zilongwang/ReadingBank huggingface dataset:
From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties Educational and Academic Qualifications: Starting with the most recent, please give details of secondary schools, colleges and universities attended with examination dates, results and qualifications obtained. Evidence of qualifications may be requested. Please continue on a separate sheet if necessary. Name and address of school/college/university or professional body Dates of attendance Full time or part time? Examinations taken or to be taken (with dates) Qualifications obtained and name of awarding body From dd/mm/yy To dd/mm/yy
Membership of relevant professional institutions Please provide details of your membership of any relevant professional institutions, being sure to state if membership is by examination or otherwise. Please continue on a separate sheet if necessary. Name and address of professional body of attendance Examinations or to be taken (with dates) Qualifications obtained and awarding body From dd/mm/yy To dd/mm/yy References Name of Current/Most Recent Employment Referee: Name of Second Referee: Job Title: Job Title: Company/School Address: Post Code: Company/ School Address: Post Code: Company/School Email: Company/School Email: Company/School Telephone: Company/School Telephone: In what capacity is the known to you? In what capacity is the above known to you?
Code SS Weekly Highlights November 1, 2017 SMD Space Science & Astrobiology Title of highlight: The Gemini 8-m telescope working on installing new instrument named “Alopeke” POC: Steve Howell (SS Division Chief) Short story: During the week of 22 November 2017, the NASA Ames “Alopeke instrument team days and nights atop 14,000 foot Mauna Kea in Hawaii. ‘Alopeke (meaning fox in Hawaiian) is a custom made imaging camera built for the Gemini-N 8-m telescope. The instrument was completely built in -house and provides a unique imaging capability for the community, allowing simultaneous two-channel operation and both “speckle” imaging and “wide-field” imaging. This instrument provides the highest resolution images of the night sky available today on any single ground-based or space-based telescope, four times that of IR/Ao systems. In the attached photo, (L to R) Rachel Matson, Steve Howell, Nic Scott, and Emmett Quigley take a rest under the 8-m mirror, where they have just installed ‘Alopeke. Also, attached are some “First Light” reconstructed images showing a close-binary star, separated by 0.3” and easily separated by ‘Alopeke as well as a high-resolution 832nm before and after image taken near the center of M15 and yielding 0.18” image quality.
Certified that this thesis report STABILIZATION OF MULTIMACHINE SYSTEMS WITH GRID CONNECTED WINDFARMS is the bonafide work of MOHAMED MERAJ .A (RRN: 1023311) who carried out the thesis work under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any other thesis report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate. SIGNATURE SIGNATURE Dr. M. ABDULLAH KHAN Dr. R. RAJA SUPERVISOR HEAD OF THE DEPARTMENT Professor of Eminence Professor & Head Department of EEE Department of EEE B.S. Abdur Rahman University B.S. Abdur Rahman University Vandalur, Chennai – 600 048 Vandalur, Chennai – 600 048 APPENDIX 2B (A typical specimen of Bonafide Certificate) <Font Style Arial> BONAFIDE CERTIFICATE <Font Arial – size -16> Certified that this thesis report ……….TITLE OF THE THESIS…………….. is the bonafide work of …………..NAME OF THE CANDIDATE (RRN:.………) ……….… who carried out the thesis work under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any
Civics EOC Reporting Category Reporting Category 4 – Organization and Function of Government Suggested Time Frame Two 45-50 minute class periods Civics Content Vocabulary amendment, caucus, ratify, rescind Instructional Strategies Close reading of complex text Collaborative learning Cooperative learning Inquiry with primary sources Materials Computer with internet access to view suffrage video Student activity sheets: National Archives Cartoon Analysis Worksheet – optional Viewing Guide Two Methods of Amending and Ratifying the U.S. Constitution Graphic Organizer Complex Text Graphic Organizer: Women’s Rights Case Study Student reading materials: Article V of the U.S. Constitution Rights Case Study: The Difficulty of Amending the U.S. Constitution Lesson Activities and Daily Schedule Please use the chart below to track activity completion. Day Task # Steps in Lesson Description Completed? Yes/No Day One Task 1 1-4 Hook Activity Task 2 5-8 Two Methods of Amending and Ratifying the U.S. Constitution Graphic Organizer Activity Day Two Task 3 9 & 10 Women’s Rights Case Study Task 4 11 Checking for Understanding Essential Content Background This section addresses the following issues: What are the amendment procedures outlined in the U.S. Constitution? How are the significance and the difficulty of the amendment process related? In what ways, and how many times, has the U.S. Constitution been amended? Amending the Florida Constitution 1. What are the amendment procedures outlined in the U.S. Constitution? Article V of the U.S. Constitution outlines two methods for introducing amendments to the U.S. Constitution. These methods are:
travel to the North Carolina and/or Haiti on or about April 19th or so for 3-4 days to get some on-the-ground experience. Students prepare a report and presentation for clients on the topic that would be of interest/help to you related to Hurricane Matthew. City to City is divided into four modules that correspond to the four traditional phases of disaster management (sometimes called emergency management). Part 1 – Background Week 1 - February 8th - Class 1 – Introduction Week 2 - February 13th &15th- Classes 2 & 3 – How do we define disaster? Week 3 – February 21st & 22nd- Classes 4 & 5 – What is the disaster cycle? Week 4 – February 27th March 1- Classes 6& 7 – What are cities in Crisis? Week 5 – March 6th & 8th- Classes 8&9 – How can communities respond? -- asset building and Community Development post-disaster. Part 2 Field Work Prep and Field Trip - -Haiti April 14th through April 18th Week 6 – March 13th & 15th Classes 10&11 – Fieldwork Prep – Deep Dive into Hurricane Matthew 1 and Meet your clients Week 7 – March 20th & 22nd - Deep Dive into Hurricane Matthew 2 (interviews from on the ground) Spring Break – No class Week 9 – April 3rd and 5th Classes 12&13 – Fieldwork Prep – Hurricane Matthew Week 10 – April 10th & 12th - Class 14&15 – Reports and Presentations Week 11 – April 17th April 19th - Classes 16&17 – Trip to Haiti Week 12 – April 24th & 26th - Classes 18 &19 – Reflection and Work Week Week 13 – May 1st & 3rd - Classes 20 & 21 – Work Week Week 14 – May 8th & 9th Classes 22&23 – Final Presentation to Clients and Report Due Week 15 – May 15th&17th Classes 24&25 – Final Presentations to Clients and Reports due Assignments and Grading: 1. Online Blog – Research and Reflective Practice Research and Reflective practice is an ongoing goal of the class. An online blog and class discussion will be used to help students understand the culture, identity, of Valparaiso. In addition, the online blog is intended to deepen your understanding of some of the core issues of planning practice. Students will be expected to keep a blog where reflection assignments will be completed weekly. These assignments are geared to explore issues faced by planners during the planning process as well as document student professional growth and experiences working in multi-disciplinary teams. Many of the
