zilongwang/ReadingBank huggingface dataset:
Logistics Operations of the U.S. Army Corps of Engineers and United States Forces Iraq JCC-I/A CLAUSE 952.225-0007 MANDATORY SHIPPING INSTRUCTIONS (IRAQ) (FEB 2010) (a) United States Forces Iraq, Deputy Commanding General Advisory and Training (USF-I DCG A&T), is required to track supplies and materiel shipped into Iraq. Prompt notification of shipment movements and compliance with information requirements will assist in providing advance notice to the point of entry for all inbound shipments. (b) The “Customs Levy Exemption Form” will be reviewed by a Government of Iraq Representative. If the shipment qualified for a levy exemption, the “Customs Levy Exemption Form” will be stamped and emailed back to the contractor. The stamped form must accompany every shipment for which a levy exemption is desired. (c) Upon contract award, the contractor/consignor shall provide the necessary logistical information required by USF-I DCG A&T / J4. STEP 1: -- Upon contract go to the following JCCS website: -- STEP 2: -- Select the “Logistics” and then the “Customs” radio buttons. -- Select and complete the “Customs Levy Waiver Form”. STEP 3: --Email the (1) completed “Customs Levy Exemption Form”, (2) a copy of the front page of the signed contract; and (3) the pages from the contract that describe the required supplies, equipment or end product to USF-I DCG A&T /J4 (Logistics) at and Customs Officials at , DSN: 318-485-2594/6224 Commercial: 713-970-6140 (Rings in Iraq) within 7 days of shipping. --The “Customs Levy Exemption Form” will be reviewed by a Government of Iraq representative. If the shipment qualifies for a levy exemption, the “Customs Levy Exemption Form” will be stamped and emailed back to the contractor. The
REQUEST TYPE New Cost Center – Select when adding a new Capital Cost Center that does not exist in SAP. Change Cost Center – Select when changing an existing Capital Cost Center in SAP. Inactivate Cost Center – Select when inactivating an existing Capital Cost Center in SAP. IF REQUEST TYPE IS CHANGE OR INACTIVATE Field length (10). Alpha/numeric. Enter the existing Capital Cost Center that needs to be changed or inactivated. COST CENTER TYPE Defaults to CAPITAL. COST CENTER NAME Field length (20). Alpha/numeric. Enter the Cost Center name. COST CENTER DESCRIPTION Field length (40). Alpha/numeric. Enter the Cost Center description. COST CENTER length (10). Alpha/numeric. Enter the requested Cost Center. The Business Area and AFS Appropriation Unit should be entered in the first 6 positions (i.e., 270TF0XXXX). ADDRESS/CITY/STATE/ ZIP CODE Enter the appropriate street address, city, state, and zip code for the requested Cost Center. PERSON RESPONSIBLE Enter the title of the position that is responsible for the requested Cost Center. POSITION RESPONSIBLE Field length (8). Enter the numeric position number that is responsible for approval of SRM Shopping Carts for the requested Cost Center, if applicable. JUSTIFICATION FOR COST CENTER Enter a brief explanation describing your need for the requested Cost Center. REQUESTED BY the name, telephone number, and email address of the person preparing this form; enter the date the form is being prepared. APPROVED BY Enter the name, telephone number, and email address of the person approving this form; enter the date the form is being approved. RETURN Return approver signed forms via email or fax to the ISG. Signature is not required if form is emailed directly from the authorized approver. CAPITAL COST CENTER MASTER RECORD REQUEST INSTRUCTIONS
FY18 Monthly Passenger Data FY2018 (T1 (T1 & T2) Transit & Transfer T1 & T2 Jul 2017 28,651 Aug 2017 28,439 Sep 2017 27,798 Oct 2017 29,764 Nov 2017 22,726 Dec 2017 17,788
CO-2 LED types: LEDs are categorized based on their frequency of emission. “The intensity of light depends on the current flow” “The color of emission depends up on the combination of materials used to fabricate it” LED lamps have long lasting than CFL or incandescent. They are meant to represent/display/specify something to people in their daily life. This LED indicates power These LEDs indicates 3 LAN cables have been connected to router (LED Board at Ireland station) LEDs like all electronic components have a maximum limit of current flow through them as specified in the datasheet. Without the current limiting resistor, an LED gets a flow exceeding its peak forward current which damages it in the span of seconds. Say, 3V is the supply & an LED has to glow at its full intensity (28.5cd), which requires a peak forward flow of 50mA & forward voltage of 2.8V.
Corona De – Caffeinated/Sativa -Classic Mocha – Coffee, Chocolate, Sugar; depression, Active Blend Triple Crown – Indica-Salted Caramel Hot Chocolate – Chocolate, Salt, Caramel, Sugar; stress relief, insomnia, Relaxing Blend Medical Pricing Recreational Pricing Single Serving 50 mg Single Serving 100 mg Single Serving 300 mg IntensiTea, Third Eye Chai, SereniTea, God’s Eye Chai, SuppleTea, ImmortaliTea, DiviniTea, Caff Coffee, Decaf Coffee, Triple Crown Cocoa, Corona de Cacao Mocha $4.00 each $6.00 each $12.00 each Packs (10) 10 mg servings – 100 mg total Available blends; IntensiTea, Third Eye Chai, SereniTea, TranquiliTea, God’s Eye Chai, Army Intelligence- Caff Coffee, Family Reunion- Decaf Coffee, Triple Crown- Cocoa, Corona de Cacao- Mocha, Mocktails – Cosmopolitan, Lemon Drop, Appletini, Daiquiri, Margarita $15.00 each Multi Packs *Mushroom Elixirs Multi Packs (5)- 100 mg servings –500 mg total. Multi Packs (5)- 50 mg servings –250 mg total. (5)-of one flavor per bag IntensiTea, Third eye Chai, SereniTea, God’s Eye Chai, Army Intelligence, Jury Duty, Corona De Cacao – Mocha, Triple Crown- Cocoa Cosmopolitan, Daiquiri, Lemon Drop, Margarita, Appletini $20.00 each Mocktail Variety Packs (10)- 10 mg single servings of all (2) of each 5 Flavors. 100 mg total Cosmopolitan, Appletini, Lemon Drop, Daiquiri, Margarita $15.00 each Organic CBD Third Eye Chai (15) 2 mg servings 30 mg total: Hemp Derived 15 tea bags to a tin CBD is 99% +pure anhydrous cannabidiol extract No GMO, ISO accredited lab tested $22.00 each Organic CBD Third Eye Chai (15) 2 mg servings 30 mg total: Hemp Derived 15 tea bags to a tin CBD is 99% +pure anhydrous cannabidiol extract No GMO, ISO accredited lab tested $22.00 each
Where will you collect the data from? From what programs, services, locations, and/or populations will you collect the data? Your curriculum map can help identify potential targets. It could be helpful to indicate primary and secondary locations, if there are many potential places to collect data. Are there any targets or benchmarks for the data? (optional) In some departments may be seeking a certain level of performance; if so, indicate here. It is optional or may be added later. What were the results from your assessments? (e.g., strengths, challenges, action steps) It is important to consider these questions in the planning stage, even if answers will not be requested until the SLO reporting year. To be evaluated in SLO reporting year To be evaluated in SLO reporting year To be evaluated in SLO reporting year To be evaluated in SLO reporting year How and with whom did you share your results? When will this learning outcome be evaluated again? How will you evaluate the impact of any action steps taken?
Arts Co-Curricular Timetable 2016 Monday Tuesday Wednesday Thursday Friday Before school A Cappella 7:30-8:20am CG 203 Snr Barbershop 7:30-8:20am Jill Hewson Music studios Ukulele Group 7:40-8:20am CG 203 Morning Y11 Ensemble Sammy Music studios Jamie’s Tech Club Auditorium Flute Choir CG 204 Y11 Ensemble Music studios Sax Ensemble Music studios Tech Team ST 102 Arts Council CG 203 P4 Debating Yr 9 PC 209 P5 Art Club GV 102 Senior Theatre Co WN 207 MS Tsports WN 203 Y13 Choir CG204 Snr Pops CG 204 Senior Tsports WN 203 Student Yoga WN 207 String Orchestra CG 204 SMC Orchestra Auditorium Musical Theatre WN 201 Highland Dancers WN 209 Y9-10 Drama WN 207 Y7-8 WN 203 Y12 Ensemble Jonathan Music Studios MS Choir Auditorium Jnr Dance Group WN 209 Stitchers Club ST101 Y11 Barbershop Kimberley Music studios Afternoon break After school Chamber Choir 4-6pm CG 204 Choreo Club 3:45-4:45pm WN 201 Combined Orchestra 4:15-5:15pm Christ’s College/SMC Pop Company 3:45-5pm WN 201 Snr Dance Co 2:30-4pm WN 201 MS Dance Co 2:30-3:30pm WN 209 Jazz Band 3:45-5pm CG 204 Debating Yr 10-13 4-5pm PC 209 MS Dance Co 3:45-5pm WN 201 Snr Co 3:45-5pm WN 201 Chamber Quartet 4-5pm CG 203 Perf Dance Group 3:45-5pm WN 209 Stage Challenge: Saturday 9-12pm WN 201 & 209
Arts Co-Curricular Timetable 2016 Monday Tuesday Wednesday Thursday Friday Before school A Cappella 7:30-8:20am CG 203 Snr Barbershop 7:30-8:20am Jill Hewson Music studios Ukulele 7:40-8:20am CG 203 Morning break Y11 Ensemble Sammy Music studios Jamie’s Tech Club Auditorium Flute Choir CG 204 Y11 Ensemble Music studios Sax Ensemble Music studios Tech Team ST 102 Arts Council CG 203 P4 Debating Yr 9 PC 209 P5 Art Club GV 102 Senior Theatre Co WN 207 MS Tsports WN 203 Y13 CG204 Snr Pops Choir CG 204 Senior Tsports WN 203 Student Yoga WN 207 String Orchestra CG 204 SMC Orchestra Auditorium Musical Theatre WN 201 Highland Dancers WN 209 Y9-10 Drama WN 207 Y7-8 Drama WN 203 Y12 Ensemble Jonathan Studios MS Choir Auditorium Jnr Dance Group WN 209 Stitchers Club ST101 Y11 Barbershop Kimberley Music studios Afternoon break After school Chamber Choir 4-6pm CG 204 Choreo Club 3:45-4:45pm WN 201 Combined Orchestra 4:15-5:15pm Christ’s College/SMC Pop Company 3:45-5pm WN 201 Snr Dance Co 2:30-4pm WN 201 MS Dance Co 2:30-3:30pm WN 209 Jazz Band 3:45-5pm CG 204 Debating Yr 10-13 4-5pm PC 209 MS Dance Co 3:45-5pm WN 201 Snr Co 3:45-5pm WN 201 Chamber Quartet 4-5pm CG 203 Perf Dance Group 3:45-5pm WN 209 Stage Challenge: Saturday 9-12pm WN 201 & 209
Monday Tuesday Wednesday Thursday Friday Saturday BEFORE SCHOOL 7:30 – 8:30am COUNTRY BELLARMINE STRINGS CHAMBER PLAYERS AEROBICS ROWING Seniors & Intermediates WATER POLO Middle B1, B2 & B3 Boys (Payneham Pool – 6.30am) Open A1 Girls, Open A Boys, Open B Boys, Open C Boys (North Adelaide – 6:45am ) LITURGICAL ENSEMBLE BELLARMINE JAZZ BAND ATHLETICS (Jumps & Sprints) VOLLEYBALL Junior WATER POLO Yr 7 & 8 Girls Yr 9 & 10 Girls (Payneham Pool – 6.30am ) CONCERT CHOIR AEROBICS ATHLETICS (Throws) ROWING Seniors & Intermediates WATER POLO Middle A Boys (Payneham Pool – 6.30am) STAGE BAND BASKETBALL Senior B1 Girls SENIOR CONCERT BAND INTERSCHOOL COMPETITIONS LUNCH TIME BADMINTON Senior Boys SOFTBALL Junior C & Senior B LITURGICAL ENSEMBLE ROWING Fitness Only – Venue: RM103 VOLLEYBALL Senior Girls SENIOR VOCAL ENSEMBLE LEAP ROWING Fitness Only – RM103 STIGIT SENIOR CONCERT BAND (Week A) BAND (Week B) STIGIT BADMINTON Middle Boys SENIOR VOCAL ENSEMBLE FUTURE PROBLEM SOLVING LEAP (OPTIONAL) LEGATO VOCAL ENSEMBLE SCHOOL 3:45 – 4:50pm BASKETBALL Junior C1 Girls & Senior C2 Girls CRICKET Yr 7 ROWING Juniors SWIMMING (Payneham Pool – 4-5pm) TENNIS Middle Boys TOUCH FOOTBALL Junior Girls STIGIT DEBATING TRAINING ATHLETICS (Sprints, Throws, Jumps & Hurdles) CRICKET First XI Squad TENNIS Memorial Drive Yr 7 Boys (Primary A and B TOUCH FOOTBALL Senior Girls VOLLEYBALL Senior Girls DEBATING TRAINING DEBATING COMPETITION ATHLETICS (Throws, Hurdles & Sprints) CRICKET Yr 8 & 9 ROWING Juniors SOCCER Senior Boys Soccer SWIMMING COMPETITION (Term 1 only) TENNIS Junior & Senior Girls VOLLEYBALL Senior Boys – A1, B1, B2 & B3 PUBLIC SPEAKING FUTURE PROBLEM SOLVING DEBATING COMPETITION ATHLETICS (All events) CRICKET 1st XI & 2nd XI Development Squad TENNIS Senior Boys A1, A2, B1 & B2 Memorial Drive VOLLEYBALL Middle Boys Senior Boys C1, 2 and 3 GIRLS WATER POLO COMPETITION BELLARMINE CONCERT BAND AEROBICS 4:00pm – 6:00pm YR 7 BOYS TENNIS COMPETITION BOYS WATER POLO COMPETITION BOYS VOLLEYBALL COMPETITION IGNATIUS ORCHESTRA *TBC
the variety of projects the KiwiNet Partner undertakes. Describe IP arrangements and check your wording with the KiwiNet Partner IP Manger/ legal counsel ) Liaibility [maximum amount of both parties liability if different to the total value of Contributions provided by the liable party under this contract – clause 7.4 refers] KiwiNet Partner contact person [name, address and phone number of the KiwiNet Partner contact person] KiwiNet Partner address for notices C/- WaikatoLink Limited, Level One, Core Facilities Building, Waikato Innovation Park, Hamilton, New Zealand Co-funder contact person [name, email address and phone number of Co-funder contact person] Co-funder address for notices [street address and or fax number – not PO Box] Variations The General Terms below are varied as follows: [Any amendments to the General Termssjpuld be identified in this section, not in the body of the General Terms]
Signed by [Insert name of KiwiNet Partner] by: ______________________________________ Authorised signatory ________________________________________ Full name of authorised signatory Date: _______________ Signed by [name of Co-funder] by: ______________________________________ Authorised signatory ________________________________________ Full name of authorised signatory Date: _______________ Signed by [name of Co-founder]: ______________________________________ Authorised signatory ________________________________________ Full name of authorised signatory Date: _______________ Signed Full Date:
Year 4 - Term 4 Week For the sub-strand Number, it is important to spend 10 minutes at the beginning of each lesson on a game or drill activity to reinforce fluency. 1-2 Whole Number numbers to the nearest ten, hundred, thousand or ten thousand Angles identify the arms and vertex of the angle in an opening, a slope and/or a turn where one arm is visible and the other arm is invisible create, draw and classify angles of various sizes 3-4 Addition and Subtraction A use estimation to check the reasonableness of solutions to addition and subtraction problems, including those involving money Area estimate the larger of two or more (including the areas of ) in square centimetres and then measure in square centimetres to compare the areas estimate the larger of two or more rectangular areas (including the areas of squares) in square metres and then measure in square metres to compare the areas 5-6 Multiplication and Division model division, including where the answer involves a remainder, using concrete materials use mental strategies to divide a two-digit number by a one-digit number where there is no remainder using halving and repeated halving to divide by 2, 4 and 8 the relationship between division facts use mental strategies to divide a number by a one-digit number in problems for which answers include a remainder record remainders to division problems in words Volume and Capacity compare and order the capacities of two or more containers measured in millilitres estimate the capacity of a container in millilitres and check by measuring compare the volumes of two or more objects by marking the change in water level when each is submerged in a container measure the overflow in millilitres when different objects are submerged in a container filled to the brim with water
PS – Primary School PSD – Program for Students with a Disability ROI – Return on investment. See notes for a discussion of the way in which ROI is calculated. SC – Secondary College SES – Socio-economic status TAFE – Technical and further education VCAL – Victorian Certificate of Applied Learning VCE – Victorian Certificate of Education VELS – Victorian Essential learning Standards VET – Vocational education and training YPCC – Yuille Park Community College Notes Strategic evaluation The Performance and Evaluation Division of DET undertook a strategic evaluation of co-location and integration projects, sampling six sites and reviewing other sites which were not co-located or did not practice integration by way of comparison. This resource is a summary of this evaluation. Return on investment A return on investment analysis quantifies the value of outcomes on the basis of expenditure and return. Data for a return on investment analysis for and integration projects was not always available and some outcomes were not readily quantifiable.
COLORADO MEDICAL DURABLE POWER OF ATTORNEY APPOINTMENT OF AGENT AND ALTERNATES I, , Declarant, hereby appoint: Name of Agent Agent’s Best Contact Telephone Number Agent’s email or alternative telephone number Agent’s home address as my Agent to make and communicate my healthcare decisions when I cannot. This gives my Agent the power to consent to, or refuse, or stop any healthcare, treatment, service, or diagnostic procedure. My Agent also has the authority to talk with healthcare personnel, get information, and sign forms as necessary to carry out those decisions. If the person named above is not available or is unable to continue as my Agent, then I appoint the following person(s) to serve in the order listed below. WHEN AGENT’S POWERS BEGIN By this document, I intend to create a Medical Durable Power of Attorney which shall take effect either (initial one): (Initials) Immediately upon my signature. (Initials) When my physician or other qualified medical professional has determined that I am unable to make my or express my own decisions, and for as long as I am unable to make or express my own decisions. INSTRUCTIONS TO AGENT My Agent shall make healthcare decisions as I direct below, or as I make known to him or her in some other way. If I have not expressed a choice about the decision or healthcare in question, my Agent shall base his or her decisions on what he or she, in consultation with my healthcare providers, determines is in my best interest. I also request that my Agent, to the extent possible, consult me on the decisions and make every effort to enable my understanding and find out my preferences. State here any desires concerning life-sustaining procedures, treatment, general care and services, including any special provisions or limitations: Name of Alternate Agent #1 Best Contact Telephone Number Agent’s email or alternative telephone number home address Name of Alternate Agent #2 Agent’s Best Contact Telephone Number Agent’s email or alternative telephone number Agent’s home address My signature below indicates that I understand the purpose and effect of this document: Signature of Declarant Date Pursuant to Colorado Revised Statute 15-14.503–509 1
a written undertaking by the partners with the and addresses of the Lead Local Action Group and of the direct partner LAGs/local groups and associate partners involved; a detailed description of the co-operation project indicating: how the need/demand for the project was identified; the project goals; the activities that will be taken to achieve them; the role of each partner in organising and implementing the project; the arrangements for organising, monitoring and evaluating the project; the expected results of the project; an overall planned budget and the financial participation of each partner; a timetabled project implementation and management plan; procedures for amending the Agreement. Application Process Pre-development and full co-operation project applications must be assessed and selected separately by each Local Action Group involved before being submitted to the Department for final approval. Phase 2 projects Pre-development projects must go through the normal evaluation and selection process within each LAG, before being submitted to the Department for final approval. The application form for pre-development projects must be accompanied by the technical support template provided in Annex 2. The application form must go through the normal evaluation and selection process in each partner LAG. The application will only undergo one Article 48 administrative check, which should take place prior to submission of the selected project to the Department. A letter of offer/contract must issue in respect of each LAG. Phase 3 projects Full co-operation projects must go through the normal evaluation and selection process (and Article 48 administrative checks) separately within each partner LAG before being submitted to the Department for final approval. Where the co-operation project is being delivered by the LAG or implementing partner (in-house projects), the LAG must ensure an appropriate segregation of duties between – staff involved in the project application and delivery elements; and, the staff involved in project evaluation and administration processes. Selection by the Department
CONTENTS – continued J Information required by voluntary aided schools 14-15 K Information required by neighbouring local authorities 15 L False Information 15 M No common application form received for children resident in Barnsley 16 N Arrangements for those authorities who do not border with Barnsley 16 O Timetable for co-ordinated admissions for primary schools 17 P Timetable for co-ordinated admissions for secondary schools 18 INTERPRETATION In this scheme -
CO-OWNER AGREEMENT (Version 2 – effective 1 August 2018) Page No. Summary ……………………………………………………………………... 2 1. How this Agreement applies to you …………………………………….. 2 2. How decisions can be made by Co-owners …………………………… 3 3. A Co-owner’s interest, and the role of the Managing Owner …….. 4 4. The sale or transfer of an interest in the horse by a Co-owner …… 7 5. Disputes between Co-owners ………………………………………….. 9 6. Termination ………………………………………………………………… 10 7. Liabilities & Warranties …………………………………………………….. 10 8. Insurance …………………………………………………………………….. 11 9. The effect of other agreements, and clauses to be severable ……... 11 10. Notices ……………………………………………………………………….. 11 Schedule 1 – The Dictionary ………………………………………….. 13
Workplace Health & Safety Students should be aware of relevant health and safety issues in all situations, and demonstrate safe working practices at all times. Any serious omission will necessitate repeating the Course (or part thereof). The workplace must comply with current workplace health and safety legislation. Teacher Experience: Appropriate teaching experience Teachers must be able to demonstrate current technical competence at the level of the course being delivered and assessed. Ideally the teacher should have at least 3 years current relevant teaching experience.
GM VCSE workshop - “An introduction to co-production” Draft Event programme Thursday 9th August 2018 10.00 – 13.15, St Thomas Centre, Manchester, M12 6FZ Time Topic Speaker/Facilitator 9.30 – 10.00 Registration N/A 10.00 – 10.10 Welcome, introduction and housekeeping. What to the VCSE sector. Alex Whinnom, CEO, GMCVO 10.10 – 10.40 Workshop – what is Kate Sibthorpe and Cat National Co-production Advisory Group (NCAG) 10.40 – 11.00 Co-production from a VCSE perspective Alix Moreleigh, Support Worker, Danny Collins and Jacek Kmita, Peer Mentors, The Booth Centre 11.00 – 11.10 Strategic Co-production in the GM Health and Social Care Partnership Christine Burrows and Michelle Romdhani, PCCA Co-production Group, Greater Manchester Health & Social Care Partnership 11.10 – 11.20 Q & A Alex Whinnom to facilitate 11.20 – 11.30 Co-production from an academic perspective Professor Claire Hannibal, Manchester Metropolitan University 11.30 – 11.40 Q & A Alex Whinnom to facilitate 11.40 – 11.55 Follow-up workshops - what would help you put this into practice? Kate Sibthorpe and Cat NCAG 11.55 – 12.00 Round up of event and next steps Alex Whinnom 12.00 – 12.15 Break 12.15 – 1.15 Attendance by pre-registration ONLY. Research Group now fully booked. Research Focus Group - what a study on co-production in the GM VCSE sector should examine/focus on? Professor Claire Hannibal, MMU & Susanne Martikke, Researcher GMCVO
Thursday, November 2, 2017 Grand Rapids Community College Sneden Hall 415 Fulton St. E Rapids, MI 49503 9:30am – 10:00am Registration 10:00am – 11:00am Welcome and Framing of the Work Room 108 Participants learn about the ongoing work around mathematics pathways in Michigan, the national context for improving student success and the role of the Charles A. Dana Center in supporting the work. 11:00am – 12:15pm Understanding the Current Context and Planning for Change Room 108 Campus teams share their current interventions for students designated as underprepared as well as their initial goals for comprehensive redesign. Using their own institutional data and examples from the field, teams will begin to develop an action plan to meet those goals. 12:15pm – 1:15pm Lunch 1:15pm – 3:00pm Transforming the Role of Placement Room 108 Participants begin to leverage multiple pieces of information to consider the structures and processes that need to be in place in order to determine the type and level of support that different students need. 3:00pm – 3:15pm Break 3:15pm – 5:00pm Exploring the Structure of Accelerated and Co-Requisite Courses Room 108 Participants engage in small and large group discussions that layer in additional structural elements, with consideration of how the structures interact. Teams refine their action plans.
AGENDA April 7, 2017 9 AM – 12 PM Meeting hosted by Xcel Energy 9 – 9:10 Welcome & Introductions Neil Cowan 9:10 – 9:30 Action Items from Last Meeting Neil Cowan 9:30 – 10:00 Solar*Rewards Updates Eric Van Orden / Kristin Gaspar 10:00 – 10:30 Solar*Rewards Community Updates Eric Van Orden 10:30 – 10:45 10:45 – 11:15 Dashboard & Metrics Solar*Rewards Community Renewable*Connect Eric Van Orden Eric Van Orden Kerry Klemm 11:15 – 11:45 Program Survey Kerry Klemm 11:45 – 12:00 Wrap – Review Action Items, Future Agenda Items & Schedule Next Meeting Neil Cowan Additional Instructions: Handouts will be provided for those in attendance. Parking is available in several lots around the building or on the Street – note that the meters are authorized for up to two hours only. If you move your vehicle you will need to move it at least 100 feet (~ 5 meter spaces) to avoid ticketing.
AGENDA March 3, 2017 9 AM – 12 PM Meeting hosted by Xcel Energy 9 – 9:10 Welcome & Introductions Neil Cowan 9:10 – 9:30 Review of Agenda & Stakeholder Charter Neil Cowan 9:30 – 10:45 Stakeholder Group Goal and Topics Facilitated by Neil Cowan 10:45 – 11:00 Break 11:00 – 11:45 Continued Discussion of Goal and Topics Facilitated by Neil Cowan 11:45 – 12:00 Wrap – Review Action Items & Schedule Next Meeting Neil Cowan Additional Instructions: Handouts will be provided for those in attendance. Parking is available in several lots around the building or on the Street – note that the meters are authorized for up to two hours only. If you move your vehicle you will need to move it at least 100 feet (~ 5 meter spaces) to avoid ticketing.
Unit/lesson plan identifies each teacher’s role throughout lesson delivery. Unit/lesson Y N N/A Modifications for individual students are listed on the lesson plan. Unit/lesson plans Y N N/A Both co-teaching partners engage in ongoing technology-supported, data-driven instructional decision-making processes, such as Improvement Process (CFIP). Unit/lesson plans Y N N/A Classroom Management and Organization Framework Indicator Possible Documentation Rating Comment Classroom rules and procedures are developed and implemented by both co-teaching partners. Interview Observation Y N N/A Both co-teaching partners provide positive reinforcement for effort and quality of work. Observation Y N N/A Flexible grouping is used routinely based on students’ needs and interests. Observation Y N N/A Classroom Management and Organization Framework Indicator Possible Documentation Rating Comment
Inclusive language (us, our, we) is used by both partners during instruction. Observation Y N N/A Monitoring and Evaluation Framework Indicator Possible Documentation Rating Comment Co-teaching partners collaboratively implement data collection procedures . Data collection forms Y N N/A Co-teaching partners analyze student data regarding established outcomes, goals, interim benchmarks. Data collection forms Interview Observation Y N N/A Co-teaching partners use results of data analysis to determine if learning outcomes have been achieved. Data collection forms Interview Observation Y N N/A Co-teaching partners use student outcome data to implement adjustments based on student performance and needs. Data collection forms Planning forms Observation Y N N/A Professional Growth and Development Framework Indicator Possible Documentation Rating Comment
Co-teaching partners have completed the MSDE Reflection Tool or another self- assessment tool to establish a baseline for further professional development in co-teaching, UDL and/or differentiation. Teacher Reflection Tool or other self assessment measure Y N N/A Co-teaching partners have jointly participated in training related to one or more of the following topics: Maryland’s 5 approaches to Co-Teaching, Universal Design for Learning, differentiated instruction. Agendas and notes from PD, other documentation of participation, interview Y N N/A Relationship Development Framework Indicator Possible Documentation Rating Comment Co-teaching partners periodically complete the MSDE Co-Teaching Reflection Tool or another structured process for reflecting on the effectiveness of their relationship toward achieving desired student outcomes. Completed Reflection Tool or documentation of discussion/reflection Y N N/A
Complementary Instruction General education teacher focuses on curriculum. Special education teacher focuses on study skills, survival skills and special education strategies through or input. Good for related professionals, focused expertise, sets up expectation that special education will be provided in general education setting May slow down pacing Skills Group Teachers divide students into more homogeneous subgroups and provide leveled instruction Clear responsibilities, focused expertise Possible feel of “tracking” Station Teaching A group of students is pulled to the side for direct instruction Focused expertise Impacts only a few kids with the expertise of the specialist Parallel Teaching Class is broken into 2 heterogeneous groups; each teacher takes a group Good student-teacher ratio Requires equal expertise, lots of planning time SECTION III: WEEKLY CO-TEACHING DOCUMENTATION This tool captures the delineation of co-teaching responsibilities, expectations, models, and strategies to be used to optimize student performance: • Co-Teaching Strategies and Expectations • Co-Teaching Lesson Plan Template • Co-Teaching in the Classroom CO-TEACHING STRATEGIES AND EXPECTATIONS General Educator: _____________________Spec./Gen. Educator: __________________________ Grade Level: ________ Subject: _____________________Week of: _________________________ Lesson Content: _________________________________________________________________ Mon. Tues. Wed. Thurs. Fri. Materials Gen Ed Spec Ed Evaluation Tool: Choose an item Gen Ed lessons
label give and follow directions computer programming advanced graphic organizers critical thinking opportunities data and statistics idea sketching optical illusions visual awareness activities picture literary experiences create models describe in detail tactile materials perform create and construct Musical Interpersonal Intrapersonal Naturalistic humming rapping playing background patterns form playing instruments tapping out poetic rhythms rhyming singing chants sing-song mood musical concepts linking old tunes with concepts creating new melodies for concepts music software or technology limericks classroom parties peer editing cooperative learning sharing group work forming clubs peer teaching simulations social awareness conflict mediation discussing cross age tutoring study group brainstorming interactive software social situations people sculpting partner work/activities role-playing personal response individual study personal goal setting individual projects journal and log keeping personal choice in projects independent reading instruction private spaces for study one-minute reflection periods interest centers personal connections options for homework choice time self-teaching programmed instruction self-esteem activities reading outside cloud watching identifying insects building habitats identifying plants using a microscope dissecting going on a nature walk build a garden studying the stars nature observations collecting rocks making bird feeders classifying sorting investigating identifying analyzing using criteria to organize
Step 3: Design the Evaluation Tool(s) Designing the Session2 – Template from Step 2: Use an Outcomes-Based Design from the Toolkit for Planning Education Events (discussed in more detail in the Toolkit for Planning Educational Events – accessed online at ; type toolkit name into search box) Intended Outcomes Assessment Tasks Process Skills Concepts and Issues What do learners need to be able to DO “in their work” that we’re responsible for addressing “in the training session”? For example, post-session performance. What will learners do in the training to demonstrate evidence of what they can do? For example, in-session evidence of performance – assessment of tasks. What skills must the learner master to demonstrate what they can do? For example, specific acts, ability to do tasks – process skills. What must the learner understand to demonstrate what they can do? For example, specific facts, patterns, values, motivations – concepts and issues.
PSW Sample: Evaluation Questions – PWS Workshop Questions about the in-session and post-session experience (seven components in the previous table) are provided in both quantitative and qualitative formats, related to a sample PWS workshop. Questions About the In-session Experience Questions Regarding the PWS Assessment Tasks Quantitative: Circle the number that indicates the extent to you solicited and used feedback from your instructor as your (PWS) project progressed. 1 Not at all 2 Very little 3 Somewhat 4 Quite a bit 5 A great deal Qualitative: Describe a situation where you solicited and used feedback to make progress on your PWS project. Questions Regarding PWS Process Skills Quantitative: What do you look for when assessing a person with PWS? (Provide a list of 7 factors.) 1 Not at all 2 Very little 3 Somewhat 4 a bit 5 A great deal Qualitative: Describe how you would relay health concerns related to PWS in a clear and compassionate manner to family members. Questions Regarding PWS Concepts and Issues Quantitative: Which of the following accurately represents the incidence of PWS at birth? 1 1/15 2 1/150 3 1/1,500 4 1/15,000 5 1/150,000 Qualitative: Identify three concepts related to PWS. What is one thing you would tell staff in your organization about each of these three concepts that would be most useful in their work? Questions Regarding the Educational Event Agenda Quantitative: Would you recommend this event to a colleague? Yes/No Qualitative: Please explain why or why not?
EMPLOYMENT – Previous (most recent first) Employer’s Name and Address Dates (From – To) Position Held Date of Leaving Employment EDUCATION – Schools attended Dates (From – To) Name and Address of School Certificates Obtained Please include Grade/Pass Mark in English EDUCATION – Further Education Page 4 Dates (From – To) Name and Address of University/College Full or Part Time Qualification Gained (Enclose copy of award certificate)
WEEKLY ASSIGNMENTS- Lucas ________________ (This schedule is subject to change if I feel it would benefit the class) Week 1 Labor Day – No class 9/3 Week 2 Introduction to course: focus, main concepts 9/10 Mindfulness + Comm. Theory = EI Discuss Ekman’s “Refractory Period” Discuss communication concepts as stimuli we appraise unconsciously Discuss distinction between “reacting” and “responding” Meditate —Breath and Homework: • Read Preface, Introduction, and Chapter 1 • Journal 1 (First Impressions and Observations) • Myers-Briggs: Take the Jung Typology Test to determine your personality “Type”: Go to Click “Jung Typology Test” on top left of screen Click “Do it” on the bottom of the next page Hit “Score It” once you have answered all of the questions You should then be four letters that represent your “Type” • Make sure you are able to access your student e-mail address Optional but Recommended: Do Meditation Instructions #1 (daily if possible, 10 minutes) Go to Click on the plant/eye image in the top right corner the password: “Breath” You might need to give your permission for an add-on (see the top of the screen for a message to that effect) Be patient. The files are big and take a while to download Week 3 • Fill in “Speech Schedules” and “Group Assignments” 9/17 • Awareness Notebook (see schedule) • Discuss Conversation and Listening Skills Last day to drop • Assign Journal 2 (Conversation and Listening Skills) • Review Application Journal Guidelines With full refund • Go over Pearman’s EI pages in Appendix C, To-Do’s and Competencies • Meditate—Breath, Sound, Thoughts, and Emotions Homework: Convocation 9/18 • Read Chapter 2 • Journal #2 • Optional but Recommended: Do Meditation Instructions #2 (daily if possible, 19 minutes) Week 4 • Awareness Notebook (see schedule) 9/24 • In-class, paired listening exercise • Assign paired peer edit partners for Application Journal review (See Peer Conference/Writing Process Feedback • Vocal Exercises: “You think that’s funny”
FMCSA Motor Carrier (MC) number MC523393 W9 – Request for Taxpayer Identification Form 98-0487822 Commission des Transport du Québec Licence no. 5-M-30408i GST No. R120936513 Umbrella Insurance Policy no. 5A5032339 Expiry: Mar 1, 2016 Freight Forwarders Liability (HKMB HUB International) Policy no. AIMML1212 Expiry: Mar 1, 2016 Sample: Carrier Performance Data
SCAC Code US DOT – ‘Active’ Broker Authority Insurance Information – General Commercial Liability Insurance Insurance certificate Holder Request Form Certificate Holder Request Form Current Date Name Insurance Company Street Address City, Province Postal Code Please consider this letter a formal request from Wheels to become an Insurance Certificate holder for the named Company. With this designation and automatic notification when insurance status changes take place, Wheels can more effectively use ______________ in its on-going transportation management processes. Insert Company Name and Address
Intended Outcomes Assessment Tasks Process Skills Concepts and Issues What do learners need to be able to DO “in their work” that we’re responsible for addressing “in the training session”? For example, performance. What will learners do in the training to demonstrate evidence of what they can do? For example, in-session evidence of performance – assessment of tasks. What skills must the learner master to demonstrate what they can do? For example, specific acts, ability to do tasks – process skills. What must the learner understand to demonstrate what they can do? For example, specific facts, patterns, values, motivations – concepts and issues. Step 3: Consider the Delivery Method Type of delivery Benefits Drawbacks Who’s doing it this way? Face-to-face (F2F) e-learning Blended learning Step 4: Structure the Agenda and Activities session
(Ac.) 345 DEFINITION Managing the amount, orientation and distribution of crop and other plant residue on the soil surface year round while limiting the activities used to grow and harvest crops in systems where the field surface is tilled prior to planting. PURPOSE Reduce and rill erosion Reduce wind erosion Maintain or improve soil quality Increase plant-available moisture Reduce energy use CONDITIONS PRACTICE APPLIES This practice applies to all cropland. This practice includes tillage methods commonly referred to as mulch tillage, where a majority of the soil surface is disturbed by tillage operations. Mulch tillage includes vertical tillage, chiseling and disking, and tillage/planting systems with relatively minimal soil disturbance that do not meet criteria for Residue and Tillage Management, No Till/Strip Till/Direct Seed (329). It applies to stubble mulching on land, and tillage for planting annual and perennial crops. Mulch till also includes some planting operations such as hoe drills, that disturb a large percentage of the soil surface during the planting operation, and cropping systems where the majority of surface area is disturbed during harvest operations. CRITERIA General Criteria Applicable to All Purposes Uniformly distribute residues over the entire field. Do not burn residues. Additional Criteria to Reduce Sheet and Rill Erosion and Wind Erosion Determine the required amount of randomly distributed surface residue and allowable amount of surface soil disturbance to maintain erosion within the planned soil loss objective using the current approved water and wind erosion prediction technology. Erosion prediction calculations shall account for the effects of other practices in the management system. Additional Criteria to Maintain or Improve Soil Quality An evaluation of the cropping system with the current approved Soil Conditioning Index (SCI) procedure will result in a positive trend. SCI calculations shall account for the effects of other practices in the management system. Additional Criteria to Increase Moisture Decrease Evaporation from the Soil Surface Maintain a minimum 60 percent surface residue cover throughout the year. Trap Snow Fall tillage operations shall leave crop stubble in an upright position. Maintain the following crop stubble heights through periods when significant snowfall should disturbing AND
COSHH Assessment Sheet Company: ServiceMaster Limited Date: November 2012 Product: FiberFresh Ultra Pro Main Hazardous Constituent(s): Sodium Lauryl Sulfate 10-15% R21/22, R36/37/38, R41. Where Used: This product is supplied solely for professional use as a carpet & upholstery cleaning solution. Use strictly in accordance with the written instructions. Risk Stated: Irritant R21/22 Harmful if in contact with skin and swallowed, R36/37/38 Irritating to eyes, respiratory system and skin, R41 Risk of serious damage to eyes. Those at Risk: Hazard Form: Clear liquid with perfumed odour. pH – Concentrate 9.7-9.9 10g/L 9.0-9.5 Risk Via: Inhalation Yes Absorption through skin Yes Ingestion Yes Contact with eyes/skin Yes Health Effect(s): Risk of serious damage to eyes. Classified as an Irritant in Concentrate form. Exposure Limits: Not established for this product Handling/Usage: Keep out of reach of children, keep away from food. Do not eat or smoke when using this product. Wash hands thoroughly after use. Personal Protective Equipment: NBR or rubber gloves and splash goggles when using concentrated product. General Assessment: COSHH – Specific Safety Instructions Material: FiberFresh Ultra Pro Protective Equipment: Exposure Limits: Not established for the product Ventilation: Normal ventilation is satisfactory Respiratory Protection: Not required Eye Protection: Wear chemical splash goggles when using concentrated product Hand/Skin Protection: NBR or rubber gloves. First Aid Methods: Inhalation: Remove to fresh air. Get medical attention if symptoms persist.
WC1.0 Coaching Children Please Indicate by deleting as appropriate: I DO / DO NOT wish to be considered to deliver Workshop Specific Criteria: WC1.1 Knowledge and understanding of the physical development of children within a sporting context. WC1.2 Knowledge and understanding of modern approaches to children’s coaching including positive youth development / the ‘C’ system. WC1.3 Knowledge and understanding of quality coaching process and principles of coach development.
Coach lessons Feb. 5 - 9 Feb. 16 – Mar. 2 Mar. 2 - 9 Mar. 9 - 16 Mar. 16 - 23 Mar. 23 - 30 p. 6-7 (1-8) p. 47 (1-8) p. 109-110 (1-6) p. 157-158 (1–8) p. 209-210 (1-8) p. 251 -251 (1-6) p. 15 (1-6) p. 58-59 (1–10) p. 118 (1-6) p. 169 (1-5) p. 216-217 (1-8) p. 261 (1-5) p. 21 (1–6) p. 66-67 (1–8) p. 127 (1-7) p. 184-185 (1-5) p. 222-223 (1-8) p. 271-272 (1-6) p. 29 (1–6) p. 77-78 (1-8) p. 134 (1–6) p. 192-193 (1-8) p. 234-235 (1-6) p. 298-299 (1-4) p. 41–42 (1–8) p. 84 – 85 (1–8) p. 140 (1–6) p. 201-202 (1-8) p. 242-243 (1-6) p. 91 (1 – 6) p. 99 – 100 (1-7)
4.3 Promotes positive interpersonal relations based on mutual respect. 4.4 Handles discipline fairly and consistently. Competency 5. Demonstrates a knowledge of the relationship of athletics to the American public school system. 5.1 Know the governing bodies, rules and regulations concerning participation in the sport. 5.2 Properly complete all needed for validating the eligibility of athletes. 5.3 Understands how the organization of the state associations, districts and school has an impact upon the individual coach. 5.4 Understands the rights and responsibilities of students, parents, and teachers. 5.5 Understands athletics is a privilege and not a "right". Competency 6. Effectively communicates with student-athletes, parents, officials, and media. 6.1 Know the techniques of discipline and personnel management that are appropriate to the age of athletes coached. 6.2 Know and apply steps for systematically instructing athletes a they progress developmentally in the skills of the sport. 6.3 Demonstrate the ability to communicate effectively. 6.4 Provides directions and explanations in a clear, coherent and logical manner. 6.5 Uses acceptable written and oral expressions with students, parents, officials and media. 6.6 Provides for two-way communication with student-athletes, parents, officials, media throughout program. 6.7 Establishes rapport and fosters positive reinforcement through verbal and non-verbal communications. 6.8 Communicates personal enthusiasm and self-confidence. 6.9 Communicates expectations for student-athletes in a clear manner. 6.10 Communicates with student-athletes both individually and collectively about their needs and progress. 6.11 Establishes ongoing two-way communications with parents based on mutual respect. 6.12 Provides opportunities for parent and community involvement. 6.13 Obtains and uses information about students from parents. 6.14 Communicates goals and objectives for both program and students to parents. 6.15 Conducts effective conferences. 6.16 Uses community resources in instruction. Competency 7. Effectively assesses student needs and progress. 7.1 Selects appropriate procedures for assessing student-athlete's progress. 7.2 Recognizes when students are deficient in the basic skills and provides or recommends corrective action. 7.3 Creates or selects evaluation instruments or procedures to obtain information for monitoring student progress and effectiveness of instruction.
Member of KZN Natal Midlands Egrets Hockey Team – 1990 Awarded Most Promising KZN Natal Midlands Egrets Player – 1990 Durban and Districts 1988 - 1989 Member of Durban and Districts Primary Schools Hockey Association Selector for Durban Hockey Teams Coached Durban and Districts Hockey team and attended Hosking Week KZN Natal Midlands Primary Schools 1991 – 2002 Committee Member Selector Midlands Hockey Team – Coach Midlands U13 Girls Hockey Team 1991 – 1996 Assisted in organising mini hockey tournament – AB Jackson Secretary Youth Forum – 1994 Chairlady – 1998 Convenor of Midlands Selectors – Girls Selector Midlands Hockey Team – Boys 2009 OUTSIDE COACHES BASKETBALL TC Mabize TUKS Captain, Gauteng University Team All Star, SA University All Star, GBL & ESPN All Star, Boys High and St Mary’s DSG. 4th year BSC Actuarial and financial Maths at TUKS S Bamusa Captain SA U18, U19 TUKS 1st Team, TUKS MVP, St Mary’s DSG Coach since 2008. League winners 2010,2011,2012 Final year HR at TUKS LG Ferreira (Netball) SA Netball Captain and player, SA Netball coach and umpire. SA Basketball player, coach and umpire. Netball and basketball administrator at SA and provincial levels. Provincial athletics, softball and gymnastics. Physical Education Inspector and Lector at NKP and TUKS. N Pike TUKS Captain, Senior National team, Zone 6 Games, All Africa Games, Gauteng Basketball All Star.- B Pol Science International Relations – Final year W Mokwena Gauteng Basketball player. 6th year coach at St Mary’s DSG. League winner 2010 HOCKEY TEJ Chiloane Provincial player 2001-2005, Provincial and Manager 2007 – 2012, TUKS 2nd team player. St Mary’s DSG coach 2007 – 2013. MA in Sport & Recreation LA Rip (Swimming) SA Touch Rugby, Provincial and SASSU Hockey Teams, Provincial swimming. Medical doctor busy with BSc Actuarial Science and Financial Mathematics C N G Goosen (Swimming/ Ahtletics) Provincial Hockey and Athletics. School swimming team. 3rd year at St Mary’s DSG. Sciences 3rd year LD Maluke North Free State Hockey, U21 Capt University of Free State, 4th year BEd Natural Sciences C van Zyl SA U21 and Provincial Hockey player. TUKS 1st team J S Geyle (Swimming/ Athletics) Zimbabwe Swimming Team, Zimbabwe U18 Hockey Team. St Mary’s DSG Coach since 2010. BSC Physiology (Sports)