zilongwang/ReadingBank huggingface dataset:
Grade Level: 5 Title of Unit: Structures and Property of Matter Stage 1 - Desired Results Understandings: Students will understand that… Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials. Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; but the total mass remains the same. Essential Questions: How can I describe matter when it is made up of particles too small to be seen? Why is the total weight of matter conserved regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved? How can I use a material’s properties to identify the material? How can I use two or more different substances to make a new substance, and why will this result in a change of properties? Knowledge: Students will know… Matter is made of particles too small to be seen through the development of a model. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. No matter what reaction or change in properties occurs, the total weight of the substances does not change When two or more different substances are mixed, a new substance with different properties may be formed. Examples of observable properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Skills: Students will be able to… Discuss that matter is too small to be seen and how it can be identified. Describe the process of adding matter to an enclosed area and how it changes that area. Describe the process of mixing matter and what the result of that interaction is. Prove the total weight of matter does not change when there is a change in property. MIx two different substances and discuss the properties that are formed. Identify materials by observable properties and distinguish between them. Stage 2- Assessment Evidence Performance Tasks and other evidence: Successful teaching and learning requires more than a summative assessment at the end of the year. Educators need a new system of assessments to evaluate how well our students are learning and understanding the NGSS supported science curriculum. There are many classroom evaluations
Tests de lecture (textes variés) Lecture à voix haute Produire des textes oraux et écrits en français Dictées Journaux Productions écrites (textes narratifs, informatifs, B.D., argumentatifs) Projets L’examen de fin de cycle vaut 20% de la note du troisième trimestre. Mathematics: Miss Tracy Davey Please note that the Math Reasoning competency carries a greater weight than the competency Solving Situational Problems because the latter requires using reasoning to mobilize concepts and processes. The Math Reasoning competency will be developed and evaluated in all 3 terms. The competency Solving Situational Problems will be developed in all 3 terms but only evaluated in terms II and III. Communicating orally using mathematical language Classwork and homework Tests Problem Solving Tests Quizzes Project (LES)/Situational Problems Mental Computation Quizzes End of cycle exam (Grade 6 only) will represent 20% of the term 3 result. Sciences humaines: Comprendre l’organisation d’une société sur son territoire. Expliquer le changement dans une société. Prendre conscience de la diversité des sociétés. Toutes ces compétences seront évaluées au cours de l’année, mais seulement une note au bulletin représentera l’évaluation de ces compétences à chaque trimestre. Projets Tests Participation en classe Mini-quiz Sciences et technologie: Proposer des solutions ou des explications à des problèmes d’ordre technologique ou scientifique. Utiliser les outils, les objets et les procédés de la science et de la technologie. Feuilles de laboratoire Travail de classe (participation) Tests
This item key is not intended for distribution to students. The following table provides a crosswalk between Grades 6–12 survey items, the addressed in the Model Survey, and principles of accessible instruction and positive behavior supports. You may sort the table differently by (a) highlighting the table, (b) selecting the “Table Layout” tab, and (c) Selecting the “Sort” Function. Use this table to help you reflect on results from the MA Model Survey that in addition to reflecting good practice reflect elements of accessible instruction and positive behavior supports. Accessible Instruction (AI): ■ Positive Behavior Supports (PB): ● Standard I: Curriculum, Planning & Assessment Standard II: Teaching All Students I.A: Curriculum & Planning I.B: Assessment I.C: Analysis II.A: Instruction II.B: Learning Environment II.C: Cultural Proficiency II.D: Expectations St/Ind AI PB # Item II.B ■ ● 1. My teacher demonstrates that mistakes are a part of learning. I.A ■ ● 2. The activities in this teacher's class require me to think deeply. II.B ■ ● 3. My teacher believes in my ability. I.A 4. My teacher asks us to summarize what we have learned in a lesson. II.A ■ ● 5. My teacher encourages students to challenge each other's thinking in this class. II.C ■ ● 6. Students help decide the rules for how students should behave in this class. I.C ■ ● 7. Using rubrics given to us by my teacher, I suggest ways for my classmates to improve their assignments. II.D ■ ● 8. Students push each other to do better work in this class. I.A 9. I am able to connect what we learn in this class to what we learn in other subjects. II.A ● 10. My teacher asks me to improve my work when she or he knows I can do better. I.B 11. My teacher checks to make sure we understand what he or she is teaching us. I.A 12. My teacher uses open-ended questions that enable me to think of multiple possible answers. II.D 13. Examples of excellent work are provided by my teacher so I understand what is expected of me. II.B ● 14. In discussing my work, my teacher uses a positive tone even if my work needs improvement.
B14f. What can women do if they have unprotected sex and they do not want to get pregnant? B14g. What do women do in this community if they are pregnant but do not want to be pregnant? B14h. What have you heard about emergency contraception? Now, we would like to discuss the quality of health care services in [camp/area]. B15. What are some reasons why a woman would not seek health services? B16a. (PROBE: any problems with clinic or hospital hours? providers? or medicines?) B16. What safety concerns would prevent woman from seeking health services? B17. What have you heard about the quality of services for pregnant women and for giving birth? B18. Overall, how do you think health services for women and young people within [camp/area] could be improved? Now we would like to talk about STIs/HIV/AIDS for a few minutes. [**Note to assessment team: Consider modifying or removing HIV/AIDS questions in settings where the prevalence is very low**] C1. What do you know about HIV/AIDS? C2. What do people do to prevent HIV transmission? C3. For individuals that were taking HIV medicines (anti-retrovirals) before they fled, have they been able to continue receiving treatment? C3a. IF NO: why not? C4. What services exist for people living with HIV? C5. Are there costs in accessing these services? C6. Have you heard of any other diseases that you can get from having sex, for example, sexually transmitted infections? (PROBE: Can you name any sexually transmitted infections?) C7. What would people do in this community if they thought they had a sexually transmitted infection? C8. Where in this location can condoms be found? [IF respondents are unsure or say no, go to Q C8c] C8a. IF YES: are the condoms free? C8b. IF YES: how have women learned about where these condoms can be found?
