zilongwang/ReadingBank huggingface dataset:
Extradition Coordinator Attorney General's Office 700 W. State Street – 4th Floor PO Box 83720 Boise, Idaho 83720-0010 PHONE: (208) 332-3545 FAX: (208) 854-8074 Russell Spencer Deputy Attorney General Attorney General’s Office 700 W. St. – 4th Floor PO Box 83720 ID 83720-0010 PHONE: 208-854-8090 FAX: 208-854-8074 Office of the Governor Statehouse PO Box 83720 Idaho 83720-0002 PHONE: (208) 334-2100 FAX: (208) 334-3454 Cally Younger Governor’s Counsel Office of the Governor Statehouse Boise, Idaho 83720-0002 PHONE: (208) 334-2100 AGREEMENT ON DETAINERS: Idaho Code §§ 19-5001 to 19-5008 AGREEMENT ADMINISTRATOR: Mark Kubinski Deputy Attorney General 1299 North Orchard St. Suite 110 Boise, Idaho 83706-2266 PHONE: (208) 658-2117 FAX: (208) 327-7487 Cindy McDonald ID Department of Corrections 1299 N. Orchard St. Ste. 110 Boise, ID 83706-2266 208-658-2056 FAX: 208-327-7444/7445 Daniel Bromley Inmate Placement/Records Manager 208-658-2052 REQUIRE WARRANT BE INCLUDED WITH CHARGING DOCUMENTS. I L L I N O I S HONORABLE BRUCE RAUNER, GOVERNOR CAPITOL SPRINGFIELD, IL 62706-0001 UNIFORM CRIMINAL EXTRADITION ACT: 725 Ill. Comp. Stat. 225 ORIGINAL & ONE COPY
Name Announced for New Amalgamated Roscommon Primary School As announced last September, Scoil Mhuire NS and Abbey NS are to amalgamate following a recommendation made by the two school boards to Bishop Kevin Doran, and with the support of the vast majority of parents. Today, Bishop Doran has announced that the New Primary School that will be formed in Roscommon Town following the amalgamation of Scoil Mhuire NS and the Abbey NS in September 2017 will be called: St Coman’s Wood Primary School The announcement follows consultation with all the stakeholders involved by the Amalgamation Steering Committee which was put in place by the Diocese of Elphin last year to oversee the development on the two existing school sites in Roscommon Town of the new co-educational primary school. Saint Coman mac Faelchon studied with Saint Finnian at the monastic school of in County Meath. Around 550, after completing his education, he founded a monastery on the bank of the River Suck at a wood (Ross) which was called after him - Ros Comain. It is from Coman’s monastery that the current town and county take their name. Coman was linked with other foundations in Ireland and the rule for monks attributed to him influenced many religious houses throughout the region. St Coman’s Wood Primary school will be, in the tradition of its patron, Saint Coman, a welcoming centre of learning where every student will be cared for as they develop physically, spiritually and intellectually during the early years of life. The new co-educational school, under the patronage of the Diocese of Elphin, will open its doors on 1st September 2017. Welcoming the new school name, Bishop Doran noted how “the name roots the new school in the rich tradition of faith and learning that lay at the heart of the development of Roscommon Town and County. Coman was a man of prayer with a strong commitment to community – all of these things make him a suitable role model for young men and women.” Ends For further information please contact: Education Office, Diocese of Elphin – 087 6894467
NAEO HONORARY MEMBERS 2016 Connie Eason Janielle Jenkins 2014 1985 1974 J. Robert “Bob” Jibson Robert A. Grunow Edward L. Eatman, Jr. Glen Lockwood Roberta Schneider Ray Sankey Cynthia Wright 1973 William “Will” L. Kallal 2012 1984 Claire E. Nichols Beverly “Bev” Saucedo Gregory W. Baugher Blackburn 1972 2004 Farguhar Marshall G. Bennett William “Bill” Howland J. Stephen Wright Marilyn Pochop Harper William “Will” L. Kallal 2002 1983 H. T. Lockhard Wellon Poe Penny Gillaspey Larry S. Perkins Fred J. Windeland David R. Sturges 1995 John Campbell, Jr. 1982 1970 Emmett Clair Carl F. Dunifon 1994 Jackie McFarland Edward A. Hinz, Jr. Andrea Hillyer Albert R. Imie John M. “Jack” Jones 1981 John S. McInerny Gil Pena George A. Deroos James R. Martin Joanne Trammel Ruth Dickson Edwin Meese, III William E. Isaeff Fred Miller 1993 T. Michael Jackson Dennis Murphy Jan Dunavant Katherine Dunlap Lonnie Henry G. Neal P. A. Townsend 1992 1980 Rose Hill Richard S. Cohen William D. Luzier, Jr. Dominic C. Cresto Nolan Rogers Pat Perkinson Clare Welch Lucille Vaughn 1991 1979 Earl F. Doruis Hargis Reno Harp, III 1990 Thomas A. Jacobs Ruth Wilcockson Sara Jones Don Montoya 1989 Tina Falvo Riehl Sue Evans Edna Russell Theresa Fricke 1978 1988 Robert E. Dwyer Betty Day Wanda Davis Lewis
To update your name on your PDIS profile, please complete the information below and email to the PDIS Help Desk at . This statement must be signed and dated. New Name (Please print clearly) Former Name (Please print clearly) Birthdate: Email: Phone: I hereby certify that I have completed the legal process to change my name. I understand that providing false information can result in suspension of my PDIS account and revocation of my Early Childhood Professional Credential. Signature: Date: Please for one business day to process this request. If you have any questions, please email at the address above or call us at 844-447-4441 option2.
Form F29 File No.: .......................... Court Registry: .............................. In the Supreme Court of British Columbia Claimant: Respondent: REQUISITION FOR CONSENT ORDER OR FOR ORDER WITHOUT NOTICE Filed by: ........................................................................ [party(ies)]
NAEP objective and ID College and Career Standard at Grade Level Alabama COS, Math Rv. 2013 Matching Content at Other Grade Levels in the CCRS (e) Interpret whole-number operations and the relationships between them. 4NPO3e 3. OA. 1 3. OA. 2 3. OA. 6 (f) Solve application problems involving numbers and operations. 4NPO3f 4. OA. 2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 4. OA. 3 multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4. NF. 15 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4. MD. 20 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4. MD. 25 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. 1. OA. 8 2. OA.1 2. MD. 21 3. OA. 3 3. OA. 8 3. MD. 22b 3. MD. 23 5. NF. 12 5. NF. 13 5. NF. 16 5. NF. 7 NAEP subtopic: (4) Ratios and proportional reasoning (a) Use simple ratios to describe problem situations. 4NPO4a 5. NF. 1 6. RP. 1
NAEP objective and ID College and Career Ready Standard at Grade Level Alabama COS, Math Rv. 2013 Matching Content at Other Grade Levels in the CCRS (c) Estimate the probability of simple and compound events through experimentation or simulation. 8DASP4c 7. SP. 24b 7. SP. 24c (d) Use theoretical probability to evaluate or predict experimental outcomes. 8DASP4d 7. SP. 23 (e) Determine the sample space for a given situation. 8DASP4e 7. SP. 18 (f) Use a sample space to determine the probability of possible outcomes for an event. 8DASP4f 7. SP. 24a 7. SP. 22 (g) Represent the probability of a given outcome using fractions, decimals, and percent. 8DASP4g 7. SP. 21 Representation of probability using fractions is explicit in Grade 7 in the CCRS; representation using decimals and percent is implicit. (h) Determine the probability of independent and dependent events. (Dependent events should be limited to a small sample size.) 8DASP4h Covered in High School Statistics and Probability. (j) Interpret probabilities within a given context. 8DASP4j 7. SP. 22 Notation for NAEP objectives: Grade level, content area, subtopic, objective. For example, 4NPO1i is read as Grade
References 1. Fidan, I. Ve Anlı, E. 2000. Özel Şaraplar. Kavaklıdere Eğitim Yayınları No: 3. 210 s. 2. Yalçın, M. 2003. A’dan Z’ye Şarap. Baküs Yayınları. 180 s. Evaluation system Interim exam: 40% Final: 60%
As a student, I agree to: Come to school ready to learn and work hard. Work hard to complete all of my school work, class work and homework. Know and follow school and class rules. Ask for help when I need it. Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful in school. Limit the amount of time I spend watching TV and playing video game and instead study or read every day after school. Respect the school, my classmates, the staff and my family. Student Signature Date: _______________________ As a parent, I agree to: Encourage my child to complete and return class work and homework assignments. Take an active role in my child’s education which may include volunteering, participating in conferences, or serving on committees related to the school. Provide a quiet time and place for homework and monitor TV viewing. Encourage my child to read every day for at least 20 minutes. Communicate with the teacher or the school when I have a concern. Ensure that my child attends school every day, gets adequate sleep, regular medical attention and proper nutrition. Regularly monitor my progress in school. Parent Signature As the teacher/school, we agree to: Provide high-quality curriculum and instruction with meaningful and appropriate activities for learning which meet state standards. Strive to motivate students to learn. Have high expectations and help child to develop a love of learning. Promote regular communication between parents, teachers, and school and seek ways to involve parents in the school. Provide a warm, safe, and caring learning environment. Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community. Respect the school, students, staff and families. Maintain an open door policy. Provide parent meetings and workshops. Teacher Signature
Professional Development – Tier 1 Instruction If professional development is focused on Tier 1 instruction for reading and math with teacher accountability tied to implementation in the classroom, then we should observe student growth in the area of reading and math for all students. Year Long Administrators Professional Development – Tier 2 and Tier 3 Best Practices If professional development is focused on Tier 2 and Tier 3 best practices as it pertains to interventions and differentiation, then we should observe an increase in student growth and decrease the number of students in SST throughout the year. Year Long Administrators Describe how your SMART Goal will be monitored throughout the year: Data Team Process, District feedback from Data Team observations, classroom observations, F&P data, FCS Interim Data Climate Goal: To establish a 5 star rating on our CCRPI School Climate Rating. SMART Goal: Brandywine will establish a 5 star rating on our CCRPI School Climate Rating based on the ratings received from all feeder schools as measured by the CCRPI School Climate Survey. Actions, Strategies and Interventions (Includes Prof. Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? 7 Mindsets If we establish a growth mindset among staff, families, and students, then students’ SEL as well as academic success will increase. Year Long Administrators Parent Involvement Coordinator and PTA Partnerships If we establish the role of Parent Involvement Coordinator and PTA initiatives, then parents will become active participates in their students’ success in school. Year Long Administrators Describe how your SMART Goal will be monitored throughout the year: School Climate Surveys, 7 Mindset Profile Assessments, observation of parent involvement through PIC and PTA
Preplanning, July 28-29 & Aug. 1-3 TKES Orientation If administrators provide orientation training for TKES process to teachers, they will have a better understanding of the process and the changes that have been made this year. Climate Goal Academic Goal Instructional Goal CCRPI Goal August 3 Itslearning Training with M Paluzzi If teachers have itslearning training for changes to and system expectations of how this platform is to be used, teachers will be better able to follow the guidelines Climate Goal Academic Goal Instructional Goal CCRPI Goal Aug. 22 Code of Ethics: PAGE Attorney If teachers have attorney guided training for the GPSC Code of Ethics, they will be better able to follow guidelines. Climate Goal Aug. 29 TKES: 3 Pillars If administration leads staff in 3 Pillars, teachers will have a better understanding of the importance of cognitive engagement and how the rating system works. Climate Goal Academic Goal Instructional Goal CCRPI Goal Early Release/Prof. Dev., Aug. 31 AdvancED Organizational Meeting/Webinar If staff is involved in the self-study for the AdvancED re-accreditation, they will have a better understanding of what we are doing well and areas of need. Climate Goal Academic Goal Instructional Goal CCRPI Goal Sept. 6 Envision Learning with Brian Lack during planning If teachers have additional training with Brian Lack regarding how to use the Envision Math Program/Components, students will benefit with higher levels of achievement Academic Goal Instructional Goal Goal Sept. 12 TKES Formative Assessment Practice It administration leads staff in TKES Formative Assessment Practice, teachers will have a better understanding of how the rating system works. Climate Goal Academic Goal Instructional Goal CCRPI Goal Oct. 4 ESOL Training with Michelle Slaton during planning If teachers have direct training in regard to strategies that are effective with ESOL students, all students will benefit Climate Goal Academic Goal Instructional Goal CCRPI Goal Oct. 10 Faculty/Professional Learning If teachers have time to compare the Student Learner Profile with the 7 Mindsets to see similarities, they will be more likely to help students and parents make these connections. Climate Goal Prof. Dev., Oct. 21 DCD Nov. 14 Faculty/Professional Learning Dec. 12 Faculty/Professional Learning Prof Dev., Jan. 4 Prof. Dev., Feb. 21
Internal briefing for Academic Reps The National Student Survey 2017 A new National Student Survey (NSS) will launch at the University of Bath during w/c Monday 6 February 2017. The NSS is a survey of mostly final year undergraduates in England, Northern Ireland, Wales and Scotland. The annual survey gathers the opinions of students about their experiences on their course. It asks 27 core questions on a range of issues including the quality of teaching, learning opportunities, assessment and feedback, academic support, organisation and management, learning resources, learning community and student voice. The NSS provides a powerful resource for informing institutions on how to enhance the student learning experience. For Academic Reps, the NSS provides valuable information on that have studied on your course. In order for the results to be made public, each institution and subject needs at least 10 students and 50% of eligible students to have responded. The higher the response rate, the better! Student and Academic Reps can make a real difference to response rates by raising awareness of the survey and the impact it can have, and by targeting their promotion of the survey in areas most likely to attract students, e.g. on the Parade, in your department or on social media sites. In order to ensure that the University of Bath achieves the required response rates for publication of their data, we are writing to ask for your support to help us to promote the survey to your peers. Tips for promoting the survey include: Contacting on your course informing them of what the NSS is, and why it is important to complete; Creating an exciting promotional campaign which will grab people’s attention;
Growth Measure for Teachers of Non-SGP Courses Measure(s): CMES Mean SGP score Implementation Plan We plan to measure teachers in non-SGP courses using our Mean SGP score. During our TKES Pre-Conference meetings we will share our mean SGP score with staff members and discuss / brainstorm ways that we can all support score improvement. During TKES conferences we teachers will also document under the Documenting Performance tab and PSC Professional Learning Goal tab what actions they are taking to improve the Coal Mountain ES Mean SGP score. Continuous, Job-Embedded Professional Learning Plan Professional Learning Goal(s): Provide training and support for writing and math assessment and instruction, transformational technology, and content integration. Timeline: (Add/Modify as Needed) Professional Learning Actions, Strategies and Interventions Impact on Student and Adult Behavior (“If…then...” Statements) Connection to Continuous Improvement Goal(s): NEO/SLO (K-3), July 25 Fountas and Pinnell training for new teachers If educators are trained to access students’ reading levels then they are more likely to provide appropriate instruction to students based on their reading levels. Academic / Instructional Goal NEO (K-12), July 26-27 TKES Training TONE Training NEO Meetings If new educators are introduced to new initiatives in a more intimate setting, then they are more likely to have a smooth transition to a new school. CCRPI Goal, Climate Goal & Instructional Goal
AWS D17.2/D17.2M Specification for Resistance Welding for Aerospace Applications. - 2nd Edition AWS G2.4/G2.4M Guide for the Fusion Welding of Titanium and Titanium Alloys American Society of Mechanical Engineers (ASME) ASME BPVC Section V Appendix IV Nondestructive Evaluation U UAmerican Society of Testing and Materials (ASTM) ASTM E1742 Standard Practice for Radiographic Examination ASTM Standard Practice for Liquid Penetrant Examination (ASNT) ASNT SNT-TC-1A Recommended Practice For Personal Qualification And Certification In Nondestructive Testing American Institute of Aeronautics and Astronautics AIAA S-080 Space Systems – Metallic Pressure Vessels, Pressurized Structures, and Pressure Components International Organization for Standardization ISO 14952-1 Space systems Surface cleanliness of fluid systems Part 1: Vocabulary ISO 14952-2 Space Systems – Surface cleanliness of fluid systems – Part 2: Cleanliness levels ISO 14952-3 systems Surface cleanliness of fluid systems Part 3: Analytical procedures for the determination of nonvolatile residues and particulate contamination ISO 14952-4 Space systems Surface cleanliness of fluid systems Part 4: processes ISO 14952-5 Space systems Surface cleanliness of fluid systems Part 5: Drying processes
Testing Medium Unless otherwise indicated the testing medium shall be dry GHe or dry GN2 (or NASA approved equivalent) with a dewpoint at or below 0oC. The gas must be filtered through a 25 micron absolute rated filter (or better) prior to entering the test unit. Burst Test (First Article only) A past unit of the same model (historical record) or the first qualification unit shall be tested per AIAA S-080. Alternative qualification requires NASA Engineering approval. This test shall be performed after all other acceptance testing is complete. Leak Test Each pump shall be external leak proof tested per AIAA S-080. Note: based on materials utilized and test temperature of fluid, the pressure test level may need to be adjusted for consideration of decreased material properties at elevated temperatures. Output Test The pump shall be tested at full power to measure the pump throughput (flow rate). The test shall be run from the minimum supply inlet pressure to 600 psig with no less than 4 intermediate pressures that are approximately equally spaced. The flow rates measured as well as the measurements corrected for the working fluid (Xenon) shall be provided. This test shall be conducted twice, once with a regulated discharge tank pressure of 600psig and repeated with a regulated discharge tank pressure of 1200 psig. Power Test The pump power draw shall be measured during the conduction of the test above (4.1.5) to assure the pump power does not exceed the maximum power capacity per 3.2.2.6 at any time. Bellows Cycle Test Definition of one pressure cycle Maintain 1.0 x MEOP, using media, inside bellows throughout test. Energize/de-energize electric actuator sufficiently to compress bellows to lower stop. Energize/de-energize electric actuator sufficiently to extend bellows to forward stop.
Person Specification Experience Entrepreneurial track record recognised in their field of business Essential Working at a senior / influential with multiple stakeholders Essential Working to high standard of behaviour, demonstrating honesty, probity and the highest level of integrity in conduct. Essential Senior responsibility for decision making – independently and collaboratively - in challenging situations Essential Skills Strong networking capabilities within and across sectors Essential A good communicator with excellent interpersonal skills Essential Analytical skills including the ability to weigh / sort complex evidence and reach rational conclusions, incorporating appropriate advice Ability to be objective, independent and impartial Essential Knowledge Financial management expertise multi £m Essential Resource management – understanding delivering services Essential Knowledge / experience of risk management, performance management and corporate governance and controls Essential Knowledge within a particular area of relevance to TWAM e.g. commercial, retail, property marketing and communications, fundraising Desirable Demonstrate a strong passion and commitment to the mission of TWAM Essential Able and willing to devote the necessary time to the role Essential Diversity TWAM is committed to working with as wide a range of people in the north east and beyond as possible. We believe that in order to be able to ensure that our activity and
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Miami-Dade County Public Schools (M-DCPS) Professional Development Mentoring and Induction for New Teachers (MINT) Mentor/Mentee Assignment Form In an effort to ensure that all teachers new to the profession and teachers in their second year of teaching in M-DCPS are provided with mentoring support, Professional Development is requesting that each school complete and submit this completed form no later than September 17, 2014 to: Ms. Cindy Caldwell, Supervisor, New & Early Career Teacher Support, at or fax to 305 523-0562. Name of School __________________________________Work Location __________________ Regional Center _______ Signature of Principal ______________________________________ Beginning Teacher New to the Profession Employee Number Assigned Mentor Teacher Employee Number Teachers in their second year of teaching Employee Number Assigned Buddy Teacher (Does not receive a stipend) Employee Number
2016-17 School Improvement Plan CCRPI Goal: Goal: The percentage of 8th grade students reading on grade level will increase from 86.6% in the SY 2015-2016 to 88% in the SY 2016-2017. Actions, Strategies and Interventions (Includes Prof. Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? 6th and 7th grade teachers will teach literacy for a minimum of three segments per week during our literacy block. If Lakeside teachers implement the literacy plan with fidelity, then students reading comprehension will continue to improve, resulting in higher lexile scores for students in 8th grade. This will be evident by our current 8th grade students’ experiences in literacy over the last two years. Student progress will be monitored through the use of pretests, benchmarks and posttests in the CARS & STARS program. 1 year 6th and 7th grade teachers CARS & STARS program Jamestown Readers DRP workbooks Shared resources on itslearning Library books Students in all grades who are on IST/SST for Reading/ELA, will be taught literacy skills daily in a small group setting. This class provides them with a specific intervention via the RTI process. If Lakeside teachers implement the RTI process interventions through literacy with fidelity, students on IST/SST will improve reading comprehension, resulting in higher lexile scores. Student progress will be monitored through the use of pretests, benchmarks and posttests in the CARS & STARS program as well as EZCBM. 1 year 6th, 7th and 8th ELA Literacy teachers CARS & STARS program Jamestown Readings DRP workbooks Moby Max EZCBM Science, Social Studies, Math, CTAE and Connections teachers will consistently incorporate reading and writing in content areas to promote literacy skills. If Science, Social Studies, Math, CTAE and Connections teachers implement lessons that include reading and writing in the content areas, then students reading comprehension will improvement, resulting in higher lexile scores. Student progress will be monitored through the use of formative assessments for reading comprehension and the use of ELA Dept. writing rubrics. 1 year All Science, Social Studies, Math, CTAE and Connections teachers DBQ County Training Collaboration meetings w/ELA Dept. Shared resources on itslearning Describe how your SMART Goal will be monitored throughout the year:
Step 4: Growth Measure for Teachers of Non-SGP Courses Step 5: Continuous, Job-Embedded Prof. Learning Plan Step 6: 16-17 SIP Reflection due Friday, June 16, 2017 2015-18 Executive Summary Continuous Improvement AdvancED Standards (Check all that apply) Learner Profile all that apply) Support from FCS Depts.* (List all that apply) CCRPI Goal To increase the Mean SGP for Piney Grove Middle School from 59 to 66. X Purpose & Direction X Pursue Continuous Learning Continued professional learning regarding high leverage instructional strategies for learners of all ability levels. Governance & Leadership X Exhibit Strong Personal Qualities X Teaching & Assessing for Learning X Utilize Creative & Critical Thinking X Resources & Support Systems X Engage & Contribute X Using Results for Continuous Improvement Interact Effectively Academic / Instructional Goal To increase the percentage of students scoring at the Proficient and Distinguished Learner level on the Georgia Milestones End of Grade assessment in ELA and Math. X Purpose & Direction X Pursue Continuous Learning Professional learning regarding high leverage instructional strategies for learners of all levels across content areas. Support with the implementation of personalized/blended learning. Governance & Leadership X Exhibit Strong Personal Qualities X Teaching & Assessing for Learning X Utilize Creative & Critical Thinking X Resources & Support Systems X Engage & Contribute X Using Results for Continuous Improvement X Interact Effectively Climate Goal To maintain a positive and productive school environment that is conducive to high levels of academic and personal achievement for all students. X Purpose & Direction X Pursue Continuous Learning Support in implementing the 7 Mindsets model at PGMS. Learning opportunities regarding strategies for addressing students’ social/emotional wellbeing. X Governance & Leadership X Exhibit Strong Personal Qualities X Teaching & Assessing for Learning X Utilize Creative & Critical Thinking X Resources & Support Systems X Engage & Contribute Using Results for Continuous Improvement X Interact Effectively * FCS Departments: Educational Leadership, Facilities, Finance & Operations, Food & Nutrition Services, Human Resources, Public Information & Communications, School Safety & Discipline, Special Education, Student Support Services, Superintendent, Teaching & Learning, Technology & Information Services, and Transportation
APPENDIX APPENDIX A Resolution T-17498, Cal.net, El Dorado South & East Project CASF Applicant Key Information Project Name Cal.net El Dorado South and East Project Plan Cal.net proposes to build last-mile fixed-wireless infrastructure to provide broadband Internet and VoIP telephony services to underserved rural communities of the southern and eastern regions of El Dorado County. The project will use technology deployed on either leased towers or towers that are constructed by Cal.net. Cal.net will use a variety of different technologies to service broadband to end users, which includes Unlicensed National Information Infrastructure (“U-NII”) equipment for line-of-sight situations, fixed-LTE (a non-mobile variation of the LTE commonly used in cell phones) for near-line-of-sight situations (minor obstructions), and TV White Space in the UHF and upper-VHF bands for heavily-obstructed situations. Project Size (in square miles) 142 Download/Upload speed Maximum 25 Mbps / 4 Mbps
TIMOTHY J. SULLIVAN Executive Director ATTACHMENT A Illustrative Example – Nonbypassable Charges Based on Net Imports in Each Metered Interval Channel 1 Imports Channel 2 Exports kWh Basis for NBC Charge Total NBC Charge Time Interval (kWh) (kWh) (kWh) ($/kWh) ($) 8:00-9:00 5 – 5 0.02 0.10 9:00-10:00 4 – 4 0.02 0.08 10:00-11:00 4 1 3 0.02 0.06 11:00-12:00 4 2 2 0.02 0.04 12:00-1:00 3 3 – 0.02 – 1:00-2:00 3 4 – 0.02 – 2:00-3:00 1 4 – 0.02 – 3:00-4:00 2 – 2 0.02 0.04 4:00-5:00 3 – 3 0.02 0.06 5:00-6:00 4 – 4 0.02 0.08
KENDRIYA VIDYALAYAGARHA,JABALPUR [JABALPUR CLUSTER] ‘’JABALPUR REGION’’ ‘‘COMMON MINIMUM PROGRAMME’’ NEWS-LETTER [FROM APRIL 2017 TO SEPTEMBER 2017] CHIEF PATRON PATRON DR.E.T.ARASU MRS. SHAHIDA PARVEEN DEPUTY COMMISIONER ASSISTANT COMMISIONER (KVS R.O.JBP.) (KVS R.O.JBP.) [EDUCATION IS THE MOVEMENT FROM DARKNESS TO LIGHT] ‘’FROM PRINCIPALS DESK’’ I am to release the first term NEWS-LETTER for the session 2017-18 (April-2017 to September2017),that reflects the activities and programmes carried out under the CCE
/s/ Rochelle Becker Executive Director Alliance for Nuclear Responsibility Zizmor, David From: Carl <cparry@usainc.org> Sent: Wednesday, March 02, 2016 7:40 AM To: Zizmor, Subject: Neil Carns Good Morning Mr. Zizmor, I am writing to offer comments regarding Mr. (Capt) Neil S. Carns who has applied for the open position on the State's DCPP Independent Safety Committee. I have know Mr. Carns since 1993 when he assumed the role of President & CEO of Wolf Creek Nuclear Operating Corp. Following his education at the U.S. Naval Academy, Mr. Carns has spent his entire adult life in leadership roles within the nuclear industry, both military and civilian power generation. Obviously he is very well versed and respectful of the technology but beyond that he is exceptionally gifted in the evaluation of organizational effectiveness and utility/station leadership capabilities. As you well know, the true safety implications of nuclear power plant operations are not as much the machine as it is in the people who operate and manage it and the organization that owns it. How committed are all of them to nuclear safety? I believe Mr. Carns would provide the commission with not only sound oversight of the engineering and operational aspects of DCPP but just as importantly would provide candid and objective assessments of the human performance and leadership commitment to nuclear safety exhibited by the owner/operator. He would serve the people of California objectively and with fairness. He is not afraid to "tell it like it is", especially when it comes to nuclear safety. I encourage the commission to seriously consider his nomination for this important assignment. Respectfully, Carl E. President & CEO Utilities Service Alliance, Inc (USA) Lynne Miller
Physics Industry Related Resources Momentum & Collisions Summary Resources Specifications Lesson 1 Crash Barriers Introduction to crash barriers and key facts PowerPoint Edexcel P3 3.22 Collisions OCR Gateway P3 Forces for Transport GCSE 21st Century Science Physics Unit 4 Explaining Motion Lesson 2 Crash Barriers Crash barriers investigation – Practical Activity: investigate different variables in order to decide on cost effective specifications for a barrier in a given location. - 4 different worksheets (one per group) investigating different variables Lesson 3 Crash Barriers Advisory Conference – Students complete an Expert’s Report with their findings. Students then feedback their findings with a student from each of the other 3 groups and form an Advisory Panel. Peer and Self Assessments Lesson 1 Crash Barriers: Teacher and Technician Notes
Targets ► Please work on these areas in order to develop your skills: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ __________________________________________________________________ This work was peer assessed by _______________________________________
(Includes Prof. Learning Plan) (“If…then...” Statements) Who is Responsible? Student referrals for peer tutoring and Instructional Extension At-risk Senior Progress meetings Quarterly meetings with at-risk students (underclassmen) FLEX Program (at-risk 9th graders) Educating parents and students on alternative credit and recovery options If at-risk students are frequently monitored and interventions are implemented, then students will graduate within their respective cohort. Yearlong Administration Graduation Coach Counselors FLEX team School Social Worker WFHS teaching staff Actions, Strategies and Interventions (Includes Prof. Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? Educating parents and students on alternative credit and recovery options. If we continue to offer online recovery options, then students will stay on track for graduation with their cohort. Yearlong Who… Counselors Administration Graduation coach Actions, Strategies and Interventions (Includes Prof. Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? Career Cruising (Bridge Bill) Academic planning and support meetings Transition Meetings (8th to 9th) If students have access to academic/career programs and career pathways, then they will have increased opportunities for college and career readiness. Yearlong Who… Counselors Administration Graduation coach
NEO (K-12), July 26-27 If that is used are provide with Preplanning, July 28-29 & Aug. 1-3 State of the School Address, TKES Orientation, Team Building Activities, Department and Grade Level Meetings, Data Teams, Mandated Reporting, Special Education Information, testing ethics, Ethics, Safety Early Release/Prof. Dev., Aug. 31 Advanced Ed, Data Analysis Prof. Dev., Oct. 21 Prof Dev., Jan. 4 Prof. Dev., Feb. 21 Post Planning, May 30-31 Ongoing Dept Level Content Specific Professional Learning (August-May) Varies by department Personalized Learning Team August-May Personalized Learning Exploration TKES August 9 Ruth Allen 8/30, 10/4, 11/1, 1/10, 2/7, 3/7 State of School 8/16, 8/31, 10/24, 11/15, 1/24, 2/21 Technology Training 10/11, 9/13 Data Analysis, Itslearning, CCRPI, technology, TKES, etc.
No entries needed for CRITICAL ELEMENTS 6 – 9 this year CRITICAL ELEMENT # 10: Monitoring Plans 1. How and what data will you use to monitor the implementation (frequency, consistency, documentation, etc.) of the Lesson Plans? Include a minimum of 2 Action Steps. Fidelity Plan WHO Responsible person WHAT: Data Analyzed WHAT: Criteria for “Success” of Implementation WHEN: Dates of Analysis HOW: Shared with Stakeholders EXAMPLE: Principal Lesson Plan Review 100 % teachers will have behavior lesson plan in teacher log Nov 14 Jan 21 Mar 28 Staff meetings on: Nov16 Jan 23 Apr 1 1. Principal Lesson Plan Review 100 % teachers will have behavior lesson plan in teacher log Bi-Monthly Monthly SAC Meeting Reporting 2016 Dates: TBD 2. Assistant Principal Lesson Plan Review 100 % teachers will have behavior lesson plan in teacher log Bi-Monthly Monthly SAC Meeting Reporting 2016-17 Dates: TBD 2. How and what data will you use to determine the success of the plan (by Student outcome) or need for modifications? Include a minimum of 2 Action Steps. Student Outcome Plan WHO Responsible Person WHAT: Data Analyzed WHAT: Criteria for “Success” of Student Outcome WHEN: Dates of Analysis HOW: Shared with Stakeholders EXAMPLE: Assistant Principal ODRS 80% students will have 1 or less ODR Monthly – First Tuesday of each month to review previous month Monthly behavior newsletter 1. Assistant Principal ODRS 80% students will have 1 or less ODR Monthly End of month/ congruent with monthly audit Monthly SAC Meeting Reporting 2016 Dates: TBD 2. ESE Specialist RTI Behavior Referral 80% students will have 1 or less ODR Monthly End of month/ congruent with monthly audit Monthly SAC Meeting Reporting 2016 Dates: TBD
Categories Description Target Minimum Performance Measurement Interval Bidder Acceptance SYSTEM OPERATIONS Availability (of support application) Intent: To ensure that ACES and ACES.Online are available and operational during designated hours of operation. This SLR is not intended to hold the Bidder accountable for outages or lack of availability resulting from DSHS planned outages or DSHS infrastructure failure. (1) 1 (CICS): 100% 2 (WEB) 100% 1 (CICS): 99% 2 (WEB): 99% Measure Daily, Report Monthly (1) Measurement of CICS Time 1: All CICS Production Regions. Measured by the number of minutes (duration) any production CICS region is either down (not running) or not responding to transaction requests. If one or multiple regions are down or not responding, the duration of the outage starts from the time the earliest region is down or not responding to the time the latest region is back running and/or responding to transaction requests. Measurement of WEB Time 2: ACES.Online Application Servers. Measured by the number of minutes (duration) the ACES.OnLine Application Server is causing client outages or not responding to client requests. The duration of the outage starts from the time that the application is not responding to client requests to the time the servers are back running and/or responding to client requests. Calculation of Minimum Performance:
Homework (Ref: AQA Exampro) Bond energies: C-C 348 kJ mol-1 C-H 413 kJ mol-1 C-O 358 kJ mol-1 O-H 463 kJ mol-1 O=O 498 kJ mol-1 C=O 805 kJ mol-1 This equation shows the reaction between ethene and oxygen. C2H4 + 3O2 2CO2 + 2H2O The structural formulae in the equation below show the bonds in each molecule involved. Use the three stages shown at (a), (b) and (c) below to calculate the nett energy transfer when the formula mass (1 mole) of ethene reacts with oxygen. (a) Write down the bonds broken and the bonds formed during the reaction. (Some have already been done for you.) (2) (b) Calculate the total energy changes involved in breaking and in forming all of these bonds. (Some have already been done for you.) (4) (c) Describe, as fully as you can, what the figures in (b) tell you about the overall reaction. ............................................................................................................. .............................................................................................................
ALJ/HSY/lil Date of Issuance 6/2/2016 Decision 16-05-038 May 26, 2016 BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF In The Matter of the Application of San Gas & Electric Company (U902E) for a Permit to Construct Electrical Facilities: Cleveland National Forest Power Line Replacement Projects. Application 12-10-009 (Filed October 17, 2012) DECISION GRANTING PERMIT TO CONSTRUCT THE CLEVELAND NATIONAL FOREST POWER LINE REPLACEMENT PROJECTS
Name of Design-Build Team: Instructions for Form completion: Responses shall be addressed within the table below. Should additional space be needed to adequately respond, Design-Build Teams are advised to increase the number of lines within the table as appropriate. Form B shall have no SOQ page limitation. Design-Build Team Entities and Firm Names Contracts in (Number) Total Contract Value (US$ millions) Value of Work Remaining by Year (US$ millions) 2017 2018 2019 Major Participant(s): Designer: Name of Team: Instructions for Form completion: Responses shall be addressed within the table below. Should additional space be needed to adequately respond, Design-Build Teams are advised to increase the number of lines within the table as appropriate. Form B shall have no SOQ page limitation.
Liquidated Damages: Project Name Cause of Delay(s) Amount Assessed Describe Outstanding Damage Claims by Any Owner Current Contact Name, and Telephone & Email Termination for Cause: Project Name Describe Reason for Termination $ Amount Involved Current Owner Contact Name, Telephone & Email Disciplinary Action: Project Name Describe Action Taken Current Owner Contact Name, Telephone & Email
NASA GSFC Patents Table of Contents Description Page 1 Table of Contents 2 Introduction 3 No Cost Contract 3 1.0 General Provisions 4 1.1 Relationship 4 1.2 Definitions 4 1.3 Disputes 5 1.4 Termination of this Contract by NASA GSFC 5 1.5 Advertisements 6 1.6 Financial Obligations 6 1.7 Option to Extend the term of the Contract 6 1.8 Broker Services and Obligations 7 1.9 Government Laws, Jurisdictions 7 1.10 Authority 7 2.0 Statement of Work 7 2.1 Constraints Applicable to Licenses with NASA GSFC 9 2.2 Notification of Debarment/Suspension Status 9 3.0 List of Attachments 10 4.0 Certification Regarding Debarment, Suspension, Proposed Debarment 11 5.0 Instructions, Conditions and Notices to Brokers 12 5.1 Type of Contract 12 5.2 Service of Protest 12 5.3 Request for Offerors Preparation and Page Limitation 13 5.4 Evaluation Factors & Sub-factors used for Evaluation 13 5.5 Deviations/Expectations 15 5.6 Offer Acceptance Period 15 5.7 Final Offers 15 6.0 Evaluation Factors for Award 16 6.1 Deviations and Exceptions 17 Introduction
KENDRIYA VIDYALAYA No. 1 O.F. ITARSI TENDER NOTICE On behalf of Kendriya Vidyalaya Sangathan Principal Kendriya Vidyalaya No. 1 O.F. Itarsi inviting sealed quotations for purchase of Condemned Computers and peripherals as is is basis, upto 2:00 PM by 15-Jan-2017. Quotation should be under sealed covered marked as “Quotation for purchase of Condemned Computers” and not by name. Quotation should be sent by registered post/speed-post only within specified date. The quotation will be opened in the office of undersigned on 15th - Jan-2017 at 2:00 PM. The Computers can be inspected between 11.00AM to 1.00 PM on any working days. For further detail visit our website . The undersigned reserves all rights to reject any tender, if in his opinion; it is not considered reasonable, without assigning any reasons therefore. (SHIV PRATAP) PRINCIPAL
October Lunch Menu 2018 1 2 3 4 5 6 7 Corn Dogs Green Beans Peaches Chicken Alfredo Carrots Mixed Fruit Beef Burrito Refried Beans Pears Pizza French Fries Mandarin Oranges No School 8 9 10 11 12 13 14 Popcorn Chicken Roll Corn Applesauce Mac & Cheese Broccoli Pineapple Super Nacho’s Refried Beans Strawberries BBQ Sandwich Green Beans Tropical Fruit No School 15 16 17 18 19 20 21 Chicken Bread Stick/Cheese Carrots Pears Spaghetti Green Beans Mandarin Oranges Chicken Fajita’s Rice Peaches Hamburger Corn Mixed Fruit No School 22 23 24 25 26 27 28 Country Steak Mashed Potatoes Roll Mixed Fruit Mac & Cheese Broccoli Applesauce Super Nacho’s Refried Beans Tropical Fruit Hot Dogs Chili Strawberries No School 29 30 31 Nov 1 Chicken Patty Sandwich Carrots Peaches Ham & Scalloped Potatoes Biscuit Beef Burrito Refried Mandarin Oranges Pizza Potato Wedge Fruit No School Menu Subject to Change This Institution is an Equal Opportunity Provider
Introductions John Donne, “The Sun Rising” and “The Good-Morrow” Wednesday, January 6: “Worlds, Real and Imagined” Eric Hayot, On Literary Worlds pp. 23-53 (“The World and the Work of Art,” “Worlds, Literature, Systems,” “Literary Worlds,” “First Propositions”) Edmund Spenser, “Proem” to Book II of the Faerie Queene Monday, January 11: “Artificial Islands” The Tempest Barbara Fuchs, “Conquering Islands: Contextualizing The Tempest” Harold Bloom, “The Tempest” from Shakespeare: The Invention of the Human Optional: Roland Greene, “Island Logic” from The Tempest and Its Travels Wednesday, January 13 “The Word and the World” The Tempest Sarah Beckwith, “Making Good in The Tempest” from Shakespeare and the Grammar of Forgiveness Leah Marcus, “The Blue-Eyed Witch” Monday, January 18 MARTIN LUTER KING, JR. DAY, NO CLASSES Wednesday, January 20: “Enchantment and Disenchantment” W.H. Auden, The Sea and the Mirror Writing Workshop/Peer Review PAPER 1 DUE: Friday, January 22 by 9am Monday, January 25: “Novel Tricks” Don Quixote, Part I, Prologue-Ch. XIV, pp. 3-102, esp. 75-81 Eric Hayot, On Literary Worlds pp. 91-135 (“The Planet and the World,” Universalism as a World View,” “Realism, Romanticism, Modernism”) Wednesday, January 27: “Man Carrying Thing” Don Quixote, Part I, Chs. XV-XXI, pp. 102-162, esp. 109-139 Wallace Stevens, “Man Carrying Thing” Monday, February 1: “Love and Law” Don Quixote, Part I, Chs. XXII-XXXII, pp. 163-272, esp. 163-172 Wednesday, February 3: “Memory Serves” Don Quixote, Part I, Chs. XXXIII-XLI, pp. 272-368
06 Chapter 5- Solving for the Unknown Homework Assignment: All even numbered Problems Prob.) 5-2 – 5-10 5-18 5-20 5-22 Word problems; Even 5-12 through 5-32 08 Discuss Chapter 5 homework Read Chapter 6 13 Chapter 6- Percents Homework Assignment: All even numbered Problems (both Drill and Word Problems) 6-2 thru 6-50; word prob. 6-52 - 6-60. 15 Lecture Chapter 6- continued Even word 6-62 thru 6-84 20 Chapter 7- Discounts: Homework Assignment: Trade and Cash All even numbered Problems (both Drill and Word Problems) 7-2 thru 7-20. Word prob. 7-22 thru 7-34. 22 Lecture Chapter 7- continued Even WP 7-36 thru 7-46 27 Exam Review Homework Assignment: Study for Exam. Mar. 01 Exam 2- Chapters 5, 6, and 7 Read Chapter 8 06 Chapter 8- Markups and Markdowns Homework Assignment: All even numbered Problems (both Drill and Word Problems) 8-2 thru 8-14, 8-16 thru 8-30. Lecture Assignment 08 Lecture Chapter 8- continue
Document Acceptance Action Name Signed Date Documents checked Paul Maoate, Civil Engineer Oct 2016 Documents checked Saki Tora, Chartered Accountant Oct 2016 Documents checked Catherine Evans, Crown Law Office Oct 2016 Documents checked Iro, Secretariat, Tender Committee Oct 2016 Approved for issue Ngametua Pokino, Secretary, ICI Oct 2016 Glossary and Definitions
Proposed Safety Management Personnel For This Contract Please supply the name, qualifications and experience of whom you propose will be the Contractor’s Site Safety Officer: Name: ……………………………………………………………. Position: .................................................................................... Date: .................................................................................... A5 – Preliminary Construction Programme. For the tenderer to provide in their own template and format. A6 – Name and address of proposed Bond Surety. For the tenderer to provide in own template and format. A7 – Proposed Subcontractors. For the tenderer to provide in own template and format. A8 – Construction management organisation, personnel and their CV's. For the tenderer to provide in their own template and format. A9 – Preliminary Quality Assurance Plan. For the tenderer to provide in their own template and format. A10 – Preliminary Environmental Management Plan For the tenderer to provide in own template and format. A11 – Preliminary Traffic Management Plan For the tenderer to provide in their own template and format. A12 – Referees Who May Be Contacted For the tenderer to provide three referees
SCORING FORM Contractors Criterion Weight Score W. Score Score W. Score Score W. Score Score W. Score W. Score Compliance with Contract Terms 2% Relevant Experience 5% Track Record 6% Technical Skills 7% Company Resources 8% Management Skills 5% Methodology 10% Company 2% 55% Total 100%