zilongwang/ReadingBank huggingface dataset:
CD – Compact Disc CLE – Course-Level Expectation DESE – (Missouri) Department of Elementary and Secondary Education GLE – Grade-Level Expectation IHE – Institution of Higher Education ITQG – Improving Teacher Quality Grant LEA – Local Educational Agency MAP – Missouri Assessment Program MDHE – Missouri Department of Higher Education NAAEE – North American Association for Environmental Education NCLB – No Child Left Behind OMB – Office of Management and Budget RFP – Request for Proposal SAHE – State Agency for Higher Education STEM – Science, Technology, Engineering, Mathematics USDE – United States Department of Education
APPENDIX B: Intent to Apply Form Form C100 – Intent to Apply Due November 30, 2012 by 4:00 p.m. Please complete the form below and return to: Elizabeth (Liz) Valentine, ITQG Coordinator (address provided on RFP Cover) THIS FORM IS AVAILABLE ONLINE AT http://dhe.mo.gov/ppc/grants/teacherquality.php. Project Title (not to exceed 20 words) 1. Name of Lead Higher Education Institution 2. Project Director from Lead Higher Education Institution Name Title Please specify college/department (e.g. Professor, Chemistry) Address Telephone Number E-mail Address Signature Date 3. Co-Director(s) (Information for additional may be entered in the Abstract Form) Name Title Please specify college/department or school level (elem. or middle) or subject area Address Telephone Number E-mail Address Signature Date 4. Grade Level 5. Content Area 6. Length One 2013-2014 Two Years 2013-2015 Three Years 2013-2016 7. Planned School District Partners Please attach a brief description of the proposed project (no more than 300 words,
District ID School District County 100059 SCOTT CITY R-I SCOTT 100062 SCOTT CO. CENTRAL SCOTT 048915 SCUOLA VITA NUOVA* JACKSON 115917 SHEARWATER EDUCATION FOUNDATION* ST LOUIS CITY 108144 SHELDON R-VIII VERNON 034121 SKYLINE R-II DOUGLAS 115920 SOUTH CITY PREPARATORY ACADEMY* ST LOUIS CITY 078005 SOUTH PEMISCOT CO. R-V PEMISCOT 090076 SOUTHERN REYNOLDS CO. R-II REYNOLDS 035099 SOUTHLAND C-9 DUNKLIN 096119 SPECL. SCH. DST. ST. LOUIS CO. ST LOUIS 115912 ST LOUIS LANG IMMERSION SCHOOL* ST LOUIS CITY 011082 ST. JOSEPH BUCHANAN 115903 ST. LOUIS CHARTER SCHOOL* ST LOUIS CITY 115115 ST. LOUIS CITY ST LOUIS CITY 015001 STOUTLAND R-II CAMDEN 107151 SUCCESS R-VI TEXAS 107153 SUMMERSVILLE R-II TEXAS 106002 TANEYVILLE R-II TANEY 077100 THORNFIELD R-I OZARK 031122 TRI-COUNTY R-VII DAVIESS 048901 UNIVERSITY ACADEMY* JACKSON 048907 URBAN COM. LEADERSHIP ACADEMY* JACKSON 018050 VAN BUREN R-I CARTER 088080 WESTRAN R-I RANDOLPH 043002 WHEATLAND R-II HICKORY District ID School District County 005120 WHEATON R-III BARRY 101105 WINONA R-III SHANNON 009079 ZALMA R-V BOLLINGER *Denotes the listing as a Charter School
Not In Place Resources (personnel, materials, and professional development) have been identified to support systematic screening. What qualifications are needed for the assessments? Who will train? How will the needed materials be obtained? In Place Partially In Place Not In Place Readiness Action Plan Readiness Indicator (1-11) Detailed Actions Person(s) Responsible Resources Needed Timeline Report of Progress/Status
Defend against mishaps We build and maintain defenses that mitigate or eliminate error-likely conditions. In the end, situations become predictable, manageable, and often preventable. Processes and systems are designed so that inevitable human errors become inconsequential. Affected employees need to be involved in designing the processes and systems. Identify a recent near miss or event and brainstorm improved defenses. Report We are encouraged to report and discuss events and unsafe working conditions. We learn from these and make changes to lessen the likelihood of future occurrences. It is critical to involve the people affected by the event in identifying needed changes. Questions to ask about an event are: Is everyone okay? Is the workspace safe for people to be in? Tell me your story…what happened? Tell me where else this same event might happen. Tell me how we can make this situation better. Discuss whether these are the right questions to ask about an event. If not, what questions would be better? Tolerate errors The Forest Service promotes an error-tolerant work environment. The reaction to events by our leaders shows us if they “walk the talk.” They do not criticize us when we speak up about an unsafe situation, so we continue to report them, and continue to improve our reporting. Leaders help us learn from events, and make needed changes, rather than “shaming and blaming” us. Accident investigations need to consider “latent factors.” Discuss what it means to be an error-tolerant organization. How can you influence the leaders in your unit to change from “shame and blame” to being a learning organization? ATTACHMENT 10
ePayable – Straight-Through Processing International Fleet Solution Optional Convenience Check Products/Services Software Telematics Integrated (Tier 2 Value Added Product and Service Offerings) Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service After-Hours Road Side Assistance Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology
ePayable – Straight-Through Processing Optional ATM Products and Services for the Purchase Card Software Travel (Tier 2 Value Added Product and Service Offerings) Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology ePayable – Buyer-Initiated Payments ePayables – Straight-Through Processing Software Fleet (Tier 2 Value Added Product and Service Offerings Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service After-Hours Road Side Assistance Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology ePayable – Buyer-Initiated Payments
ePayable – Straight-Through Processing International Fleet Solution Optional Convenience Check Products/Services Software Telematics Integrated (Tier 2 Value Added Product and Service Offerings) Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service After-Hours Road Side Assistance Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology
Purchase (Tier 1 Requirements) Description Need? (Y/N) Quantity Notes 24 Hour EAS Customer Service Accounts Payable File Review Association Program Management Tools Chip Cards Convenience Checks Declining Balance Cards Email/SMS Alert Service ePayable - Supplier initiated Payments Foreign Currency Cards Ghost Card Interchange based to Government Transactions Mobile Applications Mobile Payments Net Billing Non-Interchange based Government to Government Transactions Real Time Web Assistance Single Use Account Tokenization Virtual Card
Fleet (Tier 1 Requirements) Description Need? (Y/N) Quantity Notes 24 Hour EAS Customer Service Accounts Payable File Review Association Program Management Tools Chip Cards Email/SMS Alert Service ePayable – Supplier Initiated Payments Ghost Card Interchange based Government to Government Transactions Mobile Applications Mobile Payments Net Billing Non-Interchange based Government to Government Transactions Real Time Web Assistance Single Use Account Tokenization Virtual Card Integrated (Tier 1 Requirements) Description Need? (Y/N) Quantity Notes 24 Hour EAS Customer Service Accounts Payable File Review Association Program Management Tools ATM Access Chip Cards
ePayable – Straight-Through Processing Optional ATM Products and Services for the Purchase Card Software Travel (Tier 2 Value Added Product and Service Offerings) Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology ePayable – Buyer-Initiated Payments ePayables – Straight-Through Processing Software Fleet (Tier 2 Value Added Product and Service Offerings Description Need? (Y/N) Quantity Notes Additional Authorization Controls Additional Data Mining Tools Additional International Customer Service After-Hours Road Side Assistance Combined Charge Card and Identification Card Technology Commercially Offered Convenience Services Emerging Technology ePayable – Buyer-Initiated Payments
Final Exam Study Guide – 2017-2018 Julius Caesar by William Shakespeare Label the plot diagram with what occurs in those acts of Shakespearean tragedy. Describe the following characters. Consider their traits, motivations, relationships with other characters, and whether they participated in the conspiracy or the triumvirate. Julius Caesar: Brutus: Cassius: Antony: Octavius:
Quotes Review: For each of the following quotes, explain who is speaking to whom and the significance of the quote. 1. “Et tu Brute?” 2. “Caesar, now be still. I kill’d not thee with half so good a will.” 3. “thy honorable metal may be wrought.” 4. “…that which would appear offense in us, his countenance, like richest alchemy, will change to virtue and to worthiness.” 5. “…to do I know not what; but it sufficeth that Brutus leads me on.” 6. “So they are all, all honorable men” 7. “Who is here so base that would be a bondman?” 8. “…I do find it cowardly and vile for fear of what might fall, so to prevent the time of life…” 9. “The fault, dear Brutus, is not in our stars, but in ourselves…”
Provision of information to prospective students Audience Time in Cycle Communication Time span Prospective students, teachers and other advisers, parents Pre-application Talks in schools and colleges at Careers events, HE Events, Parents Evenings. Annual schedule – as requested by schools and colleges as part of our HE Support Programme. Pre-application UG Prospectus: general information about the University plus useful resources for prospective students, parents, teachers and advisers. Includes references to web pages containing up to date fees and finance information. These web pages include: Finance Bursaries Mailed out to schools and colleges in March and then throughout the year. Distributed through UCAS HE Conventions March – July. Distributed at outreach and recruitment events, including University Open Days. Pre- application In collaboration with the HE Progression Partnership, slides are provided for staff in schools and colleges for their own use. These provide up to date information regarding the financial aspects of students entering higher education. Updated as appropriate. Pre-application Updated finance booklet for 2014 entry Will be made available at the start of 2013 academic year Pre-application Finance talks at four University-wide Open Days. Open days: June, July, September. Pre- and Talks and workshops provided at the University’s Annual Schools and Colleges Conference for teachers and advisers from schools and colleges in the city/region June/July 2014 Pre- and Information provided at regular opportunities for school and college staff to interact with University staff, e.g. the VC Consultation programme Various times throughout the academic year Pre- and Updates on the University’s “Schools and colleges” pages regarding the introduction of the new fees regime and what this will mean for prospective students. Continuous. Pre- and Finance web pages provide illustrative examples and ‘ready reckoners’ (bursary and fee waiver calculators), as well as other money management tools for students. Continuous. Post-application Finance talks and information distributed at Departmental Open Days for applicants. Throughout the year – mainly December to May. Current students Post-entry Orientation talks, web pages, face to face appointments. Ongoing – throughout the year.
All of the literature points to the benefits of enabling people to return to work – benefits to employer and employee alike - reducing sickness absence, and increasing overall productivity. AHPs can offer return to work advice widely to people and employers. Next Steps In summary, we are taking the following steps to sustain this work. NHSG is maximising the combined assets of public and third sectors, and increasing our volume to value ratio, by Making every Opportunity Count . This is an ambitious, inclusive, and we believe transformative, approach within which we include issues of work, employability, and much more. Our fundamental aim is to enable people who use our services, and people who provide services to live as well as they can. Enabling people to address work in relation to health and wellbeing, and building workforce capacity and capability are integral to this inclusive, systems approach. We have made the Z card which facilitates signposting to relevant local services available in hard copy and on our website, We are collaborating with NHSG’s Learning and Development colleagues to assess the potential to develop an e - learning module from existing training material. As part of our overall approach to making every opportunity count, we are in discussion with university colleagues with a view to introducing the overall approach within the undergraduate curriculum. As part of NHSG’s investment in promoting healthy working lives, colleagues ensure that the employers with whom they engage are aware of the free support available through NHSG to assist employers and employees to return to work as a fundamental part of recovery and as part of sickness absence reduction.
CTE Regional Coordinators Agenda Lang 112 – Enology Classroom 10:30 Strengthening Partnerships – Sharing Emerging Practices Participants will rotate through all three presentations: Partner Handbook and Professional Development Project – Mark Wreath Educator Industry Partnership Series – Jeanne Yerkovich C2R – CTE Outreach Campaign – Tami Schild Mark Wreath Noon Networking Lunch 1:00 Strengthening Partnerships – Program Quality National Quality Program Standards Pilot Project Ed Woods 1:45 Strengthening Partnerships – Engaging Every Student Next steps and strategies around nontraditional participation Victor Cato 3:15 Strengthening Partnerships – Educator Effectiveness Teacher Licensure Meetings and Work Jennell Ives Jeanne Yerkovich 3:45 Strengthening Partnerships – Industry Certification Industry Certification Update and Next Steps Tom Thompson 4:00 Wrap Up Mark Wreath
Appendix B – Advice gained Dr. Samuel Richie, Assistant Director and Professor, Department of EECS at UCF Dr. Arthur Weeks, Professor, Department of EECS at UCF Logitech Technical Support Appendix C –Permissions Permission for Figures 2 and 3 Permission for Figure 14 - RS232 Circuit Permission for Figure 63 – Infrared photograph of U.S. currency Permission for Figure 46 - Wiring information for soldering Permission for Table 7 - Popular Resolution Pixel Clock and Sync Pluses Reference Permission for all WEBENCH data Permission for Figure 17Permission for Figure 19 and 27
Equations: Units: Impulse (J) on a graph Fill in the blank: Impulse is the _______________ a ______________________ graph Sample Problem Suppose a 1.5-kg brick is dropped on a glass table. Its velocity just before landing is 2 m/s
Law of Conservation of Momentum Definition: Equation: Sample Problem A 75-kg man sits on the back of a 120-kg canoe that is at rest in a still pond. If the man jumps out of the canoe at 0.50 m/s, what happens to the canoe? Explosions/recoil What is recoil?
Exceptional Courses of Events Line 1. 정해진 형식 외의 입력이 들어올 경우 경고를 표시. Line 2. 입력된 정보와 일치하는 과목이 없는 경우 오류 표시한다. 6.2 강의신청 Use Case 강의신청 actor Customer Purpose 신청한 강의를 시간표에 저장하기 위함. Overview 신청하기로 선택된 강의가 현재 수강가능 상태일 경우 시간표에 추가된다. Type Primary Cross Reference Pre-Requisites 수강신청 포탈에 로그인이 되어있어야 한다. Typical Courses of Events (A) : Actor, (S) : System 1. (A) 강의번호를 입력하여 해당 강의를 신청한다. 2. (S) 신청요청을 한 강의가 현재 신청이 가능한지 판단한다. 3. (S) 강의추가 요청을 정상적으로 처리한다. 4. (S) 시간표에 신청을 한 강의가 표시된다. 메시지
Alternative Courses of Events N/A Exceptional Courses of Events 6.4 개인일정관리 Use Case 개인일정 actor Customer Purpose 신청강의 외에 추가적으로 개인 일정을 시간표에 삭제, 수정을 하기 위함 Overview 자신의 개인 일정을 입력하여 해당 정보를 시간표로 전송한다. 입력된 정보는 수정, 삭제가 가능하다. Type Secondary Cross Reference Pre-Requisites 수강신청 포탈에 로그인이 되어있어야 한다. Typical Courses of Events
(A) : Actor, (S) : System 1. (A) 시간표화면에서 인쇄 버튼을 누른다. 2. (S) 출력 정보를 외부 장치로 전송한다. Alternative Courses of Events N/A Exceptional Courses of Events Line 2. 외부 장치가 존재하지 않거나 오류가 발생할 경우 실패 메시지를 출력한다. 6.7 로그인 Use Case 로그인 actor Customer Purpose 시간표프로그램을 이용하기 위한 로그인 Overview 입력된 비밀번호 정보를 전송한다. Type Primary Cross Reference Pre-Requisites None
Typical Courses of Events (A) : Actor, (S) : System 1. (A) 로그인 버튼을 누른다. 2. (A) 회원 비밀번호를 입력한다. 3. (S) 입력된 정보를 전송 받는다. 해당 비밀번호가 일치하는지 검사. 4. (S) 시간표 프로그램으로 이동한다. Alternative Courses of Events N/A Exceptional Courses of Events Line 3. ID 혹은 비밀번호가 일치하지 않을 시 경고 메시지를 출력한다. 6.8 로그아웃 Use Case 로그아웃 actor Customer Purpose 시간표프로그램을 종료하기 위함 Overview 시간표프로그램의 연결 상태를 제거하는 명령을 처리한다. Type Primary Cross Reference Pre-Requisites 수강신청 포탈에 로그인이 되어있어야 한다. Typical Courses of Events
Nova Scotia Environment (2011b, February 11). Water strategy: Nova Scotia’s water resource management strategy. Retrieved at http://www.gov.ns.ca/nse/water.strategy/. Nova Scotia Museum of Natural History (1996). Topic 8.2 Freshwater environments. Topics and Habitats (1) 157-169. Pollock, R., & Whitelaw, G. (2005). Community-based monitoring in support of local sustainability. Local Environment 10(2), 211-228. PASCO (2007). Water Quality Field Guide. Pasco Scientific, Roseville CA. Sackville Rivers Association. Retrieved October 15, 2010, from http://www.sackvillerivers.ns.ca/. Silvertown, J. (2009). A new dawn for citizen science. Trends in Ecology and Evolution 24(9). 467-471. Sullivan, R. (2009, June 1). Citizen science: breaks new ground. The Free Library. (2009). Retrieved October 30, 2010, from http://www.thefreelibrary.com/Citizen science: breaks new ground-a0205855037. Volunteer River Assessment Program. New Hampshire Department of Environmental Services. Retrieved October 15, 2010, from http://des.nh.gov/organization/divisions/water/wmb/vrap/index.htm. WaterWatch Victoria. Retrieved October 15, 2010, from http://www.vic.waterwatch.org.au/.
Final Topic Title Submission Form Name Instructor Date Section You must type your answers in blue and print using a color printer. Be sure that the final form remains only a single page. Write the title for your project topic below: Indicate how your title satisfies each of the criteria by indicating which part of your title is associated with each of the following. - the organism or system - the particular aspect of the system or phenomenon being studied - what question is being asked - the variables being manipulated - a definition for all abbreviations or jargon has been given (if appropriate)
where C is concentration. Since there exists potentially two regimes of concentration, subscripts are used to indicate which concentration regime should be considered (Cbulk versus Ccaptured). Far away from the pore, the capture of molecules via diffusion will depend mostly on the bulk concentration of protein. Assuming the translocation success rate is constant (defined as the rate at which molecules pass through the pore divided by the attempt rate, ω), the larger number of proteins around the pore will enhance the barrier-limiting rate. Ccaptured is therefore the concentration at the pore’s entrance which increases over time when Rdiff > Rbar. Enhancement of Ccaptured is expected to increase the translocation rate both by increasing the number of molecules which have enough energy to cross a fixed energy barrier height as well as decreasing the energy barrier due to a greater concentration gradient across the membrane. After the initial moments of applying a voltage, Ccaptured = Cbulk and the individual capture rates are constant. It follows that the rate of accumulation is also fixed and therefore the number of molecules close to the pore linearly increases with time. The rate of accumulation however changes with voltage as shown in Fig. 2e-f. The parabolic nature of the curve suggests that accumulation at the pore can be reduced by either reducing or increasing the applied voltage. In this model, we also see that the rate of accumulation decreases when the energy barrier is reduced to a lower energy level (Fig. 2f), as expected.
The EP is participating on a large number of projects across the Forest Service. Below is an overview for the last four years. Regions Number of FY13 Projects Percent of Activity Number of FY14 Projects Percent of Activity Number of FY15 Projects Percent of Activity Number of FY16 Projects Percent of Activity Region 1 82 6% 83 6% 105 7% 85 6% Region 2 74 5% 69 5% 100 7% 109 8% Region 3 106 7% 110 8% 139 9% 145 10% Region 4 91 6% 83 6% 75 5% 67 5% Region 5 367 25% 318 23% 286 20% 284 20% Region 6 135 9% 124 9% 118 8% 105 7% Region 8 58 4% 41 3% 52 4% 82 6% Region 9 77 5% 83 6% 90 6% 88 6% Region 10 64 4% 55 4% 53 4% 38 3% FS Other* 389 27% 414 30% 443 30% 447 31% Total 1,443 100% 1,381 100% 1,461 100% 1,450 100% *Work from outside the Regions. Deputy Chief Area Number of FY13 Projects Percent of Activity Number of FY14 Projects Percent of Activity Number of FY15 Projects Percent of Activity Number of FY16 Projects Percent of Activity National Forest Systems 917 64% 802 58% 875 60% 879 61% State & Private Forestry 197 14% 238 17% 226 15% 220 15% Business Operations 177 12% 155 11% 161 11% 129 9% Research & Development 34 2% 25 2% 44 3% 28 2% Other* 18 1% 37 3% 51 3% 61 4% Enterprise Unit to Enterprise Unit 100 7% 124 9% 104 7% 133 9% Total 1,443 100% 1,381 100% 1,461 100% 1,450 100% *Program areas that could not be directly mapped to one Deputy Chief Area.
Attachment A George Washington-Jefferson National Forests Project Summary December 2016 Project Name Start Date Completion Date Work Order Amount1 Work Order Amount Remaining (as of date) Percent of Funds Expended Forest POC Enterprise POC Elizabeth Furnace Pavilion Reroofing (Completed) Sep 1, 2012 Sep 30, 2013 $15,000 $0 100% Cameron Seals 540.984.4101 Kristi Reece 360.548.3998 GWJEFF Design and Procurement Service (Completed) Jun 25, 2012 Mar 31, 2016 $307,614 $0 (Feb 12, 2016) 100% Shamina Dillard 540.265.5132 Tom Laurent 907.772.5845 Trout Pond Facilities Upgrade Jun 9, 2014 Mar 31, 2017 $273,999 $15,736 (Dec 2016) 94% Shamina Dillard 540.265.5132 Debbie Davis 406.493.4910 GWJEFF Trails and Bridges Aug 10, 2015 Mar 31, 2017 $50,000 $35,874 (Dec 2016) 28% Shamina Dillard 540.265.5132 Eleanor Oman 414.336.0712 GWJEFF Cornelius Creek Slope Failure Aug 10, 2015 Mar 31, 2017 $98,593 $89,285 (Dec 2016) 9% Shamina Dillard 540.265.5132 Eleanor Oman 414.336.0712 Lands Special Uses Jun 10, 2016 Dec 31, 2017 $96,400 $95,899 (Nov 10, 2016) <1% Alex Faught 540.265.5192 M. Rose-Ritchie 503.307.5401 GWJEFF AOP Aug 31, 2015 Mar 31, 2018 $109,000 $85,672 (Dec 2016) 21% Shamina Dillard 540.265.5132 Eleanor Oman 414.336.0712 GWJEFF NF Dam Inspections Sep 1, 2016 Mar 31, 2019 $43,000 $43,000 0% Shamina Dillard 540.265.5132 Debbie Davis 406.493.4910 $993,606 1 Includes funds added through amendments
Same Waterbody Two hydrologically connected points with similar water quality characteristics in which a pollutant can travel between in a reasonable period of time without significantly changing chemically or physically. Hydrological connections can include surface and groundwater connections. SWAMP System for Wastewater Applications, Monitoring and Permits SWIMS Surface Water Integrated Monitoring System TBEL Technology-based effluent limitation TMDL Total maximum daily load TP Total Phosphorus, a measure of the orthophosphate, polyphosphate and organic phosphate concentration in a sampled stream UMass University of Massachusetts, Donahue Institute WATERS Water Assessment, Tracking & Electronic Reporting System WPDES Wisconsin Pollution Discharge Elimination System WQBEL Water quality-based effluent limitation WQC Phosphorus water quality criterion from s. NR 102.06, Wis. Adm. Code WQS Water quality standard; Regulatory limits for pollutant discharges that are established based on the receiving waterbody’s designated uses, the criteria set to protect such uses, and other provisions established to avoid backsliding. These standards typically are addressed in a wastewater treatment plant’s NPDES permit. WQT Water Quality Trading WW Wastewater WWTF Wastewater treatment facility Introduction The Wisconsin Department of Natural Resources (DNR) promulgated phosphorus standards intended to control excess phosphorus pollution in Wisconsin’s streams, rivers, lakes and reservoirs on December 1, 2010. These standards include numeric phosphorus criteria to assure a level of water quality that will protect human health from harmful and nuisance algal blooms as well as the beneficial uses of these waterbodies (additional background of TP rule is available in Appendix A. Background of Phosphorus Regulations in Wisconsin p. 68). Since the phosphorus standards have been promulgated, Wisconsin Pollution Discharge Elimination System (WPDES) permits must be re-evaluated to determine if phosphorus water quality based effluent limitations (WQBELs) are required. These WQBELs range in stringency, depending on the in-stream phosphorus concentration in the receiving and downstream water and the phosphorus loading from the WPDES permit holder (i.e. “point source”) in question. However, many point sources face phosphorus limitations so restrictive that a significant financial investment to install necessary treatment will be required.
□ Form #2: Targeted Behavioral Action Plan that includes the following: Description of behavior(s) resulting in the weighted incident(s) [note: each behavior is recommended to have its own Form #2] Behavioral interventions, supports, and strategies provided by school; Record of the frequency of measuring progress of the interventions; Description of progress of interventions; Next steps □ A copy of the weighted incident report including a full description and the SSEC incident category the school district applied for each non-classified student offender; □ Other supportive evidence as appropriate to support incomplete sections of the WIEP-OC, such as documentation indicating that a student has transferred from the school; documentation of parent/guardian refusal for the evaluation/investigation of student’s behavior and the school’s plan for intervention; etc. Please mail all documents by the prescribed date that was stated in the letter of notification from the Commissioner or designee. Questions regarding the submission of required documentation in support of consideration for exemption, and/or use of the attached forms may be directed to: New York State Education Department Office of Student Support Services EB – 318M (518) 486-6090
Electoral rolls In the past, the Australian Electoral Commission (AEC) electoral roll was used to verify the full name and address of a being searched for – for the purpose of family tracing and re-establishing relationships for Forgotten Australians, Former Child Migrants, and people affected by past forced adoption practices. At the beginning of 2013 the AEC began implementing the restrictive legislation introduced some years prior to ensure that the Commonwealth electoral roll was not accessed for purposes other than electoral business. The AEC has advised that the electoral roll cannot be used to verify anyone’s name and address for family searching purposes. Support services should check State and Territory Electoral Commission websites regarding the approved purpose for inspection of publically-available State and Territory electoral rolls - approved purposes vary across jurisdictions. Version Control Version Changes Date 1.0 Approved Operational Guidelines 19 May 2014
Contents Chapter 3: Producing and distributing your messages to people with disabilities 10 Accessibility and organisational roles 10 Government policies and legislative requirements 10 Building accessible websites and apps 11 Publishing content online 12 Selecting a document format 12 HTML web documents 12 Microsoft Word documents 13 PDF documents 13 Preparing accessible emails 13 Engaging with accessible social media 14 Social media accessibility overview 14 Facebook 14 YouTube 15 Twitter 15 Blogging 15 Facebook 19 YouTube 20 Twitter 20 LinkedIn 21 Chapter 5: Next steps 22 How Media Access Australia can help 22 Assessing priorities 22 Auditing existing web and app content 22 Training 22 Document accessibility 23 Digital accessibility consulting 23 Accessibility resources 23 List of references 24 Appendix A: Checklist for accessibility 25 Service Providers Accessibility Guide 3 with
Appendix A: Checklist for accessibility continued PDF files Files tagged? Yes No N/A Source files properly structured? Yes No N/A Avoided scanned PDFs? Yes No N/A Created from an accessible Word document? Yes No N/A Incorporated additional accessibility guidance from Adobe? Yes No N/A Social media Facebook Added descriptive captions to photos? Yes No N/A Added captions to videos? Yes No N/A Checked caption quality and accuracy? Yes No N/A YouTube Added captions to videos? Yes No N/A Checked caption quality and accuracy? Yes No N/A Twitter Used accessibility hashtags? Yes No N/A Blogging Provided a link to videos rather than embedding them? Yes No N/A Described your images using alternative text? Yes No N/A Labelled links? Yes No N/A Selected a simple blog template? Yes No N/A Selected a sans-serif, relative sized font? Yes No N/A Links open in the same window? Yes No N/A Setting up computer and mobile devices Should the computer or mobile device’s operating system be upgraded to maximise the quality and availability of accessibility features? Yes No N/A Will the individual with a disability require multiple input methods if the computer or mobile device supports it? Yes No N/A Is one platform better than another for a specific individual’s needs? Yes No N/A Are there free or low-cost apps available that can improve the accessibility? Yes No N/A If additional support is required, are there specialist products that can help? Yes No N/A Setting up social media tools Is this social media tool the most appropriate for the individual to gain the necessary information? Yes No N/A Does the current device provide effective support to access social media? Yes No N/A Are there accessible apps available for a particular device that can assist in getting access to social media? Yes No N/A 26 Service Providers Accessibility Guide
Mill Street Reconstruction Replacing seal coat roadway with pcc roadway from 120th Street to the north side of town. 2020-2024 $400,000 Mill Street is a main access road for an older area of the City. Adjacent properties are frequently damaged by heavy storm water runoff. The existing seal coat street is not in good condition and needs to be reconstructed. Council Street Reconstruction Replacing seal coat roadway with pcc roadway from Deen Street to Water Street. 2020-2024 $500,000 Council Street is in poor condition. Its reconstruction will improve access and may stimulate growth for adjacent properties. Water Street Reconstruction Replacing seal coat roadway with pcc roadway from Club Road to west of Council Street. 2020-2024 $1,000,000 The Water Street project will allow access and be a future connector to a potential new subdivision. Improvements will allow for two-way traffic and will open the adjacent agricultural area for development. Curtis Bridge Road Reconstruction Replacing existing street surface from 120th Street south to City limits. 2030-2033 $2,400,000 Curtis Bridge Road is a primary street connecting to a potential growth area in the City. The condition of the existing road is very poor and hinders new development from occurring. Club Road Reconstruction Replacing seal coat roadway with pcc roadway from 120th Street north to City limits. 2030-2033 $1,200,000 Club Road is the primary street for traffic heading north to Cedar Rapids. The existing road surface is in poor condition. Improving the street surface will improve access for existing commercial businesses adjacent to this road and enhance additional commercial growth. 120th Street Reconstruction Replacing existing street from intersection of 120th Street and Curtis Bridge Road east to City limits. 2030-2033 $400,000 120th Street is the primary street heading east out of town. The road surface condition is fair but the replacement will become necessary as the road ages. Property east of this project provides potential development sites. Reconstruction of this road will support continued residential growth in the community. Note: It may be that the above costs will be reduced by the application of state and/or federal grants or programs; cost-sharing agreements with other entities; or other available sources of funds. Future Development Agreements: The City expects to consider requests for Development Agreements for projects that are consistent with this Plan, in the City’s sole discretion. Such Agreements are unknown at this time, but based on past history, and dependent on development opportunities and climate, the City expects to consider a broad
Emissions Reduction Incentive Grant Supplemental Activity Application Forms RAIL RELOCATION AND IMPROVEMENT TCEQ – 10430h Version 12.01 Activities under this category must be submitted under individual applications and may not be combined with several activities, either in this category or other categories. The information requested in this document should be prepared and attached to a completed Project Application Form (TCEQ-10430). This application form is only valid for the application period ending November 30, 2012, or subsequent end date if the application period is extended. Texas Commission on Environmental Quality Air Quality Division Implementation Grants Section (Incentive Grants), MC-204 P.O. Box 13087 Austin, TX 78711-3087 1-800-919-TERP (8377)
Name of Attendee Signature of Attendee Attendee’s Role (check one) Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: Adult Designee CE Student Parent/Legal Guardian Other: I do not consent to the use of names, photographs, and/or video taken of the above listed participants in connection with this event in my school’s publications and marketing and promotional materials.
Finally, we will continue to look at a shock from military spending, but now think of a more concrete example: the Unites States entering into World War 2 while still mired in the Great Depression. Before the U.S. entered the war, output was very low compared to the natural output and interest rates were close to 0% (classical liquidity trap). One way we might think of this is from the equations used above: d2 is infinitely large, so that b2d1/d2 is close to 0, and obviously b1 > b2d1/d2. Show how the IS-LM model can now be represented in a diagram. Show a point on the IS-LM diagram that represents where the economy is before entering into World War 2 (you can label this point A). What can you say about how the government spending shock (which increases the budget deficit) will affect investment? Now represent this scenario in the AD-AS model. Show the AD-AS diagram, with the initial point (point A) at Y < Yn, and then how the spending shock can move the economy back to the natural output. Given what you see, are you surprised that the United States was not able to escape the Great Depression until after World War 2? How could the normal market mechanism have failed to get us closer to the potential output?
What caused these settlers to eventually declare independence from Mexico? During the 1840s thousands of people were attracted to California to? According to this map, what was the most difficult geographic feature that Lewis and Clark had to cross? The primary reason Thomas Jefferson asked Lewis and Clark to explore the West was to: “ The Cherokee are nearly all prisoners. They have been dragged from their homes and encamped at the forts and military places, all over the nation…. The property of many has been taken and sold before their eyes for almost nothing.” This quotation for an eyewitness on the Trail of Tears describes the events connected with the Sectionalism in the United States contributed most to the start of the How did the invention of the cotton gin affect choices made about the use of human resources? What was one way that people used railways to solve the problem of limited natural resources? Why did a majority of immigrants to the United States decide to settle in the Northeast? Which best describes the economic system that developed in the United States around cotton? How did the introduction of steam power affect manufacturing in the United States? How did interchangeable parts make the machines used in manufacturing more efficient? An advantage of the railroads and canals in the North and Midwest was that What geographic advantage in the South slowed the development of manufacturing? How did steam power create a trade advantage for new factories? Which concept is most clearly illustrated by the election results shown on this map? The Underground Railroad was developed in the 1840s in order to The Compromise of 1850 allowed California to be added as a free state, and designated the territories of New Mexico and Utah open to slavery. The compromise also ended the slave trade in Washington, DC, and called for the passage a strong fugitive slave law. Henry Clay from Kentucky proposed this compromise to Use the graphic below to answer the next TWO questions At the beginning of the Civil War, the South had an advantage over the North in Which conclusion about the Civil War is most clearly supported by information in the chart? Use the graphic to answer question Which conclusion can best be supported by the information in this illustration? The agricultural nature of the early Southern colonies led to an economic system that relied on How did the idea of popular sovereignty cause conflict in the Kansas and Nebraska territories? In his ruling on the case of Dred Scott v. Sandford, Chief Justice Roger B. Taney ruled that
The overall objective is to enhance the child or young person’s physical, mental, educational and social wellbeing by identifying unmet need and referring them to services to address these needs. CYF contracts with all DHBs for the service. DHBs are required to employ a Gateway Assessment Coordinator and will ensure the Gateway Assessment Coordinator and any other DHB staff involved in the Gateway Assessment Programme follow the specified process, as outlined in the service specification. The (CYF 2011) provides the detail and tools needed to implement and provide the service. The health assessment component is delivered by a registered health practitioner who is experienced in child and/or youth physical and/or mental health assessment. Within the education sector, teachers, resource teachers learning and behaviour (RTLBs) or early childhood education providers provide a profile of the child or young person’s educational engagement and achievement, which is an integral component of the Gateway Assessment. CYF social workers provide the context and history of the care and protection issues of the child or young person. The Gateway Assessment Coordinator collates this information along with any information received from the Accident Compensation Corporation, Plunket, primary health care services and the New Zealand Health Information Service (as appropriate) and books the health assessment with the appropriate health practitioner. Once the Gateway health assessment has been completed, the Gateway Assessment Coordinator combines the information, writes a health report and creates an Interagency Services Agreement that is forwarded on to the child or young person’s CYF social worker. The CYF social worker discusses the recommendations in the report with the child or young person and their family and whānau, and the report contributes to the broader plan for the child or young person. The Gateway Assessment Coordinator reviews the Interagency Services Agreement three months after the health assessment with the CYF social worker and the relevant education sector representative. Appendix 4 Vulnerable Children – Children’s Action Plan This work programme contributes to the Government’s Better Public Services: Supporting vulnerable children, result 4: to reduce the number of assaults on children. The White Paper for Vulnerable Children and the Children’s Action Plan were released in October 2012. On 1 July 2014 the Vulnerable Children Act 2014 and other associated legislation passed into law. The Act forms a significant part of comprehensive measures to protect and improve the wellbeing of vulnerable children and strengthen our child protection system. The Vulnerable Children Act 2014 and the Children’s Action Plan rest on the belief that no single agency alone can protect vulnerable children. The chief executives of five government
AND LOCAL 052 ARTICLE FT2 Application of Agreement FT2.01 Pay schedules and working conditions under Part A (Common Provisions) and Part C (Fixed-term Provisions) of this Agreement shall not be changed after its effective date without agreement of the Parties. FT2.02 Except as otherwise provided within this Agreement, the application of the terms and conditions under Part A (Common Provisions) and Part C (Fixed-term Provisions) of this Agreement shall be as follows: All the terms and conditions in Part A (Common Provisions) and Part C (Fixed-term Provisions) of the Agreement apply to Regular Full-time Employees.
school-based apprenticeships, traineeships, TAFE courses, university courses, and work placements. If the alternative pathway is not accredited as contributing to a Year 12 Certificate or equivalent, the student’s FTE must be adjusted accordingly. APPLICATIONS FOR SPECIAL CIRCUMSTANCES Subsection 10(2) Purpose The calculation of the 2016 recurrent funding entitlement for non-government schools under the Australian Education Act 2013 (the Act), requires the number and FTE of students receiving primary or secondary education at the school during the Reference Period (see definition p.10) including the Census Day for the 2016 programme year. Most of the students in the calculation will be reported through the school’s census submission. As advised elsewhere in these Guidelines, any student who has not attended during the reference period cannot be reported in the school’s census submission. The Act provides that an approved person may request consideration of an individual student for inclusion in the census (and therefore in the funding calculation) because of the special circumstances which apply to that student. The request must be submitted through the Special Circumstances Application (SCA) and be in the form, manner and way specified below. Applications for special circumstances consideration must be made within 14 days of the school’s census day and are due no later than 21 August 2016. Late applications will not be considered. Important An application for Special Circumstances consideration can only be made in respect of a student who, except for the fact that they were not attending during the reference period, are otherwise eligible to be reported in the Census (see eligible students p.10). All students in the application for Special Circumstances must be excluded from the school’s Census count. The SCA must be done in conjunction with the Census and students can only be reported once. An application in respect of a student who has been absent from school for 100 days or more is unlikely to be approved. Process You must submit an application in respect of each student so that the delegate can consider whether special circumstances apply to that student. The Excel spreadsheet allows you to apply for one or more students. Only submit one Excel spreadsheet per school. You must confirm on the Excel spreadsheet that the Privacy information has been provided to the parent/guardian of every student identified in the application. Sample privacy information is available at You must use the current SCA EXCEL spreadsheet which must be submitted as an EXCEL document. Each column must be completed for every student.
Research Environment Briefly summarise the research environment including quality/experience of supervision, international standing of lab, facilities, infrastructure and funding that is available to support your proposed research. Focus on how this environment will contribute to your development. (1000 characters maximum) Research Plan and Figures Please provide a research plan of your proposed 2-year project. Research plans are limited to four pages (including this page) and must be completed using Arial 12 point font. Do not alter page layouts, borders, page or section breaks or any other formatting. There must be no more than 15 references. Plans must start under this header. All documents not adhering to these guidelines will be reformatted and any additional information exceeding four pages will be automatically deleted. Documents significantly deviating from these guidelines will not be considered further.
Mid-Atlantic Associations of Museums 2018 Building Museums® Symposium CALL FOR SESSION PROPOSALS Conference Dates: March 9-11, 2018 at the DoubleTree Philadelphia Center City, Philadelphia, PA Submit Proposals to: MidAtlanticMuseums@gmail.com Submission Deadline: Friday, September 15, 2017 by 5:00PM EST Background: For the past thirteen years, the Mid-Atlantic Association of Museums (MAAM) has hosted the Building Museums® Symposium – the only conference dedicated to educate and inform the museum community about the development of major capital projects. The symposium brings together museum staff and trustees, architects, engineers, planners, and project managers from across this country and abroad to learn, network, and mingle with some of the most experienced professionals who collaborate on museum building projects. We are now reaching out to the museum and allied building design and construction professionals to solicit the highest level of program presentation available. The MAAM Building Museums® Symposium is unique in that it focuses on the planning, development and implementation of museum capital projects, including renovations, expansions and new buildings. Our three-day symposium will be comprised of various types of presentations: a full-day workshop, plenary and breakout sessions, behind-the-scenes tours, and social events. Attendees to our conference come from two sectors: (1) museum leaders and staff from a range of museum types and sizes, and (2) professionals in the planning, design, and construction fields. A significant number of museum attendees are from small to medium-sized institutions and we are actively seeking session proposals that discuss projects of interest to this audience. From our experience in holding conferences, the best-received and most informative sessions actively engage the participants and share “real world” experiences in the development of museum building projects. This means sharing discussion of failures as well as successes, and offering insights into the decision-making process. Proposals that tailor presentations to provide guidance, lessons learned, and address issues associated with a project are especially sought by the Program Committee. Session proposals should address one or more of the following topics: Leadership roles in museum building projects Strategic and master planning Budget and business planning The visitor experience Collections care and facility design Design and pre-construction processes Architect and contractor selection Fundraising Project communication – both internal and external Dealing with existing infrastructure and historic preservation