zilongwang/ReadingBank huggingface dataset:
The elements of the parable, Luke 16:1-9 Use dishonest business dealings to gain people indebted to me so that when I lose my job here I will be welcomed into their houses. Verse 9 “Use worldly wealth to gain friends for yourselves so that when it is gone you will be welcomed into eternal dwellings.” The application for us Use (invest) money to gain converts so that after the final judgment you will be welcomed (by the converts) into heaven! E. Jesus prophesied about the completion of the Great Commission. [8] - In Matthew 24:14 Jesus linked the end of the world with the completion of the Great Commission. So that no one would misinterpret the phrase “in the whole world,” he clarified it with the additional phrase: “to all nations” (ethnic groups). III. The Great Commission and the Holy Spirit [9] You cannot separate the Great Commission from the Holy Spirit. Every time Jesus promised the Holy Spirit he also gave the Great Commission, and every time he gave the Great Commission he also promised the Holy Spirit. What can we conclude from this? The primary purpose of the Holy Spirit is to give power to evangelize the ethnic groups of the world. Fill in the following chart with the participants. Each of the five times that Jesus gave the Great Commission, he also emphasized a particular dimension of the Commission (second column) that helps us today in missionary strategies. Bible Reference Dimension of the Great Commission Write the Great Commission here.1 Write the promise of the Holy Spirit here.1 Mathew 28:18-20 The Method2 – “Make disciples” Mark 16:15-18 The Magnitud2 – “To every creature” Luke 24:44-49 The Message2 – “Repentance and forgiveness of sins” John 20:21,22 The Model2 – “As the Father sent me” Acts 1:8 The Ministry – “Jerusalem, all Judea, Samaria, and to the
ESS Employee share scheme FBT Fringe benefits tax FBTAA Fringe Benefits Tax Assessment Act 1986 (Commonwealth) FIFO Fly-in, fly-out GST Goods and services tax ITAA Income Tax Assessment Act 1997 (Commonwealth) LAFTA Living away from home allowance MDA Monthly deductible amount (taxpayer’s monthly tax-free entitlement) NT Northern Territory PRTA Payroll Tax Act (NT) SA South Australia States Includes the Australian Capital Territory and the Northern Territory TA Travel allowance TAA Taxation Administration Act (NT) TPAR Taxable Payments Annual Report INTRA TRO’s on-line integrated revenue application TRO Territory Revenue Office Making it Easier for Businesses and Taxpayers The Territory Revenue Office (TRO) is committed to making it easier for businesses and taxpayers to understand and accurately calculate and pay their payroll tax obligations, regardless of whether they have a Territory-only or multi-state operation. To achieve this, TRO has: provided this plain English language guide designed for an audience of people associated with accounting, payroll and taxation functions in businesses; along with other states, participated in the payroll tax harmonisation program, to ensure taxable wages are treated consistently in each state; developed a single on-line contact point for all payroll tax-related information, guidelines, forms, guides and legislation; and provided access to the Integrated Revenue Application (INTRA) on-line returns facility, which automatically calculates a taxpayer’s tax-free entitlement, net taxable wages, and payroll tax liability from wages information loaded by the taxpayer from its accounting and tax records.
I Think I Want to Move: Discovering My Options Component: CRS Service: IRGA Duration: 8 weeks 1 Session weekly for 8 weeks at 45 minutes each The course is designed for 8 sessions. Service Definition (per Part 512): Section 512.5. Service Categories and Requirements (b) Basic Living Skills Training is a service designed to improve an individual's ability to perform the basic skills necessary to achieve maximum independence and acceptable community behaviors that are critical to his or her recovery. This service focuses on the acquisition of skills, as well as strategies for appropriate use of the skill, utilizing teaching interventions such as motivational, educational and cognitive-behavioral techniques. The service may include opportunities to practice, observe, reinforce and improve the individual's skill performance. The topics which may be covered include, but are not limited to: grooming and personal hygiene, nutrition, homemaking, building relationships, childcare, transportation, use of community resources, and engaging in social interactions. Class Description: I Think I Want to Move: Discovering My Options is designed to have participants explore types of housing that exists outside of an Adult Home. The first two lessons are designed to give participants the final “push” they need to want to move. Each of the remaining lessons, provide information about the many different housing options that are available to participants. Pre-Requisite Facilitator Reading: None Learning Approaches/ Modalities Lecture Discussion Mixed media/ Art-based Pen & paper exercises Computer-based interventions Role play interventions x Modeling/ coaching Other: __Video_______________________ Location Site-Based Community-Based: _______________________________
Activity Responsibility Stakeholder(s) Timeframe Review of existing Geotechnical Report for adequacy, or scope definition for procurement of Geotechnical Services. Project Manager / Civil Works Consultant CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Review of existing Environmental Reports for adequacy, or scope definition for procurement of Environmental Services Project Manager / Civil Works Consultant CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Review of existing Stormwater Management Plan, or scope definition for producing a Stormwater Management Plan Civil Works Consultant / Hydraulic Consultant / Landscape Architect CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Review of existing Traffic Engineering report for adequacy, or scope definition for procurement of Traffic Engineering services Civil Works Consultant CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Review of existing services information and scope definition for procurement of Location services. Services Consultants CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Project Manager / Civil Works Consultant Project Manager / Civil Works Consultant CM (Engineering Services) / CM (Capital Works) Gate 2 Feasibility Abbreviations AHD Australian Height Datum ARI Average Recurrence Intervals CM Campus Management DDA Disability Discrimination Act DFES Department of Fire and Emergency Services DOW Department of Water ESA Equivalent Standard Axles LGA Local Government Authority MGA Map Grid of Australia PCG Perth Coastal Grid UWA The University of Western Australia
Block 4 – INSURED’S NAME – Enter name (Last Name, First Name, and Middle Initial) – If the patient has other third party insurance, enter the name of the person in whose name the third party coverage is listed (No entry required when billing for a patient without third-party insurance). Block 5 –PATIENT’S ADDRESS – Enter the patient’s complete mailing address with zip code and telephone number (Optional). Block 6 – PATIENT’S RELATIONSHIP TO INSURED – Enter the appropriate relationship only when there is third party health insurance besides Medicare and Medicaid (No entry required when billing for a patient without third-party insurance). Block 7 – INSURED’S ADDRESS – When there is third party health insurance coverage besides Medicare and Medicaid, enter the insured’s address and telephone number (No entry required when billing for a patient without insurance). Block 8 – RESERVED FOR NUCC USE. Block 9 – OTHER INSURED’S NAME – No entry required. Block 9a – OTHER INSURED’S POLICY OR GROUP NUMBER – Enter the patient's eleven digit Maryland medical assistance number exactly as it appears on the Medical Assistance card. Check for transposition of numbers. The MA number must appear here regardless of whether or not a patient has other insurance. A patient's Medicaid eligibility should be verified on each date of service, prior to rendering service, by calling the EVS. EVS is operational 24 hours a day, 365 days a year at the following number: 1-866-710-1447 or online at. Block 9b – RESERVED FOR NUCC USE – No entry required. Block 9c – RESERVED FOR NUCC USE – No entry required. Block 9d – INSURANCE PLAN OR PROGRAM NAME – Enter the insured's group name and group number if the patient has health insurance besides Medicare/Medicaid (No entry required when billing for a patient without insurance).
other degree programs beyond M.Ed. in Educational Leadership: School Leadership: k-12 Emphasis. Foundations Course Number and Title Sections Taught 2011-12 Response Rate (range) Increased Knowledge Course Worthwhile EDR 610 Introduction to Research 28 50% (0-100%) 3.80 3.71 EDF 630 Foundations of Education Law 5 35% (6-52(%) 4.25 4.23 EDL 622 Legal Aspects of School Administration 13 40% (0-73%) 4.59 4.19 EDF 670 Philosophy of Education 8 31% (0-56%) 4.24 4.09 EDF 671 History of American Education 8 52% (0-100%) 4.67 4.56 EDF 672 Comparative Education 3 43% (13-90%) 3.96 3.91 EDF 673 International Education n/a n/a% (%) Not Taught in 2011-12 Not Taught in 2011-12 EDF 677 Education Sociology 4 48% (33-67%) 4.43 4.32 EDL 623 Publicity and Politics of Education Leadership Skill Development Course Number and Title Sections Taught 2011-12 Response Rate (range) Increased Knowledge Course Worthwhile EDL 600 Leadership Skills 18 50% (11-100%) 4.37 4.25 EDL 630 Leadership Development 7 80% (33-100%) 4.31 4.40 EDL 650 Critical Issues in Educational Leadership 12 35% (0-57%) 4.21 4.13 EDL 660 Action Learning Modules 5 42% (30-57%) 3.76 3.60 EDL 680 Master’s Seminar 8 45% (33-60%) 4.63 4.63 Assessment of Student Learning/Success Student learning outcomes and success are mainly determined by course grades. Educational Leadership Constituents Council (ELCC) standards serve as the cornerstone of all of our EDL master’s degree programs. Achievement of course objectives relating to ELCC standards serve as the basis for student grades. Additionally, specific courses require field work experience of 15 hours which students log as an assignment for a portion of their grade. Mentoring and Research Activity of Graduate Students
Acacia School OFFICIAL P.E. Regular Day Schedule Time Tuesday Friday 8:05 – 8:55 6th Grade 6th Grade 9:00 – 9:50 5th Grade 5th Grade 10:00 – 10:15 Recess Recess 10:15- 11:05 2nd Grade 2nd Grade 11:10 – 12:00 4th Grade 4th Grade 12:40 – 1:30 3rd Grade 3rd Grade 1:35 – 2:25 1st Grade 1st Grade Wednesday P.E. Schedule Extra PLC Week A – Grades Week B - Grades Week C Grades 10:25 – 11:20 Kindergarten Kindergarten Kindergarten 11:25 – 11:55 4th Grade 5th Grade 6th Grade 12:00 – 12:30 3rd Grade 2nd Grade 1st Grade P.E. Minimum Day Schedule Time Tuesday Friday 8:05 – 8:40 6th Grade 6th Grade 8:45 – 9:20 5th Grade 5th Grade 9:25 – 9:55 Kindergarten Kindergarten 10:00 – 10:15 Recess Recess 10:15 – 10:45 2nd Grade 2nd Grade 10:45 – 11:15 3rd Grade 3rd Grade 11:20 – 11:55 4th Grade 4th Grade 12:00 – 12:30 1st Grade 1st Grade
ID number: Permanent address: Mailing address: Telephone: E-mail address: The guarantor: Name: (Signature/Seal) ID number: Permanent address: Mailing address: Telephone: E-mail address: The real estate broking agency: Name (company or firm): Address: Telephone: Business administration number: Responsible person: (Signature/Seal) ID number: E-mail address: The real estate agent: Name: (Signature/Seal) ID number: Mailing address: Telephone: Certificate number: E-mail address: Date: Confirmation Form for the Current Status of the Leased Premises Date of completion of the form: Item Details Notes 1 □ Including □ Not including unregistered reconstructions, extensions, additions, and illegal constructions: □ First floor __ m2 □ __ floor __ m2 □ Top floor __ m2 □ Others __ m2 In the case of an illegal construction (building for which no extension or addition application has been filed according to law), the Landlord shall be sure to offer an explanation so that the Tenant is fully aware of the possibility of the illegal building being demolished at any time or other risks.
SAF Mechanisms R2=0.98 Log10 b Mech. Angle α (deg) Mech. Vector Length, |f| R 1.19 310 575.1 G 1.59 133 831.3 O 1.28 336 77.0 B 2.50 158 370.4 V 15.13 15 308.8 VI 7.55 101 298.7 VII 7.92 294 351.6 VIII 9.08 320 715.3
Round 4 – Division 1 – 11:30 River Juniors v Corwen – pitch 1 Prestatyn Athletic v Hawarden Rangers – pitch 2 Mags Bilbao v Greenleas Galaxy – pitch 3 Round 4 – Division 2 – 11:50 Rakers JFC v Deeside Dragons – pitch 1 Llandudno Town v Johnstown – pitch 2 Saughall Colts v Mynydd Isa – pitch 3
Paul Family : 2 sisters and 1 brother age : 12 pets : 1 cat, 2 rabbits meat and eggs ice-cream and hamburger Tom Family :1 sister and 1 brother age : 10 pets : 1 dog, 2 cats spinach milk and egg Jessica Family :1 sister age : 9 pets : 1 bird, 2 dogs vegetable jam and butter
Mary Family :1 sister - 3 brothers age : 15 pets : 1 bird, 2 dogs coffee sweet Jessy Family :1 brother and 3 sisters age : 14 pets : 1 bird, 2 dogs orange pizza Jenny Family :2 brothers and 3 sisters age : 11 pets : 1 bird, 2 dogs fish and milk apple
Jim Family :4 sisters and 2 brothers age : 9 pets : 1 cat, 2 snakes omelettes rice and chicken John Family :5 sisters age : 17 pets : 1rabbit, 3 birds spaghetti salad Jane Family : 3 siters and 2 brothers age : 16 pets : 1 cat, 3 birds kebabs soda and milk
Revised and Edited for Student Use Beatrice’s Goat Beatrice’s Goat, by Page McBrier, is about a girl named Beatrice who got a very special gift. Beatrice lived in Africa in a poor village. Beatrice wanted to go to school, but her family did not have the money to send her. Her family needed a roof that didn’t leak, healthy food for the children and money. An organization called “Heifer International” gave Beatrice’s family a goat named Mugisa and she got everything she needed. Before Mugisa came, Beatrice’s family did not have healthy food. Mugisa gave her milk to drink, so the family was much healthier. Before Mugisa came, Beatrice had to work and still had little money. Mugisa gave them milk to sell. Now her family has money to buy the things they need. She even got money to buy a uniform and a slate. Now she can get an education! Beatrice’s life changed when she got a goat. I always thought a goat could not do much. Now I know it can! File Name: I3R Beatrice’s Goat Informative/Explanatory Grade 3 Range of Writing Beatrice’s Goat Beatrice’s Goat by Page McBrier is about a girl named Beatrice who got a very special gift. Beatrice lived in Africa in a poor village. Beatrice wanted to go to school but her family did not have the money to send her.
activities. The Logo The purpose of I3U is to strengthen Europe’s potential for innovation, and the project has set out 13 general objectives and 34 specific policy commitments associated with these objectives, for which it will create a system of assessment. It is a project that seeks to understand what initiatives work, how we can encourage innovation, and how innovation, in turn, affects the economy. The I3U logo (to the left) is a figurative mark, consisting of four main elements: the name of the project, its slogan, its key image and its colours. As the project name "I3U" is not self‐explanatory, a slogan ("Investigating the Impact of the Innovation Union") is incorporated to communicate the overall aim of the project. The I3U logo consists of a green ”I”, a yellow ”3”, and a green ”U” with three parallel arrows curving upward and outward, with its slogan, ”Investigating the Impact of the Innovation Union” below. The most visually important part of the logo are the arrows, meant to evoke a sense of movement and direction and to symbolise the forward-looking vision of the project. The parallel positioning of these arrows represent the concerted effort of all partners in achieving this vision. 3.1 Position of the Logo As a general rule, the logo must be placed on the top left side in publications, reports, letters and presentations. 3.2 Incorrect Use of the Logo Do not change the shape and proportions of the logo. Do not change the typography or position of the slogan. Do not change the colours of the logo.
I-40 WESTBOUND KNOXVILLE WEIGH STATION SPECIFICATIONS WEIGH-IN-MOTION WEIGH STATION (WIM)/STATIC SCALE TRUCK WEIGHT ENFORCEMENT SYSTEM GENERAL OVERVIEW 1.1 LOCATION I-40 E Mile Marker 372 (west bound Knox County Scales in Knox, Tennessee) 1.1 CONTRACTOR TYPE Authorized (with proper ISO certification) Mettler Toledo dealer (service center PART 1 - GENERAL 1.1 SUMMARY A. This section consists of manufacturing, furnishing, installing, burn-in, and testing a ramp sorting Weigh In Motion (WIM)/Static Scale truck weight enforcement system, hereinafter referred to as SYSTEM, and its accessories and appurtenances. B. A SYSTEM to be manufactured, furnished, installed, burn-in, and tested at West-bound facility. C. This Technical Special Provision is written for the requirements of one bound (direction). 1.2 REFERENCES A. Applicable Documents 1. Contract Drawings 2. Contract Provisions B. Applicable Standards 1. National Institute of Standards and Technology (NIST) a. Handbook 44
Climbing turn towards landing runway while remaining within the circling area. Immediately followed by interception and execution of the missed approach procedure. Comply with the intent of the missed approach procedure/instructions. FAA vs. ICAO procedures: Circling Approach Obstacle Clearance Protected Area: FAA - The protected area is much smaller in the USA (1.3 A, 1.5 B, 1.7 mile radius for approach category C and 2.3 mile radius for category D), this is well below ICAO requirements, and makes the circling approach even more difficult and dangerous. ICAO -Requires a much larger area. Circling area radius from threshold in ICAO (DOC 8168 OPS/ page 3-26): A: 1.68nm; B: 2.66nm; C: 4.20nm; D: 5.28nm; E: 6.94nm. The maximum speeds are A: 100KIAS; B: 135KIAS; C: 180KIAS; D:205KIAS; E: 240KIAS. The radius is the distance from the threshold used to determine the circling area. Emergency Voice Reports (souls/emergency/intentions) – Don’t be afraid to tell the person inquiring to “standby”. Nothing they want to know is worth sacrificing your aviating and navigating. Be directive for what you need and what you are planning on doing. Call fuel in minutes remaining. Do quick math. If you’re burning 250 pounds per hour per side and you have 1000 pounds per side… well that’s 4 hours of flight time. Adjust for you having a transfer pump inop., etc. Partial Panel – Initially, troubleshoot (breakers and god box) and transfer controls to co-pilot if the system failure only affects your side. Remain VMC and land if this is an option. Secure the big 5 (windshield wipers, windshield heat, AC, heater, vent blower) and brief wet compass characteristics. Advise controller and request a no-gyro approach. Turn at standard rate turns until advised not to. Initiate turns immediately and stop them immediately as instructed.
Student solo weather minima listed in reference (c CNATRA 3710.2) shall apply to weather at the time of take off and forecast weather for the entire period of flight plus one hour. Standard Instrument Takeoff Mins. Non-Precision Approach Precision Approach Published Mins ≥ 300-1* Published Mins ≥ 200-1/2 (24)** *Note: Published Mins to the available non-precision approach. **Note: Published Mins to the landing runway in use. (24) is standard IAP notation for prevailing vis/RVR in 100s of feet. In the case of takeoff minimums, you take the higher of the field landing mins or the standard takeoff mins list above. So if you are trying to take off and the lowest compatible approach at the field lists its minimums as an ILS (precision approach) 200 and ¾ mile, your takeoff mins are now 200 (which is the same for the field and absolute mins listed) and ¾ (which is the higher of the two minimums listed for the field and absolute takeoff mins). IFR Filing Criteria Destination WX (ETA ± 1 Hour) Alternate EX (ETA ± 1 Hour) WX ≤ Published Mins WX ≥ 3000-3 Published Mins ≤ WX ≤ 3000-3 NP: WX ≥ Published Mins. + 300-1 P: WX ≥ Published Mins. + 200-½ WX ≥ 3000-3 No Alt Required. *In the case of single — or other aircraft with only one operable UHF/VHF transceiver, radar/airport surveillance approach (PAR/ASR) minimums may not be used as the basis for selection of an alternate airfield.
T-44A Briefing Guides EVENT: I4603 SYLLABUS NOTES: Each flight should consist of a mix of approaches flown in the I4100 block. Events should have a minimum of four approaches per event and include at least two procedure turn approaches. Emergency procedures should be emphasized in this block. Each event shall include a minimum of one approach with the flight director and one approach without the flight director. Holding should be accomplished and graded on at least two events, one of which should be GPS holding. All events shall include a missed approach and should include at least two circling missed approaches in the block. One approach per event with IP as PF and SMA as PM, emphasizing CRM callouts, radio communications, and emergency procedures. SMAs shall bring one DD 175 per flight plan per SMA and one DD 175-1 per aircraft for their planned profile to every brief. SMAs shall draft a flight plan than will execute the required maneuvers for the events. DISCUSS ITEMS: Student Brief CRM Case Study, Threat and Error Management, CRM, ORM, Other…
T-44A Briefing Guides EVENT: I4604 SYLLABUS NOTES: Each flight should consist of a mix of approaches flown in the I4100 block. Events should have a minimum of four approaches per event and include at least two procedure turn approaches. Emergency procedures should be emphasized in this block. Each event shall include a minimum of one approach with the flight director and one approach without the flight director. Holding should be accomplished and graded on at least two events, one of which should be GPS holding. All events shall include a missed approach and should include at least two circling missed approaches in the block. One approach per event with IP as PF and SMA as PM, emphasizing CRM callouts, radio communications, and emergency procedures. SMAs shall bring one DD 175 per flight plan per SMA and one DD 175-1 per aircraft for their planned profile to every brief. SMAs shall draft a flight plan than will execute the required maneuvers for the events. DISCUSS ITEMS: Completed Instrument Rating Request Form 3710/2, Other…
PROSPECT SCHOOL DISTRICT DISCIPLINE GUIDELINES The following chart is an outline for consequences to misbehavior. It is not all inclusive, and the administrative team will use its discretion in situations that are not clear cut. We will strive to support our teachers while recognizing every student and situation as individual. Minors Skateboards/bike/scooters Teasing/taunting Disrespect Tardy Inappropriate Language Unexcused absences (1-2) Classroom disruption Dress code Throwing objects Inappropriate display of affection Physical contact Property misuse Lying/cheating Combustibles
implementation fidelity. Prospect Charter School practices the PBiS model school wide (Prekindergaten-twelfth grade). For more information please visit: Prospect CATS Consideration Continuous and careful thought Achievement Successful completion Trust Confidence in a person Safety Freedom from threat of harm Classroom/Library/Shops Use positive comments One person speaks at a time Listen when others speak Use quiet voices Show respect for self and others Come prepared and on time Do assignments Do your best Take pride in your work Begin work immediately Follow reasonable requests Do what is right Work as a team Manage self Follow directions Keep hands and feet to yourself Refrain from throwing objects Use tools, equipment, supplies, and materials appropriately Walkway/Grounds Respect self, others, and surroundings Use appropriate language Talk quietly Get to class on time Stay on task Go straight there and back Stay to the right Keep hands and feet to yourself Follow directions Open doors slowly Multipurpose Room/Cafeteria Respect self, others, and surroundings Use appropriate language Use good table manners Use appropriate voice Follow rules, procedures, and requests Ask for help if needed Clean up after yourself Walk Keep hands and feet to yourself Clean up after yourself
Office Wait your turn Use quiet voices Be respectful Complete task(s) and return to class Have a purpose Respect privacy and property Use tools and materials appropriately Walk Open doors slowly Bathrooms/Locker Rooms Keep it clean Flush Complete tasks and return to class Respect privacy and property Report concerns to teachers Wash hands Bus Keep hands and feet to self Keep belongings to self Follow rules, procedures, and requests Listen and show respect to the bus driver Stay in seat Use proper containers Store objects safely Gym Show good sportsmanship Use positive comments Participate Do your best Take pride in your achievement Respect self, others, and surroundings Work as a team Keep hands and feet to yourself Use equipment appropriately
the Industrial Revolution well and through the choices she made was able to pull past just being a factory girl and take different paths in life. File Name: I6R Lyddie’s Choices Informative/Explanatory Grade 6 Range of Writing Lyddie’s Choices Lyddie Worthen is the main character in Katherine Patterson’s Lyddie. Lyddie is a young girl living on a Vermont farm in the 1840’s. This is the time of the Industrial Revolution. Lyddie’s father has abandoned the family and Lyddie’s mother leaves her and her brother behind thinking that the world is coming to an end. The only thing Lyddie has left is her farm which she desperately wants to hold on to. In order to keep her farm Lyddie has to work off the debts on her farm, but the job she has isn’t paying enough, so she leaves to begin a new life as a factory girl at the newly developed textile mills in Lowell Massachusetts. Because of working in the Lowell mills Lyddie gets a broader sense of herself. She is able to make some choices about who she wants to be in her life.
Makes claims based on factual evidence. Makes counter-claims. The author takes opposing views into account. - Neutralizes or "defeats" serious opposing ideas. Convinces audience through the merit and reasonableness of the claims and proofs offered. Often compares texts or ideas to establish a position. Logic based. May make claims based on opinion. May not take opposing ideas into account. Persuades by appealing to the audience’s emotion or by relying on the character or credentials of the writer – less on the merits of his or her reasons and evidence. Emotion-based. Argumentative Essay Persuasive Essay Makes claims based on factual evidence. Makes counter-claims. The author takes opposing views into account. - Neutralizes or "defeats" serious opposing ideas. Convinces audience through the merit and reasonableness of the claims and proofs offered. Often compares texts or ideas to establish a position. Logic based. May make claims based on opinion. May not take opposing ideas into account. Persuades by appealing to the audience’s emotion or by relying on the character or credentials of the writer – less on the merits of his or her reasons and evidence. Emotion-based.
resile from a court order – With the advent of judicial case management – A civil litigation – the common law position that a party may amend at any stage of proceedings as long as prejudice does not operate to the prejudice of the opponent remains, save that, like every other procedural right, it is also subject to the objectives of the new judicial case management regime applicable in the High Court – This places obligations on legal practitioners to through early and thorough preparation identify real issues in dispute for the speedy and expeditious finalization of the matter – New approach to be adopted is that in the exercise of its discretion, court must observe parties’ rights to state their case at any stage and to amend pleadings, even withdraw admissions in a pre-trial order – Such variation of pleadings subject to the presumption that pleadings drawn on instructions of the client - If amendment based on a mistake, such mistake must be bona fide – Court cannot hold parties to a version which no longer represents its stance – Ultimate aim is to allow parties to ventilate the real issues between them and the interest of the administration of justice. ORDER The proposed amendment of the plea to the claim in reconvention and revision of the pre-trial order of 25 June 2013 and the associated application for condonation for the late filling, are deferred to be decided at the trial together with the merits if still persisted with; The costs of the opposed application to amend stands over for determination together with the merits; The applicant is ordered to pay the respondent’s costs occasioned by the opposition to the abandoned joinder application and the application to add further causes of action; The trial of the matter shall proceed on the pleadings as they stood on 16 September 2014; and The matter is enrolled for status hearing on 21 October 2014 at 14h15 for allocation of new trial dates and for further directions.
Method(s) Used to Present the Course (Check as many as apply) Lecture Presentation PowerPoint Presentation Webinar Computer-Based Training DVD Presentation Web-based Presentation Other: Specify Below Complete the following tables to submit your proposed Course. (Hit “Tab” in the last column to add additional rows) Subject Areas (State the Specific Subject Area) Describe briefly where this Subject is covered in your Course Course Time Allocated for this Subject Example Subject B Chapter 2, Section 2-4, Page 7, Slides 14-28, 4th Lecture, etc. 2 hours Course Presenters/Instructors for this Course (Hit “Tab” in the last column to add additional rows) Name Address Email Address Telephone Number Affiliation Joe Example 123 N Wright Street Santa Fe, NM 89123 Joe@example.com 123-456-7890 Employee, Contractor, etc.
Evidence of Limited Practices The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation. Upon reviewing the CIP, it does not specifically address the needs of special education students. Ms. Washington and the team identified the number of SpEd students that need support, however based on interviews and review of documentation, it is not clear of the focused strategies that are being used with the group. Consideration(s) for Next Steps Provide specific strategies for addressing special education in the ACIP Curriculum: The Curriculum Pillar obtains evidence on the processes used to ensure that Alabama standards are a) taught by all teachers and b) provided at the appropriate level of rigor. Additionally, evidence is collected to determine how data processes are used to inform decision making. Evidence of Strong Practices The following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school. Based on teacher and administrative interviews, there is a strong process in place for the regular monitoring of lesson plans for alignment with ACOS. Additionally, Ms. Washington provides feedback to teachers on lesson plans to ensure expectations are met. Through interviews and review of documents, there is evidence to support the use of data to make curricular decisions. An example of this practice is its use in team meetings to plan for improving instruction on upcoming objectives. Teachers shared that they appreciate how Ms. Washington has made data the central focus for all instructional decision- making. Stating that it has added meaning to the work and clarity of purpose. Evidence of Emerging Practices The following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building. Administrator and teacher interviews indicate that the team does not use common assessments or rubrics other than benchmark assessments. An instructional expectation established across the curriculum is for teachers to post and use learning objectives and essential questions to set the stage for student learning. Evidence from classroom observations reveals that 65% of the time teachers set the purpose for learning and provided clarity throughout the lesson.
Table 7: Uncertainty due to gas pressure Temperature, t /°C (±0.05°C) Uncertainties Total Percentage Uncertainty Absolute Uncertainty Trial 1 Trial 2 Trial 3 10.00 100% = 0.408% 100% = 0.330% 100% = 0.209% 0.947% 0.097 22.00 100% = 0.087% 100% = 0.080% 100% = 0.080% 0.247% 0.090 30.00 100% = 0.036% 100% = 0.035% 100% = 0.040% 0.111% 0.095 37.00 100% = 0.027% 100% = 0.030% 100% = 0.029% 0.086% 0.090 45.00 100% = 0.048% 100% = 0.049% 100% = 0.050% 0.147% 0.090
c. Develops and implements classroom procedures and routines that support high expectations for student learning. d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment. Standard 7 Engages in professional growth. Criteria The teacher: a. Demonstrates habits and skills of continuous inquiry and learning. b. Works collaboratively to improve professional practice and student learning. c. Applies research, knowledge, and skills from professional development opportunities to improve practice. d. Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals. e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests. Standard 8 Fulfills professional responsibilities established by the school district. Criteria The teacher: a. Adheres to board policies, district procedures, and contractual obligations. b. Demonstrates professional and ethical conduct as defined by state law and district policy. c. Contributes to efforts to achieve district and building goals. d. Demonstrates an understanding of and respect for all learners and staff. e. Collaborates with students, families, colleagues, and communities to enhance student learning.
Identify the two values that will prove ∆CBA ~ ∆HGF. 5 8 25 56 40 35 26.] Directions: Write your answer in the box provided. Given: // Based on the information given, which triangle similarity postulate could be used to prove ∆AEB ~ ∆CED? triangle similarity postulate 27.] Directions: Write your answer in the box provided. Consider the following terms: Similar Congruent Equilateral Right If two angles of one triangle are congruent to two corresponding angles of another triangle, these triangles can be considered – 28.] For what value of x is ∆ABC ~ ∆DEF? Write your answer in the box provided.
Annexure II Internal Assessor’s Training on National Quality Assurance Standards Jharkhand. Time Topic Resource Person AM Registration 10:30AM -11:00 AM Inaugural Address MD NHM 11: 00AM -11:15 AM Tea AM Overview of National Quality Assurance Program Dr. J N Srivastava Measurement System for Quality Assurance & Assessment Protocol Dr. Deepika Sharma 12.45 PM-1.30 PM Standards for Service Provision , Patient Rights & Inputs Dr. Nikhil Prakash 1.30 PM PM Lunch 2.15 PM PM Case Study 1 Dr. Jagjeet Singh
Annexure-III Internal Assessor Training, Jharkhand Participant Feedback Evaluation Topic Average Overview of National Quality Assurance Program Dr. J N Srivastava 3.00 Measurement System for Quality Assurance & Assessment Protocol Dr. Deepika Sharma 3.09 Standards for Service Provision, Patient Rights and Inputs Dr. Nikhil Prakash 3.12 Case Studies Dr. Jagjeet Singh 2.96 Standards for General Clinical Services Dr. J N Srivastava 3.27 Standards for Specific Clinical Services Dr. Nikhil Prakash 3.23 Standards for RMNCH+A Dr. Nikhil Prakash 3.12 Standards for Support Services Dr. Deepika Sharma 3.12 Standards for Infection Control Dr. Deepika Sharma 3.23 Standards for Quality Management Dr. Deepika Sharma 3.08 Key Performance Indicators Dr. Jagjeet Singh 3.00 Exercise Gap Analysis and Action Planning Dr. Jagjeet Singh 3.09 Road Map for Quality Assurance Dr. Nikhil Prakash 3.22 Overall Average 3.17
