zilongwang/ReadingBank huggingface dataset:
“the lack of gender diversity is a concern throughout corporate America”, but specific attention should be drawn to accounting firms, since “in the exercise of their assurance mission, they fall under the regulatory oversight of the PCAOB, and they play a significant role in the financial markets” (Franzel). It is important to understand the severity of this issue has within the profession, since “firms have been entrusted with the audit function for publicly traded companies and securities broker-dealers,” and they “provide assurance over financial reporting and disclosures to protect investors and promote confidence in our capital markets” (Franzel). Moving forward, it is vital for accounting firms to improve conditions within their firms in order to bring about benefits to the women they employ, the accounting profession, and the business environment as a whole. It is important for “public accounting firms to invest in and focus on the retention and development of its female leaders”, as “research shows that organizations with diverse leadership teams outperform those with homogeneous leadership teams” (Franzel). Gender discrimination experienced by in the modern workforce is not something to be overlooked, as the correction of this issue is critical for the advancement of all working women, as well as the modern business environment. With respect to the professional labor force, “pooling from the largest and most diverse set of candidates is increasingly necessary to succeed in the market”, as we live in “an increasingly competitive economy where talent is crucial to improving the bottom line” (Kerby and Burns). The resolution of this issue has the power to bring about insurmountable societal advancements, as “the laws of economics and many studies of diversity tell us that if we tapped the entire pool of human resources and talent, our collective performance would improve” (Sandberg 8). It is essential for people to fully embrace the resolution of this issue, as it will not only provide increased benefits toward women, but also to the economy as a whole.
Stevenson, Betsey. "Five About the Gender Pay Gap." The White House. N.p., 14 Apr. 2015. Web. 4 May 2015. <https://www.whitehouse.gov/blog/2015/04/14/five-facts-about-gender-pay-gap>. Thakor, Manisha. "The Long-Term Price of the Gender Pay Gap." The Wall Street Journal. N.p., 21 Oct. 2014. Web. 4 May 2015. <http://blogs.wsj.com/experts/2014/10/21/ the-long-term-price-of-the-gender-pay-gap/>. "The Gender Gap in Accounting Salaries." SourceMedia. N.p., 2015. Web. 4 May 2015. 1.html>. Warner, Judith. "Fact Sheet: The Women’s Leadership Gap." Center for American Progress. N.p., 7 Mar. 2014. Web. 4 May 2015. <https://www.americanprogress.org/issues/women/report/2014/03/07/ 85457/fact-sheet-the-womens-leadership-gap/>. "Why Men Earn More." Warren Farrell. N.p., 2005. Web. 4 May 2015. <http://www.warrenfarrell.net/Summary/>. "2014 Working Mother 100 Best Companies." Working Mother. N.p., n.d. Web. 1 Apr. 2015. <http://www.workingmother.com/best-company-list/156592>.
Roman Republic Map Inset: Tiber River Forum Capitoline Hill Pinpoints/Labels: Carthage Naples Po River Rome Syracuse Tiber River Shade and Label: Adriatic Sea Alps Apennines Campania Corsica Etruria Latium Magna Graecia Sardinia Sicily Tyrrhenian Sea
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Engage with others to exchange ideas, experiences and interests Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations Interact with others by making requests, seeking clarification, checking understanding and expressing opinions Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions Give presentations to describe, compare and report on experiences and topics of interest Respond to aspects of imaginative by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture Create individual and shared texts about imagined people, places and experiences, in order to entertain others Translate and analyse a range of texts, comparing language choices and exploring differences in meanings Create bilingual in collaboration with others for the wider community Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Recognise how stress in the language and the use of intonation Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar Expand understanding of textual conventions, particularly related to social and informational media Recognise formal and informal forms and that their style and use depend on the context, purpose and audience Understand that languages continue to change over time due to influences such as globalisation and technology Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
Which term describes the true statements? Which description does not fit? Cross it out. Comprised of 300 patricians The main legislative body of the Roman Republic; controlled foreign policy. Created to guarantee/protect the rights of plebeians Two were elected to serve one year terms. Legislative body of Republic. “Lower House” similar to House of Representatives. Created to guarantee/protect the rights of plebeians The political and economic center of Rome The twelve tables were hung publicly here. Rome’s first written code of laws. Romans established this government after driving the Tarquinii kings from power. Form of government in which only a few, wealthy, land-owning citizens hold power. Government in which people elect representatives who govern. In Rome, a leader who had total power during a time of crisis. Chosen by the consuls and senate. The chief executive of the Roman government, similar to the US President; in Rome, there were two. Was expected to give up after six months. Compare the government of Rome with modern US government: Rome Both United States Put in your own words. Roman mythology
What is the effect of the contrast between this magical image and the sight of the lovers’ bodies being loaded into separate ambulances? What conclusion is the audience of the film asked to draw at the end of the film? Have lessons been learnt and order restored? Analysis Technique Examples/characters involved Impact on the audience/themes Camera & angles High and low angles Close-ups and extreme close ups POV shots Long shot of Mercutio dead on the beach – highlighting Extreme close up and low angles when Romeo shoots Tybalt –avenging his death – followed with slow motion – diegetic sound – gun dropping – high angle of Jesus statue Colour & lighting Use of highkey lighting Use of lowkey lighting and shadows Use of colour Tybalt and mercution fighting on the beach Tybalt car crash crash – lowkey lighting
Act I, Scene 5 (1) If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. (2) 5Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims' hands do touch, And palm to palm is holy palmers' kiss. (1) Have not saints lips, and holy palmers too? (2) 10Aye, pilgrim, lips that they must use in prayer. (1) O, then, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair. (2) Saints do not move, though grant for prayers' sake. (1) Then move not, while my prayer's effect I take. 15Thus from my lips, by yours, my sin is purged. (2) Then have my lips the sin that they have took. (1) Sin from thy lips? O trespass sweetly urged! Give me my sin again.
Extract 2: The Prince PRINCE Rebellious subjects, enemies to peace, Profaners of this neighbour-stained steel,-- Will they not hear? What, ho! you men, you beasts, That quench the fire of your pernicious rage With purple fountains issuing from your veins, On pain of torture, from those bloody hands Throw your mistemper'd weapons to the ground, And hear the sentence of your moved prince. Three civil brawls, bred of an airy word, By thee, old Capulet, and Montague, Have thrice disturb'd the quiet of our streets, And made Verona's ancient citizens Cast by their grave beseeming ornaments, To wield old partisans, in hands as old, Canker'd with peace, to part your canker'd hate: If ever you disturb our streets again, Your lives shall pay the forfeit of the peace. For this time, all the rest depart away: You Capulet; shall go along with me: And, Montague, come you this afternoon, To know our further pleasure in this case, To old Free-town, our common judgment-place. Once more, on pain of death, all men depart. Q1: List four things that the Prince calls the Montagues and Capulets
100 points total Physical Demeanor 20 points – Student is comfortable and confident in reciting the speech 16 points – Student is generally confident but fidgets on occasion 14 points – Student is fidgety and clearly nervous 10 points -- Student is unable to get through the speech but tries 0 points – Student cannot deliver Voice and Articulation – Student uses appropriate inflection, pacing, and volume 20 points – Excellent 16 points – Good 14 points – Average 10 points -- Weak 0 points – Student cannot deliver Accuracy 20 points – Student recites speech with no more than one inaccuracy 16 points – Student stumbles 2-3 times 14 points – Student stumbles 4-5 times 10 points -- Student is unable to get through the speech but tries 0 points – Student cannot deliver Explanation – Student provides accurate and comprehensible background and context 20 points – Excellent 16 points – Good 14 points – Average 10 points -- Weak 0 points – Student cannot deliver Overall Performance 20 points – Excellent 16 points – Good 14 points – Average 10 points -- Weak 0 points – Student cannot deliver Extra Credit Points 10 points – Student dressed for the part 5 points – Student acted out the part appropriately POINTS: _____________________ / 100
Notebook Check 1: ROMEO AND JULIET and Juliet Timeline and Characters Directions: Focus on setting! Fill in the setting and the action that takes place for every time period throughout the play. Act 1 SUNDAY A melancholy walks under a grove of sycamore trees in the early morning mist. LATER Montague and Capulet are hot for a fight SUNDAY EVENING Capulet’s masque banquet and ball. Romeo is stunned by the beauty of Juliet Act 2 SUNDAY NIGHT Romeo and Juliet meet and swear their love for each other (balcony scene) MONDAY AFTERNOON Romeo and Juliet are married by the Friar Mercutio and Benvolio are together. ONE HOUR LATER… Act 3 MONDAY AFTERNOON Mercutio is killed by Tybalt MONDAY LATE AFTERNOON Romeo avenges Mercutio’s death and slays Tybalt MONDAY LATE AT NIGHT Capulet strikes a bargain with Paris, who is now to marry Juliet in three days time TUESDAY DAWN Romeo is to be banished forever TUESDAY DAWN The lovers part, having spent the night in each other’s arms Romeo heads to Mantua Anticipation Guide: Make Decisions About Your Beliefs Directions: Answer each of the following questions by circling either Strong Agree (SA), Agree (A), Disagree (D) or Strongly Disagree (SD). Answers will vary What’s a Moral Compass? Directions: Rank each the following Offenses from 1-10, 10 being the most serious. Answers will vary READING: Choose a belief or offense mentioned here. Relate it to the story and discuss how your views have or have not changed about it after having read Romeo and Juliet. Answers will vary Notebook Check 2-3: Romeo and Juliet Act I /Prologue Paraphrasing context clues, your textbook, or a dictionary, interpret the speeches so that they become more familiar to you and are easier to understand.
Romeo and Juliet Prologue: Read p. 787 (Act I): Read p.788 - Bottom of p. 791 Summarize pp. 792-796 Read p. 796 – 797 (Enter Benvolio and Romeo) Summarize p. 797 – p. 801 Read p. 802 – p. 805 Summarize p. 806 – mid-page 808 (… “This is she-“) Read p. 808 – p. 809 (End of Scene 4) Read p. 809 (Begin at narrator’s directions at line 16) - p. 815 Act II: Summarize p. 818-819 (End of Act II, I) Read p. 820 (note the setting) - p. 827 (Top / End of Scene II) Summarize p. 827-844 The rest of Act II Act III: Read lines 1-14 Summarize rest of p. 845 (beginning at line 15) – end of page Read p. 846 – 852 Skip p. 853- top of 854 (“Ay, ay, the cords.”) Read p. 854 – p. 859 (line 22) Summarize p. 859 – 863 (end of 3) Read p. 863 (beginning of Scene 4) – 871 Summarize p. 872 p. 873 (end of Act III) Act IV: Summarize p. 876 – p. 886 (Scenes 1-4) Read p. 886 (Scene 5) – p. 888 Skip p. 890 – p. 891 Act V: Read p. 895- p. 898 (end of Scene 2) Read p. 899 Romeo and Balthasar”) – p. 901 (“Let him in the tomb.”) Read p. 901 – 910 (End)
The Tragedy of and Juliet by William Shakespeare ACT I Read the The Tragedy of Romeo and Juliet by William Shakespeare. Then, reread the lines indicated with each question below. Answer each question, citing text evidence. Prologue, Lines 1–14: What do you learn about the two families from the phrase “both alike in dignity”? According to lines 3–4, what is the relationship like between the two families? According to line 6, what does the Prologue say has happened to Romeo and Juliet? Sc. 1, Lines 1–13: Explain the characters’ play on the word move by discussing which definition each speaker uses. How does this dialogue affect the mood of this scene? Sc. 1, Lines 27–48: What does Sampson do when he sees the Montague servants? Why? Why does he take back his gesture? What do the servants’ actions reveal about the conflict between the two families? Sc. 1, 51–65: Why does Gregory’s attitude toward fighting change? Sc. 1, Lines 59–65: Explain how Tybalt’s actions contrast with Benvolio’s. What characteristic of Benvolio’s is brought out through this contrast? What characteristic of Tybalt’s? Sc. 1, Lines 68–73: What support is in these lines for the inference that Lady Montague and Lady Capulet are more sensible than their husbands? Sc. 1, Lines 74–96: Summarize the Prince’s warning to the two families about their feud.
Exception: there could be some ongoing projects (such as data quality) that don’t officially end, although the commitment should be much less in those cases. Data Governance Council Members (in some organizations these people might be called Data Trustees or Data Custodians) Description Members of the Data Governance Council represent divisional or departmental needs or concerns to the DGC, and they report back from the DGC to their colleagues. As part of the Council they help set the strategic direction for data governance for the institution. As appropriate they will join project teams to work directly on governance tasks. Responsibilities Create data standards and business rules Determine what new data will be captured and/or standardized Specify which date must be shared organizationally or otherwise Oversee key standard reports and dashboards Assure that and other compliance standards are followed Ensure data documentation is written and maintained Set goals for future state of data management capabilities Advocate for governance and improved data management Identify and prioritize data governance projects (e.g., data quality, data security, etc.) Resolve issues escalated by data stewards Track data quality by profiling/reviewing data and monitoring metrics on data quality Qualities & Characteristics Commitment to Data Governance Willing to commit to team decisions/willing compromise for the institution as a whole Varied resources on the team should include: Some with functional background – for example faculty member who needs data for grants data. Some with IT background – resources that know the data systems and processes Institutional Research – major user of the data, span multiple domains Commitment What is their commitment? Estimate: 4 hours initially per week. Factors: How often should they meet? Follow up assignments delegated to each member
A thorough knowledge of Radio Aid systems. A though knowledge of Soundfield systems. A thorough knowledge of Cochlear Implant Speech Processors. A thorough knowledge of digital hearing aids. A thorough knowledge of the practical application of Radio Aid and Soundfield systems and the efficient and effective management required to attain this objective. Knowledge of the range and availability of assistive listening devices. A thorough knowledge of the interconnectivity of Aid systems into laptops, iPlayers and workstations to enhance the access to learning experience for the deaf child. Knowledge on how to monitor and verify the efficacy of audiological experience from interconnected equipment. The Educational Audiologists should have a range of skills to bring to their role: The ability to give advice on the appropriate use of educational amplification systems to meet the of each deaf child within their particular educational setting. An ability to provide appropriate instruction and training on the amplifications systems employed. An ability to set up Radio Aid systems with modern digital hearing aids to show Radio Aid transparency either subjectively and/or objectively. An ability to set up Radio Aid systems with Cochlear Implants and demonstrate their efficacy either subjectively and/or objectively. The ability to raise levels of awareness with regards to good listening environments, both in terms of acoustics and noise management, for all children to enhance the development of their auditory processing skills development. 5. Professional contribution to the multi-professional team. The Educational Audiologists Role may involve the following: Working as part of a team within a school, deaf, hearing-impaired or sensory support service. Liaise with health services to assist the processes that deaf children are appropriately and speedily provided with audiological and educational support.
Ronald McDonald House of Indiana 435 Limestone Street Indianapolis, IN (317) 269-2247 Ronald McDonald House at Riley Hospital for Children 705 Riley Hospital Drive Indianapolis, IN (317) 944-2236 For The Pantry Fruit Cereal (Individual Servings) Tuna & Cracker Snack Packs Canned Meats (chicken, turkey, ham) Pretzels and Chips (individual servings) Snacks (Little Debbies, Cookies) Eggs and Bread Individual Juice Boxes Bottled Water Ravioli Frozen Dinners and Microwave Meals Canned Fruit (Pineapple and Pears) Microwavable Macaroni & Cheese Cooking Oil Cereal Bars Sugar For the Kitchens & Baths Aluminum Foil Plastic Storage Baggies (Sandwich and Quart size) Dishware (Including drinking glasses) Muffins Tins and Cookie Sheets Pots & Pans for Cooking (Skillets) Corelle Ware Dishes Regular Silverware Disposable and Non Disposable Utensils (Forks & spoons) Styrofoam Cups (12oz), bowls, and plates Toilet Paper For the Guest Rooms Hairspray Lotion Liquid Hand Soap Deodorant Mouthwash Queen Thermal Blankets Female Shaving Cream Disposable Razors Pack Body Wash Irons Tooth Brushes Drying Rack Shampoo and Conditioner Hair Dryers Laundry Baskets Kleenex Cleaning Supplies Scrubbing Bubbles Bathroom Cleaner Disposable Gloves Dryer Softener Sheets Toilet Bowl Cleaner Lysol Wipes All Purpose Cleaner Murphy’s Oil Soap Daily Shower Spray Liquid Laundry Detergent Liquid Dishwashing Soap Hand Sanitizer Office Manila Folders 8 x 11 Color & White Copy Paper Stamps Other Air Freshener Disposable Single-Use Thermometers Disposable Diapers (all sizes) Feminine Products Alarm Clocks Lactation Products (Nursing Mothers) Gift Items (for Special Events & Silent Auctions) Scrapbooking Materials Umbrellas
Presenter, “Networking and Advocacy for Individuals with Low Incidence Handicaps,” Parent-Professional Partnership Conference, Los Angeles, California, 1986. Presenter, “Transdisciplinary Model as a Team Approach to Serving VI Infants,” Summer Training Institute on Visually Impaired Infants, Los Angeles, California, 1986, 1987, 1988. Presenter, “Critical Skills Approach to a Functional Curriculum for MH Infants and Preschoolers,” Summer Training Institute on Visually Impaired Infants, Los Angeles, California, 1986, 1987, 1988. Presenter, “Effective Communication Strategies for Professionals Working with Families,” Summer Training Institute on Visually Impaired Infants, Los Angeles, California, 1986, 1987, 1988. Moderator and Presenter, “Statement of Educational Needs of Visually Impaired Pupils,” AER National Conference, Chicago, Illinois, 1986. Presenter, “Coping with Stress: Survival Strategies for Teachers of the Visually Impaired and Those They Serve,” AER National Conference, Chicago, Illinois, 1986. Presenter, “Self-Esteem of Visually Impaired Adolescents,” AER Self-Esteem Seminar, Los Angeles, California,1986. Presenter, “Transition Panel: Personal Decision Making,” CSULA/AER Transition Conference, Los Angeles, 1985. Presenter, “Changing the Attitude of Regular Education Students Toward Their Handicapped Peers,” CEC State Conference, Oakland, California, 1984. Presenter, “Community Referenced Training for the Severely Handicapped-- What is the Critical Skills Model?” CAOMS State Conference, Pasadena, California, 1984. Presenter, “Increasing Assertive Behaviors in the Blind and Visually Impaired,” AER National Conference, Nashville, Tennessee, 1984. Presenter, “How Can We Improve the Attitude of the Sighted Toward the Blind?” AER Conference, Los Angeles, California, 1984. Presenter, “Attitude Change Toward Blind and Other Handicapped Adolescents,” American Foundation for the Blind Research/Practice Seminar, Seattle, Washington, 1984.
5. Contract Experience and References – if you do not provide full contact details this will delay your application form 5.1 Please list below up to a maximum of 10 similar contracts undertaken by your company in the past 3 years or currently being handled. Any previous Public Sector experience will be of particular interest. Those provided below may be selected for site visits. Name of Client & Project Company Name & Address E-mail Value of Contract (£) Nature of work undertaken Contract Dates (From – To) 1 2 3 4 5 6 7 8 9 10
**Warranty No.: **Date of Warranty: **Years: **End of Warranty: **Roofing System Manufacturer: **Address: **Roofing Type: **Trade-name: **Total Warranty - Square Footage: **Building Sq. Ft.: List per CDB Bldg. # **Building # - **Building # - **Building # - **Roofing System Installed Cost **Each Building or Area: **Roofing Contractor: **Address: **Phone: Fax: *Project Number: *Project Name: *CDB Project Manager: Agent: Capital Development Board 3rd Floor, Stratton Bldg., Springfield, IL 62706 *Using Agency: *Building Name: *CDB Bldg No.: *Building Address: *Identify Area of Work: Additional Building(s): *CDB Building Name: *CDB Building No.: *Address: *Identify Area of Work: *CDB Building Name: *CDB Building No.: *Address: *Identify Area of Work: (Attach additional sheets as needed.) *NOTE: A/E: Complete *asterisked information before inserting in the Manual as the last page of applicable Sections. List additional buildings below, and use a 2nd Warranty Information form if needed. **NOTE: Contractor: Complete ** information and submit this form with manufacturer’s warranty. USE THIS FORM WHEN A CDB ROOFING SYSTEM MANUFACTURER’S WARRANTY (RSMW) IS NOT APPLICABLE, AND A MANUFACTURER WARRANTY IS SPECIFIED. USE WITH METAL ROOFING, ASPHALT OR WOOD SHINGLES AND SHAKES, TILE, AND SLATE.
that this is good, this is right, this taking of children’s souls. —The Charmed Children of Rookskill Castle Seek a Broken Heart to save John and the other charmed children. Clue 4: Look for the Broken Heart in a Caldecott Medal-winning book about a boy named Hugo who lived amongst clockwork.
Room 11 Supply List ***Please label all supplies that have *** with your child’s name.*** 1 standard size backpack that fits a folder and a lunch box *** 1 two-pocket folder (Plastic is preferred.) *** 5x7 pencil box *** 1 change of clothing (shirt, pants, socks, underwear) in a gallon size Ziploc type bag (This will stay in the classroom in case of a spill or accident.) *** 1 box of washable markers 1 box of crayons 1 box of Expo fine dry erase markers 2 or more Elmer’s glue sticks 1 pair of kid size, blunt tip scissors 2 boxes of tissues 1 canister of Clorox/Lysol wipes 2 rolls of paper towels 2 bottles of hand soap 1 pack of napkins ***Once we know your child’s homeroom teacher, we can ask him/her if your child needs any additional supplies for class in the general education classroom. (ie: additional folder, notebook, etc.) Room 11 Reminders Please send your child to school each day with two snacks (1 for AM and 1 for PM) and a refillable water bottle. (Please label the water bottle with your child’s name.) Please send your child to school with a packed lunch. If your child is buying lunch, please put the lunch money in a labeled envelop or you can set up a lunch account online at . Your child will bring home a Communication Log each day. Please check the log and complete the back of the page. This is a great way for us to communicate with each other!
ROOM CAPACITY Room Sit Down Meal Reception Stand Up Buffet Sit Down Buffet Hall 300 300 300 240 Wordsworth Room 50 60 60 48 Individual tables Parsons Room 16 28 28 16 Old Room n/a 60 60 n/a Combination Room 60 150 100 50 Palmerston Room/Foyer n/a 220 n/a n/a Central Hall n/a 150 n/a n/a Room Lecture Style Boardroom Style Classroom U-Shaped Style Palmerston Room 250 45 30 45 Dirac Room 50 30 20 25 Castlereagh Room 50 30 20 25 Boys Smith Room 50 30 20 25 Committee Room 8 6 n/a n/a Boys Room Annexe 8 6 n/a n/a Castlereagh Annexe 8 6 n/a n/a Drawing Room 16 10 n/a n/a Room Lecture Boardroom Style Classroom U-Shaped Style Central Hall n/a n/a n/a n/a Main Lecture Theatre 160 n/a n/a n/a Lightfoot Room 50 n/a n/a n/a Teaching Room 1 n/a n/a 24 n/a Teaching Room 2 n/a n/a 24 n/a Sir Arthur Quiller Couch Room n/a 18 n/a n/a
102 & 103 – Classroom/General *cap. 30 & 37 boards; computer connection; sound system; DVD player; A/V; overhead projector; projection screen; VCR; video projector 201 & 202– Classroom –/General *cap. 40 & 21 White boards; DVD player; overhead projector; projection screen; TV; VCR; moveable seating 203 – Classroom/General *cap. 35 – Used exclusively by RaySociety. See RaySociety for availability. 204 – World Language and Culture *cap. 10 – Used exclusively by WLC for language practice. See Katie Dale ext. 2117 for availability. Chalkboard, DVD, computer connections, TV, overhead projector, VHS 206-207, 228-229– Classroom/General *cap. 21 White boards; maps; DVD player; overhead projector; projection screen; TV; VCR 230 – Classroom/General *cap.10 White board, computer connection, TV 232 – Math/WLC Computer Lab *cap.16 Mac desktops for student use, projector, chalkboard 233, 234, 235 – Classroom/General *cap. 21, 42, 48 White boards, maps, overhead projector, DVD player, VCR, projection screen, video projector 236, 237, 238 – Classroom/General *cap. 21, 18, 46 White boards, maps, overhead projector, DVD player, VCR, projection screen, projector
228 – Meeting Room/Conference *cap. 12 – must be booked through Alice ext. 3924 White boards 231, 233, 234 – Biology Labs *cap. 24,22,24 DVD, computer connection, projection screen, sink, student power stations, computer (MAC), VHS, projector, white boards 303 – Psychology Research Lab (please contact Alice Fynaardt, ext. 3924 for additional information) 303B, 303C – Research Room *cap. 2 Rooms 303B and 303C are two entrances to the same room, but only 303C door is usable. There is a single table with 2 chairs. Usable only to researching Psychology Faculty and Students. 303D – Research Room *cap. 1 This room has a single entrance and a single Mac computer on a with a chair. 303E – Research Room *cap. 2 This is a room with 2 tables and one chair at each. 303F – Research Room *cap. 1 Table with a single table and chair. 303G – Research Room *cap. 1 303I, 303I-J, 303J – Research Room *cap. 2
346 – Biology Lab *cap. 23 (Science Lab Style) Chalkboard, sink, white boards Olmsted Center (Contact: Matt Miller, ext. 3987) TMR 132 & 133 – Conference Room *cap.20/22 White boards TMR 134 – Conference Room *cap. 8 White boards, Pomerantz Stage – Stage/Conference Room *cap.300/15 LCD Projector, Audio Equipment Drake Room – Meeting Room/Conference *cap.25 LCD Projector, white board, projection screen Olmsted CR's 310 – 313 – Banquet, Board, Theater, Classroom *cap.55/55/55/55 (All of these must be booked through Matt Miller ext. 3987 or ) Parents Hall – Meeting Room *cap. 704 TV, computer connection, projection screen, projector PH (Parents Hall) North/South – Meeting Room *cap. 371/296 Sound system; projection screen Sussman Theater – Meeting Room/Auditorium *cap. 230 Sound system; DVD player; projection screen; VCR; video projector
4th floor student lounge South Campus Center lobby spaces Rotunda Café, Vista Café Health Sciences Lobby HUB meeting spaces (2 hours/week are free for RSO’s): Rooms in the Health Sciences Building If the room is highlighted, then there will be a fee associated. Student Affairs has $100 per student group in our budget which can be used towards this fee each year for each RSO- contact for details. All rooms have a wireless internet and Ethernet connections, unless otherwise noted. You may need a valid UW NetID to access the network. Room # Type Capacity Room Features & Equipment Room Image(s) A420 (Hogness Auditorium) Lecture Hall 482 PA system, 2 overhead projectors, 2 slide projectors (request projectionist from Classroom Services, hsbav@uw.edu, 2 weeks in advance of event), DVD/VCR, LCD projector during the BB1404 Classroom 30 LCD projector, Single-line analog phone line, no phone BB1602 Classroom 32 LCD Projector D209 (Turner Auditorium) Lecture Hall 168 PA system, overhead projector, 2 slide projectors, VCR/DVD, LCD projector, course casting and video conferencing (contact the SOD Ride Office, Note: The booth is now kept locked; pick up
key from Classroom Services, T291A. D210 Special Event Space 40 Connected to Cafe. Available after 3:30pm, Monday – Friday E212 Conference Room 20 LCD projector E214 Seminar Room 16 LCD projector E216 Classroom 30 LCD projector I132 Conference Room 30 (50) LCD projector, 20 add’l stacker chairs, 2 active phone lines but no phone. Note: Always kept locked; pick up key from Building Services, T283. I142 Classroom 32 LCD projector, Mobile Active Classrooom Furniture, 2 active phone lines but no phone. Note: Always kept locked; pick up key from Building Services, T283. K069 Lecture Hall 94 PA system, 2 Slide Projectors DVD/VCR, LCD projector K423A Conference Room 10 No AV or Ethernet connection in room K523A Conference Room 10 No AV or Ethernet connection in room RR134 Lecture Hall 50 PA system, 2 slide projectors, VCR, LCD projector, 8-panel view-box T235 Seminar Room 31 Video Conferencing Suite. For more information and scheduling, please contact T359 Seminar Room 30 LCD projector T360+A Classroom 32 2 LCD projectors
room may serve several functions, i.e.., a class lab (room type 210) may have two functions; General Academic Instruction (function code 1.1) for 30% of the time and Individual and Project Research (Function code 2.2) 70% of the time. FUNCTION CODES AND DESCRIPTIONS: Instruction and Departmental Research 1.1 General Academic Instruction 1.3 Special Session Instruction 1.4 Extension Instruction (For Credit) 1.5 Departmental Research Organized Research 2.1 Institutes and 2.2 Individual and Project Research Public Service Program 3.1 Community Education 3.2 Community Service 3.3 Cooperative Extension Service Academic Support Program/ College or Department 4.1 Libraries 4.2 Museums and Galleries 4.3 Audio-Visual Services 4.4 Computing Support 4.5 Ancillary Support 4.6 Academic Administration and Personnel Development 4.7 Course and Curriculum Development 4.8 Teaching Hospitals 4.9 Specialized Animal Recharge Services Student Service Program 5.1 Social and Cultural Development 5.2 Supplementary Education Service 5.3 Counseling and Financial Services 5.4 Financial Aid 5.5 Student Support 5.6 Intercollegiate Athletics 5.7 Health Services (Students) 5.8 Housing Services (Students) Institutional Support Program (University) 6.1 Executive Management 6.2 Fiscal Operations 6.3 General Administrative Services 6.4 Logistical Services 6.5 Physical Operations 6.6 Faculty and Staff Services 6.7 Community Relations 6.8 Housing Services (Faculty and Staff) Independent Operations Program 7.1 Institutional Analysis 7.2 Outside Agencies 7.3 ROTC Activities Unassigned (For Assignable Room Types Only) 8.1 Capable of Use 8.2 Incapable of Use Building Services (Non-Assignable Room Types) 9.1 Building Space (Non-Assignable Only) FUNCTION PRORATION This is a measurement (expressed as a percentage of time on an annual basis) showing how much time a room is being used for a stated function. (Note: a “0” indicates 100%) STATION QUANTITY Identifies the occupancy capacity of the room. Is determined by the posted Maximum Occupancy, or the number of workstations in the room.
ST BRIGID’S SCHOOL Stationery List for 2018 Dear Parent/Caregiver Your son/daughter will be in Room 1 with Miss Maggie Johnson Below is a list of stationery required. These can also be purchased online from and delivered to your home. Stationery – Year 1 Quantity 1A5 unruled Warwick exercise book 1 JWB exercise book 1 Clever Kiwi “My Writing - Book One” (also available from the school office) 3 Clever Kiwi Activity book (also available from the school office) 2 Clever Kiwi Maths Book 1 (also available from the school office) 2 3F1 12mm, notebook 1 40 pocket display book (clearfile) 1 Amos Glue stick (35gm) – this specific brand please 2 Papermate Inkjoy pen – black and unnamed, for your child to use as part of a class set 4 Box of tissues (to be left in the classroom) 2 Muesli bar for emergency supply (in a re-sealable named bag) 2 Items to be purchased at the school office Handwriting Book 1 1 Specific whiteboard pen – unnamed, for your child to use as part of a class set 4 Chalk fund – to be used to purchase specific chalk as part of class set $2.00
JSS MAHAVIDYAPEETHA JSS SCIENCE AND TECHNOLOGY UNIVERSITY JSS Technical Institutions’ Campus, MYSURU – 570 006 ======================================================================== ROOM ALLOTMENT FOR I - VIII SEMESTER BE & MCA SUPPLEMENTARY SEMESTER EXAMINATIONS DURING JULY / AUGUST 2017 DATE: 03.08.2017 DAY: THURSDAY TIME: 9.30 AM – 12.30 PM Sl No BRANCH CODE NO. TITLE OF THE SUBJECT ROOM NO. Remarks Strength Total 1. Common PH110 / Engineering Physics Research Foundation Valuation Center – I 35 35 2. Common PH110 / PH210 Engineering Physics Research Foundation Valuation Center – II 29 29 3. Common PH110 / PH210 Autonomous Engineering Physics IS101 30 30 4 EE/EC/IT EE350 / EC340 / IT340 Logic Design / Digital Electronic Circuits CS/IS Seminar Hall II Floor (Room – II) 07 40 E&EE EE330 Electrical & Electronic Engineering Materials 02 MECH/IP ME410 / IP420 Dynamics of Machines 14 CIVIL/CT CV420 / CT420 Analysis of Indeterminate Strs. 07 E&EE EE540 Microcontrollers 06 CS&E CS733 Advanced Web Technologies 02 IT IT821 Lasers and Optical Instrumentation 01 ENV EV834 Water and Land Pollution – Prevention & Control 01 TOTAL 134
JSS MAHAVIDYAPEETHA JSS SCIENCE AND TECHNOLOGY UNIVERSITY JSS Technical Institutions’ Campus, MYSURU – 570 006 ======================================================================== ROOM ALLOTMENT FOR I - VIII SEMESTER BE & MCA SUPPLEMENTARY SEMESTER EXAMINATIONS DURING JULY / AUGUST 2017 DATE: 03.08.2017 DAY: THURSDAY TIME: 2.00 PM – 5.00 PM Sl No BRANCH CODE NO. TITLE OF THE SUBJECT ROOM NO. Remarks Strength 1. Common CV210 Strength of Materials Research Foundation 40 40 2. Common CV210 Strength of Materials CS/IS Seminar Hall - II I Floor 28 40 Common CV210 Autonomous Strength of Materials 12 3. Common CV210 Strength of Materials IS101 04 37 CS CS350 / IS330 Data Structures 17 CS Database Management Systems 04 Civil CV640 Engineering Hydrology 01 E&EE EE741 Digital Image Processing 01 IT IT650 Digital Image Processing 07 PST PS710 Rubber Products Manufacturing 02 E&C EC610 Computer Networks 01 TOTAL 117
- 3 - S N BRANCH CODE NO. U S N ROOM NO. REMARKS Strength 23. IS IS410 A 01JST17IS402 - 01JST17IS412 4JC15IS043, 4JC15IS048 PS206 12 33 IS IS410 A 4JC14IS052 – (AUTONOMOUS) 4JC14IS053 – 4JC16IS411 (AUTONOMOUS) 04 CTM CT410 B 01JST17CT407 - 01JST17CT411 4JC15CT010 06 PST PT410 B 01JST17PM401 - 01JST17PM405 4JC13PM010 06 BT BT420 B 01JST16BT022 - 01JST16BT024 4JC14BT027, 4JC15BT031 05 24. E&IE EI410 A 01JST16EI002 - 01JST16EI026 PS208A1 20 40 E&EE EE410 B 01JST16EE001 - 01JST16EE021 20 25. E&IE EI410 A 01JST16EI027 - 01JST16EI053 IP104 20 40 E&EE EE410 B 01JST16EE022 - 01JST16EE042 20 26. E&IE EI410 A 01JST16EI054 - 01JST17EI411 MS201 (IP Block) 17 40 EE EE410 A 01JST17EE409 - 01JST17EE411 03 E&EE EE410 B 01JST16EE045 - 01JST17EE408 20 TOTAL 1004
In line with GMC requirements and/or the undergraduate or postgraduate medical curricula B OUH / Medical Sciences Division clinical teaching eg nursing, allied health professions 12 months 12 months 1 week Group C Non education and training eg interviews, management meetings, Morbidity and Mortality meetings, Multi Disciplinary team meetings Patient education 1 month 6 months 1 week Group D Any profit-making event or event on behalf of a profit-making organisation. This includes rooms for the above activities. Any events (non profit) held outside of the centre, but wishing to use to use Education Centre for catering Any non OUH /Med Sci Division Group Any Charities or Associations Kadoorie Centre Groups using the rooms purely for catering when the meeting is being held elsewhere Contact the Centre Contact the Centre N/A Sponsorship and Marketing within the Centre All marketing activity, (e.g. attendance by a company representative, distribution of promotional material, oral presentations on behalf of commercial organisations) will incur a charge and must be declared to the Centre Management. In these circumstances the company representative will be charged however, if not declared, the group making the booking will be charged. Contact the Centre for information on charges. Although bookings within each group will normally be taken on a first come, first served basis, where difficulties arise the ability of users to access alternative accommodation may be taken into account. A list of alternative meeting and teaching facilities on the John Radcliffe site is available on the OUH intranet site: AV equipment, size of rooms and layout* George Pickering Education Centre Lecture Style Classroom Style Boardroom Informal Seating - chairs around coffee tables Grading of Room Lecture Room 60 Gold Seminar Room 1 20 Silver Seminar Room 2A ** 32 Silver Seminar Room 2B ** 45 Gold Seminar Room 3 20 Silver Seminar Room 4A ** 32 Gold Seminar Room 4B 32 Silver
Documentary Production, News Coverage, Production of Newsletters and Photography Special Groups 12. Provision of Consultancy services Open Supply and Delivery of Sports Equipment, Protective Clothing and Uniforms. Special Groups 13. Supply and delivery of tree seedlings and Provision of landscaping services Speciall Groups Supply and Delivery of cleaning materials. Special 14. Provision of Valuation Services ( Property/ Assets and Land) Open 8 Supply of Petrol, Diesel, Oil and Lubricants Open 8. Repair and Servicing of G.K Vehicles and Motor Cycles Open INTERESTED APPLICANT MUST: 1. Attach a copy of Business Registration Certificates 2. Attach a copy of PIN and VAT certificates [a MUST] 3. Attach copy of valid tax compliance certificate [a MUST] 4. Interested special groups (Women, Youth & Persons with Disabilities) must attach AGPO/YAGPO certificates. Interested eligible contractors / suppliers may obtain further information and prequalification documents at the RONGO NGCDF Offices, RONGO at the DCC’s compound during normal working hours from 8:00am to 5:00pm on Monday to Friday. After payment of non-refundable fee of Kes. 1,000 (One Thousand shillings only) in form of a BANKER’S CHEQUE drawn in favor of Rongo Constituency Development Fund. However special groups who present AGPO certificates will be issued with the prequalification documents for free. Duly filled prequalification documents must be returned to the NGCDF Office Tender Box in a plain sealed envelope with the item number indicated on the top left hand corner addressed to; THE FUND ACCOUNT MANAGER, RONGO NGCDF, P.O. BOX 542 - 40404, RONGO So as to be received not later than Tuesday, 22nd May,2018 at 10.00 a.m, at which time the documents will be publicly opened at the Conference Room in the presence of bidders who choose to attend. NOTE: Late Documents shall not be accepted & will be returned unseal SECTION C: PREQUALIFICATION CRITERIA UNIT REQUIRED INFORMATION SCORE
6. Value of the total contract/subcontract/partner share (in specified currencies at completion, or at date of award for current contract) 7. Date of award 8. Date of completion 9. Contract/subcontract duration (years and months) - - months 10 Specified requirements SECTION J: CURRENT CONTRACT/COMMITMENTS/WORK IN PROGRESS Name of Applicant or partner of a joint venture Name of Contract Value of Outstanding Work (Kes) Estimated Completion Date 1. 2. 3. 4. 5. 6.
10 Does the agreement provide for liquidated damages for unused (as opposed to a cancellation fee or an attrition fee)? Attempt to negotiate away. Liquidated damages (LDs) for cancellation are disfavored; LDs fixed without any reference to probable actual damages is deemed a penalty and is often unenforceable. The NRC may agree to pay a cancellation or attrition fee, but if so it must assert the hotel’s obligation to mitigate damages, with language along the lines of: “Any cancellation fee will be reduced by the amount the hotel receives in the event of another booking for facilities not used by the NRC and covered by this agreement.” 11 Does the agreement provide for liquidated damages, e.g., for damages, repairs, etc? If so, that is unacceptable as a penalty. 12 Does the agreement contain a “Force Majeure” or “Acts of God” clause? These clauses say that either party may be excused from its obligation to perform in extraordinary events such as war, terrorism, disasters, strikes, etc. Generally acceptable. Confer with counsel. 13 Does the agreement provide for complimentary Generally unacceptable, unless it’s a benefit customarily offered in the marketplace. Confer with counsel. 14 Does the agreement include food or refreshments? Never purchase food or refreshments with appropriated funds unless that purchase has been pre-approved by ADM. The purchase of refreshments for meetings and conferences with appropriated funds is usually illegal, and can subject the purchaser to personal liability in the amount of the purchase as well as to administrative discipline and criminal liability.
Pecan Bluebonnet Mockingbird Brazos DLC LAB Pecos 8/11/14 Mon AM Setting up and Running an Effective Life Skills Classroom Teri Jones Wylie ISD Curriculum Access for Students with Severe Motor Impairments Cheryl Stewart Rockwall ISD Partnering With Parents? Yes! Richard Caldwell Irving ISD Language Arts Toolkit for the LID classroom Kristi Newton Abilene ISD LIFE Must Haves Amber Dollar & TiciaTerlouw Irving ISD Boardmaker Studio Kathy Kelchner Dallas ISD Planning for Transition for Students with Significant Disabilities Darlene Brodbeck News-2-You 8/11/14 Mon PM Creating a PLAAFP and Developing Goals and Objectives through UNIQUE LEARNING SYSTEMS Teri Jones Wylie ISD Managing and Structuring Your Classroom: Staying afloat! Kerrie Taylor Rockwall ISD Fine Centers with OT! Robin Abels Independent Math Toolkit for the LID classroom Kristi Newton Abilene ISD Sparkle - Teaching Students with MIVI Literacy and More Kristie Smith & Jamille Smith Mesquite ISD Proloquo2go (ios communication app) Kathy Kelchner Dallas ISD Read All About It! News-2-You Darlene Brodbeck News-2-You Pecan Bluebonnet Mockingbird Brazos DLC LAB Pecos 8/12/14 Functions of Behavior: What are Sensory Strategies to Everything You Need To Know To Building Communication Wee Are Ready - Working with Students Who Standards Based
STAFFORDSHIRE MOORLANDS CHILDREN’S CENTRE Room Title Cost Room Layout Options & Occupancy ** Full Day Half Day/ Evening Hourly Training Suite £123.00* £61.50* £30.50* (2 hrs) Theatre (70) Cabaret (36) Boardroom (28) U Shape (22) Multi-Purpose Suite £50.00* £30.00* £20.50* (2 hrs) Theatre (18) Cabaret (15) Boardroom (14) Family Suite (kitchen facilities) £72.00* ~ £15.50* Theatre (14) Boardroom (12) Multi-Use Room £80.00* £45* ~ Theatre (25) Cabaret (25) Boardroom (18) Sensory Room ~ £10.00 £4* Refreshments Tea/Coffee/Water £1.00 per head per serving Buffets N.B. available on request. Please contact the Centre for further information. Meal for training attendees N.B. available on request. Please contact the Centre for further information. Contact: Staffordshire Moorlands Children’s Centre Albert Street Biddulph Stoke on Trent Staffordshire ST8 6DT Telephone: 01782 297970 Email: smcc@staffordshire.gov.uk
2017 MDLCC Agenda – room assignments (rev05.24.17) Thursday, June 8, 2017 Maryland Land Conservation Conference 8:30 am Registration Opens 8:30 am – 9:30 am Continental Breakfast and Networking 9:30am – 9:50am Welcome (Jubilee) 9:50 am – 10:50am Lightning Talks: Exploring the Challenges and Opportunities Facing Conservation in the 21st Century (Jubilee) 10:50 am – 11:10 pm 20 Minute Break 11:10 am – 12:20 pm Morning Meeting A Morning Meeting B How the Captain John Smith Trail Establishes a New Paradigm for Land Conservation (Citron) Beer, Brides, Brawls and Brussel Sprouts: Addressing Permanence and Viability (Orchard) 12:20 pm – 1:35 pm Lunch and Awards Ceremony (Jubilee) Track 1: Managing the Fundamentals Track 2: Co-Innovation Track 3: Next Century Issues for Land Trusts 1:35 pm – 2:50 pm Concurrent Sessions A Managing Leadership Transitions (Orchard) Connecting Conservation for Bay Health (Citron) Beyond Acres: Connecting People to the Land (Vineyard) 2:50 pm – 3:10 pm 20 Minute Break 3:10 pm – 4:45 pm Concurrent Sessions B Effective Storytelling for Land Trusts (Vineyard) A Toolkit for Strategic Conservation in an Opportunistic World (Orchard) Regional Conservation Partnerships: How They Benefit Land Trusts and Other Partners (Citron) 4:45 pm Thank you for participating in the Maryland Land Conservation Conference