zilongwang/ReadingBank huggingface dataset:
Pre-calculus Curriculum Map Unit 1: Functions and Their Graphs (4 weeks) Student Targets: New Vocabulary Resources Connections: Reading/Writing, AH, and PLCS I can… • Plot points in the coordinate plane and use distance and midpoint formulas. • Sketch graphs of equations. • Find and use slope of a line to write and graph linear equations. • Solve equations: linear, quadratic, polynomial, radical, fraction, and absolute value. • Solve inequalities: linear, absolute value, polynomial, and rational. • Extraneous • Critical numbers • Test intervals Larson Precalculus w/ Limits Textbook Ti-83 Calculator Math iXL AP Exam Prep (McGraw-Hill) All units will include real-world application and career connection information. Alge-Robics • Evaluate functions and find their domains and range. • Analyze graphs of functions. • Identify and graph shifts, reflections, and non-rigid transformations of functions. • Find inverses of functions graphically and algebraically. • Implied domain • Increasing • Decreasing • Relative maximum • Relative minimum • Even function • Odd function • Rigid transformation • Non-rigid transformation • Arithmetic combination • One-to-one • Horizontal line test
trigonometric functions to solve trig equations. • Half-angle formulas • Product-sum formulas • Sum-product formulas Unit 6: Sequences and Series (4.5 weeks) I can… • Use sequence, factorial, and summation notation to write the terms and sums of sequences. • Recognize, write, and use arithmetic sequences and geometric sequences. • Use the binomial theorem and Pascal’s triangle to calculate binomial coefficients and write binomial expansions. • Solve counting problems using the Fundamental Counting Principle, permutations, and combinations. • Find the probability of events and their complements I can… • Infinite sequence • Finite sequence • Recursive • Factorial • Summation/sigma notation • Infinite series • Finite series/nth partial sum • Binomial Theorem Unit 7: Topics in Analytic Geometry—Conics (2.5 weeks) Write the standard equations of parabolas, ellipses, and hyperbolas. • Analyze and sketch the graphs of parabolas, ellipses, and hyperbolas. • Solve systems of quadratic equations. • *Rewrite sets of parametric equations as rectangular equations and find sets of parametric equations for graphs. • Conic • Ellipse • Eccentricity • Hyperbola • Transverse axis • Asymptotes • Parameter • Parametric equations • Polar coordinate system Unit Circle Activity
Practice MDPT 1 (Pre-Calculus) Answer Key 1. b 2. e 3. a 4. c 5. c 6. e 7. d 8. b 9. e 10. d 11. e 12. c 13. b 14. c 15. d 16. b 17. a 18. c 19. d 20. e 21. e 22. d 23. b 24. c 25. b 26. c 27. c 28. c 29. b 30. b 31. e 32. a 33. e 34. a 35. c 36. a
Practice MDPT 2 (Pre-Calculus) Answer Key 1. b 2. b 3. e 4. b 5. c 6. b 7. e 8. d 9. e 10. d 11. c 12. e 13. d 14. c 15. d 16. b 17. c 18. b 19. a 20. d 21. e 22. b 23. e 24. b 25. b 26. a 27. d 28. c 29. b 30. b 31. e 32. a 33. e 34. e 35. a 36. b
Based on the chart above fill in the sine, cosine, and tangent values for all the angles with the indicated reference angle. θ Sin θ Cos θ Tan θ 30o θ Sin θ Cos θ Tan θ 45o θ Sin θ Cos θ Tan θ 60o Part V
Using the definition of Arccos. = θ Why isn’t included? So, ArcCos = sin(45) = x = x So, sin (cos-1 1 + tan-1 1) = θ = θ = Arcsin 1 sin-1 2 = x cos ( – sin-1 ½ ) = x
1-6 Function Operations and Composition of Functions Classwork 1. MARCHING BAND Band members form a circle of radius r when the music starts. They march outward as they play. The function f(t) = 2.5t gives the radius of the circle in feet after t seconds. Using g(r) = for the area of the circle, write a composite function that gives the area of the circle after t seconds. Then find the area, to the nearest tenth, after 4 seconds. 2. CANDLES A hobbyist makes and sells candles at a local market. The function c(h) = 4h gives the number of candles she has made after h hours. The function f(c) = 12 + 0.25c gives the cost of making c candles. a. Write the composite function that gives the cost of candle making after h hours. . 3. Find for = = = 4. TRAVEL Two travelers are budgeting money for the same trip. The first traveler’s budget (in dollars) can be represented by f(x) = 45x + 350. The second traveler’s budget (in dollars) can be represented by g(x) = 60x + 475, x is the number of nights. a. Find (f + g)(x) and the relevant domain. b. What does the composite function in part a represent? c. Find (f + g)(7) and explain what the value represents. d. Repeat parts a–c for (g – f)(x). 5. Find State the domain of each new function.
