zilongwang/ReadingBank huggingface dataset:
C4 Health benefits of active travel covered in curriculum To ensure that health benefits of active travel are communicated as part of the curriculum Contact Wendy Thorogood 020 8489 5351 C5 Environmental benefits of active travel covered in curriculum To ensure that the environmental benefits of active travel are communicated as part of the curriculum C6 Theatre in Education Theatre in education shows / presentations to promote active, responsible and safe messages Contact Wendy Thorogood 020 8489 5351 C7 A-Z traffic tales (KS1) A resource to teach valuable life saving messages, and build constructive strategies for social and emotional development and safe behaviour, in a fun and absorbing way C8 Just a journey (KS2) A multimedia tool targeted at 7-11 year olds. The resource directly tackles road safety and personal, social, health, emotional and citizenship issues C9 Life’s journey (KS3) A comprehensive multimedia resource for 7-11 year olds, which directly tackles road safety, personal and citizenship issues through a range of scenarios and curriculum areas C10 In a flash (Post 16) One in three new drivers has a crash within the first six months of passing their driving test and research has shown that young drivers or passengers are much more likely to be involved in a collision C11 Learning Zone (KS 3/4) Contact Thorogood 020 8489 5351 C12 For SEN schools, active travel and road safety is in the curriculum Active, responsible and safe messaging is delivered to SEN pupils during class time Contact Wendy Thorogood 020 8489 5351 C13 Other curriculum work Create innovative ways of incorporating active, safe and responsible travel messaging during lesson time Contact Wendy Thorogood 020 8489 5351 C13.1 Mapping exercises – route planning Mapping the transition journey from primary to secondary school or the mapping of cycling or walking routes carried out during curriculum time Contact Wendy Thorogood 020 8489 5351 C13.2 Pupil journey planning Planning the journey to school looking at route and the time it takes for different modes Contact Thorogood 020 8489 5351 Partnerships Ref Details Explanation / examples Links to resources / toolkits / contact
1929 5 percent 1933 2 percent Document 11: Document 12: Share of Disposable Income Going to the Richest 5 % 1920 24 % 1921 29 % 1922 29 % 1923 27 % 1924 29 % 1925 31 % 1926 31 % 1927 32 % 1928 34 % 1929 34 % Family Income, 1929 over $10,000 2.3 percent $5,000-10,000 8 percent 2,500-$5,000 19 percent $2,000-2,500 11 percent $1,500-2,000 18 percent $1,000-1,500 21 percent $1,000 21 percent Document 13: Document 14: Document 15: Document 16:
PART 2 – This documentation must be submitted by the secondary and postsecondary components if Perkins funds will be requested for the development of the CTE POS. Important: To be eligible for Perkins POS development funds, a program component: Must not have existed in the school or college within the last three years Must be designed to meet local demand for High Demand/High Wage careers Must have at least 70% resource support from the local district or community college Attachments: Short-term Budget – Attach a detailed proposed budget for development of the CTE Program of Study during the first year. Include all resources that will be used. ** Long-term Budget – Identify the estimated total funds that will be used to support the continued development of the program during years two and three. ** Plan – Provide bulleted list of planned activities that will move the development of the program to a CTE Program of study over a period of no more than three years. This list should address all core elements of a CTE Program of Study: 1) content and standards, 2) alignment and articulation, 3) assessment and evaluation, 4) student support services, and 5) professional development. Sustainability – Briefly describe how this program will be sustained once it has been approved. Please include a description of the planned use of Perkins funds for enhancement of student learning opportunities. ** As a rule, Perkins grant funds can be used for only 30% of the development costs. Perkins funds may only be used for allowable costs. See for more information. Assurances (Proposed Joint Submission Date must be within 3 years of application) Name of School Name of Program Proposed Joint Submission Date: deadline for secondary and postsecondary components Signatures: By signing below, the appropriate representatives agree to work collaboratively to create the above CTE Program of Study within the timeline identified by the Proposed Joint Submission Date above. ODE must approve the use of Perkins funds to develop new Programs of Study that are not on our current list of approved CTE programs. ODE will only consider doing so if 1) the new program has not been offered in the secondary school or community college over the past 3 years, 2) it meets a high wage, high demand economic/workforce need (as identified by the
CTE POS Course Directions: Please list below the anticipated CTE Program of Study secondary courses in which the instructor will: Teach with intent and purpose the CTE POS knowledge and skills identified in the CTE POS Skill Set, and Assess and record student achievement of those standards Mark as “TSA” those courses that will be necessary for students to take before they are required to take the Technical Skill Assessment for this POS. Note: Additional CTE courses may be listed (and supported with Perkins funds) if they support the identified skill set; but do not mark those as “TSA” Required” Secondary Core CTE Courses (This information will be entered into the CTE Program Update database and all fields are required) TSA* Required School Course # Secondary Course Name # of Credits NCES Code Course Description (brief) (boxes below will expand) Articulating College (if applicable) College Course # College Course Name *TSA required—Technical Skill Assessment required course—required courses that, when completed, trigger TSA assessment eligibility for the student
