zilongwang/ReadingBank huggingface dataset:
ACADEMIC COMMUNITY University positions: University president or rector University administrative staff University teaching staff including researchers University graduate students University undergraduate students University medical students University students in other professions University post grad medical trainee University, other positions Secondary School positions: Secondary school principal Secondary school teacher or staff Secondary school student Secondary school, other positions Elementary school positions: Elementary principal, teacher or staff Elementary school, other positions Special schools, institutes or vocational school positions: Special school, institute or vocational head Special school, institute or vocational teacher or staff Special school, institute or vocational, other positions AGRICULTURE (including forestry and fisheries): Agricultural entrepreneur Executive of agriculture business Agricultural manager Employee of agricultural enterprise Professionals or scientists in agriculture Agriculture, positions ARTS Artist (graphic arts) Author (playwright, poet) Stage or film actor Film or stage producer Composer or musician Arts, positions COMMUNICATIONS Electronic media positions: Head of TV or station Radio or TV journalist Electronic media technician Electronic other positions Printed media positions: Editor and/or publisher Journalist Technical official in printed field Printed media, other positions Film as news positions: Film Film as news media, other positions GOVERNMENT Central government positions: Head of government Ministerial level official Executive official Civil service employee in central government Professionals and scientists in central government Legislator in central government Judges in central government Manager of enterprise Central government, other positions State, regional or provincial government positions: Governor or other chief of regional unit Senior head of regional department Executive level regional officials Civil service employee in regional/state government Professionals and scientists in regional government Legislator in regional or state government Judges in regional or state government Manager of regional enterprise Regional government, other positions City or town government positions: Mayor or city manager Head of city department Executive level city or town official service employee in city or town government Professionals and scientists in city or town government Legislator in city or town government Judges in city or town government Manager of city enterprise City or town government, positions IMPORTANT POLITICAL FIGURES NOT CLASSIFIED ELSEWHERE Opposition leader (not in government) Opposition leader, legislature Former influential political official Important political figure INTERNATIONAL ORGANIZATION
J1 – WSP On-Premise Model Contract CONTRACT BETWEEN THE WASHINGTON PATROL AND ________________________________________________
PERFORMANCE STANDARDS, AND ESCALATION PROCEDURE I. Performance Standards Deliverables Contractor must meet the due date for Acceptance of each Deliverable, as indicated in the Work Plan. Contractor’s Status Reports will provide information on progress toward meeting these Deliverable dates. Change Request Management Contractor shall provide monthly status reports of System Change Requests identifying the status of all outstanding System Change Requests and resulting Change Orders made or agreed upon by WSP, including those closed since the last report. The Change Request Management status monthly report will include Change Request date, planned completion date, activity priority status, activity status, and actual completion date. Change Request Management Comprehensive and accurate Change Orders from Contractor to all WSP Change Requests including proposed solution, cost and time frames, must be delivered to WSP within [30] days of receipt of a WSP Change Request. Contractor shall promptly notify WSP of when Contractor has received the Change Request, which shall then commence the 30 day response timeframe System Acceptance Contractor must receive Acceptance of the System from WSP no later than the Acceptance Date in the Work Plan Turnover Deliverable Nine months prior to the end of the Contract term, Contractor must receive Acceptance for and implement a Turnover Plan covering the possible turnover of System and operation activities to either the State or a successor contractor. The Turnover Plan must be a comprehensive Deliverable detailing the proposed schedule, activities, and resource requirements associated with the turnover tasks
Appendix D Quick Checklist! Adding a New Scholar to iOffice Expand the Departmental Services menu if it is not already expanded. Select “Add New Person” (See Figure 4). Complete the information. Select “Add New Person” Required Supporting Documentation Passport Demographic Page Documentation of English proficiency from applicant
B 22. When the animals walked here the ground was wet. A 23. One of the animals that died here had bony plates. A 24. One of the animals that died here had sharp teeth. B 25. The animal that had teeth ate meat. Qualitative Observations vs. Quantitative Observations Worksheet, The Process of Performing an Experiment Worksheet - Key B 1. The cup had a mass of 454 grams. B 2. The temperature outside is 250 C. A 3. It is warm outside. B 4. The tree is 30 feet tall. B 5. The building has 25 stories. A 6. The building is taller than the tree. A 7. The sidewalk is long. B 8. The sidewalk is 100 meters long. A 9. The race was over quickly.
Introduction to the Scientific Method Worksheet, Can You Spot the Scientific Method Worksheet 1. c 2. d 3. b 4. a 5. b Scoring Guide 18-20 – 3 16-17 – 2.5 10-15 – 2
6. A (2 choices) 7. A (2 choices) 8. B (2 choices) 9. A (2 choices) 10. B (2 choices) 7-8 – 2.5 6 – 2 5 – 1.5 4 – 1 1-3 – .5 0 – 0 Scientific Method - Controls and Variables 1. b (2 choices) 2. c 3. d 4. a Scoring Guide 12-14 – 3 10 – 11 – 2.5 6-9 – 2
5. c 6. d 7. b 8. d 9. a 10. 10. d 11. a 12. c 13. c (3 choices) 14. d 4-5 – 1.5 3 – 1 1-2 – .5 0 – 0
J2 – WSP Based Model Contract SAAS CONTRACT BETWEEN THE WASHINGTON STATE PATROL AND ________________________________________________ DATED:
be provided within eight hours following the identification of the major security incident. The WSP Project Manager, in his sole discretion, may require Contractor to update this report and assessment on an hourly or basis depending on criticality, status, and possible impact to WSP. System and Hosting Services Availability Every System and Hosting Services component must have Availability for WSP in accordance with Specifications 99.99% of the time 24 hours/day, seven days per week for both the <<application name>><<application name>> applications System and Hosting Services Performance – Response Times Contractor must meet the following response time Performance Standards for the System and Hosting Services for up to 5500 customers connected via the ACCESS switch, and 85 – 90 customers connected in <<Divison>>, supporting an average of 135,000 transactions per day: Record Inquiry Search Response Time: The time elapsed from receipt of the transaction by the Contractor from the switch vendor at the network demarcation point until the Contractor completes delivery of the transaction to the switch vendor at the demarcation point must not exceed 1 seconds 95% of the time for any inquiry by State staff. Record Create, Update, Delete Response Time: The elapsed time from receipt of the transaction by the Contractor from the switch vendor at the network demarcation point until the Contractor completes delivery of the transaction back to the switch vendor at the demarcation point must not exceed 2 seconds 95% of the time for any create, update, or delete transactions System and Hosting Services Contractor must meet the following response time Performance Standards for the System and Hosting Services for up to 85 – 90 customers connected via the WSP Network in <<Divison>>,
GCSE Applied Business June 2014 question: 6 4.2 Quality of goods and services The concept of quality Methods of ensuring quality The important of quality in both the production of products and the provision of services OCR GCSE (9-1) Business textbook chapter: 4.2 resources can include: Quality of British watches Sample assessment material questions 4, 16a 18 to 21 Spring half term Spring term 4.3 The sales process and customer service Methods of selling The influence of e-commerce on business activity The importance to a business of good customer service including after-sales service The contribution of product knowledge and customer engagement to good customer service OCR GCSE (9-1) Business textbook chapter: 4.3 Other resources can include: Sample assessment material questions 1, 10, 18a GCSE Business & Communication Systems question: 2d Note: Alternatively this topic can be taught after 2.4 the marketing mix. 22 to 25 4.4 Consumer law OCR GCSE (9-1) Business textbook chapter: 4.4 Other resources can include: 26 to 28
I – Section A – General A.1 Language 4 A.2 Abbreviations 4 A.3 Authorities 4 A.4 Administration of the Class 4 A.5 Class Rules Changes at Events 4 A.6 Class Rules Amendments 4 A.7 Class Rules Interpretation 4 A.8 International Class Fee and Licensed Manufacturers 5 A.9 Sail Numbers 5 A.10 Measurement Certificate 5 A.11 Initial Hull Certification 5 A.12 Validity of Certificate 5 A.13 Re-Certification 6 A.14 Retention of Certification Documentation 6 Section B – Boat Eligibility B.1 Class Rules and Certification 7 B.2 Class Membership Requirements 7 B.3 Association Markings 7 B.4 Documentation to be Carried Aboard While Racing …………. 7 II – Section C – Conditions for Racing C.1 General 8 C.2 Crew 8 C.3 Personal Equipment 9 C.4 Advertising 9 C.5 Portable Equipment 9 C.6 Boat 10 C.7 Hull 11 C.8 Hull Appendages 13 C.9 Rig 14 C.10 17 Section D– Hull D.1 18 D.2 General 18 D.3 Hull Shell 19 D.4 Deck 19 D.5 Buoyancy Compartments 19 D.6 Bulkheads 19 D.7 Interior Liner 19 D.8 Assembled Hull 20 D.9 Weights……………………….. 20 D.10 Keel Stub …………………….. 20 Section E – Appendages E.1 Parts 21 E.2 General 21 E.3 Keel 21 E.4 Rudder and Tiller 22 Section F – Rig F.1 Parts 22 F.2 General 22 F.3 Mast 23 F.4 Boom 24 F.5 Spinnaker Pole 25 F.6 Standing Rigging …………….. 25 F.7 Running Rigging 25 Section G – Sails G.1 Parts 26 G.2 General 26 G.3 Mainsail 27 G.4 Headsail - Genoa 29 G.5 Headsail - Jib 29 G.6 Spinnaker 30 III – APPENDICES Section H - Plans 32 Section J - Rule Change Options ……………………... 43 LIMITATIONS
III – The in Part III are closed class rules. Measurement shall be carried out in accordance with the ERS except where varied in this Part. Section H – Plans H.1 A - WEIGHT PLACEMENT H.1.2 PLAN A – DECK LAYOUT H.1.3 PLAN A – INTERIOR LAYOUT I H.1.4 PLAN A – INTERIOR LAYOUT II
M A R S When 1 exponents are Outside and inside parentheses, Multiply them. When identical base’s exponents are Beside each other AND not inside parentheses, Add them. When an exponent is Negative, Reciprocalize (or flip) it. When identical base’s exponents are Over each other, Subtract them. EXAMPLES RADICAL RULES
RADICAL VOCABULARY 3 is the index 27 is the radicand 3 is the root +/- RADICALS 5 + 6 5 + 6 5 + 6 5*5 + 6*2 Add ONLY when you have the same radicand Subtract ONLY when you have the same radicand Only + or – the coefficents! RADICALS * = If is the same, put entire product 1 radical sign If index is the same, put entire division under 1 radical sign Or, if everything is already under 1 radical sign, split in 2! RATIONAL EXPONENTS = Numerator = radicand exponent Denominator = radical sign index RADICAL OPERATIONS Index? 5 Radicand? 32 Root? 2 2*2*2*2*2= 32 + - + - + - + - - ( )(2)
Junior 3 Programme of Study 2018-2019 Subject AUTUMN SPRING SUMMER 1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half English Stories-settings, characters, dialogue openings and endings. Information Texts Non-chronological reports Poetry and rhymes Playscripts and William Shakespeare Autobiography and Biography Letters and diaries Creative writing (poetry and stories), information writing, comprehension, note taking, dictionary work, spelling skills, grammar and punctuation Maths Counting and understanding number, calculating, understanding shapes, measuring-length Handling data, knowing and using number facts, measuring, using and applying mathematics. Knowing and using number facts, understanding shape measuring- weight calculating. Knowing and using number facts measuring capacity, understanding number and using and applying. Knowing and using number facts, calculating and measuring- time Understanding shape, measuring and handling data, problem solving and using number facts and applying maths. Individual work through Abacus Evolve scheme. Group number work as appropriate. Mental arithmetic and tables tests. Science Plant Live Nutrition and the Body Fossils and soil Rocks, Fossils and soil Light and shadow Forces and magnets I.C.T. Activities linked to curricular work as required, alongside teaching of ICT skills and computer programming. Geography Rivers and water cycle Human Geography UK Regions UK Regions Europe Maps and Plans History Ancient Greeks The Vikings Local History . Music Introducing & reinforcing musical concepts through vocal skills, percussion and keyboard work. Listening and appraising a range of musical styles and performing and composing. Rehearsing and performing for presentations and productions. Art Greek Art Black and white art Viking art/Famous artists Landscapes P.E. Rotating outdoor Seasonal activities to include football, touch rugby, unihoc, netball, athletics, tennis, cricket, rounders. Skills practice and ball skills. Health related fitness. Indoor movement, dance and drama. R.E. Harvest/ symbols Divali /Christmas What do we know about Jesus / Easter World Religions P.S.E. Friendship / family/ bullying Keeping healthy Emergency Services Caring for the Community My Life Staying Safe Spanish Introductions, Numbers 1-30, Colours, days of the week, months of the year, Masculine/feminine concept. Colours and colour agreement. Pantomime visit. Trip to Mountfitchet Castle British Museum Fire Station Havering Museum
West Elementary School Dear Parents, We are so excited to start another school year! We invite you to attend “Back to School Night” with your children! Teachers will be in their classrooms to give you an overview of expectations for the upcoming year. We welcome your involvement as a very important team member in your child’s education! In order to accommodate parents with more than one student in our building, teachers will be giving more than one presentation. The evening will begin with a general meeting of introductions, important information about safety, goals, community council, volunteering, and PTA. Please join us for that! The schedule is as follows: 5:00-5:30 General Meeting- Principal welcome and information, meet teachers, and PTA items 5:30- Transition to classrooms 5:40-6:00 First presentation by classroom teachers 6:00- Transition to classrooms 6:10-6:30 Second presentation by classroom teachers 6:30-7:00 Question and answer for any classroom that you may have missed or need to revisit WE HOPE TO SEE YOU THERE!
Athletic Director/Head Football – Blake Morrison JUNIOR HIGH FOOTBALL DATE OPPONENT LOCATION TIME SEPT 8TH NEWTON DIBOLL 5:00 / 7:00 SEPT 15TH CENTER CENTER 5:00 / 7:00 SEPT 22ND TARKINGTON TARKINGTON 5:00 / 7:00 SEPT 29TH OPEN 5:00 / 7:00 OCT 6TH TATUM DIBOLL 5:00 / 7:00 OCT 13TH HUNTINGTON HUNTINGTON 5:00 / 7:00 OCT 20TH OPEN OCT 27TH RUSK DIBOLL 5:00 / 7:00 NOV 3RD JASPER JASPER 5:00 / 7:00 Superintendent – Gary Martel Junior High School Principal – Mark Kettering Junior High Coaches – Orlando Estrada / Brett Purcell / Chris Page Athletic Director/Head Football – Blake Morrison
news lead or compelling anecdotal opening. conciseness and/or detail. information missing. Essential information covered. / Analysis logically organized. Who, what, where, when and why (and the how if appropriate) answered. 5 Ws covered but story not organized clearly with most important information at the top. Essential information provided but disorganized. Essential information missing and/or disorganized. Does not tell a story. Appropriate use of quotes, actuality and attribution. Strong use of quotes and/or actuality, with best high in Attribution provided when needed. Appropriate use of quotes and attribution, including actuality. Quotes and attribution provided. Quotes or attribution missing. Quotes and attribution missing. Clear and concise writing. Appropriate Clear and concise writing (for the ear or an essay). Appropriate style deployed. Basically clear and concise. Thorough editing needed to meet standards. Writing style is inappropriate for a news story. Unintelligible. Factually accurate. Correct grammar, spelling and punctuation. Mechanically sound, no errors. 1-2 minor errors. Style inconsistent. 1 major error such as a poor sound edit, or more than two minor errors. 2 major errors and multiple minor issues. Fatal flaws: Factual errors, misspelling of proper names, multiple grammar, spelling errors. Appropriate use of and sound formats. Uses the best/effective format to tell a story. but with some scope for improvement in tech/format. Listenable. But not Hard to listen to e.g. off mic, echo, atmos too loud etc. Unlistenable. Course Schedule This schedule is a draft and is subject to change, depending on student interests, inclement weather and other unplanned – and currently unknown - factors. You will be made aware of any major changes if/when they arise. Part I: Purpose and Context Week 1 (2nd and 4th April 2018) Mon Introduction: Overview of the course, your listening habits, getting to know each other.
Character analysis: Character(s) are identified clearly and their characteristics are explained well. Character(s) are identified clearly, characteristics are mentioned Characters are identified and explained. Missing, or too brief Content: Strong summary, shows understanding of myth. Summary very well developed begins analysis of content Summary very well developed Proficient summary, meets basic standard. Missing or too Symbol: Identified and explained Symbol very well identified and clearly explained Symbol well identified and explained. Symbol and identified and explained Missing or too brief Explanation of Life Lesson, etc: A strong explanation of story’s lesson, connections made to modern life. A strong explanation of story’s lesson Story’s lesson is identified and explained. Missing or too Grammar, vocabulary and sentence structure. Develop writer’s voice and style (appropriate for the genre) that engages the reader, supports the argument/thesis, and uses mechanics and vocabulary that is appropriate and correct. Paper formatted properly I can effectively deploy a variety of language and syntax and effectively edit my essay that it is virtually error free. Paper formatted properly Competent language and syntax choices with occasional minor errors. Paper mostly formatted properly Conventional syntax and language choices with several minor errors. Paper formatted properly Meaning blocked by several errors. Paper not formatted properly.
Ms. Elliott’s Lesson Plans for week of (9/26 – 9/30) Course Name: Honors Physics (meets: E period) Component Monday 9/26 Motion at Constant Acceleration Tuesday 9/27 Motion at Constant Acceleration Wednesday 9/28 Motion at Constant Acceleration Thursday 9/29 Chapter 2 Quiz Friday 9/30 Solving Problems Objective SWBAT Graph Velocity and Acceleration SWBAT Understand and apply the kinematic equations SWBAT Understand and apply the kinematic equations SWBAT Demonstrate knowledge of sections 2-1 through 2-5 SWBAT use problem solving strategy to solve problems involving acceleration, velocity, and displacement Activities Do Now: Velocity question Lesson: Complete velocity and acceleration lab Do Now: Velocity question Lesson: Motion at Constant acceleration IP: Board Problem Closure: acceleration vs constant acceleration Do Now: instantaneous velocity Lesson: Kinematic Equations IP: Worksheet Closure: Formula Review Do Now: kinematic equation Lesson: review of 2-1 to 2-5 IP: quiz Closure: discussion Do Now: Average Velocity Lesson: Solving Problems IP: Textbook Examples through 2- 9 Closure: Problem solving steps Assessment Chapter 2 quiz Midterm Exam Chapter 2 quiz Midterm Exam Chapter 2 quiz Midterm Exam Chapter 2 quiz Midterm Exam Chapter 2 quiz Midterm Exam Homework EOC Problems 2-4 # 16- 18 EOC Problems 2-4 # 16- 18 EOC Problems 2-5 and 21-27 EOC Problems 2-5 and 21-27 EOC Problems 2-5 and 21-27
Pathogen and Defense Against Diseases – 6.3& 11.1 Reading: Clegg pgs. 193 – 204 and 348 – 361; Campbell Ch 43 11/27 Library- Infectious Disease report research 11/29 Video: The Universe Within 11/30 Test: Genetic Engineering Review, Homework Packet Due 12/3 Lecture 12/4 Lecture; Library- Infectious Disease report research 12/6 Lecture 12/7 Lecture 12/10 Lecture 12/11 Lecture; Library- Infectious Disease report research 12/13 Review 12/14 Test: Pathogens and Defense Against Disease; Homework Packet Due 12/17 Infectious Disease Presentation Due 12/18 Infectious Disease Presentation Due 12/19 Finals 12/20 Finals 12/21 Finals End of First Semester Happy Holidays!!
[14] The court a quo declared that the CCMA does not have jurisdiction to issue writs of execution in respect of arbitration awards issued by it. It consequently set aside both “enforcement awards”. [15] It is trite that, when interpreting any document, regard must be had to the language used as well as the context under which the document saw the light of the day. This holds true for any document including contracts and legislative texts. There is no need for any ambiguity before the context is considered. [16] The successive amendments of section 143 and the reasons therefore as set out in the affidavit of the Directors of the CCMA gives a very instructive background to the section. In Hleka v Johannesburg City Council, it was said that in order to ascertain the real meaning of words used by the legislature and the evil that it intended to remedy, it is permissible to have regard to: What the law was before the measure was passed. What the mischief or defeat was, for which the law did not provide. What remedy the legislature appointed and The reason for the remedy. After considering the above factors, I am then enjoined to construct section 143 in such a way that it shall suppress the mischief and advance the remedy. [17] Section 143(1) as originally enacted by Act 66 of 1995 provided as follows: ‘1 An arbitration award issued by a commissioner is final and binding and may be made an order of the Labour Court in terms of Section 158 (1) (c), unless it is an advisory arbitration award.’ [18] The Director of the CCMA indicated in her affidavit that one of the major problems with CCMA awards was that employers paid no attention to them because they were aware of the cumbersome enforcement provisions of the Act. It is self-evident that this procedure was onerous, time consuming and expensive. It created a two stage procedure in cases where the employer
Desired Outcomes Desired Outcome What is the desired result? Key steps to work toward the outcome Is there a paid service that supports this outcome? If so, what is it? Who is responsible? Timelines Frequency or by when? Where to record progress Note if written implementation strategies (Action Service Agreement, etc.) are expected Javi will be playing on a Little League Team. Family will sign Javi up in a couple months Javi and his family By May of 2016 SC Progress Notes Javi will be saying his last name. Javi will continue to work with his speech therapist and practice with teachers and family. Javi, speech therapist, family and school teachers By June of 2016 SC Progress Notes Javi will be telling his mom one thing he did at school each day. Javi will continue to work with his speech therapist and practice with teachers and family. Javi, family and school teachers By March of 2016 SC Progress Notes Javi will be riding a two wheel bike. Javi will continue to practice with his dad and brother. Javi and his family As soon as Javi is SC Progress Notes Javi will be playing nicely with others (no hitting). Javi and who support him will continue to follow his home Positive Behavior Support Plan (PBSP) (He also has a PBSP at school that the school paid for). His behavior specialist will continue to work with him and his family. Javi, Behavior support specialist for school/home, and all those who support Javi at home and school By June of 2016 SC Progress Notes Javi will be sleeping in his own bed all night. Javi and his family will work together with his behavior specialist to help Javi feel safe and secure in his own bed. He will always have his special blanket, his stuffed tiger, a glass of water, and go to the restroom before bed. He will have his nightlight. Javi and his family, Behavior Specialist By March of 2016 SC Progress Press Tab to add additional rows
Group More Less A B C D E F Interpreting Your Totals Transfer the more scores into the table below; add them together in the total column. Your highest scores will indicate which areas you are more likely to be drawn to. This is just a guide, it may confirm what you already know, or it may point you in a total new direction. Skill Score Style Score Totals Description A Manual, Practical, Outdoor B Scientific, Technical, Engineering C Artistic, Creative, Literary D Helping & Community service E Influencing & Personal Contact, Commercial Activities
Enjoys challenge Neglectful of ‘boring’ things If you are a lion, work at being gentle and patient. Try not to “roar” at people when you’re upset. Realise that people are more important than projects. Increase your communication level and include others. Give yourself (and others) permission to relax. Otters “Trust me, it will work out.” Strengths Weaknesses Likes Variety Adventurous Good Communicator Creative – generate new Visionary Enjoys change Friendly. Mixes easily Energetic Fun Loving Risk Taker Lack Focus Take foolish risks May dominate conversations Lack of attention to detail Impractical Lack of follow through Lack of depth in relationships Wears self and others out Can go “too far” Foolish mistakes If you are an work at thinking ahead and planning. Attend to details. Be loyal and committed to your friends. Slow down and look at the “big picture.” Golden Retriever Motto: “Let’s keep things the way they are.” Strengths Weaknesses Tolerant Easy going Sensitive Caring Loyal maker Adaptable Patient Good Listener Too permissive Indecisive Easily hurt Easily advantage of Can get in a ‘rut’ Poor choices of friends Avoids confrontation May not accomplish things Own needs may not get met If you are a golden retriever, practice saying “no”. Confront others when they you. Make it a point to make decisions. Beavers Motto: “If it’s worth doing, its worth doing right.” Strengths Weaknesses Deliberate Precise Orderly Sensitive Conscientious Reserved Consistent Enjoys instructions Analytical Thinks Deeply Slow Perfectionist May make others uncomfortable Easily hurt Unreasonable expectations Lonely Compulsive Misses the “big picture” “Black and White”, “all or nothing” Can be come negative and pessimistic If you are a beaver, learn to avoid extreme thinking (that is, telling yourself either it must be this way or that way; there is no middle ground). Give yourself and others a break. Learn to leave things undone and
ANNEXURE DETAILS OF FUNDS RELEASED DURING 2015-2016 (A/c)-2/B-Goa Date:-20/08/2015 State: Goa Sr. Name of the Central allocation (2014-15) inst. already released (Inc. Adm. Cost) (2014-15) Amount as committed liability of 2nd inst (2014-15) Total amount now released 1 Goa 307.959 160.139 15.768 15.768 (Amount in lakhs) Note:- The funds to the State are being released with normal conditions as per IAY guidelines. (B .C. Behera) Director (RH)
MONDAY TUESDAY 6Y – 8:55 to 9:40 6K – 10:00 to 10:45 WEDNESDAY 6Y – 8:55 to 9:40 6K – 10:00 to 10:45 THURSDAY 6Y – 8:55 to 9:40 6K – 10:00 to 10:45 FRIDAY Content What concepts will students learn? HOLIDAY •Review for final •Review for final •Review for FINALS CCCS Standard With which standard do the concepts align? Speaking & Listening S&L1 - Engage effectively in a range of collaborative discussions Come to discussion prepared, having read or studied required material; S&L4 - Present findings; use appropriate eye contract, adequate volume, and clear pronunciation. S&L6 - Explain how an author develops the point of the view of the narrator or speaker in a text. Reading R1- Cite textual evidence to support what text says explicitly as well as inferences drawn from the text -how it is conveyed through particular details -provide a summary of the text distinct from personal opinions/ judgments R2- Determine a theme or central idea Class Activity What will students do in class to reinforce learning? 6K & 6Y 1-Main chapter points to chapter 16 (6Y) 2-Character sketch notes for Phileas Fogg 3-Review sheets 6K & 6Y 1-Review sheets 6K & 6Y 1- Review of book ending (chapters 35 & 36) Assessment How will student learning be gauged? •Discussion •Classwork •Discussion •Classwork •Discussion •Classwork Homework What should students do at home? Homework •Study for final exam Expected School Wide Learning Results (ESLRs) II. Become skilled learners and independent thinkers who: •Are competent in analyzing and synthesizing information from multiple sources; •Demonstrate effective communication skills through verbal, written, artistic, and technological of expression; •Are able to apply critical thinking skills and problem-solving in school and real-life situations; •Have developed effective study habits and self-discipline.
Supplementary Figure 19. HMBC (500 MHz) spectrum of 6 in 3. Supplementary References 1 Tsunematsu, Y. et al. Distinct mechanisms for spiro-carbon formation reveal biosynthetic pathway crosstalk. Nat. Chem. Biol. 9, 818–825 (2013). 2 Sato, M. et al. Involvement of lipocalin-like CghA in decalin-forming stereoselective intramolecular [4+2] cycloaddition. ChemBioChem, 16, 2294–2298 (2015). 3 Lee, J. C., Lobkivsky, N, P., N. B., Strobel, G. & Clardy, J. Subglutinols A and B: Immunosuppressive compounds from the endophytic fungus Fusarium subglutinans. J. Org. Chem. 60, 7076–7077 (1995).
DETAILS OF FUNDS RELEASED DURING 2016-17 Date 31/03/2017. (Amount in lakhs) State: Himachal Pradesh Sr. No Name of the State Additional Central Allocation (including Admin Cost) 2016-17 Amount now released as part of 1st installment towards Additional Target for 2016-17 Additional Target for 2016-17 For Houses Admin Funds 1 Himachal Pradesh 1496.66 50.464 5.913 56.377 1230 Note:- The funds to the State are being released with normal conditions as per Framework for Implementation of (B.C. Behera) Director (RH)
ANNEXURE J-12020/03/2016-RH(A/c)-1/A-Jammu&Kashmir DETAILS OF FUNDS RELEASED DURING 2016-17 Date 20th January, 2017 (Amount in lakhs) State: Jammu and Kashmir Sr. No Name of the State Central Allocation 2016-17 Amount of first inst. due (50% of allocation) Amount now released Total Target For Houses 1 Jammu and Kashmir 15482.320 7741.160 968.160 968.160 12724 Note:- The funds to the State are being released with normal conditions as per guidelines. M. Ramakrishna Secretary (RH)
ANNEXURE DETAILS OF FUNDS RELEASED DURING 2015-2016 (A/c)-19/A-Madhya Pradesh Date:-20/08/2015 Madhya Pradesh Sr. Name of the State Central allocation (2014-15) First inst. already released (Inc. Adm. Cost) (2014-15) Amount as committed liability of 2nd inst (2014-15) Total amount now released 1 Madhya Pradesh 31475.543 5005.430 5005.430 (Amount in Note:- The funds to the State are being released with normal conditions as per IAY guidelines. (B .C. Behera) Director (RH)
Instructions to download and install Cisco Jabber for Windows Go to and click Zip Download under Windows Download the file and save to your Downloads folder Double Click the file “CiscoJabber-Windows.zip” Double Click “CiscoJabbersetup” Click Accept and Install Click Finish Enter your Bucs email address and click Continue Enter username and password and click the box next to Sign me in when Cisco Jabber Starts then click the Sign In button Click Show Certificate Click Install Certificate Next Make sure Automatically select the certificate store based on the type of certificate is selected and click Next Click Finish Click Ok Enter username and password and click the box next to Sign me in when Cisco Jabber Starts then click the Sign In button You are now signed in
before turning back to lunch and Diggers Beach, sighting more birds along the way. These included the whip birds we had been constantly hearing and the incredibly flamboyant Pitta with its feathers of many colours. To the east are the Solitary Islands with the lighthouse on South Solitary rising from the waters of the Tasman Sea with its fluidity, brightness, largeness and continuity. Beneath the surface diverse and abundant life forms swim, tumble, rumble, feed and breed. As I paddled in the surprisingly warm water along Diggers Beach and listened to the never ending song of the surf, I thought gratefully of the efforts from Coffs Council and National Parks, which had resulted in the construction of this beautiful Solitary Islands Coastal Walk stretching from Sawtell to Red Rock. There it meets the Yuraygir Walk through Yaegl Country to Yamba. How fortunate we are to be here this glorious day. Barbara Fahey Next walk 4th Monday in August – destination undecided as yet. MORNING TEA ROSTER 11 Aug Helen Daniels Gwen Patricks Ann Pulkkinen 8 Sept Margaret Lee Brian & Joan Carter Our sincere thanks to our morning tea volunteers. NEW MEMBER UPDATE We welcome new members – Shirley Grimston and Vince Grace. We trust that you enjoy your association with Grafton U3A and avail of the courses/interest groups available. COMPUTERS FOR SALE We are upgrading our operations at Dougherty and no longer require the existing desktop computers and offer them for sale to members. All are in operating order and ready to go. BOX – MONITOR – KEYBOARD – MOUSE AND CABLES FOUR ONLY AT $20 EACH (ONE ONLY PER MEMBER) ALSO ONE CANON PRINTER IN EXCELLENT ORDER FOR $30 TO BE PICKED UP AT ROOMS BY ARRANGEMENT CALL DAVID ABRAHAMS 0407413813 FIRST IN – BEST DRESSED NORFOLK ISLAND U3A Norfolk Island U3A, which has been incorporated for only twelve months has invited Grafton U3A members to join them in celebrating several cultural events including Thanksgiving Day, First Fleet celebrations 225th anniversary, celebration of the wrecking of HMS Sirius and also Bounty Day. As well as the cultural events, history and language, there is also an opportunity to participate in local U3A activities and to meet U3A members. Enquiries can be made through Norfolk Island Travel Centre website:
J-12027/02/2016-RH(A/C)-1A-Meghalaya DETAILS OF FUNDS RELEASED DURING 2017-18 Date 27/04/2017. (Amount in lakhs) Sr. No Name of the State Additional Central Allocation (including Admin Cost) 2016-17 Part of 1st install. Already released Balance of part of 1st installment now released towards additional targets for FY 2016-17 Additional Target for 2016-17 For Houses Total 1 Meghalaya 5229.810 332.110 19.504 19.504 4298 Note:- The funds to the State are being released with normal conditions as per Framework for Implementation of PMAY-G. (B.C. Behera) Director (RH)
No. J-12027/02/2016-RH(A/c)-2/A-Meghalaya DETAILS OF RELEASED DURING 2016-17 Date 30/03/2017 . (Amount in lakhs) State: Meghalaya Sr. No Name of the State Additional Central Allocation (including Admin Cost) 2016-17 Amount now released as part of 1st installment towards Additional Target for 2016-17 Additional Target for 2016-17 For Houses 1 Meghalaya 5229.810 2.842 2.842 4298 Note:- The funds to the State are being released with normal conditions as per Framework for Implementation of PMAY-G. (B.C. Behera) Director (RH)
the respective other study group. Of the total of 68 recruited participants 3 scheduled for the dark chocolate group had to stop participation due to technical problems with initial blood sampling (catheter insertion failure (N=2); and catheter occlusion (N=1)) rendering final study samples of 31 subjects in the dark chocolate group and 34 subjects in the placebo chocolate group. Participants abstained for 48h prior to the experimental session from strenuous physical activity and from consumption of substances that contain polyphenols including dark chocolate, red wine, black tea, or apples. In addition, they abstained from consuming milk and milk-containing products as well as coffee (or substances containing caffeine such as coke or energy drinks) and alcohol starting on the evening before the experimental day. They did not consume food and drinks (other than water) in the 2h before reporting to the lab. Participants reported to the lab at 9:50 am where they received a standardized breakfast (1 soya roll, 20g margarine, 30g honey, and water) at 10:00 am. A venous catheter was inserted at 10:45 am followed 45 min later by the first saliva and blood sampling with subsequent administration of 50g of dark or placebo chocolate required to be consumed instantly. Based on previous observations on the kinetics of plasma flavonoid increases following oral intake of dark chocolate, subjects underwent the psychosocial stressor 2 h after chocolate ingestion, when plasma flavonoid levels are expected to peak (,). We presumed that dark chocolate ingestion would induce significantly elevated plasma epicatechin levels during the entire stress experiment since flavonoid plasma levels were found to be still elevated 6 h following oral administration of dark chocolate (). We applied the standard protocol of the widely used Trier Social Stress Test (TSST), which combines a short introduction phase followed by a 3-min preparation phase, a 5-min mock job interview, and a 5-min mental arithmetic task in front of an audience (). The TSST evokes reliable stress hormone increases (,). During recovery from stress, subjects remained seated in a quiet room.
Age 515 216 0--1 227 136 1.22 [0.82- 1.81]; 0.33 1--2 years 205 139 1.13 [0.75- 1.70]; 0.56 2--3 years 83 62 reference Farther with a diagnosis of asthma 485 205 Yes 100 33 0.93 [0.70- 1.25]; 0.65 No 385 172 reference Maternal educational level 505 210 At most college 333 137 1.01 [0.73- 1.41]; 0.94 Medium duration 127 50 0.99 [0.60- 1.62]; 0.963 University 45 23 reference Environmental tobacco exposure (nicotine in hair age 1 year above 1 ng/mg vs. below) 491 207 Yes 206 90 1.16 [0.86- 1.56]; 0.34 No 285 117 reference Sensitization at any point (6 months, 18 months, 4 years) 512 214 Yes 183 52 0.82 [0.64- 1.04]; 0.10 No 329 162 reference Asthma during age 0-3 years (yes vs. no) 478 198 Yes 183 52 1.74 [1.32- 2.30]; <0.001 No 295 146 reference Chromsome 17q21 gene variant 509 211 TT 170 72 1.05 [0.67- 1.66]; 0.83 TC 227 88 0.87 [0.56- 1.35]; 0.54 CC 112 51 reference IRR: Incidence rate
The job is always serving the shareholders, but it’s hard to serve the shareholders unless you serve the customers and clients. It’s hard to serve the customers and clients unless you serve the employees, your people. If you don’t have a competent, capable, and loyal team of people – your employees – you aren’t going anywhere! If you don’t “get it” – you won’t “get it”! So let’s flip it over … What management doesn’t need from the board is: A bunch of part-time CEOs: Who live off a diet of second guessing. Who don’t understand that the board’s role is: “Eyes in” and “fingers out.” (Look at, but don’t touch, the management apparatus.) Who think their job is to play “gotcha” with the management team, the CEO, COO, or CFO. I have seen the boardroom bullies in action. Talking over everyone else, endlessly interrupting their colleagues, and even pounding tables in an effort to intimidate. They are easy to spot after a meeting or two – but the real trick is to carefully screen and interview board candidates, ahead of time, to determine their fit! You don’t want a bunch of naysayers – but you also don’t want a bunch of yes men either. As I hope you’re picking up, there is a line here, between board duty and management activity – so make sure you don’t cross it and get everyone confused as to just who’s in charge of what. And then as a last thing, it is important for a board to maintain its dignity, mutual respect, decorum, and civil behavior. Why do I say this? It’s simple: I have seen,
the NDIA should have no involvement other than for fund management, as in the case of participants who ask the NDIA to manage the funds allocated to them by the NDIA, or as in the case of providers who are allocated funds by the NDIA under Chapter 2 of the NDIS Act. Instead, the writers contend that there must be a separation of the roles and responsibilities of the NDIA as a gatekeeper into the NDIS and a distributor of funds from that of being an accreditation body for service providers and a quality assessor. As such, the writers emphasise the importance of a separate entity to that of the NDIA established for the purpose of agency accreditation and quality control through service monitoring and deregistration where applicable. The following tables identify the role of the NDIA, in terms non-participants (Table 1) and service providers (Table 2). Table 1 Involvement of NDIA with Consumers The Role of the NDIA The Person with a Disability Persons assessed as a participant and therefore receiving individual funding packages & plans. But, whose funds are Persons assessed as a participant and therefore, receive Individual funding packages & plans. But, whose funds are managed by the NDIA Persons who are not participants but who are funded under Chapter 2 of the NDIS Act NDIA has no role other than to allocate funding. Subject to NDIA for funds management only NDIA has no role than to allocate funds. Table 2 Provider Accreditation Provider Accreditation and Service Monitoring Service Providers Individuals and entities not funded by the NDIA and providing a service to a person where the person with the disability is self managing his/her funds. Entities providing services to people with disabilities whose funds are being managed by the NDIA Entities that are funded Chapter 2 of the NDIS. Not applicable. Standard Consumer Protection. Accreditation applicable Accreditation applicable Safeguards as a Component of the Framework
Thank you for considering Square your new HOME! Application instructions: Please return your completed application to the property manager or you can also mail completed applications to: Vantage Management All applications must include an application fee in the form of a check or a The fee is $50 with an extra $30 charged for each additional adult on the application. The fee is non-returnable. If you would like to expedite the application process, return your application in person and bring the following items: State issued ID Social Security Card Proof of all earned and unearned income of all assets if assets total over $5000 Proof of marital status Birth certificates and social security card for dependents on application All applications must be filled out completely. Do not anything blank. If there is a blank line on the application that does not apply to you, please write “None” in the section in question. Incomplete applications will not be reviewed. A thoroughly completed application will speed up the procedure and make the process easier on you. The use of “white out” or “NA” will automatically cause the application to be rejected. The Tenant Consent and Release form is part of the application and must be signed and returned with the application and application fee. A security deposit equal to your rent will be due at lease signing. You will not be able to move in without paying a security deposit. All payments must be check or money-order. No cash will be accepted. Thanks again for your interest in our community! Help us make this your new home!
II. JURISDICTION AND AUTHORITIES 2 III. PURPOSE AND OBJECTIVES 3 IV. BACKGROUND INFORMATION 5 V. SCOPE AND METHODOLOGY 11 VI. FINDINGS AND RECOMMENDATIONS 19 1. Inclusive Public Participation 19 2. Language Access to LEP Persons 20 3. Title VI Complaint Procedures 22 4. Record of Title VI Investigations, Complaints, and Lawsuits 23 5. Notice to Beneficiaries of Protection Under Title VI 24 6. Annual VI Certification and Assurance 26 7. Environmental Justice Analysis of Construction Projects 26 8. Submit VI Program. 28 9. Demographic Data 29 10. Systemwide Service Standards and Policies 31 11. Evaluation of Service and Fare Changes 33 12. Monitoring Transit Service 35 VII. SUMMARY OF FINDINGS AND CORRECTIVE ACTIONS 38 VIII. ATTENDEES 41
Gwen Pra Federal Programs Grants Manager - Florida DOT 904.360.5687 REVIEW TEAM – The DMP Group, LLC John Potts Lead Reviewer, The DMP Group 504.283.7661 Bridgett Gagné Reviewer, The DMP Group 301.585.2630 Khalique Reviewer, The DMP Group 412.952.9007
"To provide a critical evaluation of the current literature regarding the effectiveness of different models of low vision service provision" Included studies with comparison 58 publications – 7 RCTs Many different models of care Many different outcomes (47) {Line break} «Fournir une évaluation critique de la littérature actuelle concernant l'efficacité des différents modèles de prestation de services en basse vision» Incluait des études avec groupe de contrôle 58 publications – 7 études randomisées contrôlées (ERC) Plusieurs différents modèles de Plusieurs différentes mesures de résultats (47) {Slide 29} Lack consensus about outcomes Objective measures – acuity, reading speed, Activities / Function – Card Sort, Vision-related QoL – NEI VFQ 25 – IVI Health-related Qol – SF 36 Psychological status – GDS Newer outcomes – Activity Inventory, SRAVF (Mary Warren)
’s First Presidential Run The “Common Man’s” Presidential Candidate *** Why would be known as the Common Man?*** ’s Opponents in 1824 Henry ____________ - ________________________ John ________________ ____________ - ________________________________ John C. _______________________ - ________________ _________________________ William H. _____________________________ - ______________________________ Results of the election of 1824 “Corrupt Bargain” - What were the key issues of 1828? Rachel Jackson - Results of Election of 1828 The New “Jackson Coalition” The Planter Elite in the ______________ People on the ______________ State Politicians – __________ ________________ ____________________ in the cities. ’s Faith in the “Common Man” Intense distrust of ________________ “establishment,” _________________, & special privilege. His heart & soul was with the “_____________ ____________.” Belief that the common man was capable of _____________________ achievements.
2015 Abe Johnson Use of Anticipatory Leadership for Change: An Instrumental Case Study of Community College Leadership at a Multi-campus Community College District Committee 2015 Amanda Smith A Collective Case Analysis of Comprehensive Evidence Based Alcohol Prevention Programs on College and University Campuses Committee 2015 Josh Stewart A Multiple Case Analysis of Student-Athlete Academic and Social Successes in Rural-serving Texas Community Colleges Committee 2015 Michael Simon Political Environments and the Community College Baccalaureate: An History Analysis Committee 2015 Catherine West Community College Administrators Perceptions of the Affect of Offering the Baccalaureate Degree on the Community College Mission and Resources Committee 2015 Julie Neal Perceptions of and Experiences with the Processes Utilized by Community College Practitioners and Workforce Advisory Committee Members to make Informed Decisions Committee 2015 Kara The Role of SACSCOC Recommendations on Changing Community College Practices in Institutional Effectiveness: A Quantitative Analysis Committee 2015 Ayesha Hawkins The impact of student involvement in clubs and organizations at a nonresidential urban community college. 2015 Rhonda Lewis Community College Student Perceptions of Mymathlab and its Impact on Student Self-Efficacy in Developmental Math Courses 2015 Leslie Singleton Perceptions of Community College Academic Advisors and the Success of Intrusive Advising for First-Year Academically Underprepared Students Chair 2015 Christa Slekjo Collective Case Analysis of Minority Male Student Perceptions of a Minority Male Experience in a Community College Freshman Success Course Committee 2015 Jennifer Hughes Faculty Compliance with Academic Assessment: A Qualitative Analysis of Higher Education Assessment Professionals Perceptions Committee