zilongwang/ReadingBank huggingface dataset:
OSHA Outreach 10hr Construction Topic Outline Trainer: _______________________________ REMINDER: BREAKS and LUNCH MUST BE DOCUMENTED At a minimum, a 10 minute break must be taken after 2 hours of teaching and a 30 minute lunch if teaching over 6 hours. Required: Topics are mandatory and times are the minimum required. Electives- Combined Total of 2 hours Choose 2 or more topics from the list below for 30 minutes or more per topic. Intro to OSHA Four Combined Total of Falls Electrocution Struck By Caught In or Between Personal Protective & Lifesaving Equipment Health Hazards in Construction 1 hour 4 hours 1hr 30 min 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes Cranes, Derricks, Hoists, Elevators & Conveyors Excavations Materials Handling, Storage, Use and Disposal Scaffolds Stairways & Ladders Tools- Hand & Power Whistleblower Protection Program Optional-2 hour Teach other construction industry hazards or policies and/or expand on the mandatory or elective topics. The minimum length of any topic is 30 minutes. Day Date Time Topic (include breaks & lunch) Time (hr/min) AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM TOTAL Contact Hours REMINDER: BREAKS and MUST BE DOCUMENTED Maximum contact hours per day - 7.5
Management’s Philosophy and Operating Style Background Information expected The delegation of authority for financial reporting is important in achieving the entity’s financial reporting objectives, in particular for making the accounting judgements and estimates that enter into financial reporting. Related issues include reasonableness of accounting policies and estimates in connection with preparation of financial statements, especially whether management’s estimates and policies are conservative or aggressive (that is, on the boundary of ‘reasonableness’). Management’s attitude toward financial reporting also affects the entity’s ability to achieve its financial reporting objectives. Nature of business risks accepted, e.g. whether management often enters into particularly ventures, or is extremely conservative in accepting risks. Process to establish values and strategy of the organisation. Frequency of interaction between senior management and operating management, including geographically remote locations. Roles and responsibilities in the selection of accounting principles including management attitude towards financial reporting e.g. selection of conservative versus liberal accounting policies. Establishment of a financial accounting principles and procedures manual (including e.g. time tables, execution and control of financial tasks). Adequate resources to implement the financial and accounting function(s) in view of adequate financial reporting process. Background Information expected Aspects of an entity’s organisational structure that are specifically related to financial reporting objectives include factors related to accounting personnel, such as: Appropriateness of reporting lines; Adequacy of staffing and experience levels; Clarity of delegation of authority and duties; Extent to which the organisational structure allows accounting personnel to interact with other departments and activities in the organisation, to have access to key data and to properly account for resulting conclusions. Organisational structure, flows of information to manage activities. Reporting relationships. Process to define key managers’ responsibilities, and their understanding of these responsibilities. Process to ensure adequacy of knowledge and experience of key managers in light of responsibilities. Assignment of Authority and Responsibility Background Information expected Deficiencies in the way that authority and responsibility are assigned to employees in accounting, custodial and asset management functions may affect the entity’s ability to achieve its financial reporting objectives. Matters to consider include the adequacy of the work force and whether employees are deployed to promote segregation of incompatible duties. Process to assign responsibility and delegate authority to deal with organisational goals and objectives, operating functions and regulatory requirements, including responsibility for information systems and authorizations for changes. Existence of control-related standards and procedures, including employee job descriptions.
Name: _____________________________ Lesson #3 Introduction Work Period Combining Like Terms Practice 6d – e + 3d – 2e 3 + 2c + 5c + 2 2a + 3b – 5b +7a 6c – 7 + d + 4 – 6d b – 3n + 12 – 6b + 2n 9c – 4 -13c + 6 23 + 8m + 4n – 5m – 27 8x – 2y + 3x + 5y 11a – 3b + 6a – 7b 7 + 2y – 8x 7x – 5y – 4x + 3y 7 – 5c – d + 9c + 2
What are like terms? How do you gather like terms? How do you know when you are finished gathering like terms? Name: _____________________________ Gathering Like Terms Lesson #3 Introduction Homework 5a + 2b – 5b + 9a 2c – 3 + 9d +7 – 6d j – 4k + 7 + 2j – 3k 4c + 7 – 3c + 8
hazardous area has the same meaning as it has in the Australian/New Zealand Wiring Rules; high voltage means a voltage exceeding low voltage; licensed electrical switchgear worker an electrical installation worker holding an electrical switchgear worker's licence under regulation 24; licensed electrician an electrical installation worker holding an electrician's licence under regulation 20; low voltage has the same meaning as it has in the Australian/New Zealand Wiring nominated business supervisor means a person nominated under regulation 8(2); nominated technical supervisor means a person nominated under regulation 8(2); part 1 solution has the same meaning as it has in the Electricity Safety (Installations) Regulations 2009; patient area has the same meaning as it has in AS/NZS 3003; primary work function a work function that is primarily related to one of the occupational areas specified in Schedule 2; regulatory authority means— Australian regulatory authority; or
__________________ 42 Transitional—Disconnect/reconnect worker's licence r. 42 (1) In this regulation— commencement day means the day on which these Regulations come into operation; old Regulations means the Electricity Safety (Installations) Regulations 1999. (2) On or after the commencement day a Disconnect/reconnect licence issued under section 40 of the Act and in accordance with regulation 305 of the old regulations is to be treated as a Restricted electrical worker's licence (Class 2) until the expiry date specified on the licence. __________________ SCHEDULES Sch. 1 SCHEDULE 1 S.R. No.
Technical skills a. Possesses the technical skills required for this position b. Is willing to learn new skills and enhance existing technical skills c. Uses appropriate technology for tasks d. Uses technology to perform effectively Comments Please discuss whether this student successfully completed the learning objectives you discussed and whether your expectations were met or exceeded. What would you recommend for this student to do following his/her internship to make him/her better prepared for the workplace (e. g., courses, activities, skills acquisition, programs)? Please be as specific as possible. How would you rate the level of involvement you had with the MSDLT teacher with this internship experience? very involved somewhat involved  not at all involved In terms of preparation for the internship, the student’s prior academic coursework was: very useful  of some use not very useful Please indicate or topics to be discussed that would make the student more academically prepared for this internship experience. Please assess the job responsibilities you assigned to your intern:  difficult to achieve challenging, but attainable  not challenging Overall Evaluation Given your expectations for this internship, this student’s overall performance (in comparison with all other students performing similar duties) was in the: top 5%  top 25%  top 50%  lower 50% of all students How would you assess the intern’s overall performance? outstanding  above average satisfactory  below average  unsatisfactory Additional comments: 27
Thanks for your generous support of the parish over the past year…… Offertory collections….. January 5 12 19 26 February 2 9 16 23 March 2 9 16 23 30 April 6 13 20 27 May 4 11 18 June 1 8 15 22 29 July 6 13 20 27 August 3 10 17 24 31 September 7 14 21 29 October 5 12 19 26 November 2 9 16 23 30 December 7 14 21 28 SVP January February March April May June July August September October November December CAFOD January February March April May June July August September October November December
made about future provision. The Department will continue to work with those LAs until all transfers have been completed appropriately. See what the Minister for Children and Families, Nadhim Zahawi said about the transfers here: Consultation on elective home education On 10 April 2018, the DfE published a consultation on elective home education. The consultation is in two parts. The first one is a call for evidence, covering issues such as the registration of children educated at home, monitoring of home education provision and support for home providers. The second part is seeking comments on draft versions of two DfE guidance documents, one is targeted at local authorities and the other for parents. Please cascade this email to anyone in your organisation or in your networks who may have an interest. Among the points that may be of particular interest in relation to SEN are: Reports of schools encouraging parents to home educate as a response to behavioural or attendance issues The process for a parent wanting to move their a child out of a special school and into home education Material in guidance to authorities and parents about the particular issues that arise if a child being home educated has SEN, complementing the material in the SEND Code of Practice We would welcome your response to the consultation - particularly in relation to children and young people with special educational needs and disability who are home educated. Both parts of the consultation can be found at this link: Supported internships in action Local authorities have recently been funded £9.7m to set up and train more job coaches. We are hoping to gather information about how many supported internships are being delivered, any barriers to delivery, and what more we can do to support their increase. If you deliver supported internships (or are planning to), we would be grateful if you could spare a few minutes to fill in the survey: . If you work in a local authority or supported employment provider, please would you encourage the education providers you work with to fill in this survey? The more information we receive, the better we can plan future support. If you work in a school or college and would like help sourcing a supported internship placement or other work experience for students with SEND on a study programme, help is available from Mencap’s project, funded by DfE.
has not been made, and has been made instructions for addressing issues or contentions incorrectly added to a valid EP and a decision has not been made, and has been made exhibit 1: notification letter to claimant informing of an incorrectly established exhibit 2: notification letter to claimant informing of an incorrectly adjudicated claim, and receipt of a prescribed form in response to incorrect claims guidance after the EP 930 has been cleared. Change Date October 22, 2015 a. How to Identify an Incorrectly Established Claim As stated in M21-1 Part III, Subpart ii, 2.B.1.b. effective March 24, 2015, VA will only recognize compensation, pension, survivors, and related claims if they are submitted on the required standard forms. The term “incorrectly established claim” refers to a request for benefits not submitted on a prescribed form that was received and established and processed a new EP, or added to an existing EP and processed. In situations a claim was incorrectly established based on receipt of a request for benefits not submitted on a prescribed form, corrective action is needed as described in this topic. Notes: These instructions do not apply to requests for reconsideration, as indicated in M21-1, Part III, Subpart ii, 2.F.1.a, or a request for application that was misidentified as a claim, but has not had development initiated. Follow the guidance in M21-1, Part III, Subpart ii, 2.C.2.b. b. Information to Provide the Claimant or Authorized Representative To resolve the issue quickly, the claims processor must inform the claimant and/or authorized representative that the request for benefits was incorrectly accepted as a claim, and VA regulations require that all claims must be submitted on a prescribed form effective March 24, 2015, which issues or conditions cannot be considered a valid claim that VA will not continue to process a pending request for benefits a complete claim is received on a prescribed form
Acronym Term Acronym Term B Basic Publication NCWM National Conference on Weights and Measures CC Certificate of Conformance NIST National Institute of Standards and Technology CIML International Committee of Legal Metrology NTEP National Type Evaluation Program CTT Conformity to Type NTETC National Type Evaluation Technical Committee DoMC Declaration of Mutual Confidence OIML International Organization of Legal Metrology IV Initial Verification OWM Office of Weights and Measures MAA Mutual Acceptance Arrangement R Recommendation MC Measurement Canada SC Technical Subcommittee MDMD Multiple Dimension Measuring Devices TC Technical Committee MRA Mutual Recognition Arrangement VCAP Verification Conformity Assessment Program MTL Manufacturers’ Testing Laboratories C Summary of Voting Results Reference Key Number House of Senate Representatives House of Delegates Results Yeas Nays Yeas Nays To Accept the Report Voice Vote Adopted Details of All Items (In order by Reference Key) 510 INTERNATIONAL 510-1 I Mutual Recognition Arrangement (MRA) Background/Discussion:
of the following quotes best states the main idea of “Carry Your Own Skis”? “Be responsible for yourself and your stuff or you miss out.” “As a result, I was invited to go on a lot of camping trips.” “I can still feel the damp long underwear and wet wool during the endless ride home.” “But whether I liked to ski or not didn’t really matter.” What literary device does the author use at the end of paragraphs three, four and five? Repetition Parallelism Analogy Couplet Which of the following best describes the writer’s tone in this passage from “Carry Your Own Skis”? “Forgo that last run of the day in near darkness, cold and alone and crying because your siblings have skied on ahead without you? Who’d want to miss all that fun?” Nostalgic Sarcastic Enthusiastic Factual 12. Which of the following best supports your answer for the above question? Author reminisces on the fun she had towards the end of the day on the slopes Author wants to use humor to make skiing seem more fun to others Author’s remark is intended to show irony. No one would enjoy soggy tuna, accidents or inconvenience, yet these seemed preferable to being left behind at the lodge all day None of the above In Your Own Skis,” how does the author support her main idea? With facts and statistics With examples from her own life With examples from other people’s lives With quotes from expert What type of nonfiction is short, examines and discusses a focused topic and includes the writer’s personal viewpoints? Speech Essay Lyric Poem Short story In nonfiction, which of the following is the correct term for an author’s attitude towards the subject and the audience? Style Descriptive Perspective Tone The attitude implied in “ the lodge and back, baby” can best be described as Compassionate C. Passionate Joyful D. Relaxed
United Polaris business class For a smooth start to your air travel, please keep the following in mind if you're planning to check bags. Review the list of prohibited items shown on the Review guidelines relating to , , , and Carry valuable items, such as cash, jewelry, medication and keys, with you on board the aircraft Avoid packing fragile items in checked bags Place your name, address and telephone number on the outside and inside of your baggage Remove straps and other protruding objects
or calling their helpline Tel: 0303 123 1113 (local rate)or 01625 545 745 (national rate) The Information Commissioner’s Office – Northern Ireland 3rd Floor 14 Cromac Place, Belfast BT7 2JB Telephone: 028 9027 8757 / 0303 123 1114 Email: Privacy Notice – GP as an Employer Plain English explanation As employers we need to keep certain information so that we can remain your employer and manage payments. This is a combination of personal and financial information. We are required by law to hold certain types of data on those we employ under the Health and Social Care Act. We are also required by HMRC and various taxation laws, such as “The Income Tax (Pay As You Earn) Regulations 2003” to keep financial records. 1) Data Controller contact details Carryduff Surgery, Hillsborough Road, Carryduff BT8 8HR 02890812211 (although the HSC is the overall data controller for the NIECR) 2) Data Protection Officer contact details Dr Philip Cooke, Carryduff Surgery, Hillsborough Road, Carryduff BT8 8HR 02890812211 3) Purpose of the processing To process payments accurately. To comply with the Health and Social Care Act and taxation law. 4) Lawful basis for processing The legal basis will be Article 6(1)(c) “processing is necessary for compliance with a obligation to which the controller is subject.” And Article 9(2)(h) “processing is necessary for the purposes of preventive or occupational medicine, for the assessment of the working capacity of the employee, medical diagnosis, the provision of health or social care or treatment or the management of
As India's middle class grows, the number of people living in villages will increase. As India's middle class grows, the number of traffic-related fatalities will increase. As India's middle class grows, the number of unpaved roads in small towns will increase. 5. This article would be most useful as a source for a student research project on __________. Societal issues between middle and classes Societal problems created by economic upturns Solving pollution issues created by cars in cities Solving population growth problems in Asian countries 6. The news article states: Cars have brought something else to India: an illusion that the entire population is more prosperous than ever. Although the country's middle class is growing, poverty continues to be widespread in India. Which would be the closest synonym for the word prosperous? Wealthy Progressive Encouraging Dissatisfied 7. Which question is not answered by the article? How have cars helped to give people better access to jobs, schools, and medical care in India? How do cars create the illusion that everyone in India is prosperous? What changes did the Indian government make in 1991 to address its financial problems at the time? What will happen when hundreds of millions of people in India have cars? 8. The author probably wrote this article to __________. Highlight the pros and cons of the growing number of cars in India Suggest that Indian officials should limit the number of cars they allow to be sold Determine what needs to be done to reduce the number of traffic fatalities in India Compare and contrast the "Indian Dream" with the "American Dream" Opinion Question: Do you the good things that have come from more car sales in India are worth the problems caused by the cars?
Has carrier any defences (ie was loss caused by something other than breach of Art 3 obligations)? Art 4 (1) Not liable for loss/damage caused by unseaworthiness unless caused by want of due diligence by carrier to make ship seaworthy etc (2) No liable if loss/damage caused by (a) act, neglect of default in navigation or management of ship - NOTE (b) fire, unless cause by fault of carrier (c) perils of sea - FOOTNOTE – IMPORTANT MENTION (d) act of God (e) war (f) public enemies (g) arrest of princes (h) quarantine (i) act of omission of shipper (j) strikes (k) riots (l) saving of life or property at sea (m) wasting in weight of goods from inherent vice (n) insufficiency of packing
SOUTH AYRSHIRE COUNCIL EQUALITY IMPACT ASSESSMENT Section One: Proposal Details* Name of Proposal Purchase of SEARCH Licence Lead Officer (Name/Position) John MacMillan Proposal Development Team (Names/Positions) Jacqueline Critical friend (s) Lorraine Finlayson, Strategic Management Officer *This include strategy, project or application: see guidance attached. What are the main aims of the proposal? To secure funding of £23000 to purchase SEARCH licence. What are the intended outcomes of the proposal To allow progress and delivery of an Employment Support Scheme for a small number of young people with learning disabilities in rural area in South Ayrshire. Section Two: What are the Likely Impacts of the Proposal?
People who share a particular religion or belief No No Thematic Groups: Health, Human Rights, Rurality and Deprivation. No Yes 3. Do you have evidence or reason to believe that the proposal will support the Council to: General Duty and other Equality Themes Level of Negative and/or Positive Impact (high, medium or low) Eliminate discrimination and harassment faced by particular communities or groups Low positive Promote equality of opportunity between particular communities or groups Low positive Foster good relations between particular communities or groups Low positive Promote positive attitudes towards different communities or groups Low positive Increase participation of particular communities or groups in public life Low positive Improve the health and wellbeing of particular communities or groups Low positive Promote the human rights of particular communities or groups Low positive Tackle deprivation faced by particular communities or groups Low positive 4. Summary Assessment Is a full Equality Impact Assessment required? (A full EIA must be carried out on all high and medium impact proposals) YES NO Rationale for decision: This proposal relates to an annual event in Girvan. As such it is of benefit to all groups that attend the event. Therefore the potential impacts are low positive and do not require to be equality impact assessed. Signed : Claire Monaghan …………………………...Head of Communities Date: 7.3.2016 Copy to Appendix 7
factors and chronic kidney disease, or previous carcinoma treated with systemic chemotherapy. Out of the 14 patients who were thought to have AD but had non-supportive investigations, seven cases had normal or isolated raised tau on CSF, four had consecutive CSF examinations which were conflicting, two had positive CSF biomarkers but normal imaging and one had generalised atrophy on MRI with disproportionately enlarged ventricles. Eleven patients presented with a progressive non-fluent aphasia (figure 1, supplementary appendix S2). All had word-finding difficulty with variable grammar and inability to repeat sentences. Eight of the 56 patients with atypical clinical features were classified in more than one atypical subcategory. Table 1 Patient characteristics, source of referral and API indication General Characteristics Result No. female 41 Median presenting age in years (range) [n100] 66.7 (44.5-88.0) Median years of education (range) [n49] 14 (10-21) Median duration of cognitive impairment in months (range) [n96] 24 (0.5-120) Median duration pre-API at IMC (months) [n94] 7.1 (0-84) Median duration post-API at IMC (months) [n94] 8.5 (0.4-22.6)* Source of Referred Patients [n100] Primary care physician 48 Secondary care referral from neurologist / psychiatrist 52 API Indication [n100] SCI†/MCI 33 YOD 42 Atypical clinical features± 56 * The difference between pre and post follow up duration is not significant. † Two patients had SCI. ±25 patients were >65 years without MCI/YOD. API, amyloid-PET imaging; IMC, Imperial Memory Centre; SCI, subjective cognitive impairment; MCI, Mild Cognitive Impairment; YOD, Young Onset Dementia
INDICATE COMMUNITY IMPORTANCE OF THIS PROJECT AND YOUR ORGANIZATION’S SPECIAL QUALIFICATIONS TO IMPLEMENT AND MANAGE THIS PROJECT (INCLUDE AREA SERVED, ELIGIBLE POPULATION, AND NUMBER OF PERSONS USING YOUR SEVICES DURING THE PAST YEAR): AMOUNT REQUESTED FROM MATTOON COMMUNITY TRUST $_______________________________ IDENTIFY SOURCES AND AMOUNTS OF PAST YEAR’S FINANCIAL SUPPORT AND INDICATE ADDITIONAL FUNDS BEING REQUESTED: LIST OTHER ORGANIZATIONS WITH SIMILAR OBJECTIVES AND SUMMARIZE YOUR COORDINATION WITH THEM:
CARRIER INFORMATION Contact name: (first and surname) Entity name: ABN: Street Address: Suburb: State: Postcode: Postal Address: Suburb: State: Postcode: Phone: Fax: Mobile: E-mail: GST Registered: Yes / No (Please circle) BANK DETAILS Bank: Branch: BSB (6 digits): Account Number: Account Name: Feed Central processes payment for your invoices directly via our internet banking facility. If your bank details are incomplete, we are unable to process your payment. GENERAL INFORMATION Number of trucks: Number of Staff: Number of Trailers/Type of trailers: Eg: Flat Tops, Drop-decks, B-double General Information: Please fill out any information regarding your company. Eg: Years in business, experience especially carting hay, grain. Main states/regions interested in working in: Interested in long runs or short runs: Any additional information: Safety and being alert around hay bales and hay trucks is very important!!! Please complete this form and fax it back to us on 1300 852 289 or email If any details change, please let us know immediately. Thank you
Confirm P/U on Load To “Confirm” the load, the User selects the radio button located next to the Load ID field and selects the “Confirm” button located at the bottom of the window. The User is brought to the “Load Confirmation” screen. The User edits the “Actual Shipping Date/Time” if needed (this date and time will default to the system “scheduled” date and time) and enters the Load ID number as the “Master BOL Number”. The User selects the “Confirm Load” button located on the middle menu bar. If the confirmation was successful, a message will appear at the top of the window “Load (XXXXXXX) confirmed, Tracking Number: Master BOL # (XXXXXXX)”. All “Pick” stops on the load must be “Confirmed” to change to a stop status of “Picked Up” before any delivery at the final “Drop” stop can be updated. Manual Delivery Confirmation The following instructions will walk a carrier through manually entering the proper information to show a load has been “Delivered” which will remove it from the Missed Delivery Report. Find a Load to confirm Delivery on User expands the menu options under the header “Track and Trace” located on the left menu bar by selecting the “plus sign” next to it. The menu expands to include: Loads Shipments Ref Num Search Load Shipment Cross-Ref User selects “Loads”. User is brought to the list. User selects the “Search” icon located on the window title bar. See above for instructions on searching. User is brought to the “Search for Loads” list. The User puts in the search criteria to find the load that they want to confirm the pick up on and selects “Search” located at the bottom of the window. User is brought to the “List of Loads” screen. Confirm Delivery on Loads with Multiple Drop Stops To “Confirm the Delivery” on the loads with multiple stops, the User selects the radio button located next to the Load ID field and selects the “Stops” button located at the bottom of the window. The User is brought to the “List of Stops for a Load” screen. All Pick stops need to be confirmed first. Please see above for instructions.
Senior Management Team /Phase Leaders Monitor assessment practices, including marking and strategies used in lessons Interrogate analysis of data Carry out half termly Progress Meetings with each year group Ensure that data is accessible to governors and present information to governors. SENCO Co-ordinates the identification and assessment of children with SEND Monitors effectiveness of interventions Liaises with LA and stays up to date with available intervention schemes Moderation of policy The Headteacher is responsible for monitoring the implementation of this policy. The SLT, and Governors use discussions with staff, progress meetings, lesson observations and work scrutiny to monitor the implementation of this policy. Policy prepared by: Adam Bevan, Chris Skeats Date prepared: February 2017 Date ratified by the Strategic Committee: (CVS) 17.3.17 Signed: Elizabeth Hargrave Signed: Christine Skeats (Head Teacher) Review date: March 18
MARY KEAN WHITE Eligibility: Seniors of Carrollton High School/Malvern High School planning to pursue an elementary education with a 3.0 GPA. MOYNE SMITH MEMORIAL SCHOLARSHIP Eligibility: Carrollton High School seniors and graduates who plan on attending (or are attending) any type of college training/education. MR. & MRS. JOHN NEIDER SCHOLARSHIP Eligibility: Carrollton High School seniors attending West Virginia University. Priority will be given to students pursuing a field in agriculture. TOWNSHIP SCHOOL MEMORIAL SCHOLARSHIP Eligibility: Perry Township high school seniors and graduates planning to enroll, or are currently enrolled with at least a two year course of study to pursue. RUSSEL AND HENRY COLE SCHOLARSHIP Eligibility: Carrollton High School seniors planning to attend an accredited institution of SCHOLARSHIP 19 Eligibility: Carrollton High School graduates who are currently attending a college or university to complete a Bachelor’s Degree program. THE RICHARD C. AND JOYCE J. HANNON SCHOLARSHIP FUND FOR THE ARTS, LITERATURE AND COMMUNICATION Eligibility: Carrollton High School seniors and graduates who are planning to enroll in college and study in the field of performing arts, which could include speech, theatre, music, drama, speech and theatre education, performance and theatre arts, and television and radio broadcasting. CIVIC CLUB SCHOLARSHIP Eligibility: Carrollton High School graduates who are currently attending a college or university to complete a Bachelor’s Degree program. MELVIN L. AND FRANCES E. TOLSON SCHOLARSHIP TRUST Eligibility: Carroll County seniors and graduates who are seeking training and instruction to become licensed pilots. Also, Carroll County seniors and graduates who are enrolled or accepted into a college/university and majoring in a program of art education or fine and preforming arts. CARROLL UNIFIED SCHOLARSHIP FORM
information as you go. You must have an internet connection to complete this assignment. To complete this exercise, you will need to install some R packages for working with geospatial data: install.packages(c('dismo','maptools','raster','sp','rgdal','spocc')) Load each of the above required R packages using the library() function: library(dismo) library(maptools) …etc. Set your R working directory to the parent directory of the ‘usa’ file folder you downloaded for this exercise: EXERCISES A. Exploring occurrence records The step in building a species distribution model is collecting data on a species’ occurrence, that is, the specific locations where individuals of the same species have been observed in the wild. Data on thousands of species have been collected and organized in online databases, where data are publically available and freely downloadable. In this exercise, you will query online databases to locate records for a widespread species. First, download occurrence records for painted turtles (Chrysemys picta) using the gbif() function in the dismo package (this might take a minute): dat <- gbif('Chrysemys', 'picta') What does the gbif()function do? (Hint: use ?gbif to open the R documentation for the function in the Help window.) What arguments did you supply to the gbif()function in order to find records for painted turtles? How you use the gbif()function to find occurrence records for the green sea turtle? Run the following line of code to check for georeferenced painted turtle records in other databases: occ(query='Chrysemys picta', from=c('gbif','bison','inat','ebird', 'ecoengine','vertnet'), has_coords=T) How many records did you find? databases could you use to download occurrence records for painted turtles? Why does the eBird database not contain records for painted turtles? Run the occ()function for a different species and record the species you chose: ________________________, the number of georeferenced records you found:
Tests count for 300 possible points. Extra credit is NOT given on an individual basis, if any extra credit assignments are given, they are made available to the entire class. Please do not ask for individual extra credit opportunities. Extra credit assignments will be posted in Canvas or announced in class. Final Grades for the Semester Are Determined as Follows 500-450pts = A 449-400pts = B 399-350pts = C 349-300 pts = D 299 -0pts = F Additional Information Some semesters, life gets in the way. Should you have one of these semesters, I am more than happy to talk to you about what to do. But if the trauma is too great, I strongly suggest you drop one or all of your courses. Your education is vitally important, but there are things that outrank even education sometimes—and you have to make that call when it is necessary. I cannot grade you on how well or poorly you deal with your life at given moments. Your grades reflect your performance in class—not how well you are dealing with other things. I wish all of us a semester in which these things aren’t issues. You are responsible for material missed due to absence. I suggest you exchange notes with other responsible students in any case, but particularly if you have to miss. I am happy to answer questions about this material, but will not rehearse my lectures or our class discussions. Course Outline: Tentative Schedule Week 1 (Jan 16 – 22) F2F – Introduction (Jan 16) Online – Welcome and Module 1 Content Syllabus – Check for Understanding Quiz (Jan 16 – 22) Module 1 Quiz (Jan 16 – 22) Week 2 (Jan 23 – 29) F2F – Class discussion of Module 1 In-Class Assignment #1 (Jan 23) Online - Module 2 Content Module 2 Quiz (Jan 23 – 29) Week 3 (Jan 30 – Feb 5) F2F – Class discussion on Module 2 Assignment #2 (Jan 30) Online - Module 3 Content Module 3 Quiz (Jan 30 – Feb 5)
American Revolution Think – Tac – Toe Directions: a Think – Tac – Toe by choosing one activity from each row. Find 2 songs from the Revolutionary period (with lyrics). Analyze their lyrics. Explain the meaning of each song. Determine the perspective and bias of each. Search for 2 political cartoon, paintings or pieces of artwork that show bias (Patriot vs. Loyalist). Analyze the 2 pieces. Determine the overall intention of the artist and the bias for each. Find 2 letters to the editor or newspaper article from the Revolutionary period. One should be written from the perspective of a patriot and one from a loyalist or British soldier. Determine the bias of each article. Explain the purpose of each article. Create a timeline of the causes of the American Revolution. Explain each cause fully. This should be shown on a graphic organizer of your choice. Include a brief description of the colonial reaction and/or the impact on the relationship between England and the colonists. Write a 2 page paper discussing the causes of the American Revolution. Explain each cause and the impact it had on the relationship between England and the colonists. Create a comic strip of the causes of the American Revolution. This should include images and text. The comic strip should cover all of the causes. Demonstrate an understanding of the relationship between the colonists and British as well as the colonial reaction to various causes. Many well known quotes were spoken in the years leading up to and during the Revolution. Choose 5 famous quotes. Explain what you think the speaker/author meant by them at the time. What do those words mean to you today? Remember to include the quotes and who said it! Create a brochure/pamphlet of famous Americans from the Revolutionary period. Choose any 5 Americans that played an important role in the creation of America. Create a brochure displaying those 5 Americans. Include a photo and details about their role during the Revolution. Research John Locke’s ideas regarding natural rights. Write a one page paper detailing to what extent Thomas Jefferson was influenced by the ideas of John Locke when he wrote the Declaration of Independence. Be sure to use historical evidence to support your position.
CATEGORY 4 3 2 1 Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. Little or no attempt to use images to create an appropriate Spelling & Grammar No spelling or grammatical mistakes on a storyboard with lots of text. No spelling or grammatical mistakes on a storyboard with little text. One spelling or grammatical error on the storyboard. Several spelling and/or grammatical errors on the storyboard. Content All content is in the students\' own words and is accurate. Almost all content is in the students\' own and is accurate. At least half of the content is in the students\' own words and is accurate. Less than half of the content is in the students\ 'own words and/or is accurate. Required Elements Storyboard included all required elements as well as a few additional elements. Storyboard included all required elements and one additional element. Storyboard included all required elements. One or more required elements were missing from the storyboard. The project was used in order to test the performance level of the students after being scaffolded for four meetings. In this project, the students must create the story using cartoon story maker about describing job. The rubric was taken from www.rubistar.4teachers.org with little modification from the teacher. This rubric was purposively designed in order to assess the students’ project. Further, PBL platforms drafting, editing, and redrafting stages allowed teachers’ to assess students’ learning during the project as well as the product of the project (Erben, Ban & Castaneda, 2009). .
Griffin Family Hosuehold Expenditure is €600 per month is €175, payable in March bills are €200 in February and €180 in April Tax of €225 is paid in February insurance of €550 are paid in April is €50 per month Expenses are €400 per month is €50 per month costs €30 per month Planned Expenditure Jan Feb Mar Apr Total Fixed Expenditure Mortgage Insurance Car Insurance Subtotal Irregular Expenditure Electricity Bills Car Tax Household Expenses Telephone Broadband Costs Subtotal Discretionary Expenditure Entertainment Subtotal Total Expenditure
Clients Served: Pre-Start Planning 18 Start-up 14 Existing Business- Opportunity 25 Existing Business- Challenged 4 Total Clients: 60 Financing: Approved: Number 8 Amount $428,500 Leveraged $3,838,200 Program Hours: 1st QTR- 151.50 2nd QTR- 269.50 3rd QTR- 190.50 4th QTR- 164.50 Total Contract- 776.00 Carver County 12.31.2017 Open to Business 3137 Chicago Ave Minneapolis, MN 55407 612-789-7337 Industry Segment: Retail 9 Service 15 Food 12 Health/Fitness 9 Manufacturing 5 Construction/Real Estate 6 Undetermined 2 Technology 2 Wholesale/Distribution 1 Referral Source: Municipality 26 Entrepreneur 14 Bank Referral 8 Family/Friend 3 Other 9 Web 1 City- Bus. Res. Carver 1 3 Chanhassen 12 8 Chaska 9 10 Cologne 2 1 Mayer 1 3 NYA 6 4 Victoria 2 2 Waconia 14 16 Watertown 6 5
2015 Mentoring Questionnaire for BES Members Please state your current career level: Undergraduate Masters PhD Early career level (0-5 years in the workforce) Middle career level (6-15 years’ experience) Senior career level (+16 years’ experience) Career break Looking for employment: Retired Other: a. Are you currently taking part in a non-BES mentoring scheme? If yes, using the space provided below, please state whether you are a mentor or mentee. Yes No b. Did you receive any training for this role? If yes, using the space provided below, please include details of the training you received. Yes No Have you undertaken any mentoring through the BES? If yes, using the space provided below, please state the name and year of the scheme, and if you were a mentor or mentee. Yes No
6. The Solicitor Consultant will participate in the Directorate’s Performance Management procedures 7. The Solicitor Consultant will participate where necessary in job rotation arrangements/movement within the Directorate as required by service delivery requirements. 8. The Solicitor Consultant will undertake such other duties as may be required from time to time by the Chief Legal Adviser. The duties outlined in this Job Description serve as a guide to the current and major responsibilities of the post. The duties and obligations associated with the post will inevitably vary and develop and the Job Description will be reviewed on a regular basis. Change will be subject to consultation with the postholder. The postholder will be expected to help develop the work of not only the Directorate but the Business Services Organisation in general by identifying areas where change can create a more efficient, effective and responsible quality of service. The successful candidate will be expected to comply with the Business Services Organisation’s No Smoking Policy. THE BUSINESS SERVICES ORGANISATION IS AN EQUAL OPPORTUNITIES EMPLOYER. JDsol
Name of Current Employer Nature of Organisation and Business Sector of Position(s) Held Job Title of Line Manager(s) Dates (Month and Year) From –To Reason for seeking to leave Principal Duties of Post(s) Held Name of Previous Employer Nature of Organisation and Business Sector Title of Position(s) Held Job Title of Line Manager(s) (Month and Year) From -To Reason for leaving Principal Duties of Post(s) Held Name of Previous Employer Nature of Organisation and Business Sector Title of Position(s) Held Job Title of Line Manager(s) (Month and Year) From -To Reason for leaving Principal Duties of Post(s) Held
Ensuring that the governing body has sufficient support and information to discharge its functions. Ensuring that the governing body takes due account of all statutory regulations, codes of practice and other requirements. Ensuring that an effective risk management system is in place within the college. Contributing objectively to the proceedings of the governing body and its committees, exercising a challenge role as appropriate. Approving the arrangements for the appraisal of senior staff. Ensuring compliance with the requirements of the Further Education (NI) Order 1997 and adherence to the public sector standards applied to Non-Departmental Public Bodies. Leadership Providing leadership to the governing body, ensuring that individual governors work as a cohesive team.
System Solved By Graphing (estimation only) -Axis Labeled _____/1 -Axis correctly scaled. _____/1 correctly Graphed _____/2 -Solution Accurately Estimated _____/1 System Solved By Substitution. _____/5 System Solved By Elimination. _____/5 Solution Interpreted Correctly _____/2 Powerpoint Title Page _____/2 Table _____/4 ___Price ___Gas Mileage ___Total Monthly Costs ___Equations Graph ____/10 ___Title ___Axis are labeled ___Legend Correctly Labeled ___Accurate Solution Interpreted ____/2 Argument -Sound argument -Complete Sentences Professional Appearance ____/3 ___organized ___appears professional ___Grammar, punctuation, spelling _____ 21 Total = _______/50
Sensor error and estimation inaccuracies were found to increase the rate of false warnings more than that of undetected collisions. However, since the incidence of false alarms was small and a majority of them occurred for scenarios that were near collisions, the issue of false alarms does not appear to be a major concern in this case. It is important to note, however, that any systematic biases in sensor and estimation errors, or systematic errors in the trajectory prediction method, may increase the incidence of false alarms or undetected collisions in ways not covered by this simulation. This research may be improved in several directions. First, it would be useful to increase the complexity of the simulated overtaking maneuvers to make them more representative of overtaking scenarios. This includes considering the traffic stream beyond the three vehicles we simulated for each overtaking scenario, which brings to consideration both multi-vehicle overtaking and communication channel congestion. Analysis of the latter will require replacing our constant packet error rate with a detailed study of all sources of packet error and the techniques used to treat them, such as congestion control protocols and multi-hop broadcasting. Overtaking maneuvers that involve multiple vehicles can also be considered for driver assistance, as demonstrated in Marefat et al. (2014). Second, considering systematic biases in sensor errors and estimation inaccuracies that might occur in real-life collision warning systems will enhance our understanding of the influence of such biases on collision warning systems. Third, the analysis conducted in this study is based on simulated data, with assumptions drawn from the literature to simulate overtaking maneuvers as realistically as possible. A similar analysis with data collected from the field might help improve the assumptions made to simulate the data. Finally, this paper focuses only on a collision warning system for overtaking maneuvers. While it is useful to study such individual safety systems in isolation, it will become necessary to analyze how the overtaking assistant we simulated (or any other advanced driver assistance system) will interact with other increasingly prevalent collision warning systems. For instance, it is important to consider a warning to avoid collision of the passing vehicle with the lead vehicle (i.e., forward collision warning) while also avoiding the collision between the passing and oncoming vehicles.
Assessment of Student Learning Outcomes in _____________ “What Has The Student Learned?” Assessing what the student will know, do, or value as a result of interaction with your Department/Services/etc. Specific CAS Standard: CAS Domain: Could be more than one; Dimension: Related to the specific domain (CAS, 2015) Adapted from Robbins (2009, 2011); Robbins and Zarges (2011); Robbins and Adams (2013) Institutional Statement Local Specific Goal or Objective Specific Student Learning Outcome Where Learning Occurs (Opportunities for Student learning) When or by When Learning Occurs Outcome Measures Data Instruments Minimum Performance Criteria for Success Action(s) Based on Data Specific to institution Specific to Dept. or Office
COLLEGE OF ACCOUNTING SCIENCES 1st SEMESTER: 14 APRIL 2018 Johannesburg Regional Service Centre Venue 08h00-10h00 10h00-12h00 12h00-14h00 203 FAC1501 D Mr. S QUMBA (2 HRS) FAC1503 GROUP C Mr. NV NEGOTA (3 HRS) (10h00-13h00) 205 TAX1501 A Mr. N NEGOTA (2 HRS) FAC1601 GROUP C Mr. N SILO (2 HRS) FAC1502 GROUP D Mr. NN CHAUKE (2 HRS) 206 AUE2601 GROUP A Ms. W PHALENG (2 HRS) AUE2602 GROUP A Ms. W PHALENG (2 HRS) FAC1502 C Mr. A DLAMINI (2 HRS) Timetable available at:
COLLEGE OF ACCOUNTING SCIENCES 1st SEMESTER: 16 - 20 APRIL 2018 Johannesburg Regional Service Centre Date 16 APRIL 2018 17 APRIL 2018 18 APRIL 2018 19 APRIL 2018 20 APRIL 2018 Venue 17h00-19h00 17h00-19h00 17h00-19h00 17h00-19h00 17h00-19h00 203 FAC1501 GROUP A Mr. NV NEGOTA (2 HRS) FAC1601 GROUP B Mr. NN CHAUKE (2 HRS) FAC1502 D Mr. NN CHAUKE (2 HRS) NO CLASS FAC1501 GROUP A Mr. NV NEGOTA (2 HRS) 205 FAC1501 GROUP C Mr. MI MLAHLEKI (2 HRS) FAC1501 GROUP C Mr. MI MLAHLEKI (2 HRS) FAC1501 GROUP C Mr. MI MLAHLEKI (2 HRS) FAC1501 C Mr. MI MLAHLEKI (2 HRS) FAC1501 GROUP C Mr. MI MLAHLEKI (2 HRS) 206 FAC1502 GROUP B Mr. KK MOSWEU (2 HRS) FAC1502 GROUP B Mr. KK MOSWEU (1 HR) NO NO CLASS NO CLASS Timetable available at: