zilongwang/ReadingBank huggingface dataset:
Referee Details Title: Surname Forename Home Address Town County Postcode Professional Email Length of time known Employer Position Professional Qualification Member of Professional Institute or Body Referee’s Signature Date: Undertaking: I, the undersigned applicant, do hereby accept that in the event of my election I shall be governed by the Articles of the Nuclear Institute, including the NI, Engineering Council and/or Science Council codes of conduct. I accept as final and binding the decisions of the Board of Trustees and will promote the objects of the Institute as far as may be in my power. I accept responsibility for the accuracy of the statements herein. On resignation, of which 6 months’ notice shall be given, I promise to pay all dues, cease describing myself as a member and return my membership certificate. I understand that the information contained in this form will be processed in accordance with the data protection principles in the 1998 Data Protection Act Commitment to continuing my professional development: I agree to maintain records of my Continuing Professional Development and submit these on request by the Nuclear Institute within 3 months of this request. Tick this box to opt in of online Registers Tick this box to opt in of all publicity of successful membership and/or registration Applicant’s Signature Date:
Visiting Artist’s 2012 – 2013 Keith Carter – fall 2012 Luis Gonzalez Palma – fall 2012 Lyle Rexer – spring 2013 Holly Roberts – spring 2013 Visiting Artist’s 2013 – 2014 John Stilgoe – fall 2013 David Hilliard – fall 2013 Bright – spring 2014 . Roy Flukinger – spr. 2014 Visiting Artist’s 2014 – 2015 Deborah Luster - fall 2014 - Matt Saunders – fall 2014 - Andy Grundberg - spr 2015 - Merry Foresta – spr 2015 - Visiting Artist’s 2015 – 2016 Alison Nordström - fall 2015 - Elinor Carucci – fall 2015 - Lucy Soutter – spring 2016 - David Hilliard – fall 2013 - Visiting Artist’s 2016 – 2017 Deb Todd Wheeler – fall 2016 - Dan Estabrook – fall 2017 - Diana Stoll – spring 2017 - (13 years as Senior Editor of Aperture) Lyle Rexer – spring 2017 - Visiting Artist’s 2017 – 2018 Luis Gonzalez Palma – fall 2017 - Laurel Nakadate - fall 2017 - Joe Wolin - spring 2018 Binh Danh - spring 2018 -
Name Ten students were what they would like for lunch: a hot dog, a hamburger, or a piece of pizza. Their choices are below. Tom – hamburger Tony – hot dog Selena – hot dog Alicia – hamburger Rachael – pizza Robert – hamburger Charity – hamburger Linda – pizza Michael – pizza Melissa – hamburger Organize this data and then answer the following questions. Which lunch was chosen the most?
Worksheet for Preparing 24 CFR §58.5 Statutory Checklist [Attach to Statutory Checklist] 1. [36 CFR 800] YES NO IF YES, “A” RE (SHPO) (PA) PA. 45 (APE)? IF YES IF NO A SHPO “A” SHPO IF YES, IF NO, SHPO SHPO IF YES, IF NO, “A” SHPO RE IF YES, include mitigation requirements and/or conditions from the SHPO in the mitigation section of the Statutory Checklist. Mark box “B” on the Statutory Checklist for this authority. i. Does the project include the types of activities such as those listed below that have the potential to affect historic properties of religious and cultural significance to tribes? Ground disturbance (digging); New construction in undeveloped natural areas; Incongruent visual changes – impairment of the or viewshed from an observation point in the natural landscape; Incongruent audible changes – increase in noise levels above an acceptable standard in areas known for their quiet, contemplative experience; NO, C.
METROPOLITAN FAMILY CARE, INC. Today’s Date: ____/____/______ REGISTRATION FORM (Please PRINT) PATIENT INFORMATION Patient’s Last Name: First: Middle: Mr. Dr. Mrs. Miss. Sr. Jr. Street Address City State Zip Code Home Phone #: Work/Cell Phone #: E-mail Address: Birth Date Age Social Security Number Marital Status Sex / / Single Widowed Married Divorced Male Female INSURANCE INFORMATION Occupation: Insured Employer Insured Employer Address Please Indicate Primary Insurance Address of Primary Insurance Carrier Phone Number Insured Name Insured SSN # Insured ID # Policy Group # Effective Date Co-Payment $ Patient’s Relationship to Insured Self Spouse Child Other Insured Birth Date Insurance Type PPO HMO EPO POS Self-Pay Medicare Public Aid WC Please Indicate Secondary Insurance Address of Secondary Insurance Phone Number: Insured Name Insured SSN # Insured ID # Policy Group # Effective Date Co-Payment $ Patient’s Relationship to Insured Self Spouse Child Insured Birth Date DEMOGRAPHCS (FOR GOVERNMENTAL STATISTICAL ANALYSIS) Race: American Indian/ Alaska Native Asian Hispanic Native Hawaiian Other Pacific Islander Black or African American I Decline to Report Ethnicity: Hispanic Non-Hispanic I Decline to Report Preferred Language: English Spanish Other______________________________________ AUTHORIZATION FOR ASSIGNMENT X_________________________________________________ OF BENEFITS Signature Date HIPAA AUTHORIZATION X_________________________________________________ Signature Date Metropolitan Family Care, Inc. 3341 East Livingston Avenue, Suite D Columbus, Ohio 43227 (614) 237-1067 Fax: (614) 237-2655
Basic Properties of Binary Relations on a Set Reflexivity, Symmetry, Transitivity Basic properties: Let R be a binary relation on a set A. R is reflexive, iff for all x  A, (x,x)  R, i.e. xRx is true. R is symmetric, iff for all x, y  A, if (x, y)  R, then (y, x)  R i.e xRy  yRx is true R is transitive iff for all x, y, z  A, if (x, y)  R and (y,z)  R , then (x, z)  R i.e. (xRy  yRz)  xRz is true Reflexive relations Definition Let R be a binary relation on a set A. R is reflexive, iff for all x  A, (x,x)  R, i.e. xRx is true. Examples: Equality is a reflexive relation
Examples The of { x, y, z } by , has the Hasse diagram: The A = { 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60 } of all divisors of 60, partially ordered by , has the diagram: The set of all 15 of the set { 1, 2, 3, 4 }, partially ordered by refinement (i.e. a finer partition is "less than" a coarser partition), has the Hasse diagram: Functions Definitions on Functions: A function, denote it by f, from a set A to a set B is a relation from A to B that satisfies for each element a in A, there is an element b in B such that <a, b> is in the relation, and if <a, b> and <a, c> are in the relation, then b = c .
