zilongwang/ReadingBank huggingface dataset:
Students will be able to interpret the information on the Emerald Ash Borer in form of a play Learning Objectives: Students will be able to design an Emerald Ash Borer beetle through their knowledge of its physical features. Students will be able to describe the main ideas on the bug. Key Vocabulary: Main idea Emerald Ash Borer Nutrients Infestation Role- play Act Scene Time Teacher Activity Student Activity Materials 8 minutes Anticipatory set: Teacher will pass out a script of a play. Students will read the play with a partner. Play/script 5 minutes Objective and Purpose Teacher will assign roles to students relating to the EAB (EAB-Tree etc.) Teacher will discuss with students the roles they are assigned.): Students take on the characteristics of the assign role. They will what it is like to be an EAB. Paper with role written on front 20 minutes Input/Instructional Strategies: The teacher will demonstrate her thinking when acting act the specific parts Students will listen and suggest of how to act like the object/character. Student will recall information they have already learned. Students will act out the script. Play/script, role, props (brown paper towel, bucket, trash bag) 8 minutes Checking for understanding: Teacher will demonstrate to students writing down Students will debrief and discuss three big ideas that they used while Post-it notes
Useful Preambulatory Phrases Affirming Alarmed by Approving Aware of Bearing in mind Believing Confident Contemplating Convinced Declaring Deeply concerned Deeply conscious Deeply convinced Deeply disturbed Deeply regretting Desiring Emphasising Expecting Expressing its appreciation Expressing its appreciation Fulfilling Fully alarmed Fully aware believing Further deploring Further recalling Guided by Having adapted Having considered Having considered further Having devoted attention Having examined Having heard Having studied Keeping in mind Noting with regret Noting with satisfaction Noting further Noting with approval Observing Reaffirming Realising Recalling Recognising Referring Seeking Taking into account Taking into consideration Taking note Viewing with appreciation Welcoming
Useful Operative Phrases Accepts Affirms Approves Calls upon Condemns Confirms Congratulates Considers Declares accordingly Deplores Designates Draws the attention Emphasises Encourages Endorses Expresses its appreciation Expresses its hope Further invites Further proclaims Further reminds Further recommends Further requests Further resolves Has resolved Notes Proclaims Reaffirms Recommends Regrets Reminds Requests Solemnly affirms Strongly condemns Strongly urges Supports Takes note of Transmits
Points and Motions POINT/MOTION MAY INTERRUPT THE SPEAKER? SECOND SPEAKERS VOTE (after an objection) DESCRIPTION Point of personal privilege due to audibility Yes No None No To notify the Chair that you can’t hear the speaker. Point of personal privilege No No None No To notify the Chair that you are experiencing discomfort. Point of order No No None No To notify the Chair that a mistake has been made regarding the Rules of Procedures. Point of parliamentary inquiry No No None No To ask the Chair a question about the Rules of Procedure. Point of information to the Chair No No None No To ask the Chair a question about something not concerning the Rules of Procedure. Motion to move to the previous question No Yes 2 against 1/2 majority To ask the Chair to move to the time against when in a closed debate, if it is the time in favor. Motion to move to the voting procedures No Yes 2 against 1/2 majority To close the debate on the current amendment/resolution. Motion to extend debating time No Yes 1 in favour 1 against 1/2 majority To extend debate time on the current amendment/resolution.
below. Moreover, note also that the distance between two consecutive references must be 3 pt and the content of each reference must be indented by 0.75cm. [1] Bazant Z.P. and Cedolin L., Stability of Structures Elastic, Inelastic, Fracture and Damage Theories, Oxford University Press, New York, 1991. [2] Gonçalves R. and Camotim D., “Buckling behaviour of thin-walled aluminium and stainless steel columns using generalised beam theory, Advances in Structures, G.J. Hancock, M. Bradford, T. Wilkinson, B. Uy, K. Rasmussen (eds.), Balkema Publishers, Lisse, 405-411, 2003. [3] Della Corte G., De Matteis G., Landolfo R. and Mazzolani F.M., “Seismic analysis of MR steel frames based on refined hysteretic models of connections”, Journal of Constructional Steel Research, 58(10), 1331-1345, 2002. ……… B.W., “Progress on the direct strength method”, Proceedings of 16th International Specialty Conference on Cold-Formed Steel Structures, (17-18/10), 647-662, 2002.
Please provide Institution Number/Project Number or specific details of each *If there are any other agreements which in any way relate to the Material, the Office of Research must review the terms of these agreements to ensure that such agreements do not contain any restrictions which would prohibit the University from transferring the Material. Please visit the EH&S link below for more information regarding the University’s process for the use of Select Agents. Use and transfer of Select Agents requires written approval of EH&S. For the Select Agent list: 9. Do you require reimbursement for the cost to provide Materials? Yes (explain)/No/ Shipping only *If Yes, please provide an explanation of such costs. Note: Costs charged must total exact costs spent to provide Materials. In the event the PI desires recovery of costs, additional language must be added to our standard MTA. Scope of Work: In order for the Office of Research to draft the outgoing MTA, the recipient scientist will need to supply a scope of work detailing his/her use of the Materials. This scope of work should be reviewed and approved by the Pitt PI and should be entered onto the submission form at the bottom of the right column or attached as a separate document. 10a. Do you require the recipient PI to share results back with you? Yes/No * If you will require that the recipient PI share back his/her results from the research using the Material, additional language must be added to the MTA. 10b. Is this a collaboration with the recipient? Yes/No * If the Material is provided to the recipient as part of a collaboration, a different form of agreement may be more appropriate. 10c. Do you desire joint publication of the resulting data? Yes/No *If joint publication is desired, a different form of agreement addressing joint publication may need to be used in lieu of the standard outgoing MTA. Signature Section: *Principal Investigator must be a University of Pittsburgh faculty member. This form can either (1) be signed by the PI and submitted on behalf of the PI; (2) be left unsigned if the PI himself/herself is submitting the form directly to the Office of Research; or (3) be left unsigned if the form is being submitted on behalf of the PI provided that the PI has indicated his/her approval of the contents of the submission form.
Marketing 100S – Service Learning Project Individual Reflections Paper This paper should reflect your personal observations about your experience with this service-learning project. Your paper should be two pages and address the following questions. This is an individual assignment. How did this experience contribute to your professional development and better prepare you for the business world? (Consider “soft skills” such as leadership, communications, collaboration, or dependability. Consider “hard” skills such as increased skill in writing, analysis, or presentation.) How did this experience affect you personally? What new ideas, cultures or sub-cultures, groups of people, or social issues did you encounter? How were you affected by these encounters? If your schedule allowed it, would you serve as a volunteer with this organization on a consistent basis? Explain why or why not. If not, would you serve as a volunteer for a different community based organization? Explain why or why not. Discuss your team’s dynamics. What worked well within your team? What could your team have improved on to be more effective and productive?
SCHEDULE – C Manpower Requirement (excluding Supervisor) S.No Area in morning shift in afternoon shift in night shift 1 Chambers 2 Classrooms 3 Laboratory 4 Administrative Floor 5 College premises (including outer premises) 6 Toilets in the campus wise staff Total staff for Medical College &Hospital = Sum of staff in all 3 shifts Medical College will enter the expected manpower requirement, based on the floor-area and other factors SCHEDULE – D Performance Matrix S. No Performance Indicators Expected Level Measurement protocol Penalty in case of Initial sweeping & mopping of all areas shall be completed by 8:00 AM everyday At 90% of times during a month To be verified from daily Log Book 1% of the monthly invoice Staff availability 100% To be verified from Log Book/ attendance sheet Rs.500 per day in case of absence of Supervisor; Rs. 200 per staff per day of absence Materials (Schedule - B) available at all times 100% To be verified from daily Log Book/Stock Book and weekly (random) inspection by authorised official/on duty doctor/ ward 1% of the total monthly invoice Feedback Form complaints Less than 5% of the total feedback forms filled in a month should have complaints Inputs from feedback to be collated by authorised official on a weekly basis and communicated to the Agency 1% of the total monthly invoice
regarding the services of the Agency Mops/ brooms etc. should be replaced month 100% To be verified by authorised official on monthly checks. Agency to inform the authorised official when they have new every month through purchase receipts 1% of the total monthly invoice Toilet cleaning equipment should be used only for toilet cleaning 100% To be verified from daily and weekly (random) inspections by authorised official/ ward in-charge 5% of the total monthly invoice
Instructions for setting up a SMART account Go to “smartmo.education” Click the dropdown tab “SMART Registration” on the left-hand side of the page all your information into the boxes shown (include the dashes in the phone number, such as 573-882-9335, and recheck the birthdate year as the calendar sometimes resets) Hit “submit” You will receive an email with a password (sometimes emails take up to an hour to arrive, please check your junk/SPAM folder as well” Come back to the smartmo.education site and your email and the password Under the tab “Program Dashboard” hit the “Train” icon for either server training or seller training Once you complete the training, you can take the exam by clicking the “Exam” icon under “Program Dashboard” Once you finish the exam a small “Print” icon will appear next to the exam icon and you can print your certificate For general issues with the training contact customer support at 573-882-9335 or smart@missouri.edu, and for issues with unreceived passwords and other technical questions, contact the technical desk at 402-472-4340 or at ode-ppdev@unl.edu
In addition to the financial statements required to be submitted as described schools are also required to submit a copy of any of the following correspondences from the U.S. Department of Education, within 10 days of receipt: The school’s financial position (for example, any correspondence regarding a low composite score and/or a requirement to post additional financial assurances, such as letters of credit); The school’s actual or potential loss of eligibility to continue to participate in the IV Federal Student Aid program; Notice that the school will be, or may be, placed on heightened cash monitoring or otherwise be subject to a change in its Title IV status; A demand for the reimbursement or repayment of IV funds received by the school (unless such amounts are de minimis); or The assessment of a fine or penalty in an amount that is to or greater than the lesser of: 5% or more of: Shareholders’ equity (or corresponding equity accounts for non-corporate entities), or Net income, as such amounts are reflected on the most recent fiscal year-end financial statements. B. In accordance with Section V (E)(1), Rules of Process and Procedure, Standards of Accreditation, the school must notify ACCSC of any material event or circumstance that could affect the school’s financial status. Such notification must be in writing and made within 10 calendar days of the event’s occurrence. V. SUBMISSION DEADLINES FOR FISCAL YEAR END FINANCIAL STATEMENTS A. Each accredited institution must submit its audited fiscal year-end financial statements no than the earlier of: The date of the submission of such audited fiscal year-end financial statements to any State or Federal regulatory agency (such as the United States Department of Education or the Securities and Exchange Commission); The date of a submission to any state agency whom the school is required to make annual reports that include fiscal year-end financial statements or the inclusion of information/data extracted from fiscal year-end financial statements): The date of the submission of audited fiscal year-end financial statements to any other regulatory agency other than ACCSC; A date prescribed by ACCSC; or In any For private institutions, not later than 6 months following the end of the fiscal year and For public institutions whose audit is conducted by a government appointed auditor, not later than 20 days after the release of the audit.
Centers for Disease Control and Prevention (CDC). (2017). The core elements of antibiotic stewardship for nursing homes. Retrieved from Centers for Medicare & Medicaid Services (CMS). (2017). Appendix PP state operations manual (revised 11/22/2017). Retrieved from Minnesota Department of (MDH). (Dec 13 2017) Antibiotic stewardship in long-term care webinar series: Recap of the March 2017 antibiotic stewardship in long-term care conference. Retrieved from Minnesota Department of (MDH). (Nov 15 2017). Infection control assessment and response program (ICAR). Retrieved from Minnesota Department of Human Services (DHS). Nursing facility provider portal. Retrieved from Pew Charitable Trusts. (2016). A path to better antibiotic stewardship in inpatient settings: 10 case studies map how to improve antibiotic use in acute and long-term care facilities. Retrieved from Appendix A Tips for Selecting a PIPP Project Start thinking early about what programs and systems would not only solve problems but would bring innovation to the facility or organization. What you like to do differently? What problems or needs in the organization have not been addressed? What is not being done? Talk to residents, families and community partners for ideas. Let your customers identify where change is needed. Look at resident council minutes, QA committee issues, MDH survey deficiencies and family/resident complaints. Look for common general themes from all these sources that indicate systems need to change. For example: Resident council complaints about meal service, family complaints about lost personal items and poor follow-up/lack of resolution on QA committee items may indicate the need for a project that focuses on action-plan oriented customer service. Look to your resident QOL satisfaction survey for data. Don’t propose programs or that are basic expectations of good care and quality of life. If regulatory compliance or basic care practices already require the facility to provide something, it probably isn’t a candidate for a PIPP Project. On the other hand, improving the existing, compliant care practice because you have discovered new evidenced based strategies that can improve quality of care or quality of life may be appropriate. For example:
Measuring a radius circle(radius, circumference&area) Edge detection Measuring a diameter circle (diameter, circumference&area) Brightness increase/decrease Measuring a 3 points circle(radius, circumference&area) Flip horizontal Measuring a 3 points arc (radius,degree,circumference&area) Sharpen Measuring a polygon (circumference&area) Smooth Measuring fold-lines (length) Take a picture Measuring a 4 points angle (degree) Take a *Icons Definitions Definitions and Functions
Section 6: Best Available Knowledge Rationale –Verify that you are presenting the most current available information to the audience. Section 7: Statement of Understanding All bio/disclosure forms should be submitted as Word documents The signature needs to be typed in, no locked signatures, or hand signed documents in PDF format The signature should look identical as the name and credentials in Section 1 first line. Example: John Smith, MD, MPH in Section 1 should be “signed” John Smith, MD, MPH in Section 7. Gray Box at the bottom of the form – for Developer only Save as “10-CM2894-Presenter-Bio-YOURLASTNAME” Email as a word document with your abstract to . See the ‘Guidelines for Abstract Submission InFORM 2017_07.06.2017_FINAL.pdf’ document for more information.
