zilongwang/ReadingBank huggingface dataset:
LESSON PLANS Teacher: Sarah Ballard-Richardson Course: IND classes Period(s): 1, 2, 3, 5, 6, 7 Week of: 8/27/2018 Monday 8/27 Tuesday 8/28- NO SCHOOL Wednesday 8/29 Thursday 8/30 Friday 8/31 Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. 7:25-8:11 Habit of the week “Be Proactive” Powerpoint slides 1-9 Soda and water bottle demonstration outside complete notes with powerpoint Proactive or reactive power point 10-12 cut and paste activity with scenarios review with each student placing them on the board in the correct column “Bring your own weather with you” Powerpoint slides complete notes Circle of Influence Powerpoint slides 1-9 complete notes and use smartt board to sort what is IN and OUT of our circle of influence. Study for spelling quiz (last 5-10) English 8:16-9:02 Hand out spelling lists Review words with each group Review Tic-Tac-Toe Activities Read “Things not Seen” Group 1: Moving In Day Group 2: The Land of the Northern Lights iReady Reading Read “Things not Seen” Group 1: REVIEW Nouns, Pronouns, and Verbs Group 2: Linking Verbs iReady Reading Spelling Tests Silent Reading Writing Prompt: If you could be invisible for a day, what would you do? Why? Science MEDIA CENTER Chapter 2, Lesson 1 Spherical Earth PPT Slides #-# Chapter 2, Lesson 1 Spherical Earth PPT Slides #-# Lesson 1 Quiz Ch 2, Lesson 2
9:07-9:53 Start KWL on Earth Structure Ch 2, Lesson 1 Vocab PPT Slide # Launch Lab – modeling Earth’s systems Mini Lab – sink or float PPT Slide # Launch Lab – modeling Earth’s layers Math 10:49-12:05 *B LUNCH* Group 1: Understanding Mental Math Strategies Group 2: Adding and Subtracting 3-Digit Numbers iReady Math Group 1: Understanding Mental Math Strategies Group 2: Adding and Subtracting 3-Digit Numbers iReady Math Group 1: Understanding Mental Math Strategies Group 2: Adding and Subtracting 3-Digit Numbers iReady Math Group 1: Understanding Mental Math Strategies Group 2: Adding and Subtracting 3-Digit Numbers iReady Math WMTV News 12:05-12:13 Social Studies 12:18-1:04 Read “Natural Disasters and Resources” Read “Naturally Florida” Play “Product or Not?” game Read “Hurricane Hunters”, “Hurricanes”, and “Barometers” Compare and contrast hurricanes and tornado with double bubble Complete crossword Using a Resource Map activity Week 3 Kahoot Week 3 Quiz “Fun” Friday based on Class Dojo points HOPE 1:09-1:55 Walkabout Each student walk 3 laps Walkabout Each student walk 3 laps Gym Students should be walking laps or using sports equipment the entire duration of the class period
and work on spelling tic-tac-toe Group 4: FCRR Activity Group 4: Understanding Scientific Texts Science 9:07-9:53 6-1 The Process Vocabulary Notes on PPT Slides 6-1 The Process 6-2 Landforms Shaped by Water and Wind Vocabulary Notes on PPT Slides 6-2 Landforms Shaped by Water and Wind 6-3 Mass Wasting and Glaciers Vocabulary Notes on PPT Slides Math 10:49-12:05 *B Group 1: Unit 2 Review Group 2: iReady Math Group 3: Extensions Group 4: Factor Finder Game 1: Number Partner Match Game Group 2: Understand Numbers GP Group 3: iReady Math Group 4: Extensions Group 1: Extensions Group 2: Understand Numbers IP Group 3: Use Place Value to Multiply GP Group 4: iReady Math Group 1: iReady Math Group 2: Extensions 3: Use Place Value to Multiply IP Group 4: Unit 2 Review Weekly Assessment Group 1: Unit 2 Assessment Group 2: Understand Numbers Group 3: Use Place Value to Multiply Group 4: Unit 2 Assessment WMTV News 12:05-12:13 Social Studies Week 11 New England Colonies, Part 1 Telephone Activity Week 11 New England Colonies, Part 1 Week 11 New England Colonies, Part 1 Week 11 New England Colonies, Part 1 Week 11 New England Colonies, Part 1
12:18-1:04 Read “Puritans on Parade” Read “The New England Colonies” Make New England Travel Brochures Read “Colonial Rule Breakers Banished” Complete graphic organizers for Williams vs. Hutchinson Work on Studies Weekly Questions Week 11 Plickers Week 11 Quiz Fun Friday based on Dojo points HOPE 1:09-1:55 Walkabout Each student walk 3 laps 3-2 How Stress Affects Your Body Skill-Building Practice Quiz Walkabout Each student walk 3 laps 3-3 Stress and Individuals Group Activity Quiz Gym Students should be walking laps or using sports equipment the entire duration of the class period Homework Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Spelling Words Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words None
LESSON PLANS Teacher: Sarah Ballard-Richardson Course: InD Classes Period(s): 1, 2, 3, 5, 6, 7 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s) Students will be able to improve and expand their academic skills, become increasingly proactive in their education, and develop their own ideas, beliefs, interests, and attitudes. Standards or Framework The goals and objectives of each student’s current IEP are addressed daily via the Access Points within the Florida Standards Alternate Assessment (FSAA) courses. 7:25-8:11 Personal Activities Discuss Personal Activities and the 3 categories PPT Slides 22-27 Election Day/ Professional Day Personal Activities Personal Activities Personal Activities Personal Activities games Graph How I Work with Others Work on What I Do Project Study Spelling Words (last 5-10 minutes) English 8:16-9:02 Group 1: Mice and Beans Group 2: iReady Reading Group 3: FCRR Activity Group 4: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 1: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 2: Describing Connections Between Steps Group 3: iReady Reading Group 4: FCRR Activity Group 1: FCRR Activity Group 2: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 3: Interim Assessment Group 4: iReady Reading 1: iReady Reading 2: FCRR Activity 3: Read spelling words with each student, start the sort and work on spelling tic-tac-toe Group 4: Summarizing Informational Texts
Science 9:07-9:53 7-1 The Continental Drift Hypothesis Vocabulary Notes on PPT Slides View video on plate tectonics through DE Quiz on 7-2 Development of a Theory Vocabulary Notes on PPT Slides 7-2 Development of a Theory Vocabulary Notes on PPT Slides Math 10:49-12:05 *B LUNCH* Group 1: Lesson 13 Understand Sums Greater than 10 GP Group 2: iReady Math Group 3: Extensions Group 4: Divide Whole Numbers IP Group 1: Lesson 13 Understand Sums Greater than 10 IP Group 2: Compare Numbers GP Group 3: iReady Math Group 4: Extensions Group 1: Extensions Group 2: Compare Number IP Group 3: Solve Word Problems GP Group 4: iReady Math Group 1: iReady Math Group 2: Extensions Group 3: Solve Word Problems IP Group 4: Divide Whole Numbers GP WMTV News 12:05-12:13 Social Studies 12:18-1:04 Week 13 Middle Colonies, Part 1 Complete Benjamin Franklin KWL Read “Benjamin Franklin, the First American” Week 13 Middle Colonies, Part 1 Read “The Middle Colonies” Complete Weekly Literacy Practice Week 13 Middle Colonies, Part 1 Week 13 Plickers Week 13 Middle Colonies, Part 1 Week 13 Quiz Fun Friday based on Dojo points
HOPE 1:09-1:55 Walkabout Each student walk 3 laps Walkabout Each student walk 3 laps 4-1 Mental Disorders Activity Quiz Gym Students should be walking laps or using sports equipment the entire duration of the class period Homework Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words Spelling Tic-Tac-Toe Study Spelling Words None
Monday evenings from 6:30 – 8:00 p.m. July 6, 2015 to August 31, 2015 (No on August 3 2015) - 8 classes for $ 144.64 (HST incl.) Saturday afternoons from 1:00 – 2:30 p.m. July 4, 2015 to August 29, 2015 (No classes on August 1, 2015 ) - 8 classes for $ 144.64 (HST incl.) Adult Ballet for the Advancing Beginner II For students who have taken the Absolute Beginner’s Class II for at least one year, or who have had some recent previous training in ballet. Wednesday evenings from 7:00 – 8:30 p.m. July 8, 2015 – August 26, 2015 ( No class on July 1, 2015) - 8 classes for $ 144.64 (HST incl.) Adult Ballet for the Intermediate*Ideal for those with previous ballet training experience for at least three years! Tuesday evenings from 7:30 – 9:00 p.m. . July 7, 2015 –August 25, 2015 8 classes for $ 144.64 Friday evenings from 6:30 – 8:00 p.m July 3, 2015 –August 28 , 2015 -9 classes for $ 162.72 (HST incl.) Ballet Floor Barre – Stretching & Strengthening Reap the benefits of a low stress, low impact and highly rewarding form of exercise that tones the body, burns calories, increases core strength, improves flexibility, alignment, posture and boosts self-image. Students will be guided through a systematic and thorough approach to stretching and strengthening including extensive wall work. Through this ballet floor barre, students will gain greater knowledge of core support and control while studying classical ballet technique i.e. how to work efficiently, according to the laws of the body, as well receiving plenty of individualized attention. An excellent preparation and/or
Class # Description of Class Title (if Applicable) OR Partner Fee Administration Fee Maximum $30 per family per Section $15.00 Music Fee $3.00 Programme free to download at or $5 to pick up at venue Day Pass- Single - $10.00 Season Pass - Single $20.00 – Admission to all Sections of Festival Family Season Pass $30.00 Sponsorship – Always welcome Available as parent volunteer for door duty, help backstage etc. (Please tick) (Please carefully check total is correct and indicate method of payment) $ Cash Cheque Direct Credit Date paid / ENTRIES 8TH MAY 2017 (No Late Entries Accepted Competitor’s name: Fees (Incl GST) Street name/number: Solo - $6.00 City: Postcode: - $8.00 Email Address: Championships - $10.00 Phone: Cell: Variations - $10.00 per DOB: (Compulsory ) / / Age at 20/6 Teacher’s Name: TROPHIES TO BE RETURNED TO: CATH WELLS Teacher’s Phone: 8 HARLECH MEWS, AVONHEAD by JUNE 1st Teacher’s E-Mail PH 027 4043741 , 03 3585898 *Professional means any performer whose primary form of income is through dance performance and whose chosen career requires him/her to be recognized (classified) as a professional. The exception to this is a participating teacher in a group, who may perform.
JUNE 11-16 Boys Girls Coed Date Workers Field A Veteran’s Field B Countryside Bank Field C Stillahn Field D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 11 MON 6:00-10U Syr 4 vs EM 1 12 TUES 5:30-Jr vs Park 8:00-Sr vs Park 5:00-Red Sox 6:00-Blue Jays 7:00-Astros 13 WED 6:00-10U LaFollette 5:30-8U Beach 6:00-12U Syr vs Wav 7:30-Wav vs Adr 9:00-Adr vs Syr 5:00-10U LaFollette 4:45-Cubs 6:00-Cardinals 7:00-White Sox 14 THUR 5:30-14U Sisco 7:00-12U Syr 2 vs Con 2 5:00-14U 5:00-Orioles 6:00-Royals 15 FRI 7:00-12U Syr 1 vs Con 2 16 SAT 3:00-Jr vs Beat 5:30-Sr vs Beat 9:00-10U Syr 1 vs EM 2 11:00-10U Syr 4 vs Eag 1 17 SUN
JUNE 18-23 Boys Girls Coed Date Workers Field A Veteran’s Field B Countryside Bank Field C Stillahn Field D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 18 MON 19 TUES 7:00-12U Syr 2 vs 12U Syr 1 6:00-14U SyrHS vs FC 7:30-FC vs SyrPR 9:00-SyrPR vs SyrHS 20 WED 6:00-12U Syr vs FC 7:30-FC vs Spr 9:00-Spr vs Syr 4:45-Cubs 6:00-Cardinals 21 THUR 6:00-12U Syr 1 vs Wav 1 8:00-12U Syr 2 vs Tec 1 22 FRI 23 SAT 2:00-Jr vs Adams 4:30-Sr vs Adams 24 SUN 12-6pm Coed 12-6pm Coed
JULY 2-8 Boys Girls Coed Date Workers Field A Veteran’s Field B Countryside Bank Field C Stillahn Field D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 2 MON 7:00-Jr vs LC 3 TUES 1:00-Jr vs NC 3:30-Sr vs NC 4 WED 5 THUR 6 FRI 7 SAT 8 SUN 12-6pm Coed 12-6pm Coed
JULY 9-15 Boys Girls Coed Date Workers Field A Veteran’s Field B Countryside Bank Field C Stillahn Field D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 9 MON 10 TUES 11 WED 12 THUR 13 FRI 14 SAT 15 SUN
JULY 16-22 Boys Coed Date Workers Field A Veteran’s Field B Countryside Bank Field C Stillahn D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 16 MON 17 TUES 18 WED 19 THUR 20 FRI Coed Softball Tourney 21 SAT Coed Softball Tourney 22 SUN
JULY 30-AUGUST 4 Boys Girls Coed Date Workers A Veteran’s B Countryside Bank Field C Stillahn Field D Pieloch Batting Cage Williams Park Elementary Field Complex Press Box 30 MON 31 TUES 1 WED 2 THUR 3 FRI 4 SAT 5 SUN
Strand unit: Sending, receiving and travelling Ball handling skills using beanbags A. Individual Activities: Pass the bag from hand to hand, through the legs, around the back/neck/waist/legs, over the shoulder to the hand behind the back, passing under the knees while sitting. Balance the bag on the palm, the back of the hand, the back of the neck, the shoulder, head, forehead, thigh, top of foot, chest. Walk forward/backwards/sideways. Hop 3/4/5 times without losing the bean bag. Sit down and up. Trap the bag between hand and chest/hip/knee. Between wrists, elbows, knees, ankles. Repeat all of the above while walking, jogging, running. Underarm throw/catch Throw with one hand, catch with two hands, making a cradle with the hands, wrists touching, to catch. Challenge: Throw high, throw low, throw and clap before catching, throw and touch a part of your body before catching, and jump to catch, how low can you catch, throw ahead a little and move to catch. Question: What do you need to do in order to achieve the challenges? (Throw higher, keep looking at the beanbag) Repeat all of the above with a one handed catch - throw with one hand, catch with the same hand – right and left hands Throw with one hand and catch with the other. the beanbag up and catch on the knee, foot, back, arm.
not to run with the ball and to move ahead into space to receive. The ratio of attackers to defence i.e. 3v1 places the emphasis on ensuring success. The person who scores becomes the defender. Pass Possession Game: 3 V 1 Continue to encourage the children not to run with the ball, to move ahead into space to receive, to vary the passes and to ensure the receiver is before sending the ball. Introduce a rule that you cannot pass back to the person who passed to you. The team takes possession of the ball in the grid. They pass the ball themselves. After 4/ 5 consecutive passes they put the ball on the ground thus scoring a “Touchdown”. The defender tries to intercept the ball. After either 2 scores or 2 interceptions, change the defender. Note: The progression from activities is to introduce the same games in a 4V2 format Small-sided Games Keep Ball: 4V4 Team A takes possession of the ball in the grid. They pass the ball among themselves. After 4/5 consecutive passes they put the ball on the ground- “Touchdown”, and team B takes possession. If team B intercepts the ball before the required number of passes, they begin to pass among themselves to score a “Touchdown” Line Ball: A passing game where players pass the ball to a team-mate standing behind a line. The ball has to be caught cleanly by the child behind the line to count as a score. Confine the children to passing only (no dribbling) to promote teamwork. Divide into teams of 4/5, wear braids/bibs Indicate direction of play with one from each team standing behind
Blocker Length 1 Trial 2 Trial 3 Trial 4 Trial 5 Time Interval Part C - The ballistic pendulum Catcher Mass ℓ ≈ 40 cm ℓ ≈ 90 cm ℓ Initial Vert. Pos. Final Vert. Pos. 1 Vert. Pos. 2 Final Vert. Pos. 3 Vert. Pos. 4 Final Vert. Pos. 5
8 a.m. – Passenger vans depart campus (launch site TBA, probably southern MN – weather dependent) 9:30 a.m. (approx.) – Arrive on launch site, set up tracking in cars, organize stacks 10:30 a.m. to 11 a.m. (approx.) – Fill balloons and release them 11 a.m. to 1 p.m. (approx.) – Track balloons during flight (bring lunch/snacks to eat while we drive) 1 p.m. to 3 p.m. (approx.) – Recovery operations 3 p.m. to 5 p.m. (approx.) – Return to campus, first look at data (some analysis while driving) Later (dates TBA): Distribution of data (raw and analyzed) and opportunities to discuss it (in person and/or by phone)
TASSITANO – Hermitage Country Club Bio: I have had the pleasure of working in the club industry for the past 17 years. I started as a dishwasher at Hanover County Club when I was 16, which grew from there (over the years) into a professional career as a private club manager. The Virginias Chapter of the CMAA was and continues to be a large part of my professional growth. In 2008 I had the privilege of attending the Assistant Manager Conference in Minneapolis. This conference opened my eyes to the full extent of professional growth and opportunity that the CMAA can provide its members. Most recently, I served as the Executive Club Manager at the Richmond Country Club (2009-2013) and am currently, the Director of Membership and Employee Relations at Hermitage County Club where I spend much of my time each day talking with our employees and members. I like to talk so it’s a real joy to go to work! If elected to the Virginias CMAA Board, I will dedicate myself to working hard in providing as many educational opportunities as possible in hopes of enriching your current position and hopefully advancing your career.
Generate the New Mexico Absentee Ballot Register report at the jurisdictional Securely interface with the statewide voter registration system for the exchange of data. This should include the capability of importing the voter file into the ballot printing system and the ability to export a voter file, with voter history, after the election. System Usability The Contractor must provide a ballot printing system, as demonstrated during the RFP process, that can: Be operated by users familiar with computers and graphical user interfaces, including troubleshooting and resolution of error messages or malfunctions in the equipment; and Be operated by poll workers with various computer backgrounds on less than four (4) hours of training in the use and operation of the system. Technical Support during each Election Cycle The Contractor will provide the following technical support for each jurisdiction during each election cycle which consists of absentee, early voting, and election day including: Contractor will assist with help and voter eligibility logic changes in the software, as needed, up to 15 days prior to election use of the product. Contractor is responsible for all delivery, testing, storage, and maintenance services during absentee, early voting, and election day cycles per each election; Unlimited 24/7 technical support via phone during the election cycle; On election day, support staff will be in each jurisdiction with approximately one field representative per every ten polling sites for onsite technical support to address questions, equipment failures, and troubleshooting needs. Post-Election Support & Closeout The contractor will retrieve all hardware from jurisdictions after each back-up and create archive copies of all data including the complete data base, transaction logs and tables from each system whether systems were utilized in a central source SQL environment or were installed and operated as standalone systems and Contractor will turn all data over to the jurisdiction for retention. Contractor will provide additional reports and technical support as required through both the County Canvass and State Canvass process. Prior to final payment, Contractor will submit a certification to the jurisdiction and the Office of the Secretary of State indicating that all election and voter data has been cleansed from all Contractor owned & leased equipment in a means sufficient to eliminate the
Theme: Enhance Community Facilities and Services Rationale: Current community centre facility is dated and presents restrictions in terms of its age and condition as well as size and layout; much effort has been invested in securing a new site as part of the regeneration of the former Shackleton Army Barracks Project Action Why is it an How Will it be Tackled? Priority and Timeframe Indicative Cost £ Potential Funding Sources Potential partners (inc. lead) Linkages to Community Planning Outcomes Community Centre Provision of centre and associated services; current centre is outdated and in need of replacement Securing and sustaining at site at Shackleton Barracks Identification of tenants for centre High; ongoing £200,000 Fundraising Council RDP Basic Services Landowner groups Council Outcomes 1; 2; 3; 5 Health & wellbeing; Children & young people; Access to services; Positive relationships Playgroup Forest School To provide children with a safe and accessible outdoor recreational area and natural play environment The is currently working to implement a Forest School, including sourcing equipment and supplies High; ongoing £20,000 Awards for All Playgroup Outcomes 1; 2; 3; 5 Health & wellbeing; Children & young people; Access to services; Positive relationships Capacity building Ensure groups have the capacity and energy to take new projects forward Training and support for groups and volunteers Medium; ongoing - - Council Community Networks Outcomes 1; 2; 5 Health & wellbeing; Children & people; Positive relationships
Theme: Promote and Enhance Village Assets Rationale: Current community centre facility is dated and presents restrictions in terms of its age and condition as well as size and layout; much effort has been invested in securing a new site as part of the regeneration of the former Shackleton Army Barracks Project Action Why is it an Issue? How Will it be Tackled? Priority and Timeframe Indicative Cost £ Potential Funding Sources Potential partners (inc. lead) Linkages to Community Planning Outcomes Visual Appearance The fabric of the village could benefit from some investment Planting scheme and entrance signage High; Year 1 £20,000 RDP Village Renewal Council Local groups Outcome 8 Environment Local heritage Make better use of the village’s heritage in recognition of its Plantation history Interpretation panels to promote awareness of heritage and listed buildings in the village High; Year 1 £10,000 RDP Village Renewal Council Local groups Outcome 6 & 8 Landscape; Environment Natural resources Use the village’s natural resources to benefit the local community and visitors Explore scope for walking routes including Ballykelly Forest and promotion of historical sites Medium; Year 2/3 £10,000 Forest Service Council Council Forest Service groups Outcome 6 & 8 Landscape; Environment Prioritisation: In order to proceed with implementation, potential Village Renewal actions have been prioritised as follows:- Interpretation panels Planting scheme
SERVICE USER RISK/VULNERABILITY REPORT April / October (delete as necessary) SCHEME: Code – (initials / age / gender) RVA in last 6 mths RVA in last 12 mths RVA in last 5 years Nature of Risk Vulnerability issues Dates of Specific Incidents in last 6 months Issues for Managers/CO Signature: Designation: Date:
Contract Award Criteria For the avoidance of doubt, WGRT retains the right to not award any contract in relation to this Tender. WGRT does not bind itself to accept the lowest or any tender but will be seeking competitive all-inclusive lump sum Fixed Fee tenders for the duration of the project. Should WGRT wish to award a contract, it will be awarded on the basis of who offered the best value, taking due account of relevant experience, previous performance on similar projects, commitment to the project and the service being value for money against the overall project budget. WGRT will assess the tenders against the following criteria. (please prepare your responses in the chronological order): Demonstrable ability to resource the scheme with appropriately experienced and qualified (20%); Demonstrable experience of undertaking similar work and in comparable settings (30%), Understanding of the brief (10%); and Cost (40%).
2001 .92 SB/4 2002 CBA increase BS to .3/.389/.455 Howard Balzer, Baxter, the final pick of the second round (62nd overall), was paid a signing bonus of $920,000. John Beck 2009 1/.46 TRV, .46 BS 2010 1.101 RFA tender (3rd) 2010 Traded to WAS Post (for Doug Brandon Bennett 1995 1/.127 TRV, .119 BS 1995 CUT Post 1995 .008 RB (not paid) Nate Bennett 2008 PS after week 4, .0884 BS 2008 CUT Post week 13 Damien 2011 3/1.4025 TRV, .375/.465/.555 BS 2011 .0075 SB/3 2011 CUT Post 2011 PS, .0969 BS 2012 1/.39 TRV, .39 BS 2012 IR, .273 BS Aaron Wilson, Baltimore Sun: Berry [is] due a split salary of $273,000 for the season on injured reserve. Jamison Berryhill 2012 3/1.442 TRV, .39/.48/.57/.66 BS 2012 .002 SB/3 2012 CUT Pre Chris Bilukidi 2015 2/1.5 TRV, .66/.76 BS 2015 .08 SB/2 Aaron Wilson, Baltimore Sun: Christo Bilukidi two-year Ravens deal is worth $1.5 million, salaries $660,000, $760,000, signing bonus $80,000… Matt Birk
2012 1/.89 TRV, .825 BS (.54 MSB) 2012 .065 SB/1 Wilson, Scout.com: Sean Considine's one-year deal is worth $890,000 and includes $65,000 signing bonus Under the minimum salary benefit, cap figure is $605,000 Damion Cook 2001 PS, .068 BS 2001 Signed by CHI week 2 2002 No SB/2 after week 3, .3/.375 BS (off MIA PS) 2004 .628 RFA tender 2004 CUT Post week 10 (claimed by CLE) Emanuel Cook 2011 Acquired from NYJ after week 12 (waivers) 2011 .45/.49 BS 2012 CBA increase BS to .54 2012 IR Terrance Copper 2008 No SB/1 after week 8, .605 BS (.445 MSB) Jack Cornell 2012 3/1.444 TRV, .39/.48/.57/.66 BS 2012 .004 SB/3 2012 CUT Post 2012 PS, .0969 BS Cottrell 2006 1/.276 TRV, .275 BS 2006 .001 SB/1 2006 CUT Post 2006 PS after week 10, .0799 BS 2007 1/.285 TRV, .285 BS 2007 IR, .19 BS (paid by NFLE insurance) Cousins 2008 3/1.5835 TRV, .285/.385/.47 BS 2008 .4435 SB/3 2011 1.2 RFA tender 2011 CUT Post (claimed by CLE)
3 Mobile Number 4 Adhar Number 5 Crop cultivated /kku 6 Dosage (per acre) before SHC was received N 24 P 16 K 12 Micro nutrients 10 7 Dosage (per acre) receipt of soil information through SHC N 20 P 16 K 12 Micro nutrients 0 8 N - fertilizer saved (Kg/acre) 0 9 Increase in Fertilizer usage (Kg/acre) P -4 K 0 Micro nutrients 10 10 N:P:K before SHC received 24:16:12 11 N:P:K after SHC received 20:16:12 12 Quantity of bio fertilizer used before SHC received (Kg/acre) 13 Quantity of bio fertilizer used after SHC received (Kg/acre) 5-10 Kg 14 Difference in bio fertilizer use (Kg/acre) 0 15 Quantity of compost/FYM/ermicompost/city compost used before SHC received (qtls/acre) 8 Quintal FYM 16 Quantity of compost/FYM/ermicompost/city compost used aftere SHC received (qtls/acre) 15 Quintal FYM 17 Difference in compost/FYM/ermicompost/city compost use (qtls/acre) 0 18 Cost of cultivation (Rs) 18000 19 Increase in production (Kg/acre) 400 20 Increase in farmers income (Rs/acre) 3500 21 Benefit of use of SHC ( In term of improve N:P:K, increase in production and farmer income and improvement in soil health( increase of OC, owering salt content (EC), improvement in soil pH ( in case acid and salt affected increase in earth worms etc. feV~Vh ijh{k.k ls lw{e rRoksa dh miyC/krk ,oa deh dh tkudkjh gqbZA 22 Photograph to be enclosed (Mandatory)
Banerjee, A., Bardhan, P., Kanbur, R., & Mookherjee, D. (2005). New Directions in Development Economics: Theory or Empirics?. Economic and Political Weekly, 1, 45. Retrieved October 26, 2010, from http://www.arts.cornell.edu/poverty/kanbur/NewDirectionsDevEcon.pdf Barnett, M. (2009). Evolution Without Progress? Humanitarianism in a World of Hurt. International Organization, 63, 621-663. Retrieved October 25, 2010, from R. (1983). Essays on the Political Economy of Rural Africa. New York: Cambridge University Press. Bowden, B., & Seabrooke, L. (2006). Global standards of market civilization . London: Routledge. Collier, P., & Hoeffler, A. (2004). Greed and Grievance in Civil War. Oxford Economic Papers, 56(4), 563-595. Retrieved October 26, 2010, from http://oep.oxfordjournals.org/content/56/4/563.abstract Dunning, T. (2004). Conditioning the Effects of Aid: Cold War Politics, Donor Credibility and Democracy in Africa. International Organization, 58, 409-423. Retrieved October 25, 2010, from
Economic Development Theories Models. (n.d.). Economic Development Growth, Concepts, Theories, Definition, Blog. Retrieved October 30, 2010, from http://www.economics4development.com/economic_development_theories.htm Helleiner, E. (n.d.). Contemporary Reform of Global Financial Governance. United Nations Conference on Trade and Development. Retrieved October 25, 2010, from Human Development Report 2009. (n.d.). United Nations Human Development Report. Retrieved October 23, 2010, from hdr.undp.org/en/media/HDR_2009_EN_Indicators.pdf Kluwer. (n.d.). Economic Models in Development Economics. University of Michigan. Retrieved October 29, 2010, from Kumar, B., & Steinmann, H. (1998). Ethics in international management . Berlin: Walter De Gruyter. Poku, N., Renwick, N., & Porto, J. G. (2007). Human security and development in Africa. International Affairs, 83(6), 16. Retrieved October 21, 2010, from http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2346.2007.00679.x/pdf Rotberg, R. (2009). Governance and Leadership in Africa: Measures, Methods and Results. Journal of International Affairs, 62(2), 113-126. Retrieved November 7, 2010, from http://www.economics4development.com/economic_development_theories.htm
I-NOTE NO. NAME DELIVERY ADDRESS 10 Tehsildar Balrampur NIC Computer Center,Collectorate 106 Tulsipur Tehsil Office , TulsipurTehsil, Dist -Balrampur. 107 Utraula Tehsil Office , UtraulaTehsil, Dist -Balrampur. 319 Tulsipur Tehsil Office , TulsipurTehsil, Dist -Balrampur. 320 Utraula Tehsil Office , UtraulaTehsil, Dist -Balrampur. 590 Harraiya Satgharwa BDO ,Harraiya Satgharwa Block, Balrampur SadarTehsil, Dist 591 Gaisri BDO ,Gaisri TulsipurTehsil, Dist -Balrampur 592 Pachpedwa BDO ,Pachpedwa Block, TulsipurTehsil, Dist -Balrampur 593 Tulsipur BDO ,Tulsipur Block, TulsipurTehsil, Dist -Balrampur 594 Gendas Bujurg BDO ,Gendas Bujurg Block, UtraulaTehsil, Dist -Balrampur 595 Rehra Bazar BDO ,Rehra Bazar Block, UtraulaTehsil, Dist -Balrampur , 596 Sriduttganj BDO ,Sriduttganj Block, UtraulaTehsil, Dist -Balrampur I-NOTE NO. NAME DELIVERY ADDRESS
1059 Zila Viklang Kalyan Adhikari Vikas Bhawan Sri.Mukesh kumar Sarang 1118 District Employment officer, C/o NIC District Centre NIC District Centre,Collectorate 1161 Zila Parivecha Adhikari, Collectrate Parisar M.K Sarang 1217 Zila Samaj Kalyan Adhikari, Vikas Bhawan,Balrampur P.N Panday 1270 District Informatics Officer, NIC District Centre,Collectorate, Balrampur Mr. Alok Maheshwari 1393 CMO, District Hospital Chief Medical Officer
Student Name: GRIZZID: Date: Catalog: Foundation Courses LBS 100 (minimum grade 2.5) Complete prior to junior standing 4 GPA LBS 200 (minimum 2.5) Complete prior to junior standing 4 GPA Methods course relevant to core (minimum grade 2.0) Declared Minors/Concentration Advisor (declared before LBS 495) Declared Minor for Core 1 PHL Declared Minor for Core 2 PSY Core (28 credits minimum. 20 total credits must be 300-level or above – 8 credits for each minor. Minimum grade 2.0 for core courses) Required PHL Courses (Minimum grade 2.0) PHL 437 4 GPA PHL 330 4 GPA PHL 333 4 GPA PHL 335 4 GPA Required PSY Courses PSY 100 4 GPA PSY 250 4 GPA Recommended PHL courses(choose 2) PHL 336 4 GPA PHL 444 4 GPA PHL 475 4 GPA Recommended PSY Courses PSY 215 4 GPA PSY 316 4 GPA PSY 312 4 GPA PSY 318 or PSY 311 4 W20 GPA Capstone (8 credits) LBS 495 (minimum 3.0) F19 GPA LBS 496 (minimum grade 3.0) W20 GPA
English/language arts/reading Explain the function of phrases and clauses in general and their function in specific sentences (CCSS, L.1.a). arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (CCSS W.9.10.1). Math Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”) (). Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side (). Music Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form (Critical response 5.1). Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, sound (timbre), clear diction, and correct posture (Singing 1.1). Physical education Identify physical and psychological changes that result from participation in a variety of physical activities (Fitness 2.4). Perform rhythm routines, including dancing, to demonstrate fundamental movement skills (Fitness 2.3). Science Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes (Earth science, grades 3-5, 12). Read, interpret, and analyze a combination of ground-based observations, satellite data, and computer models to demonstrate Earth systems and their interconnections (Earth science, high school, 1.8). Social studies Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. (Grade 4, Geography 3.2). Use map and globe skills to determine absolute locations (latitude and longitude) of places studied (Grade 3 North America Geography, 1). A Look at Standards Teachers are required to both content (knowledge) and methods. It's important to differentiate between the two. When teaching content, students should have a choice of how they will express that knowledge (multiple means of expression). When teaching a specific method, students need scaffolding or steps to follow. Here is a fun example.
Services are not always accessible within the Dundalk community. Parents do not know where to turn when their child has a substance abuse problem. Treatment is costly and often not in the immediate community of those who seek treatment. Education substance abuse is thought to be key to prevention. Individuals in recovery are trusted by addicts and can be helpful to those seeking treatment. Faith based community members are knowledgeable and willing to help. People who are addicted want the option to access services through faith-based entities. There is a perceived conflict of interest by politicians and liquor establishments. Everyone (those who participated) does not expect to agree on the solution. At the least everyone wants to be heard, at the most they want to be helpful and be part of a solution. There is a great concern for the Dundalk community and its citizens. The criminal justice system is the easiest way to enter treatment and to identify services. Parents need help to navigate the system to get help for their child and family. Cost is an issue in seeking treatment, as is the location of services. A majority of respondents to the One survey agree that: alcohol, marijuana, and prescription drugs are misused and abused in Dundalk underage drinking and underage use of prescription drugs are a serious or very serious problem in Dundalk. on these data, One Voice-Dundalk members formulated recommendations for helping families in stress: Intervene Early Establish “One Stop” information link/resource Parent support groups Parent to Parent support Develop advocates/supporters of recovery in the community During this period, the MSPF Initiative in Dundalk completed a needs assessment focusing on underage drinking in the community. Data supported identification of underage drinking among youth 12-20 as the priority for the initiative. Although binge drinking among underage youth was evident from the data, the ability to gather data on the MSPF-targeted age group for binge drinking (18-25) was limited; thus this priority was not identified as one to address. As well, the data do not support a focus on alcohol-related crashes among youth 16-26 (the third MSPF priority). is an excerpt from the MSPF Needs Assessment Report submitted to ADAA in March 2012 and approved in April 2012. Complete copies of the report are available on request. “A larger percentage of youth than adults think underage drinking is not a serious problem; at the same time, however, among the respondents for whom replies were analyzed by age group, almost three times as many
Attachment C Dental Program Permitting Event Codes/Dates Effective Dates Rules: Standard: First day of the month after the STD. 692 is received by the employing department. Example: Received 3/5 Effective 4/1 Mandatory: First day of the month following the event. New Enrollments Permitting Event Permitting Event Code Permitting Date Effective Date of Action Time Limit to File Document New employee/eligible appointment, reinstatement from retirement, transfer from State Fair districts or Legislative branches. 01 Appointment Date Standard 60 days from appointment date Enrollment of self, or self and dependents, after coverage as a dependent terminates for any reason (e.g., divorce, loss of spouse, etc.) except voluntary cancellations. 05 Date other coverage ended Standard 60 days from event Enrollment of employee who was off active pay status during entire open enrollment period (includes return from military leave). 07 Date of return to pay status Standard 60 days from return to active pay status Enroll or change from prepaid to indemnity plan after completion of required prepaid restriction period (includes CAHP and CCPOA plans). 08 Date prepaid restriction period ends Standard 60 days from date prepaid restriction period ends Add upon return to active pay status after being off during entire open enrollment period (includes return from military leave). 15a Date of return to pay status Standard 60 days from event Dental Program Family Member Additions
Permitting Permitting Code Permitting Event Date Effective Date of Action Time Limit to File Document Employee deleting a dependent due to not providing documentation to verify eligibility status 13d Verification end date Mandatory Deletion First day of the month following event Employee re-enrolling a dependent who has verified to remain as a dependent and was previously deleted after the dependent deletion due to untimely verification 13a Verification end date Mandatory day of the month following event
Reading Check 1. Which proposal does King not support? A. limiting children’s television viewing according to their age B. monitoring which shows children watch C. showing violent films only late at night D. banning all violent films 2. Which of the following opinions would King most likely support? A. Children can decide for themselves how much television violence they can handle. B. Parents are responsible for monitoring children’s exposure to television violence. C. The government should control television violence. D. Opponents of television violence are right to call for an end to violent movies. 3. Why does King put some movies on the “high shelf”? A. They contain violence. B. They would probably upset his children greatly. C. They would cause his children to become violent. D. They are unrealistic fairy tales. Evaluating Argument 4. All of the following words are important to King’s argument except A. responsibility B. rights C. surrealism D. limitations 5. King’s primary motivation in this is to A. persuade readers that parents, not the government, should decide which programs are suitable for their children B. persuade readers that programs that contain violence should not be shown on television C. appeal to the television networks to air more educational programs D. argue against airing more children’s programs 6. Which of the following pieces of information that King offers cannot be verified for credibility? A. His synopsis of “Hansel and Gretel” B. Disney cartoons, more than horror films, frightened King as a child C. TV account of a three-year old who watched Salem’s Lot D. The name of the villainess in 101 Dalmatians 7. Which of the following is a statement of opinion? A. “we have one of neat little time machines, a videocassette recorder” B. “TV Guide article… mentioned a three-year old who watched Lot” C. “Cruella DeVille is… the villainess of 101 Dalmatians” D. “children have a right to experience the entire spectrum of drama” 8. of the following is a fact? A. “my three children [are] eight, ten, and four” B. “it did strike me as passingly odd” C. “The two children spend a horrifying three days and two nights in the wilderness” D. “deciding such things myself is my – and my responsibility”
Any additional information/comments that you wish to include: Please include your e-mail address(es) below that you would like to be contacted at. BAMG - Enriching our Environment – One Classroom at a Time Scoring Rubric 0 1 2 3 Project Description 20% No project description Proposal includes explanation of project. Proposal includes explanation of project & identifies how the project relates to classroom environment improvements and/or student learning objectives. Proposal includes a detailed explanation of project and clearly identifies how the project will improve the classroom environment and/or student learning objectives. POINTS x.2 = Student Impact 30% No indication of how this project will There are vague references of how this There are clear indications of how this project will There are clear indications of how this project will enhance learning for the majority or all students. POINTS x.3 =
enhance learning project will enhance learning for some students. enhance learning for some students. Timeline & Responsibility 10% No indication of an implementation timeline Timeline is in place but it is not detailed and/or complete. A complete timeline is in that details the steps to be completed. A complete timeline is in place that clearly details the tasks, responsibilities and point dates to fully implement the project. POINTS x.1 = Budget 10% No budget was provided Budget is limited &/or figures do not total correctly. Budget is limited and specific figures &/or project exceeds the maximum grant amount without an explanation of the source of additional funding. Budget is thorough. Specific figures are given for each category and budgeted item. Requested funding does not exceed the maximum grant amount or includes an explanation of where additional funding will be sourced. POINTS x.1 = Creativity/ Innovation 30% Neither creative nor innovative The project contains some creative &/or innovative components. The project contains very creative &/or innovative components that may be shown to enhance learning for students. The project contains strong innovative and creative components. It describes in detail how it will stimulate and enhance student learning and instruction. POINTS x.3 = TOTAL
BAMG - Enriching our Environment – One Classroom at a Time Rubric 0 1 2 3 Project/Opportunity Description 30% No description Proposal includes explanation of opportunity. Proposal includes explanation of opportunity & identifies how the opportunity relates to classroom environment improvements. Proposal includes a thorough explanation of opportunity. Identifies how the opportunity will improve the classroom environment and impact every student. POINTS x.3 = Student Impact 30% No indication of how this project/ opportunity will enhance learning There is some indication of what is to be learned but only vague references as to how it will enhance learning for every child. There are clear indications of how this will enhance learning for some students. are clear indications of how this project/ opportunity will enhance the learning for every student. POINTS x.3 = Timeline & Responsibility 10% There is no indication of an implementation timeline Timeline is in place but it is not detailed and/or complete. A complete timeline is in place that details the steps to be completed. A complete timeline is in place that clearly details the tasks, responsibilities and point dates to fully POINTS x.1 =
implement the opportunity. Budget 10% No budget was provided Budget is limited &/or figures do not total correctly. Budget lacks comprehensiveness. Specific figures &/or opportunity exceeds $500. Budget is thorough. Specific figures are given for each category and budgeted item. Requested funding does not exceed the maximum grant amount. POINTS x.1 = Creativity 20% The opportunity is neither creative nor innovative The opportunity contains some creative &/or innovative components, but there is little evidence that these ideas will enhance student learning and instruction. The opportunity contains very creative &/or innovative pieces and there is some evidence that these ideas will enhance student learning and instruction. The opportunity contains strong innovative and creative components. It describes how it will stimulate and enhance student learning and instruction. POINTS x.2 = TOTAL
Representatives of government and marble sector support organizations II Structured Interview 18 Owners/Managers of mining firm 70 Owners/Managers of processing firm Iii (closing) interview 6 Owners/Managers Sector experts Mddleman Representatives of government and marble sector support organizations Table 3. Three-Phased Data Collection Innovation Scenario Total Response (%age) – Phase II PeMaS (%age) (%age) Mining Firms Introduced new or rare variety of marble 6 17 0 Excavating the same product since business started 94 83 100 Firms Introduced completely new product not manufactured before 6 6 6
Improved existing product (design, quality) 16 17 14 Producing the same product since business started 78 77 80 Table 4. Product Innovation in PeMaS and BuMaS Innovation Scenario Total Response (%age) – Phase II PeMaS (%age) (%age) Mining Firms Introduced completely new process (machinery, technologies) 0 0 0 Improved existing process (component replacement) 11 17 8 Same process since business started 89 83 92 Processing Firms Introduced completely new process (machinery, technologies) 0 0 0 Improved existing process (component replacement) 19 20 17 Same process since business started 81 80 83 Table 5. Process Innovation in PeMaS and BuMaS
70 Owners/Managers of processing firm Iii (closing) interview 6 Owners/Managers Sector experts Mddleman Representatives of government and marble sector support organizations 3. Three-Phased Data Collection Innovation Scenario Total Response (%age) – Phase II PeMaS (%age) BuMaS (%age) Mining Firms Introduced new or rare variety of marble 6 17 0 Excavating the same product since business started 94 83 100 Processing Firms Introduced completely new product not manufactured before 6 6 6 Improved existing product (design, quality) 16 17 14 Producing the same product since business started 78 77 80 Table 4. Product Innovation in PeMaS and BuMaS
Innovation Scenario Response (%age) – Phase II PeMaS (%age) BuMaS (%age) Mining Firms Introduced completely new process (machinery, technologies) 0 0 0 Improved existing process (component replacement) 11 17 8 Same process since business started 89 83 92 Processing Introduced completely new process (machinery, technologies) 0 0 0 Improved existing process (component replacement) 19 20 17 Same process since business started 81 80 83 Table 5. Process Innovation in PeMaS and BuMaS