zilongwang/ReadingBank huggingface dataset:
30 October 2013 BACK TO SCHOOL 2014 – GRADE SIX Below please find the exercise book, textbook and stationery requirements for your child in 2013. There are 3 categories of requirements that you need to attend to. You may need to purchase all or some of the goods from categories 2 and 3. 2. 3. CATEGORY EXERCISE BOOKS TEXTBOOKS & APPARATUS STATIONERY Specific List -1x A5 hardcover192pg -1x A4 hardcover192pg (feint & margin) -1x A4 hardcover96pg (feint &margin) -2x A4 hardcover192pg (quad book) -3x A4 soft cover 72pg & margin) -3x A4 softcover 32pg (feint & margin) -Spellwell Grade 6 -Leer Afrikaans Lag-Lag Boek 4 -IE Workbooks -1xBellavista Agenda Book -Elementary English for Primary Schools by Linda Fowler and Priscilla Martini -Elementary English Workbook 3 by Linda Fowler and Priscilla Martini -2x Ream A4 copy -Label Pack -Tweetalige SkoolWoordeboek (Bosman,van der -Afrikaans Handbook and Studyguide Lutrin) -Afrikaans…Geniet dit Werkboek 4 --Oxford Pocket English Dictionary -Mastering Mental Maths 6(CAPS compliant) -Bonds and Tables 6(CAPS compliant) -Escapades in Maths 6(CAPS compliant) -My Maths Buddy -1x 10 pocket flip file -1x Oxford Mathematics Set -2x HB pencils or clutch with lead refills -1x soft erasers -1x double sharpener -1x 30cm clear plastic ruler -4x highlighters assorted colours -1x pair scissors -1x large Pritt -2x blue pens -2x green pens -1x black fineliner -1x 3 division Bellavista pencil bag from Uniform Shop -1x A4 exam pad -1x pack 12 koki pens -1x pack pencil crayons -3x boxes tissues -1x Flashdrive(4G or bigger)
30 October 2013 BACK TO SCHOOL 2014 – GRADE SEVEN Below please find the exercise book, textbook and stationery requirements for your child in 2014. There are 3 categories of requirements that you need to attend to. You may need to purchase all or some of the goods from categories 2 and 3. 2. 3. CATEGORY EXERCISE BOOKS TEXTBOOKS & APPARATUS STATIONERY Specific List -3x A4 exam pad -1x 2 hole -1x set plastic file dividers -10x plastic sleeves -2x A4 hardcover 192pg (quad book) -10x A4 soft cover 72pg (feint & margin) -3x A4 soft cover 32pg (feint & margin) -1x Maxi lever arch file -3x A4 20pg Flip file -1x ringbinder file -IE Workbooks Agenda Book -2x Ream A4 copy paper English for Primary - -Tweetalige Skoolwoordeboek (Bosman,Van der Merwe, Barnes) -English Handbook and Guide (Lutrin & Pincus) -Afrikaans Handbook and StudyGuide (Lutrin) -Pocket Oxford English Dictionary -My Maths Buddy -Maths Gr.7 [Digital Textbooks -N.S Gr.7 Maramedia + Hard -E.M.S. Gr.7 copy book of -DnT Gr.7 worksheets] -Helix Oxford Maths Set -Calculator(scientific –SHARP EL W535) -4x HB pencils or clutch with lead refills -1x soft erasers -1x sharpener -1x 30cm clear plastic ruler -4x highlighters assorted colours -1x pair scissors -1x large Pritt -5x blue pens -3x black fineliner -1x pack 12 koki pens -1x pack pencil crayons -3x boxes tissues -1x packet adhesive book labels -1x flash drive(must be 4G or bigger) -1x homework diary-already dated
Scripture 1Corinthians 15:1-6 Now I am reminding you, brothers, of the gospel I preached to you, which you indeed received and in which you also stand. Through it you are also being saved, if you hold fast to the word I preached to you, unless you believed in vain. For I handed on to you as of first importance what I also received: that Christ died for our sins in accordance with the scriptures; that He was buried; that He was raised on the third day in accordance with the scriptures; that He appeared to Cephas, then to the Twelve. After that, He appeared to more than five hundred brothers at once, most of whom are still living, though some have fallen asleep. We are not alone – many saw Him and their lives were changed. Many of their lives are part of scripture, St Peter, St Thomas, St Mary Magdalene, and Mary our mother. All those who went before us are the great heavenly witness of Christ – our brothers and sisters the saints, who praise God and who intercede for us. (each teen receives a medal of a saint, or a small image of a saint, a reminder of the witness of the holy men and women who came before us, and now celebrate with us) All: We You Christ and we praise You!
ESTACIÓN 2: Fill the missing words in the spaces. Use the box provided. It is possible to use a word from the box more than once. escuchar mí más o escribir nada nosotros ti también le ni tampoco A ______ me gusta practicar deportes. No me gusta _______ ver la tele ______ montar en bicicleta. A él ______ gusta más mirar la televisión. ¿Te gusta ________________ música con amigos? A ella no le gusta cantar. A mí ______________________. ¿Qué te gusta ________, cantar ___ bailar? ¡No me gusta_____________ cantar! A ______________ nos dibujar. ¿Y a ________?, ¿Qué te gusta hacer? A ellos les gusta nadar. ¡Me gusta nadar _________________!
STATION 1 On his fishing trip Justin takes the boat 12 km south. The fish aren’t biting so he goes 4 km north. He follows a school of fish back 1 km south. What distance did he cover? What was his displacement? (each square equals one Kilometer on the graph paper) Show Your Work! STATION 2 What are 3 reference points that you can use to determine if the skateboarder is in motion? Why did you choose these reference points?
