zilongwang/ReadingBank huggingface dataset:
FIRST WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY GRAMMATICAL CONCEPTS •To •To •Numbers •Subject pronouns •This-that •These-those •Singular/Plural (regular) is/are •Articles •Can/Can't •Some-any •How much?/How many? •Possessive Adjectives -adjectives •Comparison of adjectives •Possessive pronouns •Possessive's VOCABULARY UNITS •Introductions members) •The alphabet •Personal •Locations-Places around town (school, bank, hospital, restaurant, hotel, supermarket...) •Everyday activities (sports) •Talking about experiences •Weather •Body parts •Describing people and things •Colours •Family members READING,SPEAKING AND WRITING ENGLISH FOR EVERYDAY LIFE (LITERATURE FOCUS) *GAMES IN ENGLISH* •Saying and goodbye! Hi, how are you? See you... •Talking about days and times It's Monday. It's 3 o'clock. •Responding •Ordering food and drink Would you like? •Using context clues •Connecting to world culture •Predicting •Suggesting
SECOND WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY GRAMMATICAL CONCEPTS •Present Perfect Simple •Present Perfect Simple vs Past Simple •Present Perfect Continuous •Past Perfect •Past tenses (Past Simple, Past Continuous, Past Perfect) •Conditionals (I.,II. and III.type) •The passive •Phrasal verbs •Reported speech VOCABULARY UNITS •Describing plans for the future •Describing what you eat and drink •Describing people's clothes •Describing a country •Telling time, months of the year, dates •Furniture-parts of a house •School subjects and school things READING,SPEAKING AND WRITING ENGLISH FOR EVERYDAY LIFE (LITERATURE FOCUS) *GAMES IN ENGLISH* •Responding to requests •Comparing different places •Understanding short messages •Asking someone about their experiences •Researching information •Asking for an explanation What are you talking about? •Persuasive techniques ″SPECIAL ENGLISH LANGUAGE COURSE″ Special English language course consists of 10 lessons dealing with grammar and vocabulary.
Those students who decide to take the special course will have the opportunity to have extra English lessons. Here, the teachers works individually with the student. 1 2 3 4 5 6 7 8 9 10 GRAMMAR •Plurals •Present Simple •Present Continuous •Future Simple •Going to future •Past Simple •Past of adjectives •Adverbs •Present Perfect Simple •Present Perfect Continuous •Articles •Past Perfect •Passive •Reported speech VOCABULARY •Countries and •Free time activities •Places in a town •Jobs •School and school subjects •Food and drink (ordering) •The weather •Talking about experiences •Giving •Describing people (clothes, characher)
Spelling Year 6 Spelling for Grammar Year 6 investigations Spellings Rules/guidance Examples Nouns and adjectives can be turned into verbs by adding suffixes e.g. –ise, -ate, -ify. Magnet – magnetise Colony – colonise Memory – memorise Visual – visualise Hospital – hospitalise Idol – idolise Decoration – decorate Abbreviation – abbreviate Activation – activate Animation – animate Decimation – decimate Formal & informal vocabulary e.g. ask for – request, go in – enter & using the subjunctive. Some words are more formal than others. Slang should not be used in formal written texts. Kids – children Bad – negative Good – positive Go up – increase Go down – decrease Right – correct Wrong – incorrect Cheap – inexpensive Sorry – apologies Mum - mother Revision of spellings, spelling rules and features from Y3 to Y5 Spelling rules for adding suffixes Apostrophes Capital letters Word families Comparatives and superlatives Making nouns, adjectives and verbs from other word classes common exception homonyms and homophones Spelling Year 6 New Spellings for Year 6 Spellings Rules/guidance Examples Endings which sound like /ʃəs/ spelt –cious or –tious Not many common words end like this. If the root word ends in –ce, the /ʃ/ sound is usually spelt as c – e.g. vice – vicious, vicious, precious, conscious, delicious, malicious, suspicious, ambitious,
affect: usually a verb (e.g. The weather may affect our plans). effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business). ascent: the act of ascending (going up). assent: to agree/agreement (verb and noun). compliment: to make nice remarks about someone (verb) or the remark that is made (noun). complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit). descent: the act of descending (going down). dissent: to disagree/disagreement (verb and noun). draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air. guessed: past tense of the verb guess guest: visitor morning: before noon mourning: grieving for someone who has died precede: go in front of or before proceed: go on principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college) principle: basic truth or belief stationary: not moving stationery: paper, envelopes etc. wary: cautious weary: tired Word List accommodate accompany according achieve aggressive amateur ancient apparent appreciate category committee communicate community conscience conscious controversy convenience correspond develop disastrous embarrass equipped, equipment exaggerate explanation foreign guarantee harass hindrance interfere leisure marvellous mischievous necessary nuisance occupy occur parliament prejudice privilege programme pronunciation recognise recommend sacrifice secretary sufficient suggest thorough variety
CBMC423629E Computer – based Measurement and Control 2 ECMC413729E Experiments of Computer – based Measurement and Control 1 AMCO422929E Advanced Microcontroller and Embeded System 2 EAMC413029E Experiments of Advanced Microcontroller and Embeded System 1 Faculty selects 2expertise courses +2 experiment courses with 6 credits 2x(2+1) C. supplementary courses Number Course’s ID Course Name Credits Notes EHQT 130137E Academic English 1 (3) EHQT 230237E Academic English 2 (3) EHQT 230337E Academic English 3 (3) EHQT 230437E Academic English 4 (3) EHQT 330537E Academic English 5 (3) TEEN123725E Technical English 1 (2) TEEN233825E Technical English 2 (3) TEEN333925E Technical English 3 (3) TEEN440725E Technical English 4 (3) 8. Plan of Courses Term 1: Number Course’s ID Course Name Credits Prerequisite LLCT150105E Principles of Marxism-Leninism 5 MATH141601E Calculus I 4 INME130125E Introduction to Mechanical Engineering 3 GCHE130603E General Chemistry for Engineers 3 PHED110513E Physical Education 1 0 GDQP008031E Military Education 0 EHQT 130137E Academic English 1 (3) EHQT 230237E Academic English 2 (3) Total (excluding Physical Education and Military courses) 15 Term 2: Number Course’s ID Course Name Credits Prerequisite LLCT120314E Ho Chi Minh's Ideology 2 MATH141701E Calculus II 4 MATH130401E Mathematical Statistics for Engineers 3 PHED110613E Physical Education 2 0
culture and sports) and at home, etc. Technical skills and competences With computers, specific kinds of equipment, machinery, etc. Computer: word, excel, excel on line, outlook, cms Content management System Joomla, newsletter. Social network: facebook, pinterest, LinkedIn. I developed these competences thanks to my previous jobs at the tourist offices and now to promote my website. Driving licence(s) Category B
Transforming Topic 2 Productive Mode (Speaking, Writing, Creating) Sub-Topic 1 Design Process (Writing Process) Sub-Topic 2 Purpose (Form/Function/Audience) Sub-Topic 3 Refining Text & Conventions Unit 5: Expository Communication Topic 1 Receptive Mode (Listening, Reading Viewing) Sub-Topic 1 “Reading” Strategies / Comprehending Sub-Topic 2 Critical Thinking Sub-Topic 3 Transforming Topic 2 Sub-Topic 1
Productive Mode (Speaking, Writing, Creating) Design Process (Writing Process) Sub-Topic 2 Purpose (Form/Function/Audience) 3 Refining Text & Conventions Unit 6: Drama Topic 1 Receptive Mode (Listening, Reading Viewing) Sub-Topic 1 “Reading” Strategies / Comprehending Sub-Topic 2 Critical Thinking Sub-Topic 3 Transforming Topic 2 Productive Mode Sub-Topic 1 Design Process (Writing Process)
English Extension1 Course Outline : Year 12 A guide for parents and outline is linked to the Course Assessment Schedule. Term Weeks Topic/Unit 1 1 ROMANTICISM COLERIDGE ROMANTICISM FRANKENSTEIN 2 3 4 5 6 7 8 9 10 2 1 ROMANTICISM FRANKENSTEIN 2 3 4 5 6 7 8 9 10 3 1 ROMANTICISM BRIGHT STAR ( FILM) 2 3 4 5 6 7 8 9 10 4 1
English Final Exam Cold Read Practice: Poetry “The Charge of the Light Brigade” Alfred, Lord Tennyson 1 Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred. 2 "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Someone had blunder'd: Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death Rode the six hundred. 3 Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. 4 Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd:
Plunged in the Right thro' the line they broke; Cossack and Russian Reel'd from the sabre stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred. 5 Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred. 6 When can their glory fade? O the wild charge they made! All the world wondered. Honor the charge they made, Honor the Light Brigade, Noble six hundred. Describe the image you consider most powerful in the poem. What literary devices make the poem powerful? How does the speaker of the poem feel about the Light Brigade? Support your answer with evidence from the text. Are the soldiers of the Light Brigade heroes? Why or why not? Consider lines 11-12 of the poem, how the soldiers fought, and the tragic outcome of the charge. What is the theme or message of the poem? How do you know? Use textual evidence to support your assertion. What have happened if a number of the soldiers had refused to obey the order to charge?
If one boy were to step out, would the boy need as much force to pull the wagon? __________________________ If the boy wanted to increase his acceleration, would he pull with more force or less force? __________________________ Using your answers above, consider the following: What is the relationship between mass and acceleration? As mass increases, does force increase or decrease? __________________________ As acceleration increases, does force increase or decrease? __________________________ Newton’s 3rd Law of Motion Newton’s Law states: Directions: Answer the following questions based on the experiments in class. Draw a picture of the balloon rocket in action in the first circle. Remember to draw arrows showing the forces. Describe the equal and opposite forces in the second space. Draw a picture of the in action. Remember to draw arrows showing the forces.
Reference to a chapter in an edited book: [4] Plamondon, R. Lorette, G., "Automatic Signature Verification and Writer Identification – The State of the Art", Pattern Recognition, Vol. 22, pp. 107-131, 1989.
(b) Explain “the question” the writer asks in lines 7–9 about “other forms of culture”. 3. Read lines 23–30. (a) What is ironic about the situation described by the writer in lines 23–26 (“In the typical game . . . homework.”)? (b) In lines 26–30 (“You often . . . show.”), what distinction does the writer make between video games and “most forms of popular entertainment”? 4. Read lines 31–45. (a) According to the writer, why is “reward” so important to the learning process involved in playing video games? 5. Read lines 46–54. (a) Give two criticisms the writer makes of the content of video games. 6. How does the example of algebra or of chess illustrate the point the writer is making in lines 55–61? 1 U 2 U 3 U 2 U 2 U ANALYSIS QUESTIONS WRITER’S USE OF LANGUAGE Remember: when answering questions which ask you to comment upon the ‘writer’s use of language’ you can discuss word choice, sentence structure, imagery or tone. (Play to your strengths!) Top Tips: Generally... you need to & EXPLAIN. If answering word choice – select a SINGLE word to comment on. Follow ‘Just as... so too...’ formula to answer questions on imagery. For sentence structure, identify a feature and explain the impact it has on that part of the passage. With tone, identify the tone and then select a word/phrase from the passage that elicits this tone and explain why.
Top Tips: Generally... you need to QUOTE & EXPLAIN. If answering word choice – select a SINGLE word to comment on. Follow ‘Just as... so too...’ formula to answer questions on imagery. For sentence structure, identify a feature and explain the impact it has on that part of the passage. With tone, identify the tone and then select a word/phrase from the passage that elicits this tone and explain why. Do not reiterate the question – the used in the question are not the answer! Questions on Passage 2 (Video Games 2011) Marks Code 8. (b) Show how the writer creates in these lines an impression of outrage in his condemnation of video games. 10. Show how the writer’s use of language in lines 17–26 conveys his contempt for the claim that there is some educational value in some video games. WORD CHOICE Remember – select a SINGLE word to comment on. 2 A 4 A EVALUATION QUESTIONS questions want you to discuss why the writer’s use of language, title, conclusion or even the whole passage is effective. Use the word effective in your answer! Questions on Passage 2 (Video Games 2011) Marks Code
During the 9th century Vikings invaded and stayed. Vikings were succesful becaus the kingdom of England did not have fleet in North Sea nor a regular army. In 871 Danes invaded Wessex. King Alfred the Great les Wessex’s resistance. Danelaw was founded in North, with York as its capital. Canterbury cathedral 1st Archbishop was St. Augustine The assassination of Thomas Becket in the north-east Transept on 29 December 1170(misunderstanding between king and the knights) Alfred the Great Was able to read and write Translating the bokks started He translated Ecclesiastical History of the English People The Anglo-saxon Chronicle Beowulf English epic poem Is a strong hero, many victorious battles The single major surviving work of Anglo-Saxon heroic poetry Edward the Confessor Reign:1042-1066 Successor: Harold Godwin Time of peace Declaired a saint in 1163 Norman Conquest Confusion Harold Godwin said that Edward promised throne to him on his deathbed Duke William of Normandy said that Edward had promised throne to him when he visited England in 1051 Harald Hardraada, king of Norway, also claimed throne Battle of Hastings 1066 Godwin marched to meet the forces of Hardraada, then received word that William had landed in then marched there. Battle was won by William tgrough trickery King Harold died(an arrow in his eye) It was the last successfu invasion of Britain Bayeux Tapestry, made about 1080, valuable historical document William of Normandy New king of England Brought French culture Built the White tower in London (to dominate the city) The Plantagenets II Son of Stephen Blois(adopted) Inherited English kingdom, Normandy, Anjou, Maine and Touraine Athletic, strong, travelles ceaselessly Struggle between churhc and king led to the murder of Thomas Becket His son was Richard the Lionheart John I
Married to Francis II of France and later to Hendry Darnley 1542-1567 James I First king of England and Scotland Gunpowder plot Very paranoid 1566-1625 Charles I Was executed by the English commons English War 1600-1649 Charles II Son of Charles I The Great Plague 1665 The Great Fire 1666 1630-1685 Georgian Era Georg I Parliament ruled, king did not do much 1st Hanover 1660-1727 Robert Walpole First Prime Minister of GB Made most of the decisions 1676-1745 Politics at that time The Whigs against the Tories The Cabinet Loss of American colonies The Jacobite Rebellions 1688-1746 Organized by the Jacobite Aimed at the restoring the Stuart dynasty to the throne Ended by the Battle of the Culloden The Napoleonic Wars 1803-1815 One of the biggest military conflicts of that time Revolutin in Europian armies and weapons Napoleon lost, Bourbon dynasty was restored Victorian Era Queen Victoria First Empress of India Mother of many children Longest reigning monarch „The Grandmother of Europe“ 1819-1901 Loved monarch death of husband dressed in black, moved less in public
English I – Freshman English SUMMER READING ASSIGNMENT Required : Life as We Knew It by Susan Beth Pfeffer All students are expected to read Life as We Knew It. For this novel, the student will complete the following questions for a dialectical journal to be turned in on the first day of school. There will be a discussion and literary assignments about these books on the first day of school. Students may use their analysis questions for these first-day assignments, so it is important to answer them as completely and comprehensively as possible. You may complete this work on separate sheets of paper. Teachers will check all written work for plagiarism. What is a dialectical journal? "A dialectical journal is a conversation between you and what you are reading. You simply write down passages that make you think or interest you and write about your thoughts. This process is an important way to understand a piece of literature." from: education.llnl.gov Directions: Read each and answer each question completely and comprehensively. Your opinion is important! Use quotes to explain your answers. Describe the narrative structure (how the book is written) of this novel. Do you find it effective? Explain your answer. Why do you the society falls apart so quickly after the moon event? Do you think this event would have the same effect in a poorer culture? Explain your answers. 3. Food for thought: This book can be described as a post-apocalyptic novel. What does this term mean? Why did the author choose the moon as a motivating force for all changes (societal, personal, familial) in the book?
some behind. Care has been taken to balance the pictures across the collage. behind. The collage however does not appear balanced. not very attractive. It appears there was not a lot of planning of the item placement. designing the collage. Technical Construction The collage shows considerable attention to construction. The collage is exceptionally attractive in terms of design, layout, and neatness. The collage shows attention to construction. The collage is attractive in terms of design, layout and neatness. The collage some attention to construction. The collage is acceptably attractive though it may be a bit messy. The collage was put together sloppily. The collage is distractingly messy or very poorly designed. It is not attractive. SCORE: _________________
Author’s purpose Author’s bias Most compelling or memorable passage Author’s tone Author’s point of view—either objective or subjective Impact of text elements statistics, anecdotes) How the text changed your perspective/opinion Double Entry Example: The Perfect Mile, Neal Bascomb Text passage Reader response Most compelling observation: “If the measure of a person is how he lives his whole life and not simply his youth, then these three men deserve our regard for what they did after their pursuit of the four-minute mile as well” (Bascomb 268). This is significant because this book is not just a sports memoir. Bascomb reveals how we can all live our lives with purpose. Although Santee, Bannister, and Landy were world-class runners, it is their tenacity and ability to overcome adversity that is inspirational. After breaking the barrier of the four-minute-mile, all three men acknowledged their accomplishment, but used the lessons they learned about training, hardship and frustration to live meaningful lives.
This essay will serve as my first introduction to you and is due the second day of class, August 30, 2017 (fall) or January 26, 2018 (spring). Grading Part One and Part Two will each be a formal grade. Any assignment submitted late will lose 10% off their grade per day to a maximum of a 50. Rubric for Part 2: Criterion 1 2 3 Grammar contains several errors in Standard English grammar and usage that block meaning uses Standard English grammar and usage but with several minor errors in Standard English includes occasional minor errors in Standard English grammar and usage Development lacks discernible organization; ignores relevant development of ideas organizes material with little relation to the point or purpose of the essay organizes material clearly and develops ideas with generally insightful evidence Sentence Structure includes sentence errors that sometimes interfere with meaning contains minor sentence errors and little sentence variety uses sentences with appropriately varied structures to create interest Language Usage contains awkward word choice and frequent errors in diction or idiom uses ordinary vocabulary with some errors in diction and contains vocabulary that clearly and accurately convey meaning Overall Purpose/ attempts to identify but falls short of defining a clear identifies and defines an appropriate purpose clearly establishes and cogently defines an insightful
Write an article about your present day music (rap, heavy metal, rock, etc.) similar to the two about jazz. Intervention: Create a storyboard for The Monkey’s Paw”, “The Leap” or . Be prepared to present your effort to the class. Develop rubrics for grading and assessing oral presentations. Suggested Assessment: Culminating Project Six Weeks Test Novel – Reading Logs Resources: Prentice Hall Literature Textbook Six Weeks Test Novels Reading Logs Grade Level Team Developed Test
Demography & Disease Migration Patterns of Settlement Technology 2: Development and Interaction of Cultures Religions Belief Systems, Philosophies, and Ideologies Science & Technology The Arts & Architecture Theme 3: State-Building, Expansion, and Conflict Political Structures & Forms of Government Empires Nations & Nationalism Revolts & Revolutions Regional, Transregional, and Global Structures & Organizations Theme 4: Creation, Expansion, and Interaction of Economic Systems Agricultural & Pastoral Production Trade & Commerce Labor Systems Industrialization Capitalism & Socialism Theme 5: Development and Transformation of Social Structures Gender Roles and Relations Family & Kinship Racial & Ethnic Constructions Social & Economic Classes
English II Course Syllabus Mrs. Stephanie Hodo The English II course is designed to allow students to become college and career ready by furthering their knowledge of reading, writing, vocabulary, and grammar. This in turn will allow students to develop stronger analytical, listening, speaking, and researching skills. During this semester, students will be required to take the English II Subject Area Test that measures knowledge of language arts, reading comprehension, and effective writing skills according to competencies found in the 2006 Mississippi Language Arts Framework—Revised and the 2000 Mississippi Language Arts Framework. This test will be administered on May 6, 2013. Course Objectives (from the Mississippi Department of Education 2006 Mississippi Language Art Framework) I. Vocabulary The student will analyze the relationships of of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships. b. The student will analyze author’s (or authors)’ uses of figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, etc.) in multiple texts in the creation of setting, tone, atmosphere, characterization, and mood. The student will analyze word choice and diction, including formal and informal language, to determine the author’s purpose. The student will analyze text to determine how the author’s (or authors’) use of connotative words reveals and/or affects the purpose of the text. II. Reading The student will understanding of text features (e.g., introduction, foreword, bibliography, prologue, charts, graphics, footnotes, preface, afterword, sidebars, etc.) to verify, support, or clarify meaning. b. The student will recognize text structures (e.g., description, comparison and contrast, sequential order, cause and effect, order of importance, spatial order, process/procedural, problem/solution) and analyze their effect on theme, author’s purpose, etc. c. The student will make inferences based on textual evidence of details, organization, and language to predict, draw conclusions, or determine author’s purpose. The student will analyze or evaluate texts to synthesize responses for summary, précis, explication, etc. f.. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning.
City of Milwaukee Common Council CHARTER SCHOOL APPL ICATION Part 1 of 2 For the 2019-20 School Year Deadline: February 3, 2017 No later than 4:30 p.m. Deliver to: City Clerk's Office City Hall, Room 205 200 E. Wells St. Milwaukee, WI 53202 The application date and time are firm.
Table of Contents General Instructions Appendices Appendix A Appendix B Appendix C Charter School Review Committee Academic Expectations ................... State of Wisconsin Charter School Statute ............................................. City of Milwaukee Charter School Ordinance ......................................... ATTACHED IN SEPARATE DOCUMENT CITY OF MILWAUKEE CHARTER SCHOOL CONTRACT
Local Measures Matrix for Elementary Schools Core Local Measures For All Years of School Operation: Description of Outcome (e.g., ability to make a complete sentence, ability to add and subtract 2 and 3 digit numbers) Measurement or Assessment Form (e.g., writing samples, mastery tests, etc.) Frequency of Measurement or Assessment (e.g., daily, weekly, monthly) Students to Whom Measurement or Assessment Applies (e.g., grade level) 1. Literacy 2. Mathematics 3. Writing 4. IEP Goals
Local Measures Matrix for High Schools Core Local Measures For All Years of School Operation: Description of Outcome (e.g., ability to make a complete sentence, ability to add and subtract 2- and 3-digit numbers) Measurement or Assessment Form (e.g., writing samples, mastery tests, etc.) Frequency of Measurement or Assessment (e.g., daily, weekly, monthly) Students to Whom Measurement or Assessment Applies (e.g., grade level) 1. Literacy 2. Mathematics 3. Writing 4 . IEP Goals 9. High School Graduation Plan . For additional information on how the academic criteria will be used by the Charter School Review Committee to review and evaluate the charter school's performance and hold the school accountable, see Appendix A. Criteria for evaluation Appropriate choice of measures of academic progress Accountability to the Charter School Review Committee Assessment measures are credible and useful in improving teaching and learning Methods incorporate multiple demonstrations of various types Reporting method is reasonable and clear
HOW CAN I LEND A HAND? REGISTER NOW All volunteers must register online. All volunteers must pass an annual criminal background check before they can participate as a volunteer. Please follow the steps below to become a VIPS: Step 1: Register online by going to Volunteer Webpage on the HoustonISD website or by clicking here. http://houstonisd.org/vipslogin Step 2: Complete the entire Online Application in Raptor Volunteer Management System and submit your application. Step 3: Once your application is submitted you will receive a confirmation email to your email address. Step 4: An email will be sent to your email address informing you of your background check status. Step 5: Once you are CLEARED to volunteer, you are eligible to volunteer in HISD schools. Our students benefit when we all volunteer!
½ Will volunteers be utilized in programming under this RFP? (Yes or No) If yes, complete the table below. Volunteer Position Number of Proposed Persons for this Position Number of Proposed Hours per Volunteer per month DEMOGRAPHICS 1, 2017 30, 2018. PROGRAM
DEMOGRAPHICS 1, 2017 30, 2018. Total Number of Unduplicated Clients Served: NA – AGE RACE/ETHNICITY HOUSEHOLD INCOME MALE FEMALE MALE FEMALE Less than $25,000 0-4 Black $25,000 - $50,000 5-9 White $50,001 - $100,000 10-14 Hispanic/Latino $100,000+ 15-19 Asian/Pacific Islander Unknown 20-34 Native American 35-54 Mixed/Biracial 55-64 Other 65+ Unknown Unknown PROGRAM
2019 American Hall of Distinguished Audit Practitioners Nomination Form Please complete all information electronically and submit form to Name of Candidate: Candidate Job Title: Organization: City, State/Providence, Country: Telephone (include area code): E-mail: Describe candidate’s achievements in his/her organization, and peer recognition or special awards received outside of The IIA. Describe Leadership within The IIA through local or national positions, or as instructor/ speaker/ author. Provide examples of leadership values, e.g., integrity, service, role model, thought leader. Name of Nominator: Employer of Nominator: IIA Chapter: Nominator Email Address:
2019 AP Exam schedule Week 1 Morning 8 a.m. Afternoon 12 noon Monday, May 6, 2019 United States Government and Politics Chinese Language and Culture Environmental Science Tuesday, May 7, 2019 Seminar Spanish Language and Culture Japanese Language and Culture Physics 1: Algebra-Based Wednesday, May 8, 2019 English Literature and Composition European History French Language and Culture Thursday, May 9, 2019 Chemistry Spanish Literature and Culture German Language and Culture Psychology Friday, May 10, 2019 United States History Computer Science Principles Physics 2: Algebra-Based Studio Art – last day for coordinators to submit digital portfolios (by 8 p.m. ET) and to gather 2-D Design and Drawing students for physical portfolio assembly. Teachers should have forwarded students’ completed digital portfolios to coordinators before this date.
2019 AP Exam schedule Week 2 Morning 8 a.m. Afternoon 12 noon Afternoon 2 p.m. Monday, May 13, 2019 Biology Physics C: Mechanics Physics C: Electricity and Magnetism Tuesday, May 14, 2019 Calculus AB Calculus BC Art History Human Geography Wednesday, May 15, 2019 English Language and Composition Italian Language and Culture Macroeconomics Thursday, May 16, 2019 Comparative Government and Politics World History Statistics Friday, May 17, 2019 Microeconomics Music Theory Computer Science A Latin
Administered and Bid Cycles The following funds are administered by <ORGANIZATION NAME> for PSA <INSERT NUM>. The current and anticipated Bid Cycles are provided for those programs that are administered through competitively procured subcontracts. Funds Administered Current Bid Cycle Anticipated Bid Published Current Year of Cycle Ant. Pub. Ant. Award Older Americans Act (OAA) III B <mm/yy> <y> <mm/yy> <mm/yy> III CI III CII III D III E VII* General Revenue ADI CCE HCE Other ADRC* AoA Grants DRR* EHEAP LSP* NSIP* RELIEF* SHINE* USDA* * This fund does not have an associated Bid Cycle. Resources Used
Essential Elements The following table provides a detail of the Essential Elements that should be included in the development of your responses to each Goal at the Objective level. GOAL Objective Essential Elements Goal 1: Empower seniors, individuals with disabilities, their families, and other consumers to choose and easily access options for existing mental and physical health and long-term care Objective 1.1. ▲ Provide streamlined access to health and long-term care options through the Aging and Disability Resource Centers (ADRCs). Strategies must include but not be limited to the following: Improving the ability of the ADRC to connect people to information and services through the ADRC (e.g., building new relationships and/or partnerships and the effective use of technology); and Specific action to improve streamlined access based on the implementation of call center technology standards, performance reports, and data analysis. Objective 1.2. ▲ Encourage individuals, including people 60, to plan for future long-term care needs by providing access to information Strategies must include but not be limited to the following: Increasing public awareness of the costs of long-term care (LTC), the likelihood of the need for LTC services, and the LTC options available; and Increasing public awareness of the limitations of Medicare as a singular care solution.
TERMS AND CONDITIONS ALL sections must be complete and this form must be received at the ASET Office by Friday 1st February 2019, 9am. Applications that fail to meet all the bursary criteria will be rejected. All submissions will be subject to a process of peer review by the ASET Research Working Group who will award the bursaries. Feedback is available on request, whether your proposal is accepted or rejected but the decisions of the peer reviewers is final. You must seek agreement and support from an appropriate Senior Manager for the research you are proposing to undertake before submitting to ASET. Applicants will be notified of the results by the end of March 2019. Successful applicants must also: Give the first presentation of the projects’ findings at the 2019 ASET Conference Recognise ASET as the funders of the bursary, and appropriately reference ASET in any future use of the findings Keep ASET informed if the findings are to be published externally to ASET Bursary payments will be made as follows: The Student Payments will be made directly to the student undertaking the project in three parts On confirmation they have commenced working on the project (£750) After successful completion of a mid-point review, with an ASET Trustee (£750) Final £900 on delivery of The student presentation at the 2019 ASET conference The poster presentation at the 2019 ASET conference The full report to the ASET office by the deadline of Friday 18th October 2019, 9am The Institution The institution element of the Bursary (£600) will be paid after the conference presentation and poster has been given, on delivery of the final report to the ASET Office - deadline for delivery Friday 18th October 2019, 9am Project reports will be shared with the ASET community via the ASET website and via a link in conference proceedings. ASET, The Work-Based and Placement Learning Association The Burton Street Foundation, 57 Burton Street, Sheffield, S6 2HH 0114 234 5197
Sub Total GST 5% Total Pricing if payment is received AFTER December 15, 2018 Last Name First Name Delegate Registration, As Above $350 Partner Program As Above. $350 ONLY Select one/person Extra Breakfast or Lunch tickets $40 each Extra Dinner Theatre Tickets $110 very limited supply Please indicate all Food Allergies Check this box to attend the Communication Workshop on Wednesday afternoon Check this box to attend Safety Beyond the Policy Manual Workshop on Wednesday afternoon Have you remembered to book your hotel rooms? Deadline to reserve at group rate of $159/room is December 15, 2018 Sub Total GST 5% Total Individual Reservations Via Phone (780) 484-0821 or toll free at 1-800-661-9804, Quote group code of "ASP" Via Website Quoting Group Code: ASP under the “Special Rate Code” Via Webpage http://doubletree.hilton.com/en/dt/groups/personalized/Y/YEGNMDT-ASP-20190112/index.jhtml Make all Cheques Payable to Association of Alberta Co-op Seed Cleaning Plants Ltd. If paying by E-Transfer; contact the office For Details. Please return form to: FAX: 1.888.446.5853. or EMAIL Please remit payments to: Alberta Seed Processors 5030 50th Street, Lacombe, AB T4L 1W8 THANK YOU TO OUR PARTNERS THANK YOU TO OUR PLATINUM SPONSORS
Attachment 1F: Partial Fiscal Year Financial Statements If necessary, provide the Statement of Financial Position (a.k.a. Profit & Loss), Statement of Activities (a.k.a. Balance Sheet) and Statement of Cash Flows from the close of the organization's fiscal year to the most recent closed accounting period. (These statements will be for less than a 12-month period.) Upload as a PDF.
September 2019 Oct 2019 ► Mon Tue Wed Thu Fri Sat Sun 1 Father's Day 2 3 4 Indigenous Literacy Day 5 6 7 8 9 10 11 12 13 14 15 16 17 Australian Citizenship Day 18 19 20 21 Int'l. Day of Peace 22 23 24 25 26 27 28 29 30 Family and Community Day (ACT) October 2019 Nov 2019 ► Mon Tue Wed Thu Fri Sat Sun 1 2 3 4 5 6 7 Labour Day (ACT,NSW,SA) 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Nat'l.o Kangaroo Awareness Day 25 26 27 28 29 30 31 More 2019 Calendar Layouts… , ,
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English is the language of the Conference and of all submissions. Any submission that violates the above guidelines will be eliminated from the review process. Publication Accepted papers will be published as part of the Conference Proceedings with the following ISBN: Digital Innovation and Transformation Conference: Digital Skills 2019 Organising Committee Conference Chair Prof. Hossana Twinomurinzi – UNISA ICT4D Flagship Dr. Tendani Mawela - UNISA ICT4D Flagship Conference Organising Chair Mrs. Kanye Rampa – UNISA ICT4D Flagship Ms. Fumane Diseko-Biagini – NEMISA Conference Programme Committee The programme committee comprises the following: Name Institution Ms Fumane Diseko-Biagini NEMISA/iNesI Prof Mpho Chaka North West University Dr Farivar Rahimi University of Limpopo Ms Lorna van der Merwe Walter Sisulu University Ms Antoinette Lombard Vaal University of Technology Dr Leona Craffert University of the Western Cape Dr Colin Thakur Durban University of Technology Dr Kennedy C. Chinyowa Tshwane University of Technology Prof Tembisa Ngqondi University of Mpumalanga Dr Luci Abrahams Wits University Mr Zweli Masilela DTPS Please feel free to contact the Conference Organising Chair with any queries on: ***************
Canada Holidays for 2019. Holiday list includes popular festive days. Courtesy of New Year's Day 2 Jan Bank Holiday (QC) 11 Jan Sir John A. Macdonald Day 27 Jan Int'l. Day of Commemoration in Memory of the Victims of the Holocaust 5 Feb Chinese New Year 14 Feb Valentine's Day 15 Feb Nat'l. Flag of Canada Day 18 Feb Family Day (AB,NB,ON,SK) 18 Feb Family Day (BC) 18 Feb Heritage Day (NS) 18 Feb Islander Day (PE) 21 Feb Int'l. Mother Language Day 22 Feb Heritage Day (YT) 8 Mar Int'l. Women's Day 11 Mar Commonwealth Day 14 Mar Pi Day 20 Mar Int'l. Day of happiness 7 Apr World Health Day 10 Apr Nat'l. Siblings Day 19 Apr Good Friday 22 Apr Easter Monday 22 Apr Earth Day 23 Apr World Book Day 1 May May Day 12 May Mother's Day 20 May Nat'l. Patriots' Day (QC) 20 May Victoria Day 5 Jun World Environment Day 16 Jun Father's Day 18 Jun Int'l. Picnic Day 21 Jun Nat'l. Aboriginal Day (NT,YT) 24 Jun Discovery Day (NL) 24 Jun Quebec's Nat'l Day (QC) 1 Jul Canada Day 9 Jul Nunavut Day (NU) 11 Jul World Population Day 15 Jul Orangeman's Day (NL) 5 Aug Civic Holiday 13 Aug Int'l. Left-Handers Day 15 Aug Nat'l. Acadian Day 19 Aug Discovery Day (YT) 2 Sep Labour Day 21 Sep Int'l. Day of Peace 1 Oct World Vegetarian Day 14 Oct Thanksgiving 22 Oct Nat'l. Nut Day 24 Oct United Nations Day 31 Oct Halloween 11 Nov Remembrance Day 21 Nov RBC Sports Day in Canada 1 Dec World AIDS Day 10 Dec Human Rights Day 11 Dec Anniv. Statue of Westminster 25 Dec Christmas 26 Dec Boxing Day
February 2019 Mar 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 Chinese New Year 6 7 8 9 10 11 12 13 14 Valentine's Day 15 Nat'l. Flag of Canada Day 16 17 18 Family Day (AB,NB,ON,SK) 19 20 21 Int'l. Mother Language Day 22 Heritage Day (YT) 23 24 25 26 27 28
April 2019 May 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 World Health Day 8 9 10 Nat'l. Siblings Day 11 12 13 14 15 16 17 18 19 Good Friday 20 21 22 Easter Monday 23 World Book Day 24 25 26 27 28 29 30
June 2019 Jul 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 World Environment Day 6 7 8 9 10 11 12 13 14 15 16 Father's Day 17 18 Int'l. Picnic Day 19 20 21 Nat'l. Aboriginal Day (NT,YT) 22 23 24 Discovery Day (NL) 25 26 27 28 29 30
July 2019 Aug 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 Canada Day 2 3 4 5 6 7 8 9 Nunavut Day (NU) 10 11 World Population Day 12 13 14 15 Orangeman's Day (NL) 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
October 2019 Nov 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 World Vegetarian Day 2 3 4 5 6 7 8 9 10 11 12 13 14 Thanksgiving 15 16 17 18 19 20 21 22 Nat'l. Nut Day 23 24 United Nations Day 25 26 27 28 29 30 31 Halloween
November 2019 Dec 2019 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 Remembrance Day 12 13 14 15 16 17 18 19 20 21 RBC Sports Day in Canada 22 23 24 25 26 27 28 29 30
Who will be the administrator/project lead of the housing activity implementation? Identify his/her relevant experience and training in administering housing programs. Describe similar type activities to the one proposed in this application that the organization has implemented over the past ten (10) years. Identify how outreach will be conducted to beneficiaries of the proposed activity. PART V THDA CHALLENGE GRANT SUMMARY FORM HOMEOWNERSHIP ACTIVITIES # of Units Challenge Grant Funds Per Unit Other Funds Per Unit Total Cost Per Unit Development - New Construction $ $ $ Development - Rehabilitation $ $ $ Homeowner Rehabilitation $ $ $ TOTAL $ $ $ PART V THDA CHALLENGE GRANT SUMMARY FORM DEVELOPMENT - RENTAL ACTIVITIES
PART VI THDA CHALLENGE GRANT PROJECT BUDGET Funding Source Development – Homeowner Rehabilitation Development - Home Ownership - Site Acquisition Development – Rehab For Sale to LMI Buyers Development - New Construction For Sale to LMI Buyers Development - Rental Acquisition Development - Rental Rehab Development - Rental New Construction Housing Activities TOTAL THDA Challenge Grant Funds $ $ $ $ $ $ $ $ $ Federal Funds $ $ $ $ $ $ $ $ $ Other State Funds $ $ $ $ $ $ $ $ $ Agency Funds $ $ $ $ $ $ $ $ $ Local Gov't Funds
Funding Source Development – Homeowner Rehabilitation Development - Home Ownership - Site Acquisition Development – Rehab For Sale to LMI Buyers Development - New Construction For Sale to LMI Buyers Development - Rental - Site Acquisition Development - Rental Development - Rental New Construction Housing Activities TOTAL First Mortgage Funds $ $ $ $ $ $ $ $ $ Private Funds $ $ $ $ $ $ $ $ $ Other – Describe: $ $ $ $ $ $ $ $ $ TOTAL $ $ $ $ $ $ $ $ $
served by grade level; data demonstrating the schools’ progress in closing within school and within comparable schools’ achievement gaps; and any additional evidence that the existing design has been effective in raising student achievement. List and describe any management contract terminations as well as any charter revocations, non-renewals, or withdrawals/non-openings that the proposed EMO/CMO has experienced in the past five (5) years. Describe any current or past litigation that has involved the EMO/CMO or any school it operates. Additional requirements for replication applications: Describe any key educational features that will differ from the operator’s or management provider’s existing schools or schools proposed for replication, not previously mentioned above. Explain the rationale for the variation in approach and any new resources the variation would require. Discuss the results of past replication efforts and lessons learned – including particular challenges or troubles encountered; how you have addressed them; and how you will avoid or minimize such challenges for the proposed schools. Appendix Item(s): If applicable, include the following corresponding information: EMO/CMO Documentation: Term sheet – for the proposed management of the charter school to include clear performance measures and contract severance provision(s) Conflict of Interest Form(s) –for any individual of an EMO/CMO with which the planning committee plans to partner Proposed EMO/CMO Management Agreement/Contract to include: the scope of services and costs of all resources to be provided by the EMO/CMO; the compensation structure and payment schedule, including clear identification of all fees, bonuses, and any other compensation to be paid to the EMO/CMO; the term (duration) of the management agreement? Explain the conditions and procedures (including time frames, notice, and decision-making procedures) for renewal and termination of the contract. How often will the management agreement be renewed; and the conditions that both the EMO/CMO and the school must satisfy for the management agreement to be renewed. On what grounds may the EMO/CMO or the school terminate the management agreement for cause, and without cause? List any indemnification provisions in the event of default or breach by either party. Copy of EMO’s/CMO’s SC business license Draft copy of employee contract Copy of the EMO/CMO employee policy manual Evidence of the financial health of the EMO/CMO – include the most recent independent financial audit report of the organization and its most recent annual report.
JUSTIFICATION OF BUDGET (1/2 page maximum) AIMS (1/2 page maximum) BACKGROUND AND PLAN (3 pages maximum) Applicants are reminded this section should include a clear definition of study end points, statistical methods to be used, power calculations and an explanation of the relationship of the study to the applicants’ longer-term research agenda REFERENCES (Asterisk up to 6 key references - 1 page maximum) ANALYSIS AND REPORTING OF RESULTS (1 page maximum) HOW WILL THIS PROJECT BENEFIT THE RAH? (300 Words) DATE OF PROPOSED COMMENCEMENT
Presenter Information Primary Presenter Name: Primary Presenter Title and Company/Organization Name: Co-Presenter Name: Co-Presenter Title and Company/Organization Name: Presentation Information Presentation Title: Provide a 2-3 sentence description of the presentation (this may be edited and used for the conference brochure): (There is a 400 character limit on this field) List three learning objectives/outcomes: 1. 2. 3. Indicate topic area below (refer to Information and Instructions sheet for additional description): Adult services and support, including transition to life after high school Body, Mind, and Spirit Community Education, including early intervention and early education Family, Self-Care, Health, and Wellness Health care Long-Term Care Leadership and Advocacy Other: Indicate content level: Beginner Intermediate Advanced General Additional Information Has this information been presented at conferences previously: Yes No If yes, list conference, including previous Circles of Life conferences: Are you willing to repeat the presentation: Yes No Please return both pages of this form to Meg Steimle at no later than September 30, 2018.