zilongwang/ReadingBank huggingface dataset:
SECTION 09775 Vertical Surfacing Panel System Part 1: General 1.01 Related Documents A. Conditions of the Contract and portions of Division One of this Project Manual apply to this Section as though repeated herein. 1.02 Summary A. Section Includes Edit the following subparagraphs as the scope of the Project requires. 1. Gagecast® Panels and/or Sheets GageMetal® Panels and/or Sheets 2. Extruded Trim. 3. Installation Accessories. 4. All labor and material for a complete and acceptable installation. 1.03 References Edit the following subparagraphs as the scope of the Project requires. A. Standards. 1. Aluminum Trim: ASTM B 209. 2. Medium Density Fiberboard Substrate: ANSI A208.2. 3. Particle Board Substrate: ANSI A208.1. 4. Adhesive Composition: ASTM C916 Type II, NFPA 90A/90B. 5. Adhesive Surface Burning Characteristics: ASTM E84. 6. Topcoat Pencil Hardness: ASTM 3363. 7. Topcoat Crockmeter Scratch: SAE J861. 8. Topcoat Taber Abrasion: ASTM D 4060. 1.04 Submittals Typically the following paragraph and related subparagraphs are not required for System “A” (i.e. adhesive application method). A. Shop Drawings 1. Include the following: a. Dimensioned lay-out all of the panels. b. Dimensioned lay-out of all of the trim. c. Dimensioned lay-out of all of the mounting accessories. B. Product Data Edit the following subparagraphs as the scope of the Project requires. Specification Guidelines 09775-2 1. Descriptive Literature: Fully describing the cast panel and accessories that include the following. a. Metal Particles. b. Top Coat. c. Substrate. d. Extruded Trim. e. Installation Accessories.
NGO Project Name Project Description Countries Project DAC Sector Focus GAP Grant Project implementation Act for Peace NCCA ‘I’m Prepared’ Equality for refugee women in the context To strengthen women’s resilience and gender equality in the return and reintegration process for Tamil and Karenni refugees; help women prepare for safe, dignified voluntary repatriation. India Sri Lanka Thailand Myanmar Women’s equality organisations and institutions Relief co-ordination; protection and support services Vocational training $1,500,000 July 2017 – June 2020 ActionAid Australia Gender Responsive Alternatives on Climate Change Two year project to develop leadership and the collective voice of women in influencing policy and decision making on climate change and Vanuatu Cambodia Pakistan Kenya Women’s equality organisations and institutions Disaster prevention and preparedness Ending violence against women and girls $1,500,000 July 2017 – June 2019 CARE Australia Enhancing Women's Voice to Stop Sexual Harassment (STOP) Target sexual harassment as a key obstacle to achieving women’s economic rights in the workplace at national/regional levels; improved policy settings and better workplace practices and protections. Cambodia Myanmar Ending violence against women and girls Human rights Legal and judicial development $1,500,000 July 2017 – June 2020 Childfund Australia Rights, Respect, Resilience: skills for safe, equitable and respectful relationships To build the knowledge, skills and attitudes of young women and men in secondary schools and communities in PNG to build respectful relationships and reduce GBV. PNG Ending violence against women and girls Reproductive health care Basic life skills for youth and adults $1,250,000 July 2017 – June 2020 Marie Stopes International Australia Keeping girls in school through improved reproductive and menstrual health Contribute to increased school-retention in girls through sexual and reproductive health education and improved menstrual hygiene and strengthening women-led business in the manufacture of hygiene products. PNG Family planning Basic Sanitation Small and medium-sized enterprises (SME) development $2,250,000 July 2017 – June 2020 Action Against Gender Violence: Engaging Men, Youth and Children Primary violence prevention by transforming harmful norms and behaviours amongst children, youth and male perpetrators, and strengthening faith and customary leaders’ ability to address GBV in their communities. PNG Vanuatu Ending violence against women and girls Early childhood education Secondary education $2,000,000 July 2017 – June 2020
Department of Energy Technical Qualification Program “TQP” General technical base “GAP” qualification card certification of completion The candidate has successfully completed the General Technical Base “GAP” TQP Qualification. The candidate has successfully completed a final qualification activity consisting of a comprehensive written examination, an oral board examination, or a walkthrough and is recommended for final qualification. First-Level Supervisor Date Department of Energy Technical Qualification Program “TQP” general technical base “GAP” final qualification The candidate has successfully completed the General Technical Base “GAP” TQP Qualification. Second-Level Supervisor Date
GAP Weekend Schedule Friday: 8:00 – 9:30pm Registration, Moving into Cabins 9:30 – 10:15pm Mixer and Games (Crain Center) 9:30 – 10:00pm Adult Meeting 10:15 – 11:00pm Small Group #1 11:15 – 11:30pm Large Group (Vespers) 11:30 pm Return to Cabins 12:00 midnight Lights out Saturday: 8:00 – 8:30am Breakfast 8:45 – 9:45am Keynote #1 (Energizers, Singing, Keynote in Crain Center) 10:00 – 11:00am Small Group #2 11:30 – 12:15pm Lunch 12:30 – 1:30pm Small Group #3 1:45 – 4:45pm Home Group Activities Low Ropes Archery Canoeing Hiking 5:00 – 5:45pm Dinner 6:00 – 7:00pm Keynote #2 (Energizers, Singing, Keynote in Crain Center) 7:30 – 9:30pm Mission Project/Small Group #4 9:45 – 10:15pm Large Group (Vespers / Devotionals) 10:30 pm Return to Cabins 11:30 midnight Lights Out Sunday: 8:00 – 8:30am Breakfast 8:45 – 9:45am Small Group #5 10:00 – 11:00am Worship, Final Keynote 11:15am Clean Up, Load Up & Depart
Idea of going back and forth to his room? 53 & 54 ‘empty bedroom’ recalls empty cot at start. Sense of empty nest syndrome ‘trying to imagine you / in your bed’ recalls ‘willing you to arrive’ at start of poem 54 Word choice - ‘stare’ – longing. Word repeated several times throughout poem 55 Metaphor – ‘you on top of the world’ 56 Blue and white of sky and snow recalls the blue of Matthew when born, and while of the fleecy blankets ‘beaming’ – reinforces symbolism of light. Matthew as light of her life. His absence brings darkness to the house. His happiness brings light to his face. 57 & 58 Simile – ‘heart soars like the birds’ – image of joy and pride Simile – ‘love glows like the sunrise over a lost city’ – reinforces idea of Matthew as light. Kay is imagining herself present with Matthew in the form of her love. Long vowel sounds of these two lines reflect the wide, open love that spans continents between Kay and Matthew. 59 Ella Fitzgerald – associated with the blues: reflecting tinge of sadness/longing? Nursery rhyme – ‘A tisket, A tasket’ – recalls Matthews babyhood. Lyrics are about delivering a love letter to a little boy. 60 Proud, declarative statement – proud of him. Proud of herself? Is there a tone of wistfulness too in ‘big, wide’? 61 ‘flip’ and ‘skip’ – tiny moments. Reflected in short ‘I’ sound. He has grown up (too?) quickly. ‘you were dreaming’ – his dreaming has turned into living. Now it is Kay who dreams of his return? ‘basket’ – rhyme with ‘tasket’ emphasises important of word. Kay’s
4 Glossary Term Interpretation Care recipient A person assessed by an Aged Care Assessment Team as having significant care needs which can be appropriately met through the provision of community care and/or flexible care. Carer A family member, friend or neighbour, who provides regular and sustained care and assistance to a dependent family member or friend without payment for their caring role (a pension or benefit is not considered to be payment for the caring role). The assistance has to be ongoing, or likely to be ongoing, for at least six months and be provided for ‘everyday types of activities’. A care service provided by paid workers, or care provided by volunteers arranged by a formal service is not a ‘carer’ for the purpose of the NRCP. Case management Refers to assistance received by a carer with complex needs from a specific worker who is formally responsible for managing the assessment, planning, coordination, monitoring and reviewing of the delivery of community care services and supports across a range of agencies. Centres are not expected to undertake case management; however they may use their brokerage funds to fund a case manager where appropriate. CDC Consumer Directed Care. CDRC Consumer Directed Respite Care. Centre Commonwealth Respite and Carelink Centre. Cottage respite Refers to community based cottage-style respite for overnight or short stays. CRCC Commonwealth Respite and Carelink Centre. Department Australian Government Department of Health and Ageing. Direct respite services Agencies which are paid to provide respite care (defined below). Emergency respite Immediate, time-limited break for carers who are unable to provide care due to an unforeseen crisis. GP General Practitioner. GST Goods and Services Tax.
3. Professional Learning Activities (20 points): What professional learning activities have you been involved in since beginning your teaching career? (Do not include the course work you completed in earning your degree[s]) Provide information regarding professional association memberships, offices held, training taken, and other relevant activities. Cite any awards and other recognitions of your outstanding teaching.
Good Agricultural Practices (GAPS) Food Safety Modernization Act (FSMA)- continued Documented food safety plan required? Yes No, though components of a food safety plan would aid meeting some requirements Audit/inspection frequency? Audited every year that you are certified Farm may be inspected by governmental regulator; frequency currently unknown What happens if you fail audit/inspection? You can make corrections and get audited again Unknown at this time References/ resources available: - KSU/MU Extension Produce Safety website: (includes a fact sheet with key points on FSMA for produce growers) - Kansas State University Extension Food Safety materials: - University of Missouri Extension Food Safety: - FDA’S FSMA Website: - Cornell Produce Safety Alliance: Prepared by Londa Nwadike, PhD, Kansas State University/ University of Missouri Extension Consumer Food Safety Specialist Reviewed by Don Stoeckel, PhD, Produce Safety Alliance Midwest Regional Extension Associate 22201 W. Innovation Dr Olathe, KS 66061 tel: 913-307-7391 email: 105 East 5th St Suite 200 Kansas City, MO 64106 tel: 816-482-5801 email:
ALL intended uses GAP rev. , date: year-month-day PPP (product name/code): product name / code Formulation type: type (a, b) Active substance 1: active substance 1 Conc. of as 1: conc. (c) Active substance 2: active substance 2 Conc. of as 2: conc. (c) Active substance.…: active substance ... Conc. of as ….: conc. (c) Safener: safener Conc. of safener: conc. (c) Synergist: synergist Conc. of synergist: conc. (c) Applicant: company Professional use: Zone(s): northern/central/southern/interzonal (d) Non professional use: Verified by MS: yes/no Field of use: herbicide, fungicide, insecticide etc 1 2 3 4 5 6 7 8 9 10 11 12 13 14 (e) Member state(s) Crop and/ or situation (crop destination / purpose of crop) F, Fn, Fpn G, Gn, Gpn or I Pests or Group of pests controlled (additionally: developmental stages of the pest or pest group) Application Application rate PHI (days) Remarks: e.g. g safener/synergist per ha (f) Method / Kind Timing / Growth stage of crop & season Max. number a) per use b) per crop/ season Min. interval between applications (days) kg or L product / ha a) max. rate per appl. b) max. total rate per crop/season g or kg as/ha a) max. rate per appl. b) max. total rate per crop/season Water L/ha min / max Zonal uses (field or outdoor uses, certain types of protected crops) 1 2
2. Are the benefits derived from this project: (Check only one.) Recurring One-time 3. If recurring, how will the benefits be sustained? (Explain in 150 words or less.) V. RECOGNITION / AWARDS 1. Has this project previously been nominated for the Governor’s Award for Quality and Productivity? If yes, when? 2. If yes, for which category was it nominated? 3. Has this project received any other awards or recognition? If yes, describe. VI. NOMINATOR’S INFORMATION Nominating Department: Name: Signature: Telephone Number: E-Mail Address: VII. DEPARTMENT COORDINATOR’S INFORMATION Name: Signature: Telephone Number: E-Mail Address: VIII. DEPARTMENT DIRECTOR APPROVAL Department Director’s Name: Signature: Nomination must be signed ONLY by the Department Director to be eligible for consideration. Nominations not signed by the Department Director will be returned to the agency coordinator. State of Missouri 2017 Governor’s Award for Quality and Productivity Executive Summary Project or Team Name:
Chapter 13 – Product Development, Branding, and Pricing Strategies Canvas and Pearson MyLab Pearson presentation Finalize seating chart 1/21 Last day to pay for textbook, or to drop the class Week 3: Jan 22 Chapter 13 – Product Development, Branding, and Pricing Strategies (cont’d) Chapter 13 video – DC Shoes Chp 13 mini-sim- pricing Chapter 13 quiz Jan 24 Chapter 14 – Promotion and Distribution Chapter 14 video – Pet Food Express Chp 14 mini-sim Chapter 14 quiz Week 4: Jan 29 Test #1 (chapters 1, 12, 13, 14) Bring Photo ID, Scantron & #2 pencils Jan 31 Chapter 15 – Financing and Accounting for Business Operations Chapter 15 Video - Witness.org Week 5: Feb 5 Chp 15 (con’td) Apple Worksheet Chp 15 Mini-sim – Accounting Print out Apple financial worksheet and complete; due in class Chapter 15 quiz Feb 7 Instructor in conf 2/7-2/8 No class Week 6: Feb 12 Chapter 11 – Production, Operations and supply Chain Management Chapter 11 video – Operations Management Business Insurance Chapter 11 quiz Feb 14 Chapter 7 – Business management and Organization Chapter 7 Video -MyGym Chp 7 Mini-sim - Plan Chp 7 Mini-sim - organizing Chapter 7 quiz
Weeks Reading assignments Quizzes & Assignments (due 11:59pm)* Week 1 (1/8-1/14) Chapter 1 – World of Marketing Due Wednesday 1/10: Student course agreement Discussion Forum: Self-intro Due Sunday 1/14: Chp 1 Video – Toms Shoes Chp 1 Mini Sim – Creating Value Chp 1 quiz Week 2 (1/15-1/21) Chapter 4 – Market Research Due Wednesday 1/17: Chp 4 Mini Sim – Market research Chp 4 quiz Chapter 5 – Market Analytic Due Sunday 1/21: Chp 5 Mini Sim – Big data Chp 5 quiz Week 3 (1/22-1/28) Chapter 6 – Understand Markets Due Wednesday 1/24: Discussion Forum: Gamification Due Sunday 1/28: Chp 6 Video – Eaton Chp 6 Mini Sim – Buyer decision process Chp 6 quiz Week 4 (1/29-2/4) Chapter 7 – Segmentation Due Wednesday 1/31: Chp 7 Video – NutriSystem Chp 7 Mini Sim – Segmentation Chp 7 quiz Chapter 8 – New Product Development Due Sunday 2/4: 4P review: Chp 1 Mini Sim – Marketing Mix Chp 8 Video – Honest Tea Chp 8 quiz Week 5 (2/5-2/11) Chapter 9 – Product Strategy and Branding Due Wednesday 2/7: Chp 9 Video – Fiber One Chp 9 Mini Sim – Product Life Cycle Chp 9 quiz Due Sunday 2/11: Discussion Forum: PLC
Week 6 (2/12-2/18) Chapter 10 – Pricing Due Sunday 2/18: Chp 10 Video – General Electric Chp 10 Mini Sim – Pricing Chp 10 Mini Sim – Pricing Strategies Chp 10 quiz Week 7 (2/19-2/25) Chapter 13 – Advertising and Sales Promotion Due Sunday 2/25: Chp 13 Video – Zappos Chp 13 Mini Sim – Advertising Chp 13 Mini Sim – IMC Chp 13 quiz Week 8 (2/26-3/4) Chapter 14 – Social Media Marketing, Selling and PR Due Sunday 3/4: Chp 14 Video – Principal Financial Group Chp 14 Mini Sim – Online Marketing Chp 14 Mini Sim – Personal Selling Chp 14 quiz Week 9 (3/5-3/11) Chapter 11 – Distribution Strategy Due Sunday 3/11: Chp 11 Video – Dunkin Donuts Chp 11 Mini Sim – Supply Chain Chp 11 quiz Submit Term Project early for extra credits Week 10 (3/12-3/18) Chapter 3.3 – Marketing Plan Due Sunday 3/18: Term project: Marketing Plan PowerPoint and video Week 11 (3/19-3/25) Chapter 2– Global Marketing Due Wednesday 3/21: Chp 2 Video – Monster.com Chp 2 Mini Sim – Globalization Chp 2 quiz Due Sunday 3/25: Discussion Forum: Global forces Week 12 Assignments due Tuesday 3/27 Chapter 12 – Bricks and Clicks Due Tuesday 3/27: Chp 12 Video – Umpqua Bank Chp 12 Mini Sim – Service Marketing Chp 12 Mini Sim – Retailing Chp 12 quiz *See course page in Canvas for details about the assignments. De Anza College DSPS Syllabus Statement
Chp 8 quiz Week 5 (2/5-2/11) Chapter 9 – Product Strategy and Branding Due Wednesday 2/7: Chp 9 Video – Fiber One Chp 9 Mini Sim – Product Life Cycle Chp 9 quiz Due Sunday 2/11: Discussion Forum: PLC Week 6 (2/12-2/18) Chapter 10 – Pricing Due Sunday 2/18: Chp 10 Video – General Electric Chp 10 Mini Sim – Pricing Chp 10 Mini Sim – Pricing Strategies Chp 10 quiz Week 7 (2/19-2/25) Chapter 13 – Advertising and Sales Promotion Due Sunday 2/25: Chp 13 Video – Zappos Chp 13 Mini Sim – Advertising Chp 13 Mini Sim – IMC Chp 13 quiz Week 8 (2/26-3/4) Chapter 14 – Social Media Marketing, Selling and PR Due Sunday 3/4: Chp 14 Video – Principal Financial Group Chp 14 Mini Sim – Online Marketing Chp 14 Mini Sim – Personal Selling Chp 14 quiz Week 9 (3/5-3/11) Chapter 11 – Distribution Strategy Due Sunday 3/11: Chp 11 Video – Dunkin Donuts Chp 11 Mini Sim – Supply Chain Chp 11 quiz Submit Term Project early for extra credits Week 10 (3/12-3/18) Chapter 3.3 – Marketing Plan Due Sunday 3/18: Term project: Marketing Plan PowerPoint and video Week 11 (3/19-3/25) Chapter 2– Global Marketing Due Wednesday 3/21: Chp 2 Video – Monster.com Chp 2 Mini Sim – Globalization Chp 2 quiz Due Sunday 3/25: Discussion Forum: Global forces
Week 5 (2/5-2/11) Chapter 9 – Product Strategy and Branding Due Wednesday 2/7: Chp 9 Video – Fiber One Chp 9 Mini Sim – Product Life Cycle Chp 9 quiz Due Sunday 2/11: Discussion Forum: PLC Week 6 (2/12-2/18) Chapter 10 – Pricing Due Sunday 2/18: Chp 10 Video – General Electric Chp 10 Mini Sim – Pricing Chp 10 Mini Sim – Pricing Strategies Chp 10 quiz Week 7 (2/19-2/25) Chapter 13 – Advertising and Sales Promotion Due Sunday 2/25: Chp 13 Video – Zappos Chp 13 Mini Sim – Advertising Chp 13 Mini Sim – IMC Chp 13 quiz Week 8 (2/26-3/4) Chapter 14 – Social Media Marketing, Selling and PR Due Sunday 3/4: Chp 14 Video – Principal Financial Group Chp 14 Mini Sim – Online Marketing Chp 14 Mini Sim – Personal Selling Chp 14 quiz Week 9 (3/5-3/11) Chapter 11 – Distribution Strategy Due Sunday 3/11: Chp 11 Video – Dunkin Donuts Chp 11 Mini Sim – Supply Chain Chp 11 quiz Submit Term Project early for extra credits Week 10 (3/12-3/18) Chapter 3.3 – Marketing Plan Due Sunday 3/18: Term project: Marketing Plan PowerPoint and video Week 11 (3/19-3/25) Chapter 2– Global Marketing Due Wednesday 3/21: Chp 2 Video – Monster.com Chp 2 Mini Sim – Global Marketing Chp 2 quiz Due Sunday 3/25: Discussion: Global forces Week 12 Chapter 12 – Bricks and Due Tuesday 3/27:
Conference Presentations: Garcia, Craig. “On the Historical Dimension of the Political: the Political Theology of Carl Schmitt and Walter Benjamin.” Paper to be presented at the annual meeting of the Midwest Political Science Association 68th Annual National Conference, The Palmer House Hilton, Chicago, IL April 23, 2010. Garcia, Craig. “The Church and Transnational Framing: Catholic Involvement in Social Protest in Chile, Nicaragua and Poland.” Paper presented at the annual meeting of the Latin American Studies Association 28th Annual Conference CIV034 June 2010. Garcia, Craig. "Pragmatism & Praxis: John Dewey and Georg Lukacs" Paper presented at the annual meeting of the Midwest Political Science Association 67th Annual National Conference, The Palmer House Hilton, Chicago, IL, Apr 02, 2009. Research & Teaching Experience Research Assistant for Dr. Monika Nalepa, “Strategies of Party Influence and Survival in the Polish Parliament.” Fall 2010 – Spring 2011. Research Assistant for Dr. Scott Mainwaring & Dr. Anibal Perez-Liñan, “The Emergence and Fall of Democracies and Dictatorships” Forthcoming. Spring 2008. Teaching Assistant for Dr. Naunihal Singh, “Democracy, Development, & Conflict in Africa.” Spring 2010. Teaching Assistant for Dr. Frances Hagopian, “Introduction to Globalization: Economic, Political, and Cultural Perspectives.” Fall 2009. References: Scott Mainwaring Office: 130G Hesburgh Center Phone: (574) 631-8530 Address: 217 O’Shaughnessy Hall, Notre Dame, IN 46556 Monika Nalepa Office: 439 Decio Faculty Hall Phone: 574-631-6828 Address: 217 O’Shaughnessy Hall, Notre Dame, IN 46556 Frances Hagopian
GARDA VETTING REQUIREMENT To ensure the protection of the public and justify public trust and confidence, LIT uses the Garda Vetting Unit (GCVU) service to assess the suitability of applicants. Depending upon the outcome of the vetting process, the Institute reserves the rights to (i) not register a student; (ii) remove an existing registered student; (iii) delay the student’s placement modules on programmes. All Applicants accepting a place on any of the following programmes will be required to obtain Garda Clearance prior to full registration: LC228 Sports Development & Coaching (Limerick) – Level 6 LC290 Community Sports Development (Limerick) – Level 7 LC292 Social Care Work (Limerick) – Level 8 LC293 Business Studies with Travel & Tourism Management (Limerick) – Level 8 LC294 Business Studies with Event Management (Limerick) – Level 8 LC295 Business Studies with Sports Management (Limerick) – Level 8 LC297 Community Development (Limerick) – Level 8 LC402 Social Care Work (Thurles) – Level 8 LC421 Business Studies with Sports Management (Thurles) – Level 8 LC422 Sports Strength & Conditioning (Thurles) – Level 8 LC423 Sports Strength & Conditioning (Thurles) – Level 7 LC432 Early Childhood Care & Education (Thurles) – Level 7 LC602 Social Care work (Ennis) – Level 7 LC603 Early Childhood Care & Education (Ennis) – Level 7
Naomh FinnÉin C.L.G. Established 1943 E-Vetting– A Step By Step Guide If you are Over 18: Print & Complete the . Scan or take a Photo of it. Scan or take a Photo of your Passport OR Driving Licence (new credit card format only) AND Scan or take a Photo of a recent utility bill OR bank/credit card statement confirming your name and address. If you are aged between 16 and 18: Print & Complete the . Scan or take a Photo of it. Print and obtain completed . Scan or take a Photo of it. Scan or take a Photo of your Passport OR Birth Certificate OR Student Photographic Identity Card Proof of ID to be provided to the club: FORWARD a copy of the documents you created in step 1 or 2 to the club children’s officer or other nominated club official. (via email/ in person) You will also need the following information for later:- Date of Birth Place of Birth Mother’s Maiden Name Passport Number where applicable Job Role (in your club), i.e. Mentor Your current address and previous addresses (if any) Particulars of any criminal record Click here to . Complete the required details and Submit. Provided you have the documents referred to in Step 1 or 2 above, answer “Yes” to the 2 questions shown below. You MUST then complete Step 6 very promptly. You will shortly receive an email confirming receipt of your Application Form Request. Soon afterwards you will receive an email to Access your Vetting Application. You have 30 days to complete your Application. Complete your Vetting Application and Submit. You will shortly receive an email confirming receipt of your Vetting Application. You will then receive ongoing tracking updates until your vetting is completed. Within a few days, you should receive your Vetting Acceptance notification email which contains your Vetting Acceptance letter from the GAA in PDF format. This GAA Garda Vetting Acceptance notification is also automatically forwarded to the Club Secretary, and no further action is required on your part. Useful Links:-
South Bed (YEAR) - Nearest the compost piles A10 Path B10 Scarlet Runner Bean Arch C10 A9 Path B9 Scarlet Runner Bean Arch C9 A8 Path B8 Scarlet Runner Bean Arch C8 A7 Path B7 Scarlet Runner Bean Arch C7 Raised bed A6 Path B6 Scarlet Runner Bean Arch C6
North Bed (Year) – nearest Blue Heron Road Raised Bed A5 Path B5 Scarlet Runner Bean Arch C5 A4 Path B4 Scarlet Runner Bean Arch C4 A3 Path B3 Scarlet Runner Bean Arch C3 A2 Path B2 Scarlet Runner Bean Arch C2 Raspberry A1 Path Raspberry B1 Scarlet Runner Bean Arch Raspberry C1
RESOURCE LINKS Building Science Concepts Book 25 – Flowers, Fruits, and Seeds: Plants and Their Reproductive Parts Book 26 – Making New Plants: How Flowering Plants Reproduce Book 35 – Is This a Plant?: Introducing the Plant Kingdom Book 43 – Spring: Observing Seasonal Changes Book 63 – Growing Plants Indoors: What an Indoor Plant Needs Connected Working with Nature. Connected 2, 2010. Fossils, Dinosaurs, Climate Change + More. Connected 1+2, 2008. “Winning the Bledisloe Cup”. How Do You Know? Connected 2, 2014, pp.14–18. “Science Focus: Relationships among Living Organisms and Their Environment”. In Making Better Sense of the Living World, p. 98. Science Learning Hub “Fertiliser” “Modified soil” “Pollination” “Seeds, Stems, and Spores” www.sciencelearn.org.nz/Science-Stories/Seeds-Stems-and-Spores “Soil Properties” “Student Activity – Plant Parts” “Student Activity – Visual soil assessment” Other resources “Digging Around For a Good Idea”. From Education for Sustainability. “Technology Exemplar: Luscious Lunchtime Lettuces”. “Tech Systems for Year 3–4 Students: Hydroponics”. From Technology Online. “Bledisloe Cup for Services to Horticulture”. “Growing Plants”. From WickEd. “How Low Can You Go?”. From eat.think.grow. “Lessons for the School Garden”. From eat.think.grow. “Māori Names for Soil”. From Te Ara. “My First Garden”. From the University of Illinois Urban Programs Resource Network. Wellington Botanic Garden is creating a garden for children
First Name Surname Address details Address line 1 Address line 2 Town/ County Postcode Home phone Mobile phone Email address Most Recent job (or course details if currently a student) Role/ Title Employer’s name and address (or school/ college) Dates (month/ year – month/ year) Short summary of experience (max 150 words) Are you presently employed/ enrolled? (yes/ no) Notice period required Previous work experience (or course details if no prior work experience) Role/ Title Employer’s name and address Dates (month/ year – month/ year) Short summary of experience (max 150 words) Previous experience Role/ Title Employer’s name and address Dates (month/ year – month/ year) Short summary of experience (max 150 words) Qualifications - Part of the role is working towards a Level 3 Diploma in Cultural Heritage. Highest Level of education attained (Entry Level – Level 8) For help with levels, please see
Lakfonkdkj ds gLrk{kj e; fnukad ,oa eksgj ¼layXud & l½ Number of Gardner: - 1 No. FORMAT OF BID(Gardening) S. No. CATEGORY OF MAN POWER UNIT MONTHLY EPF RATE per month ESI RATE per month Service Charges/ Charges of Uniforms/ Bonus/ Profit/ Overhead Charges etc. MONTHLY UNIT RATE (COL.3+4+5+6) 1 2 3 4 5 6 7 1 ckxoku 01 NOTE: 1. The Firm/Bidder should quote the rates not less-than the approved rates of Minimum wages (Minimum wages prescribed by the State Govt./Central Govt. whichever is higher will be applicable) of Government rates existing at present in the Jhunjhunu Distt. Jhunjhunu. 2. In case of discrepancy between unit price and total price, the unit price shall prevail. 3. Service Charges/ Charges of Uniforms/ Bonus/ Profit/ Overhead Charges etc. in column 06 should not be less than Rs. 01/- (Rupees One) per head per month. 4. In case of tie between two or more firms, the priority will be given as per attached conditions. 5. Submit documents as per check list attached. We agree to provide the above service of manpower and to abide by the terms and conditions contained in the bid document and also agree to enter into the agreement in the format enclosed. Bid security of Rs………………………(Rupees…………………………………………………………………………………….) is furnished herewith vide Draft No...........................dated .............................drawn on .......................... (Bidder) Signature……….………..…… Name……………….….……. Seal
The review team analyzed multiple data sets and reviewed numerous documents before and during the site visit, including: Student and school performance data, including achievement and growth, enrollment, graduation, dropout, retention, suspension, and attendance rates. Data on the district’s staffing and finances. Published educational reports on the district by ESE, the New England Association of Schools and Colleges (NEASC), and the former Office of Educational Quality and Accountability (EQA). District documents such as district and school improvement plans, school committee policies, curriculum documents, summaries of student assessments, job descriptions, collective bargaining agreements, evaluation tools for staff, handbooks, school schedules, and the district’s end-of-year financial reports. All completed program and administrator evaluations, and a random selection of completed teacher evaluations. Monday 01/11/2016 Tuesday 01/12/2016 Wednesday 01/13/2016 Thursday 01/14/2016 Orientation with district leaders and principals; interviews with district staff and principals; document reviews; and visits to the Waterford Street Elementary School for classroom observations. Interviews with town or city personnel; Interviews with district staff and principals; review of personnel files; interview with teachers’ association; teacher focus groups; parent focus group; and visits to the Gardner High School, Gardner Middle School, and the Waterford Street Elementary School for classroom observations. interviews with school leaders; interviews with school committee members; visits to the Elm Street Elementary School, the Gardner Middle School, the Gardner Academy for Learning and Technology, and the Gardner High School for classroom observations. Interviews with school leaders; follow-up interviews; district review team meeting; visits to the Elm Street Elementary School, the Gardner Middle School, the Gardner Academy for Learning and Technology, and the Gardner High School for classroom observations; emerging themes meeting with district leaders and principals.
Government Alliance on Race and Equity Subject Area Working Groups Subject Area Working Groups provide a mechanism for members to share experiences or collaborate on a shared interest. Indicate below if you or one of your colleagues are interested in leading or participating in the following topics (those marked with a ** are active groups) Jurisdiction: Date: Name and Email Willing to play a leadership role Participate & Learn Internal services Budget / finances ☐ ☐ Communications** ☐ ☐ Contracting ☐ ☐ Human resources / personnel ** ☐ ☐ Outreach and public engagement ☐ ☐ Information technology ☐ ☐ Law ☐ ☐ Direct services Arts and Culture** ☐ ☐ Civil rights / human rights** ☐ ☐ Elections ☐ ☐ Human services ☐ ☐ Libraries** ☐ ☐ Parks and Recreation** ☐ ☐ Public health** ☐ ☐ Workforce development / jobs ☐ ☐ Public safety Criminal Justice** Courts ☐ ☐ Fire ☐ ☐ Police / sheriff ☐ ☐ Development and infrastructure Equitable Development**: Economic / community development ☐ ☐
Interviewer: Informal? Thamo: It’s informal. Interviewer: Okay. Now how is it connected with mathematics, this informal curriculum? Thamo: The informal curriculum in mathematics, for instance sometimes you, if you teach students mathematics and you give them some work. Some students come to learn that mathematics is a subject where somebody has to be given work every day. Interviewer: Okay. Thamo: The students come to learn that mathematics is a tiring subject. One can learn that maybe learn to dislike mathematics if I may say. So those things are not intended results of teaching mathematics. Interviewer: Okay, you said that it is unified body of knowledge. So what is that “is”? Can you make a sentence including the phrase ‘unified body of knowledge’? Thamo: Mmm! Mathematics in school curriculum, okay! I’m saying the school curriculum which, I’m saying this is an informal curriculum can be of the whole part of mathematics. From this discussion, one may conclude that Thamo used the phrase unified body of knowledge, differently from the common use. Letsomane In his essay, Letsomane argued that mathematics exists in the universe and it needs to be discovered. He said: "Mathematics is a body of knowledge and facts which exists in the universe waiting to be discovered. Mathematics exists in our daily lives and can be explored and discovered through experiments, analyzing, hypothesizing and evaluating. ... Mathematics should be seen as a powerful tool that can be used in real life situations (Essay). In the following conversation, Letsomane was airing his beliefs about the nature of mathematics. Interviewer: How do you consider the nature of mathematics? Letsomane: I would say the nature of mathematics is mainly subjects or topics [sic] that are waiting to be discovered. Mathematics is all about exploring the subject. Exploring new ideas and sharing with others those ideas.
Experimental Literature WILLIAM CLARKE COLLEGE Department: English Year: 10 Teacher/s: Syllabus topic: English Term: 3 Programme length: 10 weeks Programme last reviewed: May/June 2015 RATIONALE This is the third unit for students in Year 10. It examines the genre of an evolving hybridisation of texts, Experimental Literature (including short films). This unit is an experiment in nature as the focus text is not explored fully but is examined in light of the genre of Experimental Literature. It is designed to meet the requirement for students to be challenged academically with a range of different texts at Stage 5 level and should challenge student thinking about the nature of texts, reading, writing and interpretation of texts. It delves into the ways of reading and writing texts in the current period. It also explores the nature of Experimental Literature as way of blurring textual and metatextual boundaries. THROUGHLINES – The overarching big ideas that represent enduring concepts within this subject (each team will determine whether to use subject specific or course long throughlines Texts and the nature of texts are continually evolving Context is vital for meaning GENERATIVE TOPIC The central concept you are seeking to explore in this topic – expressed in statement or question form Experimenting with the experimental… UNIT-LONG UNDERSTANDING GOALS – expressed as statements ESSENTIAL QUESTIONS – expressed as questions Outcomes addressed The big ideas or concepts that underpin the topic you are teaching
Office Staff Senior Clerical Assistant - Fiona Shields Clerical Assistant – Elaine Dodds Classroom Assistants Colin Stewart (First Aider) Irene Cowie (First Aider) On-site staff Catering Manager – Moira Barrowman Catering Assistant – Alison Young Catering Assistant – Catherine Dewar Catering Assistant – Jim McGhee Catering Assistant – Carolanne Gallagher Catering Assistant – Senga McGeary Catering Assistant – Michelle Jay Ancillary Staff Janitor – Robert Nisbet
Earned Respectful Remained silent on the way to the garden. Followed all directions. Had to be reminded only once to get back on task Reminded 2 or more times to remain on task Did not show respect Worked with all members of group Worked with only a few group members Worked alone Did not work with others and was disruptive Leadership Kept others focused, stayed on task, encouraged group for the entire time Kept others focused, stayed on task, encouraged group for half the time Remained focused but did not lead by example or speaking Did not show leadership Total: _____________/9 Total: _________________/25 Appendix C Monday – 8 am – 10 am Water the garden, unless it rained the night before Turn the water on in the back. The drip system will run over the tomatoes, squash, cucumbers, and row of green peppers Use the hose to water the beds at the front and the okra between the tomatoes and squash The watermelon and cantaloupe on the side of the greenhouse need water too. Use the watering cans. Each plant needs about 15 seconds with the hose at the root If the plant leaves are turning yellow or look dry, they need more water Weed the garden. The fewer weeds in the garden, the better insects stay away. As you harvest or water, you can also weed Pull large leaves from the squash and zucchini plants to allow more sunlight through Feed the worms
GVDVMC023 Automatic pipette washer Shall be made up of PP or HDPE material. Works on siphoning principal. Proper inlet and out let. Shall accommodate 1 ml, 2 ml, 5 ml and 10 ml pipettes. Shall accommodate pipettes of length of more than 35 cm. Shall be supplied with inlet and outlet tubing. Shall consists of pipette jar, basket, washer-rinser 02 GVDVMC024 Egg Candler LED : 10 Watt Max Output (Luminous Flux): 1000 Lumens LED life : 50,000 hours Battery : Lithium ion battery, 4400mA Battery Run time : 180 minutes (100% brightness Battery lifespan : Rechargeable 500-800 time Power supply : 110-230 V 02 GVDVMC025 Egg Incubator Egg Capacity (chicken)(pcs): 220 Voltage: 220V-240V AC 50/60 HZ Power(W): 150W Dimension(L*W*H): 53.5*56*76.5cm Weight: 40kg Feature: fully automatic ONSITE WARRANTY 5 years 01
Screening Grid Characteristic Could this policy, procedure, project or service affect this group less favourably than others in ? YES/NO If yes how? Assessment of potential impact HIGH/MEDIUM LOW/NONE UNKNOWN Provide details: a) Is internal action required? If yes what? b) Is further assessment required? If yes, why? Could this policy, procedure, project or service promote equal opportunities for this group? YES/NO - Explain how good practice can promote equal opportunities Positive Negative Age No High None Yes. Positive for the local community and therefore local children as the proposed expansion will allow more families to access this popular local school. Disability No – The new accommodation to provide facilities for the additional pupils will be compliant with the Equality Act 2010 and will take account of the school’s PD designation and the needs of children attending The Foreland Inclusion Class. Yes. There will be more places available to meet the needs of children in the local area, including those with SEN and/or disability. Gender N/A N/A N/A N/A N/A Gender identity N/A N/A N/A N/A N/A Race No High None Yes. Positive for all primary aged children within the local community including white British boys from lower socio economic backgrounds (lowest achieving groups in educational outcomes in ) Religion or belief No. The school will be open to children of faith or no faith High None N/A Yes. The school curriculum covers all religions. Sexual orientation N/A N/A N/A N/A N/A Pregnancy and maternity N/A N/A N/A N/A N/A
1 The learner will know about sewing equipment The learner must know: Assessment Requirements Evidence Location 1.a Different types of sewing equipment Learners should identify different types of sewing equipment The following assessment methods can be used in the assessment of this standard: Observation of practical activity Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b How the identified sewing equipment is used Learners should state how the identified sewing equipment is used 1.c Parts of sewing machine Learners should identify parts of sewing machine 1.d How to use a sewing machine Learners should demonstrate using a sewing machine
(2009-2011). Member of Coordinated School Health Program focused on training physical education teacher to implement FITNESSGRAM across the state of Louisiana (2007-2008). Member of Physical Education and Health Grade Level Expectations Committee. E. INDIANA UNIVERSITY SCHOOL OF HEALTH, PHYSICAL EDUCATION (2003-2005). Teaching, Learning, and Assessment Committee (2003-2004). Served on Trustee Teaching Award Committee (2003, Summer). Activities Director for National Youth Sports Program, F. INDIANA UNIVERSITY DEPARTMENT OF KINESIOLOGY (2002-200). Physical Education Teacher Education Committee (2004-present). Undergraduate Committee (2004-2006). Executive Committee G. PROFESSIONAL ORGANIZATIONS Association of Applied Sports Psychology Society for Health and Physical Educators (SHAPE) / formerly American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) American Educational Research Association Louisiana Alliance for Health, Physical Education, Recreation, and Dance Indiana Alliance for Health, Physical Education, Recreation, and Dance for Health, Physical Education, Recreation, and Dance
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK Case No: CA 51/2015 ERWIN GAROEB APPELLANT versus THE STATE RESPONDENT Neutral citation: Garoeb v State (CA 51-2015) [2016] NAHCMD 15 (5 February 2016) Coram: LIEBENBERG, J et SHIVUTE, J Heard: 20 November 2015 Delivered: 5 February 2016 Fly note: Criminal Procedure – Appeal against Sentence – Provisions of ss 112 and 113 of the Criminal Procedure Act (the Act)– Appellant pleading guilty to a charge of escaping from lawful custody - s 112(1)(b) of the Act being applied – Court invoking the provisions of s 113 and entering a plea of not guilty − Appellant appealing
Our school choir meets regularly at lunchtimes and supports our school nativity amongst other things. Spiritual, Social, Moral and Cultural Values Religious Education makes a distinctive contribution to the curriculum in helping pupils towards a consistent set of beliefs, attitudes and practices within our own community and beyond. Religious and Moral Education is taught in Gartcosh with these broad aims in mind and reflects council and national policies as set out by the Education (Scotland) Act 1980. We have a structured programme. Included in our R.E. programme is the study of Christianity and other world religions. This encourages harmony, appreciation and consideration for the beliefs of others. While studying R.E. classes may make visits to local churches and other sacred buildings. It is recognised that the Education (Scotland) Act 1980 allows parents to withdraw their children from any religious instruction and observance, and parents wishing to do so should contact the Head Teacher, in writing, to allow any arrangements to be made. Parents/Guardians from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests will be considered. Appropriate requests will be granted on not more than three occasions in any one school session and the pupil noted as an authorised absentee in the register. Through our curriculum children are given opportunities to become responsible citizens who have respect for others and a commitment to participate responsibly in political, economic, social and cultural life within their community. They are able to develop knowledge and understanding of the world and Scotland’s place in it, understand different beliefs and cultures and make informed choices and decisions. Homework Homework is an integral part of children’s learning. It helps to reinforce the days learning and develop curricular and social skills. Our homework has been designed in order to give importance to the quality and nature of children’s learning and provide opportunities for personalisation and choice in learning. If a learner is absent from school, then on their return additional homework can be given to allow a catch up on the skills taught when they were absent. It is our wish that parents and carers will: Hear their child reading nightly and return books to school every day, as they will be needed for the learning. Support their child and the school to ensure homework is completed and returned on time. Contact class teacher, if they have any concerns regarding homework.
LICENSED FOR DISTRIBUTION - Gartner Predicts 2017: Infrastructure Services to Become Hybrid Infrastructure Services Published: 18 November 2016 ID: G00316302 Analyst(s): Daniel Barros, William Maurer, DD Mishra, David Groombridge, Mark D. Ray Summary Sourcing and vendor management leaders focusing on technology service sourcing must incorporate the trends discussed in this research regarding IaaS, managed workplace services and hybrid IT management to support their organizations' digital business transformation. Overview Key Findings Although cloud is the fastest growing IT service model, sourcing and vendor management leaders struggle to integrate legacy infrastructure platforms with cloud platforms to support digital business growth, failing to deliver the agility, flexibility and scalability necessary to succeed in the digital business. Attracting and retaining people with digital dexterity is one of the greatest challenges organizations are facing in the digital business transformation journey. Virtual personal assistants with artificial intelligence capabilities automation are transforming service desk outsourcing, significantly reducing IT-related staff costs. Microsoft and AWS continue to dominate the cloud IaaS market, causing great changes in competition and continuous price reduction. Recommendations Sourcing and vendor management leaders looking to successfully support digital business transformation: Develop hybrid IT management capabilities by becoming a trusted broker and provider of IT capabilities in order to support your organization's digital business strategy. Adopt digital workplace capabilities to support your organization's talent management initiatives for acquiring and retaining the necessary skills to succeed in the digital transformation journey.
Oadby and Wigston Borough Council operates in accordance with its Equal Opportunities Policy. A copy of the policy is available from the Council Offices. Customer information will not normally be passed onto any third parties without the customer’s prior written consent, or in exceptional circumstances where disclosure without consent is warranted. These circumstances are defined as follows: • Where there are over-riding legal, social or public interest considerations, e.g. there is a risk of serious harm to the person themselves or others if the information is not disclosed. • Where information is required by the police as part of a criminal investigation and is subject to data disclosure procedures. • Where information is required by an authority for the assessment or collection of any tax or duty of a similar nature. • Where, because the Council is under a duty to protect the public funds it handles, it may need to use the information provided by customers, to prevent and detect fraud. The information may also be shared for the same purposes with other organisations that handle public funds. • The information may also be used for statistical purposes, which means we may pass this information, in confidence, to the relevant government department. This policy and procedure will be reviewed on a biennial basis.