zilongwang/ReadingBank huggingface dataset:
Gainfully Employed Categories (includes data for the two calendar years prior to reporting) Part-Time vs. Full-Time Employment Calendar Year Graduate Employed in the Field 20-29 Hours Per Week Graduates Employed in the Field at Least 30 Hours Per Week Graduates Employed in the Field 2015 0 0 0 2016 0 0 0 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the Field in a Single Position Graduates Employed in the Field in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0
Salary and Wage Information (includes data for the two calendar years prior to reporting) Annual salary and wages reported for graduates employed in the field. Calendar Year Graduates Available for Employment Graduates Employed in Field $20,001 - $25,000 $35,001 - $40,000 $40,001 - $45,000 $45,001 - $50,000 No Salary Information Reported 2015 0 0 0 0 0 0 0 2016 0 0 0 0 0 0 0 A list of sources used to substantiate salary disclosures is available from the school by contacting your academic advisor or a campus staff member. Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information. Cost of Educational Program Total charges for the program for students completing on-time in 2016: $44,640. Additional charges may be incurred if the program is not completed on-time. Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information.
“First Available Exam Date” is the date for the first available exam after a student completed a program. “Passage Rate” is calculated by dividing the number of graduates who passed the exam by the number of graduates who took the reported licensing exam. “Number Who Passed First Available Exam” is the number of graduates who took and passed the first available licensing exam after completing the program. “Salary” is as reported by graduate or graduate’s employer. “No Salary Information Reported” is the number of graduates for whom, after making reasonable attempts, the school was not able to obtain salary information.
Filter Material Infiltration Time Change in Turbidity Change in pH Observations 2.5cm x2.5cm Cheesecloth Square (4 ply) 10.24 sec 0 0 Tea particles caught in cheesecloth. Cheesecloth stained green. 1/3 Cup Sand & Cheesecloth Square 5.82 min + 7 0 a moment for solution to begin dripping Tea particles caught in sand. Sand has tint after filtration 1/3 Cup Gravel & Cheesecloth Square 23.83 sec 0 0 Tea particles caught in gravel. 1/3 Cup Rocks & Cheesecloth Square 17.82 sec 0 0 Tea particles caught in rocks. 1/3 Cup Limestone & Cheesecloth Square - - +1 Not enough filtered through to complete infiltration. Tea particles caught in limestone. Increased turbidity.
algorithms that allow for the distributed processing of large data sets across clusters. DS 735 Communicating about Data This course will prepare you to master technical, informational and persuasive communication to meet organizational goals. Technical communication topics include a study of the nature, structure and interpretation of data. Informational communication topics include data visualization and design of data for understanding and action. Persuasive communication topics include the study of written, verbal and nonverbal approaches to influencing decision makers. None Stevens Point DS 740 Data Mining Data mining methods and procedures for diagnostic and predictive analytics. Topics include association clustering algorithms, tools for classification, and ensemble methods. Computer implementation and applications will be emphasized. DS 705, 710 Eau Claire DS 745 Visualization and Unstructured Data Analysis This course covers two aspects of data analytics. First, it teaches techniques to generate visualizations appropriate to the audience type, task, and data. Second, it teaches methods and techniques for analyzing unstructured data – including text mining, web text mining and social network analysis. DS 700 DS 705 DS 710 DS 740 Green Bay DS 760 Ethics of Data Science This course explores ethical issues related to data science, including privacy, intellectual property, security, and the moral integrity of inferences based on data. DS 700 or DS 780 Oshkosh DS 775 Prescriptive Analytics This course covers procedures and techniques for using data to inform the decision-making DS 705 La Crosse
Students write a short diary entry from the point of view of an engineer who has just discovered an oil reserve. Have them use evidence from the lab and the reading to explain the process through which they must go in order to retrieve the oil. 4. Energy in Blowin’ in the Wind Essential question: How is energy affecting our environment? Objective: SWBAT design and build an outdoor air pollution detector and communicate the design process and results. Engage and Explore: Teacher begins with a demo. Teacher lights a candle, lets it burn for a few seconds and places a clear jar over the flame so that the glass touches the flame. Soot will immediately develop on the glass. Ask students “What is the black that has collected inside the jar? Does the black stuff exist when the jar is not there?” Ask students to share some sources of air pollution. How might scientist measure pollution? How does pollution impact society? Introduce activity to students Read handout “Pollution Patrol” http://www.tryengineering.org/sites/default/files/lessons/pollutionpatrol.pdf Explain that each team must design a particulate air pollution detection device. It must have a flat collection area, which is at least 5 cm x 5 cm. The device should have relative protection from the elements and should be able to be secured. Show students the materials that they have to choose from Students meet and develop a plan for their device. They must agree on the materials that they will need They must and draw their plan before building and have it approve by the teacher. Students build their collection device Students may need to rethink plans, request alternate materials, trade with other teams or start over Each team should place their detector at a different location around the school (near buses, parking lot, playing field ect.) After 72 hours, students can examine particulate matter collected by their devices using hand lenses (or microscopes) Record and describe all the different types of particles they see (dust, pollen, dirt, ect.) Explain & Elaborate Analyze data Students should create a grid of 1 cm squares over their device’s collection area with string, securing it with tape. They should then count the number of particles in 5 random squares and take an average. Students can then compare and findings for the different locations tested by the class Students can upload data onto Google pages. Present finding to class
