zilongwang/ReadingBank huggingface dataset:
Childwall Sports & Science Academy Liverpool, Merseyside September 2012 11-18 Park Academy Eston, Middlesbrough January 2012 11-18 Gillbrook Academy Middlesbrough September 2012 11-18 Kingswood Academy Hull July 2013 11-16 Swallow Hill Academy Leeds July 2013 11-18 City Academy Middlesbrough Expected: September 2013 11-16 Secondary- East Academy Location Opened Age Profile Clacton Coastal Academy Clacton on Sea, Essex September 2009 11-19 Cordeaux Academy Lincolnshire December 2012 11-18 East Point Academy Lowestoft, Suffolk September 2011 11-18 Felixstowe Academy Felixstowe, Suffolk September 2011 12-19 Greensward Academy Hockley, Essex September 2008 11-18 Maltings Academy Witham, Essex September 2008 11-18 New Rickstones Academy Witham, Essex September 2008 11-18 Tendring Enterprise Studio School Clacton-on-Sea, Essex September 2012 14-19 Tendring Technology College Frinton-on-Sea, Essex and Thorpe-le-Soken, Essex September 2011 11-19 The Duston School Northampton June 2012 11-18 Secondary- South Academy Location Opened Age Profile Aylward Academy London September 2011 11-19 Bexleyheath Academy Bexleyheath, Kent September 2011 11-18 Everest Community Academy Basingstoke, Hampshire September 2011 11-16 Kingsley Academy Hounslow, Middlesex April 2013 11-18 New Forest Academy Holbury, Southampton September 2012 11-18 Nightingale Academy London September 2010 11-19 Richmond Park Academy London September 2010 11-16 Ryde Academy Isle of Wight September 2011 13-18 Sandown Bay Academy Isle of Wight September 2011 11-18 Sir Herbert Leon Academy Milton Keynes, Buckinghamshire September 2012 11-19 Winton Community Academy Andover, Hampshire November 2012 11-16
Skill Summary Software Platforms Rating on a scale of 1 – 10 Version Experience in months Last Used (MM/YYYY) Hardware Platforms used for > 6 months Rating on a scale of 1 – 10 Version Experience in months Last Used (MM/YYYY) Operating Systems used for > 6 months Rating on a scale of 1 – 10 Version Experience in months Last Used (MM/YYYY) Details of Current Project Client Name Technical Environment Expected to end by Team Size Your MM/YYYY
Availability/ Notice Period Family Details Member Name Occupation/Name of the Organisation Age (years) Dependent Location Health History Do you have any health problems may affect your work? If you have selected Yes, give details Mailing Addresses Current Address Permanent Address No Phone No Cell No. Cell No. Email Email References [please give reference of atleast two persons preferably who have worked/ are working with you] Reference Person Name Skill Set Years of Experience Company Name Contact No Email MM/YYYY MM/YYYY I hereby certify that the above information is true and complete to the best of my knowledge.
II.A.3: Meeting Diverse Needs II-A-3. Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Quality Consistency II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Quality Scope Consistency II.D.2: High Expectations II-D-2. Unsatisfactory Improvement Proficient Exemplary individually
VITA Education History Degree Major School Year Employment History Year - Year Position Honors and Awards Name Bestowed by Year TEACHING Summary of Courses Taught Enrollments by Term Course Designator Contact Hours Course Title 2018 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2015 Fall 2015 Spring 2014 Fall 2014 Spring 2013 Fall 2013 Spring 2012 Fall 2012 Spring 2011 Fall
Media Arts Year Title of Work Where Shown / Heard / Performed Type of Show / Performance Scope of Exposure Your Role Music Achievement Summary (For Music Faculty) Performances Compositions / Arrangements Year Solo Chamber / Ensemble Concerto / Oratorio / Opera Conducted / Directed Performed Published Commissioned Media Arts Year Solo Chamber / Ensemble Concerto / Oratorio / Opera Conducted / Directed Publications Books In Print Submitted
The table below contains five columns and two rows. Authentic communicator Change catalyst Generous collaborator Passionate ambassador Accountable owner Flexible, able to modify and reframe approach on feedback Authentic, builds trusting relationships Demonstrates empathy for others Open and confident communicator, effectively engages, listens and influences Innovates and experiments, learns from what hasn’t worked Curious enquirer, has foresight and asks why Relentless customer focus, strives to understand and meet changing needs Responsible risk Adapts constantly at speed, recovers from setbacks and keeps going in the face of adversity Demonstrates courage, integrity and confidence to challenge others and champion change Establishes and grows collaborative partnerships and relationships Generously shares information, knowledge and time Builds networks, works with others to find solutions and get things done and integrates a diverse range of perspectives, people and ideas Supports others to stretch, challenge and develop, proactively gives and seeks feedback Visionary, raises awareness and gets involved Looks within and beyond sector to widen impact Self-aware, understands how emotions impact on performance and relationships Shows humility, compassion and respect Persistent and perceptive in identifying opportunities, both internally and externally Commits to agreed outcomes and delivers them logical and rational decisions in a timely manner Has backbone, strength to own actions and follow them through Continuously learns, reflective and honest about own contribution Promotes professional standards, follows and maintains processes to keep us safe and legal
Candidate Desk Review Template Hiring managers may conduct a desk review of candidates in lieu of interviews if they consider it appropriate provided that all stated criteria (academic qualifications, languages and years of experience) and other relevant information (eligibility criteria, family relationships) have been verified. Hiring Managers must ensure that recruitment processes completed through a desk review are transparent, fair, non-discriminatory and properly documented. Assignment Title: Duty station: Assignment Request Number: (refer to candidate submission email from UNV) Candidate’s name Roster number Nationality Date of Gender m/f/o Languages Academic qualifications Relevant personal and technical experience Capacity building experience Reference checks (optional) Recommendation by Hiring Manager: (indicate rationale for recommending the selection of candidates) 1st ranked candidate: 2nd ranked candidate 3rd ranked candidate: ______________________________ Date: ____________________________ (name and title of hiring manager)
Candidates Form Name Last Name Title: Email address Preferred contact number Home/Work/Mobile: Current Role Current Organisation Years in Current Role Previous Organisation/Role/Years in Role Organisation Role Years in Role Qualifications BA/MA; GDL; LPC; JD; Other: University/Institutions Attended Year of Qualification as a Solicitor (if applicable) Are you interested in working for: LegalTech vendor; Law Firm; In-house Are you interested in working in the UK? YES/NO Are you interested in working in other countries? If so, please state which countries. Current Salary Bracket Please state the appropriate £5000 bracket. E.g. £60-£65,000 Desired Salary Bracket Please state the appropriate £5000 bracket. E.g. £70-£75,000 Technical skills Completing this form will help Harrier Search ensure that you, the candidate, are only alerted to roles that are likely to be of interest. Where appropriate, please CIRCLE. By signing this form, you consent for Harrier Search to and use this information to match candidates with the right vacancies. Harrier Search will only share with prospective employers information that can be found on a candidate’s CV – i.e. salary information will remain completely confidential. Name Signature Date
Date: …28.1.13………………….. Signature: …………………………… AET Director Signature: …………………………… Chair of AET Programme Board
Name Profile Ref No Date Skill level: 1 Had appropriate training only 2 Limited practical experience 3 Solid practical experience 4 Well versed, extensive experience 5 Expert, extensive experience Type of Experience Experience in months Date last used Skill Level Job Function Industry Expertise Skills Comms/E-Commerce/Hardware/OS/Languages/Methods/ Database /Software/ERP Course Date Qualifications and Certifications Duration Passed Grade
List of Candidates NOT ELIGIBLE to appear at the B.A.LL.B (Hons.) Entrance Test 2018 Sl no Name Category Remarks 27 Damanbha Mawlong ST Result Compartmental Not Passed Cl-XII 28 Rinchin Wangjom Thongon ST Percentage of marks at +2 level below the minimum required percentage* 68 Om Prakash Kartikey ST Percentage of at +2 level below the minimum required percentage 73 Shining Khyriem ST Percentage of marks at +2 level below the minimum required percentage 115 Khaidem Taibangnganba Singh Gen Percentage of marks at +2 level below the minimum required percentage 171 Daphahun Kamar ST Percentage of at +2 level below the minimum required percentage 226 Manoshi Dhar Gen Percentage of marks at +2 level below the minimum required percentage 229 Sushmita Barman Gen Percentage of marks at +2 level below the minimum required percentage 321 Tenzing Celden Gen Percentage of marks at +2 level below the minimum required percentage 368 Sudipta Barman SC Percentage of marks at +2 level below the minimum required percentage 386 Vincentbirth Agitok Sangma ST Percentage of marks at +2 level below the minimum required percentage 569 Jeffrey Donald L Nonglait ST Percentage of marks at +2 level below the minimum required percentage *Minimum eligibility 50% for general candidates and 45% for SC/ST candidates Prof. J.J. Mozika Convener Admission Committee B.A.LL.B (Hons.) 2018 Department of Law NEHU
for candidates that were not and will not be interviewed [Date] [Name of Applicant] [Address] [City, State, Zip] Dear [Name]: Thank you for your interest in the [title of position] position in the Department of [name of dept.], with a specialization in [sub-discipline]. We had numerous applications for the position, presenting us with many highly qualified applicants. Unfortunately, we are forced to turn away applicants with significant accomplishments and promise, as we narrow our selection to a few finalists. We have now selected our finalist list, and regret to inform you that we will not be considering you further for this position. While your qualifications are indeed impressive, our departmental needs are more closely met by other candidates in this search. On behalf of the Appointments Committee, I thank you for your interest in our position and wish you the best in all of your professional endeavors. Sincerely, [Name] [Department Chair or Chair, Search Committee]
INVOICE ALL FORMS MUST BE TYPED AND NOT HAND WRITTEN. THEY MUST ALSO BE COMPLETED IN FULL. FAILURE TO DO THIS WILL RESULT IN PAYMENT DELAYS OR NON PAYMENT Title Invoice Number (completed by LETB) First Name IN FULL Invoice Date / / Middle name IN FULL PO Number XXHFOSTER Surname FAO Address Line 1 Address Line 2 Address Line 3 Town/City Post Code Invoice To: Health Education England – T73 East of England LETB T73 Payables F485 Phoenix House Topcliffe Lane Tingley Wakefield WF3 1WE NOTE: PLEASE ENSURE BANK DETAILS ARE ENTERED. FAILURE TO THESE DETAILS WILL RESULT IN PAYMENT DELAYS. Total Value of the Claim £ Please fill in the breakdown of the claim on the following page Details of the claim Travel Expenses Location: Finish Location: Public Transport Mode of transport: (Receipts must be attached) £ Private Transport Total Number of Miles:_____________@ 24p per mile (Mileage will be calculated at quickest route) £
Applicant Information Title Mr Miss Mrs First Name(s) Surname Preferred Name Date of Age Nationality Home Address Telephone (Home) Mobile Phone E-mail address Do you have a valid driving licence? Yes No Parent Occupation Father Mother SECONDARY EDUCATION Please enter the details of your secondary education. Year College(s) attended Examination results Please list all exams taken, including fails and resits, and grades. Higher School Certificate Year Subject Grade School Certificate Year Subject Grade HIGHER EDUCATION
24 months of experience performing GEOINT/geospatial work. Current resume with one or more current references with contact information for each position held of job performed OR some combination of Education, Training and Work Experience: 4.5 credits GEOINT academic credits/60 hours of GEOINT training AND 6 months of GEOINT work experience 3 credits GEOINT academic credits/40 hours of GEOINT training AND 12 months of GEOINT work experience 1.5 credits GEOINT academic credits/20 hours of GEOINT training AND 18 months of GEOINT work experience Education Copy of Postsecondary Transcripts (official or unofficial) Copy of Certificates of completion Training Training attendance rosters Official professional development record Work Experience Supervisor letter of attestation that the candidate has the given amount of experience Current resume with one or more current references with contact information for each position held of job performed Regardless of an individual’s background, candidates will need to submit either a driver’s license/state issued identification or a passport to provide evidence of the minimum age requirement. Candidates have some discretion regarding the types and combinations of documentation they submit to meet the minimum education, training or work experience requirement. The most common combinations of acceptable documentation are listed below. Candidates may have difficulty locating high school diploma. In lieu of the high school diploma, candidates are able to submit transcripts from their postsecondary education to fulfill the high school diploma or equivalent requirement (as being a high school graduate or equivalent is required for postsecondary education). The postsecondary transcripts also fulfill the Education requirement by showing evidence of their GEOINT/geospatial education. In this case, transcripts should
The post may entail some travel within Northern Ireland and for this reason the successful applicant will require access to a form of transport which will permit them to meet the requirements of the post in full. Training Appropriate training will be provided, where required, to enable the successful candidate(s) to carry out the full range of assigned duties. Pension New entrants who join the Ulster-Scots Agency are eligible to join the N/SPS pension scheme. Further information can be obtained on page 15. Equality Commitments Candidates will be expected to contribute to the Agency fulfilling all its commitments in relation to equality and human rights. Probation The post holder will 12 months probation in the new post. This will commence from the date of appointment. Performance will be reviewed on an ongoing basis to determine if the posting will be made permanent. Further Information Further information about the post may be obtained from Lorna Blair by email at or by telephone on 028 9026 1988. If you have any queries about the competition process you should contact the Lorna Blair, HR/Office Manager, or email . PURPOSE OF THE ROLE The post holder will be responsible for the strategic leadership and management of the Education and Language Directorate, including management of staff and resources; management of school programmes; development of partnership projects; and ensuring best practice in learning and evaluation and compliance in key areas such as safeguarding. The post holder will be specifically charged with leading the development and implementation of a strategy to embed learning about Ulster-Scots culture, heritage
Our journey is designed to create a career pathway from induction, to statutory/core development, supporting further development, talent management and career progression. We will support you in achieving excellence together and stretch your learning and development to have greatest impact across our network. Google Education Google Education is an exciting and innovative way of learning, introducing easy tools to engage students whenever, wherever on any device! In summer 2012, AET adopted G Suite for Education, the free web-based communication and collaboration suite available to education establishments. With products including Gmail, Google Calendar, Google Drive, Google Sites and Google Classroom, AET recognised the potential it would bring to classroom learning, knowledge sharing across the academies, improvements in administrative efficiency and providing access from home for all. This enables all our students and staff to have access to the most up-to-date technology. Our academies have also rolled out many class sets of Google
PLAN TO ATTEND: Moorhead Youth Hockey Association’s ANNUAL MEETING Monday, May 1, 2017 6:30 pm Moorhead Youth Hockey Arena - South Rink The Moorhead Youth Hockey Association Board of Directors has three directors whose terms are ending soon. These positions will be filled by an election of the membership at our Annual Meeting which will be held on Monday, May 1st, 2017 at 6:30pm at the Moorhead Youth Hockey Arena in the South Rink. All members of Moorhead Youth Hockey Association and the current Board of Directors are encouraged to attend. This year’s schedule of events for the Annual Meeting: Family picnic social 5:30-6:30pm, hamburgers and hot dogs grilled by Kids are welcome! The North rink will be available for them to run and play during the meeting. The Annual Meeting will start at 6:30pm where we will vote on new Board members & discuss this past and upcoming years. Raffle Drawing and a presentation for our proposed Rink Renovation & Expansion will also take place during the meeting. You will not want to miss this event! Please show your support and exercise your right to vote for the following candidates (in alphabetical order):
Resume: Applicant A George Anderson, RHIT 1456 Roadway Born: 5/23/XXXX New York, NY 04567 Height: 6 ft 3 in 809.356.3464 Weight: 190 lbs. Goal: A good job Salary: At $40,000 with the opportunity to advance 2003-2004 Coder at ABC Clinic Left to get married 2000-2001 Coder at Free Clinic Left because the manager didn’t like me 1998-2000 Community College in Northwoods, PA Graduated with my Health Information Technician Associate’s degree Obtained my RHIT credential 1994-1998 U.S. Army stationed in France, trained as medical assistant Applicant B Mark Schooler 1245 North Avenue Parkway, MO 56974 569.345.5697 Goal: Seeking employment with a progressive, reputable company that will provide challenges and opportunities for growth and advancement, utilizing my coding and billing experience. Work Experience: 2000-present St. Joseph’s Hospital Anyway, MO Responsible for accurately coding patient records for reimbursement. Code medical records with ICD coding, processing 60 to 70 claims daily while maintaining 95% accuracy and achieving productivity goals. Reviewed charts for correct admit/discharge dates and entered proper surgery dates. Complied with regulations and requirements for coding guidelines and CMS policies. 1998-2000 University of Somewhere, Anyway, MO Completed my Associate’s degree as a Health Information Technician maintaining 3.90 GPA
2.A.3: Meeting Diverse Needs 2-A-3. Meeting Diverse Needs 1-Unsatisfactory 2-Needs Improvement 3-Proficient 4-Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Dimension 1 - Unsatisfactory 2 - Needs Improvement 3 - Proficient 4- Exemplary Quality Scope Consistency 2.B.1: Safe Learning Environment 2-B-1. Safe Learning Environment 1-Unsatisfactory 2-Needs Improvement 3-Proficient 4-Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Dimension 1 - Unsatisfactory 2 - Needs Improvement 3 - Proficient 4- Exemplary Quality Scope Consistency individually
Principal Dr X 70 Associate Dr Z 30 Example 2 Expertise Supervisor Title Name Load Discipline Knowledge Research Design Rules & Deadlines Mentoring Co-Principal Dr X 50 Co-Principal Dr Z 50 Example 3 Expertise Supervisor Title Name Load Discipline Knowledge Research Design Rules & Deadlines Mentoring Principal Dr X 50 Coordinating Mr Y 10 Associate 1 Dr Z 40 Example 4 Expertise Supervisor Title Name Load Discipline Knowledge Research Design Rules & Deadlines Mentoring Principal Dr X 40 Associate 1 Dr Z 40 Associate 2 Dr A 20 Example 5 Expertise Supervisor Title Name Load Discipline Knowledge Research Design Rules & Deadlines Mentoring Principal Dr X 30 Coordinating Ms Y 10 Associate Dr Z 20 External Dr J 40 Appendix 2 – Research, Professional and Career Skills Audit Please use this table as a template and guide to identify training and professional development that is required. You and your Supervisors should be aware that the GRS, Faculties, CLD, ORI, Library Services, Career Services and other centres offer a broad range of training that is freely available during the academic year. How are you at? Score* How will you improve these skills? When will the training occur? Research & Professional Skills Literature Review Skills Appropriate Research Methods Qualitative Quantitative Mixed Methods Practice-Led/Based etc Academic writing skills Publishing Skills Writing skills, reading skills, verbal skills
Signed: Print name: Date: Privacy Statement The candidate application form will be processed by our internal HR department. The information collected will be processed, stored and treated as confidential personal information in respect of the General Data Protection Regulations (GDPR.) The information will only be used for the stated purposes of arriving at a selection decision with regard to recruitment practice and, where applicable, the formation of a contract of employment. Data captured in this form will not be shared with any third party without prior consent. If a job application is successful, this form will be stored securely in an individual’s permanent employment record within the HR Department. If a prospective employee does not start employment, the application will be kept for no longer than necessary and then destroyed. This is usually for a period of up to six months to allow for the consideration and resolution of any disputes or complaints. The school will comply with the rights of a candidate as outlined in the current DPA and forthcoming GDPR. These can be found at the following website: Any requests/ objections or complaints concerning data should be made in writing to the school’s Data Protection Officer – Miss Nikki Thomas (HR Manager):- CONTINUATION SHEET Please clearly indicate which section you are answering
galerije i filma. Njegov je rad često humorističan i duboko osoban, što omogućuje publici formirati intimnu vezu sa izvođačima. INSIGHT VIDEO (4 min): 'Let's Talk About Dis' will be playing this Autumn as part of Candoco's Double Bill 'CounterActs'. More info: ... Gostovanje je ostvareno kroz koprodukcija festivala 35. Tjedan suvremenog plesa i festivala Inkluzivne scene Rijeka kao nastavak suradnje EU projekta Moving Beyond Inclusion. Ulaznice: Pretprodaja: 90,00 kn Na dan izvedbe: 120,00 kn  Pretprodajna cijena ulaznica s popustom (70,00 kn) za: - učenike- studente - umirovljenike članove strukovnih organizacija UPUH i PULS - članove strukovnih organizacija UPUH i PULS - studente - umirovljenike - članove strukovnih organizacija UPUH i PULS  za grupe veće od 10 osoba nudimo posebne popuste u pretprodaji do 09.06.2018. - 60,00 kn
1 1/2 cups candy cane dust 1/2 cup crushed candy cane In a large saucepan, over low heat, melt chocolate and peanut butter, stirring constantly until smooth and completely blended. Remove pan from heat, add cereal and stir until coated. Place candy cane dust and crushed candy cane into large plastic bag. Add coated cereal to the bag and shake until well coated. Make about 9 cups. WHITE CHOCOLATE CANDY CANE POPCORN 4 cups popped corn 6 ounces chocolate, melted 1/3 cup candy cane dust Place popcorn in a large bowl. Pour melted chocolate and candy cane dust over popcorn and mix until combined. Spread the mixture out on a baking sheet until the chocolate has set. Break any large pieces into bite size. Makes 8 (1/2-cup) servings. PER SERVING: Calories 176 (36% from fat), Fat 7 g (5 g sat), No cholesterol, Sodium 98 mg, Fiber 1 g, Carbohydrates 25 g, Protein 2 g, Sugar 19 g Peppermint, Oreos and cream cheese are a tasty combination. OREO PEPPERMINT COOKIE BALLS
Asia Avramovic Candy Acid Lab (A.S.A) Purpose: To calculate the concentration, ph and mass of the A.S.A in aspirin. Materials Mortar and Pestle 200ml Erlenmeyer flask (x3) 200ml Beaker (x2) Burette (and burette clamp) Ring stand 8.7g of solid Acetylsalicylic Acid/A.S.A (Aspirin) 0.1M of Sodium Hydroxide (NaOH) Phenolpthalein (indicator) Stir stick 25ml Graduated cylinder Procedure Using the mortar and pestle, crush the A.S.A tablets until it’s a powder Weigh 8.7 g of A.S.A Dissolve 8.7 g of A.S.A into 50.0 ml of water Using the graduated cylinder pour 10 ml of the solution into each Erlenmeyer flask Fill burette with NaOH (0.10M) Add 3 drops of phenolphthalein into each Erlenmeyer flask Titrate the NaOH into an Erlenmeyer flask, while simultaneously stirring the solution, until the solution turns light pink (the solution must remain pink)
Name: In what capacity and over what period has the individual known you? Primary contact number: Email address: * Referee 2 Name: In what capacity and over what period has the individual known you? Primary contact number: Email address: Conflicts of Interest * If you have any interests that might be relevant to the work of this role and which could lead to a real or perceived conflict of interest should you be appointed, please provide brief details below. This information may be shared with Cabinet Office in line with Section 9.1 of the Governance Code of Public Appointments 2017. All information provided by applicants will be handled in a manner consistent with GDPR 2018. Do you consider yourself to have a real or perceived conflict of interest in relation to this role? No Yes (please provide details below) Due Diligence * The Department will undertake due diligence checks on all applicants who are invited to interview. Due diligence checks will include social media and internet
Special Dark® krackel® mr. Goodbar® Milk Chocolate 6. Construct a dotplot of the chocolates that received a rating of 4. Which candy would be rated the least favorite based on this graph? Special Dark® krackel® mr. Goodbar® Milk Chocolate 7. Find the sum of the scores of the rankings. Special Dark® krackel® mr. Goodbar® Milk Chocolate Which chocolate would represent the class favorite based on the sum of the scores? Which chocolate would represent the least favorite based on the sum of the scores? 8. Find the median score of each type of chocolate. Special Dark® krackel® mr. Goodbar® Milk Chocolate
Turtles $18 lb Caramel and nuts covered in your choice of milk or dark chocolate 1. Pecan 4.Almond 2. Cashew 5.Peanut 3. Walnut Bark $25 lb Broken sheets of chocolate and nuts. Available in milk or dark chocolate 7. Pecan 10.Almond 8. Cashew 11.Assorted 9. Walnut Marshmallows $18.50 lb Delicious homemade marshmallow covered in your choice of milk or dark chocolate 14. Vanilla 15.Maple Other Favorites All available in your choice of milk or dark chocolate 16. Pretzels (regular) $9.00 ½ lb 17. Nonpareils $8.00 ½ lb 18. Butter Crunch (Milk Only) $18.00 lb 19. Peanut Brittle $12.00 lb Creams $18 lb All available in your choice of milk or dark chocolate 20. Vanilla 24.Maple 21. Raspberry 25.Coconut 22. Orange 26.Peppermint 23. 27.Assorted Jellies (Chocolate Covered) $18 lb Homemade fruit flavored jellies covered in your choice of milk or dark chocolate 28. Raspberry 30.Lemon 29. Orange Sugar Jellies $18 lb 31. Raspberry 33.Lemon 32. Orange 34.Lime Chocolate Covered Fruit $18lb All available in your choice of milk or dark chocolate 35. Cherries 37.Pineapple 36. Orange Peel 38. Apricot
Foiled Chocolates $8.50 ½ lb Individually wrapped chocolates Ask availability (different shapes available during each season) Specialty $18 lb All available in your choice of milk or dark chocolate 40. Caramel 43. Peanut Butter Sponge 41. Ginger 44. Molasses Sponge 42. Marzipan Truffles $18lb A rich and creamy chocolate with added flavor available in your choice of milk or dark chocolate 45.Vanilla 47. Peanut Butter 46. Rum Clusters $18 lb Available in your choice of milk or dark chocolate 48. Raisins 50. Cranberry 49. Peanut Chunk Chocolate $10.50 lb 51. Milk 53. Ivory 52. Dark Jelly Beans $6.75 12 oz Packages 56. Fruit and Licorice 55. Licorice 57. Spice Gift Boxes An assortment of our most popular candies which include both milk and dark chocolates 58. ½ lb $12.75 59. 1 lb $25.00 60. 2 lb $50.00 61. 3 lb $75.00 62. 5 lb $125.00 Also available in all milk or all dark SUGAR FREE also available please call for price and details Holiday Specials Available upon request. Chocolate Turkeys, and Bunnies. Please call for details. (631) 323-2675
All Orders can be placed via phone, fax or mail Item # Product description (Milk or Dark) Quantity Price each Price Subtotal Shipping Sales tax Total Shipping & Handling 1-3lb $9.75 7-10lb $14.00 4-6lb $11.75 11-12lb $16.00 NY Sales Tax 8.625% Check Discover MasterCard Visa AmEX (Circle One) Account # ___________________________ Exp. ______________ CVV Code _________ Billing Zip_______ Phone # (____)_____________ Signature _______________________ Ship to: Name______________________________ Street Address _______________________ City _______________State ______ Zip Code ____________
Create a histogram for each candy color using your bin and frequency data. Conclusion Which color is most likely to occur with the same frequency in each bag? Explain your answer. Do your histograms fit a classic bell curve? Why or why not? Use the information that you developed in the lab, combine it with any additional information that you think you might need, and calculate the number of candies it would take to fill your classroom. Explain your answer mathematically.
********** MALE OVERALL RESULTS *********** PL NAME AGE FROM TIME Robles VI 34:53 Klein Roger 37:53 Holloway VI 37:54 Gleason VI 38:46 Fricks VI 39:50 Baker NY 42:26 Franks VI 43:34 Franks VI 43:36 Hocking AK 44:07 Kemper VI 44:37 Schmalz Paltz NY 45:53 Solomon Roger 45:54 Doyle VI 46:27 Franks VI 47:33 Kennedy VI 47:42 Wheeler CA 48:01 Seymour VI 51:57 VI 53:42 Espinosa VI 54:20 Williams VI 59: ********** FEMALE OVERALL RESULTS*********** Campbell Roger 34:54 Harper VI 37:16 Holloway VI 40:06 Gutierrez VI 40:12 Wheeler CA 43:41 Crowther VI 44:01 Johnson AK 44:13
6 Whitcher VI 56:14 7 Lanclos VI 58:53 8 Landclos VI 1:36:45 MALE AGE 30 - 39 1 Gleason VI 38:46 2 Franks VI 43:34 3 Hocking AK 44:07 4 Doyle VI 46:27 5 Wheeler CA 48:01 FEMALE AGE 30 - 39 1 Wheeler CA 43:41 2 Johnson AK 44:13 3 VI 45:01 4 Seaver VI 56:15 MALE AGE GROUP: 40 - 49 1 Roger 37:53 2 Schmalz Paltz NY 45:53 3 Solomon Roger 45:54 4 Mills VI 53:42 5 Espinosa VI 54:20 FEMALE AGE GROUP: 40 - 49
1 Harper VI 37:16 2 Crowther VI 44:01 3 Klein Roger 46:11 4 Fredericks VI 50:33 5 Pugliese VI 56:47 6 McKinnon VI 58:07 7 Solomon VI 1:01:41 8 Evora VI 1:12:29 9 Cazaubon VI 1:15:41 MALE AGE 50 - 59 1 Holloway VI 37:54 2 Fricks VI 39:50 FEMALE AGE 50 - 59 1 Gutierrez VI 40:12 2 Fricks VI 53:57 3 Lanclos VI 1:10:34 MALE AGE GROUP: 60 - 99 1 Baker NY 42:26 2 Kemper VI 44:37 3 Franks VI 47:33
Surname(s) Capitals) Forename: Permanent address Department for Education and Employment Teachers’ Reference Number: National Insurance Number: Telephone Number: Home Work Mobile E-mail Address for correspondence (if different) When could you commence duties if appointed? Present Teaching Post (or last employment) if applicable Current post Previous post (please tick as appropriate) Job Title Dates of employment (in this post) Designation of Post (Full or Part Time) Present or last Salary Name and Address of Establishment (give also size, type and age range taught) Salary and Point on Scale AND TLR Payment (if applicable) Employer/LEA Date Appointed Notice required Reason for Leaving: Education (Applicants should be prepared to produce evidence of qualifications held). Give details (including dates) of secondary schools and colleges/universities attended and particulars (including dates) of qualifications obtained, including:- a) School leaving examinations. b) Teaching Certificates or Post-Graduate Certificate/Diploma (state course pursued and main subjects) c) Degree (state whether pass or honours and give class, division and subjects, making clear which are main and which subsidiary) d) Any other certificates or diplomas Dates SecondarySchool/College/University Attended Qualifications obtained From To
Surname(s) (Block Capitals) Forename: Permanent address Department for Education and Employment Teachers’ Reference Number: National Insurance Number: Telephone Number: Home Work E-mail Address for correspondence (if different) When could you commence duties if appointed? Do you hold a current driving licence? Yes / No / Provisional Present Teaching Post (or last employment) if applicable Designation of Post (Full or Part Time) Present or last Salary Name and Address of Establishment (give also size, type and age range taught) Salary Scale and Point on Scale AND TLR Payment (if applicable) Employer/LEA Date Appointed Notice required Education (Applicants should be prepared to produce evidence of qualifications held). Give details (including dates) of secondary schools and colleges/universities attended and particulars (including dates) of qualifications obtained, including:- a) School leaving examinations. b) Teaching Certificates or Post-Graduate Certificate/Diploma (state course pursued and main subjects) c) Degree (state whether pass or honours and give class, division and subjects, making clear which are main and which subsidiary) d) Any other certificates or diplomas Dates Attended Qualifications obtained From To
Surname(s) (Block Capitals) Forename: Permanent address Department for Education and Employment Teachers’ Reference Number: National Insurance Number: Telephone Number: Home Work E-mail Address for correspondence (if different) When could you commence duties if appointed? Do you hold a current driving licence? Yes / No / Provisional Present Teaching Post (or last employment) if applicable Designation of Post (Full or Part Time) Present or last Salary Name and Address of Establishment (give also size, type and age range taught) Salary Scale and Point on Scale AND TLR Payment (if applicable) Employer/LEA Date Appointed Notice required Education (Applicants should be prepared to produce evidence of qualifications held). Give details (including dates) of secondary schools and colleges/universities attended and particulars (including dates) of qualifications obtained, including:- a) School leaving examinations. b) Teaching Certificates or Post-Graduate Certificate/Diploma (state course pursued and main subjects) c) Degree (state whether pass or honours and give class, division and subjects, making clear which are main and which subsidiary) d) Any other certificates or diplomas Attended Qualifications obtained From To
The academy has made satisfactory progress towards raising standards. Priorities for further improvement By September 2012 ensure that teachers: ■ use assessment information to plan activities that always take account of students’ differing levels of ability ■ provide more opportunities for students to be active participants in lessons and take responsibility for their own learning ■ use questioning techniques effectively to challenge students and extend thinking ■ improve the consistency and quality of marking and provide written feedback that always explains to students what they need to do next to improve work further. I am copying this letter to the Secretary of State for Education, the Chair of the Governing Body and the Academies Advisers Unit at the Department for Education. This letter will be posted on the Ofsted website. Yours sincerely Ripley Her Majesty’s Inspector
THE KEEPERS MAP Asia Travel Blog featuring useful curated guides and itineraries Disclaimer: - We visited Canggu, Bali in May 2018 - Time estimations are based on Google Maps’ calculations - We are not liable for any inaccurate / outdated information - Do email us at if you spot any inaccuracies 3d2n Itinerary: WHAT TO DO, EAT & SEE IN CANGGU, Bali Day 1 address Notes Directions 11:30am Surfing Warung Kelapa Surf Canggu Jl. Pura Dalem, Canggu, Kuta Utara, Kabupaten Badung, Bali, Indonesia Rates around 350,000 IDR for board rental + private teacher (two hours) Located along Batu Bolong Beach 2:00pm Check in HOTEL TUGU BALI Jl. Pantai Batu Bolong, Pantai Canggu, Canggu, Kuta Badung, Bali 80361 A 2-minute walk from Warung Kelapa Surf Canggu 2:30pm Massage Warung Jamoe Spa Hotel Tugu Bali 4:30pm Afternoon Tea Hotel Tugu Bali lobby Hotel Tugu Bali 5:45pm Sunset & Dinner Ji Terrace by the sea Tugu Hotel Bali, Jalan Pantai Batu Bolong, Canggu Bali 80361 Make a booking and secure seats to watch the sunset Located directly above Ji Restaurant Bale Sutra 9:00pm Drinks The Lawn Jl. Pura Dalem, Canggu, Kuta Utara, Canggu, Kuta Utara,Bali, Indonesia A 1-minute walk from Ji Terrace by the Sea Day 2 place address Notes Directions 9:30am Breakfast Hotel Tugu Bali Hotel Tugu Bali Request to have breakfast by the lily pond
derive the IV's from a Binomial model that captures the value of early exercise. This resolves the problem of analyzing American options, but does not address the many other issues raised by the possibility that the "market" may not be using exactly the same model we are. For example, the market's option model may allow nonlognormal price changes or price jumps. Using the wrong model violates (3): the computed IV will not be the market's real volatility forecast. In the early studies, stock price volatility was typically treated as if it were a constant parameter, so that the exact timing and periodicity of the data sample used in estimating it did not matter much. Problems included use of sparse monthly data spanning long time periods to estimate historical volatility, estimating "realized" volatility over periods that did not match option maturity, and in at least one case, analyzing "forecasts" of volatility over periods prior to the date the forecast was made. Only Beckers was fully sensitive to the importance of timing, using daily data to estimate historical volatility from the previous three months of stock prices, and realized volatility over the period from the observation date to option expiration. A major problem affecting all empirical analysis of implied volatility is that it must be computed from market prices that are "noisy." Two reasons for noise are the bid-ask spread and nonsynchronous trading. Since IV calculations are based on recorded transactions prices and there is a spread between the market's bid and offer for both the stock and the option, the IV will be affected by whether the last trades resulted from market buy or sell orders. Also, with daily data the trades producing the recorded closing prices may have occurred at different times, which introduces additional noise. All of the studies we have mentioned, as well as the present paper, suffer from these problems. They should be more severe for stocks and options with wide bid-ask spreads and those that trade relatively infrequently. We expect noise to be of lesser importance, though still present, for actively traded options on a broad stock index like the OEX. The existence of noise in computing IV causes a violation of equation (3): The measured IV is
Instructor Note: This usually occurs between dogs of the same sex. Dogs that are usually competitive and territorial and usually are focused on dominance versus submissiveness. Fear and territory are other influences in this type of aggression. Barking, chasing, and growling, lunging and biting that is evident in mature dogs is generally seen in puppies during learning and playing. Anyone who owns more than one cog sometimes see’s this with their own dogs when playing. SOURCE: Redirected Aggression If you interrupt a dog’s aggression behavior toward another person or an animal and the dog barks at, snaps at, growls at or bites you, this is considered redirected aggression. This can happen to anyone who tries to interfere when a dog is about to attack or is already in the fight. Instructor Note: If you interrupt a dog's aggressive behavior toward another person or even an animal and the dog barks at, snaps at, growls at or bites you, this could be considered redirected aggression. This happens to anyone who tries to interfere when a dog is about to attack or is already in the fight. So any officer should always be careful when interrupting a dog that may be concentrating on something else other than the officer. Who knows, maybe the dog is telling the officer there is another problem he is looking at and that the officer should be concerned about that. SOURCE: Unit Goal: Non-lethal tools/methods/resources to avoid and defend against canine attack 3.1 Describe the usage of on-scene awareness when approaching a situation involving a canine call Officer Awareness
Please describe one other occasion in which the behaviour occurred: What has been done to correct the problem? (Please indicate if each measure has helped, made no difference, or made things worse): Is the problem getting: Better/ No Change Do you suspect any Are there any other behavioural problems? What are the feelings of each family member about your dog’s present behaviour?
The long-term use of cannabis may cause harm to the brain, including reduced cognitive performance. In particular, the heavy use of cannabis at young ages is associated with an increased risk of educational under-achievement (, , ). Cannabis were asked about perceived harmful effects from cannabis use in the last 12 months. This section focuses on specific cannabis-related harms to learning and productivity. Cannabis-related harms to learning and productivity occur at low levels Box 4: Harmful effects from cannabis use reported by cannabis in the last 12 months the total population of cannabis users, low rates of cannabis-related harms were reported. Six percent of cannabis users reported harmful effects on work, studies or employment; 4.9% reported difficulty learning; and 1.7% reported absence from work or school at least once in the last 12 months due to cannabis use (Box 4). Men and women experience harms from cannabis use differently percent of male and 4.5% of female cannabis users reported harmful effects on work, studies or employment opportunities in the last 12 months due to cannabis use. Five percent of women and 4.7% of men reported difficulty learning in the past year due to cannabis use, and 2.1% of men reported absence from work or school at least once in the last 12 months due to cannabis use (the sample size for women absence was small and is not reported here). Younger cannabis users more likely to report harmful effects from cannabis use Younger (aged 15–24 years) cannabis users reported harmful effects on work, studies or employment opportunities (9.0%) more frequently than older (aged 55+ years) cannabis users (3.1%). Māori cannabis users are more likely to report harmful effects of cannabis use on work, studies or employment opportunities Among cannabis users, 10% of Māori and 8.0% of Pacific people, compared with 5.0% of European/Others, reported harmful effects on work, studies or employment in the last 12 months due to cannabis use. Māori were 2.1 times more likely to report harmful effects on work, studies or employment opportunities from cannabis use than non-Māori, after adjusting for age and sex differences (Box 4).
Development of the Geospatial Strategy will be informed by the which was published in August 2018. Job Description Providing expert, impartial advice to the government on geospatial data, including advice on prioritisation and value for money Building cross-sector support and consensus around Commission recommendations Proposing effective allocations of Commission Budgets to target high-value opportunities Monitoring performance of public sector bodies responsible for delivering the geospatial strategy Chairing Commission working groups, facilitating deep dives into priority areas via detailed, collaborative, stakeholder engagement Ensuring the Commission conforms to the highest levels of propriety Engaging with stakeholders, including industry, government, academia, interest groups and the public Representing the Commission in public and at industry events Person Specification Capabilities Ability to provide robust, independent advice, under a high level of public interest and scrutiny, and use a public profile to build consensus Credibility with government, the data community, industry, and the public Ability to process complex information, take a long-term view and probabilities to reach clear conclusions Clear communication of complex topics An understanding of geospatial data and its applications, especially to business, front line service delivery or academia