zilongwang/ReadingBank huggingface dataset:
Appendix A: Technical Assistance Partner Profile (continued) Assessment and Reflection Complete the assessment and reflection below, rating the Technical Assistance Partner on four criteria and providing supporting evidence for each rating. 4 3 2 1 Rating and Supporting Evidence 1. Track Record of Success The Technical Assistance Partner demonstrates a clear and consistent track record of dramatically improving outcomes for youth. The Technical Assistance Partner demonstrates a and consistent track record of modestly improving outcomes for youth. The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for youth. The Technical Assistance Partner does not demonstrate a track record of improving outcomes for youth. 2. Track Record of Success with Student Subgroups The Technical Assistance Partner demonstrates a clear and consistent track record of dramatically improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates a clear and consistent track record of modestly improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner does not demonstrate a track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). 3. Capacity to Expand Services The Technical Assistance Partner possesses sufficient internal capacity to N/A N/A The Technical Assistance Partner does not have sufficient internal
TEMP=-SIGMA*PR PI=EXP(SIGMA*PI) CN=COS(TEMP)*PI SN=SIN(TEMP)*PI PMAP(I)=CMPLX(CN,SN) END DO OPEN (UNIT=IPG,FILE=PGNAME,STATUS='NEW',FORM='UNFORMATTED') DO J=1,MESHY WRITE (IPG) (PMAP(J1+K),K=1,MESHX) END DO CLOSE (UNIT=IPG) RETURN END SUBROUTINE PROPG(TILT,WAVEL,DELTAZ,X0,Y0,PRNAME) C C THIS PROGRAM CALCULATES THE FRESNEL PROPAGATOR IN THE RECIPROCAL C BY FORMULA EXP(2*PI*i*Sg*Z), Sg IS THE EXCITATION ERROR OF C RECIPROCAL LATTICE POINT G AND Z IS THE SLICE THICKNESS. C INCLUDE 'MULTIS.FTN' REAL TILT(2) CHARACTER*12 PRNAME TWOPI=6.2831853 TWOKR=0.5*WAVEL MY=MESHY/2 A2=CELL2R(1)*CELL2R(1)
Appendix A: Technical Assistance Partner Profile (continued) Assessment and Reflection Complete the assessment and reflection below, rating the Technical Assistance Partner on four criteria and providing supporting evidence for each rating. 4 3 2 1 Rating and Supporting Evidence 1. Track Record of Success The Technical Assistance Partner demonstrates a clear and consistent track record of dramatically improving outcomes for youth. The Technical Assistance Partner demonstrates a clear and consistent track record of modestly improving outcomes for youth. The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for youth. The Technical Assistance Partner does not demonstrate a track record of improving outcomes for youth. 2. Track Record of Success with Student Subgroups The Technical Assistance Partner demonstrates a clear and consistent track record of dramatically improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates a and consistent track record of modestly improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner does not demonstrate a track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). 3. Capacity to Expand Services The Technical Assistance Partner possesses sufficient internal capacity to N/A N/A The Technical Assistance Partner does not have sufficient internal
expand its footprint in Indiana. capacity to expand its footprint in Indiana. 4. Track Record of Collaborative, Differentiated Partnerships The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a clear and consistent track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a limited track record of successfully doing so. The Technical Assistance Partner demonstrates a willingness to work collaboratively with and differentiate services for school partners but has a limited track record of successfully doing so. The Technical Assistance Partner neither demonstrates a willingness to work collaboratively with and differentiate services for school partners nor has a track record of successfully doing so.
Up will move your view up Down will move your view down Left will move your view left Right will move your view right Press QUIT with fingertips to exit Interactive Mode Press QUIT with fingertips to exit Area Scheme or press the ESC key on the keyboard References Download demo from: Exit PQ Labs demonstration includes an interactive icon to escape from the demonstration window. Images for Exit This is the EXIT icon found in the PQ Labs Demo. Directions for Exiting Double tap on the Exit icon to exit demonstration Microsoft Bing Maps 3D Bing Maps 3D is part of Microsoft’s Bing search engine software suite. It is a web mapping service provided by Microsoft Corporation. Bing Maps 3D cannot be viewed in true stereoscopic 3D. It’s called 3D because some locations are viewable in a virtual navigable environment. This is a similar demonstration to Google Earth. Images of Bing Maps 3D Here is the Desktop icon for Bing Maps 3D. Double clicking on the desktop icon starts Internet Explorer at the Bing Maps 3D website. Bing Maps 3D demonstration Double click on the Bings Maps 3D desktop icon Double tap to zoom in or select a specific location of the virtual map Using two fingertips, zoom in an area by dragging the fingertips away from each other two fingertips, zoom out an area by dragging the fingertips towards each other
Goal 1 Measure(s) of Success # School Name Year 1 Goal Year 2 Goal Year 3 Goal 1 2 3 4 Goal 2 Measure(s) of Success # School Name Year 1 Goal Year 2 Goal Year 3 Goal 1 2 3 4 Goal 3 Measure(s) of Success # School Name Year 1 Goal Year 2 Goal Year 3 Goal 1 2 3 4
4. Track Record of Collaborative, Differentiated Partnerships The Technical Assistance Partner demonstrates a willingness to work collaboratively with and differentiate services for school partners and has a clear and consistent track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a limited track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners but has a limited track record of successfully doing so. The Technical Assistance Partner neither demonstrates a willingness to work collaboratively with and differentiate services for school partners nor has a track record of successfully doing so.
Scenario States, Modifiers and Triggers Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Preparation - Assigns to team members prior to patient arrival - Prepares equipment 2. Baseline State Rhythm: asystole HR: 0 BP: 0 RR: 14/min (bagged) O2SAT: 75 % NRB T: 35oC Unresponsive. No gag with oral airway. Learner Actions - IV, O2, monitors - ± Continue CPR - Cardiac POCUS to assess for cardiac activity: reasonable to call code if none - Level 1 transfuser - Call for pRBC (O+), transfuse 2 units rapidly - Bilateral finger thoracostomy ± chest tube insertion - Check pelvic binder placement - Intubation - ± Epi 1mg IV q2-3 min - ± FAST exam - ± TxA 1g IV over 10 mins - Consider calling code Modifiers Changes to patient condition based on learner action - 2 minutes or attempt thoractomy 2nd patient arrives - Epi/CPR no ROSC - Needle decompression air - Finger thoracostomy air and blood back bilaterally - tube insertion 500cc on L and 600cc on R, O2 82% - Intubation O2 84% Triggers For progression to next state - Team leader decides to end resuscitation END CASE Section V: Patient Data and Baseline (PATIENT #2)
Cut and paste the examples on your poster board and write a brief caption below each example describing the space and how it enhances the publication. 1.01 Multiuse Design Elements Group Activity Rubric Category Mastery (3 pts.) Developing (2 pts.) Not mastered (1 pt.) Main Idea Poster has a clear title which gives specific information about the main idea of the poster. Poster has a title that gives little information about the main idea of the poster. Poster is missing a title. Effectiveness of Poster Poster gives others a thorough understanding of the design element. Poster gives others examples of the design element but does not explain how the element enhances the design. Poster gives others limited understanding of the design element. Accuracy of Poster Poster depicts the design element with complete accuracy Poster depicts the design element with some accuracy. Poster depicts the design element with limited accuracy. Quality The poster is exceptionally creative and attractive in terms of graphics, design, layout, and neatness. The poster is acceptably creative and attractive in of graphics, design, layout, and neatness, however fairly disorganized. The poster lacks creativity and attractiveness in terms of graphics, design, layout, and neatness, and is distractingly disorganized or very poorly designed. Mechanics No errors in grammar or spelling 1-2 errors in grammar of spelling 3 or more errors in grammar or spelling Presentation All students in the group demonstrated a considerable amount of knowledge and understanding. Some students in the group demonstrated a considerable amount of knowledge and understanding Students in the group did not demonstrate their knowledge and understanding. Grade/Comments Points out of 18: _________
plot3D Input where, z=f(x, y). Simplify plotCylDataSet3D Data point is { Calculate plotCylParamLine3D Insert Simplify plotCylR3D Input z=f(r, Simplify plotDataSet Input point, {x, y}. Calculate plotDataSet3D Input point, {x, y, z}. Calculate plotEq Input f(x, y) = c. Simplify plotEq3D Input f(x, y, z)=c. Simplify plotIneq Input inequality in x and y. Simplify plotParam Input (f(t), g(t))where x=f(t) and y=g(t). Simplify plotParam3D Input (f(t, s), g(t, s), h(t, s)) where x=f(t, s) and y=g(t, s) and z=h(t, s). Simplify plotParamLine3D Input (f(t), g(t), h(t)) where x=f(t) and y=g(t)and z=h(t). Simplify plotPolar Input Simplify plotPolar3D Input . Simplify plotPolarDataSet Input point { Calculate plotPolarDataSet3D a point, { Calculate Table 4.1 Graphing in two dimensions and three dimensions. An extension after the graphing exploration is to give a shape to the students, and have them find a way to resemble and
Cut and paste the last input into a new equation window. Highlight and execute the square root option from the ribbon. The Simplify option gives the answer: Use the result to set-up an integral. The Simplify command yields the answer 21/2. Again, note that the set-up of the problem using initially an integral symbol is too complicated. Simplify yields a more pleasing looking set-up. Unfortunately, the simplification under the radical is needed before the introduction of an integral command. The output is: Example 3: Find the surface area generated by revolving the curve about the y-axis. The curve is , , (Thomas and Finney, 1996, p. 749). Answer: Consider: Simplify and Factor the outputs:
Appendix B: Technical Assistance Partner Profile (continued) Assessment and Reflection Complete the assessment and reflection below, rating the Technical Assistance Partner on four criteria and providing supporting evidence for each rating. 4 3 2 1 Rating and Supporting Evidence 1. Record of Success The Technical Assistance Partner demonstrates a clear and consistent track record of dramatically improving outcomes for youth. The Technical Assistance Partner demonstrates a clear and consistent track record of modestly improving outcomes for youth. The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for youth. The Technical Assistance Partner does not demonstrate a track record of improving outcomes for youth. 2. Record of Success with Student Subgroups The Technical Assistance Partner demonstrates a and consistent track record of dramatically improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates a clear and consistent track record of modestly improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner does not demonstrate a track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). 3. Capacity to Expand Services The Technical Assistance Partner possesses sufficient internal capacity to expand its footprint in Indiana. N/A N/A The Technical Assistance Partner does not have sufficient internal capacity to expand its footprint in Indiana.
4. Record of Collaborative, Differentiated Partnerships The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a clear and consistent track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a limited track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners but has a limited track record of successfully doing so. The Technical Assistance Partner neither demonstrates a willingness to work collaboratively with and differentiate services for school partners nor has a record of successfully doing so.
(Set permission for menus & reports, Set Permission to user role.) Date filter on dashboard. New Customer / Repeat Customer Daily Sales Report Customer wise New Product Product wise New Customer Advance Request A Quote | Product Enquiry Product Enquiry for Single or Multiple Product Bulk Products Enquiry in Cart Page Single Product Enquiry or Multiple Product Enquiry It can be filtered by Specific Product, Category wise or All Products Reviews Management Customer places order. Store admin “completes” order and follow-up email requesting a review is scheduled to send in a number of days (chosen in the plugin settings). Scheduled follow-up email is sent with a list of the products on the customer’s order. They can click these to leave a review. When somebody leaves a review, they are immediately sent an email with a coupon code Advance feature: SECURITY FEATURES: Login Security: Sign-in using your password and your cell phone to vastly improve login security. This is called Two Factor Authentication and is used by banks, government agencies and military world-wide for highest security authentication. Includes two-factor authentication, also referred to as cell phone Enforce strong passwords among your administrators, publishers and users. Improve login security. Checks the strength of all user and admin passwords to enhance login security.
Provide and install asphalt paving according to specification. SECTION 321313 – CONCRETE PAVING Provide and install concrete paving according to specification. SECTION 321373 – CONCRETE PAVING JOINT SEALANT Provide and install sealants in compliance with specification. SECTION 321713 – PARKING BUMPERS Provide and install parking bumpers. SECTION 321723 – PAVEMENT MARKINGS Provide and apply pavement markings. SECTION 323113 – CHAIN LINK FENCES AND GATES Provide and install new chain link fencing 6'-0" high. SECTION 322900 – PLANTS Provide and install and planting soil in accordance with current City of New York Parks & Recreation “Tree Planting Standards” DIVISION 33 – UTILITIES SECTION 330500 – COMMON WORK RESULTS UTILITIES SECTION 334100 – UTILITY DRAINAGE PIPING SECTION 334600 – SUBDRAINAGE
Top graduates are able to stay in the UK if they secure a graduate job: in the year ending 2013, over 4,000 students switched to a work visa. So it’s no surprise that the UK attracts more overseas students than any other country except the US – including more than 20,000 from India. Happy to take any questions you may have – but the real question is why wouldn’t you want to study in the UK?!
and follow up. In order to decrease the paper burden, it is important to establish a global information system that allows staff to input data and allows universal access to it from all MCGM facilities. A centralized, computerized data system could result in increased efficiency of the process. This would in turn improve the reporting process as well.
International Conference on Entrepreneurship, Global Business, Economics, Finance & Social Sciences, Mumbai-India. (IC16Mumbai Conference) Dates: 12-14, February 2016 Venue: VESIM, Mumbai-India. How to Make Payment? Option 1: Electronic Wire Transfer using SWIFT code: Please pay the conference fee using SWIFT or TT with the following details: Account Name : VESIMSR. Account Number : 0170101139340033 Branch Address : Canara Bank Branch Code : 000170 IFSC Code : CNRB0000170 Code : CNRBINBBBFD Registration Fee! Conference Registration Fee - Details Delegates can choose any of the options given below to participate at the Conference OPTION Registration Fee Early Bird - Before 15th January 2016 US$ After 15th January 2016 US$ A Author 150 200 B Co-Author/Delegate/ Research Scholars 100 150 C Online Journal Publication (Only if A or B is selected) Free Free D Conference Dinner/Local Tour Free Free Registration fee covers participation in all sessions of the conference, a copy of the proceedings, free publication of conference paper in one of our journals, participation certificate, two lunches, four coffee breaks, refreshments and gift items. A single registration covers one paper. For additional papers, please add another $50 dollars. Cancellation Policy! There is a US$50 fee for cancellations received prior to 25th January 2016. There will be no refunds on cancellations after this date. Our Academic Partners: VES Institute of Management (VESIM), 495-497, Collectors Colony, Wadivali Village, Chembur, Mumbai – 400074.
one that we had merged with the American group and later the China group on. This resolution was comprehensive but did not include the Czech position of establishing emergency protocols in case of a nuclear disaster, which was a clause removed after the China group merger. Ivan worked particularly hard to implement an unfriendly amendment in order to get important Czech views placed back in the paper, but due to time constraints and necessary signatures, he was unable to succeed. Having our Head Delegate as the Chair to our committee was a helpful connection throughout the process of making the Czech Republic a known delegation. Ivan kept it casual the first day, as to not raise suspicion of playing favorites but by the second day we had been pages and called on multiple times. During caucusing he would walk around doing his Chair duties but would also take the time to check in on us and see where we were in terms of producing draft resolutions. He dropped hints, like telling me to work the room more, and informed us that we were taking too long to write our working papers. Also helpful was the feedback from speeches since our first speech followed what everyone else was talking about, yet the complete opposite of what should be addressed during a speech. The second speech was better in terms of content but horrible in terms of time leading up to delivery. Having Ivan there watching over us was great because he was able to provide feedback but awful when he was there to witness our mistakes. The UN course as a whole is something I recommend to anyone looking to further enhance their International Relations learning. Its ability to completely change the way you preform as a student is huge and everything done within those four walls of the classroom is useful and applicable to the outside world. Recommendations for improving the preparation process would first include incorporating assignments through blackboard that should be turned
Wednesday 20th July 2016 Morning = 09.30 – 12.30 (To arrive for 09:00) Royal Cornwall Pavilion Centre, Tregothnan Hall, PL27 7JE Wednesday 20th July 2016 Afternoon = 13.30 to 16.30 (To arrive for 13:00) Royal Cornwall Pavilion Centre, Tregothnan Hall, PL27 7JE ST ERME COMMUNITY CENTRE () Monday 25th July 2016 Morning = 09.30 – 12.30 (To arrive for 09:00) St.Erme Community Centre, TR4 9AP Monday 25th July 2016 Afternoon = 13.30 to 16.30 (To arrive for 13:00) St.Erme Community Centre, TR4 9AP HEARTLANDS () Thursday 28th July 2016 Morning = 09.30 – 12.30 (To arrive for 09:00) Heartlands Pool, TR15 3QY Thursday 28th July 2016 Afternoon = 13.30 to 16.30 (To arrive for 13:00) Heartlands Pool, TR15 3QY Please note: It is a pay and display car park. Please email Ann Frazer at at the Safeguarding Standards Unit to book a place. Please be aware that if less than 20 people are booked on a session it will be cancelled as it will not be viable. Information presented at the workshops will be available to download from the Cornwall & Isles of Scilly Safeguarding Adult Board website – / Karen Dale, Senior Manager (Safeguarding), Safeguarding Standards Unit
Comment 7 Results It is a great pity, in my mind, that the core group elected to have two statements for the CFSPID infants…this seems to generate confusion, complicate the recommendations and when there is no evidence for any of it, makes less sense. The Core Group felt this to be a key outcome of this process, the distinction between these two cohorts was felt to be important and has resulted in good agreement on the two sets of statements. None of the 85 contributors to the Delphi process commented negatively on the decision to have two sets of statements. We have added a sentence in the discussion to clarify this. Comment 8 No response rate is given (85 responses to round 1, but how many sent out? Same problem for round 2, I assume 85 sent out???)Report a % response rate. Denominator and response rate added Comment 9 It might be best to look at the figure now: Figure 1. The word equivocal should be removed and the correct term, CFSPID used (don't introduce another word!). Yes sorry, this was a mistake, we have removed Comment 10 Generally good flow diagram. Comment 11 I can't really determine the difference between rewritten and modified. This could be better explained, this is a type of methodological issue. It would be OK to explain it more clearly in the text section round 2. We agree this is quite confusing and hopefully will be clearer in the revised paper. We have clarified in the methods. Modified is when the statement is changed to improve clarity (some statements that achieved agreement were modified to improve readability). Rewritten is a fundamental change in the content, reflecting comments. We will clarify this throughout the paper and make the corrections highlighted. Comment 12 Round 2…the numbers don't add up, Group A: in round 1 there were 15 statements, but after round two 15 (consensus) + 1 (no consensus)=16! Group B there were 17 statements in round 1, but after round 2, 16 (consensus) +???? Thank you for highlighting this mistake, which we have corrected Comment 13 Back to the Round 1: where does >60% approach consensus come from (this was not discussed a priori….may be best to just say seven statements had 60-79% This is a fair comment. We have removed this subjective assessment of the level of agreement.
Sample Unit – Forces – Science Life Skills – Stages 4, 5, 6 Sample for implementation for Year 11 from 2018 Unit title Working with forces Duration 10 Unit description In this unit, through practical investigations, students explore the effect of contact and non-contact forces and observe how forces affect their daily lives. Outcomes Stage 4/5 A student: recognises the role of science in personal, social and global issues relating to everyday life SCLS-1VA demonstrates a willingness to engage with science-related issues relevant to their lives SCLS-3VA asks questions that can be tested and makes predictions SCLS-4WS participates in an investigation by following a sequence SCLS-6WS collects, records and interprets data and information SCLS-7WS uses a variety of strategies to communicate information an investigation SCLS-9WS explores a range of forces in everyday situations SCLS-10PW Stage 6 A student: questions and hypotheses for scientific investigation SCLS6-1 plans an investigation individually or collaboratively to obtain primary or secondary data and information SCLS6-2 participates in investigations individually or collaboratively to collect primary or secondary data and information SCLS6-3 collects and represents qualitative or quantitative data and information using media as appropriate SCLS6-4 develops conclusions from primary or secondary data and information SCLS6-5 uses strategies to solve scientific problems SCLS6-6 identifies how primary or secondary data is used in scientific investigations SCLS6-8 uses patterns and trends in data to make observations and draw conclusions SCLS6-9 investigates technologies used in science SCLS6-12 Working Scientifically skills In this unit, students will have opportunities to develop skills in planning and conducting investigations to test questions, and to collect, represent and draw conclusions from data and information gathered in relation to forces and motion. The conclusions gathered from investigations where possible are applied to practical situations, such as the use of seat belts and vehicle braking distance. Note: This unit includes practical investigations and possible fieldwork activities. Teachers will need to comply with legislation, guidelines and system and school requirements in relation to student safety.
in which Ms Hotich informed Ms Duckworth that she was concerned because she was not developing a rapport with Michaela. Ms Duckworth said that she would make a time for them to discuss it further. This occurred shortly thereafter. Ms Duckworth said that she had a clear recollection of that more detailed discussion because they ended up making a decision that she described as not being a normal decision for CAMHS. That decision was to accede to Michaela’s and her mother’s request that Michaela’s father not be informed of Michaela’s involvement with CAMHS. Ms Duckworth described the decision as being in her mind ‘an interim decision’. We now know that it was never revisited. Ms Duckworth referred to a third occasion in which she discussed Michaela’s case with Ms Hotich. She said that she followed up with Ms Hotich to ensure that the task of making contact with Seymour College ‘to see whether we could get a message to the father through the school’ had been performed. Ms Duckworth acknowledged that none of these conversations were recorded in Michaela’s case file. Ms Duckworth also acknowledged that she had a conversation with Dr Garrood in 2012. She described this as being quite a lengthy conversation that lasted for up to 40 minutes. Although she did not specifically recall, Ms Duckworth acknowledged that is possibly the case that Dr Garrood had stated that he had a patient he wished to refer to CAMHS for psychiatric review. She said that this is something that is often requested by general practitioners, but which it is not CAMHS policy to accede to. She said that CAMHS Mount Barker has from 220 to 250 cases open at any one time and the consultant is only available two days per week. On the subject of the closure of Michaela’s file, Ms Duckworth stated that CAMHS is a voluntary service and could not prevent a client from withdrawing from treatment. Ms Duckworth was asked whether Ms Hotich informed her during their more detailed discussion that Michaela was quite depressed and had some suicidal ideation. Ms Duckworth agreed, saying: 'Yes, that’s quite a common presentation in CAMHS.' That response was somewhat defensive and was similar to a response of Ms Hotich’s about the frequency with which CAMHS’ staff are confronted with cases similar to that of Michaela. It is unfortunate in my opinion that Ms Duckworth adopted a tactic
Common Logging Errors Filling in multiple bubbles for one 15-minute interval - Fill in only one bubble per 15-minute interval. Fill in a bubble for the predominant activity performed during that 15-minute interval. Leaving blank bubbles - For each 15-minute increment of the workday, one bubble must be filled in. The nine AAC categories are designed to account for all activities performed during the day, including lunches and breaks.
Section IV –Tables TABLE I DIRECT PERSONNEL JOB POSITION Speech/Language Therapist, Assistant or Aide Occupational Therapist, Assistant or Aide Physical Therapist, Assistant or Aide School Psychologist/Psychologist Intern School RN/LPN Audiologist/Hearing Impaired Specialist Psychiatrist/Physician Case Manager, School Adjustment Counselor, School Social Worker or Guidance Counselor *School personnel eligible to participate in this program are based on the actual function that they perform, not on their job title. POSITION NUMBER 01 02 03 04 05 06 07 08
Participated in TEQIP-II sponsored two day national Faculty Development Programme on “Cloud Computing – AMAZON WEB SERVICES – DEVELOPMENT” organized by the Department of Computer Science and Engineering, JNTUA College of Engineering (Autonomous), Pulivendula on 16th and 17th September, 2016. Participated in Two Day National Level Faculty Development Program on Entrepreneurship Development Initiative in India in Collaboration with IEEE – Hyderabad Section organized by the Department of CSE, JNTUA College of Engineering (Autonomous), Pulivendula during 16th – 17th March 2016, as a part of Decennial Anniversary of the college, under TEQIP-II. “A TWO DAY FACULTY DEVELOPMENT PROGRAMME ON C AND DATA STRUCTURES”, held at JNTUA College of Engineering (Autonomous), Ananthapuramu during 25th – 26th March, 2015. “A TWO DAY FACULTY DEVELOPMENT PROGRAMME ON MOBILE COMPUTING AND SECURITY ISSUES” under TEQIP-II organized by the Department of Information Technology, Sree Vidyanikethan Engineering College, during 08th & 09th November, 2013. “A TWO DAY FACULTY DEVELOPMENT PROGRAMME ON WIRELESS SENSOR NETWORKS – APPLICATIONS AND CHALLENGES” under TEQIP – II organized by the Department of Information Technology, Sree Vidyanikethan Engineering College, during 20-21st April-2013. “A THREE DAY FACULTY DEVELOPMENT PROGRAMME ON RECENT TRENDS AND RESEARCH PERSPECTIVE IN DATA WAREHOUSING AND DATA MINING” under TEQIP – II organized by the Department of Computer Science and Engineering, Sree Vidyanikethan Engineering College, during 30-March – 1st April-2013. “A TWO DAY FACULTY DEVELOPMENT PROGRAMME ON WIRELESS SENSOR NETWORKS AND SIMULATION THROUGH NS-2” under TEQIP – II organized by the Department of Computer Science and Engineering, Sree Vidyanikethan Engineering College, during 8-9 March-2013.
Appeasement at the time Chamberlain's policy was popular until the failure of the Munich Agreement "Appeasement" had been a respectable term between 1919 and 1937 Wars were caused by large-scale armaments, in which case disarmament was the remedy Many believed that Versailles had been unjust German minorities were entitled to self-determination and Germany was entitled to equality in armaments Most British Conservative politicians were in favour of appeasement, as were some Labour politicians Appeasement with hindsight Once war broke out, appeasement was blamed for the failure to stop the dictators Appeasement used to mean a ‘settlement of disputes’ After 1938: the granting from fear or cowardice of unwarranted concessions in order to buy temporary peace at someone else's expense (David Dilks) In 1961 the view of appeasement as avoidable error and cowardice was criticised by A.J.P. Taylor in The Origins of the Second World War Taylor argued that appeasement was an active policy, and not a passive one "men confronted with real problems, doing their best in the circumstances of their time“ Chamberlain wanted to protect the world from war; besides he urged for time: military and air power needed to be strengthened. Taylor’s views were rejected by many historians But he showed that there was continuity in British foreign policy after 1933 In the 1990’s, historians emerged who argued that appeasement was probably the only choice for the British government in the 1930’s However, it was poorly implemented, carried out too late and not enforced strongly enough to constrain Hitler Frank McDonough (Neville Chamberlain, Appeasement and the British Road to War) - "Chamberlain's worst error," says McDonough, "was to believe that he could march Hitler on the yellow brick road to peace when in reality Hitler was marching very firmly on the road to war.“ Some postwar impact: North Korea invasion of South Korea 25-6-1950 US had avoided military engagement in the region Truman: “I remembered how each time that the democracies failed to act, it had encouraged the aggressors to keep going ahead” "We will continue to take every honorable step we can to avoid general war…. But we will not engage in appeasement…” MacArthur: “Need no lessons from the successors of Neville Chamberlain"
Dear Minister Chamberlain: “… As you know the people of the Sudetenland had only know German rule since the days of the . It was the Treaty of Versailles that took these people beyond the comfortable touch of the rule of their own. was meant to punish the warmongering Germany of Bismark and the Kaisers of Germany that no longer exists. How does it help keep the peace of Europe to keep these Germans outside the borders of while the rest of enjoys It is time for us to right the wrong of 1919 and return the Sudeten Germans to their rightful nation….” -German Prime Minister Ribbentrop Questions: What is the wrong of 1919 that the author refers to? 2.) What two reasons does the author give for returning the Sudetenland to ? Now that you have seen the documents and assessed them, please help us make a decision. If you were here at the Munich Conference in 1938 how you handle the Czechoslovak Crisis and Adolf Hitler? (Provide you answer in 8-10 sentences)
OR building envelope including insulation and vapour barrier (prior to drywall) AND final, including fire alarm and HVAC completion within 2 years of permit issuance New Construction OR Alteration, addition, renovation, reconstruction, change of occupancy, (with a value of work of more than $50,000) Business & Personal Services, Mercantile, Med. & Low Hazard Industrial (Group D, E, F2, F3) 3 complete foundation (prior to backfill) AND building envelope and HVAC rough-in OR framing, structure, and building envelop to insulation and vapour barrier) AND final, including HVAC completion within 2 years of permit issuance Site Inspection Stages, Part 3 Buildings Not Requiring Overall Professional Involvement Type Of Project Occupancy Minimum # of Inspections Inspection Stages Alteration, addition, renovation, reconstruction, change in occupancy, minor work (with a value of not more than $50,000) All 1 at any stage OR within 1 year of completion Demolition All 1 at any stage within 1 year of permit issuance New Construction OR Alteration, addition, renovation, reconstruction, change of occupancy with a value of work more than $50,000 and less than $200,000) All 2 *foundation OR *framing, structure OR *HVAC rough-in OR *fire suppression systems OR *fire alarm system OR *HVAC completion OR *interior partitioning OR Medical Gas in AND *final within 2 years of permit issuance * NOTE: Any of these site inspections may be combined when it’s reasonable to do so, and if site conditions permit. New Construction OR All 3 *foundation OR
If no, what alternative option(s) would you propose? What conduct is expected of board members? The MA Act does not contain any provisions relating to the conduct of MAV’s board members. REFORM OBJECTIVES The proposed reforms seek to provide a framework for good governance in the carrying out of the board of management’s functions. The proposed reforms seek to: establish that the board of management has the ultimate responsibility to ensure good governance of the organisation define what conduct is expected of board members increase confidence in MAV’s governance processes. PROPOSED REFORMS Provide that the board of management must have processes in place for dealing with conflicts of interest, misuse of position and the prevention of fraudulent behaviour. Provide that board members must at all times in the exercise of the functions of their office act: honestly in good faith in the best interests of MAV with integrity in a financially responsible manner with a reasonable degree of care, diligence and skill in compliance with the MA Act and MAV Rules. QUESTIONS Do you support the addition of conduct provisions for the of management? If no, what alternative option(s) you propose? Who has oversight over executive and CEO remuneration? The MA Act does not contain any provisions relating to the CEO of MAV. Under the MAV Rules, the CEO is appointed by the board of management and is responsible for the day to day management and administration of MAV. The board of management annually sets performance objectives for the CEO and regularly monitors the performance of the CEO. REFORM OBJECTIVES The proposed reforms seek to provide transparency and certainty for CEO employment consistent with the reforms to council CEO remuneration and contract management set out in the Local Government Act Review Directions Paper. PROPOSED REFORM Provide that the board of management may appoint a CEO for the day to day management and administration of MAV. Provide that MAV must have in place a CEO remuneration policy that broadly aligns with the Victorian Public Sector Commission’s Policy on Executive Remuneration for Public Entities in the Broader Public Sector. QUESTIONS Do you support the requirement for a remuneration policy? If no, what alternative option(s) would you propose?
Composting facility Med 1, 3, 4 Catch basin cleaning, CB inserts, concrete blocks to prevent erosion of piles, street sweeping Equipment storage and/or maintenance facility High 1, 3, 4 See SWPPP Fire stations Low 0 Catch basin cleaning, street sweeping Fuel farms Med 1, 4 Catch basin cleaning, spill kits, high level alarms, street sweeping Hazardous waste disposal/handling/transfer facilities High 1, 3, 4 See SWPPP Landfills High 1, 4 See Landscape maintenance facility High 1, 3, 4 See SWPPP Libraries Low 0 Catch basin cleaning, street sweeping Materials storage yard High 1, 3, 4 See SWPPP Mosquito control facility Med 1, 3, 4 Catch basin cleaning, spill kits, street sweeping Parks Low 0 Catch basin cleaning, street sweeping Pesticide storage facilities High 1, 3, 4 See Police stations Low 0 basin cleaning, street sweeping Public golf courses Low 0 Catch basin cleaning, street sweeping Public schools Low 0 Catch basin cleaning, street sweeping Public works/services facility High 1, 3, 4 See SWPPP Recycling facilities Med 1, 3, 4 Catch basin cleaning, street sweeping, spill kits
will allow projects to achieve objectives materially consistent with the ESSs, and the exercise of Bank discretion Role of Borrower frameworks in high and substantial risk projects Use of Borrower frameworks: Would the Bank be externalizing/outsourcing its decision-making responsibility by using national laws? Co-financing/ common approach Arrangements on E&S standards in situations where the co-financier’s standards are different from those of the Bank Adaptive risk management Approach to monitoring E&S compliance and changes to the project during implementation Risk management approach: If the risk level changes during implementation, will this change be reflected in the ESCP? Risk classification Approach to determining and reviewing the risk level of a project Sectoral risk categorization: The Bank should consider following EBRD’s model of sectoral risk categorization. For FIs, determining the risks of all sub-projects would be too slow, but a pre-determined sectoral risk categorization system would allow FIs to act faster. ESS1 Assessment and management of environmental and social and impacts Assessment and nature of cumulative and indirect impacts to be taken into account Treatment of cumulative and indirect impacts when identified in the assessment of the project Establishing project boundaries and the applicability of the ESSs to Associated Facilities, contractors, primary suppliers, FI subprojects and directly funded sub-projects Circumstances under which the Bank will determine whether the Borrower will be required to retain independent third party specialists Cumulative impacts: Work performed on IFC projects has that the private sector cannot do cumulative impact analysis alone or effectively. In the Bank’s public sector projects, the public sector could better manage the cumulative impact analysis. Categorical approaches for FIs: The World Bank wants to assess risks for each project, but has it considered possibly providing “ready-made” solutions? In particular, FIs would benefit from categorical determinations of what is or is not acceptable under the Bank’s standards. For example, for investments in Organized Industrial Zones, could we automatically agree that Land Acquisition/Involuntary Resettlement is not an issue, because all the land inside these industrial zones belongs to the enterprises? Organized Industrial For FIs, it is important to have a list of exclusions for the application of some
As a result, can be closed down, OPP involved and charges laid. These offences almost always lead to disciplinary action by the AGCO in the form of a monetary penalty, or suspension and/or revocation of the liquor licence. Recognizing signs of Intoxication are many signs of intoxication. They vary from person to person, and include: • Inappropriate speech volume • Increase or decrease in the pace of speech • Slurred words • Deterioration of gross motor control; a person may stagger or fall • Deterioration of fine motor control; causing inability to pick up coin etc • Tiredness • A decrease in alertness • Red or glossy eyes and/or heavy eyelids • Excessive sweating • Noticeably shallow breathing • Strong smell of alcohol from the person Age Identification One of the most serious infractions of Ontario’s liquor laws is the selling and/or serving of alcohol beverages to persons under the age of 19. Liquor may not be sold or served to anyone under 19 years of age. Only persons 18 years or older may sell, serve or handle liquor in a licenced establishment. Serving alcohol to minors is against the law and can lead to disciplinary action by the AGCO, charges by police or possible civil liability. The only acceptable forms of age identification are: Ontario Driver’s licence with photo Canadian Passport with a photo Canadian Citizenship Card Canadian Armed Forces Identification card Secured Indian Status card issues by the Government of Canada Permanent Resident Card issues by the Government of Canada A photo card issued under the Photo Card Act 2008 By law, the Ontario Health Card is not an acceptable form of ID, however if it is offered voluntarily, you may accept it at your discretion. As a reference to the above, it can be used as a secondary form of ID.
Resource Requisition Form Request number 1. PERSON MAKING REQUEST Name: Position: Phone No: 2. REQUEST DETAILS Detailed description of resource (include size, capacity, use) Location (destination – where the task/resource is to be completed/delivered) Target date & time (time for completion/delivery of task/resource) Date: Time: am/pm Contact person (the person taking delivery of the task/resource if different from person making request) Name: Position: Phone: Authorization (the person that has authority to make the request) Name: Signature: Position: 3. ACTION DETAILS – Office Use Referred to (the person who will take action on the request) Name: Position: Phone No: Referral date & time Date: Time: am/pm Estimated Cost $ Recommended – Section Manager Name: Signature: Position: ID No: Approval– (same person who authorized request) Name: Signature: Position: 4. COMPLETION DETAILS Name: ID No:
The Honorable Mark D. Stokes Chief Judge 1255 Yeamans Hall Road Hanahan, SC 29406-2744 OFFICE: (843) 554-4221 Ext. 135 FAX: (843) 747-3220 County: Berkeley Municipality: Hanahan Gender: Male Race: ______ The Honorable Lewin K. Platt, Jr. Chief Judge Post Office Box 145 Jamestown, SC 29453-0145 OFFICE: (843) 257-2233 FAX: (843) 257-2233 County: Berkeley Municipality: Jamestown Gender: Male Race: Caucasian The Honorable George B. Bishop, Jr. Chief Judge P.O. Box 700 Moncks Corner, SC 29461-0700 OFFICE: (843) 764-7930 FAX: (843) 899-6831 County: Berkeley Munic.: Moncks Corner Gender: Male Race: ______ The Honorable Kathleen E. Hoover Associate P.O. Box 700 Moncks Corner, SC 29461-0700 OFFICE: (843) 764-7930 FAX: (843) 899-6831 County: Berkeley Munic.: Moncks Corner Gender: Female Race: ______ The Honorable Lewin K. Platt, Jr. Chief Judge 124 Hood Street St. Stephen, SC 29479-3370 OFFICE: (843) 567-3116 FAX: (843) 567-7235 County: Berkeley Municipality: Saint Stephen Gender: Male Race: Caucasian
FAX: (803) 694-3002 County: Newberry Municipalities: Newberry, Prosperity, and Whitmire Gender: Male Race: ______ County: Marlboro Municipalities: Bennettsville McColl, and Clio Gender: Male Race: Caucasian
Gender: Female Race: ______ Gender: Male Race: ______ The Honorable Lee A. Tindal Chief Judge Post Office Box 1428 Sumter, SC 29150-1428 OFFICE: (803) 436-2280 FAX: (803) 436-2300 County: Sumter Municipality: Sumter Gender: Male Race: ______ The Honorable Joseph B. Davis, Jr. Associate Judge Post Office Box 1428 Sumter, SC 29150-1428 OFFICE: (803) 436-2280 FAX: (803) 436-2300 County: Sumter Municipality: Sumter Gender: Male Race: ______ The Honorable George R. Gibson Chief Judge South Main Street Mayesville, SC 29104-9104 OFFICE: (803) 453-5280 FAX: (803) 453-5285 County: Sumter Municipality: Mayesville Gender: Male Race: ______
The Honorable Peter J. Lenzi, Jr. Chief Judge Post Office Box 274 Fort Mill, SC 29716-0274 OFFICE: (803) 547-2022 FAX: (803) 548-5652 120 East Black Street Rock Hill, SC 29730-4530 OFFICE: (803) 329-5691 FAX: (803) 329-8799 County: York Municipalities: Fort Mill and Rock Hill Gender: Male Race: ______ The Honorable Dolores B. Williams Ministerial Recorder 120 East Black Street Rock Hill, SC 29730-4530 OFFICE: (803) 329-5691 FAX: (803) 329-8799 County: York Municipality: Rock Hill Gender: Female Race: ______ The Honorable Denise M. Mundy Ministerial Recorder 120 East Black Street Rock Hill, SC 29730-4530 OFFICE: (803) 329-5691 FAX: (803) 329-8799 County: York Municipality: Rock Hill Gender: Female Race: ______ The Honorable David C. Ball, Jr. Associate Judge Post Office Box 3399 Tega Cay, SC 29708-3399 OFFICE: (803) 548-3512 FAX: (803) 548-1400 County: York Municipality: Tega Cay Gender: Male Race: ______ The Honorable David S. Wood Associate Judge Post Office Box 3399 Tega Cay, SC 29708-3399 OFFICE: (803) 548-3512 FAX: (803) 548-1400 County: York Municipality: Tega Cay Gender: Male Race: ______ The Honorable Elizabeth S. Owen Chief Judge Post Office Box 500 York, SC 29745-0500 OFFICE: (803) 684-2341 FAX: (803) 684-1705 County: York Municipality: York Gender: Female Race: ______ The Honorable Angela M. Killian Other Post Office Box 500 York, SC 29745-0500 OFFICE: (803) 684-2341 FAX: (803) 684-1705 County: York Municipality: York Gender: Female Race: ______