SUBJECT LAWFUL INQUIRIES UNLAWFUL INQUIRIES EDUCATION Applicant’s academic, vocational, or professional education; schools attended. Any inquiry asking specifically the nationality, racial, or religious affiliation of a school. Dates of attendance and/or graduation from school. EXPERIENCE Applicant’s work experience. NOTICE IN CASE OF EMERGENCY Name and address of person to be notified in case of emergency. Name and address of relative to be notified in case of emergencies. ORGANIZATIONS, ACTIVITIES Membership in job-related clubs, organizations, churches, and schools. Applicant may omit those that reveal any protected class of the applicant. What offices are held, if any? The names of all organizations, clubs, societies, and lodges to which the applicant belongs. REFERENCES “By whom were you referred for a position here?” Names of persons willing to provide professional and/or character references for applicant. Require the submission of a religious reference. Questions to references that elicit information specifying applicant’s race, religion, age, sex (including gender identity or gender expression), color, disability, marital status, ancestry, national origin, arrest and court record, credit history or credit report, domestic violence or sexual violence victim status, or sexual orientation. MISCELLANEOUS Notice to applicants that any misstatements or omission of material facts in the application may be cause for dismissal. Require an applicant to submit a resume containing answers to unlawful inquiries. BONA FIDE OCCUPATIONAL QUALIFICATION (BFOQ) BFOQ Exception: Nothing shall prohibit the establishment and maintenance of a bona fide occupational qualification (BFOQ). To establish a protected basis as a BFOQ, an employer is required to show: a) that the essence of the business operation would be undermined by the hiring of a person from the protected class, or b) a factual basis for believing that all or substantially all persons from the protected class would be unable to safely or efficiently perform the job duties, or it is impossible or highly impractical to deal with such persons on an individualized basis. Require an applicant to submit a resume containing answers to unlawful inquires.
X. Prepositions Single underline the preposition and double underline the entire prepositional phrase(s) in each sentence. 1. Yosemite, in central California, is one of the best-known national parks. 2. It became a national park through the efforts of naturalist John Muir. 3. Yosemite National Park is known for its waterfalls, for its mountains and domes, and for its giant sequoia trees. 4. During the Ice Age, glaciers carved the Yosemite Valley. 5. Small side valleys, also formed by glaciers, have rivers at their bases. 6. These rivers spill over the sides of the mountains in spectacular waterfalls. 7. At 2,435 feet, Yosemite Falls is the highest waterfall in North America. 8. The water in Yosemite Creek spills over the edge in three falls. 9. Two of Yosemite’s natural wonders are called El Capitán and Half Dome. 10. El Capitán is the world’s largest piece of exposed granite. XI. Conjunctions Underline conjunction and identify it as coordinating, subordinating, or correlating. 1. Either Danielle or Benjamin has the tickets. 2. My stepfather and mother walk two miles every day. 3. Both Manet and Monet are famous painters. 4. Either a salad or soup comes with the meal. 5. Because I went to the store yesterday, I don’t have to go today. 6. Ms. Torrence or Mr. Rodriguez teaches that course. 7. I would love to go with you if you’ll pay the entrance fee. 8. Before the taxi driver and the bus driver were hired, they proved they could drive responsibly and focus. 9. Neither fruit nor vegetables contain much fat. 10. I will have dinner after I finish this math problem.
XII. Interjections Underline each interjection. 1. We’re going to be late. Oh, no! 2. Hooray, the teacher decided not to give us a test today! 3. Whoops! I guess I misjudged the distance from the couch to the floor. 4. Alas, someone else got my favorite parking space. 5. I thought there was no rainbow, but, wow, there it is! 6. Yes, I’d love to go to the car show with you. 7. Aha! I thought I saw you creeping up on me. 8. Hey, aren’t you Marcy’s brother? 9. I forgot these boots have holes in them. Good grief! 10. Oh, no, the squirrel is in the birdfeeder again. XIII. Adjective Clause Draw one line under each adjective clause. Draw an arrow to the noun that it modifies. 1. Jacques, whom we haven’t met until now, just enrolled at our school. 2. The clock that I just bought has a digital readout. 3. Acrobats perform complicated feats that seem to defy gravity. 4. Maria is the student whose poetry won a prize. 5. Many people in Belgium speak Flemish, which is similar to Dutch. 6. The Katzenjammer Kids, which was one of the first comic strips to appear in a periodical, appeared in American Humorist in 1897. 7. Mr. Griffin is a teacher whom you will like. 8. Can you see the mountain that lies just beyond the tree line? 9. Thuong likes to walk on trails where he can see wildlife. 10. Most people have days when they cannot get organized.
Important: Take note of your Document Number in the top right corner before you close the document. 5. Click on to close the document. 3.4 Approval of the document Figure 17 The next person in the Route Log (the action is requested of) needs to go to their Action list. 1. This person must now log into KFS. 2. Click on Figure 18 The documents that need his/her attention will be displayed in this Action list, indicating the Action Requested 1. Click on the document ID (3502 in this example) to open the document. Figure 19 Take the action required from you at the bottom of the E-doc after reviewing the contents. If you do not agree, you may disapprove the document. 1. Review the document and make adjustments if necessary – if you are allowed to. 2. Click on at the bottom of the E-doc.
Figure 37 Disencumbrance Section: Accounting lines entered on the Disencumbrance section of the document would only be used to reverse or remove existing encumbrances previously established with a PE document (without a reversal date) on the specified accounts. Lines on the Disencumbrance section require a Ref Number which identifies the document number of the PE document used to initially encumber the funds and that needs to be reversed now. Please make sure you enter the correct document number. The Disencumbrance section is an increase to the account. The Disencumbrance line does not have a Line Description. The transaction description will automatically indicate “Disencumbrance” in the GL Inquiries. Figure 38 1. Initiate a new PE E-doc (3503) and follow the same procedures till you get to the Accounting Lines. 2. Repeat the exact same combination that was used in the Encumbrance line of Doc Nbr 3502 now in the Disencumbrance line of Doc Nbr 3503: M.1A00004.2056 3. Amount: 1500.00 4. Reference Number: 3502 (The PE Doc Nbr that encumbered the funds). 5. Click when you are satisfied that you’ve completed all the necessary information correctly. 6. Click onat the bottom of the E-doc. 7. The status is now SAVED.