Annexure II Internal Assessor’s Training on National Quality Assurance Standards Jharkhand. Time Topic Resource Person AM Registration 10:30AM -11:00 AM Inaugural Address MD NHM 11: 00AM -11:15 AM Tea AM Overview of National Quality Assurance Program Dr. Nikhil Prakash Measurement System for Quality Assurance & Assessment Protocol Dr. Deepika Sharma 12.45 PM-1.30 PM Standards for Service Provision , Patient Rights & Inputs Dr. Nikhil Prakash
1.30 PM PM Lunch 2.15 PM PM Case Study 1 Ms. Deepika Sharma /Dr. Nikhil Prakash 3.15PM PM Standards for Clinical Services Dr. Deepika Sharma 4.00-4.15 Tea 4.15 PM PM Standards for Clinical Services (Specific & RMNCHA) Dr. Nikhil Prakash /Dr. Deepika Sharma 4.45-5.30 Group Activity- Identifying Standards Day-2 9.30 AM AM Recap 9.40 AM - 10.45 AM Standards for Support Services Ms Surbhi Sharma 10.45 AM -11.00 AM Tea 11.00 AM -11.45 PM Standards for Infection Control Dr. Deepika Sharma 11.45PM - 12.30 PM Standards for Quality Management Ms. Surbhi Sharma 12.30PM - 1.15 PM Key Performance Indicators Dr. Jagjeet Singh 1.15 PM PM Lunch 2.00 PM PM Exercise Gap analysis & Action Planning Ms. Surbhi Sharma 2.45 4.45
Annexure-iii Internal Assessor Training, Madhya Pradesh Participant Feedback Evaluation Topic Average Overview of National Quality Assurance Program Dr. Parminder Gautam 3.36 Standards for Service Provision, Patient Rights and Inputs Dr.Sushant Agrawal 3.08 Case Studies Dr.Sushant Agrawal 3.19 Standards for General Clinical Services Dr.A.K.Dutta 3.12 Standards for Specific Clinical Services Dr.A.K.Dutta 3.08 Standards for RMNCH+A Dr.A.K.Dutta 2.96 Standards for Support Services Dr. Sushant Agrawal 3.09 Standards for Infection Control Dr.A.K.Dutta 3.25 Standards for Quality Management Dr. Sushant Agrawal 3.10 Key Performance Indicators Dr.Parminder Gautam 3.35 Exercise Gap Analysis and Action Planning Dr.Sushant Agrawal 2.86 Road Map for Quality Assurance and Introduction of ‘’KAYAKALP’’ Dr. Parminder Gautam 3.27 Overall Average 3.14
I-START Referral Form Individual’s Name: DOB: Address: County of Residence: Phone Number: Legal Guardian: CSN ID, if known: Ethnicity: Gender: MCO: Referral Information Referred by: Referral Date: Area Agency: Title: Email Address: Phone: DSM 5 Diagnosis Psychiatric Diagnosis: IDD Diagnosis: Medical/Health Conditions: Social Stressors: Reason for Referral Concerns/issues presenting problem: How long has this been going on? Describe the onset of the problems/concerns: What would you like from consultation services?
To summarize the description of the project, this part shall outline the main commitments made by the members of the consortium to reach the targets of the Initiative. The project leader is free to formalize the commitments, the significance of which will be assessed by the jury. A set of indicators shall be suggested to evaluate the project’s progress until its end. When appropriate, the project leader shall match the project indicators to the commitments taken within the framework of the site contract. This section must be complemented by copying the section 9 of the second part of the document delta, “Principal commitments”. Copy here the content of section 4.2 of the document delta. Governance, organization and steering It is expected that the modes of governance of the Initiative shall be described: balance of roles between the academic community and the executive, composition and competence of the steering and management bodies of the Initiative, etc. The involvement of the research bodies and the common formulation process of strategic choices as well as their effects on the governance shall be specified. The Initiative shall demonstrate its capacity to make and implement strategic decisions swiftly. The processes within the governance’s field of competence which allow the sustainable integration of the actors, the addition of new members, the dynamic evolution and structuring of the Initiative shall be described. The presentation shall be put in perspective with the institutional target which has been chosen in the long run. Regarding the steering of the Initiative, the relevant structures shall be described and shall notably specify the mechanisms for allocating resources. Shall also be described the main characteristics of the following elements: The internal resource allocation process; The ramp up of the project; The pooling actions in terms of research, training and services;
High School Algebra and Functions I (Linear Functions, Equations and Inequalities) Algebra and Functions II (Quadratic Functions, Equations and Inequalities) Geometry and Right Triangles Trigonometry Statistics and Probability Seeing Structure in Expressions/Polynomial Expressions Geometry Congruence Geometry Measurement and Modeling Interpreting Functions Number and Quantity Mathematics Performance Task Read Literary Texts Read Informational Texts Brief Writes Revision Language and Vocabulary Use Editing Listening/Interpret Research Performance Task
Iowa (CONT.) (515) 244-4713 Beacon of Life, 1717 Woodland Ave., Des Moines, IA 50309 Ex-Offender & Family Reunification Program is a comprehensive client-centered program designed to help reduce recidivism and expedite an offender's transition back with his or her family and community. (515) 244-4003, Ext. 16 Creative Visions Human Development Institute, 1343 13th St., Des Moines, IA 50314 Re-Integration of Ex-Offenders (ReXo) Adult Program is a re-entry program serving 18 years old and above returning from Iowa's correctional institutions. We utilize our Critical Path Model to provide complete services to return then to Complete Whole Citizens. (515) 288-1023, , Spectrum Resources., 1700 Keosauqua Wy, Des Moines, IA 50314 Jail Diversion was developed to assist inmates with mental health issues, both in jail and in the community. The purpose of the program is to prevent or minimize the number of mentally ill individuals in jail by providing supportive services during incarceration followed by community-based treatment upon release. (515) 241-0982, , Eyerly Ball Community Mental Health Services, 945 19th St., Des Moines, IA 50314
K – 1st Grade Early numeracy for students do not know basic facts or are unable to compute concepts & applications Note: Technical adequacy still being evaluated Number Identification Orally identify numbers between 1 and 100 Individually 1 minute Total numbers correctly identified Missing Number Identify missing number in sequence Individually 1 minute Total numbers correctly identified Quantity Array Identify the number of dots in a box Individually 1 minute Total numbers correctly identified Quantity Discrimination Identify larger number from set of two number Individually 1 minute Total numbers correctly identified Grades 1 – 6 Use computation probes until the concepts & applications probes are appropriate for the grade-level curriculum material Select a task for CBM progress monitoring & use same task (level and type of probe) for the entire year See below for resources to find probes Computation Single or multi-skill probes Individually or in groups Number of digits correct Grades 2 – 6 Concepts & Application Multi-skill probes that include 18-25 problems- more than just computation (e.g., measurement, time, graph interpretation) Individually or in groups Time varies by grade: 2nd - 8 minutes 3rd - 6 minutes 4th - 6 minutes 5th - 7 minutes 6th - 7 minutes Total number of blanks correct Step 2: Identify level of material (Fuchs & Fuchs, 2005) 1) Use computation or concepts and application probes at expected grade level OR 2) Administer two probes at the grade level below the expected grade level (on separate days and be sure to use the correct time administration for the probe):
Using the reading CBM Benchmarks table below. Determine the end of year benchmark (performance level), which is the spring score at the 50th percentile. Graph the three baseline scores and the end of year benchmark. Draw a goal line on the graph from the median baseline score to the end of year performance goal. Grade Percentile Norms for Words Read Correctly (WRC) (AIMsweb, 2006) Fall Winter Spring 1 90% 75% 50% 25% 10% 49 22 8 2 0 78 46 23 13 6 106 80 52 38 15 2 90% 75% 50% 25% 10% 103 79 54 27 14 129 103 77 52 25 143 118 92 68 42 3 90% 75% 50% 25% 10% 130 103 77 49 30 148 124 96 67 41 163 139 110 82 52 4 90% 75% 50% 25% 10% 149 123 99 73 48 168 141 114 89 62 184 155 126 100 73 5 90% 75% 50% 25% 10% 169 142 112 85 60 183 158 128 99 73 198 171 141 109 82 6 90% 75% 50% 25% 10% 182 158 131 101 70 199 171 144 114 83 211 183 155 126 94 7 90% 75% 50% 25% 10% 186 160 131 103 81 197 169 140 112 87 209 183 153 124 96 8 90% 75% 50% 25% 10% 185 162 138 107 77 193 170 146 115 83 201 180 155 127 94 2) Using norms: Using the ORF CBM Weekly Growth Rates table and the formula to calculate the end of year goal. Graph the three baseline scores and the end of year goal. Draw a goal line on the graph from the median score to the benchmark. Initial median score + (growth rate x number of weeks of instruction) Example: 55 (initial median score) + (.8 [weekly growth rate] x 30 weeks) = 79 (goal) ORF CBM Weekly Growth Rates: Words Read Correctly (WRC) Grade Realistic Weekly Growth Rates Ambitious Weekly Growth Rates 1st 2 3
Feasibility Study Report (FSR) with approval signatures and FSR number OR Project Approval Life Cycle 1 Business Analysis For IT Projects - Submit FSR, documentation of scope, costs, benefits, schedules and methodologies and PIER if applicable. Refer to SCM Volume 3, Ch. 2, Section C, Topic 3.1 (2.C3.1) Refer to CTA letters** TL 12-1, TL 12-17 & TL 13-03 NOTE: After July 1, 2015 utilization of FSRs is discontinued. Refer to Department of Technology TL- and . Property Survey Report Form (Std.152) Trade in of state property if applicable. Refer to SCM Vol. 3, Ch. 10, Topic 7, Cost Worksheet If applicable. For more than 10 line items. Telecommunication Goods and Services Send all acquisitions for Telecommunication Goods and Services to the California Dept. of Technology for processing per PCC 12120.
2. Awareness of local and national developments in providing information, advice and advocacy services. The post holder should display knowledge of contemporary issues impacting on health and social care, welfare benefits and housing, including the use of reference materials and consideration of relevant legislation and regulations. Application form Presentation Interview 3. Well developed understanding of benefit calculations, eligibility and qualifying criteria. In tray exercise 4. Understanding and experience of the diverse health and social care needs of older people, people with a disability and carers in economically deprived areas Application form Interview 5. Successful experience of working in partnership with other agencies Application form Interview 6. Understanding of how to use performance management systems, quality standards and service user feedback to improve overall performance Application form Interview 7. An understanding of and commitment to client confidentiality Application form Interview 8. Significant experience of using IT systems and common office software applications, in particular Microsoft Word, Outlook and Excel, as well as knowledge of database management. Application form In tray exercise Skills 1. Ability to lead, manage and support a diverse team of staff and volunteers Application form Interview 2. Ability to analyse and evaluate performance or practice and make recommendations to drive continuous improvement Application form Interview 3. Ability to meet deadlines, work under pressure and make efficient use of time and resources Application form Interview In tray exercise 4. Excellent interpersonal and analytical skills, including verbal and written communication Application form In tray exercise Presentation Interview 5. Well organised, methodical and able to prioritise complex tasks Application form Interview General