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Date Dear Patient Name TREATMENT SUMMARY You have now completed your initial treatment for cancer. This Treatment Summary provides a summary of your diagnosis, treatment and on-going management plan. It includes information on the symptoms you should be aware of, and who to contact. Your GP will also receive a copy of ... | Date Dear Patient Name TREATMENT SUMMARY You have now completed your initial treatment for cancer. This Treatment Summary provides a summary of your diagnosis, treatment and on-going management plan. It includes information on the symptoms you should be aware of, and who to contact. Your GP will also receive a copy of ... | 0.794772 | [
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Conclusion This charter and all the rules and regulations contained within can only be modified with the approval of the Elder Council, expressed as a majority vote. A general officer consensus is sufficient for anything not expressly mentioned within this charter. We the undersigned found this kinship in the name of t... | Conclusion This charter and all the rules and regulations contained within can only be modified with the approval of the Elder Council, expressed as a majority vote. A general officer consensus is sufficient for anything not expressly mentioned within this charter. We the undersigned found this kinship in the name of t... | 1 | [
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burden of Blackness, and James contributed his view: see everybody through the “I don’t lens of race. I can step outside of the lens and unite people through discussion. Racism prevails when we make differences highlighted. Peers like to joke about race. It’s Eric added that when speaking of majority students, disrespe... | burden of Blackness, and James contributed his view: “I don’t see everybody through the lens of race. I can step outside of the lens and unite people through discussion. Racism prevails when we make differences highlighted. Peers like to joke about race. It’s generational.” Eric added that when speaking of majority stu... | 0.861582 | [
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Jekielek, S. M. (1998). Parental conflict, marital disruption and children's emotional 905–936. Social Forces,76, Johnson, A. G. (2006). Boston, MA: McGraw-Hill. Privilege, power, and difference. Jones, C., & Shorter-Gooden, K. (2003). Shifting: The double lives of Black women in America. New York, NY: HarperCollins. J... | Jekielek, S. M. (1998). Parental conflict, marital disruption and children's emotional Social Forces,76, 905–936. Johnson, A. G. (2006). Privilege, power, and difference. Boston, MA: McGraw-Hill. Jones, C., & Shorter-Gooden, K. (2003). Shifting: The double lives of Black women in America. New York, NY: HarperCollins. J... | 0.812261 | [
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Academic Vocabulary: Alto/Detente/Para, revisa el muro de palabras. Alto/Detente/Para, revisa el cartel del cuento (lista de control de la el escritor, la escritora, los escritores escritura narrativa) el ilustrador, la ilustradora, los ilustradores Alto/Detente/Para, revisa el cartel de vocales independiente/independi... | Alto/Detente/Para, revisa el muro de palabras. Alto/Detente/Para, revisa el cartel del cuento (lista de control de la escritura narrativa) Alto/Detente/Para, revisa el cartel de vocales Difficult for Advanced and Fluent Alto/Detente/Para, revisa el muro de palabras. Alto/Detente/Para, revisa el cartel del cuento (lista... | 0.691141 | [
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15: Soy capaz de escribir una 15: Soy capaz de escribir una introducción interesante/fuerte introducción interesante/fuerte Bend 3: 14: Soy capaz de ser un creador al utilizar los textos guía. al utilizar los textos guía. 16: Soy capaz de revisar mi 13: Soy capaz de revisar la de historias al agregar Soy capaz de utili... | Bend 3: 13: Soy capaz de revisar la imagen mental y los dibujos de mi escrito para hacer más estupendo mi historia. 14: Soy capaz de ser un creador de historias al agregar hojitas/tiras/ papelitos con detalles a mis borradores de escritura. 15: Soy capaz de escribir una introducción interesante/fuerte al utilizar los t... | 0.609306 | [
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to a up to in one it. use give fix write write write study should) talking my mail and can can about I am can can I to I learned can can (we reasoning. I I I I I opinion. opinion. commands conditional conjunctions different my 7: 8: 3: 9: 10: 11: texts have my like idea before my letters use use use to I writing. reade... | Student Name Session 7: I can write letters like I am talking to my reader. Session 8: I can study mentor texts and use what I have learned in my writing. Session 3: I can write Session 9: I can write many letters about one topic to different audiences. Session 10: I can give a “fix-it” idea to my readers. Session 11: ... | 0 | [
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THURSDAY L&L Domain 1 / Lesson 4A-4B: Jack and Jill and Little Miss Muffet EngageNY Domain #/ lesson # / lesson title 4A: Listen to and demonstrate familiarity with and Supporting target(s) “Jack Jill” (These are daily targets. What Demonstrate familiarity with Be and Jack “Jack Nimble” “Little Horner” will students kn... | THURSDAY EngageNY Domain #/ lesson # / lesson title L&L Domain 1 / Lesson 4A-4B: Jack and Jill and Little Miss Muffet Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) 4A: Listen to and demonstrate familiarity with “Jack and Jill” Demonstrate familiari... | 0.768644 | [
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2015-2016 Kindergarten Social Studies Curriculum Framework Aligned to English Language Proficiency Standards, College and Career Readiness Standards, and Texas Literacy Initiative Strategies WEEK 1- CONCEPTS RESOURCES 1st Six Weeks -Chapter Opener: Explain “Cooperate” MONDAY Ch. 1, Lesson 1 August 24 -My Story Spark: D... | 2015-2016 Kindergarten Social Studies Curriculum Framework Aligned to English Language Proficiency Standards, College and Career Readiness Standards, and Texas Literacy Initiative Strategies WEEK 1- 1st Six Weeks CONCEPTS RESOURCES MONDAY August 24 -Chapter Opener: Explain “Cooperate” -My Story Spark: Draw a Picture.. ... | 0.774455 | [
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WEEK 4- CONCEPTS RESOURCES 3rd Six Weeks -TB? What are goods and services? MONDAY Ch.2 , Lesson 6,p55 November 30 -Vocabulary Worksheet: grow, make, goods, services -Begin to Read: Vocabulary, Cause and Effect TUESDAY December 1 -In Our Community: local businesses and their goods/services Ch. 2, Lesson 6, p55 - Dash We... | WEEK 4- 3rd Six Weeks CONCEPTS RESOURCES MONDAY November 30 -TB? What are goods and services? -Vocabulary Worksheet: grow, make, goods, services Ch.2 , Lesson 6,p55 TUESDAY December 1 -Begin to Read: Vocabulary, Cause and Effect -In Our Community: local businesses and their goods/services Ch. 2, Lesson 6, p55 WEDNESDAY... | 0.651224 | [
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WEEK 3- CONCEPTS RESOURCES 4th Six Weeks Early Dismissal/ Teacher Staff Development MONDAY January 18 -TB? What is weather like? TUESDAY January 19 -Vocabulary Worksheet: weather, rainy, cold, hot Ch. 3, Lesson 6, p79 -TB? What is the weather like? WEDNESDAY -Cause and Effect: identify signs of changing weather Ch. 3, ... | WEEK 3- 4th Six Weeks CONCEPTS RESOURCES MONDAY January 18 Early Dismissal/ Teacher Staff Development TUESDAY January 19 -TB? What is weather like? -Vocabulary Worksheet: weather, rainy, cold, hot Ch. 3, Lesson 6, p79 WEDNESDAY January 20 -TB? What is the weather like? -Cause and Effect: identify signs of changing weat... | 0.616898 | [
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WEEK 2- 6TH Six CONCEPTS RESOURCES Weeks - TB? What is my personal history? MONDAY -Reading Skills: Sequence Ch.5 , Lesson 1,p125 April 25 -Preview and Practice the Skill: additional photo sets -TB? What is my personal history? TUESDAY -Reading Skills: Sequence April 26 Ch. 5, Lesson 1, p126 -Dash Web: Interactive Penc... | WEEK 2- 6TH Six Weeks CONCEPTS RESOURCES MONDAY April 25 - TB? What is my personal history? -Reading Skills: Sequence -Preview and Practice the Skill: additional photo sets Ch.5 , Lesson 1,p125 TUESDAY April 26 -TB? What is my personal history? -Reading Skills: Sequence -Dash Web: Interactive Pencil: complete the workt... | 0.643435 | [
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Journey’s Alignment Grade K: Unit 1 Reading Lit and Informational Text Foundational Skills Lesson Selection Concepts of Print Phonological Awareness/Phonics Concepts of Print iRead Listen to Rhymes Rhyming Words Recognize Names Message Time Plus and Jill” Distinguish Letters, Numbers Focus on letters “Jack Blend Syllab... | Journey’s Alignment Grade K: Unit 1 Reading Lit and Informational Text Foundational Skills Lesson Selection Concepts of Print Phonological Awareness/Phonics Week 1 Welcome to (WTK) Listen to Rhymes “Jack and Jill” “One, Two, Three, Four, Five” “Pease Porridge Hot” “Colors” “To Market, To Market” Concepts of Print Recog... | 0.580411 | [
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Concepts of Print Rhyming Words IRead Week 2 Listen to Rhymes Book Handling Blend and Segment Message Time Plus WTK Distinguish Letters, Numbers Syllables Went Upstairs” Letter Focus “I Environmental Print a Pancake” “Mix Recognize First and Last a Song of “Sing Names Sixpence” Arabella Stiller” “Little Listen to Songs... | Week 2 WTK Listen to Rhymes “I Went Upstairs” “Mix a Pancake” “Sing a Song of Sixpence” “Little Arabella Stiller” Listen to Songs “Quack! Quack! Quack!” Concepts of Print Book Handling Distinguish Letters, Numbers Environmental Print Recognize First and Last Names Rhyming Words Blend and Segment Syllables IRead Message... | 0.455928 | [
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Reading Lit and Informational Text Foundational Skills Selections Text Based Comprehension Phonological Awareness/Phonics Concepts of Print, Fluency, High Frequency Words Week 5 Big Book Target Skill Phonological Awareness Concepts of Print Lesson Please, Puppy, Please Story Structure Beginning Sounds Letters and Words... | Reading Lit and Informational Text Foundational Skills Selections Text Based Comprehension Phonological Awareness/Phonics Concepts of Print, Fluency, High Frequency Words Week 5 Lesson 3 Big Book Please, Puppy, Please Genre: Realistic Fiction Read Aloud Book I Have a Pet! Genre: Realistic Fiction Paired Selection “Diff... | 0.54101 | [
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Reading Lit and Informational Text Foundational Skills Selections Phonological Awareness/Phonics (Phonics can be taught through Concepts of Print, MTP and through iRead and Center Activites) Fluency, HFW Lesson Big Book Phonological Awareness Words to Know (HFW) 16 What Is Science? Blend Phonemes is, how, of, so many, ... | Reading Lit and Informational Text Foundational Skills Selections Phonological Awareness/Phonics (Phonics can be taught through MTP and through iRead and Center Activites) Concepts of Print, Fluency, HFW Lesson 16 Big Book What Is Science? Phonological Awareness Blend Phonemes Isolate Middle Sound Phonics Letter Ii * W... | 0.614687 | [
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Kindergarten Grade Q1 Curriculum Map Unit 1 Unit 5 Unit 2 Unit 3 Unit 4 Protecting Our Earth Matter Classify Information Weather Plants and Animals 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks UNIT 2 Lesson 2: Classify Information (2 weeks) Over arching Question(s): What is living and nonliving? By the end of this u... | Kindergarten Grade Q1 Curriculum Map Unit 1 Matter Unit 2 Classify Information Unit 3 Weather Unit 4 Plants and Animals Unit 5 Protecting Our Earth 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks UNIT 2 Lesson 2: Classify Information (2 weeks) Over arching Question(s): What is living and nonliving? By the end of this u... | 0.714608 | [
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using a story situation, objects, and number Lesson 26 Lesson 26- Rekenrek Wave, Race to 5 bonds. (K.OA.3) Addition, Make 9 Matching Game Lesson 27 Lesson 27- Rekenrek Wave, What Is Less?, Lesson 26: I can Model decompositions of 9 Take Apart the Array using fingers, linking cubes, and number bonds. (K.OA.3) Lesson 28-... | using a story situation, objects, and number bonds. (K.OA.3) Lesson 26: I can Model decompositions of 9 using fingers, linking cubes, and number bonds. (K.OA.3) Lesson 27: I can Model decompositions of 10 using a story situation, objects, and number bonds. (K.OA.3) Lesson 28: I can Model decompositions of 10 using fing... | 0.824657 | [
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Barnstable Public Schools Kindergarten Registration is open and is online! To enroll your child in kindergarten for September 2018 please visit our district website to begin the online registration process! Don’t delay, register today! Requirements for Enrollment: Students must be 5 years of age on or before September ... | Barnstable Public Schools Kindergarten Registration is open and is online! To enroll your child in kindergarten for September 2018 please visit our district website to begin the online registration process! Don’t delay, register today! Requirements for Enrollment: Students must be 5 years of age on or before September ... | 1 | [
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Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Knowledge Targets “I Can” Statements Standard Interpretations Student should be able to dif... | Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Knowledge Targets “I Can” Statements Standard Interpretations Identify 2-dimensional shapes... | 0.771702 | [
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Possible objects to sort include buttons, shells, Know what sorting means. I can sort objects. shapes, beans, etc. After sorting and counting, I can count the objects in each it is important for students to: Know what classify means. category. explain how they sorted the objects; label each set with a category; I can s... | Know what sorting means. Know what classify means. I can sort objects. I can count the objects in each category. I can sort by count. I can classify objects. Possible objects to sort include buttons, shells, shapes, beans, etc. After sorting and counting, it is important for students to: explain how they sorted the obj... | 0.630919 | [
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Table of contents page 3 Kindergarten Central Enrolment Kindergartens……………………………………………… The importance of Kindergarten page 4 ……………………………………………………………… About pre-kindergarten page 4 and eligibility……………………………………………………… page 5 Early Start Kindergarten……………………………………………………………………….. About funded Kindergarten and page 5 elig... | Table of contents Kindergarten Central Enrolment Kindergartens……………………………………………… page 3 The importance of Kindergarten ……………………………………………………………… page 4 About pre-kindergarten and eligibility……………………………………………………… page 4 Early Start Kindergarten……………………………………………………………………….. page 5 About funded Kindergarten and eligibility... | 0.448316 | [
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Additional Resources National Council of Teachers of Mathematics How Many Buttons: – National Council of Teachers of Mathematics Writing Numbers to Five: – K-5 Math teaching Resources Mathematics TEKS Toolkit Estimation 180 is a website of 180 days of estimation ideas that build number sense. Illustrative Mathematics p... | Additional Resources National Council of Teachers of Mathematics – How Many Buttons: National Council of Teachers of Mathematics – Writing Numbers to Five: K-5 Math teaching Resources Mathematics TEKS Toolkit Estimation 180 is a website of 180 days of estimation ideas that build number sense. Illustrative Mathematics p... | 0.616717 | [
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learning. Speak in sentences Speak in sentences CCSSW.K.2-- Alphabet letters Alphabet letters Includes speaking and Draw or write words Draw or write words drawing—SLK 4, 5, 6 PHONICS FOCUS: PHONICS FOCUS: In addition to sight words include the Fry Phrases. Sight Words: Sight Words: Kindergarten: First Quarter, Weeks 5... | learning. CCSSW.K.2-- Includes speaking and drawing—SLK 4, 5, 6 Speak in sentences Alphabet letters Draw or write words Speak in sentences Alphabet letters Draw or write words In addition to sight words include the Fry Phrases. PHONICS FOCUS: Sight Words: PHONICS FOCUS: Sight Words: Kindergarten: First Quarter, Weeks 5... | 0.593453 | [
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K.8 The student applies mathematical process standards to collect Instructional Considerations and organize data to make it useful for interpreting information. The student is expect to: Current TEKS New Kindergarten TEKS Current TEKS New 1st grade TEKS 2013-14 2014-15 K.12A construct graphs using K.8A collect, sort, a... | K.8 The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expect to: Instructional Considerations Current TEKS New Kindergarten TEKS 2013-14 2014-15 Current TEKS New 1st grade TEKS K.12A construct graphs using real objects or pictu... | 0.692157 | [
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Immersion 4: Generate a list of possible story ideas to be used throughout the unit. Students could interview peers on what types of books they enjoy for possible story ideas Immersion 5: Create a shared writing pattern book. Important Note: Studying and more importantly teaching craft takes knowledge and experience. I... | Immersion 4: Generate a list of possible story ideas to be used throughout the unit. Students could interview peers on what types of books they enjoy for possible story ideas Immersion 5: Create a shared writing pattern book. Important Note: Studying and more importantly teaching craft takes knowledge and experience. I... | 1 | [
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Lesson Plan – Session 3, Continued Active “I want you to stop and think about a story you might start writing. Now think about what Engagement small part of that story you could zoom in on? Turn and tell your partner about that small part.” “So writers can think about their small moment and zoom in on one small part of... | Lesson Plan – Session 3, Continued Active Engagement “I want you to stop and think about a story you might start writing. Now think about what small part of that story you could zoom in on? Turn and tell your partner about that small part.” “So writers can think about their small moment and zoom in on one small part of... | 0.943976 | [
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Optional Assessment/Conferring Tool – Kindergarten Unit 7: How-To Class Profile of Teaching and Learning to to in book the the help help they step. solve solve tips step. to to their to to voice revise. their and touch each How-To create pictures pictures pictures. books. each if words to ways things text between acros... | Optional Assessment/Conferring Tool – Kindergarten Unit 7: How-To Class Profile of Teaching and Learning Student Names Writers think about things they know how to do and create book covers. Writers rehearse across their fingers to remember each step. Writers rehearse and touch pages to remember each step. Writers check... | 0.162205 | [
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Beginning Reader List-1st Grade Entrance Benchmark (students should read these words when they EXIT Kindergarten) I big can did and find see for go all do sit get that has hand on has now he no her me him make my it not is of in sun so but she tell the got we let will cut this red look at man his up just | Beginning Reader List-1st Grade Entrance Benchmark (students should read these words when they EXIT Kindergarten) I can and see go do get has on now no me make it is in so she the we will this look man up big did find for all sit that hand has he her him my not of sun but tell got let cut red at his just | 0.323268 | [
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The second superordinate theme (awareness) will be discussed in relation to research question 3, under the post intervention Master theme 2- Self reflection/awareness Mr Mr and Mrs school experience and P’s, S’s K’s relationship with the child pre intervention Lack of control (This will be discussed in section 3 of thi... | The second superordinate theme (awareness) will be discussed in relation to research question 3, under the post intervention Master theme 2- Self reflection/awareness Mr P’s, Mr S’s and Mrs K’s school experience and relationship with the child pre intervention Lack of control (This will be discussed in section 3 of thi... | 0.874047 | [
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Appendix 12: Sample of Castleton’s annotated transcripts showing emergent themes Blue= descriptive comments Red= linguistic comments Green= Conceptual comments Pink= PRE account Purple= POST account CASTLETON PRE Emergent themes Original Transcript Exploratory comments Inclusion/ 1. I: So first of all CASTLETON, Can yo... | Appendix 12: Sample of Castleton’s annotated transcripts showing emergent themes Blue= descriptive comments Red= linguistic comments Green= Conceptual comments Pink= PRE account Purple= POST account CASTLETON PRE Emergent themes Original Transcript Exploratory comments Inclusion/ Relationships school as a fun place Get... | 0.754087 | [
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I was at the point where he was affecting others education and this had to stop. I empathised with his situations and understood where he was coming from on most things (he did get told off the most, but he was louder, would continue arguments and not accept blame) but for me it was more about rebuilding a working rela... | I was at the point where he was affecting others education and this had to stop. I empathised with his situations and understood where he was coming from on most things (he did get told off the most, but he was louder, would continue arguments and not accept blame) but for me it was more about rebuilding a working rela... | 0.86456 | [
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school is A: Most of them. common/normal I: How do you get blamed, what do they do? Gets blamed for things A: They tell me off. Victim I: Right... and what do you do?... when they tell you off? Unfair A:... say it me. (p.2 line 52-64) wasn’t Persecuted Bad reputation I: I wondered about getting into trouble at school. ... | school is common/normal Gets blamed for things Victim Unfair Persecuted Bad reputation Identity Identity/being labelled as ‘naughty’ Most adults persecute/don’t like him/ blame him Hopelessness – tries to defend self/ identity Gets told off A: Most of them. I: How do you get blamed, what do they do? A: They tell me off... | 0.816766 | [
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A: Dunno I: Can you tell me a bit about the other adults that work with you and support you? A: the same really, pretty much the same. I: What do you mean? A: There funny... most of em. I: Yeah... how many grown ups do you have working with you?... Do you know? A: A few... one or two work with the class. I: what are th... | A: Dunno I: Can you tell me a bit about the other adults that work with you and support you? A: the same really, pretty much the same. I: What do you mean? A: There funny... most of em. I: Yeah... how many grown ups do you have working with you?... Do you know? A: A few... one or two work with the class. I: what are th... | 0.805504 | [
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Identify that animals and Identify that animals and Identify that animals and Able to extend their Identifies that animals and plants need food, water, plants need food, water, plants need food, water, understanding of other plants need food, water, and air to survive and air to survive with and air to survive with som... | Identifies that animals and plants need food, water, and air to survive Identify that animals and plants need food, water, and air to survive with substantial teacher support Identify that animals and plants need food, water, and air to survive with some teacher support Identify that animals and plants need food, water... | 0.570911 | [
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Scope and Sequence Kindergarten Harcourt Journeys Read Aloud Writing/ Science/ Essential Skill/ Big Book/ Companion Phonics Vocabulary Phonemic Social Studies Topic book/ focus Grammar Week Strategy Awareness Question Strategy Genre Piece/Genre skills Topics Genre trait Building with Poems About Classify & What is the ... | Kindergarten Harcourt Journeys Scope and Sequence Week Topic Essential Question Skill/ Strategy Read Aloud book/ Genre Big Book/ Genre Companion Piece/Genre Phonemic Awareness Phonics skills Vocabulary Strategy Writing/ focus trait Grammar Science/ Social Studies Topics 1 Families What is the same about all families? M... | 0.169975 | [
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I G S X A Q W D N Z R E Lowercase Letter Recognition f l p v t k b c o u h y m j g s x a i w n z r e U H Uppercase Y M Date J P G V S F X T A K Q B I L W C D O | G S X A Q I W D N Z R E Lowercase Letter Recognition p v f t k b l c o u h y m j g s x a i w n z r e Uppercase Date P V F T K B L C O U H Y M J G S X A Q I W D | 0.537043 | [
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Activity #15 Everyone has rules they must follow God’s Good Rules (Genesis 20; LESSON 15 February Our Father God give us rules so we can be safe and happy Exodus 20:1-3, 7-8, 12-17) Everyone Has Rules 19, 20, 22 Introduce 10 commandments Activity – use magnets to retell LESSON 16 What do the words blessed and blessing ... | February 19, 20, 22 LESSON 15 Everyone Has Rules Our Father Everyone has rules they must follow God give us rules so we can be safe and happy Introduce 10 commandments God’s Good Rules (Genesis 20; Exodus 20:1-3, 7-8, 12-17) Activity #15 February 26, 27 LESSON 16 God Blesses us Evening Prayer What do the words blessed ... | 0.586771 | [
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If you see the common problem listed in the Click Print Request to print this Service Request. don’t drop-down menu, select or click the use the ‘Other’ Reviewing Your Service Requests complete list link to see a complete three-tier list and follow the steps below. Log in to OneView Service Center. Select a Work Type f... | If you don’t see the common problem listed in the drop-down menu, select ‘Other’ or click the use the complete list link to see a complete three-tier list and follow the steps below. Select a Work Type from the drop-down menu. The Work Type drop-down menu Select a Category item based on the Work Type selected. The Cate... | 0.82826 | [
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Religion - Lent / Easter My Family Loves Me God Is Our Creator - The Community That Celebrates God - God Loves Me - Christmas - Jesus Is Born Science: History: Science: Geography: Science and Technology/History/ Earth & Space Sciences: Personal and Family Chemical Sciences: People live in places Geography Weather in my... | Religion - Lent / Easter - God Loves Me My Family Loves Me God Is Our Creator - The Community That Celebrates God - Christmas - Jesus Is Born Science and Technology/History/ Geography Science: Earth & Space Sciences: Weather in my World Physical Sciences: On The Move History: Personal and Family Histories Science: Chem... | 0.561836 | [
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Cervical Rotation (right) TRANSVERSE Goal: 80 degrees Actual: 85 (right) 65 (left) – Cervical Rotation (left) TRANSVERSE Glenohumeral Joint: Shoulder Neutral (left) SAGITTAL VIEW – Glenohumeral Joint: Shoulder Flexion (left) Goal: 170 degrees Actual: 170 degrees – Glenohumeral Joint: Shoulder (right) Neutral SAGITTAL V... | Cervical Rotation (right) TRANSVERSE Goal: 80 degrees – Actual: 85 (right) 65 (left) Cervical Rotation (left) TRANSVERSE Glenohumeral Joint: Shoulder – Neutral (left) SAGITTAL VIEW Glenohumeral Joint: Shoulder Flexion (left) Goal: 170 degrees – Actual: 170 degrees Glenohumeral Joint: Shoulder – Neutral (right) SAGITTAL... | 0.676878 | [
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456 E. Mission Rd. San Marcos, CA 92078 Sport specific training Josh Hubby Sports performance training. For those looking to pursue careers in the 28780 Single Oak Dr. Ste. 110 951-308-4522 health and fitness industries Temecula, CA 92590 Personal training Cindy Rogatsky/Debbie Personal training Varies/Encinitas Winner... | 456 E. Mission Rd. San Marcos, CA 92078 Sport specific training 28780 Single Oak Dr. Ste. 110 Temecula, CA 92590 Josh Hubby 951-308-4522 Sports performance training. For those looking to pursue careers in the health and fitness industries Personal training Varies/Encinitas Cindy Rogatsky/Debbie Winner 760-942-3000 Pers... | 0.560638 | [
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11.2 Video Notes 11.2 pgs Grade 1____ Labs Variables Suppl.Video/Animation ** Choose 1 of 2 that TB pgs 542-547 #36: pgs 129-132 If mastery not _______ Affect RevBook2013 pg 136-8 #37: pgs 133-135 achieved, complete ____ more Reaction Vocab-Quizlet 11.2 Learning Opps Rates Prac. WS pgs POGILs Castle Learning 11.2 Disti... | 11.2 Variables that Affect Reaction Rates Obj #2 Video Notes 11.2 pgs Suppl.Video/Animation TB pgs 542-547 RevBook2013 pg 136-8 Vocab-Quizlet 11.2 Prac. WS pgs Castle Learning 11.2 Poster or Concept Map Review Sheet pg Discuss with peers Mini Lecture-Teacher Grade 1____ If mastery not achieved, complete ____ more Learn... | 0.348506 | [
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His take on/additions to the legend: “Arthur Becomes King” by T.H. White How does the author show us that Arthur was not a very likely person to become the King of England? What thoughts/feelings does Arthur express after Sir Kay ordered him to find his sword? During this incident, what kind of person does the young Ar... | His take on/additions to the legend: “Arthur Becomes King” by T.H. White How does the author show us that Arthur was not a very likely person to become the King of England? What thoughts/feelings does Arthur express after Sir Kay ordered him to find his sword? During this incident, what kind of person does the young Ar... | 1 | [
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make notes by make effective utilise a variety keep a coherent Ability to select and copy identifying key notes, of methods to set of organised understand and make notes correct put notes into material in a condensing make notes, notes; make use footnoting information from own words passage, in longer passages based on... | Ability to make notes Able to: select and copy correct information from longer passages put notes into own words make effective notes, condensing longer passages into note form make notes by identifying key material in a passage, in relation to task or question utilise a variety of methods to make notes, based on task ... | 0.305028 | [
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Action Plan Work with Lark TSA to explore with Abbeygate Sixth implemented: to and develop training Form identify and opportunities and projects to attract additional support Music & wider Arts Increased monitoring & investments for analysis of data for Develop and track a centralised our Enrichment activities and regi... | Action Plan implemented: to identify and attract additional investments for our Enrichment Programme with Abbeygate Sixth Form Increased monitoring & analysis of data for activities and clubs Enrichment renewal programme established and embedded into extra-curricular life of the school and Abbeygate Sixth Form Work wit... | 0.530427 | [
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Progressive dispensationalists teach that the kingdom is both present and future. Robert Saucy writes that they present a mediating position between non-dispensationalism and traditional dispensationalism. Darrell Bock sets forth the duality of kingdom inauguration and kingdom fulfillment: The kingdom theme reveals the... | Progressive dispensationalists teach that the kingdom is both present and future. Robert Saucy writes that they present a mediating position between non-dispensationalism and traditional dispensationalism. Darrell Bock sets forth the duality of kingdom inauguration and kingdom fulfillment: The kingdom theme reveals the... | 0.82031 | [
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FULL FIRST NAME NATIONALITY RELATIONSHIP TO LEARNER Residential address Postal Address HOME TELEPHONE NO PERSONAL CELL NO EMAIL ADDRESS EMPLOYER NAME EMPLOYER ADDRESS OCCUPATION WORK TELEPHONE NO ID / PASSPORT NO (Copy Attached) MARITAL STATUS IF DIVORCED: Access Access rights to Yes No rights to Yes No (Attached copy ... | FULL FIRST NAME NATIONALITY RELATIONSHIP TO LEARNER Residential address Postal Address HOME TELEPHONE NO PERSONAL CELL NO EMAIL ADDRESS EMPLOYER NAME EMPLOYER ADDRESS OCCUPATION WORK TELEPHONE NO ID / PASSPORT NO (Copy Attached) MARITAL STATUS IF DIVORCED: (Attached copy of Divorce agreement) Access rights to child Yes... | 0.628348 | [
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KINGFISHER SWIMMING CLUB 11th ANNUAL SPRING SPRINTS GALA 2017 GIRLS ENTRY FORM CLUB NAME: …………………………………………………….. EMAIL……………………………………………… ADDRESS: ……………………………………………………………………………….. TEL No…………………… Individual Butterfly Breaststroke Backstroke Freestyle Age Medley Forename Surname D.O.B at B C B C B C B C B C Gala Grade Gra... | KINGFISHER SWIMMING CLUB 11th ANNUAL SPRING SPRINTS GALA 2017 GIRLS ENTRY FORM CLUB NAME: …………………………………………………….. EMAIL……………………………………………… ADDRESS: ……………………………………………………………………………….. TEL No…………………… Forename Surname Age at Gala D.O.B Butterfly Breaststroke Backstroke Freestyle Individual Medley B Grade C Grade B Grade C Gra... | 0.64775 | [
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Plants and animals Dogs are permitted only in Frank Thomson Reserve and must be kept on a lead at all times. Dogs, cats and other The park is home to almost 600 native plant species, over 40 pets are not permitted in the remainder of the park native mammal and 90 native bird species. Firearms are prohibited. Most of Ki... | Plants and animals The park is home to almost 600 native plant species, over 40 native mammal and 90 native bird species. Most of Kinglake National Park has a cover of eucalypt forest. Grass trees and ferns are also common, as are Acacias, Bush peas, Cassinias, Heath, Tussock grass and orchids. Many birds and mammals c... | 0.837979 | [
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Psyche Bend Psyche Bend Historic Reserve (Committee of Management) Psyche Bend Lagoon K I N G S B I L L A B O N G P A R K To Robinvale 90km Woorlong Wetlands SUNNY CLIFFS RED CLIFFS R I V E R M U R To Ouyen R A Y 87km R E S E R V E information Park hide Camping road Unsealed Forest (Public Land) is without flaw of any ... | Psyche Bend Psyche Bend Historic Reserve (Committee of Management) Psyche Bend Lagoon K I N G S B I L L A B O N G P A R K To Robinvale 90km Woorlong Wetlands SUNNY CLIFFS RED CLIFFS To Ouyen 87km R I V E R M U R R A Y R E S E R V E 0 0.25 N 1 Kilometres Parking Tourist information Park information Picnic shelter Picnic... | 0.636087 | [
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QUALIFICATIONS Examinations/Qualifications Examination/ Institution Grades Final Assessment Year Obtained Include non-examined courses, eg NVQs JOB RELATED TRAINING Give details of any recent training courses Please include ALL employment since completing full-time education PREVIOUS APPOINTMENTS and account for any ga... | QUALIFICATIONS Examinations/Qualifications Include non-examined courses, eg NVQs Examination/ Final Assessment Year Institution Grades Obtained JOB RELATED TRAINING Give details of any recent training courses PREVIOUS APPOINTMENTS Please include ALL employment since completing full-time education and account for any ga... | 0.663504 | [
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Kinston-Lenoir County Parks & Recreation (Three Year Terms) Member Information Date Appointed Appointment Exp. William Connolly March 2014 March 2017 Ronnie Battle March 2013 March 2016 Bryan Hanks March 2014 March 2017 Dr. Scott Matthews March 2013 March 2016 Kendall Huffman March 2014 March 2017 Robyn Godfrey March 2... | Kinston-Lenoir County Parks & Recreation (Three Year Terms) Member Information Date Appointed Appointment Exp. William Connolly Ronnie Battle Bryan Hanks Dr. Scott Matthews Kendall Huffman Robyn Godfrey William McMahon Debbie Gray Glen Whitley Laura McPhaul Kelly Jarman Jon Sargeant – School Board Amanda S. Sawyer Cont... | 0.50418 | [
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KINTORE GOLF CLUB SPONSORSHIP OF A HOLE 2018/2019 Subject to availability The cost of a sign advertising your business on each tee at one hole £200 for 1 year (plus initial cost of the signs from Rood Signs Ltd) £500 for 3 years (plus initial cost of the signs from Rood Signs Ltd) This will entitle your business to 10 ... | KINTORE GOLF CLUB SPONSORSHIP OF A HOLE 2018/2019 Subject to availability The cost of a sign advertising your business on each tee at one hole £200 for 1 year (plus initial cost of the signs from Rood Signs Ltd) £500 for 3 years (plus initial cost of the signs from Rood Signs Ltd) This will entitle your business to 10 ... | 1 | [
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Item Due Due Date Time Due Percentage of final grade Welcome Quiz on Tuesday 11:59pm 0% but the rest of the D2L September course does not appear 4th until this is completed Weekly Assignment Every 11:59pm 25% total (weighted Monday based on # of (even assignments holidays) submitted) *no submission required if you have... | Item Due Due Date Time Due Percentage of final grade Welcome Quiz on D2L Tuesday September 4th 11:59pm 0% but the rest of the course does not appear until this is completed Weekly Assignment Every Monday (even holidays) *no submission required if you have no hours to report 11:59pm 25% total (weighted based on # of ass... | 0.473756 | [
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Kirk Hallam Support Centre Curriculum Overview. Autumn Term 1 Autumn Spring Term 1 Spring Term Summer Summer Term 2 2 Term 1 Term 2 English Study of a significant Investigating Shakespeare Poetry Myths, Speaking KS2 author:Roald Dahl – Information legends and Classic Stories Writing for George’s Marvellous texts and Li... | Kirk Hallam Support Centre Curriculum Overview. Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 English KS2 Study of a significant author:Roald Dahl – George’s Marvellous Medicine Biography and Autobiography Investigating Information texts English Literary Heritage Shakespeare Classi... | 0.293371 | [
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Priority 1: Improve the effectiveness of Leadership and Management A centralised logging system for recording and following up concerns is adopted. Roles and responsibilities and lines of accountability are clear across the whole school. The governing body develop systems to hold leaders to account for all aspects of t... | Priority 1: Improve the effectiveness of Leadership and Management A centralised logging system for recording and following up concerns is adopted. Roles and responsibilities and lines of accountability are clear across the whole school. The governing body develop systems to hold leaders to account for all aspects of t... | 0.672969 | [
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Phil Walters Head of Creative Trustwide Minds Generic team contact 01924 327567 details: Website: (new website coming soon) Facebook: Twitter @Creat1ve_M1nds Disclaimer: Whilst Creative Minds and South West Yorkshire Partnership Foundation Trust take care to provide accurate and up to date information we cannot take fu... | Phil Walters Head of Creative Minds Trustwide Generic team contact details: 01924 327567 Website: (new website coming soon) Facebook: Twitter @Creat1ve_M1nds Disclaimer: Whilst Creative Minds and South West Yorkshire Partnership Foundation Trust take care to provide accurate and up to date information we cannot take fu... | 0.890489 | [
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restraint & in relation to the Adherence to the MHS code of practice & emerging national evidence Supreme Court Judgement Outcomes identified in SWYPFT restraint policies on Deprivation of Liberties (March 2014) Regular training for relevant staff across providers 6. Recovery & staying well / preventing future crisis N... | restraint & in relation to the Supreme Court Judgement on Deprivation of Liberties (March 2014) Regular training for relevant staff across providers Adherence to the MHS code of practice & emerging national evidence Outcomes identified in SWYPFT restraint policies 6. Recovery & staying well / preventing future crisis N... | 0.780462 | [
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SAMPLE: Results of Web-based Evaluation of the PHRCP: Neither Strongly Somewhat Agree Somewhat Strongly Disagree Disagree nor Agree Agree Disagree 6% 5% 24% 37% 28% I was satisfied with the course overall. (n=6) (n=5) (n=24) (n=37) (n=28) This course enhanced my knowledge of the subject 0% 14% 29% 39% 18% matter. (n=0)... | SAMPLE: Results of Web-based Evaluation of the PHRCP: Strongly Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Strongly Agree I was satisfied with the course overall. 6% (n=6) 5% (n=5) 24% (n=24) 37% (n=37) 28% (n=28) This course enhanced my knowledge of the subject matter. 0% (n=0) 14% (n=14) 29% ... | 0.767025 | [
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8 Construction of new sub 100 100 25 Civil Surgeon centres 5 Filling up vacant posts for ANM and MPW at To complete To complete To complete Civil Surgeon 10 Additional ANM at MOiC To complete To complete To complete centre 11 Grant for maintenance and contingency at sub-centre To complete To complete To complete MOiC l... | 8 Construction of new sub centres 100 100 25 Civil Surgeon 5 Filling up vacant posts for ANM and MPW at To complete To complete To complete Civil Surgeon 10 Additional ANM at To complete To complete To complete MOiC 11 Grant for maintenance and contingency at sub-centre level To complete To complete To complete MOiC 12... | 0.56946 | [
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Table 5.7: Work plan for Leprosy eradication Activity Time Frame (from 2009-20012) Responsibilities 09-10 10-11 11-12 1 Recruitment of field staff - - - One training One training One training 2 Orientation training of new staff programme programme programme 3 Updating records DLO, DA 4 Increase case detection and - - -... | Table 5.7: Work plan for Leprosy eradication Activity Time Frame (from 2009-20012) Responsibilities 09-10 10-11 11-12 1 Recruitment of field staff - - - 2 Orientation training of new staff One training programme One training programme One training programme 3 Updating records DLO, DA 4 Increase case detection and refer... | 0.821917 | [
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RTI Reproductive Tract Infections SC Sub-centre SC/ST Scheduled Caste/ Scheduled Tribe SHG Self Help Group SNP Supplementary Nutrition Programme STI Sexually Transmitted Infections TB Tuberculosis TOT Training of Trainers UFWC Urban Family Welfare Centre VHC Village Health Committee VHSC Village Health and Sanitation C... | RTI SC SC/ST SHG SNP STI TB TOT UFWC VHC VHSC ZP Reproductive Tract Infections Sub-centre Scheduled Caste/ Scheduled Tribe Self Help Group Supplementary Nutrition Programme Sexually Transmitted Infections Tuberculosis Training of Trainers Urban Family Welfare Centre Village Health Committee Village Health and Sanitatio... | 0.490161 | [
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Next Shabbat: Shabbat “B’Yom Khalot Mosheh” – “And on the day Mosheh finished” & Shabbat Mevar’chim HaChodesh Tebeth (Proclamation of the New Moon of the month of Tebeth) Tuesday Evening the 3rd of December – Thursday Evening the 5th of December, 2013 Shabbat Torah Reading: Weekday Torah Reading: מֹשֶׁה Saturday Aftern... | Next Shabbat: Shabbat “B’Yom Khalot Mosheh” – “And on the day Mosheh finished” & Shabbat Mevar’chim HaChodesh Tebeth (Proclamation of the New Moon of the month of Tebeth) Tuesday Evening the 3rd of December – Thursday Evening the 5th of December, 2013 Shabbat Torah Reading: Weekday Torah Reading: מֹשֶׁה Saturday Aftern... | 0.638121 | [
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Mr. M. V. Rane Advocate P. P. Jagtap B.Com., LL.B. (Gen.), C.A.I.I.B., D.C.M., B.A., L.L.B. D.C.B.M., D.E.I.M, G.D.C.&A., C.C.C. Mumbai High Court Mr. H. P. Singh Mr. Mahendra Mhatre M.Com., LL.B, B.Sc., Practical Trainer Diploma in Business Management KISMAT APPLICATION FOR ADMISSION IN THE YEAR __________ To, The Org... | Mr. M. V. Rane B.Com., LL.B. (Gen.), C.A.I.I.B., D.C.M., D.C.B.M., D.E.I.M, G.D.C.&A., C.C.C. Advocate P. P. Jagtap B.A., L.L.B. Mumbai High Court Mr. H. P. Singh M.Com., LL.B, Diploma in Business Management Mr. Mahendra Mhatre B.Sc., Practical Trainer KISMAT APPLICATION FOR ADMISSION IN THE YEAR __________ To, The Org... | 0.76066 | [
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Appendix V Foyle Search and Rescue Boat – Appendix VI Typographic Research – Appendix VII Interview Setup at FSAR Boardroom – Appendix VIII Thermal Camera – Appendix IX Conceptual Work – Appendix X - HUD (heads up display) Hud graphic examples Appendix XI Shooting Schedule – | Appendix V – Foyle Search and Rescue Boat Appendix VI – Typographic Research Appendix VII – Interview Setup at FSAR Boardroom Appendix VIII – Thermal Camera Appendix IX – Conceptual Work Appendix X - HUD (heads up display) Hud graphic examples Appendix XI – Shooting Schedule | 0.511413 | [
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A safe and resilient society responding adequately to threats to human life and property while working with the local communities. P 003: Inter-governmental Relations, Communication & Protocol To work in partnership and cooperation with the national, and other county governments and entities for the successful implemen... | A safe and resilient society responding adequately to threats to human life and property while working with the local communities. P 003: Inter-governmental Relations, Communication & Protocol To work in partnership and cooperation with the national, and other county governments and entities for the successful implemen... | 0.618143 | [
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Diversification of tourist ●No. of tourism fairs held and ●1 ●4 ●4 source markets participated (domestic, regional and international participation) Tourism celebrations/ ●World Tourism day celebrated, Annually functions ●Miss Tourism pageant held ●Once ● Kisumu Impala boat race held For ●Lake Victoria tourism and trave... | Diversification of tourist source markets (domestic, regional and international participation) ●No. of tourism fairs held and participated ●1 ●4 ●4 Tourism celebrations/ functions ●World Tourism day celebrated, ●Miss Tourism pageant held ● Kisumu Impala boat race held ●Lake Victoria tourism and travel expo held ●ASK sh... | 0.732813 | [
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330,000 363,000 399,300 Other Operating Expenses 2211201 530,000 583,000 641,300 Boards, Committees, conference and Seminars 2210802 500,000 550,000 605,000 Membership fees,dues and subscription 2211300 30,000 33,000 36,300 2220100 Routine Maintenance - Vehicles and Other Transport Equipment 350,000 385,000 423,500 222... | 330,000 363,000 399,300 2211201 Other Operating Expenses 530,000 583,000 641,300 2210802 Boards, Committees, conference and Seminars 500,000 550,000 605,000 2211300 Membership fees,dues and subscription 30,000 33,000 36,300 2220100 Routine Maintenance - Vehicles and Other Transport Equipment 350,000 385,000 423,500 222... | 0.703428 | [
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Dept.ofYouth Constructionofworkshops No.ofworkshops 2 3 4 Training/Public constructed Works Constructionofclassrooms 3 4 5 1 2 3 3 3 3 550 660 770 12 18 Directorofculture OrganizeKenyaMusicand No.offestivalsand 4 6 8 CulturalFestivalsfortheCounty. 100% 100% 100% 10 10 20 20 20 No.ofcultural 1 2 3 centre. 1 1 1 studioce... | Dept.ofYouth Training/Public Works Constructionofworkshops Constructionofclassrooms No.ofworkshops constructed 2 3 1 3 550 3 4 2 3 660 12 4 5 3 3 770 18 Directorofculture OrganizeKenyaMusicand CulturalFestivalsfortheCounty. No.offestivalsand 4 100% 10 20 6 100% 10 20 8 100% 20 studiocentres. No.ofcultural centre. No.of... | 0 | [
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communication Unit programs i.e. participation Public sessions participation forums, County program launches SP030305: Public Relations Delivery of Empowerment of Development Unit development locals through Support information to jobs Communication the County's Opening up of residents rural areas for enabling them deve... | communication Unit programs i.e. Public participation forums, County program launches participation sessions SP030305: Development Support Communication Public Relations Unit Delivery of development information to the County's residents enabling them fuly participate in the projects Empowerment of locals through jobs O... | 0.619053 | [
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Kipen, David. Rev. of by Khaled Hosseini. 8 June The Kite Runner, San Francisco Chronicle 2003: M1. Accessed 27 June 2006. Fitzgerald, Carol (Website Founder). Accessed 27 June, 2006. ReadingGroupsGuide.com. Whipple, Mary. Rev. of by Khaled Hosseini. 6 June 2003. The Kite Runner, MostlyFiction.com. Accessed 28 July 200... | Kipen, David. Rev. of The Kite Runner, by Khaled Hosseini. San Francisco Chronicle 8 June 2003: M1. Accessed 27 June 2006. ReadingGroupsGuide.com. Fitzgerald, Carol (Website Founder). Accessed 27 June, 2006. Whipple, Mary. Rev. of The Kite Runner, by Khaled Hosseini. MostlyFiction.com. 6 June 2003. Accessed 28 July 200... | 0.603644 | [
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Record of Title VI ND Investigations, Complaints, and Lawsuits Notice to ND Beneficiaries of Protection Under Title VI Annual Title VI ND Certification and Assurance Environmental ND Justice Analysis of Construction Projects Submit Title VI ND Program Findings at the time of the site visit: ND = No Deficiencies; D = De... | Record of Title VI Investigations, Complaints, and Lawsuits ND Notice to Beneficiaries of Protection Under Title VI ND Annual Title VI Certification and Assurance ND Environmental Justice Analysis of Construction Projects ND Submit Title VI Program ND Findings at the time of the site visit: ND = No Deficiencies; D = De... | 0.676745 | [
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Team Yellow Team Green Hendrick McConnell Owen O’Connell Jamie Gallagher Henry Ziesel-Alber Lachlan McConnell William Redwine Flynn Hughes Sam Shepherd Zachary Nelson Ari Bushler Pilar Kelley Jacob Bushler Rachel Tkachenko Alex Kiss Luciano Girouard Daisy Meritt Carson Mayer Maximilian Pietch Austen Thomas Michael Buck... | Team Yellow Hendrick McConnell Jamie Gallagher Lachlan McConnell Flynn Hughes Zachary Nelson Pilar Kelley Rachel Tkachenko Luciano Girouard Carson Mayer Austen Thomas Marcella Lewis Charlotte Ravage Emma Gorin Mia Epstein Mr. Young Kevin Katie Team Green Owen O’Connell Henry Ziesel-Alber William Redwine Sam Shepherd Ar... | 0 | [
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Answer Key Economic Reasoning Grid Economic People’s choices People respond systems People gain have People make People’s choices to incentives in influence when they trade consequences choices involve costs predictable individual voluntarily that lie in the ways choices. future. Kizzy dreamed of Dog shows are serious ... | Answer Key Economic Reasoning Grid People make choices People’s choices involve costs People respond to incentives in predictable ways Economic systems influence individual choices. People gain when they trade voluntarily People’s choices have consequences that lie in the future. Kizzy enjoyed writing letters to Mrs. A... | 0.436355 | [
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Annual Goals and Objectives AP-20 Annual Goals and Objectives Goals Summary Information Sort Goal Name Start End Category Geographic Area Needs Addressed Funding Goal Outcome Indicator Order Year Year 1 Public 2014 2019 Non-Housing BG Economic CDBG: Public Facility or Infrastructure Improvements Community Reinvestment ... | Annual Goals and Objectives AP-20 Annual Goals and Objectives Goals Summary Information Sort Order Goal Name Start Year End Year Category Geographic Area Needs Addressed Funding Goal Outcome Indicator 1 Public Improvements 2014 2019 Non-Housing Community Development BG Reinvestment Area Economic Opportunity Neighborhoo... | 0.594215 | [
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limit); (b) in articles intended to come into direct and prolonged contact with the skin such as: earrings, — necklaces, bracelets and chains, anklets, finger — rings, wrist-watch cases, watch straps and tighteners, — rivet buttons, tighteners, rivets, zippers and metal — marks, when these are used in garments, if the ... | limit); (b) in articles intended to come into direct and prolonged contact with the skin such as: — earrings, — necklaces, bracelets and chains, anklets, finger rings, — wrist-watch cases, watch straps and tighteners, — rivet buttons, tighteners, rivets, zippers and metal marks, when these are used in garments, if the ... | 0.842891 | [
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DOMAIN: PERFORM KK Q1 PERFORM DOMAIN RESOURCE LIST In All Kinds of Weather, Kids Make Music= IAKWKMM Foundations 85 Engaging Movement Activities = 85 EMA P1: Select, analyze and interpret artistic work for performance. Share the Music = STM P2: Develop and refine artistic techniques and work for performance. Silver Bur... | DOMAIN: PERFORM Foundations P1: Select, analyze and interpret artistic work for performance. P2: Develop and refine artistic techniques and work for performance. P3: Convey and express meaning through the presentation of artistic work. KK Q1 PERFORM DOMAIN RESOURCE LIST In All Kinds of Weather, Kids Make Music= IAKWKMM... | 0.580545 | [
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DOMAIN: CONNECT KK Q1 CONNECT DOMAIN RESOURCE LIST Foundations Music For Little People = MFLP Cn1: Synthesize and relate knowledge and personal experiences to artistic Spotlight on Music = SOM endeavors. Cn2: Relate artistic ideas and works with societal, cultural, and historical context. QUARTER 1 KNOWLEDGE & SKILLS A... | DOMAIN: CONNECT Foundations Cn1: Synthesize and relate knowledge and personal experiences to artistic endeavors. Cn2: Relate artistic ideas and works with societal, cultural, and historical context. KK Q1 CONNECT DOMAIN RESOURCE LIST Music For Little People = MFLP Spotlight on Music = SOM QUARTER 1 KNOWLEDGE & SKILLS A... | 0.594528 | [
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QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Using proper vocal Assess students’ "On a Dark and Writing: Using elements Cr1. A technique, explore ability to move, sing Stormy Night" BPE of Conversational Solfege Musical Concepts ascending and or play instruments "I Thought I Heard... | QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1. A Musical Concepts With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music. Using proper vocal technique,... | 0.394865 | [
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QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Listen as students “Going on a Picnic” Vocabulary: Sight Cr1. A Vocally improvise individually sing SBMM Gr. K Words Musical Concepts answers to teachers answers to the “Instrument Games” “Going on a Picnic” With guidance, sung question... | QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1. A Musical Concepts With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music. Vocally improvise answers to ... | 0.35571 | [
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Perform a song or Observe as students Writing: Comparison R2.A poem in two ways perform song or poem “Wake Me, Shake Me” and Contrast Musical Concepts (AA’) using speech, two ways (AA’) using STM K After teaching “Wake and Effect song, and/or speech, song, “Mitten Song” STM Gr. Me, Shake Me”, play a With guidance, move... | R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical characteristics in a listening selection. Perform a song or poem in two ways (AA’) using speech, song, and/or movement following a or class created map. Pe... | 0.436285 | [
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Cr2.A Discuss/ demonstrate Listen to students Refer to the K.SL.CC.1 Selecting Musical discuss their favorite portions of the Participate with varied "favorite parts" Ideas musical elements and following songs and peers and adults in (sounds, timbres, activities: collaborative With guidance, using assess their choices)... | Cr2.A Selecting Musical Ideas With guidance, using ideas from songs, poems, or stories for performance, demonstrate, choose, and justify favorite musical ideas. Discuss/ demonstrate "favorite parts" (sounds, timbres, choices) of movement, songs, or pieces. Listen to students discuss their favorite musical elements and ... | 0.441197 | [
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or large groups about Demonstrate how instruments and Dramatize Nursery appropriate interests, knowledge, movement to represent Rhymes and stories. Kindergarten topics. and skills relate to the characters and plot K.SL.PKI.4 Describe personal choices and in a nursery rhyme. familiar people, places, intent when creating... | Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating performing, and responding to music (such as expressing personal preferences in music or how music is used in daily life). instruments and movement to represent the characters and plot in a nursery rhyme. Dramatize Nurs... | 0.421766 | [
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Using this investigation The sequence of activities suggested in this investigation provides opportunities for students to demonstrate learning described by core learning outcomes or aspects of core learning outcomes. The investigation may be modified to provide opportunities for students to demonstrate learning descri... | Using this investigation The sequence of activities suggested in this investigation provides opportunities for students to demonstrate learning described by core learning outcomes or aspects of core learning outcomes. The investigation may be modified to provide opportunities for students to demonstrate learning descri... | 0.788397 | [
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of the American Political Science Association, Washington, D.C. "Interrupted time series designs: time for a re-evaluation." Presented at the Annual Meetings of the American Society of Criminology, New Orleans. 1993 (with Chester Britt III and David J. Bordua) "The emperor has no clothes: Using interrupted time series ... | of the American Political Science Association, Washington, D.C. "Interrupted time series designs: time for a re-evaluation." Presented at the Annual Meetings of the American Society of Criminology, New Orleans. 1993 (with Chester Britt III and David J. Bordua) "The emperor has no clothes: Using interrupted time series ... | 1 | [
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ASSIGNED ESSAY RUBRIC Use: This rubric is intended for grading an assigned personal response essay with three writing prompts and a 500 word limit. The student has the opportunity to work on the rubric outside of class with explicit instructions that the essay is graded on content and writing. The grading point value i... | ASSIGNED ESSAY RUBRIC Use: This rubric is intended for grading an assigned personal response essay with three writing prompts and a 500 word limit. The student has the opportunity to work on the rubric outside of class with explicit instructions that the essay is graded on content and writing. The grading point value i... | 0.51568 | [
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Kevin Lulofs-MacPherson 2348 W Moffat Street, 3R Chicago, IL 60647 773.600.9499 Klumac21@gmail.com Education Regis University June 2009- August 2011 Denver, CO Fellowship in Orthopaedic Manual Physical Therapy University of St. Augustine August 2004- April 2009 St. Augustine, FL Transitional Doctor of Physical Therapy ... | Kevin Lulofs-MacPherson 2348 W Moffat Street, 3R Chicago, IL 60647 773.600.9499 Klumac21@gmail.com Education Regis University June 2009- August 2011 Denver, CO Fellowship in Orthopaedic Manual Physical Therapy University of St. Augustine August 2004- April 2009 St. Augustine, FL Transitional Doctor of Physical Therapy ... | 0.823879 | [
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1064. SYLVIA left surviving as his next of kin her husband, Plaintiff Dr. Ladien and daughter, Fawn Doucette. Because of Defendants’ negligence, said next of kin had less time to spend in the company of SYLVIA than they would otherwise have had. 1065. By reason of the wrongful death of SYLVIA, said next of kin has: sus... | 1064. SYLVIA left surviving as his next of kin her husband, Plaintiff Dr. Ladien and daughter, Fawn Doucette. Because of Defendants’ negligence, said next of kin had less time to spend in the company of SYLVIA than they would otherwise have had. 1065. By reason of the wrongful death of SYLVIA, said next of kin has: sus... | 1 | [
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Year # Item Endorsement Unsatisfactory Basic Proficient Response Total Demonstrates Capacity to 2014- implement, modify, and adapt Special Education, 3 1 25.00% 1 25.00% 2 50.00% 4 2015 plans that are responsive to 7-12 (SPM8) students and curricular goals Table 17B CEHS Student Teaching Instrument Teacher Candidate Su... | Year # Item Endorsement Unsatisfactory Basic Proficient Response Total 2014- 2015 3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students and curricular goals Special Education, 7-12 (SPM8) 1 25.00% 1 25.00% 2 50.00% 4 Table 17B – CEHS Student Teaching Instrument Teacher Candidate ... | 0.641413 | [
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Standards 9.1, 9.2, 9.3 and 9.4: Professional Learning and Ethical Practice Indicator Information Endorsement Response 2014-2015 Rare Occasional Frequent Consistent Total 9.1 The teacher engages in ongoing Special Education 1 5.88% 2 11.76% 3 17.65% 11 64.71% 17 professional learning. 2015-2016 Rare Occasional Frequent... | Standards 9.1, 9.2, 9.3 and 9.4: Professional Learning and Ethical Practice Indicator Information Endorsement 9.1 The teacher engages in ongoing professional learning. 2014-2015 Rare Occasional Frequent Consistent Response Total Special Education 1 5.88% 2 11.76% 3 17.65% 11 64.71% 17 2015-2016 Rare Occasional Frequent... | 0.826494 | [
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Item 12: Works Effectively with Parents Strongly Neither Agree Strongly Response Year # Item Endorsement Disagree Agree Disagree nor Disagree Agree Total 2014 - I work effectively Special 12 0 0.00% 0 0.00% 0 0.00% 1 20.00% 4 80.00% 5 2015 with parents Education 7-12 I work effectively Special 12 0 0.00% 0 0.00% 0 0.00... | Item 12: Works Effectively with Parents Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Response Total 2014 - 2015 12 I work effectively with parents Special Education 7-12 0 0.00% 0 0.00% 0 0.00% 1 20.00% 4 80.00% 5 12 I work effectively with parents Special Education... | 0.551759 | [
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Administrator Summative This is a 21-item In March/April at the Standards Survey instrument that is end of the 4.1, 4.2, 4.3, completed by first 5.1, 5.2 candidate’s school year of teaching administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education.... | Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3, 5.1, 5.2... | 0.639096 | [
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(Prior to program (Semester before Student (After Student Freshman year) (Sophomore year) Teaching) Teaching) -- Completion of --Credit hour -- Admission to TEP -- 120 + credit hours specific number of minimum -- Credit Hour /overall 2.75 -- successful completion high school units. --Minimum grades in GPA minimum of St... | (Prior to Freshman year) program (Sophomore year) (Semester before Student Teaching) (After Student Teaching) -- Completion of specific number of high school units. -- Appropriate ACT /SAT score --Credit hour minimum --Minimum grades in specific courses -- CORE Academic Tests -- Faculty recommendations -- Completion of... | 0.568867 | [
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Table 9A Item 2: Subject Planning for Learning 2014-2015 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total 2014- 2 Demonstrates AGED 4 100% 4 2015 capacity to create useable lesson and unit plans that are based upon knowledge of the discipline, students, and curricular goals AGED ... | Table 9A Item 2: Subject Planning for Learning 2014-2015 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total 2014- 2015 2 Demonstrates capacity to create useable lesson and unit plans that are based upon knowledge of the discipline, students, and curricular goals AGED 4 100% 4 AGED ... | 0.88948 | [
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