Figure 76 1. Proceed to the PE document in KFS 2. Click on in the Disencumbrance section. 3. Click on Choose File Figure 77 1. Select the .csv file from the folder where you saved it and click Open. Make sure you change the file types to All Files to include the .csv files. 2. The file name is now displayed next to Choose File 3. Click on Figure 78 All the accounting lines are now imported from the .CSV file 1. After the accounting lines were imported, proceed with the normal steps for completing and finalising the PE document.
Figure 37 Disencumbrance Section: Accounting lines entered on the Disencumbrance section of the document would only be used to reverse or remove existing encumbrances previously established with a PE document (without a reversal date) on the specified accounts. Lines on the Disencumbrance section require a Ref Number which identifies the document number of the PE document used to initially encumber the funds and that needs to be reversed now. Please make sure you enter the correct document number. The Disencumbrance section is an increase to the account. The Disencumbrance line does not have a Line Description. The transaction description will automatically indicate “Disencumbrance” in the GL Inquiries. Figure 38 1. Initiate a new PE E-doc (3503) and follow the same procedures till you get to the Accounting Lines. 2. Repeat the exact same combination that was used in the Encumbrance line of Doc Nbr 3502 now in the Disencumbrance line of Doc Nbr 3503: M.1A00004.2056 3. Amount: 1500.00 4. Reference Number: 3502 (The PE Doc Nbr that encumbered the funds). 5. Click when you are satisfied that you’ve completed all the necessary information correctly. 6. Click onat the bottom of the E-doc. 7. The status is now SAVED.
Figure 63 1. Then select the first 3 rows by clicking in the grey column where the rows are numbered. Click on row 1 and drag down to row 3 to select the entire 3 rows. 2. Right click on them and click delete so that only the Accounting Lines are left. Figure 64 Figure 65 Figure 66 1. Click on File, Save as. 2. Choose where on your computer you want to save this document where you can easily find it again. 3. Change the Save as type: to CSV (Comma delimited) and click on Save and then on Yes.
(VRC) VRC: Date submitted: Student Name (Last, First) Birthdate (if possible) School Name & City Date of Pre-ETS Learning Self Advocacy Counseling Workplace readiness Job Exploration counseling Notes (not required) Example: Smith, Jane 8/1/2001 Buckingham, Portland 11/1/2017 Provided individualized materials for Jane at her school
Person specification Criteria Essential Desirable Evidence* Qualifications Educated to Post-graduate degree level in relevant e.g Management Studies subject or equivalent level qualification or significant experience of working at a similar level in specialist area. √ A/I Further training or significant experience in project management, financial management or supporting change management processes. √ A/I Knowledge and experience Experience of managing a team. √ A/I Significant experience of successfully operating in a politically sensitive environment. √ A/I Evidence of continued professional development. √ A/I Demonstrated experience of co-ordinating projects in complex and challenging environments. √ A/I Experience of managing risks and reporting. √ A/I Experience of drafting briefing papers and correspondence at senior management team level. √ A/I Experience of monitoring budgets and business planning processes. √ A/I Understanding of the public sector. √ A/I Demonstrated experience in a Healthcare environment. √ A/I Comprehensive knowledge of project principles, techniques and tools, such as Prince 2 Foundation and Microsoft Project. √ A/I Experience in data collection, analysis and audit √ A/I Experience in cardiology, particularly Acute Coronary Syndrome management √ A/I Experience working within clinical networks √ A/I Skills and capabilities Ability to manage own workload and work autonomously across organisational boundaries √ A/I
Actively develops themselves and supports others to do the same. √ A/I Equality, diversity and inclusion Understanding of and commitment to equality of opportunity and good working relationships. √ A/I Other An ability to maintain confidentiality and trust. √ A/I Adaptability, flexibility and ability to cope with uncertainty and change √ A/I
XXX raises £XXX at sponsored Memory Walk in INSERT AREA for Alzheimer’s Society XXX from INSERT AREA organised a sponsored Memory Walk on [DAY MONTH YEAR] and has raised more than £XXX to support Alzheimer’s Society research and services. INSERT NAME, of INSERT AREA, had his/her life transformed by dementia which motivated him/her to organise the Memory Walk. ‘Quotes about the impact of the condition and why you have been motivated to organise your own walk’ XXX, Alzheimer’s Society Operations Manager for XXX, said: “Dementia is set to be the 21st century’s biggest killer. “We are extremely grateful to INSERT NAME and all the time and energy he/she put into organising the XXX Memory Walk for Alzheimer's Society. As a charity, we rely on the generosity of individuals like INSERT NAME to unite with us against dementia, and help us support people to live well with dementia today and fund research to find a cure for tomorrow. “Dementia devastates lives, but every pound raised at the XXX Memory Walk will help Alzheimer’s Society provide information and support, improve care, fund research and create lasting change for people affected by dementia”. It’s not too late to support INSERT NAME. If you would like to sponsor him/ her please visit (link to JustGiving). Ends Notes to editors Memory Walk aims to raise £9million nationally this year and bring together more than 110,000 walkers across the generations Someone develops dementia in the UK every three minutes. Walk for family and friends affected by dementia. Walk for future generations. Until we find a cure, we will keep walking.
guidance a course Group membership 2 student support officers 1 technician, 1 technology enhanced learning assistant and 1 academic Research team and course leader A teaching team with support from a QESS staff member Need To further support students in their one-to-one meetings. Students needed to develop their ability to use laboratory equipment. Improve the teaching capability of a group of researchers involved in supervision of student projects. To provide students with more direction to their learning outside of contact time. Main context Student Support Officers being able to select their own approach to developing coaching skills. The academic realised students required further training and experience with laboratory equipment. Capacity to support student projects. Capability of the teaching team to implement more active blended learning in all modules on a course. What did the group do? The student support officers researched coaching approaches and techniques As a pair they trialled and coaching conversations. The pair met regularly to discuss progress and reflect on experiences. The group met to determine the needs of the students and how best to meet those needs. Instructional videos were produced so students could remind themselves of the techniques and procedures to follow with equipment. The course leader for the MSc, who was also a research team member, set up regular meetings throughout the academic year. Team members shared experiences and reflected on their interactions with students. Other colleagues contributed to occasional meetings to offer support and guidance The teaching team identified a module for each staff member to target. The QESS staff member came to a team meeting and discussed some of the ways in which the module leaders could incorporate changes Module leaders then made changes with support from QESS staff Dissemination Outcomes were discussed at Student Support team meetings. Video resources were shared with the wider teams for use with students. A reflective report was compiled by the team and shared with other supervisors. Presentation at the faculty LTA conference.
Fine Motor Skills 1. Can use two hands together 2. Using a dominant hand and an assist hand during activities 3. Is able to control and manipulate small tools effectively 4. Uses tripod grasp for more intricate tasks 5. Uses tripod grasp to manipulate small objects 6. Uses tripod grasp to accurately put things together 7. Gets faster at tasks they have practised Score /12 DATE: Score /12 DATE: Score /12 DATE:
Scissor Skills 1. Is able to hold scissors appropriately 2. Is able to open and close scissors using a controlled action 3. Is able to hold the paper and make random cuts 4. Is able to cut in a straight line 5. Is able to cut out simple shapes 6. Is able to cut along curved lines 7. Is able to cut out more complicated shapes with straight and curved lines Score /12 DATE: Score /12 DATE: Score /12 DATE:
Pre-writing Skills 1. Scribbles randomly on paper 2. Scribbles spontaneously in different directions 3. Imitates simple marks after watching an adult 4. Copies simple shapes that involve one movement e.g. circle 5. Imitates shapes that involve multiple movements 6. Child copies shapes that have multiple movements 7. Child has an understanding of movement concepts e.g. up, down Score /12 DATE: Score /12 DATE: Score /12 DATE:
Respiratory Rate t = -5.241 43.55 p < 0.000 8 per min. 5 12 Systolic BP at Scene t = -3.027 37.52 p < 0.004 11.4 mmHg 11.46 57.7 Age t = -5.464 738 p < 0.000 17.8 years 11.47 24.24 Transport Time t = -2.085 685 p ≤ 0.037 -3.78 minutes -7.14 - 0.21 Skill Mix u = 18,239 - p < 0.036 - - - Triage u = 19,959 p < 0.000 - - - Table 3 Results from binary logistic regression analysis of predictor variables for outcome ‘Status at Discharge’ (alive/deceased). Significant Variables within the predictive model Variable Wald P Odds Ratio Step 3 GCS 39.662 p ≤ 0.000 1.587 (95% CI: 1.374 – 1.833) Age 25.097 p ≤ 0.000 0.923 (95% CI: 0.894 – 0.952) Respiratory Rate 11.553 p ≤ 0.001 1.165 (95% CI: 1.067 – 1.272)
Regional Award for Outstanding Pre-Hospital Provider Nomination Form CRITERIA: An individual who exemplifies outstanding dedication and service to his or her community through involvement with . ELIGIBILITY: Any individual who routinely provides pre-hospital care, primarily in Virginia, is affiliated with at least one Virginia licensed EMS agency and who is certified as a pre-hospital EMS provider by the Commonwealth of Virginia. ____ Award for Outstanding Pre-Hospital Provider Nominee Name: Address: Street: City: State: Zip: Email: Phone: Work: Cell: Agency Affiliation: Position: Nomination Submitted By: Address: Street: City: State: Zip: Email: Phone: Work: Cell: NOMINATOR’S SIGNATURE ____________________________ Date ________________
Resources (energy) Mapwork TERM 2 Industry Tourism Mapwork TERM 3 World development and interdependence ’s weather and climate World climate Mapwork Fieldwork (to be decided by the class) ASSESSMENT OUTLINE OBJECTIVES 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8,9 1,2,3,4,5,6,7,8 METHOD Topic tests Project work, classwork, homework, oral /fieldwork participation Examinations SYLLABUS CONTENT All WEIGHTING 70% term grade 30% term grade 100% exam grade OBJECTIVES There are nine assessment objectives: 1. demonstrate knowledge of relevant factual information, examples and case
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Testing Observations Note. Testing observations may include information regarding the student’s: attention to the task, task persistence, language abilities, motor coordination, frustration, impulsiveness, problem solving, response to feedback, etc. Observations are not included or are very limited in scope and/or detail. Observations are not written in clear or observable terms and/or interpretation regarding the impact of behavior(s) on the validity of the test scores is absent or subjectively-written. Observations are generally written in clear and observable terms, and interpretation regarding the impact of behavior(s) on the validity of the test scores is present, and objectively written. Observations are written in clear and observable terms, and interpretation regarding the impact of behavior(s) on the validity of the test scores is highly relevant, appropriate, and objectively written. Presentation of Results Presentation of results has gaps and is not comprehensive. Results are not always clearly presented (e.g. scores not labeled appropriately and located for easy reference - such as a table). Presentation of results provides basic information without critical gaps, but results are not comprehensive and/or are not always clearly presented. Presentation of results is reasonably comprehensive with no gaps, and results are generally clearly presented. Presentation of results is comprehensive and and results are clearly presented. Interpretation of Results Interpretations are not (a) clearly supported by assessment data (i.e. accurate); (b) free of psychometric inaccuracies and/or conceptual misunderstandings; and/or (c) clear in explaining the individual’s functioning on a given task. Interpretations are (a) loosely supported by assessment data, (b) mostly free of psychometric inaccuracies and/or conceptual misunderstandings, and/or (c) sometimes clear in explaining the individual’s functioning on a given task. Interpretations are generally (a) supported by assessment data, (b) free of psychometric inaccuracies and/or conceptual misunderstandings, and (c) clear in explaining the individual’s functioning on a given task. Interpretations are (a) supported by assessment data that is integrated across sources, (b) free of psychometric inaccuracies and/or conceptual understandings, and (c) clear in explaining the individual’s functioning on a given task. detailed,
