zilongwang/ReadingBank huggingface dataset:
Strategic Direction 1: Meaningful Learning Outcomes Strategies Target Priority 1: Growth Mindset Students have positive Learning dispositions, persistence, resilience, risk taking, metacognition and collaboration skills. Student engagement is increased. Staff familiarisation occurs at a Student Free Day. Workshops are conducted with students in Beyond Tomorrow. 100% of students believe in growth mindsets and can articulate the benefits of this. (TfEL Compass data 2015 70%). Priority 2: 21st Century Learning Increased rigour and challenge in teacher programs. Improved students outcomes and engagement. Staff is using a broader range of ICT tools to support student learning. Student voice in curriculum is increased. Increase the use of Problem based Learning Critical and creative thinking Professional Learning is provided on Task Design to incorporate Higher Order thinking skills. Science staff are engaged in the Neil Atkin program – 3 Act Science. All teachers can provide evidence of improved task design, in planning. Priority 3: Personalised Learning Curriculum is differentiated. Learning for targeted groups improves. Create a 1 page data dashboard for each student to inform learning design and pedagogy The data dashboard is available to parents through the Daymap Portal by the end of 2016 Priority 4: Literacy Staff have an improved understanding of Develop strategies to address and improve on the 95% of students meeting National Minimum Standard in NAPLAN reading (2015 89%)
achievement levels, learning gains, Lowest 25%), and ambitious but achievable annual measurable objective (AMO) progress. Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site. Tips: the pattern above for Administrators for your Academic Coaches: Include ALL Reading, Math and Science Coaches. information for the years you have been a coach - if this is the second year, then you provide only the preceding year’s data. Subject Area Name Degree(s)/ Certification(s) Number of Years at Current School Number of as an Instructional Coach Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO progress along with the associated school year) Reading Lola Booker BA Elementary Education Reading Endorsement Certificate 8 2 2010-2011 – A School, AYP 85% (79% R/82% M; 72% R/58% M; 69% R/63% M) * 2009-2010 – A School, AYP 92% (79% R/85% M; 71% R/75% M; 67% R/76% M) * *(Proficient Reading/Math; Learning Gains R/M; Lowest 25% R/M) 3. Classroom Teachers Tips: to Data Report, which will give you information about teachers’ years of experience, advanced degrees, and Reading and ESOL endorsements. Number of Classroom Teachers # Highly Effective Teachers # Highly Qualified Teachers (HQT) # certified, in field # ESOL Endorsed Teachers # Reading Endorsed Teachers # of Teachers with Advanced Degrees # National Board Certified Teachers # first-year teachers # with 1-5 years of experience # with 6-14 years of experience # with 15 or more years of experience 50 100% 100% 100% 46% 50% 49% 10% 20% 30% 60% 10% 4. Education Paraprofessionals # of paraprofessionals # Highly Qualified, as defined in 20 U.S.C. § 7801(23) (percentage will calculate) Other Instructional Personnel # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals # receiving effective rating or higher (percentage will auto-calculate) Teacher Recruitment and Retention Strategies Describe the school-based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.
If all adults and students in the school practice and understand fire drill, lockdown, evacuation, and secure the perimeter procedures; then the school will exhibit preparedness. Continually updates and inform staff of safety practices. Analyze the pilot Panorama Parent and Student Survey given in Spring 2015 to identify and address safety practices. Regularly meet with the school climate/safety committee which includes a police liaison, fire department representative, parent representative and school staff members. Continually revise and disseminate the school’s safety plan and procedures Conduct monthly rotated practices for fire drills, lockdown, evacuation, and secure the perimeter procedures. All Safety Committee Members will complete online Fema 100 Course certification. Posting of fire drill routes in all rooms Evacuation and Lockdown procedures covered with all staff (on-going review with Climate Committee) Safety/Climate Committee Agenda and Minutes School Safety Plan Maintain monthly drill(s) chart All will maintain an emergency clipboard easily accessible by their doorway Staff Emergency phone tree Budget for walkie-talkie and batteries Coordination with police and fire departments PD from police and fire personnel-staff meetings and safety committee meetings Theory of Action Action Steps Evidence of Implementation Support Needed (School Year) If all adults and students in the school review, practice and implement practices that create positive interactions, then our students’ social interactions will be positive. Work in SDT to outline 2-3 positive practices in the area of “Show kindness” that will be implemented school-wide. Use Staff meetings to discuss positive behavioral supports with a focus on kindness Hold Recognition Assemblies 4x yr. Climate Team minutes Staff meeting minutes Number of office referrals Parent contacts Recognition Assemblies (4x yearly Conference Café Emails, newsletters, and School Messenger updates
included in Application Form II – Project budget submitted for funding or in-kind donations from sources, than the GEF or Special Programme? If so, are they still awaiting confirmation? Yes No Is the viability of this project dependent on confirmation of funding or in-kind contribution that is not confirmed yet in addition to the Minamata Specific International Programme? Yes No 2 Contact Details 2.1 Applicant Applicant country organization / institution Mr. Ms. Applicant country representative (name) Functional Title Section / Department Address Phone Fax E-Mail Website address (if available) 2.2 delivering the Project (if relevant) Project delivery organization / institution Mr. Ms. Project delivery organization / institution representative (name) Functional Title Section / Department Address
3.6 4.2 5.2 Implementation of the GSE along with Hall County’s Reading, Writing, Science and Social Studies Units and Unit Assessments. Analyze student work collaboratively and make appropriate instructional plans. Incorporate vocabulary development using the GSE. Ongoing Education City ($5,500), Study Island ($2,142), Readiness software Reading/Math ($4,000), Waggle ($500), The Reading Strategies Book, by Jennifer Serravallo ($800) Teachers Instructional Coaches Administrators Assessment Data, Lesson Plans Unit Assessments Formative Assessments DRA Scores 2.4 3.10 3.12 4.6 Implement the use of Project-Based Learning where students are engaged in learning GSE and 21st Century skills through authentically designed products and rigorous learning tasks in all K-5 through the use of technology. ASA students will showcase projects and hold student led conferences. Ongoing Teachers, Instructional Coaches, Administrators Student Showcase Projects, Showcase Invitation, Lesson Plans, Walkthroughs Unit Assessments Formative Assessments 3.8 5.5 Teachers will conduct individual parent conferences sharing data analysis along with how they can help their child at home. Before each PTO Meeting, grade levels will offer an educational parent training component to help their child at home in the areas of reading, writing and math. Ongoing August 31st November 5th February 18th March 24th Parent Involvement Resources($2,425) Teachers, Minerva Albernas, Sandy Armour Parent Sign In Sheets Unit Assessments Formative Assessments DRA Scores
Supporting Inclusive Practices: Professional Development Resources Part 2: Matrix of Resources from Projects and National Associations Resources Supporting Development of Professional Development Systems Resources Supporting Provision of Professional Development SOURCE Models, and Planning Tools Position Papers and Research Briefs, and Policy Briefs and Activities, Modules, Higher Ed. courses, and Case Studies Practices/ Self Checklists ,
Supporting Inclusive Practices: Professional Development Resources Part 3: Matrix of Resources Developed by Individual States State Special Initiatives and Projects A Toolkits B Activities, Modules, Webinars and Podcasts C Videos D Communities of Practice & Peer to Peer Networking E Coaching, Mentoring and Site-based Consultation Strategies F and Checklists G Incentives H Specialized Certification, Endorsements and Competencies I California 1 Beginning Together 2 3 Inclusion and Behavior Consultation (CIBC) 4 X 5 Self-
4 Target Actual 3 Target Actual 2 Target Actual 1 Target Actual Target Actual Current Judgement: THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT PERIOD COVERED BY PLAN: ACADEMIC YEAR 20 - PLAN WRITTEN BY: Priorities for Improvement Actions to Address Priorities for Improvement Time Scale Led By Success Criteria, and Practice Indicators (dated) Monitoring of actions and practice indicators in this section (who, what, when) Evaluation of impact in this section (who, what, when) Priority 1 ……….
Priority 2……….. Current Judgement: THE QUALITY OF TEACHING, LEARNING AND ASSESSMENT PERIOD COVERED BY PLAN: ACADEMIC YEAR 20 – PLAN WRITTEN BY: Priorities for Improvement Actions to Address Priorities for Improvement Time Scale Led By Success Criteria, and Practice Indicators (dated) Monitoring of actions and practice indicators in this section (who, what, when) Evaluation of impact in this section (who, what, when)
Priority 1………… See also monitoring and evaluation schedule See also monitoring and evaluation schedule Priority 2………… Current Judgement: PUPIL DEVELOPMENT, BEHAVIOUR AND WELFARE PERIOD COVERED BY PLAN: ACADEMIC YEAR 20 – PLAN WRITTEN BY: Priorities for Improvement Actions to Address Priorities for Improvement Time Scale Led By Success Criteria and Practice Indicators (dated) Monitoring of actions and practice indicators in this section (who, what, when) Evaluation of impact in this section (who, what, when)
Actions to Address Priorities for Improvement Time Scale Led By Success Criteria and Practice Indicators (dated) Monitoring of actions and practice indicators in this section (who, what, when) Evaluation of impact in this section (who, what, when) Priority 1………… See also monitoring and evaluation schedule See also monitoring and evaluation schedule Priority 2………… Current Judgement: EARLY YEARS FOUNDATION STAGE PERIOD COVERED BY PLAN: ACADEMIC YEAR 20 – PLAN WRITTEN BY:
Priorities for Improvement Actions to Address Priorities for Improvement Time Scale Led By Success Criteria and Practice Indicators (dated) Monitoring of actions and practice indicators in this section (who, what, when) Evaluation of impact in this section (who, what, when) Priority 1………… See also monitoring and evaluation schedule See also monitoring and evaluation schedule Priority 2………… APPENDIX 1: MONITORING AND EVALUATION SCHEDULE (With the focus cross-referenced to priorities) Monitoring and Evaluation Programme Term 1
Week 1 WB Week 2 WB Week 3 WB Week 4 WB Week 5 WB Week 6 WB Governing Body Activity Activity Focus SLT Activity Focus Middle Level Leaders Activity Focus External Adviser Activity Focus External Evaluator Activity Focus Term 2 Week 1 WB Week 2 WB Week 3 WB Week 4 WB Week 5 WB Week 6 WB Governing Body Activity Focus
CUCM End User Create an End User and set a password, keep all other configuration in the End User page as default, no roles, no device associations etc. required. If you have an active LDAP user, you may go ahead and use it. For this particular post, I’m creating a Local User (Mary.Winn) in CUCM. Add 3rd Party SIP Device Basic or Advanced Go to Device >> Phones >> Add New Select Type as Third-Party SIP Device (Basic) and click Next. Basic only allows for a maximum of two calls, configure Advanced for more line capability. Since MAC Address is a mandatory parameter, enter a DUMMY MAC address, in my example I have used AAAAAAAAAAA1 (it should be 12 Hexa Decimal values) Configure other parameters as shown in below figure. [Note: Owner and Owner User ID is an optional step only, it is not necessary to select Owner and owner User ID. But in real time we do associate a phone with specific end user to maintain the licenses] Scroll down a little and look for Protocol Specific Information. Device Security Profile : SIP Device Basic Standard SIP Non-Secure Profile SIP Profile : Standard SIP Profile Digest User : Mary.Winn [Note: This user would authenticate with Call Manager or LDAP server and get the device registered.]
Per subject targets for Grade 10 -12 NOTE THAT THIS SECTION SHOULD BE COMPLETED IN JANUARY 2017 In curriculum planning the interest is in growth in numbers taking the subject and also in plans to improve performance. In the online version of the plan schools select from a dropdown list that will provide the subjects offered at that school. Nos wrote 2016 Pass rate 2016 Nos to write 2017 Pass rate 2017 Nos to write 2018 Pass rate 2018 Nos to write 2019 Pass rate 2019 Subject A Subject B etc Enrolment Projections: PROJECTIONS IN 2016 FOR 2017 – 2019 GR R GR1 GR2 GR3 GR4 GR5 GR6 GR7 GR8 GR9 GR10 GR11 GR12 LSEN UNIT PLANNED TOTAL LEARNER NOS 2017 Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value ACTUAL LEARNER NOS 2017 (SNAP) Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP Will display after SNAP TOTAL LEARNER NOS 2018 Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value value Input value Input value TOTAL LEARNER NOS 2019 Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value TOTAL LEARNER NOS 2020 Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value Input value
AGENDA Purpose: Reorganize our team into new subgroups and come up with our plan for the year. Desired Outcomes: By the end of the meeting, participants will: Agree on vision and values for our school Have a focus for our new SIP Plan WHAT HOW WHO TIME NOTES: Opening Welcome Code of Cooperation Agenda Present Clarify for agreement Kelly Cloak Betsy Nay 3:30 Aman, Cloak, Nay, Walters, Finnerty, Hartenstein, Rogers, Reece, DeLuna, Wishon, Daniels Attendance Update Share week one results, ask for feedback and suggestions for future incentives Soloff 3:30 to 3:45 Nay- classroom competition this month, possibly an individual competition next month Weekly classroom leaders will be celebrated Suggestion- display in the cafeteria TIPS Update on status Plan for next steps Betsy Nay Kelly Cloak 3:45 to 4:00 N/3 Protocol for “TIPS” survey data Data Collection Make plans for next year, discuss requirements Nay, 4:00 to 4:15 Will tighten the structure for the “CFA”s to “Quarterly Review Assessments Learning Walks Feedback and reminders Nay, 4:15 to 4:25 2 per quarter per PLT Remind people in your buildings Closing Discuss next steps Nay Cloak 4:25 to 4:30 Revisit the learning walk do we want to change them for next year? Brainstorming solutions for the “TIPS” survey data Changing CFAs to “Quarterly Review Assessments”
AGENDA Purpose: Reorganize our team into new subgroups and come up with our plan for the year. Desired Outcomes: By the end of the meeting, participants will: Agree on meeting norms. Determine big picture goals for the year. Reorganize our subgroups. WHAT HOW WHO TIME NOTES: Opening Welcome Code of Cooperation Agenda Present Clarify Check for agreement Betsy Nay M. K. Page, D. Currie, K. Aman, A. Wilson, R. McAlexander, B. Nay, M. Ces, L. Wishon, D. Walters, L. Finnerty, D. Clark, K. Cloak, N. Price, M. Cox, D. Corbett Of who have voted on the new School Improvement Plan- 94.59% approval Academic Subgroup Review Key Processes, share concerns and next steps Academic Subgroup 3:25 to 4:00 Key Process 1: Action Step 1: Grade level math greatest area of concern Ideas moving forward Professional Learning/vocabulary (for next year) County Resources/Personnel ICEL Strategy (coming on Monday at the faculty meeting) MTSS Reminders for staff: Data points that we are looking for Subgroup data (may need trainings for Excel) Brainstorming best ways of capturing subgroup information Action Step 2: In progress Key process 2: Action Step 1: There was a dip in high quality discussion and engagement
AGENDA Purpose: Reorganize our team into new subgroups and come up with our plan for the year. Desired Outcomes: By the end of the meeting, participants will: Agree on meeting norms. Determine big picture goals for the year. Reorganize our subgroups. WHAT HOW WHO TIME NOTES: Opening Welcome Code of Cooperation Agenda Present Clarify Check for agreement Betsy Nay Cloak, Nay, Aman, Thomas, Kimel, Moses, Cloak, Alford-Keith, Reece, Soloff, Craft, Currie, Seroka, Grapes, Hartenstein, Walters, Rogers, Finnerty, Carlyle, Barnes, Shadley, DeLuna, Wishon, Scoville, Jetter, Heffelfinger, Daniels, Ces, Maxwell Data Review Look at data in small groups, analyze priority concerns, N/3 protocol ALL 3:35 to 4:05 group data review Priority concerns Large group data review- report out priority concerns (8 total) N/3 Priority Concerns *Common/Aligned CFAs * Performance of underrepresented groups * Student motivation Root Causes Next Steps Parent Nights Look at Data, Plus Delta, Suggestions for next year to get more involved Betsy Nay Kelly Cloak 4:05 to 4:15 2nd semester parent nights- report out data Plus/Delta Suggestions for next year Learning Walks What data are we collecting? What data do we want to collect? Group feedback ALL 4:15 to 4:25 Reporting out of +s Feedback for growth Suggestions
School awards and recognitions of Award Award Giving Body (International, National, Region, Division or School Category of Awardee (Student, Teacher, School Head, School) Best Performing School Division Office of Ilocos Sur Division School Over-all Champion in Sports Contest Vigan City LGU Division Student Hall of Famer Brigada Eskwela Awardee DepEd Central Office National School Performance Indicators Access Number and rate of dropouts by cause Quality Percentage of learners who completed the School Year (Promotion Rate)
School Watching Checklist Broken window Slippery pathway Blocked corridor Heavy objects mounted on top of cabinets/shelves Flooded area Busted plugs/light bulbs/electrical facilities Exposed electrical wires Protruding nails in chairs and tables Broken door Warning sign: Slippery pathways/corridors Plants mounted on the building railings Flooding Exposed chemicals and liquids Lack/absence of storage for equipment Unlabeled chemicals Dripping ceiling Open pit Stagnant water Unpruned trees/bushes/shrubs Open/clogged canals No for elevated school buildings or other facilities Swing-in doors Broken/dilapidated ceiling Open/incomplete perimeter fence Presence of animals inside the school campus Presence of electrical post/transformer near or within the school perimeter No system of release to parents during emergencies No posted emergency hotlines around the school Garbage area (segregation of biodegradable and Detached or peeled off GI sheet Broken toilet bowl and/or sinks Broken chairs/desks/tables Blocked/no emergency exits Unmounted cabinets/shelves Medical kits in every classrooms Bells/alarms Condemnable building (i.e. very old structure, collapsing building and/or prominent cracks on classroom walls) Others (List as many as possible)
Attachment 2: Contingencies Studies The following list of contingencies were included for thermal, voltage, post-transient and transient stability. For transient stability analysis and while Table 1 within the NERC Planning Standards TPL-001 thru 004 allow for simulating a single-line to ground(SLG) fault for certain contingencies, this WASN transmission assessment was conducted simulating 3-phase faults for all of the contingencies studied, but included SLG faults for some contingencies to verify that this type of fault would produce less of an impact to system reliability. The fault was applied on the leading bus. For example, a 3-phase fault was applied at Captain Jack for a fault on the Captain Jack to Olinda 500 kV line that’s results in an outage of the line after the fault is cleared in 4 cycles. resulting in the loss of a single element – NERC Level B Captain Jack – Olinda 500 kV Olinda – 500 kV Folsom Power Plant Units 1, 2 or 3 Nimbus Power Plant Units 1 or 2 Roseville Generation Units Rep1, 2 or 3 Roseville Generation CT’s 1 or 2 Sutter Power Plant Units 1, 2, or 3 Airport – Cottonwood 230 kV Cottonwood – Round Mountain 230 kV Cottonwood – Roseville 230 kV Cottonwood – Shasta 230 kV overlapping with Shasta Units 1 & 2 Cottonwood – Shasta 230 kV overlapping with Shasta 3 & 4 Elverta WAPA – 230 kV Fiddyment – Elverta WAPA 230 kV Fiddyment – Roseville 230 kV Flanagan – Keswick 230 kV Folsom – Lake 230 kV Folsom – Nimbus 115 kV Folsom – Orangevale 230 kV Folsom – Roseville 230 kV Goldhill – Lake 230 kV Keswick – Airport 230 kV Keswick – JF Carr 230 kV Keswick – O’Banion 230 kV Keswick – Spring Creek 230 kV overlapping with Spring Creek Unit 1 O’Banion – Elverta WAPA 230 kV O’Banion – Natomas 230 kV Olinda – Cottonwood 230 kV Olinda – Keswick 230 kV Olinda – O’Banion 230 kV Rancho Seco – Bellota 230 kV Roseville – Elverta WAPA 230 kV Roseville – Folsom 230 kV Shasta – Flanagan 230 kV Sutter – O’Banion 230 kV and Sutter Power Plant
Teacher Training Application for Savannah Yoga Center Yoga Teacher Training Certification Program Please use an additional sheet of paper if you need. Name: Address: City: State: Zip: Telephone: Alt Tele: Email: Emergency Contact: Occupation: Employer: Which 20ohr Yoga Teacher Training Program are you interested in? ___ 2016 – 200hr October 8 weekend over 9 mos ___ 2017 – July 3 Week Intensive How did you hear about this program? Circle one SYC Website ● SYC YTT Graduate ● Google ● SYC Open House ● Walk-in ● SYC Teacher ● SYC Student If from a Teacher or other Student please list their name so that we may thank them for the referral. ________________________________________________________________________________________________ Referred by: Family Statistics: (children, spouse, significant other, etc…) What is your gender, current age and of health? Do you have any health concerns or injuries? Please describe. Are you currently on any medications, if so which ones and what for? Describe your yoga experience (length of time you’ve been practicing & how many times a week/ specific teachers/ styles of Yoga practiced), including teaching experience and current classes taught if applicable.
C. STUDENT WELFARE SERVICES 7 D. INFRASTRUCTURE 8 Ε. ACADEMIC PROFILE AND ORIENTATION OF THE INSTITUTION 9 F. QUALITY ASSURANCE 10 G. ADMINISTRATION 11 Η. LEARNING AND TEACHING 11 I. TEACHING AND ACADEMIC STAFF 12 J. RESEARCH 13 Κ. RESOURCES 14 L. INFORMATION FOR SUBMITTING THE APPLICATION FORM 15 Μ. SPECIFIC GUIDELINES FOR COMPLETING THE APPLICATION FORM 16 Ν. TABLES: 1 – COUNCIL AND SENATE 2 – TEACHING ROOMS’ NUMBER, SIZE, CAPACITY ETC. 3 – ACADEMIC STAFFROOMS NUMBER, SIZE, CAPACITY ETC. 4 – LABORATORIES’ NUMBER, SIZE, CAPACITY 5 – ADMINISTRATION OFFICES’ NUMBER, SIZE, CAPACITY, ETC. 6 – ADMINISTRATΙΟΝ SERVICE OFFICES’ NUMBER, SIZE, CAPACITY, ETC. 7 – STUDENTS’ CLUBS/ORGANISATIONS/ASSOCIATIONS ETC. 8 – FACULTIES AND DEPARTMENTS 9 – PROGRAMMES OF 10 – STUDENTS’ PROFILE 11 – INTERNAL EVALUATION COMMITTEE 12 – ADMINISTRATIVE STAFF 13 – ACADEMIC STAFF PER DEPARTMENT
1.2.1 The Institution has effective mechanisms to assess the needs and demands of society and takes them into account in its various activities. 1.2.2 The Institution provides sufficient information to the public about its activities and offered Programmes of Study. 1.2.3 The Institution ensures that its operation and activities have a positive impact on society. 1.2.4 The Institution has an effective communication mechanism with its graduates. Justify the numerical evaluation and write additional comments that you may have for this criterion. 1.3 Development processes 1 2 3 4 5 1.3.1 Effective procedures and measures are in place to attract and select academic staff to ensure that they possess the formal and substantive skills to teach, research and effectively carry out their work. 1.3.2 The institution has a two-year growth budget that is consistent with its strategic planning. 1.3.3 Planning academic staff recruitment and their professional development is in line with the Institution's academic development plan. 1.3.4 The Institution applies an effective strategy of attracting students / students from Cyprus. 1.3.5 The Institution applies an effective strategy to attract students from abroad. 1.3.6 The funding processes for the operation of the Institution and the continuous improvement of the quality of its Programmes of Study are adequate and transparent.
Principles of instrumentation used in detection, measurement, and imaging of radioactivity with special emphasis on gamma cameras, including SPECT, SPECT/CT, PET, and PET/CT systems YES NO YES NO Associated electronic instrumentation and computers employed in image production and display YES NO YES NO Instrumentation principles magnetic resonance imaging and multi-slice computed tomography YES NO YES NO Radiation Protection and Regulations [PR IV.A.3.b).(1).(b)] Means of reducing radiation exposure YES NO YES NO Radiation dose limits YES NO YES NO Evaluation of radiation overexposure YES NO YES NO Medical management of persons overexposed to ionizing radiation YES NO YES NO Management and disposal of radioactive substances YES NO YES NO Establishment of radiation safety programs in accordance with federal and state regulations YES NO YES NO Mathematics pertaining to the use and measurement of radioactivity [PR IV.A.3.b).(1).(c)] Statistics YES NO YES NO Medical decision making YES NO YES NO Chemistry of radioactive material for medical use [PR IV.A.3.b).(1).(d)] Reactor, cyclotron, and generator production of radionuclides YES NO YES NO Radiochemistry YES NO YES NO Formulation of radiopharmaceuticals YES NO YES NO Radiation Biology [PR IV.A.3.b).(1).(e)] Biological effects of ionizing radiation YES NO YES NO Calculation of radiation dose YES NO YES NO *Examples of assessment methods for competence may include direct observation, global assessment, multisource assessment, practice/billing patient survey, record/chart review, review of patient outcomes,
Choice # 2 World War I ____/30 pts Tic Tac Toe Interview a World War I Veteran about their experience in the War? What 5 Questions did you ask them and what were their answers. Link Write a 5-10 sentence letter from a soldier experiencing trench warfare during a World War I battle. Describe what it was like to be in a battle. Go to You Tube and type in the search box: Out of the Trenches, view a few of the videos to get information for your letter. Write a poem, rap or song which reviews MANIAS. Create a 5 frame comic strip describing why the United States entered World War I. Use actions and word bubbles to get your point across. Create a World War I timeline. Put 5 events on your timeline. It must start with the Assassination of the Arch Duke, include US entry and End with the signing of the Treaty of Versailles. Describe each event in one sentence and include the date. Review Letters from World War I and share 5 things that you learn. Or You wrote a book about World War I. Create a Cover and back of your book. Your book’s cover has a picture/title and the back, a paragraph that describes what your book is about. Link Create a World War I MANIAS picture book. You must have 6 pictures and a caption for each picture. You are an imbedded news reporter during a World War I battle. Write a paragraph description of a specific battle. Be descriptive and walk your reader through the battle. Level of Achievement Descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student can select and use some relevant information. The student displays minimal analytical skills. The students’ arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills. 2
Old Act New Act (as of June 1, 2013) Basic Limitation Period Varied action to action, 2, 6 or 10 years Time starts when all elements of cause of action present Some claims could be postponed based on discoverability Two years for all civil claims (with a few exceptions) Starts to run once ptf discovers claim Section 6 Exceptions Claims by debtor or secured party in possession of collateral to redeem or realize on that collateral ss. 2,3: exempted claims and proceedings no limitation period applies. Includes from old act Adds: and judicial review of offences under the Offence Act; claims based on existing aboriginal and treaty rights Where limitation governed by a different statute s. 3(2) proceeding to enforce or sue on a judgment for payment of money or return
of personal property is 10 years (s. 7) Ultimate Limitation Period 30 year ultimate limitation period based on accrual model. of debt would only restart basic, not effect ultimate 15 years for all civil claims, commencement based on “act or omission” model rather than “accrual” Can be postponed and reset or adult disability, (part payment of debt or written of liability) and wilful (for of judgement it is the award, not the underlying claim) Contracting Out The act is silent on whether parties can contract out or change statutory limitation period… the common-law is also uncertain No change, still uncertain and common-law governs. Hayley: you can probably extend, but unlikely you could shorten unless they are
Demand obligations 6 year limitation period to collect on a demand obliation, commences when the loan is first made and delivered 2 year limitation period commences on the first day that there is a failure to perform the obligation after a demand has been made s. 14 Realize or redeem on security No specification for when limitation period commences Commences on the first day that the right to enforce the security arises. s. 15 Contribution and Indemnity Judge has discretion re whether to allow contribution and indemnity claims Basic limitation period commences on the later of s.16: The day the claimant for contribution or indemnity is served with the original pleading; or The day the claimant knew or reasonably ought to have known that a claim for contribution or indemnity could be made Stopping the Clock Commencement postponed: minors, and persons under disability Running suspended: if person becomes under a disability reset: liability is acknowledged. Related Claims Same as new, except applies to claims for indemnification and contribution as well. No limitation period to a claim “related to or connected with” a claim that has already been brought within the basic and ultimate limitation period s.22 i.e. counterclaim, third party
5.4.2 Eligibility To be eligible for Distance Education allowances, a must: meet the eligibility conditions in Parts , and be studying at home or an acceptable alternative to home (see ) be undertaking an approved course (see ) and not be receiving a pension (the Pensioner Education Supplement is available for students receiving certain pensions; see ). 5.4.3 Acceptable study locations for whom allowances are paid normally study from home. However, the following study arrangements are also acceptable: The student studies at and uses facilities of a school that does not offer tuition at the student’s level (e.g. a secondary student who has access to a local primary school). The student studies at premises that are not classified as a mainstream school and do not provide formal tuition by qualified teachers. The student studies at a ‘Homeland Learning Centre’. Note: Students who study at Homeland Learning centres and do not direct their respective Distance Education allowance to the school may have their allowance quarantined under the Social Security and Other Legislation Amendment (Welfare Payment Reform) Act 2007. 5.4.4 Home tuition A may be eligible for Distance Education allowances if undertaking a course of home tuition that has been formally approved by the state or territory government education authority as a satisfactory alternative to the government curriculum in that jurisdiction. Where such approval lapses solely because the student has reached the statutory school leaving age, the home tuition program may be deemed to be approved if it was approved immediately before the student reached the leaving age. 5.5 Pensioner Education Supplement This section outlines the purpose and eligibility requirements of the Pensioner Education Supplement (PES). See for current Pensioner Education Supplement rates. Purpose Eligibility.
and Joanne remains with her. Her parents reunite 7 months on 1 September and the PPS ceases. Assessment 1 January – 31 January: base tax year assessment on both parents’ incomes 1 February – 31 August : special assessment (income test waived) 1 September – 31 December: base tax year assessment on both parents’ incomes 23 May and his NSA ceases. Cameron’s mother has a parttime job. Assessment 1 January – 10 April: base tax year assessment on both parents’ incomes 11 April – 22 May: special assessment 23 May – 31 December: current tax year or base tax year assessment (special assessment may apply again, if another period of unemployment occurs later in the year and NSA is received)
Graduating Class of 2010 Honors Degree with Distinction: The Honors Degree with Distinction recognizes a student's completion of the research requirements for the Degree with Distinction in addition to the successful completion of 30 credits in Honors courses through the degree program. The Honors Degree with Distinction is listed on each student's University of Delaware official transcript. Barlaz David E. HBCHE with Distinction HDwD EG Chemical Engineering Marco A. HBCHE with Distinction HDwD EG Chemical Engineering Bogart Timothy D. HBCHE with Distinction HDwD EG Chemical Engineering Brew W. HBCHE with Distinction HDwD EG Chemical Engineering Jiménez Diáz Manuel R. HBCHE with Distinction HDwD EG Chemical Engineering Reinicker Aaron D. HBCHE with Distinction HDwD EG Chemical Engineering Walls Daniel J. with Distinction HDwD EG Chemical Engineering Zagrobelny Megan A. HBCHE with Distinction HDwD EG Chemical Engineering
March 19, 2010 James Trainham (Gerster Lecture)– Sundrop Fuels The Renewable Fuel Challenge: Harnessing the Power of the Sun April 9, 2010 Gregory Stephanopoulos (Pigford Lecture) – MIT Biofules and Metabolic Engineering April 16, 2010 Kathleen (Wohl Lecture) – University of Pennsylvania Orientation and Assembly of Anisotropic Particles by Capillary Interactions April 23, 2010 Daniel Shantz – A & M University Engineering Nanospaces: Designing Organic-Inorganic Hybrid Materials April 30, 2010 Todd Squires (Colburn Lecture) – University of California, Barbara Microrheology of Fluid Interfaces: Visualization, Viscoelasticity, Yielding, and Slow Recovery of Phospholipid Monolayers May 14, 2010 Carson Meredith – Georgia Institute of Techonology Particle Adhesion to Surfaces: Implications in Nanotechnology and the Environment September 10, 2010 Josephe DeSimone (Pigford Lecture) – University of Carolina “Top-down Nano-fabrication Technologies for the Production of Uniform, Carriers for Vaccines, Biologics and Small Molecule Drugs” October 1, 2010 Theresa Good – University of Maryland, Baltimore County Engineering new strategies for the treatment of Alzheimer's disease October 22, 2010 Hank Ashbaugh – Tulane University Disentangling the Stability and Function of Natively Unfolded Proteins October 29, 2010 Kristi Anseth (Wohl Lecture) – University of Colorado at Boulder Goodbye Flat Biology? Hello Hydrogels November 5, 2010 Vassily Hatzimanikatis - Ecole Polytechnique Federale de Lausanne Retrofitting Complex Systems for Green Growth December 3, 2010 Rick Register - Princeton Block Copolymer Thin Films: Shear Alignment and Applications in Nanopatterning
(b) Distinguish between multi-tasking and multi-user operating system. (2marks) 5. (a) Give two importance of internet. (2marks) (b) Explain the following as they are used in internet. (i) Sign in (1mark) (ii) Surf (1mark) (iii) Downloading (l mark) 6. (a) Define desktop publishing. (1mark) (b) Explain one purpose of desktop publishing. (1mark) 7. (a) Differentiate between Source program and Object code in programming. (2marks) (b) State the stages of program development in their logical sequence. (3marks) 8. Covert 1268 to Hexadecimal equivalent. (l mark) 9. Explain one paragraph formatting features. (1mark) 10. (a) What is an Information system? (1mark) (b) Give two roles of information manager. (2marks) 11. Explain the following database models. (2marks) (i) Hierarchical model (ii) Relational model. 12. Give one advantage of an electronic spreadsheet over traditional analysis ledger (1 mark) 13. Define the term data security. (1mark) 14. Explain one type of transcription error in data processing. (1mark) 15. Outline three stages of data collection. (½marks) SECTION B (60 Marks) Answer question 16 and any other three questions in this section.
1. The fees and duties set out in this Annexure are payable in terms of the Act and these Regulations. 2. Payments must be made as prescribed in regulation 8 and 9. 3. This Annexure is effective as from the date on which these Regulations come into operation. Item Services Fees Payable (N$) Corresponding CM Form (if any) 1. Examination of documents and drafts of documents (excluding prospectuses), per document or (regulation 6). Issuing of a typed certificate in respect of the contents of a statutory document or part thereof (per document) (section 8(1) of the Act and regulation 6). 100,00 50,00 - - 2. Inspection of or copies of, as the case maybe: (a) a company file with the Registrar (section 8 of the Act and regulation 10) - (i) inspection in person; (ii) copies on written request (includes up to 12 photocopies of a document, thereafter N$0,50 per copy for each page of the document exceeding 12 pages - certification excluded); (b) the central register of directors (section 8 of the Act and regulation 10) - (i) inspection in person; (ii) copies on written request (includes up to 12 photocopies of a document, thereafter N$ 0,50 per copy for each page of the document exceeding 12 pages - certification excluded); (c) the register of members (section 120(1) of the Act and regulation 10); (d) copies of inspector’s report (includes up to 12 photocopies of the report, thereafter N$0,50 per copy for each page of the report exceeding 12 pages (section 269 of the Act and regulation 10). 5,00 10,00 5,00 10,00 10,00 10,00 - - - - - - 3. (a) Photocopy of document, size approximately 298 mm by 210 mm or smaller (per copy) (regulation 10). (b) Photocopy on paper reproduced from microfilm (per copy) (regulation 10). 1.00 1.00 - -
(j) conservancies; (k) community forests; (l) bodies designated by communities; or (m) such other categories as the Commission may from time to time determine for purposes of employment schemes [The definition of “development agency” is substituted by GN 302/2012. There should be a semi-colon at the end of paragraph (m).] “employment scheme” means an employment scheme approved by the President as contemplated in section 37(4)(a) of the Act and which falls in the following categories - (a) community infrastructure programs; (b) small rural and urban infrastructure programs; (c) community development programs; (d) community-based social services; (e) labour mobility and retraining programs; (f) job exposure and employment placement programs; (g) technical innovation programs for sustainability; or (h) such other programs as the Commission may from time to time determine for purposes of employment schemes. [The definition of “employment scheme” is substituted by GN 302/2012. The full stop at the end of paragraph (h) should be a semicolon.] “end-beneficiary” means a person who receives any benefit, grant, aid or advantage of any kind derived from any training scheme or employment scheme or any bursary, loan or other form of financial aid referred to in section 37(4) of the Act; “Fund” means the Development Fund; “higher education” means all learning programmes leading to qualifications higher than Grade 12 or its equivalent, and includes tertiary education as contemplated in Article 20(4) of the Namibian Constitution; “higher education institution” means any technical or academic institution that provides higher education and which has been accredited by the NQA as contemplated in section 13 of the Namibia Qualifications Authority Act, 1996 (Act No. 29 of 1996); “NQA” means the Namibia Qualifications Authority as defined in section 1 of the Namibia Qualifications Authority Act, 1996;
Introduction Purpose and Scope. This FIRD defines and controls the interface(s) requirements between the Orion Service Module (SM) and Unpressurized Cargo located inside the SM for the ISS Design Reference Mission (DRM) Precedence. The requirements defined within this document are derived from the CARD. The CARD is the controlling document and shall take precedence. Responsibility and Change Authority. The Orion Service Module Project Office, Glenn Research Center, maintains programmatic and engineering control of the Service Module. The Explorations Systems Project, maintains programmatic and engineering control of the UPC carrier hardware and payloads. Documents Applicable Documents Reference Documents GSFC-STD-7000, General Environmental Verification Standard (GEVS) GSFC - STD – 1000, “Rules for the Design, Development, Verification, and Operation of Flight Systems“, Revision C.2 - December 12, 2006
Name Self Word Nature Maths / Logic Music Group Visual Body My strongest smart is: The smart I am going to focus on this year is: Name Self Word Nature Maths / Logic Music Group Visual Body My strongest smart is: The smart I am going to focus on this year is:
new homes to be treated by SDG&E. Additionally, SDG&E intends to re-treat 52,876 ESA households with newly added or updated measures. Based on these new calculations, SDG&E’s total homes treated goal of 87,564 is reasonable, given our WFTP of 60 percent. Funds Reporting Threshold Brightline and Greenlining’s protest of SDG&E’s conforming advice letter is erroneous. They jointly protest SDG&E’s conforming advice letter on grounds that the utility does not disclose its total unspent funds and does not report on the eight percent unspent funds threshold established in the Decision in its advice letter. Our Decision does not establish a requirement to report unspent funds above the eight percent threshold in the Utilities’ conforming advice letters, but rather, in their monthly program reports. The grounds of the protest are erroneous, and therefore the protest is rejected. Public Utilities Code section 311(g)(1) provides that this resolution must be served on all parties and subject to at least 30-days public review and comment prior to a vote of the Commission. Section 311(g)(2) provides that this 30-day period may be reduced or waived upon the stipulation of all parties in the proceeding. The 30-day comment period for the draft of this resolution was neither waived nor reduced. Accordingly, this draft resolution was mailed to parties for comments, and will be placed on the Commission's agenda no earlier than 30 days from today. D.16-11-022 directed SDG&E to file a conforming advice letter within 60-days of the Decision’s effective date. On December 22, 2016, Pursuant to CPUC Rules of Practice and Procedure 16.6, the four investor-owned Utilities submitted a joint letter to the Executive Director requesting an extension of time to comply with the Commission’s
Name: Title: Organization: Address: Telephone: Select the Project(s) for which the nominee is volunteering. Nominees may check multiple projects but NERC will endeavor to place an individual on only one project if at all possible. If checking multiple projects, indicate in the space below first choice, second choice, and so on. Project 2010-07.1 Vegetation Management FAC-003 Please briefly describe the nominee’s experience and qualifications to serve on the selected project(s): If you are currently a member of any NERC SAR or standard drafting team, please list each team here: Not currently on any active SAR or standard drafting team. Currently a member of the following SAR or standard drafting team(s): If you previously worked on any NERC SAR or standard drafting team, please identify the team(s): No prior NERC SAR or standard drafting team. Prior experience on the following SAR or standard drafting team(s): Select each NERC Region in which you have experience relevant to Project 2010-07.1: ERCOT FRCC MRO NPCC RF SERC SPP WECC NA – Not Applicable Select each Industry Segment that you represent: 1 — Transmission Owners 2 — RTOs, ISOs 3 — Load-serving Entities 4 — Transmission-dependent Utilities
Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations 3) Design in detail individual parts from functional sketches provided by an engineer, and model them using a three-dimensional parametric modeler. (i.e. 3D CAD). OPT 101, MAT 131, MAT 132, PHY 131, PHY 132, ETD 101, ETD 110, ETD 118, ETD 213, ETD 222, ETD 230, ETD 238, ETD 245, ETD 270, ETD 278, CAT 218 Faculty and Advisory Committee assessment of ETD 278 Capstone Course Core competency survey at the time of graduation Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations 4) Analyze for important product properties: Use mathematical and scientific skills to analyze product properties including form, function, fit, strength, thermal, fluid, etc. OPT 101, OPT 201, INT 113, HVA 286, MAT 131, MAT 132, PHY 131, PHY 132, ETD 101 ETD 102, ETD 110, ETD 118,ETD 132, ETD 213, ETD 214, ETD 222, ETD 230, ETD 245, ETD 238, ETD 261, ETD 278, ETD 291 CAT 218 Faculty and Advisory Committee assessment of ETD 278 Capstone Course Core competency survey at the time of graduation Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations 5) Desk-top manufacturing of models, or patterns using solid model data as input to drive rapid prototyping or N/C machining equipment. ETD 128, ETD 110, ETD 228, ETD 238, ETD 278, CAT 218 Faculty and Advisory Committee assessment of ETD 278 Capstone Course
Core competency survey at the time of graduation Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations 6) Document the product/process model using appropriate means. (multi-view drawings, pictorials, catalog/manual illustrations, charts/graphs, shaded image, animation, etc.). ETD 128, ETD 280, ETD 101, ETD 102, ETD 230, ETD 245, ETD 258, ETD 110, ETD 238, ETD 291, ETD 270, ETD 278, EET 198, EGR 128 Faculty and Advisory Committee assessment of ETD 278 Capstone Course Core competency survey at the time of graduation Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations 7) Recognize professional, ethical and societal responsibilities, respect diversity and commit to lifelong learning. ETD 101, ETD 110, ETD 118, ETD 121, ETD 128, ETD 278, CAT 218, COM 211, SOC ELET, HUM ELET Faculty and Advisory Committee assessment of ETD 278 Capstone Course Core competency survey at the time of graduation Graduate Exit Interviews Employer Surveys Faculty review of student comments from course evaluations