zilongwang/ReadingBank huggingface dataset:
Hopkins Elementary School Curriculum Map Grade: 3 Subject: Reading Time Frame Unit Concepts/Skills/Topics Standards Resources/Activities Wk 1 Unit 1 ,Week 1- First Day Jitters Character, Plot, Setting RL3.3 RI3.7 Treasures Wk 2 Unit 1,Week 2 -Dear Juno Character, Plot, Setting RL 3.3 RI3.7 Treasures Wk 3 Unit 1,Week 3- Whose Habitat? Main Idea Dictionary Skills RI 3.2 L3.4 Treasures Wk 4 Unit 1,Week 4-Penguin Chick Main Ideas and Details Homographs RI 3.2 L3.4 Treasures Wk 5 Unit 1 Week 5-ThePerfect Pet Problem Solution Multiple Meaning Words RI 3.8 L.3.4 Prof. Check 1 Wk 6 Review Week RL 3.3, RI 3.7, RI 3.2 RI 3.8, L3.4 Buckle Down Book Built in time for Review of PC 1, Unit review Activities from Treasures Wk 7 Unit 2 Week 1-The Strongest One Problem Solution Summarize Antonyms Multi-syllable words RF 3.3 RI 3.8 L 3.5 RI 3.8 AH-P-SADT1 and 2 Treasures Wk8 Unit 2 Week 2- Wolf Fantasy and reality Summarize Text Features RI 3.6 L 3.4 RF 3.3 RI 3.5 Treasures Wk 9 Unit 2 Week 3- What’s in Store for the Future? Fact Opinion Text Features Identify Glossary, Table of Contents, Index RI 3.6 RF 3.3 RI 3.5 Treasures Wk 10 Unit 2 Week 4- Planets Summarize text Identify Content Clues Multisyllable words and consonant blends RI 3.8 RI 3.7 RF 3.3 Treasures Prof. Check 2 Wk 11 Unit 2 Week 5- Author: A True Story Context Clues, Summarize Text, Author’s Text RI 3.7 RI 3.6 RI 3.8 RF 3.3 Treasures
Wk 12 Review Week RI 3.7 RI 3.6 RI 3.8 RF 3.3 L 3.4 Discovery Ed. Buckle Down Built in timefor Review of PC 1, Unit review Activities from Treasures Wk 13 Wk 14 Unit 3 Week 1 Stone Soup Making Inferences Text Features Synonyms 2 Day Week- Thanksgiving Holiday RL 3.1 RI 3.4 RI 3.5 RF 3.3 AH-P-HA-U-1 AH-P-HA S-DT1 Treasures Prof. Check 3 Wk 15 Unit 3 Week 2- One Riddle Story Structure Plot & Setting RI 3.8 L.3.4 RL 3.3 Treasures Built in timefor Review of PC 1, Unit review Activities from Treasures Wk 16 Unit 3 Week 3- Saving The Sand Dunes Cause and Effect Multiple Meaning Words Dictionary Skills RI 3.8 L3.4 RF 3.3 Treasures Wk 17 Unit 3 Week 4- The Jones Family Express Making Inferences Cause and Effect Homophones RI 3.8 RI 3.4 L 3.4 Treasures Prof. Check 4 Wk 18 Unit 3, Week 5- What Do Illustrators Do? Context Clues Sequence RI 3.7 RI 3.3 AH-P-HA-U-1 AH-P-PCA-1 AH-P-PCA-2 Treasures Wk 19 Review Week RL 3.1 RI 3.7 RI 3.4 RI 3.8 RI 3.5 RF 3.3 Common Core Review Books Buckle Down Review Prof. Checks Wk 20 Unit 4 Week 1 – Cook-A-Doodle-Do Compare & Contrast Characters Inference Dictionary – Define Idioms RL 3.3 RL 3.1 L 3.4 Treasures Wk 21 Unit 4 Week 2 – Seven Spools of Thread Draw Conclusions Inferences Dictionary – Mult. Meaning Words RI 3.7 RL 3.1 L 3.4 Treasures Wk 22 Unit 4 Week 3 – Washington Weed Whackers Compare & Contrast Characters Summarize Computer Search Engines RI 3.9 RI 3.8 RI 3.5 Treasures Wk 23 Unit 4 Week 4 – Here’s My Dollar Context Clues RL 3.1 Treasures
Your Name HES Section Title: Chapter # This is a template that you can use for extra credit. You can do a maximum of 4 chapter summaries, for 5 points per summary, total of 20 points. This is not in addition to the garden, this is in lieu of the garden. Meaning you can’t do 20 points in the garden AND 20 points in chapter summaries. You can, however, mix it up and do a few hours in the garden and a few chapter summaries. OR you could do the two hours in the garden, for 5 points, and then give me a summary of your experience in the garden for another 5 points. That, my friends, is called double dipping and that’s totally allowed, unless it’s food, then that’s gross and don’t do that! Okay, so if you are actually reading this you are wondering when I am going to explain the requirements, well here they are: each summary must be 1 page MINIMUM, 12 point Times New Roman font, double spaced, and be formatting exactly like this is; 1 inch margins no more than 3 lines for the heading. The summary must be a summary of the chapter, not a summary of a section of the chapter, but of the entire chapter. Just read the chapter and write about it. It’s not that difficult, I promise. If you run out of things to summarize, which you shouldn’t, but if you do, then you can start giving me your opinion about the chapter. Your opinion can include things like if you knew about this information prior to taking the class, if and how it impacts or relates to your life, what are you going to do with said information, if you plan on shouting what you have learned from the rooftop (or balcony, whatever). Get it? See, it’s not hard. We are already nearing the end of the page and I haven’t even told you how to turn it in. Well, turn it in by including it in your portfolio. Everything is due the day of the final to turn it in. See, that wasn’t hard, we already reached one page. Ta-dah!!! You’re done!
