zilongwang/ReadingBank huggingface dataset:
Rubric Core Values Inquiry Did you solve the problem being presented to you? Process Did you take all the necessary steps to follow the problem and complete all components of the project? Creativity The solutions you show off in your project reflect your personal style, interests, and passions Empathy I am aware of the importance of my project to the community Craftsmanship My project is well made and is of professional quality 1 No, I did not solve the problem No, I did not complete all steps in the project No, my project does not show off my personal style, passions, and interests No, it is not clear from my project that I’m aware of the importance of it to the community My project is not well made. It is messy, has typos, and looks unfinished 2 Yes, I solved the problem, but I didn’t include all necessary solutions I completed most steps in the project, but not all of them My personal style is present in portions of my project, but not all It is somewhat clear from my project that I am aware of its importance to the community My project is well made in parts, but could still use some revisions 3 Yes, I solved the problem, but I did not present all possible solutions Yes, I completed all steps in the project My personal style, passions, and interests are present in my presentation It is clear from my project that I am aware of its importance to the community My project is clearly revised and well made 4 Yes, I solved the problem and presented a variety of practical solutions Yes, I completed all steps in the project and completed them thoroughly My personal style, passions, and interests are so clearly present in my presentation that you can tell it’s mine immediately It is very clear that I know the importance of my project My project is well made and revised. It is of professional quality Name: __________________________ Total (out of 20): ___________
Annex 2:- The list of parks and gardens developed in past years Sr. no ward no. Name of Garden Locality Boundary (Yes/No) Playing equipments (Yes/No) Total Area in Acre 01 05 Sargoan Park Godhanpur Yes Yes 15.00 02 06, 21 Sanjay Park Shankar Ghar Yes Yes 25.00 03 17 Indira Park Choprapara Yes Yes 0.15 04 15 Dhunwadhar park Ghari Chowk Yes No 1.20 Total 41.35
The school posts Student Honor Rolls with the names of students who achieved excellence in academics. There is a school-wide list posted in front of the cafeteria. There are grade-level specific lists posted in a designated spot in their respective grade-level halls. Students who show leadership and/or achievement are announced for their endeavors on the intercom during afternoon announcements. Examples include those students who made Honor Roll, the First Lego League teammates, students who made growth on the STAR reports, and students achieving top school ranking in Ticket to Read. The school implements a PBIS positive reinforcement system to recognize growth in behavior as well as academic goals. This includes incentives such as Panther Paws (in the classroom) and Panther Eyes (throughout the school environment) in which students can choose rewards in a Panther Store based upon earned incentives. A school PBIS group meets monthly to discuss successes and be responsive to needs. School-wide, every student has goal-setting and reflection meetings on a regular basis with their teacher. Together, students and teachers work together to set a personalized goal in the classroom, track their progress, and reflect upon progress made towards those goals. Goals can be academic, social, personal, or school-related. Every student has set a growth goal based upon his/her results on STAR Reading assessments. Students take the STAR every other week and track their results in on a data sheet. Tutoring is provided for students during our afterschool program. Students were chosen based on STAR data and teacher recommendation. These students were chosen to strengthen reading and math skills. Snacks and dinner are provided for these students. A dental initiative is implemented to screen students on site as well as transport students when necessary to a partnering dental office for follow-up treatment. This is done in collaboration with Elgin Children’s Foundation. SQUAD meetings are held once a month to facilitate collaboration between the Community Schools program and
Water Bottle Refill Stations Exterior Lighting Bob Dellinger Assoc. Director, Utilities Student Engagement & Campus Life Eric Margiotta Association Director Dining Services Anthony Purcell Assistant Director purcella@vt.edu Alternative Transport (Bike, Bus, Walk, etc.) Jeri Baker Director, Parking & Transportation Landscape Architect Bob Massengale Site Planner Hahn Horticulture Garden Scott Douglas Director/Instructor dsd1@vt.edu Recycling Denny Cochrane Sustainability Program Manager denniscc@vt.edu Miscellaneous Karlee Siepierski Campus Sustainability Planner Skarlee3@vt.edu
Delivery Address for bulbs, including post code Email address Telephone Number Number of bulbs required, in multiples of 1000 Narcissi Daffodils Crocus Tulips Other species Please note that we will try to accommodate your request but this will be dependent on cost Total number of bulbs requested How much cash match funding are you contributing? This can be from your own organisation and/or from a sponsor or other funder. Please note, another NWLDC grant cannot be used for match funding. £ What is the total value of your project? NWLDC grant + cash contribution + volunteer contribution Please include any volunteer time used to help plant the bulbs, calculated at £10 per hour per person. Green Shoots grant £ Our contribution £ Other sponsorship/funding £ In-kind contribution £ ______ £ Volunteer contribution (_ hrs x _ people x £10 per hour = £) Approximate number of people likely to be involved in your project How will your project benefit the local community? Where will your project take place? Please provide an address for the site(s) you are considering and ideally a if you can. Map of area(s) where your project will take place Indication on a google map is sufficient. If you are not sure how to prepare this please let us know and we can send you a simple instruction sheet. Agreement for project and long-term maintenance Where your group/organisation is not the landowner, please demonstrate that you are the long-term lease holder or have secured agreement with the owner for developing the project. Copy of meeting minutes where agreed or email /letter confirming permission is sufficient.
Green Shoots – Example form Contact Name Jan Smith Organisation Friends of Council Offices Delivery Address for bulbs, including post code 221b Baker Street Coalville Leicestershire LE67 XYZ Email address Jan.smith@gmail.com Daytime Telephone Number 0787 777777 Total number of bulbs requested, in multiples of 1000 2000 Number of bulbs per variety Narcissi 1000 Daffodils 1000 Crocus 0 English bluebells 0 Other species Please note that we will try to accommodate your request but this will be dependent on cost 0 How much cash match funding are you contributing? This can be from your own organisation and/or from a sponsor or other funder. Please note, another NWLDC grant cannot be used for match funding. £100 What is the total value of your project? NWLDC grant + cash contribution + volunteer contribution Please include any volunteer time used to help plant the bulbs, calculated at £10 per hour per person. Green Shoots grant £100 Our contribution £100 Other sponsorship/funding £0 In-kind contribution £450 ______ £650 Volunteer contribution (3hrs x 15 people x £10 per hour = £450) Approximate number of people likely to be involved in your project 15 volunteers, aged 3- 70 yrs How will your project benefit the local community? We are inviting local residents to get involved in the planting, bringing the community together. When the bulbs flower in spring they will help attract insects and create a colourful welcome to residents and visitors alike. Where will your project take place? Please provide an address for the site(s) you are considering and ideally a if you can. North West Leicestershire District Council offices, Whitwick Road, Coalville, LE67 3FJ SK428143 Map of area where your project will take place Indication on a google map is sufficient. If you are not See location map at bottom of form.
C Day D Day Directions: Write your spelling words in alphabetical order. 1. 13. 2. 14. 3. 15. 4. 16. 5. 17. 6. 18. 7. 19. 8. 20. 9. 21. 10. 22. 11. 23. 12. 24. Directions: Use 5 of your words to write 5 AWESOME sentences below. Be sure you “Call the Cops Grandma!”
Green Thumb Fertilizer Factory Rubric Category 3 2 1 Fertilizer Selection Students ranked their fertilizer choices from best to worst and explained their reasoning. Their reasoning was reasonable and on target with the data they were provided. Students ranked their fertilizer choices from best to worst and explained their reasoning, but their reasoning did not completely align with the data provided and their explanation could have been more detailed. Students ranked their fertilizer selections from best to worst but did not provide reasonings for why they selected their fertilizer or their reasoning did not make sense given the data they were provided. Written Explanation Students completed both letters to Mr. V.E.G. Table, ranking their fertilizer selections from best to worst and gave thorough, accurate reasoning using language pertaining to cause and effect. Students completed 1 letter to Mr. V.E.G. Table completely and accurately ranking their fertilizer selections and provided reasonable information or completed both letters but reasoning and explanation was not thorough or logical. Students completed 0 letters to Mr. V.E.G. Table, or the letters lacked any reasoning or explanation in their fertilizer selections. Oral Presentation Students were well prepared to speak about their fertilizer selection, were able to share information using science vocabulary and information learned about the role of plant structures in nutrient transport. If any questions were asked of the audience they were able to provide an accurate answer. Students were prepared to speak about their fertilizer selection. Their use of science vocabulary and information learned about the role of plant structures in nutrient transport had slight errors. Students were able to answer any questions that were asked. Students were not prepared to share their information about their fertilizer selection. They included little if any information about the role of plant structure in nutrient transport.
HAPPY St. Patrick's Day from Charlotte 17.04.14 CORPORATE SPONSORS We thank the following Thorold businesses for their generous support of the Thorold Garden Club. THOROLD VETERINARY CLINIC 28 Sullivan Ave., Thorold ON L2V 2X9 905-227-7644 MARR’S FOODLAND Pine Plaza 9 Pine St. N., Thorold L2V 3Z9 905-227-0533 SCOTIABANK Pine Plaza 9 pine St. N.., Thorold L2V 3Z9 905-227-5236 ELLIO’S FOOT COMFORT CENTRE 9 Front St. S., Thorold L2V 1W8 905-227-4215 CENTRAL HOME HARDWARE 16 Front St. S., Thorold L2V 1W9 905-227-2883 FRONT VARIETY 16 front St. N., Thorold L2V 1X4 905-227-3861 ANGIE O’H ANTIQUES 43 front St. S., Thorold L2V 1W9 289-968-7610 WE ALSO WISH TO THANK THE CITY OF THOROLD AND THE PROVINCE OF ONTARIO FOR THEIR FINANCIAL SUPPORT FOR THE WORK OF THE THOROLD GARDEN CLUB. We encourage our members to support our corporate sponsors. Horticulture Society (Established in 1929) Box 417, Thorold, Ontario L2V 4J6 www.facebook.com/groups/169200676470603/
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Music Focus on: American rap- listen to examples Discuss instruments used, rhythm and tempo. What style of music is this? Listen to detail and different sounds Chn write their own raps based on a value or event that they feel strongly about Experimentation – Explain the task to the children – creating an American rap piece of music Time for the children to explore the instruments, arrange sounds and consider the atmosphere they want to create. Perhaps inspired by a word card depicting either an event or emotion Chn write their own raps based on a value or event that they feel strongly about Experimentation – Explain the task to the children – creating an American rap piece of music Time for the children to explore the instruments, arrange sounds and consider the atmosphere they want to create. Perhaps inspired by a word card depicting either an event or emotion Improvise and compose music – Time for the groups to create their music piece, to build atmosphere and improve and refine composition Play and perform in solo and ensemble contexts Children to perform their ensemble to the rest of the class. Children to peer and self-assess the compositions to the wish list Language Greetings Greetings Celebrations Celebrations French Christmas French Christmas PE Indoor Athletics Gymnastics Indoor Athletics Gymnastics Indoor Athletics Gymnastics Indoor Athletics Gymnastic Dance- raw hide Dance- raw hide
adopting a carbon valuation series that was produced by the Federal Climate Change Authority as part of its 2014 Targets and Progress Review. Please outline whether you think this approach is appropriate for valuing greenhouse gas emissions reductions over the period 2016 to 2050? 5. Is there a case to exclude any business sector(s) from participation in the VEET scheme? Yes 5a. Please outline why this is your preferred option, and comment on how this should be implemented: All business sectors should be able to participate in the VEET scheme to allow Victorians all possible opportunities to lower the states emissions. In particular the large energy users (formally known as EREP sites) which have been traditionally excluded should be included, as there are significant energy efficiency opportunities that can be realised in this sector. Whether these large energy users should also have a liability is a separate issue. Only those that are energy intensive trade exposed industries have a case for exemption as this could impact the net economic benefits of the scheme to Victoria. 5b. Please outline why this is your preferred option: 6. Should the VEET scheme be amended to better ensure support for low income households? Yes 6a. Please outline how the VEET scheme could better support low income households, and comment on why this option should be preferred: The VEET scheme has been helping support energy efficiency in low income households since its commencement. If the VEET scheme is amended to support low income households, there needs to be an additional mechanism complementing the VEET to allow the low income households to access the energy efficient systems that have a capital cost such as high efficiency water heaters and space heaters and base building upgrades (insulation, double glazing, weather sealing). 6b. Please outline why this is your preferred option:
Green Flicks Illawarra short film competition Entry form – group All fields are compulsory. Read the Conditions of Entry before you fill out this form. A Consent to Participate form will need to be submitted for each participant featured in the film. Primary contact details Can be a member of the group, a teacher, parent or guardian. Full name: Street address: Phone number: Email: Date of birth of the oldest member of the group: How many people in the group? Age category Based on the age of the oldest group member at 8 September 2017. The age of the oldest member determines the age category for entry. 12–14 years 15–17 years 18 –24 years About your film Film title: Length of film: Name of your primary school or high school/s for all group members (if applicable): Short description of your film (no more than 200 words): APRA/AMCOS licence number if applicable: Confirmation
Green Ridge Primary Academy will admit 60 pupils into Reception in its first year of opening and for subsequent years thereafter. Green Ridge Primary Academy will also offer in-year admission places where places are available. Applying for a place: To apply for a place at Green Ridge Primary Academy, you must select the school as one of your preferences via Buckinghamshire County Council’s online admissions portal. Guidance on how to apply on line can be found at All applications must be made via Buckinghamshire County Council’s admissions portal by 3pm on the 16th January 2017. Please note: in the unlikely event that we have not entered into a funding agreement with the Secretary of State opening the school by this date, they will be conditional offers and will be confirmed once we have a signed funding agreement. Oversubscription criteria When the academy is oversubscribed, after the admission of pupils with an Education Health and Care Plan naming the school, applications for Green Ridge Primary Academy will then be considered in line with the following, ranked oversubscription criteria. Looked After Children or previously looked after children (as defined in Annex A) Children with a sibling attending the school (as defined in Annex A): Children who have a sibling in attendance at the academy and who will still be attending the academy at the applicants date of entry to the academy Children of school staff recruited to fill a skill shortage post – this will be subject to confirmation by a REAch2 non-executive Regional Ambassador that, on the evidence available, the post does indeed relate to a skills shortage in the area Children living within catchment: Children living within the agreed catchment area, as shown in Annex B. Other Children: In the event of oversubscription within the criteria above, priority will be determined by straight line distance from home to school, those living closest being given the highest priority. Distance is measured from the front door of the child’s home to the front gates of
When letters are used as supporting documentation, they are signed and on letterhead. The folder structure format and order corresponds to Green Star categories as outlined below, and includes a separate folder for the General Requirements section. Each credit submission, including the Submission Template, is no larger than 100mb. Documents have been saved for digital on-screen use only and not for printing in high resolution, with options to compress images enabled. All documents have been orientated in the same direction and no blank pages have been included in the submission. All documents must be tabbed to facilitate navigation or have page numbers. All folders containing all relevant Submission Templates and supporting documentation have been uploaded to two CDs containing digital copies of the submission. DECLARATION I, the project contact, confirm that the information provided in this document is truthful and accurate at the time of completion. I confirm that: I have reviewed this checklist, to ensure that it aligns with the submission provided to the
Actions – updated November 2011 Target Action How When Who Encourage walking to work and study Provide maps and guides for the local area Information on reception Staff comms email Internet page update Jan 2012 NL Promote the health benefits Staff comms email Internet page update Jan 2012 NL Encourage Cycling to work and study Provide cycle maps and promote TfL website across the site Information on reception Staff comms email Internet page update Jan 2012 NL Promote facilities – showers, changing, drying Posters in cycle shelters Staff comms email Internet page update Jan 2012 NL Promote BUG membership for staff Staff Comms Email Jan 2012 NL Facilitate BUG for students Contact Barnet Cyclists Dec 2012 NL Promote staff loans for bikes Staff Comms Email Dec 2012 NL Set up regular discounts with local suppliers Speak to local suppliers Dec 2012 NL Facilitate cycling proficiency lessons for staff and students on site Contact LBBarnet Dec 2012 NL Student Cycle Loan between Halls and Campus at Hendon Discuss implementation with Hilary Morris and outline strategy Dec 2012 NL Promote Electric Bikes Arrange exhibition day with a supplier Contact Freego electric bikes or similar April 2012 NL Encourage Motorcycling to work and study Encourage motorcycling lessons for staff and students Identify local facilitator and promote with information on reception and staff comms email and Internet page update April 2012 NL Promote staff loans for bikes Staff Comms Email (include foc to park) April 2012 NL Encourage Car Sharing Promote Liftshare.com site for staff and students Email, leaflets, posters Jan 2012 NL Encourage Public Transport Provide maps and promote TfL website across the site Information on reception Staff Comms Intranet Pages Dec 2011 NL Promote staff loans for bikes Staff Comms Dec 2011 NL Promote MUSU Discount card Intranet pages Jan 2012 NL Encourage visitors not to drive Executive Briefing Group advise all staff when setting up meetings (admin support and PA’s) Internet and website links to TfL Jan 2012 WF Reduce Business Travel Cut Budget Needs executive approval and endorsement ? ?
Promote use of video conference equipment Set up workshops, lunchtime drop in sessions with AV Staff Jan 2012 NL Measure Travel and Transport Carbon Footprint Student Travel Survey Repeat annual survey Dec 2011 NL Staff Travel Survey Extend existing process to capture more information to enable CO2 measure. Jan 2012 NL Monitoring & Evaluation Hendon based staff are surveyed and the information is stored on a database that enables us to measure their chosen method of transport to work. This information will be extended to include the distance and frequency travelled. Our aim is to be able to measure our travel related carbon footprint, set a benchmark and work towards reducing it. Students will be surveyed annually to enable us to measure their travel related carbon footprint and measure the impact. The travel plan will be reviewed annually, all collected data will be collated and new targets will be set appropriately. The annual report will be prepared by the Green Travel & Transport Manager, presented to the Environmental Manager.
Nillumbik Community Bus – Front view Nillumbik Community Bus – Rear view Nillumbik Community Bus – Side view right Nillumbik Community Bus – The other view left (fire restrictions sticker will be removed shortly) Nillumbik Community Bus – Rear internal view
Threshold issues: Suitability and If it won’t add to EFFICIENCY of proceeding can apply for judgment “on an issue or generally” The matter is resolved on the basis of documentary evidence and can be said to be a “paper trial”. it is: Unable to find the facts necessary for decide the issues, after considering all of the evidence before it; or ii) of the opinion that it would be unjust to decide the issues on the application Affidavits: admissible for the determining the suitability issue, but not for deciding substantive issues on summary trial: Charest v Poch. Witnesses may refuse to provide affidavits and thus essentially “refuse to testify Western Delta Lands application challenging suitability should only be brought where it is clear that an application for ST is unsuitable Charest v Poch Procedure for determining if a matter is suitable for being tried summarily: Are there sufficient facts before the Court in which to make the necessary findings of fact? Is it unjust to decide the case on a summary trial application? 9-3 Special Case ** rare A summary procedure by which a question of law or fact, or partly of law and partly of fact is stated for the court in the form of a special case for the opinion of the court Statement of facts agreed to by both parties Available anytime on agreement of parties or by order 9-3(5) decision of the court is in the form of an opinion, which may serve as the basis of an order for judgment or for special relief, only if the parties consent. William Parties must agree on statement of facts 9-4 Point of Law Harfield: “the general purpose is to provide a way to determine a question of law which goes to the root of the action” without deciding the issues of fact raised in the pleadings. 9-4 (1) Consent of parties or court order Any time < trial No evidence Facts in the pleadings are assumed to be true. ** Don’t use this rule if you contest the facts. Court may dismiss the action or make any order it considers will further the object of the rules. 9-4 (2) Harfield Point of law must arise from pleadings, facts that support the point of law cannot be in dispute
COMMENCEMENT OF PROCEEDINGS Pleadings must state: what action is taken, what relief is sought, against whom DISCOVERY what is the evidence seek more details about pleadings PRE-TRIAL Orders to get for: relief before trial compel mediation, seek to have claim granted or dismissed by summary judgment TRIAL Decision re legal issues POST-TRIAL Orders from decision, costs Notice of Civil Claim 3-1 Document Disclosure 7-1 Interlocutory Applications 8-1 to 8-5 and 22-1 Injunctions 10-4 • Mareva Injunctions • Anton Pillar Orders Case Planning Conference. 5-1 Offer to Settle Summary Disposition Summary Trials 9-7 Trial Rules 12-1 to 12‐6 Orders 13-1 Costs. 14-1 Appeals – from an application or from a trial Petition 16-1 Exam for Discovery 7-2 Service 4-1, 4-2 Interrogatories 7-3 Response to CC 3-3 Notice to Admit 7-7 Counterclaim 3rd party notice Reply 3-4 3-5 3-6 Particulars 3-7
13: Must not advise your witness not to talk to the other side Ex Parte Proceedings 21: The lawyer must inform the court or tribunal of all material facts known to the lawyer that will enable the court to tribunal to make an informed decision, even if the facts are adverse to the interests of the lawyer’s client. Dealing with Other Lawyers 6: Must reply reasonably promptly to communication from another lawyer that requires a response Duty to treat other lawyers respectfully Undertakings Definition: Solemn promises made as counsel to do or not to do something 7(a): must not give an undertaking that cannot be fulfilled 7(b) Must fulfill every undertaking given 7(c): Must scrupulously honour any trust condition once accepted 10: Must not impose impossible, impractical, or manifestly unfair conditions of trust or undertakings Default Proceedings 12: Must not proceed by default if you know that another lawyer has been consulted without inquiry and reasonable notice *unless- the client expressly instructs you to do so, in which case those instructions should be communicated at the outset of the matter. II.) A.) 3-1 (2) Notice of Civil Claim must do the following: (a) Concise statement of material facts (b) relief sought by P against each D (c) Summary of the legal basis for the relief sought (d) the proposed place of trial (e) if P sues in a representative capacity, in what capacity the P sues (f) Provide the data collection info 2-1 (1): Unless otherwise provided for, a every proceeding must be started by filing a notice of civil claim (NoCC is the default) B.) 2-1 (2) Use a petition in these circumstances, or if authorized by statute or the rules: (a) No person against whom relief is sought (c) question is one of construction of an enactment, will, deed, oral or written K, or other document (d) Relief relates to the administration of an estate of a deceased person, execution of a trust, or performance of an act by a person in their capacity as executor, administrator or trustee (e) Relates to the maintenance, guardianship, or property of infants or persons under a disability (f) Relief sought is for payment of funds into or out of court (g) Relief relates to land and is for a declaration of a beneficial interest or charge on land; declaration settling priority btw interests and charges; an order
270B-001; 2011 & I.) 7 A.) 7 1-3 7 B.) & 8 & 8 8 II.) 9 A.) 9 3-1 9 2-1 9 B.) 10 2-1 10 16-1 10 10 22-1(7) 10 C.) 10 10 11 11 III.) 12 A.) 12 4-3: 12 4-2: 12 12 B.) & 13 4-4: 13 Credit Foncier Franco Canadien v. McGuire (1979, BCSC) 13 4-5 13 14 4-5 BC 14 3-3(3) & R. 16-1(4) 14 4-5(10): 14 C.) 14 21-8: 14 D.) 15 3-2: 15 Lowe v. Christensen (1984, BCCA) 15 Seeliger v. Eagle Ridge Hospital (2007, BCCA) 16 T V. OF A THE TO THE OF THE CONFIRMATION POSTPONEMENT SERVICE AND AND EX TO OF AND GENERAL OF THE WITHOUT RULES OF COURT NOTICE WITH LEAVE LAW I M NOTICE B CONDUCT RULE OF
[TR_PSH_004] DataCustodian detection of Notification Push/POST failure: Verify by demonstration that notifcation to TP failure is detected by DC [FB_40] Offline Authorization [TR_OFA_001] Offline RetailCustomer Authorization: This test requires that the DC provide the TP with ApplicationInformation and one or more Authorizations in valid XML files. If the file contents are valid, they are good. In essence these are similar to what is needed for other tests but this FB requires that they be provided as valid XML. [FB_41] Authorized PUT/DELETE ApplicationInformation Resource [TR_MGT_001] Authorized PUT access to ApplicationInformation entry: Verify positive PUT behavior for atom:entry with ApplicationInformation as the source using registration_access_token [TR_MGT_002] Authorized DELETE access to ApplicationInformation entry: Verify positive DELETE behavior for atom:entry with ApplicationInformation as the source using registration_access_token [TR_MGT_003] Forbidden PUT, DELETE access to ApplicationInformation entry: Verify forbidden access to atom:entry, ApplicationInformation in response to PUT, DELETE using client_access_token, access_token, empty access token [FB_44] PUT/DELETE Authorization [TR_MGA_001] Authorized PUT access to Authorization entry: Verify positive GET behavior for atom:feed with Authorization as the source using client_access_token [TR_MGA_002] Authorized DELETE access to Authorization entry: Verify positive DELETE behavior for atom:feed with Authorization as the source using client_access_token [TR_MGA_003] Forbidden PUT, DELETE access to Authorization entry: Verify forbidden access to atom:entry, Authorization in response to PUT, DELETE using registration_access_token, access_token, empty access token Third Party Role (TBD) 20150818 – Not defined yet. [FB_20]Common This block contains the test requirements that all Third Party Green Button implementations must satisfy. [TR_CPYRT002] Verify Third Party Purchase of Standard: Verify the implementer has purchased the NAESB ESPI standard.
Limited English Proficient (LEP) Students Percent of Students Enrolled with Limited English Proficiency 2011-12 2012-13 2013-14 2014-15 2015-16 Greene 3.1% 4.5% 4.2% 4.3% 4.4% Virginia 7.2% 9.6% 9.9% 10.1% 10.1% Source: Virginia Department of Education On-time Graduation Rate 2013 2014 2015 All Students (%) Economically Disadvantaged (%) All Students (%) Economically Disadvantaged (%) All Students (%) Economically Disadvantaged (%) Greene 92.4 84.0 91.5 84.1 95.7 89.3 VA 89.1 83.1 89.9 84.3 90.5 85.0 Source: Virginia Department of Education Educational Attainment Greene (%) VA (%) High School 83 88 Bachelors 25 36 Graduate or Professional 8 15 Source: U.S. Census Bureau: American Community Survey 5 Year Estimates Socioeconomic Indicators Median Household Income, 2014 Median Household Income Greene $61,762 Virginia $64,923 Source: U.S. Census Bureau, Small Area Income and Poverty Estimates Federal Poverty Guidelines for 2015 # of Persons in Household Poverty Guideline 1 $11,770 2 $15,930 3 $20,090 4 $24,250 Source: U.S. Department of Health and Human Services Persons in Poverty, 2014 All Ages (%) Children (%) Change from 2010-14 (%) Greene 10 14 -0.1 Virginia 12 16 1 Source: U.S. Census Bureau, Small Area Income and Poverty Estimates
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Local Educational Agency: Greene County Public Schools Report Publication Date: June 2017 Administrative Review Dates: May 16-18, 2017 Review Month and Year: February 2017 Participating Programs: NSLP, SBP Participates in Special Provisions? No Enrollment and Participation Data for February 2017: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 1,070 726 67.85 402 37.57 69,822.24 Reduced 214 130 60.75 54 25.23 10,230.10 Paid 1,897 484 25.51 138 7.27 4,919.66 Total 3,181 Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank 84,972.00 Findings Identified during the Administrative Review:
Dana Hill – Snow Hill Town Manager Dianne Andrews – GC Interfaith Donald Ribeiro – Hookerton Family Practice Hilton Wade – NCDOT Tim Head – Crop Production Service James Goff, Jr. – P & F Environmental, Inc. ? Lemmie Smith – GC Sheriff Berry Anderson – GC Emergency Management Brock Kearney – Fire Inspector Michael Rhodes – Health Dept. 8. Soil and Water Board Jack Edmondson, Jr. - Appointed Jerry Jones - Appointed Mike Hardy – Elected Rick Harper – Elected Donald Beaman – Elected 9. Greene County Aging Planning Committee Non-Voting David Rosado – Interim Director ECC/AAA Kyle DeHaven – County Manager James Shackleford – Commissioner Voting Members Michael Rhodes – Health Dept. Jean Garner, RAAC Bille Albritton, Hookerton Diane Andrews, Interfaith Shenile Ford, Cooperative Extension Gary Tilghman, LCC Misty Chase, Transportation Angela Ellis/Preston Craddick, DSS Melissa Reese, Eastpointe David Jones, Senior Tar Heel Legislator Angela Bates, Greene Lamp Sharon Harrison, Senior Center Director Rhonda Griffin/Gail Jones, Asst. Care Dianne Morris, Walstonburg
Attachment A The School District of Philadelphia Office of Capital Programs PROFESSIONAL SERVICES REQUEST FOR QUALIFICATIONS 1. FIRM NAME & ADDRESS “ARE SATELLITE OFFICE(S) LOCATED IN PHILADELPHIA”: If yes, please provide address(s): 2. 2. PROJECT NAME: DUE DATE: 3. IF FIRM IS A MBE/WBE OR M/WBE PLEASE CHECK APPROPRIATE BOX BELOW AND PROVIDE CERTIFICATION MBE WBE M/WBE 4. CONTACT PERSON: TITLE: PHONE NUMBER: FAX: E-MAIL: 5. IF JOINT VENTURE; NAME OF ADDITIONAL FIRM(S FIRM NAME: FIRM NAME: PROFESSIONAL SERVICES REQUEST FOR QUALIFICATIONS
28 Roofing Inspection Roofing Inspectors 29 CPM Schedulers 30 Archeology Archeologists 31 Geology Geologists 32 Value Engineering Architects/Engineers/Estimators 33 Historical Preservation/Restoration Architects PROFESSIONAL SERVICES REQUEST FOR QUALIFICATIONS 12. Technical Data A B C D E In the Office to be Qualified F Offices in Proximity (Within 100 Miles of Primary Office) G Requested Code Discipline Titles of Professional/Technical Staff # of Staff with a PA License # of Additional Technical Staff (note if licensed outside PA) # of Staff with a PA License Requested Code 34 Roofing Consultant Architects/Engineers 35 Acoustics Acousticians 36 Asbestos Safety Control Monitoring AHERA Project Designers (Firm Certified By DLI) Asbestos Safety Technicians (Certified By DLI & City of Philadelphia L&I) 37 Claims Analysis Claims Analysts/Estimators 38 Telecommunications Telecommunications Specialists 39 Exhibit/Interpretative Design Designers 40 Feasibility Planning Planners/Architects/Engineers/ Demographers 41 Fire Detection Systems Fire Detection Specialists 42 Fire Protection Systems Fire Protection Specialists 43 Food Service Food Service Consultants 44 Hydraulics/Pneumatics Hydraulic Engineers 45 Hydrology Hydro geologists 46 Security Systems Security System Consultants 47 Site Planning Planners/Architects/Engineers/ Landscape Architects
Non-greenfields agreements approved from 1/11/13 - 30/6/17, by ANZSIC Division Name ANZSIC Division Name approved Nov 2013 - Oct 2014 % of total for the same period approved Nov 2014 - Oct 2015 % of total for the same period approved Nov 2015 - Oct 2016 % of total for the same period approved Nov 2016 - Jun 2017 % of total for the same period Total approved Nov 2013 - Oct 2014 Total approved Nov 2014 - Oct 2015 Total approved Nov 2015 - Oct 2016 Total approved Nov 2016 - Jun 17 Accommodation and Food Services 142 3% 120 2% 98 2% 53 2% 146 124 101 53 Administrative and Support Services 192 4% 173 4% 150 3% 82 3% 240 201 169 89 Agriculture, Forestry and Fishing 36 1% 66 1% 45 1% 33 1% 38 66 46 33 Arts and Recreation Services 46 1% 47 1% 54 1% 26 1% 47 51 61 29 Construction 1225 24% 1176 24% 1827 37% 688 27% 1609 1403 1973 733 Education and Training 232 5% 243 5% 224 5% 129 5% 232 244 224 130 Electricity, Gas, Water and Waste Services 127 3% 177 4% 106 2% 65 3% 139 182 114 67 Financial and Insurance Services 57 1% 36 1% 36 1% 24 1% 57 36 36 24 Health Care and Social Assistance 507 10% 556 11% 400 8% 208 8% 508 557 403 208 Information Media and 40 1% 42 1% 34 1% 17 1% 43 43 34 18 Manufacturing 952 19% 968 20% 733 15% 486 19% 982 982 745 493 Mining 163 3% 126 3% 101 2% 53 2% 175 129 105 59 Other Services 132 3% 154 3% 129 3% 99 4% 147 156 132 99 Professional, Scientific and Technical Services 118 2% 140 3% 111 2% 67 3% 149 146 113 71
Commonwealth of Massachusetts Executive Office of Health and Human Services Department of Transitional Assistance CHARLES D. BAKER MARYLOU SUDDERS Governor Secretary KARYN POLITO JEFF McCUE Lieutenant Governor Commissioner NOTICE OF MEETING Name of committee, board, etc: Greenfield Advisory Board Date of meeting: May 11, 2018 Time: 10:00 – 11:30 a.m. Place: Greenfield Transitional Assistance Office (TAO) 143 Munson Street – Unit #3 Greenfield, MA 01301 413-773-3400 Agenda (topics anticipated to be discussed): Welcome and Introductions Guest Speaker(s) Department of Transitional Assistance (DTA) Director’s Updates - Local and Statewide Advisory Board Members’ Organization Information Sharing and Updates Suggestions for Agenda Topics for Next Meeting Open Discussion/New Business/Action Items Adjournment
Cell Phone and Electronics Policy (see note above on pg.5) It is Greenfield’s policy that students should not have cell phones and electronics on their person during the school day. cell phones (Apple watches, cell phone watches) and electronic devices should be turned in to the homeroom teacher or secured in a locked locker upon arrival. If a student is found in possession of or using a cell phone or electronic device during the school day, it will be confiscated immediately by the teacher or staff member. Any confiscated item will be taken to the main office. 1st Infraction: The principal will return the item to a parent or guardian at their earliest convenience. A parent or guardian will be required to come to school to claim the item. 2nd Infraction: The principal will return the item to a parent or guardian at the end of the school year. The parent or will be required to come to school to claim the item. It is the student’s responsibility to let his or her parent/guardian know that a cell phone or electronic device has been confiscated. ******Not complying with this Policy is a direct violation of The School District of Philadelphia Code of Student Conduct as well as Albert M Greenfield School’s rules.*******
Division 2.5 Division 4.3 Division 4.4 Division 4.5 Division 4.6 Division 4.7 Division 6.2 Division 6.3 Division 6.4 Schedule 1 Schedule 2 or the provisions of the CFI Regulations described below Division 6.4 Division 6.5 Division 6.6 Division 6.7 and either Division 2.4 Division 2.5 Division 4.3 Division 4.5 Division 4.6 Division 4.7 Schedule 1 Schedule 2 or the provisions of the CFI Regulations described below National Greenhouse and Energy Reporting (Measurement) Determination 2008 (NGER Determination) Part 1.1 Part 1.2 Chapter 2 Schedule 1 Schedule 2 Schedule 3 Part 1.1 Part 1.2 or any approved methodology determination National Greenhouse and Energy Reporting (Audit) Determination 2009 (Audit Determination) All All Carbon Credits (Carbon Farming Initiative) Act 2011 (CFI Act) Part 1 Part 2 Part 3 Part 6 Part 9 Part 17 Part 19 Part 1 Part 2 Part 3 Part 6 Part 9 Part 17 Part 19 Carbon Credits (Carbon Farming All Part 1 Part 2
Signal masking Behaviourally-mediated effects Blasting Physical trauma Hearing loss Non-auditory health effects Behavioural change Behaviourally-mediated effects Geotechnical exploration and associated sonars (depth sounders, fish finders) Temporary Hearing loss Non-auditory health effects Signal masking Behavioural change Behaviourally-mediated effects Other Sonars (depth sounders, fish finders) Signal masking Behavioural change Behaviourally-mediated effects Underwater Communication Systems Behavioural change Behaviourally-mediated effects Renewable Power Generators (encompasses all possible systems, not all will generate all listed effects) Hearing loss Non-auditory health effects Behavioural change Signal masking Behaviourally-mediated effects Over flying aircraft (including sonic booms) Behaviourally-mediated effects A simplistic schematic diagram showing hypothetical zones of impact around a high energy underwater sound source is shown in Figure F1. This does not account for local propagation and individual hearing ability or response, and that hypothetical zones of impact may merge with or overlap one another; however, it is provided for reference. Figure F1. Schematic diagram showing hypothetical zones of impact around a high energy underwater sound source (at centre) and listing the potential effects upon a receiving animal, assuming spherical spreading. PTS = Permanent Threshold Shift; TTS = Temporary Threshold Shift, in National Parks and Wildlife Service (2014), after NRC (2005).
Cooling Heating Temperature Regulation Design (include dimensions, materials, & locations): Sources: Water Lead Students: ________________ ________________ _______________ Materials Item Quantity Cost/Unit Total Cost Source Nutrients & Protocol
Driving Question: What impact does the greenhouse effect have on atmospheric temperature? Greenhouse effect Laboratory Prediction Predict which container’s atmosphere; control (air) or CO2 will heat up faster. Which container’s atmosphere will reach the highest temperature? Which atmosphere will retain heat longer? Include a reason for your prediction. RECORD HEAT TURN OFF LIGHT Greenhouse Effect Data Collection Table (record in Celsius) Container Type BEFORE (Record before light is turned on) 0 min. (Turn Light On) 2 min. 4 min. 6 min. (Measure greatest heat increase) 8 min. (Turn off light after recording this measurement) 10 min. Heat Increase (8 min. – Before) Heat Reduction (8 min. - 10 minute) Control CO2 Container with Greatest Heat Increase at 6 min:
Assessment: Exceeds (4) Meets (3) Nearly Meets (2) Beginning(1) Science Standard 1: Planning & Evaluation Hypothesis & Variables: ❑ Hypothesis clearly articulates the expectations of the experiment and question ❑ Several appropriate constants listed. Evaluation: ❑ Explains limitations, errors, or weaknesses of experiment and suggests improvement ❑ Applies related concepts to topics in the news, scientific community, or your life. ❑ At least one credible, external citation used (MLA format) to cite specific examples topic relates to. Hypothesis & Variables: ❑ States testable hypothesis ❑ Lists IV, DV & Control ❑ States at least two appropriate constant Evaluation: ❑ States an explanation, with justification, based on analysis of the data ❑ Links findings to original question or hypothesis ❑ States appropriate data to support the explanation, Hypothesis & Variables: ⠂Incorrectly identifies IV, DV and or Control ⠂ States less than two appropriate constant Procedure & Background: ⠂Procedure that is not repeatable and/or clear Evaluation: ⠂States an explanation that does not include justification using data ⠂Limited connection of findings to original question or hypothesis Hypothesis & Variables: ⠂ Does not state a testable question and/or hypothesis ⠂Incorrectly identifies or does not include an IV, DV and or Control states less than 2 appropriate constant Procedure & Background: ⠂Procedure that is not repeatable and/or clear ⠂Procedure does not have numbered steps ⠂No background or has no connection to lab Evaluation: ⠂States no explanation or justification ⠂No connection of findings to original question Science Standard 2: Data Analysis & Technology Data Analysis: ❑ Calculations are used when appropriate (mode, average, error or uncertainties) ❑ Raw data table includes title, units and calculations Data Analysis: ❑ Type of graph is appropriate for analyzed data ❑ Labeling of graph is correct (axis, units, and title) Data Analysis: ⠂Raw data table does not include title, units or raw data ⠂Type of graph is not appropriate for analyzed data Data Analysis: ⠂Raw data table is illegible or not present ⠂Type of graph is not appropriate for analyzed data or not present
❑ Type of graph clearly illustrates data trends for analyzed data and includes units Technology: ❑ Process data and report results using technology (Google Docs, Excel, and web application) ❑ Apply a variety of digital tools to gather and evaluate information. ⠂Labeling of graph is not correct (axis, units, and title) Technology: ⠂Uses tools for data processing or research evaluation inaccurately or inappropriately. ⠂Use of technological resources requires significant assistance. ⠂Labeling of graph is not correct (axis, units, and title) Technology: ⠂Does not use tools for data or research inaccurately or inappropriately.
154. The principle tissue involved in moving nutrients throughout to all parts of a plant, according to where nutrients are needed is: a. cortex b. phloem c. xylem d. epidermis 155. You are using a soilless media mixture to transplant seedlings that require a neutral pH. Which of the following would be an acceptable pH range? a. 4.8 – 5.2 b. 5.8 – 6.2 c. 6.8 – 7.2 d. 7.8 – 8.2
are outlined in the Table below. PROGRAMS AND OUTCOMES 2030 STRATEGIC DIRECTION RELEVANT OBJECTIVES/ ACTIONS CONTRIBUTION OF GREENING SYDNEY PLAN ACHIEVING OBJECTIVES DIRECTION 2 A LEADING ENVIRONMENTAL PERFORMER Objective 2.2 Reduce waste generation and stormwater pollutant loads to the catchment. Objective 2.3 Improve the Environmental Performance of Existing Buildings. Objective 2.4 Demonstrate leadership in environmental performance through the City of Sydney’s operations and activities. Greening Sydney Plan to promote WSUD measures, roof gardens and vertical wall landscapes. The Greening Sydney Plan is an example of the City demonstrating leadership in environmental performance with the Plan’s focus on urban canopy, biodiversity and tree and park management. A CITY FOR WALKING AND CYCLING Objective 4.1 Develop a network of safe, linked pedestrian and bicycle paths integrated with green spaces throughout the city and inner Sydney. Greening Streets will create a high quality public domain that will encourage walking and cycling. SUSTAINABLE DEVELOPMENT RENEWAL AND DESIGN Objective 9.2 Define and improve the City’s streets, squares, parks and open space, and enhance their role for pedestrians and in public life. Greening actions for public domain and new development will improve amenity. 2.THE ENVIRONMENTAL MANAGEMENT PLAN The City of Sydney Environmental Management Plan establishes the City’s environmental vision, goals, targets and actions for the next ten years and beyond. it addresses the themes of energy and emissions, water, waste, plants and animals. prioritised actions have been developed to improve the health and function of our environment, and reduce environmental impacts of council and the community. The Environmental Management Plan recognises that urbanisation of Sydney has