function composition is the application of one to the results of another. For instance, the functions f: X → Y and g: Y → Z can be composed by computing the output of g when it has an argument of f(x) instead of x. Intuitively, if z is a function g of y and y is a function f of x, then z is a function of x. Thus one obtains a composite function g ∘ f: X → Z defined by (g ∘ f)(x) = g(f(x)) for all x in X. The notation g ∘ f is read as "g circle f", or "g composed with f", "g after f", "g following f", or just "g of f". The composition of functions is always . That is, if f, g, and h are functions with suitably chosen and , then f ∘ (g ∘ h) = (f ∘ g) ∘ h, where the parentheses serve to indicate that composition is to be performed first for the parenthesized functions. Since there is no distinction between the choices of placement of parentheses, they may be safely left off.
DARE 2016-17 Schedule (with Counseling Sessions) 7:55 a.m.-Announcements in usual 1st Block class HOOD MIK ENGELKE 8-9 a.m. DARE Group 1(5M; 5H A-J) 8-8:30a.m. Group 2A (Writing/RtI) ***8:30-9 a.m. Group 2 (Counseling) 8-9 a.m. Group 2B (Writing/RtI) ***8:30-9 a.m. Group 2 (Counseling) 9-10 a.m. DARE Group 2(5E; 5H K-Z) 9-9:30 a.m. Group 1 (Counseling) ***9:30-10 a.m. Group 1A (Writing/RtI) 9-9:30 a.m. Group 1 (Counseling) ***9:30-10 a.m. 1B (Writing/RtI) Schedule after DARE 10-11 a.m. 5M (Math) 10-11 a.m. 5E (Science) 10-11 a.m. 5H (SS) 11 a.m.-Noon 5M (SS) 11 a.m. – Noon 5E (Math) 11 a.m. – Noon 5H (Science) Noon-12:30 p.m. TIGER TIME (Tuesday-Friday; Monday) Noon-12:30 p.m. TIGER TIME (Tuesday-Friday; Monday) Noon-12:30 p.m. TIGER TIME (Tuesday-Friday; Monday) LUNCH 12:30-1p.m. 1-2 p.m. 5M (Science) 1-2 p.m. 5E (SS) 1-2 p.m. 5H (Math) 2-2:35 p.m. RtI; Library; Computer 2:35-3:20 p.m. PE 3:20-3:35 p.m. RtI 3:35 p.m. Dismissal
CWO3 Chief Warrant Officer 3 W-3 CWO4 Chief Warrant Officer 4 W-4 CWO5 Chief Warrant Officer 5 W-5 OFFICER 2ndLt Second Lieutenant O-1 1stLt First Lieutenant O-2 Capt Captain O-3 Maj Major O-4 LtCol Lieutenant Colonel O-5 Col Colonel O-6 BGen Brigadier General O-7 MajGen Major General O-8 Lieutenant General O-9 Gen General O-10
Metro Foothills Healthcare Coalition Operational Structure Overview The following operational structure outlines the Metro Foothills Healthcare Coalition model. Schedule The MFHCC meets at noon on the first Tuesday of every month, immediately followed by a time for workgroups to meet. The advantage is that members will already be at the meeting, so there is no need to schedule additional time for workgroups to gather. The disadvantage is that members could not serve on multiple workgroups since all the workgroups will meet at the same time. Month March 2016 April 2016 May 2016 June 2016 July 2016 August 2016 September 2016 October 2016 November 2016 December 2016 January 2017 Meeting MFHCC Meeting Advisory Group Meeting MFHCC Meeting MFHCC Meeting Advisory Group Meeting MFHCC Meeting MFHCC Meeting Advisory Group Meeting Meeting MFHCC Meeting Advisory Group Meeting MFHCC Meeting Workgroups Workgroups MFHCC Meeting Workgroups Workgroups MFHCC Meeting Workgroups Workgroups MFHCC Meeting Workgroups Workgroups MFHCC Meeting Workgroups Workgroups Workgroups Workgroups MFHCC Structure Advisory Group: 30 minutes Disciplines will nominate two representatives to participate (preferred one from each jurisdiction). Service will last for one year - Note that for 2016, service will last through December 2016. Primary purpose is to discuss current MFHCC structure and activities and identify any concerns, gaps or areas of success. MFHCC Meeting: 45‐60 minutes Primary purpose is to discuss workgroup activities and agency updates. Format: Introductions, Topics/Presentations/Required Trainings, Round Robin updates (emphasis on short, important updates), Workgroup Updates, Open Discussion/Networking time. Optional Trainings and Exercises could be incorporated as needed (see Trainings below). Try Round Robin at first; if this is not able to be accomplished in the limited meeting time, the Advisory Group representative from that discipline will speak on behalf of the discipline Any topic that takes more than 10 minutes to discuss will be asked to be formed into a workgroup (i.e. Active Shooter, service dog policy, weather alerts, etc.) Workgroups: 30‐45 minutes Assumptions: There will be several workgroups in place at once. Each workgroup will identify a chair to facilitate the discussion. This individual will report the
The assessment overview is as follows: Assessment Topic Skills Total per paper Year 7 ‘Je me présente’(French) / ’Me presento’(Spanish) READING 36 /76 WRITING 40 Les descriptions(French) / ‘Las descripciones’ (Spanish) LISTENING 44 /88 SPEAKING 44 Chez moi(French) / ‘En casa’ (Spanish) READING 68 /136 WRITING 68 Year 8 ‘Mon temps libre’(French) / ’Mi tiempo libre’ (Spanish) READING 22 /59 WRITING 37 ‘Les vacances’ (French) / Las Vacaciones (Spanish) LISTENING 40 /80 SPEAKING 40 ‘Mon collège’ (French) / ‘Mi colegio’ (Spanish) READING 40 /165 SPEAKING 67 WRITING 58 Year 9 ‘Ma ville’ (French) / ‘Mi barrio’ (Spanish) SPK EOY 8 67 /139 LISTENING 27 READING 45 LISTENING 27 /137 READING 45 SPEAKING 33 WRITING 32 ‘Mon avenir’ (French) / ‘Mi futuro’ (Spanish) LISTENING 44 /204 SPEAKING 46 READING 49 WRITING 65
MFL Overview KS2 – KS4 KS2 KS3 KS4 KEY MESSAGES 1)SUBSTANTIAL PROGRESS IN ONE LANGUAGE 2)Practical communication in familiar contexts or as part of normal routine e.g. classroom language 3)Lay the foundations for studying a language at KS3 4) Enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary 1)Developing the breadth and depth of pupils’ skills in listening, speaking, reading and writing 2) Securing a sound foundation of core vocabulary and grammar 3) Moving beyond communication for learners’ immediate needs 4)Increasing accuracy, spontaneity and fluency 5) Developing and justifying points of view in speaking and writing 6)Developing accuracy of spelling, pronunciation and grammar 1)Increasing the breadth and depth of understanding 2)Demonstrating and using different time-frames 3)Demonstrating understanding of language spoken at near native-speaker speed 4)Understanding and using more abstract vocabulary and more complex structures 5)Responding to unexpected comments, ideas etc. 6)Talking at greater length 7)Using rephrasing and repair- strategies to maintain communication. 8)Inferring, deducing, evaluating and concluding meaning 9)Demonstrating understanding of literary texts. Listening 1)Listen attentively and demonstrate understanding by responding appropriately and joining in 2)Understanding facts, ideas, thoughts, feelings 1) Listen to a variety of different texts to obtain information and respond appropriately 2)Transcribe words and short sentences they hear with increasing accuracy 1)Listen to and understand clearly articulated speech at near normal speed 2)Broaden vocabulary and understand extended language in a wider range of contexts.
Spoken interaction 1.12 Use simple polite forms in formal and informal situations such as greetings, thanks, introductions, and respond appropriately 1.13 Ask and answer questions, and exchange emotions and information on familiar topics and everyday situations 1.14 Understand and use numbers as appropriate in everyday situations such as shopping, exchanging numbers, sequencing events Students can greet people accurately, using the appropriate forms Students can provide personal information Students can pose questions Students can ask someone to repeat Students can ask someone to speak slowly Students can use gesture to keep communication going Students can understand and use numbers Students can understand and interpret prices Grammar related to formal/informal greeting (tu/vous) Good morning/afternoon/evening I would like a bowl of soup please My name is… I am from… I am X years old I live in… Where is the nearest beach? Where is the restaurant? Is there public transport? Are there museums? Where is the nearest hospital? Do you have rooms for X date? How much does the room cost? Are there any cheaper ones? First we go/do… then we will… Writing 1.17 words and create short sentences using various media on everyday topics with accuracy 1.21 Fill out forms relevant to their age group and experience Students can use an online booking site in the target language or make a booking via the phone Departing from… Destination Arriving Name Address Number of nights Insurance Select/choose Date of birth
Sample theme A_ Spanish Sample activities or tasks: Role-play booking a flight in target language (TL); complete a mock online booking form for a flight; have a conversation with a friend about a holiday you were on; create signs to place on a reproduction map of the capital city of the TL country; role-play a tourist asking a police officer for directions to a famous landmark in the country of the TL; design an advert in the TL for the facilities of a small hotel; write an essay on a holiday (real or imaginary) in the country of the TL… STRAND ELEMENT LEARNING OUTCOMES (From the Specification for Junior Cycle MFL) COMPETENCES (Informed by the CEFR) SAMPLE EXPONENTS Communicative competence Listening 1.3 Identify specific information in texts related to familiar topics such as announcements, conversations, simple news items Students can understand (and give) simple directions and instructions Students can name places and landmarks in a town Students can use the present simple Rápido, urgente Vuelo número X Ejemplos de conversaciones Hoy en (nombre del país o ciudad) lloverá y hará viento Vivo en Irlanda Reading 1.5 Recognise the meaning of familiar and phrases to include everyday signs and notices in public places 1.7 Identify specific information in a range of texts dealing with familiar topics Aeropuerto, tren, estación de autobuses Pasajeros Equipaje Pueblo. ciudad La plaza mayor A la derecha, a la izquierda Gira a la izquierda, a la derecha, da media vuelta Spoken production 1.9 Pronounce words accurately enough to be understood with appropriate intonation Students can pronounce words and simple statements accurately Aereopuerto ¿Escribo mi nombre aquí?
