zilongwang/ReadingBank huggingface dataset:
2e Monitor and report on training and development opportunities as part of the appraisal scheme. Executive Director of People & Corporate Services On-going 2f Complete consultation on Single Equality Scheme 2017 -20, update and communicate to staff and the wider community Executive Director of People & Corporate Services & Director of Curriculum Planning and Quality February 2015 3. A mechanism for measuring the impact of policies and practices is in place and action plans are being developed, the outcomes of which are monitored and reported on termly at the Equality & Diversity Steering Group 3a Ensure all policies, procedures and major decisions are impact assessed on a regular basis, and that Equality Impact Assessments (EIA’s) are published alongside policies, and tracked to ensure currency Executive Director of People & Corporate Services & Director of Curriculum Planning and Quality Line Management and Policy Writers February 2015 & On-going 4. Effective strategies are in place to communicate the response to local communities’ needs and the promotion of good relations amongst diverse groups 4a Ensure continuity of accreditation of the two tick disability accreditation Executive Director of People & Corporate Services E&D Steering Group On-going 4b Produce and publish an annual diversity calendar, plan Annual Celebrating Diversity Festival with strong communications plan. Head of Learner Development Executive Director of People & Corporate Services February 2015
To achieve an accessible learning environment for all 13. Continue to work with Estates and health & Safety through the E&D Steering Group to ensure the site remains accessible. 14. Regularly review ALS equipment and resources against profile of learners to ensure suitability and accessibility. 15. Ensure the E&D Steering monitor the delivery and satisfaction to events identified within the diversity calendar, / Celebrating Diversity Festival with strong communications plan. 13a Ensure E&D Steering group has accommodation as a recurring agenda item 14a Ensure E&D Steering has ALS resource and staffing as a recurring agenda item 15a Learner service manager to provide in advance of steering group meetings upcoming events and satisfaction Executive Director of People & Corporate Services Director of Curriculum Planning Quality E&D Steering Group Learner Development Mnager Termly
Product name as bought Product name as marketed* (if different from first column) Status (organic, organic wild harvested) Supplier of ingredient Organic certifier of ingredient Farm certifier (for livestock products) Country of origin Our source market place is the UK’s largest organic ingredient sourcing database listing over 30,000 organic ingredients certified to the Soil Association standards If you would like your product to be listed please tick here. *This is exactly how your product will appear on the source marketplace, unless you have chosen not to be listed.
Due to the two inductances, it is possible to control simultaneously the pairs of switches S1-S3 and S2-S4 with no dead time. If i0 > 0 in the DT time intervals (D is duty cycle and T is period), i0 flows through S1, D1, L1, Z and in the time intervals (1-D)T, it flows through Z, S2, D2, L1. If i0 < 0, the current will go through switches S3 and S4. The uniform PWM control is thus used, as in the case of the DC converters, where f=1/T is the switching frequency. The load impedance in Figure 1 is given by the equation: ,, (2) where fm is the frequency of the AC grid that feeds the converter. A. The resistive load case The equivalent circuits used for calculating the operation equations were obtained under the following simplified hypotheses: the passive components are ideal, the power devices are ideal switches, the voltage v is sinusoidal and remains constant for a period T and the interference of the snubbers is neglected. Figure 3(a) shows the equivalent circuit corresponding to the interval t ϵ [0, DT], and the equivalent circuit corresponding to the interval t ϵ [DT, T] or t’ ϵ [0,(1-D) T] is shown in Figure 3(b), from the switching period K. , (3) (4) When we integrate the equation system (4) in the initial conditions, (5) we obtain: (6)
Appendix B: Technical Assistance Partner Profile (continued) Assessment and Reflection Complete the assessment and reflection below, rating the Technical Assistance Partner on four criteria and providing supporting evidence for each rating. 4 3 2 1 Rating and Supporting Evidence 1. Record of Success The Technical Assistance Partner demonstrates a and consistent track record of dramatically improving outcomes for youth. The Technical Assistance Partner demonstrates a clear and consistent track record of modestly improving outcomes for youth. The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for youth. The Technical Assistance Partner does not demonstrate a track record of improving outcomes for youth. 2. Track Record of Success with Student Subgroups The Technical Assistance Partner demonstrates a and consistent track record of dramatically improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates a and consistent track record of modestly improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner demonstrates an inconsistent track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). The Technical Assistance Partner does not demonstrate a track record of improving outcomes for diverse student populations (i.e., racially/ethnically, socioeconomically). 3. Capacity to Expand Services The Technical Assistance Partner possesses sufficient internal capacity to expand its footprint in Indiana. N/A N/A The Technical Assistance Partner does not have sufficient internal capacity to expand its footprint in Indiana.
4. Track Record of Collaborative, Differentiated Partnerships The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a clear and consistent track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners and has a limited track record of successfully doing so. The Technical Assistance Partner demonstrates a clear willingness to work collaboratively with and differentiate services for school partners but has a limited track record of successfully doing so. The Technical Assistance Partner neither demonstrates a willingness to work collaboratively with and differentiate services for school partners nor has a track record of successfully doing so.
Single Set of Learning Objectives (34 CFR 463.37) What specifically is each of the three required components comprised of? What education and literacy activity is included in the IET? Which workforce preparation activities are included in the IET? What occupational training is included in the IET? What occupation(s) or sectors can IET completers qualify for? What career pathway(s) is the IET program a part of? How do the three required components occur simultaneously within the overall scope of the IET program? Do the three required components vary in intensity throughout the overall scope of the IET program? What specific adult education and literacy content is taught during week one of the IET program? At the end of the IET program? At a mid-point or interim point of the IET program? What specific workforce preparation activities are taught during week one of the IET program? At the end of the IET program? At a mid-point or interim point of the IET program? What specific occupational training knowledge, skills or abilities is presented during week one of the IET program? At the end of the IET program? At a mid-point or interim point of the IET program? How do the three required components function cooperatively throughout the overall scope of the IET? If the IET is provided by more than one instructor/trainer, how does staff collaborate? What occupationally relevant instructional materials are used in the IET program? Which of the State’s adult education content standards are reflected in the IET program? What is the overall scope of the IET program? When [date] does the program begin? When [date] does the program end? How many weeks, months, semesters, etc. does it take to complete the IET? What is the intensity of the IET program? How many total hours, days, weeks, months is the IET? How many classes/courses comprise the IET program? How many sessions is each class/course that comprises the IET program? What is the duration/length of each session?
Request for Support from Early Intervention Service Hubs, Children’s Centres & Thriving Families Please note: for Children’s Centres this form can be used by the family to request support and there may not be a professional supporting them Name of Children’s Centre/Hub: (that this request will be sent to) Date of Request: Name of professional supporting this request Name of Agency Agency Address Tel No. Email Address Names of children/young people in family Address D.o.b. Gender Ethnicity Name of School/ College/Employment Status In receipt of benefits, if yes which benefits On a Work Related Programme if yes which one If this request is for a particular child/ren, which child/ren: …………………………………………. Parent’s/Carer’s Name: Address Contact Tel. No. D.o.b. Ethnicity Name of College/ Employment Status In receipt of benefits, if yes which benefits *(TF Criteria) On a Work Related Programme if yes which one Parent’s/Carer’s Name: Address Contact Tel. No. D.o.b. Ethnicity Name of College/ In receipt of benefits, if yes On a Work Related
Doug Bonney is legal director of the ACLU of Kansas and Western Missouri, where he successfully challenged single sex classes in Missouri's Adrian R-III School District. He argues there's no proof single-sex classrooms work while there's plenty of evidence they actually enhance gender stereotypes and lead to sexism. "This isn't the right step to address higher dropout rates by boys," Bonney said. "They promote false stereotypes about sex-based differences that don't exist. Promoting sex stereotypes can harm both girls and boys." Both sides agree the idea is not new and has a long history in private schools. But Galen Sherwin, staff attorney with the ACLU Women's Rights Project, said its history in public schools is much darker and has roots in the South, where it was broadly instituted in an effort to evade [sneak away from] … desegregation requirements ... to try "to prevent black boys from being in the same room as white girls." ____________ Hollingsworth reported from Kansas City, Mo.
determining that there has been change, it suggest the possibility that the intervention produced change, but it is not able to control for many of the threats to validity” (p. 361).The change in this research design are represented through the comparison of both the baseline and post intervention information. Phase A represents the baseline and phase B represents the results after the intervention of the research design. Procedures The baseline (phase A) represented the allotted time that the participant was given to record the number of cigarette packs smoked in a day for three consecutive days. During this time Johnny was directed to write down how many packs of cigarettes he smoked at the end of each day. The intervention consisted of the researcher sitting down with the participant and discussing the information relevant to his life that was listed in the American Cancer Society Guide to Quitting Smoking and answering questions about concerns and needs. The researcher left the educational materials with Johnny so that he could refer to them as needed and also stayed on call so that he could call with any questions or needs. After the materials were disbursed the client had to record the amount of cigarette packs smoked within a weeks’ time (seven consecutive days). The results of the baseline and post intervention are determined in the graph below (Figure 1). The graph shows the results of the baseline as well as the results post intervention. Graphical Presentation Figure 1 Number of cigarette packs smoked during baseline and directly after the intervention. Results
literature without analysis Style Obvious grammatical or stylistic errors; errors interfere with content (5 or more), grossly negligent of page count. Difficult to understand due to writing taking away from clarity. Several inconsistencies with APA and writing guidelines Some grammatical or stylistic errors (3 or more), incorrect page count. Some awkwardly phrased sentences and poor transitions between paragraphs, discrepancies in citations Few grammatical or stylistic errors (2 or less), correct page count. Structure conforms to guidelines. Sources are cited correctly in text and on reference page. Excellent transitions from point to point. Paragraphs support solid topic sentences
Staffordshire in the War : Uncovering Hidden Stories Saturday 21 October 2017 King Street Studios, 14a King Street, Newcastle-Under-Lyme ST5 1EJ Programme 10.00 Tea and coffee 10.30 Introduction – Susan Dalloe and Elise Turner 10.35 Welcome – Janene Cox OBE, Commissioner for Culture and Communities, Staffordshire County Council 10.45 £86 million and counting, could you be next? -Elise Turner Heritage Lottery Fund 11.15 Commemorating Passchendaele at the National Memorial Arboretum – Elizabeth 11.45 Vera Brittain, Hartshill and the First World War - Joe and Barbara Andrew, Hartshill and Harpfields Occasions 12.15 Lunch (provided) 13.00 The Centenary Legacy – Susan Dalloe, Staffordshire in the Great War 13.15 5th Btn North Staffords Territorial Force 1908 -1915 – Levison Wood 13.45 War Comes to Burton – Liz Gardner 14.15 New Zealand Rifle Brigade on Cannock Chase – Dan Boys 14.45 Through Time update – Gary Ball 14.55 Updates from participants 15.20 One Year to Go/Final Thoughts – Elise Turner and Susan Dalloe 15.30 End There will be an exhibition of current projects to view in the venue and an opportunity to discuss potential projects with Elise Turner by booking in advance. To book your place at this FREE event please contact Susan Dalloe on
Any reasonable grounds for belief that a person has violated any provision of Iowa Coded Chapters 235A or 235B shall be grounds for the immediate withdrawal of any authorized access that person or agency might otherwise have to child or dependent adult abuse information. Conditions of Agreement We agree to have every employee who will have access to child and dependent adult abuse electronic information sign a copy of this Non-Redissemination Agreement and keep it in a file at this facility or agency to allow the licensure agency personnel to view this agreement on request The agreement signed by the administrator of the agency or facility will be sent to the Department of Human Services, Central Abuse Registry, 401 SW 7th Street, Suite G, Floor, Des Moines, IA 50319-3574, and a copy will be posted within sight of the electronic information system work area. We understand that this agreement will allow our agency or facility to receive any child or dependent adult abuse information maintained by the DHS as allowed under Chapter 235A and 235B of the Iowa Code. We understand that without a signed agreement on file our agency or facility will not have access to child and dependent adult abuse information. Name of Facility or Agency Administrator (type or print name) Signature of Administrator 470-3767 (Rev. 6/10)
Florida is a beautiful city maybe one of the best places to live but anywhere in Florida the foundation is soluble rock so at any point the ground could collapse. Florida has the highest sinkhole risk out of any other place in the world. And even in a sinkhole zone the chance of dying is approximately 500 million to one. Though again, in Florida your chances of dying are slightly higher. Conclusion This text explained what sinkholes are, how they are formed, how the frequency of sinkholes could change in the future, how we prepare for sinkholes, if there are sinkholes in Australia and why people would choose to live in a sinkhole prone zone. Glossary Soluble Rock- Rock capable of being dissolved eg. Limestone Infrastructure- buildings, railways, power lines or pipes Acidic- having the properties of an acid Decomposed- decayed or rotted Natural Disasters- a natural event that causes great damage or loss of life Catastrophe-an event causing damage and suffering Tectonic Plates-the two sub-layers of the earth’s crust that move, float, and sometimes fracture Bibliography
Likely Present Sediment Nutrients Heavy Metals pH (acids and bases) Pesticides & Herbicides Oil & Grease Bacteria & Viruses Debris, Solids Other Toxic Chemicals Clearing, grading, excavating, and areas X X (1) Construction Activity Operator (See Page of this SWPPP) unless noted otherwise Paving operations X X X (2) Concrete washout and cement waste X X X (3) Structure construction, stucco, painting, and cleaning X X X X (4) Dewatering operations X X X (5) Material delivery and storage X X X X X X X (6) Material use during building process X X X X X X (7) Solid waste disposal X X (8) Sanitary waste X X X (9) Landscaping operations X X X X X (10) Other: Other: Other:
Using the color-coding guide on page 36 of the pink book, mark the essay for all of the following parts. Hook Line – Pink Thesis Statement – Green Rhetorical Question – Pink Analogy (comparison/Simile/Metaphor) – underline in red Repetition – underline in black – Yellow Refutation/Objection/Counter Argument – Orange Call to Action - Blue Outstanding Diction Choices/Pathos – Circle All other Rhetorical Devices - gray
Al Friedberg, - Survival, Vol. 44, no. 1, spring 2002 Davis, ed., Chaps. 18-20 Jianwei Wang and Zhimin Lin, “Chinese Perceptions in the Post-Cold War Era: Three Images of the United States,” Asian Survey,” Vol. 32, No. 10 (Oct., 1992), pp. 902-917 T. Carpenter, America’s Coming War with China: A Collision Course over Taiwan. Palgrave, 2005, chaps. 5-6, 8. Week of January 1: Future Relations Aaron L. Friedberg, "?” , Vol. 30, No. 2 (Autumn, 2005) Steven M. Goldstein and Randall Schriver, "” The China Quarterly, No. 165, Taiwan in the 20th Century (Mar., 2001) Nancy Bernkopf Tucker, "?" The Washington Quarterly, Vol. 25, No. 3 (2002) Evelyn Goh, "," Asian Security, Vol 1, No. 3 (2005) Peter Gries, "," The China Journal, No. 46, July 2001
looked like a man on a mission. One determined not to fail. “He dies .. you die.” The coldness of Zubera’s words were chilling. A statement of fact. “The chief’s dying has been protracted. He’s been dying for months.” Zubera’s eyes again travelled down the muscular torso stretched before his sight. “It is only just .. you should do the same.” His gaze was back on Korak’s face. “Your cries will smooth the chief’s passage. Echoing after him as he joins with the spirits.” Korak was feeling the strain in his armpits. A pulling through his arms. His chest straining upwards, he was having to make himself breathe deep. He’d face death. But not soon. And the coldness of this death .. this execution .. it was sending chills down his spine. “When we have buried the chief .. it will be your turn.” Zubera’s eyes seemed to swallow up Korak’s gaze. “To suffer a protracted death.” Zubera nodded for the warrior with his cattle whip to step forward. “The deed done .. “ What a way to put it. What Zubera meant, Korak knew, was once he had butchered Korak alive. “ .. you will be returned to your father. Back to my brother’s murderer.” Zubera paused. As he recalled his father’s words. “To know what it means .. to lose a son …” End
WILL I, the undersigned, _______________________________________ Identity Number:______________________ Hereby revoke all wills and codicils previously made by me and declare this to be my Will. I bequeath my estate to ____________________, ID: __________________ and _____________________, ID: __________________ in equal shares. OF AN HEIR In the event of one of my heirs dying before me, or in circumstances where it cannot be established who was the first dying of us, then his share will devolve upon his issue by representation or failing descendants then to the surviving heir/heirs. PROTECTION OF BENEFITS It is a specific condition of this Will that any benefit which may accrue to any beneficiary in terms thereof, shall be excluded from the legal consequences of any existing or future marriage or commitment. TRUST PROVISIONS Should any of my beneficiaries not yet have attained the age of __________ years, his or her inheritance shall be held in separate trusts
30th April – Sage, Gateshead SOLD OUT 1st May – O2 ABC, Glasgow SOLD OUT 3rd May – Colston Hall, Bristol SOLD OUT 4th May – Corn Exchange, Cambridge SOLD OUT 5th May – Royal Albert Hall, London SOLD OUT For more information contact:
music with ambition in their heads and disruption in their hearts. The band also dropped an extra album track, ‘Very Bad’ on Christmas Day. Watch ‘Very Bad’ Guitarist Andy Ghosh says of the varied collaborations on the album: “These people are our friends, which means it’s fun…and texturally, it's interesting. It adds extra dimension.” Produced by the band themselves and mixed by longtime associate Tom Dalgety – “Our spiritual guide, our God,” says Andy – The Free Life harnesses the insanity crackling through the air right now, distilling it into a set of songs that veer gloriously between the anthemic and the gritty, the psychedelic and the pop, the unhinged and the profound. Pre-order The Free Life here: TURBOWOLF UK & EUROPE TOUR DATES – 2018 9th Mar – Manchester, Academy 3 10th Mar – Glasgow, Stereo 11th Mar – Newcastle, O2 Academy2 13th Mar – Nottingham, Rescue Rooms 14th Mar – London, Scala 15th Mar – Bristol, Bierkeller 27th Mar – Cologne, MTC 28th Mar – Munich, Strom 29th Mar – Prague, Lucerna Music Bar 30th Mar – Wroclaw, Pralnia 31st Mar – Warsaw, Hydrozagadka 2nd Apr – Berlin, Musik & Frieden 3rd Apr – Hamburg, Molotov 4th Apr – Amsterdam, Melkweg Tickets for all shows are available at For more information and press enquiries please contact: Jenny Entwistle 020 8281 0989
“Spaces and Souvenirs: Constructing Female Adolescent Subjectivity in Sofia Coppola’s The Virgin Suicides” March 2007, Time/Passages Conference, English Department, Bloomington, IN “Eight Desiring Bodies Multiplied: Queering Family Melodrama in Todd Solondz’s Palindromes” March 2007, Society for Cinema Studies Conference, Chicago, IL “Girlhood, Interrupted: Queering Female Adolescence in Contemporary Independent American Cinema” April 2006, Cultural Studies Association Conference, Washington, DC “There’s Something about Touching Myself: Masturbation in Contemporary American (Independent) Cinema” April 2006, Pop Culture Association Conference, Eros, Pornography and Popular Culture Division, Atlanta, GA “In Search of the Intelligible: Memory, Trauma and Multiple Identification in Cinematic Narratives of Incest” March 2006, Going Awry: A National Interdisciplinary Graduate Student Conference, Bloomington, IN “‘With the Boundaries Between Us Still Intact’: Mapping Memories of Incestuous Desire in Eve’s Bayou” November 2005, National Communication Association Conference, Critical/Cultural Studies Division, Boston, MA “Sensation/Separation: Constructing Intimate Spaces in Darren Aronofsky’s Requiem for a Dream” April 2005, Intimacy/Proximity Conference, Bloomington, IN “In Touch with the Queer: Embodying Girlhood in Catherine Hardwicke’s thirteen” March 2005, Society for Cinema and Media Studies Conference, London “Is Malkovich Malkovich? Sexual Identity on a String” October 2004, Screen Media and Sexual Politics Conference, Plymouth, NH “Excesses, Bodies, Masculinities, Perversions: Coming to Todd Solondz’s Happiness” June 2004, Crossroads in Cultural Studies Conference, Champaigne-Urbana, IL “Coming to Happiness, Creating Perversion” March 2004, Fraker Perversion Conference, Ann Arbor, MI INVITED PRESENTATIONS AND GUEST LECTURES “Broadcast Yourself: Redefining Independent Film in an Era of Convergence” October 2012, Invited Presentation, Interactions Faculty Northeastern University, Boston, MA “Sex Didn’t Start With You! Erotica, Short Films and Cinematic Histories of Queer Desire”
H.Janks. Literacy and Power. (Routledge. New York and London. J.Jansen. “Encourage Uncommon Valour.”The Times. Thursday 7 April 2011 T. Karis and G. Gerhart. From Protest to Challenge. Vol 5: Nadir and Resurgence, 1964-1979. (Unisa Press A. Kitson and A. Mc Cully, “You hear about it for real in school: Avoiding, containing and in the history classroom.” Teaching History. The Historical Association. 2005. H.Krog. Photograph of little girl hugging statue of Nelson Mandela. The Thursday 28 April. 2011. P5 J.N.Loewen. Lies My Teacher Told Me. (New York.) M.Lipman Thinking in Education (Cambridge University Press.) M.Obama. Extract from speech made at the African Women Leaders Forum Conference at Regina Mundi Church Soweto. Published in the Sowetan. 23 June 2011. P13 K. Mosalakae. Letter written to Sunday Times. 5 June 2011 M.Ramphele. Steering by the Stars: Being Young in South Africa. (Tafelberg. Cape Town. 2002.) M.J. Roodt and S. Stuurman. “Participation, Local Governance and attitudes of Youth: A Grahamstown Study.” Perspectives in Education. Vol 29. No. 1. Special Issue. March 2011. A. Twum –Danso. “The Political Child.” A. McIntyre (Ed) Invisible Stakeholders- Children and War in Africa. Institute for Security Studies. Pretoria. 2005 B.Tywa. “Today’s Youth Need Mentors.”The Star. June 16 2011.p10 Youth Day Supplement. “If We Ruled the World…”Mail & Guardian. June 17-23 2011 Zapiro. Cartoon commemorating the death of Ma Sisulu. Sunday Times. 5 June 2011. Zapiro. Cartoon commemorating the death of Kader Asmal. Mail&Guardian. 23 June 2011.
4 Alsóőrs Széltoló Top 34 Pannon Yacht Club SE Lehoczky Antal Bárdos Mihály, Sándorffy Miklós, Dr Tölgyesi Zoltán, 93 9:45:00 11:50:00 2:05:00 2:14:25 4.0 5 Fonyód Lábad X XP-33 Fonyódi Kormoránok Lábady Balázs Barabás Zoltán, Vereckei Tamás, Zsinkai Leó, Zsinkai Soma, 91 9:45:00 11:47:59 2:02:59 2:15:09 5.0 6 Balatonföldvár Rose Beneteau First 30 BHSE Dr. Gyuricza Péter Mészáros Mátyás, Takács Dániel Dániel, Bauer Péter, Vári Gábor, Dr Gyuriczáné Dr Török Adrienn, Gyarmati Mátyás, 99 9:45:00 11:58:54 2:13:54 2:15:15 6.0 7 Balatonfüred Helena Scholtz 32 VVSE Petronella Vámosi Zsófia, Rózsavölgyi Gábor, Rózsavölgyi Dániel, Varga Hanna, 91 9:45:00 11:48:29 2:03:29 2:15:42 7.0
8 Siófok 8One 8m OD BHSE Kulcsár Sándor Pápay Péter, Ratasics László 91 9:45:00 11:50:33 2:05:33 2:17:58 8.0 9 Balatonföldvár Madicken DB 1 HYC Martinyi Aladár Dániel Marcell, Beck 88 9:45:00 11:47:10 2:02:10 2:18:50 9.0 10 Siófok Capella 70-es cirkáló SVSK Vöneky Gyula Fazekas József , Vadászy András, Imrédy Sarolta, Dávid Péter, M Nagy Richárd, 79 9:45:00 11:34:55 1:49:55 2:19:08 10.0 11 Puro Contento NAU 370 KMP VSE Mike Schmolling Peter van Kol, Mazsu Gergely, Sótonyi György, Tamás Réka, Papp Tibor, Horst Schindler, 84 9:45:00 11:42:51 1:57:51 2:20:18 11.0 12 Balatonkenese Beer-Ci 32 Szöllősi Zoltán Dobos Imre, Asztalos Hajnalka, 99 9:45:00 12:04:17 2:19:17 2:20:41 12.0
Turcsán Tamás, 18 Balatonföldvár Mérges Rája 36 F.K Lichtner László Sándor, Farkas Zsolt, Gláser Antal, 94 9:45:00 12:08:29 2:23:29 2:32:39 18.0 19 Balatonföldvár Bóbita Scholtz 32 VVE Kétszeri Csaba Francsics László, Kurucz László, Samu Péter, Vincze Ferenc, 91 9:45:00 12:05:17 2:20:17 2:34:09 19.0 20 Siófok Shagaly Shchotlz 22 VVSE Jáki Miklós Gyebnár Krisztián, 97 9:45:00 12:16:01 2:31:01 2:35:41 20.0 21 Balatonföfüred Szövi Reverto Elan 311 El-yacht Munka László Havrilik György, Giricz Vera, 97 9:45:00 12:18:59 2:33:59 2:38:45 21.0 22 Balatonfűzfő Marina Dancing Queen Speeder 40 FVE Strakovits István Sánta Imre, Tőkéczki Niki, Pataki József, Baranyai Sándor, 85 9:45:00 12:00:49 2:15:49 2:39:47 22.0
LIST OF TOPPERS MBA University results for FIRST HALF of academic year 2015 – 16 (MBA BATCH 2014-16 – SEMESTER III) RANK SPECIALIZATION NAME OF THE STUDENT SEM III SGPA 1 OPERATIONS SANKET ASHOK WAGHCHAURE 5.90 2 IT MGMT NEHA RAJENDRA BONDE 5.79 3 MARKETING DIMPY RAISINGHANI 5.69 3 MARKETING LOKESH PANDE 5.69 3 FINANCE MGMT AKSHAYCHORDIYA 5.69 3 FINANCE MGMT POORVI MAHENDRA GOCHHAYAT 5.69 3 OPERATIONS TEMGHARE PRADNYALI SANJAY 5.69 3 OPERATIONS SAYALI ROHIDAS WAMAN 5.69 4 MARKETING PRANJAL M. DHAWALE 5.59 4 MARKETING SHASHWAT SHUKLA 5.59 4 MARKETING VAIBHAV RAVINDRA SURVE 5.59 4 MARKETING VIBHOR MAHALE 5.59 4 FINANCE MGMT JEEVAN DATTA BARAL 5.59 4 FINANCE MGMT SURUCHI MADHUKAR KUNDALWAR 5.59 4 FINANCE MGMT MADHURA SANJAY MEHENDALE 5.59 4 OPERATIONS SHREYAS SHAMSUNDAR ADHE 5.59 4 HR MGMT KOMAL AWACHAT 5.59 4 HR MGMT SHALAKHA NAGDEWANI 5.59 4 HR MGMT PRIYA SHINDE 5.59 4 INT BUSINESS MGT SAYALI SAKPAL 5.59 5 OPERATIONS ULHAS NAGORAO GORE 5.52 DR. PARAG KALKAR DIRECTOR
NORTH SLOPE BOROUGH SCHOOL DISTRICT SIOP OBSERVATION FORM FOR WALK-THROUGHS Date: Teacher/Subject/Grade: SIOP Features (Check those observed) Content Objective posted Language Objective posted Key vocab. posted/highlighted Content Objective: Language Objective: Key Vocabulary: Preparation Scaffolding Group Options Adaptation of content Links to background Links to past learning Strategies incorporated Modeling Guided practice Independent practice Comprehensible Multiple opportunities Whole class Small groups Partners Independent Comments: Integration of Processes Application Assessment Reading Writing Speaking Listening Hands-on Meaningful Linked to objectives Promotes engagement Individual Group Written Oral Comments: Lesson Delivery Were the students engaged approximately 90-100% of the time? Explain briefly:
For the avoidance of doubt, this document is in a non-binding, recommended form. Its intention is to be used as a starting point for negotiation only. Individual parties are free to depart from its terms and should always satisfy themselves of the regulatory implications of its use. SINGLE currency Term FACILITY Agreement FOR USE IN DEVELOPING MARKET JURISDICTIONS [currency and amount in numbers] FACILITY AGREEMENT [ ] for [NAME OF PRINCIPAL COMPANY] arranged by [NAME OF ARRANGER(S)] with [NAME OF AGENT] acting as Agent [NAME OF LAW FIRM] The Loan Market Association ("LMA") consents to the use and reproduction of this document by members of the Loan Market Association for the preparation and documentation of agreements relating to transactions or potential transactions in the loan markets. This document may be reproduced and distributed to non-members of the Loan Market Association in hard copy only. The LMA does not consent to the use, reproduction, distribution or communication to the public of this document for any purpose, in any other manner or by any other person and expressly reserves all other rights.  Loan Market Association. All rights reserved. CONTENTS
Delivery of a duly completed Utilisation Request (Clause 5.1 (Delivery of a Utilisation Request) or a Selection Notice (Clause 9.1 (Selection of Interest Periods)) [insert details] Agent notifies the Lenders of the Loan in accordance with Clause 5.4 (Lenders' participation) [insert details] is fixed [Quotation Day 11:00 a.m. in respect of LIBOR ]/ [Quotation Day 11.00 a.m. (Brussels time) in respect of EURIBOR] [Benchmark Rate is fixed] [As specified in Schedule 13 (Benchmark)] [Reference Bank Rate calculated by reference to available quotations in accordance with Clause 10.2 (Calculation of Reference Bank Rate)] [[Noon] on the Quotation Day]/ [Quotation Day [11:30 a.m. (Brussels time)]]/[as specified in Schedule 13 (Benchmark)]
Deadline for quotations to establish a Reference Bank Rate (paragraph (b) of Clause 10.2 (Calculation of Reference Bank Rate)): [ ]] Deadline for Lenders to report market disruption (Clause 10.3 (Market disruption)): [ ]] SIGNATURES THE BORROWER[S] [THE COMPANY] [Insert Company name] By: Address: Fax: [insert other Borrowers] THE [ORIGINAL] GUARANTOR[S] [THE COMPANY] [Insert Company name] By: Address: Fax: [insert Original Guarantors] ARRANGER [Insert Arranger name]
Between August 27, 2015 and June 15, 2016, 100% of our students will demonstrate “on-track” behaviors across all settings as measured by Discipline Referrals School Improvement Goal By June 2016, 100% of our students will meet or exceed grade level standards in the area of math as measured by the CCPS Benchmark Assessments Strategic Actions Time Line Measures of Success / Desired Performance 1.1 Each grade level team will compare student achievement data to county grade level expectations to establish a grade level quarterly goal and intervene to close the gap Nov 6th Jan 29th Apr 12th Quarterly Level Goal data 1.2 Each math teacher will implement Math Talk/Number Talk as a to develop students’ use of content vocabulary and mathematical practices Daily Unit Tests Student observations with anecdotal notes 1.3 Instructional will utilize professional texts such as; Putting the Practices into Action by O’Connell and San Giovanni and Principles to Action by NCTM to plan and deliver engaging, authentic problem solving instruction Daily Title II PD Unit tests Benchmark Assessments Classroom Observations 1.4 Each grade level team will implement Fact Fluency instruction and monitor student precision of computation Jan and May Fact fluency assessments 1.5 Instructional staff will design Quality SLOs aligned to the SIP in order to facilitate student growth toward and/or mastery of mathematical standards September 15th Mid-SLO check April 12th SLOs Quality Rating Continuum CSE data compared to CCPS data
Improve the culture of West Middle to address concerns of classroom disruption, insubordination, and disrespect by reducing the number of occurrences by 10% (204 in 2015 – 16). By 2018, improve student achievement on the ELA PARCC assessment by increasing the percentage of students earning a 4 or 5 to 75% (47.9% in 2015). By 2018, improve student achievement on the Math PARCC assessment by increasing the percentage of students earning a 4 or 5 to 75% (44.1% in 2015). School Improvement Goal Improve the culture of West Middle to address concerns of classroom disruption, insubordination, and disrespect by reducing the number of occurrences by 10%. Strategic Actions Time Line Measures of Success / Desired Performance Level Provide PD opportunities for classroom management in the 21st century Semester 1 Survey, Discipline Data Expand and modify the RIP It Up program Year Survey, Discipline Data Provide PD opportunities on Checking for Understanding and Academic (Teach Like a Champion) Year Survey, Discipline Data Provide PD opportunities for teachers to implement instructional technology in the classroom Year Survey, Discipline Data School Improvement Goal By 2018, improve student achievement on the ELA PARCC assessment by increasing the percentage of students earning a 4 or 5 to 75%. Strategic Actions Time Line Measures of Success / Desired Performance Level Structure monthly content meetings for ELA, Science, & SS teachers to focus on reading for information strategies as provided by content supervisors Semester 1 Data, Teacher Feedback Structure monthly content meetings for ELA and SS teachers to focus on authentic reading & writing as provided by content supervisors Semester 2 PARCC Data, Teacher Feedback Provide PD opportunities focused on content specific strategies Semester 2 PARCC Data, Teacher Feedback Provide PD opportunities for teachers to understand the instructional needs of the ELL learner and students of poverty Year PARCC Data, Teacher Feedback All staff will participate in a poverty simulation. November 2016 Survey
-C-NCS June 2018 K-5 report card data: % needed of elementary students are meeting or exceeding grade level writing expectations. - The results of the school-based writing perception survey show that 61% of students see themselves as purposeful writers. DATE of data collected -There will be a 5% increase in the number of students who see themselves as purposeful writers as indicated by the of the school based writing perception survey. Date to be reassessed -K-5 PL Book Study of Jennifer Serravallo’s The Reading Strategies Book, facilitated by Literacy Lead: Angela Forsythe. K-2- authors students present their writing piece to their class, class provides constructive feedback, one suggestion for improvement and one compliment (star/wish). Pair and share writing, guided writing, writing journals for Daily 5. Engaging mini lessons to promote and foster a community of writers. Literacy Lead 3-5 Lusinda Frost has provided support in grade ¾ and 4/5 classrooms. Targeted lessons in grade 4/5 focused on revising and editing process centered on research based practices that our implemented in daily lessons. Students and teacher were introduced to RADaR revision process and REREADING backwards. The goal is to assist students in becoming conscientious writers by applying correctly the six traits of writing. Student use Writer’s Notebooks in grade 4/5 3-5 times a week. Students transfer skills from reading to writing by mini lessons centered on invitation to notice different writing traits during Daily 5. Grades ¾- are focusing on the use of graphic organizers to assist students in the planning and drafting in the writing process. Lessons are targets on students’ awareness and application of proper conventions in writing. Rob is applying the strategies learned in his research based PL on formative and summative Cristina will provide survey to teacher in June. K-2 has met and worked beyond the classroom to plan and prep opportunities for students to see themselves as purposeful writers Grades 4/5 direct contact with Literacy Lead to extend and support opportunities for students to see themselves as purposeful writers. Students keep and update their personal writing goals. Time is provided for student reflections. Lastly, formative and summative assessments are being used. Teachers will administration another writers survey to students in June Close contact with Lusinda and rescheduling of visits. Students are taking risks and applying their learning skills across the curriculum. Examples?
OurSchool – Report on Student Outcomes and School Climate 71% 0f and 61% of boys have a high sense of belonging. 40% of students school outcomes. 11% of students have positive homework behaviours. 17% of students are interested and motivated. Advocacy is rated 3.4 out of 10. EECD School Improvement Survey Students are provided the opportunity to evaluate and reflect on their own work for only 17 – 50% of their classes. Minimum student-led instruction (50% report only providing the opportunity 25% of the time) and assesses the work of peers. student provides instruction at least once in each of his/her classes. Every student takes part in SPARK so as to promote student leadership through modelling, collaborating, etc. Every student is rewarded for participating in school activities. Formative Assessment professional learning opportunities Development and distribution of various formative and summative assessment tools (graphic organizers & rubrics) Introduction of School Spirit Token system Principal will monitor use of assessment tools through Teachers will monitor student use of assessment tools within classes School Committee/Teacher Volunteers will prepare resources. Principal will check in with teachers regarding student-led classes. SPARK committee makes staff aware of all rotations of SPARK. Principal and School Spirit Committee will monitor Principal and all teachers SPARK committee Principal and School Spirit committee In Progress Ongoing Ongoing Throughs.
Section 3: SIP Schedule Where indicated with *, students are required to work on a Major Project (relevant organization’s project) as part of the internship. Diploma (click to view diploma details) No. of weeks Duration Applied Food Science & Nutrition () 20 09 April 2018 – 25 August 2018 Baking & Culinary Science () 20 19 2018 – 4 August 2018 17 September 2018 – 2 February 2019 Chemical Engineering ()* 26 19 March 2018 – 14 September 2018 Biomedical Science ()* 26 25 June 2018 – 07 December 2018 Biotechnology ()* 26 23 July 2018 – 18 January 2019 Pharmaceutical Science ()* 26 23 July 2018 – 18 January 2019 Veterinary Technology ()* 26 30 July 2018 – 25 January 2019 Section 4: Internship Job & Student Request Diploma No. of Students Job Scope/Proposed Project Title & Description Project Lead/Mentor Student Reporting Address (if different from above) Postal Code Section 5: Internship Details Monthly Allowance (recommended minimum of $450 / $600 (BCS)) S$ Any Other Allowance (such as commission, public holiday, shift, transport, meal, medical benefits, etc.) (please provide details) Overtime (OT) Compensation OT Pay Off Days in Lieu Not Applicable Transportation Provided Everyday For Overtime Only Not Applicable No. of work days per week: Working (if applicable) Monday to Friday From: To: Saturday From: To: Sunday & Public Holidays From: To: Special Requirement work or others) (please provide details if applicable)
Student Reporting Address (if different from above) Postal Code Section 5: Internship Details Monthly Allowance * (Please to General Information for recommended allowance amount) S$ Any Other Allowance (such as commission, public holiday, shift, transport, meal, medical benefits, etc.) (please provide details) Overtime (OT) Compensation OT Pay Off Days in Lieu Not Applicable Transportation Provided Everyday For Overtime Only Not Applicable No. of days per week*: Working hours per week (if applicable) Monday to Friday From: To: Saturday From: To: Sunday & Public Holidays From: To: Shift work requirement (please provide details if applicable) Interview Requirement* Face-to-face Interview Telephone Interview No Interview Required Remote Interview Special Requirement (such as specific skill set, name & admission no. of specific student, required to handle non-Halal substances, etc.) Overseas Assignment (for local SIP only) Estimated Period / Frequency Country to be attached to . Section 6: Overseas Internship (if applicable) For Overseas Internship (OSIP) only OSIP Country Others: (please provide details) City: Indicate if any of these are provided: Airfare (please provide details) Airport Pickup Accommodation Meals Travel Insurance OSIP organisation’s relationship with a Singapore company, if any Parent Company Sister Company Subsidiary Partner Not Applicable
Technology policy Introduction Uplift Education provides scholars and employees with extensive technology resources, including computing facilities, area networks, Internet access, and e-mail addresses. Our goal is to promote educational excellence by facilitating resource sharing, innovation and communication within our own community and the world. As a member of the Uplift community, I agree to follow School rules and commit to the School's values. To maintain these values as related to technology, we must all agree to support the needs of the School community even if they may conflict with one’s personal desires. Uplift Education Technology Ownership Uplift Education owns all systems, software, and e-mail addresses. Content created with the School’s technology tools and saved on the School network is the property of the School. Computer resources at Uplift are a limited resource and are reserved for educational and school-related business. If I leave the School community, I may take copies of anything I have created. However, this content can continue to be used by the School for educational purposes. My Use of School Computing Resources I will help to create a positive atmosphere by allowing those engaged in academic work priority use of the computers. I will respect the work and privacy of others throughout the Uplift Education network. I will use my applications, e-mail accounts, and Uplift Education network space appropriately for activities. I will not save or install files and/or software on School equipment without the authorization of a teacher or the network administrators. I will not use Uplift technology resources for commercial activity, for seeking monetary gain, or for political purposes. System Security I will log on to the network only as myself.
Evaluation Tools for School Improvement—Developed for State, District, and School Use Source and Link Purpose Key Features State Department of Education Evaluation Tools Arizona Department of Education Standards and Rubrics for School Improvement 2005 Revised Edition This evaluation rubric serves schools and districts as a foundation for a school improvement plan by identifying limitations and strengths of schools. This 94-page evaluation is divided into four sections, one for each standard. Included are guiding questions for examining each standard. Michigan Department of Education Michigan School Improvement Framework Rubrics This evaluation rubric helps schools and districts to rate the implementation status of school improvement efforts at schools. This 99-page evaluation rubric is divided into five strands, and each strand is further divided into related standards. Office of Public Instruction School Improvement Plan Scoring Rubric This evaluation rubric is to be used by schools to determine how well school improvement criteria were met. This 16-page document is divided into sections: self-evaluation, action planning, and goal setting. Each section contains 4 to 6 criteria. Nebraska Department of Education School Improvement Rubric This evaluation tool is to be used by schools to measure the effectiveness of each phase of the school improvement process. This 6-page document is divided into the six phases of the school improvement process: (1) commitment, planning, organization; (2) gathering and analyzing data; (3) target area goals; (4) the action plan; (5) implement and monitor the action plan; (6) review and update the action plan. Each phase is further divided into elements included in each phase. Source Title and Link Purpose Key Features
Identify student gaps specific to AIS qualifiers Identify student gaps with on NYS low 3’s and high 3’s Teachers will meet in grade level and cross grade level groups in an effort to match student gaps with focused effect teaching strategies. Teacher cohorts will meet to focus on improving writing instruction student essential vocabulary in ELA and Math. Learn strategies to address non-essential vocabulary found in content. Principal/ Teachers/ AIS teacher – SWAT TEAM District Network Workshops (BOCES) Principal, Teachers District Initiative J. Tribuzzi Principal/Teachers 2011-2013 2011-2013 Fall 2011-1012 2011-2012 Nov. 2011- June 2012 Teachers will use AIMS Web to create flexible grouping. Review the RR (running records) process. Core Curriculum State Standards (CCSS) Rewrite Benchmark Assessments Comprehension Strategy Workshops 7 Keys to Comprehension Lucy Calkins: Writers Workshop Marzano: Building Background Knowledge Bringing to Life Flexibly leveled small group instruction during ELA Block Unit Lesson Plan development Lesson Plans reflecting the “7 Keys” Student Writing Portfolios (grades K-5) Lesson Plans Essential ELA and Math vocabulary lists Grade Level list with Titling of spiraled strategies. Lesson Plans GOAL 2 – ACTION