zilongwang/ReadingBank huggingface dataset:
Meatloaf Kisses in a Cloud Pork with Hollandaise Sauce Broad Run High School 2009-2010 Mrs. Kelley’s Gourmet Foods Classes 3rd Block Sugandha Agrawal Giselle Contreras Katherine Davis Jessica Dinovo Annalie Eubanks Alexander Gray Bradley Guidos Jose Gutierrez Katherine Guzman Reyes Taylor Hoover Kawal Mahal Loryanna Miller Steven Petrey Saghar Sabeti Mahfaroujaki Munir Safi Rachel Voltz 5th Mary Beck Jesika DeDonato Kiranpreet Gill Kristie Gunderson Jessica Mbok Molly Rau
Recipe Report Collaborative Project Rubric ___________________________________ Name ____________________ Date __________________ Level One Level Two Level Three Level Four Communication - pictures - use of vocabulary - collaboration - expresses and organizes information using limited appropriate vocabulary, graphics etc. - worked with little cooperation, efficiency or consistency - provided little towards the final product - expresses and organizes some information using some appropriate vocabulary, graphics etc. - worked somewhat cooperatively with the group - provided less than an contribution to the final product - expresses and organizes information using appropriate vocabulary, graphics - worked cooperatively, efficiently and consistently with the group - provided an equal/fair contribution to the final product etc. - expresses and organizes detailed information very well using appropriate vocabulary, graphics, etc. - worked very cooperatively, efficiently and consistently with the group -provided an extensive but fair contribution to the final product - coached or guided others to enhance the final product Inquiry - observations - variations - questions - uses few processing and critical thinking skills to analyse the lab in limited ways - uses few research or extension skills and strategies - uses some processing and critical thinking skills to analyse lab somewhat effectively - uses appropriate research and extension skills and strategies - uses processing and critical thinking skills to analyse lab effectively - uses appropriate research and extension skills and strategies - uses processing and critical thinking skills to effectively and thoroughly analyse the lab - uses appropriate and extensive research skills and strategies Application - where and when to serve this item - kitchen and food safety, special considerations - applies limited knowledge and skills in familiar contexts - transfers limited knowledge and skills to new contexts - applies knowledge and skills in familiar contexts with some effectiveness - transfers some knowledge and skills to new contexts - applies knowledge and skills in familiar contexts effectively - transfers knowledge and skills to new contexts - applies knowledge and skills in familiar contexts very effectively - transfers knowledge and skills to new contexts effectively Comment:
Brownies Makes 20 servings (Will need to double this recipe) 1 1/4 pounds unsalted butter 2 1/2 pounds semisweet chocolate chips 6 extra-large eggs 2 2/4 cups sugar 1 cup all-purpose flour Dessert Apple Pie Makes 8 servings (Will need to triple this recipe) Ingredients: 4 pounds Granny apples, peeled, quartered, and cored 2/3 cup sugar 1/4 cup all-purpose flour 1/8 teaspoon salt 1 egg Dessert Fruit and dip Makes 12 servings (Will need to double this recipe) 1 cup of cream cheese 1 1/3 cup marshmallow fluff 1/2 cup of green or purple grapes ¼ cup of strawberry 2 cups of pineapple chunks
and the use of spices to add flavour and colour. Flavourings and seasonings. Factors affecting food choice. meat, safe use of the hob, safe use of a kettle, draining (rice). Quick Pizza The rubbing- in method to make a pizza base and the functions of the main ingredients. Functions of ingredients – shortening, coagulation of protein, dextrinisation of starches. How cooking affects ingredients. Applied nutrition and current healthy eating guidelines. Weigh/measure, peel, cut/slice, grate, rub in, mix and shape, assemble, use of decoration/finishing techniques, bake, safe use of the oven. Activities
Facts Cultural heritage Outback Australian Passion Agriculture Background fact As kids we would often sneak our turkey or pet lambs into our beds for a sleep over! Australian ties My closest big town is Wongan Hills in WA. In the past 10 years it has become culturally diverse. Cultural I’m a seventh-generation Australian. Most of my family are farmers - I grew up on my family’s property in Konnongorring with my four sisters and my brother. I had the best childhood running around on the farm. I also learnt responsibility at a very young age. Growing up, my closest neighbours were nine kilometres away. There’s not a skyscraper or fast food outlet place in sight, just paddock after paddock dotted with sheep. It’s a lot quieter then living in the city. For most farm kids it’s the same on weekends and school holidays - you help earn the family’s income. I’ll never forget the day dad wrote a list of jobs for me to go and do without his help, even if it was just cleaning troughs! I’ve grown up in a household where having baby chickens in the bathroom, a horse inside (much to mum’s disgust) or the pet emu on the veranda is normal. We were always late for the school bus because we were feeding the calves, or they had got out again and were pooing in pop’s shed! When I went to primary school, it took us one hour to get there by bus on the bus route. I went to one of the biggest schools in our area with 12 kids in my high school year and 250 in the whole school. Then I went to boarding school at Cunderdin Agriculture College in my last two years of high school because no way did I want to go study in the city! The biggest difference between education in the country and in the city is teachers are your friends outside of school. Because the town is so small, you end up playing hockey or netball with them or joining in on their coffee dates
Samoan (Samoa) Talofa TA - LO - FAR Tofa soifua TA - FA SOY - FUA Fa’amolemole FA - AM - OLE - MO - LE Fa’afetai FA - AFE - TIE Susua SU - SU - A Vietnamese (Vietnam) Xin chào SIN – CHOW Tam biet TAM - BIT Xin vui lòng SIN - VU - LONG Xin cam on SIN - CAM - ON Ngon NG - AWN Khmer (Cambodia) SOM- SOM- LEAH SOM SOM - AHR - COON-EH CH - NG - AR - N Georgian (Georgia) გამარჯობა GAH - MAHR - JOH - BAH მშვიდობით NAKH - VAHM - DEES გთხოვთ TOO - SHEH - EEDS - LEH - BAH დიდი მადლობა MUD - LO - BAH გემრიელი GEHM - REE - EH - LEE Spanish (Argentina) Hola OH- LA Adiós AH - DE - OS Por favor POUR- FA - VOR Gracias GRAH- SEE- AHS Qué rico KE - RICO Acknowledgements Project Team Cultural Infusion Development Team Sophia Sourris Rob Nicholson Douglas Montgomery Peter Mousaferiadis Sean McCart Rocsanne Rafael Arocha Mathieu Bas Antonios Bouris Adele Dugaz Doriane Bey Josiah Duncan Chloe Willems CuriousWorks Video Producers Vanessa Hyde Emma Macey Mark Taylor
Margarine Yeast spreads and vegetable extracts Jam/marmalade/honey/golden syrup Red, white and balsamic vinegar Lemon or lime juice Salad dressing made from oils listed above e.g. French, mayonnaise, aioli, ranch and Caesar dressing. Pastry (puff, shortcrust, filo), use products that have a Health Star Rating of 3.5 or above. cones, use products that have a Health Star Rating of 3.5 or above. Note: all and savoury pastries are Occasional foods. Dairy Foods and alternatives Herbs, spices and seasoning Milk (preferably reduced-fat) Milk alternatives (soy or rice milks) with added calcium. Cheese including cottage and cream cheese, preferably reduced fat. Yoghurts, preferably reduced-fat. No added confectionery. Fresh and dried herbs and spices powder Seasoning packets (use salt-reduced where available). Condiments, sauces and marinades Baking products Recipe bases/cooking sauces, look for products that have a Health Star Rating of 3.5 stars or above – prepare as per instructions on the pack Tomato paste Tomato and other table sauces e.g. BBQ, sweet chilli, fish, soy, satay sauce and gravies (use salt-reduced where available). Pesto Cranberry, and mint sauces Chutney, pickles, mustard, horseradish, chilli, relish and salsa. Marinades (use salt-reduced where available). Vinegar (distilled, rice, cider, balsamic). Reduced fat/light coconut cream and coconut milk. Sugar (brown, caster or raw; single serve packs for beverages), honey and syrups (e.g. maple and golden syrup). Limit use in canteen-made recipes. Desiccated coconut (in amounts) Baking powder or bi-carb soda Cocoa Vanilla essence Yeast (instant dried) Bread Crumbs Flour (preferably wholemeal) Pancake and pikelet mix Eggs Artificial or natural intense sweeteners e.g. aspartame or stevia. Food colouring Gelatine, agar Flavourings Milk flavourings, powder and syrups Use in small amounts (in drinks use no more than 1 level tablespoon per portion). Further References
News- Environment – Single Story or Series Nuclear Storage Plans for San Onofre, JW August, Lynn Walsh, NBC 7 San Diego News- Health Science – Single or Series A Mom and the Blood Transfusion that Nearly Killed Her, Melissa Mecija, KGTV Vida Robada, Benjamin Zamora, Cesar Contreras, KINC Ella, Rachel Aston, Las Vegas Review News- Historical/Cultural – Single Story or Series 75 Later, Keeping Pearl Harbor Memories Alive, Luis Cruz, Howard Lipin, Misael Virgen, Peter Rowe, Lauren Flynn, David Brooks, The San Diego Union Tribune Humanitarian Crisis in Tijuana, Abigail Alford, Francisco Kenny McGregor, CBS News 8 Underwater Tombstones Preserve La Jolla Cove Diver’s Legacy, Jordan Whitley, Fox 5 San Diego News - Human Interest - Single Story or Series Rise in Domestic Violence, Marilyn The Desert Sun Los Hijos De La Frontera, Francisco Fajardo-Nungaray, Roberto Romero, XHAS Telemundo 33 In Their Words, Greg Bledsoe, NBC 7 San Diego Gang Banging at 10, out at 13, Rachel Aston, Las Vegas Review News – Politics/Government – Single Story or Series Justice Delayed, Ray Arzate, Sergio Avila, KSNV
Recency of Practice Log Book Template Workplace/role Date Range Number of days/hours Dietetic work hours total Evidence I can supply e.g. Hospital clinical locum 1 April 2015-31 May 2015 3 days/week- 8 hours 192 Letter from HR at hospital
Programmatic Environmental Assessment, dated June 2016? Are the best management practices (project design criteria, NMFS consultation mitigation measures in the PEA) to be used during the proposed activities adequate to ensure any environmental impacts are not significant? Are the specific affected resources and impacts that are likely to result from these proposed activities fully described in the Final U.S. IOOS Programmatic Environmental Assessment, dated June 2016? Could these activities have significant effects on public health or safety? Questions on Physical Resources Yes No N/A Will the proposed action likely affect a significant aspect of the natural physical environment? Consider the Clean Water Act. The operation of vessels is subject to CWA. The IOOS Program maintains compliance with these applicable CWA regulations by obtaining the required discharge permits. Have you obtained the necessary discharge permits and provided a copy to the IOOS Environmental Compliance Coordinator? If not, explain. Consider the Coastal Zone Management Act. License, permit and financial assistance activities must be fully consistent with CZMA. The IOOS Program will require RAs and grantees to work with state coastal management programs to ensure any federal actions are consistent with the enforceable policies of the state’s coastal management program. Have you obtained the necessary licenses and permits required by your state CZMA and provided a copy to the IOOS Environmental Compliance Coordinator? If not, explain. Consider the Estuary Protection Act. In planning for the use or development of water and land resources, have you considered the impacts of commercial and industrial developments on estuaries? Explain how. Consider the Estuary Restoration Act of 2000. Is this project part of an estuary habitat restoration effort? If so, explain. Consider the Rivers and Harbor Act. The IOOS program requires RAs and grantees to demonstrate compliance with RHA. If this project includes
Chicken and Dumplings INGREDIENTS Shopping List (for 6) Cost 4-5 chicken breasts, skinless boneless 4-5 chicken breasts 7.00 3 15-ounce cans chicken broth Bouillon Chicken Flavor 5.00 3 medium potatoes, diced Fresh Potatoes Yukon Yellow - 5lb 4.00 2 small onions, diced Bag of Onions 4.00 10 baby carrots, sliced ShopRite Baby Carrot bag 4.00 1 can of peas 15oz cans of peas 2.00 1/2 teaspoon garlic salt (in cabinet) 1 teaspoon thyme (in cabinet) 1 teaspoon salt (in cabinet) 1/2 teaspoon black pepper (in cabinet) 2 bay leaves (home) 4 tablespoons flour (home) 2 cans of refrigerator biscuits Pillsbury Biscuits - 4pack 4.00 2 tablespoons vegetable oil (in cabinet) 2 tablespoons butter (home) ($5 per person) $30.00 At home: Sauté Chicken breasts and cut into 1-inch chunks Sauté onions, let cool and pack separately Pack small container of flour Prepare spice bag with ½ teaspoon garlic salt, 1-teaspoon thyme, 1-tsp salt, ½ teaspoon pepper, 2 bay leaves. At Campsite: Use a cast-iron Dutch oven, a stove top Dutch oven, or a large pot with a lid. Add oil to pot and heat to medium. Saute the chicken breasts for about 20 minutes, turning after 10 minutes. Remove chicken to a cutting board. Add butter to pot. Add onions, flour and stir to moisten and make a rue. Add one can of broth and stir until the gravy is smooth. Add remaining vegetables, diced chicken, spices and 2nd can of broth. Stir well, bring to a boil and then reduce to a simmer. Take biscuits, and place them on top of the stew. Put a lid on the pot and simmer for about 10 minutes. Remove the bay leaves before serving.
1.1 Review of Complex Exponentials. A sinusoidal function can be written as an exponential function with a complex exponent: where and Euler’s Formula is the second equality: Here, is a real number given in radians (). Notice that both the real and complex value of oscillates with a period of The function itself oscillates between pure real and pure imaginary values. We can tabulate the values and plot the function on the complex plane: 0 1 i -1 -i 1 A complex number can be written in the form of , where x and y are real numbers. The real part is x and the imaginary part is y. Complex numbers can also be written in polar coordinates as , where r is the magnitude and the phase. The magnitude is . Clearly the magnitude of is unity for all values of the phase. The plot of is a cosine wave, while that of is a sine wave: 1.2 Plane Waves. use powerpoint
1.3 Fourier Series. Any periodic function in one dimension such that can be represented as a Fourier series (a linear combination of simple waves): where the Fourier coefficients Vn may be found by multiplying V(x) through by and integrating over the spatial period a:
where (Kronecker’s delta) is 1 if n = m and 0 otherwise. The Fourier coefficients are thus the overlap integrals of V(x) with each complex exponential component: The condition is required to ensure normalization. If , the function V(x) is identical to a cosine wave of wavelength a/n. If , the function V(x) contains no component with wavelength a/n. 1.4 The Reciprocal Lattice. In a similar way, a periodic function in three dimensions may be invariant under translation by a set of Bravais lattice vectors R: where V represents some periodic property of the lattice (e.g., electron density) and R takes the form . Here, { are integers and {} are primitive lattice vectors. Now we introduce a set of primitive reciprocal lattice vectors {} that satisfy the following condition: Explicit formulas for the primitive reciprocal lattice vectors are given by the expressions Note that the reciprocal vectors are defined with reference to a particular Bravais lattice, often called the direct or real lattice. When i ≠ j, because the product of two vectors is normal to both. It follows that for i = j since . A general reciprocal lattice vector K is then . Here, { are integers and {} are primitive vectors of the reciprocal lattice.
Am himmel steht kein Stern, I’d grant him any star in heaven, den ich dem Freund nicht gönnte. my friend deserves the best. Mein Herz gäb’ ich ihm gern, I’d gladly give my heart to him wenn ich’s heraustun könnte. If I could take it from my breast. Program Notes & Translations La Paloma blanca: This song is a simple Mexican folk song arranged by Edward Kilenyi (1884-1968). Yo soy tu Paloma blanca I am your white dove Tú eres mi pichón azul. You are my blue pigeon. Arrímame tu boquita Draw close to me your mouth Para hacer cu ru cu ru. To woo and coo. A la jota, jota que baile Jesusito To the jota, that dances Baby Jesus Cu ru cu ru cu ru coo, coo, coo, coo, coo, coo Mi sueño: A heartfelt love song about a dream, and is a Mexican folk song arranged by Edward Kilenyi (1884-1968). ¡Ay! ¡sin tu amor morirè, Oh! Without your love I’ll die, sí mujer! Indeed my dear! Porque tú eres ilusión. Because you are an illusion. Tú le das al corazón, you give my heart, La ventura que soné. The chance of which I dream. No me mires así, don’t look at me so, porque voy a morir, because I will die Pues no puedo vivir, con desprecio de ti. Well, I can’t live with your scorn. ¡Ay! Vuelve tú a mirar, Oh! Look again, que es mi adoración, which is my adoration Tener tú con passion, to have you with passion ¡Angel de amor! Angel of love! Que aquí vengo a pedir That here I come to beg E implore el perdón, and plead forgiveness por si fuse a morir, And if I should die ¡Adiós, Adiós! Farewell, Farewell!
Support and maintain correspondence with volunteers who fundraise for RECLAIM, and promote fundraising to existing volunteers; Keep volunteer policies and procedures up to date, including risk assessments; Raise staff awareness of the role and the function of volunteers; Ensure there is appropriate support and training for volunteers; Monitor, support, motivate and accredit volunteers/mentors and their work; Celebrate volunteering by organising celebration events; Offer advice and information to volunteers and external organisations through telephone and email contact; Manage budgets and resources, including the reimbursement of volunteer/mentor expenses; Keep up to date with legislation and policy related to volunteering and make any necessary modifications to accommodate changes; Monitor and evaluate activities and write reports to support funding bids; Maintain Salesforce/databases and undertake any other administrative duties. General Requirements: To work autonomously and self-manage; Ensure safeguarding and child protection policies are adhered to and communicated to all volunteers and mentors; Deputise and cover for colleagues as required; Act as an ambassador for the RECLAIM organisation and actively promote and model its core vision, mission and values; Actively share knowledge and skills with the RECLAIM team; Commit to own development and that of the organisation and staff team; Commit to attendance and contribution to team meetings and 1:1s; Submit weekly progress on all your activities to manager; Submit monitoring/evaluation reports and ensure data is accurate when updating Salesforce; Ensure services are provided in line with contractual; regulatory and best practice standards; projects and assessments; Maintain the highest quality overall service provision; Undertake other duties/special projects commensurate with the grading of the post as may be required. Person Specification Application Interview Education, qualifications and training English and Maths GCSE at grade C or above, or equivalent Experience Proven relationship management experience and experience working with a variety of people Previous budgetary management experience Experience in Programme/Project Management
Professional Values and Attributes What are your professional values and attributes? What works and does not work in your teaching and learning? Reflect on what best in your teaching and learning to meet the diverse needs of learners. How do you evaluate and challenge your practice, values and beliefs? Describe how you are inspiring, motivating and raising aspirations of learners through your enthusiasm and knowledge. How are you creative and innovative in selecting and adapting strategies to help learners to learn? Describe how you and promote British values (in line with the Common Inspection Framework), social and cultural diversity, equality of opportunity and inclusion Describe how you positive and collaborative relationships with colleagues and learners Team meeting minutes, peer observations Notes of visits to organisations such as employers, impact on teaching and learning Professional Knowledge and Understanding Show the development of deep and critically informed knowledge and understanding in theory and practice through: How do you keep yourself updated on your subject/vocational area so that your learners receive the benefit of the latest knowledge and skills? How do you maintain and update your knowledge of educational research in teaching and learning to develop evidence-based practice? How do you evaluate your practice with others and assess its impact on learning? How do you assess your subject/vocational practice with others with a view to improving it? How do you manage and promote positive learner behaviour? Explain your teaching and professional role; what are your responsibilities? Describe how you apply theoretical models which promote effective practice in teaching, learning and assessment, drawing on research and other evidence. Skill specific certificates/ qualifications Books, magazines you read, websites you visit Evidence of attending courses/updates (in the last 12-18 months) Team meeting minutes, peer observations Example of putting into practice something learned from a CPD session and your evaluation of its impact on learners Notes of visits to organisations such as employers, impact on teaching and learning For example, Petty, Reece & Walker, Appleyard
City of RECOGNITION REQUEST Event Date: ___/___/___ Welcome/Congratulatory Letter for citizen personal event (birthday, reunion, award, etc.) Send via Internet: Event: Has a similar letter been previously issued? YES NO Describe event to be acknowledged: Requested by (check one of the following below): Citizen Local Group or Organization Other Requested by: Address: City/ST/Zip Contact Phone Number: Voice: Cell: E-mail address: EVENT TO BE ACKNOWLEDGED: Event To Be Celebrated: Celebrating Event: Purpose of Celebration: Additional Comments or Information: TO BE RECEIVED AT FUNCTION/EVENT OF: Time: Day of Week: Date: Place/Location: Address: NOTE: Requestees shall be contacted when letter is ready for pick-up. Letters of Recognition will be located for pick up in the City Clerk’s Office, 1st Floor, City Hall, . CLERK’S OFFICE: Approved by the Mayor Yes No Copy to Mayors Office To be presented by: Return to Questions??? Contact Katie Gaskins at (352) 393-8665.
of Education Recognition Nomination Recognitions are part of the Board of Education’s monthly regular board meeting, and are designed to recognize achievement, excellence and distinctive effort by students and staff within the district. Student achievement is recognized for winning international competitions, and for first, second, and third place on the state and national level in competitions related to education. Teachers and staff are recognized for national and state achievements and special accomplishments related to quality instruction or support. Recommendations are accepted from principals, administrators, and program coordinators by submission of the completed form below no later than two weeks prior to the board meeting. Honorees and those that nominate them will be notified by the Communications Department prior to the meeting in which the recognition will occur. This notification will serve as confirmation. Honorees are requested to attend the monthly regular board meeting to receive their recognition. Full Name of Nominee for Recognition Position (student, teacher or staff) Parent Name and phone if student School Grade Title of award or achievement List specific details of achievement for recognition and the organization presenting the award. Include details of student’s related activities, (ex. GPA, honors, club activities, extra-curricular activities etc.) Date of accomplishment Name and title of person completing form Best contact number
pay the permit fee; if the activity is contracting work, demonstrate that the applicant has the appropriate license or registration certificate; post a bond as provided in SMC 7.02.070. Section 4. That section 08.02.031 of the Spokane Municipal Code is amended to read as follows: Section 08.02.031 Building Code Building Permit. Building permit fees are based on the value of the work to be done as follows: VALUE OF WORK (in dollars) FEE (in dollars) 1 - 500 28.00 501 - 2,000 28.00 plus 3.00 for each 100 over 500 2,001 - 25,000 73.00 plus 13.00 for each 1,000 over 2,000 25,001 - 50,000 372.00 plus 10.00 for each 1,000 over 25,000 50,001 - 100,000 622.00 plus 7.00 for each 1,000 over 50,000 100,001 - 500,000 972.00 plus 5.00 for each 1,000 over 100,000 500,001 - 1,000,000 2,972.00 plus 4.00 for each 1,000 over 500,000 1,000,001 - 99,999,999 4,972.00 plus 3.00 for each 1,000 over 1,000,000 Valuation. The of construction for purposes of calculating the amount of the fee is determined by using the:
ORDINANCE NO. C-_____________ An ordinance enhancing protections for historic structures and districts; repealing chapter 17D.040; enacting a new chapter 17D.100; amending sections 17G.010.210, 08.02.031, and 08.02.065, and enacting a new section 07.08.151 of the Spokane Municipal Code. NOW THEREFORE, the City of Spokane does ordain: Section 1. That chapter 17D.040 of the Spokane Municipal Code is hereby repealed in its entirety. Section 2. That is enacted a new chapter 17D.100 of the Spokane Municipal Code to read as follows: Chapter 17D.100 Historic Preservation Section 17D.100.010 Purpose By creating standards for the designation and protection of historic landmarks and historic districts, the City intends to protect the public health, safety, and general welfare and to safeguard the City’s architectural, historic, and cultural heritage in balance with property rights. Section 17D.100.020 Historic Landmark and Historic District – Designation Generally a building, structure, object, site or district which is more than fifty years old may be designated an historic landmark or historic district if it has significant character, interest, or value as a part of the development, heritage or cultural characteristics of the city, county, state or nation. The property must also possess integrity of location, design, materials, workmanship and association and must fall into one or more of the following categories: Property is associated with events that have made a significant contribution to the patterns of the history of the city, county, state or nation; or Property is associated with the lives of persons significant in the history of the city, county, state or nation; or Property embodies the distinctive characteristics of a type, period, or method of construction or represents the work of a master, or possesses high artistic values, or represents a significant and distinguishable entity whose components lack individual distinction; or Property has yielded, or is likely to yield, information important in prehistory or history. Section 17D.100.030 Historic Landmarks and Historic Districts – Submittal Process
opportunities and for avoidance of emerging risks related to progress in the SDG on end hunger and improved nutrition. Potential contribution to enhance the achievement of the FN related SDG effectively and efficiently: significant potential; also potential to overcome controversies that paralyze decision-making. Political and organizational feasibility on both sides, the science component and the political / organizational component of an International Panel type mechanism: political feasibility may be constrained by international organizations’ turf interests. Political organizations such as G20 with EU could play a catalytic role for initiation (EU experience with JPIs on food security and on nutrition, etc.). Some private sector and NGOs might oppose the process because of formal rules based on scientific principles; other might support the process (depending on their expectations on the outcome of the assessments). Scientists willing to contribute if demanded by international community, academic quality is good and report has impact. Costs, including transactions costs, of implementation and of management of mechanisms: cost of similar to option 2, plus indirect costs of political coordination (full plenary UN-type meetings, additional coordination requirements within national governments & ministries); rigorous transparency and review rules increase time and burden researchers have to spend for contributing to assessments. Much reduced transactions costs due to less uncoordinated and duplicated science on specified themes. Implementation action: Starting the mechanism simultaneously on the science and political side. Positioning with UN Agencies (possibly WHO and /or FAO) sharing lead could facilitate more global legitimacy on the policy sides, but probably entail a lengthy process. Feedback to the science body’s findings are encouraged beyond government by civil society. To enhance knowledge transfer, a first assessment report by IPFN could include climate-change related FNS topics with some former authors / co-chairs of IPCC reports to benefit from their experience. The Recommendation: toward action The food and nutrition security issues loom large and need action. Science needs to play a key role to offer global and context specific local solutions. If steps in the direction of improved science – policy interaction are not taken, incoherent and uncoordinated actions for food and nutrition security, often lacking scientific evidence base, will continue to hamper needed progress toward a world to “end hunger, achieve food security and improved nutrition and promote sustainable agriculture”(SDG 2). The IPCC can as a useful role model and reference point, but its strong emphasis on consensus is owed to the global public good characteristic of the climate problem which
Component Type: ☐ Colloquium ☐ Independent Study ☐ Laboratory ☐ Lecture ☐ Practicum ☐ Seminar ☐ Studio ☐ Workshop Optional Component: ☐ Yes ☐ No Workload Hours: Funding Analysis What course, if any, does this course replace? Is the proposal of this course associated with a new hire? ☐ Yes ☐ No if no new hire and no associate course deletion, what adjustments will be made to current faculty teaching assignments? Intended Course Fees: What programmatic need does this course satisfy (required or optional in what undergraduate or graduate majors, minors, or certificates)? Trips (if field trips are required, please give details): *** A course syllabus must be submitted in addition to this document. All undergraduate and graduate level course syllabi must include all required information listed in the Course Syllabus Policies found in the General Catalog:
Recommendation # 06 This document a set of standard Edifact messages that are typically exchanged between a carrier and a terminal, with their underlying use case. SMDG recommends to use these messages in their current versions as shown. This list might be used as “EDI-Appendix” to a contract between a terminal and a carrier. For each message, the implementation guide is available at for free download. Contents: From a Terminal to a Carrier From a Carrier to a Terminal From a Depot to a Container Operator From a Container Operator to a Depot Codes to be used The Terminal shall provide the following data to the Carrier Use Case EDI Message Format Remarks Container Movements / Status 1.1 Actual gate-in of full or empty container CODECO 2.1 D.00B 1.2 Actual gate-out of full or empty container CODECO 2.1 D.00B 1.3 Actual load of full or empty container COARRI 2.1 D.00B 1.4 Actual discharge of full or empty container COARRI 2.1 D.00B 1.5 Customs Release given Stowage planning 1.5 Planned vessel stowage, before vessel arrival BAPLIE 2.2 D.95B SMDG strongly recommends to upgrade to BAPLIE 3.1 1.6 Final vessel stowage, after vessel sailing BAPLIE 2.2 D.95B Reconciliation 1.7 Terminal Departure Report sent after vessel sailing TPFREP 3.1 D.00B TPFREP 3.1 available end 2018 The Carrier shall provide the following data to the Terminal
UTAH YOUNG HUMANITARIAN APPLICANT RECOMMENDATION FORM Dear Recommender, The student giving you this recommendation form is applying for a $5,000 college scholarship that rewards young individuals who give back to their communities. This individual must be a junior or senior in a Utah high school or enrolled full-time in an undergraduate college or university program in the state of Utah. Graduate students are not eligible for this Award. Only individuals who have actively supervised students in their service activities should complete this recommendation. Applicants will be judged on evidence of sustained, focused service efforts on behalf of genuinely needy individuals or communities. We are looking for applicants who demonstrate strong leadership skills, consistent service over a period of time, hands-on service, self-driven service, collaboration with others, and local impact right here in Utah. DEADLINE The deadline for all parts of the application is Thursday, March 1, 2018. No incomplete or late applications will be considered. We hope you have received this form in a timely manner and can assist the student in providing this recommendation as part of his or her application. TO SUBMIT YOUR FORM Please fill out the form, save it, and email it directly to the Youthlinc Local Service Director, Shannon Moss, at Questions? Contact Shannon at 801-467-4417 ext 3. RECOMMENDER INFORMATION Your Name: Number: Applicant’s Name: Applicant’s School: How do you know the applicant? How long have you known the applicant? How familiar are you with the applicant’s service experience? RANKING SECTION Please one “X” per category in the appropriate box. Please offer an honest evaluation of this individual as compared to other service leaders you know. Your rankings and comments will be kept confidential. to view Judging Criteria.
7th Floor, City Hall Spokane, WA 99201 Board Chairs Julie Tappero, President/Owner West Workforce 5790 Soundview Drive Gig Harbor, WA 98335 Dierick, Human Resources Manager Simpson Timber Company, LLC 100 N. Street Shelton, WA 98554 Terry Corrigan, Vice President Haskell Corporation P.O. Box 917 Bellingham, WA 98227 Carlos Veliz, Director, Engineering Services The Lighthouse for the Blind, Inc. 2501 South Plum St. Seattle, WA Tom Peterson, Vice President/General Mgr. Hoffman Construction Company 1505 Westlake Ave North, Suite 500 Seattle, WA 98109-6226 Eric Hahn, VP Org Dev General Plastics 4910 Burlington Way Tacoma, WA 98409 John Vanderkin, President, Employers Overload c/o Southwest Washington WDC 805 Broadway, Suite 412 Vancouver, WA Debi Clark, Practice Manager Confluence Health 916 Koala Drive Omak, WA 98841 Dennis Flabetich, HR Manager Del Monte Foods 40 E. 3rd Avenue Toppenish, WA Bill Clemens, Manager Pacific Power 650 E. Douglas Ave. Walla Walla, WA 99362 Todd Samuel City University 3604 Mesquite Dr. WA 99301 Joe Tortorelli, President Economic Development Northwest P.O. Box 14009 Spokane, WA 99214 WDC Directors Bob Potter, Director Olympic WDC 614 Division Street, MS-23 Port Orchard, WA 98366-4679 Cheryl Fambles, Chief Executive Officer Pacific Mountain WDC 1570 Irving Street SW Tumwater, WA 98512 Gay Dubigk, Executive Director Northwest Workforce Council 101 Prospect Street, P.O. Box 2009 Bellingham, WA 98227 Erin Monroe, Chief Executive Officer Workforce Snohomish 808 - 134th St. SW, Suite 105 Everett, WA 98204 Marléna Sessions, Executive Officer WDC of Seattle-King County 2003 Western Ave Suite 250 Seattle, WA Linda Nguyen, Chief Executive Officer WorkForce Central 3650 South Cedar Street Tacoma, WA 98409 Jeanne Bennett, Chief Executive Officer Southwest Washington WDC 805 Broadway, Suite 412 Vancouver, WA 98660 Dave Petersen, Director SkillSource 234 N. Mission Ave, P.O. Box 2360 Wenatchee, WA
Patrick Baldoz, Director South Central WDC 120 So. 3rd Street, Suite 200-A Yakima, WA 98901 Tom O'Brien, Director Rural Resources Community Action Council 956 South Main Colville, WA 99114 Cos Edwards, Executive Director Benton-Franklin WDC 815 Kellogg, Suite C Kennewick, WA 99336 Mark Mattke, Chief Executive Officer Spokane Area WDC 2000 N Greene St., MS 2158 Spokane, WA 99217-5499
MDS-ES Visiting Trainee Grant Application Recommendation by Applicant’s Home Institution Head of Department: Institution: Address: Tel: Fax: E-mail: I recommend Name of Applicant: ________________________ for an MDS-ES Visiting Trainee ___ Research Grant ___ Clinical At Hosting Department: __________________ The applicant will be given leave of absence/study leave for the duration of the Visiting Trainee Grant. ________________________________ ________________ Signature Date
Why does the work group feel that this framework recommendation is important for the Department to consider as it is developing its State Plan? If applicable, what research or evidence did work group members consider in developing this recommendation? Considerations and Implications What are the potential impacts, including unintended consequences, of this framework recommendation? How did the work group account for implementation across all LEAs in the state? [add text] Other Areas of Discussion Were any areas of significant discussion, disagreement, or concern? [add text] Topics for Future Consideration Are any topics related to this recommendation that the work group would like the Department to consider in the future? [add text]
Diagnostic reviews may happen after years two, three, or four of Priority or Focus status, depending on what the data show and progress made. The data triggers that determine whether or not it’s after year 2, 3, or 4 need to be defined. Since our Focus and Priority schools are finishing their 2nd year, the earliest this first diagnostic review could happen would be Spring 2015 or Spring 2016. A clear rubric for the diagnostic review needs to be used and shared with the school beforehand. Results of the review will be shared with the superintendent, school, and school board. Make-up of the review and planning teams: External Review Team is made up of staff who are not in the school or district. They must have proven experience in school turnaround and respect and credibility from the field. Internal Planning team then creates the plan based off of the review and is made up of internal school and district staff and two members from the external review team. School board members shall be kept appraised of the process and recommendations. After the review: Plan would need to be recommended for approval by the external team, with final approval from the Deputy Superintendent of Public Instruction. School implements plan. Implementation is monitored. Plan is adjusted as needed. There are two main distinguishing features between the plans in Step 1 & 2: In Step 1, the plan is developed locally and may include, not shall include, the following: Ensure effective and appropriate formative and interim assessments are in place. Ensure the district and school are in a process of learning from similar schools. Engage the school board in professional development and accountability discussions. Provide additional resources and supports in the form of staffing, for example counselors, social workers, etc. In Step 1, the plan cannot include replacing superintendent, district staff, principal, and/or teachers. Intervention Step Two It is possible to by-pass Step 1 and move directly to Step 2 if the situation is egregious. Such as improvement plans are not implemented and/or there is blatant disregard for engaging in the process. One or more supports and interventions be required to be implemented, depending on the results of the diagnostic review, consisting of but not limited to: Replace staff in leadership positions with turnaround leaders, for example- Superintendent District staff Principal Limited staff replacement. Direction over budget. Increased instructional time.
Essential information about the host university needed Accessibility of the curriculum Compatibility of study programs, courses Language of the study program Institutional policy about equal opportunities/general accessibility Experience with support for students with disabilities Experience with support for BPS students Possible risks from the BPS student's point of view Availability of information in accessible formats on the host university web-sites Key questions Does the host university have an institutional document or action plan for students with disabilities? Does the host university have a dedicated service, office or a contact person for students with disabilities? What support services are available for BPS students? Are support services available to Erasmus+ students as well? If so, under what conditions? If the host university does not provide some services, is there contact to an external service provider available? Do they speak a language you speak in the disability office? Does the host university offer preparatory language courses? Are study materials for preparatory language courses in accessible formats for BPS students? Are BPS students supported in e-learning? Are the teachers trained in teaching blind students? Steps recommended Focus on the system of providing support services at and outside the host university. Ask the disability coordinator at the host university for outside services and institutions – agencies, organizations for the blind, organizations for students, libraries… Consider the possibility of a personal visit to the host city and university prior to the study period. “I suggest to the future Erasmus students with VI to be cautious, looking for the real situation at the host university. Searching the
VAHAMSEA Bylaws VIRGINIA HEALTH AND MEDICAL SCIENCES EDUCATORS ASSOCIATION DIVISION OF VIRGINIA ASSOCIATION FOR CAREER AND TECHNICAL EDUCATION Article I. Name The name of this organization shall be the Virginia Health and Medical Sciences Educators Association and may be referred to as VAHAMSEA. There shall be seven regions that correspond to the Virginia Public Schools Divisions Superintendent Regions. They are as follows: Region I - Central; Region II - Tidewater; Region III/IV – Northeast and North; Region V - Northwest; Region VI - West; Region VII - Southwest. VAHAMSEA is a division of the Virginia Association for Career and Technical Education (Virginia ACTE). Article II. Purpose and Objectives Section 1. The purpose of VAHAMSEA shall be to provide a nonprofit organization for health and medical sciences educators in Virginia to promote the development and advancement of health occupations education, to encourage the growth and development of those engaged in the field, and to support the programs and objectives of the Virginia Association for Career and Technical Education and the Association for Career and Technical Education. Section 2. The objectives of this Association shall be to: A. Establish and maintain leadership in health and medical sciences education in Virginia; B. Provide the opportunity for exchange of ideas and materials and sharing of experiences to strengthen health and medical sciences programs; C. Consider state, and national needs and problems as a basis for establishing goals for health and medical sciences education; D. Encourage members to develop a cooperative working relationship between health and medical sciences educators and other agencies, organizations, and institutions; E. Act as a vehicle for dissemination of information to its members regarding legislation and other issues, which affect health and medical sciences educators; F. Act as the voice of health and medical sciences educators; G. Maintain a web site for the dissemination of Virginia Health and Medical Sciences Educators Association and related information for health and medical sciences educators; H. Promote and support the Virginia Health Occupations Students of America (HOSA), Future Health Professionals;
NOTE: This is a suggested template for a Recommendations Report for an expansion, extension or restart of a Major Mine. __________________________Mine Project Report and Recommendations of the ______________________ Mine Development Review Committee with respect to: (for example) Application for a Mines Act Permit, Application for a Construction Approval under the Environmental Management Act Permit, Application for a Site Alteration Permit under the Heritage Conservation Act, Application for a Special Use Permit, and, Application for an Amendment to the Exploration Occupant Licence to Cut. Submitted on Behalf of the ________________________ MDRC: by ________________________, Project Manager Date: _________________________
_______________ High School Capstone Project 2015 Template for Recommendation Letter Your Name Address (may use school address) City, State Zip code Date Addressee (Person or organization to whom you are writing) Street address City, State Zip code Dear ______________: (Salutation—can be to a person, a business, an academic department, or generic: To Whom It May Concern [No “Dear” in this case]) 1st paragraph: Explain how you know the person (use his/her first and last name) you are recommending and how long you have known him/her. 2nd paragraph: Describe the positive qualities and accomplishments that to the position, scholarship, etc. for which you are recommending him/her. Try to include at least two with some details. 3rd paragraph: Discuss key about the person’s experience, skills, or talents that you want to emphasize. Provide some details (clubs, sports, writing contests, etc.). 4th paragraph: Make the actual recommendation specific to the position, scholarship, etc. This should be strong and positive; include what the person will bring to the school, job, organization, etc. Sincerely, Signature Your first name, middle initial, last name **Recommended length of each paragraph is a minimum of 3 sentences.
R1-9: Integrated Planning Summary, August 2015 R1-10: Integrated Planning Model for Vetting R1-11: Integrated Planning Description R1-12: Integrated Planning Website – September R1-13: Academic Senate Email – September 3, 2015 R1-18: Feedback Tracking Sheet R1-19: Integrated Planning Feedback R1-23: Classified Senate Minutes September 29, 2015 R1-25: College Council Minutes September 30, 2015 R1-26: PACCD Integrated Planning Model Flowchart R1-27: Integrated Planning Announcement Email R1-28: Integrated Planning Graphic R1-29: Final Integrated Planning Description R1-30: Integrated Planning Annual Update Email R1-31: Link to TaskStream R1-32: Compiled Emails R1-33: PRAU Training Session Report R1-34: Budget Retreat 2016 Power Point, slide 18 R1-35: Strategic Plan 2015-2018
APPLICANT Information Name Last First Semester which you enter: Fall 20 Spring 20 Department: Intended Degree/Program: MS Ph.D. MS-Ph.D. Integrated Program RECOMMENDER Information Position Name Last First University/College (Full Name) Department Website URL Address Phone Fax Email If applicant’s native language is not English, please evaluate their English proficiency: Fluent Almost Fluent Semi-fluent Not fluent Comments: Please rate the applicant in overall potential for Graduate Study: Exceptional Outstanding Good Average Below Average Poor On the following scale, please rank the applicant against other students in comparable fields for their respective class: Top 1-2% Top 5% Top 10% Top 25% Below 25% Admission to Graduate Study at Pohang University of Science and Technology is: Strongly Recommended Recommended Recommended with Reservations