zilongwang/ReadingBank huggingface dataset:
Testing Period/Date Test(s)/Activity Grade Level(s) Report Date(s) Assessment Window May 7-11, 2018* STAAR End-of-Course (EOC) Algebra I, Biology, & U.S. History 9-12 (& Retest) June 1, 2018 May 14, 2018 (Mon)* STAAR Mathematics 3-4 (English and Spanish), 6-7 June 13, 2018 STAAR Mathematics retest 5 (English and Spanish), 8 June 5, 2018 May 15, 2018 (Tue) STAAR Reading 3-4 (English and Spanish), 6-7 June 13, 2018 STAAR Reading retest 5 (English and Spanish), 8 June 5, 2018 May 16, 2018 (Wed) STAAR Science 5 (English and Spanish), 8, & Gr. 7 Pre- AP Science taking Gr. 8 June 13, 2018 May 17, 2018 (Thurs.) Social Studies 8 June 13, 2018 May 18, 2018 All make-up sessions for STAAR assessments scheduled to be administered May 14-17, 2018 must be completed by the end of this day Friday, May 18, 2018 May 25, 2018 Registration Deadline Testing window: July 23-27, 2018 Credit by Examination for Acceleration (CEFA) and Credit by Examination (with prior instruction) (CBE) K-12 May 29-June 1, 2018 Assessment of Course Performance (ACP) 6-12 June 4, 2018 June 4-15, 2018 ACP Make-up Window 6-12 Dallas ISD Testing Schedule, 2017-2018 Mandated Testing (State and District Required) Summer Test Schedule Testing Period/Date Test(s)/Activity Grade Level(s) Report Date(s) June 18-22, 2018 Credit by Examination for Acceleration (CEFA) K-12 June 25, 2018 (Mon)* STAAR EOC English I 9-12 (& Retest) July 27, 2018 (Pending State Decision) TAKS Exit Level ELA (retest – online only) OOS (& credit recovery) July 27, 2018 June 26, 2018 (Tues)* STAAR EOC Algebra I 9-12 (& Retest) July 27, 2018 (Pending State Decision) TAKS Exit Level Mathematics (retest– online only) OOS (& credit recovery) July 27, 2018 June 26, 2018 (Tues)* STAAR Mathematics 5 & 8 (retest) July 17, 2018 STAAR Reading
April 16-May 25, 2018 Reading Inventory (SRI) (EOY) 9-12 May 1-31, 2018 Istation’s Indicators of Progress (ISIP) Reading Inventory (EOY) Pre-K4 2017-2018 Available Assessment Resources Dallas ISD Testing Schedule, 2017-2018 Notes: *State-Mandated (BOY) – Beginning of Year, (MOY) – Middle of Year, (EOY) – End of Year Changes: Added Assessment Window October 23-27, 2017 PSAT 8/9 Edited TAKS dates (October, March, June) to reflect “Pending State Decision” Removed Gr. 5 Social Studies from Common Assessments windows Change Common Assessments window FROM Feb. 19-23, 2018 TO Feb. 12-16, 2018 ISIP Window changed FROM April 1-30 TO May 1-31, 2018 Magnet ‘end’ dates for registration and test dates changed by one day for 2018 calendar Assessments administered during the school year and the corresponding Department: Istation’s Indicators of Progress (ISIP): K-2 Curriculum and Instruction Department, 972-925-6786 Reading Language Arts Department, 972-925-8822 ESTAR and MSTAR – Math Inventory – Math Department (972-925-8811) Gifted/Talented testing - TAG – (972-925-6431) ACP – Local Assessment (972-925-8940) STAAR, EOC, Exit TAKS Retest, TerraNova/Supera, NAEP, CEFA/CBE, WMLS, TMSFA – State and National Assessments (972-925-6410) SAT, ACT, PSAT, AP – Counselors, Test Coordinators at each high school campus, or College and Career Readiness at 972-925-8816
Signature Additional Contact #2: Name Rotary Address Phone-Home: Office Cell: Email FAX Signature Additional Contact #3: Name Rotary Position/Title Address Phone-Home: Office Cell: Email FAX Signature 33. COOPERATING NON-ROTARY ORGANIZATIONS If this project involves cooperating organization(s), provide the name of each organization and attach a letter of participation from each organization which specifically states its responsibilities and how Rotarians will interact with the organization in the project. By signing this application, the Rotarian sponsors endorse the organization as reputable, responsible, registered with the project country, and acting within the laws of the project country. The name(s) of the cooperating non-Rotary organization is(are)
Development contributes to the creation of an active, safe and legible public realm, incorporating public open spaces including outdoor plazas or other breakout areas, where appropriate and practicable. PO11 Development in the rural district activity centres of Childers and Gin Gin maintains and reinforces the traditional “main street” character of these towns and is sensitive to their rural setting and historical context. AO11 No acceptable outcome provided. Click and provide your representations. PO12 District centre may include permanent and residential activities provided that buildings incorporate non-residential uses at street level to activate the public realm. AO12 No acceptable outcome provided. Click and provide your representations. Transport networks PO13 Development encourages public transport accessibility and use and also provides for pedestrian, bicycle and vehicular movement networks that maximise connectivity, permeability and ease of movement within and to the centre. AO13 No acceptable outcome provided. Click and provide your representations. Infrastructure and services PO14 Development is provided with services to support the needs of the community, including parks, reticulated water, sewerage, stormwater drainage, sealed roads, pathways, electricity and telecommunication infrastructure. AO14 No acceptable outcome provided. Click and provide your representations. PO15 Development does not adversely impact on the continued operation, viability and maintenance of existing infrastructure or compromise the future provision of planned infrastructure. AO15 No acceptable outcome provided. Click and provide your representations. Additional requirements for the Kepnock district activity centre PO16 Development in the Kepnock district activity centre:- AO16 No acceptable outcome provided. Click and provide your representations.
an attractive pedestrian friendly interface with internal open space 2.5m when within the Retail / Mixed Use areas and fronting open space. If a commercial use has direct access to the open space an awning built to the boundary is to be provided for the full width of the building; in accordance with the setbacks prescribed within the Medium density residential zone code when within the Medium Density Residential area; and 6m from any road frontage, and 2m from any side or rear boundary where not specified above. PO25 Drainage areas provide opportunity to integrate water sensitive urban design infrastructure, and open space associated with commercial uses into attractive green spaces in and around the district centre. The primary functions of the drainage and detention areas are not to be undermined by commercial development encroachment. AO25 No acceptable outcome provided. Click and provide your representations. AO26 Any activity accessing and/or fronting Kepnock Road is designed to ensure impacts on the Residents located opposite on the southern side of Kepnock Road are minimised through form design, landscaping and appropriately located access points. AO26 No acceptable outcome provided. Click and provide your representations.
(viii) Preparing reports on risk for the board and the stakeholders. 2.11 The Role of Internal Audit in Risk Management 2.11.1 The Internal Auditor and the Risk Management Process The internal activity has to verify the adequacy of the risk management process that is whether management has planned and designed it in such a manner that it provides reasonable assurance that the organisation’s objectives and goals will be achieved. Risk management is a key responsibility of management. However, internal auditors acting in a consulting role can assist management in identifying, evaluating and implementing risk management methodologies and controls to address those risks (Goetzee, 2004:27). Gleim (2004:97) indicates that risk management is a key responsibility of management. To achieve its business objectives, management should ensure that sound risk management processes are in place and functioning. In this respect, boards and audit committees have an oversight role to determine that appropriate risk management processes are in place and that these processes are adequate and effective. This means that management and the board are responsible for their organisation’s risk management and control processes. Internal auditors should assist both management and the audit committee by examining, evaluating, reporting and recommending improvements on the adequacy and effectiveness of management’s risk processes. However, internal auditors acting in a consulting role can assist the organization in identifying, evaluating and implementing risk management methodologies and controls to address those risks.
N 50 50 50 50 50 Organisational independence Pearson Correlation .473(**) -.152 1 .455(**) -.074 Sig. (2-tailed) .001 .291 .001 .608 N 50 50 50 50 50 Audit Activities Pearson Correlation .442(**) .185 .455(**) 1 .495(**) Sig. (2-tailed) .001 .199 .001 .000 N 50 50 50 50 50 Internal Audit Function Pearson Correlation -.307(*) .186 -.074 .495(**) 1 Sig. (2-tailed) .030 .197 .608 .000 N 50 50 50 50 50 ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). Source: survey data, (2013) In order to have independent Audit Committees in any organisation the majority of its qualified members with right knowledge must come from outside the organisation which will enable the committee to have high influence on the audit performance. This is because the study shows that the relationship between the audit committee and the two audit performance measures is statistically significant. This result is consistent with some of the previous studies such as Klein (2002) and Mansi and Reeb (2004), where they reported strong positive relationship between audit committee and the organization audit performance variables they used in their studies. Table 5.16: Correlation between Internal Audit Status with Corporate Governance Existence of audit committee Existence of internal audit Corporate Governance Risk Recommendation and its implementation Existence of audit committee Pearson Correlation 1 .191 .172 .336(*) .027
MATHEMATICS: 10: WORK SCHEDULE: 2015 TERM 1 WEEK 1 21 – 23 Jan WEEK 2 26– 30 Jan WEEK3 2- 6 Feb WEEK 4 9 – 13 Feb WEEK 5 16 – 20 Feb WEEK 6 23 – 27 Feb WEEK 7 2 – 6 March WEEK 8 9 – 13 March WEEK 9 16 – 20 WEEK 10+ 23 – 27 March WEEK 11 30 March - 1 April ALGEBRAIC EXPRESSIONS EXPONENTS NUMBER PATTERNS EQUATIONS AND INEQUALITIES TRIGONOMETRY Investigation or project Test All work done in this term TERM 2 WEEK 1 13 – 17April WEEK 2 20– 24 April WEEK 3 27April - 1 May WEEK 4 4– 8 May WEEK 5 11 – 15May WEEK 6 18 – 22 May WEEK 7 25 – 29 May WEEK 8 1 - 5 June WEEK 9 8- 12 June WEEK 10 15 - 19 June WEEK 11 22– 26 June FUNCTIONS TRIG FUNCTIONS EUCLIDEAN GEOMETRY Assignment/Test Trigonometry MID-YEAR EXAMINATION TERM 3 WEEK 1 20 – 24July WEEK 2 27 - 31 Jul WEEK 3 3 – 07 Aug WEEK 4 10 – 14 Aug WEEK 5 17 – 21 Aug WEEK 6 24– 28 Aug WEEK 7 31 Aug - 04 Sep WEEK 8 7 –11 Sept WEEK 9 14 – 18 Sept WEEK 10 21 – 25 Sept WEEK 11 28 Sept- 2Oct ANALYTICAL GEOMETRY FINANCE AND GROWTH STATISTICS TRIGONOMETRY EUCLIDEAN GEOMETRY MEASUREMENT Test Test TERM 4 1 2 hours Paper 2 2 hours WEEK 1 12 – 16 Oct WEEK 2 19 – 23 Oct WEEK 3 26 -30 Oct WEEK 4 2– 6 Nov WEEK 5 9 -13 Nov WEEK 6 16 -20 Nov WEEK 7 23 -27 Nov WEEK 8 30Nov-4Dec WEEK 9 7- 9 Dec Algebraic expressions and equations(and inequalities) Exponents Patterns & Sequences Functions and graphs Finance and growth Probability 30 15 30 10 15 Euclidean geometry and measurement Analytical geometry Trigonometry Statistics 30 15 40 15 PROBABILITY REVISION FINAL EXAMINATION TOTAL MARK 100 100 Test
MATHEMATICS: GRADE 11: WORK SCHEDULE: 2015 TERM 1 WEEK 1 21 – 23 Jan WEEK 2 26– 30 Jan WEEK3 2- 6 Feb WEEK 4 9 – 13 Feb WEEK 5 16 – 20 Feb WEEK 6 23 – 27 Feb WEEK 7 2 – 6 March WEEK 8 9 – 13 March WEEK 9 16 – 20 March WEEK 10+ 23 – 27 March WEEK 11 30 March - 1 April EXPONENTS AND SURDS EQUATIONS AND INEQUALITIES NUMBER PATTERNS ANALYTICAL GEOMETRY Investigation or project Test All work done in this term TERM 2 WEEK 1 13 – 17April WEEK 2 20– 24 WEEK 3 27April - 1 May WEEK 4 4– 8 May WEEK 5 11 – 15May WEEK 6 18 – 22 May WEEK 7 25 – 29 May WEEK 8 1 - 5 June WEEK 9 8- 12 June WEEK 10 15 - 19 June WEEK 11 22– 26 June FUNCTIONS TRIGONOMETRY (Reduction formulae,graphs,equations) Assignment/Test Trigonometry MID-YEAR EXAMINATION TERM 3 WEEK 1 20 – 24July WEEK 2 27 - 31 Jul WEEK 3 3 – 07 Aug WEEK 4 10 – 14 Aug WEEK 5 17 – 21 Aug WEEK 6 24– 28 Aug WEEK 7 31 Aug - 04 Sep WEEK 8 7 –11 Sept WEEK 9 14 – 18 Sept WEEK 10 21 – 25 Sept WEEK 11 28 Sept- 2Oct MEASUREMENT EUCLIDEAN GEOMETRY TRIGONOMETRY(Sine,cosine and area rules) FINANCE , GROWTH and DECAY PROBABILITY Test Test TERM 4 Paper 1 3 hours Paper 2 3 hours WEEK 1 12 – 16 Oct WEEK 2 19 – 23 Oct WEEK 3 26 -30 Oct WEEK 4 2– 6 Nov WEEK 5 9 -13 Nov WEEK 6 16 -20 Nov WEEK 7 23 -27 Nov WEEK 8 30Nov-4Dec WEEK 9 7- 9 Dec Algebraic expressions and equations(and inequalities) Number patterns Functions and graphs Finance ,growth and decay Probability 45 25 45 15 20 Euclidean geometry and measurement Analytical geometry Trigonometry Statistics 50 30 50 20 STASTICS REVISION FINAL EXAMINATION TOTAL MARK 150 150 Test
MATHEMATICS: GRADE 12 CORE: WORK SCHEDULE: 2015 TERM 1 WEEK 1 21 – 23 Jan WEEK 2 26– 30 Jan WEEK3 2- 6 Feb WEEK 4 9 – 13 Feb WEEK 5 16 – 20 Feb WEEK 6 23 – 27 Feb WEEK 7 2 – 6 March WEEK 8 9 – 13 March WEEK 9 16 – 20 March WEEK 10+ 23 – 27 March WEEK 11 30 March - 1 April NUMBER PATTERNS, SEQUENCES AND SERIES FUNCTIONS: FORMAL DEFINITIONS AND INVERSES FUNCTIONS: EXPONENTIAL AND LOGARITHMIC FINANCE ,GROWTH AND DECAY TRIGONOMETRY Test Investigation or project Assignment TERM 2 WEEK 1 13 – 17April WEEK 2 20– 24 April WEEK 3 27April - 1 May WEEK 4 4– 8 May WEEK 5 11 – 15May WEEK 6 18 – 22 May WEEK 7 25 – 29 May WEEK 8 1 - 5 June WEEK 9 8- 12 June WEEK 10 15 - 19 June WEEK 11 22– 26 June TRIGONOMETRY FUNCTIONS: POLYNOMIALS DIFFERENTIAL CALCULUS ANALYTICAL GEOMETRY Test MID-YEAR EXAMINATION TERM 3 WEEK 1 20 – 24July WEEK 2 27 - 31 Jul WEEK 3 3 – 07 Aug WEEK 4 10 – 14 Aug WEEK 5 17 – 21 Aug WEEK 6 24– 28 Aug WEEK 7 31 Aug - 04 Sep WEEK 8 7 –11 Sept WEEK 9 14 – 18 Sept WEEK 10 21 – 25 Sept WEEK 11 28 Sept- 2Oct GEOMETRY STASTISTICS COUNTING AND PROBABILITY REVISION Test TRIAL EXAMINATION TERM 4 Paper 1:3 hours Paper 2:3 hours WEEK 1 12 – 16 Oct WEEK 2 19 – 23 Oct WEEK 3 26 -30 Oct WEEK 4 2– 6 Nov WEEK 5 9 -13 Nov WEEK 6 16 -20 Nov WEEK 7 23 -27 Nov WEEK 8 WEEK 9 7- 9 Dec Algebraic expressions and equations(and inequalities) Number patterns Functions and graphs Finance , growth and decay Differential Calculus Counting and Probability 25 25 35 15 35 15 Euclidean Geometry and measurement Analytical Geometry Trigonometry Statistics 50 40 40 20 REVISION FINAL EXAMINATION Total marks 150 Total marks 150
District Journey to Excellence Planning, Performance, and Recognition Planning Support site: Scorecards – See Scorecards Four functions and leadership Assign responsibilities using district structure Establish Available Youth – See User Guide Set goals – See Progress Report Finance Planning conference Annual goals: dollars and manpower – See District Finance Performance & Instructions Monthly checkpoints Membership Growth plan Membership committee Recruiting emphasis Program Advancement committee Camping opportunities Service opportunities Unit Service Retention plan Contacts Unit health Leadership Nominating committee Training plan Performance Dashboard – See MyBSA Monthly reporting – See Data Tool User Guide Predictive scoring – See Finish Line Tracking to goals – See progress report Downloading data Tracking units - See Unit Status Record Sheet Tracking camping plans – See District Camping Report Making adjustments Recognition Bronze/ Silver/ Gold Nuances of Scoring Final Report – January 31 Questions?
A - ALLEGHENY DISTRICT Eastern Ohio Western Maryland Western New York Western Pennsylvania West Virginia B - CENTRAL DISTRICT Arkansas Iowa Missouri Southeastern South Dakota C - EASTERN DISTRICT Delaware Eastern Maryland New Jersey Eastern New York Greater New York City Eastern Pennsylvania Virginia (including Washington, DC) N - EFCA SOUTHEAST Alabama Florida Georgia Louisiana Kentucky Mississippi North & South Carolina Tennessee O - Oklahoma Texas, except El Paso P - EFCA WEST Arizona Central & Southern California Central & Southern Idaho El Paso, Texas New Mexico Southern Nevada Utah D - FOREST LAKES DISTRICT Western 2/3 of upper Michigan Wisconsin E - GREAT LAKES DISTRICT Florence, Kentucky Illinois Indiana Michigan’s Lower Peninsula and Eastern Upper Western Ohio F - HAWAII DISTRICT Hawaii G - MIDWEST DISTRICT Kansas Kansas City, MO Missouri Nebraska H - NEW ENGLAND DISTRICT Connecticut Maine Massachusetts New Hampshire Northeastern New York Rhode Island Vermont I - NORTH CENTRAL DISTRICT Minnesota, (except Ada, Moorhead, Newfolden and Wolverton) J - NORTHERN MOUNTAIN DISTRICT Northern Idaho Western Montana Eastern Washington K - NORTHERN PLAINS DISTRICT North Dakota Northwestern Minnesota Eastern Montana Northern South Dakota L - PACIFIC NORTHWEST DISTRICT Alaska Oregon Western Washington M - ROCKY MOUNTAIN DISTRICT Colorado Southwestern South Dakota Wyoming Q - WESTERN DISTRICT Northern California and Northern Nevada
City District of Innovation Plan Introduction Bill 1842, created and passed during the 84th Texas Legislative Session in Spring 2015, provides a unique opportunity for Texas public school districts to exempt themselves from some parts of the Texas Education Code. In order to do this, a public school district must adopt an innovation plan, as set forth in Texas Education Code Chapter 12 A. As a District of Innovation, Texas City ISD may be exempted from a number of state statues and will have: greater control as the decision makers over the educational and instructional model for students; increased freedom and flexibility, with accountability, relative to state mandates that govern educational programming; and power to innovate and think differently. HB 1842 does not allow exemptions from statutes including curriculum and graduation requirements or academic and financial accountability. District of Innovation Process and Timeline 27, 2016 – District of Innovation presentation with David Anderson at Region IV for district administrators Fall 2016 – Review of district plans submitted for District of Innovation November 15, 2016 – CAPE meeting to review and discuss District of Innovation Plans developed by districts in the Gulf Coast area of Region IV December 13, 2016 – District of Innovation Resolution passed by Texas City ISD Board of Trustees and the District Educational Improvement Committee designated as the local innovation committee December 13, 2016 – Public Hearing to discuss purpose for District of Innovation December 13, 2016 – DOI process and timeline shared with Trustees members and posted on district website January 3-10 2017 – Draft plan developed by DOI subcommittee January 12, 2017 – Draft District of Innovation Plan reviewed by TCISD’s District QuEST Committee January 14, 2017 – February 14, 2017 – City ISD’s District of Innovation Plan posted on the TCISD website; concurrently, the plan will be submitted to Texas Education Agency Commissioner, Mike Morath February 13, 2017 – Public meeting to present the proposed TCISD District of Innovation Plan and approval by District QuEST Committee – 4:00 PM Simpson Educational Support Center Board Room.
integration of the technology throughout the daily schedule adequate time for student training and practice adequate funding for necessary peripherals (e.g. printers, scanners) and consumable items (e.g. ink, batteries) effective collaboration with school and district IT support for coordinated maintenance and repair Guidelines for Establishing IEP Goals and Objectives with AT as a Strategy For information on establishing and implementing IEP goals and objectives, see the British Columbia Ministry of Education site at . Goals Objectives Assistive Technology as a Strategy Challenge the student but are achievable Are relevant to the individual student’s needs Focus on what will be learned Are stated positively Identify various steps involved in achieving intended goals Organize tasks into sequential and measurable components Screen out unnecessary focusing on essential components Recognize that AT is a tool to support achievement of IEP goals and objectives and AT, itself, is not a goal Ensure the relationship between the use of AT and the IEP and objectives is clear Examples Goal Objective Assistive Technology as a Strategy Student will participate orally Student will greet the teacher without prompting upon entering the classroom by June The MT4 communication device will be programmed with a “Hi Teach” button Student will increase written output at the grade 4 level Student will complete 10 paragraphs of writing over 10 consecutive language arts classes Student will use computer and pre-programmed word in a picture based word processor Student will increase independence in grade 10 class work Student will take notes independently in each subject area by June Student will use a room viewer to see teacher and blackboard and a laptop with screen enlargement to take notes
Alaska Educator Evaluation System Self-Assessment Tool Implementation Phase Goal: District has aligned district educator evaluation system to the new Alaska Educator Evaluation System requirements. District is providing ongoing training and monitoring of the district’s revised educator evaluation system aligned to the Alaska Educator Evaluation System requirements. Have not Just Underway Making Good Progress Successfully Completed for Implementation Phase District redesigned educator evaluation system satisfies all statutory requirements. District redesigned educator evaluation system is aligned with the new Alaska Educator Evaluation Regulations. Administrators, teachers, and special service providers are receiving ongoing training on the district redesigned educator evaluation system. Possible Resources for Implementation Phase To be development
3-5 Year District Strategic Plan Differentiated professional learning by school Professional Learning budgets Consolidated Application for Title One Funding Education Resource Strategies (ERS) Resource Check (District-level – for districts with Priority and Focus Schools) Grade-level meeting agendas, notes Other Strand IV: School, Family and Community Relations The district leadership uses effective strategies to communicate, engage and collaborate with families and the community to support student learning. Standard 9: Communication District leadership uses an effective two-way communication system with family and community members to share and gather information from multiple stakeholders to improve services and programs. District Indicator Beginning Implementation Partial Implementation Full Implementation of All Characteristics of this Indicator Sustained Implementation Establish and Ensure Support for Communication Guiding Question: How does district leadership ensure that communications are ongoing, meaningful and responsive to the needs and diversity of all stakeholders? Planning for AND/OR Implementation of some of the characteristics of this indicator has begun. Some characteristics of this indicator are implemented with fidelity; however, one or more characteristics are not fully implemented. OR All characteristics of this indicator are being implemented to some degree, but not consistently throughout the district. The district communication plan ensures that district and school communications are responsive to diversity in language, cultural traditions and belief systems. The district monitors its communication plan on an ongoing basis and evaluates its effectiveness at least annually. The district provides families and the community with information such as policies, procedures, events, assessment results, curriculum, instruction and assessment practices. The district gathers data from family and community members on a regular and systematic basis to measure the effectiveness of programs and processes that support student learning. The district communicates how the information gathered from stakeholders is used to improve services and programs. District policies, systems and practices align with and support sustainability of implementation at the school and district levels.
Where Do You Find….? THINK: Educator Portal THINK: KITE Client DLM WI Web Page Educator Portal Moodle KITE Test Administration Manual Accessibility Manual DLM Security Agreement Test Administrator Training Modules Utilize student usernames and passwords Blueprints for ELA Blueprints for Math Student Rosters Test Administrator Module Post-Quizzes Students’ Testlets Educator Portal User Guide Blueprints for Science Personal Needs Profile & First Contact Survey Certificate of Completion Practice Testlets demo student profiles e.g., demo.lisa) Professional Development Modules Educator Resource Pages for ELA, math and science Student TIPs Page
CHAPTER ONE 1.0 INTRODUCTION 1.1 Background to the Problem Global competition, a key aspect in business boardrooms, has forced organizations to compete as demand chains as opposed to individual entities in order to outdo their rivals by improving the physical distribution and service quality of their products through provision of high customer service levels while minimizing the logistical related costs (Friday et al 2011). According to Deloitte Touche Tohmatsu review on soft drinks (2005), the beverage industry is extremely competitive, with private labels greatly the environment. The beverage market includes several different products that can be grouped into two main categories: alcoholic (beer, wine, spirits) and non-alcoholic (carbonated soft drinks, juice, water, sports drinks, etc.) Within the soft drink sector, carbonated soft drinks (CSD) continue to dominate the market, encompassing traditional beverages as well as sugar-free and caffeine-free drinks, which have soared in popularity. Simultaneously, manufacturers are focusing on innovation in order to maintain growth. The global carbonated soft drinks industry is a tight oligopoly with Pepsi and its chief competitor Coca Cola, comprising 70% of the total market (Angelkov et al, 2003). Three leading companies have prominent presence in the soft drink industry; the Coca-Cola Company, PepsiCo, and Cadbury Schweppes. According to the annual report (2004), it has the most soft drink sales with $22 billion (Deichert et al 2006). Cola
Frazzer, G., (1999). Organizing and Managing Channels of Distribution, Journal of the Academy of Marketing Science 1999; 27; 226 available at , accessed on 20th March 2014. Friday, D., (2007). Vertical Collaboration, Communication Technologies, Trust, Commitment and Physical Distribution Service Quality: A Case of Soft Drinks Industry in Uganda, Makerere University Business School Research repository. Friday, D., Ntayi, J.M., Muhwezi, M., Eyaa, S and Tukamuhabwa, B., (2011). Vertical Collaboration And Physical Distribution Service Quality in Uganda’s Soft Drinks Demand Chains International Journal of Economics and Management Sciences Vol. 1, No. 4, 2011, pp. 42-52. Gadekar, (2012). Marketing Channels, Department of Management Studies, MIT Pune's Maharashtra Academy of Engineering, Alandi, Pune. Gardner, P., and Bockstaele, K., (2012). Accenture Perfect Sales Winning The War in the Store as accessed through retrieved on 12th March 2014. Hatch, G., Becker P., and Zyl, M., (2009). The Dynamic African Consumer Market: Exploring Growth Opportunities in Sub-Saharan Africa Accessed on 1st March 2014. Herkemij, M., (2009). Nigeria: Huge Country, Huge Beer Market Potential Heineken Nigeria accessed on 7th February 2014. Hulthén K., and Gadde, L., (2007). Understanding The ‘New’ Distribution Reality Through ‘Old’ Concepts: A Renaissance For Transvection and Sorting, Chalmers University of Technology, Sweden. Available at retrieved on 30th May 2014. Jarboe, G.R., (1999). The Marketing Research: Project Manual, University of Texas at Arlington, South-Western College Publishing, Mason.
List of all lifting agencies Payment made will appear to user. User can view the data on clicking either Freeze or drafted link in data entry column. To pay the new lifting agency bill, click on Pay Bill link, following screen will appear. User-----Select bill no on clicking icon--enters bill date, mode--Add row User can make the partial payment of bill by modifying Amount to pay or user can make payment of multiple by selecting another bill. User can save the bill payment either in Save as Draft or Freeze mode.
5 Strategy (2) The District will continue to offer competitive incentives and stipends. Responsibility: Superintendent, Board of Trustees Funding: Federal, State, Local Evaluation: Bi-Annually Objective 5. Apple Springs ISD will Establish and Maintain a Positive Professional Environment Strategy (1) The District will provide faculty members with appropriate technology to enhance teaching and learning. Responsibility: Superintendent, Principal, Technology Coordinator Funding: Federal, State, Local Evaluation: Annually Strategy (2) The District will promote an extended-family atmosphere and desirable working conditions. Responsibility: Superintendent, Principal Funding: Federal, State, Local Evaluation: Semi-Annually
1.G Prevailing Wage Rates [preprinted] PW 1-? 1.H Alternates ALT 1 DIVISION 2 SITE WORK (NOT USED) DIVISION 3 CONCRETE (NOT USED) DIVISION 4 MASONRY (NOT USED) DIVISION 5 METALS (NOT USED) DIVISION 6 WOOD AND PLASTICS (NOT USED) DIVISION 7 THERMAL AND MOISTURE PROTECTION (NOT USED) DIVISION 8 DOORS, WINDOWS & GLASS (NOT USED) DIVISION 9 FINISHES (NOT USED) DIVISION 10 SPECIALTIES (NOT USED) DIVISION 11 EQUIPMENT (NOT USED) DIVISION 12 FURNISHINGS (NOT USED) DIVISION 13 SPECIAL CONSTRUCTION (NOT USED) DIVISION 14 CONVEYING SYSTEMS (NOT USED) DIVISION 15 MECHANICAL (NOT USED) DIVISION 16 ELECTRICAL (NOT USED) END OF SECTION
will have their package submitted to the Battalion Commander no later than 31 October to be eligible to compete for Battalion Young Marine Unit of the Year YMUOY for Regimental YMUOY will have their package submitted to the Regimental Commander no later than 15 November to be eligible to compete for Regimental Young Marine Unit of the Year nominating a YMUOY for Division YMUOY will have their package submitted to the Division Commander no later than 30 November to be eligible to compete for Division Young Marine Unit of the Year This Division Policy will be reviewed one year from now and republished as necessary.
minute (cfm) or greater of airflow per inch of wheel diameter and have a filter with 99% or greater efficiency and a cyclonic pre-separator or filter-cleaning mechanism When used outdoors. None None When used indoors or in an enclosed area. None APF 10 Walk-behind milling machines and floor grinders Use machine equipped with integrated delivery system that continuously feeds water to the cutting surface. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None None OR
utility vehicles used to abrade or fracture materials (e.g., hoe-ramming, rock ripping) or used during demolition activities involving materials in the task, apply water and/or dust suppressants as necessary to minimize dust emissions. Heavy equipment and utility vehicles for tasks such as grading and excavating but not including: demolishing, abrading, or fracturing silica-containing materials Apply water and/or dust suppressants as necessary to minimize dust emissions. None None OR When the equipment operator is the only employee engaged in the task, operate equipment from within an enclosed cab. None None Stat. Auth.: ORS 654.025(2) and 656.726(4). containing
This is Oregon OSHA Administrative Order 5-2016, adopted September 23, 2016, and effective July 1, 2018. Note: Oregon OSHA adopted the rules for silica Sept. 23, 2016, with an effective date of July 1, 2018. At that time, Oregon OSHA decided to incorporate the General Industry standard and the Construction standard into one rule. Oregon OSHA was notified that the criteria requiring medical monitoring in the new Oregon standard (OAR 437-002-1062) could be read to require construction workers who were exposed to the action level for 30 or more days per to have medical monitoring done. This was not Oregon OSHA’s intent, as that requirement does not exist in the federal OSHA requirements. This rulemaking is to clarify the criteria for medical monitoring for the construction industry. Additionally, there are certain delayed provisions that affect the medical monitoring requirements, and language was included to help employers understand when those deferrals apply and when they end.
Quote from source about the growth or shrinking rate with citation Type of Sequence (You must include at least 1 arithmetic, geometric, recursive and explicit!) Formula for the Sequence Current Size of the Great Pacific Garbage Patch (our a1) Be specific about units! What aspect are you modeling? After 1 Month After 1 Year After 1 Decade After 1 Century a/g r/e
Division 3 Interview Assignments Location Students At school Julia Naomi Celine Arlo The Foley Senior Residences 249 River St Mattapan, MA 02126 Michelle Ifrah Mt Pleasant Home 301 S Huntington Ave, Jamaica MA 02130 Lynn Muller 617-522-7600 x133 muller@mountpleasanthome.org Sophie Dani Theo Goddard 165 Chestnut St, Brookline, MA 02445 (617) 731-8500 x152 Jenna Henning jhenning@goddardhouse.org Lucy Standish Village 617-298-5656 1190 Adams Street Boston, MA, 02124 Lauren Bosler lbasler@standishvillage.com Nick Piper Sherrill House Karen Soorian 135 South Huntington Avenue | Jamaica Plain, MA 02130 617-731-2400 x3048 Hanna Unassigned Jacob Jo Isabel
(e) The employer must ensure that each affected employee uses equipment with filter lenses that have a number appropriate for the work being performed for protection from injurious light radiation. Table 1 - Filter Lenses for Protection Against Radiant Energy Operations Electrode Size 1/32 in. Arc Current (amps) Minimum* Protective Shade Shielded metal arc welding Less than 3 3-5 5-8 More than 8 Less than 60 60-160 160-250 250-550 7 8 10 11 Gas arc welding and flux cored arc welding Less than 60 60-160 160-250 250-500 7 10 10 10 Gas Tungsten arc welding Less than 50 50-150 150-500 8 8 10 Air carbon Arc cutting (Heavy) Less than 500 500-1000 10 11 Plasma arc welding Less than 20 20-100 100-400 400-800 6 8 10 11 Plasma arc cutting (Light) ** (Medium) ** (Heavy) ** Less than 300 300-400 400-800 8 9 10 Torch brazing Torch soldering Carbon arc welding 3 2 14
Witnesses Petitioner lists fact witnesses for trial below. Witnesses not listed will not be permitted to testify absent leave of Court. Witnesses to be called solely for rebuttal or impeachment need not be listed. Petitioner’s witnesses: Respondent lists fact witnesses for trial below. Witnesses not listed will not be permitted to testify absent leave of Court. Witnesses to be called solely for rebuttal or impeachment need not be listed. Respondent’s witnesses: Petitioner lists the following previously designated expert witnesses for trial: Respondent lists the following previously designated expert witnesses for trial: The witness exclusion rule will be applied at Witnesses (other than parties) will be excluded from the trial until after their testimony has been completed so that they cannot hear the testimony of other witnesses. Witnesses listed by one party may be called by the other party. Witnesses not listed as required by this order shall not be permitted to testify absent leave of the Court. Exhibits
1) Go back to t = 1 day. Make a graph showing S, I, and R for the first 50 days. Make it pretty and with appropriate titles, and paste it below. Then answer the questions. Insert graph: a) What are the values of S, I, R when t = 30 days? b) According to your graph and datatable, on what day does the infection peak? What values do you get for S, I, R? c) Looking at the values of S’, I’, and R’ (or S, I, and R): On what day does the largest number of new infections occur? How many are there? d) On what day does the largest number of recoveries occur? Do you see a connection between this day and the day the infection peaks? e) On what day does the infected population grow most rapidly? And declines most rapidly? What does I’ have on these days? f) Make a copy of your spreadsheet. Use the copy and modify it as necessary to start with the values of day 10 and go backward to day 0, using a time step of 1 day. Write down some of your observations and explain what you think is happening. g) Free exploration: “Play” with different parameters in the model (time increment, transmission / recovery coefficients, etc.). Copy and paste the graphs that you are obtaining in each case, trying to make sense of the results you are obtaining. I would like to see at least 5 “interesting” results. This work will be helpful in making you get a sense of what to do in your project.
Divergent: Who’s Who NAME: Photo Faction Description What do they want/need? What problem are they facing? What happens? How does this character change by the end of the film? Tris Photos on the next page. Cut and Paste on the next page. Cut and Paste Four Eric Tori
Address Job title From To Brief description of duties Reason for leaving/changing Employer/organisation Name Address Job From To Brief description of duties Reason for leaving/changing 3. Education Please tell us your education and any qualifications which you feel are relevant to the post. Include relevant courses which you are currently undertaking. Please start with the most recent. Name of school/college/university/ training body Subject studied Qualification/ Level Date gained 4. Training
Practical and intellectual skills Specialist knowledge 6. Equality and Diversity What is your understanding of equality and diversity and what is its importance /relevance in the workplace and externally? This section is for you to show us what you understand about equality and diversity, how important this is in the workplace and when dealing with service users, clients, external stakeholders. You can use specific examples to explain what you mean. Continue on a clearly marked separate sheet of A4 paper, if necessary. 7. Personal Statement In this section you can illustrate further how your education, previous employment and voluntary work, as well as life experience in general, combine to help you meet the needs of this job. Continue on a clearly marked separate sheet of A4 paper, if necessary.
Convene Ad Hoc subcommittee to evaluate inconsistency of release of mental health records TBA 2) Develop and provide training on the process of Kevin’s Law (includes "potential harm") a) Complete training outline 2/29/16 b) Conduct training 6/15/16 B. Jail - Improve behavioral health treatment upon re-entry into the community from jail (PILOT Kent, Detroit Wayne) Guidelines, Proposal, Data Evaluation Methodology 1) Jail -Identify and pilot best practice models for re-entry from jail to the community from information gathered by MSU data and evaluation team 10/1/16 a) Identify and implement models – Jail Implement: 12/31/15 Evaluate: 12/31/16 2) Require to inform jail-based behavioral health providers of inmate release at the time or before release (Mich. Sheriff’s Assoc.) Guidelines, Proposal, Data evaluation methodology a) Implement 2/28/16 b) Evaluate 5/1/16 C. Prison -Ensure release of correctional mental health records post prison. 1) Work with MiHIN to decide on approach (e.g. pilot one population or geographical area) 7/31/16 a) Develop Plan 3/1/16 b) Implement Plan 7/31/17 c) Evaluate 7/31/17 D. Propose dedicated State General Fund “Diversion” appropriation for behavioral health services for FY 2017 or FY 2018 Statute or other proposed solutions
1) Complete analysis, finalize recommendation and/or draft legislation 4/15/16 2) Present recommendation to executive branch, legislative leaders, potential sponsors 2/28/16 5. Establish an Ongoing Mechanism to Coordinate and Assist with Implementation of Action Plan Goals and to Facilitate Needed Systems Change A. Ensure adequate behavioral health treatment capacity to support this Action Plan ROI document, Identification of needs, resources, and funding 1) After every pilot cycle, use learning from that pilot to evaluate capacity to implement best practices 12/31/15 Annually Thereafter a) Identify financial challenges and opportunities for maintaining and expanding Diversion efforts including the capacity to explore the impact of Medicaid expansion 1/31/16 2) Increase awareness of financial costs vs. long-term savings for community-based behavioral health services as an alternative to Ongoing Annually a) Utilize MSU data and evaluation team to determine return on investments for pilots 3/31/16 b) Complete Return on investment document with initial cost-benefit analysis Annually 3) Increase access to services during post release from jail and prison 12/31/16 B. Acquire a county site where all five points of intercept are modeled and supported in part by pilot funding 1/31/17 C. Increase the number of counties who complete the Stepping Up Initiative Resolution 5/31/16
Write Suggested Activities Provide multicultural crayons for the children to use as they draw themselves and their friends or family. Become a pin pal with a child in another country. Write letters to the child about what they like to do, what they like to eat, etc. Read a story about a child with disabilities and have the children write or draw ways that they could help that child. School Readiness Aside to Parents and Caregivers Children may not have the chance to meet others from different backgrounds and cultures. By reading they can learn that even though we are different on the outside, we are the same on the inside. Writing a letter to a pen pal not only strengthens writing skills,, but also allows a child to work on the skills of building friendships
Stanback-Stroud Diversity Award – Rubric (17-18) 0 1 2 3 4 a. Creating an inclusive and supportive campus climate Not present Listed contributions of creating an inclusive and supporting campus climate but lacks supporting detail Minimal quantitative OR qualitative evidence of creating an inclusive and supporting campus climate Some quantitative AND qualitative evidence of creating an inclusive and supporting campus climate Significant quantitative AND qualitative evidence of a broad and sustained effort to create an inclusive and supportive campus climate b. Implementing effective teaching and learning strategies Not present Listed implementing effective teaching and learning strategies but lacks supporting detail Minimal quantitative OR qualitative evidence of implementing effective teaching and learning strategies Some quantitative AND qualitative evidence of implementing effective teaching and learning strategies Significant quantitative AND qualitative evidence a broad and sustained effort to implement effective teaching and learning strategies c. Facilitating student access, retention, and success Not present Listed activities leading to increased student access, retention, and success but lacks supporting detail Minimal quantitative OR qualitative evidence of activities leading to increased student access, retention, and success Some quantitative AND qualitative evidence of activities leading to increased student access, retention, and success Significant quantitative AND qualitative evidence of a broad pattern of activities leading to increased student access, retention, and success d. Fostering student engagement in campus life Not present Listed contributions to student engagement but supporting detail Minimal quantitative OR qualitative evidence of the contribution to student engagement Some quantitative AND qualitative evidence of the contribution to student engagement Significant quantitative AND qualitative evidence of widespread student engagement in a sustained manner e. Nomination documents Not present A brief statement from the Nominee’s Application and statement of the nominator but without sufficient detail Nominee’s Application from the nominee and Statement from the nominator provide justification for nomination Nominee’s Application and statement from the nominator provide justification for nomination AND letters of support Nominee’s Application from the nominee and statement from the nominator that provide comprehensive, and detailed justification for nomination AND letters of support.
Diversity Committee April 10, 2014 12:30-2:00 p.m. SJC Room 1111 & MVC Room 355B AGENDA Membership: Administration (#) Faculty (#) Classified (#) Student Government (#) Shahla Razavi Tamara Smith Martha Crawford Monique Barthes Willie Hamilton Eileen Doktorski Keith Johnson Susan King Raymond Shaw Valerie Reed Member Vera Stamenkovic Millie Baez Maria Lopez Non-Voting Paula Naggi Miranda Angeles Anjeanette Oberg Denise Dalaimo Elizabeth Correia-Jordan Michael Madrigal Morgan Hoodenpyle Tennille Lambert Christina Yamanaka Nathan Brais Andreea Mardichian Gregg Thornton Jaon Hlebakos Lissette Castro Lorraine Slattery-Farrel Nick Reeves Andrea Hammock Sherri Abbie Perry Erik Ozolins Donovan Rood Call Meeting to order Introducing members Approval of the Minutes Reports: Paula, Vera, and Nathan : Denim Day Tami: Formation of Disabilities Task Force Open Discussion:
Valerie: Applications are being accepted for the next cohort of SDICCCA Faculty Interns. They appreciate your referrals. If any of you know of someone that might be interested in the program, in any capacity, please ask them to email Valerie or Ms. Oberg. Alex: Student Equity Open Discussion: Adjournment Time: 12:30-2:00 p.m. 2nd Thursday of each month Spring 2014 February 13 March 13 April 10 May 8 Location: MVC, Room 355B SJC, Room 1111
Adjunct Clinical Professor of Anesthesia, Vanderbilt University School of Medicine Adjunct Clinical Professor of Anesthesia, St. Louis University School of Medicine Wednesday, February 9, 2011-Noon “Strengthening Surgical Systems in Rwanda” Robert Riviello, M.D., M.P.H. Instructor in Surgery, Brigham & Women's Hospital Division of Trauma, Burns, & Surgical Critical Care Thursday, February 10, 2011-Noon "Pharma meets Social Enterprise" Victoria Hale, Ph.D. Founder & Chair Emeritus, One World Health Founder & CEO, Medicines360 Adjunct Associate Professor in Biopharmaceutical Sciences, University of California San Francisco MacArthur "Genius" Recipient Friday, February 11, 2011-Noon “Educating Girls, Improving Health: The Women’s Institute for Secondary Education and Research (WISER)” Sherryl Broverman, Ph.D. Associate Professor of Biology, Duke University Founder, WISER School for Girls, Muhuru Bay, Kenya What Conference Global Health When Feb 23, 2011 08:30 AM to 06:00 PM Where Vanderbilt University Student Life Center Contact Name Contact Phone 615-322-9374 Now in its third year, the Tennessee Global Health Forum is a one-day conference that brings together people from the Mid-South actively engaged in initiatives that directly impact the health and well-being of local and global communities. The forum aims to promote best practices and collaboration, and engage participants in exercises that lead to new ideas and approaches in problem resolution through holistic program planning and coordination. This year’s forum will address the complex interconnectedness of a broad range of issues that contribute to poverty and poor health. Human, animal and environmental health, education, nutrition, water and sanitation, and economic opportunities, are commonly addressed in isolation. In order to successfully overcome cultural and physical barriers to health care, each must be considered as a contributor to overall well-being, and integrated into comprehensive intervention models. Objectives: Investigate the relationship between poverty and health. Discuss human health and its inter-connectedness with animal and environmental health. Address means of improving health in the face of cultural, political, and financial challenges.