zilongwang/ReadingBank huggingface dataset:
Service Model Classes Overview Figure 2 gives an overview of the application structure defined in this management pack. Details on each class are provided below. Figure 2 - Service Model Details The following tables provide the details of each class to be created in the management pack. This includes the properties of the class, what it represents, and its potential methods for discovery. It is expected that this information is sufficient to construct the actual classes and discoveries in the management pack. Terminals Name Represents Properties Discovery Method POSTerminal of Sale Terminal which is a proprietary device running Windows 7 and the POS client application. Hardware Version BIOS Version Serial Number Store Number ExecutablePath Version The Manufacturer property from the WMI class Win32_ComputerSystem will contain the string “Contoso”. Computer properties available in the WMI class. Application properties available in Registry key HKLM\SOFTWARE\Contoso\POS POSDevice Printer Receipt printer connected to terminal Serial Number Model Number Device Type ConnectedTerminal Firmware Version Discovered on each terminal using a script against the POSDevice service. Sample shown below. POSDevice Card Reader Credit Card scanner connected to terminal POSDevice Cash Drawer Cash drawer connected to terminal
property and create an instance for each subfolder. The name of the subfolder will be the StoreCode. The QueuePath property should contain the full path to the folder including the drive letter. Web Site Name Represents Properties Discovery Method Contoso Application Server Application server hosting back end web services. - Check for the existence of a web site called ContosoApp. Health Rollups Name Represents Properties Discovery Method ContosoPOS Application and all components - Contains the Central and Stores rollup classes. Central Central data center. Contains all components in the central data center. - Contains all instances of Central Order Processing and Contoso Application Server. Contains targets in Additional Relationships table below. Stores All stores. Used to track store availability compared to central. - Contains all instances of the Store class Store Single Contains all components within the store. StoreCode StoreLocation StoreSize The list of stores and their details are available in a table called Stores in the ContosoPOS database on COSQL03. A script should be used to access this table for discovery of the Store class. The StoreCode is available on each Store Server and Terminal to
Maths and Science Trail Ideas for Junior Classes • Fill in the answer of the question in the box • Make sure your group has a pencil & eraser Enjoy the Trail!! The Church 1 Shape Detective: Draw any shapes you see in the church. 2. the windows in the church. . 3 Look at the church building What is the wall made ?
Following is a matrix that the individual responsible for reconciliation can complete for required partner review and comment about which benefits received as a result of sharing in the costs of the comprehensive the one-stop center. With required partner input, the individual responsible for reconciliation distributes the final matrix to all required partners along with the final reconciliation notice. PROGRAM YEAR: RECONCILIATION PERIOD: Benefit Received (Examples) Title IB TAA CSBG MSFW Veterans Services UI Comp Programs TRA Adult Education CTE/ Perkins Vocational Rehab TANF SCSEP Second Chance Job Corps National YouthBuild Basic Benefits (EXAMPLES) Programmatic Benefits (Examples)
Sample Matrix The following matrix is provided with sample information to assist you in the planning process. Complete one matrix for each objective. Objective: Increase access to high quality information and resources pertaining to depression and its care. Operational Milestone(s) Target Population Metrics Data Collection Strategy: Data Source(s) Data Collection Strategy: Timing of Measurement(s) Data Analysis Approach Interpretation Guideline/Criterion for Meaningful Impact Assess use of existing depression resources on EAP website. Hourly and Salaried Employees EAP depression page visits in the past year Obtain website hit information from EAP website manager and number of employee data from payroll. Compute cumulative hits for ther one-year period of the Right Direction Campaign Number of hits to the EAP depression page/number of hits to other health pages (e.g., smoking cessation page). Number of hits on EAP depression page/the number of employees Not Applicable Compare change in use of Right Direction depression web pages to previously available depression web pages same Number of hits to new depression pages vs. number of hits to previous depression page. Number of hits to new depression page/number of hits to other health pages (e.g., smoking cessation page). Obtain website hit information from website manager Cumulatively for one-year post-Right Direction campaign implementation Comparison of and Hits to Depression Page. Comparison of ratios. Increase depression page hits and hit ratios by 25%. Assess quality of Right Direction resources same Ratings of satisfaction with resources; comparative ratings to materials Online visitor survey During page visit Compute percentages by satisfaction ratings. Percentage at the highest or two highest satisfaction levels exceeding 75% of visitors implementation
Yellow Corvette Community Clinic 427 Dream St. Gottahavit, FL, What is a Medical Home? A “medical home” is a medical office or clinic where a team of health professionals work together to provide a new, expanded type of care to patients. Having a medical home feels like having an old style family doctor, but with a team of professionals, using modern knowledge and technology, to provide the best possible care for you in their office. A Medical Home is About YOU Caring about YOU is the most important job of a medical home. The care in a medical home is personal, and the team’s job is to make sure you get the health care you need. Who is Part of the Medical Home Care Team? This team may include a doctor, nurse, and a health educator, as well as other health care professionals, like a pharmacist or physical therapist. These team members are like having “health coaches” who help you get healthy, stay healthy, and get the care and services that are right for you. Your family caregivers are also part of the team, and YOU are the most important member! How a Medical Home Works for You In a medical home your care team: Is available 24/7 if you need care you can communicate with your care team by phone at 396-4540 or email at www.corvettecares.vroom, and you can get an appointment quickly, even on the same day when needed. Knows you and remembers your health History. They know enough about your personal or family situation to suggest treatment options that make sense for you. Makes sure you understand your condition(s) and how to take care of yourself. They help you sort through your options and make the best decisions about your care. Helps you coordinate your health care – even if they are not giving the care themselves. They will help you find specialists, get appointments, and make sure specialists have all the information they need. Your medical home team will also be sure you know what the specialists say and what it means for you.
Sample medical staff office time-management log Responsibility 2013 2014 2015 Total Hours Number/Estimated Hours 2,080 hrs/yr 52 wks x 40 hours/week – 168 nonproductive hours (PTO) = 1,912 total yearly hrs 315 practitioners current 03–13 Credentialing Application requests 79 x 1.5 hrs ea Applications 62 x 17 hrs ea 42/714 Responsibility 2013 2014 2015 Total Hours Meet with clinical service line chief to review files 25 x 1 hr ea 42/21 Resident applications 29 x 1 hr ea 29/29 Temporary privileges 8 x 2.5 hr ea 7/7 Reappointments 147 x 8 hr ea 300/2400 Reappointments not returned (retire/resign/relocate) 40 x 1 hr ea 1212 FPPE, routine 62 x 1.5 hr ea 42/63
Memorial Meditation Death of Young Soldier Stop, Look, and Listen Ecclesiastes 3:1-8 Memorial services are in keeping with a time-honored radiation of remembering fellow soldiers who die in the service of our country. Today we are here to remember John Doe, son, brother, friend, and classmate. A few years ago, Dr. Elizabeth Kubler Ross wrote a classic book, titled On Death and Dying, in which she outlines the nature of the grief process. Persons experiencing a loss have feelings of denial, anger, depression, and finally come to a point of acceptance. There are perhaps those experiencing those feelings here today. Death always comes personal tragedy, particularly for those who knew and loved John Doe. We do not understand why death claims the lives of people, particularly when one is so young and in the prime of life. is a reality of life, and when it occurs it is like a sign at a railroad crossing reminding us to stop, look, and listen. It is time to stop. We live in a very fast-paced world in which it is difficult to slow down, and death has a way of making us stop, if only for a few moments to realize how brief life really is. In James 4:13,14, we are reminded of life’s brevity, “Now listen, you who say, today or tomorrow we will go to this or that city, spend a year there, carry on business and make money. Why you don’t even know what tomorrow will bring. What is your life? You are a mist that appears for a little while and then vanishes.” Death then makes us consider our priorities, our families, our values, our goals, and our relationships. For some, it is a time to ask the deeper questions of: “Who am I?”, Who am I in relationship to God?” “Who am in relationship to you?”, and “What am I doing with my life?”
3.4.3 Changes in Students 3.4.4 Evaluation Measures 3.4.5 Use of Results 3.4.6 Fiscal Resources 3.4.7 Student New Florida Standards New FL State Standards Language Arts K – 5 Domain Language Standards Reading Standards for Literature Reading Standards – Foundational Skills Reading Standards for Informational Text Standards for Speaking and Listening Writing Standards New FL State Standards Language Arts Grade 6 – 8 Domain Language Standards Reading Standards for Literature Reading Standards – Foundational Skills Reading Standards for Informational Text Standards for Speaking and Listening Writing Standards New FL State Standards Language Grade 9-12 Domain Language Standards Reading Standards for Literature Reading Standards – Foundational Skills Reading Standards for Informational Text Standards for Speaking and Listening Writing Standards New FL State Standards Language Grade 6-12 Domain Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science and Technical Subjects Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects New FL State Standards Language Grade K-12 Domain Reading Writing Standards Standards for Speaking and Listening Language Standards New FL State Standards Math K – 5 Domain Counting and Cardinality Geometry Measurement and Data Number and Operations in Base Ten
IN_092 IN_092-CMS Receive Daily Buy-In Part B-TPS Format v1.1 Interface Flow IN_095 IN_095-CMS Receive Monthly Buy-In Part A v1.1 Interface Flow IN_096 IN_096-CMS Receive Monthly Buy-In Part B v1.1 Interface Flow RP_324 RP_324-EXP-001-CMS-TPS Daily Exception Report v1 0 Report Storyboard RP_325 RP_325-EXP-002-CMS-TPS Monthly Exception Report v1 0 Report Storyboard RP_326 RP_326-REC-001-CMS-TPS Daily Reconciliation Report Report Storyboard RP_327 RP_327-REC-002-CMS-TPS Monthly Reconciliation Report Report Storyboard JAD Notes Date Meeting Notes Attendees 8/13/2014 CMS/TPS JAD Discussed Storyboards Date Meeting Attendees 8/14/2014 CMS/TPS JAD Follow-up Meeting Assigned Staff, Effort and Status Work Request # Module Resources Hours Spent State Release ASPEN00082592 Interfaces 1,480 IN_QAT 2.0
CERTIFICATE OF SERVICE I HEREBY CERTIFY that on this XXX day of XXX, a copy of the foregoing was emailed and mailed by first class mail, postage prepaid, to: XXX, Esq. XXX, Esq. XXX XXX, MD XXX __________________________________ XXX, Esquire
As Landlord of the above dwelling you have failed to comply with your obligations in relation to my tenancy by failing to carry out repairs when requested. This is despite receiving a letter dated the XX/XX/XXXX, which provided you with a period of 14 days to remedy the on going breach. I am therefore entitled to terminate the tenancy pursuant to Section 68 of the Residential Tenancies Act. You are hereby given 28 days notice of termination. Any issue as to the validity of this notice or the right of the tenant to serve it must be referred to the Residential Tenancies Board under Part 6 of the Residential Tenancies Acts 2004-2016 within 28 days from the date of receipt of it. This notice is served on XX/XX/XXXX. Signed: _________________________ A. N. Other Tenant Please note - In order to ensure that there is no delay in returning my/our deposit, I/we would suggest you carry out an inspection on (INSERT DATE) and (INSERT DATE) at (INSERT TIME). Please let me/us know if this is convenient for you. Or (if terminating by and on behalf of multiple tenants) I, [Insert Name of Signing Tenant] sign this Notice on my own behalf and on behalf of the other tenants named below having obtained their permission to do so:- [Name of Tenant] [Name of Tenant] [Name of Tenant] Signed: _________________________ (Insert Name of Signing Tenant) Tenant In respect of a Notice of Termination, for counting purposes Day 1 of the notice period begins on the day immediately following the date of service of the notice. The RTB recommend that you give additional days when calculating the required notice period to ensure sufficient notice is provided.
AirStaO ????.?? SECTION AIR STATION ORDER ????.?? From: Commanding General, Marine Corps Air Station, Cherry Point To: Distribution List Subj: ALL CAP AND SAME AS ORIGINAL ORDER 1. Situation. An updated Mission Statement has been published, which requires a change to the basic Order. 2. Cancellation. AirStaO ????.?? (only required if you cancel another order. 3. Mission. This Order provides policy for the preparation, approval, and maintenance of Air Station directives. 4. Execution a. Commander’s Intent. b. Subordinated Elements Missions (main effort, supporting efforts, and reserve). c. Coordinating Instructions (identify and discuss instructions that are common to two or more elements). 5. Administration and Logistics. 6. Command and Signal a. Command. This Air Station Order Change is applicable to all of Marine Corps Air Station Cherry Point. b. Signal. This (order/directive) is effective the date signed. C. G. HUGHES II Chief of Staff DISTRIBUTION: A
Sample Onboarding Schedule Onboarding Schedule For Butch T. Cougar Day 1 Time Location Contact Name Contact Phone Introductions & Tour of Office Space, Receive Keys 8:15am-8:45am French Administration Building Jane Doe, Director 509-335-4521 Complete I-9 and W-4 Forms 9:00am-9:45am French Administration Building TBD 509-335-4521 Position and Department Overview with Manager Discuss department and University Culture Review department safety plan and emergency regulations Discuss notifications procedures (late, illness, scheduling vacation, and personal holidays) 10:30am-12pm French Administration Building John Smith, Manager 509-335-4521 Lunch with Manager 12pm-1:15pm TBD John Smith, Manager 509-335-4521 Meet with Onboarding Peer Review materials and department website Job training Overview of payroll dates and overtime policy 1:15-4pm TBD TBD 509-335-4521 Parking Services to obtain parking permit (if employee is interested) 4pm-5pm Parking and Transportation Services Offices TBD 509-335-PARK Day 2 Time Location Contact Name Contact Phone
Merkel, Helmut. “Peter’s Curse.” In Bammel, 55-72. Morris, Leon. “The Gospel According to John.” In The New International Commentary on the New Testament, ed. F. F. Bruce, 4:702-789. Grand Rapids: Wm. B. Erdmans, 1971. Robertson, A. T. A Grammar of the Greek New Testament. Nashville: Broadman, 1934. Smith, Elbert. “How Many Cock-Crows?” Grace Seminary Spire 3 (Summer 1979): 4. Williamson, Lamar. Interpretation: A Biblical Commentary for Teaching and Preaching Mark. Atlanta: John Knox Press, 1983. Arthur. “The First Trial of Jesus,” The Expository Times 6 (October 1894 – September 1895): 515-528. Kenneth S. Mark. Vol. 10 of In the Greek New Testament for English Readers. Grand Rapids: Wm. B. Eerdmans, 1952.
SMC 015 Performa Invoice number Seller(name, address) STARKE MINE CHEM 17, Najafgarh Road, Near Zakhira Chowk, New (India) Ph: +91-11-47009571 Fax: +91-11-47009570 Validity date of P/I (yyyy-mm-dd) 2018-02-05 Performa Invoice date (yyyy-mm-dd) 2017-10-07 Seller's reference Buyer's Commercial Card No: 14004283687 Buyer (name, address) ERFAN MEHR MANDEGAR CO. TEHRAN, IRAN. Consignee (name, address) Country of beneficiary Freight forwarder (name, address) Country of destination IRAN Country of origin INDIA Terms of delivery relevant location CFR partial shipment: allowed not allowed of payment Transaction currency CASH EURO Port/airport of loading INDIA Transport mode and means BY SEA Final place delivery SHAHID RAJAEE Port/airport of discharge BANDAR ABBAS Total cube (m3) Total gross wt (kg) Commodity No. and kind of packages Shipping description of goods Shipping marks; Transport unit ID 27,500 KG EN 1402-3 No, and Kind of standard Amount Unit Quantity KG Net wt (kg) Item description Origin Item 717.60 245.70 904.50 372.00 0.92 0.91 0.67 1.24 7,800 2,700 13,500 3,000 POTASH FELDSPAR POWDER (1.30 M.T/EACH) POTASH FELDSPAR POWDER (1.35 M.T/EACH) BALL CLAY SSK KAOLIN INDUSTRIAL GRADE Total amount(gross) 1,989.80 EURO Total net wt(kg) 27,000 KG Discount Note: FRIEGHT CHARGES 250.00 EURO OTHER EXPENDITURES TOTAL AMOUNT DUE 2,239.80 EURO NAME OF SIGNATORY PLACE AND DATE OF ISSUE(YYYY-MM-DD) SEAL AND SIGNATURE
Jersey#, Name, Last Name – Your Position Personal Date of Birth: Month, Day, Year Height: 5’8”, Weight 120lbs Email: youremail@comcast.net Phone: 888-555-1212 Place a portrait here Place an action photo here Academic High School Street Address City, State ZIP School website School Graduation: June 2013 G.P.A. X.Y (Honors/AP) PSAT/SAT/ACT Scores: Expected College Field of Study: Field of Study Activities Activity #1: 9th - 12th Grades Activity #2: 9th - 12th Grades Activity #3: 9th - 12th Grades Activity #4: 9th - 12th Grades Community Service Activity #1: 9th - 12th Grades Activity #2: 9th - 12th Grades Activity #3: 9th - 12th Grades Activity #4: 9th - 12th Grades SOCCER High School Coach: Name 10th Grade Position: Varsity Position Starter Highlights: Scored opening goal in the Championship game. Coach: Name 9th Grade Position: Varsity Position Starter Highlights: All league First Team Club Teams U15 - U17: PATUXENT EXPLOSION, WAGS D4 Coach: Myron Garnes, USSF “A” License, NSCAA Premier Diploma Position: Your Position Highlights: Stats, MVP, Goals Scored, goals saved, etc Soccer Camps 2011: Camp #1 2012: Camp #2 References Coaches Garnes, Technical Director, Patuxent Football Academy, 301-377-9811, Coach #2, Organization, Varsity Coach, 888-555-1212, email #3, Organization, Varsity Coach, 888-555-1212, email FUTURE TOURNAMENTS 2011-2012 Williamsburg, VA, Dec 10-11 2011 Triangle Friendlies NC, Jan 20-22 2012 Ultimate Cup, VA, Feb 25-26 2012 Jefferson Cup VA, Mar 9, 10 &11th 2012 FCDelco, PA
Special Education During the 2012-2013 school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in an on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate. Teacher Leadership This school year, I will learn best practices for mentoring new teachers in my building. I will participate in the district study group and Cognitive Coaching PD and attend a KYVL course for mentoring teachers. Evidence of success will include district PD certificate, course completion certificate, mentee teacher surveys, self-reflection on mentoring opportunities. Literacy Design Collaborative (LDC) teachers This school year, I will implement what I am learning through LDC to support students in meeting the Common Core standards. I will design action research around implementing LDC modules as intended, analyze student work, and reflect on impact on students. Success criteria includes self-reflection, student surveys, analysis of student before & after work samples, and completed modules. Math Design Collaborative (MDC) teachers During the 2011-2012 school year, I will improve my ability to think more deeply about mathematical concepts using what I am learning through MDC about math formative assessment lessons. I will engage my students in more critical thinking and problem solving about mathematics and help students persevere when struggling to learn new concepts. This will be evidenced by formative assessment lessons student work samples, observation, and self-reflection. Any content area - technology During the school year, I will increase student use of technology for learning in my classroom. I will collaborate with a district technology cadre to learn ways to integrate learning with technology in instruction. We will also study Kajder’s book Adolescents and Digital Literacies and other resources. Evidence of success includes lesson plans, student work samples, and self-reflection. Writing in any content area During the 2011-2012 school year, I will learn to incorporate online writing tools in my writing workshop. After collaborating with the technology resource teacher to investigate Google Docs and other on-line tools, my students will have opportunities to write independently, collaboratively and give/receive feedback using the tools. This will be evidenced by student writing samples, lesson plans, and
- 1: Level B1: Place Value. - Group 2: Level B2: Read, write and order three digit numbers - Group 3: Level C1: Explore, record and identify Place Value up to 9999 - Group 4: Level C2: Read, write and order 4 digit numbers - Pre and Post Assessment using the Place Value Learning Trajectory. - Additional assessment tools will be used throughout the intervention e.g. Teacher Questioning based on the Instructional Framework, Teacher Observation, Learning Logs, Pupil Self Reflection including use of pupil voice to develop pupils’ understanding of mathematical concepts. Framework, problem solving, collaborative/co-operative learning, using the environment, skills through content, use of ICT, free exploration of materials, Fans, Digit Cards, 100 Squares, Notation Boards vocabulary and supporting their explanations. - Maths language display to be created and added to by pupils. Consider Maths Language displayed on pupils desks to assist discussion during teacher led and independent work Teachers: Teacher 1: Teacher 2: Strand: Number Stand Unit: Place Value Monday Tuesday Wednesday Thursday Friday
Mission Statements Guidelines and Examples 7 Back Up Data for Annual Report 7 Guidelines for Obtaining Feedback and Developing an Improvement Plan 8 Advisory Committee Guidelines 13 Sample Advisory Committee Survey 14 Sample Student Survey 16 Sample Graduate Exit Survey 18 Sample Advisory Committee Meeting Documentation 19 Sample of Summarized Feedback 20 Sample Description of Changes or Improvements (ISS I.11) 20 Standard II: Guidance for Understanding Standard II 22 Sample Instructor Job Description 24 Sample Substitute Instructor Orientation Checklist 26 Sample Meeting Minutes Policy 27 Guidelines for Developing a Continuing Education Plan 27 Sample Instructor Continuing Education Plan 28 Sample Instructor Evaluation Form 29 Standard III: Guidance for Understanding Standard III 31 Sample Contents of an “Operating Procedures Manual” 32 Sample Organizational Chart 33 Default Management – about Default Prevention 34 Sample Privacy Policy 39 Sample Release of Student Information Form 40 Standard IV: Guidance for Understanding Standard IV 42 Sample Admissions and Enrollment Requirements 43 Catalog Requirements and Checklist for Cross-Referencing 44 Sample Pre-Enrollment Receipt of Information 45 Sample Components of a Typical Student File 46 Enrollment Agreement Requirements and Checklist for Cross-Referencing 47 Sample Enrollment Agreement 48 Sample Enrollment Agreement Addendum 50 Sample Articulation Agreement 51 Document Page Number Standard V: Guidance for Understanding Standard V 53 Sample New Student Orientation Checklist 54 Sample Counseling and Report Card 55 Sample Job Placement Policy 56 Sample Student Grievance Procedure 56 Sample Student Grievance Form 57
Whole School PE Plan YEAR 1 Term 1 September October November December Strand FMS Term 2 Month January February March Strand FMS Term 3 Month April May June Strand FMS YEAR 2 Term 1 Month September October November December Strand FMS Term 2 Month January February March Strand FMS Term 3 Month April May June Strand FMS Blank Sample Planning Template B – Planning according to months of the year
Example Planning Template D – Planning according to 6 x 6 week blocks This plan is for illustrative purposes only and is not intended to be prescriptive: schools are advised to create a plan that best suits their needs. 6 week block (dates) Strand Fundamental Movement Skill J. Infants S. Infants 1st Class 2nd Class 3rd Class 4th Class 5th Class 6th Class 04.09.18 – 12.10.18 Throwing Kicking Striking with the Hand Kicking Striking with an implement Dodging Kicking Striking with the hand 15.10.18 – 30.11.18 Walking Landing Jumping for height Side stepping Balancing Skipping Catching Landing 3.12.18 – 25.01.19 Balancing Jumping for Height Skipping Jumping for distance Landing Jumping for Height Hopping Side stepping 29.01.19 – 8.3.19 Catching Dodging Balancing Running 12.3.19 – 3.5.19 Running Striking with an implement Landing Striking with an implement Throwing Jumping for distance Running Throwing 7.5.19 – 21.6.19 Skipping Side stepping Hopping Dodging Running Catching Balancing Skipping
Tour historically and culturally significant sites, such as Petra, and the Dead Sea, and observe the impact of tourism on these regions. Participate in Marine Expeditionary Unit training in Jordan with Jordanian forces through coordination with MARCENT G-5. Observe the impact of Iraqi immigrants on urban society. Observe Israeli-Jordanian and Palestinian-Jordanian relations and border crossings. Tour historical and religious in and around Jerusalem. Develop a better appreciation of Jerusalem’s significance to the three primary monotheistic religions. Develop a better appreciation and understanding of how Israel’s political history (specifically, outcomes of modern wars with the Middle East) has impacted the country’s society. Observe public opinions (Israeli and Palestinian) on controversial issues within the Middle East Peace Process, such as Palestinian sovereignty, the right of return, and settlement expansion. Understand Jordanian opinion to the UN vote on Palestinian statehood. Travel Period 15 days, 10-25 May 2012 Estimated Cost $5917.90 Trip #8 Turkey Travel Scheme Ankara, Istanbul, Ankara Tour historically significant sites throughout the country. Develop a better understanding of Turkey’s geographical significance, and how this assists in relationships with Europe, Asia, and the Middle East. Observe public opinions on current issues such as accession into the European Union, the recent opening of the Arab League office in Turkey, and Iran’s uranium swap proposal and Israeli affairs in the Middle East. Develop a better understanding of Turkey’s military organization and capabilities, and their involvement in NATO. Travel Period 15 days, 15-29 June 2011 Estimated Cost $3805.25
Unified Command – The City of ________________ has adopted the concept of “Unified Command” in order to allow all agencies with responsibility for the event, either geographical or functional, to manage an incident by establishing a common set of objectives and strategies. This is accomplished without losing or abdicating agency authority, autonomy, responsibility or accountability. Command Authority – The authority to assume command of any particular situation depends primarily on the area of expertise of the individual and agency. For law enforcement events, the “command” of the event typically begins with the initial “first responder” to arrive on the scene and is transferred as supervisory personnel begin arriving. There may be events (fires, chemical spills, etc.) where another agency will be in command, such as the Fire Department or Health Department. In these instances, the Police Department’s Incident Commander will report to the individual designated as leading the Unified Command and will advise what police department resources are on-scene and available. After Incident Command has been established and it is determined that another city agency or an outside agency will be in charge, the Police Department representative(s) will relinquish command in a smooth transition to the Incident Commander, will continue to interact with the Incident Commander and will function with the Unified Command Command Post (CP) – the field location at which the primary tactical-level, on-scene incident command functions are performed. Emergency Operations Center (EOC) – the physical location at which the coordination of information and resources to support event management activities normally takes place. Incident Action Plan (IAP) – an oral or written plan containing general objectives reflecting the overall strategy for the management of a significant event. Significant - any emergency or planned event: 1. Emergency – events or situations that cause or could potentially cause extreme peril to the citizens of ________________ or their property and typically require action by emergency response
Supporting Information to Claims Handling Firm – Claimant Name (cont.) Or - If job eliminated for business reasons, state the following… Claimant’s job was eliminated for Business Reasons due to no fault of his/her own. The company agrees to pay unemployment benefits. Attachments * Copy of Written Warning to employee for distributing drug paraphernalia on company premises – includes Claimant’s signature. (Attached) * Copy of Claimant’s Breath Alcohol consent form with positive results. (Attached) * Copy of Claimant’s signed receipt of Employee Handbook. (Attached) * Copy of Employee Handbook, Section 9- which outlines the company’s position on Drugs. (Attached) * Copy of Employee Handbook, Section 12 - Conduct & Progressive Discipline which indicates the inexcusable nature of the illegal drug issue for our workforce. (Attached) *Attendance sheet for safety meeting on drugs in the workplace, with Claimant’s signature. Please ensure that both the appropriate state agency and the Claimant are delivered copies of this cover sheet and all attachments as appropriate. Claimant’s supervisor – (First/Last Name) will also attend the hearing as a witness. Claimants address is: City, State, Zip Code. Sincerely, SIGNATURE __________________ HR Business Partner Name/Title Address/Phone Number
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 8-US History Colonization, Quakers, Native Americans 9-US History 7 War and the Great Awakening 10 -US History American Revolution, Constitution 11-US History War of 1812 and Age of Jackson 12-US History Civil War and Industrial Economy 13-US History WWI and WWII 14-US History 1950-Present 15-World History Columbian Exchange, French Revolution 16- World History Mesopotamia and Ancient Egypt History Persians and Greeks 18-World History Alexander the Great and The Silk Road History Religion 20-World History The Dark Ages and The Crusades 21-World History Imperialism 22-Geography Key Words 23-Geography 24-Geography 25-Geography 26-Geography 27-Gov/Civics Federalism 28-Gov/Civics Congressional Elections and Leadership 29-Gov/Civics Separation of Powers and Checks and Balances 1-Gov/Civics Bill becomes a law 2-Gov/Civics Separation of Power and 3 branches of Govt. 3-Gov/Civics Civil Rights and Liberties 4-Gov/Civics Affirmative Action 5-Gov/Civics Review 6-Gov/Civics Review 7-Economics Supply and Demand and Specialization and Trade 8-Economics Inflation 9-Economics Fiscal Policy 10-Economics Deficits and Debts 11-Behavioral Science 12-Behavioral Science 13-Behavioral Science REVIEW REVIEW REVIEW REVIEW REVIEW REVIEW REVIEW
Amid conflict in South Sudan, 400,000 children will go back to school Possible deck subtitle would go here JUBA, South Sudan/NAIROBI/NEW YORK, 19 February 2015 – Approximately 400,000 children whose schooling has been interrupted by the conflict in South Sudan will have the chance to return to their studies over the next 12 months. …. “Around 70 per cent of the 1,200 schools in the conflict states have closed raising grave fears that a generation of children could be left behind by the ongoing civil war,” said Jonathan Veitch, UNICEF’s Representative in South Sudan. “Quality education is the single most important element for a country to develop economically, socially and culturally. It is also a critical human right.” The disruption caused by the war has compounded an already weak education system that at best, provided primary school for just 42 per cent of school-aged children and saw only a 10 per cent completion rate. As part of the $42 million campaign, UNICEF has partnered with 20 local and international organisations and aims to reach 200,000 children in schools and learning spaces in the conflict zones. An additional 200,000 children will be enrolled in 1,000 schools in non-conflict areas. Training will be provided for 4,000 teachers and early childhood development facilitators, as well as 1,500 Parent Teacher Association members. … ### About UNICEF UNICEF promotes the rights and wellbeing of child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere. For more information about UNICEF and its work visit: . Follow us on and For further information please contact: Name, Location, e-mail: , Tel: (please provide international country code for sharing with external partners For photo, B-roll and other multimedia assets, please visit:
Working Conditions Growth Goal Statement: The WC Growth Goal statement should be specific to the principal and should identify the specific growth that the principal plans to accomplish in the two-year cycle of TELL Kentucky. By May 2015, I will provide a variety of opportunities for parent/guardians to participate in activities that contribute to the academic success of child. A focus will be placed on how the parent can help their child improve in reading and math. My success will be measured by an increase in agreement rate on TELL Survey Question 4.lf from the current 40 percent to 70 percent. Working Conditions Growth Goal Rubric: The rubric is established when setting the WC Growth Goal in collaboration with the Superintendent. An “Accomplished” result is the expected outcome from the goal. To achieve “Exemplary” the goal must be exceeded. District Decision Rule for Accomplished + or – 5 Points. Ineffective is baseline and below. Developing is the range between Ineffective and accomplished. Ineffective Developing Accomplished Exemplary 40 % and 41%-65% 65%-70% 71% and above Working Conditions Goal Action Plan Working Conditions What do I want to change about my leadership or role that will effectively impact working conditions in my school and their impact on student learning? Strategies/Actions What will I need to do in order to impact the target standard and target question(s)? How will I apply what I have learned? How will I accomplish my goal? Resources/Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/ action? I want to become accomplished when working collaboratively with and parents to determine ways to support student achievement in reading and math. Develop a monthly newsletter that features an article on how parents become involved in student math and reading achievement success. Provide training at PTA and Open House on how parents can become actively involved in their child’s success in reading and math. Send weekly e-mails to parents that remind them of our focus on reading and math. Include parent involvement tips. Make personal contact with parents to recruit parent volunteer for tutoring of all student in reading and math. Dedicated time to work on school to home communication Support of PTA Teacher involvement District Technology Support October 2014 November 2014 November 2014 Ongoing 2015
scenario, that is, assuming all variables take on the best possible value? about the scenario? Most Likely Best Case Worst Case Price $50 $55 $45 Variable cost $30 $27 $33 Fixed cost $300,000 $270,000 $330,000 30,000 units 33,000 27,000 units Cash flow = [(1 – T) (revenue – cash expenses)] + (T depreciation) Depreciation expense = $1 million/10 years = $100,000 per year Best-case CF = 0.65 [33,000 ($55 – $27) – $270,000] + (0.35 $100,000) = $460,100 Worst-case CF = 0.65 [27,000 ($45 – $33) – $330,000] + (0.35 $100,000) = $31,100 12%, 10-year annuity factor = Best-case NPV = (5.65022 $460,100) – $1,000,000 = $1,599,666 Worst-case NPV = (5.65022 $31,100) – $1,000,000 = –$824,278 CH 7 Introducton to Risk and Return Q5 Diversification In of the following situations would you get the largest reduction in risk by spreading your investment across two stocks? two shares are perfectly correlated. is no correlation. is modest negative correlation. is perfect negative correlation.
Yes Select your identifier type and provide the Clean Energy Regulator issued identifier below. If you have submitted a ‘Client information form’ and have not yet been assigned a client identifier by the Energy Regulator, please supply your application reference number. If your details have changed since your last engagement with Clean Energy Regulator, please email with your new details. Client ID Recognised Offsets Entity number ANREU account number Application reference number Identifier Provide participant details (required) Client name Date of birth (individual only) Y Y Y Y M M D D Organisation identifier ABN ACN ARBN ICN Are you appointed as the nominee of the multiple project participants for the project? Multiple project participants of a project must appoint one of themselves as a nominee for the project. If this option is selected, the participant named in this question will be appointed as the nominee and primary contact of the multiple project participants for the project, and will be authorised to act on behalf of all the multiple project participants in relation to the Clean Energy Regulator for the project. All of the multiple project participants will need to provide their written consent to appointment of the nominee in Part C – Declaration. No Yes Have you (the multiple project participant named in this question) provided your details to the Clean Energy Regulator before? (required if the project covered in this application has multiple project participants) This form allows space for three multiple project participants (including the nominee). If there are more than three, please print or photocopy this question before you complete it and attach any additional pages to this form. Tick the appropriate response No Please submit the ‘Client information form’ available from Clean Energy Regulator website, along with this application. Yes Select your identifier type and provide the Clean Energy Regulator issued identifier below. If you have submitted a ‘Client information form’ and have not yet been assigned a client identifier by the Clean Energy Regulator, please supply your application reference number. If your details have changed your last engagement with Clean Energy Regulator, please email with your new details. Client ID Recognised Offsets Entity number ANREU account number Application reference number Identifier Provide participant details (required) Client name
Net income 35400 Dep. 24600 Cash flow from A/R -13600 Cash flow Inv. 9400 Cash flow from A/P -1700 Cash flow from Accruals. 1100 55,200 What is the Net Cash Flow from Financing Activities for Genoda Inc. in 2005? (5,300) (30,900) 22,800 19,400 (13,700) Solution N/P -3400 Current portion -1000 L-T debt 9900 Common stock 5300 Additional paidin 8600 Dividend payment -33100 Assume you are given the following information for the company E-Toscali: Return on Equity (ROE): 40% Debt Ratio (DR): 60% Compute the Return on Assets (ROA) for E-Toscali 100% 16% 24% 33% 40% Solution: debt ratio is 60% , so the equity is 40% of asset. So ROE=ROA x (asset/equity) 0.4=ROA x (100% / 40%) ROA= 0.16 If Jennings reported Retained earnings of 5000 for 2005 and Retained earnings of 10000 for 2006 in balance sheets, and net income of 40000 in their 2006 income statement, how much dividend paid in 2006? 40000-(10000-5000)=35000
References Campbell, B. (2010). Godly counsel: Scriptures for today's world. CreateSpace Independent Publishing Platform. Campbell, B. (n.d.). Take Captive Every Thought [Video file]. Retrieved from: McMinn, M. (1996). Psychology, theology, and spirituality in Christian counseling. Carol Stream, IL: Tyndale House Publications.
Part 2: Greenhouse gas emissions data (continued) Greenhouse gas emissions CO2 CH4 N2O HFCs PFCs SF6 Metric tons CO2 Metric tons CO2e Metric tons CH4 Metric tons CO2e Metric tons N2O Metric tons CO2e Metric tons of each HFC Metric tons CO2e Metric tons of each PFC Metric tons CO2e Metric tons SF6 Metric tons CO2e Scope 1 Scope 2
Part 4: Description of scope 3 methodologies and data used (continued) Scope and category Description of the types and sources of data used to calculate emissions Description of the data quality of reported emissions Description of the methodologies, allocation methods, and assumptions used to calculate emissions Percentage of emissions calculated using data obtained from suppliers or other value chain partners Downstream 3 emissions Category 9: Downstream transportation and distribution Category 10: Processing of sold products Category 11: Use of sold products Category 12: End-of-life treatment of sold products Category 13: Downstream leased assets Category 14: Franchises Category 15: Investments Other
SAMPLE RESUME SEEKING A. LAWJOB 747 Legal Street, Athens, GA 30602 ▪ (706) 123-4567 ▪ salawjob@uga.edu EDUCATION University of Georgia School of Law, Athens, GA J.D. expected, May 2016 GPA: 3.49/4.3 (Top 25%) Honors: Quarterfinalist, Russell Moot Court Competition England Mock Trial Competition, Finalist Tuition Equalization Scholarship Publication: Defeating a Victor Posing as a Victim: Securities Actions Brought by Unharmed Plaintiffs, 48 Ga. L. Rev. (forthcoming March 2016) Activities: Georgia Law Review, Notes Editor Mock Trial Executive Board, Vice Chairman Research Assistant for Professor David Shipley Criminal Defense Clinic I Student Bar Association, Vice President University of Virginia, Charlottesville, VA Bachelors of Science in Chemical Engineering and Physics, summa cum laude, May 2010 GPA: 3.89/4.0 Honors: Randolph Mason Scholarship (highest overall GPA freshman year) Publication: An Argument for Regulation of Anthropod Biological Control Agents, J. of Chemical Engineering, November 2009 Activities: Jefferson Literary and Debating Society Men’s Soccer Team, Captain EXPERIENCE Cook & Cauble, LLP, Athens, GA August 2015 – Present Part-Time Intern • Draft briefs, motions and other filings for appellate practice firm • Research and advise on legal issues in appellate matters Smith & Jones, P.C., Atlanta, GA Summer 2015 Summer Associate The Hon. Catherine Knowles, U.S. District Atlanta, GA Summer 2014 Judicial Intern Eastinghouse Biodmedics, Inc., Baltimore, MD Senior Research Analyst July 2011 – July 2012 • Led analyst teams performing late-stage trials of pharmaceuticals on human patients • Drafted reports of trial results for submission to U.S. Food and Drug Administration • Interfaced with in-house legal counsel responsible for filing patent applications Research Analyst June 2010 – July 2011 • Conducted laboratory trials on biopolymer compounds ADDITIONAL INFORMATION • Patent bar eligible • Interests include mountain climbing (summited highest mountains on three continents, including North America, South America and Africa) • Held part-time positions throughout college, working at least 20 hours per week, as a waiter and stockroom clerk, to offset educational expenses
UNIT TITLE: Sample Review Era 1 (U.S. Beginnings to 1620) for Grade 8 COURSE: U.S. History 1800-1900 GRADE: 8 SUGGESTED LENGTH: 1 week Compelling Question: What were some of the long-term effects of European exploration and settlement in America? ADE C3 3.6-8, CCSS Supporting Question #1 Formative Performance Task Suggested Source(s) How did the interactions between Native American populations and European explorers create tension and conflict? Complete the “Age of Exploration Chart” based on information from selected readings. Students will create a graphic organizer of the Columbian Exchange Reading selections on explorers (see attachments) Excerpts from Relacion, Alvar Nunez Cabeza de Vaca Excerpts from Hernando de Soto’s Expedition in “La Florida”; Excerpts Columbus Journal “What Happens When Cultures Meet” Other teacher selected sources Supporting Question #2 Formative Performance Task Suggested Source(s) How did the interactions between Native American populations and early colonists create tension and conflict? Complete the note-taking “Interactions between Colonists and Native American populations” to show interactions between native populations and early colonists. Reading selections for interaction between colonists and native populations National Archives: Natives North Americans . Virginia’s Early Relations with Native Americans (Documents) Native Americans and Massachusetts Bay Colony Smithsonian Primary Sources: Interactions Natives and Early Americans Other teacher selected sources Supporting Question #3 Formative Performance Task Suggested Source(s) What happens when the culture, economy, political structure, and geographic locations of three worlds collide? Students will complete the “Non-Fiction Story Plan” in small groups or pairs from the point of view of an explorer or colonist and a Native American. Readings from above will be used to complete this task. Summative Assessment: Construct explanations about the long-term effects of European exploration and settlement in America from multiple perspectives using evidence from the selected texts. (oral discussion, graphic organizer, poster project, draft, formal explanatory or argumentation essay could be used to meet this) Taking Informed Action: This section is optional. See Dimension 4 of the C3 Framework for a detailed explanation of what is by Taking Informed Action. See the “Inquiry Template with Explanations” document for an abbreviated description of this section and examples.