zilongwang/ReadingBank huggingface dataset:
Contents Part I : Overview 1 1 : & 2 2 : 7 3 : 14 4 : 18 Part II : Illustrative Case Studies 24 5 : 25 6 : 26 7 : 27 8 : 28 9 : B2C 29 10 : B2B 31 11 : 32 Part III : Making It Happen 33 12 : 34 13 : 37 14 : 44 15 : 46 16 : 47 17 : 57 Part IV : Demonstration Implementations 67 A A A A A
Categorization of responses Figure ?? : AppSensor Response Action Categorization Listed alphabetically by ID Response Action Classifications Purpose Target User Response Duration ID Logging Change      Administ’r          User Status Change    User      Timing Change       Process Terminated      Function Amended         Function Disabled         Account Logout       Account Lockout        Application Disabled       Collect Data from User    Proxy      No response
Figure ?? : Example schedule of complex thresholds Partial view of a longer schedule that has many more user event definitions Response Actions - Schedule of Thresholds Overall Number of Security Events Code (All) (All) Series - - Threshold 5 45 Period 1 day 1 day Responses ASR-E ASR-E, ASR-J, ASR-K System Trends (individual detection points) Code STE1 STE2 Series 1000 1000 Threshold +500% +1000% Period 15 minutes 1 hour Responses ASR-B ASR-B User Trends (individual detection points) Code UT1 UT1 UT1 UT3 UT3 Series 1000 2010 2020 1000 2000 Threshold 10 5 40 1 1 Period 1 hour 15 minutes 1 day - - Responses ASR-B ASR-B, ASR-E ASR-B, ASR-E, ASR-I ASR-D ASR-B, ASR-I User Events (individual detection points) Code RE1 Series 1000 Threshold 2 Period 1 hour
The OWASP Application Security Code of Conduct for Trade Organizations (The OWASP “Purple Book”) Version 1.18 (19th May 2015) Release © 2011-2015 OWASP Foundation This document is released under the Creative Commons Attribution . For any reuse or distribution, you must make clear to others the license terms of this work Introduction Modern businesses in every sector require software applications for day-to-day operation. Trade Organizations (also known as trade, industry or sector associations or groups) are pivotal in the definition and enforcement of mandatory good practices within their sphere of influence. Higher standards of security benefit member organizations through reduced costs, better compliance with legislation and other mandates, and reduced risk of reputational damage. The trade organization also benefits from the enhanced reputation of its membership. OWASP is ready to work with trade
What is Time off in Lieu? (TOIL) Lieu time is time off which staff are allowed to take in place of hours worked beyond an individual’s normal working week. It applies to additional periods of work undertaken at any time outside an individual’s normal working pattern. It does not apply to lunch periods and managers should ensure that staff have an appropriate lunch break each day. If lunchtime meetings are necessary then staff should be allowed to take a break either before or after the meeting, to ensure compliance with Working Time Regulations. When a manager is aware that a busy period or specific event is approaching he or she should plan accordingly and review available staffing. When further additional staffing hours are required, the manager should consider whether TOIL or overtime pay is the most appropriate method to use to cover this. Overtime Pay and TOIL Administration and Technical Grades 1-5 Overtime or TOIL may be offered to staff on these grades. Before offering an opportunity to work additional hours, the manager should determine the basis on which the work will be offered (i.e. as overtime pay or TOIL), taking account of budgetary and resource implications. Administration and Technical Grades 6+ TOIL may be offered to staff on these grades. In very exceptional circumstances there may be justification for overtime payments to be made; these must be agreed in advance with the relevant Link HR Manager. Overtime Pay For additional worked above the 36¼ working week, overtime pay is made on the basis of time-and-a-half for additional hours worked during the normal five day working week and double-time for additional hours worked on days off (e.g. weekends) and the public holidays recognised by the University. TOIL Accrual Time off accumulated through TOIL arrangements must be equal to time actually worked during the normal five day working week. Where additional staff hours are required on working day 6 and/or 7, time off accrued through TOIL will be equal to time-and-a-half. On the public holidays recognised by the University, time off accrued through TOIL will be equal to double-time. In very exceptional circumstances there may be justification for other TOIL accrual rates (e.g. weekend working involving specialist staff); these must be agreed in advance with the relevant Link HR Manager and regularly reviewed. Taking Authorised TOIL
(8) Requires additional assistance to enter or complete an educational program or to secure or hold employment a. Low-income individual AND b. one of the following: Failed MCAS in the last round Identified as truant Requires ELL instruction Resides in a single parent household Resides in a public housing development Low-income See “Economic Eligibility” Failed MCAS in the last round MCAS test results Letter, report, or from BPS, another school district, or program staff Telephone verification from BPS, another school district, or program staff Identified as truant Report card with attendance information from BPS, another school district, or program Letter, report, or email from BPS, another school district, or program Letter, report, or email from law enforcement official Telephone verification from BPS, another school district, program or law enforcement official Requires ELL instruction Letter, report, or email from BPS, another school district, or program Letter from a recognized community or youth organization (if other documents are not available) Easily discernable need for English as a Second Language instruction (documented by statement from intake/assessment staff) Resides in a single parent household or landlord statement Medical card Divorce decree Statement from DSS Telephone verification Applicant statement with parent signature Resides in a public housing development Lease Computer printout from other government agency Driver’s license Postmarked mail addressed to applicant Utility bill
centers across the state. The following table shows the percentage of the factor for each WDA to be used in the SFM for program year 2017 IFAs: WDA Factor Percentage Central 25.87% Eastern 13.47% Northeast 6.88% Southern 22.77% South Central 6.79% 15.24% Western 8.98% Example: Southern and South Central utilize the SFM and the MPC for WIOA Title I Youth, Adult and Dislocated Worker programs is $547,111.47. The Statewide Cap for WIOA Title I Youth, Adult and Dislocated Worker programs is $ 547,111.47 x 22.77% = $ 124,577.29 $ 547,111.47 x 6.79% = $ 37,148.87 $ 124,577.29 + $ 37,148.87 = $ 161,726.16 3. Calculate Infrastructure Budget: If a WDA did not agree upon the infrastructure budget while attempting the LFM, OOWD calculates the Infrastructure Budget for that WDA or WDAs using the following data: Maximum Potential Budget Factor 1: Number of Centers, weight dependent on WDA(s) utilizing the SFM Number of Centers is the number of comprehensive and affiliate one-stop centers in each WDA Factor 2: Active Partners, weight dependent on WDA(s) utilizing the SFM Active Partners is the number of partners present in each comprehensive and affiliate one-stop center in each WDA Factor 3: Population, weight dependent on WDA(s) utilizing the SFM Population is the total population in each WDA Factor 4: Populations Served, weight dependent on WDA(s) utilizing the SFM Populations Served is the percent of WIOA Title I formula funding awarded to each WDA Factor 5: Budget, weight dependent on WDA(s) utilizing the SFM Budget is the agreed upon or proposed infrastructure budget on actual costs of operating one-stop centers) for each WDA OOWD calculates the infrastructure budget is using the following sub-steps: Calculate the Maximum Potential Budget
of a family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with) Page 2 – tortoise – a turtle that on land - some can live up to 200 years Page 3 – pod – group of hippos Page 3 – racing – water moving very fast Page 3 – wallow – to roll around Page 6 – surging waves – big wall of water moving very fast Page 6 – stranded – separated from, Page 7 – commotion – noisy activity Page 7 – – very big and heavy Page 7 – – loud cheers Page 7 – hoisted – lifted Page 9 – sanctuary – a safe for the animals Page 9 – fend – take care of himself Page 10 – orphaned – having no parents Page 13 – enclosure – a fenced-in place Page 16 – exhausted – very Page 16 – scrambled – moved quickly Page 16 – crouched – squatted Page 16 – companion - friend Page 17 – protective presence – feeling safe when something/someone is nearby page 19 – nuzzled – to rub or push against gently with the nose page 23 – endure – lasting a long time page 26 – resilience – determination page 26 – remarkable role – important part Page 19 – inseparable – not able to separate Venn Diagram
What Makes This Read-Aloud Complex? Quantitative Measure Go to and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database. Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex. *For more information on the qualitative dimensions of text complexity, visit Reader and Task Considerations What will challenge my students most in this text? What supports can I provide? Background knowledge of the setting will be a challenge for the students. Supports will be provided through online resources and information provided throughout the text as it is read to the students. How will this text help my students knowledge about the world? Students will learn about a friendship developed between a mammal and a reptile as they are learning about the needs of the tortoise and the baby hippo. Grade level
“John Oldham.” The New Continuum Encyclopedia of British Literature, 2003. “Laurence Sterne and the Caged Starling of A Sentimental Journey.” CEA Critic, Fall 2002. “Phoenix Jackson, William Wallace, and King MacLain: Welty’s Mythic Travelers.” Southern Literary Journal, Fall 2001. “St. Agnes’ Eve.” Fiction. The Crucible, Fall 2000. “Introduction.” The Ballad of the Flim-Flam Man. Guy Owen. Coastal Carolina 2000. Recent Presentations “Lucretius and the Radical Imagination.” CEA, Indianapolis. March 2015. “Jane Austen and the Language of Landscape,” CEA, Baltimore. March 2014. “Stone Walls Do A Prison Make: The Carceral Society of Caleb Williams,” CEA, Savannah. March 2013. “Bordering on Treason: Caleb Williams and the Black Act,” CEA, Richmond. April 2012. “Was There Ever Such an Unfortunate Rascal as I am?” CEA, St. Petersburgh, April 2011. "Best Practices in Writing Assessment," with Bob Cummings. SACS, Atlanta Georgia. December 2009. "Ordering in Daniel Defoe's A Journal of the Plague Year," CEA, Pittsburgh. March 2009. "The 18th Century is Not Dead Yet: Teaching Defoe's A Journal of the Plague Year," CEA, Savannah. January 2009. "Passage to More than Paris: The Quest for Self in Laurence Sterne's A Sentimental Journey," CEA, St. Louis, Missouri. March 2008. "Hume's Idea of Sympathy and MacKenzie's Man of Feeling," CEA, New Orleans. 2007. "Whaur's Yer Willie Shakespear Neu: John Home and the Creation of a Scottish Literary Identity," CEA, San Antonio, Texas. (April 2, 2006). "Hidden Behind the Screens: Christina Rossetti and the Depiction of Women," CEA, Indianapolis. April 2005. SERVICE Departmental Service
To ensure that all policies consider the implications of disability access Ensure that all new policies consider disability implications Consider during the review of policies Policies reflect current legislation. All policies when renewed reflect the consideration of disability need Evacuation of all children and staff in the event of a fire Ensure that all disabled pupils can be safely evacuated When required put in place personal Emergency Evacuation Plans for all children. Regular fire drills in place to allow pupils and staff to be aware of evacuation procedures. When required develop a system to ensure are aware of personal Emergency Plans are set up for identified pupil All disabled children and staff working with them are safe and confident in the event of a fire
5. Which of the following characterizes the diet of most ethnic groups? a. excludes milk b. excludes leafy vegetables c. excludes grains and grain products d. excludes meat and meat products 6. Orange juice fortified with calcium to help build strong bones is an example of a(n): a. phytochemical. b. functional food. c. organic food. d. convenience food. 7. All of the following nutrients are organic except: a. viamins. b. fat. c. protein. d. minerals. 8. The kcalorie content of a food depends on how much it contains of each of the following except: a. carbohydrate. b. fat. c. water. d. protein. 9. of the following statements about vitamins is true? a. They are inorganic. b. They facilitate the release of energy from the other three organic nutrients. c. They are the medium in all of the body’s processes take place. d. They provide energy to the body. 10. The essential nutrients are those: a. the body can make for itself. b. that are predominant in most c. that must be obtained from d. included in the main DRI 11. Which of the following becomes a major fuel for the body only when the other fuels are unavailable? a. carbohydrate b. fat c. protein d. water 12. of the following does not yield energy for the body? a. carbohydrate. b. protein. c. alcohol. d. vitamins. 13. Vitamins provide ___ kcalories per gram. a. 0 b. 4 c. 7 d. 9 14. How many kcalories are provided by a food that contains 25 g carbohydrate, 6 g protein, and 5 g fat? a. 172 b. 169 c. 142 d. 102 15. nutrient has the greatest energy density? a. carbohydrate b. protein c. fat d. vitamins 16. How many fat kcalories are in a food that contains 15 grams of fat? a. 60 b. 105 c. 135 d. 215
Public Behavior Discuss strategies for managing behavior in public settings Practice managing behavior in public settings Caregiver(s) and child 1 hour session Sibling session Caregiver or therapist explains PDI to siblings Caregiver(s), and 1 or 2 siblings 1 hour session
The trees stood as still as giant statues. FOURTH READING: Reread the entire text, stopping on specific pages to focus on the girl and the theme of this story. Use the attached Activity 4 sheet to draw attention to times in the story when the little girl speaks to the reader (second person point-of-view) to bring their attention to something she has learned. These questions have been marked with an asterisk (*). After each of these questions, students will draw pictures and annotate four parts of the story, the beginning, the early middle, the later middle, and the ending of the story. Page 5 What time of day is it when the girl and her Pa go owling? Page 9 *What does Pa say you have to do if you go owling?* Page 12 What happened when Pa called to the owl? How did the girl feel? Page 14 What makes owling hard work for the little girl? Activity 4 Page 9 – “When you go owling you have to be quiet. That’s what Pa always says. Page 14 – “If you go owling, you have to be quiet and make your own heat.” Page 16 – “When you go owling, you have to be brave. Page 32 – When you go owling you don’t need words or warm or anything but hope. It is late one winter night, long past the girl’s bedtime. When you go owling you have to be that’s what Pa always says. Teacher think aloud: “When I read this sentence, I notice that all of a sudden the girl isn’t just telling a story. She’s stopped using the word “I” and started talking directly to us, the reader.” The owl did not answer. She was not disappointed because her brothers told her that you might see an owl, but you might not.
Activity 4 Directions: Each time you stop to discuss what the little girl has learned and what she has to do when she goes owling, write down the words from the book and draw a picture. 1 When you go owling, you have to be _______________________________. 2 When you go owling, you have to be _______________________________. 3 When you go owling, you have to be _______________________________. 4 When you go owling, you need _______________________________. Culminating Task
Have students complete the last example on their own and draw a picture of their sentence. The snow was as white as the milk in a cereal bowl. The moon made its face into a silver mask. The trees stood as still as giant statues. FOURTH READING: Reread the entire text, stopping on specific to focus on the girl and the theme of this story. Use the attached Activity 4 sheet to draw attention to times in the story when the little girl speaks to the reader (second person point-of-view) to bring their attention to something she has learned. These questions have been marked with an asterisk (*). After each of these questions, students will draw pictures and annotate four parts of the story, the beginning, the early middle, the later middle, and the ending of the story. Page 5 What time of day is it when the girl and her Pa go owling? What is the winter forest like at night? Page 9 *What does Pa say you have to do if you go owling?* Activity 4 Page 9 – “When you go owling you have to be quiet. That’s what Pa always says. Page 14 – “If you go owling, you have to be quiet and make your own heat.” Page 16 – “When you go owling, you have to be brave. Page 32 – “When you go owling you don’t need words or warm or anything but hope.” It is late one winter long past the girl’s bedtime. It is cold and dark. When you go owling you have to be quiet, that’s what Pa always says. Teacher think aloud: “When I read this sentence, I notice that suddenly the girl isn’t just telling a story. She’s stopped using the
Is there a garage? ☐ Yes ☐ No What size garage? ☐ 1-car ☐ 2-car ☐ 3-car ☐ 4-car Is the garage attached? ☐ Yes ☐ No Are remote openers? ☐ Yes ☐ No … If so, how many? _____ Is there a carport? ☐ Yes ☐ No Is the carport covered? ☐ Yes ☐ No Is there RV parking? ☐ Yes ☐ No Are there any assigned parking spaces? ☐ Yes ☐ No … Covered? ☐ Yes ☐ No … How many? _____ Driveway: ☐ Paved ☐ Unpaved ☐ Gravel ☐ Combination Is parking in driveway allowed? ☐ Yes ☐ No Additional parking info: ROOMS Bedrooms: ☐ 1 ☐ 2 ☐ 3 ☐ 4 Bathrooms: ☐ 1 ☐ 1.5 ☐ 2 ☐ 2.5 ☐ 3 ☐ 3.5 ☐ 4 Additional (check all that apply): ☐ Living Room ☐ Family Room ☐ Loft ☐ Den ☐ Sitting Room ☐ Bonus Room ☐ Office ☐ Great Room ☐ Sunroom ☐ Wine Cellar ☐ Laundry Room Dining info (check all that apply): ☐ Dining room ☐ Formal dining room ☐ Breakfast nook KITCHEN Check all that apply: ☐ Refrigerator ☐ Microwave ☐ Dishwasher ☐ Garbage Disposal ☐ Stovetop ☐ Oven ☐ Range (stovetop/oven combo) ☐ Island ☐ Trash Compactor ☐ Granite Countertops Additional Kitchen Info: PROPERTY AMENITIES/ATTRIBUTES Property Amenities (Check all that apply): ☐ Patio ☐ Deck ☐ Balcony ☐ Fireplace ☐ Dock ☐ Wetbar ☐ Skylights ☐ Newly Remodeled ☐ Blinds/Drapes ☐ Ceiling Fan ☐ Wine Cellar ☐ Laundry Room ☐ Vaulted Ceilings ☐ Media Center ☐ Whirlpool Tub ☐ Spa/Jacuzzi ☐ Sauna ☐ Pool ☐ Alarm System ☐ Air Conditioner ☐ Water Softener ☐ Other __________________________________________________ Community Amenities all that apply): ☐ Park/Playground ☐ Clubhouse ☐ Fitness Center ☐ Walking Trails ☐ Golf Course ☐ Spa/Jacuzzi ☐ Sauna ☐ Pool ☐ Tennis Court ☐ BBQ ☐ Laundry Facilities Location (Check all that apply): ☐ Mountain Views ☐ Ocean View ☐ Historic District ☐ Lake Front ☐ Ocean Front ☐ Gated Community Exterior Walls: ☐ Aluminum Siding ☐ Wood Siding ☐ Stucco ☐ Other
PROJECT TEAM ASSIGNED REPRESENTATIVES Florida Department of Transportation DCE Name - District Construction Engineer RE Name – Resident Engineer E-mail Address Project Administrators Name - FDOT Project Administrator – Civil E-Mail Address Project Administrator Name – FDOT Project Administrator – Architectural Address Name– FDOT Quality Initiatives E-Mail Address Name – FDOT – FHWA coordinator E-Mail Address Name – FDOT Design Representative Address Name –FDOT Procurement Director address Name – FDOT District Maintenance Representative E-mail Address
EXHIBIT B Project Description Construction Scope Items 1. Project Description EXHIBIT C Construction Manager Pre-construction & Construction Phase Personnel Office Name – Executive Vice President – Part Time Name – Senior Estimator – Part Time Name – Senior Project Manager – Part Time Name – Project Manager – Part Time On-Site Staff Name – Assistant Project Manager – Full Time Name – Project Superintendent – Full Time Name – Assistant Project Superintendent – Full Time The owner, for the performance of specific pre-construction duties, will approve other personnel on a case-by-case basis, for a specific period of time.
Change No.: Contract No.: Financial Project No.: Project Name: Architect/Engineer: Contractor: Address: Address: City: City: State: Zip: State: Zip Telephone: Telephone: DESCRIPTION OF CHANGE (attach additional sheet if necessary) Decrease In Increase In Notice to Proceed Date Original Contract Sum Contract Time # Days Date Contract Sum Original Contract Time Subtotal Present Contract Time This Present Contract Sum New Contract Time New Contract Sum The Change Order is an amendment to the Contract Agreement between the Contractor and Owner, and all contract provisions shall apply unless specifically exempted. The amount and time change designated are the maximum agreed to by both the Owner and Contractor for this change. In consideration of the foregoing adjustments in contract time and contract sum the Contractor hereby releases the Owner from all claims, demands, or causes of action arising out of the transactions, events and occurrences giving rise to this Change Order. This written Change Order is the entire agreement between the Owner and Contractor with respect to this Change Order. No other agreements or modifications shall apply to this contract amendment unless expressly provided herein. RECOMMENDED: AGREED: AGREED: Signature (Architect/Engineer) Signature (Contractor) Signature (Owner) Date: Date: Date: ___
Followed Ownerships Ojects Number of shareholders Ratio/Total number of shareholders Total number of owned shares Ownership ratio Government 0 0.0% 0 0.0% Internal shareholders 55 12.4% 19,354,609 32.3% BOD,BOS, BOM 5 1.1% 18,639,683 31.1% Employees 50 11.3% 714,936 1.2% External shareholders 389 87.6% 40,583,189 67.7% Individual 347 78.1% 20,913,468 34.9% Organizations 42 9.5% 19,669,721 32.8% Total 444 100.0% 59,937,798 100.0%
For members of self-organised groups – details of any SOG officer supporting you Title First Name Initial(s) Surname Address 1 Address 2 Address 3 Postcode Contact telephone Member employment details Job title/occupation Payroll Number Employment commenced Employment ended Permanent Temporary Casual Fixed Term Contract Full-time Part-time Job share Basic hours per week 36 Basic wage per week £ OR Basic salary per £ Average take home pay per week £ Average take home pay per month £ Other bonuses or benefits per week £ Other bonuses or benefits per month £ Employer Head Office Name ROYAL BOROUGH OF GREENWICH Address 1 Town Hall, Wellinton Street, Address 2 Woolwich Address 3 London Postcode SE18 6HQ Employer's Telephone Number 2088548888 Workplace Name Birchmere Depot Address 1 Eastern Way Address 2 Thamesmead Address 3 London Postcode SE28 8BF Fitness to practice (Please complete if member has been reported to their professional body)
Appendix A: Service Providers and Related Entities The covered pipeline owners must disclose the service providers of each regulated pipeline network and their respective related Australian parents businesses. This information is summarised in table 1.1 1.1 Summary of service providers and related entities of covered transmission pipelines and distribution networks at 30 June 2014 Pipeline Jurisdiction Service Provider NGL as nominated by pipeline owner Related Australian parent business Transmission Pipelines Moomba Sydney Pipeline NSW East Australian Pipeline Pty Limited APA Group Central West Pipeline (Marsden to Dubbo) NSW APT Pipelines (NSW) Pty Ltd APA Group Central Ranges Pipeline NSW Central Ranges Pipeline Pty Ltd APA Group Victorian Principal Transmission System VIC APA GasNet Australia (Operations) Pty Limited APA Group Roma Brisbane Pipeline QLD APT Petroleum Pipelines Pty Limited APA Group Carpentaria Gas Pipeline QLD CGP Joint Venture comprised of APT Pipelines (Qld) Pty Ltd (30%) and Roverton Pty Ltd (70%) APA Group Dawson Valley Pipeline QLD The Meridian SeamGas Venture comprised of Westside CSG A Pty Ltd and WestSide CSG D Pty Ltd (51%) and Mitsui E&P Australia Pty Ltd (49%). WestSide Corporation Limited (51%) and Mitsui & Co., Ltd (49%) Amadeus Gas Pipeline NT APT Pipeline (NT) Pty Limited APA Group Distribution pipelines
Jemena NSW Gas Networks NSW Jemena Gas Networks (NSW) Ltd State Grid International Development Australia Investment Company Limited (60%) and Singapore Power International (40%) Wagga Wagga Gas Distribution System NSW Envestra (NSW) Pty Ltd Envestra Limited Central Ranges Network NSW Central Ranges Pipeline Pty Ltd APA Group ActewAGL Gas Distribution System ACT/NSW ActewAGL Distribution partnership which is made up of ACTEW Distribution Limited and Jemena Networks (ACT) Pty Ltd. Each with an equal share in the partnership. ActewAGL Distribution partnership Envestra Victorian Distribution System VIC Vic Gas Distribution Pty Ltd Envestra Limited Albury Distribution System VIC The Albury Gas Company Ltd Envestra Limited Multinet Distribution System VIC Multinet Gas (DB No. 1) Pty Ltd and Multinet Gas (DB No. 2) Pty Ltd trading as Multinet Gas Distribution Partnership. DUET 1 Trust AusNet Distribution System VIC AusNet Gas Services Pty Ltd Singapore Power International (31.1%), State Grid International Australia Development Company Limited (19.9%) and public investors (49%) Envestra South Australian Gas Distribution System SA Envestra Limited Envestra Limited Allgas Network QLD Allgas Energy Pty Limited GDI (EII) Pty Limited which is owned by Marubeni (40%),
Free custom house books with detailed instructions for every home at no cost to owner! Customer service instant messaging (SMS) Direct Deposit for owner checks Opens for owners at no charge Live Big Bear Agents answering phones – no automated system or outside Call Center service! Cool Cabins Cares - Cool Cabins gives back to the community in both money and labor sponsoring almost every sport, local events, women and children in need, and local organizations that help to take care of those in need in the community. What to Expect…….. From Big Bear Cool Cabins Exceptional service 24/7, 365 days a year for homeowners and guests No charge to homeowner for guest towels, linens or supplies including toilet paper, paper towels, dish soap, dishwasher detergent, laundry soap, trash bags, and hand soap. Cool Cabins provides our guests with Bath and Body soap, body wash, shampoo, and conditioner. Full service including housekeeping, maintenance, spa service, and more Open/Inspection done prior to every arrival Direct Deposit for checks Online calendar, statements, and booking capabilities for homeowners Aggressive marketing both online and through traditional avenues such as newspaper, brochures, sporting events, and more. Participation in 3rd sites, such as Homeaway, VRBO, Airbnb, Tripadvisor, Flipkey and Booking.com. Dedicated staff with over 125 combined years in the hospitality industry, focused on taking care of our homeowners and guests. Personal conversation with EVERY guest to answer any questions or concerns. Custom House Guides created at no charge to homeowner State-of-the-art technology including electronic contract signing, a free Cool Cabins Mobile App, New website with online booking, Live chat, Web-based Property Management Software, Online Shopping and customer service instant messaging (SMS). No Management fees for homeowner bookings. Continuous staff education to keep up-to-date on latest industry changes. “Cool Cabins Cares” program - Our employees volunteer and contribute to the wellness and growth of our community. From the Homeowner
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Table 1: the spectral responses of M.indica L for three years (~500 suns) Year No of Sun(s) Dye Sample Observation (peaks) Absorbance (a.u) of Wavelength (nm) Degeneracy Effect (a.u/nm) 2013 101 M.indica L 2 1.101 0.3 6 200 6.606 60.00 2014 183 M.indica L 1 1.748 86 75.16 2015 335 M.indica L + KMnO4 KI KBr HgCl2 1 2 2 1 0.850 2.790 0.964 2.936 120 80 327 336 51 111.6 157.6 493.2 2016 504 M.indica L Crude layer Hexane layer 1 1 3.7 3.1 200 278 370.0 430.9 (Table 1: The effect was determined by using the expression,) Table 2: The photoelectric parameters of M.indica L batches with different electrolytes Year Sample Isc (mA/cm2) Voc (V) Pmax (W/cm2) ff (%) ŋ (%) 2015 M.indica L + KMnO4 + KI + KBr + HgCl2 0.0002 0.0200 0.0800 0.0200 0.0017 0.0320 0.0450 0.0430 0.0005 0.1000 0.0100 0.0120 0.0004 0.0920 0.0310 0.0030 8.00 X 10-4 0.21 0.36 0.43
2016 M.indica L (Crude) + KMnO4 + KI + KBr + HgCl2 0.012 170 200 260 19.60 0.028 0.067 0.038 0.072 2.570 5.490 3.400 0.025 0.040 0.066 0.028 0.576 X 2 X 10-2 4 X 10-2 3.00 X 10-2 2016 M.indica L (Hexane layer) + KMnO4 + KBr + HgCl2 63 5.7 4.6 0.0290 0.0010 0.0005 0.4392 0.0034 0.0012 0.200 0.080 1 X 10-6 4 X 10-6 0.035 Reference [1] Gratzel, M., 2001. Review article electrochemical cells. Nature, 414: 338-344. [2] Gratzel, M., 2003. Review Dye sensitized solar cells. Journal of Photochemistry and photobiology, 4: 145-153. [3] Gratzel. M., 2007. Photovoltaic and photoelectrochemical conversion of energy. Philosophical Transactions A. 365: 993-1005. [4] Green, M.A., 2006. Consolidation of thin-film photovoltaic technology, the coming decade of opportunity. Progressive Photovoltaic Engineering, 14: 383–392. [5] Hagfield, A. and Gratzel, M., 2000. Molecular photovoltaics. Accounts of Chemical Research, 33(5): 269-277. [6] Hao, S., Wu, J., Y. and Lin, J., 2006. Natural dyes as Photosensitizers for solar cells. Solar Energy, 80: 209-214.
Owsley County Preschool Benchmarks Checklist of Skills to know . Before Kindergarten Personal and Social Development Follows rules and routines Manages transitions (going from one activity to the next) Follows directions Interacts easily with one or more children Participates in group activities Plays well with others Takes turns and shares Cleans up after play Mathematical Thinking Sorts by color, shape, and size Recognizes simple patterns and duplicates them Rote counts to 20 Counts objects with meaning to 10 Matches numerals Identifies by naming, numerals 0-10 Identifies 4 shapes- circle, square, rectangle, triangle Demonstrates concepts of positional/directional concepts (up/down, over/under, in/out, behind/in front of, beside/between, top/bottom, inside/outside, above/below, high/low, right/left, off/on, first/last, far/near, go/stop). Shows understanding of and uses comparative words (big/little, large/small, short/long, tall/short, slow/fast, few/many, empty/full, less/more. The Arts Creative Arts *Identifies 10 colors: red, yellow, blue, green, orange, purple, black, white, brown, pink *Draws simple objects- person, tree, house Language and Literacy Listens with understanding to directions and conversations Follows two-step directions Speaks clearly enough to be understood Uses scribbles, shapes, and letter-like symbols to write words or ideas Can hold a pencil/ crayon correctly Name the letters of alphabet without singing Matches upper & lower case letters Identifies upper & lower case letters in random order Physical Development Balances on one foot for 10 seconds Hops on one foot- 6 ft. Jumps in place, landing on two feet Walks heel to toe, backwards Throws a ball with direction- 5 ft. Makes a pancake, snake, and ball from playdough Grasps pencil correctly Copies: vertical line, horizontal line, circle, cross, square, V, triangle Writes first name Grasps scissors correctly Cuts a straight line, square & circle Uses a glue stick appropriately Approach to Learning Shows eagerness and curiosity as a learner Persists in task and seeks help when encountering a problem Is generally pleasant and cooperation
Why? Because it develops understanding relationships, forges a sense of community and makes us feel part of where we live. We can look out for each other, so everyone worries less and has greater personal peace. I pledge to … Talk more to my neighbours Why? Because praying for peace can be a powerful and positive experience and all faiths teach the importance of peace. I pledge to ... Pray for peace at the personal, local and global levels Why? Because if everyone can follow this example we will all be treated with love, kindness and respect, and this will bring peace and harmony to the world. I pledge to ... Try to do only to others what I would have done to myself Why? Because fair trade means a better deal for the producers, allowing them to feed and educate their families, access healthcare and develop their communities, bringing peace to those around them. I pledge to … Keep buying Fair Trade products Why? Because crops are sprayed by polluting insecticides which not only damage the environment but communities nearby. Environmental destruction and land grabs make people homeless and force them to migrate. The International Criminal Court is now prioritising crimes against humanity that result in destruction of the environment. I pledge to … Buy organic goods whenever possible
Why? Because if each of us does something we can a culture of understanding and inclusion I pledge to… To seek out a local charity helping refugees and offer my help Why? Because people need to see behind the numbers to acknowledge the individual men, women, children and families who have been forced to seek refuge. I pledge to… Write a letter to my local newspaper telling an asylum seeker’s story (anonymously) and explaining why our community should offer them sanctuary (see Christian Aid’s campaign ) Why? Because it can counter Islamophobia, by offering people a perspective of Muslims in Britain actively contributing to the of their fellow British citizens. I pledge to … Tell the story of how Muslim volunteers helped communities affected by floods in York last winter or how they are helping with local foodbanks (or similar accounts) Why? Many asylum seekers/refugees arrive having fled their home in a hurry and arrive here with nothing I pledge to … Search my wardrobe for any warm clothes I could donate to a charity helping asylum seekers.
Please state the additional languages, if any, you speak Please state if you have a disability and/or if there are any reasonable adjustments we need to be aware of If appointed to the post, when could you begin work? I confirm that all the information given in support of this application is accurate. I understand that obtaining employment at OW on the basis of inaccurate information may result in my subsequent dismissal. Signed Date Please send your complete application to or One Westminster, 37 Chapel Street, London NW1 5DP – CVs will not be accepted Applications for the Organisations Support Officer – Health and Wellbeing post closes at 5pm on Monday, 12th 2018 and interviews will take place on Tuesday 20th March 2018. Please note we are unable to provide feedback to unsuccessful applicants. If you have not heard from us by 16th March 2018 please assume that your application has not been shortlisted.
Overview of the main macroeconomic indicators in Montenegro 2007 2008 2009 2010 2011 GDP in current process (mil €) 2,680 3,085 2,980 3,104 3,273 GDP per capita in current prices (€) 3,673 4,908 4,720 5,006 5,278 Real GDP growth in % 10.7 6.9 -5.7 2.5 2.5 Inflation – CPI (%) 7.7 7.1 1.5 0.7 3.5 Number of tourist (in mil) 1,15 1,18 1,20 1,26 1,35 Total income from tourism (in mil. €) 480 590 597 635 667 Unemployment rate 19.4 18.3 19.1 19.8 19.5 Average wage 497 416 463 479 484 Budget deficit/surplus (in mil. €) 168.4 15.1 -132.1 -84.6 -134.1 Budget deficit/surplus as % GDP 3.0 0.5 -4.4 -2.8 -4.1 Total deposit (mil €) 2,089 1,990 1,824 1,789 1,831 Total loans (mil €) 2,246 2,798 2,398 2,200 1,956 Annual lending interest rate (%) 9.03 9.24 9.36 9.53 9.68 Export of and services (mil €) 1,156 1,201 977 1,104 1,328 Import of goods and services (mil €) 2,306 2,890 1,949 1,961 2,099 Bal. of goods and service (mil €) -1,149 -1,689 -972 -857 -772 Bal. of goods and services (% of GDP) -43 -55 -33 -28 -24
24 Q20 Feeling stressed? Stressed means you are feeling tense and under pressure 25 Q21 Feeling anxious? Please translate as “feeling anxious” if this is not possible in a given language “feeling nervous” can be used instead. 26 Q22 Feeling sad? This is clear – no elaboration required 27 Q23 Feeling depressed? This should be translated as “Feeling depressed” it is designed to mean a transient symptom rather than clinical depression therefore please do not translate this just as “Depression” 28 Please check that you have ticked one box for each question before going onto the next page. Please check here means “please make sure”. The expression “ticked one box” can be changed to the most appropriate instruction for your country – for instance “checked one box” if that is more idiomatic. 29 Please check that you have ticked one box for each question. Please check here means “please make sure”. The expression “ticked one box” can be changed to the most appropriate instruction for your country – for instance “checked one box” if that is more idiomatic. 30 Thank you for completing the questionnaire. This is clear – no elaboration required
Print this report for local school records only Month To date check Register Bank code Batch Type (All) Check Number (0) To (9999999) Check Date (First date of Month Closing) To (Last date of Month Closing) Print this report for local school records only Open Purchase Orders Report Local School Accounting Purchase Order PO Reports Open PO Report by CCTR two copies, one for MCBOE and one for the local school records
Alphington Grammar,Oakleigh Grammar South   Past lodge President Bro. Spiro Robotis and past district Lodge President Sister Olga Black laying the AHEPA wreath at the Hellenic Memorial Melbourne From left to right – Emmanuel Karvelas (Vice President Greek RSL), Brigadier Keith Rossi, Brother Dennis Patisteas From left to right – Brother Themi Borobokas (Past President Greek RSL), Brother John Skitzis, George Fifis, Steve Kiritsis (Hellenic RSL President) From left to right – Brother John Skitzis, Brother Themi Borobokas, George Fifis. From left to right –Sister Olga Black, Brother Panagiotis Merkoulias, Sister Sophia Borobokas, Helen Borobokas
“Water is Brisbane’s most precious natural resource and central to the city’s identity and liveability.” Brisbane is on its way to becoming a global leader in sustainability. The city lives and breathes its dedication to a clean and green lifestyle, enjoying a reputation as one of the world's most liveable cities. Brisbane's first sustainability report, Brisbane. Clean, Green, Sustainable 2017-2031 celebrates the city's achievements and sets out priority actions to keep Brisbane at the leading edge of sustainability. The Creek Transformation project is identified as a ‘landmark project’, delivering on the report's WaterSmart City goal, demonstrating leadership in becoming a resilient, water smart city that uses water in a sustainable manner and protects its waterways. The Creek Transformation project will also help deliver on a number of other goals within Brisbane. Clean, Green, Sustainable 2017-2031, including: Biodiversity – Brisbane will grow and connect its natural areas to protect its rich biodiversity. Parks – Brisbane parks are diverse and accessible. Green transport – More trips will be made by public and active transport, helping to reduce congestion, fossil fuel consumption and emissions. Urban forest – Brisbane will value, nurture and protect its urban forest. Contents
Question Answers Extra information Mark AO / Spec. Ref. 01.1 D 1 AO2 B1.1.2 WS 1.2, 4.1 01.2 cellulose 1 AO1 B1.1.2 WS 4.1 01.3 C cell membrane 1 1 AO1 1 AO2 1 B1.1.2 WS 1.2, 4.1 01.4 A chloroplast 1 1 AO1 1 AO2 1 B1.1.2 B4.1.1 WS 1.2, 4.1 01.5 protein synthesis 1 AO1 B1.1.2 B6.1.5 WS 4.1 01.6 Any one from: muscle cell sperm cell liver cell fat cell these cells transfer a lot of energy OR have a high rate of respiration 1 1 AO2 B1.1.2 WS 3.5, 4.1 01.7 any one from: cytoplasm cell membrane cell wall 1 AO2 B1.1.1 WS 1.2, 3.5 Question Answers Extra information Mark AO / Spec. Ref. 02.1 Any one adaptation with a correctly linked explanation from: 1 1 AO1 B1.1.3
solutions in the soil. Plants require ions for healthy growth. It also allows sugar molecules to be absorbed from lower concentrations in the gut into the blood which has a higher sugar concentration. Sugar molecules are used for cell respiration. Students should be able to: • describe how substances are transported into and out of by diffusion, osmosis and active transport • explain the differences between the three processes. low to a high concentration (against the concentration gradient). A process called active transport is used, which requires energy. Plant roots (10 min) Ask students to write down what substances move into roots from the soil. Then ask them what process moves water into the plant roots. Explain that osmosis is used because water is travelling from a high to low concentration. Explain that mineral ions cannot move into roots via diffusion because they are very dilute in the soil. Because they have to move from a low to high concentration of mineral ions (against the concentration gradient) a process called active transport is used which requires energy. Main Active transport (20 min) Introduce active transport to students. Ask them to use information from the student book to fi nd one example of where active transport is used in humans and explain why it is important. Students then work in small groups to design a model of active transport. Ask for a couple of groups to demonstrate their model, whilst the rest of the students evaluate its effectiveness and comment on possible improvements. Plenaries Exchange of materials (10 min) Give students a series of statements on osmosis, diffusion, and active transport. Students identify which statements relate to which process. Active transport (10 min) Students label a diagram of active transport, then match some key words relating to active transport to their definitions. adaptation for transport Interactive: Active transport. Aiming for Grade 6 LOs: Explain why active transport is important for living organisms. Explain the differences between diffusion, osmosis, and active transport. Suggest some limitations of/improvements to a representational model that shows active transport. Aiming for 8 LOs: Describe how active transport takes place. Suggest how a cell that carries out active transport is adapted to this function. Design and evaluate a representational model to show active transport.
Cell cycle length (5 min) Tell the class that, on average, human cells take 24 hours to divide. Ask them to calculate how long it takes for one cell to form a group of 64 cells. Lesson B2.2 Growth and division AQA spec link: 1.1.4 Students should be able to explain the importance of cell differentiation. As an organism develops, cells differentiate to form different types of cells. • Most types of animal cell differentiate at an early stage. • Many types of plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell. 1.2.3 Stem cells from meristems in plants can be used to produce clones of plants quickly and economically: Aiming for Grade 4 LOs: Define the terms growth and differentiation. State why plant clones are genetically identical to each other. Attempt to clone a plant by using apparatus correctly. Human design they from an in size) just mean a tall tree a plant sure contain Aiming for Grade 6 LOs: Describe the importance of cell differentiation in multicellular organisms. Explain how using tissue culture creates a clone of a plant. Attempt to clone a plant by using apparatus correctly and following safety rules.
Carbon dioxide is needed for photosynthesis. Chlorophyll is needed for photosynthesis. Light is needed for photosynthesis. Water is needed for photosynthesis. (2 0 4 . 2 Scientists investigated the effect of light intensity on the rate of photosynthesis. Figure 5 shows the scientists’ results. Figure 5 Describe the effect of increasing intensity on the rate of photosynthesis. You should include numbers from Figure 5 in your description. (3 marks) 0 4 . 3 At a light intensity of 250 units, light is not a limiting factor of photosynthesis. What is the evidence for this in Figure 5? (1 mark) 0 4 . 4 Give two factors that could be limiting the rate of photosynthesis at a light intensity of 250 units. Factor 1: Factor 2: (2 marks) AQA, 2014 0 5 Gardeners use greenhouses to help their plants grow faster.
Lesson C1.6 Structure of the atom WS: 1.2 MS: 1d AQA spec link: 1.1.4 The relative electrical charges of the particles in atoms are: In an atom, the number of electrons is equal to the number of protons in the nucleus. Atoms have no overall electrical charge. The number of protons in an atom of an element is its atomic number. All atoms of a particular Aiming for Grade 4 LOs: State the relative charges and masses of sub-atomic particles. State that atoms have no overall charge (are neutral). Label the sub-atomic particles on a diagram of a helium atom. Lesson Starters Explain verbally tries to class (10 as Mains Table number, Aiming for Grade 6 LOs: Describe using the atomic model. Explain why atoms have no overall charge. Use atomic number and mass numbers of familiar atoms to determine the number of each sub-atomic particle. element