zilongwang/ReadingBank huggingface dataset:
13 Name of Teaching Staff Mr.Sanjay.K.Aggarwal Designation Asstt.Professor Department IT Date of Joining the Institution 15-11-2006 Qualifications with Class/Grade UG ; B.Sc. PG: MBA, M.Tech, Phd(Pursing) PhD : - Total Experience in Years Teaching : 15 Yrs Industry : 2yrs Research : - Papers Published National : - International Papers Presented in conferences National :-2 International :- 1 PhD Guide?Give field & University Field : - University:- PhDs/Projects Guided PhDs - Project at Masters Level:- Books Published/IPRs/Patents - Professional Memberships - Consultancy Activities - Awards - Grants fetched - Interaction with Professional Institutions 13 Name of Teaching Staff Mr.Chamkaur Singh Designation Asst.Prof. Department IT Date of Joining the Institution 21.08.07 Qualifications with Class/Grade UG ; B.Sc (2nd) PhD : - PG: MCA(1st) Total Experience in Years Teaching : 13 yrs Research : - Industry : - Papers Published National : - - International : Papers Presented in conferences National : 2 International :2 PhD Guide?Give field & University Field : - University:- PhDs/Projects Guided PhDs - Level:- Project at Masters Books Published/IPRs/Patents Data Processing System Professional Memberships - Consultancy Activities - Awards - Grants fetched - Interaction with Professional Institutions -
13 Name of Teaching Staff Mr.Jaspreet Singh Designation Lecturer Department IT Date of Joining the Institution 01-11-08 Qualifications with Class/Grade UG ; BCA(2nd) PG:MCA (1st)with distinction PhD Total Experience in Years Teaching : 8.5 years Industry : 2 yrs Research : Papers Published National : - International : - Papers Presented in conferences National - 2 International : - PhD Guide?Give field & University Field : - University:- PhDs/Projects Guided PhDs : Project at Masters 125 Books Published/IPRs/Patents - Professional Memberships - Consultancy Activities - Awards - Grants fetched - Interaction with Professional Institutions - 13 Name of Teaching Staff Ms.Samarjit Gill Designation Asstt.Professor Department IT Date of Joining the Institution 11.01.10 Qualifications with Class/Grade UG ; 1st PG: MCA (1st) MSc(1st) PhD : Total Experience in Years Teaching : 14.5Yrs Industry : 0.8 yrs Research : Papers Published National : 3 International : 1 Papers Presented in conferences National : 5 International : 1 PhD field & University Field : University:- PhDs/Projects Guided PhDs : Project at Masters Level:- 30 Books Published/IPRs/Patents 6 Professional Memberships - Consultancy Activities - Awards - Grants fetched - Interaction with Professional Institutions -
Disclosure of Conflict of Interest Form Incorporating management strategy Employee [or insert other title] Name: Role: Date of disclosure: 1. Will any of these persons be perceived to, potentially, or actually gain a benefit as a result of my decision or action? Please circle Me, my immediate family Yes / No Who? Companies / trusts / associations Yes / No Which? Describe and identify the actual, potential or perceived benefit. Pecuniary or 2. Describe the interest of my agency that the actual, potential or perceived benefit conflicts with. 3. How do I propose to manage the actual, potential or perceived conflict of interest?
High School Diploma Policy Directions: Schools that do not high school diplomas should state the school does not offer high school grade(s) and does not grant a high school diploma. Schools granting high school diplomas should provide the school policy for granting a high school diploma. The policy must include the following criteria: the pupil’s academic performance; and the recommendation of teachers; and requirement to pass a civics test. Additionally, schools must make it clear in their policies and information that Choice parents may opt his or her student out of religious activities, including religious instruction. Many schools may have religious instruction as part of their requirements for grade promotion or graduating from high school. The school’s policy must indicate what courses would replace any religious instruction if a parent opts his or her student out of religious activities. Enter the high school diploma policy here. Non-Harassment Policy Directions: The school’s non-harassment policy must cover the policy used by the school, together with the procedures for reporting and obtaining relief from harassment that may occur to students. The information for reporting harassment should include to whom the student or parent reports the harassment. The information regarding obtaining relief from the harassment should include potential actions taken and who is responsible for enforcing these actions. DPI is not requesting the school’s non-harassment policy provided to your employees. the non-harassment policy here. Suspension and Expulsion Policy Directions: The school must include the school’s suspension policy and the expulsion policy. The school must list the types of conduct that could result in suspension or expulsion, when the parent will be provided notice, and the consequences for being suspended or expelled. The policy for suspension and expulsion must also include the procedures for appeal. The appeal procedure should include when appeals must be made and how appeals must be submitted. It should also include who will make the decision, how the decision will be communicated to the parent and pupil, and when the decision will be made. Enter the suspension and expulsion policy and the appeal procedures here. Visitor Policy Directions: The school should include the policy governing visitors and visits to the school. Examples could include: that a school has a requirement to have visitors at the school’s front office, limiting access for visitors to one entrance of the building, having the visitor use a visitor badge, or the visitor needs to be escorted while on the schools grounds. Enter the visitor policy here.
Chapter 8: "What happens to subculturists as they 'grow up'?" 9 Annotated Bibliography Due Discussions & Activities: Discussion Thread: Haenfler Readings: Serano: Chapter 17: "Expecting Heterogeneity" Chapter 20: "Recognizing Invalidations" Krause: Chapter 10: “The Research 10 Discussions & Activities: Discussion Thread: Serano Discussion Thread: Research Writing Readings: Serano: Chapter 21: “Balancing Acts” 11 Workshop Draft of Research Essay due Wednesday; Peer Feedback due Sunday. Discussions & Activities: Discussion Thread: Serano Workshop Research Essay Readings: Public Speaking Virtual Project Chapter 10 Language Well”
Simmons, J. (2004). Managing in the post-managerialist era: towards socially responsible corporate governance. Management Decision, 42(3/4), 601-611. Strathern, M. (2000). Audit cultures: anthropological studies in accountability, ethics and the academy. London: Routledge. Tett, L. (2006). Community education, lifelong learning and social inclusion. Edinburgh: Dunedin Academic Press. Van Dijk, T. (1985). Discourse and communication. Berlin: Walter de Gruyter. Vogt, W. (2006). Tensions in medical work between patients’ interests and administrative and organisational constraints. In J.W. Duyvendak, T. & M. Kremer (Eds.), Policy, people and the new professional: de-professionalisation and re-professionalisation in care and welfare (pp. 152-163). Amsterdam: Amsterdam University Press. Weber, M. (1978/1922). The three types of legitimate domination. In Weber, M Economy and society (pp. 212-301). Berkeley: University of California Press. Wodak, R., & Meyer, M. (2009). Methods of critical discourse analysis. London: Sage.
NEW RELEASE - We have video highlights to share from the engaging, truth-telling gathering earlier this year in Seattle called "Inviting the Stranger." Check the video on our YouTube Channel: Many of us feel besieged these days. Negative judgments, hatred and a sense of anger at perceived (and real) wrongs can build barriers instead of bridges to community and understanding. How might you respond differently? ... Spiritual Directors International is committed to engaging with these challenging emotions through the practice of contemplative listening. The goal? To discover how we can respond with greater empathy and peace.... Think about it ... everyone has felt like a stranger at some point in their lives ... by listening to one another's stories of isolation and stark feelings of "otherness"... we expand our imaginations and our hearts... Here's the equation we want you to ponder.... Diversity + Compassion = Community ... Have a watch ... and then support SDI by visiting our shop and buying the full DVD. ($19.95 -- members get a 25% discount, $14.95). QUESTION You are what makes SDI a welcoming and nurturing community. We want to hear from you and encourage you to share your wisdom by answering a question (or two) each month. We are listening. Before September 10, please give us your answers. How does curiosity play a role in your own spiritual life? How do you use it in your spiritual direction? BLOG "Bring Yourself into the Circle of Care" Do you ever suffer from compassion fatigue? Here's a warm, wise and nurturing blog post from one of our experienced spiritual directors, Janice Lynne Lundy ... She gives practical advice for dealing with the challenges of being a big-hearted, space-creating, gentle-listening companion to people on their spiritual journeys... Check it out on the SDI blog … and don't miss the story about the loving and devoted pastor who felt so
HOTELS OFFERED: City Nights Premium Category A Category B Meal Plan Mysore 1 Radisson Fortune JP Palace Sandesh The Prince Breakfast Coorg 2 Windflower Spa & Resort Club Mahindra Kodagu Valley Misty Woods Resorts 03 Major Meals Wayanad 2 Vythiri Resort Windflower Resorts & Spa The Woods Resorts 03 Major Meals PACKAGE COST IN INR Category A Category B Category C Cost Per Person when 2 Pax Travelling 46695 40037 35157 Cost Per Person when 4 Pax Travelling 40936 34278 29397 Cost for Extra Adult / Child with Bed cost only) 22858 16858 PACKAGE INCLUSIONS: • 5 night accommodation in well-appointed rooms as mentioned above hotels or equivalent • Assistance at the airport • Sightseeing as per itinerary by private tourist vehicle • Drivers allowances, toll taxes and Govt. Service Tax PACAKAGE EXCLUSIONS: • Air tickets and airport taxes • Guide service as per the itinerary • Entrance fee at Monuments as per the itinerary • Special activities as per the itinerary • Items of personal nature like laundry, phone calls, tips to guides / drivers etc. • Camera / Video camera fees applicable at monuments NOTE: Monuments Closed On Mysore - Light and Sound show will be closed on Sunday and Government holidays Hotel Check in 1400hrs and check out 1200hrs Package cost will not be from 20th December 2017 – 10th January 2018. Also on public holidays, festivals, exhibitions and long-weekends. A surcharge will be levied and will be advised at the time of booking
The learner must know: Assessment Requirements Evidence Location 2.a Major aspects of the context in which the artisit’s work was produced Learners should identify major aspects of the context in which the artist’s work was produced The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3 The learner will know the characteristics and style of a chosen artistic period, movement or theme The learner must know: Assessment Requirements Evidence Location
Threatening, dangerous or intimidating behaviour Provoked, related to a close contest between opposition players and ball Excessive. Relentless Unprovoked Coming from a distance to incite violence. Actions result in escalation of incident Intentional with malice. Actions start a brawl or nasty, objectionable scene Verbal abuse or gestures NA Threatening or verbal abuse of an official, volunteer, Staff Member or player Extreme and/or sustained verbal abuse of an official, volunteer, Staff Member or player Striking physical assault (without injury) Evidence of frustration or provocation Unprovoked Strike to mid/lower body region such as stomach or legs Deliberate with intent to harm Strike to head region with stick or fist Inappropriate conduct with regard to betting and/or gaming Honest mistake Evidence of naivety or lack of understanding Deliberate act Irresponsible and negligent Involved in organised money making activities Level 3 Breach or Misconduct Number of Match Suspensions 8 - 11Matches 12-16 Matches 17 plus Matches Act of violence Provoked, triggered by on field incident. Action result in escalation of incident Unprovoked Actions a brawl or nasty objectionable scene Intentional with malice. Hostile, brutal, vicious, inhumane. Incident off field or after being shown red card Spitting Deliberately Spitting on an Individual Deliberately spitting on an individual including sustained abusive Language Deliberately spitting on an individual including sustained abusive language, physical threats or the striking of an individual or individuals. Striking, physical assault (Causing injury) Evidence of frustration or provocation Unprovoked. Strike to body region such as stomach or legs Deliberate with intent to harm. Strike to the head region with stick or fist. Significant injury caused by strike to mid/lower body section Match fixing involvement or activities Evidence of naivety or provocation or pressure to partake Choices made to partake without pressuring other to also partake Involved in organised cartel with intent to influence and/or pressure other to partake
Non-Violent Crisis Intervention (NVCI)® The Crisis Prevention Institute offers a variety of resources and training for schools on strategies for safely diffusing disruptive and assaultive students. Many schools have had staff members trained in using the techniques of Non- Violent Crisis Intervention. The program contains a number of strategies for diffusing violent and aggressive students using nonverbal and verbal resolution techniques. It also focuses on ways to recognize warning signs that allow for early intervention. There is also a component that teaches staff the techniques for the use of physical restraint. Divisional policy and procedures on the use of restraint are necessary prior to the use of physical interventions. “All students have gifts, they just need to open them on different occasions.” — Council for Exceptional Children Alternate work areas As the behaviour of a student in the classroom begins to escalate, the teacher searches for ways to address the issue. Often it is necessary to remove the student from a reinforcer within the classroom. This can be accomplished by: planned ignoring by the teacher removing the student to an alternate work area (in or out of the classroom) Placement in an alternate work area should be for a short duration, to be sure that the goal, the socialization of the student, can be realized. Postvention Postvention activities are those activities that occur after a student has been involved in a major behavioural incident. The postvention strategy allows the school to re-establish connections and involvement with the child. The strategy can vary from a short process to a complex process involving several individuals. Debriefing This strategy involves a teacher, administrator, counsellor, or clinician reviewing a major incident with the child. It involves asking the student to re-live the incident to determine what was involved, why it began, how it affected the other individuals involved, and how it can be avoided in the future. Planning for re-entry This strategy involves a meeting of the parents, administration, teacher, and student upon the student’s return to school from a suspension. The purpose of the meeting is to review the incident, to discuss emotions, and to consider ways to avoid the incident in the future. A plan to monitor the student’s behaviour is often put in place.
c. Standards Document – Common Core State Standards, Content Standards, Grade Level Expectations d. Subjects – Arts, College & Career Readiness, ELA, Health, Math, Science, Social Studies e. Grade – K thru 12 f. Year – 1997, 2004 8. Advanced Search 9. Other useful information: a. When you search for a resource, videos can be downloaded in segments and inserted into a PowerPoint presentation or ActivInspire Flipchart. b. Resources can include a Teacher’s Guide and Blackline Masters. c. Details on resources will include a description, standards, citations, etc. d. Teacher in Assignment or Quiz Builder are not visible to students. e. Tutorials and help can be found by clicking on the Professional Development tab. 10. Trainers Resources
Pre-Work for the Institute Admissions and Entry Complete Prior to the Institute Complete the Institute Current design What are the issues for students, staff, or faculty with the current design? What is the ideal design? What additional information do you need to answer this? What changes or next are needed to move toward the ideal design? Admissions Documents What admissions documents must a student complete before registering for classes? What can be submitted online vs. what needs to be submit in-person? Who is responsible for obtaining these documents from the student? Intake Survey Is an intake survey used to gather contextual information about each student? If so, how is this information used to connect students to support services to starting class? Use of Registration Holds Are there additional holds (other than documentation) on a student’s profile that may prevent them from registering for classes?