-17- The larvae of this insect kills the bud and twigs of young planted and natural loblolly and shortleaf pines. Control is very difficult and treatment is generally not economical. The following soils are suitable for growing longleaf pine in Mississippi: Lucy Freest Bama Boykin Ruston Harleston Latonia Malbis Smithdale Suffolk Vancleave Maubila(Cuthbert) Okeelala Eustis Ocilla Petal Olla Prentiss Beauregard Poarch Ora Savannah Saffell(Guin) Troup Mclaurin Lucedale Saucier Cahaba Escambia Baxterville Annemaine Lakeland Sweatman Boswell Suffolk Irvington Columbus Shubuta Bassfield Wadley Providence Heidel Rumford Luverne Lexington Paden Susquehanna Benndale Stough Pheba Izagora Bigbee Quitman Brantley Rattlesnake Fork Nugent – Occasionally or Rarely Flooded Jena – Occasionally or Rarely Flooded Kirkville – Occasionally or Rarely Flooded in Coastal Flatwoods – Not Picture Plant Bogs Oaklimeter – Occasionally or Rarely Flooded Atmore Bayou The following soils are suitable for growing cottonwood in Mississippi: Adler Falaya Oaklimeter Adler variant Freeland Ochlockonee Ariel Freestone Olivier Ark Frizzell Ouachita -18- Arkabutla Gillsburg Pearson
EASTERN CONNECTICUT UNIVERSITY M.S. DEGREE in ELEMENTARY EDUCATION with CERTIFICATION EARLY START OPTION Plan of Study (A minimum of 30 graduate credits required for master’s degree) Name (Last, middle, first): ID#: Phone: Address: City, State, Zip: Program Advisor: Email: Spring Semester Senior Year Undergraduate Courses EDU 501 Clinical Experience I 1 credit Office use only EDU 511 Learning and Teaching: Concepts and Models 3 credits Office use only EDU 516 Foundations of Literacy 3 credits Office use only Summer Session I Graduate Courses2 EDU 532 Issues/Trends: Math 3 credits Office use only EDU 563 Issues/Trends: Social Studies 3 credits Office use only Summer Session II Graduate Courses2 EDU 504 Educational Assessment 3 credits Office use only EDU 537 Science in Elementary School 3 credits Office use only Fall Semester Graduate Courses2 EDU 505 Second Language Acquisition and Strategies 1 credit Office use only EDU 517 Applications of Literacy and Language Arts 3 credits EDU 582 Teaching Exceptional Learners 3 credits Office use only EDU 521 Pre-student Teaching: Secondary Schools 3 credits Office use only Student Teaching & Culminating Experiences EDU 565 Classroom Management and Assessment/ Elementary. Sch. 3 credits Office use only EDU 573 Graduate Student Teaching: Elementary. Schools 6-9 credits Total Graduate Credits Completed Pending LAC/GER courses to be completed: Total LAC and Graduate Credits Completed Approved by: Advisor: ________________________ Date Candidate: _______________________ Date Dean: ___________________________ Date Required Licensure Tests: Praxis II 5001 & CFRT Liberal Arts/General Education Requirements The State Department of Education requires a minimum of 39 semester hours of coursework in general education before it certifies an individual as an educator. Candidates must have earned a grade of C or better in all required courses and must have completed study in all of the following areas. Area Specific courses or subject areas Credits Status Arts Music, Theatre, Art History, Visual Arts 3 Natural Sciences BIO and one of the following-AST, PHY, PHS, CHE, EES (1 course with lab) 7
SCHOOL PERFORMANCE FACT SHEET CALENDAR 2015 & 2016 Master of Science in Energy Systems, 35.5 SH On-Time Completion Rates (Graduation Rates) Includes data for the two calendar years prior to reporting. Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On- Time Graduates On-Time Completion Rate 2015 0 0 0 N/A 2016 0 0 0 N/A Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information. Job Placement Rates (includes data for the two calendar years prior to reporting) Calendar Year Number of Students Who Began Program Number of Graduates Graduates Available for Employment Graduates Employed in the Field Placement Rate % Employed in the Field 2015 0 0 0 0 N/A 2016 0 0 0 0 N/A You may obtain from the institution a list of the employment positions determined to be in the field for which a student received education and training by contacting your academic advisor or a campus staff member.
Mrs. Frisby and the Crow Vocabulary – Assessment will be 9/6/13 obviously – in a way that is easy to see recalled – to remember merriment – fun tangled – to get caught in something that back or blocks, such as string gnawing – to chew miserable – very unhappy cover – something that would be good to hide behind circumstances – the way things are at the moment
Part Two: Use the information presented in the data table below to analyze the effectiveness of different types of grafts. Description Number of Grafts Observations Success Rate Horizontal top graft above cotyledon 3 Failures often due to grafting clips being too big for stems. Hard to keep stems in place 0 Horizontal top graft below cotyledon 4 Failures often due to grafting clips being too big for stems. Hard to keep stems in place. 2/4 or 50% Vertical top graft above cotyledon 3 Hard to line up vertical cuts without any gaps. Failures often due to grafting clips being just a little too big for stems. 0 Vertical top graft below cotyledon 2 Hard to line up vertical cuts without any gaps. Failures often due to grafting clips being just a little too big for stems. 1/2 or 50% graft above cotyledon 2 2 or 100% Cleft graft below cotyledon 3 2/3 or 67% Side graft above cotyledon 1 Side below cotyledon 1 Data Analysis Questions 1. How does the type of cut affect the graft? 2. How does the placement of the cut affect the graft? 3. Which type of graft do you think was most success and why? 4. Which type of graft do you think was least success and why? 5. What other data could be collected to help determine the success of each graft?
Explain the following rating system to the students: 1 — I have never heard of this word before now. 2 — I recognize this word, but I don’t know what it means. 3 — I sort-of know what this word means, but I would have a hard time explaining what it means. 4 — I can explain what this word means and use it in a sentence. Give students a chance to rank the word before moving on to the next word and repeating the process Read the article with the class. After you read and discuss the article with your students, have them re-rate each vocabulary word in the “After” column on the Vocab Alert! handout using the process from Step 2. Have students draw a picture of or describe examples of each word in the space provided on the Vocab Alert! 4.2—Activity Part 2: Exploration Activity 4.2.1—Activity Part 2: Day One Pass out the Grafting Exploration A Handout to students. Read the introduction to the students then give them time to think about and answer the accompanying discussion questions. Discuss answers with students using the Exploration Answer Sheet Resource as a reference. 4.2.2—Activity Part 2: Day Two Go over the brainstorming instructions and example on the Exploration A Handout. Give students 15–20 minutes to brainstorm ideas. Show students the following video, which explains the three main types of grafts: “Grafting of Tomato Plants,” by TomatoLab. Pass out the Exploration B Handout. Go over the horizontal top cut example with students. Give them 10–15 minutes to fill-out the advantages/disadvantages of each graft type. This is part one of the handout. Discuss student answers using the Exploration Answer Sheet Resource as a reference. Have students analyze the data in part two of the handout. Discuss student answers using the Exploration Answer Sheet Resource as a reference. 4.3—Activity Part 3: Engineering Design 4.3.1—Activity Part 3: Day One Students should work in for this activity. Each pair should get two scions and two rootstocks for a total of two grafts. Pass out a copy of the Engineering Design Handout to every student. Give students time to brainstorm the problems, criteria, constraints, and priorities associated with this activity.
Health Information Network Board January 16th at 3:00 PM Executive Conference Room - MS Department of Health AGENDA Welcome – Mary Currier Approval of Minutes for the November 14th, 2012 Meeting- Mary Currier Exchange of Radiology Images- Andrew Rivard, MD ProAccess Payer Functionality- Candice Whitfield 2013 Legislative Session Request – Candice Whitfield MS-HIN Financial Report - Candice Whitfield MS-HIN Status Update – Candice Whitfield Date(s) for Next Meeting(s) – Candice Whitfield Adjourn
Granite Falls School District Middle SchoolSchool April 2017 Offered Daily: Pepperoni & Cheese Pizza w/Whole Wheat Crust, Hamburger & Chicken Burger on Whole Wheat Bun Mon, Wed, Fri: Garden Salad Tues: Deli San Thurs: Salad Wrap Monday Tuesday Wednesday Thursday Friday 3 4 SPRING 5 6 BREAK 7 10 Nachos w/Meat & Cheese Bean & Cheese Burrito Refried Beans 11 Bacon Cheeseburger Corn Dog Carrots 12 Chicken Nuggets Goldfish Cracker Hot Ham & Cheese Bagel French Fries 13 Cook’s Choice Peas 14 Chicken Fajita Meat w/Whole Wheat Pasta & Alfredo Sauce Breadstick BBQ Rib Burger Veggie 17 Nachos w/Meat & Cheese Cheese Quesadilla Refried Beans 18 Sloppy Joe Bean & Cheese Burrito Carrots 19 Chicken Nuggets Goldfish Cracker Hot Pocket French Fries 20 Turkey Gravy w/Mashed Potatoes & Roll Hot Dog Corn 21 Meatballs w/Whole Wheat Pasta & Spaghetti Sauce Meatball Sub Veggie Beans 24 Nachos w/ Meat & Cheese Bean & Cheese Burrito Refried Beans 25 Cook’s Choice Carrots 26 Chicken Nuggets Goldfish Cracker Whole Wheat Corn Dog Fries 27 Salisbury Steak w/Mashed Potatoes, Gravy & Roll BBQ Rib Burger Peas 28 Chicken Fajita Meat w/Whole Wheat Pasta & Alfredo Sauce Breadstick Sliders Veggie Beans Assorted Fresh Vegetables, Fruits, and Canned Fruits are offered daily as a side. All include 1% White or Non Fat Chocolate Milk. Student Breakfast $1.75, Student Lunch $3.25 Adult Breakfast $2.75, Adult Lunch $4.00
Granite Falls School District Granite Falls Middle School MAY 2017 Offered Daily: Pepperoni & Cheese Pizza w/Whole Wheat Crust, Hamburger & Chicken Burger on Whole Wheat Bun Monday Tuesday Wednesday Thursday Friday 1 Nachos w/Meat & Cheese Taco Burger Refried Beans 2 Tomato Soup w/Grilled Cheese San Hawaiian Burger Carrots 3 Chicken Nuggets Goldfish Cracker Corn Dog French Fries 4 Salisbury Steak w/Mashed Potatoes, Gravy & Roll Burrito Corn 5 Chicken Fajita Meat Whole Wheat Pasta & Alfredo Sauce Breadstick Mini Burgers Veggie Beans 8 Nachos w/Meat & Cheese Cheese Quesadilla Refried Beans 9 Cook’s Choice Green Beans 10 Chicken Nuggets Goldfish Cracker Fish Sandwich French Fries 11 Mac N Cheese Breadstick BBQ Rib Burger Corn 12 Meatballs w/Whole Wheat Pasta, Spaghetti Sauce & Breadstick Meatball Sub Veggie 15 Nachos w/Meat & Cheese Soft Taco Refried Beans 16 Sweet & Sour Shrimp w/Rice Breadstick Hot Ham & Cheese Bagel Peas 17 Chicken Nuggets Goldfish Cracker Corn Dog French Fries 18 Turkey Gravy w/Mashed Potatoes & Roll Mini Burgers Corn 19 Chicken Fajita Meat Whole Wheat Pasta & Alfredo Sauce Breadstick Hot Dog Veggie Beans 22 Nachos w/Meat & Cheese Cheese Quesadilla Refried 23 Calzone Cheese Filled Bread Sticks w/Dipping Sauce Green Beans 24 Chicken Nuggets Goldfish Cracker Corn Dog French Fries 25 Cook’s Choice Corn 26 Meatballs Wheat Pasta, Spaghetti Sauce & Breadstick Mini Ravioli w/Breadstick Veggie 29 NO SCHOOL 30 Teriyaki Dippers w/Rice Teriyaki Chicken w/Rice Breadstick Peas 31 Chicken Nuggets Goldfish Cracker Corn Dog Fries Assorted Fresh Vegetables, Fruits, and Canned Fruits are offered daily as a side. All Meals include 1% White or Non Fat Chocolate Milk. Student Breakfast $1.75, Student Lunch $3.25 Adult Breakfast $2.75, Adult Lunch $4.00
Gainfully Employed Categories (includes data for the two calendar years prior to reporting) Part-Time vs. Full-Time Employment Calendar Year Graduate Employed in the Field 20-29 Hours Per Week Graduates Employed in the Field at Least 30 Hours Per Week Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the in a Single Position Graduates Employed in the in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0
Self-Employed / Freelance Positions Calendar Year Graduates Employed who are Self- Employed or Working Freelance Total Graduates Employed in the Field 2015 0 0 2016 0 0 Institutional Employment Calendar Year Graduates Employed in the Field who are Employed by the Institution, an Employer Owned by the Institution, or an Employer who Shares Ownership with the Institution. Total Graduates Employed in the Field 2015 0 0 2016 0 0 Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information. License Examination Passage Rates (includes data for the two calendar years prior to reporting) Calendar Year Number of Graduates in Calendar Year Number of Graduates Taking Exam Number Who Passed First Available Exam Number Who Failed Available Exam Passage Rate 2015 0 0 0 0 N/A 2016 0 0 0 0 N/A Licensure examination passage data is not available from the state agency administering the examination. We are unable to collect date from # graduates. Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information.
“First Available Exam Date” is the date for the first available exam after a student completed a program. “Passage Rate” is calculated by dividing the number of graduates who passed the exam by the number of graduates who took the reported licensing exam. “Number Who Passed Available Exam” is the number of graduates who took and passed the first available licensing exam after completing the program. “Salary” is as reported by graduate or graduate’s employer. “No Salary Information Reported” is the number of graduates for whom, after making reasonable attempts, the school was not able to obtain salary information.
What does it mean: Positive value > Positive association Negative value > Negative association A value close to 1 signifies a strong positive association, while a positive value close to zero signifies a weak positive association. A value close to -1 signifies a strong negative association, while a negative value close to zero signifies a weak negative association. Teacher to demonstrate the calculation of Pearson’s Correlation Coefficient (using Excel, Geogebra, Calculator) Why is this important? It enables us to determine if the association is significant. If there is an association, then we can examine the reasons why this association exists. model a linear relationship by fitting an appropriate line of best fit to a scatterplot and using it to describe and quantify associations AAM fit a line of best fit both by eye and by technology to the data (ACMEM141, ACMEM142) fit a least-squares regression line to the data using technology interpret the intercept and gradient of the fitted line (ACMGM059) Fitting a line of best fit: Discussion on why it is important to fit a line of best fit. It enables predictions to be made using the model. Example: If we have sales history we can then predict how much we will sell in the future. Fitting a line of best fit by eye Teacher to model the fitting of a line of best fit by eye using a digital scatterplot and finding the equation of the line of best fit. Refer to the file: Teacher Demonstration File - Fitting a line of best fit by eye, and the How To Guide - Fitting a line of best fit by eye using Geogebra if required. Note: You may need to demonstrate zooming in or out in Geogebra so that the scatterplot fits the resolution of Resources for Fitting a line of best fit: Resource 10 – Fitting a line of best fit by eye and finding its equation Resource 11 – How To Guide – Fitting a line of best fit by eye using Geogebra Resource 12 – Line of best fit data file Geogebra Files: – Fitting a line of best fit by eye: https://ggbm.at/Yyj2zKTr : https://ggbm.at/yz9mZJ9m : : https://ggbm.at/bYWMyn8T https://ggbm.at/B4mydCGh
Mon Tue Wed Thu Fri 1 2 G6 Math CAT 1 CAT 2 3 G7 Math CAT 1 CAT 2 4 G8 Math CAT 1 CAT 2 5 8 9 G6 Math In-Class PT 1 10 G7 Math In-Class PT 1 11 G8 Math In-Class PT 1 12 15 16 17 18 19 22 23 24 25 26 29 30 2017 Memorial Day No School Universal, Designated and Accommodation options: Special Services has uploaded all options requested for students qualifying for Special Services. Categorical has loaded ELL options. New students or students with a recent change after February 18, must be entered in TIDE by April 1 by the SC. Activity Person responsible Turn-off universal options Turn-on designated options Turn-on new IEP accommodation options List students needing the permissive mode option set in TIDE. For Assistive Technology devices, IT will need to know the computer tag number if not using a ChromeBook. Refer to the Guidelines on Tools, Supports, and Accommodations for more information, contact AIR at 1-844-560-7366 if necessary. Student Name SSID Test Setting Option Person Responsible Date completed Test Administrators (TA) – Besides 6, 7, and 8 teachers, list the staff members that need SBA TA Interface training. Staff Name Staff Name
EASTERN CONNECTICUT STATE UNIVERSITY M.S. DEGREE in SECONDARY EDUCATION with CERTIFICATION Plan of Study (A minimum of 30 graduate credits required for master’s graduation) Name (Last, middle, first): ID#: Phone: Address: City, State, Zip: Program Core Courses EDU 504 Educational Assessment 3 credits Office use only EDU 505 Second Language Acquisition & Strategies 1 credit Office use only EDU 511 Learning and Teaching: Concepts & Models 3 credits Office use only EDU 555 Education & Society 3 credits Office use only Secondary Education Courses2 EDU 501 Clinical Experience I 1 credit Office use only EDU 510 OR Content Area Reading & Writing (for non-Secondary English candidates) OR 3 credits Office use only EDU 514 Literacy Development for Secondary English (for Secondary English candidates) EDU 544 Patterns of Development: Typical and Exceptional 3 credits Office use only EDU 546/7/8/9 Issues and Applications in Secondary Math, HIS/SS, English, OR BIO/EES [Bold or Circle one] 3 credits Office use only EDU 582 Teaching Exceptional Learners 3 credits Office use only EDU 521 Pre-student Teaching: Secondary Schools 3 credits Office use only Student Teaching & Culminating Experiences EDU 565 Classroom Management and Assessment/Secondary Sch. 3 credits Office use only EDU 573 Graduate Student Teaching: Secondary Sch. 6-9 credits Graduate Credits Completed Pending LAC/GER courses to be completed: Total Undergraduate and Graduate Credits Completed Approved by: Advisor______________________ Date Candidate______________________ Date Dean________________________ Date
SCHOOL PERFORMANCE FACT CALENDAR YEARS 2015 & 2016 Master of Science in Urban Informatics, 32 SH On-Time Completion Rates (Graduation Rates) Includes data for the two calendar years prior to reporting. Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On- Time Graduates On-Time Completion Rate 2015 0 0 0 N/A 2016 0 0 0 N/A Student’s Initials: Date: Initial only after you have had sufficient time to read and understand the information. Job Placement Rates (includes data for the two calendar years prior to reporting) Calendar Year Number of Students Who Began Program Number of Graduates Graduates Available for Employment Graduates Employed in the Field Placement Rate % Employed in the Field 2015 0 0 0 0 N/A 2016 0 0 0 0 N/A You may obtain from the institution a list of the employment positions determined to be in the field for which a student received education and training by contacting your academic advisor or a campus staff member.
Gainfully Employed Categories (includes data for the two calendar years prior to reporting) Part-Time vs. Full-Time Employment Calendar Year Graduate Employed in the 20-29 Hours Per Week Graduates Employed in the Field at Least 30 Hours Per Week Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the Field in a Single Position Graduates Employed in the Field in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0
“First Available Exam Date” is the date for the first available exam after a student completed a program. “Passage Rate” is calculated by dividing the number of graduates who passed the exam by the number of graduates who took the reported licensing exam. “Number Who Passed First Available Exam” is the number of graduates who took and passed the first available licensing exam after completing the program. “Salary” is as reported by graduate or graduate’s employer. “No Salary Information Reported” is the number of graduates for whom, after making reasonable attempts, the school was not able to obtain salary information.
Part D: The impacts of potential new OELs for the five chemical agents (and STELs for Be and formaldehyde and skin notation for MOCA) The purpose of the questions in this section is to assist the consultants in identifying key impact categories. Any issues identified in this manner will be subject to a detailed assessment during the remainder of the study. You may be contacted for a more detailed discussion of the impacts that you have identified as significant. When differentiating between significant and moderate impacts, please consider the proportion of the relevant stakeholders that would be affected, the magnitude of the expected impacts and their duration. For example, an increase in cost affecting most companies in a significant way over the long-term is a ‘significant negative impact.’ Cadmium and its inorganic compounds See for a non-exhaustive list (examples) of the relevant cadmium compounds. Although a wide range of potential OELs is being assessed in this study, the limit values given below are used as reference points for this questionnaire: 1 OEL at the level proposed in SCOEL OPIN 336 Cd: 1 μg/m3 (inhalable) 2 OEL at the of the lowest current national OEL in EU Member States Same as above 3 Mean, median, and mode of national OELs in EU Member States Cd: 10 μg/m3 (respirable), for the purposes of this questionnaire taken to equal 50 μg/m3 (inhalable) D1) What would be the impact of the following OELs for cadmium and its inorganic compounds? *For the purposes of this questionnaire taken to equal 50 μg/m3 (inhalable) Impact OEL Significant negative impact Moderate negative impact No impact Moderate positive impact Significant positive impact Costs for companies 1 μg/m3 (inhalable) 10 μg/m3 (respirable)* for public authorities 1 μg/m3 (inhalable) 10 μg/m3 (respirable)* Competitiveness 1 μg/m3 (inhalable) 10 μg/m3 (respirable)* SMEs 1 μg/m3 (inhalable) 10 μg/m3 (respirable)* Occupational health 1 μg/m3 (inhalable)
10 μg/m3 (respirable)* Environment 1 μg/m3 (inhalable) 10 μg/m3 (respirable)* Beryllium and its inorganic compounds See for a non-exhaustive list (examples) of the relevant beryllium compounds. D2) What would be the impact of the following OELs for beryllium and its inorganic compounds? Although a wide range of potential OELs is being assessed in this study, the limit values given below are used as reference points for this questionnaire: 1 OEL at the level proposed in SCOEL REC 175 Be: 0.02 µg/m3 (inhalable fraction) 2 OEL at the level of the lowest current national OEL in EU Member States Be: 0.1 μg/m3 (inhalable) 3 Median and mode of national OELs in EU Member States Be: 2 μg/m3 (inhalable) Impact OEL Significant negative impact Moderate negative impact No impact Moderate positive impact Significant positive impact Costs for companies 0.02 µg/m3 (inhalable) 0.2 μg/m3 (inhalable) 2 μg/m3 (inhalable) Costs for public authorities 0.02 µg/m3 (inhalable) 0.2 μg/m3 (inhalable) 2 μg/m3 (inhalable) Competitiveness 0.02 µg/m3 (inhalable) 0.2 μg/m3 (inhalable) 2 μg/m3 (inhalable) SMEs 0.02 µg/m3 (inhalable) 0.2 μg/m3 (inhalable) 2 μg/m3 (inhalable) Occupational health 0.02 µg/m3 (inhalable)
Sample In-State Travel Justification The Project Coordinator and the Outreach Supervisor will travel to (location) to attend AIDS conference. The Project Coordinator will make an estimated 25 to local outreach sites to monitor program implementation. Sample Out-of-State Travel Budget Travel (Out of-State): Total $_______ Number of Trips Number of People Cost of Airfare Number of Total Miles Cost per Mile Amount Requested 1 1 $500 N/A N/A $500 Per Diem or Lodging Number of People Number of Units Unit Cost Amount Requested Per Diem 1 3 days $45/day $135 Lodging 1 1 night $88/night $88 Ground Transportation? Number of People Amount Requested Yes 1 $50 Sample Out-of-State Travel Justification The Project Coordinator will travel to CDC, in Atlanta, GA to attend the CDC conference. This category contains items not included in the previous budget categories. Individually list each item requested and provide appropriate justification related to the program objectives. Sample Budget Item Requested Number of Months Estimated Cost per Month Number of Staff Amount Requested Telephone $ $ Postage $ $ Equipment Rental $ N/A $ Internet Provider Service $ N/A $ Total Other $ Item Requested Number Needed Unit Cost Amount Requested Printing ___ documents $ $
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3. PROBATIONER RTC PUNE, PUNE Defence Accounts Department Financial Advice & Accounts 13/11/2000 to 29/06/2001 4. ACDA CDA (ARMY), MEERUT Defence Accounts Department Financial Advice & Accounts 09/07/2001 to 31/05/2002 5. ACDA/DCDA CDA(O) PUNE MO, PUNE Defence Accounts Department Financial Advice & Accounts 07/06/2002 to 14/03/2008 6. ACGDA CGDA, Defence Accounts Department Financial Advice & Accounts 27/03/2008 to 11/04/2008 7. DY CGDA CGDA, DELHI Defence Accounts Department Financial Advice & Accounts 11/04/2008 to 06/04/2009 8. JT IFA IFA IDS & SFC, Defence Accounts Department Financial Advice & Accounts 08/04/2009 to 04/06/2009 9. JT.CDA DCDA(AF), Defence Accounts Department Financial Advice & Accounts 05/06/2009 to 31/12/2011 10. ADDL. CDA DCDA(AF), DELHI Defence Accounts Department Financial Advice & Accounts 01/01/2012 to 01/07/2013 11. ADDL. IFA PIFA (NAVY), DELHI Defence Accounts Department Financial Advice & Accounts 01/07/2013 to 31/10/2014 12. INTERNAL FINANCIAL LEVEL) INDO-TIBETAN BORDER POLICE(ITBP) (ON CSS DELHI 31/10/2014 Station served (as on 01/01/2018): Station Months DELHI 9 9 FARIDABAD 0 10 MEERUT 0 10 PUNE 6 4 V. Mid Career Training Details Sl.No Year Training Name Period Institute Name 1. Nil VI. In-Service Training Details Sl.No Year Training Name Period Institute Name 1. 2003 Legal Procedures & Processes 17.11.03 to 21.11.03 RTC, Lucknow 2. 2010 PHP, HTML & My SQL 05.07.10 to 23.07.10 CENTRAD 3. 2014 Legal Matters 10.02.14 to 14.02.14 National Law University, Dwarka, Delhi VII. Domestic Training Details Sl.No Year Training Name Period Institute Name VIII. Foreign Training Details Sl.No Year Training Name Period Country
3. PROBATIONER NIFM, FARIDABAD Defence Accounts Department Financial Advice & Accounts 06/01/2003 to 08/11/2003 4. PROBATIONER RTC PUNE, PUNE Defence Accounts Department Financial Advice & Accounts 17/11/2003 to 24/09/2004 5. ACDA CDA, SECUNDERABAD Defence Accounts Department Financial Advice & Accounts 04/10/2004 to 02/01/2006 6. ACDA/DCDA CDA CHENNAI MO, CHENNAI Defence Accounts Department Financial Advice & Accounts 04/01/2006 to 31/01/2011 7. DCFA (FYS) AO OCF, AVADI Defence Accounts Department Financial Advice & Accounts 02/02/2011 to 28/06/2012 8. JCFA AO OCF, AVADI Defence Accounts Department Financial Advice & Accounts 29/06/2012 to 31/07/2013 9. JT. CONTROLLER OF FINANCE ORDNANCE FACTORY BOARD (NON CSS DPTN), KOLKATA Defence Accounts Department Financial Advice & Accounts 19/08/2013 to 29/04/2016 10. ADDL. CDA GTRE (ENCADRED), BANGALORE 02/05/2016 Station served (as on 01/01/2018): Station Years Months AVADI 2 5 BANGALORE 1 8 CHENNAI 5 0 DELHI 0 0 FARIDABAD 0 10 KOLKATA 2 8 MUSSOORIE 0 3 PUNE 0 10 SECUNDERABAD 1 3 V. Mid Career Training Details Sl.No Year Training Name Period Institute Name 1. Nil VI. In-Service Training Details Sl.No Year Training Name Period Institute Name VII. Domestic Training Details Sl.No Year Training Name Period Institute Name
Complete Bio-data Name : Ms. Vandana Kumar Identity No. : 072/PL-2018 Service/Cadre/Allotment Year : Indian Defence Accounts Service, CSE-1991, Allotment year-1992 Source of Recruitment : CSE Date of Birth : 24/07/1968 Sex : Female of Domicile : Roorkee, Uttar Pradesh Mother Tongue : Hindi Indian Languages Known : Hindi, English Foreign Languages : - Date of Joining : 12/10/1992 Retirement Reason : On Superannuation II. Details of Central Deputation A Whether presently on deputation to GOI? Date of start of Central Deputation Expiry date of tenure of Central Deputation. Tenure Code No B If in Cadre, date of reversion from Central Deputation 01/06/2008 C Whether debarred from Central Deputation? If so, period of debarment No III. Educational Qualification Sl. No Qualification Subject Division Year of Passing Institute/University/Place 1 B. Sc/Hans Raj College/ University of Delhi Zoology First 1989 2 L.L.B/University of Delhi Law Second 1993 3 MSPPM Policy Analysis, Economics, Financial Analysis Distinction 2007 IV. Experience Details Sl. No Designation/ Level Department/ Office Organization Experience (Major/ Minor) Period (From/ To) 1 PROBATIONER SVPNPA, HYDERABAD Defence Accounts Department Financial Advice & Accounts 12/10/1992 to 24/12/1992 2 PROBATIONER NIMA MEERUT, MEERUT Defence Accounts Department Financial Advice & Accounts 30/12/1992 to 11/04/1994
3 ACDA CDA (BR)MO + IFA (BR), DELHI Defence Accounts Department Financial Advice & Accounts 15/04/1994 to 06/02/1996 4 ACDA LAO (A), AHMEDABAD Defence Accounts Department Audit 16/02/1996 to 02/12/1996 5 DCDA AAO (SC), AHMEDABAD Defence Accounts Department Financial Advice Accounts & Audit 02/12/1996 to 24/10/1997 6 FA-MS, FA-ASD CDA (NAVY), MUMBAI Defence Accounts Department Financial Advice 03/11/1997 to 15/12/2000 7 DCDA CDA, BANGALORE Defence Accounts Department Financial Advice Accounts & Audit 702/02/2001 to 01/04/2002 8 FINANCE & ACCOUNTS OFFICER GTRE (ENCADRED), BANGALORE Defence Accounts Department Financial Advice 02/04/2002 to 09/01/2003 9 JCDA CDA (R & D), BANGALORE Defence Accounts Department Financial Advice & Accounts 10/01/2003 to 04/10/2004 10 DIRECTOR (FINANCE) and CEO, SMOI Central Silk Board (On 1 yr course in Australia from 2/07 during deptn,Bangalore Ministry of Textiles Financial Advice , Accounts, Executive Officer, Silk Mark, Organization of India 06/10/2004 to 30/05/2008 11 ADDL.CDA CDA(R&D) BANGALORE MO, Bangalore Defence Accounts Department Financial Advice & Accounts 02/06/2008 to 22/08/2008 12 ADDL. CDA (ON ATTACHMENT) CDA BANGALORE MO, BANGALORE Defence Accounts Department Financial Advice & Accounts 26/08/2008 to 17/04/2009 13 ADDL. CDA CDA(R&D) BANGALORE MO, BANGALORE Defence Accounts Department Financial Advice & Accounts 17/04/2009 to 01/12/2009 14 DEPUTY FINANCIAL ADVISER GTRE (ENCADRED), BANGALORE Financial Advice 02/12/2009 to 26/03/2010 15 IFA IFA (NAVY) WNC, MUMBAI Financial Advice 01/04/2010 to 23/10/2011
I have read and understand Ms. Beydoun’s Algebra I Syllabus _________________________________ Student Name (Printed) _________________________________ __________________ ___________ Student Signature Date Hour _________________________________ Parent/Guardian Name (Printed) _________________________________ _______________________ Parent/Guardian Signature Date _____( )_______________________ Parent/Guardian Phone Number
SECTION 019100 – PROJECT COMMISSIONING GENERAL RELATED DOCUMENTS The Drawings and the general provisions of the Contract, including the Standard General Conditions and the Supplemental General Conditions, apply to this Section. Refer to other Division 01 Specification Sections, including the following, for related requirements which apply to this Section. Division 01 Section – Project Management and Coordination. Division 01 Section – Submittal Procedures. Division 01 Section – Operation and Maintenance Manuals. Testing, balancing, commissioning, operation and maintenance manual, and Owner training requirements referenced in the other Technical Specification Sections apply to this Section. SUMMARY Each Contractor perform the commissioning activities for the systems, equipment and materials they install. When the equipment and materials are part of a larger system, each Contractor shall commission their portion of the work as part of the overall system commissioning. The commissioning activities will be coordinated by the University’s Commissioning Authority (CxA). Perform the commissioning activities as outlined in Part 3, “Execution” and as described in the U-M “Generic Sample Commissioning Plan” available for review at . Where terms, procedures, forms, etc. are indicated in this specification, the requirements for such items shall be as described in the U-M “Generic Sample Commissioning Plan”. Perform commissioning activities on the following: Divisions 02 through 14: Systems and equipment include but are not limited to: Power operated doors, windows, fire shutters, roof hatches, and related items. Operable partitions. Electric signs and graphics systems. Motorized projection screens and projector lifts. Fume hoods, bio-safety cabinets and snorkels. Laboratory plumbing and electrical fixtures specified as part of laboratory casework.
Roof system Notify warrantor on completion of selective demolition, and obtain documentation verifying that existing system has been inspected and warranty remains in effect. Submit documentation at Project closeout. PRODUCTS EXECUTION DEMOLITION, Carry out all demolition work in a neat and orderly manner. Keep noise, dust, and similar nuisances to a minimum. Do not collapse walls. Do not throw or drop materials. Where material indicated to be removed is suspected of containing asbestos, inform Owner's Representative immediately. Do not disturb materials suspected of containing asbestos until asbestos content has been verified by Owner. Use extreme caution when cutting into shafts and chases. Shafts and chases may end above occupied areas within building. Take all necessary precautions to prevent debris from falling through openings between floors during demolition operations. Comply with requirements of Division 01 Section "Temporary Facilities and Controls". Removed and Salvaged Items: Clean salvaged items. Pack or crate items after cleaning. Identify contents of containers. Store items in a secure area until delivery to Owner. Transport items to Owner's storage area location in building. Protect items from damage during transport and storage. Removed and Reinstalled Clean and repair items to functional condition adequate for intended reuse. Pack or crate items after cleaning and repairing. Identify contents of containers. Protect items from damage during transport and storage. Reinstall items in locations indicated. Comply with installation requirements for new materials and equipment. Provide connections, supports, and miscellaneous materials necessary to make item functional for use indicated.
The purpose, proper selection, fitting, use, and limitations of respirators; The purpose and a description of the medical surveillance program, and the medical removal protection program including information concerning the adverse health effects associated with excessive exposure to lead (with particular attention to the adverse reproductive effects on both males and females and hazards to the fetus and additional precautions for employees who are pregnant); The engineering controls and work practices associated with the employee’s job assignment including training of employees to follow relevant good work practices; The contents of any compliance plan in effect; Instructions to employees that chelating agents should not routinely be used to remove lead from their bodies and should not be used at all except under the direction of a licensed physician; and The employee’s right of access to records under 29 CFR 1910.20. PRODUCTS (NOT APPLICABLE) EXECUTION General: Determine employee exposure to lead in air as required in MIOSHA Lead in Construction Standard. Exposure Assessment: If the Contractor has made a previous Exposure Assessment that is representative of the task to be performed on-site, the Contractor may rely on this data and determine the need for personal protective equipment and work practice controls based upon this data, if approved by EHS. Job requirements: When the Contractor does not have an Exposure Assessment or the Assessment is determined to be insufficient, the Contractor must conduct personal air monitoring in accordance with the MIOSHA Lead in Construction Standard and follow the requirements below which are outlined by job task until monitoring determines otherwise: Manual demolition, scraping, sanding, heat gun application, power tool cleaning with HEPA dust collection system, spray painting with LCM: Use of 1/2 mask respirator with HEPA filters. PPE. Medical surveillance. Use of changing room. Use of handwashing facilities. Provision of lead awareness training. Using lead mortar, lead burning, rivet busting, power tool cleaning without HEPA collection, cleaning up with dry expendable abrasives, removing or relocating enclosure: Loose fitting PAPR with HEPA or supplied air respirator. PPE.
DIVISION 03 CONCRETE SECTION 035416 – HYDRAULIC CEMENT UNDERLAYMENT GENERAL SUMMARY Extent of concrete underlayment is indicated on drawings. of concrete underlayment includes: Poured, self-leveling underlayment. Trowel-on underlayment for sloped applications. SUBMITTALS Product Data: Mfr's literature and installation instructions indicating compliance with requirements. PRODUCTS SELF-LEVELING UNDERLAYMENT Water-resistant, cementitious, self-leveling underlayment primer and topping course as follows: Primer: Manufacturer's standard primer to promote bond between topping and substrate. Subject to compliance with requirements, provide one of the following: "Ultra Prime"; Ardex, Inc. "Gyp-Crete Floor Primer"; Maxxon Corp. Topping Compound: Minimum 5500 psi compressive strength at 28 days. Subject to compliance with requirements, provide one of the following: Type "K-15"; Ardex, Inc. "Level-Right"; Maxxon Corp. UNDERLAYMENT Water-resistant, cementitious, self-priming, polymer concrete underlayment specifically compounded for sloped-floor applications: Product: "Poly-Top"; Ardex, Inc. EXECUTION
WOOD DOORS, GENERAL Provide solid core interior flush doors for transparent finish and as follows: Construction: AWI Custom, unless noted otherwise. Exposed Surfaces: Same veneer on both faces of each door, and as follows: Faces: Plain sliced Red Oak veneer, A Grade; running; book or slip matched. Faces: Plain sliced White Maple, A Grade; running; book or slip matched. Faces: Plain sliced Walnut, A Grade; running; book or slip matched. Faces: Rotary cut White Birch (all sapwood); running; book or slip matched). Edges: Manufacturer's standard hardwood. Edges: Hardwood species matching faces. Core Construction: Provide doors fabricated with core construction types as follows: Core Construction: PC-5 (Particleboard core, 5 ply); ANSI A208.1, Grade 1-LD-2. Core Construction: PC-5 or -7 (Particleboard core, 5-ply or 7-ply, at Contractor's option); ANSI A208.1, Grade Provide with structural-composite-lumber cores instead of particleboard cores for doors indicated to receive exit devices. Core Construction: SCL-5 with special warranty for full glass application (Structural Composite Lumber, 5-ply). Core Construction: SCL-5 or -7 (Structural Composite Lumber, 5 or 7 ply). Fire Door Core Construction: Noncombustible mineral product complying with requirements of referenced quality standard and testing and inspecting agency for rating indicated.