zilongwang/ReadingBank huggingface dataset:
account numbers Customer Information, Policy 7025 Standard for the Procurement of Information Technology Applications Code of Virginia, Breach of personal information notification. Code of Virginia, identity penalty; restitution; victim assistance. Obtain prior written approval of department head after written request of coworker for storing debit/credit card numbers for assisting with travel arrangements No third-party storage or transmission without prior ITSO review and university contract Driver’s license numbers, and passport numbers Standard for the Procurement of Information Technology Applications Code of Virginia, Breach of personal information notification. Code of Virginia, identity penalty; restitution; victim assistance. Encrypt the data file/database element in storage and in transmission using cryptographic methods approved by NIST Obtain prior written approval of department head after written request of coworker for storing passport numbers for assisting with travel arrangements No storage or transmission without prior ITSO review and university contract Student data (nondirectory or items marked confidential) Student Maintaining Student's Privacy The Family Educational Rights and Privacy Act (FERPA) Dprmnsms o include personally identifiable FERPA data in totality in an email: e.g. no full name in combination with full student ID number. Departments must not list student name and ID number in the subject line Departments may communicate using either the student ID with the full initials of the student [999999999 (ANW)] or use the full name with the last four of the ID [Alice N. Wonderland (1234)] Departments must not attach spreadsheets or scanned documents with full identifiers or nondirectory information via email. Departments may communicate spreadsheets or scanned documents via a secure link or shared electronic files requiring user authentication Do not store FERPA data on a flash drive. If forwarding items with personally identifiable FERPA data, use a cover sheet directing the recipient to contact you if it is misdirected. Export controlled research data Virginia Tech Technology Control Plan VT Export and Sanctions Compliance Policy OSP Procedure Management Executive 13556 Controlled Unclassified Information Controlled Unclassified Information 32 CFR §2002 Export Administration Regulations (EAR) 15 CFR §§730-774 Virginia Tech Technology Control Plan guidelines Department of Defense Instruction 8582.01 (As applicable) Federal Acquisition Regulation 52.204-21 Basic Safeguarding of Covered Contractor Information Systems (As applicable) NIST 800-171
Special Conditions of Contract [Notes in brackets are for guidance purposes only and should be deleted in the final text of the signed contract] Number of GC Clause Amendments of, and Supplements to, Clauses in the General Conditions of Contract 1.1(b) and 3.1 The Contract shall be construed in accordance with the law of the land 4.1 The language is : English. 6.1 and 6.2 The addresses are: Client: Ministry of urban development Attention : Facsimile : E-mail (where permitted): Consultant : Attention : Facsimile : E-mail (where permitted) : 8.1 NA 9.1 The Authorized Representatives are: For the Client: [name, title] For the Consultant: [name, title] 11.1 The effectiveness conditions are the following: Receipt by the client of the guarantee for advance payment 12.1 Termination of Contract for Failure to Become Effective: The time period shall be One Month 13.1 Commencement of Services: The number of days shall be One month. Confirmation of Key Experts’ availability to the Assignment shall be submitted to the Client in writing as a written statement signed by each Key Expert.
Dear partners! We are free to offer business promotional areas to promote and sell your products in the space of a minimum of 9 m2, to the square footage that fits your needs and desires. The tenant gets the required quadrature UNBUILT space, and space equipment. If you are interested you must built it on your own. We deliver you the contract, so if you are interested in cooperation, please send us a stamped, no later than November 10th , 2016 on following e-mail adress: Lessor HRVATSKI KINOLOŠKI SAVEZ ILICA 61 HR – 10000 ZAGREB APPLICATION FORM Lessee Company Name: Contact person: Address: City: Zip code: Country: Phone: Mobile Fax: e-mail: WAT No: Invoice adress (if different from dispatch adress) Address: City: Zip code: e-mail: Exibition categories Accessoires Handicraft, decoration Leisure, toys Nutrition Care and beauty Other: STAND RENTAL – CONTRACT SPECIALTY AND CACIB ZAGREB – November from 25th to 27th ,2016 ZAGREB FAIR – GPS: 45° 46' 53,83“ N - 15° 58' 39,99“ E THE LAST DEADLINE FOR SUBMISSION OF CONTRACT: 10.11.2016
Dear partners! We are free to offer business promotional areas to promote and sell your products in the space of a minimum of 9 m2, to the square footage that fits your needs and desires. The tenant gets the required quadrature UNBUILT space, and space equipment. If you are interested you must built it on your own. We deliver you the contract, so if you are interested in cooperation, please send us a stamped, no later than November 13th , 2017 on following e-mail adress: Lessor HRVATSKI KINOLOŠKI ILICA 61 HR – 10000 ZAGREB APPLICATION FORM Lessee Company Name: Contact person: Address: City: Zip code: Country: Phone: Mobile phone: Fax: e-mail: WAT No: Invoice adress (if different from dispatch adress) Address: City: Zip code: e-mail: Exibition categories Accessoires Handicraft, decoration Leisure, toys Nutrition Care and beauty Other: STAND RENTAL – CONTRACT SPECIALTY AND CACIB ZAGREB – November from 24th to 26th ,2017 ZAGREB FAIR – GPS: 45° 46' 53,83“ N - 15° 58' 39,99“ E THE LAST DEADLINE FOR SUBMISSION OF CONTRACT: 13.11.2017
