zilongwang/ReadingBank huggingface dataset:
support the implementation of national direction in a consistent manner across plans. For example, a planning standard could support a more consistent application of the National Policy Statement for Electricity Transmission in district plans provide plan content that does not need much variation across districts and regions. For example, utility operators and some council representatives have been working on a potential future standard chapter for utilities provisions standardise an area of technical dispute. For example, the method to identify outstanding natural features and landscapes rapidly spread planning best practice across RMA plans. While the draft first set of planning standards does not include these types of planning standards, we are interested in understanding which topics should be investigated for possible inclusion in future planning standards. We can consider these as part of MfE’s future work programme. Questions to consider for your submission: Q1: What are your thoughts on this proposed package of planning standards? If you consider changes necessary, how would these affect the anticipated outcomes? Q2: What topics or matters should be investigated for future planning standards? Summary of the individual draft planning standards Table 1: Individual planning standards in the draft first set of planning standards Structure standards Form standards Content and Metric standards Main Structure Standards: Regional Policy Statement Structure (S-RPS) Regional Plan Structure (S-RP) District Plan Structure (S-DP) Combined Plan Structure Part/Chapter Structure Standards: Introduction and general provisions (S-IGP) Tangata Whenua (S-TW) Strategic Directions (S-SD) District wide matters (S-DWM) Area specific matters (S-ASM) Schedules, appendicies, maps Electronic Functionality & Accessibility (F-1) Mapping (F-2) Spatial Planning Tools (Region) (F-3) Spatial Planning Tools (District) (F-4) Chapter Form (F-5) Status of Rule and other Text and Numbering Format (F-6) Definitions (CM-1) Noise and Vibration Metrics (CM-2)
If yes tenderer is to provide WHS documentation relevant to the operations to be carried out by the sub-contractor, business or undertaking as outlined previously: 1.9 Hazards associated with the Services Hazards associated with the task include, but not be limited to:- Hazards – identify the hazards associated with the task by marking X in the boxes Traffic / Pedestrians Heat Source Poor Housekeeping Restricted Access Confined Space Risk of fall Asbestos / Lead Soil contamination Compressed air / Pressure / Vacuum Services underground / Overhead hazard Uneven Slippery Surface Hazardous manual tasks / ergonomics Electrical Falling Objects Poor Lighting Trenching / excavation Fire / Explosion Noise Gas / Fumes Chemical Exposure Mobile Plant Welding Demolition Diving Lack of site security / signage for public risk Untrained / unlicensed workers Lack of first aid / emergency plan Improper storage & use of flammables Hazardous atmospheres Working on or near live electricity Remote or isolated work Other: Please specify Working Over Pit / Hole Sun, UV, Rain, Wind Plant Other: Please specify Controls / precautions – identify the controls associated with the task by marking in the boxes Physical Isolations: Plant and Equipment: PPE: Traffic Management Scaffold Hearing Protection Safety Harness Electrical Ladder Respirator / Mask Spill Containment Kit Gas Forklift / forklift work box Wet weather gear Safety Boots Water SDS High Visibility Vest Head wear (sun hat/hard hat/welding helmet) Hydraulic Elevated Work Platform Clothing (long sleeved shirt/trousers/overalls) Pneumatic Other: Please specify
student learning. Content Knowledge (CK): Professional Skills (PS): 10.1.1CK The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners. 10.1.2PS The teacher is able to incorporate multiple measures of student learning with a clear focus on improving teacher practice. 10.2.3PS The teacher is an active participant in professional learning communities, recognizing that all teachers share responsibility for student success. Function 2: The teacher seeks appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth. Content Knowledge (CK): Professional Skills (PS): 10.2.1CK The teacher understands the importance of the multiple roles of teachers with regards to the diversity of learners, families, colleagues, other school professionals, and community members and interacts with each appropriately in planning, instructing, collaborating, mentoring, learning, leading, etc. 10.2.2CK The teacher knows how to collaborate with families, colleagues, other school professionals, and community members to contribute to a common culture that supports high expectations for student learning. 10.2.3PS The teacher welcomes families; participates in regular two-way, meaningful communication; supports student successes; advocates for every child; shares power with the families and professionals involved with each individual student; and collaborates with appropriate school and community resources (PTA.org, n. d.). 10.2.4PS The teacher provides information to families about the instructional programs, each individual student’s progress, and ways that they can be engaged in learning activities (Danielson, 2013). 10.2.5PS The teacher works with colleagues in a leadership role to examine teacher practice and student data to plan and jointly meet the needs of learners. 10.2.6PS The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, to identify common goals, and monitor and evaluate progress toward those goals. Mentor Selection Criteria and Training Requirements Selection Criteria. 1. Mentors must have a minimum of three years of successful experience. 2. Mentors must have a professional license in effect.
limited number of contractor teams bidding procurements. DoIT is procuring the services of a consulting firm with expertise in developing LTE procurement specifications and will use this firm to develop our RFP specifications and SOW. A pre-RFP qualifications process (TBD) will be used to ensure that only qualified bidders are allowed to submit proposals. Success Factors When the following items have been completed, the project will be considered finished and successful: Upgrades completed according to contract schedules and within the timelines set by the grant authority Upgrade and deployment completed within budget projections. Methods, Tools, and Techniques Members of the project team will perform their tasks in accordance with developed plans and schedules, and in the manner prescribed by the documented processes and procedures. This section shows the relationships among the major functions and activities, the structure, boundaries, and delineates responsibilities. Stakeholders and Sponsors The following table shows the stakeholders and sponsors by area and function: Function/Activity Position Individual(s) Executive Steering Committee Chair – Secretary DoIT Darryl Ackley Executive Steering Committee Member – IT Commission Charles Ferrell Executive Steering Committee Member – PRC Michael Ripperger Executive Steering Committee Member – Department of Homeland Security Jacque Miller Executive Steering Committee Member – Department of Public Safety Stephen Tapke Executive Steering Committee Member – Navajo Nation Brian Tagaban Executive Steering Committee Member - Albuquerque Clint Hubbard Project Team The following table shows the primary team assignments by title and major task: Title Management Financial Reporting Technical Principal Grant Investigator Darryl Ackley Darryl Ackley Darryl Ackley Darryl Ackley Project Manager Woody Dyche Woody Dyche Operations Manager Vince Bradley Vince Bradley Financial Mike Romero Mike Romero
Nova Scotia Human Rights Commission Address (Head Office) 5657 Spring Garden Road Park Lane Terrace Halifax, NS B3J 1H1 3rd Floor, Suite 305 Phone: (902) 424-4111 Toll Free (all offices): 1 (877) 269-7699 Fax: (902) 424-0596 TTY: Services available via 711 E-mail: Website: Other office locations: Sydney and Digby Ontario Human Rights Commission Address 180 Dundas Street West, 9th Floor Toronto, ON M7A 2R9 Phone: (416) 326-9511 Toll Free: 1 (800) 387-9080 TTY (Local): (416) 326-0603 TTY (Toll Free): 1 (800) 308-5561 E-mail: Website: Also see Human Rights Legal Support Centre Address 180 Dundas Street West, 8th Floor Toronto, ON M7A 0A1 Phone: (416) 597-4900 Toll Free: 1 (866) 625-5179 TTY: (416) 597-4903 TTY Toll Free: 1 (866) 612-8627 Website: Prince Edward Island Human Rights Commission Address 53 Water Street PO Box 2000 Charlottetown PE C1A 7N8 Phone: (902) 368-4180 Toll Free: 1 (800) 237-5031 Fax: (902) 368-4236 Email: Website: Saskatchewan Human Rights Commission Address Suite 816, Sturdy Stone Building 122-3rd Avenue North Saskatoon, SK S7K 2H6 Phone: (306) 933-5952 Toll Free: 1 (800) 667-9249 Fax: (306) 933-7863 E-mail: Website: Northwest Territories Human Rights Commission Address Nunavut Human Rights Tribunal Address PO Box 15
U.S. Political Regions – States and Important Cities Major Cities Pittsburgh, PA Philadelphia, PA Boston, MA New York City, NY Washington, D.C. Atlanta, GA New Orleans, LA Detroit, MI Chicago, IL St. Louis, MO Salt Lake City, UT Denver, CO Santa Fe, NM San Antonio, TX Seattle, WA Los Angeles, CA San Francisco, CA Juneau, AK Honolulu, HI States Included Region Name [red] [blue] [green] [purple] [orange] [yellow] [pink]
6. Philosophy & Religious Studies New Course – RELIGST 242-Native American Religions New Course- RELIGST 232-Buddhism: The Middle Way New Course – RELIGST 340- Evil and Religion Change in Minor – World Religions Minor (BA/BS) Change in Existing Course–RELIGST 211-Intro to Asian Religions Change in Existing Course-RELIGST 303-Asisan Religious Thought Change in Existing Course – RELIGST 112-Introduction to Western Religions Cartwright/Schemenauer moved items 6A & 6B. The forms were amended to show that RELIGST 242 (6A) will seek Diversity and Gen Ed designation and that RELIGST 232 (6B) will seek Gen Ed designation. The motion passed unanimously. Cartwright/Olson moved item 6C. RELIGST 340 to go to Gen Ed Committee. The motion passed unanimously. Friendly edit on 6A, 6B &6C: Check “yes” check box under Programs Affected. Cartwright/Davis moved items 6D-6G. The motion passed unanimously. 3. Biology Change in Course Description- Revised BIO 303 Planning and Presenting Biological Research Change in Submajor – Cell Physiology Change in Submajor – Ecology/Field Change in Submajor – Honors Change in Submajor – Marine Biology and Freshwater Ecology Change in Submajor – Pre-Biomedical Professions Change in Existing Course– BIOLOGY 200 – Writing in Biology H. Course Deletion – BIOLOGY 467- Conservation Biology Davis/Sahyun moved to rescind previous passing of Change in Existing Course -BIO 303 from October 31, 2013 and moved item 3A, Change in Course Description revision-BIO 303. The motions passed unanimously. Davis/Gregory moved items 3B through 3F. The motion passed unanimously. Davis/Harlan moved item 3G. The motion passed unanimously. Davis/House moved item 3H. The motion passed unanimously.