French Start-Up Award 2017 Introduction The French Chamber of Commerce in Singapore is organising a French Start-Up award on the occasion of the 5th edition of its “Working Together Forum” on Friday 1st December 2017. The goal is to recognise the achievements of the best start-up created by French founders in Singapore and encourage its development. Participation Conditions It is not a condition of entry that the company is a member of the French Chamber. However, to enter the competition, the start-up must comply with the following criteria: The start-up is working towards innovation, development, deployment, and commercialisation of new products, processes, or services driven by a new concept / technology / intellectual property. All sectors are welcome to apply The start-up has been created for at least 6 months and for a maximum of 5 years. The start-up employs less than 25 permanent people in Singapore. The start-up has been incorporated under the laws of Singapore and has a principal place of business in Singapore. Not a subsidiary of a French company. The start-up has demonstrated strong financial growth potential. One of the founder must be French and be part of the management team. The panel consists of business professionals who will look for innovation and use of new technologies in the start-up, as well as its ability to grow. The panel will also judge the quality and originality of the presentation. The prize will be awarded during the closing ceremony of the “Working Together Forum”. Opening of the participation: 18th of September 2017 Deadline for registration: 02nd of November 2017 Shortlisted candidates pitch session: between 20th and 24th of November
Ineligible Costs 2.1. Shared/apportioned – including shared/apportioned premises and running costs. 2.2. Costs associated with any staff member who does not perform a role engaged in activity directly related to the implementation and management of the project. 2.3. Indirect Costs Indirect costs, often referred to as ‘overheads’ are those costs which are linked to activity that supports the delivery of a project but cannot be easily attributed to the project in terms of the actual specific costs and cannot be supported by project specific invoices or other transaction. Such costs include: Support/back office staff, not engaged in activity directly related to the implementation and management of the project. Other costs which are not solely associated with the delivery of the project e.g. shared premises costs such as rent, utilities, insurance, cleaning, or IT maintenance. 2.4. Other Ineligible Costs The following individual revenue costs are not eligible for StartEast Grant Scheme support: Notional costs, for example, where an item usually retails at £x, but the applicant buys it cheaper but claims the difference between the price paid and £x Payments for activity of a political nature Provisions – i.e. money set aside to pay for future events, e.g. sink funds Contingencies and Contingent liabilities Dividends Interest or service charges arising on debt incurred including finance leases, hire purchase, and credit arrangements Costs resulting from the deferral of payments to creditors Costs involved in winding up a company Payments for unfair dismissal Compensation for loss of office Bad debts arising from loans to employees, proprietors, partners, directors, guarantors, or shareholders Payments for gifts and donations Entertainments apart from food and non-alcoholic drink provided as part of a meeting Statutory fines and damages Criminal fines and damages Legal expenses in respect of litigation incurred by individuals in setting up and contributing towards private pension schemes, or the setting up of such schemes
Secure Messaging Plus Settings Tapping the SM+ icon a screen from which you can access and change a number of different Secure Messaging Plus settings. Notification Settings let you view whether Push Notification is enabled for your device and choose the Notification that alert you to incoming SM+ messages. Expiration Settings affect the defaults for when or what circumstances your outgoing messages expire. Tapping Delete All Messages deletes all messages from the handheld (only). See on for more information. Account Information allows you to change your SM+ Display Name or Password. Passcode Settings allow you to add an extra layer of security to your SM+ data. (This is NOT required.) Tapping Resynchronize refreshes both your messages and your contacts. Tapping Sign Out closes and logs you out of the SM+ App. See the following topics for information on each of the available settings: () () () () ()
Startel Secure Messaging Plus for Handhelds User’s Guide Index Index A Account Information screen adding attachment to message Advanced settings Answering Service and Reply feature applying Edit options to messages B boldfaced blue text C Cancel feature Change Passcode Change Password feature changing Account information changing Advanced settings changing Expiration settings changing Passcode settings Contact screen Contacts list Contacts Search field Conversations screen D Delete All Messages feature Delete Messages feature Device Registration E All Data slide button Expiration Settings Expiration Time Expire Messages feature Expire On File Expire On read F filing messages I image, voice, and audio attachments In App Tone In App Tone notification installing the SM+ App L left-justified messages M Mark as explained Mark as Filed feature Mark as Read feature marking message as Read message attachments adding message expiration N New Conversation icon New Message “slide button” New Message screen Notification Settings Notification tone O opening conversation P Passcode Settings Push Notifications Push Tone R Refresh icon Remote Wipe feature feature and Answering Service Reports feature (web) Resynchronize feature messages S Secure Messaging Plus App installing on handheld Secure Messaging Plus settings Settings screen Sign Out SM+ Contacts SM+ key features & benefits SM+ User name Startel Privacy policy Startel Secure Messaging Plus introduction what is it? starting new conversation T Turn Passcode Off V View Messages link Viewed icon W what is Startel Secure Messaging Plus?
