zilongwang/ReadingBank huggingface dataset:
aren't behaving? He is a liar. He almost never does what he says. J: When your dad lies to you, it must make you so angry. Is that true? I hope I am not putting ideas into this child's head about how she should be feeling K: Sometimes it makes me more sad. I mean I am trying to behave but he still won't let me get a kitten. It just makes me feel like not behaving. He Dad and K's relationship is not very good. Dad needs to be talked to. He is a very important figure in K's life and needs to support her. doesn't notice anyway. J: Krystal, don't you feel proud of yourself when your mom comments on how you're behaving? Good-I am trying to get K to look at the positives in her life. K: Yes-mommy has been talking to me a lot more but a lot of times she ignores me for Stephanie. Mom possibly favors Stephanie which leads K to have temper tantrums to get some attention *attention seeking behavior J: Well Stephanie is a lot younger so she needs to be watched a lot more than you, K. I know you must feel like your mom favors your little sister but that's not true. When you were little, you probably needed a lot of attention, too. Here I go again putting ideas into the child's head! Stupid. And I used the word MUST--that's a strong word. K: I guess you're right, but sometimes it doesn't feel that way. Jeez--does anyone pay attention to this child? K feels neglected sometimes by mom, too. J: What way? K: Like she doesn't love me. It is my fault my parents’ fight you know. J: Why do you feel that way?
K: Because usually when they fight it's because I did something bad. My temper tantrums make everyone mad. Wow! It's good this child realizes that her emotions can affect others in her family K is mature beyond her years and is observant J: K, what ever is between your mom and dad is between them. It has nothing to do with you. It's not your fault. K: What do you mean? I'm glad Krystal is not afraid to ask questions when things are unclear J: Like, when you fight with Stephanie. That's not your mom and dad's fault, right? I think using an example the child could relate to is a good way to get the idea across. K: No. J: Well, when you fight sometimes with Stephanie your parents sometimes get upset, right? K: Yes. See its just like that with your mom and dad except when they fight, they may take it our on you. J: I see. It makes sense now. K: Can I stay a little longer. I like being here. J: Sure. I do have to stop in 10 minutes because I have another client. Making it sound as if she's not as important as other clients! K is feeling engaged in therapy and is enjoying it. Q K: OK. Do you like my journal? I can't wait to analyze it in my art therapist "way." J: Its beautiful! Very creative girl. K: Will you talk to my dad getting a kitten? J: I can't promise you I can get you a kitten but I I hope not getting a kitten doesn't ruin our
Data Analysis Logic Model District Goal: LEA Name: ______________________________ Resources What resources are or could reasonably be available to implement each strategy/activity? Strategies/Activities What activities and/or strategies will the team use to accomplish the objective(s)? Research Research Available that demonstrates a rationale that the strategy or activity might work Metrics What metric will be used to evaluate progress? Impacts/Outcomes What changes are hoped for over the long haul? Person(s) Responsible Who will be responsible for monitoring the success of the goal?
Monday Lamb and bean chilli with basmati rice Cel (minced leg of lamb, onion, celery, peppers, haricot beans, in a rich tomato & herb sauce) Banana, watermelon and mandarin cocktail (cut into bite size pieces in orange juice) High tea: Cheese & onion potato boats Da Muller Vitality smooth fruit yoghurt Da, cherry tomatoes & cucumber, cheese cubes Da and fresh chopped fruit Tuesday Chicken in a 3 cheese sauce with petit pois and baked potato Cel Da (Diced chicken breast, melody potato, organic double cream & milk) Honeydew melon, apricot and strawberry cocktail (Cut into bite size pieces) High tea: Pizza ships Da Ce, carrot sticks with houmous dip Da, sultana flapjack Da Ce, cheese cubes Da and fresh chopped fruit Wednesday Roast topside of beef, roast potatoes and baby carrots Cel (Gravy stock made from chicken wings, vegetables, garlic & herbs) Fresh fruit fromage frais: Mango Da (Fresh pureed mango, natural yoghurt & organic double cream) High tea: Tomato &vegetable Cel Ce, carrot & raisin salad, oat thins Da Ce, cheese cubes Da & fresh fruit Thursday Spanish pork with pasta twists Cel Ce leg of pork with Mediterranean vegetables in a rich tomato & herb sauce) Strawberry ice cream with wafer Da Ce (Soft scoop ice cream) High tea: Two bean Mexican casserole Cel, buttered baguette Da Ce Carrot cake Da Ce Eg, cheese cubes Da and fresh chopped fruit
Regression Statistics Multiple R 0.963342 R Square 0.928028 Adjusted R Square 0.913633 Standard 211.8374 Observations 13 ANOVA df SS MS F Significance F Regression 2 5786307 2893154 64.47129 1.93118E-06 Residual 10 448750.7 44875.07 Total 12 6235058 Coefficients Standard Error t Stat P-value 95% 95% Lower 95.0% Upper 95.0% Intercept 4599.576 1877.489 2.449855 0.034266 416.2699729 8782.882 416.27 8782.882062 Stock A 29.66921 39.44523 0.752162 0.469288 117.5586 -58.2202 117.5586475 Stock B 158.1959 14.20348 11.13783 5.87E-07 126.5485815 189.8432 126.5486 189.8432218 Analyze these 3 regressions to determine: Which is the most meaningful regression to determine the DJIA – only stock A, only stock B or both stock A and B Base your answer on an analysis of r, r2, adjusted r2, significance F and p-value where applicable. What are the regression equations for each ANOVA?
REFERENCES Hallauer W. L. Jr. and Devenport W. J., 2006, AOE 3054 Experimental Methods Course Manual. Experiment 6 - Dynamic Response of a Beam Structure, A.O.E. Department, Virginia Tech. Blacksburg VA. Ogata, K., 1998, System Dynamics, 3rd edition, Prentice Hall.
* Indicates examples are provided below for those subareas. ** There are no subareas for the fraud, waste and abuse area since all areas of an entity are vulnerable to these types of risks. However, there are examples below. Governance Human Resources Information Technology Other Compliance and Privacy Development and Relations Facilities and Administration Federal, State, Local & Community Relations Finance Fraud, Waste and Abuse** Compliance with donor intent* Accessibility City relations Budget challenges, allocations, carryovers* Board member independence* Background systems Alternative Workplace Affirmative action Endowment-Loss of income/investment of vehicles, gas cards, insurance Federal relations* Cash management* Governance policies* Benefits* Cyber liability* relations, marketing* Alcohol and drug Gift acceptance policy* Business continuity* Neighborhood relations* Collection Monitoring* Code of conduct End-user training Competition for grants Background checks* Health and safety of Capital planning and projects* Professional organizations relations Contracting/ purchasing* Diversity-Skills, knowledge* ERP reliability* Copyright and fair use Bond compliance Special events risk Emergency planning and response Supplier relations Contractual Employee handbook Incident and security* Depletion of endowment principle Code of ethics* Facilities maintenance Cost management* Employee retention Network integrity Endowment-loss if Conflicts of interest* Facilities quality Financial reporting* Employee succession planning* Outsourcing Energy Credit card privacy regulations* Inventory* Insurance/risk management* Grievance procedures Project management Environmental and laboratory safety public continuity operational
Eligibility determinations* Outsourcing* Internal controls* Health and safety of staff* System capacity Financial Environmental health and safety Planning and Prioritization Payment Cards/PCards* VI System maintenance and upgrades* Food services Federal/State statutes and regulations Pollution/erosion Reserve funds* Outsourcing Goods and services* Foreign Safety-operational Revenue revenue* Performance evaluation* Hazardous materials Security operations* Reorganizations, promotion and tenure* High risk investments Government grants-grant restrictions* Transportation and parking Staffing and support* Higher education act Grant and cost (UGG)* Waste disposal and recycling Staff Intellectual property rights Harassment prevention Termination procedures Investment oversight* federal reporting
Appendix 6.7 Logic Model (continued) Phase VI: Develop a Local Public Health Improvement Plan Logic Model Template Instructions Logic Model Field Guidance Examples* Overarching Goals In this box, enter the overarching goal(s) of the work reflected below. These typically will not be completely within the program’s sphere of control, but the program works to impact these overarching goals (i.e., improve maternal wellness, reduce the prevalence of low birth weight, reduce the prevalence of diabetes, etc.). These are often population-level, broad-based health outcomes. Reduce the rate of obesity in children Improve maternal wellness Reduce the prevalence of diabetes Improve the physical and mental of Colorado youth Priorities Entries in this first column should briefly summarize the rationale or context for why the strategies have been selected. Enter short phrases that summarize the burden, any mandates the program is under, higher level priorities, etc. Context will be more fully fleshed out in the Action Plan. Childhood obesity epidemic Obesity – a CDPHE “Winnable” Health care reform Inputs Entries in this column should describe the existing resources that are available prior to program implementation. These could be reflective of human resources, technology, time, equipment, etc. funding from CHF Completed literature review Childhood obesity experts in CDPHE OBGYN network Evidence-based materials for DSME
Table 2.1. Output Possibilities of the U.S. and the U.K. 10. Referring to Table 2.1, the United States has the absolute advantage in the production of: 11. Referring to Table 2.1, the United Kingdom has a comparative advantage in the production of: 12. to Table 2.1. If trade opens up between the United States and the United Kingdom, American firms should specialize in producing: 13. Referring to Table 2.1, the opportunity cost of producing one ton of steel in the United States is: 14. to Table 2.1. Mutually advantageous trade will occur between the United States and the United Kingdom so long as one ton of steel trades for:
SAMPLE MISSING PERSON’S REPORT Lighthouse Police Department Calhoun High School 8213 County Road 33 Letohatchee, AL 36047 MISSING PERSON Name: Janie Mae Alias/Street Name/Nickname: Janie Relatives: Nanny, grandmother (now deceased) Race: Biracial Height: 5’6" Weight: 125 lbs Hair: Brown Eyes: Brown Sex: Female Hat: Jacket/Coat: White shirt Pants: Denim overalls Skirt/Dress: N/A Shoes: shoes Age: 20 DOB: After Reconstruction Social Security #: XXX-XX-XXXX Scars/Marks/Tattoos: none Overall Health: Good Last Seen Health Condition: In good health Last Seen By: Logan Killicks, husband Last Seen Location: Logan Killicks Farm Florida Last Seen Date: Friday, 7/4/2003 Last Seen Time: Approx. 8:00 a.m. Address: 123 Logan Killicks Way, Rural, Florida 11937 Residence Phone: N/A Business Phone: N/A Occupation: House Wife Employer/School: N/A Employer Address: N/A MISSING PERSON REPORTED BY
5. McNamara–O’Hara Service Contract Act of 1965 6. Pay Discrimination Legislation 7. Equal Pay Act of 1963 8. Title VII of the Civil Rights Act of 1964 9. Bennett Amendment to Title VII 10. Executive Order 11246 11. Age Discrimination in Employment Act of 1967 (ADEA) 12. Workers Benefit Protection Act (OWBPA) 13. Executive Order 11141 14. Civil Rights Act of 1991 15. Lilly Ledbetter Fair Pay Act of 2009 16. The Paycheck Fairness Act 17. Americans with Disabilities Amendments Act of 2008 18. The American Recovery and Reinvestment Act of 2009 (ARRA) B. Four Amendments to the Constitution 1. Article 1, Section 8 (“The Congress have the power…to regulate Commerce with foreign nations, and among the several States, and with the Indian Tribes…”) 2. First Amendment (“Congress shall make no laws respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”) 3. Fifth Amendment (“No person shall...be deprived of life, liberty, or property without due process of law…”) 4. Fourteenth Amendment, Section 1 (“No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States, nor shall any State deprive any person of life, liberty, or property without due process of law; nor deny any person within its jurisdiction the equal protection of the law.”) C. Government Makeup 1. Three levels a. Federal b. State c. Local i. County ii. City 2. Most compensation laws are federal
Should Derick ask for the required changes from the current suppliers? If they do not comply, should he solicit new suppliers? How might he do this? Yes, this is a part of building relationships in the SC. If they do not comply, Derick will need to seek out other vendors. He has done bids for 1 year contracts and could continue to do so with the new specifications. Should Derick go through a competitive bid in the future? If so, should he do it for all purchased products or just some products? This is a strategy that has worked for Derick and company. He should continue in order to keep any of the priorities (cost, time, innovation, quality, service) as part of the SC strategy. What are the differences when looking for suppliers to meet cost standards versus quality standards? If a supplier is only focused on costs they more than likely have a poor supply chain themselves. Quality is usually a major priority that will lack in products if costs is the only thing a company is focused on. Quality is also a factor in consumers perceived “value” of the product/service being delivered.
EAGLE SCOUT CHARGE Would Scoutmaster please come forward to perform your duties in this Court of Honor. Scoutmaster: The Boy Scouts of all nations constitute one of the most wholesome and significant influences in the world's history. You have been declared worthy of the high rank of Eagle Scout in the Boy Scouts of America. All who know you rejoice in your achievement. Your position, as you well know, is one of honor and responsibility. You are a marked man. As an Eagle Scout, you are expected to exemplify in your daily life the high principles and values expressed in the Scout Oath and the Scout Law. You have assumed a solemn obligation to do your duty to God, to your country, to your fellow scouts, and to all other human beings. This is a great undertaking which you are now just beginning. As you live up to your obligations you bring honor to yourself and to your brother scouts. As an Eagle Scout, you will be a champion to other scouts and be an example to your community. Remember, your actions will be more conspicuous. People will expect more of you. It is your responsibility to help maintain the high regard that all Americans have for Eagle Scouts. To falter would bring discredit, not only to you, but to your fellow Eagles. Keep your ideals high and your honor bright. Your responsibilities, however, go beyond your fellow scouts. They extend to your country and to your God. America has many good things to give you and to give your children after you; but these good things depend, for the most part, on the quality of her citizens. Our country has had a great past. You can help make the future even greater. I challenge you to undertake your citizenship with solemn dedication. Be a leader, but lead only toward the best. Lift up every task you do, and every office you hold, with a high level of service to God and to your fellow human beings. Live and serve so that those who know you will be inspired to the highest ideals of life. I challenge you to be among those who dedicate their hearts and hands to the common good. Build America on the solid foundations of clean living, honest work, unselfish citizenship, and reverence to God. Then, whatever others may do, you will leave behind you a record of which you may be justly proud.
Friday Cod loin and broccoli in a 3 cheese sauce Da Cel Fi with baked potato (Mild cheddar, red leicester, lyburn gold fancy broccoli florets) Vanilla sponge with chilled custard Eg Da Ce (Free range eggs ) High tea: Beef n bean chilli Cel with rice Cel, lettuce and cucumber, banana and chocolate treat Da So Ce, cheese cubes Da & fresh chopped fruit
Revision History: Revision Number Section Change 00 N/A New document; see previous version SWS-LOG-0006-1 01 Billing Information Sample Receipt & Tracking Removed “Project”. Added “Submitted by”. Removed “Time” from “Date/Time Received”
2 Aug 17 One-Dimensional Kinematics 2 3 Aug 22 One -Dimensional Motion Problem Solving Session 3 4 Aug 24 Vectors 5 Aug 29 Vectors Problem Solving Session 6 Aug 31 Two-Dimensional Kinematics Sep 04 Labor Day Holiday 7 Sep 05 Projectile Motion 3 8 Sep 07 Newton's Laws I Free Body Diagrams 4 FBD Suppl, 9 Sep 12 Newton's Laws II 10 Sep 14 Newton's Laws Problem Solving Session 4 11 Sep 19 Examination I 1 – 4 12 Sep 21 Work and Kinetic Energy 5 13 Sep 26 Potential Energy 5 14 Sep 28 Work and Energy Problem Solving Session 5 15 Oct 03 Conservation of Linear Momentum 6 16 Oct 05 Collisions I 6
Regular Academic Professional Position Unit Name Average Timeline for External Search Search Launch Timeframe Position Description and Ads Finalize position description. Finalize internal and external ads. 5 – 7 days or less EEO Approval and Position Announcement EEO approval to advertise position. Placement of ads in internal and external sources. Announcement to internal listservs. 1-3 days Applicant Submissions Posting postings finalized and Applicant Submissions Applicant submissions through HireTouch. 3 week posting required Narrowing the Search Kick-Off Meeting Within one week from close date Interviews by Search Committee (based on availability) Within 2 weeks of Search Kickoff Meeting Selecting Finalists & Checking References Interviews by Other Stakeholders (if needed) Finalists interview with Vice President for Academic Affairs and key stakeholders, etc. 5 – 7 days Checking References Employee Relations and Human Resources conducts references on final candidate(s). 1 – 3 days The Final Choice Final Selection References reviewed and finalist selected. 1 – 2 days EEO Approval EEO approval obtained to extend offer. 1 – 3 days Negotiations/Offer/Acceptance 1 -2 days Candidate first day and onboarding. TBD
Sample Timeline for Local Education Agency (LEA) Consultation With Private School Officials Month LEA Activity August - September Begin programs and services. Consult with private school officials about current programs and services implementation and modify as necessary. October Continue consultation about current programs and services implementation. November- December Consult with private school officials about the status of current programs and services. Obtain complete list of all private schools with appropriate contact names for later use in mailing “Intent to Participate” forms. January Continue consultation with private school officials about the status of current programs and services. Send “Intent to Participate” forms to all private schools in the LEA with a February deadline for returning the forms. February Continue consultation with private school officials about the status of current programs and services. Conduct a district-wide consultation meeting with all private school officials and provide a general overview of programs that will be available to their students and teachers in the next school year. Provide private school officials with planning document* to prepare them for consultation next year’s programs and services. Consult with private school officials to identify students’ and teachers’ needs, discuss services and estimated funding figures, design programs, and establish priorities for the next school year. April-May Evaluate programs and services for the current school year and make suggestions for modifying programs that will be implemented again in the next school year. Continue consultation and planning for programs and services for next school year. Complete plans for programs and services and set dates for when they will begin in the next school year. Develop consultation timeline for the next school year. June Finalize actions related to programs and services. July Inform private school officials about the readiness of programs and services for the upcoming school year. Provide program funding figures to private school officials for upcoming school year.
be spent from this trust under this paragraph for the benefit of any child of the grantor without the consent of at least one other child of the grantor. E. Upon the later death of the Grantor’s wife, the Trustee shall distribute any remaining trust principal in accordance with ARTICLE VII. ARTICLE VII Upon the death of the second to die of the Grantor and his Wife Upon the of the second to die of the Grantor and his wife, the remaining trust assets (including those assets in the marital and credit shelter trusts administered under ARTICLE V and ARTICLE VI, respectively) shall be divided as follows: A. ONE THIRD (1/3) shall be distributed to the Grantor’s son, JOHN WALTERS, if he is living, or, if he is not living, to his issue, in equal shares, per stirpes. B. ONE THIRD (1/3) shall be held in a trust for the benefit of the Grantor’s son, MICHAEL WALTERS in accordance with the terms and conditions set forth hereinafter in ARTICLE VIII. If MICHAEL WALTERS is not living, then this share shall be distributed to his issue, in equal shares, per stirpes. C. ONE THIRD (1/3) shall be held in a trust for the benefit of the Grantor’s daughter, MICHELLE WALTERS SMITH in accordance with the terms and conditions set forth hereinafter in ARTICLE IX. If MICHELLE WALTERS SMITH is not living, then this share shall be distributed to her issue, in equal shares, per stirpes or if she has no issue then among the other beneficiaries under this Paragraph. ARTICLE VIII Trust for the Benefit of MICHAEL WALTERS A trust for the benefit of MICHAEL WALTERS created under Paragraph B of ARTICLE VII shall be held, administered and distributed as follows. A. During the lifetime of MICHAEL WALTERS, the trustee distribute to MICHAEL WALTERS, in quarterly or more frequent installments, all of the next income of the trust. B. In addition, the trustee may, in his or her sole discretion, distribute to MICHAEL WALTERS as much of the trust principal as he deems appropriate for the health, education, maintenance and support of MICHAEL WALTERS. The trustee may, but need not, take into account other resources available to MICHAEL WALTERS when making this determination. C. Upon the death of MICHAEL WALTERS, the trust assets shall be distributed to whomever among the issue of the Grantor that MICHAEL WALTERS shall appoint said assets by a Will that specifically references this limited power of appointment. In
Sample Supplemental Agreement – Value Engineering WHEREAS: This Contract provides for, among other things, fill in the general project description from the title page of the Contract; and WHEREAS: This Contract further provides for, fill in the item or type of work that will be affected by the SA; and WHEREAS: The Contractor has submitted a Value Engineering proposal to fill in the change in accordance with Mn/DOT Specification 1408; and WHEREAS: The Engineer has approved this Value Engineering proposal. NOW, THERFORE IT IS HEREBY MUTUALLY AGREED AND UNDERSTOOD THAT: The Contractor will fill in what work the Contractor will be doing. Include any form of direction such as “as directed by the Engineer”, “in accordance with Mn/DOT Specification XXXX”, etc Payment for this work will be at the Negotiated unit price(s) as shown in the Estimate of Cost. A Prime Contractor’s Allowance in the amount of 10% of the first $10,000.00 of Sub-contractor work and 2% of the remaining balance of Sub-contractor work will also be paid. use this last only if applicable A Value Engineering Incentive will be paid in the amount of 50% of the calculated savings as shown in the Estimate of Cost. Contract time will not be revised as a result of this Agreement OR: Contract time will be revised as follows: explain – what specs changed or # days added. This Supplemental Agreement covers the known and anticipated costs and contract time adjustment (if any) attributable to the work covered by this Supplemental Agreement. If the Contractor incurs unknown and unanticipated additional work that affects costs or impacts the critical path, the Contractor reserves the right to request an additional adjustment to the contract amount or contract time in accordance with MnDOT Specification 1402.. ESTIMATE OF COST Item No. Item Unit Unit Price Quantity Amount Group Decrease Contract Items Increase Negotiated Net Decrease Value Engineering Incentive
New Employee Welcome Letter from Human RESOURCES A welcome letter should be sent to all new employees prior to start their date. Suggested items to include are: An enthusiastic and sincere statement of welcome Employee’s job title Start date and time Job location and reporting instructions (where the employee should report on the first day and where the employee will report every day (if different) Details about the new position Position Description Organizational chart Map of work location (if necessary) Forms to be completed prior to employment Parking information (if applicable) Dress code information Extend offer to answer questions Supervisor name, and phone number Starting salary
LIST OF COURSES Course Title Course Type* Course Code (CEDARS) Credit Date Due Certificated Teacher Text / Online Courseware Used for Course Final Grade *Type = Site-based, Remote, or Online Required Course Description/Syllabus is located at: Course(s) Meets District Graduation Requirements: Yes
Local Committee Finance Raised (Deposit paid) Matched (Contract signed) Realized (Started internship) Pure Profit Global Talent- Teaching 4 3 3 $805.8 Global Citizen 1 1 1 $244.2 Reverse Match 1 (No raise revenue) 1 1 $146.40 Total 6 5 5 $1196.4 Accrued Expense: Fall 2014 promotion expense: $-150 One student insurance: $-21.25 Incoming revenue: $500 SDSU Student Organization travel sponsorship $200 PwC Los Angeles reception revenue (Raised and Matched by AIESEC San Jose)
<# “loop-start”: {“type”: “floors”} #> <#${floor-name}#> 2.4GHz Channel Overlap <# “visualization”: { “width-in-millis”: “80”, “heatmap”: { “type”: “accuracy”: “very”, “max-op-channel”: “filter”: { “include”: { “owner”: “my”, “band”: “2.4” } } }, “aps”: { “scale”: “150”, “show-radios”: “true”, “filter”: { “include”: { “owner”: “my”, “band”: “2.4” } } } } #> <#”visualization-legend”: {“width-in-millis”: “60”}#> 5GHz Channel Overlap <# “visualization”: { “width-in-millis”: “80”, “heatmap”: { “type”: “accuracy”: “very”, “max-op-channel”: “20MHz”, “filter”: { “include”: { “owner”: “my”, “band”: “5” } } }, “aps”: { “scale”: “150”, “show-radios”: “true”, “filter”: { “include”: { “owner”: “my”, “band”: “5” } } } } #> <#”visualization-legend”: {“width-in-millis”: “60”}#> <# “loop-end”: {“type”: “floors”} #>
the following indicators is therefore essential to both the DOST-XI and to its SET-UP beneficiaries as it provides relevant information and broader view regarding to the success and further challenges of the program/project. This will aid the DOST-XI, the program’s stakeholders, and policymakers alike in formulating plans for a more effective implementation and assistance to its beneficiaries and to the future. In addition, future beneficiaries that want to the technology transfer of the DOST-XI thru SET UP will be given insights and help future investors to provide access to this government program.
EIRR (%) = 46.910773670411 Benefit-Cost Ratio Computation Table 11 shows the discounted revenues and costs from year 2007-2012. Table 11. Total incremental revenues and costs discounted at 15%. Year Total Incremental Revenues Total Costs DF @ 15% NPV Revenue NPV Cost 2007 - 10,114,318 1.00 10,114,318 2008 26,160,000 10,333,784 0.87 22,747,826 8,985,899 2009 27,468,000 10,800,473 0.76 20,769,754 8,166,709 2010 28,841,400 11,290,497 0.66 18,963,689 7,423,685 2011 30,283,470 10,805,022 0.57 17,314,672 6,177,806 2012 31,797,644 11,345,273 0.50 15,809,049 5,640,606 TOTAL 144,550,514 64,689,367 95,604,990 46,509,024 Given that discounted total revenues and total costs are derived, the formula for calculating BCR is shown as; Hence, BCR = 2.0556224
Template The following is an action plan template for your community’s use and modification as needed. AGE-FRIENDLY COMMUNITY ACTION PLAN GOAL 1: (e.g., Improve accessibility to public buildings) Objectives Assumptions / Constraints Performance Measure/Target Actions Priority (Low, Medium, High) Budget Responsibility Timing GOAL #: Objectives Assumptions / Constraints Performance Measure/Target Actions Priority Budget Responsibility Timing Low
Sample 2 Admin Primary Belief: Classroom Observation and Observation Writing Time are not to be Interrupted (see Admin Point Person) and Observation Feedback Time, can if needed be interrupted and rescheduled and Administrators work better when they give a full day to a specific focus. Admin Secondary Belief: Advance Meeting on Mondays is to go over previous obs work and current week’s obs work and Instructional Focus Walkthrough gathers data to inform Cabinet and Advance Meeting on Mondays, as well as future PD. Principal Preference: Observe 1 Period (2-3 classes), then write immediately following. Give feedback all in one day. AP Preference: Observe, write, and give feedback all in one day (see Monday AP schedule). Pd Monday Tuesday Wednesday Thursday Friday Principal AP Principal AP Principal AP Principal AP Principal AP 1 Cabinet Meeting Obs Writing 4 Admin Point Admin Point Classroom Obs 3 2 Advance Obs Progress Mtg Classroom Obs 1 Admin Point Obs Writing 5 Admin Point Admin Point Obs Writing 3 Admin Point Classroom Obs 4 3 Admin Point Classroom Obs 1 Obs Writing 1 Admin Point Obs Feedback 1 Obs Feedback 3 Admin Point Obs Writing 4 4 Admin Point Classroom Obs 2 Classroom Obs 2 Admin Point Obs Feedback 2 Admin Point Obs Writing 5 5 Admin Point Obs Writing 1 Obs Writing 2 Admin Point 6 Admin Point Obs Writing 2 Classroom Obs 3 Admin Point Obs Feedback 3 Instructional Focus Walkthrough 7 Obs Feedback 1 Obs Writing 3 Point Obs Feedback 4 Obs Feedback 4 8 Obs Feedback 2 Classroom Obs 4 Admin Point Obs Feedback 5 Obs Feedback 5 Key Pds/Wk Focus Pds/Wk Focus Pds/Wk Focus Pds/Wk Focus 1 Advance Progress Meeting: Admin Follow Up & Norming 4 Classroom Observations 5 Observation Feedback/ One on One PD 18 Admin Point Person (so another administrator has observing, writing, and feedback time uninterrupted) 1 Cabinet Meeting 5 Observation Writing Time 1 Instructional Focus Walkthrough Data Collection 8-24 Possible Classroom Observations (4 periods x2 Admin x quantity of obs/ period)
Template G – Our Team’s Plan of Action DATE: Our focus issue: Our instructional strategy: Our Team’s Purpose Statement: Our Team’s Inquiry Question: CHECKLIST: A Shared Understanding When our Instructional Strategy is implemented in our classrooms, it will look like: (include 4 to 7 items)
Protocol J – Self-Assessment References for this protocol: Activity 9 in Collaborative Inquiry for Educators: A Facilitator's Guide to School Improvement by Jenni Donohoo Time: 15 Minutes Supplies: pens, copies of Template J(A), copies of Template J(B) Step 1 (2 min): Brief check-in with implementation of the strategy so far Some questions facilitator can ask: What successes and/or challenges have you experienced? How have students responded to the instructional strategy? Step 2 (8 min): Develop a three-point rubric for implementing the instructional strategy Referencing the team’s Plan of Action from Activity G, the team collaborates to develop a rubric containing each of the identified observable points outlined in the Shared Understanding Checklist. This rubric will be used for teachers to self-assess themselves on their implementation of the instructional strategy, as well as serve as a tool for intervisitations. For each point, collaboratively develop language to define level 0 (not yet implemented), level 1 (partially implemented), and level 2 (fully implemented). Document this language on Template J(A) – Implementation Rubric. Step 3 (2 min): Self-assessment Allow each teacher to self-assess themselves using the defined rubric. Step 4 (2 min): Share and capture team results Facilitator leads group through the completion of Template J(B) – Our Team’s First Self-Assessment by documenting each member’s self-assessment numeric results. Step 5 (1 min): Next Each team member then shares his or her own self-defined “next step” for refining and improving the implementation of the strategy in his or her classroom; facilitator documents these next steps on Template J(B).
Template J(B) – Our Team’s First Self-Assessment DATE: Rubric of Implementation Teacher Item 1 (0 – 2) Item 2 (0 – 2) Item 3 (0 – 2) Item 4 (0 – 2) Item 5 (0 – 2) Item 6 (0 – 2) Item 7 (0 – 2) Teacher’s self-identified next step TEAM TOTALS
The operations directorate is showing underspends in pay against a number of areas including PALS and FPS. Recruitment is underway across some areas but has been slower than anticipated. The ‘other’ area within core services is showing a non-pay overspend as it reflects provision made for non-recurrent expenditure approved through SMT. Other core areas are broadly in a break even position. BSTP Expenditure is fully matched with funding in this area ITS programme Expenditure is matched with funding in this area. £5.5m has been spent to date on agreed regional ITS programmes which are agreed with HSCB. Trading The PALS trading account continues to show a break even position as all costs of goods are re-charged out to HSC customers. Managed services These services, consisting of student nurse bursaries, healthy start programme, SUMDE payments for medical and dental training, HSC wide management trainee programme, the HSC interpreting service and sundry recharges to other bodies where BSO is the employer of convenience, are all fully funded through either RRL allocations or straight recharges to HSC customers. A break even position is therefore assumed for these services. Balance sheet position at 31st July 2016 31-Jul-16
E. Coli Methods Method EPA Standard Methods 18th Ed. Standard Methods 19th Ed. Standard Methods 20th Ed. Standard Methods 21st Ed. Standard Methods Online ASTM AOAC IDEXX Hach MPN, Multiple Tube 9921B.1/ 9221F 9921B.1/ 9221F Multiple tube/multiple well 9223B 9223B 9223B 9223B 9223 B-97 991.15 Colilert®, Colilert-18 MF two step 1103.1 9213D 9213D, 9222B/ 9222G 9213D, 9222B/ 9222G MF Single Step 1603, 1604 m-ColiBlue 24 Cryptosporidium Methods Method EPA Filtration / IMS / FA 1622, 1623, 1623.1
Turbidity Methods Method EPA Standard Methods 18th Ed. Standard Methods 19th Ed. Standard Methods 20th Ed. Standard Methods 21st Ed. Standard Methods Online Great Lakes Inst. Hach Filter Track 10133 Rev. 2.0 Nephelometric 180.1 Rev. 2.0 2130B 2130B 2130B 2130 B-01 GLI Method Method 2 Source: Approved Methods for the LT2 Enhanced Surface Water treatment Rule – Nation Primary Drinking Water Regulations, Rev. June 2008 (http://www.epa.gov/safewater/methods/pdfs/methods/methods_lt2.pdf)
SECTION 4 - PUBLICITY, OPENNESS AND ACCOUNTABILITY Publicity Full listings of all the grants we award will be published. You will be required to acknowledge this funding in all your publicity, please see our acknowledgment guide. Failure to credit this award as stated in our acknowledgment guide will affect payment of your grant. Images submitted in support of your application may be stored electronically by us. If we later seek to use these for publicity purposes, we will contact you in order to obtain permission to do so. 1. Openness and accountability the Freedom of Information Act 2000 any information held by us (which will include your application) is potentially accessible by the public. Information supplied by you will be held in manual files. It will then be summarised and details transferred to a grants management system. Reports from the information you supply and from comments made on your application by external assessors and staff members are likely to
Works Cited Berman, Jillian. "Increasing Union Membership Would Boost Middle-Class Incomes: Study." [**Accessed**]. www.huffingtonpost.com. n.p., 27 September 2011. Web. <http://www.huffingtonpost.com/2011/09/27/union-membership-middle-class- income_n_983702.html>. Gerald; Birkenstein, Cathy; Durst, Russel. They Say I Say: With Readings. 2nd. New York; London: W. W. Norton and Company, 2012. Print. McCallister, Mike. "Making the Business Case for a Healthy Workforce." blogs.reuters.com. n.p., 26 January 2012. Web. [**Accessed**]. <http://blogs.reuters.com/davos/2012/01/26/making-the-business-case-for-a-healthy- workforce/>. Merriam-Webster. "Innovation." www.Merriam-webster.com. n.p., n.d. Web. [**Accessed**]. <www.merriam-webster.com/dictionary/innovation>. Montini, E.J. "Killing Unions Costs Taxpayers (and Lawmakers Don't Care)." www.azcentral.com. n.p., 16 February 2012. Web. [**Accessed**]. <http://www.azcentral.com/members/blog/ejmontini/155359>.
Tax Law, 20___ . PART II DEFINITIONS AND REFERENCES Definitions and References 2.(1) In this Law: “Act” means the First Nations Fiscal Management Act, S.C. 2005, c. 9, and the regulations enacted under that Act; “Activity Report” means a Well drilling activity report created by the Province of Alberta or Indian Oil and Gas Canada, setting out all Well drilling activity on the reserve during the time period covered by the report; “Council” has the meaning given to that term in the Act; “drilling operator” a person who is engaged in the drilling of a Well on the reserve, whether directly or through employees, agents or contractors; “First Nation” means the ___________ First Nation, being a band named in the schedule to the Act; “interest in land” or “property” means land or improvements, or both, in the reserve and, without limitation, includes any interest in land or improvements, any occupation, possession or use of land or improvements, and any right to occupy, possess or use land or improvements; “person” includes a partnership, syndicate, association, corporation and the personal or other legal representatives of a person; “Request for Information” means a request containing the information set out in Schedule II; “reporting period” means a time period determined by the tax administrator respecting which the well drilling tax will be levied and collected; “reserve” means any land set apart for the use and benefit of the First Nation within the meaning of the Indian Act; “tax administrator” means the person appointed under subsection 3(1) for the purposes of this Law; “Tax Notice” means a notice containing the information set out in Schedule I; “tax rate” means the tax rates provided in section 6; “Well” means an orifice in the ground on the reserve completed or being drilled (a) for the production of oil or gas, (b) for injection to an underground formation, (c) as an evaluation well or test hole, or (d) to or at a depth of more than one hundred and fifty (150) metres, for any purpose, but does not include one to discover or evaluate a solid inorganic mineral and that does not or
Master Clubs Order Form Little Treasures (3 years old) Membership Packet $8.00 (Workbook, Master Record, and two sets of award stickers) Little Treasure T-shirt $10.00 Little Lambs and Little Shepherds (4 and 5 year olds) Membership Packet $8.00 (Workbook, Master Record, Memory Verse Cards, Membership Badge) Master Club Vest $12.00 Award Fee $12.00 (covers half the cost of all badges, ribbons, and awards) Primaries (1st – 3rd) Membership Packet $8.00 (Workbook, Master Record, Memory Verse Card, Membership Badge, and Passport) Master Club Vest $13.50 (includes logo Only purchase once for all 3 years. Award Fee $14.00 (covers half the cost of all badges, ribbons, and awards) Children’s Bible Institute $3.00 (Includes all 7 lessons, order by grade – 1st, 2nd, 3rd) Ambassadors (4th – 6th) Membership Packet $10.50 Student Honor Book/Vest $10.00/$13.50 (3 ring binder, sheet protectors, badge placement sheets) Only purchase one for all 3 years. Award Fee $15.00 (covers half the cost of all badges, ribbons, and awards) Children’s Bible Institute Workbooks $3.00 (Two 7 course lessons are available) Miscellaneous Fabri-Tac Badge Glue $8.00 Master T-Shirts (Child sizes) $10.00 (Adult sizes) $11.00 Master Club Backpack $5.00
Key vocabulary: Townshend Acts Tea Act Intolerable Acts Materials: Overhead projector Overhead sheet Classroom textbook Dry erase marker Cellular Phones Worksheets Opening: the objectives Ask students to recall the Acts from the film and what the Colonial reactions were. Ask students to recall their reactions and give an explanation to those reactions and what they would do if in the situation. Instructional Teacher Will: Begin class with opening Brief recap of the prior lesson Make connections through recap Explain students what they will be doing Have students pull out a of paper Student Will: Take active part in recap Prepare materials needed for the lesson to begin. Teaching Strategy/ Differentiation Strategy Teaching: Help any students with any questions while the other lectures Differentiation: If a student needs assistance, he or she will be placed with a stronger student. Guided Practice Teacher Will: Turn on overhead projector Recap the Acts that were given in the prior film (Conflict Ignites) Have students copy from video guide onto new sheet. Cover the molasses Act Go into discussion on recapped Acts and Colonial reactions and why Student Will: Take detailed note following guided instructions Be active during discussion when appropriate Add own views during discussion Incorporate historical thinking Teaching Strategy/ Differentiation Strategy: Teaching: Help any students with any questions while the other lectures Differentiation: If a student needs assistance, he or she will be placed with a stronger student. Independent Practice Teacher Will: Have students write the list of Acts that are portrayed on the overhead that they have not yet gone over. Have students pull out text book Instruct students that they are to independently research information the Acts. Walk around and aid students in research Student Will: Use text Work independently Use historical thinking in recovering the information from the text Write in complete sentences Takes detailed notes If not completed on time it is home work Teaching Strategy/ Differentiation Strategy Teaching: Help any students with any questions the other lectures Differentiation: If a student needs assistance, he or she will be placed with a stronger student. Closing/Student Reflection/Real-life connections:
To use method: Insert the thermometer probe into a cup of crushed ice. Add enough cold water to remove any air pockets that might remain. Allow the temperature reading to stabilize before reading temperature. Temperature measurement should be 32 ºF (+ 2 ºF) [or 0 ºC (+ 1 ºC)]. If not, adjust according to manufacturer’s instructions. To use method: Immerse at least the first two inches of the probe into boiling water. the temperature reading to stabilize before reading temperature. Reading should be 212 ºF (+ 2 ºF) [or 100 ºC (+ 1 ºC)]. This reading may vary at higher altitudes. If adjustment is required, follow manufacturer’s instructions. Foodservice employees will check the accuracy of the food thermometers: At regular intervals (at once per week If dropped If used to measure extreme temperatures, such as in an oven Whenever accuracy is in question CORRECTIVE ACTION: Retrain any foodservice employee found not following the procedures in this SOP. For an inaccurate, bimetallic, dial-faced thermometer, adjust the temperature by turning the dial while securing the calibration nut (located just under or below the dial) with pliers or a wrench. For an inaccurate, digital thermometer with a reset button, adjust the thermometer according to manufacturer’s instructions. If an inaccurate thermometer cannot be adjusted on-site, discontinue using it, and follow manufacturer’s instructions for having the thermometer calibrated. Retrain employees who are using or calibrating food thermometers improperly. VERIFICATION AND RECORD KEEPING: Foodservice employees will any corrective action taken while calibrating thermometers, if applicable, in the Corrective Action Log. The General Manager will verify that foodservice employees are using and calibrating thermometers properly by making visual observations of the employees during the calibration process and all operating hours. The foodservice manager will review and initial the Corrective Action Log daily. The Corrective Action Log will be kept on file a minimum of 6 months. DATE IMPLEMENTED: __________________ BY: ______________________
Sub-Primary Cycle -- Antardasa 17.03.2009 to 05.05.2011 native had Jupiter cycle. 17.03.2009 to 17.04.2010 was good and 17.04.2010 to 17.04.2011 is bad. 05.05.2011 onwards its Saturn cycle which is the birth house and 2nd house lord sitting in 3rd house with Venus – can trade in IT Stocks , Gold. 18.11.2013 onwards its Mercury cycle which is 6th house and 9th house lord sitting in forth house with a enemy – initial one year till 18.11.2014 time to be very cautious. 04 Gann Astrononamy Planetary Cycles – Vimsottari Micro-Primary Cycle – Prathyantaradasasas From 31.03.2012 onwards till 05.09.2012 its Venus cycle . Venus is 5th and 10th house lord sitting in 3rd house with birth lord. Good period to trade in Bullion, Glamour related stocks. 05.09.2012 onwards its Sun cycle , 8th house lord sitting in 4th house is not comfortable. . Keep away from trading. 05.01.2013 its Moon cycle which is 7th house lord sitting in 12th house again not comfortable. Keep away from trading. 05.01.2013 onwards its Mars cycle which is 4th and 11th house lord sitting in own house with Sun excellent period to trade and gain profits. Can bet on Metals. 26.02.2013 onwards its Rahu cycle which is 2nd house co-lord sitting in 5th house can trade in Gold and Glamour related stocks.
{Topic #1 - Rise of Civilization} The pristine countryside and battle site of one of Rome’s greatest victories Professional guides to narrate the events of the battle and out the important locations Reenactments of the battle itself using Roman and Greek actors The lovely towns of Pherae and Larissa in Thessaly {title of Map} Why Visit {Civilization}? {“Quote about your Civilization from one of the sources. This quote should explain why your civilization is unique and/ or a desirable location to travel to. ”} {Civilization} Site Tours {This is a promotional section your travel company. Be Creative and explain a little about your company. For example: We have offices all over the Empire and can easily help you to book a tour of one or even many of Rome’s triumphant victories or tragic defeats. Other battle site tours in Greece include…} {City in your Civilization} {Place of interest} Ancient Mesopotamian Tours {Civilization} {Title} {Short Description of Civilization} {Argument 1 – why should you travel to this civilization?} Main Office: {Major City in your Civilization} Topic #2: Rome suspiciously watched its neighbour across the sea. Philip V of Macedon sought supremacy over the Greeks, who requested help. No confident after their defeat of Carthage in 202 BC, Rome now deemed it best to remove the Macedonian threat as soon as possible. The pleas by Greek city states for assistance were all the excuse they needed to intervene in 200 BC, beginning the Second Macedonian War. In 198 BC command passed into the hands of Titus Quinctius Flaminius. Had the previous Roman efforts led to nothing much, then things took a decisive turn with the arrival of Flaminius. He pushed on and finally managed to force a battle at the hills called Cynoscephalae. #3 Both sides were roughly equally matched, mustering about 25'000 men each. But both sides employed different systems, the Romans used the legionary method which had brought them victory over Carthage, the