zilongwang/ReadingBank huggingface dataset:
GPS & Spelling Tuesday 15h May Reading Wednesday 16th May Math Paper 1: Arithmetic Math Paper 2: Reasoning Thursday 17th May Math Paper 3: Reasoning What should you do during the lead up to the papers? We shall continue with the revision that we have already been carrying out in class. Mathmagicians and Maths Skills Club will continue next week (but not Reading Skills). At home, you can work through your CGP homework books and have a go at any of the exercises we haven’t done yet. Remember to speak to your teacher if you are finding a question difficult. What should you do the weekend before to prepare? Have a lovely weekend with your friends and family. Encourage your parents to ask you questions about the book you are reading! What should I do the night before the test? Get a good night’s sleep each night! Try to go to bed a little earlier than normal so that you are wide awake in the morning and ready to go. What should I do the morning of my test? Have a good breakfast as it will give you energy for the day. Get to school for 8:30 as we will be doing ‘Wake up! Shake Up!’ games in the morning to wake you up and get you ready for the challenge ahead! in a water bottle with your name on so you can have a drink if you need to. When are we doing each of the tests? The list opposite you which day you are doing each part of the tests. What is happening for the rest of the week? For the rest of the week we will still be having all other lessons and will continue revising, as well as building your confidence to succeed. On Friday, when the SATs are all over, we are having a picnic lunch on the field. You should wear your PE kit that day as we will be enjoying some physical activities outside! Do not worry about the tests. You have worked hard all year and we are sure that you will do your very best next week! Year 6 Team
a Accomplished less than you like 1 2 3 4 5 b Were limited in the kind of work or other activities 1 2 3 4 5 During the past 4 weeks, how much of the time have you had any of the following problems with your work or other regular daily activities as a result of any emotional problems (such as feeling depressed or anxious)? All of the time Most of the time Some of the time A little of the time None of the time a Accomplished less than you would like 1 2 3 4 5 b Did work or other activities less carefully than usual 1 2 3 4 5 During the past 4 weeks, how much did the pain interfere with your work (including both work outside the home and housework)? Not at all A little bit Moderately Quite a bit Extremely 1 2 3 4 5 These questions are about how you feel and how things have been with you during the past 4 weeks. For each question, please give the one answer that comes closest to the way you have been feeling. How much of the time during the past 4 weeks… All of the time Most of the time Some of the time A little of the time None of the time a Have you felt calm and peaceful? 1 2 3 4 5 b Did you have a lot of energy? 1 2 3 4 5 c Have you felt downhearted and depressed? 1 2 3 4 5
CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available
CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available CALCIUM HYDROXIDE saturated Ca(OH)2 WARNING SDS Available
Saturday Playgroup @ The Village School Grove Park, Kingsbury, London NW9 0JY When: Every Saturday Term – Time Available sessions: session: 9am – 12pm (3 hrs) Session: 12pm – 4pm (4hrs) Session: 9am – 4pm (7hrs) Ages: 3 – 19 £11/hr Contact: Tunde Alabi @ The Village School on 07721857224 or …………………………………………………………………………………………….. Booking Form (please return to Tunde Alabi, 23 crofts road Harrow, HA1 2PQ) Name of Pupil: …………………………………………………………… Preferred Session: ……………………….. Name of Parent: ………………………………………………………………… …………………………………… Email: ……………………………………………………………………………
SAT vs. ACT SAT ACT Structure Structure 3 hours + breaks 4 sections + optional writing 3 hrs 25 min. + breaks 4 sections + optional writing Sections Sections Critical Reading 65 minutes, 52 questions 1:15 per question Writing and Language 35 minutes, 44 questions 0:47 per question Mathematics without calculator 25 minutes, 20 questions 1:15 per question Mathematics with calculator 55 minutes, 38 questions 1:25 per question Essay (optional!) 50 minutes, 1 essay English (grammar) 45 minutes, 75 questions 0:36 per question Math 60 minutes, 60 questions 1:00 per question Reading 35 minutes, 40 questions 0:52 per question Science 35 minutes, 40 questions 0:52 per questions (optional!) 40 minutes, 1 essay Scoring Scoring Earn one point for every correct answer Math and English sections each scored points Total of 1600 points Essay not included in total score Earn one point for every correct answer Each section is scored 1-36 Composite score is average of four scores Essay not included in composite score Sign-up! Sign-up! Upcoming Dates: Upcoming May 7 Register by: April 8 June 4 Register by: May April 9 Register by: March 4 June 11 Register by: May 6 **Everyone in College Forward is eligible for a fee waiver! Ask your coach.