6a Total Utility and Marginal Utility Units TU MU Consumed 0 0 -- 1 15 ______ 2 29 ______ 3 42 ______ 4 54 ______ 5 63 ______ 6 66 ______ 7 67 ______ 8 66 ______ Calculate: MU Plot: TU and MU Note: plot MU at the midpoints
(must be stated, not transferred by inference from (ii) (1) 2 (ii) Na+(g) + Cl–(g) ® NaCl(s) allow NaCl(s) ® Na+(g) + Cl–(g) if definition reversed (1) 1 (iii) larger (cations) not atoms, Li, Na (1) same charge on the cation / ratio of charge:size decreases / lower charge density not effective nuclear charge (1) therefore weaker attractions between cation and anion (1) (must clearly mean attraction between cation and anion) 3 (iv) (cations) not atoms, Mg, Na allow this mark if ‘repeated error’ from (iii) (1) greater charge on the Group 2 cation / ratio of charge: size increases / higher charge density (1) therefore stronger attractions between cation and anion (1) (must clearly mean attraction between cation and anion) 3 [9] 4. (i) CaCl2(s)  Ca2+ (aq) + 2Cl- (aq) (1) Ca2+ (g) + 2Cl– (g)  CaCl2(s) (1) Ca2+(g)  Ca2+ (aq) (1) State symbols must be shown (ii) H/kJ mol–1 CaCl2 (s)  Ca2+ (aq) +2Cl– (aq) –123 Ca2+ (aq)  Ca2+(g) +1650 Ca2+ (g) + 2Cl– (g)  CaCl2 (s) –2255 2Cl– (g)  2Cl– (aq) –728 Hhyd (Cl–(g) = = –364 kJ mol–1 3 equations (3) answer (1) OR via cycle: 3 steps (3) answer (1) 7 [7] 5. (a) Steam condenses to water when G  0 (1) H = TS (1)
S = 189 – 70 = 119 JK–1 mol–1 (1) H = 373 × 119 = 44 KJ mol–1 (1) 4 (b) spontaneous reaction when G  0 (1) CH4(g) + H2O(g)  CO(g) + 3H2(g) (1) S = 198 + 3 × 131 – 189 – 186 = 216 JK–1 mol–1 (1) the entropy change in –TS (1) makes G -ve once T is high enough (1) 6 (c) diamond  graphite S = +3 JK–1 mol–1 (1) since H  0, G is always  0 (1) kinetics: large Ea makes reaction too slow (1) 3 (d) CaO(s) + CO2(g)  CaCO3(s) S = 90 – 40 – 214 = –164 JK– mol–1 (1) G = 0, H = TS Ts = = 1085 K (1) 2 [15]
pH = 4.15 1 [16] 21. (a) Concentration of acid: m1v1 = m2v2 hence 25 × m1 = 18.2 × 0.150 OR moles NaOH = 2.73 ×10–3; 1 m1 = 18.2 × 0.150/25= 0.109; 1 (b) (i) Ka=[H+][A–]/[HA] not Ka = [H+]2 / [HA]; 1 (ii) pKa = –logKa; 1 (iii) [A–] = [HA]; 1 hence Ka = [H+] [A–] / [HA] = [H+] and –logKa = –log[H+]; 1 (c) ratio [A–] : [HA] remains constant; 1 hence as [H+] = Ka [HA] / [A–]; [H+] remains constant; 1 (d) (i) pH of 0.250 mol dm-3 HCl = 0.60 and pH of 0.150 mol dm-3 HCl = 0.82; 1 pH change = 0.22; 1 (ii) moles HCl = 30 × 0.250 × 10–3 = v × 0.150 × 10–3 = 7.50 × 10–3 OR v =30 × 0.250 × 10–3/ 0.150 × 10–3 =50; 1 water added = 50 – 30 = 20 cm3; 1 [12] 22. (a) proton or H+ donor (1) 1 (b) (i) partially ionised or dissociated (1) not fully (ii) NH3 (1) not NH4OH – but allow in equation not H2O – but allow in equation if both weak acid and base stated
Valerie Kubwimana University of Versailles Jennifer Frank University of Houston Law Center Ho Youn Ryu Sungkyunkwan University Law School Anika Patterson The George Washington University Law School Antti Lindholm University of Helsinki Seungwon Chang Seoul National University Law School Vanessa Enza Paradisi Fordham University School of Law Chan Albert Tze Man The University of Hong Kong Candice Colman Monash University
Urine Cytology Sterile container Refrigerate 4 days Wound Culture, Anaerobic eSwab Room Temp 24 hours Wound Culture, Bacterial Routine eSwab Refrigerate 72 hours Wound Culture, Fungal, Other eSwab Refrigerate 24 hours Specimen Collection: Urine 1. Submerge tip of transfer straw in specimen in the sterile container. 2. Order of draw: Must draw grey top tube before the cherry red/yellow top tube. Top Tube into the holder end of the transfer straw, utnil needle pierces the rubber stopper. 4. Hold in position until flow stops. 5. Remove Grey Top from holder. 6. Invert tube several times to dissolve white pellet at the bottom of the tube. WHEN ORDERING: CONTAINER/sTO SEND Urinalysis only OR Urinalysis and Culture Urine Culture only Miscellaneous urine tests micro albumin, electrolytes, urine genprobe, strep pneumo antigen, leJLRQHOOD DQWLJHQ HWF«) Urine Genprobe (GC/Chlamydia) Clean-Catch, Midstream, Random Urine: First-morning specimen is preferred as it is the most concentrated. It is important to avoid contaminating urine with bacteria and cells from the skin. 1. Wash hands with soap and water. 2. Unscrew the blue cap. Caution: DO NOT REMOVE the yellow label from the top of the Urine Collection Cup. There is a needle under the label. 3. Place blue cap on counter with straw facing upwards. Do not touch inside of cap or straw. 4. Open the towelette package. The package contains 2 towelettes. e
Calculating Summative Score Insert scores from worksheets above to calculate final score. Worksheet will round to hundredths place. Score Ranges Overall Score Range Final Rating 3.6 – 4.0 Highly Effective 2.8 – 3.59 Effective 1.91 – 2.79 Developing 1.0 – 1.9 Ineffective Please Note: Administrators must: Demonstrate one of the three highest SLG rubric scores (score of 2, 3, or 4) to be eligible to receive an Effective summative rating Demonstrate one of the two highest SLG rubric scores (score of 3 or 4) to be eligible to receive a Highly Effective summative rating Final Rating (from above): Educator Signature: _______________________________________________Date: _______________________ Evaluator Signature: _______________________________________________Date: _______________________ SECTION 2: Summary of Evidence (Print only if signature is missing from section two above.) Instructions: Two pieces of evidence are required for each indicator, regardless of performance level. This section does not need to be printed, but must be completed and provided to the educator electronically with Section 1 and Section 3. Evaluator uses observation and evidence review notes to write brief descriptions of mandatory and confirmatory evidence reviewed throughout the evaluation cycle that led to the performance levels indicated in Section 1. Instructional Leadership Domain Evidence Review Standard 1 Evidence Indicator 1 Indicator 2 Indicator 3
The staff of the elementary schools, to the extent practical, will assign no new work or testing; neither will any unique school event be scheduled for Good Friday, the evening prior to and the days of Rosh Hashanah and Yom Kippur. School Visitations Visitors are always welcome in the elementary schools. When visiting, we ask your cooperation in the following ways: Arrange for visitation in advance by a note or telephone call. Visitors can only enter the building through the main door. For the protection of our students, all visitors are required to stop at the school office, wear a visitor badge, and sign in and out. Please do not disturb the teachers and students in an instructional situation. Unless arranged beforehand, discussions with the teacher should be deferred to parent-teacher conferences. Please note that in order to enhance school security, surveillance cameras are being used at all school entrances. Personal privacy is limited in those locations. Images from the camera may be used in disciplinary proceedings and matters captured by the camera may be referred to local law enforcement as appropriate. EVERY SCHOOL HAS AN “OPEN HOUSE” AT THE BEGINNING OF THE SCHOOL YEAR – PLEASE VISIT Suzanne M. Henseler Davisville Academy Quidnessett Elementary School September 27th (K-12) 6:30pm September 13th (K-2) 6:00pm 50 East Court September 14th (Gr. 3-5) 6:00pm 541-6349 166 Mark Drive 541-6360 Forest Park Elementary School Stony Lane Elementary School September 14th 6:30pm September 13th (Gr. 3-5) 6:30pm 50 Woodlawn Drive September 14th (Gr. K-2) 6:30pm 825 Stony Lane
Excel Lecture 3-2 (multiple) Formulas 3L-2a (Sheet1) Create spreadsheet on right Save as 3L-2 D2 Type “Salary” Bold & Center Formula for Salary B3*C3 Copy down Change B4 to 28 C5 to 19.10 B7 to 24 Save Multiple 3L-2b (Sheet2) Dividing =cell/cell Copy and paste 3L-1a Save as 3L-2 Delete data in Column D Type “% of Actual” in D1 Divide Column C by B Copy Formulas Format Column D to Percent Format Column B - C to Currency Use Auto Width for columns Save again 3L-2c (Sheet3) Create spreadsheet below Use auto fill for months A11 type “Percentage of” (alt + enter) “Down Time” B11 Formula for downtime =(B3-B9)/B3 Copy Formula Across Format Row 11 to Percent A13 type “Hours Available” (alt+ enter) “January – June” B13 Formula for Hours =Sum(B3:G3) A14 Type “Hours Available” (alt + enter) “July – Dec.” B14 Formula for Hours =Sum(H3:M3)
CENTINELA VALLEY UNION HIGH SCHOOL DISTRICT OBSERVATION FORM SOCIAL WORKER Evaluatee: Evaluator: Assignment Location: Date of Observation: Status: (Check One) Probationary Year 1 Probationary Year 2 Temporary Permanent Rating Scale 4 EXCEEDS DISTRICT STANDARDS Exceeds expected level of performance, demonstrating superb practice. 3 MEETS DISTRICT STANDARDS The expected level of performance, demonstrating practice excellence. 2 PARTIALLY MEETS DISTRICT STANDARDS Partial or inconsistent performance. 1 DOES NOT MEET DISTRICT STANDARDS (UNSATISFACTORY) Little or no competence. Domain 1: Planning and Preparation The school social worker identifies school needs and organizes responses consistent with professional social work. Component 1a: Conducts multi-tiered school needs assessment Examples: Assessing individual student needs Assessing classroom and small group needs Assessing school-wide or universal school needs SSWAA Practice 1, 2 SSWAA Key Construct 4 NASW Standard 3 Commendations/Recommendations/Evidence RATING: Component 1b: Identifies scientifically supported educational, behavioral, and mental health services to address school needs Examples: Using research evidence to inform practice Reviewing program and practice outcomes from previous school years to improve services SSWAA Practice 1, 2, 3 SSWAA Key Construct 2, 3, 4 NASW Standard 4, 5 NASW Guiding Principle 3 Commendations/Recommendations/Evidence RATING: Component 1c: Identifies school and community resources to meet school needs Examples: Surveying school and community resources Knowing eligibility requirements for services Monitoring linkages between students/families, and services Taking leadership in developing new resources to meet school needs SSWAA Practice 3 SSWAA Key Construct 1 NASW Standard 4 Commendations/Recommendations/Evidence RATING:
Plant Operations Assessment Strategy Workshop Assessment Strategy for Construction and the Built Environment – Plant Operations and Lifting Operations National Vocational Qualifications (NVQ’s) and Scottish Vocational Qualifications (SVQ’s) The purpose of this workshop is for you to familiarise yourselves with the new assessment strategy, therefore using the assessment strategy that you have available on the table, explore the document and answer the following questions relating to how you interpret what your centre must do to comply with the requirements of the assessment strategy. You will have 40 minutes to answer the questions and discuss your answers with everyone at your table, you should then nominate a spokesperson who can speak on behalf of your table at the debrief. Question 1 (3-part answer) What is the primary source of evidence to be used whilst assessing a candidate? In what environment should that evidence be produced? What are the three mandatory types of evidence that must be recorded in a portfolio for every candidate? Answer: Part 1 – Workplace evidence through observation of normal every day performance Part 2 – The candidates normal work environment Part 3 – the bullet points in 2.1 of the assessment strategy 2.1 Workplace evidence is the primary source for meeting the requirements of assessment which must be produced through normal performance in the workplace, gained through experience, by using at least all of the following three (3) methods: observation of performance by the assessor or assessors witness testimony or testimonies by an expert witness/witnesses professional discussion. 2.2 All of these methods are mandated and are in addition to other forms of evidence. 2.3 Observation of a candidate's performance using the machine in the workplace producing the outcome of work, as identified within the relevant NOS, NVQ or SVQs, should be the main method of assessment. Question 2 (2-part answer) Who can provide a candidate with a Witness Testimony? What criteria must the witness meet? Answer: Part 1 – Expert Witness or Witnesses Part 2 – Paragraph 2.4 of the assessment strategy 2.1 Workplace evidence is the primary source for meeting the requirements of assessment which must be produced through normal performance in the workplace, gained through experience, by using at least all of the following three (3) methods: observation of performance by the assessor or assessors witness testimony or testimonies by an expert witness/witnesses professional discussion.
14. When you read in class, can you think of more than one answer to the teacher’s questions? ○ ○ ○ ○ 15. If you are sad or angry, do you feel like you can talk to your teacher? ○ ○ ○ ○ 16. Do you look over your classmates’ work and suggest ways to make it better? ○ ○ ○ ○ 17. Do your classmates behave the way the teacher wants them to? ○ ○ ○ ○ 18. Does your teacher encourage you to think of more than one way to solve a problem? ○ ○ ○ ○ 19. Do you and your classmates encourage each other to do really good work in class? ○ ○ ○ ○ 20. Does your teacher tell you what good work looks like on classwork and projects? ○ ○ ○ ○ 21. Does your teacher ask you to share what you have learned in a lesson? ○ ○ ○ ○ 22. Does your teacher use things that interest you to explain hard ideas? ○ ○ ○ ○ 23. Do you teach your classmates things you understand? ○ ○ ○ ○ 24. Do your classmates listen to your ideas? ○ ○ ○ ○ 25 . Does your teacher use your ideas to help classmates learn? ○ ○ ○ ○
Reaching Connecting Serving Application for Teaching Position Business office 209-599-2155 FAX 209-599-2170 www.RCSchools.com Position applying for________________________________ Date __________________ Name_____________________________ Phone ______________________________ Address_________________________________________________________________ (Number and Street) (City) (State) (Zip Code) Social Security Number________________________________Birth Date__________________ Marital Status & Family__________________________________________________________ Church Membership Yes No (circle one) Name of Church______________________________ RECORD OF TRAINING NAME AND LOCATION (CITY, STATE/PROVINCE OF SCHOOL FROM WHICH YOU GRADUATED WAS THIS A ? HOW LONG DID YOU ATTEND? DATE OF GRADUATION ELEMENTARY SCHOOL SECONDARY SCHOOL NAME AND LOCATION (CITY, STATE/PROVINCE) OF SCHOOL YOU ATTENDED. HOW LONG DID YOU ATTEND? DATE OF GRADUATION DEGREE RECEIVED COLLEGE OR UNIVERSITY RECORD OF EXPERIENCE NAME AND LOCATION OF SCHOOL(S) IN WHICH YOU HAVE TAUGHT (MOST RECENT FIRST) WAS THIS A CHRISTIAN SCHOOL? GRADE(S) AND/OR SUBJECT(S) TAUGHT NUMBER OF YEARS YOU TAUGHT THERE DATES/YEARS YOU TAUGHT THERE
Are loads moved over a long distance? □ Yes □ No Is the environment excessively hot or cold? □ Yes □ No Is the environment windy? □ Yes □ No Is the floor surface uneven or slippery? □ Yes □ No Is there adequate lighting? □ Yes □ No Is there adequate space? □ Yes □ No
the project with some exceptions. Some expenses are questionable. support project. completion with in-kind or financial support from collaborators. (0) (1-2) (3-4) (5) Comments: Score: *ADDRESSING HEALTH EQUITY (5 POINTS) Project does not work toward health equity. Plans to impact health equity are not included/likely. Plans to impact health equity are well defined and possible. Project will impact health equity during implementation or based on outcomes. (0) (1-2) (3-4) (5) Comments: Score: **ADDRESSING ACCESS (5 POINTS) Project does not work to improve access to prevention, screening, treatment, and/or quality of life. Plans to impact access to prevention, screening, treatment, and/or quality of life are not included/likely. Plans to impact access to prevention, screening, treatment and/or quality of life are well defined and possible. Project will impact access to prevention, screening, treatment, and/or quality of life during implementation or based on outcomes. (0) (1-2) (3-4) (5) Comments: Score: OVERALL COMMENTS/RECOMMENDATIONS Total Score: _______ /78 *Health Equity – The attainment of the highest level of health for all people. Achieving health equity requires valuing everyone equally with focused and ongoing societal efforts to address avoidable inequalities, historical and contemporary injustices, and the elimination of health and health care disparities. *Health Disparities – A particular type of health difference that is closely linked with social, economic, and/or environmental disadvantage. Health disparities adversely affect groups of people who have systematically experienced greater obstacles to health based on their racial or ethnic group; religion; socioeconomic status; gender; age; mental health; cognitive, sensory or physical disability; sexual orientation or gender identity; geographic location; or other characteristics historically linked to discrimination or exclusion. **Access – Access to health services means "the timely use of personal health services to achieve the best health outcomes." It requires 3 distinct steps: gaining entry into the health care system (usually through insurance coverage), accessing a location where needed health care services are provided (geographic availability), and finding a health care provider whom the patient trusts and can communicate with (personal relationship).
Contact Person Matt Gilbert, Gilbert Business Brokers Date Submitted 4/19/16 Title of Opportunity Profitable Houston Area Home Health Care Business Industry Home Health Care Seeking Buyer or Investor Buyer If Investment, $s and phase $499,000 Revenue Estimate for 2016 $562,000 Revenue for 2015 $395,044 Cash Flow 2015 & Estimate 2016 $170,431 (2015) - (2016 Net Income est. $222,680) Location (State or Region) Houston area Reason for selling This is the owners side business & it’s growing fast! No time, wants to focus on his main business Telephone (O) 281-903-5165 - (M) 281-832-0390 E-Mail #A) Contact Person## Bob Latham Transworld Business Advisors of Houston Date Submitted 4/19/16 Co-Broker with TABB Y/N Yes Title of Opportunity ATV & Tractor Dealer (Includes Real Estate) Industry Dealership Seeking Buyer or Investor? Buyer If Investment, $s and phase $3,650,000 Revenue estimate for 2015 $s $6,011,000 Revenue for 2014 $s Call for Details Cash Flow 2015 adj SDE / EBITDA $s $865,000 Location (State or Region) Houston, TX Reason for selling Retirement Telephone (O) 281-235-8440 E-mail Contact Person Jeff Jones, Advanced Business Brokers Date Submitted 4/19/16
Contact Person Dominick Caravella, III, Del Lingco International, Inc. Date Submitted 6//19/16 Title of Opportunity Wine Bar with Kitchen Industry Service Seeking, Buyer or Investor? Buyer If Investment, $s and phase $110,000 Revenue estimate for 2015 $s $278,667 Cash Flow 2014 adj EBITDA $s $40,243 Location (State or Region) Houston, TX Reason for selling Has business in Austin- no time for this one. Telephone (O) 713-783-5800 E-mail
If you have any questions or suggestions for the board, please email us @ HoustonTABBChapter@gmail.com TABB Can Help You Sell or Find a Business!! Contact Person Date Submitted Co-Broker Y/N Title of Opportunity Industry Brokers & Sellers – List the businesses you have for sale! Seeking Buyer or Investor If Investment, $s and phase FREE with TABB Membership! Revenue for 2015 Cash Flow Estimate 2015 adj. EBITDA $s Location (State or Region) Reason for selling Telephone E-Mail Contact Person Date Submitted Title of Opportunity Industry Buyers & Investors – Let us know what kind of business you are looking for! Seeking Business or Investor If Investment, $s and phase FREE with TABB Membership! Revenue for 2015 Cash Flow Estimate 2015 adj. EBITDA $s Location (State or Region) Telephone E-Mail
OFFICIAL CANADIAN KENNEL CLUB ENTRY FORM OBEDIENCE FORBIDDEN PLATEAU OBEDIENCE AND TRACKING CLUB ALL-BREED TRACKING TEST Sunday, March 18, 2018 Limited Entries: - 2 TD’S AND 5 TDX'S ENTRY FEES: T.D. $65.00; T.D.X. $80.00; CKC LISTING FEE: $10.50 Make cheques payable to: F.P.O.T.C. and mail to: Lesley Kenyon 1664 Claudet Road, Nanoose Bay, BC V9P 9B4 CLOSING DATE: Wednesday, Feb. 28, 2018 @ 4:00 pm Fees: Entry Fee $ Listing Fee: $ Total: $ Test Entered: TD TDX Worker Draw Registered Name of Dog: Breed: Variety: MALE  FEMALE Check One and Enter Number CKC Registration #  CKC Miscellaneous # CKC ERN #  Listed CKC PEN # Date of Birth: D M Y Place of Birth:  Canada  Elsewhere Breeder(s): Sire: Dam: Reg. Owners: Owner’s Address: Owner’s CKC Membership No: Name of Agent (if any): Agent’s Address: Mail to be sent to:  Owner or  Agent I CERTIFY that I am the registered owner(s) of the dog or that I am the authorized agent of the owner(s) whose name(s) I have entered above and accept full responsible for all statements made in this entry. In consideration of the acceptance of this entry, I(we) agree to be bound by the rules and regula- tions of the Canadian Kennel Club and by any additional rules and regulations appearing in the premium list. Signature of Owner or Agent Telephone Number E-Mail Address
(c) What did he say ?He said JH was his….. 2 Dracula asked Jonathan to write three letters to Mina. /3 (a) Did Jonathan write what he wanted in the letters? No he wrote down the Count’s words (b) What did Jonathan think that the Count was planning to do? He thought he meant to kill him (c) What was the date Jonathan put on the last letter? 29th June 3 On 29th June, Dracula spoke to Jonathan. (a) What did Dracula say? He said he had to go to England on the following day. /3 (b) What did Jonathan decide to do ? He decided to follow him to his room. (c) What did Jonathan see from the window in the passage? He saw Dracula disappearing in to the air as if having transformed into a bird 4 Jonathan found a way into an old chapel. /3 (a) How many wooden boxes were in the chapel? 50 (b) Who did Jonathan find in one of the boxes? CD (c) What did he look like? His thin, white face was fat and red. Fresh blood ran from his lips and he could smell the smell of blood 5 Jonathan heard some men coming. He left the chapel quickly. /3 (a) What were the men doing to the boxes?-they closed the lid s of the boxed and took them away- (b) Where was Dracula going? To England 6 What did Jonathan do?he escaped, climbing down the wall Letters 5 points each Some new vocabulary /1 Hurler pour un loup =to howl Une auberge = an inn une cape = a cloak Une ombre= a shadow Etroit = -narrow gorge = throat -dents pointues = sharp / pointed teeth- Escaliers en spirale = winding stairs Se pencher vers = to lean over Agité = restless/ fidgety s’évanouir = to faint l’aube= dawn
02.06 Budget Worksheet Your Chosen Career: ____________________________ Yearly Budget Gross Income Net Income (after taxes) Housing Yearly Cost Mortgage or rent Maintenance or repairs Supplies Home Insurance Furnishings Subtotals Transportation Yearly Cost Vehicle Payment Bus/Taxi Fare Automobile Insurance Licensing Fuel Maintenance Other Subtotals Food Yearly Cost Groceries Dining Out Subtotals Pets Yearly Cost Food Medical Grooming Toys Other Subtotals Savings or Investments Yearly Cost Retirement Account Investment Account Emergency Savings Subtotals Your Name:____________________________________ Total Yearly Expenses Difference (net income minus expenses) Entertainment Yearly Cost Video/DVD Vacation Other Subtotals Other Credit Debt Yearly Cost Student Loan Credit Card Credit Card Other Subtotals Utilities Yearly Cost Phone and/or Cell Phone Cable and Internet Electric and Gas Water and Sewer Waste Removal Subtotals Personal Care Yearly Cost Health Insurance Other Medical Costs Hair/Nails Clothing & Laundry Health Club Organization Dues or Fees Other Subtotals Gifts and Donations Yearly Cost Holidays and Birthdays Charity Donations Other Subtotals
shelter, protection, rehabilitation, discipline, transportation, etc.). YES NO What are they? Have you determined the impact on actual and potential beneficiaries of delays in the provision of services or participation in your programs and/or activities (economic, educational, health, safety, housing, ability to assert rights, transportation costs, etc.)? YES NO If so, what are they? Section IV: Resources Once you have reviewed your demographics, frequency of contact, and importance of your programs, activities, or services, a good self-assessment will identify the resources (dollars and personnel) available to ensure the provision of language assistance to LEP persons participating in your programs and/or activities. The level of resources and the costs may have an impact on the nature of the language assistance provided. Smaller recipients with more limited budgets are not expected to provide the same level of language services as larger recipients with large budgets. In addition, "reasonable costs" may become "unreasonable" where the costs substantially exceed the benefits. Reduction of costs for language services can be accomplished by such options as the use of technology (such as sharing through the internet, telephonic language lines, etc.); the sharing of language assistance materials and services among and between recipients, advocacy groups, and Federal grant agencies; and reasonable business practices. You should carefully explore the most cost-effective means of delivering competent and accurate language services before limiting services due to resource concerns. Have you identified the resources needed to provide meaningful access for LEP persons? YES NO Are those resources currently in place? YES NO Is there a staff member in your organization assigned to coordinate language access activities? YES NO If so, please identify by name or title, etc. Have you identified the points of contact where a LEP person interacts with your organization? YES NO
Summary of award categories See special awards on separate page Workmanship Stage Presentation Young Fan Costumers 12 and younger. This is our children’s Cos•Play Contest. All young participants must have adult supervision. The majority of the costume must be made/significantly modified by the contestant. Participants 12 and younger. This is our children’s Cos•Play Contest. All young participants must have adult supervision. Costume can be made/significantly modified by an adult. Novice Costumers with little to no experience, and anyone who has never won an award in a costume contest. First time performers and/or have only been on stage a few times, and anyone who has never won an award in a costume contest. Journeyman Costumers with significant costume experience. A winner of two “Best of Apprentice” awards competes as a Journeyman. Costumers with significant stage experience. A winner of two “Best of Novice” awards competes as a Journeyman. Master/ Pro Skilled costumers with extensive experience, several awards, or persons who make their living making clothing or costumes compete as a Master/ Pro. If you have won “Best of Journeyman” twice in local/regional conventions, you should compete as a Master/ Pro. Experienced or professional actors compete as a Master/ Pro. If you have won “Best of Journeyman” twice in local/regional conventions, you should compete as a Master/ Pro. Winning ‘Best of Show’ at any large regional convention moves a costumer up to the next skill division.
