zilongwang/ReadingBank huggingface dataset:
State Remove from ED placement for disciplinary purposes Statutory/regulatory policy that prohibits practice Alabama Yes Alaska Yes American Samoa Yes Arizona Yes Arkansas Yes Bureau of Indian Affairs Yes California Yes Colorado Yes Connecticut Yes Delaware Yes District of Columbia Yes Federated States of Micronesia Yes Florida Yes Georgia Yes Guam Yes Hawaii Yes Idaho Yes Illinois Yes Indiana Yes Iowa Yes Kansas Yes Kentucky Yes Louisiana Yes Maine Yes Maryland Yes Massachusetts Yes Michigan Yes Minnesota Yes Mississippi Yes Missouri Yes Montana Yes Nebraska Yes Nevada Yes New Hampshire Yes New Jersey No NJAC 6A:17-7.1 et seq; NJAC 6A:16.5-7; NJAC 6A:14-2.8; NJSA 18SA:37-1 et seq; NJSA 18A:37 6A:14-2.8 Discipline/suspension/expulsion 1.Notwithstanding (a) above, preschool
Complaint pending – A written, signed complaint that is either still under investigation or the SEA’s written decision has not been issued. Complaint pending a due process hearing – A written, signed complaint in which one or more of the allegations in the complaint are the subject of a due process complaint that has not been resolved. Complaint with report issued – A written decision was provided by the SEA to the complainant and public agency regarding alleged violations of a requirement of Part B of IDEA. Complaint withdrawn or dismissed – A written, signed complaint that was withdrawn by the complainant for any reason or that was determined by the SEA to be resolved by the complainant and the public agency through mediation or other dispute resolution means and no further action by the SEA was required to resolve the complaint; or a complaint dismissed by the SEA for any reason, including that the complaint does not include all required content. Decision within extended timeline - The written decision from a hearing fully adjudicated was provided to the parties in the due process hearing more than 45 days after the expiration of the resolution period, but within a specific time extension granted by the hearing or reviewing officer at the request of either party. Decision within timeline – The written decision from a hearing fully adjudicated was provided to the parties in the due process hearing not later than 45 days after the expiration of the resolution period or in the case of an expedited due process complaint, provided no later than 10 school days after the due process hearing, which must occur within 20 school days of the date the expedited due process complaint is filed. Due process complaint – A filing by a parent or public agency to initiate an impartial due process hearing on matters relating to the identification, evaluation, or educational placement of a child with a disability (IDEA), or the provision of a free appropriate public education to the child. Due process complaint pending – A due process complaint wherein a due process hearing has not yet been scheduled or is scheduled but has not yet been held. Due process complaint withdrawn or dismissed - A due process complaint that has not resulted in a fully adjudicated due process hearing. This includes due process complaints resolved through a mediation agreement or through a written
Which paraprofessionals should be reported in this file? Include the FTE of all paraprofessionals employed or contracted to provide special education and related services to children with disabilities (IDEA) ages 3 through 21 regardless of funding source (i.e., Part B, State, and local), including personnel employed by private agencies. What paraprofessionals should not be reported in this file? Exclude the FTE of special education paraprofessionals who provide special education and related services exclusively to children with disabilities (IDEA) from birth through age 2. How are paraprofessional data reported by FTE? Report the FTE on only the percentage of time the special education paraprofessionals work specifically with children with disabilities (IDEA) receiving special education and related services. When reporting the SEA or LEA data, the data are rounded to the hundredth decimal place. For example, a paraprofessional who works 3 hours per day of a 6-hour school day is counted as 0.50 FTE. A paraprofessional works 4 hours per day of a 6-hour school day, is counted as 0.67 FTE. As another example, if an LEA has two paraprofessionals who each work 4 hours per day of a 6-hour school day, the LEA would report 1.33 FTE (rounding the 1.334 to the nearest hundredth decimal place). How are FTE of paraprofessional reported by qualification status? FTE is reported as either qualified or not qualified. Qualification status depends on whether paraprofessionals are included in the State’s definition of qualified based on the criteria identified in 20 U.S.C. 1412(14)(B). If paraprofessionals are included, then paraprofessionals must meet the State standard for qualified based on the definition. If paraprofessionals are not included in the definition, then paraprofessionals are considered qualified for the FTE if they either: Hold the appropriate State certification or licensure for the position held, or Hold a position for which no State requirements exist (i.e. certification or licensure requirements). Paraprofessionals who do not meet the standards listed above for qualified are reported as not qualified.
Kinder: Sticky notes 1 pkg. Pencils 24 Scissors 1 pair Glue Sticks 4 pack or larger Glue bottle 4 oz. Construction paper 1 pkg. Index cards 1 pkg. 3x5 , 1pkg 4x6 White computer paper 1 pkg. Cardstock 1 pkg. Washable Markers 1 pkg. of 10 Dry Erase Markers 1 pkg. Crayons 24 pk. box Colored Pencils 1 pkg. Water Colors 1 set 1.5” 3 ring binder 1 binder Tabs/separators for binder 1 set Labels 1 pkg. 3 colored folders w/ prongs (green, blue, red) 3 folders total- 1 of each color Poly/plastic folders w/ 2 pockets and prongs (yellow only) 2 folders Composition notebook 1 Pencil pouch w/ three holes for placement in binder 1 pouch Tissues 2 boxes Clorox wipes 1 container Hand sanitizer 1 container
Pencil pouch w/ three holes for placement in binder 1 pouch Tissues 2 boxes Clorox wipes 1 container Hand sanitizer 1 container Ruler 1 Tape 1 roll Highlighters 1 pkg. multicolors Sixth Grade: Sticky notes 1 pkg. Pencils 24 or more Pens 1 pkg. Pencil Sharpener 1 Erasers 1 pkg Scissors 1 pair Glue Sticks 4 pack or larger Glue bottle 4 oz. Index cards 1 pkg. 3x5 , 1pkg 4x6 White computer paper 1 pkg. Cardstock 1 pkg. red or colored White Cardstock 1 pkg. white Dry Erase Markers 1 pkg. Colored Pencils 1 pkg. 1.5” 3 ring binder 1 binder Tabs/separators for binder 1 set Page protectors 1 pkg. of 25 Labels 1 pkg. 3 colored folders w/ prongs (green, blue, red) 3 folders total- 1 of each color Poly/plastic folders w/ 2 pockets and prongs (yellow only) 2 folders 1 subject Spiral Notebooks w/ 3 holes 4 Pencil pouch w/ three holes for placement in binder 1 pouch Tissues 2 boxes Clorox wipes 1 container Hand sanitizer 1 container Ruler- inches and centimeters 1 Tape 1 roll Highlighters 1 pkg. multicolors
MAPI RESEARCH TRUST. See, in particular, PROQOLID™, which provides information on ~500 measures and focuses on clinical outcome assessments (COAs)) Database Content and Information Sources PROQOLID™ adds new instruments throughout the year, based on recommended sources such as FDA (The U.S. Food and Drug Administration), EMA (European Medicines Agency), and the Research and Development scientific community, and provides descriptive information on COAs. The COAs presented in PROQOLID™ may have specific conditions of use. Before using, check whether permission is needed from the copyright holder, and determine the cost and conditions of use. If available, copies of the COAs are presented for review purposes only. PROQOLID™ offers two levels of access: A free access level corresponding to a basic informative page and available to all users at no charge A member access level available to users who subscribe for PROQOLID™. A username and password are required to access this level. To view a full PROQOLID page (including free level access and member access): Go to search and type "KOOS".
Idealized Generic BA curriculum: What’s our idealized course for our major? Year One Year Two Year Three Collaborative learning skills complexity Pair work Small team work (4-6 students) Large group work students) Team skills Email and face-to-face discussions required Discussion board for project management, use of wiki, use of LMS collaborative tools Web site for project management, Gnatt charts for tracking milestones, social media, including wiki Creative skills Choose from a range of set questions Choose from a range of set topics Choose from a range of client concerns Technical skills (research methods for social science) Supplied secondary data (e.g., percentages) Supplied primary data (e.g., spreadsheets) Mixed methods data must be gathered and analysed (e.g., interviews and surveys) Communication skills development Written expression using a template; tutorial participation (face-to-face) Written expression, oral presentation in tutorial; online presentations (YouTube) Undergraduate conference presentation; online interactions (Skype) Cognitive skills Critical argumentation Critical perspectives Critical analysis Conceptualizations Definitional and foundational Debateable Multiple perspectives Diversity / International Australian readings; Discipline-based speakers; internal clients and audiences British / North American readings; Diverse university speakers; clients Non Anglosphere readings; Diverse speakers; Non-University clients and audiences Leadership Subject coordinator as client; self-selected peers Discipline-based clients; self-selected small teams and roles Community based clients; meetings and data gathering; assigned large teams and roles
VIIInterface 7 7 7 7 7 8 Chapter 2: Design & Requirements 11 I. II. III. IV. Functional Requirements C. Performance D. Usability 11 11 11 12 12 12 12 12 13 13 Chapter 3: Developer’s Manual 14 I. Implementation Description Major Tasks Timeline Security & Privacy II. Implementation Support Hardware, Software, Facilities, & Materials Staffing Requirements Implementation Impact Performance Monitoring III. System Requirements System Implementation Acceptance Criteria 14 14 14 14 15 15 15 15 16 16 16 16 16 17 Chapter 4: Prototype & Refinement 18 I. II. Data Extraction Prototype Data Indexing Prototype 18 18 18 18
User Interaction / Search Query Prototype 19 Chapter 5: Testing 21 I. Summary II. Testing Scope III. Types Of Testing Performed Black-Box Testing Functional Testing: Search Functional Testing: Page Ranking IV. Exit Criteria V. Conclusion 21 21 21 21 21 21 22 22 Chapter 6: Future Work 23 I. Summary II. Necessary Changes 23 23 Chapter 7: Lessons Learned 24 I. Summary II. Lessons III. Problems & Solutions IV. Conclusion 24 24 24 26 Bibliography 27 Acknowledgements 28 Table of Tables Table No. Title Page 1 Glossary 7 2 Point of contacts 14 3 Timeline 14 4 Future Work 23
IT VERY BRIEF SUMMARY OF IS OCCURRING ANY PROCESSES YOU AND YOUR VENDOR HAVE BEEN DOING THAT I.T. OR KEEP THEM INFORMED Links will be available at the tops and bottoms of SchoolDude’s system with Email, Phone, Chat support “How To” Guides, Videos and other Resources WORK WITH YOUR VENDOR ABOUT ANY RELEVANT DETAILS TO EASE I.T.’s CONCERNS SUCH AS SECURITY, DEPARTMENT IMPACTS, ETC. SUMMARY OF YOU ARE COMMUNICATING CHANGES AND PROVIDING ASSISTANCE TO DEFLECT IMPACTS ON I.T. IT The Transportation Department is transitioning away from paper forms to online management of vehicles and drivers for trips. We wanted to inform your team of this change in case you should receive communications concerning this. We are preparing to launch a new, SaaS-based work order system called “TripDirect” by SchoolDude” on August 15th that will operate across multiple web browsers, has no limitations on seats or licenses, includes upgrades, and provides support for all personnel. We have been working on updating our website’s Employee Portal with links to the SchoolDude site and tips will be available in the “Transportation” page under “Departments” Links will be available at the tops and bottoms of SchoolDude’s system with Email, Phone, Chat support “How To” Guides, Videos and other Resources Authentication into SchoolDude system will be using an employee’s email address and an individual password. For
