zilongwang/ReadingBank huggingface dataset:
HOSPITAL or PROVIDER NAME/LOGO Hospital/provider address Department of Orthoptics – Vision Screening Service Contact detals: phone number 11 July 2017 (date in this format) Dear Parent/Carer of [child’s name] Vision screening for children aged 4 to 5 years We are inviting your child to receive vision screening. This will take place at name of school during the week commencing date in above format. We enclose an information leaflet to explain what vision screening is and what happens if your child is found to have reduced vision. You should take time to read this information. If you DO NOT want your child to have vision screening, please complete the slip below. Otherwise we will assume you are happy for your child to be screened. …………………………………………………………………………………………………………………… Vision screening at age 4 to 5 years Complete and return only if you DO NOT want your child to have vision screening. Name of child: …………………………………….……………..……… Date of birth: …..……………………… Address: ………………………………………………………………………..……………………………………………… Postcode: …………….………………………. I DO NOT want my child to have vision screening (tick box if appropriate) Signed (parent/carer) ……………………………………………………………………………………………….. Name in full (print clearly in capital letters) ………………………....…………………………………… Please return this reply slip to your child’s school by date in above format
Opening Greeting Use of persuasive language Personal anecdotes Structured argument Reference to previous correspondence Orientation and purpose of the letter Closing summary/ request Farewell Galatians 3:26-29New International Version (NIV) 26 So in Christ Jesus you are all children of God through faith, 27 for all of you who were baptized into Christ have clothed yourselves with Christ. 28 There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus. 29 If you belong to Christ, then you are Abraham’s seed, and heirs according to the promise. Galatians 5:13-26New International Version (NIV)
C. Payments will be made by DFAS- 96 FM MSGT ADAM SMITH Type of contract contemplated:FIRM FIX PRICE (buyer) This instrument has been negotiated pursuant to Section 2304(a)(2) of Title 10 U.S. Code. _______________________ ______________________________ ___________________________ (Contractor’s Signature) (Contracting Officer Signature) (Priority Rating- See FAR 12-304) BOB’S CONSTRUCTION COMPANY (Contractor’s Name) 123 Main St ____________________________________ (Address) (Approving Officer’s Signature) ____ COUNTRY Y CAPT JANE E. DOE Country (Approving Officer’s Name/Title) ______________________ ____________________________________ (A/C & Telephone Number) (Date of Contract - Today’s Date) (AUTHORITY AS PER AF FAR SUP 5317.7404-1) ATTACHMENT ONE PART I – The Schedule Section C – Descriptions/Specifications/Statement of Work Specifications, Standards and Drawings are furnished/listed below: C-1. SPECIFICATIONS, STANDARDS AND DRAWINGS (IAW FAR 11.201) See attached Descriptions/Specifications/Statement of Work PART I – The Schedule Section D – Packaging and Marking PART I – The Schedule Section E - Inspection and Acceptance CLAUSES INCORPORATED BY REFERENCE
52.211-1 Availability of Specifications Listed in the GSA Index of Federal Specifications, Standards and Commercial Item Descriptions, FPMR Part AUG 1998 52.211-2 Availability of Specifications Listed in the DoD Index of Specifications and Standards (DODISS) and Descriptions Listed in the Acquisition Management Systems and Data Requirements Control List, DOD 5010.12-L DEC 2003 52.211-3 Availability of Specifications Not Listed in the GSA Index of Federal Specifications, Standards, and Commercial Item Descriptions JUN 1988 52.215-2 Audit and Records--Negotiation JUN 1999 52.215-8 Order of Precedence--Uniform Contract Format OCT 1997 52.222-3 Convict Labor JUN 2003 52.222-4 Contract Work Hours and Safety Standards Act - Overtime Compensation SEP 2000 52.222-6 Bacon Act FEB 1995 52.222-7 Withholding of Funds FEB 1988 52.222-8 Payrolls and Basic Records FEB 1988 52.222-9 Apprentices and Trainees FEB 1988 52.222-10 Compliance with Copeland Act Requirements FEB 1988 52.222-11 Subcontracts (Labor Standards) FEB 1988 52.222-12 Contract Termination-Debarment FEB 1988 52.222-13 Compliance with Davis-Bacon and Related Act Regulations. FEB 1988 52.222-14 Disputes Concerning Labor Standards FEB 1988 52.222-15 Certification of Eligibility FEB 1988 52.222-21 Prohibition Of Segregated Facilities FEB 1999 52.222-26 Equal Opportunity APR 2002 52.222-27 Affirmative Action Compliance Requirements for Construction FEB 1999 52.222-35 Equal Opportunity For Special Disabled Veterans, Veterans of the Era, and Other Eligible Veterans DEC 2001 52.222-36 Affirmative Action For Workers With Disabilities JUN 1998 52.222-37 Employment Reports On Special Disabled Veterans, Veterans Of The Era, and Other Eligible Veterans DEC 2001 52.223-14 Toxic Chemical Release Reporting AUG 2003 52.227-1 Authorization and Consent JUL 1995 52.227-2 Notice And Assistance Regarding Patent And Copyright Infringement AUG 1996 52.228-1 Bid Guarantee SEP 1996
To: Tenants of Dwelling at 123 Any Road, Anywhere, Co. Any County I am directed by the Private Residential Tenancies Board, as your landlord, to serve the following notice on you: In accordance with section 16(h) of the Residential Tenancies Act 2004 you are obliged not to behave within the above dwelling, or in the vicinity of it, in a way that is anti-social. You are also obliged not to allow other occupiers of, or visitors to, the above dwelling to behave within it, or in its vicinity, in a way that is anti-social. In accordance with section 17 of the Act "behave in a way that is anti-social" means; (a) engage in behaviour that constitutes the commission of an offence, being an offence the commission of which is reasonably likely to affect directly the or welfare of others, (b) engage in behaviour that causes, or could cause fear, danger, injury, damage or loss to any person living, working or otherwise lawfully in the dwelling concerned or its vicinity and without prejudice to the generality of the foregoing, includes violence, intimidation, coercion, harassment or obstruction of, or threats to, any such person, or (c) engage, persistently, in behaviour that prevents or interferes with the peaceful occupation - (i) by any other person residing in the dwelling concerned, of that dwelling, (ii) by any person residing in any other dwelling contained in the property containing the dwelling concerned, of that other dwelling, or (iii) by any person residing in a dwelling ("neighbourhood dwelling") in the vicinity of the dwelling or the property containing the dwelling concerned, of that neighbourhood dwelling. As landlord of the dwelling I am required by section 15 of the Act to enforce the tenant obligations applying to you. If this or any other form of anti-social behaviour recurs or is engaged in by you or your visitors or other occupants of the dwelling, take note that I am required to immediately proceed to terminate your tenancy and will accordingly, if such behaviour occurs, serve Notice of Termination on you to terminate your tenancy of the above dwelling. Signed:__________________________ (Landlord) Date:
deliver our commissioning intentions. You have also agreed to implement the urgent care dashboard and use the risk profiling tool as the urgent care component of QoF. What do we need you to do? In order for the improvement programme to be a success, we now need you put in place a data streaming and data sharing system. Instructions on how to set this up are attached to the email. If your practice is not currently streaming information, you will be encouraged to do so and may already have received an invitation from EMIS. To ensure that the appropriate information governance assurances have been met we have used a ‘Privacy Impact Assessment’ screening tool. This makes sure that the information being shared conforms to the principles of The Data Protection Act and information governance. It’s important that patients are aware that you are sharing this information, why and who it is being shared with and, most importantly, that their information is secure. A statement is attached to the email that explains all of this. Please print this off and display it on your notice board and upload it to your practice website, if you have one. If you have any questions, you can contact the following people: For technical or governance-related queries contact David Crowther, Business Intelligence partner, on 0161 622 6402 or email For CCG Governing Body queries contact Jill Stott, CCG administrator, on 0161 622 4260 or email Kind Regards Ian Wilkinson Dr Ian Wilkinson Accountable Officer Oldham NHS Clinical Commissioning Group
Rent increases must be supported by publicly available data about comparative rental rates. NRAS Regulations 16(8) Where rent has been increased, the Department will be asking for evidence that the increase is supported. It is important to ensure low income households are protected. You should retain your rent review documents for 7 years. The Market Rent Valuation does not relate to the correct date, or specifies no date at all. Proposed NRAS Regulation 39 1st year valuations: For dwellings activated between 1 May 2010 and 30 April 2013 inclusive, a market rent valuation that relates to a date 91 days either side of the date the dwelling first became available for rent. 1st and 4th Year valuations: For dwellings activated between 1 May 2008 and 30 April 2010 inclusive, the following two documents are required: • A market rent valuation that relates to a date 91 days either side of the date the dwelling first became available for rent; and • A market rent valuation that relates to a date 91 days either side of the last day of the end of the fourth year of the incentive period for the dwelling. The Market Rent Valuation does not identify key aspects of the dwelling that the valuation is referring to. NRAS Regulations 18 The specific dwelling address (including unit and street number), to which the valuation relates. I have attached a factsheet that will provide you with more detailed information about the amendments and how they will be implemented. This fact sheet will also be available on the NRAS webpage (). Yours sincerely John Riley Branch Manager NRAS and Gambling November 2014
must have a “Request for Authorization to Proceed for Construction” package received and accepted by the District Local Assistance Engineer prior to March 31, 2018 or project will be removed from the HSIP Program. 1. We will deliver project as originally scoped by the timeline noted in the brief description section to obtain a one-time extension, if needed, so our agency can apply for Cycle 8 funding. We expect to submit a complete “Request for Authorization to Proceed with Construction” to the DLAE by We will re-scope project with a one-time extension of the construction phase delivery date. Project re-scoping must be completed and approved by July 31, 2016 to be eligible for Cycle 8 funding. We expect to submit a complete “Request for Authorization to Proceed with Construction” for the re-scoped project to the DLAE by We will cancel or deprogram the project. We understand that the federal HSIP funds will be withdrawn from the project and reimbursement of any expended federal funds may be required. Please initial below if you will be requesting additional HSIP funds to complete the project, and provide the requested information. Agency will request additional HSIP funds to complete project. Submit the DLAE the request and adequate justification in an official letter for additional HSIP funds along with this form, and include a revised plan and detailed estimate Submitting this request does not guarantee that additional funds will be allocated Local Agency Employee in Responsible Charge: Name (print) Signature Title Date
Month/Day/Year RE: No Call Made to Missouri One Call System Prior to Beginning Excavation Dear Excavator: With reference to an excavation you undertook on MONTH/DAY/YEAR at ADDRESS, the purpose of this letter is to inform you that it has been determined you did not submit a request for the location of underground facilities to the Missouri One Call System (MOCS) call center prior to beginning the excavation, and to advise you that your failure to submit such a request was a violation of State Statute Chapter 319, Section 319.025, Subsection 1. Due to the above, it is suggested that you review the requirements pertaining to the submission of locate requests to the MOCS call center set out in the above-referenced statute. Printed information concerning that matter, as well as other matters such as the color code and facility marking standards used by underground facility owners, can be found at mo1call.com or is available by contacting MOCS at Your continued practice of excavating without submitting the required underground facility locate requests to the MOCS call center may result in this utility referring you to the State Attorney General's Office for civil penalty action, which is an action authorized by Chapter 319. Additionally, in the event of facility damages, you will likely be billed for the cost of repairing the facilities and you may also be liable for damages that may occur to the property of other affected entities. Sincerely, Name Title Name of Company/Municipality Copies: Missouri State Attorney General's Office One-Call Unit Missouri Public Service Commission
Eligibility Information Information Requested Response Has anyone involved with your charter proposal, whether as staff or a board member, ever been convicted of or plead no contest to a felony? □ YES □ NO Is your organization supported by or affiliated with a religion or religious institution? □ YES □ NO Is your school a conversion of a private school or home study program? □ YES □ NO Is the mission of your school or school organization aligned to serving students who are currently served by the lowest performing schools in the State (see ) by opening a new neighborhood option school that prioritizes students served by low-performing schools and/or transforming a low-performing school □ YES □ NO I certify that all of the information provided in this Notice of Intent is accurate to the best of my knowledge. Lead Applicant Signature: Date:
material content levels for the specific products designated by EPA (40 CFR part 247 and EO 13423: Strengthening Federal Environmental, Energy, and Transportation Management). Visit the CPG web site at to view the current list of products that must comply with Comprehensive Procurement Guidelines (CPGs). Also, CPG supporting documentations and background information (such as RMANs) can be found at .
-2- If the number of nominations we receive is the same as the number of places to be filled, then those people will be declared appointed. If there are fewer, they will be declared appointed and the Governing Board will be responsible for filling any vacancies by inviting a parent of a child at the school to become a Parent Governor. Parent Governors must be people who have children at the school when they are elected. Applicants should also have a strong belief in continually improving the quality of education of children at school and have the time to commit to attend training and Governing Body meetings. If you decide you wish to stand for election it is necessary to get two parents at the school to propose and second your nomination. If you are not able to stand for election, you may know of someone who is and parents with children at the school can nominate another parent for election. You can obtain a nomination form from the school and, having signed it yourself and obtained the signatures of the seconder and of the person you are nominating, return the form to me by Thursday 23rd November 2017. You can nominate as many parents as there are seats to fill but you need a nomination form for each. The rules for the election are written down in Regulations made by the LA, and these can be inspected at the school. Result of the Election The names of those elected will be displayed at the school for 21 days and will be included in the next edition of the school newsletter. Anyone having any query about the election is invited to contact the school. Yours sincerely R Crane Headteacher THE CLOSING DATE FOR NOMINATIONS IS THURSDAY 23RD NOVEMBER 2017
Positively Working together to Succeed Hertfordshire County Council PRIORS WOOD PRIMARY SCHOOL Cozens Road, Ware, Herts SG12 7HZ Telephone: 01920 464135 Fax: 01920 466540 e-mail: www.priorswood.herts.sch.uk Headteacher: Mrs R Collins B Ed, NPQH 21st November 2018 Dear Parents and Carers, NIGHT OWLS & EARLY BIRDS BOOKINGS As you may be aware, due to staff changes we had to reduce the number of places in Night Owls for this current academic year from 24 to 16. I am very pleased to inform you that the recruitment process for staff for after school club has been successful, and we are now able to increase the number of places back to 24. We have taken into account the feedback from parents regarding the new system, and although ideally we would give plenty of notice for any changes in availability, we are also aware that a number of parents are desperate for places in Night Owls on particular days. With this in mind, we are increasing the places each day in Night Owls to 24 tomorrow, 22nd November, as near to 10.00am as possible. This will enable parents to have time over the weekend to make bookings for next week onwards. You may also be aware that at the moment the last part of the summer term 2019 (Monday 15th July onwards) is not yet available for booking places in Early Birds and Night Owls as when the new system originally went live it could only be set up for 12 months in advance. We will be updating both the Early Birds and Nights Owls booking systems on Tuesday 8th January 2019 at lunch time so that bookings can be made from Monday 15th July to Tuesday 23rd July 2019. This is over 7 weeks’ notice which should allow parents time to budget and to check their childcare requirements before the system is updated. We will update parents during the spring term regarding when the booking system will become live for places from September 2019 onwards, and again following feedback we will give as much notice as we possibly can to allow parents to budget for this and check their childcare needs. Yours sincerely, MRS R COLLINS Head Teacher
08/15/2017 The Honorable Rick Snyder Governor P.O. Box 30013 Lansing, MI 48909 Dear Governor Snyder, On behalf of Concept Molds, Inc., I would like to express our appreciation for the workforce development services provided by West Michigan Works! We are a small plastic injection mold manufacturer that’s been in business since 1992, and we supply plastic injection molds to the medical and automotive industries. I connected with West Michigan Works! because I needed assistance with monetarily developing new skilled talent to fill the demand for journeyman mold makers. Michigan Works! helped me reach my goal of paying for the development of this much needed talent. My company has benefited by working with West Michigan Works! by enabling us to invest in our future which is becoming even more expensive with the decline of the amount of skilled mold makers in our industry. What I find most valuable about partnering with West Michigan Works! is the information and resources we are able to receive that help us utilize the available tools for our growth and dedication to quality products. Sincerely, Justin Werner Senior Accountant 269-679-2100
Paragraph 4 (how you felt when you met Michael and when he departed) When Michael arrived – Chapter 5 / When Michael departed – Chapter 10 Topic/Opening sentence: Notes: Paragraph 5 (optional) Topic/Opening sentence: Notes: Name: ________________ Date: __________ English Written Assignment Rubric 4 3 2 1 Content and details (6 marks) Supporting details and information are relevant, plentiful and high in quality. Supporting details and information are relevant, though somewhat limited. Supporting details and information are understandable but do not include much detail. Supporting details and information are unclear and limited. Vocabulary (4 marks) Words and phrases show maturity and are appropriate Words and phrases are mostly appropriate and Words and phrases are occasionally appropriate and Words and phrases are inappropriate or not specific to
and specific to the task. specific to the task. specific to the task. the task. Grammar and sentence structure (4 marks) All sentences are grammatically correct and have varied structure. Most sentences are grammatically correct and have varied structure. Most sentences are adequately constructed but have a similar structure. Many sentences are poorly constructed. Punctuation and spelling (2 marks) Very few errors in punctuation or spelling. Some errors in punctuation or spelling that distract the reader from the content. Frequent errors in punctuation or spelling that distract the reader from the content. Many errors in punctuation or spelling that distract the reader from the content. Organisation (2 marks) All details are placed in a logical order. Most details are placed in a logical order. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organised. Presentation (2 marks) Assignment is neat and legible with correct formatting. Assignment is generally neat and legible with correct formatting. Assignment is not neat and legible or uses incorrect formatting. Assignment is not neat and legible and uses incorrect formatting. Total Score /20 marks Grade ______
1 pair of running/sports shoes (2 if possible) 1 pair of ankle boots (weather dependent) 3 pairs of socks 3 sets of underwear 1 brimmed hat (ie. Baseball cap) 1 set of sleepwear 1 sleeping bag (optional) 1 pillow 1 winter jacket 1 pair snow pants (weather dependent) 1 sweater/hoodie 2 pair pants/track pants (NO JEANS) 2 long sleeve shirts 2 short sleeve shirts 1 pair of shorts 1 notepad and pen in a re-sealable bag (to keep dry) 1 toque 1 pair of gloves Hygiene kit (soap, toothbrush, toothpaste, deodorant, sunscreen, bug spray, etc.) 1 washcloth 1 large garbage bag (for any wet items) 1 refillable water bottle/canteen OPTIONAL Cadet FTUs* Board games, cards, etc. FORBIDDEN Electronic devices – iPods / MP3 players CADPAT Prohibited knives Matches, lighters, or other fire starters, pyrotechnics Illicit substances Bear, dog, or pepper spray Any other item deemed unsafe by an Officer * Senior Cadets (Sergeant and above) are authorized to wear the Canadian olive green Cadet Field Training Uniform (FTU). Headdress (wedge or AF blue beret with Air Cadet cap badge, cadet tilly hat, or cadet toque) and cadet rank slip-ons shall be worn with the cadet field training uniform. Cadet FTUs can be obtained by cadets at their own expense.
Criterion Novice Learner Practitioner Expert Producing Text – Produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process Letter to the editor demonstrates limited personal engagement with the writing process; demonstrates a limited degree of thought and provides minimal insight for selected topic Letter to the editor demonstrates adequate personal engagement with the writing process; demonstrates some thought and some insight for selected topic Letter to the editor demonstrates considerable personal engagement with the writing process; demonstrates a considerable degree of thought and substantial insight towards selected topic Letter to the editor demonstrates a high degree of personal engagement with the writing process; demonstrates a high degree of thought and perceptive insight into selected topic Using Language – Use correct grammar, syntax, and punctuation Uses grammar, sentence structure, and punctuation with limited accuracy; errors often hinder communication Uses grammar, sentence structure, and punctuation with some degree of accuracy; errors sometimes hinder communication Uses grammar, sentence structure, and punctuation with a considerable degree of accuracy; errors do not hinder effective communication Uses grammar, sentence structure, and punctuation with a high degree of accuracy; errors are minor and communication is effective Letter to the Editor Rubric
Step 3: Introduce Pen Pals Add the word pen pal to the word list on the board. Say the definitions of the key words (don’t write the definitions because it isn’t the best use of class time for students to copy them). Letter: a paper someone writes to you and then sends to you in an envelope. Mail: send a letter to someone Pen Pal: a person you write letters to; you’ve never met this person Tell students that today we’re going to learn how to write letters to pen pals. Teacher Directions: Activity 2: Introducing the Pen Pal Project Step 1: Prep Make one teacher reference copy of Sample Letter #1, one teacher reference copy of Fill in the Blanks Answer Key and copies for the class of Fill in the Blanks Letter #1. If possible, get a class set of highlighters. Step 2: Read Out Loud Read Sample Letter #1 out loud as the class listens. Step 3: Fill in the Blanks Provide students with copies of Fill in the Blanks Letter #1. Read Sample Letter #1 aloud at a slightly slower than normal rate and students listen and fill in the blanks. Then read the letter a second time for students to fill in any answers they missed. Read one more time at a normal rate for students to check their answers. Use a projector to show students Fill in the Blanks Answer Key and allow students time to correct their own answers. Step 4: Check for Understanding Leave the Answer Key on the projector. Tell students that you want to find five important things to remember in the letter. Demonstrate students how to highlight one important item by highlighting “invited to be part of a Pen Pal project over the next few months.” Ask students what else they need to remember from the letter and highlight that item. Give students highlighters and they highlight three more important things to remember. As the finish highlighting, they can compare their answers with partners. Call on a couple students to share their answers. Teacher Directions: Activity 3: Reasons for Writing to Pen Pals Step 1: Students Think
PERSON SPECIFICATION – LETTINGS ADVISOR The ‘Core Behaviours’ competency framework outlines the key expectations of all Longhurst Group staff. Used together, the Person Specification and Core Behaviours will ensure new employees will exhibit the competencies required for this role. Essential/ Desirable Application Test Interview A) Education, qualifications and training: Strategic i) Degree level education or equivalent through relevant training/experience Desirable ii) Relevant professional qualification or an equivalent leadership qualification. Desirable B) Core Behaviours: Operational 1) Understanding the organisation Aware of what’s happening inside and outside the organisation and the relationship between Longhurst Group, the community and the environment. Understands impact of local actions on organisational objectives. Desirable 2) Delivering excellent customer service Ensures the delivery of service meets customer requirements, internal and external. Offers customers more help than expected. Essential 3) Communication Communicates with others using techniques appropriate to the situation and uses skills to build and maintain relationships. Thinks about how they come across to others. Essential 4) Innovation/change Looks for new ways to improve working methods and initiatives to carry the organisation forward. Recognises the need to improve and has an awareness of the need to contribute to change Essential 5) Working together Forms working relationships with others inside and outside the organisation and openly promotes and values diversity. Works well with others to achieve personal and team objectives Essential 6) Leadership Promotes effective performance through and by motivating and supporting others. Understands the benefits of strong leadership and respects the decision making process Essential
The Hirer is required to comply with any conditions imposed by any licences covering the premises and shall ensure that any legislation covering the safeguarding of children are complied with. 29.5 A Servant of the School may enter any building in which they have reason to believe that such entertainment as aforesaid is being or is about to be, provided with a view to seeing whether the provisions of such legislation or any safety regulations are carried into effect, and any person authorised for the purpose by an authority by whom licences are granted under any laws, statutes or regulations above shall have the like power of entering any building so licensed by that authority. 30. PERFORMING RIGHTS SOCIETY The Hirer shall, at the hirer’s expense, immediately after any performance or function at which music has been performed or songs sung, complete, sign and return to the Performing Right Society, a Performing Right Society Limited form. INTEREST 31.1 In the event of any default by the Hirer in paying any monies due under these Conditions of Hire to the School, the Hirer shall pay interest on these monies at the rate of 3% above the base rate from time to time of Lloyds Bank calculated and compounded on a daily basis from the date of default until all such monies have been paid in full and whether before or after judgement. 32. STATUTES 32.1 References to statutory provisions in these Conditions of Hire shall, where the context so admits or requires, be construed as including references to the corresponding provisions of any earlier statute (whether repealed or not) directly or indirectly amended, consolidated, extended or replaced by such provisions, or re-enacted in such provisions, or the corresponding provisions of any subsequent statute directly or indirectly, consolidating, extending or replacing such provisions, and shall include any orders, regulations, instrument or other subordinate legislation made under the relevant statute. 33. NO ASSIGNMENT/SUB-CONTRACTING The Hirer shall not be entitled to assign the benefit of, delegate the burden of, or sub-contract all or any of its rights and obligations under these Conditions of Hire, except with the prior written approval of the School.
I. Guide to the Individual Benchmark Specifications Content specific guidelines are given in the Individual Benchmark Specifications for each course. The Specifications contains specific information about the alignment of items with the NGSSS and the Florida Standards. It identifies the manner in which each benchmark is assessed, provides content limits and stimulus attributes for each benchmark, and gives specific information about content, item types, and response attributes. Definitions of Benchmark Specifications The Individual Benchmark Specifications provides standard-specific guidance for assessment item development for CFAC item banks. For each benchmark assessed, the following information is provided: Reporting Category is a grouping of related benchmarks that can be used to summarize and report achievement. Standard refers to the standard statement presented in the NGSSS or domain in the Florida Standards. Benchmark refers to the benchmark statement presented in the NGSSS or standard statement in the Florida Standards. In some cases, two or more related benchmarks are grouped together because the assessment of one benchmark addresses another benchmark. Such groupings are indicated in the Also Assesses statement.