Instruction form– estate planning Questions? Phone 1300 843 900 or email – solutions@viewlegal.com.au Contact and firm name Email address Postal address Phone Concierge Complete the Fact Find Comprehensive Complete the Fact Find Compliance Entry Couple Individual Will and attorney documents Will only Attorney documents only Multiple testamentary trust Will Single testamentary trust Will No testamentary trust (standard) Will ACT NSW NT QLD SA TAS VIC WA Full name Date of Birth Gender: Email address Street address Phone Occupation: Marital status Full name Date of Birth Gender: Email address Phone Occupation: Child 1 Full name
Contacts Clinical Evaluation Research Unit Contacts Rupinder Dhaliwal, RD Project Leader Phone: 613.549.6666 ext. 3830 Cell: 613.484.3830 Clinical Evaluation Research Unit Angada 4 Kingston General Hospital 76 Stuart Street Kingston ON K7L 2V7 Margot Viola, RD Project Assistant Phone: 613.549.6666 ext. 2812 Jesse Gadon IT Assistant Phone: 613.549.6666 ext. 6266 Questions related to the Bedside Nutrition Monitoring Tool procedures should be directed to Margot Viola. Technical support questions should be directed to Jesse Gadon. Glossary
Relationship to deceased How will documents be certified? Oath Affirmation Is this person alive? Yes No Is this person solvent? (executor 2) Yes No Does this person have capacity to fulfill their role? (executor 2) Yes No Is this person willing to fulfill their role? (executor 2) Yes No Executor 3 - Full name Please include any middle names Executor 3 - Address Executor 3 - Occupation Relationship to deceased How will documents be certified? Oath Affirmation Is this person alive? Yes No Is this person solvent? (executor 1) Yes No Does this person have legal capacity to fulfill their role? (executor 1) Yes No Is this person willing to fulfill their role? (executor 1) Yes No Executor 4 - Full name Please include any middle names Executor 4 - Address Executor 4 - Occupation Relationship to deceased How will documents be certified? Oath Affirmation Is this person Yes No Is this person solvent? (executor 4) Yes No Does this person have legal capacity to fulfill their role? (executor 4) Yes No Is this person willing to fulfill their role? (executor 4) Yes No Executor details Are all specific and residuary beneficiaries still alive? Yes No If no, provide details Are all specific beneficiaries and residuary beneficiaries solvent? Yes No
If you have any further queries please do not hesitate to contact the or a member of the Asylum Casework Hub the details on the table below: Team Team Mailbox Address Team Members Team telephone Number(s) Location London & South East Julia Charles Bindu Sadasivan Norbert Mawanda Georgina Igbokwe Chandrika Ranasighe Saji Shah 0208 196 0280 6th Floor, Lunar House, 40 Wellesley Road, Croydon. CR9 2BY Midlands Charlene Khan Jane Farley 0121 713 3128 0121 713 3287 0121 713 3122 1st Floor Sandford House, Homer Road, Solihull. B91 3QQ North East Yorkshire & Humberside Karen Raven-Hill Kate Brooke Shakar Mahmood 0113 341 2109 0113 341 2131 0113 341 2135 FL1 Waterside House, 471 Kirkstall Road, Leeds. LS4 2QB North West Elizabeth Johnston Jennifer Ablewhite Scott Whiting 0151 213 2682 0151 213 6414 0151 213 5217 1st floor, Green Zone, Capital Building, New Hall Place, Liverpool. L3 9PP Scotland & Northern Ireland Joanne Pierce Pamela Gough 0141 555 1249 Festival Court 3, 200 Brand Street, Glasgow. G51 1DH Wales & South West Kathy Northam Rob Dumazel 02920 924 607 02920 924 475 General Buildings, 3rd 31-33 Newport Road, Cardiff. CF24 0AD National Intake Unit Safeguarding for the 3 intake Units – KIU, MIU, AIU Cassandra Mead Emma Mercer Amy Barwick 210888 Dover Eastern Docks, Dover, Kent. CT16 1JD
Instructions for B-flat Contra-bass Clarinet auditions You may (but are not required to) audition on both Bb contra-bass clarinet and other instruments such as Bb clarinet or bass clarinet. If you also wish to record scales or a piece of your choosing, feel free, but it is not necessary. If one excerpt is too difficult, leave it out. We want to hear you at your best. For the Bb contra-bass clarinet part of your audition, there are two excerpts, both from Aces by Robert W. Smith. The first excerpt is slow (marked Powerful). Stop at measure /17/. The second is fast (With Intensity).
TEAL TEAL 1. Set up TEAL user name and password. 2. Set up access to your educator profile. 1: TEAL Go to the TEA website at . You are on the “official TEA website” if you see student artwork and a TEA logo. A. In the upper right hand corner, click on the box Educator Login (Internet Explorer required). See circled area below. B. The next screen that you will see is the one below. Select the “Follow this link to create a new TEAL user account”. Click on the red underlined link in the red box indicated below. C. The next screen that you will see will require you to provide information on yourself. The areas that have the red asterisk are required to be completed. It is critical that your email address be correct because you will be sent a user name and a temporary password. To access to the ECOS for Educators application, please select “Educator” as your “Organization Type” from the drop-down list (in large red box). Enter information exactly as it appears on your driver's license/state identification and in your personal online account (if your name has changed, please review the information change instructions at the end of this training). A A NEW AND
CITI Training for Research with Human Subjects Instructions Enter into your web browser. Select “Register Here” next to “New Users.” Select University of Wyoming from the drop down list under “Participating Institutions.” Select your username and password. Enter your name. Enter your e-mail. Select “Submit” at the bottom of the page. Fill in the applicable information requested by the University of Wyoming. Select “Submit” at the bottom of the page. Select the appropriate learner group: Faculty or staff must complete either the “Biomedical Research Investigators” learner group or the “Social & Behavioral Researcher Investigators” learner group. Students must complete the “Student conducting no more than minimal risk research” learner group. If student research involves more than minimal risk, the student must complete either the “Biomedical Research Investigators” learner group or the “Social & Behavioral Researcher Investigators” learner group. Even though not required, we recommend that students complete either the “Biomedical Research Investigators” learner group or the “Social & Behavioral Research Investigators” learner group even if research is no more than minimal risk.
Instructions for Hair Sample Collection from Cattle for DNA Extraction Quality samples are the key to getting good DNA from your cattle. A quality sample of hair is taken from the tail and has the follicle, or root, still attached to the hair. Tail hair is preferable to coat hair due to the size of the root ball that is extracted from the tail versus the coat. The sample must not be excessively dirty and contain 40-60 hairs. Gather 40-60 hairs and grasp them tightly as close to the skin as possible with hands or pliers. As an animal gets older the hairs become harder to remove so the use of pliers often aids in removal Pull the hair slowly and firmly away from the tail making sure to get the Place the hairs into the resealable bag provided and seal the bag tightly. Please only put one animal sample in each bag. Samples should be placed in the provided bag, sealed and sent immediately to the Hereford Cattle Society in the accompanying addressed envelope avoiding prolonged exposure to direct sunlight.
WELL NAME: Well name format for already drilled: field code–platform code-number. The well name nomenclature is generated using the following rule: Field Code Dash Platform Code Dash MEEI’s Well Number (Prefix + Number + Hole Types) A N G - C E B - A N 1 1 S T 1 COMPLETED HORIZON: State the horizon, sand or reservoir in which the well was completed. NB: For work in progress or for job suspended use the proposed objective. PROGRAMME NUMBER: The programme number will be identified by a seven digit number. The first three digits will be the sequential number assigned by the operator to each drilling or NRT activity during January to December of each year. The next four digits will be the year in which the programme was submitted, e.g. 0012011. NRT- NEW HORIZON: State the horizon, sand or reservoir in which the well is now completed. NB: For work in progress or for job suspended use the proposed objective. DEVELOPMENT DRILLING LOCATION: State the location of the co-ordinates north and east of the base point. PROJECTION TYPE: Type of coordinates e.g. Trinidad Cassini in links, UTM 21 WGS84 feet EOR PROJECT NAME: Enter the project name and code (if applicable). EOR PROJECT TYPE: State type of EOR project, whether it is steam injection, co2 etc. EOR RESERVOIR: State the name or number of the oil reservoir with which this project is concerned. FIELD DEVELOPMENT ACTIVITY: Any other activities concerned with field development e.g. pipe line infrastructure. (Attach schedule of expenditure with details of activity) DATE WORK COMMENCED : Date work started DATE WORK COMPLETED: Date work completed
! Here’s the scoop on adding events to the Chamber calendar: Adding your event is pretty easy – you can use the (highlight & right click to follow the link). Once you’re logged on select the Events Icon Select “Add Event” Fill in the information your event If you have a flyer for your event, add the image under “main event photo” When finished, submit for approval – we’ll get it onto the calendar a.s.a.p Adding your events to the Chamber calendar is quick and easy, but if you have questions, please reach out to us. Be sure to check the calendar when planning your events. If you would like additional exposure, we offer the (highlight & right click for more info). Have a wonderful day!
This process may take a while to run (~5 minutes). XML Validation GUI - to be run on .txt files i.e. files post conversion This is an interactive tool highlighting errors in the file according to the schema. It will stop at the first error it finds. It is possible to then use the “XML Instance” pane as a text editor to correct the errors however this may not be very practical if there are a lot of errors. Convert XLS Report back to TXT – to be run on files created by this Tool This will convert an Excel file back to TXT format which it should be possible for the Registry to import. The idea here is that it may be quicker to make bulk corrections using Excel than via the Renal System. We also have the ability to produce Excel exports of existing data to allow sites to improve completeness. We would however hope that sites would then also make the changes to their Renal Systems, particularly given the potential changes in how the Registry extracts will work. One caveat about the validation is that not everything that could be validated is validated yet – there is more work to be done transcribing the specification. Another is that the validation keeps to the v3.14b specification as published at . There may be some places where we need to change the specification in light of the data being collected. At present it is also unable to flag errors based on the values in other fields – for example missing Cause of Death if a Date of Death has been entered. It is hoped that this will be added in the future. If you have any problems with the software please run it from a Command Prompt. This will make any error messages persist which will help us diagnose problems. If you have any queries then please contact George Swinnerton -
on which the presentation or lecture was given. Points record for Competence Based Activities : Sub-Category 2.3 Date Event Ref. No. of Evidence Points claimed Points agreed by assessor 2.3 A 2.3 B 2.3 C 2.3 D 2.3 E 2.3 F 2.3 G 2.3 H 2.3 J 2.3 K 2.3 L 2.3 M 2.3 N Total points for Sub-Category 2.3 Total points awarded by assessor for Sub-Category 2.3 Applicants are asked to follow the reference number system incorporated in the Table, since this provides a consistent format for assessors. Please enter the Reference Number of each piece of evidence in the top right hand corner of each item of evidence. Sub-Category 2.4 Competence based activities In respect of topics relating to technological advances in operational radiation protection issues: (a) Authorship and/or presentation of a paper, and (b) Lecturing. Basis and maximum allowable points [See para. B2.2 (a).] 3 per item for ‘Novel content’, which means on a topic that the applicant has not previously encountered in relation to any employer’s use(s) of ionising radiation. 1 per item for ‘Established content’, which means on a topic that the applicant has previously encountered, but not in relation to that specific employer’s use(s) of ionising radiation. 0 for routine advice on any occasion, since points for such RPA functions are gained under 2.1. Example of suitable evidence A copy of the paper or the lecture notes, together with details (eg. the programme) of the occasion
Instructions for using Kiteworks by Accellion This service allows for the secure transfer of encrypted files, providing a Harvard-approved method for emailing .* It can also be used for sending large attachments that will not work in Office365. Kiteworks allows attachments up to 10GB in size, while Office365 has a limit of 150mb on Windows and 35mb on Mac. *Reminder – Harvard Security policy has strict requirements on the handling of confidential information. More information is . The use of Kiteworks involves one of actions: sending a file receiving a file requesting a file Each is a simple process summarized below, with screenshots provided at the end of this document. To send a file: Step 1 – login to using HarvardKey and 2-step verification Step 2 – compose a message to your recipient and upload the file Step 3 – hit send, and it’s on its way! You will be notified once the recipient downloads the attachment(s). To receive a file: Step 1 – login to using HarvardKey and 2-step verification Note – non-Harvard recipients must login with the email address the sender used in the initial message Your Kiteworks inbox is displayed, showing you all the secure emails you have received Step 2 – click on the message you would like to open Step 3 – click on the “Download” button
Step 2 – click on the message you would like to open, you will see a screen similar to this: Step 3 – click on the “Download” button If the message contains multiple attachments, you can select one or all attachments for download Step 4 – the file will be saved to the same place that all your browser downloads go Each user and internet browser may have different settings for how to handle downloads The sender is notified once you download the attachment(s). To request a file: Step 1 – login to using HarvardKey and 2-step verification Step 2 – navigate to your Kiteworks folder where the received file will be uploaded This is done by clicking on the “All Files” link on the left-hand side of the screen Step 3 – right click on the icon called “My Folder” and select “Request Files”
SRS-4-17 REVENUE SHARING Act 312 of 2017 Parish with Excess Funds in 1977-78 (Parish) Eligible Taxing Authorities: Amount of Exemption Percent of Distribution Amount Due $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ $ % $ O:\srs\srs16\form4.doc
Instructions on How to Correctly Fill Out Bio/Disclosure Form Step 1: Fill out Header Title, Activity Number, Start Date * Suggestion – pre-complete the header for all bio/disclosure forms before sending them out. Date Submitted * Can be the same date they signed the form or after Notice the format is – mm/dd/yyyy Role in Educational Activity Suggestion – pre-mark these boxes. If only a planner - mark planner. If a presenter – mark that box, if they play both roles – planner and presenter then mark both boxes. Section 1: Demographic Data All fields must be completed Name, credentials….This most match identically with what they enter as their signature in Section 6 Position/title Current Employer/address Phone Email address Suggestion – highlight in yellow the requested data categories Section 2: Education/Expertise Suggestion – list degrees and institutions but also if claiming any sort of credential – show the year received, certificate number, institution (as appropriate) Example – CHES, 2007, Certificate Number 123455 Describe expertise specific to the educational activity…really we need work experience cut and pasted from their CV and placed here. If they don’t want to fill this out – they can type “See CV” and then we can refer to their CV for this information. This must be a more detailed description than “I have worked 15 years in the field of______ and am an expert in my area.” This second box often is not filled out completely.
Section 3: Conflict of Interest is a section for Federal employees and a separate one for Non-federal employees. Planners and Presenters mark only one or the other – NOT BOTH. Federal employees (even ones that have worked less than 12 months should mark “yes” Non-federal employees mark either yes or no. If “yes” – they note in the chart below what their financial conflict is Section 4: Unlabeled Use Planners skip this Presenters must complete Unlabeled use is when the presenter is talking and including information about unlabeled use of commercial products or products for investigational use. Be sure if “yes” is checked to explain the use of unlabeled products in space provided Section 5: Title of Presentation Planners skip this Must be complete for presenters Suggestion – complete this for the presenter and use the “coding” for the session along with the exact title you use on your agenda. The same title will be used on your EPT, course evaluation, and Presenters Checklist. Section 6: Best Available Knowledge Rationale – it verifies that presenter is presenting the most current available information to the audience. Section 7: Statement of Understanding We need to have all bio/disclosure forms as Word documents The signature to be typed in, no locked signatures, or hand signed documents in PDF format
Year 11 English Language Easter Revision English LANGUAGE is a SKILLS BASED EXAM on UNSEEN texts – but there is still plenty you can do to revise! Practise reading – newspaper articles, or online articles. Try the Mail online or Guardian online. Time yourself reading the article – try and get the general meaning of the text as quickly as possible. Look over papers you have done – especially make sure you are confident reading 19th C texts. Look for information – use an online article or past paper – read and practise highlighting key points to help Paper 1 Q1 : List 4 things and Paper 2 Question 1: Selecting 4 true answers Language practice: Make revision cards of key terms with the technique on one side, and definition/example/effect on the other. Get someone to test you. Look at a past paper, and see how many you can spot – why have they been used? Redrafting – look at practice answers, and teacher’s comments and redraft them to improve. Make sure you know HOW you have improved it. what each question is asking you to do. Learn some sentence starters you can use for each question. Learn how many marks and how many minutes you should spend on each question. Learn by repetition, or by creating a poster, or cards to remind you. Practise Writing: Use a thesaurus to help you find 10-20 to describe something positively or negatively, which are sophisticated or interesting word choices. Learn how to spell them, and how to use them correctly. Memorise for Q5 and 6. Practise Writing: Look back at your notes and learn 5 techniques – e.g. rhetorical question, triplet, simile etc. Practise writing them for different past questions. Learn key vocabulary and key spellings! Mix it up: Don’t a long time on one activity, or subject. Do revision in 10 minute blocks and ‘interleave’ (mix up) your revision – you’ll remember it better. Also – don’t stop revising when you think you know it – over learn it to be completely secure. PRACTICE PAPERS: Keep working through these too. The more you do, the quicker you’ll get . AQA Revision guide and workbook: Use the PLC to help you identify areas of weakness – read about it in the revision guide and practice using the workbook. NOT GOT A GUIDE? Get on wisepay and order it asap!
Unit #1 Title: Lifelong Learning and Goal Setting Grade Level: 9-12 Number of Lessons in Unit: 5 Time Required for Each Lesson: 55-70 minutes Lesson Titles: Grade 9 Lesson 1: Revisiting the Personal Plan of Study and Post HS Requirements Materials/Special Preparations Required: Each Student’s Personal Plan of (Initiated in 8th Grade) Career interest inventory results List of the entrance requirements for public and private post-secondary education/training options, the military, and procedures/resources for obtaining a full-time job immediately graduation from high school. Grade 10 Lesson 2: Revisiting the Personal Plan of Study: Using Occupational Trial Plan Materials/Special Preparations Required: Each Student’s Personal Plan of Study (Initiated in 8th Grade) Activity Sheet “Occupational Trial Plan” Source: The “Occupational Trial Plan” is adapted from the Missouri Career Education: Senior High-Exemplary Activities Handbook, (Missouri Department of Elementary and Secondary Education, 1980). Grade 11 Lesson 3: Does My Career Fit Me? (Venn Diagram): Materials/Special Preparations Required: and pencil. Teacher will need an example Venn Diagram that can be projected for students’ viewing as a (overhead transparency, paper copy, computer-generated) Lesson 4: Get Set for College Materials/Special Preparations Required: College preparation materials such as ACT “Get Set For College” brochure (available free of charge): for each student Grade 12 Lesson 5: Post-Secondary Checklist Materials/ Special Preparation Required: Am I Checklist Pen or pencil Missouri Comprehensive Guidance and Counseling Big Ideas: CD.7: Applying Career Exploration and Planning Skills in the Achievement of Life Career CD.8: Knowing Where and How to Obtain Information about the World of Work and Training/Education Grade Level Expectations (GLEs):
C. List of Titles Included in Each Shipment as Receipts A list of titles of the textbooks in each shipment (receipt) in duplicate must be included. Each evaluator will be asked to return one copy of the "receipt" to the publisher (stamped, envelopes must be included), and then retain the original copy. This procedure will acknowledge the reviewer's receipt of all materials. Section 5 Textbook Publisher’s Certification and Agreement Form By April 21, 2017, publishers must electronically submit to Christonya Brown, history and social science coordinator, a list of intended submissions using the Textbook Publisher’s Certification and Agreement form located on the Department of Education’s Website. Please be sure to use the History and Social Science Textbook Publisher’s Certification and Agreement form. Page 6 of the certification/agreement (the official signature) may be scanned and attached as an additional .pdf file. The forms may be emailed to . Section 6 State Textbook Information Form By June 30, 2017, publishers shall electronically submit to Christonya Brown, history and social science coordinator, essential information for each textbook submitted. This will include: specific subject area, title, author, grade level or course copyright date, and the contract price that shall not exceed the lowest wholesale price at which the book or books submitted are currently bid under contract anywhere in the United States (). Please use the State Textbook Information form located on the Department of Education’s Website. The form(s) may be emailed to Christonya Brown at Christonya.Brown@doe.virginia.gov. During the period of the 2017 History and Social Science textbook review, publishers' representatives not contact state review committee members for any reason. Failure to observe this guideline shall be considered a forfeiture of the right to submit. Unrestricted professional contacts are permitted between publishers' representatives and appropriate staff members of the Virginia Department of Education. Section 7 Publishers' Response to Virginia Profile Sheets Each publisher will be sent a copy of the profile sheets that have been developed for the 2017
somewhere on the document page to ensure it has ‘focus’. Press Ctrl+A – this should select everything. Press Ctrl+C to copy the tree. Swap to your EM Plan document. Locate the Tree page, and remove the greyed text. Click just below the heading, and then press Ctrl+V. The tree should appear.
BENGALI 25.08.2017 12 Noon UNRESERVED RANK: 001 – 130 SC RANK: 001 – 019 ST RANK: 001 – 010 OBC-A RANK: 001 – 020 OBC-B RANK: 001 – 028 AND DA CANDIDATES 2.00 P.M. UNRESERVED RANK: 131 – 250 SC RANK: 020 – 060 OBC-A RANK: 021 – 038 OBC-B RANK: 029 – 057 PHILOSOPHY 28.08.2017 11.30 A.M. ALL CANDIDATES POLITICAL SCIENCE 28.08.2017 1.30 P.M. ALL CANDIDATES LL.M. 28.08.2017 3.30 P.M. UNRESERVED RANK: 001 – 050 And All SC, ST, OBC-A, OBC-B and DA Candidates LIBRARY & INFORMATION SC. 29.08.2017 11.30 A.M. UNRESERVED RANK: 001 – 060 And All SC, ST, OBC-A, OBC-B and DA Candidates HISTORY 29.08.2017 1.30 P.M. ALL CANDIDATES EDUCATION 29.08.2017 3.30 P.M. UNRESERVED RANK: 001 – 050 And All SC, ST, OBC-A, OBC-B and DA Candidates SANSKRIT 30.08.2017 12 Noon UNRESERVED RANK: 001 – 130 And All SC, ST, OBC-A, OBC-B and DA Candidates SUBJECTS FOR COUNSELING FOR CATEGORY (40%) DATES OF COUNSELING FOR MERIT CATEGORY (40%) TIME OF REPORTING RANKS OF CANDIDATES TO ATTEND THE COUNSELLING WOMEN’S STUDIES 30.08.2017 3.00 P.M. ALL CANDIDATES
COMMERCE 31.08.2017 11.30 A.M. ALL CANDIDATES ARABIC 31.08.2017 12.30 P.M. ALL CANDIDATES ECONOMICS 31.08.2017 1.30 P.M. ALL CANDIDATES HINDI 31.08.2017 2.30 P.M. ALL CANDIDATES SANTALI 31.08.2017 3.00 P.M. ALL CANDIDATES SOCIOLOGY 31.08.2017 3.30 P.M. ALL CANDIDATES ENGLISH 01.09.2017 12 Noon UNRESERVED RANK: 001 – 131 SC RANK: All Candidates ST RANK: Candidates if any OBC-A RANK: 001 – 013 OBC-B RANK: 001 – 019 AND DA CANDIDATES 1.30 P.M. REST CANDIDATES Secretary Faculty Council (Arts etc.)
Diagnostic Test for Exponents/Indices/Powers Q. What is the purpose of this task? A. The purpose of the task is to help students identify and then correct misconceptions or weaknesses in their knowledge of Exponents/Indices/Powers. Furthermore, it is enabling students to communicate verbally and mathematically why particular answer(s) are true or false. Q. What is in the task and who is it aimed at? A. The task has 3 components: Diagnostic Test for Indices with questions graded at level A,B,C Level A is to assess student understanding of the Concept of the Exponent/Index/Power (All Levels but questions for JCFL/JCOL/LCFL with exponentsN only) Level B is to assess student understanding of the Rules of the Exponent/Index/Power (All levels but questions for JCFL/JCOL/LCFL with exponentsN only) Level C is to assess student understanding of Rational Exponents/Indices/Powers (JCHL and LCOL/LCHL only) Indices Companion Task with 2 sets of questions for each level A,B,C Once a level has been identified by the teacher/student, a companion task is to be completed: Page 1 contains 6 questions with answers and justifications. There is a thick dotted line for the student to fold back or cut. Students should try the questions first and then check their work against the answer sheet. Page 2 contains 6 questions without answers and justifications. This is to help the student reinforce the learning. Assessment for Learning Tool This assessment tool is called the Frayer Model and is used to assess learning by asking students to write a definition, identify characteristics and give examples and non-examples of a concept.
8. Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis. 10. Apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers. X Goal 2: communicate effectively within and beyond the classroom 1. Plan and make written, oral and visual presentations for a variety of purposes and audiences. 3. Exchange information, questions and ideas while recognizing the perspective of others. X Goal 3: recognize and solve problems 1. Plan and make written, oral and visual presentations for a variety of purposes and audiences. 2. Develop and apply strategies based on ways others have prevented or solved problems. 3. Develop and apply strategies based on one’s own experience in preventing or solving problems. X Goal 4: make decisions and act as responsible members of society 2. Understand and apply the rights and responsibilities of citizenship in and the . 3. Analyze the duties and responsibilities of individuals in societies. 6. Identify tasks that require a coordinated effort and work with others to complete those tasks. This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas. Mathematics X Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions. Science Health/Physical Education X Fine Arts 4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines. Unit Essential Questions: What is a positive self-concept? Unit Measurable Learning Objectives: The student will contribute to a group project to create a mural, illustrating what a feeling looks like and present the finished project to the class. The student will participate in a service learning project and discuss the process, including successes and challenges.
bvInstructions for creating a publishable document on Joomag Follow each step individually. Read the instructions carefully! Follow the orange arrows for visual cues Go to Click on the red ‘Start now’ button Create an account. Do NOT use facebook or twitter to sign in! Use your rosseaulakecollege email Record your username and password in a separate document and save the file as Joomag Information, in your Digital Literacy folder on the computer. If you don’t have a Digital Lit folder, you should have one, so make one Click on the red ‘Create Magazine’ button Read the instructions, and click the green ‘next’ button to advance to the next tip Create a New Magazine In the box, put a magazine title (include your first name and then be creative). Then click next Once you’ve added your title and hit ‘next’… Click on the ‘create from template’ button.