zilongwang/ReadingBank huggingface dataset:
In re [minor’s first name, last initial] Court of Appeal No. [number] Superior Court No. [number] LIST OF EXHIBITS TO BE TRANSFERRED TO COURT OF APPEAL (Rules 8.224(a) and 8.407(f)) Court Exhibit No. Description
Section 2 Are you filing this complaint on your own behalf? Yes or No If you answer Yes, go to Section 3. If you answer No, complete Section 2. Supply the name of the third party and your relationship to the party. Name: Relationship: Why are you filing a complaint for a third party? Did you obtain the permission of the aggrieved party to file on his or her behalf? Yes or No Section 3 Date you requested the modification (Month, Day, Year): How did you make the request? Explain why the modification is necessary for you to use the RTS service. If you need more space, please attach a separate sheet. Identify the period of time for which you need the modification. Signature:
Second Office or Facility Address: [box to provide an answer] Second Office Phone Number: [box to provide an answer] 3. Third Licensed Health Care Provider (Optional) [Checkbox] Not Applicable Third Provider Name: [box to provide an answer] Third Office or Facility Address: [box to provide an answer] Third Office Phone Number: [box to provide an answer] This authorization shall remain in effect until my eligibility for RTS paratransit service is finally determined or 60 days from the date of the authorization, whichever occurs first. I acknowledge that I have the right to revoke this authorization at any time by sending written notification to the persons named above. I understand that the revocation of this authorization is not effective to the extent that the name provider has relied upon it for the use or disclosure of the Protected Health Information prior to receiving my written revocation notice. I understand that any Protected Health Information disclosed pursuant to this Authorization to an individual or entity that is not covered by state and federal privacy laws and regulations may be subject to re-disclosure by the recipient and may no longer be protected by federal or state law. I acknowledge that the named persons will not condition my treatment, payment,
The Assessment used to evaluate student performance: Each student was given a copy of the following directions for the assessment. I also verbally discussed each aspect of the assessment and answered any questions the students had before they began the assessment. Write a paragraph sequencing the events of The Swimmer. Top line: The title & author of the story (put your name and number at the bottom) Write an introduction sentence that gives the main idea of what the story is all about. The following sentences must include the events of the story in sequential order and remember to include signal words. (3 to 4 sentences) Remember to include the most important details that would change the outcome of the story. Write a concluding sentence to why the swimmer’s life was important to all women. Draw an illustration that goes along with the paragraph. You can use crayons and/or colored pencils only. Glue these directions on the back of your project. I assessed the students using a rubric. Quality 4 3 2 1 Sequence Events are listed in the correct order first to last and include signal words Events are listed in correct order but missing signal words Events are somewhat in order with little or no signal words Events are Completely out of order and no signal words Introductory Sentence (Main Idea) Has an introductory sentence that clearly describes the main idea Has an introductory sentence and it somewhat describes the main idea Has an introductory sentence but it does not describe the main idea No introductory sentence Important Ideas or Details Gives accurate information about events, steps, ideas and key vocabulary Gives accurate information about events, steps, and ideas with some key vocabulary Gives limited or inaccurate information about events, ideas, steps and ideas Gives no information about events, steps, and ideas Concluding sentence Has a concluding sentence that makes clearly states why the swimmer’s life was important to all women Concluding sentence that somewhat explains why her life was important to all women Has a concluding sentence but it does not tell why her life was important to all women No concluding sentence Use of conventions (spelling, grammar, capitalization, punctuation) Correct use of conventions (less than 3 mistakes) Mostly correct (4 to 6 mistakes) Limited use of conventions (7 to 10 mistakes) Lacks correct conventions (more than 10 mistakes)
9 Adjust instruction based on assessment findings. 84.6 0.0 15.4 10 Scaffold and support the academic needs of students. 92.3 0.0 7.7 11 Consider the pacing and timing mandates for the school/district. 92.3 0.0 7.7 12 Manage classroom behavior through established techniques and procedures. 92.3 0.0 7.7 13 Organize and manage time, space, and resources. 92.3 0.0 7.7 R2T Mentor Teacher The R2T teacher candidate placed in your classroom for their 2013-2014 Residency demonstrates or possesses the entry level ability to... % Agree % Disagree % Don't know 1 Develop clear learning objectives for lessons. 97.6 2.4 0.0 2 Create effective learning segments. 94.0 4.8 1.2 3 Consider students' strengths and needs when planning lessons. 94.0 6.0 0.0 4 Develop instruction plans for lessons. 96.4 2.4 1.2 5 Design assessment plans for lessons. 90.5 9.5 0.0 6 Utilize best practice instructional strategies. 96.4 3.6 0.0 7 Maintain student engagement throughout lessons. 90.5 8.3 1.2 8 Manage classroom behavior through established techniques and procedures. 88.1 9.5 2.4 9 Organize and manage time, space, and resources. 92.9 7.1 0.0 10 Analyze student performance based on assessments. 94.0 4.8 1.2 11 Adjust instruction based on assessment findings. 92.9 4.8 2.4 12 Analyze personal teaching effectiveness. 91.7 6.0 2.4 13 Scaffold and support the academic needs of students. 94.0 6.0 0.0 14 Align instruction with Common Core State Standards. 88.1 7.1 4.8 15 Consider the pacing and timing mandates for the school/district. 86.9 9.5 3.6 16 Understand cultural and individual diversity. 98.8 1.2 0.0 17 Develop parent-student-teacher relationships. 85.7 6.0 8.3 18 Collaborate with mentors and identified supervisors. 96.4 3.6 0.0
