zilongwang/ReadingBank huggingface dataset:
B. the invasion of by . C. the murder of many Jews throughout . D. the bombing of Pearl Harbor by Japan. The immediate cause of the entry into World War II was that the A. had to fulfill its collective security agreements with Western European nations. B. felt it necessary to defend the principle of freedom of the seas. C. Japanese attack of . D. was ready to use its superior military and atomic capabilities. “Kamikaze” was A. a fighter plane used for suicide missions by Japanese pilots in World War II. B. the Japanese plan to win World War II by preemptively attacking the . C. the Japanese honorable method of committing suicide with a short sword. D. the Japanese operation which planned to invade the via . The Lend-Lease Act A. lent the Allies supplies to be paid for after the war. B. prevented the Axis from charging towards . C. convinced war hawks not to support joining the war. D. helped the French off German invasion. “ hopping” was A. the Spanish plan for expansion during the 16th century. B. the American strategy of taking the in the Spanish American War. C. the Allied strategy used to defeat in World War II. D. the American strategy for liberalizing nations for trade in the 1850s and 1860s. On “D-Day” the Allies A. invaded , . B. landed on the . C. pushed the German forces out of . D. bombed the Germans at . During World War II, many women experienced a change in role in that they A. served in military combat positions. B. worked in jobs formerly held by men. C. controlled most corporations. D. chaired several congressional committees. Which World War II action was later determined to be a violation of civil liberties? A. rationing of scarce commodities B. employment of women in factories C. internment of Japanese Americans D. use of military draft Which situation was a direct result of the Holocaust and other atrocities committed by the Nazis during World War II?
grade bands on critical focal areas and 411/911 areas Deepen understanding and pedagogy around content related to: K-8: Continue Van de Walle book HS: Rigor/Relevance Jan TPGES Connection: Student growth. Evaluate student growth goals to promote effective professional conversations that result in high quality goal-setting; Update on PPGES. Review and identify strategies to support teachers as they implement the standards within the context of highly effective teaching, learning and assessment practices. Review PGP module. For field test districts, bring working samples of PGP templates of your participating teachers. Use careful planning to improve instruction in order to become an effective teacher. Student Engagement (TPGES: Domain 3c) Narrative: instructional strategies, applications to other modes, personal essay 21st Century Learning and Communications (speaking and listening) Writing Standards Make connections between CHETL, TPGES and 21st Century Learning Skills Continue with strategies for effective LDC Module Development Analyze elements of Classroom Climate Domain 2 Classroom Environment TPGES Domain 3C Engaging Students in Learning CHETL – Learning Climate Create/Select congruent/rigorous instructional tasks What tasks allow them to make mistakes? Deepen understanding and pedagogy around content related to: K-8: Continue Van de Walle book study HS: Rigor/Relevance Implement/ Observe a Formative Assessment Lesson or Problem Lesson Prepare a district presentation for March showcase Mar TPGES Connection: Professional growth/reflection. Evaluate PGP goal setting process in order to provide guidance to teachers in developing and meeting goals; Update on PPGES. Review and identify strategies to support teachers as they implement the standards within the context of highly effective teaching, learning and assessment practices. Use careful planning to improve instruction in to become an effective teacher. Jurying of modules Student work (analysis and protocols; assessment rubrics (TPGES: Domain 1e, 3d); Teacher reflection & adjustments (TPGES: Domain 3e) TPGES and goal-setting Make connections between CHETL and TPGES Reflection Jurying of LDC Module Development Analyzing student work Reflect on and analyze current year’s goals and establish goals for Year 4; Connect to 4A (Reflecting on Teaching) and CHETL with multiple measures Participate in ‘Sharing Showcase’ Deepen understanding and pedagogy around content related to: K-8: Continue Van de Walle book study HS:
If you have any questions or enquiries please do not hesitate to contact Mr Langmead or Miss GEOGRAPHY Students follow the AQA Geography specification A 4030 examination course: The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the social and economic influences that will affect their lives today and in the future. Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are the following: Unit 1: Physical Geography (37.5%) The Restless Earth Rocks, Resources and Scenery Weather and climate Living world Rivers Coasts Ice on the land Unit 2: Human Geography (37.5%) Population change Changing Urban environments Changing Rural environments Development Globalisation Tourism Unit 3: Local Fieldwork investigation (25%) Task setting - involve fieldwork, collecting primary and secondary data Task Taking - work under supervision of a teacher Fieldwork plays an integral role in the two years of the course. The students will be involved in two days of field study. The first will normally involve making a detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using a variety of study techniques. These will include using flow meters, clinometers, tape measures and metre rules, while working co-operatively in small groups. A second field day normally involves a detailed study of Looe to assess the impact of tourism upon the town. The themes for
other information and choices form SPECIAL EDUCATIONAL NEEDS – MAIN SCHOOL In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants. A few students are still given regular small group literacy tuition. Support and advice from the SEN department is available at the Transitional Review (for students with Statements of SEN) or at the Year 9 Options Evening. In exceptional circumstances, support for college or work placements for those on the vocational pathway can be arranged. TREMATON AREA RESOURCE BASE
None One Two Three The number one reason for culling in U.S. dairy herds is: Reproductive failure Mastitis Lameness Age of the following is not a commonly used estrus synchronization program for dairy cattle? CIDR Post-synch Heat-synch Pre-synch In which breed of cow is the incidence of milk fever most common? Ayrshire Brown Swiss Jersey Guernsey Milk with over_____________ somatic cell count cannot legally be shipped in the United States? 200,000 400,000 500,000 750,000 This vitamin plays a role in the coagulation of blood: Vitamin A Vitamin B12 Vitamin K Vitamin C Manure digesters convert _______________ fuel into electricity. Propane Methane Ethanol Biodiesel What is a common name for infectious kerato conjunctivitis? Pink eye
Dairy heifers need to be bred at ________ of age assuming they are at least 65% of their adult weight at that time. 6 months 12 months 15 months 18 months Producers using BST must give their cows an injection of it every: Day 7 days 14 days 30 days Most dairies in Texas are considered to be CAFO’s. A CAFO is: Confined Animal Feeding Operation Concentrated Animal Farming Operation Confined Animal Farming Operation Concentrated Animal Feeding Operation Dairy cattle where first successfully cloned in the_______________. 1880’s 1950’s 1980’s 2000’s Milk traits, i.e. fat, protein, SNF and etc., tend to have a heritability of about: 10% or less 20-30% 40-50% 51% or more Normal presentation of a calf for parturition will have: Front feet toward rear of the cow with head, nose first, between them One front leg towards rear of the cow along side head, other front leg down Hind legs towards rear of the cow with head and front legs facing down Buttocks of the calf toward rear of the cow with all 4 legs and head facing down One ejaculation from a bull typically contains _________________ sperm 500,000 1,000,000 5,000,000
Practical Programs 16 Admissions 15 Admissions 14 Admissions 13 Admissions 12 Admissions 56 58 60 56 46 Bay Path Regional (est. 2009) 34 33 28 25 25 29 29 32 31 30 Blackstone Valley Regional 26 27 24 23 30 57 61 56 40 56 53 38 58 38 69 College (Closed 8/17) 28 21 18 13 90 61 66 65 56 Greater 80 80 80 80 80 32 39 32 33 39 Holyoke CC (W.J. Dean prior to 00) 13 20 12 18 23 19 21 69 80 75 McCann RVTS 24 20 20 20 22 Medical Professional Institute (Closed 8/16) 0 178 138 104 65 23 22 10 Montachusett RVTS 36 44 40 39 42 61 59 41 52 56 Shore CC 27 37 41 30 32 Northern 29 30 30 38 42 92 96 66 81 88 Quinsigamond 94 71 73 75 74 - PN 16 15 22 24 24 Tech. High 46 52 84 64 55 Southeastern 73 39 73 40 72 Tri-County Vocational 46 30 46 31 45 Upper Cod R.V.T.S. 91 54 77 59 60 Registered Nurse Programs ADN Programs 16 Admissions 15 Admissions 14 Admissions 13 Admissions 12 Admissions Bay College 61 28 34 32 32 82 60 56 96 92 115 56 56 56 57 145 113 102 110 85 72 110 124 127 130 42 105 115 101 71 65 47 48 49 47 322 55 47 41 52 Laboure 191 270 323 179 235 Memorial/Regis College 23 180 126 130 139
115 21 55 82 128 97 102 146 75 105 61 94 93 99 96 Mt. 139 132 139 131 138 Northern 59 54 54 53 32 68 67 64 67 69 246 155 129 92 182 165 126 139 141 141 90 84 71 71 65 98 86 90 90 107 BSN Programs 16 Admissions 15 Admissions 14 Admissions 13 Admissions 12 Admissions American 118 99 102 154 124 Anna Maria College 57 38 69 57 43 Becker College 34 25 22 22 22 95 92 111 112 107 of the Elms 90 100 88 87 74 133 137 139 164 177 80 60 61 40 36 82 85 93 91 76 Boston (Acclerated) 123 102 113 118 118 MCHPS Worcester ( 2nd degree) 108 104 110 106 108 MGH Institute of Health Prof 188 190 205 165 172 Northeastern University 269 147 42 58 91 125 86 83 114 70 172 171 153 186 159 162 236 286 282 244 of 85 96 87 90 135 of Massachusetts Boston 194 173 164 189 189 of 113 97 98 120 120 of 108 106 163 114 130 Westfield State University 51 36 30 30 28 113 84 116 76 79 Diploma Programs 16 Admissions 15 Admissions 14 Admissions 13 Admissions 12 Admissions Brockton Nursing Program 89 105 124 127 130 MSN Program 16 Admissions 15 Admissions 14 Admissions 13 Admissions 12 Admissions Boston 44 37 43 40 42 MGH Institute of Health Professions 93 105 106 102 118
1. Eligibility (8VAC20-40-60A.3) This section includes a chart detailing all criteria that could be considered in the identification process for a specific area of giftedness identified by the division. A description of the eligibility process used by the committee to make decisions regarding eligibility for services shall follow the chart. It includes a timeline for making eligibility decisions within 90 instructional days of the school division’s receipt of the parent’s(s’) or legal guardian’s(s’) consent for assessment. General Intellectual Aptitude Measure Administered/ Completed by Scored by Provided to the committee by Gifted Behavior Checklist(s) Classroom Teachers Classroom Teachers, Guidance Counselors Curriculum Specialist Gifted Behavior Checklist(s) Parents Guidance Counselors, Curriculum Specialist Curriculum Specialist Naglieri Nonverbal Aptitude Test (NNAT2) Guidance Counselors Test Provider Curriculum Specialist Cognitive Abilities Test (CogAT) Classroom Teachers, Guidance Counselors Test Provider Curriculum Specialist AIMSWeb Scores – Math, Reading Classroom Teachers, School Psychologists Test Provider School Psychologists Local End-of Year Achievement Tests Classroom Teachers Test Provider, Classroom Teachers Curriculum and Instruction Personnel Product Portfolio Classroom Teachers, Guidance Counselors, Parents Guidance Counselors, Classroom Teachers, Curriculum Specialist Curriculum Specialist Upon receipt of parental permission, the eligibility process begins and is completed within 90 instructional days. Each School-based Identification/Placement Committee consists of classroom teachers, principal or designee, guidance counselor, and other specialists as needed. The guidance counselor collects assessment data and uses this
Technical Corrections – Parts 30, 34, 40, and 71 (77 FR 39899, Published July 6, 2012) RATS ID: 2012-3 Effective: August 6, 2012 Date Due for State Adoption August 6, 2015 Change to NRC Section Title State Section Compatibility Category Summary of Change to CFR Difference Yes/No Significant Yes/No If Difference, Why or Why Not Was a Comment Generated 30.34(h)(1)(ii) Terms and conditions of licenses H&S In §30.34, paragraph (h)(1)(ii) was revised to remove the reference ‘‘11 U.S.C. 101(14)’’ and add, in its place, the reference ‘‘11 U.S.C. 101(15).’’ (ii) An entity (as that term is defined in 11 U.S.C. 101(15)) controlling the licensee or listing the license or licensee as property of the estate; or 34.20(a)(1) Performance requirements for industrial radiography equipment B In §34.20(a)(1), the address for the American National Standards Institute is updated as follows: (a)(1) * * * This publication may be purchased from the American National Standards Institute, Inc., 25 West 43rd Street, New York, New York 10036; Telephone: (212) * * *
Part 40, Appendix A, section I, Criterion 4(d) Criteria Relating to the Operation of Uranium Mills and the Disposition of Tailings for Wastes Produced by the Extraction or Concentration of Source material from ores processed primarily for their Source Material Content C for States with authority for Uranium Mills/tailings; D for States without authority The eight paragraph of Criterion 4(d) is revised to read as follows: Criterion 4. * * * (d) *** Rock covering of slopes may be unnecessary where top covers are very thick (on the order of 10 m or greater); impoundment slopes are very gentle (on the order of 10 h:1v or less); bulk cover materials have inherently favorable erosion resistance characteristics; and, there is negligible drainage catchment area upstream of the pile and good wind protection as described in points (a) and (b) of this Criterion.
Part 40, Appendix A, section I, Criterion 8A Criteria Relating to the Operation of Uranium Mills and the Disposition of Tailings for Wastes Produced by the Extraction or Concentration of Source material from ores processed primarily for their Source Material Content C for States with authority for Uranium Mills/Tailings; D for States without authority The third sentence of Criterion 8A is revised to read as follows: Criterion 8A. * * * The appropriate NRC regional office as indicated in appendix D to 10 CFR part 20 of this chapter, or the Director, Office of Nuclear Material Safety and Safeguards, U.S. Nuclear Regulatory Commission, Washington, DC 20555–0001, must be immediately notified of any failure in a tailings or waste retention system that results in a release of tailings or waste into unrestricted areas, or of any unusual conditions (conditions not contemplated in the design of the retention system) that if not corrected could indicate the potential or lead to failure of the system and result in a release of tailings or waste into unrestricted areas.
§30.6(b)(1)(iv) Communications N/A §30.8(c)(1) Information collection requirements: OMB approval D N/A §30.15(a)(2) Certain items containing byproduct material B In § 30.15, paragraph (a)(2) is to read follows:
controlling devices and certain devices for producing an ionized atmosphere, and manufactured, processed, produced, or initially transferred in accordance with a specific license issued under § 32.30 of this chapter, which license authorizes the initial transfer of the device for use under this section. This exemption does not cover sources not incorporated into a device, such as calibration and reference sources. (b) Any person who desires to manufacture, process, produce, or initially transfer for sale or distribution industrial devices containing byproduct material for use
§30.61 Modification and revocation of licenses and registration certificates D N/A §31.3 Certain devices and equipment B Section 31.3 is removed and reserved §31.23(b) Criminal penalties D N/A §32.1(a) Purpose and D N/A
licensed under § 31.7 of this chapter during the reporting period, the report must so indicate. (b) Each person licensed under § 32.53 shall report annually all transfers of devices to persons for use under a general license in an Agreement State's regulations that are equivalent to § 31.7 of this chapter to the responsible Agreement State agency. The report must state the total quantity of tritium or promethium147 transferred, identify each general licensee by name, state the kinds and numbers of luminous devices transferred, and specify the quantity of
§32.57(d)(2) Calibration or reference sources containing americium241 or radium226: Requirements for license to manufacture or initially transfer B In § 32.57, paragraph (d)(2) is revised as follows: (d) * * * (2) The source has been subjected to and has satisfactorily passed appropriate tests required by paragraph (e) of this section. §32.57(e) Calibration or reference sources containing B In § 32.57 paragraph (e) is added to read as follows:
§32.210(a) Registration of product information B - for In § 32.210, paragraph (a) is revised as follows: (a) Any manufacturer or initial distributor of a sealed source or device containing a sealed source may submit a request to the NRC for evaluation of radiation safety information about its product and for its registration.
Table 10. Distribution of Graduation Rates in the Aggregate for Districts 2012 Four-Year Graduation Rate Number of Districts Percentage of Districts < 50% 5 1.7 50 - <60% 6 2.1 60 - <70% 8 2.8 70 - <80% 33 11.4 80 - <85% 32 11.0 85 - <90% 53 18.3 90 - <95% 78 26.9 95 – 100% 75 25.9 290 100 Table 11. Distribution of Graduation Rates in the Aggregate for Schools 2012 Four-Year Graduation Rate Number of Schools Percentage of Schools < 50% 38 10.2 50 - <60% 11 3.0 60 - <70% 19 5.1 70 - <80% 41 11.1 80 - <85% 37 10.0 85 - <90% 57 15.4 90 - <95% 83 22.4 95 – 100% 85 22.9 Total 371 100
A Company may add to the Additional Insured Endorsement (T-26) to an Policy of Title Insurance (T-1), when: (1) its underwriting requirements are met, and (2) it is paid the premium, if any, prescribed in Rate Rule R-33, the following language when requested by a Limited Liability Company that is the insured in the policy to which the endorsement is to be added, when: (i) there will be a transfer(s) of all or any part of the Limited Liability Company members' interests in the insured to any transferee(s), or (ii) the withdrawal(s) of one or more of the members from the Limited Liability Company, or (iii) the addition(s) of one or more persons or entities as members of the Limited Liability Company. The Company may acknowledge that the Company will not deny liability under the policy or raise a defense to any claims because such actions may cause a dissolution or termination of the Limited Liability Company. Language that may be added: [ ] Optional Coverage for Limited Liability Companies: [if box is checked] The Company hereby agrees that, notwithstanding anything to the contrary contained in this policy, in the event of loss or damage insured under this policy, the Company shall not deny liability under this policy or raise a defense to any claim made under this policy solely on the ground that, after the Date of Policy, a dissolution or termination of the Limited Liability Company has occurred or a new Limited Liability Company or other entity has been created by reason of any one or more: (i) transfer(s) of all or any part of the Limited Liability Company members' interests in the insured to any transferee(s), (ii) withdrawal(s) of one or more of the members from the Limited Liability Company, or (iii) addition(s) of one or more persons or entities as members of the Limited Liability Company; provided that the insured Limited Liability Company remains the record title holder and no new Limited Liability Company is explicitly formed. The Company reserves all of its rights and defenses under this policy which the Company would have had against the named insured or its constituent members before or after any withdrawal, transfer or substitution.
CRD 4.3 Participate in public policy activities, including both legislative and regulatory initiatives COMM Food, Nutrition, and Health Policy CRD 4.4 Conduct clinical and customer service quality management activities MNT, FSM Food Quality/Accuracy Assignment Process Improvement Assignment CRD 4.5 Use current informatics technology to develop, store, retrieve and disseminate information and data COMM, MNT Technology in Health Promotion Project Clinical Presentation CRD 4.6 Analyze quality, financial or productivity data and develops a plan for intervention COMM, FSM Technology in Health Promotion Project Process Improvement; Special Function Inservice CRD 4.7 Propose and use procedures as appropriate to the practice setting to reduce waste and protect the environment COMM, FSM Special Function Food, Nutrition, and Health Policy CRD 4.8 Conduct feasibility studies for products, programs or services with consideration of costs and benefits COMM, FSM Technology in Health Promotion Project Special function CRD 4.9 Analyze financial data to assess utilization of resources COMM, FSM Family Case Study Special function CRD 4.10 Develop a plan for a product, program or service that includes a budget, staffing needs, facility requirements, equipment and supplies COMM, FSM Special Function Private Practice Technology in Health Promotion Project CRD 4.11 Code and bill for dietetic/nutrition services to obtain reimbursement for services from public or private insurers COMM, MNT Coding and Billing for Reimbursement Discussion with business office or Clinical Nutrition Manager
A few self-assessments may be included, but they offer little more feedback than flash cards; Assessment activities appear to lack validity due to bias, lack of clarity in questions or tasks, or because students are evaluated on performance unrelated to the stated objectives; no higher-order thinking skills are required to complete assessment activities; there is little or no evidence of authenticity built into assessments; assessments are too few and far apart for the course content; Assessments bear little resemblance to goals & objectives; expectations or grading criteria are not provided; instructions are limited or absent; Incomplete
True silence is a key to the immense and flaming heart of God. Catherine Doherty the midst of a busy day or an otherwise normal worship service, a moment of silence and quiet can open a door to the presence of God” Heide Havercamp, Lenten Reflections with Saints, Hermits, Prophets & Rebels
Merten writes: ‘According to court documents, in a meeting on 26 April 2018 the NEF advised that aside from the land costs (R18.8-million), R34.7-million had gone towards “the asset price”, for working capital, and “a further R9-million in 2017, a further working capital of and a R1.5-million contingency”. This brings the total government spent to R83.3-million, according to the court papers.’ Her article alludes to a missing/mystery R9 million. It may, of course, all be down to poor punctuation. But it’s patently obvious, if you read the NEF report, that the court document should read: ‘a further R9-million in 2017, [comprising of] a further working capital of R7.5-million and a R1.5-million contingency’. 7.5 + 1.5 = 9. Not 9 + 7.5 + 1.5. What is interesting is that the court papers are, according to Merten, accounting for this as ‘government spend’.
Information Only Company Name Contact Name Contact Telephone Number E-mail address: Web Address Please attach Curriculum Vitae, Organisational Background and Case Studies to support proposal. Scored Response – Quality This is a minimum threshold Question – See Evaluation Criteria in Appendix I How would you meet the needs of the tender as described in the section titled ‘Requirements of the Brief’. Available Marks: 10 Project Delivery INSERT NARRATIVE to clearly demonstrate how you meet the requirements of brief as set out above. (Max 1,500 words). Project Delivery Plan Please complete the following project delivery plan outlining the key stages of the project, timescales and costs Project Milestone Time Required Expected Completion Date Total Cost for this activity No of Days ADD MORE ROWS IF REQUIRED Total Cost £
I Will Survive/Survivor – Small group sings the words for “I Will Survive” while chorus sings other lines of hoo’s, echo words, ah’s, etc. m2-27; during “Survivor” m27-33, small group sings the “what’s” and other echoes. Repeat process for m34-54. At m 55-62, FULL CHORUS sings all words. Bahar sings solo from m62-70 while chorus sings hoo’s. Small group sings “what’s” and other words on top line from m71-86. Small group sings words from m87-94 and then “what’s” from m94-end. Alandria, Gabby M., Lauren, Bahar, Nicole, Zoe, Abbigail, Amber, Anna, Kate, Jocelyn Riser (& frontline?) Choreo: Akiera Beautiful –- Anna opens; joined by groups: De’Jah, Alexis B., Vashara / Mylasha, Anna Claire, Amberly / Rebeckah, Kelsey, Elysabeth; Anna will take solos at end (p. 3: m9-16, m24 “oh no”, m37, m45, m46-54, top line (chorus bottom line), m62) NO CHOREO Who Says? - Haleigh, Mylasha, Kennedy, Rebeckah, Anna Claire, Elysabeth, Janiah, Journie, Addie, Ruth (verses at beginning and in middle) Sign Choreo: Julie Sign Holders: P5 (plus a few others, to be determined) Unwritten – Opening Solo: Brooke 2nd group sing 2nd “solo” verse: Savannah, Ruth, Addie, Anna Claire, Mylasha, Kennedy, MaKenna, Tiana, Isabella, Jordan, Trinitee, Brooke Choreo: De’Jah
Annex C Evaluation and Review Pipeline Planning List of evaluations completed in the reporting period Name of Investment Aidworks number Name of evaluation Date finalised Date Evaluation report Uploaded into Aidworks Date Management response uploaded into Aidworks Published on website Partnership for Development 11A950 Independent Partnership Assessment Panel Report 7/6/2014 N/A response to be agreed with Solomon Islands Government) N/A Solomon Islands Transport Sector Based Approach INJ485 Joint Review of the Solomon Islands National Transport Fund and Mid-Term Review of Transport Sector Development Project 03/02/2014 14/05/2014 14/05/2014 In progress Solomon Islands Transport Infrastructure INH817 Project Completion Report Road Improvement (Sector) Project 02/05/2014 06/08/2014 N/A – A management response covering phases 1 and 2 of SIRIP will be prepared after the Project Completion Report for Phase 2 Is prepared in late 2014. In progress Solomon Islands Rural Development Program INH615 Evaluation of Business Development Component of RDP July 2013 July 2013 Multi-donor program, no management response prepared by DFAT but findings used in design of RDP 2 Will link to report on IFAD website once published Solomon Islands Development Program INH615 Evaluation of Solomon Islands Rural Development Program October 2013 May 2014 Multi-donor program, no management response prepared by DFAT but findings used in design of RDP 2 Will link to report on WB website once published List of evaluations planned in the next 12 months Name of Investment Aidworks number Type of evaluation Purpose of evaluation Expected completion date Solomon Islands Justice Program INK867 Mid-term review To improve existing program Mid-2015 Solomon Islands Health Sector Support (phase 2) INK561 Annual Independent Assessment, ODE evaluation National Health Strategic Plan Performance Policy dialogue, programming, budget support modality Mid-term review Jun 2014 Jun 2015 End 2014 2015 Strongim Yumi Togeta INI854 End of program review Verify program outcomes End 2014 Solomon Islands Economic and Public Sector Governance Program (SIGOV) INL122 Program review To improve existing program 2014 Education Sector Support Program Ph 2 INK172 (TBA) SWAP and NEAP review Review in lead up to new NEAP cycle May 2015
Solomon Islands Education Sector Support Program 2016 Independent Assessment Report DFAT Management Response Recommendation Response Explanation Action plan Recommendation 1: ‘At the Mid-Term Review Workshop [NB actual title Annual Performance Review meeting] the assessor recommended that 90% of the donor bonus payment be made based on the level of achievement of targets. After the workshop MEHRD [Ministry of Education and Human Resources Development] provided additional information about Target 2.2.3. Based on the additional information provided by MEHRD, it is recommended that the DFAT bonus payment be increased slightly to 91% of the available bonus allocation.’ Agree DFAT agrees that 91% of the performance linked aid payment should be paid. This equates to AU$1,456,000. AU$1,456,000 to be paid as part of first budget support payment in 2018. Recommendation 2: Adoption of the proposed 2017 Education Performance Matrix as contained in the Solomon Islands Education Sector Support Program 2016 Independent Assessment Report Agreed in principle DFAT agrees in principle with the proposed Education Performance Matrix. DFAT and will agree a final version of the Education Performance Matrix by the end of October 2017. It will be published and will inform the 2017 Independent Assessment Report which will be conducted in 2018.
sodium-reduced, potassium- and magnesium-enriched mineral salts) and the “Better Choice” label that was put in use by the Finnish Heart Association in 2000 (He and MacGregor, 2009; Karppanen and Mervaala, 2006). Australia UL of 6 g/d Dietary intake target of 4 g/d A 3-pronged strategy similar to the UK approach but adapted to the Australian context. Specific objectives are to: achieve an average 25% reduction in the salt content of processed and catered foods), to increase population knowledge of the benefits of low salt diets and to promote clear labeling of foods so that the salt content is immediately apparent. Has not achieved significant population level reductions Recommendation (NHMRC) for food industry to reduce salt in foods. NHF has implemented a tick program leading a number of companies to reduce salt content of some products US <6g/d Adults 4 g/d African Americans, adults >=51 yrs, with diabetes or chronic kidney disease
Table 1 Scoping Study on Women in Leadership and Decision-making recommendations and DFAT’s Management Response Recommendation Response Responsibility INCLUDE WOMEN IN LEADERSHIP ACROSS ALL DFAT WORK Mostly Agree. Make WIL an explicit, intentional, intended outcome wherever possible. Australia agrees that women’s leadership and decision-making should be mainstreamed across our work in Solomon Islands, including through our aid program, political engagement and corporate management. Australia will make women’s leadership and decision-making an explicit, intentional, intended outcome where ever possible. We will work with Australian Defence Force and Australian Federal Police to identify opportunities to promote women in leadership and decision-making. Relevant program managers, with support from the Gender Equality Team in cooperation with the Australian Defence Force and the Australian Federal Police Include at least 30% women and men on all committees / panels / boards and introduce indicators and targets to reflect this participation. Australia is committed to advocating for at least 30 per cent women’s representation on all committees, panels and boards in Solomon Islands. Australia will determine which committees, panels and boards we are able to influence, and commence advocacy. Relevant program managers Support training for committee and board members to ensure effective participation. (Note, this would be for both men and women). Australia will consider training for committee and members in Solomon Islands where feasible and where the greatest impact can be made. Due to the large number of committees, panels and boards supported by DFAT, training for every committee and board member is neither practical nor cost effective. Where boards are managed by our partners, Australia will advocate on the need for training. Relevant program managers
Appendix C – List of Variables used in Modelling Table 2 – Weather Model Variables [26] Symbol Variable Description Irradiance The intensity of solar irradiation directly outside the Earth’s atmosphere on a horizontal surface. This is a constant given in the paper for different wavelengths. Transmittance for Rayleigh S&A Scattering of light due to particles much smaller than the wavelength of light. These particles may be molecules or atoms. Transmittance for aerosol S&A Attenuation of electromagnetic radiation due to aerosols. Aerosols are small particles suspended in the air and may include dust, droplets of salt water and greenhouse gases. Transmittance for Water Vapour S&A Scattering and Absorption due to water vapour in the atmosphere. Transmittance for Ozone S&A Attenuation of caused by the ozone layer of the atmosphere. The ozone layer is formed of molecules
with three oxygen atoms. Transmittance for Mixed Gas S&A The term mixed gas includes carbon dioxide, carbon monoxide, nitrogen dioxide, methane and oxygen. Earth-Sun Distance The mean distance between the and Sun, also known as an Astronomical Unit (AU). Solar Zenith Angle The angle the Sun makes with a line perpendicular to the ground. When the Sun is directly overhead, Z = 0 ° Table 3 – Photovoltaic Cell Model Variables [30] Symbol Variable Description Output Current The total current output of the solar cell, taking into account loss. Photocurrent The current produced by the cell in response to indecent light. Diode current The cell has diode-like properties, so some current is lost to its diode component. Series Resistance Current The current lost in ohmic and parasitic losses between photo- and
(describe the) segments in scene Segment 1: Clothed: do sequence A-B-C-D-E-F poses slowly for 3m Segment 2: Clothed: do sequence G-H-I-J-K poses slowly for 3m Segment 3: Bra and panties: repeat sequence A-B-C-D-E-F poses slowly for 3m Segment 4: Topless: repeat sequence G-H-I-J-K poses slowly for 3m Segment 5: Open-leg: repeat sequence A-B-C-D-E-F poses slowly for 3m Segment 6: Open-leg: repeat sequence G-H-I-J-K poses slowly for 3m Segment 7: Open-leg: do new sequence L-M-N-O-P poses slowly for 3m Segment 8: Open-leg: do new sequence of Q-R-S-T-U slowly for 3m Cause model to breathe heavily and sweat visibly I will keep the pace up so she’s working hard - but not so hard she hurts herself! Can be performed clothed and nude For sure, as planned. Best if with no special props or locations (Reminder, seven of your 10 examples must be “Yes”). Just needs a yoga mat. I have one spare (black, will cover with a colourful towel), and will ask her to bring her own as well, just in case. Activity 1 Name of activity Low risk of injury to model (describe the) Eight segments in scene Segment 1: Segment 2: Segment 3: Segment 4: Segment 5: Segment 6: Segment 7: Segment 8: Cause model to breathe heavily and sweat visibly Can be performed clothed and nude Best if with no special props or locations (Reminder, seven of your 10 examples must be “Yes”).
Activity 2 Name of activity Low risk of injury to model (describe the) Eight segments in scene Segment 1: Segment 2: Segment 3: Segment 4: Segment 5: Segment 6: Segment 7: Segment 8: Cause model to breathe heavily and sweat visibly Can be performed clothed and nude Best if with no special props or locations (Reminder, seven of your 10 examples must be “Yes”). Activity 3 Name of activity Low risk of injury to model (describe the) Eight segments in scene Segment 1: Segment 2: Segment 3: Segment 4: Segment 5: Segment 6: Segment 7: Segment 8: Cause model to breathe heavily and sweat visibly Can be performed clothed and nude Best if with no special props or locations (Reminder, seven of your 10 examples must be “Yes”).
Prestructural Unistructural Multistructural Relational Extended Abstract Seeking clarification Getting started Adding Cause Commenting I’m not sure why….. The first thing I have discovered Aswell This is due to The main point It’s confusing because …. We found that Plus This is because The most influential feature This is not due to …. Did you know that In addition Causes of this are The least important Where should I begin to ….. Amazingly Also Previous to this The most significant What should I start ….. It’s a sad fact that Continuing on Prior to that In my opinion Where do I need to look for… I was surprised to find that Besides this Leading up to this In my judgement How do I get help to ….. One of the most Furthermore Effect Concluding I think this might mean…. To begin with Another factor is As a result In conclusion Could I do this differently by ….. A key thing I’ve learnt is Combining Because of this To summarise this Maybe if I begin to …. I was shocked to learn that Together Consequently When all things are considered I suppose I could …. My investigation showed me that In total Due to this Anomalies / Exceptions Should I try to …… I need to start by saying that In general Contrast Just occasionally Perhaps if I ……… One thing I will remember is Altogether On the other hand An exception to this is I’ll start with this incredible fact Mostly In contrast Paradoxically The majority Alternatively Forecasting / Predicting Collectively Whereas If this trend continues then Evidence Similarity This may well result in Solo Taxonomy Wordmat This is by Similarly As a consequence of all this An example of this is In just the same way We can expect that Supporting data for this This can also be seen In all liklihood the impact will Statistical evidence for this Sequencing I would anticipate that This is backed up by Firstly, secondly, thirdly… Hypothesising We know this because The next stage On reflection I believe that This is supported by Following on This leads me to propose that My research showed that Next in the process The implication of this is
08:45 – 09:15 Registration and refreshments School Foyer 09:15 – 09:30 Introduction – Professor Mark Schofield, Dean of Teaching and Learning Development Welcome – Dr John Vice-Chancellor B001 09:30 – 10:20 Keynote 2: Digital Connectedness Sue Beckingham, Educational Developer, Sheffield Hallam University B001 10:25 – 10:55 Breakout 1 Session 1 Transactional Distance and Flexible Learning (Presentation – 30 minutes) Dr John Bostock, Edge Hill University B004 Session 2 The workplace as an extension of the classroom: using technology enhanced pedagogy to develop student employability (Presentation – 30 minutes) Stacey Tilling, Coventry University B005 Session 3 Creating Tweeter-bases: Supporting independent student learning (Presentation – 30 minutes) Dr Dane Anderton, Edge Hill University B101 11:00 – 11:30 Refreshment break Opportunity for informal discussions about poster presentations: Bringing the Virtual World to the Real World; Use of Augmented Reality (AR) to Enhance the Learning Experience Poster Presentation David Wooff, Edge Hill University Educational use of QR Codes. Poster Presentation David Wooff, Edge Hill University Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study. Poster Presentation Dawne Bell, Edge Hill University Empowering the Learner; ensuring curriculum access for all. Poster Presentation Dawne Bell, Edge Hill University, Mike Martin, Liverpool John Moore's University
Convert the various AU distances to centimeters (1 AU = 10 cm). Mercury and Venus are already done for you. (Astronomical Unit - 1 AU = approximately 150 million kilometers (93 million miles). Planet AU Scale Value (cm) Color Sun 0.0 AU 0 cm Yellow Mercury .4 AU 4 cm Solid red Venus .7 AU 7 cm Ivory, cream, or white 1 AU 10 cm Clear blue or glitter blue Mars 1.5 AU 15 cm Clear red Asteroid Belt 2.8 AU 28 cm Black Jupiter 5 AU 50 cm Orange Saturn 10 AU 100 cm Clear gold or clear yellow Uranus 19 AU 190 cm Dark blue Neptune 30 AU 300 cm Light blue Pluto/Kuiper Belt 39 AU 390 cm Copper
Classifying the Planets Rocky Planets Mercury Venus Earth Mars Gas Giants Jupiter Saturn Uranus Neptune Classical Planets (seen without a telescope) Mercury Venus Mars Jupiter Saturn Modern Planets (seen with a telescope) Uranus Neptune Inferior Planets (having an orbit between Earth and the Sun) Mercury Venus Superior Planets (having an orbit farther from the Sun than Earth) Mars Jupiter Saturn Uranus Neptune Dwarf Planets Dwarf Planet Diameter (miles) Distance from Sun (miles) Atmosphere Pluto 1,473 2,700,000,000 (closest) 4,600,000,000 (farthest) Nitrogen, carbon dioxide, and methane (thin) Eris 1,447 3,500,000,000 (closest) 12,700,000,000 (farthest) Unknown Haumea Egg-Shaped Polar – 619 Equatorial – 1,281 3,300,000,000 (closest) 4,800,000,000 (farthest) Unknown
MakeMake 882 3,500,000,000 (closest) 4,800,000,000 (farthest Methane Ceres 590 280,000,000 None Dwarf Planet Composition Day (Earth Hours/Days) Year (Earth years) Temperatures Moons Pluto Icy 6.4 Earth days 248 Earth years –380o F. 5 Eris Icy Unknown 557 Earth years –406o F. 1 Haumea Icy 3 hours 55 minutes 285 Earth Years –402o F. 2 MakeMake Icy Unknown 310 Earth Years –406o F. 0 Ceres Rocky 9 4.6 Earth Years –100o F. (High Noon) 0 Asteroids Composition Locations Distance from Sun (millions of miles) Number Rocky bodies Most found between orbit of Mars and Jupiter; are also found between Mars and the Sun. Most asteroids are between 186,000,000 miles to 300,000,000 miles. 150,000,000 (larger than 100 meters)
Border of Kuiper Belt to 1 light year.* Closest – 186,000,000,000 Farthest – 6,000,000,000,000 > 2,000,000,000,000,000 (?) Small chunks to 62 miles across. > 200 years Note – Oort Cloud objects cannot be seen without a telescope. *A light year is the distance light travels in one year – 6,000,000,000,000 miles (six trillion). (source: American Museum of Natural History)
Determining the fair market value, unless it is clearly defined in the blue book for each condition. 1-20 a. The advantages and disadvantages of a career as an CAO auditor, tax authority agent, CPA, or internal auditor are: EMPLOYMENT ADVANTAGES DISADVANTAGES CAO AUDITOR Increasing opportunity for experience in operational auditing. Exposure to highly sophisticated statistical sampling and computer auditing techniques. Possibility of limited exposure to diversity of enterprises and industries. Bureaucracy of federal government. TAX AUTHORITY AGENT Extensive training in individual, corporate, gift, trust and other taxes is available with concentration in area chosen. Hands-on experience with sophisticated selection techniques. Experience limited to No experience with operational or financial statement auditing. Training is not extensive with any business enterprise. CPA Extensive training in of financial statements, compliance auditing and operational auditing. Opportunity for experience in auditing, tax consulting, and management consulting practices. Experience in a diversity of enterprises and industries with the opportunity to specialize in a specific industry. Experience with risk assessment and sampling techniques Exposure to taxes and to the business enterprise may not be as in-depth as the internal revenue agent or the internal auditor. Likely to be less exposed to operational auditing than is likely for internal auditors. INTERNAL AUDITOR Extensive exposure to all segments of the enterprise with which employed. Constant exposure to one industry presenting opportunity for expertise in that industry. Likely to have exposure to compliance, financial and operational auditing. Little exposure to taxation and the audit thereof. Experience is limited to one enterprise, usually within one or a limited number of industries.
When a document will go to multiple audiences, the writer should use the primary audience to determine the level of detail, organization, level of formality, and use of technical terms and theory. For suggestions on ways to teach this material, see the lesson plans in Section 8. 3) Exercise Planning Table Learning Objective Difficulty: Easy Difficulty: Medium Difficulty: Hard 2-1 How to identify your audience 2.1.1 2.3, 2.4 2-2 Ways to analyze different kinds of audiences 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.11 2.5, 2.6, 2.18, 2.19, 2.20 2-3 How to choose channels to reach your audience 2.1.6, 2.1.7, 2.1.8, 2.13 2-4 How to adapt your message to your audience 2.1.9, 2.2, 2.10 2.8, 2.17 2.16 2-5 How to characterize good audience benefits 2.1.10 2.7, 2.8, 2.17 2-6 How to create audience benefits 2.1.11 2.7, 2.8, 2.17 2-7 How to communicate with multiple audiences 2.1.12, 2.9, 2.14 2.12, 2.15 Exercises with multiple learning objectives 2.1 2.7, 2.8, 2.17 In-class exercises:2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.11, 2.13, 2.14, 2.15, 2.16 exercises: 2.10, 2.17, 2.18, 2.20 Best if you teach in a computer classroom: 2.5, 2.10, 2.12, 2.14, 2.19 4) Continuing Case Analysis
value ($75 – $1) is an increase to additional paid-in capital of $1,480,000 ($74 × 20,000 shares). e. Fair of consideration transferred (above) $1,530,000 Receivables $ 80,000 Patented technology 700,000 Customer relationships 500,000 In-process research and development 300,000 Liabilities (400,000) 1,180,000 Goodwill $ 350,000 f. Revenues and expenses of the subsidiary from the period prior to the combination are omitted from the consolidated totals. Only the operational figures for the subsidiary after the purchase are applicable to the business combination. The previous owners earned any previous profits. g. The subsidiary’s Common Stock and Additional Paid-in Capital accounts have no impact on the consolidated totals. h. The fair value of the consideration transferred is now $1,030,000. This amount indicates a bargain purchase calculated as follows: Fair value of consideration transferred $1,030,000 Receivables $ 80,000 Patented technology 700,000 Customer relationships 500,000 Research and development asset 300,000 Liabilities (400,000) 1,180,000 Gain on bargain purchase $150,000 The values of SafeData’s assets and liabilities would be recorded at fair value, but there would be no goodwill recognized and a gain on bargain purchase would be reported. 31. (50 Minutes) (Prepare balance sheet for a statutory merger using the acquisition method. Also, use worksheet to derive consolidated totals.) a. In accounting for the combination of NewTune and On-the-Go, the fair value of the acquisition is allocated to each identifiable asset and liability acquired with any remaining excess attributed to goodwill. Fair value of consideration transferred (shares issued) $750,000 Fair value of net assets acquired: Cash $29,000 Receivables 63,000 Trademarks 225,000 Record music catalog 180,000 In-process research and development 200,000