zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION CRITERIA ESSENTIAL DESIRABLE QUALIFICATIONS Qualified teacher status EWC Registration (or equivalent) Honours degree Higher degree or equivalent relevant qualification NPQH KNOWLEDGE AND EXPERIENCE Significant recent experience as an Assistant Headteacher or Deputy Headteacher of a Secondary School. Proven success in a range of strategic roles Knowledge and understanding of the Welsh Educational context and initiatives Knowledge of best practice and Experience of health and safety management
KEY SKILLS Ability to articulate and communicate a clear vision of high quality educational provision for the school Proven strategic management ability including financial and material resources Ability to lead, manage and motivate and pupils to achieve high standards Successful experience of providing for pupils with additional learning needs. Ability to communicate and develop links effectively, both orally and in writing with a range of audiences. High level of personal skill in using and applying information and communication Strategic management ability including staff, financial and material resources and planning
SIGNATURE..................................................................... DATE........../........../20.........
C) fertile soil D) oil E) crops 15. Which of the following is an example of reuse? A) re-melting aluminum cans B) making compost out of kitchen scraps C) using plastic butter tubs to store leftovers D) using waste heat to warm a room E) making paper goods from previously used paper 16. Which of the following revolutions led to a shift from rural villages to more urban societies? A) Agricultural B) Industrial-Medical C) Urban-Industrial D) Information-Globalization E) Technology-Sustainability 17. The average U.S. citizen consumes about ____ times as much as an average citizen of India. A) 2 B) 5 C) 8 D) 10 E) 30 18. How much of the world's population is found in developing countries? A) 97% B) 52% C) 18% D) 82% E) 44% 19. How much of the world's total population growth is expected to occur in developing countries? A) 97% B) 52% C) 18% D) 82% E) 44% 20. If the population levels off during the 21st century, it will move from a "J-shaped" curve to what curve shape? A) N B) I C) S D) P E) C 21. 21. The U.S. population is A) slowly growing B) slowly declining C) basically stable D) rapidly declining E) rapidly growing 22. If woman on earth had no more than an average of 2.1 children during their reproductive years, the human population would continue to rise for how long? A) 5,000 years B) 150 years C) 50 years D) 20 years E) 5 years 23. Infant mortality rate refers to the number of children per 1,000 births that die A) by their fifth birthday B) before their first birthday C) before six months D) in their first month E) before 24. Since 1955 the global life expectancy has risen to A) 47 years B) 52 years C) 67 years D) 72 years E) 77 years 25. According to a United Nations study, how many environmental refugees were there in the year 2005? A) 100,000 B) 1,000,000 C) 5,000,000 D) 25,000,000 E) 50,000,000
Context Switch: When CPU switches to another process, the system must save the state of the old process and load the saved state for the new process via a context switch Context of a process represented in the PCB Context-switch time is overhead; the system does no useful work while switching Time dependent on hardware support Process Creation: Parent process create children processes, which, in turn create other processes, forming a tree of processes Generally, process identified and managed via a process identifier (pid) Resource sharing Parent and children share all resources Children share subset of parent’s resources Parent and child share no resources Execution When a process creates a new process, two possibilities for execution exist: Parent and children execute concurrently Parent waits until children terminate Process Creation (Cont): Address space There are also two address-space possibilities for the new process: Child duplicate of parent (it has the same program and data as the parent). Child has a program loaded into it UNIX examples fork system call creates new process
set up. As the portfolio performance is observed over time, the probable loss estimates vary based on the analysis factors as outlined in SFAS 5 (ASC 450-20) Accounting for Contingencies. Consumer line of Credit Agreement – SAMPLE BELOW TO BE CUSTOMIZED Purpose of loan = personal expenses Personal Consumer Line of Credit Agreement & Disclosure Principal Loan Date Maturity Loan Number {{CreditAmount}} {{AgreementDate}} {{MaturityDate}} {{LoanNumber}} This Personal Consumer Line of Credit Agreement covers your line of credit (“Credit Line”) issued through {{ClientName}}. In this Agreement, the words “you”, “your”, “Borrower”, and “Applicant” mean {{FullName}}. The words “we, “us”, “our”, and “Lender” mean {{ClientName}}. The word “Accounts” means any other checking or depository accounts you have with {{ClientName}}. Credit bureau or credit bureau rating reports or scores such as FICO scores were used at your authorization and your expressed permission in providing this credit line.
Monday 23 Tuesday April 24 Wednesday April 25 Thursday April 26 Friday April 27 Room: E-213 2:45 – 4:15 pm Tech room 2:45 – 4:30 After School Detention Room: E104 Room: E-213 1:00 – 2:45 pm Collaboration Day 1:00 pm Department Meeting: PE, Math, Social Studies, Elective 1:00 – 1:45 Department Meeting: ELA, Science, Music 2:00 – 2:45 Room: E-213 1:00 – 2:45 Tech room 1:00 – 2:45 4th Quarter Progress Window Opens today! After School Detention Room: E104 Room: E-213 1:00 – 2:45 pm JPSC Room: E-213 2:45 – 4:15 pm 8th Grade Panorama Picture
Address Phone (w) Phone (m) Email Workshop Workshop Title Propose a title that clearly reflects the content of the workshop in a way that will likely promote interest. Short Description Provide one paragraph (100 words or less) incorporating a brief description, the intended audience, and learning objectives. Presenters Please list workshop presenters in the following format: Name, Position, Organisation, City/ Town, State, Country. (e.g. Bill Smith, Managing Director, Smith & Sons, Sydney, NSW, Australia) Please read important information regarding presenters at the end of this document. DO NOT list presenters who have not agreed to participate in the workshop. Capacity Do you recommend a maximum attendance number for this workshop? The room will be set in round tables of 8. Tables can be removed, if required. Learning Objectives and Outcomes Describe what attendees will learn. Interactive Components Please list any interactive components such as completing an exercise, hands-on activities, World Café format etc. Who Should Attend?
Form 19 Commercial court with jurisdiction_____________________ Business number of the file __________________________ Debtor (name and surname / company or title, Personal Identification Number or VAT number, address / headquarters) ___________________________________________________________________________ TABLE OF REPORTED CLAIMS, SEPARATE SATISFACTION RIGHTS AND EXCLUSION RIGHTS TABLE OF REPORTED CLAIMS Ordinal number of reported claim Name and surname / company or creditor name Creditor's VAT / tax number Address / creditor headquarters Amount of reported claim (kn) basis for reported claim Amount of confirmed claim (kn) Legal basis for confirmed claim Amount of disputed claim (kn) Reason for disputing claim Label of enforcement document if the claim is based on enforcement document TABLE OF SEPARATE SATISFACTION RIGHTS Ordinal number Name and surname / company or separate satisfaction Separate satisfaction Creditor's Address / creditor headquarters Public register where separate satisfaction Amount of claim that is protected by separate Legal basis of separate satisfaction rights Part of assets that the separate satisfaction
creditor's name VAT / tax number right is entered satisfaction rights protected claim right is attributed TABLE OF EXCLUSION RIGHTS Ordinal number Name and surname / company or exclusion rights creditor's name Exclusion rights creditor's VAT / tax number Address / exclusion rights creditor headquarters Legal basis for exclusion rights Object of exclusion rights Location and date _______________________
Form 19 Commercial court with jurisdiction in Zagreb Business number of the file: St-1138/17 Debtor: Ledo d.d. Zagreb, OIB: 87955947581, Čavićeva 1a, 10000 Zagreb TABLE OF REPORTED CLAIMS, SEPARATE SATISFACTION RIGHTS AND EXCLUSION RIGHTS TABLE OF REPORTED CLAIMS Ordinal number of reported claim Name and surname / company or creditor name Creditor's VAT / tax number Address / creditor headquarters Amount of reported claim (kn) Legal basis for reported claim Amount of confirmed claim (kn) Legal basis for confirmed claim Amount of disputed claim (kn) Reason for disputing claim Label of enforcement document if the claim is based on enforcement document TABLE OF SEPARATE SATISFACTION RIGHTS Ordinal number Name and surname / company or separate satisfaction creditor's name Separate satisfaction Creditor's VAT / tax number Address / creditor headquarters Public register where separate satisfaction right is entered Amount of claim that is protected by separate satisfaction rights Legal basis of separate satisfaction rights protected claim Part of assets that the separate satisfaction right is attributed
Health Safety & Wellbeing Team RMIT Safety Performance Review Date: Chairperson: Location: Distribution: (Inclusive of attendees) Attendees: Apologies: Agenda Item No. Subject Action By Action Date Completed 1.0 Review of Previous Minutes and any actions: [Insert Notes] 2.0 Objectives & Targets [Insert Notes] 3.0 Incidents Review [Insert Notes] 4.0 Corrective Actions & Non-Conformance Reports [Insert Notes] 5.0 Key Interactions / Health and Safety Committee Concerns [Insert 6.0 Audit Schedule [Insert Notes] 7.0 Initiatives [Insert Notes] 8.0 Legislation / Standard updates / changes [Insert Notes] Meeting Closed: [Time] Next Meeting Date:
Completed waivers and verification documents can be scanned and emailed to the state host. Playing Experience 1st Division Club(s) (Chicago Fire; Chelsea) League (MLS; English Premier League) Duration (Jan 2010 – Jan 2015) Coaching Experience Club(s) (Chicago Fire Academy) Specific Years Coached (2010-2012) Gender/Age and Position (U15-16 Boys – Head Coach)
The host company is also responsible to ensure that the Learning Agreement is respected by the student. That means, regular checks should be carried out. Moreover, there should be preventive procedures for the handling of problems that might occur during the mobility period. Assessment of Learning Outcomes After the work placement period has ended, the student should demonstrate what learning outcomes has achieved. Depending on the duration of the mobility, more than one assessment can take place. The assessment follows the ECVET system, the learning outcomes are described as knowledge, skills and competences. The employer matches the assessment methods to the expected learning outcomes and commits to respect existing regulations/ requirements. It is important that the assessments methods and the criteria have been discussed and agreed in advance - and reflected in the Memorandum of Understanding and Learning Agreement. So are defined in the section “Before the Mobility – how to assess and how to get evidences”. If the assessment does not respect the written agreement, VET institution is not obliged to validate and recognize the student’s credit. The assessment of the acquired knowledge, skills and competences must be documented. The document “Personal transcript” (PT) is issued by the host company and will be given to the mobile learner or sent to the VET organization after the end of the work placement. The information included should be presented in a clear way for the person in charge for the validation and recognition phase. Assessment may consist of one or a combination of different methods, e.g. job observation, portfolio assessment, evidence collection, skills demonstration, discussion, structured interviews, simulations, self-evaluation etc. In all cases, the assessment report should include the selected methods, as well as the names and profiles of the assessors. The profile of the assessors should ensure an adequate level of competence and experience in the given job profile. At least one of the assessors should have frequent contact with the student and/or have observed the student’s work performance over a long period of time. A recommendation is that the assessment should involve the work place tutor, a representative of the VET organisation and the student himself. The feedback to the student should be clear and constructive, focusing on guidance on overcoming gaps in competency or setting further goals. The student should also be informed about any reassessment opportunities and the appeals process. In case of a dispute the
402.2.4 User Control. Speech output for any single function shall be automatically interrupted when a transaction is selected. Speech output shall be capable of being repeated and paused. Not Applicable 402.2.5 Braille Instructions. Where speech output is required by 402.2, braille instructions for initiating the speech mode of operation shall be provided. Not Applicable 402.3 Volume. ICT that delivers sound, including speech output required by 402.2, shall provide volume control and output amplification conforming to 402.3. Not Applicable 402.3.1 Private Listening. ICT provides private listening, it shall provide a mode of operation for controlling the volume. Where ICT delivers output by an audio transducer typically held up to the ear, a means for effective magnetic wireless coupling to hearing technologies shall be provided. Not Applicable 402.3.2 Non-private Listening. Where ICT provides listening, incremental volume control shall be provided with output amplification up to a level of at least 65 dB. A function shall be provided to automatically reset the volume to the default level after every use. Not Applicable 402.4 Characters. At least one mode of characters displayed on the screen shall be in a sans serif font. Where ICT does not provide a screen enlargement feature, characters shall be 3/16 inch (4.8 mm) high minimum based on the uppercase letter “I”. Characters shall contrast with their background with either light Not Applicable
attributes of user interface components. sync with keyboard focus indicator on "Choose your facebook business Page" in item mode. - In Connections, Narrator focus does not move to auto suggested list of users under "To" edit box. 502.3.13 Modification of Cursor. Focus, text insertion point, and selection attributes that can be set by the user shall be capable of being set programmatically, including through the use of assistive technology. Supported 502.3.14 Event Notification. Notification of events relevant to user interactions, including but not limited to, changes in the component’s state(s), value, name, description, or boundary, shall be available to assistive technology. Supported With Exceptions - In Business profile, screen reader does not announce the information of notification pane of "Changes saved". - When adding a contact, screen reader does not notify any information after saving the contact. - When adding a contact, no information from screen reader after uploading image for contact. - In Connections, when editing a campaign, Narrator is not reading the task completion info when company logo was uploaded 502.4 Platform Accessibility Features. Platforms and platform software conform to the requirements in ANSI/HFES 200.2, Human Factors Engineering of Software User Interfaces — Part 2: Accessibility (2008) (incorporated by reference, see 702.4.1) listed below: Section 9.3.3 Enable sequential entry of multiple (chorded) keystrokes; Section 9.3.4 Provide adjustment of before key acceptance; Section 9.3.5 Provide adjustment of same-key double-strike acceptance; Not Applicable
This report presents the sampling results from the groundwater monitoring program in the Otway region. The work undertaken for this study has been documented as follows: Chapter 2 Literature review Chapter 3 Bore selection Chapter 4 Sampling method Chapter 5 Quality assurance procedures and results Chapter 6 Groundwater sampling – summary of results by analyte Chapter 7 Groundwater sampling – aquifer characterisation Chapter 8 Conclusions and implications for conceptual model. Literature review of hydrocarbon occurrence in groundwater A literature review has been undertaken to determine whether any previous studies have detected occurrences of methane, BTEX or hydrocarbons in the groundwater resources of the Otway Basin and how these results have been interpreted in the context of the conceptual model of the basin. The literature review provided input to the selection of sampling bores and analytes and also provides the context for interpretation of results. This chapter begins with a summary of the hydrogeology of the Otway region, including the main aquifers and structural features (Section 2.1). Section 2.2 reviews the literature on hydrocarbon occurrence and movement in the Otway region. Potential areas for onshore natural gas prospectivity are discussed in Section 2.3 and the implications of the literature review for the selection of groundwater chemistry parameters for this study is discussed in Section 2.4. The approach to the literature review included the following components: Review literature that identifies the occurrence of methane, BTEX or other hydrocarbons in the groundwater resources of the Otway Basin, where coal and oil and gas are potentially present including: DSE (2010), Geological Society of Victoria (1995), GHD (2009), Hawkins and Dellenbach (1971), Hyder Consulting (2009), Laing et. al. (1989), Leeder Consulting (2009), Woollands and Wong (2001).
© The State of Victoria Department of Environment, Land, Water & Planning 2015 This work is licensed under a . You are free to re-use the work under that licence, on the condition that you credit the State of Victoria as author. The licence does not apply to any images, photographs or branding, including the Victorian Coat of Arms, the Victorian Government logo and the Department of Environment, Land, Water and Planning (DELWP) logo. To view a copy of this licence, visit ISBN 978-1-74146-623-2 (pdf) Accessibility If you would like to receive this publication in an alternative format, please telephone the DELWP Customer Service Centre on 136186, email or via the National Relay Service on 133 677 . This document is also available on the internet at Disclaimer This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication.
ENCM This field now contains the system-generated encumbrance number. This number is generated chronologically for each account. This number must be used if you want to update or delete an encumbrance. Be sure to write down the encumbrance number in the documentation box for future reference. ST This contains the current status for the encumbrance. This status will indicate P (posted), O (posted online for structured IBIS), R (resolved but not posted – F10, F9), or N (not resolved or posted – F10, F10, F9). Updating an Encumbrance Press the F9 key to return to the main UENC window.
Meyers Psychology Stress and Health Module 43 Stress and Health (p. 441-447) “Basic Concepts of Stress” Define Stress/Stressors What does the text mean by “appraise” when we consider stress? How can stress be considered positive? What are 3 types of stress? (Be sure to define catastrophes, also look at responses to catastrophes) List some examples of Life Changes and their implications. What are Clusters of Crises Stress Response System- According to Cannon, how does the body respond to stress? (Outline the Sympathetic Nervous System’s response to stress. Include the Cerebral Cortex response also. Pg. 444) Outline the GAS General Adaptation Syndrome of Hans Seyle (this is very important) What are the physical manifestations of Stress? (p 445) Outline stress responses of men and women. Module 44 Stress and Illness (p 448-455) Define Psychosomatic What is studied when we study, psychoneuroimmunology? Outline the Immune System: Functions, Lymphocytes, B, T, Macrophage, Natural Killer Cells, Dormant Diseases What are the implications of stress on the immune system? Stress and Susceptibility to Disease Stress and Cancer- what should we know? Stress and Disease- what should we know? Outline Type A and Type B personality.
State MCA test scores in reading and math were examined. (Reading: 8.8%, Math: 5.5%) We will further examine our data the D.I.E. (describe, inferences, and evaluation). We recognize we had a decline in student performance. Moreover, we recognize our need to evaluate and enhance our instructional strategies, equity lens, data driven decisions, etc. (ROCI Team / SSOS) 8/15/2016 We will prioritize our goals and move from developing to succeeding in the areas that we have specified in our practice profile. Create a walkthrough schedule and peer mentoring schedule for greater coaching and capacity building. Continue to use the practice profile of learning targets to be effective in all areas. Grade Level Data 3rd grade had 1% proficient in Math 0 % in reading We dropped in Math and reading scores in most levels tested 5th grade Math increased from 3.6% to 5.4% 7th grade reading increased from 0.0% to 8.3% and math increased from 5.3% to 8.3% (ROCI Team) 8/15/2016 D.I.E. (describe, inferences, and evaluation) will be used on a weekly basis. Data organizers for math and middle school subject areas will continue to be implemented. 2014-2015 ACCESS results compared to 2015-2016 ACCESS results Level 1 students increased by 3.4% (from 12.8% to 16.2%) 9/1/2016 Contact SSOS for data alignment between ACCESS and MCA scores.
how does it inform actions? Identify action steps and persons responsible for completing the action step. expectation results? Begin the cycle again with planning and identified action steps. Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here Select a Stage Enter action steps here expectation here Enter date Enter summary and next steps here Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here Select a Stage Enter action steps here expectation here date Enter summary and next steps here Select a Stage action steps here expectation here date Enter summary and next steps here Select a Stage Enter action steps here expectation here date summary and next steps here Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
A student’s parent/guardian or custodial parent must be notified of excessive absences, Meeting with Community Liaison/Administration to review Attendance Policy In to ensure maximum parental participation, letters and notices sent to students’ homes are to be written in the language of the parents. Parental/Community Involvement Goals Horizon Montessori I Campus Improvement Plan 2015/2016 Campus Goal: To encourage and provide opportunities for parental and community involvement. Performance Objective: All parents will be encouraged to become involved in the education of their child.
Summative Evaluation: Strategies and Initiative Person Responsible Timeline Start/End Resources Formative Evaluation Strategy 1: Parent Orientation Strategy 2: Progress reports sent period. Strategy 3: Parent/Teacher conferences will be held at the end of the first six-week grading period or as needed. Strategy 4: Parent/Teacher conferences will be held after the results of the benchmark exams for students who receive and/or Saturday instruction. Strategy 5: Opportunities for parents to volunteer will be provided. Strategy 6: Open lines of communication between home and school. Strategy 7: Plan for Open House. Strategy 8: Coffee with the Principal Principal, Teachers, Parents, and Counselor Principal, Teachers, Parents, Staff/PEIMS Principal, Teachers, and Parents Principal, Teachers, and Parents Principal, Teachers, Parents, and Rising Stars Staff Principal, Teachers, Parents, Staff and Community Liaison Principal, Teachers, Parents, and Staff Administration August 2015 August 2015- June 2016 Ongoing Ongoing Beginning in September Allocated funds for refreshments, Handbook, and Teacher –Created Information Teacher Gradebook, Progress Report, and Student Work Teacher Gradebook, Report Card, and Student Work Teacher Gradebook, Report Card, Student Work, and Benchmark Exam List of opportunities (monthly activity calendar, newsletter, phone call, note, etc.) Notes to parents, Email to parents, Phone Log, Correspondence Log, Planners, and Survey Allocate funds for refreshments. Attendance/Sign-In Sheet and Parent Feedback Progress Report signed by the parent(s) Sign-In Sheet and Report Card signed by parent(s) Sign-In Sheet Sign-In Sheet Parents Feedback (Verbal and Written) Sign-In Sheet Sign-In Sheet
SUMMARY SHEET SAMPLES 1. Active Duty promotion selection sample with multiple boards, same grade, multiple scrolls, multiple PDOPs (Board Titles) Grade/ Competitive Category Number of Officers Selected Number of Officers on Scroll Number of Officer Withheld Name of First Officer Listed on Scroll Date of Adjournment PDOP Joint Board Acquisition Board Medical Corps 45 40 5 Doe, John 25 Nov 2005 1 Jan 2006 No No Line 100 100 0 Doe, Jane 27 Nov 2005 1 Mar 2006 Yes Yes Total 145 140 5 Note: Include names of officers withheld from the scroll and board title (Include acquisition column for O-5 and O-6 Active Duty boards.) -------------------------------------------------------------------------------------------------------------------- 2. Active Duty promotion selection board sample with multiple boards, multiple grades, multiple scrolls, multiple PDOPs (Board Titles) Grade/ Competitive Category Number of Officers Selected Number of Officers on Scroll Number of Officer Withheld Name of First Officer Listed on Scroll Date of Board Adjournment PDOP Board Acquisition Board O-5 Medical Corps 45 40 5 Doe, John 25 Nov 2005 1 Jan 2006 No No O-6 Line 100 100 0 Doe, Jane 27 Nov 2005 1 Mar 2006 Yes Yes Total 145 140 5 Note: Include names of officers withheld from the scroll and board title (Include acquisition column for O-5 and O-6 Active Duty boards.) --------------------------------------------------------------------------------------------------------------------
11. Special selection board sample with multiple boards, same grade, multiple scrolls, multiple PDOPs, with board approval signature block (Board Titles) Grade/ Competitive Category Number of Officers Considered Number of Officers Selected Number of Officers on Scroll Number of Officer Withheld Name of First Officer Listed on Scroll Date of SSB Adjournment PDOP Joint SSB Medical Corps 2 2 2 0 Doe, John 25 Nov 2005 1 Jan 2006 No Line 3 3 2 1 Doe, Jane 27 Nov 2005 1 Mar 2006 Yes Total 5 5 4 1 Note: Include names of officers withheld from the scroll and board title OFFICE OF THE SECRETARY OF DEFENSE ACTION: PDUSD (P&R) Approved _________ Recommend disapproval __________ Comments: Date: __________
Tomball Memorial High School 3rd Nine Weeks 2016-2017 Teacher: Kana, Kropp and Lynch January 4 – March 10 Course: Chemistry-PAP Monday Tuesday Wednesday Thursday Friday Jan 2 No School Staff Development 3 No School Staff Development 4 % Composition and Empirical Notes A Very Nice Worksheet (1st ½) HW: Complete ½ of Worksheet & Review Memory Block TEKS: 8.C, 7. A,B 5 Complete Molecular Formula Notes Complete A Very Nice Worksheet (2nd ½) and Go Over HW: Review Memory Block, Naming and Formula Writing TEKS: 8.C, 7. A,B 6 Photo Day Pre-Lab Reading and Worksheet Kahoot Review Game (5,4,3,2,1 Bonus Pts.) HW: Work on Unit 6 Review, TEKS: 8.C, 7. A,B 9 Molecular and Empirical Formula Lab HW: Work on Lab & Review MB, Naming, Formula Writing TEKS: 8.C, 7. A,B 10 Complete and Submit Lab Work on Review HW: Work on Review and Study for Quiz TEKS: 8.C, 7. A,B 11 Bus Evacuation UNIT 6 QUIZ HW: Work on Review Review MB, Naming, Formula Writing TEKS: 8.C, 7. A,B 12 Go Over Quiz Online Practice Quiz Work on Review HW: Complete Review and for Test TEKS: 8.C, 7. A,B 13 UNIT 6 TEST TEKS: 8.C, 7. A,B
16 No School Staff Development 17 Go Over Unit 6 Test Start Equation and Reaction Notes HW: Balancing Equation Worksheet TEKS: 8.D 18 Check Homework Webquest for Balancing Equations HW: Finish Balancing Chemical Equations Worksheet TEKS: 8.D 19 Check Homework, Balancing Equations Race for Bonus Pts. HW: Start Working on Unit 7 Review TEKS: 8.D 20 Nuclear Notes Nuclear Decay Worksheet HW: Complete Nuclear Decay Worksheet TEKS: 8.D, 12. A,B,C 23 End of IPR 1 M&M Half Life Lab HW: Work on M&M Lab TEKS: 8.D, 12. A,B,C 24 Grades Due 3:30 Complete M&M Lab Work On Review HW: Work on Review & for Quiz TEKS: 8.D, 12. A,B,C 25 UNIT 7 QUIZ HW: Work on Review TEKS: 8.D, 12. A,B,C 26 Go Over Quiz Work On Review HW: Complete Review & Study for Test TEKS: 8.D, 12. A,B,C 27 Course Selection UNIT 7 TEST TEKS: 8.D, 12. A,B,C 30 Gummy Bear Demo? Start Types of Reaction Notes HW: Gimme Five Worksheet (#1-14) TEKS: 8.D, 10.H 31 Finish Reaction Notes HW: Complete Gimme Five Worksheet TEKS: 8.D, 10.H Feb 1 Types of Chemical Reactions Lab HW: Complete Lab TEKS: 8.D, 10.H 2 Gimme Five #2 Worksheet HW: Work on The Huge Review TEKS: 8.D, 10.H 3 UNIT 8 QUIZ #1 (Knee- Jerk) HW: Work on The Huge Review TEKS: 8.D, 10.H
6 Go Over Quiz #1 Redox Notes Redox Practice Worksheet HW: Complete Practice Worksheet TEKS: 8.D, 10.H 7 Precipitation Reaction Lab w/ Formal Report HW: Work on Lab Report and Huge Review TEKS: 8.D, 10.H 8 Work on Lab Report and Huge Review HW: Complete Lab Report TEKS: 8.D, 10.H 9 UNIT 8 QUIZ #2 (Knee- Jerk) HW: Work on The Huge Review TEKS: 8.D, 10.H 10 End of IPR 2 Go Over Quiz #2 Work on Huge Review HW:Complete The Huge Review and Study for Unit 8 Test TEKS: 8.D, 10.H 13 Grades Due 3:30 Lab Report Due Unit 8 Test Part 1- Multiple Choice TEKS: 8.D, 10.H 14 Unit 8 Test Part 2- Written TEKS: 8.D, 10.H 15 16 17 No School Development 20 No School President’s Day 21 22 23 24 27 28 Mar 1 2 3
6 - NUMB. NAME POSITON ROLE IN PROJECT 1 João Gilberto Lotufo Conejo Director Manager 2 Rodrigo Flecha Ferreira Superintendent Manager 3 Flavia Gomes Barros Superintendent Manager 4 Francisco Vianna ex - Superintendent Manager 5 Carlos Motta Nunes Water resource specialist at GSER/SRE Project Manager 6 Lígia Maria Araújo resource specialist at GSER/SRE Project Manager 7 Alexandre Anderáos Water resource specialist at GSER/SRE Project Manager 8 André Onzi Water resource specialist at GSER/SRE Technical Support Team 9 José Aguiar de Lima Jr. resource specialist at GSER/SRE Technical Support Team 10 André Pante Water resource specialist at GSER/SRE Technical Support Team 11 Fernanda Laus Aquino Water resource specialist at GSER/SRE Technical Support Team 12 Cintia Araújo Water resource specialist at GSER/SRE Technical Support Team 13 Márcio Bomfim Water resource specialist at GSER/SRE Technical Support Team 14 Josimar de Oliveira resource specialist at GFIS/SFI Technical Support Team 15 Menegaz Water resource specialist at GFIS/SFI Technical Support Team 16 Marcos Vinícius Araujo Water resource specialist at GFIS/SFI Technical Support Team 17 Sergio Salgano Water resource specialist at GFIS/SFI Technical Support Team 18 Mauricio Revello Cordeiro Geoprocessing specialist at SGI SNISB Team 19 Antonio Silva Geoprocessing specialist at SGI SNISB Team 20 Marcus Vinicius de Oliveira Geoprocessing specialist at SGI SNISB Team
RMIT shall indemnify the Organisation for an increase in its workers’ compensation premium as a result of a claim of compensation by a Student for an injury suffered (due to his or her fault) in the course of his or her employment with the Organisation during the WIL Activity. Survival of Certain Clauses Unless the contrary intention appears in this agreement, the expiry or earlier termination of this agreement will not affect the continued operation of clauses relating to: confidentiality; privacy; and intellectual property. Termination A party may terminate this agreement by 14 days’ notice in writing if one of the parties is in breach of an obligation under this agreement and such breach is not remedied within 7 days’ notice to the offending party. Use of Electronic Signature The parties consent to the use by any party of an electronic signature as evidence of that party’s acceptance of the terms and conditions of this agreement. The parties undertake to each other that the signatory is authorised to sign this agreement. The parties acknowledge and accept that: verification of the identity of the signatory to this agreement is determined by reference to their email address; and the address used to electronically send this agreement provides the nexus to properly identify the signatory to this agreement.
Work Integrated Learning (WIL) 3-Way Agreement WIL Agreement between RMIT, an Organisation and a Student Schedule Item 1 RMIT Royal Melbourne Institute of Technology ABN 49 781 030 034 of 124 La Trobe Street, Melbourne, Victoria 3000. Item 2 Organisation Organisation name ABN Registered business address (street address) Item 3 Student Name and Number Student Name Student ID Number Item 4 Term Commencing: Start date of Student’s WIL Activity / /20 Expiry Date: Completion of WIL Activity requirements / /20 Semester & Year: WIL Activity contributing towards Semester 1 or 2 courses? Semester ________ Year _20_______ Item 5 Discipline Formal program name Item 6 Program/Course Program Code/Number Course (Unit) / Cluster Name Class Number Item 7 Particulars of WIL Activity Location of workplace Days of placement Hours of placement Estimated total number of hours contributed towards placement ____________ Hours Tasks to be undertaken by Student Monitoring & Supervision: Method and frequency of contact Item 8 RMIT WIL Activity Practitioner Name of Practitioner (Teacher/Coordinator) Position Title Item 9 Organisation WIL Contact Name of Contact Position Title of Contact
Complex work exposures may not be reproduced in the laboratory. Workplace inhalation challenge Excludes OA if negative when performed in the usual work conditions. May help to confirm OA when SIC are not feasible due to complex workplace exposures or absence of identified sensitizer at work. Much more expensive than SIC. No precise identification of the causal agent. Requires authorization from the employer for performing the measurements at work. Concomitant exposure to irritants at the workplace cannot be controlled. Table 2. Validity of the clinical history Causal agent Prevalence of OA* Outcome Sensitivity (%) Specificity (%) Positive Predictive Value (%) Negative Predictive Value (%) Reference Various 75/162 (46%) Global clinical history : 87 22 63 83 Malo, 1991 (19) Latex 31/45 (69%) 87 14 75 50 Vandenplas, 2001 (34) 19/30 (63%) 89 50 77 71 Quirce, 2003 (35) Various 72/212 (34%) Sx worse at work 90 8 37 63 Vandenplas, 2005 (20) Sx worse on specific exposure 75 21 33 62 Sx improvement during vacations 74 57 57 74 Wheezing at work 40 85 89 32 Nasal itching at work 48 74 53 70 Ocular itching at work 41 72 58 56 Legend: Sx: symptoms. * OA defined by a positive specific inhalation challenge 3. Validity of nonspecific bronchial hyperresponsiveness assessment Single assessment of NSBH Prevalence of OA* Sensitivity (%)† Specificity (%)† Positive Predictive Value (%) Negative Predictive Value (%) Reference
Various agents‡ 202/428 (47%) 84 (67-93%) 48 (26-72%) 55 75 Beach, 2007 (13) HMW agents‡ 126/252 (50%) 79 (68-88) 51 (35-67) 62 73 LMW agents‡ 424/1071 (40%) 67 (58-74) 64 (56-71) 56 75 At baseline of SIC (various agents) 129/519 (25%) 73 51 33 85 Malo, CEA 2011 (36) At baseline of SIC (various agents) 278/1012 (28%) 80 47 36 86 Lemière, 2016 (37) At baseline while still exposed at work (various agents) 131/430 (30%) 95 40 41 95 At baseline while off work (various agents) 147/582 (25%) 67 52 32 82 At least one assessment during work exposure (various agents) 157/479 (33%) 98 39 44 98 Legend: HMW: high molecular weight; LMW: low molecular weight; NSBH: nonspecific bronchial hyperresponsiveness; SIC: specific inhalation challenge. * OA defined by a positive specific inhalation challenge; † 95% confidence interval within parentheses when available; ‡ In the meta-analysis by Beach and coworkers, the time elapsed between the last work exposure and NSBH assessment was not available; the prevalence of OA and the predictive values of a single NSBH assessment were derived from the figures provided in reference (12). Table 4. Validity of immunological tests Agent Test Prevalence of OA* Sensitivity (%)† Specificity (%)† Positive Predictive Value (%)† Negative Predictive Value (%)† Reference HMW agents: Various SPT‡ 175/434 (40%) 81 (70-88) 60 (42-75) 73 81 Beach, 2007 (13) sIgE‡ 113/246 (46%) 73 (64-81) 79 (50-93) 86 82 Flour, wheat SPT 37/71 (52%) 68 74 74 68 Van Kampen, 2008 (49) sIgE£ ≥0.35 kUA/l 37/71 (52%) 87 68 74 82 sIgE£ ≥2.22 kUA/l 37/71 (52%) 51 100 100 65
Program Schedule Office Administration The Office Administration program includes 376 classroom 290 lab hours, and 240 hour externship hours to satisfy institutional requirement for 906 contact hours over 35 weeks. Session Course Classroom Hours Lab Hours Externship Total Contact Hours Session 1: Computer Office Technology (8 weeks) This session is both classroom and lab intensive. Microsoft Word 24 14 38 Microsoft 24 14 38 Keyboarding 24 14 38 Microsoft Power Point 24 14 38 Total Hours 96 56 152 Session 2: Advanced Computer Office Technology, Computer Accounting (2 weeks) This session is classroom intensive. Microsoft Word II 15 15 30 Microsoft Excel II 15 15 30 Keyboarding II 15 15 30 Microsoft Power Point II 15 15 30 Total Hours 60 60 120 Session 3: Accounting I, Accounting II (14 weeks) This session is both classroom and lab intensive, providing students with hands on clinical experience. Accounting I 60 32 92 Accounting II 60 32 92 Computer Accounting 34 44 68 Business Ethics 6 6 12 Total 160 114 274 Session 4: Career Readiness, Work-based Activities (11 weeks) This session is classroom and lab intensive. It includes critical thinking and business/technical writing skills training. Certification Preparation 36 36 72 Job Placement Assistance- Critical Thinking/ Writing 24 24 48 Externship 240 240 Total 60 60 240 360 Program Total 376 290 240 906
and more. Full text is generally not included unless OpenThesis has received permission from the school or author. Open access course material Open CourseWare (http://www.ocwconsortium.org) Open CourseWare Consortium is a free and open digital publication of high quality educational materials, for colleges and universities, organized as courses contributed by over 200 higher education institutions. At present five LIS course materials are available from various universities. Open.Michigan Open.Michigan is a University of Michigan initiative to create and share knowledge, resources, and research with the global learning community. Open.Michigan is committed to open content licensing and supporting the use, redistribution, and remixing of educational materials. Their mission is directly related to Open Educational Resource (OER) production and publishing in some form. OER are learning materials and tools offered freely and openly for anyone to use and under some licenses to adapt, improve, and redistribute. There are about 5-6 courses and their course materials are available which are listed under the category-information ( https://open.umich.edu/education/si) are many more other universities which provide open access course materials like MITopencourseware, Open Yale courses but do not contain any course material on library science. Open access search engine DL-Harvest (dlist.sir.arizona.edu) DL-Harvest open access search engine from dLIST at the University of Arizona. DL-Harvest searches the OAI-PMH compliant records of various institutional repositories that collect library
The duties above are neither exclusive nor exhaustive and the post holder may be required by the Headteacher to carry out appropriate duties within the context of the job, skills and grade. Person specification – Deputy Headteacher QTLA & Curriculum Measurements: A=Application, I= Interview, R=Reference, T=Task Training and Qualifications Essential: First degree or equivalent. A DfE recognised qualified teacher status/Qualified Teacher Learning and Skills. A Desirable: Evidence of participation in recent relevant Continuing Professional Development relevant to a strategic leadership post. A Experience Significant recent and relevant experience as a substantive Assistant Headteacher or middle leader. A Successful and proven track record of leading a whole school area with a demonstrable impact on school improvement A,I Experience of line management with demonstrable positive impact A,I Experience of deploying quality assurance programmes and evidence of successful outcomes A,I,R A clear understanding of what constitutes a broad and balanced curriculum that meets statutory requirements and which is sufficiently well differentiated and resourced to meet the needs of all A,I,R Experience of analysing and interpreting assessment data to ensure effective student progress, standards and achieve outstanding pupil outcomes. A,I,T Evidence of managing, planning, and organising curriculum areas and driving innovations in teaching and learning. A,I Experience of supporting all aspects of inclusion to successfully meet the of pupils with complex special educational, social and emotional needs. A,I Successful development of colleagues A,I
Complete the tootsie pop lab and gather all data Complete the lab sheet through procedure step Use class notes to complete lab sheet with appropriate data Complete the slime lab and gather all data to complete lab sheet through procedures. Use class notes to identify the procedures and the independent variable in the experiment. Complete the tootsie pop lab and gather all data Complete the lab sheet through conclusion step and graph your table averages on your graphing sheet. Use notes to complete lab sheet with appropriate data Complete the slime lab and gather all data Complete the lab through conclusion step and graph your table averages on your graphing sheet. Use notes to complete lab sheet with appropriate data Scientific method practice sheet has to be completed and turned in today. Micro scope certification today. Scientific method quiz completed for all students Turn in lab sheet with data in your comp books before you leave class Turn in lab sheet with data in your comp books before you leave class Turn in lab sheet with data in your comp books before you leave class Turn in lab sheet with data in your comp books before you leave class Scientific Practice and quiz Certification due for microscopes Monday Tuesday Wednesday Thursday Friday
Unit Title: Genetics In Class Date Homework & Assessments 1st/2nd: Do Now – L.E. Regents August 16 – 5 min individual wrap up Finish Test Lab folder clean up and organization day 5th: Do Now – L.E. Regents August 16 – 5 min individual wrap up Brainpop – Genetics Vocab and T-Chart Mon. 3/6 B Day Recently Past Due Assignments Past Due Labs can still be turned in for LAB MINUTES DNA Fingerprinting wkst 2/28 Gel Electrophoresis Web Quest Lab 3/1 Unit Test 3/3 Upcoming Assignments LE Regents Aug. 2016 Exam 3/10 Brainpop Genetics 3/7 Flocab Genetics 3/8 Chapter 11.1 Wkst 3/9 Edpuzzle – Genetics 3/10 1st: Do Now – L.E. Regents August 16 – 5 min individual wrap up Brainpop – Genetics Vocab and T-Chart 5th/6th: Do Now – L.E. Regents August 16 – 5 min individual wrap up Flocabulary – Genetics Chapter notes – PPT: Mendel Genetics w/ Cornell Notes Tues. 3/7 A Day 1st/2nd: Do Now – L.E. Regents August 16 – 5 min individual wrap up Flocabulary – Genetics Chapter notes – PPT: Mendel Genetics w/ Cornell Notes 5th: Do Now – L.E. Regents August 16 – 5 min individual wrap up Chapter 11.1 worksheet and graphic organizers 307-312 Wed. 3/8 B Day 1st: Do Now – L.E. Regents August 16 – 5 min group wrap up Chapter 11.1 worksheet and graphic organizers pages 307-312 5th/6th: Do Now – L.E. Regents August 16 – 5 min group wrap up Ed Puzzle – Amoeba Sisters Genetics NYS Lab – Biodiversity Thurs 3/9 A Day 1st/2nd: Do Now – L.E. Regents August 16 – 5 min group wrap up Ed Puzzle – Amoeba Sisters Genetics NYS Lab – Biodiversity 5th: Do Now – L.E. Regents August 16 – 5 min group wrap up NYS Lab – Biodiversity Fri. 3/10 B Day
Oregon State Unit on Aging Disease Prevention and Health Promotion Assessment Tool 2016 Due July 29, 2016. Please submit only to . AAA: Date of Assessment: Contact person for assessment questions: Contact phone number: Part 1: Agency Review Disease Prevention & Health Promotion Standards IIID funds are used to support programs that meet AoA’s evidence-based requirements. No Yes Please explain how programs are promoted in your service area: List each intervention supported by IIID and indicate its level of evidence-based criteria. Name of Program Highest criteria criteria Minimal criteria Comments By October 1, 2016, all programs supported by IIID or state health promotion funds must meet “highest criteria” requirements. If not all IIID funds are currently used to support highest criteria programs, please indicate AAA’s plans to shift funds to meet these requirements by October 1:
ADRC/AAA Outreach and Support for Disease Prevention & Health Promotion No Yes Requested Description The AAA to provide health promotion programs and outreach to minority and/or at-risk populations. The ADRC resource database includes information that is updated at annually on community programs and resources that support healthy aging. Please explain how this is accomplished: AAA/ADRC staff routinely refer consumers to appropriate community programs and preventive services to support healthy aging, documenting referrals in RTZ. Please explain how this is accomplished: The AAA/ADRC has working relationships with other community partners to support health promotion and healthy aging. Please explain: Part 3: Cause, Effect & Recommendations In the Five Findings model described in the AAA Monitoring Instructions, cause explains the difference between program standards (criteria) and what is actually happening (your program’s condition). Effect is the impact of that difference. Cause should detail what is preventing the AAA from fully meeting the standards, or is enabling the AAA to exceed the standards. Examples of cause could be trainings, staff issues, policies/procedures, or other factors that are contributing to success or impeding compliance. Effect should detail the result of not fully meeting, or of exceeding, program standards. Effect can be either positive or negative. An example of effect could be the impact the cause has on clients, program quality, or safety of services.
(Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, Zip) Location to where services to be performed will be changed or shifted by Grantee: (Address) (City, State, Zip) Name/Location(s) services will be changed or shifted to be performed by sub-grantee(s) and contractor(s): (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) (Name) (Address, City, State, Zip) RFP/Award: Grantee: Signature of Authorized Representative:
Appendix 1.3: Necessary System Access: In order to complete the Transactions Verification process, a processor must have access to the following systems: PeopleSoft – HR PeopleSoft – Financial The Advancement System (TAS) Mail Website (receivingandmail.osu.edu) eReports – HR eReports – Financial HR Action eTravel UNITS Website OAA Bricker Shared Drive (W:) System access can be limited to read-only for each of these systems as no processing is necessary during the Transaction Verification.