Fecha de nacimiento El año pasado fui de vacaciones con mi familia a… El era enorme La comida es buenísima Language awareness Reflecting on how they learn language 2.6 Identify, share and explain some language learning strategies Students can identify strategies to help them learn I like using ….. When I learn new words I…. I practise by…. I learned how to… Socio-cultural knowledge and intercultural awareness Learning about relevant facts 3.1 Name and describe some features of the target language country/countries such as geographical features, weather, places and landmarks Students know the names of cities and major landmarks in the target language country/countries X está al sur de Europa La población de X es de Y de personas La capital de X es Z X es famosa por…
Sample theme B: Going on a school exchange English Sample activities or tasks: Complete a mock online enquiry form for an exchange; role-play a Skype call in target language (TL); conversation with family about how the exchange is going; research and use information about the exchange destination; role-play interactions with host family; role-play school and classroom interactions in TL country; write a blog about the exchange; write an email to host family in TL country; prepare a presentation on cultural differences between home country and TL country… STRAND ELEMENT LEARNING OUTCOMES (From the Specification for Junior Cycle MFL) COMPETENCES (Informed by the CEFR) SAMPLE EXPONENTS Communicative competence Listening 1.2 Recognise frequently used words and phrases related to areas of immediate relevance and experience, including the language of routine classroom interactions 1.3 Identify specific information in texts related to familiar topics such as announcements, conversations, simple news items Students can understand the main point in announcements Students can understand (and give) simple instructions We will collect you at the station Set the table please Sit down Open the door Mobile phones are not allowed Meet outside the school at 8am The school will be closed Reading 1.7 Identify specific information in a range of texts dealing with familiar topics Students can search for and find specific information in everyday material Host family Profile Deposit
1.8 Source and use authentic texts to explore topics of relevance through a range of media Students can understand regulations when expressed in simple language Students can isolate the information required from a brochure or website Rules Pocket money Daily, weekly, monthly Emergency contact number If you need assistance Travel documents Internet search It is forbidden to… Email address Timetable Spoken production 1.10 Convey simple descriptions, presentations or announcements on familiar topics Students can give a simple presentation or description using simple phrases It is a big city/ town The weather is usually There are Y people in the host family We will arrive in X on (date) We will be there for Y days Spoken interaction 1.12 Use simple polite forms in formal and informal situations such as greetings, thanks, introductions and respond appropriately Students can engage in routine social interactions and ask for repetition or clarification to aid understanding My name is… I come from … I am an exchange student I will be here for a month
1.8 Source and use authentic texts to explore topics of relevance through a range of media Students can understand regulations when expressed in simple language Students can isolate the information required from a brochure or website L’argent de poche Quotidien, hebdomadaire, mensuel Le numéro d’urgence Si vous avez besoin d’aide Si tu as besoin d’aide Les documents de voyage Une recherche Il est interdit de… L’adresse e-mail L’horaire Les coutumes Spoken production 1.10 Convey simple descriptions, presentations or announcements on familiar topics Students can give a simple presentation or description using simple phrases C’est une grande ville Normalement, il fait beau Il y a… personnes dans la famille d’accueil Nous arrivons à X, le (date) Nous y passerons … jours Spoken interaction 1.12 Use simple polite forms in formal and informal situations such as greetings, thanks, introductions and respond appropriately Students can engage in routine social interactions and ask for repetition or clarification to aid understanding Je m’appelle… Je viens de… Je suis un(e) élève Irlandais(e)
1.15 Take part in routine classroom interactions such as pair and group work, asking questions, language games and activities, asking for help and repetition where necessary Students can make and respond to suggestions Students can agree and disagree with others Students can manage simple and routine exchanges in the classroom Je resterai ici pour un mois Pourriez-vous parler plus lentement? Peux-tu parler plus lentement? Désolé(e), je ne comprends pas. Comment dit-on…? Que signifie X? Excusez- moi, pourriez-vous m’aider? Pardon, peux-tu m’aider? C’est ton tour/ à toi maintenant Puis-je te/ vous demander… ? Puis-je commencer? Je (ne) suis (pas) d’accord À mon avis Comment iriez-vous là? Comment vas-tu y aller ? À quelle heure est le déjeuner? Writing 1.20 Write short descriptions of past, present and future events, activities Students can write short simple blog entries Le billet d’un blog Cliquez ici
Es gibt X in der Gastfamilie Wir kommen in X am (+Datum) an Wir bleiben Y Tage dort Spoken interaction 1.12 Use simple polite forms in formal and informal situations such as greetings, thanks, introductions and respond appropriately 1.15 Take part in routine classroom interactions such as pair and group work, asking questions, language games and activities, asking for help and repetition where necessary Students can engage in routine social interactions and ask for repetition or clarification to aid understanding Students can make and respond to suggestions Students can agree and disagree with others Students can manage simple and routine exchanges in the classroom Ich heiße... Mein Name ist... Ich komme aus... Ich bin ein Austauschschüler/Ich bin eine Austauschschülerin Ich verbringe einen Monat hier Können Sie/Kannst du ein bisschen langsamer sprechen bitte? Es tut mir leid, ich verstehe nicht. Wie sagt man...? Was bedeutet X? Entschuldigen Sie können Sie mir helfen? Du bist daran Darf ich bitte fragen... Darf ich zuerst... (+verb) Ich stimme zu/ich bin auch der Meinung
Ich bin damit nicht einverstanden/Ich bin nicht der Meinung Meiner Meinung nach... Wie kommt man am besten dahin? Um wie viel Uhr ist das Mittagessen? Writing 1.20 Write short descriptions of past, present and future events, activities and personal experiences as well as imaginative texts 1.22 Produce and edit texts and interact with others in writing using appropriate digital technologies Students can write short simple blog entries Students can send short simple emails and text messages to convey important information Students can write short simple emails expressing thanks Students can use the past and future tenses Students can describe events in the past Blog-Eintrag Hier klicken Das Update (n) aktualisieren (v) Ich werde... gehen Ich bin... gegangen Es gibt nach der Schule eine Besprechung Ich komme heute Abend etwas später nach Hause Ich fahre mit dem letzten Zug Ich habe den Bus verpasst Herzlichen Dank Der Austausch hat mir viel Spaß gemacht/sehr gut gefallen Ich habe meine Deutschkenntnisse viel verbessert
1.22 Produce and edit texts and interact with others in writing using appropriate digital technologies Students can send short simple emails and text messages to convey important information Students can write short simple emails expressing thanks Students can use the past and future tenses Students can describe events in the past Fui Hasta luego Hay una reunión después del colegio Llegaré tarde a casa esta noche Cogeré el ultimo tren Perdí el autobús Gracias Disfruté mucho de mi estancia Mejoré mucho mi español Me gustaría hacer este viaje /Me gusta ir en este viaje… Language awareness Comparing the target language with other languages they know 2.5 Compare grammar and vocabulary of the target language with that of other languages they know, making connections and distinctions as appropriate 2.7 Monitor and assess their own learning, using feedback they receive to Students can identify similarities and differences in language structure Students can set and monitor individual learning goals Nouns are either masculine or feminine or plural I noticed that... The word for X sounds like the same word in language Y My goal is… At the end of the exchange I hope that I...
Mariam-Webster: 2.11.5 Matrix can be used – set of conditions – and we can summarise our analogy of the three leg table above as follows for a wet runway case: Wet Runway – Minimum Friction Level – Slippery when wet – Hydroplaning potential 1. leg 2. leg 3. leg Geometry Makro texture Skid resistance Drainage – flow by gravity Drainage flow by gravity and forced flow at tyre/pavement interface Drainage/Penetration of thin water film on aggregates Known and managed technology for measurements. Defects (ponding) easily detectable by the eye. A series of EN standards exist for aggregates Historic research on NASA grease smear method (MTD). CEN standard exist for (MTD) Established relationship between the two methods but not universally agreed. ISO standards exist for continuous profile measurement (MPD) Previous harmonisation experiments has not provided desired precision. Uncertainty needs to be managed and ISO standards exist for management. France has developed a system managing uncertainty using a reference device. A competency management system developed by STAC is proposed. Challenge No special challenge EN standards exist Decide upon standards to be used. CEN, ISO Relationship between MTD and MPD is device type dependent Shape of aggregates No stable reference. Devices not time stable Managing uncertainty Uncertainty still not at a desired level of precision. Competency operators Compare across various runways.
ASSESSMENT METHODS FOR MONITIORING TREND OF CHANGE TO SURFACE FRICTION CHARACTERISTICS Visual - macrotexture Visual assessment will only give a very crude assessment of the macrotexture. Extensive rubber buil-up can be identified. X Visual - microtexture Visual assessment will give a very crude assessment of the microtexture and to what degree the microtexture has been has been filled and covered by rubber. X Visual – runway geometry (ponding) Visual assessment during a rain and subsequent drying process of the runway will reveal how the runway drains and if there has been any changes to runway geometry causing ponding. Depth of any pond can be measured by a ruler or any other appropriate depth measurement method/tool. X By touch - macrotexture Assessment „by touch“ can differentiate between degree of loss of texture but not quantifying it. X By touch - microtexture Assessment „by touch“ can identify if microtexture has been filled in/covered by rubber-build up. X Grease smear method (MTD) Measure a volume – Mean Texture Depth (MTD) primarily by using the grease smear method, is the measurement method used for research purposes related to aeroplane performance. X Sand (glass) patch method (MTD) Measure a volume – Mean Texture Depth. The sand (glass) patch method are not identical to the grease smear method. There is at present no internationally accepted relationship between the two methods. X Laser – stationary (MPD) Measure a profile – Mean Profile Depth (MPD). There is no established relationship between MTD and MPD. The relationship must be established for the laser devices used and the preferred volumetric measurement method used. X Laser – moving (MPD)
All Saints Bedworth CofE Primary School and Nursery MFL: French Overview (KS2 only) Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 3 Getting to Know You All About Me Food Glorious Food Family and Friends Our School Time Year 4 All Around Town On the Move Going Shopping Where in the World? What’s the Time Holidays and Hobbies Year 5 Getting to Know You All About Ourselves That’s Tasty! Family and Friends School Life Time Travelling Year 6 Let’s Visit a French Town Let’s Go Shopping This is France! All in a Day Additional Units Christmas Easter Bastille Day
4.10.17 5.10.17 10-12 Please note late start time 1-4 Cohort Session: Education Studies – The Disadvantaged, Closing the Gap and Supporting Pupil Progress through the use of data Subject Time: Rationale presentations 3-5 optional e-Portfolio session (with Rick Grahame) – Lib108 W100 D129 6.10.17 9-4 Subject Time: Learning theories; Critical reflection & Action Planning 3-5 'optional' e-Portfolio session (with Rick Grahame) – Lib106 3-5 optional Academic Writing session (M115) M301 **** 11/10 Glyndebourne 12.10.17 9-12 1-3 2-4 Whole Cohort Session: Education Studies – Assessment for Learning and Teaching Mixed group follow-up seminar Subject Time: AfL / AoL in MFL Programme Board C122 D129 13.10.17 9-4 Subject Time: Individual tutorials / cross-curricular task 3-5 optional e-Portfolio session (with Rick Grahame) – Lib107 3-5 optional academic Writing session (M101) tbc 16.10.17 – 27.10.17 HALF-TERM 2.11.17 9-12 1-4 Whole Cohort Session: Education Studies - Curriculum Mixed group follow-up seminar Subject Time: spontaneous speaking C122 D129 3.11.17 9-4 Subject Time: Primary Languages (Daryl Bailey); Digital technologies; R/L/W & thinking skills A401 9.11.17 9-12 1-4 Whole Cohort Session: Education Studies – Mental Health, Wellbeing and Resilience Mixed group follow-up seminar Subject Time: Emotional wellbeing & thriving during the professional year Gourlay); Literacy and numeracy in MFL C122 D222 10.11.17 9-4 Subject Time: Preparation for SBT1; Critical reflection revisited; Show and Tell; AQA W219 13.11.17- 26.01.18 School-based training Block Placement (SDT go to SBT2 on 22.1.18) DATE TIME SESSION VENUE 3.1.18 9-4 Mid-SBT Conference: Developing Inclusive Practice Falmer Campus
Writing and simplifying expressions to represent the area of a figure (including composite figures) Write an expression for the shaded region (negative composite figures) Types of factoring (list) Common (always check for this first when factoring) Common facting Binomial factors Easy trinomials (MAN) Tough trinomials (decomposition using MAN, or MAN Smiles First) P.S.T. Grouping Make sure you can apply all of them.
Year & survey # of responses Farmer Prepared Food vendor Crafts vendor 2012 Strategic Plan 37.3% 16.9% 45.8% Produce & Nursery Value Added Food Craft 2013 Manage my Market 65 Season vendors 43% 27.6% 29.2% Produce Produce/ Value Added Agricultural/ Value Added Prepared Food Craft Craft/ Other 2013 NEED 39 Vendors present at Market that day 23% 8% 8% 26% 28% 7% Produce & Nursery Value Added & Livestock/ Poultry Craft 2014 Manage my Market 63 Season vendors 36.5% 34.9% 28.5% Produce & Nursery Livestock/ Poultry Value Added Prepared Food Craft 2015 Manage my Market 55 Season vendors 38.2% 5.4% 14.5% 10.9% 30.9%
Assessment and Evaluation. Category Weight Knowledge & Understanding – Subject-specific content acquired in each course (knowledge) and the comprehension of its meaning and significance (understanding) in this category may include but is not limited to quizzes, tests, in-class question and answer, group work, presentation, problem assignment etc. 50% Application – The use of knowledge and skills to make connections within and between various contexts in this category may include but is not limited to tests, in-class problems, take-home project, etc. 20% Thinking – The use of critical and creative thinking skills and/or processes in this category will derive primarily from in-class “TIPS” assignments but may include, critical analysis questions, extended answer problems etc. which may or may not be part of a test. 20% Communication – The conveying of meaning through various forms in this category may include but is not limited to the proper use of mathematical symbols and terminology, the presentation format of solutions on tests etc., oral and/or written presentations and explanations of mathematical theorems, problem solutions and concepts etc. 10% Summative 10% Examination – 20% 30%
9 X 9 X 9 = ___________ 0.5 X 0.5 X 0.5 X 0.5 = _______________ Write < (less than) or > (greater than) to make each expression true. Show your work. [T/I – 4 marks] Example: 1.2 X 1000 __________ 1200 ÷ 10 1200 > 120 3.2 X 1000 _______ 4.9 X 100 460 ÷ 100 _______ 0.46 X 10 Calculate the expressions below. (Hint – Use BEDMAS) [K/U – 6 marks] 3 X 8 + 2 – 11 42 - 23 (2 + 7) X (9 + 3) [(2 + 8) X 3] + 5 A calculator may be used for the remainder of the questions.
Instructions: 1. All fields must be completed in to process the form. 2. A separate form must be submitted for each agency whose payments resulted in disputed fees. 3. Completed forms should be submitted to . 4. If you have questions, please contact the MFMP Customer Service Desk at 1-866-352-3776 or . Dispute Request Information Date: Federal Tax ID #: Company Name: Contact Name: Title: Phone Number: Contact Email: State Agency: Consolidated Billing Invoice (CBI) # CBI Date PO, Contract or Invoice Number Total Payments from the state Disputed Fee Amount (value of the transaction fees) Reason for Dispute For example: 9003492 For example: 6/1/2013 For example: AZ12345 For example: $70,000 For example: $70 For example: Exempt service, construction Total Amount Disputed $ $ For Agency Transaction Fee Dispute Liaison Reviewer Name: Approved: Yes No Date Reviewed: Exemption Reason Code: See listing of reason code descriptions on following page. Comments: Transaction Fee Exemption Codes and Definitions Exemption Code Exemption Reason Notes
SCHEDULE C – Metal Items and E-Waste The following items are considered tires, metal items and e-waste and shall not be included in the curbside collection program: items E-waste Construction/Demo Waste Used from automobiles, ATV’s, wheel barrels, and trollies. Automobiles, rods, metal roofing, household appliances (fridge, stoves, washers, dryers, microwaves) Entertainment electronics (televisions, dvd players, tuners, speakers, radios, video recorders, typewritters), devices of office, information and communications technology (computers, answering machines, telephones, & cell phones), lighting devices (desk lamps), power tools (power drills), devises used sport and leisure including toys (fitness machines, remote control cars) Wood, drywall, asphalt, concrete, and masonry
SCHEDULE D – Penalties 1st offence guidelines: MFN Law Penalty Schedule Early Standard Unauthorized trespass $1000.00 $1000.00 Fail to dispose of waste according to Law $50.00 $100.00 Disposal of waste by a non-Band member $50.00 $100.00 Fail to dispose waste correctly $50.00 $100.00 Place or mix dangerous material with waste $150.00 $250.00 Failure to comply with, or obstruction of, Enforcement Officer or designate $150.00 $250.00 Early: on or before the due date on ticket Standard: after the due date on ticket. 2nd offence – double (maximum of $1000.00) 3rd offence – triple (maximum of $1000.00) 4th offence – banned from using the MFN Waste Management Depot SCHEDULE E: Behaviour Management System MFN Behaviour Management Management System Fail to dispose of according to Law Attend half day education session on proper waste disposal and effects on lands, waters Disposal of waste by a non-band member Attend half day education session on treaty rights, shared responsibilities to all creation Failure to dispose waste correctly Attend half day education session on proper waste disposal and effects on lands, waters or mix dangerous material with waste Attend half day education session on damages to the lands, human health on dangerous materials
Grantee Organization Application Period for the MFP Traditional PhD Program Application Period for the MFP- Masters Level Youth Focused Program Application Period for the MFP- Masters Level Addictions Counseling Focused Program Application Link and organization contact American Association for Marriage and Family Therapy 11/9/2015 – 1/20/2016 11/9/2015 – 1/20/2016 N/A American Nurses Association 8/1/2015 9/1/2015 – 3/1/2016 N/A American Psychiatric Association 11/1-2015- 1/15/2016 N/A N/A American Psychological Association 10/1/2015 – 1/15/2016 10/1/2015 – 1/15/2016 N/A Council on Social Work Education 12/2015 – 2/28/16 Spring 2016 N/A National Board for Certified Counselors and Affiliates 9/15/2015 – 11/15/2015 9/15/2015 – 11/15/2015 9/15/2015 – 11/15/2015 NAADAC: the Association for Addiction Professionals N/A N/A 12/15/2015
Define any pertinent message formatting. Identify any communication standards that will be used, such as FTP or HTTP. Specify any communication security or encryption issues, data transfer rates, and synchronization mechanisms.> SOFTWARE INTERFACE <Describe the connections between this system and other specific software components (name and version), including databases, operating systems, tools, libraries, and integrated commercial components. Identify the data items or messages coming into the system and going out and describe the purpose of each. Describe the services needed and the nature of communications. Refer to documents that describe detailed application programming interface protocols. Identify data that will be shared across software components. If the data sharing mechanism must be implemented in a specific way (for example, use of a global data area in a multitasking operating system), specify this as an implementation constraint.> HARDWARE INTERFACE <Describe the logical and physical characteristics of each interface between the software product and the hardware components of the system. This may include the supported device the nature of the data and control interactions between the software and the hardware, and communication protocols to be used.> FUNCTION/USER SECURITY MATRIX <Define the relationship between each user group (actor) both internal and external, and the functions (or use case) as described in the functional hierarchy or use case descriptions.> These matrixes are important in the phase of your analysis when both the business function model and entity relationship model seem consistent internally. You can use a CRUD matrix to answer the following questions: Do the business functions require the entities that are missing? Are there entities that are not used by any of the functions? <The following symbols represent the level of access by each of the user groups:> C Create R Read U Update D Delete
Emotional and Spiritual Well-Being FY18 Focus Area 3: Child and Youth Well-Being (Panel Topics) GUEST SPEAKER: Dr. Kristina Callina, University/Institute for Applied Research in Youth Development Research has shown that schools and youth-serving organizations have a key role to play in developing the character of our nation’s youth. Programs such as scouting (Eagle Scouts, in particular) help instill core values, leadership and decision-making skills that have a common moral purpose. As discussed in a recent National Academy of Sciences meeting on character, more work needs to be done to understand how character develops. Researchers at Tufts University are collaborating with the United States Military Academy on a first-of-its-kind, five-year longitudinal study of how West Point develops character and leadership in its cadets, a project that could help predict which practices produce successful officers and influence character and leadership education in schools, businesses and other organizations. Learn more here. Recommended Resource Awareness for Discussion Periods are embedded in each resource title below. If you have problems linking, copy and paste the URL directly into your internet browser. (Read Summary Section of 2010 Baylor University Findings from the National Academy of Sciences Workshop on Character Development, Education, and Assessment (Summarized in a recent special issue of the Journal of Character Education – Hard copy document available upon request via the MFRC eMailbox) Values in Action Inventory of Strengths (VIA-IS): Six Moral Virtues -– Wisdom and Knowledge, Courage, Humanity, Temperance, Justice, and Transcendence West Point Values: Duty, Honor, and Country as espoused by Army Ethic: Values, Loyalty, Duty, Respect, Selfless Service, Honor, Integrity and Personal Courage – which combine to form a common moral purpose.
1. 2. 3. Name of Children Gender DOB Relationship to Caregiver Relationship to child being placed Time Residing in the Home 1. 2. 3. 4. Other Youth or Adult Children NOT Residing in the Home Adults Gender DOB Relationship to caregiver City / State where they reside/Telephone Number/Email Address 1. 2. 3. 4. 5. Children Gender DOB Relationship to caregiver City / State where they reside 1. 2. 3. 4. Please list all Marriage/Divorces. ***Copies of all marriage/divorce decrees are required*** Name of Spouse Date of Marriage Date of Divorce
Nature of Business (e.g. Banking; Insurance; Investment Services; Trust Management; Business Consultancy; Accountancy; Legal Services etc..) Dates of employment to Title of Position Held Brief Explanation of Duties Regulatory Status and if applicable, name of regulatory Body Regulated: YES NO If YES – Name of Regulatory Body Reasons for Leaving Employment Resignation Redundancy Retirement Other please specify Dismissal End of Contract Termination 17.2 Name of Employer Full Address Email address (Human Resources Unit): Telephone: Nature of Business (e.g. Banking; Insurance; Investment Services, Trust Management; Business Consultancy; Accountancy; Legal Services etc..) of employment to Title of Position Held Brief Explanation of Duties Regulatory Status and if applicable, name of regulatory Body Regulated: YES NO If YES – Name of Regulatory Body Reasons for Leaving Employment Resignation Redundancy Retirement Other please specify Dismissal End of Contract Termination 17.3 Name of Employer Full Address Email address (Human Resources Unit):
Telephone: Nature of Business (e.g. Banking; Insurance; Investment Services; Trust Management; Business Consultancy; Accountancy; Legal Services etc..) Dates of employment to Title of Position Held Brief Explanation of Duties Regulatory Status and if applicable, name of regulatory Body Regulated: YES NO If YES – Name of Regulatory Body Reasons for Leaving Employment Resignation Redundancy Retirement Other please specify Dismissal End of Contract Termination 17.4 Please explain any periods of unemployment exceeding 12 weeks within the last 10 years. Otherwise please mark as N/A. Note: If more space is needed the answers should be written on a separate continuation sheet and the answer box should include an appropriate cross-reference to the respective continuation sheet/s. Other Relevant Experience 17.5 Please provide any additional information about your areas of expertise and/or experience that demonstrates your competence to occupy the position or role that you have applied for with the Licence Holder or Entity applying for a Licence.
Function Mechanism Details Program /Financial Program/Financial Compliance Review Audit of MFRC compliance with MOU (financial arrangements and management/service delivery obligations) conducted once every three years by CFO compliance auditors. Service Delivery Agreement Delineation of services planned by C/MFRC in light of actual funds provided. (Submitted annually by C/MFRCs; approval rests with DMFS). Stakeholder Consultation Community Needs Assessment C/MFRC mandated obligation to formally assess local community needs every three years. Community Site Visits Bi-annual “town hall” forum hosted by DMFS and Base Commander. All members of the community are invited to share their experience with locally available services and resources. (Note: family impressions are WRT to all aspects of available services and resources; consult is not exclusive or to MFSP). MFSP Participant Evaluation Annual cross-CF family survey to determine the achievement of mandated MFSP objectives. Annual local report issued to MFRC and to Base/Wing Commander;
DELTA KAPPA ZETA Chapter Events and Professional Development Opportunities ACADEMIC YEAR 2013-2014 CHAPTER EVENTS (Chapter-sponsored Social Events, one per semester) UPCOMING Spring Social, February 28, 2014 6pm (following 2014 “Interview Day”) Providing a unique opportunity for UNLV MFT applicants to mingle with first and second year students in a relaxed, non-academic environment PAST Fall Social, October 25, 2013 11am-1pm (Picnic/BBQ at Sunset Park) Celebrated the election of new 2013-2014 DZK Officers and fostered social interaction between first and second year cohorts PROFESSIONAL DEVELOPMENT (Training & Presentation Opportunities, ongoing) UPCOMING Supplemental Learning or “Info Pushes” on Special Clinical Topics (monthly) March – Medical MFT, Alzheimer’s Disease April – Sexual Assault Awareness May – Eco- and Pet-Assisted Therapy June – Therapist Self Care July – “Love and Logic” Parenting Skills General Membership Meeting Training Opportunities (monthly) March – Clinical Presentations of Traumatic Brain Injury (TBI) – “The Cost of the Profession and Practice of MFT”, Dr. R. Crane, BYU May – Discussion Panel and Q & A/Orientation for “First Year” Students June – Clinical Presentations of Posttraumatic Stress Disorder (PTSD) July – Minority Mental Health Discussion PAST Applied Suicide Intervention Skills Training February 20-21, 2014 Partnered w/ NV Office of Suicide Prevention and ICLV Wellness Center to provide ASIST to students at significantly reduced cost ($85/student, regular price $275) “Info Pushes” on Special Clinical Topics (monthly) November – Asexuality and Transgender Awareness December – HIV/AIDS Awareness January – Family Safety and Stalking Awareness February – Children of Alcoholics Awareness General Membership Meeting Training Opportunities (monthly) December – Intimate Partner Violence, Dr. Jaclyn Cravens, Alliant Intl SD January – Problem Gambling, Warren Wheatley, LCSW, CPGC-S of Hills Hospital and Lori Flores of the Problem Gambling Center Poster NAMFT Professional Development Day, September 27, 2013 Poster presentation and networking opportunity for UNLV MFT students For Additional Information/Questions About DKZ Events and/or Training Agenda: Chapter President – Sarah D. Mount, mounts@unlv.nevada.edu Faculty Advisor – Katherine Hertlein, PhD, katherine.hertlein@unlv.edu
minimum 2+ bedroom requirement, at least 20% of units must be income and rent/sales Table A for 5.73.040.B Total Dwelling and/or Congregate Residence Units and Corresponding Minimum Units with Two or More Bedrooms Project Size Units) Minimum Dwelling Units with two or more Bedrooms Less than or equal to 100 4 Between 101 and 150 6 Between 151 and 200 8 Between 201 and 250 10 Between 251 and 300 12 More than 300 12, plus 2 for every additional 50 Dwelling Units or housing units in a Congregate Residence Rental Unit Information A. Unit Type (# BRs) B. Total # of units C. Approx. avg. sf. D. Projected rent price – market rate units E. # of units – affordable (Column C * 25%, unless 2BR rule is met; then 20%) Maximum rent price – affordable units SEDU 40% of AMI Congregate Residence 40% of AMI Replacement Unit 50% of AMI Studio 65% of AMI 1BR 75% of AMI 2BR 85% of AMI 3+BR 90% of AMI Total Owner-Occupied Unit Information