It was noted that ongoing work was taking place encouraging staff to speak up. 4.1 TOPIC: Minutes of Meetings of the Highland Partnership Forum on 16th December 2016 Issues Assurance Actions Any Issues arising from the Minutes? It was noted that, further to a national directive, the policy has been amended with regard to uniform laundering, with only scrub suits and infectious uniforms being laundered by the Laundry from 1 February 2017. This change had not been communicated to staff as fully as anticipated and some managers and staff had been unaware of the change. Action: Arrangements to be made to ensure that staff have an adequate supply of uniforms and are aware of how to launder them. 4.2 TOPIC: Assurance report from Meeting of Health and Safety Committee held on 3rd November, 2016 Issues Assurance Actions Any Issues arising from the draft Minute? Noted that Health & Safety Committee take responsibility for the staff governance standards in providing a safe and improved working environment. Any issues from Staff Governance Committee about that part of staff governance standard can be remitted back to Health & Safety Committee. Action: None 4.3 TOPIC: Abridged Minutes of Meetings of Remuneration Sub Committee held on 4th July and 22nd November 2016 Issues Assurance Actions Any Issues arising from the draft Minute? No matters raised. Action: None
Focus 8 – Exploring Patterns: Foundations for Algebra In this focus, students briefly explore contexts and number sequences that involve a constant rate of increase. Students develop a more abstract understanding of place value, viewing two-digit numbers as tens and ones. This understanding of place value supports counting on and making ten strategies that students use to become more efficient in addition and subtraction situations. Students practice making groups of 10 to efficiently represent (written numerical work) and count objects. Students apply the structure of teen numbers to reason about larger quantities and their relative magnitude. Students practice counting and writing two-digit numbers. 1.OA.A.1 1.OA.A.2 1.OA.C.5 1.OA.C.6 1.OA.D.7 1.OA.D.8 1.NBT.A.1 1.NBT.B.3 1.MD.B.3 1.MD.C.4 Estimated Time 1 WEEK (Inv. 7) 2 WEEKS (Fosnot – Organizing and Collecting) Principle Resource IDS Unit 7 Investigation 2 ONLY and Common Core adaptations (pages CC80) AND Fosnot: Organizing and Collecting Exclude Investigation 1 sessions 1.1-1.8 Additional Resource Pirate Math, page 49, Activity 3; page 55, Activity 4; page 57, Activity 2; page 58, Activity 3 - IDS Differentiation and Intervention Guide -Addition Number Talks -Developing Number Concepts: Book 1 -Developing Number Concepts: Book 2 -Games for Early Number Sense -Teaching Number pgs. 181-185 Math Routines In addition to IDS Classroom Routines, incorporate: -solving problems using the Common Core problem types -Telling Time to the hour and half hour -Number Talks - Sherry Parrish, pages 92 - 96 Notes Continue working with problem solving types add to, take from, put together and take apart. 1. OA.6 Add and subtract within 20, demonstrate fluency for addition and subtraction within 10. This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 10 and having experiences adding and subtracting within 20. Expectations for 1st grade are addition and subtraction within 10
services within the health system and provides a strategic national framework to guide ongoing policy and program development. Annual Reports against the Plan have been published for the 2010-11 and 2011-12 periods. During the 2012-13 period progress has been positive. The four key priorities of the Plan – access, service delivery, workforce and infrastructure continue to be addressed with a number of significant achievements: - The Pregnancy, Birth and Baby helpline has received more than 105,000 calls to 30 June 2013 and the new Pregnancy, Birth and Baby web portal was launched in January 2013. The Australian Health Ministers’ Advisory Council (AHMAC) endorsed the following Maternity Services Inter-jurisdictional Committee (MSIJC) documents: Characteristics of Culturally Competent Maternity Care for Aboriginal and Torres Strait Islander People ; National Woman Held Pregnancy Record; Birthing on Country Literature Review; and Birthing on Country Workshop Report; The Standing Council on Health (SCoH): endorsed the National Maternity Services Capability Framework; endorsed the Health Workforce Australia’s Health Workforce 2025 – Doctors, Nurses and Midwives; and agreed to vary the Determination on Collaborative Arrangements to enable agreements between midwives and hospital and health services. A Principles document provides guidance for eligible midwives and obstetricians about appropriate communication in relation to the care of women who choose an eligible midwife as their maternity care coordinator. The National Core Maternity Indicators report, providing a baseline for the first ten indicators, was endorsed by AHMAC and released by the Australian Institute of Health and Welfare (AIHW) and National Perinatal Epidemiology and Statistics Unit (NPESU) in March 2013. The Clinical Practice Guidelines Antenatal Care – Module 1 were approved by the National Health and Medical Research Council (NHMRC), endorsed by AHMAC and published on the Department of Health website in March 2013. The MSIJC hosted a workshop on Birthing on Country in Alice Springs in July 2012. All Australian governments and relevant agencies should be congratulated on the achievements to date. A continued collaborative working relationship between these key stakeholders will ensure the continued successful implementation of the remainder of activities under the Plan. Tracy Martin Chair Maternity Services Inter-Jurisdictional Committee BACKGROUND The Plan was endorsed by the former Australian Health Ministers’ Conference (now the SCoH), on 12 November 2010. The Plan provides a national framework to guide policy
2013 GRANT AWARDS Demonstrated Needs: North Hodge - $209,000 St. John the Baptist Parish - $1,000,000 Union Parish – $250,000 Economic Development: Broussard - $159,000 Farmerville - $1,039,000 Fire Protection: Oil City - $340,000 Tullos - $222,800 Union Parish - $422,000 LaSTEP: Rapides Parish - $799,905 Vernon Parish - $444,000 Potable Water: Bogalusa - $800,000 Caddo Parish - $495,500 Lincoln Parish - $500,000 Springhill - $300,000 Vermillion Parish - $800,000 Vermillion Parish - $800,000 Washington Parish - $800,000 Sewer System Rehabilitation: Breaux Bridge - $800,000 Farmerville - $800,000 Kaplan - $645,061 New Iberia - $399,600 New Iberia - $700,000 Ruston - $800,000 Youngsville - $697,500 Sewer Treatment: Crowley - $343,750 Pioneer - $329,735 Provencal - $998,900 New Sewer System: Marion - $323,600 Rapides Parish - $799,905 Streets: Abbeville - $600,000 Atlanta - $151,700 Bastrop - $454,850 Broussard - $600,000 Converse - $334,825 Dodson - $155,400 Eunice - $600,000 Henderson - $266,200 Hornbeck - $206,800 Jena - $600,000 LaSalle Parish - $505,349 Lecompte - $390,400 Maurice - $275,000 Morse - $570,670 Natchitoches - $599,999 Newellton - $249,000 Plain Dealing - $265,425 Red River Parish - $162,828 Rosepine - $338,900 St. James Parish - $517,000 South Mansfield - $371,000 Vivian - $281,420 West Carroll Parish - $278,050
PhD Details Title of PhD Summary of project Please do not exceed 200 words. Information in support of your application Please provide a brief explanation of why you are applying for this Fellowship and any relevant experience that may support your application. Please do not exceed 300 words.
