zilongwang/ReadingBank huggingface dataset:
MATH DOMAIN 2.NBT.1/NUMBERS AND OPERATIONS IN BASE TEN Grade 2 Math Cluster Math Standard Mathematic Practices Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens ,and ones. Understand: 100 can be bundled into ten tens and called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, and nine hundreds (and 0 tens and 0 ones). 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Reporting Standard Trimester 1 Trimester 2 Trimester 3 Base Ten: Understands value and base-10 models to 1000. Taught to mastery (tested) Review (tested) Review (tested) Task Analysis 1.NBT.2 Understand that the two digits of a number represent amounts of tens and ones. Understand: A. 10 can be bundled and called a “ten.” B. 11-19 are composed of a 10 and numeral between 1 and 9 which represent ones. C. Counting by tens refers to bundles of tens. For example, “20” refers to two bundles of ten. Learning Tasks: Know the place value position of ones, tens, and hundreds in three digit numbers. Understand a hundred is made from ten bundles of tens. Count by hundreds to 1000.
MATH DOMAIN 2.NBT.5/NUMBERS AND OPERATIONS IN BASE TEN Grade 2 Math Cluster Math Standard Mathematic Practices Use value understanding and properties of operations to add and subtract. 2.NBT.5 Fluently add and subtract within 100 a variety of strategies. Make of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Reporting Standards Trimester 1 Trimester 2 Trimester 3 Base Ten: Add any two- and three-digit numbers. Base Ten: Subtract any two- and numbers. Introduced (not tested) Add and subtract with no composing or decomposing (tested) (tested) Clarify Standard Mental strategies AND Standard algorithm should be learned. Adding numbers together is composing new numbers. Subtracting and taking numbers apart is decomposing numbers. The terms “composing” and “decomposing” replace “regrouping” and “borrowing” in the CCSS Mathematics. Task Analysis 1.NBT.4 Add within 100 using a variety of strategies., including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and
2.NBT.5 Fluently add and subtract within 100 using a variety of strategies. Vocabulary Prior Explicit Making tens Counting on Hundreds Tens Ones Compose Decompose Making tens Counting on Hundreds Tens Ones 2.NBT.5 Sample Assessment Items earning a “3” in the reporting system Look at the data chart of the life spans of different kinds of birds. Usually the larger the bird, the longer it lives. The longer life spans are found in the bigger birds. According to the data chart, how much longer does a Bald Eagle live than a Crow? Show your equation.
MATH DOMAIN 2.OA.4/ OPERATIONS AND ALGEBRAIC THINKING Grade 2 Math Cluster Math Standard Mathematic Practices Work with equal groups of objects to gain foundations for multiplication. 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total a sum of equal addends. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Reporting Standard Trimester 1 Trimester 2 Trimester 3 Operations: Model and describe multiplication as joining sets of equal parts. Introduced ( not tested) Work with equal addends Introduced ( not tested) Work with equal addends (tested) Task Analysis 1.OA. 8 Determine the unknown whole number in an addition and subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? -3, 6 + 6 =? Learning Tasks: Draw an array up to 5 by 5.
Name Class Date Graph and describe the indicated transformation. 11. f(x)= (x – 2) 12. f(x)= (x+4) +2 13. f (x) = x – 2 14. f (x) = (x+3) - 1 15. Reasoning a function, f(x), that represents a gym membership cost of $20 per month for x months. 16. Explain how a fee increase of $5 can be represented. Use g(x) for the new function. 17. The gym decided to add a towel cleaning one-time fee of $10. Write the new function and describe the transformation from problem #15 to problem #17. Pearson Texas Algebra I Copyright © by Pearson Education, Inc., or its affiliates. All Rights Reserved.
We want to this goal by (date): Date: Status: Date: Status: Date: Status: Date: Status: Team Members: Activities to Reach Goal #1 What Resources, Materials, or Support Do I Need? Person(s) Responsible Target Date Date Reviewed and Status Comments Measurable Short-Term Goal #2 We want to reach this goal by (date): Updates: Indicate Date Reviewed and Status Status: C=complete, I=in progress, N=not started Date: Status: Date: Status: Date: Status: Date: Status: Team Members: Activities to Reach Goal #2 What Resources, Materials, or Support Do I Need? Person(s) Responsible Target Date Date Reviewed and Status Comments
Measurable Short-Term Goal #3 We want to reach this goal by (date): Updates: Indicate Date Reviewed and Status Status: C=complete, I=in progress, N=not started Date: Status: Date: Status: Date: Status: Date: Status: Team Members: Activities to Reach Goal #3 What Resources, Materials, or Support Do I Need? Person(s) Responsible Target Date Date Reviewed and Status Comments
Measurable Short-Term Goal #4 We want to reach this goal by (date): Updates: Indicate Date Reviewed and Status Status: C=complete, I=in progress, N=not started Date: Status: Date: Status: Date: Status: Date: Status: Team Members: Activities to Reach Goal #4 What Resources, Materials, or Support Do I Need? Person(s) Responsible Target Date Date Reviewed and Status Comments Keeping Track
u1j u0j ~ N(0, 00) and u1j ~ N(0, 11) with covariance 01. Generalization of the Model , qs (q = 0,1,…,Sq) Wsj uqj Var(uqj) = qq Cov(uqj, uqj) = qq Note that each coefficient can be modeled at level-2 as one of three general forms: 1. a fixed level-1 coefficient; e.g., qj = q0, 2. a non-randomly varying level-1 coefficient, e.g., 3. a randomly varying level-1 coefficient, e.g., qj = q0 + uqj or a level-1 coefficient with both non-random and random sources of variation, . Simpler Submodels from and Regression The simplest possible HLM is equivalent to a one-way ANOVA with random effects. Yij = 0j + rij , where rij ~ N(0, 2). 0j = 00 + u0j , where u0j ~ N(0, 00). Yij = 00 + u0j + rij Var(Yij) = Var(u0j + rij) = 00 + 2 The intraclass correlation coefficient is . This model is an unconditional model and is an important tool for comparison with conditioned models with explanatory variables at either or both levels.
Combining Unlike Data Types Matrix Indexing Accessing Single Elements Linear Indexing Functions That Control Indexing Accessing Multiple Elements Logical Indexing Indexing on Assignment More Matrices and Arrays Linear Algebra Arrays Multivariate Data Scalar Expansion Logical Subscripting The find Function Getting Information About a Matrix Dimensions of the Matrix Data Types Used in the Matrix Data Structures Used in the Matrix Resizing and Reshaping Matrices Expanding the Size of a Matrix Diminishing the Size of a Matrix Reshaping a Matrix Preallocating Memory Shifting and Sorting Matrices Shift and Sort Functions Shifting the Location of Matrix Elements Sorting the Data in Each Column Sorting the Data in Each Row Sorting Row Vectors Operating on Diagonal Matrices Constructing a Matrix from a Diagonal Vector Returning a Triangular Portion of a Matrix Concatenating Matrices Diagonally Empty Matrices, Scalars, and Vectors The Empty Matrix Scalars Vectors Full and Sparse Matrices
1. Complete the Cover Page (provided on the next page) and insert one copy into the clear outside pocket of the QBS Submittal Booklet and one copy in front of the Division 1 Tab of the QBS Submittal Booklet. 2. Insert Divisions 1 through 12, after the Cover Page. Example of Cover Page Format and Division Tab Sequence Firm Name Firm Street Address Firm Town, State Zip Type of Legal Entity QBS Submittal Booklet Selection Type: Contractor Pre-Selection (Minor Capital Projects between $500,000 & $1,500,000) DAS RFQ Web Advertisement Number: CPS-ELEV-01 DAS Contractor Classification of Work: Elevators QBS Submittal Deadline Due Date: May 4, 2016 1 2 3 4 5 6 7 8 9 10 11 12 END OF COVER PAGE INSTRUCTIONS Cover Page
1. Complete the Cover Page (provided on the next page) and insert one copy into the clear outside pocket of the QBS Submittal Booklet and one copy in front of the Division 1 Tab of the QBS Submittal Booklet. 2. Insert Divisions 1 through 12, after the Cover Page. Example of Cover Page Format and Division Tab Sequence Firm Name Firm Street Address Firm Town, State Zip Type of Legal Entity QBS Submittal Booklet Selection Type: Contractor Pre-Selection (Minor Capital Projects between $500,000 & $1,500,000) DAS RFQ Web Advertisement Number: CPS-FPSS-01 DAS Contractor Classification of Work: Fire Protection Sprinkler Systems QBS Submittal Deadline Due Date: April 6, 2016 1 2 3 4 5 6 7 8 9 10 11 12 END OF COVER PAGE INSTRUCTIONS Cover Page
Division 1 Table of Contents Tab Division Title - - Cover Page 1 Division 1 Table of Contents 2 Division 2 QBS Email Registration for Contractor Pre-Selection 3 Division 3 DAS Contractor Prequalification Certification 4 Division 4 DAS Contractor Performance Evaluations and/or Letters of Recommendation Demonstrating Successful Completion Of At Least (3) Three Projects Of Comparable Scope & Cost 5 Division 5 Connecticut Occupational Licenses, Registrations, or Certifications 6 Division 6 Surety Bonding 7 Division 7 Claims History 8 Division 8 Insurance Coverage Requirements 9 Division 9 Safety 10 Division 10 Disqualification and Contract Termination 11 Division 11 Prospective Contractor Explanations 12 Division 12 Acknowledgement & Notary Statement Division 2 QBS Email Registration for Contractor Pre-Selection 2.1. The purpose of this registration is to provide DCS with current contact information for the Contractor’s Firm. All DCS responses and addendum to the QBS process for a specific RFQ shall be sent by the DCS Process
inscribed documents and records, including books, maps, films, drawings, abstracts, deeds, mortgages, and manuscripts. .8 Builders Risk: Builders Risk Insurance insures a building construction. The contractor normally purchases a builders risk policy to cover their materials and the property under construction until it is claimed by the owner. Builders Risk policies cover new construction or remodeling projects. Builders risk policies are project specific and are purchased in addition to a contractor's general liability insurance. $1,500,000 Maximum Value of Project 8.2 Did you answer YES to all of the above insurance requirements? YES Certificates of Insurance: Provide copies of your “Certificates of Insurance” from each of your insurance carriers stating that your Firm has or is able to obtain all of the types of required insurance in the limits stated above. Insert the “Certificates of Insurance” behind this page in the Division 8 Tab in each of the two (2) QBS Submittal Booklets. OR YES Notarized Declaration(s) of Insurance Coverage: Provide a “Notarized Declaration(s) of Insurance Coverage” from each of your insurance carriers or from your insurance agent stating that your Firm has or is able to obtain all of the types of required insurance in the limits stated above. Insert the “Notarized Declaration(s) of Insurance Coverage” behind this page in the Division 8 Tab in each of the two (2) QBS Submittal Booklets. NO END OF DIVISION 8 Division 9 Safety 9.1 Safety Violation Citations: Has your Organization had any willful or serious violation citations of any Occupational Safety and Health Act (OSHA) standard, order or regulation promulgated pursuant to such act, during the three (3) year period preceding this RFQ for Contractor Pre-Selection?
NO Successful Completion of Projects Of Comparable Scope & Cost .1 Project #1: .2 Project Location: .3 Owner: .4 Date of successful (100%) completion by Firm within the last five (5) years: .5 List The Applicable DAS Prequalification Classification(s) That The Project Included: .6 Description of of Work: .7 Cost of Work: Successful Completion of Projects Of Comparable Scope & Cost .1 Project #2: .2 Project Location: .3 Owner: .4 Date of successful (100%) completion by Firm within the last five (5) .5 List The Applicable DAS Prequalification Classification(s) That The Project Included: .6 Description of Scope of Work: .7 Cost of Work: (go to next page) Division 4 Three (3) Comparable Projects in the Last Five (5) Years (continued) Successful Completion of Projects Of Comparable & Cost .1 Project #3: .2 Project Location: .3 Owner: .4 Date of successful (100%) completion by Firm within the last five (5) .5 List The Applicable DAS Prequalification Classification(s) That The Project Included: .6 Description of Scope of Work: .7 Cost of Work:
.5 Number of construction contracts taken over by surety for completion: END OF DIVISION 6 Division 7 - Claims History 7.1 Claims Against Firm: Have there been Claim(s) against your Firm by only “Owner(s)” since 2010? Do not include Claims against your Firm by a Contractor or Supplier. YES If you answered YES to Question No. 7.1, then provide the following information on successful claims by an “Owner” against your Firm since 2010. Include claims resolved by arbitration, or litigation. .1 Provide a written explanation(s) of any such Claims on 8 ½” x 11” paper with your letterhead. Insert the written explanation(s) behind this page in the Division 7 Tab of the QBS Submittal Booklet. .2 Complete a “Project Claim Information – Claims Against Firm” table for each Claim. Use additional copies of this page as necessary. .3 Insert additional copies of the tables, if necessary, behind this page in the Division 7 Tab of the QBS Submittal Booklet. NO Project Claim Information – Claims Against Firm 1. Project Name: 2. Project Address: 3. Project City/Town, State: 4. “Owner” Name: 5. “Owner” Phone No.: 6. Contract Amount: $ 7. Contract Time (calendar days): 8. Nature of Claim (brief explanation): 9. Amount of claim in money and time: $ , Days. 10. Final resolution of claim: $ , Days. Project Claim Information – Claims Against Firm 1. Project Name: 2. Project Address: 3. Project City/Town, State: 4. “Owner” Name: 5. Phone No.: 6. Contract Amount: $ 7. Contract Time (calendar days): 8. Nature of Claim (brief explanation): 9. Amount of claim in money and time: $ , Days. 10. Final resolution of claim: $ , Days.
.1 Complete the “Current Contact Information” Table below, ensuring that you list two (2) Contacts in the SBE / MBE Contractor’s Firm who DAS can contact for additional information. .2 Email one (1) completed “Division 2 - QBS Email Registration for SBE / MBE Contractor Pre-Selection” any time before the QBS Submittal Booklet deadline to Rebecca Cutler at: .3 Insert one (1) completed hard copy of the “Division 2 - QBS Email Registration for SBE / MBE Contractor Pre-Selection” behind the Division 2 Tab in in the QBS Submittal Booklet. Current Contact Information 1. DAS RFQ Web Adv. Number: CPS-SBE/MBE-WATR-01 2. Selection Type: SBE/MBE Contractor Pre-Selection: Minor Capital Projects between $100,000 & $500,000 3. Contractor Classification of Work: Sewer and Water Lines 4. QBS Submittal Deadline Due Date: Wednesday, February 24, 2016 5. 1st Contact Name: 5.1 1st Contact Number: 5.2 1st Contact Email Address: 6. 2nd Contact Name: 6.1 2nd Contact Number: 6.2 2nd Contact Email Address: 7. Firm Legal Name: 8. Firm Street: 9. Firm : 10. Firm : 11. Firm Zip Code: END OF DIVISION 2 Division 3 CT DAS SBE or MBE Certification or Both 3.1. Is your Firm a “Small Business Enterprise (SBE)” or a “Minority Business Enterprise (MBE)” or both, registered with the State of Connecticut Department of Administrative Services (DAS)? YES If you answered YES, then insert a copy of your Firm’s DAS SBE or MBE Certification or Both behind this page in the Division 3 Tab of the QBS Submittal Booklet. PENDING If you answered PENDING, then insert a copy of your Firm’s Supplier Diversity Certification Application behind this page in the Division 3 Tab of the QBS Submittal Booklet. NO IMPORTANT NOTE: SBE / MBE Contractor Pre-Selection is contingent upon the prospective SBE / MBE Contractor Certified by the Connecticut Department of Administrative Services as an SBE or MBE or Both by the Bid Opening Date.
Division 10 Prior Disqualification and Contract Termination Prior Disqualification: NOTE: See “Public Agency” definition at the end of Question 10.2. Use additional copies of these pages as necessary. 10.1 Has your Firm ever been formally Disqualified, Not Responsible, or Debarred from performing work for a “Public Agency”? YES If you answered YES, then provide the following information for each such “Disqualification”: NO 1. State Agency Name: 2. State Project No.: 3. Project Name/Location: 4. Date of Disqualification: 5. Duration of Disqualification: 6. Reason for Disqualification: 10.2 Has your Firm ever been formally Disqualified, Found Not Responsible, or Debarred from performing work for any contracting entity other than a “Public Agency”? YES If you answered YES, then provide the following information for each such “Disqualification”: NO 1. Contracting Entity Name: 2. Project No.: 3. Project Name/Location: 4. Date of Disqualification: 5. Duration of Disqualification: 6. Reason for Disqualification: Definition :C.G.S. § 1-200 (1): “Public Agency” or “agency” means: (A) Any executive, administrative or legislative office of the state or any political subdivision of the state and any state or town agency, any department, institution, bureau, board, commission, authority or official of the state or of any city, town, borough, municipal corporation, school district, regional district or other district or other political subdivision of the state, including any committee of, or created by, any such office, subdivision, agency, department, institution, bureau, board, commission, authority or official, and also includes any judicial office, official, or body or committee thereof but only with respect to its or their administrative functions, and for purposes of this subparagraph, “judicial office” includes, but is not limited to, the Division of Public Defender Services. (go to next page) Division 10 Prior Disqualification and Contract Termination (Continued) Contract Termination: NOTE: See “Public Agency” definition at the end of Question 10.4. Use additional copies of these pages as necessary.
.2 Complete a “Contracts Taken Over By Surety Since 2010” table for each Surety. Use additional copies of this page as necessary. .3 Insert additional copies of the tables, if needed, behind this page in the Division 6 Tab of the QBS Submittal Booklet. NO Contracts Taken Over By Surety Since 2010 .1 Surety Name: .2 Surety Phone No.: .3 Period covered by surety: to .4 Maximum amount of bonding capacity provided by surety: $ .5 Number of construction contracts taken over by surety for completion: Contracts Taken Over By Surety Since 2010 .1 Surety Name: .2 Surety Phone No.: .3 Period covered by surety: to .4 Maximum amount of bonding capacity provided by surety: $ .5 Number of construction contracts taken over by surety for completion: END OF DIVISION 6 Division 7 - Claims History 7.1 Claims Against Firm: Have there been Claim(s) against your Firm by only “Owner(s)” since 2010? Do not include Claims against your Firm by a Contractor or Supplier. YES If you answered YES to Question No. 7.1, then provide the following information on successful claims by an “Owner” against your Firm since 2010. Include claims resolved by arbitration, or litigation. .1 Provide a written explanation(s) of any such Claims on 8 ½” x 11” paper with your letterhead. Insert the written explanation(s) behind this page in the Division 7 Tab of the QBS Submittal Booklet. .2 Complete a “Project Claim Information – Claims Against Firm” table for each Claim. Use additional copies of this page as necessary. .3 Insert additional copies of the tables, if necessary, behind this page in the Division 7 Tab of the QBS Submittal Booklet. NO Project Claim Information – Claims Against Firm 1. Project Name: 2. Project Address: 3. Project City/Town, State: 4. “Owner” Name: 5. “Owner” Phone No.: 6. Contract Amount: $
Estimated Costs of Works: € (excl. VAT) € (incl.VAT) Estimated Professional Fees: € (excl. VAT) € (incl. VAT) Total grant sought: € Amount of matching funds: € Source of matching funds? Does Section 482 determination apply to this structure?* Have you applied for Section 482 tax relief? Is VAT recoverable? Have you applied for other EU/Exchequer funding/Tax Reliefs?* Have other EU/Exchequer funding/Tax Reliefs been received/refused? ** * Section 482 of the Taxes Consolidation Act 1997 (formerly Section 19 of the Finance Act 1982) ** This application will be cross-checked with grant data held by other state agencies (i.e., The Heritage Council and the Department of Housing, Planning, Community and Local Government) to verify eligibility for this grant) FORM A - SECTION ONE – TO BE COMPLETED BY OWNER/APPLICANT 1g. Personnel employed on the project Conservation Professional Name: Position: Address:
Please send this form to the WT education department (Fax to +82 2 553 4728) or E-mail to () by no later than May 30, 2018 The 117th Kyorugi & The 36th Poomsae, IRRC (Croatia) Please Attach your Photo here Name Last Name: (Family) Name: Date of Birth (MM/DD/YEAR) Country of Birth M( ) / F( ) Nationality Gender Occupation I.R. Number IR Number Current Dan Grade Kukkiwon ( ) Dan & No. Date of issue (MM/DD/YEAR) Mobile Number E-mail Valuable Shipping Address For International Shipping (English ONLY) I hereby submit my application to attend the: The 117th International Kyorugi Referee Refresher Course / The 36th International Poomsae Referee Refresher Course / to be conducted by WT Date: Signature:
Experience Provide three examples of work you have undertaken that you consider highly relevant to demonstrating your ability to undertake this role: Understanding legislative frameworks Provide no more than two examples from your work that demonstrate your ability to undertake systems analysis in accordance with a legislative framework or strategic planning documents: Understanding of Institutional Strengthening Provide an example from your experience that demonstrates your ability to effectively strengthen an institution and promote change in an organisation: Understanding of Business systems in a developing country context Provide an example from your work that demonstrates your understanding of how you may need to adapt your work to suit the particular workplace for which the system is designed.
Section A must have a minimum of three types of question (Section A= ) Questions 1-4 are short responses count 15 marks (Section B= ) Questions 5 -8 count 25 marks SUGGESTED MARK WEIGHTING FOR GRADE 4 JUNE EXAM Topics Cognitive levels Teaching time in weeks Suggested mark allocation Time allocation Low 50% Middle 35% High 15% TERM 1 Life & Living & Structures Living and nonliving things 2 11 Structures of plants and animals 2 ½ What plants need to grow 1 Habitats of animals 2 9 Structures for animal shelters 2 ½ 10 weeks TERM 2 Matter & Materials & Structures Materials around us 3 ½ 11 Solid materials 2 Strengthening materials 2 9 Strong structures 2 ½ 10 weeks TOTAL 20 marks 14 marks 6 marks 20 40 marks 60 min
Knowledge Recall Understand Apply Evaluating Analyzing Synthesising 50% 35% 15% LOW MIDDLE HIGH Count Define Identify Label List Match Name Outline out Quote Recite Repeat Reproduce Select Trace Classify Compare Convert Discuss Distinguish Define Describe Estimate Explain Generalise Give examples Illustrate Interpret Match Paraphrase Plan Restate Rearrange Rewrite Select Summarise Translate Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use Breakdown Differentiate Discriminate Investigate Relate Separate Arrange Combine Compile Construct Create Design Formulate Generalise Generate Group Integrate Organize Summarise Appraise Conclude Contrast Critique Criticize decide evaluate Grade Justify Interpret Support Recommend TEST ALLOCATION: GRADE 4 (15 MARKS) 8 5 2
RL03 Analyze how complex characters (those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot and develop theme. Directions: Read Everyday Use on page 103 of textbook and complete the following graphic organizer Character Name Maggie Dee Mama *Actions (4) --actions (verbs) associated w/the character spread throughout the whole story “stand hopelessly in corners” (103) “would always look anyone in the eye” (104) “can kill and clean a hog” (104) *Dialogue --your favorite saying by the character and explanation Reactions—how do you feel about the characters strengths and weaknesses? *Description—full physical description “burn scars down her arms and legs” (103) “big-boned woman with rough…hands” (104)
Documentation Requirements for an Effective CTC Service Level Documentation Guidance NHS Bowel Cancer Screening Imaging guidelines ESGAR 2nd consensus statement NICE CTC guidelines Royal College of Radiologists guidelines Society and College of Radiographers Guidance Documents Policy Service Policy Scheme of of Practice Referral guidelines SOP/ procedure Examination procedure Complications Management Reporting paradigm Audit Medicine Management Protocol Scanning protocol Insufflator protocol Study quality grading criteria Report findings coding Records checks Training records * Patient Information Team meeting minutes Dose records Sub statistics *Please refer to separate BCSP training and competency document for defined levels of training required for staff undertaking CT Colonography within BCSP centres. Guidance level documents Document title Author(s) Available from – procedural
Guidelines for the use of imaging in the NHS Bowel Cancer Screening Programme, 2nd Edition, November 2012 NHS Cancer Screening Programmes. 2nd European Society of Gastro-intestinal & Abdominal Radiologists (ESGAR) consensus statement on CT Colonography, 2013 Neri, E et al. European Radiology (2013) 23(3):720-729. (open access article) Computer tomographic Colonography Interventional procedure guidance[IPG129] 2005 National Institute for Health & Clinical Excellence Guidelines on the use of CT Colonography for suspected colorectal cancer 2014 British Society of Gastrointestinal and Abdominal Radiology (BSGAR) and The Roya College of Radiologists Preliminary Clinical Evaluation and Clinical Reporting by Radiographers: Policy and Practice Guidance Society and College of Radiographers Team Working in Clinical Imaging Society and College of Radiographers Obtaining consent: a clinical guideline for the diagnostic imaging and radiotherapy workforce Society and College of Radiographers Course of Study for the Certification of Competence in Administering Intravenous Injections Society and College of Radiographers Education and Career Framework for the Radiography Workforce Society and College of Radiographers The radiographer as the entitled IR(ME)R practitioner Society and College of Radiographers Policy Documents Service Policy Rationale To provide overall policy guidance for the delivery and clinical governance of the CT Colonography service. To ensure that the design, delivery and review of service provision is in line with organisational requirements and best practice.
NOTE FROM CDS STAFF If you are struggling with your gender identity please seek one of us out. God’s love, grace, and mercy are right here for you. Experiencing God’s best in your life is to find the freedom, joy and love that God has for you in how he created you. As Dr. Mark Jones addressed on the retreat, our past wounds greatly influence our perception of who we are and ultimately what we believe about our “Identity”. He showed us these relationships…
Failure: Seeds of Innovation Lesson focuses on how failure is part of the engineering process. Students work in teams and learn about many inventions and advances in engineering were brought about after a mistake or failure. Students research an example of such an innovation and develop a presentation related to how the tenacity of the engineer allowed him or her to move past a failure and into the realm of innovation. Students reflect on the value of moving on after a failure or setback, present the results of their research to the class, and provide examples of how the innovation they researched has impacted society -- only because the engineer didn't give up. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Chemistry Physics : Scientific Investigation and Reasoning 3.B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles and marketing materials. 3.B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles and marketing materials. 3.D Connect grade level appropriate science concepts with the history of science, science careers and contributions of scientists. 3.D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content. 3.D Relate the impact of research on scientific thought and society, including history of science and contributions of scientists as related to the content. 3.D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content. 3.D Evaluate the impact of research on scientific thought, society, and the environment. 3.D Explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society. 3.E Describe the connection between chemistry and future careers. 3.E Research and describe the connections between physics and future careers.
O5.4 Lessons learned reviewed and shared with Government and other donors. # lessons learned/ sharing workshops conducted; # of participants. 6-mnth Progress Reports. Lessons-learned reports. MAF/SoL personnel presented papers at a national conference on agriculture. Staff regularly attend interagency workshops. O5.5 Pilots on the direct use of MAF’s financial systems evaluated and reported. % of Chef de Suco’s reporting satisfactory service delivery. Satisfactory audit report. SOSEK Evaluation Reports. Audit reports. Pilot to commence after system established.
Summary Recommendations of Crops – Maize, Peanuts, Paddy, Cassava and sweet Potato. Buddhi Kunwar and Asep Setiawan, MAF. August 2011 5p Seeds of Life, 2011 Agricultural Interventions for improving food and nutritional security in Timor Leste; with reference to Contemporary Predictions of Climate Change and Population Pressure. A policy and planning paper for the Ministry of Agriculture. 57p Strategy for Promotion of Gender Equality in Informal Seed Production. MAF/Seeds of Life, August 2011 p4 Strategy for Capacity Building of MAF Extension to implement Informal Seed Production, MAF/Seeds of Life September 2011 2p Seeds of Life Program, Monitoring and Evaluation Manual (October, 2011) In draft East Timor media coverage magazine – Timor Leste. Climate change and its effects on agriculture in Timor-Leste by Valentina Gjuraj. Report in Tourism and Business magazine on Climate Change report. November, 2010. Jornal Agrikultura. February, 2011. Signing ceremony for SOL 3 (with large photographs) on front cover CPA weekly show “Povu Nia Matenek” 13 April 2011. Seeds of life farmers and staff featured Jornal Agrikultura, July, 2011. Reporting SoL variety seed production at Betano Research Station, District of Manufahi. TVTL. Visit of Australian Minister for Foreign Affairs visit to Seeds of Life activities in Maliana 11 July, 2011 Televisaun De Timor Leste (TVTL) , July 12, 2011, Visit of Mr Kevin Rudd, Australian Minister of Foreign Affairs to SoL activities Benefits of informal seed production. August, 2011. Broadcast on Maliana Community Radio. TVTL broadcast of SoL team participation in the First Lady’s Cup. August, 2011. of Research Advisor’s presentation at the Lao T Hamutuk forum on Seed Policy. August, 2011. Revolusaun Verde Hamosu Problema ba Toos Nain. Aug-2011. Timor Post Newspaper Bi-weekly updates on Sol activities on Maliana Community Radio. Conference presentations Luis Fernandes, LuisPereira, Armoino Moises and Robert L. Williams. Hili varidade ai horis trigu (titboa ho asinata) nian nebee resultadu diak hamutuk toos nain sira. ‘Knowledge, Attitudes and Skills for Timor-Leste’s Development: an Opportunity for Dialogue’ 4 July 2011
Progress with TAG 1 recommendations The October 2011 TAG report made 8 recommendations and identified a number of opportunities to refine the implementation strategy during 2012. Progress against these is summarised in Chart 6. The TAG appreciates the extent to which its recommendations have been implemented in the past 6 months, which coincided with the busy 2011/12 growing season and the baseline survey field work. Most recommendations are being adequately addressed. Some work is still needed on TAG1 recommendation 1 (to complete and start using the performance management system); recommendation 2 (to prepare transition plan for C1 and C2); recommendation 4 (review the best way to communicate scientific results to ensure efficiency); and recommendations 5 and 6 (include agronomic OFDTs in 2012 Annual Plan to test yield potential). There is also on-going work planned to address recommendations 1, 3, 5, 7 and 8. Chart 6 : Progress with TAG1 recommendations Recommendation in October 2011 Response at May 2012 1 Simplify and focus performance management (a) Performance monitoring using a results framework Results framework included in revised PMP Performance framework linked to M&E Standards (b) Developmental evaluation, including SOSEK case studies Discussion with AusAID November 29, 2011 No further action (c) Management monitoring using simple variance from plan measures for activities and outputs TAG1 Plan versus Actual (variance from plan) charts used in revised PMP 2 Transition from “what” to “how” C1, C2 and C4 activities are planned and implemented to prepare for handover to MAF in 2016 C1 Advisor gradually transferring research functions to MAF staff C2 transition plan under preparation 3 Lead harmonisation of major donor initiatives with MAF Discussions around MAF Strategic Plan started 4 Improve flexibility of project scientific reporting No changes noted; ; 2011 Annual Report in preparation 5 Understand soil fertility Geology and soils report produced Q4 2011 No soil fertility trials yet 6 Use OFDTs as a vehicle for improving farmers’ agronomic practices No OFDT “best bet” grower practices demonstrated yet 7 Improve priority setting in crop research Revised TORs for Climate Change advisor includes improved agro-ecological zone definition 8 Raise farmers’ awareness of new varieties Communications strategy developed, team engaged Baseline survey conducted Q4 2011
Is there any information concerning medical history (including allergies and medications) that you would like to share with us that would benefit us? Allergies: ☐ Yes ☐ No If yes, please explain QUESTIONS FOR THE APPLICANT TO ANSWER: How did you learn about the Seeds4Tomorrow Adventure Camp? What are your reasons for applying for the Seeds4Tomorrow Adventure Camp? CERTIFICATION By signing this application form, you are agreeing to the following statements: I affirm that the information contained in this application and all supporting documentation is true and accurate to the best of our knowledge. I affirm that we have fully disclosed all pertinent information concerning the applicant. I understand Hawaii Agriculture Research Center (HARC) reserves the right to withdraw acceptance if any significant information has been withheld during the admission process that would affect the admission decision. I am/We are the parent(s)/guardian(s) of the student named above. By signing below, I/We:
Acknowledged and agreed: [Lead Investor] By: Print Name: Date: [Additional Investor] By: Print Name: Title: Date: [Company Name] [Founder 1] By: Name: Title: Date: [founder 2] By: Print Name: Date: [founder 3] By: Print Name: Date: APPENDIX A CAPITALISATION TABLE Shareholder Class of Shares No. of Shares. Ownership (%) [FOUNDER 1] [Ordinary Shares] • •% [FOUNDER 2] [Ordinary Shares] • •% [FOUNDER 3] [Ordinary Shares] • •% Lead Investor [Ordinary Shares] • •% Additional Investor [Ordinary Shares] • •% Option Pool [Ordinary Shares] • •% Total • 100%
Month Planting (week 1) Harvesting (week 4) Planting Theme Planting Book Over the Summer Tomatoes and pumpkins October Sugar Snap Peas Nasturtium Tomatoes What is a Plant?/Plant Parts Up, Down and around Over in the Garden by Katherine Ayres November Broccoli/Cauliflower (transplants) Dill Pumpkin Lifecycle of a Plant Growing Vegetable Soup By Lois Ehlert December Cooking greens Bok Choy/Collards) Parsley Peas Plants have/need/give From Seed to Plant By Gail Gibbons January Lettuce Cilantro Broccoli/ Cauliflower Exploring leaves/ Photosynthesis OR Lettuce Grows on the Ground by Mari Schuh February Carrots Chives Greens (Bok Choy/Collards) Exploring Water OR Carrots Grow Underground by Mari March Beans Sunflowers Lettuce Exploring April Tomatoes Basil Carrots Garden Friends (insects) Over in the Garden by Jennifer Ward May Cucumbers Mint Beans Garden Community
Carrots and radish should be grown in the pot they are planted in or directly in the ground. Do not plant in small pots and transplant. Choose a large container with at least a 12” diameter and 12" deep or plant directly in the ground in loose soil mixed with compost. the seeds are very small, consider mixing radish and carrot seeds together with sand. Sprinkle this mixture into a shallow furrow. Cover, water and lightly tamp. radishes sprout faster, as you harvest the After the carrots have sprouted and are about 1” tall, thin them out (pull some of the sprouts out). Use your hand or tweezers to pull them out so they are about ½" apart. When they are a few more inches taller, thin them out to 1" apart. These carrots are delicious baby carrots. If you do not thin them out, they will be too crowded and will grow intertwined. Radishes will be ready to harvest in as little as one month after planting. To harvest radishes, use a spade to loosen the soil around the radish. Then, grasp the green leaves at their base and tug them gently with a twisting motion so the leaves don't break off in your hand. Carrots are ready for harvest two to three months after planting. They should be about ½ inch in diameter before pulling them. Leave carrots in the ground until you're ready to use them. The older the carrots get, the woodier their texture will be and the higher their natural sugar content Harvest carrots as you would radishes Store carrots and radishes you plan to use within a week or so by sealing them in plastic bags to retain moisture and putting them in the refrigerator.
SEABEE Combat 1 Study Guide Assignment 1 4 2 3 1 1 1 3 2 4 3 4 2 4 4 4 3 3 2 3 3 3 1 4 4 3 4 2 1 2 2 1 4 2 4 3 4 2 3 3 1 1 3 4 2 4 1 4 1 4 3 3 4 1 4 2 4 3 2 2 1 2 3 3 3 1 4 1 2 3 2 3 1 4 4 Assignment 2 1 1 4 1 3 3 4 4 2 3 1 3 4 1 3 1 4 1 4 deleted 4 2 1 3 4 3 4 2 4 3 4 4 3 3 3 2 2 1 3 2 4 1 4 3 1 3 2 3 4 1 4 1 2 4 3 2 4 3 4 3 2 3 1 3 2 3 3 2 2 3 1 3 1 3 4
Assignment 3 2 4 4 3 2 1 3 2 1 3 1 3 4 2 2 1 1 4 2 4 1 2 1 4 3 4 3 4 3 3 4 1 2 4 3 4 2 2 1 2 2 4 1 4 4 1 2 2 3 3 1 1 3 2 2 3 2 4 2 1 2 3 3 3 4 1 4 2 3 3 2 3 3 3 Assignment 4 1 3 2 4 4 4 1 2 1 1 4 3 1 3 4 4 2 2 3 2 4 3 3 3 2 1 2 1 1 2 2 3 3 3 4 2 4 3 1 3 4 2 1 2 3 4 2 3 4 2 2 3 2 4 2 1 2 2 3 2 1 3 2 1 2 2 1 3 2 Assignment 5 3 4 3 2 3 1 2 2 3 1 2 2 2 2 3
4 3 2 4 3 2 3 1 4 3 4 2 3 2 1 1 1 4 3 4 4 1 4 3 4 4 2 3 4 4 2 1 2 3 2 4 1 3 4 3 4 2 1 4 1 3 2 1 3 3 1 2 2 3 Assignment 6 3 4 3 2 1 2 3 1 4 3 3 1 1 3 2 4 3 1 3 2 3 2 2 2 3 1 4 1 4 3 2 4 1 1 2 2 4 2 2 1 2 3 4 4 1 2 4 1 3 3 4 4 1 2 1 1 4 3 2 3 3 4 1 2 4 1 3 4 4 3 Assignment 7 1 2 1 1 4 2 2 2 1 4 2 2 2 3 4 2 2 4 3 3 1 3 1 2 3 2 3 4 4 1 3 3 4 2 4 3 2 2 4 2
4 4 3 1 4 3 3 4 2 1 4 3 4 4 2 4 3 4 4 2 2 1 3 4 4 3 1 1 1 2 Assignment 8 2 3 3 3 2 2 4 1 4 1 4 4 3 2 4 4 1 4 3 4 2 3 3 2 4 2 1 1 3 1 2 3 3 3 2 1 1 2 3 3 2 1 3 1 3 3 3 1 3 1 3 4 2 1 4 3 1 2 1 2 3 1 4 3 3 3 3 1 Assignment 9 4 2 4 3 3 4 2 4 2 2 1 3 1 4 2 4 1 1 2 1 2 3 2 2 3 4 1 1 4 1 3 4 4 4 2 4 1 2 2 3 3 4 1 1 3 4 2 3 1 1 3 4 2 1 4 3 4 4 4 2 4 1 4 2 3 2 1 1
val2 = map(val2, -30, 30, 0, 179); // scale it to use it with the servo (value between 0 and 180) myservo.write(val2); // sets the servo position according to the scaled value if (ystate < -15) { play_3(); } } else { //checking for int sensorValue2 = analogRead(A0);//noise sensor Serial.println(sensorValue2); if(sensorValue2>thresholdvalue) { Serial.println("YES"); //digitalWrite(ledNoise,HIGH); play_4(); //lampoff(); lampblink(); servo1_no(); servo1_no(); servo1R(); delay(1000); } else { lampoff();
As an option, students can use their notebook to record other characteristics of each tree type, such as features of the trunk, seeds, or fruit. Ideally students take a digital picture of the tree to match the leaves they collect. Back in the classroom, students can use an identification key from the Arbor Foundation () to name each species they find. A booklet is also available on the site for a fee or students can download a tree identification app on a smartphone. Students can work in groups to help each other with identification, but they should keep their leaf samples separate. Have students make a list of all the trees they identified. Pool the lists of trees to get a comprehensive list of all the tree species in their study area. Ask students what they noticed about the different kinds of trees. Were some trees more common than others? Were some trees represented only by one or two individuals? Compiling the class data will quantify the samples collected by the students and indicate how rare or common different kinds of trees are. In the list of all trees, record how many students found a particular tree: Type of tree Number of students who found that tree Have students create a bar graph of the tree frequency data. The rarest trees are those with the fewest students who found that tree. Have students consider the shortcomings of this sampling method. Trees might be over or under-represented in the area students were working. What approaches might be taken to overcome these shortcomings? Answers might include that students could be assigned sections over a larger area of forest and that they might do preliminary online research to see if there is baseline information about trees in the area. Part 3: Explain Ensure students can articulate a basic understanding of sampling and why it’s used: Samples are limited representations of a complete group or system. Sampling allows
Terra-I: A Cool Tool for Detecting Deforestation (The Nature Conservancy) Forest Conservation: Responsible Trade (The Nature Conservancy) Selective Logging to Sustain Rainforest (Scientific American) Forest Cover in the US (Wikipedia) The concentration of biomass—a measure of the amount of organic carbon—stored in the trunks, limbs, and leaves of trees (NASA) Journal Article Trani, Margaret K. 2002b. “Terrestrial Ecosystems.” In Wear, David N., and John G. Greis, eds. Southern Forest Resource Assessment. Gen. Tech. Rep. SRS-53. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southern Research Station.
Student Name: PHASES IN SKILL DEVELOPMENT Curriculum Skill: "Seek out Familiar Foods " GLD Level: Severe and Profound Curricular Area: Social, Personal and Health Education Curricular Strand: Taking Care of My Body Extended Acquiring Becoming Fluent Maintenance Generalisation Application Adaptation Attend: develop an awareness of familiar and unfamiliar foods attend to the range of food that is presented in school and at home attend to the of a wide range of food Respond: show an awareness of familiar foods become excited when familiar foods are presented make a face in anticipation of tasting a sour item of food Initiate: seek out familiar foods at appropriate times in storage areas at home and in school, pick familiar items from shelves in shop
FORMAT Government of India Ministry of Minority Affairs Proposal for Empanelment of Project Implementing Agencies “SeekhoaurKamao” during 2018-19 and 2019-20 Section A: Details of Project Implementing Agencies (hereinafter Organization): Sl. No. Particulars Information to be filled by project Implementing Agencies 1 Name of Organization 2 Address of Organization Registered Address: (in case of Address of registered Headquarter is different than Address of Correspondence, please give both Addresses Separately) Address for Correspondence: 3 Whether Society/Trust/Company/Others, please indicate 4 Date of Registration with Registration Number (Please enclose a legible copy of valid Registration Certificate. If it is in other language, it should be translated in Hindi or English and attested by notary 5 Pan Number of the organization (Please enclose a legible copy of Pan Card) 6 NGO Darpan ID of NITI Aayog 7 Name of President/Chairman/CEO/Head of Institution 8 Name of Secretary/ Registrar 9 Telephone/Mobile* 10 11 Empanelled / affiliated with National Skill Attach copy of the certificate, Development Corporation (NSDC) – Mandatory SMART/PMKK/NSDC Partner *To be communicated in case of change.
Seekonk Community Resource List School Based Supports: GEORGE R. MARTIN ELEMENTARY SCHOOL: Betsy Thompson School Psychologist (508) 336-7558 Donald Schenk School Adjustment Counselor (508) 336-7558 Lisa McLintock School Nurse (508) 336-7558 MILDRED H. AITKEN ELEMENTARY SCHOOL: Cicatiello School Psychologist (508) 336-5230 Tara Haggarty School Adjustment Counselor (508) 336-5230 Laurie Soares School (508) 336-5230 DR. KEVIN M. HURLEY MIDDLE SCHOOL: Marisha Znosko School Psychologist (508) 761-7570 znoskom@seekonkschools.org Beth Czech Guidance Counselor (508) 761-7570 Sonya Lehane Guidance Counselor (508) 761-7570 Catherine Balasco Therapeutic Support Specialist (508) 761-7570 balascoc@seekonkschools.org Linda McCourt School Nurse (508) 761-7570 mccourtl@seekonkschools.org SEEKONK HIGH SCHOOL: Keri Kozlowski School Psychologist kozlowskik@seekonkschools.org
Kathleen Wilson School Adjustment Counselor Kayla Nastari Therapeutic Support Specialist Pat Rok School Nurse Christine Whatley Guidance Director whatleyc@seekonkschools.org Melissa Guidance Counselor Larry Byrne Guidance Counselor Edward Cunard Guidance Counselor (508) 336- 0312 Community Based Supports: Community Counseling of Bristol County Taunton-508-828-9116 Attleboro- 508-222-8812 www. Department of Children and Families (DCF) Taunton/Attleboro Area Office Mill River Place, Suite 21 1 Washington St. Taunton, MA 02780 (508) 821-7000 Department of Housing and Community Development (DHCD) 100 Cambridge Street, Suite 300 Boston, MA 02114 617-573-1100 Deputy Linda M. Pacheco Director of Public Safety Education Bristol County Sheriff’s Office (508)995-6400 x2598 Family and Community Resources Incorporated 18 Newton St. Brockton, MA 508-583-6498 Crisis line: 508-583-6498 Fenway Health LGBT Peer Listening Line 617-267-2535 Gary Dube Ph.D Program Director Justice Resource Institute Juvenile Clinic Program Fall River, MA (508) 828-1304 x203