zilongwang/ReadingBank huggingface dataset:
571120. Revenues credited to the State NonFederal Aid Highway Fund pursuant to this section must be used exclusively for highway, road, and bridge maintenance, construction, and repair State Highway Fund as established by Section 571120. (B) The Department of Transportation shall transfer to the South Carolina Transportation Infrastructure Bank an amount equal to the revenue credited to the State Highway Fund pursuant to subsection (A). The revenue transferred to the bank shall be derived from nontax sources, including, but not limited to, the user fee imposed pursuant to Section 1228310. (1) The first fifty million dollars in revenue transferred to the bank shall be used to finance bridge replacement, rehabilitation projects, and expansion and improvements on existing roads in the State Highway System. (2) Funds in excess of fifty million dollars transferred to the bank shall be used to finance expansion and improvements to existing mainline interstates. (C) The department shall submit a list of bridge and road projects for the bank to consider when the bank is identifying projects to finance pursuant to subsection (B). (D) Funds transferred to the bank pursuant to this section may not be used to finance projects approved by the bank before July 1, 2013. The bank shall submit all projects proposed to be financed pursuant to subsection (B) to the Joint Bond Review Committee as provided in Section 1143180, prior to approving a project for financing. (E) Projects financed utilizing funds transferred pursuant to this section shall not require a local match.” SECTION 2. This act takes effect upon approval by the Governor. XX
Chicago Holiday Classic, 12.28- 30, 2017 Bantam B Tournament Format Four teams, with each team playing three preliminary round games. At the conclusion of preliminary round, First plays Second for Championship. Third plays Fourth for the consolation. Standings Team Points Gm1 Points Gm2 Points Gm3 Total Points Tiebreakers Quad City Ice Eagles 0 1 0 1 Junior Fury 2 2 1 2 5 Yellowjackets Hockey 2 2 0 4 Admirals Red Hockey 0 0 2 2 Game Results Thur 9:00 Pm Edge- Jefferson East Rink Quad City 0 vs. Yellowjackets 6 Thur 9:40 Pm Edge- John Street Rink Fury 6 vs. Admirals 1 Fri 2:00 Pm Edge- Jefferson West Rink Yellowjackets 5 vs. Admirals 0 Fri 9:00 Pm Edge- Jefferson West Rink Quad City 8 vs. Fury 8 Sat 10:20 Am Edge- Jefferson West Rink Admirals 3 vs. Quad City 1 Sat 11:30 Am Edge- John Street Rink Fury 4 vs. Yellowjackets 3 *** HOME *** *** AWAY *** Saturday 5:20 Pm Edge-John Street 3rd Place Admirals 2-2 TIE 4th Place Quad City Saturday 4:50 Pm Edge- Jefferson East Rink 1st Place Fury 4-2 2nd Place Yellowjackets
As shown in Table 3 [above], under the Company’s proposal, the May 2012 commodity C-Factor would have been $1.75457 per Mcf. During May 2012, [Distribution] was paying approximately $2.80 per Mcf in commodity charges for gas delivered to its system. It is unreasonable to charge significantly less for gas than the actual cost of the gas. . . . The Company’s proposal could also result in a price-to-compare (“PTC”) which is not accomplishing its intended purpose. The PTC reflects the costs which a current sales customer would avoid if the customer elected to purchase their gas from a competitive natural gas supplier rather than [Distribution]. As such, the PTC serves as a basis of comparison between the cost of gas from [Distribution] and that offered by [a natural gas supplier]. The CFactor is a component of the PTC. If the C-Factor component of the PTC is not reflective of the price [Distribution] is paying for gas, the desired comparison will be distorted. The OCA submits that a proposal which would charge customers $1.75 per Mcf of gas, when the Company was paying $2.80 per Mcf, is not more reflective of market prices and is contrary to sound ratemaking principles. Both OCA and BIE assert that a mechanism which would charge customers significantly less for gas than the actual cost of gas should not be approved. Distribution counters that contrary to BIE’s and OCA’s contentions, over the entire twelve-month period ended July 31, 2012, on average, Distribution’s C-factor, calculated under its existing methodology was less accurate, i.e., less close to the current actual commodity cost of purchased gas than the C-factor calculated using Distribution’s proposed truncation methodology. As shown in Distribution’s PGC Exhibit No. 206, during this twelve-month period, on average, the C-factor computed using the current methodology produced rates that deviated from the actual commodity costs of natural gas by $0.9217. Using Distribution’s proposed truncation methodology, the C-factor was on average only $0.5492 from the actual proof of commodity cost of purchased gas, an improvement of $0.3725 per Mcf over the entire twelve-month period.