BACS-TAIWAN SCHOLARSHIP SCHEME 2017 CONFIDENTIAL REFERENCE FORM Name of applicant (in block letters): Many thanks for supplying this reference! References play an important part in the application process, and we appreciate the time that these take. Please note that this is a confidential reference. References submitted directly by the applicant will not be accepted. Please include the names of the candidate and the referee in the filename. Where to return your reference: For departmental applicants: referees should email to the departmental co-ordinator by the departmental deadline [DEPTS – PLEASE CONFIRM EMAIL ADDRESS AND INTERNAL DEADLINE BEFORE DISTRIBUTING FORMS]. For independent applicants: referees should email the completed form directly to by end March 31, 2017. Please give below comments on the applicant’s academic ability and commitment to the study of Chinese, as well as notes on their reasons for wishing to obtain a HES scholarship (in English or Chinese): [Type here] If you are a language tutor who has taught the student, please fill in the following boxes, ticking [] the appropriate box for each of the questions below. If you have not taught the student on a language course, please skip straight to the signature section. 1. Compared to other students of the same level (e.g. 3rd-year/4th-year Chinese Studies; MA/MSc conversion/advanced), this student’s proficiency in Chinese reading and writing ranks in the: Top 10% Top 25% Top 50% Bottom 50% Bottom 25%
There is evidence of employment opportunities for graduates where relevant. The programme meets genuine education and training needs. There are mechanisms to keep the programme updated in consultation with internal and external stakeholders. Employers and practitioners in the cases of vocational and professional awards have been systematically involved in the programme design where the programme is vocationally or professionally oriented. The programme satisfies any validation-related criteria attaching to the applicable awards standards and QQI awards specifications. Criterion 4 Evaluation The programme’s access, transfer and progression arrangements are satisfactory The information about the programme as well as its procedures for access, transfer and progression are consistent with the procedures described in QQI's policy and criteria for access, transfer and progression in relation to learners for providers of further and higher education and training. Each of its programme-specific criteria is individually and explicitly satisfied.
Buddhist (02) Jewish (11) Christian (03) Muslim (12) Christian – Church of Scotland (04) Sikh (13) Christian - Roman Catholic (05) Spiritual (14) Christian - Presbyterian Church in Ireland (06) Any other religion or belief (80) Christian - Church of Ireland (07) Prefer not to disclose (98) Christian - Methodist Church in Ireland (08) Christian - Other denomination (09) If you would like further information please visit HESA’s website - For office use only:- Date added to database: _______________________________________ Entered by: ____________________________________________
Table 2: Current Faculty, Full-Time Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. *Include and identify the Program Director. Faculty Member Name and Title/Rank at Institution (include and identify Program Director) Expected Program Course Assignments Percent of Teaching Time to Program Highest and Other Applicable Earned Degrees and Disciplines (include College/University) Additional Qualifications: list related certifications/licenses; professional experience in field, scholarly contributions, other academic affiliations.
StaffLink Users LHD / Network / Pillar Local Admin Name Local Admin Email Local Admin Phone 1. Agency Clinical Innovation – ACI Angela Vergara 02 9464 4694 2. Ambulance Service NSW Samantha Hall 02 9320 7346 3. Bureau Health Information - BHI Angela Hubbard Angela.hubbard@health.nsw.gov.au 02 9464 4474 4. Cancer Institute Kimberley Gelland 02 8374 3628 5. Central Coast - CCLHD LMS Administrator 02 4320 3673 6. Clinical Excellence Commission - CEC Celia Mahoney Celia.Mahoney@health.nsw.gov.au 02 9269 5545 7. eHealth NSW – EHNSW Culture and Organisational Development 02 8644 2283 02 8644 2286 8. Far West - FWLHD Samantha Elliott 08 8080 1345 9. Health Education and Training Institute - HETISN David Lochhead 02 9844 6507 10. Health Infrastructure – HI Charles Thomson Karina Moon karina.moon@health.nsw.gov.au 02 9978 5404 02 9978 5928 11. Health Systems Support Group – HSSG Carmen Pereira 02 9461 7361 12. HealthShare NSW – HSNSW Culture and Organisational Development 02 8644 2283 02 8644 2286 13. Hunter New England - HNELHD LMS Administration HNELHD-ODL@hnehealth.nsw.gov.au 02 6763 7434 14. Illawarra Shoalhaven - ISLHD Mandatory Training Enquires ISLHD L&D 02 4223 8321 15. Justice & Forensic Mental Health Tigin Thomas LMS.Helpdesk@justicehealth.nsw.gov.au 02 9700 3458 16. Mid North Coast - MNCLHD Casey Cook 02 6656 5216 17. Ministry of Health - MoH Lauren Burns OrgDev@moh.health.nsw.gov.au 18. Murrumbidgee - MLHD Richard Parks Pam Brinsmead Rebecca Smyth 02 5943 2050 19. Nepean Blue Mountains - NBMLHD Irene Goodwin Caitlin Chapman NBMLHD-ETS@health.nsw.gov.au 02 4734 2842
ONLINE LEARNING HEURISTICS & IGNATIAN PEDAGOGY IGNATIAN PEDAGOGY* ONLINE LEARNING HEURISTICS Embraces the unique qualities in each student Community The building of community encourages and supports students in sharing who they are and their own ideas about the course content. Employs a systematic, sequential and purposeful teaching plan Organization The organization of online courses is designed to facilitate students’ ability to easily navigate the course. SLOs Online courses have a clear connection that students can see, between course learning outcomes, module learning outcomes, learning activities and assessments. Assessment Alignment of the course assessments with the student learning outcomes and learning activities is a reflection of the instructor’s purposeful teaching plan. Organization The organization of online courses is designed to facilitate students’ ability to easily navigate the course. Is challenging and rigorous Content and Learning Activities The learning activities are challenging but achievable within the timeframe and level of the course. SLOs Student learning outcomes are challenging but achievable, and are at the appropriate level for the course and the content.
Encourages student responsibility and independence Organization The course organization allows students to successfully access the content and complete course assessments. Views teaching as a vocation and as a service to others Presence Ongoing presence and accessibility to students throughout the course allows students to see that the instructor values building a connection with students. Values the five educational principles comprising the Ignatian pedagogical paradigm: context, experience, reflection, action, evaluation Content and Learning Activities The learning activities incorporate a variety of opportunities for students to engage with the content. *Compiled by Debra Monney, PhD ONLINE LEARNING HEURISTICS & JESUIT VALUES JESUIT VALUES ONLINE LEARNING HEURISTICS
artifact is a human product that prescribes something based on a certain rationale to attain goals and to function by relating an artifact design to artifact requirements (Simon 1996). Design Theory Important advances have been made over the years toward understanding the nature and anatomy of design theories. Dasgupta (1991) states that: “the designer begins with a problem. The act of design, thus, starts with a description of the problem stated in terms of a set of requirements. The designer’s brief is to develop a form – what we conventionally call ‘the design’ – such that if an artifact is built according to this form (that is, if we were to implement the design) it will meet the requirements.” (p. 13). Expanding this idea of design problems, Walls et al. (1992) argue that two key components of design theories are (a) meta-requirements and (b) meta-solution components. Gregor and Jones (2007) characterize design theories as having six core components: a specification of (1) purpose and scope (i.e., meta-requirements, goals, outer environment), (2) constructs (i.e., underlying design ideas), (3) principles of form and function (i.e., the problem solution, the inner environment, the form), (4) artifact mutability (i.e., anticipated changes to the artifact), (5) testable propositions, and (6) justificatory knowledge. Additionally, they mention (7) principles of implementation and (8) the material instantiation as optional components. Thus, (1) to (3) of Gregor and Jones’s (2007) components expands Dasgupta (1991) and Walls et al. (1992). Including further components, such as “justificatory knowledge,” in the anatomy of a design theory agree with Simon’s view that the construction of artifacts involves drawing on knowledge that then becomes an integral part of the product or process (Simon 1996). Paradigmatic Assumptions As previously explained, artifacts and design theories emphasize prescription. To achieve the previously noted primary purposes of prescription, an artifact must “attain goals” and it must “function” (Simon 1996, p. 4-5), which has been rephrased in IS DSR as “solving identified organizational problems”
Appendix 1 - Clinical Academic Internships – Recruitment criteria Criteria Evidence Required Nurse , Midwife, Pharmacist, Scientist or AHP with evidence of current UK registration with appropriate regulatory and professional body CV Employment contract with NHS employer or engaged in the delivery of NHS services for at least 1 day each week for the duration of the internship CV Employed in clinical/practice role for at least 1 day each week CV Minimum of 1 year’s practice post registration CV Evidence of Employer support Letter from employer Evidence of named clinical academic supervisor Letter from named individual Appropriate spending plan for the £10,000 budget for the internship period Application/Interview Ability to complete internship at the required level, by end March 2014 (or close to this date) Interview Understanding of how clinical practice and research can improve the quality of patient care Interview Personal statement on benefits and learning to applicant, which will be gained by undertaking this internship CV/Interview Desire and capability to continue on a clinical academic career pathway CV/Interview
What is the outcome? Approximate Percentage of Time: 2.3.2 Describe the function or key responsibilities of your position? How do you achieve this? What is the outcome? Approximate Percentage of Time: 2.3.3 Describe the function or key responsibilities of your position? How do you achieve this? What is the outcome? Approximate Percentage of Time: 2.3.4 Describe the function or key responsibilities of your position? How do you achieve this? What is the outcome? Approximate Percentage of Time:
A. Direct Staff Reporting To You B. Number of Staff Reporting to Direct Staff Position title HEW – To be completed by HR Position title HEW – To be completed by HR Total Direct Staff (A) Total Indirect Staff (B) Total All Staff (A+B) If indirect supervision/overseeing of duties occur, please provide examples: 4.2 Organisational Chart Attach a current Organisation Chart locating this position in the organisation structure of the School/Directorate/Centre/Institute. The organisation chart should indicate all the positions complete with details of position title and HEW/Academic level). 4.3 Working Relationships Please list the key internal and external contacts this position must have with other University positions (excluding the supervisor) and organisation(s) for competent performance. Also indicate the purpose and frequency of the contact. Position Key Contact (Internal with other University position) Purpose of Contact Frequency(*) Position Key Contact (External with other organisation) Purpose of Contact Frequency(*)
The Australian Higher Education Workforce of the Future Response by the Council of Australian University Librarians (CAUL) Prepared by Margie Jantti, President of CAUL 14 December 2015 Contact the CAUL Office on 02 6125 2990 or The Council of Australian University Librarians (CAUL) is pleased to have the opportunity to Contribute to the analysis of the Australian Higher Education Workforce of the Future. CAUL, as the peak leadership organisation for university libraries in Australia, seeks to enhance the value and capacity of Australian university libraries and to influence scholarship, learning, and information policies and practices relevant to Australian higher
Agreed communication method: (e.g. telephone; face to face; email; Skype etc) Mentor’s Details (if required) Name: Job title: Employing organisation: Email address: Main telephone number: Agreed communication method: (e.g. telephone, face to face, email, Skype etc) Mentor Sessions Proposed meeting dates and time with mentor: Date & Time (1) Date & Time (2) Date & Time (3) Date & Time (4) Date & Time (5) Additional Agreements with Mentor Please use this box to detail any additional agreements made: (e.g. format of portfolio, indexing etc.)
Assessment Plan Intended verification panel date: Deadline date for final submission of portfolio for final assessment: Deadline date for signed off portfolio to be received by the Scheme Coordinator: Commentary Number Commentary Title Standards/Indictors Claimed Date of submission to Assessor Date of feedback from Assessor* Date of 2nd submission to Assessor (if applicable) for ‘C’ and ‘R’ Date of feedback from Assessor** (2nd submission) e.g. 1 The recruitment and training of the Hampshire Health Trainers 1a), 1b), 5a), 5b), 5c), 5d), 7a), 7b), 9ai), 9bii) 12 24 Sept 2014 08 Oct 2014
Required fields Upload your files Under “Sponsor / Special Prizes”, select the challenges you are doing You can find all the challenges sorted by tracks here: Everybody competes automatically for the main, second and third prizes Press “Submit to HEX 2018” Now you are all set, but you can tweak your submission until Sunday 12:00pm (noon) More: https://help.devpost.com/customer/en/portal/articles/1389689-enter-a-submission
Exo38:3 Exo38:4 Exo38:5 Exo38:6 Exo38:7 Exo38:8 Exo38:9 ῥῆμα statement Mark 9:32 Luke 9:45 στόμα mouth 1Ki 8:15 Acts 18:14 τίθημι set, established, sink 1Ki 8:9 1Ki 8:21 Luke 9:44 τρεῖς / τρία three Exo 37:18 Exo 37:19 Exo 38:1 Exo 38:14 Exo 38:15 Mark 9:31 υἱός sons 1Ki 8:9 Mark 9:31 Luk 9:44 φοβέω fears Mark 9:32 Luk 9:45 χείρ hand 1Ki 8:15 1Ki 8:22 Mark 9:31 Luk 9:44
Next Shabbat: Shabbat “Eleh P’qudei” – “These are the counted [things] of” Shabbat Torah Reading: Weekday Torah Reading: Saturday Afternoon “Eleh P’qudei” Reader 1 – Shemot 38:21-23 Reader 1 – Shemot 39:33-35 “These are the counted [things] of” Reader 2 – Shemot 38:24-39:1 Reader 2 – Shemot 39:36-38 “Esta es la suma de [los materiales]” Reader 3 – Shemot 39:2-7 Reader 3 – Shemot 38:39-41 Shemot (Exod.) Ex 38:21 – 39:32 Reader 4 – Shemot 39:8-14 Ashlamatah: Jer 30:18-25 + 31:7-8 Reader 5 – Shemot 39:15-21 Monday & Thursday Mornings Reader 6 – Shemot 39:22-26 Reader 1 – Shemot 39:33-35 Psalm 71:1-24 Reader 7 – Shemot 39:27-32 Reader 2 – Shemot 39:36-38 Maftir – Shemot 39:30-32 Reader 3 – Shemot 38:39-41 N.C.: Mk. 9:33-37; Luke 46-48; Acts 18:18-23 Jer 30:18-25 + 31:7-8 Shalom Shabbat! Hakham Dr. Yosef ben Haggai Rabbi Dr. Hillel ben David Rabbi Dr. Eliyahu ben Abraham
[m;v' hears Ps 69:33 Isa 55:3 tx;T; under, instead Exod 36:24 Exod 36:26 Exod 36:30 Isa 55:13 hL'piT. prayer Ps 69:13 Isa 56:7 hy"x' revive, live Ps 69:32 Isa 55:3 Isa 57:15 ds,x, Loving-kindness Ps 69:13 Ps 69:16 Isa 55:3 bAj good Ps 69:16 Isa 56:5 ~[; people Exod 36:5 Exod 36:6 Isa 56:3 Isa 56:7 hf'[' working, perform, do, did, make Exod 35:32 Exod 35:33 Exod 35:35 Exod 36:1 Exod 36:2 Exod 36:3 Exod 36:4 Exod 36:5 Exod 36:6 Exod 36:7 Exod 36:8 Exod 36:11 Exod 36:12 Exod 36:13 Exod 36:14 Exod 36:17 Exod 36:18 Exod 36:19 Exod 36:20 Exod 36:22 Exod 36:23 Exod 36:24 Exod 36:25 Exod 36:27 Exod 36:28 Exod 36:29 Exod 36:31 Exod 36:33 Exod 36:34 Exod 36:35 Exod 36:36 Exod 36:37 Isa 55:11 Isa 56:1 Isa 56:2 hb'r' more, abundantly Exod 36:5 Isa 55:7 Greek:
whole Exod 35:33 Exod 35:35 Exod 36:1 Exod 36:2 Exod 36:3 Exod 36:4 Exod 36:7 Exod 36:8 Exod 36:9 Exod 36:22 Ps 69:34 Isa 56:2 Isa 56:6 Isa 56:7 Mark 9:23 Acts 18:4 πατήρ father Mark 9:21 Mark 9:24 Luke 9:42 πιστεύω trust, believes Mark 9:23 Mark 9:24 Acts 18:8 πνεῦμα wind, breath, spirit Exo 35:31 Mark 9:17 Mark 9:20 Mark 9:25 Luke 9:39 Luke 9:42 ποιέω did. Do, done Exod 35:32 Exod 35:33 Exod 35:35 Exod 36:1 Exod 36:2 Exod 36:3 Exod 36:4 Exod 36:5 Exod 36:6 Exod 36:7 Exod 36:8 Exod 36:11 Exod 36:12 Exod 36:13 Exod 36:14 Exod 36:17 Exod 36:18 Exod 36:19 Exod 36:20 Exod 36:22 Exod 36:23 Exod 36:24 Exod 36:25 Exod 36:27 Exod 36:28 Exod 36:29 Exod 36:31 Exod 36:33 Exod 36:34 Exod 36:35 Exod 36:36 Exod 36:37 Isa 55:11 Isa 56:1 Isa 56:2 Luke 9:43 πόλις city Psa 69:35 Acts 18:10 πολύς many, much Isa 55:7 Mark 9:14 Mark 9:26 Luke 9:37 Acts 18:8 Acts 18:10 πότε how long Mark 9:19 Luke 9:41
Next Shabbat: Shabbat “VaYa’as B’tsal’el” – “And Bezalel made” Shabbat Torah Reading: Weekday Torah Reading: Saturday Afternoon “VaYa’as B’tsal’el” Reader 1 – Shemot 37:1-9 Reader 1 – Shemot 38:21-23 “And Bezalel made” Reader 2 – Shemot 37:10-16 Reader 2 – Shemot 38:24-26 “Y Bezaleel hizo” Reader 3 – Shemot 37:17-24 Reader 3 – Shemot 38:27-29 Shemot (Exod.) 37:1 – 38:20 Reader 4 – Shemot 37:25-29 Ashlamatah: 1 Kings 8:8-15, 21-22 Reader 5 – Shemot 38:1-3 Monday & Thursday Mornings Reader 6 – Shemot 38:4-8 Reader 1 – Shemot 38:21-23 Psalm 70:1-5 Reader 7 – Shemot 38:9-20 Reader 2 – Shemot 38:24-26 Maftir – Shemot 38:18-20 Reader 3 – Shemot 38:27-29 N.C.: Mk. 9:30-32; Luke 43b-45; Acts 18:12-17 1 Kings 8:8-15, 21-22 Shalom Shabbat! Hakham Dr. Yosef ben Haggai Rabbi Dr. Hillel ben David Rabbi Dr. Eliyahu ben Abraham
Objective The life of a door-to-door salesperson is anything but glorious. Battling rejection, long hours, the occasional threatening dog, and the possibility of making little to no money seems to be enough to discourage anyone from doing this job day in and day out. However, I have come across a group of men who find this line of work particularly worthwhile. With this study, I intend to discover the motivations behind door-to-door salesmen at a Midwestern steak-selling company. Reflexivity Statement I have a close personal relationship with one of the salesmen. Therefore, I have been familiar with the happenings of these salesmen for a period of time before the decision to conduct a study about them. This does create a bias, although I feel that I have represented the characteristics of the individuals and the job as accurately and objectively as possible. Methodology This study was done over a two-month period. I used my ties to some of the salesmen who worked at the same door-to-door sales company. My hopes were to gather other participants through the snowballing effect. I set out to gather information in a number of ways. First, I conducted four interviews with salesmen. The questions allowed for a discussion of the difficulties and stress, as well as the positive aspects of the job. These interviews ranged from about ten minutes to nearly an hour. I use the term “salesmen” for this study because only
family time; a very intimate and rare gathering of loved ones. Of course, a salesman is out of place and unwelcome here. Salesmen must overcome this stigma in order to sell anything. Therefore, first impression is key. Salesmen must take negative reactions in stride and remain positive, personable, and enthusiastic, which is no easy task. While selling, Ben worked to establish a positive atmosphere before even speaking with potential customers. He would often wave to potential customers from the vehicle. Then, he must establish trust in order to build rapport. Building rapport is especially difficult when communication is hindered. Due to the distrust that most people have for door-to-door salesmen, potential customers would often hide behind their front doors, speaking through the glass or poking their heads around the door. This is uncomfortable for the salesman as he feels cut off from the person and unable to make connections. Intricacies of Selling We have looked at all the stressors involved in the logistics of the job, but have yet to examine the difficulty in mastering the art of sales. First, the salesman should identify a neighborhood where sales are likely. Salesmen typically sell in middle to lower class neighborhoods simply because of population density. As stated before, the salesman must maintain positive energy, and also approach potential customers with confidence. When speaking with customers, Ben spoke quickly and clearly, not allowing the customer to interrupt. It is best to keep control of the conversation and avoid awkward silences.
Setting is removing barriers to participation identified through feedback or observation. Where possible, please give an example of children’s input into the policy ( this could be from observing children’s actions and adjusting practice as a result) What barriers have you come across to implementing your updated policy? How did you overcome these? How do you plan to keep parents / carers and staff updated on further changes to your policy? 3. Environment – Inside and Outside – please give a response to address every point in your submission Criteria Self-assessment questions (please complete all) Indoor and outdoor play environments are welcoming, clean, safe, and inspirational and promote positive social interaction and creativity. The setting ensures daily opportunities for physical activity both inside and outside and provides support for children to enjoy them at all times. Appropriate clothing is available at all times 3.1. Are parents / carers asked to send in appropriate clothing? If YES what guidance do you give them? If NO, how do you ensure all children have appropriate clothing for outside play in all weathers? 3.2 How do you discourage children from being sedentary? ~ Non walkers ~ Walkers
Name of Thai Companies Business Matching at Swissotel Bosphorus Company Name Products 1. FOOD S. Khonkaen Brand Mr. Charoen Rujirasopon Mrs. Niramon Rujirasopon Processed seafood products,meat snack, frozen Thai food 2. ENERGY / GREEN ECONOMY SPCG Public Company Limited Ms. Wandee Khunchornyakong Mr. Suttipong Juljarern Solar energy 3. TOURISM / MEDICAL TOURISM Centara Hoteld & Resorts / Centara Group Co.Ltd. Mrs. Supatra Chirathivat Hospitality services 4. 5. 6. 7. CONSTRUCTION and AUTOMOTIVE INDUSTRY P. Overseas Steel Public Company Limited Mrs. Chanya Swangchit Ms. Natsuda Wichaiya M.S. Service Center Company Limited Mr. Maesai Prabhasavat Thai Summit Autoparts Industry Co., Ltd. Ms. Chanapun Juangroongruangkit Thaipicon and Industry Company Limited Ms. Apinya Chatpimonkul Round bar/ deformed wine bar steel and cement products Floating craine ship, tug boat, ship repair services Autoparts Concreat sleeper 8. JEWELRY Jewel Decor Company Limited Mrs. Wiphada Paradeevisut Jewelry
The Heywood Interconnector RIT-T considered nine credible options. Table 3.1 below summaries the credible options considered by ElectraNet and AEMO. Table 3.1 Summary of credible options considered Description of credible option Option 1a Installation of a 3rd 370 MVA 500/275 kV transformer at Heywood and 500 kV bus tie 100 MVAr capacitor at South East substation and reconfiguration of the 132kV network between Snuggery-Keith and Keith-Tailem Bend (South Australia) Option 1b Installation of a 3rd 370 MVA 500/275 kV transformer at Heywood and 500 kV bus tie 275 kV series compensation in South Australia and reconfiguration of the 132kV network between and Keith-Tailem Bend (South Australia) Option 2a Construction of a 3rd 160 MVA 275/132 kV transformer at South East substation plus option 1a Option 2b Construction of a 3rd 160 MVA 275/132 kV transformer at South East substation plus option 1b Option 3 Construction of a new Krongart-Heywood 500 kV interconnector and associated 275 kV works between Krongart and Tungkillo (South Australia). Option 4 Option 1a minus the installation of 3rd 370 MVA 500/275 kV transformer at Heywood Option 5 Five-year, 200 MW demand management program beginning in 2013 plus option 1b deferred by two years Option 6a Control scheme applying to specific wind generation in South Australia and the South East substation and 500 kV bus tie at Heywood Option 6b Control scheme applying specific wind generation in South Australia and the South East substation plus option 1b minus the installation of 3rd 370 MVA 500/275 kV transformer at Heywood Source: Heywood Interconnector RIT-T project assessment conclusions report, executive summary, p. 22. The Heywood Interconnector RIT-T project assessment conclusions report also considered the potential of alternative options proposed in stakeholder submissions. This included consideration of a stand-alone South
Appendix A - Definitions “Adapter” or “Bundle” means a collection of software developed by Demand Partner that allows Demand Partner Service to integrate with the Fyber Platform or for the Fyber Platform to be integrated into mobile applications integrated with Demand Partner Service. “Demand Partner Service” means the business relationships and technology, which includes but is not limited to Demand Partner SDK, Demand Partner Platform, dashboards, and the reporting API, which Demand Partner offers to Supply Partners directly to enable Supply Partners to monetize their Property via ads delivered by advertisers who contract with Demand Partner. “Demand Partner Service SDK” means a collection of software, documentation, sample code and tools that each Supply Partner integrated with Demand Partner accesses to enable the Demand Partner Service. “Demand Partner Platform” means a collection of software, documentation, sample code, tools, and support developed by Demand Partner. “Fyber SDK” means a Software Development Kit provided by Fyber and/or its Affiliates, including documentation, sample code and tools that each Supply Partner is required to integrate to accesses and use the Service. By downloading the Fyber SDK (as may be updated or upgraded from time to time by Fyber, Supply Partner hereby agree to such SDK license agreement that shall be included in the download process of the SDK. “Integration Points” means collectively the Adapter, Bundle, server-side integration API and/or reporting API, which enables the integration between the Service and Demand Partner Platform. Appendix B Contract Number: Contact Information Supply/Demand Partner Information Billing Information Company’s Legal Name Business Contact Name Billing Contact Name Address Billing Address Business Contact Email Billing Contact Email Demand Campaign Details (as applicable) Campaign Name [insert name] Campaign Start Date [insert start date] Campaign End Date [insert end date] Campaign Platform [insert platform, e.g., Android, iOS, Amazon] Budget [insert amount or “open”] Campaign Payable Event(s) Price (Currency) [TOTAL] Demand Additional Specifications
OER (Open Educational Resources) options that align with your program and course curriculum Strategies for integrating the development of information literacy skills into course content and/or assignments Please allow one week for the librarian to prepare for your consultation. If you are not sure who your liaison librarian is, you can either look it up on the or call the Library Reference Desk at 463-5355. (Librarian signature required above.) COURSE OVERLAP Indicate any topic/content overlap with other courses. How will this course's topics and content be differentiated? If there is overlap, faculty of overlapping courses must agree on the extent of overlap and include a rationale explaining its necessity. The dean of the division in which overlap occurs must sign approval (see checklist). Division/department Course Number / Title Rationale Dean of overlap course (name) CAREER/TECHNICAL COURSE TRACKING (required only for career/technical courses) Career/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required. Programs in which course will be required Division Public Health Education and Promotion 1 Yr. Certificate Program HPEA Part 3: Outcomes, Assessments, Topics List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus. assessed in the course. You do not need a CLO for each course outcome. COURSE-LEVEL LEARNING OUTCOMES (course outcomes) What will the student know or be able to do at the end of the course? Write outcomes that are measurable, observable, or demonstrable. See or this (based on ) for guidance. ASSESSMENTS Include specific assignments you will use to measure/observe student attainment of outcomes. Some assignments may be used for multiple outcomes. For assessment ideas see
Activity List the reasons why people choose a birth control method. Start by listing: Effectiveness Convenience Cost STI prevention Have students list additional reasons. Other reasons may be: no doctor’s visit required, no side effects/does not contain hormones, lessens menstrual cramps, private/not detectable (partner doesn’t know about it), no pre-sex preparation required, or works immediately. Post-Activity Discussion After all of the reasons are up on the board, have students write down the reasons on a piece of paper and rank the reasons by importance, with one being the most important. Ask any student who wants to share their ranking and the rationale behind it to do so. Activity # 2: Choosing a Birth Control Method This activity is designed to help students decide which method of birth control is right for them. Materials Computer with Internet connection for students Copies of worksheets Getting Ready Review website. Print copies of worksheets. Introduction and Pre-Activity Discussion It is recommended that students complete Activity 1: Available Birth Control Methods before completing this activity. Activity Have students apply the discussion by visiting: . They should then complete the Which Birth Control Method is Right for You? Worksheet. Post-Activity Discussion Allow students to discuss this activity in small groups. Encourage students to make an appointment at the Health and Wellness Center to discuss birth control choices.
Standard video messages to standard mobile numbers Unlimited Unlimited Telstra Air® Allowance Included Maximum Phone Credit Cancellation Fee N/A $300 $500 Total Minimum cost $540 $1,560 $1,560 All to standard Australian numbers and all for use in Australia unless stated otherwise. Mobile Casual Plan $49 Mobile Casual Plan $49 Minimum monthly charge $49 Monthly Call Allowance to standard fixed and mobile numbers Unlimited SMS and MMS Allowance to standard fixed and mobile numbers Unlimited Standard video messages to standard mobile numbers Unlimited
Early termination charges If, at any time before the end of the 24-month term (as applicable) of your Mobile Lease Plan (“Minimum Term”): you cancel your Mobile Lease Plan (other than as a result of our material breach); we cancel your Mobile Lease Plan in accordance with the ; or you change your minimum monthly spend and the table above specifies you will have to pay an early termination charge, then you must pay an early termination charge (“ETC”) and any costs incurred up to the point of cancellation. The amount of any ETC payable is calculated in accordance with the formula in clause 3 of this . The ETC decreases over the Minimum Term. The maximum ETC for each Mobile Lease Plan is set out in the tables below. Please contact us for the amount of ETC payable. Mobile Lease Plans Maximum ETC (incl. GST) (24 month term) $59 Plan $708 $79 Plan $948 $99 Plan $1,188 $129 Plan $1,548 $199 Ultimate Mobile Lease Plan $2,388 In addition to any ETC’s, you will also have to pay any other relevant fees set out under your DLC and any Device Plan Credit you were receiving will end when your Mobile Lease Plan is cancelled.
22 23 24 25 26 27 28 Introduce Choices & Choose Lit. Circle Group Read Context Part One & Take Notes Context Part One Discussion Questions HW: Read Context Part Two & Take Notes Context Part Two Discussion Questions (1/2 Day) HW: Intro Readings Context Part Two Discussion Questions (1/2 Day) HW: Intro Readings 29 30 Intro Readings ?s Grammar Quiz 01 02 03 04 05 Reading Quiz 1 HW: A: 1-4 H: 1-5 Reading Day HW: A: 5-7 H: 5-8 Lit. Circles HW: A: 8-10 H: 9-13 Reading Day HW: A: 11-14 H: 14-18 06 07 08 09 10 11 12 Reading Quiz 2 HW: A: 15-16 H: 19-20 Reading Day HW: A: 17-23 H: 21-23 Note Check Lit. Circles HW: A: 24-26 H: 24-26 Reading Day HW: A: 27-29 H: 27-29 Reading Quiz 3 HW: A: 30-32 H: 30-32 13 14 15 16 17 18 19 Reading Day HW: A: 31-33 H: 33-35 Lit. Circles HW: A: 34-36 H: 36-39 Reading Day HW: A: 37-39 H: 40-43 Note Check Reading Quiz 4 Final Lit. Circle 20 21 22 23 24 25 26 Grammar Quiz Essay Prep Essay Prep Essay Prep Finals, Day One Finals, Day Two
49 Erica Roch Relief Textiles 100 x100cm £850 55 Tom Hurling March on Washington Spray Paint 87 x 60cm 58 Rosalyn Millar Past Caring Acrylic 73 x 61cm £365 64 Rosie Greenhalgh The Edge Within Acrylic on board 30 x20cm £550 67 Michelle Leeder Villa Acrylic 76 x56cm NFS Giclee prints available From an edition of 50 at £300 73 Frances Blythe Sunset Oil on canvas 100 x 100cm £1,200 79 Tessa Newcomb Activities Oil on board 14 x 23.5cm £600
The Failed Juggler Acrylic on paper on board 125 x 77cm 124 Susan Taylor Tattooed Gown Water-based media and pencil 16 x 25cm £750 133 Lara Cobden The Winter Keeper’s Cabin Oil on panel 80 x 80cm £1,400 134 Lara Cobden Liminal Space – Part 1 Oil on panel 80 x 80cm £1,400 135 Jess Burgess Victoria Oil, acrylic, collage on canvas 100 x 100cm £1,850 136 Helen Herbert Where Will You Take Me? Oil 65 x 65cm £850 148 Emily Waterhouse So Many Stitches Free machine embroidery and 16 x 36cm (unframed) 33 x 54cm (framed) £650 155 Georgia Jennings Moors Salthouse Stones Graphite on Yuki Gampi 61 x 85cm £1,250
HESOP 2018 National Camp Winners : Position Province Name of School Learners Educators Provincial Coordinators First Place Limpopo George Mbulaheni Secondary School Aimahonarine Nedzanani (F ) Mashudu Musekwa (M ) Blessing Mahuva (M) Lifhiga Lutendo (F) Mr M J Mavhungu Mr Donald Lethole 072 397 7282 Second Place Kwazulu Natal Nsikayethu High School Nqobile Maseko Gwala Siphokazi Njoko Siyamthanda 4. Madlala Nqobile Mrs Emelda Mongoato 082 973 2434 Ms Fikelephi Dlomo 079 246 8721 Third Place Winners Free State Lekgowa Jankie Mokoena (M) Ms Mmanaledi Nqubuka Ms C Komphela
Selelekela Sec School Mokoena Khehla Peter (M) Khahlane Mmakgwiti Gladys (F) 4. Mofutsanyana Lerato Gladys (F) 082 303 3088 Ms LC Molingoana ( Provincial Coordinator) Fourth Place Western Cape John Ramsay High School Corkee Hakeemmudeen (M) Loff Theresa (F) Japhta Kyle (M) Julius Evelyn (F) Ms Tessa Cloete Ms Bridgette Tobin 072 576 8010
Table 5: Slum-wise Intervention Strategies for Tenable Slums Name of the Slum Area of the Slum in sq.mts Total No. of Slum Households as per ………….* Eligible Slum Households Whether ‘in-situ’ redevelopment with Private Participation Required Area for in-situ Redevelopment in Sq.mts FSI/FAR Name of other slum if proposed for resettlement in this slum Proposed Year of Intervention Existing Proposed Note: * Please mention source of data
Table 7. Year-wise Proposed Interventions in Slums Year Number of Beneficiaries and Central Assistance Required (Rs. in Crores) Redevelopment thru Private Partner Participation* Beneficiary-led Construction Credit Linked Subsidy*** Affordable Housing in Partnership Total No. of Slums No. of Amount No. of Slums No. of Amount No. of Slums No. of Beneficiaries No. of Slums No. of Amount No. of Amount Total * Each benefeciary at the rate of one lakh each, **Each Beneficiary at the rate of 1.5 lakh each, *** Just put number of beneficiaries, amount is not required,**** Affordable Housing in Partnership @ 1.5 lakh each 16 17 18
HFA Preferred Loan Program Special Housing Finance Agency Conventional Loan Product (Updated October 2015) Parameters Program Requirements Pricing Terms Loan Level Pricing Adjustment (LLPA) 0.00% Adverse Market Delivery Charge 0.00% for loans reserved with MFA on or after July 15, 2015 Eligible Products 30 year, fixed rate, fully amortizing Eligible Borrowers First Home Program-First time homebuyers only Next Home Program- Not required to be a first time homebuyer Eligible Occupancy The property must be owner-occupied and the borrower may not have an ownership interest in any other residential dwelling at the time of loan closing Property Ownership For HFA Preferred loans, an ownership interest is defined as a borrower whose name appears on the deed to any residential property. Residential dwellings include single family detached, townhomes, condominiums, manufactured homes, investment properties and vacation homes. Co-Signers Not permitted Eligible Purpose Purchase transaction Desktop Underwriter (DU) HFA Preferred is available through DU using the “Additional Data” screen; select “HFA Preferred”. Approve/Eligible and EA-1/ Eligible required Qualifying ratios, reserves and income requirements are determined by DU Manual Underwriting (DU) Allowed See Fannie Mae Eligibility Matrix for guidelines Use of other Automated Underwriting Systems “Loan Prospector” Maximum CLTV is 95% Maximum DTI is 45% (Must show on screen as 44.99% Loan Prospector rounds up) Required Credit Score of 700 For LTV/CLTV greater than 80% No Manual Underwriting No Manufactured Homes
Parameters Program Requirements Maximum LTV/CLTV One Unit: 97%/105% Minimum Borrower Contribution $500; borrowers own funds Subordinate Financing Community Seconds only MFA Products: First Down Eligible Property Types Single Family Dwelling Planned Unit Development (PUD) Approved Condominiums Manufactured Housing (95%/95% LTV/CLTV) Ineligible Property Types Co-Ops Minimum Credit Score Per DU/LP or 660 manual underwrite by using DU only Income Limits First Home Income limits or Next Home Income Limits Acquisition Cost Limits First Home Acquisition Cost Limits or Next Home Purchase Price Limits Mortgage Insurance Requirements 18% for LTV’s > 95% and <= 97% 16% for LTV’s > 90% and <= 95% 12% for LTV’s > 85% and <= 90% 06% for LTV’s > 80% and <= 85% Alternative Credit Acceptable See Fannie Mae guidelines Reserves None Required Qualifying Ratios Per DU or max debt-to-income (DTI) ratio of 45% with manual underwriting Interested Party Contributions 3% Maximum for CLTV > 90% 6% Maximum for CLTV <= to 90% Homebuyer Education eHome America (available through MFA website) or MFA approved face-to-face Special Feature Code (SFC) SFC 358 should be used to identify all HFA Preferred loans
Article 3: Calculation of control levels When calculating the consumption, Parties should use the global warming potential outlined in the Amendment. How New Zealand would calculate the baseline using global warming potentials is outlined in the ‘proposed import permitting system’ section of this consultation document. Article 4: Control of trade with non-parties Once this section enters into force, Parties need to ban the import and export of controlled substances from/to any State not Party to this Protocol. That section will enter into force on 1 January 2033 provided at least 70 instruments of ratification has been put in place. As outlined above, propose to include non-party trade provisions as outlined in the ‘proposed import permitting system’ section of this consultation document. Article 4B: Licensing Each Party shall establish a system for licensing the import and export of new, recycled and reclaimed controlled substances. How the permitting system would operate is explored in the ‘proposed import permitting’ and ‘other proposed rules’ section of this consultation document. Article 6: Assessment and review of control measures Parties shall assess the controls measures on the basis of available scientific, environment, technical and economic information. New Zealand will support the assessment and review. No regulation changes needed. Article 7: Reporting of data Parties need to provide data on its production, imports and exports of HFCs for 2011–31, or best possible estimate no later than three months after controls enter into force (1 April 2019). The information outlined in the ‘proposed import permitting system’ section of this consultation document will be presented to the Secretariat – this is based on survey data we collect for the UNFCCC reporting. No regulatory changes are needed. Article 7: Reporting of data Parties need to provide annual information on its annual imports and exports of controlled substances, and emissions from manufacturing facilities. Reporting of HFCs is explored above in the ‘proposed import permitting system’ section in this consultation document. Emissions do not need to be reported as New Zealand does not manufacture HFCs.
Refrigerant types and progression of synthetic refrigerants Natural refrigerants Synthetic refrigerants Montreal Protocol (in response to ODP) Kyoto Protocol (in response to GWP) 1st Generation CFC-12 GWPAR2/AR4 = 8100/10900 ODP = 1 2nd Generation HCFC-22 GWPAR2/AR4 = 1500/1810 ODP = 0.055 3rd Generation HFC-134a HFC-410A HFC-404A ODP = 0 GWPAR2 ≥ 1300 to 3260 GWPAR4 ≥ 1430 to 3922 HFC-32 GWPAR2/AR4 = 650/675 4th Generation HFO-1234yf HFO-1234ze ODP = 0 GWP ≤ 10 3.5 Generation Retrofit HFC blends HFC-407F (GWPAR2/AR4 of 1824/2107) HFO-Blends under examination (Refer Table 3) Figure 1: Refrigerant types and international industrial gas management regimes. While the natural refrigerants are not subject to controls under the framework of international treaties referred to in Figure 1 above, in Australia there are a range of regulations, codes and standards that apply to the handling of these gases because they present some degree of risk to human health either due to toxicity or flammability, at both the State and Federal level. The term ‘natural’ refrigerant may imply that the fluids occur in nature as a result of geological and/or biological processes, unlike fluorinated refrigerants that are synthesized chemicals.