zilongwang/ReadingBank huggingface dataset:
HOPE FOR TODAY 7-8 pm Regular Meeting Crossroads Clubhouse, Boardroom 1700 Lake Ida Road Delray Beach 33445 Adult Children Focus WEDNESDAY WEDNESDAY MORNING SERENITY 10 am Newcomers' Meeting 10:30-11:30 am Regular Meeting Lake Osborne Presbyterian Church 2102 Sixth Avenue South Lake Worth 33460 (West of I-95) HIGHLAND BEACH AFG 10:30-11:30 am Regular Meeting St. Lucy Catholic Church 3510 South Ocean Boulevard Highland Beach 33487 Between Linton & Spanish River on A1A Literature Meeting (Conference Approved Literature), Behind church, far west end of property MEN'S WEDNESDAY NIGHT AFG STARTING OCTOBER 3 7:30-8:30 pm Regular Meeting Temple Sinai 2475 West Atlantic Avenue Conference room Delray Beach 33445 WOMEN'S HEALING THROUGH SURRENDER Starting October 3 7:30-8:30 pm Regular Meeting Temple Sinai 2475 West Atlantic Avenue Delray Beach 33445 THURSDAY THURSDAY MORNING 9-9:45 am Newcomers' Meeting 10-11:00 am Regular Meeting Community Church Music Room 600 W. Camino Real Boca Raton 33486 STEP TO RECOVERY 11:30 am - 12:30 pm Regular Meeting St. Mark Catholic Church 643 St. Mark's Place (N.E. 4th Avenue) Boynton Beach 33435 St. Clare Room in the St. Francis Center (on the northwest side of the church property, behind church) Wheelchair Accessible MEETING IN SPANISH LIBERTAD 6-6:25 pm Newcomers' Meeting 6:30-7:30 pm Regular Meeting Our Lady of Lourdes Catholic Church Second Floor, Room 204 22094 Lyons Road Boca Raton 33433 PARENTS SUNSHINE 7-7:40 pm Newcomers' Meeting 7:45-8:30 pm Regular Meeting First United Methodist Church 625 NE Mizner Blvd. Boca Raton 33432 Wheelchair Accessible BOCA KEEP IN STEP 7-8 pm Regular Meeting Study Group of Steps and Traditions Our Lady of Lourdes Catholic Church Room 205 22094 Lyons Road Boca Raton 33433 Wheelchair Accessible BOYNTON WEST 7-7:30 pm Newcomers' Meeting 7:30-8:30 pm Regular Meeting St. Mark Catholic Church 643 St. Mark's Place (N.E. 4th Avenue) Boynton Beach 33435 St. Clare Room in the St. Francis Center (on the northwest side of the church property, behind church) Wheelchair Accessible
Any team withdrawing from the tournament after May 1, 2017, will forfeit their entry fee, no exceptions. Once a division is full, Teams will be placed on a waiting list. When a spot opens within their division, it will be offered to the first person on the waiting list, and so on until it is filled. Affiliates and Rosters: Rosters must match registered Hard Card as submitted to the ALA. Teams may affiliate only to their roster size registered with ALA. Teams with registered roster sizes less than 16 players shall be allowed to register up to 16 players, not including goalies. No more than two (2) goalies may appear on any roster. Any players suspended by their governing body may not be replaced with an affiliate while suspended. Any changes to team rosters after May 1, must be completed in writing, and sent to the Tournament Committee before June 1, 2017 for consideration. In extreme circumstances, the Tournament Committee, may grant exceptions. Each participating team must be prepared to supply proof of age for all players listed on team roster. Affiliates must be declared on the roster submitted through Sportzsoft as ‘AP’. Date of birth, and their regular team must also be noted. A “B” team may affiliate players from the age level directly below, as long as it is not from a lower age level “A” team. For example- A “Bantam B” team may pull affiliates from a “Peewee B”, and/or a “Peewee C” team. Consequently, A “C” level team may only affiliate from a lower age level “C” team. For example- A “Bantam C” team may only affiliate from a Peewee “C” team. In the Novice division, all teams will be considered to be at ‘parity’, they will affiliate Tyke level players. “Novice Plus” players will be considered “A” players, and may not affiliate to a PeeWee team. At no time will a player be allowed to play for 2 teams in the same tournament. For example- No player shall be registered to play in the tournament with their regular
And the NORTH CAROLINA DIVISION OF EMPLOYMENT SECURITY This Memorandum of Agreement is developed and entered into by the Carolina Division of Employment Security (DES) and the Lenoir County Department of Social Services (LCDSS) for the operation of the Work First Program. The purpose of this Memorandum of Agreement is to establish a partnership between LCDSS and the DES to assist Work First Family Assistance (WFFA) applicants and recipients to become employed by registering the family/individual for employment with the Kinston DES office during FY The Kinston DES office will provide this service in accordance with the regulations established by DES. DES agrees: To register Work Participants with DES and register for Job Connector upon request by the individual or LCDSS referral, and LCDSS agrees: To all adult WFFA applicants and recipients to the Kinston DES Office to register with the Division of Employment Security. Individuals who are 65 years old or older, individuals receiving disability Social Security or Supplemental Security Income Benefits, and single parents of a child under age one may be exempted from the requirement, and This MOA shall commence on the date it is executed and shall be in force from FY 2016-2019. This MOA may be renegotiated or terminated at any time with the consent of both parties. ______________________________ ______________________________ Jamie Wallace, Manager Susan E. Moore, Director Kinston DES Office LC DSS ______________________________ _______________________________ Date Date Sample Mutual Responsibility Agreement Parts 1 & 2—Attachment # 6 MUTUAL RESPONSIBILITY AGREEMENT PLAN OF ACTION REQUIREMENTS Participant's Name: ______________________ EIS individual ID# __________________________
