zilongwang/ReadingBank huggingface dataset:
For Quality, Timeliness, Customer (QTC) service, go to QTC Exam Track. For Veterans Evaluation Services (VES), go to . Important: Access to vendor web sites has to be requested by Regional Office (RO) management. A designated RO contract examination coordinator or liaison may be assigned to monitor contract examinations. Notes: Examinations by the Veterans Health Administration (VHA) are located in a specific SharePoint site for VHA contracted C&P disability examinations. Due to limited access, each RO has designated individuals with access to the site. Print examination reports on yellow paper when processing claims in the paper environment. 2. Examination Report Requirements Introduction This topic contains information about reviewing examination reports, including who must sign examination reports ensuring examiners are qualified telehealth examinations Disability Benefits Questionnaires (DBQs) completed by VA or non-VA health care providers DBQs completed by Veterans who are physicians/health care providers qualification requirements of examiners – initial mental disorder examinations qualification requirements of examiners – review or increased evaluation mental disorder examinations qualification requirements of examiners – Traumatic Brain Injury (TBI) examinations qualification requirements of examiners – hearing loss and tinnitus requirements for examination reports requirements for Acceptable Clinical Evidence (ACE) examination reports evaluating disability diagnoses questions about competency and/or validity of examinations handling unusual cases accepting a fee-based examiner’s report, and examiner statements that an opinion would be speculative.
the EP for Original and Supplemental Claims claimant previously filed for benefits (making the current claim supplemental), or is filing an initial (original) claim. Follow the steps in the table below to determine if a claim should be controlled with an original or supplemental EP. Step Action 1 Open Share. 2 Select the CORPORATE INQUIRY command. Enter the claimant’s Social Security number (SSN) or claims folder number into the FILE NUMBER OR SSN field. Select SUBMIT. 3 Select AWARDS/RATING from the MENU bar. Select the RATING INFORMATION tab. Has the claimant already received any rating determinations? If yes, use a supplemental rating EP from the 020 series. If no, go to Step 4. Note: For more information on establishing a request for reconsideration, see M21-1, Part III, Subpart ii, 2.F.1.b. 4 Select READY. Select the Beneficiary Identification & Records Locator Subsystem (BIRLS) INQUIRY command, and Select the INACTIVE COMP & PEN tab. Are there any entries in the DIAGNOSTIC table ENTITLEMENT CODE field, or Reason for Termination or Disallowance field? Illustration: If yes, use a supplemental rating EP from the 020 series. If no, use an original rating EP from the 110 series, if there are seven or fewer claimed contentions, or 010 series, if there are eight or more claimed contentions. Note: For full guidance on proper EP control, see M21-4, Appendix B.
Department of Veterans Affairs M21-1, Part X, Chapter 15 Veterans Benefits Administration September 25, 2015 Washington, DC 20420 Key Changes Changes Included in This Revision The table below describes the changes included in this revision of Veterans Benefits Manual M21-1, Part X, “Matching Programs,” Chapter 15, “Social Security Administration (SSA) Prison Match.” Notes: The term “regional office” (RO) also includes pension management center (PMC), where appropriate. Unless otherwise noted, the term “claims folder” refers to the official, numbered, Department of Veterans Affairs (VA) repository – whether paper or electronic – for all documentation relating to claims that a Veteran and/or his/her survivors file with VA. Reason(s) for the Change Citation To add a note that the Social Security Administration (SSA) Prison Match worksheet or listing must be uploaded into the Veteran’s electronic claims folder (eFolder). Rescissions None Authority By Direction of the Under Secretary for Benefits Signature Thomas J. Murphy, Director Compensation Service Distribution LOCAL REPRODUCTION AUTHORIZED Chapter 15. Social Security Administration (SSA) Prison Match 1. SSA Prison Match Worksheets
Teacher: Russo Course: Health Science 2 Period(s): 1st Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): Explain how diet can contribute to worker performance. Explain standards of professional appearance Create a characteristic profile of a HC worker Identify why teamwork is beneficial in HC. Identify 6 characteristics of a good leader Standards or Frameworks: LAFS.1112.RI.1.1 LAFS.910.RI.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 LAFS.910.1.2 LAFS.113.SL.1.2 LAFS.W.1.2 Activities: Independent reading and recall questions Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Abbreviation quiz Classwork / Homework/ Bell Work Abd- Abdominal Ac – before meals BP – Blood pressure CHF – Congestive heart failure CNS- Central nervous system Put yesterday’s abbreviations into a short story. ASAP – As soon as possible CBR – Complete Bed Rest In. – Inches H & P – History & Physical gtts. - drops Put yesterday abbreviations into a short story Review for abbreviation quiz
Current procedure does not provide for the creation of Retired Files. R&E FLDR TRFR TO VA REC (SERV) CENTR (date of transfer) Obliterate this stamp if noted during routine operations. Folders transferred to VA Records Service Center have been destroyed. R&E FLDR LOC (name of RO) Placed immediately next to the R&E FLDR stamp when Registration and Eligibility (R&E) or Dependents Educational Assistance (DEA) folders were at another RO by reason of Vocational Rehabilitation and Employment (VR&E) workload consideration. c. List of Additional Outdated Folder Notations Other outdated folder notations include DECEASED CASE PAY RECORDS LOCATED ___________ RATED 1945S REVIEWED UNDER PUBLIC LAW NO. 2, 73RD CONGRESS REVIEWED LETTER D A 12-14-54 REVIEWED UNDER INSTRUCTION #3 SECTION 27 AND 28 PUBLIC LAW 144, 73RD CONGRESS, and 7-195 FILED IN R&E FOLDER ON ___________.
Swatara Middle School 8 – Gold Homework Date: September 29, 2016 Day: 5 SUBJECT TEACHER HOMEWORK English Wolf Complete the reflection and summary on the fanfiction organizer. Make sure all five left and right sides are done. Gliem None ELL Schofield None Mahmood None History Surmacz Finish five quality responses to other students for the Unit 3 Discussion on CANVAS – Due tomorrow! Unit 3 Test tomorrow! Math Dubbs Intro to Algebra Riddle worksheet 11.10 Algebra p. 95 – 96 #11, 12, 16, 17, 19, 20, 23 – 30, 38, 39 Quiz tomorrow Geometry p. 115 #8 – 21 Kratz Study Guide Worksheet 2-1 # 1 - 6 and 2 board problems will also be added to their worksheet Science Hansen none Reading/ Responding to Reading Coble Due Sept 30 : Journal Writes and Do Now Sheets Due Oct 6: Body Camera Essay, worksheets and Marked Text Luckenbill None Warkomski None Health/ Physical Education Jackson None Toone Chapter 1 Lesson 4 Review Morrison none Ryneski none
Lesson 2 Skills Practice Representing Linear Functions Find four solutions of each equation. Write the solutions as ordered pairs. 1. y = 8x – 4 2. y = –x + 12 3. 4x – 4y = 24 4. x – y = –15 5. y = 7x – 6 6. y = –3x + 8 7. y = 12 8. 4x – 2y = 0 9. 4x – y = 4 Graph each equation by plotting ordered pairs. 10. y = 3x – 2 11. x + y = 3 12. y = – x + 13. y = –2x – 5 14. y = 4x – 8 15. y = x – 2 16. y = –5x 17. 2x + y = 6 18. y = 5x + 1
Teacher: CONLON Course: Marine Science 1 Period(s): 3-6 Week of: 9/03/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Students will be able to understand the basis of planet earth and its relationship to the marine environment. Daily Learning Goal NO SCHOOL – LABOR DAY Students will identify how we explore the oceans. Activities: 1. 1. Mapping using longitude and latitude – continued 1. Mapping using longitude and latitude 1. Review for unit test 1. UNIT 2 TEST Classwork / Homework 1. HMK: none 1. Notes HMK: study for unit test 1. Guided reading 2. Activity – coloring map HMK: study for unit test 1. Review for test HMK: Study for unit test 1. Unit 2 test HMK: Standards or Frameworks: SC.912.N.17.2,SC.912.N.1.3 SC.912.N.17.2,SC.912.N.1.3 SC.912.N.17.2,SC.912.N.1.3 SC.912.N.17.2,SC.912.N.1.3
Teacher: Michelle Tschantre School: Eastern North Carolina School for the Deaf Title of Unit: Continents, Oceans, Prime Meridian, Equator, Hemispheres Grade Level: 6th Estimated Class Time: 3 Days (9/30-10/2) Objectives: 6.G.2.1 Materials and Resources: 3 pictures of the globe One 9x9 sheet of paper Continents, Oceans, Prime Meridian, Equator, Hemispheres PowerPoint Coloring Quick Check Cut and Paste Labeling Quick Check Hemisphere Quick Check Review Sheet Test Lessons Day 1: Do Now Vocabulary Set-up Journal using the 3 pictures of the globe and the 9x9 paper. Exemplar located in the teacher’s copy. Complete Oceans and continents in journal using the oceans and continents slides in PowerPoint Complete Coloring Quick Check Overview: Student will have a pretest on maps to help show a baseline of understanding. Student will create a foldable to help in understanding of Continents, Oceans, Prime Meridian, Equator, Hemispheres Student will have a review activity Student will take a test Day 2 Do Now Vocabulary Complete prime meridian and equator section in journal using the prime meridian and equator and continents slides in PowerPoint Complete Cut and Paste Labeling Quick Check Complete hemisphere, prime meridian, and equator section in journal using the oceans and continents slides in PowerPoint Complete Hemisphere Quick Check Do Now Words: Governor, Great Depression, Hydroelectricity, Immigration Day 3 Complete review work. Correct needed review questions Study Test Do Now: A PowerPoint will be up upon entering the classroom. Students will retrieve notebook from their cubby as they enter. Students will copy down the definition, and any other helpful information. They then will need to draw a picture representing the word. After 5 minutes, the teacher will sign the information for the students and prompt answers for the critical thinking question. After students should then go to their assigned cubby and switch out journals. Vocabulary: Continents, Oceans, Prime Meridian, Equator, Hemispheres, Asia, Africa, North America, South America, Europe, Australia, Antarctica, Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean, Southern Ocean, Northern Hemispheres, Southern Hemispheres, Eastern Hemispheres, and Western Hemispheres. Goals: Students will locate and label: The continents The oceans The equator The prime meridian. The hemispheres Assessment: Completed Interactive Journal Completed Summative Quick Checks Review Summative Test
Schulte’s Weekly Lesson Plans: September 4-September 8, 2017 Date Yearbook *Learning Goals: CCSS **English-8: Daily Activities Mon. Sept. 4 ******************** No School; Labor Day ****************** Tues. Sept.5 Plan/design our location Discussion & action on this year’s theme; small group activity Sports Schedule Camera exploration; downloading SL.8.1a-d All signed forms due today Finish QRI Narrative (if necessary) Media Center orientation; extra credit for signed rules sheet. Intro book check-out procedure for classroom library; D.S.S.R.T. (Daily Sustained Silent Reading Time) begins tomorrow! Writer’s Notebook & binder set-up w/tabs Reading log sheet & grading system for D.S.S.R.T. Begin Literary Genre Exploration with book sorting Wed. Sept.6 Continue with theme; groups report when ready Room decor Continue camera exploration Circle Time RL.8.1 SL.8.1a-d D.S.S.R.T. (Daily Sustained Silent Reading Time) Picture Day for students (called out alphabetically by grades) Continue discussion of Respect x Responsibility; model expectations; Gallery Walk Continue book sorting & genre labeling Intro Lifesaver icebreaker Thurs. Sept.7 Continue with theme; groups report when ready Intro photo project Circle Time RL.8.1 SL.8.1a-d D.S.S.R.T. Reading Interest-a-lyzer Model expectations; Gallery Walk Continue book sorting & genre labeling (quiz tomorrow!) Lifesaver ice-breaker Fri. Sept. 8 Continue work on photo project Circle Time RL.8.1 SL.8.1a-d D.S.S.R.T. Genre Quiz Continue Lifesaver ice-breaker If time, intro Bio-Poems for next week. REMINDER: Monday is our official library day *Please refer to the grade level Common Core State Standards (CCSS) document, found on my website tabs, to read the specific details of each CCSS. **All Daily Activities are subject to change/shifting due to school closings, building activities, or scheduling.
ONE: The good you do today, people will often forget tomorrow; ALL: Do good anyway. ONE: Give the world the best you have, and it may never be enough; 1 ALL: Give the world the best you've got anyway. ONE: You see, in the final analysis, it is between you and God; ALL: It was never between you and them anyway. Scripture Settings Dick Gockley Today’s Prayer New Testament: Philippians 4:4-8 Gospel Lesson: Matthew 6:26-34 Sermon “Where There Is Sadness, Let Me Sow Joy” *Apostles Creed (back of hymnal #881) *Sermon Hymn “Joyful Joyful We Adore You” #4 The Prayers of the People One: God is with you. All: And also with you. One: Let us pray. Lord, make me an instrument of Your peace; Where there is hatred, let me sow love; Where there is injury, pardon; Where there is doubt, faith; Where there is despair, hope; Where there is darkness, light; And where there is sadness, joy. O Divine Master, Grant that I may not so much seek To be consoled as to console; To be understood, as to understand; To be loved, as to love; For it is in giving that we receive, It is in pardoning that we are pardoned, And it is in dying that we are born to Eternal Life. Amen. 2 Pastoral Prayer (includes prayer concern sheet) Our Lord’s Prayer (debts/debtors) Invitation To Share We are called to sow love where there is hatred, pardon where there is injury, faith Where there is doubt, hope where there is despair, light there is darkness, and joy where there is sadness. Let us give ourselves to these higher purposes today. Offertory – “Jesus, Thou Joy of Loving Hearts” - Young *The Response “Tune of Doxology” Praise God, from whom all blessings flow. Praise God, all creatures high and low. Praise God, in Jesus fully known: Creator, Word and Spirit One. Amen. *The Offertory Prayer Gracious God, we joyously place before you our offerings. May these gifts support our ministry so that others may gather in your name and follow your path of love and peace. Amen. *Closing Hymn “Rejoice You Pure In Heart #55
Yavapai-Apache Nation Regular Council Meeting September 4, 2018 6:00 PM to 9:18 PM Middle Verde Administration Building Meeting called by: Chairwoman Jane Russell-Winiecki Note taker: Karla Reimer Agenda topics 1 1. Call to Order Chairwoman 5 2. Invocation 1 3. Roll Call Karla Reimer 10 4. Approval of Agenda 20 5. Minutes of 7-19 & 8-2-2018 30 6. Old Business a. Update on the Disposing of Grease b. Update on Sprinkler System at Montessori c. Update on Code Ordinance Regarding EPA Marti Blad Jim Simons Scott Canty 10 7. New Business Council Reports Apache Alliance Report – Chairwoman Russell-Winiecki 120 1 8. Public Comments 9. Adjournment
Copies of all media and promotional material produced through the contract have been provided to NCLLS. Yes/ No All media and promotional material have appropriately acknowledged the contribution of NCLLS. Yes/ No Copies of maps or shape files showing the type and location of all on-ground works have been provided to NCLLS. Yes/ No All actual outputs and activities achieved through this contract have been completed in IRIS. Yes/ No All actual outputs achieved through any Contractor-negotiated Landholder Works and Management Agreements have been completed in IRIS. Yes/ No All electronic records related to this contract, including this report, attachments and site photos, have been saved in the relevant contract folder in EDRMS. Yes/ No Contract Manager has advised the contractor to submit final invoice and advised Contract Administration Officer to Goods Receipt the service delivery. Yes/ No Status of this Contract and any Contractor-negotiated Landholder Works and Management Agreements have been changed to ‘completed’ in IRIS. Yes/ No If ‘No’ has been selected anywhere above, please provide further comments to explain: Any other comments: Contract Manager Signature Date
1 In below, the measure of , , , and . Which ratio represents the sine of ? The diagram below shows right triangle UPC. Which ratio represents the sine of ? 2 Which ratio represents the cosine of angle A in the right triangle below? Which ratio represents in the accompanying diagram of ? 3 In the accompanying diagram of right triangle ABC, , , , and . What is ? The diagram below shows right triangle ABC. Which ratio represents the tangent of ? 4 In triangle MCT, the measure of , , , and Which ratio represents the sine of ? In , the measure of , , and . Which ratio represents the tangent of ? Partner Peanut Butter Partner Jelly
with at least two references. Closure: Save their work as with the reading guide. Closure: Go over the answers to the chapter reading guide aloud. game character. Interactive Instruction: Students will meet with their groups and make a plan for completion on the project. Students will continue activity 2-1 group work. Closure: Assess the progress of students to give a final deadline. Friday Independent Work: Students will log into the website to practice keyboarding skills. Learning Target: I can format an unbound report on my own. Interactive Instruction: Students will complete report and print for a grade. Closure: Check your document and write any corrections on the paper. Independent Work: What’s my job? Learning Target: I can explore careers in the Construction and Government career clusters. Interactive Instruction: Students will complete at least two career handouts and, one from each cluster and conduct career research to compare two careers. Closure: Turn in all work completed or not. Independent Work: Bell work Ch2, Day 6. Learning Target: Students will work together as a team to complete a task on a tough time limit. Interactive Instruction: Students must turn in their completed projects today by the end of class. Closure: E-mail your final project to me.
Lesson 6 Skills Practice Solve Systems of Equations by Graphing Solve each system of equations by graphing. 1. y = x – 9 2. y = –2x y = 2x + 4 y = x + 3 3. y = 4x – 6 4. y = –x y = 2x – 3 y = x + 6 5. y = –5x – 8 6. y – x = –1 y = 2x – 1 2y = x + 8
Point I ( , ) Line 9 Point J ( , ) Line 10 Point K ( , ) Line 11 Work for line 12 Point L ( , ) Line 12 (hint use synthetic division) Point M ( , ) Line 13 Point N ( , ) Point O ( , ) Point P ( , ) Point Q ( , ) Point R ( , ) Point S ( , ) Point T ( , )
Microwave, tag number 06870. DuKane filmstrip, projector and accessories, tag number 07135. Califone recorder player, tag number 05478. Califone recorder player, tag number 00430. Audiotronics recorder player, tag number 00365. 3M Overhead, located on East Elementary Stage. 91 Various outdated and/or damaged library books at Eaton High School. Motorola XPR4300 2-way Bus Radio, tag number 012087. Motion by Mr. Renner , seconded by Mrs. Noble , to approve agenda Item V. N. Discussion – Mr. Cooper asked if we can sell any surplus items. Mrs. Dodson Answered that everything is broken but may be sold for scrap. Cooper Y Noble Y Renner Y Shepherd Y Parks Y . President declares motion PASSED . #1415-089 Donation The Administration recommends acceptance of the following donation. From Liberty Tax Service & Associates, school supplies to East Elementary. From Steve and Debora Silvers to Eaton High School Athletic Fund for a wrestling mat. From Howard G. & Eleanor C. Silvers to Eaton High School Athletic Fund for a wrestling mat. Motion by Mr. Shepherd , seconded by Mr. Cooper , to approve agenda Item V. O. Discussion Cooper Y Noble Y Renner Y Shepherd Y Parks Y . President declares motion PASSED . #1415-090 Other New Business – Mr. Renner commented that the wrestling room looks like it is coming along. Mr. Parks thanked everyone for their donations. Executive Session – There was no executive session.
Lesson Plan for French I Week of September 8 - 12 Objective Plan Homework MONDAY To identify subjects and verbs in French. To use subject pronouns. Review subjects and verbs and subject pronouns p. 12-14 Grammavision 1.1-1.2 Quiz: Subjects and verbs and subject pronouns Teach Dans la salle de classe p. 18 with classroom objects TUESDAY To ask and answer about things in a classroom. To use classroom expressions. Teach Exprimons-nous! p. 18 Assign Activities 26-27 p. 19 Review Activities 26-27 p. 19 Teach À l’école p. 20 with gestures Assign Activities 30-34 p. 20-21 Activities 31-34 p. 21 WEDNESDAY To ask and tell how words are spelled. Use indefinite articles and plurals of nouns. Check homework completion. Review homework. Teach Les accents and Exprimons-nous! p. 23 Assign Activities 36 - 37 p. 23 Teach Indefinite articles and plural of nouns p. 24 Assign Activities 40-42 p. 24-25 THURSDAY Use the verb avoir and negation. Review Vocabulary with Quizlet. Quiz: Vocabulaire 2 Teach Grammaire 2: avoir and negation p. 26 Assign Actiivites 46 – 49 p. 26-27 Activities 46-49 p. 26-27 FRIDAY Use the verb avoir and negation. Check homework completion. Review homework. Grammar reinforcement: Quack - Avoir
Announcement of Upcoming CQM Training District: Louisville Date(s) of Training: 9 – 10 September, 2014 Start and End Time(s): 0800-1500 Location of Training: Associated Builders & Contractors, 1810 Taylor Ave, Louisville, KY POC for Registration: Jennifer L. Stuecker POC’s Contact Info: 502-400-2035 or jennifer@abcindianakentucky.org Registration Deadline: (if space available) Registration Fee: $250.00 Checks Payable to: Associated Builders & Contractors Mailing Address for Checks:
AGENDA ITEM 2015 RISK REGISTER PURPOSE: To present and endorse the Risk Register. RECOMMENDATIONS / KEY DECISIONS REQUIRED: To endorse the arrangements in place and the proposed improvements to process and streamlining REASONS: Report Author: Betsan O’Connor Designation: ERW Managing Director Tel No. 01267 676840 E. Mail: JOINT COMMITTEE
Quadriceps Lying Down Stretch (Contract-Relax Version) “Quadricep Stretches.” See The Front Plank McDermott, Nicole. (2014). “How to Do the Perfect Plank.” See The Side Plank “Basic Workout: Side Plank.” See “Side-Plank.” See Bird Dog “Bird-Dog—The Ultimate Core’s Strength Booster.” See Glute Bridge Lefkowith, Cori. (2014). “A Must-Do Glute Exercise—The Glute Bridge.” See Discover ALL the Exercises That Melted Away My Back Pain “Low Back Pain Fact Sheet.” (2003). National Institutes of Health (NIH): National Institute of Neurological Disorders and Stroke. See
(DFE) Female:400 M/F: 22.86% Vitamin B6 Male: 1.7 Female: 1.5 0.4 0.6 0.7 0.3 0.2 0.7 0.483 M: 28.41% F: 32.2% Vitamin B12 (ug) Male: 2.4 Female: 2.4 0.0 0.3 0.1 0.1 0 0.0 0.833 M/F: 34.71% Calcium (mg) Male: 1200 Female: 1200 52.8 39.1 184.4 89.3 32.8 47.4 74.3 M/F: 6.19% Iron (mg) Male: 8 Female: 8 2.0 1.9 6.0 2.3 1.7 3.0 2.82 M/F: 35.25% Fat (g) Male: ND Female: ND 19.2 7.7 47.2 4.4 0.9 15.2 31.53 Protein (g) Male: 56 Female: 46 8.3 15.7 16.1 8.8 8.9 8.8 11.1 (g) Male: 130 Female:130 29.3 35.2 60.7 36.2 51.5 67.4 46.72 Sodium (mg) (AI) Male: 1200 Female: 1200 401.5 709.7 1334.8 104.4 135.7 151.8 472.98 Potassium (mg) (AI) Male: 4700 Female: 4700 487.8 778.9 1416.1 500.5 446.4 1609.0 873.12 M/F: 18.58% *results obtained from the Government of Canada Nutrients highlighted in red: less than ⅓ of RDA Observations: Nov 6th Inspired vegan hot dish (not very informative of what’s in the dish) Suggestion from some people: not everyone is aware that a menu is posted/ not very eye catching Self serve tea and coffee (unlimited) Mostly Caucasian Majority senior but a lot of adults aged 20-49 21 guests in total Age:36 Sex: Male Comments: no changes, lunch is great
9 GDPR Template : Parental Data Amendment Response Letter DATE Dear XXXXXXXXXXXXX, Data Amendment Response Thank you for submitting a request to amend data we hold in relation to your child. The outcome of the request is as follows : Decision Description Reasons for Decision Next Steps ✓ We have accepted your request. We will direct the relevant staff to contact you within 48 working hours to make arrangements for you to review the data as requested. We have NOT accepted your request to view the data we hold. You should speak to the school’s Data Protection officer, who will advise you of your rights in this case. We require some additional information from you in order to evaluate your request. We will direct the relevant staff to contact you within 48 working hours to make arrangements for you to provide the additional information as requested. Yours sincerely, XXXXXXXXXXXXXX Data Protection Officer
gphpT – 2 kjpg;ngz;fs; : 10 ,yf;fz tpdhf;fs; (7 tpdhf;fs;) 5 × 2 = 10 gphpT – 3 kjpg;ngz;fs; : 50 gFjp – 1 ,yf;fzk; (ahg;G> mzp) (3 tpdhf;fs;) 2 × 5 = 10 gFjp – 2 miug;gf;f msT – Jizg;ghlk; (3 tpdhf;fs;) 2 × 5 = 10 gFjp – 3 Mq;fpyr; nrhw;fSf;Fj; jkpo;tbtk; (3) muG vz;fSf;Fj; jkpnoz;fs; (2) jkpohf;fk; (3) Mq;fpyg; gonkhopfSf;Fj; jkpo;g; gonkhopfs; (2) gFjp – 4 fijia epiwT nra;jy; (5) my;yJ ftpij Gidjy; (vl;LthpfSf;Ff; Fiwahky;) gFjp – 5 ghly; fUj;J – eak; vOJjy; (5) gFjp – 6 gbtk; epug;gy; (5) gFjp – 7 tho;tpay; #oy; czh;jy; 3 + 2 = 5 gphpT – 4 (kjpg;ngz;fs; : 20) gFjp – 1 tpz;zg;gk; / kly; tiujy; (10) gFjp – 2 Fwpg;Gfs; nfhz;L fl;Liu Mf;fy; (10) MATHS TERMINAL EXAMS
Educators can be a huge gift to students living in poverty. In many instances, education is the tool that gives a child life choices. A teacher or administrator who establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next. Never has it been more important to give students living in poverty this gift. References Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill. Comer, J. (1995). Lecture given at Education Service Center, Region IV. Houston, TX. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes. Joos, M. (1972). The styles of the five clocks. In R. D. Abrahams & R. C. Troike (Eds.), Language and cultural diversity in American education (pp. 145–149). Englewood Cliffs, NJ: Prentice-Hall. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD. Montana-Harmon, M. R. (1991). Discourse features of written Mexican Spanish: Current research in contrastive rhetoric and its implications. Hispania, 74(2), 417–425. Palincsar, A. S., & Brown, A. L. (1984). The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. Ruby Payne is President of aha! Process. Her most recent book is Under-resourced Learners: Eight Strategies to Boost Student Achievement (aha! Process, 2008); .
IR Monthly Report September 2011 Stock performance Month September 2011 August 2011 Max Price (Baht) 5.70 6.45 Min Price (Baht) 4.80 5.3 Average Price 5.43 Baht 5.91 Baht Month September 2011 August 2011 Max Vol. (shares) Min Vol. (shares) 1,200 Average Vol. Total Vol. (shares) 1,069,800 4,186,200 GC 4.80 – 5.70 5.43 2554 SET INDEX 6.09 2554
Reports to Council The Minutes of all Audit Committee meetings shall be circulated to members of Council. The Chair shall through the Chief Executive Officer submit an Annual Report to the Council summarising the Committee’s activities through the year and the related significant results and findings. The purpose of the Committee’s reports to Council will be for advice and information, not for authorisation. Audit Committee Chair’s Report The report from the Chair of the Audit Committee for the period 1 January to 31 December 2017 is attached. The Audit Committee met on four occasions during 2017: 16 February 11 May 21 August 16 November Both External and Internal Auditors are invited to attend all meetings. Council Officers attend as required. The External Auditor is the Auditor-General Victoria and the Internal Auditor is Pitcher Partners Consulting Pty. Ltd. 2018/19 – 2022/23 Strategic Internal Audit Program The attached Strategic Internal Audit Program for 2018/19 to 2022/23 was prepared by Council’s Internal Auditor Pitcher Partners following discussions with Management. The program outlines the audits proposed to be undertaken over the five year period and provides a detailed Internal Audit Plan for the 2018/19 financial year. The Audit Committee endorsed the 2018/19 – 2022/23 Strategic Internal Audit Program and 2018/19 Detailed Internal Plan at its meeting on 10 May 2018 meeting. 2017 Audit Committee Chair’s Report and 2018/19 – 2022/23 Strategic Internal Audit Program Presentation The Chair of the Audit Committee Mr. Bruce Potgieter in company of the Deputy Chair Mr. David Ashmore, attended the Councillor Briefing on 2 July 2018 to present the Chair’s report and Strategic Audit Program to Councillors. Human Rights Consideration This recommendation complies with the Victorian Charter of Human Rights and Responsibilities Act 2006. Attachments 1. Audit Committee Chair's Report 2017 Excluded 2. 2018/19 – 2022/23 Strategic Internal Audit Program Excluded Recommendation That Council notes: 1. the 2017 annual report from the Chair of the Audit Committee; and 2. the 2018/19 – 2022/23 Strategic Internal Audit Program.
And last but not least, Twitterversity! A lot of you have signed up to our upcoming events (see below) hoorah! These will be fantastic, so don’t delay in siging up if you haven’t yet. Our knowledgable and wise West of England AHSN Q, Nathalie Delaney, will be hosting a How To Use Twitter session at the beginning of the Habits of an Improver workshop on the 13 July. In order to help get the session underway we strongly advise you to sign up to Twitter before the workshop. Being on Twitter is most certainly not a prerequisite to being a Q, however, we are about to host our Twitter Hours once a month and it would be great to have your voices heard during these hours. If you’re not sure how to sign up, and follow steps 1-3. Speaking of which, please to see how our very first Twitter Hour went. There are a few tweaks to be done before our next session but we feel that it was a fantastic start to opening up discussions amongst the Q-mmunity. In fact, the conversation was shared right across the country. It’s also a fantastic way of involving colleagues who may have missed the opportunity to apply last year, to join in the conversation. Important Dates: 23 May – Twitter Hour round 2. More on this to come…. 16 June – Achieving Better Care: Sharing Quality Improvement Strategies – QI Conference in Taunton. 30 June – Improvement Coach Refresher (for those of you who have trained to be an Improvement Coach and would like a refresher course) 4 and 5 July – Improvement Coach Programme (for those of you who have not yet trained to be an Improvement Coach). 13 July – The Habits of an Improver with Bill Lucas. In the words of Porky Pig, that’s all folks…
Graduation Matters Montana (W) Montana Model United Nations (W) Foreign Language Club (W) National Honor Society (W) Culture Club (W) Book club (W) 2.3 Mentoring Traditional 1:1 (M) Peer (M) Group/Team (M) Freshman Academy (A/P) Radio/Communication Club (W) 2.4 Transition At-Risk Student Events (varies) College Student Panels (W) Academic Planning (A/P) 2.6 School Initiative College Vocabulary Words Activity (AE) Shakespeare in the Schools (AE) Goal 3: Increase GEAR UP students’ and their families’ knowledge of postsecondary education options, preparation, and financing 3.1 College and Career Awareness Career Counseling Activities (A/P) STEM Career Activities (JSV) College/Career Fair (W) College Visit (CV) Legislature Visit (EFT) Girls for a Change Conference (W) Guest Speaker (W) Local Essay Contest (AE) MSU-Bozeman Rockin’ the Rez (CV) Job Site Visit/Job Shadowing (JSV) Student Panel (W) 3.2 Financial Aid Awareness Financial Aid Presentation (FA) Scholarship Awareness (FA) Financial Budgeting Activity (FA) Student Assistance Foundation Resources (FA) 3.4 Parental Engagement College Savings Plan (FE) Family Events, e.g.: Open House, Student-Led Conferences, or Cultural Events, etc. (FE) 3.5 Student Advisement MCIS Exploration (resumes) (A/P)
Signature [INSERT AUTHORISED SIGNATORY’S NAME] for and on behalf of the Co-ordinating Commissioner ……………………………………………… Title ……………………………………………… Date SIGNED by [INSERT AUTHORISED SIGNATORY’S NAME] for and on behalf of [INSERT PROVIDER NAME] …………………………………………….. Signature …………………………………………….. Title ……………………………………………… Date
RECONCILIATION STATEMENT We acknowledge that we are meeting on the traditional land of the Boonwurrung and Wurundjeri people and offer our respects to the elders past and present. We recognise and respect the cultural heritage of this land. PRAYER Almighty God, we humbly beseech you, to grant your blessing on this Council, direct and prosper its deliberations to the advancement of your glory, and the true welfare of the people of the City of Stonnington. Amen. NOTE Council business is conducted in accordance with Part 4 Division 3 of the Meeting Procedure section of Council’s General Local Law 2008 (No 1). Some copies are available with the agenda or you can find a copy on Council’s website under local laws.
Regional Housing Authority of Sutter and Nevada Counties 1455 Butte House Road, Yuba City, CA 95993 Phone: (530) 671-0220, Toll Free: (888) 671-0220 TTY: (866) 735-2929, Fax: (530) 673-0775 PAYMENT STANDARDS 2014 County 0 bedroom 1 bedroom 2 bedrooms 3 bedrooms 4 bedrooms Sutter County $496 $ 598 $765 $1106 $1,309 Nevada County $915 $921 $1220 $1798 $2079 Colusa County $513 $516 $698 $1,028 $1,236 Effective 12/1/2014
over the course of a text, including how it emerges and is shaped and refined by specific detail; provide an objective summary of the text. main point. Identify specific details that support the development of a theme or central idea as it emerges is shaped is refined I can find details that support the author’s main point as it’s developed. Provide an objective summary. I can summarize the details that support the author’s main point without making inferences. details. I can distinguish how details help to develop the theme/author’s main point. Interpret how the text supports key ideas or themes with specific detail. I can understand how details in the text support the author’s main point. Formulate an objective summary that includes how the central idea emerges, is shaped and refined by specific details. I can summarize how the details help to show, create, and finalize a author’s main point. RL 3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other Identify: complex characters in a text evidence in a text that makes the character Analyze how characters change over the course of the text Explain how characters’ motivations/traits affect the plot
in two different artistic mediums, including what is emphasized or absent in each treatment ( e.g. “ Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus) I can identify different artistic types. Understand the literary and artistic use of the terms “subject” and key scene I can identify the subject of the art form or the central scene. scene I can understand the author’s/ artist’s reason for selecting the subject. Analyze why the artist/author emphasized ideas for effect I can determine the artist’s purpose for emphasizing certain elements. Explain what is stressed or missing from a given representation in two different artistic mediums ( e.g. “ Musee des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus) I can discriminate between important and/or missing details in two different artistic pieces. RL 9: Analyze how an author draws on and transforms source Distinguish between theme and topic Compare/contrast the treatment of similar themes or topics from
Rockcastle High School Instruction and Interventions TIER I Progress on Tier I interventions is monitored at least monthly. Whole Group Instruction Adaptations/Interventions Academics Behavior Academics Behavior Instruction designed to address state standards, using a variety of resources, materials, and strategies Common Assessments for each instructional unit Screening/diagnostic assessment 2 times per year School wide rules Classroom rules Rocket Tours On-going screening Classroom Management Plans Modeling Paraphrasing Graphic organizers Flexible grouping Multisensory instruction Manipulatives Homework/Practice Technology based guided practice Detention Student Conferences Parent Contacts TIER II Interventions (In addition to Tier I whole group instruction and more frequent than Tier I interventions) Progress on Tier II interventions is monitored at least bi-monthly. Academics Behavior Media-assisted Reading MobyMax Reading Plus Catchup Math Multisensory instruction Edhelper.com Small group explicit instruction Small group guided practice Computer based instruction Instruction using below grade level reading or math materials Individual explicit instruction Individual guided practice Mentoring Group counseling Individual counseling
9/11; design is sensitive to multiple viewpoints; uses color and a unique design. sensitive to multiple viewpoints; Uses color and a unique design. sensitive to most viewpoints; Uses color and a mostly unique design. think of other viewpoints when creating this; Does not use color or design is very similar to one viewed in class viewpoints when creating; Does not use color; Design appears to be copied from another source. Responded to prompt: written and verbal Clearly responds to all parts of the prompt / assignment Responds to main question / prompt with one minor exception Responds to main question / prompt with two minor exceptions Response to prompt is mostly vague or unclear Does not respond to prompt Supporting paragraph Evidence very clearly and accurately supports the position Evidence clearly supports the position, with one minor inaccuracy or exception Argument is supported by limited evidence or a major inaccuracy Little evidence and two or more major inaccuracies Evidence unrelated to argument or inaccurate Cooperation Students worked well in their group, being respectful, supporting each other and incorporating all members; The group was on task at all times Students were respectful in their groups, however at times not all group members were included; when group got off task, they quickly refocused Group was two times; Not all group members were included; One minor incidence of disrespect One incident of disrespect; Some group members were not included in the process; Group was off task several times and had difficulty refocusing Group was disrespectful; did not work together as a team; Group was off task three or more times and had difficulty refocusing Total: ________ / 20 = ___________%
Objective An objective is a statement of intention with which actual achievements and results can be measured and compared. Objective(s) must be written “SMART” – specific, measurable, achievable, relevant and Note: Your objective(s) may have different timeframes. If successfully selected as a Grantee, you will be funded for 5 years; hence, consider both short and long-term objectives. Strategies and Activities Strategies and Activities must be linked to evidence-informed and/or promising practices. Strategies are the general approaches taken to achieve the objectives. Activities are specific actions to implement the strategies. Note: Activities should occur between October 1, 2015 through September 30, 2016. References used for evidence-based, evidence-informed and/or promising practices 1a. Implement at least two strategies to increase medical/dental collaboration by September 30, 2016. 1b. Increase by 10 percent the number of third grade children with dental sealants on permanent teeth by September 30, 2021. Strategy 1a. Integrate oral health care into overall health care. Activities (October 1, 2015 through September 30, 2016): Facilitate discussions between medical and dental health professionals to determine areas for collaboration. Work with physician assistant, nurse practitioner and nursing programs, and medical schools to incorporate Smiles for Life into curriculums. Summary of the First Leadership Colloquium: Medical and Dental Collaboration, U.S. National Oral Health Alliance, 2011. Preventing Dental Caries
Improve oral health literacy among decision makers, medical providers, and the public by developing fact sheets, media campaigns, etc. Strategy 1b. Leverage resources to expand the school-based sealant and fluoride varnish program. Activities (October 1, 2015 through September 30, 2016): Contact partners to determine their level of interest to participate in the school-based dental sealant and fluoride program, such as safety net dental clinics, private practice dentists, Federally Qualified Health Centers (FQHC) and tribal entities. through School Based Sealant Programs, Updated Recommendations and Review of Evidence. Application of Sealants Through School-Based Sealant Programs Decreases Dental Caries Prevalence CDC – School-Based Dental Sealant Programs
Qualification/Validation of transport of Products from place of dispensing to patients of CG Store and distribute all Products under appropriate conditions in compliance with requirements and any licence requirements Maintain the integrity of the cold/ambient chain. Distribute to patients in a timely way as described in the contract specification and service level agreement. Maintain an audit trail to the patient. This should include both product and delivery details e.g. batch numbers and delivery times. CG CA Remarks 7. Documentation Ensure that prescriptions as well as records of procurement, dispensing and distribution are clear, readily available and retained for the period required by current legislation. Records shall ensure the traceability of the origin and destination of Products. Ensure written procedures are available to describe all operations that may affect the quality of the Products. E.g. dispensing and distribution Archiving of dispensing and distribution documentation Maintain a record of batch numbers of products procured, supplied or returned in the event of a recall (see section 10). Batch numbers for supply and return should be recorded to patient level. CG CA Remarks 8. Other Quality Control and Quality Assurance Make available evidence of closure of, and assigned risk rating for, regulatory body inspection reports as requested by CG. CG CA Remarks 9. Complaints Acknowledge any complaints from CG or patients of CG concerning quality of supplied product or service within 48 hours Investigate and document any complaint within 2 weeks. This document should include details of all corrective and preventative actions
to buy the other something fancy. When they realize that they have made each other the very same thing, they laugh at this coincidence. After Buddy and his friend exchange their special gifts, they open more traditional gifts from the relatives with whom they live. Buddy expresses great disappointment with his clothing and year’s subscription to a religious magazine. There is nothing personal about these gifts; they are simply useful – not fun or imaginative. After his friend opens her more traditional gifts, she admits that the kite is her most treasured gift. These homemade “gifts from the heart” represent the true spirit of giving. Surely anyone can purchase a gift; not everyone can make a special gift designed specifically for someone else. Compare the description of the “coming of winter morning” in the opening paragraph to the description of the “coming of winter morning” at the bottom of paragraph seven at the end of the text. How has the tone changed? What does this signify? The winter setting at the beginning of the text creates a warm, nostalgic atmosphere. The kitchen during late November, or during “fruitcake weather”, is described as being part of an old house in a country town; next to the roaring fireplace are two rocking chairs, presumably for Buddy and his best friend. Once the ingredients for the thirty fruitcakes are gathered, the kitchen in this cozy county home is described as being the center of great activity; at the end of the day, the warm kitchen is the place where the two can finally rest after a long productive day. At the end of the text, Buddy’s friend cannot rouse herself to express her usual excitement that it is, indeed, “fruitcake weather”. The November morning is described as being “leafless” and “birdless”, thus signaling a distinct
8:10 – 9:10 Whole Group Reading (Objectives are covered in small group, whole group, & Intervention - Targeted Skills are highlighted.) Science & Social Studies objectives are integrated into reading. ELA.3.2 Vocabulary Words ELA.5 High-Frequency Words ELA.1.0 Word Families ELA.1 Decode & plurals ELA .6- Author’s Purpose ELA. 6-Story Structure ELA.5 Fluency with complex sentences ELA. 10.3 –Plural Nouns SC.2 Sound SC4 Effects of Force SC.5 Plants SC.6 Animals Characteristics SC.7Geological features SS.10 Power & Authority Monday: Bremen Town Musicians Skills & WB pages from TE pp. Slides 8-47 Bremen Town Musicians Skills & WB pages from TE pp. Slides 90-122 Bremen Town Musicians Skills & WB pages from TE pp. Slides 123-145 Bremen Town Musicians Skills & WB pages from TE pp. Slides 146-161 Tests: Selection Test AR Test Running Record Spelling Test Grammar Test Tuesday: Bremen Town Musicians Skills & WB pages from TE pp. Slides 48-89 9:45 – 10:45 Small Groups Below Level On & Above Level Decodable Reader #9-Fletch & Fran Read story orally & discuss, pp.256-273 Read & Discuss Below Level Reader Worksheet for Below Level Reader Finish any unfinished group work. Decodable Reader #9-Fletch & Fran Read story orally & discuss, pp. 256-273 Read & Discuss Below Level & On Level Readers Worksheet for On Level Reader Finish any unfinished group work.
Setting Event Strategies Antecedent Strategies –Examples Classroom Management /Playground Checklist Completed. Clearly displayed Visual Time-Tables, constructed to support changes that occur throughout the day. Seating Arrangements/ Alternative work station required for certain subjects. Differentiated Activities. Sensory Breaks regularly scheduled throughout the day. Changing how you say “no” Degree of Choice in the Day Regular opportunities to display success and competence throughout the day. Alternative Behaviours to be reinforced./ Resources required for teaching. Providing Positive Consequences for 0 levels of Behaviour Be clear that the correct function of the behaviour has been identified. Consider the level of prompts required to teach the functionally equivalent replacement behaviour. Make sure the functionally equivalent replacement behaviour accesses the maintaining consequence on the same schedule of reinforcement as the challenging behaviour. Clearly define the behaviours that are to be reinforced Identify suitable and effective reinforcers. Calculate an appropriate schedule of reinforcement, Design an appropriate and effective visual system to deliver reinforcememnt.
Model 2 – Creating a CELL CITY Obtain a large white piece of construction paper, scissors, and glue stick. Using the information found on page 1 of this packet and your flowchart created on page 2 of this packet, as well as the picture sheets provided (You may draw your own pictures if you do not like these…) of this packet; create a cell city (animal cell). How you ask???? You will first need to draw the security fence (cell membrane); from there place your cell organelles and their parts of the factory pictures into the proper locations. Color and creativity is a must Once you have all your parts glued and secured; number your cell city 1-6 to show the pathway that Mr. Protein would take to be synthesized (made), page 47 of your textbook may provide help with this. Write a brief summary of this process below: