zilongwang/ReadingBank huggingface dataset:
Performance Requirements The level at which the Base VistA Solution or OMH VistA Solution shall perform, which may include, but not be limited to, response times, system availability, data integrity and data security. Categories of Performance Requirements shall be defined during contract negotiations. Pharmacy Module (VistA) A tool to process prescriptions and monitor drug usage and workload. Phases A phase typically begins with work on a related set of deliverables and concludes with the acceptance of milestone deliverables. Phases may be nested inside one another. At the highest level, the EMR project phases can be described as: Project Startup (Enterprise Assessment) Implementation Track 1 – Base VistA Implementation and Track 2 – OMH VistA Implementation Ongoing Support and Maintenance Certification Strategy Maintenance Each phase can be further decomposed into sub-phases (e.g., Implementation phase has plan, pilot, and rollout phases). Pilot Program An initial implementation or implementations, performed at a small, selected number of facilities or sites, to evaluate the proposed solution before rolling out the application to the remaining locations PILS Prescriber Information Lookup System – part of OMH Application Portfolio PMHP Prepaid Mental Health Plan. A partially capitated managed care plan administered by Medicaid. PMP Project Management Professional , certified by the Project Management Institute (PMI) Preliminary Core Functions Those Core Functions which a Bidder identifies its VistA As-Is Solution performs in the Requirements Traceability Matrix. Preliminary Proposal Score(s) The combined score of the Financial Proposal and the Preliminary Technical Evaluation Score without the inclusion of the score attributable to Key Staff Interviews and the Executive Presentation. Preliminary Technical Evaluation Score The Technical Score without inclusion of the score attributable to the Bidder’s Key Staff Interviews or its Executive Presentation. Product Demonstration (s) A Bidder’s demonstration of the Exhibit 1 Functions pursuant to RFP section 7.5.1 (6).
Learning Objectives All Translate advantages of big telescopes to the human eye. Comprehend that visible light and radio waves show different phenomena. Interpreting data [either from practical activity, or provided information] to collect meaningful results. Most Mathematically analysing results to conclude properties of an exoplanet. Some Evaluating analysis method to identify underlying assumptions and their potential impacts on the conclusions [extension activity]. Suggested timeline of activities (times dependent on group) Time & Activity Slide Activity details Teaching notes Differentiation 0-3 mins Starter 1 Ask pupils to guess how many planets there are in our Milky Way galaxy. Define term ‘exoplanet’ as a planet that orbits another star in our galaxy. Pupils could record their guesses in a number of ways, e.g. post-it notes, mini-whiteboards. They could discuss in groups or answer individually. It is currently not known how many planets there are in the Milky Way, but it is estimated to be upwards of 50 billion. As of August 2013, astronomers have detected 929. Some pupils may be unfamiliar with the term ‘galaxy’. A galaxy is a collection of many stars, bound by gravity. Our galaxy is the Milky Way and it contains around 200 billion stars. 3-5 mins Lesson intro 2 Introduce contents of lesson (and objectives if required). In Part 1 pupils will learn about the use of telescopes in astronomy generally and why big telescopes are advantageous. In Part 2 pupils will focus on one particular area of current astronomy research; exoplanets. They will collect (or be given) data and analyse it mathematically to calculate some properties of an exoplanet. N/A
Object Star Type # of Earth Masses # of Earth Radiuses FLUX in Temp. Compared to Earth Temperature in Kelvin Rotation Period in Earth Days Distance in Light Years Ship Time (years) to travel at 1G Acceleration Earth Time (years) to travel at 1G Acceleration Earth Sun G2V 1.00 1.00 1.00 255 365.25 0 M6Ve ≥1.3 0.8 – 1.1 – 1.4 0.65 234 11.186 4.22 M3V ≥3.8 1.1 – 1.5 – 2.0 0.88 277 28.143 ± 0.029 23.62 K?V 8.2 – 2.3 – 1.0 1.34 0.70 233 112.3053 1291.6 G2V 19.8 – 4.7 – 1.9 1.50, 1.63 1.11 265+15 −13 384.8 1402 M3V ≥ 4.3 1.1 – 1.6 – 2.0 0.60 223 17.9 13.8 M?V 9.8 – 2.7 – 1.2 1.4 0.49 213 86.8 769 * sdM1 ≥ 4.8 1.2 - 1.6 - 2.1 0.43 205 48.6 13
Exhibit(200)-100.1 [Insert Date] Requester Name Address City, State, ZIP Dear ______________: I am writing in response to your request that the Treasury Inspector General for Tax Administration (TIGTA) provide you with photographic identification indicating that you are a retired law enforcement officer. Your request was made pursuant to the Law Enforcement Officers Safety Act of 2004 (Act), which exempts qualified retired law enforcement officers from State laws prohibiting the carrying of concealed firearms. Enclosed is an application for photographic identification. In order to process your request, please provide the following documents: A signed and dated Application For Retired Law Enforcement Officer Photographic Identification form; A copy of Notification of Personnel Action (Standard Form 50) issued upon retirement; and A FBI Criminal Justice Information Services (CJIS) record check. Instructions for obtaining a copy of your record can be found at . Upon receipt of the above-referenced documents, you will be directed to a local TIGTA office to have a digital photograph taken. In addition to obtaining photographic identification indicating that you are a retired law enforcement officer, the Act requires that you obtain a certification issued by the State in which you reside that indicates that you have, within one year before the date you are carrying the concealed firearm, been tested or otherwise found by the State to meet the standards established by the State for training and qualification for active law enforcement officers to carry a firearm of the same type as the concealed firearm. The TIGTA will not reimburse you for any cost associated with this qualification requirement, and will not provide firearms qualification testing for a personally-owned firearm. In addition, please be advised that the Act excludes from the definition of firearm and does not authorize you to carry a machinegun, silencer, or any destructive device defined in section 18 U.S.C. § 921 (including a bomb, grenade, poison gas or mine). Also, the Act does not override state laws that permit private persons or entities to
Lab Report Guidelines TITLE Introduction 2 paragraphs (at least 5 sentences per paragraph) Background information only (no procedure, data, conclusion, etc) Clearly state the purpose (ie The purpose of this experiment was to…) Hypothesis If, then format Should clearly align with title and purpose statement Materials Bulleted list of equipment and chemicals Procedure Numbered steps Results Make a table like the one of the hand out Include units for quantitative data Conclusion 2 paragraphs (minimum of 5 sentences per paragraph) Analyze data (compare, contrast) Do not repeat the data table in sentence format Hypothesis supported/not supported by the data? Error analysis Future experiment Post lab questions Number them Answer in complete STAND ALONE sentences
pieces made of tuff, however, are strongly suspected to be from the Uwharrie Mountains area of North Carolina. Green tuff outcrops are known from near Ashboro, North Carolina. If some of these are coming from the Uwharries, a distance of 250-350km is indicated. Since non-chert debitage is extremely rare at Topper, all of these pieces were likely carried in and discarded once at the quarry. As such, they may be more informative about where people came from than what they were used for at Topper. We thank the members of the Allendale Paleoamerican Expedition, Clariant Corporation, owners of the Topper site, and Daryl P. Miller for photography. References Cited Daniel, I. Randolph, Jr. 1998 Hardaway Revisited, Early Archaic Settlement in the Southeast. The University of Alabama Press, Tuscaloosa. Goodyear, Albert C., D. Shane Miller, and Ashley M. Smallwood 2007 Introducing Clovis at the Topper Site, 38AL23, Allendale County, South Carolina. Paper presented at the 72nd Annual Meeting of the Society for American Archaeology, Austin, Texas. Miller, D. Shane 2007 Site Formation Processes in an Upland Paleoindian Site: The 2005-2007 Topper Firebreak Excavations. Unpublished MA thesis, Department of Anthropology, University of Tennessee, Knoxville. Upchurch, Sam B. 1984 Petrology of Selected Lithic Materials from the South Carolina Coastal Plain. in An Archaeological Survey of Chert Quarries in Western Allendale County, South Carolina, edited by Albert C. Goodyear and Tommy Charles, Appendix A, pp.125-160. Research Manuscript Series 195, S.outh Carolina Institute of Archaeology and Anthropology, University of South Carolina
Find your ministry on the list below. Do you agree with the general “All” category we’ve provided? Would you like to move to a different category, or be added to another? All Advisory Ministries Financial Council Pastoral Council Safe Environment Stewardship All Christian Life Ministries Bereavement Ministry Compassion and Caring Ministries Martha & Mary Women’s Spirituality Outreach Committee Perpetual Eucharistic Adoration Prayer Shawl Ministries Project Rachel Ministries Spiritual Direction All Community Life Ministries Catholic Homeschoolers Coffee and Donuts Ministry Funeral Receptions Knights of Columbus Magi Workshop and Bazaar Nursery Parenting Group Pew Clean-Up School Annual Auction Sewing Group Social Activities Committee Welcoming Committee All Faith Sharing Ministries Adult Faith Formation Faith Formation (school-age students) Rite of Christian Initiation of Adults (RCIA) Vacation Bible School Youth Ministry All Liturgical Ministries Altar Guild Altar Servers Art & Environment Extraordinary Ministers of Holy Communion Hospitality Lectors Liturgical Receptions Ministries Schedule Music Ministry and Choir Sacristans All Peace and Justice Ministries Gardening Ministry Habitat for Humanity Health Team Meals for the Homebound Peace and Justice Ministry Prison Outreach Respect Life Review the “Family Ministries” list. If you’re on the list, would you agree with the age ranges we’ve provided? If you’re not on the list, would you like to be added? Whole Family Ministries Catholic Homeschoolers Hospitality Music Ministry and Choir Perpetual Eucharistic Adoration Elementary School and Older Altar Servers Boy Scout Troop 104 Cub Scouts Faith Formation Girl Scouts Hospitality Music Ministry and Choir Perpetual Eucharistic Adoration Junior High School and Older Altar Servers Boy Scout Troop 104 Coffee and Donuts Ministry Faith Formation Gardening Ministry Girl Scouts Hospitality Media Ministry Music Ministry and Choir Perpetual Eucharistic Adoration Vacation Bible School Youth Ministry High School and Older Altar Servers Boy Scout Troop 104 Coffee and Donuts Ministry Extraordinary Ministers of Holy Communion Faith Formation Gardening Ministry Girl Scouts Habitat for Humanity Hospitality Lectors Media Ministry Music Ministry and Choir Perpetual Eucharistic Adoration Vacation Bible School Youth Ministry Your Current Webpage Go to and click on “Parish Ministries” in the menu.
BINGO practice on Expand and Simplify Expressions (E/D/C) 8n + 16 2n – 1 8n + 6 6n2 +2n 15n + 2 9n + 7 10n2 - 35n n2 + 6n 2n + 12 6n + 12 5n – 4 6n + 10 n2 + 6 6n2 + 10n 6n – 8n2 24 – 3n 5n – 2 15n + 6 7n – 21 8n + 12 15n + 30 2n + 7 36n + 20 8n – 4 Expand and simplify the following expressions and find your answers in the grid above. Five in a line and finish – BINGO!! Q1 Q5 Q9 Q13 5(3n + 6) 2n(3n + 5) 7n2 – n2 + 2n 2n(3 – 4n) Q2 Q6 Q10 Q14 6n + 2(n – 2) 4n + 12 – 2n 3(5n + 2) 7(2n+1) – 5n Q3 Q7 Q11 Q15 5 + 2(n – 3) 7(n+3)+n–5 8(n – 3) + 30 4(2n + 3) Q4 Q8 Q12 Q16 2(3+5n)+4(1-n) 8 – 3(2 – 5n) n(2n+1)+n(5-1) 7n–3+1–2n Confidence level now?
If Vendor fails to perform to the State’s satisfaction any material requirement of this contract, is in violation of a material provision of this contract, or the State determines that the Vendor lacks the financial resources to perform the contract, the State shall provide written notice to the Vendor to cure the problem identified within the period of time specified in the State’s written notice. If not cured by that date the State may either: (a) immediately terminate the contract without additional written notice or (b) enforce the terms and conditions of the contract. For termination due to any of the causes contained in this Section, the State retains its rights to seek any available legal or equitable remedies and damages. TERMINATION FOR CONVENIENCE: The State may, for its convenience and with thirty (30) days prior written notice to Vendor, terminate this contract in whole or in part and without payment of any penalty or incurring any further obligation to the Vendor. Upon submission of invoices and proof of claim, the Vendor shall be entitled to compensation for supplies and services provided in compliance with this contract up to and including the date of termination. AVAILABILITY OF APPROPRIATION: This contract is contingent upon and subject to the availability of funds. The State, at its sole option, may terminate or suspend this contract, in whole or in part, without penalty or further payment being required, if (1) the Illinois General Assembly or the federal funding source fails to make an appropriation sufficient to pay such obligation, or if funds needed are insufficient for any reason (30 ILCS 500/20-60), (2) the Governor decreases the Agency’s funding by reserving some or all of the Agency’s appropriation(s) pursuant to power delegated to the Governor by the Illinois General Assembly, or (3) the Agency determines, in its sole discretion or as directed by the Office of the Governor, that a reduction is necessary or advisable based upon actual or projected budgetary considerations. Contractor will be notified in writing of the failure of appropriation or of a reduction or decrease.
Once the statement is posed, one student will begin writing their response, after about 1 minute the paper is swapped to the partner. The partner then has two minutes to read the entry and write a response. This will continue for three exchanges. Have students end the conversation on an oral note: “What would you like to talk about now with your partner?” Finally, ask the partners if they would like to share some of their conversation with the class. Check for Understanding Students will choose one of the two questions below and answer in CSQT format. C: Claim (State your opinion) S: Set-up (Introduce your quote-from the reading, tell how it fits into the text) Q: Quote (Share a quote that illustrates your opinion) T: Tie-in (Tell your reader how your quote shows your opinion is right) How have voting laws restricted the rights of minorities? Support your answer with historical evidence. Is it, or when is it, to limit the rights individuals are guaranteed by the Constitution? Rubric (First Question) 2 – This response gives a valid explanation with accurate and relevant historical evidence. 1 – This response gives a valid explanation with an inaccurate, irrelevant, or no historical evidence. Strategy 5: Extending and Refining Online Simulation Students are asked to work in cooperative groups to research historical . In this strategy, the class will participate in an online, interactive simulation to give them background information on the role of the Supreme Court. It is highly recommended the teacher preview the site prior to teaching the lesson. The students are responsible for analyzing the situation and discussions by the justices. Strategy 6: Application Case Studies – Moot Courts In groups of 3-4, students will research and present a summary of the court cases below. Gideon v. Wainwright (1963) New Jersey v. T.L.O. (1985) Texas v. Johnson (1989) Brown v. Board of Education (1954) Miranda v. Arizona (1966)
Mrs. Arredondo’s Class Rules Expectations Matrix for Building Areas Southwest Junior High School Expectations “Mustangs Galloping with GRIT” Classroom Expectations Genuine Respectful Inspirational Trustworthy Be on time Speak up when you don’t understand Be open to all learning possibilities Dedicate yourself on being on time Keep trying even if it is difficult Treat others with kindness and respect Respect school property and equipment Use appropriate language and voice level Always show your best attitude Expect to be successful Strive to do your best Believe in your own potential Be creative and inquisitive about your academic learning Do your own work Say what you’ll do and do what you say Set goals and strive to reach them Allow others the best opportunity to learn
Numbers Served Specific Activities Expected Results Metrics Budget Detail Who are the recipients of your program services? (eg. 25 homeless families) What did the program staff/volunteers do? (Teach, Provide food, Tutor, Counsel, Mentor) (eg. # of classes, # of hours) Focus on any benefits to the participants: (New knowledge, Increased skills, Changed behaviors, Improved conditions) Measurements in terms of # and % (Examples: #/% of graduations, #/% of participants who have become employed, #/% Immunizations, etc) What does it take to run the program for 1 year? What is the Cost per person? (Total Number served/Total Program Budget)
Reading Data KS2 Expected Progress in Reading KS1 to KS2 – sublevel variation Cohort size:41 Sub Level Other or no KS2 result W 1 2 3 4 5 6 Total Number of Pupils Number achieving expected progress School % achieving expected progress National % achieving expected progress Number achieving more than expected progress School % achieving more than expected progress National % achieving more than expected progress Other or no prior available Key Stage 1 Reading level W 0 0 0% 0 0% 1 1 4 5 4 80% 4 80% 2 2c 2 6 1 9 7 78% 1 11% 2b 8 5 13 13 100% 5 38% 2a 1 5 6 6 100% 5 83% 3 8 8 8 100% 0 0% 4 0 0 0% 0 0% Total Cohort 41
REQUEST FOR PURCHASE NO. FCESAA20250100 INSTALLATION Your Base DATE Current Date TO: CONTRACTING OFFICER Deployed Contracting Activity CLASS THROUGH: Deployed Finance Activity CONTRACT, PURCHASE ORDER OR DELIVERY ORDER NO. FROM: (Insert RC/CC, If applicable) Services IT IS REQUESTED THAT THE SUPPLIES AND SERVICES ENUMERATED BELOW AND IN THE ATTACHED LIST, BE PURCHASED FOR FOR DELIVERY TO NOT LATER THAN 5 February 2002 ITEM DESCRIPTION OF MATERIAL OR SERVICES TO BE PURCHASED QUANTITY UNIT ESTIMATED UNIT PRICE ESTIMATED TOTAL COST 0001 Heaters 500 EA $400.00 $200,000.00 TOTAL $200,000.00 $66,420.00 PURPOSE To purchase heaters DATE TYPED NAME AND GRADE OF REQUESTING OFFICIAL SIGNATURE Michael M. Moser Current Date MICHAEL M. MOSER, SSgt, USAF Go For, Civil Engineering Squadron TELEPHONE 225-1111 DATE Current Date TYPED NAME AND GRADE OF APPROVING OFFICIAL P.W. WORKS, Major, USAF Commander, Civil Engineering Squadron SIGNATURE P.W. Works TELEPHONE 225-1112 I certify that the supplies and services listed above and in the attached list are properly chargeable to the following allotments, the available balances of which are sufficient to cover the cost thereof, and the funds have been committed. ACCOUNTING CLASSIFICATION 5723400 302 6522 203456 592 876000 (HK) AMOUNT $ 200,000.00 DATE Today TYPED NAME AND GRADE OF CERTIFYING OFFICIAL G. Money, TSgt, USAF SIGNATURE G. Money AF FORM 9 MAR 77 (EF)
Massachusetts Department of Higher Education Expedited External Review Template Send one copy via email to No paper copy is needed. Use One Application for Each Program Approval Requested. Please don’t hesitate to contact with any questions. Overview Proposed Program Title: Proposed Degree Level: Chief Academic Officer Certification All proposals must be reviewed and approved by the Chief Academic Officer of the institution. For institutions that do not have a Chief Academic Officer, review and approval by the President may substitute. Chief Academic Officer () Name and Title: Phone Number and Email: I have reviewed this proposal and it has my approval. I certify that all information in this Expedited External Review application is true to the best of my knowledge. Signature: _____________________________________________________ Date: ____________ Form should be signed and dated by hand, not electronically, and then a pdf sent. Statement of Institutional Approval The institution has fully complied with its own internal review process for designing and approving new programs. _____Yes _____ No Please provide a brief description of your process: Date of Board of Trustee vote approving proposed program:
Form 3: ACADEMIC PROGRAM BUDGET One Time/ Start Up Costs Annual Expenses Cost Categories Year 1 Year 2 Year 3 Year 4 Full Time Faculty (Salary & Fringe) Part Time Faculty (Salary & Fringe) Staff General Administrative Costs Instructional Materials, Library Acquisitions Facilities/Space/Equipment Field & Clinical Resources Marketing Other (Specify) TOTALS One Support Annual Income Revenue Sources Year 1 Year 2 Year 3 Year 4 Grants Tuition Fees Departmental Reallocated Funds Other (specify) TOTALS
6.15 Support craft carried on board Support craft Type Individual capacity(ies) Number Total capacity Inflatable boats Rigid inflatable boats Ship’s boats (non-powered) Ship’s boats (powered) 6.16 Survival craft Rescue boat(s) Type Individual capacity(ies) Number Total capacity Non-motorised lifeboats Type Individual capacity(ies) Number Total capacity Open Partially enclosed Motorised lifeboats Type Individual capacity(ies) Number Total capacity Open Partially enclosed Fully enclosed Life rafts/Marine Evacuation Systems Type Individual capacity(ies) Number Total capacity Manual launch/float free Davit launch Marine Evacuation Systems NOTE: To reflect International Maritime Organisation Guidance for ships operating in polar waters, passenger ships (usually defined as a ship carrying more than 12 passengers) must have partially or totally enclosed lifeboats. 6.17 Survival Equipment Type Number Lifebuoys (w/out attachments): Lifebuoys (with attachments): Lifejackets: Survival suits: Thermal protection suits: Personal survival kits (IMO compliant): Group survival kits (IMO compliant): EPIRBs: Other (describe):
EXPENDITURES FOR SOPHOMORES – SPRING SEMESTER 2014 ITEM APPROXIMATE COST DUE DATE COMMENTS NURSING PIN- (Balfour) TVCC Nursing pins are only available through Balfour $80.00 - $280.00 (Estimated Price Ranges) JANUARY 14, 2014 M.O., Check, or Credit Card payable to Balfour. A down payment is required when ordering and the remainder paid by April 1, 2014 (DO NOT MAKE CHECK IN ADVANCE, PRICE COST COULD VARY) STATE BOARD APPLICATION $125.00 *PAY ON-LINE DURING CHRISTMAS BREAK* If ineligible for on-line, then Due by Orientation Day SEE INSTRUCTION SHEET FOR ADN SOPHOMORE FOR LEVEL IV DIGITAL PIX & COMPOSITE, INC. (State Board Pictures) $25.00 *DUE ORIENTATION DAY* (January 9, 2014) Cash or Check made payable to TVCC HESI ASSESS TEST *Additional $50.00 in May for third assess test, if scoring less than 950 on HESI Exit Exam* $50.00 *DUE ORIENTATION DAY* (January 9, 2014) Cash or Check Made Payable to TVCC NCLEX Examination Fee $200.00 (Due at least 30 days prior to graduation) SEE INSTRUCTION SHEET FOR ADN SOPHOMORE FOR LEVEL IV REVIEW COURSE NEC - 800-933-7277 $ 300.00 April 7, 2014, 2013 Money Order Required J:ADN/Level IV/Sophomore Expenditures-Spring 2013 11/2013 **$75.00 DUE ON JANUARY 9, 2014 (Orientation Day) – Cash or Check made payable to TVCC
2, 2016 Attending University Advancement Meeting Toronto GO Transit: $15.65 $15.65 November 3, 2016 Attending Premier’s Roundtable Event Niagara Falls Mileage Reimbursement: $96.82 $96.82 November 12-15, 2016 Attending CBIE Board Meetings and Conference Ottawa Airways Transit Transportation: $208.00 Meals: $291.60 Airfare: $526.86 Taxi Fares: $80.47 Accommodation: $869.43 $1,976.36 November 28, 2016 Attending Government Relations Event Toronto Go Transit: $20.70 $20.70 December 8, 2016 Attending COU Executive Heads Meeting Toronto GO Transit and TTC Fares: $23.60 $23.60
Accommodation: $183.81 Meals: $27.53 Taxi Fare: $36.74 May 19, 2016 Attending COU Executive Heads Roundtable Meetings Toronto GO Transit and TTC Fares: $26.50 $26.50 May 20, 2016 Attending University Research Collaboration Meeting Niagara Mileage Reimbursement: $112.32 $112.32 May 25, 2016 Attending OUAC Advisory Board Meeting Guelph Mileage Reimbursement: $19.44 $19.44 May 30, 2016 Attending University Advancement Meeting Oakville Mileage Reimbursement: $48.60 $48.60 June 6, 2016 Attending UNIVCAN Research Committee Meeting Mississauga Mileage Reimbursement: $76.79 Parking Charge: $ 30.00 $106.79 June 20, 2016 Attending COU/Government Relations Meetings Toronto GO Transit Fare: $28.50 Taxi Fare: $10.00 $38.50
SUMMARY OF TRAVEL AND HOSPITALITY EXPENSES FOR THE PERIOD July 1, 2018 – September 30, 2018 DATE EVENT/ACTIVITY LOCATION DETAILED COSTS TOTAL AMOUNT June 29 – July 4, 2018 Participating in the 15th Transatlantic Dialogue hosted by Universities Canada, The American Council on Education and the European University Association Florence, Italy Accommodation: $1,006.24 Airfare: $7,876.91 Meals: $152.57 Taxi Fares: $75.49 Airways Transit Transportation: $232.00 $9,343.21 July 16-20, 2018 Attending the ceremony for the Global Teaching Excellence Awards organized by the Higher Education Academy in partnership with Times Higher Education Edinburgh, Scotland Accommodation: $1,387.28 Airfare: $3,060.91 Meals: $240.61 Airways Transit Transportation: $286.00 $4,974.80 August 22-23, 2018 Attending U15 Executive Heads Meetings Halifax, Nova Scotia Accommodation: $256.89 Airfare: $666.41 Meals: $25.88 Taxi Fares: $164.45 Airways Transit Transportation: $197.00 $1,310.63 September 6, 2018 Attending Lunch Meeting with Community Partner Hamilton, Ontario Parking: $9.00 $9.00
# of Hours: Organization: Type of work: Dates: # of Hours: Organization: Type of work: Dates: # of Hours: Organization: Type of work: Dates: # of Hours: Organization: Type of work: Dates: # of Hours: Organization: Type of work: Dates: # of Hours: Organization: Type of work: Dates: Additional comments about your volunteer experience (optional):
FEDERATION SUISSE DE RUGBY NOTE D’ARBITRAGE REFEREE EXPENSES SHEET SCHIEDSRICHTER ABRECHNUNG Lieu venue ort DATE DATUM DÉBUT BEGINN DIVISION SPIELKLASSE LNA LNB LNC LNF 1LO 1LE COUPE EQUIPE / TEAM / MANNSCHAFT ADVERSAIRE / OPPONANT / GEGNER FONCTION FUNCTION FUNKTION NOM NAME INDEMNITÉS (CHF) COMPENSATIONS (CHF) ENTSCHÄDIGUNGEN (CHF) SIGNATURE UNTERSCHRIFT ARBITRE REFEREE SCHIEDSRICHTER ASSISTANT 1 ASSISTENT 1 ASSISTANT 2 ASSISTENT 2 4ÈME ARBITRE 4TH REFEREE 4. SCHIEDSRICHTER DIVISION SPIELKLASSE INDEMNITÉS COMPENSATIONS ENTSCHÄDIGUNGEN PAYÉES PAR PAID BY BEZÄHLT VON LNA CHF 100 100% PAR LE CLUB HÔTE LNB CHF 60 100% PAR LE CLUB HÔTE LNC CHF 50 100% PAR LE CLUB HÔTE LNF CHF 50 100% PAR LE CLUB HÔTE 1ÈRE LIGUE CHF 40 100% PAR LE CLUB HÔTE. FINALE : 50% PAR ÉQUIPE U18 CHF 40 100% PAR LE CLUB HÔTE U16 CHF 40 100% PAR LE CLUB HÔTE ECOLE DE RUGBY CHF 30 100% PAR LE CLUB HÔTE AMICAL SELON LA DIVISION 50% PAR ÉQUIPE COUPE DE SUISSE CHF 80 50% PAR ÉQUIPE (SAUF FINALE) COUPE FSR CHF 80 50% PAR ÉQUIPE (SAUF FINALE) LES FINALES DE COUPE DE SUISSE ET DE COUPE FSR, LES TOURNOIS SWISS SUPER SEVENS ET LES MATCHS INTERNATIONAUX SONT À LA CHARGE DE LA FSR. ASSISTANT 50% INDEMNITÉS ARBITRE 50% PAR ÉQUIPE 4ÈME ARBITRE 50% INDEMNITÉS ARBITRE 50% PAR ÉQUIPE LE SUPERVISEUR ET LE DÉLÉGUÉ SONT À LA CHARGE DE LA FSR. 2013/2014 Récépissé pour le club / Receipt for the club / Quittung für den Club
Hostess Date show was held Total Collected with tax and Shipping Bottom line of order form Jeweler Fees ($8, $6) Retail total (Just jewelry, include hostess half) The total we use to determine the hostesses free jewelry CV: Cost Value of the Jewelry (This is the 50% amount and includes hostess Half.) Total Paid Premier (This is the 50% cost of the jewelry (including hostess half off items, plus tax (including hostess tax on her free items) and shipping plus your fees) Total Profit (What you collected minus what you paid Premier)
Worksheet: Self-Coaching through the Experience Cube Observations I am observing… I am paying attention to… Feelings I feel… Wants I want… I need… Thoughts Because I think… These include assumptions, interpretations, conclusions, perceptions, beliefs… Worksheet: Self-Coaching through the Experience Cube
The following are words we use when we want to express a combination of emotional states and physical sensations. This list is neither exhaustive nor definitive. It is meant as a starting place to support anyone who wishes to engage in a process of deepening self-discovery and to facilitate greater understanding and connection between people. There are two parts to this list: feelings we may have when our needs are being met and feelings we may have when our needs are not being met. Feelings when your needs are satisfied AFFECTIONATE compassionate friendly loving open hearted sympathetic tender warm ENGAGED absorbed alert curious engrossed enchanted entranced fascinated interested intrigued involved spellbound stimulated HOPEFUL expectant encouraged optimistic CONFIDENT empowered open proud safe secure EXCITED amazed animated ardent aroused astonished dazzled eager energetic enthusiastic giddy invigorated lively passionate surprised vibrant GRATEFUL appreciative moved thankful touched INSPIRED amazed awed wonder JOYFUL amused delighted glad happy jubilant pleased tickled EXHILARATED blissful ecstatic elated enthralled exuberant radiant thrilled PEACEFUL calm clear headed comfortable centered content equanimous fulfilled mellow quiet relaxed relieved satisfied serene still tranquil trusting REFRESHED enlivened rejuvenated renewed rested restored revived Feelings when your needs are not satisfied
AFRAID apprehensive dread frightened mistrustful panicked petrified scared suspicious terrified wary worried ANNOYED aggravated dismayed disgruntled displeased exasperated frustrated impatient irritated irked ANGRY enraged furious incensed indignant irate livid outraged resentful AVERSION animosity appalled contempt disgusted dislike hate horrified CONFUSED ambivalent baffled bewildered dazed hesitant lost mystified perplexed puzzled torn DISCONNECTED alienated aloof apathetic bored cold detached distant distracted indifferent numb removed uninterested withdrawn DISQUIET agitated alarmed disconcerted disturbed perturbed rattled restless shocked startled surprised troubled turmoil uncomfortable uneasy EMBARRASSED ashamed chagrined flustered guilty mortified self-conscious FATIGUE burnt out depleted exhausted lethargic listless sleepy tired weary worn out PAIN agony anguished devastated grief heartbroken hurt lonely miserable regretful remorseful SAD depressed dejected despair disappointed discouraged disheartened forlorn gloomy heavy hearted hopeless TENSE anxious cranky distressed distraught edgy fidgety frazzled irritable jittery nervous overwhelmed restless stressed out VULNERABLE fragile guarded helpless insecure leery reserved sensitive shaky YEARNING envious jealous longing nostalgic pining wistful (c) 2005 by Center for Nonviolent Communication Email: .505.244.4041
study given? Is the area of psychology identified? (e.g., Social, Developmental, etc.) Yes No Were the research questions identified? Yes No Were the participants described? Yes No Was a list of demographic information that was requested provided? Yes No Was the procedure adequately described 1 poor description, I have no idea how this study was conducted after reading the description 2 moderately poor description, there are 3-4 things that are unclear 3 moderate description, there are 2-3 things that are unclear 4 moderately good description, there are 1-2 things that are unclear 5 excellent description, I have a clear idea of how this study was conducted. Everything was clear If weaknesses were addressed, were they clearly described? 1 poorly described, it is unclear what the person is trying to convey 2 well described, adequate description of a weakness 3 well described, good description of 2 weaknesses 4 very well described, excellent description of 3 weaknesses 5 very well described, excellent description of more than 3 weaknesses, well thought and creative A copy of the description (from the researchers) of the study was provided. Yes No A copy of the feedback form (from the researchers) was provided. Yes No
Logarithmic and Exponential Function BINGO Questions 1. 2. 3. 4. 5. Condense the logarithm. 6. Condense the logarithm. 7. Write the domain of the given function. 8. Write the domain of the given function. 9. Write the range of the given function. 10. Use a calculator to evaluate to three decimal places. 11. Use a calculator to evaluate to three decimal places. 12. Solve the logarithmic equation. Round to three decimal places. 13. Solve the logarithmic equation. Round to three decimal places. 14. Solve the exponential equation. Round to three decimal places. 15. Solve the exponential equation. Round to three decimal places. 16. Solve the equation. Round to three decimal places.
Notes for the completion of this return: As part of this return, Experienced Investor Fund (EIF) directors are required to sign the ‘EIF Director Declaration’, confirming that they understand and comply with the Financial Services (Experienced Investor Funds) Regulations 2018, and also the standards and expectations outlined in both the Gibraltar Financial Services Commission (GFSC) and the for EIF directors, as published on 7 October 2015. Please note that the questions in this return (unless specified otherwise) relate to all of the Experienced Investor Funds to which EIF directors have provided directorship services, during the period 31 October 2017 to 31 October 2018. Where appropriate, for each question in this return, please provide separate answers to cover the role that you undertake for each individual EIF to which you provide directorship services. The GFSC would remind you that EIF directors are expected to deal with the GFSC in an open and co-operative manner and keep the GFSC promptly informed of any significant concerns they may have regarding any EIFs to which they provide directorship services. Please note that in cases where the EIF director resigns from the board of an EIF, as a result of concerns with the fund, the GFSC must also be informed. Where the answer to a question in this return requires further details, this should be inserted either in the space provided or on a separate sheet, if necessary. EIF Director Declaration
DETAILS Please ensure that you provide relevant information to support the evidence required to assess your eligibility for this route Dates from and to Job title Organisation QUALIFICATIONS Please only provide qualifications that are relevant to support the evidence required to assess your eligibility for this route. Please send proof of completion to Dates from and to Qualification Centre *You may be asked for further information about some aspect of your experience or qualifications OR If you are applying as a full member of another professional body, please provide information below. Please send proof of membership to Grade of membership Professional body Please tick one of the following that is most applicable to let us know how you heard about this course: Advert College referral Event Flyer Press Website Word of mouth Social network (please specify) Other
Ellie Matwock 900 King St. Apt A Philadelphia, PA 19069 (123) 456-7899 info@hloom.com OBJECTIVE To further my experience as a Medical Assistant and work in an environment where I can help patients in need as well as be a team player. WORK EXPERIENCE CLINICAL SKILLS ADMINISTRATIVE SKILLS Medical Assistant Central Family Clinic Philadelphia, PA October 2011-November 2012 Greeted all patients in a friendly and positive manner Assisted at least two doctors per day throughout the medical office Performed Phlebotomy for lab testing, as well as obtaining EKGs, and vital signs on patients Used E-Clinical Software to update and enter patients’ information into their medical record Assisted in answering phone calls and scheduling appointments Cleaned and stocked supplies in all rooms Maintained all incoming and outgoing log books Checked and charged all insurance and billing transactions Medical Assistant Brooklyn Family Health Center Brooklyn, NY August 2009-July 2011 Assisted patients to examining rooms and obtained medical histories Maintained a positive and professional attitude at all times Performed lab work, EKGs, and took vital signs such as blood pressure, temperature, height and weight Completed patients’ medical records and entered into their file Performed front office duties such as answering phones and scheduling appointments Stocked and maintained supplies and cleanliness of rooms Assisted doctors with any procedures as needed Explained any medications or diet restrictions to patients Injections Drawing Blood Taking Vitals Using EMR Software Filing Records Data Entry Record Keeping Payroll and Accounting Research on the Internet Training New Employees Dispatching Type 60 WPM CERTIFICATIONS OF AWARD/ACHIEVEMENT Phlebotomy Certificate EKG-ECG Certificate Injection Certificate HIPAA Compliance Award EDUCATION New York Community College Brooklyn, New York (Medical Assistant Program) Certificate Obtained, GPA: 3.5 June 2009 New York High School New York, New York High School Diploma June 2007
2010 finding in meat and poultry industries in England and Wales 2015 indication in food and fish processing industries in Scotland Widespread mistreatment and exploitation of migrant and agency workers This was not reported to be the case. No segregation of workers by nationality was found, indeed a mix was the picture reported. Physical and verbal abuse, lack of proper health and safety protection, poor treatment of pregnancy workers Health and Safety was found to be on the whole satisfactory. No systemic physical and verbal abuse was found but isolated examples were reported. Good expectations for pregnant workers were reported in the food processing study and some isolated concerns identified in fish processing factories. Isolated examples of poor practice (breaks and toilet breaks, shouting and ‘punishments’) seem attributable to latitude exercised by individual supervisors. Workers with little knowledge of their rights and fear that raising concerns would lead to dismissal The knowledge of workers of their terms and conditions as reported was considered to be inadequate and employers should take steps to address this. Workers were fearful of being identified for speaking out. Recruitment practices indirectly blocked British workers from getting jobs in the industry Recruitment practices were considered to be open to all with no deliberate different practice for different migrant nationalities. However, the predominant method of ‘word of mouth’ recruitment can have the effect of reinforcing particular groupings (nationalities) of workers which whilst pragmatic rather than deliberate could nevertheless foster resentments if other nationalities (including Scottish) feel excluded. Breaches of the law and licensing standards and poor conditions There is a concern relating to the application of holiday pay by some employers. Overall the treatment of migrant workers complies with requirements but reports of one-off examples point to supervisors having too much discretion to follow poor practices and management perhaps turning a ‘blind eye’.
Task 3: Educational Values Educational Values make up who you are and how you act as a teacher. Part 2 of the Teachers’ Standards state: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions Showing tolerance of and respect for the rights of others Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. You will be in many situations during your programme where you have to be clear about your educational values. This is often a difficult aspect to understand. This task will help you begin to identify what is important to you as a teacher and a person. Task: investigate the educational values held and promoted by the headteacher/ mentor /class teachers and how these are put into practice in the school: Arrange to talk to the head teacher/class teachers (as appropriate) in your settings. Find out: What are the values promoted by the school that s/he identifies with? How does s/he attempt to embed those values into practice in the day to day life of the school? What helps or hinders him/her to embed these values into their practice? Make notes during the interview (or record with permission) Look for evidence of the values discussed in the school e.g.in policies, displays, resources available, teaching, learning, day to day interactions Make entries in a reflective journal around the following themes: How your own values as a teacher are changing or being reinforced? How can values be shown implicitly or explicitly as a teacher? How are values linked to practice? Further study and reading: Ewens, T. (2014) Reflective Primary Teaching. Northwich: Critical Publishing
Millimeter ruler Diameter of watchglass Centimeter ruler Millimeter Ruler Temperature Measurement Room Temperature Ice Water Bath Boiling Water _________________ g _________________ g _________________ g _______________ cm _______________ cm _______________ cm _______________ cm _______________ cm _______________ cm _______________ °C _______________ °C _______________ °C Volume Measurement Volume inside 100 mL beaker Volume inside graduated cylinder - Minus first pour - Minus second pour Volume inside buret Unknown Solid Mass of solid Volume of solid Length of solid – centimeter ruler Width of solid – centimeter ruler
Height of solid – centimeter ruler Volume of solid – show calculation Volume of solid Length of solid – millimeter ruler Width of solid – millimeter ruler Height of solid – millimeter ruler Volume of solid – show calculation _______________ mL _______________ mL _______________ mL _______________ mL _______________ mL ________________ g _______________ cm _______________ cm _______________ cm _______________ cm3 _______________ cm _______________ cm _______________ cm _______________ cm3 Postlaboratory Questions 1) Please indicate how many significant figures are in the following numbers: 152 __________ 0.0031 __________ 100.0 __________ 1001 __________ 0.120 __________ 1500.08 __________ 15000 __________ 0.03040 __________ 105000 __________
1st Liquid 2nd Liquid Acetone, C3H6O Hexane, C6H14 Ethanol, CH3CH2OH H2O Rate of Dissolving – Heat, Stir, Grind Temperature Stir Solute Grind Solute Time to Dissolve 21°C 100°C 100°C 100°C Mass Percent and Molarity of Sodium Chloride in a Saltwater Solution Volume of saltwater solution Mass of evaporating dish and saltwater solution Mass of evaporating dish Mass of saltwater solution Mass of evaporating dish and NaCl Mass of NaCl Trial 1 __________ __________ __________ __________ __________ __________ Trial 2 __________ __________ __________ __________ __________ __________
Mass of KHP Final buret reading Initial buret reading Volume of NaOH Trial 1 _________ _________ _________ _________ Trial 2 _________ _________ _________ _________ Trial 3 _________ _________ _________ _________ Trial 4 _________ _________ _________ _________ Trial 5 _________ _________ _________ _________ Calculate the molarity of the NaOH for each trial: Calculated Molarity Trial 1 ________ Trial 2 ________ Trial 3 ________ Trial 4 ________ Trial 5 ________ Average Molarity _______M
Trial 1 (centimeter ruler) ___________ g ___________ cm ___________ cm ___________ cm ___________ Trial 2 (millimeter ruler) ___________ g ___________ cm ___________ cm ___________ cm ___________ Density of Unknown Solid – show calculation: _________ _________ Density of Irregular Solid Mass of irregular solid Initial volume Final volume Total volume displaced Trial 1
Trial 2 ___________ g ___________ g ___________ mL Density of water – show calculation: Trial 1 ________ Trial 2 ________ Average density of water ________ Density of Unknown Liquid Initial mass of Erlenmeyer flask Final mass of Erlenmeyer flask Volume of Unknown Liquid Trial 1 ___________ g ___________ g ___________ mL Trial 2 ___________ g ___________ g ___________ mL Density of Unknown Liquid – show calculation: Trial 1 ________ Trial 2 ________ Average density of liquid ________ Thickness of Aluminum Foil
3. Copies of the appropriate pages from your lab notebook (Experiment 2). See page 11 of this manual for requirements. The lab report should have a title page that lists the title of the experiment, the date, your name in bold or underlined, and the names of all team members. References University of Tennessee Knoxville, Department of Chemistry. Chemistry 319 Laboratory Manual. Accessed July 8, 2011. An Experiment in the Sampling of Solids for Chemical Analysis. Guy, R. E.; Ramble, L.; Wentzell, P. D. J. Chem. Educ. 1998, 75, 1028-1033. Effect of Sample Size on Sampling Error. Vitt, J. E.; Engstrom, R. C.; J. Chem. Educ. 1999, 76, 99-100. A Classroom Exercise in Sampling Technique. Ross, M. R.; Bacon, D. W.; Wolsey, W. C. J. Chem. Educ. 2000, 77, 1015-1016. Two Experiments illustrating the Importance of Sampling in Quantitative Chemical Analysis. J. Chem. Educ. 2002, 79, 360-363.
Experiment 3 Frequency Modulation ECE 4117 – Telecommunications Laboratory Fall 2012 Purpose In this lab, the concept Frequency Modulation (FM) is investigated. Implementation of FM is primarily done through the use of GNU Radio and the USRP. Both transmission and receiving is investigated. Introduction In communication, modulation is the process of varying one or more properties of a periodic waveform, called the carrier signal, with a modulating signal which typically contains information to be transmitted, called the baseband. A modulator is used to modify a carrier signal’s parameter (frequency, amplitude, phase, etc.) in accordance to the baseband signal. Figure 1: Block diagram of modulating a signal There are three types of basic modulation (analog and digital), amplitude (AM), frequency (FM), and phase modulation. The latter two are similar and belong to the class of modulation known as angle modulation. For this lab, we will cover FM. Frequency Modulation (FM) modulates a carrier signal by varying the frequency of carrier signal with respect to the message signal. Over time, the frequency would be varied by an arbitrary factor multiplied the current amplitude of the message signal at that point in time. Since this is the case, the maximum frequency change in the carrier signal is proportional to the maximum amplitude of the message signal. Below we see a general layout of a message signal and the modulated carrier signal Figure 2: Audio Signal and Frequency Modulation
Barium (Ba) Ammonium Carbonate (NH4)2CO3 __________ __________ __________ __________ __________ __________ Ammonium Sulfate (NH4)2SO4 __________ __________ __________ __________ __________ __________ Ammonium Phosphate (NH4)2PO4 __________ __________ __________ __________ __________ __________ Anion Test – Color of Layers Chloride ____________________ Bromide ____________________ Iodide ____________________ Unknown Solution – ___________ Cation Test Flame Test - Color of Flame Unknown Solution Color Observed ______________________________ Solubility Test – PPT or No Reaction Unknown Solution Ammonium Carbonate (NH4)2CO3 __________ Ammonium Sulfate (NH4)2SO4 __________ Ammonium Phosphate (NH4)2PO4 __________ Anion Test – Color of Layers