zilongwang/ReadingBank huggingface dataset:
and rent increases on an annual basis themselves based on the process historically used by COAH; IT IS on this _____________ day of _________, 2017 ORDERED as follows: 1. Income limits for all units that are part of the Municipality’s Housing Element and Fair Share Plan and for which income limits are not already established through a federal program exempted from the Uniform Housing Affordability Controls pursuant to N.J.A.C. 5:80-26.1 shall be updated by the Municipality annually within 60 days of the publication of determinations of median income by HUD as follows: (a) Regional income limits shall be established for the region that the Municipality is located within based on the median income by household size, which shall be established by a regional weighted average of the uncapped Section 8 income limits published by HUD. To compute this regional income limit, the HUD determination of median county income for a family of four is multiplied by the estimated households within the county according to the most recent decennial Census. The resulting product for each county within the housing region is summed. The sum is divided by the estimated total households from the most recent decennial Census in the Municipality’s housing region. This quotient represents the regional weighted average of median income for a household of four. The income limit for a moderate-income unit for a household of four shall be 80 percent of the regional weighted average median
Game Theory YOUR NAME ON THE BACK ONLY Sample Midterm Game Theory & Business Strategy MGT 425 This exam has four questions of which you need to answer three. Note that you may attempt all of the questions. All of them will be graded and the best three will be counted. Please identify any assumptions you are using in your analysis and show all work for partial credit. You may use the back of a page if necessary, but clearly indicate that so I will know to look there. Work quickly if you wish to answer every question, but carefully. Question 1. Consider the following strategic-form simultaneous game. Mork’s payoffs are listed first. Mindy X Y Z Mork A 80 , 30 0 , 20 20 , 20 B 85 , 15 20 , 20 5 , 5 C 95 , 25 5 , 25 5 , 25 Does either player have a dominant strategy? If yes, list it/them.
Area of study Content dot points Module – Networks: Trees and minimum connector problems Module – Networks: Shortest path problems 2 2 Outcomes The following outcomes, key knowledge and key skills are addressed through this task. Outcome Key knowledge dot point Key skill dot point 1 3, 5 3, 5 2 1, 2, 3, 4 1, 2, 3 3 5 8, 9, 11
wishes to conduct a limited or informal review of the project (please advise us what the scope of your review will be); or wishes to waive all review of plans, inspections and fees for this project; or requests that the deadline for your response to this letter be extended to a given date. We hope to collaborate with you in the creation of a project that will bring lasting benefit to your municipality. Thank you for your reply and your assistance on this important project. Please contact me with any questions or concerns you may have. Yours truly, insert name of agency head insert title of agency head, name of agency cc: insert name of project manager, Bureau of Real Estate Management insert name of Architect or Engineer
If Licensee has answered "No" to any of these questions, the organization needs to obtain a license to this Program. To obtain a license contact the Self-Management Resource Center at 711 Colorado Avenue, Palo Alto CA 94303 USA, Email: licensing@selfmanagementresource.com, Ph: (650) www.selfmanagementresource.com The permission granted in this License Agreement extends only to the current version of the Program(s) available as of the effective date of this agreement and not to any subsequent versions of the Program(s). Licensee agrees that any prior License Agreements or Permissions to use, distribute, reproduce and perform any portions of the Programs or any previous versions of the Programs are hereby terminated and superseded in the entirety by this License Agreement. Both parties agree that no further rights or obligations survive from such superseded License Agreements or Permissions. The terms of this License Agreement supersede the terms of any other agreement or purchase order. SMRC may terminate this Agreement immediately upon written notice to Licensee in the event Licensee or any Licensee personnel uses, discloses or reproduces the Program materials in any manner not permitted by this Agreement. SMRC may also terminate this Agreement if Licensee is in breach of any clause or fails to submit reports. Licensee will use the Programs at its own risk, and SMRC does not represent that the Programs is accurate or up-to-date. SMRC will have no liability to Licensee or to any third party as a result of its use of the Programs, and Licensee will indemnify and hold SMRC harmless from any claims related to Licensee’s use of the Programs. Licensee agrees that SMRC may publish the name of Licensee and state that Licensee has a license to Programs on the Stanford website and related materials. LICENSEE I agree to and acknowledge the above SIGNED BY [NAME OF LICENSED ORGANIZANATION FROM APPLICATION], [DATE SIGNED] [E-SIGNATURE of ORGANIZATION’S DESIGNATED SIGNATOR through Docusign] [TEXT – NAME OF PERSON FROM APPLICATION] SIGNED BY SELF-MANAGEMENT RESOURCE CENTER [DATE SIGNED through Docusign] [e-signature]
_________________________ Officer Notebook Office: Name: Date: Officer Duties (per bylaws): Responsibilities and activities for your office – a checklist of what you need to accomplish (this is often different from the duties):
(date) Dear Senator (first name then last name), My name is (first name then last name) and as your constituent, I am kindly asking for your support of Senate Bill S.2412 or better known as the CARI Act. S.2412 - Cambodia Accountability and Return on Investment Act of 2018 was introduced on 2/8/2018 by Sen. Graham, Lindsey [R-SC], Sen. Durbin, Richard J. [D-IL], Sen. Cruz, Ted [R-TX], Sen. Cardin, Benjamin L. [D-MD], and Sen. Leahy, Patrick J. [D-VT] to support the successful implementation of the 1991 Paris Peace Agreement in Cambodia, and for other purposes. Senator, I may no longer have the legal right to cast votes in Cambodian elections due to my residency and citizenship here, but it will never mean that I have abandoned the Khmer people's struggle for the same rights, liberties and freedoms we enjoy here in America. Prime Minister Hun Sen has been in power three more decades than many Killing Fields survivors and a new generation of Khmers would prefer. As a I have the obligation and most importantly choose to support their struggles. I am no longer interested in seeing my tax contributions flowing straight into the Hun Sen regime's coffers with the lack of a responsible policy towards Cambodia. Therefore, I would very much like to see S.2412 make it through committee and pass through the Senate Floor. I am asking you to join your noble colleagues on my behalf and sponsor S. 2412 so that we may help Cambodia and the Khmer people move towards a true democratic society. Respectfully, (Your name) (Street Address) (City, State, Zip Code) Phone: Email:
[The Applicant and each member of a JV should provide information on its current commitments on all contracts that have been awarded, or for a letter of intent or acceptance has been received, or for contracts approaching completion, but for which an unqualified, full completion certificate has yet to be issued, in accordance with Section II, Qualification Criteria and Requirement, Factor 4.] Current Contract Commitments No. Name of Contract Employer’s Address and Tel Value of outstanding Work [Current USD equivalent] Estimated completion date Average monthly invoicing over last 6 months [USD/month] 1. 2. 3. 4. 5. Form EXP-1: General Construction Experience Date: [insert day, month, year] Applicant’s Name: [insert full name] [The following table shall be filled in for the Applicant and for each member of a JV.] [Identify contracts that demonstrate continuous construction work over the past (3) years pursuant to Section II, Qualification Criteria and Requirement, Factor 5. List contracts chronologically, according to their commencement (starting) dates.] General Construction Experience Starting Year Ending Year Contract Identification Role of Bidder Contract name: Brief description of the Works performed by the Applicant: Amount of contract: [insert amount in currency and USD equivalent] [insert Contractor (Single entity or JV member)” or “Subcontractor”
5 Posterboards, one per of Life Fetus Model Sets, sized from the earliest point of conception possible to full-term baby size, about 9 pounds A PowerPoint presentation with slides showing: Syvester Stallone’s story (read it here: ) A picture of Colonel Sanders, who became a fried chicken mogul at age 65 A work of art by Grandma Moses, who started painting at age 76 Justin Bieber’s story (read it here: ) Anticipatory Set – The teacher will assign students to one of seven groups. Groups are given 5 minutes to fill out their posterboard, answering the question they are given: 1 “What rights should a person have inherently?” Group 2 “What decisions should be made for a person who does not have the ability to make decisions for themselves?” Group 3 “When should rights be taken away from a person?” Group 3 “What personal rights should a government be involved in?”/“What rights should they be able to take away without cause?” Group 4 “What choices can you make for yourself (think long term)?” Group 5 “Who qualifies as a ‘person’?” Group 6 “What contributions should a person make to society to be considered ‘valuable’?” Group 7 “At what age does a person become valuable to society?” Each will then be given 1 minute to read their results to the class. Step-by-Step Procedures:
Mrs. DiLeo English 11H Into the Wild Assignment February 22, 2016 Part I: Speaker Claim: Jon Krakauer, author of the book Into the Wild, is ____________________________. Quote 1: Notes: Quote 2: Notes: Occasion: Quote 1: Notes: Quote 2: Notes: Audience:
TWS Standard 4: Design for Instruction Unit Scope and Sequence Lesson Topic Sequence of Lesson: Instructional and Engagement Strategies Measurement of Learning Adaptations: Determined by the Student Factors Day 1 Conduction Convection Radiation Starter: Note cards with visuals and examples Lesson: PowerPoint presentation with plenty of visuals and three short videos (2 mins each) Closer: playing a game with the examples the students are given on their notecards Students will be measured on how well they can answer questions during the presentation, their post test, and their note card manipulations during the game. No students in this classroom have an IEP or learning disability. However, this will be instructioned with visuals, real life examples, group discussions. This is the highest academic achieving class of the 4. Day 2 Food Webs Starter: hands on (visual) manipulative with partners (cooperative learning) Lesson: Power Point Presentation with visuals, videos, and a song about Food webs at the end Post test, hands on manipulations One student does not speak any English. He speaks only Portuguese (but still knows little of his own language). For this class, I will ensure that plenty of visuals are included and use simpler words to describe definitions in
order to accommodate his limited auditory comprehension. Day 3 Symbiotic Relationships Starter: activating prior knowledge with group discussion Lesson: Power Point Presentation with visuals, videos, real life examples Closer: Charades with students and vocabulary words Oral comprehension Post test Written answers with group members I have 4 students in this classroom with an IEP. Therefore, I will ensure that this lesson is taught at a fairly slower pace. By including videos of animals to show the relationship amongst the different types of symbiotic relationships, students will be able to use the visuals as guides to comprehension. Day 4 Plate Tectonics Starter: Activation question to engage students in critical thinking Lesson: PowerPoint Presentation with visuals, videos, and real life examples. Group discussion, critical thinking questions, cooperative Post Test And critical thinking questions given at end of lesson. There are no students on an IEP in this class. I plan on using 3D hands on manipulative to teach students about plate tectonic movement. Using the senses for this lesson plan is designed
12. 84 The middle number of the 7 numbers is 42 The 7 numbers are -36, 38, 40, 42, 44, 46 and 48 Sum = 36 + 48 = 84 32. 350g 13. 90 boys 33. £24.50 14. A) 13 12 B) 13 19 Workings Substitute n =1 and n=2 for each question 34. 58 15. 115.5cm2 or 115.395cm2 154 or 153.86 = ½ mark 35. A) 0.238kg B) 0.027l C) 4289m D) 0.4mm 16. 8/10 36. 20 12 + 6 +2 = 20 squares 17. 6 hours and 12 minutes 37. A) No B) By drawing a pie chart showing the sales figure for 2014 is 120° and for 2015 is 240° (Sales doubled from 2014 to 2015) 18. A) £2.72 B) 9 38. 3h 6min 19. A) nth term = 3n +1 B) 31 sticks substitute n=10 39. 2h 50cm 20. 8 litres 40. 16 : 34
Sample Policy for Board’s Approval of IRS Form 990 It is [NONPROFIT ABC]’s policy that [NONPROFIT ABC]’s board of directors review the IRS Form 990 that is filed on the organizations behalf [before it is filed with the IRS / within x days of it being filed with the IRS]. A board resolution [is/is not] required in order for the Form 990 to be filed. The of delivery shall be [in hard copy / via email] to each director’s [mailing address / email address].
score (0.34) Vision 0.89 (0.19) 0.87 - 0.90 Hearing 0.90 (0.26) 0.87 - 0.92 Speech 0.81 (0.26) 0.79 - 0.83 Ambulation 0.45 (0.36) 0.42 - 0.48 Dexterity 0.64 (0.33) 0.61 - 0.67 Emotion 0.74 (0.21) 0.72 - 0.76 Cognition 0.64 (0.30) 0.61 - 0.66 Pain 0.84 (0.20) 0.82 - 0.86 Barthel index 65.9 (31.1) 63.2 - 68.5 Abbreviations: SAH (subarachnoid hemorrhage), EQ-5D-3L (EuroQol 5 Dimension 3 level), EQ-5D-5L (EuroQol 5 Dimension 5 level), HUI3 (Health Utilities Index Mark 3), SD (standard deviation), CI (confidence interval).
Appendix B Staff members are required to record medication administered as follows: Form MEDICATION ADMINISTRATION RECORD **Each time medication is to be administered, you must first: Confirm the child’s identity Check that parent’s/guardian’s written consent has been given Check when medicine was last given Check the administration instructions, including the name of the medication, the method and times for administration and the required dose Check whether medication is within date Child’ Child’s Name: Date Time Name of Medication (state whether prescribed or non-prescribed) Dose Given Route of administration* Signature of person administering. Signature of witness Comments of administration: by mouth, topical (rub in), inhale, injection, rectal.
http://www.hc-sc.gc.ca/hcs-sss/prim/about-apropos-eng.php Labonte, R. (1993). Health promotion and empowerment: Practice frameworks. Retrieved from http://www.globalhealthequity.ca/electronic%20library/Labont%20Health%20Promotio n%20and%20Empowerment%20Report.pdf Public Health Agency of Canada. (2011). What determines health? Retrieved from http://www.phac-aspc.gc.ca/ph-sp/determinants/index-eng.php#determinants Public Health Agency of Canada. (2012a). What is the population health approach? Retrieved from http://www.phac-aspc.gc.ca/ph-sp/approach-approche/index-eng.php Public Health Agency of Canada. (2012b). About primary health care. Retrieved from http://www.hc-sc.gc.ca/hcs-sss/prim/about-apropos-eng.php World Health Organization. (2003). WHO definition of health. Retrieved from http://www.who. int/about/definition/en/print.html
Competitive purchase of equipment $5,000 - $14,999 1. The purchase of equipment requires prior approval from the Federal Grants Officer. Therefore, the Equipment Purchase Request form must be completed and submitted to the Compassion Capital – Hawaii Moving Forward Project Coordinator. To expedite the approval process, forms should be faxed to 2. A competitive process is required. A minimum of three verbal quotations must be requested and documented. 3. In the event that the lowest bid is not selected, or if only one quote is received, grantees are required to document price reasonableness. 4. Grantees may use agency forms for Steps 2 and 3, or may use the following forms developed by the project for record keeping: Record of Verbal Quotation, Determination of Price Reasonableness. Competitive purchase of equipment $15,000 and above 1. The purchase of equipment requires prior approval from the Federal Grants Officer. Therefore, the Equipment Purchase Request form must be completed and submitted to the Compassion Capital – Hawaii Moving Forward Project Coordinator. To expedite the approval process, forms should be faxed to 2. A competitive process is required. A minimum of three written quotations must be requested and documented. 3. In the event that the lowest bid is not selected, or if only one quote is received, grantees are required to document price reasonableness. 4. Grantees may use agency forms for Steps 2 and 3, or may use the following forms developed by the project for record keeping: Request for Written Quotation, Determination of Price Reasonableness. This table contains two columns and nine rows. The table should be read from left to right and from top to bottom. The first row is a header row, reading “Type of procurement action” and “requirement.” The remaining rows contain sample categories of procurements and their corresponding requirements. Used with permission by the Hawaii Moving Forward program.
Betty J. Grizzle South Florida Natural Resources Center Everglades National Park 950 North Krome Avenue Homestead, FL 33030 305-555-1212 (office) 305-555-1112 (fax) Qualification of Organizer: Dr. B. J. Grizzle has been involved with Everglades restoration programs since 1998, serving on the C&SF Project Comprehensive Review Study (Restudy) and as principal biologist on several restoration projects while with the US Fish and Wildlife Service. She has also served as co-chair of various CERP RECOVER teams, including the Adaptive Assessment and the Interim Goals teams. Her current position as Adjacent Lands Coordinator with the National Park Service provides Dr. Grizzle with a unique opportunity to combine her science background with her legal education in resolving management challenges for south Florida’s parks. List of Potential / Invited Participants to Proposed Dedicated Session (minimum of 5): Name Proposed Presentation Title Contact Information Mark A historical reconstruction of trophic dynamics in Lake Okeechobee and its surrounding wetlands University of Florida Soil and Water Science Department Gainesville, FL 352-555-1212 ext 555 352-555-1211 (fax) Email: Mark.Clark@uflorida.edu Robert Fennema The historical importance of Lake Okeechobee during drought periods in south Florida Durban, Inc. 400 SW 52 Avenue, Suite 300 Maimi, FL 33100 786-555-1212 786-555-1221 (fax) Email: rfennema@durban.com Rosanna Rivero Potential for improving ecosystem function in Lake Okeechobee through CERP Everglades Foundation 18001 Old Culter Road, Suite 625 Palmetto Bay, FL 33157 305-555-1212 ext 111 305-555-2121 (fax) Email: rrivero@foundation.org
How do you engage with diverse older people in the community? text here Accessible care and support Older people in rural, remote, regional and metropolitan Australia have access to aged care services and supports appropriate to their diverse characteristics and life experiences. Is the organisation flexible in altering the services of the organisation to better meet client Does the organisation look at other ways to reach diverse older people (e.g. outreach)? Has the organisation build relationships and connections with local diverse communities? What has the organisation done to identify and address barriers? To engage with clients? To incorporate feedback from clients to better meet needs? Enter text here Supporting a proactive and flexible system A proactive and flexible aged care system that responds to the of existing and emerging diverse groups, including an increasingly diverse aged care workforce. How to network with other peak, provider and consumer organisations to discuss better practice and to learn from each other? Is the organisation supportive of the diversity of staff, as well as clients? How have you identified emerging needs within the community in which you are based? Has networking helped in making service delivery more inclusive?
Maintain patient tracking Registration initiate patient tracking on HICS 254 and submit copies to HCC every 10 minutes HICS 254, registration forms Registration Provide continuity of care for patients Diversion Rapid Discharge discharge, diversion for ED for non incident related patients, discharge staging area ED Case Management Maintain communications with healthcare and public safety response partners Provide Sheriff with HMNH critical information Give Critical Incident kit to law enforcement. HMNH 2 way radio on IC 1 channel, master key, maps/floor plans, location of security CCTV monitoring room, phone/contact list of key hospital personnel, location of HCC, copy of notification sent to staff Security Branch Director Ensure the safety of patients, staff, and visitors Notification of patients and visitors Traffic barriers, Security Branch Coordinate the hospital response with the law enforcement incident command system See safety plan above HMNH radio channel for Sheriff Traffic barriers and signage Security directing traffic Security Branch Return to normal operations as quickly as possible Demobilization triggers may include: Patient inflow has reached within 5%-10% of the day-to-day average Hospital no longer needs to transfer patients to other hospitals and can fully handle patient inflow internally Incident has stabilized and no additional incident-related patients are arriving at the hospital All remaining incident-related patients have been diverted to another facility Communication to all unit leaders from the HCC that transition to normal operations will begin. Schedule a debrief All Unit Leaders Incident Commander 7. Prepared by PRINT NAME: ____________________________________________ DATE/TIME: ______________________________________________ SIGNATURE: ______________________________________________________ facility: _________________________________________________________
Membership Form (2 Members) Thank you for your interest in joining PTA! Please fill out this form below and return it to the appropriate person at your local PTA (president, membership chair, etc.) along with your dues payment. When PTA gets involved, children benefit. When you get involved with PTA, the child who benefits most is your own. □ Mr. □ Miss. □ Mrs. □ Ms. □ Other Membership Fee $ Date * First name of primary member* Last name* □ Mr. □ Miss. □ Mrs. □ Ms. □ Other First name of secondary member* Last name* Address* Apt/suite/unit City* State* Zip* Primary number* Secondary phone number - - - - E-mail address* *Reguired Fleid PTA USE: Amount paid $ □ Cash □ Check # Membership Form (2 members) Thank you for your interest in joining PTA! Please fill out this form below and return it to the appropriate person at your local PTA (president, membership chair, etc.) along with your dues payment. When PTA gets involved, children benefit. When you get involved with PTA, the child who benefits most is your own. □ Mr. □ Miss. □ Mrs. □ Ms. □ Other Membership Fee $ Date * First name of primary member* Last name* □ Mr. □ Miss. □ Mrs. □ Ms. □ Other First name of secondary member* Last name* Address* Apt/suite/unit City* State* Zip* Primary phone number* Secondary phone number - - - - E-mail address* *Reguired Fleid PTA USE: Amount paid $ □ Cash □ Check #
Non-MoDOT X CRE2O (Contractor) QM 5th – 7th Position The user's initials. The initials are assigned by the SiteManager Administrator to assure uniqueness. Use upper case (capitals). 8th – 10th Position Use 3 digits, with leading zeros, which count up sequentially for each additional sample. 11th Position May be added to the Sample ID if deemed necessary. Also used to differentiate this sample from a duplicate ID where both Ids have been issued prior to entry in SiteManager. Examples: 2012 + Central District + John R. Doe + 001 + X = 12CDJRD001X or 2012 + Materials + James D. Smith + 001 = 12MJDS001 (Special instructions for a ID) 4th – 5th Position Initials assigned to a non-MoDOT organization by the SiteManager Administrator. Use upper case (capitals). 6th – 9th Position Use 4 digits, with leading zeros, which count up sequentially for each additional sample. Example: 2012 + Non-MoDOT(X) + Carter Waters + 0001 = 12XCW0001 The PAL unit at headquarters is expressly permitted to use a 4 digit number in lieu of the 3 digit number indicated above, due to the number of records created in a year. Example: 2012 + Materials + Sally A. Tall + 0001 = 12MSAT0001 Central Office work units have been assigned a further breakdown for sample identification at a group level. Materials, Field Office MFO Materials, Physical Lab MPL Example: 2012 + Materials + Physical Lab + 0001 = 12MPL0001 District Materials, where samples have traditionally been posted to a ledger and identified on a district wide basis, are also allowed the option of submitting samples using the following format. The last two digits of the year plus the two letter designation for the district plus MA for Materials, plus 4 digits (with leading zeros) is allowed. Example: 2012 + Northeast District + Materials + 0001 = 12NEMA0001
Bituminous Cores – ID NO. Mix NO. Special Instructions such as TEST EACH CORE SEPARATELY PLEASE CONTACT (user @ phone number) BEFORE TESTING Bituminous Loose – ID NO. Mix NO. Special instructions may include information like: SAMPLED FROM 4th TRUCK PHONE/FAX RESULTS POSSIBLE CONTAMINATION NEED AC CONTENT NEED Gmm, Gmb, etc. Some special instructions can be reduced to the following key words, which are also defined and clarified when appropriate. Special Instructions go on tag and in "Remarks" section of Basic Sample Data tab. Absorption as Received - For aggregates. Chemical Analysis – Culvert metal sample being submitted for normal testing that also requires a chemical analysis. Date of Pour – Date when concrete cylinders were made. DSR Only – Daily performance graded binder sample taken at an asphalt plant. Due Date – Date when test results are expected. (Used primarily with soil samples.) Experimental – Material is to be retained for an indefinite period. The submitter of this material shall inform the Central Lab when the material is no longer needed so it may be disposed. Initial – Larger rock samples obtained from ledges prior to crushing. Material Code – For general materials samples, four digits of material code would be as useful as the product name. # of # – for multiple bags or containers for accountability in receiving the material. Quantity and Length – for bolts, the lot quantity and the length of the bolts. Resample – Indication that the sample submitted is a resample.
Sample Medication Administration Log Name of Child: ______________________________ Date of Birth ______/______/______ Date Time Medication Dosage Name of Staff Person who administered (including any side effects noticed) Medication Permission Form is complete Medication is in original container Medication is appropriately labeled Date on is current Name of Person Accepting Medication: ________________________________________________________ Date: ________________________
website to advertise in and confirm price Advert placed in paper and/or website 17 September 2018 Include deadline for receipt of applications in advert Three weeks from publication of advert 7 October 2018 Photocopy applications and send to shortlisting panel One week 14 October 2018 Shortlisting One week 21 October 2018 Interview invitation letters sent out Two weeks notice required to candidates 5 November 2018 Interviews One day 8 November 2018 Informing all candidates of interview Outcome Half a day 10th November 2018 Selected candidate – Garda vetting, check references etc. One month to allow for Garda vetting 22 November 2018 Appointment Candidate may need to give notice to previous employer (this could be up to one month), this will determine start date in new position. 22 November 2018 Inform candidates that they have been unsuccessful/placed on a panel 22 November 2018 Appendix C Job Descriptions
References Biber, K. (2009). Visual jurisprudence: The dangers of photographic identification evidence. Criminal Justice Matters, 78, 35-37. doi: 10.1080/09627250903385271 Davis, J. P., & Valentine, T. (2009). CCTV on trial: Matching video images with the defendant in the dock. Applied Cognitive Psychology, 23, 482-505. doi:10.1002/acp.1490 Wells, G. L., & Lindsay, R. C. (1980). On estimating the diagnosticity of eyewitness nonidentifications. Psychological Bulletin, 3, 776-784. doi: 10.1037/0033-2909.88.3.776
Sample Forms for Reinforcement Sample Reinforcement Menu Reinforcement Menu Function of Behavior Tangible Activity-Based Social Intangible Escape/Avoid Extra time on computer, silent reading time Partner reading instead of reading, preferred activity instead of typical task Attention Tokens, stickers, posters, prize from a prize box, snack or favorite food item (if appropriate), coloring page, books Partner reading, allowed to be a leader, given a classroom job, assisting secretary or teacher Tell a joke, lunch with teacher, positive phone call home, game with a friend, being a peer model for a younger student Verbal praise, smiles, thumbs-up, giving eye contact, positive comments written on work Sample Data Collection Tools Data Collected by: Frequency, Duration, or Intensity (circle type used) Problem Behavior: Setting Events: Antecedents: Consequence: Possible Function: Section for Collecting Data on Frequency Start Time: End Time:
Every ____Amount of Time Teacher Action Student Response Consequence: Reinforcement Given Example: Reinforcement after every 30 seconds of on-task behavior Teacher uses a timer to determine when to deliver a reinforcer Student shows desired behavior for 30 seconds Teacher provides reinforcement after 30 seconds Variable-Interval Reinforcement Schedule Unpredictable Amount of Time Teacher Action Student Response Consequence: Reinforcement Given Example: Reinforcement after a variable amount of time of silent reading Teacher can use a timer and set different times or can choose random intervals to deliver the reinforcer Target student shows desired behavior Teacher provides reinforcement after 10 seconds and then again after one minute
Department or College Name Division of University of Cincinnati University of Cincinnati PO Box City, Zip GENERAL REJECTION LETTER – NO INTERVIEW (DATE) (INSIDE ADDRESS) Dear __________, you for responding to our advertisement for the position of (POSITION). I regret to inform you that the department has decided to interview other candidates whose backgrounds more closely match their needs for this particular position. This decision in no way reflects negatively on your qualifications nor will it affect your candidacy for future positions. Again, thank you for your interest in the . Please accept my best wishes as you pursue your career goals. Sincerely, Name, Chairperson Search Committee for (POSITION)
Non-Federal Match Sources Best Practices Sample Sign-In Sheet to Record Volunteer Time and Mileage MEETING NAME Weekday, Month Day, Year Start Time – End Time (Length) SIGN IN SHEET NAME IN PERSON VIA TELECONF MILEAGE (IF OR GOV’T VEHICLE ARE YOU FEDERALLY FUNDED (YES OR NO) ARE YOU USED AS MATCH ON A FEDERAL GRANT (YES OR NO)
Week of 1st to 9th April e-RS Hardcopy Total % hardcopy Number of practices at 100% M&A CCG 395 39 434 8.99% 10 N&S CCG 295 39 334 11.68% 2 Appendix 1: Exclusions to the process sent to GP Practices Sherwood Forest Hospitals Services and Clinics excluded from E-Referrals for 1st Consultant clinics Please send the following as referrals to SFHFT Ambulatory Clinics – All Specialties Antenatal Emergency Clinics – All Specialties Fracture Clinics Obstetrics Ophthalmology – Macular, Wet AMD TIA Please note: Diagnostic Imaging should continue to be sent via ICE to SFHFT – with the exception of MRI or Ultrasound which can be sent to SFHFT via ICE or e-Referrals. Should the e-Referral system become unavailable, a policy is already in to cover this, and the CCG will advise when referrals can be sent to SFHFT and other Trusts hardcopy. 2ww & urgent referrals – if e-Referrals is unavailable for more than 24 hours Routine referrals – if e-Referrals is unavailable for more than 48 hours. Please wait until the CCG emails or telephones the practice before sending hardcopy.
Sample Restraint Incident Report Restraint Information: Resident’s/Student’s Name: Date of Incident: Time of Incident: Location of Incident: Type of Restraint Used: Mechanical Chemical/Medical Seclusion Physical Physical: Standing Seated Floor: Face Up Face Down How many staff were involved: Purpose of Restraint: (Check all that apply) Self Defense Defense of other staff from harm by another Removal of client/student for reasons of safety/control and the client/student resisted Defense of Client/Youth from self harm Protect property Part of a behavioral plan or IEP Defense of from harm by another Maintain a safe environment Injuries/Physical Complaints: Yes No Photos Taken: Yes No Reviewed by Health Staff: Yes No Notification: Name and Title of person notified: Date of Notification: Time Notified: Individuals Involved (list): Role of each person involved (describe):
Success Criteria BEGINNING 0-29% DEVELOPING 30-59% EMERGING 60-79% OUTSTANDING 80-100% Is your presentation Your presentation is unorganized. Your presentation is organized but difficult to follow. When you present, you jump too quickly from idea to idea. Your presentation is organized and easy to follow. As you present, you in with your audience. Your presentation is focused, organized, interesting and easy to follow. As you present, you frequently check in with your audience. Do you understand your topic? You don’t have a grasp of your topic. You have difficulty answering questions. You have an understanding of your topic. You find it difficult to answer some questions. You have a solid understanding of your topic. You’re comfortable answering most questions but find it difficult to elaborate. You demonstrate a full understanding of your topic (more than required). You answer all questions with explanations and elaboration. How do you visualize your message? You don’t use graphics to illustrate your ideas. You use decorative graphics to illustrate your You use graphics to illustrate your ideas. The graphics help you explain your ideas. You use graphics to illustrate your ideas. The graphics help you explain your ideas and reinforce the text in your presentation. How do you interact with your audience? You don’t interact with your audience. You interact once or twice with your audience. You interact with your audience throughout your presentation. You interact with your audience few minutes throughout your presentation. The interactivity is planned and built in to your slides. Do you communicate correctly? Your presentation has four or more spelling errors and/or grammatical errors. Your presentation has three spelling errors and/or grammatical errors. Your presentation has no more than two spelling errors and/or grammatical errors. Your presentation has no spelling errors and/or grammatical errors.
Curriculum Core curriculum aligned vertically and with state standards Instruction Effective instructional strategies and tiered interventions Assessment Use of formative and progress monitoring assessments to improve instruction Supportive Learning Environment Safe, orderly learning environment Family Engagement Family & community engagement Professional Development (PD) needs assessment PD to support curriculum, instruction & assessment Professional Development (PD) assessment PD to support individual teacher skills Professional Development (PD) needs assessment PD or strategies for hiring qualified teachers Leadership Recruiting, training & retaining qualified principals Other: District Goal Areas Other:
City & State_________________________________________________
In the majority of applications all three types of heat transfer occur simultaneously but one type may be more important than others. Steady-state heat transfer takes place when there is a constant temperature difference between two materials. The amount of heat entering a material equals the amount of heat leaving, and there is no change in temperature of the material. This occurs for example when heat is transferred through the wall of a cold store if the store temperature and ambient temperature are constant and in continuous processes once operating conditions have stabilised. However in the majority of food processing applications the temperature of the food and/or the heating or cooling medium are constantly changing and unsteady-state heat transfer is more commonly found. Calculation of heat transfer under these conditions are extremely complicated but are simplified by making a number of assumptions and in some cases using prepared charts to give approximate solutions. Example Calculate the rate of heat transfer across glass panes which consists of two 1.6mm (0.0016m) thick glass separated by 0.8 mm (0.0008m) layer of air. The heat transfer coefficient on one side which is at 21 oC is 2.84 W/m2.K and On the opposite side which is at -15 oC is 11.4 W/m2.K The thermal conductivity of the glass is 0.52 W/m.K and The thermal conductivity of air is 0.031 W/m.K. Solution: Using the diagram (right) there are 5 resistances to heat transfer: R1 = the convective resistance to one surface exposed to air. R2 = the conductive resistance of one layer of glass R3 = the conductive resistance of the air layer between the glass R4 = the conductive resistance of the other layer of glass R5 = the convective resistance of the opposite surface exposed to air.
Development Laboratory Sample Menu The Child Development Laboratory provides nutritious meal and snacks that adhere to federal guidelines for appropriate food components. Children receive morning and afternoon snacks and a midday lunch each day. Our meals are catered by Catering for Kids – Guilford Child Development. The following is an example of a weekly menu that your child will receive: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MORNING SNACK Cinnamon Toast Crunch Milk Muffin Orange Juice Raisin Bran Milk Bagel w/Cream Cheese Apple Juice Cheerios Milk LUNCH Chicken Salad Lettuce/Cucumber/ Carrot Sticks Cantaloupe WW Crackers Milk Teriyaki Beef Steamed Broccoli Mandarin Oranges Rice Milk Squish Squash Lasagna Zucchini Sliced Apricots Pasta Milk Whole Fish Nuggets Sweet Potato Puff Pineapple Tidbits WW Roll Milk Chicken Pot Pie Carrots/Peas/Potatoes Fruit Mix Pie Crust Milk AFTERNOON SNACK Saltine Crackers Sliced Cheese Juice Teddy Grahams Milk Hi-Ho Crackers Pears Vanilla Wafers Milk Goldfish Grape Juice
Critical Control Point (CCP) Hazard(s) Critical Limits Monitoring Corrective Actions Verification Activities Procedures What How Who CCP#1 HTST 72°C for 15 sec. (o C) Check and sign-off on continuous chart recorder Every 2 hours Pasteurizer Operator However the recording of the actual data take another form. An example for the pH and temperature monitoring of batches of basil pesto: Basil Pesto CCP checks Date / Time number pH (CL: less than 4.1) Temperature (CL: 0oC to 5oC) Visual Check Corrective Action Checked by 29/3/13 2:29 pm 3088 - 1 3.89 4 o C ok na Bob 29/3/13 2:45 pm 3088 -2 3.95 4 o C No foreign bodies none Sarah G The plan is dependant upon clearly defined, reliable CLs and monitoring techniques for each CCP. All employees must be fully aware of the identification, definition, and importance of CLs and associated monitoring procedures. 4. Hand washing Personnel should always wash their hands when personal cleanliness may affect food safety, for example: at the start of food handling activities; immediately after using the toilet; and after handling raw food or any contaminated material, where this could result in contamination of other food items; they should avoid handling ready-to-eat food, where appropriate.
MEMBERSHIP GRID School Age Child Medically Fragile Child Special Education PTA Representative Middle School Junior High School High School Physician Dentistry Mental Health Public Health Health Professions Group Religious Group Human Services Youth Services School Nurse Health Teacher Other Teacher School Administrator School Counselor Food Service Other (please note) Business Government Officials Other professionals Member’s Name & Role Parent Student Health Community Education Other Ex: John co-chair X X \
M 4/2 Every parent needs support to help #GreatChildhoods happen. Invest in strengthening families this April, which is Child Abuse Prevention Month. Every child deserves to grow up feeling safe and loved W 4/4 Get ready for #WearBlueDay this Friday! Show your support for great childhoods and help prevent child abuse. Wear blue on April 6 to support F 4/6 It’s #WearBlueDay! Wear your favorite blue jeans, blue blouses, blue everything! Show everyone you support great childhoods. Wear blue on April 6 to support M 4/9 Parents need help, even when they don’t know how to ask for it. Be the help they need, so #GreatChildhoods can happen! Great neighbors make #GreatChildhoods W 4/11 Your voice can make a difference for kids, from your hometown to the halls of Congress! Speak up for safer kids— write a letter to the editor, a blog post, or share your voice on social media! #GreatChildhoods #PassThePinwheel Speak up for #GreatChildhoods F 4/13 Proclaim April as Child Abuse Prevention Month by taking the Child Abuse Prevention Month Proclamation to your city council or Board of Commissioners. Find it here: Help #GreatChildhoods happen M 4/16 How can you help prevent child abuse? Get involved with local groups that support children and families. “We are always teaching our children by our examples.” W 4/18 When you purchase a Kids First License Plate, a portion of the fees go back to local Drive Prevention on the roads!
M 4/2 Every parent needs support to help #GreatChildhoods happen. April is Child Abuse Prevention Month. #InvestUpstream & #PassThePinwheel Every child deserves to grow up feeling safe and loved TU 4/3 Parents need help, even when they don’t ask for it. Be the help they need, so #GreatChildhoods can happen! #PassThePinwheel Great neighbors make #GreatChildhoods TH 4/5 Get ready for #WearBlueDay this Friday! Show your support for #GreatChildhoods, and help prevent child abuse. Wear blue on April 6 to support F 4/6 It’s #WearBlueDay! Wear your favorite blue everything! Show everyone you support #GreatChildhoods. Wear blue on 6 to support TU 4/10 Our programs help kids & families create #GreatChildhoods. Together we can prevent child abuse. #InvestUpstream #PassThePinwheel Help #GreatChildhoods happen TH 4/12 How can you help prevent child abuse? Help young moms. We’ll show you how! #GreatChildhoods #InvestUpstream “We are always teaching our children by our examples.” TU 4/17 When you purchase a Kids First License Plate, a portion of the fees go back to local programs that help prevent child abuse and neglect from ever occurring! Drive Prevention on the Roads TH 4/19 You can help prevent child abuse by helping local parents. We’ll show you how! #GreatChildhoods #PassthePinwheel Great neighbors make #GreatChildhoods TU 4/24 Your voice can make a difference for kids, from your hometown to the halls of Congress! #PassThePinwheel up for #GreatChildhoods
comments, and 4) putting together inventory binders for the coordinator, which include the inventory document and the annexes. Products and schedule under Task 7: Subtask 7.1 Products Due Date Discussion meetings and As requested by the PO Subtask 7.2 Products Due Date Draft outline of the GHG Inventory report, and templates for each sector As requested by the PO Final outline of the GHG Inventory report, and templates for each sector As requested by the PO Subtask 7.3 Products Due Date Internal review draft of inventory As requested by the PO Subtask 7.4 Products Due Date Summary of expert review comments and responses for each As requested by the PO Subtask 7.5 Products Due Date Final version of GHG inventory As requested by the PO Subtask 7.6 Products Due Date All data for UNFCCC submission, including Excel reporting tables As requested by the PO Task 8: GHG Inventory Analyses and Quick Turn-Around Response This task provides resources to enable the Contractor to provide expert support to the PO and to respond to requests for presentation materials, technical briefings, profiles or summaries of GHG emission characteristics, and inventory-related analyses, often needed on a quick turn-around basis. Additional work on disaggregating emissions to end use categories may also be conducted under this task. This task has been provided in recognition of the fact that inventory development work is a broader and more complex effort than data compilation and document production. Products and Schedule under Task 8: Subtask 8.1 Products Due Date Tables, spreadsheets, presentation graphics, and/or documentation To be determined by PO IV. PRODUCTS Product due dates are specified by task above. Distribution of products should be handled by sending one electronic copy each to the [coordinating/lead agency,
Requested analysis: <Bacterial endotoxin test> Date of samples sent: <29-OCT-2012> Analysis site: Biovian Oy, Tykistökatu 6 B, 4th floor / 4. krs, FIN-20520 Reference to Agreement: <01-JAN-2013> Add / Remove rows if needed: Sample code (internal batch code) Sample type Date of sample taken Storage (°C, other) Sample volume Acceptance limit Analysis method <1234 water <WFI> <01-JAN-2013> <+2 - +8 °C> <100 ml> < < 0,005 EU/ml> <Kinetic chromogenic method D of current European Pharmacopeia edition> Do not discard sample after CoA. Date and Signature: ______________________________________________________________ Please send analysis results to: <Name of company> <Firstname Lastname, QC Manager> <Street Address line 1> < Address line 2> < Address line 3> Tel <040-1234 567> E-mail: <customer@customer.com>
GRADING RUBRIC Example grading rubric Criteria Excellent (5 points) Satisfactory (4 points) Needs improvement (3 points) Unacceptable (2 points) Clearly written with correct grammar and spelling Thoughtful Refers to the course material and its concepts Reflects upon what interested him/her about the community organization and subject matter Reflects upon how he/she might use