zilongwang/ReadingBank huggingface dataset:
Catholic Education Week 2017: Walking Forward Together Walking Forward Together with Our Families DAY 2: Tuesday Suggested Grade Level: PRIMARY BOOK TITLE: Amik Loves School: A Story of Wisdom AUTHOR and ILLUSTRATOR: Katherena Vermette and Photo Illustrations by Irene Kuziw ISBN-13 9781553795230 BOOK DESCRIPTION: Amik tells Moshoom about his wonderful school. Then his grandfather tells him about the residential school he went to, so different from Amik’s school, so Amik has an idea… The Seven Teachings of the Anishinaabe – love, wisdom, humility, courage, respect, honesty and truth – are revealed in these seven stories for children. Set in an urban landscape with Indigenous children as the central characters, these stories about home and family will look familiar to all young readers. MATERIALS: ent/uploads/2015/07/PUB-LFP-I RSR-5-2015-07-WEB.pdf CATHOLIC CONNECTIONS: OCSGE A Collaborative Contributor A Responsible Citizen A Caring Family Member Catholic Social Teaching: Dignity of the Person, Call to Family and Community Scripture Focus: Micah 6:6-8 Act justly, love kindness and walk humbly with God. R.E. Curriculum: Living A Moral Life, Living in Solidarity, Living in Communion Family Life Curriculum: Living in Relationship, Living in the World MINISTRY CURRICULUM LINKS: Language Arts History and Geography Religious Education and Family Life Social Studies Native Language MINDS ON (Before) Approximately 15-20 minutes & PONDER Learning To understand the importance of family, tradition, culture and community. To appreciate that we learn valuable lessons from our family and others; including sharing, kindness and love. Before Reading: A understanding of residential schools is important for student learning. The Indian Residential Schools and Reconciliation Teacher Resource Guide offers age-appropriate lessons to teach children about this chapter in Indigenous history (). Pre-Reading: Consider designing success criteria with the students prior to the lesson.
Day Tomorrow Movie Analysis Doing A Contextual Analysis Contextual analysis is analysis of the film as part of a broader context. about the culture, time, and place of the film’s creation and in our case environmental conditions. What might the film say about the environment it is set in? What were/are the environmental, social and political concerns depicted in the film compared to broader society? Or, like researching the author of a novel, you might consider the director, producer, and other people vital to the making of the film. What is the position of the film’s director in terms of environmentalism? Does it align with his usual style of directing, or does it move in a new direction? Other examples of contextual approaches might be analysing the film in terms of a civil rights or feminist movements. Also, to consider: In our assignment you also must demonstrate knowledge and understanding of the environment and specifically the disasters in the film, their viability, causes, and effects on humans. Making connects to actual disasters and comparing them to that depicted in the movie is also a manner in which you can attack the film critically. Writing the Film Analysis Essay Writing film analysis is similar to writing literary analysis or any argumentative essay in other disciplines: Consider the assignment and prompts, formulate a thesis, compile evidence to prove your thesis, and lay out your argument in the essay. Your evidence may be different from what you are used to. Whereas in the English essay you use textual evidence and quotes, in a film analysis essay, you might also include audio-visual elements to bolster your argument. When describing a sequence in a film, use the present tense, like you would write in the literary present when describing events of a novel, i.e. not “Elsa took off her gloves,” but “Elsa takes off her gloves.” When quoting dialogue from a film, if between multiple characters, use block quotes: Start the quotation on a new line, with the entire quote indented one inch from the left margin. However, conventions are flexible, so ask your teacher if you are unsure. It may also help to follow the formatting of the . For example: ELSA: But she won’t remember I have powers? KING: It’s for the best.
Counties in which your organization is applying to provide Day Habilitation Services Atlantic Bergen Burlington Camden Cape May Cumberland Essex Gloucester Hudson Hunterdon Mercer Middlesex Monmouth Morris Ocean Passaic Somerset Sussex Union Warren Supporting Documents Please submit this application along with the following documentation: A Service Delivery Plan explaining how your organization intends to provide services Activity Calendar which describes a selection of planned activities Admission Policies and Procedures, at minimum, shall include the following: Pre-admission process – in person meeting, tour of services, documentation, physical exam… Criteria for acceptance – diagnosis/disability type, tier… Appeal process Admission process – determining date, submission of referral packet… Waiting list Program rules and expectations, rights and responsibilities Suspension Policies and Procedures, which at minimum, include the following: Reasons for suspension – must be explained and signed off by individual Process for making determination – determining that reasons are met, warning process, determining length of suspension, notification to individual, caregiver, SC, DDD, etc. Return to services Appeal process Discharge Policies and Procedures Policies, which at minimum, include the following: Reasons for discharge – must be explained and signed off by individual Process for making determination – determining that reasons are met, warning process, determining length of suspension, notification to individual, caregiver, SC, DDD, etc. Appeal process Personnel Policies which including but not limited to: Table of Organization Education & Experience Requirements Job Descriptions Background Checks (Initial and Ongoing) Staff Training Requirements and Practices Emergency and Procedures Transportation Policies and Procedures, which include but are not limited to the following elements: Emergency/Accident Procedures Pick Up/Drop off Procedure Suspension Cancellations Application Submission Application and supporting documentation should be emailed to: Questions regarding this process should contact:
O isotope compositions. The conversion of 18O from SMOW scale to PDB scale was done following the equation δ 18OSMOW = 1.03086 δ 18OPDB + 30.86 (Faure 1986). 87Sr/86Sr Isotope Composition Strontium isotope composition was measured at the GET laboratory using a MAT FINIGAN 261 thermal ionization mass spectrometer in order to quantify the mixing controls on travertine samples. Analyses were conducted on the lamina powders of samples 32 and 33 (for all lamina of sample 32 and lamina 1, 2, 6, 9, 16, 20 of sample 33). Powders were dissolved in 6 M HCl at ambient temperature prior to chemical separation and analyses. Sr was isolated from the matrix using Sr-Spec resin (Eichrom, USA). The 87Sr/86Sr ratio was defined as the average of 100 measurements of ion intensities following the static collection mode. The 87Sr/86Sr ratio was normalized to 86Sr/88Sr = 0.1194. Measured values for NBS 987 standard (recommended values of 0.710250) was 87Sr/86Sr = 0.710247 ± 8 (2E, n = 2). Reference Faure, G., 1986, Principles of isotope geology: New York, John Wiley & Sons, p. 429-459.
The measurements must be entered into a matrix called of dimension (n4) where n is the number of data points. The analysis only uses the uncertainties y associated with the y measurements. The uncertainties x are only included to show any error bars when the measurements are plotted. Measurements Matrix x x = wData(:, 1) y y = wData(:, 2) x dx = 3) y dy = wData(:, 4) It is necessary to clear all variables from the Workspace using the Matlab command clear all. The data (x, y,x, y) can be entered into the matrix wData1 and saved to a file from the Command Window using the Matlab command save. To use this data at any time use the Matlab command load to retrieve the variable. Then let wData = wData1 before running the m-script for weighted.m. Getting started in the Command Window: clear all all clc wData1 = for 9 data points Goto to the Workspace for the variable wData1 and enter data directly into the cells of the matrix displayed. Save the data: save wData1 wData1 (file name variable) Load the data: load wData1 Assign the data to wData: wData = wData1 Run the program fitting program: weighted You then will be prompted to enter: The minimum value for the fitted function. The maximum value for the fitted function. The title for the plot. The X axis The Y axis label. The equation to be fitted to the data by entering a number from 1 to 9 1: y = a1 * x + a2
enabling the Government to respondin this behalf properly. In the meantime, Hon’ble Member, Mr. Ali Mohammad Sagar (NC) supported by all Hon’ble Members of his party raised an issue of alleged harassment of people by the Government Forces in the Valley in view of the Republic Day and sought a statement from the Government in this regard. The Hon’ble Speaker repeatedly requested the agitating members to take their seats but they did not agree and all the Hon’ble Members of National Conference except Hon’ble Member, Mian Altaf Ahmad staged a walkout from the House in protest. In the meanwhile, Hon’ble Member, Shri Satpaul Sharma(BJP) also drew the attention of the Chair towards the present situation in border areas of Jammu Division where some civilian, Security Forces and livestock were killed due to cross border shelling. He further stated that the Pak forces are targeting the civilian areas and demanded that a resolution should be passed unanimously in the House to condemn such an inhuman act. STARRED QUESTIONS Out of 22 Starred Questions set down in the Question List, only 07 Questions were called and orally answered. 18 Supplementary Questions were raised and answers given.
We only when we are confronted with a problem. -John Dewey Actually, the good news is that great minds don't always think alike. – Goldman Sachs When one teaches, two learn. – Robert Half Believe in kids and they will, flat out, amaze you. -John A. Van de Walle Mathematics is no more computation than typing is literature. - John Allen Paulos Obvious is the most dangerous word in mathematics. -E.T. Bell
WORK PERFORMED TO DATE In support of Application for Payment No. For the period from , through inclusive. Project No. Name and location of Project Design-Builder's Name and Address WORK INCLUDED IN ORIGINAL CONTRACT ACTUAL COSTS WORK PERFORMED TO DATE CSI Category and Description Item No. and Designation (1) Number & Kind of Units (2) Unit Price (3) Actual Cost (4) No. of Units (5) Amount Earned to Date (6) Value of Incomplete Work (7) Percent Complete (8) A. Contracting Requirements: * a. b. c, 1. Division 1 – General Requirements: * a. b. c. 2. Division 2 – Site Construction: ** (i) Building a. b. c. (ii) Infrastructure a. b. c. 3. Division 3 – Concrete: * a. b. c. 4. Division 4 – Masonry: ** (i) Building a. b. c. (ii) Infrastructure a. b. c. 5. Division 5 – Metals: * a. b. c.
A Structural steel columns and beams, fireproofed with masonry, concrete, plaster, or other noncombustible material Concrete or concrete on steel deck, fireproofed Formed concrete, precast concrete or gypsum on steel deck, fireproofed Nonbearing curtain walls, masonry, concrete, metal and glass panels, stone “Fire Resistive” NFPA 220 Type I or II SBC Type I or II IBC , IB or IIA None B Reinforced concrete columns and beams; construction Concrete or concrete on steel deck, fireproofed Formed concrete, precast slabs, concrete or gypsum on steel deck, fireproofed Nonbearing curtain walls, masonry, concrete, metal and glass panels, stone “Fire Resistive” NFPA 220 Type I or II SBC Type I or II IBC , IB or IIA Type 4 or Type 6 C Masonry or concrete with or without pilasters; masonry or concrete walls with steel, fire retardant treated wood (FRTW) or concrete frame Wood or concrete plank on steel floor joists, or concrete slab on grade Wood or steel joists with wood or steel deck; concrete plank Brick, concrete block, or tile masonry tilt-up, formed concrete, curtain walls “Ordinary” NFPA 220 Type III SBC Type V IBC Type IIIA or IIIB Type 2 D Wood or steel studs in bearing wall, wood frame, primarily combustible construction Wood or steel floor joists or concrete slab on grade Wood or steel joists with wood or steel deck Almost any material, generally combustible construction “Frame” and “Heavy Timber’ NFPA 220 Type V & Type IV (Timbers) SBC Type III or VI IBC Type IV, VA, VB Type 1 Or Type 7 S Metal bents, columns, girders, purlins, and girts; noncombustible construction Steel deck on steel floor joists, or concrete slab on grade Steel deck on steel joists skin or sandwich panels; generally noncombustible “Non-Combustible” NFPA 220 Type II SBC Type IV IBC Type IIB Type 3
Computer Science (083) Practical File for Class XII Index for C++ Programming Name: _____________________________ Section: ___ Roll No.: ____ SN. Program Description Date Sign. Write a program to input two numbers m and n and display first m multiples of n. Write a program to input day number of a week and display the corresponding day name. Write a menu driven program to calculate the TSA and volume of a cube, cuboid, or cylinder depending upon user’s choice. Write a program to read a string and print out the following : No. of capital alphabets, No. of small alphabets, No. of non-alphabets Write a program to read a string and print it after replacing each of its capital alphabets by the corresponding small alphabet and each small alphabet by its corresponding capital alphabet. a program to input 10 elements in an array and then display these elements. Write a program to input 10 elements in an array and then display these elements in reverse order. Write a program to input elements in a 2D array and then display this array in matrix form. Write a program to input elements in a 2D array and then display the sum of main diagonal elements of this array. Write a function to check whether a given string is palindrome or not. A class STUDENT has 3 data members: Name, Roll Number, Marks of 5 subjects, Stream and member functions to input and display data. It also has a function member to assign stream on the basis of the table given below: Average Marks Stream 96% or more Computer Science 91% - 95% Electronics 86% - 90% Mechanical 81% - 85% Electrical 75% - 80% Chemical 71% - 75% Civil Declare a structure STUDENT and define the member functions. Write a program to define a structure STUDENT and input the marks of n (<=20) students and for each student allot the stream. (Don't use any array). Define a class student with the following specifications: Private members of the Admission Number - An Integer Name - string of 20 characters Class - Integer Roll Number - Integer Public members of the class: getdata() - To input the data showdata() - To display the data Write a program to define an array of 10 objects of this class, input the data in this array and then display this list.
Create - STU waiver Step Action Navigate to the Position Management folder. You should create a position from scratch when the attributes you wish to create are unique and cloning or modifying a position is not feasible. Please note that this position should be budgeted. Click the Create/Modify Positions link. This will take you to the Create/Modify Positions menu where you may elect to create a new position or modify an existing position. The Return to Work-In-Progress option only displays when you have position transactions currently processing, and it contains a list of these transaction. Click the Create New Position option. A sub-menu displays in order for you to select which type of position creation you would like to make. Click the Create from Scratch option. This message indicates that a new position number, which is automatically generated by the system, will be created once the transaction is submitted. Click the Return button. The Position Data details page displays. Enter the position data here. You should begin by selecting the correct employee classification. Click the Empl Class list. In this example, the position will be set up for a student worker new hire. All new hires, additional jobs, and competitive promotions/reasignments/transfers for STU, GRD, and SRP must be integrated into Kenexa BrassRing. In addition, the candidate will be waived into the position. Waivers are not possible with all job codes but are common with graduate students and student workers. the Student Worker list item. Click the Job Code Look up button.
Dresden Baseball Association Overview Dresden Baseball Association (“DBA”) is an all-volunteer, non-profit, 501( c )(3) corporation that administers and operates a skills-based baseball program each spring/early summer for residents of Hanover, New Hampshire. It is governed by a Board and the Association’s by-laws. DBA is separate and distinct from the recreational baseball programs operated by the Hanover Recreation Department. The DBA is committed to the development and refinement of its players/ athletic skills through positive competitive experiences, instruction and guidance. We strive to accomplish this by meeting the following objectives: To provide quality instruction in the development of baseball skills within the framework of the fundamental rules and regulations of the sport. To provide guidance to participants with an emphasis on the development of the spirit of fair play and sportsmanship. To provide quality equipment ad adequate field conditions for the participants in DBA. To provide the best-qualified managers, coaches and umpires through screening, evaluation and certification procedures, with an emphasis on the knowledge of baseball ability to relate positively to youth participants, past commitments, dedication, and a pledge to follow the rules, regulations and bylaws of the DBA. To offer experiences for DBA participants to compete with players from outside of Hanover. To continue to oppose discrimination and provide opportunity to all youth without regard to race, color, creed, national origin or gender. To cooperate with town agencies or organizations in order to foster the purposes and objectives of the DBA.
to complete the call in a timely manner clear proper etiquette to the student's grade level for the call active in the to complete the call in a timely manner clear proper etiquette to the student's grade level for the call active in the to complete the call in a timely manner clear proper etiquette to the student's grade level for the call active in the to complete the call in a timely manner clear proper etiquette to the student's grade level for the call active in the
Omitting the list of columns is equivalent to specifying all values • SELECT - INSERT E.g. INSERT INTO TEMP (A#, B) SELECT A#, SUM(B) FROM TEMP1 GROUP BY A# ; DML statements (contd...) UPDATE E.g.. UPDATE tablename SET Columnname(s) = scalar expression WHERE [ condition ] Single or Multiple row updates Update with a Subquery DML statements (contd...) DELETE E.g. DELETE FROM Tablename WHERE [condition ]; Single or multiple row delete or deletion of all rows Static SQL Hard-coded into an application program cannot be modified during the program’s execution except for changes to the values assigned to the host variables Cursors are used to access set-level data (i.e when a SQL SELECT returns more than 1 row) The general form is EXEC SQL [SQL statements] END-EXEC. Dynamic SQL Statements can change throughout the program’s execution When the SQL is bound, the application plan or package that is created does not contain the same information as that for a static SQL program The access paths cannot be determined before execution What is an Index ?
Appendix 1. Curriculum map This table shows in which modules the main learning outcomes are developed and/or assessed: Stage FHEQ Module Programme Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 1 7 MAN4285D Introduction to Research Methods at Doctoral S S S A S A S A S 1 7 MAN4286D Philosophical approaches to researching and studying management and organisations S A S S S 1 7 MAN4288D Quantitative Research Methods at Doctoral Level S S S A A S S A S S S 1 7 MAN4287D Qualitative research methods for DBA studies S S S A A S S A S 1 7 MAND002D Critique of management research studies (1) S A A S S A S S 1 7 MAN4336M Literature Reviewing for DBA Studies S A A S S A S S 1 7 MAND008T Advanced studies in management and business studies (1): the practitioner as author S A A A S A S S S S 1 7 MAND009T Advanced studies in management and business studies (2): translating research into practice S A A A S A S S A S 2 8 MAND010D Thesis Research Proposal A A A A A A S A S S A A A 2 8 MAND007A DBA Thesis A A A A A A A A A A A A A A = this outcome is formally assessed in the module S = this outcome is explicitly supported in the learning and teaching but is not formally assessed Programme Outcomes Create and interpret new knowledge through original research into business and management Discuss the state of the art in one or more specialist areas of management theory, thus demonstrating a systematic acquisition and understanding of a substantial body of knowledge at the forefront of the discipline or professional practice
PUBLIC MEETING 9:00 – 9:05 AM* Press & Public Attendees Enter / Opening statement - Designated Federal Officer 9:05 – 11:05 AM Presentations on: “Evaluation of Position of Under Secretary of Defense for Business Management and Information,” by Mark Ronald “Selection of Senior Officials in the Acquisition Workforce,” by Arnold Punaro “Real Property Management,” by Joe Wright 11:05 – 11:15 AM Public Comment (if time permits) 11:15 – 11:30 AM Board Deliberations and Vote 11:30 – 11:40 AM Future Work – Michael Bayer, Board Chair ADJOURN PUBLIC MEETING
(female) (male) (female) (male) (female) (male) (female) (male) (female) (male) (female) Flow Fixture Daily Uses Flow Rate (GPM) Duration (seconds) Occupants Use (gal) Total Daily Volume (gal) Annual Work Days 260 Total Annual Volume (gal) I have complied with the Energy Efficiency and Sustainable Construction Standards for State Buildings requirements for water-use reduction. Signed (Responsible Team Member): _______________________________ Date: _______________ Printed Name: _____________________________________ Organization: _________________ DESIGN PROFESSIONAL’S ADVICE ON CONSTRUCTION PROGRESS (Required for All Payment Applications and every Change Order that requests an extension of Time)
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Product Cost (Sum): Georgia-based Materials & Products Calculations Total value ($) of Georgia-based Materials & Products harvested, extracted, or manufactured: Georgia-based Materials & Products as a percentage of total materials cost: I have complied with the Energy Efficiency and Sustainable Construction Standards for Buildings requirements for Georgia-based Materials & Products. Signed (Responsible Team Member): _____________________________ Date: ______________ Printed Name: __________ ____________________ Organization:___________________________________________
(male) (female) (male) (female) (male) (female) (male) (female) (male) (female) Flow Fixture Daily Uses Flow Rate (GPM) Duration (seconds) Occupants Water Use (gal) Total Daily Volume (gal) Annual Work Days 260 Total Annual Volume (gal) Baseline Case Flush Fixture Daily Uses Flow Rate (GPF) Duration (flush) Occupants Water Use (gal) (male) (female) (male) (female) (male) (female) (male)
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Product Cost (Sum): Materials & Products Calculations Total value ($) of Georgia-based Materials & Products harvested, extracted, or manufactured: Georgia-based Materials & Products as a percentage of total materials cost: I have complied with the Energy Efficiency and Sustainable Construction Standards for State Buildings requirements for Georgia-based Materials & Products. Signed (Responsible Team Member): ______________________________________ Date: ______________ Printed Name: _________________________________ Organization: ______________________________________________
October 2016 7th Grade ELA - 2nd 9-Weeks ◄ October 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Week 1 --- Library Week 17 Student Holiday! 18 Poetry Introduction - Notes 19 Poetry Prezi 20 Review of Reading Common Assessment 21 Review of Writing Common Assessment 22 23 Week 2 - 24 Poetry: “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” 25 Poetry Webquest 26 Poetry Webquest 27 Poetry Webquest 28 Poetry Writing MAJOR GRADE 29 30 Week 3 - Library Week 31 Poetry Writing MAJOR GRADE Notes: All Pre AP students are to read a book that contains a hero. Reading will be assessed in class in December. Notes: No Knowsys Lessons 2nd 9-Weeks More Calendars with US Holidays: , ,
WORK PERFORMED TO DATE In support of Application for Payment No. For the period from , through inclusive. Project No. Name and location of Project Contractor's Name and Address WORK INCLUDED IN ORIGINAL CONTRACT DETAILED ESTIMATE WORK PERFORMED TO DATE CSI Category and Description Item No. and Designation (1) Number & Kind of (2) Unit Price (3) Estimated Cost (4) No. of (5) Amount Earned to Date (6) of Incomplete Work (7) Percent Complete (8) A. Contracting Requirements: * a. b. c, 1. Division 1 – General Requirements: * a. b. c. 2. Division 2 – Site Construction: ** (i) Building a. b. c. (ii) Infrastructure a. b. c. 3. Division 3 – Concrete: * a. b. c. 4. Division 4 – Masonry: ** (i) Building a. b. c. (ii) Infrastructure a. b. c. 5. Division 5 – Metals: * a. b.
c. 6. Division 6 – Wood and Plastics: * a. b. c. 7. Division 7 – Thermal & Moisture: ***** a. b. c. Roof: 8. Division 8 – Doors & Windows: * a. b. c. 9. Division 9 – Finishes: * a. b. c. 10. Division 10 – Specialties: * a. b. c. 11. Division 11 – Equipment: *** (i) Fixed or Built-in: a. b. c. (ii) Moveable: a. b. c. 12. Division 12 – Furnishings: *** (i) or Built-in: a. b. c. (ii) Moveable: a. b. c. 13. Division 13 – Special Construction: * a. b. c. 14. Division 14 – Conveying Systems: * a. b. c. 15. Division 15 – Mechanical: **** (i) Building a. b. c. (ii) Infrastructure a. b. c. 16. Division 16 – Electrical: ** (i) Building a.
c. 6. Division 6 – Wood and Plastics: * a. b. c. 7. Division 7 – Thermal & Moisture: ***** a. b. c. Roof: 8. Division 8 – Doors & Windows: * a. b. c. 9. Division 9 – Finishes: * a. b. c. 10. Division 10 – Specialties: * a. b. c. 11. Division 11 – Equipment: *** (i) Fixed or Built-in: a. b. c. (ii) Moveable: a. b. c. 12. Division 12 – Furnishings: *** (i) or Built-in: a. b. c. (ii) Moveable: a. b. c. 13. Division 13 – Special Construction: * a. b. c. 14. Division 14 – Conveying Systems: * a. b. c. 15. Division 15 – Mechanical: **** (i) Building a. b. c. (ii) Infrastructure a. b. c. 16. Division 16 – Electrical: ** (i) Building a.
c. 6. Division 6 – Wood and Plastics: * a. b. c. 7. Division 7 – Thermal & Moisture: ***** a. b. c. Roof: 8. Division 8 – Doors & Windows: * a. b. c. 9. Division 9 – Finishes: * a. b. c. 10. Division 10 – Specialties: * a. b. c. 11. Division 11 – Equipment: *** (i) Fixed or Built-in: a. b. c. (ii) Moveable: a. b. c. 12. Division 12 – Furnishings: *** (i) Fixed or Built-in: a. b. c. (ii) Moveable: a. b. c. 13. Division 13 – Special Construction: * a. b. c. 14. Division 14 – Conveying Systems: * a. b. c. 15. Division 15 – Mechanical: **** (i) Building a. b. c. (ii) Infrastructure a. b. c. 16. Division 16 – Electrical: ** (i) Building a.
In support Application for Payment No. Project No. Period Ending: Contractor: ITEM NO. NAME (Contractor or Subcontractor) TYPE OF MATERIAL QUANTITY AMOUNT (Dollars) TOTALS Prepared by for (Contractor) Date , and certified by him to be a true and accurate statement. Checked: By: Contract Compliance Specialist Date: SUBCONTRACTOR RETAINAGE RELEASE CERTIFICATE (To be Originated by Subcontractor) TO: Board of Regents of the University System of Georgia, Owner Institution Name, Using Agency
Contractor <<Name of Company>> X X Assistant District Engineer (DSAE) >$25,000 only X X Commissioner of Transportation Pursuant to Delegation X Commissioner of Administration Pursuant to Delegation X Consultant Contract Administration (Recommendation for approval, if applicable) X X Local Agency (if funded wholly or in part by Local Agency funds) X X
all in-scope Critical Defect service requests in the Contract Month. “Time to Repair” is measured from time a Defect is received by the Contractor to point in time when the Defect is resolved by the Contractor and the Contractor submits the repair to the State for confirmation of resolution. “Critical Defect Service Request” affects critical functionality or critical data. No work-around exists. * In lieu of any specifically stated SLA determined by the project sponsor, the default requirement shall apply. Mean Time to Repair/Resolve pre-implementation Critical Defects is expected to be less than or equal to 24 hours* Mean Time to Repair/Resolve post-implementation Critical Defects is expected to be less than or to 24 hours This SLA is calculated as follows: “Mean Time to Repair/Resolve (Critical Defects)”” equals “Total elapsed time it takes to repair Critical Defect Service Requests” divided by “Total Critical Defect Service Requests” Mean Time to Repair/Resolve High Service The Mean Time to Repair/Resolve High Service will be calculated by determining time (stated in hours and minutes) representing the statistical mean for all in-scope High Defect service requests in the Contract Month. “Time to Repair” is measured from time a Defect is received by the Contractor to point in time when the Defect is resolved by the Contractor and the Contractor submits the repair to the State for confirmation of resolution. “High Defect Service Request” affects critical functionality, but there is a temporary work-around however it is difficult to implement. Mean Time to Repair/Resolve pre-implementation High Defects is expected to be less than or equal to 72 hours Mean Time to Repair/Resolve post-implementation High Defects is expected to be less than or equal to 72 hours This SLA is calculated as follows: “Mean Time to Repair/Resolve (High Defects)”” equals “Total elapsed time it takes to repair High Defect Service Requests” divided by “Total High Defect Service Requests” Mean Time to Repair Medium Service Level The Mean Time to Repair Medium Service Level will be calculated by determining time (stated in hours and minutes) representing the statistical mean for all
Describe in a few words where you see this position contributing to the transformation at the AfDB. /Décrivez en quelques mots la façon dont vous voyez ce poste contribuer à la transformation de la BAD. Briefly mention any pertinent information about you that should be considered in determining your suitability for this position./Indiquez brièvement toutes les informations pertinentes vous concernant, susceptibles d’étayer votre profil pour ce poste. Are you open to being relocated should this position be based out of HQ? Are there any locations you may not be keen to relocate to?/Êtes-vous disposé à être réaffecté si ce poste s’ouvrait ailleurs qu’au siège ? Y a-t-il des endroits où vous ne souhaitez pas être réaffecté? Language Proficiency Level/ Niveau de connaissance des langues: Basics – Intermediate – Fluent – Native/Notions de base – Intermediaire – Parlé courament – Langue maternelle English/Anglais: French /Français: Indicate if you are not employed in the African Development Bank in any capacity/ Veuillez indiquer si vous n’êtes pas un employé au sein de la Banque I am an external candidate/ Je suis un(e) candidat(e) extern(e) ☐ Indicate your current employment status in the African Development Bank/Veuillez indiquer votre statut actuel au sein de la Banque. Short Term Staff (STS)/ Service à court terme (STS). ☐ Consultant/Consultant ☐ Regular Staff/Employé permanent ☐ Regular On Non Active Status or Leave of Absence/Employé permanent en disponibilité, en congé autorisé ou en congé spécial ☐ Technical Assistant/Assistant technique ☐ Secondee/Personnel détaché ☐ Project Staff/ Employé de projet ☐
Train-the-Trainer to ODOT teams Provide sessions for ODOT project teams. Beta Deployment plan Develop a detailed beta deployment plan Beta Deployment Lead and supervise technical deployments to beta sites. Production Deployment Provide support (onsite and remote) during ODOT Department of Information Technology deployment to production environment and desktops Product support plan / Maintenance Develop a detailed product support plan for the application post deployment and provide maintenance services as needed Section 3.4 – Deliverables Deliverable Name Due Date (If applicable) Payment Eligible? Yes/No Acceptance Criteria DISCOVERY PHASE: Detailed Project Plan & Schedule No Approval from ODOT project managers and ODOT Sponsor Throughout Project: Weekly Status Reports No Approval from ODOT project managers and ODOT Sponsor DISCOVERY PHASE: Detailed Requirements document No Approval from the ODOT BA, ODOT Sponsor and ODOT Technical Lead DISCOVERY PHASE: Detailed Wire Frames No Approval from the ODOT PM and Sponsor DISCOVERY PHASE: Software Architecture Diagram (SAD) No Approval of the ODOT Technical lead DEVELOPMENT PHASE: Delivery of Development elements via sprints No Approval from the ODOT PM and Sponsor DEVELOPMENT PHASE: Completion of system testing / signoff Yes – at end of development signoff Approval from the ODOT PM and Sponsor TESTING PHASE: Completion of UAT testing / signoff Yes Approval from the ODOT PM and Sponsor TRAINING PHASE: to ODOT / ODPS teams No Approval from the ODOT PM and Sponsor DEPLOYMENT PHASE: Beta Deployment plan No Approval from the ODOT PM and Sponsor DEPLOYMENT PHASE: Beta Deployment Yes Approval from the ODOT PM and Sponsor DEPLOYMENT PHASE: Production Deployment Yes Approval from the ODOT PM and Sponsor POST DEPLOYMENT SUPPORT / MAINTENANCE PHASE: Yes Approval from the ODOT PM and Sponsor
History of the Atomic Theory BIOGRAPHY RESEARCH Objective: Each student will be assigned a scientist involved in the history of the atomic theory. They will produce a one sheet document with information about the scientist to be used later on to fill in a timeline for the class. For your scientist BIOGRAPHER PAGE please provide the following: Picture [5pts] General life information-1 paragraph maximum: Birth date, family, education, brief research, work, death. [10pts] Research and contribution to Atomic Theory: [20pts] What did they discover about the atom How did they discover this How did it change the previous atomic model Why was their discovery important Picture of new atomic model [5pts] Work Cited page: please list the websites you got your information from, this can placed at the end of your biographer page. [10pts] Only 1 page of information, work cited can be a separate page. PLAGIARISM: Plagiarism is the act of using another’s words as your own. I understand pictures will be copy pasted, but work should not be. You research information, and write it in YOUR OWN WORDS. DUE by Tuesday 2/9/16, worth 50pts!
School Growth Plan 2016-2017 Social Responsibility School Background Davis Bay Elementary (DBES) is a small rural school that has grown substantially from 47 to 177 students. Over the past 4 years there has been a steady increase in the student population with growth occurring mainly in the primary grades, although increases have occurred throughout K-7. Four out of eight classes form the basis of the Nature Education for Sustainable Todays and Tomorrows Program (NEST). Four of the classes at DBES consist of multi-age groupings of grade K/1, two classes of grades 2-4, and one grade 5 - 7. NEST classes are made up of a Kindergarten class, grades 1&2, grades 2/3 and a grade 4/5/6 class. There are 25 students with Aboriginal ancestry, 17 in ESD and 7 students who are English Language Learners (E.L.L.). As of October 2016, there are 39 identified students with special needs within the general school population. The number of identified students has grown by nearly 25% since the completion of the 2015-2016 growth plan. (Of note: 27% of these students identified with special learning needs are Aboriginal). Most notably this increase coincides with the perception of an increase of aggressive play, poor pro-social play, a decrease in familiarity and connection between students as well as poor coping mechanisms and emotional dis-regulation and distress. Data Summary BC Performance Standards: Social Responsibility June 2015 66% students overall meeting or exceeding expectations 34% students not yet meeting or minimally meeting expectations MDI 2014 Grade 4 Self-Esteem: Medium to Low
Information retained on the Bidder’s List must include the following: Entity’s name with point of contact; Entity’s mailing address and telephone number; The project description on which the entity bid or quoted and when; Amount of bid/quote; and Entity’s status as a DBE or non-DBE. The Bidders List must be kept until the recipient is no longer receiving funding under the agreement. The recipient shall include Bidders List as part of the Final Budget Approval Form. A recipient must require its prime contractor to pay its subcontractor for satisfactory performance no more than 30 days from the prime contractor’s receipt of payment from the Recipient. A recipient must be notified in writing by its prime contractor prior to any termination of a DBE subcontractor by the prime contractor. If a DBE subcontractor to complete work under the subcontract for any reason, the recipient must require the prime contractor to employ the six GFEs if soliciting a replacement subcontractor. A recipient must require its prime contractor to employ the six GFEs even if the prime contractor has achieved its fair share objectives. Reporting Requirements For the duration of the construction contract(s), the recipient is required to submit to the State Water Resources Control Board DBE reports annually by October 10 of each fiscal year on the attached Utilization Report form (UR-334). Failure to provide this information as stipulated in the financial agreement language may be cause for withholding disbursements. CONTACT FOR MORE INFORMATION SWRCB, CASRF – Barbara August (916) 341-6952 US EPA, Region 9 – Joe Ochab (415) 972-3761
DBF2 Create a visual aid that will help your classmates to understand and remember Creswell’s 9 characteristics of a "good" qualitative study (found on pages 53–55). For easiest access for discussion, paste your visual aid directly into the textbox of your thread. If you use a software program that does not allow the "copy and paste" process, you can upload the aid as an attached file; however, keep in mind that opening files can be cumbersome in the discussion process. Be creative with your visual aid and use color and visuals to help your classmates retain these 9 important characteristics. Katherine – Your eye-catching design is wonderful! I found the angle of perspective to be an enhancing feature. Unlike me, you gave the citation right away (helped me see my own errors, thank you). Your images captured the foundational intent of each area, and your colors were bright and appropriate. There was one issue I had with your design, and that was that it captured the contents of Table 3.1 on page 46 beautifully, while my understanding of the assignment was to capture the elements detailed on pages 53-55 and the elements in Table 3.1 are those within the second characteristic of the nine listed on pages 53-55 (Creswell 2013). You may find it helpful to check the assignment requirements again. Reference Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches Thousand Oaks, California, Sage Publications, Inc. Deborah – The pillars construct provides an excellent model for the nine characteristics. The graphics are appropriate and provide distinction to the concept. Alternating their placement top to bottom allows the eye to travel across the image, taking in greater perception of the elements. The use of varied color to detail the individual characteristics aids in retention as well as being The use of the painter’s easel and artwork does not resonate with me for detailed methods, but that in itself makes it memorable. Each of the other images I find right on target to the characteristic named. Balanced and bright, this image will definitely aid in memorizing those characteristics. Regards, Deb
4th QTR 2013 661 7.13% of 9272 628 31 33 1ST QTR 2014 660 6.93% of 9521 627 34 33 2nd QTR 2014 687 7.12% of 9648 627 33 60 3rd QTR 2014 670 7.33% of 9144 626 61 44 4th QTR 2014 677 7.15% of 9474 639 31 38 1st QTR 2015 687 7.20% of 9541 617 61 70 2nd QTR 2015 663 6.79% of 9758 612 74 51 3rd QTR 2015 666 6.82% of 9770 637 26 29 4th QTR 2015 671 6.85% of 9802 636 30 35 Note: “New to service” includes individuals who are completely new to the service and those individuals who discontinued their service for 1 or more Quarters and then join back this Quarter. Beginning December 07, 2011 (Includes ID and DD waiver.) SUMMARY OF SUPPORTED EMPLOYMENT(Group - Enclave/Work) REPORT(H2024) As of Dec 2014 (Duplicated # of individuals in Group Supported Employment for <= 6 months 636 # of individuals in Group Supported Employment for at least 12 months 565 # of individuals in Group Supported Employment for at least 18 months 514 # of individuals in Supported Employment for at least 24 months 456 # of individuals in Group Supported Employment for at least 30 months 422 # of individuals in Group Supported Employment for at least 36 months 384 # of individuals in Group Supported Employment for at least 42 months 356 Group Supported Employment has remained steady during the past 3 Quarters, with currently 671 accessing services through the waiver. Over half the individuals have maintained their employment for more than three years.
Support Coordinator/Case Manager Information (ONLY ENTER INFO HERE): Name: Agency: # Phone: # Email Address: Has SC/CM known Individual for 3 months? any pertinent additional information: General Notes: —SECTION BELOW FOR DDS USE ONLY— Date Request Received: Date of DDS Review: Outcome: Request Rejected Approved Denied Notes: DDS Reviewer Name: —SECTION FOR ASCEND USE ONLY— Date Request Received: Time Request Received:
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PURPOSE: To assure that Outpatient Behavioral Health Services (“OBHS”) care and services provided by certified Independently Licensed Practitioners comply with applicable laws, which require, among other things, that all care reimbursed by the Arkansas Medical Assistance Program (“Medicaid”) must be provided efficiently, economically, only when medically necessary, and is of a quality that meets professionally recognized standards of health care. The requirements and obligations imposed by §§ I-XIII of this rule are substantive, not procedural. Current Independently Licensed Practitioner certification under this policy is a condition of Medicaid provider enrollment. Division of Behavioral Health Services (“DHS”) Independently Licensed Practitioner certification must be obtained for each site before application for Medicaid provider enrollment. An applicant may submit one application for multiple sites, but DHS will review each site separately and take separate certification action for each site. DEFINITIONS: “Adverse license action” means any action by a licensing authority that is related to client care, any act or omission warranting exclusion under DHS Policy 1088, or that imposes any restriction on the licensee’s practice privileges. The action is deemed to exist when the licensing entity imposes the adverse action except as provided in Ark. Code Ann. § 25-15-211 (c). “Applicant” means an Independently Licensed Practitioner that is seeking DHS certification as an Independently Licensed Practitioner. “Certification” means a written designation, issued by DHS, declaring that the provider has demonstrated compliance as declared within and defined by this rule. “Client” means any person for whom an Independently Licensed Practitioner furnishes, or has agreed or undertaken to furnish, Counseling Level Outpatient Behavioral Health services. “Client Information System” means a comprehensive, integrated system of clinical, administrative, and financial records that provides information necessary and useful to deliver client services. Information may be maintained electronically, in hard copy, or both. “Compliance” means conformance with: Applicable state and federal laws, rules, and regulations including, without limitation:
Performance improvement program The Therapeutic Community shall have an ongoing performance improvement program designed to objectively and systematically monitor, evaluate and improve the quality of client care. The Performance improvement program shall also address the fiscal management of the organization. There shall be an annual written plan for performance improvement activities. The plan shall include, but not be limited to: Outcomes management processes specific to each program component minimally measuring: efficiency; effectiveness; and client satisfaction. A quarterly record review to minimally assess: quality of services delivered; appropriateness of services; patterns of service utilization; clients, relevant to: their orientation to the Therapeutic Community and services being provided; and their active involvement in making informed choices regarding the services they receive; the client assessment information thoroughness, timeliness and completeness; treatment goals and objectives are based on: assessment findings; and client input; services provided were related to the and objectives;
Audience Identified: Who are you needing to hear your proposal? Unclear who the proposal is directed to. Clear on who the proposal is meant for. Detailed description of who the proposal is for. Content of Proposal: Do you have clear steps to solve the problem? Unclear steps on how to solve the problem. Clear and easily followed steps to solve identified problem. Extremely detailed steps on how to solve the identified problem. Easy to understand how the problem will be solved if support is provided. Creativity of Presentation: Do you present your idea creatively? No presentation menu choice is chosen and only proposal form is turned in. Presentation menu choice is completed along with proposal. Presentation menu choice is successfully completed along with proposal form. Supported by Evidence: Was your proposal supported by evidence from the research done? No evidence about problem and/or solution is shared. Evidence is shared about both the problem and solution. Compelling evidence is shared about the problem and solution. Evidence is used to convince presentation audience. Characteristics of an Advocate: Does your proposal contain the characteristics of an advocate? Not shown in proposal or presentation. Shown in presentation and proposal. Highly evident in presentation and proposal. Characteristics of an Advocate Fact Finders: They thoroughly research