Curriculum vitae Date Prepared: January 17, 2012 Name: Jyoti P. Balani, M.D. Office Address: 5909 Harry Hines Boulevard Dallas, Texas 75390-9234 Work Phone: 214-645-5005 Work E-Mail: Work Fax: 214-645-3537 Place of Birth: India Education Year Degree Field of Study Institution 1990 – 1995 Bachelor of Medicine & Bachelor of Surgery Medicine Bangalore Medical College Bangalore University, 1988 – 1990 Pre-University College Physics, Chemistry, Mathematics, Biology MES College of Arts, Commerce and Science, Bangalore, India Postdoctoral Training Year(s) Titles Specialty/Discipline Institution 2005 – 2006 Fellow Genitourinary Pathology Fellowship University of Pittsburgh Medical Center Pittsburgh, Pennsylvania 2004 – 2005 Fellow Surgical Pathology Fellowship University of Texas Southwestern Medical Center Dallas, Texas 2003 – 2004 Co-Chief Resident Pathology University of Texas Southwestern Medical Center Dallas, 2001 – 2004 Resident Anatomic and Clinical Pathology University of Texas Southwestern Medical Center Dallas, 2000 – 2001 Resident Anatomic and Clinical Pathology Wayne State University Detroit, Michigan 1995 – 1996 Intern Rotating Internship Victoria Hospital, Vani Vilas Hospital and Bowring & Lady Curzon Hospitals Bangalore,
Appointments at Hospitals/Affiliated Institutions Current Year(s) Position Title Department/Division Institution Sep 2010 – Present Associate Medical Director Clinical Laboratory Services University of Texas Southwestern Medical Center Aug 2008 – Present Medical Director Hematology Clinical Laboratory Services University of Southwestern Medical Center Jan 2012 – Present Deputy Medical Informatics Officer University of Texas Southwestern Medical Center Major Administrative/Leadership Positions Year(s) Position Title Institution Sep 2010 – Present Associate Medical Director Clinical Laboratory Services University of Texas Southwestern Medical Center Apr 2011 – Present Co-chair, Laboratory Orders and Results Standardization Committee University of Texas Southwestern Medical Center Jan 2012 – Present Deputy Medical Informatics Officer University of Southwestern Medical Center Mar 2008 – Oct 2008 Consultant for set up of Blood Bank and development of Blood Bank Software Columbia Asia Referral Hospital Yeshwanthpur, Bangalore, India Sep 200 – Mar 2008 Management of Bank Operations Core Committee Member for Joint Commission International (JCI) Accreditation Preparedness Failure mode and Effects Analysis: Applications in Blood Bank Operations Sentinel Event Reporting and Root Cause Analysis Wockhardt Hospitals Bannerghatta Road Bangalore 2003 – 2004 Co-Chief Resident, Pathology University of Texas Southwestern Medical Center Dallas, Texas Committee Service Year(s) Name of Committee Institution/Organization
und Neurophysiologie – Dortmund, Germany 1996 The Effect of Grouping on Metacontrast Masking. Fechner Day ’96 Conference of the International Society for Psychophysics Padua, Italy 1996 Noise-Induced Stress and the Focus of Attention National Chechung University Taipei, Taiwan 1984 Invariants in the MMPI’s factor structure American Psychological Association Toronto, Ontario, Canada 1980 Contrast sensitivity for vision wearing spectacles vs. soft contact lenses. European Society for Ophthalmology Brighton, England 1978 Metacontrast as a contextual effect. Paper presented at a symposium, Current Trends in the Study of Metacontrast Convention of the American Psychological Association Ontario, Canada 1975 Perceptual and response interdependencies in visual masking. Symposium on Attention and Performance, VI Stockholm, Sweden (related invited addresses were given on this same topic at Cambridge University, England and the Free University of Amsterdam, The Netherlands) 1972 Double stimulation and intersensory information processing. Information Processing American Psychological Association Convention Honolulu, Hawaii 1969 Can we see and hear at the same time? Intersensory facilitation of reaction time. Attention and Performance III, Driebergen (The Netherlands) National 2008 Depressive Symptomatology and Modern Psychometrics. Southwestern Psychological Association Convention Kansas City, MO 2005 Item Response Analysis of Some Depressive Symptoms. National Institutes of Mental Health (with A. John Rush) Washington, DC 2004 Item Response Theory (IRT) Analysis of Methods of Administering the QIDS, New Clinical Drug Effectiveness Unit of the National Institutes of Mental Health Phoenix, AZ 1989 Current and historical perspectives on subliminal perception Michigan State University East Lansing, MI
Departments who must adopt: Symbol Legend: = Step Required to Meet Safety or Regulatory Requirement = Step Includes ORCHID = New Step / Changed! who must adopt: Sponsor/Originating Unit/Team: Task # Task description Task time mins mins mins mins mins mins mins mins mins mins mins
Prosecutorial Standard Practices The practices below pertain to the processing of arrests where fingerprinting is required. Standard Practices Regarding Criminal Case Documentation Providing Complete Case Documentation to Other Criminal Justice Agencies Key Identifiers The following key identifiers should be included in all exchanges of information with other agencies involved with a criminal case: Name. Arrest Date - See Arrest Date Determination Matrix at III. C. 2. if the arrest date was not reported to the Prosecutor. NYSID Number. Criminal Justice Tracking Number (CJTN) Date of Birth. Court Case Number (if known). 2. Additional Information to be Reported to the Defendant Sex. All Charges with the following details: Law title and section Subdivision Class and category Degree Counts Charge attempted or completed indicator Description Notification of need for fingerprints to be if printing has not occurred. trial
model high standards of written and spoken communication in all professional activities identify and exploit opportunities to develop learners’ skills in communication, reading and writing Primary NQTs draw on their understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies Teachers’ Standards for NQT Induction - Part one: Teaching Teachers’ Standard Possible Evidence Examples Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time; promote a love of learning and children’s intellectual curiosity; set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired; reflect systematically on the effectiveness of lessons and approaches to teaching; contribute to the design and provision of an engaging curriculum; within the relevant subject area(s). Lesson planners / sample of lesson plans Work trawl of pupils’ books Lesson observations Learning walks Interview focus group of pupils Letters to parents re: activity Reflective log Record of appropriate professional development Assessment records Discussions with Induction Tutor/mentor Schemes of work To meet this Standard NQTs may
barrier solution / strategy priority person(s) responsible timeline for completion FINANCIAL BARRIERS barrier solution / strategy priority person(s) responsible timeline for completion EMPLOYMENT BARRIERS barrier solution / strategy priority person(s) responsible timeline for completion COMMUNICATION BARRIERS barrier solution / strategy priority person(s) responsible timeline for completion TRANSPORTATION BARRIERS barrier solution / strategy priority person(s) responsible timeline for completion COMMUNITY INTEGRATION BARRIERS barrier solution / strategy priority person(s) responsible timeline for completion OTHER BARRIERS
barrier solution / strategy priority person(s) responsible timeline for completion COMMENTS 7.21 SAMPLE ACCESSIBILITY STATUS REPORT ACCESSIBILITY PLAN STATUS REPORT FOR (LOCATION): responsible year ARCHITECTURAL BARRIERS barrier priority planned timeline for completion status update recommendation ENVIRONMENTAL BARRIERS barrier priority planned timeline for completion status update recommendation ATTITUDINAL BARRIERS barrier priority planned timeline for completion status update recommendation FINANCIAL BARRIERS barrier priority planned timeline for completion status update recommendation
EMPLOYMENT BARRIERS barrier priority planned timeline for completion status update recommendation COMMUNICATION BARRIERS barrier priority planned timeline for completion status update recommendation TRANSPORTATION BARRIERS barrier priority planned timeline for completion status update recommendation COMMUNITY INTEGRATION BARRIERS barrier priority planned timeline for completion status update recommendation OTHER BARRIERS barrier priority planned timeline for completion status update recommendation COMMENTS
Pneumothorax Identify those patients at greater risk for development of a pneumothorax Implement protocols to decrease risk of pneumothorax in high risk patients Observe for: sudden, sharp chest pain difficult, rapid breathing abnormal chest movements on the affected side Nursing interventions include: Notify physician, follow physician's orders for patient management Chamber should not be decompressed until preparations are made for emergency decompression of pneumothorax Document assessments. Potential for oxygen toxicity seizures related to delivery of 100% oxygen at an increased atmospheric pressure Signs and symptoms will be recognized and promptly addressed. Seizing patients will suffer no harm. Report patient assessment outcome to hyperbaric physician of: Monitor patient during HBO2 and document signs and symptoms of central nervous system oxygen toxicity including: elevated body temperature history of steroid use history of oxygen seizures high risk factors as appropriate Numbness and twitching Ringing in the ears or other auditory hallucinations Vertigo Blurred vision Restlessness and irritability Nausea (Note: CNS oxygen toxicity can ultimately result in a seizure.) Change 100% oxygen source to air for patient if signs and symptoms appear and notify the hyperbaric physician. Protect patient during seizure. Potential for inadequate therapeutic gas delivery related to delivery systems and patient’s needs/limitations. Signs and symptoms of inadequate oxygen delivery will be recognized and reported promptly. Assess the patient’s condition, needs, and limitations for the best suited gas delivery systems: Monitor the patient’s response to the oxygen delivery system, including ability to tolerate chosen system. Assist the hyperbaric technician with the delivery system, as appropriate. head hood for children with facial deformities, or per patient preference (
Standards of Excellence 2018 TABLE OF CONTENTS Introduction to the Standards ………………………………………………………… 3 Standards of Excellence ……………………………………………………………… 4 Timeline …………………………………………...………………………………... 7 Assessment Methods …………………………………………………………...............8
December 7th Transition Program Evaluation December 7th Leadership Position Informational Program Evaluation Standard Of Excellence Points Break Down Academic: 230 Total Points Completed Spring 2018 Completed Fall 2018 Score Item has created an Academic Action Plan (each semester) ___/10 Chapter has submitted proof of Academic Action Plans ___/10 Chapter has submitted Chapter GPA Goals ___/40 Chapter has created a plan to help aid those who fall behind in GPA ___/20 Chapter has created an incentive for those who academically excel ___/20 Chapter is above the GPA standard *each semester Risk Management / Prevention: 150 Total Points Completed Spring 2018 Completed Fall 2018 Score Item ___/20 Chapters have abided by national guidelines as well as abided by the Sacred Heart University Code of Conduct ___/20 Chapter has submitted a statement of Risk Management form ___/20 Chapter has hosted / attended an educational program concerning the topic of alcohol and other drugs (once per semester) ___/20 Chapter has hosted / attended an educational program concerning the of sexual misconduct prevention and or domestic violence prevention (once per year) ___/20 Chapter has hosted / attended an educational program concerning the health/ wellness/ safety of students on campus (once per year) ___/30 Chapters have had representation at the annual risk management roundtable Civic Engagement: 130 Total Points
CS 3.10.4 – Control of sponsored research/external funds (Distance education) FR 4.7 – Title IV program responsibilities (Fifth-Year Interim Report) (Distance education) Physical Resources and Community Engagement (5 standards/requirements) CR 2.11.2 – Physical resources (Distance education) CS 3.3.1.5 – IE, community/public service within its mission (Distance education) CS 3.11.1 – Control of physical resources (Distance education) CS 3.11.2 – Institutional environment (Distance education) CS 3.11.3 – Physical facilities (Fifth-Year Interim Report) (Distance education) Quality Enhancement Plan (2 standards/requirements) CR 2.12 – Quality enhancement plan CS 3.3.2 – QEP Student Affairs and Academic Support (12 standards/requirements) CR 2.9 – Learning resources and services (Distance education) CR 2.10 – Student support services (Fifth-Year Interim Report) (Distance education) CS 3.3.1.2 – IE, administrative support services (Distance education) CS 3.3.1.3 – IE, academic and student support services (Distance education) CS 3.8.1 – Learning/information resources (Distance education) CS 3.8.2 – Instruction of library use (Distance education) CS 3.8.3 – Qualified staff (Distance education) CS 3.9.1 – Student rights (Distance education) CS 3.9.2 – Student records (Distance education) CS 3.9.3 – Qualified staff (student affairs) (Distance education) FR 4.5 – Student complaints (Fifth-Year Interim Report) (Distance education) FR 4.6 – Recruitment materials (Fifth-Year Interim Report) (Distance education)
Service to Children Public libraries promote the development of pre-reading and reading skills. Children who develop reading skills at an early age gain an essential tool for succeeding in school as well as for learning throughout life. Libraries must have staff, services, resources, and facilities that promote reading and learning for children. Libraries also need resources and services that support parents and other adults who work with children. Service to Young Adults Special efforts also are needed to serve young adults properly—those who are no longer children but not yet fully adult. Young adults have interests and abilities that require unique resources and services. Special resources, targeted services, and a welcoming atmosphere are required to serve this population adequately. Service to Adults Adults have a wide range of interests and needs, and the library’s resources and services must be varied to meet those needs adequately. Today’s rapidly changing society and economy make lifelong learning a necessity for most adults. Libraries must provide resources and services that support the needs of adults covering a wide range of issues—from the practical to the philosophical. This Standards document attempts to the services, resources, and other requirements for basic library service that should be available to all residents of the state, including those who face physical, developmental, or other barriers to their use of public libraries. ’s public library standards are entirely voluntary, but every library is encouraged to strive to offer all local residents the highest level of service possible. It is hoped that this document will assist in the continued development of high quality library service throughout . As in previous editions of the Wisconsin Public Library Standards, the new edition establishes certain quantitative standards for public libraries based on both the municipal and the service population of the library. Service populations in this edition are more accurate because they have been calculated based on each library’s actual usage by county residents who do not live in a library municipality. As in the last edition, quantitative standards are established at four levels of effort: basic, moderate, enhanced, and excellent. Local libraries can establish service targets by selecting the appropriate level of effort to apply to each standard, or use the levels to plan for progressive improvements over a period of time.
Panel finding in relation to allegation (2) and allegation (3) 11. In the light of the contents of paragraphs 9 and 10 above and the available information, the Panel finds that Councillor Bradley did not contravene regulation 10(3)(a) or 10(3)(b) in giving the evidence that he gave for Mr Saliba in the court case on 23 July 2008. ……………………………………………… Brad Jolly (Presiding Member) …………………………………………. Adams (Member) ……………………………………………… John Lyon (Member) Attachment A BACKGROUND AND PROCEDURAL MATTERS References to sections and regulations, and the term “viewed objectively” In these Reasons and in each attachment to them, unless otherwise indicated: (1) A reference to a regulation is a reference to the corresponding regulation of the Local Government (Rules of Conduct) Regulations 2007 (“the Regulations”), a reference to a section is a reference to the corresponding section of the Local Government Act 1995 (“the Act”).
of each of regulations 7(1)(a) and 8 of the Local Government (Rules of Conduct) Regulations 2007 (Regulations) by using paper bearing the City’s letterhead for personal purposes when he was not permitted to do so (Minor Breaches). The Minor Breaches related to two letters, being: a letter dated 8 March 2014 sent by Cr Trease to the Hon. Dr Michael Nahan MLA, inquiring whether certain properties vested in the Commissioner for Police were part of "your consideration for sale in divesting State assets" and said that he would "welcome the opportunity to discuss the purchase of these properties with you"; and a letter dated 1 June 2014, sent by Cr Trease to the Hon. MJ Davies MLA MMB, attaching a proposal to lease certain properties vested in the Commissioner for Police noting that he would "be grateful if you would consider the proposal" and noting that he believed "it will have positive outcomes for the Government and the Region". Summary of Decision The Panel considered how the Minor Breaches are to be dealt with under section 5.110(6) of the Local Government Act 1995 (Act) and concluded, for the following reasons, that Cr Trease should be ordered to make a public apology to the Councillors of the City in terms of Attachment “A” hereto. Notice of the Minor Breaches By letter dated posted 10 August 2015, the Panel gave to Cr Trease: notice of the Minor Breaches; a copy of its Findings and Reasons for Finding dated 9 July 2015 (Findings); and an opportunity for him to make submissions about how the Minor Breaches should be dealt with under section 5.110(6) of the Act. Cr Trease’s response and submissions Cr Trease responded to the Panel by letter dated 25 August 2015 in which he accepted the Panel’s Findings, submitted that he sent the two letters without intent to gain an advantage and that: the Panel should deal with the Minor Breaches under section 5.110(6)(a) of the Act by dismissing the complaint; or if the Panel considered that it was not appropriate to so deal the Minor Breaches, the Panel should deal with them under section 5.110(6)(b)(iii) of the Act by ordering him to undertake training. Panel’s views Section 5.110(6) of the Act specifies the sanctions that may be imposed by the Panel for a Minor Breach. The Panel may: dismiss the Complaint;
Ethics & Religious Culture Competency Term 1 Term 2 Term 3 Reflects on Ethical Questions (50%) Understands religion (50%) Visual Arts Competency Term 1 Term 2 Term 3 Produce works in visual arts and media (70%) Appreciate works of art (30%) Musique Compétence Term 1 Term 2 Term 3 Inventer des pièces vocales ou instrumentales, interpréter des pièces musicales (70%) Apprécier des œuvres musicales, ses réalisations et celles de ses camarades (30%) Forms of Evaluation that may be used in the above subject areas: Observations Journals Rubrics Tests/quizzes Projects & presentations Assignments Physical Education & Health Competency Term 1 Term 2 Term 3 Perform movement skills, interact with others in physical activities, a healthy lifestyle, active lifestyle (100%) Forms of Evaluation Observations Checklists Rubrics Assignments Evaluation/Reporting Alignment Table Term 1 & 2 Grade Exceeds expectations for this reporting period (advanced) 100 – 90 Clearly satisfies expectations for the reporting period (thorough) 89 – 75 Satisfies expectations for the reporting period 74 – 60 Is below expectations for the reporting period 59 – 45 Is well below the expectations for the reporting period 44 – below Term 3 Grade Advanced competency development 100 – 90 Thorough competency development 89 – 75 Acceptable competency development 74 – 60 Partial competency development 59 – 45 Minimal competency development 44 - below Reporting Periods A report on your child’s early school year progress will be given on October 14, 2015. Report cards will be issued on the following dates: Term 1 from August 31st to November 5th (20% of final mark); will be issued on November 18th Term 2 from November 6th to February 5th (20% of final mark); will be issued on February 25th Term 3 from February 8th to June 23rd (60% of final mark); will be issued on June 23rd Communication with Teachers Please feel free to direct any concerns that you may have about evaluation to your child’s teachers. You may contact them via your agenda, by email (see our website) or by leaving a message with our school secretary.
Lester B. Pearson High School Academic Year: 2016-2017 Department: Science Subject: Physics Level (Cycle and Year): Cycle 2 Year 3 Term 1 - 20% of School Grade School Reporting Date(s) Progress Report: October 15, 2016 Term I Report Card: November 20, 2016 Teacher Methods of Communication: Email, phone, web. Competency Evaluated and Percentage of Term Grade: C1: Seeks solutions to scientific and technological problems 40% Evaluation Methods/Tools Skill(s) Evaluated Timeline or Frequency of Evaluations Weight of Evaluation 1.Labs Seeks solutions to scientific and technological problems 2-4 100% Competency Evaluated and Percentage of Term Grade: C2 Makes the most of their knowledge of science and technology Evaluation Methods/Tools Skill(s) Evaluated Timeline or Frequency of Evaluations Weight of Evaluation Makes the most of their knowledge of science and technology 2-3 100% Term 2 - 20% of School Grade Reporting Date Term II Report Card: March 15, 2017 Teacher Methods of Communication: Email, phone, web Mid-Year Evaluations: Yes 30% Competency Evaluated and Percentage of Term Grade: C1: Seeks solutions to scientific and technological problems 40% Evaluation Methods/Tools Evaluated Timeline or Frequency of Evaluations Weight of Evaluation 1.Labs Seeks solutions to scientific and technological problems 2-4 70% 2. Lab exam Seeks solutions to scientific and technological problems 1 30% Competency Evaluated and Percentage of Term C2 Makes the most of their knowledge of science and technology Evaluation Methods/Tools Skill(s) Evaluated Timeline or Frequency of Evaluations Weight of Evaluation 1.Tests/Quizzes Makes the most of their knowledge of science and technology 2-3 70% 2.Exam Makes the most of their knowledge of science and technology 1 30%
13 The information I receive how my child is learning and developing reaches me at the right time. 1 2 14 I understand how the early years centre monitors my child’s progress with learning. 16 9 15 The give me ideas on how to support my child’s learning at home. 11 5 6 1 2 Agree strongly Agree Disagree Disagree strongly Don’t know 16 The early years centre organises activities where my child and I can learn together. 13 10 2 17 The early years centre takes my views into account when making changes. 12 5 18 I feel comfortable approaching the setting with questions, suggestions and/or a problem. 16 9 19 I am kept informed the work of parent council. 12 9 2 2 20 I feel encouraged to be involved in the work of parent council. 11 10 2 2 21 The early years centre is well led and managed. 19 5 1 22 The early years centre encourages children to treat others kindly and with respect. 17 8 23 I would recommend the early years centre to other parents. 18 6 1 24 Overall, I am satisfied with the early years centre. 19 6
I am aware of the expectations of behaviour and can follow rules. 83% 100% +2% I can share, co-operate and play with others. 98.0% 100.0% +2% 91% 96% +5% I engage in daily physical activity. 95% 100% +5% I can demonstrate hygiene routines, for example, hand washing, teeth brushing. 91.8% 100.0% +8.2% 98% 100% +2% I can use scissors with ease to cut 63.3% 87.2% +23.9% I can stay involved in play activities and I am not easily distracted 87.8% 100.0% +12.2% I can express my needs and ask for help when needed 93.9% 100.0% +6.1% Celebrating Success in 2017/18
Standard Date Introduced Emission Limits of Source Standard (g/kWh - unless otherwise specified) Source Standard / Emissions Test Alternative Standards CO HC NOx PM ADR70/00 1/1/95 – 1/1/96 4.5 1.1 8.0 0.36 UN ECE Reg 49/02 13 mode ESC test (Euro I) US EPA 91 and Japan 94 accepted as alternative standards. Superseded by ADR79/00 and ADR80/00 ADR80/00 ESC Limit ETC Limit 1/1/02 – 1/1/03 2.1 5.45 0.66 0.78 5.0 5.0 0.10 0.16 Directive 1999/96/EC (Euro III): Euro Stationary Cycle (ESC); Euro Transient Cycle (ETC) US EPA 98 year 2000) accepted as alternative standard. ADR80/02 ESC ETC Limit 1/1/07 – 1/1/08 1.5 4.0 0.46 0.55 3.5 3.5 0.02 0.03 Directive 2005/55/EC, 2005/78/EC & 2006/51/EC (Euro IV): Euro Stationary Cycle (ESC); Euro Transient Cycle (ETC) US EPA 2004 and Japan JE05 Long Term accepted as alternative standard ADR80/03 ESC Limit ETC Limit 1/1/10 – 1/1/11 1.5 4.0 0.46 0.55 2.0 2.0 0.02 0.03 Directive 2005/55/EC, 2005/78/EC & 2006/51/EC (Euro V): Euro Stationary (ESC); Euro Transient Cycle (ETC) EPA 2007 and Japan JE05 Long Term accepted as alternative standards. The Australian Government is currently considering the case for adopting Euro VI through the Ministerial Forum on Vehicle Emissions. For further information, please visit . Smoke Requirements for All Diesel Vehicles
give rise to a reasonable and definite inference of a breach, not just to conflicting inferences of equal degrees of probability so that the choice between them is mere matter of conjecture. Documents The Documents considered by the Panel (Documents) are set out in Attachment “A”. On the evidence available to the Panel it is satisfied to the Required Standard as follows: in February 2012, the City received a Development Application (DA) from the owners of 34 Bagot Road Subiaco (Property) to extend an existing non-conforming use to encompass a proposed boardroom addition above an existing garage to the rear of the existing two storey building on the Property; the City’s lawyers advised that City that was no express power in the Scheme to “extend” an existing non-conforming use and further that the owners of the Property appeared to be unlawfully using the first floor of the Property as an office in contravention of the Scheme; by letter the 19 December 2012 the City advised the owners’ representative that: it would refuse the DA to build the boardroom above the garage; and the unlawful office use on the first floor should cease; the Owners were invited to withdraw that DA and did so; various meetings then took place between the owners’ representative and the City (including Ms Bonus) in an attempt to resolve the matter of the office use on the first floor; on 19 July 2014, the owners lodged a fresh DA seeking to extend the non-conforming use of the ground floor as office use to include the first floor; this DA was refused by the City on the 9 September 2014; on 9 September 2014 the City’s Development Services Committee voted unanimously to instruct the City's CEO to prosecute the owners for an offence against s.218 of the Planning and Development Act 2005 for undertaking a development in contravention of the Scheme (Alleged Offence); thereafter, the owners instituted proceeding in the State Administrative Tribunal (Tribunal) seeking a review of the City's decision to refuse the 19 July 2014 DA; on 30 March 2015, the Tribunal determined that the City did have power under its Scheme to consider the owner’s 19 July 2014 DA; prior to 30 March 2015 the City prosecuted the owners for the Alleged Offence;
OAE EVENT REGISTRATION FORM STANDARDS-BASED EDUCATION PROFESSIONAL DEVELOPMENT SERIES Workshop 2 of 3: Classroom Activities & Instructional Assessments Central Georgia Technical College– Milledgeville Campus Building H - Health Sciences (Quad Classrooms) 54 Georgia Highway 22 West, Milledgeville, GA 31061 February 21, 2019 (9 a.m. – 4 p.m.) ADULT EDUCATION PROGRAM NAME FORM COMPLETED BY (Please provide name and email for OAE follow-up purposes.) ? ? REGISTRATION DEADLINE REGISTRATION FEE PER PERSON TOTAL # TO REGISTER REGISTRATION TOTAL COST MAKE CHECKS PAYABLE TO January 23, 2019 $25 Includes Lunch ? ? TCSG Activity Fund 6918 Workshop Registration Prerequisites To Be Indicated For Each Registrant 1. Completion date of either foundations of standards-based education online course: Understanding the CCR Standards Online Course Introduction to the ELP Standards Online Course 2. Classroom Resource Alignment Workshop (Year 1 of 3 Standards-Based Education Series) attendance date REGISTRANT NAME EMAIL ADDRESS Indicate When Either Online Was Completed Indicate When Year 1 of 3 Workshop Was Attended CCRS ELPS 1. 2. 3. 4. 5. If additional faculty or program needs to be registered, please complete another form. Indicate Total Number of Forms Submitted for a Program In the Box To The Right # SUBMIT REGISTRATION FORM TO SUBMIT PAYMENT TO Office of Adult Education Kynshasa McDaniel, kmcdaniel@tcsg.edu Technical College System of Georgia ATTN: Accounts Receivable 1800 Century Pl. N.E., Suite 550, Atlanta, GA 30345 If a registrant needs special accommodations or has dietary restrictions and meals will be provided at an event, please let us know those details when this registration form is submitted.
THIS CONTRACT is - BETWEEN: School Council of [Insert name of School] ABN [Insert ABN], of [Insert Address] (“the School Council”) AND: [Insert name of Contractor] ABN [Insert ABN] of [Insert address] ("the Contractor") RECITALS A. The School Council wishes to engage the Contractor to provide the Services. B. The Contractor has agreed to provide the Services on the terms and conditions of this Contract. THE PARTIES AGREE AS FOLLOWS:- INTERPRETATION In this Contract unless inconsistent with the context or subject matter- “Act” means the Education and Training Reform Act 2006 (Vic); “AQTF” Australian Quality Training Framework Essential Conditions and Standards for Continuing Registration; “ASQA” means Australian Skills Quality Authority. “Background Intellectual Property” Intellectual Property Rights in all curriculum materials, learning resources and assessment materials used in the provision of the Services existing at the Commencement Date; Code of Practice means a code of practice as referred to in section 17 of the IP Act; "Commencement Date" the date in ; “Completion Date” means the date in ; “Contract” means this contract, including the Schedules, the Appendices and any annexed documents; “Department” means the Department of Education and Early Childhood Development of the State of ; “GST” means any tax imposed under any GST Law and includes GST within the meaning of the GST Act; “GST Act” means the A New Tax System (Goods and Services Tax) Act 1999 (Commonwealth) as amended; “GST Law” means the GST Law as defined in the GST Act and includes any Act of the Parliament of Australia that imposes or deals with GST; “GST Related Tax Reform” includes any changes, reductions or abolition of any State, Territory or Commonwealth taxes, excise, fees or imposts including, but not limited to, financial transactions tax, wholesale sales tax, stamp duty, debits tax, associated with the introduction of the GST Law; "" the school in which a Student is enrolled; “Information Privacy Principles” means the information privacy principles set out in the Information Privacy Act 2000 (Vic); “Intellectual Property Rights” means all rights in relation to inventions, designs, trademarks, trade names, circuit layouts, confidential information and copyright;
The Articles of Confederation The first plan of government for the United States was the _________________ of _________________, which were drafted in 1776. The Articles were replaced by the U.S. Constitution in 1789. The Articles vs. the Constitution Articles of Confederation “A Firm League of Friendship” U.S. Constitution “A More Perfect Union” Representation Taxation Powers of Congress In addition to the Articles: Amendments / of Congress + / of States PROBLEMS: _____________ Rebellion ____________ Economy The Constitutional Convention May-Sep., 1787 (Philadelphia, Pennsylvania) For what purpose? ___________________ the Articles Conflict and Compromise at the Constitutional Convention Virginia Plan New Jersey Plan Great (Connecticut) Compromise 3/5 (“Not So Compromise For the South: For the North: Electoral College Electors = ____________ + ______________ Amendments ___ / ___ OF _______________ + ___ / ___ OF THE ________________ Ratification The Constitution had to be ratified by conventions in ______ of the thirteen states in order to take effect. ________________________________
Students are encouraged to take the Online Readiness Assessment to determine preparedness for successful completion of an online course. (Online readiness diagnostic - ) Students taking online courses can access help 24/7. ( , ) From the Canvas learning management system login page, students can click the help button to access the phone number for technical assistance provided by Instructure. ( ) Students can also find assistance in the Canvas Guides for their online and hybrid courses. (link to guides ) New and applying students have access to the Pathway Centers located on East and West Campus. Staff are available to assist with completion of the application, registration, and basic navigation of online college services and tools. (Pathway center website and/or flyer) Students receive additional technology basics instruction in orientation and several guidance studies courses designed to support student success. (Orientation link, GUIDE 110, 111, 100 CORS) 3. The institution regularly evaluates the training and technical support it provides for faculty and staff to ensure these programs are appropriate and effective. Analysis and Evaluation: The Education Master Plan and the College Technology Plan prioritize training and its evaluation. Both outline tasks in the next semesters to increase the effectiveness of technology professional development and student training. The online instruction department has a well deserved reputation on campus for providing excellent, timely, and targeted faculty technology training. (evaluation evidence; training content, course rubric). College personnel have a variety of online resources to access technology training. The College will enhance technology training through an Actionable Improvement Plan by developing a campus-wide process for assessing training needs, delivering targeted professional development, and evaluating the effectiveness of training. The College Technology Committee will develop a plan to address training needs for personnel by spring 2018. Standard III.C.5 The institution has policies and procedures that guide the appropriate use of technology in the teaching and learning processes. Evidence of Meeting the Standard: 1. The institution has established processes to make decisions about the appropriate use and distribution of its technology resources. 2. The institution publicizes these policies and processes. The Yosemite Community College District has delineated in policy and procedure the appropriate use of technology in the teaching and learning process. ()The administrative procedure outlines the ownership of the technology resources, the acceptable use, and privacy associated with the District resources. The policy and procedure inform College operations and practice are reviewed regularly. () New employees, and those transitioning to new positions, are
INTEGRITY RESPECT EGRITY RESPECT RITY RESPECT RESPONSIBILIT Y RESPECT RESPONSIBILITY I ESPECT RESPONSIBILITY ECT RESPONSIBILITY T RESPONSIBILITY INTEGRITY ESPONSIBILITY INTEGRITY ONSIBILITY INTEGRITY SIBILITY INTEGRITY RESPECT ILITY INTEGRITY RESPECT INTEGRITY RESPECT RESP INTEGRITY RESPECT EGRITY RESPECT RITY RESPECT RESPONSIBILIT RESPECT RESPONSIBILITY I ESPECT RESPONSIBILITY ECT RESPONSIBILITY T RESPONSIBILITY INTEGRITY Victorian Institute of Teaching ESPONSIBILITY INTEGRITY RE 9, 628 Bourke Street Melbourne 3000 ONSIBILITY INTEGRITY RESPE SIBILITY INTEGRITY RESPECT PO Box 531 ILITY INTEGRITY RESPECT RES Collins Street West INTEGRITY RESPECT RESP Victoria 8007 INTEGRITY RESPECT RESPONS Telephone: 1300 888 067 EGRITY RESPECT RESPONSIBIL Email: Website: RITY RESPECT RESPONSIBILIT Y RESPECT RESPONSIBILITY I ESPECT RESPONSIBILITY Early childhood teacher hotline: 1300 977 263 ECT RESPONSIBILITY INTEGRI T RESPONSIBILITY INTEGRITY INTEGRITY ONSIBILITY INTEGRITY SIBILITY INTEGRITY ILITY INTEGRITY RESPECT
The Policy and Procedure Committee includes representatives from all constituent groups across the district. () During their regular meetings, this committee engages in substantive discussion of board policies and administrative procedures that impact the operation and practices of the colleges. () The District Technology Advisory Committee (DTAC) is a district-wide committee charged with selection, deployment strategies, and prioritization of instructional and administrative technology; development of policy as it relates to IT; and resolution of IT issues impacting the delivery of services to students and staff. () Similar to DTAC, the EEO Committee and District Safety Committee are comprised of members based on their areas of expertise who bring the larger perspective of their constituencies into the district discussions. (, ) info Recommendations of these groups are brought to District Council and then to the Board of Trustees for action as necessary. () Analysis and Evaluation: Yosemite Community College District and Modesto Junior College have established a framework of policies, procedures, and participatory governance structures that ensure administrators and faculty exercise a substantial voice and defined role in (, ) Additionally, Modesto Junior College’s decision making handbook and the CSEA contract delineate the role of classified staff in the college and district decision making process (, , ) The structure and processes support decision-making with broad input and opportunity for individuals to participate in planning, policy, and budget development related to their areas of responsibility. () The participatory governance structure facilitates and fosters robust discussion on matters with potential to impact the institution. () Standard IV.A.4 Faculty and academic administrators, through policy and procedures, and through structures, have responsibility for recommendations curriculum and student learning programs and services. Evidence of Meeting the Standard: The Academic Senate at Modesto Junior College is the faculty body granted specific responsibilities and roles in regulation and policy for making recommendations to the Board of Trustees. (Title 5 §53200, BP 7-8049) The Academic Senate is comprised of faculty members elected by their peers to represent them in academic and professional matters. ( The Senate meets bi-weekly during the fall and spring semesters and makes recommendations on a wide range of academic issues. () The Academic Senate president meets regularly with the college president and brings recommendations forward to the president and to College Council. The Academic Senate has established the Curriculum Committee as the body responsible for curriculum policy, process, and maintenance of currency of the
Assessment Category Point Week 1 Discussion: Remembering a Teacher Discussion 2 Assignment: Being a Good Teacher Paper 4 Assignment: Teaching Paper 4 Week 2 Discussion: Education Reform Discussion 2 Assignment: of the Curriculum Paper 4 Assignment: Codes of Power Paper 4 Assignment: Responsible Pedagogy 8 Week 3 Discussion: How People Learn (HPL) Discussion 2
Assignment: Lesson Plan Paper 12 Week 4 Discussion: Educational Objectives Discussion 2 Assignment: Child Development Paper 4 Week 5 Discussion: Managing Behavior Discussion 2 Assignment: Classroom Management Plan Paper 8 Week 6 Discussion: Culturally Responsive Pedagogy Discussion 2 Assignment: The Trouble with Black Boys Paper 10 Week 7 Discussion: Queer Theory Discussion 2 Assignment: Minority Paper 10 Week 8 Discussion: Course Reflection Discussion 2 Assignment: Good Teaching Ideologies Paper 16 Total Points 100