2000 or equivalent) is assumed. Knowledge about computer graphics (CSC 5870) and geometry will be helpful. Co-requisites: No Text(s) Book: There are no particular textbooks for this course. But the following textbook will be suggested: Siu-Wing Cheng, Tamal Krishna Dey, and Jonathan Richard Shewchuk, Delaunay Mesh Generation, Chapman and Hall/CRC, December 2012. ISBN-13: 978-1584887300. All the course topics and materials are selected from top journals and conferences in computer graphics and visualization fields, such as ACM TOG, IEEE TVCG, CAD, CAGD, SIGGRAPH, IEEE Visualization, EG, PG, SPM, GMP, SMI, MICCAI, etc. Computer Programs: C/C++, Java, OpenGL, Matlab, etc. Course Contents: (All slides and reference materials are posted on Blackboard at WSU) (Tentative)
If a floor surface is contributing to an accident or near miss please contact the School Business Leader to organise a slip test Contracting out cleaning All contractors must be assessed for competence before a contract is awarded and the work commences. Cleaning is categorised as a high risk activity therefore contractors must be accredited by a SSIP (Safety Scheme in Procurement) member organisation; this includes Sub-contractors. Contractors must be provided with appropriate information about the premises, fixture and fittings Points 1-24 of this RAP must form part of the contractors ‘Workplace Instructions/Safety Procedure’ Monitoring of the contractors adherence to health and safety must be carried out on a regular basis and recorded CONTROL MEASURES – TO CONSIDER New builds or refurbishments specifications should avoid high gloss, slippery finishes on floors, and include non slip flooring in wet areas. RELATED RAPS, COMPLIANCE NOTES, OTHER GUIDANCE Guidance on Infection Prevention and Communicable Diseases in Schools and Colleges, North Yorkshire Health Protection Agency R 1 – Slips, trips and falls CN3 – Risk Assessment CN5 – Manual Handling CN6 – Work at Heights CN8 – Selection & Control of Contractors CN10 – Workplace Inspection CN14 – Fire CN16 – First Aid CN21 – Hazardous Substances CN24 – Infection Control CN26 – Work Equipment Annex 2 - AREA INFORMATION Room schedule – updated March 2018 Block Room Description Area (m2) Floor type E00527/B01 4703/F001 Stairs / Landing (85% Circ) 36 LV E00527/B01 4703/F003 Store 16 CT E00527/B01 4703/F004 IT Classroom 90 LV E00527/B01 4703/F005 Stairs / Landing (85% Circ) 11 LV E00527/B01 4703/F006 Corridor (85% Circulation) 18 LV E00527/B01 4703/F007 Office 11 CT E00527/B01 4703/F009 Classroom 45 CT E00527/B01 4703/F010 Classroom 45 CT E00527/B01 4703/F012 Meeting Room 11 CT
Note: Explain who to contact should they be sick and want time off, or have a Grievance. Time off: Holidays □ Yes □ No Sickness □ Yes □ No Note: Explain the Grievance procedure and Disciplinary procedure can be found in the Employee Handbook. Job specific information: Pay □ Yes □ No Hours and shifts □ Yes □ No Work and meal breaks □ Yes □ No
4-H Club Annual Plan for 2018-2019 Club/Group Name: __________________________________________ County: ________________________ Month Date Time/Location Business Agenda Events Activities Items for group decision Program Agenda Educational program or activity Speakers Demonstrations Recreation Agenda Singing Games Team Building Refreshments Community Service Project Essential Elements Belonging - B Independence - I Generosity - G Mastery - M Special Events Club County Regional State October November December January February March April May June July August September
FTF: DO NOT REMOVE For details, visit geocaching.com FTF: DO NOT REMOVE For details, visit geocaching.com FTF: DO NOT REMOVE For details, visit geocaching.com Date: Date: Date: Time: Time: Time: Date / Name Date / Name Date / Name Date / Name Date / Name Date / Name
Times: 8:30am – 4.30pm with 30min Lunch (37 hours) Commitment: Permanent Commencement: 18th August 2016 (or as soon as possible thereafter in order to conduct a handover of the role from the current incumbent who is retiring) APPLICATION PROCESS You are asked to complete and include the following: Application Form Curriculum Vitae Application statement (page 8 and 9 of the application form) on this page I would be grateful if you could indicate in no more than 500 words how your previous experience has prepared you for this position. Applications received without a CES Application Form will not be considered for the post. Completed applications should be returned to: Nadia Persiano-Hardie, Human Resources either by post or via email If you require any further information please contact Nadia Persiano-Hardie, Human Resources by telephoning 023 9225 9214 ext 295 or Karen Hastilow, HR Officer ext 210. PROCEDURE FOR OBTAINING REFERENCES The candidate application form asks for three references. Normally one of these referees should be your current or most recent employer. Please see the details in the application form. We reserve the right to take up references with your previous employer. In addition to asking your referee questions related to your suitability for the position we will make enquires in to the following: Disciplinary procedures in relation to allegations of inappropriate conduct with children, including any in which the penalty is 'time expired' (that is where a warning could no longer be taken into account in any new disciplinary hearing for example)
Rule 14.04 No Cl-14-97888 IN THE COUNTY COURT OF VICTORIA AT MELBOURNE DAMAGES & COMPENSATION LIST GENERAL DIVISION BETWEEN 6DC PTY LTD Plaintiff and DAVID DUNLEAVY Defendant DEFENCE Date of document: 2 September 2014 Filed on behalf of: The Defendant Prepared by: Wells Thompson Lawyers Level 26 53 Lonsdale Street MELBOURNE VIC 3000 Solicitor's Code: 336552 DX: Tel: Fax: Ref: Email: rec@wt.com.au In answer to the Plaintiff's statement of claim indorsed on the Writ and dated 27 June 2014, the Defendant says as follows: Subject to the production of a certificate of registration, the Defendant admits that the Plaintiff is the owner of the vehicle W41 IE ("plaintiff's vehicle") as pleaded in paragraph 1 (a). The Defendant admits paragraph 1 (b). In response to paragraph 2, the Defendant: Admits that there was a collision between the 'Plaintiff's vehicle' and a motor vehicle driven by the Defendant ("collision"). Admits that the collision occurred on or about 3 September 2012 at or the Hume Highway, Glenrowan.
Please complete this section about yourself and your Spouse/Partner. & / Client Spouse / Partner Name: (First / M. / Last) (Please enter full Legal Name) Gender: Male Female Male Female Special Needs? Yes No Yes No In Good Health? Yes No Yes No Marital Status: Wedding Anniversary: / / / / Previous Marriages? Yes No Yes No Citizenship: Driver’s License (DL) Number: DL State Issued: DL Issue Date: / / / / DL Expiration Date: / / / / If there have been any previous marriages, that ended in divorce or death, please list them here. Name of Previous Spouse/Partner Date of Divorce Date of Death Years of Marriage Was married to 1. / / / / 2. / / / / 3. / / / / NOTES: Address Line 1: Address Line 2: City: State: Zip: - Home Phone: no dashes Fax: no dashes Client - Cell Phone: no dashes Spouse/Partner - Cell Phone: no dashes Client - Email: Spouse/Partner - Email: How many years at this address? I
Caltrans Sustainable Transportation Planning Grant District Contact List DISTRICT CONTACT MPO/RTPA DISTRICT 6 1352 W. Olive Avenue P.O. Box 12616 Fresno, CA 93778-2616 Paul Marquez (559) 445-5867 Email: Alec Kimmel (559) 488-4325 Email: Fresno COG Tulare CAG Kern COG Kings CAG Madera CTC DISTRICT 7 100 S. Main Street Los Angeles, CA 90012 Charles Lau (213) 897-0197 Email: Southern California Association of Governments DISTRICT 8 464 W. 4th Street Mail Station 722 San Bernardino, CA 92401 Rebecca Forbes (909) 388-7139 Email: Sothern California Association of Governments DISTRICT 9 500 S. Main Street Bishop, CA 93514 Dave Bloom (760) 872-6799 Email: Inyo LTC Mono LTC Eastern Kern (COG) DISTRICT 10 1976 E. Dr. Martin Luther King Boulevard P.O. Box 2048 Stockton, CA 95201 Mountain Counties— John Gedney (209) 948-7112 Email: Merced, San Joaquin, Stanislaus Counties— Tom Dumas (209) 941-1921 Email: Alpine CTC Amador CTC Calaveras COG Mariposa LTC Merced CAG Tuolumne CCAPC San Joaquin COG Stanislaus COG DISTRICT 11 4050 Taylor Street Mail Station 240 San Diego, CA 92110 Seth Cutter (619) 688-2597 Email: San Diego Association of Governments DISTRICT 12 3347 Michelson Drive Suite 100 Irvine, CA 92612-0661 Maureen El Harake (949) 724-2086 Email: Southern California Association of Governments
Teacher(s):Webster PE Dept Course: Weekly Agenda Fall Semester 2017/2018 Monday Tuesday Wednesday Thursday Friday Standard 6:1.1-1.10 2.6-2.9 7:1.1, 1.3-1.6 8:1.3-1.4 2.12 5.1-5.5 2.7, 5.4-5.5 5.2-5.6 3.1 -3.3 4.1-4.2 3.1 4.1 - 4.7 3.1-3.5 3.1,3.2-3.5 2.1-2.5 2.2-2.6 2.1-2.6 Learning Objectives Unit: Manipulative skill development Lead games Tactics Dept. Activity: Focus on group dynamic activities Mile Run : Fitness testing Pre/post testing Elite fleet 4th week Fitness day : Classes will be assigned to fitness center or gym for health related activities Unit: Movement concept Assessment of skills (monday) Lead games Instructional Activities Refer to individual Teacher's Unit Plan Assessment Evaluate individual responsibility in group efforts Complete under times accordingly state mandated test Plan and implement a weekly personal physical fitness plan in collaboration with the teacher. Teaching & Learning Framework Standard 1: Planning & Preparation Focus Standards Establishing Instructional Outcomes 1. Value, Sequence, Alignment & Clarity Designing Coherent Instruction 1. Standards-Based Learning Activities 3. Purposeful Instructional Groups 4. Lesson & Unit Structure Designing Student Assessment 1. Aligns with Instructional Outcomes 2. Criteria & Standards 3. Design of Formative Assessments
Signature of Employee Date Employee’s Name – Printed Complete Background Check Form on Next Page Compass Academy 2016–2017 Criminal History Background Check Form Last Name: Maiden and/or Other Name: First Name: Middle Name: Driver’s License Number: State Issuing Driver’s License: Date of Birth (example 01/23/45): Social Security Number: Sex: Race: Current Street Address: City: State: Zip: List Where You Have Lived or Worked in the Last Five Years City/Town County State From To
Learning Activity 2.7 (p. 106) Feature Automatic processes Controlled processes Level of conscious awareness required normal wakefulness focused attention Level of attention required low/minimal high/more Speed at which the processing is performed relatively fast relatively slow Task complexity easy/simple difficult/complex Ability to undertake other tasks simultaneously yes no Example (will vary) (will vary) Learning Activity 2.8 (p. 107) 1 Construct a hypothesis for the experiment. Examples: • Participants will selectively attend to one of two distinct games presented in superimposed video sequences. • When participants observe people engaged in two different games in a video, they will demonstrate selective attention by responding only to the designated stimulus. 2 Identify the independent and dependent variables in the experiment. • IV: type of game behaviour (basketball-passing or hand-slapping) • DV: number of presses of the response key 3 Suggest why an independent-groups design used for the experiment, rather than a or matched-participants design? • The repeated-measures design would expose participants to the same footage twice, possibly causing an unwanted order effect due to influences such as task familiarity and boredom through stimulus or task familiarity. • The matched-participants design would require identifying a participant characteristic relevant to the DV and matching pairs on this characteristic. This is weighed up against the resource demands of organising such an experiment. The matched-participants design was not deemed to be warranted. • The independent-groups design (using random allocation) was probably deemed suitable and practical (after considering the relative advantages and limitations of each type of design).
Lowered alertness. Less able to exert control over is more disordered Relaxed & less control, attention starts to wander Trickier to juggle tasks, more likely to experience accidents Judgment impaired. Increase in reaction times acts and feels Inhibitions reduced. Talkative. Less and caution. Body impaired or Less aware of time. Less aware of what is going on around you. affected. Far less limited, far less structured, more illogical. Speech slurred, attention wandering. Reflexes slowed. Difficulty performing simple tasks. Large consistent increases in reaction times. Senses impaired. Visual attention impaired. Unstable emotions, e.g. aggressive, withdrawn or overly Balance and greatly impaired. Time could pass slowly or quickly, perhaps gaps in time are Sleepy. Limited awareness of surrounds. Less Vague & Slurred speech. No focus. Cannot perform basic tasks. Perception greatly impaired. Higher pain threshold. Confused. Unable to remember events. Apathetic. Unable to walk without help. Little or no of the immediate Stuporous but conscious at 0.30%. Loss of (like surgical ‘Out of it’. Cannot stand or walk. Incapable of voluntary action. Difficult to wake up. Cannot respond to stimuli. Not responsive. Can barely move at all. No of the immediate 0.40%