zilongwang/ReadingBank huggingface dataset:
Personal Analysis Describes in detail personal reactions to experience, including feelings before, during, and after the experience. Fully addresses other prompts in the assignment description Describes personal reactions to experience, including feelings before, during, and after the experience. Addresses other prompts in the assignment description Describes personal reactions to experience. Addresses most other prompts in the assignment description Does not describe personal reactions to experience and/or fails to addresses other prompts in the assignment description Abstract Analysis Fully addresses all abstract analysis prompts in the assignment description, includes explicit references to course content with citations Almost addresses all abstract analysis prompts in the assignment description, includes references to course content Partially addresses all abstract analysis prompts in the assignment description Does not address all abstract analysis prompts in the assignment description Learnings Describes in detail lessons learned from the experience, citing specific experiences, and proposes specific suggestions to improve the experience or their performance in the future. Describes lessons learned from the experience, and proposes suggestions to improve the experience or their performance in the future. Describes lessons learned from the experience. Does not describe lessons learned from the experience.
Define Identify Describe Label List Match Select Recall Name State Quote Reproduce Tabulate Tell Copy Duplicate Arrange Underline Enumerate Omit Recite Record Repeat Retell Outline Recognize Locate Fill-in-the-blank Multiple choice Labeling Matching Short written response Worksheet Workbook UNDERSTAND Action verbs for learning objectives Appropriate assessment types Explain Describe Paraphrase Summarize Compare Discuss Predict Convert Give examples Order Interpret Classify Distinguish Associate Demonstrate Express Indicate Estimate Translate Infer Relate Cite Generalize Rewrite Trace Transform Group Illustrate Essay Exam Problem set Class discussion Concept map Oral report Outline Story problem Dramatization Debate APPLY Action verbs for learning objectives Appropriate assessment types
Solve Apply Use Calculate Relate Complete Construct Produce Chart Collect Illustrate Modify Experiment Dramatize Manipulate Paint Prepare Act Administer Compute Develop Change Demonstrate Employ Explain Interview Operate Practice Predict Simulate Sketch Discover Schedule Write Problem set Performance Lab experiment Simulation Clinical work Role play Demonstration Map Diagram Prediction Model Illustration ANALYZE Action verbs for learning objectives Appropriate assessment Analyze Compare Infer Differentiate Categorize Correlate Diagram Organize Plan Test Investigate Classify Contrast Separate Discriminate Divide Order Subdivide Survey Dissect Estimate interpret Advertise Conclude Deduce Devise Outline Plan Troubleshoot Illustrate Deconstruct Diagram Group Case study Critique Lab experiment Essay Project Debate Concept map Reflection Data analysis Spreadsheet Graph EVALUATE Action verbs for learning objectives Appropriate assessment types
Critique Evaluate Appraise Decide Recommend Convince Defend Find errors Score Argue Judge Support Discriminate Assess Measure Rank Select Rate Weigh Conclude Consider Debate Justify Persuade Appraise Monitor Detect Validate Journal Diary Critique Problem set Product review Study Peer review Revision Survey Editorial CREATE Action verbs for learning objectives Appropriate assessment types Design Compose Create Formulate Hypothesize Compile Modify Rewrite Generate Improve Revise Plan Write Compile Construct Develop Integrate Organize Structure Act Arrange Prepare Assemble Collaborate Devise Make Negotiate Facilitate Propose Show Invent Research project Musical composition Performance Essay Business plan Product design Job aid Infographic Portfolio Poem Advertisement Video Blueprint References:
Evidence Organization pattern demonstrates understanding of the (historical, general to specific, segments of the topic, etc.) and organizational plan enhances the presentation, promoting ease in reading. Well organized with organizational plan obvious throughout. Organizational plan is inconsistent. No clear organization. Writing All sources selected are clearly relevant to the purpose. Relevance is clearly articulated. Apparent match between all sources and purpose, although perhaps not clearly articulated. Apparent match between some sources and purpose, although perhaps not clearly articulated. Mismatch between the sources and purpose. Synthesis Summarizes and insightfully synthesizes the literature information, including analysis of gaps in and/or limitations of the research. Summarizes the overall picture obtained from the literature review and synthesizes the knowledge gained. Summarizes the overall picture obtained from the literature review but synthesis. Lacks summary or synthesis of the information, leaving each article as a stand alone piece and/or misinterprets the information and/or makes statements unsupported by the literature. Style Contains no spelling or grammatical errors, demonstrates creative use of language, conscientiously follows style manual, uses quotations and citations to enhance written narrative, smooth transitions. Adheres to required length. Contains few spelling or grammatical errors, generally follows manual, uses quotations and citations appropriately, transitions included. Adheres to required length. Contains noticeable but not distracting spelling or grammatical errors, generally follows style manual, uses quotations and citations appropriately, transitions included. Contains numerous distracting spelling or grammatical errors, and/or does not follow style manual, and/or lacks or uses quotations and/or citations ineffectively or inappropriately, and/or lack of transitions.
Individual’s Name Medicaid # Provider Name and Number OHCDS Check if Applies Services being Requested Procedure Code/ Modifier/Service Total Requested Begin Date End Date DDS Approved Units Amount Units Amount H2016 Supportive Living N/A N/A Respite Care N/A N/A S5165 U1 Adaptive Equipment N/A N/A S5160 Emergency Response System Installation and Testing N/A N/A S5161 Emergency Response System Service Fee N/A N/A S5162 Emergency Response System Purchase N/A N/A K0108 Environmental Modifications N/A N/A T2028 Specialized Medical Supplies N/A N/A T2020 UA Supplemental Support N/A N/A T2022 Care Coordination H2023 Supported Employment H2023 U1 SE Discovery U2 SE Job Development H2023 U3 SE Employment Path H2023 U4 SE Extended Support T2025 Consultation U1 UA Crisis Intervention T2022 U2 Transitional Care Coordination/PCSP development T2020 UA U1 Community Transition Services N/A N/A Total Provider Designee/Agency Signature Date DDS USE ONLY I have verified totals are within approved limits. I have compared this request to the prior year’s POC expenditures. If the request has a significant increase or decrease in the prior year’s POC expenditures, the provider has identified and justified in the PCSP Narrative why the amount increased/decreased from the prior year’s POC costs. Reviewed by Date Reviewed
Evidence Incorporates pertinent and detailed information from both class discussions and assigned readings (when applicable). Includes relevant facts, examples. and details, but does not support all aspects of the task evenly. Includes relevant examples, and details, but omits concrete examples, includes inaccurate information, and/or does not support all aspects of the task. Does not incorporate information from pertinent class discussion and/or assigned readings. Writing Presents all information clearly and concisely, in an organized manner. Presents information fairly clearly and concisely, and may have organization problems. Lacks focus, somewhat interfering with comprehension. Organizational problems prevent comprehension.
Friday – October 5, 2018 8:30 a.m. – 9:00 a.m. Issues Breakfast 9:00 a.m. – 9:30 a.m. Chief’s Round Table 9:30 a.m. – 10:00 a.m. Diamond Award Presentation 10:15 a.m. – 10:45 a.m. Bringing Business Value to EHS Management 10:45 a.m. – 11:30 a.m. Sustainability Strategies TOTAL HOURS POSSIBLE - TOTAL HOURS Name: Last 4 of SSN # Street Address: City / State / Zip Company/Org.: Daytime Number: Authorized by: Ava F. Roberts, Executive Director, Arkansas Environmental Federation
Harrison County School District CEU Contact List School # Location Contact Information 02 BEL AIRE ELEMENTARY Jenny Smart (ILC) 228-832-7436 03 D'IBERVILLE ELEMENTARY Amy Lechner (ILC) 228-392-2803 04 D'IBERVILLE MIDDLE Katie Patridge Bertucci (ILC) 228-392-1746 05 CROSSROADS ELEMENTARY Jerri Turan (ILC) 228-832-6711 08 D'IBERVILLE HIGH Kevin Roberts(ILC) 228-392-9765 ext. 2623 12 HARRISON CENTRAL ELEMENTARY Sandra Dowdle (ILC) 228-832-2701 16 HARRISON CENTRAL HIGH Michele Johnson (ILC) 228-832-2151 20 CHILD DEVELOPMENT CENTER Vicki P. Carter (Principal) 228-863-0583 24 LIZANA ELEMENTARY Amy Farlow (ILC) 228-832-1592 afarlow@harrison.k12.ms.us 28 LYMAN ELEMENTARY Jenny Webber (ILC) 228-832-2257 30 NORTH GULFPORT MIDDLE Rachel Burt (ILC) 228-864-8944 38 NORTH WOOLMARKET Theresa Levens (Counselor) 228-396-3674 40 ORANGE GROVE Denise Briggs (ILC) 228-832-2322 44 PINEVILLE ELEMENTARY Christine Parks (ILC) 228-452-4364 46 RIVER OAKS ELEMENTARY Sharon Hansen (AP) 228-831-1660 48 SAUCIER ELEMENTARY Sarah Fabiano (AP) 228-832-2440
50 THREE RIVERS ELEMENTARY Stephanie Schepens (ILC) 228-831-5359 51 WEST WORTHAM Crystal Anderson (ILC) 228-831-1276 52 WOOLMARKET Sundee Anspach (AP) 228-392-5640 55 WEST HARRISON HIGH Dr. Michael Weaver (AP) 228-539-8900 90 VO-TECH Michele Johnson (ILC) 228-832-2151 92 ALTERNATIVE Virginia Trussell (Counselor) 228-539-5958 ILC – Instructional Literacy Coach AP – Assistant Principal
disciplines-based CEU approval translates to the domains-based CEU structure. The following table provides examples of how a training might translate from disciplines into domains. This is NOT an exhaustive list, so please refer to the checklists of the 6 domains above to find the domain(s) most applicable to your specific training topic(s). Training Topic Old CEUs Possible New Domain-based CEUs Understanding Gang Culture & Violence Cultural Competency Violence Prevention 1-Planning & Evaluation 4-Community Organization 6-Professional Growth & Responsibility Environmental Strategies Prevention Practice & Theory 2-Prevention Education & Service Delivery 5-Public Policy & Environmental Change Suicide Postvention Prevention Practice & Theory Suicide Prevention 3-Communication 6-Professional Growth & Responsibility The Addictive Family ATOD Cultural Competency 4-Community Organization 6-Professional Growth & Responsibility HIV for Substance Abuse Professionals HIV 6-Professional Growth & Responsibility Substance Abuse Prevention Skills Training (SAPST) Prevention Practice & Theory 1-Planning & Evaluation 2-Prevention Education & Service Delivery 4-Community Organization 5-Public Policy & Environmental Change Prevention Ethics Ethics Ethics
2012 91-13 ICCFA University July 19-24, 2013 25 Each Memphis, TN International Cemetery, Cremation and Funeral Association – 703-391-8400 92-13 Funeral Director Continuing Education Continuous 10 All Star Training Inc. 93-13 2013 PLPA College August 2013 12 Chicago, IL International Cemetery, Cremation and Funeral Association 703-391-8400 94-13 2013 Annual Meeting October 2013 10 Austin, TX Selected Independent Funeral Homes 95-13 Crematory Arranger Certification Class Continuous 6 Open International Cemetery, Crematory and Funeral Association 96-13 Embalming Clinic July 1st & July 2nd 6 Albuquerque Daniels Family Funeral Services 97-13 2014 NextGen Seminar Jan 26-30, 2014 8 St. Martin, IL Selected Independent Funeral Homes/ 847-236-9401 98-13 2014 ICCFA Wide World of Sales Jan 15-17, 2014 9 Sterling, VA International Cemetery, Cremation and Funeral Association 99-13 Communicating Effectively with Seniors Open 2 Richardson, TX Academy of Professional Funeral Service Practice 100-13 Funeral Competition & Strategy Masterclass November 2013 19.5 Las Vegas, NV Funeral Directors CEU’s 101-13 102-13 103-13 104-13 105-13 106-13 107-13 108-13 109-13 110-13 111-13 112-13 113-13 114-13 115-13 116-13 117-13 118-13 119-13 120-13
Goal: Propose/identify clinical interventions based on the subtyping results aimed at improved treatment and relapse prevention. 27E Problem Gambling in Great Britain Henrietta MD Goal: To learn about the latest UK findings from the British Gambling Prevalence Survey 2010 (out in Feb 2011). Goal: To learn about gambling activities and correlation to problem gambling in the UK. Goal: To learn about clinical outcomes in problem gamblers with particular attention to and complex clinical cases. 27F Gambling Prevention and Education with College Student Athletes Robert PhD Goal: 29A Innovations in Responsible Gaming in Canada & United Kingdom Malcolm Bruce, Stephen Meredith, Janine Robinson, MEd Goal: 29B Gratitude & Relationships Marlene Warner, MA Goal: Understand how people struggling with their own gambling disorders and people struggling with a family member’s gambling disorder can work toward long-term recovery. Goal: Identify some of the crucial questions to ask two people that decide to embark on the path to long-term recovery tog C73 (or apart). Goal: Describe potential struggles or roadblocks that two people working toward long-term recovery might consider some alternatives that could be offered to those individuals. 29C CT Approach to Maximizing Helpline Value Marie Apke, MA, Mary Drexler, MSW, Marc Potenza, MD, PhD, Lori Rugle, PhD, Marvin Steinberg, PhD Goal: Learn the value of collecting and reporting information obtained from significant others who call the help line. Goal: about the parallel intake forms developed to obtain information from problem gamblers and significant others. Goal: Increase knowledge of how to systematically collect help line information without disrupting the referral process. 29E Relapse Prevention Stephen Keeley, MS Jackie Fabric, MA Goal: Develop an understanding of the theoretical foundation of a mindfulness-based approach to problem gambling recovery. Goal: See preliminary data and client feedback from a pioneering pilot study examining the use of Mindfulness-Based Relapse Prevention in the treatment of problem gambling. Goal: Recommendations and directions for future research on the use of mindfulness in problem gambling treatment.
CONTINUING EDUCATION REPORT FORM NAME: _____________________________________________ LICENSE NUMBER: _______________ Ethics Requirement (CATEGORY I or CATEGORY II) DATE (From) DATE (To) SPONSOR TITLE UNITS Ethics Total SUPERVISION REQUIREMENT (CATEGORY I or CATEGORY II) DATE (From) DATE (To) SPONSOR TITLE UNITS Supervision Total Starting with the 2019/ 2020 renewal – all approved supervisors must obtain 3 credit hours. CATEGORY 1 DATE (From) DATE (To) SPONSOR TITLE UNITS Category I Total
Global influences Job growth Job openings supply Potential advancement Potential earnings Salaries/benefits Unemployment Course Selection Analyze the relationship of school subjects, extracurricular activities, and community experiences to career preparation. 1 1 Summary Analysis Statements Create an individualized career plan including, such as, but not limited to: Assessment and continued development of career portfolio Career goals Cluster/pathway opportunities Individual interests and abilities Training/education requirements and financing 1 1 13.1.8.H Extra-curricular/ Community Experiences Choose personal electives and extra-curricular activities based upon personal career interests, abilities and academic strengths. 1 1 Table 2 Content Pattern (CP) and Item/Task Sufficiency (ITS) SR-Selected Response (includes passage-based, stand-alone, and evidence-based) SCR-Short Constructed Response/Short Answer (includes passage-based) ECR-Extended Constructed Response (includes writing prompts and text-dependent analysis) PT- Performance Task (includes portfolio-based) Targeted Content Standard ID Item Types SR SCR ECR PT Total 1 1 1 1 1 1 1 1 1 1 13.1.8.H 1 1 6 Table 3 Passage and Writing Prompt Distributions Reading Level: The level at which both word identification and comprehension fall within the expected developmental age/grade of the test-taker. Prompt Response: Opinion, Argumentative, Informational, Expository Passage Genre Writing
3b. Scoring Guidelines The assigned professional will use the rubric to score each student’s response. 3c. Score/Performance Reporting Scores will be reported to students. Successful completion of this performance measure will be reflected in summary report. Attachment A: Weekly Schedule Day Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM Get-Up, Breakfast, Get Get-Up, Breakfast, Get Ready Get-Up, Breakfast, Get Ready Get-Up, Breakfast, Get Ready Get-Up, Breakfast, Get Get-Up, Breakfast, Get Ready Get-Up, Breakfast, Get Ready
3c. Purpose PM #1: Managing Home and School Responsibilities using your Student Planner To evaluate student ability to utilize the Student Planner to organize home responsibilities (chores, instrument practice etc.) as well as school responsibilities (assignments, record upcoming due dates, tests, etc.) PM #2: Developing a Personal Schedule To evaluate student ability to develop a personal schedule based on a given set of school and home responsibilities. 3d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 3e. Administration Frequency PM #1: Managing Home and School Responsibilities using your Student Planner Developed during 1st marking period with 1 Planner check each marking period, total of 4 Planner Checks. PM #2: Developing a Personal Schedule 1 time – 1st marking period 3f. Adaptations/ Accommodations IEP ELL Gifted IEP Other 3g. Resources/ Equipment PM #1: Managing Home and School Responsibilities using your Student Planner Student Planner/ Graphic Organizer PM #2: Developing a Personal Schedule Personal Schedule Template, Sample Responsibility Scenarios 3h. Scoring Tools PM #1: Managing Home and School Responsibilities Rubric PM #2: Personal Schedule Rubric 3i. Administration & Scoring Personnel PM #1: Managing Home and School Responsibilities using your Student Planner School counselor or classroom teacher PM #2: Developing a Personal Schedule School counselor or classroom teacher 3j. Performance Reporting Summary report of students who meet both performance indicators: PM #1: Managing Home and School Responsibilities Graphic Organizer PM #2: Developing a Personal Schedule Personal Schedule Template Performance Indicators (PI) 4a. PI Targets: All Student Group PI Target #1. Achieve Distinguished or Proficient on 4/5 categories of the Managing Home and School Responsibilities rubric. PI Target #2. Achieve Distinguished or Proficient on all four categories of the Personal Schedule Template rubric. 4b. PI Targets: Focused Student Group (optional) N/A 4c. PI Linked (optional) These performance measures are to be linked. 4d. PI Weighting (optional) Elective Rating
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1:30-3:00 Check In and Recess 3:00-3:15 Snack 3:15-4:00 HW/Reading/Math Activities 4:00- 4:45 Music From Around the World 4:45-5:15 5:15-6:00 Up and Free Choice 3:00-3:15 Check In/Snack 3:15-4:15 Recess 4:15-5:00 HW/Reading 5:00-5:30 Rock Cycle Song 5:45-6:00 Cleanup/Free Choice 3:00-3:15 Check In/Snack 3:15-4:15 Recess 4:15-5:00 HW/Reading 5:00-5:30 Talent Show 5:30-6:00 Cleanup/Free Choice 3:00-3:15 Check In/Snack 3:15-4:15 Recess 4:15-4:45 HW/Reading 4:45-5:15 SPARK 5:15-5:45 Talent Show 5:45-6:00 Free Choice 3:00-3:15 Check In/Snack 3:15-4:15 Recess 4:15-4:45 SPARK 4:45-5:15 Rhyming Words 5:15-6 Free Choice/Cleanup MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY No School PD Day 2:50-3:30 Snack/Circle 3:30-4:00 Recess 4:00-4:45 Homework 4:45-5:30- Polar Animals 5:30-6 Freetime/Clean up 2:50-3:30 Snack/Circle 3:30-4:00 Recess 4:00-4:45 Homework 4:45-5:30- me in the Middle/My Plate Makers 5:30-6 Freetime/Clean up 2:50-3:30 Snack/Circle 3:30-4:00 Recess 4:00-4:45 Homework 4:45-5:30- Ice Ages 5:30-6 Freetime/Clean up 2:50-3:30 Snack/Circle 3:30-4:00 Recess 4:00-4:45 Homework 4:45-5:30- Spark-Battle cards/Four Corners 5:30-6 Freetime/Clean up
• To recognise the critical nature of the National Student Survey (and other league tables) and ensure a positive approach to improvement the student experience at all times • To lead course initiatives that will result in a positive impact on the NSS and general student experience Leadership and Management • Work effectively as a team member, chairing committees and working groups and where appropriate supervising and/or mentoring other members of staff • Take a lead in your own area of expertise and lead/ co-ordinate the work of other staff to ensure module, course programme, enterprise or research project is delivered to the standards required • Support colleagues with less experience and advise on personal development; train/advise on own area of expertise where appropriate; coach and support colleagues in developing research • Undertake professional development in support of teaching and research, and if appropriate in support of enhancing the student experience and curriculum management The successful candidate will additionally be responsible for: Course Leadership of the BSc/MSci Forensic Investigation degree (shared responsibility, this post specifically leading years 2 and 4 of the course). Course Leadership of the BSc Analytical and Forensic Sciences Top-Up course, including recruitment, retention, progression initiatives. Module Leadership (proposed, and subject to change) of: FP3S100 Forensic Evidence (II) FP3S101 Specialist Forensic Investigation FP3S102 Research, Employability and Professional Practice in the Forensic Sciences, FP4S007 Project Design, Management and Enterprise The design and delivery of expert curricula and associated teaching duties for the following modules (not exclusively but with the ability to across a range of crime scene to court topics): FP2S09 Forensic Evidence FP3S011 Forensic Microscopy FP3S100 Forensic Evidence (II) FP3S101 Specialist Forensic Investigation FP3S102 Research, Employability and Professional Practice in the Forensic Sciences FP4S007 Project Design, Management and Enterprise FP4S008 Interpretation, Evaluation and Presentation of Casework FP4S013 Advanced Physical Evidence Analysis and Crime Scene Management FP4D001 Laboratory Research Project FP4T001 Major Laboratory Research Project To conceptualise and direct student research projects in subject areas at the Master’s level. To represent the university and subject area at external professional body and educational committee meetings e.g. Chartered Society of Forensic Sciences, UK Forensic Science Education Group etc.
Exercise 6 This exercise is based upon Chapter 6 of the SAS Advanced Certification Prep Guide. We will simply create some indices and check their performance against each other, and against SAS’s default choices. Begin by importing the Bacterial data set from Excel into WORK.WQ, and then save a copy that will have no indices: proc sql; create table wqnix as select * from wq; quit; We will next create a series of indices. The column RECORD is unique, so we should use the following command to create an index based on RECORD: proc sql; create unique index record on wq(record); quit; Create another index using the variable FECALREMARK. Now plot the variable FECALREMARK using VBAR in PROC SGPLOT. Should this variable be recommended for an index? Why or why not? We should be able to create a near-unique composite index using STATION and COLLECTION_DATE whose performance can be compared to RECORD. proc sql; create index sitedate on wq(station, collection_date); quit; Graduate students: Create a third table, WQSORT, by sorting WQ on STATION and COLLECTION_DATE, and create a composite index for that table identical to the one above. We can now compare some sorts for the following query (the table name WQ will change as you change tables). proc sql; select * from wq where station like 'B%' and fecalcoli gt 200 and fecalremark in('EST', 'GT'); quit; Record Real Time, CPU Time and any notes in the SAS LOG when running the above query on the following (one or more of these choices may not produce a result). Summarize your results. WQ with default query. Was an index selected? Which one? WQSORT (graduate students) WQNIX WQ with RECORD index
School Profile (could use MySchool text here) Our Vision To be recognised as a great school Our Mission To develop high achieving students who are connected globally, to each other and to the communities in which they live and serve. Our Values Excellence Social justice Knowledge and skills Respect Global awareness Our Strategic Directions and Strategic Directions Teachers and learners of highest calibre Student engagement and wellbeing Faith and spirituality Goals All students become independent learners Improve NAPLAN outcomes in Year 9 Improve SACE completion rates Develop a whole school culture of high expectations where students are affirmed for positive behaviours Improve the rate of student attendance across all year levels Develop strong partnerships with the wider Church community Provide high quality religious education programs
Provide a concise description of the laboratory experiment to be undertaken. Explain why the work is being performed, the goal(s) of the experimental program If this is an update/revision of previous ESP describe all changes Provide the stoichiometry of any chemical reactions and their heats of reaction Demonstrate the inherent thermal safety of your experiment through calculation or through the use of accelerating rate calorimetry data. ) Include a complete list of all chemicals (reactants and products) involved in the work. Include a complete list of all equipment (e.g. autoclave, centrifuge, pump, heat bath etc.) involved in this work
FY2016 Continuing Education Reimbursement and Final Report Form Applicant Name: Title of CE Event: Skills and Knowledge Gained Through Continuing Education Grants Did you attend any conference sessions that enhanced your personal skills or increased your knowledge on the library topics listed below (check all that apply): Your Personal Skills: Using critical thinking Solving problems Being creative and innovative Communicating clearly Collaborating with others Accessing, evaluating, using and managing information (information literacy) Analyzing, interpreting, or creating media messages literacy) computer & digital technologies to access, manage, evaluate, or create information (ICT literacy) Being flexible when dealing with workplace and life challenges Adapting to change at work and in life Showing initiative by setting goals and working independently Being a self‐directed learner by going beyond the learning you need for life and work Interacting effectively with other people (social skills) Respecting cultural and social differences at work and in life (cross‐cultural skills) Prioritizing, planning, and managing work to meet goals (productivity) Being accountable at work and in life Using interpersonal and problem-solving skills to guide and lead others (leadership) Being responsible to others Library Technology and Connectivity Services: Automating library catalogs Community information centers Computer hardware or software Digitizing library collections GIS (geographic information systems) Interlibrary loan Internet skills Library Technology and Connectivity Services (Continued): Negotiating licenses for commercial databases Networking computers Retrospective conversion of library catalogs Technical training in library computer programs Videoconferencing equipment and connections library technology topics: Services for Lifelong Learning: 24-7 Online reference services school programs Babies and books programs Computer literacy training English as a second language Homework help services Information literacy training Library program development techniques Literacy for children, adults, and families Online and distance education Summer reading programs lifelong learning topics: Services to People Who Have Difficulty Libraries: Bookmobiles Computer van services Outreach services Services for migrant workers or non-English Speakers Services to nursing and other institutions Services to people with disabilities Talking book services Other topics on serving special populations of patrons:
[Exercise Name] Controller/Evaluator Handbook [Date] The Controller/Evaluator (C/E) Handbook describes the roles and responsibilities of exercise controllers and evaluators, and the procedures they should follow. Because the C/E Handbook contains information about the scenario and about exercise administration, it is distributed to only those individuals specifically designated as controllers or evaluators; it should not be provided to exercise players. The C/E Handbook may supplement the Exercise Plan (ExPlan) or be a standalone document.
A: [Note: Because this information is updated throughout the exercise planning process, appendices may be developed as stand-alone documents rather than part of the C/E Handbook.] Time Personnel Activity Location [Date] [Time] Controllers, evaluators, and exercise Controller and Evaluator Briefing [Location] As needed Controllers and exercise staff Set up control cell and walkthrough [Location] [Date] [Time] Controllers and exercise staff Check-in for final instructions and communications check [Location] [Time] Media Media Briefing [Location] [Time] VIPs and selected exercise staff VIP Controller Briefing [Location] [Time] Controllers and evaluators Controllers and evaluators in starting positions [Location] [Time] All Controllers provide player briefs [Location] [Time] All Exercise starts [Location] [Time] All Exercise ends [Location] Immediately Following the Exercise All Venue Hot Washes/turn in all Participant Feedback Forms [Location] [Date] [Time] Controllers, evaluators, and elected and appointed officials Controller and Evaluator After Action Review [Location]
8. …………………………………………………………………………………………………. [Other text, if applicable.] [Reproduction of Court Seal] This judgment is authenticated by…………………………… for Registrar Computer File Reference……………………………………..
Common Form 49 - ORDER APPROVING COMPROMISE OR ARRANGEMENT (Section 411(6) of Corporations Act 2001 (Cth)) Judicial Officer: The Honourable Justice …………………………………………… His/Her Honour Judge …………………………………………… [Master of the Supreme Court] Date of application: ………………………………...[DD/MM/YYYY] Application made by: …………………………………[Party] [Name] Date(s) of hearing [if any]: …………………………………[DD/MM/YYYY] Date of order: …………………………………[DD/MM/YYYY] Appearances: …………………………………Solicitor/Counsel for the Plaintiff(s) …………………………………Solicitor/Counsel for [Other Parties] Recitals [if any]: ………………………………………………………………………… [By consent] THE COURT ORDERS that: 1. The compromise or arrangement [a copy of which is Schedule A to this order] proposed between [Name of Company] and its members and creditors and agreed to at meetings held on [Date] be approved. 2. Upon the lodgment of an office copy of this order with the Australian Securities and Investments Commission the compromise or arrangement take effect as from the [Date]. 3. The special manager, the creditors referred to as "Scheme Creditors" in the compromise or arrangement and members of Company may apply for further orders and directions. [Other text, if applicable] [Reproduction of Court Seal] This order is authenticated by………………………… for Registrar Computer File Reference………………………………
SUPPLIER CERTIFICATE OF CONFORMANCE Purchase Data Purchase order Line Item No (s) Part Number Revision Quantity Description Serial & Lot Data Serial No (s) Lot No(s) Sampling Data Sampling Inspection Sampling Plan Yes No ACL Specification Data Reference Specification: Country of Origin CERTIFICATION I do hereby certify that the products and/or services listed above are of the quality specified and conform to all requirements of the purchase Order, including: Quality Control Clauses, Design specifications, drawings, preservation, packaging, packing, marking, and physical identification requirements. Supplier Data Company Name Address City State Zip Name & Title Of Company Quality Representative (Please Print Or Type Name & Title) Signature Of Company Quality Representative Date CF 6-193B
Common Form 76– JUDGMENT ON DISPUTED LVD CLAIM Judicial Officer: The Honourable Justice ……………………………. Date of application: …………………………………….[DD/MM/YYYY] Date(s) of hearing: ……………………………………[DD/MM/YYYY] Date of judgment: ……………………………………[DD/MM/YYYY] Appearances: .…………………………………...Solicitor/Counsel for the Plaintiff(s) ……………………………………Solicitor/Counsel for the Defendant(s) ……………………………………Solicitor/Counsel for [Other Parties] Other Recitals [if any]: …………………………………………………………………………… [By Consent] THE COURT ORDERS that: 1. The Plaintiff (s) recover from the Defendant (s) the sum of $[Amount] [less the sum of $[Amount] already paid] plus interest on the sum of $[Amount] in accordance with the provisions of the Land Acquisition Act 1969. 2. The Defendant (s) pay to the Plaintiff (s) [his/her/their] costs as taxed or agreed according to the [Specify] scale under rule 114 of the Land and Valuation Rules. [Other text, if applicable.] [Reproduction of Court Seal] This order is authenticated by………………………….. for Registrar Computer File Reference……………………………….
AUBURN UNIVERSITY HEALTH AND WELLNESS CHOCOLATE FESTIVAL COMMITTEE CHOICE FORM AND SUBCOMMITTEE CHAIR APPLICATION FOR 2014 Thank you for your interest in being a part of Auburn University’s Fourth Annual Women’s Health and Wellness Chocolate Festival, sponsored by the Women’s Resource Center and the Women in Science and Engineering (WISE) Institute. Being a member of the Planning Committee will not only build your resume and develop your leadership skills, but it will also allow you to expand your professional network. Working alongside the conference co-chairs and advisors, the Planning Committee will play a critical role in ensuring the success of the event. The various committees and their responsibilities are described below. Please review them, identify your areas of interest and return the Committee Choice Form/Subcommittee Committee Chair Application via e-mail to Rachel Dawkins at or Bonnie Wilson at . We look forward to your participation in making the Women’s Health and Wellness Chocolate Festival a great success! FUNDRAISING AND DONATIONS Objective: Create and maintain the budget for the festival, and develop an action plan for Fundraising, Corporate Sponsorships and most importantly- chocolate donations. Create a list of items that money will be needed to purchase and write the amount you estimate to spend. Create a solicitation letter for local area businesses for donations Give this letter along with a cheerful smile and explanation of event to pre-selected businesses. Also, prepare to visit all of these businesses again to accept donations. Ask other colleges and units on campus for co-sponsorship including alumni. Maintain a running list of donors, exact donations to be expected, and donations actually received. Contact the university’s Development Officer assigned to ODMA, as he can guide you about the university’s guidelines when soliciting corporate or foundations funds for this type of event. OPERATIONS COMMITTEE
they should read it? How does a readers’ purpose influence how text should be read? 1 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really about? How do readers know what to believe? How does what readers’ read influence how they should read it? How does a readers’ purpose influence how text should be read? Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.. Read Comprehend Literary Nonfiction CC.1.2.K.L 2 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really about? Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.2.L
4 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really about? How do readers know what to believe? How does what readers’ read influence how they should read it? How does a readers’ purpose influence how text should be read? Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.4.L 5 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really about? How do readers know what to believe? How does what readers’ read influence how Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.5.L
they should read it? How does a readers’ purpose influence how text should be read? 6 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really How do readers know what to believe? How does what readers’ read influence how they should read it? How does a readers’ purpose influence how text should be read? Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.. CC.1.2.6.L 7 Effective readers use appropriate strategies to construct meaning How do strategic readers create meaning from informational and literary text? What is this text really Range of Reading Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.7.L
variety of styles to create original in dance? variety of styles to choreograph, and perform original works in dance. perform an original work in dance that synthesizes a variety of styles. 9.1.12.C, 9.1.12.D, 9.1.12.H How do people continue to use tools, resources, experiences and skills to engage in dance throughout life? People engage in dance throughout their lives. Identify opportunities to continue to be involved in dance after graduation. 9.1.12.I How do modern choreographers communicate intent? Modern dance offers choreographers a chance to communicate intent through an unrestricted range of movement. Choreograph, notate and perform a modern dance work, concentrating on communicating intent through movement. 9.1.12.E How has technology changed the way people communicate? Modern technological advances have increased communication between cultures, allowing elements of dance from different cultures to be used by people all over the world. Synthesize elements of different cultural dance forms to create new, original works in dance. 9.1.12.F, 9.1.12.J, 9.1.12.K, 9.2.12.E, 9.2.12.K How has technology changed the way people create, perform, archive and respond to dance? Modern technologies have expanded the tools that dancers and choreographers use to create, perform, archive and respond to dance. Use modern technology tools to create, perform, archive and respond to dance. 9.3.12.A, 9.3.12.C, 9.3.12.D How do choreographers and dancers challenge cultural norms? Choreographers and dancers can use in dance to communicate ideas that challenge cultural norms. Analyze and create dance that attempts to question cultural norms. 9.3.12.F, 9.4.12.A, 9.4.12.B, 9.4.12.D
Applications due: April 9, 2018 2018 Claire Friedlander Upstander Award Application Applicant Information Name Home Address City ST ZIP Code Phone number(s) School & grade E-Mail Address How did you hear about the Friedlander Award? Advertisement Twitter HMTC email/newsletter Family or friend Facebook Other (please specify): Nominator information Name Street Address City ST ZIP Code Home Phone Work Phone E-Mail Address Relationship to nominee Signature Release Form and Signature I hereby transfer all copyrights in the Application to the Holocaust Memorial and Tolerance Center of Nassau County, Inc. It is my understanding that the Center may publish and/or exhibit the Application and include the Application in brochures and other media. I understand that winners will be expected to participate in publicity related to the HMTC and the Friedlander Upstander Award, including but not limited to: photographs, films, and interviews which may appear on websites, social media, and in print media. Winners may also be asked to participate in our Annual Middle School Upstander Conference in the fall semester. Name (printed) Student signature Parent/guardian signature Date of application Please Attach Nominator Letter and Student Essay (maximum 1 page each) Holocaust Memorial and Tolerance Center of Nassau County, Welwyn Preserve – 100 Crescent Beach Road, Glen Cove, NY 11542 516-571-8040 – www.hmtcli.org
PART 3 – EXECUTION 3.01 Examination Verify that conditions are suitable for installation. Verify that field measurements are as shown on the drawings. 3.02 Installation Install in accordance with manufacturer’s instructions. See drawings for the size(s) and locations of diffusers. 3.03 Field Quality Control See Section 01 40 00 – Quality Requirements for additional requirements. 3.05 Cleaning See Section 01 74 19 – Construction Waste Management and Disposal for additional requirements. 3.06 Closeout Activities See Section 01 78 00 – Closeout Submittals for closeout documentation requirements. See Section 01 79 00 – Demonstration and Training for addition.
H. The Consumer Credit Protection Act of 1968, as amended, referred to as Truth-in-Lending, aims to help consumers understand the details of credit. It also allows consumers to readily compare the costs of obtaining credit. Regulation Z (Summary) The Federal Reserve board is charged with preparing regulations to implement Regulation Z, which implements the provisions of the act, governs the manner in which a credit union advertises and discloses the cost and terms for loans granted to its members, including: The right of a borrower to cancel some types of consumer credit arrangements within three business days if his or her principal residence is used as collateral. Restrictions on credit advertising as well as on the issuance of credit cards. A cardholder's maximum liability for the authorized use of credit cards. The rights of borrowers regarding resolution of questions about billing disputes. It also imposes certain billing disclosure requirement on creditors. Disclosure requirements for advertising credit and making contracts. Regulation Z applies only to consumer credit, defined as a loan to a member that will be used primarily for person, family or household use. A loan that the following qualifications is subject to Regulation Z. The loan must be to an individual person. Loans granted to corporations, joint ventures, or organizations are exempt from the regulation. The loans must be primarily for personal, family or household purposes. Loans for business and agricultural purposes are exempt. The loan must be one that is payable in more than four installments or one for which a finance charge is or may be required or one made pursuant to the use of a credit card. The loan must be for $25,000 or less, unless it is secured by real property or by personal property (such as a mobile home) used or expected to be used as the borrower's principal dwelling, in which cases no limit applies. Truth-in-Lending Simplification Act (Summary) When the original Consumer Credit Protection Act was passed in 1968, it came in response to a general perception among members of Congress that the American consumer was not really aware of the costs of credit. Creditors were not providing clear and concise information concerning such costs. Although the initial concept was a simple one, over the years implementation and compliance became a nightmare for creditors. Many credit union managers who had never been involved in litigation before found themselves in the midst of highly technical Truth-in-Lending claims or defenses. Simple clerical errors, printing errors and other minor oversights resulted in costly penalties and losses of loan principal and interest due.
CF-Financial Status Status codes can be seen on voucher and check inquiry screens. Status codes apply to the whole voucher or check, not to individual line items. The status code is displayed in the header block of the CF inquiry screens. Status codes and definitions are displayed in the following table: Status Code Definition U Unfinished/ In Progress N Not Approved (waiting for voucher approval by AP) I Invoiced (waiting for check run) O Outstanding P Paid R Reconciled (Check has cleared the bank) V Voided Colleague Shortcut Features Example Scenario Lookup Prompt Entry Colleague Screen A list of all records appropriate for the specific field An ellipsis (…) three dots Example: 1010904101… Use in ENCI To look up ID’s or TR’s Examples To lookup ID’s: ;VOU.DEFAULT.INVOICE.NO EQ ‘IDG#12345’ OR To lookup TR’s: ;VOU.DEFAULT.INVOICE.NO EQ ‘904101.451’ Use in VOUI
“Weaving an interdisciplinary science curriculum: Analysis of the connections across learning progressions”. Authors: *~Hye Sun You and Cesar Delgado. Presented at Canada International Conference on Education, Nova Scotia, Canada, June 2014. “A proposal for a hypothetical K-12 learning progression set for algorithmic thinking.” Authors: Pat Ko*~ and Cesar Delgado. Presented at AERA, April 2013, San Francisco, California. “Aligning science learning progressions and the Common Core State Standards for Mathematics.” Authors: Tara Craig*~ and Cesar Delgado. Presented at NARST, April 2013, Rio Grande, Puerto Rico. “Understanding the conventions undergraduate students follow or break when constructing scales for graphs”. Authors: Margaret Lucero*~ and Cesar Delgado. Presented at NARST, March 2012, Indianapolis, IN. RESEARCH GRANT ACTIVITY 2014 Principal Investigator. Undergraduates’ knowledge of scales of space and time. UT Austin Special Research Grant. Total Award Amount: $650 2012 Principal Investigator. The Crosscutting Concept of Scale in STEM Education. National Science Foundation, Faculty Early Career Development Program (CAREER) 1254100. (Not funded; rated “competitive”) 2010 Co-Principal Investigator. Evaluations of science and mathematics teachers and student performance. (PI = Michael Marder). National Science Foundation, REESE 1109807. (Not funded) 2010 Principal Investigator. Cross-cultural comparison of metric-native and English-native middle and high school students' conceptions of size and scale. UT Austin Faculty Summer Research Grant (SRA). Total Award Amount: $13,100. Effort: 2 months UT Austin Special Research Grant. Total Award Amount: $750. 2004-2009 School of Education Scholar’s Award Fellowship, University of Michigan. SCHOLARLY ACTIVITIES Curriculum development. Size and of submacroscopic objects. An interdisciplinary, inquiry-based 12-hour unit for middle school. 2007-2009. Software development. Relative and absolute size of objects from atom to pin. An interactive simulation that allows students visualize the relative scale of important scientific objects including cells
Registered Office: 15/17 Shantinagar –1217 Sales Office and Mailing Address: Villa, House: B-141 Road No.: 22, New DOHS Mohakhali, Dhaka-1206 Bangladesh Telephone: ++ 880 -2-8711840 ++ 880 -2-8711841 ++ 880 -2-8711842 ++ 880 -2-8711941 ++ 880 -2-8712948 Facsimile: ++ 880 -2-8711940 Webpage: www.tvlbd.com E-mail Address: info@tradevision.com.bd shahidul.hassan@tradevision.com.bd Service e-mail: goutam.kumar@tradevision.com.bd (Medical Division) mahmud.amin@tradevision.com.bd (Power Division) Emergency Phone: ++ 8801711-540548 (Medical) ++ 8801711-820123 (Power) Chittagong Branch Address: 125 K. B. Fazlul Kader Road Panchlaish, Chittagong 4000, Bangladesh. Ph.: ++880 – 31 –635883 Fax: ++880 – 31 -635883 E-mail:
Call for volunteers to read their piece to the entire group. As people read their pieces you will notice the energetic shift in the room to one of power and possibility. Tips: Be sure to stress the fact that the person’s endeavor has met with wild success. Encourage people to use description in their writing.