zilongwang/ReadingBank huggingface dataset:
Please confirm you have at least two years’ experience in your current role. If you have indicated ‘no’ to the question please detail your previous leadership role or responsibility and school name. Experience SLEs will be outstanding middle or senior leaders, with at two years’ experience and a first-class knowledge in a particular field of expertise. SLEs will have a minimum of two years’ experience in a leadership role within a school or academy. Specialist area(s) of expertise Your Specialism Please indicate your specialist area(s) and the length of time you have been a specialist within the selected field(s) of expertise. Experience SLEs will be outstanding middle or senior leaders, with at least two years’ experience and a first-class knowledge in a particular field of expertise. Question 1. What motivates you to engage in system leadership? Capacity and commitment SLEs will have a commitment to outreach work, and the capacity to undertake such work. Leadership experience and capacity Question 2a. As a leader, please outline the significant impact of your contribution to supporting leaders in other schools, or to your own school’s performance, detailing the impact of this, and demonstrating clear evidence of your outstanding practice within your area/s of expertise/specialism. Experience SLEs will be outstanding middle or senior leaders, with at least two years’ experience and a first-class knowledge in a particular field of expertise. Track record SLEs will have a successful track record, supported by substantial impact evidence, of
in other leaders leading to sustainable improvements. SLEs will have excellent communication and interpersonal skills. SLEs will have the ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues. SLEs will have the ability to grow leadership capacity in others. and Question 4. Please provide an example of significance where you have challenged, collaborated, motivated and inspired your peer colleagues to set and establish new and innovative working practices. How did you approach this? What impact did this have? Skills SLEs will have excellent communication and interpersonal skills. SLEs will have an analytical approach in identifying the and ability to prioritise accordingly, including the ability to set and establish new and innovative working practices. Questions 5 Please address each area, evidencing where you have utilised each skill and the positive impact you have brought about. Skills and Experience SLEs will have excellent communication and interpersonal skills SLEs will have the ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues.
Ensure developing standards are influenced by UK practitioners and don’t have unintended effects. Government and Industry with LAs Wide range of coordinated pilots and benefits capture/learning dissemination back to UK LAs. C-ITS projects and the Forum Consider how to procure future data services, not just systems. LAs and Industry Think ‘digital future-proofing’ in infrastructure design — what can we add now at low cost that we may need in 2020? LAs and Industry Ensure connected technology does not have unintended consequences on LAs’ existing technology and practices. All Think about the skills sets needed to deploy connected services. LAs and Industry down the cost of connection via roadside beacon and ease of connection to UK systems. Industry Don’t Panic! Connected service pilots can start with smart phones and also test various competing technologies; you don’t have to decide today. All Think Customer! Services need to be chosen by road users as they work well and give benefit, as opposed to regulatory tools like signals and signs. All Take part! Unless UK LAs of all shapes and sizes get involved in pilots and tests, we will have a ‘one size fits all’ solution. UK Government has funded pilots already and there is hopefully more to come. All In the above, ‘Industry’ means the ITS, ICT and automotive industries working co-operatively. Appendix A: C-ITS Projects (funded by DfT from 21 Feb 2017) Blackpool — Traffic congestion and parking Bluetooth management technology (£234,000) City of York — Connected vehicle data for traffic signalling to improve congestion (£295,200) Derbyshire — Early-warning system for congestion enabling drivers to communicate with one another and avoid traffic (£237,500) Dorset — Advanced congestion warnings app (£182,100) Southampton — Enabling council to deliver real-time travel information to better manage road network (£90,000)
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“It’s Your Life: Live it Well!” Memo of Understanding: Workshop Leader Job Description and Responsibilities Purpose of this position: To assist participants to feel more in control and build their self confidence in managing their lives with chronic diseases through positive role modeling and facilitating the Live Well chronic disease self-management workshops. Responsibilities: Successful completion of the four day training prior to leading the workshops. This training prepares you only to co-facilitate the 6-week Live Well workshop. The copyrighted materials received at this workshop should not be shared with others or duplicated. Leaders successfully completing the 4-day training MAY NOT train others to co-facilitate the workshop. Facilitation of at one (1) Live Well workshop (which are 2.5 hours per week x 6 weeks) within one year of training, preferable within 6 months. Coordinate recruitment/marketing of participants for the Live Well workshops. Post and distribute flyers announcing programs Assist with the identification of potential program participants Accurate completion of all reporting and return all forms to Regional Coordinator. The forms are: Workshop Cover Sheet Participant Information Survey Attendance Log Collaborate and notify: NAME, Regional Coordinator-CONTACT INFORMATION, of the date, time and location of all new workshops scheduled. BE SURE TO NOTIFY INSERT NAME-RC of any workshop that you are planning. Coordinators will assist with implementation of your workshop, including marketing materials; Living a Healthy Life with Chronic Conditions books and Relaxation/Guided Imagery CDs. The Live Well Workshop MUST be offered in conjunction with the Aging Service Division, Department of Social Services (DSS), who holds the license granted from Stanford. NO group or individual may offer a Stanford training unless it is offered under the auspices of the DSS or unless they choose to purchase a license from Stanford. Failure to notify the regional coordinator of planned workshops is a violation of the licensing agreement.
There is no need to remember these formulae for the tangent and normal to the ellipse. It is best to derive the equations from first principles. Examples Consider the ellipse Verify all the numerical values and information in the following two figures for xP = 10.0 and xP = 7.5. Reflective Properties of Hyperbolas Rays directed toward the focus of hyperbola are reflected at the hyperbolic mirror to the other focus of hyperbola.
4 UNIT MATHEMATICS 3.5 CONIC SECTIONS Taking different slices through a cone you can create a circle, an ellipse, a parabola and a hyperbola. Theses conic sections are defined using a straight line (directrix ) and a point (focus ) where a is the conic section parameter. Consider any point on the conic section and the point on the directrix. The distances of these two points from the focus are and . The ratio is called the eccentricity e and is a constant for all conic sections eccentricity
PROJECT BUDGET: Total of Components cannot exceed the maximum total award amount GRANTEE CERTIFICATION I am the representative of the provider (“Grantee”) listed above who is authorized to execute this form. The above named project /grant award is in accordance with Section 13 of Public Act 13-239, the Notice of Grant Award, General Grant Conditions and NGP Grant Conditions. The Grantee has authorized the project for which it will receive State of Connecticut funds. The information contained on this form is true, accurate and complete. By (signature of authorized representative): ________________________________________________ Printed Name: Ruth Hayes Title: Chief Development and Communication Officer Signed at , Connecticut, this day of 2015. (town/city/or borough) _______________________________________________________________________________________________ FOR OPM USE: Grant Administrator Name: Valerie Clark Grant Administrator Phone: 860-418-6313 Grant Administrator Email: Valerie.clark@ct.gov
A7.7 Subtraction using doubles, fives and tens – subtrahend and difference less than 11 A7.8 – Addition doubles, fives and tens – one addend greater than 10 A7.9 – Subtraction using doubles, fives and tens – subtrahend or difference greater than 10 IA7.l The double decker bus flashes IA7.2 Getting on and off the bus IA7.3 Bus snap IA7.4 Make combinations to twenty fish IA7.5 Using ten plus combinations IA7.6 Five and ten game IA7.7 Chocolate IA7.8 Double ten frame facts IA7.9 Bead board *F is Full; P is Partial; N is None Work with addition and subtraction equations. Common Core Standard Components of the standard Teaching Towards Construct / Level Activities that Support the Standard AVMR Support F/P/N* 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2 none none N 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the Addition and subtraction 3, 4 or 5 Green Book: 7.3.1 Counting in two screened collections 7.3.2 Counting items in a row with some items screened F
sums and differences within 100 on a number line diagram. *F is Full; P is Partial; N is None Work with time and money. Common Core Standard Components of the standard Teaching Towards Construct / Activities that Support the Standard AVMR Support F/P/N* 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 8. word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? *F is Full; P is Partial; N is None Represent and interpret data. Common Core Standard Components of the standard Teaching Towards Construct / Level Activities that Support the Standard AVMR Support F/P/N* 9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple take-apart, and compare
6.4.1 Partitioning Visible Patterns to 6 7.4.1 Combining Numbers to 5 7.4.2 Partitioning 5 Purple Book: A5.1 Making Finger Patterns for Numbers in the 1 to 5 A5.6 Partitions of 5 and 10 IA5.1 Ears IA5.4 Make Five Concentration *F is Full; P is Partial; N is None Number and Operations in Base Ten K.NBT Work with numbers 11–19 to gain foundations for value. Common Core Standard Components of the standard Teaching Towards Construct / Level Activities that Support the Standard AVMR Support F/P/N* 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. None Purple Book: IA3.6 Make and Break Numbers N *F is Full; P is Partial; N is None Measurement and Data K.MD Describe and compare measurable attributes.
Connecting your Web Site Go to Site, Publishing Settings Choose Add under your student number. This is the screen you will see. The following information is MY information. Edit it to show YOUR information. MAKE SURE everything matches exactly except for the student number. Click Add Go to Site, Publishing Click the blue connect link. If you see two panels come up, you are connected. If not, you are not connected and have an error somewhere in the connection information.
Delamain, C. Developing baseline communication skills LB1576 .D37 2000 Speaking, listening, and understanding: for young children P118.4 .D45 2003 Hart, S. The compassionate classroom: relationship-based teaching and learning LB3013 .H357 2004 HighReach Learning Passport [kit]: experiences for pre-K success: communication LB1139.23 .P31 2010 Tortora, S. The dancing dialogue: using the communicative power of movement with young children GV452 .T676 2006 JUVENILE BOOKS Author Title E. The very quiet cricket Crary, E. When you’re shy and you know it Wells, R. Shy Charles Yashima, T. Niño cuervo (Spanish) DVDs Title Call # messages: facilitating language development and communication HQ774 .E37 1998 (DVD) WEBSITES Several articles discuss what shyness in young children and how adults can help from Parents magazine.
Take Home Essay Connecting Poetry to The Handmaid’s Tale Prompt: The following poem is concerned with the of power that is similarly portrayed in THT. Read the poem and annotate carefully. Then in a well-organized essay analyze how the speaker in the poem uses imagery to reveal their attitude toward power. A Work of Artifice Marge Piercy 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 The bonsai tree in the attractive pot could have grown eighty feet tall on the side of the mountain till split by lighting. But a gardener carefully pruned it. It is nine inches high. day as he whiddles back the branches the gardener croons, It is your nature to be small and cozy, domestic and weak; how lucky, little tree, to have a pot to grow in. With living creatures one must begin very early to their growth: the feet, the crippled brain, the hair in curlers, the hands you love to touch.
Initials: _______ If no, are you requesting to carpool with another participant? Yes No If I live within 30 minutes of the training site, I intend to drive to and from home each day. Yes No If you intend to commute each day, will you be staying for the dinner meals? Yes No Job Requirements: Willingness to undergo training and to adhere to fidelity to the NAMI Connection Recovery Support model. To adhere to fidelity to the NAMI Connection Recovery Support Group model is required. Commitment to perform support groups for a minimum of one year. Ability to provide group participant data as required. Willingness to identify potential new facilitators from their support groups. Positive regard for or personal experience with mutual support. Be or become a member of NAMI. I have read and understand the NAMI Recovery Support Group Facilitator job requirements. ___________ (Initials) I understand that my attendance at Facilitator Training does not guarantee that I will be certified as a NAMI National Recovery Support Group Facilitator. ___________ (Initials) If selected to attend - Attending the NAMI Recovery Support Group Facilitator Training, and receiving certification as a facilitator, I acknowledge that I am making a commitment to facilitating a support group once a week for a one year period. ____________________________ _______________________ ________________ Signature Print Name Date MENTOR AGREEMENT I agree to be at each session of the workshop on time. Please understand that if you are excessively late to sessions or leave more than 30 minutes early on Sunday you may jeopardize your participation in the workshop and a teacher certificate may not be issued to you. I understand that participation in this training does not guarantee that I will become a certified NAMI facilitator. Trainees must demonstrate the qualifications needed to become a good NAMI facilitator by the end of the training. The first day of training provides an opportunity for trainees to assess their basic qualifications for being a facilitator. Any concerns should be brought to the trainers’ attention. Attendance at a training does not guarantee teacher certification.
NEW Postings to the CONNECTIONS Intranet ...CONNECTIONS NEWS... CONNECTIONS Weekly System Maintenance Due to regularly scheduled system maintenance, the CONNECTIONS application will not be available on… Wednesday, 12/1/10 from 5:00 AM – 7:00 AM Friday, 12/3/10 from 5:00 AM – 7:00 AM Office of Children & Family Services Gladys Carrión, Esq., Commissioner
Accelerated Student Achievement Pathway Year 2 (sample schedule) Career Diploma AOC: Horticulture Basic Diploma AOC: Horticulture Career Tops Core Four Diploma Academic TOPS 1st Semester 2nd Semester 1st Semester 2nd Semester 1st Semester 2nd Semester English III or Career Diploma Eng. Financial Math English II *EOC Financial Math English III *EOC Geometry *EOC Civics/Free Enterprise English II *EOC Civics/Free Enterprise English III *EOC Foreign Language II Art Course (Art or
Date: Duration: Purpose: Outcome: Next Steps: (Signatures) Student:________________ Mentor:_____________________________ Date: Duration: Purpose: Outcome: Next (Signatures) Student:________________ _____ Mentor:_____________________________ Appendix F Parent Meeting Log
High School Attending:______________________ Diploma or Certifications:  State-approved Skills Certificate (SASC Pathway) Louisiana High School Equivalency Diploma (GED Pathway) Postsecondary Plans: Technical College Technical Training Community College Employment Military Other ____________ Year 1 Year 2 Academic Component List courses: Academic Component List courses: Skills Component List courses: Skills Component List courses: Electives List courses: Electives List courses:
CONNECTIONS This form should be used to update CONNECTIONS Security Coordinator information and/or to request or remove the following Security Business Functions: Maintain Agency Access View Agency Access Maintain Organizational Hierarchy View Organizational Hierarchy Assign Maintain Activity Guidelines: Only one or two staff from an agency or district should have Maintain Agency Access or Maintain Organizational Hierarchy. Agency Access and Organizational Hierarchy settings grant groups of workers View and/or Maintain access to FSI and FSS stages. Because changes to these settings have the potential to give a wide number of people in your agency access to confidential client information, please be sure that the staff who are given these Business Functions fully understand CONNECTIONS Security functionality and how these settings affect access to cases and stages. The Assign Maintain Activity BF allows a CONNECTIONS Security Coordinator to assign the Maintain Activity Activity) BF to others in their district/agency. The MAINT Activity BF grants permission to enter and/or modify information in the Activities window of CONNECTIONS (formerly done in the CCRS system). Because it can affect payments, the MAINT Activity BF should only be assigned to staff that are sufficiently knowledgeable and trained. Only Voluntary Agencies that contract with ACS will need the Assign Maintain Activity business function. Instructions: The General Information section must be completed for all requests. This form must be submitted by a Commissioner, Director of Services, Executive Director, or other executive level staff person (e.g., Assistant Executive Director, Program Director, Director of IT, etc.). Completed forms should be emailed to (NOTE: the address contains an underscore) General Information Form Submitted By: District/Agency Name: District/Agency Code: Submitter’s Title: Date of Request:
Update Security Coordinator New Security Coordinator Name: Former Security Coordinator Name: HSEN ID: Phone Number: HSEN ID: Phone Number: Add Security Business Functions Name HSEN ID Maintain Agency Access View Agency Access Maintain Organizational Hierarchy View Organizational Hierarchy Assign Maintain Activity Remove Security Business Functions Name HSEN ID Maintain Agency Access View Agency Access Maintain Organizational Hierarchy View Organizational Hierarchy Assign Maintain Activity Comments: For Office Use Only Date Received: Completed By: Completed Date: Follow Up/Notes:
Attachments Double-clicking the attachments may produce the error “Word cannot start the converter mswrd632.wpc,” which is a known Microsoft issue (). Microsoft provides the following workaround: right-click on the embedded attachment (instead of double-clicking) and then select “Document Object” and then use “Open” (instead of “Convert”) from the menu. Attachment A – Project Management Plan Attachment B – Support Locations Attachment C – Pricing Requirements Attachment D – Pricing Template Attachment E – Past Performance Worksheet . Attachment F – Task Deliverables Performance Matrix Attachment G –Implementation Checklist Attachment H – Service Level Agreements (SLAs)
Client's Security Officer. (Complete this section if clearances are involved, listing the clearance level needed, otherwise enter N/A.) name address 1 address 2 city, zip phone & fax email GSA Representative name address 1 address 2 city, state, zip phone & fax email 2.0 Definitions & Acronyms. All terms that have meaning other than that contained in a dictionary and task-specific acronyms. 3.0 Government Furnished Items. The contractor shall specifically identify in their proposal the type, amount, and time frames required for any government resources, excluding those listed below. The Government will provide the following: (If none, so state) Lab space, office supplies, computer equipment and time, telephone, and reproduction facilities, and office supplies as required. Standard Operational Procedures, applicable regulations, manuals, briefs and other materials associated with the project and the hardware/software noted throughout this SOW. Initial familiarization / orientation will be provided on site. Training to be provided by the Government specific to this task.
Staffing and Personnel Requirements This is where the Agency provides staffing requirements and labor types needed in support of the Managed Network transition. The requirement under this solicitation seeks the support and expertise from Connections II offerors to carry out the Agency’s Network Transition support project from start to finish. Offerors shall propose adequate staffing to meet the requirements for telecommunications network specialists and engineering support to guide the Agency through the transition. Types The offeror shall provide Labor Types for both professional and technical expertise that fully meet the requirements for all the tasks in support of the requirements specified in this SOW, including the analysis, planning, design, specification, and implementation, of required transition services. Personnel Requirements The offeror has ultimate responsibility for managing the tasks, for achieving the performance results in each of the task areas, and for determining the appropriate staffing pattern in support of its technical approach. The offeror shall provide experienced personnel to perform the required services. The Government and the offeror understand and agree that the services to be delivered are non-personal services. Offeror personnel shall conform to standards of conduct and code of ethics, which are consistent with those applicable to Government employees. Offeror personnel shall obtain authorization to have access to Agency support sites and Government facilities, and shall obtain Common Access Cards (CAC) for computer access. All offeror employees must be fluent in spoken and written English. Background Checks: All offeror employees must submit a to the [Agency] Personnel Security Manager. A favorable SF-86 is required before gaining access to a U.S. Government LAN. The offeror, when notified of an unfavorable determination by the Government, withdraw the employee from consideration from working under the order. The Contracting Officer may require the offeror to remove from the job site any offeror employee who is identified as a potential threat to the health, safety, security, general well-being or operational mission of the installation and its population. In to ensure a smooth and orderly startup of work, it is essential that the key personnel specified in the offeror's proposal be available on the effective date of the
Attachment D – Pricing Template Attachment E – Equipment Support, Warranty and Inventory Attachment F – Past Performance Worksheet Attachment G – Task Deliverables Performance Matrix Attachment H – Network Diagrams and Figures Attachment I – Cutover Task List Attachment J – Transition Inventory Report
Operation Support Systems (OSS) Offeror-provided Equipment Government Furnished Equipment (GFE) Performance and SLA Task 3: UC Implementation and Deployment This is where the Agency provides requirements for the offeror to propose a strategic approach to implement and deploy the Unified Communications platform including finalizing the physical design and configuration, conducting site survey, deployment roll out plan, testing and acceptance. Section 2.3 – Task 3 describes the requirements for the implementation and deployment of a unified communication solution and application suite across the enterprise or at select Agency locations. At a minimum, this section should address the following elements for implementation and deployment : Site Survey Physical Design and Configuration Implementation Checklist and Deployment Roll out Plan by Location or Site Category Testing and Acceptance The UC Implementation and Deployment Task include the following activities or sub-tasks: Sub-task 1: Site Survey Sub-task 2: Physical Design and Configuration Sub-task 3: Implementation and Deployment Roll out Plan Sub-task 3: Testing and Acceptance Sub-task 2: Site Survey Upon execution of a task by the Agency Contracting Officer, the offeror shall conduct site surveys at each site locations as identified in Attachment B – Support Locations. When the task order requires installation of equipment at the Government facility, the offeror shall coordinate with the Agency designated POC for the installation. The offeror shall contact the site POC at least [fifteen (15)] calendar days prior to the survey. The Government will provide a list of site POC’s after contract award. The offeror shall use the type of survey required by the situation. To the extent possible telephonic coordination shall be used, but there will be times when a basic or complex site survey shall be necessary.
Attachments Attachment A – Project Management Plan Attachment B – Support Locations Attachment C – Labor Types Attachment D – Pricing Template Attachment E – Equipment Support, Warranty and Inventory Attachment F – Past Performance Worksheet Attachment G – Task Deliverables Performance Matrix Attachment H –Implementation Checklist
INVESTIGATOR Name Faculty Appointment & Institutional Affiliation Email Telephone SPECIFICATION Disease name: OMIM Number (if available for phenotype): Disease description (Please include details on the phenotype, such as degree of intellectual disability, for each affected individual. Ideally, attach a pedigree using NSGC nomenclature, specifying who was assessed clinically and at the molecular level): Gene name: (HGNC approved gene symbol) Gene discovery project (if applicable): Category of (check one, see instructions) 1 2a 2b 3a 3b Unique Canadian population if 3a or 3b: Genetic evidence that the gene or variant is disease-causing (Please describe variants using HGVS nomenclature at the cDNA and protein level validated using .
Function Description Traffic Classification DSCP, IP PRec – L3VPN Interface or VLAN – L2 or L3VPN Traffic Marking DSCP MPLS Experimental (EXP) Congestion Management Low Latency Queuing – L3VPN Class-based weighted Queuing – L3VPN Congestion Avoidance Weighted Random Early Detection (WRED) – L3VPN Traffic Conditioning Shaping and Policing
Engagement Exploration Explanation Extension Evaluation Materials: Computer and Internet access for pairs (or individual) of students Sample (optional) Tutorial: Preparation: Instructors should verify they have access to weblinks. Make one copy per student of the or have each student make their own data table. The tutorial can be printed for students who may need it. Facilitation of Learning Experience: Inform students that they will work in teams to gather information on neuronal structure and function. Divide students into six-person teams and have each student on a team select one type of structural or functional neuron type (unipolar, bipolar, multipolar, sensory, motor, or interneuron). It may also be helpful to have students with the same neuron type work together to conduct research. Students will access the following tutorial to complete their data table: . If students are unable to access the suggested tutorial, alternative research materials such as textbooks, research articles, or websites may be used. Students will access the tutorial and select the neuron structures link. Instruct students to click through the cell body, dendrites, and axons links. Direct students to click on “next page>>” below the information about each structure to access further details. Students will need to know that they may miss information if they do not click the “next page>>” link. The “Next>>” above the box of information takes you to the next structure or topic. Allow students time to gather information on neuronal structures, functions, and classification. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Connector Role Name: Class: Date: Text title: Connection 1 – Circle: Text-to-Self Text –to-Text Text-to-World Text reference: Explanation: Description: Connection 2 – Circle: Text-to-Self Text –to-Text Text-to-World Text reference: Explanation: Description: Connection 3 – Circle: Text-to-Self Text –to-Text Text-to-World Text reference: Explanation: Description: Reflection:
12-Jul-2017 07:01:41 103 17.56 XAMS 398303 12-Jul-2017 07:01:05 496 17.565 XAMS 397452 12-Jul-2017 07:00:24 443 17.56 XAMS 395904 12-Jul-2017 07:00:24 57 17.56 XAMS 395897
Connect to Resources – p. 15 Academic Advisors – See your advisor’s name on myMemphis; make an appointment in September for Spring 2015 advising Athletic Center – http://www.memphis.edu/cris/ Child Care – http://www.memphis.edu/childcareweb/ Churches, synagogues, mosques, temples – http://www.memphis.edu/studentlife/pdfs/rso-flyer.pdf Computer labs – Consumer credit counseling – http://libguides.memphis.edu/content.php?pid=198378&sid=1659234 Counseling Center – http://www.memphis.edu/cpcc/ Extracurricular Activities – http://saweb.memphis.edu/sa_leadership/plugin.htm Financial Aid – http://www.memphis.edu/financialaid/ Job placement aids – http://www.memphis.edu/careerservices/ Legal aid services – http://www.memphis.edu/legal/resources.php Libraries – http://www.memphis.edu/libraries/ Newspapers – Helmsman - http://www.dailyhelmsman.com/, others in UC, Library, Jones dining Organizations - http://www.memphis.edu/student_leadership/organizations.php School catalog – http://www.memphis.edu/ugcatalog School security agencies – http://www.memphis.edu/police/ Special needs and disability services – http://www.memphis.edu/drs/ Student Employment - http://www.memphis.edu/financialaid/segeinfo.php Student Health clinic – http://saweb.memphis.edu/health/ Support groups – http://www.memphis.edu/cpcc/groups.php Tutoring – http://www.memphis.edu/esp/ Writing and Communication Center - http://www.memphis.edu/cwc/ Plug Into the Blue – http://www.memphis.edu/plugin
through charity work and many sporting and volunteering roles. Reception to thank volunteers Cardinia Shire's volunteers were recognised for their vital contribution at Council's annual volunteer reception last month. Coinciding with National Volunteer Week, the event acknowledges hundreds of volunteers across 560 organisations in the shire and gives Council an opportunity to thank volunteers for their contribution to the shire's diverse community. Cardinia Shire Mayor Cr Brett Owen said he was proud to spend the evening with so many dedicated volunteers, without whom our community groups and organisations would struggle to achieve their goals or deliver their services. "It takes a special kind of person to volunteer time and energy to serve others, without expecting monetary reward. Our volunteers do what they do because they are passionate about helping their local community," Cr Brett Owen said. "Council is proud to support this valuable contribution across all community sectors - from arts and culture groups to young people and children's organisations; from sporting and recreation groups to education and training; and from aged care and disability providers to emergency services."
provide larger play equipment and social suitable for a wider age range of children." "As part of the development and design process, we work with the local community to ensure the upgrades meet community need and result in increased usage." Melissa Way Reserve, Pakenham • Progress: Completed in May • Features: Additional equipment provides an enhanced play for children of all ages, offering a range of new play experiences • Investment: $50,000 • Funded by: Council's Playground Renewal Program 2016-17 Garfield Recreation Reserve • Progress: Due for completion in June • Features: Two new play spaces and three picnic settings • Investment: This is one of six projects in the $900,000 annual program • Funded by: Victorian Government's Growing Suburbs Fund, Council's Playground Renewal Program 2016-17
• dispose of hard waste in the twice-yearly kerbside collections • take the material to a waste transfer station. More Info www.cardinia.vic.gov.au/burningoff www.cardinia.vic.gov.au/reducingwaste Burning off requirements and advice If your property is 20 hectares or less If you property is bigger than 20 hectares You can only burn off on Monday, Friday or Saturday. You can only burn off on any day except Sunday. The edge of your fire must be a minimum of 10 metres away from any buildings. The edge of your fire must be a minimum of 30 metres away from any buildings.
Dealing with dumped rubbish In the past two years, the illegal dumping of rubbish across Cardinia Shire has increased from an average of 60 cases to more than 100 cases per month. While Council has achieved efficiencies in handling dumped rubbish, it still comes at a cost to our shire, both financially and environmentally. To help reduce the illegal dumping of rubbish, Council is trialling the use of CCTV cameras at dumping 'hot spots'. The CCTV footage will be used to record site activities and help identify offenders. We recently called on the community to suggest 'hot spots' and we'll be changing the location of the CCTV cameras every four to six weeks. The CCTV is jointly funded by Council and Sustainability Victoria. Keeping Cardinia Shire clean is everyone's responsibility – if you see something, say something! Help us create a cleaner shire with a no tolerance attitude to the illegal dumping of rubbish. You can report dumped rubbish on our website Help us keep Cardinia Shire clean. A lifelong commitment to community service Cardinia Shire Council awarded Eric Bumpstead this year's Stan Henwood Award for his lifelong contributions to the local community.
The Connelly Scholarship for Commuter Students 2015-2016 APPLICATION Mr. Jeffrey A. Connelly is a loyal alumnus of Eastern Michigan University and a former member of the EMU Foundation board of Trustees. Mr. Connelly was a commuter student while he attended EMU. It is his desire to help commuter students through the creation of this scholarship. The goal of the scholarship is to support the retention and success of EMU commuter students by encouraging their involvement and learning in life beyond the classroom. This scholarship is open to undergraduate commuter students enrolled at least who will commit to seek active involvement on campus in the upcoming year. The Connelly Scholarship for Commuter Students is a one-time scholarship award of $250 dollars for the academic year. Several recipients will be rewarded each year. To be eligible for The Connelly Scholarship you must fulfill the following criteria: Be an undergraduate or pre-bachelor student who has completed at least one semester at EMU. Have a minimum EMU grade point average of 2.0 and maintain good academic standing for the current academic year. Be in good judicial standing with Student Judicial Services. Have financial need as determined by the Office of Financial Aid for current academic year. Be enrolled at least half-time (6 credit hours) for the current and next semester. Commute from at least 15 miles away or be living in your family’s home. Commit to actively seek involvement and learning on EMU’s campus (beyond the classroom) during your year as scholarship recipient (i.e. student organizations, undergraduate research, student employment, volunteerism, etc.). to meet with a member of the Connelly Commuter Scholarship Committee in the semester following the award to discuss your progress of active campus involvement. The Deadline for all application materials is Accepted on a rolling basis until funds deplete or it is the start of the new fiscal year on July 1st. YOUR COMPLETED APPLICATION SHOULD INCLUDE: A completed Application will include: application, personal statement, release of information authorization, and completed recommendation form. The recommendation form should be completed by a current or former teacher/professor, a work supervisor, organization advisor, or someone who is not a relative and is not an EMU student. You must also have filed a Free Application for Federal Student Aid (FAFSA) with the Office of Financial Aid for the previous year. For additional FAFSA information visit , or contact the Office of Financial Aid, 403 Pierce Hall, (734) 487-0455. Submit completed application to
Conners Comprehensive Behavior Rating Scales (Conners CBRS) by C. Keith Conners, Ph.D. Three Sources of Information The CBRS is composed of three rating scales: one completed by the teacher (204 items), one by the parent or caregiver (203 items), and one by the student being evaluated (179 items). The teacher and parent scales, written at a fourth-grade reading level, can be used to assess students 6 through 18 years of age. The self-report scale, written at a third-grade level, is appropriate for 8- through A Broad Spectrum Assessment
Single Customer 'Web Store' Adds all orders under a single customer called Web Store. See single name setting to change web store to something else. Web Store Company Name First Name Last Name Adds order underneath the company. If none exists, it tries first name last name. Microsoft Company Name Web Store Adds order underneath the company. If none exists, the system uses Web Store. Apple Single Customer Amazon Web Store Id Adds orders underneath a parent called Amazon Web Store followed by the first 11 characters of the order. Amazon Web Store: Store Name If using ShipStation or ShipWorks, the system Amazon
Here is an example order: Introduction Connex will match the product SKU from your online store to the QuickBooks Item Name field. Although QuickBooks Desktop has a field called SKU, it is not used in any matching at this time. Product SKU We highly recommend entering SKUs to all of your products n your regardless of them being inventory items. SKUs almost never change and they usually contain numbers or letters, which QuickBooks accepts as the name field. In the event that a product has no SKU in your online store, Connex will insert a SKU called unknown_do_not_delete into QuickBooks. If your product SKUs and QuickBooks item name field matches, then there is no manual matching you must perform. If you need to match SKUs and QB names manually, . Here is a product SKU from an online store: Here is a matching item in QuickBooks: In the event you would like to match the product SKU to the QB SKU field instead, Follow these steps: 1. to Connex For QuickBooks 2. At the Golbal Settings page, Click on the Field Mapping Tab 3. the box under product mappings: Product Product titles can change and many contain special characters, like trademark and copyright These can cause sync errors because QB cannot accept them in the name field. Connex will strip many of these characters. Although we recommend against matching a product title to a QuickBooks name, it can be accomplished. Here are the steps: Login to Connex. Hover over the gear box and click rules engine. Click add new rule. Enter these values:
Getting Started Welcome to Connex for QuickBooks Connex for QuickBooks is compatible with QuickBooks Pro, Premier, Wholesale and Manufacturing, or Enterprise and QuickBooks POS version 10 and above. First Steps: 1. Log into Connex for QuickBooks or Register for an account. 2. Open QuickBooks and login as an admin, in single-user mode. 3. Ensure there are no open dialogue boxes open in QuickBooks. In other words, is QB waiting for you to say “OK” in a dialogue box on the screen. 4. Login to your website as an administrator. 5. If QuickBooks exists on remote desktop or Right Networks, open the remote machine and log into QuickBooks. Minimize this screen. 6. If you are a ShipWorks customer, open the software and set-up a store. Make sure there are some orders to send to us. 7. If you are a ShipStation customer, log into your account. Click the gear on the top right and API settings. Click the green button and obtain your API keys.
CHC Heritage: Data Structure Report: Sir John de Graham's castle and Kirk o' Muir Community Project pond? bbaannkk ooff ddaamm bank AREA 1 fence line camping area 0 camping area AREA 2 marshy area pond? fence line 100 m outer ward castle ditch Motte outer bank drinking area broken fishing rod Key Beer can Composite items Cartridge Wire mesh or nail Tent Peg (aluminium) Figure 3: Sir John De Graham’s Castle, contour plan and finds distribution. Connolly Heritage Consultancy
CHC Heritage: Data Structure Report: Sir John de Graham's castle and Kirk o' Muir Community Project Tr3 Tr5 241.15 503 241.28 502 241.16 241.46 304 302 pot 241.20 241.09 305 cut feature (unexcavated) 303 240.85 306 241.17 504 241.08 Tr2 202 203 240.94 241.01 240.84 0 1 5m 240.72 204 Connolly Heritage Consultancy
Richard “Si come dice Vetruvio. Images of Antiquity in Early Renaissance Theory of Architecture,” in Antiquity and Its Interpreters, eds. Alina Payne, Ann Kuttner and Rebekah Smick, Cambridge, 2000, pp. 244-57 Jason Moralee and Kiel Moe, “What Francesco di Giorgio Saw on the Capitoline Hill c. 1470,” in Papers of the British School at Rome, 83, 2015, pp. 149-73 Orietta Lanzarini, “Dal disegno al progetto dell’Antico. Alcune considerazioni su Francesco gi Giorgio e Giuliano da Sangallo,” in Maddalena Basso, Jessica Gritti, Orietta Lanzarini, eds., The Gordian Knot. Studi offerti a Richard Schofield, Rome, 2015, pp. 97-114 Quattrocento and Cinquecento Florence Andreas Tönnesmann, “‘Palatium Nervae’. Ein antikes Vorbild für Florentiner Rustikafassaden,” Römisches Jahrbuch für Kunstgeschichte, 21, 1984, pp. 61-70 Francis Ames-Lewis, The Intellectual Life of the Early Renaissance Arfist, New Haven and London, 2000, ch. 5, “The Artist and Archaeology,” pp. 109-40 Andrea Gáldy, Cosimo I as Collector: Antiquities and Archaeology in Sixteenth-Century Florence, Cambridge, 2009 Andrea Gáldy, “Lost in Antiquities: Cardinal Giovanni de’ Medici (1543-1562), in Mary Hollingsworth, Carol Richardson, eds., The Possessions of a Cardinal: Politics, Piety, and Art 1450-1700, University Park PA, 2010, pp. 153-65 Ann Moyer, “Historians and Antiquarians in Sixteenth-Century Florence,” Journal of the History of Ideas, 64, 2003, pp. 177-93 Laurie Fusco and Gino Corti, Lorenzo de’ Medici Collector and Antiquarian, Cambridge, 2006 Renaissance Lombardy Richard Schofield, “Avoiding Rome: Lombard Sculptors and the Antique,” Arte Lombarda, 100, 1992, pp. 29-44 Urbino and Rome at the end of the Quattrocento