So, we're going to one last song break now to give you a chance to have a look over our products page and at the various e-books we just mentioned and, when we come back, I’ll be giving you some more detail on our plans for the future and what we’re working on in the background and then we’ll be winding up tonight’s show. Play 1 song So, as most of you are well aware, we ran our final live events for the year last month and, as I noted on our last show, we are now working away in the background, completely revamping those live events for a completely new series next year. The one thing we have bene asked for more than anything else is “more time” and, although we were continually extending the lengths of the days that we ran our events, people still said that it was too much info to get their heads around in just two days. So, as I mentioned on our last show, we have now locked in the new structure for our live events moving forwards and it will be as follows: We will running a short, 3 hour or so free introductory event that focusses on just the basics – fines, taxes, and the Commonwealth Constitution – the information that anyone and everyone can relate to. These will be held on a Friday evening, so people can attend after work and hopefully bring along as many people as possible to at least give them an introduction into the information that we teach. Then, on the Saturday, we will be running a full day intermediate seminar, that will encompass the remainder of what we currently cover in our introductory seminar and also some of what is now incorporated into our advanced workshop. There will be longer breaks, more time for questions and some new information as well. Then, on the Sunday, things will be very different. We will have a slightly later start – to ensure everyone is well rested and is able to take on board everything that we will cover at those new advanced mastermind workshops. There will be a lot of new information that will be included into those events – stuff that we have simply not had the time to introduce into the current events because of the already long days. And then, the plan is to run one or two extremely detailed weekend bootcamps that will be for our super advanced members. These will be limited to just a
SUPPLIER RATING CHANGE REQUEST QUALITY RATING DELIVERY RATING Send completed form and supporting data to . Please include a contact name, phone number and e-mail address for the person to be contacted with any questions regarding this change request. Vendor ID: Company Name: P.O. Number: Part Number: Line Item: P.O. Delivery Date: Actual Delivery Date: Failed Qty: DMR Number: Buyer: Address: City: State: Zip Code: Contact Information Name: Phone: Title: Email: To be filled out by Requester Reason for Rating Change Request (please include background data, pictures, drawings, graphics, etc. that provide additional detail and clarification): Requested by: Date: To be filled out by Marvin Engineering Supplier Quality Rating Analyst/Approver: Procurement Delivery Rating Analyst/Approver: MEC Adjustment To Supplier Rating: Completed Date: Reason If Request Is Rejected:
NAME: Finance & Compliance Committee DATE: June 8, 2015 Time: 10:00 a.m. to Noon Presiding: Deborah Hartel, Co-chair Recorded By: June Noto PRESENT: Cheryl Marks Young; Lou Schwarcz (on phone) Staff: Julia Schneider, June Noto, Debra Wentz AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/OUTCOME TIMEFRAME WHO’S RESPONSIBLE Approval of the March 9, 2015 meeting minutes Deborah Hartel welcomed everyone and asked for a motion to pass the minutes from the previous meeting. Lou Schwartz motioned to approve the minutes. The minutes were m/s/p. N/A N/A Financial Issues (From Agenda) Julia Schneider presented the financials and stated that NJAMHAA is on target with revenues and where we expect to be at this point in the fiscal year. Both the Technology Council and Integrated Council met target revenues. The conference line exceeded revenues through additional sponsor and exhibition sales, versus raising the cost of registration fees. LAN/WAN revenues from the IT Project were adjusted due to service contracts issued late in the fiscal year that will be deferred to next year. The committee discussed dues and mergers and acquisitions of other agencies and how they will affect the bottom line revenue since two organizations pay more than one large one, according to our dues structure. The Finance and Compliance Committee members discussed that they should make a recommendation to the Governance Committee about revising the dues structure. Cheryl Marks-Young indicated that a training on mergers and acquisition might be a good idea for our membership. Dues structure should be reviewed/researched to calculate the impact that mergers will have. Arrange for a workshop on Mergers and Acquisitions N/A By: Nov. 10, 2015 [Governance Committee meeting] Before end September [A workshop will be held on 9/30/15]. Julia Schneider Cheryl Marks Young Julia Schneider Debra Wentz and staff Building Search June Noto reported that she had met with two different real estate agents. One was recommended by board member Mary Gay-Abbott and another by Colliers who had reached June Noto will meet again with agents in the spring, per the recommendation from Colliers, as it takes Spring 2016 June Noto
Old/New Business NJAMHAA staff will attempt to obtain language in the lease that will be favorable to NJAMHAA such that the lease can be finalized. June Noto discussed her report on Audio conferencing, which will attempt to address the concerns of various conference call participants who at times have trouble hearing all of the dialogue. It was noted that the equipment to be purchased will be portable and therefore can be transported and installed in NJAMHAA’s new location after it relocates. . After discussion, a motion was made to spend up to $10,000 for audio conferencing equipment in FY’17. The motion was seconded and passed. October 19, 2016 NJAMHAA Board Consent Agenda June Noto, Julia Schneider, Debra Wentz Shauna Moses The Committee Co-chair/Board Treasurer motioned to end the meeting. M/S/P N/A N/A Next regular meeting date – December12, 2016 at 10 am at NJAMHAA Headquarters.
SECTION 3a — ARRIVAL PROCEDURES A NA a Setting and checking of navigational aids, if applicable b Arrival procedures, altimeter checks c Altitude and speed constraints, if applicable d PBN arrival (if applicable): — Check that the correct procedure has been loaded in the navigation system; and — Cross-check between the navigation system display and the arrival chart. SECTION 4 (°) — 3D OPERATIONS (++) A N A a Setting and checking of navigational aids Check Vertical Path angle For RNP APCH: — Check that the correct procedure has been loaded in the navigation system; and — Cross-check between the navigation system display and the approach chart. b Approach and landing briefing, including descent/approach/landing checks, including identification of facilities c (+) Holding procedure d Compliance with published approach procedure e Approach timing f Altitude, speed heading control (stabilised approach) g (+) Go-around action h (+) Missed approach procedure/landing i ATC liaison — compliance, R/T procedures SECTION 5 (°) — 2D OPERATIONS (++) A N A a Setting and checking of navigational aids For RNP APCH: — Check that the correct procedure has been loaded in the navigation system; and — Cross-check between the navigation system display and the approach chart. b Approach and landing briefing, including descent/approach/landing checks, including identification of facilities c (+) Holding procedure d Compliance with published approach procedure e Approach timing f Altitude/Distance to MAPT, speed, heading control (stabilised approach), Stop Down Fixes (SDF(s)), if applicable g (+) Go-around action h (+) Missed approach procedure/landing i ATC liaison — compliance, R/T procedures
3.13 Landing gear system P → → 3.14 Auxiliary power unit P → → 3.15 Radio, navigation equipment, instruments flight management system P → → SECTION 4 — Abnormal and emergency procedures 4. Abnormal and emergency procedures M A mandatory minimum of three items shall be selected from this section 4.1 Fire drills (including evacuation if applicable) P → → 4.2 Smoke control and removal P → → 4.3 Engine failures, shutdown and restart at a safe height P → → 4.4 Fuel dumping (simulated) P → → 4.5 Tail rotor control failure (if applicable) P → → 4.5.1 Tail rotor loss (if applicable) P → may not be used for this 4.6 Incapacitation of crew member — MPH only P → → 4.7 Transmission malfunctions P → → 4.8 Other emergency procedures as outlined in the appropriate Flight Manual P → → SECTION 5 — Instrument flight procedures (to be performed in IMC or simulated IMC) 5.1 Instrument take-off: transition to instrument flight is required as soon as possible P* →* →* 5.1.1 Simulated engine failure during departure P* →* →* M* 5.2 Adherence to departure and arrival routes and ATC instructions P* →* →* M* 5.3 Holding procedures P* →* →* 5.4 3D operations to DH/A of 200 P* →* →*
feet (60 m) or to higher minima if required by the approach procedure 5.4.1 Manually, without flight director Note: According to the AFM, RNP APCH procedures may require the use of autopilot or Flight director. The procedure to be flown manually shall be chosen taken into account such limitations (example choose an ILS for 5.4.1 in case of such AFM limitation). P* →* →* M* 5.4.2 Manually, with Flight Director P* →* →* M* 5.4.3 With coupled autopilot P* →* →* 5.4.4 Manually, with one engine simulated inoperative; engine failure has to be simulated during final approach before passing 1 000 feet above aerodrome level until touchdown or until completion of the missed approach procedure P* →* →* M* 5.5 2D operations down to the minimum descent altitude MDA/H P* →* →* M* 5.6 Go-around with all engines operating on reaching DA/DH or MDA/MDH P* →* →* 5.6.1 Other missed approach procedures P* →* →* 5.6.2 Go-around with one engine simulated inoperative on reaching DA/DH or MDA/MDH P* M* 5.7 IMC autorotation with power recovery P* →* →* M* 5.8 Recovery from unusual attitudes P* →* →* M* SECTION 6 — Use of optional equipment 6. Use of optional equipment P → →
DELWP Department of Environment, Land, Water and Planning EDPR Electricity Distribution Price Review. The five-yearly process which determines costs which electricity distributors can recover from consumers. ESC Essential Services Commission. Victoria’s independent economic regulator of prescribed essential utility services. ESV Energy Safe Victoria. The energy safety regulator. GSL Guaranteed Service Level (Payment Scheme) HBRA High Bushfire Risk Area. IRU Ignition Risk Unit. kV Kilovolt. A thousand volts. A measure of electrical potential difference. LBRA Low Bushfire Risk Area. MAIFI Momentary Average Interruption Frequency Index. A measure of electricity supply reliability concerned with the number of momentary (brief) interruptions an average customer would experience in a given period of time. NEVA National Electricity (Victoria) Act 2005 OCBR Office of the Commissioner for Better Regulation. PBSP Powerline Bushfire Safety Program. The Government program tasked with delivery of VBRC recommendations 27 and 32. PBST Powerline Bushfire Safety Taskforce. PV Present Value. A means of expressing the value of future costs and benefits in today’s terms. REFCL Rapid Earth Fault Current Limiter. A network safety device instrumental in reducing bushfire risk and improving reliability. RAB Regulated Asset Base. The assets of electricity distribution businesses, which form the major feature in determining the revenue they are allowed to recover from customers. RIS Regulatory Impact Statement SAIDI System average interruption duration index. A measure of electricity supply reliability concerned with how long supply is interrupted. SAIFI System average interruption frequency index. A measure of electricity supply reliability concerned with how often supply is interrupted. SBRP Specified Bushfire Risk Period. SECV State Electricity Commission of Victoria STPIS Service Target Performance Incentive Scheme. An incentive scheme for businesses to maintain or improve customer reliability. SWER Single wire earth return. A low-cost form of powerline construction which features a single phase at 12.7 kV, commonly used in rural areas. VBRC Victorian Bushfires Royal Commission. VCR Value of customer reliability. An estimate of the value customers place on a megawatt hour (MWh) of electricity, for the purpose of informing reliability incentive targets. ZSS Zone substation. A major point of voltage and current transformation on the electricity distribution network. Document Information This Regulatory Impact Statement was drafted by the Powerline Bushfire Safety Program, Energy Policy and Programs Branch, Department of Environment, Land, Water and Planning.
Level 1 Achievement Standard– Reading and viewing - English Example of Indicative Progress toward Level 2 Achievement Standard Level 2 Achievement Standard – Reading and viewing - English By the end of Level 1: Students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read aloud, with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationships between sounds and letters, high-frequency words, sentence-boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. In English, indicative progression towards the Level 2 achievement standard may be when students: Describe how a picture helps tell a story or a diagram helps to explain facts. Identify a range of text organisation features (e.g. author, subheadings, hyperlinks, diagrams, flowcharts, index/glossary). Identify the typical structure and common language features of multi-modal and visual texts. Read short multi-modal texts and use the supporting images to predict the meaning of unfamiliar words. By the end of Level 2: Students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information. They recognise all Standard Australian English phonemes, and most letter–sound matches. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.
CURRICULUM AREA – English toward Level 5 Achievement Standard Mode – Speaking and Listening VCAA EXAMPLE Context: Students listen to some radio or television interviews (e.g. Behind the News) and identify the active listening and speaking techniques employed by the interviewer. They the conduct an interview with an adult in their community in relation to a topic being studied in class (e.g. ‘an admirable person’ or ‘a migrant’). They listen attentively and take notes during the interview and then report back to their class with the transcript. Content Descriptions: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills () Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships () Level 4 Achievement Standard – Speaking and Listening - English Example of Indicative Progress toward Level 5 Achievement Standard Level 5 Achievement Standard – Speaking and Listening - English By the end of Level 4: Students can collaborate, listen for key points in discussions and use the information to carry out tasks. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. In English, indicative progression toward Level 5 Achievement Standard may be when students: listen to an interview and list key questioning techniques used by the interviewer and those used to demonstrate active listening. ask clarifying questions or for elaboration when interview responses are too brief (e.g. ‘Can you please tell me a bit more about…?’). write a set of appropriately sequenced interview questions and provide these to the interviewee in advance. write up the transcript of the interview and present key findings to the class. By the end of Level 5: Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources They create a variety of sequenced texts for different purposes and audiences They make presentations for defined purposes using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives
(iii) Consider whether the inserted gene encodes a product that might act alongside the existing characteristics of the recipient micro-organism, so as to endow the GMM with altered pathogenic properties towards humans, or other organisms in the wider environment. For example Does the inserted gene encode a pathogenicity determinant, such as an adhesion, a penetration factor or a surface component providing resistance to host defence mechanisms? Is it possible that expression of the inserted gene could alter the tissue tropism, host range or infectivity as compared to the recipient micro-organism? Does the inserted DNA encode resistance to an antibiotic, other than the commonly used selection antibiotics, that might be used for the treatment of infections acquired either in the laboratory or outside? (iv) Consider whether an inserted sequence, that does not give rise to a harmful phenotype in the recipient could give rise to harm as a result of natural gene transfer to another, possibly related, organism. For example In the event of a breach of laboratory containment, could the recipient organism survive in the environment, either as a “free living” organism (e.g. in soil or sewage), or by infection of some other host? Is the vector mobilisible? Is the nature of the inserted gene such that its widespread dissemination in the environment would present environmental concerns e.g. a drug resistance or antibiotic resistance gene, or an intact provirus?
Procedure Identification Aerodrome Name Community Name ICAO Identifier Procedure Sponsor Organization’s Name Contact Name & Position Mailing Address Telephone Facsimile Email Procedure Designer Organization’s Name Contact Name & Position Mailing Address Telephone Facsimile Email Procedure Maintenance The sponsor must ensure that a plan is in place for the periodic review and amendment of the instrument procedure to meet TP 308 standards. The sponsor must ensure that a plan is in place for both the commissioning flight check and periodic flyability flight checks. The sponsor must identify the contact person / group responsible for the procedure’s periodic maintenance. Organization’s Name Contact Name & Position Mailing Address Telephone Facsimile Email Intended User(s) (If additional space is required, attach separate sheet) User Company Contact Name & Position Mailing Address Telephone Facsimile Email User Company Contact Name & Position Mailing Address Telephone Facsimile Email Disclaimers and Signature Obstruction Evaluation Plan – The sponsor is responsible to ensure initial assessment of any obstructions that would affect this procedure as well as obstructions resulting from the ongoing land use process. Aerodrome / Airspace Plan – The procedure must be submitted according to NAV ’s submission criteria. If the procedure has been designed at a site that does not yet reside in the Canada Air Pilot (CAP), the site’s applicable coordinates must be provided. The submission must address classification of airspace (controlled / uncontrolled) and include an analysis of impact on currently published instrument procedures at the site or adjacent sites. Environmental – The sponsor shall ensure that the procedure has been designed in accordance with local environmental policies concerning wildlife, noise, and any other applicable criteria. NOTAM Plan – The sponsor shall develop a NOTAM Plan identifying the contact information for the responsible Flight Information Centre (FIC). Compliance to change data such as fixes, altitudes or minimums via NOTAM action will continue to be the responsibility of the sponsor. Cancellation – The sponsor must provide 70 days notice to NAV concerning cancellation of the procedure. I have completed this form, read and understood the disclaimers and will include this form in the design submission package. Sponsors Representative (print) Signature Date
5. Review of effectiveness 5.1 The Regulation and Standards Committee will periodically review its own effectiveness and report the results of that review to the Board. 6. Role and Responsibilities of the Chair and Deputy Chair 6.1 The role of the Chair of the Regulation and Standards Committee is an important element in achieving effectiveness. Good practice guidance and training will be provided. 6.2 The Chair of the Regulation and Standards Committee should: facilitate constructive debate to aid decision making ensure that minutes are produced for each meeting for information to the Board decide whether any additional reports or items should be prepared from the Regulation and Standards Committee to the Board and the Accounting Officer on specific issues meet any newly appointed members as soon as possible after their appointment to aid their induction meet as required with the Accounting Officer and Chair of the Board provide a written annual assurance report to the Board on the work programme delivered by the Committee 6.3 A deputy Chair will be appointed, in line with the standing orders, to deputise in the absence of the Chair of the Committee. 7 Role and Responsibilities of members 7.1 Members of the Regulation and Standards Committee are responsible for: bringing their experience and knowledge to monitor and review plans, reports and policies providing helpful ideas on how the plans, reports and policies will meet the aims of the organisation scrutinising the management information relating to the plans, reports and policies being open to ideas and work to reach compromises if required attending meetings regularly and contributing to work in support of the committee considering how the work of the committee can be promoted as part of their ambassadorial role 8. Appointment and Membership 8.1 The Chair and the members of the Committee shall be appointed by the Chair of the Board. The Chair of the Regulation and Standards Committee will be a member of the Board.
ENABLING WOMEN A LEADERSHIP PROGRAM FOR WOMEN WITH DISABILITIES APPLICATION FORM FRANKSTON CITY COUNCIL MORNINGTON PENINSULA SHIRE And KINGSTON CITY COUNCIL Need assistance to complete? Contact Jane Oldfield on 9286 7807 for support, Jane works Monday to Thursday Name: Address: Phone: Mobile: Email address: Do you identify as: Aboriginal and/or Torres Strait Islander descent? Y / N Or LGBTIQ+ Y /N Do you speak another language/s other than English at home? Y / N If yes, what language is it?
Safeguarding and Child Protection [Debbie Dellar] (2017-18) This policy applies to the whole school: Senior (11-18), Junior and EYFS It should be read in conjunction with Keeping Children Safe in Education and the GDST Safeguarding Procedures 1. Policy Statement 1.1 Safeguarding and Child Protection Policy 1.1.1 The Royal High School Bath (“the School”) is committed to safeguarding and promoting the welfare of children. All pupils, regardless of age, special needs or disability, racial/cultural heritage, religious belief or sexual orientation have the right to be protected from all types of harm and abuse. This Safeguarding and Child Protection Policy (“this Policy”) forms a fundamental part of our approach to providing excellent pastoral care to all pupils, including young people who may be over the age of 18 years. 1.1.2 This Policy and its implementation procedures set out the arrangements to safeguard and promote the welfare of pupils at the School. They have been prepared in compliance with, and with regard to: The Education Acts Education (Independent Schools Standards) Regulations 2014 (as amended from time to time) Safeguarding Vulnerable Groups Act 2006 The Protection of Freedoms Act 2012 The Children Act 2004 What to do if you’re worried a Child is being Abused March 2015 Working Together to Safeguard Children February 2017 (A guide to inter-agency working to safeguard and promote the welfare of children) Keeping Children Safe in Education September 2016 Disqualification under the Childcare Act 2006 June 2016 Information Sharing: advice for practitioners providing safeguarding services March 2015 DBS Referrals Guidance (as may be amended from time to time) Independent Schools Inspectorate Handbook January 2017– the regulatory requirements (and as amended) National Minimum Standards for Boarding Schools April 2015 Teacher misconduct: regulating the teaching profession March 2014 (and related guidance) Use of Reasonable Force in Schools July 2013 Information Commissioner's Office Data Sharing Code of Practice May 2011 Preventing and Tackling Bullying October 2014 Statutory Framework for the Early Years Foundation Stage (EYFS) April 2017 Prevent Duty Guidance, Channel Guidance, and Prevent Departmental Advice, 2015 The use of social media for online radicalisation July 2015
Uncommon Senses 2 Art, Technology, Education, Law, Society – and Sensory Diversity Concordia University, Montreal 2-5 May 2018 Uncommon Senses 2 Artwork/Video Proposal Form (Deadline November 15, 2017) Performances 300-word submissions should include the following information. Please also include images documenting the work if it has already been performed elsewhere: Description of performance Duration (20-30 minutes max suggested) Materials/props Technical Requirements Spatial Requirements Other Requirements What is the intended audience size? Is advance registration required? 5 Keywords Sensory Walks/ Participatory Works This category can involve artist-led walks, sensory tours, activities, workshops and more. 300-word submissions should include the following information. Please also include images documenting the work if it has already been performed elsewhere: Description of work Location/Route/Trajectory Materials/props Technical Requirements Spatial Requirements
Full inspection and commissioning of the system Services Consultant / Contractor CM (Security) Gate 6 Handover Consultant inspections and witness testing Services Consultant / Contractor CM (Security) Gate 6 Handover Provide all Security As Constructed documentation, including: Commissioning Sheets Gallagher FT Wiring Reports Test Plans and Results Technical Documents Configuration details Manuals and User Guides Security Drawings Contractor CM (Security) / CM (Capital Works) Gate 6 Handover All electronic access control doors operate correctly Services Consultant / Contractor CM (Security) Gate 5 Construction All alarms are logged on Gallagher FT Services Consultant / Contractor CM (Security) Gate 5 Construction Update Gallagher FT graphical maps with the latest background drawings Contractor CM (Security) Gate 5 Construction Undertake fire interface test Services Consultant / Contractor CM (Security) Gate 6 Handover CCTV Activity Responsibility Stakeholder(s) Timeframe Assess if CCTV is a project requirement, in accordance with this document Services consultants CM (Security) Gate 2 Feasibility Check that the minimum security requirements has been included in the design Services consultants CM (Security) Gate 2 Feasibility Approval / Sign-off on the CCTV design consultants CM (Security) / CM (Capital Works) / Client Faculty Gate 3 Planning Determine number of cameras to be installed Services consultants CM (Security) Gate 3 Planning Determine location of closest network switch Services consultants CM (Security) Gate 3 Planning
EAST HUSKER CONFERENCE BOYS’ BASKETBALL TOURNAMENT 30th Week of NSAA Calendar Continuing Through the 31st Week Tuesday Hosted by #1 Seed #1 Seed Saturday Friday Hosted by #7 Seed Game #8 Winner #8 #8 Seed Game #1 - 6:00 pm Winner #1 #9 Seed Saturday Hosted by #4 Seed Game #12 Winner #12 #4 Seed Game #4 Winner #4 #13 Seed Game #7 - 6:00 pm Winner #7 #5 Seed Game #3 - 6:00 pm Winner #3 #12 Seed Game #19 - 7:45 pm Champion Hosted by #2 Seed Central Community College #2 Seed Game #10 Winner #10 #7 Seed Game #2 Winner #2 #10 Seed Hosted by #3 Seed Game #11 - 6:00 pm Winner #11 #3 Seed Game #6 Winner #6 #14 Seed Game #9 - 6:00 pm Winner #9 #6 Seed Loser #11 Game #5 - 6:00 pm Winner #5 Game #18 - 2:30 pm 3rd Place #11 Seed (6:00 p.m. Start, Floating Schedule) Loser #12 Central Community College Loser #10 Game #13 Loser #8 Friday (4:30 p.m. Start, Floating Schedule) Loser #4 Loser #7 Game #15 Game #14 Loser #6 Loser #9 Loser #5 Game #16 Loser #3 Loser #1 Game #17 Loser #2
EAST HUSKER CONFERENCE GIRLS’ BASKETBALL TOURNAMENT 30th Week of NSAA Calendar Continuing Through the 31st Week Monday Hosted by #1 Seed #1 Seed Friday Thursday Hosted by #7 Seed Game #8 Winner #8 #8 Seed Game #1 - 6:00 pm Winner #1 #9 Seed Saturday Hosted by #4 Seed Game #12 Winner #12 #4 Seed Game #4 Winner #4 #13 Seed Game #7 - 6:00 pm Winner #7 #5 Seed Game #3 - 6:00 pm Winner #3 #12 Seed Game #19 - 6:00 pm Champion Hosted by #2 Seed Central Community College #2 Seed Game #10 Winner #10 #7 Seed Game #2 Winner #2 #10 Seed Hosted by #3 Seed Game #11 - 6:00 pm Winner #11 #3 Seed Game #6 Winner #6 #14 Seed Game #9 - 6:00 pm Winner #9 #6 Seed Loser #11 Game #5 - 6:00 pm Winner #5 Game #18 - 4:15 pm 3rd Place #11 Seed (6:00 p.m. Start, Floating Schedule) Loser #12 Central Community College Loser #10 Game #13 Loser #8 Thursday (4:30 p.m., Floating Schedule) Loser #4 Loser #7 Game #15 Game #14 Loser #6 Loser #9 Loser #5 Game #16 Loser #3 Loser #1 Game #17 Loser #2
Active Participant File (6 files) Review: Optional Services (Transportation, Caregiver Assistance, Case Coordination and Assistance, Maintenance and Enhancement of Daily Living Skills) Participant #1 initials or identifying number Optional Services Transportation Optional Services Caregivers Assistance Optional Services Case Coordination Optional Services Maintenance and Enhancement of Daily Living Skills P1 Initials or Identifying #:
Active Participant File (6 files) Review: Optional Services (Transportation, Caregiver Assistance, Case Coordination and Assistance Maintenance and Enhancement of Daily Living Skills) Participant #3 initials or identifying number Optional Services Transportation Optional Services Caregivers Assistance Optional Services Case Coordination Optional Services Maintenance and Enhancement of Daily Living Skills P3 Initials or Identifying #:
Active Participant File (6 files) Review: Optional Services (Transportation, Caregiver Assistance, Case Coordination and Assistance, Maintenance and Enhancement of Daily Living Skills, ) Participant #4 initials or identifying number Optional Services Transportation Optional Services Caregivers Assistance Optional Services Case Coordination Optional Services Maintenance and Enhancement of Daily Living Skills P4 Initials or Identifying #:
smoke detector (or other suitable fire detection system) installed in a suitable location on each separate level / floor of the property and there must be at least one carbon monoxide detector. An emergency drill programme must be in place with annual testing, or as determined by fire risk assessments. All new members of staff must have this as part of their induction programme. There must be a plan for accommodation of the dogs should the premises become uninhabitable. There must be a documented policy in place for dealing with emergencies, including extremes of temperature and weather conditions (both hot and cold). All electrical installations must be installed by appropriately qualified persons and maintained in a safe condition; and sited such that they do not present a risk. All equipment must be maintained in a good state of repair and serviced according to manufacturer’s guidelines. Conditions The plan must include details of the emergency measures to be taken for the extrication of the animals should the premises become uninhabitable and an emergency telephone list that includes the fire service and police. External doors and gates must be lockable. A designated key holder with access to all animal areas must at all times be within reasonable travel distance of the premises and available to attend in an emergency. Guidance In non-domestic settings, an emergency contact name / number must be displayed on the outside of the premises. A reasonable distance would, in normal conditions, be interpreted as no more than 30 minutes travelling time.
of f(5)? 22. The function f(n)= 10(2)n predicts the population of coyotes in an area n years from 2010. What is the predicted number of coyotes in the area in 2015? 23. One type of uranium has a daily radioactive decay rate of 0.39%. The function f(t) = 32(2.7)–0.0039t can be used to find how many pounds of a sample of uranium will remain after t days. Approximately how much of the sample will remain after 30 days?
12. The height of a rocket is modeled by h(t) = –(4t – 12)(4t – 36). How long after reaching its maximum height does it take for the rocket to hit the ground? 13. For what values of x is the function g(x) = –x2 + 7x – 10 negative?
22. The path of a roller coaster over a particular length of track can be represented by a quadratic function f, where f(x) represents the vertical displacement above or below a support bar (in meters), and x represents the horizontal displacement to the left or right of a flagpole (in meters). The roller coaster dips below the support bar for values of x between and 1. Which function could represent f ? 23. A company produces swimming pools. Its daily cost can be modeled with the function P(x)=20x2 – 240x, where x is the number of swimming pools produced. If the company makes at least 1 pool a day, how many pools need to be produced for the company to break even?
407) A function is defined as . Isaac is asked to create one more ordered pair for the function. Which ordered pair can he add to the set to keep it a function? 1) 3) 2) 4) SOLUTIONS 399) ANS: 3 Strategy: Eliminate wrong answers. A function is a relation that assigns exactly one value of the dependent variable to each value of the independent variable. Answer choice a is not a function because there are two values of y when . Answer choice b is not a function because there are two values of y when . Answer choice c is a function because only one value of y is paired with each value of x. Answer choice d is not a function because there are two values of y when . . PTS: 2 NAT: F.IF.A.1 TOP: Defining Functions 400) ANS: Yes, because every element of the domain is assigned one unique element in the range. Strategy: Determine if any value of x has more that one associated value of y. A function has one and only one value of y for every value of x. PTS: 2 NAT: F.IF.A.1 TOP: Defining Functions 401) ANS: 2 Strategy: Determine if each of the for views are functions, then select from the answer choices. A function is a relation that assigns exactly one value of the dependent variable to each value of the independent variable. I is not a function because when , y can equal both 6 and -6. II is a function because there are no values of x that have more than one value of y. III is not a function because it fails the vertical line test, which means there are values of x that have more than one value of y. IV is a function because it is a straight line that is not vertical. Answer choice b is the correct answer. PTS: 2 NAT: F.IF.A.1 TOP: Defining Functions 402) ANS: 3 A function has one and only one output for each input. The diagram shows that February maps to two different output numbers, so the diagram cannot represent a function. PTS: 2 NAT: F.IF.A.1 TOP: Defining Functions KEY: ordered pairs 403) ANS: , because then every element of the domain is not assigned one unique element in the range. PTS: 2 NAT: F.IF.A.1 TOP: Defining Functions 404) ANS:
D – Rate, Lesson 4, Rate of Change (r. 2018) RATE Rate of Change Common Core Standard F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. PARCC: Tasks have a real-world context. Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions, piece-wise defined functions (including step and absolute value functions) and exponential functions with domains in the integers. Next Generation Standard AI-F.IF.6 Calculate and interpret the average rate of change of a function over a specified interval. (Shared standard with Algebra II) Notes: • Functions may be presented by function notation, a of values, or graphically. • Algebra I tasks have a real-world context and are to the following functions: linear, quadratic, square root, piece-wise defined (including step and absolute value), and exponential functions of the form where a > 0 and b > 0, (b ≠ 1). LEARNING OBJECTIVES Students will be able to: 1) Calculate and interpret the average rate of change of a function over a specified interval. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY average rate of change coordinate pair interval rate of change slope slope formula steepness BIG IDEAS Rate of Change is a measure of how two variables are related to one another. Rate of change can be expressed in many ways:
L – Radicals, Lesson 2, Graphing Root Functions (r. 2018) RADICALS Graphing Root Functions Common Core Standard F-IF.7b Graph square root, cube root, and functions, including step functions and absolute value functions. Next Generation Standard AI-F.IF.7b Graph square root, and piecewise-defined functions, including step functions and absolute value functions and show key features. Note: Algebra I key features include the following: zeros; intervals where the function is decreasing, positive, or negative; maxima, and symmetries. LEARNING OBJECTIVES Students will be able to: 1) Graph functions involving square roots. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY square root cube root nth root BIG IDEAS NOTE: All of the functions in this lesson require special consideration for the domain of the independent variable (the x-axis). ROOT FUNCTIONS Root functions are associated with equations involving square roots, cube roots, or nth roots. The easiest way to graph a root function is to use the three views of a function that are associated with a graphing calculator. STEP 1. Input the root function in the y-editor of the calculator.
M – Functions, Lesson 7, Comparing Functions (r. 2018) FUNCTIONS Comparing Functions CC Standard F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, numerically in tables, or by verbal For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. PARCC: Tasks are limited to linear functions, quadratic square root, cube root, piecewise defined (including step functions and absolute value functions), and exponential with domains in the integers. NG Standard AI-F.IF.9 Compare properties of two functions each in a different way (algebraically, graphically, in tables, or by verbal descriptions). (Shared standard with Algebra II) Note: Algebra I tasks are limited to the following linear, quadratic, square root, piecewise defined (including step and absolute value), and exponential functions of the form where a > 0 and b > 0 (b ≠ 1). LEARNING OBJECTIVES Students will be able to: 1) Compare properties of two functions each represented in a different way. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY context equation four views of a function function rule graph maximum minimum table of values vertex x-intercept y-intercept BIG IDEAS Definition of a Function: a function takes the input value of an independent variable and pairs it with one and only one output value of a dependent variable. Function: A function is a relation that assigns exactly one value of the dependent variable to each value of the independent variable. A function is always a relation. Example: y=2x
Addressing Exposition Verbs to Pair with Literary Devices Evaluating Author’s Purpose Contextualizes Chronicles Identifies Incites Introduces Narrates Outlines Creates Expresses Foreshadows Hyperbolizes Illustrates Overstates Personifies Presents Represents Satirizes Symbolizes Understates Advocates Argues Accepts Advocates Alludes Attacks Attributes Challenges Claims Concludes Considers Defends Defies Demonstrates Elicits Envisions Evokes Explores Guides Highlights Illuminates Imagines Implies Indicates Interprets Justifies Manipulates Moralizes Observes Ponders Promotes Proposes Qualifies Questions Rationalizes Reflects Ridicules Suggests Description Defines Depicts Describes Details Develops Displays Dramatizes Explains Illustrates Summarizes Traces Addressing Comparisons Compares Contrasts Correlates Differentiates Distinguishes Juxtaposes Addressing Characterization Categorizes Characterizes Transforms