zilongwang/ReadingBank huggingface dataset:
REA Remedial Solutions, L.C. is a small minority owned (MBE), full-service contractor providing environmental remediation, construction and engineering and assessment services as well as radon measurement and mitigation services. We have developed a solid reputation for providing high-quality, responsive services to clients across the southeast. REA Remedial Solutions understands the regulatory, technical and financial challenges our clients face today. We works to address these issues with an emphasis on cost savings, compliance and added value. Rather than solve only the immediate environmental problem, we work with our clients to develop solutions to address potential issues in the future. Our personnel experience encompasses projects from single-facility assessments to remediation, operations and maintenance at a 25-acre site. REA Remedial Solutions stands ready to provide the full spectrum of environmental remediation and construction services tailored specifically for you. MAJOR SERVICE AREAS Environmental Remediation Groundwater/Surface Water Recovery Free Product Recovery Soil Excavation Stabilization/Fixation Contaminant Plume Control Dewatering and Groundwater Control Storage Tank Removal/Closure Drum Removal Brownfields Redevelopment Support Engineering and Construction Site Grading and Restoration Utility Installation and Relocation Remedial Design/Engineering Remedial Investigation/Feasibility Study Treatability Study Sampling and Analysis Treatment System Operation and Maintenance Transportation and Disposal Management Assessment and Compliance Support Contamination Assessment and Reporting Environmental Assessment/Audit Property Transaction I/II/III Radon Measurement and Mitigation Specialists Regulatory Agency Negotiation Litigation Support Public Relations Support Facility Remediation Decontamination/Demolition Facility Decommissioning Asbestos/Lead-Based Paint Remediation Our staff of highly experienced scientists, engineers, construction managers, hazardous waste technicians, and skilled construction personnel applies innovative and routine technologies to answer our clients’ needs. REA Remedial Solutions and You- Partners for a Better Environment For further information on any of our services, please call: Kevin Simmons President
Price: $84.99 Item #: 89092 (medium) $59.99 Blue Item #: 89052-B (blue) Pink Item #: 89052-P (pink) Teal Item #: 89052-T (teal)
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CATALOG OF FEDERAL DOMESTIC ASSISTANCE (CFDA) NUMBERS Code Description Program 81.036 Inventions and Innovations EERE 81.041 State Energy Program EERE 81.042 Weatherization Assistance for Low-Income Persons EERE 81.079 Regional Biomass Energy Programs EERE 81.086 Conservation Research and Development EERE 81.087 Renewable Energy Research & Development EERE 81.105 National Industrial Competitiveness through Energy, Environment and Economics EERE 81.117 Energy Efficiency & Renewable Energy Information Dissemination, Outreach, Training & Technical Analysis/Assistance EERE 81.119 State Energy Program Special Projects EERE 81.122 Electricity Delivery and Energy Reliability, Research, Development and Analysis EERE 81.127 Energy Efficient Appliance Rebate Program (EEARP) (ARRA) EERE 81.128 Energy Efficiency and Conservation Block Grant Program (EECBG) (ARRA) EERE 81.129 Energy Efficiency and Renewable Energy Technology Deployment, Demonstration and Commercialization (ARRA) EERE
Conduct an internal meeting to assess site response, documenting issues faced, and recommending opportunities for improvement, expanding response procedures, and assigning action items to implement approved actions. External Contacts The following table provides key external contact information for this department: Department Dependencies The following table summarizes this department’s vendor/supplier dependencies, and known alternatives: Description Impact Rating Impact Explanation Alternate Suppliers
then point to the drop down arrow to the right of the heading and click; select Modify Style… from the menu that appears as shown in Figure 3. The following page discusses the dialog boxes that follow. Figure 3. How to modify a heading level. The dialog box that appears allows you to change the heading level’s font, text size, line spacing, alignment, boldface, and spacing before and after a heading (click Format Button/select Paragraph/set Before and After to zero), and more. What Formats are Included in this Document? Click in the title above, look at the Style box (while on the Home tab in the Styles group) and note the block “Heading 2” was selected. This document contains most required formats for an Ohio University thesis or dissertation. The settings include: global margin and header settings; page breaks; page numbers; automatic “total number of pages” field on Abstract page (see below); an automatic Table of Contents; the heading levels adopted by all Ohio University colleges for theses and dissertations; and a sample table and figures. If you have elected to use this template to format your document, just delete any unwanted text and tables/figures from this document after reviewing all instructions and then copy and paste your chapters in the appropriate place. Remember, you may need to click in each heading within your document, format them to the appropriate heading levels as discussed above, and finish by updating the Table of Contents.
Funding Initiative Round 9 Cover Sheet and Letter of Intent (LOI) LOIs must be submitted by November 15, 2018 at 5:00 PM EST PROJECT PROPOSAL TITLE INDUSTRY PARTNER CONTACT Name Last Name Position Company Company Website Phone Email Address Line 1 Address Line 2 City State Zip Code UNIVERSITY CONTACT First Name Last Name Position Affiliation Email Address Line 1 Address Line 2 City State Zip Code PARTNER UNIVERSITY CONTACT First Name Last Name Position Affiliation Phone Email Address Line 1 Address Line 2 City State Zip Code SECOND PARTNER UNIVERSITY CONTACT (OPTIONAL) First Name Last Name Position Affiliation Phone Email Address Line 1 Address Line 2 City State Zip Code
Grant Funding Initiative Round 9 Cover Sheet and Letter of Intent (LOI) LOIs must be submitted by November 15, 2018 at 5:00 PM EST PROJECT PROPOSAL TITLE INDUSTRY PARTNER CONTACT First Name Last Name Position Company Company Website Phone Email Address Line 1 Address Line 2 City State Zip Code PRIME UNIVERSITY CONTACT First Name Last Name Position Affiliation Phone Email Address Line 1 Address Line 2 City State Zip Code PARTNER UNIVERSITY CONTACT First Name Last Name Position Affiliation Phone Email Address Line 1 Address Line 2 City State Zip Code SECOND PARTNER UNIVERSITY CONTACT (OPTIONAL) First Name Last Name Position Affiliation Phone Address Line 1 Address Line 2 City State Zip Code
Organisations based outside of England Non-public libraries (e.g. community libraries outside statutory provision, academic libraries, private libraries) Organisations that do not have an annual turnover of between £100,000 and £750,000 Organisations that do not have a previous funding history with Arts Council England (i.e. have been awarded a grant) from the two years prior to application Organisations which have received Catalyst: Evolve funding in the past Organisations have received Catalyst funding for ‘Capacity building and match’ or ‘Building fundraising capacity’ in the past When is the deadline for applications? We will accept applications for Catalyst Small Grants funding by midday on Thursday 10 August 2017. How much can be applied for per application? Between £10,000 and £30,000 The total budget for this round of funding is £3,000,000 When must the activity take place? Activities must start no earlier than 12 February 2018 Projects must be completed within 18 months of the project start date All projects must be completed by 14 December 2019 at the latest Minimum funding from other sources 10 per cent of total project budget. This can include cash and support in kind. Please see When will we make our decision? We will aim to notify applicants of our decision no than Friday 12 January 2018.
Chris Catania Customer Experience Leader Vice President Florida Region Wells Fargo & Company Chris Catania serves as the Customer Experience Leader for Wells Fargo Florida Community Banking, based in Miami, Florida. In this role he advocates for excellence, coaching team members in delivering world-class service to Wells Fargo customers. Over the past ten years with Wells Fargo Catania has served in various roles including Financial Specialist, Sales Leader, Wachovia at Work Relationship Manager and Affluent Customer Segment Coach. Prior to joining the company he was a Financial Advisor with Merrill Lynch. Catania earned his Bachelor of Arts degree from Flagler College in St. Augustine and his MBA from the University of Florida. He is a Certified Financial Planner (CFP) and Series 7, 66, Life & Health Licenses. He also currently serves as a board member for the Florida Sterling Council.
APPLICANT SUMMARY Your summary of qualifications is a summary of your professional experience. This is also an opportunity to explain why you are applying for the Scholarship and what you would bring if you were chosen. Applicant Summary Questions (50 words) 1. Why are you applying for the Catapult Community Leaders Scholarship? Why now? 2. How have you demonstrated commitment to bringing about positive social change? 3. Provide a brief summary of your professional background and qualifications. ACADEMIC EXPERIENCE Please include only your highest or most significant educational achievement. We will learn about your other academic experiences from your resume/CV, so use this section to highlight the qualification that is most relevant to the Scholarship. WORK EXPERIENCE To qualify, you need to have over four years of work experience. Your number of years of work experience refers to continuous full-time employment – internships or fellowships do not count as work experience. ESSAY QUESTIONS Next, you will be asked to complete six essay questions. You will need to limit each of your responses to 100 words. A Bit of Guidance Please use the portion of the application as an opportunity to tell us more about yourself from a personal perspective. We already know about your skills and experience from your CV and application - now we want to get to know you on a deeper level. The questions are meant to give you the space to open up about your passions, creativity, imagination, and sense of humour. Essay Questions (100 words) Purpose – what is your personal purpose? What’s your answer to why you exist? What do you care passionately about? How have you pursued this purpose in your life? Take time to look at the programme content of Catapult Leadership. How is the content relevant to what you want to learn and do? What do you want to do after the Scholarship and how does this fit into your long-term goals? Tell us about a time when you have pursued social change. What is the most significant challenge you have overcome? How did you overcome it?
where , , and . The latter definition provides convective heat transfer boundary conditions of the form: , (6) is satisfied for and . Note that the equality means , which gives , and in view of the identity leads to where the associated conductivity tensor on the tessellated domain is (7) for isotropic (or indeed, orthotropic) , gives rise to an orthotropic . This property arises from the fact that is evidently symmetric and positive definite, hence giving rise to at most three distinct positive conductivities in orthogonal directions. 3. THE TESSELLATED FINITE ELEMENT METHOD The finite element method can be derived in one of three ways: direct minimisation of a functional (e.g. minimisation of potential energy); A variational statement, provided one exists for the problem (e.g. Hamilton’s principle) and; the weighted residual method applied to the governing partial differential equations. A fourth approach has arisen in the literature [35], which avoids the use of the governing partial differential equation, provided a transport equation is available. The approach involves the direct weighting of the transport equation which, on application to Equation (4) gives , (8) where is a weighting function which in the first instance is assumed continuous at least up to the first derivative, i.e. and is independent of time, i.e.. A similar equation is assumed to exist for the tessellation (9) which, after substitution of Nanson’s identities and , , , and gives (10) which is identical to Equation (8) on setting . The finite element method applied to an element in the tessellation immediately follows, i.e. (11)
(i) Contours on (ii) Graph on (iii) Contours on (iv) on (v) Contours on (vi) on Figure 4. Principal thermal conductivity ratio () distribution on Sierpinski-gasket tessellations
Kinchant Dam Outdoor Education Centre Activity Overview Years 7-10 Activity Objective (Aim): Students will participate in a catapult construction activity to strengthen their understanding of the core focus objectives that align with the school’s chosen program. Program Core Focus Objectives Team Work Cooperation Negotiating Participation Team and Responsibilities Goal Setting Reflecting Respect Being reliable Communication Active Listening Speaking Clearly Leadership Responsible Being Accountable Good Self-Management Skills Self-Confident Knowing your strengths and Weaknesses Having Courage to Take Control Decisive Set Goals Take Risks Resourceful Being Inclusive Using the Teams Skills and Knowledge Resilience Support Asking for Help Accepting compliments Talking About Concerns with Others Accepting Helpful Suggestions Strengths Being Organised Taking Responsibility Skills Problem Solving Resolving Conflict Evidence of Learning: Teamwork Students can Leadership Students can Resilience Students can
Work collaboratively Negotiate and resolve conflict Understand relationships Communicate effectively Develop leadership skills Self-awareness Recognise personal qualities and achievements Understand themselves as learners Develop reflective practice Recognise emotions Social awareness Understand relationships Evaluate procedures and outcomes Reflecting on thinking and processes Reflect on processes Transfer knowledge into new contexts Analysing, synthesising and evaluating reasoning and procedures Apply logic and reasoning Draw conclusions and design a course of action
PROGRAM TIME PERIOD COST SERVICES INCLUDED DEPOSIT MONTHLY or PER SESSION PAYMENT Studio Memberships Annual Studio Membership 1 year $595 All individual classes, 3 weight management sessions, analysis of food journal, 1 group training session and a Catapult Fitness Studio Tshirt. (group sessions not included) $100 $45 Semi Annual Studio Membership 6 mos. $325 All individual classes sessions not included) $75 $50 90 day Studio Membership 90 days $180 All individual classes (group sessions not included $70 $55 Personal Training Session: On-site Accelerated Start 1 time only $15 1 Personal training intro session: available one time only $15 By session 1 session $55 Personal Training Session (Buddy Sessions add $10) $55 Package 10 sessions $400 10 Personal Training Sessions (Buddy Sessions add $10) $40 Package 52 sessions $1820 52 Personal Training Sessions (Buddy Sessions add $10) $35 Package 104 sessions $3380 104 Personal Training Sessions (Buddy Sessions add $10) $32.50 Personal Training Session: Off-site: subject to travel and expense charges* By session 1 session $85* Personal Training Session Sessions add $10) $85 Package 52 sessions $3978* pif/sac 52 Personal Training Sessions Sessions add $10) Paid in full Or 90 sac $76.50 Package 104 sessions pif/sac 104 Personal Training Sessions (Buddy Sessions add $10) Paid in full Or 90 sac $72.68 Studio – By Class Punch Card 10 classes $50 Classes (group sessions not included) $50 By class 1 class $6 Zumba, Sculpt, Step/Stretch,Jam, cardio kick,CTS,Senior, Hip Hop, Imagination x, Ballet Tone, boot camp, Spin, Pool, etc. $6 $7 YOGA By class 1 class Group Personal Training $10.00 payment
Contact Information Counselor for Medical Science & Teacher Prep Ashley Lawson Counselor for Performing Arts & Kendall Cameron Counselor for Information Systems & Transportation Scott Norris Guidance Secretary Tammy Tweed Central Academy of Technology & Arts 600 Brewer Drive Monroe, NC 28112 (704) 296.3088 CEEB Code: 342650 Future Ready Course of Study English – Four Credits English I, II, III, & IV Math – Four Credits Algebra I, Geometry, Algebra II, & 4th Math course to be aligned with the student’s post high school plans Science – Credits Earth Science, Biology, & a Physical Science Social Studies – Three Credits World History, Civics, & US History Health & Physical Education – One Credit Health & PE Two Electives From Either Career & Technical Education, Arts, or World Language Four Elective Credits Strongly Recommended From One of the Following – Career & Technical Education, ROTC, Arts, or Any Other Subject Area Senior Honors & Recognitions North Carolina Scholars Program Requirements
Total IDR Disputes 21,447 20,258 1,189 22,581 21,209 23,285 21,544 1,741 93% of disputes 7% of disputes Total IDR Resolved Disputes 21,320 20,155 1,165 22,643 21,326 22,673 21,058 1,615 In Favour of Code Participants 13,932 13,128 804 15,084 14,162 15,527 14,342 1,185 67% of disputes 68% of disputes 73% of disputes In Favour of Customers 7,388 7,027 361 7,559 7,164 7,146 6,716 430 33% of disputes 32% of disputes 27% of disputes EDR/FOS number of disputes 5,833 5,041 5,627 7,595
Insurance Council of Australia – Declared Catastrophes These statistics are sourced from the Insurance Council of Australia Media Releases on its website. Date of Incident Catastrophe Claims Insurance Losses Jan. 2013 Ex-tropical cyclone Bundaberg Wide Qld 75,000 $977m. Nov. 2014 Hailstorm Brisbane 121,195 $837.5m.- Domestic $513.3m. - Commercial $1.35billion-Total Jan. 2015 Bushfires S.A. 996 $24.6m.- Domestic $12.0m- Commercial 36.6m. - Total Feb 2015 Cyclone Marcia Central Qld. 36,483 $327.7m. - Domestic $190.3 m.- Commercial $518m.- Total 25 Apr. 2015 Hailstorm Sydney 9,500 $63.3m. 30 Apr. - 4 May 2015 Storms South East Qld, Northern NSW 27,825 $289.8m.- domestic $70.2m. - commercial Apr. 2015 Storms NSW-Sydney, Hunter, Illawarra 119,935 $629.6m.- domestic $172.1m.- commercial 4-5 Jun. 2015 Storms East. Qld, 11,150+ $38m. 25 Dec. 2015 Bushfires S.A. Pinery 2,030 $170m. 73% commercial 16 Dec. 2015 Storms and hail (tornado) Sydney, Kurnell 5,199 $206m. 72% commercial
25 Dec. 2015 Xmas Day bushfires Great Ocean Rd. Vic. 527 $110m. Jan. 2016 Bushfires South West W.A. -Yarloop 1358 $71m. Jun.-Jul. 2016 Storms and floods Tas., East. Vic. 14,500 incl. E. Qld and NSW $56m. Jun. 2016 Storms Qld, NSW, Vic, Tas 32,000 $235m. 26 Sept. 2016 Flooding Central West NSW: Forbes 10s of millions. 11 Nov. 2016 Hailstorm Mildura Vic, S.A., NSW 9,000 $20+m. 12-18 Feb. 2017 Bushfires NSW-Warrum bungles, North Coast, 2,000 $33.5m. 19 Feb. 2017 Two hailstorms Sydney 53,720 $512m. 23 Mar. – 17 Apr. 2017 Cyclone Debbie Airlie to South East Qld and Northern Rivers NSW 73,556 $1.613b. 19 Dec. 2017 Storm, floods, hail. Melbourne & Vic 25,000+ $105m. 17 Mar. 2018 Cyclone Marcus NT-around Darwin 3,100 $15.5m. Mar. 2018 Storms North Qld. Cassowary Coast and Hinchinbrook 750 $14.8m. 18 Mar. 2018 Bushfires West Vic., Southern NSW 120+ $12+m. 18 Mar. 2018 Bushfires Tathra NSW 340 $36m. 10 May 2018 Hobart 1,000+ There were 16 deaths referred to in the Media Releases but these numbers are not verified.
ITEM CRITERIAv2.1 PROPOSED REVISIONS TO THE CRITERIA SPECIALIST WORKING RATIONALE FOR ADDITIONS/CLARIFICATIONS Condition Name Catastrophic antiphospholipid syndrome Catastrophic anti-phospholipid syndrome No change Specialty Immunology Immunology No change Category Exceptional circumstances only Exceptional circumstances only No change Specific Conditions Catastrophic antiphospholipid syndrome Catastrophic anti-phospholipid syndrome No change of Evidence Insufficient data (). Insufficient data (Category 4a) No change Justification for Evidence Category the rarity of this condition, the evidence level is unlikely to extend beyond case reports and series. An international registry of patients with Catastrophic APS (Cervera et al, 2016) was established in 2000 by the European Forum on antibodies and contains data from around 400 patients. Retrospective data analysis demonstrates that patients treated by plasmapheresis and Ig therapy demonstrate superior clinical outcomes. Justification for recommendation added. Indication Intravenous immunoglobulin (IVIg) may be appropriate therapy for catastrophic antiphospholipid syndrome, a term that describes the accelerated form of antiphospholipid syndrome characterised by Confirmed diagnosis of CAPS with clinical deterioration post conclusion of steroid and plasmapheresis therapy or where therapies are contraindicated or plasmapheresis in not available. The Specialist Working Group drafted a more clearly defined indication after consideration of the literature which confirmed the role of plasmapheresis in the management of CAPS.
Confirmation by histopathology of thrombotic small vessel occlusion in at least one or tissue is desirable but should not delay IVIg therapy if indicated. Plasmapheresis is unavailable OR Plasmapheresis is contraindicated Review Criteria Review is not mandated for this condition. Clinical effectiveness of Ig therapy can be demonstrated by: • Survival Given that Ig is one-off treatment in this setting, review is not mandated, however outcome measures have been defined including requesting a description of the clinical response to Ig therapy. The Specialist Working Group discussion noted the importance of gathering data on rare conditions to inform the future review of the Criteria for access and to demonstrate the benefit of Ig therapy. It was noted that it would be useful to dedicate resources to the follow-up of prescribers to record outcome information in future. Dose Confirmation by histopathology of thrombotic small vessel occlusion in at least one organ or tissue is desirable but should not delay IVIg therapy if indicated. A single treatment is usually sufficient, based on a dose of 2 g/kg divided over 2–5 days. The potential Induction Dose – 2 g/kg over 5 days Retreatment may be required in early relapse or occurrence of a second episode. The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. Dosing is unchanged and advice is provided regarding when re-treatment is indicated. .
EMERGENCY SUPPORT FUNCTIONS (ESF) ESF Primary Agency or Agencies ESF#1 Transportation Department of Transportation ESF#2 Communications Department of Homeland Security (DHS)/National Protection and Programs/Cyber security and Communications/National Communications System Department of Homeland Security (DHS)/Federal Emergency Management Agency (FEMA) ESF#3 Public Works and Engineering Department of Defense (DOD)/U.S. Army Corps of Engineers Department of Homeland Security (DHS)/Federal Emergency Management Agency (FEMA) ESF#4 Firefighting Department of Agriculture/Forest Service ESF#5 Emergency Management Department of Homeland Security (DHS)/Federal Emergency Management Agency (FEMA) ESF#6 Mass Care, Emergency Assistance, Housing, and Services Department of Homeland Security (DHS)/Federal Emergency Management Agency (FEMA) ESF#7 Logistics Management and Resource Support General Services Administration (GSA) Department of Homeland Security (DHS)/Federal Emergency Management Agency (FEMA) ESF#8 Public Health and Medical Services Department of Health and Human Services (HHS) ESF#9 Search and Rescue Department of Homeland Security (DHS)/ Federal Emergency Management Agency (FEMA) Department of Homeland Security (DHS)/U.S. Coast Guard (USCG) Department of the Interior (DOI)/National Park Service (NPS) Department of Defense (DOD) ESF#10 Oil and Hazardous Materials Response Environmental Protection Agency (EPA) Department of Homeland Security (DHS)/U.S. Coast Guard (USCG) ESF#11 Agriculture and Natural Resources Department of Agriculture (USDA) Department of the Interior (DOI) ESF#12 Energy Department of Energy (DOE) ESF#13 Public Safety and Security Department of Justice (DOJ) ESF#14 Long-Term Community Recovery Department of Agriculture (USDA) Department of Homeland Security (DHS) Department of Housing and Urban Development (HUD) Small Business Administration (SBA) ESF#15 External Affairs Department of Homeland Security/FEMA The National Response Framework clearly lays out these ESF’s, which are not new to anyone at the Federal or State levels, which states:
BIOE 114 – Home and Farm Maintenance 3 ANSC 211 – Animal and Laboratory Animal Sciences 3 AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 AGED 504 – Internship in Extension, Government, or Agribusiness 6 AGED 520 – Special Problems in Agricultural Education and Extension 6 ENGL 201 – Survey of Humanities II 3 AGED 607 – Environmental Education 3 AGED 608 – Agricultural Extension Organization and Methods 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3)
CUIN 210 – Culturally Revelant Pedagogy 2 CUIN 310 – Assessment for 21st Century Classrooms 2 CUIN 410 – Differentiated Instruction 2 CUIN 520 – Content Area Literacy 2 CUIN 660 – Clinical Practice In Teacher Education 9 CUIN 670 – Capstone Experience in Teacher Education 3 SPED 350 – Introduction to Exceptional Children 3 AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 ENGL 201 – Survey of Humanities II 3 AGED 607 – Environmental Education 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3)
Catch Up Premium Allocation 2016-17 Description 2016--17 Catch Up Premium £15146 Below Expected Level in Mathematics – 53 Students Expected Level in English Reading – 69 Students Expected Level in both Mathematics and English – 40 Students £4500 £4000 £6646 Academic Year 2016-17 Planned provision /strategies £ Intended impact Evaluation of Impact Use of a teaching ‘Intervention Team’ to offer small group work / personalized intervention (based on 4 staff offering weekly dedicated time to working with identified students) £12586 contribution towards overall ‘Intervention Team’ staff salary. Students make progress in English and Mathematics Use Accelerated Reader to increase students’ progress in reading and enjoyment of reading. £910 contribution towards (for students in Year 7) software fees Provide students with phonetics development using the Lexia programme £1150 contribution towards Licence Fee (per year for students in Year 7) Membership of PiXL – development of English and Maths resources to aid with targeted delivery £500 contribution towards overall membership fees. WRAT assessments completed Funding costed into school Raising Achievement Plan/ Time to administer and assess Students will benefit from a whole school approach to reading, writing, communication and mathematics. Development time and strategies developed through Staff CPD and ‘Effective Teacher Research Programme’ Develop appropriate schemes of work for students level 4 in English and Mathematics Development time and resources - Funding costed into school English and Mathematics department plans / budgets. TOTAL SPEND £15146
Athens county. WOUB Public Media. Retrieved from Thukral, J. (2005). Behind closed doors: An analysis of indoor sex work in New York City. Sexuality Information and Education Council of the United States Report. New York, NY: Justice Center. Retrieved from Stachowiak_SIECUS.pdf#page=5 Trochim, M. W., & Donnelly, J. P. (2007). The research methods knowledge base (3rd ed.). Mason, OH: Thomson Custom Publishing. U.S. Department of State. (2013). Trafficking in persons report 7. Washington, DC: Author. Retrieved from http://www.state.gov/j/tip/rls/tiprpt/2013/index.htm Weitzer, R. (2009). Sociology of sex work. Annual Review of Sociology, 35, 213-234. doi:10.1146/annurev-soc-070308-120025 Welsh-Huggins, A. (2014, September 26). Court program gives prostitutes another chance. Associated Press. Retrieved from gives-prostitutes-another-chance Wexler, D. B. (2013). Getting and giving: What therapeutic jurisprudence can get from and give to positive criminology. Arizona Studies, Discussion Paper No. 13-13. Phoenix Law Review, 6, 907-915. Retrieved from Wexler, D. B., & King, M. S. (2011). Promoting societal and juridical receptivity to rehabilitation: The role of therapeutic jurisprudence. Arizona Legal Studies, Discussion Paper No. 10-46. Retrieved from Wilks, K., (2013). Effective approaches for reducing prostitution in Texas: Proactive and cost
Catch22 Camden Mediation Service YOUNG PEOPLE’S MEDIATION REFERRAL FORM If this dispute is entrenched, subject to criminal investigation or involves coercion it may not be suitable for mediation PARTICIPANT INFORMATION Referrer’s Name: Agency: Position: Address: Telephone No: Childs Name: Date Of Birth: Male □ Female □ Ethnicity: Parent(s) Name: Framework-I ID: Home Address: Postcode: Home Number : Mobile Number : Emergency Contact: Relation to young person: REASON FOR MEDIATION
Catch22 PERSON SPECIFICATION Specialist Substance Misuse Support Practitioner – Catch22 SYPSMS CRITERIA ESSENTIAL DESIRABLE HOW ASSESSED (A, I, E)* Qualifications/Experience Experience of working with people in a treatment and/ or prescribing setting for substance use/ misuse Experience of working with challenging and hard to engage young people Working with young people in group and one-to-one settings. Experience of delivering one to one interventions and work to young people Relevant professional qualification in substance misuse Relevant qualification in youth work studies. Skills/ experience in working. Training/group work – information education delivery. Specialist Alcohol Knowledge Specialist knowledge in CBT, MI, REBT or other relevant intervention skills Counselling qualification and/ or skills Work within youth Justice Setting Experience in delivery of presentations and training to professionals A,I Knowledge Excellent working knowledge of alcohol, drugs and their effects Knowledge of issues around substance misuse amongst young people. An awareness of the current issues relating to at risk and vulnerable young people. Social and policy issues affecting young people (e.g. youth justice etc) Work with disaffected teenagers. Knowledge of support and referral agencies within Surrey Knowledge of treatment methodology and relevant policies A,E,I
What happens to the record Holden bought for Phoebe? What does he do with it? Why does Holden start thinking about cemeteries and Allie being in a cemetery? Where does Holden decide to go at the end of this chapter? Chapter 21 How does Holden manage to get into his apartment without anyone noticing? What does Holden get a kick out of about Phoebe? What does Phoebe realize Holden returning before Wednesday? How does she react? Where does Holden say he’s planning to go? Why?
and within sight of the four-minute mile. But when war had come, the athlete had become an airman, embarking on a journey that led to his doomed flight, a tiny raft, and a drift into the unknown. Mrs. Evans Empty By Suzanne Weyn Lexile 790 It's the near future and the fossil fuels are running out. No gas. No oil. Which means no driving. No heat. Supermarkets are empty. Malls have shut down. Life has just become more local than we ever knew it could be. Nobody expected the end to come this fast. And in the small town of Spring Valley, decisions that once seemed easy are quickly becoming matters of life and death. There is hope - there has to be hope - just there are also sacrifices that need to be made, and a whole society that needs to be rethought. Mr. Fritz – Room 116 Hatchet By Gary Paulsen Lexile 1020 Hatchet (Brian's Saga, #1)Since it was first published in 1987, the story of thirteen-year-old Brian Robeson's survival following a plane crash has become a modern classic. Stranded in the desolate wilderness, Brian uses his instincts and his hatchet to stay alive for fifty-four harrowing days. This twentieth-anniversary edition of Hatchet contains a new introduction and sidebar commentary by Gary it was first published in 1987, the story of thirteen-year-old Brian Robeson's survival following a plane crash has become a modern classic. Stranded in the desolate wilderness, Brian uses his instincts and his hatchet to stay alive for fifty-four harrowing days. Mr. Fritz – Room 116 The Compound By S.A. Bodeen Lexile 570 Eli and his family have lived in the underground Compound for six years. The world they knew is gone, and they've become accustomed to their new life. For Eli, no amount of luxury can stifle the dull routine of living in the same place, with only his two sisters, his father and mother, doing the same thing day after day after day. As problems with their carefully planned existence threaten to destroy their sanctuary—and their sanity—Eli can't help but wonder if he'd rather take his chances outside. Eli's father built the Compound to keep them safe. But are they safe—or sorry? Mrs. Garrison – Office Jump into the Sky - YHBA
CONNECTED, LEVEL 3 2015, Fact or Fiction? Catching a Duck by Renata Hopkins Overview The “space duck” referred to in the title of this article is in fact a comet. It is this comet that scientists sent the Rosetta probe and its lander, Philae, to examine. The article describes how the mission was conceived and developed and the bumpy landing that eventuated. That landing might have been a disaster but has proved to be of great benefit, generating even more data than was originally anticipated. A Google Slides version of this article is available at . This text also has additional digital content, is available online at www.connected.tki.org.nz. Science capability: Critique evidence Text characteristics Science knowledge is based on data derived from direct or indirect observations of the natural physical world. An inference is a conclusion drawn from those observations; it is the meaning you make from the observations. Understanding the difference between an observation and an inference is an important step towards being scientifically literate. ready, willing, and able to critique evidence is also an important step towards being scientifically literate. Students must be able to assess the quality and reliability of both the observations (data) and the inferences made from those observations. In order to know what sorts of questions to ask to evaluate the trustworthiness of data, students need both methodological knowledge (how data is generated and collected) and statistical knowledge (how data is collated and analysed). For more information about the “Critique evidence” science capability, go to A clearly structured article with headings that signal the information in each section and help the reader to navigate the Photographs and diagrams that clarify or extend the text and may require some interpretation. Many subject-specific and technical words with their meanings explained in the running text and in the glossary. Curriculum context SCIENCE NATURE OF SCIENCE: Understanding about science Achievement objectives L3: Students will appreciate that science is a way of explaining the world and that science knowledge changes over time. Students will identify ways in which scientists work together PLANET EARTH AND BEYOND: Astronomical systems Achievement objective L3: Students will investigate the components of the solar system, developing an appreciation of the distances between them. Key Nature of Science ideas Scientists: evaluate the trustworthiness of data by asking questions about investigations carried out by others undertake more than one trial to provide sufficient evidence to support a conclusion shaped trial.
Challenge #1 Draw your group configuration in this space: Challenge #4 Distance #1: Distance #2: Challenge #2 Empty Beaker Beaker half full Beaker full Challenge #3 Empty Beaker Beaker half full Beaker full Reflecting on the Light Challenges:
Tell whether each challenge is an example of reflection, or refraction. Give evidence from the challenge to support your answers. Reflection Refraction The process of light “bouncing” off of a surface. Light bounces off a surface at the same angle that the light goes in. The process of light “bending” as it passes from one medium to another. Light bends differently depending on what medium (liquid/gas) it travels through. Challenge #1 In this challenge, light reflects off the mirrors to allow students to see one another. Refraction does not take in this challenge. Challenge #2 Light is reflecting off the card and the arrows to allow students to see the arrows. Light is refracting from the air to water and back to air to cause the change in direction that students see in the arrows. Challenge #3 Light is reflecting off the straw and the beaker to allow students to see them. Light is refracting from the air to water to cause the change in direction (bend) of the straw. Challenge #4 Light is reflecting off the bowl and the penny to allow students to see them. Light is refracting from the air to water to cause the change in location (bend) of the penny.
Wallace, Hallie. (2011, Jan. 27). “Georgia Prison Strike.” The Wake. Retrieved from: <http://www.wakemag.org/voices/georgia-prison-strike/>. Western, B. (2006). Punishment and Inequality in America. New York: Russell Sage. Weaver, V. and A. Lerman. (2010). “Political Consequences of the Carceral American Political Science Review. 104(4): 817-883. Wheaton, S. (2010, Dec. 12). “Prisoners Strike in Georgia.” The New York Times. Retrieved from: <http://www.nytimes.com/2010/12/12/us/12prison.html>.
register at one of the classes, please follow the log information posted here: To pre-register for a VIRTUS session, please follow these steps: Go to Click on the “Registration” link in the left-hand column Select “Saint Paul and Minneapolis (Archdiocese)” from the drop down box Create your own “User ID” and “Password” Follow the screen prompts to continue the on-line registration. Second Requirement: Read and sign a Code of Conduct Form and watch the training online, needs to be renewed every 3 years. Third Requirement: Complete background check online and watch any required powerpoint\video through the Virtus.org website. ENHANCED ESSENTIAL 3 (EE3) Essential 3 requirements now require to be renewed every three years by all clergy, chancery, parish and Catholic School employees, and volunteers who have either regular or unsupervised interaction with minors or vulnerable adults. The Enhanced Essential 3 re-credentialing process consists of a background recheck, newly signed Code of Conduct, all done through Virtus.org website along with completing the viewing of different online videos. You will be notified individually if there is any action you need to complete. Thank you for doing all you can to protect our children. Protecting God’s Children for students Archbishop is committed to fully meeting the expectations of the US Bishops because protecting children is part of our rich and long Roman Catholic tradition as summarized in the "Principles for Child Protection Catechesis” In keeping with the requirements of the US Bishops, every parish is to provide safety formation annually at each grade level. Because the archdiocese expects full participation from every student registered in our programs, we need to take extra care to take attendance on the evening designated as the week we do the safety teaching as noted on the calendar. These classes are taught by our catechists and the lesson materials will be given to each
Catechist Self- Assessment The General Directory for Catechesis lists six fundamental tasks of catechesis (#84-87) Following are questions for catechists to use as a personal reflection on their growth and formation in these areas. Catechists can then discuss these with their catechetical leader. Promoting Knowledge of the Faith As a catechist, do I: (check the areas in which you feel you have succeeded) participate fully in my own on-going formation, attending parish and/ or diocesan formation opportunities? _____know and teach the diocesan curriculum Forming a People of Faith? _____ understand how to plan an effective lesson? _____understand the stages of cognitive development and faith development and plan lessons that are appropriate? _____set objectives about what will be learned in each session? _____prepare well for my sessions, having all materials ready before the students arrive? _____use a variety of teaching methods? _____help students apply what they learn to their daily lives? _____assess whether the students have learned the objectives? _____encourage my students to ask questions, to enter into discussion and take time to research questions for which I may not have the answers? Moral Formation As a catechist, do I: (check the areas in which you feel you have succeeded) _____ know the commandments and the beatitudes and the implications of these in life and can relate them to the age level of my students? _____ spend time in prayer and discernment when making moral decisions in my own life and help the students to form a right moral conscience? _____ know the Church’s position on issues of social justice and morality? Am I familiar with the seven principles of Catholic Social Teaching? Liturgical Action As a catechist, do I: (check the areas in which you feel you have succeeded) _____ fully, actively, and consciously participate in the sacraments and the Sunday liturgy in my parish? _____ encourage my students to fully, actively, and consciously participate in the sacraments and the Sunday liturgy in their parish?
Categories of PGMs (PPMs) Subcategories New limit Specific requirements of the NC RfG A 800 W A1 ≥ 800 W; <11 kW According to article. 13 A2 ≥ 11 kW; <100 kW According to article. 13, article 14.2, 14.3, 14.4, 14.5 and article 20 for PPMs B 1 MW B1 ≥ 100 kW; <1 MW According to article 14, article 17 and article 20 for PPMs B2 ≥ 1 MW; <30 MW According to article 14, article 17,and article 15.2, 15.3, 15.4, 15.5a, 15.5b, 15.5c, 15.6a, 15.6b, 15.6c , article 18 and article 21 for PPMs C 50 MW C ≥ 30 MW According to article 15, article 18 and article 21 for PPMs D 75 MW D ≥ 75 MW According to article 16, article19 and čl.22 for PPMs
F 2009. The Quandaries of Coding and Ranking: Evaluating Poor State Performance Indexes.Crisis States Working Papers Series No. 2, Working Paper No. 58. DOI: . Gutiérrez-Sanín, F, Buitrago, D, González, A and Lozano, C 2011. Measuring Poor State Performance: Problems, Perspectives and Paths Ahead.Crisis States Research Centre Report. DOI: . Hendrix, CS 2010. Measuring State Capacity: Theoretical and Empirical Implications for the Study of Civil Conflict. Journal of Peace Research, 47(3): 273-285. Hegre, H and Sambanis, N 2006. Sensitivity Analysis of Empirical Results on Civil War Onset. Journal of Conflict Resolution, 50(4): 508-535. Hegre, H 2014. Democracy and Armed Conflict. Journal of Peace Research, 51 (2): 159-172. Hoeffler, A and Outram, V 2008. Need, Merit or Self-Interest – What Determines the Allocation of Aid? Centre for the Study of African Economies WPS/2008-19. p 17. DOI: . Kaplan, S (2009) Fixing Fragile States. Policy Review 152: 63-77. Kaufmann, D, Kraay, A and Mastruzzi, M 2010. Response to: The Worldwide Governance Indicators: Six, One, or None. (see Langbein and Knack 2010). DOI: . Krueger, AB and Laitin, DD 2008. Kto Kogo? A Cross-Country Study of the Origins and Targets of Terrorism. In: Keefer, P and Loayza, N. Terrorism, Economic Development, and Political Openness. New York: Cambridge University Press: pp. 148-73. Lambach, D, Johais, E and Bayer, M 2015. Conceptualising state collapse: an institutionalist approach. Third World Quarterly, 36(7): 1299–1315.
Philosophy Department, characterized as “a golden opportunity” to offer a broadened program in Religious Studies. Please find below the number of undergraduate students who have taken introductory and upper-division courses in religious studies through the Philosophy Department from AY 2009-2014 (through Winter 2014). NOTE: The data does not include enrollment in major-relevant History courses. Course AY 2009 AY 2010 AY 2011 AY 2012 AY 2013 AY 2014 (per Winter term) Total Students Credit Hours PHL 160: World Religions 701 860 909 889 454 214 4,027 16,108 PHL 170: Idea of God 94 55 154 183 39 525 2,100 PHL 202: Intro to Religious Studies 31 (New course) 19 13 NA 23 86 344 PHL 208: Intro to Buddhism 40 41 24 39 NA 49 193 772 PHL 210: Religion in US 21 (New course) 57 78 624 PHL 213: Traditions 35 (new course) 35 140
Help Desk 102/92 Application Deployment / Management 92/71 Application Design / Development 92/77 Line of Business Application 92/39 Generic Service Number of Services/Units Providing Service Number of Services by: FTEs to Support: <.25, .25-1, 1-5, >5, Unknown Budget: <$25k, $25-100k, $100-200k, $200-500k, >$500k, Unknown Users: <100, 101-500, 501-2000, >2000, Unknown Consulting and Advising 91/75 Visual Support 85/62 Printing Services 79/69 File Share 79/71 Website Content Development / Maintenance 71/64 Security - Monitoring 71/63 Generic Service Number of Services/Units Providing Service Number of Services by: FTEs to Support: <.25, .25-1, 1-5, >5, Unknown Budget: <$25k, $25-100k, $100-200k, $200-500k, >$500k, Unknown Users: <100, 101-500, 501-2000, >2000, Unknown Website Hosting 58/49 Backup / Recovery 56/53 Network Management 53/36 Server and Infrastructure Management 50/34 Specialized Need Software 50/35
Categorizing Write the words under the appropriate heading. Buick Units of Locomotive Atlanta Chevy Reagan Spain Seattle Cousin Dodge Sister Planets Relatives Kennedy Barber Cup Subway Finland Gallon Waitress Mars Scotland Mercury Countries Presidents Cities Taxi Clinton Cashier Pittsburg Pint Automobiles Unit of Measurement Occupations Planets Relatives Countries Presidents Cities