For College SAT REGISTRATION Online: 1-866-756-7346 Cost: SAT $46.00 SAT with Essay $60.00 Additional $29.00 for late registration Photo I.D. and admission ticket required on test day. Test/date locations subject to change. SCHOOL TEST CODE ACT/SAT High School Codes (CEEB) Alonso 10-696 101714 Armwood 10-610 101596 Blake 10-653 101750 Bloomingdale 10-706 101778 Brandon 10-140 100150 Chamberlain 10-660 101692 Durant 10-561 101423 East Bay 10-269 101880 Freedom 10-659 101771 Gaither 10-663 101738 Hillsborough 10-668 101705 Jefferson 10-671 101710 King 10-666 101717 Lennard 10-695 102061 Leto 10-672 101718 Middleton 10-988 101765 Newsome 10-699 100957 Plant 10-670 101700 Plant City 10-560 101420 Riverview 10-581 101528 Robinson 10-675 101728 Sickles 10-667 101752 Spoto 10-693 102059 Steinbrenner 10-236 102192 Strawberry Crest 10-647 102193 Tampa Bay Tech 10-679 101732 Wharton 10-673 101751 Free or reduced lunch students are eligible for fee waivers your Guidance Department for information
Table - Audience Description Architect Enterprise/solution architects in the need of understanding, implementing, or describing an XYZ solution. Policy maker Policy makers studying the implications due to policy changes in the area of XYZ Public Administration / Members States Public Administrations of the European Union that need to have a holistic view of the XYZ interoperability architecture
“A Sociology of Luck” “The Significance of an Insignificant Gender Gap: Citation Inequality in Three Social Sciences” (with Freda Lynn, Matthew Andersson, and Mary Noonan) (under review) “Physician Group Responses to Public Reporting” (under review) “Making Sense with Identities: The Cultural Bases of Inter-Professional Identity Work” (with Chad McPherson) “Beyond Petroleum? The Growth of Alternative Feuls Markets in the United States, 1996-2013” (with Ion Bogdan Vasi) “The Influence of Intermediaries on Organizational Status: A Theory of Status Judges” “Starts and Fits: The Proliferation of Public Ideas” (with Tim Hallett and Orla Stapleton) “The Effects of Ambiguity on Status” (with Celeste Campos, Alison Bianchi, and stef shuster) GRANTS AND AWARDS Grants Awarded 2014 Investigator “Building an Optimal Hand Hygiene Bundle” Department of Veteran’s Affairs ($13,500) 2013-2015 Co-Principal Investigator (Freda Lynn) “The Biographies or Scientific Ideas: The Diffusion of Knowledge in Medicine and Sociology” National Science Foundation. Recommended for Funding 01/2013 ($159,234) 2010 Midwest Sociological Society Endowment Award ($1450) “The Effects of Ambiguity on Status” 2006 “Ambiguity in Status Processes.” Old Gold Summer Fellowship. ($6,000) 2003-2005 Co-Principal Investigator (with Wendy Espeland) “Fear of Falling: The Effects of Rankings on Legal Education,” Law School Admissions Council Research Grant, $152,566 Awards and Honors 2017 Distinguished Book Award of the American Sociological Association’s Sociology of Law Section – Honorable Mention 2017 Midwest Sociology’s Society’s Distinguished Book Award – Honorable Mention
-presenter briefly explains whether the piece is Juvenalian or Horatian and why the piece falls into that category -overall, presenter’s analysis is not as thorough as 4 analysis as presenters receiving a level 4 score Level 2 Piece contains minimal satirical elements and message/purpose is not clear to viewers/readers -presenter identifies a few satirical elements and attempts to connect elements to the theme but at times misinterprets or does not address the purpose and elements of the piece -presenter may not identify whether the piece is Juvenalian or Horatian and why the piece falls into that category -presenter explains the context behind the satire and purpose of the satire but clarity is lacking -presenter may misinterpret the purpose and context behind satire - presenter seems unprepared at times, may be disorganized at times, does not always speak clearly, is unable to answer some clarifying questions Level 1 Piece is not satirical -presenter does not seem to understand the satirical elements or type of satire -presenter misinterprets or misunderstands themes within the satire -presenter does not explain the context or purpose behind the satire or clearly misinterprets purpose of piece -presenter is clearly unprepared, does not maintain eye contact with the audience, is not able to answer clarifying questions
around the country. The solution, implemented in July 2010, employs Microsoft SQL Server 2008 R2 Enterprise data management software as its database technology. Benefits Since deploying the solution, Saudi Post has improved its integration system administration and efficiency. The organization has also increased system availability and achieved better integration with other technologies. Improves IT Efficiency With its new solution, Saudi Post no longer needs to outsource the management of its IT systems. “We have full control over our integration infrastructure now, and we can fully manage existing integration functions and develop new ones as needed,” says Busaeed. “As a result, we are more efficient as a department. We can also go to Microsoft for support, which gives us more confidence than we had before.” Increases Availability Having full control over integration administration means that Saudi Post is less concerned about the availability of the outsourcing vendor's systems. “Previously, our outsourcing management company would not notify us right away if there was a service interruption,” Qashaish says. “Now, we can see interruptions as they happen and address them immediately. And as result of that, we have much more confidence overall in the availability of our e-services.” Provides Better Integration Now, Saudi Post can integrate effortlessly with UPU technologies. “Microsoft BizTalk Server 2006 R2 gives us the integration we need to work with the Universal Postal Union electronic system, which means we can manage transactions and postal deliveries much better,” says Qashaish. Saudi Post can also deploy new e-services faster than before. Now, if the company needs to introduce a new protocol with UPU or enhance an existing one, it can handle those tasks itself. As a result, Saudi Post no longer needs to use an outsourcing company, which was and costly.
Original File size: 14,850KB Frame Rate = 30 fps QP Compressed File Size (KB) Compresson Ratio Bitrate (KBps) PSNR (dB) SSIM MSE Time (sec) 0 5652 2.5:1 15734.97 60.7 0.99 0.05 210.896 16 1352 11:1 3509.97 45.16 0.98 1.97 189.529 32 239 45:1 542.88 37.21 0.94 12.35 175.071 48 56.6 177:1 118.41 30.54 0.84 57.32 125.977 63 19.1 547:1 37.02 24.25 0.68 243.98 117.542 Original Sequence QP = 0
MPEG - Moving Picture Experts MSE – Mean Square Error MSU - Moscow State University NAL - Network Abstraction Layer PAFF - Picture Adaptive Field Frame P-Frame - Predicted Frame PIT – Pre-scaled Integer Transform PSNR – Peak Signal to Noise ratio QCIF - Quarter Common Intermediate Format QF – Quality Factor QP - Quantization Parameter RTP – Real-time Transport Protocol SD - Standard Definition SSIM – Structural Similarity Index Metric TV - Television VCEG - Video Coding Experts Group VCL – Video Coding Layer VLC - Variable Length Coding 10. References [1] T. Sikora, “Digital video coding standards and their role in video communications”, Signal processing for multimedia, J.S. Byrnes (Ed.), IOS press, pp. 225-251, 1999. [2] K. R. Rao and D. N. Kim, “Current coding standards: H.264/AVC, Dirac, AVS China and VC-1,” IEEE 42nd southeastern symposium on system theory (SSST), pp. 1-8, March 2010. [3] K. Onthriar, K. K. Loo and Z. Xue, “Performance comparison of emerging Dirac video codec with H.264/AVC,” IEEE International conference on digital telecommunications, ICDT 2006, vol. 6, Page: 22, Issue: 29- 31, Aug. 2006. [4] X. F. Wang and D. B. Zhao, “Performance comparison of AVS and H.264/AVC video coding standards,” Journal of computer science and technology, Vol. 21, No. 3, pp.310-314, May 2006. [5] L. Yu, S. Chen and J. Wang, “Overview of AVS coding standards,” Signal processing: image communication, Vol. 24, Issue 4, pp. 247-262, April 2009. [6] L. Fan et al, “Overview of AVS video standard”, IEEE International conference on multimedia and expo (ICME), Vol. 1, pp. 423 - 426, June 2004. [7] T. Borer and T. Davies, “Dirac video compression using open technology,” BBC EBU technical review, July 2005.
Zayed University, Abu Dhabi, United Arab Emirates. COM 230 Public Speaking and Professional Presentation COM 401 Integrated Communication Planning and Strategy MICA, Globalization and Creative Industries (PhD) Communication Research Methodologies (PhD) Participatory Theater for Social Change (PhD) Communication Theories (PhD and MA) Development Communication (PhD and MA) Introduction to Fellow Program in Communication Studies (PhD) Research Methodologies (PhD and MA) Introduction to Theory Building (PhD) Advanced Persuasion for Communication (MA) PROJECT EXPERIENCE Principle Investigator, Johns Hopkins University Center for Communication Programs (JHUCCP), 2015 I led a project for JHUCCP to enhance capabilities of women and men to access good quality and affordable family planning and reproductive health services embedded in smart phones distributed to maternal health workers in Bihar, India. I designed, implemented and led the field-based study for the project. Principle Investigator, Neo-liberal Discourses on Transnational Surrogacy, I led a team of scholars from University of New Mexico and University of Southern Denmark to to interview surrogates who do not have access to safe health practices and are often left at the mercy of the health care providers and the benevolence of the clients. This project was partially funded by University of New Mexico, Albuquerque. Evaluation of UNICEF’s Awaz Do digital communication campaign to spread awareness about Right to Free and Compulsory Education, 2011 The Awaaz Do on-line campaign was launched to mobilize Indian society to speak up for the more than eight million children currently out of school in the country. I was part of the team to evaluate the digital campaign. It was funded by KPMG, India. Principle Investigator, Entertainment-Education Effects of Radio Soap-Opera “Taru”, 2004 I led a project to assess the impact of a radio soap opera, “Taru” and how it affected its audience through processes of parasocial interaction, social learning and
Summary Data Source 1—Mean, sum, or score Data Source 2—Mean, sum, or score Data Source 3—Mean, sum, or Data Source 4—Mean, sum, or score A B C D E F G H I J Criteria Worksheet 11.1 Template for Conducting Analysis and Triangulation of Multiple Implementation Data Sources (based on ENRICH and LEAP)
Category (boldface) and Specific Influences (bulleted) Relevant Characteristics of Participating Organization Specific Strategies to Facilitate Implementation Factors Over Which Planning Teams Have Control Characteristics of program, policy, or practice • Nature of the program (complexity, relative advantage, trialability, observability, uncertainty) • Scope for reinvention (adaptability, flexibility) • Fit with organizational/stakeholder needs, goals, priorities, skills, work practices Implementation approach/process • Timing and degree of implementer involvement • Providing training, active forms of learning • Providing ongoing technical assistance, support • Clear communication • Shared decision making, positive relationships, trust • Extent of adaptation/reinvention • Mutual adaptation • Formulation for tasks (workgroups, teams, etc.) Unique to sustainability: • Early planning for sustainability • Implementation with quality Factors That Can Be Influenced (to some extent) Leadership and support • Leadership establishing priorities, consensus, managing implementation process
What We Invest What We Do Who is Reached and Expected Effects Changes Made by Change Agent Impact on Change on Individual Behavior Outcome on Resources provided enable us to . . . conduct certain activities that will . . . the change agents and provide them the tools and skills needed to . . carry out the intervention which will result in . . . change in which will the . . . behavior of individuals reached by which, if sustained, will . . . have effects on What are the primary resources? What do you have to invest? What are the primary activities that work toward achieving project goals? Who serves as the change agent? How will your activities enable the change agent to carry out intervention? What do you expect the change agent to do? What activities constitute carrying out intervention? What are impacts on What changes are expected in behavior as a result of the What are by
What We Invest What We Do Who is Reached and Expected Immediate Effects Changes, Impact on Change on Individual Behavior Outcome Long-Term Change on Outcomes Logic Model Resources provided enable us to . . . carry out the intervention that will . . . reach the program participants, which will result in . . change in influence which will influence the . . . behavior of individuals reached, which will . . . have positive effects on outcomes. Guiding Questions What are the primary resources? What do you have to invest? What are the primary activities of the intervention? Who is the priority audience? How will your activities enable the change agent to carry out intervention? What are expected impacts on influence What changes are expected in behavior as a result of the What problems are impacted by behavioral factors? Template Evaluation Worksheet 6.5 General Logic Model Template With Questions to Guide Development (Innovation delivered by outsiders with individual behavior change as the primary focus)
What We Invest What We Do Who is Reached and Expected Effects Changes Made by Change Agent Short-Term Changes, Impact on Influence Variables Medium-Term Change on Individual Behavior Outcome Change on Health Outcomes Resources provided enable us to . . . conduct certain activities that will . . . the change agents and provide them tools and skills needed to . . . out the program, policy, or practice, which will result in . . . change in influence variables, which will influence the . . . behavior of individuals reached by the program, policy, or practice, which, if sustained, will . . . have positive effects on health outcomes. Dose delivered Dose delivered Reach and dose received Fidelity and completeness influence variables or determinants Outcome/impact: individual behavior Outcome: health issue or problem
1150 – 1215 + 5 mins questions Nursing management of nephrostomies Leigh Pretty Clinical Practice Consultant, RGH 1220 – 1245 + 5 mins questions Managing Blocked Catheters and Radiation Cystitis Jane Lange Clinical Nurse, RAH 1250 - 1330 Lunch and Trade 1330 – 1355 + 5 mins questions The different pathology of Renal Carcinoma’s and how this impacts treatment Sophie Plagakis, Urology Registrar, RGH 1400 – 1425 + 5 mins questions Urological Medications Lauren Taeuber Pharmacist, RGH 1430 – 1455 + 5 mins questions Holistic care for men with prostate cancer Sally Sara Prostate Cancer Specialist Nurse, SAHLN 1500 - 1530 Evaluations Certificates Raffles and Close
Sausage Worksheet Suggest 5 different fillings that could be made: 1 2 3 4 5 What could be served with these for a healthy balanced lunch? Draw 4 different variations for this pastry recipe eg sausage pasties What would be your top tips for making shortcrust pastry? What food safety precautions need to be taken during the making of sausage rolls. Use the headings below to help you answer. Shopping Storing shopping Preparation Cooking Storing finished food Evaluation of sausage Rating: (Circle) Likes/ Dislikes Improvements
different from the previous model (Saussure’s model), and also verbal communication is when messages or information is exchanged or communicated through words is called verbal communication. Moreover, verbal communication takes place through conversations, group discussions, interview, radio, television, calls, letters, reports, notes, email etc. Therefore, it is wider than the previous model. Some definitions of verbal communications are as follows: According to Bovee and others: “Verbal communication is the expression of information through language which is composed of words and grammar.” And according to Penrose and others, “Verbal communication consists of sharing thoughts thought the meaning of words.” So, verbal communication is the process of exchanged of information or message between two or more persons through written or oral words. “Every communication has a content and a relationship aspect such that the latter classifies the former and is therefore a metacommunication”.(Watzlawick and others 1967:54) - “the exchangeand negotiation of information between at least two individuals through the use of verbal and non-verbal symbols, oral and written, and production and comprehension processes” (Halliday 1973). Jakobson came with another model of verbal communication, and he called it an interpersonal verbal communication model, and this one is wider and more practical than the basic transmission model of communication above. In his model, Jakobson came with the six elements in any act of verbal communication or what he called “constitutive factors”. Jakobson proposed a model of interpersonal verbal communication which moved beyond the basic transmission model of communication and highlighted the importance of the codes and social contexts involved’’ . ‘’He noted elsewhere that 'the efficiency of a speech event demands the use of a common code by its participants’’ . “The addresser sends a message to the addressee. To be operative the message requires a context referred to (‘referent’ in another, somewhat ambivalent, nomenclature), seizable by the addressee, and either verbal or capable of being verbalized, a code fully, or at least partially, common to the addresser and addressee (or in other words, to the encoder and decoder of the message); and finally, a contact, a physical channel and psychological connection between the
Recipient Pairing – LIDO allows the Living Transplant Team to pair a donor with a recipient, and allows the Living Donor Transplant Team to “push” that pairing to Transys; Transys is the recipient tracking system. Benefit: Pushing the paring removes the need for double entry into the Transys system. Message Center – The message center feature within LIDO is role based. When a user sends a message, it is sent to a role not a specific person. Messages may only be sent to users within the LIDO system, and may NOT be sent to individuals outside the LIDO system. Benefit: Since messages are sent to a role, any user with the corresponding role may read and respond messages sent to that role. This prevents messages from sitting in individual team members “in boxes” potentially causing delays, if the intended team member was unavailable and/or out of the office. Additionally, it keeps the communication within the application eliminating the risk of sending electronic protected heath information (ePHI) accidently. Paperless Case File – Since the system previously used was paper based, one of the significant problems was routing and tracking the paper “case file.” The team was challenged to keep all test results and other pertinent case information together and accessible to all staff when they needed it. Benefit: LIDO is a role based system, which means that each user of the application with the appropriate role and permissions may access the donor record at any time from any location via the web eliminating the need to track down the packet. Security – LIDO leverages the following authentication and authorization applications: Central Authentication Service (CAS) – CAS is an authentication service that utilizes the campus Lightweight Directory Service (LDAP) Central Role Management (CRM) – CRM is an application that was developed by UCDHS IT and provides authorization to an application via the use of “roles” Benefit: The application is compliant with existing security requirements for applications developed by Health System IT and relevant governmental regulations. With the use of CRM, the end user is able to grant permission to users of LIDO and assign them certain roles which grants them access to certain features.
Open Berkeley A turnkey web platform solution for campus websites Submitter’s name, title, and contact information Kathleen Lu Manager, Web Platform Services IST – Architecture, Platforms, and Integration UC Berkeley 2111 Bancroft Way, #501C Berkeley, CA 94704 510-643-3595 Names of project leader(s) and team members Kathleen Lu Project Manager Brian Wood Technical Lead Lucy Greco Web Accessibility Evangelist Caroline Boyden Developer (Features, Consulting, Testing) Anna Gazdowicz Operations, Support, Training David Snopek Developer Tom Tsai Manager, IST-API Platform and Engineering Bill Allison Director, IST- Architecture, Platforms, and Integration (IST-API) Relevant URLs Open Berkeley: Web Accessibility at UC Berkeley: PROJECT DESCRIPTION: Please view a 2-minute Video on Open Berkeley at: Problem Building a website can be a daunting challenge that requires overcoming a series of increasingly complex technical hurdles. Campus teams do not have the time, resources, or technical skills to build, host, and maintain their websites.
SOMERSET ACADEMY VILLAGE SCHOOL ADVISORY COUNCILBY-LAWS ARTICLE I. NAME The name of this Council shall be the Somerset Academy Village School Advisory Council. ARTICLE II. PURPOSE The primary objectives of the School Advisory Council (SAC) shall be to help identify needs and recommend programs of action. Through a community-wide commitment, the team will foster a positive learning environment, which sets high expectations and meets the diverse needs of the student body. The School Advisory Council shall be a link between the school and the local community and will serve as a means for participatory management through which the various stakeholders in the school community may assist the school and the school may assist the community. The stakeholders are parents, business people, students, other community representatives, professional educators, and other school staff. The School Advisory Council shall be a resource to the school and school principal. School Advisory Council functions shall include: A. To facilitate the development of the School Improvement Plan (SIP) B. To monitor implementation of the SIP C. To evaluate the effectiveness of the SIP To provide assistance in the preparation of the school’s annual budget To make recommendations as to the alignment of instructional staffing and instructional materials to support the SIP The responsibilities and duties of the School Advisory Council will be in accordance with Florida State Statutes 1001.452 and Broward County School Board Policy 1403. ARTICLE III. MEMBERSHIP The School Advisory Council shall be representative of the ethnic diversity of the school’s student population. In order to satisfy this requirement, the minimum standards for representation shall be as follows: Principal Teachers Parents Community / Business Representatives Students (Student Government Association) A majority (more than half) of SAC members must not be employed by the School. Required members include the school Principal
EXAMPLE: “Bird Flu Scare May Lead to Chicken Ban: KFC Unaffected” Fast food giant KFC has reassured customers that even in the event of total contamination of the world’s chicken stocks by bird flu, its menu will remain safe. “Bird flu should be of no concern to anyone consuming KFC products,” a spokesperson said. “Unless, of course, it can be spread to rabbits.” But KFC believe they have the crisis well in hand. “We’ve come a long way since the Colonel first came up with those eleven secret herbs and spices,” its website said. “Since then we’ve added thirty four secret preservatives and fats – at least, secret to the health inspectors.” The website advised customers who required further reassurance to simply dip their ‘chicken’ pieces in industrial-grade disinfectant before eating them. “Any of our four dipping sauces will be fine,” it said. The news has come as a great relief to the community. “KFC customers shouldn’t have to worry about dying from the bird flu,” said one fast food enthusiast. “They should die the old-fashioned way – from heart attacks.” The Department of Health has accepted KFC’s risk assessment, leaving unchanged its advisory that states that the only edible KFC product is its moist towelette. ***Article from: Bibliography Page: General Formatting: Last, First M. “Article Title.” Website Title. Date Month Year Published. Web. Date Month Year Accessed. URL.
If the proponent only wants to move some of the original project’s project areas to a new project covered by this Determination, then the original project’s section 27 declaration would need to be varied to remove the transferring project area or areas. The proponent would also need to make a new section 22 application to move the project areas to a new savanna sequestration project. In either case, a new savanna emissions avoidance project would need to be declared as an eligible offsets project, and would have a new crediting period. This new crediting period is defined in section 69 of the Act, and in some cases, will be modified by section 28 of this Determination. Continuing transferring projects If the Carbon Credits (Carbon Farming Initiative) Amendment Bill 2017 has been enacted there is an additional option for moving projects from a sequestration avoidance former project to an emissions avoidance offsets project under this Determination. After the Act amendment has commenced, continuing transferring projects use sections 128-130 of the Act to move project areas from an existing emissions avoidance project onto a project under this Determination. The Regulator could approve the application of this Determination to the original project, under section 130 of the Act. The project would retain the same project area or areas. In that case, the project’s existing crediting period would continue. If the crediting period ends after the permanence period, the permanence obligations to maintain carbon stocks remain until the end of the crediting period. Pathways for transferring projects, crediting periods and permanence periods Below are examples of how project areas can be moved from an existing sequestration project to a new emissions avoidance project under this Determination. Example 1: Transfer the whole project from a savanna sequestration project to this Determination as a restarting transferring project A proponent wishes to move whole project from a savanna sequestration determination to this Determination. The Carbon Credits (Carbon Farming Initiative) Amendment Bill 2017 has not been enacted, so they can only be a restarting transferring project. They apply to the Regulator, and must supply all of the following: (i) A section 27 application to revoke their emissions avoidance project; and (ii) A new section 22 application to commence a new savanna emissions avoidance project under this Determination;
STAKEHOLDER CURRENT CONTACT High /Medium/ Low contact POWERS OR/INFLUENCE FUTURE Change Indicator to: Minister Ministry of Forestry, Fisheries Deputy Minister Low/Only DAFF representative Delegated interaction High [Council & Executive] Powers Only influence Full support: powers to address SAVC concerns AND Retain status quo Veterinary profession Medium Limited to few/ [apathy of professionals] Increased participation: at two thirds active SAVA High [Congresses Meet/ Representation] Support [mainly co-operation] Retain status quo: Improve interaction BVF Low Unknown Increased participation: at least two thirds active State Veterinarians Low Unknown Increased participation: at least two thirds active Veterinary Students High [Grass roots Lectures, Awards & Presentations OPVSC] Limited Retain status quo
Van der Merwe pointed out that it was particularly relevant in private owner-managed businesses which do not have the pressure of public scrutiny. In these instances private equity brings an institutional mindset, which is beneficial for smaller and medium-sized entities in many respects, including the way in which they approach empowerment. A large share of private equity deals are BEE transactions According to the SAVCA/ KPMG Venture Capital and Private Equity Industry Survey of South Africa 2012, the number of private equity investments into BEE entities (defined as entities that are at least “black influenced”) totalled 192 in 2012, with a value of over R6bn. Further categorisation of these BEE deals shows that 29% were into black-influenced companies, 14.5% into black-empowered companies and 56.5% into black companies. Fund managers increasingly empowered, too At the private equity manager level, meanwhile, empowerment progress has been made in the last 10 years. According to same survey, at the end of 2012 there were R65.8bn funds managed by managers with empowerment credentials (that is, by government agencies or by private sector managers who are at least black influenced). At the end of 2003, the number was R8.7bn. As a proportion of the industry, this signifies encouraging gains: While only 35.4% of private equity funds under management in 2003 had an element of empowerment, this had risen to 75% of funds under management in 2012. Definitions: Black influenced: Between 5% and 25% owned by black people and with participation in control by black people. Black empowered: More than 25% (but less than 50%) owned by black people. Black companies: More than 50% owned by black people, and controlled by black people. ENDS About SAVCA The South African Venture Capital and Private Equity Association (SAVCA) is the industry body and public policy advocate for private equity and venture capital in South Africa, representing about R120bn in assets under management.
National Save for Retirement Week October 20 – 24, 2014 Start planning for retirement now! Representatives from all plans will be on site to meet with you one-on-one about Deferred Compensation, ROTH IRA’s, Asset Allocation and to answer your questions. Date Time Location Monday October 20, 2014 12:00 pm - 2:00 pm City/County Bldg., Break Area 7th – Valic 8th Floor – ICMA-RC 9th Floor - Nationwide Tuesday October 21, 2014 11:30 am - 1:30 pm Council Chambers – One Civic Plaza Wednesday October 22, 2014 1:00 pm – 3:00 pm Aviation – Press Room – 2200 Sunport Blvd. Wednesday October 22, 2014 7:00 am – 9:00 am Pino Yards – Bldg. A Conference Room 5501 Pino NE Thursday October 23, 2014 2:00 pm – 3:15 pm Pino – Bldg. A Conference Room 5501 Pino NE Thursday October 23, 2014 12:30 pm – 2:30 pm Transit – Daytona Facility – 8000 Daytona Rd., NW Friday October 24, 2014 1:30pm - 3:30pm Council Chambers – One Civic Plaza Friday October 24, 2014 9:00 am – 11:00 am Planning/311 – Plaza del Sol Hearing Room (Basement) FOR MORE INFORMATION CALL: Human Resources Department Insurance & Benefits Division 768-3758 OR TTY 711
Name: __________________ Parent Signature: ______________________________ Energy and Work Project (will be used as assessment grade) Dessert: Save the Princess, Storm the Castle! Dessert can be shared (like lots of forks to share the chocolate volcano-friends can do this part together , but extra credit will be given to those working alone) The student(s) must bring the machine in on testing day. The parts of the machine must all be classroom-safety approved. The packets must be completed by each student. CATEGORY 20 17 14 10 Function/fulfilled task Structure functions extraordinarily well, holding up atypical stresses. Structure functions well, holding up under typical stresses. Structure functions pretty well, but deteriorates under typical stresses. Fatal flaws in function with complete failure under typical stresses. Diagrams/ packet fully done Diagram is neat with clear measurements and labeling for all components. All sections of packet completed Diagram is neat with clear measurements and labeling for most components. Most sections of packet completed Diagram provides clear measurements and labeling for most components. Some sections of packet completed Diagram does not show measurements clearly or is otherwise inadequately labeled. Some sections of packet completed Construction Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected. Inappropriate materials were selected and contributed to a product that performed poorly. Construction - Care Taken Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. Presentation Explanations indicate a and accurate understanding of scientific principles underlying the construction and modifications. Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations indicate relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.
Logoff and Close the Premier MDC application. Go to your C Drive on your computer and find the folder named Premier MDC. If it’s not listed there look inside Program Files. Open that folder and find the program named: messagesave Double click on messagesave A window will appear titled PMDC Message Import/Export Click the Export Messages button. A new window will appear; click Open. You’ll get a window pop-up that says “Export Complete” Click OK Close the PMDC Message Import/Export window. The mdt.xml file will save inside the Premier MDC folder on your PC. Locate the file and copy it to your desktop. Once you’ve re-installed PMDC copy the mdt.xml file back to your Premier MDC folder on your C Drive. Go to Premier MDC folder Double click on messagesave A window will appear titled PMDC Message Import/Export the Import Messages button. Click Open on the next two screens. One opens your mdt.xml file and the other directs it to your mdt.mdb file. Next you’ll get a screen that says “Import Complete” Click ok and close out of Windows. Start Premier MDC and your saved messages will be there.
Central Texas U.S. Service Academies F U.S. Military Academy U.S. Naval Academy U.S. Air Force Academy U.S. Merchant Marine Academy U.S. Coast Guard Academy High school students (9th-12th grades) welcome. Parents and educators are encouraged to attend. Free. No reservations necessary. Saturday, September 17, 2016 9:00 AM - 12:00 Noon Texas State University - Round Rock 1555 University Boulevard Round Rock, Texas 78665-8017 Jointly Sponsored by:  Senator John Cornyn  Senator Ted Cruz  Congressman John Carter (TX-31)  Congressman Bill Flores (TX-17)  Congressman Michael McCaul (TX-10)  Congressman Roger Williams (TX-25) For More Information contact: Cheryl Hassmann
Title - Arial 14 points – bold – centred J. Firstauthora, R. D. Secondauthora, B. Thirdauthorb and R.F. Lastauthorc a Affiliation (Institute/Department, University, Country) b Affiliation (Institute/Department, University, Country) c Affiliation (Institute/Department, University, Country) email address of presenting author Abstract Text: Arial 12 points, justified, line spacing: 1; spacing before and after paragraphs: 0. No titles of chapters/paragraphs in the text, no empty lines. Page size: A4 Margins: Top, Left and 2.5 cm; Bottom: 2 cm Authors list: Presenting author in bold, co-authors separated by commas and last author by “and” without comma. (and middle) name(s): Initial(s) ONLY! Institutions list: please respect the following order: Institute or Department, University or Agency or Company, Country. No full addresses required. Email address of presenting author ONLY. Make sure it is NOT formatted as email hyperlink (i.e. blue and underlined). Text text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text Text text text text text text text text text text text text text text text text. References, acknowledgements and keywords (optional): text 11 points. Leave one empty line between the abstract’s text and the references-acknowledgment-keyword part.
Hey NAME, I’m really sorry to hear that [ENTER PRODUCT HERE] wasn’t a fit for you. Don't worry, you’re well within our refund period and I’ll be happy to process that for you but first I want you to know that at Digital Marketer we care about our customers and I want to make sure you're not only happy but that we help you reach your business goals. So no matter what I’m going to make sure you get taken care of. I’m guessing that you bought [ENTER PRODUCT HERE] because you needed to [ENTER PROBLEM THEY WERE TRYING TO SOLVE HERE i.e. generate more traffic to your site or funnel, launch or improve a blog, write and launch your kindle book, optimize your sales funnel, etc.]. … since you’re requesting a refund you probably still need to solution to that problem right? So I’d like to try something a little different. Like I said, its our job to make sure you reach YOUR business goals and I think we can probably both agree that a refund isn’t going to do that (don’t worry if you don’t like what I’m about to suggest I’ll still process your refund ASAP but please hear me out first). Instead of a refund I’d like to offer you one of our other courses that I think will help your [get more traffic, become an authority, etc]. Here are a list of products that I think might be a better fit for you. [ENTER PRODUCT NAMES, DESCRIPTIONS AND WHAT IT CURRENTLY SELLS FOR EVERY DAY HERE] Remember FIRST NAME, I promised I’d get you taken care of and I honestly meant that. So feel free to reply with any questions you have or take a day or so to think it over… either way, I’m here if you need me. If I don’t hear back from you by [ENTER DAY OF THE WEEK AND DATE HERE] I will go ahead and issue you a full refund. Oh and if you don't feel like typing out an email or waiting for answers to your questions, you can give me a call and we can get this all cleared up right now! You can reach me at XXX-XXX-XXX. Talk soon, Richard Lindner Customer Experience Agent
If Yes, Please Provide Details: 1 Education (please complete in full and use a separate sheet if necessary) Schools/College/University Names Qualifications Gained jkjkjk Employment History (please complete in full and use a separate sheet if necessary) Last/Current Employment Name of Employer: Address: Dates of Employment: Job Title: Duties: Rate of Pay: Reason for Leaving: Notice Period: Previous Employment #2 Name of Employer: Address:
Submission to the Office of the High Commissioner for Human Rights (OHCHR) report on Child, Early and Forced marriage February 2016 Save the Children is the world’s leading independent organisation for children, working in 120 countries through our members, programmes and partners. Our mission is to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives. Save the Children has a dual mandate as a development and humanitarian agency, covering issues such as health and nutrition, education, poverty, child protection and child rights governance. Save the Children considers child marriage a harmful practice that needs to be tackled through a rights-based and full spectrum approach that includes development and humanitarian contexts. This submission complements Save the Children’s previous submission (attached) to OHCHR in October 2015, which included an overview of existing programmes and strategies to end child marriage implemented by Save the Children in Ethiopia, Bangladesh and Nepal, as well as programmes led by our office in Canada. I. Addressing the issue Save the Children aims to address child marriage across all of our core program areas, including education, health and child protection. We believe that only by addressing the root causes of child marriage – such as gender inequality, poverty, low levels of education – will we be successful in ending child marriage. We are, therefore, working to positively transform discriminatory social norms and institutions that perpetuate the harmful practice of child marriage. Save the Children encourages and facilitates child participation at all levels of our work to ensure both girls and boys are engaged in dialogue and advocacy to end child marriage and promote gender equality. Save the Children Canada Background Save the Children is currently implementing two projects on ending child marriage in Somaliland and Nigeria, both of which are funded by Global Affairs Canada (GAC). Save the Children Canada provides oversight to both projects and also