zilongwang/ReadingBank huggingface dataset:
1 Poly/plastic 3-prong, 2-pocket folder Blue or black pens Highlighters Loose leaf notebook paper Boys- 1 container of sanitizing wipes Girls- 1 box of sandwich size Ziploc bags Notebook or binder with filler paper (student choice) Highlighters Pencils Red pen Graph paper Optional- Scientific calculator (sin, cos, tan) II Notebook or binder with filler paper (student choice) Highlighters Pencils Red pen Graph paper Optional- Scientific calculator (sin, cos, tan) Notebook or binder with filler paper (student choice) Highlighters Pencils Red pen Graph paper Scientific calculator (sin, cos, tan) III Spiral Notebook 3-prong, 2-pocket folder Loose leaf notebook paper Pens/pencils Red pens highlighters Pocket dictionary/thesaurus 1 Bible (any version but I teach from the NIV) Composition notebook Blue/Black pens 1 box of tissues 1 Bible (NIV version) 1 poly-plastic 3-prong, 2-pocket folder Highlighters Blue or black pens Loose leaf notebook paper 2 boxes of Kleenex tissues 1 Bible (NIV recommended) ½ inch or 1 inch 3 ring binder with pockets Loose leaf notebook paper Highlighters Blue or black pens Journal (could be a spiral notebook) 100 page sketchbook (8.5x11 or larger) Pastels or Conte Crayons (4 pack or larger) 1 pack of popsicle sticks 2 9x12 canvases Paintbrushes (any size; 2 or more Fine tipped sharpie marker Ballet: Solid leotard without embellishments Pink convertible tights Pink ballet shoes ballet skirt (optional) White biker shorts (optional) White sports bra (optional) Others: Convertible tan, pink, or black tights Black biker shorts (optional) Black sports bra 2nd Quarter: jazz shoes (no sneakers) 4th Quarter: tap shoes (no high heels) ½ inch 3 ring binder with pockets Loose leaf notebook paper Pens (blue or black) Hand sanitizer Container of sanitizing wipes Yoga mat (optional) 1 poly/plastic, 3-prong, 2-pocket folder Blue/Black pens Loose leaf notebook paper 1 package Expo dry erase markers 1 Flash Drive Ear Buds 1 poly/plastic 3-prong, 2-pocket folder PE Regulation PE uniform (purchased at Spotlight Apparel) 1 3 ring binder Blue/Black pens Loose leaf notebook paper Highlighters
On or before 17/11/2017 all official recommendations should be submitted to HQ via emails On or before 22/11/2017 candidates will be informed to attend a selection panel interview On or before 08/12/2017 successful candidates will be announced On or before 15/12/2017 two nominations of Corps will be sent to the Committee Once again, thank you for your recommendations and facilitation. Please do not hesitate to contact the undersign by email or at 6088 5747 if you have any queries. (signed on original) Saki L W LEE Flying Officer OC PA Flt
direction from that point to the canopy center of every nearby tree that is taller than your roof (don’t include small trees or bushes). If you turn on 3D Buildings you can also get the approximate height relative to the ground by using the elevation data in the status bar (remember to convert feet to meters for Energy3D 1ft=0.3048m). Record your data in the table provided for you below: Tree # Distance (Ground Length) from Origin Azimuth (Heading) Approximate Height Type (Deciduous or Evergreen) 1 2 3 4 5 6 7 8 2. In the 2D Top View of Energy3D, use the arrow keys on your keyboard to move your house so that the identified reference point on the roof is lined up with the origin (the intersection between the red line and the green line whose coordinates are (0, 0), as shown by the red circle in the image to the right). This is needed since it helps you to position trees more conveniently in the step to follow. 3. Use the recorded tree information to position trees in Energy3D. For example, in the image below, the ground length and heading of a tree from the original point are 5.14 m and 314.26 degrees. This is a deciduous tree and its height is around 16 m (based on the difference between the ground and the tree top elevation). In Energy3D, you would plant an oak, since it is deciduous and its height is set to be 16 m. And since Energy3D provides the ground length and heading from its origin to the tree (as shown in the red box in the picture below), we can easily move the tree to the right location. 4. Watch SmartVIEW4 if you still have questions on how to place trees in Energy3D.
Please note: 4. If there is language, phonological, cognitive or other developmental problems these must be assessed first and relevant reports must be attached to the referral as the above can adversely affect the outcome of the APD tests making interpretation difficult. 5. It is a prerequisite for children referred to the APD clinic that these children have reached a developmental age, language abilities and maturity adequate to complete the complex audiological test battery. We reserve the right to accept or reject referrals based on the information provided by the referrer. If there are questions please e-mail
Question 1 Location Fly to: Key West Look for: Astronaut Photography of Earth Hint: It is marked by a NASA symbol Question: When was the photograph taken? Question 2 Location Fly to: Fort Myers Beach Look for: Sanibel Island Hint: Use the ruler Question: How many miles is it from Fort Myers Beach to Sanibel?
