zilongwang/ReadingBank huggingface dataset:
Rank ten words on your vocab sheet from “least likely to most likely to use in the real world.” Generate one test question that incorporates at least two words on the wall. Sort nine words on the list into three groups of three based on meaning. Label each group. Divide one word into the prefix and root word. Use the prefix or root to explain what the word means. Design an original symbol or visual to represent one word on the list. Create a bridge map using two of the words. Poem: Use a word from the vocab list to create a poem: Line 1: Name it. Line 2: Describe it, rename it. Line 3: Tell where it would be found. Line 4: Tell more about it. Line 5: Use emotional words to tell how you feel about the word. Line 6: Explain why you used the emotion words in Line 5. Story: Write a story using at least 3 words from the vocab list. Word Pyramid: On the top line write the word from the vocab list. On the second line write 2 antonyms (opposite words). On line 3 write 3 synonyms (same meaning). On line 4 write 4 describing words. On line 5 use the word in a sentence.
SAMPLE SCHOOL OF NURSING--MAJOR FORM SAMPLE (for NATIVE/GENERIC STUDENTS-)- (graduating after 2018) Name: Clara Josephine SJSU ID# 012345678 Last First Middle B.S. Nursing MINOR (none required) Proposed Date of Graduation December 2019 Requirements for Degree 120 u. If a course is at another University/College, indicate the University/College and its course number in the space provided. GE area Pre-Requisite Course Course Abbrev / # University Title of Course/Course Description Grade NURSING COURSES: (A MINIMUM OF A C/CR IS REQUIRED FOR ALL NURSING COURSES) No. Title of Course Units Grade Advisor’s Signature: Date School Director’s Signature: Date Signed copies to: Office of Records Student’s file ***SAMPLE *** TBC= To Be Completed IP= In Progress 147B-I & 148A-I is international*
List the and titles of all contributors of this work, including the lead author/creator/artist. Indicate the % contribution for each contributor. The contribution of all authors/inventors should total 100%. The Lead author/creator/artist contributes the highest %. The signature below must be signed. The date of the last signature is the date when this disclosure comes into effect. Name: % Contribution: Department: College/School: University (if than WKU): Home Address: Email Address: Citizenship: If not US Citizen, please provide Alien registration number and expiration date Signature: Date: (Please print the above section to add more Creators) The completed form and supporting documentation should be submitted to the Intellectual Property Committee, 301 Wetherby Administration Building, Office of Research & Creative Activity, WKU 1906 College Heights Blvd., #11026 Bowling Green, KY 42101-1026 Phone: (270) 745-4652
Have you disclosed the innovation in an abstract, manuscript, conference document, presentation, news story, thesis, or conversation? If yes, please provide: The date: Form/format of disclosure: Please attach a copy of disclosure or details of disclosure. Do you plan to have a publication or other disclosure in the next 6 months? If yes, please provide: The predicted date: Form/format of disclosure: Please attach a copy of drafts, preprints, etc. Have you disclosed your innovation to industry representatives? If yes, please provide: The name of the company: The company representative(s): Name: Email: Phone number: Has there been any sale, offer of sale, commercial testing or public use of the innovation? If yes, please provide: The date of the sale: Form/format of disclosure: Please attach a copy of the details. Sponsorship / Funding Was the research that led to the innovation sponsored? If yes, please provide: Sponsor Name: Sponsor/Agency ID#: #:
The Word Layout tab in the Rows and Columns _________________, makes it easy to insert a row above or below a column; to the left or right; and to delete cells, columns, rows, and table.
47. To create SmartArt, switch to the INSERT tab and use a button in the ____ group. 48. To insert a page number where the insertion point is located, choose ____ from the Page Number menu. 49. If the ____ button is selected in the Navigation for the section 2 header, anything you add to that header will update in the section 1 header. 50. A(n) ____ should not be included on a page. 51. Cover Page styles in the Cover Page gallery match the preformatted ____ styles in Word, making it easier to create a coherent style by choosing matching names.
13. You can a drop cap in the margin, next to the paragraph, or you can have the text of the paragraph wrap around the drop cap. _________________________ 14. To begin cropping a graphic, you click the Crop button in the Size group on the GRAPHICS TOOLS FORMAT tab. _________________________ 15. Most clip art websites include a search box where you can type some descriptive clues to help you narrow down your selection to a smaller range of clip art. _________________________ 16. To save file space, use TIFF graphics as much as possible. _________________________ 17. By default, a page border in Microsoft Word is positioned 24 points from the edges of the page. _________________________ 18. Which of the following is NOT an example of a type of clip art? 19. Pictures and text boxes are separate from the document text; you need to adjust the way text flows, or _______, around them.
Practice 2 – Backspace, Delete, Home, End, Insert Buttons Locate the Backspace, Delete, Home, End, Insert keys and practice the following: Use the Backspace key to delete to the left of an insertion mark (blinking cursor). Delete this line the “Backspace” key Use the Delete key to delete to the right of the insertion mark. Delete this line using the “Delete” key (not the backspace key) Press the Home key to move your cursor to the beginning of a line Press the End key to move your cursor to the end of the line Press CTRL + Home to move your cursor to the beginning of this document CTRL + END to move your cursor to the end of this document Practice 3 – Bullets and Numbering Features Select the following lines and click on the bullet button. Apply the check-mark bullet format Select these three lines of text (do not select the blank line below) Click on the arrow next to the “Bullet” button Select the symbol to apply the checkmark bullets Select the following and click on the numbering button. Apply the A B C format of numbering Select these three lines of text (do not select the blank line below) Click on the arrow next to the “Numbering” button Select the capital A B C to apply the format Select the following lines and apply a “Picture” as a bullet Select the lines of text (do not select the blank lines below) on the arrow next to the “Bullet” button At the bottom click on “Define new button” Click on the “Picture” button Search for “Flower” Select one of the flowers that appear in the search and click “Insert” Practice 4 – Increase and Decrease Indent Buttons Select the following lines and click the Increase indent button four times to indent the lines. Then, click the Decrease indent button five times to move it back. Select these four lines Find your Increase Indent button Press it 4 times and watch the lines indent ½” each time Now press the Decrease Indent button 5 times. Put your name in the footer – Right-click at the bottom of the page select “Edit Footer” Save this document in your H: in your CE-folder as Word Processing Basics – Activity 4
Word Processor Policy 2017-2018 This policy is reviewed annually to ensure compliance with current regulations Reviewed by Signature Chair of Trustees Head of Centre Exams Officer Review date 1st October 2017 Date of next review 1st October 2018 Key staff involved in awarding and allocating word processors for exams Role Name(s) SENCo Carmel
trip. The social aspects are approached by examining the triads shared social practises and the ways in which individuals participate in the activity (Greeno, 2006). Considering the complex nature of learning, it seems justified to study collaboration in close relation to the context, since every act of communication always takes place in a specific context (Clark, 2003). Therefore, the impact of the context for learning and collaboration should be discussed as an inseparable part of the collaborative activity. Today, the number of technology-supported collaborative applications claiming and aiming to facilitate collaboration is increasingly large. To ease the educators’ selection, the suggestion was made to divide tools into the collaboratively usable technology (in which software alone does not scaffold collaboration) and collaborative technology (in which software is designed specifically to support collaborative knowledge construction), based on the instructional and pedagogical aspects of tools (Lipponen & Lallimo, 2004). In this thesis, FLE3mobile (case study I) and Wikispaces (case study III) tools for collaborative knowledge construction can be categorized as example of collaborative technology while other tools (in case studies II and III) are examples of collaboratively usable technology (see Table 3). Although only collaborative technology tools are designed to support those interactions and mechanisms that have been found beneficial to learning, these mechanisms were made explicit to learners in cases II and III in such phases of instructional design where collaboratively usable tools were used. This was done by structuring learners’ collaborative interactions with different scaffolds. Regardless of the medium, the core purpose of all collaborative environments is to create conditions in which effective group interactions are expected occur (Dillenbourg, Järvelä, & Fischer, 2009).
(d) All training and informational video and multimedia productions which support the agency's mission, regardless of format, that contain visual information necessary for the comprehension of the content, shall be audio described. Not Applicable (e) Display or presentation of alternate text presentation or audio descriptions shall be unless permanent. Not Applicable Section 1194.25 Self-Contained, Closed Products Criteria Supporting Feature Remarks and Explanations (a) Self-contained products be usable by people with disabilities without requiring an to attach Assistive Technology to the product. Personal headsets for private listening are not Assistive Technology. Not Applicable (b) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. Not Applicable (c) Where a product utilizes touchscreens or contact-sensitive controls, an input method shall be provided that complies with §1194.23 (k) (1) through (4). Not Applicable (d) When biometric of user identification or control are used, an alternative form of identification or activation, which does not require the user to possess particular biological characteristics, shall also be provided. Not Applicable (e) When products provide auditory output, the audio signal shall be provided at a standard signal level through an industry standard connector that will allow for private listening. The product must provide the ability to interrupt, pause, and restart the audio at any time. Not Applicable
5. Do you have any other comments on this proposal? - In particular, we would welcome any comments on adoption of this policy in a two year tariff? - What future information or guidance would you like included in the statutory consultation notice? Free text comment box Chapter 4.2 - Changes to the scope of prices 6. reading this proposal, please indicate your level of support Strongly support Tend to support Neither support or oppose Tend to oppose Strongly oppose Don’t know 7. Do you have any other comments on this proposal? - In particular, we would welcome any comments on adoption of this policy in a two year tariff? - What future information or guidance would you like included in the statutory consultation notice? Chapter 4.3 - Creating incentives to reduce inappropriate outpatient follow-ups 8. After reading this proposal, please indicate your level of support Strongly support Tend to support Neither support or oppose Tend to oppose Strongly oppose Don’t know 9. Do you have any other comments on this proposal? - In particular, we would welcome any comments on adoption of this policy in a two year tariff? - What future information or guidance would you like included in the statutory consultation notice? Free text comment box Chapter 4.4 - Updates to the maternity pathway 10. After reading this proposal, please indicate your level of support Strongly support Tend to support Neither support or oppose Tend to oppose Strongly oppose Don’t know 11. Do you have any other comments on this proposal? - In particular, we would welcome any comments on adoption of this policy in a two year tariff? - What future information or guidance would you like included in the statutory consultation notice?
2016 Persuasive Claim Thesis Prove Support Proof Purpose Perspective Bias Argument Connotative Evidence Reason Quote Mood Imagery Tone Connections Symbolism Accept Accurate Address (v) Anecdote Assertion Authority Belief Case Circumstances Commercial Commit Conclusion Conservative Classification Cursory Emotive Emphasis Engage Excel Excuse Express Falsification Identify Imagine Implement Implicate Imply Impressed Incident Indicate Initial Interpret Judgement Liberal Majority Maturity Minority Monitor Opposing Omission Permissible Potential Publication Rationality Reaction Recollection Repetition Representation Reproduction Selection Sensitive Signal Sophisticated
Root Examples Meaning Visual Representation 1. a (ac, ad, af, ag, al, an, ap, as, at) accept, adapt, affect toward 2. interact, intermission, intersect together, between, among 3. mono- monolith, monotone, monopoly one; alone, single 4. -ic metallic, acidic, simplistic characteristics of, like, pertaining to Root Three Examples Parts of Definition of ONE Unfamiliar Word
Name: ___________________________________________________ Date: _________________________ Period: ______ Word Work “NCAA Takes Aim at Indian Mascots” by Jill Preschel VOCABULARY WORD Definition ILLUSTRATION Draw the word EXAMPLE SENTENCE Copy the sentence from the text and underline the vocabulary word. WRITE YOUR OWN SENTENCE USING THE VOCABULARY WORD Prohibit (verb) formally forbid or not Paragraph 1 Evoke (verb) makes you think about or remember Paragraph 6 Appeal (verb) making a serious request Paragraph 7 Mascot (noun) a person or thing that is supposed to bring good luck or that is used to symbolize a particular event or organization Paragraph 3 Depictions (noun) a drawing, painting, or object that represents something else Paragraph 9 Pursue (verb) to try to get something to happen Paragraph 8
Coordinate Cooperative Education, Internships, Job Shadowing, Service Learning, and other Work-Based Learning programs offered through the Technology Center that relate to worksite learning. Communicate/visit business and industry on a regular basis. Disseminate information on Work-Based Learning programs to employers, parents, teachers, students, and counselors. Assist with curriculum development and integration of technical and academic education. Assist with career development of students through career clusters, extended learning opportunities, and employability skills. Attend various meetings of school personnel and employers. Prepare, review, and edit written materials as needed for correspondence, brochures, and agendas. Maintain an inventory of supplies and materials to support the Work-Based Learning program. Maintain professional development by participating in national and state organizations/associations, and attending conferences related to work-based learning. Other duties as assigned by the director. INTERNAL AND EXTERNAL RELATIONSHIPS Internal – advise, consult, and coordinate with students, instructors, and staff and be available to attend school functions and meetings. External – work with employers, educators, government representatives, and other community leaders in the development of projects and programs. State and National – participate in state and national organizations/associations and attend conferences related to work-based learning and professional development. SUPERVISORY RESPONSIBILITIES: Supervises students and other activities as directed by the Director. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE: SC Certificate in Occupational Subject, Masters Degree with three years work experience. LANGUAGE SKILLS: Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information to administrators, top management, public groups/community, and Board of Education. MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plain and solid geometry and trigonometry.
Deane UCAN Centre (Bolton at Home) 2 Oriel Street Deane Bolton BL3 5PD 01204 329587 Tuesday mornings 9.30am – 11.30am Farnworth Baptist Church Alex Malone, Email 4 computers with no set time limit except in busy times where we give people 30 mins for job searches. The Well, Trafford Street, Farnworth, BL4 7PQ 01204 861 671 Tuesday mornings 9.30am-12pm Farnworth UCAN Centre (St. Vincent’s HA) Email: 6 computers plus 2 lap tops, the only time we restrict people’s time is if we have people waiting 84 Campbell Street Farnworth Bolton BL4 7HH 01204 794951 Wednesday Mornings 10am – 12 noon Great Lever UCAN Centre (Irwell Valley HA) E-mail: 98 Calvert Road Bolton BL3 3BT 01204 654377 Thursday afternoons 1.30pm – 4pm Halliwell UCAN Centre (Bolton Council) Email: Hatfield Road Bolton BL1 3BU 01204 335378 Monday afternoons 2pm – 4pm Harmony Youth Project (Gateway Project) Brett Pemberton Email Address 496161 Day/time Time? Hibbert Community Regeneration Agency Ltd Hanif Alli Email Hibbert Centre Hibbert Street Bolton BL1 8JG Friday Mornings 10.00am – 12.00pm Manchester International College Paul Brinksman 1st Floor, Churchgate House 30 Churchgate Bolton Wednesdays 9.00 am – 12.00 noon
BL1 1HL Tel: 01204 322056 Johnson Fold UCAN Centre (Bolton at Home) Email: 31-33 Johnson Fold Avenue BL1 5SF Bolton 01204 329565 Monday Afternoons 1.30pm – 4pm Leverhulme Children’s Centre By appointment only – phone Rosanne Podmore (Bolton at Home) E-mail: Sports England Building Long Lane Bolton, BL2 6EB 01204 333662 Monday Mornings 10am – 12noon Oldhams UCAN Centre (Bolton at Home) Email: 92-94 Mackenzie Street Astley Bridge Bolton BL1 6QP 01204 329701 Thursday afternoons 1.30pm – 4pm Platt Hill Estate Office (Affinity Sutton HA) Email: 34 Addington Road, Platt Hill Bolton BL3 4QZ Thursday Mornings 9.30am – 12.30pm Tonge Moor UCAN Centre (Bolton at Home) Email: Old Library Building Tonge Moor Road Bolton BL2 2LE 01204 329563 Thursday mornings 9.30am - 12.30pm Urban Outreach Matthew Morris Email: Urban Outreach Clients only Urban Restore Centre, Pool Street Bolton BL1 2BA 01204 385848 Thursday afternoons 1pm - 3pm Westhoughton Work Club John Holts Community Centre (Hacfra and Bolton at Home) Email: Birch Avenue Westhoughton BL5 2NR 01204 329567 Tuesday mornings 10am – 12noon
We at Purdue are committed to continuous improvement and as accessibility practices are updated, we will update our manuals. This version of the manual was finalized on 7.5.18 When creating an accessible word processing documents, there are five main things to check before running the accessibility checker. You will need to verify that: Headers are used appropriately; Spacing is done correctly; Hyperlinks are not too long; Each image/table includes an appropriate alt text description provided; and Any tables in the document have a header row indicated. Step-by-step visuals are provided below. Verify that headers are used appropriately A good heading structure is probably the most important accessibility consideration. Use Styles to identify Heading 1, Heading 2, etc., rather than simply increasing the font size and making it bold. This provides structure that is used to navigate through the document when using assistive technology like a screen reader. Screen readers start by reading the headings. Headings range from most important or prominent (H1) to subsequent subsections decreasing in importance under a main topic (H2, H3, H4). Basic text is set to the Normal style and will be read left to right, top to bottom in order as it appears in the text. Note: if you don’t like the look of the formatting for the default styles, they can be edited to better meet your needs. Select the text, and then select the appropriate heading style from the Styles section of the Home tab ribbon. Word 2016 (PC) Word 2017 (Mac) NOTE: By default, Heading 1 and Heading 2 are available in the ribbon. Word will automatically add Heading 3 to the menu after Heading 2 is used in the document, and so on for additional heading levels.
Sr. No. Job No. Name of Project Date of requirement received Date of receiving site plan & details Date of approval Date of feasibility Status of project Remarks. 1 6594 Govt. Sr. Sec. Kasuali. From E.E. on dt. 18.12.10 From E.E. dated 15.09.10 completed 2 6594 Govt. Sr. Sec. Nalagarh. From E.E. on dt. 22.12.10 From E.E. dated 21.11.09 Layout plan & working drawing issued on dated 25.06.09 Completed 3 6594 Govt. Sr. .Sec.. Kot. Kador Solan From E.E. on dt. 19.01.10 Layout plan & working drawing issued on dated 03.05.10 Work is in progress 4 6594 Govt. Sr. Sec. Bisha On dt. 12.08.11 From E.E.on dt.16.08.11 From Dirctor on dt.26.02.11 From E.E. dated 21.12.11 Layout plan Working drawing issued on dated 12.10.12 completed 5 6594 Govt. Sr. Sec. Dolli From E.E.on dt.11.04.13 From Director on dt.19.10.13 From E.E. dated 19.10.13 Layout plan & working drawing issued on dated 10.09.13 Completed
6 3830 Tribal Hostel for 99 students for Govt. Degree College Nalagarh dated 6/9/2014 6849-51 dated 11/9/2015 EDN-HE (90 Dated29/2/2016 Still awaited Layout plan & working drawing along with specification issued vide letter no 5113-17 dated Completed 7 6594 Stadium at Govt. Sr. Sec. School BarotiWala From E.E. on dt.04.04.14 Director of H.E. still awaited Still awaited Layout plan & sketch drawings issued on dt.12.12.14 completed 8 6594 Govt. Sr. Sec. School at Srinagar Kandaghat ----DO------- Multipurpose sports activity ground /stadium Kandaghat From E.E. on dt.31.12.14 *From E.E. on dated 13/8/2015 *From E.E. on Dated 13/8/2015 awaited Still awaited Revised layout plan & section issued on dated 24/8/2017 Completed Work is in progress
9 6594 Govt. Sr. Sec. Kasuali. From E.E. on dt. 18.12.10 From E.E. dated 15.09.10 completed 10 6594 Govt. Sr. Sec. Nalagarh. From E.E. on dt. 22.12.10 From E.E. dated 21.11.09 Layout plan & working drawing issued on dated 25.06.09 Completed 11 6594 Govt. Sr. Sec. Bisha On dt. 12.08.11 From E.E.on dt.16.08.11 From Dirctor on dt.26.02.11 From E.E. dated 21.12.11 Layout plan Working drawing issued on dated 12.10.12 completed 12 6594 Govt. Sr. Sec. Dolli From E.E.on dt.11.04.13 From Director on dt.19.10.13 From E.E. dated 19.10.13 Layout plan & working drawing issued on dated 10.09.13 Completed
Solutions 25000 J 100 N 20 ms-1 3600 J . 300 Js-1 or 300 W Yes (horse is pulling at 300 W but 1 hp is 746 W) . 490 N 1470 J Potential energy, 1470 J 7.7 ms-1
Bisexual Gay/Lesbian Heterosexual/ straight Other Decline to state Ethnicity - I would describe my ethnic origin as: White British Irish Any other White background Mixed White and Black Caribbean White and Black African and Asian Any other mixed background Asian or Asian British Indian Pakistani Bangladeshi Any other Asian Background Black or Black British Caribbean African Any other Black/ African/ Caribbean/ Black British background Chinese or other Ethnic Group Chinese Arab Other Ethnic Group Other (please provide details) Gypsy and Traveller Romany/Roma Gypsy Other Irish Traveller Other (please provide details) prefer not to say Religious Are you: Buddhist Christian Sikh Other
Name: Date of Birth (for identification purposes): Mobile Telephone Number: Skype Id (for International applicants only): Provide details of relevant paid and voluntary experience. College placements that are undertaken as part of the degree that makes you eligible for the programme are not accepted to meet the work experience requirements Employer name, address and telephone number (may be used to confirm hours) Job/position title; Identify if or Identify if paid or voluntary and end dates (month & year) total number of hours worked in this role up until 7th January ‘19 Brief description of duties Brief outline of how this job / position is relevant to social work practice .
Work Experience Programme Detailed Work Experience Programme Day Session Department Contact Activity Day 1 09:30-12:00 HR Leadership Development Advisor / HR Business Support Officer Welcome & Induction Tour of Headquarters & Housekeeping Core Values & Equality & Diversity Team Building Exercise 13:00-14:00 OPA Fitness Advisor Fitness workout session 14:00-16:00 Winsford Fire Station - Winsford Fire Station Day in the life of a Firefighter Tour of the pump
Day 2 09:30-13:00 OPA Operational Training Instructor(s) Operational Training Tour of drill yard Smoke Tent Tour of M999 / vehicle extraction Observe operational training 14:00-16:00 Incident Command Suit Incident Command Suite Training Coordinator Tour of the Incident Command Suite Observe & take part in command suite scenario situations Day 3 09:30-12:30 Health & Safety Health & Safety Advisor Health and Safety Awareness Health & Wellbeing Workshop 13:30-16:00 ISAR Team ISAR Team Member(s) Insight in to role of the ISAR team, including presentation from the Bosnia floods operation and Nepal earthquake. Communication / confined space exercise Detailed Work Experience Programme cont.
Day Session Department Contact Activity Day 4 Prevention Princes Trust Team Manager Introduction to Prince’s Trust Programme Spend morning with PTT cohort **Pack lunch required** Prevention PTT Continue activities in the afternoon on location Day 5 NWFC West Fire Control Tour of West Fire Control & Control Room HR HR Business Support Officer / Leadership Development Evaluation of Week. Group presentation and Feedback Step In Communications Communications Officer Multi media interview - Ask the HODs = Physical activity and additional kit should be worn (see kit list)
As parent or legal guardian of the said student, I hereby approve of his/her application for and participation in the ______________________ Work Experience Program; furthermore, I agree to abide by all the provisions contained in the program, as well as assume liability for while he/she travels to and from his/her job assignment. Name of Student Parent’s Signature: Date: School Official’s Signature: Date: EMPLOYER ORIENTATION - Employer has reviewed rules and regulations of WEP program. Employer’s Signature: Date: EMPLOYER VISITS - A school official will conduct a job site visitation every 9 weeks. 1st Nine Weeks Employer’s Signature: Date: 2nd Nine Weeks Employer’s Signature: Date: 3rd Nine Weeks Employer’s Signature: Date: 4th Nine Weeks Employer’s Signature: Date: High School Work Experience Program Name of High School WEEKLY REPORT Each week, the employer shall mail, fax, or deliver the attendance/evaluation report to the district office. Students Name:
February, and May to DCF Faith-Based and Community Initiatives Division. Federal Funding Accountability and Transparency Act (FFATA) Requirements Awards through this RFP will be subject to Federal Funding Accountability and Transparency Act of 2006 (FFATA). In order to meet these requirements, applicants should provide the names and total compensation for the five most highly compensated executives of the organization. VII. Resources Proposal Checklist The following sections must be submitted in this order: ___ Table of Contents ___ Applicant Information (Attachment A) ___ Program Abstract ___ Statement of Problem* ___Project Design* ___Implementation Plan* ___Management Structure* ___ Sustainability Plan* ___Budget Sheet (Attachment B) ___Budget Narrative Attachments: ___Statement of Compliance with Assurances (Attachment C) ___501(c)(3) Verification/LCC/or INC ___List of Board Members and a Board Member Conflict-of-Interest Statement ___Letters of Support ___Transmittal Letter for Audit, Form 990, or most recent Year-end Financial Statement (Optional) ___Organizational Chart/Description ___ Logic Model * These items are considered part of the narrative and should not exceed pages in length.
Example Work Product/Deliverable Docket for Monthly TSC Coordination Call last updated __/__/____ Deliverable / Work Product Name (Include link to item on Work Webpage) Date Posted / to Docket Docket End Date WRAP Workplan Section Reference Other Pertinent Groups Contact Person Status (Approved by Work Consensus / Posted to WRAP Work Products Webpage) EXAMPLE Work Product A 12/26/2018 1/23/2019 2.0 Emissions Inventory Development RHPWG, Emissions Inventory and Modeling Protocol Subcommittee OGWG (name, phone, email) Approved by OGWG
Students for cohort Director of Educational Research and Evaluation language questions to ask parents when screening Determined WAPT cut off scores for students who would best benefit from program Early Childhood Screening program and other community programs working with speaking families prior to kindergarten enrollment. on the importance of gaining home language information.
Annex I Name of School: (District: ) Work Plan on the Use of Strengthening School Administration Management Grant (To be uploaded on the school’s homepage before end-October 2016) We (the School) have read and understand the stipulations stated in the EDB Circular Memorandum No.21/2016 on Strengthening School Administration Management (SAM) Grant. The following work plan on the use of the SAM Grant is drawn up after consultation with the teachers: Objective After reviewing the operation of the school, the measures below will be devised to enhance the overall…… Area Expected Results Item Evaluation Criteria (Indicator) Budget Sustainable Development Plan Signature of Supervisor : Name of Supervisor : Date :
5.1 Review 2019 budget, and provide feedback and written comments to WECC management Grace Anderson & Task Force (see Notes) Q1-2/2018 Task C1 – Gregg Lemler; C2 – Linda Jacobson-Quinn, C3 – Brian Theaker; C4 – Bob Nelson, Int’l – Brenda Ambrosi Presentation of preliminary observations at meeting 6.0 Annual Reviews 6.1 State of Interconnection report Linda Jacobson-Quinn Q3-4/2018 Review and determine if there are impacts to the Western Interconnection 6.2 Electric Reliability Organization (ERO) Risk Report and other key reports Jacobson-Quinn Review from western perspective and communicate up (Board) and down (class members) 6.3 Rewrite 2018 Charter Dick Ferreira & Task Force (see Notes) Q1/2018 Task Force: C1 – Gregg Lemler, C3 – Rachel Sherrard, C4 – Michele Beck 6.4 Review and/or revise 2019 Charter Brian Theaker Q4/2018 6.5 re-write of WECC Bylaws (post bifurcation effort by GC & WECC staff) Michele Beck & Task Force (see Notes) Task Force: C1 – Gregg Lemler; C2 – Dick Ferreira; C3: Duncan Brown; C5 – Dave Clark; Int’l – Brenda Ambrosi; Proposed resolution to be presented at March meeting to support all or part of the proposed bylaw changes 6.6 MAC New Member Resource Brian Theaker Q4 Update information after annual meeting 7.0 Strategic Planning 7.1 Organize MAC 3rd Annual Workshop Michele Beck Q3-4/2018 Develop agenda; more volunteers needed 7.2 Active participation in strategic review via workshop or strategic session Greg Lemler Q1-2/2018 7.3 Reliability Workshop to be held in March Dave Clark & Bob Easton Q1/2018 Help plan workshop to maximize engagement and bring conversation to MAC meetings; Determine if there are there unique western issues in the NERC RISC report 7.4 Reliability Assurance Workshop to be held in August Bob Nelson Q2-3/2018 Partner with OC to plan forum to share good industry practices to improve operational practices; to Assurance Report
7.5 Identify specific areas of duplication or gaps between WECC and Peak Rachel Sherard Q4/2018 To work directly with Jim Shetler, Peak MAC Chair, and others, as appropriate. Also, outreach to class members for feedback. MAC to review and vet feedback. 7.6 Identify jurisdictional gaps between WECC and NERC Russ Q1-4/2018 Review roles, reliability impacts of policy decisions, etc. 7.7 Review Gas-Electric Interface Study Kara Brighton Fornstrom Q1-4/2018 Review and determine if are impacts to the Western Interconnection 2018 WECC MAC Monitoring Assignments # Assignment Lead A Committees A.1 Reliability Assessment Committee Bob Easton A.2 Guidance Committee Gregg Lemler A.3 Operating Committee Doug Reese A.4 Market Interface Committee Brenda Ambrosi
3.2 Present results and compare against previous years’ results Doug Reese Q3/2018 Complete To present at September meeting 3.3 Create list of action items that could assist with support of, and improvements to, MAC activities Doug Reese Q3/2018 Complete To present at September meeting; Board to respond to survey starting 2019 4.0 BOD Effectiveness Survey 4.1 Confirm survey questions with MAC Fred Heutte Q3/2018 Complete Confirmed via at end of July 4.2 Present results and compare against previous years’ results Fred Heutte Q3/2018 Complete To present at September meeting 4.3 Create list of action items that could assist with support of, and improvements to, BOD activities Fred Heutte Q3/2018 Complete To present at September meeting 4.4 Liaise with about 2018 participation Fred Heutte Q3/2018 Complete 5.0 Budget 5.1 Review 2019 budget, and provide feedback and written comments to WECC management Anderson & Task Force (see Notes) Q1-2/2018 Complete Task Force: C1 – Gregg Lemler; C2 – Linda Jacobson-Quinn, C3 – Brian Theaker; C4 – Bob Nelson, Int’l – Brenda Ambrosi Board approval at June 20 meeting 6.0 Annual Reviews 6.1 State of Interconnection report Linda Jacobson-Quinn Q3-4/2018 Complete Review and determine if there are impacts to the Western Interconnection Presented at July meeting 6.2 NERC State of Reliability Linda Jacobson-Quinn Q3-4/2018 Complete Review from western perspective and communicate up (Board) and down (class members) Presented at July meeting 6.3 Rewrite 2018 Charter Russ Noble & Task Force (see Notes) Q1-4/2018 Task C1 – Gregg Lemler, C3 – Rachel Sherrard, C4 – Michele Beck, C5 – Dave Clark; Int’l – Brenda Ambrosi MAC added to JGC as voting member; representation should be MAC Chair or Vice Chair or nominee Finalizing redline & technical review; MAC to review and approve at October meeting; BOD to approved at Dec meeting
Buds Public School Chemistry Worksheet -3 Balance the following equations. Last date of submission 13/05/2015 (a) (b) (c) BaCl2 H2SO4 Ca + + + NaOH KOH H2O → → → Ba(OH)2 K2SO4 Ca(OH)2 + + + NaCl H2O H2 (d) C2H4 + O2 → CO2 + H2O (e) Fe + O2 → Al2(SO4)3 + NaOH → Al(OH)3 + Na2SO4 NaNO3 → NaNO2 + O2 Pb(NO3)2 → PbO + NO2 + O2 K2CO3 + HCl → KCl + H2O + CO2 HNO3 + CaCO3 → Ca(NO3)2 + H2O + CO2
Work Study Procedures Hiring Procedure Students who are interested in the program must first apply to Student Financial Services by completing a Work Study financial need assessment form. Students must apply and be approved every Fall/Winter term and Summer term annually. Student Financial Services determines the eligibility of students based on their financial need. The student must be registered in a minimum of 60% course load (minimum semester credit weight of 1.50) to remain eligible for the Work Study program. If a student at any point drops below this, they will no longer be eligible to participate in the Work Study program. Promptly inform the person in your department who is responsible for payroll that you have hired a Work Study student. Make sure that person has a copy of these procedures. Please make sure that the student submits their hours every two weeks in order to get paid. Students should be paid bi-weekly through the University’s normal hourly payroll system. Students should not be paid for hours not worked during that time period. The hiring department must complete the Confirmation of Employment Form for each student they hire and return it to both Student Financial Services () and the Experiential Learning Hub () as soon as the student has accepted the Work Study position. Reimbursements are processed for hours worked beginning the first day of classes to the last day of exams each semester, except when students are registered for both the fall and winter semesters; the fall first class day and the last winter exam day will be used. The department should ensure there is a clear agreement on the hours to be worked. It should be emphasized that the first commitment of the student is to academic priorities. The Ontario minimum wage is $14.00/hour. All departments will submit hours of work for all Work Study students in accordance with regular university hourly payroll guidelines. Please be aware that the department will not be reimbursed for any amount the student earns above the maximum value. Student Financial Services fiscal year end is April 30th. Departments must ensure that all their Work Study students’ hours be reported prior to this date. STUDENT FINANCIAL SERVICES WILL NOT REIMBURSE DEPARTMENTAL BUDGETS AFTER FISCAL YEAR END. Students may not hold two Work Study jobs at the same time. Payroll Procedure These procedures are designed to ensure that the student is paid, and the Department receives reimbursement for 75% of the student's earnings.
students used the spring on an experiment to investigate the elastic properties of the spring. They recorded all collected data in the table below. Force (N) Compression (m) 2.5 0.01 3.4 0.02 4.2 0.03 5.2 0.04 5.5 0.05 5.9 0.06 6.5 0.07 7.2 0.08 7.5 0.09 On the diagram below, make a graph that can be used to determine the constant A. Be sure to label the x and y axis. Find the constant A from the graph. Develop and expression for the potential energy that can be stored in the spring. The spring is used in a spring gun placed at the edge of a 0.75 m tall table. The spring is compressed to a potential energy of 1.8 J. It then launches a 0.5kg dart. Find the maximum distance from the table where a dart projected from the gun hits the floor. An object is acted on by a force with a magnitude Fx = - . The object moves along x axis at a constant speed. Calculate the work done by the force when the object moves from point x1 to point x2.
C 350J -40J 0.8m 3.6m -180J 600J 133J 15m/s 8.5m/s 0.8J 520N/m 0.84m 1200N/m 0.375J C 3.5m 0.2m 5m/s 2m 9.8m/s 31.3m 250000N/m 0.5m/s -250J 0.09J C E D A B C C 4.2W 2057s 1500N Work and Energy Practice Problems E B C B C D A A E A B D B D E A C B B B D B C A C D D A A B Work and Energy Free Response a. b. 447.2 J
Outcome Tool (Ex: Survey, Publicly available data, secondary data source) Methodology (Who will take it, When will they take it, Where will they take it) Where will you keep the data? (Database, excel spreadsheet, will it be saved on the server?) Analyze (Monthly, quarterly, after every event, yearly) Who Appoint at least 2 people who are responsible for this data collection. Outcome Tool (Ex: Survey, Publicly available data, Methodology (Who will take it, When will they take it, Where will they take it) Where will you keep the data? Analyze (Monthly, quarterly, after every event, yearly) Who Appoint at least 2 people who are
How long before you get your first payment? Usually you receive your payment two or three weeks after you’ve applied. This can be longer if you received holiday or redundancy pay, or you left your last job without good reason. If you're in hardship or an emergency situation, please talk to us as soon as possible. Training and education assistance If you’re a course to improve work skills or study, you may be able to get a Training Incentive Allowance or Sole Parent Study Assistance. Talk to us about this. Other income You can get up to $5,200 a year (before tax) in additional (for example from working) before your benefit payment is affected, and $20 more a week if you have childcare costs. Any income you get that’s not from Work and Income may affect extra financial help you receive from us. Support when you work If you work you may be able to get help with costs such as accommodation and childcare, or Working for Families Tax Credits from Inland Revenue. You may also qualify for Work Bonus or Transition to Work payments that provide you with extra cash to help you out when first starting work. Work Bonus is an incentive payment available to some beneficiaries who choose to work even though they don’t have work obligations as a condition of their benefit. Work bonus You must tell us straight away if you start work and we’ll talk to you then about your payments. You’ll also need to talk to Inland Revenue if you have a change in income to make sure you’re using the right tax codes. income can also affect Working for Families Tax Credits, Student Loan repayments and child support. If your benefit stops because you find enough work you may be able to get Inland Revenue’s in-work tax credit. Sole Parent Support Study Assistance recoverable assistance is available for clients who are receiving Sole Parent Support and who are undertaking study at level 4 or above.
Awarding Organisation Framework Level Overall Success Rates 13/14 £ Funding Required in year (14/15) Do you hold Direct Claims status for the each framework component Main aim (NVQ/Diploma/Certificate Technical Certificate (if applicable) Functional Skills – Maths Functional Skills – English Functional Skills – ICT ERR (if applicable) Declaration I hereby confirm the information supplied is correct and I undertake to notify Chichester College of any changes. Print Name: Date: Job Title:
Chemicals and Chemical Products Construction Engineering (Mechanical and Electrical) Equestrian Fishing Manufacturing/Craft Mining and Quarrying Repair of Motor Vehicles, Motor Cycles Transport Utilities Outdoor Pursuits Electrical and Electronics Hairdressing/Beauty Hotels and Restaurants Printing Security Sport/Recreation/Leisure Textiles/clothing Wholesale and Warehousing Retail Trade Sales Name of person undertaking assessment: Date: Work Experience Placement Details Employer’s / Organisation Name: Telephone: Mobile:
Employer Details Company name: Name of main contact: Registered address Postcode Health & Safety contact: (if any) Number of employees: Telephone No. Mobile No. E-mail address: Nature of work: Employers Liability Insurer Policy number Expiry date Information for the provider: Please note that the college is unable to place learners in any business that cannot provide evidence of current valid Employer Liability Insurance. Not to be confused with Public Liability. Name of Supervisor(s) Names of learners against this assessment 1 8 2 9 3 10 4 11 5 12 6 13 7 14 Occupational to be Undertaken Key Tasks, Location & Areas List things that the student will be doing Hazards & significant Just list significant hazards that could lead to injury Risk control measures How is this managed?
Work Based Learning Training Plan Student Name Work Based Learning Position Employer/Host Supervisor Title E-mail Phone Number Type of Work Based Learning Experience (Please choose one) Apprenticeship Cooperative Education Internship School Based Enterprise Service Learning Career Cluster Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communications Business and Marketing Education and Training Health Science Hospitality and Human Services Information Technology Manufacturing Public Safety STEM Transportation Course sequence of related classes taken (Please List all related coursework to WBL position) Continuing Education Goals Business and Industry Training Program Two year college Four year college Branch of the military Apprenticeship Employment Other Continuing Education Goals= Specific Information When: Where: Program:
we show in our sample. These things usually include Level of Effort, Cost Control Numbers, Resource Assignments, Responsibility Assignments - just to name a few. Level WBS Code Element Name Definition 1 1 Widget Management System All work to implement a new widget management system. 2 1.1 Initiation The work to initiate the project. 3 1.1.1 Evaluation & Recommendations Working to evaluate solution sets and make recommendations. 3 1.1.2 Develop Project Charter Project Manager to develop the Project Charter. 3 1.1.3 Deliverable: Submit Project Charter Project Charter is delivered to the Project Sponsor. 3 1.1.4 Project Sponsor Reviews Project Charter Project sponsor reviews the Project Charter. 3 1.1.5 Project Charter Signed/Approved The Project Sponsor signs the Project Charter which authorizes the Project Manager to move to the Planning Process. 2 1.2 Planning The work for the planning process for the project. 3 1.2.1 Create Preliminary Scope Statement Project Manager creates a Preliminary Scope Statement. 3 1.2.2 Determine Project Team The Project Manager determines the project team and requests the resources. 3 1.2.3 Project Team Kickoff Meeting The planning process is officially started with a project kickoff meeting which includes the Project Manager, Project Team and Project Sponsor (optional). 3 1.2.4 Develop Project Plan Under the direction of the Project Manager the team develops the project plan. 3 1.2.5 Submit Project Plan Project Manager submits the project plan for approval.
Subject Level – GCSE, A Level, Degree Date Obtained School/College Qualifications you are currently studying Subject – GCSE, A Level, Degree Date Obtained School/College Please answer the following questions by placing a tick in the appropriate box and providing additional information where requested. What are your personal objectives for this Work Experience Placement?
Do you consider yourself to have a disability? Yes No If yes, please state nature of disability: The Disability Discrimination Act defines disability as “A physical or mental impairment which has a substantial and effect on the person’s ability to carry out normal day-to-day activities” Do you require any reasonable adjustments as a result of a disability? Yes No Sexual Orientation: Bisexual Gay/Lesbian Heterosexual/straight Prefer not to say Religion: Buddhist Christian (all denominations) Hindu Jewish Muslim Sikh No religion Prefer not to say How did you become aware of this vacancy?* Your school/college/university Training Contract & Pupilage Handbook Law Careers.net Friend/relative Wright Hassall website Wright Hassall employee (give name) . Other (please specify) .