zilongwang/ReadingBank huggingface dataset:
Modern culture is awash in sexual messages. This may fool us into thinking that “everyone” is having sex as often as possible and always “spontaneously”! Even married couples fall into this trap. Or, they may think that their sex lives would be more spontaneous “if only” their spouse wanted sex at the same time as they did. The reality is that most marital sexual encounters are planned, or at least they happen in situations favorable to love-making that are set up by agreement, regardless of the family planning method used. Otherwise, in the press of daily life with jobs, household chores, social commitments, children’s demands, etc., a husband and wife would rarely have sex! For NFP couples, the periodic sexual abstinence for postponing a pregnancy can be a gift, allowing the couple to grow individually and as a couple. Such selfmastery fosters authentic freedom, where one’s desires are put in the service to the other---a necessary ingredient for marriage! Real sexual spontaneity depends upon real freedom---and NFP fosters such freedom. Happy Anniversary: Mitchell & Doris Bures April 11th Lester & Angie Gustafson April 30th Rene & Lorena Vergara April 29th Happy Birthday April Bacor April 1st Anna Debroeck April 2nd Kelly Hanson April 3rd Carissa Bieri April 4th Blair Hynek April 9th Jared Gustafsen April 6th Marley Christine April 6th Calli Hennessy April 8th Karyn Meyer April 8 Cristal Aguilar April 8th Janet Sandeen April 10th Jeff Sauber Jr. (JD) April 11th Freddie Bieri April 12th Cati Hennessy April 12th Mark Beehler April 14 Nicholas Curren April 16th Lukas Medina April 19th Vincent Medina April 19th Hudson DeBroek April 20th Doris Goettle April 23rd Jake Brewster April 24th Ryan Ross April 24th Aiden Medina April 26th Carter Jenkins April 28th
Interviewing to Assess – Accomplishments Adler states that the question below, followed by appropriate inquiry and probing is the MOST IMPORTANT interview question of all time Please think of your most significant accomplishment in your career. Now could you tell me about it? Further inquiry and probing might include questions such as: • What impact did the accomplishment have on the company's bottom-line or business? • When did it occur? • What was your specific role on the team and what was your specific contribution to the accomplishment? • What were the major steps and deliverables involved in accomplishing the task? • How were you able to use your initiative beyond tasks/duties not required in your actual role? • What were some of the biggest challenges faced in the accomplishments and how did you overcome these challenges? • Why do you consider this a significant accomplishment? • What was your greatest learning from this accomplishment? Why do they see this learning as most important? • What support will help you achieve success in the position you are interviewing for? Asking about additional accomplishments specific to the SMARTe objectives of the position you are hiring for may create opportunities for additional probing critical investigation related to: • The pace of and decision-making methods I preferences • Examples of how the candidate had to change the opinion of others and how they dealt with conflict • Whether the accomplishment actually met the business objectives; was completed on time and how they performed against plan and budget 30 Hire with Your Head: Using POWER Hiring to Build Great Companies; Lou Adler, Page 91 Recruitment & Selection Page 35 - Saskatchewan Construction Association HR Tool Kit • Timing, the candidate's specific role, specific team structure to clarify role of others (Individual contributor, team leader etc.) • The biggest people challenges, with specific examples, and how these were overcome • Technical skills used to accomplish the task and skills learned • Ranking of the overall success of the task and why • Ranking of the candidate's performance on this accomplishment and why. • Identifying the most important aspect the candidate would do differently to move it up the scale (1-10) and improve their performance
Reader and Task Considerations What will challenge students most in this text? What supports can be provided? Vocabulary difficulty may be encountered while reading. The glossary and class discussions could support students while reading this text. Encouraging students to make connections to other texts they have read on the same topic will increase understanding. Comparing and contrasting a character’s experiences to their own will support understanding of the character’s perspective. Expert Pack: The Harlem Renaissance Submitted by: Vegas Verdes, Clark County School District Grade: 4-5 Date: June 2015 Rolling Knowledge Journal Read each selection in the set, one at a time. After you read each resource, stop and think what the big learning was. What did you learn that was new and important about the topic from this resource? Write, draw, or list what you learned from the text about (topic). Then write, draw, or list how this new resource added to what you learned from the last resource(s). Sample Student Response Title Write, Draw, or List New and important learning about the topic How does this resource add to what I learned already? "The Harlem Renaissance" Video The Renaissance was a rebirth of African American Culture. Influenced music, art, writing, dancing, and film. “The Harlem Renaissance” Article Explosion of cultural pride as a result of thousands of people who discovered they had a lot in common. They celebrated old traditions and cultured new ones. People wanted to move north in search of a better life. Many writers emerged and films were made as well as new music. “Jim Crow Stories: The Great Migration (1900-1970)” African Americans migrate north for a better life. From 1900-1960, an estimated 5 million blacks migrated from the South. This passage explains the history of African American migration and how it created an era of expression. “The Harlem Renaissance” Scholastic Article 6 Million moved from the south to NY, Chicago and Detroit. Inspired the Jazz Age- a combination of African rhythm and modern harmony. Whites went to Harlem was a city within a city. It was considered to be the capital of black America.
Escanaba Area Junior Hockey Association Regular Monthly Meeting Minutes Wells Sports Complex Call to Order and Roll Call – Meeting was called to order at . Board Members Present: Scott Denome, Tabitha Marchese, Brent Krutina, Amy Sundquist, Maureen Nelson, Frank Sliva, Kim Milligan, Paul Crowe Board Members Absent: Dawn Belongie, Lynn Martinson, Frank Sliva General: Mike Sands Secretary’s Report: No minutes to approve. Will email and vote when available. Treasurer’s Report – No Treasurer’s report. Will email and vote when available. Division Director’s Reports: Mites – Squirts – PeeWee – Bantam – Midget – IP – Concerns of the General Membership: Old Business – Possibility of ice by September 1st New Logo contest with winner getting a with name EAJHA Growth Coordinator – Mike Sands will head up Promote using High School, Jack Hall, Randy McKay, Holiday parades, flyers, daycare, YMCA, Salvation Army, social media Information sheet discussing travel, time and equipment Sponsor a Hawk Referral Program New Business- Correspondence: Standing Committee Reports: Complex (Borman) – N/A Sponsors (M.Nelson) – MBank sponsor at rink behind the bench on the wall Coaches (Sliva) – Nothing to report
Symposium Agenda Arrivals 20:00 pm – 22:00 pm Dinner (30 euro per person) 22:00 pm Return to the hotels Breakfast at the hotels 09:00 am – 09:30 am Arrival & Registration Venue: Ambasciatori Palace (Via Vittorio Veneto, 62, 00187 Roma, Italy) 09:30 am Beginning of the Symposium Day 1 09:30 am – 10:00 am Ice Breaking Activities Welcoming Speeches 10:00 am – 10:05 am Maria Socratous, Young BPW Europe Representative 10:05 am – 10:15 am Ketlin Tackman, Young BPW International Representative 10:15 am – 10:30 am BPW Europe Karin Raguin, BPW Europe Coordinator 10:30 am – 10:40 am BPW Italy Pia Petrucci, BPW Italy 10:40 am – 11:45 am Welcoming & CEO Day Benedetta Palermo, Young BPW Italy Representative 11:45 pm – 12:00 pm Coffee Break 12:00 pm – 12:45 pm Hub-to-Bee Karine Babule, Young BPW France Representative 12:45 pm – 13:30 pm BPW Online Academy Sabine Schmelzer 13:30 am – 13:45 pm Q & A Session 13:45 pm – 15:00 pm Lunch 15:00 pm – 16:30 pm Workshop – Women and Entrepreneurship “Don't forget the glass ceiling” Alexandra Preuβ, ECC Finance Officer
16:30 pm – 16:45 pm Coffee Break 16:45 pm – 18:15 pm Workshop – Women and Entrepreneurship “Don't forget the glass ceiling” Speaker from FENDI 18:15 pm – 18:30 pm Q & A Session 18:30 pm End of the Symposium Day 1 20:30 pm Dinner (25 euro per person) & Girls’ Night Out – Coho apartment (20 euro per person) Venue: Breakfast at the hotels 09:00 am – 09:15 am Arrival & Networking Coffee 09:15 am Beginning of the Symposium Day 2 09:15 am –11:00 am Workshop Work-Life Balance Christa Kirchmair, BPW Austria 11:00 am – 11:15 am Coffee Break 11:15 am – 13:00 pm Workshop Work-Life Balance Christa Kirchmair, BPW Austria 13:00 pm – 14:30 pm Lunch 14:30 pm – 15:00 pm BPW and Apple Collaboration Silvia Corani, Global Talent Attraction Programs Manager 15:00 pm – 16:30 pm Young BPW Europe – Presentations & Discussion 16:30 pm – 16:45 pm Coffee Break 16:45 pm – 17:15 pm BPW and Solidarity Pinella Bombaci, ECC Executive Secretary 17:15 pm – 17:30 pm Summary of the Symposium / Presents hand out 17:30 pm – 18:45 pm Kundalini Yoga Class Note: please bring appropriate wear End of the Symposium Day 2 20:30 pm Gala Dinner (60 euro per person) Venue: 09:30 am Breakfast & Departures or Excursion (Guided Tour in Rome – 15 euro per
AGRICULTURAL TECHNOLOGY Definition: produces plants and animals for food, fiber, and fuel. 1.___________________________ 2.___________________________ 3.___________________________ MEDICAL TECHNOLOGY Definition: creates tools to treat disease and injury. 1.___________________________ 2.___________________________ 3.___________________________ ENVIRONMENTAL TECHNOLOGY Definition: creates tools to minimize the effect of technology on the development of living things. 1.___________________________ 2.___________________________ 3.___________________________ MANUFACTURING TECHNOLOGY Definition: changes natural or synthetic materials into usable products. 1.___________________________ 2.___________________________
3.___________________________ CONSTRUCTION TECHNOLOGY Definition: builds structures that support loads and protect us from the environment. 1.___________________________ 2.___________________________ 3.___________________________ MATERIALS TECHNOLOGY Definition: development of materials with outstanding combinations of mechanical, chemical, and electrical properties that make other advances possible. 1.___________________________ 2.___________________________ 3.___________________________ TRANSPORTATION TECHNOLOGY Definition: provides a way for people, animals, products, and materials to be moved from one place to the next. 1.___________________________ 2.___________________________ 3.___________________________
Nominating School or Centre Thesis Author Thesis Title Examiner’s Name Examiner’s Affiliation Grade Awarded Justification for the Nomination (200 words max.) Checklist I have attached: Copies of both Examiner’s Reports A Copy of the Thesis Abstract Nomination Authorised by: Date: Please send your nomination form to
Glossary of Terms Care Coordination: The deliberate organization of patient care activities between two or more participants (including the patient) involved in a patient’s care to facilitate the appropriate delivery of health care services. Organizing care involves the marshaling of personnel and other resources needed to carry out all required patient care activities, and is often managed by the exchange of information among participants responsible for different aspects of care. ( Agency for Healthcare, Research, and Quality) Care Coordinator: The person assigned to perform activities and interventions to insure the integration of patient care activities between two or more participants involved in a patient’s care to facilitate referrals and transitions and the appropriate delivery of health services. Care Management: A set of activities designed to assist patients and their support systems in managing medical conditions and related psychosocial problems more effectively, with the aims of improving patient’s functional health status, enhancing the coordination of care, eliminating the duplication of services, and reducing the need for expensive medical services. Clinical Information System: Effective chronic illness care is virtually impossible without information systems that assure ready access to key data on individual patients as well as populations of patients. A comprehensive clinical information system can enhance the care of individual patients by providing timely reminders for needed services, with the summarized data helping to track and plan care. At the practice population level, an information system can identify groups of patients needing additional care as well as facilitate performance monitoring and quality improvement efforts. Organize patient and population data to: Facilitate efficient and effective care Provide timely reminders for providers and patients Identify relevant subpopulations for proactive care Facilitate individual patient care planning Share information with patients and providers to coordinate care (2003 update) Monitor performance of practice team and care system
Section II: Choices Please indicate how often your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) In this 4-H program or project … Always Usually Sometimes Never I use information to make decisions I take responsibility for my actions I set goals for myself Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) As a result of my experience in this 4-H program or project … Strongly Agree Agree Disagree Strongly Disagree I am comfortable making my own decisions I don’t let my friends talk me into doing something I don’t want to do I can explain my decisions to others I have a plan for reaching my goals I know how to deal with stress in positive ways I can change my plan when I need to Section III: Communication Please indicate how often your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) In this 4-H program or project … Always Usually Sometimes Never I listen well to others I am respectful of others I have the confidence to speak in front of groups I can work things out when others don’t agree with me
Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) As a result of my experience in this 4-H program or project … Strongly Agree Agree Disagree Strongly Disagree I am comfortable sharing my thoughts and feelings with others I can use technology to help me express my ideas I know who I can go to if I need help with a problem Section IV: Connections Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) As a result of my experience in this 4-H program or project … Strongly Agree Agree Disagree Strongly Disagree I have friends who care about me I can work successfully with adults I am connected to adults who are not my parents Please indicate how often your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) In this 4-H program or project … Always Usually Sometimes Never I work well with other youth Section V: Contribution Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) As a result of my experience in this 4-H program or project … Strongly Agree Agree Disagree Strongly Disagree I am someone who wants to help others. I like to work with others to solve problems I have talents I can offer to others
Curriculum area Staff Date Year group How does your subject contribute to the Careers, Employability and Enterprise curriculum? What are the activities used? Developing yourself through careers, employability and enterprise education Learning about careers and the world of work Developing your career management, employability and enterprise skills 7 8 9 10 11 Post 16
Reminders/Announcement Dates to Know: 10/12 Grade Level Testing: Math Inventory Fall Literacy Night 10/26 from 6-7:30 p.m. Student of the Month: Navya Arora - Mr. Moffatt Ava Somerville- Mrs. Bacote Michelle McRufus- Ms. Van Hoose Contact Information Office Phone: 301-218-1520 Reading/Language Arts Skills Reading: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Refer to details and examples in a text when explaining what the text says explicitly. Project given 10/9, due 10/23 Writing: Continue to draw evidence from literary or informational texts to support analysis, reflection, and research. Will produce coherent writing appropriate for the task, audience, and purpose. *Pearson Realize is an additional website students will use to increase reading comprehension.
Math Skills *Multiply or divide to solve word problems involving multiplicative and additive comparison, using drawings and equations for the unknown number. *Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. *Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. *Solve multistep word problems using the four operations, including problems in which remainders must be interpreted. Represent these problems with a letter for the unknown, and assess reasonableness of answers using mental computation and estimation strategies including rounding. *Review of standards listed above: Quiz on Monday 10/13 and 10/20. Practice math facts on a daily basis. Science Skills Earth Changing Processes Engineering Problem Solving Process Make inferences about the ancient environment & organisms - fossils Rock layers and age Identify Patterns on the Earth Vocabulary to consider: runoff, fossil, sedimentary, erosion, canyon, glacier, deposition, prototype, weathering Social Studies Weather and Climate Students will define climate and distinguish it from weather Students will identify factors that contribute to climate, such as, wind, temperature, and precipitation. Students will explain the climate differences in the five U.S. regions.
delivery partners in order to define and /or improve service delivery through misunderstanding commercial issues Gather and use evidence to assess the costs, benefits and risks of a wide range of delivery options when making commercial decisions Take a narrow view of options and focus only on cost, rather than long term value and impact Identify and understand relevant legal and commercial terms, concepts, policies and processes (including project approvals and assurance procedures) to deliver agreed outcomes Show a lack of understanding about relevant commercial concepts processes and systems 8. Delivering Value for Money Recommend actions to achieve value for money and efficiency Ignore financial experts – not ask for advice or seek advice at the right time Cultivate and encourage an awareness of cost, using clear simple examples of benefits and how to measure outcomes Reserve resources for own team without considering wider business priorities or the organisation’s financial environment Work confidently with performance management and financial data to prepare forecasts and manage and monitor budget against agreed plans Misinterpret or over-estimate performance and financial data used to forecast and monitor budgets and plans Follow appropriate financial procedures to monitor contracts to ensure deliverables are achieved Ignore the organisation’s financial procedures or break rules for the sake of expediency Monitor the use of resources in line with organisational procedures and plans and hold team to account Be unable to justify own and their teams’ use of resources 9. Managing a Quality Service Make effective use of project management skills and techniques to deliver outcomes, including identifying risks and mitigating actions Has minimal understanding of what could go wrong or needs to be resolved as a priority
MSU Riley Center LIVE Theater School Day Shows LAST CALL: * The Lightning Thief (grades 3- 7th) GREEK MYTHOLOGYH Onl 80 seats left for the noon show; 9: 30 am show is 50LD OUT. *CAT in the Hat is 50LD OU (both shows). *Grades 6-12: Much Ado about Nothing 50LD OUTI We will present HAMLET next springl Get readyl submit reservation form TODAYI It's not too late; pay b da of showl Go to ms urile ycent e r.com, click on Education, then School Shows. Complete reservation forms and hit SUBMIT. Your seats are reservedl Pay on day of showl Call Dr. Charlotte Tabereaux at 601-696-2204 with any questionsl Thanksl Email :
410 CONSTITUTION AVENUE | P.O. BOX 5498 | MERIDIAN, MS 39302-5498 Departments 16th Section - Mrs. Dale Burcham Career and Technical Education - Mr. Kevin Cheatham Child Nutrition Director - Mrs. Kaye Mayatt Curriculum and Instruction - Mrs. Cheryl Thomas and Mrs. Teri Edwards Federal Programs/iNOW/MSIS - Dr. DeShannon Davis Finance - Mrs. Charlotte Parker Operations - Mr. Steve Marlow Personnel /Assistant Superintendent - Mr. Ed Mosley School Nurses - Dr. DeShannon Davis Special Services - Mrs. Diane Freeman Student Assessment - Mrs. Teri Edwards Superintendent - Mr. Randy Hodges Technology Coordinator - Mr. Trent Airhart Transportation - Mr. Larry Vick Our Special Thanks to our School PR Representatives for making 4 Corners possible: Clarkdale - Debbie Fant Northeast Elementary - Heather Henry Northeast Middle School - Mary Pierce Northeast High School - Casey Clarke Southeast Elementary - Angela Myers Southeast Middle School - Brittney Chaney Southeast High School - Kim Davis West Lauderdale Elementary - Melody Clymer West Lauderdale Middle School - Kim Barber West Lauderdale High School - David Dewease Lauderdale County Schools - Mandy Goldman "It is the policy of the Lauderdale County School District not to discriminate on the basis of race, color, religion, sex, national origin, sexual orientation, age or disability in its educational programs or employment policies. Any persons having inquiries concerning the LCSD's compliance with Title II, Title IV, Title VI, Title IX, and/or Section 504, may con- tact the Assistant Superintendent or the Director of Special Services at 601-693-1683." 17
Mark your calendar and make plans for your students to attend one of the 2015-2016 performances at the MSU Riley Center. October 16 - Big Friendly Giant October 29 - Thodos (Dance Company) (grades November 5 - Sleeping Beauty February 2 - Three Little Birds February 12 - Adventures of Sherlock Holmes (grades 6-12) April 7 - Junie B.’s Essential Guide to School
Ik Patricia Reed, Head CustodJan - Patricia has been at SHS for 20 years. Her favorite parts of her job are knowing that she plays a very important role, being with the other staff and students. and keeping her school clean and fresh. She comes from a hard-working, church-going family. Her mother and grandmother were custodial workers before her, so she is continuing the tradition of respecting the job and the people around her. Thanks for all you do, Mrs. Patricia! Anthony Homer - Anthony has been at SHS for 6 years, and he enjoys being a part of the school. We love you, Mr. Anthony! Alice Pringle - Alice has been at SHS for 4 years. She enjoys the independence of her job and being able to make decisions within her department. She is proud to say that SHS is one of the cleanest schools in the district. We agree and thanks in part to you, Ms. Pringle! Lamarcus Moore - This is Lamarcus's second year at SHS, and he likes getting to mow the grass and enjoy nature as part of his job. Keep up the good work, Lamarcus! Ba,n Caatodlal Worke • D JI We pp c al
Virginia Repertory Theatre The Princess and the Pea ifhursday, November 10, 2016 Sc ool Program Times: 9:30 a.m. and oon Grades: K-5 This beloved Hans Christian Andersen tale comes to life in this fun and funny musical reteUing . Our princess is introduced to the kinQ and queen's court just in time to vie for the pnince. But her arrival in a rainstorm leaves the queen to doubt the princess's worthiness as a match for her son. Our story of acceptance and love and, of course, a "Pea" will prove that staying true to who you are is the key to true happiness. Curriculum Connections: Study Guide and Teacher Resources on-line! Language Arts, Music, Folk Talles, Self-Esteem, Character Development Go to www .msur ile ycente r.com, click on Education, then School Shows. Complete reservation f ,orms and hit SUBMIT. Yo,ur seats are reserved . To the following LCSD schools that are NOW designated L-- - - - - - ,......,....--,-= :.a CENTER ARTS IN c.= EDUCATIO I SCHOOLSI *Northeaast Elem. *Northeast Middle *Northeast High *Southeast Elem. *Southeast Middle *Clarkdale Elem. *Clarkdale Middle *Clarkdale High *West Lauderdale Elem *West Lauderdale Middle *West Lauderdale High
4 C’s: Science Current Event Name _____________________________________ Make connections with the text, identify the key concepts in the text, raise questions that you have after reading the text, and consider the implications this text has on your thinking and/or actions. Article Title: ________________________________________________________Date Published: __________________ CONNECTIONS What connections do you draw between the text and your own life or your other learning? CONCEPTS What key concepts or ideas do you think are important and worth holding on to from the text? CHALLENGES In what ways do you want to challenge the text and the author? CHANGES What change in thinking did you have? In what ways will your actions change?
(as above) Till or lightly hoe patches of soil (as above) (as above) Suitable in small locations where fire may not be possible or suitable Water sites with extract of smoke (as above) (as above) To provide seed sources of missing species Plant or sow missing species (local stock) in long-cleared land (as above) Rainforest To stimulate germination of pioneer shrubs and trees (from seed possibly stored in soil) Lightly disturb the soil surface prior to rain Where weed has regrown over cleared land, Carry out weed control to ensure natives dominate. To provide attractants to birds carrying rainforest seed from elsewhere Plant perch trees (as above) (as above) To provide seed sources of missing species Plant or sow missing species (local stock) in long-cleared land (as above) Grassland To reduce weed seed bank and build up native seed reserves Manipulate grazing to graze when weeds are flowering and fruiting but reduce it when natives respond (where some patches of native species still exist) Carry out weed control to ensure natives dominate. To flush out weed and /or trigger regeneration of natives Hot burn in patches and follow up with rigorous weed control (as above) (as above) To improve seed sources Sow seed or plant missing species (as above) (as above) Wetland To trigger germination from soil seed bank drain to moist (not submerged) conditions (where some patches of native species still exist) Carry out weed control to ensure natives dominate. To improve seed sources plant missing species (as above) (as above) Prioritisation Areas of higher native regeneration potential (resilience) can be very useful starting points in a gradual restoration program as they are a source of expansion. In rainforest sites, even a dead tree in an open paddock can be a useful starting point for regeneration - but similarly, just one weed climber on a healthy tree in a healthy remnant can be a starting point for degradation and may be the most urgent place to start work.
10 Chinese Lesson Plan: Student Literacy: Shared Reading (pdf) Lesson Plans / Strategies: Assessments: (pdf) 10 Vocabulary Strategies: * Figurative Language T190 * idiom Weekly Tests 8.7 – 8.8 Fluency: Stress T194 Cold Read student booklet p. 233 Decoding: T195 Stressed and unstressed syllables T195 Weekly Tests 8.11 – 8.12 Spelling: Vowel Sounds /ou/, /ô/ Grammar: Progressive Verb Tenses T198 Progressive verb tense, present progressive verb tense, past progressive verb tense, future progressive verb tense T198 Weekly Tests 8.13 – 8.14 Informative Writing: Focus Trait: Organization Book report, summary, conclusion T202 UNIT 2: Lesson 9 Oral Language: Read Aloud “Is Sasquatch Out There?” T236 Turn and Talk – T256 Classroom Conversation T259 Speaking & Listening – T267 Anchor Text: “Dear Mr. Winston” Realistic Fiction “Field Guide to Snakes of the Southwest” Informational Text Text-Based Comprehension: * narrator, dialogue, stage directions, formal language Target Strategy: Infer / Predict Target Skill: Story Structure Weekly Tests 9.4 – 9.5 Vocabulary in Context: Fault, borrow, reference, fainted, genuine, local apologize, proof, slimy, insisted T238 T259 Vocabulary Strategies: Antonyms T264 Synonyms Weekly Tests 9.2 – 9.3 Fluency: Accuracy T268 Cold Read student booklet p. 177 demand. Describe the role of producers and consumers. Identify examples of producers and consumers in the local community. Research the development of Utah’s economy over time. Identify the factors which bring about economic changes (e.g., natural resource development, new technologies, new market development, conflicts, education). Examine how economic development affects communities (e.g. drama, sports, tourism, power plants, mining).
31 32- 33 31 Assessment: Quick Quiz 1-4 Unit 8 Test Benchmark 4 due: Tracks B – May 13 Track C – May 27 Traditional – April 29 Review and Prepare for End of Level Tests Reteach, Review, and Enrich SAGE TESTING Post-Assessment due: Weekly Tests 29.8 – 29.9 Opinion Writing: T182 Focus Trait: Ideas Opinion essay, reasons, facts, and examples UNIT 6: Lesson 30 Oral Language: Read Aloud “Saving Sea Turtle” T200 Terms About Literature T210 Listening T214 Anchor Text: “Mystery at Reed’s Pond” Mystery “A Big Python Problem”” Informational Text “Naming the Turtle” “Greater Flamingo” Poetry Text-Based Comprehension: * conclusion and generalization; summarize Target Strategy: Conclusion and Generalization Target Skill: summarize Weekly Tests 30.2 – 30.3 Review Vocabulary: Appreciate, resources, effort, average, denied, suffered, informed, shallow, inspector, progress T200 Vocabulary Strategies: T32 Suffixes _r, _or, _ist Weekly Tests 30.4 – 30.5 Fluency: Accuracy and Cold Read student Magazine T224 Decoding: T225 Unusual Spellings Weekly Tests 30.6 – 30.7 Spelling: Unusual Spellings T226 Grammar: Pronoun Contractions T228 * contraction, homophones Weekly Tests 30.8 – 30.9 Opinion Writing: T42 Focus Trait: Sentence Fluency Opinion essay, reasons, facts, and examples
your vote, log on to GothicNet again to resume your vote and press submit to record your vote. 8. If YOU HAVE ANY QUESTIONS OR NEED ASSISTANCE WITH THE VOTING PROCEDURES, PLEASE CONTACT THE FOLLOWING PEOPLE LISTED BELOW WHO WILL BE AVAILABLE TO ANSWER YOUR QUESTIONS ON BOTH VOTING DAYS (MONDAY & TUESDAY – APRIL 24th AND APRIL 25th) FROM 9:00 AM – 5:00 PM. 9. If you have begun your voting and anticipate a problem during the time the people listed below are not available, simply press SAVE (instruction #6) until you are able to resolve your problem. (Before the voting period ends at 5:00 PM on Tuesday, April 19th) MONDAY 9:00 AM – 5:00 PM Chris Carnahan – Chairperson, Elections Committee Assistant - Educational Technology 201-200-2547 Mince John – Mathematics Dept. Amy Rady – Fitness, Exercise & Sports Dept. 201-200-3034 Mingshan Zhang – Accounting Dept 201- 200-2001 TUESDAY 9:00 AM – 5:00 PM Chris Carnahan – Chairperson, Elections Committee Assistant - Educational Technology 201-200-2547 Mince John – Mathematics Dept. Amy Rady – Fitness, Exercise & Sports Dept. 201-200-3034 Mingshan Zhang – Accounting Dept 201- 200-2001
Know where your sideline is. Has 120 yards of sideline coverage. Motion man coverage. Quick pass coverage. Pass Coverage. Read your key, was he held? Recognize formations and get off quick. Scrimmage Kick Coverage, [Punt (move downfield before snap) – Field Goal – Extra Point (Kick or Run)]. On field goal and pat’s, move to end line to determine if ball passes over or under crossbar, if under signal no score immediately. Signal backward pass with arm extended. Hold whistle if ball hits ground, get spot if it goes out of pounds. Crack back blocks. Watch for legality. Defensive holding on pass play. Know where the line of gain stick is and assist the Referee on plays that end close to that spot. Run out of bound coverage. Know eligible and help with ineligible receiver(s) down field. Assist with 7 men on the line of scrimmage. Assist the Referee if you know the QB INTENTIONALLY grounded a pass. Maintain CLEAN sideline. Help with getting the second ball into the Umpire under situations. You are to count the defensive players the entire game and communicate via signal to the Linesman that you have 11 players on the field. Observe the game clock to be assured it is starting, stopping and generally functioning properly. Observe “A” tackle – read run/pass. Be alert for illegal snap. General Mechanics: Work wide (wider is better).
Step 4: My Workforce Gap Analysis - Comprehensive Use this table to help you consider, identify and document your workforce gaps and how you can address them. Refer to the information you collected in Step 3: Future workforce requirements. Describe the workforce need. I.e. the capacity/capability needed What is the gap between the current and future workforces? And what are the workforce challenges associated with this gap? What is our priority in addressing this gaps What can we do to address these gaps? Consider the following categories: Import resource (contractor/new staff) Export work (contract out functions) Build up skills within existing workforce Example Team: Two or more people need to be competent in health and safety awareness, assessment, management One person is trained in health and safety for the organisation, but is looking for new work opportunities. Urgent – legislative requirement Provide additional health and safety training to staff. Contract in H&S management services Employ new staff with qualification Example National Organisation: Need to increase number of skilled coaches to 25 nationally, to account for participant growth Currently have 10 coaches in the Auckland/Northland area Not able retain existing coaches (3-year average term) Not all coaches have foundational coaching skills Medium – supports growth Recruitment drive/strategy developed Partnership with another organisation Develop coaching pathways for youth Implement coach training pathway to promote retention
PART II – To Be Completed by Head of Division Application is supported Yes No Reasons/Comments, which should include the following if application is supported: the Division’s staffing plans/needs (in relation to the applicant); the Division’s current and future strategic/focus areas of teaching and research; how the applicant will fit into the Division’s plans and future direction; and recommendation of an appropriate senior faculty member in the Division who will act as a mentor, together with the Head Name and Signature of Head Date
I wish to make application to bbodance for membership as a Student Vocational Member: Please tick the applicable box Working in Grade Six 2018 - $65.00 Working in Intermediate Foundation 2018- $65.00 Classical Ballet Tap Jazz Character Personal Details Please type on this form and return via email DO NOT HAND WRITE Name: Address: Postcode: Email: Home T: Mobile T: Studio Details Name of Studio/Teaching Centre: Principal of Teaching Centre: Payment Details Cheque – Please post cheque to above address with a copy of this typed form (not hand written) Please make cheque payable to British Ballet Organization (not bbodance) Direct Deposit – Account Name: British Ballet Organization (not bbodance) BSB: 032 289 Account Number: 159851 (Your Name must be the Bank Reference) Credit Card – Visa or Mastercard Only (Please note a 2% bank fee will be added to the total) Cardholder’s Name: Card Number: Expiry Date: Date of this Application:
Student:_____________________ Date Completed:________________ Private and Commercial Pilot Flight Training Normal & Crosswind Approach & Landings Objective: To develop the student's skill and knowledge of the normal and crosswind landings. Elements: How to determine landing performance and limitations. Configuration, power, and trim. Obstructions and other hazards which should be considered. A stabilized approach at the recommended airspeed to the select touchdown area. Coordination of flight controls. A precise ground track. Wind shear and wake turbulence. Most suitable crosswind technique. Timing, judgment, and control technique during roundout and touchdown. Direction al control after touchdown. Use of brakes. Use of checklist. Schedule: Preflight Discussion 0:15 Inflight Demonstration and Student Practice 0:30 Postflight Discussion 0:15 All Times Dependent on Pilot's Ability Equipment: Aircraft Drawing Surface and Marking Utensil Instructor's Actions: Student's Actions: PREFLIGHT: Discuss lesson objective Discuss common student errors in performing the maneuver. Discuss the FAA's emphasis on safety including collision avoidance and division of attention. INFLIGHT: Demonstrate the maneuver. Coach student practice. Evaluate student understanding of maneuver. POSTFLIGHT: Critique student performance. Answer student questions. Assign homework for next lesson. PREFLIGHT: Discuss lesson objective. Listens and takes notes. Resolves Questions. INFLIGHT: Reviews maneuvers. Pays attention and asks questions. Practices maneuver as directed. Answers questions posed by instructor. POSTFLIGHT: Ask pertinent questions. Answers questions posed by instructor. Critiques own performance. Completes assigned homework. Private and Commercial Pilot Flight Training Private Pilot Completion Standards: FAA-H-8081-14AS (Private PTS, IV., B., 1-9)
Toilet kit (toothpaste, brush, soap and towel) Bug repellent and sun screen Additional Desired Camping Equipment Suitable back pack (third year Scouts and above) Personal first aid kit Thermal Blanket (may be used when the sleeping bag is too light for the weather) Troop approved camp box with lock (for summer camp only) Collapsible stool without a back. (Only adults, Eagle and Life Scouts can use chairs with backs!) Food money, when appropriate Additional Spring/Fall Camping Equipment Food money Scout Handbook Tent Sleeping bag Foam pad or mattress Blanket Ground cloth Class A Uniform for travel T-shirts (2) Underwear (3 pairs) Socks, heavy (3 pairs) Long sleeve shirts Sweater or sweatshirt Pants (2 pairs) Shoes (2 pairs) Waterproof shoes or boots Hat Poncho or rain suit Medium weight coat Flashlight and batteries Knife with Totin’ Chip Compass Canteen or water bottle Mess Kit with utensils Lip balm Toothbrush and toothpaste Soap & personal hygiene items Towel Additional Winter Camping Equipment Scout Handbook Tent Sleeping bag Foam pad, mattress or cot Blanket (2) Ground cloth Tarp sized to cover tent Class A Uniform for travel T-shirts (3) Underwear (3 pairs) Socks, heavy (5 pairs) Long sleeve shirts - flannel (2) Sweater or sweatshirt Pants (2 pairs) Shoes (2 pairs) Long johns (2) Gloves or mittens Waterproof shoes or boots Stocking Hat or ski mask Poncho or rain suit Heavy coat Flashlight and batteries Knife with Totin’ Chip Compass Canteen or water bottle Mess kit with utensils Lip balm Toothbrush and toothpaste Soap & personal hygiene items Towel Additional Summer Camp Equipment Required Medical Form - completed and signed Permission Slip Wear During Travel Class A Uniform Comfortable walking shoes Need to Bring Class B Uniform Swim Suit Swimming goggles Pants for 7 days Sweater or jacket Underwear for 7 days Raincoat or poncho Sleeping attire Hat 1 pair of jeans Pocket knife and Totin’ Chip Washcloths Bandanas Toothbrush Wallet and money Toothpaste Flashlight & extra batteries Soap Sleeping Bag Hand towels Air mattress or cot Bath towels Tent Comb or brush Plastic ground cloth Metal or plastic mirror Extra shoes (no sandals) Sunscreen Shirts for 7 days Insect repellant Socks for 7 days Boy Scout Handbook Plastic cup with handle Notebook and pencils/pens Mess kit with utensils Optional Watch (inexpensive) Sunglasses
6 Does your policy/procedure include staff training regarding the requirements of the Bribery Act? If ‘yes’, please provide details. 7 Does your policy/procedure include monitoring and review of bribery risk? If ‘yes’, please provide details. Legal Working in the UK Yes No 8 Has your company or your subcontractors been the subject of court action under the Immigration, Asylum and Nationality Act 2006 (amendment 2008) If ‘yes’, please provide details. 9 Do you make checks to verify all workers are entitled to work in the UK? If ‘yes’, please provide details. 10 Do you have a policy/statement that sets out the steps your organisation has taken during the financial year to ensure that slavery and human trafficking is not taking place in any of your supply chains or in any part of your own business. If ‘yes’, please provide details.
Model Governance (ISAP 1A) – The application of a set of procedures and an organizational structure designed so that intended users can place their confidence in the results of the model. Model Risk (ISAP 1A) – The risk that, due to deficiency in the model or in its use, an intended user of the results of the model will draw an incorrect conclusion from those results. Opinion (ISAP 2, 3) – An opinion expressed by an and intended by that to be relied upon by the . Principal (ISAP 1, 2, 3) – The party who engages the provider of . The will usually be the client or the employer of the . Professional Judgment (ISAP 1, 2, 3, 5) – The judgment of the based on actuarial training and experience. Report (ISAP 1, 2, 3, 5) – The ’s (s) presenting some or all results of to an in any recorded form, including but not limited to paper, word processing or spreadsheet files, website(s), slide presentations, or audio or video recordings. Report Date (ISAP 2) – The date on which the issues a to . It usually follows the . Reporting Entity (ISAP 3) – As defined by the IASB in paragraph 8 of Framework for the Preparation and Presentation of Financial Statements, adopted in April 2001: “an entity for which there are users who rely on the financial statements as their major source of financial information about the entity.” Scenario Test (ISAP 5) – A process for assessing the impact of one possible event or several simultaneously or sequentially occurring possible events on an financial position. Social Security Program (ISAP 2) – A program with all the following attributes regardless of how it is financed and administered: Coverage is of a broad segment, or all, of the population, often on a compulsory or automatic basis; Benefits are provided to, or on behalf of, individuals; The program, including benefits and financing method, is prescribed by ; The program is not financed through private insurance; Program benefits are principally payable or delivered upon old age, retirement, death, disability, and survivorship, and the following benefits (if provided) are only ancillary to the principal benefit(s): Unemployment benefits; Medical expenses; Benefits provided due to work-related injuries, work-related death or occupational diseases; Short term social assistance benefits (e.g. food stamps); Benefits provided for disaster relief (e.g. insurance, or recovery
The Licensee’s Submission: The Licensee’s submission of power purchased from NPCIL generating stations for FY 2013-14 is provided in given below: Table 422: DETAILS OF POWER PURCHASE COST FROM NPCIL STATIONS FOR FY 2013-14 - PETITION Source of Power MW Available MU Fixed Cost Variable Cost Total Cost Average Cost (Rs. / kWh) (Rs. Cr.) (Rs. / kWh) (Rs. Cr.) (Rs. / kWh) (Rs. Cr.) (Rs. / kWh) NAPP 161 596 - - 2.65 157.94 2.65 157.94 2.65 RAPP #3&4 72 541 - - 2.97 160.60 2.97 160.60 2.97 RAPP#5&6 125 670 - - 3.67 246.01 3.67 246.01 3.67 Total 358 1807 - 564.55 564.55 3.12 The Commission’s Analysis: The assumptions considered by Commission while approving the power purchase from the NPCIL generating stations is given in below: Table 423: ASSUMPTIONS FOR POWER PURCHASE FROM NPCIL - FY 2013-14 S. No. Particulars Assumption 1 Power Purchase Quantum Net Power Purchase Quantum is derived as a product of respective power plants MW capacity, capacity factor and UP State's Share in respective power plant. Power sourced from these NPCIL plants is considered Must-run in Merit Order Dispatch. 2 Tariff (Single part) As provided in ARR / Tariff petition by Licensee for FY Table 424: METHODOLOGY FOR POWER PURCHASE FROM NPCIL - FY 2013-14 S. No. Particulars Methodology 1 Capacity Factor Capacity factor is considered to be the average of the capacity factor recorded at respective power stations for the last three year's (2010-11, 2011-12 and 2012-13). Capacity factors are sourced from official website of NPCIL.
53 Rosa Power Project I IPP/JV/Others Merit 3.68 3,205 72,354 54 Captive and Cogen IPP/JV/Others Merit 4.62 2,830 75,184 55 Anta NTPC Merit 4.90 639 75,823 56 IGSTPP, Jhajhjhar IPP/JV/Others Merit 5.06 350 76,173 57 Dadri Gas NTPC Merit 5.26 1,572 77,745 58 Auriya NTPC Merit 7.06 1,260 79,005 59 Inter system exchange (Bilateral & PXIL, IEX) / UI IPP/JV/Others Merit 5.04 5,627 84,632 ANNUAL REVENUE REQUIREMENT FOR FY 2013-14 The Commission has analysed all the components of the Aggregate Revenue Requirement (ARR) to arrive at suitable values. As per the Distribution Tariff Regulations, the ARR includes the following components: a) Power Purchase cost b) Transmission Charges c) SLDC Charges d) Operation and Maintenance Expenses Employee Expenses Administration & General Expenses Repairs and Maintenance Expenses e) Depreciation f) Interest and Financing Costs g) Bad and Doubtful Debts h) Return on Equity i) Taxes on Income j) Other Expenses k) Contribution to Contingency Reserve
YEAR 11 TEST 5 REVISION HW CALCULATOR Foundation Name: ______________________ Teacher __________ Transformations /10 Number /10 Constructions /10 Rounding /10 Transformations 1. Work out the area of the shaded shape. .....................cm2 Reflect the shaded shape in the mirror line. (3) 2. Rotate triangle P 180° around the point (-1, 1). Label the traingle A (2) 3. (2) 4. On the grid, show how this kite will tessellate. You should draw at least 8 kites. (1) 5. Enlarge the shape by a scale factor of 2 (2) TOTAL 10 Number 1. Work out 16 x 24 ……………………… (2) 2. Work out 144 ÷ 3 ……………………… (2) 3. Given that 46 x 78 = 3588 Work out 4.6 x 7.8 = …………………… b) 3588 ÷ 7.8 = …………………… (2) 4. A minibus can carry 12 people. 176 people are going on a trip. How many minibuses will be required? ……………………… (2) 5. A packet of sweets cost £1.12. Work out the cost of 17 packets: (2)