Learning Objective/Benchmark HE.912.C.2.2 JROTC Crosswalk Outline a personal plan to build strong relationships with team members For Instructor Use: U2C6L1 Item Type Multiple Choice, Short Answer Learning Objective Clarification The student will examine the different types of power and influence. The student will examine determine the appropriate application of power and influence. The student will examine evaluate how individual and system power can be used to increase performance. The student will examine define key words: coercive power, defensive, developmental, expert power, legitimate power, referent power, relinquishing, reward power. Content Focus Power Bases and Influence Content Limits Items must be limited to passages or graphics be limited to Army JROTC LET-4 appropriate curriculum. Items should be written at or below the ninth grade readability level. Text Attributes Item stimuli must be limited to passages or graphics included in applicable service program instruction. Distractor Attributes Video or audio distractors are limited to no more than 30 seconds in length. Sample Item Cadet Squad Leader Wilson had to work some extra hours, so she was late getting to drill practice. She rushed to practice as soon as her work time was over because she was worried that her squad wouldn't be practicing. When she got there, drill practice was halfway over, and her team leaders were effectively leading drill
Let Me Do It Catering: Dinner Let Me Do It Tomato Sauce on Spaghetti Homemade spaghetti sauce $15 per person Homemade Beef & Noodles, Mashed Potatoes, and Buttered Corn Rump roast slow cooked, homemade noodles, new potatoes mashed using whole milk $17 per person Chicken & Broccoli Alfredo on Linguine Pasta Charbroiled chicken and broccoli florets in creamy white sauce $16 per person Italian Meatloaf, Baked Potato & Buttered Lima Beans Fresh ground chuck with Italian seasoning, large Idaho potato, slow-cooked lima beans $16 per person Pork Chop in Rosemary-Mushroom Sauce, Real Mashed Potatoes & Sweet Corn Pork Chop (8 ounce) cooked in creamy rosemary and mushroom sauce, real mashed potatoes and sweet corn $18 per person Bourbon Honey Glazed Ham, Scalloped Potatoes &Green Beans Boneless ham topped with fresh pineapple, honey, brown sugar, Mexican vanilla, and Jack Daniel’s bourbon, creamy scalloped potatoes, green beans with red onion $17 per person Twelve-Layer Lasagna Homemade spaghetti sauce with four cheeses: provolone, mozzarella, parmesan, & cottage cheese, served with customer’s choice of vegetable *Customer favorite! $16 per person Chicken Parmesan on Thin Spaghetti Breaded chicken breast atop spaghetti with Let Me Do It tomato sauce $17 per person Chicken in mushroom Gravy, Rice Pilaf, and Steamed Vegetables Charbroiled chicken (4 ounce) in an herb and mushroom gravy, fluffy rice pilaf, and steamed cauliflower and carrots $18 per person
Analysis of available microarray mRNA expression data was conducted using the Oncomine web platform (Life Technologies) (5). The Steidl Lymphoma, Brune Lymphoma and the Basso Lymphoma datasets were used (6–8). In the Steidl study 130 HL samples were analyzed using Human Genome U133 Plus 2.0 Array (19 574 genes, 54 675 reporters). To determine the cut-off for high and low VEGFA gene expression levels the software Cut-off Finder was used (9). In the Brune study 42 malignant lymphoma samples and 25 normal B-cell samples of various types were analyzed using as well the Human Genome U133 Plus 2.0 Array. In the Basso study 336 B-cell samples (normal, tumor, cell line, and cell line perturbation samples) were analyzed using the Affymetrix U95Av2 Array (8,603 genes, 12,651 reporters). Data were analyzed using GraphPad Prism 6.04 (GraphPad Software Inc., La Jolla, USA). Preparing FFPE tissue blocks Hodgkin and other lymphoma cases from all age groups that were routinely diagnosed between 2001 and 2014 were identified within the files of the Lymph Node Registry Kiel. Lymphoma biopsy specimens were routinely fixed in 10% buffered formalin, embedded in paraffin (FFPE), cut into 3-5 µm sections and mounted on coated glass slides for conventional immunohistochemistry. Preparing Tissue Micro Arrays Cases with sufficient FFPE tissue were arranged in a tissue microarray (TMA) with duplicate cores 0.6 mm in diameter for each lymphoma. TMA and whole tissue sections were subsequently subjected to immunohistochemistry. Immunohistochemistry on FFPE sections
genomic DNA 2 forward GTTTGGGAGAACACCACTCCACT reverse CAACCCGAAAGCTCTCAGCAC cDNA forward CACACCAGACCTCATGGAGA reverse CCGAAAGCTCTCAGCACAAG MYB-ZFAT genomic DNA forward CATTGCCGACCACACCAGAC reverse CAAATTGGTGACTACGTGGAGAG cDNA forward ACCACACCAGACCTCATGGA reverse TCTCTGAAGCGGCACTACAAC MYB-DCPS genomic DNA forward CTGTTTCCTGTTTGGGAGAACAC reverse CATCATCAGTGGGCTCAAGG cDNA forward CACACCAGACCTCATGGAGAC reverse TAGTCATCTCCCGTCTCTCGG
Supplementary Table 2. Characteristics of primary T-ALL patient samples. No matched diagnosis sample was available for the relapsed sample. Mutations subtypes Patient ID/ Risk group Patient at: SIL-TAL1 HOX11 HOX11L NOXA9 Age Sex Immuno-phenotype Prednisolone response Outcome Cell viability after thawing % SIL-TAL deletion LEF deletion CASP8AP2 deletion MLLT3 deletion MTAP deletion CDKN2A deletion CDKN2B deletion PTEN deletion MYB amplification NUP214-ABL1 fusion T-MR-09 Diagnosis 1 2 2 1 Y 8.0 male 8 P R 90 T-MR-04 Diagnosis 1 1 2 Y 14.3 male 8 G CCR 90 T-HR-04 Diagnosis 1 1 2 Y 15.0 male 7 P CCR 90 T-VHR-26 Diagnosis 1 1 1 3.8 female 9 P R 90 T-R-18 Relapse Y 6.7 male 9 80 T-HR-12 Diagnosis 1 1 2 2 8.4 male 9 P CCR 90
Supplementary Table 3. Characteristics of T-ALL cell lines used for xenograft experiments. Mutations Molecular-genetic subtypes Cell line Patient at: SIL-TAL1 HOX11 HOX11L NOXA9 Age Sex Immuno-phenotype SIL-TAL deletion LEF deletion CASP8AP2 deletion MLLT3 deletion MTAP deletion CDKN2A deletion CDKN2B deletion PTEN deletion MYB amplification NUP214-ABL1 fusion SET-NUP214 fusion (results in HOXA activation) LOUCY Diagnosis (no remission achieved) 1 1 1 Y Y 38 female * ALL-SIL Relapse 2 2 Y Y 17 male 8
Pat Weeks of CMV viremia or antiviral therapy before transfer Antiviral drugs before transfer Number of antiviral drugs before transfer 01 4 Ganciclovir 1 02 6 Ganciclovir, Foscarnet, Cidofovir 3 03 4 Ganciclovir 1 04 10 Ganciclovir 1 05 9 Ganciclovir, Foscarnet, Cidofovir 3 06 8 Ganiclovir, Foscarnet 2 07 19 Ganciclovir 1 08 5 Ganciclovir, Foscarnet 2 09 6 (relapse, 44 days of antiviral drugs) Ganciclovir, Foscarnet 2 10 6 Ganciclovir 1 12 9 (since 2nd relapse) Ganciclovir 1 13 7 Ganciclovir 1 14 16 Ganciclovir 1 15 8 Ganciclovir, Foscarnet, 3
22. Weisberg E, Manley PW, Breitenstein W, Bruggen J, Cowan-Jacob SW, Ray A, et al. Characterization of AMN107, a selective inhibitor of native and mutant Bcr-Abl. Cancer Cell 2005; 7: 129-141. 23. Hantschel O, Rix U, Schmidt U, Burckstummer T, Kneidinger M, Schutze G, et al. The Btk tyrosine kinase is a major target of the Bcr-Abl inhibitor dasatinib. Proc Natl Acad Sci U S A 2007; 104: 13283-13288. 24. Rix U, Hantschel O, Durnberger G, Remsing Rix LL, Planyavsky M, Fernbach NV, et al. Chemical proteomic profiles of the BCR-ABL inhibitors imatinib, nilotinib, and dasatinib reveal novel kinase and nonkinase targets. Blood 2007; 110: 4055-4063. 25. Jilma B. Platelet function analyzer (PFA-100): a tool to quantify congenital or acquired platelet dysfunction. J Lab Clin Med 2001; 138: 152-163.
Supplementary Table S1. Response criteria for each study Response Study MT103-205 Study MT103-206 Study MT103-211 Complete remission (CR) No evidence of circulating blasts or extramedullary disease: <5% blasts in bone marrow (M1 bone marrow) Subclassifications: full recovery of peripheral blood counts: platelets >100,000/µl and ANC >1000/µl incomplete recovery of peripheral blood counts: platelets >50,000/µl but ≤100,000/µl; ANC >500/µl but ≤1000/µl ≤5% blasts in bone marrow No evidence of disease Full recovery of peripheral blood counts: platelets >100,000/μl, ANC >1500/μl hemoglobin ≥11 g/dl ≤5% blasts in bone marrow No evidence of disease Full recovery of peripheral blood counts: platelets >100,000/μl and ANC >1000/μl Complete remission with partial hematologic recovery (CRh) - ≤5% blasts in bone marrow No evidence of disease Full recovery of peripheral blood counts: platelets >50,000/μl, ANC >500/μl, and hemoglobin ≥7 g/dl ≤5% blasts in bone marrow No evidence of disease Partial recovery of peripheral blood counts: platelets >50,000/μl and ANC >500/μl Blast-free hypoplastic or aplastic bone marrow - - ≤5% blasts in bone marrow No evidence of disease Partial remission Complete disappearance of circulating blasts and achievement of M2 marrow status (≥5% or <25% blast cells) and appearance of normal progenitor cells ≤25% blasts in bone marrow 6%–25% blasts in bone marrow with a ≥50% reduction from baseline Hematological relapse >25% blasts in bone marrow after documented CR An extramedullary relapse was considered a relapse and was subdivided into CD19-positive and >5% blasts in bone marrow after documented CR/CRh An extramedullary relapse was assessed as hematological relapse >5% blasts in bone marrow, or blasts in peripheral blood after documented CR/CRh An extramedullary relapse was assessed as hematological relapse Abbreviations: ANC, absolute neutrophil count.
E – Financial Information 13. Total project costs Total project costs: Amount sought from Leuka: If there is a difference, please indicate how this will be met: 14. Breakdown of project costs Please provide a breakdown of the direct project costs requested from Leuka. 1 Please note that VAT should be excluded only if the supply is medical, scientific, computer, video, sterilising, laboratory, or refrigeration equipment, and if this equipment is being purchased to be used by an eligible body mainly for medical, training, diagnosis or treatment. 2 The maximum consumables budget is £7.5K per annum Description (as confirmed by your finance department) Year 1 Year 2 Totals Consumables (see note1 and 2) Others costs (insert more lines if needed) Salary costs (as below) Totals Year 1 Year 2 Totals Basic salary Allowances and/or expenses: (London weighting, pay awards, travel) Employer’s Superannuation % Employer's NIC % Salary costs 15. Salary costs Name Start date Grade/staff category Pay scale/point % time spent on activity Please ensure that you have verified these costs with your Research/Finance Office.
which included Microsoft SQL Server 2008 R2 data management software, and was reviewed by Microsoft Services to follow Microsoft Dynamics CRM best practices. It also made sure the system could be easily migrated to later versions of Microsoft Dynamics CRM. Matrix answered the firm’s central business challenges and gained approval from key stakeholders. Zarmi says: “This was a challenging and complex project. Matrix showed a lot of technical skill and experience.” Benefits Call-center staff have gained an intuitive system that’s easy to use and delivers a detailed view of customer handling processes. In addition, sales teams at Leumi Card are in a better position to track sales and take advantage of cross-selling opportunities using the CRM solution from Microsoft. Overall, the company has created a flexible repository for customer data that delivers enhanced customer service and identifies new business. Better decision making. Employees have a complete set of customer information in a single location because the CRM system integrates well with Leumi Card business processes. Zarmi says: “When we open a customer record in Microsoft Dynamics CRM, we gain a comprehensive view of our activities with that person or business. We can then tailor our actions more closely to their needs.” Smarter selling. Sales personnel have increased their new-business pipelines using detailed views and reports of customer data. They’re now in a better position to track sales and service successes and identify cross-selling possibilities. Increased employee productivity. Personnel work more effectively with simple-to-use, intuitive interfaces. Employees can access and share customer data using familiar Microsoft Office products such as Microsoft Excel spread-sheet software and the Microsoft Office Outlook messaging and collaboration client. Zarmi says: “With Office Excel, customer data is presented in a way that makes it easy to perform rapid, in-depth analysis.” Enhanced customer approval. Customer surveys have revealed high rates of satisfaction, particularly since the deployment of Microsoft Dynamics CRM. Zarmi says: “It’s difficult to attribute client comments directly to the CRM solution, but it plays a central role in each customer engagement.” More flexible platform. Because Microsoft continues to develop Microsoft Dynamics CRM, Leumi Card has a solution to support its business long term. “Microsoft Dynamics CRM is a flexible solution that we can adapt as our needs change,” says Zarmi.
Form C – Improving What You Can to Support Individual Children’s Well-being and Involvement cont. The Plan of the Day Enrich? 1 The successive movements of the day and their duration meet the needs of the children’s ages and developmental levels – plenty of opportunity to release energy, have quiet moments, short group times to listen and share, welcome and hello times etc. 2 The day is made flexible with regard to individual children’s needs Duration of activities, personal timetables, groupings, activities and motivators 3 The plan of the day is made accessible for the children by naming them and using pictures, objects or auditory cues Clear plans enable children to feel secure and avoids anxiety and uncertainty 4 There are hardly any dead moments during which the children spend time ‘waiting’
Leuven’s Scales for Well-being (taken from A Process Orientated Self-evaluation Instrument for Care Settings) Well-being Signals Level Level Description Involvement Examples The child clearly shows signals of discomfort: Whines, sobs, cries, screams Looks dejected, sad or frightened, is in panic Is angry or furious Shows signs such as feet wriggles, throws objects, hurts others Sucks thumb, rubs eyes Doesn’t respond to the environment, avoids contact, withdraws Hurts himself, bangs head, throws himself on the floor 1 Extremely Low The child hardly shows any activity: No concentration, staring or daydreaming Absent or passive attitude No goal-orientated activity, aimless activity No signs of exploration and interest The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time 2 Low The child shows some degree of activity but which is often interrupted: Limited concentration, looks away during the activity, fiddles Is easily distracted, action only leads to limited results The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signals indicating sadness or pleasure, comfort or discomfort. 3 Moderate The child is busy the whole time but without real concentration: Routine action - attention is superficial Not absorbed in an activity – short lived attention Limited motivation, dedication, does not feel challenged The activity does not address the child’s motivation The child shows obvious signs of satisfaction. However these signals are not constantly present with the same intensity as level 5 4 High There are clear signs of involvement but not always present. The child is: Engaged in the activity without interruption Most of the time there is real concentration The child feels challenged and mostly motivated Capabilities and imagination are mostly addressed The child displays the following: Looks happy and cheerful, smiles, beams, cries out of fun, Talks to themselves, plays with sounds and hums or sings Is relaxed, does not show signs of tension or stress Open and accessible to the environment, is spontaneous / expressive Lively, full of energy Expresses self-confidence and self-assurance 5 Extremely High The child is completely and continuously engaged in the activity: Absolutely focussed, without interruption Highly motivated and perseveres Shows attention to details and precision Constantly addresses capabilities and imagination Obviously enjoys being engrossed in the activity