THANK YOU FOR YOUR TIME FILLING THESE QUESTIONS The given information will help us to estimate project cost and timeline. Please send back this form at your earliest convenience to: go@gositus.com If there is any other information that we need to know, please send it to us directly. // Thursday, July 13, 2017 CONTACT DETAIL Name Company Address Phone Email PROJECT BRIEF Do you wish to develop a new website from scratch or redesign the current website? If you already have a website, please write down the URL. Please explain what will this website serve as? e.g. product catalogue, online company profile, online shop, e-commerce, etc. Who do you believe will be the target audience of this website? Please list some of the words that will best describe the website. e.g. simple, colorful, exclusive, corporate, fun, hi-tech, etc. Please explain all expected features for this website. It would be even better if you can mention some samples or reference to give us a better idea. Do you already have a fixed sitemap or website structure? Can you list your references or competitors of this website? What do you like or dislike about those websites? e.g. color choices, layout, content structure, etc.
While safety, system performance, and consumer value cannot be sacrificed for the sake of expediency, the highest level of quality can be achieved through optimization of the process and standardization of the documentation requirements. The objective is to complete a comprehensive suite of design tools that serve industry, customers, and code officials. This is done by automating much of the process and standardizing formats. Code checks are completed with transparency and detail to assure compliance and safety. The scope of this effort is to develop system that will produce a set of PV system design drawings and documents that are code compliant and ready for fast-track permitting. There will be minimal user inputs and all documentation will be in a standardized format that installers, plans examiners, field inspectors, and system owners clan clearly and completely understand. Key points include: Minimize user inputs to avoid errors Automate the electrical design process (wire sizing, breakers specifications, etc) Automate the structural design process (wind load calculations, anchoring, etc) Maintain Flexibility in system configuration options for module/inverter pairing and array attachment methods Built in code checking and validation (NEC, ASCE 7, FL Building Code, etc) Standardize the format of the drawings and documents for consistency and ease of use Produce outputs that are compatible with existing permitting processes Organize and publish references and resources for use by consumers, contractors, and agencies Objective 1 – System Design Tool The system design tool is divided into two modules that complete the PV system design, one for the electrical schematics and one for the structural components. These modules will be developed and maintained separately, but functionally will be indiscernible to the user. Plans generation A system details collection form created under the website development portion of the overall project will pass the user inputs to the design tool. User inputs include major components such as: PV module model, inverter model and racking system choice. Minor BOS components to complete the system include: wire type, junction boxes, and circuit breakers.
GOSOSY State Steering Team Meeting October 21, 2015 Clearwater, FL In attendance: Tracie Kalic – director Ray Melecio (FL) Courtney Walker (FL) Israel Cortez (GA) John Wight (GA) Brenda Pessin (IL) Beth Robinson (IL) Alex Johnson (IA) Susanna Bartee (KS) Doug Boline (KS) John Farrell (KS) John Fink (KS) Lori Houck (KS) Jennifer Quick (KS) Alycia Johnston (KS) Heather Rhorer (KY) Emily Hoffman (MA) Monika Lorinczova (MS) Mary Ann Losh (NE) Sue Henry (NE) Barbie Patch (NH) Joan Geraci (NJ) Kin Chee (NY) Mary Anne Diaz (NY) Sonja Williams (NC) Brad Whitman (PA) Jennifer Almeda (SC) Jessica Castañeda (TN) Alyson Lerma (TN) Mary Mulloy (VT) Erin Shea (VT) Susan Durón (META) Marty Jacobson (META) Bob Lynch (PASS)
Continuum of Services – Erin Shea The TST Continuum of Services Work Group produced a multi-document resource to provide a visual graphic tool of the OSY path through the MEP Cycle: Narrative – explains the purpose of the tool and how different pieces are used. OSY Cycle in the MEP – a one-page visual graphic tool outlining the cycle, includes live links to resources. OSY Educational Outcomes Tables – assists in placing a student in the appropriate instructional quadrant and includes live links to resources. OSY Educational Resource Rubric – lists every GOSOSY resource and material available via the OSYMigrant.org website and other outside sources that have been vetted/recommended and includes live links to resources. Instructional Support Video – Lindsay Ickes The TST Curriculum Work Group produced a video to support all staff, particularly those without formal education training, in administering the SOSOSY Mini Lessons. The video will be re-branded with OSY Migrant logos, wording to maintain consistency. The video will be edited to include a clear statement about lessons being available in both English and Spanish, but will emphasize that the goal of the lessons is to teach life skills more than vocabulary. The video will be edited to address the non-graded Question 6 on post-assessments. OSY English Language Screener – Brenda Pessin This tool was designed to use as needed across the states to determine language proficiency in newly recruited students. The video was improved to elaborate on instruction and scoring. Staff must be careful to refer to the tool as a “screener” and not an “assessment”. SOSOSY created it as a tool to drive instruction, and it is not intended to be used as a progress monitoring instrument. This is now clarified in the screener instructions. OSY Training Wiki – Sonja Williams The TST saw value in getting Training Modules online for new staff and also as refreshers for those already trained. Wiki was determined to be the most efficient format. Training Wiki has two modules completed. Video and/or audio components will be included. Sonja will send URL and invite to all TST members. SOSOSY Quality of Implementation Index The QII was produced during Year 3 for the purpose of focusing on implementation. Created to rate materials with a goal of 4 out of 5.
DATA: Ramp 1 Time (sec) Ramp 1 Distance (cm) Ramp 2 Time (sec) Ramp 2 Distance (cm) Ramp 3 Time (sec) Ramp 3 Distance (cm) TRIAL 1 TRIAL 2 TRIAL 3 AVERAGE SPEED = Distance/ Time cm/sec SPEED = Distance/Time ________________ Conclusions: (Was your hypothesis correct or incorrect, sum up data, and future plans)
RESIDENTIAL ACCOMMODATION DIVISION:- Gosport North 1 venue plus 1 limited usevenue VENUE:- GADSAD Hall, Elson Road, Gosport SUITABILITY:- Sleepovers, Short breaks, Weekly, all sections Maximum no 25 20 18 members 6 + leaders CONTACT:- Mrs Denise Starkie Tel no: 02392 589242 e-mail Denise.Starkie@btinternet.com HALL KITCHEN TOILET/SHOWER AMENITIES 2 Large halls Guide hall can be separated into sleeping area and dining/activity area. Scout hall can be used as leaders’ room and first aid area. Good heating, lighting and ventilation. Medium size modern kitchen. Good hot water supply, small fridge freezer, electric cooker, microwave, storage for food, kitchen equipment available, work surfaces and 2 sinks. Rubbish disposal bins by hall. 2 female toilets 2 male toilets Facilities for disabled participants 3 washbasins with hot and cold water. 1 shower. Access and facilities for disabled members. 30 chairs, 8 tables all stackable. Access to park.
Parliament. Looking first at vacated parliamentary seats (Table 1), we do observe that over the past forty years, death has been responsible for ten (40%) of the vacancies. However, six resignations for personal reasons, three resignations to take up other official posts, three resignations for men who ascended to the presidency collectively mean that twelve (48%) of the vacancies were voluntary while one (4%) for a criminal conviction and two vacancies created by election day irregularities (8%) were involuntary. Another way to look at this is that three of vacancies due to death occurred before the first case of HIV/AIDS was identified (i.e., before 1984), and while, as Chirambo (2008) noted, it is impossible to rule out complications from HIV/AIDS as the cause of the four deaths that occurred between 1989 and 2005 on the basis of (or lack of) publicly available information, all four men were political figures with at least twenty years of service to their parties, and thus other diseases to aging were perhaps as likely to have contributed to their deaths. Of the resignations, only the first one in 1965 was identified as related to ill health; the others were all to accept other jobs outside of government. Table 1: Causes of Vacancies/By-Elections in the Botswana National Parliament, 1965-2014 Parliament Death Resig- nation Appt Succeeded to Presidency Election Total 1965-69 0 1 0 0 0 0 1 1969-74 0* 0 1 0 0 0 1 1974-79 2 0 0 0 0 0 2 1979-84 1 0 0 1 0 0 2 1984-89 1 0 1 0 1 1 4 1989-94 0 0 0 0 0 1 1 1994-99 2 0 1 1 0 0 4 1999-04 0 2 0 0 0 0 2 2004-09 1 2 0 1 0 0 4 2009-14 3 1 0 0 0 0 4 Total 10 6 3 3 1 2 25 *One MP died shortly before the 1974 General Election, but no by-election was held.
. Sessions for All Participants Sessions for AmeriCorps Participants Sessions for Senior Corps Participants Please Note: Sessions listed with an asterisk (*) are recommended for new staff, but are not required. Date Time Session Title Sunday, June 4 5:00 PM - 8:00 PM Grand Ballroom Foyer Registration Opens – Grand Ballroom Foyer Monday, June 5 8:00 AM - 12:00 PM Stadium 3 *New AmeriCorps Staff Boot Camp Monday, June 5 9:00 AM - 12:00 PM B&O Railroad State Service Commission Staff Pre-Conference Monday, June 5 9:00 AM - 12:00 PM Promenade *New Senior Corps Staff Orientation Monday, June 5 10:00 AM - 11:30 AM Stadium 1 FGP Bold Visions 2017 Monday, June 5 12:15 PM - 1:45 PM Grand Ballroom Opening Lunch Keynote – Kim Mansaray, CNCS CEO Details on pp. 15-16 Monday, June 5 2:00 PM - 3:30 PM Stadium 1 *Grants Management Boot Camp Monday, June 5 2:00 PM - 3:30 PM Stadium 2 *AmeriCorps Prohibited Activities Monday, June 5 2:00 PM - 3:30 PM B&O Railroad School House Rocks: The Nuts and Bolts of National Service Policy Monday, June 5 2:00 PM - 3:30 PM Stadium 3 Social Media: Can't Live With It, Can't Live Without It Monday, June 5 2:00 PM - 3:30 PM Stadium 4 *Senior Corps Compliance Monitoring: How to Prepare for Compliance Monitoring in All Its Forms Monday, June 5 2:00 PM - 3:30 PM Stadium 5 Building a National Service Vision for Collective Impact in Your City/County/State Monday, June 5 2:00 PM - 3:30 PM Harbor 1 Creating a Retention and Engagement Program
KBW Chartered Surveyors 7 Imperial Square Cheltenham Gloucestershire GL50 1QB GOTHERINGTON CHURCH CENTRE REFURBISHMENT WORKS Dear Sirs We certify that we will submit a bona fide competitive tender and that we will not fix or adjust the amount of the tender by or under or in accordance with any agreement or arrangement with any other person. We also certify that we have not done and we will not do at any time before the date for this tender to be submitted, any of the following acts: 1) Communicate to any person other than the person calling for our tender the amount or approximate amount of the proposed tender. 2) Enter into any agreement with or arrange for any other person to refrain from tendering, or indicate the amount of any tender to be submitted. 3) Reward, or promise to reward, any person for performing or causing any of the actions or effects described in 1 and 2 above. Yours faithfully ……………………..(Contractor)
STUDENT NAME: _____________________________________________ BLOCK: ____________ English III, Level 3 (Honors) PLEASE ATTACH THIS SHEET TO THE FRONT OF YOUR PAPER. Rubric for Summer 2014 Reading Assignment: Formal Essay on a Gothic Novel Element Explanation No Sort of Yes Modern Language Association Layout This formal essay is typed in 12-point Times New Roman font, is double-spaced, contains a four-line MLA heading, has a title, is formatted to display page numbers, and is stapled to this rubric. The version of the novel read by the student should be listed on a Works Cited page, along with any other sources quoted in the essay. (Only the novel is required to appear on the Works Cited page; no outside sources need be mentioned in the essay.) 0 10 Identifying Gothic Elements The essay clearly shows that the novel (either Dracula or Wuthering Heights) matches up with at least six gothic elements found in the “Gothic Fiction” handout. 0 10 Textual References The essay refers to specific sections/passages and pages in the novel when identifying each of the six gothic elements. 0 10 Mechanics The essay contains no errors in grammar, syntax, spelling, etc. One point will be removed for each error, up to no more than 10 points. 0 10 Organization Overall, this five-paragraph (or longer) essay is well organized, stays on topic, and features ideas. It contains strong voice and sophisticated tone. 0 10 Total Score: /50
Section 2: To be completed by OTCO staff Criteria Standard Reference Yes/No/ NA Remarks 1 Applicant is a Certified Entity Section 3.1 Yes No NA 2 Physical Application of the labeling is being done by a Certified Entity Section 3.1 Yes No NA 3 Does the artwork include the GOTS logo? Section 4.1 Yes No NA 4 Does the artwork include term “Global Organic Textile Standard” or the short form “GOTS” (instead of the GOTS logo)? Section 4.2 Yes No NA 5 Does the artwork include the correct label grade? Section 4.1.1 & 4.1.2 Yes No NA 6 Is a reference to the certifier included? Sections 4.1.1& 4.1.2 Yes No NA 7 Does the artwork contain a proper license number? Section 4.1 Yes No NA 8 If a brand (name) is used, is it placed as indicated by the applicant? (ref. to page 1, N° 6) Yes No NA If 'no', specify: 9 Are all proposed Buyers authorized to sell the product with the intended GOTS labeling? Section 5 Yes No NA If one or more Buyers are not authorized, list them here: Section 3: Result of Assessment Result by Certifier Released Not Released Reasons for non release / found: Further Remarks Name and Title of authorized person of the certifier: Signature Date: Title: Certifier Stamp:
Google Docs Portfolio History of Fashion Portfolio Pages Make sure that when using Google images that you type in the year and the bolded word/fashion. Example: 1890 Corset 1890’s – Historical influence= Victorian Era. Women: Gibson Girl, corset, bustle, hourglass silhouette. Men – matching coat and vest with contrasting trousers. 1900’s – Historical influence= Industrial Revolution Era. Women: Duster coat, shirtwaist, Leg O’ Mutton sleeves, s-curve silhouette. Men – formal morning dress with top hats, or 3-piece ‘lounge’ suits with bowler hats 1910’s - WWI Era. Women -Hobble skirt, bathing suit, bloomers, inverted triangle silhouette. Men – military influence/trench coats 1920’s – Historical influence= “Roaring ‘20’s” Era, Women: flapper, costume jewelry, cloche’ hat, dropped waistlines, tubular silhouette; Men: pin-stripe suits, fedoras, sweaters, knickers, raccoon coat 1930’s – Historical influence=Depression Era, Women: bias cut dresses, waistline restored, hemlines dropped, hourglass silhouette Men: straight wide leg trousers, sweater vests; Children: hand-me downs, flour sack clothing 1940s – Historical influence=WWII Era Women: convertible suit(mix and match pieces), slacks, no silk or nylon stockings, inverted triangle silhouette.
Eisenhower jacket inverted triangle silhouette; Men: Military influence/bomber jacket, austere “Victory’ suits with no vest, cuff or pocket flaps 1950s – Historical influence= Rock n’ Roll Era, Women: the ‘new look’ hourglass silhouette (Christian Dior) hourglass silhouette Men: Flannel suit in charcoal gray, navy or brown, cardigan sweaters, hats; Teenager: a separate generation; Girls: poodle skirts, sweater sets, saddle shoes, capri pants; teenagers become their own class and have money to spend, Boys: chinos, button down shirts, loafers OR tight jeans, leather jackets, Converse 1960s – Historical influence =Civil rights Era Women: Miniskirts, pantsuits, pillbox hat, tubular silhouette. Men – tailored suits, the ‘Mod’ look, turtlenecks, colors 1970s – Historical influence =Hippy to Dicso Era, Energy Crisis, Watergate, Women: Unisex, bold flower prints, platform shoes, triangle silhouette. Men – bell bottoms, wide ties and collars 1980s – Historical influence = YUPPIE Era Women: Logo wear, designer jeans, exercise wear, inverted triangle silhouette. Men – business suits with narrow detailing, suspenders, pastels 1990s – Historical influence = The Dot Com Era Women: Bare midriff, rejection of fashion, grunge. Men – baggy pants, big sneakers 2000s - Inspiration drawn from the previous decades anything goes! The web makes all information easily accessible and fashion crossover common. History of Fashion Notes
Decade __________________________________________________________________ Historical Events Women’s Fashion Men’s Fashion Silhouette ___________________________________________________________________ Other History of Fashion Notes
History of Fashion Notes Decade __________________________________________________________________ Historical Events Women’s Fashion Men’s Fashion Silhouette ___________________________________________________________________ Other
Removal of Se and Other Heavy Metals in Coproduced Waters for Watershed Protection US Department of Agriculture (USDA) 07/12-06/14 $112,500 30% Enhancement of Gender Diversity in Petroleum Engineering Halliburton Foundation 11/11- $10,000 100% Maximization of Permanent Trapping of CO2 and Co-contaminants in the Highest Porosity Formation of Rock Springs Uplift: Experimentation and Multi-scale Modeling US Department of Energy-National Energy Technology Laboratory (DOE- NETL) 10/10-10/13 $1,509,044 10% Fundamental Investigation of Wettability in Supercritical-CO2/Brine/Rock Systems at Reservoir Conditions: Impact of CFSF 6/10-9/13 $236,547 100% Geologic Sequestration of CO2 in the Rock Springs Uplift (Southwest Wyoming): Experimentation and Modeling of CO2/Brine Relative Permeability, Hysteresis, Permanent Capillary Trapping and Salt Precipitation State of Wyoming's Clean Coal Technologies Research Program 9/08-9/11 $500,000 33% Characterization and Bio-Remediation of Dissolved Organic Matter in Wyoming Oilfield Waters SER Competitive GA 9/09-9/11 $53,172 100% 7.2 Pending Projects Contract or Grant Title Sponsor Date Submitted Budget Percentage Credit Asphaltene Deposition in Flow Lines. Phase 1 – Mechanism of Deposition and Characterization of Deposited Material Royal Dutch Shell 11/30/2015 $39,300 100% 7.3 Proposals not accepted Contract or Grant Title Sponsor Date Submitted Budget Percentage Credit Chemical Prevention of Asphaltene Deposition in Flow Lines (Phase 1) British Petroleum (BP) 09/09/2014 $94,381 100% NUE: Nanotechnology’s Impact on Energy, Environment, and Wyoming NSF 05/27/2014 $196,018 20% Molecular Dynamics of Flow and Transport in Shale Gas Formations American Chemical Society – Petroleum Research Fund Directions (ACS-PRF-ND) 10/30/2013 $110,000 100%
Fundamental Investigation of Game-Changing Shale Oil Enhanced Recovery Technologies for Bakken Formation: A Multi-scale, Characterization and Development Approach Research Partnership to Secure Energy for America (RPSEA) 06/13 1,221,442 30% CAREER: Impact of Mineralogy and Wettability on Pore-Scale Displacement Mechanisms of Nonaqueous-Phase Liquids in Heterogeneous Rocks NSF 07/12 $485,653 100% NUE: to be Developed in Wyoming for the Country’s Clean Energy Future NSF 04/12 $196,520 25% The Mathematics of Unconventional Reservoirs US Department of Energy (DOE) 04/12 $7,961,905* 20% Fundamental Investigation of Matrix/Fracture Interactions in Gas Shale Formations: A Multi-scale Multi-physics Approach RPSEA 03/12 $3,976,367* 20% CO2/Brine/Hydrocarbon Interfacial Tensions under Pressure and Temperature Conditions of CO2 Geological Storage ACS-PRF-Doctoral New Investigator 03/10 $100,000 100% Towards a Fundamental Understanding of Interfacial Phenomena in CO2 EOR NSF 09/08 $449,127 50% Measurement and Modeling of Organic Deposition in Crude Oil Production Wells REPSOL Corporation 02/08 $272,000* 100% Tight Gas Reservoirs: Experimentation and Modeling of Hysteresis and its Implications for Gas Recovery DOE-Experimental Program to Stimulate Competitive Research (EPSCoR) 01/08 $2,803,646* 33% * Includes SER matching fund
Google Earth Scavenger Hunt Rubric Names: & Write your Answers here: Points Awarded: 1a. 1b. 2a. 2b. 3a. 3b. 4a. 4b. 5a. 5b. 6a. 6b. 6c. 6d. 6e. 7. 8a. 8b. 9a. 9b. 9c. 9d. (1pt) (2pts) (10pts) (1pt) (1pt) (1pt) (2pts) (2pts) (3pts) (3pts) (2pts) (2pts) (10pts) (5pts) (2pts) (5pts) (2pts) (5pts) (2 pts) (2 pts) (2 pts) (2 pts) Total: Point total: © 2011 Middle School Computer Lessons Publishing
weight Mass (in grams) number (2 decimal) N [0,+] sampleType Sampling equipment used category N CourseFyke FineFyke ageAdult Age determined by examination of otolith (years) integer N [0,+] ageLarvae Age determined by examination of otolith (days) integer N [0,+] Standard Data format for adult fish survey results to be submitted to the CEWO. Variable Description Type Req Range assessmentUnitId The site, which may be a length of stream of an area of wetland(s) that meets the criteria defined in the standard method string Y dateStart Start date (inclusive) that these measures were observed dateTime Y dateEnd End date (exclusive) that these measures were observed dateTime Y speciesName Latin name for species of fish string Y Lookup list coarseFykeCatch Mean of catch per unit effort number (8 decimals) N fineFykeCatch Mean of catch per unit effort number (8 decimals) N electroCatch Mean of catch per unit effort number (8 decimals) N
Arbitration Can’t force someone to go to arbitration – must be by K or agreement Majority of Ks have arbitration clause Private process (as opposed to court which is public) Can choose adjudicator – can get someone with knowledge, expertise about the issue Can be quicker than court Parties split arbitration fee along the way (have to pay for adjudicator) Can provide for full cost recovery (instead of tariffs in civil litigation) – parties can agree to full recovery Adjudicator’s decision is final – like court judgment Headed to Trial Different than pre-trial examination of W [see Rule 7-5] Evidence generally provided by: written transcript or video deposition Default is that court wants W to come to court and testify – this is if you can’t get W to court Rule 7-8 Depositions (1) By consent or order of court - may examine person under oath so record can be tendered at trial (3) in deciding to order deposition – court will consider: Convenience of person going to be examined Possibility that person might be unavailable to testify at trial (death, sickness, absence) Possibility person will be beyond jurisdiction of court at time of trial Expense of bringing person to trial (5) can serve subpoena on the person to make them bring docs and physical objects related to the action – that are in possession or control (9) and (10) – different forms if agree to testify (Form 27) and refuse to testify (Form 29) (13) notice of examination to all parties on record 7 days before date of examination (16) examination must be recorded in question/answer form or video recording [video is better] Applies to actions Rule 12-1 Set trial for hearing (2) to set proceeding for trial – file notice of trial [Form 40] Include in Form: place, date, time, estimate of reasonable time for hearing proceeding (decided by parties together) (3) date = from case plan order, or obtained from registry (5) place = place named in NOCC or changed by court order (7) if trial date set in notice of trial is no good – have 21 days to request CPC or apply to have trial rescheduled (10) if trial set - must notify registry w/o delay if proceeding settles or things come up that would affect estimated length of trial Rule 12-2 Trial management conference (1) takes place at least 28 days before scheduled trial date
Government Center Project (Navigational Directions) revised 1.17.14 From Blue Line (Eastbound to Wonderland) to Green Line: Accessible (preferred route) Exit the train at State Station Upon exiting the Blue Line train at State Station, turn right and proceed straight through the corridor to Elevator #802* located just past the open area on your left Take Elevator #802 down to the Orange Line Oak Grove–bound platform Take the Orange Line Oak Grove–bound train one stop to Haymarket Station Upon exiting the Orange Line train at Haymarket Station, proceed to Elevator #907 located toward the front of the train Take Elevator #907 down to the concourse Turn right and proceed to the end of the concourse At the end of the concourse, turn left and proceed to Elevator #906 Take Elevator #906 up to the Green Line platforms *Alternative route using Elevator #967 Upon exiting the Blue Line train at State Station, turn right and proceed straight through the corridor At the end of the corridor, turn right and proceed to Elevator #967 located on the right
AGENDA ITEMS/ISSUE DISCUSSION ACTIONS TAKEN/OUTCOME WHO’S RESPONSIBLE Membership Issues (continued) Membership Category for Institutions of Higher Education – Possible Bylaw Change Needed: It was explained that the current Bylaw language does not specify that institutions of higher education need to provide direct services to qualify as regular members. Dues Status and Membership Retention Report: The impact of the 2% dues increase enacted for FY 2017 and of terminating the group discount for Jewish Family Services agencies was reported. Member Value Survey: It was reported that five responses were received; that all indicated value perceived in the training that NJAMHAA provides; and that some respondents recommended that some training be held in other areas of the state. It was noted that training is not in the goals the Board identified and that Newswire is valuable for staff. New Member without an or Approval: It was reported that Hetrick Martin Institute’s membership was activated without an application going through the established approval process. It was stated that additional staff training will be provided to prevent such occurrences in the future. (continued) The addition of this will be to the Board for approval. It was recommended that NJAMHAA continue to look at trends in non-renewals and any offsets with new members. It was decided that the addition of training or professional to the goals will be discussed with the Board since it is in the mission statement. It was recommended that training and timely be highlighted as member benefits to help recruit and retain members. It was requested that the membership application be sent to the Governance Committee as an FYI. October 18, 2917 Board meeting Ongoing October 18, 2017 Board meeting Ongoing Following this meeting (This was completed.) Agenda and Bylaws’ Current and Proposed Language: Debra Wentz, Shauna Moses Debra Wentz, Julia Schneider Agenda: Debra Wentz, Shauna Moses Shauna Moses, Ksenia Lebedeva Shauna Moses
Principle 6 – Ethical and responsible decision making processes The State expects native title bodies corporate to make ethical and responsible decisions, in accordance with the agreed purpose of the organisation, and in fulfilment of obligations under native title agreements. The body corporate must be capable of assessing if its decisions are correct in light of criteria that are set down in the agreement, the constitution and in other instruments. Decision making can involve complex processes and it is important the body corporate communicates how certain types of decisions are to be made to the native title beneficiaries. No. Question Preliminary View (Circle) 6.1 Does the native title agreement provide for general meetings and board meetings in compliance with legal obligations? Satisfactory Need more information Not satisfactory 6.2 Does the agreement, the constitution or trust deed clearly specify what decisions can, and cannot, be made by the body corporate? Is there a requirement in the above instruments that decisions must be consistent with the specified criteria? Satisfactory Need more information Not satisfactory Principle 7 - Timely and balanced disclosure and communication The constitution of a native title body corporate should provide for mechanisms to ensure that all its members have equal and timely access to information concerning the body corporate, such as its financial position, performance and governance. A body corporate should ensure that communications are factual and presented in a clear and balanced way, including both positive and negative information. No. Question Preliminary View (Circle) 7.1 Satisfactory
PRESS RELEASE January 28, 2010 FOR IMMEDIATE RELEASE Contact: Paige Marlatt Dorr Office: 916.327.5356 Cell: 916.601.8005 Office E-mail: BlackBerry: Chancellor Jack Scott Welcomes Nadia Davis-Lockyer to the California Community Colleges Board of Governors SACRAMENTO, Calif. – Chancellor Jack Scott welcomes Nadia Davis-Lockyer to the Board of Governors of the California Community Colleges. She was appointed by Gov. Schwarzenegger to the board on Jan. 19, 2010. The 17-member board, appointed by the governor, sets policy and provides guidance for the 72 college districts and 110 campuses that make up the California Community Colleges system. The board formally interacts with state and federal officials, other state organizations and selects a system chancellor. Nadia Davis-Lockyer, Esq., 38, of Hayward Nadia Davis-Lockyer serves as a deputy district attorney and executive director of the Alameda County Family Justice Center. Since graduating from Loyola Law School in 1996, Davis-Lockyer authored a handbook and conducted seminars throughout California for students seeking higher education. She has also been involved in protecting the voting rights of new citizens, worked on projects to increase voter education and awareness, served on the Santa Ana Unified School District Board of Trustees as board president, and practiced law representing adult victims of childhood sexual and physical abuse. Additionally she provides pro-bono legal assistance to her ancestors, the Juaneno Band of Mission Indians. This position requires Senate confirmation. “I am very pleased Nadia has agreed to serve on the board. She is an exceptional individual with strong leadership skills,” said Chancellor Scott. “Her passion for helping underserved populations improve their lives will serve her well as she endeavors to ensure all Californians have access to higher education.” The board is composed of two tenured community college faculty members, one voting classified employee, two community college students and 12 outstanding lay citizens of California who have a strong interest in further developing and improving the public community colleges. All board members receive a $100 per diem plus necessary traveling expenses and are appointed to two and six year terms. With 2.9 million students, California Community Colleges is the largest system of higher education in the country and serves as the state’s leading provider of workforce training. For more information on the California Community Colleges Board of Governors, visit the . ###
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GOOGLE EARTH SEARCH What country is Balkh located in today? How far is Kashgar from Xi’an? How long would it take to walk? To drive? Do you notice any similarities between modern-day routes and the old Silk Routes? LABEL THE MAP On the handout map, label the following places: Taklamakan Desert, Northern Route, Southern Route, Tian Shan Mountains
SOO Statement of Objective SOW Statement of Work TDY Temporary Duty USAF United States Air Force USC Code LIST (AND LINKS) OF REFERENCED DOCUMENTS CODE OF FEDERAL REGULATIONS Training - Scope Training - Authority of the Head of the Agency Training - Records Standards of Ethical Conduct for Employees of the Executive Branch Basic Obligation of Public Service Definitions regarding gifts Exceptions to general ban on gifts Use of Nonpublic Information Use of Government Property Gifts from Outside Sources 49 Public Contracts and Property Management Utilization, Donation and Disposal of Foreign Gifts and Decorations Utilization, Donation and Disposal of Foreign Gifts and Decorations Payment of Travel Expenses from a Non-Federal Source Acceptance of Payment from a Non- Federal Source for Travel Expenses UNITED STATES CODE Awards for Accomplishments Employment of Experts and Consultants Acceptance of Contributions, Awards and Other Payments Receipt and Distribution of Foreign Gifts and Decorations
Respect Within the framework of the legislative and policy requirements of the Ontario Human Rights Code, and the Workplace Harassment and Discrimination and the Prevention of Workplace Violence Policies, members will fulfill their responsibilities in ensuring that the Library is free from discrimination and harassment. No Member shall: Speak disrespectfully of any member of the Board, staff or volunteers. Use offensive words in meetings of the Board or against any Member. Speak in a manner that is discriminatory in nature based on an individual’s age, colour, ancestry, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status, gender identity/expression, sex, or sexual orientation. Board meetings With the understanding that Library Board meetings are public and that their behavior affects the image of the Trillium Library, Board members shall: Not speak on any subject other than the subject in debate. Not disobey the decision of the Chair or of the Board on questions of order or procedure or upon the interpretation of the rules of the Board Use of Library Property and Resources Members will only use Library facilities, equipment, supplies, services or other resources for the business of the library. Privacy and Confidential Information Members will respect the privacy of others and will not disclose or release by any means to any member of the public, any confidential information acquired by virtue of their position within the library. Members will maintain this obligation even after leaving the Board. Conflict of Interest Within the legislative framework of the Municipal Conflict of Interest Act, Board members will act in the public interest and not engage in conflicts of interest, either apparent and real. The duties and responsibilities to the Library should not compete with private interests, financial or otherwise and the interests of family, friends or associated organizations. Members will not accept payments to make referrals or to act as a paid agent before the Board or Board Committee. Political Neutrality Members will not use Library facilities, equipment, supplies, services (including staff services) or any other resources for election campaign or campaign-related activities. Members will not use a position of authority at the Library to compel staff or volunteers to engage in partisan political activities. Gifts Members will not accept or provide any gift or benefit where it may be, or perceived to be, in exchange for favour or influence. Exceptions: Small gifts (cards or edibles, such as chocolates or cookies) Advertising material (calendars, scratch pads, pens, t-shirts) Any hospitality or gift that has a monetary value under $100
Data Protection (clause 15.14.1.3 of Attachment 2 to Module 1): [Insert 'Required' if the Contractor is to provide to Finance and the Agency on request an audit log of access to Agency Material OR insert 'Not applicable'.] Technology threats (clause 15.2 of Attachment 2 to Module 1): [Insert details of the parties' obligations in relation to technology threats.] Open Source Software (clause 12.7 of Attachment 2 to Module 1): [Insert details of any alternative options for the provision of an IP register and whether the final payment is not subject to the provision of this register OR insert 'Not applicable'.] Acceptance Testing and Acceptance Criteria (clause 10 of the Head Agreement): [Insert agreed Acceptance arrangements (including timeframes) or specify any Drupal Services that are not subject to Acceptance.] Service Levels and Service Credits (clause 12 of the Head Agreement and clause 21 of Attachment 2 to Module 1): [Insert details of any Service Levels including what will be measured, when and how it will be measured, who is responsible for measuring it, and the consequences of a failure to meet the Service Level.] Service Credits (clause 12 of the Head Agreement): [Insert any Agency-specific Service Credits applicable for failure to meet the Service Level specified above.] Liability Cap (clause 25 of the Head Agreement and clause 24 of Attachment 2 to Module 1): As per clause 24 of Attachment 2 to Module 1. [OR insert details of alternative agreed liability cap e.g. three times the total value of the Contract (excluding GST).] Additional Insurance Requirements (clause 19.1.1(e) of the Head Agreement): [Insert any additional insurance requirements, or insert 'As per the Head Agreement requirements'.] Additional warranties (clause 18 of the Head Agreement): [Insert any additional warranties for the Drupal Service. Otherwise insert 'Not Applicable'.] Indemnity (clause 26 of the Head Agreement): As per clause 26 of the Head Agreement [OR specify whether clause 26 of the Head Agreement does not apply and insert details of Contractor indemnity if different.] Other: [Insert details of any special conditions or amendments approved by Finance.]
Acquia Training Acquia provides online and face-to-face training – see: . Online training Acquia provides free online training courses – see Acquia Academy Acquia Academy offers a free education option offering self-paced e-learning video courses for govCMS clients – see Face-to-face training Training is available for either public sessions or private classroom settings at multiple locations within Canberra. Public courses range from one to five days in length; private training packages can be customised to suit your needs. See .
References Please provide the contact details of two people, not related to you, who may be approached for references as to your suitability for this volunteering role. One must be your present (or most recent) employer/school/university/volunteer organisation. 1. Name Address Telephone no. Fax no. Position Email address 2. Name Address Telephone no. Fax no. Position Email address
2. Understand schools finance 5 governors attend finance training. Summer Term All Governors The board will have a greater understanding of academy finance and their responsibilities in this. Governors ask challenging questions to ensure that money is spent effectively. Governor Voice feedback on confidence with schools budget / finance. Full board minutes show increased questioning of school finances R Development Activity Credits Date Completed Mentor Sessions Date arranged Strategic Leadership for Chairs 1 Self-evaluation and agreement of GDP 26.02.2018 Standard rate minimum 2 sessions Finance for Governors: Academies 5 Interim review of progress (if applicable) N/A Higher rate minimum 3 sessions Final Review of GDP 08.11.2018 Add further sessions if used Total 6 Total available 6 Delete as appropriate Standard 6 / Higher 18 Impact Summary Area/s for further development in the next cycle
3. R Development Activity Credits Date Completed Mentor Sessions Date arranged Self-evaluation and agreement of GDP Standard rate minimum 2 sessions Interim review of progress (if applicable) Higher rate minimum 3 sessions Final Review of GDP Add further sessions if used Total Total available 6/18* Delete as appropriate Standard 6 / Higher 18 Impact Summary Area/s for further development in the next cycle
1.5 BG Safeguarding policy & available courses 1.6 BG Health, Safety and Welfare policy C. Code of Ethics 1. The code includes the following: 1.1 Respect, support and loyalty to WG and to MD colleagues will be expected 1.2 MD members should have the development of WG and their areas at heart 1.3 MD members should carry out their MD responsibilities between meetings 1.4 Any conflict of interest in decision-making must be declared D. General Responsibilities 1. MD member’s responsibilities include: 1.1 Attend all MD meetings, using deputy if necessary. 1.2 Respond to all forms of communication and action points set against them by the MD within the agreed time frame. 1.3 Communicate with area committees and area clubs Appendix B