Checklist for Determining Subrecipient or Contractor Classification under an olhchh grant or cooperative agreement INSTRUCTIONS: Complete sections one and two of the checklist by marking all characteristics that apply to the entity being classified as a subrecipient (subgrantee) or as a contractor (vendor). The entity is prohibited from receiving both a contract and a subgrant for the same grant or cooperative agreement. Additional information can be provided in the comment section. NAME: _________________________________ EIN/TIN: ________________ DUNS No: ____________ Name of Entity SECTION ONE – SUBRECIPIENT Check all appropriate boxes 1. Determines who is eligible to receive Federal assistance. 2. Commercial and Government Entity (CAGE) Code is listed as U.S. Local Government (City, County, State, or Federal Recognized Tribal Government). 3. Has its performance measured in relation to whether objectives of a Federal program are met. 4. Provides public service for local U.S. government (See SAM) to people living within its jurisdiction, either directly (through the public sector) or by financing provision of services, for example, a hospital or non-profit organization with no fee/profit. If a non-profit organization has proposed a fee/profit or overhead cost, it shall be categorized as a contractor; move to Section Two - Contractor). 5. Has responsibility for programmatic decision making. 6. Is responsible for adherence to applicable Federal program requirements specified in the Federal award; and in accordance with its agreement, uses the Federal to carry out a program for a public purpose specified in authorizing statute, as opposed to providing goods or services for the benefit of the pass‐through entity. 7. This section is not applicable to the above entity. Comments: SECTION TWO – CONTRACTOR
Revised State Template for the Consolidated State Plan The Elementary and Secondary Education Act of 1965, as amended by the Student Succeeds Act U.S. Department of Education Issued: 2017 OMB Number: 1810-0576 Expiration Date: September 30, 2017 Introduction Section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), requires the Secretary to establish procedures and criteria under which, after consultation with the Governor, a State educational agency (SEA) may submit a consolidated State plan designed to simplify the application requirements and reduce burden for SEAs. ESEA section 8302 also requires the Secretary to establish the descriptions, information, assurances, and other material required to be included in a consolidated State plan. Even though an SEA submits only the required
What are Examples of How an Applicant Might Satisfy the Requirement of This Provision? The following examples may help illustrate how an applicant may comply with Section 427. (1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language. (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind. (3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct "outreach" efforts to girls, to encourage their enrollment. (4) An applicant that proposes a project to increase school safety might describe the special efforts it will take to address concern of lesbian, gay, bisexual, and transgender students, and efforts to reach out to and involve the families of LGBT students We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision.
Cost to the CCG and/or the Area Team What is the bottom line for the CCG and/or Area Team by financial year 2013/14 – part year costs: £15 000 2014/15 – full year costs: £30 000 2015/16 – full year £30 000 This is critical to assist with financial decision making and planning Breakdown of ETCs requested. What is included within the cost? What are the drug costs or costs of clinical staff time e.g. 0.4 wte Band 6 physiotherapist for 18 months. This can be presented as per patient cost recruited, but a breakdown of how this has been calculated is required. The Directors want to see that the costs are appropriate If the are being incurred by a provider Trust (i.e. not in primary care) then justification is required as to why the provider Trust can’t fund the ETCs. Information should include a summary of discussions held at the provider and who has been involved in the decision making. Can the provider trust part fund the ETCs to share the costs? This will demonstrate that local discussions within the Provider Trust have been held with the relevant individuals e.g. Clinical Director / R&D Director / Director of Finance / Director of Contracting, Business Development etc Any other relevant information For example information on value for money (VFM) in relation to the study intervention. Notes for applicants: R&D teams supporting commissioning organisations may require additional information eg fit with local strategic priorities. Please liaise with the relevant R&D team for advice Excess treatment costs are funded through the normal arrangements for commissioning patient care Please liaise with the relevant R&D Manager in the first instance about invoicing arrangements for approved ETCs As from 1st April 2013:
2015 WATERSHED MANAGEMENT DOCTORAL SCHOLARSHIP APPLICATION APPLICANT INFORMATION Name: Gender: ☐ Female ☐ Male Ethnicity: US Citizen: ☐ Yes ☐ No Phone: Cell: Permanent Email: Current Address: City: State: ZIP Code: Permanent Address: City: State: ZIP Code: CURRENT COLLEGE INFORMATION Current or most recent university attended: Graduation Date (or expected graduation date): Major(s): Minor(s) if applicable: Degree(s): Cumulative GPA: GPA in Major coursework: PH.D. PROGRAM INFORMATION University where you will complete your Ph.D.: City: State: Planned degree: Planned major(s): Cumulative GPA (if currently in Ph.D. program): SIGNATURE
SUBJECTS FOR COUNSELING FOR MERIT CATEGORY (60%) OF COUNSELING FOR MERIT CATEGORY (60%) TIME OF REPORTING RANKS OF CANDIDATES TO ATTEND THE COUNSELLING POLITICAL SCIENCE 01.08.2017 11.30 A.M. ALL CANDIDATES PHILOSOPHY 01.08.2017 2.30 P.M. ALL CANDIDATES SANSKRIT 02.08.2017 11.30 A.M. UNRESERVED RANK: 001 – 158 SC RANK : 001 – 040 ST RANK : 001 – 008 OBC-A RANK : 001 – 017 OBC-B RANK : 001 – 065 SOCIOLOGY 02.08.2017 2-30 P.M. ALL CANDIDATES SANTALI 02.08.2017 3-30 P.M. ALL CANDIDATES HINDI 03.08.2017 11-30 A.M. ALL CANDIDATES URDU 03.08.2017 1-30 P.M. ALL CANDIDATES LL.M. 03.08.2017 3 P.M. ALL CANDIDATES ECONOMICS 04.08.2017 12 Noon ALL CANDIDATES (Except UR Rank : 1 to 30) COMMERCE 04.08.2017 1 P.M. ALL CANDIDATES (Except UR Rank : 1 to 102) ARABIC 04.08.2017 2 P.M. ALL CANDIDATES (Except UR Rank : 1 to 9) Sd/- Secretary Faculty Council (Arts etc.)
Section VII: Typical Weekly Schedule Confidential For Planning Purposes Only. If needs change, I will contact my case manager as soon as possible. Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday CODE COMMENTS: F = Family Fr = Friends S = Self Sc = School W = Work Pw = Paid Waiver P = Paid Support Total * For all PW Services Identify – Example = PW-IFS
add consequences that maintain appropriate behavior, and teach appropriate alternative behaviors, including self-regulatory techniques. R&S Resource Document, p. 18. Individual psychological counseling or social work services should be considered. See North Carolina Charter School Letter of Findings, OCR Complaint No. p. 7 (OCR January 13, 2014) available at Psychological services includes- Administering psychological and educational tests, and other assessment procedures; Interpreting assessment results; Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning; Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations; Planning and managing a program of psychological services, including psychological counseling for children and parents; and Assisting in developing positive behavioral intervention strategies. Social work services in schools includes- Preparing a social or developmental history on a child with a disability; Group and individual counseling with the child and family; Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school; Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and Assisting in developing positive behavioral intervention strategies. The IEP may need to be amended. The IEP must be reviewed at least annually to determine that the annual goals for the child are being achieved and that the IEP is revised as needed to:
Wildemeersch, D. Jansen, T. Vandenabeele, J. and Jans, M. (1998). “Social Learning: A New Perspective on Learning in Participatory Systems.” Studies in Continuing Education 20(2): 251-265. Williams, C. et al. (2010) Spaces and structures: Looking from the outside, Commentary 6, in Percy-Smith, B. and Thomas, N. (eds) A Handbook of Children and young People’s Participation. London; Routledge
"Basic application" means an application for the registration of a mark, filed with the IPOPHL, and which is used as the basis for the filing of an international application under the Madrid Protocol; "Basic registration" means a mark registered by the IPOPHL under the IP Code, and which is used as the basis for the filing of an international application under the Madrid Protocol; "e-Gazette" pertains to the official online publication of data concerning the registration of marks maintained by the IPOPHL; "Office of Origin" means the intellectual property office of the Contracting Party where the international application originates; "Designated Contracting is the country party to the Madrid Protocol that is designated in the international application. RULE 3. Coverage & Applicability of the Philippine Madrid Regulations and the Common Regulations. — The relevant provisions of the Common Regulations pertaining to the Madrid Protocol are hereby adopted and applied in conjunction with the Revised Philippine Madrid Regulations. These Regulations and the Common Regulations shall apply to all international applications filed under the Madrid Protocol where IPOPHL is the Office of Origin, and international registrations where the Philippines is a Designated Contracting Party. RULE 4. Language. — International applications and any communication for transmittal to the International Bureau through the IPOPHL shall be in English. All other documents required to be submitted directly to the IPOPHL by the applicant or holder shall also be in English. PART 2 INTERNATIONAL APPLICATIONS ORIGINATING FROM THE PHILIPPINES RULE 5. Minimum Requirements for Acceptance of International Applications filed with the IPOPHL as Office of Origin. — The following minimum requirements shall be contained in the application form: name and address and contact details of the applicant or the address and contact details of his representative, if any; the Designated Contracting Parties; reproduction of the mark; and indication of the goods and services for which registration of the mark is sought. RULE 6. Examination of International Applications with the IPOPHL as Office of Origin. — Where an international application is filed with the IPOPHL for transmittal to the International Bureau, the IPOPHL shall verify if the Philippines may be considered as the country of origin in respect of that application, and that the relevant
Physical Appearance Attire Hair Nails Skin ☐ Glasses ☐ Appropriate for occasion ☐ Clean ☐ Clean ☐ ☐ Bruised ☐ Contacts ☐ Appropriate for weather ☐ Dirty ☐ ☐ Dirty ☐ Cuts/Scrapes ☐ Hearing Aids ☐ Clean ☐ Disheveled ☐ ☐ Tattoos Describe: ☐ Dirty ☐ Styled ☐ Torn/worn through ☐ ☐ Sores ☐ Other ☐ Teeth Unusual alterations or distinguishing features: ☐ Clean ☐ ☐ Decay ☐ Missing Source of Information: ☐Respondent ☐Affiant ☐Chart Review ☐Other Behavioral Observations Activity Diminished Normal Excessive Unusual ☐ Frozen ☐ Purposeful ☐ Restless ☐ Other ☐ Catatonic ☐ Coordinated ☐ Squirming ☐ Almost motionless ☐ ☐ Fidgety ☐ Little animation ☐ Constant movement ☐ Psychomotor retardation ☐ Hyperactive ☐ Slowed reaction time ☐ Other ☐ Other Speech Slowed Normal Pressured Verbose Unusual ☐ Minimal response ☐ Initiates ☐ Excessively wordy ☐ Over productive ☐ ☐ Unspontaneous ☐ Alert/responsive ☐ Expansive ☐Long winded ☐ Sluggish ☐ Productive ☐ Rapid ☐Non stop ☐ Paucity ☐ Animated ☐ Fast ☐ Frequent run-ons ☐ Impoverished ☐ Spontaneous ☐ Rushed ☐Flight of ideas ☐ Single word answers ☐Smooth ☐ Other ☐Hyper verbal ☐ Other ☐ Other Thought Process Attention Insight Preoccupations ☐ Normal ☐ Good ☐ Somatic ☐ Self ☐ Unengaged ☐ Fair ☐ Children ☐ Finances ☐ Distractible ☐ Poor ☐ Spouse/Sig ☐ Other ☐ Hyper vigilant ☐ No insight ☐ Job ☐ Hyper focused Source of Information: ☐Respondent ☐Affiant ☐Chart Review ☐Other
PROPOSED LPG AGENDA FOR Thursday, October 27, 2016 4:00 - 5:00 p.m. (Immediately following the PDAC meeting 2:00 - 4:00 p.m.) CO-420 Topic/Activity Lead Time Information, Discussion, Action, Follow-up Welcome and Review Agenda (2) Announcements Kenrick 10 Action LPG Chair and New members for Fall, 2016 - Academic Senate appointments Kenrick 5 Discussion, Action, Follow-up Focused Flex Follow-up (Fall, 2016) Evaluation Responses Update (Oleson) Together We’re Better Next Steps (Townsend/Caldwell) Kenrick 10 Discussion, Follow-up Focused Flex - Spring, 2017 (Thursday, January 19) (Goodin Update) Focused Flex - Fall, 2017 DW Flex Day: California College Promise Date:? Kenrick 25 Information, Discussion, Action, Follow-up Update Call for Proposals for Spring, 2017 Oleson 5 Information, Discussion, Action, Follow-up Update on DW-PD Survey Results: Gaps Kenrick/Oleson 5 Information, Discussion, Action, Follow-up Future Meeting No Meeting in November due to Thanksgiving Holiday, Professional Learning-Flex Proposal Review Meeting (to finalize on-line voting) December 1, 2016
Plan Employees Retirement System Tier IV State Employees Retirement System Hybrid Plan Alternate Retirement Program Teachers Retirement System Type of Plan Defined Benefit Defined Benefit with a “Cash Out” Option Defined Contribution Defined Benefit Eligibility State employees, full-time and part-time Teachers and professional staff members within CT higher education system and central office of Dept. of Higher Education Teachers and professional staff members within CT higher education system and central office of Dept. of Higher Education State employees in position requiring CT teaching certification, or employees teaching in CT higher education system (half time or more) (may be limited by collective bargaining agreement) Time for Selection By New Employees Election must be made by first day of employment Election must be made by first day of employment Election must be made by day of employment Election must be made by first day of employment Employee Contribution 5% of compensation (pre-tax) 1% 8% of compensation (pre-tax) 6.5% of compensation (pre-tax) is the 7.25% of compensation (pre-tax) Excludes earnings from coaching, summer school, or non-teaching Mandatory 1% of compensation (pre-tax) to a defined contribution plan Mandatory 1% of compensation to a defined contribution plan. the default option. Can elect to and stay at 5% of compensation (pre-tax) Employer Contribution Actuarially determined Actuarially determined 6.5% of compensation Actuarially determined 1% of compensation (pre-tax) to a defined contribution plan. 1% of compensation (pre-tax) to a defined contribution plan. Benefit Calculation Formula based in part on average of 5 highest years earnings and years of service. See summary plan description (reference below) Formula based in part on average of 5 highest years earnings and years of service. See summary plan description (reference below) Based solely on contributions and investment performance of account Formula based on average of 3 highest years earnings multiplied by years of service. See website (below) for details Investment Method Professionally managed Professionally managed Employee-directed, menu of mutual or annuity funds Professionally managed Investment Risk Employer Employer Employee Employer tax
Employment Experience (Start with your present or last job. Include military service assignment and volunteer activities. Exclude organization names which indicate race, color, religion, sex, or national origin): Employer: Dates Employed From To Work Performed: Phone # Address: Job Title: Supervisor: Reason for Leaving: Employer: Dates Employed From To Work Performed: Phone # Address: Job Title: Supervisor: Reason for Leaving: Employer: Dates Employed From To Work Performed: Phone # Address: Job Title: Supervisor: Reason for Leaving: Employer: Employed From To Work Performed: Phone # Address: Job Title: Supervisor: Reason for Leaving: * If you need additional space, please continue on a separate sheet of paper.
a. Large competitors may more effectively market to niche segment b. Unimaginative product offerings c. Segments too small d. High e. Loss of synergy ____ 133. One segment of a market is called a: a. slice b. wedge c. pocket d. slot e. niche ____ 134. target marketing strategy views the market as one big market with no individual segments and thus uses a single marketing mix? a. Undifferentiated b. Concentrated c. Niche d. Uniform e. Multisegmented ____ 135. A(n) _____ strategy entails selecting one segment of a market to target and focuses on understanding the needs, motives, and satisfactions of the members of that segment, as well as on developing a highly specialized marketing mix. a. universal product b. undifferentiated targeting c. concentrated targeting d. market development e. product development ____ 136. When a firm serves two or more well-defined market segments with a distinct marketing mix for each, it is using a(n) _____ targeting strategy. a. undifferentiated b. concentrated c. niche d. multisegment e. pluralistic ____ 137. A potential disadvantage of multisegment targeting is _____, which occurs when sales of a new product cut into sales of a firm’s existing products. a. cannibalization b. synergy c. positioning
It is very important that we do not miss how Christ introduced Himself in chapter one. Remember in chapter 1:17-18 … He said “Do not be afraid; I am the first and the last, and the living One; and I was dead, and behold, I am alive forevermore, He identifies Himself in chapter 2:8 as: “The first and the last, who was dead, and has come to life, In this evaluation process, the evaluator is key Factor (2). THE EVALUATION: The second factor we find now is a evaluation process. STEP (A): Identifies the Condition/Situation of the church Note how Jesus first acknowledges and empathize with the situation. 9 ‘I know your tribulation and your poverty (but you are rich), and the blasphemy by those who say they are Jews and are not, but are a synagogue of Satan. I KNOW This is a critical and demonstrates that Christ knows what we are going through, but notice He does not interfere with the process. TRIBULATION – Generally refers to the suffering and anguish of the people of God and is the expected reality among the followers of Christ. It is the Greek word thlipsis which conveys the idea of “severe constriction,” “narrowing,” or “pressing together”.
Ormeau station upgrade Construction commences Dates and hours of work Type of work From 11.30pm on Friday 11 until 3am on Monday 14 March 2016 Continuous work Assembly of scaffolding around the footbridge at Ormeau station. This will involve hand tools and power tools (including hammers, saws, chain tongs and drills) a generator and lighting towers use of an on-track vehicle a light crane with reversing beepers to assemble the scaffolding. Materials will be delivered and assembled at the eastern end of the carpark between 7am and 5pm from Monday 29 February.
2.8 The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to Instructional Considerations Current TEKS New 2nd TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.8B classify and sort solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language 3.8 identify, classify, and describe two- and geometric figures by attributes; compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 3.6A classify and sort and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language 2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes NONE 2.7C cut two-dimensional geometric figures and identify the new geometric figures formed 2.8E decompose shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts NONE
2.9 The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: Instructional Considerations Current TEKS New 2nd grade TEKS 2013-14 2014-15 Current TEKS New 3rd grade TEKS 2.9A identify concrete models that approximate standard units of length and use them to measure length 3.11A use linear measurement tools to estimate and measure lengths using standard units 2.9A find the length of objects using concrete models for standard units of length NONE 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object NONE 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9C represent whole numbers as distances from any given location on a number line 3.10 locate and name points on a number line using whole numbers and fractions, including halves and fourths 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line 2.9A identify concrete models that approximate standard units of length and use them to measure length 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes NONE
Reading Investigate a wide range of literary genres as well as delve deeply into substantive, complex expository works of nonfiction (RL/RI.9.10) such that they can “read like a detective” and uncover critical clues for building analysis of texts (RL/RI.9:1). Become increasingly aware of the choices authors make and how writers emphasize particular examples or details and stitch them together into a coherent whole. Provide objective summaries that incorporate both inferences drawn from the text and citations extracted directly from what they have read. Study the foundational documents of the United States as well as grasp differing perspectives and points of view embedded in words of world literature. See RL/RI 9.2-9 for detailed expectations. Speaking/Listening Understand the importance of employing academic English in their prose and can differentiate among different modes of speech or language when speaking or crafting prose. Constructively join in conversations and participate in groups to share their insights and ideas both orally and in writing. Writing Express themselves in multiple wiring formats from investigative reports and literary analyses to summations and research papers. Conduct several research projects, using more complex materials and specialized sources than they did in elementary and middle school. Develop a central idea; maintain a coherent focus in their writing; and elaborate the points they make with well-documented and relevant examples, facts, and details. Internalize the expectations of academic written and spoken English and resolve issues regarding usage by consulting style guides. Literacy Standard for Disciplines in Grade 9-10 Instruction in reading, writing, speaking, listening and language is a SHARED RESPONSIBILITY within schools. All fields of study demand analysis of complex texts All fields of study require use of strong oral and written communication skills using discipline-specific discourse All fields of study must build robust instruction around discipline-specific literacy skills to better prepare students for college and careers. 9th Grade: 1st Quarter-Length Module - Model Content Frameworks Optional model to consider when constructing a year long course of instruction. Reading Complex Texts - Read grade level texts of appropriate complexity Short Texts Literature - 50% Informational – 50%
Market Access: Application Form Disclaimer and Importance Notice Please read the application in conjunction with the guidelines which detail the legal implication of completing this form. Specific attention is drawn to the dti’s rights to cancel any agreement based on incorrect or misleading information provided in this application. Entities that make fraudulent applications or claims will be persecuted to the full extent. Please Note the following before completing the form Please Study the guidelines Please be aware that the guidelines form art of the agreement with the dti How to complete this application form Complete all the required fields of the applications All the fields marked with a red asterisk (*) are compulsory Once completed, save form and press submit How did you find out about the Black Industrialist Program Road show/ Exhibition/ Presentation the dti website the dti Regional Office Provincial Government Advertisement, TV, Radio, Print NCPC the dti Group Word of Mouth Other If other please provide more information
Company Profile Company Overview Profile may be attached* Please give a brief outline of the company history. Please briefly summarise your current product/service and key markets Where relevant, please provide information on group structure, etc. Company Ownership* Shareholder Name ID Number Country % Gender Race Position Held Total Identify any connected companies and related parties and outline their relationships.
__________________________/__________________________ Parent/ Guardian Signature Date *Aug 20th - Aug 31st (2 weeks) *Sept 4th – Sept 28th (4 weeks) *Oct 1st – Nov 2nd (5 weeks) *Nov 5th – Nov 30th (3 weeks) *Dec 2nd –Dec 19th (3 weeks) *Jan 2nd – Feb 1st (5 weeks) *Feb 4th –March 1st (4 weeks) *March 4th –March 22nd (3 weeks) *April 1st – May 3rd (5 weeks) * May 6th – May 23rd (3 weeks)
Chair Vice Chair Shelagh McClure, West Hartford Antonio Orriola, New Britain Family Member Self-Advocate Self-Advocates April Burke North Windham John Curtin Bolton Michelle Duprey New Haven Michelle Johnson Manchester Zuleika Martinez Bridgeport Meg McDermott Unionville Adam Stuhlman Middletown Family Members Michelle Chase Bloomfield Jacqueline Jamison Stratford Sabra Mayo Hartford Rabbi James Rosen West Hartford Brenda Stenglein Ashford Non-Profit Agencies Serving People with Developmental Disabilities Chris Blake SARAH-Tuxis East Haven Lewis Key Human Services Wethersfield Federally Mandated Representatives of State Agencies Thomas Boudreau State Department of Education, Hartford Mark Keenan Department of Public Health, Title V Hartford Alicia Kucharczyk Bureau of Rehabilitation Services, Hartford Melissa Morton Department on Aging, Hartford Ada Suarez Office of Protection and Advocacy, Hartford Christine Sullivan UConn Center for Excellence in Developmental Disabilities, Farmington Robin Wood Department of Developmental Services Hartford Council Staff Director Molly Cole Disability Policy Specialist Cathy Adamczyk Program Assistant Devin Contact the Council 460 Capitol Avenue Hartford, CT 06106 800-653-1134 860-418-8737
Web Site No Author Electronic reference formats recommended by the American Psychological Association. (2001, January 10). Retrieved from http://www.apa.org/journals/webref.html. (“Electronic reference formats,” 2001) Web Site with Author United States Sentencing Commission. (1997). 1997 sourcebook of federal sentencing statistics. Retrieved from http://www.ussc.gov/annrpt/1997/sbtoc97.htm. (United States Sentencing 1997) Electronic Book – Entire Book Noddings, N. (2006). Critical Lessons: What our schools should teach. Cambridge, NY: Cambridge University Press. Retrieved from . (Noddings, 2006) Electronic Book – Chapter Ollier, K. & Hobday, A. (2004). Understanding feelings. In A. Findlay (Ed.), Creative therapy: Adolescents overcoming sexual abuse (pp. 69-88). Retrieved from . (Ollier & Hobday, 2004) Internet Article Based on a Print Source Boss, E.J. (1997). Moving in the direction of justice: College minds—criminal mentalities [Electronic version]. Journal of Criminal Justice and Popular Culture, 5, 1-20. (Boss, 1997) Electronic Government Document Agency for Healthcare Research and Quality. (2008). Hydroxyurea for the treatment of sickle cell disease (AHRQ Publication No. 08-E 007). Washington, DC: US Government Printing Office. Retrieved from (Agency for Healthcare Research and Quality, 2008)
SECTION 5 – PRESENT / MOST RECENT EMPLOYMENT Employer: Position: Date Employed: From: To: Reason for Leaving: Salary: Notice Period: Job Title of your Line Manager: Brief description of main duties and responsibilities: SECTION 6 – PREVIOUS EMPLOYMENT Name of Employer & Nature of Business: Employed: From: To: Position: Salary: Reason for Leaving: Main Duties and Responsibilities:
Current or most recent employment Position held: Dates (from – to): Name of Employer: Contact Details: Present salary: Period of notice required: Reason for leaving: Please provide a brief description of your current duties. Details of past employment starting with most recent Job Title Employer’s Details (from – to) Salary Reason for leaving
worked out this cost? If you have other funding to pay for an item or part of an item please say where it is coming from. Example budget Venue cost £75 Quote from venue X Travel Expenses £50 Return tickets for 5 volunteers at £10 per person X Refreshments £50 Will cost £2 per person Donated by community organisation Art Materials £100 Went to Art shop and noted how much each item costs X Total Cost for activity £275 Total of all lines in the cost column Total of lines in the cost column with a X in the final column Total you are asking for from Time to Change £225 - End of application -
Collaboration for Leadership in Applied Health Research and Care South London at King's College Hospital NHS Foundation Trust though not for this project. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health Key words: Acute liver failure ; children; renal replacement therapy, outcomes
REVISED CENTRAL COURT SCHEDULE: Monday Tuesday Wednesday Thursday Friday 9:00 a.m. District 36-3-04 Hopewell MDJ Swihart (Aliquippa, Hopewell, Hanover, Independence, Frankfort Springs, Heights) District Court 36-1-02 Beaver Falls MDJ Livingston (Beaver Falls, Eastvale, Fallston, Patterson Heights, Patterson Twp., West Mayfield, White Twp.) District Court 36-2-01 Freedom MDJ Howe (Freedom, Conway, East Rochester, Economy Borough, Rochester Borough, New Sewickley Twp.) District Court 36-3-01 New Brighton MDJ Nicholson (New Brighton, Daugherty Twp., Ellwood City, Franklin Twp., Marion Twp., Sewickley Twp., Pulaski Twp., Rochester Twp.) 10:30 a.m. District Court 36-2-02 Brighton Twp. MDJ Finn (Beaver, Bridgewater, Brighton Twp., Glasgow, Industry, Midland, Ohioville, Vanport) District Court 36-1-01 Ambridge MDJ Hladio (Ambridge, Baden, Harmony Twp.) District 36-3-02 Chippewa MDJ Loughner (Chippewa, Darlington, Darlington Twp., Big Beaver, Homewood, Koppel, New Galilee, Beaver Twp.) District Court 36-3-03 Center Twp. MDJ Schafer (Center, Monaca, Potter Twp., Georgetown, Greene Twp., Hookstown, Shippingport, Raccoon Twp.) 1:30 p.m. Specially set cases Specially set cases Specially set cases Specially set cases If designated day falls on a Monday of the first week of trial term or the Friday of the second week, schedule cases on Wednesday.
Clinical Practice As a Clinical practitioner you are required to provide evidence of clinical practice hours undertaken as a counsellor or a psychotherapist over the three year period and If you are an accredited APCP supervisor -hours specifically worked as a supervisor of counsellors/psychotherapists in your practice hours engaged in supervision for both should be noted. See Appendix 1 for further detail. Supervision Please provide a reference or references, if appropriate from your Supervisor/s using ‘Supervisors reference form’ as noted in appendix 2 In the event that you work as both a counsellor/psychotherapist and as a supervisor BOTH forms are to be filled in. Please note: In the event you have changed supervisor recently you will also be required to provide a reference from a supervisor who has worked with you for a minimum of 12 months. Appendix 1 1.1 Clinical Practice Type of Practice Number of Hours Clinical Practice and Supervision per annum 2014 2015 2016 Clinical Practice Supervision Clinical Practice Supervision Clinical Practice Supervision Independent Practice Voluntary Organisations Other (please state Clinical supervisory practice
D. PROJECT ALLOCATION TABLE Date: Country: CERF Window: Rapid Response Underfunded Emergencies Requesting Agency Project CAP/Flash Appeal project code (if applicable) Cluster/ Sector/ issue Total Project Budget Percentage of funding received to date Amount requested from CERF Additional Justification (if needed) 1 2 3 4 5 6 7 8 9 10 TOTAL REQUESTED FROM CERF US$ 0
09:00- 09:10 Message of Support Dr Moyo Or Dr Gumede Deputy City Manager: Ethekwini Municipality 09:1O – 09:25 Background to Public Spaces Initiative in Ethekwini (Imagine Durban and UCLG Partnership Mr. Bongumusa Zondo and Sara Hoeflich Senior Manager : IDP and Secretariat UCLG (Sara after you speak you can introduce William) eThekwini Municipality 09:25 – 10: 00 Keynote Address and Questions of Clarity William Carmago Guest Speaker : City of Bogota Bogota 10:00 – 10:15 TEA AND COFFEE BREAK SESSION TWO: EXPLORING THE CONCEPT OF PUBLIC SPACE Facilitator: 10:15 – 10:40 The KwaZulu-Natal Municipality TBC TBC eThekwini Municipality 10:40 – 11:00 Experiences from other municipalities in South Africa TBC TBC TBC 11:00 – 11:30 Questions and Discussions Facilitator MILE Facilitator eThekwini Municipality 11:30- 12:45 Facilitated Discussions Facilitator ALL ALL 12:45 – 13:45 LUNCH SESSION THREE Panel Discussion : People Centred Public Space: Lead Thought Leader: Doung Jahanger Facilitator: 13:45 – 15:30 Theme 5: Public Space :Panel discussion: Topic to be confirmed Mr. Doung Jahanger. David Bravo (CCCBarceona) Vanessa (PPS) , Richard Dobson, Jean Pierre Mbassi (to do the moderation/ summation of the plenary session DALA 15: 30- 15:45 WORKING TEA BREAK 15: 30- 15: 45 Questions and Discussions Facilitator ALL
DAY2 THURSDAY, JUNE 05, 2014 8:00 – 8:30 Arrival, Tea and Coffee SESSION FOUR RECAP OF DAY 1: Facilitator: Puven Akkiah 8:30 – 09:00 Summary of Lessons Learnt from DAY 1 and Programme for the Day Facilitator MILE eThekwini Municipality 08:50- 09:00 Objectives of Day 2 Bongumusa Zondo Senior Manager: Imagine Durban eThekwini Municipality SESSION FIVE SITE VISIT: SHOWCASING STRATEGIC PLANNING FOR PUBLIC SPACES: THE DURBAN PROMENADE 09:00 – 09:15 Boarding the Shuttles ALL ALL ALL 11:30 – 12:15 L I C S S Observations and Discussions from the Site Visit Facilitator 12:15 – 12:30 12:30-12:40 Departure to Venue ALL ALL ALL 12:40 – 12:50 13:00-13:45 LUNCH 2 SESSION SIX PUBLIC SPACES SAFETY Facilitator: Mr. Martin Xaba 1 3 : 4 5 -1 4 : 4 5 Panel Discussion Introduction UN Habitat on the public toolkit and the safer cities Maria from Port Allege to do Summary of Key Points 1 4 : 4 5 – 15 : 0 0 Questions of Clarity 15:00-16:00 TEA BREAK
Consumer Behavior MRKT 150 REVISED CRN Course SEQ Day Times Location Units 75405 MRKT 150 001 M 2:10 - 5 pm MUB 260 3.0 Instructor: Marilyn Goodman 415.452.5916 Email: November 26 11 12 Groups & Social Media Social Class Exam 3: Chapter 9, 10, 11 December 3 13 14 Subcultures Age Subcultures December 10 Exam 12, 13, 14 Research paper Assignment #3: Consumption & Culture Presentations All research paper assignments are available on CCSFMarketing.com (Consumer Behavior tab).
Correlation of local structure and diffusion pathways in the modulated anisotropic oxide ion conductor CeNbO4.25 Stevin S. Pramana,a Tom Baikie,b* Tao An,c Matthew G. Tucker,d,e Ji Wu,a Martin K. Schreyer,f Fengxia Wei,g Ryan D. Bayliss,a† Christian L. Kloc,c Timothy J. White,c Andrew P. Horsfield,a and Stephen J. Skinner.a* a Department of Materials, Imperial College London, Exhibition Road, London, SW7 2AZ, United Kingdom b Energy Research Institute @ NTU (ERI@N), Research Technoplaza, Nanyang Technological University, Nanyang Drive, Singapore c Division of Materials Science and Engineering, Nanyang Technological University, Singapore d ISIS Facility, Rutherford Appleton Laboratory, Didcot OX11 0QX, United Kingdom e Diamond Light Source, Chilton, Oxfordshire, OX11 0DE, United Kingdom f Institute of Chemical and Engineering Sciences, 1 Pesek Road, Jurong Island, Singapore g Institute of Materials Research and Engineering, 3 Research Link, Singapore *e-mail: tbaikie@ntu.edu.sg, s.skinner@imperial.ac.uk † Present address: Department of Chemistry, University of Illinois at Chicago, 845 W. Taylor Street (MC 111), Chicago, Illinois, 60607, USA ABSTRACT
Item Tick the most appropriate column for each item Yes - exceeded Yes - expected No - somewhat below No – far below Unable to Rate 21 Does the trainee offer hypotheses or interpretations to the client in an appropriate and useful way? 22 Does the trainee share her/his own thoughts? E.g. offering a psychological perspective 23 Does the trainee elicit the client’s strengths and assets? 24 Does the trainee make links between the past and the present? 25 Does the trainee identify patterns and themes which are pertinent to the current situation? (please name) DOMAIN THREE RATING (Based on items 21-25) GOOD PASS PASS BORDERLINE FAIL COMMENTS Item Tick most appropriate column for each item Yes - exceeded Yes - expected No - somewhat below No – far below Unable to Rate 26 Does the trainee check that the client understands? 27 Does the trainee express warmth? 28 Does the trainee facilitate disclosure? 29 Does the trainee summarise? Other (please name)
DOMAIN FOUR RATING (Based on items 26-29) GOOD PASS PASS BORDERLINE FAIL COMMENTS Item Tick most appropriate column for each item Yes - exceeded Yes - expected No - somewhat below No – far below Unable to Rate 30 Does the trainee clearly explain his/her role? 31 Does the trainee provide a framework for the session? 32 Does the trainee observe appropriate timekeeping? Other (please name) DOMAIN FIVE RATING (Based on items 30-32) GOOD PASS PASS BORDERLINE FAIL COMMENTS GENERAL COMMENTS (optional)
ATTACHMENT E: Sample Logic Model INPUTS OUTPUTS SHORT-TERM OUTCOMES INTERMEDIATE OUTCOMES LONG-TERM OUTCOMES List specific: Resources Staff Funding Facilities Strategic Planning Community Needs Assessment Results Implementation Plans Services Provided by Grantees Program Activities Number of Participants Children Individual Providers Child Care Centers Parents Other Number of Services By type of service By type of participant Dollars Spent By type of service By type of participant Grantee’s Attained Program Activity Counts For example: Number of T.E.A.C.H. scholarships Number of child health referrals Number of care slots Number of health, vision, and hearing screenings Number of parent edu- cation services Systems Change For example: New partnerships EC gaps filled Increased collaboration Number of Children Reached Number of Families Reached Improved Quality of Early Child Car and Education For example: Percentage of early childhood teachers with AA degree Percentage of early childhood teachers with CDA Percentage of early childhood teachers with NAEYC accreditation Increased Availability of Care and Education Increased Affordability of Early Child Care and Education Improved Child Health Increased Family Support Increased Childhood Knowledge Among Parents Increased Number of Children Who Enter School Ready to Learn For example: Percentage of kindergartners scoring higher than 80% on developmental assessments