Please Note: When a message is expired, it is removed from all devices (both sender’s and receiver’s), from the SM+ Website, and from the SM+ database. Expiration Message settings determine when your sent messages will ‘expire’ if they’re not manually expired by you or the message recipient using the Expire feature described on page 11. If you select the On read checkbox, sent messages will expire when they are marked as ‘read’ by the message recipient. If you select the On file checkbox, sent messages will expire when they are ‘filed’ by the message recipient. Max message expiration time—expressed as Days, Hours, and Minutes—specifies a default expiration time for sent messages that are not expired by other means (on read, on file, or manually). the Change Password Feature Selecting Change Password at the top of the Account Settings screen allows you to change your SM+ password. Follow these steps to change your password: Enter your current password in the Current Password field. Enter a new password in the New Password and Confirm Password fields. . NOTE: A “strong” password containing letters, numbers, a special character, and and lower‐case letters is recommended, and may be set as a requirement for a user by a Sub‐Company Administrator.
Index A adding Contact adding Group or Distribution List Android handheld device support Apple handheld device support attaching voice or image file to message audit trails C Change Password feature changing Contact’s Display Name changing for Contact Compose feature D deleting Contact Detailed Message report Detailed report Devices feature Display Name Distribution List E encrypted messaging exchanging SM+ Messages on SM+ Website Expired messages F filed messages and answering service G Contact Messaging group messaging Group Name field H handheld devices supported I image and audio attachments Is Distribution List setting Is Forwardable checkbox Is Public Group setting L logging in to SM+ Website M Mark as Filed feature Message Conversation screen Message Forwarding message forwarding message status tracking N New Message banner New Message screen R Remote Wipe feature Reports Detailed report Summary report S Secure Messaging Plus App sending message from SM+ Website SM+ Account Settings and Change Password feature and Devices feature SM+ App SM+ Contacts list Contact Details SM+ operating system (OS) support SM+ user name SM+ Website exchanging SM+ messages expiring existing messages filing messages received from Answering Service logging in marking messages as Read, Filed, and Expired marking received messages as Read sending a message starting new conversation Startel Privacy Policy Startel Secure Messaging Plus introduction key features & benefits what is it? Summary report supported handheld devices V Viewed icon viewing Contact details W what is Startel Secure Messaging Plus? wiping data from handheld SM+ Website Wipe feature
Goods and Services Tax (GST) Your group must register for GST if you run a business or enterprise and your GST turnover is $75,000 or more ($150,000 or more for non-profit organisations). Your GST turnover is the group’s business income (not your profit). For more information about the GST and tax information for your group visit: www.
Membership Fees or Donations Depending on your group’s goals, you may need to collect some type of fee to cover the group’s running costs. Costs such as venue hire, refreshments and printing can add up quite quickly and no member should be out of pocket. Discuss fees with your committee, this will help guide your group. It may be just as simple as asking for a gold coin donation or a raffle at each meeting or event or an annual membership fee. Fundraising Fundraising is often delegated to a subcommittee and needs someone to lead; this person is often referred to as the fundraiser coordinator. The coordinator should take the time to plan. Planning is the key to getting the most out of your group’s fundraising program. During the fundraiser there is always a lot going on, so a clear game plan for your group will help keep the group focused. Being organised will make the fundraising drives run easily for your group. Common fundraising options include: Fundraising events and activities - examples include dinners, music or trivia nights, or sausage sizzles (including at Bunnings) and fetes Sales income - examples include selling Cadbury chocolates, or performing at events Sponsorships and donations – many community groups and sports clubs receive sponsorship from local businesses. Fundraising tips: Find out if you require a permit to run a fundraiser event. Setting the need for funds and your fundraising goal. Planning your fundraising schedule. Advertising your fundraiser. A memorable kick off or launch. Maintaining excitement for the duration of the sale. Finding helpful volunteers. Motivating your sales team (members). Motivating the group to promote the sale. Giving safety tips for children. Maintaining good bookkeeping. Legal implications of fundraising Different fundraising activities may have specific legal registration and compliance requirements. For more information please visit: Grants Applying for a grant is an option available for your group to support bigger goals and projects. Your group will need to be incorporated or auspiced by a registered incorporation to apply for most grants. A grant is a sum of money provided by a government authority, or philanthropic organisation to fund projects or in some cases equipment costs. The money is not a loan, but needs to be spent appropriately and accounted for. This is known as acquitting the grant. Acquitting funds is critical; if a grant is not acquitted correctly the group may be prevented from getting further grants from a granting body. Grants are awarded through competitions organised by the donor organisation. The requirements for seeking and acquitting funding are often different depending on
Applicant Name: Type of disaster: Dates of disaster: Invoice Date Invoice Number Vendor Description of purchase How it is used for rebuilding agricultural operation (additional sheets may be added if needed) Invoice amount Has this expense been paid for? If this is an estimated expense provide the date the work is to be completed? $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N $ Y N This form was designed to be completed electronically; however, handwritten requests will be accepted. Please make sure to include copies of legible invoice/receipts for of all expenses listed on this form along with the proof of payment.
Starter Pack contents These are example contents for a Starter Pack for each section. It is recommended that a range of themes and topics are selected for the Skills Builder packs to enable your girls with a choice as to what they want to complete. For more information about which Skills Builder stages are for which section of Girlguiding, please see the Girlguiding website. If you wish to choose alternative items from ‘Guiding Essentials’, please itemise them at the bottom of this form. Description Code Price each Quantity Total LEADERS The Guiding Handbook 6052 £7.00 RAINBOWS Rainbow Handbook 6220 £3.00 Rainbow Badge Book 6221 £6.00 Rainbow Unit Meeting Activity cards no2 6026 £3.85 Skills Builder – Know Myself – Network – Stage 1 6202 £2.50 BROWNIES Brownie Handbook 6240 £3.50 Brownie Book 6241 £7.00 Brownie Unit Meeting Activity cards no2 6027 £3.85 Skills Builder – Express Myself – Communicate – Stage 3 6152 £2.50 GUIDES Guide Handbook 6260 £3.50 Guide Badge Book 6261 £8.00 Guide Unit Meeting Activity cards no2 6028 £3.85 Skills Builder – Be Well- Feel Good – Stage 5 6136 £2.50 RANGERS Ranger Handbook 6280 £3.50 Ranger Record Book 6281 £4.00 Ranger Unit Meeting Activity cards no2 6029 £3.85 Skills Builder – Skills for my Future – Live Smart – Stage 6 6195 £2.50 Queens Guide Award record book 6109 £3.00 Commonwealth record book 6111 £3.00 ALTERNATIVE ITEMS Total
The correct answer is _________ because _________________________________. Monday The correct answer is _________ because _________________________________. Monday The correct answer is _________ because _________________________________. Tuesday The correct answer is _________ because _________________________________. Tuesday ________________________________________ Name _________________ Period The correct answer is _________ because _________________________________. Wednesday
accepted. If accepted, late assignments lose 10 points per day late. Day 1 of late begins after the due date and time. View the for information regarding behavioral expectations for online students. carries with it penalties, including a failing grade for the course. Consult your student handbook for more details. To learn more about plagiarism, view the . Then, take the to see how well you understand plagiarism. Monday Tuesday Thursday Friday Saturday Take reading quiz on upcoming module/reading assignment before noon. Spend one hour accessing content. Open module and spend two hours accessing content Complete activities in module before midnight. Read for Friday face to face meeting Look at assignments and prepare for Friday face to face meeting. Attend face to face class, take notes, and ask questions. Online module comes available midnight on Friday. Do nothing. the day off. SAMPLE SCHEDULE 2 Monday Tuesday Wednesday Friday Saturday Online module opened Friday at midnight. Ignore it. Open module and three hours accessing content Complete activities in module. Read for Friday face to face meeting. Look in face to face module and prepare for class. Take the day off. Attend face to face class, take notes, and ask questions. Online module comes available Friday at midnight. Open module and spend three hours accessing content Complete activities in module. the day off. Grades Grade Breakdown PLEASE NOTE THAT ON ALL ASSIGNMENTS, MORE THAN NINE GRAMMAR OR MECHANICAL ERRORS ON ANY ASSIGNMENT WILL RESULT IN AN AUTOMATIC F. Instructions 5% (50 points) Definition and Description=10% (100 points) Midterm=10% (100 points) Proposal=15% (150 points) Technical Report=25% (250 points) Final=10% (100 points)
A Hello World program is a simple program that merely displays the words “Hello World” on the screen. ANS: T The only way to run a program in Visual Studio is by clicking the Debugging button on the toolbar. ANS: F C# source code always end with the .cs extension. ANS: T The Program.cs file contains auto-generated code that serves as an outline to which you can add your own code as you develop the application. ANS: F It is important that you do not modify the contents of the Form1.cs file because doing so could prevent the application from executing. ANS: F C# code is primarily organized in three ways: namespaces, classes, and methods. ANS: T C# code is organized as namespaces, which are contained inside classes, which are contained inside methods. ANS: F Each opening brace ({) of a code container must have a corresponding closing brace (}) at some later point in the program. ANS: T You can detach the code editor and move it to another part of the screen. ANS: T When an event handler is generated for a control by Visual Studio, it doesn’t do anything until you add your own code. ANS: T The .NET Framework provides a method named MessageBox.Show that you can use in Visual C# to display a message box. ANS: T Programmers refer to the act of executing a method as calling the method. ANS: T
Minutes before starting signal Signal Action Flag Number of Sound Signals OOD Discretion Postponement Raise Answering Pennant 3 sounds OOD Discretion – then 1 minute until First Class Flag Warning Postponement over – one minute until first class flag warning Lower Answering Pennant 1 Individual Recall – when individual sail numbers can be identified (ie when at the starting signal any part of the hull, crew or equipment is on the course side of the starting line) (Rule 29.1 “Racing Rules of Sailing 2009-2012” Yachting Australia) Minutes before starting signal Signal Action Flag Number of Signals 0 minutes plus seconds after start Individual Recall Flag “X” 1 sound Upto 4 minutes post starting time Recalled Boats must have restarted Flag “X” No sound General Recall – when individual sail numbers can not be identified or there has been an error in the starting procedure e.g. a missed flag (ie when at the starting signal any part of the hull, crew or equipment is on the course side of the starting line) (Rule 29.2 “Racing Rules of Sailing 2009-2012” Yachting Australia) Minutes before starting signal Signal Action Flag Number of Sound Signals 0 minutes plus seconds after start General Recall Raise First Substitute 2 sounds Plus 1 minute from attempted start (all later starts delayed until restart) 5 minutes to new start Warning Lower First Substitute and Raise Class Flag 1 4 minutes to new start Preparatory Raise Preparatory Flag “P” 1 sound 1 minute to new start One-minute Lower Preparatory Flag “P” 1 long sound 0 minutes Start Class Flag Raise Next Class Flag if more starts to be completed 1 sound Shortened Course (ie for safety reasons or to ensure the race is finished in an appropriate time at the discretion of the Officer of the Day)
PART 2 – ANNUAL EXPENSES You must set out your TOTAL living expenses. If you cannot find out the actual amount, give your best estimate. Source Deductions 1. Canadian Pension Plan contributions 2. Employment Insurance premiums 3. Employee pension contributions to a registered pension plan 4. Medical and dental insurance premiums (Deducted at source) 5. Income tax Housing 6. Rent or mortgage 7. Property taxes 8. Homeowner’s/Tenant’s insurance 9. Condominium fees 10. Water, Sewer and garbage 11. House repairs, maintenance, yard care 12. Heat 13. Electricity 14. Telephone 15. Other (Specify) Household expenses 16. Food 17. Meals outside the home 18. General household supplies 19. Hair care, toiletries and sundries 20. Dry cleaning and laundry 21. Furnishings and equipment 22. Other (Specify) Transportation 23. Public transit, taxis 24. Car insurance, registration and license 25. Gas and Oil 26. Parking 27. Car repairs and maintenance 28. Other (Specify) Health 29. Medical and dental insurance premiums (Not deducted at source) 30. Health care (physiotherapy, etc.) 31. Drugs, prescriptions 32. Dental care (including orthodontist) 33. Optical care (eyeglasses, contact lenses) 34. Other (Specify) Personal 35. Clothing, footwear 36. Educational expenses (self) (Specify) 37. Other (Specify) Children 38. Clothing, footwear 39. Children’s allowances, gifts 40. School fees, books and supplies 41. School activities (field trips, etc.) 42. Activities, lessons and supplies (music lessons, clubs, sports, bicycles) 43. Child care, babysitting 44. Other (Specify) Savings for the future 45. RRSP 46. RESP 47. Other (Specify) Support payments (Specify for whom, whether tax deductible, voluntary or pursuant of order) 48. Support being paid in this case 49. Support paid in any other case Debt payments than mortgages) 50. Other 51. Life or term insurance premiums 52. Banking, legal, accounting 53. Church, charitable donations 54. Entertainment and recreation 55. Vacation
B The Art of the Exuberant Greeting 22 The Art of the Exuberant Greeting C Forgiveness and Relationships 23 Walk or Talk Situation Cards D Forgiveness 24 Forgiveness E Trapped F Collaboration Wins in the End 5 My and Empowerment A Resilience Assets 25 My Resilience Assets B The Club C Bullying and School Safety 26 Is This Bullying? 27 School Safety Survey D Cybersafety and Cyber Learning 6 My Learning and School Engagement A I Best 28 School Engagement Index B How I Feel Secondary School 29 Survey for Schools C How to Make a Good Decision D How to Plan 30 Personal Best Goal Setting E Developing Willpower 31 Developing Willpower F Mistakes 32 Mistakes Survey 7 Where I Live A My Community B Do You Create Your Own Luck? C Personal Best D Postcards from Your Future E Local Heroes 8 Who I Am A How People See Me 33 How People See Me Portfolio 34 SEE SEPARATE DOCUMENT
Make sure you don’t subtly indicate to high-energy girls that they should be quiet and more docile. Girls often are given implicit messages such as don’t get too excited, run too fast, don’t overdo it, get too tired, don’t be too you. Girls often try to gain acceptance through being similar to others and that can squash the spirit of some girls and engender over-compliance. Talk about women who have been rebels. Joan of Arc, Eleanor of Aquitaine, Julia Gillard, Germaine Greer, Margaret Thatcher and Mother Teresa are just a few examples. Know that it is easy to disempower girls by showing them how to do things rather than getting them to solve them. Encourage their independence. Many boys often get plenty of screen time. Girls tend to use computers for social networking, however in these situations it may be beneficial to increase their academic computer literacy skills, such as conducting research and gathering data. Some studies have found that girls are not as adept as boys at non-verbal problem solving and spatial visualisation. For this reason, make time to help them develop spatial problem solving. This can be achieved by: Playing puzzles: jigsaws, scrabble, chess, pottery and weaving Making and reading maps Using physical objects such as blocks to stand for variables in equations physical representations of atoms, electrons, planets Often girls need to discuss an issue in small groups and then need time to think about an issue before applying the knowledge. Try to structure most activities for girls in the sequence of talk-think-do.
CREATIVITY Original, unique or takes “old” message or theme and recreates in a new and “fresh” way. Team greatly uses imagination and combines with knowledge and “know how.” Mostly original, unique or takes “old” message or theme and recreates in a new and “fresh” way. Team mostly uses imagination and combines with knowledge and “know how.” Somewhat unique or takes “old” message or theme and recreates in a new and “fresh” way. Team fairly uses imagination and combines with knowledge and “know how.” Un original, not unique or does not take “old” message or theme and recreates in a new and “fresh” way. Team does not use imagination or combine with knowledge and “know how.” PRESENTATION Thorough, neat, colorful, artistic. Appropriate for school. Reader can “automatically get engaged” in your creation. Mostly neat, colorful, artistic. Appropriate for school. Reader can mostly “automatically get engaged” in your creation. Somewhat neat, colorful, artistic. Appropriate for school. Reader may or may not “automatically get engaged” in your creation. Lacks neatness, color and artistic qualities. May not be appropriate for school. Reader does not get engaged in message automatically. CONVENTIONS. Spelling, capitalization, punctuation are correct. Spelling, capitalization, punctuation are mostly correct. Spelling, capitalization, punctuation are somewhat correct. Spelling, capitalization, punctuation are mostly incorrect. TEAMWORK All members made a strong attempt to contribute equally and resolved conflicts peacefully. All members made a good attempt to contribute equally and resolved conflicts peacefully. All members made a fair attempt to contribute equally and resolved conflicts peacefully. All members did not attempt to contribute equally and resolved conflicts peacefully. Teams: Julian and Kyle Vivian, Angela and Jane Estella, Ethan and Erica Seth, Gal and Jack Rohan, Malakai and Wesley Poyee and Alycia
Identify specific vendors for production and services that the Offeror may use for this video, including voiceovers, animation and music. Timeline or Gantt chart of the activities required to execute the event Capability Statement - Demonstration of the necessary organizational systems, vendors, and personnel to successfully comply with the contract requirements and accomplish the expected results. (15 points) 15 Past Performance - Inclusion of at least 3 relevant past performance examples of similar events in Jordan or the region. (10 points) - References provided by past clients for these examples and their evaluation of the Offeror’s ability to deliver on time and within quality and budget expectations. (10 points) 20 Personnel/Staffing - Qualifications and past relevant experience of the Project Manager and up to 3 team leaders proposed to perform the requirements of this scope of work. (15 points) 15 Technical Evaluation Threshold Only offers that receive a technical evaluation score above 65 points (out of 80) will be considered for cost evaluation. 80 Cost Evaluation - Details and clarity of the actual proposed. (5 points) - Comparison of the Offeror’s cost to other Offerors for Cost Evaluation. (5 points) - Cost Realism to consider whether the proposed costs and human and other resources are sufficient to effectively carry out the stated tasks. (10 points) Please use the attached Cost Template to prepare the budget. 20 Total Points 100 COMPETITIVE RANGE – If FHI 360 determines that discussions are necessary, FHI 360 may establish a Competitive Range composed of only the most highly rated proposals. FHI 360 may exclude an offer from the competitive range if it is so deficient that it does not meet the requirements of this RFP, and/or if the price is so unreasonable that the Offeror would not be able to complete the work for that price. FHI 360 may exclude an offer that would require extensive
Develop and include an organization This should include both roles that you’ve already filled and roles you plan to fill in the future. After reading the Management & Organization section, the reader should feel confident that you have a qualified team leading your business. Use the Management Worksheet and Organization Chart on the next two pages to highlight your management team. Management Worksheet Bio/s Gaps in Management or Experience
This set of equations is to help children practice working with the problems related to 3 + 4 = 7, 12 – 4 = 8 as well as adding and subtracting 9. The amount of tens will vary. Call out a few of the problems. Look for students who are not counting one-by-one but are using a make-a-ten strategy, a compensation strategy or another number sense strategy. Ask the following questions: Who thinks they have an “easy” way to solve these types of problems? Place a hundreds board under a document camera and ask for a child to come explain their strategies for finding a solution. Write the problem on paper under the 100s board. Look for a student who used a “make-a-ten strategy or a “compensation” strategy or another mental math strategy. Ask the child to show and explain his strategy using the 100s board. Some Examples: 19 + 6 a student might say, “I placed my finger on the 19. I broke apart (decomposed) 6 into 1 +5. I added the 1 to the 19 and got 20 then it was easy to add 20 +5 = 25. 42-4 a student might say, “I placed my finger on the 42. I broke (decomposed) the 4 into 2 and 2. Then I subtracted 2 from 42 and got 40. Then I did 40 – 2 = 38. 42 – 4 = 38. If the following equations are done correctly, the 100s chart should have this design. Show the completed design under the document camera and allow the children to check their work. Call out the expressions (13 + 14) and let the students find the answer on the 100s board and put a chip on their answer. Once you have completed all problems, show the design under the document camera and let the students check their work. 13 + 14 = 27 33 + 24 = 57 57 – 24 = 33 87 – 14 = 73 57 - 23 = 34 57 – 13 = 44 87 – 23 = 64 19 + 6 = 25 29 + 26 = 55 25 – 19 = 6 45 – 29 = 16 65 – 19 = 46 55- 16 = 39 95 – 16 = 79 42 – 4 = 38 52 – 4 = 48 82 – 14 = 68
Appendix B - Sample Screen Log Study: Site: Investigator: Screening Number Date of Birth Gender Screening Date Screening Status (use codes below) Consent Obtained Enrolled (if no, indicate reason from below) Date Enrolled / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy / / mm/dd/yyyy M F / / mm/dd/yyyy Yes No Yes No / / mm/dd/yyyy Sample Screen Status Codes: 1-Eligible If not eligible, Reason: 1-Inclusion # (specify) 2-Eligible, declined participation 2-Exclusion# (specify) 3-Not Eligible 3-Other (specify) 4-Eligible, lost to follow-up 5-Other, specify in space provided
Schedule of Evaluations Assessment Screening: Visit-1 (Day-14 to Day -1) Baseline, Enrollment, Randomization: Visit 1 (Day 0) Treatment Visit 2 (W1) Treatment Visit 3 (W2) Treatment Visit 4 (W3) Treatment Visit 5 (W4) Treatment Visit 6 (W5) Follow-up: Final Visit (W10) Informed Consent Form X Demographics X X DXA X X Medical History X General Physical Examination X X X X X Current Medications X X Blood Chemistries X X X X X Hematology X X X X X Urine Analysis X X X X X Vital Signs X X X X X X X X Inclusion/Exclusion Criteria X Enrollment/Randomization X Treatment Administration Form X X X X X Concomitant Medications X X X X X X X Adverse Events X X X X X X X
the responsibility of an authorising officer of an EU institution, of a European office or of an EU agency or body; non-final administrative decisions which may include disciplinary measures taken by the competent supervisory body responsible for the verification of the application of standards of professional ethics; decisions of the ECB, the EIB, the European Investment Fund or international organisations; decisions of the Commission relating to the infringement of the competition rules or of a national competent authority relating to the infringement of Union or national competition law; decisions of exclusion by an authorising officer of an EU institution, of a European office or of an EU agency or body. II – This section applies only to declarations by legal persons, with the exception of Member States and local authorities declares that, for the entity(ies) subject to this declaration, (a) natural person(s) who is/are member(s) of the administrative, management or supervisory body(ies) or who has/have powers of representation, decision or control (this covers company directors, members of management or supervisory bodies, and cases where one person holds a majority of shares) is/are not in one of the following situations. If yes, please indicate in annex to this declaration which situation and the name(s) of the concerned person(s) and entity(ies) with a brief explanation. - situation (c) above (grave professional misconduct) - situation (d) above (fraud, corruption or other criminal offence) - situation (e) above (significant deficiencies in performance of a contract) - situation (f) above (irregularity) III – This section applies only to declarations that include an entity for a natural or legal person assumes unlimited liability for debts declares that (a) natural or legal person(s) that assume(s) unlimited liability for the debts of the entity(ies) subject to this declaration is/are not in one of the following situations. If yes, please indicate in annex to this declaration which situation and the name(s) of the concerned person(s) and entity(ies) with a brief explanation . - situation (a) above (bankruptcy) - situation (b) above (breach in payment of taxes or social security contributions) IV –
Name________________________________ Period____ Date_________ Star Life Cycle Page 1: Star Life Cycle, What’s out in Space? How is a star’s life cycle like a human’s life cycle? What is a nebula? Why are they important to a star’s life cycle? Page 2: Protostars and the Nebula Watch the animation of how a star begins to form out of a nebula. What is a protostar? What causes the dust and gas to together and eventually turn into a protostar? What nuclear process occurs that marks the official “birth” of the star? Page 3: Stars What is a star? Stars spend most of their lives as a main sequence star. What is a main sequence star? Complete the interactive lab. Click through the animations for each possible starting mass of a star. How does the starting mass of a star affect how long it is on the main sequence? (In other words, does a more massive star have a longer or shorter life on the main sequence?) Page 4: Stars, Equilibrium, Hydrogen burning (fusion) What is equilibrium and why does a star want to reach equilibrium? Read through the rest of the info on this page. Test your knowledge with the Star Quiz (part 1) at the bottom of the page. Page 5: Stars: The beginning of the end Read through the info on this page. Test your knowledge with the Star Quiz (part 2). What happens after the hydrogen burns out and the star begins to burn helium? What is the next stage of a star after main sequence?
Page 6: Stars: The End of a Star What happens to a low-mass star it is a red giant? What stage is next? For medium-mass what type of star does this become after the red giant stage? What is a supernova? What could happen to the largest mass stars? What could they become? Complete the interactive lab at the bottom of the page to see how different sized stars have different life cycles. Page 7: Hertzsprung-Russell Diagram What two variables are graphed on an H-R diagram? What is the absolute magnitude of a star? Complete the interactive lab of the H-R diagram on this page. What are the two characteristics (temp and brightness) of a red giant in the upper-right corner of the graph? What are the two characteristics (temp and brightness) of a main sequence star in the middle of the graph? What are the two characteristics (temp and brightness) of a white-dwarf in the lower-left corner of the graph? Page 8: Applications of the HR Diagram Complete the interactive lab. Page 9: Interactive H-R Diagrams Complete the Interactive Lab. Complete “More HR Diagram Fun” activity & questions.
Safeguarding Attend a level 3 safeguarding course Get involved in strategy meetings, CAF meetings, report writing Perform safeguarding CBD The remaining areas are difficult to specifically prepare for in terms of management of acute and chronic conditions, teaching methods and techniques and more generalised communication skills. The best planning for these is to do your job and seize every opportunity to experience the most you can. Meeting with friends or senior colleagues who have done START can be really useful to talk through possible scenarios and I have summarised my START assessment from October 2015 for some examples (after critical appraisal section). Critical appraisal in 10 points 1. PURPOSE Was the well justified? Has the research tackled an important problem? Was the purpose/ hypothesis clearly stated? 2. METHODS & SAMPLE What methods have the authors used? Was the overall study design appropriate for achieving the objectives? Sample How was the sample selected? – look at CONSORT diagram Were there lots of exclusions? Was there selection bias? – inclusion & exclusion criteria Was the sample tightly defined (homogeneous)? – More likely to show effect, less universally useful Was it loosely defined (heterogeneous)? – Less likely to show effect, more universally useful Are the basic characteristics of the sample described? Was the sample size justified? – Large enough to give an accurate picture A formal size/ power calculation should be performed & details should be in the methods section 3. RANDOMISATION Randomisation has the advantage of balancing unknown confounders How were the patients randomised? Did randomisation work? Look at baseline characteristics table – are the groups similar? If unequal, did authors account for confounders? (i.e. including variables in analysis, such as regression models)
Start Strong supporters Start Strong is a coalition of organisations and individuals committed to advancing high quality care and education for all young children in Ireland. Start Strong has a growing number of Supporters. We value their support as we work to advance high quality care and education as a right for all young children in Ireland. Organisations We currently have 63 organisational supporters: ABC Childcare An Gairdín Scoil Montessori Association of Childhood Professionals Ballymun Whitehall Area Partnership Barnardos Bonnybrook Early Education Centre Border Counties Childhood Network Brigit’s Hearth Children’s Centre Bright Horizons Family Solutions Canal Communities Partnership Childcare Network Loch Garman Childminding Ireland Children in Northern Ireland Children's Rights Alliance Cork County Childcare Committee Cork Early Years Network Centre for Research in Early Childhood (CREC) Deansrath Family Centre Disability Equality Specialist Support Agency (DESSA) Donegal County Childcare Committee Dublin City Childcare Committee Early Learning Initiative, NCI Early Childhood Ireland Early Childhood Studies & Practice (BA prog.), Adult & Continuing Education, NUI Galway Equality and Diversity Early Childhood National Network (EDENN) Fingal County Childcare Committee Finglas Childcare Limited Forbairt Naíonraí Teo Grovelands Childcare Institute of Community Health Nursing Irish Penal Reform JAGGO Pre-school Kildare County Childcare Committee Lifestart Little Stars Pre-school, Montessori & Afterschool, Donegal Meath County Childcare Committee Montessori Alliance National Women's Council of Ireland North Tipperary Childcare Committee OMEP Ireland One Family OPEN The PlayDen Montessori Pre-School, Westmeath Preparing for Life Prevention and Early Intervention Network Puddleducks Pre-school Holy Child Pre-School (Rutland Street Project) Sligo County Childcare Committee Society of Saint Vincent de Paul South Dublin County Childcare Committee Southside Partnership SpunOut.ie Step-by-Step Montessori Pre-school Strategic Innovation in Education, Limerick Univ. Tallaght West Childhood Development Initiative Úlla Beag Pre & Afterschool Care UNESCO Child & Family Research Centre, NUI Galway Waterford Area Partnership Waterford Childcare Committee Western Area Childcare Partnership Westmeath County Childcare Committee Wicklow County Childcare Committee youngballymun We also have a growing number of individual supporters (available on our website). If you would like to become a supporter of Start Strong, please contact us on or through our website Start Strong is supported by the Community Foundation for Ireland, the Katharine Howard