zilongwang/ReadingBank huggingface dataset:
Component Ineffective (1) Developing (2) Effective (3) Highly Effective (4) Observations 4.4b Evidence for Approval of Professional Growth Goal RIPTS 7,9,10,11 INTASC: 9,10 The Professional Growth Goal is not submitted OR is missing any of the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The Professional Growth Goal does not fully address the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified The Professional Growth Goal fully addresses the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified The Professional Growth Goal fully addresses the following pieces: S – Specific: The educator clearly identifies the skill or knowledge to be enhanced M – Measureable: There is a clear source of evidence for measuring the completion of action steps/plans A – Attainable: Action steps/plan describe the steps and strategies to be completed R – Relevant: Connection to the Professional Practice rubric and/or district initiatives is stated T – Time Bound The length of time for attaining the goal is identified PLUS Benchmarks for gauging progress partway through the year are included
Have an active role in providing in-reach, outreach, education, transition, and linkage activities to individuals in facility-based sheltered workshops, day programs, and secondary schools. PROVIDER CAPACITY The State, including BHDDH and ORS, will ensure that it supports and maintains a sufficient capacity to deliver Supported Employment and Integrated Day Services to individuals in the Rhode Island Sheltered Workshop, Rhode Island Day Program, and Rhode Island Youth Exit Target Populations, including qualified supported employment providers and integrated day providers, consistent with the terms of this Consent Decree. The State, including BHDDH and ORS, will ensure that the supported employment providers and/or integrated day providers have a sufficient array of trained staff, adequate staff supervision, appropriate policies and procedures, a quality improvement program, and the capacity to deliver Supported Employment and Integrated Day Services consistent with the terms of this Consent Decree. By September 1, 2014, the State, including BHDDH and ORS, will establish, implement, and enforce pre-qualification requirements for all Supported Employment and Integrated Day Services providers that supply services to individuals in the Rhode Island Sheltered Workshop, Rhode Island Day Program, and Rhode Island Youth Exit Target Populations, consistent with the terms of this Consent Decree. Effective upon signing this Consent Decree, the will be responsible for creating incentives to encourage the transition of individuals from sheltered workshops, day program settings, and Rhode Island secondary schools to integrated employment and integrated day settings that meet the definitions and standards of Sections V(D)-(E). The State will implement these incentives through public-private partnerships with persons with I/DD, family members, employers, employment providers, community organizations, and additionally by other means that are approved by the Monitor. The State will provide monitoring, oversight, and technical assistance to ensure supported employment providers use evidence-based employment practices, have adequate staffing, organizational support and supervision, and use effective business models to meet the goals and outcomes of this Consent Decree. The State will develop and publicize its oversight process and provide mechanisms for individuals with I/DD, their families, service providers, and advocates to file complaints which will be timely addressed by the State. The State will require the supported employment provider(s) used to transition individuals with I/DD from Rhode Island sheltered workshop and facility-based day service providers into Supported Employment Placements to: Identify and promote Supported Employment Placements in state and federal agencies and in private industry on a statewide basis; and
Delivery Method 2016 Output 2017 Targets 2017 Output % of 2017 Target Achieved Change in Delivery 2017 vs 2016 % Change in Delivery 2017 vs 2016 657 2,434 2,245 92% +1,588 +242% Voids 2,308 766 1,757 229% -551 -24% Acquisitions 1,957 1,250 2,266 181% +309 +16% Leasing 792 600 798 133% +6 +1% RAS 1,256 1,000 910 91% -346 -28% HAP 12,075 15,000 17,916 119% +5,841 +48% Total 19,045 21,050 25,892 123% +6,847 +36% Social Housing Delivery 2017 * Build refers to Local Authority and Approved Housing Body construction, including traditional construction, turnkeys, rapid build delivery, regeneration and homes delivered through the Part V mechanism. Progress in 2017 25,892 – the number of new households that had their housing need met under Rebuilding Ireland in 2017.
RI.2.5 Analyzing Text Structure What is Text Structure? How an author _____________ information the _________ in which details are presented the way ideas are ____________ together. How an author _________________ information the types of _____________ given: facts, statistics, ____________ etc. LOOK FOR: Key details Images Connections between ideas Order of information THINK ABOUT: What is the author saying? Why is the author telling me this? What purpose does this information serve? Why is the author giving me this information now? How does this affect the main How to analyze text structure: ___________ the author’s _____________ ________________ the details What type of ________________ is provided? What is the _____________ of the information? Consider the ________ in which details are being _____________. Chronological, ________/effect, compare/________, etc. ____________ how the details _________ the main idea/claim. Directions: As you read Revolution 2.0, keep track of each sections purpose, structure and central idea. What message does it convey? Purpose & Structure Intro Who are we? Why Protest?
Bill of Exchange (Ri.Ba. – Ricevute Bancarie) Number sequences Go to Basis Setup Number Sequences Number Sequences and create 2 number sequences (one for the Ri.Ba. to be sent – RB - and one for the sent Ri.Ba. – D_RB ) Number sequences must be continuous. Go to Acc.Rec. Setup Parameters Number Sequences TAB. Associate number sequence RB to “Bill ID” and number sequence D_RB to “Remittance number”. Creation of Ledger Accounts Go to General Ledger Chart of Accounts and create the accounts for Ri.Ba. “Effetti attivi in portafoglio” c/effetti (for Ri.Ba. “salvo buon fine”). “Effetti insoluti” “Banca c/effetti allo sconto” for Ri.Ba. “allo sconto” All the Accounts are Balance Sheet accounts and have the “Locked in journal” parameter is “Yes”. Note: Ri.Ba. “salvo buon fine” or “allo sconto” are different types of Ri.Ba. Ri.Ba. “salvo buon fine” are the most used ones and means that the Bank would take the money back if the customer won’t pay (please refer to a fiscal consultant for more details). Posting profiles for Ri.Ba. Go to Acc. Rec. Setup Posting profiles and create the profiles associated to the accounts created above. Ins/Ric : to be linked to account “Effetti insoluti”;
# Policy Area/ Sector SDG-7: Energy SDG-8: employment SDG-9: Infrastructure SDG-10: Reduce Inequalities SDG-11: Cities 7.1 7.2 7.3 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 9.1 9.2 9.3 9.4 9.5 10.1 10.2 10.3 10.4 10.5 10.6 10.7 11.1 11.2 11.3 11.4 11.5 11.6 11.7 1. Education X X X 2. Health 3. HR Development& Management X X X X X X X 4. Employment X X X X X X X 5. Renewable Natural Resources X X 6. Tourism X X X X 7. Trade, Industries & Mines X X X X X X X 8. Hydropower, Renewable Energy and Hydromet X X X X X X X X X 9. ICT and Media X X X X 10. Transport X X X X 11. Roads & Bridges X X 12. Construction X X X 13. Human Settlement and Housing X X X X 14. Emerging Social Challenges X X X X X 15. Sports 16. Preservation and Promotion of Culture X 17. Conservation of Environment X X X X 18. Good Governance X X
APPENDIX 1: Research Impact Assessment Plan – Summary Matrix Research Impact Assessment Plan – Summary Matrix BLOCK 1 Programme: BLOCK 2 Purpose of Assessment: BLOCK 2 BLOCK 3 BLOCK 4 BLOCK 5 General Assessment Questions Specific Assessment Questions Indicators Methods Data Sources Frequency or Timeline Person Responsible For Data Collection Baseline Target Audience(s)
Time Monday Tuesday Wednesday Thursday Friday Saturday 5:00AM 8:15AM Zumba Rudy Boot Camp Ruth Zumba David 9:30AM Ripped Edward Kick Boxing Edward Boot Camp Veleisa Kick Boxing Edward Zumba 10:45AM Zumba Pound David Stretch Zumba Lucy 4:30PM Yoga Cary Yoga Cary 5:45PM Zumba David Pound David Zumba Lucy Boot Camp Ruth Yoga Sandra 7:00PM Zumba David Zumba Lucy Zumba David 7:15 Kick Boxing Edward *Highlighted are the latest updates from previous class schedules
Rheumatology Training Day: Metabolic bone and paraneoplastic manifestations May 24th 2018, BRS SpR organiser: Dr. S Hadavi and Dr. G Brown 9:30 – 10:00 Registration & coffee 10:00 – 10:45 “Practical tips for the Osteoporosis clinic” Roberto Cayado-Lopez Specialist Osteoporosis Nurse, Addenbrooke’s Hospital 10:45 – 11:30 “Paraneoplastic and immunotherapy-associated arthritis “ Dr Anshuman Malaviya Consultant Rheumatologist, Addenbrooke’s Hospital 11:30 – 11:45 Coffee 11:45 – 12:30 “Clinical Cases in Osteoporosis and future treatments” Dr Mohammad Nisar Consultant Rheumatologist, Luton and Dunstable Hospital 12:30 – 13:30 Lunch 13:30 – 14:15 “DXA – use and abuse” Dr Gavin Clunie Consultant Rheumatologist, Addenbrooke’s Hospital 14:15 – 15:00 “Rare bone diseases” Dr Kenneth Poole Consultant Rheumatologist, Addenbrooke’s Hospital 15:00 – 15.30 SpR Forum Celegene Ltd, Pfzier, Abbvie, Lilly, Roche and Bristol-Myers Squibb have provided funding for this event, however have not influenced the agenda or selection of speakers in any way.
IN1 Insurer / Warranty Provider Provide information relevant to obtaining necessary insurance for the project once completed: building parameters & risks technical requirements to qualify for insurance and warranty CW1 Clerk of Works PD1 Principal Designer Advice to client on CDM and fire safety duties Advice to client on necessary fire safety skills, knowledge, experience, time and resources within the design team A1 Architect / Architectural Designer Briefing and feasibility studies documentation: feasibility studies building type / use planning restrictions number of occupants fire brigade access egress options SE1 Structural Engineer BS1 Building Services Engineer SC1 Specialist Consultants PC1 Principal Contractor MEPHC1 MEPH Contractor SUBC1 Specialist Sub-Contractors Stage 2 HSE2 Health and Safety Executive LPA2 Local Planning Authority Pre-planning application advice on site constraints and materials Planning application decision if early application is made BCB2 Building Control Body Key regulatory issues related to early concept design Statutory consultee if early planning application is made FRA2 Fire and Rescue Authority FRA access and fire safety strategy advice Statutory consultee if early planning application is made CBO2 Client / Building Owner Information and feedback on proposals and requirements to inform fire, services and structural strategy: open or combined spaces / links services concealed / exposed exposed surfaces finishes U2 Users / Residents Comments on concept design and fire safety management strategy FM2 Facilities Manager / Building Safety Manager PL2 Project Lead Fire safety programme management IN2 Insurer / Warranty Provider CW2 Clerk of Works PD2 Principal Designer Fire safety strategy and strategic design risk management advice to design team members on their outputs
Taylor C. Ribeiro 225 Crosswinds Drive Apt. 102 (757)-295-7456 EDUCATION Bachelor of Science (BS). 2017. Norfolk State University, Norfolk (Biology) RESEARCH 2014-2016 Undergraduate Research in the Department of Biology, Norfolk State University, Norfolk VA 2015-2016 Intern, Engineering Department, Center for Material Research, Norfolk University, Norfolk VA 2015-2016 Intern, Air Department, Department of Environmental Quality Tidewater Region, Virginia VA PROFESSIONAL DEVELOPMENT 2013 Dozoretz National Institute for Mathematics and Applied Science (DNIMAS) 2015 Norfolk State Undergraduate Research Symposium 2015 Annual Biomedical Research Conference for Minority Students Travel Award 2015-2016 Emerging Researchers National Conference 2016 Beta Kappa Chi Conference PROFESSIONAL SOCIETIES DNIMAS Student Association American Society for Microbiology American Society for Biochemistry and Molecular Biology Golden Key Honor Society HONORS, AWARDS, AND RECOGNITIONS Dozoretz National Institute for Mathematics and Applied Science Scholarship (2013- present) Presidential Scholarship (2013) Dean’s List (2014- present) 2nd Place Undergraduate poster presentation, Beta Kappa Chi Conference (2016) COLLABORATORS Dr. Frances Williams (Norfolk Sate University)- Characterization of Antibody Conjugated Gold Nanoparticles Incorporated on NEMS Cantilevers for the Early Detection of Prostate Cancer; Optimization of Prostate Cancer Biomarkers using a Quartz Crystal Microbalance
Appendix 1 Questionnaire 1. What bracket does your annual household income fall under?... less than £10,000, £10,000- £20,000, £20,000 - £30,000, £30,000 - £40,000, £40,000 - £50,000, £50,000 - £60,000, £60,000 - £70,000, £70,000 - £100,000, more than £100,000 2. What age group do you belong to?... younger than 20, 20 – 29, 30 – 39, 40 – 49, 50 – 59, 60+ 3. do you live? 4. What kind of property do you live in? e.g. semi-detached 5. Have you taken any measures to make your home more energy efficient? If yes go to 6, no go to 8 6. If yes: What measures have you taken? 7. How much did this cost all together, including installation? 8. If no: are you planning any changes to make your home more energy efficient? 9. If no: Is this mainly due to financial reasons? 10. If no: what is the main reason? 11. What do you think the main reason is for UK citizens not making their homes more energy efficient? 12. Are you aware of what is available to make your home more energy efficient? 13. Do you know of any local businesses which can improve your homes energy efficiency? Locations to complete questionnaire Urban Areas -Liverpool – Bold Street, Preston – Mill Lane, Manchester – Market Street Rural Areas - Burscough, West Kirby, Colne, Nantiwch, Garstang, Longridge
EXPRESSION OF INTEREST FORM INTRODUCTION The Ravensthorpe Hopetoun Future Fund exists to improve economic and community infrastructure and services in the of Ravensthorpe through funding projects that clearly comply/align with the shire’s current strategic plan. Expressions of interest for eligible projects are open from 27th March, 2017 and close 28th April, 2017. Submissions will be assessed by the Future Fund Board who will invite suitable applicants to submit a full application. All unsuccessful applicants will be advised and should consider reapplying in the next round of funding if assistance is still required at that time. Please refer to the 2017 Ravensthorpe Hopetoun Future Fund Guidelines for full details of eligibility requirements, grant categories and support available. INSTRUCTIONS Step 1: Please review the 2017 guidelines; Step 2: Complete all sections of this form; and Step 3: Submit your application via: Post (post-marked by closing date) – or in person – to Ravensthorpe Hopetoun Future Fund of Ravensthorpe 6346 We will accept electronic applications to Applications close 4.00 pm Friday 28th April, 2017. Late applications will not be accepted for consideration. APPLICANT DETAILS Organisation / Group Name Contact Person Name Job Title / Role Details Postal Address Details Phone Fax Number Number Number E-Mail Website ABN Address Number
General problem-solving strategies Symbols Reread question for clarity Circle or highlight key terms Calculate and Circle my answer See if my answer makes sense is greater than is less than is equal to |absolute value| ≤ is less than or equal to ≥ is greater than or equal to Place Value Divisibility Rules Volume (V ) Formulas Area (A ) Formulas Cube... () Sphere... Right prism… () Square… ( = length of a side) Rectangle... () OR () Circle… Parallelogram... Triangle... Trapezoid... Circle Formulas Circumference… OR Area.... ()
Conversions 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts 1 gallon ≈ 3.785 liters 1 liter ≈ 0.264 gallon 1 liter = 1000 cubic centimeters 1 inch = 2.54 centimeters 1 meter ≈ 39.37 inches 1 mile = 5280 feet 1 mile = 1760 yards 1 mile ≈ 1.609 kilometers 1 kilometer ≈ 0.62 mile 1 pound = 16 ounces 1 pound ≈ 0.454 kilogram 1 kilogram ≈ 2.2 pounds 1 ton = 2000 pounds
General problem-solving strategies Symbols Reread question for clarity Circle or highlight key Calculate and solve Circle my answer See if my answer makes sense is greater than is less than is equal to |absolute value| ≤ is less than or equal to ≥ is greater than or to Place Value Divisibility Rules Volume (V ) Formulas Area (A ) Formulas Cube... () Sphere... () Cone… Right Circular Cylinder… Right prism… () Square… ( = length of a side) Rectangle... () OR ) Circle… Parallelogram... Triangle... Trapezoid... Circle Formulas Area.... () Circumference… OR
meAn MOde meDIan RangE Properties Fractions Number Table Number Line Conversions 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts 1 gallon ≈ 3.785 liters 1 liter ≈ 0.264 gallon 1 liter = 1000 cubic centimeters 1 inch = 2.54 centimeters 1 meter ≈ 39.37 inches 1 mile = 5280 feet 1 mile = 1760 yards 1 mile ≈ 1.609 kilometers 1 kilometer ≈ 0.62 mile 1 pound = 16 ounces 1 pound ≈ 0.454 kilogram 1 kilogram ≈ 2.2 pounds 1 ton = 2000 pounds
Name State ID Local ID School RICAS ACCOMMODATIONS – ELA* Test Format Online Paper COMPLETED BY Special Test Forms Selected Accommodations Accessibility Features Text-to-Speech (A4 for Math, SA1.1 for ELA) Large Print Test Edition (A2) Braille Test Edition (A3.2) Screen Reader Edition yes Human Read Aloud as a Special Access Accommodation (SA1.2) Human Signer (A6) Signer as a Special Access Accommodation (SA2) Human Scribe as a Special Access Accommodation (SA3.1) Speech-to-Text as a Special Access Accommodation (SA3.2) Typed Response (A12) Spell-Checker as a Special Access Accommodation (SA5) Word Prediction as a Special Access Accommodation (SA6) Any Other Accommodation Not Listed Above Answer Masking Alternative Background and Font Color (Color Contrast) Black on Cream Black on Light Blue Black on Light Magenta White on Black Yellow on Blue Dark Gray on Pale Small Group Separate Location Students reads aloud to self Breaks RICAS ACCOMMODATIONS – MATH* Test Format Online Paper Special Test Forms Selected Accommodations Accessibility Features Text-to-Speech (A4 for Math, SA1.1 for ELA) Large Print Test Edition (A2) Braille Test Edition (A3.2) Screen Reader Edition yes Human Read Aloud (A5) Signer (A6) Human Scribe (10.2) Speech-to-Text (10.2) Typed Response (A12) Calculation Device as a Special Access Accommodation (SA4) Any Other Accommodation Not Listed Above Spanish Edition Test Spanish PNP Language of Interface – TestNav English Spanish Answer Masking Alternative Background and Font (Color Contrast) Black on Cream Black on Light Blue Black on Light Magenta White on Black Yellow on Blue Dark Gray on Pale Green Small Group Separate Location Students reads aloud to self Breaks
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Use technology, including current Web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 7. Conduct short research projects to answer a question (including a question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. When conducting research, gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6–8 Reading standard 1 for more on the use of textual evidence.) Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Nassau BOCES Regional Information Center Robert E. Lupinskie Center for Curriculum, Instruction and Technology 1 Merrick Avenue Westbury, NY 11590 Margarita Pieri (516) 608-6673 (516) 608-6616 (fax) Phil DeGrazia (516) 832-2815 New York City CSD New York City Department of Education 44–36 Vernon Blvd. Room 207 Long Island City, NY 11101 N/A N/A Northeastern Regional Information Center (NERIC) 900 Watervliet-Shaker Road Suite 102 Albany, NY 12205 Mary McGeoch (518) 862-5409 (518) 862-5378 (fax) Mary McGeoch (518) 862-5409 (518) 862-5378 (fax) Rochester CSD Rochester City School District Office of Accountability 131 West Broad Street Rochester, NY 14614 Karl Kania (585) 262-8328 Jeremy Cranker (585) 262-8567
[INSERT NAME HERE] [COVERED ENTITY] RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY [BUSINESS ASSOCIATE] ___________________________________ Name: Title: Date: ___________________________ ___________________________________ Name: Title: Date: ___________________________ RUTGERS HEALTH GROUP [BUSINESS ASSOCIATE] ___________________________________ Name: Title: Date: ___________________________ Signature Page for Business Associate Agreement
Assignment. Neither Party shall directly or indirectly assign or otherwise transfer this Agreement, or any interest herein or obligation hereunder, without the prior written consent of the other party. Notwithstanding the foregoing, a corporate reorganization of the clinical operations of Rutgers and/or RHG, which results in the clinical operations of Rutgers and/or RHG being transferred to an Affiliate, or an entity controlled by or under common control with, or in an organized health care arrangement with Rutgers and/or RHG, shall not require approval of Business Associate. No Party Beneficiaries. Except as expressly provided in Section 3.6.1 above, this BAA is made solely for the benefit of the Parties and their Affiliates, successors and assigns and no other person or entity shall have any right, benefit or interest under or because of this BAA. Notices to Parties. All notices, requests, approvals, demands, and other communications required or permitted to be given under this BAA will be in writing and will be deemed to have been duly given when (a) delivered personally or (b) if sent via USPS/FedEx/UPS (or similar courier service) then as evidenced by a delivery receipt or tracking report, addressed as follows or to such other address as either Party may designate by notice to the other Party: To the Covered Entity: [Insert name/address here] To the Business Associate: [Insert name/address here] With a copy to: Rutgers University Ethics and Compliance Director of Privacy 65 Bergen Street, Suite 1346 Newark, NJ 07107 With a copy to: Remainder of page intentionally left blank. Signature page follows. IN WITNESS WHEREOF, the Parties have executed this Business Associate Agreement the day and year written below. RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY [COVERED ENTITY] [INSERT NAME HERE] [BUSINESS ASSOCIATE] ___________________________________ Name: ___________________________________ Name: Title:
Lab Presentation Rubric Student Name(s): ________________________________________ Total: ___________ CATEGORY 4 3 2 1 Experimental Hypothesis Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. No hypothesis has been stated. Experimental Design Experimental design is a well-constructed test of the stated hypothesis. Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. Experimental design is relevant to the hypothesis, but is not a complete test. Experimental design is not relevant to the hypothesis. Data Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. Accurate representation of the data in written form, but no graphs or tables are presented. Data are not OR are inaccurate. Analysis The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed. The relationship between the variables is discussed and trends/patterns logically analyzed. The relationship between the variables is discussed but no patterns, trends or predictions are made on the data. The relationship between the variables is not discussed. Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. Conclusion includes what was learned from the experiment. No conclusion was included in the report OR shows little effort and reflection.
Reconciliation of comprehensive income for the year ended 31 March 2015 - Group Effect of transition into FRS 102 FRS 102 after Restatement £000’s UK GAAP as previously reported Change to cost Grant Depreciation Sinking Funds Investment Properties Financial Instruments Financial Instruments other Holiday Pay Pension Deficit Turnover 34,998 600 -213 1 35,386 Operating expenditure -19,532 35 -338 40 12 -6 52 -19,737 Operating surplus 15,466 35 600 -338 -173 12 1 0 -6 52 15,649 Surplus/(deficit) on disposal of property, plant and equipment 602 854 1,456 Interest receivable 75 0 75 Interest and financing costs -7,559 58 -20 -7,521 Change in fair value of financial instruments 0 315 315 Surplus/(deficit) on revaluation of investment properties 0 59 59 Surplus before tax 8,584 889 600 -338 -173 71 59 315 -6 32 10,033 Taxation -124 -7 2 -129 Surplus for the year 8,460 889 600 -338 -173 64 59 315 -4 32 9,904 Total comprehensive income for the year 8,460 889 600 -338 -173 64 59 315 -4 32 9,904
Passive Acoustic Monitoring for Marine Mammals in the SOCAL Range Complex April 2016 – June 2017 Ally C. Rice, Simone Baumann-Pickering, Ana Širović, John A. Hildebrand, Macey Rafter, Bruce J. Thayre, Jennifer S. Trickey, Sean M. Wiggins Marine Physical Laboratory Scripps Institution of Oceanography University of California San Diego La Jolla, CA 92037 Humpback whale, Photo by Ally Rice MPL TECHNICAL MEMORANDUM #618 February 2018
Image C: Dario Tironi, "Ragazzina Seduta," 2016. SimonBart Gallery, Salerno, Italy. Image D: Agne Kisonaite, "Diabetes," sketch in progress, 2017. Image E: Agne Kisonaite, "Diabetes," 2017. Image F: Leah Owneby, "My Creepy Diabetes Art," 2017. Image G: Tilda Shalof, "Talkin Trash," 2017. Toronto General Hospital. Works Cited: "Dario Tironi, Ragazzina Seduta, 2016." Artsy.com. Accessed December 15, 2017. https://www.artsy.net/artwork/dario-tironi-ragazzina-seduta. Hieb, Marianne. 2005. Inner Journeying Through Art-Journaling : Learning to See and Record Your Life as a Work of Art. London: Jessica Kingsley Publishers. Accessed December 13, 2017. ProQuest Ebook Central.
Poster Grading Rubric Possible points 1 (worst) 2 3 4 (best) Introduction Not present Is very general and includes all sections Includes explanation of magnet and compass, but not in student’s own words Includes a explanation of magnet and compass in the student’s own Methods Not present Experimental setup is discussed, but not in detail; does not include data collection Experimental setup is discussed in detail; does not include specific information on accurate data collection Experimental setup is discussed in detail, including method of accurate data collection and picture of the experimental setup Data Not present Scatter plot is present and correctly formatted, but not explained Scatter plot is correctly formatted and included, but explanation is incorrect or incomplete Scatter plot is correctly formatted and included; explanation is correct or complete Results Not present Log-log plot is present and correctly formatted, but not explained; calculations are missing Log-log plot is present and correctly formatted, but not explained; calculations are present, possibly with a few minor errors Log-log plot is present and correctly formatted; explanation is correct; calculations are complete and correct with no error that affects the results
Discussion & Conclusion Not present Purpose of experiment and engineering connection are present; justification for log-log plot is present; statement of result is incomplete or future work is missing Purpose of experiment and engineering connection are well developed; justification for log-log plot is present; statement of result is incomplete or future work is missing Purpose of experiment and engineering connection are well developed; justification for log-log plot is present; statement of result is present and validated; a good statement of future work is present Not present Complete Total Score 5-9 = no score (0-65%) 10-14 = not acceptable (70-79%) 15-19 = acceptable (80-89%) 20-24 = complete (90-100%) Additional notes:
References Barber, B. (1995). Jihad vs. McWorld. New York : Ballantine Books Connolly, W. (2005). “The Evangelical-Capitalist Resonance Machine.” Political Theory, Vol. 33 No. 6. Harris, S. (2007). Letter to a Christian Nation. Knopf. Mitchell, T. (2013). Carbon Democracy: Political Power in the Age of Oil. Verso. Murray, M. J., & Rea, M. C. (2008). An introduction to the philosophy of religion. Cambridge ; New York : Cambridge University Press, 2008. Oreskes, N., & Conway, E. M. (2010). Merchants of doubt : how a handful of scientists obscured the truth on issues from tobacco smoke to global warming. New York : Bloomsbury Press. White Jr., L. (1967). The Historical Roots of Our Ecologic Crisis. Science, 155(3767), 1203.
In this example, it is evident that any of them could be the imposter, as they all have at least one thing that makes them unique, and they all share some sort of commonalities with the other shapes. The goal, then, is for students to describe what characteristic makes each one unique. The following chart lays out some explanations of how each shape is unique (i.e., the “imposter”) but students might find more. Trapezoid Rectangle Hexagon Square All shapes are red Shape is blue.    All shapes have a circle inside  The circle is on the edge of this shape.   All shapes have 4 sides   This shape has six sides.  All shapes have solid lines    This shape has dotted lines. Step 2: Introduce the paint example (see attachment). Allow students time, at first, to write down any observations that they have about the suspects. Encourage them to solve for any missing information that they can deduce about each “suspect.” As long as the statements are true, they can write them down. Is there any missing information that you can deduce? Are there any similarities/differences between the suspects? Extension: If you have already chosen one imposter, try to find a reason for another suspect to be the imposter. Have students discuss their choices of imposter in groups. Then have the groups explain their reasoning to the class. There are many different ways that students can describe the imposters. Here are some possible characteristics: Picture Words Graph Table All have same labels (Cups or Quarts needs Conversion)    All comparisons involve parts being compared to parts  The red paint (part) is compared to the purple (whole)  
Newfoundland, Canada Voluntary Work 1990 – 1991 Whilst resident in Canada I carried out voluntary work in the local high school conducting science experiments and running a computing course. The Wellcome Foundation, Dartford Production 1985 – 1990 A number of supervisory and technical support within tablets and liquids manufacturing
Editions with Commentary: A. W. F., The Apologies of Justin Martyr (in Cambridge Patristic Texts). Cambridge, 1911. Pfättisch, J. M., Justinus des Philosophen und Märtyrers Apologien. Munich, 1912. Gildersleeve, B. L., The Apologies of Justin Martyr. New York, 1877. The present translation is on Krüger’s text in Blunt’s edition. Translations of the of Justin Martyr English: Reeves, W., The Apologies of Justin Martyr, Tertullian, and Minucius Felix. London, 1709. Dods, M., and Others, The Writings of Justin Martyr and Athenagoras (in Ante-Nicene Christian Library) (genuine and spurious works, and Acts). Edinburgh, 1867. Williams, A. L., The Dialogue with Trypho. S.P.C.K., London, 1930. Falls, T. B., Saint Justin Martyr (in The Fathers of the Church). Fathers of the Church Press, New York, 1948. French: Pautigny, L., Justin, Apologies (with text). Paris, 1904. Archambault, G., Justin, Dialogue avec Tryphon (with Greek text and commentary), 2 vols. Paris, 1909. German: Veil, H., Justins des Philosophs und Märtyrers Rechtfertigung des Christentums. Strassburg, 1904. Rauschen, G., Die beiden Apologien Justins des Märtyrers (in Bibliothek der Kirchenväter). Kempten, 1913. Some Studies of Justin Goodenough, E. R., The Theology of Justin Martyr (with an elaborate bibliography). Jena, 1923.[[@Page:241]] Kaye, John, Some Account of the Writings and Opinions of Justin Martyr, London, 1829 (reprinted under various titles; as The First Apology of Justin Martyr, with Reeves’s translation, Edinburgh, 1912).
-1.45 (0.87) -1.76 (2.75) -1.81 (3.08) # 0.08 (0.05) 0.26*** (0.06) 0.24** (0.09) 0.09 (0.03) 0.14 (0.03) 0.09 (0.09) -0.08* (0.03) -0.13* (0.07) -0.52* (0.20) 0.32*** (0.09) -0.36** (0.12) -0.45** (0.17) 1.42** (0.49) 1.47 (1.12) 1.76 (1.11) 0.07 (0.11) 0.44* (0.19) 0.42* (0.19) % 0.08 (0.46) 2.76* (1.14) 2.80* (1.26) 0.37 (0.23) 0.44 (0.40) 0.52 (0.44) 3 0.16 (0.29) 0.11 (0.59) 0.12 (0.61) 0.07 (0.67) 0.61 (0.97) 0.32 (0.95) 0.13 (0.26) 0.21 (0.34) 0.20 (0.33) 0.01 (0.01) 0.01 (0.01) 0.00 (0.01) 0.00 (0.00) 0.00 (0.00) 0.00 (0.00) 0.00* (0.00) 0.00 (0.00) 0.00 (0.00) -9.96*** (1.17) -6.52*** (1.78) -5.40* (2.19) N 7630 7630 7570 + *p < .05, ** p < .01, *** p < .001, for a two-tailed test
TABLE 6 CSR Disclosure and SRI Panel A: Univariate Statistics Full Sample CSR Report =1 Sample Assurance =1 Sample Report = 1/0 Assurance = 1/0 Accounting =1/0 Report = 1 Report = 0 diff Assurance = 1 Assurance = 0 diff Accounting =1 Accounting = 0 diff SRI_Holding 0.372 0.233 0.138*** 0.438 0.332 0.107*** 0.511 0.405 0.107*** SRI_Number 35.458 21.480 13.978*** 42.108 31.492 10.617*** 50.011 38.434 11.576***
Office/Clinic Arrival Assemblies Bus Dismissal Respectful Use a level 1 or 2 voice while waiting Remember to say please and thank you Wait patiently for directions Use a level 3 voice while waiting outside unless otherwise told by an adult Wait patiently in line Follow all directions the first time given Use a level 1 voice unless otherwise told by an adult Use silent cheer Follow all directions the first time given Use a level 1 or 2 voice Follow directions the first time given Stay in personal Use a level 2 voice while waiting in gym Wait patiently in line Follow all directions the first time given On Target Return to class promptly Arrive on time (8:30 – 8:40) Be in your seat and ready to learn by 8:45 Have all needed materials Listen, watch and learn Wait patiently in single file line Use railing when entering and exiting the bus Take home all needed materials Always safe Get pass from teacher Sit in assigned area Wait in designated area until staff member leads you in Keep hands, feet and objects to yourself Obey all traffic rules Go directly to designated place Leave things on the ground that belong there Keep aisles clear Stay in assigned area Keep feet, and objects to yourself Sit seat to seat, back to back, and feet to floor Keep hands, feet and objects to yourself Stay in assigned seat Stay out of the “danger zone” Wait in designated area until staff member leads you out Keep hands, feet and objects to yourself Obey all traffic rules Go directly to designated place Leave things on the ground that belong there Responsible Tell the truth Follow adult directions the first time given Supervised line-up begins at 8:30 Obey safety patrol Participate appropriately Keep bus and aisles clean and clear Take all belongings off the bus Be on time and for bus Obey safety patrol
TEACHING ASSISTANT Fall 2013 Graduate Teaching Assistant: Adolescent Development University of Georgia Dr. Steve Kogan, Associate Professor CLINICAL EXPERIENCE Clinical Fellow Emerge Family Therapy Clinic, Spartanburg, SC 2017-Present Supervisor: Cathy Sparks, Ph.D. Provide individual, couples, and family therapy in a community clinical setting, conduct clinical research to inform clinical practice for fellows within the clinic, develop and conduct workshops relating to specialty area of families of people with disabilities, communicate and collaborate with community partners, and mentor master’s level clinicians. Clinician ASPIRE Clinic, Athens, GA 2013-2017 Supervisors: Jerry Gale, Ph.D., Maria Bermudez, Ph.D., Desiree Seponski, Ph.D. Provided interdisciplinary mental health services to individuals, couples, and families in a collaborative university clinical setting, maintained clinic files, mentored beginning doctoral students, and participated in clinical meetings related to doctoral program advancement. Clinician Charles Lea Center, Spartanburg, SC 2012- 2013 Supervisor: Rentz, Ph.D. Provided counseling to individuals, couples, and families of people with intellectual disabilities and/or traumatic brain injuries and coordinated services with disability service coordinators and support personnel. Clinician West Gate Family Therapy, Spartanburg, SC 2012- 2013 Supervisors: Kelly Kennedy, Ph.D., James Rentz, Ph.D., Cathy Sparks, Ph.D. Provided mental health services to individuals, couples, and, families dealing with various mental, behavioral, and relational issues in community clinic setting. Clinician Anchor House, Spartanburg, SC 2012- 2013 Supervisor: Kelly Kennedy, Ph.D. Provided group therapy services to adolescent girls, ages 12-17, in group home setting. SUPERVISORY EXPERIENCE Clinical Supervisor Candidate Converse College/Emerge Family Therapy, Spartanburg, SC Summer Duties: Primary supervisor for Master’s level therapist, consultation and live supervision to Master’s level therapists.
numbers identified explicitly name these sources OPTIONAL (Supplemental and/or supporting information) Was a GIS desktop analysis performed? Evident throughout both plans. Has existing water quality or biological data been reviewed? Ambient water quality data USGS data Other? Ambient water quality data collected by DENR was reviewed. , pp. 17 & 18 Does the plan(s) identify any water quality impairments in this watershed (303(d) list)? Yes. Rich Fork Creek is listed as impaired for Exceeding Criteria for Fair Fish Communities and its downstream extent for Exceeding Criteria for Poor Fish Communities. The communities of Rich For Creek are also implementing a TMDL for violating NC’s fecal coliform water quality standard. Its tributary Hunts Fork is listed as impaired for Exceeding Criteria for Fair Benthos. The RFC Watershed Assessment identifies high levels of impervious cover in the watershed’s headwaters as a source of stress and impairment. Draft 2014 303(d) List: (pp 1008; 1010 - 1011) Impaired for: (Exceeding Criteria) Fair Fish Community ( Exceeding Criteria) Poor Fish Community Watershed Assessment Has a assessment been conducted? CWP (Center for Watershed Protection) Method EEP (Ecosystem Enhancement Program) Manual Other? Field inventories of BMPs, stormwater infrastructure, and streams were conducted as part of the Ellerbe Creek WIP. , pp. 35 – 40 Does the plan indicate if a TMDL has been developed for this watershed? The RFC Watershed Assessment repeatedly refers to the consent decree that the City of High Point has with the US EPA over failure to respond to the fecal coliform bacteria TMDL on Rich Watershed Assessment
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Sire AKC/ASCA CH Windrifts Got It Goin On Sire HOF CH Heatherhill My Waterloo Sire CH Heatherhill Grand Marshall Sire HOF CH Levi Dockers of Heatherhill Dam CH Shady Acres Irish Lyric CDX Dam HOF CH Oprah Winfree of Heatherhill Sire HOF CH Agua Dulce Final Option Dam HOF Moonspinner of Brigadoon Dam Windrift Sportin Attitude Sire CH Heatherhill Escalade Sire CH Heatherhill Montel Williams Dam CH Moonstruck of Heatherhill Dam CH Windrifts Time of Your Life Sire CH Tri Ivory Bet The Farm Dam CH Heatherhill Show Time in Ten Dam CH Dreamstreets Malibu Barbi Sire MBIS CH Dreamstreets Season Ticket ROM I Sire HOFX CH Briarbrooks Valedictorian Sire HOF My Main Man of Heatherhill ROM III Dam CH Briarbrooks Silver Sequence ROM III Dam CH Mysharas Shameless Sire CH Casablancas Martin Dam Dam CH Dreamstreet All That Glitters Sire MBIS CH Sunnyrains Front Page News Sire CH Briarbrooks Silverware Dam CH Briarbrooks Society Page
- Richlands—Wacol corridor neighbourhood plan code Service station code Prescribed secondary code Warehouse Assessable development—Impact assessment If involving the on-site storage of shipping containers The planning scheme including: Richlands—Wacol corridor neighbourhood plan code Industry code Low impact industry zone code or Industry zone code Prescribed secondary code Table 5.9.57.B—Richlands—Wacol corridor neighbourhood plan: reconfiguring a lot Zone Categories of development and assessment Assessment benchmarks ROL, if assessable development where not listed in this table No change Richlands—Wacol corridor neighbourhood plan code If in the Wacol industrial precinct (NPP-001) Low impact industry zone Assessable development—Impact assessment If a reconfigured lot is less than The planning scheme including: Richlands—Wacol corridor neighbourhood plan code Low impact industry zone code Subdivision code Prescribed secondary code General industry A zone precinct of the Industry zone Assessable development—Impact assessment If a reconfigured lot is less than 1,000m2 The planning scheme including: Richlands—Wacol corridor neighbourhood plan code Industry zone code Subdivision code Prescribed secondary code General industry B zone precinct of the Industry zone Assessable development—Impact assessment If a reconfigured lot is less than 2,000m2 The planning scheme including: Richlands—Wacol corridor neighbourhood plan code Industry zone code Subdivision code Prescribed secondary code General industry C zone precinct of the Industry zone Assessable development—Impact assessment If a reconfigured lot is less than 2,000m2 The planning scheme including: Richlands—Wacol corridor neighbourhood plan code
Industry zone code Subdivision code Prescribed secondary code If in the Sanananda Barracks industrial sub-precinct (NPP-001a) Low impact industry zone or General industry A zone precinct of the Industry zone Assessable development—Impact assessment If a reconfigured lot is less than 1,000m2 The planning scheme including: Richlands—Wacol corridor neighbourhood plan code Low impact industry zone code or Industry zone code Subdivision code Prescribed secondary code If in the Sanananda Barracks mixed industry and business sub-precinct (NPP-001b) Conservation zone Assessable development—Code assessment If a reconfigured lot is equal to or greater than 1,000m2 and not a volumetric subdivision Richlands—Wacol corridor neighbourhood plan code Subdivision code Prescribed secondary code 5.9.57.C—Richlands—Wacol corridor neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Richlands—Wacol corridor neighbourhood plan code Table 5.9.57.D— Richlands — Wacol corridor neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Richlands—Wacol corridor neighbourhood plan code