zilongwang/ReadingBank huggingface dataset:
Subject: Math Title: Goals and Assists Point to Success! Grade Level: 5 Purpose: Students compare the Team Canada player standings for the 2014 and 2015 World Junior Tournaments in a double bar graph. Curricular Connections: Collect, display and analyze data to solve problems. Construct and interpret double bar graphs to draw conclusions. Materials: Access to the Internet. “Goals and Assists Point to Success” handout Graphing sheet Activity: Review a basic bar graph, how the information is organized, and how to properly label it. Explain how double bar graphs build on this concept by adding an extra bar to each label on the graph. Have students brainstorm what double bar graphs might be used for. Students look at the top 5 Team Canada players from the 2014 World Junior Tournament and compare them with the top 5 players from this year by creating a double bar graph. Students answer questions related to the data they have collected. Distribute the “Goals and Assists Point to Success” handout. Read through handout. Check for understanding. Students use various colours and labeling to correctly display data. For example, they may want to do 2014
Planned Movement to a Rhythmic or Melodic Pattern of a Song Rubric Circle which one group chose Excellent Above Acceptable Acceptable Not Yet Students were able to match all their movements to the pattern to the song. Students were able to match most of their movements to the pattern of the song. Students were able to match some of their movements to the pattern of the song. Students did not match movements to the pattern of the song. Names: Planned Movement to a Rhythmic or Melodic Pattern of a Song Circle which one group chose Excellent Above Acceptable Acceptable Not Yet Students were able to match all their movements to the pattern to the song. Students were able to match most of their movements to the pattern of the song. Students were able to match some of their movements to the pattern of the song. Students did not match movements to the pattern of the song. Names: Planned Movement to a Rhythmic or Melodic Pattern of a Song Circle which one group chose Excellent Above Acceptable Acceptable Not Yet Students were able to match all their movements to the pattern to the song. Students were able to match most of their movements to the pattern of the song. Students were able to match some of their movements to the pattern of the song. Students did not match movements to the pattern of the song.
[10 marks] QUESTION TWO Read the following poem. The Eagle by Alfred Tennyson He clasps the crag with crooked hands; Close to the sun in lonely lands, Ring’d with the azure world, he stands. The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt, he falls. How many stanzas are in this poem? (1) __________ What is the rhyming scheme of this poem? (1) __________ The poet is describing the eagle in this poem. Name the figurative device used to describe the eagle’s claws. (1) _____________________________ What are the eagle’s claws being compared to? (1) The eagle is on the top of a mountain. What clue does the poet give to show that a crag is a mountain? (1) What is the ‘azure world’? (1) ____________________________ Why is the sea wrinkled? (1) Quote the simile in the poem. (1) ________________________________________________________________
Phase 4 Elaborate Day 11 Activity Students will solve multi-step word problems by creating equations using whole numbers. All operations will be used. Video to show how to solve multi-step word problems by creating an equation Power point presentation is also available to use instead of video. Teacher resource: Solve Multi-Step Word Problems by Creating an Equation The video/power point reviews vocabulary then gives step by step instruction on solving a multi-step word problem by creating an equation. (Learnzillion.com website is free to join and offers teachers the option of setting up classes and assigning videos to watch. If the teacher clicks on Quick Code a code will pop up like LZ1723. The student goes to learnzillion.com, enters the code in any search field, and watches the video lesson. If the teacher has set up classes he/she will get reports.) Materials: white boards, markers, math journals Copy Teacher resource: Sam’s Pottery Problem What is the teacher doing? Show the video or the power point presentation to students. If using power point print out notes to use as slides are presented. Display Teacher Resource: Sam’s Pottery Problem on overhead or computer. Distribute white boards and markers to each student. Invite a student to read the problem. Ask: Does this problem have more than one step? How do you know? What is the unknown in this problem? What is the student doing? Student volunteer reads the problem. Student response: yes, because Sam has two sizes of pottery and they cost different amounts. Student response: How much more money Sam made selling the smaller
a. showing how Pierre and Joseph act toward others b. describing Pierre and joseph’s physical appearance c. including what Pierre says to Joseph about himself d. describing other’ reactions to Pierre and Joseph 12. The climax of the story occurs when- a. Joseph begins to grow weak with age b. Jacques requests a pension for Pierre c. Pierre is hit by a passing truck d. Jacques learns that Pierre is blind 13. Which of the phrases below express the story’s theme? a. relationships are built on dependency b. trust between friends can be very strong c. animals can feel love just as people can d. lies between people can be destructive Vocabulary Directions: Use context clues and your knowledge of root words to answer the following question. 14. The phrase “in unison” in line 20 means- a. as one b. singing c. full of life d. unbelievably Directions: Use your knowledge of analogies to complete the following: 15. Joseph : helpful :: Pierre : _________ a. wealthy b. literate c. unreliable d. dependent Short Answer Directions: Answer each question on a separate piece of paper. 16. Explain how A Secret for Two would be different if told from Pierre’s point of view? Use information from the story to support your answer. 17. Identify the protagonist in A Secret for Two. Use information from the story to explain your answer.
Subject: Science Title: What’s in the Bag? Grade Level: K Purpose: Ask questions that lead to exploration and investigation of hockey equipment. Students predict what will happen or what they might find. Curricular Connections: Manipulate materials and make observations that are relevant to questions asked. Identify materials used. Recognize and describe steps followed, based on independent activity, on directed activity and on observing the activity of others. Materials: “What’s in the Bag” worksheet – one per student Magnets for each group A bag containing hockey equipment from worksheet Activity: Ask students if they know what type of equipment hockey players keep in their hockey bags. Discuss what equipment, or parts of equipment, may be magnetic. Divide students into small groups. Give each group a hockey bag of items shown on the worksheet. Name each of the items. (Explain that the whistle is there for hockey instructors.) Students take turns with magnets testing each object Students record their findings with an ‘X’ on the “What’s in the Bag” worksheet. Extension: Students predict what other items could be in a hockey bag, and whether or not those items have magnetic parts. Assessment: Observe students as they complete science inquiry lab. Check comprehension to verify students understand that one piece of equipment may have both magnetic and nonmagnetic properties.
Community Outreach Coordinator Supervisor 6 Main Street Taunton, MA 02780 phone: 508-823-3300 Fax: 508-823-5411 The July meeting of NAWIC was hosted by our own NAWIC members, Lora Schmidt and Tracy Rasmussen along with guest speaker and owner, Ken Stoppel. CONGRATULATIONS TO OUR NEWLY ELECTED OFFICERS President Cheryl Armstrong, EMC Companies Vice President Beverly Sauerwein, Sauerwein Constr. Secretary Sue Gleason, Comfort Systems Treasurer Jill Martin, Hentzen Contractors Director, Membership Chair Julie Kauffman, Kennedy & Coe Director, Golf Committee, Joyce Reyes, CMC Director, Lora Conger-Schmidt, BCS Our purpose is to enhance the success of women in the construction industry.
String Groups Group A Claire Dragwa (6J) Luke Dyer (6D) Jacob Halpern (6J) Angelina Laguna (6W) Samuel Song (5R) Group B Lois Han (6W) Kaitlyn Helt (6D) Group C Adriana Fernandez (5WK) Obi Nwogwugwu (6W) Cailee Pearson (6J) Megan Poley (6D) Alisha Walter (6J) Caitlyn Freece (6J) Group D Andrew Shaw (6D) Kathryn von Abo (6J) Group E Caroline Bohling (6W) Diana James (6W) Jake Young (6W) Group F Emma Hafner (5WN) Kyle Procopio (5WK) Ryan Hustad (5R) Kevin Wang (4B) Aarush Hatti (5WN) Laura McDonnell (5WN) Sean Daly (5A) Group G Esther Gehman (5R) Brendan McLaughlin (5WK) Hannah Sweeney (5R) Christina Lee (4B) Catherine Cavanaugh (4G) Group H Gia Murphy (5A) Sarah Nguyen (5WN) Siddharth Poreddy (5WN) Jenny Stacy (5WN) Rachel Shapiro (5WK) Logan Ely (5R) Dylan Procopio (5R) Whitney Tran (5R) Group I Edward Leahy (4D) Jillian Shelly (4D) Gabriela Gonzalez (4B) Anam Ali (4G) Sarah Trueman (4G) Maggie Zong (4G) Mara Brainerd (4G) Brock Dyer (4G) Cameron Joyce (4D) Katelynn Higgins (4G) Evan Kohlbus (4G) Taylor Hendrickson (4D) Paige Nester (4D) Group J Indeera Pujar (4D) Siddhi Date (4B) Jacklyn Puig (4B) Avinash Gadde (4G) Ian Kelly (4G) Ben Misko (4G) Amie Han (4B) Sreya Kanamurlapudi (4B) Lorna Loughery (4B) Nikhil Madaka (4B) Sofia Mercado (4G) Michael Nguyen (4G) Jade Tuck (4B) Triambaka Shriram (4D)
Group K Eric Hamilton (4B) Ansh Sharma (4D) Group L Ashley Bohling (3M) Grace Kim (3P) Katie Lu (3K) Group M Jack Bachman Hope Hannings Erin Lee Brenna Mancini Andrew Nguyen Julia Young Group N Zoe Ahlmark (3P) Brendan Ingling (3P) Dalton Messing (3P) Madison Blizzard (3K) Darren Miller (3K) Nick Taylor (3K) Eric Wolfinger (3K) Group O Erin Daly (3P) Madelyn Gibson (3P) Quinn Marett (3P) Ryan Sullivan (3P) Ethan Thomas (3H) Aaron McDonnell (3M) Group P Hannah Anderson (3H) Jake Bruno (3H) Corinne Dragwa (3H) Julia Fredericks (3H) Bobby Freece (3H) Kellie O’Brien (3H) Group Q Cami Brecht (3H) Anderson Hobart (3H) Radi Howlader (3H) Kennedy Lee (3H) Jessica Wolfe (3H) Group R Kylie Barco (3K) Leah Bezar (3K) Srisruti Bontala (3K) Ella Broadhurst (3K) Tommy Cohen (3K) Valerie Hafner (3K) Alexander Geary (3K) Group S Samantha Cabeza (3K) Luna Hutchinson (3K) Charlotte Patterson (3K) Elijah Perez (3K) Travis Printz (3K) Nicolas Roccato (3K) Abigail Thornton (3K) Group T Atharv Awasthi (3M) Richie Carmody (3M) Hannah Desrocher (3M) Alexia Girogi (3M) Tyler Hill (3M) Radil Howlader (3M) Jeniffer Kim (3M) Group U Hannah Sade (3M) Allison Scheiter (3M) Robert Schlear (3M) Lauren Trippetti (3M) Samantha Walter (3M) Group V Jordan Baily (3P) Sofia Bayona (3P) Amar Bozzi (3P) Alek Harkins (3P) Brian Ngov (3P) Group W Ella Burget (3P) Michelle Ho (3P) Christine Meng (3P) Megan von Abo (3P) Christina Doppel (3P)
Conflict Management Workshop Audience size 7 – 20 people Who should attend? Individuals interested in Expanding self-awareness regarding conflict styles Developing awareness of others Assessing conflict situations Applying new skills to manage conflict constructively Overview Participants are introduced to five basic conflict handling modes: Competing: High assertiveness and low cooperativeness —the goal is to “win” Avoiding: Low assertiveness and low cooperativeness — the goal is to “delay” Compromising: Moderate assertiveness and moderate cooperativeness — the goal is to “find a middle ground" Collaborating: High assertiveness and high cooperativeness — the goal is to “find a win-win solution” Accommodating: Low assertiveness and high cooperativeness — the goal is to “yield” Participants learn how and when each mode is typically most appropriate and get eye-opening insights about how overusing or underusing any one mode can create unwanted situations for themselves and for the people around them. Understanding each mode provides insight into individuals’ strengths and limitations, their impact on other individuals and teams, and their contribution to appropriate conflict management. Performance Objectives At the end of this workshop participants will be able to: Identify their own conflict style and how these preferences are similar and different from others on the work team. Examine how conflict styles facilitate and block appropriate conflict management. Use other conflict styles comfortably, allowing them to respond differently while remaining comfortable with themselves. Duration ½ day Format Lecture, discussion, and experiential learning activities Pre-work Complete online assessment
11. ACADEMIC BACKGROUND List all schools previously attended starting with the most recent. NAME AND ADDRESS OF SCHOOL MAJOR FIELD DEGREE & DATE RECEIVED ADMISSION REQUEST 12. Degree sought: MA MAEd MS MPA PhD 13. Major field of interest: 14. Semester for which admission is sought: First Semester (S.Y. 20___ ) Second Semester (S.Y. 20___ ) Summer (Year 20___ ) 15. State how your studies will be financed: 16. What researches other than thesis have you published? TITLE OF ARTICLE TITLE OF PUBLICATION YEAR PUBLISHED 17. Please list your membership in honor and professional organizations. (Pls. use additional sheet if necessary)
EDUCATIONAL TRAINING (Begin with most recent experience.) Institution City, State Dates Diploma or Degree Program Completed? YES NO YES NO YES NO YES NO PROFESSIONAL TEACHING EXPERIENCE (Begin with most recent; other work experience on page 3.) Current or Last School or School System: City, State: Job Title, including grade or subjects: Date Employed/Date Separated: Full Time Years Months No. Supervised by you: Reason for Leaving: Supervisor’s Name & Telephone Number: Part Time Years Months If part time, number of hours worked per week: May We Contact Employer? YES NO School or School System: City, State: Job Title, including grade or subjects: Date Employed/Date Separated: Full Time Years Months No. Supervised by you: Reason for Leaving: Supervisor’s Name & Telephone Number: Part Time Years Months If part time, number of hours worked per week: School or School System: City, State: Job Title, including grade or subjects: Date Employed/Date Separated: Full Time Years Months No. Supervised by you: Reason for Leaving: Supervisor’s Name & Telephone Number: Part Time Years Months If part time, number of hours worked per week: School or School System: City, State: Job Title, including grade or subjects: Date Employed/Date Separated: Full Time Years Months No. Supervised by you: Reason for Leaving: Supervisor’s Name & Telephone Number: Part Time Years Months If part time, number of hours worked per week: NORTH CAROLINA GOVERNOR’S SCHOOL EXPERIENCE Attended the NC Governor’s School? YES NO If yes, when? Which campus? What Area? Worked at the NC Governor’s School? YES NO If yes, when? Which campus? What Area(s)? WORK EXPERIENCE List any full-time work experience outside the teaching profession within the past ten
This program provides a waste-free, accessible, and inexpensive alternative to disposable dishware. Field Work (4) When working off campus, we… Take steps to reduce idling. Reducing idling can have a big impact. According to , if all Canadians cut their idling time by just three minutes every day, in a year we will have prevented 1.4 million tonnes of carbon dioxide from being released and saved 630 million litres of fuel. In fact, cutting down can also protect your vehicle – idling generates water and fuel condensation inside its components, which can damage your engine and exhaust system. It is recommended that idling be avoided between temperatures of -10 and +27 degrees Celsius. Outside of this range, idling should be minimized as much as possible. Use non-aerosol insect repellants and sunscreen. According to the United States Environmental Protection Agency, aerosol cans are more expensive and have greater environmental impacts compared to refillable spray bottles. Ounce for ounce, products sold in aerosol cans are about twice the price of the bulk product. And since most aerosol cans contain 10-15% propellant by weight, you are paying for the propellants as well. Carbon dioxide, butane, and propane are commonly used propellants; these gases are considered Greenhouse Gases (GHGs) and contribute to climate change and smog formation. Immediately and safely clean up any chemical spills. Environment, Health & Safety (EHS) defines a spill “as the uncontrolled release of a hazardous chemical, either as a solid, liquid or a gas” (Office of Environment, Health & Safety, June 2004, pg. 4). The procedure for safely handling a variety chemical spills can
DIANA: You never have thought have you-- FELIX: I'm not so conceited to think I could-- DIANA: Ah, then--but-- FELIX: Well, now, what, but-- DIANA: Are you in love with me? FELIX: (Shouts) No! DIANA: Thank goodness! But-- FELIX: What-- DIANA: That's what they say-- FELIX: That I am in love with you-- DIANA: And that I am in love with you-- FELIX: And-- DIANA: Exactly! FELIX: Holy smokes! DIANA: But it's not true! FELIX: (Shouts) No! DIANA: But they say it's true! FELIX: And what they say-- DIANA: Amounts to the same thing-- FELIX: What can we do? DIANA: That's what I'm asking you-- FELIX: Go straight to Enid-- DIANA: But Enid believes it! FELIX: Nonsense! DIANA: She said so-- FELIX: What "she" said so? DIANA: Mrs. Packard said they all say it. FELIX: How do they know? DIANA: They don't, but they think they do so it amounts to the same thing. FELIX: But Enid can't believe it-- DIANA: But there's proof that she does believe it-- FELIX: It's too absurd-- DIANA: Mrs. Packard said that Enid said that you said you were in love with me or something like that--and that Enid hates me-- FELIX: That's not true, I know she likes you-- DIANA: But Mrs. Packard wouldn't dare say anything--
Has difficulty classifying and categorizing objects Has difficulty retaining such things as addition and subtraction facts, or multiplication tables May recognize a word one day and not the next From In a Small House on the Outskirts of Heaven, 1989 Harbour Publishing 10. Radio Laurel Blossom No radio in car No radio on board No radio Already stolen Absolutely no radio! Radio broken Alarm is set To go off No radio No money No radio no valuables No radio or valuables in car or trunk No radio Stolen 3X No radio Empty trunk Empty glove compartment Honest In car Nothing of value No radio No nuthin (no kidding) Radio Broken Nothing Left! Radio Gone Note Hole in Dashboard Warning! Radio Will Not Play When Removed Security Code Required Would you keep Anything valuable In this wreck? No valuables In this van Please do not Break-in Unnecessarily Thank you For your kind Consideration Nothing of value in car No radio No tapes No telephone from The Papers Said , 2001 Greenhouse Review Press 11. Dorie Off To Atlanta Mark Halliday Jen? Hi, it’s Dorie. I’m on the bus to LaGuardia. … Atlanta. What? … Maybe. I’m not really sure. I mean his schedule is so whacked,
red wine and the mustiness of the sea on a foggy day - the odor of truth and of lying. And the words are so familiar, so strangely new, words you almost wrote yourself, if only in your dreams there had been a pencil or a pen or even a paintbrush, if only there had been a flower. from Heroes In Disguise, 1991 W.W. Norton & Company, Inc., New York, NY 46. Sure Arlene Tribbia I miss my brother sure he drank Robitussin washed down with beer sure he smoked dope & shot heroin & went to prison for selling to an undercover cop & sure he robbed the town’s only hot dog stand, Gino’s like I overheard while I laid on my bed staring up at the stars under slanted curtains & sure he used to leave his two year old son alone so he could score on the street but before all this my brother sure used to swing me up onto his back, run me around dizzy through hallways and rooms & we’d laugh & laugh fall onto the bed finally and he’d tickle me to death sure From Margie/The American Journal of Poetry Volume 2, 2004 Copyright 2004 Arlene Tribbia. All rights reserved. Reproduced with permission 47. Relearning Winter Mark Svenvold Hello Winter, hello flanneled blanket of clouds, clouds fueled by more clouds, hello again. Hello afternoons, off to the west, that sliver of sunset, rust-colored and gone too soon. And night (I admit to a short memory) you climb back in with chilly fingers and clocks, and there is no refusal: ice cracks the water main, the garden hose stiffens, the bladed leaves of the rhododendron shine in the fog of a huge moon. And rain, street lacquer, oily puddles and spinning rubber, mist of angels on the head of a pin, hello, and snow, upside-down cake of clouds, white, freon scent, you build even as you empty the world of texture- hello to this new relief, this new solitude now upon us, upon which we feed. from Soul Data, 1998 University of North Texas Press, Denton, TX
enough? Response 4.0 Gold Standard Principles: The Gold Standard has seven guiding principles to ensure robustness of programme design, transparency, stakeholder involvement, legal adherence and assurance of a net positive contribution towards sustainable development. These principles set the requirements for all Gold Standard projects; minimum safeguards that every project must meet by following the Do-No-Harm assessment, positive contribution towards sustainable development and the involvement of stakeholders in the decision-making process. The details on how the Gold Standard evaluates the robustness of programme are included under Principle -1 assessment), Principle -2 (sustainable development), Principle- 3 (stakeholder involvement) and Principle 5 (legal compliance). The Gold Standard also requires monitoring, reporting and verification of all programme for both contributions to sustainable development and climate change mitigation. This is required throughout the financing cycle for the programme or minimum of seven years whichever is greater. If the programme design entails any risks or negative impacts, the Gold Standard requires mitigation of these risks or negative impacts with continuous monitoring, reporting and third party verification. Further details on how MRV is ensured are included under Principle -2 (sustainable development) Principle -4 (greenhouse gas emission reductions and carbon sequestration), Principle -6 (transparency) and Principle -7 (Monitoring, Reporting and Verification). Each of these principles are listed below with further details on how these shall be interpreted in context of the Gold Standard Sustainable Cities Programme. Principle 1: The programme shall do no harm, complying with the UN Safeguarding Principles The programme shall assess the risk of potential harmful impacts against a series of safeguarding principles and international conventions. The purpose of Safeguarding Principles is two fold. Firstly, to identify, avoid, mitigate or repair the negative impacts of planned actions. Secondly, to enhance the robustness of a programme design by integrating social, environmental and governance concerns into the decision-making process at an early stage. The 11 Principles include the following safeguard criteria; Social Safeguards (Human Rights and Labour Standards): No human rights abuses No Involuntary settlement No damage on critical cultural heritage Freedom of association Safe working environment No forced labour No child labour No discrimination
1.5.3 T15 = 3(15) = 45 (2) [16] Question 2 2.1 = 6 + 6 = 12 (3) 2.2.1 = =+- (4) 2.2.2 = = - (2) 2.2.3 + ++ + (6) [15] Question 3 3.1 Solve for 3.1.1 (3) 3.1.2 = = (4) 3.1.3 (4)
Capacity = 0.3 ℓ OR 300 mℓ (2) 5.2.4 Surface Area = 6(3cm)2 = 6× 9cm2 = 54cm2 (3) [16] Question 6 6.1 6.1.1 (4) 6.1.2 (1 mark for each bar and 1 mark for titles)
7.1.1 (3) 7.1.2 (3) 7.1.3 (3) 7.2 The sum of two numbers is 165 and their difference is 27. Find the numbers. (4) [13] QUESTION 8 8.1 In the diagram below calculate the size of . (3) 8.2 Calculate the size of m. T U m W X (4)
4.2 4.2.1 (1) 4.2.2 (2) [5] VRAAG 5/ QUESTION 5 5.1 5.1.1 (1) 5.1.2 (1) 5.2 5.2.1 (1) 5.2.2 + - (2) 5.2.3 + (2) [7] VRAAG 6/ QUESTION 6 6.1 (1) 6.2 = (2) 6.3 OR = = (2) 6.4 (2) 6.5 (3)
Model Agreements NHSL accepts the use of all of the published model clinical trial agreements without requesting any revision or insertion of additional wording. The following model clinical trial agreements are currently available. Parties using the following model clinical trial agreements must ensure they use the current versions as published online: Model Agreement Parties Description mCTA (model clinical trial agreement) NHSL and Sponsor Company Used for commercially sponsored CTIMP studies mCRO CTA NHSL, Clinical Research Organisation (CRO) and Sponsor Company Used for commercially sponsored CTIMP studies that involve additional input from a CRO mCIA (model clinical investigation agreement) NHSL and Sponsor Company Used for commercially sponsored device studies mCRO CIA NHSL, Clinical Research Organisation (CRO) and Sponsor Company Used for commercially sponsored device studies that involve additional input from a CRO mNCA (model agreement) NHSL and Sponsor (this model may be used as a tri-partite agreement where 2 bodies are Used for academic and non-commercial studies sponsored by charities, academic institutions and NHS organisations Information Added to Model Agreements All model agreements will be provided by the sponsor as the template document populated with sponsor and study details. The Principal R&D Manager, or designee, will review the proposed agreement and provide the following information: Blank Information to be Added Board name, designation and headquarters address Lothian Health Board, constituted pursuant to the National Health Service (Scotland) Act 1978 (as amended) and having its headquarters at Waverley Gate, 2-4 Waterloo Place, Edinburgh, EH1 3EG, UK (only add UK if the sponsor is out with the UK) Principal Investigator (PI) details The fully name and title of the individual who will be the local PI for the study in NHSL Signatory on behalf of NHSL Should be left blank where possible commercial
Bespoke Configured Off-the-Shelf Risk Assessment Risks associated with the database must be identified e.g. risk of data corruption etc. Measures to mitigate risks should be described. Completed risk assessment document Bespoke Configured Off-the-Shelf Validation Plan Detailed plan endorsed by the database programmer including: user requirement specification and functional specification Authorised validation plan Bespoke Configured Off-the-Shelf Validation Report Completed validation report including: test failures with resolution; user acceptance testing; code testing; confirmation that eCRF data are mapped to the appropriate locations in the database. Authorised, completed validation report Bespoke Configured Off-the-Shelf User Instructions If agreed necessary, with the CI, sponsor and programmer, a user manual/instructions will be prepared, to be provided to users with rights to enter data. User manual/Instruction documents Bespoke Configured Off-the-Shelf Training Records If agreed necessary, with the CI, sponsor and programmer, training will be provided to users with rights to enter data. Plan for training e.g. SIV agenda. Bespoke Configured Off-the-Shelf Record of Release Record of when testing is complete and the database system is operational and can receive trial data. Communication of operation date to users Bespoke Configured Off-the-Shelf Performance Qualifications Testing that operational elements are fit for purpose e.g. for excel, formatting of cells and testing of formulae Document of results of tests Bespoke Configured Off-the-Shelf QC Check There must be a mechanism to allow data to be verified, e.g. QC check. There must also be a plan for verification. Data monitoring plan or QC plan Bespoke Configured Off-the-Shelf Database Lock A time point to lock the database must be given. It must be possible to unlock the database if necessary. Data monitoring plan QA Representative Signature Position Date
stated above. Any commitment of either Party to preserve the confidentiality of information is subject to applicable United States laws and regulations. Article IX. Authorized Representatives Authorized officials to enter into Interagency Agreements referencing this MOU are identified in Agency Manuals. Article X. Approval U.S. Geological Survey U.S. Department of the Interior National Oceanic and Atmospheric Administration Department of Commerce Signature: SIGNATURE ON FILE Signature: SIGNATURE ON FILE Name: Suzette M. Kimball, Ph.D. Name: Kathryn D. Sullivan, Ph.D. Title: Director U.S. Geological Survey Title: Under Secretary of Commerce for Oceans and Atmosphere Date Mar. 3, 2016 Date: Oct. 13, 2016 Page 5 of 5
Ten Commandments & Moses – What are they? Where were they presented? Books in Bible – Names and types of books? How many? Moses & Red Sea – What happened? Major events in Jesus’ life – birth location, adulthood events, death Unit Two: Profession of Faith Galileo & Copernicus – What are the scientific and church views? Holy Trinity – Define it Parables - Define it Genesis, Revelation, Gospel Books – What stories do these books teach us? Angels & Devil – Purpose? What names are used? Holy days – Easter, Christmas Beatitudes – What are they? What is their purpose? Churches and Cathedrals - Define it Covenant - Define it Saints, Martyrs & Relics – Define it Unit Three: Christian Moral Development Dominion – Define it Personality: Nature vs. Nurture - What are the differences between each one? Media and self-image – How does it influences in society Fertility drugs & other forms of conception – What are the Church’s views? Multiple Intelligences – What are they? Death penalty and capital punishment – Define it Philanthropy – Define it Faith – Define it Unit Four: Sacraments Golden Rule – Define it 7 Sacraments – Understand each one and what they each represent. Define Sacrament. Various types of prayers – What are different types of prayers? Pope, Bishop, Priests – Roles and Responsibilities John the Baptist – Why is he important? Priests’ clothing – Role of the Apostles – Who are they? How many? Divorce and the Church – What are the Church’s views? Racism and discrimination – Define it and what are Church’s views? Transubstantiation – Define it Holy Orders and vocation – How is someone ordained? What roles are in Holy Orders? Note: The topics listed above may be repeated in other units in this course where you can also find other information to study from CATEGORY TWO: INQUIRY 10 Marks This section includes: Short Answer Questions 2 Questions x 5 Marks each = 10 Marks total
BPA NUMBER_____________ (CUSTOMER NAME) BLANKET AGREEMENT Pursuant to GSA Federal Supply Schedule Contract Number(s)____________, Blanket Purchase Agreements, the Information Systems Solutions, Inc. agrees to the following terms of a Blanket Purchase Agreement (BPA) EXCLUSIVELY WITH (ordering activity): (1) The following contract items can be ordered under this BPA. All orders placed against this BPA are subject to the terms and conditions of the contract, except as noted below: MODEL NUMBER/PART NUMBER *SPECIAL BPA DISCOUNT/PRICE (2) Delivery: DESTINATION DELIVERY SCHEDULES / DATES (3) The ordering activity estimates, but does not guarantee, that the volume of purchases through this agreement will be _________________________. (4) This BPA does not obligate any funds. (5) This BPA expires on _________________ or at the end of the contract period, whichever is earlier. (6) The following office(s) is hereby authorized to place orders under this BPA: OFFICE POINT OF CONTACT
Article 1.3.3. The following of crustaceans are listed by the OIE: ‒ Acute hepatopancreatic necrosis disease ‒ Crayfish plague (Aphanomyces astaci) ‒ Infection with yellow head virus ‒ Infectious hypodermal and haematopoietic necrosis ‒ Infectious myonecrosis ‒ Necrotising hepatopancreatitis ‒ Taura syndrome ‒ White spot disease ‒ White tail disease. Article 1.3.4. The following of amphibians are listed by the OIE: ‒ Infection with Batrachochytrium dendrobatidis ‒ Infection with ranavirus.
Measure used for Qualifying Scores High Academic Ability: Qualifying scores on OLSAT8 in either Verbal or Nonverbal High Achievement: Qualifying scores in both Language Arts and Mathematics Specific Academic Ability: Qualifying scores for 2 Consecutive Years in Language Arts or Math with the same content area. Qualifying Percentile Range Qualifying Percentile Range for Targeted Subgroups* OLSAT8: Verbal X 95-99th 90-94th OLSAT8: Nonverbal X 95-99th 90-94th NNAT2 Nonverbal X 95-99th 90-94th CAASPP: Lang. Arts X X 95-99th 90-94th CAASPP: Math X X 95-99th 90-94th Online Parent Resources What is the Otis-Lennon School Ability Test (OLSAT8)? Free OLSAT8 Sample Test
Then, complete the Total Goals (Sum of all periods) table which follows the individual period sections. [Company Name] provides the following separate dollar and percentage goals, which are a percentage of the total subcontracting dollars for each business category **plus a percentage of total contract value (only IF required by the Contracting Officer for this contract): Table 1. Base Period Goals Planned Subcontracting by Business Size Whole Dollars Percent of Subcontracted Dollars **Percent of Contract Dollars Total Dollars to be Subcontracted $ 100% Other than Small Business (OTSB/Large) $ All Small Businesses (including ANC and Indian tribes) $ Veteran-Owned Small Business (VOSB) $ Service-Disabled Veteran-Owned Small Business (SDVOSB) HUBZone Small Business $ Small Disadvantaged Business (SDB) (to include ANCs and Indian tribes) $ Women-Owned Small Business (WOSB) $
Total Dollars to be Subcontracted $ 100% Other than Small Business (OTSB/Large) $ All Small Businesses (including ANC and Indian tribes) $ Veteran-Owned Small Business (VOSB) $ Service-Disabled Veteran-Owned Small Business (SDVOSB) HUBZone Small Business $ Small Disadvantaged Business (SDB) (to include ANCs and Indian tribes) $ Women-Owned Small Business (WOSB) $ Table 4. Option Period III Planned Subcontracting by Business Size Whole Dollars Percent of Subcontracted Dollars Percent of Contract Dollars Total Dollars to be Subcontracted $ 100% Other than Small Business (OTSB/Large) $
All Small Businesses (including ANC and Indian tribes) $ Veteran-Owned Small Business (VOSB) $ Service-Disabled Veteran-Owned Small Business (SDVOSB) HUBZone Small Business $ Small Disadvantaged Business (SDB) (to include ANCs and Indian tribes) $ Women-Owned Small Business (WOSB) $ Table 5. Option Period IV Planned Subcontracting by Business Size Whole Dollars Percent of Subcontracted Dollars Percent of Contract Dollars Total Dollars to be Subcontracted $ 100% Other than Small Business (OTSB/Large) $ All Small Businesses (including ANC and Indian tribes) $
GENERAL SERVICE AGREEMENT for CONTRACT for SERVICES (the “Agreement”) This AGREEMENT is dated 01st of JANUARY 2017 BETWEEN Yourselves; (Hereinafter known as “The Customer”) -AND- Solomon Evans trading as PESK Studios, INC. of 16 Abbotts Vale, Chesham, England. HP5 3HN (Hereinafter known as “The Provider”). BACKGROUND: The Customer is of the opinion that the Provider possesses the necessary qualifications, expertise, experience and/or abilities to provide the “Services” to the Customer. The Provider is agreeable to providing such “Services” to the Customer on the terms and conditions set out in this Agreement and/or those contained within the Provider’s Terms and Conditions as set out on the website (https://www.pesk.co.uk/docs/T&Cs.html). IN CONSIDERATION OF the matters described above and of the mutual benefits and obligations set forth in this Agreement, the receipt and sufficiency of which consideration is hereby acknowledged, the Customer and the Provider (individually the “Party” and collectively the “Parties” to this Agreement) agree as follows: Services Provided The Customer hereby agrees to engage the Provider to provide the Customer with services (hereinafter the “Services”) which consist of one or more of (as agreed): Providing Professional Information and Communications Technology and Technical Training in Microsoft Windows, mobile and device client and Microsoft Windows Server and other Microsoft Technologies, as detailed in the client brief. Creation of materials for the Services (if requested, or if missing, pursuant to Clause 13). Setting up and implementation of classroom (and other) infrastructure and laboratory (and other) environments commensurate with the Services (if requested, or if missing, pursuant to Clause 13). Provision of, and configuration of, IT and computing and networking equipment. The Services may also include any other tasks which the Parties may agree upon. Term of Agreement The term of this Agreement (the “Term”) shall begin on the date agreed by the Parties and will remain in full force and effect for the agreed time, subject to early termination as provided in this Agreement. The Term may be extended by mutual written (Postal, E-mail, SMS Text) agreement of the Parties. Cancellation Policy In the event that either Party wishes to terminate this Agreement, that Party will be required to provide Two (2) clear days’ notice to the other Party. Performance
RNAV 10 RNAV 5 RNAV 2 RNAV 1 RNP APCH If RNP APCH so, indicate minima type: LNAV In case the aircraft is already certified for RNP APCH procedures down to LPV minima (AMC 20-28), indicate the purpose of this STC Planned activities Indicate which activities are covered in the proposal: Check if applicable: Completion date1 Total Cost (€) Main responsible partner Subcontractor (if needed) Subcontracting costs Description/Comments Aircraft Survey Design Data Package completion A/C conversion and ground test Compliance demonstration STC design approval Other (specify) Other (specify) Expected Impact Do you know the number of eligible operating units in Europe for this aircraft model? Has any operator already shown interest in this STC feature? If so, please indicate company and number of units that they would upgrade. What is the estimated final cost of this STC for the operator (including installation and labour)? Will the STC include other features than the certification for LPV use? If so, please indicate which ones 1. Indicate expected completion date (MM/YYYY) assuming that the project will start in Jan 2016 (01/2016) Section 2. F – Development of enablers and other EGNOS based operations Please provide a description of the main objective, scope and expected impact of the proposed activities
Official Name & Title Signature Date Competition Advocate 13. HHS Senior Procurement Executive signature. The HHS SPE, upon acceptance of the rationale provided in the LSJ, shall complete the information required below and sign in the block provided as the approving official for any LSJ exceeding $57 million. Official Name & Title Signature Date HHS Senior Procurement Executive
SPECIFIC ASPECT OF ACTIVITY/EVENT/VISIT: What are the hazards? Who might be harmed? What is the risk level?* What are the existing measures to manage the risk effectively? Is any further action or information required? Action by: Who When Completed Transport and Travel To and from the fieldwork area Transportation around the area during the trip Embarkation/ Disembarkation From vehicles at the roadside Suitable travel arrangements and correctly licensed and insure drivers Carry out due diligence and use a reputable company rather than self vehicles. Safety check on vehicles as far as is reasonably possible Personal Safety Consider the risk of violence, kidnap, and crime. If overseas consider possible political instability. Abide by the FCO advice on the country, ensuring updates are monitored before and during travel. Provide information and awareness briefings as appropriate. Accommodation Consider Fire, Security, Local surroundings Carry out due diligence on the accommodation both pre departure and on arrival. Use reputable company when booking. Ensure all party members familiarise themselves with the evacuation procedure and escape routes. Catering Carry out due diligence as far as is reasonably practicable on all catering facilities used. Ensure all participants know about the risks of food borne diseases. Be prepared for treating stomach upsets. Ensure allergies are disclosed.
Done in two originals in the English language one for each Party, On behalf of _____________________ [Recipient name] On behalf of the GSA Read and agreed, Read and agreed, On [date] _________________, in [place] ______________________ On _____________________, in Prague Signature: Signature: ____________________________ [Name of authorised representative], ____________________________ [Function of authorised representative], authorised representative of for the signature of this Agreement Mr Carlo des Dorides, Executive Director of the GSA for the signature of this Agreement
Summary of planned staff effort Proposals must include an aggregated overview of planned efforts, described as number of man-days over the whole duration of the planned work, for each work package, for each participant. Identify the work-package leader for each WP by showing the relevant man-day figure in bold. Please follow the structure below: Planned Staff Effort Work package No Work Package Title Participant 2 Participant 3 … Total man-days Total Man-days Other direct costs. Provide justification of the Other direct cost items (travel, equipment, goods and services, etc.) for all applicants (as stated in cost category 2 of their C1 form). Other direct costs Applicant Name: […] Cost (€) Justification Travel Equipment Goods and services … Total Subcontracting Provide list of subcontractors involved in the project including the company to be subcontracted (if known), description of subcontracted activities and estimated budget. If an applicant is planning to use more than one subcontractor each one should be listed separately. Name of applicant Subcontractor company name (if known) Estimated costs WP Description of subcontracted activities
Cumulative budget overview Applicant (A) Estimated eligible direct costs (A) Estimated direct eligible costs (A1+A2) (B) Estimated eligible indirect costs ((A-A3)x7%) (C) Total estimated eligible costs (A+B) Total requested GSA grant (60% x C) (A1) Personnel costs Other direct costs (A2) Total (A3) of which Subcontracting costs Coordinator (n. 1) Co-Applicant no. 2 Co-Applicant no. 3 Co-Applicant no. 4 Co-Applicant no. 5 Co-Applicant no. 6 Co-Applicant no. 7 Co-Applicant no. 8 … Totals
Cumulative budget overview Applicant Estimated eligible direct costs (A) Estimated direct eligible costs (A1+A2) (B) Estimated eligible indirect costs ((A-A3)x7%) (C) Total estimated eligible costs (A+B) Total requested GSA grant (60% x C) (A1) Personnel costs Other direct costs (A2) Total (A3) of which Subcontracting costs Coordinator (Co-applicant no. 1) Co-Applicant no. 2 Co-Applicant no. 3 Co-Applicant no. 4 Co-Applicant no. 5 Co-Applicant no. 6 Co-Applicant no. 7 Co-Applicant no. 8 … Totals
Student Name:_____________________________ High School______________________________ X Scholarship # Amt. Criteria Extra Angelina County A&M Club Scholarship Varies Varies Judged on rank, GPA, test scores, and completed application. A&M Acceptance letter, paragraph “Why Want to Attend Texas A&M”, 2 letters of recommendation. Angelina County Bar Association Varies $1000 Judged on total application. Add paragraph on Career/Major Choice Angelina County Drug Free All Stars Varies $500 Student who participated in Drug Free All Stars Angelina County Master Gardeners 1 $1000 Must be pursuing an education in Horticulture or Agriculture. 3.0 GPA and financial need Bettye and Murphy George Foundation 1 $1000 Plans to attend Angelina or SFA, must major in Special Education or related field. Paragraph about Special Education Major and Why? Junior League of Lufkin Scholarship Varies $1000 Emphasis on community service experience. DO NOT ATTACH PHOTO Lufkin Schools Food Service Association Scholarship 1 $700 Child or grandchild of active Lufkin Food Service employee and current member of Food Service Association. Must be a member of Lufkin Association of School Nutrition 1 year. In the event of a tie, priority will be given to the individual whose brother or sister has not received prior award. Must use Fall 2017 to not forfeit. Mike Love & Associates, L.L.C. Scholarship Program 5 $1,000 Must have a minimum GPA of 3.0, have a record of volunteerism and participation in both school and non-school sponsored activities. Must be a HS senior in Angelina County. Pro Day Group Varies Varies Judged on academic performance (rank and test scores. Must demonstrate leadership and participation in school organizations and community services.
Section B: More Detailed Assessment – Where necessary Questions to consider If YES, mark as appropriate Problems occurring from the task (Make rough notes in this column in preparation for the possible remedial action to be taken). Possible Remedial Action (Possible changes to be made to system/task, load, workplace/space, and environment. Communication that is needed). Low Medium High Extreme The Tasks: Holding away from the body? Twisting? Stooping? Reaching upwards? Large vertical movement? Long carrying distances? Strenuous pushing/pulling? Unpredictable movement of loads? Repetitive handling? Insufficient rest or recovery? A work rate imposed by a process? The Loads: are they Heavy? Bulky/unwieldy? Difficult to grasp? Intrinsically harmful (e.g. sharp or hot)? The working Environment: Constraints on posture? Poor floors? Variations in levels?
Working Hours Phone Email Working Hours Phone Email Issue Escalation Name Working Hours Phone Email Name Working Hours Phone Email On-Call Standby Support Name Working Hours Phone Email Name Working Hours Phone Email Services General ICT Services Contract management Requirements Anomalies Liquidated Damages suggested by the GSA Liquidated Damages proposed by the Tenderer The designated Contract Manager or his deputy must be reachable on every working day E-mails or phone calls not answered on the next business day 1% of the Basic service price for the month with the anomaly, for each anomaly occurrence. In case of a pending operational problem, the Contract manager or his deputy or a person designated by them as responsible for the problem must be respond to calls or e-mails within 30 minutes E-mails or phone calls not answered as requested 5% of the Basic service price for the month with the anomaly Meeting agenda shall be submitted to GSA at least 24 hours before meeting start Non-compliance 1% of the Basic service price for the month with the anomaly Draft meeting minutes must be submitted to the GSA within 72 hours after meeting end Non-compliance 1% of the Basic service price for the month with the anomaly
Final meeting minutes must be submitted at the latest on the 2nd business day following the receipt of GSA comments Non-compliance 1% of the Basic service price for the month with the anomaly Draft monthly reports must be submitted to the GSA at the latest on the 5th business day of the following month Non-compliance 1% of the Basic service price for the month with the anomaly Final monthly reports must be submitted at the latest on the 3rd business day following the receipt of the GSA comments Non-compliance 1% of the Basic service price for the month with the anomaly Monthly reports must be delivered without calculation errors, and free of incorrect statements. Repetitive after notification by GSA procurement officers 5% of the Basic service price for the month with the anomaly On-call Standby support (remote/on-site) service Requirements Anomalies Liquidate Damages suggested by the GSA Liquidate Damages proposed by the Tenderer The designated standby service must be reachable within the declared working hours Standby service not reachable and no call back within 30 minutes 5% of the Basic service price for the month with the anomaly Once activated, the remote and/or on-site intervention must be performed without delay, unless agreed otherwise with the GSA Non-compliance 50% discount on the work Required competence In case of Specialist’s failure to resolve the issue. No payment (including mission costs) Minor HW/SW purchasing service