zilongwang/ReadingBank huggingface dataset:
Credit Card Order Form (We accept Visa, MC and Amex) University AT Buffalo State University of New York Dr. Techung Lee Department of Biochemistry, University at Buffalo, 3435 Main Street, Buffalo, NY 14214, USA Tel/Fax: (716) 829-3106 Email: www.bmrservice.com Please Type or Print Clearly Order Date: Phone #: Purchaser: Email: Credit Card Type: please check Visa MC Amex Card Holder Name (as it appears on your credit card): Card Number: CCV code: Card Expiration Date (MM-YYYY): 3-digit number on the back of Visa & MC 4-digit number on the front of Amex Shipping Address: FedEx Account # (optional): Tax ID/VAT# (where applicable): Catalog # Description Quantity Unit Price Amount Express Shipping (inquire) Dry ice packing (inquire) Total Cost Please email completed form to chunglee@buffalo.edu. Thank you
A-2 A-/BBB+/BBB P3 Baa3/Ba1/Ba2/Ba3 A-3 BBB/BBB- NP B1/B2/B3/Caa1/Caa2/ Caa3/Ca/C B BB+/BB/BB- C B+ / B / B- / CCC+ / CCC / CCC- / CC / C D D Equivalent ratings from other rating agencies may also be considered. If the short-term rating is noted as being under a credit watch with negative implications, CAISO will use the next lowest long-term equivalent rating for its assessment. For example, if a Market Participant has a Moody’s short-term rating of P1 and is under credit watch with negative implications, an equivalent long-term rating of Baa1 will be used for the assessment; i.e., the next lowest equivalent rating. Rating agency reports, particularly credit ratings, are reviewed and updated minimally on a quarterly basis for those Market Participants with an Unsecured Credit Limit. They are also reviewed as needed if questions arise as to changes to a Market Participant’s financial health and/or credit standing. Additionally, credit rating agency reports of downgrade/upgrades are reviewed upon notice from a rating agency to determine if the Unsecured Credit Limit should be correspondingly decreased/increased. 1.11 Qualitative and Quantitative Credit Strength Indicators As provided in Section 12.1.1 of the CAISO Tariff, CAISO may rely on information gathered from financial reporting agencies, the general/financial/energy press, and provided by the Market Participant to assess an entity’s overall financial health and its ability to meet its financial obligations. Information considered by CAISO in this process may include the qualitative factors noted in FERC’s Policy Statement on Electric Creditworthiness1 : a) Applicant’s history; b) Nature of organization and operating environment; c) Management; d) Contractual obligations; e) Governance policies;
Moody's KMV Equivalent Rating3 Credit Agency Issuer Rating Percent of Tangible Net or Net Assets S&P Fitch Investment Grade Aaa Aaa AAA AAA 7.50 Aa1 Aa1 AA+ AA+ 7.50 Aa2 Aa2 AA AA 7.00 Aa3 Aa3 AA- AA- 7.00 A1 A1 A+ A+ 6.00 A2 A2 A A 5.00 A3 A3 A- A- 4.00 Baa1 Baa1 BBB+ BBB+ 3.00 Baa2 Baa2 BBB BBB 2.00 Baa3 Baa3 BBB- BBB- 1.00 Speculative Grade Ba1 Ba1 BB+ BB+ 0.00 Ba2 Ba2 BB BB 0.00 Ba3 Ba3 BB- BB- 0.00 B1 B1 B+ B+ 0.00 B2 B2 B B 0.00 B3 B3 B- B- 0.00 Caa1 Caa1 CCC+ CCC+ 0.00 Caa2 Caa2 CCC CCC 0.00 Caa3 Caa3 CCC- CCC- 0.00 Ca Ca CC CC 0.00 C C C C 0.00 D D 0.00 1.14.2 Unsecured Credit Limit Calculation for Rated/Unrated Public/Private Corporations and Rated Governmental Entities A six-step process is used to determine unsecured credit limits for Market Participant’s that are Rated Public/Private Corporations, Unrated Public/Private Corporations and Rated Governmental Entities.
Lesson 12: Creating an Inventory of Java Fundamentals Section 4 Lesson 3: Programming with Data and Operators Section 5 Lesson 2: Using Program Control Statements Section 7 Lesson 1: Creating Classes, Objects, and Methods Lesson 2: Passing Objects and Overloading Methods Lesson 3: Understanding Recursion, Static Modifier, and Nested Classes Lesson 4: Understanding Inheritance Lesson 5: Understanding Polymorphism Outcome 3: Use structured techniques in program design. Java Fundamentals Identify various structured techniques. Describe the advantages of structured techniques Implement a program design for a given problem. Section 2 Lesson 5: Declare Procedures Section 3 Lesson 4: Developing and Testing an Application Lesson 12: Creating an Inventory of Java Fundamentals Outcome 4: Create a software program for a given problem. Java Fundamentals Use simple/primitive data Use control structures and operators. and run a computer program for a given problem. Section 2 Lesson 3: Use Procedures and Arguments Lesson 4: Add Rotation and Randomization Lesson 5: Declare Procedures Lesson 6: Use Control Statements Lesson 7: Use Functions Lesson 8: Use the IF and WHILE Control Structure Lesson 9: Use Expressions Lesson 10: Use Variables Lesson 12: Develop a Complete Animation Section 3 Lesson 5: Randomization and Understanding Dot Notation and Constructors
Outcome 2: Implement a solution from an object oriented design using object oriented techniques. Java Fundamentals/Programming Declaring and initialising variables Using operators Implementing control structures Defining data structures Accessing and manipulating data structures Using parameter passing Creating Classes Creating instances of classes Creating relationships between classes Creating Constructor methods Overloading methods Use of exceptions Use of standard object libraries Documenting Code Java Fundamentals – Section 2 Lesson 5: Declare Procedures Lesson 6: Use Control Statements Lesson 7: Use Functions Lesson 8: Use the IF and WHILE Control Structure Lesson 9: Use Expressions Lesson 10: Use Variables Lesson 13: Correlating Java Variables, Data Types, and Expressions with Alice 3 Tools Java Fundamentals – Section 3 Lesson 10: Using Loops, Variables and Strings Java Fundamentals – Section 4 Lesson 2: Using Object Classes and Driver Classes Lesson 3: Programming with Data Types and Operators Java Fundamentals – Section 6 Lesson 1: Using Arrays Lesson 2: Sorting and Searching Lesson 3: Handling Errors Java Fundamentals – Section 7 Lesson 1: Creating Classes, Objects, and Methods Lesson 2: Passing Objects and Overloading Methods Java Programming – Section 1 Lesson 1: Deploying an Application Java Programming – Section 3
Rensellaer University 15 credits 12 credits San Francisco State University 15 credits 12 credits State University of New York (SUNY) College Brockport 15 credits 12 credits University of Cincinnati 15 credits 12 credits Western Michigan University 15 credits 12 credits Canada University Credits per semester (equivalent to 50CP) Credits per semester (equivalent to 37.5CP) Course listing Concordia 12 9 credits Kwantlen Polytechnic University 12 9 Okanagan College 15 12 Trent University 2.5 2 University of New Brunswick 12 9 Mexico University Credits per semester (equivalent to 50CP) Credits per semester (equivalent to 37.5CP) Course listing Instituto Politecnico Nacional (IPN) 18 credits/48 units (6 courses) 15 credit/32 units (4 subjects) Tecnologico de Monterrey 18 credits/48 units (6 courses) 15 credits/32 units (4 subjects) Universidad Anahuac Norte 36 credits (6 courses) 27 credits Universidad de Monterrey (UDEM) 24 credits 18 credits Please check with a Swinburne Study Abroad Advisor Universidad Nacional Autonoma de Mexico (UNAM) 36 credits (6 units) 30 credits (5 units)
University Credits per semester (equivalent to 50CP) Credits per semester (equivalent to 37.5CP) Course listing King Mongkut’s University of Technology Thonburi 21-22 credits Please check with a Swinburne Study Abroad Advisor Please check with a Swinburne Study Abroad Advisor Suranaree University of Technology Please check with a Swinburne Study Abroad Advisor Please with a Swinburne Study Abroad Advisor Please check with a Swinburne Study Abroad Advisor
Creech St Michael Parish Housing Needs Survey 2017 Conducted by Taunton Deane Borough Council August 2017 Contents Summary of Affordable Housing Findings 2 Introduction 3 Aims of the Survey 5 Methodology 6 General Survey Findings 7 Current Living Situations of Respondents 7 Age Groups of Respondents 9 Overview of Housing in the Parish 9 Conclusion 12 Appendices Appendix 1 – Copy of Housing Needs Survey Form Appendix 2 – Survey Results Summary Tables Appendix 3 – Summary of Additional Comments Received
Level 1 Recall and Reproduction List properties of acids and bases. EQ Understand: Level 2 Skills and Concepts Distinguish: How do the properties of and bases compare? EQ Apply: 2 Skills and Concepts EQ Analyze: Level 3 Strategic Thinking Draw conclusion: How does changing the concentration of hydronium or hydroxide change the pH of a solution? EQ Evaluate: 4 Extended Thinking Analyze: Given a set of solutions with a certain amount of hydronium and hydroxide, rank them in order from most acidic to most basic. EQ Create Level 4 Extended Thinking Warm-Up: Review definitions and properties of solutions 1. Direct Instruction: 2. Guided Practice: 3.Independent Practice: Tap into student knowledge about acids and bases:KWL Acid Base Lesson Teacher chosen assignment Cooperative Learning Table Partners 3-2-1 Huddle 3 Things you understand about the topic (crystal) 2 Things you found most beneficial from the lesson (Oh Yeah, I’m glad we did that!) 1 Thing that you still don’t understand (mud) Large Group Sharing Parking Lot-Post one crystal from the group, one oh yeah! from the group, and all the muds from the group. Differentiation: LEP/IEP/504 Alice will provide structured guidance to help students gain a basic understanding of the topic while having a copy of teacher notes provided through the lesson. Homework: Evaluation: (Type/When) Formative: 3-2-1 Huddle, Parking Lot, Cold Calling, whiteboarding Summative: Unit Quizzes, Unit Test, Lab Handouts: Web Resources Edmodo, Khan Academy, Science Geek, Taters, Chem Team
SPEAKING CAREER DEVELOPMENT EVENT PURPOSE The Creed Speaking Career Development Event is designed to develop agricultural leadership by providing FFA members in Grades 7-9 an opportunity to participate in a leadership development activity. ELIGIBILITY AND REGULATIONS Participation is limited to dues paying FFA members in Grades 7-9. An elimination event at the county level must be held to determine the county winner. Only the winner from each county is eligible to participate in the area and/or the district events. The and second place winners in the North, Central and South Districts will compete in the state finals. STATE AWARDS/SPONSOR(S): Refer to Alabama FFA Contests and Awards Booklet at: RULES 1. The Creed Speaking Career Development Event is limited to dues paying FFA members in Grades 7-9. 2. Participants shall be in (FFA) official dress as defined in the Official FFA Manual. 3. Three competent and impartial persons will be selected to judge the event. At least one judge should have an agricultural/FFA background. 4. A timekeeper will keep time for each participant and inform the judges of any penalty points to be deducted from a participant’s score. 5. An Accuracy Judge will score each participant on the accuracy of their delivery of the FFA Creed. If a student gets “stuck” during their delivery for longer than 15 seconds, the accuracy judge will give them a one word prompt for the point deduction of missing a word. 6. Questions to ask the participants will be selected from the speaking question bank prior to the event. Each participant shall be asked the same
Creed Speaking Judge's Score Sheet Participants Name Possible Points One Two Three Four Five Six Seven Eight Voice Quality 40 Pitch 40 Force 40 Articulation 40 Pronunciation 40 Presence Personal Appearance* 50 Poise & Posture 40 Attitude 35 Confidence 35 Personality & ease before audience 40 Power of Expression Fluency 30 Emphasis 35 Directness 35 Sincerity 35 Communicative Ability 35 Conveyance of thought and meaning 30 General Effect Extent to speech was understandable convincing, pleasing and held attention. 100 Response to Questions** Ability to answer satisfactorily the questions asked by the judges indicating familiarity with subject. 300 Gross Total Points: 1000 Less Time Deduction*** Less Accuracy Deduction**** Net Total Points Contestant Ranking *No official dress is an automatic 40 point deduction. See page 5 for definition of official dress for participants. **-Judges will select three questions per round. Questions will be selected from a data bank of questions that were developed by the Creed Speaking Career Development Event Committee. ***-1 point per second over, determined by the timekeepers. ****-20 points per word, determined by the accuracy judge.
Project number (admin use only) Project title (in 8 words or less) Project region Adelaide and Mount Lofty Ranges NRM region (tick) Please provide written evidence (letter/email) of AMLR NRM support for this project (letter attached - tick) IBRA Association (s) District Council (if applicable) Specific project location X and Y coordinates or UTM Area of project site (hectares, ha) Map (preferably with aerial imagery) Please attach a map of the project location that includes key project information, such as project boundary and areas of different on ground works, such as revegetation or native vegetation management, and any other relevant information. We recommend you use Nature Maps () if you don’t have in house mapping capability. Insert map here (expand section as required) Applicant details Name Contact person ABN Address Organisation Role or position Is your group incorporated? If no, please attach a signed letter of endorsement from an incorporated sponsoring organisation Yes No Phone Date incorporated Mobile Incorporation number Fax Is your group GST registered? Yes No Email Is this a collaborative project Yes No If yes, list partners
Project area (hectares where funding would be directly spent ) and scale (width, length – to meet SEB policy minimums) describe Connection to/isolation from other vegetation describe Public land Private Land Landholders permission obtained Yes No N/A SEB Policy Operating Principles (tick box if applicable; can be more than one) Manage and protect remnant in moderate condition Improve condition of degraded native vegetation Manage very good condition via conservation covenant Reconstruct with limited native vegetation Is the project area protected in perpetuity? Yes Please describe current protection or plan to protect: If no, are you willing to protect in perpetuity? Yes No No Long term Management Please describe the management (minimum 10 years) that will protect this project: Revegetation Yes Is it designed with a diversity of species to reflect the vegetation communities the SEB is offsetting? How many species and number of plants will be planted and vegetation layers returned as part of the project? Please explain: No Capability - qualifications and experience of applicant and of landholders involved Number of similar projects completed: Describe most recent/relevant: (expand section as required) SEB Delivery history Previous SEB projects delivered to plan Previous SEB Projects outstanding/not delivered N/A Climate adaptation describe Indigenous opportunities describe
October 19 Teacher read The Creek pgs 30-35 in the SS textbook aloud with the Promethean. Point out text features, captions, and pictures that help understanding. Briefly discuss Home Project and send home parent letter. None – Day 1 20 Students re-read The Creek pgs 30-35 in the SS textbook independently, with computer assistance, or with a partner. Students complete the organizer for a Reading & SS CW Grade. Small group – discuss pg 36-37 in the SS textbook, and how pictures & diagrams support understanding Reading & SS CW 21 Teacher read The Cherokee pgs 50-55 in the SS textbook aloud with the Promethean. Point out text features, captions, and pictures that help understanding. Project Decision due for a Reading HW Grade. Reading HW 22 Students re-read The Cherokee pgs 50-55 in the SS textbook independently, with computer assistance, or with a partner. Students complete the organizer for a Reading & SS CW Reading & SS CW Grade 23 Bartering Activity – Students will come up with something they can use to barter and trade for in the classroom. Use activity sheet with directions, if needed. (whole group OR small group) SS CW Grade SS CW Grade Week 2 Oct 26-30 PBL Accountability Home Project Museum Display Resources Literary Reading Standards Content Standards Essential Question/I Can… Anchor Chart Creation Modeled/ Anchor Text ELAGSE2RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. How were the decisions made by the and Cherokee connected to where they lived? Cherokee Summer by: Diane Hoyt-Goldsmith The Story of the Milky Way: A Cherokee Tale by: Joseph Bruchac
describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action. ELAGSE2RL9: Compare and contrast two or more versions of the same (e.g., Cinderella stories) by different authors or from different cultures. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. SS2G2 The student will describe the cultural and geographic systems associated with Georgia’s Creeks and Cherokees. e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live. SS2E3 The student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter. **We aren’t assessing this standard until next unit, but since the Native Americans bartered, this standard will be touched on in this unit. different for the lives of people today? Date Mini Lesson Assessment November 2 Presentation of due by today for a Language Arts CW grade. Language Arts CW Grade 3 Project(s) Completion Time – Students will turn in and present all projects (in class PBL project & at home project). SS SA SS (Test) SA 4 End of Unit Traditional Assessment – SS SA SS (Test) SA 5 Next Unit is Science (Matter) 6 Matter Unit
A Great Activity! Component Key Information Name of Activity The MOB’s Creepy Tunnel Walk 2016 Core Activity Father/Child walk on the Swan View Bike trail. Description of Activity Father and Child walk to the Swan View Tunnel. Meet at the carpark and walk as a group to the Swan View Railway tunnel. (see map below) Cost of Activity No Cost Max or Min Number of participants required No limit on numbers Venue or location of Activity – including contact details of operators Start from the car-park on the north-west quadrant of the intersection of Morrison and Pechey Roads in Swan view, 25 kms from Perth CBD. From the follow the railway trail as it heads north-east into the John Forrest National Park, Western Australia’s first national park. After about 1.2 kms you will come to the Swan View Railway tunnel which, until the opening of the Perth Metro Rail project in 2007, was WA’s only railway tunnel. The entrance can be a bit tricky to spot, so keep your eyes peeled Morrison Road Swan View Risk Management Issues Activity needs to be conducted during daylight hours and children need to be closely supervised by Fathers. CONTACT PERSON – email or Mobile (OPTIONAL) Other Relevant Information Need to take a first aid kit and assign a ‘Leader’ and ‘Tail End Charlie’ for the walk.
Portfolio contains eight or more compositions of various genres in final form. Portfolio contains eight or more compositions of various genres in high-quality final form. Portfolio contains at least eight finished compositions of various genres, though they may still contain significant errors. Portfolio contains fewer than eight compositions or contains eight compositions of limited variety or not in final form. Accompanying texts are original and reflect upon all compositions included in the portfolio. Accompanying texts are highly original and thoughtfully reflect upon all compositions included in the portfolio. Accompanying texts are original and sufficiently reflect upon all compositions included in the portfolio. Accompanying may be somewhat unoriginal and may not sufficiently reflect upon all compositions included in the portfolio. Selections and accompanying texts are organized logically or creatively within the portfolio. Selections and accompanying texts are organized creatively (thematically or in another unusual/original way) within the portfolio. Selections and accompanying texts are organized logically within the portfolio. Selections and/or accompanying texts are not organized logically or creatively. Portfolio is not cohesive. Presentation of portfolio is neat and attractive. Presentation of portfolio is neat and demonstrates a higher level of aesthetic awareness. Presentation of portfolio is neat and attractive. Presentation of portfolio is sloppy or careless. Optional: use this row to assess an additional standard.
Disagree Strongly disagree ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) 8. The programme was useful to me. Not applicable Strongly agree Agree Disagree Strongly disagree ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) 9. Participants were encouraged to take an active part. Not applicable Strongly agree Agree Disagree Strongly disagree ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) 10. I have benefited from this programme with enhanced knowledge of or respect for children’s rights. Not applicable Strongly agree Agree Disagree Strongly disagree ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 11. Do you this programme needs to be improved? No: Yes: ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) If yes, please specify: (please use separate sheet if necessary) 12. Will you join again if there are similar activities in the future? Yes: No: ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) ( %) If no, please specify:
Activity Expenditure (Please copy this page if more space is required) Description Approved Sponsorship under the Funding Scheme ($) Actual Expenditure ($) Receipt Serial No. Sponsorship by Constitutional and Mainland Affairs Bureau ($) Expenses met by other income ($)* Remark (Include justification for the actual expenditure of individual item exceeds the agreed estimated expenditure by more than 20%) Activity C: Publication 1. Layout design 3,000.0 2,500.0 C1.1 2,500.0 - 2. Printing of publication (800 copies) 5,000.0 5,000.0 C2.1 5,000.0 - 3. Transport subsidies for researcher (20 persons) 700.0 900.0 C3.1-C3.5 900.0 - The no. of interview and the information collation work were more than expected. Therefore, an overspending in this item was resulted. 4. Postage (800 pcs x $1.4) 1,120.0 1,120.0 C4.1-C4.2 1,120.0 - 5. Stationery 380.0 393.5 C5.1-C5.16 393.5 - Sub-total: 10,200.0 9,913.5 9,913.5 - Total: 19,200.0 18,706.1 18,430.1 276.0 * “Other income” refers to all sources of income other than the sponsorship by the Constitutional and Mainland Affairs Bureau. It should include the fees collected from the participants, sponsorship by organisation and others.
2018-19 STUDENT TRANSPORTATION Old Capitol Building PO BOX 47200 Olympia, WA 98504-7200 (360) 725-6120 TTY (360) 664-3631 VEHICLE DATA SHEET AND OFFICIAL PRICE QUOTATION TYPE A—GAS VENDOR’S COMPANY NAME CREATIVE BUS REPRESENTATIVE’S NAME LONNIE SOLMONSON TELEPHONE NUMBER 425-609-1500 ADDRESS 11601 CYRUS WAY MUKILTEO, WA 98275 Estimated delivery date to school district from time purchase order is received: 150-180 DAYS ARO Firm where engine and chassis can be serviced or repaired and obtained: ANY FORD DEALER Firm body can be serviced or repaired and parts obtained: CREATIVE BUS SALES MUKILTEO, WA BODY MAKE STARCRAFT Warranty: Years 3 Miles 36,000 Seat color: GRAY Floor color: BLACK Inside measurement from rear of stepwell to appropriate point at rear of passenger seating area: w/o lift 187.5" w/lift 187.5" Equipped seating capacity: w/o lift 25 w/lift 18 Overall vehicle length (inches): w/o lift 294" w/lift 294" MODEL YEAR 2019 CHASSIS ENGINE MAKE FORD Warranty: 3 Miles 36,000 MANUFACTURER FORD Torque: 260 @ 4000 RPM H.P.: 275 @ 6000 RPM MODEL TRANSIT S8P YEAR 2019 base: 156" MODEL 3.7L YEAR 2019 Liters: 3.7L Fuel type: GAS TRANSMISSION Warranty: Years 5 Miles 60,000 Number of cylinders: 6 Inline V-type X Battery type/grp: 72AH 72AH Number batteries: 1 2 CCA: 615 1540 MANUFACTURER FORD Speeds forward: 6 MODEL 6R80 Warranty: Years 5 Miles 60,000 QUOTED PRICE Quoted price is based upon payment within 30 days after delivery to the school district (without sales tax). Gas Bid—w/o lift $ 55,696.00 Gas Bid—w/lift $ 57,516.00 VENDOR REPRESENTATIVE’S SIGNATURE DATE
PART II (cont.) State Price Quote Specification DISTRICT-SUPPORTED OPTIONS TYPE A Use this document to bid both non-lift and lift, gas, diesel and propane buses. Vendor: Creative Bus Sales Mfr.: Starcraft ITEM Vendor must meet or exceed specifications. Item bid shall be specified in column to right. VENDOR SPECIFICALLY IDENTIFY ITEM BID Price of items bid will establish the district cost. Video Camera Systems—Installed Digital system for monitoring the passenger compartment with more than two cameras. Mfr. Safety Vision Model No. 4000-HVR-128KIT Cost $ 2142.80 How many cameras 3 Video Camera Systems—Stop Sign Camera—Installed Must meet state specification. Alone System Added to Interior System Mfr. Safety Vision Mfr. Safety Vision Model No. Model No. Cost $ 1568.40 Cost $ 2250.60 How many cameras 1 How many cameras 4 Warning Light Monitor 16 light monitoring system. Incandescent LED Lights Cost $ 440.00 Cost $ 440.00 Additional Wheelchair/Occupant Tie-down Must meet state specification. Mfr. Q-Straint No. Q8101/Q8-6326-A1 Cost per station $ 1,150.00 Windows Laminated passenger-compartment side or rear glass. Side Cost $ 890.0 Rear Cost $ 500.00 Both Cost $ 1410.00 Windows Tinted. Cost $ standard
Degree, Diploma, or Certificate in the Arts {Fine Arts, Community Arts, etc) and/or Art, Music, Drama Therapy (or other relevant recognised qualification). Post-qualification experience. Knowledge and Experience Essential Desirable Wide experience of working with adults, including in a community setting. Working with children and young people. Own Art portfolio – experience of public presentation of practice. Working with volunteers. Skills and Competencies Essential Desirable Excellent liaison skills and the ability to work independently and as part of multi-professional team. Excellent communication and presentation skills. Good organisational and administration skills including good computer literacy with knowledge of Windows and Mac applications. Personal Attributes Essential Desirable Ability and experience of applying arts into a variety community settings. Ability to work with more than one artistic medium. Ability to work with groups or individuals. Ability to assess the needs of the individual and groups including the whole family in order to work with them as a unit. Professional arts practice. Commitment to furthering knowledge around socially engaged arts practice.
Mailing Labels 29 Room Reservations 29 Copy Machine 30 Office Supplies 30 Telephone Procedures 30 Computer Rotation Schedule 30 Repairs and Maintenance 31 Mail Accounts for Creighton Students Union 31 CSU Brochures 31 Creighton Students Union Binders 31 Listservs 32 Creighton University Directory 32 Robert F. Kennedy Memorial Award for Teaching Achievement 33 Social Media 34 Regular Meetings of CSU 34 Presiding over CSU Program Board Meetings 35 Cash and Check Handling 35 Document Retention 35 Standards Committee Hearings 36 Credit Card Check-Out 37 Payroll 37 Taxes 37 Account Reconciliation 38 Transitioning 38 Policies and Procedures Review and Revisions 39 POLICIES Constitution, Bylaws, and Policies & Procedures All updates, amendments, and changes to the Constitution and Bylaws are to be stored in both electronic and hard files. When the Constitution, Bylaws, and Policies and Procedures are updated or amended copies should be promptly sent to the CSU Advisor and to all current CSU Executive Officers. At the beginning of each fiscal year the most recent copy should be sent from the CSU President to the Vice Provost for Student Life and Creighton University’s General Counsel. Eligibility to Run for Office The following positions are elected: president, executive vice president, College of Arts & Sciences representative, Heider College of Business representative, and College of Nursing representative. Students within his/her respective school/college vote for their representatives. President and executive vice president are elected at-large by the student body. In to have one’s name placed upon the CSU Election ballot, the following criteria must be met: The candidate running for office must be an enrolled student If the candidate is running for a position on the Executive Committee, he/she must be a full time student. The candidate running for representative may only run for an office representing his/her own academic college/school; The candidate running for representative must complete a petition for nomination, consisting of 80 signatures of full-time students;
Aboitiz Energy Solutions, Inc. (AESI) October 29,2017 50 135.99 AdventEnergy, Inc. June 18, 2017 20 67.46 DirectPower Services, (DPSI) March 26, 2017 32 97.55 4. Ecozone Power Management, Inc. (EPMI) 19, 2017 19 82.31 5. Ferro Energy Incorporation (FEI) Oct. 10,2016 0 0 6. FirstGen Energy Solutions (FGES) May 9, 2021 2 10.80 7. Global Energy Supply Corporation (GESC) Sept. 12, 2016 2 28.00 8. GNPower Ltd. Co. (GNPower) May 28, 2017 4 10.60 9. Kratos RES Inc. (Kratos) January 9, 2017 0 0 10. Masinloc Power Partners Co., Ltd. (MPPCL) August 1, 2016 1 31.00 11. Premier Energy Resources Corp. (PERC) October 17, 2016 0 0 12. PRISM Energy Inc. (PRISM) May 22, 2017 0 0 13. San Miguel Electric Corp. (SMELC) August 22, 2016 15 31.30 14. SN Aboitiz Power-RES, Inc. (SNAP-RES) May 9, 2021 3 16.31 15. Team (Phils.) Energy Corp. (TPEC) January 24,2017 5 81.10 16.Trans-Asia Oil & Energy Dev. Corp. (TA-OIL) Nov. 19, 2017 13 186.36 17. Manta Energy, Inc. (MEI) 5 July 2021 NA NA 18. Millennium Power RES Inc. (Millennium RES) 5 July 2021 NA NA 19. FDC Retail Electricity Sales Corp. (FDC- RES) 5 July 2021 NA NA Total 166 778.78 Market of RES Local RES Statistics Authorized Local RES Local RES No. of Customers Served Demand (MW)
30th Annual Crestwood Kepros Volleyball Tournament Saturday, Sept. 8th, 2018 Time: 9:00 am (doors open at 8:00) $65 (mail or bring with) Admission prices: $5 for everyone - good all day KEPROS – METHOD OF PLAY Pool Play: The tournament this year is made up of 9 teams. We have created three pools with three teams in each pool. Each team will play 2 out of 3 to 21 points (rally scoring, no cap). 3rd game to 15. Pool play will advance if ahead of schedule. A win-loss record will be kept for each team (this will be kept in the lobby area). Second round pool play will include one team for each of the 1st round pools determined by place of finish in 1st Round pool. At the completion of pool play, the following criteria will be used: (1) Overall Match Record (2) Overall Set Record (3) Head to Head (4) Defensive Points. Tournament play will use the same criteria for determining place finish in 2nd Round pool play. 1st ROUND PLAY – Round Robin – Random Draw -1st Round begins at 9:00 am POOL A – HS West Court POOL B – HS East Court POOL C – MS Gym Crestwood vs Clayton Ridge Turkey Valley vs Waukon New Hampton vs North Fayette Clayton Ridge vs Kee High Waukon vs Waterloo West Lisbon vs North Fayette Kee High vs Crestwood Waterloo West vs T. Valley Lisbon vs New Hampton 2nd ROUND PLAY – Round Robin Red Pool – HS Court Blue Pool – HS East Court White Pool – MS Gym 1A vs 3C 1B vs 3A 1C vs 3B 3C vs 2B 3A vs 2C 3B vs 2A 2B vs 1A 2C vs 1B 2A vs 1C TOURNAMENT PLAY – Round Robin Champ Pool – HS West Court 4th-6th – HS East Court 7th-9th Pool - MS Gym 1R vs 1B 2R vs 2B 3R vs 3B 1B vs 1W 2B vs 2W 3B vs 3W 1W vs 1R 2W vs 2R 3W vs 3R
Heraldry Assignment Rubric Crest + Aesthetic Crest Paragraph 0 Less than 2 symbols, and no Color, and or no division of the shield No care or attention paid to the detail of the shield No explanation for your crest 1 Less than 2 symbols, and or No Colors, and or No division of the shield Very noticeable errors in erasing and or coloring/ drawing Many symbols/colors on the crest are not explained. Symbols appear to have been chosen for purely superficial reasons and do not relate back to you personally, in some manner 2 Missing more than one of the following: a symbol, Color, or division of the shield Eraser marks and errors in coloring/ drawing are noticeable Not all parts of the shield are explained, and or some symbols chosen for superficial reasons and do not relate back to you personally, in some manner 3 Has 2 symbols, 2 Colors, and 1 division of the shield Some faint eraser marks, or errors in coloring/ drawing; but are not noticeable from a distance The paragraph briefly explains how every part of the crest relates back to you and or your family, in some way. 4 Went beyond the basic criteria of 2 symbols, 2 Colors, and 1 division of the shield Very faint eraser marks, or errors in coloring/ drawing; but are barely noticeable up close The paragraph explains, in some detail, how every part of the crest relates back to you, and or your family, in some way. 5 Very detailed symbols, vibrant colors, and a well thought out division of the shield No noticeable errors; put in care and attention to detail Very thoughtful explanation of how every part of the crest relates back to you, and or your family.
POLICY FOR THE MANAGEMENT OF PATIENTS WITH OR SUSPECTED OF HAVING CREUTZFELDT JAKOB DISEASE (CJD) Version 4 Name of responsible (ratifying) committee Infection Prevention Management Committee Date ratified 17 March 2017 Document Manager (job title) Consultant Infection Prevention & Control, Decontamination Manager Date issued 30 March 2017 Review date 29 March 2020 Electronic location Infection Control Policies Related Procedural Documents Decontamination of reusable medical devices, Infection Control, Standard Precautions Key Words (to aid with searching) Transmissible spongiform encephalopathies (TSE’s), Creutzfeldt-Jakob Disease (CJD), variant CJD (vCJD), Safe Working and Prevention of Infection, Distribution of infectivity in tissues, principles of decontamination and quarantining of medical devices. Version Tracking Version Date Ratified Brief Summary of Changes Author 4 17/03/2017 Updated to PHE guidance IPT/HSDU 3 28/01/2015 Amended following updates to guidance D. Carter / C. Mitchell CONTENTS
Reyes, C. (2011). Building content literacy with English language learners. Presentation, Dorothy Watson Literacy Center Conference, Park University, Parkville, MO. Reyes, C. (2008). Second language learner’s use and ownership of technology. Presentation ,The Mid-America Association for Computers in Education (MACE), Bonner Springs,KS. Reyes, C.M., Emslie, J.R., Fanning, C., Hernandez, C.M., Middendorf, J.B., Nunez-Gallardo, Y, Perez, D., & Siebert, M.K., & Thurston, L.P. (2003). Honoring our pioneer grandmothers: Ideas for celebrating women’s history month. Presentation Rural Schools Conference, Manhattan, KS. UNIVERSITY SERVICE Prep-KC program, Career Jumping, provided mentorship to inner-city high school girls, 2011-2014 Committee member for The Educational Technology Advisory Committee, Park University, 2011-2013 Internationalization & Multicultural Education Committee, Park University, 2010 - 2012 Committee for redevelopment of Conceptual Framework – School for Education, Park University, 2011-2012 Ad Hoc Committee for Assessment, School for Education, Park University, 2011-2012 Committee member for The Educational Technology Advisory Committee, Park University, 2010-2011 Served as a judge for the Undergraduate Research Forum – KSU 2006 NATIONAL SERVICE Planning Committee Member for National Conference, ATE, 2017, Pittsburg, PA Planning Committee Member for National Conference, ATE, 2015, Phoenix, AZ Member of Leadership Academy, ATE National Conference, 2014, St. Louis, MO
Study Drug Adherence Visit Month Screening ID: Site Screening Number Participant ID: Site Study Couple I/P Chk Visit Date: dd mm yy Study Drug Adherence These are interviewer-administered questions and should be read aloud directly as written. 1 When was the last time you took pills? dd mm yyyy 2 During the last month, did you take the tablet every day? yes no If yes, go to item 3. 2a How many days did you miss to take a study tablet? 2b What is the most number of days in a row that you did not take a study tablet? 3 Please tell me how well you have taken your study tablets as directed since the last visit. Very poor poor fair good Very good Excellent 4 In general, how do you take your study tablets? None of the time A little of the time Some of the time A good bit of the time Most of the time All of the time 5 During the past month, what has helped you to remember to take your tablets? Mark all that apply. Nothing Alarm Pill box Study partner/family members Associates it with activity Other, specify 6 During the past month, what caused you to not take your tablets? Mark all that apply OR NA Forgot alcohol use Change in routine prefer to take just before or after sex Illness Not having sex lost tablets missed a and had no tablets Do not have food Traveled Confidentiality/stigma shared tablets with someone else Tablet stolen thought tablets caused side effects Others 7 Did you decide not to have sex because you did not take your study tablets that day? Yes No Missed no tablet 8 For a variety of reasons, other persons may want to use your study medication. Do you think that someone other than you has used any of your study tablets? Yes No Not sure If no, end of form. a Do you think your study partner has used any of your tablets? Yes No Not sure b Do you someone else has used any of your study tablets? Yes No Not sure If no or not sure, go to item 8c bi Who? Don’t know c Estimate how many tablets were used by someone other than you: Don’t know Completed by: (initials/date) _________________________________________
Partner Follow-up Medical History Visit Month Screening ID: Site Study Screening Number Participant ID: Site Study Couple I/P Chk Visit Date: dd mm yy Partner Follow up Medical History Items 1-19 are interviewer-administered questions and should be read aloud directly as written In the past 60 days, have you experienced any of the following? Yes No Don’t know If yes, for how many days? Ongoing No of days Yes No 1 Fever 2 Fatigue 3 Sore throat 4 Rash 5 Headache 6 Shortness of breath or cough 7 Abdominal pain 8 Nausea 9 Vomiting 10 Diarrhea 11 Excessive intestinal gas 12 Increased or decreased urinary output 13 Muscle weakness or pain 14 Swelling of the feet 15 pain 16 Bone pain 17 Bone fracture 18 Numbness or tingling in your hands or feet 19 Others 20 Male only: Since the last visit, has the participant been circumcised? Completed by: (initials/date) _________________________________________
Executive summary Provide a summary of what the works are and why a REF is being undertaken. The environmental assessment and determination of the proposal has been undertaken in accordance with Part 5 of the Environmental Planning and Assessment Act 1979 (EP&A Act). For this proposal, XXX Council is both a public authority proponent (EP&A Act s5.3) and the determining authority (EP&A Act s. 5.1). The REF has been prepared in accordance with Clause 228 of the EP&A Regulation (2000). Summarise the findings of the report and any further work required (such as management plans). Introduction Provide a brief paragraph on what the works are and who is undertaking them. The environmental assessment and determination of the proposal has been undertaken in accordance with Part 5 of the Environmental Planning and Assessment Act 1979 (EP&A Act). For this proposal, XXX Council is both a public authority proponent (EP&A Act s.5.3) and the determining authority (EP&A Act s.5.1). The REF has been prepared in accordance with Clause 228 of the EP&A Regulation (2000). Project Description and Background 1: Project Details Project Name Proponent Name Project Manager Position Contact Details Detailed of Works Provide a comprehensive description of the proposed works and methods, including activities pre and post works. the size of the proposed activity footprint a description of all phases of the proposed activity including pre-construction, construction, operation, post-construction/operation, decommissioning, and remediation stages project plans a description of any future maintenance or additions This project will consist of the following Site set up
Sandbags, hay bales wrapped in geotextile fabric etc. will be used to slow water flow and trap sediment. No straw bales are to be used. Overburden will be placed in the form of a bund upslope of the site where necessary to reduce surface water entering the site. All erosion and silt control devices will be visually inspected weekly to ensure effectiveness as well as after each rainfall event. Water
Social Harm Report Visit Month Screening ID: Site Study Screening Number Participant ID: Site Study Couple I/P Chk Visit Date: dd mm yy The following questions are not interviewer-administered. Please collect the following information in a culturally appropriate way in the context of a counseling session. 1 Was the participant verbally abused by his or her partner? yes no If no, go to item 2. 1a How often? 2 Was the participant physically abused by his or her partner? yes no If no, go to item 3. 2a How often? 3 Was the participant economically abused by his or her study partner? yes no 4 Was the participant abused by his or her study partner in any other way (not fitting into the categories of verbal, physical, or economic abuse)? If yes, go to item 6. 5 What were the consequences of the abuse? Mark all that apply. i relationship break-up ii loss of income or economic support iii loss of employment iv change of residence v loss of custody of children vi Other : vii None 6 Concisely describe the social harm: Completed by: (initials/date) _________________________________________ Forms Instruction The Social Harm Report CRF is not interviewer-administered. The questions should be asked in a culturally appropriate way in the context of a counseling session.
Partner Study Drug Interruption Screening ID: Site Study Screening Number Participant ID: Site Study Couple I/P Chk Visit Date: dd mm yy 1 Date study medication discontinued: dd mm yy 2 Reason for interrupting or discontinuing study medication: Mark all that apply. 3 PrEP Stop: Index partner has been on ARVs for over six months Yes No If yes Complete PrEP Stop Questionnaire 4 Participant is a possible HIV seroconverter Yes No 5 toxicity Yes No 6 Serious AE, and / or AE felt related to PrEP Complete Reportable Adverse Event 7 Adverse Event (other than renal toxicity or RAE), describe: 8 Participant refused study medication (Specify reason in Comments.) a Participant has had a positive pregnancy test (women only) Yes No Complete Pregnancy Report b Participant is breastfeeding (women only) Yes No c Investigator decision, specify: Other reasons, specify: Item 8 may be completed at a time than items 1 & 2. Fax this form again when study medication is re-established, when study medication is permanently discontinued, or when participant completes study follow-up without re-establishing study medication. 9 Date study medication re-established: dd mm yy medication not re-established at end of study participation. study medication permanently discontinued Comments : Completed by: (initials/date) _________________________________________ Forms Instruction
PR #6: 72 Bay Balls PR #7: 36 Bay Balls PR #8: 72 Bay Balls PR #9: 36 Balls PR #10: Ultra Balls & 3 Pallet Balls Three sub-patch reefs of 24 balls each. Ball spacing is 10’ in rows that are 5’ apart on offset columns Paired balls touching centered 10’ apart by columns and rows Four sub-patch reefs. 16 balls each. > 8aW and 8aE 18 pairs of balls set 5’ apart on rows 10’ apart >8bW and 8bE 18 balls each set 10’ apart on offset columns Set on 20’ centers on offset columns, rows are 5’ apart Set on 20’ centers on offset rows and columns Regular Finish Striped Finish Regular Finish Regular Finish Regular Finish PR #6: 36 Bay Balls PR #7: 36 Bay Balls PR #8: 72 Bay Balls PR #9: 36 Layer-Cake PR #10: Ultra Balls & 3 Pallet Balls Project Location: AR-396 is located on the Neuse River off of Oriental, NC at GPS coordinates 35° 01.67’ N – 76° 39.74’ W Figure 1. Google earth image showing the proximity of the DMF South River Facility to the Oriental Reef location. Approximate distance is 7 nm. Deployment Requirements for Contractor: The Reef Balls® were to be moved from the staging area by the contractor using his equipment and loaded by the contractor onto his equipment (vessel) at the Division of Marine Fisheries (DMF) facility at South River. The material staging area is within 150 to 400 feet of the shore.
1. Date of 21 June 2010 2. Name of Agency: Parenting across Scotland 3. Address/Meeting Venue: 1 Boroughloch Square Edinburgh EH8 9NJ 4. Contact Person: Alison Clancy, Project Officer 5. Description of Agency, including type of services provided, target served, programmes, staffing, funding sources, and special facilities: Parenting across Scotland is a partnership of charities which offers support to children and families in Scotland. The charities work together to focus on parenting issues and to help realize agency’s vision: "A Scotland where all parents and families are valued and supported to give children the best possible start in life." Parenting across Scotland supports parents and families through its information service and partners' help lines. The agency finds out what matters to parents and families and what they need, and get this across to politicians. The agency also shares research, policy and good practice with people who work with families. The agency’s partners are organizations that support thousands of parents and families in Scotland. They are Aberlour Childcare Trust, Capability Scotland, CHILDREN 1st, One Parent Families Scotland, Relationships Scotland, SMC, Scottish Adoption, and Stepfamily Scotland. Parenting across Scotland is funded by the Scottish Government. 6. Content of Meeting: Introduction of the Parenting across Scotland Sharing how families were changing in Scotland Introduction of the Scottish Government National Performance Framework Introduction of families in Scotland Government policies Introduction of the workflow of policy work taken up by the agency Exchanging of Scotland and Hong Kong’s situation delegates 7. Observation: (e.g. stimulation / implications for Hong Kong) The work focus of the Parenting across Scotland was clear. The agency was endeavored to conduct practice family research. By identifying NGOs which shared common value and concern, the agency built up strategic alliance in order to achieve her vision. 8. Recommendations: (e.g. whether it is worthwhile to visit the agency again?) Parenting across Scotland is surely worthwhile to visit again, especially to see in detail how they conduct family research and how they apply findings into practice. ******