zilongwang/ReadingBank huggingface dataset:
Projected costs and funding sources: $5,000.00 Title I Describe how this specific strategy will help you achieve your for the 2014-15 school year and address areas of challenge from the past year: This strategy will equip the teachers with the knowledge and skills to enhance their teaching strategies, while addressing areas of refinement. It will also motivate teachers to use different materials and technology to present new content strategies and skills to the students in an innovative way Key benchmarks for progress on strategies: Benchmark: Timeline: All teachers will disaggregate data for instructional planning, intervention and enrichment. Every week in PLC meetings Instructional best practices, quality work samples, pacing guides and curriculum maps will be reviewed weekly to ensure all students are achieving at high levels. Weekly PLC agendas and minutes will be submitted and reviewed by administrative staff After each formative assessment A, B and C, teachers will implement proper protocols for the use of data with re-teaching and small group sessions. October 15-18 - 1st formative assessment December 2-20 - 2nd formative assessment February 24-March 21 -3rd formative assessment Administration will distribute and monitor monthly common assessments. Data will be reviewed weekly by administrative staff for proficiency Administration will monitor district initiatives Istation Implementation-Utilizing four critical components, Istation provides teachers with Internet-based intervention a systematic and comprehensive program that helps all students reach their highest potential. iReady Implementation pinpoints students’ needs, provides data-driven insights and support of the new standards and predicts student performance on the state assessment. Weekly Istation and iReady Math Reports will be reviewed by administrative staff Networking with other schools in the district participating in networking meetings, summer institutes, forums, national conferences and visiting other schools. Written feedback from other schools, ideas and strategies will be shared with faculty in an organized professional development session two weeks after attending
BALTIMORE COUNTY PUBLIC SCHOOLS Request Form Weekly Update Weekly Bulletin Emergent Bulletin Date of Publication: 12/5/14 Name: Alicia Fales Title: Supervisor, School to Career Transition Supervisor: Douglas Handy, Coordinator, Office of Career and Technology Education Nature of Communication: Informational (check all that apply) Action required Professional development opportunity* 2014 WORK-BASED LEARNING SURVEY RESULTS Each year, the Maryland State Department of Education collects and analyzes data about students who participate in work-based learning experiences. These experiences include Career and Technology Education (CTE) students enrolled in the Career Research and Development program, as well as those enrolled in CTE capstones experiences and general education internships. The surveys were completed by students and their work-site mentors to determine the effectiveness of student preparation, the quality of school-based coordination, and the appropriateness of placements for work-based learning experiences. The results of the 2014 survey are attached and have been shared with high school learning coordinators. The performance of BCPS students can be compared to students across the state by viewing the full state report at . Questions regarding this information should be directed to: Name: Alicia Fales, Supervisor Phone Number: 410-887-8925 All attachments are to be sent via e-mail. Approved for inclusion by: Date: (Signature of Division Head) *This has been approved for the system’s professional development calendar on: N/A(Date) Chief of Staff authorization to proceed (Date)
Appendix two Workforce influenza immunisation coverage rates for DHBs 2014 (in alphabetical order) Auckland DHB – workforce influenza coverage rates Bay of Plenty DHB – workforce influenza coverage rates Canterbury DHB – workforce influenza immunisation coverage Capital & Coast DHB – workforce influenza immunisation coverage rates Counties Manukau DHB – workforce influenza immunisation coverage rates Hawkes Bay DHB – workforce influenza immunisation coverage rates Hutt Valley DHB – workforce influenza immunisation coverage rates Lakes DHB – workforce influenza immunisation coverage rates MidCentral DHB – workforce influenza immunisation coverage rates
Nelson-Marlborough DHB – workforce influenza immunisation coverage rates Northland DHB – workforce influenza immunisation coverage rates South Canterbury DHB – workforce influenza immunisation coverage rates Southern DHB – workforce influenza immunisation coverage Tairawhiti DHB – workforce influenza immunisation coverage rates Taranaki DHB – workforce influenza immunisation coverage rates Waikato DHB – workforce influenza immunisation coverage rates Wairarapa DHB - workforce influenza immunisation coverage rates
Environmental Health Permit (every day centres only) Crèche must have Office Sick-Bay Staff Room For centres with over 30 children, there must be a separate office large enough to be divided into a second sick bay and staff room Insurance Cover Liability Insurance Accident and equipment liability Play structure warranties Health by-laws for municipalities Playground structures Certificate of Compliance for food preparation Registering with Local Municipality Once the Council approves, it will issue a Certificate Apply for Health Department Contact Department of Health to find correct zoning area Register venue with local municipality Municipality follows regulations set by Department of Social Development in accordance with Childcare Act, 1983 (Act No. 74 of 1983) Any other Council imposed regulations and restrictions it sees fit Hiring Staff Age 18-60 old (depending upon health and condition) Combination of ages Attributes and skills Patience Hygiene Ability to understand young children Administration/management (supervisors) Health Medically examined
are three main steps to Quality Control protocol for DTI 1.) conversion – Download and conversion of files to .nrrd files for use in programs 2.) DTIPrep Automatic QC – Execution of a protocol script to automatically QC scans 3.) Visual DWI & DTI QC – Visual recheck of DTIPrep QC results, preliminary fiber tracking, and visual check of signal loss and anomalies conversion Conversion of Dicom to NHDR Step Description Action 1 Go to subject folder example cd /projects4/CHDI_TrackHD/HDNI/<subjectID> 2a Run Dicom conversion DWIConvert - - inputDicomDirectory <path to directory with dcms> - -outputVolume <subjectID_dwi.nrrd> - <path to output directory> 2b Optional: add option to the command to write a report for debugging DWIConvert - - inputDicomDirectory <path to directory with dcms> - -outputVolume <subjectID_dwi.nrrd> - <path to output directory> - -writeProtocolGradientsFile >! <DicomConvReport.txt> 3 Verify correct conversion with DTIPrep DTIPrep – In DTIPrep GUI, click on “File” and then “Open DWI” to open the .nrrd file 4 Record conversion date in notes DTIPrep Automatic QC Initial Visual QC In DTIPrep, review baseline images in axial, sagittal, and coronal views. Note any issues of coverage, i.e. inferior axial slices missing such as the cerebellum and temporal lobe, and/or superior slices missing. Second, for future reference, notice any artifacts or motion in these scans, i.e. “venetian blind” effect, checkers, etc. DTIPrep will automatically detect and extract most of these artifacts. For more details on these artifacts see section III - “Visual DWI & DTI QC” Figure 1.1 Some basic functions in DTIPrep GUI – See Table 1 in Appendix for more information Note: In the TrackHD study, coverage issues automatically received a rating of
Keener, Ed Kirk, Francis X Koah, Tim Kukla, Andrew X x x x x Lobaugh, Tom X exc x exc Marshall, Ralph Matthew, John x x x x x x McKay, Judy x x x x x x Moran, Phil x x x x x exc Murphy, John exc exc. exc exc. exc. Kelly X x x Nieto, Mike X x Paul, Marianne x x x x exc x Payne, John x Pickrell, John X x x Rogers, Phil Ryder, Elizabeth x x exc exc. x Shrumm, Norm X x x x Smith, Mark exc. exc x Swanson, Bruce x x x x x Thiry, JoAnn x x x Van Nest, Bob Westfall, Nina x x x x exc. Wilson, Daryl x x x x exc x Wood, x exc. Church Commissioners Commissioned Ruling Elders Elders on Coordinating Committee Adrian (1) Covenant (3) Sweeny Kathy Nielsen Boise, First (3) Louise Ackley Mike Reardon Brandon Wood John Hicks Boise, Southminster (3) Carol Brunlinger Randy Marshall Evelyn Cates Harvey Pitman Boise, Trinity (3) Caldwell, Boone (3) Karen Alldredge Emmett, First (1) Sharon Holford Jacquelyn Benjamin Homedale (1) Barry Fujishin
Autism and Asperger Syndrome What are they? Autism and Asperger syndrome are developmental disorders as autistic spectrum disorders. All individuals with these conditions have difficulties in some areas. However, the degree by which they are affected can vary greatly and they can be affected in different ways. Both of these conditions can affect the way individuals communicate and interact with others. Individuals with autism can have difficulty making sense of the world as well as having learning difficulties, communication difficulties and/or be over-sensitive or to sound, light, touch, taste, smells or colours. Individuals with Asperger syndrome usually have average or above average intelligence. Potential difficulties When visiting a radiology department, individuals with autistic spectrum disorders may have difficulty coping with a strange environment as this can make them anxious. Many individuals with autism find changes to daily routines difficult, especially if these are unplanned. Medical terminology may not be easily understood, especially if it is something that can be taken literally. For example, if a child is having a CT or MRI, using the term “slices through the body” could be a cause of anxiety; the child or young person could believe they are going to be cut which could lead to unwanted behaviour. The smells, sounds and lights in a medical environment could also create difficulties, causing increased anxiety that could result in unwanted or inappropriate behaviour. It may be difficult for individuals on the autistic spectrum to communicate effectively so information could be misunderstood or misinterpreted. In practice…. Speak to the individual or their carer about the information that they have been given, and if possible, follow the order of events expected. Find out about the patient, particularly as they could be sensitive to touch. Explain the procedure and try not to deviate from the order. Use picture cards if appropriate. Make sure they understand what you are saying. Try not to rush the patient; them time to adjust to the changing situation. Useful resources NHS choices The National Autistic Society National Institute for Health and Care Excellence
Attention Deficit (Hyperactivity) Disorder What is it? Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) can be categorised by behavioural symptoms that include difficulty concentrating, hyperactivity and impulsiveness. Individuals with ADHD/ADD often have a short attention span, are restless or constantly fidgeting and are easily distracted. An individual with ADHD/ADD may have learning difficulties or other disorders alongside their condition. They may also have some or many of the following symptoms that may impact on their treatment: The patient may not appear to listen to instructions. The patient does not follow instructions or complete tasks. The patient may be disorganised and loses things. The patient can be easily distracted and forgetful. The patient may answer questions before the question has been finished. The patient may find it difficult to wait in line. The patient may talk a deal, even if it is inappropriate. The patient may not understand social boundaries. Potential difficulties Poor organisation could mean an appointment is forgotten once or several times. Patients with ADHD/ADD may find long procedures difficult to complete. They may find it difficult to follow a series of instructions as they may lose concentration. Individuals may be distracted by the equipment being used and may want to look at it or know how it works. In practice…. Maintain eye contact when giving instructions. Repeat important instructions. Break large tasks into smaller ones. Use clear, concise language for instructions. Useful resources NHS choices National Institute for Health and Care Excellence Great Ormond Street Hospital for Children NHS Foundation Trust
Down’s Syndrome What is it? Down's (or Down) syndrome or Trisomy 21 is a genetic condition that is caused by the presence of an additional chromosome. Individuals with Down’s syndrome usually have a range of distinguishing physical features and a learning disability. Screening (blood tests, nuchal translucency tests) is offered to all pregnant women, resulting in a risk factor for having a child with Down ’s syndrome or other genetic disorder. Babies can be diagnosed with this condition by chorionic villus sampling or amniocentesis tests, but most babies with Downs’s syndrome are born to mothers who have not wanted or received antenatal screening, or who have received a false negative result. It is estimated that there is one case of Down’s syndrome per 800 to 1,000 births and the chance of a baby being born with Down’s syndrome increases the older the woman is when she becomes pregnant. Physical appearance Individuals with Down's syndrome have a number of physical characteristics; these may include some or all of the following: small nose flat nasal bridge small mouth slanting eyes broad hands fingers only one palm crease below average birth weight and length arms and legs reduced muscle tone. Delayed development All individuals with Down's syndrome have some form of learning disability and delayed development; the degree of this varies widely. Health complications Some individuals with Down’s syndrome may be generally healthy, others may experience one or more of the following health conditions: heart disorders bowel abnormalities digestive problems sensory impairments thyroid problems increased risk of infections and dementia blood disorders. Potential difficulties Understanding and following instructions. In practice…. Explain the procedure using picture cards if available and appropriate. Make sure they know what you are saying. Useful resources NHS choices Down’s Syndrome Association DownSyndrome.org.uk
changes in the electroencephalogram (EEG) (, , ) and fMRI (, , ). At the neural level multi-voxel pattern analysis has been able to predict subjective reports of the content of thought at rest based on task based examples of the same types of thought (). These verify the subjective measures and allow different cognitive and neural accounts of the mind-wandering experience to be tested. They also raise the possibility that indirect markers for mind-wandering could ultimately be used to detect the occurrence of mind-wandering without interrupting the participants. The influence of measurement on the mind-wandering state. Although ES is an invaluable tool in the study of mind-wandering, it also carries the risk that introspection changes the nature of the state that is being assessed. Online ES alerts the participant to the key dependent measure of the experiment and by periodically disrupting the on-going task disrupts the natural dynamics of both task performance and of the experience itself. Finally, because introspection has the potential to change the psychological meaning of an event, ES could also actually alter the quality of the experience itself. One solution is to acquire self-report data after participants have completed an experimental session. Although this measure necessarily depends on memory, it allows the collection of data without artificial disruptions and is useful because by preserving the integrity of time course data, it allows temporal properties in objective measures to be related to ES data. Retrospective indicators of self-generated-thought have been related to the dynamical changes that occur in the time-series data derived from pupilometry (), the EEG (), and the BOLD signal at rest ().
(Please reproduce on your school letterhead) Active Shooter Training Certification Mary McCoy, School Safety Specialist Archdiocese of Office of Catholic Education 1400 N. Meridian Street Indianapolis, IN Dear Mrs. I hereby certify that (School Name and City), a state-accredited Catholic school in the Archdiocese of Indianapolis, Indiana has conducted employee training for Unarmed Response to an Active Shooter Protocol for all administration, faculty and staff. Each employee has received information/training on responding to an active shooter and has participated in training through the following way(s) (please check): ______ Participated in active shooter training provided at Administrators’ Professional Development meeting at St. Mary of the Woods College (SMWC) with the Indianapolis Metropolitan Police Department (IMPD) on February 13, 2014. ______ Administrator did not participate in training at SMWC but watched Active Shooter video and PowerPoint provided by IMPD through OCE. ______ Faculty and staff trained through IMPD (Indianapolis Metropolitan Police Department) ______ Faculty and staff trained through ISP (Indiana State Police) _______ Faculty and staff trained through other means (describe): ________________________ I have updated all copies of the School’s Emergency Preparedness Plan with the Active Shooter Protocol addendum. I understand that all faculty and staff must receive refresher information on the Active Shooter Protocol each school year and new faculty and staff must view the IMPD PowerPoint and Video on active shooter response. _____________________________ ____________________________ School Administrator Signature Date Due to OCE at the above address by May 30, 2014
Parents Economic and social status; Acceptance of domestic violence as a given; reluctance to acknowledge publicly the fact that they use violent disciplining methods for their children; Limited trust in social workers; Limited knowledge about positive discipline; Limited knowledge of their rights; Limited knowledge of and access to support mechanisms. Professionals (Social workers, community nurses, school Heavy workload; Limited decision power; Limited presence in the community; Limited capacity to address domestic violence; The community perceive the social worker rather as a representative of the system than someone who can assist them; Limited motivation, due to the low income and heavy work conditions (vs. workload). Not always from the community, sometimes are perceived as outsiders; Extended knowledge of the community; Knowledge of community issues; Contact with community members makes them great carriers of messages; Willingness to overcome barriers. Capacity to form networks of addressing complex community issues. Community opinion leaders Influenced by social marginalizing the vulnerable members of the community; Influenced by the norm of not interfering with other people’s family lives; Tolerance on the phenomenon of domestic violence Extended knowledge of the community and of community issues; Highly respected; Have the power to convey messages; Extended power of influence; Have the power to mobilize the community.
AM Shift Initials AM Shift Signature PM Shift Initials PM Shift Signature Date___________ TIme_______ Attending Physician Signature__________________________________________ 9000-2 5/07 (Rev. 8/9/12) NOT A PERMANENT PART OF THE MEDICAL RECORD
Cost Category Cost Range Standard Price Note Desktops, laptops, printers, scanners, cameras, etc N/A The Prosperity Fund does not support this category. If project needs to purchase items in this category, please seek funding from other sources. Office rental N/A The Prosperity Fund does not support this category. If project needs to purchase items in this category, please seek funding from other sources. Salaries N/A The Prosperity Fund does not pay salaries but instead the time they are needed by the project, followed the hourly rated requested below. officials to attend meetings, seminars, etc. N/A The Prosperity Fund does NOT support this category. Principal consultant (expert who provides essential international expertise needed for the research/study) £300-£500 The level of pay across the project team should reflect the nature of work and seniority of implementers. Senior consultant (expert who provides key consultancy and analytical work for the research/study) £150-£300 Consultant (expert who provides general consultancy and analytical work for the research/study) £100-£150 Junior consultant (personnel that provide entry-level analytical and consultancy work for the research/study) £60-£80 Assistant to consultant (assist the consultants to collect information, out research, interviews, etc.) £30-£60 Project manager £30-£60 Admin assistant £10-£30 The person day consultancy cost shall be based on accumulative basis. For example, if the person spends 2 hours a day for SPF project and rest of 6 hours on non-SPF work, the total consultancy cost for 4 working days shall be calculated in ABB as 1 person day (counting 8 working hours as 1 full working day). Accommodation and Subsistence per person.day £80-£110
SCHEDULE D RESOURCE PERSONS This document provides a list of resource persons and will be updated as needed. Office of the Commissioner of Official Languages of Canada Office of the French Language Services Commissioner of Ontario Toronto 2015 Organizing Committee for the Pan American and Parapan American Games Suzanne Bélanger-Fontaine Commissioner’s Representative – Ontario Region 416-973-1904 Mohamed Ghaleb Project Manager, Investigations – Research and Monitoring 416-314-8174 Louise Gauvreau Senior Manager, Official Languages 416-957-2106 Implementation of Memorandum of Understanding Suzanne Bélanger-Fontaine Commissioner’s Representative – Ontario Region 416-973-1904 Mohamed Ghaleb Project Manager, Investigations – Research and Monitoring 416-314-8174 Louise Gauvreau Senior Manager, Official Languages 416-957-2106 Processing of Complaints and Requests for Information or Intervention Nathalie Connolly Business Manager, Investigations Directorate Compliance Assurance Branch 819-420-4777 Department of Canadian Heritage Karine Andraos Senior Advisor, Official Languages and Employment Equity Corporate Human Resources and Executive Group Services / HR and Workplace Management Branch 819-778-0227 Lucie Lépine Manager, Official Languages Policy and Planning Sport Canada 819-934-5964 François-Michel Pellecuer Project Manager, Investigations – Executive Support 416-314-8331 Alison Stewart Project Manager, Investigations – Community Liaison 416-314-8292 Mohamed Ghaleb Project Manager, Investigations – Research and Monitoring 416-314-8174 Raymonde Abboud Coordinator, Official Languages 416-957-2274 Pamela Coles Manager, Official Languages 416-957-2579 Louise Gauvreau Senior Manager, Official Languages 416-957-2106 Communications Cantin Director, Strategic Communications and Production 819-420-4842 Kim Bergeron Public Relations and Communications Officer 416-314-8247 Teddy Katz Director Media Relations and Chief Spokesperson, Public Affairs
July 17, 2014 Land Conservation and Development Commission 635 Capitol St NE Salem, OR 97301-2540 RE: DRAFT 2014-2022 STRATEGIC PLAN Dear Commissioners, The Oregon Chapter of the American Planning Association (APA) is a membership-based organization made up of more than 800 professional and citizen planners in the state. Our Legislative and Policy Affairs Committee (LPAC) Policy Subcommittee has reviewed the draft 2014-2022 Strategic Plan. We concur with the mission and support the theme – “Improve capacity to gather, analyze, and distribute data and information to local jurisdictions and other stakeholders, and to guide policy development” and we encourage the Department to continue its efforts in this area. Respectfully, we offer our suggestions and are available to discuss these recommendations as you wish. We: Commend the department for taking the long view and continuing to best integrate land use and transportation planning, defining and working toward well-recognized outcomes such as for the triple bottom line, health, and climate change. Encourage a perspective of creating positive synergies between rural and urban areas, including economic development and tourism. Applaud an orientation of partnership, associated actions and investment strategies responding to local and regional opportunities and needs. Promote a technical assistance perspective whereby the agency partners with governments and provides assistance with implementation of rules you enforce. Recognize the importance of equity and continuing to respond to an increasingly diverse Oregon. Specifically, we suggest that you: Advance triple bottom line-oriented decision-making processes. Continue to meet state greenhouse gas reduction targets. Seek and increase funding to local communities to update their comprehensive plans. Initiate rulemaking for Goal 7: Natural Hazards. Update the Housing Needs Analysis guidebook, including responding to the expected federal rule clarifying communities’ obligation to affirmatively further fair housing goals. Create an equity lens or considerations for LCDC’s decision-making. Consider specific amendments with respect to equity (see attached). Encourage regional level buildable lands analysis, including analysis of housing needs and economic opportunities. Continue and strengthen support for other regional decision making bodies, including MPOs, COGs, ACTs, watershed councils and others. Acknowledge other regional planning bodies in the strategies.
Welcome to the Kitchen Crossings - Amos Ezra Katz 18:09 min Jae needs to make it to his brother’s wedding - but he just gave his only train ticket to a beautiful backpacker. Who will make it to their final destination? A Day in Eden - Assal Ghawami 10:57 min Set against the bleak environment of a North American nursing home a Muslim volunteer is forced to overstep the boundaries of her religion in order to help a man regain his last bit of dignity. Delilah Descends - Roan Bibby 12:51 min A lonely, aspiring Musician finds a Fallen Angel on his rooftop. Dream Date - Lauren Ciaravalli 19:51 min A single, struggling young artist has a Valentine’s day that challenges her notions on romance when a sketch of her perfect man magically comes to life. DZTyOM - Nicole Belliveau 15:00 min After leaving her work on the streets, Jacq escapes to be with her lover, Kait. Jacq returns home to find that not much has changed. The End. - Emma Jay 13:01 min A dark comedy about a struggling film student who decides to kill off her main character to appeal to contest judges. After a freak accident she is accused of being suicidal and must prove her sanity to her friends, family and even herself. Eviction - Garret Atlakson 20:00 min In the developing world of Cambodia, “Mommy,” a 72-year-old grandmother, defends her home, family and community from violent forced evictions being perpetrated by corrupt officials backed by armed government forces.
solution? This answer should have a specific number with back up support. Letters, reports, and even short e-mail notes all indicate to others our ability to communicate. Since good writing follows clear thinking, others will form opinions about your ability and work ethic based upon written correspondence. Typographical errors, grammatical errors, misspelled words, or an awkward writing style dramatically reduce the impact of your work no matter how good the content. In particular, avoid jargon (see article by Alfred Kahn on Bureaucratese), and write in active, not passive voice. Individual HW’s: Like the Group HW’s, the Individual HW Questions are found at the back of each chapter, and are similar to those that will appear on the Final Exam. The assignments will be posted on blackboard a week before their due date. To make sure that you understand the material, try these questions on your own. If you cannot do them, you need help in the class. Ask questions in class. Ask questions of your classmates. Explain your answers to your friends or classmates (There is an old saying in economics—you never learn economics until you teach it to someone else.). You are allowed to discuss the questions with your classmates, but do not look at their written HW. Everything you turn in is to be your own work. Get help from classmates or from class TAs. If you would like to set up time with a TA to answer questions you have about the material, please email them directly (copy me on the e mail). Do not expect them to give you the answers or to verify that you have the right answer. Learning this material is hard work, and the only way you can learn it is by doing the questions yourself. If you cannot answer the question in less than 250 words, then you don’t understand the question. If you have any questions about grades submit your question in writing to me. Course Honor Code Policy Students are bound by the Honor Code and the following specific guidelines for all work in this course. All work is to be YOUR OWN, CREATED AND COMPLETED BY YOU ALONE. When in doubt, ask the professor. Specific Guidelines: The following describes the guidelines for Managerial Economics
Sagittarius, NOV 22 – DEC 21 QUEEN for adult female KING for adult male Cancer, JUN 21 – JUL 22 CUPS PAGE for female Scorpio, OCT 23 – NOV 21 KNIGHT for young male Pisces, FEB 19 – MAR 20 for adult female KING for adult male Libra, SEPT 23 – OCT 22 SWORDS PAGE for young female Aquarius, JAN 20 – FEB 18 KNIGHT for young male Gemini, MAY 21 – JUN 20 QUEEN for adult female KING for adult male Capricorn, DEC 22 – JAN 19 PENTACLES PAGE for young female Taurus, APR 20 – MAY 20 KNIGHT for young male Virgo, AUG 23 – SEPT 22 for adult female KING for adult male First Operation Practice Log # Date Signifier Pile Intended Pile Outcome Notes Ex. 12/12/2012 Queen of Swords H2 V Incorrect. Ex. 12/12/2012 1: The Magician I I ACCURATE. 1 2 3 4 5 6 7 8
Foucault, M. (1995) Discipline & Punish, New York: Vintage Freudenthal, H. (1973) Mathematics as an Educational Task, Dordrecht-Holland: D. Reidel Publishing Company. Lyotard, J. F. (1984) The Postmodern Condition: A Report on Knowledge. Manchester: Manchester University Press. Marino, G. (2004) Basic Writings of Existentialism, New York: Modern Library. MrAlTarp (2012) 8 Missing Links in Mandarin Math, https://www.youtube.com/ watch?v=sTJiQEOTpAM. OECD (2015) Improving Schools in Sweden: An OECD Perspective, http://www.oecd.org/edu/school/ improving-schools-in-sweden-an-oecd-perspective.htm. Tarp, A (2016) The MADIF Papers 2000-2016, http://mathecademy.net/papers/madif-papers/.
Tarrant Regional Water District 2018 Spring Surplus Auction A list of current auctions and auction catalogs, auction dates, and registration information can be found at: For questions and more information, please contact Frank Garcia at 817-335-3491 X4434 or Tracy Melton at X4430.
Criminal Justice and Law Enforcement Administration Culinary Arts and Chef Training Data Processing Technology/Technician Dental Hygiene/Hygienist Dietetics Drafting & Design Technology/Technician Educational and Instructional Media Design Electrical, Electronics and Communications Engineering Technology/Technician Electronics Technology/Technician Electromechanical Technology/Technician Electrical and Power Transmission Installation Emergency Medical Technology/Technician Energy Industry Engineering Technology, General English for Speakers of Other Languages Environmental and Pollution Control Technology Fashion Merchandising Film & Video Making/Cinematography & Production Fire Protection and Safety Technology/Technician Fire Science/Firefighting Food & Beverage/Restaurant Operations Manager Foods, Nutrition, and Wellness Studies Food Science Geographic Information Systems and Cartography Graphic Design, Commercial Art and Illustration Health and Physical Education Health Information and Medical Records Technology Health Professions and Related Services Heating, Air Conditioning and Refrigeration Home Economics Homeland Security Horticulture and Horticultural Operations Hospital and Health Care Facilities Administration Hospitality Administration and Management Human Resource Management and Personnel Administration Hydraulics Technology/Technician Institutional Food Workers Information Processing/Data Technician Information Technology/Security Instrumentation Technology/Technician Integrated Reading & Writing Interior Design International Business/Trade/Commerce Institutional Food Workers Instrumentation Technology/Technician Law Enforcement and Police Science Legal Assistant/Paralegal Library Technician Logistics and Materials Management Machine Tool Technology/Machinist Manufacturing Technology/Technician Marketing and Marketing Management Nursing Occupational Safety and Health Technology/Technician Petroleum Technology/Technician Physical Therapist Assistant Plastics Technology/Technician Public Administration and Services Radio and Television Broadcasting Technology Radiologic Technology Real Estate Respiratory Care Robotics Technology/Technician Security and Loss Prevention Services Sign Language Interpreter Student Success Substance Abuse and Addiction Counseling Surgical Technology Survey Technology/Surveying System, Networking, and LAN or WAN Management Teacher Assistant/Aide Tourism and Travel Services Management Web Page and Computer Programmer/Programming, General Welder/Welding Technology Wind Energy
WELLNESS - Starting up with Wellness Training LLP project nr 2011-1-EE1-LEO05-02454 Eesti partnerite töökoosolek Tartu Kutsehariduskeskus, 13.-14.09.2012 Päevakava Kolmapäev, 12. september 2012 Saabumine ja majutamine Neljapäev, 13. september 2012 9.30 – 10.00 Kogunemine ja kohv 10.00 – 10.30 Ülevaade projekti hetkeseisust 10.30 – 12.30 Õppekava ülevaatus ja tööandjate tagasiside 12.30 – 13.30 Lõuna 13.30 – 15.00 Pilootkoolituse kavandamine 15.00 – 15.15 Kohvipaus 15.15 – 16.45 Kevadise rahvusvahelise koosoleku sisu kavandamine. Õppematerjalid. Reede, 14. September 2012 9.00 – 12.00 Töörühm – õppekava eksperdid ja tööandjate esindajad - Õppekava täiendamine/parendamine; pilootkoolituse sisu kavandamine; õppematerjalide koostamise tööjaotus Koordinaatorid - Vahearuande koostamine ja projekti edasine tööplaan 12.00 – 13.00 lõuna 13.00 Kojusõit
TENNESSEE ACADEMY OF SCIENCE Western Collegiate Division Meeting Saturday, April 2 at Rhodes College Registration and Abstract Submission Form Everyone in attendance (presenters and non-presenters) will need to fill out Section 1 below. Please complete Section 1, save the form, and send it via email attachment to Prof. Sarah Boyle at . Please put TAS in the subject line of your email message. Student presenters will also need to fill out Section 2: Abstract Submissions (page 2 of this document) as well. Student presenters must email their completed form (with abstract) by Friday, March 18 at 5 PM. Section 1: Registration All items highlighted in yellow are required items. First Name: Last Name: Status (student, faculty, staff, other): Institution/School: Email: Phone: Students: Do you intend on presenting your research at TAS (Yes or No)?_____ If you are one of multiple student coauthors on a talk or poster, please answer YES to the question above. If you are presenting your research, will you be the primary student presenter (Yes or No)? ____ If you intend to give an oral presentation as the lead student on a project, or you are the first student author on a poster, please answer YES to the question (and then fill out Section 2: Abstract Submission on Page 2). If you are one of multiple student coauthors who will present the poster with one or more students, but you are not the first student author, (or if you are a non-presenting coauthor on an oral presentation), please answer NO to the question. You do not need to fill out Section 2. Section 2: Abstract Submission An abstract must be submitted for every oral presentation and every poster presentation. Oral presentations are limited to 15 minutes, including questions. Posters may not exceed 48” x 48”.
To Disapprove – select DENY radio button. When denying an employee’s time record, a comment field will open. Comments are required by the supervisor to let the employee know reason for denial. IGNORE radio button can be selected if supervisor does not wish to take action on the employees time record at that time Once action has been taken, click submit Employee Roster: List of all employees that reports to the supervisor. A supervisor sees all the employees that they supervise. If there is a […] under one of their employees, then that employee is also a supervisor. If you click on the […] you get the supervisor roster for that supervisor, and you have all the same supervisor privileges. Supervisors are able to view Employee Information Detail, Time Record, History and Time off Requests from their work roster.
Boiler NOx emissions Remove Modify 1.5 District heating Remove Modify 1.5 Combined heat and power - cogeneration Remove Modify 1.5 Heat pump Remove Modify Up to 2 Heat recovery Remove Modify Up to 1.5 Thermoregulation Remove Modify 1.5 Energy performance audits for buildings Remove Modify 1.5 Air conditioning Remove Modify Up to 2 Automatic switching off of air conditioning and heating systems Remove Modify 1.5 Bioclimatic architecture Remove Modify 3 Energy efficient refrigeration, ovens, dishwashers, washing machines, dryers/tumblers and office equipment Remove Modify Up to 3 Electric hand and hair dryers with proximity sensor Remove Modify Up to 2 Refrigerator positioning Remove Modify 1 Automatic switching off lights in rental accommodation Remove Modify 1.5 timer control Remove Modify 1 Swimming pool heating with renewable energy source Remove Modify Up to 1.5 Automatic switch off outdoor lights Remove Modify 1.5 WATER – OPTIONAL Criteria: Please select: Points: Comments: Use of rainwater and recycled Remove Modify Up to 4 Automatic watering systems for outside areas Remove Modify 1.5
As part of the 2010 review of the management plan DPIW to finalise new performance indicators for the TGCF, and ensure that appropriate management responses are also developed should limits be reached. DPIPWE has developed a draft harvest strategy containing performance indicators and management responses. While this harvest strategy has not yet been formally adopted, DPIPWE has advised that it will be finalised following an assessment of the target and limit reference points currently being conducted by the Institute for Marina and Antarctic Studies (IMAS). The Department of the Environment considers that this recommendation is ongoing. The Department proposes that this action be continued (see Recommendation 5, 4). DPIW to continue to monitor the impact of discarding of undersize on the giant crab stock and to implement appropriate management measures should risks be identified. DPIPWE has monitored discards of undersized crabs through the Giant Crab Catch Record Book. The most recent information available from 2009/10 indicates that there has been a general reduction in catch rates of undersized crabs. In its submission to the Department, DPIPWE that recent (unpublished) data have indicated that catch rates for undersized crabs have increased in the western zone of the fishery. According to the 2009 IMAS assessment of the fishery, catch rates for undersized crabs have traditionally been low in the western zone, with numbers falling to record lows in recent years. As the documented survival rate of released giant crabs is high, DPIPWE has concluded that there is no increased risk. The Department of the Environment considers that this recommendation has been met.
Rec 1 The Tasmanian Government should consider options to take full advantage of National Parks and Wildlife Advisory Council, in line with the provisions of the National Parks and Reserves Management Act (2002), and a consolidated National Parks and Wildlife Advisory Council should include adequate involvement of the Tasmanian Aboriginal Community. Support The Tasmanian Government fully supports the role of National Parks and Wildlife Advisory Council as it is set out in the National Parks and Reserves Management Act 2002 (Tas) and has ensured that its membership includes representatives from the Tasmanian Aboriginal community. Rec 2 The State Party should confirm an unambiguous commitment that the property is off-limits to commercial logging in its entirety, and fully reflect this commitment in the Management Plan for the whole of the property. Support The Tasmanian Government has ruled out commercial logging, including harvesting of special species timbers, in the whole of the property. This commitment will be given effect through the new management plan for the property. Further information is available in section 1.3. Rec 3 The State Party should confirm an unambiguous commitment that the property is off-limits to mineral exploration and extraction in its entirety and fully reflect this commitment in the Management Plan for the whole of the property. Support The Tasmanian Government has ruled out mining in the whole of the property. This commitment will be given effect through the new management plan for the property. Further information is available in section 1.3. Rec 4 Gravel use derived from borrow pits for maintenance needs within the property should be minimised. The State Party should conduct a comprehensive review of the road network with the objective to close and rehabilitate non-essential roads so as to reduce the future demand for gravel among other benefits. Support A review of the road network is underway. One of the priorities of the review is to identify roads that can be closed and rehabilitated to reduce the demand for gravel required for maintenance. Further information is available in section 1.3.
1. Introduction Dicksonia antarctica Labill. (manfern or soft tree fern) is a common and widely distributed tree fern in Tasmanian wet forests. (Note: For the purpose of this Management Plan the use of the terms ‘tree fern’ and ‘Dicksonia’ will refer to Dicksonia antarctica unless otherwise stated). The population of trunked tree ferns in Tasmania is estimated to exceed 130 million, with in excess of 50% of the population occurring in Formal and Informal Reserves. Tree ferns have been long sought after for their aesthetic properties and have many horticultural applications. Dicksonia is a robust tree fern that can be cut, stored,
The World Heritage Committee; Having examined Document WHC-10/34.COM/7B, Recalling Decision 32 COM 7B.41, adopted at its 32nd session (Quebec City, 2008), Recognises the efforts made by the State Party to address the actions requested in Decision 32 COM 7B.41; Welcomes the submission of a draft Statement of Outstanding Universal Value for the property; Thanks the State Party for proposing a minor modification to include 21 formal reserves within the property that are already covered by the Tasmanian Wilderness World Heritage Area Management Plan, also welcomes its commitment to add the Melaleuca–Cox Bight area to the property once mining licences have expired, and also recalls its request regarding the potential for further additional areas to be considered at the discretion of the State Party for eventual addition to the property; Notes the potential for impact on the integrity of the existing World Heritage property from adjoining forestry operations, and requests the State Party to maintain rigorous assessment and management systems to ensure that no such impacts arise; Also requests the State Party to finalize as soon as possible the creation of a mechanism involving all relevant stakeholders, to monitor, assess and manage the impact of forestry operations, road construction and regeneration on the integrity of the Tasmanian Wilderness World Heritage Area, and adjoining reserves, as previously requested by the Committee; Further requests the State Party to submit to the World Heritage Centre, by 1 February 2012, an updated report on the state of conservation of the property, especially on the outcomes of the monitoring arrangements focusing specifically on the impact of the logging operations and road construction on the Outstanding Universal Value of the existing property, for examination by the World Heritage Committee at its 36th session in 2012.
FORM PP PAST PERFORMANCE PROPOSER Name of firm DESCRIPTION OF PAST PROJECT Name of project from FORM E-1 Contract Value as Bid: (US$) Contract Value (US$): % of total work done by Firm: Commencement date: Planned completion date as Bid: Actual completion date: Disciplinary actions against? Any dispute proceedings? Termination for cause or default? Any Litigation and arbitration proceedings? (yes or no) Claim Amount (US$) Liquidated Damages >$25k # (US$) Key Personnel Change Assessment Fee # Total (US$)
Number: (803) 648-0461 Email: david.phelps@uss.salvationarmy.org Physical Address: 322 Ave, NW, Aiken, SC 29801 Website: None Days of Operation: M T W Th F Sa Su Hours of Operation: 2:30 pm - 6:00 pm Closings: Closed for major holidays Directions: I-20 West to Hwy 19 runs into 640 Laurens Street in Aiken Youth Served: Ages 6-18 Special Programs/Activities Provided: Academics, Character and Leadership Development, Health & Nutrition, Sports and Recreation, Arts Meals and/or Snacks Provided: Snacks (Summer Session meals) Transportation Provided? Yes No Comments: School Bus Amy Loftus, DJJ Aiken County Director (803) 641-7735, Second Baptist Christian Prep (SBC) Teen After-School Center (TASC) TASC Site Contact: Mr. Wyman Pope, Director Number: 803-292-1426
MEDIUM EMPHASIS: Functions: Building Functions 6.1 6.1 6.5 Geometry: Congruence 12.1 Geometry: Similarity, Right Triangles, and Trigonometry 7.1 7.1 12.5 Number and Quantity: Quantities 1.2, 2.1 1.2, 2.1 7.2, 7.3 Statistics and Probability: Making Inferences and Justifying Conclusions 2.4, 8.1 2.4, 8.1 9.1, 10.2 Statistics and Probability: Interpreting Categorical and Quantitative Data 5.1, 8.2, 8.3, 8.4 5.1, 8.2, 8.3, 8.4 6.4, 9.2, 9.3 LOW EMPHASIS: standards from Domains listed above 2.2 2.2 Functions: Trigonometric Functions 12.5 Geometry: Circles 7.2 7.2 12.1, 12.2, 12.4 Geometry: Expressing Geometric Properties with Equations 7.1 7.1 12.2 Number and Quantity: The Complex Number System 1.2 1.2 4.1, 4.2, 4.3, 4.4 Statistics and Probability: Conditional Probability and Rules of Probability 2.3, 2.4 2.3, 2.4 10.1, 10.2, 10.3 Social Studies Standards Common Core Achieve Social Studies Common Core Achieve Online Social Studies Common Core Basics Social Studies HIGH EMPHASIS: U.S. History: Post-War United States (1945-1970s) The economic boom and social transformation of postwar United States. How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Domestic policies after World War II. The struggle for racial and gender equality and for the extension of civil liberties. 4.3, 4.4 4.3, 4.4 3.1, 3.2, 3.3 U.S. History: The Great Depression and World War II (1929-1945) The causes of the Great Depression and how it affected American society. How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state. The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs. 4.2, 7.1 4.2, 7.1 2.4, 3.1, 6.1