zilongwang/ReadingBank huggingface dataset:
8 months Draft documents for command post exercise (structure, scenario, injects, and all other required to be prepared and used during the exercise). To be submitted to the European Commission prior to dissemination to the participating interlocutors and to be presented at the Second full planning meeting The European Commission and participating interlocutors will make comments within 30 days from submission. The contractor will have 15 days to submit additional information or corrections 9 months Final draft documents for discussion based exercise. To be submitted to the European Commission prior to dissemination to the participating interlocutors and to be presented at the Second full planning meeting The European Commission will approve the documents within 15 days from submission 10 months Final exercise documents for the discussion based exercise To be provided to the participating interlocutors two weeks before the discussion based exercise 11 months Interim progress report (on the implementation of the contract). The template will be provided by the European Commission The European Commission will make comments within 30 days from submission. The contractor will have 15 days to submit additional information or corrections 12 months concise evaluation of the discussion based exercise The European Commission and participating interlocutors will make comments within 30 days from submission. The contractor will have 15 days to submit additional information or corrections 13 months The final draft documents for command post exercise. To be presented at the Third full planning plan The European Commission will approve the documents within 15 days from submission 14 months Final concise evaluation of the discussion based exercise. To be presented at the Third full planning meeting The European Commission will approve the documents within 15 days from submission 15 months Final exercise documents for the command post exercise To be provided to the participating interlocutors three weeks before the command post exercise 17 months comprehensive evaluation and draft generic development plan. To be presented at the Evaluation and development planning meeting The European Commission and participating interlocutors will make comments within 30 days from submission. The contractor will have 15 days to submit additional information or corrections 18 months Final comprehensive evaluation and final generic development plan of the exercise project The European Commission will approve the documents within 15 days from submission
and/or Type Designation Fans Fan Motors Gaskets for oil tight joints Pressure relief devices Conservators Oil level indicators Dehydrating breathers Rubber bag Gas and oil actuated relays Tap-changer control marshalling cubicles Cooler control marshalling cubicles Winding temperature indicating devices Current transformers SCHEDULE C (Continued) Item Manufacturer’s Drawing Number and/or Type Designation Manufacturer Place of Manufacture Place of Testing and/or Inspection
(EVCP) Q Requirement Customer Response 1 Name of customer 2 Address where equipment will be used 3 Number of to be connected 4 Make of EVCP 5 Model of EVCP 6 Rating or aggregate rating of EVCP 7 Nominal voltage of EVCP 8 Number of supply phases G5/4 Stage 1 Assessment Q Requirement Response Customer Action UKPN Action 9 Is connection at LV? Yes / No If Yes, go to Q10 If No, go to Q16 No action 10 Is EVCP compliant with IEC 61000-3-2? Yes / No If No, go to Q11 If Yes, connect equipment 11 Is EVCP compliant with IEC 61000-3-12 explicitly, i.e. complying with the harmonic current emission limits corresponding to Rsce = 33? Yes / No If No, go to Q12 If Yes, connect equipment 12 Is EVCP compliant with IEC subject to a certain Rsce value being met? Yes / No If Yes, provide Rsce value below: Rsce = ……..……… If No, go to Q14 If Yes, calculate network Ssc at point of connection and compare against equipment declared Ssc. Go to Q13 13 Is network Ssc > equipment declared Ssc Yes / No No action If Yes, connect equipment If No, advise customer to provide maximum individual harmonic current emissions for EVCP (see Q14). Go to Q15 14 Provide maximum individual harmonic current emissions for EVCP n/a Enter emission values into Table 1, column 2 below No action
15 Assess completed Table 1 against requirements of G5/4 Sect 6.3.2 Have the requirements been met? UKPN Response Yes / No No action If Yes, connect equipment If No, take background harmonic measurements from the point of connection and then go to Q20 G5/4 Stage 2 Assessment Q Requirement Response Customer Action UKPN Action 16 Provide maximum individual harmonic current emissions for EVCP n/a Enter emission values into Table 1, column 2 below No action 17 Take background harmonic measurements from the point of connection n/a No action Take background measurements 18 Are background levels of harmonic distortion <75% of the individual harmonic order planning levels in G5/4 Table 3? Yes / No No action If Yes, go to Q9 If No, go to Q20 19 Assess completed Table 1 against requirements of G5/4 Sect 7.4.2. Are the requirements met? Yes / No No action If Yes, connect equipment If No, go to Q20 20 Predict system distortion due to connection of EVCP in accordance with G5/4 Sect 7.3. Are the requirements met? Yes / No No action If Yes, connect equipment If No, go to Q21 21 Is connection at LV? Yes / No No action If Yes, no connection possible without mitigation If No, advise customer to perform G5/4 Stage 3 assessment Signed on behalf of customer Signed on behalf of UK Power Networks Print name Print name Date Date Table 1
STUDENT EMMA JORDAN What was this research about? This study explored the experiences of a group of parents of children with Ehlers-Danlos syndrome attending mainstream primary and secondary schools in England. It examined the adaptations schools had provided and explored which were effective. What did I do? I advertised via EDS UK for parents of children with EDS who attended mainstream primary or secondary schools in England to take part in my small-scale research study. Ten parents responded to the advert and each took part in a interview about their child or children’s experiences. What did I find? Provision for children with EDS is very mixed. Within this small sample I found examples of effective practice but I also heard about situations which fell short of this standard and were having a negative effect on the health and wellbeing of both the child with EDS and their family. Understanding EDS Parents felt that in order for the school to meet their child’s needs effectively they needed to understand EDS. They recognized that because EDS is rare, schools may not have heard of it and that it was difficult for teachers because symptoms are varied and often invisible. They had tried a variety of strategies to help school staff understand including meetings with teachers, SENCOs and health professionals; taking in materials from charities and giving presentations on EDS and their child. Policy and practice Parents felt that the EHCP process was overly complex and favored some types of need. Healthcare plans often failed to meet all of the child’s complex needs and were frequently not shared with all staff working with the child. This sometimes meant that children were blamed and punished for trying to mitigate their EDS symptoms. Some parents felt that they were hounded by the school over absence issues yet were unable to access work to help their child keep up whilst at home. Peer acceptance The majority of parents reported that their children were happy and had good friends who supported and included them. It wasn’t clear whether children’s empathy was something they were born with or because of experiences at home or school, but it was lovely to hear that most children had not experienced problems because of EDS.
BME 0.0% 2.7% 0.0% 3.0% 1 7.1% 3.1% 1 6.3% 3.3% 1 6.3% 3.89% 54.5% 84.4% 50.0% 83.6% 8 35.7% 84.5% 14 87.5% 84.6% 14 87.5% 85.10% not to state 36.4% 11.8% 42.9% 12.1% 5 35.7% 11.3% 1 6.3% 11.0% 1 6.3% 10.87% No info recorded 9.1% 1.1% 7.1% 1.3% 0 0.0% 1.2% 0 0.0% 1.1% 0 0.0% 0.15% BME % compared to Trust BME% (+/- %) -2.7% -3.0% 4.10% 3. 0% 2.41% No change at Board level for 2017/18 compared to 2016/17 Slight narrowing of gap between representativeness of the workforce compared to the Board.
A Tour of My Classroom [photograph]. (2014). Retrieved from: https://theardentteacher.com/2014/09/27/classroom-tour/ Alaska Standards for Culturally Responsive Schools. (1998). Anchorage, Alaska: Alaska Native Knowledge Network. Anderson, K. (2017). High School Field Trip [photograph]. Retrieved from: Atmos Energy Demonstration [photograph]. (2017). Retrieved from: https://www.atmosenergy.com/community/sharing-warmth Strick, A. (2012). Native Youth Olympics [photograph]. Retrieved from: https://www.pinterest.com/pin/32088216072112795/ Caroth, M.D. (2008). Lab Safety [photograph]. Retrieved from: http://www.toondoo.com/cartoon/340529 Deaton, C. (2013). Teachers’ reflections on effectively managing their classroom: A discussion of how two experienced science teachers examined their classroom management practices. Reflective Practice, 14(2), 240-257. doi:10.1080/14623943.2012.749229 Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. The Professional Educator, 39(1), 1. Elephant Toothpaste Demonstration [photograph]. (2015). Retrieved from: Fowler, C. (2017). Knightdale High School Environmental [photograph]. Retrieved from: Frazier, W. M., & Sterling, D. R. (2005). What should my science classroom rules be and how can I get my students to follow them? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 31-35. doi:10.3200/TCHS.79.1.31-35 Fredericks, A. (2005). The Complete Idiot’s Guide to Success as a Teacher. New York: Penguin Group Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118(4), 401-425. doi:10.1086/666362
COURSE MATRIX Unit Learning Outcomes QNPS Course Objectives Course Learning Outcomes Assessment Content Technology Problem- solving Ethical Values Content Pedagogy Technology Diversity Problem- solving Content Pedagogy Technology Diversity Content Pedagogy Technology Diversity Ethical Values Content Pedagogy Technology Diversity Content Pedagogy Technology Diversity Problem- solving Ethical Values 6, 9 12 1, 2,3,4,5,8,9 1.1 , 2.2 , 2.3 1,2,3,4,5,6 12 1,3,4,5,7 1,2,3,4,5,6,7,8,9,12 1 2 3 4 5 6 7 2,3,4,5,6 3, 4, 5, 6 2, 3, 4, 5, 6 1, 7, 9 1, 4 7,8,9 Unit analysis Exams (MIDTERM- FINAL) Develop a lesson plan Develop a lesson plan on a learning cycle Design a unit Exams Students presentations Develop an evaluation tool Exams Lesson plans Unit Field observation report Micro teaching Reflective journal Exams Micro teaching Field observation journal Micro teaching Reflective journal
Teaching Students How to Learn in a Technology-Enhanced Course Tentative Schedule Day 1: Monday, June 12 Saundra’s Quote of the Day: “What you believe and what students believe both have a significant impact on their motivation and performance.” Time Topic/Activity 8:30 – 9:00 Welcome, Registration, and Breakfast Welcome: Pauline Muljana Keynote Introduction: Victoria Bhavsar 9:00 – 12:00 Get Students to Focus on Learning Instead of Grades: Metacognition is the Key! Keynote: Saundra McGuire 12:00 – 1:00 LUNCH 1:00 – 2:00 Universal Design for Learning as a Pedagogical Framework to Promote Metacognition Emiliano Ayala and Catherine Schmitt-Whitaker 2:00 – 2:15 BREAK 2:15 – 3:00 Flipped Learning: Enhancing Student Preparation Through Active Learning Strategies Paul Nissenson 3:00 – 3:45 Engaging Students, Increasing Learning Skills Cat Haras, Cal State LA 3:45 – 4:00 Reflect, Assess, and Plan Pauline Muljana and Victoria Bhavsar
Day 4: Thursday, June 15 Saundra’s Quote of the Day: “If a strategy does not work for one student or that doesn't necessarily mean it will not work for another.” “We.... must let go of the belief that some students are smart and some students are slow if we want to effectively teach strategies that will inspire all students to excel, no matter what their past performance has been.” Time Topic/Activity 8:30 – 9:00 Preview, Goal Setting, and Photograph Pauline Muljana and Victoria Bhavsar Photographers: April Dawn, Erick Zelaya, and Richard Feldman 9:00 – 10:00 Classroom Assessments and Motivation Interventions Paul Beardsley 10:00 – 10:15 BREAK 10:15 – 10:45 Making Student Thinking Visible and Fostering Rich Discussion with Clicker Questions Givens 10:45 – 12:00 Writing Effective Rubrics and Using Rubrics in Blackboard Designing and Developing Effective Rubrics (45 min) Teshia Roby Using Rubrics in Blackboard (30 min) Eric Davis, and Pauline Muljana 12:00 – 1:00 LUNCH & RELAX 1:00 – 2:15 Break as needed Creating Assessment Tools in Blackboard Eric Davis & Pauline Muljana Worktime: Planning Your Own Aligned Assessments (Lower Level, Room 12) eLearning Teaching and Technological Consultation (Lower Level, Room 13) eLearning 2:15 – 3:00 Going from "What" to "How" Victoria Bhavsar 3:00 – 3:45 Call for Action: After All Of These, What’s Next? Don St. Hilaire 3:45 – 4:00 Reflect, Assess, and Plan Pauline Muljana and Victoria Bhavsar