Date/ Time for Debrief 1/20 (1PM – 1:30PM) Subjects/ Stakeholders Patients with hypertension Methodology Observations and interviews in the waiting room and exam room Key Questions to be Answered Patient and caregiver experience on a good day and bad day Location contact/ Email Dr. primary care office Teammates Assigned Baek and Elizabeth Watson Dates Ex: 1/16/17
InfoTrac Junior Edition (edsgij) World History in Context (edsgwh) Locating Gale Cengage Learning Content in EBSCO Discovery Service For locating content in an EDS partner database you can limit via the Content Provider facet. Linking from EBSCO Discovery Service to Gale Cengage Learning To enable linking from EDS to full text, you should set up both Gale Cengage Learning CustomLink(s) as well as your link resolver. Administrators can customize full-text links at any time using EBSCOadmin, which also allows a customer to choose to display a single option for users to access full text (preferred and the default) or multiple options, such as Gale Cengage Learning CustomLink(s) and your link resolver. Using CustomLinks to Gale Cengage Learning You can use Gale Cengage Learning CustomLinks to link from EDS to the full-text content you subscribe to on the appropriate Gale Cengage Learning platform. Once you’ve confirmed that your subscriptions are included in your EDS profile, you can set up CustomLinks. For help setting up CustomLinks and enabling CustomLinks on profiles, see . To set up a CustomLink from EDS to Gale Cengage Learning: Log in to EBSCOadmin at . Click the Site/Group Maintenance button, then click on Go below CustomLinks. Click on Add New CustomLink. Select Copy from existing CustomLink and click on Continue. Select Full Text from the Category drop down list. Click on ++show other available CustomLinks. Select the appropriate CustomLink for your collection. Options include: "EDS – (Gale Cengage Learning Database Name)" examples below: Under Local Collections for Filter, select the many collections, as appropriate, that you subscribe to. Complete the remaining fields that meet your library's needs and click Submit.
Tier I Behavior Plan: Campuswide Universal Prevention Safe, Secure, and Orderly Environment Action Plan Campus Discipline Management Plan Classroom Management Plan No. Strategies/Activities Person Responsible Start Date End Date 1 Ensure the development of a campuswide discipline management plan. Galvagni, AP 8/28/17 6/1/18 Develop the campus discipline management plan. (See Sections I, II, and III) Disc Committee & Teachers 8/24/17 8/25/17 Communicate the campus discipline management plan to teachers and students. Galvagni, AP 8/24/17 9/7/17 Distribute the Student Code of Conduct to students, parents, and and solicit signature pages from each person. Counselor Galvagni, AP Aug 17 9/21/17 2 Ensure the development of a classroom management plan. Galvagni, AP 8/28/17 8/28/17 Develop the (campus level) classroom management plan. (See Section IV Classroom Management Model) Ts, & Disc Committee 8/24/17 8/24/17
the Court for good cause shown. 7. Signature. The disclosures required by this order shall be made in writing and signed by the party or counsel and shall constitute a certification that, to the best of the signer’s knowledge, information and belief, such disclosure is complete and correct as of the time it is made. If feasible, counsel shall meet to exchange disclosures required by this order; otherwise, such disclosures shall be served as provided by Fed. R. Civ. P. 5. The parties shall promptly file a notice with the Court that the disclosures required under this order have taken place. 8. Duty to Supplement. After disclosure is made pursuant to this order, each party is under a duty to supplement or correct its disclosures immediately if the party obtains information on the basis of which it knows that the information disclosed was either incomplete or incorrect when made, or is no longer complete or true. 9. Discovery Disputes. (a) Except in cases involving claims of privilege, any party entitled to receive disclosures (“Requesting Party”) may, after the deadline for making disclosures, serve upon a party required to make disclosures (“Responding Party”) a written statement, in letter form or otherwise, of any reason why the Requesting Party believes that the Responding Party’s disclosures are insufficient. The written statement shall list, by category, the items the Requesting Party contends should be produced. The parties shall promptly meet and confer. If the parties are unable to resolve their dispute, then the Responding Party shall, within 14 days after service of the written statement upon it, serve upon the Requesting Party a written statement, in letter form or otherwise, which identifies (1) the requested
claim elements until 30 days after source code for each Accused Instrumentality is produced by the opposing party. Thereafter, the party claiming patent infringement shall identify, on an element-by-element basis for each asserted claim, what source code of each Accused Instrumentality allegedly satisfies the software limitations of the asserted claim elements. If a party claiming patent infringement exercises the provisions of Paragraph 3(a)(i) of this Discovery Order, the party opposing a claim of patent infringement may serve, not later than 30 days after receipt of a Paragraph 3(a)(i) disclosure, supplemental “Invalidity Contentions” that amend only those claim elements identified as software limitations by the party claiming patent infringement. produce or permit the inspection of all documents, electronically stored information, and tangible things in the possession, custody, or control of the party that are relevant to the pleaded claims or defenses involved in this action, except to the extent these disclosures are affected by the time limits set forth in the Patent Rules for the Eastern District of Texas; and provide a complete computation of any category of damages claimed by any party to the action, and produce or permit the inspection of documents or other evidentiary material on which such computation is based, including materials bearing on the nature and extent of injuries suffered, except that the disclosure of the computation of damages may be deferred until the time for Expert Disclosures if a party will rely on a damages expert.
5. Skill Demonstrated Skill Level Independent Needs minimal assistance Needs significant assistance Teaching & Support Strategies Used Observations (identify next steps for exploration) Skill Demonstrated Skill Level Independent Needs minimal assistance Needs significant assistance Teaching & Support Strategies Used Observations (identify next for exploration) Skill Demonstrated Skill Level Independent Needs minimal assistance Needs significant assistance Teaching & Support Strategies Used Observations (identify next steps for exploration) Skill Demonstrated Skill Level Independent Needs minimal assistance Needs significant assistance Teaching & Support Strategies Used
3.3 Vocational Themes: Vocational themes offer a large variety of potential jobs. Some may be a good match for the job seeker; others may not. Once one or more appropriate themes are identified, a more specific vocational goal that represents the best match for your job seeker can be developed. Themes are not job descriptions or job titles. Themes are broader umbrella topics that represent an accumulation of many jobs, environments, skills/task sets, and interests. For example, consider a theme of “caring for others.” This is broader than a job title such as childcare worker, home health aide, dog groomer, certified nursing assistant, caseworker, etc., yet encompasses all of these things and more. Remember to initial and date your entry. Vocational Themes Information/Activities Needed for Final List of Vocational Themes Are there other potential themes that need to be further explored? If yes, please outline the additional themes that need to be explored and explain why. Remember to initial and date your entry.
Student Setting Date Skill/Task Natural sequence Nondisabled student Performance Analysis (Student with disabilities) Targeted Instruction Date / Performance Cues, Prompts, Natural consequences Natural Supports and Adaptations Needed # # # # # # # Performance Codes: (+) = correct response without assistance; (–) = incorrect or prompted response Cueing Codes: AC –Auditory/Verbal; VC – Visual/Signed; PC – Physical Prompt Codes: AP –Auditory/Verbal Prompt; VP – Visual/Signed Prompt; PP – Physical Prompt; MP – Model Prompt
Student Jacob Setting Boys bathroom Date 2-4-13 Skill/Task Washing hands Natural sequence Nondisabled student Performance Analysis (Student with disabilities) Targeted Instruction Date / Performance Cues, Prompts, Natural consequences Natural Supports and Adaptations Needed 2-5 2-6 2-7 2-8 Travels to sink + + + + + + Visually locates faucet – PC Allow tactile exploration + + + + + Grasps faucet handle + + + + + + Pulls handle to turn on water – AP (“Pull the handle”) Fade prompt AP AP + + AP Rinses both hands – PP Fade prompt PP PP PP + + Grasps soap – PP Soap dish secured to wall. Prompt to use soap, then fade. PP PP PP AP AP Rubs soap on hands + + + + + + Puts soap in soap dish – PP Consider pump bottle PP PP AP AP PP Pulls handle to turn off water – AP (“Turn off Fade prompt AP AP + + AP Reaches for towel – AP (“Dry your hands”) Place towel in the same location. Prompt to dry hands, then fade. AP + + + + Dries hands + + + + + + Returns towel to rack – PP Prompt to return to towel rack PP AP AP + AP Performance (+) = correct response without assistance; (–) = incorrect or prompted response Cueing Codes: AC –Auditory/Verbal; VC – Visual/Signed; PC – Physical Prompt Codes: AP –Auditory/Verbal Prompt; VP – Visual/Signed Prompt; PP – Physical Prompt; MP – Model Prompt
task card will be shared with the whole class once all groups are completed with each task card. Share Looking at the results from each task card, were there any patterns that did not grow? Were there any that did not repeat? On task cards 10,11,13 and 16, you were to record information in the table. What did you notice about the information recorded? Are there any patterns that you can see? Were there any task cards that were difficult to complete? Summarize The purpose of this lesson was to give students reinforcement in identifying and extending growing and repeating patterns. Students should also make the connection that there is a numerical pattern with some of these patterns. Pransky, S. (n.d.) Patterns with Shapes Task Cards. Retrieved June 27, 2016 from: Day 12-Numerical Patterns Launch In today’s lesson, students will first play a game called Stand up, sit down. Students will also be working in groups to identify and extend numerical patterns. They will be working with Fibonacci sequence to first figure out a pattern. Once a pattern is found, they will extend the pattern out to the 25th term. Explore In the first part of this lesson, students will be playing a game called Stand up, Sit down. In this game, all children stand up and you call out a sequence. Examples would be to do times tables: 5, 10, 15, 20, 25, etc.… As you read off the sequence of numbers, you will purposely miss out one number. When the students think that a number has been missed out, they have to sit down as quickly as possible. The last person standing is out. This is a great game to not only review multiplication facts, but it is also great at getting students started with recognizing a pattern. To make this more challenging, you could count backwards or count by square numbers. The second activity has students in groups of 4. They will each be given a copy of the Fibonacci sequence. It is a pattern of numbers that students must find a pattern
C. The number of defective sets of headphones in a box of fifty. D. The number of people attending a screening of a new movie. 8. Which of the following data could be represented by a discrete random variable? A. The weights of players on a football team. B. The lengths of fish caught in a fishing tournament. C. The number of children in a family D. The amount of salt found in a can of tomato soup. X 5 6 7 8 P(x) 0.25 0.35 0.22 0.18 9. The following table shows the possible values for a random variable, and the corresponding probabilities that the variable will take on each particular value. What is the expected value of the random variable? A. 7.23 B. 6.82 C. 7.09 D. 6.33 10. A jar contains 2 yellow and 3 green marbles. Two marbles are drawn. If X equals the number of green marbles drawn, what is the expected value of X? A. 1 B. 2 C. 1.5 D. 1.2 1. Evaluate when and A. B. C. D. No solution 2. Evaluate when and A. B. C. D. No solution 3. Evaluate when and and A. B. C. D. No solution 4. Evaluate when and and A. B. C. D. No solution
DM.11 Linear programming models an optimization process. A linear programming model consists of a system of constraints and an objective quantity that can be maximized or minimized. Any maximum or minimum value for a system of inequalities will occur at a corner point of a feasible region. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Model practical problems with systems of linear inequalities. Identify the feasibility region of a system of linear inequalities with no more than four constraints. Identify the coordinates of the corner points of a feasibility region. Determine the maximum or minimum value of the system. Describe the meaning of the maximum or minimum value in terms of the original problem.
Amount of De Minimis aid Date of aid Organisation providing aid Nature of aid Signed ……………………………… Name (in capitals)…………………... Capacity in which signed…………………………………………………………….. Telephone Number…………………………………………………………………… Email Address………………………………………………………………………… Fax Number……………………………………………………………………………
Provider Accreditation Nr/ Employer Licensing Nr No. SETA: Institution Type (Please mark the correct one) Government Department Sector/ Provincial Academy Private Training Provider Public Higher Education Institution Technical, Vocational, Education and Training College Institution Size Small (0-49) Medium (50-149) (150 or larger) WSP submitted? Yes No WSP approved? Yes No Contact Person in your Institution Name Contact Number Institution’s Address Physical Address: Postal Address: Province Mobile Number Telephone Number Fax Number Email Previous Grants Date Amount SECTION 2: PROGRAMME APPLIED FOR Registered Trade OFO Code of Qualification (Trade) Apprenticeship ID
PROJECT DELIVERABLES Describe the key deliverables that will be achieved by the project that are necessary to reach the goal and objective identified above. The deliverables should be measurable e.g. 30 learners will be recruited by 24 March. 1. 2. 3. 4. 5. For each project deliverable mentioned, outline the major project activities that are necessary to achieve the stated deliverable. There are usually several project activities required in order to achieve a deliverable. # Project Activities to achieve each Deliverable 1. 2. PROJECT IMPACT AND SUCCCESS INDICATORS Measurement criteria for achievement of objectives set for the project – who; what; where; when; how and means of verification KEY PERFORMANCE INDICATORS PER OUTPUT/DELIVERABLE Indicators are NOT the same as milestones and must reflect completion of a particular output Deliverable # Objectively verifiable Success indicators [OVI’s] Means of Verification [MOV’s} Assumptions
Provider Accreditation Nr/ Employer Licensing Nr No. SETA: Institution Type (Please mark the correct one) Government Department Sector/ Provincial Academy Public Higher Education Institution Technical, Vocational, Education and Training College Institution Size Small (0-49) Medium (50-149) Large (150 or larger) WSP submitted? Yes No WSP approved? Yes No Contact Person in your Institution Name Contact Number Institution’s Address Physical Address: Postal Address: Province Mobile Number Telephone Number Fax Number Email Previous PSETA Grants Date Amount SECTION 2: PROGRAMME APPLIED FOR Qualification/s Number of beneficiaries 18.1 18.2 Proposed site of the project(s) Province GP EC KZN FS LIMP MP National NC WC NW
Provider Accreditation Nr/ Employer Licensing Nr No. SETA: Institution Type (Please mark the correct one) Government Department Sector/ Provincial Academy Private Training Provider Public Higher Education Institution Technical, Vocational, Education and Training College Institution Size (0-49) Medium (50-149) (150 or larger) WSP submitted? Yes No WSP approved? Yes No Contact Person in your Institution Name Contact Number Institution’s Address Physical Address: Postal Address: Province Mobile Number Telephone Number Fax Number Email Previous PSETA Grants Date Amount SECTION 2: PROGRAMME APPLIED FOR Registered Learnership Title Learnership ID Qualification Qualification ID
Provider Accreditation Nr/ Employer Licensing Nr No. SETA: Institution Type (Please mark the correct one) Government Department Sector/ Provincial Academy Private Training Provider Public Higher Education Institution Technical, Vocational, Education and Training College Institution Size Small (0-49) Medium (50-149) (150 or larger) WSP submitted? Yes No WSP approved? Yes No Contact Person in your Institution Name Contact Number Institution’s Address Physical Address: Postal Address: Province Mobile Number Telephone Number Fax Number Previous PSETA Grants Date Amount SECTION 2: PROGRAMME APPLIED FOR Skills Programmes Title Skills Programme ID Qualification SAQA ID
Part 6 – Your outgoings and expenses Housing costs and utilities Amount paid How often? (weekly, monthly) Rent £ Council tax £ Buildings insurance £ Contents insurance £ Gas Pre-paid meter? No ☐ Yes ☐ £ Electricity Pre-paid meter? No ☐ Yes ☐ £ Water rates £ fuel (please specify) ____________________________ £ Are you in arrears with any of your housing costs or utilities? No ☐ Yes ☐ If yes, please tell us which ones are in arrears and how much the arrears are. If any of your housing costs or utility expenses are unusually high, please tell us why here. Personal expenses Amount paid How often? (weekly, monthly) Clothing £ Grocery shopping (food, toiletries, cleaning etc.) £ School meals £ Child maintenance payments £
Cigarettes, tobacco, e-cigarettes £ Alcohol £ Transport Amount paid How often? (weekly, monthly) Bus/taxi/rail fares £ School bus fares £ Car expenses (petrol, repairs, MOT) £ Car insurance £ Car tax £ Part 6 (continued) – Your outgoings and expenses Phones and home entertainment Amount paid How (weekly, monthly) TV licence £ Telephone landline £ Mobile £ Contract start date: / / End date: / / Broadband £ Contract date: / / End date: / / Satellite TV/cable package £ Contract start date: / / End date: / / Loans, credit and charges Amount paid How often? (weekly, monthly) TV SmartMeter (Buy as you View) £ Start date: / / End date: / / Hire purchase (such as BrightHouse) £ Start date: / / End date: / / Catalogue £ Start date: / / End date: / / Loan £ Start date: / / End date: / / Door step lender £ Start date: / / End date: / / Credit card £ Credit card balance: £
Transaction, if applicable, pursuant to Not-for-Profit Corporation Law Section 715; any Related Party’s disclosure statement, if applicable, pursuant to Not-for-Profit Corporation Law Section 715-a(c); and any other records or materials reasonably requested at such reasonable times and places and as often as may be reasonably requested. Any books, records and other documents that are created in an electronic format in the regular course of business may be retained in an electronic format. Contractor shall permit the Department and its authorized representatives including the Department’s Inspector General, the Comptroller of the City of New York, the New York City Department of Investigation, or their designees, or other interested federal, State or City agency representatives, to attend all meetings of the Board and to be present at the program site(s) to observe the work and activities being performed in connection with this Agreement. F. Conflict of Laws/Forum All disputes arising out of this Agreement be interpreted and decided in accordance with the laws of the State of New York. Contractor agrees that any and all claims asserted by or against the City arising under this Agreement shall be heard or determined either in the Federal or State courts located in the City and County of New York. G. PPB Rules This contract is subject to the PPB Rules, Rules of the City of New York (RCNY), Title 9, §1-01 et seq. In the event of a conflict between the PPB Rules and a provision of this Agreement, the PPB Rules shall take precedence. H. Additional Applicable Laws and Provisions This contract is subject to the Investigations Clause and the additional provisions set forth in the attached Rider 1. In addition, Contractor shall complete and execute the attached Tax Affirmation. I. Notices All notices and requests hereunder by either party shall be in writing and directed to the address of the parties as follows: City Contact: New York City Department of and Community Development 2 Lafayette Street New York, New York 10007 Attn: General Counsel Contractor Contact:
DETAIL OF OTHER OPERATIONAL COSTS (LINE 3700 IN BUDGET): Category Amount Category Amount Category Amount Trips: Awards: Bank Charges: Admissions/Entrance Fees: Subscription Costs: Computer set-up/ wiring costs: Participant t-shirts or uniforms: Publication fees: General Liability Insurance: Sporting or recreational supplies: Printing: Audit Fees: Refreshments/ Food: Postage: Other (describe in detail): (Please attach additional pages as needed)
1 The learner will know about discrimination The learner must know: Assessment Requirements Evidence Location 1.a An example of discrimination at work Learners should give an example of discrimination at work. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Examples of groups which face discrimination Learners should list a minimum of two examples of groups face discrimination. 1.c Reasons why discrimination is unacceptable Learners should list a minimum of two reasons why discrimination is unacceptable. 1.d An example of how discrimination can be combated Learners should give an example of how discrimination can be combated. 2 The learner will know about unacceptable language and behaviour The learner must know: Assessment Requirements Evidence Location 2.a An example of unacceptable: Learners should give an example of unacceptable:
a) language b) behaviour a) language b) behaviour The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Why the examples provided are unacceptable Learners should state why the examples provided are unacceptable. 3 The learner will know about support agencies in own area The learner must know: Assessment Requirements Evidence Location 3.a A support agency in own area Learners should name a support agency in own area. The following assessment be used in the assessment of this standard: tasks/questions and questions and answers
forms of anti-oppressive practice. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The impact of different of anti-oppressive practice Learners should discuss the impact of different forms of anti-oppressive practice. 3 The learner will understand how to challenge discrimination The learner must know: Assessment Requirements Evidence Location
3.a Examples of unacceptable language in the workplace Learners should identify a minimum of examples unacceptable language in the workplace. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The effect of unacceptable language on society Learners should discuss the effect of unacceptable language. 3.c Own language and ways to ensure it is Learners should review own language, discussing ways to ensure it is non-oppressive. 3.d Examples of unacceptable behaviour in the workplace Learners should identify a minimum of three examples of unacceptable behaviour in the workplace. 3.e The effect of unacceptable behaviour Learners should discuss the effect of unacceptable behaviour. 3.f Own behaviour and ways to ensure it is Learners should review own behaviour, discussing ways to ensure it is
4 The learner will know support agencies The learner must know: Assessment Requirements Evidence Location 4.a Support agencies in own local area Learners should identify a minimum of three support agencies in own local area. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 4.b The importance of identified agencies Learners should discuss the importance of identified agencies. Final Tutor Feedback (Strengths and Areas for Improvement):
Fighting 3 days Suspension – corporal punishment 5 days suspension and citation L.T. suspension and citation Firearm or Destructive Device – Possession 1 calendar year suspension RULE VIOLATION 1st VIOLATION 2nd VIOLATION 3rd VIOLATION and Dice 3 days detention 5days detention – corporal punishment 3 days suspension Hazardous Items 1-3 days ISD – corporal punishment 1-3 days suspension L.T. suspension Hazing 1-3 days ISD – corporal punishment 3-5 days suspension L.T. suspension Internet Misconduct Loss of privileges and ISD – corporal punishment Loss of privileges and 3 days suspension Loss of privileges and L.T. Suspension Misconduct on Bus Detention and/or loss of privileges 3 Days ISD – corporal punishment and/or loss of privileges Loss of bus privilege and/or suspension Not Prepared for Class Teacher Documentation & Parent Contact 1-3 days detention Parent Conference 1-3 days ISD Profanity, Pornography, Vulgarity 1-3 days ISD – corporal punishment 3 days suspension L.T. suspension Skipping 1-3 days ISD – corporal punishment 3 days suspension 5 days suspension Stealing or Possession of Stolen Property 1-5 days suspension 5 days – L.T. suspension L.T. suspension and contact law Tardy 1 day detention per tardy 1 day detention per tardy 1 days ISD and counted as an absent Threats to Staff – Verbal or Written 5 days – L.T. suspension L.T. suspension Threats to Students – Verbal or Written 1-5 days ISD – corporal punishment 1-3 days suspension – corporal punishment L.T. suspension All Tobacco Products 3 days suspension 5 days suspension L.T. Suspension Trespass 1-3 days ISD 3 – L.T. suspension Law enforcement Truancy 1-3 days ISD 3-5 days ISD 5-10 days ISD Use of racial, religious, ethnic, sexual, gender, disability-related epithets 1-3 days ISD & conference with student 1-3 days Suspension & Parent Conference L.T. Suspension Vandalism 1 days ISD – 5 days suspension + cost L.T. suspension + cost Verbal Abuse of Staff 5 days – L.T. suspension L.T. suspension Weapons 3 days – L.T suspension 5 days – L.T. suspension L.T. suspension Wireless Telecommunication Device Confiscated and 1 day suspension Confiscated and 2 days suspension and parent has to pick up the device. Confiscated and 3 days suspension and parent has to pick up the device.
Any employee or student-employee in a supervisory or managerial capacity who has knowledge of incidents of discrimination or harassment, including sexual harassment, who does not report the matter to the EO Officer/Title IX Coordinator may be subject to disciplinary action up to and including discharge from employment from the University. Faculty, Staff and Students It is the responsibility of the faculty, staff, and students to discourage discrimination and harassment, regardless of whether they are the person(s) discriminated against or harassed. Any faculty member, staff employee, or student who believes he/she is the victim of discrimination or harassment; who witnesses discrimination or harassment; or who receives a report of discrimination or harassment is advised to refer the victim to the EO Officer/Title IX Coordinator and promptly report the incident to and confer with the EO Officer/Title IX Coordinator, or other designated University employees as described in Part V, Sections A and B. Prohibition on Retaliation Any action taken by the University or any employee or agent of the University to restrain, interfere, coerce or otherwise adversely affect a person’s employment, personal safety, academic efforts or participation in University-sponsored activities as a result of that person’s allegation of discrimination or harassment or cooperation in such an investigation or adjudication is strictly prohibited. Retaliation may be found even where the underlying complaint was not sustained. No faculty member, administrator or staff, applicant for employment, or student may be subject to retaliation for action taken in good faith: to seek advice concerning a discrimination or harassment matter; to file a discrimination or harassment complaint; or to serve as a witness or a panel member in the investigation or adjudication of a discrimination or harassment complaint. It shall not be retaliation, however, for an accused to defend himself/herself against a charge of discrimination or harassment under this policy. Nor shall it be considered retaliation to discipline an individual for false and malicious accusations as set forth in Part VIII, Section F (see below). Retaliation, if established, may result in disciplinary action against the offending party up to and including discharge from employment or dismissal/expulsion from the University. Dealing with Discrimination or Harassment In addition to reporting an alleged incident of discrimination or harassment, any person who perceives himself or herself to be the victim of harassment in violation of this policy may consider taking one or more of the procedural steps described below, as applicable.