NAP may offer up to $2.5 million in State tax credits each State fiscal year for distribution to 501 (c)3 not-for-profit organizations across Indiana. The state fiscal year runs from July 1 to June 30. These recipients use NAP tax credits as a fundraising tool to help them leverage further contributions from individuals and businesses for these activities. NAP tax credits are distributed to donors at 50% of the contribution amount and are subtracted from a donor’s state income tax liability. Indiana Code 6-3.1-9 establishes the NAP credits and authorizes the Indiana Housing and Community Development Authority (IHCDA) to administer it. An application is released annually for organizations to apply for credits and participate in NAP. Organizations who meet eligibility and reporting requirements may be eligible to receive credits. Once the organization’s application has been approved, then the organization will receive credits according to a formulaic process. How NAP Works NAP is administered by the Indiana Housing and Community Development Authority (“IHCDA”), in partnership with the Indiana Department of Revenue (“IDOR”). At its simplest, IHCDA administers the distribution of NAP tax credits to eligible organizations, organizations distribute tax credits based on contributions received, and IDOR administers the receipt of those credits by taxpayers/donors. IHCDA accepts applications once each fiscal year from organizations who wish to sell NAP tax credits. IHCDA determines the eligibility of these organizations, and distributes tax credits accordingly. Applications are posted to the website in March-April each year. IHCDA will post a press release announcing the opening of the application; agencies are responsible for familiarizing themselves with the application time period, checking the IHCDA website for updates, and signing up for the IHCDA newsletter. The organizations will give donors confirmation of their contribution for tax purposes, which allows the donor to claim the contribution and receive the tax credit when filing taxes. (Confirmation to the donor is provided by letter or a copy of the Donor Contribution Form.)
Discrimination – 2 cases were formally investigated. (1) A formal review and investigation was started. The subject employee retired prior to the completion of the investigation. (2) This case is currently being investigated formally. Hostile Work Environment/Discourteous Treatment – 3 cases currently under review. Non-formal Cases With Merit: Sexual Harassment – 7 cases were decided informally. (1) Case- Cease and Desist order was issued along with copies of the Sheriff’s Department and County’s sexual harassment policy. The subject officer also received corrective action documentation and required to complete training. (2) Case- Cease and Desist order was issues along with copies of the Sheriff’s Department and County’s sexual harassment policy. (3) Case- Cease and Desist order was issued along with copies of the Sheriff’s Department and County’s sexual harassment policy, and the subject officer was released from the training academy. (4) Case- Cease and Desist order was issued along with copies of the Sheriff’s Department and County’s sexual harassment policy. The subject officer also received corrective action documentation. (5) Case- Cease and Desist order was issued along with copies of the Sheriff’s Department and County’s sexual harassment policy. (6) Case- Involved inmate contact with an employee. The inmate received additional criminal charges. (7) Case- Involved employee outside of the Sheriff’s Department. The subject and their employer were verbally advised of the behavior and Sheriff’s Department policy. Discrimination- 1 case was decided informally. Cease and Desist order was issued along with copies of the Sheriff’s Department and County’s discrimination policy. The subject officer also required to attend training.
TRANSFERS NUMBER PERCENTAGE OF TOTAL TOTAL FEMALE TRANSFERS 5 100% TOTAL MALE TRANSFERS 0 0% TOTAL MINORITY TRANSFERS 1 20% TOTAL CAUCASIANS TRANSFERS 4 80% TOTAL EMPLOYEE TRANSFERS 5 100% COMMENTS FOR TABLE 3.3 4 EE’s transferred out as a “Return to Former Class”
Step 5: Select NAP This will bring you to your agency’s cover page for your agency’s NAP application’s cover page Step 6: Select NAP Semi-Annual reporting Step 7: Select which application you are going to work on Step 8: Select NAP Semi-Annual Reporting Step 9: Fill out the report 9a. The period for the 100% Benchmark report is “Second Half” -Do not re-enter names unless the donation was made between January 1 and March 30 9b. Enter the donation information for each donor Name Social Security Number Address Tax Credit Amount (half of donation value)
Grade Mon June 11 Day Tues June 12 Day Weds June 13 Day Thurs June 14 Day Fri June 15 Day Mon June 18 Day Tues June 19 Day Weds June 20 Day Thurs June 21 Day Fri June 22 6 Last Day of Regular Classes Math Final 8:15 – 9:45 ELA Final 8:15 – 9:45 Science Final 8:15 – 9:45 SS Final 8:15 – 9:45 Make Up Exams 8:15 – 9:45 *(If you were absent for a final exam) Make Up Exams 8:15 – 9:45 *(If you were absent for a final exam) Field Day 8:15- 10:30 No School Last Day of School Advisory 8:15 – 9:15 7 Last Day of Regular Classes Math Final 8:15 – 9:45 ELA Final 8:15 – 9:45 World Languages Final 8:15 -9:45 SS Final 8:15 – 9:45 Science Final 8:15 – 9:45 7th Grade Activity 8:15 – 9:45 Make Up Exams 8:15 – 10:30 *(If you were absent for a final exam) No School Last Day of School Advisory 8:15 – 9:15 8 Lockers Emptied 8th Grade Awards Ceremony 7:00 PM (By Invite Only) Math Final Algebra Regents 12:30 -3:30 ELA Final 8:15 – 9:45 Moving Up Rehearsal 9:50 -11:00 8th Grade Sci. Final 8:15-9:45 Earth Science Regents 8:30-11:30 SS Final 8:15 – 9:45 2nd Rehearsal Yearbook distribution 10:00 -12:30 World Languages 8:15 – 11:15 Lake Compounce 7:00 AM - 7:30 PM Moving Up Ceremony & Dance No School Last Day of School Advisory 8:15 – 9:15
Part V Summary of Benefits, Impacts, Costs Benefits – Please summarize, tally project economic and non-economic benefits as described. Impacts -- Please summarize, tally project economic and non-economic impacts as described. Costs -- Please summarize, tally project economic and non-economic costs as described. Quantify Describe
Pizza · Subs · Salads · Calzones · Wraps Almonds Artichoke Hearts Avocado Bacon Banana Peppers Basil BBQ Chicken Buffalo Chicken Black Olives Cheddar Cheese Chinese Noodles Chipotle Chicken Chorizo Cilantro Corn Croutons Cucumbers Dried Cranberries Egg Feta Cheese Garlic Granola Green Olives Green Peppers Ground Beef Gyro Meat Ham Jalapeño Mandarin Oranges Mozzarella Cheese Mushroom Onion Strings Onions Parmesan Cheese Pecans Pepperoncinis Pepperoni Pepper Jack Cheese Pico de Gallo Pineapple Chunks Roast Beef Salami Sausage Sesame Seeds Spicy Pickles Spinach Steak Strawberries Sun Dried Tomatoes Sunflower Seeds Tomato Tortilla Strips Turkey Walnuts DRESSINGS / SAUCES Balsamic Vinaigrette Bleu Cheese Caesar Chipotle Ranch Cucumber Wasabi French Honey Lime Honey Mustard Greek Vinaigrette Italian Mandarin Ginger Ranch Raspberry Vinaigrette Tzatziki Marinara Nacho Cheese Salsa Verde Sour Cream BBQ Sauce Buffalo Sauce Hot Sauce Atomic Sauce Jerk Sauce Garlic Butter Mayonnaise Ketchup
First Quarter Social Studies Essential Standard Essential Standard Expanded Resources Where is NC within US/Regions in NC? 4.H.1 Analyze the chronology of key historical events in North Carolina history. 4.H.2 Understand how notable structures, symbols and place names are significant to North Carolina. 4.C&G.1 Understand the development, structure and function of North Carolina's government. 4.C&G.2 Analyze the North Carolina Constitution. 4.H.1.2 Explain how and why North Carolina was established. 4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-Colonial period through Reconstruction. 4.H.2.2 Explain the historical significance of North Carolina’s state symbols. 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. 4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.
Maggie Valley Great Smokey Mountains/ Cherokee Indians Blowing Rock/ Tweetsie Railroad Cullowhee Flat Rock Linville 4.H.2 Understand how notable structures, symbols and place names are significant to North Carolina. 4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina. 4.E.1 Understand how a market economy impacts life in North Carolina. 4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of North Carolina. 4.H.2.1 Explain why important buildings, statues, monuments and place names are associated with the state's history. 4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication and land use). 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation and inventions) on North Carolina’s citizens, past and present. 4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity, productivity and entrepreneurship. 4.E.1.2 Understand how scarcity and choice in a market economy impacts business decisions. 4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation and world. 4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina.
The focus is to provide students time to develop and practice efficient multiplication and division strategies of whole numbers while applying place value concepts. 4.OA.A.3 4.OA.C.5 4.NBT.B.5 4.NBT.B.6 4.MD.A.2 Estimated Time 5 Weeks (2 weeks Fosnot; 3 weeks IDS Unit 8) Principal Resource (first 2 weeks) -Fosnot Unit- The Teachers' Lounge (3 weeks) -IDS Unit 8 Investigations 1, 2, and 3, including Common Core IDS book 2.4A and 3.5A Additional Resource -Investigations Differentiation & Intervention Guide pages 98-109 Routines -Fosnot mini-lessons from The Teacher’s Lounge -10 Minute Math - Continue using selected Fosnot Minilessons, Number Talks, and Word Problem Types from Common Core Tables 1 and 2 Notes Focus 9: Exploring and Analyzing the Properties of 2-Dimensional Shapes
In this focus students develop an understanding of fraction equivalence and various methods for comparing fractions. The justification of comparing or generating equivalent fractions using visual models should be emphasized. 4.NF.A.1 4.NF.A.2 4.NF.B.3a 4.NF.B.3b 4.NF.B.3d 4.NF.B.4a 4.NF.B.4c Estimated Time 3 Weeks Principal Resource Fosnot Unit- Field Trips and Fund Raisers Additional Resource -Fosnot Mini Lessons - Notes Focus 11: Generating and Analyzing Patterns
The planets of the solar system have different characteristics such as their distance from the sun, size, orbits, composition, gravitational force, etc. Essential questions: 1. How does the distance of objects in space from Earth affect how they appear? 2. How is the movement of the Earth, sun, and moon related to days, lunar cycles, and years? 3. How do the positions of the Earth and sun cause the four seasons? Recommended activities (For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.) Labs: Science Teacher’s Activity a Day: Viewing constellations p. 204 The gyroscopic effect p. 206 Space shuttle orbits p. 207 Informational text: (With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.) - from Readworks 950L; Determine central ideas or themes of the text and analyze their development as it relates to the Universe astronomy website written for kids. (Science practice 6) Performance task: Research comets in this activity. Prepare a presentation that demonstrates how scientists are able to forecast their impact. This Space Telescope Science Institute web site is very interactive classroom-friendly, visually appealing and has classroom activities, graphic organizers, myths vs. realities, online exploration, pictures and facts, content reading materials with comprehension activities, educators guide, frequently asked questions, and star witness stories (Science practice 8)
Scaffolded (Unpacked) Ideas 1. Different kinds of cells combine to form different tissue types. 2. Different kinds of tissues combine to form organs that perform particular functions. 1. Explain the different levels of organization found in living things. 2. Outline the roles of the major types of cells, tissues, organs, and organ systems. 3. Why is each part of the cell essential to survival? Integumentary System, p. 218-221 Glencoe Tennessee Science Grade 7 TWE, Chapter 3, Section 1: Chemistry of Life TE p. 72 - 79 Chapter 2, Section 1: Cell Structure, p .51 Recommended activities: (For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.) STEM Missions – learningblade.com Labs: Virtual experience - (With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.) Informational text: 3 share Nobel Prize for DNA findings that helped cancer researchers - -1020L; Read and comprehend complex literary and informational texts independently and proficiently Scientists turn to Chinese woodblocks for cell printing - 1020L; Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or position available with the Memphis Police Department. Explain how the knowledge of cells, tissues, organs, and systems would enhance your role. (Science practice 6) RST 6-8.1 Performance task: Make a brochure for science that help make a 5th grader understand the similarities of the levels of organization. Make sure to include information and colors that will make the brochure interesting to read. (Science practice 8) Performance task: You have been asked to plan, design, and create a model for the purpose of aiding 7th grade students to understand the structure and function of the organelles of a plant or animal cell. You will choose a functioning system from their every day lives, construct a 3-D model, and write a description using analogies to compare the parts of that system to the parts of the cell. (Science practice 2) RST 6-8.3
Annexure-XV Performance Conditionalities prescribed by the 13th FC & implementation Performance condition Status of implementation (i) Introduction of a supplement to budget documents on ULBs; (ii) Putting in place audit system in all local bodies; (iii) Establishment of an independent Local Body Ombudsmen System; (iv) Electronic transfer of grants to ULBs in 5 days; (v) Prescribing qualifications to SFC members through an Act; (vi) Empowering the ULBs to levy property tax without hindrance; (vii) Constitution of State Property Tax Board; (viii) Putting in place benchmarks for delivery of essential civil services; and (ix) Putting in place Fire-hazard Response and Mitigation Plan.
Queensland Rail is striving to become a modern, customer-focused rail service and is investing $300 million to upgrade stations, making them accessible for all customers. As part of the Station Accessibility Upgrade Program, Queensland Rail is making improvements to Buranda station. These improvements include: a new pedestrian footbridge with lift access raised section of platform at assisted boarding points The project is currently in the design phase. As we move through the design and construction phases, we will ensure we keep local residents, customers and community groups well informed of the project’s progress. Artist’s impressions are now available and detailed design is getting underway. For further information or to provide feedback: upgraded tactiles and hearing augmentation Phone: 1800 722 203 (free call) loops upgraded lighting security cameras and station Email: Post: GPO Box 1429, Brisbane, QLD 4000 new wayfinding and platform signage. Website: queenslandrail.com.au Nambour Completed Apr 2017 Dinmore Completed Jun 2017 Graceville Completed Sep 2017 Nov 2017 Alderley Completed Nov 2017 Strathpine Early works commenced late 2017 Early works commenced late 2017 Boondall commenced early 2018 Albion Fairfield Auchenflower Loganlea Cannon Hill Buranda East Ipswich Dakabin Design stage Design stage Design stage Design stage Design stage Design stage Design stage Design stage
Queensland Rail is striving to become a modern, customer-focused rail service and is investing $300 million to upgrade stations, making them accessible for all customers. As part of the Station Accessibility Upgrade Program, Queensland Rail is making improvements to Cannon Hill station. These improvements include: a new pedestrian footbridge with lift access raised section of platform at assisted boarding points upgraded tactiles and hearing augmentation The project is currently in the design phase. As we move through the design and construction phases, we will ensure we keep local residents, customers and community groups well informed of the project’s progress. Artist’s impressions are now available and detailed design is getting underway. For further information or to provide feedback: loops upgraded security cameras and station lighting new wayfinding and platform signage. Phone: Email: Post: Website: 1800 722 203 (free call) GPO Box 1429, Brisbane, QLD 4000 queenslandrail.com.au Nambour Completed Apr 2017 Dinmore Completed Jun 2017 Graceville Completed Sep 2017 Nov 2017 Alderley Completed Nov 2017 Strathpine Early works commenced late 2017 Early works commenced late 2017 Boondall commenced early 2018 Albion Fairfield Auchenflower Loganlea Cannon Hill Buranda East Ipswich Dakabin Design stage Design stage Design stage Design stage Design stage Design stage Design stage Design stage
Annual Goals and Objectives AP-20 Annual Goals and Objectives - 91.420, 91.220(c)(3)&(e) Goals Summary Information Sort Order Goal Name Start Year End Year Category Geographic Area Needs Addressed Funding Goal Outcome Indicator 1 Improve access to and quality of public facilities 2015 2019 Public Facilities Brighton Gates Henrietta Rush Sweden Brockport East Rochester Fairport Hilton Scottsville Webster Public Facilities CDBG: $610,413 Public Facility or Infrastructure Activities other than Low/Moderate Income Housing Benefit: 19775 Persons Assisted
2 Repair and conserve existing housing stock 2015 2019 Affordable Housing Monroe County Service Area block groups Brighton Gates Henrietta Ogden Parma Penfield Perinton Rush Sweden Brockport Churchville East Rochester Fairport Hilton Pittsford Scottsville Webster Housing Rehabilitation CDBG: $359,320 HOME: $373,243 Homeowner Housing Rehabilitated: 65 Household Housing Unit 3 Provide Economic Development and Job Training 2015 2019 Non-Homeless Special Needs Non-Housing Community Development Monroe County Service Area block groups Business / Jobs Development (Economic Development) CDBG: $200,000 Jobs created/retained: 10 Jobs Businesses assisted: 2 Businesses Assisted
that relationship partners can help to regulate goal pursuit, which ultimately has the effect of increasing the likelihood that goals are achieved. There are many theories of self-regulation (e.g., Carver & Scheier, 2001; Leventhal, Leventhal, & Contrada, 1998), and large bodies of work that connect self-regulation with psychological well-being, health behavior, and good physical health (Bandura, 2005; Maes & Karoly, 2005; Scheier et al., 1989; 1999). In fact, successful interventions aimed at disease management often have enhanced self-regulation as an underlying principle behind the treatment without necessarily articulating it (see Maes & Karoly, 2005, for a review). Relationship quality. In our own work, we have found links of self-reported and behavioral measures of communal coping to better patient relationship quality (Helgeson, Jakubiak et al., 2016; Zajdel et al., 2016). In a study of persons with heart failure, a two-item measure of communal coping, one of which captured the appraisal component and one of which captured the collaboration component, was related to greater marital quality (Rohrbaugh et al., 2008). In related work, collaboration has been linked to greater marital satisfaction for both husbands and wives (Berg et al., 2008), and the common dyadic coping subscale from the Bodenmann instrument was related to increases in relationship quality over 5 months, controlling for baseline levels (Rottman et al., 2015). A meta-analytic review of the literature on Bodenmann’s dyadic coping scales (Falconier, Jackson, Hilpert, & Bodenmann, 2015) found the strongest links to relationship satisfaction for the common dyadic coping scale (d = +.53). Although this measure assesses more than our specific definition of communal coping (i.e., also includes relaxation and affection), this finding suggests that collaboration may contribute to enhanced relationship quality.
Aim/outline Acne vulgaris is a very common condition which can cause significant physical and psychological morbidity About 15% of the adolescent population have sufficient problems to seek treatment. This is an age when self-esteem is very important. Although in most patients acne clears up by the early 20s, more severe acne tends to last longer and a group of patients have persistent acne lasting up to the age of 30 - 40 years Acne may scar – most of the time this is preventable by using the correct treatment given in a timely fashion Acne makes up a significant proportion of referrals to hospital dermatology clinics-14% of the rashes referred to the community GPwSI service in 2009. Given the large numbers of patients who suffer from acne, it is important that these should be managed effectively in the community in the majority of cases. Early effective treatment for all with the condition will prevent scarring and promote self-esteem. Hospital referral should be reserved for those patients requiring hospital only drugs to control their disease. The aim of this pathway is to enable GPs to manage acne more effectively within the community and to improve the appropriateness of their dermatology referrals to secondary care. It is hoped this may lead to reduced referral rates. Guideline Developed by, and Contacts for Advice: Primary care Dr Louise Moss Moss Valley Medical Practice 01246 439101 Dr Liz Riches Chatsworth Road Medical Practice 01246 568065 Secondary Care Dr Colver Chesterfield Royal Hospital All patients diagnosed with acne vulgaris in the community. Take a good skin history. - How long have they had acne? - Family history? - What previous treatments have they tried? What sort of response have they had? Were there side effects? Are they compliant? Have there been gaps in treatment? - How does their acne affect them? - Are there any aggravating features? E.g. use of anabolic steroids, cosmetics, topical/oral steroids, lithium, ciclosporin, oral iodides in homeopathic remedies. based
Summary of the technical [Group III ] Posts: Post Code No. of Posts & Location Main Area / Discipline of the work Designation, Group and Grade Pay Band & Grade Pay *Age limit T-301 OBC 1 Post – RCM Electrical Maintenance Junior Engineer Group. III Grade (1) PB2: Rs. Grade Pay: Rs 4200/- 28 years T-302 SC 1 Post – RCM Electronics / Instrumentation Technical Assistant Group. III Grade (1) [same for all posts T-302 to T-306] T-303 SC 1 Post - RCM 1 Post - RCV Marine sample analysis T-304 UR 2 Posts – HQ 1 Post - RCK T-305 UR 1 Post - HQ Data Processing T-306 OBC 1 Post - HQ Human Resource Management T-307 OBC 1 Post - HQ Library Science Senior Technical Officer; Group III Grade (4) PB3: Rs /- Grade Pay: Rs 5400/- 35 years T-308 UR 1 Post - HQ Instrumentation *Age relaxation is applicable as per Government of India rules. Post-wise details are as follows: Post Code No. T- 301 (1 Post) (Reserved for OBC) Junior Engineer – Group III (1); Post Location: CSIR-NIO RC, Mumbai 9300-
on production of Rail Ticket / Rail Tickets Number or another proof of journey. 13.. Any discrepancy found between the information given in application and as evident in original documents will make candidate ineligible for appearing in the interview. Such candidate will not be paid any travel fare. 14. All incumbents shall be required to go on oceanographic expeditions as and when required. 15. Selected candidates may be posted or transferred in between any of the regional centers of the Institute or headquarter of NIO. 16. Director, CSIR-NIO reserves the right of not making any appointment against any of the advertised post(s) if suitable candidates are not found 17..The decision of the Director, CSIR-NIO in all matters relating to eligibility, acceptance or rejection, of applicants mode of selection, conduct of examination/ interview will be final and binding on the candidates. 18. Canvassing in any form and/or binding any influence political or otherwise will be treated as a disqualification for the post . 19. NO INTERIM INQUIRY OR CORRESSPONDENCE WILL BE ENTERTAINED. Age Relaxation: 1 . The upper age limit is relaxable up to 5 years for SC/ST and 3 years for OBC as per Government order in force only in those cases where the posts are reserved for the respective categories, on production of relevant certificate in the prescribed format signed by the specified authority at the time of interview. 2.. Upper age limit is also relaxable up to five years for the regular employees working in CSIR Laboratories/Institutes, Government Department , autonomous bodies and public sectors under takings. 3.. As per GOI provisions, age relaxation for Widows, Divorced Women and Women Judicially separated from Husbands, the upper age limit is relaxable up to the age of 35 years (up to 40 years for members of Scheduled Castes/Scheduled Tribes and up to 38 years for members belonging to the Other Backward Classes in respect of the posts reserved for them) for Widows, divorced women and women Judicially separated from their Husbands who are not remarried. The persons claiming age relaxation under this sub-para would be required to produce following documentary evidence.
FINAL DRAFT- Joint Regional Response Team I & 2 Meeting Agenda Hilton Burlington- Lake Champlain Room 60 Battery St. Burlington, VT Tuesday, October 30 2018 8:30 AM- 9:00 AM Registration 9:00 AM- 9:15 AM Welcome, Introductions, and Administrative Announcements RRT Co-Chairs, RRT Coordinators 9:15 AM- 11:00 AM *Include a 15 min break* Storage, Use, and Effects of Fire Fighting Foam Matt Franklin, NYSDEC Nick Child, MA DEP Jerome Popiel, USCG D9 11:00 AM- 11:45 AM PHMSA Accident Investigation Team Chris Ruhl, PHSMA 11:45 AM- 1:00 PM LUNCH LUNCH 1:00 PM- 3:15 PM *Include a 15 min break* State Reports 1) ME 5) RI 2) NH 6) CT 3) VT 7) NY 4) MA 8) NJ 3:15 PM- 4:00 PM Fentanyl and Fentanyl Analog Fact Sheet Presentation Mike Nalipinski, EPA CBRN CMAD 4:00 PM- 4:15 PM Action Item Review, Closing Comments, Adjournment RRT Co-Chairs, RRT Coordinators 4:15 PM- 4:45 PM Breakout sessions: Relevant Topics Wednesday, October 31, 2018 8:30 AM- 9:00 AM Registration 9:00 AM- 9:30 AM Welcome, Introductions, and Administrative Announcements RRT Co-Chairs, RRT Coordinators 9:30 AM- 10:30 AM 2017 Hurricane ESF-10 Environmental Impacts USCG National Strike Force Coordination Center (NSFCC)/ EPA Region 2 10:30 AM-10:45 AM BREAK BREAK 10:45 AM- 11:15 AM Research & Development Center Updates Alex Balsley, USCG R&D Center 11:15 AM- 11:45 AM Munitions Guidance LT Terry Plank, Sector Delaware Bay
11:45 AM- 1:00 PM LUNCH LUNCH 1:00 PM - 3:00 PM *Includes a 15 min break* USCG FOSC/Area Committee Reports 1) Sector Delaware Bay 5) Sector Southeastern NE 2) Sector Buffalo 6) Sector Boston 3) Sector New York 7) Sector Northern NE 4) Sector Long Island Sound 3:00 PM – 3:30 PM Natural Resource Damage (NRD) Claims using OSLTF Monica Rusk, CG National Pollution Fund Center (NPFC) 3:30 PM- 4:15 PM DOI Inland Oil Spill Response Training/Workgroup on Protection of Historic Properties during Spill Response Coordination with SHPOs Andrew Raddant, DOI Roundtable Discussion 4:15 PM- 4:30 PM Action Item Review, Closing Comments, Adjournment RRT Co-Chairs, RRT Coordinators Thursday, November 1, 2018 8:30 AM-9:00 AM Registration 9:00 AM- 9:30 AM Welcome & Administrative Announcements RRT Co-Chairs, RRT Coordinators 9:30 AM- 11:45 AM *Include a 15 min break* Federal & Tribal Agency Reports 1) DOI 9) GSA 2) DOC (NOAA) 10) NRC 3) USDA 11) DOE 4) DHHS 12) DOS 5) DHS (FEMA) 13) DOJ 6) DOL 14) Tribes 7) DOD 15) EPA 8) DOT 11:45 AM- 12:00 PM Action Item Review, Closing Comments, Adjournment RRT Co-Chairs, RRT Coordinators