Primary Prevention Program Logic Model ~Exhibit A~ Problem STATEMENT (from County Strategic Plan): Goal (from County Strategic Plan): Long Term Outcome (from County Strategic Plan): Strategies (from county strategic plan) Objective (Provider) Short-Term Outcome (Provider) Activity (Provider) Deliverable (Provider)
The Contractor’s key staff shall complete and submit the Statement of Economic Interests (Form 700) annually to the Covered California Project Director or designee. M The Contractor’s key staff shall complete the State’s online Ethics Training Course, for State officials, at and submit the certificate of completion to the Covered California Project Director or designee every two years. M The Project Manager shall have at least five years of experience as the lead project manager on information technology system integration projects with automated interfaces to and from multiple data sources and one-time design, development and implementation costs of at least $1 million. M The Technical Lead shall have at least three years of experience designing, developing and implementing an electronic verification system of consumer data including automated interfaces to and from multiple data sources, preferably related to health care information. M The Lead Business Analyst shall have at least three years of experience gathering and documenting functional requirements, including for system interfaces, and communicating business requirements to technical staff. M The Insurance Carrier / Data Clearinghouse Liaison shall have at least two years of experience establishing and maintaining data sharing agreements for the purpose of exchanging and/or verifying consumer data, preferably related to health care information. M Deliverables This section presents requirements on the Deliverables that shall be submitted and maintained during the project. Covered California shall own all Deliverables provided by Contractor under this Section.
Other (please specify): Travel modes in your recommended model Check all boxes in the right-hand column that apply. See Section 6.1.3 in the PRD. Travel Modes Check Boxes Person travel Motor vehicle Private transp. (auto) Single-occupant vehicles High-occupant vehicles Public transp. Fixed route, fixed sched. Rail Heavy rail, such as Metrorail Commuter rail, such as MARC & VRE Light rail transit (LRT) Streetcar Non-rail Local bus Commuter/Express Bus Bus Rapid Transit (BRT) Shuttle bus * Ferry Flexible route, flexible sched. Low-capacity motor vehicles Taxi/taxicab/taxi ** Ride hailing/transportation network companies (TNCs) * Short-term car rental/car sharing * Paratransit, such as MetroAccess * Demand responsive transit (DRT) Such as BRIDJ * Walk ** Bike ** Private use, privately owned ** Public use, bikeshare * Docking * Such as Capital Bikeshare Dockless * Such as LimeBike, Mobike, Spin Freight Med. truck Heavy truck Other commercial vehicles
1. Medeco complete locks, cylinders, and padlocks including products and parts _______________________ % Discount From List 2. Medeco cut keys G 3 biaxial _______________________ Net Price Each 3. Keymark 7-pin core 33K700006 uncombined 626 finish 6D99 keyway _______________________ Net Price Each 4. Best lock corporation locks, cores, cylinders, padlocks, parts _______________________ % Discount From List 5. Wilson Bohannan interchangeable core padlock stamped ConnDOT model number IC 53494 _______________________ % Discount From List 6. Wilson Bohannan interchangeable core padlock stamped ConnDOT model number IC 52393 _______________________ % Discount From List 7. Wilson Bohannan pin tumbler padlock stamped ConnDOT Fuel Control model number GP11260 _______________________ % Discount From List
SECTION D-1 – ADMINISTRATIVE RESPONSES (PASS/FAIL) Instructions: Bidder’s Response to the questions in this Section D-1, combined with the information provided in referenced required Exhibits, demonstrates compliance with the Administrative Requirements of this Solicitation. While the Administrative Response is not given a numbered score, information provided as part of Bidder’s Administrative Response may cause the Bidder Response to be disqualified and may be considered in evaluating Bidder’s qualifications and experience. # Required Attachments: INCLUDED: YES/NO a Bidder’s Letter of Submittal is attached, containing required elements and responses per RFQQ Section D, 1.a. Letter of Submittal. b Exhibit C - Bidder’s Certification and Assurances form is signed and attached. This Exhibit D – Bidder Response Form: c Section D-2 – Minimum Qualifications d Section D-3 – Business Response completed e Section D-4 – Technical/Functional Response completed f Section D-5 – Quotation/Price Proposal completed. g Section D-6 – Request for Contract Changes completed or “No Changes Requested” noted. h Section D-7 – Bidder’s Usage License described and terms language included or attached. i Section D-8 - Bidder’s Maintenance, Operations and Support services described and terms language included or attached. j Section D-9 – Bidder’s References identified.
Prison (CVSP) (760) 922-5300 x5225; Fax (760) 922-9780 Correctional Training Facility (CTF) Highway 101N (831) 678-3951; Fax: (831) 678-5907 Deuel Vocational Institution (DVI) (209) 835-4141 x5420; Fax (209) 830-3808 Folsom State Prison (FSP) 300 Prison Road (916) 985-2561 x4676; Fax (916) 351-3037 Prison (HDSP) Susanville, CA 96127 (530) 251-5100 x5456; Fax (530) 251-5063 Prison (ISP) (760) 921-3000; Fax (760) 921-4395 Prison (KVSP) Delano, CA 93216-6000 (661) 721-6300 x 5933; Fax (661) 721-6377 Prison (MCSP) 4001 Highway 104 (209) 274-4911; Fax (209) 274-4861 Prison (NKSP) (661) 721-2345; Fax (661) 721-2913 Pleasant Valley State Prison (PVSP) 24863 (559) 935-4900 x5433; Fax (559) 935-7081 Prison (PBSP) (707) 465-1000; Fax (707) 465-9107 Richard J. Donovan Correctional Facility at (RJD) 480 Alta Road San Diego, CA 92179 (619) 661-6500; Fax (619) 661-6253 Prison (SVSP) 31625 Highway 101 (831) 678-5500; Fax (831) 678-5503 (SCC) 5100 O’ (209) 984-5291 x5536; Fax (209) 984-0151 Valley State Prison (VSP) 21633 Avenue 24 (559) 665-6100 x 6526; Fax (559) 665-8947 (WSP) (661) 758-8400 x5975; Fax (661) 758-7088
EXHIBIT - I SCHEDULE OF INVOICES FOR REIMBURSEMENT DEP AGREEMENT NO.:___CM000___________ PROJECT TITLE: PERFORMANCE PERIOD: _________ THROUGH DELIVERABLE NO.: DELIVERABLE AMOUNT REQUESTED: INVOICE NUMBER INVOICE DATE DESCRIPTION OF GOODS & SERVICES VENDOR NAME INVOICE AMOUNT DATE PAID CHECK NUMBER/ VOUCHER NUMBER CHECK AMOUNT/ TRANSACTION AMOUNT AMOUNT CLAIMED Salaries Total Salaries $ Fringe Benefits Total Fringe Benefits $ Travel
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. formative and summative evidence of student learning through formal, informal, individual, and group modes. ---They use assessment tools/processes/technologies to gather evidence of student learning during instruction and respond to that evidence immediately by modifying instruction including use of instructional technologies. ---They analyze evidence (formal/informal; formative/summative) and use the results of these modes of assessment to monitor and adjust instructional content, strategies, resources, and expectations for individuals and groups of students, and to communicate with students and their families about progress and needs. Pillar of Practice 6. Personal and Professional Growth and Development Successful teacher candidates are reflective about their work and their emerging practice, and affirmatively seek out opportunities to participate in, learn from, and contribute to wider communities of professional educators. Standard #10: Collaboration: The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being. Pillar of Practice 2. Knowledge of the Learner Successful teacher candidates will understand and address the uniqueness of the learners they encounter. ---They communicate effectively with students and their parents/guardians. See SPA alignment on the next page.
NOTE: Answers must be in compliance with the Civil Rules, Local Rules, and Washington State case law, including the duty set forth in CR 26(e). DEFINITIONS Words in BOLDFACE CAPITALS in these interrogatories are defined as follows: INCIDENT includes the circumstances and events surrounding the alleged accident, injury, or other occurrence giving rise to this lawsuit. PERSON includes a natural person, firm, association, organization, partnership, business, trust, limited liability company, corporation, or public entity. HEALTH CARE PROVIDER means a person who is licensed, certified, registered, or otherwise authorized by the law to provide health care in the ordinary course of business or practice of a profession. SUBMITTING PARTY’S CERTIFICATION The undersigned pro se plaintiff, or attorney for the plaintiff, certifies pursuant to KCLR 33(b) and (c) that these interrogatories are appropriate to the facts of this case and are identical in substance to the Pattern Interrogatories approved by the Kitsap County Superior Court. Dated this _______ day of _______________________, 20___. Plaintiff Pro Se or Plaintiff’s attorney WSBA No. ___________ Typed Name: Address:
Interrogatory No. 23: Do you allege insufficiency of process or of service of process? If so, please state the facts upon which you base your allegations. ANSWER: Interrogatory No. 24: Does your answer to plaintiff’s complaint set forth any affirmative defenses? If so, please state the facts upon which each affirmative defense is based. ANSWER: Interrogatory No. 25: Do you deny liability? If so, please state the facts supporting that denial. ANSWER: Interrogatory No. 26: Do you allege some other PERSON caused or contributed to the INCIDENT, and is therefore liable for its proportionate share of fault under RCW 4.22.070? If so, please state the name, address, and telephone number of each such PERSON and state the facts upon which you base your allegation that such PERSON caused or contributed to the INCIDENT. ANSWER:
Movant agrees to waive any claim arising under 11 U.S.C. § 503(b) or § 507(b) as a result of this Order. In the event relief from the automatic stay is granted due to Debtor(s)’ default under the terms of this Settlement Order, Movant agrees that any funds received in excess of all liens, costs, and expenses will be paid to the Trustee. The parties agree that the Fed. R. Bankr. P. 4001(a)(3) stay: is applicable to any order granting relief for default on this settlement order. is not applicable to any order granting relief for default on this Settlement Order. AND IT IS SO ORDERED. WE SO MOVE AND CONSENT: Attorney for Movant Attorney for Debtor(s) District Court I.D. _____ District Court I.D. _____ CERTIFICATION: Prior to consenting to this settlement order, obligations set forth in this Order and the forthcoming Consent Order Requiring Loss Mitigation/Mortgage Modification, including the deadlines to submit documentation and the consequences of default were reviewed with and agreed to by Debtor(s) or other obligated party. _________________________ Attorney for Debtor(s) District Court I.D. _____
Historical Context Topic Sentence Analysis: Supporting Point 1 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Analysis: Supporting Point 2 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Analysis: Supporting Point 3 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Transition Sentence Topic (Conflict or Compromise) Topic Sentence
Archive Year Link Textual Evidence Speaker Role Source Analysis: Supporting Point 2 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source (SPICE Type) Change 3 Topic Sentence Analysis: Supporting Point 1 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Analysis: Supporting Point 2 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source
X/XX XX – XX A.M. Event Name Lorem ipsum dolor sit amet consectur adipicsing elit Event Location Address Lorem ipsum dolor sit amet consectur adipicsing elit X/XX XX – XX A.M. Event Name Lorem ipsum dolor sit amet consectur adipicsing elit Event Location Address Lorem ipsum dolor sit amet consectur adipicsing elit X/XX XX – XX A.M. Event Name Lorem ipsum dolor sit amet consectur adipicsing elit Event Location Address Lorem ipsum dolor sit amet consectur adipicsing elit
EXHIBITOR INTERNET AND PHONE ORDER FORM Event Name: HiNZ Conference Event Dates: 21-23 November 2018 Booth Number Company Name Contact Name: Postal Address: Phone: Mobile: E-mail: Order Number Payment will be invoiced by Venues Wellington to the individual company. INTERNET SERVICES REQUIRED Please Tick Service Description No of Units Per Unit: Installation & 1st Day Per Unit: Each Subseq Day Amount Phone Line $57.00 $11.00 $ Eftpos Line $57.00 $11.00 $ Broadband Internet $110.00 $52.00 $ Other $ Total $ PAYMENT METHOD Venues Wellington accepts payment by direct deposit, cheque or credit card –credit card transactions incur a processing fee. FOR CREDIT CARD PAYMENTS, A COPY OF THE CREDIT CARD FRONT AND BACK IS REQUIRED WITH THE CARD-HOLDERS SIGNATURE SHOWING. Visa Mastercard Amex (ID# ) Cardholder Name Card Number Exp Date Signature OR Cheque Number Payable to Venues Wellington Direct Debit: Funds should be deposited into the Venue Wellington account 06-0582-0106111-19, ANZ National Bank, 215-229 Lambton Quay, Wellington, New Zealand. Swift Code ANZ BNZ 22. Remittance advice may be sent to Credit card additional merchant charge fee – 1.6% for Visa or Mastercard & 2.6% for Diners /Amex Please complete all details and email to InfoVenues@wellingtonnz.com Services are not confirmed until full payment is received
State Bar Court − Exhibit Record (Pursuant to Rule 1224) State Bar Respondent/Applicant/Petitioner Case Name: Hearing Judge: Case Number(s): Court Specialist: Trial Date: *Exhibit No./Letter Description (Describe in detail using document name, type, date, number) Identified Admitted Denied Withdrawn Judicially Noticed
Vallejos, M.N., Shah, P. (2013). Existential Psychotherapy. Good Therapy. Retrieved from: Van Deurzen, E. (2010). The Framework of Existential Therapy. Sage Publications.4030 Ch-01.indd7. Retrieved from:
If the shuttle under-performed the benchmarks listed in Table 1 below, did the sponsor utilize the required Technical Assistance Program (TAP) offered by SamTrans and/or the Alliance (Commute.Org)? Table 1 – FY 16/17 Benchmarks Shuttle service Operating Cost/ passenger Passengers/ Service Hour Commuter $7 15 Community or Combination $9 10 Door to Door $18 2 Funding Plan with Budgeted Line Items (use Table 2 below): Table 2 Budget Line Item For Prior 12 Months FY 18/19 Budget FY 19/20 Budget Total Budget FY 18/19 & 19/20 Contractor cost (e.g. operator/vendor) – incl. fuel surcharge if applicable) Insurance Administrative costs (e.g. staff oversight) Other direct costs (e.g. marketing) Total Operating Cost Notes/exceptions (e.g. if there are projected differences between the first and second years’ costs) Effectiveness (up to 25 points) Service Performance Annual operating cost per passenger and passengers per service hour for FY 16/17 (Use Table 3 below) Table 3 Operating Data For FY 16/17 Vehicle Hours of Service Service Vehicle Miles Total Passengers Performance Indicators For FY 16/17 Operating Cost/Passenger1 Passengers/Service Hour2
(TPY) 10 microns in size PM2.5 - Particulate Matter less than 2.5 microns in size SO2 - Sulfur Oxides NOx - Nitrogen Oxides CO - Carbon Monoxide VOC - Volatile Organic Compound Pb - Lead and lead compounds Fluorides - Gaseous and particulates H2SO4 - Sulfuric Acid Mist H2S - Hydrogen Sulfide TRS - Total Reduced Sulfur RSC - Reduced Sulfur Compounds PM PM10 PM 2.5 SO2 NOx CO VOC Pb Fluorides H2SO4 H2S TRS RSC Emissions calculations must include fugitive emissions if the source is one the following listed sources, pursuant to CAA Section 302(j): (a) Coal cleaning plants (with thermal dryers); (b) Kraft pulp mills; (c) Portland cement plants; (d) Primary zinc smelters; (e) Iron and steel mills; (f) Primary aluminum ore reduction plants; (g) Primary copper smelters; (h) Municipal incinerators capable of charging more than 250 tons of refuse per day; (i) Hydrofluoric, sulfuric, or nitric acid plants; (j) Petroleum refineries; (k) Lime plants; (l) Phosphate rock processing plants; (m) Coke oven batteries; (n) Sulfur recovery plants; (o) Carbon black plants (furnace process); (p) Primary lead smelters; (q) Fuel conversion plants; (r) Sintering plants; (s) Secondary metal production plants; (t) Chemical process plants (u) Fossil-fuel boilers (or combination thereof) totaling more than 250 million British thermal units per hour heat input; (v) Petroleum storage and transfer units with a total storage capacity exceeding 300,000 barrels; (w) Taconite ore processing plants; (x) Glass fiber processing plants; (y) Charcoal production plants; (z) Fossil fuel-fired steam electric plants of more that 250 million British thermal units per hour heat input, and (aa) Any other stationary source category which, as of August 7, 1980, is being regulated under section 111 or 112 of the Act. Instructions
The following section of the scoring guide is more significant in evaluating the student’s speech because it focuses more on what was presented and less on how it was presented. Content Indicator Level 1 Level 2 Level 3 Level 4 Level 5 Research Paper Review Little or no explanation of research paper Basic review of research paper main points Intermediate review of research paper Reviews research paper and connection with project Clear, concise review of research paper and its connection to the project Circle one 1 2 3 4 5 Project Preview Demonstrated no evidence of planning Partial explanation of project planning Appropriate proof of project planning Above average evidence of planning Superior evidence of planning/scheduling Circle one 1 2 3 4 5 Project Review Little or no explanation of the project execution Explanation of project execution incomplete Average explanation of project execution Appropriate of project execution Creative and unique explanation of project execution Circle one 1 2 3 4 5 Learning Experience Does not address what student learned completing the project Attempts to illustrate the learning experience of the project Intermediate explanation of learning experience Clearly addresses positive/negative learning experiences of the project Creative/Unique relation of the project learning experience Circle one 1 2 3 4 5 Visual Aids No visual aids Inadequate, difficult to see visual aids Adequate visual aids Visual aids enhances presentation Dynamic use of creative visual aids Circle one 1 2 3 4 5 Portfolio Utilization No attempt to utilize portfolio Some attempt was made to utilize portfolio Consistent attempts made to utilize portfolio Portfolio was well utilized in the speech Creative/dynamic utilization of portfolio Circle one 1 2 3 4 5 Project Defense Question & Answer Responses little or no understanding Responses or incomplete Off-topic Responses demonstrated basic understanding Clear, concise responses; superior knowledge of topic Dynamic, thorough responses; superior knowledge & passion Circle one 1 2 3 4 5 Comments: Points Possible: 35 Content Section Score LENGTH OF SPEECH ______:_______ Time Requirements 10 to 20 minutes Level 1 Level 2 Level 3 Fails to meet 10 minute requirement or exceeds 20 minutes Meets time requirement Clearly rehearsed and well-paced 20 pts 25 pts 30 pts Comments: Points Possible: 30 Time Section Score Total of all section scores 100 points possible
Degree of Difficulty: This score indicates the variety and complexity of the components to completing the project. Indicator Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 DEGREE OF DIFFICULTY Project incomplete Not age-appropriate difficulty Little degree of difficulty evident One dimensional project Project comprised of more than one component of appropriate difficulty Project comprised of multiple components or components exhibit great difficulty Project complexity approaches professional quality Circle one 0 1 1.5 2 2.5 3 3.5 4 4.5 5 Comments: Points Possible: 5 Score Portfolio Preparation: This score indicates the quality of the portfolio. Indicator Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 PORTFOLIO PREPARATION Missing portfolio Incomplete portfolio Some required sections missing Portfolio has major formatting and/or many spelling errors Portfolio complete with several minor errors Portfolio complete with very few minor errors Contents concise and accessible Portfolio clear, concise, accessible, with unique content No formatting or spelling errors Circle one 0 1 1.5 2 2.5 3 3.5 4 4.5 5 Comments: Points Possible: 5 Score Quality of Final Project: This score indicates the actual quality of the physical product or quality of the project experience, with “professional” quality being a score of 5. Indicator Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 QUALITY OF FINAL PROJECT No physical project or documentation of project experience Little concern for project quality or incomplete project Project completed but demonstrates low quality Project demonstrates appropriate quality High quality project illustrates student work ethic Professional quality product or project experience Circle one 0 1 1.5 2 2.5 3 3.5 4 4.5 5 Comments: Points Possible: 5 Score Total Score________ Final Points________ Percent ________ Rank ______
Exit Slips Exit Slip Name: ______________ Date: ______ Objective: ________________________________ ________________________________ ________________________________ Response: Stop-Save-Start As I think about my performance, here is one thing I will … Name: Exit Slip Name: ________________ Date: ____ Response: Observations Name: _______________ Date: _____ Exit Slips
Name:___________________________ 5 Things I Know About _________________ Name:___________________________ Question of the Day: _____________________________________ _____________________________________ Response: Name:___________________________ Reading Selection: Text-to-Self Connection: Text-to-Text Connection: Text-to-World Connection: Name:___________________________ Assignment: Example: Example: Example: Blank Exit Cards Name:___________________________ Name:___________________________ Name:___________________________ Name:___________________________ Exit Slips Name:___________________________ Date: _________________________ Reading Selection: Connections I Made To Myself:
Exit Slips Exit Slip Name: ______________________ Date: ________ Exit Slip Name: ______________________ Date: _____ Objective: __________________ ___________________________ ___________________________ Warm-up: Did Not Need More Got It! Get It Practice Why? _____________________ __________________________ __________________________ Outcome: Demonstrate: Questions I Still Have: Closure:
Exit Slips Name:___________________________ Date: _________________________ Be a Word Wall Mindreader Clue One: This word is a word on the word wall. Clue Two: Clue Three: Clue Four: Clue Five: This word would fit in the following sentence: Name:__________________________ Date: _________________________ Scientific Method Ask a Question: Do Background Research: Construct a Hypothesis: Conduct an Experiment: Analyze Data and Draw a Conclusion: Communicate Your Results: Blank Exit Slips
Name:___________________________ Date: _________________________ Name:__________________________ Date: ________________________
Blank Exit Slips Name:______________________________________ Date: ________________ Name:______________________________________ Date: ________________
What makes you hit the snooze button? What aspects of your job do you like the most and the least? What would make you leave (our company) for another job? Do you get enough recognition? What kind of recognition would be meaningful for you? Stay Interview Questions Are we allowing you to reach your maximum potential?
Exit tickets are a quick and easy way to check for learning, and can be accessible for EVERYONE What exactly is an exit ticket? Exit tickets are anything you take in as students are leaving. They can be graded or just used for assessment without a grade attached to it. They are excellent for teachers looking to ensure their students understand. Q: How can I start to use them? A: It’s easy! Just start. Give your students instructions, and they will be able to start supplying immediate feedback. Q: What can I do for my students with special needs? A: Students with special needs tend to respond very well to exit tickets. You can see if they are understanding, and they can ask questions if they need it. Some students may respond very well to use of technology, and that can be easily implemented Exit Tickets help all students, and provide the teacher with immediate and honest feedback I This is almost the best part. Many lessons don’t take up the entire period, or don’t last as long as planned. Exit tickets can be anywhere from 5-15 minutes. If students cannot finish in time, it can even become an entrance ticket for the next class. This method also tends to have students leaving the class discussing the subject. They will have it on their minds longer, and students thinking about a lesson is never a bad thing. In addition, any questions or misunderstandings by a large number of students can be corrected in the next few classes. Teachers and students alike can use this method to increase the amount of learning in a classroom. One popular method of exit tickets is having students set goals over certain periods of time. Students who set goals and keep up with them tend to see better results in class. The ticket can be adjusted for grade level, but goals work for every students. Whether the English Language Learner wants to increase his vocabulary, a student with ADHD wants to focus on not losing assignments, or a student in 2nd period wants to have a week average of an 85, they will all be better off for writing their goal down. As a teacher, you can help them get there. Exit tickets can be about content, goals, questions, or anything the teacher can dream up. Some helpful examples are-
Exit Permit Types Form Student Name Guardian Name Guardian ID Number Guardian Phone Number Guardian Email Please fill in the following form by writing (Agree/Disagree) in the space provide. Transportation Permit Permit Type The student is allowed to use the Hostel buses in going and leaving the university during weekdays and for other academic reasons. Explanation Guardian’s Decision(Agree/Disagree) Sleeping outside the Hostel Permit Type The student is allowed to sleep outside the hostel grounds wherever she wishes. The hostel administration will not be responsible for the student during that period of time. Explanation Guardian’s Decision(Agree/Disagree) Sleeping outside the Hostel Permit Type The student is NOT allowed to sleep outside the hostel under any condition. Explanation Guardian’s Decision(Agree/Disagree) Free Exit Permit Permit Type The student is allowed to use other forms of transportation other than the hostel buses during weekdays and non academic days. There will be no control from the administration over where the student goes and with whom. The maximum curfew will be 10:00 pm. The administration will not be responsible for the student while being outside the hostel . Explanation Guardian’s Decision(Agree/Disagree) Restricted Exit Permit Permit Type The student is allowed to exit the hostel only with certain people(Guardian must list these people in the following form) Guardian must specify the type of exit( visit- sleepover – both) Explanation Guardian’s
Exit Review Version 2.0 2016 Version number: [Insert Draft 0.1, 0.2, 0.3 or Final 1.0] Senior Responsible Owner (SRO) [Insert name] Date of issue to SRO: [Insert date] Programme or project title: [Insert name and acronym (if applicable)] Department/Organisation of the programme/project [Insert name] Agency or NDPB (if applicable): [Insert name] Programme/Project Director (or equivalent) [Insert name] Review dates: [Insert dates dd/mm/yyyy to dd/mm/yyyy] Review Team Leader: [Insert name of team leader] Review Team Member(s): [Insert name(s) of team member(s)] Departmental Representative (if applicable): [Insert name] Previous Review: [Insert review type] [Insert dates] [Insert Delivery Confidence Assessment - DCA] IPA ID number: [Insert designated number] GMPP ID number (For IPA use only): [Insert number]
Exit Slips Exit Slip Name: ______________ Date: ______ Objective: ________________________________ ________________________________ ________________________________ Response: Stop-Save-Start As I think about my performance, here is one thing I will … Name: Exit Slip Name: ________________ Date: ____ Response: Observations Name: _______________ Date: _____ Exit Slips
Name:___________________________ Date: _________________________ Key Word: Definition: Illustration: Word in Context: Name:__________________________ Date: _________________________ Predictions I think… What happened… Now I think…
Exit Slips Name:___________________________ Date: _________________________ Be a Word Wall Mindreader Clue One: This word is a word on the word wall. Clue Two: Clue Three: Clue Four: Clue Five: This word would fit in the following sentence: Name:__________________________ Date: _________________________ Scientific Method Ask a Question: Do Background Research: Construct a Hypothesis: Conduct an Experiment: Analyze Data and Draw a Conclusion: Communicate Your Results: Blank Exit Slips
Name:___________________________ Date: _________________________ Name:__________________________ Date: ________________________
But the most important thing is _______________________________ Name:_____________________________________ Date: ________ Quick Draw of ________________ Exit Slips Self-Evaluation Daily Outcome I Got It! I Sort-Of Got It! I Didn’t Get It YET!
Verbal Closure Person A:____________ Person B: ____________ Topic: ______________ Date: _____________ Person A’s Responses: What was the most important idea in today’s lesson? What was an important detail in today’s lesson? What questions do we need to ask so that we can better understand the information? What personal connections were made in today’s lesson? Most profound statement made during this interview: Person B’s Responses: What was the most important idea in today’s lesson? What was an important detail in today’s lesson? What questions do we need to ask so that we can better understand the information? What personal connections were made in today’s lesson? Most profound statement made during this interview:
Existing text Proposed Text 3.14 Ex Testing Laboratory (ExTL) a testing laboratory which is accepted according to these Rules and which is either integral with, or under the complete control of, or belongs to or works under a written agreement with at least one Ex Certification Body Ex Testing Laboratory (ExTL) a testing laboratory which is accepted according to these Rules and which performs tests and compiles IECEx Test Reports for approval by the ExCB 11.1.1 Conditions for acceptance - bullet 4 The certification body shall have within its organization, or have an agreement to employ, an ExTL accepted by the ExMC according to these Rules for the relevant types of protection The certification body shall have within its organization, or have a written agreement with, an ExTL accepted by the ExMC according to these Rules for the relevant types of protection. Where the ExTL is not within its organization the following apply: The reasons for not having an integral ExTL shall be provided by the applicant ExCB and included in the initial assessment report. The ExCB application shall be endorsed by the member body in the country in which it will be based. However, where the ExTL with which it plans to operate is in a different country, it is recommended that the applicant ExCB also advises the member body of that country of its intentions at the time of application. At the initial assessment the ExCB shall demonstrate the methods it has in place to ensure its staff have the necessary competence to review and approve ExTRs, and to compile and approve test plans. This information shall be incorporated in the initial assessment report, and shall be subject to audit and report at each reassessment to ensure that the competence is being maintained. 11.2.1 Conditions for acceptance - bullet 2 An Ex testing laboratory can operate as an ExTL if it is integral with an ExCB, under the complete technical and legal control of an ExCB or has a written agreement with an ExCB to undertake work with it according to these Rules An Ex testing laboratory is only permitted to operate as an ExTL if it is integral with an ExCB, under the complete technical and legal control of an ExCB or has a written agreement with an ExCB to undertake work with it according to these Rules. Task Group: Jim Munro (convenor) AU Anna Timofeeva RU Ron Sinclair GB 26 May 2016
Changing from E45 Cream to ExoCream will save the [insert locality] money on all equivalent pack sizes3 List Price2 List Price2 Percent saving of ExoCream vs. E45 Cream E45 Cream 500g Pump £5.62 ExoCream 500g Pump £3.99 29% E45 Cream 350g Tub £5.17 ExoCream 350g Tub £4.17 19% E45 Cream 125g Tub £2.91 ExoCream 125g Tub £2.33 20% E45 Cream 50g Tube £1.61 ExoCream 50g Tube £1.05 35% References E45 Summary of Product Characteristics. Available at https://www.medicines.org.uk/emc/search. Date accessed April 2016 Penlan Pharmaceuticals Limited. ExoCream data sheet June 2015 MIMS. Available at PEN/017 Date of preparation May 2016
EXHIBIT B ITEMIZED COST PROPOSAL DESCRIPTION OF PRODUCT/SERVICE Quote per item for up to 30 Quote per item/service for up to 1000 Dell 4G Chromebook with 3-year accidental damage protection N/A Google ChromeOS Management Service N/A Installation of Google ChromeOS Management Console N/A CyberAcoustics Stereo Headset/Mic N/A Bretford Basics 36 Unit Tablet Cart N/A
Exodus is this king named. And scholars and historians have searched and speculated to try and work out: what was this Pharoah’s name? No one knows. And yet these two ladies, simple, obscure midwives. Their names are recorded and remembered today. Shiphrah and Puah. These are women who feared the LORD. But the important thing to notice here is that once again Pharoah’s plan backfires. You see, it isn’t just that these Hebrew boys get protected. It isn’t just that none of these kids are killed. Its that through this evil plan, even more kids end up being born. Look at verse 20. Notice how God rewards these midwives. “So God was kind to the midwives and the people increased and became even more numerous. And because the midwives feared God,” what did He do? “He gave them families of their own.” Now these midwives, who couldn’t have kids before, now they too are having kids. You’d think that maybe Pharoah can start to join the dots. There’s a powerful force at work here. Someone’s protecting these people. It’s probably better just to back off. That would be a logical conclusion. But instead Pharoah just becomes even more enraged. In verse 22 he comes up with his cruellest plan so far. No longer does he act behind the scenes. Now he speaks openly to everyone. Verse 22 “Then Pharoah gave this order to all his people: “Every boy that is born you must throw into the Nile” And so this is mass murder. It doesn’t matter who you are, if you see a Hebrew boy anywhere in the land you’ve got every right to pick
Moses saw angels To what symbolizes each of the following? The covenant Ark The Lampstand Seven lamps which are in the lampstand Please answer the following question: Where did God appear to Moses inside the most holy? ******************************************************** Chapter 26 To what symbolizes each of the following? The color of linen The blue color The veil The purple color The scarlet color The use of the ram skins in the building Please answer the following : 1.What is the purpose of the Tabernacle as shown in this chapter ?
The names of all of us are written in the book of life and, with our sins we erase our names. ---------------------------------------------------------------------------------------- The people refuse living with faith and want materialistic things We should not please people on God's account ---------- The intercession ---------------------------------------------------------------------------------------- God's permission to let a sinner taste the consequencies of his sin ---------------------------------------------------------------------------------------- ****************************************************** Chapter 33 Who said it and provide the reference : I will send My Angel before you You have not let me know whom you will send with me Show me your Glory Say to the children of Israel “you are a stiff-necked people" Please answer the following questions : Mention a verse that shows Moses' value in God's eye
Now of course this isn’t talking about personal revenge. The gospel’s very clear that we mustn’t seek personal revenge. We must leave judgment to God. But when it comes to the state and their responsibility to establish and uphold justice: Then this is an important principle to bear in mind: retribution And then the 2nd major principle here is the principle of restitution. You can see it in almost every verse from 22 verse 1-15. If a thief steals something, he mustn’t just be punished. Part of his punishment is to pay back what’s been taken And if you think about it, that’s a much more personal way of dealing with crime. It seems in our justice system, that the punishment is very impersonal. The criminal just gets put in jail. He’s got very little interaction with the person who’s been wronged. But if he’s gotta go and make restitution. Then there’s the opportunity for personal hgealing In fact the Hebrew word used for restitution here is the word “shaleim” which is closely linked to the Hebrew word, “shalom” which means peace. And that’s really what this principle is all about. If you have to go and meet the person that uv wronged. And you’ve actually gotta do something to compensate for your crime. Then you not just being punished. There’s peace being restored in the community. And so that’s another important principle. And then the final section of laws is from 22 verse 21 to 23 verse 9. And this is all about social justice. How do you treat foreigners, and widows and orphans and the poor and needy who live among you.
(1) a modification that involves only the replacement or construction of only more than 1,000 feet of distribution lines, or of and appurtenances, pump stations, or pressure regulating facilities for which the public water system employs a water utility staff that includes, either by contract or direct employment, a professional engineer registered in New Mexico who is responsible for the project; (2) installation of a hypochlorination system, excluding on-site hypochlorination generation systems, in a public water system under the following conditions: (a) water is supplied by ground water that is not under the direct influence of surface water; (b) the owner or operator of the system employs, by contract or direct employment, a water operator certified in New Mexico at the level required in the Utility Operator Certification Regulations, 20.7.4 NMAC; and (c) the certified operator is responsible for the project and certifies the inactivation level ratio achieved by the hypochlorination system and the chemical and mechanical operating parameters at the minimum and maximum residual disinfectant levels. The water system operator shall calculate the inactivation ratio and document the calculation in the department application for groundwater rule 4-log certification. C. Except for the procedures described in Subsection A and Subsection B of this section, any person undertaking a public water system project shall submit an application and the department will respond to the application within the period specified in Section 201. D. The approval requirement in Subsection A of Section 201 of this part is satisfied when transmission, storage, and distribution projects are proposed for implementation that are certified to be in conformance with a "master design plan" previously approved by the department. In order to expedite future public water system projects, a public water system with the legal authority to adopt construction plans, details, and specifications by ordinance or resolution may submit Such a master design plans may be approved upon submission to the department (via the bureau) for approval. and Such plan must at a minimum contain: (1) identification of any existing system components and service area; (2) a complete set of standard plans, details, and specifications for any component or facility to be eligible for consideration under this section; and