In the context of regression analysis, which of the following statements are true? An influential point is an outlier that greatly affects the slope of the regression line. One way to test the influence of an outlier is to compute the regression equation with and without the outlier. When the data set includes an influential point, the data set is nonlinear. Influential points always reduce the coefficient of determination. All outliers are influential data points. I only II only III only All of the None of the above Suppose a researcher conducts an experiment to test a hypothesis. If she doubles her sample size, of the following will increase? The of the hypothesis test. The effect size of the hypothesis test. The probability of making a Type II error. I only II only III only All of the above None of the above You conduct a hypothesis test and you observe values for the sample mean and sample standard deviation when n = 25 that do not lead to the rejection of . You calculate a p-value of 0.0667. What will happen to the p-value if you observe the same sample mean and standard deviation for a sample > 25? Increase Decrease Stay the same May either increase or decrease Remain constant What is the standard deviation for the data given: 5, 10, 7, 12, 0, 20, 15, 22, 8, 2 (mean 10.1) 6.89 10.1 7.26 9 5.26 Rome, November 24 2016 Answer corrector table: put a cross in correspondence to the selected answer N° a b c d e N° a b c d e
I and food service activities 387 439 419 865 176 928 202 193 210 511 217 672 216 089 103,4 2,6 J Information and communication 292 656 284 792 138 068 136 440 154 588 148 352 147 344 96,0 -4,7 K Financial and insurance activities 192 900 182 690 63 819 44 292 129 081 138 399 115 509 107,2 -10,5 L Real estate activities 294 311 311 895 68 038 84 740 226 273 227 155 229 418 100,4 1,4 M Professional. scientific and technical activities 232 145 232 242 142 287 155 252 89 858 76 990 92 523 85,7 3,0 N Administrative and support service activities 102 728 128 380 73 376 91 017 29 352 37 363 33 595 127,3 14,5 O Public administration and defence; compulsory social security 381 523 360 570 135 217 114 029 246 306 246 541 250 001 100,1 1,5 P Education 156 046 153 869 13 192 15 044 142 854 138 824 144 839 97,2 1,4 Q Human health and social work activities 195 573 201 395 71 196 72 520 124 377 128 876 125 882 103,6 1,2 R Arts. entertainment and recreation 105 717 93 451 66 883 48 229 38 834 45 221 40 296 116,4 3,8 Other service activities; Activities of households as employers; goods-and activities of households for own use 41 783 48 169 19 650 24 013 22 133 24 156 23 065 109,1 4,2 U Activities of extraterritorial organisations and bodies ... … ... … ... … … … Total 5 206 189 5 391 179 2 570 575 2 667 383 2 635 614 2 723 795 2 735 876 103,3 3,8 Taxes on products less subsidies on products 513 243 603 281 518 075 117,5 0,9 DOMESTIC PRODUCT (current prices) 3 148 857 3 327 077 3 253 951 105,7 3,3 Source: MONSTAT, Statistical Office of Montenegro
Expenditure categories 2012, current prices, in 000 EUR 2013, current prices, in 000 EUR 2012, share in GDP 2013, share in GDP 2012, previous year prices, in 000 EUR 2013, previous year prices, in 000 EUR 1= (1.1+1.2) Final consumption expenditure 3 311 077 3 372 193 105,2 101,4 3 297 828 3 349 469 1.1 Household final consumption expenditure 2 631 969 2 712 002 83,6 81,5 2 581 088 2 661 099 1.2= (a+b) Government consumption 679 108 660 191 21,6 19,8 716 740 688 370 a) individual 308 328 309 924 9,8 9,3 312 731 312 028 b) collective 370 780 350 267 11,8 10,5 404 009 376 342 2 Gross fixed capital formation 583 824 638 656 18,5 19,2 576 946 635 483 3 Changes in inventories 30 907 -8 378 1,0 -0,3 30 435 -3 300 4= (4.1-4.2) Net export / import -776 951 -675 394 -24,7 -20,3 -753 482 -727 701 4.1= (a+b) Exports of goods and services 1 389 430 1 390 130 44,1 41,8 1 365 831 1 371 345 a) Export of goods 391 861 395 712 12,4 11,9 403 855 396 426 b) Export of services 997 569 994 418 31,7 29,9 961 976 974 920 4.2= (a+b) Import of and services 2 166 381 2 065 524 68,8 62,1 2 119 313 2 099 046 a) Import of goods 1 781 065 1 724 335 56,6 51,8 1 757 514 1 762 403 b) Import of services 385 316 341 189 12,2 10,3 361 799 336 643 5= (1+2+3+4) GROSS DOMESTIC PRODUCT 3 148 857 3 327 077 100,0 100,0 3 151 727 3 253 951 Source: MONSTAT, Statistical Office of Montenegro
Initiation of breastfeeding Trust data was validated against maternity figures pulled from Hospital Episode Statistics known deliveries. 122 trusts passed data validation checks for breastfeeding initiation. In England amongst the 122 NHS Trust that passed validation at Q1 2014/15, breastfeeding initiation ranged from 39.1% in University Hospital Of North Staffordshire NHS Trust to 92.4% in West Middlesex University Hospital NHS Trust (Table 4) In England amongst the 156 CCGs that passed validation at Q1 2014/15, breastfeeding initiation ranged from 35.0% in NHS Stoke On Trent CCG to 94.0% in NHS Newham CCG (Table 5). In England the breastfeeding initiation rate for Q1 2014/15was 74.0%. The annual percentage was 73.9% in 2012/13 and 2011/12 (74.0%) and which was slightly higher than 2010/11 (73.7%), 2009/10 (72.8%) and 2008/09 (71.7%) (Table 1). Due to the reopening of the return England data has now been published for Q2-4 2013/14, however a 2013/14 OT figure was not published due to validation failures. (See revised 2013/14 publication) Prevalence of breastfeeding at 6-8 weeks The 6-8 week breastfeeding prevalence figures are based on the number of infants recorded by CCGs as totally or partially breastfeeding, as a percentage of all infants due a 6-8 week check. In England the breastfeeding prevalence at 6-8 weeks was not published in Q1 14/15 due to the number children with no recorded status of 6-8 week breastfeeding prevalence being 11.8%, greater than the validation limit of 5% of all eligible children. In 2014/15 128 CCG's failed to pass validation checks. 61 failed as the number of eligible children submitted failed to meet the -10% +20% number of expected children. 67 CCG's failed due to more than 5% of their eligible children having no breastfeeding status recorded. Amongst the 83 CCGs that passed validation, breastfeeding prevalence as a percentage of infants due a 6-8 week check ranged from 13.2% in NHS Rotherham CCG to 82.1% in NHS City and Hackney CCG (Table 6).
Name of Public Fund Australian Business Number Telephone Number Postal Address Suburb State Postcode Email Address Website Is your organisation a trust? Yes No If you answer yes to this question, do not answer the membership question below. How many members did your organisation have at 30 June 2016? Please write the number of members in the brackets [........] Number of members that are natural persons [ ] Number of body corporate members [ ] Total: [ ] Has your organisation registered with the Australian Charities and Not-for-profit Commission? Yes No Primary Contact Officer Details Contact name for enquiries Position with organisation Business hours phone number (8.30am to 5.30pm weekdays) Mobile phone number Email address Secondary Contact Officer Details
Education Concept and Definition Education assistance is a type of assistance that aligns with Development Assistance Committee (DAC) sector classification Education under the broad category Social Infrastructure and Services. Type of education assistance estimates are presented at both a broad level when included in a target or specific theme such as gender or disability inclusion and at a more detailed level. Detailed education assistance data are presented in accordance to the DAC sector classification. The categories include: Education, unspecified Education policy and administrative management Education facilities and training Teacher training Educational research Secondary education Secondary education Vocational training Basic education Primary education life skills for youth and adults Early childhood education Post-secondary education Higher education Advanced technical and managerial training Sector specific education activities are also included in respective sectors, e.g. either in a specific education code such as Agricultural education or in a general code such as Communications policy/administrative management. In these cases information are presented for these sectors rather than part of the Education DAC sector classification. *Sector coding identifies the specific areas of the recipient’s economic or social development the transfer intends to foster and does not refer to the type of goods or services provided by the donor. Related concepts include Scholarships.
Public finance management Decentralisation and support to subnational government Anti-corruption organisations and institutions Domestic revenue mobilisation Legal and judicial development Democratic participation and civil society Elections Legislatures and political parties Media and free flow of information Human rights Women’s equality organisations and institutions Ending violence against women and girls Employment policy and administrative management Housing policy and administrative management Low-cost housing Multisector aid for basic social services Culture and recreation Statistical capacity building Narcotics control Social mitigation of HIV/AIDS Conflict prevention and resolution, peace and security Security system management and reform Civilian peace-building, conflict prevention and resolution Participation in international peacekeeping operations Reintegration and Small Arms and Light Weapons (SALW) control Removal of land mines and explosive remnants of war Child soldiers (prevention and demobilisation) Related Information 1. Publication Australian Engagement with Developing Countries, Part 2: Official Sector Statistical Summary 2015-16 Australian Official Support Investment Priorities Table 1 Investment Priorities by Type of Partner 2 Region of Benefit by Investment Priorities Table 3 Type of Assistance by Region of Benefit 5 Australian Official Development Assistance Type of Assistance by Region of Benefit Private Sector Development 9
Introduction to the statistical analysis of genome-wide association studies 2 to 6 July 2018 VENUE: Imperial College London, Hammersmith Hospital Campus (Commonwealth Building), Du Cane Road, London, W12 0NN, UK Day 1 – Monday 02.07.2018 Day 2 –Tuesday 03.07.2018 Day 3 – Wednesday 04.07.2018 Day 4 – Day 5 – Friday 06.07.2018 Teaching 9.00-10.00 Room 3S2 Welcome & introductions LECTURE Dr. Reedik Mägi Quality Control (QC) for GWAS LECTURE Dr. Inga Prokopenko Association analysis Dr. Inga of GWAS LECTURE Dr. Krista Fischer, Dr. Reedik Mägi Genetic risk scores, Mendelian Randomization LECTURE Dr. Inga Prokopenko Introduction to statistics for geneticists (part I) Tea/Coffee Break 10.00-10.15 Room 3S1 in breakout area layout 9.50-10.20 Teaching 10.15-11.15 Room 3S2 LECTURE Dr. Marika Kaakinen Introduction to statistics for geneticists (part II) COMPUTER WORKSHOP Dr. Reedik Mägi QC for GWAS COMPUTER WORKSHOP Dr. Inga Prokopenko Association analysis Dr. Reedik Mägi of GWAS COMPUTER WORKSHOP Dr. Krista Fischer, Dr. Reedik Mägi Genetic risk scores, Mendelian Randomization Biobreak 11.15-11.30 Teaching 11.30-12.30 Room 3S2 COMPUTER WORKSHOP Dr. Natalia Pervjakova Introduction to Unix and R COMPUTER WORKSHOP QC for GWAS COMPUTER WORKSHOP Association analysis of GWAS COMPUTER WORKSHOP Genetic risk scores, Mendelian Randomization 12.30-13.30 Room 3S1 in breakout area layout Group photo Course certificates & feedback forms Teaching 13.30-14.30 Room 3S2 COMPUTER WORKSHOP Dr. Natalia Pervjakova Introduction to Unix and R INVITED LECTURE‡ TBC LECTURE Prof. Andrew P. Morris Population structure TBC INVITED LECTURE‡ TBC All course leaders Q&A session Biobreak 14.30-14.45 Teaching 14.45-15.45 Room 3S2 LECTURE Dr. Marika Kaakinen Introduction to GWAS LECTURE Dr. Krista Fischer Statistical models for genetic association analysis COMPUTER WORKSHOP Population structure Prof. Andrew P. Morris of GWAS LECTURE Dr. Andrew Morris Analysis of rare variants Tea/Coffee Break 15.45-16.00 Room 3S1 in breakout area layout 15.40-16.10
Teaching 16.00-17.00 Room 3S2 COMPUTER WORKSHOP Dr. Marika Kaakinen Introduction to GWAS LECTURE Dr. Krista Fischer Statistical models for genetic association analysis COMPUTER WORKSHOP Population structure of GWAS COMPUTER WORKSHOP Analysis of rare variants 17.00-18.00 Canapés and refreshments Course dinner COURSE CLOSURE ‡ Wolfson Education Centre, Lecture Theatre 2
Chart 3 – Value of ECO brokerage contracts let, by auction For more detail on the results of each auction, please see . Annex A – Main Tables Table 1 – Supply Chain Development: Number of accredited Assessor organisations, individual Advisors, Green Deal Providers, and Installer organisations, cumulative total by month Month1 Assessor organisations Individual Advisors Green Deal Providers Installer organisations October 2012 13 40 8 231 November 2012 18 100 15 285 December 2012 29 159 20 429 January 2013 48 270 25 531 February 2013 77 619 40 629 1 Months are approximate as they are based on numbers up to the end of the last full week in the month. Table 2 – Number of Green Deal Assessments1, month and cumulative total Total in Month Cumulative Total Month Green Deal Assessments Green Deal Assessments January 20132 74 74 February 2013 1,729 1,803
Cognitive Behavioural Therapy (CBT) Gestalt Humanative The above is only an example of the therapies we have used and use, each is provided by a specialist in their own field, for example all of our play therapist are registered and regulated by Play Therapy UK (PTUK), the body responsible for the registration and licensing of play therapists. All therapists receive supervision from a clinical supervisor of their governing body and regular feed back is given both to the home and placing authority. Evidenced therapy and results based therapy are the hallmarks of success, PTUK for example has a large and extensive evidenced based clinical data base as does the United Kingdom Council of Psychotherapy to which we expect all our therapists to be affiliated to through their member organisations or are members themselves. Our BOMM approach to therapeutic enables results to be shown to authorities and Ofsted as a matter of good practice. Details of all therapeutic interventions and their outcomes can therefore be found in the child’s placement plan. We recognise that the outcome of many psychotherapeutic outcomes are measured qualitatively, that is to say that the growth and achievement of objectives is measured by the quality of their life now against that prior to admission to Shelldene House. However in doing so we also seek to measure quantitatively in order to provide commissioning officers, local authorities and Ofsted Inspectors with numerical evidence of a child’s psychological and physical growth. To do this we use a variety of quantitative Psychometric tools alongside our BOMM sheets that also have an element of quantitative measurement within them. In this way we can provide both hard and soft data of a child’s growth and achievement whilst at Shelldene House.
outliers Predict or determine the likelihood of an event M07.D-S.3.1.1 certain more likely equally likely less likely impossible outcomes complement sample Textbook Worksheets MobyMax Study Island Classroom Performance/Homework Quizzes Common Assessment Determine the probability of a chance event given relative frequency and predict the approximate relative frequency given the probability M07.DS.3.2.1 experimental probability theoretical probability relative frequency Textbook Worksheets MobyMax Study Island Classroom Performance/Homework Quizzes Common Assessment Find the probability of a simple event, including the probability of a simple event not occurring M07.DS.3.2.2 complement event Textbook Worksheets MobyMax Island Classroom Performance/Homework Quizzes Common Assessment Find the probabilities of independent compound events using organized lists, tables, tree diagrams, and simulations M07.D-S.3.2.3 organized list tree diagram table simulation fundamental counting principle Textbook Worksheets Simulation Project MobyMax Island Classroom Performance/Homework Quizzes Common Assessment Math Practice Standards: 1- Make sense of problems and persevere in solving them 5- Use appropriate tools strategically 2- Reason abstractly and quantitatively 6- Attend to precision 3- Construct viable arguments and critique the reasoning of others 7- Look for and make use of structure 4- with mathematics 8- Look for and express regularity in repeated reasoning
Mode 3 4 5 5 Median 10. To calculate the median, repeat steps 3 – 8 selecting MEDIAN from the function list. Your results should look like this. Control Group Health of Plant Fertilizer A 2 % Health of plant Fertilizer A 4% Health of Plant Fertilizer A 6 % Health of plant Mode 3 4 5 5 Median 3 4 5 5 Making a graph of your data. You want to graph your descriptive statistics. Highlight your descriptive statistics. 1. on Insert on the Toolbar. 2. Click on the type of graph your want. Click on the columns. 3. Click on 2-D columns. 4. If your graph covers your data, you can click on the graph and move the graph.
Find the confidence interval for the mean when σ is unknown and sample size is small. 7-2 Confidence Intervals for the Mean When σ is Unknown Additional Resource(s) Elementary Statistics PowerPoint – Chapter 7 Against All Odds Videos & Lessons Understanding Confidence Intervals Video Task(s) (See 7-1) Objective(s) The student will: Find the confidence interval for a proportion. Determine the minimum sample size for fining a confidence interval for a proportion. Elementary Statistics Textbook (Bluman) 7-3 Confidence Intervals and Sample Size for Proportions Additional Resource(s) Elementary Statistics PowerPoint – Chapter 7 Against All Odds Videos & Lessons Task(s) SCS Math Tasks: Statistics: M&Ms CI1 (See 7-1) Objective(s) The student will: Find the confidence interval for a variance and a standard deviation using Chi-Square. Elementary Statistics Textbook (Bluman) 7-4 Confidence Intervals for Variances and Standard Deviations Additional Resource(s) Elementary Statistics PowerPoint – Chapter 7 Against All Odds Videos & Lessons
4 * S.Y 5 * T.Y. 6 Post Graduation I Sem II Sem III Sem IV Sem 7 M.Phil. 8 Ph.D. Date : of Ph.D. Thesis 9 GSLET 10 NET (JRF/ Lectureship) 11 B.Ed. 12 M.Ed. 13 (9) Details of Experience : (Post held in Private or Public employment giving details of Work) (Teaching, Laboratory, Industry etc.) Full Name & Address of the Employer where Employed Designation (Type of work) Date of joining Date of Leaving Year Month Aid/ Self Finance/ Private Full time/ Part time/ Adhoc Pay & Pay Scale or Fixed pay Reason for leaving Previous Encl at page No. Total 1 2 3 4 5 6 7 8 9 10 9
(10) Present Position : Full Name & Address of the Employer Employed Designation Work Done Grant-in Aid/ Self Finance/ Private Full time/ Part time/ Ad hoc Basic Pay or Pay Band & A.G.P. OR Fixed Pay Date of appointment Encl at page No. Area of Specialization (11) Number of Research Papers/ Articles/ Seminar/ Conference/ Workshop/ Winter School/ Symposium/ Summer camp, attended. Total Publications Total Number attended Sr. No. Level Research Papers Articles Books Manuscript Ready for press Seminar Conference Workshop Winter School Symposium Summer camp 1 Local 2 State/Regional Level 3 National Level 4 International Level Total No. (13) Any other relevant information (Special experience/merits) not included above (Participation in curricular and co-curricular activities, NCC / NSS / Sports / Cultural Activities etc. enclose all Certificates) Sr. No. Activities Institution From To No. of Days Encl. at page No. 1 N.C.C. 2 N.S.S. 3 Sports 4 Cultural activities (14) Languages Tick mark () appropriately : Sr. No. Language Read Write Speak 1 English
Mode: No mode Mean: 17.28 Median: 17.99 Mode: 17.99 Mean: 680 Median: 700 Mode: No mode Mean: 53.5 Median: 52 Mode: 51 and 52 Mean: 84.375 Median: 90 Mode: 90 Mean: 0.175 Median: 0.15 Mode: 0 Mean: 60 Median: 55 Mode: No mode Mean: 125 Median: 121 Mode: 116 Mean: 1.21 Median: 1.04 Mode: 0.99 Mean: 638 Median: 566.5 Mode: No mode Mean: 33 Median: 33 Mode: 25 and 33 Mean: 14.9 Median: 14.5 Mode: 14 83 440 minutes 266 Median Mean, Median, and Mode Median and Mode $34 97 22.5 s Mean =33 Median = 37 Mode = no mode Add 33 to numbers: Mean = 33, the same Median = 35, different Mode = no mode, the same Median and Mode Median & Mode Minimum: 1 Maximum: 31 Range: 30 Minimum: 18 Maximum: 25 Range: 7 Minimum: 108 Maximum: 249 Range: 141 Minimum: 62 Maximum: 95 Range: 33 Minimum: 0.95 Maximum: 1.99 Range: 1.04 Minimum: 398 Maximum: 1,186 Range: 788 Minimum: 2 Maximum: 18 Range: 16 Minimum: 1.6 Maximum: 6.5 Range: 4.9 Minimum: 48 Maximum: 61 Range: 13 Minimum: 108 Maximum: 149 Range: 41 Minimum: 34 Maximum: 75 Range: 41 Minimum: 5.6 Maximum: 12.1 Range: 6.5 Q1: 9 Q2: 15 Q3: 17 IQR: 8 Q1: 4.5 Q2: 6 Q3: 7.5 IQR: 3
Advanced (4) Proficient (3) Partially Proficient (2) Not Proficient (1) Content Specific Requirements Introduces a topic and Concludes a topic Topic is clearly identified with an engaging topic sentence/thesis/claim and effectively previews what is to come. Provides an excellent concluding statement Topic is clearly identified with topic sentence/thesis/claim and adequately previews what is to come. Provides a clear concluding statement Topic sentence/thesis/claim is present, but it lacks focus. A concluding statement is present but lacks focus Topic is not obvious, and barely provides a focus. A concluding statement is not obvious and barely provides a focus Content The response provides a comprehensive and focused understanding of the information which is strongly maintained throughout. The student uses several examples to inform the reader The response provides an adequate understanding of the information important to the topic. The student uses examples to support the information The response provides uneven or minimal information to support the Limited use of outside sources are weakly integrated The response provides limited or no information to support the topic. There is almost no use of sources or outside information to inform the reader Organization The response has a clear and effective organizational structure that has a logical progression of ideas from beginning to end. The response has an adequate organizational structure and a sense of progression from the beginning to end, though there may be minor flaws and some ideas are loosely connected The response has an inconsistent organizational structure, an uneven progression and flaws are evident The response has limited or no progression of organizational structure Mechanics The response follows requirements for response and is free of errors The response adequately meets requirements for response The response has an inconsistent use requirements of mechanics The response has frequent errors. command of conventions Cannot use symbols (slope instead of m) Spell numbers less than ten (nine instead of 9) TOTAL
Health Sciences 31 History 9 Letters 13 Materials Engineering 1 Mathematics and Statistics 3 Mechanical Engineering 3 Ocean and Marine Sciences 1 Other Education 1 Other Engineering 8 Other Humanities 7 Other Non-Sciences 3 Other Social Sciences 8 Physics 1 Political Science & Government 5 Psychology 26 Sociology 4 Teacher Education 1 Teaching Fields 5 Total 255
exercises satisfactorily then they may enter a content course directly. However, most applicants feel the need for the Business Fundamentals course and take that in conjunction with either Call Center or Hospitality. Likewise, some students attend solely for the Business Fundamentals class. The choice is between counselor and client. How does the admissions process work? The admissions process begins with an application. Once we receive an application we will reach out to your counselor and an admissions folder will be opened for you. In order to complete an application folder we require- A completed application Counselor support An interview (can be done remotely) Two letters of recommendation A typing test (to establish a 20 wpm threshold) Proof of high school completion either by diploma, transcript or GED Upon completion of the above requirements admission will be either offered or declined. Once you have been offered admission, you are a member of the class and no ongoing evaluations will jeopardize your standing. We will work with you and your counselor to achieve the highest possible skills during your training with us. If you are offered admission but need to defer attendance-you may do so for a six month period; after that period, new applications must be made. For more information or to obtain an application, please contact: Elizabeth Hassett Schmidt, M.S. Admissions Coordinator (716) 888-4638 Kyle Beverlin Admissions & Placement Specialist (716) 888-4550
Confidence Interval Interval Limit 0.5189 Interval Upper Limit 0.7311 47.What is the of ? A. 0.6250 B. -1.9600 C. 0.1061 D. 50 48.What is the margin of error? A. 0.6250 B. -1.9600 C. 0.1061 D. 50 49. What is the value of ? A. 1.645 B. 1.96 C. 2.326 D. 2.576 50. What are the limits of the confidence interval? A. 0.625 1.9600 B. 0.625 0.0541 C. 0.625 0.1061 D. 0.625 0.5189 For 51 to 55 Candidate GP is the front runner in the latest presidential survey with a rating of 28%. In this survey, 480 out of 2,000 respondents would vote for Candidate RD for presidency. Can we conclude that the true proportion of voters preferring Candidate RD is significantly different from 28% at the 5% significance level?Let P be the true proportion of voters who chose Candidate RD to be the president at the moment the poll survey was conducted. Please refer to the given outputs. Z Test of Hypothesis for the Proportion Data Null Hypothesis  = 0.28 Level of Significance 0.05 Number of Items of Interest 480 Sample Size 2000 Intermediate Calculations Sample Proportion 0.24 Standard Error 0.0100 Z Test Statistic -3.9841 Two-Tail Test Lower Critical Value -1.9600 Upper Critical Value 1.9600 0.0001 Z Test of Hypothesis for the Proportion Data Null Hypothesis  = 0.28 of Significance 0.05 Number of Items of Interest 480
Name Grade How to use it When to use it Information provided Reference information Reading Comprehension Tests 4th like any test. year to test for Several versions of reading tests to record improvement Running Records K-12 Record accuracy Once a week Use to show improvement in fluency and sight words Unaided Writing Assessment K-4 using the 6th phases 4 a year Use to find child’s strengths and weaknesses Oral Fluency Assessment Calculator 3-5 Passage and to find out WPM monthly Use for improvement comparison with student and peers Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading assessments K-6 On computer 3 a year Phonemic awareness, phonics, vocabulary, fluency,
Message Message goes along with pictures and starts at upper left. Message does not at the upper left. No message Punctuation Punctuation Punctuation is used incorrectly No Punctuation Picture Pictures look real (Color, size) and are neat Pictures do not look real (Color, size) but are neat. Scribbles and sloppy. Lesson Plan #1 Incorporated: Reading and Music Lesson: Friendship Length: 30 min
Assessment: Teacher will use a check list to check for appropriate tools being used during the role play. Role Play Checklist 5 points 3-4 Points 1 Point 0 Points Student Name Participated with all appropriate tools Participated with some but not all appropriate tools Participated but with no appropriate tools Did not participate Student A Student B Student C Student D
MCC Equivalents to our Pre-reqs are: UB Course STA 119 STA 301 STA 302 STA 403 STA 404 STA 406 STA 409 STA 411 STA 415 STA 431 STA 461 PUB 101 MTH 141 MTH 142 MTH 241 MTH 309 CSE 113 Equivalent at MCC MTH 160 No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent MTH 210 MTH 211 MTH212 MTH 230 No equivalent Students should check all of the above articulations via .
NCCC Equivalents to our Pre-reqs are: UB Course STA 119 STA 301 STA 302 STA 403 STA 404 STA 406 STA 409 STA 411 STA 415 STA 431 STA 461 PUB 101 MTH 141 MTH 142 MTH 241 MTH 309 CSE 113 Equivalent at NCCC MAT 164 No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent No equivalent MAT 120 MAT 121 MAT 222 MAT 255 CPS235 Students should check all of the above articulations via .
35 - 39 11% 40 - 44 10% 45 - 49 9% 50 - 54 7% 55 - 59 5% 60 - 64 3% >65 1% n/a 2% Notes: There are two ways to represent FET awards as indicated above. 1.Total number of Award holder The total is not the sum of the four award types holders shown above as some people achieve awards of more than one award type, e.g. a major award and a minor award. 2.Total number of awards (component awards disaggregated) Provides a breakdown of the component certificates (for minor awards) issued. The number of minor awards when disaggregated is approx. double the number of paper certificates issued for component awards, which means that a component award lists an average of two minors attained. The breakdown by gender, age, region (and centre type, fields of learning further on) is based on the total number of awards (component awards disaggregated). The nomenclature for award types refers to major awards as 'certificates', minors are classified as 'component', special purpose as 'specific purpose' and supplemental as 'supplemental'. The term for major awards (certificates) is not to be confused with paper certificates. All awards are also referred to as certificates in terms of the paper (certificate) issued to the award holder. The levels refer to National Framework of Qualifications levels.
df = 30 Fail to reject H0 a value this extreme may occur by chance alone about 23% of the time. We lack strong evidence that there are fewer than 36 raisins per box. 5. An experiment on the side effects of pain relievers assigned arthritis patients to one of several pain medications. Of the 440 patients who took one brand of pain reliever, 23 suffered some “adverse symptom.” Does the experiment provide strong evidence that fewer than 10% of patients who take this medication have adverse symptoms? The data came from an experiment, and presumably they randomly assigned to treatment. The population of patients taking the medicine is likely to be greater than 4400. Reject H0,, a test statistic this small may occur by chance alone well less than 1% of the time. We have strong evidence that the true proportion of adverse symptoms is less than 10%. 6. A department store stocks blue jeans that are identical except for color. A random sample of 32 sales showed the following purchases: Number sold Color Number sold Faded blue denim 13 Darker blue denim 8 Traditional blue 6 5 Does this data indicate that one color of jeans is preferred over the others, or are consumers buying the jeans in equal proportions? A: We are given a random sample. All expected cell counts are greater than 5. Expected counts are 8,8,8,8. Fail to reject H0 at a value this extreme may occur by chance alone about 19% of the time. We lack evidence that consumers have different preferences for various jean colors. 7. Poisoning by the pesticide DDT causes tremors and convulsions. In a of DDT poisoning, researchers fed several rats a measured amount of DDT. They then made measurements on the rats’ nervous systems that might explain how DDT poisoning causes tremors. One important variable was the “absolute refractory period,” the time required for a nerve to recover after a stimulus. This period varies normally. Measurements on ten rats gave the data below (in milliseconds). 1.5 2.0 1.7 1.9 1.8 1.6 2.15 1.75 1.50 3.01
The left whisker extends from the minimum to the quartile. 25% of the data. The box extends from the first to the third quartile and has a vertical line at the median. 50% of the data. The right whisker extends from the third quartile to the maximum. 25% of the data. Create a Box-and-Whisker Plot of our data. Find the median. Find the minimum. Find the maximum. Find the quartile (Q1). Find the third quartile (Q2).
Status of Applications Post Matric Scholarship Scheme SC (Excel Format) Sr. No. Name of the Institute Total Number of eligible beneficiaries Total No. of Applied on Portal Application forwarded to sanctioning authority Total rejected by Institute No. of Applications pending at the Institute Level Reasons Total No. of Applications Received by Sanctioning Authority Total No. of Applications sanctioned by Sanctioning Authority Total No. of Applications rejected by Sanctioning Authority No. of Application pending at Sanctioning Authority Level Reasons Remarks 1 2 3 4 (5+6+7) 5 6 7 8 9 10 11 12 13 14 Status of Applications under Post Matric Scholarship Scheme OBC (Excel Format) Sr. No. Name of the Institute Total Number of eligible beneficiaries Total No. of Applied on Portal Total Application forwarded to sanctioning authority Total rejected by Institute No. of Applications pending at the Institute Reasons Total No. of Applications Received by Sanctioning Authority Total No. of Applications sanctioned by Sanctioning Authority Total No. of Applications rejected by Sanctioning Authority No. of Application pending at Sanctioning Authority Level Reasons Remarks 1 2 3 4 (5+6+7) 5 6 7 8 9 10 11 12 13 14
Provisional Chart for implementation of SEVOTTAM (Visakhapatnam – I Commissionerate) Stage % of work for completion Criteria/ Requirements Remarks 1 20% Citizen Charter displayed Fulfilled Core Team of 4-5 identified Fulfilled Service Quality Manual (SQM) received from DG (Inspection)/website: www.dgicce.nic.in Fulfilled Sevottam Sensitization done Fulfilled Officers trained at BIS/NACEN/ In-house training Fulfilled 2 60% Services at site identified Fulfilled Process owners for each service appointed Fulfilled Work instructions issued to update existing procedures as SQM procedures Fulfilled SQM procedures made available at point of use Fulfilled Public Grievance Officer appointed Fulfilled Data collected in standardized format in register for each service Fulfilled Service Quality Policy displayed Fulfilled Data gathered is measured for 80% timeliness compliance Fulfilled 3 85% Analysis done on resource required for 80% compliance Fulfilled Resource provided for single window facility Fulfilled Resource provided for information & facilitation Fulfilled Citizen feedback system in place with the feedback proactively collected Fulfilled Internal auditor appointed and audit plan drawn Fulfilled Internal conducted with preventive & corrective actions highlighted as non-conformity Fulfilled 4 95% Internal audit report discussed in Management Review meeting Fulfilled Any Non-conformities Identified & corrective measures initiated Resources provided wherever required to sustain Resource requirement is constantly assessed and being provided to sustain 5 100% Applied for IS 15700 certification Fulfilled Any non-conformity highlighted by certifying agency removed No Non-Conformity. Certificate is granted
MESSAGING SERVICES* F-series Recommendations* Message Handling Services RECOMMENDATION CURRENT SG Q EDITOR LATEST ISO/IEC TARGET No. PUBLICATION TEXT EQUIVALENT DATE F.400/ X.400 Message handling system and service overview 1999 T 17 11 Amaury S. Soares 10021-1 F.401 Message handling services: Naming and addressing for public message handling services 1992 I 17 11 None F.410 Message handling services: The public message transfer service 1992 I 17 11 None F.415 Message handling services: Intercommunication with public physical delivery services 1988 I 17 11 None F.420 Message handling services: The public interpersonal messaging service 1992 I 17 11 None F.421/ F.85 Message handling services: Intercommunication between the IPM service and the telex service 1988 Erratum 1992 I I 17 11 None F.422 Message handling services: Intercommunication between the IPM service and the teletex service Withdrawn F.423 Message handling services: Intercommunication between the interpersonal messaging service and the telefax service 1992 I 17 11 None F.435 Message handling services: Electronic data interchange messaging service 1999 T 17 11 Shaw 10021-8 F.440 Message handling services: The voice messaging service 1992 I 17 11 None F.471 Operational requirements for the interconnection of store-and-forward units 1997 Cor.1 (1998) I I 17 11 Barbara Reed None F.472 Service and operational requirements for the voice-mail store-and-forward service 1997 I 17 11 Barbara Reed None * The F.400-series is allocated for Message handling services ___________________
Title Status of Resolution REQUIRING THE SUBMISSION OF ENGAGEMENT REPORTS BY INDIVIDUAL CERTIFIED PUBLIC ACCOUNTANT, FIRMS AND PARTNERSHIPS OF CERTIFIED PUBLIC ACCOUNTANTS ENGAGED IN THE PRACTICE OF PUBLIC ACCOUNTANCY Resolution # 2 – docketed January 13, 2016 Deadline to be revised REQUIRING THE SUBMISSION OF CERTIFICATE BY THE RESPONSIBLE CERTIFIED PUBLIC ACCOUNTANTS ON THE COMPILATION SERVICES FOR THE PREPARATION OF FINANCIAL STATEMENTS AND NOTES THERETO Resolution # 3- Published- January 24, 2016- Philippine Star Effectivity- February 9, 2016 IMPOSITION OF A MORATORIUM ON THE IMPLEMENTATION OF THE CONTINUING PROFESSIONAL DEVELOPMENT (CPD) REQUIREMENT FOR THE ACCREDITATION OF ACCOUNTING TEACHERS UNTIL JULY 31, 2016 Resolution # 1- docketed January 13, 2016 Published- March 14, 2016 Effectivity- March 30, 2016 ENFORCING THE REGISTRATION AND ACCREDITATION REQUIREMENT FOR all PARTNERS AND CERTIFIED Public Accountant (cpa) STAFF MEMBERS iN PARTNERSHIPS AND FIRMS ENGAGED IN THE PUBLIC PRACTICE OF ACCOUNTANCY Resolution # 295- docketed December 29, 2015 Published- April 4, 2016 Effectivity- April 20, 2016 ADOPTION OF THE IFAC 2013 CODE OF ETHICS FOR PROFESSIONAL ACCOUNTANTS AS “THE CODE OF ETHICS FOR PROFESSIONAL ACCOUNTANTS IN THE PHILIPPINES”, AND PRESCRIBING AMENDMENTS THEREFORE Resolution # 263- docketed December 18, 2015 Paid/ for publication REVISIONS IN THE SUBJECTS OF THE BOARD LICENSURE EXAMINATION FOR CERTIFIED PUBLIC ACCOUNTANTS (BLECPA) Resolution # 262- docketed December 18, 2015 Published – February 22, 2016 Effectivity- March 9, 2016 ADOPTION OF THE REVISED RULES AND REGULATIONS FOR THE CONDUCT BY THE PROFESSIONAL REGULATORY BOARD OF ACCOUNTANCY OF OVERSIGHT INTO THE QUALITY OF AUDITS OF FINANCIAL STATEMENTS AND OPERATIONS OF CPA PRACTITIONERS Resolution # 244- docketed December 4,2015 Published – February 22, 2016 Effectivity- March 9, 2016 ISSUANCE AND PROMULGATION OF THE NEW SYLLABI OF THE SUBJECTS IN THE BOARD LICENSURE EXAMINATION FOR CERTIFIED PUBLIC ACCOUNTANTS (BLECPA) Resolution # 274- Docketed December 28, 2015 Published- March 14, 2016 Effectivity- March 30, 2016 ISSUANCE AND PROMULGATION OF THE NEW TABLES OF SPECIFICATIONS (TOS) OF THE SUBJECTS IN THE BOARD LICENSURE EXAMINATION FOR CERTIFIED PUBLIC ACCOUNTANTS (BLECPA) Resolution # 275- docketed December 28, 2015 Published- March 14, 2016 Effectivity- March 30, 2016
Grampians Region Dementia Project Status report – 1 July 2012 Priority tasks Key deliverables Challenges/barriers Assistance Project update at Service Provider Meetings Conclusion of the consultation and scoping period of the project. Key gaps and concerns identified during the consultation process shared. Key gaps and issues provided at the three service provider meetings by management stage. Information and recommendations to inform agency HACC diversity plans. Ensuring representation from all agencies. If agencies would like assistance during development of Diversity Plans please contact Carolyn Gargiulo. Formal pathways to diagnosis Consultations were held in June with the Ballarat Division of General Practice (BDDGP) and Dr Mark Yates and Alison Dalziel from CDAMS. Attendance at carer support groups. Carers asked to complete a short survey on their diagnosis and support service experience. Data to be collated and used to inform development of pathways, awareness raising strategies and training welcomes the group to explore the development of a dementia toolkit to be placed on the Grampians Region Medicare Locals website. BDDGP will assist in dissemination of the AAV ‘Worried about your memory’ flyer and booklet to all clinics across the region. Consumer pathway to be included in the Regional Resource directory Accessing funding to progress the project Meeting with Dept of Health Barwon South-West region project worker. Similar project identified in their region. Collaborative approach to be explored. Dr Mark Yates willing to consult with the Division to clarify diagnostic pathways and requirements of CDAMS clinic Development of Regional Resource directory Work continues on the development of the directory. A working group was held on 22 June. Directory outline accepted and Section 1 & 2 reviewed. Low agency representation for working group. Locating a venue that is suitable for all participants and High agency representation to review document electronically. Participants to review first complete draft of document