zilongwang/ReadingBank huggingface dataset:
Grading Rubric: CATEGORY 4 3 2 1 Game Students create a fully functioning game that students can play. They bring all of the game materials to class. Students create a game that students can play. There may be slight over-sights, but overall the game can be played. Students create a game, but it cannot be played in Students have an idea for a game. Instructions Instructions are clear and easy to follow. The game can be played by others without referring to the game creators for help. Instructions are somewhat clear and easy to follow. The game can be played by others with minimal interaction with creators of the game. has written instructions but they are unclear and a verbal description of the game is necessary. Instructions are incomplete. Group Write-Up has comprehensive write-up including: introduction, instructions, game description and probability analysis. The write-up has been thoughtfully prepared and provides insight into the actions of the group. has write-up including: introduction, instructions, game description and probability analysis. The write-up provides some insight into the actions of the group. has an incomplete write-up including some of the following: introduction, instructions, game description and probability analysis. An attempt at a write-up is made. Probability Analysis Group provides accurate analysis of the math behind their game. The idea of a fair game is clearly explained in terms of their project and an alternative for making their game fair is presented. Group provides somewhat accurate analysis of the math behind their game. The idea of a fair game is explained in terms of their project. An attempt at providing an alternative for making their game fair is presented. Group provides some analysis of the math behind their game. The idea of fair game is mentioned. Group attempts some sort of analysis of their probability. Individual Reflection Reflection clearly explains students thought process during the project. The relevance of the project is clearly described. Reflection attempts to explain students thought process during the project. The relevance of the project is described. Reflection attempts to explain students thought process during the project. Some attempt at a reflection is made. Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes together.
First Place $25,000 Second Place $15,000 Third Place $10,000 People’s Choice Award – to be determined by popular vote of models displayed at the 2015 New York Maker Faire. Honorable Mention – For outstanding designs that did not make it into the top three ranking. Best in Class – For best architectural concept, best use of space, and best technical proposal. Participant Award – Awarded to all competitors who submit a final entry.
Many of the topics discussed in this Manual are depicted in recent design projects and design manuals. Special provisions are primarily based on office standards and CSI-formatted special provisions are based on ARCOM MasterSpec template specifications modified for office standards. Plans and specifications are available upon request. to the “Facilities Design Manual of Responsibilities During Design and Construction” for additional guidance. NOTE TO USERS: This Manual has not been reviewed against the 2016 Connecticut Building Code, the 2016 Connecticut Fire Safety Code, and the 2015 Connecticut Fire Prevention Code. Code requirements of these documents shall govern. The User is asked to advise the author of this Manual of any perceived conflicts. TABLE OF CONTENTS GENERAL DESIGN PARAMETERS 4 6 DEMOLITION 9 ARCHITECTURAL AND STRUCTURAL PLAN DEVELOPMENT 10 CSI DIVISION 3 – CONCRETE 14 CSI DIVISION 4 – MASONRY 14 CSI DIVISION 5 – METALS 15 CSI DIVISION 6 – WOOD, PLASTICS, AND COMPOSITES 16 CSI DIVISION 7 – THERMAL AND MOISTURE PROTECTION 17 CSI DIVISION 8 – OPENINGS 18 CSI DIVISION 9 – FINISHES 20 CSI DIVISION 10 – SPECIALTIES 21 CSI DIVISION 11 – EQUIPMENT 23 CSI DIVISION 12 – FURNISHINGS 23 CSI DIVISION 13 – SPECIAL CONSTRUCTION 24 CSI DIVISION 14 – CONVEYING EQUIPMENT 26 CSI DIVISION 21 – FIRE SUPPRESSION 26 CSI DIVISION 22 – PLUMBING 27
Appendix 3 – 1 Break Trailer Floor Plans Appendix 3 – 2 Trailer Floor Plans 4 – Typical Vehicle Dimensions and Block Heater Requirements Vehicle Length Height Block Heater Required? ¾-ton Pickup (diesel) 21' 7' Yes ¾-ton Pickup (gasoline) 21' 7' No 9-ton single axel w/ single plow 30' 10' Yes 9-ton w/ single wing (wing down) 30' 18' Yes Boom Truck 32' 12'-7" Yes Bucket Truck 27' 10' 12'-3" Yes CBYD Pickup 18' 7' 6' No
Centerline Machine 34' Yes Chippers 17' 8' Yes Crash Unit Truck 27' 11' Yes Crew Leader's Pickup 18' 8' 7' No Electronics Transport Van 20' 8' 8' No Elliott (Bridge) 38' 8'-6" 13'-2" Yes Mowers 15' 9' No Guiderail Trailer 40' 12' No Hybrid Bucket Truck 31' 12'-2" Yes New Bucket Truck 30' 12'-7" Yes Loop Inspector 20' 8' 7'-8" Yes Loop Truck 29'-8" 11' Yes Dump 26' 9' No Oshkosh Snow Blower 30' 10' Yes Mower 15' 9' Yes Payloader (add 4’ L for snow blower attachment) 22' - 26' 9' Yes Quad Cab Pickup 21' 7' No Rack Body 21' 10' 7'-4" Yes Snooper (Bridge) 41' 13'-6" Yes Sweeper 22' 9' Yes Ten Wheeler 35' Yes
Caulk joints at underside of plywood soffit where it abuts the existing wall, pilasters and water shield. Work Typically Excluded: The typical salt shed roof rehabilitation project does not repair any concrete. APPENDIX 1 – Electrical/Communications Room Design Criteria 2 – Office Furniture 3 – Break Trailer Floor Plans 4 – Typical Vehicle Dimensions and Block Heater Requirements
Appendix 3 – 1 Break Trailer Floor Plans Appendix 3 – 2 Break Trailer Floor Plans 4 – Typical Vehicle Dimensions and Block Heater Requirements Vehicle Length Height Block Heater Required? ¾-ton Pickup (diesel) 21' 7' Yes ¾-ton Pickup (gasoline) 21' 7' No 9-ton single axel w/ single plow 30' 10' Yes 9-ton w/ single wing (wing down) 30' 18' Yes Boom Truck 32' 12'-7" Yes
Bucket 27' 10' 12'-3" Yes CBYD Pickup 18' 7' 6' No Centerline Machine 34' Yes Chippers 17' 8' Yes Crash Unit Truck 27' 11' Yes Crew Leader's Pickup 18' 8' 7' No Electronics Transport Van 20' 8' 8' No Elliott (Bridge) 38' 8'-6" 13'-2" Yes Mowers 15' 9' No Guiderail Trailer 40' 12' No Hybrid Bucket 31' 12'-2" Yes New Bucket Truck 30' 12'-7" Yes Loop Inspector 20' 8' 7'-8" Yes Loop Truck 29'-8" 11' Yes Mason Dump 26' 9' No Oshkosh Snow Blower 30' 10' Yes Mower 15' 9' Yes Payloader (add 4’ L for snow blower attachment) 22' - 26' 9' Yes Quad Cab Pickup 21' 7' No Rack Body 21' 10' 7'-4" Yes
Snooper (Bridge) 41' 13'-6" Yes Sweeper 22' 9' Yes Ten Wheeler w/1 wing plow down) 35' Yes Ten Wheeler w/2 wing (wings down) 35' 22' Yes Tractor Trailer (1) 53' - 65' 10' Yes Tree Bucket Truck 32' 10' Yes Triaxle w/ wings (wings down) 40' 18' Yes Triaxle without plow dump body) 32’ Yes Utility Trailer (for Mason Dump) 20' 10' No Only design for tractor trailer if there is one on site or it is known that one passes through consistently. If there are any hybrid vehicles on site, a plug needs to be provided for them during design.
Course Number Lecture Number Course Title Credit Instructor Name : (Position : ) Jungwoo Kim Homepage : E-mail : jvv.kim@gmail.com Telephone : +1.415.857.2021 Consultation Time/Place(English) : Seoul, Korea Purpose of Course(English) The purpose of this course is to expose students to a human centered approach to innovation called design thinking, and subsequently lay the foundation of the different aspects associated to design thinking, which includes empathy, ideation, prototyping and testing. Additionally, students will also learn to collaborate as they will work in teams and also gain real world experience through an actual real world project. Materials and Reference(English) The lecturers will provide materials for the course. Evaluation Method Attendance Empathy Prototyping Final Academic Attitudes Other Data Total 20% 20% 20% 20% 20% % 100% Remark (English)
Physical and Environmental Extremes of temperature Slips trips and falls Striking Vibration Lighting Radiation Dust Pressure Stored energy Confined Working in isolation Ventilation Sun burn Chemical Hazardous substances Flammable substances Dangerous goods Pesticides Chemical storage / waste disposal Electrical Fixed equipment Portable equipment Extension cord sets Portable power generators and conductive wet environments Biological Products of human origin Infectious agents Teratogenic or mutagenic agents Genetically modified organisms Micro-organisms Psychological and Social Stress Fatigue Violence and aggression Drugs and alcohol Isolation Bullying and/or harassment Mechanical Plant and equipment Ergonomic Manual Tasks Entanglement Crushing Shearing Cutting, stabbing Other Travel off Campus Animals Training / Competency Licensing / Permits Use the table below to identify the level of risk associated with the task/situation and how the controls have reduced the risk using the matrix. Activity / Situation / Location Hazards Risk Score (from Risk Assessment Matrix) Controls Elimination, Substitution, Isolation, Engineering, Administration, PPE New (from Risk Assessment Matrix)
Timing To ensure that all aspects of training will be covered appropriately, recognition of how some of the concerns relating to timing need to be considered and planned for, such as: How many units/subjects do I need to cover? How many hours must be included? The AQF provides nominated times from Certificate III and above: Certificate Volume of Learning AQF 3 Certificate III The volume of learning of a Certificate III is typically 1 – 2 years. Up to 4 years may be required to achieve learning the learning outcomes through a program of indentured training/employment AQF 5 Diploma The volume of learning of a Diploma is typically 1 – 2 years AQF 6 Degree The volume of learning of an Associate Degree is typically 2 years How much time will I need to assess learners? How much time is the organisation prepared to pay for? What is LLN?
Embedded Science and Technology/Engineering and Space Science CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Earth and Space Science Learning Standard CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Biology Learning Standard CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Chemistry Learning Standard CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Physics Learning Standard CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Technology/Engineering Learning Standard ARTICULATION AGREEMENT Between
4.00 ACCESS 4.01 Physical Links - the site is well serviced by public transport and major road networks. 4.02 Inclusion - The new Outdoor Classroom Block will conform to Part M of the Building Regulations. 4.03 Entrance – the proposal includes for the reopening of a pedestrian and cycle access entrance at the rear of the site to reduce the congestion at the front of site. 5.00 OTHERS 5.01 Energy Efficiency - The new Outdoor Classroom Block will conform to the requirements of the Building Regulations. 5.02 Crime Prevention Measures - Secured by design considerations will be undertaken. 6.00 LISTED BUILDINGS 6.01 The property is not a listed building and is not in a conservation area. 7.00 BACKGROUND INFORMATION 7.01 Portfields Primary School is situated on an attractive site to the West of the town of Newport Pagnell, bordering Milton Keynes. Portfields Primary School is an Early Years to Year 6, mixed foundation school of 720 pupils located in Newport Pagnell. 7.02 Drawing children from an extended catchment area, Portfields provides a supportive and caring environment, where children have a positive attitude to learning and consistently make good progress. Children are well-behaved and enjoy school, having access to a wide range of interesting lessons, visits, clubs and other experiences. 7.03 Portfields is a forward thinking school which has Foundation status. It is on the Newport Pagnell North Ward: in this ward approximately 16.2% of adults have higher education, 23.7% high class social households and 6.3% overcrowded households. The majority of property within Portfields reserved area is owned but
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users critique, evaluate and test their ideas and products and the work of others understand and the principles of nutrition and learn how to cook. Key stages 1 – 3 Key stage 1 Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to: Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
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A B C Accuracy (30%) How closely does your graph match your intention? Equations the original artwork perfectly or nearly so Graph conveys both the image and the nuances of design from the original work All details from the original work are included Equations mostly the original artwork, but may have slight differences Most details from the original work are included Recognizable (you can tell that it came from the original artwork) Some details from the original work are included Appropriate Challenge (20%) Students are expected to produce work that is commensurate with the level of the course. * Graph makes clear and logical use of both Linear and Quadratic Equations or Inequalities Demonstrated effort and detail Subject choice was highly challenging Graph makes good use of both quadratic and linear equations or inequalities Subject choice was challenging Graph makes adequate use of quadratic and/or linear equations Subject choice was challenging enough for the level of the course Appearance (20%) Students are expected to polish and produce finished work so viewers can engage with the math concepts Exceptional and clean presentation with attention to detail (Including mounting and hanging on the Math wall) Good presentation. Clean with some attention to detail (Including mounting and hanging on the Math wall) Completed presentation, but little attention to detail (Including mounting and hanging on the Math wall) Engagement (20%) This criterion assesses the extent to which the student engages with the exploration and makes it his or her own. Personal engagement may be recognized in different attributes and skills. These include thinking independently and/or creatively, addressing personal interest, and presenting mathematical ideas in their own way. * Student demonstrates that he or she has chosen a project that they care about There is abundant evidence of outstanding personal engagement Thoroughly creative use of equations There is evidence of significant personal engagement Demonstrates some creativity There is evidence of some personal engagement. Demonstrates little creativity Reflection (10%) This criterion assesses how the student reviews, analyses and evaluates the exploration. Although reflection may be seen in the conclusion to the exploration, it may also be throughout the exploration. * There is substantial evidence of thorough and detailed critical reflection. Written reflection is polished, printed, thoughtful, and includes appropriate mathematical vocabulary The reflection is coherent, well organized, concise and complete There is evidence of meaningful reflection Written reflection is printed and includes some mathematical vocabulary The reflection is coherent and well organized There is evidence of limited or superficial reflection Written reflection is printed but includes little mathematical vocabulary The reflection has some coherence and shows some organization. *Adapted From the IB Math IA Guidelines
Accuracy (30%) How closely does your graph match your intention? Equations the original artwork perfectly or nearly so conveys both the image and the nuances of design from the original work All details from the original work are included Equations mostly match the original artwork, but may have slight differences Most details from the original work are included Recognizable (you can tell that it came from the original artwork) Some details from the original work are included Appropriate Challenge (20%) Students are expected to produce work that is commensurate with the level of the course. * Graph makes clear and logical use of both Linear and Quadratic Equations or Inequalities Demonstrated effort and detail Subject choice was highly challenging Graph makes good use of both quadratic and linear equations or inequalities Subject choice was challenging Graph makes adequate use of quadratic and/or linear equations Subject choice was challenging enough for the level of the course Appearance (20%) Students are expected to polish and produce finished work so viewers can engage with the math concepts Exceptional and clean presentation with attention to detail (Including mounting and hanging on the Math wall) Good presentation. Clean with some attention to detail (Including mounting and hanging on the Math wall) Completed presentation, but little attention to detail (Including mounting and hanging on the Math wall) Engagement (20%) This criterion assesses the extent to which the student engages with the exploration and makes it his or her own. Personal engagement may be recognized in different attributes and skills. These include thinking independently and/or creatively, addressing personal interest, and presenting mathematical ideas in their own way. * Student demonstrates that he or she has chosen a project that they care about There is abundant evidence of outstanding personal engagement Thoroughly creative use of equations is evidence of significant personal engagement Demonstrates some creativity There is evidence of some personal engagement. Demonstrates little creativity Reflection (10%) This criterion assesses how the student reviews, analyses and evaluates the exploration. Although reflection may be seen in the conclusion to the exploration, it may also be found throughout the exploration. * There is substantial evidence of thorough and detailed critical reflection. Written reflection is polished, printed, thoughtful, and includes appropriate mathematical vocabulary The reflection is coherent, well organized, concise and complete There is evidence of meaningful reflection Written reflection is printed and includes some mathematical vocabulary The reflection is coherent and well organized is evidence of limited or superficial reflection Written reflection is printed but includes little mathematical vocabulary The reflection has some coherence and shows some organization. *Adapted From the IB Math IA Guidelines
(Moyo, 2010) Obama’s UN pick vows to confront Mugabe, beef up peacekeepers. (2009, January 15). Agence France-Presse. Retrieved from (AFP, 2009) Pehnelt, G. (2007, August). The political economy of china’s aid policy in africa. Jena Economic Research Papers. Friedrich-Schiller-University Jena Max-Planck-Institute of Economics (Pehnelt, 2007) Ricks, T. (2009, February 17). Bridges to somewhere. Foreign Policy. Retrieved from http://ricks.foreignpolicy.com/posts/2009/02/17/bridges_to_somewhere (Ricks, 2009) Shane, S. & Lehren, A. (28 November, 2010). Leaked Cables Offer Raw Look at U.S. Diplomacy. New York Times. Retrieved from http://www.nytimes.com/2010/11/29/world/29cables.html?_r=1&hp=&pagewanted=all (Shane, & Lehren, 2010) Shattenberg, P. (2010, May 27). Congolese soldiers learn self-sufficiency in food production:: AFRICOM, Borlaug Institute partner in agricultural initiative. AgriLife News. Retrieved from http://agnews.tamu.edu/showstory.php?id=1928 (Shattenberg, 2010) D. (2009, March 6-7). Comparing Engagement with Africa by China and the United States. China in Africa Symposium: African Studies Program, East Asian Studies Center and the Center for International Business Education and Research, Indiana University. Retrieved from http://elliott.gwu.edu/assets/docs/news/transcripts/shinn_engagement_march09.pdf 2009) Shinn, D. (2008, March 15). China's relations with zimbabwe, sudan, and the democratic republic of the congo. Speech presented at Boston, Massachusetts. Retrieved from http://elliott.gwu.edu/news/speeches/shinn031508.cfm (Shinn, 2008) Taylor, I. (1998, September). China’s foreign policy in the 1990’s. Journal of Modern African Studies. Vol. 36, No. 3. pp. 443-460
August 2014 1 2 3 4 5 6 7 8 9 Teacher’s First Day Student’s First Day Swim Team Meeting (7:50) 10 11 12 13 14 15 16 Swim Tryouts 5:30 (DAC) Practice 5:30 (DAC) Individual Run Practice 5:30 (DAC) Individual Run Individual Practice (Swim or Lift) 17 18 19 20 21 22 23 Practice 5:30 (DAC) Practice 5:30 (DAC) Practice 5:30 (DAC) Individual Practice (Swim or Lift) 24 25 26 27 28 29 30 Practice 5:30 (DAC) Practice 5:30 (DAC) Practice 5:30 (DAC) Individual Practice (Swim or Lift) 31
September 2014 1 2 3 4 5 6 Labor Day Practice 5:30 (YMCA)TBA Practice 5:30 (DAC) Practice 5:30 (DAC) Oxford Meet 7 8 9 10 11 12 13 Practice 5:30 (DAC) Practice 5:30 (DAC) Practice 5:30 (DAC) 14 15 16 17 18 19 20 Practice 5:30 (DAC) Practice 5:30 (DAC) Tunica Meet Practice 5:30 (DAC) 21 22 23 24 25 26 27 Practice 5:30 (DAC) Practice 5:30 (DAC) Practice 5:30 (DAC) 28 29 30 Practice 5:30 (DAC)
October 2014 1 2 3 4 Practice 5:30 (DAC) Practice 5:30 (DAC) 5 6 7 8 9 10 11 Practice 5:30 (DAC) Practice 5:30 (DAC) Tunica Meet Practice 5:30 (DAC) 12 13 14 15 16 17 18 Practice 5:30 (DAC) Practice 5:30 (DAC) Practice 5:30 (DAC) North Half (Flowood) 19 20 21 22 23 24 25 Practice 5:30 (TBA) Practice 5:30 (DAC) Practice 5:30 (DAC) Individual Swim/Run 26 27 28 29 30 31 Practice 5:30 (TBA) Practice 5:30 (DAC) Practice 5:30 (DAC)
Positive “Can do” attitude Previous experience working in a manufacturing environment is a bonus, but no essential Willingness to help others when needed Qualifications It is anticipated that the successful candidate would be educated to GCSE C grade standard or the equivalent Functional skills level in English and Maths. Benefits 22 days Holiday (plus bank holiday’s) Company Pension Birthday off each year Access to well-being service Free Parking on site
JULY 18 & 19, 2018 – 10 AM MANITOBA STAMPEDE GROUNDS FAIR SHOW RING JOIN US A DAY BEFORE THE 55TH MANITOBA STAMPEDE AND EXHIBITION REGISTRATION FORMS AVAILABLE Go to event registration – forms COST $200 FOR BOTH DAYS **FAIR GROUND ADMISSION/CAMPING IS FREE** LIGHT HORSE BARN –BOXSTALLS $15/Day
House Made Creations Vanilla Bean Brûlée Fresh Berries 10 Flourless Chocolate Cake Mixed Berry Compote | House Made Whipped Cream | Fresh Strawberry 10 Rustic Pineapple Tart Puff Pastry | Fresh Pineapple | Coconut Brown Sugar | Vanilla Ice Cream 10 Local Cheese Board Five assorted cheeses | House made jam | Berries | Local Honeycomb 12 Sherry Osborne Sherry Cream, Spain 8.5 Lustau, Amontillado Escuadrilla 9 Madeira Blandy's, Rainwater 7 Sandeman, Rainwater 7 Blandy's, Alvada, 5yr 9 House-made Ice Cream and Sorbet Your server will Inform you of today’s selections One Scoop 3.75 Two Scoop 7.50 Full Serving Three Scoops 10 Add Toppings 1 Toffee Chocolate sauce Whipped cream Drenched Ice Cream House-made Ice cream topped with cordials and dessert wines 9 Honeymaker Mead OR Frangelico Liqueur OR Newport Vineyards White Cap Port *Ask your server for Ice cream options Aperitif Amaro Lucano 8 Aperol 8 Campari 7 Dubonnet Rouge or Blanc 7 Lillet Blanc 7 Fernet Branca 7 Pernod 8 Port Wine Grapa Morolo Brunello 9 Digestif Green Chartreuse 10 Luxardo Limoncello 9 Meletti Anisette 6.50 Meletti Cioccolato 6.50 Romana Sambuca or Sambuca Black 8 St. George Absinthe 13 French Press Coffee Sumatra This coffee has a well-deserved reputation as a full bodied, syrupy coffee with sweet, soft acidity. Ethiopian Yirgacheffe
Dessert Menu White Chocolate Bread Pudding berry compote. maple cinnamon ice cream 8 Peach Cobbler cinnamon crumble. vanilla ice cream 7 Chocolate Blood Orange Crème Brulee chocolate mousse. candied citrus zest. 7 Strawberries & Cream hazelnut cake. strawberry syrup 7 Bittersweet Chocolate Cake praline ice cream. frangelico chocolate sauce 7 Sorbet Trio fresh berries. cream. 7 After Dinner Drinks $7 Café Cooler Patron XO. Crème de Cacao. Coconut Rum. Cream Keoke Coffee Kahlua. Crème de Cacao. Martell. Whipped Cream. Mt. Gay Café Mt. Gay Rum. Kahlua. Cream. Butter Nut Butterscotch. Irish Cream. Amaretto. Kentucky Coffee Maker Mark. Baileys Frangelico. Whipped Cream. Dessert Menu White Chocolate Bread Pudding berry compote. maple cinnamon ice cream 8 Peach Cobbler cinnamon crumble. vanilla ice cream 7 Chocolate Orange Crème Brulee chocolate mousse. candied citrus zest. 7 Strawberries & Cream hazelnut cake. strawberry syrup 7 Bittersweet Chocolate Cake praline ice cream. frangelico chocolate sauce 7 Sorbet Trio fresh berries. cream. 7 After Dinner Drinks $7 Café Cooler Patron XO. Crème de Cacao. Coconut Rum. Cream Keoke Coffee Kahlua. Crème de Cacao. Martell. Whipped Cream. Mt. Gay Café Mt. Gay Rum. Kahlua. Butter Nut Butterscotch. Irish Cream. Amaretto. Kentucky Coffee Maker Mark. Baileys Frangelico. Whipped Cream.
Desserts order Form BOAS FUNDRAISING 1500 WILSON AVENUE LANCASTER, PA 17603 P (717) 396-0141 F (717) 396-8505 Boasfundraising.com Name of Fundraiser Penn Manor High School Orchestra/Chorus Booster Fundraiser All profits of this fundraiser are for student’s accounts. Pick-Up at Boas Date March / 8 / 2018 - Between 1 p.m. and 5:15 p.m. Orders and Money Due March / 1 / 2018 Dessert Rolls $10.00 Pies (9”) $10.50 $ Amount Due Name & Phone # Pumpkin Red Velvet Carrot Cake Chocolate Peanut Butter Traditional Apple Country Cinnamon Apple Dutch Apple Crumb Apple Caramel Walnut Traditional Peach Traditional Cherry Strawberry Pumpkin Totals Seller’s Name:
Name of Dish Pink Dessert Type: D Ethnicity: Unknown Source: Mother Contributor: Jim Gorham 500159981 Quantities Ingredients 2 12.5 ¼ 8 ¾ 2 3.4 1 cups oz lb oz cups Tbsp oz cup graham cracker crumbs carnation milk butter cream cheese white sugar vanilla strawberry jell-o powder boiling water Directions: 1. Melt ¼ lb butter and add to graham cracker crumbs. Spread this over bottom of a 9x13 inch pan 2. Mix together the cream cheese, white sugar and vanilla. 3. Mix together the strawberry jell-o powder and boiling water. 4. Add the jell-o mixture to the cream cheese mixture. 5. Whip carnation milk with egg beaters until stiff and then add jello and cream cheese mixture. 6. Pour over crumb mixture in pan and allow to set for four hours or more. Name of Dish Halo-Halo translated as “mix mix” Type: Desserts and sweets Ethnicity: Filipino Source: Mother Contributor: Jovie Velilla Quantities Units Ingredients 1 2 2 2 2 2 1/3 1/2 1 1 medium Tbsp Tbsp Tbsp Tbsp Tbsp cup cup cup scoop plantain sweetened red sweetened kidney beans sweetened jack nata de coco (coconut jelly) macapuno (sweetened coconut meat) evaporated milk white sugar crushed ice ube ice cream (purple yam ice cream)
Name of Dish Ng’s Family Type: Desserts and sweets Ethnicity: Ancient Source: Mother Contributor: Michelle Quantities Units Ingredients Crust: 2 ½ 2 1 1 Filling: 2 1 ½ 3 2 ½ 5 ¼ 1 ½ cups cup tsp cup lb cups Tbsp tsp tsp cup tsp cup all purpose flour sugar grated lemon skin butter egg cream cheese sugar all purpose flour grated lemon skin vanilla extract eggs whipped cream cinnamon powder lemon juice Directions: Crust: 1. Combine flour, sugar, lemon skin and butter in mixing bowl until crumbly. 2. Add egg, mixing until it forms into dough. 3. dough onto medium sized pan. 4. Bake at 400º F for 10 minutes, or until golden. 5. Cool for 10-15 minutes. Filling: Beat cheese in bowl until smooth. Beat in sugar, four, lemon skin and vanilla extract. Add eggs one at a time. Add cinnamon powder and lemon juice. Beat until mixture is smooth. Pour mixture into prepared Bake at 425º F for 10 minutes. Reduce heat to 300º F for 1 hour or until set. Cool for 20 minutes. for 3 hours or overnight.
(single consignment) Cancel and/or Re-release: REL03 (Bulk Update) Cancel and/or Re-release: When cancelling more than one release, you will be presented with the REL03 Bulk screen. The current releasee will be displayed in the left hand “Releasee” Column. If you are cancelling a release only, leave the new release fields for the corresponding record blank, selecting the “Confirm” checkbox and press “Go”.
Destination 2027 Steering Committee Agenda 16th 2018 2:30 – 3:00pm – Refreshments and Data Walk 3:00 to 5:30pm – Program 2100 Washington Blvd Lower Level Conference Center Auditorium Time Agenda Item Presenter 2:30 – 3:00 Refreshments and the opportunity to meet with colleagues 3:00 – 4:00 Exploring Equity through Data – Activity Abby Raphael and Tricia Rodgers – Co-Chairs 4:00 – 4:30 Health Equity Definition Abby Raphael and Tricia Rodgers – Co-Chairs Reuben K. Varghese MD, MPH – ACPHD 4:30 – 4:40 Short Break 4:40 – 5:15 Local Public Health System Findings Destination 2027 Public Health Staff 5:15 – 5:30 Wrap Up Abby Raphael and Tricia Rodgers – Co-Chairs Meeting Handouts Sent Ahead of the Meeting April 16th Meeting Agenda Life Expectancy Homework LPHSA Executive Summary and Technical Report Meeting Handouts Provided at the Meeting April 16th Meeting Agenda Data Activity Documents Health Equity Definition LPHSA Key Findings Packet Link to Destination 2027 Steering Committee homepage: Next Meeting: Monday May 21st 2018 – 3:00 to 5:30 pm with refreshments at 2:30 pm
Visit Wales Penarth Town Council Barry Town Council Cardiff Airport Vale of Glamorgan – Head of Visible Services and Transport Vale of Glamorgan – Head of Service, Regeneration & Planning Vale of Glamorgan – Tourism Barry Island Traders Vale of Glamorgan – Town Centre Development Representative of the traders of Llantwit Major Penarth Momentum Local Action Group Vale of Glamorgan – Events Cowbridge Town Council Llantwit Major Town Council Vale of Glamorgan – Visible Services Vale of Glamorgan – Communications Manager
INDEX ………………………………………………………………………………………….....……….…..Page 3 ………………………………………………………………………………………….....……….…..Page 4 …………………………………………………………………………………………….....……….….Page 6 ………………………………………………………………………………………………......…….Page 8 Section 1 – Destinations of Northern Ireland domiciled qualifiers from UK Higher Education Institutions……….………………………….…………….…………………………………...……..Page 9 Section 2 – Destinations of qualifiers from Northern Ireland Higher Education Institutions..........................................................................................................................Page 17 ……………………………………………………..…………………………………....Page 25
Manilow Prinsˆ Members Kristin Anderson-Scheweˆ Asthana Michael D. Belsley, Jr. Matthew Carter Jr. Philip B. Clement Linda Coberly Loretta Cooney Kathleen Keegan Cowieˆ Marsha Cruzan M. Danisˆ Brian Dennehy Suzette Dewey Billy Dexter Robert A. Fallsˆ Harry J. Harczak, Jr.ˆ Brian L. Heckler Deidre Linda Hutsonˆ Jeffrey D. Korzenik Justin Kulovsek Sheldon Lavin Joseph Learnerˆ Elaine R. Leavenworth Anthony F. Maggiore Amalia Mahoney Thomas P. Maurerˆ
Job Title: Destitution Adviser Quality Essential Desirable Education and Training Educated to higher or demonstrate equivalent experience Scottish National Standards for Information and Advice Providers OISC Level 1 Degree Job Experience and Skills Experience of working with vulnerable groups especially destitute people To communicate sensitively and effectively and build good relationships with service users. Proven ability to understand and advise on complex areas of legislation and policy A good general knowledge of statutory and voluntary services and asylum legislation Knowledge of benefit, housing, employment, education, health and social work systems An awareness of Health and Safety requirements and the ability to apply these whilst working in a public access area Effective negotiating skills with a wide range of individuals and organisations Interpersonal skills including an awareness of cultural dynamics Understanding of the need for impartiality and confidentiality The ability to identify trends in casework and produce case studies in order to inform social policy Knowledge of immigration legislation and systems Experience of working with interpreters Fluency in relevant refugee language, both verbal and written Experience of working with volunteers, and students
What is happening for DES-DMS? • Current Deed expires 30 June 2015 • DES-DMS business delivered by CRS available for tender • approximately 47 per cent of DES-DMS business • business available in 97 of the 110 ESAs across Australia • New contracts 2 March 2015 – 4 March 2018 • DSS intends to offer contract extension for all other providers delivering DES-DMS until 4 March 2018 • Performance review and business reallocation process
Characteristics of DES-DMS participants DMS Caseload By Allowance Type 85% - Newstart / Youth Allowance 8% - Non Allowee 4% - Dsp 2% - Parenting Payment 1% - Other DMS Caseload By Future Work Capacity 38% - 23-29 Hours 34% - 15-22 23% - 30+ 5% - 8-14 Hours 1% - No Assessment
Indicative purchasing timeline Indicative Date Event Tuesday 27 May 2014 Release of Industry Information Paper Wednesday 28 May and Friday 30 May 2014 Public webinars on Industry Information Paper Tuesday 1 July 2014 Release of Request for Tender on AusTender Early to mid-July 2014 Request for Tender Information Sessions and Webinars (actual locations and format to be advertised at www.dss.gov.au/DEStender) Monday 4 August, 2014 Tender Closing Time (2 pm Canberra time) Mid to late November 2014 Announcement of Tender Outcomes 2 March 2015 Deed Commencement Date 4 March 2018 Completion Date of Deeds
Classification Instrument (JSCI) or make a referral to an Employment Services Assessor for an ESAt. This may result in the Participant’s eligibility for their current Program changing. The DES Provider DES Providers must record results of each Contact in their Electronic Diary and should record any relevant changes in the Department‘s IT Systems Disability Employment Services Grant Agreement Clauses References: Clause 106 Clause 108 Clause 110 The results of a Contact must be recorded on the same day as the Contact (or, if this is not possible, as soon as possible thereafter). Where a Contact has been booked in the Electronic Diary, the result must be recorded in the Electronic Diary. Contacts that constitute an Instance of Flexible Ongoing Support must be recorded on the Ongoing Support Management Screen. Participants are required to attend Contacts as set out in their Job Plan. Where a Participant with Mutual Obligations/Compulsory participation requirements misses an appointment and fails to give prior notice of a valid reason, the DES Provider must attempt to contact them once on the day of becoming aware of the non-attendance to discuss the reason why the Participant did not contact beforehand together with the Participant’s reason for missing the appointment. Refer to the Job Seeker Compliance Framework Guidelines for more detail. The DES Provider DES Providers should decide if the Participant’s next Contact(s) is to be booked immediately following the completion of each Contact. At the end of each Contact DES Providers must consider whether or not it is appropriate to book the next Contact. If so, the DES Provider must arrange an appropriate time with the Participant and book the next Contact. If the DES Provider deems that it is not appropriate to book the next Contact at the completion of a Contact, they should decide if a reminder is required to be set in the Department’s IT Systems for the appropriate date. The reminder will serve to ensure the DES Provider has sufficient time to contact the Participant to arrange an appropriate time for the next Contact. Reminders will appear as noticeboard messages to DES Providers. End of Process. Attachment A—Minimum Contacts: Participant Minimum Contacts All Participants (excluding Work Assist Participants) Initial Interview Six Contacts over each period of three months for Participants receiving Employment Assistance and Extended Employment Assistance Regular Contacts, as deemed appropriate by the DES Provider, for Participants receiving Post Placement Support Initial Interview for a new Program when a Participant moves from Disability Employment Services – Disability Management Service to Disability Employment Services – Employment Support Service or vice versa As required for Participants receiving Flexible Ongoing Support Initial Interview
Employment Support Service Fees Information that must be entered into the Department’s IT Systems: Additional evidence that must be retained (in electronic form or hard copy): Work Based Personal Assistance Fees Grant Agreement Clause Reference: Clause 127 Further information on Work Based Personal Assistance Fee documentary evidence requirements can be found in the: Assistance start date. Number of hours of provided assistance. Number of hours of purchased assistance. Copy of completed Work Based Personal Assistance requirements form. Evidence of Employment, Unsubsidised Self-Employment, Apprenticeship or Traineeship. Documentary Evidence and/or a file note of the Work Based Personal Assistance hours that were provided. Evidence of any assistance that was purchased, including receipts and invoices.
section of ESS, including what the payment was, for example petrol. Where sufficient Documentary Evidence does not exist, providers can request that job seekers supply other evidence (including bank statements, statutory declaration) to support costs that have been incurred and require reimbursement. Please email all evidence to for a case by case assessment. Section 7: Wage Subsidy Wage Subsidy Information that must be entered into the Department’s IT Systems: Additional evidence that must be retained (in electronic form or hard copy): Wage Subsidy on the Vacancy Evidence of the agreement, in the form of:
KPI 1 (Efficiency) KPI 1 is an efficiency indicator seeks to minimise the average time taken by Providers to achieve employment outcomes for their Participants. Efficiency is implicitly captured by the existing effectiveness performance measures and the Star Ratings regression methodology. KPI 2 (Effectiveness) The effectiveness KPI seeks to maximise the number of Job Placements, 13 and Outcomes, and 52 Week Sustainability Indicators achieved by Participants, as well as the number of Participants maintained in employment where assistance is required. There is also recognition in the Bonus Outcomes performance measure (no financial payment) for achieving Outcomes for Aboriginal and Torres Strait Islander peoples. KPI 3 (Quality) Quality is an important part of the DES Performance Framework and is embedded in the DES program arrangements. Certification against the National Standards for Disability Services is the main factor in assessing quality. In addition, Job Plan assessments form part of the performance assessment for KPI 3. The Department undertakes quality assessment of Job Plans to ensure they are tailored to the individual needs of the Participant. Feedback from Participants and Employers and the delivery of Service in accordance with the Code of Practice and Service Guarantee (see section 8.4) are also assessed for this KPI. Where a DES Provider chooses to invest in additional quality systems such as business excellence frameworks, the Department also takes this into account. The Star Ratings calculations do not include KPI 3. However, KPI 3 may be considered in any future Grant Agreement extensions or purchasing exercises. The Department may also take into account other factors in assessing a Provider’s performance as set out in the Grant Agreement. The Department will provide clear and timely feedback to DES Providers about the quality of their Services to give DES Providers the opportunity to address any issues raised. Assessment of the quality of a DES Provider’s Service may include feedback from Participants on a DES Provider’s claims against the of Connections for Quality service indicators (see section 8.3) and extent of collaboration with other community services that can support Participants, such as mental health services.