Knowledge (Primary EDST 321 Focus) The teacher candidate demonstrates… 2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada Highly Proficient Proficient Not Yet Not Present 2.2 proficiency in the Language of Instruction Highly Proficient Proficient Not Yet Not Present 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) Highly Proficient Proficient Not Yet Not Present 2.4 ability to use technologies readily, strategically and appropriately Highly Proficient Proficient Not Yet Not Present 2.5 knowledge of a number of subjects taught in Saskatchewan schools knowledge) Highly Proficient Proficient Not Yet Not Present 2.6 ability to strive for/pursue new knowledge Highly Proficient Proficient Not Yet Not Present
Extend PLCs where appropriate - one large or several small groups of teachers and teacher candidates focused on one or more school or divisional goals related to the Learning Improvement Plan Discuss targets for lessons and observations, preview lesson plans with teacher candidates before the teaching takes place to ensure the plan fits with your classroom learning goals (post-instruction discussions can include written suggestions for the teacher candidate) Encourage "Learning Focused Supervision" Experiment/Risk-take Support teacher candidates in carrying out peer coaching and team teaching (with each other and with you) Assist teacher candidates in gathering evidence for their Professional Growth Portfolio (PGP) Provide formal written feedback for a variety of lessons forms and formats taught by the teacher candidate (individual/small group/whole class) Allow opportunities for teacher candidates to complete assignments connected to on-campus course work Complete Field Experience Assessment forms with teacher candidates at the end of term 1 and term 2. Use PGP to complete Field Experience Assessment forms Collaborate, as appropriate, with teachers and in-school administrators The Role of the Field Experience Coordinator and College of Education Liaise between the partner school and on-campus instructors Garner and share understandings about goals of the school related to the Learning Improvement Plan Support opportunities for partner school staff and in-school administers to learn together with teacher candidates and College faculty about ways of enhancing student learning Support school in establishing a Steering Committee (teachers, teacher candidates, principal, or vice-principal, faculty teaching the cohort) Help schedule and coordinate activities during school visits Organize opportunities, as appropriate (e.g., a 'sign up' sheet where teachers post a schedule or calendar, or 'help wanted' information in the staff room and teacher candidates sign up for particular activities Coordinate EDUC 321 & 322 courses specifically designed to connect to field experiences. Design assignments connected to experiences in the school
Phone: Email: Fax: Jobsite Labor Rep: Project Manager: Jobsite Safety Rep: Job Superintendent: Manpower Ordered By: Jobsite Scheduling Information Number of Shifts: Start / Stop Times: Pay Day: Ending Day of Pay Period: Jobsite Facilities Location(s) of First Aid Facilities: Location(s) of Sanitary Facilities: Location(s) of Drinking Water Facilities: Description of Jobsite Parking: Name of Selected Hospital: Address: Phone Number: Referrals and Contractor Jurisdictional Work Assignments The assignment of work will be solely the responsibility of the contractor performing the work involved; and such work assignments will be in accordance with the Plan for the Settlement of Jurisdictional Disputes in the Construction Industry (the “Plan”) Any craft who has a disagreement with the final assignment(s) may file a jurisdictional dispute consistent with Article 8, Work Assignments and Disputes, of the Project Stabilization Agreement. Important excerpts from both the PSA and the “Plan” related to Pre-job Conferences, Union Work Assignments and Union Jurisdictional Disputes are included in the last three pages of this document. Jurisdictional Assignments Contractor Name and Type of Work Union Work Assignment (Identify Local PSA-Signatory Union)
Kentucky Early Childhood Standard (KYECS) for three and four year olds English/Language Arts Standard 3: Demonstrates general skills and strategies of the reading process. Benchmark 3.6: Tells and retells a story. Developmental Continuum Imitates act of reading in play. Acts out main events of a familiar story. Uses pictures and illustrations to tell and retell a story. Uses prior experience to help make sense of stories. Retells a story including many details and draws connections between story events. Kentucky Core Academic Standard (KYCAS) for Kindergarten (Strand) Reading (Cluster) Key Ideas and Details (Literature) 2. With prompting and support, retell familiar stories, including key details. (Cluster) Key Ideas and Details (Informational) 2. With prompting and support, identify the main topic and retell key details of a text. (Cluster) Integration of Knowledge and Ideas (Literature) 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (Cluster) Integration of Knowledge and Ideas (Informational) 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). NOTES Kentucky Early Childhood Standard (KYECS) for three and four year olds English/Language Arts Standard 4: Demonstrates competence in the beginning skills and strategies of the writing process. Kentucky Core Academic Standard (KYCAS) for Kindergarten (Strand) Writing (Cluster) Production and Distribution of Writing 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. NOTES
Followed by 1st Behavior st ch ma mc di Total st ch ma mc di Transition Frequency Matrix: Followed by 1st Behavior st ch ma mc di Total st ch ma mc di TOTAL Kinematic Diagram: (Draw your diagram on the back of this page)
Encourage those who require impact evaluation (e.g. funders, social investors, government, etc) to do so purposefully (avoid hypocrisy) and feed it in decision making Encourage balance around time spent evaluating and time spent delivering interventions Encourage learning sharing throughout the life of projects – by the time you finish a project and want to share learning you have moved to the next thing Make it clear we are working on broad entry-level guidance and link to advanced discussion, for example around impact measurement in preventative work “We want to get involved!” At the end of the event questionnaire we asked attendees whether they would like to get involved in Inspiring Impact and provided options as to how to get involved. In summary: 33 people would like to get involved in Inspiring Impact. From these: 14 people would like to become an Inspiring Impact Champion 12 people would like to produce a case study and another would think about it. Potential total: 13 people 26 people would like to attend future seminars/ events and one more person would think about it. 18 people would like to complete surveys 28 people would like to sign up to the II Newsletter. Two have already signed up. “How did we do?” Most participants told us what they enjoyed the most was: Having time to reflect on impact practice (and realising that we are already doing a lot relating to the principles); Sharing experiences/ views; Meeting new people; Hearing stories about impact measurement; Sharing excitement about changes and working towards same goal, and Learning more about Inspiring Impact and plans in Scotland. Some specific comments were: “The best thing about today was … An opportunity to continue dialogue and networking around good practice to measuring impact.” Sharing of experiences/ views.” Realising we are already doing a lot relating to the principles.”
North Aurora workNet Center 2 Smoketree Plaza North Aurora, IL 60542 630-844-6640 TTY: 800-526-0844 www.kcdee.org Kane, DeKalb & Kendall Counties (cont.) Yorkville workNet Center 811 W. John Street Yorkville, IL 60560 630-553-8303 www.kcdee.org Lake County Grayslake Job Center of Lake County 800 Lancer Lane (College of Lake County) Grayslake, IL 60030 847-543-7400 TTY: 847-978-9008 www.lakecountyjobcenter.com Waukegan Job Center of Lake County 1 N. Genesse Street Waukegan, IL 60085 847-377-3450 TTY: 847-978-9008 www.lakecountyjobcenter.com McHenry County McHenry County Workforce Center 500 Russel Court Woodstock, IL 60098 815-338-7100 TTY: 815-338-7125 www.co.mchenry.il.us/departments/workforcenetwork Will County 214 N Ottawa Street Joliet, IL 60432 815-727-4444 TTY: 800-855-1155 www.jobs4people.org Search for the workNet Center nearest you at: www.illinoisworknet.com
Premarital Class Evaluation Name (optional):__________________________________________ Please provide a letter grade for: A is above average, C is average & F is below average. Leave blank if you were not in class for that particular week. *Please explain your grading below the presenter’s name. Workbook and materials A B C D F Number of class sessions A B C D F Length of each session A B C D F Session One – Overview/Biblical View of Marriage, Scott Kedersha *Comments: A B C D F Session Two – a) Spiritual Intimacy, Kevin & Kelli Mainz *Comments: A B C D F b) Relational Intimacy, Jeff & Alyssa Briggs *Comments A B C D F Session Three – Finances, Brett Billman *Comments: A B C D F Session Four – Biblical Roles in Marriage, Barry & Antoinette Davis *Comments: A B C D F Session Five – Communication & Conflict, Dru & Amanda Guillot *Comments: A B C D F Session Six – Sexual Intimacy, Lance & Mandy Sisco *Comments: A B C D F more on back What letter grade do you give the class overall? _______ Why? Who was your mentor couple?
Email Tina Calcagno to schedule an appointment to meet with ACE. Appointments must be completed by Sept. 15, 2017 Access Loyola LOCUS View electronic billing Setup Parent/Guest Access Setup payment methods Access Loyola Locus Student Health out OR Fast Track (Fast track in LOCUS: set up account with United Healthcare Student Resources and download ID card and phone app at . Coverage begins July 24, 2017.) October 1, 2017 (health insurance deadline)
Recommeded AMB Admin DRY ERASE BOARDS ALUM FRAMED SHARPIE PERMANENT MARKERS DRY-ERASE WHITEBOARD MARKERS INDEX CARDS POST-IT NOTES DUCT TAPE SILVER RUBBER BANDS PAPER CLIPS PENS / PENCILS SONY DIGITAL VOICE RECORDER BACKPACK PELICAN CASE PADLOCK TSA Map: Largest scale is best. Scale 1:50,000 is marginal; 1:25,000 or lower is better. NOTEBOOKS FOR BOARD MEMBERS ADVICE TO Witness forms recommended Site Needs 300 FOOT TAPE MEASURE LEATHER GLOVES - LARGE LEATHER GLOVES - MEDIUM LEATHER GLOVES - SMALL ORANGE SAFETY VEST ANSI CLASS I COLORED FLAGGING TAPES RED DANGER BARRICADE TAPE YELLOW CAUTION BARRICADE TAPE BLUE MARKING FLAGS or GREEN MARKING FLAGS or RED MARKING FLAGS or YELLOW MARKING FLAGS BRIGHT FLASHLIGHTS CHEMLIGHT LAMP LED HEAD LIGHT(s) INSPECTION MIRROR MAGNETIC REACH PEN LEATHERMAN SUPER TOOL 300 2-WAY RADIO & CHARGER MEGAPIXEL DIGITAL CAMERA EXTRA BATTERY FOR CAMERA GPS, HANDHELD Magnetic compass BINOCULARS LEATHERMAN CRUNCH TOOL ZIPLOC 1 GALLON BAGS TAGS MARKING FLAGS BIOHAZARD WARNING LABELS CABLE TIES, VARIOUS LENGTHS 550 PARACORD, SMALL ROLL Magnifying glass Graph paper on clipboard Tool box (Drawn from squadron tool room) Additional tools: ( hacksaw, hammer, cable cutter (not bolt cutter). Fluid sample bottles ( Fuel---quart bottles. Oil/hydraulic---2-4 ounce PILL bottles). Static-free bags Safety / HAZMAT / COMFORT ACCESS TO FIRST AID KIT AMERICAN FLAG BODY BAGS P95 DISPOSABLE RESPIRATOR SIGNALING WHISTLES EARPLUGS SAFETY GOGGLES SUNSCREEN INSECT REPELLENT LATEX GLOVES HAND SANITIZER MASKING TAPE Dust masks (p95 RESPIRATOR) TYVEK COVERALLS Toilet paper Paper towels or canopy wipes Food & water for 24 hours on-site ACCESS TO TENTAGE/COVER
[Space added to take notes during meeting] Asphalt Milling Operation Milling being performed by: __________________________. Milling Equipment Width of Milling Machine(s): ______________________. Width of Milling Operation(s): ______________________. Milling Surface Cross Slope: (Section 327-3.2) Electronic Equipment to be used Depth Cut or Cross Slope Control? ______________________. Special need for areas requiring match existing cross slope (if applicable): Need a cross-slope measurement before Milling Mark location of each pre-milling measurement – measure same location after milling and then after paving to ensure existing is matched Who will obtain pre-milling measurements? ______________________. Measurement Measurements must be recorded on approved form and submitted to Engineer Frequencies (Section 327-3.2.1 & 327-3.3) QC: Tangent: Once every 100’ (once every 200’ when approved) Full superelevation over 250’ long: Once every 100’ Full superelevation less than 250’ long: Three measurements Transitions to/from Super-elevation: measure at control points VT: Ten per lane per mile, at control points in transitions, and at least three in full superelevated sections Tolerance Cease Operation: If average of 10 measurements on final milled surface exceeds
Co-op Pre-placement Classes Saturday Option @ Brampton Centennial SS or Rick Hansen SS Night School Option @ Brampton Centennial SS or TL Kennedy SS April 22 – ALL students report to Brampton Centennial S.S. or Rick Hansen S.S.from 8:30 am to 3:00 pm (6.5 hrs) April 29 8:30 am – 1:00 pm (4.5 hrs) Monday, April 24 6:00 – 9:30 pm (3.5 hrs) May 13 (Online) 8:30 am – 1:00 pm (4.5 hrs) Wednesday, April 26 6:00 – 9:30 pm (3.5 hrs) May 27 8:30 am – 1:00 pm (4.5 hrs) Saturday, May 13 (Online) 8:30 am – 1:00 pm (4.5 hrs) June 10 8:30 am – 1:00 pm (4.5 hrs) Monday, May 15 6:00 – 9:30 pm (3.5 hrs) Wednesday, May 17 6:00 – 9:00 pm (3.0 hrs)
Attendance by Phone (some names may be misspelled or incomplete, apologies) Mary Segrave-Primus – Verizon George Parnizari – Verizon Suzan Paiva – Verizon Lydia Lind – Verizon Paul Rich – Verizon Cathy Bovino - Verizon Roger Wieland – Verizon John Carter – Ernst & Young David Herndon – Ernst & Young Pat Schumaker – Schumaker & Company Bob – Liberty Chuck King – Liberty Nancy Beachem - PwC
Is there a requirement to sustain the program after the grant ends? If yes, describe the requirement and identify the institutional resources needed to sustain the program. 4. SUPPORT OF THE COLLEGE AND ITS MISSION Describe how the project benefits the college? Why does the college need this project? Identify the CAC Strategic Goal(s) that the project supports (visit to view the Strategic Goals): Ensure broad access to high-quality innovative educational programs, services and training opportunities for Pinal County residents Optimize fiscal resources that support the needs and expectations of students and the community 5. COMPETITIVE AND MARKET CONSIDERATIONS Competitive Comparison: What comparable programs do other colleges, universities or corporate trainers offer in our region? Will the proposed project compete with or take resources from comparable programs that CAC offers? N.A. Market Demand: Is the demand for proposed project’s programs or services increasing, stable, or decreasing? Is there sufficient demand for the proposed programming or services? How do you know? N.A. – 6. SIGNATURES TO BE OBTAINED BY THE PERSON COMPLETING THE FORM Form Completed by: Name:_______________________ Signature:____________________________ Date:______ I affirm that I have consulted with the appropriate division chairs and deans in creating this concept Immediate Supervisor of the Person Completing the Form: Name:_______________________ Signature:____________________________ Date:______ Comments: Area-specific Dean or Vice President: Name:_______________________ Signature:____________________________ Date:______ Comments: Please submit the completed form to Hugo Steincamp, Director of Resource Development, , H Building, Room H134, Phone 494-5044
Annexure – IV Reference Site Details (1) Name of the company Address of the company / Building Name, Designation of contact person with Telephone No. and e-mail id Name: Designation: Landline No: Cell No: E-mail id: Details of Fire Protection Systems in the Building. (2) Name of the company Address of the company / Building Name, Designation of contact person with Telephone No. and e-mail id Name: Designation: Landline No: Cell No: E-mail id: Details of Fire Protection Systems in the Building. (3) Name of the company Address of the company / Building Name, Designation of contact person with Telephone No. and e-mail id Name: Designation: Landline No: Cell No: E-mail id: Details of Fire Protection Systems in the Building. AUTHORITY SIGNATORY
7. Raj Manor, Liberty Garden, Near Navi Nagar, Malad (W).(Ground plus 15 Floors) NIL NIL One System with 15 MCP, 15 Hooters & a Control Panel. 18 8. Sarod Building, Lokpuram, Opposite to Hiranandani Meadows, Vasant Vihar, Pokharan-II, Land Nagar, Thane (W). (Ground plus 6 Floors in A and B Wing) One Down-comer with one booster pump in A and B wing & a total of 15 outlets (valves) in the building. NIL NIL NIL
7.1 Are you a relevant commercial organisation as by section 54 ("Transparency in supply chains etc.") of the Modern Slavery Act 2015 ("the Act")? Yes N/A 7.2 If you have answered yes to question 7.1 are you compliant with the annual reporting requirements contained within Section 54 of the Act 2015? Yes Please provide the relevant url No Please provide an explanation 8. Additional Questions Suppliers who self-certify that they meet the requirements to these additional questions will be required to provide evidence of this if they are successful at contract award stage. Section 8 Additional Questions 8.1 Insurance a. Please self-certify whether you already have, or can commit to obtain, prior to the commencement of the contract, the levels of insurance cover indicated Y/N Employer’s (Compulsory) Liability Insurance = £x Public Liability Insurance = £x Professional Indemnity Insurance = £x Product Liability Insurance = £x *It is a legal requirement that all companies hold Employer’s (Compulsory) Insurance of £5 million as a minimum. Please note this requirement is not to Sole Traders. 8.2 Skills and Apprentices – (please refer to supplier selection guidance) a. Public procurement of contracts with a full life value of £10 million and above and duration of 12 months and above should be used to support skills development and delivery of the apprenticeship commitment. This policy is set out in detail in Procurement Policy Note 14/15. Please confirm if you will be supporting apprenticeships and skills development through this contract. Yes No b. If yes, can you provide at a later stage documentary to support your commitment to developing and in skills, development and apprenticeships to build Yes No
Declaration of Pending Litigation I, (Name or Respondent) (Position) of (“the company”) hereby certify that no litigation, legal action, proceeding, conciliation, mediation or arbitration of any nature is pending or threatened against the company in any jurisdiction locally or internationally. I hereby also certify that there is no bankruptcy action or proceeding of any nature pending or threatened against the company in any jurisdiction locally or internationally that may negatively or otherwise affect the business affairs or operations of the company. I hereby further certify that there is no existing judgment made or registered against the company in any jurisdiction locally or internationally that may negatively or otherwise affect the business affairs or operations of the company. The facts stated herein are true and correct to the best of my knowledge, information and belief. I am duly authorised and competent to make this certificate on behalf of the company. ...……..…………….………Signature ............................…Designation .......................................…..Date (Company Seal) (This certificate should be made by the Executive Director of the company or an Attorney at Law retained by the company.) Financial Health Please provide the following documents: Your firm's financial standing and audited balance sheet for the years 2012, 2013 and 2014; Your annual turnover for the years 2013-2014 and your currently projected workload for the years 2015-2016 (TTD millions);
Ref : 1718/SVR/Tender/569 Application for Pre-Qualification of Steel Scrap Buyers - 2018 To Date : _______________ Deputy General Manager SVR Department Maruti Suzuki India Limited Palam Gurgaon Road Gurgaon – 122015 Subject: Application for Pre-Qualification of Press Shop Steel Scrap buyers for Maruti Suzuki India Limited Reference: Your advt published in Newspapers and the following websites. ; Dear Sir, This has reference to your advertisement regarding Pre-qualification of Press Shop Steel Scrap buyers for 2018 -20. We hereby apply for this prequalification. Our company details are given below. S. No Item Details Remarks 1 Name of the Company 2 Address 3 Date of Incorporation 4 Authorised Contact Person Pl give Name & Address 5 Phone No (with STD Code) 6 Mobile Phone No. 1 7 Mobile Phone No. 2 8 E-Mail Add 1 9 E-Mail Add 2 10 Turn-Over 2014-15 2015-16 2016-17 Rs Lacs 11 Profit After Tax 2015-16 2016-17 Rs Lacs 12 Type of Business Steel Scrap Trader / Steel Melting Furnace / Press Parts Mfr Pl circle appropriate Type 13 Exp. in current business No. of Years 14 Status of Company Add Sheets, if required
15 Details of Directors / Partners Name Address & Phone No. 15.1 15.2 15.3 16 Type of Scrap being applied for Trimmings / Flat / Both Pl tick the appropriate & delete the rest 17 Names of Manufacturers from whom Steel Scrap is being currently bought 17.1 17.2 17.3 18 Total Value of Scrap Purchased during 2016~17 Rs Lacs 19 Total Qty of Scrap Purchased during 2016~17 Metric Tonnes 20 Invoicing Address for Scrap 21 Godown Space Type Rented / Leased / Owned Pl attach proof 22 Godown Area In Sq Yds 23 Godown Address 24 Working Capital (as per 2016-17 Balance Sheet) Rs Crores (Attach evidence) 25 Working Capital Sanctioned by Banks Rs Crores (attach evidence) 26 Total Working Capital Rs Crores 27 PAN No Self Declaration on Company Letterhead 28 GST No We are also enclosing all the documents listed in Annexure-1 We hereby declare that all information given above by us is found incorrect, MSIL has the right to cancel contract that it may award to us based on this information. Yours sincerely, For & on behalf of Name, Designation with co. seal Date: Place: