zilongwang/ReadingBank huggingface dataset:
Semester Paper Code Nomenclature Of Paper Internal Assessment * Max. Marks Total Marks Pass Marks Exam Duration Exam System I BSIT -101 Communication Skills (English)-I 10 40 50 20 3 Hrs Semester BSIT -102 Mathematical foundations for Information Technology-I 10 40 50 20 3 Hrs BSIT -103 Fundamental of EM Waves 10 40 50 20 3 Hrs BSIT -104 Electronic Devices and Circuits 10 40 50 20 3 Hrs BSIT -105 Electronic Communication-I 10 40 50 20 3 Hrs BSIT -106 Computer Fundamentals 10 40 50 20 3 Hrs II BSIT-201 Communication Skills (English)-II 10 40 50 20 3 Hrs BSIT-202 Mathematical foundations for Information Technology-II 10 40 50 20 3 Hrs BSIT-203 Applications of EM wave 10 40 50 20 3 Hrs BSIT-204 Digital Electronics-I 10 40 50 20 3 Hrs BSIT-205 Electronic Communication-II 10 40 50 20 3 Hrs BSIT-206 Programming Techniques 10 40 50 20 3 Hrs Common for Sem I & Sem II BSIT-207 Analog Electronics (IT Lab- I) - 50 50 20 3 Hrs Annual BSIT-208 Digital Electronics II) - 50 50 20 3 Hrs BSIT-209 Electronic Communication (IT Lab III) - 50 50 20 3 Hrs BSIT-210 Computer Fundamentals & Office Tools (IT Lab IV) - 50 50 20 3 Hrs Semester -I Course: B.Sc. (Hons) IT Paper Code: BSIT-101 Nomenclature: Communication Skills (English) Max. Marks: 40+10* Time: 3hrs.
1 One Courses from among Theoretical Foundations of Islamic Courses* 4 68 - 68 - 2 One of the Islamic Revolution Courses* 2 34 - 34 - 3 One of the Courses on Islamic History & Civilization* 2 34 - 34 - 4 One of the Courses on the Introduction to Islamic Sources* 2 34 - 34 - 5 Physical Education (2) 1 - 34 34 8 Population and Family Planning 2 34 - 34 - 22 Islamic Education General Courses Orientation Course Code Title No. of Credits Course Hours Theoretical Practical Total 1) Theoretical Foundations of Islam 011 012 013 014 Islamic Thought (1) (Origin & Resurrection) Islamic Thought (2) (Prophethood & Imamat) Beings in Islam Social & Political Rights in 2 2 2 2 34 34 34 34 - - - - 34 34 2) Islamic Ethics 021 022 023 024 Philosophy of Ethics (Emphasis on Educative Issues) Islamic Ethics (Foundations & Concepts) Living Code of Ethics (Applied Ethics) Practical Mysticism of Islam 2 2 2 2 34 34 34 34 - - - - 34 34 34 34 3) Islamic Revolution 031 032 033 Islamic Revolution of Iran Introduction to the Constitution of the Islamic Republic of Iran Imam Khomeini’s Political Thoughts 2 2 2 34 34 34 - - - - 34 34 34 4) Islamic History & Civilization 041 042 043 History of Islamic Culture & Civilization Analytic History of Early Islam History of Imamat 2 2 2 34 34 34 - - - 34 34 34 5) Introduction to Islamic Sources 051 052 Thematic Interpretation of the Quran Thematic Interpretation of Nahj al-Balagha 2 2 34 34 - - 34 34 Total number of such credits to be taken 12 *Note: These courses should be taken from among the ones in the following table. Table B. Basic Courses in Non-Continuous Bachelor's Program in Laboratory Sciences Course Code Title No. of Credits Course Hours Prerequisite(s) Theoretical Practical Total 6 Biophysics 2 34 - 34 -
Address of the Receiving Organisation/Enterprise [street, city, country, phone, e-mail address], website: Start and end of the traineeship: from [day/month/year] _____________________ to [day/month/year] __________________________ Traineeship title: __________________________________________________________________ Detailed programme of the traineeship period including tasks carried out by the trainee: (please specify – if necessary – on an extra sheet) Knowledge, skills (intellectual and practical) and competences acquired (achieved Learning Outcomes): (please specify – if necessary – on an extra sheet) Evaluation of the trainee: (please specify – if necessary – on an extra sheet) Date: Name and signature of the Supervisor at the Receiving Organisation/Enterprise:
PELTON TURBINE: Components; Work done & efficiency; Design: Number & Dimensions of Buckets, Speed ratio, Jet ratio, Run-away speed, jet velocity, mean wheel diameter, number of jets, maximum efficiency; Governing; Numericals. FRANCIS TURBINE: Components; Work done & efficiency; Design: Runner, Width-Diameter ratio, Speed ratio, Flow ratio; Outward vs. Inward flow reaction turbines; Governing; Numericals. FLOW TURBINES: Propeller Turbine; Kaplan turbine; Components, Work done Power & Efficiency, Governing; Draft Tube: Efficiency &Types; Numericals. DESIGN & OPERATIONAL PARAMETERS: Model testing of turbines; Specific Speed; Unit quantities; Performance Characteristic curves. UNIT III: HYDRAULIC CENTRIFUGAL Introduction; Components; Various Heads; Euler’s head and its variation with vane shapes; Effect of finite number of vanes; Losses & efficiencies; Minimum starting speed; Limitation of suction lift; Net Positive Suction Head (NPSH); Priming; Cavitation and its effects, Cavitation parameters, Detection and Prevention of Cavitation; Multistage pumps; Specific speed and Performance; Numericals. RECIPROCATING PUMPS: Introduction; Working principles; Classification; Components; Discharge Coefficient & slip; Work &Power input; Indicator diagram; Effect of Friction, Acceleration and Pipe friction; Maximum speed; Air vessels; Comparison with centrifugal pumps; Model testing of pumps; Numericals. UNIT IV: HYDRAULIC SYSTEMS PUMPS: Propeller pump; Jet pump; Airlift pump; Gear pump; Screw pump; Vane pump; Radial piston pump; Submersible pump; Pump problems. MACHINES: Hydraulic accumulators; Hydraulic intensifier; Hydraulic lift; Hydraulic crane; Hydraulic coupling; Torque converter; Hydraulic ram. Text books: Introduction to mechanics and machinery by Som and Bishwas, TMH A textbook of Fluid Mechanics & Hydraulic Machines by R. K. Bansal, Laxmi Publications Reference Books: Fluid mechanics and machinery by S. K. Aggarwal TMG Fluid mechanics & fluid power engineering by D.S kumar, Katson publisher mechanics and Hydraulic machine by S.S rattan, Khanna publisher NOTE: In the semester examination, the examiner will set 8 questions in all, at least one question from each unit, and students will be required to attempt only 5 questions.
Plant layout, Classification of layout, Design of Product layout, Design of Process layout, Service layout, Organization of physical facilities. UNIT-III Material Handling and Management: Introduction, Objectives of Material Handling, Principles of Material Handling, Selection of Material Handling Equipment, Evaluation of Material Handling System, Material Handling Equipment, Guidelines for Effective Utilization of Material Handling Equipment, Relationship Between Plant Layout and Material Handling, Scope and Function of Material Management, Material Planning and Control, Inventory Control, Standardization, Simplification, Ergonomics, Just-in-Time(JIT) Manufacturing. UNIT-IV Waste Management: Introduction Reasons for Generation and Accumulation of Obsolete, Surplus and Scrap Items, Identification and Control of Waste, Disposal of Waste. Automation: Introduction, Types of Automation, Computer Integrated Manufacturing, Reasons for Automation, Advantages and Disadvantages of Automation, Automation Strategies, Automated Flow Lines, Automated Guided Vehicles System, Automated Storage/Retrieval System. REFERENCES AND TEXT 1. Production and operational management by S. Anil Kumar/N. Suresh. 2. Production and operational management by Pratibha Garg. 3. Modern Production Management Systems by Sushil Gupta Martin Starr. 4. Manufacturing Operations Management by Sanjay Sharma. NOTE: In the semester examination, the examiner will set 8 questions in all, at least one question from each unit, and students will be required to attempt only 5 questions.
BYLAWS Board Policies & Procedures Section 2.2 of Contents Purpose Corporation Guidelines Article I – Offices Article II – Accounting Period, Audit and Records Article III – Dues and Contributions Article IV – Membership and Voting Section 1. Membership Section 2. Voting Entities (Entities) Section 3. Voting Member Selection/Election Section 4. Others Section 5. Assignment of Voting Rights at Conference Article V - Meetings of Voting Members Section 1. CoDA Service Conference Section 2. Notice of CoDA Service Conference or Special Meeting Section 3. Conference and Special Meeting Procedures Section 4. Quorum and Resolution at the CSC Section 5. Special Meetings Article VI – Committees Article VII – Board of Trustees Section 1. Authority Section 2. Number of Trustees Section 3. Qualifications of Trustees Section 4. Election and Term of Office Section 5. Vacancies
Date Appraisee: Appraiser: List of evidence discussed with appraiser (please note you do not have to use inquiry as part of your evidence) Evidence sources e.g Analysis of summative student or children’s achievement data Planning and teaching records and feedback Findings and outcomes from the inquiry Appraisal discussion notes Anything else??? (listed) e.g. students, colleagues, whānau General Review - appraisee to complete Aspects of the year that were most rewarding or satisfying and why? Aspects of the year that were the least rewarding or satisfying and why? Summary of achievement of professional responsibilities - appraisee/appraiser to complete discussion - related to the responsibilities and Standards for the Teaching Profession. Comments (teaching practice and outcomes for learners) Next steps Link Standards for the Teaching Profession Evaluation of objectives, goals or inquiry- appraisee/appraiser to complete after discussion Objective/goal/inquiry Outcomes or findings
Date Appraisee: Appraiser: List of evidence discussed with appraiser (please note you do not have to use inquiry as part of your evidence) Evidence sources e.g Analysis of summative student or children’s achievement data Planning and teaching records and feedback Findings and outcomes from the inquiry Appraisal discussion notes Anything else??? (listed) e.g. students, colleagues, whānau General Review - appraisee to complete Aspects of the year that were most rewarding or satisfying and why? Aspects of the year that were the rewarding or satisfying and why? Summary of achievement of professional responsibilities - appraisee/appraiser to complete after discussion - related to the responsibilities and Standards for the Teaching Profession. Comments (teaching practice and outcomes for learners) Next Link Standards for the Teaching Profession Evaluation of objectives, goals or inquiry- appraisee/appraiser to complete after discussion Objective/goal/inquiry Outcomes or findings
Naval Medical Logistics Command (NMLC) Certification & Accreditation (C&A) Initial Technical Questionnaire Certification and Accreditation (C&A) Process Initial Technical Questionnaire DIACAP/Platform Information Technology Risk Assessment (PIT/PRA) The information provided below will be used to identify the technical characteristics, of an information technology (IT)-based system/device, such as data processing capabilities, current security posture, and level of compliance with the Information Assurance (IA) principles of Confidentiality, Integrity, Availability, and Non-Repudiation. BLUE SECTION (Shall be submitted with proposal) SYSTEM IDENTIFICATION QUESTIONS 1.1 System Name: (System Name – Provide the naming convention for the system name and associated acronym (if any)) To help avoid duplicating efforts, if the C&A form has been already been filled out for the same system/device/application please select YES and stop. If you have not filled out this form before select NO and continue on with finishing the form. 1.2 System Description: (System Description – Provide a brief high level description of the system architecture) 1.3 Certification & Accreditation Status: (Certification & Accreditation (C&A) Status – If known, state whether the system has been or is currently undergoing the DoD Certification & Accreditation Process (DIACAP/PIT/CoN)) If the system has already attained Certification & Accreditation, completion of the remainder of the C&A Initial Technical Questionnaire is NOT required. 1.4 Data Processing Capabilities: (Data processing capabilities – With regards to data processing, does the system/device perform any of the following functions (check all that apply)) If none of the above functions is performed by the system/device described above, completion of the C&A Initial Technical Questionnaire is NOT required.
Date started: Date finished: What? 0-11 months 8 – 20 months 16 – 26 months 22 – 36 months Who? • Stops and looks when hears own name. • Starts to understand contextual clues, e.g. familiar gestures, words and sounds. Developing the ability to follow others’ body language, including pointing and gesture. • Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’). • Understanding of single words in context is developing, e.g.cup’, ‘milk’, ‘daddy’. Selects familiar objects by name and will go and find objects when asked, or identify objects from a group. • Understands simple sentences (e.g. ‘Throw the ball.’) Identifies action words by pointing to the right picture, e.g., “Who’s jumping?” • Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’ • Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?). • Developing understanding of simple concepts (e.g. big/little). How? Age & Stage Positive relationships What adults could do Enabling environments What adults could provide Songs & rhymes Books/ Chatterboxes/ Story Sacks etc Home Learning Toolkit links Experiences
CLUB 1 1 2 2 3 3 POINTS CUP CUP POINTS TOTAL CUP POINTS THIS ROUND CUP POINTS TOTAL CUP POINTS TO DATE So Far Dunn Creek 0 0 0 0 Hay Tapu Heir 0 0 25 25 1 Creek 3 18 2 15 2 15 48 3 14 5 19 35 54 2 Wake Up Jeff 1 30 1 20 3 12 62 1 30 5 35 35 1 Pogo Ghp Creek 2 23 3 12 1 20 54.5 2 20 5 25 25 1 Macedon E
CLUB 1 1 2 2 3 3 POINTS CUP CUP POINTS TOTAL CUP POINTS THIS ROUND CUP POINTS TOTAL CUP POINTS TO DATE So Far Dunn 0 0 0 0 Hay Tapu Heir 25 25 1 Creek 4 13.5 5 5 5 10 54 64 3 Wake Up Jeff 35 35 1 Pogo Ghp Creek 2 3 12 32.5 3 14 5 19 25 44 2 Knox E 0 5 5 5 1 Irish Gem 1 30 2 15 45 1 30 5 35 35 1 5 9 4 9 18 4 9 5 14 14 1
NAMES QUALIFICATIONS OF COMMITTEE MEMBERS NAME TITLE QUALIFICATIONS QUALITY EXPERIENCE Dr (name Committee member here) Executive Director of Medical Services (Chairman) MBBS, PhD, FRACP, FACC Cardiologist at Perth City Hospital since 1980. Member of the Cardiovascular Health Advisory Committee of the National Heart Foundation. Represents Cardiac Society of Australia on a number of professional committees. Member of Committee which develops/approves best practice guidelines of NHF. Active in teaching and research in . Deputy Chairman of Ethics Committee Regularly lectures nationally and internationally Mr (name Committee member here) Executive Director of Nursing Services Bachelor of Health Science (Nursing) Masters of Business Administration Assoc. Fellow ACHSE Member Royal College of Nursing, Australia Member WA Chapter Committee Member Nurses Board of WA Member Nurses Board of WA Executive leadership of the nursing service ensuring patient focused care. Ethically sound nursing research which advances nursing practice. Executive sponsorship and management of major system and clinical practice changes. Function as a member of the Hospital Executive to ensure efficient and effective use of resources to maximise patient outcomes, promote and develop the Hospital as a centre of excellence in clinical services, teaching and research. Areas under leadership received several commendations following an ACHS accreditation survey, for the quality of services provided.
Mr (name Committee member here) Co-director, GastroRenal Division Hospital Based Diploma (Nursing) Bachelor of Applied Science (Health) Graduate Diploma in Management-UWA Management for Clinicians- University of Sydney Assoc Fellow of ACHSE Member of the Royal College of Nursing, Australia Innovative clinical reform within Division. Improvement in KPIs such as unplanned readmission, average length of stay and adverse events. Strategic planning and coordination of statewide service programs. Ms (name Committee member here) Co-director, Health & Lung Clinical service Unit Bachelor of Health Science (Nursing) Grad dip. Science (project management) Development, evaluation and measurement of Commonwealth projects as part of ARCHI and NDHP. Development of models for implementing quality initiatives and monitoring of outcomes. Proposal development and sponsorship of the clinical governance program at .
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Day 8 Primary Choir October Awards Assembly 9:15 a.m. 2 Day 9 Picture Retake Day Junior Lego Club 3 Day 10 Primary Choir 4 Day 1 Dinosaur Club Gr 1 – 6 Scientists in the School (Gr 5) 5 6 7 Day 2 Day Junior Lego Club Bus Safety Drills K-6 8 Day 3 Primary Choir School Council 7:00 pm 9 Day 4 Junior Lego Club 10 Day 5 Primary Choir 11 Day 6 Remembrance Day Assembly 10:45 a.m. Dinosaur Club Gr 1 – 6 Progress Reports Go Home 12 13 14 Day 7 Pizza Day Junior Lego Club 15 Day 8 Primary Choir Scientists in the School (Gr. 4 & 5) 16 Day 9 Junior Lego Club 17 Day 10 Invictus Games Assembly- 11:00 am Primary Choir Parent/ Teacher Interview Night 18 Day 0 Parent/Teacher Interview Day (No School for Students) 19 20 21 Day 1 Pizza Day Junior Lego Club 22 Day 2 Primary Choir 23 Day 3 Junior Lego Club 24 Day 4 Primary Choir 25 Day 5 Dinosaur Club Gr 1 - 6 26 27 First Day of Advent 28 Day 6 Day Junior Lego Club 29 Day 7 November Awards Assembly 9:15 a.m. Primary Choir 30 Day 8 Skating French Immersion Information Night 7:00 pm Junior Lego Club Be a Reader-a-saurus! Remember to read for about 15 to 20 minutes every night!
Journal November 2017 Vol. 2 No. 3 3251 The Credit Woodlands, Mississauga, ON L5C 2J7 Telephone: (905) 279-7950 ● Fax: (905) 279-8098 ● Safe Arrival: 1 (855) 209-6155 Principal: Robert Stancu ● Vice-Principal: Marlyne King ● Office Manager: Cindy Knebel Superintendent: Jamie Robertson ● Trustees: Robert Crocker & Janet McDougald
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Day 4 All Saints’ Day Primary Choir Pizza Day 2 Day 5 Junior Choir 3 Day 1 Dinosaur Club Gr 1 – 6 4 5 6 Day 2 7 Day 3 Junior 8 Day 4 Primary Choir Pizza Day 9 Day 5 Junior Choir 10 Day 1 Remembrance Day Assembly 10:45 a.m. Dinosaur Club Gr 1 – 6 Progress Reports Go Home 11 Remem - brance Day 12 13 Day 2 Picture Re-take Day 14 Day 3 Junior Choir Duffle Bag Theatre Performance 15 Day 4 Primary Pizza Day 16 Day 5 Junior Choir Parent/ Teacher Interview Night 17 Day 0 Parent/Teacher Interview Day (No School for Students) 18 19 20 Day 1 21 Day 2 Junior 22 Day 3 Primary Choir Pizza Day 23 Day 4 Junior Choir French Immersion Information Night 7:00 pm 24 Day 5 Dinosaur Club Gr 1 - 6 25 26 27 Day 1 Skating Scientists in the School (Gr 3) 28 Day 2 Junior Choir First Day of Advent 29 Day 3 Pizza Day Scientists in the School (Gr 3) School Council 6:30 pm 30 Day 4 Junior Choir Milad-un- Nabi Dec 1 Day 5 Awards Assembly 9:15 a.m.
Program for Global Systems Science". Prepared for the Second Global Systems Science Conference, Brussels, June 10-13. 2013. 4.29 2013 Late Lessons from Early History - an experimental project in trans-disciplinary research funded by the ASU President's Science Initiatives Fund, Tempe AZ, 08-28-2013 4.30 2016 R. Quirion et al. “Évaluation Scientifique du CNRS” confidential report to the Director General of the CNRS, Conclusion of the evaluation in July 2016. Patents I have no patents to my name Teaching At the University of Cambridge European Archaeology Archaeological Methods and Techniques Archaeological Survey techniques Technological analysis of archaeological finds Experimental archaeology Iron Age Archaeology At the University of 1 Archaeological ceramics Landscape archaeology Archaeology and informatics Theoretical approaches to archaeology Material culture Archaeology and nationalism Environmental archaeology At ASU Innovation Complex Systems Global environmental change Technological Innovation Sustainability Dynamics Urbanization and urban dynamics Scientific communication (Doing something about) climate related risks Europe: A Continent Rediscovered by Archaeology What is sustainability all about? Anthropological Science Ph.D. Students Supervised University of Cambridge 1990 : “ Ceramic Petrography of the Late Minoan on Eastern Crete ” (P. Day) ; “ Ceramic Technology of the Nubian pottery from Quasr Ibrim ” (L.M.V. Smith). “ Dynamical Modelling of Long-term Trends in the archaeology of Wessex ” (J. McGlade). 1993 : “ Ritual and Rubbish in the Iron Age of Wessex ” (J.D. Hill). 1994 : “ Burial rite of Middle Neolithic Beaker Cultures in Britain ” (K. Misoguchi) ; “ Acculturation in the Caribbean: the case of ‘La Poterie’ ” (S. England) ; “ Ceramic Ethnoarchaeology of Bolivian and Peruvian Highland Pottery ” (W.J.M. Sillar). 1995 : “ Burial customs of three Etrurian Cities ” (D. Thoden van Velsen) ; “ Social Structure and Cemeteries of the Iron Age in Eastern France ” (L. Olivier) ; “ Manufacture of Textiles in Iron Age England ” (D. DeRoche) ; 1997: “ Bronze Age / Iron Age Transitions in Northwestern Poland ” (H. Zawadska) ,
Tape & Film Editing Entertainment & Situation Comedy Mark Lawrence – Mrs Brown's Boys (Series 2), BBC Scotland/BBC Productions co-production with Bocpix in association with RTE for BBC One “The jury the editing in the winning programme. It is a show that is defined by its unique editing style – revelling in the out-takes and ad-libs that give an exciting and raw edge. The cutting feels fresh and treads a smart line between bringing the viewer in on the joke whilst never being self-conscious.” Nominees Editing Team – I'm A Celebrity… Get Me Out Of Here!, ITV Studios for ITV1 Steve Tempia & Mark Williams – Outnumbered (Episode 6, Series 4), Hat Trick Productions for BBC One Tape & Film Editing Documentary & Factual Sacha Mirzoeff, Ollie Huddleston, Colette Hodges & Darren Flaxstone – Protecting Our Children, BBC Bristol Factual for BBC Two “The jury was struck by the high of craft and creativity invested in this film. The loving attention to detail stood out and created a beautifully paced, poetic and film.” Nominees Joby Gee Ben Michael Harrowes & Nick Packer – Educating Essex, Twofour for Channel 4 Peter Hein – Ashley Banjo's Secret Street Crew "Darts" (Episode 1), Princess Productions for Sky1HD Tape & Film Editing Andrew Hulme – Appropriate Adult, ITV Studios for ITV1 “A beautifully handled cut that confidently allowed space for the mesmeric performances and took the viewer into the dark heart of the story.” Nominees Victoria Boydell – Great Expectations, BBC Productions/Masterpiece for BBC One Jacob Thuesen – Murder, Touchpaper for BBC Two
Comprehensive Demographic Data Charts Grade Levels of Each Building Building 2013-2014 Grade Levels 2014-2015 Grade Levels 2015-2016 Levels 2016-2017 Grade Levels 2017-2018 Grade Levels 2018-2019 Grade Levels Enrollment Number of Each Building (Fall Audited Student Counts) Building 2013-2014 Enrollment 2014-2015 Enrollment 2015-2016 Enrollment 2016-2017 Enrollment 2017-2018 Enrollment 2018-2019 Enrollment Annual Attendance Percentages (MSDS EOY Student Attendance Report) Building 2013-2014 Attendance 2014-2015 Attendance 2015-2016 Attendance 2016-2017 Attendance 2017-2018 Attendance 2018-2019 Attendance Males/Female Percentages (MSDS Fall Reporting) Building 2013-2014 Males/Female 2014-2015 Males/Female 2015-2016 Males/Female 2016-2017 Males/Female 2017-2018 2018-2019 Males/Female Economically Disadvantaged Percentages (Food Service Annual Submission Oct 31 Counts) Building 2013-2014 ED 2014-2015 ED 2015-2016 ED 2016-2017 ED 2017-2018 ED 2018-2019 ED
Comprehensive Demographic Data Charts Students with Disabilities Percentages (MSDS Fall Reporting) Building 2013-2014 SWD 2014-2015 SWD 2015-2016 SWD 2016-2017 SWD 2017-2018 SWD 2018-2019 SWD Migrant Student Percentages (MSDS Fall Reporting) Building 2013-2014 Migrants 2014-2015 Migrants 2015-2016 Migrants 2016-2017 Migrants 2017-2018 Migrants 2018-2019 Migrants English Language Learner Percentages (MSDS Fall Reporting) Building 2013-2014 ELL 2014-2015 ELL 2015-2016 ELL 2016-2017 ELL 2017-2018 ELL 2018-2019 ELL Homeless Student Percentages (Skyward Homeless EOY Report) Building 2013-2014 Homeless 2014-2015 Homeless 2015-2016 Homeless 2016-2017 Homeless 2017-2018 Homeless 2018-2019 Homeless Foster Care Numbers (Skyward Foster Care EOY Report) Building 2013-2014 Homeless 2014-2015 Homeless 2015-2016 Homeless 2016-2017 Homeless 2017-2018 Homeless 2018-2019 Homeless
Comprehensive Demographic Data Charts Building 2013-2014 Ethnicity 2014-2015 Ethnicity 2015-2016 Ethnicity 2016-2017 Ethnicity 2017-2018 Ethnicity 2018-2019 Ethnicity LKV HS Caucasian African Amer Hispanics District Caucasian African Amer Hispanics Other Staffing Levels (Central Office Staff Directories) Building 2013-2014 2014-2015 Staff 2015-2016 Staff 2016-2017 Staff 2017-2018 Staff 2018-2019 Staff LKV Elem Administrators Teachers Paraprofessionals Counselors Secretaries Others LKV MS Administrators Teachers Paraprofessionals Counselors Secretaries Others LKV HS Administrators Teachers Paraprofessionals Counselors Secretaries Others District Administrators Teachers Paraprofessionals Counselors Secretaries Others
Elective Courses CTE Courses Dual Enrollment/ YO/CO KNOW KNOW KNOW International Baccalaureate Programs Involvement Career Academies KNOW KNOW KNOW Project Lead the Way Industry or Technical Certifications STEM KNOW KNOW KNOW ASVAB Forward, ASPIRE, ACT/SAT, Compass, Accuplacer WorkKeys EXPLORE EXPLORE EXPLORE
Career Interest Inventories Setting Career Goals Career Cluster Exploration EXPLORE EXPLORE EXPLORE Career Pathway Exploration Creation of Program of Job Fair Participant & Reflection EXPLORE EXPLORE EXPLORE CTSO Participant & Reflection Career Research Interviews of Career Experts EXPLORE EXPLORE EXPLORE Career Research Paper Job Shadowing Work-Based Learning
PLAN PLAN PLAN Personal Financial Literacy Concepts Financial Plan Complete FAFSA Form PLAN PLAN PLAN Gather Letters of Recommendation Scholarship Info Mock Interviews & Reflections PLAN PLAN PLAN Choosing a Option Reflection Setting Academic Goals PLAN PLAN GO Intentional Sequence of Courses On Track for Graduation Modify Academic Goals as Necessary
INFRASTRUCTURE INFRASTRUCTURE Circle one: KNOW EXPLORE PLAN GO Circle one: KNOW EXPLORE PLAN GO Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO INFRA Circle one: KNOW EXPLORE PLAN GO Circle one: KNOW EXPLORE PLAN GO INFRA
Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3 Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3 Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data 1: _____/2 Data Table 2: _____/2 Completed calculation: IB Lab Skills: _____/3 Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3 Lab Path description: _____/1 Vector Diagram: Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3 Lab Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3 Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: IB Lab Skills: _____/3 Lab Score: Path description: _____/1 Vector Diagram: _____/4 Data Table 1: _____/2 Data Table 2: _____/2 Completed calculation: _____/3 IB Lab Skills: _____/3
Conclusion question 2-5. Optional Task #4 Epidemiologists how disease is distributed in populations and the factors that influence this distribution, but they also evaluate and implement disease prevention and treatment and health care delivery. you are working as an epidemiologist. Choose two diseases from the list below. Tuberculosis Hantavirus pulmonary syndrome (HPS) Mad cow disease influenza (bird flu) Malaria Lyme disease Cervical cancer Legionnaire disease Plague Measles hemorrhagic fever AIDS Smallpox Anthrax Virus SARS each of the two diseases on the Internet. Take notes on relevant information you will need to complete Steps 18-20. one disease, write a short paragraph describing how you are working to prevent this disease. Make sure to mention your geographical location and to describe how the action or medication works to prevent this disease. the second disease, write a short paragraph describing your efforts in treating the disease or designing a new therapy. Make sure to mention how this treatment stops the symptoms of the disease or cures the patient. any barriers you encounter in delivering health care and completing your work in Step 18 and Step 19 that are unique to each situation. Add this information to the paragraphs for each disease. the remaining Conclusion questions. Conclusion Questions Describe how John Snow’s investigation may have differed if the cholera outbreak occurred today. Think about the interventions and tests you have explored in this lesson. What are the advantages and disadvantages of studying disease using a cohort study?
Whereas this MOU shall also serve as an aide memoire for the benefit of both parties. AGREEMENTS NOW, therefore, for and in consideration of the foregoing, Awardee and C&F Agent do hereby agree on the following: Awardee shall: Provide details of incoming shipments to C&F Agent immediately after such information becomes available; Identify one staff member who shall be responsible for coordinating incoming shipments with C&F Agent; Ensure that all the appropriate documentation for Awardee is required to provide relating to such shipment is made available to C&F Agent in a timely manner; Advise C&F Agent of any changes in shipping details as soon as possible; C&F shall: Ensure that C&F Agent remains an authorized cargo and forwarding company that is permitted under __(name of country)__________law to provide such services to the general public during the effectivity of this MOU; Ensure that all shipments received by it are transported to the final destination under its own authority, on equipment owned or leased by it, and use employees or independent contractors under contract with it; Ensure that all shipments received by it are transported to the final destination in accordance with the attached Scope of Work. COMMON AGREEMENTS Both parties further agree: That this MOU shall be in English and shall be the controlling version. That the commodity tonnage and the estimated of the contract do not constitute a fixed financial commitment on the part of Awardee towards C&F Agent, and that such figures are merely representative of the shipments; That under this MOU, each shipment shall be covered by a separate work order/service contract and that the contractual obligations arising from such work orders/service contracts also hereby incorporate by reference the attached Scope of Work. For each shipment, precise commodity tonnages, declared destinations, shipment details, and budget will be made. That this MOU shall become effective on the date indicated in paragraph 3.1.5. This MOU take effect on the ___day of _____________, 20__ and remain in effect for five years hereinafter. Awardee reserves the right to terminate this agreement in accordance with the attached SOW. That this MOU has been entered into voluntarily by both parties and that no legal obligations are imposed if either party terminates or discontinues activities under this MOU.
The following is an example of a Service Contract for an independent surveyor firm. This sample contract is provided for informational purposes ONLY. It is not intended as, nor does it constitute, legal advice. It should not merely be duplicated without consideration of the particular situation at issue. It is not intended to cover each and every situation or relevant circumstance, nor can it anticipate specific needs. Always use your organization’s own contract templates where available. Consult an attorney before making any contractual commitment or signing any agreement. You may have a specific situation not addressed by this sample, and the attorney can address that particular issue for you. SERVICE CONTRACT This Service Contract is made on the ___ day of __________, 20__ (hereinafter called the “Effective Date”). BETWEEN ______(name and address of Awardee)_________________________, a private, non-profit organization, represented by ___(title of most senior person in country)______, ___(name of person)______, (hereinafter called “Client”) AND ______(name and address of service provider) ________ (hereinafter called “Contractor”) Whereas, Client requires Discharge and Delivery Surveys for Commodities; Whereas, Contractor has indicated its interest in and ability to provide the services; Both parties agreed in terms and conditions set forth in this service contract as follows. PURPOSE The purpose of this contract is to provide monitoring services for Client’s food aid cargoes (bulk, bulk with bags, break-bulk and containerized) that will be discharged and delivered at different locations in __(name of country)__, and provide Client with cargo discharge surveys for use in pursuit of cargo loss and damage claims against ocean carriers. INCORPORATION OF REFERENCE DOCUMENTS The following documents are hereby incorporated and attached as an integral part of this contract Annex A: Statement of Work B: Summary Checklist of Survey’s Required Documents Annex C: Price Schedule Offered by the Contractor ORDER OF PRECEDENCE
arrangement of the concepts to cover as therapy progresses allows therapists to employ a flexible format to groups. Existential therapy does not impose particular values and meanings on people, but rather investigates the values and meanings that group members attribute to their own circumstances. This enhances group members’ ability to engage on a journey of self discovery. By focussing on the universal commonalities between clients, existential therapy has proven to be effective for groups focussing on substance abuse, bipolar disorder, HIV infection, and numerous other groups of people with commonalities that may be difficult to deal with alone. Bipolar Disorder A recent treatment for bipolar disorder is that of existential psychoeducational groups. Existential psychoeducation is a type of phenomenological group therapy that assists group members in giving inner consent to their own actions (Goldner-Vukov, Moore, & Cupina, 2007). Researchers have stated that psychoeducation dealing with the givens of existence is a beneficial mode of treatment for individuals living with bipolar disorder because it has yielded results that demonstrate subjective improvement in self confidence, behaviours, and social functioning (Goldner-Vukov et al). Goldner-Vukov et al. suggest that the reason why the givens of existence provide such a useful platform for treating bipolar disorder is because individuals who have this cognitive impairment face these very challenges through their difficulties in: (1) dealing with others in the world; (2) dealing with their own life problems; (3) facing the challenges of being oneself and understanding those challenges; as well as, (4) rectifying concerns regarding the future and their identity. Death, freedom, isolation, and meaninglessness are issues which correlate to the literal challenges that individuals living with bipolar disorder face on a daily basis. Researchers revealed that their psychoeducational group with people who have bipolar disorder was so successful that it resulted in 90% of members attaining full-time employment
Chapter 1 1.4 Micro-organisms P. 38-45 Vocabulary & Concepts Micro-organsim microbe bacteria pathogen red tide What are Micro-organisms? A micro-organism, or microbe for short, is simply an organism that is really small. Two examples are _________________ and ____________________________ Microbes are our friends! Microbes are not our friends
flood-control dams; pavements; public drainage. It is likely that the market, left to itself, will seriously such goods, or possibly not produce them at all. This is because the market will only provide goods for which a profit can be made, and pure public goods possess two important properties that together make their production on the basis of private profitability extremely difficult. These features are: non-rivalry (or non-diminishability); non-excludabilty. Firstly, consider the characteristic of non-rivalry: this means that one person's use of the public good does not deprive any other person of such use or does not diminish the amount available to others; for example, if one person enjoys the benefits of being protected by the police-force, a flood control dam or the national defense system, it does not prevent everyone else doing the same; similarly, if one person benefits from walking along a street at night-time which is paved, free of pot-holes, and well-lit, the benefits and the availability to others would not be diminished. Secondly, consider the characteristic of non-excludability: this that when the public good is provided to one person, it is not possible to prevent others from enjoying its consumption - sometimes summarized as: provision at all means provision for all. For example, if a police force, a flood-control dam or a national defense system is successful in offering protection to citizens of a country, once it has been provided it is impossible to exclude anyone within the country from consuming and benefiting from them. Similarly, for a paved and well-lit public street, nobody can be prevented from enjoying its benefits.
3.) Given the circle x2 + y2 = 20 a) Determine the coordinates of the points on the circle where y = 4. b) Let A be the point where y = 4 in the first quadrant. Determine the slope of the radius to point A. c) Write the equation of the tangent line to the circle at point A. d) Let B be the point where y = 4 in the fourth quadrant. Write the equation of the tangent line to the circle at point B. e) Determine the intersection of the two tangent 4.) Let a circle entered at the origin, C, have a point P at (4,2) a) Write the equation for the circle C b) Determine the slope of CP c) Write the equation of the line tangent to circle C at point P 5.) Given the circle (x - 3)2 + (y - 4)2 = 5 a) verify the point P(4,6) is on the circle. b) Write the equation of the line tangent to the given circle at P 6.) Let the line with the equation x - 2y = 15 and the circle with equation x2 + y2 = 50 intersect at Points A and B. a) Find the coordinates of A and B using the given information. b) the given equations and verify that your coordinates for A and B correspond to the graph c) Determine the midpoint, M, of AB d) Show that AB is perpendicular to the radius drawn through the midpoint, M, of AB
Orange: Work on blends. I will say three words, two will have the same ending sound. Say: and, slant, fast the words ant and slant have the same ending sounds /st/. Your turn: link, find, sink. spend, rest, blend; vest, fast, hand; mend, test, bend; pink, last, rink. Decodable Reader: Jazz Band Read Title: What animals do you see on the cover? What does each one do? AT the end: What does Big Pig do to the xylophone? How does Ant help the band? Blue: Have kids read words: cast, fist, hint, sand, blank, gift, plant, bland, ask, pink, bank, clink, blast, camp, blink Give students letter cards: a, b, d, f, g, h, i, k, l, m, n, p, r, s, t, v, and w. Have them make words for -ast, -ink, -ant, -ank Have them read Jazz Band: note decoding proficiency. Green: Give examples of Digraphs: Like /ph/for Have students read: much, chin, phone, catch, ship, thick, watch, whale, pitch, such, blush, whip, bath, shell *RF.1.3d, RF.1.3, RF.1.4 Orange: The Pup and the Cat Blue: Cam and Luck Green: Five Little Ducks *RF.1.3, RF.1.4 Orange: Read: One Good Pup. From old reading book. Blue: Read: One Good Pup. From old reading book. Green: Read: One Good Pup. From old reading book. *RF.1.3, RF.1.4 Running Records for all groups. * RF.1.3, RF.1.4 Finish Running Records. If students are done, they may read their extra readers. * RF.1.3, RF.1.4 10:30-10:50 Handwriting Letter P Pg. 48 Letter P Pg. 49 Letter B Pg. 50 Letter B Pg. 51 Letter H Pg. 52 10:50-11:25 Lunch & Recess : Walk kids to Lunchroom (Get milk for Ethan) and Duty teacher will bring them back.
playing together. Use the sentence frame: I played ___ with ___. *W.CCR.10, W.1.3, W.1.8 a time. Start by saying the first word slowly. What sound do you hear at the beginning? What are the other sounds? Invite them to write more sentences if they wish. *W.CCR.10, W.1.3, W.1.5 playing with a friend or friends. Draft: Write two sentences about their drawing. It should tell about who they are playing with. The second should tell what they are playing. *W.CCR.10, W.1.5, W.CCR.4 and end marks. Work with a partner. *W.CCR.10 W.1.5 *W.CCR.10 W.1.6 Library Mrs. Willock PE Coach Setzer PE Coach Setzer Art Mrs. Fisher Music Mrs. Carr Take Students to their activity and pick them up. 2:00-2:15 Recess - Take students to recess and stay on duty. Students will need to take a bathroom While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Christopher Columbus Day! Worksheet, Finish Project Consoler: Mrs. Barnhardt OUT AT 2:00!! Fire Safety - Send Home the Home Connections, Online, Worksheet Fire Safety - Scholastic Reader, Video Online
Career 1.3 How Do I Get My First Job? Student Activity Packet Name Activity Response Approximate time: 5 mins What jobs have you had? Include paid and unpaid. What kind of job(s) you get now that would help you prepare for a career later? Approximate time: 5 mins After watching the video, list any volunteering, odd jobs or skills that you might have that could demonstrate you are a great candidate for a first job. Approximate time: 8 mins Note any items that you are unsure about (either you don’t know what it means, or aren’t sure you have it).
Save As to determine file path and name. For more information and “how-tos” on .IPN files, use the Tutorials and Show Me Animations tabs located on the Learn About Inventor panel under Get Started. See Figure 10. Figure 10
0 Standard Not Met 1 Standard Partially Met 2 Standard Met X Content Knowledge Objectives Absent (no knowledge objectives listed) Majority of objectives are low level knowledge objectives (e.g., simple facts, recall, recognition, or identification versus high level objectives (e.g., comprehension or constructed responses). Objectives represent either a balance of low and high objectives OR are mostly high level objectives. 2 /4 Skill/ Objectives Absent (no skill/ objectives listed) Majority of objectives are low level skill objectives (e.g., simple behaviors, rote movements, simple repetition of modeled behavior) versus high level objectives (e.g., complex behaviors, authentic tasks, combining skills). Objectives represent either a balance of low and high level objectives OR are mostly high level objectives. 2 /4 Reasoning Objectives Absent (no reasoning objectives listed) Majority of objectives are low level reasoning objectives (e.g., simple reactions, no reflection, no integration with student background) versus high level objectives (e.g., evaluation, decision making, integration with student background, problem solving transfer). Objectives represent either a balance of low and high level objectives OR are mostly high level objectives. 2 /4 *Note: Objectives that are mislabeled (e.g., a knowledge objective is labeled as a reasoning objective) should be re-categorized by the evaluator before scoring. Corrective feedback should be given to the teacher in the comments section at the end of this rubric. B. Concentration of Objectives--The degree of balance between knowledge, skill and reasoning objectives. 0 Standard Not Met 1 Standard Partially Met 2 Standard Met X Content Objectives All objectives are knowledge objectives More than half of the stated objectives are knowledge objectives (versus skill and reasoning objectives). Knowledge objectives represent 1/3 or less of the stated objectives. 1 /2 Alignment to NCSS Standards Writes unit and lesson plans that do not address the NCSS theme, do not develop it in a meaningful way, or do not address it where it should be taught. Content, key ideas and concepts only minimally address the NCSS theme and/or is primarily drawn from the textbook alone. Systematically selects content, key and concepts appropriate to the NCSS theme that are comprehensive, explore complex interconnections, reflect conceptual understanding of the subject matter. 1.1: Culture and Cultural Diversity 2 /4 1.2: Time, Continuity, and Change: 2 /4
sketch. “Coil” “Axis” then click on the centerline “Coil Size” under “Type” “Revolution and Height” Revolution = 3 Height = 132 coil up, go back to “Coil Shape” and reverse direction with the arrow. “OK” Choose material, save as Spiral Slide.
1 2 3 4 5 6 777 8 9 Qty of labour (V) Total Product (TP) or output (q) Fixed cost (TFC) Total Variable Cost (TVC) Total Cost (TC) Average Fixed cost (AFC) Average Variable Cost (AVC) Average Total Cost (ATC) Marginal Cost (MC) 0 0 400 0 1 10 200 2 25 400 3 45 600 4 70 800 5 90 1000 6 105 1200
Q5: Your Skills 5) Skills- Please select up to 10 skills from the comprehensive list on the right: Select up to 5 skills that you would like to gain from volunteering; and Select up to 5 skills you already have/would like to offer Please note there are 7 categories so please make sure you scroll down and see them all. Either single on the boxes you wish to check, or choose the 5 skills from the list and write them here: Skills volunteers will gain: 1- 2- 3- 4- 5- Skills volunteers should have/you would like volunteers to have: 1- 2- 3- 4- 5- SKILLS TO GAIN SHOULD HAVE SKILLS 1.Creative Design Craft Photography Creative Catering 2.Practical Practical Carpentry Catering Cleaning Outdoor 3.Leadership Leadership Teamwork Managing people Governance Organising 4. Technology Web design Electronics IT 5.Academic Reading Reasoning Maths 6.Interpersonal Talking to others Counselling Listening Negotiating See next page for question 6
4. What is the metaphor that the general uses to describe Joby. 5. Find 1 example of personification (on page 21). 6. What do you notice about Bradbury’s style in paragraph 54? Be SPECIFIC! 7. Please explain Bradbury’s use of a “circular ending” in “The Drummer Boy of Shiloh.”
Council’s Comments (if required), or examples provided for other than “Achieves Expectations” rating: Rating: (Add the ratings and enter subtotal ___ ÷ 5 = ___ score for this component. CAO’s Comments: _____ Lives the corporate values. Build alignment and engagement among employees and teams. _____ Sustains a respectful workplace. _____ Attracts, retains and develops a talented and diverse labour pool. Demonstrates active support for the development of individuals identified through a Succession Program. Council’s Comments (if required), or examples provided for other than “Achieves Expectations” rating: Rating: (Add the ratings and enter subtotal ___ ÷ 5 = ___ score for this component. CAO’s Comments: 16 _____ Values lifelong learning in oneself and others. _____ Reads trade journals, professional vocational-related material, community-oriented needs/development issues, articles or surveys, etc. regularly to keep informed of changes in the industry and/or community. _____ Actively participates in personal or professional development activities, both within and outside the Corporation _____ Identifies any professional development needs or opportunities. _____ Ensures personal growth and competence through his / her own education and training.