zilongwang/ReadingBank huggingface dataset:
5. It is the sole responsibility of the PROPOSER to assure that they have received the entire Request for Proposal. 6. Prior to the final selection, proposers may be required to submit additional information which may deem necessary to further evaluate the proposer's qualifications. 7. reserves the right to negotiate with the selected proposer the exact terms and conditions of the contract. 8. is under no obligation to award this project to the lowest fee proposal. Evaluation criteria included in this document shall be used in evaluating proposals. INSTRUCTIONS TO PROPOSERS The deadline for submission of qualifications is . Mail-in submittals must be post-marked no later than . For questions about this RFP, add name of contact on all correspondence. Deliver three (3) copies of the proposal and one (1) electronic PDF file no later than : <Contact information> Basis for Award of Contract Proposal Elements Required from Vendors with Weighted Evaluation Factor (100 points). Preference will be given to certified American Indian or Alaska Native Entities that are within 5% of the lowest bid. Element Comments Scoring Guideline* Score Qualifications for performing the scope of work, quality control assurance (30) Ability to meet specified service requirements (25) Cost (25) References (20) Subtotal
Demonstrate how the proposed works support the seven universal design principles. How the proposed works leverage the seven universal design principles Handouts or similar detailing the principles and how they may apply to the proposed works Quotations, brochures or project plans codifying those aspects of the principles relating to the works Information from engaged/employed therapists outlining the applicability/evidencing consideration for universal design principles in the choice and development of the proposed works. Policies or procedures incorporating elements and/or benefits of the universal design principles Demonstrate project readiness. All projects Applying to deliver through grant a) That the project is Cost estimates supporting the requested/projected costs1 Photographs and/or designs to contrast of a ‘before and after’ comparison Evidence of permission from the landowner to complete the proposed works.2 This may include: Certificate of for the relevant land Lease agreement, or head-lease and sub-lease agreements, with a minimum term of 10 years (if applicable) Written consents from landlord to carry out the project works (if applicable) b) That the project is shovel-ready Cost estimates supporting the requested/projected costs1 Licensed Quantity Surveyors Report Photographs and/or designs to allow contrast of a ‘before and after’ comparison Project plan outlining the proposed works, including construction timeframes Evidence of available contractors to deliver the work Demonstrated ability to deliver grant programs within the deadline Evidence of permission from the landowner to complete the proposed works.2 This may include: Certificate of Title for the relevant land Lease agreement, or head-lease and sub-lease agreements, with a minimum term of 10 years (if applicable) Written consents from landlord to carry out the project works (if applicable) Cost estimates supporting the requested/projected costs are required documents and must be included with your applications
1st Language: Interpreter required: YES NO Does this person have parental responsibility: YES NO (if NO – complete below) Name of person with Parental Responsibility and contact details: Other significant members of the family: HEALTH Is the student taking any medication or have any allergies? YES NO Does the learner have any health/support needs, including mental, emotional and physical? YES NO Is the learner currently working with any other agencies to access support with any health issues? YES NO SPECIAL NEEDS INFORMATION Does the learner have any disabilities? YES NO Does the learner have any special needs? YES NO If yes, at what stage are they? (please tick) School Action School Action + Statement/EHCP Is there an ILP/PEP in place? YES NO Additional information attached (if required) YES NO SAFEGUARDING Is the learner currently working with any other agencies to access support with any safeguarding Issues? YES NO Does the learner have any caring responsibilities? YES NO Does the learner feel safe from harm? YES NO AGENCY INVOLVEMENT: please provide contact details including lead professional, actions following agency involvement and outcomes Education psychologist Actions: Contact: Outcomes: Attendance and Pupil Support Service Actions: Contact: Outcomes: Family Support and Child protection Services (Social Worker) Actions: Contact: Outcomes: Mental Health Services CAMHS CHEWS Actions: Contact: Outcomes: Health Actions: Contact: Outcomes: YOT Actions: Contact: Outcomes: Other please specify: Actions: Contact: Outcomes: GENERAL LEARNER INFORMATION Please use this box to include any additional information regarding anything that could prohibit the young person from achieving/engaging with Learning? (eg travel, caring, responsibilities, previous negative experiences, relationship to parents etc.)
REASON FOR REFERRAL: (Nature of Concern) ACTIONS TAKEN: (School Interventions) OUTCOMES: (Following School Interventions) DAY 6 – to be completed for all permanent exclusions. Date of permanent exclusion: Date notified LA: Day 6 Provision start date: REASONS FOR EXCLUSION: Please provide FULL DETAILS of the current exclusion, i.e. what behaviour/incidents lead to this exclusion?
I always knew that was room for improvement to TRULY help people in financial services. But, what I didn’t fully understand was that there is no way the traditional industry will ever change. I had my Jerry Maguire moment! If you are: of being sold a financial product and losing your “new best friend” of feeling like your money is not adequate to talk to the pros Then and find your direction by attending our LIVE Webinar series titled: Financial Breakthroughs you will discover: How people are working to try and take your money while you're working hard for it and how to protect yourself from that. How to seize their license to steal money from you (the savings will blow you away)! Plus so much more! Do you want to connect with like-minded people, learn and grow? - Also, we will be sending you valuable information and offers so BE SURE TO add $$_EMPLOYEE_EMAIL to your safe senders list or address book. No one knows your money like “U”, $$_EMPLOYEE_NAME - $$_TITLE O: $$_COMPANY_PHONE_NUMBER extension $$_EMPLOYEE_EXTENSION W: $$_COMPANY_WEB_ADDRESS FOLLOW US Email #4 – Deliver 12 hours later Subject: Find What's Quickly Becoming All the Rage Hi $$_FILE_NAME! I’ll bet you’d like to discover the secret to making all the critical financial decisions. Then again, who doesn’t? If that’s you too
Another basketball season is quickly approaching and I wanted to share some of my thoughts on the select basketball program we have at Glacier Peak. We are very fortunate to have a dedicated group of people that give a tremendous amount of effort and time for the better meant of Glacier Peak Basketball. The GSBA is an important part of the success both the boys and girls programs have achieved in our short histories. The most important aspect is playing with your classmates, peers and future Grizzlies. This cannot be overstated. High school sports are about your community and school. The wins and losses will blur together but the bonds and friendships from years of playing together will last a lifetime. Select basketball only strengthens those bonds. I attend as many games as possible and enjoy watching the teams compete against the high level of competition the league and tournaments provide. Thank you for your interest in Glacier Peak basketball. Brian Hunter Glacier Peak High School Boys Basketball
From Briarwood February 2017 Newsletter PRINCIPAL MRS. JAGGI-VAID VICE PRINCIPAL MRS. Mc TAVISH OFFICE MANAGER MRS. SINGH OFFICE ASSISTANT MRS. SALEMA 1065 Mississauga Valley Blvd., Mississauga, L5A 2A1 (905) 270-2597 Follow us on Twitter @Briarwood_Buzz Visit us at SUPERINTENDENT OF EDUCATION MR. ANTHONY EDWARDS SCHOOL TRUSTEE MRS. SUE LAWTON Monday Tuesday Wednesday Thursday Friday 1 Character Assemblies 2 Pizza Day 3 6 Kindergarten Registration (9:00 a.m. – 3:00 p.m.) 7 Kindergarten Registration (9:00 a.m. – 3:00 p.m.) Fitness Frenzy 8 Kindergarten Registration (9:00 a.m. – 3:00 p.m.) 9 Pizza Day Kindergarten Registration (9:00 a.m. – 3:00 p.m.) (5:00 – 8:00 p.m.) 10 Report Cards to be sent home 13 14 Dental Screening (JK, SK and Grade 2 students) 15 Dental Screening (JK, SK and 2 students) 16 Day 17 Professional Learning Day (No school for students) 20 Family Day (No school for students) 21 22 School Council Meeting (6:00 p.m.) 23 Pizza Day 24 27 28
Reference List Bristol City Council E&LL (2004) “Policy and Procedures for dealing with Unacceptable Behaviour and Positive Handling” Circular 10/98, “Section 550A of the Education Act 1996: The use of force to control or restrain pupils” DFES (24th April 2001) Letter to Chief Education Officers on “Promoting Positive handling Strategies for Pupils with Severe Behavioural Difficulties” DFES (2002) “Guidance on the Use of Restrictive Physical Interventions for Staff Working with Children and Adults who Display Extreme Behaviour in Association with Learning Disability and/or Autistic Spectrum Disorders”. DFES (2010) “The use of force to control or restrain pupils” Harris J, Cornick M, Jefferson A, Mills R (2008) “Physical Interventions: A Policy Framework” Second Edition, BILD Osgood T, Marks B (2002) “Positive Behaviour Support: An information resource for the Subscriber Network” Team Teach (2010) “Team Teach Workbook” Appendix 2
1. 1.1 Purpose of this document: 1.1.1 This document provides a framework for considering bribery and fraud risk within the University and assessing, in particular, whether an activity is subject to heightened exposure. Where this is the case, consideration is also given to controls that might mitigate the risk. 1.1.2 The University’s Bribery & Fraud Policy imposes the following requirements in respect of risk assessment: 4. Risk assessment 4.1 Bribery and fraud risk should be regularly assessed as a specific part of the wider risk assessment and management performed by Divisions, Departments and Committees. Significant transactions – those that are of high value, or high risk, or high profile – should always be subject to a specific bribery and fraud risk assessment. Proportionate preventative and detective controls should be identified and implemented, together with regular reviews to determine their efficacy. 4.2 Where risk assessments indicate a significant risk that bribery or fraud might occur appropriate due diligence must be conducted prior to proceeding with the relevant transaction. 4.3 The University provides specific guidance to aid the completion of risk assessments and on the conduct of appropriate due diligence into significant transactions that may be subject to heightened risk (The ‘specific guidance’ referred to in paragraph 4.3 is this document.) 1.1.3 Departments are required to assess bribery and fraud risk as set out in the Policy. Whilst use of the particular tools detailed in this document is not mandatory (since not all will be applicable for every department or situation) departments must demonstrate compliance with the Policy using either these tools or more appropriate alternatives. 1.2 Arrangement and summary of provided: 1.2.1 The following topics are addressed: (a) Defining the subject matter Risk relates to the threats or opportunities that may affect the activities undertaken by a department in seeking to achieve objectives. Activity analysis and relationship analysis are tools that help understand what a department’s key objectives, main activities and relationships are, and how they might be affected by risk. (b) Assessment and control of risk A questionnaire-based bribery and fraud risk assessment is provided to help determine where areas of increased risk might lie. This also includes suggested mitigating controls and a quick means of determining progress in addressing risk. In addition guidance is provided on due diligence that might be undertaken to assess the inherent risks of new relationships with suppliers, partners, collaborators, customers, etc.
Bribery & Fraud Risk Awareness Toolkit University of Oxford – Council Secretariat Issue 2 – 18 Mar 2016 1. Introduction 1.1 Purpose of this document This document provides a framework for considering bribery and fraud risk within the University and assessing, in particular, whether an activity is subject to heightened exposure. Where this is the case, consideration is also given to controls that might mitigate the risk.
Appendix 1 – Activity Analysis full diagram The following diagram provides a more detailed generic analysis of the types of activity that might be relevant to a department of the University: Some (e.g. ‘Teaching and lecturing’ and ‘Research’) may be analysed in different ways – i.e. by type, objective, basis or stage. The most suitable method will vary from department to department, depending upon the nature of activities undertaken and how they are grouped or manage
Whether the applicant’s dismissal letter had been given to him in an unprocedural manner: The applicant was aggrieved that he had been given the letter of dismissal outside his home by an employee who had been tasked to deliver it to him. It is not clear to me why this constitutes procedural unfairness, and as such I desist from making a finding. Whether there was a delay in informing the applicant of his dismissal: The chairperson stated that the applicant was told to liaise with one Blake Walker about the outcome of the hearing and had been given a date and time to do so. This evidence remained unchallenged during cross-examination. I therefore find that there was no delay in informing the applicant of his dismissal. I now proceed to deal with the substantive issues. The evidence and my findings thereon are as follows: Whether the applicant received any payment in return for facilitating the employment of any job applicant: I find that the applicant probably received payment from Vusinkosi and facilitated his employment for the following reasons: The applicant agreed during the pre-arb that the respondent’s Code of Ethics provides that one must act with disregard for any personal, ulterior or improper motive, such as personal gain; The applicant agreed during the pre-arb that he sits on the interview when job applicants are being interviewed for rigger vacancies. He agreed further that his assessment of the suitability of such applicants (technical or otherwise) carried greater weight than the others on the interview panel; Vusinkosi evidence on this was as follows: That he had previously worked for …………..at the same …………….site. That he had been retrenched and had called the applicant telephonically. During September or October 2014 he called the applicant and was advised that a rigger position was available and that he must come to Durban (from his home in Pretoria) with his CV. He emailed his CV to the applicant and handed to him a printed copy thereof in Durban. The applicant asked him for R4000. He advised him that he did not have cash with him. They arranged to meet at the Field St branch of Standard Bank where Vusinkosi drew the cash and handed it to the applicant. He was informally interviewed by the applicant. Vusinkosi then secured employment after the applicant took him to HR where the employment contract was signed. After a week the applicant
2. Reporting and working relationships Reporting relationships: Reports to Service Manager Line manages Community Alcohol and Drug Practitioner and Peer Mentors Working relationships: Line Manager Recovery Practitioners Service Users Clinical Team Peers Community Organisations 3. Role-specific responsibilities 3.1 To create and service user involvement across the service to co-produce forums, work plans and activities that are meaningful. 3.2 To provide line management, support and training to develop staff roles. 3.3 To internally verify candidates’ work for qualifications offered as part of the programme 3.5 To participate in multi-disciplinary meetings, both on site and in the community, relating to client management and successful reintegration into the community.
3.6 To work in collaboration with sub-contracted services to ensure effective coordination and delivery of Recovery Orientated Drug Treatment 3.7 Establish, maintain and support the success of targeted recovery focused satellites across the borough. 3.8 Act as a champion of safeguarding within the service in collaboration with the Service Manager and hidden harm worker and gate keep safeguarding referrals (adults and children) 3.9 To work with the local leadership team and Quality Directorate to facilitate and conduct regular internal audit processes 3.10 To work with the local leadership team to identify and develop additional capacity and referral pathways 3.11 Ensure all service are fully risk assessed and risk management is effectively delivered. 3.12 Motivate and lead practitioners to achieve a range of successful outcomes using a variety of tools and interventions 3.13 Conduct regular practice observations and ensure feedback and learning is implemented in future practise 3.14 Ensure the successful delivery of Recovery in Action programmes including a motivational course (NOVA), Peer Mentor training (OCN Level 2 Award in Peer Mentoring), self-employment training (SEEDS) and employability training (GSB into Work including OCN Level 2 Award in Self Development). 3.15 Recruit and train a quota of volunteers, peer mentors and service user representatives 3.16 Map resources, networks and services that support service users and keep this information up to date 3.17 Develop a Recovery guide in partnership with the independent service user forum twice a year 3.18 General accountabilities To be an active and positive member of the team To participate constructively and positively in staff and other meetings to promote and support communication channels within the organisation To comply with WDP’s policies and procedures To comply with all health and safety policies and guidelines, taking responsibility for your own safety, that of colleagues and others as applicable. To comply with Infection Prevention and Control policies To observe professional integrity in relationships with all stakeholders To treat all information acquired as a result of your employment at WDP as confidential, complying with all relevant policies and procedures.
Match Receipt to Exact Amounts The system searches all outstanding invoices for those that match the identified billing party, currency, and policy (if provided), and assigns the balance to one invoice that matches the total exactly. The system searches from the oldest invoices to the newest. If no is found, the amount will be kept as a credit unless the Apply Receipts to Oldest Invoices is also enabled.
Click View Details in the Action column to view a detailed breakdown. The Aged Receivables Detail window opens. Bill To Displays the selected Bill To Party. Reporting as at Displays the report date selected in the Reporting as at filter in the Search Criteria. Invoices Older Than If a has been specified in the Invoices Older Than filter in the Search Criteria, it will be displayed here. The Aged Transactions grid lists the transactions for the selected Bill to Party and Currency. The Current column lists the values that have been issued but are not yet due. The 1-30 through 120+ columns list the values that are overdue within each age range.
A Account History 18 Account History Report 73 Aged Receivables Report 79 B Billing Adjustments 38 Billing Settings 14 C Charges Report 88 Creating a New Adjustment 38 Creating a New Adjustment Type 3 Creating a New Bank Account 7 Creating a New Batch of Receipts 48 Creating a New Bill To Party 11 Creating a New General Ledger Account 26 Creating a New Payment Plan 31 D Deactivating a Bank Account 9 Deactivating a Bill To Party 18 Deactivating a General Ledger Account 30 Deactivating a Payment Plan 36 Deactivating an Adjustment Type 6 Deleting an Adjustment 42 Deleting Receipts 59 E Earned Premium Report 89 Editing Receipts 59 G General Information 12 General Settings 20 Guide 1 I Importing Receipts to a Batch 52 Insurers Payable Report 91 Introduction 1 Invoices Report 100 M Managing Adjustment Types 3 Managing Bank Accounts 7 Managing Bill To Parties 11 Managing Billing Configuration 20 Managing General Ledger Accounts 26 Managing Payment Plans 31 Managing Receipts by Batch 48 Manual Invoice Creation 45 Manually Adding Receipts to a Batch 54 Marking Insurer Payable Transactions as Paid 95 O On Account Balance 16 On Demand Invoicing 45 P Posting an Adjustment 43 Posting Batches 60 R Reallocating a Posted Receipt 64 Receipt Corrections 62 Reports 73 Reversing a Posted Receipt 62 V Viewing and Modifying a Bank Account 9 Viewing and Modifying a General Ledger Account 29 Viewing and Modifying a Payment Plan 35 Viewing and Modifying an Adjustment 41 Viewing and Modifying an Adjustment Type 5 Viewing and Navigating Bill To Party Information 11 Viewing Invoice Details 74, 83, 101 Viewing Receipt Details 76, 85, 97, 103 Viewing Receipt Details From the Receipt Corrections Page 70 Viewing, Modifying, and Deleting a Batch 51
A Add tabs... option 7 All term type 20 Annually period 18, 20 Assured column 13 Assured Country column 12 Assured Country field 12 Assured State Summary 12 Assured Summary 11 Assured Summary report 12 B Bordereaux 2 Bound Date From field 18 Bound Date To field 18 Bound End Date field 2 Bound Start Date field 2 C Cancel button 5 Cognos Core Reports 11 Cognos Grid Header 9 Cognos Grid Navigation 8 Cognos Header Options 6 Cognos Main Toolbar 8 Cognos Report Toolbar 9 Cognos Reports 6 Cognos Tab Bar 7 Cognos Toolbars 6 Commission Amount column 16, 23, 25 Commission column 13, 15 Copy button 8 Count Type field 20 Cut button 8 D Delete button 8 Details View button 8 Distributor column 14 Distributor Commission Summary 13 Distributor field 11, 12, 20, 22, 24 E Effective Date From field 11, 12, 13, 14, 15, 17, 18, 23 Effective Date To 11, 12, 13, 14, 15, 17, 18, 23 Entries fields 8 Excel Bordereaux menu item 2 EXCEL option 5 Export button 3 Export Grid button 4 Export Grid menu 4 Export Now option 5 Export root table option 4 Export selected child table option 4 Export Settings page 2 Export Settings panel 2 Exporting Grid Data 4 F Fields field 3 Fields Last Retrieved On field 2 File Download window 3 Filter by... fields 22, 24 First Page button 8 G Gross Premium column 11, 13, 15, 16, 23, 25 Guide 1, 6 H Help button 7 Home button 7 Home option 7 HTML option 4 I ID column 16, 23 Individual Transactions 15
Half To The 23.5 gets rounded to 24, 22.5 gets rounded to 22, −22.5 gets rounded to −22, and −23.5 gets rounded to −24. Up The value 2.1 gets rounded to 3, and -2.9 gets rounded to -2. Warning: In cases where a rate driver changes for one endorsement, but does not change in subsequent endorsements, the rounding may result in an endorsement premium equal to the selected Rounding Precision.
Get Quote / Recalculate Quote - New Business New Business Incomplete or Underwriting Required or Quoted or Lost Get Quote or Recalculate Quote Quoted Get Quote / Recalculate Quote - Endorsement Endorsement Incomplete or Underwriting Required or Quoted or Lost Get Quote or Recalculate Quote Quoted Get Quote / Recalculate Quote - Adjustment Adjustment Incomplete or Underwriting Required or Quoted or Lost Get Quote or Recalculate Quote Quoted Get Quote / Recalculate Quote - Declaration Declaration Incomplete or Underwriting Required or Quoted or Lost Get Quote or Recalculate Quote Quoted Get Quote / Recalculate Quote - Renewal Renewal Incomplete or Underwriting Required or Quoted or Lost Get Quote or Recalculate Quote Quoted Get / Recalculate Quote - Incomplete or Quoted to Incomplete New Business, Endorsement, Adjustment, Declaration, Renewal Incomplete or Quoted calculation, activated manually or through navigation, triggering a quote validation. Incomplete Get Quote / Recalculate Quote – To Underwriting Required New Business, Endorsement, Adjustment, Declaration, Renewal Any Get Quote or Calculate Quote Underwriting Required3 Quote - From Existing Quote New Business, Endorsement, Adjustment, Declaration, Renewal Quoted Issue Quote Quoted Issue Quote - From Lost Quote New Business, Endorsement, Adjustment, Declaration, Renewal Lost Issue Quote Quoted Issue Quote - From Manual Bind Request New Business, Endorsement, Adjustment, Declaration, Renewal Referred-Manual Bind Request Issue Quote Quoted Issue Quote - From Referral New Business, Endorsement, Adjustment, Declaration, Renewal Referred-Regular Quote Quoted
Preparing the Data Source Configuration Before proceeding, ensure that all necessary resources are in place for the data source configuration. Review the following checklist. Each data source configuration is created within a specific product configuration. See the section on Product in the User Guide - Product Design document for details on managing products. To create a data table lookup, the data table configuration must be created in advance. See the section on Data Tables in the User Guide - Product Design document for details on managing data tables. Once the data source configuration has been saved, the associated data table configuration cannot be edited or removed from the data source. Ensure that the data table configuration is correct before creating the data source configuration. Filters in the data source configuration can only be applied to columns defined as Key Columns in the data table configuration. The Sorting Column defined in the data table configuration will not be available for use as a Primary Display Column or Key Column in the data source configuration. When using Culture settings in the Domain / Rate Tables attached to the Data Table, the system must be able to locate the same data across all provided culture versions. To achieve this, the column selected as the Key Column in the Data Source must contain unique entries, and must have the same entries across all related tables. To create a grid lookup, the grid panel and fields must be created in advance. The grid and associated fields are available for configuration without having to publish the workflow. See the section on Workflow Configurations in the User Guide - Product Design document for details on managing fields and panels. Any fields to be used as filters or output fields should be created in advance so they can be selected in the configuration. However, filter and output fields can also be added after the initial configuration. Fields are available without having to publish the workflow. Example: For the purpose of this tutorial, we will be using a Data Table with the following data and settings. The ID column contains unique identifier numbers for the people in the list, all other columns include duplicate values.
Selective attention Elevator Counting with Distraction Measure of auditory selective attention Alternating attention Visual Elevator Measure of alternating attention and cognitive flexibility in the visual and auditory modality Elevator Counting with Reversal Alternating attention (two modalities) Telephone Search while Counting Measure of alternating attention in visual and verbal modality. Summary of TEA: Cognitive Battery: Delis-Kaplan Executive Function System (D-KEFS) – Select Tests As Indicated* Assessment Description *When clinically significant BRIEF scores indicate the need for additional testing with D-KEFS tests, the student clinician will include relevant D-KEFS scores in the report in a suitably formatted table. Color-Word Interference Assesses inhibitory control Sorting Assesses mental flexibility, problem solving, and concept-formation Twenty Questions Assesses efficiency and perception of categories/sub-categories Tower Assesses problem solving, spatial planning, rule learning, and establishment/maintenance of instructional set Summary of D-KEFS Tests: Rating Scale: Behavior Rating Inventory of Executive Function (BRIEF) – Self-Rating Scale/Index Description Raw Score T Score Percentile rank Inhibit Assesses inhibitory control and impulsivity Shift Assesses the ability to move easily from one situation, activity, or aspect of a problem to another as the circumstances demand Emotional Control Measures the impact of executive function problems on emotional expression and assesses ability to control emotional responses. Self-Monitor Assesses aspects of social or interpersonal awareness. Behavior Regulation (BRI) Initiate Reflects ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies. Working Memory Measures the capacity to hold information in mind for the purpose of completing a task, encoding information, or generating goals, plans, and sequential steps to achieving goals. Plan/Organize Measures an individual’s ability to manage current and future-oriented task demands. Task Monitor Measures ability to keep track of problem-solving success or failure and identify and rectify mistakes when completing tasks. Organization of Materials Measures orderliness of work, living, and storage spaces.
Bridge Math Chapter 10 Prentice Hall Algebra I – Chapter 10 (Allow approximately1.5 weeks for instruction, review, and assessment) Conceptual Category: Ways of Looking: Revisiting Concepts Domain: Verbal Mathematics (W-VM) W-VM5. Multiply, divide, and simplify radicals. Domain: Symbolic Mathematics (W-SM) W-SM8. Demonstrate fluency with techniques needed to simplify radical expressions and calculate with them, including addition, subtraction, and multiplication. Domain: Graphic Mathematics (W-GM) W-GM5. Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rational numbers and algebraic expressions. Enduring Understanding(s): Properties of real numbers can be used to perform operations with radical expressions. Essential Question(s): How are radical expressions simplified? Objective(s): Students will simplify sums, differences, products and quotients of radical expressions. Students will identify extraneous solutions to when solving radical expressions. McGraw-Hill Bridge math 10-1 Irrational Numbers Prentice Hall Algebra 1 10-2 Simplifying Radicals 10-3 Operations with Radical Expressions 10-4 Solving Radical Equations Additional Resources: (lessons and performance tasks) Vocabulary: radical expression, like radicals, unlike radicals, radicand, extraneous solution Writing in Math: Explain how you can tell whether a radical expression is in simplified form. Explain the difference between squaring and – 1. RESOURCE TOOLBOX
polynomial function. Conceptual Category: Ways of Looking: Revisiting Concepts Domain: Graphic Mathematics (W-GM) W-GM5 Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rational numbers and algebraic expressions. Conceptual Category: Making Connections Domain: Symbolic & Verbal Mathematics M-SV 2 Solve simple rational and radical equations in one variable, noting and explaining extraneous solutions. Enduring Understanding(s): A square root function is the inverse of a quadratic function that has restricted domain. Essential Question(s): What are the key features of the graphs of radical and rational functions? Objective(s): Students will graph radical functions. Students will solve radical equations. Students will solve radical equations with extraneous roots. McGraw-Hill Bridge Math 12-9 Radical Equations Prentice Hall Algebra 2 6-8 Graphing Radical Functions 6-5 Solving Square Root and Other Radical Equations Additional Resources: Vocabulary: radical function, square root function Writing in Math: What makes a function radical? Write some general rules about how to solve radical equations. Demonstrate your rules with a partner by solving a radical equation.
Student 2: _______________________ 1 (Needs Improvement) 2 (Satisfactory) 3 (Good) 4 (Excellent) PowerPoint Presentation (Structure) Shows very little thought into the design process of the type of bridge they wish to build. Some thought is placed into the design process. Information regarding structure and design have been placed into the design. Detailed Information regarding structure and design with emphasis placed on forces. Actual bridge design Bridge is unattractive, weak, inappropriate or basically an unsound structure. Bridge appears to be a structure that doesn't fit specifications. The bridge is structurally sound and attractive, but may not hold a lot of weight. The bridge is structurally sound and attractive. It supports weight and fits specifications. Presentation Did not address the topics and a lack of organization. Addressed the topic but did not use effective speaking techniques. Addressed topic in an organized way and used effective speaking techniques. Good organization. Student addressed topic logically and used effective speaking methods to deliver presentation. Well organized. Follows PEGNL Guidelines Specifications of bridge does not match that of PEGNL Some of the specifications are correct, but others are incorrect Specifications are clearly followed Bridge meets minimum specifications and introduces new techniques for bridge building
CHAPTER 13 Building the Bridge Vocabulary- Illustrated Dictionary (word, definition, picture): piteously, worthy, procession, despising, traitorous Pre- What do you do when you’re sad? Does it help? SS- After you resided for a while and grew stalwart you had to move on. Post- What does Jess build with the wood from Bill? Who is the new queen of Terabithia? CHAPTER 13 Building the Bridge Vocabulary- My Word Meaning (write a definition for each word BEFORE you look it up, then, look up the word to find out its actual meaning): piteously, worthy, procession, despising, traitorous Pre- What do you do when you’re sad? Does it help? SS- After you resided for a while and grew stalwart you had to move on. Post- Why do you think Jess built a bridge to Terabithia? Jess lets May Belle in on the secret of Terabithia. Why do you think so? CHAPTER 13 Building the Bridge Vocabulary- Examples/Non-examples (from YOUR life, come up with examples and non-examples of each word): piteously, worthy, procession, despising, traitorous Pre- What do you do when you’re sad? Does it help? SS- After you resided for a while and grew stalwart you had to move on. Post- Why do you think Jess build the bridge to Terabithia even though he didn’t intend on going back? Make a list of how Terabithia helped Jess.
DAY 14 Take 5 minutes to read through your reading notebook. Read all of your responses from chapter 1-13. This will help you take a walk back through this book. Write a letter to Jesse now that you have finished reading the book. Be sure to comment on events that occurred in the text as well as ask him a few questions based on the events in the text as well. DAY 15 Take 3 minutes to reread the letter you wrote from yesterday. Now, you are going to change perspectives! You are now Jesse, and you need to answer the letter that you wrote yesterday. Be sure to answer the questions that are in the letter as well as give insight into your thoughts as Jess (you will need to infer based on what you read in the book).
Table 3.1 Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed Rationale How can an instructional plan about seminar teaching be implemented to yield evidence that discussion on health education topics is effective? Thackeray & Neiger (2004) Kitzinger, J. (1994) Tiggemann, M. (2000) Method: Instructional plan, rubric and interview Type of Data: Qualitative Type of Validity: Content Construct for themes Recurring Dominant Emerging Qualitative: rubric feedback How can using seminar teaching in health education measure the attitudes, knowledge base and of the student? Thackeray & Neiger (2004) Krueger, R.A. (1994) Vicsek, L. (2010) Type of Method: Student Survey Pre-Test, Post-Test Type of Data: Nominal Type of Data: Content Chi Squared Dependent T ANOVA Desire to find what questions are significant and which ones are not To determine if there are significant differences between means from two dependent groups. To determine if are significant differences among means from three independent groups In what ways will using seminar teaching in health education affect the attitudes of the students? Thackeray & Neiger (2004) Onwuegbuzie, Leech, & Collins (2010) Hendricks, C. (2009) Type of Method: student reflective journal, teacher reflective journal, behavioral patterns, focus groups, Type of Data: Qualitative Type of Validity: Construct for themes Recurring Dominant Emerging Looking for categorical and repeating data that form patterns of behaviors perceptions
Salkind, N. (2010) Statistics for People Who (Think They) Hate Statistics, Thousand Oaks, CA: SAGE Publications, Inc. Thackeray, R., Neiger, B., (2004). Misconceptions of focus groups: implications for health education practice. American Journal of Health Education, (35)4, 214-219. Tiggemann, M. (2000). I would rather be size 10 than have straight a’s: A focus group study of adolescent girls’ wish to be thinner. Journal of Adolescence, (23)6, 645 -659. Vicsek, L. (2010). Issues in the analysis of focus groups: generalisability, quantifiability, treatment of context and quotations. The Qualitative Report, (15)1, 122-141.
Academics: General With No Assistance Little Assistance Significant Assistance With No Reminder Few Reminders Many Reminders Is Still Learning N/A Keeps track of assignments and due dates Keeps track of assignments and due dates Brings proper supplies to class Completes multiple choice exams Completes written exams
PERSON SPECIFICATION POST: Support Worker (Residential Setting) ESSENTIAL METHOD OF ASSEMENT DESIRABLE METHOD OF ASSEMENT QUALIFICATIONS NVQ level 3 in health & social care or equivalent, or commitment to achieving this. Certificates/Application NVQ 2 or above in health & social care or equivalent Certificates/Application EXPERIENCE Demonstrable experience of working with people with substance misuse. Demonstrable experience of managing residents (in a safe manner) who have consumed substances or behaved in a manner that has broken the rules of the project and liaising with on-call staff. Demonstrable experience of working within a rota system, which provides a sleeping nights’ on-call provision Ability to respond appropriately to a resident who may be in crisis or experiencing triggers/cravings Ability to de-escalate potential conflict situations between residents. Application, interview, references Development and delivery of group work programmes. Working with the families and friends of substance misusers. Able to maintain confidential records. Experience of liaising and building positive working links with others. Demonstrate an understanding of Child Protection issues and the boundaries of professional relationships. Provision of care for individuals in rehabilitation treatment programmes Application Application Application Application Application Application
UB62 62 feet 2008 - Moog 15 feet 2009 Lighter Weight Platform for Posted Bridges the inspection equipment requires storage, a new 5000-square-foot storage building was completed in 2010 at Mn/DOT’s Oakdale facility. The building will house some of the new and existing bridge inspection equipment. 3. SUMMARY OF FINDINGS FROM BRIDGE INSPECTION QUALITY REVIEWS NBIS Compliance Reviews of local agency inspection programs are conducted by Mn/DOT’s Bridge Office Inspections Unit each year. The review starts out with a quality assurance questionnaire that is sent to about 20 percent of local agencies. Agencies that fail to respond to the questionnaire or whose inspection reports or data on file do not clearly indicate compliance are scheduled for a more in-depth on-site review of the agency’s program. The inspections unit also teams up with FHWA to visit and review one or two Mn/DOT District Bridge Inspection Programs each year. During 2008 and 2009, reviews were made of the following agencies. Those agencies with in-depth, on-site reviews are shown with an asterisk (*). 2008 (24) City of Bemidji City of East Grand Forks* City of Fergus City of Moorhead Becker County Beltrami County Clay County Clearwater County Douglas County Grant County* Hubbard County Kittson County Lake of the County Mahnomen County* Marshal County* Norman County* Ottertail County Pennington County* Polk County* Red Lake County* Roseau County* Traverse County* Wilkin County* Mn/DOT District 2* 2009 (26) City of Brainerd City of Duluth* City of Grand Rapids City of Hermantown City of Hibbing* City of St. Cloud* City of Virginia Aitkin County Benton County Carlton County* Cass County Cook County* Crow Wing County Itasca County* Kanabec County Koochiching County Lake County* Mille Lacs County* Pine County Sherburne County Sterns County* St. Louis County* Todd County Wadena County Mn/DOT District 1* Mn/DOT District 3* The following is a summary of significant findings from the 2008 and 2009 reviews.
Table 4 – Jobs Density (2016) Bridgend (Jobs) Bridgend (Density) Wales (Density) Great Britain (Density) Jobs Density 66,000 0.75 0.76 0.84 Source: ONS jobs density Notes: The density figures represent the ratio of total jobs to population aged 16-64 Total jobs includes employees, self-employed, government-supported trainees and HM Forces Employee Jobs (2016) Bridgend (Employee Jobs) Bridgend (%) Wales (%) Britain (%) Employee Jobs 58,000 - - - Full-Time 40,000 69.0 65.2 67.8 Part-Time 18,000 31.0 34.8 32.2 Employee Jobs by Industry Mining and Quarrying 50 0.1 0.2 0.2 Manufacturing 8,000 13.8 11.4 8.1 Electricity, Gas, Steam and Air Conditioning Supply 75 0.1 0.6 0.4 Supply, Sewerage, Waste Management and Remediation Activities 500 0.9 0.9 0.7 Construction 3,500 6.0 5.5 4.6 Wholesale and Retail Repair of Motor Vehicles and Motorcycles 9,000 15.5 15.1 15.3 Transportation and Storage 1,750 3.0 2.9 4.9 Accommodation and Food Service Activities 4,000 6.9 8.9 7.5 Information and Communication 2,250 3.9 2.3 4.2 Financial and Insurance Activities 450 0.8 2.3 3.6 Real Estate Activities 600 1.0 1.6 1.6 Professional, Scientific and Technical Activities 2,250 3.9 4.2 8.6 Administrative and Support Service Activities 3,500 6.0 6.6 9.0 Public Administration and Defence; Compulsory Social Security 5,000 8.6 6.8 4.3 Education 5,000 8.6 10.1 8.9 Human Health and Social Work Activities 9,000 15.5 16.1 13.3 Arts, Entertainment and Recreation 1,000 1.7 2.5 2.5 Other Service Activities 700 1.2 1.5 2.1 Source: ONS Business Register and Employment Survey: open access Data unavailable Notes: % is a proportion of total employee jobs excluding farm-based agriculture.
School Number of pupils Number of votes Teacher’s name Teacher’s email address Archbishop McGrath R.C. Comprehensive School 900 Bridgend Christian School 0 Bridgend Christian School 0 Bridgend College of Technology 1700 Brynteg Comprehensive School 1950 Bryntirion Comprehensive School 1100 Coleg Cymunedol Y Dderwen 0 Cynffig Comprehensive School 800 Maesteg Comprehensive School 821 Pencoed Comprehensive School 1050 Porthcawl Comprehensive School 1450 Ysgol Gyfun Gymraeg Llangynwyd 0
Attributes Essential (Weighting - 3) Highly desirable (Weighting - 2) Desirable (Weighting – 1) How Measured (A/I/T) Qualifications Education/ Training Level 2 Literacy & Numeracy Educated to degree level or equivalent. Qualification in Learning Disabilities and/or Support or willing to work towards. Commitment to continuous development A/I Work Experience Experience of co-ordinating a sizeable project delivering outcomes to evidence improvements to the lives of those with learning difficulties and/or disabilities Experience of working in employer engagement developing corporate social responsibility. Experience of managing and deployment of a significant budget and a budget holder. Experience of working with Job Centre Plus, DWP and agencies that support learners with learning difficulties and/or disabilities. A/I Skills & Abilities Knowledge and understanding of the challenges facing long-term unemployed people, particularly those with supported learning needs. Ability to develop and manage an employment project. Ability to work in the heart of the community to build up good working relationships, engaging positively and proactively with people from diverse backgrounds. Good interpersonal skills and the ability to communicate effectively both verbally and in writing, and the ability to maintain records and produce reports Knowledge and understanding of issues relating to work experience and placements for those with diverse needs. Ability to liaise with a range of agencies, championing am access to supported employment scheme. Ability to work pressure and to prioritise To work flexibly, including occasional evenings and weekends with notice. Ability to use ICT confidently and efficiently, including Word, Excel and Access. Awareness of employers and employment opportunities and issues in Walsall and surrounding ar A/I Person Specification
By Date: Referring Agency: Caseworker: Identifying Information Young Person’s Name: Date of ORCA #: Category: 1 2 3 Alberta Health Care #: Child Welfare Status: Offence Information Current Charges: Sentenced: YES NO Category 1: YES NO Effective Date: Open Custody Expiry Date: Community Supervision Expiry Date: History of UAL (number and locations): Keep Separate on Justice File: YES NO If yes please explain: Medications Type & Dosage: Purpose: Type & Dosage: Purpose: Type & Dosage: Purpose: Bridges Treatment Program At Howard House Referral Form Family Mother: Telephone: Father: Telephone:
If the event overruns, we reserve the right to stop the event at once and without notice for safety or other reasons. If we permit an event to continue, then the following overrun fees will be charged. 121 – 180 minutes 181 – 240 minutes >240 minutes Facilities Required Rooms Equipment Attendance Planned Attendance (people) Planned attendance: Approved attendance: Unplanned Attendance If the number of people or vehicles attending exceeds the approved attendance, we reserve the right to stop the event at once without notice for safety or other reasons. If we permit an event to continue, then the following overrun fees will be charged. 0 – 50 people >51people More than 150 people will exceed the safe capacity. Crowd Management Private (yes/no) Public (yes/no) Ticketed event (yes/no) Adults (yes/no) Children (yes/no) Special needs (yes/no) Vehicles
SECTION VIII PAGE NO. 18 PARAGRAPH NO. 9 MANUFACTURER'S REQUEST: Please remove this clause in its entirety. REASON: Contractor cannot agree to liquidated damages. METRO'S RESPONSE: APPROVED DENIED X APPROVED AS MODIFIED COMMENTS: APPROVED BY: DATE 6 REQUEST FOR APPROVAL (RFA FORM) (NOTE: See next page for instructions on the use of this form) SOLICITATION NO. 4014000243 MANUFACTURER BRIDGESTONE REPRESENTATIVE BRYANT DAVIS
4:00pm – 4:30pm BBQ Judging Results IBCA Judge “Laura Blount” Chicken, Ribs and Brisket 4:30pm – 6:00pm Band Random Blue (Classic Rock and Country) 5:15pm – 5:20pm Raffle Drawings Go Kart, Pit Boss Smoker 6:00pm – 7:00pm Clean Up and Put Away All Teams IBCA BBQ Cook-off Turn In Times Chicken 12:00pm Ribs 1:30pm Brisket 3:00pm Car Meet Goat Yoga Kids Zone Home Depot Kids Workshop 10:00am -2:00pm 9am (Early Bird) 10am Class / 11am Class 10:00am – 4:00pm 10:00 am – 2:00pm