zilongwang/ReadingBank huggingface dataset:
Communication Establish constructive and respectful relationships with parents/carers, exchange appropriate information, facilitate their support for their child’s attendance, access and learning and support home to school and community links. Play an appropriate part in establishing effective relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of pupils Sharing Information Provide objective and accurate feedback and reports on pupil attainment, progress and other matters, ensuring the availability of appropriate evidence Participate in meetings with other staff, external professionals, and parents, regarding pupils, in a support capacity to the teacher, who will normally lead on such matters Pay due regard to professional boundaries, maintaining appropriate levels of confidentiality Participate in staff meetings Share information about pupils with teachers and other professionals as required Safeguarding and Promoting the Welfare of Children/Young People Assist pupils with personal hygiene, and welfare, including physical and medical needs, whilst encouraging independence Be responsible for promoting and safeguarding the welfare of pupils that you are responsible for and come into contact with, reporting concerns as appropriate Administration/Other Organise and manage an appropriate learning environment and resources Support the use of ICT to advance pupils’ learning and use common ICT tools for own and pupils’ learning Assist with administrative support e.g. dealing with correspondence, compilation/ analysis, reporting on attendance, exclusions etc., making phone calls Supervise and provide access arrangements for pupils sitting internal and external examinations, ensuring that examinations comply with Examination Board Regulations Under the guidance and supervision of a class teacher be responsible for marking the register or being a form tutor Participate in training and appraisal Data Protection To comply with the County Council’s policies and supporting documentation in relation to Information Governance this includes Data Protection, Information Security and Confidentiality Health & Safety Be aware of and implement your health and safety responsibilities as an employee and where appropriate any additional specialist or managerial health and safety responsibilities as defined in the Health and Safety policy and procedure Work with colleagues and others to maintain health, safety and welfare within the working environment Equalities Promote inclusion and acceptance of all pupils Ensure services are delivered in accordance with the aims of the equality Policy Statement
Motivation enthusiasm and energy to work as part of a team committed to providing a high quality service Ambitious to gain QTS Reference Application Interview Physical characteristics Good attendance record Flexible approach Projects professional image for the school Reference Application Interview Disclosure and criminal record Enhanced DBS DBS check
KNOWLEDGE, EXPERIENCE & SKILLS Requirement Assessed at E – Essential A – Application Stage D – Desirable I – Interview Stage P – During the probationary period E D A I P Organisational Fit Thinking Big X X X X Doing the Right Thing X X X X Showing Team Spirit X X X X Knowledge Knowledge of relevant policies/codes of practise ad awareness of relevant legislation E X X X Understanding of principles of child development and learning processes E X X Working knowledge of nation/foundation stage curriculum and other relevant learning programmes/strategies E X Evidence of participation in professional development or study E X X Experience Evidence of grades A*-C in English and Maths at GCSE E X Experience with working with children of relevant age E X Skills Ability to self-evaluate learning needs and actively seek learning opportunities E X X Ability to relate well to children and adults E X Can use ICT effectively to support learning E X X X Can manage the behaviour of pupils in a reasonable manner E X X Has a caring and positive attitude towards pupil welfare E X X Awareness of safeguarding and child protection methods E X X X Understands the importance of ensuring the health & safety of students E X X X
PERSON SPECIFICATION HLTA Education/Qualifications Essential Desirable Method of Assessment NVQ / QCF 3 for Teaching Assistants or an equivalent qualification or experience, together with training in the relevant strategies (e.g., Literacy and / or particular curriculum or learning area such as bilingual, sign language, dyslexia, ICT, Maths, English. Application form Original certificate Completion of DfES Teaching Assistant Induction programme. Application form Original certificate Knowledge & Experience Method of Assessment Full working knowledge of relevant policies/codes of practice and awareness of relevant legislation. Application form Selection process Working knowledge of national/foundation stage curriculum and other relevant learning programmes/strategies. Application form Selection process Understanding of statutory frameworks relating to teaching. Application form Selection process To have worked in an education environment. Application form Selection process Appropriate knowledge and training of first aid. Selection process Skills & Abilities Method of assessment Ability to organise, lead and motivate a team. Application form Selection process Understanding of statutory frameworks relating to teaching. Application form Selection process
Ability to use a computer to use Microsoft Office packages, predominantly Word, Email. Application form Selection process Able to engage appropriately with pupils and develop rapport. Selection process Able to recognise conflict and challenging behaviours with pupils and willing to address behaviours once trained Selection process Able to engage in a variety of activities to support the teacher and enable individual learning. Application form Selection process Able to form and sustain positive and professional working relationships, managing personal and professional boundaries. Selection process Ability to work flexibly and constructively as part of a team. Selection process Able to demonstrate a genuine desire and interest in working with pupils. Method of assessment Committed to anti-discriminatory practice and anti-oppressive approach and able to translate this attitude into practice. Selection process Able to work during school term-times. Selection process Commitment to personally undertake further training and development, attending appropriate training. Selection process Ability to relate well to children and adults. Application form Selection process This position involves occasionally travelling to various locations to take young people to appointments, training etc. It is therefore expected that you can fulfil this requirement.
The Great Gatsby Chapters 4-5 1. What symbol does Fitzgerald use to symbolize Gatsby’s wealth? What theme does this reinforce? 2. Gatsby takes Nick on a ride and gives him some information about his family, education, etc. Why does Gatsby tell him, and why does Nick not believe him first? What changes Nick’s mind? 3. Who is Meyer Wolfsheim? What famous deed is he famous for? 4. Analyze the rhetoric and figurative language Fitzgerald uses to develop the character description of Meyer Wolfsheim. 5. How does Gatsby’s statement “Miss Baker’s a great sportswoman, you know, and she’d never do anything that wasn’t all right” reflect the changing values of the younger generation during this time period? 6. What past information about Daisy and Gatsby does Jordan reveal to Nick? 7. Why is Daisy so upset on her wedding day? 8. What does Nick learn about Gatsby from Jordan that makes him change his opinion of him? Why/How does this information change Nick’s view of Gatsby? 9. What favor does Gatsby ask of Nick through Jordan? 10. What symbolism is there in the name “Daisy”? 11. Consider the names Fitzgerald uses in the beginning of Chapter Four. How do the names further the motif of geography? In other words, how are the names of people from East Egg different from those of West Egg? 12. When Nick comes home to West Egg in the beginning of Chapter Five, what does he find unusual? How does this description fit the mood? 13. How does Gatsby show that he is grateful to Nick for his agreeing to call Daisy? 14. Throughout Chapter Five, how does Fitzgerald use weather to reinforce the mood? 15. Cite the hyperbole on page 84 and explain the effects created by it. 16. How does Daisy’s agreeing to come to Nick’s house without Tom contribute to the theme of changing moral values?
Unit PPL2PC4 (HK9M 04) Cook and Finish Basic Fish Dishes I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
Details of Previous Employment. Start with the most recent and work backwards (do not include present/most recent position). You may include an additional sheet for this section, if more space is required. NAME AND ADREES OF EMPLOYER POSITION HELD AND BRIEF DETAILS OF KEY DUTIES APPROX SALARY LENGTH OF SERVICE REASON FOR LEAVING
The Hong Kong Institute of Building Information Modelling 香港建築信息模擬學會 Membership Application Form Class of Membership to be applied: Photograph (Optional) Elected Members’ name, qualification & photo may be published in publications Student Membership - 學生會員 Graduate Membership - 畢業生會 Associate Membership (AMHKIBIM) 附屬會員 Professional Membership (MHKIBIM) 專業會員 Notes for Applicants: Before filling in the application forms, please refer to the Membership Assessment Criteria stated in the HKIBIM website: Type the application; Fill in all sections, unless specifically exempted. This Application Form shall also be completed by Candidates seeking transfer to Associate/ Professional Class. A PERSONAL INFORMATION English Name (As identification doc.) Other Name (Optional) Chinese Name (if applicable) Title: (*Delete as appropriate) * Prof / Dr / Ir. / Mr / Mrs / Ms / Miss HKID No. / Passport No. Date of Birth Contact Tel. No. Office Tel. (Optional) Contact email (Please refer to note 3 of Section K) Present HKIBIM membership No. (if any) Mailing Address B WORK INFORMATION Current Employer / Organization Current job title Date Joined (Month / Year) BIM working experience (Years) Type of BIM experience (You may tick more than one option) Planning Designing Administrating Operating Construction Contracting Training Research Others, please specify: (Please attach name card or name card copy.) C ACADEMIC AND PROFESSIONAL QUALIFICATIONS
SPONSOR OPPORTUNITIES The History Project 29 Stanhope Street Boston, MA 02116 For more information, email joan.ilacqua@gmail.com On October 5, 2016, The History Project invites you to celebrate Boston’s and Massachusetts’ lesbian, gay, bisexual, transgender and queer history, and to join us in honoring the community members who make history every day. At this ceremony, reception, and fundraiser, we will present two awards to local history makers. Wednesday, October 5, 2016 Club Cafe | 209 Columbus Avenue | Boston, MA 6:00 pm Cocktails and hors d'oeuvres 7:00 pm Awards Program The History Project Established in 1980 by a group of historians, activists, and archivists, The History Project is the only organization focused exclusively on preserving the history of New England’s LGBTQ community and making that history accessible to researchers and the public. The group maintains one of the largest independent LGBTQ archives in the nation –more than 400,00 records and growing – which includes collections from organizations and individuals that are processed by our dedicated volunteers.
$5,000 and over $2,500 – $4,999 $1,000 – $2,499 8 tickets to HistoryMaker Awards reception Listing (including logo) in press releases, on THP website, and on event webpages Logo placement on print and electronic invitations Recognition on printed program and multimedia presentation Verbal recognition from stage A group invitation to a private THP event of your choice: a walking tour; an archives processing party and talk; a history presentation to your group 6 tickets to HistoryMaker Awards reception Listing (including logo) in press releases, on THP website, and on event webpages Logo placement on print and electronic invitations Recognition on printed program and multimedia presentation Verbal recognition from stage A group invitation to a private THP event of your choice: a walking tour; an archives processing party and talk; a history presentation to your group 4 tickets to HistoryMaker Awards reception Recognition on printed program A group invitation to a private THP event of your choice: a walking tour; an archives processing party and talk; a history presentation to your group sporters level $500 – $999 buddies level $250 – $499 individual ticket $75 2 tickets to HistoryMaker Awards reception Recognition on printed program A group invitation to a private THP event of your choice: a walking tour; an archives processing party and talk; a history presentation to your group 1 ticket to HistoryMaker Awards reception Recognition on printed program 1 ticket to HistoryMaker Awards reception The History Project is a 501(c)3 nonprofit organization. Contributions are tax-deductible as allowed by law.
Three group invitations to a private THP event of your choice: a walking tour (up to 20 guests); an archives processing party and talk (up to 10 guests); or a history presentation to your group (number of guests is negotiable, depending on space availability) Two group invitations to a private THP event of your choice: a walking tour (up to 20 guests); an archives processing party and talk (up to 10 guests); or a history presentation to your group (number of guests is negotiable, depending on space availability) group (number of guests is negotiable, depending on space availability) $300 1 ticket to HistoryMaker Awards reception Recognition on printed program and on event webpages THE HISTORYMAKER AWARDS BY THE NUMBERS Each year, over 100 people attend the HistoryMaker Awards, and thousands more interact with The History Project via our mailing list and social media, through in-person events, and through their research projects. Sponsorship offers a unique opportunity to reach an educated, involved, and discerning segment of Boston’s and Massachusetts’ LGBTQ community and their allies. The History Project’s Subscriber Base Physical Mailing List Subscribers 1,662 Email Subscribers 1,667 Twitter Followers 1,031 Instagram Followers 1,349 Facebook Subscribers 2,803 Quick Facts about The History Project’s Reach Most History Project subscribers are concentrated in the Boston area, with many more spread across Massachusetts, and throughout major U.S. metropolitan areas. Number of estimated community members from the Boston area and beyond who attend events sponsored by The History Project
Quality Control/Quality Assurance (QC/QA). Revise the second table in Article 1030.05(d)(4) to read: DENSITY CONTROL LIMITS Mixture Composition Parameter Individual Test IL-9.5, IL-12.5 Ndesign ≥ 90 92.0 – 96.0 % IL-9.5, IL-9.5L, IL-12.5 Ndesign < 90 92.5 – 97.4 % IL-19.0, IL-19.0FG, IL-25.0 Ndesign ≥ 90 93.0 – 96.0 % IL-19.0, IL-19.0FG, IL-19.0L, IL-25.0 Ndesign < 90 93.0 – 97.4 % All Other Ndesign = 30 93.0 1/ - 97.4 % 1/ 92.0 % when placed as first lift on an unimproved subgrade. Basis of Payment. Add the following two paragraphs after the third paragraph of Article 406.14 of the Standard Specifications: Mixture IL-19.0FG will be paid for at the contract unit price per ton (metric ton) for HOT-MIX ASPHALT BINDER COURSE, IL-19.0FG, of the Ndesign specified. Mixture IL-19.0FG in which polymer modified asphalt binders are required will be paid for at the contract unit price per ton (metric ton) for POLYMERIZED HOT-MIX ASPHALT BINDER COURSE, IL-19.0FG, of the Ndesign specified.”
WisDOT Test Method for HMA PWL QMP Density Measurements for Main Production For nuclear density testing of the pavement beyond the test strip, QC tests will be completed at three locations per sublot, with a sublot defined as 1500 lane feet. The three locations will represent the outside, middle, and inside of the paving lane (i.e., the lane width will be divided into thirds as shown by the dashed longitudinal lines in Figure 3 and random numbers will be used to identify the specific transverse location within each third in accordance with CMM 8-15). Longitudinal locations within each sublot shall be determined with 3 independent random numbers. The PWL Density measurements do not include the shoulder and other appurtenances. Such areas are tested by the department and are not eligible for density incentive. Each location will be measured with two one-minute gauge readings oriented 180 degrees from one another, in the same footprint as detailed in Figure 2 above. Each location requires a minimum of two readings per gauge. QV nuclear testing will consist of one randomly selected location per sublot. The QV is also comprised of two one-minute readings. This is depicted as follows, with QC test locations shown as solid lines and QV as dashed. 1 lot (7500 lane ft)
with obtaining any Federal contract, grant or any other award covered by 31 U.S.C. 1352. Each tier must also disclose any lobbying with non-Federal funds that takes place in connection with obtaining any Federal award. Such disclosures are forwarded from tier to tier up to the non-Federal award. A non-Federal entity that is a state agency or agency of a political subdivision of a state and its contractors must comply with section 6002 of the Solid Waste Disposal Act, as amended by the Resource Conservation and Recovery Act. The requirements of Section 6002 include procuring only items designated in guidelines of the Environmental Protection Agency (EPA) at 40 CFR part 247 that contain the highest percentage of recovered materials practicable, consistent with maintaining a satisfactory level of competition, where the purchase price of the item exceeds $10,000 or the value of the quantity acquired during the preceding fiscal year exceeded $10,000; procuring solid waste management services in a manner that maximizes energy and resource recovery; and establishing an affirmative procurement program for procurement of recovered materials identified in the EPA guidelines. [78 FR 78608, Dec. 26, 2013, as amended at 79 FR 75885, Dec. 19, 2014] 2 CFR 200 APPENDIX II (J) Mandatory standards and policies relating to energy efficiency which are contained in the state energy conservation plan issued in compliance with the Energy Policy and Conservation Act. 42 U.S.C. 6201
/ 比賽階段 籌辦機構跟進行動 參賽資格審核 拒絕其參賽項目、通知參賽單位及說明原因 評審 – 取消其參賽資格、通知參賽單位及說明原因 獎項頒發 本人確認會於評審中使用下面語言* 介紹參賽項目及回答問題 (請其中一項): 英語 廣東話 普通話 * 於評審中介紹參賽項目及回答問題時必須使用在本表格所選擇的語言。 本人聲明提交的參賽項目已經滿足了本地產品/服務的要求
請提供參賽機構聯絡人的資料 姓名: 職銜: 電話: 傳真: 電郵: (電話:+852 28342228, 電郵: ), 或瀏覽網址: 。
restraining hand of Government has emasculated the education system of this country and deprived children of their long accumulated heritage. Only the independence of our schools has kept alive in its fullness that heritage, that hard-accumulated national birth-right. Using the fundamental Cumberland Lodge training principle – what are the facts, what are the issues, and what are we going to do about them – this address contains three sections, which look at the child, our Association, and this Conference. SECTION I: THE CHILD As the letters HMC no longer fit our title since 1996 of Headmasters’ and Headmistresses’ Conference, perhaps they should be reinterpreted as an acronym for Heed and Marvel at the Child. Our association’s historic understanding of the child has three parts: the pastoral, the academic and the extra-curricular. First and most important is the pastoral. Our schools believe that the school is to the child as the parent is to the child. It might surprise viewers of If, to suggest that boarding could in any way be fundamental to the development of this pastoral concept. However the strong boarding tradition in our schools has always innately ensured that the school has to be to the child as the parent is to the child because the school is, for many weeks of the year, to the child its very home. In the revolution of the 1960s boarding had to modernize this ethos if it was to survive. It had to change from devotion to the hearty to responsiveness to the heart. It had, in a very particular sense, to be feminised. Inside the independent sector, pastoral care thus became all the more important, a key, for some schools, to their very survival. Perennial cross fertilisation between day and boarding education has meant that the boarding concept of pastoral care – that the school is to the child as the parent is to the child – has been kept alive in the independent day sector whereas the state, beginning with its unkept promise to introduce widespread boarding after the war, has allowed it largely to disappear. The strong religious element in our schools, as well as the growth, and nature of our junior schools, have also been important factors. Pastoral care is the essence of independent schools. The child is now placed in the midst of all. The contrast with historic developments in Government policy is marked. Labour zeal for egalitarianism, followed by Tory zeal for league table driven academic excellence, means
Jameah Academy 133349 6–8 October 2015 Requires improvement Jubilee House Christian School 131998 21–24 September 2015 Inadequate Leicester Islamic Academy 120335 7–9 October 2015 Inadequate Madni Institute 136955 29 September – 1 October 2015 Requires improvement Manchester Islamic High School for Girls 130318 29 September – 1 October 2015 Outstanding Manchester Muslim Preparatory School 105598 13–15 October 2015 Good Palfrey Girls’ School 104267 29 September – 1 October 2015 Inadequate Palm Tree School 131983 7–9 October 2015 Good Springfield Christian School 132110 13–15 October 2015 Inadequate The Cornerstone School 125438 29 September – 1 October 2015 Inadequate The King’s School 116585 7–8 October 2015 Requires improvement
Unit PPL2PC3 (HK9N 04) Prepare Fish for Basic Dishes I confirm that the evidence detailed in this unit is my own work. Candidate’s name Candidate’s signature Date I confirm that the candidate has achieved all the requirements of this unit. Assessor’s name Assessor’s signature Date Countersigning — Assessor’s name (if applicable) Countersigning — Assessor’s signature (if applicable) Date I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification. Internal verifier’s name Internal verifier’s signature Date Countersigning — Internal verifier’s name (if applicable) Countersigning — Internal verifier’s signature (if applicable) Date External Verifier’s initials and date (if sampled)
「2019 香港資訊及通訊科技獎：最佳商業方案 (資訊保安) 獎」(不包括金融科技安全) 請選擇參賽作品的行業範疇 (可選擇多於一項) 金融服務 工業支援 資訊保安 學習／培訓 物流 開放源碼解決方案 零售 中小企支援 貿易服務 旅遊服務 其他, 請註明:________________________________________ 一般資料 機構名稱: 地址: 電話: 傳真: 網址: 行政總裁姓名: 機構註冊日期: 商業登記號碼: 業務性質: 聘用員工人數: 控股公司名稱 (如適用): 第二欄 2019
比賽階段 籌辦機構跟進行動 參賽資格審核 拒絕其參賽項目、通知參賽單位及說明原因 評審 ─ 取消其參賽資格、通知參賽單位及說明原因 獎項頒發 本人確認會於評審中使用下面語言* 介紹參賽項目及回答問題（請其中一項）： 英語 廣東話 普通話 * 於評審中介紹參賽項目及回答問題時必須使用在本表格所選擇的語言。 本人聲明提交的參賽項目已經滿足了本地產品/服務的要求。 本人聲明參賽單位為香港註冊公司、機構或香港居民。 請提供證明文件，例如商業登記證或其他適當的文件：
HMDA Process Inventory Affected Products Application Methods (Face to face (online, paper), Mail, Online, Telephone, Fax Demographic Data Gathering Methods LAR Software Used or Manual LAR Preparation Responsible Department/Person HMDA LAR Field Data Inventory # Field Source of Data (Document such as application or appraisal, Loan Origination System, Core System, etc.) Method of Transfer of Data to LAR P (Manual entry, automated transmittal between systems) Vendor Dependencies (Is data coming from multiple issues/delays Affected Products/ Departments Responsible Parties Due Date Comments 1 Record Identifier same for all 2 Legal Entity Identifier (LEI) same for all 3 Universal Loan Identifier (ULI) 4 Application date 5 Loan type 6 Loan purpose
7 Preapproval 8 Construction method 9 Occupancy type 10 Loan amount 11 Action taken 12 Action taken date 13 Street address 14 City 15 State 16 Zip Code 17 Property county 18 Census tract and Ethnicity of Applicant or Borrower or or 1-5 24 and 30 Ethnicity of Applicant or Borrower: Conditional Free Form Text Field for Code 14
Codes: 1 – 0 – Other Applicant Information (S13) Applicant race Codes: 1 – American Indian or Alaskan Native 2 – Asian or Pacific Islander 3 – Black 4 – Hispanic 5 – White 6 – Other 7 – Information not provided by applicant in mail or telephone application 8 – Not applicable 2. (S14) Co-applicant race* 3. (S15) Applicant sex Codes: 1 – Male 2 – Female 3 – Information not provided by applicant in mail or telephone application 4 – Not applicable 4. (S16) Co-applicant sex* 5. (S17) Applicant income (in thousands) D. Other Loan Information 1. (S18) Type of purchaser of loan Codes: 0 – Loan was not sold in calendar year covered by register 1 – FNMA 2 – GNMA 3 – FHLMC 4 – FMHA 5 – Commercial bank 6 – Savings bank or savings association 7 – Life insurance company 8 – Affiliate institution 9 – Other type of purchaser 2. (S19A) Original HMDA report, reasons for denial Codes: 1 – Debt-to-income ratio 2 – Employment history 3 – Credit history 4 – Collateral 5 – Insufficient cash 6 – Unverifiable information 7 – Credit application incomplete 8 – Mortgage insurance denied
6 – Serious delinquencies (containing account(s) with a history of payments 90 days past due) (S44) Credit history - public records 0 – Information not considered 0 – No public record defaults 1 – Bankruptcy 1 – Bankruptcy and charge offs 1 – One or two charge-off(s), public record(s), or collection action(s), totaling less than $300 1 – Charge-off(s), public record(s), or collection action(s) totaling more than $300 (S45) Debt-to-income ratio (the banks’ calculation of housing expense/income) (S46) Debt-to-income ratio (the banks’ calculation of total obligations/income) (S47) Fixed or adjustable rate loan (F or A) Codes: 1 – Adjustable 2 – Fixed 3 – Not Available (S48) Term of loan (months) (S49) Special loan application program (S50) Appraised value (in thousands) (S51) Type of property purchased Codes: 1 – Condominium 2 – Single family 3 – 2 to 4 families (S52) Private mortgage insurance (PMI) sought? Codes: 0 – No or information not available 1 – Yes (S53) Private mortgage insurance (PMI) denied? Codes: 0 – PMI approved, did not apply, or information not available 1 – PMI sought and denied (S54) Was a gift or grant as part of down payment? Codes: 0 – No or information not available 1 – Yes (S55) Was there a co-signer for the application? Codes: 0 – No or information not available 1 – Yes (S56) Unverifiable information Codes: 0 – Not applicable (all verifiable) 1 – Some information unverifiable (S57) Number of times application was reviewed by underwriter
June 1 – Wednesday 9-5pm Chilliwack Intro to Flatwater with Purple Hayes School of Kayaking (PHSK) Waivers Equipment Fitting kayaks Basic strokes Wet exits June 4 – Saturday 9-5pm Chilliwack Flatwater (morning) River (afternoon) Advancement in strokes Wet exits and T-rescues River hazards Aggressive vs. Defensive Swimming in River Launch and land in Class 2 river environment Eddy turns River hydrology June 11 – Saturday 9-5pm Chilliwack River NOTE: While not part of class, opportunity to camp in Chilliwack will be given. Eddy Turns Wet exits and rescues in moving water Throwbagging S-turns Ferry angles June 12 – Sunday 9-5pm Chilliwack River Further skill progression T-rescues on river
An Integrated Choice and Latent Variable Model for Multiple Discrete Continuous Choice Kernels: Application Exploring the Association between Day Level Moods and Discretionary Activity Engagement Choices Annesha Enam Department of Civil and Environmental Engineering, University of Connecticut, 261 Glenbrook Road, Unit 3037, Storrs, CT 06269-3037 Ph: 860-486-2992; Fax: 860-486-2298 Email: Karthik C. Konduri (Corresponding Author) Department of Civil and Environmental Engineering, University of Connecticut 261 Glenbrook Road, Unit 3037, Storrs, CT 06269-3037 Ph: 860-486-2733; Fax: 860-486-2298 Email: Abdul R. Pinjari Department of Civil Engineering, Indian Institute of Science Bangalore 560012, India Ph: +91-80-2293 2323; Fax: +91-80-2360 0404 Email: Naveen Eluru Department of Civil, Environmental and Construction Engineering, University of Central Florida 12800 Pegasus Drive, Room 301D, Orlando, Florida 32816 Ph: 407-823-4815; Fax: 407-823-3315 Email: Submitted for Publication to Journal of Choice Modelling June 2017 ABSTRACT In the recent years, multiple discrete continuous (MDC) models have emerged as a popular framework to simultaneously model the choice of multiple goods (that are imperfect substitutes to
Table 6: Estimation Results for the Multiple Discrete Continuous Choice Model (Satiation Parameter) Active leisure Passive leisure Physical activity Non maintenance shopping Attending sports and arts events Social activity Coefficients to the exogenous variables Constants 5.2008 (53.88) 5.1603 (59.266) 5.4227 (39.278) 4.4034 (36.711) 7.5567 (13.302) 5.3042 (46.659) Individual level characteristics Female indicator -0.169 (-1.882) -0.4885 (-4.002) 0.2183 (2.24) -0.2001 (-2.101) Young age indicator 0.2537 (2.429) 0.177 (1.717) 0.2833 (2.727) Old Age indicator -0.3797 (-3.635) Household level characteristics HH income indicator ($25 to $50 Thousand) -0.2565 (-3.166) 0.2859 (1.858) HH income indicator ($50 to $100 Thousand) -0.1967 (-1.919) -0.1913 (-2.243) HH income indicator (More than $100 Thousand) -0.3889 (-3.549) -0.2818 (-2.186) 0.1606 (1.466)
LEPC Name (Region, District or Jurisdiction) Amount ($) Amount Expended During Reporting Period ($) Current Award Balance ($) Activities (Plan Development, Exercises, Hazards Analysis, Commodity Flow Studies, Capabilities Assessment, etc.) Performed/Planned by LEPC/Region/District/Jurisdiction Number of Participants in Exercise Mode of Transport (Air, Water, Highway, and/or Rail) Type of Hazmat (Chemical Used or Simulated in Exercise) Status (Indicate tentative completion date If Status is In-progress or Not Started What is the total number of public sector emergency responders in the following training categories? Training Number of Public Sector Emergency Responders Initial/Refresher Awareness Operational Specialist Technician Incident Commander Other
Pre-Solicitation Conference Group B (Pink) – South of Wye Barricade Tour Tuesday, December 12, 2017 Agenda – See attachment for Buildings Being Toured 7:00 - 7:45 AM Industry and Community participants begin to arrive at 2420 Stevens Center, Room 153, and directed to Visitor Control person to issue visitor badges. 7:45 - 7:50 AM DOE Welcomes Industry and Community participants and provides tour instructions. 7:50 - 8:00 AM Industry and Community participants are escorted to tour buses. Group boards buses as assigned, Group A (green), and Group B (pink) and departs 2420 Stevens Center. 8:15 - 8:30 AM Bus arrives and departs from 400 Area. 8:45 - 8:50 AM Bus arrives and departs from 300 Area 9:00 - 9:35 AM Bus arrives and departs from HAMMER 9:40 – 10:15 AM Bus arrives and departs from PTA 10:20 - 10:25 AM Bus arrives and departs from EVOC 10:35 - 10:40 AM Bus arrives and departs from Building 1163, Warehouse 10:50 - 10:55 AM Bus arrives and departs from 2395 Lindberg Loop, Radiological Assistant Program (RAP) Facilities and 1932 Butler Loop, Mail Facility 11:10 - 12:10 PM Bus arrives and departs from Federal Building 12:10 - 12:20 PM Bus travels and arrives at 2420 Steven Center. 12:20 - 12:25 PM DOE collects badges and 3 x 5 index cards, and ends tour. HMESC Pre-Solicitation Conference Tour South of the Wye Barricade Facility Number Facility Name Type of Tour 2420 Stevens Center Tour Departs Tour Begins 400 Area
HMA Guidance (2/27/2015): HMA Guidance Addendum (2/27/2015): Benefit-Cost Analysis Software Download and related Toolkit: Benefit-Cost Analysis Helpline: 1-855-540-6744 Environmental/Historic Preservation Helpline: 1-855-540-6744 Information on Massachusetts endangered species habitat locations can be found here: Information on MEPA and/or Environmental Notification Forms can be found here: Information regarding Coastal Barriers Resource Systems can be found here: Information regarding the National Wild and Scenic Rivers Act can be found here: Information on the Massachusetts Wetlands Protection Act can be found here: A list and map of Critical Environmental Concern ACEC’s is available at: State Hazard Mitigation Team Contacts: Sarah White MEMA State Hazard Mitigation Officer Phone: 508-820-2053 David Woodbury MEMA Hazard Mitigation Grants Coordinator Phone: 508-820-2034 Shelly O’Toole MEMA Hazard Mitigation Grants Coordinator Phone: 508-820-1443 Jeff Zukowski MEMA Hazard Mitigation Planner Phone: 508-820-1422 Beth Dubrawski MEMA Mitigation Contract Specialist Phone: 508-820-1425 Joy Duperault, CFM DCR Director, Flood Hazard Mgmt. Program & State NFIP Coordinator Phone: 617-626-1406 Eric Carlson DCR Deputy Director, Flood Hazard Mgmt. Program, Environmental Engineer Phone: 617-626-1362 Thad Leugemors MEMA Mitigation & Recovery Section Chief Phone: 508-820-1445 HMGP
WORK SCHEDULE INFORMATION 11. PLANNING WORK SCHEDULE: The intent of the work schedule is to provide a realistic appraisal of the time and components required to complete the plan. Describe the major milestones and the duration of time to complete each one. Show activity duration in months. The work schedule must include six months for State and FEMA review/revisions/approval, appropriate time for local adoption and 90 days for grant close-out. WORK SCHEDULE EXAMPLE # DESCRIPTION 1. Procure a consultant 3 months 2. Develop planning team 2 months 3. Community and stakeholder outreach 3 months 4. Planning process for hazard identification 3 months 5. Planning process for risk assessment 3 months 6. Mitigation strategy 2 months 7. Maintenance plan development 1 month 8. Plan draft (with community/stakeholder input) 3 months 9. Cal OES/FEMA Review/Revisions 6 months 10. Local Plan Adoption 2 months 11. Grant Close-out 3 months TOTAL MONTHS: 31 months TOTAL PLANNING DURATION (INCLUDING CLOSE-OUT) CANNOT EXCEED A 36 MONTH PERIOD OF PERFORMANCE (POP). # DESCRIPTION TIMEFRAME 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. STANDARD VALUE (DO NOT CHANGE) Cal OES/FEMA Review/Revisions 6 months 17. Local Plan Adoption 18. STANDARD VALUE (DO NOT CHANGE) Grant Close-out 3 months
New York City College of Technology, CUNY Department of Hospitality Management Revised May 31, 2017 es Course Schedule The following course schedule is tentative and may be subject to change. Week Topics Reading Activity Homework 1 1/29 Introduction to the Course Rules/Procedures Homework Overview Introduction to the Aspiring Hotel Leaders Club Video: The World Largest Hotel Explore the course website: Open Lab 2 2/5 Hotel Classification & Basic Measures Ch 1 Role model in the hotel sector 3 2/20 Hotel Ownership & Management Ch 2 Hotel Amenities 4 2/26 The Structures of the Hotel Industry Ch 3 Hotel Tour 5 3/5 Forecasting Availability & Overbooking Ch 4 Cancellation policy of OTA/hotel 6 3/12 Global Reservations Technologies Review if time permits or Review Sheet Ch 5 Online travel website 7 3/19 MIDTERM Chs. 1-5 8 3/26 Reservations P202 Ch 6 Hotel Tour 9 4/9 Managing Guest Services Midterm Review Ch 7 10 4/16 Registration Front Office Ops. & Mgt. 11 4/23 From Arrival to Rooming Hotel Loyalty Programs Ch 8 Hotel Tour 12 4/30 Room Rates Ch 9 13 5/7 Billing the Guest Folio The Night Audit Chs 10,12 Speaker (tentative) 14 5/14 Project Presentations Review if time permits Project Paper & PPT Due 15 5/21 FINAL EXAM Chs.6-12 (exc. 11)
Plymouth 1 Pomfret 4 Portland 10 Preston 1 Prospect 4 Redding 2 Somers 4 Sprague 3 Stafford 5 Sterling 6 Stonington 7 Thomaston 4 Thompson 5 Union 1 Waterford 17 Westbrook 4 Willington 4 Winchester 2 Woodstock 1 Suburban 306 Avon 4 Berlin 4 Bethany 2 Bethel 5 Bolton 1 Bridgewater 1 Brookfield 7 Burlington 2 Canton 2 Cheshire 2 Clinton 6 Cornwall 1 Durham 1 Ellington 6 Essex 2 Fairfield 16 Farmington 10 Glastonbury 8 Granby 3 Guilford 4 Haddam 4 Harwinton 2 Hebron 3 Killingworth 3 Lyme 2 Madison 2 Marlborough 3 Middlebury 2 Monroe 4 New Fairfield 2 New Hartford 3 Newtown 11 North Branford 1 North Haven 5 Old Saybrook 3 Putnam 5 Ridgefield 9 Salem 1 Shelton 13 Simsbury 10 South Windsor 10 Southbury 5 Southington 17 Suffield 4 Tolland 3 Trumbull 7 Vernon 19 Wallingford 20 Watertown 10 Windsor 22 Wolcott 9 Woodbridge 3 Woodbury 2 Urban Core 752
Bridgeport 157 Hartford 200 New Britain 107 New Haven 121 New London 26 Waterbury 118 West Haven 23 Urban Periphery 794 Ansonia 7 Bloomfield 15 Branford 3 Bristol 34 Danbury 64 Derby 6 East Hartford 72 East Haven 26 Enfield 23 Groton 21 Hamden 31 Manchester 56 Meriden 84 Middletown 30 Milford 17 Naugatuck 22 Newington 11 Norwalk 45 Norwich 18 Plainville 11 Rocky Hill 10 Seymour 8 Stamford 65 Stratford 21 Torrington 21 West Hartford 29 Wethersfield 12 Windham 27 Windsor Locks 5 Wealthy 47 Darien 9 Easton 1 Greenwich 10 New Canaan 8 Oxford 6 Weston 2 Westport 6 Wilton 5 Out of state 14 Missing 70 Total 2180 Towns not Represented Rural Suburban Barkhamstead Morris Chester Bethlehem Norfolk Columbia Bozrah North Canaan East Granby Colebrook Salisbury Sherman Franklin Scotland Washington Hampton Sharon Roxbury
TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 25 learned Page 27 “little sister” Page 29 prove, deal Page 30 “easy as pie” Page 41 “hold your horses” Page 28 already Page 33 spy Page 36 “Miss Smarty-Pants” Page 39 “hide my money” Page 40 almost, “too bad” Page 41 “hot dog” STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 30 sign, zoo Page 33 spy, taxi, gas Page 37 police Page 39 bank Page 44 “wet paint” Page 26 everywhere Page 29 stuck Page 30 raced, pointed Page 34 curb Page 40 eight Culminating Task Re-Read, Think, Discuss, Write
KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Mercury Fascinated Etched Draft Timid Frost STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Hermit Hypnotized Autumn Jammed Stroked Peculiar Drab Terror Occasionally Culminating Task Re-Read, Think, Discuss, Write
Name ___________________________________________ Date _______________ “The Stranger” Describe the setting of the story in your own words What does it mean when it says Farmer Brown was “fearing the worst”? Use evidence from the text to describe the stranger's actions after being hit by the car. Why does the doctor say the thermometer is broken? Could there be another reason why the mercury is at the bottom of the thermometer? What does it mean to lose your memory? What details make you think the stranger is mysterious or odd?
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 242 - tribe/tribal Page 249 - cradleboard Page 250 - annual, bond Page252 - preserve STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 247 - traditions Page 249 - coiling, twining Page 244 - infest, sprout (verb), shoots (noun), intervals Page 247 - delicate Page 248 - nubs Page 249 - flexible Page 250 - inspires Page 252 - sash
How does the illustration on page 82 help you to understand how Chang is feeling? In the illustration, Chang’s posture such as, knees bent, eyes closed, slumped shoulders and head down gives the impression that he is feeling sad and depressed. Based on what you know about Chang from the first few pages of the story, why might he only share his music with his family and close friends? Possible answers are Chang only shares his music with his family and close friends because: he was shy he was scared his disability (muted) Note: Teachers should ensure that students understand what it means to be mute. What does the author tell us about the problems Chang and his family are facing as a result of the storm? (Pg. 83) They must figure out how to repair the flood damage to their houseboat. (The gaping hole, missing shelves, and water soaked bedding and clothing, in addition to the wrecked state of the houseboat.) What evidence does the author provide to show that the mood in Chang’s family changes as they work on the boat? (Pg. 84) The family begins to feel hopeful and happy. Chang’s father speaks hopefully about repairing the houseboat; Chang’s mother’s face brightens and she begins to prepare a “grand meal”. On page 85, the author writes, “’Let’s go to the market tomorrow,’ Mei Mei suggested. ‘It’ll probably be a nice day.’ Chang nodded, almost contented. Why does Chang only nod in response? (Prompt students to re-read the introduction on page 81 if necessary.) He is mute, so he does not speak. A wok is a large frying pan with a rounded bottom used for cooking Chinese food. Quote accurately from page 85, how Chang’s mother reacts when she realizes her wok is gone? What are some words and phrases the author uses to describe Chang’s mother’s reaction? “My wok!” she cried. “My wok is gone!” Her eyes were brimming with tears. Why would Chang have preferred to give up his checkers game and his kite in place of his mother’s wok? (Pg. 86) Chang knew how much how much the wok meant to his mother, and he didn’t want her to be sad about losing it.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 59 - grimy, mortified, maven Page 60 - reign, brambles Page 61 - sneer Page 63 - designate Page 64 - smirk Page 65 - chiseled Page 66 - exhilarated STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 61- conceited Page 57 - patiently Page 61 - impressed Page 63 - emerge Page 66 - victorious
Name: ……………………………………………………Stream:……………………. END OF YEAR 2014 S.3 PHYSICS PAPER 1 TIME: 2HOURS Instructions: Write your name, stream/number clearly in the space above Section A contains 40 objective type questions. You are required to write the correct answer A, B, C or D in the grid provided on page one Section B contains 6 structured questions Answers are to be written in the spaces provided in the question paper Acceleration due to gravity = 10ms-2 Density of water = 1000kgm-1 1. 6. 11. 16. 21. 26. 31. 36. 2. 7. 12. 17. 22. 27. 32. 37. 3. 8. 13. 18. 23. 28. 33. 38. 4. 9. 14. 19. 24. 29. 34. 39. 5. 10. 15. 20. 25. 30. 35. 40. SECTION A The graph in figure below describes motion of a body. Between which points is the body at rest? A) MQ B) MO C) OP D) PQ
http://www.pmjdy.gov.in/account-statistics-bankwise- table.aspx?yk5LV86RBm%2bw8UWGuIqJ9Qj0gtLNyEU0ZBb8yLVW%2bE0%3d http://trak.in/tags/business/2014/11/06/pm-jan-dhan-yojana-success/
Vocational training curriculums for levels 2-5 Types of vocational training Level 2 Level 3 Level 4 Level 5 Basic training Basic training Basic training Advanced training Basic training Advanced training Vocational secondary education Educational requirements for commencing studies none none Basic education * Persons without basic education and at least 22 years of age Basic education Basic education plus competences required for level 4 qualifications Secondary education Secondary education plus the competences required for level 4 or 5 qualifications Study volume in credit points 15-120 15-120 180 Exceptions expanding the study volumes will be stipulated in national curriculums 15-150 Music and performance art curriculums up to 180 15-60 120-150 Military and internal security curriculums ranging between 15-60 Ratio of practical work and assignments at least 70% at least 50% at least 35% at least 50% at least 50% at least 50% at least 50% Opportunities for further study Obtaining basic education * If basic education has been acquired, general secondary education or vocational secondary education or entry level 4 vocational training * Persons without basic education and at least 22 years of age Vocational secondary education * Level 3 vocational training Obtaining basic education * If basic education has been acquired, general secondary education or vocational secondary education or entry level 4 vocational training * Persons without basic education and at least 22 years of age Vocational secondary education Level 4 or 5 vocational education continuing training * General education studies lasting 1 year * Vocational higher education or bachelors studies Level 4 vocational education continuing training * General or vocational secondary education * If secondary education has been acquired – level 5 vocational training or vocational higher education or bachelor studies General or vocational secondary education * If secondary education has been acquired – level 5 vocational training or vocational higher education or bachelor studies Level 5 vocational education continuing training * Vocational higher education or bachelors studies Vocational higher education or bachelors studies Corresponding labour market requirement Manual labourers Simpler professions involving operating machines and devices, less complex skilled labourers, craftsmen and More demanding tasks involving machines and devices, craftsmanship and skilled labour, skilled labourers in the fields of agriculture and fishing, service and administration Intermediate level specialists, technicians and officials Complex tasks involving machines and devices, craftsmanship and skilled labour, highly skilled labourers in the
Date sheet of session ending Examination for Class VI-IX March 2018 Date and Day Class VI Class VII Class VIII 03.03.2018 (Saturday) Social Science English Maths 08.03.2018 (Thursday) Maths Science English 14.03.2018 (Wednesday) Sanskrit Hindi Science 17.03.2018 (Saturday) Science Social Science Social Science 19.03.2018 (Monday) English Maths Sanskrit 20.03.2018 (Tuesday) Hindi Sanskrit Hindi Date and Day Class IX 03.03.2018 (Saturday) Social Science 08.03.2018 (Thursday) Science 14.03.2018 (Wednesday) Mathematics 16.03.2018 (Friday) Hindi / Sanskrit 19.03.2018 (Monday) English Communication 21.03.2018 (Wednesday) Computer Science
Much is being accomplished . There is still much that needs doing! Thank you all for the support you give. The £200 raised at our coffee morning was used to buy food which was given to some of the families we visited Joan Jones Services for June, July and August 10.30 a.m. JUNE 1st Rev Mike Burrell 8th Rev David Coppard HOLY COMMUNION 15th LOCAL ARRANGEMENTS 22nd Isabel Smears 28th Rev David Coppard JULY 6th Clive Illman 13th Rev David Coppard HOLY COMMUNION 20th Pat Clarke 27th John Saunders AUGUST 3rd Rev Mike Burrell 10th Rev David Coppard HOLY COMMUNION 17th LOCAL ARRANGEMENTS 24th Rev Mary Teed 31st Rev David Coppard ALL AGE WORSHIP Rotas for Church June/ Sept Vestry (V)/ Opening(O) Books/Welcome Coffee Flowers 1st June Hilda O/V Pam and Derrick Copeland David and Yvonne Syrett Joan Agnew 8th Helen O/V Marion and John Hornby Mary and Barry Treadwell Wendy Womersley 15th Hilary O/V John and Stella Case Pam and Derrick Copeland Pam Copeland