EDSP 5304 - Fall, 2017 - VC 01 via Blackboard Course Schedule Date/Week Classwork Reading Assignment Products Due This Week Module 1 Aug 22 – 29 Children with Exceptionalities and Their Families Ch. 1 Answer Discussion Board Question 1 Take Ch. 1 Quiz Module 2 Aug 29 – Sept 5 Children with Exceptionalities and Social institutions: Government, Schools, and the Courts Ch. 2 Answer Discussion Board Questions Take Ch. 2 Quiz Choose Which Research Project You Plan to Complete and Begin working on it. Module 3 Sept 5 – 12 Early Intervention Supports and Services Ch. 3 Answer Discussion Questions 3 Take Ch. 3 Quiz Module 4 Sept 12 – 19 Children with Intellectual and Developmental Disabilities (IDD) Ch. 4 Answer Discussion Board Questions Take Ch. 4 Quiz Module 5 Sept 19 – 26 Children with Autism Spectrum Disorders Ch. 5 Answer Discussion Board Question 5 Take Ch. 5 Quiz Module 6 Sept 26 – Oct 3 Children with Learning Disabilities Take the Mid-Term Exam Ch. 6 Answer Discussion Board Questions 6 Take Ch. 6 Quiz Take Mid-Term Exam Module 7 Oct 3 – 10 Children with ADHD Ch. 7 Answer Discussion Board Questions 7 Take Ch. 7 Quiz TURN IN your Research Project Module 8 Oct 10 – 17 Children with EBD Ch. 8 Answer Discussion Board Questions 8 Take Ch. Module 9 Oct 17 – 24 Children with Communication, Language and Speech Disorders Children who Have Special and Talents Ch. 9 & 10 Answer Discussion Board Questions 9 & 10 Take Ch. 9 & 10 Quiz Module 10 Oct 24 – 31 Children Who are Deaf and Hard of Hearing Children with Visual Impairment Ch. 11 & 12 Answer Discussion Board Questions 11 & 12 Take Ch. 11 & 12 Quiz
3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments: 6 Safety Rules Comments: 7 Relationship with Others Comments: 8 Attendance & Punctuality (If rating is less than meets standard, fill in a., b., c. below) a) number of absences: b) number of times late to work: c) number of times has left work early without approval: C) OVERALL PERFORMANCE Provide a rating from Unsatisfactory to Outstanding in FEEDBACK TABLE C based on the same rating standards as Section A that best reflects the supervisor’s judgment of the employee’s overall work performance through an appraisal of all the ratings given for the factors listed above Provide relevant comments for BOTH areas of strength and growth FEEDBACK TABLE C - Overall Performance Instructions: Rate the employee’s overall performance (select one rating below) Instructions: Use this space to describe employee's strengths and weaknesses. Give examples of work well done and suggestions of improving performance. Attach additional sheets, if necessary. Outstanding Areas of Strength: Exceeds Standards Standards Needs To Improve Areas for Growth: Unsatisfactory D) ACKNOWLEDGMENT & APPROVAL Provide your signature as the Rater List any employees who provided input used in this evaluation Ensure that the employee provides acknowledgment of receipt signature CLASSIFICATION OF POSITION Are assigned job duties within the of the classification? Please review class description. If either party indicates "No," attach a statement of duties to a copy of this form and send it to the Personnel Commission. Supervisor: Yes No Employee: Yes No
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2018) Advisor: Total Required Credits for this Degree Program: 37-52 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P/I** Block A – Foundation Education Coursework (15 units required, unless waived) Educational Foundations (3 units required): Select ONE course from EDF 500, EDF 670, EDF 671, EDF 672, or EDF 677. * Elementary Curriculum and Instruction (6 required) * ECI 531 Foundations of Reading Instruction * ECI 573 Teaching and Learning Elementary School Mathematics Structured English Immersion (3 units required): BME 631 (or approved equivalents). * BME 631 Structured English Immersion and Sheltered English Content Instruction Educational Psychology (3 units required): Select ONE course from the following courses: EPS 605, EPS 610, or EPS 611. * Block B – Required Special Education Certification Courses (37 units required) * ESE 526 Foundations and Methods in Secondary Special Education Pre-req: ESE 548 * ESE 608 Fieldwork Experience (to be taken with Methods Course)
Accomack Dept. of Social Services Kate Bonniwell Family Services Specialist III (757) 787-5506 Albemarle Dept. of Social Services Bill Lieb Foster Care/Adoption Supervisor (434) 972-4010 Alexandria Dept. of Human Services Cathy Bartholomew Foster Care Supervisor (703) 746-5719 Alleghany-Covington Dept. of Social Services Michelle Leduc Family Services Specialist (540) 965-1780 ext. 247 Amelia Dept. of Social Services Sondra Hicks Family Services Supervisor (804) 561-2681 Amherst Dept. of Social Services Barbara S. McPherson Family Services Supervisor (434) 946-9433 Appomattox Dept. of Social Services Arlington Dept. of Human Services Sherri Brothers Foster Care Supervisor (703) 228-1575 Bath Dept. of Social Services S. Cherie Beale Family Services Specialist II (540) 839-7271 Bedford Dept. of Social Services Kathy McElroy Family Services Supervisor (540) 586-7750 ext. 2258 Bland Dept. of Social Services Heather Looney Family Services Specialist II (276) 688-4111 Botetourt Dept. of Social Services Lora “Lori” McClure Family Services Specialist II (540) 591-5960 ext. 305 Bristol Department of Social Services Karen Marion Family Services Specialist II (276) 645-7459 Brunswick Department of Social Services Sherrie Hardy Family Services Supervisor (434) 848-4883 Buchanan Dept. of Social Services Elizabeth Vencill Family Services Supervisor (276) 935-6817 Buckingham Dept. of Social Services Mary Beth Osborn Family Services Specialist (434) 969-4246 ext. 211 Campbell Dept. of Social Services Dawn Wilson Family Services Supervisor Caroline Dept. of Social Services Olivia Dillon Family Services Supervisor
Back up: Michelle Cover, LCSW Adoption Supervisor (703) 324-7587 Floyd Dept. of Social Services David Hope Family Services Specialist Supervisor (540) 745-9316 Fluvanna Dept. of Social Services Karen Hebert Family Services Supervisor (434) 842-8221 Franklin Dept. of Social Services Brandy Collins Family Services Supervisor (757) 562-0513 Frederick Dept. of Social Services Tamara Green Director (540) 665-5688 ext. 109 Fredericksburg Dept. of Social Services Stephanie Foster Family Services Specialist (540) 372-1032, ext. 225 Galax Dept. of Social Services Susan L. Clark, MSW Director (276) 236-8111 Giles Dept. of Social Services Melissa Lively Foster Care Senior Worker (540) 726-8315 ext.134 Gloucester Dept. of Social Services Patricia Berg Family Services Supervisor (804) 693-4379 Goochland Dept. of Social Services Kendall Tanaka Services Supervisor (804) 556-5880 Grayson Dept. of Social Services Shannon Gamble Family Services Specialist II (276) 773-2452 Greene Dept. of Social Services Vanessa Ward Family Services Specialist II (434) 985-5252 Greensville/Emporia Dept. of Social Services Susan Mitchell Family Services Specialist IV (434) 634-7420 Halifax Dept. of Social Services Carlene Crews Family Services Specialist III (434) 476-3447 Hampton Department of Social Services Arthur Davis Senior Child Protective Services Specialist (757) 727-1893 Hanover Dept. of Social Services Judith H. Davis Family Services Supervisor Harrisonburg-Rockingham Dept. of Social Services
EDS Goal 1 – Better Health outcomes for all 1.4 The safety of patient is prioritised and assured. In particular, patients are free from harassment, bullying, violence from other patients and staff, with redress being open and fair to all. Goal 1- Better health outcomes for all 1.4 The safety of patients is prioritised and assured. In particular, patients are free from harassment, bullying, violence from other patients and staff, with redress being open and fair to all. The CCG has also set up Learning, Improving Safety and Quality programme for GPs earlier in the year with a number of member practices participating. This programme will increase awareness amongst GPs and increase their knowledge in this area. As a result GPs will be in a better position to support the needs of patients from seldom heard groups. Cross Border Issues ND CCG has an effective communication with its providers and ensures that the safety of patients is paramount. Due to issues around confidentiality, the details are kept however the evidence shows a discussion around a Derbyshire Patient, (across border) and the interaction with regard to the Serious Incident that has occurred. Members of the High Peak PPG Network Meeting were invited to identify High Peak border Issues affecting patients e.g. services required at home on discharge. The Patient Experience Manager provided Commissioning Managers with a list of issues to raise with GP Clinical Representatives from High Peak Practices. Care Home Quality Visits Each Care Home has received a Nursing Home Quality Visit which are undertaken by Hardwick Clinical Commissioning Group on behalf of North Derbyshire CCG. As the results are not applicable for the public domain at present, attached as evidence is a blank monitoring form used for audit purposes at each visit. Children in Care ND CCG has a statutory duty to promote the health of Children in Care in Derbyshire. The CCG works in partnership with the Local Authority and other partners in the Children’s Trust to commission Health Services.
Goal 1 – To produce graduates who: Are instructional leaders Act with integrity Are change agents Focus on continuous Improvement Engage the larger community Goal 2 – To serve practicing educational leaders by sharing academic resources, providing avenues of collaboration, and facilitating relevant research. Advanced Candidate Assessment System at the Unit Level Advanced Programs Matrix Transition Points and Other Common Requirements for Advanced Graduate Education Programs Element Transition Program to Clinical Practice Completion of Clinical Practice Program Completion Content GPA, A or AA Certificate (requires Praxis II or equivalent) or Waiver* GPA GPA GPA and Comprehensive Examination Ability to Plan Clinical Practice Impact on Student Learning Dispositions DRS - faculty DRS - faculty Technology Diversity Transition Points and Key Common Assessments for Advanced Graduate Education Programs ELEMENT TRANSITION POINT Program Entry Prior to Clinical Practice Completion of Clinical Practice After Program Completion Content Verbal ability (GRE, CAAP, MAT) Co m p s Graduation Survey (items 39,41, 51, 53, 63) Follow up surveys Ability to Plan Field Experiences Assessments Practicum or Internship Evaluations Follow up surveys Clinical Practice Graduation Survey (item 46) Follow up surveys
Milestone (number, description) As listed in Agreement Schedule B.4 Work Program Undertaken and Deliverables produced outline of evidence that Milestone has been met Has the Milestone been met? (Yes/No/ Partially) Reporting Period Overview Outline of ‘other activities’ - (eg BD, IP) that are occurring in parallel during Reporting Period - to provide confidence the commercialisation side of activities is progressing also Publications/Patents List any publications or patents that have been submitted Attached to this Report as Attachment 1. Publicity Describe any publicity in connection with the Project Has SIEF been notified of this publicity in advance? Yes No Has SIEF been acknowledged in the publicity in accordance with clause 5.4 of the Funding Agreement? Yes No Career Researchers Provide the names of any Postdoctoral Fellows and Postgraduate Students funded via this SIEF Grant during the Reporting Period Postdoctoral Fellows Postgraduate Students Additional comments PROJECT SUMMARY Non-confidential Summary Please provide an overall summary of the Project in the form of a stand-alone summary that is suitable for publication in the public domain (eg SIEF website). This document should avoid using excessive technical detail, acronyms and referencing, and be suitable for a lay audience. Graphics, tables and images should be limited to illustration/explanation rather than specific data; additional images or graphics that represent the Project are also welcome for general use by SIEF (please include attribution and approval to use).
*British Steel, Shotton, UK 1989 Autobody and general *Ohio Camshaft, USA 1989 Autobody and general +China Steel Corporation, Taiwan 1989 Auto-body and general *Alusuisse Swiss Aluminium, Switzerland 1990 Autobody *Ohio Camshaft, USA 1991 Autobody and general *Ohio Camshaft, USA 1993 Autobody and general CUSTOMER Year of Sale APPLICATION *Dongbu Steel, Korea 1994 Auto-body *Cold Metal Products, USA 1996 Special application for texturing small rolls **Sumitomo Metal Industries Japan 1998 Auto-body **Modern Hard Chrome, Warren, USA (Not a complete system as the Customer provided the roll rotation machine) 2001 Auto-body and general **Modern Hard Chrome, E Chicago, USA (Not a complete system as the Customer provided the roll rotation machine) 2002 Auto-body and general ***PT Essar, Bekasi Fajar Industrial Estate Bekasi, West Java, Indonesia 2008 Auto-body and general In 2004 Smart won two major contracts for supplying EDT machines to two large Chinese Steel companies. For unforeseen reasons, Smart declined to supply the equipment. + Supplied by TransTec * Supplied by SparkTec ** Supplied by Smart Technology *** Supplied by Hengtong
Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. 3g Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. 11 – Limited; 13 – Limited; 15 – Limited 4b Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences. 1 – Limited; 3 – Moderate; 7 – Limited 4c Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and include culturally relevant perspectives as a means to motivate and engage students. 2 – Limited; 4 – Limited 5a Verify that middle grades students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning; productive disposition toward mathematics; and the application of mathematics in a variety of contexts within major mathematical domains. 8 – Limited; 11 – Limited 5b Engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. 7 – Limited 5c Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to students’ mathematical proficiencies have increased as a result of their instruction. 10 – Limited; 11 – Limited; 13 – Limited
TORPEDOES SOCCER CLUB BOYS - 2018/19 EDP TRYOUTS: U10B EDP Monday April 16th – 6:00 – 7:15 PM at Pulis field Thursday April 19th – 4:30 – 5:45 PM at Pulis Field U11B EDP Monday April 16th – 7:15 – 8:30 PM at Pulis Field Friday April 20th – 4:30 – 5:45 PM at Pulis Field U13B EDP Wednesday April 18th – 4:30 – 5:45 PM at Pulis Field Friday April 20th – 6:30 – 7:45 PM at Community Park U14B EDP Monday April 16th – 7:15 – 8:30 PM at Pulis Field Friday April 20th – 4:30 – 6:00 PM at Pulis Field GIRLS – 2018/19 EDP TRYOUTS: U11G EDP Tuesday April 17th – 4:30 – 5:45 PM at Pulis Field Friday April 20th – 4:30 – 5:45 PM at Puli Field U12G EDP Monday April 16th – 6:00 – 7:15 PM at Pulis Field Thursday April 19th – 4:30 – 6:00 PM at Pulis Field U13G EDP Wednesday April 18th – 4:30 – 5:45 PM at Pulis Field Friday April 20th – 6:30 – 7:45 PM at Community Park U14G EDP Wednesday April 18th – 4:30 – 5:45 PM at Pulis Field Friday 20th – 4:30 – 5:45 PM at Pulis Field U15G EDP Tuesday April 17th – 4:30 – 5:45 PM at Pulis Field Friday April 20th – 5:15 – 6:30 PM at Community Park
Hopkins Lamar Sherman Cities Allen Anna Argyle Aubrey Bonham Celina Denison Denton Dodd City Farmersville Flower Mound Frisco Gainesville Howe Krum Lake Dallas Lake Kiowa Lantana Lavon Lewisville Little Elm McKinney Muenster Murphy Paris Plano Pottsboro Princeton Prosper Roanoke Sanger Shady Shores Sherman Sulphur Springs The Colony Tom Bean Trophy Club Weston Whitesboro Whitewright Wylie Texarkana Counties Bowie Franklin Titus Red River Texarkana Cities Clarksville DeKalb Mount Vernon Mount Pleasant New Boston Texarkana
Deadline for questions to (3:00 PM, Pacific Time) January 22, 2013 Questions and answers posted at (estimate only) January 25, 2013 Proposer Solicitation Specifications Protest Deadline February 6, 2013 Latest date and time proposal may be submitted (3:00 PM, Pacific Time) February 6, 2013 Pre-pricing evaluation of non-cost proposals (estimate only) February 7 through 13, 2013 Non-cost proposal scores per Proposer posted at (estimate only) February 15, 2013 Public opening of cost portion of proposals. Notice of date, time and location to be posted at . February 21, 2013 Interview period (estimate only) 1-2 days, if needed Notice of Intent to (estimate only) February 26, 2013 Negotiations and execution of contract (estimate only) February 26 - 28 Contract start date (estimate only) March 1, 2013 Contract end date (estimate only) February 28, 2014 [Remainder of page left blank intentionally] RFP ATTACHMENTS The following Attachments are included as part of this RFP. Attachment Description Attachment 1: Administrative Governing RFPs : These rules govern this solicitation. Attachment 2: Terms and Conditions (includes JBCL Appendix) If selected, the Proposer must sign an AOC Standard Form Agreement containing these terms and conditions (“Terms and Conditions”). Attachment 3: Proposer’s Acceptance of Contract Terms and Conditions On this form, the Proposer must indicate acceptance of the Terms and Conditions or identify exceptions to the Terms and Conditions. Attachment 4: Vendor Data Record Form This form contains information the AOC requires in order to process payments and must be submitted with the proposal. Attachment 5: Iran Contracting Act Certification Form Proposer must complete the Iran Contracting Act Certification Form and submit the completed certification with its proposal.
(A- fewer than 5, B- 6-10, C- D-too many to count) And How many people in a session that you plan? (10 or fewer, 11-30, 31-50, 50+) Strength as a facilitator (A- logisticals-design aspects, B- facilitational-presenting, C- materials design, D- engaging adult learners/one-on-one/) And How you feel about facilitating? (Love to!, OK with it, Nervous/ Anxious about things, dread it) 8:30-9:25 (55 min.) 8:30-8:35 PPT (5 min) 8:35-8:55 visual (20 min) 8:55-9:25 Presentations (30 min) Effective Professional Learning Cheryl The Process of Teacher Change Components of Effective Professional Learning Discuss Learning Research to Application Jigsaw SPL Assign standards to groups of 2-3. Each group reads their standards/discuss/ and creates a visual to share out to the group.(20 min) Each group gets 5 minutes to share out. (30 min) Folder: Standards for Professional Learning – get from Tanya Training Kit: Effective Staff Development Article Garet Standards for Professional Learning – get from Tanya Facilitators Guide for Standards for Professional Learning 9:25-9:45 (20 min.) 9:25-9:35 Think about PD (10 min) Adults As Learners Rachel Think about a good PD you attended. Discuss in table groups the PD you attended and what made it so good. Adults as Learners Engaging the Brain Folder: Adults as Learners Learning Why Use Visuals Room Arrangement
9:35-9:45 PPT 9:45-10:00 (15 min) BREAK 10:00-10:30 (30 min.) 10:00-10:10 PPT 10:10-10:30 Strategy Sort Facilitation Strategies Cheryl Critical Questions to Ask When Planning the Workshop Seven Tips Maintaining Productive Presenter-Audience Relations Strategy Sort by Desired Training Outcome Gallery Walk Folder: Maintaining Productive Presenter-Audience Relations Training Kit: Maintaining Productive Presenter-Audience Relations Matching techniques to outcomes-get sentence strips 10:30-11:10 (40 min.) 10:30-10:35 PPT 10:35-11:05 Carousel sticky notes 11:05-11:10 debrief How to Handle Facilitation Challenges Cheryl Challenging Cases Levels of Intervention Groups of 2-3. Have participants do a carousel and write down ways of dealing with different difficult participants. Go over posters and discuss. Folder: Challenging Levels of Intervention Training Kit: Challenging Cases Levels of Intervention Posters of the different Challenging Cases posted around the room. 11:10-11:30 (20 min.) Change is Difficult Cheryl Change is difficult The Implementation Dip Poll Everywhere Follow-up Continuum Folder: Planning for Action 11:30-12:15 (45 min) LUNCH 12:15-12:45 (30 min) Schedules for In-District Workshops Jo 12:45-1:05 (20 min) Buying Materials and Creating Classroom Kits Bruce/ Jo 1:05-2:05 (60 min) CO2 Rockets Bruce
▪ Appropriate instructional strategies are not included in lessons ▪ Instructional resources are not used to improve student learning ▪ Lessons include some instructional strategies to enhance student engagement ▪ Few instructional resources are used for student learning ▪ Instructional strategies are used to improve student engagement for problem-solving ▪ Uses instructional resources for student learning ▪ Instructional strategies are based on effective communication to improve student engagement in problem-solving ▪ Uses appropriate instructional resources to enhance student learning Comments: Standard 5—Positive Classroom Environment: Baseline (0 points) ▪ No management techniques used to promote learning ▪ No transitions used and inadequate time management of activities Inconsistent (1 point) ▪ Uses a classroom management technique to enhance learning in the classroom ▪ Attempts to manage time, transitions, and activities Consistent (2 points) ▪ Explores individualized classroom management techniques to impact learning ▪ Manages time, transitions, activities, and classroom space to promote student learning Developing (3 points) ▪ Implements combined classroom management techniques, a positive social environment, student engagement, and & self-motivation ▪ Maximized student learning through time management, space, & transitions Comments: Standard 6—Effective Communication: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points) ▪ Sensitive to cultural, gender, intellectual, & physical ability
do when you find someone interested in hearing about Army programs?” These are just some of the issues you will face at your new recruiting station. (Refer to: Training and Doctrine Command Pamphlet 350-70-7, p.35 for the use of Problem-Situation Items) Media Specifications Although video media is desirable, hands-on live-fire exercises will be used in conjunction with PowerPoint presentation and open discussion to provide realistic training (Refer to: Training and Doctrine Command Pamphlet 350-70-7), Any Learning Management System platform can be used to facilitate evaluation products. Delivery Method (Implementation) The instructional method for this training will be by utilizing a PowerPoint presentation and role-play exercises in a classroom environment. Students will participate in lecture series that describe each step of the Army Interview process and each interpersonal communication form. At the end of this training, students will demonstrate sufficient knowledge and conceptualization of the AIP by participating in a scenario driven exercise covering all of the required steps. Students will be graded by receiving a “GO” for completing 80 percent of the tasks or a “NO-GO” for 79 percent and below. All will be re-trained and re-tested when required proficiency is met. Evaluation Implement evaluations tailoring questions in an open-ended manner to capture student reactions and solicit feedback. For example: Instead of asking “Were the objectives made clear to you?” Ask probing questions such as: “What do you think you would do to make the objectives clear?” Instead of asking “Was the room comfortable?” Ask:
Cheng, Y.-C., & Yeh, H.-T. (2009). . [Article]. British Journal of Educational Technology, 40(4), 597-605. doi: 10.1111/j.1467-8535.2008.00857.x Ertmer, P. A., & Quinn, J. (2007). The ID casebook: case studies in instructional design (4th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Hodell, C. (2011). ISD from the ground up: A no-nonsense approach to instructional design (3rd Ed.). Alexandria, Virginia: ASTD Press.
5.2 Briefly describe any additional special services (ex: supplemental instruction, enrichment or extracurricular activities, etc.) that you use to support the following content areas: Basic communication skills, including reading and writing: Mathematics: Citizenship, history, and government in Vermont and the United States: Physical education and comprehensive health education, including the effects of tobacco, alcoholic drinks, and drugs on the human system and on society: English, American, and Literature: Science: Fine Arts: 5.3 Briefly describe the methods of instruction that your school designed in order to achieve its educational objectives.: 5.4 How do you your methods of instruction to reflect differences in students’ ages and abilities?: 5.5 Briefly describe the evaluation procedure your school designed in order to achieve its educational objectives.:
Table 7.1: Staff Qualifications Provide brief information in the table below for all current professional staff. Staff member name: Current role or assignment: Degree(s) held (degree and awarding institution): Prior experience with your school (length of service and role served): Additional experience and trainings relevant to this assignment: Any duties performed not related to teaching or administrative responsibilities:
DIRECTIONS Evaluate the student by checking the appropriate box to indicate the degree of Competency. The rating for each task should reflect employability readiness rather than the grades given in class. Rating Scale: No exposure Introduced- the student has been exposed through non participatory instruction (e.g. lecture, demonstration, field trip, and video). Practiced- the student can perform the task with direct supervision. Entry-Level Competency- the student can perform the task with limited supervision and/or does not perform the task to standard (a typical entry-level performance expectation). Competency- the student consistently performs task to standard with no supervision (on at least two occasions or at instructor’s option). HORTICULTURE SCIENCE TECHNOLOGY SECTION 1 FUNDAMENTALS OF HORTICULTURE (All Students) 0 1 2 3 4 A. Horticulture Careers A.001 Identify the areas of specialization in the horticulture industry. A.002 Evaluate employment opportunities in the horticulture industry. A.003 Describe job requirements for specific horticulture careers. 0 1 2 3 4 B. Plant Science Processes B.001 Explain the process of photosynthesis. B.002 Analyze the processes of respiration, water absorption, translocation, and transpiration. B.003 List the requirements for healthy plant growth. B.004 Differentiate annual, biennial, and perennial plan life spans. B.005 Identify major plant pasts and diseases. 0 1 2 3 4 C. Plant Science Taxonomy C.001 Demonstrate the use of plant nomenclature (scientific classification). C.002 Identify leaf shapes and of leaf arrangements. C.003 Use plant identification characteristics. C.004 Identify plant hardiness zones. C.005 Identify floral parts. C.006 Identify taproot and fibrous root systems. C.007 Distinguish between woody and herbaceous plants.
Initial higher education enrollment 2.68 30.31 0.024 1.71 318.69 0.107 2.38 19.49 0.057 1.14 68.15 Higher education enrollment (2006) 2.71 84.11 0.010 2.20 100.27 0.040 3.10 79.76 0.004 2.49 165.96 Note. D2 = D2 test statistic Li et al. (1991); df = denominator degrees of freedom of the F statistic (numerator degrees of freedom are equal to 5, the number of imputations).
Name: __________________________________ Educator ID #______________________ Add Endorsement Course Audit Transcript Review Worksheet Endorsement # 17 – Career Technical Education The holder is authorized to teach one or more career cluster area courses of study in a career and technical center in grades 9-12 as specified on the endorsement. Please note: If you do not hold a minimum of an associate’s degree, or its equivalent (i.e. 48 college credits), you cannot qualify for initial licensure via transcript review. In this case, you must pursue licensure via the Apprenticeship Program. Check the career cluster area(s) for which you are applying: _______ A. Agriculture & Natural Resources _______ B. Architecture & Construction _______ C. Arts & Communications _______ D. Business _______ E. Education & Training _______ F. Health _______ G. Hospitality _______ H. Services _____1. Personal Care _____ 2. Family and Community Service _______ I. Information Technology _______ J. Law & Public Safety _______ K. Manufacturing _______ L. Transportation _______ M. Engineering In order to qualify for this endorsement, the candidate shall demonstrate the following: Content Topic College University Course Number # of Credits Course Title How did this course meet this competency? Adolescent or Human Development Foundational, ethical, and safety issues specifically pertaining to Career and Technical education and the specific trade or industry Secondary OR Career and Technical education curriculum, assessment, and instructional strategies and methods.
Name: __________________________________ Educator ID #______________________ Add Endorsement Course Audit Transcript Review Worksheet Endorsement # 31 – Health Education Instructional Level Options: PK-6, 7 - 12, or PK – 12 The holder is authorized to teach health education in grades PreK-6, 7-12 or PreK-12 as specified on the endorsement. In order to qualify for this endorsement, the candidate shall demonstrate the following: Content Topic College/ University Course Number # of Credits How did this course meet this competency? childhood through early adolescent development (for PK-6) AND/OR early adolescent through adult development (for 7-12) Human body structure and functioning Specific content areas of health education as defined in 16 VSA 131 and the Centers for Disease Control priority risk behaviors: Personal Health (social, mental, physical, emotional health maintenance including the development of responsible personal behaviors, safety, etiology of diagnosis and prevention of disease, and healthful stress maintenance skills) Nutrition (Basic nutrition concepts, nutrient needs, dietary guidelines for Americans, common nutritional problems of children and adults, including disordered eating) progression,
1.3.4. The effectiveness of school counseling programs should be measurable using process, perception and outcome data 2. Foundations School counselors should possess the knowledge, abilities, skills and attitudes necessary to establish the foundations of a school counseling program. 2.1. Knowledge 2.1.1. Beliefs and vision of a school counseling program that align with school improvement and student success initiatives at the school, district, and state level and reflect the structure and governance of the American educational system 2.1.2. Educational systems, philosophies and theories and current trends in education, including federal and state legislation 2.1.3. Learning theories 2.1.4. History and purpose of school counseling, including traditional and transformed roles of school counselors 2.1.5. Human development theories and developmental issues affecting student success 2.1.6. District, state and national student standards and competencies, including ASCA Mindsets and Behaviors for Student Success and other student standards that
2.1.2. Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social– emotional functioning and mental health. 2.2. Systems-Level Services 2.2.1. School-Wide Practices to Promote Learning. School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and school practices that promote learning and mental health. 2.2.2. Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. 2.2.3. Family–School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. 3. Foundations of School Psychological Service Delivery 3.1. Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity. 3.2. Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques,
High benefit – Low risk High benefit – High risk Seldom approved Low benefit – High risk Typical decisions include – Approved; Approved with minor revisions; Major revision and resubmission required; or Not Approved. Reviewers please record all comments and suggested changes to be made to the application document below:
TABLE 5: Professional Staff Qualifications (SBE Rule 2228.3.2) Provide brief information in the table below for any staff members who provide or supervise the provision of special education and/or related services: Staff member name: Current role or assignment: Degree(s) held (degree and awarding institution): Current VT Licenses and Endorsements held: Pending VT Licenses and Endorsements: Additional experience and trainings relevant to this assignment: