zilongwang/ReadingBank huggingface dataset:
Overview of Units The following units will be covered this year. First semester - Physical science and space- astronomy-rocks/minerals, weather- earth and atmosphere. Ecology, current health and wellness issues. Second semester-Energy, electricity, science-ecosystems- ecology, conservation and current health/wellness issues. Course Objectives and Standards The Arizona State Common Core Curriculum Standards include key science learning tasks in using appropriate scientific processes/principles in making daily life choices and increasing productivity through the use of scientific knowledge about the natural world. All Arizona state standards are available online. Required Textbook- Globe Fearon Pacemaker Series- AGS Biology Text - Earth-Environmental Science-Biology-Lab Manuals The textbooks for this course are supplied in the classroom. Each student is also required to sign out a science textbook for home use at the IRHS bookstore. Homework will be assigned in the form of textbook assignments, worksheets or projects. Supplemental materials include lab experiments with on participation and additional assignments from Globe Fearon Science workshop series. Cheating Any student that is caught cheating will receive an automatic zero. I consider cheating to be copying another student’s work or allowing another student to copy his or her work. This policy applies to tests, projects and all assignments. There will be experiences in class which include group work, this is the only time students would share work as a group project assignment. Tardy Policy Students are expected to be in their seat, prepared for class, and working on the daily science jump-start when the bell rings. If the student is not in their seat at the time of the bell he or she is tardy. Every tardy is recorded on the school attendance records. Tardy #1- Teacher warning / tardy is recorded on attendance record. Tardy #2 - Student is issued a lunch period detention. Tardy #3 - Parent is notified and student is issued another detention. Tardy #4- Tardy discipline referral is made to school administration. This tardy policy is strictly enforced in my classroom.
Description of E.W.E. for CCT one depth Rate per cum Rs. SS 29 A Amount Rs. Remarks No.s Length (mts) Breadth (mts) Depth (mts) Quantity Cum 1 2 3 4 5 6 7 8 9 Earth work execution and depositing on banks with an initial lead of 10 mts, and lift of 2 mts, in loamy, clayey soils like black cotton soils, red earths and ordinary gravel including formation of sectioning neally by excavated spoil including breaking of clods, raming, sectioning etc., complete. 1 1.00 (1.00 + 3.00)/2 1.00 2.00 Cum 29.10 Cum (Manual) 58.20 If machinery is used adopt Rs. 17/Cum. TABLE – 4 STATEMENT SHOWING THE COST OF BOUNDARY BUND Bunding length (50m) and depths assumed Sl No. Description of item Average height of bund in middle of 10 mts Area of the middle of 10 mts Formation of earthen bund Amount Rs. Remarks M3 Rate Rs. Per Cum. 1 2 3 4 5 6 7 8 1 Earth work excavation and depositing on banks in loamy clayey soils like black cotton soils, red earth and ordinary gravel soils for formation of new earthen bunds. Note : cost of uniform 0.50 m2 section 80m bunding works out to Rs. 1164.00 Change 0m to 10m 0.20 0.14 1.40 29.10 41.00 Change 10m to 20m 0.50 0.50 5.00 29.10 146.00 Change 20m to 30m 0.80 1.04 10.40 29.10 303.00 Change 30m to 40m 0.50 0.50 5.00 29.10 146.00 Change 40m to 50m 0.40 0.06 0.60 29.10 17.00 Model calculation : (cost of earthen bund for the above assumed section for 50m long)
TABEL – 6 SUNKEN PIT IN GULLYS (WITHOUT SILT TRAP) MODEL CALCULATION : Quantities and cost calculation made for 0.90 m depth of sunken pit in Nalas (Gullys). Sl No. Description of No.s Length(L) mts. Breadth(B) mts. mts. Quantities cum. Rate per cum Rs. Amount Rs. 1 2 3 4 5 6 7 8 9 1 Earth work excavation in sand or loose soils, wet sand not under water and loamy clayey soils like black cotton soils, red earth, ordinary gravelly soils (SS20B) For sunken pit 1 2.40+0.60 2 4.00+5.80 2 0.9 6.62 1 0.60 0.60 0.225 0.08 Revetment slope 1 1.45 2.40+0.60 2 0.225 0.49 Triangular portion 2 1/2x1.45x0.90 0.225 0.29 8.82 Cum 26.60 199.00 2 225mm thick rough dry packing For sunken trap 1 2.40+0.60 2 1.45 0.225 0.49 For apron at bottom 1 0.60 0.60 0.225 0.08 Triangular portion 2 1/2x1.45x0.90x0.225 0.29 0.859 Cum 286.30 246.00 Total Rs. 445.00
We tested the various pause and speed-up conditions, which were based on the pauses and speedups typically used by teachers and other live readers for similar expressions, without informing the students of the nature and purpose of the pauses and speedups. We did so in order to see how students would naturally respond to the pauses in the speech, as opposed to creating expectations about them. The drawback, however, of not providing such information is that some of those students who mentioned noticing pauses and changes to the speech rate thought the prosodic elements might be inadvertent, a computer “stumble,” or otherwise not intended to convey meaning—even though teachers and other live readers tend to employ similar pauses or speedups when they speak math in the classroom. Students may not have expected such purposeful behavior from a computerized voice. It is possible that providing some explanation of how pauses and other prosodic elements are used, or even the natural process of getting used to computerized math speech (as students may already be used to computerized speech of nonmath material), might improve students’ likelihood of benefitting from enhanced prosody. As can be seen in the section, some students did catch on to the intention behind the pauses, supporting the possibility that further instruction and familiarization would make the prosody more helpful. Our primary goal at this point in the project was to provide speech that students would find understandable with little or no prior instruction, and so it is not surprising that what students most expected (end language) was more understandable to most (but not all) of them. A further inquiry could be conducted as to whether, if students were given opportunities to expect and become familiar with potentially helpful prosodic elements, such as strategic pauses and speedups, they would have different impressions of the elements’ usefulness or different relative success in identifying expressions. The results of such an inquiry could provide suggestions for further adjustments to the synthetic speech rules, recommendations for adjustments to human speech guidelines, and additional insights into cognitive processing. Research Question 2 (Nested Parentheses) Section 2 focused on the handling of nested parentheses and how different prosodic or lexical treatments might help listeners keep track of the various open/close parentheses pairs in the expression and their relationship to each other (i.e., how they nest). Consider an expression with multiple sets of nested parentheses, such as .
Please rate the student's proficiency with fractions in algebra problems Developing Proficient Advanced Please rate the student's proficiency at working with square roots in algebra problems Developing Proficient Advanced Please rate the student's proficiency at working with math statements using parentheses in algebra problems Developing Proficient Advanced Pilot Authoring Study Background Survey Please type the letters corresponding to your responses in the spaces provided. 1. What is your typical role in the math classroom (indicate all that apply)? A. Math teacher B. Teaching aide / Paraprofessional C. Teacher of the Visually Impaired D. Administrator E. Teaching consultant F. Other ____________ Response: ____ For the remainder of the questions, if you are not a teacher, interpret “taught,” etc. as it best applies to your typical role. 2. Which math classes do you generally teach (indicate all that apply)? A. Pre-algebra
APPLICATION FOR EMPLOYMENT PRIVATE & CONFIDENTIAL Please complete fully in black ink and block capitals. Incomplete application forms will be rejected at stage. Please return completed application form to or alternatively to the HR Dept, 56 Craigmore Road, Garvagh, BT51 5HF. Reference No: To be returned by: Position applied for: Depot: PERSONAL DETAILS Mr / Mrs / Miss / Ms Please delete as appropriate First Names: Surname (Block Letters): Maiden name or names previously known by: National Ins. No.: Home Address: Home/ Mobile/Work Telephone Number (s): E-mail Address: Current Driving Licence: YES / NO Own Transport: YES / NO Currently Employed: YES / NO Notice Required: EDUCATION Type of school attended, e.g. Grammar / Secondary (Do not name school attended) Examinations taken, results obtained, subjects passed, scholarships and prizes From To listing
RR Autumn Distance Meet L2 Rejected Entries Report Individual Male swims Club EntryNum Name 1500 Free Alton & District Swimming Club Julian 18:29.80 Basingstoke Bluefins SC 19:34.83 Basingstoke Bluefins SC Alexander 20:24.50 Basingstoke Bluefins SC Matthew 22:51.65 Basingstoke Bluefins SC William 20:10.65 Basingstoke Bluefins SC William 18:44.53 Basingstoke Bluefins SC 18:05.92 Bracknell & Wokingham SC Justin 18:44.60 Bracknell & Wokingham SC Conor 20:23.20 Bracknell & Wokingham SC Leo 22:40.30 Epsom District SC Adam 21:26.89 District SC Jacob 21:36.89 Epsom District SC Thomas 21:53.84 Fareham Nomads SC Thomas 20:34.34 Farnham SC Kit 18:37.42 Farnham SC Max ✔ Guildford City Swimming Club Ethan 21:00.32 Guildford City Swimming Club Alexander 18:13.63 Guildford City Swimming Club Dan 21:29.84 Guildford City Swimming Club Jono 21:26.84 Guildford City Swimming Club Owen 18:42.26 Guildford City Swimming Club Alexander 19:08.63 Guildford City Swimming Club 17:58.71 Guildford City Swimming Club William 21:28.92 Guildford City Swimming Club Callum 21:04.16
MULTI-UNIT DEVELOPMENTS WASTE MANAGEMENT PLAN - CHECKLIST Application: This checklist may be used to correctly prepare a Waste Management Plan for a residential development of more than one dwelling up to three storeys in height. This checklist does not apply to apartment developments, where guidance is provided by Clause 55.07 and Clause 58 of the planning scheme. FOR COUNCIL USE ONLY WASTE MANAGEMENT PLAN CHECKLIST Planning permit application number Planning Officer Waste Officer DEVELOPMENT DETAILS Full breakdown of all land uses including floor space provision for each use is provided Check: Yes No Comments (where applicable): WASTE GENERATION CALCULATION (PER WEEK) Correct waste volume calculation and total waste generated per waste stream is provided Check: Yes No Comments (where applicable): COLLECTION FREQUENCY, NUMBER, SIZE AND COLOUR OF BINS C1 Using the waste generation figures, the collections/week, bin numbers, bin size/colour that are required to meet the anticipated waste volumes are detailed Check: Yes No Comments (where applicable): C2 Waste collection service provider/s is identified. May be a combination of council and private Check: Yes- Council Yes- Private No Comments (where applicable): C2 Council’s waste and recycling collection service is compatible with the development’s waste collection requirements Check: Yes No Comments (where applicable): C3 Details of compliance with permitted collection times is demonstrated Check: Yes No Comments (where applicable): BIN STORAGE AND WASTE DISPOSAL PROCESS FOR OCCUPIERS
RR has several competitive shooting events called challenges” that put competitors to the test in a variety of disciplines. This section describes the parameters for each. Our Skill Challenges resemble formal competition but are intended to provide interesting and difficult problems which link students to marksmen heritage. Thus the parameters for targets, setup, and variations may vary more than traditional CMP or NRA challenges. Students are competing more against their immediate peers and themselves than against the record books. We are affiliated with the NRA and CMP and urge students who have mastered the RR challenges to try their hand in formal competition. RR Freedom Bell Classifier: See what your current maximum range is to score consistent hits and ring the Bell! RR Qualification Test: This is our signature basic rifle skills test. It requires scoring hits with both rapid and slow fire in a variety of positions against targets at varying ranges. This event may be fired at 25 yards, 100 yards, or the full 400 yard distance. RR "5V Vintage" Qualification Test: This version of our classic test uses the vintage targets used by generations of American riflemen. Test your skills against the same target used by previous generations! RR Battle Rattle: Based on the CMP's popular Team Matches, this fast-paced event pits teams of four against targets at a variety of ranges. RR Shoot Challenge: The capstone challenge for a rifleman, these creative events require marksmen to detect, identify, range, and engage targets under field conditions at varying distances. Most of the Skill Challenges use similar rules and are described below. The Battle Rattle and Field Shoot Challenge differ and are presented separately. Accommodations for shooters with obvious or documented disabilities, or for youth, MAY be provided at the discretion of the Event Director. If any shooter is judged by the Event Director to not be able to transition safely, he/she may have the shooter start in the firing position and not fire until after a transitioning shooter fires a round first. For shooters with disabilities who are seated in wheelchairs or shooting seated from a bench, suggested adapted shooting positions are as follows (if possible, and at the discretion of the Event Director): To simulate standing; arms unsupported. To simulate seated/kneeling; one elbow may be supported by a wheelchair arm or table. To simulate prone: both elbows may be supported on wheelchair arms or a table. & Approved targets include the following (dimensions approximate). Reduced versions scaled for 25 yard or other distances are also approved.
Fill in only one square per stage STAGE # HITS x POINTS PER HIT SUBTOTAL 0 TGT +0 1 TGT +1 2 TGTS +4 3 TGTS +9 4 TGTS +16 1 (400m) x 4 2 (300m) x 3 3 (200m) x 2 4 (100m) x 1 TOTAL SUBTOTAL… PLUS BONUS POINTS…
PART 3 - Project detail 3.1 Primary Investment Theme Protecting the Great Barrier Reef Project Location Spatial Information to be updated at reporting period. Project Outcome(s) INSERT THE OUTCOMES SOUGHT BY THIS PROJECT. THESE SHOULD BE EXPRESSED AS A ‘SMART’ STATMENT AND RELATE TO THE FOR OUR COUNTRY 5 YEAR OUTCOMES Description DESCRIBE THIS PROJECT IN YOUR OWN (150 OR LESS) Project outputs, assumptions and monitoring Output category (choose those that apply) Total Project Output to be delivered by end of project. Statements should be SMART. NOTE: Each output should be linked to only one output category – choose the most relevant. Delivery mechanisms, assumptions and rationale – How is the output to be delivered (i.e. briefly describe the method to be used)? What assumption(s) is/are being made about how the output will be achieved, and how it will lead to the achievement of the Project Outcome? What evidence is there to support the assumption? Monitoring - How will the progress, achievement and impact of the Project Output be monitored? (Region) Delivery Mechanism Assumption and rationale (Region) Delivery Mechanism Assumption and rationale (Region) Delivery Mechanism
(Region) Aust. Govt. $ $ $ $ $ $ Other $ $ $ $ $ $ Industry wide coordination and communication Aust. Govt. $ $ $ $ $ $ Other $ $ $ $ $ $ Whole of program coordination and integration Aust. Govt. $ $ $ $ $ $ $ $ $ $ $ $ Sub-total Aust. Govt. $ $ $ $ $ $ Sub-total Other $ $ $ $ $ $ (cash only) All $ $ $ $ $ $ & MERI budget as part of the above table. Admin Aust. Govt. $ $ $ $ $ $ Other $ $ $ $ $ $ MERI Aust. Govt. $ $ $ $ $ $ Other $ $ $ $ $ $
Badillo Frances Angela Bae Jung Hwan Bishoyi Prateek Blean Reina Bloomfield Alyssa Chang Cathy econ only Chao Michael Chen Jennifer Chiang Catherine DeCambra Austin Del Campo Lauryn civics only Du Bernice Eid Jasmin Elsharhawy Adam Garcia Ariana Garg Ruchita Huang Timothy Iwanaga JATWANI NIKKI Kim Younga Krantz Victoria Kwok Isabelle Langi Chase Lee Matthew Lu Jodie civics only Luk Tritia Mai Cheng Cheng Mansour Jack Matsuda Nicole Nayem Nishat paneda leslie Park Dustin Park Brian Rivera Katelyn Soldridge Mason Yee Tyler civics only Yi Gong Hee Yip Elaine
Pear 7 937 1 184 4 211 948 142 419 658 134 482 1 184 –2 0.5 3 –8 Plum & Prune 5 661 2 509 0 3 306 26 355 2 034 20 694 2 509 –2 0.75 10 –8 Pumpkin – – – – 110 906 729 110 906 729 –2 0.75 3 –8 Raspberries – – – – 532 23 387 532 23 387 –2 1 3 –8 Melon (excl. watermelon) 10 662 1 305 – – 85 020 1 091 74 358 1 305 –2 0.75 3 –8 Soybean – – – – 50 149 356 50 149 356 –2 0.75 10 –8 Strawberry 4 142 3 976 6 286 1 215 27 336 6 217 23 194 3 976 –2 0.75 3 –8 Sunflower 3 458 2 585 26 644 894 81 996 384 78 538 2 585 –2 0.75 10 –8 Watermelon 2 262 740 – – 133 777 534 131 515 740 –2 0.75 3 –8 Zucchini – – – – 22 760 3 151 22 760 3 151 –2 0.75 3 –8 Vegetable seed – – – – 1 591 17 599 1 591 17 599 –2 0.75 10 –8 Notes: ‘–’ indicates a zero value or data not available. For modelling purposes, assumed to be zero. Sources: a ABS (2010). b ABS (2010). c ABS (2008a, 2008b); canola seed production sourced from ABARES (2010); clover seed and lucern seed (A Glenn [DAFF, Levies Revenue Service] pers.comms, January 2011). d ABS (2008a, 2008b). e Equals domestic production less exports. f Assumes export parity—prices as for the export market. Where there are no exports, the price per tonne was based on domestic production figures. g Elasticities—adapted from Gordon and Davis (2003)
Bonds How Do I View Bond Related Documents You are able to view the Bond Summary, and its related Bond Assessments and Bond Securities, for Tenements and Tenement Applications that you have access to. To view bond related documents: Open in Read mode the Tenement Application or Tenement that relates to the Bond. Place your mouse pointer over the Bond Summary hover link, and click on the Bond Summary ID of the document you want to view. The Bond Summary page will appear. To view the Bond Assessment related to the Bond Summary document, scroll down to the Bond Assessment section and click on the relevant Bond Assessment ID. You can view Bond Assessments related list associated with a Bond Summary you have access to on a: Bond Summary document, Variation document, Plan (Note: if the Author of a Plan is a consultant and they are not the Author of the Tenement/Tenement Application the Plan is associated with, they will not be able to view the Bond Assessments associated with the Plan). To view the Bond Securities associated with a Bond Summary, scroll down to the Bond Securities section and click on the relevant Bond Security ID.
TABLE OF FORMS Appendix A – Notice of Unsafe or Unhealthful Working Conditions 120 Appendix B – Safety Committee Members Form 121 Appendix C – RRC Employee Report of Alleged Unsafe or Unhealthful Working Conditions 122 Appendix D – Job Hazard Analysis Form 123 Appendix E – Chemical Inventory Format 124 Appendix F – New Employee Training Requirements 125 Appendix G – Chemical Hazard Class Storage Guide 126 Appendix H – Suggested Shelf Storage Pattern 128 Appendix I – Trained Disposal Personnel 129 Appendix J – Lockout/Tagout Inspection Form 130 Appendix K – Drain Disposal Procedures 131 Appendix A
VIBRANT NATIONAL RESIDENTIAL REFRESHER COURSE FRI 9TH – SAT 10TH JUNE, 2017 VENUE CA RAMESH PHIRODIA AUDITORIUM HOTEL SUN-N-SAND, SHIRDI Organized by – Committee for Capacity Building for Members in Practice (CCBMP), ICAI Hosted By – Ahmednagar Branch of WIRC of ICAI Jointly with Dhule, Jalgoan, Pimpri Chinchwad & Satara Branch Day 1- Friday 9th June 2017 11.00am to 01.00pm TECHNICAL SESSION 01 Subject: Taxation of Charitable Trusts and Benami transactions Speaker: CA Dr. Girsh Ahuja, New Delhi 1.00 PM to 2.00 PM 02.00pm to 04.00pm TECHNICAL SESSION 02 Subject: GST – Record keeping requirements and Data Mining Speaker: CA Bimal Jain, New Delhi 04.00pm to 06.00pm TECHNICAL SESSION 03 Subject: Recent Case Laws Speaker: CA Kapil Goel, New Delhi Day2 - Saturday 10th June 2017 10.00am to 11.30pm TECHNICAL SESSION 04 Subject: GST Rollout and Migration, Pre-GST Actions Speaker: CA Madhukar Hiregange, Bengaluru 11.30am to 01.00pm TECHNICAL SESSION 05 Subject: All about Section 269SS, 269ST & 269T Speaker: CA K. K. Chythanya 1.00 PM to 2.00 PM 02.00pm to 03.30pm TECHNICAL SESSION 06 Subject: Taxation in respect of Real Estate Transactions Speaker: CA H Padamchand Kincha, Bengaluru 03.30 pm to 05.00pm TECHNICAL SESSION 07 Subject: GST – Rates and Exemptions Speaer: Adv.C B Thakkar, Mumbai Programme Chairman Programme Director Chairman, ICAI Central Council Member, ICAI Registration Fees For Member: Rs.3000/- (including Registration Kit, Course Material, Breakfast, Lunch & Dinner & VIP Darshan of Shri Sai Baba), Rs.3500/- (After 20th May)
Recovery Resource Center (PRRC) Workshops & Special Events **Information: call 216-391-0264 x7772 • 7000 Euclid Ave., Suite 202, 2nd Floor • Hours: M-F 9a - 3p** APRIL 2014 April 7 – Community Meeting @ the Recovery Resource Center (PRRC), 11a-12:30p April 14 – Alumni Meeting & Breakfast, PRRC Library, 9a 15 – NAMI Peer to Peer Begin, Tuesdays, from 2-4p April 22 – No Telehealth Groups today MAY 2014 May 9 – Community Meeting @ the Recovery Resource Center (PRRC), 12-1:30p. Family and Supporter Open House from 9-1:30p May 12 – Alumni Meeting & Breakfast, Location TBA, 9a May 20 – “Imagination Arts” from 10-11:30a. May 26 – Center Closed, Holiday, Happy Memorial Day! May 27 – No Telehealth Groups today JUNE 2014 June 9 – Alumni Meeting & Breakfast, Location TBA, 9a June 12 – Community Meeting @ the Recovery Resource Center (PRRC), 11-12:30p June 24 – No Telehealth Groups today ADDITIONAL WORKSHOPS AND EVENTS WILL BE ANNOUNCED AND ADDED AS SCHEDULED!! Services/Telehealth Program Information Location: Community Resource and Referral Center (CRRC) – Akron Site 111 E. St. (Entrance off Miami St.) Akron, Ohio 44311 Phone: (330) 761-7054 x 2018 **************************************************************************************************
Recovery Resource Center (PRRC) Workshops & Special Events **Information: call 216-391-0264 x7772 • 7000 Euclid Ave., Suite 202, 2nd Floor • Hours: M-F 9a - 3p** JANUARY 2014 January 1 – Center Closed, Holiday, Happy New Year! January 19 – Center Closed, Holiday, MLK Day! FEBRUARY 2014 February 4 & 11 – Experiences with Horses Informational Workshops: Classroom Session is on 2/4/15 at 7000 Euclid Ave and Farm Session on 2/11/14 9a-12N (Transportation provided to Fieldstone) February (Dates TBA) – WRAP Workshop – Days/Times TBA! February 16 – Center Closed, Holiday, Presidents Day! MARCH 2014 March 3, 10, 17, 24 – Journaling Workshop, Tuesdays at 12:30p March 11 & 13 – Experiences with Horses Informational Workshops: Classroom Session is on 3/11/15 at 7000 Euclid Ave and Farm Session on 3/13/14 9a-12N (Transportation provided to Fieldstone) March 27 – **Quarterly Community Meeting & Open House**, 10-12N! Please bring your family and supporters that day. We will have a community meeting around 10a that day – please join us for some food, fun and important updates! Services/Telehealth Program Information Location: Community Resource and Referral Center (CRRC) – Akron Site 111 E. Voris St. (Entrance off Miami St.) Akron, Ohio 44311 (330) 761-7054 x 2018 ************************************************************************************************** ** 1st Quarter – January through March 2015 ** **
Business Name: WHAT DOES YOUR BUSINESS OWN AND WHAT DOES IT OWE? *** PLEASE COMPLETE SCHEDULES (Unless information is itemized on business financial statement) *** REAL ESTATE BY BUSINESS Property Address Date Purchased Purchase Price Creditor Name Current Loan Balance Current Value Monthly Rental Inc. Monthly Payment Taxes & Insurance BUSINESS DEBT Creditor Name Original Amount Collateral Maturity Date Current Balance Interest Rate Note Date Monthly Payment Prepared By: Date:
PERSONAL FINANCIAL STATEMENT As of: 20 Name: Social Security # Address: Zip Code Please specify which type of credit you are applying for: INDIVIDUAL CREDIT If you’re married and relying on community property such as salary complete the spouse information section. JOINT CREDIT: If you’re applying for joint credit with your spouse, each of you should complete the personal financial statement and sign it. However, if you're applying for joint credit with another person, both of you should complete a separate personal financial statement. Note: Regardless of your marital status, you may apply for credit your name alone. BUSINESS CREDIT: If you’re applying as an owner/guarantor of a partnership, corporation, or L.L.C. please complete this form. Name of Co-Applicant: Social Security # ***COMPLETE PAGE 5 FIRST THEN TRANSFER TOTALS TO THIS PAGE*** ASSETS AMOUNT LIABILITIES AMOUNT Monthly Payment SCHEDULE A: Cash SCHEDULE G: Checking Revolving Accounts Savings Other SCHEDULE B: SCHEDULE H Retirement Accounts & IRA’s Marketable Securities Others Tax Refund Due: Taxes Owed SCHEDULE C: Life Insurance (do not include Term Insurance) Life Insurance Loans Total Face Amount: Total Cash Value: SCHEDULE D: Note Receivable Total: SCHEDULE E SCHEDULE E Real Estate Total Value: Real Estate Mortgage Balance SCHEDULE F Value of Business Owned Other Liabilities Autos R.V./Boat Personal Property Other Other ASSETS TOTAL LIABILITIES (Total assets less total liabilities) NET WORTH Are any of the above assets in a trust? If so, please provide the name of the trust: SCHEDULE I CONTINGENT LIABILITIES If you reside in a community property state () please complete the following concerning martial status: Applicant is: Married Separated Unmarried (includes single, divorced and widowed) Applicant is: Married Separated Unmarried (includes single, divorced and widowed)
SCHEDULE OF REAL ESTATE OWNED Property Address Percent Owned Purchase Date/Cost Market (Borrower’s Share) Property Type (i.e. Resid, Land, Com’l, etc.) Name of Lender Balance of Mortgages (Borrower’s Rate % CASH FLOW – BORROWER’S SHARE ONLY Monthly Rental Income Monthly Taxes & Insurance Monthly Mortgage Payment Net Rental Income TOTAL
It is strongly recommended that you use this relatively slower time at the of the course to read ahead on the assigned chapters and lab manual readings. Text: Introduction Chapter 1 – Establishing an Effective Management Team Lab Manual: Code of Conduct for Business Students Business Generation by Alexander Osterwalder and Yves Pigneur The Business Model Canvas Download and skim a preview of the Business Model Generation book at This will be a helpful resource for putting together your business model canvas. Labs: NO LABS this week; LABS START next week Go to to register as per instructions in lecture. Week 2 – January 12th – 16th Complete the DISC and EQi Assessments online using the instructions provided both by your TA and on the course website BEFORE 12 noon on Friday January 16th! NOTE: Late marks will be applied if the DISC and EQi Assessments are not completed BEFORE 12 noon on Friday January 16th. A .5 mark penalty per assessment will be applied if the assessments are done within the first 72 hours after the deadline, an additional .5 mark penalty if submitted within the next 24 hours, and a final .5 mark penalty if submitted within the following 24 hours = maximum of 3 marks (.5 x 3 late deadlines x 2 assessments) deducted from your grade on the Team Plan and Timeline (deductions will apply to the individual not the team). Therefore, failure to do the assessments by the deadline could potentially cost a full grade point. Lecture Topics: Business Planning Art of the Pitch Readings: Text: Chapter 2 – Writing an Effective Business Plan Lab Manual: Public Speaking: A Quick and Easy Way Individual Presentation Rubric What Is a Case? An Introduction to the Case Method Case Analysis & Write-up: Summary Checklist Case Analysis: & Tips Lab #1:
Lecture Topics: Sustainability Resources Readings: Text: Chapter 8 – Managing Human Resources and Labour Relations Lab Manual: The Business Case for Sustainability Lab #9: New Venture Presentations – GOOD LUCK! with presenting your own business plans, you will also be expected to ask insightful questions – participation marks are still being determined. Week 11 – March 22nd – 28th Lecture Topics: Human Resources Labour Relations Lab #10: New Venture Presentations – GOOD LUCK! Along with presenting your own business plans, you will also be expected to ask insightful questions – participation marks are still being determined. Week 12 – March 29th – April 2nd Finish Strong Workshop – Sunday March 29th – times and locations to be announced. Lecture Topics: Labour Relations Exam Review Lab #11: Negotiations Exercise
Welch, A.T.: “Muhammad’s Understanding of Himself: The Koranic Data”, in: R.C. Hovannisian & V. Speros (eds.), Islam’s Understanding of Itself (Undena Publications: Malibu 1982), 15-52 : “La‘alla”: Perhaps and Exceptives Readings: ArC, “More about an, ‘asa and la‘alla”, 242-247 ArC, “Exceptive Sentences with illā”, 167-171 Optional Bernards, Monique, “Istiṯna”, in Versteegh, Kees et al. (eds.), Encyclopedia of Arabic Language and Linguistics (Brill: Leiden, 2011), 451-454 “wa-law rabbuka”: The Qur’an on the condition Readings: ArC, 227-239 “wa-yaḍribu l-ʾamthāla li-n-nāsi”: Similes, metaphors, and phraseology Readings: Beaumont, D.: “Simile”, in McAuliffe, J.D. (ed.), Encyclopaedia of the Qur’an (Leiden: Brill, 2001-6), Mir, Mustansir: Verbal Idioms of the Qur’an (U of Michigan: Ann 1989), 1-24 EALL/Simon, Udo:“Istiʿara”, 441-447 EALL/Simon, Udo: “Majāz”, 116-123, EALL/Shivtiel, Avihai: “Phraseology”, 628-634 “…wa-rattili l-qurʾāna tartīlan”: Sacred Soundscapes and Pious Paronomasia Readings: Sells, Michael. “Sound, Spirit, and Gender”, Approaching the Qur’an. The Early Revelations (Ashland: White Cloud Press, 1999), 199-223. Rippin, A. “The Poetics of Qur’anic Punning”, BSOAS 57, no. 1, 1994, 193-207. Optional reading: EALL/Shivtiel, A.: “Paronomasia”, 538-541
Work Plan – Please follow the order of proposed Activities in Section IV Month 2017 – 2019 NOV DEC JAN FEB Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Activities (list below) *Add rows and numbers to the for additional Intended Results and Activities as necessary.
Name (Last, First): # People in Household: Do you reside in Austin or Travis County? Yes No Age: Date of Birth: Last 4 digits of SSN: Primary Preferred Language: Secondary Phone: Where do you currently reside? Referred By: Referring Agency: What was your income in the last 30 days? $ x 12 months = Annual Income of $ Is client’s annual income lower than $15,850? (or below the Extremely Low Limits listed below) Yes No 2014 Extremely Low (30%) Income Limits 1 person $15,850 2 persons $18,100 3 persons $20,350 4 persons $22,600 5 persons $24,450 6 persons $26,250 7 persons $28,050 / Are you currently receiving any subsidized rent or rental assistance? Please include agencies and What do you specifically need assistance with? Rental App Fee Security Deposit Last Month’s Rent Utility Deposit Utility Payment(s) $ $ $ $ $ Eviction Fines Monthly Rent Moving Costs Utility Debt Other Arrears $ $ $ $ $ Have you located housing? Yes No Pending Approval IF YES: What are the dates of your lease agreement? to What is the cost of your monthly rent? $ How many bedrooms? AND
Activity A&P – Analysis of achievements of Tsarist regime in overcoming the problems in Russia before the First World War! Using Michael Lynch “Reaction and Revolutions: Russia 1894-1924” 3rd edition p17-27, 41-50, analyse the degree of stability of the Tsarist regime before 1914. Tsarist Regimes Record Achievements of the regime Problems unresolved Political Developments Limits the powers of the Dumas Support of the Octoberists in the Duma p26 Stolypin works with Dumas to introduce reform p46-47 Duma still critical p47 Ministerial appointments 1911 p49 Moderates p49 Tsars intransigence p50 Economic Developments Increasing industrial output p17 Increases in p18 Limitations of Stolypins land policies p43
Rapid Response Mechanism (RRM) Policies & Guidelines Last update: 10/27/2015 Purpose and Scope of the RRM The RRM provides grants that respond to urgent emerging, unanticipated and/or time-bound opportunities that will help FP2020 meet its goal of enabling 120 million more women and girls using contraceptives by 2020. The RRM supports projects that amplify existing Family Planning programs in an FP2020 focus country. RRM grants are catalytic, unblocking challenges to stimulate FP2020 work and aims. The RRM is anchored in principles of: voluntarism, informed choice, participation, protection against coercion and accountability. RRM funding is disbursed rapidly by the FP2020 Secretariat and must be spent within a maximum of 12 months by the Grantee. The vast majority of RRM-funded projects last 3 to 6 months. Awards will not exceed US$ 250,000. However, the vast majority of RRM-funded projects receive less than US$100,000. The RRM follows a dual track, being either (1) a consultancy-based contract or (2) an grant around one of four main themes: Technical assistance provided to key stakeholders in need of expert support (for example, the cost of a high-level consultant in supply chain management). Non-routine training of family planning providers (for example, to train Community Health Extension Workers after a new task-shifting policy has been passed). Advocacy, including evidence-based advocacy through a pilot project (for example, gather evidence through a pilot on the positive effects of youth-friendly FP services, to influence/inform upcoming budgetary negotiations and secure increased funding for this type of service). Increasing access for hard to reach and marginalized groups, including adolescents and youth, and in post-crisis contexts. Other (e.g. an urgent need such as time-sensitive, local adaptation of contraceptive guidelines). The RRM cannot be used to fund the following: Purchase of contraceptives Government staff salaries or honorariums Scholarships to individuals Fees to attend a conference based
RRM training syllabus Chapter 3 TEAMWORK Introduction 2 Team dynamics Knowledge of team objectives Awareness of individual and team responsibility Understands the team objectives Feels responsible for team performance Understands his/her role in the team Takes condition of other team members into account Actively participates in the team Encourages input and feedback from others Offers assistance in demanding situations Ask what “team” and “teamwork” is: How many people constitute a team? Who is seen as a member of the team? What kind of “cooperative and joint work” is regarded as teamwork? What makes a team to cooperate? Does the class team know the strength and threat of non-formal bonds? (e.g. “I do it for John, not for a Company Driver”). 10 Short film (Birds or People) about good teamwork: Show slide everybody / anybody / nobody Explain the TORI model to make clear how an effective group/good teamwork arises: TORI believes that when there is a high level of TRUST we are freed up to be ourselves, dropping roles and positions. This naturally leads to OPENNESS — information flows between people; people say what they think, know, need and care about. Trust and openness lead to REALIZATION — people express and create in ways that are meaningful. When groups have high levels of trust, openness and realization, they naturally mature into higher levels of 5 work
Observe how teams communicate; does everybody get a say, is there a leader, how did he become the leader, how are decisions made, etc. Important: Help the trainees to realize the member roles. The class activity most likely resembles the ramp activity. Team situational awareness Awareness of the importance of knowing what is going on around you Awareness of the condition of equipment Anticipation on potential threats and errors Stays aware of activities going on around him/her Checks equipment status Reacts appropriately on potential threats and errors Ask what situational awareness is? Know what you are and why. Know what is going on around you. Note: The entire team may be involved in incident/accident investigation – this increases team responsibility. Ask what you can do to keep situational awareness (white board) Predetermine roles Plan Solicit input Evaluate your status Project ahead Scan but focus on details Create reminders Watch for clues for loss of situational awareness Use SOPs! 10 Use flip over for catchwords and try to create a list like in the left column Cultural, ethnic and educational differences Treats others with respect Asks for clarification when unsure Emphasize the Cultural, ethnic and educational difference they have to deal with Foreign airline – foreign crew 14
or threat of bodily harm followed by a potential accident? How to change attitudes towards rules: “I want” instead of “I must”? Knowledge on how to manage threats Correctly manages threats Explain that whether overt or latent, expected or unexpected, threats may be managed in four basic steps: Identify the threat (e.g. weather forecast, planning, equipment status); Assess the risk (severity, probability and exposure); Prepare (e.g. notify team members, request wing walkers, lock loose equipment); Monitor the threat (recognise distractions, interruptions and preoccupation). Ask who the first person responsible in threat management is, and how this person is responsible: Employ necessary resources Good supervisors By preparing the teams (defining team roles and communication rules) Ask what the most essential in adequate thread and error management is: Team members who take responsibility to perform countermeasures individually 15
If the answer is: “very bad”, it probably is not such a good plan. 5 Knowledge on how errors can be managed to reduce risks (how do you handle it?) Correctly manages errors Learns from errors Emphasise that when a combination of miss/unmanaged threats and errors lead to an undesired state, emergency action have to be taken to avoid an incident or accident. 2 Total time 85
affects human performance Notices when time pressure starts to affect human performance Adequately manages time pressure and stress has a negative influence on safety. Ask what can be possible causes: You have too much work, You are demanding too much of yourself, You are not assertive enough, You don’t have enough training or experience, Your department is undermanned, You are paying too much attention to side issues, You have too much ad-hoc activities, Your work environment is too turbulent, You are working under your level or have too little work, You don’t take brakes. Write catchwords on flip and try to make the list complete (see column on the left) Knowledge on how stress affects human performance Notices stress factors Adequately manages stress Explain that coping is the manner in which a person deals with the environmental requirements of that moment with regard to behaviour, cognition and emotions. Explain the different ways how people cope with stress: Active Palliative reaction Avoiding Seek for social support 10
PART I: Rhetorical Situation CONTEXT (will require brief research) Who is the author/what is the author’s profession/background? In which source text was the reading originally published/printed/produced? What is the original date of publication? Identify one or two significant historical circumstances of the text’s production. STRUCTURE Identify how and where the author(s) employs obvious (e.g., headings, subheadings, lists, labels, bullets, etc.) or subtle structural cues (e.g., subject transitions) Identify any narratives (stories, anecdotes) and state their purpose. Identify any figurative language (e.g., metaphors, allusions, personification) and state its purpose. PURPOSE What is the purpose of the work (e.g., argument, narrative, commentary, etc.) and how does the author identify that purpose? Identify and explain the original intended audience as stated (or implied) by the author: Identify the pronouns that the author uses and identify to whom the pronouns refer (i.e., who is who and to whom?). Identify four words or phrases that you used to identify the audience. Identify words or phrases (not “the,” “a/an,” prepositions) that are repeated throughout the text and explain how they relate to the text’s main idea. MAIN IDEA State the topic (noun): the main idea in one sentence (must include an active verb): PART II (You must write 300 or more words here, excluding quotes.) CENTER OF TEXT Quote one or two lines that are central to your understanding of the text (punctuate and cite as direct quotation in MLA Style, with a signal phrase) and explain why those lines are central. YOUR REACTION TO THE TEXT With what do you associate the text? What is your emotional reaction to the text? Why do you think you react as you do? #HASHTAG Create a social media hashtag for this text that directly relates to the text’s main idea. Rubric: Reading Part I - Rhetorical Situation Part II - Reader Response Rating Responses to Part I are 70% or more complete and thoughtfully answered Writer completes all sections and writes a minimum of 300 words (excluding quotes) in Part II responses. Credit Responses to Part I are less than 70% complete and/or lack thoughtfulness. Writer fails to complete all sections and/or writes less than 300 words. No Credit
Generally, a parent will be permitted to obtain a copy of education records of his/her upon reasonable notice and payment of reasonable copying costs of 25 cents per page. Education records are maintained at the school the student is enrolled and are in the custody of the principal or his/her designee. Personally identifiable information will not be released by the school system from an education record without prior written consent of the parent or eligible student except under the following circumstances: Disclosures will be made to school administrators, teachers or other professionals employed or associated by the school system who have some role in evaluating or educating the student. Records will be sent to a school the student has enrolled upon request of that school. Disclosures will be made to federal or state officials in connection with the audit of educational programs. Disclosures will be made in connection with financial aid applications of the student to determine the eligibility for and amount of aid as well as enforcement of the terms and conditions of financial aid. Disclosures will be made to comply with state law, Internal Revenue Service laws and regulations, judicial orders or lawfully issued subpoenas. A reasonable effort will be made to notify parents/guardians or eligible students in advance of such disclosures. Disclosures will be made to organizations conducting studies on behalf of or by educational institutions specified in 34 C.F.R. 99.31(a) (6) and (7). Disclosure may be made to accrediting institutions to carry out their accrediting function. Disclosures will be made in connection with a health or safety emergency. Information the Board of Education has designated "directory information" may be disclosed upon request unless a parent/guardian or eligible student objects in writing to the principal of the school where his/her child is enrolled within a reasonable time after receipt of the notice as contained in the student handbook. Directory information about former students will be disclosed upon request. may be made, without the consent or knowledge of the eligible student or parent, to the Attorney General of the United States or his/her designee in response to an ex order in connection with the investigation or prosecution of terrorism crimes. The school system is not required to record such disclosure of information and is protected from liability for disclosing such information in good faith.
2018/19 Fall Schedule Revised 8/9/18 Monday Duck Pond Back Studio Unit 201 305 Studio 4-5:00 Combo I – Ms. Jesee 5-6:00 II – Ms. Jesee Broadway Tap II – Ms. Ryia 6-7:00 Pre Ballet (ages 5-7) – Ms. Maddie Rehearsals for Written Matters – Ms. Jesee Ballet II – Ms. Lauren 7-8:00 Hip Hop I – Ms. Maddie Broadway Tap III/IV – Ms. Jesee Pointe I – Ms. Lauren 7:00-7:30 8-9:00 Adult Tap – Ms. Jesee Ballet IV – Ms. Lauren 7:30-9:00 Tuesday Duck Pond Back Studio Unit 201 305 Studio 4-5:00 Broadway Tap I – Ms. Ryia Jazz I – Ms. Maddie 5-6:00 Ballet I – Ms. Ryia Jazz II – Ms. Laura Lyrical II – Ms. Sarah 6-7:00 Teen Hip Hop – Mr. Sam Jazz III – Ms. Laura Lyrical III – Ms. Sarah 7-8:00 Modern II - Ms. Contemporary III – Mr. Sam 8-9:00 Jazz IV/V – Ms. Laura Wednesday Duck Pond Back Studio Unit 201 305 Studio 4-5:00 5-6:00 6-7:00 7-8:00 Bollywood – Adult Class 8-9:00
Ultrasound Location: UWMC ROOSEVELT HMC SCCA Specific Anatomical areas of interest (please select all apply): Radiologic Diagnostic Location: UWMC ROOSEVELT HMC SCCA Specific Anatomical areas of interest (please specify): Number of proposed subjects/years of study/scan per subject. Number of Subjects: Number of Number of Scans per Subject: Is the proposed procedure identical to a standard clinical protocol? If "No", please indicate the specific sequencing. (Feasibility review process will determine if identical to a standard protocol.) NO YES Please specify: Is the supplying pharmaceuticals or devices for this proposal? NO YES Please specify: Quality Control, Site Qualifications, or Image Data Management. Initial site evaluation form? No Yes Frequency Describe the specific procedures required. Who will perform this work? Are specific QC measures that must be done? No Yes Frequency How often must the QC be repeated? Does the QC need to be sent to another site? No Yes Frequency Will the images be collected and sent for review to a central imaging facility? No Yes If imaging data collected, what transmission media will be used? (e.g., CD, Flash drive, secure internet, etc.). Have you arranged for transfer of the imaging data? (Shipping, data transmission, etc.). Please specify: Are measurements of tumors, such as RECIST reads, required? Yes No (If yes, please contact Diane Guay at 206-598-9322 or for pricing and billing procedure)
RRR Self-Assessment Grade 3 Developing Developing RRR skills, knowledge or practice Grade 2 Good Meaningful progress in embedding skills, knowledge and practice Grade 1 Outstanding Rights perspective now significantly embedded in skills, knowledge and practice School Leadership/ Management, Policy & Practice (Behaviour & Safety) Introductions to UNCRC Named coordinator RRR language is used inconsistently Pupils adopt values for incentives Vision is transferred into strategic and school policies is on interconnections between the 3 R’s Evidence of some improvements in pupils self esteem, engagement & performance RRR language is used consistently by the majority of staff & pupils Pupils feel safe Values are adopted because pupils understand and believe in them Nature of leadership in RRR exercised and considered RRR influences the strategic plan with outcomes There is significant evidence of improvements in pupils aspirations, engagement & performance RRR language is used consistently by all staff and children Included in staff performance reviews Pupils adopt, exemplify and describe the values because they understand and believe in them Teaching & Learning Some positive relationships between pupil-staff? and between pupils Emphasis is mainly in Literacy & PHSE Initial class charters shared/agreed? Some pupils can resolve conflicts for themselves Positive climate for learning with good relationships and trust developing Good range of teaching strategies which encourage active pupil participation & feedback RRR learning is planned across the curriculum Charters focus on rights and actions by all to uphold them Increased participation & engagement in learning with improved outcomes High levels of Excellent relationships between pupils, between staff, and between pupils and staff which strategically influences learning Improved learning outcomes The vast majority of pupils can resolve conflicts for themselves Charters contribute to climate for learning, pupils refer to them in class. Significant improvement in thinking skills