Session Outline Session Outline 3 Motivation 10 min 5 Living Proof: The Ethiopian Barbershop 5 Information 15 min 6 The Importance of Integration of CST with Other Sectors 6 Practice 50 min 7 World Café of Sectors Relevant to HIV Care, Support, and Treatment 7 Application 15 min 8 Debriefing the World Café: Integrating Activities from Other Sectors into CST 8 Assessment 9 Trainer Notes for Future Improvement 9 Resources 9 Handout 1: The Importance of Integration of CST with Other Sectors 11 Trainer Material 1: Video Clip: Living Proof: The Ethiopian Barbershop 14 Trainer Material 2: Café Guidelines 15 Trainer Material 4: Continuum of Care Framework 17 Trainer Material 5: Questions for World Café Debriefing 18 Contributing Post: PC/Jamaica Session: Integration of CST with Other Sectors
Form 110-2 ESSP Level 3 School Strategic Plan PeBL REORDER Template School Name School Year Upload to School Based Admin Group by September 30th (Initial Plan) and Year End Areas Actions Deliverables Lead/Resource Start Date End Date ESSP Connections The school has a plan to be actively engaged in the “I do, We do, You do” process (the continuum of transfer of responsibility), honouring student and choice and intentionally creating opportunities for learners to embody the 21st Century Competencies. Early Years Engagement Nations & Metis At Grade Level Graduation Rates Efficiencies Reading – Students will demonstrate skills and knowledge at or beyond grade level DRA Grades 1-5 Reading Assessments Grade 7 & 10 Early Years Engagement First Nations & Metis At Level Graduation Rates Efficiencies Writing – Students will demonstration skills and knowledge at or beyond level data collection Grade 4, 7, 9 Early Years Engagement First Nations & Metis At Grade Level Graduation Efficiencies Math - Students will demonstration skills and knowledge at or beyond grade level Data collection in Grades 2, 5, 8. Early Years Engagement Nations & Metis At Grade Level Graduation Efficiencies Other Early Years Engagement Nations & Metis At Grade Level Graduation Rates Efficiencies Adapted from www.reordereducation.com
Form 110-2 ESSP Level 3 School Strategic Plan PeBL REORDER Template School Name School Year Upload to School Based Admin Group by September 30th (Initial Plan) and Year End Focus Areas Actions Deliverables Lead/Resource Start Date End Date ESSP Connections Schools will begin/continue to reorganize shared school spaces (ie: media centres, libraries, learning commons) to accommodate 21st century learning. Early Years Engagement First Nations & Metis At Grade Level Graduation Rates Efficiencies Other Early Years Engagement Nations & Metis At Level Graduation Rates Efficiencies Adapted from www.reordereducation.com
Form 110-2 ESSP Level 3 School Strategic Plan PeBL REORDER Template School Name School Year Upload to School Based Admin Group by September 30th (Initial Plan) and Year End Focus Areas Actions Deliverables Lead/Resource Date End Date ESSP Connections Re-evaluate using the modified Flourishing Schools Inventory. Years Engagement First Nations & Metis At Level Graduation Rates Efficiencies Implement REORDER Rubric to set goals/priorities. Early Years Engagement First Nations & Metis At Grade Level Graduation Rates Efficiencies Implement 21st Century Competencis Rubrics for tracking/reporting. Early Years Engagement First Nations & Metis At Grade Level Graduation Rates Efficiencies Other Years Engagement First Nations & Metis At Grade Level Graduation Rates Efficiencies Adapted from www.reordereducation.com
Dispensing Requirements for Intranasal or Auto-Injector Administration: Naloxone 2mg/2ml prefilled syringe, # 2 syringes SIG: Spray one-half of the syringe into each nostril upon signs of opioid overdose. Call 911. Additional doses may be given every 2 to 3 minutes until emergency medical assistance arrives. Mucosal Atomization Device (MAD) # 2 SIG: Use as directed for naloxone administration. Must dispense with 2 prefilled syringes and 2 atomizers and instructions for administration. Naloxone 2 mg #1 twin pack SIG: Use one upon signs of opioid overdose. Call 911. Additional doses may be given every 2 to 3 minutes until emergency medical assistance arrives. Narcan Spray 4mg, #1 twin pack SIG: Administer a single spray intranasally into one nostril. Administer additional doses using a new nasal spray with each dose, if patient does not respond or responds and then relapses into respiratory depression. Call 911. Additional doses may be given every 2 to 3 minutes until emergency medical assistance arrives. A
Form 110-5 ESSP Level Three School Strategic Plan Summary Instructions and Template Box 700, Rosetown, Sask., S0L 2V0 (306) 882-2677 Fax: (306) 882-3366 Toll Free: 1(866) 375-2677, www.sunwestsd.ca Reference AP 110 Education Sector Strategic Plan (ESSP) Revised August 21, 2017 Level Division Submit to Superintendent of Education When Year End Please copy the ESSP Level Three School Strategic Plan Annual Summary Template that follows and complete for your school. Collaboration and discussion with SCCs, staff and students (where appropriate) needs to occur before the end of the school year. Note that the highlighted areas need to be personalized with the information for your school. It is important to maintain the essence of the school profile and report to provide information regarding your school’s progress to date. Please provide data in your report that supports your school’s progress for all goals set. The important part is the outcomes from your goals – what has changed? What has been achieved? A report needs to be presented and discussed with your SCC at your June meeting. The document should be signed (see Additional Information on the final page) by the School-based administrator and SCC Chair. Please submit your final copy to your Superintendent of Education. If you need support please consult your Superintendent of Education.
(Spring Semester, 2018) Math 110 Intermediate Algebra Section 1541 Mon: 12:30am – 2:45, Room H-118 Wed: 12:30am – 2:45, Room H-118 Section 5497 Tuesday: 8:00am – 10:15, Room H-134 Thursday: 8:00am – 10:15, Room H-134 INSTRUCTOR: Eric Preibisius CLASSROOM: See OFFICE & PHONE: H-132, Phone: 619-660-4248 e-mail: eric.preibisius@gcccd.edu OFFICE HOURS: Monday: 11:00am – Noon Tuesday: 10:30am – 11:30 Wednesday: 11:00am – Noon Thursday: 10:30am – 11:30
COURSE OUTLINE (SUBJECT TO CHANGE) Jan 29 – Feb 2 Introduction to the Course Begin Chapter 1 Feb. 5 - 9 Continue with Chapter 1 Feb. 12 - 16 Continue with Chapter 1 Cluster Quiz #1 Note: Fri., Feb 16 is a holiday (Campus Closed) Feb. 19 - 23 Finish Chapter 1 Note: Mon., Feb 19 is a holiday (Campus Closed) Feb. 26 – 2 Exam #1 Begin Chapter 2 March 5 – 9 Continue Chapter 2 12 - 16 Finish Chapter 2 March 19 - 23 Cluster Quiz #2 Chapter 4 26 – March 31 Spring Recess (NO CLASSES!) April 2 – 6 Continue with Chapter 4 April 9 - 13 Exam #2 Finish Chapter 4 April 16 - 20 Begin Chapter 5 23 - 27 Continue with Chapter 5 April 30 – May 4 Cluster Quiz #3 Finish Chapter 5
(ADOPTED BY RESOLUTION OF THE MUNICIPAL COUNCIL OF …enter municipality name) The Municipality of …. municipality name (“the Municipality”) hereby publishes the Waste Management By-laws set out below, promulgated by the municipality in terms of section 156(2) of the Constitution of the Republic of South Africa, 1996 and section 9(3)(a)-(d) of the National Environmental Management: Waste Act, 2008. Preamble WHEREAS the “Municipality” has the Constitutional obligation to provide services including refuse removal, collection and disposal; AND WHEREAS poor waste management practices can have adverse impact on the environment in and beyond Municipal boundaries; AND WHEREAS the “Municipality” is committed to ensure that all residents, organisations, institutions, businesses, visitors or tourist and public bodies are able to access services from a legitimate waste service provider; AND WHEREAS the “Municipality” wishes to regulate waste collection, separation, storage, processing, treatment, recycling, reuse and disposal of waste including littering and illegal dumping and the regulation of facilities used for the management of waste, with the ultimate aim of avoiding or minimising the generation and impact of waste; AND WHEREAS the “Municipality” promotes the waste hierarchy approach as outlined in the National Waste Management Strategy.
Date Occupational/Professional License Yes No If yes, type: 35. Member of the Armed Forces Yes No If yes, Active Retired Branch From To Veterans Benefits Yes No 36. Please provide the information below and any other information you believe may help find the mother. Include all addresses where relatives might live and the type of income and assets the mother may have. Include any additional information on separate pages and attached. Please include a picture of the mother if available. Distinguishing Marks (tattoos/scars/birth marks): SECTION 3 (continued) - Information about the children’s MOTHER Height Weight Race Hair Eye Color Has the mother ever been arrested or convicted? Yes No Do Not Know Date of Arrest or Conviction City and State of or Conviction Name of Parole/Probation Officer Name of the Mother’s Mother (last, first, middle, maiden) Name of the Mother’s Father (last, first, middle) SECTION 4 – Information about the Children (These children must have the same father and mother – the parents listed on this form in Sections 2 and 3.) If there are more than three (3) children, please provide the information about the children on pages 8. 37. Name of Child (last, first, middle, suffix, e.g., Jr.) Social Security Number/ITIN Male Female Race (optional) Date of Birth Is the Father’s name on the Birth Certificate? Yes No Do Not Know City of State of Country of Birth Does the child receive Social Security Benefits? Yes No If yes, Monthly Amount: $ If this child is now in high school, expected date of graduation: Month Year Name of School Address City State/Zip Code Does this child live with you? Yes No Do you have legal custody of this child? Yes No 38. Name of Second Child (last, first, middle, suffix, e.g., Jr.) Social Security Number/ITIN Male Female Race (optional) Date of Birth
Owners Consent Every owner of the Land must sign If the is a company, this form must be signed by the authorised Director of the company If you are signing on the owners behalf as the owners legal representative, you must state the nature of your legal authority and attach documentation evidence (eg: Power of Attorney) You need to provide material with your application that is relevant to the type of work you have done. Please place a cross in the appropriate box. Structural certification Survey Report Wet area waterproofing certificate Termite control certificate Smoke detector certificate Basix completion Glazing certificate Landscaping Fire safety measures Mechanical ventilation Other Signed by Owner(s) ...................................................................................... ...................................................................................... Date / / ___ __ __ __ _________________________________________________________________________ _________________________________________________________________________
This column contains one of three words: “NAIC,” “State,” or “Company,” If this column contains “NAIC,” the company must obtain the forms from the appropriate vendor. If this column contains “State,” the state will provide the forms with the filing instructions (generally, on the state web site). If this column contains “Company,” the company, or its representative (e.g., its CPA firm), is expected to provide the form based upon the appropriate state instructions or the NAIC Annual Statement Instructions. Column (7) Applicable Notes This column contains references to the Notes to the Instructions that apply to each item listed on the checklist. The company should carefully read these notes before submitting a filing. w:\qa\blanks\checklists\2018 filings made in 2019\2 hlthcklist_2018_filingsmade2019.docx
9/2/2013 0.2 Ph. Gilberton Updated version with Technicolor, Neusoft, Basari mobile, Institut Telecom contrib.. 19/2/2013 0.3 Ph. Gilberton Updated version with Technicolor (mpeg-dash, content adaptation) contrib.. 19/2/2013 0.4 Ph. Gilberton Updated version with Maxisat on error resiliency 25/2/2013 0.5 Ph. Gilberton Updated with UPnP, STB, HbbTV sections 28/2/2013 1.0 Ph. Gilberton Updated with Stereoscape(gaming console, 2nd screen) conrib. + minor changes Table of contents
GLOSSARY ADSL Asymmetric Digital Subscriber Line ACDC Adaptive Content Delivery Cluster ATM Asynchronous Transfer Mode ATSC Advanced Television Systems Committee CAM4Home Collaborative Aggregated Multimedia for Digital Home CDN Content delivery Network CMMB China Mobile Multimedia Broadcasting CPE Customer Premises Equipment CPU Central Processing Unit DASH Dynamic Adaptive Streaming over HTTP DHCP Dynamic Host Configuration Protocol DLNA Digital Living Network Alliance DSM-CC Digital Storage Media Command and Control DTMB Digital Terrestrial Multimedia Broadcast DVB Digital Video Broadcasting DVB-C Digital Video Broadcasting - Cable DVB-H Digital Video Broadcasting-Handled DVB-HN Digital Video Broadcasting - Home Network DVB-S Digital Video Broadcasting - Satellite Handheld DVB-SH Digital Video Broadcasting - Satellite Handheld DVB-T Digital Video Broadcasting - Terrestrial EDGE Enhanced Data for GSM Evolution EPG Electronic Program Guide FEC Forward Error Correction FTTH Fiber To The Home GPRS General packet radio service Hybrid broadcast broadband TV HD High Definition HDSL High-bit-rate Digital Subscriber Line HFC Hybrid Fiber Coaxial HTTP Hypertext transfer Protocol IP Internet Protocol IPTV Internet Protocol Television ISDB Integrated Services Digital Broadcasting ISP Internet Service Provider LTE Long Term Evolution MAN Metropolitan Area Network trial
Teacher: Byrd Date: Friday, May 11 Subject: Science Topic: organization of life/organ systems Standard(s) Learning Target(s) (based on the language of the standard) I can: 1. Compare cells, tissues, organs, and organ systems. 2. Compare and contrast structure and function of organs and organ systems. Procedures (with general times) Prior knowledge – cells Activities/Centers – Students will take a test. Closure – review questions Homework notes Example of an Assessment Item Related to the Standard
Syllabus (1437-1438) (2016-2017) week Hejri Gregorian Lesson... 1 09/05/1438 06/02/2017 Registration 10/05/1438 07/02/2017 2 16/05/1438 13/02/2017 Introduction + unit 1 17/05/1438 14/02/2017 Unit 1 3 23/05/1438 20/02/2017 Unit 1 24/05/1438 21/02/2017 Unit 2 4 30/05/1438 27/02/2017 Unit2 + Quiz of unit (1) 01/06/1438 28/02/2017 Unit 3 5 07/06/1438 06/03/2017 Unit 3 + Quiz of unit (2) 08/06/1438 07/03/2017 Unit 3 6 14/06/1438 13/03/2017 Unit 4 + Quiz of unit (3) 15/06/1438 14/03/2017 Unit 4 7 21/06/1438 20/03/2017 Unit 4 + Quiz of unit (4) 22/06/1438 21/03/2017 Unit 5 8 28/06/1438 27/03/2017 Unit 5 + Revision 29/06/1438 28/03/2017 1ST MID 9 06/07/1438 03/04/2017 BREAK 07/07/1438 04/04/2017 10 13/07/1438 10/04/2017 Unit 6 14/07/1438 11/04/2017 Unit 6 11 20/07/1438 17/04/2017 Unit 6 + unit 7 21/07/1438 18/04/2017 Unit 7
The list of purchasing goods and requirements on them N İtem Q-ty Unit meas-nt Standarts 1 Polyether Polyol (Laprol 3603-2-12) 100 tons TU 2226-015-10488057-94 2 Polyether (Laprol 4202-2B-30SHCH) 200 tons TU
DEPARTMENT OF CIVIL ENGINEERING You are cordially invited to a seminar orized by Center for Offshore Research and Engineering, CORE and Department of Civil Engineering, NUS on Modelling and Control for the Installation of Subsea Systems by Mr Bernard, How Voon Ee Department of Civil Engineering, NUS Abstract With trend to go into deeper waters for untapped oil fields, more oil and gas extraction solutions are set to be based on floating platforms in combination with subsea production systems. Due to the need for conducting all-year marine operations in the ocean space, the application of advance control technology can help alleviate some of the challenges faced by the industry. In this seminar, modelling and control for water entry and positioning of the subsea systems will be discussed. Adaptive control of the structure subjected to hydrodynamic forces while lowering through the splash zone, is investigated using model-based and Neural Network parameterization techniques. Positioning control for the installation of subsea hardware with thrusters attached under time-varying ocean current is examined. Adaptive approximation techniques are employed in the design of the control law and the stability is demonstrated by means of a backstepping and Lyapunov synthesis approach. The proposed control is able to approximate the dominant dynamic behaviors without exact information on the hydrodynamic coefficients of the structure and current measurements. Contact Person: Prof Andrew Palmer, Tel: 6515 4601, Email: General Enquiry/Registration: Ms Norela, Tel: 6516 2149, Email:
11. Footpaths Footpath 17 is very overgrown, the clerk to provide details of the landowners so that JLi can approach them to request some path clearance. 12. War Memorial The War Memorial repair and clean up has started. The contractors hope to have finished by the end of September, but it is rather weather dependent. It was agreed that any areas where the lawn seed had not started to grow well, would be turfed in October so that the area is all ready for November. CB to arrange for the painting of the gate once the stonework is finished. It was also discussed that the fence needs some small repairs and new coat of creosote. 13. Village Hall Due to the expense (£150,000) of building a storage extension to the village hall, the committee have decided not to proceed with these plans. 14. Planning Applications: 17/02251/FULLS – Hillview, Dean Road, WT – single storey side/rear extension 4 supported & 17/02219/LBWS – Tanglewood, WT – required repairs to swimming pool outbuilding 4 supported 17/02207/FULLS & 17/02208/LBWS – 67 Red Lane, WT – re-roof house roof, re-clad workshop 4 supported Tree applications: none 15. Finance and cheques i. Schedule of Accounts including account balances dated 7th September 2017 were agreed and authorised Schedule of expenses/accounts 7th September 2017 Bank balances: Main Account £8601.89 (as at 31.08.17) Savings Account £1233.71 (as at 06.02.17) Millennium Account £8844.71 (as at 15.09.16) Payee Detail Amount £ Cheque No. Donna Moles NDP consultant – from NDP budget 340.50 000820 A Dunkin NDP admin hours June 2017(final invoice) 50.00 000821
Table 1 continued Operationalization of WCRF dietary recommendations Scoring Rotterdam Study N (%) Spain N (%) Sweden N (%) Netherlands N (%) Denmark N (%) Greece N (%) NIH-AARP Study N (%) Limit the intake of red meat and avoid processed meat Red and processed meat intake: Red meat <500 g/wk and processed meat < 3 g/d Red meat <500 g/wk and processed meat 3 to 50 g/d Red meat ≥ 500 g/wk or processed meat >5g/d 1.0 0.5 0.0 408 (11) 682 (18) 2784 (72) 599 (12) 2405 (49) 1952 (39) 49 (2) 2511 (81) 554 (18) 671 (11) 2445 (40) 3031 (49) 372 (3) 3788 (26) (72) 6882 (76) 935 (10) 1224 (14) 30264 (9) 175467 (55) 113985 (36) Limit alcoholic drinks Ethanol intake: ≤20 g/d (men) Ethanol intake: ≤ 10 g/d (women) Ethanol intake : 20 to ≤ 30 g/d (men) Ethanol intake: 10 to ≤20 g/d Ethanol intake : >30 g/d (men) Ethanol intake: >20 g/d (women) 1.0 0.5 0.0 2864 (74) 513 (13) 497 (13) 3563 (72) 491 (10) 902 (18) 3063 (98) 45 (1) 6 (0.2) 4560 (74) 744 (12) 846 (14) 8097 (55) 2701 (18) 3967 (27) 7884 (87) 519 (6) 638 (7) 256907 (80) 25866 (8) 36943 (12) Table 2 Baseline characteristics, follow-up and cancer incidence of participants in the seven cohorts of the CHANCES consortium EPIC-Elderly
Example: Find the area of the rhombus. A = Area of rhombus = (7)(9) = 7, and = 9 = 31.5 Simplify. The area is 31.5 square meters. Exercises Find the area of each rhombus or kite. 1. 2. 3. 4. 5. 6. ALGEBRA Find x. 7. A = 164 f 8. A = 340 c 9. A = 247.5 m
Equity 1,617.9 172.3 Working capital 831.7 598.1 Net debt 1,420.9 **2,535.9 Consolidated Cash flow 2010 2009 Cash used for/provided by operating activities 150.3 490.3 Investments in non-current assets (Capex) - 85.1 - 71.8 Free cash flow 376.1 646.8 (in EUR m) 2010 2009 Operating gross profit* 863.0 807.6 Growth in operating gross profit (in %) 6.9 Operating EBITDA 286.5 250.6 Growth in operating EBITDA (in %) 14.3 (in EUR m) 2010 2009 Operating gross profit* 613.0 537.7 Growth in operating gross profit (in %) 14.0 Growth in operating gross profit (in %, fx adjusted) 6.8 Operating EBITDA 264.4 196.8 Growth in operating EBITDA (in %) 34.3 Growth in operating EBITDA (in %, fx adjusted) 26.2 Latin America (in EUR m) 2010 2009 Operating gross profit* 137.8 123.3 Growth in operating gross profit (in %) 11.8 Growth in operating gross profit (in %, fx adjusted) 2.5 Operating EBITDA 45.9 42.3 Growth in operating EBITDA (in %) 8.5 Growth in operating EBITDA (in %, fx adjusted) 0.0
UNIT No. 11.1 UNIT TITLE RESPONDING TO NATURAL HAZARDS SUBJECT GEOGRAPHY YEAR 11 ASSESSMENT Short Response (Week 6) and Practical Exam (Exam Block Week 9) UNIT SYNOPSIS This unit introduces students to the geographical study of natural hazards. It provides an understanding of their patterns of occurrence and causes, and an insight into planning the strategies for prevention, mitigation, recovery and reconstruction. This study will focus on flooding (State), tropical cyclones, and bushfires (National) that have particular relevance to Australia. LEARNING GOAL SUCCESS CRITERIA RESOURCES Define different forms of natural hazards and ways to interpret and map them Define steps required in investigating, analysing and constructing Definitions and classifications of natural hazards List natural hazards and key events State key actions required to successfully investigate, analyse and construct Investigate how disaster management occurs in Queensland Identify responsible authorities Identify in disaster activation, planning and management Investigate how disaster management occurs in Queensland Identify responsible authorities Identify steps in disaster activation, planning and management Investigate the frequency of bushfires within the Australian environment and action planning and control measures used for the containment Identify management and containment strategies Explain processes of bushfires and map frequency in Australia Investigate the causes and frequency of cyclones and the effect of the El Nino/ El Nina cycle Identify and explain the cause of cyclones and management systems used to minimise their impacts Case Study – Katrina – Identify and analyse difficulties faced by authorities in extreme weather events Investigate the causes and frequency of cyclones and the effect of the El Nino/ El Nina cycle Identify and explain the cause of cyclones and management systems used to minimise their impacts Case Study – Katrina – Identify and analyse difficulties faced by authorities in extreme weather events Analyse Queensland’s implementation of its disaster management plan in relation to the Queensland Floods of 2011 Explain the impacts and weather events of the 2011 floods Respond to processes used by the State Government when managing the disaster Construct choropleth maps and graphs by working with data tables Design scale and implement mapping conventions Respond to data tables to construct graphs ie. pie and multiple line graphs DIMENSION 1. Classroom Climate: Cooperative Learning
DOCUMENT ANALYSIS SHEET Document Number - 11 Title of document (if available) – Source (Where did the document come from?) - Date of document - Author of document - Primary Source OR Secondary Source (choose one) Possible Author Bias: After you read the document, fill in the columns below. What important can I learn from this document? What conclusions can be from these facts? Overall, what is the main idea of this document? How does this document help to answer the DBQ question?
DOCUMENT ANALYSIS SHEET Document Number - 12 Title of document (if available) – Source (Where did the document come from?) - Date of document - Author of document - Primary Source OR Secondary Source (choose one) Possible Author Bias: After you read the document, fill in the columns below. What important facts can I learn from this document? What conclusions can be drawn from these facts? Overall, what is the main idea of this document? How does this document help to answer the DBQ question?
1.1.6/ ARRC Culturally safe care 1.1.10/ ARRC Informed consent including resuscitation / advanced directives Organisational Management Policy / Procedure (HDSS / ARRC) Compliant Comments where non-compliant 1.2.2 Strategic or business plan (includes values & goals of the organization and philosophy) 1.2.3/ ARRC Quality & risk system / plan Occupational health & safety 1.2.4 Incident reporting policy 1.2.4 Open disclosure 1.2.8 Staffing rationale Service Delivery Policy / Procedure (HDSS / ARRC) Compliant Comments where non-compliant 1.3.6/ ARRC Continence Management
ENGLISH III AP DOCUMENTARY PROJECT GUIDEBOOK “How did you do it? How did you capture what it was really like? How we felt, and how we made each laugh, and how we got through the day; how did you do it?... Also how do cameras work?” – Elllie Kemper as Erin on the final episode of The Office Throughout the first semester this year you and a group of others will plan, direct, film, and edit your own documentary film. This project will count for a major grade in the second semester. Besides a major grade however, your film will also be competing in a contest across all the AP English classes. The top 3 films, as decided by your English III teachers, will be sent for judging in the UIL Filmmaking Contest. That means that producing a great film will not only net you a major grade 100, but also a chance to put “UIL Film Contest Semifinalist” or even “Finalist” on your college resumes. This project will not be easy, however following this guide will help ease the stress, simplify the process, and help you make an amazing documentary. Much of what I’ve included in this guide are things I’ve learned from my own experience in the contest in 2015 as well as through years of self taught film work. This guide well help guide you in every step of the documentary filmmaking process, from coming up with an idea to making the finishing touches on your film. So whether you’re just in it for the grade, or you hope to create an award winning video, I hope this guide will be indispensible as you work through this project during the next few months. - Nikolas Trusko UIL FILM CONTEST RULES Time Limit and Deadlines Each school is allowed to submit 3 films in each category: narrative, documentary, and animation Documentaries must be at least 3 minutes and no longer than 7 minutes in length All films must be submitted by January 15th
DOCUMENTARY STORYBOARD Click on the following link to go directly to the section. TABLE OF CONTEXT Introduction & Thesis # Narration Visual Source Link 1 2 3 4 5 6 7 8 Historical Context # Narration Visual Source Link 1 2 3 4 5 6 7 8 (Triumph or Tragedy) Topic # Narration Visual Source Link 1 2 3 4
diffstutch_hspwht stutch_hsp-stutch_wht CCD differences in the pupil teacher ratios no yes ratstutch_whtblk stutch_wht/stutch_blk CCD ratio of the pupil teacher ratios no yes ratstutch_whthsp stutch_wht/stutch_hsp CCD ratio of the pupil teacher ratios no yes flunch_wht percent free lunch in average white student's school CCD computed by taking school level percent free lunch measure and collapsing to the district level using the number of white students in the district as the weight no yes flunch_blk percent free lunch in average black student's school CCD computed by taking school level free lunch measure and collapsing to the district level using the number of black students in the district as the weight no yes flunch_hsp percent free in average hisp student's school CCD computed by taking school level free lunch measure and collapsing to the district level using the number of hispanic students in the district as the weight no yes flunch_all percent free lunch in average student's school CCD computed by taking school level free lunch measure and collapsing to the district level using the number of total students in the district as the weight no yes diffexplch_blkwht flunch_blk-flunch_wht CCD differences in free lunch rates, average black student's school minus average white student's school no yes diffexplch_hspwht flunch_hsp-flunch_wht CCD differences in free lunch rates, average hispanic student's school minus average white student's school no yes percharter_all Percentage of Public School Students in Charters (all) CCD no yes percharter_wht Percentage of Public School Students in Charters (wht) CCD no yes percharter_blk Percentage of Public School Students in Charters (blk) CCD no yes percharter_hsp Percentage of Public School Students in Charters (hsp) CCD no yes hswhtblk Information index between schools: White/Black CCD the information theory index is computed as the average deviation of each student's school racial diversity from the district-wide racial diversity. Values of 0 indicate no segregation while values of 1 indicate complete segregation. See Theil (1972) for more informaiton yes yes
Table 2: 2012 Macro SAM for Mozambique (billions of Rands) Activi- ties Commodi- ties Labour Capital Enter- prises House- holds Govern- ment Net activity taxes Net product taxes Import duties Income taxes Changes in invent- tories Accumu- lation Rest of the world Total Activities 6,344 6,344 Commodities 3,524 1,908 684 14 593 939 7,662 Labour 1,452 9 1,460 Capital 1,328 40 1,367 Enterprises 832 242 214 287 1,576 Households 1,450 360 527 307 11 2,655 Government 64 163 188 165 41 281 37 466 2 1,407 Net activity taxes 41 41 Net product taxes 281 281 Import duties 37 37 Income taxes 182 283 466 Changes in inventories 14 14 Accumulation 461 53 -70 165 608 Rest of the world 999 11 111 9 36 1,165 Total 6,344 7,662 1,460 1,367 1,576 2,655 1,407 41 281 37 466 14 608 1,165 Source: see text.
Documentation Log Cover Sheet Teacher: School Year: Standards Required Item Examples of Evidence Evidence Included Summary/Reflection of Evidence 1. Professional Knowledge Evidence of content knowledge and needs of students May include: Transcripts of coursework Professional Development certificates Samples of innovative approaches developed by teacher Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth 2. Instructional Planning Evidence of using data about student learning to guide planning and instruction May include: Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work Examples: Course syllabus Substitute lesson plan Annotated learning objectives (Essential Knowledge) E. S. Newsletter & Webpage Calendar Framework
Math 125 (or above) within three and six years of 6 units earned (anywhere in the District) and who attempted any Math or English in the first three years. Goal 2. 2.3: Completion Rate (i.e., certificate, degree, or transfer to a 4-year college or university) within three and six years We used the Scorecard definition of cohort: First-time students with a minimum of 6 units earned (anywhere in the District) and who attempted any Math or English in the first three years. The cohorts are the same as those for Goal 2. 2.1. All degrees and both state-approved certificates and non state-approved certificates were counted towards outcomes. Transfer data were obtained from the Chancellor’s Office Data on Demand report.
Requirement of Affiliation Compliance Process /Aligned with Standard? Documents, Processes, and Procedures 1. The institution is authorized or licensed to operate as a postsecondary educational institution and to award postsecondary degrees; it provides written documentation demonstrating both. Authorization or licensure is from an appropriate governmental organization or agency within the Middle States region (Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands), as well as by other agencies as required by each of the jurisdictions, regions, or countries in which the institution operates. INFORMATION TO BE SUBMITTED THROUGH THE COMMISSION’S COMPLIANCE PROCESS 2. The institution is operational, with students actively pursuing its degree programs. INFORMATION TO BE SUBMITTED THROUGH THE COMMISSION’S COMPLIANCE PROCESS 3. For institutions pursuing Candidacy or Initial Accreditation, the institution will graduate at least one class before the evaluation team visit for initial accreditation takes place (Step 7 of the initial accreditation process), unless the institution can demonstrate to the satisfaction of the Commission that the lack of graduates does not compromise its ability to demonstrate appropriate learning outcomes. INFORMATION TO BE SUBMITTED THROUGH THE COMMISSION’S COMPLIANCE PROCESS 4. The institution’s representatives communicate with the Commission in English, both orally and in writing. INFORMATION TO BE SUBMITTED THROUGH THE COMMISSION’S COMPLIANCE PROCESS 5. The institution complies with all applicable government (usually Federal and state) policies, regulations, and requirements. INFORMATION TO BE SUBMITTED THROUGH THE COMMISSION’S COMPLIANCE PROCESS
Documentation Checklist for Academic Staffing Appointments The below is designed to aid Units regarding documentation for different staffing appointments. Requirements specified are guidelines and are subject to change depending on the nature of individual appointments submitted. Required Documentation Academic Appointment Teaching Fellow (New) Teaching Fellow (Re-appointed) Adjunct 1 Cross-Appointments Term Adjunct (New) Term Adjunct (Re-appointed) Term Adjunct (GenRoR App't Renewal) Term Adjunct (Confirmation of Duties for those with existing GenRoR) Continuing Adjunct (Overload) Written Confirmation of Appointment for Term Adjuncts Form formerly "Teaching     Appointment Data For Faculty, Librarian, Executive, Adjunct and Academic Related Appointments        Date of Birth (DOB) (enter on Data Sheet)  (if appointee is external to Queen's e.g. RMC)  Social Insurance Number (SIN) (enter on Data Sheet)  (if appointee is external to Queen's e.g. RMC)  My HR (to set up Direct Deposit)    Student Departmental Contract (copy)   Recommendation Memo from Head         Recommendation Memo from Adjunct Appointments Committee to Head   Recommendation Memo from Supporting/Cross-App'd Unit  Curriculum Vitae     Reference Letters  (x2, if appointee is external to Queen's e.g.RMC)  (x2) Advertisement (copy) if not previously submitted during approval process   (if SpecRoR does not apply) Notes: SpecRoR (Specific Right of Re-appointment for Term Adjuncts; Article 32.2) GenRoR (General Right of Re-appointment for Term Adjuncts; Article 32.3) Overload (Does not apply to Term Adjuncts; if extra teaching is required, the workload is simply increased; duties such as Coordination are now referred to as "Additional Duties" for Term Adjuncts) Overload (Extra teaching or duties such as Coordination, etc. still apply to Continuing Adjuncts, Non-Renewable Appointments, and Regular Faculty Members) Updated: January 2016 This Checklist should be referenced with the “Academic Appointment Types and Details" document to ensure the correct paperwork is provided to Arts and Science for processing.
Channel Pin at power supply Power supply to cable Pin at box 0 HV 2 - 2 2 0 RET 13 1 7 - 1 7 - 13 1 HV 3 - - 3 1 RET 14 1 8 - 1 8 - 14 2 HV 4 - - 4 2 RET 15 7 - 7 - 15 3 HV 5 - - 5 3 RET 16 1 9 - 1 9 - 16 4 HV 6 - - 6 4 RET 17 2 - 2 - 17 5 HV 7 - - 7 Figure 10 Positions of the pins at the REDEL connector. 5 RET 18 8 - 18 6 HV 8 - - 8 6 RET 19 9 - 9 - 19 7 HV 9 - - 9 7 RET 20 3 - 3 - 20 unused pins: pin 1 - conductor 20 pin 11 - conductor 10 pins 41,51 - conductor 37 pins 10,12,21, 23-29,31,40,42 8 HV 50 - - 50 8 RET 39 1 1 - 1 1 - 39 9 HV 49 3 0 - 3 0 - 49 9 RET 38 - - 38 10 HV 48 3 1 - 3 1 - 48 10 RET 37 4 - 4 - 37 11 HV 47 3 2 - 3 2 - 47 11 RET 36 5 - 5 - 36 12 HV 46 3 3 - 3 3 - 46 12 RET 35 - - 35 13 HV 45 3 4 - 3 4 - 45 13 RET 34 - - 34 14 HV 44 3 5 - 3 5 - 44 14 RET 33 - - 33 15 HV 43 3 6 - 3 6 - 43 15 RET 32 - - 32 SL 1 22 6 - 6 - 22 SL 2 30 1 - 1 - 30 6 Mapping between the pins of the REDEL connectors in the HV patch panel. 6
-mounted at back [E9] with screwblock kit [O4c] -datasheet: see page 123 [O4b] Socket Contacts 4 Tyco Electronics 66504-9 Allied Electronics 512-2488 -for sense cable connector [O4a] -for wire sizes 24-20AWG -datasheet: see page 126 [O4c] Screwblock Assembly Kit 1 Tyco Electronics 5205817-3 Allied Electronics 845-0400 -for sense cable connector [O4a] -datasheet: see page 128 [O5]/ [O5a] High Voltage Switch / Contact Block 1 of each Sprecher+Schuh D7M-SM22 / D7-X10 and D7-ALM McMaster-Carr 9209K551 / 9209K127 -mounted at front panel [E17] -datasheet: see page 167 [O6] Low Voltage Breaker 1 Blue Sea Systems BS 7547 D & B Marine for 60A -mounted at panel [E17] -datasheet: see pages 172 [O7] Low Voltage Breaker 1 Blue Sea Systems BS 7549 D & B Marine for 100A -mounted at panel [E17] -datasheet: see page 172 Table 7 (continued) Components of Power Distribution Box [O8] Fuse holders 4 LittelFuse 03453LS2HXLN Mouser 576-03453LS2HXLN -for sense cables -panel mount fuseholder -for fuse size 3AB -terminal: lug -datasheet: see page 175 [O9] Fuses 4 LittelFuse 0314.500HXP Mouser 576-0314.500HXP -for sense cables -cylinder fuse -fast acting, 0.5A, 250V -size 3AB -datasheet: see page 176 [O11] Crimp-on Wire Connector 1 --- McMaster-Carr 7242K64 -rated for 600V -used to connect 22AWG and 18AWG high voltage cables -datasheet: see page 137 [O12] Ring Terminals 2 -wire size: 6AWG -stud size: #10 -material: tin plated copper -for low voltage cables -datasheet: see page 152 [O1] Ring Terminals -wire size: AWG
DBE Subcontractor Date rejection notice sent Yes No Not requested 1 2 3 4 5 6 7 8 II. Where price competitiveness is the reason for rejection, complete all fields below, and attach copies of all DBE and non-DBE bid quotes. DBE Subcontractor Scope Quote Non DBE Subcontractor Scope Quote Price Variance (+/-) 1 $ 1 $ % 2 $ 2 $ % 3 $ 3 $ % 4 $ 4 $ % 5 $ 5 $ % 6 $ 6 $ % 7 $ 7 $ % 8 $ 8 $ %
MERCEDES INDEPENDENT SCHOOL DISTRICT Documentation for Test Training- Sign In CAMPUS: DATE: CAMPUS Testing Coordinator(s): TEST: STAAR STAAR EOC STAAR with Accommodations STAAR Online TELPAS TAKS EXIT LEVEL, EXIT LEVEL RETEST STAFF MEMBER (Printed/Typed Name) SIGNATURE RECEIVED MANUAL (Initial) RECEIVED OATH (Initial) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
UNKNOWN • The time they appear in the UW’s census day registration snapshot as a student, they do so at the GR level AND • There is no information on their last school type upon entry into the GR level (Last School Type = 0 or is null) And ([OIS_ST_FIRST_MAJOR]![LAST_SCHOOL_TYPE]<"1" Or IsNull([OIS_ST_FIRST_MAJOR]![LAST_SCHOOL_TYPE])) And [OIS_ST_FIRST_MAJOR]![CLASS]="08","UNK" PREV_UW (previously at UW) • The first time they appear at the GR level is NOT the first time they appear in the UW’s census day registration snapshot as a student (i.e. they were here before) And Professional OTHER • The first time they appear in the UW’s census day registration snapshot as a student, they do so at the PROF level And [OIS_ST_FIRST_MAJOR]![CLASS]>"08","OTHER", UNKNOWN • The first time they appear in the UW’s census day registration snapshot as a student, they do so at the PROF level AND • There is no information on their last school type upon entry into the PROF level (Last School Type = 0 or is null) IIf([MinTermperLevel]![ PROF]=[FindMinTerm]![FirstUWTerm] And ([OIS_ST_FIRST_MAJOR]![LAST_SCHOOL_TYPE]="0" Or IsNull([OIS_ST_FIRST_MAJOR]![LAST_SCHOOL_TYPE])) And [OIS_ST_FIRST_MAJOR]![CLASS]>"08","UNK", PREV_UW (previously at UW) • The first time they appear at the PROF level is NOT the first time they appear in the UW’s census day registration snapshot as a student (i.e. they were here before) And [OIS_ST_FIRST_MAJOR]![CLASS]>"08","PREV_UW",
The Chinese University of Hong Kong Graduate Division of Social Work Document Cover Sheet For Applicants of Taught Postgraduate Programmes Application No.: Name in English: (Family Name) (Given Name) Programme: Master of Social Science Programme in Social Work (MSSc) Master of Social Work Programme (MSW) Master of Arts Programme in Family Counselling and Family Education (MAFCFE) Master of Arts Programme in Social Policy (MASP) Master of Arts Programme in Social Service Management (MASSM) Study Mode: Full-time Part-time