zilongwang/ReadingBank huggingface dataset:
notarize signatures as being valid. Savonna Krite [sic] also admitted as of the program that she now understands that her notarizations of said assignments were “not alright,” that because the entire company structure of DOCX was to manufacture forged assignments by the thousands per day, without any consideration whatsoever that the information contained on those assignments was valid, and that the notarizations were in fact fraudulent, that no reasonable expectation can be made that any of the assignments executed by DOCX employees were or are valid, that circa July 2008, Defendants, and each of them, utilized the services of DOCX in order to manufacture a fraudulent assignment from Defendant AMERICAN to WELLS FARGO, because WELLS FARGO could not find documents which would demonstrate that it owned an interest in the Plaintiffs’ subject property, that WELLS FARGO never had a lawful interest in the Plaintiffs’ subject property, either in its own capacity or as that as Trustee for the SOUNDVIEW HOME LOAN TRUST 2007-OPT2, that they fully tendered all mortgage payments which were lawfully due under the DEED, and that they are not in default of their payments, having lawfully tendered all amounts due and owing, that WELLS FARGO made demands for payment as against the DEED, however, Plaintiffs allege that WELLS FARGO was not a lawful holder in due course, that SOUNDVIEW HOME LOAN TRUST 2007-OPT2 was not a lawful holder in due course, and that neither party had any lawful right, title and interest in the DEED, that on or about, _______________, Defendant DOCX at the request of Defendants, and each of them, forged an instrument (hereinafter “FORGED ASSIGNMENT”) with the name “Linda Green” which was notarized by “Ellis Simmons,” that on or about, _______________, an unknown employee of DOCX, in the course and scope of their employment, signed the name “Linda Green” and that such document had a notary stamp placed upon the FORGED ASSIGNMENT which purported to be lawfully notarized by “Ellis Simmons,” that the FORGED
Full Legal Name: STUDENT NAME Signature: ___________________________________________ Date: ____________
That’s an average of about $12,296 dollars for every student enrolled in our elementary and secondary public schools. The Federal government pays for about 10 percent of the K-12 costs. The other roughly $560 billion dollars spent on K education comes from the states themselves. We spend more per student than almost any other major country in the world. And we’re doing very poorly in terms of A-list. (Trump, 2016, p. xx) President Trump contended that urban areas controlled by Democrat policy “entangle in a failing system” (Morrongiello, 2016, p. xx). . Summary Chapter Three: Research Method and Design Independent variable – Dependent variable. Questions and Null Hypotheses Research Question 1: Research Question 2: Null Hypothesis 1: Null Hypothesis 2: Null Hypothesis 3: Data Samples Table 1
Fourth Grade: Mathematics. Hypothesis 2 Eighth Grade: Reading. Fourth Grade: Reading. Hypothesis 3 Political party affiliation. Implications Recommendations The Policy Maker Discussion Conclusion References Ahlert, A. (2013a). Minority students in Chicago: Hostages of the Democratic party. Front Page Magazine. Retrieved from http://www.frontpagemag.com/fpm/ 177119/minority-students-chicago-hostages-democratic-arnold-ahlert Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016, June). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224. Gewertz, C. (2009). Restructuring under NCLB found lacking. Education Week, 29(15), 1-10.
Coefficientsa Model Unstandardized Coefficients Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) 1.072 .046 23.369 .000 .981 1.164 Calculated Tourism as a % of GDP (World Bank ) -.002 .001 -.316 -3.167 .002 -.003 -.001 Economic Freedom (Heritage) -.001 .000 -.301 -2.812 .006 -.002 .000 Human Development Index (UNDP) .120 .047 .297 2.567 .012 .027 .213 Labor Force Participation Rate (World Bank) -.002 .001 -.353 -3.451 .001 -.003 -.001 Political Freedom (Freedom House) .001 .001 .105 .955 .343 -.001 .003 a. Dependent Variable: Calculated GNI to GDP Ratio AKA Leakage (World Bank)
Appendix 2: Tourism as a % of GDP and the Poverty Headcount Ratio Variables Entered/Removeda Model Variables Entered Variables Removed Method 1 Calculated Tourism as a % of GDP (World Bank )b . Enter a. Dependent Variable: Poverty Headcount Ratio (World Bank) b. All requested variables entered. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .242a .059 .035 4.55199 a. Predictors: (Constant), Calculated Tourism as a % of GDP (World Bank ) ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression 51.564 1 51.564 2.489 .123b Residual 828.823 40 20.721 Total 880.388 41 a. Dependent Variable: Poverty Headcount Ratio (World Bank) b. Predictors: (Constant), Calculated Tourism as a % of GDP (World Bank ) Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 10.271 1.066 9.633 .000 Calculated Tourism as a % of GDP (World Bank ) -.336 .213 -.242 -1.578 .123 a. Dependent Variable: Poverty Headcount Ratio (World Bank)
Table 1. Nordic green space managers’ articulation of key qualities for six urban green spaces (source; adapted from NGSA, 2011). Jomfru Ane Park (Aalborg, Denmark) Fladbro Skov (Randers, Denmark) Byparken (Stavanger, Norway) Eventyrhaven (Odense, Denmark) Vestereng (Aarhus, Denmark) Havneparken Copenhagen, Denmark) Accessibility Cleaning and safety Lushness and flowers Nearby restaurants and cafés Harbor bath Proximity to water Light in night time Connecting the city center Activity place for youth Visitor monitoring ’Quality’ and not ’quantity’ Unique cultural environment Node for large public arrangements Many nature types Many facilities for outdoor activities Good information Synergies in the area Robust inventory Spacious Health High and expensive standard Identity Tourism Proximity to water Central place in the city True to the spirit of the place Green lung Lighting Ice rink Beautiful Proximity to water Terrain All season Nature experiences Landscape Flower gardens Grass cover, trees and paths Design of inventory All day / night use Respect for the original / antecedents Proximity to water Accessibility Many activities Nature experiences Close to city center Wild forest expression Thicket Old able species User involvement Co-finance from neighbors Open park Interpret earlier use of the area Spacious Intensive use Many user groups Social space All day / night use Harbor bath Note: The articulation of key quality criteria for particular urban green spaces was presented by municipal urban green spaces managers as part of a partner workshop in the early phase of the development process leading to the NGSA scheme.
1 01/20/16 Exercise: practice in policy analysis Team assignments Discussion: Syllabus and course requirements PA 5002 Syllabus Bardach Introduction Part I The Eightfold Path, p. 1-11 2 01/25/16 Discussion: Eightfold Path Discussion: What does a policy brief look like? Exercise: problem definition Videos Lindsey: PA 5002 Welcome and Learning Objectives Lindsey: PA 5002 Assignments McFarland & Calarusse: NASPAA Accreditation and Competencies Myers: On Defining the Policy Problem Bardach Part I The Eightfold Path, p. 12-78 Burress Memorandum: REAL ID Act Implementation in Minnesota 01/27/16 Discussion: Models of policy analysis and the processes Exercise: mapping policy arguments Dunn Ch. 1. The Process of Policy Analysis, p. 2-30 Video Lindsey Conceptual Models in Policy Analysis Video & Guidelines for Memos (as needed) Hubert Project: What is a Management Memo? Electronic Hallway: Boehrer 2003 Dobel et al. 2003 Nye 2003 A1. DRAFT Individual Problem Definition Brief 3 02/01/16 Discussion: Gathering Evidence Exercise: literature search Team time/meetings Lindsey @ ALR Conference Bardach Part II Assembling the Evidence, p. 79-108 UMN Library. Workshops, Tutorials, and Guides: Tutorials on search strategies, evaluating sources, etc. A1. Final Individual Problem Definition Brief (10%) 02/03/16 Discussion: Types of research Bardach Part III Smart “Best” Practices Research, p. Mahoney & Goertz A Tale of Two Cultures: Contrasting Quantitative and Qualitative Research Sadovnik Qualitative Research and Public Policy Video Friedemann-Sanchez: Mixed Method Week* Class Topics Readings & Videos (Complete Before Class Session) Assignments Due Noon on Day of Class
CORONERS ACT, 1975 AS AMENDED SOUTH AUSTRALIA FINDING OF INQUEST An Inquest taken on behalf of our Sovereign Lady the Queen at Adelaide in the State of South Australia, on the 23rd, 24th, 25th, 26th and 27th days of June 2003 and the 18th day of December 2003, before Wayne Cromwell Chivell, a Coroner for the said State, concerning the death of Margaret Lindsay. I, the said Coroner, find that, Margaret Lindsay aged 38 years, late of Northfield Adelaide Women's Prison, Grand Junction Road, Northfield, South Australia died at the Modbury Public Hospital, Smart Road, Modbury, South Australia on or about the 23rd day of May 2001 as a result of neck compression due to hanging. Reason for Inquest Margaret Lindsay was taken into custody on Friday, 18 May 2001 when she was arrested in Victoria Square, Adelaide, in relation to an outstanding warrant of apprehension for offences of serious criminal trespass and larceny. She remained in the custody of the police, except during periods when she was at the Royal Adelaide Hospital and at Glenside Hospital, until Tuesday, 22 May 2001, when she appeared in the Adelaide Magistrates Court. On 22 May 2001, Ms Lindsay was remanded in custody to appear in the Port Adelaide Magistrates Court on Wednesday, 23 May 2001. A warrant of remand was drawn up giving effect to that order, and Ms Lindsay was conveyed to the Adelaide Women’s Prison (AWP) at Northfield, arriving in the early evening. Ms Lindsay died in the late evening/early morning of 22/23 May 2001. Accordingly, at the time of her death, Ms Lindsay was ‘detained in custody within the State pursuant to an Act or law of the State’ within the meaning of Section 12(1)(da)
Table Information sources used to map forest type distribution (from Cunningham et al. ). Region Map Source Barmah Forest Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Millewa Forest State Forest NSW map Forests NSW Gunbower Island Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Koondrook & Perricoota State Forest NSW map Forests NSW Hattah Lakes Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Lindsay, Mulcra & Wallpolla Islands Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria) State Forest Resource Inventory (SFRI) Dept. Sustainability & Environment (Victoria) Chowilla Floodplain Vegetation of Chowilla floodplain CSIRO Land and Water River Murray Channel (NSW & SA) Riparian Vegetation of the River Murray Murray-Darling Basin Commission (MDBC) – Margules and others River Murray Channel (Vic) Ecological Vegetation Community (EVC) Dept. Sustainability & Environment (Victoria)
Solve for r: Factor completely: ) Prime Placement Information Our goal is for you to be placed where you have the best chance for success. Your ACT Math score and your score from the Sample Placement Test in this packet are indicators of your future placement at St. Charles Community College. There are four classes which precede College Algebra, and many advanced classes which follow College Algebra. Math 095: Developmental Math 1 (2 credit hours) Math 096: Developmental Math 2 (3 credit hours) Math 098: Beginning Algebra (3 credit hours) Math 121: Intermediate Algebra (3 credit hours) ACT Math score: An ACT Math score less than 21 will likely place you into one of the three developmental Math courses. These courses do not count toward graduation with an Associate of Arts (AA) degree. An ACT Math score of 21, 22, or 23 indicates a likely probability that you will place into Intermediate Algebra. This class counts as an elective, but does not satisfy the math requirement for graduation. An ACT Math score greater than 23 will likely place you into College Algebra. This course is required for graduation with a transferrable AA degree. (Note: A few programs accept Contemporary College Math in place of College Algebra.) Sample Placement Test score: (out of 6 possible) A score less than 3 will likely place you into a developmental Math course. A score of 3, 4, or 5 will likely place you into Beginning Algebra or Intermediate Algebra.
General Details Member of staff’s name: Supervisor/manager’s name: Date of most recent PDR: Meeting date: Section 1: How are you: health and wellbeing Monitoring health & wellbeing 10 Very positive about my health and wellbeing 9 8 7 6 5 4 3 2 1 Very concerned about my health and wellbeing This Meeting Last Meeting Discussion about score and actions to retain or improve score next time Sickness absence Section 2: Work based discussion Agenda items Review: What’s gone well, what’s been disappointing, what have you learnt? Objectives (copy and paste the objectives from your PDR document) Issues from previous supervision Discussion in Supervision
Staff interact frequently with children by smiling, touching, holding and speaking with children at their eye level throughout the day, particularly at arrival and departure, and always during eating times with young children. Inadequate - Interaction is mainly verbal and occurs only when other adults are present Minimal - Staff interact frequently with children showing affection and respect. They interact nonverbally by smiling, touching, holding and interact verbally Good -All 3 above plus talking with individual children during routine times (arriving, departing, eating) and activities and encourage interaction between children Excellent - Everything included plus staff ensure that there is social and verbal interaction between children
Listening Educators and staff must use listening as a foundation for interactions. Listening is based on observation and in leaving spaces in conversations and communication, suspending judgement and in giving full attention to children as they communicate. Truly attending to children’s communication promotes a strong culture of listening. Children and Families A culture of respectful interaction is promoted when children’s attempts to communicate are valued. Turn taking and regulating children’s conversations promotes active engagement. Respectful communication with families generates greater confidence in interacting. Reflection and Consideration Time is dedicated to reflecting upon interactions within children. Reflections should consider how to spend extended periods engaged in interactions with children that comprise communication and listening. Role Modelling Educators model positive interactions when they: Show care, empathy and respect for children, educators and staff and families; Learn and use effective communication strategies. Remember quality interactions increase children’s knowledge and understanding of themselves, each other as unique individuals and develop the skills and understandings they need to interact positively with others. EVALUATION Interactions between educators and children are genuine, positive and responsive and based on respect, fairness, acceptance, co-operation and empathy. This is evident in conversations, communication, pedagogy, and planning for children and families. Behaviour Management Policy AIM:
Given a span of V, you can find this by finding the kernel of the span turned on its side (i.e. the vector that is perpendicular to both spanning vectors)! Angle between Two Vectors Cauchy-Schwarz Inequality ensures that this value is defined. Cauchy-Schwarz Inequality Gram-Schmidt Process- an algorithm for producing an orthonormal basis from any basis. For the first vector, simply divide it by its length to create a unit vector. To find the next basis vector, first find This becomes in the general case. Then, This procedure is simply repeated for every vector in the original basis. Keep in mind that, to simply the calculation, any can multiplied by a scalar (becomes a unit vector, so won’t effect the end result just the difficulty of the calculation). Orthogonal Transformations and Orthogonal Matrices Orthogonal Transformation- A transformation, T, from Rn to Rn that preserves the length of vectors. Orthogonal transformations preserve orthogonality and angles in general (Pythagorean theorem proof). Useful Relations If T:RnRn is orthogonal and , then Orthogonal Matrices- The transformation matrix of an orthogonal transformation. Properties: The product, AB, of two orthogonal n x n matrices A and B is orthogonal The inverse A-1 of an orthogonal n x n matrix A is orthogonal A matrix is orthogonal ATA=In or, equivalently, A-1=AT. The columns of an orthogonal matrix form an orthonormal basis of Rn. The Transpose of a Matrix The matrix created by taking the columns of the original matrix and making them the rows of a new matrix (and therefore the rows become columns). More officially, the transpose AT of A is the n x m matrix whose ijth entry is the jith entry of A. Symmetric- A square matrix A AT=A Skew Symmetric- A square matrix A AT= -A
Contradiction – An equation that will be has no solution. Identity – An equation that will be true has any real number, R, as a solution. It is quite common to encounter linear equations that require us to distribute combining like terms. Solve. Literal equations are for many people because there will be more than one Just remember that the letters are place holders some number, so the steps are the same. Isolate the that it asks us to or
Beginner Solve problems involving linear equations, including those derived from formulas (10) MyMaths 9 Exercise 4A pg. 155 Q. Using the formula E = MC2, solve for E when M = 10 and C = 2. Solve linear inequalities and graph their solutions on a number line (10) MyMaths 10 Exercise 4B pg. 167 Q. 2-5, 6-8 Graph y ≥ x + 3 Graph y ≤ x - 5 Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology (10) MyMaths 10 Exercise 4F pg. 192 Q. 1-8 Exercise 4G pg. 198 Q. 1-6 Solve these simultaneous equations and find the values of x and y. Equation 1: 2x + y = 7 Equation 2: 3x - y = 8 Solve problems involving gradients of parallel and perpendicular lines (10) MyMaths 10 Exercise 4E pg. 185 Q. 1-4, 5-8 Determine if these 2 lines are parallel or perpendicular. Y = 3x + 5 Y = 3x + 2 Y = 4x + 3 Y = -1/4x -2
Standard Resources Example Novice Advanced Beginner Competent Proficient Expert Explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and exponential, using digital technology as appropriate (10) Graph x2 + 4x + 5 Graph x2 + y2 = 5 Solve linear equations involving simple algebraic fractions (10) MyMaths 10 Exercise 2F pg. 85 Q. 1-8 + = 20 Solve simple quadratic equations using a range of strategies (10) MyMaths 9 Exercise 4A pg. 155 Q. 1-4 MyMaths 10 Exercise 5A pg. 167 Q. 1-10 Solve for x2 + 5x + 4 = Solve for x2 + 9x – 20 = Solve equations using systematic with digital technology (10) Matt and his friend caught 31 fish, Matt caught 1 less than 3 times his friend did. How many fish did each person catch?
Standard Resources Example Novice Advanced Beginner Competent Proficient Expert Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (10A) MyMaths 9 Exercise 4C pg. 167 Q. 1-6 Exercise 4D pg. 173 Q. 1-5, 7-14 Exercise 4E pg. 180 Q. 2-15 Exercise 4F pg. 185 Q. 1-8 MyMaths 10 Exercise 5C pg. 223 Q. 1-4 Exercise 5D pg. 229 Q. 1-5 Exercise 5E pg. 235 Q. 1-7 Exercise 5F pg. 241 Q. 1-10 Exercise 5H pg. 167 Q. 1-8 Solve simple exponential equations (10A) MyMaths 10 Exercise 5G pg. 247 Q. 1-2 Exercise 6E pg. 287 Q. 2-6 Solve 5x = 53 Solve 101-x = 103 Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation (10A) MyMaths 10 Exercise 6A pg. 271 Q. 2-6 Exercise 6E pg. 287 Q. 2-6 Graph the polynomial p(x) = (x-3)(x+2)(x+5). Standard Resources Example Novice Advanced Beginner Competent Proficient Expert
Factorise monic and quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (10A) MyMaths 10 Exercise 6B pg. 276 Q. 4, 7 Factorise x3 + 2x2 + x + 2 Solve simultaneous equations using systematic with digital technology (10A) MyMaths 10 Exercise 4F pg. 192 Q. 1-8 Exercise 4G pg. 198 Q. 1-6 Solve these simultaneous equations and find the values of x and y. Equation 1: 2x + y = 7 Equation 2: 3x - y = 8 SMART GOAL: SMART GOAL: SMART GOAL:
Each table of values represents a linear relation. Complete the table of values: Does each equation describe a vertical line, a horizontal line, or an oblique line? Equation Vertical, Horizontal or Oblique Line Equation Vertical, Horizontal or Oblique Line Match each graph on the grid with its equation. Match each graph with its linear equation.
Calculations 5.1 Part 1. Determine effective coefficient of friction For each of the first four trials, calculate the change in linear momentum for the cart during the interval of time it took to pass between the two photo-gates. Assume the cart is traveling in the positive direction. Since you now know , use equation 5 to determine the net force acting on the cart as it moved along the track for each trial. Determine the mean and associated error in the mean for these four values. Repeat these calculations for the four trials with the cart moving in the other direction on the track, again, assuming the cart is travelling in the positive direction. Check to see if the two results agree with each other? Should they? Average these two mean values to determine the average frictional force acting on the cart. Determine an effective coefficient of friction between the cart and track. 5.2 Part 2. Collisions You have 10 collisions to consider. For each collision determine the momentum of each cart both before and after the collision and the total linear momentum of the system (remember, direction matters!) both before and after the collision. If a cart was initially at rest, its initial linear momentum is zero. List all these results, in tabular form, giving initial and final momentum of each cart, as well as the linear momentum of the system both before and after the collision. Construct a graph plotting the linear momentum of the system after the collision on the y axis and the linear momentum of the system before the collision on the x axis. Determine the equation of the best fit line for this graph. Compare the slope and y intercept of your best fit line with the values predicted by conservation of linear momentum. 5.3 Part 3. External impulse For each trial, calculate the change in velocity for the cart between the final time it passes through the photo-gate and the initial time it passes through the photo-gate. List these results, for each trial, in a table along with the impulse imparted to the cart by the spring, as determined by the area under the force curve. Construct a graph of Impulse imparted (as measured from your force graphs) vs change in velocity using the data from all trials. Using linear regression, determine the best fit straight line to this data. What should the slope and y-intercept of this line be? If you don’t know what the slope and y-intercept should be, look at equation 5 for help. Compare your results with these expected theoretical values. Are they in agreement?
Name: ______________________________ October 27, 2014 1. A man’s shoe size is approximately 3 times his foot length in inches minus 22. Use a table to represent the relationship between foot length and shoe size. Foot length (inches) 8 9 10 11 12 Shoe size 2. Jodie pays $5 per ticket for a play and a one-time $2 convenience fee. Use a table to show the total cost for different numbers of tickets. Number of tickets 1 2 3 4 5 Total cost $ 3. The age of a cat 2 years or older can be approximately converted into human years by multiplying by 4 and adding 16. Use a table to represent the relationship between cat age and human years. Cat Age Human years
(-3,7),(-4,8) (5,9),(5,-8) (-5, 0.5),(-6,3) (-7,1),(7,8) (-2,1),(5,7) Parallel and Perpendicular Lines Classwork Match the following parallel equations from each column. y = 3x – 2 y = -2x + 1 y = x – 7 6x – 2 = 7y 2(y + x) = 18 3y = x + 18 -4x + 17 = 2y 6y + x = 0 -5(3y – 9x) = 30 14y = 12x + 28 Match the following perpendicular equations from each column. y = -4x – 4 2y = 3x + 12 7x + y = -10 y – 5 = (x + 4) 3(4y + 8x) = 0 y + 3 = -2(x – 5) 4y = x – 4 2x = 14y -8 y + 4 = (x – 4) 2x + 3y = 15 Write an equation that would be parallel to the line y = 4x + 7 Write an equation that would be perpendicular to the line 4x + 6y = -12 Homework Match the following parallel equations from each column. y = 3x+ 7 4y = 16x + 12 6x + 12y = 1 y – 4 = (x – 11) 0 = 22x – 11y 24x – 6y = 18 y + 5 = 2(x – 13) 2y + x = 24 3(15y – 12x) = 27 -12x = -4y – 16 Match the following perpendicular equations from each column. 6y = -12x + 9 y – 4 = (x + 7) 5(2x – 8y) = 35 35x – 5y = 0 19 + y = -3x y – 9 = -4(x – 2) 3x + 21y = 0 8(14y – 7x) = 24
–x + y = 4 (2/7)x + y = -2 7x + y = 0 -2x + y = 2 4x + y = 6 –(3/7)x + y = 12/7 -2x + y = 1 Horizontal Vertical Neither Vertical Horizontal Vertical Horizontal Neither Horizontal Vertical ¼ -30 Undefined -3/4 -1/2 6 5/4 1/9 3 0 -1/5 -1 3/2 0 -3 -1 Undefined
258. A and C 259. no pattern 260. 261. 262. A B and D 40 minutes -.4 6.2 -5.2; extrapolated 6 1 8.7; interpolated 277. 278. 279. 280. 281. 282. 283. 284. 285. 286. 287. 288. 289. 290. 291. 292. 293. 294. 295. 296. 297. 298. 299. 300. 301. 302. 303. 304.
Structure: Government Geographic Areas Covered: Forsyth County Residents Served: Emotional disorders/mental illness, Substance abuse/addictions, Early Childhood, All Residents in Forsyth County, All pregnant women, New Mothers, Pregnant and/or parenting adolescents. Other Basic Needs Program Objective: Improve birth outcomes in NC by providing evidence-based, high quality maternity care to Medicaid patients. Services Offered: Care management services provided by a nurse or social worker; help to identify your needs and make a plan to address them by working closely with you and your doctor to understand your need: helping to arrange transportation to medical appointments, if needed; helping to manage any medicines; work hand in hand with you to help you have a healthy baby. Childbirth and parenting classes. Service Category: Advocacy, Healthcare Service, Support Group, Transportation, Other Direct Service Teen Mother Program - Big Brothers Big Sisters Program Info: 107 Westdale Avenue Winston-Salem North Carolina 27101 Phone: 336-724-7993 Fax: 336-724-5779 Website: http://www.bbbsnc.org/site/c.ckLOI1NLIkJ8G/b.6761699/ Primary Contact: Rebecca Edwards 336-773-9153 Vice President, Programs and Operations Sector: Physical & Mental Health Structure: Non-profit Geographic Areas Covered: North Carolina Residents Served: Adolescent, All Residents in Forsyth County, New Mothers, Pregnant and/or parenting adolescents Program Objective: Provides a supportive relationship with the encouragement needed for the teen mom to stay in high school and graduate. Services Offered: The staff provides necessary support, information and coaching that will help teens chart the best course for their families so that future generations are empowered to break negative generational cycles. Service Category: Basic Needs, Other Direct Service Family Planning - Teen Clinic - Forsyth County Department of Public Health Program Info: 799 North Highland Ave. Clinic 1 Winston-Salem North Carolina 27101
HIST 4389 – US Since 1945 Spring 2018 Dr. Mary Linehan Office: 201 BUS – my home number (call before 2pm) is 903-504-5187 Hours: Tuesdays and Thursdays 7:30 -9:30. I am available by email most days between 6am and 2pm. You should always get an answer the same day if you email during those hours. See below for email info. Email: OVERVIEW From the end of World War II, in 1945, the US was an undisputed world superpower for the first time. This course explores the transformations that accompanied this rise in global status. What did this new world mean for our foreign policy and how did it affect life within the US? OBJECTIVES Students will examine the tensions caused by the Cold War and how they affected the American people and policy. Students will explore the culture wars of the post war period, understanding the rationales of those who embraced change and those who were alarmed, and come to know how each side responded. Students will discover the political “coming apart” of New Deal Liberalism and the scandals that shook the federal government. Students will consider how US identity is/was shaped by diversity. REQUIRED TEXTS O’Brien, If I Die in a Combat Zone Kutulas, After Aquarius Dawned Hill, Speaking Truth to Power Hauser, The New Kids ATTENDANCE This course requires the active contribution of every student. Thus, attendance will be taken every day. You are allowed three absences. After that, 25 points will be deducted from your final grade for each additional absence.
Linen Ministry 2017 JANUARY 8 Pam Sobrepena 15 Rocel Vitug 22 Catalina Romero 29 Yasmin Mohammed FEBRUARY 5 Anne Revita 12 Ana Barrett 19 Cynthia Bato 26 Grace Hernandez MARCH 5 Maria Baluyot 12 Terri Creek 19 Donna Consla 26 Ruth Pugh APRIL 2 Jackie Eberly 9 Maureen Peifer 16 Susan High 23 Annie Holliday 30 Hazel Rosales MAY 7 Amanda Jeans 14 Phyllis Bautista 21 Aida Dilinila 28 Ann Ventura JUNE 4 Michelle Twiford 11 Gemma Berry 18 Joji Dano 25 Karen Zito JULY 2 Mary Doody 9 Pam Sobrepena 16 Rocel Vitug 23 Catalina Romero 30 Anne Revita AUGUST 6 Ana Barrett 13 Cynthia Bato 20 Grace Hernandez 27 Maria Baluyot SEPTEMBER 3 Terri Creek 10 Stacey Moffett 17 Ruth Pugh 24 Jackie Eberly OCTOBER 1 Maureen Peifer 8 Karen Zito 15 Hazel Rosales 22 Susan High 29 Annie Holliday NOVEMBER 5 Amanda Jeans 12 Phyllis Bautista 19 Aida Dilinila 26 Anne Ventura DECEMBER 3 Michelle Twiford 10 Gemma Berry 17 Joji Dano 24 Mary Doody 31 Donna Consla Linen Substitutes: Karen Zito 495-7802 Grace Hernandez 233-9723 Annie Holliday 619-0998 Linen Coordinator: Carol Sprangers 471-0053/288-5146 Please contact a substitute if you are unable to clean the linens on your assigned week, or please call Carol Sprangers @ 288-5146 or 471-0053. Thank you.
Name ________________________ Double Number Lines/Proportions Yesterday you learned how to solve percent problems using tape diagrams. Let’s review that concept here. → use a tape diagram to find the missing values: a. 30% of 40 = b. 90% of 500 = A similar method is to use a double number line to help solve a percent problem. For example: 80% of 50 people = 40 people 0% ____________________________________ 100% 0 people ____________________________________ 50 people Use this method to answer the following questions: 1. 75% of 240 = 2. 30% of 90 = 3. 60% of 200 = 4. 15% of 20 = 5. 200 people wanted to be in the Mathcounts WIN group, only 40% of these people got in. How many people have Mathcounts for WIN? 6. Carly has 35 pens in her pencil case and 20% don’t work. How many do work?
14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Total Percentage What was effective in the lesson? Why? What do I want to consider for the next time I teach this lesson? What were the strongest connections between visual arts and writing? Teacher: Date: ARTS IMPACT VISUAL ARTS AND WRITING INFUSION – Second Grade Lesson Three: Lines Show Textures 11 ARTS IMPACT FAMILY LETTER ARTS ANS WRITING LESSON: Lines Show Textures Dear Family: Today your child participated in an Arts and Writing lesson. We described various different qualities of line, such as rough and smooth, feathery and leathery, thick and thin. We discovered that artists can use different line qualities to imply textures on a smooth surface. We learned how to use a Sumi brush and ink to make both wet and dry brushstrokes that looked like different textures in • We made various different qualities of lines. • We implied different textures in nature with our various line qualities. • We used adjectives to describe our various implied textures and line qualities, and even wrote poems to describe our landscapes. • We painted both wet and dry brushstrokes with sumi ink and bamboo brush. At home, the next time you are on a walk, play a texture game where one player calls out a describing word and the other has to guess what texture s/he is looking at. Enduring Understanding
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Using the figure below, identify the angle pairs as congruent, supplementary, or neither. Given: 1. and 2. and 3. and 4. and 5. and 6. and 7. and Use the graph of to answer questions 8-10. 8. Write the equation of the line in the picture in point-slope form. 9. Write the equation of a line parallel to the original in Slope-intercept form through the point (2, -4). 10. Write the equation of a line perpendicular to the original that goes through the point (-1, 4) in form. 11. Use the graph to the right to graph the line 12(a). Determine the slope of the line containing points A(5, –3) & B(-2, 7). Show work either on the graph or by using slope formula.
___________ 12(b). Write the equation of the above line in point-slope form. 12(c). What is the slope of a line that is perpendicular to the one above? 12(d). What is the equation of a line perpendicular to the original line & passes through the point (2, -3)? 12(e). What are the coordinates of the midpoint in between the original two points? 12(f). What is the equation of the perpendicular bisector of the segment formed by the original two points? 13. What is the equation of the line in slope-intercept form that is parallel to the line through the point (-5, -3)? 14. The graph of a line is shown. If the y-intercept is cut in half and the slope remains the same, which equation represents the new line? A. y = 2x – 6 C. y = - x + 2 B. y = - 2x – 3 D. y = - x + 1 15. Given , , and , are and parallel, perpendicular, or neither?___________________.
For problems 16-19 find the measure of the given angle: 16. ___________ 17. __________ 18. ___________ 19. ___________ ___________
- For Neutral Current (N) Inject 3 Phase Current with same magnitude and same phase angles. So, IN = IR + IB + IY = 0.5 (0 O) + 1.0 (240 O) + 1.5 (120 O) = 0.866 (150 O) Phase Applied Current Display secondary %Error Magnitude Angle Magnitude Angle Magnitude Angle R 0.5 0.0 Y 1.0 240.0 B 1.50 120.0 N -- -- MEASUREMENTS (LOCAL / REMOTE) Phase Applied CURRENT Display Primary LDCM Value Magnitude Angle Magnitude Angle Magnitude Angle R 1.0 0.0 Y 1.0 240.0 B 1.0 120.0 Limits: Amplitude Accuracy; ± 0.5 % Ir According to the Catalogue for Technical Data – Page: 32 PICK UP & DROP OFF TEST FOR DIFFERENTIAL CURRENT (ID) : Use fiber optic communication between ch1& ch2 then test of differential protection element; Also, charge current should be not active in the setting. Pick Up Value = Idmin A Phase Setting Idmin (A) Injected Current I bias (A) Measured Pick Up Value (A) Measured Drop Out Value (A)
PHASE SETTING IdAlarm (A) Injected Current A Measured Pick Up Value (A) Measured Drop Out Value (A) R 0.2 0.2 0.6 0.6 Y 0.2 0.2 0.6 0.6 B 0.2 0.2 0.6 0.6 R-Y 0.4 0.4 Y-B 0.4 0.4 B-R 0.4 0.4 R-Y-B 0.4 0.4 DELAY TIME FOR DIFFERENTIAL CURRENT ALARM Set IdAlarm = 0.2 IB PHASE Delay (sec) Operating time in sec R zero 100 200 Y zero 100 200 B zero 100 200 R-Y zero 100 200 Y-B zero 100 200 B-R zero 100
Setting Value ( of IB ) Pickup Value R 5.0 8.0 Y 5.0 8.0 B 5.0 8.0 IDminhigh TIME TEST Phase TIdminHigh Setting Value ( second ) Pickup Time seconds R 5.0 8.0 10.0 Y 5.0 8.0 10.0 B 5.0 8.0 10.0 Trip indication test: No. Type of fault Led Color Check 01 GENERAL TRIP Red 02 R – PHASE TRIP Red 03 Y – PHASE TRIP Red 04 B – PHASE TRIP Red 05 DIFFERENTIAL TRIP Red 06 I/T RECEIVED Red
07 2ND HARMONICS Yellow 08 5TH HARMONICS Yellow 09 CH-1 COMM. FAIL Yellow 10 CH-2 COMM. FAIL Yellow 11 COMM. BLOCKED Yellow 12 C. SEND Yellow 13 C. RECIEVE Yellow 14 SPARE Yellow 15 SPARE Yellow Disturbance recorder checked [ ]. Binary outputs and inputs checked [ ]. Test Equipments Used Sl. No Description Make Equipment Sl. No. Calibration Date Calibration Due Date 1. FREJA 300 Programma 130267 19.04.2015 19.04.2016
The LOC Recruitment Website Posting Template *Note: Details will be different for each researcher and for different studies, so the information filled in here is just an example to illustrate how the advertisement will appear to students Please fill in information below Title of the study, list of experimenters (who will be collecting data) and their emails. Duration: Studies for LOC (that count as 1 LOC activity) are generally expected to be completed within an hour. If the experiment takes more than an hour, state that participation in the study may earn students 2 LOC credits if their instructors agree. Study location (Building and the room number). If there is a designated wait area, insert a brief explanation. Short study description determined by individual researchers
96 Ofilia syldia Nongrum 97 Kerrybana Kharbani 98 Queenty Warkhyllew 99 Iubakrisha Kharmawphlang 100 Ibahunshisha Malngiang 101 Iohdakmen Mary Kharbihkhiew 102 Badaris L.Nonglait 103 Basukhun Myrboh 104 Manlutimon Dkhar 105 Nancy Marbaniang 107 Lukas Shylla 108 Caroline Nongsiej 110 Stepleaderson Rekon Thabah 111 Sankalpajit Singha 112 Rose Santa Kharkongor 113 Larisa Marbaniang 114 Verisha Maring 116 Hirak Prabha Baruah 117 Risa Mary Suting 118 Kavita Khyriem 119 Wanriti Pyngrope 120 Newinstar Kharpor 121 Richborn Khongngain 122 Afterson Wanniang 123 Broollyn Embhah Lyngdoh 124 Balarishisha Lyngdoh 126 Rupashisha Nongbet 127 Judy Bortui Hrangkhawl 128 Iamonlang Syiemlieh 129 Caralyne Pathaw 130 Nadine Emmeline Kharsyntiew 131 Nishasmriti Boruah 134 Saniwara Ahmed 135 Sabina Yasmin 137 Kasturi Borgohain 138 Vishal Das 139 Banrilang Shadap 140 Deekshasmi Handique 141 Jyotishman Bora 142 Sontosh Bahadur Newar 143 Ilawanpynshai Muktieh 145 Marbakor Khyriem 146 Lakyntiewlin Syiemiong 147 Misa Mary Diengdoh 148 Dariamary Lyngkhoi
Refusal of Intoxication Testing: A Report to Congress, DOT HS 811 098, September 2008, National Highway Traffic Safety Administration Statistical Analysis of Alcohol-Related Driving Trends, DOT HS 810 942, May 2008, National Highway Traffic Safety Administration Copies of the above publications and numerous others can be found at the following: or by contacting IDOT’s Bureau of Safety Programs and Engineering at 217/557-6670. WEBSITES the National Highway Traffic Safety Administration’s communications resources National Highway Traffic Safety Administration’s main page IDOT, Bureau of Safety Programs and Engineering main page
FY 2018 Enforcement Campaign Dates Campaign Paid Advertising Campaign Potential Kickoff Press Release Dates Enforcement Post Enforcement Media Release Grant Data Collection Form Due Halloween No October 23-30, 2017 October 1 (6 a.m.), 2017 November 1-3, 2017 November 15, 2017 Thanksgiving Yes November 2017 November 17-27 (6 a.m.), 2017 November 1, 2017 December 11, 2017 Christmas/New Year’s Yes December 2017 December 18, 2 (6 a.m.), 2018 January 2-5, 2018 January 15, 2018 Super Bowl No December 2, 2018 February 2-5 (6 a.m.), 2018 February 5-7, 2018 February 19, 2018 St. Patrick’s Day No March 12-16, 2018 March 16-19 (6 a.m.), 2018 March 19-21, 2018 April 2, 2018 Memorial Day Yes May 14-24, 2018 May 18-29 (6 a.m.), 2018 May 29-June 1, 2018 June 11, 2018 Independence Day Yes June 25-July 2, 2018 June 25-July 8, 2018 July 9-11, 2018 July 23, 2018 Labor Day Holiday Yes August 20-30, 2018 August 20 – September 4 (6 a.m.), 2018 September 4-6, 2018 September 17, 2018 Additional Impaired Driving and/or Occupant Protection Patrols (Optional) No Submit to LEL in advance for approval Submit to LEL in advance for approval Submit to LEL in advance for approval Within 14 days of completion of enforcement
Uniform Application for State Grant Assistance Agency Completed Section Type of Submission Pre-application Application Changed / Corrected Application Type of Application New Continuation (i.e. multiple year grant) Revision (modification to initial application) Date / Time Received by State Completed by State Agency upon Receipt of Application Name of the Awarding State Agency Illinois Department of Transportation Catalog of State Financial Assistance (CSFA) Number 494-10-0343 CSFA Title State and Community Highway Safety National Priority Safety Programs Catalog of Federal Domestic Assistance (CFDA) Not applicable (No federal funding) CFDA Number 20.600 CFDA Title State and Community Highway Safety CFDA Number 20.616 CFDA Title National Priority Safety Programs Funding Opportunity Information Funding Opportunity Number 19-0343-01 Funding Opportunity Title FY19 Highway Safety Program Grants Funding Opportunity Program Field Highway Safety Competition Identification Not Applicable Competition Identification Number Competition Identification Title
Thank you very much for your support! Please use this form to become a Patron of Link Age Southwark by setting up a standing order for an annual donation of at least £500 (or £400 Gift Aided). There are 2 easy options… Option 1 If you would like to set up a standing order yourself, you can contact your bank by phone, visit a branch or use online banking. You will require Link Age Southwark’s bank details: Payee Bank Name: CAF Bank Ltd. 25 Kings Hill Avenue, Kings Hill, West Malling, Kent ME19 4JQ Payee Account Name: Link Age Southwark Payee Sort Code: 40 52 40 Payee Account Number: 00012862 If you set up a standing order yourself, please let us know by returning Part 1 only of this form to us by email or post. This allows us to collect Gift Aid on your donation. Email to: Post to: Link Age Southwark, Dulwich Community Hospital, East Dulwich Grove, London, SE22 8PT OR Option 2 If you would like Link Age Southwark to set up a standing order on your behalf, please fill out both Parts 1 and 2 of this form and return them by post. Part 1 is a Gift Aid declaration and Part 2 is a standing order mandate, which we will send on to your bank. Post to: Link Age Southwark, Dulwich Community Hospital, East Dulwich Grove, London, SE22 8PT. If you have any questions, please call 020 8299 2623 or email .
This form is optional, but we would be grateful if you could complete it. Any information you give will be used only for our overall statistics as part of our equal opportunities and diversity policies monitoring. The information we gather from these forms gives us an overview of our volunteers, by gender, age, ethnicity, and disability. This gives us an idea of how successful we are in promoting equal opportunities in volunteering. Gender Male Female Other Prefer not disclose Age Under 16 16-17 inclusive 18-25 26-39 40-59 60+ Ethnicity: Please highlight and tick the box which best fits how you describe yourself. White British Irish Any other White background Mixed White and Black Caribbean White and Black African White and Asian Any other Mixed background Asian or Asian British Indian Pakistani Bangladeshi Any other Asian background Black or Black British Caribbean African Any other Black background Chinese Any other ethnic group Disability: Are you registered disabled? Yes No Do you consider yourself to be disabled? Yes No
Personal/Professional Tutor and PEU Team as appropriate. be familiar with the local and University processes for incident reporting in order to offer guidance to students. 3c For social work students only: Visits students for the establishing the learning agreement and visits/contacts the student again at a midway** point during the placement **This may be via Skype for students at a long distance from the University complete Quality Assurance processes for the placement setting (using QAPL or PLEAT as agreed by PEU, and confirming practice educator/practice supervisor meets agreed criteria) chair learning agreement meeting at start of placement provide preparation for practice assessment workshops complete midway meeting Is familiar with the processes for supporting students and able to provide guidance in relation to University policy, procedures and guidance (e.g. resources available on Is familiar with the learning outcomes and practice competencies/criteria undertaken in their link placement areas. All student learning contract records, student and practice assessor placement evaluations, PEMS Reports, PEU Practice Educator/supervisor records. 4 Support the practice assessors in their assessment of students’ achievement of competence NB: For paramedic programme only this is the Link Lecturer together with other delegated team members where appropriate ensures that student/practice assessor have access to programme and module specific placement information. promotes awareness of how to access the PEU Web pages and PEMS and all relevant resources to students and practice assessors. provides support to all practice assessors in applying the assessment & moderation processes utilising tripartite (student/ practice assessor/ link lecturer) meetings as required. in collaboration with the service manager, support practice assessors in developing their mentoring and assessment skills. Student/practice assessor evaluations, Placement Audit (PLEAT)/ QAPL quality assurance evidence. Community Practice Teacher team meeting minutes PEMS Reports Link lecturer placement contact records Student competence achievement records Placement Provider /University reports from Register of practice assessors Managers Protocol , Checklist and Learning Agreements, and placement profiles/quality assurance documentation. 5 Act as a resource for placement learning and as a link into the University NB For paramedic supply information about educational opportunities provided by the Faculty of Health and Life Sciences (e.g. Continuing Professional Development (CPD) provision/ practice education/practice assessing courses & other learning resources) as appropriate. disseminate good practice regarding PEMS holds current placement profiles for each pre-registration placement area The Course Lead for post registration community nursing programmes holds placements profiles Link Lecturer placement contact/visit records
How to apply Send your completed EOI application form to . Please be aware that only 6 practices will be selected to participate in this research trial. More information For more information, please contact: Liezl OIiver (NWMPHN) E: T: 03 9347 1188