What are your hopes for our industry? What aspect of your role do you enjoy the most? What do you like most about your job? Miscellaneous Any favorite line from a movie? Any random facts you could share with us? Are you messy or organized? Best vacation you’ve been to? Describe what you were like at age 10. Do you have a favorite newspaper, blog? Do you have a favorite quote? Favorite travel spot? If given a chance, who would you like to be for a day? If Hollywood made a movie about your life, who would you like to see cast as you? If you could be anyone from any time period who would it be and why? If you could interview one person (dead or alive) who would it be? If you could meet anyone in the world dead or alive who would it be and why? If you could only drink one beer for the rest of your life, what would it be? If you could witness any historical event, what would you want to see? If you had to eat one meal, every day for the rest of your life, what would it be? If you were an animal what would you be? If you were on death row, what would your last meal be? If you were stuck on an island what three things would you bring? If you were to write a book about yourself, what would you name it? If you were to write a self-help book, what would the topic be? If your house was burning down, what is the one thing you would save? Least favorite Food? Motto or personal mantra? People would be surprised if they knew: Tell us a little about yourself. Tell us a little bit about your family. Tell us something about yourself that would surprise us. Tell us something about your family that might surprise us.
What is your favorite thing to do in the wonderful city of [city name]? What is your favorite thing to do? What is your greatest fear? What is your hidden talent? What is your personal philosophy? What kinds of hobbies and interests do you have outside of work? What music is on your iPhone/Android phone? What one food do you wish had zero calories? What phobias do you have? What places have you lived in? What TV show/movie are you ashamed to admit you love? What was your favorite book, toy, or outfit as a child? What would be the title of your autobiography? What would people never guess you do in your role? What would you do (for a career) if you weren’t doing this? What would you like to be famous for? What would you most like to tell yourself at age 13? When was the last time you laughed so hard you cried? Where do you see yourself in 5 years? Where is the best place you’ve traveled to and why? Where is your favorite place to eat? Where is your hometown? Where would you like to go on a dream vacation? Where would you like to travel to? Which cartoon character would you most like to switch lives with? Which one would you want most – flying cars, robot housekeepers, or moon cities? You’d like to be famous for? You’re happiest when?
Ideas for Spreading the Word about OERs at Your Institution This is a list of ideas for promoting OERs on your campus. You may want to try some of these to get some momentum built up: Initiative Comments OER Workshops/or training program Build a workshop and offer it internally OER Overviews Request to be invited to department meetings where you can provide a brief overview of OERs Take handouts OER Fellowship Create a fellowship program where faculty can be assembled in pairs to work on finding, adopting, or creating their own OERs Would probably need release time from their teaching to do this OER Learning Community Open Lab Build an “Open” lab for OERs Faculty can get 1 on 1 help with OERs; can be pre-registered or drop in; schedule numerous sessions over the term OER Web Page Build your own OER Page Highly recommended OER Presentations Make presentations wherever possible Degree concentration Try to identify a degree where you can focus your efforts on having all the courses have OERs Maybe start with online classes/degrees? Interviews Interview faculty who are known to use OERs Newsletter Perhaps “spotlight” faculty who are using OERs in your Newsletter(s) If you have a Newsletter Showcase Find 3 or 4 faculty to “showcase” their use of OERs in their courses to other faculty Maybe make it one of your “Showcase” series events Professional Development Suggest faculty create or work on OERs during sabbatical Work with student groups Try to get on the agenda at one of the meetings of a student group, such as the Student Senate Students are working very hard on PIRGs (Public Interest Research Groups) that focus on OERs Bookstores Work with your bookstore to see if faculty can 1) Insert their own materials information into their respective book adoption page, and 2) if the bookstores are interested in binding Open
The husband’s discovery of the origin of his wife’s window obsession then allows other understandings about human behaviour to be made. The revelation that he sees what she does then prompts an opportunity for him to unravel why the wife isolates herself in her grief and why she feels he is incapable of the true measure of understanding about this matter. In a process fuelled by grief and represented as divisive, the two ultimately cannot reconcile their differences despite the profundity of her revelations about him. The discovery of isolated man in the grieving process and, ultimately, by extension, life itself, is represented through the two characters inability to empathise and sympathise with each other and it is revealed that these behaviours have devastating effects of the nature of man and relationships. We are therefore positioned as responders to recognise the importance of empathy and understanding in our dealings with others. It is discovered, within the poem, by responder and characters alike, that life is mutable and transient, fragile and brief. These profound revelations, creatively shaped by the poet’s selective representation of the fractured relationship in “Home Burial”, afford the title a deeper resonance – this is not simply about the grief experienced with the loss of a child, but the propensity for relationships to fracture irreparably through this journey; hence the “burial” is not just of the child, but of the marriage and their future. Life’s journey is ultimately a solo experience with “Home Burial”, much as it is within “The Tuft of Flowers” and “Mending Wall”, despite the opportunity to empathise with others. We discover man’s propensity to continue on in life despite great grief, and the stoicism observed in other poems is similarly notable here. This factor is one which divides though, ultimately, as the wife within the poem cannot fathom the husband’s ability to continue on with his rituals and work in the face of profound grief. Some resist discovery, as revealed through the wife’s steadfast refusal to allow the husband to both understand her and grieve with her. Through resisting the revealing of this knowledge with her husband, her assumptions and perceptions about her husband remain unchanged as she preserves the nature of grief for herself and, therefore, permits the relationship to continue its demise.
Names ____________________________ ____________________________ ____________________________ ____________________________ Ch. 10 - Civil War in Louisiana Directions: First divide students into teams of TWO or THREE (up to FOUR if needed) then assign the dates they will covering with this project. As a group they will create a full color WHITE poster-board (22x28) covering the following year… [ ] Jan 1- Dec 31, 1861 [ ] Jan 1- Dec 31, 1862 [ ] Jan 1- Dec 31, 1863 [ ] Jan 1- Dec 31, 1864 [ ] Jan 1- Dec 31, 1865 Things this poster must include: It must cover Louisiana, happen happened to Louisiana soldiers, what happened to Louisiana people. I MUST cover at least 20 of the following…a drawing, a story (handwritten or typed), drawing of money used, several photographs (look for them on Google/Yahoo/Bing), a timeline of the year, important military figures, important civilian figures, weapons, important government figures, important female figures, ships. doctors/nurses, maps, cities, battles, entertainment, government, troops, a copy of a “faked” newspaper, the economy, “fake” letters home from soldier, “faked” sketches of events by soldiers in the field or people in cities looking at events happening around them, copies of flags, recipes, a farming poster, a small draft poster, and copies of songs. This poster will be created on a 22x28 white sheet of poster-board, and be completed in BLACK ink, markers or pencil colors, glue sticks, and be fully covered from corner to corner to corner to corner. Then put your names on the back. Final question I will ask is “How does this relate to Louisiana in the year you chose?” The poster must be turned in by the end of the hour Wed., March 21, 2012.
Name__________________________________________________ Date __________________ Directions: Complete the following statement in paragraph form, “I would like to be remembered as….”
Name__________________________________________________ Date __________________ Directions: Design a vehicle of the future that would address a concern of transportation today. Illustrate and label the features to show how it would run. Draw on this sheet.
Prime Areas Communication and Language Physical Development Personal, social and emotional Development Talking on the toy telephone, taking turns to speak. Piling cushions on the floor for children to climb over Dolls, blankets, buggies, feeding the doll Story time, you can use puppets Spinning toys Tea set, cooking, play kitchen Listening to music and using instruments Dancing, Jumping, skipping, spinning round Dressing up: use scarves, junk jewellery, adult clothes (beaded dresses). Singing and Rhymes Playing with balls: throwing, catching, football Playing shops, use play money and empty food box’s Looking at photos Threading large beads Visits to farm, park, shops museums, library, childrens centres Painting, talk about the shapes they are making Cutting with scissors: use strips of paper or card Making cars from large box’s Drawing with pens Crawling through a tunnel Talking Building with Duplo, bricks Cars and car mat Specific Areas Literacy Maths Understanding of the world Expressive Arts and Design Reading books Puzzles Cars and car mat with small people Painting Mark making: use pens, crayons, paints, chalks, Stacking toys Train set with small people Sticking box’s together Sand Shape sorters Activity toys: musical toys Musical instruments, make your own music Reading maps and street signs Construction Exploring: use magnifying glasses, binoculars, look for insects Shaving foam Matching the first letter of their name with words seen when out and about Sand and water Cooking: make cakes or cookies Play dough: Flour, water, mix together and play Building dens: use large pieces of material and clothes pegs to secure in place Dolls house, small people, cars Celebrating, festivals and religious days. Make cards, cook food, make decorations
Phil Race’s booklet on self, peer, and group assessment can be downloaded from his website under: PU’s 7 steps series: download our ‘7 Steps to: peer and self assessment’, ‘7steps to: giving effective feedback’, and ‘7 steps to: inclusive assessment’ from our website under: Here you can find some guidance on assessing group work from the Australian Centre for the Study of HE; as you scroll down the page you will also find information on e.g. how to assign marks; self and peer assessment options of group work: As you scroll down our Assessment web pages, there is also section on ‘Assessing group work’: ) New ways of Giving Feedback from Cardiff University: ; ‘Grading Student Papers: Reducing Faculty Workload while Improving Feedback to Students’, an online article from the Association for Psychological Science: Phil Race’s feedback compendium as a zip file which you can find here: ( ). HEA’s feedback toolkit: 10 strategies to engage students with feedback can be accessed and downloaded under: Our inclusive assessment website: ; the Good practice guide in particular, which you can access from this page (under title, left most block) Oxford Brooke’s ASKE resources, in particular the guides ‘How to make your feedback work in three easy steps!’ and ‘Using generic feedback effectively!’ which can be downloaded from here:
numeracy/problem and socio-emotional skills. All the task in the assessment are designed as play with children focus on skills like: Hopping Phonemic awareness Oral language Letter knowledge Emergent writing Understanding feelings Self -awareness Shapes and spatial relations Problem solving Measurement and comparison IDELA Domains The IDELA assessment is used to generate an overall measure of an early learning and development (school readiness) score. The four core domains of Motor Development, Early Literacy, Early Math and Social-Emotional Development are used to create the overall IDELA score. To create this score, it includes 24 sub-tasks, which belong to four core domains and two additional themes as follows: Gross and Fine Motor Development Emergent Literacy and Language Emergent Numeracy Development Executive Functioning Hopping on one foot Print awareness Measurement and comparison Peer relationships Short-term memory Copying a shape Expressive vocabulary Emotional awareness Inhibitory control Drawing a human figure Letter identification Number identification Empathy Folding Paper Emergent writing Shape identification Perspective taking Initial sound discrimination One-to-one correspondence Self-awareness Listening comprehension Simple operations Conflict resolution Problem solving Approaches to Learning: Persistence, motivation and engagement emotional
CHECKLIST OF IDAHO REPTILES1 (2011_revised) Status/Comments2 Order Testudines Turtles Family Emydidae Pond and River Turtles Chrysemys picta Painted Turtle some introduced populations Order Squamata Suborder Lacertilia Lizards Family Anguidae Anguids Elgaria coerulea Northern Alligator Lizard SSC, W Family Iguanidae Iguanids Subfamily Crotaphytinae Crotaphytus bicinctores Mohave Black Collared Lizard SSC, W, BLM S Gambelia wislizeni Longnose Leopard Lizard Subfamily Phrynosomatinae Phrynosoma douglasii Pigmy Short-horned Lizard declines in se Idaho? Phrynosoma platyrhinos Desert Horned Lizard Sceloporus graciosus Sagebrush Lizard Sceloporus occidentalis Western Fence Lizard Uta stansburiana Side-blotched Lizard Family Scincidae Skinks Eumeces(Plestiodon) skiltonianus Western Skink Family Teiidae Macroteiids Cnemidophoris (Aspidocelis) tigris Western Whiptail Suborder Ophidia Snakes Family Boidae Boas Charina bottae Rubber Boa Family Colubridae "Harmless" Snakes Coluber constrictor Racer Diadophis punctatus Ringneck Snake SSC, W, BLM S Hypsiglena chlorophaea Night Snake Masticophis taeniatus Striped Whipsnake Pituophis catenifer Gopher Snake Rhinocheilus lecontei Longnose Snake SSC, W, BLM S Sonora semiannulata Ground Snake SSC, W, BLM S Thamnophis elegans Western Terrestrial Garter Snake Thamnophis sirtalis Common Garter Snake declines in se Idaho? Family Viperidae Vipers Crotalus viridis Prairie Rattlesnake (recently named species) Crotalus oreganus Western Rattlesnake 2 SSC = State Species of Special Concern; W = USFWS Snake River Field Office Watch Species; BLM S = BLM Sensitive Species Prepared by C.R. Peterson, Herpetology Laboratory, Idaho State University & The Idaho Museum of Natural History For further information, please visit the Idaho Conservation Center web site and the Digital Atlas of Idaho web site:
Identification and Improvement Plan Employee: Principal: Other participants/ attendees: Conversation/ meeting location: Time: Status of performance conversation/ meeting: Date: Performance concern (What performance consideration/s require improvement? What performance concern/s does the employee need to address?) Performance expectation (What is the objective of the performance improvement process? What goal/s need to be met for performance to be considered satisfactory? How will this expected performance improvement be measured?) Resources available (What existing or new support resources are available to the employee? How can these resources be accessed during the MUP process?) Timeline for improvement (When is it expected that the employee will meet each performance expectation? Is a series of timelines required to demonstrate incremental improvement in performance?) Stage Two Assessment (To what extent has the employee met expectations within given timelines?) Agreed and signed/dated: Employee: ________________________________ Principal: ________________________________ NB: Where an employee refuses to sign the identification and improvement plan, refusal should be noted and a pdf copy of the signed agreement emailed to the employee.
6 - Site conditions and surrounding environment Topography Drainage/hydrology Soil, water, vegetation and infrastructure characteristic indicators of AASS and/or PASS Flood potential Preferential pathways for contaminants, for example drains Residents in close proximity to site Details of any relevant local sensitive environment, for example water courses, wetlands, local habitat areas Photographs of site and surrounds Photographs of characteristic indicators of AASS and/or PASS (where applicable) Mandatory information 7 - Geology and hydrogeology DER ASS risk mapping Published geological mapping Soil stratigraphy using recognised geological classification method Location and extent of imported and locally derived fill Site borehole logs or test pit logs showing stratigraphy Detailed description of the location, design and construction of on-site groundwater bores Description and location of springs and wells within a 1 km radius of the site Known or expected depth to groundwater table Presence of multi-layered aquifer (investigations may result in cross- contamination of aquifers if there is no detailed knowledge of site conditions and contaminants) Direction and rate of groundwater flow Permeability of strata on the site Direction of surface water runoff Groundwater discharge location Groundwater quality Groundwater/surface water interaction Groundwater conditions (for example unconfined, confined, ephemeral or perched) Beneficial use of groundwater in the vicinity such as public drinking water supply and source areas, domestic irrigation, aquatic ecosystems, and the potential impacts on these uses Location and use of groundwater bores within a 1 km radius of the site Location of sensitive receptors/users Preferential migratory pathways Mandatory information 8 - Sampling and analysis plan and sampling methodology The exact location of each borehole shown on an appropriately scaled map Justification for the density of the sampling program Justification for the locations of sampling points Justification for the selection of samples for laboratory analysis A brief description of the equipment and/or methods used to retrieve the samples Calibration certificates or calibration results For further guidance refer to the DER contaminated sites guidelines Mandatory information, where sampling was undertaken
Pedagogy Recorder Resources *Elemental Recorder Playing - Gunild Keetman/Minna Ronnefeld Translated and adapted by Mary Shamrock – Schott Publishing Teacher’s Book (instructions for using the student book and workbook Student’s Book (lesson ideas and pieces to incorporate elemental recorder playing and improvisation into the music Student’s Workbook (to be used together with the Student’s Book – improvisation and exercise ideas to stimulate student creativity) *Recorder Routes I and Recorder Routes II – Carol King – Memphis Musicraft Publications A sequential, note-by-note approach to incorporating the soprano recorder into the music Uses traditional folk song material and original compositions *Tutoring Tooters – Shirley McRae – Memphis Musicraft Publications Another sequential, note-by-note approach incorporating recorder instruction in the music The book itself serves as its own music stand with a built-in support Based on a number of traditional folk songs and spirituals The Sweet Pipes Recorder Book, Book One (and Book Two for advanced playing) Gerald Burakoff and William E. Hettrick – Sweet Pipes Publications Self-described as “a method for adults and older beginners”, however this book is useful for occasional sight-reading material or challenging pieces for advanced students. Duet Time – Book One and Book Two – arranged by Sonya Burakoff – Sweet Pipes Publications Duets in progressive difficult from easy to intermediate ability Contain optional percussion accompaniments Renaissance Time – arranged by Gerald Burakoff and Willy Strickland – Sweet Pipes Publications Pieces and Dances for 2 soprano recorders, 1 soprano and one alto recorder, or 2 soprano recorders and one alto recorder *Keeping It Simple – Chris Judah-Lauder – Sweet Pipes Publications Soprano and Alto recorder duets with indefinite-pitched percussion accompaniment A Renaissance Banquet: Music and Dance for Recorders and Orff Instruments – Arranged by Ursula M. Rempel and Carolyn Ritchey Kunzman Ten Renaissance pieces arranged for soprano recorder and Orff instruments. Many are accessible to students. *Moods and Modes – Rob Amchin *Music for Children, Volumes I – V, Orff and Keetman – adapted by Margaret Murray – Schott Publications
Identify the Controls and Variables Name: __________________ Smithers thinks that a special juice will increase the productivity of workers. He creates two groups of 50 workers each and assigns each group the same task (in this case, they're supposed to staple a set of papers). Group A is given the special juice to drink while they work. Group B is not given the special juice. After an hour, Smithers counts how many stacks of papers each group has made. Group A made 1,587 stacks, Group B made 2,113 stacks. Identify the: 1. Control Group 2. Independent (Manipulated) Variable 3. Dependent (Responding) Variable 4. What should Smithers' conclusion be? 5. How could this experiment be improved? 6. What was the initial observation? Homer notices that his shower is covered in a strange green slime. His friend Barney tells him that coconut juice will get rid of the green slime. Homer decides to check this this out by spraying half of the shower with coconut juice. He sprays the other half of the shower with water. After 3 days of "treatment" there is no change in the appearance of the green slime on either side of the shower. Identify the- 7. Control Group 8. Independent (Manipulated) Variable 9. Dependent (Responding) Variable 10. What should Homer's conclusion be? Bart believes that mice exposed to radiowaves will become extra strong (maybe he's been reading too much Radioactive Man). He decides to perform this experiment by placing 10 mice near a radio for 5 hours. He compared these 10 mice to another 10 mice that had not been exposed. His test consisted of a heavy block of wood that blocked the mouse food. he found that 8 out of 10 of the radiowaved mice were able to push the block away. 7 out of 10 of the other mice were able to do the same. Identify the- 11. Control Group 12. Independent (Manipulated) Variable 13. Dependent (Responding) Variable 14. What should Bart's conclusion be? 15. How could Bart's experiment be improved?
1 The learner will know about annuals and herbaceous perennials species The learner must know: Assessment Requirements Evidence Location 1.a The differences between annuals and herbaceous perennials Learners should describe the difference between annuals and herbaceous perennials The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Ways to identify unknown annuals and herbaceous perennials Learners should state methods for being able to identify unknown annuals and herbaceous perennials
Summer Meeting – Shore Lodge, McCall, August 16 – 17, 2018 Thursday, August 16th 7:30 AM - 8:00 AM Continental Breakfast 8:00 AM - 8:15 AM Welcome and Announcements – Jason Gibbons, HFMA Idaho Chapter President 8:15 AM - 9:45 AM Thieving and Driving Continues Improvement Leadership Keys to Success – Shannon Fuchs – Fuchs Consulting Group 9:45 AM - 10:00 AM Break 10:00 AM – 11:15 AM What Does Disruption in Healthcare Look Like? - Day Egusquiza – AR Systems, Inc./Patient Financial Navigator Foundation , Inc. 11:15 AM – 12:30 PM CMS Updates – Shar Sheaffer – DZA - Dingus/Zarecor & Associates, PLLC 12:30 PM - 2:00 PM Lunch on Your Own 2:00 PM - 3:15 PM Medicare Cost Report & Financial Indicators - Tammy Rivera & Ann King White – BKD 3:15 PM -3:30 PM Break 3:30 PM - 5:00 PM Patient Satisfaction Through Teamwork & Collaboration – Jeff Johnson – Hawes Group & Kathryne Rouse – Providence Health & Services 5:00 PM – 7:00 PM Social – Happy Hour Drinks, Door Prizes and Appetizers Friday, August 17th
Post Project Responsibilities and Staffing Use this template to identify resources that would be needed for ongoing support once the project is completed. Please note that this template may also help to identify costs that need to be captured in a SAGIT business case. # Question OIT Group Department Vendor Effort Needed (% FTE) 1. Who is responsible for identifying and prioritizing campus customer future needs? 2. Who is responsible for requesting future enhancements and funding? 3. Who reviews and decides to implement new features as the vendor delivers them? 4. Who monitors the vendor’s technology roadmap, including plans for terminating services, applications, and features? 5. Who tracks the vendor’s service level agreement (SLA) metrics, monitors system performance, and manages the overall relationship with the vendor? 6. Who monitors the financial health of the vendor? 7. Who performs user testing and signs off on new releases? 8. Who is responsible for escalating technical issues, coordinating resolutions, and communicating to impacted campus constituencies? 9. Who is responsible for figuring out how often we need to upgrade the application to be on a supported version? 10. Who, if any one, should be on the product Advisory board to Advocate Princeton’s needs in the evolution of the product or “Influence the Roadmap”?
CLARIFICATIONS issued 28 August 2018 Identifying and Mapping Off-Shore Wind and Wave Energy Potential in Turkey Question: The ToR, Annex II – Grid point A, coordinate Y seems out of alignment with the rectangular area. Could you confirm that it should also read 42,473825? Answer: —> Correct. The ToR will be fixed accordingly.
Identify It (What is the piece of equipment called?) Draw It (Draw a picture of the tool) Explain It (What is the function of the piece of equipment?) A. Erlenmeyer Flask Measure, mix, and hold liquids in the lab. B. C. D. E. F. G. H. I. J.
Determine whether the following are LINEAR, QUADRATIC, or NEITHER. Only complete S.D. if necessary! x y F.D S.D -4 5 -2 2 0 1 2 2 4 5 6 10 x y 0 600 1 700 2 800 3 900 4 1000 5 1100 x y 0 7 1 21 2 63 3 189 4 567
Accountability Accuracy Achievement Adventurousness Altruism Ambition Assertiveness Balance Being the best Belonging Boldness Calmness Carefulness Challenge Cheerfulness Clear-mindedness Commitment Community Compassion Competitiveness Consistency Contentment Continuous Improvement Contribution Control Cooperation Correctness Courtesy Creativity Curiosity Decisiveness Democraticness Dependability Determination Devoutness Diligence Discipline Discretion Diversity Dynamism Economy Effectiveness Efficiency Elegance Empathy Enjoyment Enthusiasm Equality Excellence Excitement Expertise Exploration Expressiveness Fairness Faith Family-orientedness Fidelity Fitness Fluency Focus Freedom Fun Generosity Goodness Grace Growth Happiness Hard Work Health Helping Society Holiness Honesty Honor Humility Independence Ingenuity Inner Harmony Inquisitiveness Insightfulness Intelligence Intellectual Status Intuition Joy Justice Leadership Legacy Love Loyalty Making a difference Mastery Merit Obedience Openness Order Originality Patriotism Perfection Piety Positivity Practicality Preparedness Professionalism Prudence Quality-orientation Reliability Resourcefulness Restraint Results-oriented Rigor Security Self-actualization Self-control Selflessness Self-reliance Sensitivity Serenity Service Shrewdness Simplicity Soundness Speed Spontaneity Stability Strategic Strength Structure Success Support Teamwork Temperance Thankfulness Thoroughness Thoughtfulness Timeliness Tolerance Traditionalism Trustworthiness Truth-seeking Understanding Uniqueness Unity Usefulness Vision Vitality
Identifying Comets - Key 1. The word for comet comes from the Greek word for… c. hair 2. Who was the first astronomer to show comets travel beyond the Moon? b. Tycho Brahe 3. At one time, astronomers believed comets came once and were never seen again. a. True 4. When Halley’s Comet returned in 1910, people sold… d. all of the above 5. The Chinese recorded a visit from Halley’s Comet as far back as… d. 240 B.C. 6. The Bayeux (bye-you) Tapestry shows Halley’s Comet. Some people thought their king would lose his throne. Who was that King? d. King Harold 7. Halley’s Comet returns every ______ years. b. 76
Identification of Key Organisational Processes: Contacts Details Key organisational process: <Name of the key organisational process> Responsible Business Unit: <Enter the UNE Business Unit> Inputs: Positons of Contacts who supply inputs: Names of Contacts who supply inputs: Phone number: Email address: Alternative Contact for supply of inputs: <Enter contacts position> <Enter contacts name> <Enter phone number> <Enter email address> <Enter the details for an alternative contact> Processing: Positons of Contacts who administer / maintain specialised items: Names of Contacts who administer / maintain specialised items: Phone number: Email address: Alternative Contacts for administration/maintenance: <Enter contacts position > <Enter contacts name> <Enter phone number> <Enter email address> <Enter the details for an alternative contact> Outputs: Positons of Contacts who receive transferred outputs: Names of Contacts who receive transferred outputs: Phone number: Email address: Alternative Contacts to receive outputs: <Enter contacts position > <Enter contacts name> <Enter phone number> <Enter email address> <Enter the details for an alternative contact>
Overview Policy context Trust between government and users is a key foundation for online service delivery. For users to have access to government services through web and mobile media, they must be able to confirm their identity online as required. For this reason, the enabling of citizen identity and access management was identified as a priority in the 2013 Victorian Government ICT Strategy. This policy aims to simplify user engagement with Victorian Government online services by enabling the use of a simplified sign-on when accessing services across multiple agencies. Policy statement Where identity credentials are required for external users of Victorian Government online services, agencies will provide use of the Victorian Government federated identity service as an option for sign- on. Rationale The identity management framework will enable the delivery of Victorian Government services to users across multiple agencies using a simplified sign-on (SSO). This will be based on federated identity services where agencies accept the registration (including identification) completed by, and authentication mechanism issued by, other organisations including the Australian Government Reliance Framework and approved Third Party Identity Services Assurance Framework, including social media web sites. Scope All agencies with existing or planned citizen online service delivery requiring user identification. Requirements Service requirements The federated identity service must comply with: Victorian Government security standards including SEC POL 01 Information Security Management Policy which requires compliance with the Australian Government Protective Security Policy Framework (PSPF), Information Security Manual (ISM) and National eAuthentication Framework (NeAF), VG IDAM standards (IDAM STD 01 Identity and Access Management, IDAM STD 02-2 Strength of Registration for Citizens and Organisations and IDAM STD 03 Strength of Authentication Mechanism), the VG Information Privacy Act (2000) and Health Records Act (2001) appropriate identity management frameworks and agreements for facilities integrated into the federated identity service including the national Document Verification Service, the Australian Government Reliance Framework and Third Party Identity Services Assurance Framework, etc.,
Complete the table to show the number of bonds broken and formed: Bonds broken Number Bonds formed Number between carbon and hydrogen between carbon and oxygen between oxygen atoms between hydrogen and oxygen Is the reaction exothermic or endothermic overall? ________________________________________________________________________ The overall energy change is decided by the strength of the bonds that are broken or formed during the reaction. The stronger the bond the larger the energy change. Which bonds are stronger in this reaction – the bonds broken or the new bonds formed? ________________________________________________________________________ 1 Comparing fuels A student wanted to compare the energy released when 4 different fuels burned. These are her results: Hint: subtract the ending temperature from the starting temperature. Fuel Temperature at the start in °C Temperature at the end in °C Temperature rise in °C methanol 25 56 ethanol 18 53 propanol 17 54 butanol 23 63
Name__________________________________________ Date:__________________________ Period________ Task #1: write the EQUIVALENT decimal value for the benchmark fractions listed below. Task #2: Rewrite the fractions listed on the number line in their simplest form. (Show your work in the space provided) Task#3: Write the words for each of the decimals listed below (your words should include the place value) 0.8 b. 0.32 c. 0.6 d. 0.17 a._______________________________ b._______________________________ c._______________________________ d._______________________________
Rules, a convicted person who desires to appeal against a decision of the magistrates’ court must file a notice of appeal within 14 days after the date of conviction and the notice must clearly and specifically set out the grounds on which the appeal is based. [4] I have carefully considered what the appellant has put forth as notice of appeal. I have also taken into account the Supreme Court’s counsel that pleadings (and other papers) prepared by lay persons representing themselves should be construed generously and in the light most favourable to the lay person. See Christian v Metropolitan Life Namibia Retirement Annuity Fund and Others 2008 (12) NR 753 (SC). But in my view, the proposition should not be taken too far as to cover situations, like the present one, where a statutory provision has not been complied with. In the present case, the appellant has not satisfied the peremptory statutory requirement under rule 67(1) of the Magistrates’ Courts Rules which, according to the authorities, serve a very useful purpose. [5] In S v Gey van Pittius and Another 1990 NR 35 at 36H Strydom JP stated: ‘The purpose of grounds of appeal as required by the Rules is to apprise all interested parties as fully as possible of what is in issue and to bind the parties to those issues.’ And in S v Kakolo 2004 NR 7 at 8F-9A, Maritz J developed the principle further and explained thus: ‘The noting of an appeal constitutes the very foundation on which the case of the appellant must stand or fall (S v Khoza 1979 (4) SA 757 (N) at 758B). It serves to inform the trial magistrate in clear and specific terms which part of his or her judgment is being appealed against, what the grounds are on which the appeal is being brought and whether they relate to issues of law or fact, or both …. ‘The notice also serves to inform the respondent of the case it is required to meet and, regard being had to the record and the magistrate’s reasons, whether it should concede or oppose the appeal. Finally, it crystallizes and disputes and determines the parameters within which the Court of Appeal will have to decide the case.