zilongwang/ReadingBank huggingface dataset:
Rubric for Talk and Text Plans: Criteria for student learning (add rows as needed) 4 3 2 1 0 Part a – expressing plan as an equation in slope-intercept form Equation is in slope-intercept form and has correct values for slope and intercept Equation is in slope-intercept form, but 1 value is incorrect Equation is in slope-intercept form, but both values are incorrect Equation is not in form but has at least one value correct Did not attempt Part b – Graphing Two lines are graphed correctly Two lines are graphed, but only one line is graphed correctly Two lines graphed with both being incorrect Only one line graphed Did not attempt Part c – Elimination System is and solved correctly System is correctly, but a mathematical error was made. System was partially set-up correctly and the math was done correctly for how the problem was set-up. System was partially set-up correctly and some of the math was done incorrectly for how the problem was set-up. Did not attempt Part d – Selecting a plan and justifying. Justification matches the work shown and is written using appropriate mathematical terminology and appropriate English grammar Justification matches the work shown but the response does not use appropriate mathematical terminology and/or appropriate English grammar Justification partially matches the work shown and the response does not use appropriate mathematical terminology and/or appropriate English grammar Justification has little support of the work shown and the response does not use appropriate mathematical terminology and/or appropriate English grammar Did not attempt Part e – Using Substitution System is and solved correctly System is correctly, but a mathematical error was made. System was partially set-up correctly and the math was done correctly for how the problem was set-up. System was partially set-up correctly and some of the math was done incorrectly for how the problem was set-up. Did not attempt
Do you have any ideas about how can we improve our business relationship with you? (Please be specific as possible your communication will help us to better service our 8(a) Program Suppliers) Are there additional questions or information we have not covered that is of interest to you? (Please be specific as possible) (Optional) Business Name and Cage Code# ______________________________________________________________________ “Thank you for completing our brief 8(a) Program Supplier Questionnaire. Your input has been extremely valuable and will help us plan strategically toward meeting our 8(a) Program Performance Goal. Please Email your completed Questionnaire, along with a copy of your 8(a) Certification, to: 8(a) Program Manager, SMBIZLandCOLS@DLA.MIL (Note: Your business name and cage code will remain confidential). If you should have further questions regarding this questionnaire, please call us @ 614-692-3541 or email: SMBIZLandCOLS@DLA.MIL
Talk Boost KS2 Training Materials Order Form YOUR ORDER Unit Price Quantity Total Intervention Pack for training pair (1 Teacher and 1 TA) pack includes: (Intervention Manual, Organiser Box, Teacher Manual including Tracker, 12 x Communication Detective Notebooks and 2x Participant Books) £480 Additional materials (these items are all include in the intervention pack above) Additional Class Teacher’s Pack £95 Detective Notebooks (set of 12) £50 Extra Participant book £20 Replacement Organiser Box £100 Replacement Intervention Manual for TAs £195 Promotional materials Talk Boost KS2 promotional leaflet pack (25 leaflets) free Grand Total* *Postage - Please add £10 for orders under £1,000 and £20 for orders over £1,000 YOUR DETAILS Title First name Last name Job title Tutor’s name or your Licensed Tutor no. Organisation/School Address Postcode Phone Email Have you used Pupil Premium to pay for Talk Boost KS2? (please circle) Y/N Are you happy for schools to contact you to ask about implementing the intervention? Y/N PAYMENT DETAILS Payment for goods can be made by the Tutor, the organisation receiving training or the organisation requisitioning training. Payment by invoice (payment terms 28 days) is acceptable provided that the payer is a public sector organisation or someone to whom I CAN has already granted credit facilities. If payment by cheque, goods will be sent once funds have cleared. Cheques can be made payable to ‘I CAN’. CARD PAYMENTS DELIVERY INSTRUCTIONS Name Role Organisation/School Address Postcode Phone Date of training Delivery deadline Delivery instructions CUSTOMER SIGNATURE By signing this order form I consent to the payment instructions outline above. Signed On behalf of Name Role Date Please return completed order forms to: EMAIL: talkboostks2@ican.org.uk | FAX: 0845 225 4072 | POST: Talk Boost KS2, I CAN, 31 Angel Gate, Goswell Road, London, EC1V 2PT Recommend ICAN to other schools and claim free resources! Tel: 020 7843 2515 for more details
7. Do you consider yourself to be disabled? Yes No Prefer not to say Type of impairment: Please tick all that apply Physical or mobility impairment (such as using a wheelchair to get around and / or difficulty using their arms) Sensory impairment (such as being blind / having a serious visual impairment or being deaf / having a serious hearing impairment) Mental health condition (such as depression or schizophrenia) Learning disability (such as Downs syndrome or dyslexia) or cognitive impairment (such as autism or head-injury) Long term condition (such as cancer, HIV, diabetes, chronic heart disease, or epilepsy) Prefer not to say 8. Are you a carer? Do you look after, or give any help or support to a family member, friend or neighbour because of a long term physical disability, mental ill-health or problems related to age? Yes No Prefer not to say 9. Are you pregnant? Yes No Prefer not to say 10. Have you given birth in the last 6 months? Yes No Prefer not to say 11. What is your sexual orientation? Bisexual (both sexes) Gay (same sex) Heterosexual/straight (opposite sex) Lesbian (same sex) Other Prefer not to say 12. Are you transgender? Is your gender identity different to the sex you were assumed at birth? Yes No Prefer not to say Thank you for taking the time to complete this survey. Please return to: FREEPOST RTEJ-AGSA-UAZL NHS North Kirklees CCG 4th Floor Empire House Wakefield Old Road Dewsbury WF12 8DJ Please return no later than Sunday 27 November 2016. Unfortunately, we cannot accept any responses after this date.
Curriculum links Links with Digital Technologies Curriculum Area Strand Content Description Knowledge and Understanding Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (). Assessment Note: Criteria are cumulative. Quantity of knowledge Quality of understanding Input devices No evidence of understanding Student is able to describe the purpose of an input device Student is able to describe the function of an input device Student is able to describe the particular need(s) met by an input device Student is able to suggest improvements and alternatives to the operation of an input device Purposes of input devices in general No evidence of understanding Student can identify a range of input devices Student can describe the functions of a range of input devices Student demonstrates an appreciation of the needs met by a number of devices studied Student demonstrates an appreciation of the needs met by all devices studied Optional score 0 1 2 3 4
Talk203 Submission Form To request a single school delivery: Messages intended for a single school or a subgroup within the school must complete this form and submit it to the principal for publication approval and dissemination. To request a District-wide and/or multiple school delivery: Message delivery requests for information intended to reach multiple schools or District-wide groups should be sent via email to the Director of Communications Michelle Fregoso () and Talk203 Administrator Deanne Fulner () for approval and dissemination. If email is unavailable, completed forms may be delivered to the Public School Administration Center at 203 West Hillside Road, Naperville, IL 60540. After a message is submitted: The request will be reviewed by the appropriate administrative office to determine appropriateness of content. Typically, messages that do not support the mission of the school district or of a for-profit nature without supporting educational benefit will not be approved. Message requests sent less than four business days prior to the event cannot be guaranteed approval and/or delivery. Messages are generally grouped for delivery out of courtesy to our subscribers which may affect short deadlines. The delivery deadline should indicate the LAST possible date that your message can be sent. Messages may be sent sooner and/or be included in several Talk203 emails, if possible. Request submitted by: Phone: Email: Deliver message by: Date submitted: Who should the message be sent to? School(s): Ann Reid ECC Beebe Ellsworth Elmwood Highlands Jefferson Kennedy Kingsley Lincoln Madison Maplebrook Meadow Glens Mill Street Naper Naperville Central Naperville North Prairie Ranch View River Woods Scott Steeple Run Washington Group(s): All Subscribers School/District Administration only Grade level(s): Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Other group(s):
Published by Education and Inclusion Team Victorian Electoral Commission Level 11, 530 Collins St Melbourne 3000 Phone: 131 832 Web: Email: State of Victoria (Victorian Electoral Commission) 2018. This work, Talking Democracy: a civic education kit about elections in Victoria, is licensed under a Creative Commons Attribution Non-Derivatives 4.0 licence (http://creativecommons.org/licenses/by-nd/4.0/) You are free to share this work under that licence, on the condition that you do not change any content and you credit the State of Victoria (Victorian Electoral Commission) as author and comply with the other licence terms. The licence does not apply to any branding, including government logos.
comments. You’ll submit a revised version for my review on ___. As usual, you may choose to revise based on my feedback for your Final Portfolio. Shared Sources/Models Binelli, Mark. “Inside America's Toughest Federal Prison.” New York Times 26 Mar 2015. Web. 28 Mar 2015. Davey, Gareth, Zhenghui Chen, and Anna Lau. "‘Peace in a Thatched Hut—that is Happiness’: Subjective Wellbeing among Peasants in Rural China." Journal of Happiness Studies 10.2 (2009): 239-52. Web. 18 Mar 2015. Lacey, Heather P., Dylan M. Smith, and Peter A. Ubel. "Hope I Die before I Get Old: Mispredicting Happiness Across the Adult Lifespan." Journal of Happiness Studies 7.2 (2006): 167-82. Web. 14 Mar 2015. Novotney, Amy. “Students Under Pressure.” American Psychological Association 45.8 (2014). Web. 13 Feb 2015.
TALKING POINTS How the New Report Card Reflects a School’s Academic Performance, Climate and Learning Conditions August 2014, ISBE Division of Public Information No. 1 Ranking The Illinois School Report Card, which was unveiled last fall, was ranked No. 1 in the nation by the Education Commission of the States. Illinois was the only state to be scored in the top three by both parents and researchers. Parent testimonials from the Education Commission of the States include: “Easily accessible.” “Easy to navigate.” “Provided directions as to how to navigate the page and was not overwhelming with data.” “Had links to compare the school to district and state.” “Very informative.” “As a parent, I could find information that would be important to me when making decisions about schools. I felt like I got an understanding of the school without going there from what is on this site.” Useful Information The Report Card provides information that can be used to guide school improvement efforts such as performance, learning environment, school programs and more through a simple At-a-Glance Report Card on illinoisreportcard.com. This system of physical and online reporting was designed from the ground up to provide parents, community members and the general public with a streamlined, visually fresh and easy-to-navigate format. The new Report Card also features academic courses, career development courses and programs, special programs of study, athletics, school awards, physical education, health and wellness and other programs and activities that make each school unique. The Report Cards reflect our state’s transition toward higher performance expectations at an earlier age and greater rigor in the classroom to make sure Illinois K-12 students are on track for success in college and careers.
COURSE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY ELA Do you accept late/missing work? May I have additional time to complete____? Could I have help with_______? Answer: Date: Signature: Do you accept late/missing work? May I have additional time to complete____? Could I have help with_______? Answer: Date: Signature: Do you accept late/missing work? May I have additional time to complete____? Could I have help with_______? Answer: Date: Signature: Do you accept late/missing work? May I have additional time to complete____? Could I have help with_______? Answer: Date: Signature: Do you accept late/missing work? May I have additional time to complete____? Could I have help with_______? Answer: Date: Signature: PE Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: MATH Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: ELECTIVE Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: ELECTIVE Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: ELECTIVE Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature: Answer: Date: Signature:
Stepped Care Service Presenting Problem Intervention Organisation Step 3 Primary Care Based IAPT NICE approved Psychological Therapies Depression: Persistent subthreshold depressive symptoms or mild to moderate depression that have not responded to a Step 2 intervention or initial presentation of moderate to severe depression, excluding Bipolar Affective Disorder. Suicide/other risk - minimal First order treatments: Cognitive Behavioural Therapy (CBT) (individual and group), Interpersonal Therapy TalkingSpace Plus Second order treatments: Behavioural Couples Therapy, Short term Dynamic Interpersonal Therapy (DIT), Counselling. TalkingSpace Plus Relapse prevention: Mindfulness Based Cognitive Therapy(MCBT) TalkingSpace Plus Anxiety Disorders GAD- with marked functional impairment or that has not responded to a Step 2 intervention CBT (Individual or Group) TalkingSpace Plus Panic disorder – moderate to severe or that has not responded to a Step 2 intervention CBT (Individual or Group) TalkingSpace Plus Specific Phobia CBT (Individual or Group) TalkingSpace Plus Health Anxiety CBT (Individual or Group) TalkingSpace Plus OCD (excluding hoarding) - with moderate to severe impairment or that has not responded to step 2 intervention CBT (Individual or Group) TalkingSpace Plus Social Anxiety - moderate to severe CBT (Individual) TalkingSpace Plus Body Dysmorphic Disorder CBT (Individual) TalkingSpace Plus Post Traumatic Stress Disorder (PTSD) (Single event trauma) Trauma Focused CBT or Eye Movement Desensitization and Reprocessing (EMDR) TalkingSpace Plus Long Term Conditions/Persistent Physical Problems and Depression/ Anxiety: Cardiac, Diabetes, COPD Specific problem amenable to a NICE approved Psychological therapy; • Suicide / other risk – minimal; • None or brief previous psychological therapy CBT (Individual) TalkingSpace Plus LTC Adjustment Reaction – Mild to Moderate to specific life events, which has not responded to active monitoring e.g. loss TalkingSpace Plus All Disorders (as above) Employment support services TalkingSpace Plus TalkingSpace Plus Tel: 01865 901222 Fax No: 01865 261717 Email: Website:
TALKING POINTS WE ASK YOU TO SUPPORT H.R. 644, THE AMERICA GIVES MORE ACT OF 2015 This bill, which was passed by the House on February 12th, would simplify the excise tax to a flat rate of 1%. PRIVATE FOUNDATION EXCISE TAX For more than a decade, we’ve been asking Congress to simplify the private foundation excise tax to a single rate. The current excise tax is extremely complicated and requires extensive time and resources to calculate. It has become a real management challenge because its complex, two-tier structure and the inherent uncertainties in precisely calculating net investment income by year’s end. Consequently, the rate structure actually serves as a disincentive for increasing grantmaking in a calendar year – which is particularly devastating when late-year emergencies or disasters occur. A higher grant payout this year to assist farmers impacted by drought in California, for example, will make it much more challenging for the foundation to qualify for the lower tax rate during the next 5 years. A single rate for all private foundations would greatly simplify compliance, improve efficiencies, and remove disincentives. A flat rate of 1% would certainly be simple to administer. We are open to considering alternative rates, but would find it difficult to support a rate that is used primarily as a revenue- raising mechanism. The President has included a single-rate simplification of 1.35% in past Budgets, including the recently-released Fiscal Year 2016 Budget.
Microsoft Dynamics Customer Solution Case Study Beverage Company Takes Charge of Operations, Goes National with Robust ERP Solution Overview Country or Region: United States Industry: Manufacturing—Consumer goods manufacturing—Food and beverage Customer Profile Talking Rain Beverage Company is a manufacturer and distributor of water and sparkling-water beverages. The company has 100 employees and is based in Preston, Washington. Business Situation Talking Rain relied on an outdated ERP system, resulting in manual processes and a lack of business insight. Solution Talking Rain implemented Microsoft Dynamics NAV with the help of Gilbert & Associates, a Microsoft Certified Partner with a Silver Enterprise Resource Planning competency. Benefits Streamline accounting and manufacturing Gain business insight Enable cost-effective growth Improve customer relationships “We are seeing considerable double-digit growth in revenue this year, and with Microsoft Dynamics NAV, we haven’t had to add staff.” Kevin Klock, General Manager and Senior Vice President, Talking Rain Beverage Company Talking Rain Beverage Company is based in Preston, Washington, and has 100 employees. With an aging enterprise resource planning (ERP) system in place, company employees often performed tedious data entry, cumbersome reporting, and multiple manual processes outside the system. Looking to improve business insight and productivity, Talking Rain engaged Gilbert & Associates, a Microsoft Certified Partner with a Silver Enterprise Resource Planning competency, and deployed a new ERP system, Microsoft Dynamics NAV, in only 90 days. With Microsoft Dynamics NAV in place, the company supports all accounting and manufacturing processes and gains a central repository for company information, easing insight and reporting. With such a comprehensive solution, the company has seen productivity gains across its organization, transforming from a regional to national brand without adding staff.
15’ Warm up In pairs or small groups, students discuss the pictures Go over vocabulary, if needed Assess level of knowledge of/ interest in policing in BC Generate interest Activate prior knowledge PLS Worksheet: Get Ready! 15’ Predict and Read Students predict answers to questions and vocabulary about talking to the police Students confirm their predictions by reading the first few sections of the PLS Fact Sheet Provide conceptual framework and activate vocabulary needed to understand text PLS Worksheet: Predict! PLS Fact Sheet 15’ Vocabulary Students identify words that refer to a person and then use them to complete sentences Students identify verbs and then use them to complete sentences Extend understanding of words encountered in text PLS Worksheet: Build your Vocabulary! 30’ Give advice Students analyze sentences and identify suggestion, permission, obligation Students analyze modal verbs and identify how they are used Students practice the grammar of giving advice and then practice giving advice Analyze the use of modals for suggestion, permission, obligation Give advice PLS Worksheet: Give Advice! 20’ Fill it Out Discuss police misconduct; review booklet for examples of what limits there are on police behavior Students fill in a sample form based on the actual form from the Office of the Police Complaint Commissioner Complete an extended form PLS Worksheet: Fill it Out! 10’ Discussion Students talk about the relationship between the police and the public in small groups, including cross-cultural analysis Think critically Express opinions PLS Worksheet: Talk about it! 20’ Research Individually or in pairs, students research a topic of interest related to policing Students share their information with the Find out more about policing in BC PLS Worksheet: Find out More! computer lab
Build your Vocabulary! ANSWER KEY Who’s who? Which of these words refer to a person? criminal illegal officer obey duty complaint pull over ownership bribe a warrant witness interpreter arrest victim identify Who’s who? Jennifer saw a man hit a parked car with his car, and then drive away. She is a witness. Tom’s house was broken into and his laptop was stolen. He is a victim. Sandy works for the RCMP. She is a police officer. Amber can communicate fluently in both English and Farsi. She helps the police when they are trying to talk with someone who only speaks Farsi. She is an interpreter. Ben steals cars. He is a criminal. Build your Vocabulary!
10’ Discussion Students talk about the relationship between the police and the public in small groups, including cross-cultural analysis Think critically Express opinions PLS Worksheet: Think about it! 20’ Research Individually or in pairs, students research a topic of interest related to policing Students share their information with the class Find out more about policing in BC PLS Worksheet: Find out More! computer lab TBD Field Trip or Guest Speaker Visit a Community Policing Centre Invite a representative from your Community Policing Centre to come to your school Contact a School Liaison Officer to talk about the work they do in your local high school Meet a police officer PLS Worksheet: Connect! 10’ Self-Assessment Allow students to fill out self-assessment form independently Self-assessment PLS Worksheet: What did you learn? Get Ready! Look at the pictures below. What is happening? What do you think the people are saying? What is going to happen next?
Discussion topics Pre-listening activity – Students watch the interview of Zephaniah to get an Impression of the poet. Students briefly discuss/exchange ideas about their first impression of the poet. Video As Zephaniah is a vegan, his purpose in resorting to personification must be to make his readers / listeners empathize with turkeys. Which are the lines, in your view are the most moving? In informal American English, “to talk turkey” means to discuss something honestly and directly. Is the title a mere play on words in keeping with the poem’s light tone or does it have a more serious implication? According to The Independent on Sunday, Zephaniah’s poems “bounce up from the page and demand to be read, rapped, sung and hip-hopped aloud”. What is your idea about this statement? Zephaniah uses everyday speech and dialect, and writes words as they sound. Note the most striking examples of this in the poem. Have you ever come across poetry like this one? Do you agree with his use of ‘unpoetic’ language or do you think the language of poetry should be more ‘educated’? Differentiation All exercises can be simplified to accommodate different levels in your classroom. For example: Lowest Level - You make obvious points and your explanations are brief. You might pick out a word but you don’t explain it in any detail. Middle Level - You pick out some basic ways the writer uses language. You might pick out a word but don’t really explain its meaning. High Level – You can use the correct terminology and explain in detail how your evidence supports your point. You comment on the reader’s opinion and explain a word in some detail. Group activity Print the poem and cut it so that the rhyming couplets are on different cards. On each card there
Mobile Broadband Services Minimum monthly commitment per service x months remaining in contract ADSL Services $121 flat fee (inc GST) charged only if service is cancelled within first 12 months from signed start date of service VoIP Services Minimum monthly commitment per service x months remaining in contract Web & Mail Hosting Services Minimum monthly commitment per service x months remaining in contract
Tallaght Policies and Procedures CONTENTS INTRODUCTION 3 Welcome / History 3 Our Philosophy 3 Objectives SERVICES 4 Admissions (incl. Allergies & special needs) 6 Children’s Charter 6 Collection & Arrivals 7 Fees 9 Range of Childcare Services 9 Settling In 10 Staff Ratios PARENTS (SEE ALSO PARENTS HANDBOOK) 11 Car Parking 11 Comments & Complaints 12 Confidentiality 12 Partnership with Parents (incl. Open door policy & babysitting)
Tallahassee Northside Rotary Club, Inc. July 1, 2016 Fellow Rotarians: It’s that time once again. Member’s semi-annual club dues are due by August 1, 2016. These dues cover the next half-year from July 1 – December 31, 2016. Effective July 1, 2015, a new dues structure became effective. Option 1 – Active Members (Regular Dues): Dues are $390.00 semi-annually, which includes all lunches and special events, such as the Annual Holiday Dinner (December) and Installation Banquet (June). Under the Regular Dues, the member may bring one guest to special events at no additional charge. Option 2 – Active Members (Optional Dues): Dues are $150.00 semi-annually (or $75.00 quarterly), plus $15.00 for all lunches when attending regular meetings. This dues option includes free attendance for the member at special events, such as the Annual Holiday Dinner (December) and Installation Banquet. Under this option, guests will be charged a fee to attend special events. Option 3 – Active Excused Members: Dues are $150.00 semi-annually (or $75.00 quarterly), plus $15.00 for all lunches when attending regular meetings. This dues option includes free attendance for the member at special events, such as the Annual Holiday Dinner (December) and Installation Banquet. Under this option, guests will be charged a fee to attend special events. Option 4 – Senior Excused Members (Rule of 85 – Age plus Years in Rotary = 85): Dues are $115.00. The cost for lunches for Senior Excused Members is $15.00. Senior Excused Members and their guests will be charged a fee for attendance at special events, such as the Annual Holiday Dinner and the Installation Banquet. The above dues does not include the voluntary $50 Paul Harris Sustaining Membership Contribution.
Mr Rudy Priem Director, Government Relations, Europe United Technologies Corporation (UTC) Chair, Security & Defence Mr Alexander Roediger Policy Lead - Oncology for Europe, Middle East, Africa and Canada (EMEAC) Merck Sharp and Dohme (MSD) Chair, Healthcare Ms Natasa Sbrijaz Manager, Public Policy and Government Affairs 3M Transport, Energy and Climate Ms Imelda Vital EU Affairs Manager / Head of Brussels Representative Office Amway Consumer Affairs
Appendix: Figure 2 source data Significant cyber incidents Domestic policy development International conferences, significant publications and legislation International policy development 1982 Alleged Russian Pipeline explosion 2000 Moonlight Maze The Information Security Doctrine of the Russian Federation 2001 Budapest Convention on Cybercrime 2005 Titan Rain 2007 Cyber attack on Estonia Cyber attack on Syria 2008 Cyber attacks on Georgian websites Estonian Cyber Security Strategy NATO first cyber defence exercise 2009 DDoS attacks against governmental, media and financial websites in US and S Korea United Kingdom Cyber Security Strategy 2010 Discovery of Stuxnet Malware Operation Aurora Strategic Defence and Security Review initiates £650M National Cyber Security programme (later rising to £860M) NATO Lisbon Summit identifies cyber domain as significant Security Risk Canadian Cyber Security Strategy Pakistani ‘Cyber Army’ hack Indian Central Bureau of Investigation website Japanese Information Security Strategy Indian ‘Cyber Army’ hack Pakistan Army and governmental websites South African Cyber Security Policy US Dept of Defence admit its internet traffic was rerouted via China for a short period Google announce attacks
originating from China on its corporate infrastructure leading to IP theft 2011 Japanese governmental and defence contractor websites targeted by cyber attacks United Kingdom Cyber Security Strategy London Conference on Cyberspace Australian Cyber Security Strategy Shady RAT report ICRC Report on International Humanitarian Law and the challenges of contemporary armed conflicts US International Strategy for Cyberspace East West Institute Russia-US Bilateral on Critical Infrastructure Protection publication ‘Working Towards Rules for Governing Cyber Conflict’ Columbian Policy Guidelines on Cybersecurity and Cyberdefence Czech Republic Cyber Security Strategy French Cyber Security Strategy German Cyber Security Strategy Hungarian National Security Strategy Indian National Cyber Security Policy Lithuania Cyber Security Resolution Luxembourg National Cyber Security Strategy Polish Cyber Security Strategy The Netherlands National Cyber Security Strategy New Zealand Cyber Security Strategy Romanian Cyber Security Strategy Slovak Republic National Strategy for Cyber Security US International Strategy for Cyberspace Norwegian Cyber Security Strategy 2012 Discovery of Flame Malware Budapest Conference on Cyberspace Conceptual views on the Activities of the Armed Forces of the Russian Federation in Information Space (unofficial translation) National Cyber Security Framework Manual (NATO CCD CoE) Austrian Cyber Security Strategy Swiss Cyber Security Strategy
Assessment criteria illustrative framework KS2 (current) KS2 (from 2016) KS3 Tallis Threshold KS4 (current) KS4 (from 2017) 6C Above National standard Excelling A* 9 5A 8 5B A 7 4A-5C Securing B2-B1 6 4B C1-B3 5 4C Below National standard Developing C3-C2 4 3 D 3 2 Emerging E 2 1 F 1 P G As can be seen from the illustrative framework above, progress is planned for both over time, in the programme of study and schemes of work that continue to stretch learners towards excellent outcomes, and also within each year, by focusing on the what each learner would need to do in order to progress to the next threshold. Tallis Thresholds are therefore used to plan for progression as well as to focus assessment and feedback on the key knowledge and skills of learners. Tracking progress and reporting to parents In tracking progress and reporting to parents, we will look at performance relative to baseline threshold. We begin by using KS2 data to assign students a baseline threshold as indicated
RELATED REQUIRMENTS Specifier Notes: Edit the following list of related sections as necessary. Limit the list to sections with specific information that the reader might expect to find in this section, but is specified elsewhere. Section 06 11 00 – Wood Framing. REFERENCE STANDARDS Specifier Notes: List reference standards used elsewhere in this section, complete with designations and titles. American Forest and Paper Association (AF&PA) / American Wood Council (AWC) Wood Frame Construction Manual (WFCM) for One- and Two-Family Dwellings. APA - The Engineered Wood Association PRP-108 – Performance Standards and Qualification Policy for Structural-Use Panels. ASCE 7 – Minimum Design Loads for Buildings and Other Structures. Specifier Notes: Include reference to CSA O325 for projects in Canada. CSA O325 – Construction Sheathing. Specifier Notes: Delete the following reference if FSC Chain-of-Custody Certification is not specified. Forest Stewardship Council (FSC) Chain-of-Custody Certification. ICC NER-108 – APA Standard for Structural Use Panels. ICC 600 – Standard for Residential Construction in High-Wind Regions. Specifier Notes: Delete the following reference if SFI Chain-of-Custody Certification is not specified. Sustainable Forestry Initiative (SFI) Chain-of-Custody Certification. US Dept. of Commerce Voluntary Standard PS 2 – Performance Standard for Wood-Based Structural-Use Panels. PREINSTALLATION MEETINGS Specifier Notes: Edit preinstallation meetings as necessary. Delete if not required. Convene preinstallation meeting [1 week] [2 weeks] before start of installation of OSB wall sheathing panels.
Install OSB panels to be continuous over 2 or more spans. Install OSB panels to overlap joist area and top plates. Provide 3/4-inch expansion joints for every continuous section of OSB panels exceeding 80 feet in length. PROTECTION Protect installed OSB wall sheathing panels from damage during construction. END OF SECTION
Assessment Results (Enter Test and Cut Point) Fall No Fall Total Predictive Values Positive Test Result Cell a (patient fell and test was +) True + Cell b (patient did not fall but test was +) False + a + b Positive Predictive Value = a/a+b Negative Test Result Cell c (patient fell but test was -) False - Cell d (patient did not fall and test was -) True - c + d Negative Predictive Value = d/c+d Total a + c b + d Total Sensitivity = a/a+c Specificity = d/b+d
wellbeing staff and to make reasonable adjustments to meet these needs. Documentation is respectfully written and disseminated. 3 Reports and assessment information are shared with the wellbeing team at the school to consider options for the future. The learner new to the school is given a ‘fresh start’ and previous actions and strategies are disregarded. Families are invited to provide additional information about the learner. If they don’t respond, the analysis proceeds using available information. Documentation is kept securely in wellbeing office. 2 Learning mentor examines information and assessments provided to try to determine the best options for the future. Learning mentor may discuss this information with other staff. Sometimes families are invited to contribute to the analysis of need. Learning mentor determines how the analysed information is summarised. Learning mentor stores this information. 1 Little or no evidence of an analysis of the needs of the learner or family. Level Plan & Co-ordinate Support Evidence Next Steps Tools Comments 5 In consultation with the whole team around the learner, a Support Plan* is developed in response to learner needs at a Student Support Group (SSG)* meeting. The SSG includes learner, family, learning mentor, other schools staff (leadership, wellbeing), support agencies… The Support Plan includes short term achievable goals (SMARTA*) and actions that all parties commit to and take on responsibility. Past recommendations and successful strategies are incorporated in a strategic manner. Date for review of Support Plan is set and agreed to A reminder of the meeting to review Support Plan sent to all parties by the Lead Professional a week before the meeting. There is a whole school understanding of how all staff who interact with the learner are aware of his/her needs and actively work to support the set goals. 4 A SSG is created and families invited to participate in devising a plan for the future. Wellbeing staff and family develop a Support Plan that outlines achievable goals for the learner. Commitment to the goals is sought from the learner by explaining what is required. Lead Professional schedules regular SSG meetings and reschedule promptly if required. Lead Professional reminds stakeholders of scheduled meetings. Most staff who interact with the learner are aware of
Date: 27 January 2016 TAL Apparel Limited TAL Apparel Limited which founded in 1947 is one of the largest integrated textile and garment operations in Asia. We produce high quality garments for well-known international brand names. Recruitment Website Type of Position(s) / Programme(s) Graduate Job
BioMapper, and Maxent). We used synthetic surfaces to create visualizations of the various models in environmental space and used modified Area Under the Curve (AUC) statistic and Akaike Information Criterion (AIC) as measures of model performance. We show that HEMI produced slightly better AUC values, except for Maxent and better AIC values overall. HEMI created a model with only 10 parameters while Maxent produced a model with over 100 and BioClim used only 8. Additionally, HEMI allowed visualization and editing of the model in environmental space to develop alternative potential habitat scenarios. The use of Bezier surfaces can provide simple models that match our expectations of biological niche models and, at least in some cases, out-performs more complex approaches. Keywords: habitat suitability modeling, species distribution modeling, Tamarix, tamarisk, species niche, Bezier curves Introduction Habitat suitability modeling, which is closely related to species distribution modeling, is used to understand and predict the potential distribution of a species and is used in many areas of conservation and restoration ecology (). Habitat suitability modeling can provide critical insight into the potential spatial and temporal distribution of a species’ population (; ), how species respond to novel environments (), locating rare and endangered species (), exploring the distribution of invasive species (; ; ), and defining conservation priority areas (). In most cases, habitat suitability models integrate data on the observed location (i.e., presence points) of a species with environmental data (e.g., temperature, precipitation, slope, soil type) to create a model of the species’ niche in environmental space and then convert the results to geographic space as a raster (or grid), which can be used to generate a final suitability map (). This modeling approach assumes that the variables chosen for the environmental data are the most influential ones.
904 TN/866/11/133/2013/L Dr. R.ARUNA NO 901, J-BLOCK, 17TH STREET, VAIGAI COLONY, ANNA NAGAR WEST, CHENNAI-600040, TN 9841378862 0 905 TN/867/11/134/2014/L Dr. K.M.LAKSHMANARAJAN L. METTUR, ALANGULAM CEMENTS POST, RAJAPALAYAM VIA VIRUDHUNAGAR DISTRICT-626127, TAMIL NADU 9940481085 0 906 TN/868/11/135/2014/L Dr. K.T.MALAR A-32, STERLING GANGES, 214, MOUNT POONAMALLE ROAD, KATTUPAKKAM, CHENNAI-56, TAMIL NADU 9884245754 0 907 TN/869/11/136/2014/L Dr. P.M.ARAVIND NO.35-4, J-BLOCK, 7TH STREET, ANNA NAGAR, EAST CHENNAI-600102, TN 908 TN/870/11/137/2014/L Dr. PRAGNA BALUBAIDOLIA 22 GOVINDAN STREET, AYYAROO COLONY CHENNAI, TAMIL NADU ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr. ///// Dr.
ACG 5027 Financial Accounting –OR- 4.0 APA 2111 Principles of Accounting I* -AND- 4.0 APA 2121 Principles of Accounting II* 4.0 ECO 5010 Economic Analysis of the Firm -OR- 4.0 ECO 3028 Microeconomics* -OR- 4.0 ECO 3007 Macroeconomics * 4.0 QMB 5305 Statistics for Managers –OR- 4.0 STA 2014 Statistics* 4.0 *In some instances, previous undergraduate coursework, or courses available at an Everest University campus, can suffice for or be taken in lieu of meeting graduate prerequisite course requirements. Prerequisites are not considered as credit toward the completion of the 56.0 quarter credit MBA program. ■ ADDENDUM, effective October 1, 2013: The following highlighted book price has been updated: Program Program Length Credit Units Tuition Estimated Textbooks and Supplies Costs Criminal Justice – Private and Homeland Security 36 weeks 74 $12,786 $2,470 Electrician 36 weeks 59 $12,578 $2,488 Heating, Ventilation and Air Conditioning 36 weeks 55 $13,061 $1,956 Massage Therapy 36 weeks 55 $11,035 $1,504 Medical Assistant 41 weeks 60 $16,431 $1,990 Medical Insurance Billing and Coding 33 weeks 48 $12,936 $2,059 Pharmacy Technician 33 weeks 48 $14,038 $1,005 Effective: October 1, 2013 ■ ADDENDUM, effective September 18, 2013: The lecture and lab hours for the Creative Writing course has been corrected. CRW3010 – Creative Writing 4.0 Quarter Credit Hours The purpose of this course is to develop writing and language skills needed for individual expression in literary forms. Prerequisites: ENC1102 Lecture Hours: 40.0; Lab Hours: 00.0; Other Hours: 00.0 ■ ADDENDUM, effective September 2, 2013: The following quarter based tier tuition tables for ground linear programs have been added to the catalog. Students enrolled in 8+ credit hours will be charged a flat-term rate as set forth below. Students enrolled in less than 8 credit hours will be charged per credit and total tuition for a given quarter is determined by multiplying the number of credit hours for which the student is registered for and attends within the term by the then current tuition rate.
FACULTY MEMBER: COURSE(S) TAUGHT: DEGREES/ DIPLOMAS HELD & AWARDING INSTITUTION: FLORIDA PROFESSIONAL CREDENTIAL(S) TYPE: LICENSE NUMBER: EXP. DATE: Abgoon, Bahram Computer Information Science courses MES - Loyola College of Maryland - Engineering- Computer Science Bachelors - The University of Salford United Kingdom - Mechanical Engineering Barfield, Patricia Intensive English Studies courses MEd and BS – Brenau University AS – Gainesville College Chamberlin, Phillip English courses MA and BA - University of South Florida - English Cockream, Kyle Criminal Justice courses MPA - Troy University – Public Administration/Criminal Justice BA - Saint Leo University - Criminology AA - Hillsborough Community College - General Studies Cole, Leonela Business courses MBA and BA – St. Thomas University Conrad, Ruby Intensive English Studies courses MBA – Strayer University MBA – Florida Metropolitan University BEd – University of Calgary AA – St. John’s College Davies, Patricia Intensive English Studies courses BA – University of South Florida - English Diemer, Madeline Strategies for Success, Psychology MA - Gerontology and BA – Psychology, University of South Florida AA – St. Petersburg Junior College Eggleston, Charles T. Strategies for Success MA - Midwestern State University - Political Science - Public Management BA - Park College - History Frederick, Mishelle Psychology courses MEd - University of Pittsburgh - Counseling and Secondary Education BA - Geneva College - Psychology Licensed Mental Health
■ ADDENDUM, effective January 15, 2016: The following faculty listing has been updated: FACULTY MEMBER: COURSE(S) TAUGHT: DEGREES/ DIPLOMAS HELD & AWARDING INSTITUTION: FLORIDA PROFESSIONAL CREDENTIAL(S) TYPE: LICENSE NUMBER: EXP. DATE: Abgoon, Bahram Computer Information Science courses MES - Loyola College of Maryland - Engineering- Computer Science Bachelors - The University of Salford United Kingdom - Mechanical Engineering Barfield, Patricia Intensive English Studies courses MEd and BS – Brenau University AS – Gainesville College Chamberlin, Phillip English courses MA and BA - University of South Florida - English Cockream, Kyle Criminal Justice courses MPA - Troy University – Public Administration/Criminal Justice BA - Saint Leo University - Criminology AA - Hillsborough Community College - General Studies Cole, Leonela Business courses MBA and BA – St. Thomas University Conrad, Ruby Intensive English Studies courses MBA – Strayer University MBA – Florida Metropolitan University BEd – University of Calgary AA – St. John’s College Davies, Patricia Intensive English Studies courses BA – University of South Florida - English Diemer, Madeline Strategies for Success, Psychology MA - Gerontology and BA – Psychology, University of South Florida AA – St. Petersburg Junior College Eggleston, Charles T. Strategies for Success MA - Midwestern State University - Political Science - Public Management BA - Park College - History
■ ADDENDUM, effective September 1, 2013: The following language has been updated to the “NOTIFICATION OF RIGHTS UNDER FERPA” section on page 32 of the catalog. Everest is committed to the protection of student education information. While Everest does not publish a student directory, from time to time the school publishes communications, such as graduation and honor roll lists, that include Everest-designated directory information. Everest expressly limits its designated directory information to students’ names, graduation dates, programs of study, degrees, diplomas, certificates and honors/awards received. A student who wishes not to be included in the campus publications referenced above must obtain an Opt-Out form from the Registrar’s Office and submit the completed form to the Registrar. ■ ADDENDUM, Effective September 1, 2013: The following modifications have been made: TUITION CHARGES FOR RE-ENTRY
Length Units and Supplies Costs Criminal Justice – Private and Homeland Security 36 weeks 74 $12,786 $2,011 Electrician 36 weeks 59 $12,557 $2,961 Heating, Ventilation and Air Conditioning 36 weeks 55 $13,061 $2,118 Massage Therapy 36 weeks 55 $11,035 $1,353 Medical Assistant 41 weeks 60 $16,431 $2,075 Medical Insurance Billing and Coding 33 weeks 48 $12,936 $1,914 Pharmacy Technician 33 weeks 48 $13,987 $998 Effective: November 1, 2014 ■ ADDENDUM, Effective October 2, 2014: The Dream Award Program and Scholarships language has been removed from page 24 of the catalog. ■ ADDENDUM, Effective September 11, 2014: The State of Florida Department of Veterans’ Affairs has reinstated the VA benefits for newly enrolling students. ■ ADDENDUM, Effective July 14, 2014: The State of Florida Department of Veterans’ Affairs has suspended VA benefits for newly enrolling students. ■ ADDENDUM, Effective August 13, 2014: The following ACICS complaint language has been updated in the catalog: If a student feels that the School has not adequately addressed a complaint or concern, the student may consider contacting the Accrediting Commission. All complaints considered by the Commission must be in written form, include as much detail as possible, supporting documentation, if available, and the complainant’s name and contact The complainant(s) will be kept informed as to the status of the complaint as well as the final resolution by the Commission. Please direct all inquiries to: Accrediting Council for Independent Colleges and Schools 750 First Street, N.E., Suite 980 Washington, DC 20002-4223 202-336-6780 ■ ADDENDUM, Effective July 30, 2014: The following highlighted dates have been updated on the 2014-2015 calendar for linear programs: