zilongwang/ReadingBank huggingface dataset:
Day 1 – Before Reading and Pre-Reading Activities KWL – Greek Mythology (Page 4: Small Group) From the Cover (Page 5: Individual) Vocab-O-Gram/Predict-O-Gram (Page 6: Individual) Day 2 and 3 – Read and Work on Section 1 (Chapters 1 and 2) Section 1 Vocabulary Activities (Pages 7 and 8: Individual) Readers’ Theater (Pages 9 – 13: Individual/Small Group) Day 4 – Section 1 Discussion Present Readers Theater (Small Group/Whole Group) Day 5 and 6 – Read and Work on Section 2 (Chapters 3 and 4) Section 2 Vocabulary Activities 14 and 15: Individual) Character Sketcher and Artistic Representation – Percy (Pages 16 and 17: Individual) Day 7 – Section 2 Discussion Discuss Character Sketchers Group) Day 8 and 9 – Read and Work on Section 3 (Chapters 5 and 6) Section 3 Vocabulary Activities (Pages 18 and 19: Individual) Character Sketcher and Artistic Representation – Chiron (Pages 20 and 21: Individual) Day 10 – Section 3 Discussion Discuss Character Sketchers Group) Day 11 and 12 – Read and Work on Section 4 (Chapters 7 and 8) Section 4 Vocabulary Activities (Pages 22 and 23: Individual) ABC Book Activity (Page 24: Individual/Whole Group) Internet Workshop and DRC (Pages 25 – 27: Individual) Day 13 – Section 4 Discussion Continue and Discuss Internet Workshop and DRC Completion (Individual) Day 14 and 15 – Read and Work on Section 5 (Chapters 9 and 10) Section 5 Vocabulary Activities (Pages 28 and 29: Individual) Author’s Craft Activity for Section 5 - Simile (Pages 30 and 31: Individual) Day 16 – Section 5 Discussion Discuss Author’s Craft – Simile (Small Group/Whole Group) Day 17 and 18 – Read and Work on Section 6 (Chapters 11 and 12) Section 6 Vocabulary Activities (Pages 32 and 33: Individual) Author’s Craft Activity for Section 6 - Onomatopoeia (Pages 30 and 31: Individual) Sketch-to-Stretch Activity (Page 34: Individual)
This is the sound of Grover hitting Medusa with the bat. It is the only way Percy knows that Grover has hit something which is very important. It is much easier for us to imagine the bat hitting Medusa when the author uses this “sound word” rather than just describing it for us. What does this passage add to the Page Number: Example: What does this passage add to the story? Section 6 Pgs. 168 - 196 (Chapters 11 & 12) Vocabulary
including age, gender reassignment, disability, religion or belief, sex, sexual orientation, race or racial group, caring responsibilities, class, culture, language, pregnancy and marital or civil partnership status. 4.8 Abuse by ‘Persons in a Position of Trust’ The term ‘persons in positions of trust’ refers to an employee, volunteer, or student (paid or unpaid) who works with adults with care and support needs. In the event a ‘person in position of trust’ is alleged to have abused an adult with care and support needs, or may pose a risk of abuse to an adult with care and support needs, it is essential that the concerns are appropriately reported and responded to within this Multi- Agency Safeguarding Adults Policy and Procedure. The following concerns must be reported to the local authority: A ‘person in a position of trust’ has or is alleged to have abused an adult with care and support needs A ‘person in a position of trust’ has behaved (or is alleged to have behaved) towards another adult in a way that indicates that they may pose a risk of harm to an adult with care and support needs. This could include situations involving an investigation into a criminal offence, even if the victim is not a person with care and support needs A ‘person in a position of trust’ has behaved (or is alleged to have behaved) towards children in a way which means they may pose a risk of harm to adults with care and support needs. These concerns could emerge from the persons home and personal life or circumstances, as well as within their work. The organisation responsible for the employee, volunteer or student may also need to: Invoke its own disciplinary procedure Undertake enquiries on behalf of the local authority, providing evidence of their findings as required. Consider the need to make a referral to the Disclosure and Barring Service Consider the need to refer the concerns to the relevant professional group under the relevant code of conduct for the profession. Report the concerns to the police, if a crime is suspected. Inform the Care Quality Commission (regulated care providers) Provide the relevant SAM(s) with demonstrable assurance that appropriate actions in relation to any identified risks are being undertaken Keep the relevant SAM(s) informed of actions and the decision(s) undertaken
prevents tetany http://www.agriscience.msu.edu/ Ca and phosphate absorption Mineralization and repair of bone Tubular reabsorption of Ca Insulin and thyroid function improvement of immune function reduced risk of autoimmune disease http://www.merckmanuals.com/professional/nutritional_disorders Deficiency Severe vitamin D deficiency Rickets Osteomalacia Muscle weakness and pain Risk factors for vitamin D deficiency Environmental conditions: Geographical locations, including latitude and altitudes, and atmospheric conditions (e.g., air pollution, presence of clouds) greatly influence the intensity of UVB radiation that reaches the ground. Seasonal changes also affect the quality and quantity of UVB rays and thus vitamin D production in skin. Concealed clothing style: In a study of 2,032 Middle Eastern women, who wore a headscarf or covered all skin for religious or cultural reasons, 96% had serum D levels less than 20 ng/mL, and 60% had vitamin D levels below 12 ng/mL. Rickets and osteomalacia are not uncommon in the Middle East and North African regions where children and women cover the majority or all of their skin whenever outside. Sun safety measures: Sun protection practices, including limiting sun exposure, wearing protective clothing and hats, and applying sunscreens, hinder skin exposure to sunlight and thus result in lower vitamin D3 production and circulating vitamin D metabolites unless there is adequate oral intake. Of note, the application of sunscreen (2 mg/cm2) with a sun protection factor (SPF) of 10 reduces UVB radiation by 90%. Exclusively breast-fed infants: Infants who are exclusively breast-fed and do not receive vitamin D supplementation are at high risk for vitamin D deficiency, particularly if they have dark skin and/or receive little sun exposure . Skin pigmentation: People with a dark complexion synthesize less vitamin D on exposure to sunlight than with light-colored skin. Genetic variations: Vitamin D bioavailability varies among individuals and is dependent on the level of circulating vitamin D-binding protein (DBP), a carrier protein that binds 85%-90% of circulating 25-hydroxyvitamin D. Older age: The elderly have reduced capacity to synthesize vitamin D in skin when exposed to UVB radiation and are more likely to stay indoors or use sunscreen, which prevents vitamin D synthesis.
The 18k indoor unit should not be Floor Ceiling or Duct unit; There should be only one Floor Ceiling, Oasis or Duct unit; 7+12 7+18 9+9 9+12 9+18 12+12 12+18 7+7+7 7+7+9 7+7+12 7+7+18 7+9+9 7+9+12 7+9+18 7+12+12 9+9+9 9+9+12 9+12+12 Multi DC Outdoor Unit Nominal capacity Suggested Combination Limit 1 3(30K) 8.0kW 7+12 There should be only one Floor Ceiling or Duct unit; 7+18 9+9 9+12 9+18 12+12 12+18 18+18 7+7+7 7+7+9 7+7+12 7+7+18 7+9+9 7+9+12 7+9+18 7+12+12 7+12+18 9+9+9 9+9+12 9+9+18 9+12+12 9+12+18 12+12+12 Multi DC Outdoor Unit Nominal capacity Suggested Combination Limit 1 drive 4(36K) 10.5kW 9+18 12+12 12+18 18+18 7+7+12 7+7+18 7+9+9 7+9+12 7+9+18 7+12+12 7+12+18 9+9+9 9+9+12 9+9+18 9+12+12 9+12+18 9+18+18 12+12+12 12+12+18 12+18+18 7+7+7+7 7+7+7+9 7+7+7+12 7+7+7+18 7+7+9+9 7+7+9+12 7+7+9+18 7+9+9+9 7+9+9+12 7+9+9+18
9K MS9AI-09HRDN1-M(A) MS11M-09HRFN1-MX4W 12K MSV1I-12HRDN1-M MS9AI-12HRDN1-M MS11M-12HRFN1-MV0W MS11M-12HRFN1-MW0W MTBI-12HWDN1-M MTBU-12HRDN1-M MFAI-12HRDN1-M MFAU-12HRFN1-M MCA2I-12HRDN1-M MCA2U-12HRFN1-M MUBI-12HRDN1-M MUBU-12HRFN1-M 18K MSV1I-18HRDN1-M MS11M-18HRFN1-MU0W MTBI-18HWDN1-M MTBU-18HRDN1-M MCA2I-18HRDN1-M MCA2U-18HRFN1-M MUBI-18HRDN1-M MUBU-18HRFN1-M Dimension Of Outdoor Unit Model Dimension (mm(in.)) W D W1 A B 845(33.3) 320(12.6) 700(27.6) 908(35.7) 560(22) 335(13.2) 900(35.4) 315(12.4) 860(33.9) 980(38.6) 590(23.2) 333(13.1) 990(39) 345(13.6) 965(38) 1075(42.3) 624(24.6) 366(14.4)
★ X X Inverter compressor drive protection P4 —— ★ X Mode conflict P5 —— ★ flash at 2.5Hz, light, X extinguished, at 0.5Hz Note: Digital display is only available for duct type. Oasis series: Operation lamp Timer lamp Display LED STATUS ODU ★ 1 time X E0 Indoor EEPROM malfunction —— ★ 2 times X E1 Communication malfunction between indoor and outdoor units E2 ★4 times X E3 Indoor fanspeed malfunction. —— ★ 5 times X E4 Indoor room temperature sensor open or circuit. —— ★ times X E5 Evaporator coil temperature sensor open or short circuit. —— ★2 times F1 Outdoor temperature sensor open or circuit. E4 ★3 times F2 Condenser coil temperature sensor open or circuit. E4 ★4 F3 Compressor discharge pipe sensoropenor circuit. E4 ★5 times F4 OutdoorEEPROM malfunction E0 ★6 times F5 Outdoor fan has been out of control E8 ★7 F6 Indoor unit coil outlet temp. sensor open or short circuit. E4 ★1 times ★ P0 Inverter module (IPM) malfunction or IGBT over-strong current protection P6 ★2 times ★ P1 Voltage(High voltage or low voltage ) protection. E5 ★3 ★ P2 High temperature protection of compressor top (only for M3OD-27HRDN1-M) P0 ★5 times ★ P4 Compressor drive error —— ★6 times ★ P5 Mode conflict —— ★ flash, light, X extinguished 8.3 Outdoor Unit Display 8.3.1 Outdoor unit point check function There is a check switch in outdoor PCB. Push the switch SW1 to check the states of unit when the unit is running. The digital display tube will display the follow procedure when push SW1 each time.
Available spectrum The multiband residual lots auction is being held in a three-stage auction format to allocate spectrum in the following locations and frequency ranges shown in Table 3. Multiband residual lots Stage Band Lot # Geographic area Frequency (MHz) Bandwidth 1 1800 MHz 1 Dubbo 1775–1780/ 1870–1875 2 x 5 MHz 2 Mackay 1775–1785/ 1870–1880 2 x 10 MHz 3 Maryborough 1745–1750/ 1840–1845 2 x 5 MHz 4 Regional Western Australia 1780–1785/ 1875–1880 2 x 5 MHz 5 Tasmania 1750–1755/ 1845–1850 2 x 5 MHz 2 GHz 6 Canberra B1,2 1920–1930/ 2110–2120 2 x 10 MHz 7 Darwin 1920–1930/ 2110–2120 2 x 10 MHz 8 Hobart 1920–1930/ 2110–2120 2 x 10 MHz 2 2 GHz 9 Adelaide 1930–1935/ 2120–2125 2 x 5 MHz 10 Brisbane A 1930–1935/ 2120–2125 2 x 5 MHz 11 Canberra A2 1930–1935/ 2120–2125 2 x 5 MHz 12 Darwin 1930–1935/ 2120–2125 2 x 5 MHz 13 Hobart 1930–1935/ 2120–2125 2 x 5 MHz 14 Perth 1930–1935/ 2120–2125 2 x 5 MHz 3 2.3 GHz 15 Cameron Corner 2365–2400 35 MHz 16 Central Australia 2337–2365 28 MHz 17 Delamere 2302-2400 98 MHz 18 Geraldton/Kalgoorlie 2365–2400 35 MHz 19 Gold Fields 2337–2365 28 MHz 20 Kimberley 2365–2400 35 MHz 21 Melbourne 2393–2400 7 MHz 22 Mid West Radio Quiet Zone 2337–2365 28 MHz
After termination, the beneficiaries’ obligations continue to apply, in particular those under Articles I.4, II.6, II.8, II.9, II.14, II.27 and any additional provisions on the use of the results, as set out in the Special Conditions. II.17.4.2 Effects of terminating the participation of one or more beneficiaries: a) The coordinator must submit a request for amendment including: a proposal to reallocate the tasks of the beneficiary or beneficiaries concerned by the termination; and if necessary, the addition of one or more new beneficiaries to succeed the beneficiary or beneficiaries concerned in all rights and obligations under the Agreement. If the Commission terminates the participation of a beneficiary, the coordinator must submit the request for amendment within 60 calendar days from the day on which the termination takes effect. If the coordinator terminates the participation of a beneficiary, the request for amendment must be included in the formal notification of termination referred to in Article II.17.2. If termination effect after the end of the implementation period, no request for amendment must be provided unless the beneficiary concerned is the coordinator. In this case, the request for amendment must propose a new coordinator. If the request for amendment is rejected by the Commission, the Agreement may be terminated in accordance with Article II.17.3.1 (b). The request for amendment may be rejected if it calls into question the decision awarding the grant or is contrary to the equal treatment of applicants. b) The beneficiary concerned by termination must submit to the coordinator: a technical report; and a financial statement covering the period from the end of the last reporting period to the date when termination takes effect. The coordinator must include this information in the payment request for the next reporting period. Only costs incurred by the beneficiary concerned before termination takes effect are reimbursed or covered by the grant. Costs relating to contracts due for execution only after termination are not reimbursed or covered by the grant. The Commission may reduce the in accordance with Article II.25.4. in case of: improper termination of the participation of a beneficiary by the coordinator within the meaning of Article II.17.2 or
The Intent of Expansion proposal must include a statement of intent, rational, information related to faculty, resources, outcomes, curriculum, leadership, and all of the criteria listed in Intent of Expansion application. The application process will include an abbreviated site visit. The reviewers will review the proposal, complete the document review, and on-site visits to submitting a report to the Review Committee. The reviewers will report findings to the Review Committee who reviews findings and reports to CAATE at a scheduled meeting CAATE will take one of following actions: Grant Expansion request – additional site is accredited Defer action on the Expansion request – request additional information Deny Expansion requests – unable to admit students and not eligible to proceed with process; reapply by submitting a new Intent of Expansion Application and starting the process over. Following of initial accreditation of the additional location, the next on-site evaluation will be scheduled to coincide with the next visit of the primary location. Accreditation Fees for an Additional location Application fee: $1500 Site visit fee: $5000 Additional expansion fee (annual fee): $4500 per site
Table 2 MCDA Performance Matrix Criterion Sub criterion Weighting OPTION 12 OPTION 11 OPTION 10 OPTION 9 OPTION 8 OPTION 7 OPTION 6 OPTION 5 OPTION 4 OPTION 3 OPTION 2 OPTION 1 Effectiveness Improved attitudes to smoking 30 0 0 4 120 1 30 5 150 4 120 1 30 1 30 1 30 1 30 1 30 1 30 3 90 Improved attitudes to nutrition 25 0 0 1 25 1 25 5 125 1 25 1 25 1 25 1 25 1 25 1 25 0 0 0 0 Improved attitudes to physical activity 25 0 0 1 25 1 25 5 125 1 25 1 25 1 25 1 25 1 25 1 25 0 0 0 0 Behaviour change smoking-prevent uptake 30 0 0 0 0 1 30 3 90 1 30 1 30 1 30 1 30 1 30 1 30 1 30 0 0 Behaviour change smoking-cessation attempts 30 0 0 5 150 1 30 5 150 4 120 1 30 5 150 5 150 1 30 1 30 3 90 4 120 Behaviour change nutrition 20 1 20 1 20 1 20 4 80 1 20 1 20 1 20 1 20 1 20 1 20 0 0 0 0 Behaviour change physical activity 20 0 0 1 20 1 20 4 80 1 20 1 20 1 20 1 20 1 20 1 20 0 0 0 0 Effectiveness Score 20 360 180 800 360 180 300 300 180 180 150 210 Community Ownership & Engagement
changes that the activity is hoping to achieve. that show the degree of progress that is being made towards achieving programme objectives. methods used to show progress towards the achievement of objectives. project’s control that need to be understood to maintain progress towards achieving outcomes. Outputs – the outputs that are to be produced by the activity in to achieve its purpose (e.g. Quitline). The measures – direct or indirect – that show if programme outputs are being delivered. The sources of information, data and methods used to show delivery of outputs. Identification of factors beyond the project’s control that need to be understood to maintain progress towards designing appropriate outputs. Activities – the activities that must be undertaken in order to produce the outputs. The measures – direct or indirect – that show if Blueprint outputs are delivered. The sources of information and methods used to show that activities have been completed. Identification of factors beyond the project’s control that need to be understood to maintain progress towards delivering high quality activities. Inputs Resources – type and level of resources required for the Blueprint Finance – overall budget Time – planned and end date As outlined in the first column. As outlined in the first column. Box 5. Constructing effective performance indicators The following criteria serve as guidelines for the construction of effective performance indicators: Indicators should measure change in specifically those social and economic conditions that the programme is attempting to improve. The measurement of progress in any endeavour must relate closely to the aims agreed upon.
Outcome Action Lead agency Timeframe Progress status Legend: On track Yet to reason in Progress/achievements/outcomes for culturally diverse Queenslanders Please provide commentary eg. 3-4 dot points of advice on progress and achievements. Include qualitative and quantitative data if available/relevant. If action has ceased please include reason in notes. Recognition and respect for Aboriginal and Torres Strait Islander heritage and culture Partner with DCCSDS to strengthen connections between Traditional Owners and Elders, and newly arrived refugees and migrants in regions across DATSIP 2017–19 On track As part of everyday business, the Department of Aboriginal and Torres Strait Islander Partnerships regional offices work with DCCSDS and their communities to promote and respect Aboriginal and Torres Strait Islander culture, including fostering relationships with Traditional Owners and Elders.
Actions Deliverables Target completion 1.3 Facilitate staff consultation forums to identify emerging needs and issues in relation to working with CALD communities. Minimum of two staff forums held per annum 2014–2018 Contribute to the development of a Workforce Planning Strategy to ensure Council workforce accurately reflects the cultural diversity of the municipality. Workforce Planning Strategy developed and implemented 2016 Continue to review and refine Human Resources policies, practices and programs. Council’s recruitment and retention policies and practices are culturally inclusive. Position descriptions and individual performance plans reference Council’s commitment to cultural diversity Work Ready Program is delivered and evaluated 2016 Develop and implement a Multicultural Communications Framework. Multicultural Communications Framework developed and implemented. Audit tool developed to measure the impact of the framework 2014 Develop, promote and deliver CALD community profiles. CALD community demographic profiles developed, updated and delivered biannually 2014–2018 Develop a plan to continuously address discrimination within Council’s workplace. Council workplace specific anti-racism plan developed based on the evaluation of the LEAD pilot project 2014–2018 Develop a City of Whittlesea policy position and discussion paper regarding settlement, refugees and asylum seekers. Demographics of asylum seekers living within the City of Whittlesea are known Discussion is presented to CMT and Council Policy position is endorsed 2014–2015
G. Neri, author of Yummy: The Last Days of a Southside Shorty, illustrated by Randy DuBurke (Lee & Low Books, Inc.). Javaka Steptoe, author of Jimi: Sounds Like a Rainbow: A of the Young Jimi Hendrix, written by Gary Golio (Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company). Victoria Bond and T. R. Simon, authors of Zora and Me (Candlewick Press). Sonia Lynn Sadler, illustrator of Seeds of Change, written by Jen Cullerton Johnson (Lee & Low Books, Inc.). Vaunda Micheaux Nelson, author of Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal, illustrated by R. Gregory Christie (Carolrhoda Books, a division of Lerner Publishing Group, Inc.). Charles R. Smith, Jr., illustrator of My People; text by Langston Hughes (ginee seo books, Atheneum Books for Young Readers). Tanita S. Davis, author of Mare’s War (Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.). E.B. Lewis, illustrator of The Negro Speaks of Rivers; text by Langston Hughes (Disney - Jump at the Sun Books, an imprint of Disney Book Group). Kekla Magoon, author of The Rock and the River (Aladdin, an imprint of Simon & Schuster Children’s Publishing Division). Kadir Nelson, author and illustrator of We Are the Ship: The Story of Negro League Baseball (Disney-Jump at the Sun, an imprint of Disney Book Group). Floyd Cooper, illustrator of The Blacker the Berry, written by Joyce Carol Thomas (Joanna Cotler Books, an imprint of HarperCollins Publishers). Hope Anita Smith, author of Keeping the Night Watch (Henry Holt and Company). Carole Boston Weatherford, author of Becoming Billie Holiday (Wordsong, an imprint of Mills Press, Inc). Jerry Pinkney, illustrator of The Moon Over Star, written by Diana Hutts Aston (Dial Books for Young Readers, a division of Penguin Young Readers Group). Sean Qualls, illustrator of Before John Was a Jazz Giant, by Carole Boston Weatherford (Henry Holt and Company).
Advanced Placement Spanish IV Advanced Placement Studio Art Multifaceted ID Plan Components Grade Level(s) that measure is given Name of Measure Norm-Referenced Aptitude Measure (also referred to as ability or intelligence measure) Initial Identification in Spring of K: Beginning Spring 2017, Muncie Community Schools will initiate a district wide screening, utilizing the CogAt Screener. We will further evaluate the top 80% of our kindergarten students with the full CogAt. End of Primary/Placement for Elementary: For the remainder of the elementary placements, we will continue to utilize a referral process based on data gathered from various sources, including: InView (CTB McGraw-Hill) – All students Grade 3 (InView will be replaced with CogAT grades Kdg, 2nd & 5th beginning 17-18) Cognitive Abilities Test (CogAT), Candidate Pool, PK, 1-5 Placement for Middle School: InView (CTB McGraw-Hill) Grade 6 Placement for High School: Previously have utilized InView CSI scores Norm-Referenced Achievement Measure (or other evidence of ability to perform above grade level) Initial Identification in Spring of K: 17-18 Adding NWEA End of Primary/Placement for Elementary: NWEA file review ISTEP+ Data Placement for Middle School: ISTEP+ – Grades 6-8
Describe how data from each of the measures are used in the identification process, including specific guidelines that are used for determining identification. State all the pathways by which a student can be identified as high ability Indicate if selection procedures are the same or different at the elementary, middle, and high school levels. If different, describe each process separately. CogAt to the top 20% of our kindergarten students. The identification team will review the scores and consider students who score at the 90 percentile or higher. Grades 1-5 GRADES 1-5 Distribute information to school personnel regarding the identification process for gifted and talented services Distribute recommendation grids to teachers for student referral for gifted and talented services Develop pool of students referred to the gifted and talented program by: Parent/s Teacher/s Other School Personnel Pool is reviewed by the Director of the Gifted and Talented (High Ability) Program Students are selected for testing from the pool based on: Available standardized test scores Teacher recommendations from grid sheets which reflect student performance and productivity Parent letters are issued for permission to test Parent check sheets are reviewed Students are scheduled for testing Testing is completed using the following instruments: CogAT-Cognitive Abilities Test- This test helps identify gifted students in kindergarten through fifth grade. This test assesses students’ abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial) symbols. Available school ISTEP+ standardized test scores are reviewed/NWEA data All data are collected into portfolios The Director of Gifted and Talented (High Ability) Programming narrows the pool after reviewing all data in portfolios
Project Financing Letters of intent to provide financing must be furnished for all construction and permanent funding sources (loans, grants, and equity) identified in the application. At a minimum, letters of intent must be specific to the project and detailed concerning terms and conditions. Refer to Section 3.6 of the Guide for more information regarding this requirement. Projects seeking consideration in Leveraging scoring for projected capital from a qualified Opportunity Zone fund must complete the Opportunity Zone certification included in this exhibit. Public and Assisted Housing Waiting All projects must establish a priority for households on waiting for public housing or other federal or State assisted low-income housing. To document this priority, a letter from the applicant to the local agency with jurisdiction over the project must be included in this exhibit. The letter must clearly indicate that a preference will be given to households on the waiting list. In addition, evidence must be provided that the entity maintaining the waiting list is willing to refer tenants to the project. Please refer to Section 3.3.1 of the Guide for more information. ATTACHMENTS Project Information Sheet for Notice to Local Governments (template attached) Market Analysis - A narrative and chart (table) must be provided that describes how the minimum mandatory standards will be met in order for a project to pass threshold. It is recommended that the narrative/chart address each bulleted point and clearly identify how the criteria will be met. Include a reference where the information can be found in the Market Study. Provide an electronic copy of the Market Study on CD with application. Other Project Financing - Letters of Intent or Commitment Letters for Other Loans, Equity, and Grants Letter to Local Agency Establishing Public and Assisted Housing Waiting List Priority Letter from Local Agency Agreeing to Refer Tenants from Public and Assisted Housing Waiting List Opportunity Zone Investment Certification (attached) (if applicable) LOCAL GOVERNMENT NOTIFICATION PROJECT SUMMARY DATE OF APPLICATION: NAME OF PROJECT:
To obtain a reputable, experienced service provider responsible the supply and maintenance of Multifunctional photocopiers on a 3 year on all campuses. Services to be rendered in accordance with best practices to Westcol with deliverables of exceptional quality. TERMS OF REFERENCE Requirement: Scope of services required: Supply and maintenance of new Multifunctional photocopiers on a 3 year agreement to WESTCOL campuses situated in Krugersdorp, Krugersdorp West, Randfontein, Carletonville, Magaliesburg & Westonaria. The quantities of photocopiers per Campus in the table below (Table 3.3.4.2) are provided for information in this table Table 3.3.4.2 Specifications (See details below) Krugersdorp Krugersdorp West Randfontein Corporate Office Thuba Makote (Magaliesburg) Carletonville Westonaria Bulk photocopier Multifunctional printer ( Bulk) See below Additional requirement: Staple unit 1 1 Photocopier Class A Multifunctional printer (medium) See below Additional requirement: Staple unit 1 1 Photocopier Class B Multifunctional printer See below 3 3 2 5 1 3 1 Photocopier C Multifunctional printer (small) See below 2 2 5 3 1 2 1 Photocopier Class D Multifunctional printer (Entry level) See below 3 2 1 Ave monthly copies per copier classification The following printing ave volumes are to be used when determining lease cost per machine per campus. The volumes supplied are based on current usage and are to be treated as estimations. Westcol will at no point be kept liable to produce these volumes on a monthly basis. The training environment experiences peak periods resulting in higher volumes than those of less peak periods. CAMPUS BULK PHOTOCOPIER PHOTOCOPIER CLASS A PHOTOCOPIER CLABB B PHOTOCOPIER CLASS C PHOTOCOPIER CLASSD
Krugersdorp 122 320 19 931 10 050 Krugersdorp West 12 434 5 208 Randfontein 208 434 149 258 16 114 12 635 11 223 Corporate Office 42 445 19 700 15 244 Makote 5 595 4 419 Carletonville 93 032 18 742 9 674 5 883 Westonaria 4 044 11 645 Additional functions as required per campus CAMPUS BULK CLASS A CLABB B CLASS C CLASSD Krugersdorp Staple unit Quantity = 1 Fax unit Quantity = 1 Fax unit Quantity = 1 Krugersdorp West Fax unit Quantity = 1 Randfontein Punch & staple unit Quantity = 1 Staple unit Quantity = 1 Fax unit Quantity = 2 Fax unit Quantity = 2 Fax unit Quantity = 2 Corporate Office Fax unit Quantity = 1 Fax unit Quantity = 1 Thuba Makote Fax unit Quantity = 1 Carletonville Staple unit Quantity = 1 Fax unit Quantity = 1 Westonaria Fax unit Quantity = 1 Note: Colour copy volumes are minimal (approx. ave 2500 per month per campus). Provision must be made for colour cost per copy for 1 x Class C machine per campus (TOTAL = 5), excluding Randfontein and Corporate Office where 2 x class C machines (TOTAL = 4) must be colour enabled Total number of Class C Colour enabled machines for entire institution = 9
__________ Copy-editing 15 Contains very few errors in grammar, punctuation, spelling, typography. 10 Contains several errors but meaning is not seriously affected. 5 Contains many errors but the reader can still learn about the topic. 3 (and Contains enough errors that it makes it nearly impossible to read and understand. __________ Visual Effects 10 Paper is “easy on the eyes.” Text is welcoming, not cramped together or of overly small print. Font/writing is easily read. Illustrations or visual elements are meaningful—enhancing the reader’s learning and understanding and/or appreciation of the topic and content. 5-9 Text is easy to read. Font/writing is legible. One or two pieces are difficult to read because of poor writing, small type, or overuse of elaborate fonts or bold print. Visual elements are more like “frill,” adding little meaning or impact. 0-4 Little attention has been paid to the look of the More than a few pieces are hard to read for one reason or another. Visual elements, if present, are nothing more than “clip art.” ___________ Repetends 15 Student includes high quality pieces and ideas that promote unity throughout the piece, recalling attention to the thesis multiple times. It is clear to the reader that the student has a repetend. 10 Student includes repetend pieces, but they are not high quality pieces or fail to consistently promote unity of thesis and ideas. These might just be copies of other artists’ works rather than being original pieces. 5 Student repetends are confusing or scattered at times; reader might have difficulty seeing how all connect to the thesis. 0 No repetends; project lacks unity and just lacks flow. Total Score __________ (200) Final Test Grade:
Your project must include at least three sources. The entire project must be presented in a flat three-ring folder, not a binder. IMPORTANT NOTE: As this is an argumentative research project, each genre that you choose must clearly reflect one of your arguments. Genre Ideas: Group 1: Print Media Newspaper Article Obituary Editorial Letter to the Editor Advice Column Interview Group 2: Visual with Words Bumper sticker Picket Sign Magazine or Other Ad Billboard Campaign Poster Political or Other Cartoon Group 3: Essay Essay (at least five paragraphs) Group 4: Informational (with Visual) Survey Trivia Game Timeline Brochure Graph Group 5: Creative Writing Song or Rap Poem Personal Narrative Commercial Script Short story Spoken word One genre must be from either Category 1 or 5. One genre must be from either Category 2 or 4. The third genre can be from any category not used already. Folder should include, at minimum: Page 1 – Title page/Table of contents Page 2 – Introduction Page 3 – Body Paragraph concerning one argument Page 4 - Multigenre #1 that communicates one argument Page 5 – Multigenre piece #2 that communicates a second argument Page 6 – Multigenre #3 that communicates a third argument Page 7 – Conclusion Page 8 – Cited/Bibliography page Multigenre Research Project
NAME_________________________________ Multigenre Artifact Ideas A genre is a type of expression. In addition to the traditional researched essay, you will also create artifacts in five other genres that express your learning about your topic. Suggestions include but are not limited to the following: Group 1 Journalism Newspaper Article Obituary Editorial Letter to the Editor Advice Column Magazine Article Group 2 Visual with Words Ad Cartoon Character Trading Wanted Poster Group 3 Visual Display Artwork Glogster (collage) Google Map Group 4 Informational Interview Trivia Game Timeline Doctor’s Report How-to Guide or Tutorial Interactive Quiz Playlist Group 5 Creative Writing Play or Scene Song Poem Short Story Diary Entry Letter Thank You Note Found Poem Verbal Collage (Wordle/Tagexdo Court Documents of a Trial Group 6 Digital Photo Story Video (iMovie/MovieMaker) Voice Thread Podcast Animoto Prezi This is your opportunity to be creative and think “outside the box”. If you have an idea for a genre not listed, ask me about it. The important thing is to think about which genre could best express something you learned. You will need to explain why you chose the genre and what you were hoping to show, express, or convey through the genre. I suggest the artifacts each come from a separate group. Diversity is key in explanations of selection.
2. How effective is the program in delivering outcomes and adapting to change? Are the program’s outcomes clearly defined? Program management documentation Interviews with DFAT officers, World Bank and ADB program managers Efficiency Effectiveness Is the program effective in delivering on expected outcomes? Program management documentation Interviews with DFAT officers, World Bank and ADB program managers Interviews with Task Team Leaders and other advisers on subprojects Effectiveness Sustainability Have the World Bank and ADB been adaptive to change (i.e. change in GOI priorities) and emerging themes (i.e. the Australian Government’s position on social inclusion and gender equality)? Program management documentation Interviews with DFAT officers, World Bank and ADB program managers Interviews with key GoI officials Relevance Has the program been successful in leveraging the investment made by the Australian Government? Interviews with DFAT officers, World Bank and ADB program managers Interviews with key GoI officials World Bank and ADB country strategies, implemented loan/ grant agreements Impact
[Name/Company] will collect our material regularly and will take it to be recycled. How to get rid of common items Items such as furniture, electronics, motor oil, household chemicals are not accepted in your garbage or recycling. [Add additional information on how you want your residents to handle this material) Thank you This is an easy way we can all make a difference. By recycling we can significantly reduce our garbage. If you have any questions, please contact [contact name, number or email]. Sincerely,
Please describe and prioritize any equipment, material, and supply 3 Aging Multiple Scanners need replacement due to age Establish a permanent source for Unity 3D software and Toon Boom software renewal licenses 25 Tablets for animation lab Software Lincenses [Unity and Dragon Frame] SEE APPENDIX A 8. Establish animation lab procedures, including the anim. storage room 1. Establish Computer Gaming program $9,000 $6,000 $7,725 $2,000 Please describe and prioritize any facilities needs. Bring power to the animation storage room ( Rm.324A) in order that 3 pencil test machines can be installed. Or Install sufficient power along one wall so that the pencil test machines can be installed. 8. Establish animation lab procedures, including the animation storage room ??? Resource Needs: (C.) VIDEO ARTS Link to Action (Refer to # of item in section VI) Estimated Cost: Please use template to estimate costs. Please describe and prioritize any faculty, classified, and student assistant needs. Please describe and prioritize any equipment, material, and supply needs. Replacement camera equipment and accessories – SEE APPENDIX B 5. Establish studio management, update Print Room & buy replacement equipment with warranties. $15K a yr. Resource Needs: (D.) DIGITAL IMAGING Link to Action Plans (Refer to # of item in section VI) Estimated Cost: Please use Excel template to estimate costs. Please describe and prioritize any faculty, classified, and student assistant needs. Because current printers are aged & needing constant repair/ advanced computer software not adequate: 3 24” Epson Printers 1 44” Epson Printer 1 64” Epson Printer 5 2yr. Extended Warranties 5. Establish studio management, update Print Room & buy replacement equipment with warranties. $33,722.33
11 Banner (design and layout) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 12 Photocall / stand (design and layout) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 13 Illustration (design and layout) Net Price per product EUR……………… Estimated number of hours ……..…..………… 14 Graphic/charts (design and layout) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 15 Photojournalistic report (design and layout) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours
16 photo high resolution (purchase) Price per product EUR……………… 17 DVD (design, layout and production) Net Price per product EUR……………… Estimated number of ……..…..………… 18 5 minutes video interviews (filming, editing, post-production) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 19 3 minutes promotional videos (script writing, filming, editing, creation of animation, Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 20 10 minutes interviews (filming, editing, post-production) Net Price per product EUR……………… Estimated number of hours ……..…..………… hours 21 Webstreaming (8 hours live streaming for event, including storage) Net Price per product EUR………………
56 Artist 2D senior Person/hour 57 Artist 3D senior Person/hour 58 Artist 2D junior Person/hour 59 Artist 3D junior Person/hour 60 Voice-over, commentator, speaker Person/hour 61 Sound-effect engineer Person/hour SERVICES Please specify the requested information in the empty spaces. Ref Description Unit Net Price per unit 62 Creation of original music (all rights included) /minute
63 Subtitling /minute 64 Soundtrack (all rights included) /minute 65 Computer workstation to view rushes/footage /day 66 Renting of studio /day 67 Recording studio - recording /hour 68 Recording studio - mixing /hour 69 Creation Master DVDs /unit 70 Printing, mounting and laminating photos (A4) /photo
Multi-Media Moodle Inventory: Climate Change Course Location Item / Purpose Purpose Cost/copyright Course Home page Image Navigation images navigation 0 Links created by me – no Copyright Course and outline Group wikis Pretest quiz Class wiki Group collaboration Assessment Class collaboration 0 All photos are mine – no copyright Module 1 Image, video embedded Glossary Link to Wikipedia Group wikis Instructional Vocab Instructional collaboration 0 All link buttons created by me – no copyright Module 1 Activities Video and web site links Glossary Activity #1 Forum Embedded video Activity #2 Forum Class wiki Instructional Vocab Collaborate/assess’t Instructional Collaborate/assess’t Class collaboration 0 Module 2 Image caribou Glossary page Synchronous chat Instructional Instructor-student communciation 0 Module 2 Activities Group wikis Video embedded Glossary page Activity #1 Forum Activity #2 Class wiki Embedded chart Collaboration Instructional Vocab Collaborate/assess’t Collaborate/A Collaborate/A instructional 0 CC, educational purpose Module 3 Image Module 3 Class wiki Review quiz Report link Instructional Collaborate/A Collaborate/A Review-assessment (f) instructional 0 Module 3 Activities Image Glossary Web site links Chart embedded, Map link Videos embedded Discussion Document links Instructional Vocab Instructional Instructional Instructional Collaborate/assess’t instructional 0 CC educational Module 4 Image Module 4 Forum Skype, Google docs, etc if synchronous chat needed Instructional Collaborate/A Self & peer Assessment 0
Name Contact address Mobile: [insert] E-mail: [insert] Personal Profile [Insert Personal Profile Statement] Achievements [insert achievement] [insert achievement] [insert achievement] Education [From – To] [Course] [Institution Name] achieved: [Grade] [From – To] [Course] [Institution Name] achieved: [Grade] [From – To] [Course] [Institution Name] Grade achieved: [Grade] Work Experience [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name] Main duties performed: [From – To] [Job Position] [Company name]
The contractor must notify the contracting authority as soon as it is able to resume performance of the specific contract, unless the contracting authority has already terminated the FWC or the specific contract. Suspension by the contracting authority The contracting authority may suspend the implementation of the FWC or performance of a specific contract or any part of it: (a) if the procedure for awarding the FWC or a specific contract or the implementation of the FWC proves to have been subject to substantial errors, irregularities or fraud; (b) in order to verify whether the presumed substantial errors, irregularities or fraud actually occurred. The contracting authority must formally notify the contractor of the suspension. Suspension effect on the date of formal notification, or at a later date if the formal notification so provides. The contracting authority must notify the contractor as soon as possible whether: it is lifting the suspension; or it intends to terminate the FWC or a specific contract Article II.18.1(f) or (j). The contractor is not entitled to compensation for suspension of any part of the FWC or a specific contract. FWC Grounds for termination by the contracting authority The contracting authority may terminate the FWC or a specific contract in the following circumstances: if provision of the services under a pending specific contract has not actually started within 15 days of the scheduled date and the contracting authority considers the new date proposed, if any, unacceptable, taking into account Article II.11.2; if the contractor is unable, through its own fault, to obtain any permit or licence required for implementation of the FWC; if the contractor does not implement the FWC or perform the specific contract in accordance with the tender specifications or request for service or is in breach of another substantial contractual obligation or repeatedly refuses to sign specific contracts. Termination of three or more specific contracts in these circumstances also constitutes grounds for termination of the FWC; if the contractor or any person that assumes unlimited liability for the debts of the contractor is in one of the situations provided for in points (a) and (b) of Article 106(1) of the Financial Regulation; if the contractor or any related person is subject to any of the situations provided for in points (c) to (f) of Article 106(1) or to Article 106(2) of the Financial Regulation.
Federal Wild and Scenic Rivers or Streams Yes No State Scenic Rivers and Streams Yes No Wetlands Yes No Federally Proposed, Candidate, or Listed; or State Listed Threatened & Endangered Species Yes No Agricultural Resources Yes No Historic Properties or Archaeological Resources Project does not involve construction. Exempt project as per the “MOU between PennDOT and PHMC Regarding Consultation on State-Funded Transportation Projects in Pennsylvania” Exempt Project Activitie(s): Individual Making Exemption: Date of Exemption: Exemption Comments: Indicate Presence of Historic Properties and Archeology Adverse Effect Date of Executed Letter of Understanding (LOA): No Adverse Effect or No Historic Properties Affected Standard Treatment (if applicable): Public Controversy on Environmental Grounds Yes No Resources protected Section 2002 (Parks & Recreational Facilities; State or National Forests; Game Lands; or Historic Properties). Yes No Water Trails Yes No Hazardous, Residual, or Municipal Sites Yes No Regulated floodplain within or beyond the project limits. Yes No Navigable watercourses which require U.S. Coast Guard coordination or a waterway which requires an Aid to Navigation Plan. Yes No Noise Impacts Yes No Land involving: Yes No
Ventola, Eija, Charles, Cassily & Kaltenbacher, Martin (eds). (2004). Perspectives on multimodality. Amsterdam & Philadelphia: John Benjamins. Ventola, Eija. & Guijarro, Arsenio (2009a). The world told and the world shown: Multisemiotic issues. London: Palgrave Macmillan. Ventola, Eija & Guijarro, Arsenio (2009b). Introduction. The world told and the world shown: multisemiotic issues. In Eija Ventola and Arsenio Guijarro (eds.), The world told and the world shown: Multisemiotic issues. (pp 1-8) London: Palgrave Macmillan. Dr Julia Gillen Literacy Research Centre Department of Linguistics and English Language Lancaster University, LA1 4YT UK Email: j.gillen@lancaster.ac.uk
Evaluation How do I gather sound evidence and conduct a defensible analysis? Data can be gathered to investigate multimodal listening. (PhD thesis criteria: The researcher demonstrates technical competence.) The gathering and analysis of the data is appropriate, justified and defensible Analysis of the data is accurate. The data is gathered in ways that are known, replicable, and sound. Techniques exist to gather data to research multimodal texts. The approach of the study lies within the field and the experience of the researcher. Qualitative measures: Interviews, verbal report protocols, observations Statistical measures: Corpus analysis of transcription, surveys, assessment scores Part 2: Gathering the data Chapter 3: Method Justify and explain the methodology and techniques used to gather data.
Domain definition What scholarship has gone before me, what are current debates, and how are they being investigated? How do I motivate and define the research project? Adopting a view of listening as a multimodal activity has implications for theory development, assessment design and pedagogical practices for the field of applied linguistics. (PhD thesis criteria: The researcher demonstrates authority in the field.) Potentially, listening can develop through the use of multimodal texts and resources. All texts are multimodal. The use of online particularly digital video, is widespread as a means of learning. Contemporary media is online, global and accessible. Approaches to listening theory, assessment and pedagogy should be relevant and applicable to real world experiences. An appropriate methodology and techniques can be adopted for the study. Research questions can be proposed to focus the investigation. A conceptual framework can be synthesized. Contemporary concepts are being debated. There is a history of studies in the area. Part 1: Planning the Argument Chapter 2: Review the history, current debates and methodology concerning the role of multimedia in second language listening. Chapter 1: Motivate and frame the study