zilongwang/ReadingBank huggingface dataset:
Professional Development Plan – 1st year with supervisor’s comments Goal What is it that you want to develop or achieve? (e.g. skills development/ career development/ future plans) Which area of the RDF does this related to (e.g. ‘networking’ which is part of descriptor B3) Specific State exactly what you need to do in order to achieve your goal (e.g. coaching / mentoring / shadowing /reading / training / research /conferences /supervisor support) Measurable How will you know you have achieved your goal? (e.g. achieved goal / speak knowledgeably about subject / mastered new technology) Achievable & Realistic You have the resources, time, opportunity and support to succeed Goals can be challenging but must be achievable and relevant to your role Time bound With a clear end date or timescale Use realistic deadlines, to allow time for progress to have been made Supervisor Signature and Date Short term Prioritisation Self-management (B2) 2 months Project planning/ Research strategy Research management (C2) Training Have a plan/strategy (and follow it!) RDT/ Supervisor 2 months Communicating Communication and dissemination (D2) Conferences/ research groups Explain research topic to a diverse audience Colleagues/ ESRC 3/4 months Medium term Writing skills Knowledge base (A1) Practicing Feedback Supervisor 6 months Statistics Knowledge base (A1) Workshops/courses Skills gained Maths Skills Centre 8 months Self-confidence Personal qualities (B1) Achieved goal Supervisor 8 months Long-term Networking Professional and career development (B3) Conferences Achieved goal ESRC (money-wise) 1 year Collaborating Working with others (D1) 1 year Publishing Communication and dissemination (D2) Need to gain all the above skills first (writing, planning, …) Publication Supervisor, colleagues, anyone? 1 year
Medium term Design and run website for PSA Environmental Group A1- knowledge base Reading and training Completion of website which is regularly maintained with updates Skills development from RDT, peers, fellow members of PSA Environmental Group June 2014 Give lecture to UG students C1- professional conduct Practicing public-speaking, reading, preparing lecture Well-received feedback from students regarding lecture Department, supervisors June 2014 Complete PhD within three years B2- Coaching and mentoring Completion of my PhD Deadlines and support from my supervisors, structure time with help from RDT October 2014 Long-term Have three articles accepted for publication by end of PhD D2- communication and dissemination Editing and re-editing of papers, seeking advice, original thinking Acceptance in journals Advice on where to publish from supervisors, external specialists. October 2014 Obtain position in academia after PhD B3- professional and career development Make contacts at conferences; develop strong research proposal Commencement of job Networking with contacts via Department, supervisor, professional networks (PSA, BISA) October 2014 onwards
Suggested activities to achieve Outcome: Angel will be introduced to a sling and a hoist Angel will have weekly hydrotherapy sessions Angel will tolerate being in his specialized chair for longer periods of time Angel will sit on a stool supported by an adult to improve his posture Please see short term targets set by all professionals at Angel’s Next Steps meetings Section G – Health Provision Health provision reasonably required in relation to SEN The health provision By whom (and funding source, where appropriate) Occupational Therapy to provide support, advice and input on aiding Angel and any changes or development will be assessed and appropriately supported. Occupational Therapy Service - from normally commissioned health service provision. Appropriate programmes to be sought for Angel to use on the computer As above Angel will be assessed for and recommendations made on alternative methods of recording his work As above Physiotherapy to provide support, advice and input on aiding Angel and any changes or development will be assessed and appropriately supported. Physiotherapy service – from normally commissioned health service provision. Speech and Language intervention in place to support Angel in developing his language skills and a functional means of communication via AAC Speech and Language Therapy service- from normally commissioned health service provision. Dietician team to provide support and advice and continually ensure that Angel’s nutritional requirements are met Dietician team Angel will also need specialist equipment: A Panda Seating System Recommended by the Occupational Therapy Service
Marjorie McClure Special School from September 2014 Type of Setting Pre-School multi-agency assessment and Special School Funding Level (where appropriate) Section J – Personal Budget Personal budget required for any part of this Plan Provision Short breaks to enable the family to receive a break from their caring responsibilities and maintain a stable family unit. Personal Budget Value Direct payments provided to family from social care budget - £1000. Authorised Signatories Health – not required for the current plan Name (signature) Title Name (printed) Date Social Care – not required for the current plan Name (signature) Title Name (printed) Date Education Name (signature) Title SEN Operations Manager Name (printed) Mr Tony Harty Date
Dr Vertigan is consulting with SCO officials undertaking the Review and is cognisant of the issues under consideration. Both reports will be presented to Ministers in December. Amendments to the CCA On 24 November 2015, the Australian Government released its response to the Competition Policy Review (the Harper Review) and on 16 March 2016, the Government further agreed to implement the Review’s recommended changes to section 46 of the CCA concerning the misuse of market power. On the 5 September 2016, the Government released an Exposure Draft of the Competition and Consumer Amendment (Competition Policy Review) Bill 2016. The Exposure Draft includes amendments to section 46 on the misuse of power, as well as a number of other amendments to the CCA which were supported by the Government, including, but not limited to, amending the National Access Regime declaration criteria. The Exposure Draft is available at: . The Government invited stakeholders to provide written feedback on the Exposure Draft by 5pm (AEST) Friday 30 September 2016. Declaration criteria The National Access Regime provides a regulatory framework for third parties to seek access to nationally significant infrastructure services owned and operated by others. The Regime provides a means of promoting competition in markets where the ability to compete effectively is dependent on being able to use a service provided by a piece of nationally significant infrastructure. The Regime was reviewed by the Productivity Commission in 2013, and then by the Harper Review in 2015. Both review processes examined the application of the declaration criteria, and whether it was effectively promoting the objectives of the Regime by promoting effective competition in dependent markets. As part of the Government response to the Harper Review, the Government decided to implement all of the recommendations of the Productivity Commission relating to the declaration criteria. The amendments seek to refocus and clarify the intent of the Regime, in particular the declaration criteria that the NCC and designated Minister must be satisfied of in order to recommend that a service be declared, as this determines when arbitration by the ACCC will and will not be available to access seekers or access providers. Importantly, in reviewing the declaration criteria, the Productivity Commission highlighted that where competition is not disrupted but monopoly pricing exists, a different form of intervention may be required, such as through the application of industry specific access regimes, citing the example of electricity networks.
4 Development of knowledge base and service-desk resources IT 5 Development of face-to-face training for faculty Training Scope Excludes Exclusion Exclusion Reason Automatic creation of a Beta LMS shell for every course listed in the SIS Deferred to a later project. Section 2. Assumptions, Constraints and Dependencies Assumptions # Description Reason for Assumption Impact if Incorrect Comments 1 A change control process will be defined and followed. This is standard for all IT projects. Impact to schedule and scope 2 Failure to identify changes to project management and technical deliverables within the time specified will result in project delays. Project does not include any slack. Impact to schedule 3 Management will support the budget required to implement the new LMS system. Budget needs have been provided to management. Showstopper 4 - Management will ensure that team members are available as needed to complete project work. - Mid-level and upper management will foster support and buy-in of project goals and objectives. - Project team members will adhere to the communication plan outlined in the Project Plan. - All project participants will abide by the guidelines and Stated commitment from sponsors; project will include change management processes to address support and buy-in. Impact to schedule on the low end, showstopper on the high end
TEXT: An inspector Calls THEMES TO CONSIDER: capitalism vs socialism, generation divide, responsibility, class CHARACTERS TO COVER: BIRLING, MRS B, SHEILA, GERALD, ERIC, INSPECTOR Quotation Technique Who said When Social context LINKS/THEME “has nothing to do with this wretched girl’s suicide” The negative adjective “wretched” shows Birling’s lack of care Birling Act Two Priestley is showing how uncaring right wing people are of those who deserve sympathy to shock his audience BIRLING, AGE DIFFERENCE, RIGHT WING/LEFT WING, capitalist/socialist There are millions and millions and millions of Eva Smiths and John Smiths The repetition emphasises how many people are suffering. The biblical reference (Eva=Eve) suggests Eva Smith represents all working women Inspector Act Three Priestley uses the Inspector to lecture the audience and deliver his message. He hopes to make the audience question their own views. RIGHT WING/LEFT WING, capitalist/socialist, Inspector, responsibility, class But these girls aren’t cheap labour they are people The juxtaposition of “labour” and “people” emphasises how Sheila cares about the workers as human beings Sheila Act One Priestley uses Sheila’s opposition to her father to highlight the generation divide, the older and younger. His audience would have been closer to Sheila’s age and therefore sympathise more with her. RIGHT WING/LEFT WING, capitalist/socialist, Sheila, responsibility, class “What about war?” The short sentence questions his father revealing his father’s incorrect views Eric Act One Priestley uses the incorrect predictions from Birling about War to show his audience who in 1945 would have lived through one if not two world wars, how capitalists can be. RIGHT WING/LEFT WING, capitalist/socialist,Eric
Example of reflection day event Suggested time: full day Time Event Detail Preparation and resources Welcome Welcome all participants. Outline background and purpose. Reflection / team building activities Rotation of different activities to help maintain the group’s interest and energy level: ball game reflection circle quotes exercise. Prepare activities Let’s get creative Appreciation/acknowledgement activities: jigsaw puzzles hoshim brainstorming. Blank jigsaw puzzles, post-it notes, pens Recess (gallery exhibit of all the notes from hoshim brainstorming) Let’s get creative Continue with appreciation/acknowledgement activities. Make thank you cards to send to host volunteer organisation. Reflection journals. Art supplies Student presentations Students begin to prepare for presentation about their volunteering experience. Resources as required to showcase student presentations Lunch Student presentations Invite the first student to present about their volunteer experience. Continue with next student presentation. Thank everyone and congratulate them on their efforts. Resources as required to showcase student presentations Feedback Obtain feedback from students about the volunteer program: student feedback form group discussion about what they enjoyed about the program, how it could be improved. Prepare feedback forms Celebration activities Celebration, including fun activities: wool web. Prepare activities
Cisco AP3700i (12) @ Channel 44 Cisco AP3700i (13) @ Channel 108 Cisco AP3700i (14) @ Channel 52 Cisco AP3700i (15) @ Channel 104 Cisco AP3700i (16) @ Channel 136 Cisco AP3700i (17) @ Channel 116 Cisco AP3700i (2) @ Channel 60 Cisco AP3700i (3) @ Channel 56 Cisco AP3700i (4) @ Channel 124 Cisco AP3700i (5) @ Channel 40 Cisco AP3700i (6) @ Channel 112 Cisco AP3700i (7) @ Channel 100 Cisco AP3700i (8) @ Channel 120 Cisco AP3700i (9) @ Channel 48
Signal Strength 5 GHz Access Point Coverage 2.4 GHz Cisco AP3700i (29) @ Channel 11 Cisco AP3700i (30) @ Channel 11 Cisco AP3700i (31) @ Channel 11 Cisco AP3700i (32) @ Channel 6 Cisco AP3700i (33) @ Channel 6 Cisco AP3700i (34) @ Channel 6 Cisco AP3700i (35) @ Channel 1 Cisco AP3700i (36) @ Channel 1 Cisco AP3700i (37) @ Channel 11 Cisco AP3700i (38) @ Channel 1 Cisco AP3700i (39) @ Channel 11 Cisco AP3700i (40) @ Channel 6 Cisco AP3700i (41) @ Channel 1 Access Point Coverage 5 GHz Cisco AP3700i (29) @ Channel 64 Cisco AP3700i (30) @ Channel 52 Cisco AP3700i (31) @ Channel 64 Cisco AP3700i (32) @ Channel 136 Cisco AP3700i (33) @ Channel 40 Cisco AP3700i (34) @ Channel 132 Cisco AP3700i (35) @ Channel 116 Cisco AP3700i (36) @ Channel 112 Cisco AP3700i (37) @ Channel 60 Cisco AP3700i (38) @ Channel 120 Cisco AP3700i (39) @ Channel 56 Cisco AP3700i (40) @ Channel 36 Cisco AP3700i (41) @ Channel 108
Area of learning Aspect Emerging Expected Exceeding Communication and language ELG 01 Listening and attention ELG 02 Understanding ELG 03 Speaking Next Steps Physical development ELG 04 Moving and handling ELG 05 Health and self-care Next Steps Personal, social and emotional development ELG 06 Self-confidence and self-awareness ELG 07 Managing feelings and behaviour ELG 08 Making relationships Next Steps Literacy ELG 09 Reading ELG 10 Writing Next Steps Mathematics ELG 11 Numbers ELG 12 Shape, space and measures Next Steps Understanding ELG 13 People and communities
Working with children WCRT staff M WCRT staff are DBS checked. Staff to not put themselves in compromising situations. End activity if a situation arises L Lack of phone reception for emergency communication WCRT staff, school staff, other adults, young people M Nearest landline at Low Gillerthwaite Field Centre Ensure group are aware of location of public telephone Accompanying adults made aware of isolated nature of the site L Slip/trip/falls WCRT staff, school staff, other adults, young people M Verbal warning when children running around to watch out for uneven ground L Lost child Young people M Young people split into 3 groups and assigned an adult 3 groups to stay within shouting distance when working separately Young people warned to stay together L Using tools: cuts or bruises WCRT staff, school staff, young people H All participants given instructions how to use tools safely including how to carry them and what to do when they have finished using them Adults to demonstrate best practice High ratio of adults to children Consideration given to adults only carrying tools Dynamic assessment of individuals using tools. End activity if young person is not being safe and does not respond to advice. M
Tree climbing: falling and accidentally hurting others WCRT staff, school staff, young people M Ensure participants know how to assess risk (test branches, think about how they can get down) Ensure children understand why particular trees were selected to climb so they can choose appropriate trees in the future (not overhanging water, living trees, with different levels) Verbal warning to watch out for others when climbing to avoid hands being trodden on Dynamic risk assessment. End activity if behaviour is unsafe and young person does not respond to advice. L Boggy areas: getting wet and muddy falling over WCRT staff, school staff, young people M Participants warned of possibility of boggy areas and how to recognise them Participants advised to carry long stick when in wet woodland area to test depth and to help avoid getting stuck Participants advised to bring spare clothes and wellies Group not taken into wet woodland area if conditions likely to be not suitable due to prolonged recent rain Group taken out of boggy area if conditions are found to be not suitable. L
Risk Assessment Department: Risk Assessment Completed by: Date: Description and location of Hazard Who might be harmed Existing Control Measures A. Likely severity of injury (1 to 3) B. Likely Occurrence (1 to 3) Risk Rating (A) x (B) Comments/Actions Score 3 2 1 Column A: Severity of Injury: Major Injury or death Injury requiring medical treatment Minor or no injury Column B: Likely Occurrence: Regular exposure of several employees to hazard. Occasional exposure of few employees. Exposure to hazard very rare.
About you—Brad and Zara Personal details Brad Zara 43 years old 41 years old Employed as an IT project manager earning $85,000 per year plus 9.5% superannuation guarantee contributions (paid by your employer). Currently has 3 months’ sick leave available. Employed part-time at a primary school as a teacher’s aide earning $16,000 per year plus 9.5% superannuation guarantee contributions (14 hours per week). Excellent health Excellent health Non-smoker Non-smoker No family history of hereditary diseases or early death Family history of hereditary diseases (cancer) Standard private hospital cover Standard private hospital cover Has a current will (last updated 2015) Has a current will (last updated 2015) Has a current power of attorney (last updated 2015) Has a current power of attorney (last updated 2015) You have two children: Lola (10) and Noah (7). They are currently at public primary schools, and not expected to go to private schools. You are not planning to have any other children at this stage. What you own and what you owe You own Owner Value You owe Amount Total House Both $550,000 Mortgage $440,000 n/a ABC Bank joint-access savings account Both $5,000 n/a n/a n/a ABC Bank mortgage offset account Both $25,000 n/a n/a n/a Superannuation: First Corporate Superannuation Fund Brad $100,000 n/a n/a n/a Superannuation: OZ Industry Superannuation Fund Zara $30,000 n/a n/a n/a Other assets Both $10,000 n/a n/a n/a Total n/a $720,000 n/a $440,000 n/a Net wealth n/a n/a n/a n/a $280,000
What you earn each year Details Amount Brad’s annual net income (after tax) $63,903 Zara’s annual net income (after tax) $16,000 Payment from Centrelink (Family Tax Benefit) $1,896 Total annual income (after tax) $81,799 What you spend each year Details Amount Mortgage repayments (principal and interest, 4% interest rate) $25,000 Living expenses $45,000 Total annual expenses $70,000 Estimated annual surplus cash $11,799 Your $45,000 living expenses includes $1,200 for income protection insurance (see the following table). You are happy living in your current house and currently have no immediate plans to move or renovate. You have no major expenditure planned. Your current personal insurance Cover and product Insurer Owner Amount of cover Annual premium Income protection (Brad): Mantra Income Protection cover 90-day waiting period until age 65, agreed value, level premium, super contribution option Mantra Financial Services Pty Ltd (Mantra) Brad $5,350 per month plus $642 super $1,200 paid from cash Life and total and permanent disability (TPD) (Brad): First Term Life and TPD First Corporate Superannuation Fund (provided by ABC Insurance) Super $200,000 $615 paid from super Life and TPD (Zara): OZ Life and TPD OZ Industry Superannuation Fund (provided by XYZ Insurance) Super $200,000 $280 paid from super Total annual premium n/a n/a n/a $2,095
French Penpals, through reading and writing, extending the frequency of communication through use of technology. books and online Pupils will experience the Spanish language and begin to converse following a curriculum progression (1+2) from P3-7. MLPS policy, progression and overview CEC 1+2 resources; yolo website, Youtube/Internet clips- 5 a-day FLA - tbc
Secondary Role # of Staff Staff Name(s), Agency or Organization (e.g.) Function Greeter 1-3 Jedd, Local leader Darius, University student Helps with traffic flow, direct soilSHOP participants to registration or to Health Ed table if no sample. Gathers photo consent signatures. Hand out tri-fold flyers. The Event Ambassador can double as the Greeter. Waiting Room Attendant (Part of Log In team) 1 Nate, Local Community Center Ensures participants have used correct container for samples, and hands out ziplock baggies as needed. Explains the process of the soilSHOP, sample flow, and helps participants fill out Log In form before going to the Log In table. The Greeter, or anyone from the Log In team can double as the Waiting Room Attendant. XRF Runner (Log In to XRF) 1 Maddy, Master Gardener Delivers completed sample packets from the Log In station to the XRF screening station. Keeps tabs on sample processing time. Helps field questions the XRF team has of the Login team. Log In Staff or another volunteer can double as the XRF Runner. Health Ed Runner (XRF to Health Ed) 1 Peter, Volunteer Picks up completed sample packets from the XRF screening station, delivers packet to the Health Ed station and marks the time of delivery on the Log In Form. Communicates to participants (verbally and/or by posting status) when screening results are ready and which Health Educator to see for consultation and explanation of screening results. Keeps tabs on sample processing time, informs Log In table of estimated wait time. Relays Health Ed questions to XRF team. The Event Lead or any Health Educator can double as the Health Ed Runner.
Understanding of the subtleties of tone (lines 19–21). Strong support for assertions and interpretations (lines 22–29). Effective analysis of literary techniques (lines 11, 33–34, 36–38). This high-ranking essay is subtle, concise, and on target. There is nothing that takes away from the writer's focus. Each paragraph grows out of the previous one, and the reader always knows where the author is taking him or her. The syntax, diction, and organization are mature and confident. "Even though I hate doing it, my writing really improves when I spend the time revising what I've written." — Mike T. AP student Student Essay B This is a middle-range essay (7–6–5) for the following reasons: Clearly identifies the task, the poem, and poet. States the techniques that will be discussed in the essay. Lacks a transition to the body of the essay (lines 6–7). Provides an adequate discussion of the insights of the speaker (lines 23–25). Cites appropriate specifics to support the thesis of the essay (lines 14–16). Uses standard style, diction, and structure, but does not reflect a sophisticated or mature writer. Attempts a universal statement within a rather repetitive and summary-like conclusion (lines 32–34). While adhering to the prompt, this midrange essay is an adequate first draft. It shows promise but comes dangerously close to paraphrasing lines. The analysis is basic and obvious, depending on only one device, that of simile. The writer hints at the subtleties but misses the opportunity to respond to further complexities inherent in the poem. Note: Both essays have concluding paragraphs which are repetitive and mostly unnecessary. It is best to avoid this type of ending. How about sharing these samples with members of your class or study group and discussing possible responses?
- XE – Academic Dishonesty Example 2: This course will be graded on an A-E plus/minus scale. For even more clarity, you can add on a points column to show how many overall points are needed for each grade level. Points % Grade 970 – 1,000 97 – 100% A+ 930 – 969 93 – 96% A 900 – 929 90 – 92% A- 870 – 899 87 – 89% B+ 830 – 869 83 – 86% B 800 – 829 80 – 82% B- 770 – 799 77 – 79% C+ 700 – 769 70 – 76% C 600 – 699 60 – 69% D 0 – 599 59% or < E - EN – Failing for Not Participating - XE – Academic Dishonesty Additional Tips: Outline the weight each assessment activity has on the overall grade and share additional expectations and details for each type of assessment. Example: Assessment % of Grade Course Participation 5% Assignments 10% Quizzes 16% Discussion Board Posts 24% Individual Papers 25% Team Project 20% Total 100% Assessment Activity 1 (X%) Fill-in a description of the activity, include the percentage of grade above, and delete the example. Example for Discussion Board Posts A large portion of this course will be assessed through weekly discussion boards. You will be required to post at least one main post for each question posed, and at least two replies to other people’s posts. In order to guarantee that others have threads to reply to, your initial post must be posted by the assigned date (see course timeline for dates). Your original discussion posts will be
Example #2 Teacher Nomination Form Student Name Age Grade IEP: Yes Teacher Completing Date ACADEMIC INFORMATION Overall G.P.A. Reading Grade Written Language Grade Math Grade BEHAVIOR INFORMATION Unexcused absences______ Most recent SRSS-IE Score______ Number of Office Discipline Referrals______ Do you believe that academic skills, including task completion, are impacting the problem behavior? Yes No Unsure WHAT IS THE PROBLEM BEHAVIOR? Out of seat/assigned area Inappropriate Language Fighting/physical aggression Talking out of turn Verbal defiance Not following instructions Technology violation Tardy Withdrawn Other WHEN AND HOW OFTEN THE PROBLEM BEHAVIOR OCCURS When, where, and with whom are problem behaviors most likely? Schedule (Times) Activity Specific Problem Behavior Likelihood of Problem Behavior Low High With Whom does Problem Occur 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
POSSIBLE FUNCTION OF THE PROBLEM BEHAVIOR □ Obtain Adult Attention □ Escape/Avoid Peer Attention □ Obtain Stimulation/Sensory □ Escape/Avoid Adult Attention □ Obtain Tangible/Activity □ Escape/Avoid Stimulation/Sensory □ Obtain Peer Attention □ Escape/Avoid Tangible/ Activity STRATEGIES TRIED TO ADDRESS PROBLEM BEHAVIOR AND RESULTS Successful Somewhat Successful Not
Table of Contents Capability Statement ………………………………………………………………….. page 3 Mission Statement ……………………………………………………………………… page 4 Vendor Profile………………………………………………………………………….… page 4 Past Performance……………………………………………………………………….. page 5 Top Client List……………………………………………………………………………. page 6 Testimonials………………………………………………………………………………. page 7 Annual Profit & Loss Statement……………….……………………………………….. page 8 Lines of Credit Statement……………………………………………………………….. page 8 Product Units & Pricing………………………………………………………..………… page 9 Contact information ..……………………………………………………………………. page 14 Agreement Signature……………………………………………………………………. page 14 Max’s Pet Supplies, LLC (410) 708-6521 3649 Washington Blvd Baltimore, Maryland 21201
0026 DBL LAYER JUTE TARGET CUFF ITEM CODE: 64TC $49.95 10 $39.95 Training Half bite sleeve for dog training $399.50 0017 HARNESS COYOTE ITEM CODE: $39.99 15 $30 Kinetic Duty Harness $450 0031 SKY KENNEL VAULT ITEM CODE: DO00500 $125.89 20 $105 Petmate Pet Porter Fashion Dog Crate $2,100 Total: $5,205.80 Total: $3,997.85 Total Savings: $1,207.95 Regular Product Pricing IMAGE UNIT RETAIL PRICING Quantity FEDERAL PRICING Total
0014 3MM S/S CHOKE CHAIN/22IN ITEM CODE: HS88322 $5 20 $5 $100 0015 3MM S/S CHOKE CHAIN/24IN ITEM CODE: HS88324 $8 20 $8 $160 0016 3MM S/S CHOKE CHAIN/26IN ITEM CODE: HS88326 $10 20 $10 $200 0017 OPPORTUNITY HARNESS COYOTE ITEM CODE: RA36MHM-COY $63.44 15 $60 $900 0018 PLASTIC MUZZLE #3 <DOB/MALIN ITEM CODE: JM3 $10 40 $5 $200 0019 PLASTIC MUZZLE #4 <GSD ITEM CODE: JM4 $10 40 $5 $200 0020 SYNTEK TUG 3" X 22" ITEM CODE: 9652C2 $12 30 $5 $150 0021 SYNTEK TUG 33" X 5" TOW HANDLES ITEM CODE: 9652D2 $15 30 $10 $300
0022 BARKNBOOTS RED/MD ITEM CODE: RU1-U $59.99 15 $50 $750 0023 LEG SLEEVE ITEM CODE: 9654 $60 10 $50 $500 0024 ADVANCED SLEEVE COMPLETE LEFT ITEM CODE: 33C-L $120 20 $120 $2,400 0025 ADVANCED SLEEVE COMPLETE ITEM CODE: 33C-R $120 20 $120 $2,400 0026 DBL LAYER JUTE TARGET CUFF ITEM CODE: 64TC $40 10 $40 $400 0027 ALL WEATHER PLATFORM - 500 ITEM CODE: RAKAWP500 $60 30 $60 $1,800 0028 OAKLEY SI ASSAULT GLOVE COYOTE LARGE ITEM CODE: $65 25 $65 $1,625 0029 OAKLEY LIGHTWEIGHT GLOVE XL ITEM CODE: $30 20 $30 $600
DATE TIME MODULE DURATION NUMBER Day 1 Monday 4th June 2018 0915 – 0955 1 - Mathematics 40 mins 1030 – 1055 1030 – 1055 4B1 – Electronic Fundamentals 8 – Basic Aerodynamics 25 mins 25 mins 1130 – 1205 1130 – 1210 14 - Propulsion 17 - Propellers 35 mins 40 mins LUNCH 1330 – 1500 1330 – 1625 1330 – 1610 1330 - 1535 6 – Materials & Hardware 11 – Systems 12 - Helicopters 13 Pt 2 - Systems 1 hr 30 mins 2 hr 55 mins 2 hr 40 mins 2 hr 05 mins Day 2 Tuesday 5th June 2018 0915 – 1020 2 - Physics 1 hr 05 mins 1100 – 1205 3 – Electrical Fundamentals 1 hr 05 mins LUNCH 1330 – 1355 9 – Human Factors (Essay) 20 mins 1415 – 1440 9 – Human Factors (MCQ) 25 mins 1500 – 1550 4B2 – Advanced Electronics 50 mins Day 3 Wednesday 6th June 2018 0915 – 1005 5B1 – Basic Digital Techniques & EIS 50 mins 1030 – 1050 10 – Aviation Legislation (Essay) 20 mins 1115 – 1205 10 – Aviation Legislation (MCQ) 50 mins LUNCH 1330 – 1410 7 – Maintenance Practices (Essay) 40 mins 1500 – 1630 1500 – 1640 1500 – 1640 1500 – 1655 1500 – 1630 5B2 – Advanced Digital & EIS 7 – Maintenance Practices (MCQ) 13 Pt 1 - Systems 15 – Gas Turbines 16 – Piston Engines 1 hr 30 mins 1 hr 40 mins 1 hr 40 mins 1 hr 55 mins 1 hr 30 mins Total
CICO Self-Management/Fading/Graduation Possible decisions: continue with intervention with current goal, continue with the goal increased, teach self-management strategies, or fade intervention components Student Grade IEP (Y/N) Supporting Data Fade or Graduate Response Actions & Next Steps Who? By When? Charlie 5th Y Met goal of 75% for 4 weeks DPR Review 88% Increase goal to 85% of points for the next 4 weeks Have Ms. Crane meet with Charlie and tell him his goal is increasing and encourage him to meet his goal Ms. Crane Jamaal 3 Y 6 weeks at 85% or above of daily points. Move Jamaal to Phase 2 for 3 weeks of rating himself as the teacher rates. Mr. Humphrees will meet with Jamaal and his teacher and review the phase. Mr. New Referrals To Tier II Team Possible sources: ODR data, teacher nomination, attendance, academic progress, screening tools Student Grade IEP (Y/N) Teacher Referral Source & Relevant Information Response Actions & Next Steps Who? By When? Bobby 4th N Ms. Marks Nomination Form – Disruption, parent contact ODR – 2 SRSS – moderate risk externalizing Absences – 0 Tardy - 6 Student meets criteria for CICO, Mr. King will start process of enrollment in CICO Mr. King 10/7 Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? x
Bullers Wood School for Boys EXAMPLE of what a typical school week might look like for a Year 7 student Registration/Assembly/Personal Development, Health & Wellbeing Programme Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Lesson 5 Lesson 6 Registration Lesson 7 Enrichment/Extra Curricular Activities Programme MON Science Science English Maths Design Technology Design Technology TUES Maths English History Science RS MFL WED Geography Maths PE PE English Computer Science THURS Maths Geography Science Science History English FRI MFL Music/Drama English Maths Art Art
DATE TIME MODULE DURATION NUMBER Day 1 Monday 3rd Sept 2018 0915 – 0955 1 - Mathematics 40 mins 1030 – 1055 1030 – 1055 4B1 – Electronic Fundamentals 8 – Basic Aerodynamics 25 mins 25 mins 1130 – 1205 1130 – 1210 14 - Propulsion 17 - Propellers 35 mins 40 mins LUNCH 1330 – 1500 1330 – 1625 1330 – 1610 1330 - 1535 6 – Materials & Hardware 11 – Systems 12 - Helicopters 13 Pt 2 - Systems 1 hr 30 mins 2 hr 55 mins 2 hr 40 mins 2 hr 05 mins Day 2 Tuesday 4th Sept 2018 0915 – 1020 2 - Physics 1 hr 05 mins 1100 – 1205 3 – Electrical Fundamentals 1 hr 05 mins LUNCH 1330 – 1355 9 – Human Factors (Essay) 20 mins 1415 – 1440 9 – Human Factors (MCQ) 25 mins 1500 – 1550 4B2 – Advanced Electronics 50 mins Day 3 Wednesday 5th Sept 2018 0915 – 1005 5B1 – Basic Digital Techniques & EIS 50 mins 1030 – 1050 10 – Aviation Legislation (Essay) 20 mins 1115 – 1205 10 – Aviation Legislation (MCQ) 50 mins LUNCH 1330 – 1410 7 – Maintenance Practices (Essay) 40 mins 1500 – 1630 1500 – 1640 1500 – 1640 1500 – 1655 1500 – 1630 5B2 – Advanced Digital & EIS 7 – Maintenance Practices (MCQ) 13 Pt 1 - Systems 15 – Gas Turbines 16 – Piston Engines 1 hr 30 mins 1 hr 40 mins 1 hr 40 mins 1 hr 55 mins 1 hr 30 mins Total
SCL Number Alternating Stress (MPa) Allowable Stress (MPa) Stress Ratio 1 77.9 610.0 0.128 2 55.5 610.0 0.091 3 66.1 610.0 0.108 4 59.9 610.0 0.098 5 38.8 610.0 0.064 6 22.6 610.0 0.037 7 24.9 610.0 0.041 8 34.1 610.0 0.056 9 55.8 610.0 0.091 10 62.5 610.0 0.103 11 59.6 610.0 0.098 12 56.7 610.0 0.093 13 91.8 610.0 0.150 14 79.1 484.0 0.163 Load Case : 8 Check for protection against plastic collapse and local failure. SCL Number Linearized Stress (MPa) Allowable Stress (MPa) Stress Ratio 1 114.0 330.0 0.346 2 122.3 330.0 0.371 3 128.1 330.0 0.388 4 118.9 330.0 0.360 5 89.1 330.0 0.270 6 42.5 330.0 0.129 7 29.9 330.0 0.091 8 46.1 330.0 0.140 9 99.6 330.0 0.302 10 125.5 330.0 0.380 11 121.3 330.0 0.368 12 95.8 330.0 0.290 13 58.8 330.0 0.178 14 32.6 330.0 0.099 Check for protection against failure from cyclic loads. SCL Number Alternating Stress (MPa) Allowable Stress (MPa) Stress Ratio 1 101.8 610.0 0.167 2 63.2 610.0 0.104 3 69.9 610.0 0.115 4 65.3 610.0 0.107 5 48.7 610.0 0.080
Thus, we can compute lD and LF via: lD=LD-kMF; lF=LF-kMF; A similar treatment for the Q-axis quantities results in: lQ=LQ-kMQ; lG=LG-kMQ; Recall the data given for Example 4.2 Calculations given in the book (p. 113) to address without G-winding are: In addition, we need the terms LMD, LMQ which can be obtained from ; (See (4.119) and (4.122), and notes on “FluxLinkageEquations”, p. 4 and p. 6). These calculations are provided in the book for the case without the G-winding, as follows (p. 113): The complete calculation is done, without the G-winding, is provided in the book as follows: and we get for the state-space equation for the first six variables, with D = 0 Example 4.4 What is below is exactly what is in the book. We will modify it to accommodate the G-winding. Extend Examples 4.2 and 4.3 to include the effect of the transmission line and torque equations. The line constants are , rad. The infinite bus voltage constant K and the damping torque coefficient D are left unspecified.
The chart below requires the contractor to list a percentage bid for all materials collected pursuant to this IFB and contract, whether ferrous or nonferrous. The # 2 Bundles of Ferrous Scrap is used in the contract as a standard only. It is not necessarily descriptive of the scrap metal which will be collected and recycled per this IFB and contract. No bids charging a fee will be accepted. Material Contractors Competitive Percent (%) (This will determine winning bid.) #2 Ferrous Bundles Rate Per Ton; Export Pricing; Los Angeles Port Revenue Per Ton Payment using August 2014 AMM Report. (Each Month is Calculated using AMM Report) #2 Ferrous Bundles Rate Per Ton; FILL IN BID % HERE: ______________ Required DO NOT WRITE IN THIS BOX. DO NOT WRITE IN THIS BOX. EXAMPLE: Bid of 90% per ton AMM Value on 8/1/14: $170.00/ton .90 x $170/ton = $153.00/ton (If a contractor collected scrap metal at the listed sites in August 2014, it would pay $153.00/ton to CalRecycle for transactions in August 2014.) Submitted By: Company Name Company Address Telephone Number Fax Number Email Address Authorized Official and Title By (Authorized Signature)______________________________________Date______________________
Curriculum Vitae Fake Student Education 2017. B.S. in Aquatic and Fishery Sciences, University of Washington Research Experience 2016 – 2017. Senior capstone project “The invasion of lionfish in the U.S. Virgin Islands” 2015 - 2016. Laboratory Technician. Processed samples in Dr. Fake Professor’s lab for parasite identification 2014 – 2015. Volunteer Intern. NOAA Fisheries. Conducted data quality assurance for database management Other relevant professional employment or experience None Notable skills (computing, specialized instruments, etc.) none Awards and Grants None Applied for National Science Foundation Graduate Research Fellowship Publications Published: None In review: None In preparation : Student, F, and Professor, F. Parasite communities shift in response to species invasions. To be submitted to Marine Ecology Progress Series Presentations 2017. “Evaluation of lionfish invasion dynamics – insights from parasite communities”. University of Washington Capstone symposium Leadership and Outreach Vice president of Student Fisheries Society Founder of FishTech Inc Founder of Students Association for Very Important Thing
Group night activities Risk Assessment Reviewed… (name and date) Hazard identified Potential consequences Likelihood (1-5) Impact (1-5) Risk Factor (Likelihood x Impact) Steps to be taken to reduce risk Member of public being disruptive. Disruption to activities Distress or harm to children/ adults. 2 1 3 5 6 5 Clear instructions as to expectations of behaviour and responsibilities to one another and to members of the public. Make children aware of danger of talking to strangers. Adults to challenge anyone they don’t know who comes into the hall. Adhere to safeguarding policy. Disruptive / dangerous behaviour from children Disruption to activites, distress or harm to children 3 3 9 Groundrules set and adults plan strategies to manage behaviour. Refer to managing behaviour guidance and policies. Increase adult to child ratios if behaviour is challenging. Child leaving the session without their parent Distress or harm to child 2 5 10 Ensure sufficient ratios of adults to children. Children not to leave area that we are working in without letting an adult know,and adults are vigilant to check that children stay within this distance. All children & adults to sign in and out of the session. Medical emergencies Injury/ illness 2 5 10 At least one leader to have a mobile phone, phone emergency services when necessary. Existing medical conditions, allergies are recorded on registration and consent forms. Record incidents on forms and give to parents/ carers. First Aid kit available. Trained first aider present, or named individual responsible for first aid and aware of all policy and procedure.
Farm Goats Goats are animals that can be found on some farms. Goats have cloven feet. They can be coloured brown, white, grey or black. Some adult goats have horns. These horns are sometimes used by goats when they fight. Goats eat grass and plants, so they are called herbivores. During the winter months when there is no fresh grass, the farmer can feed the goats hay. Farm goats can be used for milk. There are many products made from goats’ milk, such as cheese, yoghurt and even soap. Baby goats are called kids. Kids can walk a few minutes after they are born. On their heads, they have little buds where their horns will grow. Goats are useful animals. The title tells the reader what the text will be about. The introduction gives the reader a general statement about goats. This paragraph tells the reader about a goat’s features. This paragraph tells the reader about the food goats eat. This paragraph tells the reader about goat milk products. This paragraph tells about baby goats. The conclusion gives the reader a general statement about goats.
Attachment B COLLECTION SYSTEM INSPECTION LOG ABC Apartment Complex Month Inspected By Date Comments Problems/Actions Required Contacted Utilities (week prior to annual cleaning) Distributed Grease Hangers (twice a year) January April July October January April July October January April July October January April July October January April July October
Attachment D Overflow Incident Report Form ABC Apartment Complex Emergency Contact Numbers: John Doe, Maintenance Supervisor –PHONE NUMBER 123 Plumbing Company – PHONE NUMBER NCDEQ - Mooresville Regional Office – (704) 663-1699 Date/Time Incident Location Weather Conditions Incident Description (Cause) Actions Taken to Correct Problem Pictures Taken?
Test Table No Date Function Tested Test Expected Result Actual Result Problem 1 Fig 1 9/11/11 Float Raw_Input IF/ELSE User data Input (whole or decimal) & qualifying output message (testing > value only) Request Input & output message appropriate to value Requested user input. Correct message output P 2 Fig 2 11/11/11 Function Test 1 written as function Request Input & output message appropriate to value Requested user input. Correct message output P 3 Fig 3 11/11/11 Time Delay Inclusion of second function using While loop with count to invoke time delay of 15 (representing minutes) Wait for count of 15 before requesting next input Output ‘counting’ 15 times in quick succession F 1 3 Fig 4 4/12/11 Time Delay & Program Loop Import time/ Time.sleep () using seconds to represent minutes. Within function & IF/ELSE statements. WHILE to restart program Request input, return qualifying statement, request reset & wait appropriate time before recommencing Input requested correct qualifying message output & time delay before restart. P 4 26/12/11 Qualify User Input To confirm input if outside of a specified range (based on expected input for program type) Query & request check & re-input of data if outside of parameters Message to check and value P 6 26/12/11 Sentinel Inclusion of sentinel to quit out of program On entry of specified character program ends Did not recognise command F 2 6 26/12/11 Sentinel Inclusion of sentinel to quit out of program On entry of specified character program ends Program ran through loop twice before ending F 3 8 4/1/12 Sentinel Inclusion of sentinel & break command to quit out of program On entry of specified character program ends On entry of specified character program ended P Pass
2 Fields 3 Fields Day 1: Day 1: 2:00 Games 1 & 2 8:00 Games 1, 2 & 3 4:00 Games 3 & 4 10:00 Games 4, 5 & 6 6:00 Games 5 & 6 12:00 Games 7, 8 & 9 2:00 Games 10, 11, 12 Day 2: 4:00 Games 13, 14, 15 8:00 Games 7 & 8 6:00 Games 16, 17 10:00 Games 9 & 10 12:00 Games 11 & 12 Day 2: 2:00 Games 13 & 14 8:00 Games 18, 19, 20 4:00 Games 15 & 16 10:00 Games 21, 22, 23 6:00 Game 17 12:00 Games 24, 25, 26 Day 3: 2:00 Games 27, 28, 29 8:00 Games 18 & 19 4:00 Games 30, 31, 32 10:00 Games 20 & 21 6:00 Games 33, 34 12:00 Games 22 & 23 2:00 Games 24 & 25 Day 3: 4:00 Games 26 & 27 10:00 Games 35, 36, 37 6:00 Games 28 & 29 12:00 Games 38, 39 Day 4: 8:00 Games 30 & 31 10:00 Games 32 & 33 12:00 Games 34 & 38 2:00 Games 36 & 39 4:00 Games 35 & 37
COMMUNICATION: Nonverbal SDI of signed English Speech of least prompts guidance written, picture prompts/cues of American Sign Language (ASL) assisted instruction ACCOMMODATIONS or MODIFICATIONS boards/books/cards boards/books/cards based communication activated devices communication systems technology communication devices screen accessible accessible interpreter Sign Language (ASL) systems technology COMMUNICATION; Listening Comprehension SDI prompts – teach – review Skills note taking/identification of relevant information what is heard (student) prompts/cues / summarizing strategies Visual Instruction Modeling
How to determine priorities in tasks Strategies for organizing space for work efficiency Gantt charts Mind mapping for task organization assignments due Programs with more than one course per term and multiple assessment methods over the term management strategies Marking understanding of concepts or theories related to time management on tests or assignments 11. Take responsibility for one’s own actions, decisions, and consequences. Teaching Students: How to set personal goals How to establish rewards for goal achievement How to establish and use support groups How to write and complete personal contracts or action plans Codes of conduct Personal action plans Due dates with consequences Policies that are clearly communicated and enforced related to late assignments, missed classes, cheating and professional behavior Students lose marks for late or missing assignments Marking the ability to identify strategies or concepts taught in class – example: how to write a personal goal. This can be evaluated on a test for example
PAST BUSINESS REPORT QUESTIONS FOR PRELIMINARY BUSINESS STUDIES FINAL EXAMINATION PAPERS The Business Report section is question 25 on the HSC paper (questions 1-20 are and 21-24 are short answers) question 26 is an Extended Response that requires students to use a Business Case Study. The Business Report does not use a case study but stimulus that is revealed in the question. The goal is to give advice to the business referred to in the business by showing off what you know of the syllabus. As with any question in Business Studies it requires you to KNOW YOUR SYLLABUS. Structure: PLAN: firstly plan how you will tackle this heading. What parts of the syllabus is it referring to? What sub sections? What examples can you give? Drawing up a plan will help you write more efficiently 1: Executive Summary: needs to incorporate the question in with information about the stimulus and examples are needed. 2: Body: you need lots of headings (from syllabus), numbers, graphs, and consistent reference to the stimulus and the business name needs to constantly be included. Underlining should be used to show definitions and syllabus points. You also need to understand what directive terms mean – outline, explain and evaluate. Outline should be no more than 2 pages in length, explain should be 3-4 pages and should include examples and use the stimulus. Evaluate should be 4-5 pages and include definitions, examples, advantages/disadvantages, and an argument about the question with a clear response. 3: Conclusion: should summarise your arguments based on your evaluations and also give recommendations for future of the business in the stimulus. EXAMPLES OF QUESTIONS OVER PAGE
Examples of government charging activities Type of charging activity General characteristics Examples Regulatory Charging Activities Approval activities Activities involve applications, registrations or similar activities Charges relate to ongoing government activities The Government determines whether to charge for the activity The activity can only be undertaken by the Government or someone acting on behalf of the Government There is limited user discretion and there are usually conditions Charges must have a legislative basis Involves charging individuals or organisations Revenue for the activity must be aligned with expenses incurred in providing the activity to individuals or organisations Inspection of facilities or equipment Registration of firms or individuals before they can sell particular products or services Evaluation of products for safety Assessment and/or approval to undertake activities Rating or classification of products Accreditation to provide training and/or certification Compliance activities Activities involve monitoring compliance, investigation and enforcement Charges relate to ongoing government activities The Government determines whether to charge for the activity The activity can only be undertaken by the Government or someone acting on behalf of the Government There is limited user discretion and there usually are conditions Charges must have a legislative basis, specifically a tax act Involve charging a group of individuals or organisations Revenue for the activity must be earmarked for that activity and aligned with expenses incurred in providing the activity to the group of individuals or organisations Monitoring of compliance, such as compliance with safety standards through audits, collection of compliance information, complaints mechanisms Investigations, such as investigation of breaches of standards Resource and Access Charging Activities