zilongwang/ReadingBank huggingface dataset:
7. Summary While IoT devices can serve as energy-conservation equipment, it is important to keep in mind that everyday good habits can bring the same benefits. Practical, fundamental considerations such as these are often overlooked by marketers eager to induce consumers to purchase IoT items that may never have been needed in the first place. 8. References Bibliography [JIAHENG2013] Jiaheng Lu. An Introduction to XML Query Processing and Keyword Search. 2013. 1. 3642345549. 300. . [CISCO_IBSG_IoT] Dave Evans. The Internet of Things How the Next Evolution of the Internet Is Changing Everything. 2011. 11. [CISCO_IoT] CISCO. Internet of Things . . [TECHTARGET_IoT] TECHTARGET. Internet of Things . . [spideroak_IoT] spideroak. Impact of Internet of things on enterprise security. . [Songdo] Songdo International Business District. .
Math [BRILLPOT] D. R. Brillinger. A potential function approach to the flow of play in soccer. Journal of Quantitative Analysis in Sports . 3. 1. . 2007. [SZSZTEK] Gábor Tusnády. Sztochasztikus számítástechnika. KLTE . 1996. For children [JAVACSKA] Bátfai and Norbert Bátfai. Fantasztikus programozás. Debreceni Egyetem Egyetemi és Nemzeti Könyvtár . 2004. Background [KK] Norbert Bátfai and Erika Bátfai. Virtuális könyvtáros segítheti majd a kutatókat kézirataik beküldésében a Debreceni Egyetemen. Tudományos és Műszaki Tájékoztatás. 58/1. . 2011. Tudományos és Műszaki Tájékoztatás . 2010. [KATEDRALIS] Eric S. Raymond. The Cathedral and the Bazaar. O'Reilly Media magyar fordítás: . 1999. [CSASZAR] Roger Penrose. A császár új elméje. Akadémiai. 1993. [VOLF] H. H. Kornhuber, L. Deecke, and P. Scheid. Voluntary finger movement in man: Cerebral potentials and theory. Biological Cybernetics. 23. 2. 99-119. 1976. [TCON] B. Libet, E. Wright, B. Feinstein, and D. K. Pearl. Subjective referral of the timing for a conscious sensory experience. Brain. 102. 1. 193-224. 1979. [RUSSELLNORVIG] S. J. Russel and P. Norvig. Artificial Intelligence: a Modern Approach. 0 13 103805 2. New Jersey, Prentice-Hall, Inc.. 1995. [AIML] R. S. Wallace. The Elements of AIML Style. . 2003. [ASZ] Norbert Bátfai. Van-e az objektum orientált programoknak anyanyelve: avagy egy analitikai szövés bevezetése. Híradástechnika. 66/2. 27-32. 2011. Híradástechnika . 2011.
Old Business Review of Article 53 of the New Zoning Ordinance. The proposed revision of Article 53 was discussed line by line with suggestions for changes provided by members of the Commission who were present and from Mr. Veenstra through an e-mail to Chair Steeb and to Mr. Pennington prior to the meeting. Mr. Pennington answered questions which arose during the discussion and agreed to make the appropriate changes. Other Business None Adjournment There being no further business, Chair Steeb called for the meeting to be adjourned. The meeting adjourned at 9:19. The next regular meeting will be held on March 22, 2010 at 7:30 p.m. Jack Steeb Chair
New Haven, CT 06513-2409 CT P E G N 70’s R Jerry Feldman 321 Eastern Street (203) 468-2156 Apt. A-515 New Haven, CT 06513-2409 CT P E G M P T N 50’s W Jody Willis 15 Sanford Street (203) 888-2210 Seymour, CT 06483 CT P G M A N 60’s R W Jack Kertenis 225 Scully Road (860) 749-7754 Somers, CT 06071 CT P G M T A Y 70’s R Roger Fontaine 81 Park Road (203) 263-7594 Woodbury CT 06796-3535 ME S Connie Hinkley 157 Raymond Rd. (207) 729-3573 Brunswick ME 04011-3573 ME P E G T M C Y 60’s R William Hinkley 157 Raymond Rd. (207) 729-3573 Brunswick ME 04011-3573 ME P G C M X N 70’s R F Charlie PO. Box 518 (207) 350-3333 East Boothbay ME 04544 ME P G A N 70’s R Hugh Swan P.O. Box 191 (207) 875-2102 Greenwood, ME ME P B A N 70’s A R Harrison Roper 35 High Street (207) 532-3797 Houlton ME 04730 ME P E G Y 80’s F Claire Bosse 59 Charles Street (207) 782-2138 Lewiston, ME 04240 ME P E N 70’s Kidder 933 Meetinghouse Rd. (207) 985-2249 ME 04090 ME P G P I X S A Y V N D Kathleen Kluger P.O. Box 1450 (207) 363-6953 York Beach ME 03910 VT P G I M N 50’s D W S Lori Cohen 896 East Hill Road (802) 434-4400 Richmond VT 05477 VT P G A M N 70’s R Robert K. Wolfe 205 North Main St. (802) 527-0603
Donations December 2010-February 2011 In Memory of Gordon R. James Winifred James In Memory of Arthur Jamison Doris Jamison In Memory of Roger Kelleher Nancy Barber & John Santoro In Memory of Florence Marconi Daniel Marconi In Honor of Dr. James Marcus’ 50th Birthday Sandra and Daniel Marcus In Honor of Albert Szabo, MD Judith Wank In Memory of Josephine Szumny Pearl Stefanik In Memory of Fred Tuennecke Celine and Russell Teagarden In Memory of Maureen Walsh Raymond Walsh In Honor of Susan Winters Gerner Marianne Schustek To The Chapter Gilbert Bashaw Jack Cohen Jean Devine Mary Donahue Edward Dunford Jose Eguia Ellen Gaddis Marie Latimer Philip Lawrence John McCormack Ernest Ouellette Charles Perry Paulette Pszonowsky R & W Family Foundation Inc. Barbara Rodman Anne Rubin Enio Susi Robert Wolfe We apologize for any typographical errors or omissions. Please contact us to correct any inadvertent mistakes; we will gladly fix them in our next edition. We are truly grateful to those individuals and families who have donated in honor or in memory of loved ones and friends. The CT "Nutmeg" State Chapter, MGFA, is a volunteer, 501 C (3) non-profit organization whose sole purpose is to assist the myasthenics and medical community of the state. Donations are tax-deductible to the fullest extent of the law. We are thankful to all those who remember us in their giving. Please be aware that individual acknowledgment notes are sent out for the donations we receive. Please feel free to contact the chapter with any questions or concerns about this.
Contract Risk Assessment: (HEMP study) Please complete the template to help you perform a contract risk assessment. This exercise is not supposed to be an exhaustive or comprehensive assessment as such effort should be directed towards identifying the higher risk activities and their more Contract Name Contract Work Scope Assessed* Risk (High / Medium/ Low) Activity Hazard Threat Effect (If hazard was to be realised / released) Consequence (Severity rating number ) Likelihood (Frequency Risk *Ranking (letter & Number) N.B. For guidance please refer to Appendix A“Hazard and Effects Management Process (HEMP)” and B “Guidance for Using the RAM”
license must include: (i) The identity, technical and financial qualifications of the proposed transferee; and (ii) Financial assurance for decommissioning information required by § 30.35. §30.35(c)(6) Financial assurance and recordkeeping for decommissioning. D N/A §30.35(d) Financial assurance and recordkeeping for decommissioning. D (***please note 10 CFR 30.35(d) was changed from a Compatibility Category H&S to a Compatibility Category D) No Change to the text of §30.35(d) N/A § 30.35(e) Financial assurance and recordkeeping for decommissioning. H&S (***please note 10 CFR 30.35(e) was changed from a Compatibility Category D to a Compatibility In § 30.35, paragraphs (e), is revised: (e)(1) Each decommissioning funding plan must be submitted for review and approval and must contain – (i) A detailed cost estimate for decommissioning, in an amount reflecting:
Reasonable Assurance of Funds for Decommissioning Appendix D to Part 30 Criteria Relating to Use of Financial Tests and for Providing Reasonable Assurance of Funds for Decommissioning by Commercial Companies That Have no Outstanding Rated Bonds D N/A N/A Appendix E to Part 30 Criteria Relating to Use of Financial and for Providing Reasonable Assurance of Funds for Decommissioning by Nonprofit Colleges, Universities, and Hospitals D N/A N/A §40.36(c)(5) Financial assurance and D N/A N/A
Staff Executive Director: Student Service Specialist: Mrs. Cardone Ext. 502055 Mrs. Crossland Ext. 502848 Counselor: CBI Coordinator: Mrs. Cariño Ext. 502510 Ext. 502504 Secretary: Intervention Staff: Mrs. Alderson Ext. 502512 Mrs. Hedges, Special Ed. Ext. 502509 PLATO/Direct Instruction Staff: JOG Coordinator: Mrs. DiSalvo Ext. 502503 Mr. Villilo Ext. 502504 Ms. Krisch Ext. 502502 Mr. Pichichero Ext. 502501 Mr. Sims Ext. 502516 Student Advocates: Mr. Smith Ext. 502518 Mrs. Anderson Ext. 502505 Mr. Staley Ext. 502508 Mrs. Dougherty Ext. 502509 Mrs. Jones-Thursby Ext. 502506 Tutors: (Attendance call-off) Mrs. Huntington STEP/ Case Manager/Therapist: Mrs. Stephenson Ext. 502061 Custodial Maintenance: Mr. Redmond Ext. 502849 Family Educational Rights and Privacy Act follows the guidelines of the Family Educational Rights and Privacy Act (FERPA) and State law regarding all student records. In accordance with and State law, the school shall release high school student directory information. Directory information, as designated by the Board of Education is: (a) a student’s name; (b) address; (c) telephone number; (d) date and place of birth; (e) photograph; (f) major field of study; (g) participation in officially-recognized activities and sports; (h) height and weight, if a member of an athletic team; (i) dates of attendance; (j) date of graduation; (k) awards received. Directory information for any Schnee student be released to any person or party without the written consent of the parent or adult student. Directory information shall not be provided to any organization for profit-making purposes, but may be made available to school-related non-profit organizations. Parents and students may refuse to allow the school to disclose any or all of such “directory information” upon written notification to the school within ten (10) days after the receipt of this public notification.
4. World AIDS day Red Ribbon campaign (01-12-2011) Red Ribbon campaign in university campus and outside the university on world AIDS Day, NSS volunters of the university distributed around 7000 red ribbons and formed a human chain. Our Hon’ble V.C Dr. M.L, Ranga addressed all volunteers and motivated them to create awareness about AIDS among general public particularly among drivers, slum areas etc. 5 National Voters Day (25-01-2012) NSS Volunteers and university employees (Teaching and Non Teaching) had taken an oath on National voters day and a signature campaign was organized to aware university students about their right to vote. 6 Seven days camp at village kamari (09-01-12 to 15-01-12) National Service Scheme of Guru Jambheshwar University of Science & Technology has organized a seven day camp from 09-01-2011 to 15-01-2011 at village Kamari. The basic objective of the camp was to sensitize the volunteers for the problems of rural people, to
(a) the curriculum vitae of the EAP who prepared the report; (b) a description of the proposed activity; (c) a description of the site on which the activity is to be undertaken and the location of the activity on the site; (d) a description of the environment that may be affected by the proposed activity and the manner in which the geographical, physical, biological, social, economic and cultural aspects of the environment may be affected by the proposed listed activity; (e) an identification of laws and guidelines that have been considered in the preparation of the scoping report; (f) details of the public consultation process conducted in terms of regulation 7(1) in connection with the application, including - (i) the steps that were taken to notify potentially interested and affected parties of the proposed application; (ii) proof that notice boards, advertisements and notices notifying potentially interested and affected parties of the proposed application have been displayed, placed or given; (iii) a list of all persons, organisations and organs of state that were registered in terms of regulation 22 as interested and affected parties in relation to the application; and (iv) a summary of the issues raised by interested and affected parties, the date of receipt of and the response of the EAP to issues; (g) a description of the need and desirability of the proposed listed activity and any identified alternatives to the proposed activity that are feasible and reasonable, including the advantages and disadvantages that the proposed activity or alternatives have on the environment and on the community that may be affected by the activity; (h) a description and assessment of the significance of any significant effects, including cumulative effects, that may occur as a result of the undertaking of the activity or identified alternatives or as a result of any construction, erection or decommissioning associated with the undertaking of the proposed listed activity; (i) terms of reference for the detailed assessment; and (j) a draft management plan, which includes - (aa) information on any proposed management, mitigation, protection or remedial measures to be undertaken to address the effects on the environment that have been identified including objectives in respect of the rehabilitation of the environment and closure;
EXPECTATION Morning Classroom Hallway Cafeteria Library Restroom Lockers Bus Afternoon Dismissal Be RESPECTFUL Report to designated area and quietly. Pay attention. Follow teacher’s directions. Allow others to learn. Walk silently. Walk in a straight line. Walk to the Follow directions of cafeteria monitors and staff. Stand quietly in line and wait your turn. Talk to people at your table only. Follow all media center rules. Follow directions of the librarian. Speak softly. Wait your turn. others privacy. Speak softly. Enter lockers quickly and quietly at permitted times only. only a minimal amount of time at the locker. Keep your locker clean. Follow the directions of the driver at all times. Speak softly. yourself and others to have a safe trip home. Walk out the building in an orderly fashion. Remain and follow directions of hall monitors. Go directly home. Be RESPONSIBLE Arrive dressed in uniform. Arrive on time. Arrive with materials Stay on task. Complete Assignments. Come prepared to learn. Keep the halls clean. Remain seated once you get your tray. Leave your area clean. Return books on time. Use materials and computers correctly. Keep the restroom clean. the toilets. Put paper towels in Keep lockers neat and orderly. Keep your locker combination to yourself. Report to the bus on time. Have your bus pass with you at all times. Get all belongings before you exit the building.
CCCCO – Academic Affairs Division MCHS Program Grant Number: 11-134- District: College: Program Summary (Continued) Provide an estimate of the numbers of students served through the implementation of this project # _________ for this program year. In the area below, please provide a summary describing the challenges experienced in accomplishing the goals and objectives of the program. In your opinion, what areas of concern will need to be addressed in the spring semester and how may the project monitor assist you in addressing these areas of concern?
Arizona Adopts the Revised Uniform Arbitration Act (“Text”) Arizona State Law Journal, Volume 43, page 481 2011-12 Supplement By Bruce E. Meyerson “Because AZ-RUAA substantially mirrors the Revised Uniform Arbitration Act, we look to cases arising thereunder and to RUAA’s commentary for guidance.” Sun Valley Ranch 308 Ltd. P’ship ex rel. Englewood Props., Inc. v. Robson, 2012 WL 5862464, *2 (Ariz. Ct. App. Nov. 20, 2012); see River Housing Dev., Inc. v. Integrus Architecture, P.S., 272 P.3d 289 (Wash. Ct. App. 2012). See Text at 482 & n.7. Key Definitions There is no definition of “arbitration” in the RUAA or the AZ-RUAA. In Rimov v. Schultz, 253 P.3d 462, 465 (Wash. Ct. App. 2011), the court held that a nonbinding process (called Non-Binding Arbitration), a “the result of which is not binding upon the participants and not enforceable in a court of law, is by definition not an arbitration under” the Washington version of the RUAA. See generally Text at 484-85 & accompanying notes. Applicability of the AZ-RUAA and Exclusions The District of Columbia adoption of the RUAA became effective July 1, 2009. In v. Dodds, 35 A.3d 433 (D.C. Ct. App. 2012), the court held that the law applied to an arbitration agreement entered into in 2007 because the statute applies to an arbitration agreement whenever made. See Text at 486. Arbitrability of Disputes In Estate of Cortez v. Avalon Care Center Tucson, L.L.C., 245 P.3d 892 (Ariz. Ct. App. 2010), the court considered the doctrine of waiver in a situation where it found that a party had unreasonably delayed in asserting the right to arbitrate. In that case, the party seeking to compel arbitration failed to request arbitration in its answer and waited another year to demand arbitration. The court found that by failing to request arbitration in its answer and participating substantially in the litigation, the party exhibited conduct inconsistent with enforcing its arbitration agreement. The court
Cabell County Family Connection 1302 Main Street Milton, WV 25541 (304) 528-5208 Fax: (304) 528-5145 Billie J. Chapman - Parent Lisa Shuler - Educator Tiffany Copenhaver - Educator Kim Watson - Educator Renee Kessinger - Educator Lisa Caviani - Educator Calhoun County Parent/Educator Resource Center 50 Underwood Circle Mt. Zion, WV 26151 (304) 354-9504 Fax (304) 354-7420 Patsy Kisner-Parent Lisa Groves-Educator Doddridge County Parent-Educator Resource Center 104 Sistersville Pike West Union, WV 26456 Phone: (304)873-2778 Fax (304)873-3291 Melanie Britton - Parent Roxanne Fritz - Parent Jean Lackey – Parent Judy Robinson – Educator Fayette County Parent-Educator Resource Center 111 Fayette Avenue Fayetteville, WV 25840 (304) 574-1176 ext.2183 Sheryl Elkins-Parent Tina Lilly-Educator Kathy Stonemark Fax (304) 574-3643 Hampshire County Parent-Educator Resource Center 46 South High Street Romney, WV (304)822-3050 Fax (304)822-5382 Vacant – Parent Vacant - Educator Harrison County Parent-Educator Resource Center Rt. 3 Box 43-B, Suite 205 Clarksburg, WV 26301 Melody Waybright-Parent (304)326-7693 Pam Hotsinpiller-Educator (304)326-7692 Fax (304) 326-7695 Web page - Jackson County Parent-Educator Resource Center P.O. Box 770 Ripley, WV (304) 273-3545 Jo Beth Smith-Parent Cathy Stout-Educator Jefferson County Parent-Educator Resource Center Located on the campus of Page Jackson Elementary School 370 Page-Jackson School Road Charles Town, WV 25414 304-725-6473 FAX (call first) 304-725-6473 Angie Dillow - Parent Lisa Carper - Educator Kanawha County Parent-Educator Resource Center 200 Elizabeth Street Charleston, WV 25311 (304) 348-7715 Sheila Harper-parent Marilyn Nichols-Parent Marianne LeDonne-Educator
Final Summative Observation Report Ineffective 1.0-2.24 Effective 2.25-3.24 Highly Effective 3.25-4.0 Teacher Name ________________________________ Final Teacher Rating _________________________ Observer ____________________________________ Date ___________________
Edgar Allan Poe: A & E Video “The Cat” (Edgar Allan Poe) “Tell-tale Heart” (Edgar Allan Poe) “Cask of Amontillado” (Edgar Allan Poe) “The Raven” (Edgar Allan Poe) “Annabel Lee” (Edgar Allan Poe) “Dr. Heidegger’s Experiment” (Nathaniel Hawthorne) Imitation story project Transcendentalism Excerpts from Civil Disobedience (Henry David Thoreau) Excerpts from Self-Reliance (Ralph Waldo Emerson) Poetry of Walt Whitman: “Song of Myself,” “I Hear America,” “When I Heard the Learn’d Astronomer” Poetry of Emily Dickinson: 4 poems from the literature anthology VIDEO: Dead Poet’s Society Art: Frederic Church, George Inness, Asher Durand, Albert Bierstadt, Thomas Cole SECOND SEMESTER A Troubled Young Nation “Aren’t I a Woman?” Sojourner Truth “I Will Fight No More Forever” (Chief Joseph) “Gettysburg Address” (Abraham Lincoln) & Lincoln photograph “A Cub-Pilot’s Experience” (Mark Twain)
“Celebrated Jumping Frog of Calaveras Country (Mark Twain) “Climbing from the Tomb of Slavery” (Frederick Douglass) Frederick Douglass Series (paintings by Jacob Lawrence) Emerging Modernism Harlem Renaissance Countee Cullen: TBD Langston Hughes: “I, Too,” “Harlem,” and TBD The Great Debators The Lost Generation Robert Frost: “Birches” and “The Road Not Taken” Ernest Hemingway: Old Man and the Sea (and excerpts from Surviving the Extremes) Steinbeck? E.A. Robinson: “Richard Cory” ART: TBD Challenges and Successes of the Twentieth Century MOSTLY to be determined at a later date. Possibilities include….+ Maus I & Maus II Amy Tan: “Fish Cheeks” Ray Bradbury: “Sound of Thunder” Martin Luther King, Jr. Martin Gansberg: “Thirty-seven Who Saw Murder Didn’t Call the Police” The Research Project Notes on the process Choose a topic Introduction to SIRS Worksheet on topic (Topic, interest, essential question, define topic) Print a YES and a NO article, 1 NON-TEXT Worksheet on each (main point, good quotes that show main point, interesting facts) Basic Noodletools Graff template for intro. Planner (TS, CD, CD) for YES and NO side Planner for student’s opinion Fast Food Nation: Chew on This by Eric Schlosser Reading (informational) assignments ESSAY: What policies should govern working teenagers (2008 WASL essay topic)? Career Fair / Senior Portfolio Choices/Dowhatyouare.com survey results & response Career Fair Portfolio 3 recommendation forms Letter of Application/Cover Letter
How to Draw The Maneki Neko From STEP 1. Start by making a circle for the head and then add the facial guides. STEP 2. Using the shape you just drew, sketch out the actual shape of the cat's head like you see here. The small mounds are the ears and the separate line under the face is going to be the collar. STEP 3. Draw in the ear detailing and then make thick closed eye lids that are in a very happy expression. Draw in the nose and mouth, and then add the whiskers. STEP 4. Here all you have to do is draw out the rest of the cat's body and be sure to draw in the arm and paw that you cant to be up. The legs are just lumps so when this is done move to step five. STEP 5. Lastly, draw in the tag attached to the collar, and then draw in the lines that form the legs. Sketch in the toes on all four paws like you see here. Erase the lines and shapes and then move to see how your finished drawing should look. STEP 6. Here is how the adorable cat looks when you are all done. Color it in to resemble a traditional Japanese cat, or use a solid shade. Decoration ideas: Maneki Neko Symbols Bell and Collar Maneki wear a red collar with bell, and some wear bibs.. Cats in the Edo period wore red collars and bells. Beckoning Paws One paw is ‘beckoning’ (come here!). Traditionally: Colours
Male Multi-race Female 625 87.8% +3.0 2.7% 1.4% 2.9% 5.1% 0.0% Male 602 82.4% +5.0 2.5% 1.5% 2.7% 10.5% 0.5% Native American Female 112 84.8% +2.8 2.6% 0.9% 6.3% 5.4% 0.0% Native American Male 82 73.2% +4.9 3.7% 2.4% 2.4% 15.9% 2.4% Pacific Islander Female 40 87.5% +2.5 2.5% 0.0% 0.0% 10.0% 0.0% Pacific Islander Male 42 81.0% +4.8 4.7% 4.8% 4.8% 4.84% 0.0% White Female 25,410 92.8% +1.3 1.0% 0.7% 1.8% 3.7% 0.0% White Male 26,697 89.4% +2.5 1.8% 0.9% 2.3% 5.5% 0.1% Table 3. Graduation Results for Students Receiving Special Education Services by Gender Graduates Non-Graduates 2011 Cohort # 5-Year Rate 2011 4-Yr Difference in School Non-Grad Completer GED Dropped Out Expelled Special Ed. Female 5,414 73.3% +4.7 7.2% 4.2% 2.5% 12.7% 0.1% Special Ed. Male 9,100 69.3% +5.6 9.0% 4.1% 2.5% 15.0% 0.1% Table 4. Graduation Results for Low-Income Students by Gender Graduates Non-Graduates 2011 Cohort # 5-Year Rate 2011 4-Yr Difference Still in School Non-Grad Completer GED Dropped Out Expelled
Multi-race LEP 36 61.1% +5.5 5.6% 11.1% 0.0% 22.2% 0.0% Multi-race Non-LEP 1,191 85.9% +3.9 2.5% 1.2% 2.9% 7.3% 0.3% Native American LEP 7 71.4% +14.3 0.0% 0.0% 0.0% 28.6% 0.0% Native American Non-LEP 187 80.2% +3.3 3.2% 1.6% 4.8% 9.1% 1.1% Pacific-Islander LEP 5 Pacific Islander Non-LEP 77 84.4% +2.6 3.9% 2.6% 2.6% 6.5% 0.0% White LEP 441 73.7% +6.7 3.2% 5.4% 0.9% 16.8% 0.0% White Non-LEP 51,666 91.2% +1.9 1.5% 0.7% 2.0% 4.5% 0.0% Table 8. Graduation Results for Non-Mobile and Mobile Students Graduates Non-Graduates High Schools Attended 2011 Cohort # 5-Year Rate 2011 4-Yr Difference Still in School Non-Grad Completer GED Dropped Out Expelled One School 62,452 89.3% +2.1 1.4% 1.8% 1.6% 5.8% 0.1% Two Schools 10,091 74.1% +6.3 2.2% 4.0% 4.9% 14.7% 0.1% Three Schools 1,466 51.8% +10.2 5.2% 6.5% 10.4% 25.6% 0.5% Four or More Schools 298 49.0% +16.8 8.4% 6.4% 8.4% 27.5% 0.3% Table 9. Competency Determination (CD) Status for Select Non-Graduate Groups
2011 Five-Year Graduation Rate Number of Schools Percentage of Schools < 50% 30 8.1 50 - <60% 9 2.4 60 - <70% 16 4.3 70 - <80% 35 9.5 80 - <85% 39 10.5 85 - <90% 48 13.0 90 - <95% 85 23.0 95 – 100% 108 29.2 Total 370 100
PROPOSAL ADEQUACY CHECKLIST REFERENCES SUBMISSION ITEM PROPOSAL PAGE No. If not provided EXPLAIN (may use continuation GENERAL INSTRUCTIONS A(1) FAR 15.408, Table 15-2, Section I Is there a properly completed first page of the proposal per FAR 15.408 Table 15-2 I.A or as specified in the solicitation? A(7) FAR 15.408, Table 15-2, Section I Does the proposal identify the need for Government-furnished material/tooling/test equipment? Include the lending contract number and Contracting Officer contact information if known. A(8) FAR 15.408, Table 15-2, Section I Does the proposal include identification of any CAS or other estimating deficiencies that may impact the proposed price? A(8) FAR 15.408, Table 15-2, Section I Does the proposal disclose any other known activity that could materially impact the costs; such as, existing excess material, changes in production methods, make-or-buy decisions, company re-organizations, new business, or new technology? B FAR 15.408, Table 15-2, Section I Is an of all certified cost or pricing data and information accompanying or identified in the proposal provided and appropriately referenced? FAR 15.403-1(b) Are any exceptions to submission of certified cost or pricing data pursuant to FAR 15.403-1(b)? If so, is supporting documentation included in the proposal? C(2)(i) Does the proposal disclose the judgmental factors applied and the mathematical or other methods used in the estimate,
in the commercial marketplace made to meet Federal Government requirements not exceeding the thresholds in FAR 15.403-1(c)(3)(iii)(B)? (see note below) FAR 2.101 For proposed commercial items “of a type”, or “evolved” or modified (FAR 2.101 commercial item definition paragraphs (1) through (3)), did the contractor provide a technical description of the differences between the proposed item and the comparison item(s)? FAR 15.402(a)(2) FAR FAR 15.403-3(c) FAR 15.404-3(b) FAR 15.404-3(c) FAR 15.406-2 Does the proposal include a determination of price reasonableness for all commercial items offered? ADEQUATE PRICE COMPETITION Paragraph A(1) FAR 15.408, Table 15-2, Section II Does the proposal support the degree of competition and the basis for establishing the source and reasonableness of price for each subcontract or purchase order priced on a competitive basis exceeding the threshold for certified cost or pricing data? INTERORGANIZATIONAL TRANSFERS Paragraph A.(2) FAR 15.408, Table 15-2, Section II For inter-organizational transfers proposed at cost, does the proposal include a complete cost proposal in compliance with Table 15-2? FAR 31.205-26(e) FAR 15.403-1 For inter-organizational transfers proposed at price in accordance with FAR 31.205-26(e), does the proposal provide an analysis by
In reality, the call center will most likely not be able to this many 5 hour temporary employees, which would alter the solution, but would also increase the amount of error in the model. Thus, a couple of facts should be noted based on our given inputs and outputs. First, it is without a doubt that the more 5 hour temporary employees used, the less the error. The problem with this is that there may only be a given number allowed, say for example, 20 of the 5 hour temporary employees, which would change the solution to: At the same time, this almost doubles the amount of error. Error for this model was defined as the amount of agents staffed minus the amount of agents required. The total number of employees was cut from 397 to 297. The number of people at lunch at any given time ranged from 39 to 81. It all depends on what the call center can change based on given resources, and how much they can relax certain minimum and maximum assumptions and requirements. One of the factors not included in our model, but is a large underlying factor in answering the phone calls is when employees can take their breaks. We noticed that between the hours of 9:00 a.m. and 11:30 a.m., also along with 1:45 p.m. and 4:45 p.m. that there were large numbers for the errors. As a reminder, error for us is defined as staffed agents based on our model minus agents required. One way that would greatly combat this large error is for employees to only be able to take breaks during these time periods. With less people working during those time periods, our errors would be greatly reduced, especially since each employee is allotted two 15 minute breaks per day.
2. Mean CPB counts per plant of different life stages and percent defoliation. Trt Adults (Aug 1, 10, 15) Egg Masses (Jun 23, 29) Small Larvae (Jun 23, 29, Jul 6) Large Larvae (Jul 6, 12) % Defoliation (Aug 10, 15) 1 6.0 4.0 7.3 a-d 2.8 a-c 13.3 de 2 4.3 7.3 51.6 a 29.3 a 27.5 ab 3 4.2 4.3 11 a 11.7 cd 17.5 a-d 5 3.4 2.5 5.0 ad 2.3 a-c 10.8 de 6 4.0 3.0 4.9 c-d 2.7 a-c 7.5 e 7 2.3 1.3 10.0 ab 5.2 bc 12.5 de 8 4.2 1.3 10.5 ab 3.8 cd 20 a-e 9 4.9 0.8 14.3 a-d 1.5 d 11.7 de 10 5.6 3.7 17.2 ab 19.3 ab 28.3 a 11 4.0 1.0 13.0 a-d 7.2 a-c 25.8 a-c 12 7.2 1.7 4.9 b-d 6.3 a-c 15.8 b-e 13 6.1 2.7 3.6 a-d 2.3 cd 16.7 a-e 14 4.3 1.7 11.5 ab 2.8 a-c 15 c-e P 0.14 0.07 0.034 0.006 0.02 LSD 1.88 2.78 2.47 2.89 12.36 Table 3. Mean PLH and aphid counts per plant Table 4. Mean yield data.
21985 (Cont.) photographs and images, and key data gathered in relation to specific sites, assets and functions within the basin; master versions of agency publications and educational material; and monitoring and enforcement of compliance with natural resource programs and associated plans, strategies, policies and rules where ongoing monitoring and investigation identifies breaches of compliance resulting in serious environmental consequences; the matter generates public interest or media attention; or, results in changes to natural resource plans, strategies, programs, policies and/or rules. Includes incident notifications, statements and interview records, photographs, legal advice, enforcement notices, and investigation reports. Records documenting: general administrative arrangements for meetings, forums, events and audits (eg timetables and schedules, checklists, and facility bookings, invitations, catering arrangements, routine liaison with auditing bodies or venue organisers); and the development and review of routine internal operational policies and procedures. Destroy 2 years after action completed 21987 Records documenting: routine operational administrative tasks supporting the core business; and routine basin natural resources program activities, other than those covered in classes 21985-21986. Destroy 10 years after action completed
Appendix III – Period Outlook – 2010 Monthly” Appendix IV – “ Three Period Outlook (Red, Red.Orange) – 2010 Monthly” Appendix V – “Three Period Outlook (Reds Only) – 2010 Monthly” Appendix VI – “Two Period Outlook – 2010 Monthly”
UNITED STATES BANKRUPTCY COURT FOR THE NORTHERN DISTRICT OF OHIO In re: ) Case No. ) [NAME OF DEBTOR(S)], ) Chapter <13> <11> ) Debtor(s). ) Judge < > ) ) MOTION OF <MOVANT> FOR ) RELIEF FROM STAY ) ) <ADDRESS OF REAL PROPERTY OR ) DESCRIPTION OF PERSONAL ) PROPERTY> <MOVANT> (the “Movant”) moves this Court, under Bankruptcy Code §§ 361, 362, and 363, and other sections of Title 11 of the United States Code, under Federal Rule of Bankruptcy Procedure 4001, and under for an order conditioning, modifying or dissolving the automatic stay imposed by Bankruptcy Code § 362. MEMORANDUM IN SUPPORT 1. The Court has jurisdiction over this matter under 28 U.S.C. §§ 157 and 1334. This is a core proceeding under 28 U.S.C. § 157(b)(2). The venue of this case and this motion is proper under 28 U.S.C. §§ 1408 and 1409. 2. On <DATE>, the < DEBTOR(S) AND/OR PERSON(S), STATE NAME(S) IF APPLICABLE> obtained a loan from <LENDER NAME> in the amount of <AMOUNT>. Such loan was evidenced by a <PROMISSORY NOTE> <OTHER> dated <DATE> (the “Note”), a copy of which is attached as Exhibit A. 3. To secure payment of the Note and performance of the other terms contained in it, the <DEBTOR(S) AND/OR OTHER PERSON(S), STATE NAME(S) IF APPLICABLE> executed a Security Agreement in favor of <STATE NAME> dated <DATE> (the “Security Agreement”). The Security Agreement granted a lien on the <DESCRIBE REAL AND/OR PERSONAL PROPERTY, INCLUDE ADDRESS IF REAL ESTATE> owned by <NAME OF DEBTOR(S) AND/OR OTHER PERSON(S), STATE NAME(S) IF APPLICABLE> (the “Collateral”). The Collateral is more fully described in the Security Agreement (check one):
7. On what day can you use a wet cloth to wash a newborn? B. On the second day 8. Name two signs that a newborn gives to show that he is hungry. Any two of the following are correct: He moves his tongue in and out and makes sucking noises. He sucks on his fingers. He opens his mouth and turns his head from side to side. He cries.
Xij = # sent from I to j Initial Basic Feasible Solution (BFS) using Northwest Corner Method (NWC) Steel1 2 Steel 3 Dummy Capacity Plant 1 60 40 28 0 120 100 20 Plant 2 50 30 30 0 150 80 70 Plant 3 20 20 20 0 160 30 130 Capacity 100 100 100 130 430 Total Cost = 11900 Solving Using WinQSB Input data into WinQSB table. WinQSB Solution have complete solution with NBV Our optimal solution is 9320. Graphical Solution Summary Table From To Amount Unit Cost Total Cost Plant 1 Steel 3 40 28 1120 Plant 2 Steel 1 100 50 5000 Plant 3 Steel 2 100 20 2000
KEY: Community Producer CTN Public CTN Interns CTN Government Staff Empowerment/Inspirational: Non-Professional Jeannie on the Beat: Tom Clynes Jeannie Ballew Entertainment: Non-Professional Ypsi Girl’s Happy ½ Hour Show Tanya Veilleux Interview/Talk Show: Professional Access Ann Arbor: Captain Driver Ed & His Friends Zachary Demers, CTN Magazine Program: Professional FYI 500th Anniversary Edition Dana Denha, CTN PSA: Professional Life Saving Tip of the Week: Be Cautious of Bicyclists Rob Cross, CTN Promotional Video (3:00 or less) Non-Professional Strange The Three Belles David Chappell Student Post-Secondary CTN Internship Promo Mike Mejia, Jonathan Cervenak, Jeff Mengyan, Erric Morton, CTN Seniors Professional Senior Moments March 2011 Tim Nagae, Dean Cole, Connie Craft, CTN _______________ Page 4
While these new estimates show that completion rates for individuals are considerably higher than the rates calculated for contracts, they also show that employer churn is an issue, with the worst occupations being hairdressing and the food trades. Note: This publication was produced through the NCVER Core Research Program; see page 70 for details. Individual-based completion rates for apprentices can be found on NCVER’s website <http://www.ncver.edu.au/publications/2357.html>. Initial training for VET teachers: a portrait within a larger canvas Hugh Guthrie, Alicen McNaughton and Tracy Gamlin This study focuses on a critical aspect of the vocational education and training workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Key messages include: Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining. The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills. Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills. There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself.
Vu, Ha — p.58 Waite, Virginia — p.26 Walker, Arlene — p.60 Watson, Ian — p.19 Wei, Zhang — p.46 Woods, Alan — p.41 Wright, — p.59 Zakirova, Rezida — pp.23, 44
Eggs - % purchased/produced from cage-free hens - % purchased/produced from free-range hens. * Note how cage-free and free-range are defined and verified Member Company Response: n/a Pork - % purchased/produced from pigs not confined to crates or spaces smaller than X, including gestation crates. - % purchased from animals not confined indoors Member Company Response: n/a Veal - % purchased/produced from calves not confined to veal crates, Member Company Response: n/a Milk - % purchased/produced from animals that are given access to pasture and actively graze; specify how many months/year and how many hours/day. Member Company Response: n/a Beef – average number of animals per acre, specify months/year, and hours/day on pasture, with locations of farms to provide context for grazing data Member Company Response: n/a Environmental enrichments: Describe practices taken to ensure animals can act out natural behaviors, such as providing straw for pigs to root in, chicken perches, etc. Member Company Response: n/a Handling & Slaughter Livestock and Poultry - % of livestock and poultry slaughter plants that are rated as “Excellent” following a third-party audit using American Meat Institute guidelines (Grandin, 2007). Member Company Response: n/a Poultry - % of poultry slaughtered using controlled atmosphere killing and transport to slaughter. Member Company Response: n/a Narrative: Describe methods and practices undertaken to ensure humane practices and reduce stress in this process. Member Company Response: n/a Transport
Research on Apple Orchard mortality continued in 2011. USGS completed soil sampling of HOFU Historic Orchard to determine what is causing the rate of apple tree mortality in the park. The Natural Resource Manager participated this year in the MIDN Science Advisory Committee Meeting. The Mid Atlantic Exotic Management Team under the leadership of James Akerson, who retired in June and signed up as a HOFU volunteer, has been steadily working to remove exotic species and invasive plants. The GPRA goal to keep 10 acres free of invasives, a fairly small percentage of the park was established for this year and met. The Hopewell Big Woods team has identified the need to work cooperatively on the removal of exotics. A work day was held with 100 students from Alvernia College to remove exotics in Hopewell Village. The students cleared a significant amount of invasives revealing cultural features that were previously hidden by the overgrowth. With funding from the NPS, US Geological Survey completed its research on the impact of slag on French Creek, a state certified exceptional value stream. French Creek EVS standards were upheld. The second year of the study allowed for USGS to work on water monitoring as part of the project. With the completion of the study the Mid Atlantic Network I&M Program enlisted the Director of Science for Natural Lands Trust Dr. James Thorne to conduct water monitoring throughout the park. For integrated pest management, the natural resource manager ensured that the required pesticide use reports were completed and permits were obtained for current use. Powder post beetles had become a significant threat to Tenant House 1. After removing the artifacts, the building was fumigated this year. Resource and Visitor Protection: Provided firearms qualification services to VAFO LE employees and to ROVA LE employees. Provided firearms training to VAFO and INDE staff. Assisted VAFO with deer control program. Superintendent’s Compendium updated. Attended Ranger’s Advanced Law Enforcement Refresher Training. Pack Test administered to one HOFU employee for Wild land Firefighting qualification. Alarm systems maintained and upgraded as needed.
be expected for the average patient with that particular condition. What are likely consequences for patient if this application is not approved? • Future health • Potential use of healthcare services • Financial cost to patient What is the evidence-base for this intervention? Clinical effectiveness, Assessments / publications by advisory bodies (please attach) Has patient been seen by a local consultant, if appropriate? If not, why are local services not sufficient? Please indicate cost of proposed treatment: Where possible Section C – Please complete for requests for drug treatments Further details of intervention (for which approval is requested) Dose and frequency Planned duration Of intervention Exit strategy / stopping criteria (e.g. disease progression, poor response, adverse events) Route of administration Anticipated cost (inc VAT) – seek advice from pharmacy Is requested intervention part of a clinical trial? Delete as appropriate: No / Yes If Yes, give details (e.g. name of trial, is it an MRC/National trial?)
FROM THE OPEN BOOK TO THE CENSER OF FIRE PT. 2 Waking Up To The Oncoming Judgment CAPE TOWN, AFRICA SUNDAY 18TH DECEMBER, 2011 PM BRO. VIN A. DAYAL [Song #301 - Songs That Live –Ed.] I worship You Almighty God, There is none like You. Amen. There is none like Him. No one can compare. Amen. God bless you. You may have your seats this evening. Very happy to be in His Presence once again. Amen? Truly believe we had a wonderful time this morning and looking with great anticipation to continue on a little bit by His grace. And we certainly trust that you feel relaxed and you’re enjoying the Presence of the Lord that is in the building. Amen. Remember in times like these when the Holy Spirit would draw close, that’s the time to remember what you have need of; what you’ve been praying for. Amen. You could just lift it up while He’s passing by; while He’s close. Amen. Be convinced that He is interested in our every need. No matter how small it is, He is sensitive to what we have need of. Blessed be His wonderful Name. Because even though we’re hearing the singing and all those things we can recognize it is Him in it blessing us, inspiring our faith, lifting us up, preparing our hearts; bringing us in condition to receive His Word that He might speak to us in this Hour. Amen. God bless you. We have a couple of songs, I would like the saints to come and sing, “A Better World, A Better Life.” Glory be to God. And after that they’ll do a song called, “I Want To Go” by our beloved sister, Paula Salandy. Amen. You know sometimes you hear two or three of these songs, the service could be dismissed after because it’s just the Word, the Message; it’s the revelation of Jesus
5-2. ENGINE REPLACEMENTS PROJECT VEHICLE DESCRIPTION AND SUMMARY VEHICLE INFORMATION VEHICLE/EQUIPMENT MAKE VEHICLE/EQUIPMENT MODEL VEHICLE/EQUIPMENT HORSEPOWER OLD ENGINE INFORMATION ENGINE MAKE ENGINE MODEL ENGINE MODEL YEAR EPA ENGINE FAMILY NAME REPLACEMENT ENGINE INFORMATION ENGINE MAKE ENGINE MODEL ENGINE YEAR EPA ENGINE FAMILY NAME 5-3. ENGINE REPLACEMENTS PROJECT VEHICLE DESCRIPTION AND SUMMARY VEHICLE INFORMATION VEHICLE/EQUIPMENT MAKE VEHICLE/EQUIPMENT MODEL VEHICLE/EQUIPMENT HORSEPOWER OLD ENGINE INFORMATION ENGINE MAKE ENGINE MODEL ENGINE MODEL YEAR EPA ENGINE FAMILY NAME REPLACEMENT ENGINE INFORMATION ENGINE MAKE ENGINE MODEL ENGINE MODEL YEAR EPA ENGINE FAMILY NAME 5-4. ENGINE REPLACEMENTS PROJECT VEHICLE DESCRIPTION AND SUMMARY VEHICLE INFORMATION VEHICLE/EQUIPMENT MAKE VEHICLE/EQUIPMENT MODEL VEHICLE/EQUIPMENT HORSEPOWER OLD ENGINE INFORMATION ENGINE MAKE ENGINE ENGINE MODEL YEAR EPA ENGINE FAMILY NAME REPLACEMENT ENGINE INFORMATION ENGINE MAKE ENGINE ENGINE MODEL YEAR EPA ENGINE FAMILY NAME Note: If more than four engine replacements are planned and additional space is needed, use another application, fill out the applicable portion and attach.
Chapter 1 Questions: Why were the children fascinated with the Radley What was the first “dare they made concerning the house? How did the Radley house acquire its reputation? Do you think it was a deserved reputation? How did the Finches originally come to Montgomery? What was the “disturbance between the and the South”? Compare and contrast Dill’s family situation with Scout’s. 5. What evidence showed that Scout was a bright little girl? OPINION QUESTIONS: Would you like to live in a town like Maycomb, Alabama? What would be the advantages and disadvantages of living in this small town? What do you think about the children’s goal to make Boo Radley come out? Was it a cruel activity or just a game? trial? Trial
Public assembly training 31 Public assembly event checklist 97 Published sources 33 Pull stations 18 Pyrotechnics 24 R Regulations 33 References 33 Renovating building space 14 Residence 27,28 Resources 33 S Sheet metal shops 20 PAGE Smoking 12 Space heaters 12 Spray cans 12 Stairwells 9 Storage 9,11,13 T Tents 25 Temporary structures 25 Trash accumulation 11,13 W Washer, clothes 21 Weather Emergencies 3 Wiring, switches and plugs 14 Wood shops 20
Plan for Each Key Task Key Task 1 Action (What will you have to do to complete this task?) Timeline (By When?) Person(s) Responsible (Who will see that this happens?) Resources (What is needed to make sure this happens?) Evaluation Evidence (How will we know this has made a difference?)
Key Task 2 Action (What will you have to do to complete this task?) Timeline (By When?) Person(s) Responsible (Who will see that this happens?) Resources (What is needed to make sure this happens?) Evaluation Evidence (How will we know this has made a difference?) Action 3. What will be done to help students change norms for relationship building? How will students be involved? Timeline (By When?) Person(s) Responsible (Who will see that this happens?) Resources (What is needed to make sure this happens?) Evaluation Evidence (How will we know this has made a difference?) Key Task 3
Action (What will you have to do to complete this task?) Timeline (By When?) Person(s) Responsible (Who will see that this happens?) Resources (What is needed to make sure this happens?) Evaluation Evidence (How will we know this has made a difference?) Action 3. What will be done to help students change their norms for relationship building? How will students be involve Timeline (By When?) Person(s) Responsible (Who will see that this happens?) Resources (What is needed to make sure this happens?) Evaluation Evidence (How will we know this has made a difference?)