zilongwang/ReadingBank huggingface dataset:
Potato processing sludge 02 03 04 75 28 Soybean meal 02 03 04 4-6 Tomato processing waste 02 03 04 62 11 Beet leaves 02 03 04 15 Vegetable produce 02 03 04 87 19 Vegetable wastes 02 03 04 11-13 Fish and meat processing Blood wastes (slaughterhouse waste and dried blood) 02 02 02 10-78 3-3.5 Crab and lobster wastes 02 02 02 35-61 4.0-5.4 Fish breading crumbs 02 02 02 10 28 Fish processing sludge 02 02 02 94 5.2 Fish wastes (gurry, racks) 02 02 02 50-81 2.6 -5.0 Mixed slaughterhouse waste 02 02 02 2.0 – 4.0 Mussel wastes 02 02 02 63 2.2 Poultry carcasses 02 02 02 65 5 Manures Paunch manure (partially digested ruminant feed taken from the rumens of slaughtered cattle) 02 01 06 80-85 20-30 Shrimp wastes 02 01 06 78 3.4 Broiler litter (poultry litter) 02 01 06 22-46 12-15 Cattle manure 02 01 06 11-30 67-87 Horse manure general 02 01 06 59-79 22-50 Horse – race track manure 02 01 06 52-67 3-10 Sheep manure 02 01 06 60-75 13-20 Swine manure 02 01 06 65-91 9-19 Turkey litter 02 01 06 26 16 MSW Food waste 20 01 08 Paper from sorted domestic refuse 20 01 01 18-20 127-178 Sewage sludge (activated) 20 03 06 6 Sewage sludge (digested) 20 03 06 16 Straw, hay silage Corn silage 02 01 03 65-68 38-43 Hay – general 02 01 03 8-10 15-32 Hay - legume 02 01 03 15-19 Hay – non legume 02 01 03 32 Straw – general 02 01 03 4-27 48-150 Straw – oat 02 01 03 48-98 Straw - wheat 02 01 03 100-150 Wood and paper Bark – hardwoods 03 03 01 116-436 Bark – softwoods 03 03 01 131-1,285 Corrugated cardboard 15 01 01 8 563 Sawmill waste 03 01 05 170 Newsprint 20 01 01 3-8 398-852 Paper fibre sludge 03 03 01 66 250
Paper mill sludge 03 03 01 81 54 Paper pulp 03 03 01 82 90 Sawdust 03 01 05 19-65 200-750 Telephone books 20 01 01 6 772 Hardwood chips/shavings 03 03 01 451-891 Softwood chips/shavings 03 03 01 212-1,313 Garden wastes and other vegetation Grass cuttings 20 02 01 9-25 Leaves 20 02 01 38 40-80 Seaweed 20 02 01 53 5-27 Shrub trimmings 20 02 01 15 53 Tree trimmings 20 02 01 70 16
THURSDAY PROG LEVEL 07.30 - 08.20 08.30 - 09.20 09.30 - 10.20 10.30 - 11.20 11.30-12.30 12.30-1.30 13.30 - 14.20 14.30 - 15.20 MBA1 Corporate Fin. Strategy (0E 4) Fin. Mgt Gp1 (1E 1) Mgt. of Health Services Org. (0E 2) Fin Mgt. Gp 2 (1E 1) Health Care Fin. Resource Mgt (1E 4) MBA11 Financial Derivatives (0E 2) Social Marketing (0W 5) Change Mgt & Organizational Dev't (0W 5) Seminar 2 HRM (0E2) Legal & Ethical Issues in Health (2E 3) Soc. & Legal Implicat. of Informatics (1W 4) Supply Chain Mgt.for Health Services (0E 3) Health Economics (0E 5) Computer Applns. In Acct. (0W 3) International HRM (0E 2) Seminar 11(HRM 2) (0W 1) MPA 1 Governance, Leadership & Culture (0E 3) MPA 11 Comp. Public Mgt. (0W 1) Seminar (0E 3) MSc. DEV. FIN. Finance, Econ. Growth & Dev. (0E 1) Global Financial Architecture (0E 1) Private Equity (0E 1) Microfinance for Dev. (0E 1) MA MGT. & ADMN CLIMATE CHANGE MPHIL Personal Insur & Employee Benefit Plan (0E 4) Legal & Ethical Issues in Health Social Marketing (0W 5 ) (2E 3) Comp. Public Mgt. (0W 1) Mgt. of Health Services Org. (0E 5) International HRM (0E 2) Change Mgt & Organizational Dev't (0W 5) Multivariate Data Anal. For Bus. (1W 1) Soc. & Legal Implicat. of Informatics (1W 4) Health Economics (0E 5) PHD HRM in Global Econ. (OW4) Issues in Pub. Admn. (0W 4) Adv. Qualit. Res. Methods (0W 4) Hum. & Org. Devt. (OW4)
occipital oral orbital otic palmar pectoral pedal pelvic perineal plantar popliteal sacral sternal tarsal umbilical vertebral cardiology cytology – study of cells dermatology endocrinology
PTS: 1 DIF: III REF: 3 OBJ: 3 STA: 5.3.B.1 10. ANS: B PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 11. ANS: D PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 12. ANS: C PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 13. ANS: A PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 14. ANS: C PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 15. ANS: B PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 16. ANS: D PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 17. ANS: B PTS: 1 DIF: III REF: 2 OBJ: 2 STA: 5.3.C.1 18. ANS: D PTS: 1 DIF: III REF: 3 OBJ: 1 19. ANS: C PTS: 1 DIF: III REF: 3 OBJ: 1 20. ANS: D PTS: 1 DIF: III REF: 3 OBJ: 1 21. ANS: C PTS: 1 DIF: III REF: 3 OBJ: 1 22. ANS: D Solution: PTS: 1 DIF: III REF: 2 OBJ: 4 STA: 5.3.B.1 | 5.3.C.1 23. ANS: A Solution: PTS: 1 DIF: III REF: 2 OBJ: 4 STA: 5.3.B.1 | 5.3.C.1 24. ANS: C Answer: PTS: 1 DIF: III REF: 2 OBJ: 4 STA: 5.3.B.1 | 5.3.C.1 25. ANS: A Solution: PTS: 1 DIF: III REF: 2 OBJ: 3 STA: 5.6.A.6 26. ANS: D Solution:
HUMAN SEXUALITY & LOVE - FINAL REVIEW ANUS BLADDER EJACULATION ERECTION PENIS SCROTUM SEMEN SEMINAL VESICLES SPERM TESTICLES URETHRA VAS DEFERENS CERVIX FALLOPIAN TUBES MENSTRUATION/MENSTRUAL CYCLE OVARIES OVULATION OVUM UTERUS VAGINA IMPOTENCY STERILITY VASECTOMY CASTRATION ERECTILE DYSFUNCTION MENOPAUSE GYNECOLOGIST UROLOGIST ABSTINENCE CELIBACY CHASTITY CONCEPTION SEX SEXUALITY GENDER SEXUAL ORIENTATION CISGENDER TRANSGENDER INTERSEX ASEXUAL GENDER EXPRESSION HETEROSEXUAL GAY/LESBIAN BISEXUAL SEXUAL ATTRACTION NATURE VS. NURTURE SEXUAL ACTIVITY ROMAN CATHOLIC CHURCH’S TEACHING ON SEX AND PANSEXUAL DEVELOPMENTAL FUNCTIONS OF DATING THEOLOGY ON DATING & LOVE “TESTING THE WATERS” INFATUATION COMMITTED FRIENDSHIP LOVE PHYSICAL INTIMACY HEALTHY/UNHEALTHY RELATIONSHIPS FERTILIZATION PREGNANCY - FETAL DEVELOPMENT BIRTH CONTROL
Table 1. Quarterly GDP and Revisions as of May 2012 (%), quarter on quarter Preliminary Latest Revision Darling Recovery 2009Q3 -0.4 0.2 +0.6 2009Q4 0.1 0.7 +0.6 2010Q1 0.2 0.4 +0.2 2010Q2 1.1 1.1 0 2010Q3 0.8 0.7 -0.1 D) Osborne Collapse 2010Q4 -0.5 -0.5 0 2011Q1 0.5 0.2 -0.3 2011Q2 0.2 -0.1 -0.3 2011 Q3 0.5 0.6 +0.1 2011 Q4 -0.2 -0.3 -0.1 2012Q1 -0.2 -0.2 n/a Average revision 2006Q1-2012Q1 -0.1
student attendance and participation monitored in the 21st CCLC program? How did the program address and monitor irregular attendance and less than average participation (i.e. students leaving the program early on a regular basis or using the program as a drop-in service)? How did this impact program Average Daily Attendance (ADA) overall? (6) How did the program plan to address sustainability? Evaluation Plan Chart: EduMatrix will adhere to the following prescribed evaluation plan which includes grant objective focus areas, the target group, data sources, data analysis, timing and reporting details. Grant Objective Focus Area Target Group Data Source Data Analysis Timing Reporting English Language Arts, Mathematics, and Science (Report Card, FSA and FCAT 2.0 measures) 21st CCLC site(s) Report Card Data, FSA scores in Reading and Math, FCAT 2.0 Science scores (for applicable grades) Test statistics; significance tests; correlations; standard deviation; inductive and deductive analysis Data collected and analyzed for Quarters 1, 2 and 4; Mid-year data analysis for Quarters 1 and 2; End-of-year data analysis for Quarters 1 and 4; prior academic year versus current academic year analysis Data results disaggregated as follows: - # of days for attendance (1-29, 30-59, 60-89, 90+) - Enrollment (school year and summer) by age, gender, ethnicity, grade level, school, F/R lunch status - Program academic activities Personal Enrichment, Dropout Prevention, College and Career Readiness Objectives 21st CCLC site(s) Objective Assessment Data for each Personal Enrichment objective Test statistics; significance tests; correlations; standard deviation; inductive and deductive analysis Data collected and analyzed for pre, mid and post assessments (beginning, middle, and respectively) Data results disaggregated as follows: - # of days for attendance (1-29, 30-59, 60-89, 90+) - Enrollment (school year and summer) by age, gender, ethnicity, grade level, school, F/R lunch status - Program enrichment activities Family Member Performance 21st CCLC site(s) Objective Assessment Data for the Test statistics; significance Data collected and analyzed for pre and post Data results disaggregated as follows: - # of family member
5.8 Standard Terms and Conditions DOA3054 (01/01) Attachment 4 19 5.9 Supplement to Standard Terms and Conditions DOA3681 (01/01) Attachment 4 19 6.0 Cost Proposal 6.1 Summary 20 6.2 State Plan Employee Insurance 22 6.3 Local Government Plan Employee Insurance 40 6.4 State Plan Spouse and Dependent Insurance 58 6.5 Local Government Spouse and Dependent Insurance 61 6.6 Cost Proposal Questions 64 Attachments Attachment 1 – Proposal Checklist 2 Attachment 2 – Designation of Confidential and Proprietary Information 3 Attachment 3 – Standard Terms and Conditions DOA3054 (R01/01) and Supplement to Standards and Conditions DOA3681 (R01/10) 5 Attachment 4 – Vendor Information and Reference Sheet 12 Attachment 5 – Privacy of Personal Data Mitigation of Privacy Breach 15 Appendices Appendix A – Background Information 1 Appendix B – Schedule of Benefits 5 Appendix C – Administrative Requirements 6 Appendix D – Funding Arrangement 12 Appendix E – Statistical Information 30 Appendix F – Additional Information 83
2 Financial Progress 3 Quality management 4 Comments and suggestions of TPQMA on above M. COURT CASES AND LITIGATIONS 1 ( To be specified) 2 N.OTHERS 1 Feedback of beneficiaries regarding provision of Physical & Social infrastructure. 2 Any specific observation by the beneficiary 3 Overall observation on the project (with adequate photographs covering project to a large extent including quality issues as applicable) 1. Critical observations Action suggested by TPQMA to SLNA and IA 4 Action taken report on previous report: i. Observations of TPQMA ii Action suggested by TPQMA iii Action taken by IA (Implementation Agency) Whether TPQMA is satisfied with the action taken by IA 5 TPQMA’s Overview of the Project (in 400-500 words) in a separate sheet (Signature) : (Signature) : Name &Designation : Name & Designation : Date : Date : Annexure-2A DETAILED REPORT ONPROPOSED WORKS Sr.No. Component Whether in progress (Yes / No) Whether Inspected (Yes / No) Comments BUILDING WORK: 1 Earthwork 2 Concrete work (Sub-structure /up to plinth) 3 RCC work (Above plinth / Super Structure) 4 Brick / Block work 5 Stone-work 6 Marble work 7 Wood work 8 Steel work 9 Flooring 10 Roofing 11 Finishing 12 Internal services 13 External Services CIVIC INFRASRUCTURE WORKS: WATER SUPPLY: 1 GSR/UGSR 2 ELSR/OHT 3 Intake-Jack-well 4 WTP 5 Pipelines 6 Pump sets 7 Rain Water Harvesting pits 8 Sump 9 Tube wells SEWERAGE:
Table of Contents Section 1 Acknowledgements page 1 Horizon Review of School Effectiveness (ROSE) Model page 2 Horizon Review of School Effectiveness (ROSE) Purpose page 4 Horizon Review of School Effectiveness (ROSE) Process page 5 The School Effectiveness Correlates page 6 Cudworth School Review of School Effectiveness Report page 7 Procedures and Data Collection page 9 Data Analysis and Presentation page 14 Section 2 Safe and Orderly Environment page 15 Climate of High Expectations for Success page 18 Instructional Leadership page 21 Clear and Focused Mission page 23 Opportunity to Learn and Student Time on Task page 26 Opportunity to Learn and Student Time on Task (Literacy Practices) page 28 Frequent Monitoring of Student Progress page 30 Frequent Monitoring of Student Progress (Assessment Practices) page 32 Home-School Relations page 35 Section 3 Major Themes and Priorities for Action page 38 Synergy page 41 Contemplations page 41 Concluding Comments page 42
the ROSE team includes, but, is not limited to: school community council meeting minutes, staff meeting minutes, names of external organizations which support the school, school newsletters, school website, school mission and vision, and current school Learning Improvement Plan (LIP). The Review of School Effectiveness (ROSE) process has been introduced to review the effectiveness of schools within Horizon. The Appreciative Inquiry approach is the foundation of the ROSE process. Appreciative Inquiry is the search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a system when it is most effective. The ROSE process gathers school data related to the Seven Correlates of Effective Schools (Lezotte): Safe and Orderly Environment, Climate of High Expectations for Success, Instructional Leadership, Clear and Focused Mission, Opportunity to Learn and Student Time on Task, Frequent Monitoring of Student Progress, Home-School Relations. Embedded within these seven correlates are Assessment and Literacy. Schools have the ability to improve and make informed decisions, using data to identify trends, direct learning improvement planning, inform professional practice, and allocate resources. School staff own the data and is charged with its interpretation. Further, all stakeholders need to be part of the ROSE process, as they also influence and support the direction of the school. The purpose of the ROSE process is To gather data along school effectiveness correlates and organize it into a report that is ultimately presented to the Director and Board of Education and the school staff. It is shared with parents/caregivers/SCC members. The report is then used to guide the school’s Learning Improvement Plan (LIP). The ROSE process is designed to provide professional development opportunities for visiting principals, vice-principals, and central office personnel.
Reasonable and Prudent Measures and Terms and Conditions In the accompanying biological opinion, the Service determined that this level of anticipated take is not likely to result in jeopardy to the species or destruction or adverse modification of critical habitat. In order to be exempt from the prohibitions of section 9 of the Act, the (agency) must comply with the following nondiscretionary (if any) reasonable and prudent measures and terms and conditions and required reporting/monitoring requirements. The Service believes the following reasonable and prudent measure(s) and terms and conditions are necessary and appropriate to minimize impacts of incidental take of (species): [Add any appropriate RPM/TCs and monitoring and reporting requirements that haven’t already been incorporated into the project description. If none are required, state that either none are required in addition to the existing conservation measures and monitoring and reporting already included in the project description, or that no such measures are required. Do not include any measures that are already included in the project description.] VI. Reinitiation Notice Insert the following text: This concludes formal consultation on the action(s) outlined in the (request/reinitiation request). As provided in 50 CFR §402.16, reinitiation of formal consultation is required where discretionary Federal agency involvement or control over the action has been retained (or is authorized by law) and if: (1) the amount or extent of incidental take is exceeded; (2) new information reveals effects of the agency action that may affect listed species or critical habitat in a manner or to an extent not considered in this opinion; (3) the agency action is subsequently modified in a manner that causes an effect to the listed species or critical habitat not considered in this opinion; or (4) a new species is listed or critical habitat designated that may be affected by the action. In instances where the amount or extent of incidental take is exceeded, any operations causing such take must cease pending reinitiation. VII. Literature Cited [Section 7(a)(2) of the Act requires biological opinions to be based on "the best scientific and commercial data available." This section of the opinion identifies the scientific and commercial data used in development of the biological opinion.] ________________________________ _________________ Signature Date
and do not serve as a meat/meat alternate in the meal. Improving the nutrient content of the foods children eat by disguising nutrient-rich vegetables and fruits in the food can be beneficial. However, it is not a menu planning principle that teaches and encourages children to recognize and eat a variety of healthy fruits and vegetables. Must all menu items on the serving line be identified as part of the reimbursable meal? Yes. The foods or food components (depending on the situation) that are part of a meal must be labeled, listed, or otherwise identified near/at the beginning of the serving line and prior to the Point-of Service so the students can easily choose a reimbursable meal. Must a school place all food components that are part of the reimbursable meal before the Point of Service (POS)? If a school is not able to position all food components (e.g., salad bar) prior to the POS, State agencies may authorize alternatives to the POS lunch counts. When food components/food items are located in an approved location beyond the POS, they must be labeled, listed on the menu, or otherwise identified so the students can easily identify all the components for a reimbursable meal and select the correct quantities. There must be a system in place to ensure that each reimbursable meal selected by the student under OVS includes a fruit or a vegetable (at least 1/2 cup). What must schools do to comply with the requirement to identify the reimbursable meal(s)? The requirement for SFAs to identify, near or at the beginning of the serving line, the food items that constitute a reimbursable meal is intended to assist students in selecting the meal components that comprise the meal and in the appropriate quantities. The final rule, however, does not set specific requirements. State agencies and SFAs may establish requirements to fit their menu, facilities, layout and other considerations. Providing detailed information about the components, such as identifying the vegetable subgroups, is an excellent teaching tool, but is not required.
Paper Code Nomenclature of Paper Scheme of Studies Per Week Credits External Marks Internal Marks Total Marks L P Max. Pass Max. Pass Semester – III Elective- V 4 0 4 100 40 50 150 60 Dissertation-I / Industrial Project 0 20 10 250 100 100 350 140 (OE-301 to OE-309) OPEN ELECTIVE (Students has to select a paper from other department(s) of Faculty of Sciences of KUK) 2 0 2 35 14 15 50 20 Total 6 20 16 385 154 165 550 220 Elective V MT-CSE-18-31(i): Mobile Applications and Services MT-CSE-18-31(ii): Compiler for HPC MT-CSE-18-31(iii): Optimization Techniques OPEN ELECTIVE PAPERS: Students of UTD (University Teaching Department) are required to select any one paper out of option given below: OE-301 : Applied Chemistry OE-303 : MEMS : An Interdisciplinary Approach OE-304 : General Geography of World OE-305 : Natural Disasters OE-306 : Earth Quake Hazard and Mitigation OE-307 : Applied Numerical Methods OE-308 : Radiation Physics OE-309 : Statistics-II Semester – IV Dissertation – II 0 32 16 350 140 100 450 180 Grand Total of All Semesters 45 72 81 2170 868 980 3150 1260
9:00 p.m. Barn closes Tuesday, January 27 4:00- 7:00 p.m. 3:00 – 4:00 p.m. 4:00 p.m. 4:00 – 5:00 p.m. 5:30 p.m. 9:00 p.m. Weigh-in/Check-in: Market Sheep Market Goats Market Swine Market Steers Heifers Check-in Ag. Mechanics Judge Ag. Mechanics Check-in Rabbits and Poultry Rabbit Show with the Poultry Show immediately following Barn Closes Wednesday, January 28 Wednesday, January 28 (Continued) 7:00 – 8:30 a.m. 9:00 a.m. till complete Announcements of winners will be throughout the day 9:00 a.m. 1:00 p.m. 3:00 p.m. Immediately following conclusion of judging Check-in: Floriculture, Horticulture Visual Arts, and Food Science Judging for Floriculture, Horticulture, Visual Arts and Food Science (Must leave in tent until 4:00 p.m.) Swine Show Goat Show with Lamb Show to immediately follow Steer Show with the Heifer, Dairy Heifer, and Longhorn Shows to follow ALL Schools: Auction meeting Live Auction Students: Mandatory Barn Clean up Barn will be closed upon the conclusion of events.
Acknowledgement of the CCISD Livestock Show and Auction Rules We have received a copy of the 2015 CCISD FFA Livestock Show and Auction rules. By signing this sheet, we certify that we have read and understand the information contained in this document Student’s Signature Date Parent or Guardian’s Signature Date Please sign and return this form to your respective Agriscience teacher acknowledging receipt of this document.
DRAFT Office of Accountability and Assessment- Assessments for 2014-2015 and dates Test Grades/Group Dates WIDA Access for ELLs K-12 Aug 12 to Sept 23 W- APT new ELLs Jan 12 to Mar 6 ACCESS ELL STAR reading/math Grades KG-HS STAR Early Lit until reading, then STAR Reading. All required windows Aug 12 - Aug 25 Oct. 13 - Oct. 24 Jan 6 - 20 March 23 - April 6 Optional May 4- May 15 June 22-25 SB319 Testing STAR GR 3-4 ASVAB High School ACT PREP? ASPIRE or TN Pilot ACUITY ELA/MATH Grades 2-8 Sept 15- Oct. 2 Not Gr 2 Nov. 24 - Dec 12 Optional Science Jan 12 -30 Only Science Feb. 2 - 20 Optional March 23 – April 2 High School Diagnostic/Benchmarks Secondary Aug. 25 - Sept. 12 Only ELA/Math Oct. 27- Nov. 14 Jan. 6-23 Feb 23- March 12 MAP End of Course (EOC) Secondary Dec. Grads Nov 24- Dec 5 Jan 13-22 AM GOV March 30-April 8 ENG 1/2 April 14-22 BIO April 29-May 7 AM GOV, Algebra 1 June 22 to 25 Summer School NAEP / TIMSS Gr. 4, 8, & 12 Jan 26- March 6 March 30 - May 21 MAP Alternative 3-8, 10, 11 grades Significant cognitive -IEP Jan. 5 - 30 MAP-A Science 1st collection Feb 2-27 Science 2nd collection March 30 - May 22 ELA/MATH DLM TSAs Secondary Technical Skill Attainment (TSA) for career concentrators Mar 3 - April 11 TSAs SLPS needs to update- report results in June Core Data blackout dates for field trips: April 20 to May 8th, 2015 ACT Qualifying Grade 11 Tuesday, April 28, 2015 Tuesday, May 12, 2015 Make-up MAP Grade Level GR 3-8 April 20 - May 15 MAP GLA testing AP Secondary May 4 -15 AP testing as of July 8, 2014
Measurable Objective Statement to support Goal: 80% of 1st through 5th grade students will meet or exceed their expected growth, based on their STAR math scaled score by the end of the 2014-15. In kindergarten, 80% of all students will score at or above the district spring benchmark target for number identification. For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: Student growth in mathematics will be monitored through monthly STAR progress monitoring (grades 1-5.) In grades K-1 district benchmarking will be utilized to monitor student growth. Monitoring will include weekly collaboration with grade level teams and administrator to increase staff effectiveness in data analysis and using results of the analysis to improve instruction. Strategy Statement: Teachers will engage in regular collaboration meetings by grade level, with participation of the building administrators and instructional specialist. Collaboration sessions will focus on the use of STAR data and response to this data. When looking at STAR data we will look at grade level trends and also drill down to individual student data. We will utilize our Problem Solving Team (PST) to determine extra support or differientiation of instruction. We will create monthly data cycles that will include pre and post testing and development of instructional strategies. Develop schoolwide expecatations regarding fact fluency. We will have family PD 5 times throughout the year on PD days that will focus on response to data. All classrooms will maintain student notebooks and classroom data walls that will reflect our building goals. Action Steps Staff Responsible Timeline for Activity Resources Needed Monitoring Plan Evidence of Success Begin End Resource Source Amount Weekly Collaboration Meetings Classroom Teachers, Administrators and Instructional Specialist Aug. May Time Plan Time Weekly Building Accountablity plan and tracking of student data Weekly notes; Student achievement increasing in focused areas PST Meetings Counselor, Classroom Aug. May Time and Money Release Time $4000 PST meeting note forms Students being
Teachers, Special Education staff and Administrators and progress monitoring dismissed by PST or showing growth in skills All classroom teachers will develop achievement goals with all students and regularly (monthly) confer and track regarding their progress and the classrooms progress Classroom Teachers Sept. May Assessment Data STAR and Benchmarking Data Student Notebooks and Data Walls Rise in student achievement scores in tracked areas Month long Data Cycles around power standards Classroom Teachers, Administrators and Instructional Coach Sept. April Assessment Data/Custom created pre and post tests STAR and Acuity Pre and Post test Data Meeting set SMART Goals Classroom Teachers K-5 will implement Calendar Math with their students Classroom Teachers Aug. May Calendar Math Kits Program Assessments Raised Student Achievement Family PD days Family Classroom Teachers, Administrators and Oct. Time PD Days PD Surveys Student Achievement
SF700 Santa Fe 700 MHz SIRCITS Statewide Interoperable Radio Communications Internet Transport System SOW Statement of Work Task The smallest unit of work subject to management accountability. A task is a well-defined work assignment for one or more project members. The specification of work to be accomplished in completing a task is documented in a work package. Related tasks are usually grouped to form activities. TL Team Leader WBS Work Breakdown Structure Work package A specification for the work to be accomplished in completing an activity or task. A work package defines the work product(s), the staffing requirements, the expected duration, the resources to be used, the acceptance criteria for the work products, the name of the responsible individual, and any special considerations for the work. Work product any tangible item that results from a project function, activity, or task. Examples of work products include customer requirements, project plan, functions specifications, design documents, source and object code, users manuals, installation instructions, test plans, maintenance procedures, meeting minutes, scheduled, budgets, and problem reports. Some subset of the work products will for the set of project deliverables.
10. Doers and Non-doers: How likely is it that your field will become less fertile each year? very likely, somewhat likely or not likely at all? a. Very likely b. Somewhat likely c. Not likely at all (Perceived Severity) 11. Doers and Non-doers: How serious would it be if your field became increasingly less fertile each year? very serious, somewhat serious, or not serious at all? a. Very serious b. Somewhat serious c. Not serious at all d. Don’t Know / Won’t say (Action Efficacy) 12. Doers and Non-doers How likely is it that your field will produce more if you leave the remnants of your last crop in the field until you plant again? very likely, somewhat likely or not likely at all? a. Very likely b. Somewhat likely c. Not likely at all (Perception of Divine Will) 13. Doers and Non-doers: Do you think that God approves of you leaving the crop residue in the field until you plant the next crop? a. Yes b. No c. Don’t Know / Won’t say (Policy) 14. Doers and Non-doers: Are there any community laws or rules in place that make it more likely that you leave the crop residue in the field until you plant the next crop? a. Yes b. No c. Don’t Know / Won’t say (Culture) Doers and Non-doers: Are there any cultural rules or taboos against leaving the crop residue in the field until you plant the next crop? a. Yes b. No c. Don’t Know / Won’t say
The violation of the right to housing may affect enjoyment of wide range of other human rights. The case under this argument is that access to adequate and decent housing can be a precondition for the exercise of rights to work, health, social security, vote, privacy and education therefore should be considered and prioritised by all public sectors including Local Authorities and other relevant Ministries. Mafia et al (2010:14) reviewed that the possibility of earning a living in urban areas can be seriously impaired when a person failed to enjoy the benefits of Conventional Housing Schemes especially where there is no proof of residence which is a requirement that can affect several children in Zimbabwe as some schools repudiate to register pupils came from illegal areas as their settlements have no official status. Actually inadequate housing can have repercussions on the right to formal settlement (quality water and sanitation) as the UNICEF (2007:8) postulated, degrading the existing informal settlements caused by poor housing provision and demand for urban settlement. Housing is a basic necessity, which is of paramount importance for people’s livelihoods, the provision of shelter in urban areas is a complex process involves issues not only of providing physical shelter in adequate quantities to house the population but activities of eradicating illegal squatting settlements. As Mangizvo and Dzikiti (2004:133) relocation through provision of Housing in legal areas respect human rights as compared to the past forced evictions. In response to the efforts of conventional housing schemes the GoZ (2006:6) aptly notes that housing crisis should be addressed through transparent delivery system. Actually the system is made up of complex inter-relationships between land delivery, land development system, the construction industry, and housing, finance and government involvement through its regulatory instruments. The literature reviewing housing crises as the root cause for illegal dwellings , accordingly in support to this Madera et al (2008:73) explain the scenario of the housing in Zimbabwean cities like Mutare and Harare postulates that the flow is incomplete as it fails to meet the