zilongwang/ReadingBank huggingface dataset:
numbers of payments, and finance charges without providing the required disclosures. And, the Bureau found weaknesses in compliance management systems that played a significant role in the identified violations. Take Away Action Step: Compensation plans keep for the CFPB and others regulators. Are your compensation plans in writing? Do you have an independent review to compare your written plans to actual compensation? Editions of Supervisory Highlights Below are all seven editions of the CFPB’s Supervisory Highlights. Each edition has at least one specifically focused article on fair lending issues. These guidelines should be shaping your fair lending program. Use this link and SEARCH for the highlights by date: Fall 2012, 1st Edition: Fair Lending Focus - Summer 2013, 2nd Edition: Fair Lending Focus - Winter 2013, 3rd Edition: Fair Lending Focus - Spring 2014, 4th Edition: Fair Lending Focus - Summer 2014, 5th Edition: Fair Lending Focus - Fall 2014, 6th Edition: Fair Lending Focus - Winter 2015, 7th Edition: Fair Lending - This is the table of contents for the 24 page report that was issued September 17, 2014 Guidance Documents from the CFPB. These bulletins are found at this link: NOTE: Only the bulletins that relate to Fair Lending, underwriting, servicing, and collections are included in this list; bulletins on other topics may be of interest. – Bulletin on social security disability income verification – Bulletin on marketing of credit card promotional APR offers – Compliance bulletin and policy guidance regarding mortgage servicing transfers (as published in the Federal Register at 79 Fed. Reg. 63295 (October 23, 2014)) – Bulletin clarifying mortgage lending rules to assist surviving family members – FCRA requirement that furnishers conduct investigations of disputed information – Implementation guidance for certain mortgage servicing rules – Home Mortgage Disclosure Act (HMDA) and Regulation C – Compliance Management; CFPB HMDA Resubmission Schedule and Guidelines; and HMDA Enforcement – Bulletin on the FCRA’s requirement to investigate disputes and review “all relevant” information provided by consumer reporting agencies about the dispute.
Suppression Considerations in Meeting Operational Objectives While meeting DNRC suppression objectives for fires escaping initial attack, firefighters should be Mindful of the following during all operational activities. “When opportunities are present during suppression operations give consideration to the following”. Resource or Activity CONSIDER ATTEMPT TO AVOID Strategy / Planning At in-briefing, meet with Line Officer and clearly identify fire progression points at which you will get back together and review goals and objectives. Keeping original control goals and objectives long after the fire behavior and size has changed. Base and spike camps Asking the Unit/Area Office or their assigned representative if weed free base and spike camp locations have been identified, or need to be identified. Set up of base and spike camps without asking the local Unit/Area Office on weed status for the site you are considering. Line Construction Building only line you feel confident you can hold and safely patrol. Contingency line construction without specific approval of the Line Officer. Mapping all line by location (including ones not used) and type as you build it – report and provide line map at end of every shift to Plans unit. Building line without mapping it or assume someone else will find and repair it. Selecting the appropriate equipment for the job. Use in the following priority: 1. Natural barriers 2. Handline or FLE 3. Excavator 4. Skidgens 5. Feller Bunchers/Clippers 6. Dozers 7. Logging is last choice Determination of line construction type solely on excess equipment that might have been ordered or is available. Building fireline out of riparian areas and at least 50 feet from stream channels. Consult Agency Rep as needed. Avoid building mechanical fireline down a stream bed, defined draw or in a riparian area. Minimizing disturbance to riparian vegetation, large woody debris and riparian filters. 1. Cutting riparian vegetation unless it is scouted and perpendicular to the stream channel. 2. Clean-out of Large Woody Debris from streams or cut riparian logs into short rounds. Resource or Activity CONSIDER ATTEMPT TO AVOID Minimizing width of fuel breaks and constructed line. Base width upon current and predicted fire behavior. Constructing wide lines as fuels decrease or the line is crossing natural barriers.
2. Does your district offer schools guidance regarding: Yes, all grade spans Yes, schools only Yes, middle or high schools only No Unsure N The kinds of assessments they should administer 80.0 % 116 8.3 % 12 4.8 % 7 6.2 % 9 0.7 % 1 145 The number of assessments they should administer 58.3 % 84 10.4 % 15 2.8 % 4 25.7 % 37 2.8 % 4 144 3. How often are assessments used for each of the following purposes in your district? Very often Fairly often Sometimes Rarely or never N To diagnose students' academic needs 49.7 % 73 32.7 % 48 17.0 % 25 0.7 % 1 147 To place or group students for instructional purposes 29.3 % 43 35.4 % 52 29.9 % 44 5.4 % 8 147 To measure whether students have met specific learning goals 41.5 % 61 42.2 % 62 14.3 % 21 2.0 % 3 147
To benchmark students' learning progress against curriculum pacing expectations 32.4 % 47 35.2 % 51 28.3 % 41 4.1 % 6 145 To determine student course grades/marks 49.3 % 71 32.6 % 47 15.3 % 22 2.8 % 4 144 To help students practice or prepare for summative assessments such as MCAS 13.7 % 20 29.5 % 43 44.5 % 65 12.3 % 18 146 To predict student performance on summative assessments such as MCAS 12.2 % 18 25.0 % 37 42.6 % 63 20.3 % 30 148 To compare individual students' performance to norms 14.3 % 21 32.0 % 47 42.2 % 62 11.6 % 17 147 To communicate with parents about their children's progress 23.8 % 35 44.2 % 65 27.9 % 41 4.1 % 6 147 To provide feedback to teachers on their students' progress 35.4 % 52 44.2 % 65 18.4 % 27 2.0 % 3 147
14. What does Holden pretend to be when he “horses” around with Ackley? 15. When Ackley says the hat is a “deer shooting” hat, what is Holden’s response? 16. When Holden is retrieving scissors from his closet, what happens to him? Chapter 4 exhibitionist: someone who deliberately behaves in such a way as to attract attention 17. According to Holden, how is Stradlater a “secret slob”? 18. Stradlater asks Holden to write his essay, Holden says, “[Stradlater] wanted you to think that the only reason he was lousy at writing compositions was because he stuck all the commas in the wrong place.” Then Holden says about an experience with Ackley at a basketball game, “Ackley kept saying . . . that Coyle had a perfect build for basketball. God, how I hate that stuff.” Why does Holden hate this “stuff”? How does this relate to Holden’s disgust with phoniness? 19. What is unique about the way Jane Gallagher used to play chess? Chapter 5 galosh: A waterproof overshoe halitosis: condition of having offensive-smelling breath; bad breath
(1) payment of a fiftydollar renewal fee by the applicant. This fee must be waived for disabled veterans and retired law enforcement officers; (2)(1) completion of the renewal application; and (3)(2) submission of a photocopy of the applicant’s valid South Carolina driver’s license or South Carolina identification card, or if the applicant is a qualified nonresident, a photocopy of the applicant’s valid driver’s license or identification card issued by the state in which the applicant resides.” SECTION 2. Section 2331216 of the 1976 Code is repealed. SECTION 3. Section 2331600(E) of the 1976 Code is amended to read: “(E) The agency or department may charge the retired law enforcement officer a reasonable fee for issuing the identification card and must provide the retired officer with the opportunity to qualify to carry a firearm under the same standards for training and qualification for active law enforcement officers to carry firearms. However, the agency or department, as provided in 18 U. S. C. Section 926C(c)(5), may require the retired officer to pay the actual expenses of the training and qualification.” SECTION 4. This act takes effect upon approval by the Governor. XX
10th Circle,Bilaspur (MEDICAL) Name of Project Date of Date of site plan& details of of Status of project Status of by SE. 1 P.H.C. Bhapyar, Tehsil.Ghumarwin STD.Drawings issued on 8.4.2009 2 P.H.C. Building at Rajpura Bilaspur Site not 3 O.P.D. BLOCK AT C.H.C GHUMARWIN W/Drg.issued on dt.2.7.11 at 9 0
7 PHC.Building at HatwarTeh. Ghumarwin, C/O Health institution level II Hatwar im The. Ghumarwin Distt Bilaspur dated DATED layout plan send on dated 3-2-2014 ( std.design of health instition level II issued.) 8 C/O30 Bedded 1st referral Unit at Jhandutta Distt Bilaspur. Dated 26.2.14 DATED Working Drgs & detail of doors & window issued dated 26/4 2014.. C/O GNM training school at Regional Hospital Bilaspur Distt Bilaspur. Dated 18.2.15 Dated 10.3.15 WorkingDrawing issued.on Dated 24.10.2016 standred drg. J. E. Residence cum office WorkingDrawing issued.on Dated 15.06.2015 15
Only) until a shared care protocol or agreement is in place. Dulaglutide (Trulicity) Amber Dulaglutide was agreed to be included onto the formulary in February and listed as Amber ‘specialist only’. It have been discussed further and the decision has been made for Trulicity to remain Amber but to include the following phrase from the diabetes pathway ‘Initiation of GLP1 analogues to be carried out by only prescribers trained in insulin therapy’ this will enable prescribers sufficiently trained to prescribe it, and avoid unnecessary restrictions. 2)NICE Technical Appraisals March and April 2018 Technical Appraisals NICE TA indication RAG rating NICE TA504 Pirfenidone for treating idiopathic pulmonary fibrosis RED NICE Ixazomib with lenalidomide and dexamethasone for treating relapsed or refractory multiple myeloma. RED NICE : Sofosbuvir–velpatasvir–voxilaprevir for treating chronic hepatitis C. RED NICE Brodalumab for treating moderate to severe plaque psoriasis RED NICE Tivozanib for treating advanced renal cell carcinoma RED NICE Pertuzumab with trastuzumab and docetaxel for treating HER2-positive breast cancer. RED NICE Daratumumab monotherapy for treating relapsed and refractory multiple myeloma. RED
Evaluate other actions Kennedy could have taken to deal with the Soviet missiles in Cuba. Evaluate whether the superpower rivalry helped or hurt the global community. Suggested documents: communications between JFK and Khrushchev, or JFK and his advisors. Explain the role of a united Germany as the leader of the European Union. Evaluate whether or not Germany will be able to remain a stable democracy and whether a strong, democratic Germany is the key to a stable Europe. NEED LESSONS: VIETNAM AND AFGHANISTAN 10.7 DECOLONIZATION AND NATIONALISM (1900–2000): ((((15-16 Lessons)))) Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose. (Themes: TCC, GEO, SOC, GOV, CIV,) 10.7a Independence movements in India and Indochina developed in response to European control.
Paragraph #2: (Explain how the turning point changed the course of history) Rubric 5: Excellent work. 3: Acceptable work. 1: Not Acceptable TASK All aspects of the task are addressed evenly and in depth. Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. Essay is very uneven and/or addresses only a portion of the task. EVIDENCE Richly supports the with many (2-4) relevant facts, examples, and details. Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. Includes little or no relevant facts, examples, and/or has many inaccuracies. ANALYSIS Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task. ORGANI ZATION Intro includes strong historical context with a clear, concise thesis. Paragraphs with a clear topic sentence. includes some historical context with a thesis. Paragraphs start with a topic sentence. Intro lacks relevant historical context and lacks a thesis statement. Paragraphs lack a topic sentence. Multiple Choice 1 One purpose of the Nuremberg Trials and of the Truth and Reconciliation Commission in South Africa was to
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FINE ARTS ____003520 THEATER ARTS I 313521 THERATER ARTS II ____003501 VISUAL ARTS I ____603501 VISUAL ART I HON** 003502 VISUAL ART II** 603502 VISUAL ART II HON** 003505 GENERAL MUSIC 943531 MENS CHOIR I 813531 WOMAN’S CHOIR II ____243531 CHAMBER SINGERS HON 213530 SENIOR BAND II 643530 SENIOR BAND II ADV H 633530 SENIOR BAND II HON 453530 STAGE JAZZ BAND II 983530 ORCHESTRA II HON  Must be approved  Must submit a portfolio ELECTIVE COURSES 605905 EXPL of MKT I HON ____015891 COMPUTER APPLICATIONS 105888 BUSINESS COMMUNICATIONS 013435 CONTEMPORARY ISSUES (.5) 613435 CONT ISSUES HON (.5) 013496 PERSONAL FINANCE (.5) 073499 PRACTICAL LAW (.5) 103499 PRACTICAL LAW HON (.5) 613404 FACING HISTORY HON (.5) 533099 ETYMOLOGY HON (.5) 006005 NUTRITION Across the Lifespan 106013 LIFESPAN DEVELOPMENT 003012 CREATIVE WRITING 063012 CREATIVE WRITING HON 105891 MULTI MEDIA PRES I (.5) 145891 MULTI MEDIA PRES II (.5) 603782 PROGRAMMING I HON (.5) (ALG I PREREQUISITE) 603783 PROGRAMMING II HON (.5) (ALG I PREREQUISITE) 803635 AP COMPUTER SCIENCE* 103634 AP COMP SCI. PRINCIPLES* ALTERNATE COURSE Select an alternate course from the listings on the contract. List the course number and name.
Persepolis by Marjane Satrapi Write brief notes about each chapter. Part 2: The Story of a Return - Notes The Soup Pasta The Pill The Vegetable The Horse Hide and Seek The Croissant The Veil The Return The Joke Skiing The Exam The Makeup The Convocation The Socks The Wedding The Satellite The End
Name Role in the story Why is he/she important to the plot? What influence does he/she have on the development of the main character? 5 adjectives to describe the character Literary Connections- How is your summer reading novel similar to another novel you have read? Name the title and author and explain. The theme of a novel is the idea the author wishes to convey about a subject. It is expressed as a sentence or general statement about life or human nature. Write a theme statement for your choice novel. Explain your choice.
10thAnnual Unity Festival, Inc. Saturday, March 17, 2018 9am – 6pm 1903 31st Ave Gulfport, Ms. 39501 Unity Festival invites you to be an exhibitor/vendor at our 10th Annual Festival in Historical Central Gulfport. The Festival draws crowds from the tristate area. Admission is free to the public. The Promotion Committee of Unity Festival has worked diligently to make this event better every year. We have also added an extra hour for people to shop. The festival will start at 9:00 a.m. and end at 6:00 p.m. Request for particular spaces will be consider in the order they are received and based on space availability. Rule & Information for Vendors The Arts/Craft Exhibition will be held on Saturday, March 17, 2018 9:00 a.m.to 6:00 p.m. Booths must remain open and intact for entire time. All fees are $65.00 per 15x15’ space and electricity (110v only) is an additional $25.00. Fees are non-refundable. Vendors must furnish their own tables, chairs& electrical cords.… This is an outdoor festival! Be prepared for any weather condition. Awnings and tents are recommended. There are a limited number of electrical outlets. Electricity requests will be approved on a first come-first paid basis. Vendors are not allowed to sell alcoholic beverages. Food Vendors must adhere to the Mississippi Health Department rules and regulations. All booths must be setup by 7:00 a.m. Saturday morning. Exhibits must assume full responsibility for displays. All applications are subject to the approval of the event committee. The committee reserves the right to reject any application at their discretion
Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological Very little of the historical information was accurate and/or in chronological order. Knowledge Gained Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character \"saw\" things differently than other characters. Can clearly explain one way in which his character \"saw\" things differently than other characters. Cannot explain one way in which his character \"saw\" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
STANDARD WHII.8c, d The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by c) explaining events related to the unification of Italy and the role of Italian nationalists; d) explaining events related to the unification of Germany and the role of Bismarck. Essential Understandings Essential Questions Essential Knowledge Essential Skills Italy and Germany became nation-states long after the rest of Europe. What events led to the unification of Italy? What role did Otto von Bismarck play in the unification of Germany? Unification of Italy Count Cavour unified Northern Italy. Giuseppe Garibaldi joined southern Italy to northern Italy. The States (including Rome) became the last to join Italy. Unification of Germany Otto von Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings. Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power. The Franco-Prussian War led to the creation of the German state. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in cultural interaction. (WHII.1e) Source: History and Social Science Standards of Learning Curriculum Framework 2008: World History and Geography: 1500 a.d. (c.e.) to the Present; p. 32; Web. 7
International Law 1870–1960 Martti Koskenniemi, Il mite civilizzatore delle nazioni. Ascesa e caduta del diritto internazionale 1870-1960, Roma-Bari, Laterza, 2012 2) Sabino Cassese Benedetto Croce, History of Europe Benedetto Croce, Storia d’Europa nel secolo decimonono, II ed., Milano, Adelphi, 1999 Antonio Gramsci, The Prison Notebooks Antonio Gramsci, Quaderni del carcere, II ed., Torino, Einaudi, 2008, 4 v. Thomas Mann, Doctor Faustus Thomas Mann, Doctor Faustus, Milano, Mondadori, 2011 Massimo Severo Giannini, Lectures on Administrative Law M.S. Giannini, Lezioni di diritto amministrativo, Milano, Giuffré, 1950 Alexis de Tocqueville’s correspondence with de Kergorlay Albert Venn Dicey, Law of the Constitution John Henry Merryman, The Italian Style John H. Merryman, Lo italiano, Milano, Giuffrè, 1966 Johann Wolfgang Goethe, Poetry and J. Wolfgang Goethe, Dalla mia vita. Poesia e verità, Torino, UTET, 1966, 2v. Denis Diderot, Conversation of a Father with his Children Denis Diderot, Conversazione di un padre con i suoi figli, in ID., L’uomo e la morale, Pordenone, Studio Tesi, 1991 Jorge Luis Borges, Garden of Forking Paths Jorge Luis Borges, Il giardino dei sentieri che si biforcano, in ID., Finzioni (1935-1944), XIV ed., Torino, Einaudi, 2007 3) B.S. Chimni Karl Marx and Friedrich Engels, The German Ideology Karl Marx e Friedrich Engels, L’ideologia tedesca, V ed., Roma, Editori riuniti, 2000
Rudolf von Jhering, La per il diritto, Bari, Laterza, 1960 Hannah Arendt, Eichmann in Jerusalem Hannah Arendt, La banalità del male. Eichmann a Gerusalemme, XVIII ed., Milano, Feltrinelli, 2011 Karl Marx, Das Kapital Karl Marx, Il capitale. Critica dell’economia politica, Roma, Newton Compton, 2010 Georg Wilhelm Friedrich Hegel, Grundlinien der Philosophie des Rechts (The Philosophy of Right) Georg Wilhelm Friedrich Hegel, Lineamenti di filosofia del diritto, Roma, Laterza, 2010 Werner Sombart, Haendler und Helden (Merchants and Heroes) 8) Menachem Mautner Gadamer, Wahrheit und Methode (Truth and Method) Hans-Georg Gadamer, Verità e metodo, Milano, Bompiani, 2012 P. S. Atiyah, The Rise and Fall of Freedom of Contract Grant Gilmore, The Death of Contract Grant Gilmore, La morte del contratto, Milano, Giuffre, 1999 Ian Macneil, “The Many Futures of Contract” Charles Taylor, Multiculturalism and “The Politics of Recognition” Jurgen Habermas, Charles Taylor, Multiculturalismo. Lotte per il riconoscimento, Milano, Feltrinelli, 2010 Pierre Bourdieu’s sociology of culture Karl Marx and Fredrick Engels, The German Ideology; Antonio Gramsci, Selections from the Prison Notebooks Karl Marx e Friedrich Engels, L’ideologia tedesca, V ed., Roma, Editori riuniti, 2000 Antonio Gramsci, Quaderni del carcere, II ed., Torino, Einaudi, 2008, 4 v. Yaakov Shabtai, Past Continuous Yaakov Shabtai, Inventario, Milano, Feltrinelli, 2006 The drama of Hanoch Levin
Currently using 2 x Long line agencies to cover Band 3 Support Worker 20.66 19.87 0.79 No Change Kennet Band 6 Charge Nurse 4 4 0 0 Band 5 Staff Nurse 10.92 3.2 7.72 5.7 (2 newly qualified due to start) Band 3 Support Worker 18.22 18.79 0 Over establishment 19.79 Glyme Band 6 Charge Nurse 4 3.6 one on secondment, from Kingfisher till March 2019 0.4 No change Band 5 Staff Nurse 7.48 4 3.48 1 newly qualified to start in October Vacancies =2.48 Band 3 Support Worker 12.63 14.57 0 Inclusive of One is newly qualified nurse awaiting registration Woodlands Band 6 Charge Nurse 4.23 3.91 0.22 0.22 Band 5 Staff Nurse 8.48 6.56 0 X1 due to start 10th September. X1 currently through checks. Band 3 Support Worker 13.92 13.9 0 0
Why? To relax students and let them enjoy class To develop attentiveness towards the teacher and the lesson / To increase the children’s attention span To help students use their imagination To introduce new things to children To increase children’s vocabulary To encourage dialogue and articulation (verbal skills) To provide children with heroes and heroines as role models To encourages children to love books and to want to learn to read for themselves To develop the children’s sense of humor To deliver a message / life lesson To develop cultural perspective To stimulate emotional literacy How: Big Books & Language Focus When choosing a book, song or poem for an EFL English classroom, ask yourself: Does the book contain simple English vocabulary or phrases? Are the vocabulary and/or phrases repeated throughout the book? Does the book have lots of pictures to help describe the in the book? Can the dialogue/actions be easily expressed using body language? Does the dialogue have a natural rhythm that is easy to follow? Suitable Books Barefoot Books Word group(s) Colors & vehicles Rhyming animals & their actions (no subtitles) Animals & their actions Animals & their habitats(homes)
Predict the words/sentences/story Picture-word matching Predict with pictures attention on words/grammar Pre-teach key words/grammar Pause and ask Mime Sentence sequence cards ‘Jump up!’ word cards and speak out True-false activity Keep student interest Help students understand Encourage students to think ahead Muddled sentences/words Picture jigsaw reading Retell with chant/song Retell with opposites Throw the ball (or pass the picture) & continue the story Jump on the pictures Finger puppet play Fill in the blanks Information gap fill Find the mistakes Clothes line story Flowchart from keywords Check students understand Consolidate (deepen/further) learning To enjoy books! To explore a subject further… First: Do you want/need to simplify the language? (In doing so, you might lose story richness or exact meaning.) Selecting keywords – Select the keywords in the story. Decide whether to teach them before reading the story (with pictures, mime etc) or during the story (if the story and/or pictures help give the meaning of the words).
Step 13: in the watershed information for the swale main channel in the “Watershed” tab (0.257 acre for Pervious Turf on A Soil which includes the area of the main channel and the other side slope). Step 14: Design parameters are not required for the wet swale BMP. Click on “BMP Summary” tab to view results for this BMP. Step 15: on the “OK” button to exit the BMP properties screen. Step 16: Click on “Results” tab to see overall results for the site.
CSMT Staff and Support Jen Buzolich Education Administrator APH Ex-Officio Trustee 916-323-4867 Cyndi Reimer Technical Support IMODS & Braille-n-Teach 916-323-4735 James Morrison APH & Assistive Technology 916-323-1329 Mike Morse Warehouse Manager 916-373-3191 Steven Parker Large Print Production 916-327-0224 Erin Coppedge Braille Production 916-445-1887 Hardesty Production Services Manager Audio, Braille, and Large Print 916-323-4737 Jeannette Reyes Electronic files & NIMAC 916-445-1674 General Assistance: Clearinghouse for Specialized Media and Technology Reference Guide 1430 N Street, Suite 3207 Sacramento, CA 95814-5901 Telephone 916-445-5103 / FAX 916-319-0172 The Clearinghouse for Specialized Media and Technology helps to close the achievement gap by providing instructional resources in accessible formats to students with disabilities in California. California Department of Education Teaching and Learning Support Branch Curriculum Frameworks & Instructional Resources Division Visit CSMT at Instructional Materials Ordering and Distribution System The online Instructional Materials Ordering and Distribution System (IMODS) allows school districts to order and access free state-adopted instructional materials for K–8 students with print disabilities. Student textbooks, workbooks, and literature books adopted by the State Board of Education are produced and made available in a variety of formats: Braille Large Print Electronic Files Audio Recordings Digital Talking Books American Sign Language (ASL) Video Books American Printing House for the Blind (APH) Assistive Technology & Products Educators and support personnel employed by California public schools who serve students with visual impairments or other disabilities may order through IMODS. There is no cost to schools in California that have students who qualify for these services. These authorized users may log in and
Activity 4: Rock Test Data Table ID # Hardness Number Brightness light or dark Granular yes or no Holes yes or no Luster dull or shiny Reactivity fizz or no Buoyancy float or sink Rock Name (use flow chart) Classification I, S or M 1 2 3 4 5 6 7 8 9 10 (EX) 10 light no no no sink diamond M
(e.g. “20” or “50 per ) Describe the students who will be using CSM: (e.g., college transition students, first-year college students, 10th grade at-risk students, etc.) English language proficiency (choose all that apply) Strong English language skills Modest English language skills Rudimentary English language skills Incentives What incentives will your program use to motivate students to work on CSM? (choose all that apply) Note: This is a strategic for success, and you should feel free to discuss incentives with your implementation specialist. Students are required to earn CSM Certificates to complete your program. Students may be able to receive college credit due to the ACE CREDIT® recommendation. Earning their CSM Certificates will achieve placement/admission to another program/course. What program? Students are required to complete a course of duration (e.g., a semester, a quarter) during which they take CSM. Other Goals What primary outcomes does your organization hope to see with CSM? (choose all that apply) Note: CSM is not explicitly aligned with any curriculum or standardized test. So while most test scores will likely improve, it is not meant as test prep for any particular exam. Improved performance in current academic program Improvement in test scores on test(s) Improved program retention Improved job-readiness Improved college transition Improved performance in future academic program Improved student self-efficacy College credit for students Other Evaluation and data sharing How will you be evaluating CSM? Qualitative feedback Student surveys Coach surveys Pre/post scores on test(s) Scores on test(s) Other
Microsoft Dynamics Customer Solution Case Study Multichannel Leader Doubles Size, Streamlines Operations, Improves Customer Service Overview Country or Region: United States Industry: Retail—Specialty retailing Customer Profile The Cable Shopping Network (CSN) is a fast-growing category leader in multichannel sales of collectible coins and numismatic continuity programs. Business Situation CSN needed to manage growth while maintaining best possible service quality and customer retention, improve visibility of inventory and customer information, and increase order fulfillment efficiency. Solution The company implemented Microsoft Dynamics AX together with JunctionMCR from Junction Solutions as the unified infrastructure to support and streamline business activities. Benefits Take a winning business model to the next level Pursue accelerated growth without boosting resource overhead Boost service excellence with streamlined fulfillment Increase customer retention and the ability to close sales “Instead of talking about technology, today we talk a lot more about what we want to accomplish and where we want to take the business. We are also very happy with the solution’s cost-of-ownership.” Jay Poplawski, Co-CEO and Co-Founder, Cable Shopping Network The Cable Shopping Network (CSN) sells collectible coins through multiple channels, engaging thousands of customers in continuity programs. The company had plans to grow, but the technology in place lacked the flexibility and reliability to support CSN’s complex operations and service commitment. CSN implemented Microsoft Dynamics AX with JunctionMCR from Microsoft Gold Certified Partner Junction Solutions. With the integrated solution, CSN has gained accurate, real-time visibility of inventory and customer data, streamlined order fulfillment, and doubled its transaction volume through a joint venture, without needing to invest in expensive customization. Now, customer fulfillment is efficient and accurate, with a 97 percent error-free order fulfillment rate. The sales team can close more business and retain customers effectively, and executives can confidently plan for continued growth.
Programs Main Presenter Project Partner(s) Sponsor(s) Project Plan (Details) ex) Project Objective, Project Description, Plans for Promoting Korean Performing Arts, Plans for Additional Programming, etc. Have you invited Korean artists/groups before? Lineup of Korean Performing Artists/Groups Name of Artist/Group Title of the Performance Number of Tour Members Schedule/Venue Notes Status / Terms and Conditions of Invitation 1. Name of the 1) Number of Performances Invitation Status □ Confirmed / □ Under Negotiation 2) Performance Fee (USD/per performance) □ Confirmed / □ Under Negotiation 3) Per Diem (USD/ 1 Day) □ Confirmed / □ Negotiation 4) Other Conditions (e.g. accommodation and local transportation) □ Confirmed / □ Under Negotiation 2. Name of the Artist/Group 1) Number of Performances Invitation Status □ Confirmed / □ Under Negotiation 2) Performance Fee (USD/per performance) □ Confirmed / □ Under Negotiation 3) Per Diem (USD/ 1 Day) □ Confirmed / □ Under Negotiation 4) Other Conditions (e.g. accommodation and local transportation) □ Confirmed / □ Under Negotiation 3. Name of the Artist/Group 1) Number of Performances Invitation Status □ Confirmed / □ Under Negotiation 2) Performance Fee (USD/per performance) □ Confirmed / □ Under Negotiation 3) Per Diem (USD/ 1 Day) □ Confirmed / □ Under Negotiation 4) Other Conditions (e.g. accommodation and local transportation) □ Confirmed / □ Under Negotiation How did you learn of the artist/group?
Carolina Science Online User Guide 4. You will be prompted to complete ‘Registration Information’ which includes creating a ‘new password’. 5. You will then be directed to your existing CSO teacher account. 6. You then need to “Join a School” located on the lower right of your screen. Your trainer will provide you with a code to join the ____ Grade School. Online Teacher Manual: on the Resource button at the top left of the screen. 2. Click on “Smithsonian Science for the Classroom” on the left hand side of your screen. 3. Click “Engineering Design.” 4. Click “How Can We Provide Energy to People’s Homes?”. 5. Find the Teacher’s Guide. Click on the book or the play button.
Name of the Artist/Group 1) Number of Performances Invitation Status □ Confirmed / □ Under Negotiation 2) Performance Fee (USD/per performance) □ Confirmed / □ Under Negotiation 3) Per Diem (USD/ 1 Day) □ Confirmed / □ Under Negotiation 4) Other Conditions (e.g. accommodation and local transportation) □ Confirmed / □ Under Negotiation B. Co-presenter Information on the Organization Name of the Organization Address Website Mission Description of the Organization [Festival] Period, number of invited companies (artists), number of performances, number of venues, number of attendees (including participants and organizers) [Venue] Number of venues (including their seating capacity), number of invited companies (artists), number of performances, number of attendees (including participants and organizers) Have you invited Korean artists/groups before? Artistic Director /President Contact Person Position Contact Information Tel: Email: Status / Terms and Conditions of Invitation Name of the 1) Number of Performances Invitation Status □ Confirmed / □ Under Negotiation
Post Description CUSTOMER SERVICE OFFICER Closing Date 9/11/2018 PERSONAL DETAILS Surname First Names Address Post Code Telephone:(Day) Telephone:(Evening) Fax: Mobile Telephone: E-Mail: Are you eligible to work in the United Kingdom without any restrictions? Yes No Have you resided in the United Kingdom for the past 3 consecutively? Yes No Do you require a work Permit to work in the UK Yes No Have you been or are you currently bankrupt? If Yes please give Details Below:- Yes No Do you have any County Judgements? If Yes please give Details Below:- Yes No Are you in a Debt Management Plan? If Yes please give Details Below:- Yes No Are you in an Individual Voluntary Arrangement? If Yes please give Details Below:- Yes No Do you have any current unspent criminal convictions? (Do not include motoring offences with under the fixed penalty scheme) If Yes please give Details Below:- Yes No Do you have a clean UK Driving Licence? If No Please give Details Below:- Yes No
Details Licence No. EDUCATION & QUALIFICATIONS Schools/Colleges and Universities Attended Date from Date to Qualification gained or pending (Please state subject and level) Grade(s) MEMBERSHIP OF PROFESSIONAL/TECHNICAL BODIES AND QUALIFICATIONS Name of Professional Body Grade of Membership By Examination Yes/No Date ATTENDANCE ON TRAINING COURSES Course and Duration Date PRESENT / MOST RECENT EMPLOYMENT
Karen Karvazy Hatch Mott NHSA Andy Kricun ED Camden Sheldon Lipke SJL Environmental Consultants Principal Consultant PVSC Dan Loomis City of Elizabeth Chief Engineer Elizabeth John Ludington Suez Bayone Project Manager Bayone Rick McGrath Boswell Engineering Project Manager Bill McMillian CH2M LTCP Program Manager NHSa Jerry CH2M Consultant NHSA Luis A City of Perth Amboy Director of Operations City of Perth Amboy Fred Pocci NHSA Engineer NHSA Phil CH2M Assistant Project Director NHSA Frank Scangarella NJEIT Tony Soares North Hudson Sewerage Authority Commissioner Jim Spanarkel Waters, Mcpherson, Mcneil PC Attorney NHSA Chris Sturm New Jersey Future Managing Director Eric Tomaszewski Golub Isabel & Cervino, P.C Attorney Newark Jordan Volk Tetra Tech Project Manger Don Walker Assistant VP Newark Breanna Whittaker NJDEP engineer multiple Jeffrey Wilkerson City of Trenton Planner Trenton Richard Wolf NHSA Executive Director NHSA Wynn Mott senior project manager NHSA David Zimmer NJEIT ED Multiple
You are undertaking a course that to a nationally regulated qualification awarded by the Counselling and Psychotherapy Central Awarding Body (CPCAB) – the only Ofqual-approved awarding body to specialise in the field of counselling and supervision. This qualification is designed to give learners the underpinning knowledge, skills and competencies to use counselling skills ethically and safely in a variety of contexts and roles. This qualification is for: Those starting the first level of training as a professional counsellor Those who want to learn counselling skills in other professional or helping roles Those who want to improve their professional and personal relationships as part of personal development. This qualification will not teach candidates how to be counsellors but it will help them decide whether or not they want to train as a counsellor and it will give them counselling skills that are useful in a variety of roles e.g. care assistant, key worker, support worker. Tip: Know your limits: this course won’t train you to be a counsellor. Helping work is different from counselling (which is a formally contracted relationship between a counsellor and a client). To make this difference between counselling and helping work clear, CPCAB calls the person using counselling skills the “helper” and the person being helped the “helpee”. An example of helping work be a care assistant (the helper) listening to someone they are looking after (the helpee) who is very worried about the health of a family member. The helper will help them to express their feelings and concerns. They may also guide them to a specific professional who may be able to provide them with the more specialised or in-depth help which they may need. 2. Qualification structure The qualification is made up of seven learning outcomes and associated assessment criteria. This structure is based on the seven processes of the CPCAB model. For details of this model see the . Tip: Think of the assessment criteria as ‘learning tasks’ which you have to complete and then record so that your tutor can see you have achieved the task.
Option 1 displays the analysis performed on 1 hour time periods, shift patterns to include work hours of 4 to 12 hours. This yielded a recommendation of 2 Junior, 2 Intermediate, and 25 Senior workers to meet the demand requirement. The minimum payroll total cost of this analysis is $16,412. Option 2 displays the analysis performed on 1 hour time periods, shift patterns to include work hours of 4, 8, or 12 hours. This yielded a recommendation of 2 Junior, 2 Intermediate, and 25 Senior workers to meet the demand requirement. The minimum payroll total cost of this analysis is $16,412. Option 3 displays the analysis performed on 4-hour time periods, shift patterns to include work hours of 4, 8, or 12 hours. This yielded a recommendation of 2 Junior, 2 Intermediate, and 25 Senior workers to meet the demand requirement. The minimum payroll total cost of this analysis is $16,412. As seen from the initial test, the total costs and workforce required to meet demand are the same across the three scenarios. Since Option 3 only had 26 possible shift patterns for 1 day compared to Option 1 and 2 that had with 224 possible shift patterns for 1 day, the team concluded to design the model around 4-hour time periods, with employees working 4, 8, or 12-hour time periods. Model Architecture The mathematical model was created in three major parts, which build upon each other, and utilizes a combination of python coding, integer programming, and the FFD Heuristic. Calculate average alert arrival rates and feasible shift patterns Optimize: Minimize payroll costs Assign: Minimize staff and create staff schedules Part 1: Input Identifying hourly demand based on average alerts is the initial step of the optimization model. Determining all feasible shift patterns for 14 days, with four-hour time periods, has possibilities, while shift patterns for 1 day has possibilities. Therefore, the model begins with the creation of alert demand for 1 day and repeats seven times to generate demand values for 1 week. Each of the seven days follows the varying alert pattern described in section 3.1 Primary Problem Requirements and corresponds to a day of the week shown in Figure 4: Poisson vs Average Alert Distribution. The varying alert generation rates and seven day patterns are developed by a Poisson distribution,
In the event you are already enrolled on a spouse’s, registered domestic partner’s, or parent’s Public Employee Benefit Board (PEBB) coverage, dual enrollment in WSU medical/dental coverage is not allowed. Both you and the individual on whom you already have coverage will need to complete benefit paperwork. Additional details will be available in the benefit packet. Contact HRS with questions about dual enrollment, and the paperwork that needs to be completed. Again, Welcome to WSU! If you have questions please contact Human Resource Services at (509) 335-4521 or .
HAND DELIVERED or REGULAR MAIL September 21, 2015 Name Address City, State Postal Code RE: Appointment – Trial Service Dear Name: I am pleased to welcome you to Washington State University (WSU) and look forward to you joining the Area/College. Below is information regarding your appointment. Title: Official Title/Title Code Location: This is a Civil Service position located on the Pullman campus of WSU [alter to specific location plus potential assignment other location/campus as required] Reports to: Name, Title / Phone Salary: Range xx, Step A, $x,xxx.00 per month Appointment status: xx FTE (40 hr/wk) Schedule: Monday through Friday; 8:00am – 5:00pm Effective Date: Month, Date, Year On Date at Time you are to report to Name, Title in the Location Name Room number. During the first six (6) months of your appointment, you will serve a trial service period, in accordance with Washington Administrative Code 357-19. Information on trial service appointments is available at the Human Resource Services website, . Included with this letter is a copy of your position description and performance expectations. Please sign and return them to Name. [Include I-9 and new employee orientation for non-WSU transfer appointments]
11 Job Duty: Perform related duties as assigned. Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK TABLE B based on the first page RATING STANDARDS Use the following factors to guide your ratings below for each characteristic. WORK CHARACTERISTIC RATING FACTORS Quality of Work and attention to detail and performance of specialized or technical duties Quantity of Work of work performed of work on schedule Dependability/Reliability with work instructions Work Habits and Attitude oneself to work of responsibility to safety, economy, and efficiency of new suggestions, and constructive criticism in work for job assignment Judgment and Initiative in new situations; flexibility in emergencies with minimum instructions of limits of authority Safety adherence to all Safety and Standard Operating Procedures Relationships with Others with employees, administrators and handling the public with students Attendance and Punctuality do not exceed allotted leave time observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments: 3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments:
The task of addressing the status of PWDs today abounds with many situations and challenges. The sizeable proportion of PWDs in the population is becoming a cause for concern. The 2010 population Census has revealed that persons with disabilities account for approximately 12% of the nation’s population. The cause of disability ranges from hereditary/biological to accidents. Vehicular accidents, ‘harm to the person’ crimes, occupational hazards and physical abuse are becoming the major contributors to several forms of disability chief among which is physical disability. It is noteworthy that as the population grows older, many impairments are also related to ageing. Several implications emerge from these trends in the face of an already resource constrained environment. The demand for treatment and rehabilitation and unencumbered participation in all spheres of life of the society through equal opportunity will increase as more PWDs are empowered with rights and responsibilities. More financial, personnel and other relevant resources will be required to supply the treatment and rehabilitative services, as well as the assistive technologies and other enabling environments for PWDs. Increasing emphasis will have to be placed on prevention thus making an additional call on available financial and other types of resources. Priority setting will have to be informed by robust evidenced-based research in order to enhance the significance of this important dimension of human