kg/day or part day. Subject to a Disciplinary Board Failure to notify MMO of equipment failure 40kg NS Cod Equivalent for first 24hour then 20kg/day or part day. 80kg NS Cod Equivalent for first 24hour then 30kg/day or part day. Subject to a Disciplinary Board Discarding/handling out of sight of discard camera 40kg NS Cod Equivalent 80kg NS Cod Equivalent Subject to a Disciplinary Board Failure to return hard drive resulting in total loss of data (Hard drive will be assumed to be lost if not received by the last day of the month they were required) 20kg NS Cod Equivalent for each day at sea covered by hard drive 40kg NS Cod Equivalent for each day at sea covered by hard drive Subject to a Disciplinary Board Category 2 Offence First Offence Second Offence Further Offences Blocking/obscuring view of cameras other than discard camera Formal Written Warning 20kg NS Cod Equivalent Subject to a Disciplinary Board Making alterations to catch handling operations without prior notification to MMO Formal Written Warning 20kg NS Cod Equivalent Subject to a Disciplinary Board Category 3 Offence First Offence Second Offence Further Offences
Alexandra 2009 2,856,172 2,147,933 (75%) R114 Alexandra 2011 3,001,864 2,095,962 (70%) R127 Alexandra 2013 (Fig. 1) 3,057,583 2,054,566 (67%) R137 Orange Farm 2009 (Fig. 2) 566,693 90,954 (16%) R82 Orange Farm 2011 1,067,069 82,573 (8%) R90 Orange Farm 2013 (Fig. 3) 1,520,253 77,942 (5%) R95 Soweto 2009 1,894,806 1,153,821 (61%) R114 Soweto 2011 including BRT 2,389,384 742,800 (31%) R124 Soweto 2011 excluding BRT 2,392,059 1,064,582 (45%) R124 Soweto 2013 including BRT (Fig. 4) 2,669,232 946,634 (35%) R133 Soweto 2013 excluding BRT (Fig. 5) 2,667,509 1,055,874 (40%) R132
Rosenau, J.N. and Czempiel, E.O. eds., 1992. Governance without government: order and change in world politics (Vol. 20). Cambridge: Cambridge University Press The White Paper on National Transport Policy. 1996. National Department of Transport WILKINSON, P., 2010. Incorporating informal operations in public transport system transformation: the case of Cape Town, South Africa. Brazilian J. Urban Manag, 2(1), pp.85-95. WORLD HEALTH ORGANIZATION. VIOLENCE, INJURY PREVENTION and WORLD HEALTH ORGANIZATION, 2013. Global status report on road safety 2013: supporting a decade of action. World Health Organization. . Accessed 11th January 2017. . Accessed 11th January 2017. W. Accessed 8th December 2016
Activity allowed me to be creative. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral good Overall this activity was… poor | 1 | 2 | 3 | 4 | 5 | excellent good I see the connection between this activity and what engineers do. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral Type the Name of theActivity Here This activity was fun. disagree | 1 | 2 | 3 | 4 | 5 |agree neutral Activity allowed me to be creative. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral good Overall this activity was… poor | 1 | 2 | 3 | 4 | 5 | excellent good I see the connection between this activity and what engineers do. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral Type the Name of the Activity Here This activity was fun. disagree | 1 | 2 | 3 | 4 | 5 |agree neutral Activity allowed me to be creative. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral good Overall this activity was… poor | 1 | 2 | 3 | 4 | 5 | excellent good I see the connection between this activity and what engineers do. disagree | 1 | 2 | 3 | 4 | 5 | agree neutral Type the Name of the Activity Here This activity was fun. disagree | 1 | 2 | 3 | 4 | 5 |agree neutral 2014 Core Activity Meter
Capt BEST Nuclear Engineer 8832 Maj BOHNE Logistics Officer 0402 LtCol CAMARDO II Pilot VMFA F/A-18 7523 Capt CAMPBELL Communications Officer 0602 Capt CIARCIA MAGTF Intelligence Officer 0202 Capt CRESPIN Infantry Officer 0302 Maj DE ANDA, JR. Logistics Officer 0402 Capt DONLIN Pilot VMA AV-8B 7509 Maj DYER Weapons Systems Officer 7525 Capt FRASER Pilot HMH/M/L/A CH-46 7562 Capt GARCIA Communications Officer 0602 Capt GREEN Infantry Officer 0302 Maj GREEN Logistics Officer 0402 Maj GRIEVES Pilot CH-53E 7566 Capt HAGNER Communications Officer 0602 Maj HALL Infantry Officer 0302 Capt KELLY Pilot CH-53E 7566 Capt KING Infantry Officer 0302 Capt KOCAB Judge Advocate 4402 LtCol KOHMUENCH Logistics Officer 0402 Maj KRUSINGER Infantry Officer 0302 Maj LAKE Pilot UH-1N Qualified 7563 Capt MACLEAN Infantry Officer 0302 Capt MALASHENOK Judge Advocate 4402 Maj MARTIN KC-130 Aircraft Commander 7557 Capt MARTINEZ Pilot UH-1N Qualified 7563 Maj McCARTHY Pilot HMH/M/L/A CH-46 7562 LtCol McGRATH Pilot VMFA F/A-18 7523 Capt McNULTY Field Artillery Officer 0802 Capt METLEN Pilot HMH/M/L/A CH-46 7562 Maj MITCHELL Pilot VMFA F/A-18 7523 Col MONTANUS Colonel, Ground 8041 Capt MORGAN (LARA) Public Affairs Officer 4302 LtCol MULVANEY Pilot AH-1W 7565 Capt Naslund Logistics Officer 0402 Capt PEERALLY Communications Officer 0602 Capt PEPIN Communications Officer 0602 Capt POLSTON Aircraft Maintenance Officer 6002 Capt POULTON Infantry Officer 0302 Maj PRETUS MAGTF Intelligence Officer 0202 Maj RAMERT Pilot VMFA F/A-18 7523 Capt ROTH Logistics Officer 0402
Maj ROZEK Adjutant 0180 Capt RUIZ Communications Officer 0602 Capt SCOTT Infantry Officer 0302 Col SHEA Colonel, Ground 8041 Maj SLATT Pilot VMA AV-8B 7509 Capt SMITH Logistics Officer 0402 Capt SOUBLET Logistics Officer 0402 Maj Stocker Logistics Officer 0402 Capt TARR Infantry Officer 0302 Capt TAYLOR Logistics Officer 0402 Maj THOMAS Ground Supply Officer 3002 Capt YOUNG Ground Electronic Signals Intelligence Officer 0206 Capt ZUNIC Adjutant 0180 Marine Senior Enlisted SSgt BAEZA Engineer Equipment Mechanic 1341 SSgt BARBITTA Ammunition Technician 2311 GySgt BAUM Infantry Unit Leader 0369 SSgt DUPLESSIS JR Field Artillery Cannoneer 0811 GySgt KIMMANEE Aviation Operations Specialist 7041 GySgt MITCHELL Food Service Specialist 3381 GySgt OWENS Packaging Specialist 3052 GySgt RICHARD Jr. Tactical Air Command and Control Technician 5979 GySgt SALCEDOABRICA Supply Admin and Operations Specialist 3043 SSgt SENSING AV-8B Mechanic 6212 GySgt TAYLOR Aviation Supply Specialist 6672 GySgt TEDTAOTAO AAV Crewman 1833 Submarine Officers
Good Friday, March 25th, 2016 WAY OF THE CROSS DOWNTOWN CHICAGO Communion and Liberation invites everyone to follow the Cross through the streets of our city The silent procession starts at 8:45am at Daley Plaza and ends at Holy Name Cathedral around 12:00am. Four stops include songs, meditations and Gospel readings. --- All are welcome --- For more information: visit call 312-725-2320 or write to info@wayofthecrosschicago.org Viernes Santo, 25 de Marzo de 2016 VIA CRUCIS EN EL CENTRO DE CHICAGO Comunión y Liberación los invita a seguir la Cruz por las calles de la nuestra ciudad La procesión callada empiezerà a los 8:45am a la Daley Plaza y terminerà a la Holy Name Cathedral a la 12:00pm. En los cuatro estaciònes se realizeràn lecturas sobre la Pasión, reflexiónes e himnos. --- Todos estan invitados--- Para mayor información: Visitar Llamar a 312-725-2320 o escribèr a info@wayofthecrosschicago.org
FY2016 Continuum of Care Competition Accessing Mainstream Resources Declaration _____________________________________________________________________ (Agency & Project Name) Indicate Yes or No if your agency is implementing the following activities. Activity Yes or No 1a. Homeless assistance provider collaborates with healthcare organizations to facilitate health insurance enrollment (e.g. Medicaid, Affordable Care Act, etc.) 1b. Please list the healthcare organizations your agency/project collaborate with: 2a. Homeless assistance provider supplies transportation assistance to clients to attend mainstream benefit appointments, employment training, or jobs. 2b. Educational Materials In-Person Trainings None Transportation Other (List) 3a. Homeless assistance provider uses a single application form for four or more mainstream programs. 4a. Homeless assistance providers have staff systematically follow-up to ensure mainstream services are received. 4b. How often does staff follow up? Annually Every 6 Months Other(Explain) 5a. Homeless assistance providers have SOAR-trained staff provide clients with technical assistance with obtaining SSI/SSDI? Print Name of Agency Board of Directors Approved Signatory: Signature of Agency Board of Directors Approved Signatory Title Date
(Make problem behavior irrelevant) (Make problem behavior inefficient) (Make problem behavior ineffective) Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies BEHAVIOR SUPPORT PLAN: ACTION PLAN TASKS Person Responsible By When Review Date Evaluation Decision Monitor Modify Discontinue
circle cross Ranch K-8 SCHOOL rebecca hendry, Principal Board Report November 2013 Enrollment: 824 Students of the Month: Andersen Wicker Kindergarten Haylie Martinez 3rd Grade Kyle Padilla 6th Grade Highlights: Quarter 1 Awards Assemblies FHS Homecoming Parade PTO Cookie Dough Fundraiser CCR Battle of the Books Benchmark #1 Data Review In-Service Student of the Month/B3 Be Free Celebration NJHS Induction Ceremony 8th Grade Explorer Test PBHS Homecoming Parade 4th Grade Teachers at Training for Water Festival Spaulding Phonics Training 6th Grade Field Trip to IMAX Kinder & 1st Grade Field Trip to Schnepf Farms 2nd Grade Field Trip to AZ Museum of Natural History 6th Grade San Diego Trip Fundraiser District Battle of the Books Character Counts Spirit Week K-5 Fall Parade K-3 Pep Rally; 6-8 Pep Rally Not My Kid Assemblies (6-8th Grades) – Internet Safety Credit Recovery Saturday Classes Superintendent’s Community Cabinet Meeting at CCR All Pro Sports Pictures CAC Middle School Math Competition Activities Through 15th of Next Month: Date / Activity 11/15/2013 Reward Trip – Skateland 11/15/2013 Superintendent’s Community Cabinet Meeting @ MR (3:30pm) 11/16/2013 Credit Recovery Saturday School 11/20/2013 BT In-Service 11/20/2013 Student of the Month/B3 Be Free Celebration 11/21/2013 Fall Festival (5:30pm – 7:30pm) 11/25/2013 Puberty Classes (4-6th Grades)
CIRCLE CROSS RANCH K-8 SCHOOL rebecca hendry, Principal Enrollment Report November 2013 KINDERGARTEN # STUDENTS Garber, Deidre (AM-K) 14 Moya, Christine (Full-Day) 29 Wojtulewicz, M. (AM-K) 12 GRADE 1 # STUDENTS Dubien, Leslie 26 Hamilton, Kelly 27 Lucas, Jennifer 26 GRADE 2 # STUDENTS Davis, Kathryn 30 Nieto, Sarah 31 Snyder, Kathy 29 GRADE 3 # STUDENTS DeVink, Jessica 30 Stavely, Irene 31 Thames (Sayre), Lindsey 30 GRADE 4 # STUDENTS Bauder, Gale 27 Dunning-Farmer, Julie 24 Halal, Bonnie 28 Weiss, Annalee 29 GRADE 5 # STUDENTS Bravo, Enrique 28 Greenland, Aimee 28 Stanfel, Kristen 28 GRADE 6 # STUDENTS Hirsch, Heather (Math) 111 Hull, Kendra (Reading/Writing) Jacobson, Jared (Science/SS) GRADES 7/8 # STUDENTS Camarote, F. (8th Science) 206 Christ, Jeffrey (8th Math) Coloma, Norman (7th Math) Jacobson, M. (Reading/Writing) Paynter, Paige (7th Soc.Stu.) Querry, Andrea (7/8 Soc. Stu.) Sanchez, N.(8th Reading/Writing) Virtudes, Jocelyn (7th Science) TOTALS # STUDENTS KINDER 55 GRADE 1 79 GRADE 2 90 GRADE 3 91 GRADE 4 108 GRADE 5 84 GRADE 6 111 GRADE 7 115 GRADE 8 91 GRAND TOTAL 824
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+? = 11, 5 = 6+6 = (1.OA.8) 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 Geometry
A-G Analyze, compare, create, compose shapes. Analyze and compare and shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ “corners”) and other attributes (e.g., having sides of equal length). (K.G.4) A-G Reason with shapes and their attributes. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (1.G.2) 1 Standards 2 Skills Included in Standard 3 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity