zilongwang/ReadingBank huggingface dataset:
3c) Drug and alcohol use Were any issues relating to the above identified during the Early Help Assessment? Yes No Are there any new issues relating to the above? Yes No If the answer to either of the above is ‘Yes’ review and record discussions, views and progress Needs Actions People responsible Outcomes Completion Date Last Review Score Current Review Score 1 2 3 4 5 1 2 3 4 5 3d) Learning and education Were any issues relating to the above identified during the Early Help Assessment? Yes No Are there any new issues relating to the above? Yes No If the answer to either of the above is ‘Yes’ review and record discussions, views and progress Needs Actions People responsible Outcomes Completion Date Last Review Score Current Review Score 1 2 3 4 5 1 2 3 4 5
Freight NOC Application Form Operating Goods Vehicles 2.5T> To gain a Department of Municipal Affairs and Transport NOC for freight/transport related commercial activities, please complete all the required fields below and send to Please note that all fields are mandatory. If you do not provide the information for all sections your account will be declined which will cause a delay in your Commercial Licence application. If your company does not operate or intend to operate goods vehicles above 2.5 tonnes unladen weight within the licence period please complete the separate declaration form instead. Who does the NOC apply to? This NOC applies to any company who intends to apply for or renew an Abu Dhabi commercial licence for one or more of the following commercial activities listed below. Please tick which Commercial Licence applies you. Commercial Licence Categories Affected Activity Code Activity description * Activity Code Activity Description * 4669110 Dismantling and Destruction of Means of Transport (resale) 4923001 Goods land Transportation 4923002 Raw Materials Land Transportation 4923003 Furniture Transportation 4923004 Petroleum Materials Land Transportation 4923005 Water Transportation 4923006 Refrigerated Transportation 4923007 Transportation Via Specialised Cars 4923007.1 Transport Cement Materials 4923008 Transport of Hazardous Materials 4923009 Transport of Materials Assembly Heavy Truck 4923010 Transport of Materials Assemble Light Trucks 4923011 General Transportation 5221001 (Without Repair) Towing and Transporting of Broken Down Cars 5221004 Heavy Transportation on Road Organising Services 5221006 Towing and Transporting of Motorcycle 5224004 Goods Land Shipment Services 5229010 Passenger Baggage Delivery 7710002 Trucks Rental 771006 Liquid Gas Transporting Tank Rental
Vehicle Details It is important that you accurately provide the number of goods vehicles over 2.5 tonnes unladen weight that you currently operate. You must also indicate the maximum number of additional goods vehicles you wish to be authorised to operate under this licence over the next 12 months, if any. Vehicle Details Vehicle Type Definition Current number of vehicles Maximum additional vehicles Rigid goods vehicle > 2.5t A heavy goods vehicle with its body fixed to the chassis and cab. Its primary role is to transport goods Articulated goods vehicle > 2.5t A heavy good vehicle consisting of a separate trailer head and trailer, connected via a single pivot or ‘pin.’ Its primary role is to transport goods (maximum of 6 axles) Other goods vehicle > 2.5t Any heavy good vehicle, not included in the rigid or articulated category and is used for time transport of goods (Maximum of 6 axles) Abnormal load vehicle > 2.5t A heavy goods vehicle used to carry loads outside typical weights and dimensions
MINISTRY OF EDUCATION - TREATY EDUCATION OUTCOMES AND INDICATORS 2013 Grade Three: Exploring Challenges And Opportunities In Treaty Making Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR31: Examine the relationships between First Nation peoples and the land, before and after the signing of treaties. Indicators: Examine the impact of geography (e.g., grasslands, boreal forest or woodland, grain belt, lakeland regions) on the relationship between First Nations people and the land. Describe the lifestyle changes of First Nations, prior to and after placement on reserves. Discuss the worldviews associated with ownership of the land and consider the impact those views have on a person’s relationship to the land. SI32: Examine how various teachings people have about the natural world guide behaviour and actions. Indicators: Interview family members to learn the stories and teachings they hold related to nature and Mother Earth, and explore the intended meaning found in those stories and teachings. Analyze how First Nation peoples’ beliefs guide relationships with the land and natural world. Compare the First Nations and British Crown view of the treaties with respect to land and ownership. HC33: Explore the benefits that each of the parties to treaty enjoy. Indicators: Recognize how all Saskatchewan people are beneficiaries of treaty (e.g., sharing of natural resources, access to vast tracts of land, peaceful means of living with one another). Recognize that treaty benefits flow equally to all peoples in Saskatchewan living in Treaty 2, 4, 5, 6, 8, and 10 areas. Discuss what the benefits of treaties are for First Nations (e.g., education, health). Discuss what the benefits of treaties are for non-First Nations (e.g., access to land for farming). TPP34: Explore how the use of different languages in treaty making presented challenges and how those challenges impact people today. Indicators: Research various languages spoken during treaty making in the treaty territory in which students live. Express challenges faced by all people when their first language is not spoken in the communities where they live. Investigate how language used in the treaty making process limited mutual understandings of differing worldviews.
Form 1. Unpacking agent behavioural drivers and power AGENT Mindsets, values and interests Forms and level of power to influence implementation What are the core elements of the agent’s ‘mindset’ (beliefs, values driving behaviour in general?) Given the elements identified in column 1, is agent’s response to the change likely to be committed, compliant, indifferent, resistant, or hostile? What forms of power can the agent mobilise to support his/her actions around the new policy? What power limits does the agent face in taking action around the new policy?
For Intermediate Exit Award: (if applicable) Contact hours: Self-study hours: Total (contact + self-study hours): QF credits: Mode(s) of Delivery & Programme Length (Can check more than one boxes) Full-time: Months Part-time: Months Workplace attachment/On-the-job training/In-house training: Months/weeks/days Others (Please specify) ( Months/weeks/days) Number of Enrolment Number of enrolment per year: Others (please specify) Maximum Number of New Students Maximum number of new students per year: Others (please specify) Medium of Instruction English Chinese/ Cantonese Chinese/ Putonghua Others (please specify) Specification of Competency Standards Based (SCS-based) Programme Yes No Specification of Generic (Foundation) Competencies Based (SGC-based) programme Yes No Vocational Qualifications Pathway (VQP) programme Yes No Primary Area of Study and Training (Mandatory for all programmes. Please refer to the “New Classification of Areas of Study and Training in the Qualifications Register (QR), List of Sub-areas and Illustrative Scope Statements”: ) Area : Sub-area : Other Area of Study and Training (Optional) Area : Sub-area : Industry (Mandatory for SCS-based programmes, optional for other programmes. Please refer to the “New Classification of Areas of Study and Training in the Qualifications Register (QR), List of Sub-areas and Illustrative Scope Statements”: . The Industry must be consistent with those of the programme’s SCS components.) Branch
1 7:00 Property Meeting 2 6:30 Cadettes 3 7:00 Cub Pack 4 5 Meet & Greet Prospective Pastor 6 9:00 Comm Congregational Meeting to follow 7 7:00 Boy Scouts 7:00 Worship Meeting 8 6:30 Girl Scouts 9 6:30 Cadettes 7:00 Fundraising Meeting 10 7:00 Cub Pack 11 EPISTLE DEADLINE 12 13 8:00 Comm 9:00 Sun.Sch 10:30 Comm Girl Scout Sunday 14 7:00 Boy Scouts 15 6:30 Girl Scouts 7:00 Child Care 16 6:30 Cadettes 17 7:00 Cub Pack 7:00 Finance Meeting 18 9:00 EPISTLE VOLUNTEERS 19 20 8:00 Comm 9:00 Sun Sch 10:30 Comm 21 7:00 Boy Scouts 7:00 CYSA 7:00 Council 22 6:30 Girl Scouts 23 6:30 Cadettes 24 7:30 Comm 25 Noon: Ecum. Svc at Salem UCC 7:30 Tenebrae Office Closed 26 27 6:30 Comm 9:00 Breakfast 10:30 Comm 28 7:00 Boy Scouts Office Closed 29 6:30 Girl Scouts 30 6:30 Cadettes 31 7:00 Cub Pack Don’t forget you can view our calendar on-line by visiting our website and click on Calendar link The March Epistle A monthly publication of
St. Paul’s Lutheran Church 417 Howertown Road Catasauqua, PA 18032 610-264-3221 Church Office Hours Sunday School Monday-Friday - 9:00am-3:00pm September-Pentecost - 9:00am Child Care Center Monday-Friday - 7:30am-5:30pm March Worship Services 6th 4th Sunday in Lent 9:00 a.m. Holy Communion 13th 5th Sunday in Lent 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Communion/Girl Scout Sunday 20th Palm Sunday 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Communion 24th Maundy Thursday 7:30pm Holy Communion 25th Good Friday Noon Community.Svc./Salem UCC 7:30pm Tenebrae Service 27th 6:30 a.m. – Holy Communion 9:00 a.m. Easter Breakfast 10:30 a.m. – Holy Communion
Step 3: My Future Workforce Requirements - Basic Future Workforce Profile – Skills, Capability and Capacity Types and numbers of roles What are the different types of roles that will be undertaken? What is our ideal capacity, where are our skills shortages and now where are they likely to be in future? What future business functions will exist, and who will we need to do these functions? Skill and qualification level What will the skill, competency and development requirements of our workforce be? What skills will the different roles need to have? (Some skills will be common across the organisation, some will be common across teams or functions, and some will be specific to individual roles) Type of employment What types of employment do we need to have? Will they be paid or unpaid? Will they be part-time or full-time? Future Workforce Characteristics Gender What is the gender distribution we want? Ethnicity What will the ethnicity profile of our workforce be? Age What is the ideal age profile of our workforce? Earnings What do we want the earning profile of our workforce to look like? Distribution Where will our workforce be located? Other employment characteristics What will some of the other employment characteristics of our staff be? vacancy and recruitment activities, for example: vacancy lengths, recruitment rates, application numbers exit information (this may be sought through employee surveys, termination information, resignation letters) influences on staff (for example change in business direction, budgets, market pressures) Workforce support How will staff be rewarded and recognised? What kind of support and development structures will be in place? Regional/national comparison How will our workforce compare to similar businesses and organisations? How will we compare to the regional and national picture?
Step 3: My Future Workforce Skill Needs - Comprehensive Use this table to help you consider, identify and document what you think your workforce will need to look like in future. What will my workforce be doing? What is the capacity and capability needed to do this well? Who or where CORE Assessing health and safety risks of activities Health and safety awareness, assessment, management skills Everyone FUNCTIONAL Sport team training and development Administration and HR Event management and programme delivery Knowledge of applied learning theory for adults and/or youth Coaches/trainers JOB ROLE Coaches Minimum of 50 trained coaches at schools All coaches to have foundation coaching skills Across all regions
Directions: Write a definition or notes or info about each. Specific heat- Watershed- Lentic- Oligotrophic lake- Mesotrophic- Eutrophic Lake- Cultural eutrophication- Thermocline- Lotic- Littoric (zones of lake)- Benthic(zones of lake)- Limentic(zones of lake)- Flood plain- Intertidal zone- Coral bleaching- Estuary- Hypoxia- Human impacts: a. b. c. TUNDRA Location: permafrost: organisms: plant growth: animal adaptations: TAIGA monotypic woodlands: podzol: summer life: TEMPERATE FORESTS trees – soil –
flora and fauna GRASSLANDS (temperate & tropical) Tropical precipitation: maintenance: adaptations for grazing: Temperate precipitation maintenance adaptation for grazing Savanna soil: TROPICAL FORESTS climate: layers: soil: MEDITERRANEAN (Chaparral) climate: vegetation: soil: DESERT precipitation: vegetation: animal adaptations: soil: MOUNTAIN BIOME elevational stratification: Ecotones: Describe characteristics, flora & fauna. Give 2 specific examples. ecotonal effect:
DEH Air Quality Modeling In North Denver The Denver Department of Environmental Health is currently modeling the mobile source emissions of three air pollutants for a baseline and two potential future scenarios in North Denver. The results of the modeling will be available before the release of the I-70 East Final Environmental Impact statement in January 2016. Pollutants Modeled Benzene Nitrogen Dioxide Particulate Matter 2.5 Modeling Scenarios 2010 Baseline 2035 No Action I-70 Alternative 2035 Partial Cover Lowered I-70 Alternative Where The modeling will be of North Denver, and will definitely include Globeville and Elyria - Swansea neighborhoods. Some adjacent areas will be included, but the exact geographic scope has not been determined. Why The results will be referenced in the I-70 East Reconstruction Final Environmental Impact Statement To provide stakeholders with accurate and easy to understand information about projected Air Quality in North Denver using maps and charts like these: (Source: Department of Environmental Health’s 2012 Air Pollution in Denver, Globeville, and Elyria Swansea Report.) Pollutants Modeled Pollutant Major Sources Potential Health Effects Benzene Motor vehicle exhaust and industrial sources. eye, nose and throat irritation, headaches, nausea, dizziness, asthma, risk of cancer, liver, kidney, reproductive, and central nervous system damage. Nitrogen Dioxide motor vehicle exhaust, electric utilities, industrial boilers lung irritation, respiratory infections and illnesses Particulate Matter 2.5 mobile and stationary sources including diesel trucks, wood stoves, power plants, dust damage to lung tissue, cancer, and premature death, especially for those with respiratory illnesses, children, and the elderly
8 16 24 32 40 Provide professional improvement/grant budget No budget provided. 4 A few budget items listed with no explanations. 8 Some budget items listed with a vague explanation. 12 Several budget items listed with explanations. 16 Very detailed budget with ample explanation of budget items and expenditures. 20 How will professional improvement experience or program completion increase your competency as professional or enhance your program No benefits described. Not related to programming efforts. 6 A few benefits described. Little or no relation to current programming efforts. 12 Some benefits described. Related to programming efforts. 18 Several benefits described. Related to programming efforts. 24 Detailed benefits described. Aligns directly with programming efforts. 30 TOTAL:
III. Investment Professionals Please provide brief biographies of the investment professionals in the firm dedicated to transition management. Please indicate which investment professionals will service the MEABF account. Please list your branch office locations that house investment professionals dedicated to transition management. List ownership and % held by the investment professionals dedicated to transition management at your firm. Please identify the key personnel on the list. List directorships or board positions held by investment professionals at other firms. Please complete the following table. Functional area # Staff Trading Analysis (e.g., pre- and post-trade) and trading coordination Transition Strategists Transition Portfolio Management Trading and Execution Transition Support and Custody Interface Compliance and Risk Management Client Service/Relationship Management Sales and Marketing Legal Counsel and Support All Other: Identify by functional area, including administrative support; add lines as necessary and provide totals. Total as of June 30, 2015
Critical Elements: Establish Leadership Team; Staff Buy-In, Family Involvement; Program-Wide Expectations; Strategies for Teaching and Acknowledging the Program-Wide Expectations; All Classrooms Demonstrate Implementation of the Pyramid Model; Procedures for Responding to Challenging Behavior; Professional Development and Staff Support Plan; Monitoring Implementation and Outcomes Critical Element What is the problem/issue/task to be addressed? Action Step/Activity Persons Responsible Follow-Up or Completion Date Establish Leadership Team 1. 2. 3. 4. 5. 6. Staff Buy-In 1. 2. 3. 4. 5. 6.
Critical Element What is the problem/issue/task to be addressed? Action Step/Activity Persons Responsible Follow-Up or Completion Date Strategies for Teaching and Acknowledging the Expectations 1. 2. 3. 4. 5. 6. All Classrooms Demonstrate Implementation of the Pyramid Model 1. 2. 3. 4. 5. 6.
Critical Element What is the problem/issue/task to be addressed? Action Step/Activity Persons Responsible Follow-Up or Completion Date Procedures for Responding to Challenging Behavior 1. 2. 3. 4. 5. 6. Professional Development and Staff Support Plan 1. 2. 3. 4. 5. 6.
3. Is It Urgent? When an immediate need comes up, the last thing you should worry about is how you’re going to pay for it. So if your child catches a baseball with his face and needs stitches, or your furnace suddenly dies in the dead of winter, don’t stress. Focus on the task at hand and leave the rest up to your emergency fund. On the flip side, big sales aren’t urgent. Just because your favorite appliance shop is having the closeout sale of the century doesn’t mean you deserve a new washer, dryer, oven and fridge. If you want to replace old but still-functioning appliances, flash all that cash you saved up in your fund and see what kind of deals you can score. If You Have to Use the Money, It’s Okay! Your emergency fund may feel like a ton of money just sitting there doing nothing, but it’s actually doing a lot. It’s your insurance policy against the unpredictable—the crazy part of life. So don’t drain it just because you see something shiny and new. On the other hand, give yourself permission to use your emergency fund if you have an immediate, unexpected expense. Just remember to replenish your savings as soon as you get back on your feet. You never know when you’ll need it next.
This submission is to satisfy paragraph 20(a) of the RAD Conversion Commitment, and must be completed in a manner acceptable to HUD. Additional Certifications That HUD May Request. Certification of project financial condition (see paragraph 5). Certification of project physical condition (see paragraph 6). EXHIBIT B Form of RAD Use Agreement EXHIBIT C Form of RAD HAP Contract EXHIBIT D Sources and Uses EXHIBIT E Key Business Terms EXHIBIT F List of Repairs or New Construction EXHIBIT G List of Critical Repairs EXHIBIT H FORM A OF OWNER CERTIFICATION RE: ACCOUNTS PAYABLE [date] [US Department of Housing and Urban Development] Dear [HUD]: Re: [name of project, PIC ID number, city, state] (the “Project”) Owner’s Certification Regarding Accounts Payable
Table 6.7.2 Coding gains for AI, RA and LB for QP = 22 Configuration AI RA LB TEST Sequences TEST SEQ 1 TEST SEQ 2 TEST SEQ 1 TEST SEQ 2 TEST SEQ 1 TEST SEQ 2 Coding gain (%) 7.25 6.4 7.9 7.514 3.561 5.25 Table 6.7.3 Coding gains for AI, RA and LB for QP = 27 Configuration AI RA LB TEST Sequences TEST SEQ 1 TEST SEQ 2 TEST SEQ 1 TEST SEQ 2 TEST SEQ 1 TEST SEQ 2 Coding gain (%) 7.1625 6.612 8.12 7.4125 3.65 5.3 Table 6.7.4 Coding gains for AI, RA and LB for QP = 37 Fig. 6.5 Coding gains for AI, RA and LB for QP = 32 Fig. 6.6 Coding gains for AI, RA and LB for QP = 22 Fig. 6.7 Coding gains for AI, RA and LB for QP = 27 Fig. 6.8 Coding gains for AI, RA and LB for QP = 37
Test Sequences [41] Test Seq 1. Web Browsing (Resolution: 1280x720) Test Seq 2. PptDocXls (Resolution: 1280x720) REFERENCES [1] G.J. Sullivan et al, "Overview of the High Efficiency Video Coding (HEVC) Standard," IEEE Trans. on Circuits and Systems for Video Technology, vol.22, no.12, pp.1649-1668, Dec. 2012 [2] Generic Coding of Moving Pictures and Associated Audio Information—Part 2: Video, ITU-T Rec. H.262 and ISO/IEC 13818-2 (MPEG 2 Video), ITU-T and ISO/IEC JTC 1, Nov. 1994 [3] Advanced Video Coding for Generic Audio-Visual Services, ITU-T Rec. H.264 and ISO/IEC 14496-10 (AVC), ITU-T and ISO/IEC JTC 1, May 2003 [4] B. Bross, et al, High Efficiency Video Coding (HEVC) Text Specification Draft 9, document JCTVC-K1003, ITU-T/ISO/IEC Joint Collaborative Team on Video Coding (JCT-VC), Oct. 2012 [5] Multimedia processing course website: [6] K. McCann, et al, “High Efficiency Video Coding (HEVC) Encoder Description v16 (HM16)”, JCTVC-R1002, July 2014 [7] B. Bross et al; High Efficiency Video Coding (HEVC) text specification draft 10 (For FDIS & Final Call), Doc. JCTVC-L1003, Geneva, Switzerland, Jan. 2013
This report represents original student work and recommendations prepared by students in the University of Oregon’s Sustainable City Year Program for the City of Albany. Text and images contained in this report may not be used without permission from the University of Oregon. Executive Summary A short (about 300-500 words) summary of the entire report. Everything that appears in the Executive Summary should appear somewhere in the report. It should have a statement describing the city’s goals for the project, how the class addressed the goals, and a brief set of findings and recommendations that emerged from the class’s research. Write this section last, after the rest of the report is done. Introduction Somewhere in your introduction, describe the city’s goals for the project, the city’s initial problem statement, and how the students and faculty worked in partnership with the city (“collaborated with city staff” is a good phrase to use) to explore and expand the scope of inquiry. If you do not have the city’s original goals and problem statement in a written form, let us know and we will send you the “scope of work” document that SCI and the city developed for your project.
Appendix 2: Data Collection Template - Review the need for ICS / LABA inhaler in COPD patients with an FEV1≥50% Practice ………………… Number of patients reviewed…………Audit carried out between …/…/2014 and …/…/2014 Audit lead ……………………… Patient ID Medication details Indication for ICS /LABA inhaler in patient notes? COPD review in the last 12 months FEV1 % value and date recorded. Inhaler technique check documented? Yes or No Any side effects reported (e.g. symptoms of adrenal suppression, low bone mineral density, glaucoma, diabetes) Action Plan for individual patient ICS /LABA inhaler Dose COPD COPD/ Asthma Yes No FEV1 % Date recorded Yes No
TEACHER INSTRUCTIONS 7B WHITE POWDER ACTIVITY Place all of the seven powders listed below at each station do not have any markings on the bags. (other than the letters A G) A= CASTOR SUGAR B= FLOUR C= SALT D= TALCUM POWDER E= ICING SUGAR F= BI CARB SODA G= CORNFLOUR 2. Place an additional bag marked Control Powder at each station according to list below CONTROL STATION 1 SIGHT = CASTOR SUGAR CONTROL STATION 2 TOUCH = CORNFLOUR CONTROL STATION 3 – SMELL = FLOUR CONTROL STATION 4 – REACTION = BI CARB SODA 3, Students are to perform activities according to Station instructions and complete matrix. 4. At end of session ask students to call out possible answers 5. Correct Answer key for analysis AGBF Station Instruction 7C Sight
Gently comb your hair over a piece of blank paper. Count how many hairs fell on to the paper. Use a small piece of sticky tape and place in on to the sample box (see your sheet). Now gently pluck one hair from your head and tape it next to the first hair. Using a magnifying glass examine each hair and make a general statement/description. Activity 3 Collect samples from 3 other people (plus yourself makes 4). Tape them into your sample boxes. Examine each hair using the magnifying glass. Complete the table on your work sheet. Activity 4 Pat your clothes with sticky tape. See how many hairs are stuck on you. Are they all yours? Are they a dog/cat or other persons? Place the sample on the worksheet. INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. Worksheet 10C Name __________________ Hair Scalper Results When I combed my hair _____ hairs fell on to the page. My Hair samples Combed hair sample Plucked hair sample Comparing Hair samples
EXPONENTS USING VARIABLES AND SCIENTIFIC NOTATION Review: 23 Base _______ Exponent _______ Exponents are a way of expressing repeated ___________________. What about using variables? a x a x a x a x a = ______ Integers: When there is a negative number as the base: if the exponent is ODD, then the answer will be ______________. If the exponent is EVEN, then the answer will be _______________. Review: Powers of 10 106 = __________________ Express the following numbers as a power of 10: 7 000 = ________ 60 = ________
1.4 Maximum number of classrooms running for the last one year. 15 Marks Bidders with maximum classrooms will be awarded5 marks and other bidders will be allocated marks proportionately. E.g. Bidder with 1000 classrooms will get 5 marks and bidder with 500 classrooms will get 500/1000*5=.5 marks 2 Domain Experience of the Bidder (Marks) 2.1 No. of Education board supported by the solution proposed. Documentary proofs with customer references should be submitted Marks Bidders with maximum number of Board will be awarded marks and other bidders will be allocated marks proportionately. E.g. Bidder with 5 board will get marks and bidder with experience of 2Board will get 2/5*= marks 3 Technical capabilities of the bidder (Marks) 3.1 Marks Bidders with maximum number of will be awarded and other bidders will be allocated marks proportionately. E.g. Bidder with will get marks and bidder with will get /*= marks
Reading project ‘The Bunker Diary’ Teacher’s manual By Hilde & Monique Content Introduction: for the teacher……………………………………………......... page 3 Lesson 1 …………………………………………………………………….. page 4 Lesson 2 …………………………………………………………………….. page 7 Lesson 3 …………………………………………………………………….. page 9 Lesson 4 …………………………………………………………………….. page 13 Lesson 5 …………………………………………………………………….. page 17 Lesson 6 …………………………………………………………………….. page 19 Lesson 7 …………………………………………………………………….. page 22 Scheme with the 6 prisoners………………………………………………. page 26 Feedback form………………………………………………………………. page 28 Introduction For the teacher: This lesson plan is intended for third year students of Mavo/Havo/VWO. Each lesson consists of an introduction activity and some exercises. The goal of this lesson plan is to increase the English reading skills and vocabulary. The reading takes place at home so student can decide the reading pace for themselves. Beside this teacher’s guide there is a student workbook. This document contains: 1 lesson to introduce the book 5 lessons to read and discuss the book 1 lesson for post-reading activities
mum was a lawyer, father created the Gribbles, his mum died when he was 9 years old, his family owns 3 houses, was named after a character in a cartoon, doesn’t like his name Jenny 9 Graze on her lip, knee was cut and bruised, red jacket, t-shirt with a tiger, jeans and trainers, brown eyes, has a rah on her leg kind 1 Harvey Close, Moulton, dad works at Homebase, mother has no job, has a dog, not afraid of the dark, can whistle Fred - Very big, greasy hands, short dusty hair, work jeans, boots, faded sweatshirt with the sleeves cut of, scars and tattoos all over his body, nice, small and white teeth, beard, strong persuasive Heroin addict, panel-beater in Camden town, thief, dealer Anja Late twenties Honey-blonde hair, fine nose, sculpted mouth, perfect teeth, white top, short black skirt, tights, high heels, beautiful Confident, well spoken, edgy, snappy Silver necklace, sells houses, married, husband works for a multinational chemical company
English Modern American Literature Part 4 Name: The Life of Pi : Study Guide : CHAPTERS 6–22 Vocabulary: Use the contextual cues to predict the meaning of the highlighted vocabulary word. 1. “His spice rack looks like an apothecary’s shop” (ch. 6, p. 24). apothecary: 2. “One of our sloth bears became seriously ill with severe hemorrhagic enteritis after being given fish that had gone putrid by a man who was convinced he was doing a good deed” (ch. 8, pp. 30–31). enteritis: 3. “We passed birds, bears, apes, monkeys, ungulates, the terrarium house, the rhinos, the elephants, the giraffes” (ch. 8, p. 33). ungulates: 4. “They only rid the canton of its few half–wild dogs” (ch. 11, p. 42). canton: 5. “That a big, black, tropical cat managed to survive for more than two months in a Swiss winter without being seen by anyone, let alone attacking anyone, speaks plainly to the fact that escaped zoo animals are not dangerous absconding criminals but simply wild creatures seeking to fit in” (ch. 11, p. 42). absconding:
2. How does Ravi, Pi’s older brother, terrorize him after the tiger incident? Study Questions : Using the information from Chapters 9 through 14, answer the following: 1. Describe territoriality as it relates to Pi’s father’s zoo and to animals in general. 2. Martel’s statement, “Memory is an ocean and he bobs on its surface” (ch. 12, p. 42), is an allusion. What does it refer to? (Note: allusion is a passing or casual reference to a person, event, place, or phrase, either directly or implied.)
Companion Texts: Provide a series of short companion texts that will supplement the extended text and provide students with a deeper understanding of the themes, motifs, or context of the extended text. 1-3 Short Informational Texts Text Title and Author A short description of the text and how it relates to the extended text Label Difficulty: Advanced Grade Level Meant for Scaffolding Safely to Shore: America’s Lighthouses by Iris VanRynbach The Bravest Woman in America by Marissa Moss Women of the Lights By Candace Fleming Keep the Lights Burning Abbie by Peter Roop Describes the purpose and history of lighthouses, how they work, who keeps them, and relates stories about famous American lighthouses. Tells the true story of Ida Lewis, explaining how she learned to tend a lighthouse from her father, discussing her responsibilities as the lighthouse keeper, and describing her heroic rescues. Chronicles the lives of women who lived and worked in lighthouses, braving seas and storms, rescuing people from icy waters, and lovingly caring for their lights In the winter of 1856, a storm delays the lighthouse keeper's return to an island off the coast of Maine, and his daughter Abbie must keep the lights burning by herself. Grade level Grade level Scaffolding Grade level
Cluster 1 Description Highest paying ( ) ( ) ( ) Lowest paying ( ) ( ) ( ) Most education ( ) ( ) ( ) Least education ( ) ( ) ( ) Cluster 2 Description Highest paying ( ) ( ) ( ) Lowest paying ( ) ( ) ( ) Most education ( ) ( ) ( ) Least education ( ) ( ) ( )
Hidden Valley School District Reading WASL and MSP/HSPE Percent Meeting State Standard Statement Factual Observation Supported Inference Not Supported Inference Reason The grade 10 HSPE is an easier test than the MSP given in grades 3–8. Third grade students scored slightly better each year on the WASL or MSP exam. A larger percentage of 10th grade students met the standard each year than those in any other grade. Hidden Valley School District Grade 10 Reading Examination Performance
The End and the Beginning BY TRANSLATED BY After every war someone has to clean up. Things won’t straighten themselves up, after all. Someone has to push the rubble to the side of the road, so the corpse-filled wagons can pass. Someone has to get mired in scum and ashes, sofa springs, splintered glass, and bloody rags. Someone has to drag in a girder to prop up a wall. Someone has to glaze a window, rehang a door. Photogenic it’s not, and takes years. All the cameras have left for another war. We’ll need the bridges back, and new railway stations. Sleeves will go ragged from rolling them up. Someone, broom in hand, still recalls the way it was. Someone else listens and nods with unsevered head. But already there are those nearby starting to mill about who will find it dull. From out of the bushes sometimes someone still unearths rusted-out arguments and carries them to the garbage pile. Those who knew what was going on here must make way for those who know little. And less than little. And finally as little as nothing. In the grass that has overgrown causes and effects, someone must be stretched out blade of grass in his mouth gazing at the clouds.
The Man He Killed BY "Had he and I but met By some old ancient inn, We should have sat us down to wet Right many a nipperkin! "But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place. "I shot him dead because — Because he was my foe, Just so: my foe of course he was; That's clear enough; although "He thought he'd 'list, perhaps, Off-hand like — just as I — Was out of work — had sold his traps — No other reason why. "Yes; quaint and curious war is! You shoot a fellow down You'd treat if met where any bar is, Or help to half-a-crown." Facing It BY B. 1947 My black face fades, hiding inside the black granite. I said I wouldn't dammit: No tears. I'm stone. I'm flesh. My clouded reflection eyes me like a bird of prey, the profile of night slanted against morning. I turn this way—the stone lets me go. I turn that way—I'm inside the Vietnam Veterans Memorial again, depending on the light to make a difference. I go down the 58,022 names, half-expecting to find my own in letters like smoke. I touch the name Andrew Johnson; I see the booby trap's white flash. Names shimmer on a woman's blouse but when she walks away the names stay on the wall. Brushstrokes flash, a red bird's wings cutting across my stare. The sky. A plane in the sky. A white vet's image floats closer to me, then his pale eyes look through mine. I'm a window. He's lost his right arm inside the stone. In the black mirror a woman’s trying to erase names: No, she's brushing a boy's hair.
Monday Tuesday Wednesday Thursday Friday May 16 Alternate Energy Booklet May 17 Finish Alternate Energy Booklet May 18 Energy Webquest Only do pages 2-6 of webquest May 21 Study Guide to be used as open notes on test May 22 Sustainability Test May 23 Planet Chart using posted notes and NASA link May 24 Textbook Assignment about the Solar System Textbook assignment Chapter 27 Pg 762 Section 1 review 1-6 section 2 review 1-6 section 3 review 1-5 Vocab review on pg 789 May 25 Scale of the Universe Worksheet No School May 29 Station Labs May 30 Finish Station Labs May 31 Catch up work day. All missing assignments must be turned in by this day to be counted. June 1 Semester Review online quiz. This will give a score at the end of the quiz to give you an idea of how well you will do.
Figure 32.1. Points of Interest. Local Flying Area/Designation of Airspace. Elmendorf Class D segment. That area from the surface up to but not including 3,000’ MSL, within a line beginning at Point No-Name; thence via the north bank of Knik Arm to the intersection of the 4.7-mile radius of Elmendorf Airfield; thence clockwise along the 4.7-mile radius of Elmendorf Airfield to longitude 149° 46' 44"W.; thence south along longitude 149° 46' 44"W. to latitude 61° 19' 10"N.; thence to latitude 61° 17' 58"N., longitude 149° 44' 08"W.; thence to latitude 61° 17' 30"N., longitude 149° 43' 08"W.; thence south along longitude 149° 43' 08"W. to the Glenn Highway; thence south and west along the Glenn Highway to Muldoon Road; thence direct to the mouth of Ship Creek; thence direct to the point of beginning. 30
Name: The 3 Kingdoms of Egypt Directions: Place each of the following under the Egyptian kingdom that it best describes: c. 1000 BCE c. 2000 BCE c. 2500 BCE Built the pyramids Conquered other areas Ramses the Great ruled Created powerful army for defense Golden Age Built hidden tombs Pharaohs buried in many different places Pharaohs buried in pyramids Pharaohs buried Valley of Kings Pharaohs were god-like Pharaohs were wise and good rulers Spent LOTS of money on building Pyramids Tombs built were easy to rob Time of expansion Great Sphinx built Old Kingdom Middle Kingdom New Kingdom
Bienfaits et dangers Il est possible que + subjunctive Summer term – first half Unit 3.1 F Qu’est-ce que tu as fait ce weekend? The perfect tense of regular verbs The perfect tense with être Unit 3.1 H Le weekend, qu’est-ce que tu fais ? Revision of the future tense Time phrases Summer term – second half Unit 3.2 F Qu’est-ce que tu aimes manger? Verb + infinitive The pronoun en Unit 3.2 H Que mange-t-on dans le monde? Demonstrative pronouns (celui / celle) Using more complex negatives Unit 3.3 F Le sport, c’est ma passion! Developing sentences using quand, lorsque and si Opinion verbs Unit 3.3 H Les sports extrêmes Using the pronouns en and y Emphatic pronouns
Spring term – first half Theme 2 Unit 5.1 F Des maisons différentes Negative phrases followed by de Partitive articles Unit 5.1 H Ma maison idéale The conditional of regular verbs The conditional of irregular verbs Unit 5.2 F Trouver ta ville jumelée idéale Demonstrative adjectives Prepositions Unit 5.2 H Ma région Recognising possessive pronouns Revision of comparative and superlative adjectives Spring term – second half Unit 6.1 F Mon travail bénévole The conditional of vouloir and aimer En + present participle
La pauvreté Present-tense forms of the subjunctive Summer term – second half Unit 8.1 F Moi, je préfère … Sequencing words and phrases Depuis + the present tense The pronoun y Unit 8.1 H Quelles vacances! Revision of using the imperfect and perfect tenses together Après avoir / être + past participle Venir de + infinitive Unit 8.2 F Découverte de la France Revision of the imperfect tense of –er verbs Revision of the imperfect tense of avoir, être and faire Unit 8.2 H Les vacances en ville Using three-time frames : past, present and future Revision of the imperfect tense
M(SD) or % N= 34 M(SD) or % N= 33 Gender Male Female Transgender 67.6% 32.4% 0 54.5% 45.5% 0 χ2 (1)=1.21, n.s. Sexual orientation Heterosexual Homosexual Bisexual 85.3% 2.9% 11.8% 87.9% 6.1% 6.1% χ2 (2)=.681, n.s. Age 53.12 (8.09) 52.64 (8.07) F(1.65)=0.06, n.s. Education Less than high school High School Diploma Some college Associate’s degree Bachelor’s degree 29.4% 32.4% 26.5% 5.9% 2.9% 42.4% 24.2% 24.2% 9.1% 0 χ2(6)=3.67, n.s. Employed? Yes No 20.6% 79.4% 9.1% 90.9% χ2(1)=1.74, n.s. Table 2. Change in homelessness and insurance over the course of the study by group. Experience Groups Intervention Treatment as Usual
Unsatisfactory: This category is used on an exceptional basis for employees who are clearly not demonstrating the minimum standards expected of their work. They are not responding to efforts to improve their performance and their attitude clearly indicates lack of interest in doing so. SETTING SMART OBJECTIVES CRITERIA: Applies to both setting Key Results (Part II) as well as for setting Development Planning (Part III) Performance Starts with SMART Objectives Specific ● What is the precise outcome or result to be accomplished? Measurable ● How much, how many, how well? Attainable ● Challenging, yet realistic, maximizing application of knowledge and skill? Relevant ● Within the employee’s control and high priority? Time-Bound ● Is there a specific target date or time frame set for achievement? PART I – LEADERSHIP COMPETENCIES EVALUATING THE PERSON AGAINST LEADERSHIP COMPETENCIES Leadership Competencies - 1 Expected Standards of Performance 1 - Applies Strategic Agility: Maintains an awareness of internal and external trends (political, intergovernmental and community of interest) and applies this knowledge to support the long-term vision and success to the City. Basis of Evaluation: -Ensure they are politically savvy and are organization-wide thinkers Develops processes to monitor and assess the potential implications of emerging internal and external trends Proactively identifies key community issues, anticipates impacts and develops strategies to address them Leads in creating and refining the strategic direction of the organization Uses flexibility to refine and adapt strategic
CALIFORNIA DEPARTMENT OF HUMAN RESOURCES CALIFORNIA CODE OF REGULATIONS TITLE 2 – ADMINISTRATION DIVISION 1, CHAPTER 3, SUBCHAPTER 1 ARTICLE 25 – HEARINGS TEXT OF PROPOSED REGULATIONS Text proposed to be added for the forty-five (45) day comment period is displayed in underlined font. Text proposed to be deleted for the forty-five (45) day comment period is displayed in strikeout font. § 599.894. Definitions Unless the context requires otherwise, the following definitions immediately hereinafter set forth govern the construction of this article. (a) Administrative Law Judge “Administrative Law Judge” or “ALJ” means a person employed by the Department of Human Resources to conduct evidentiary hearings under this article and functions as the Presiding ALJ. (b) Administrative Record “Administrative Record” includes any pleadings, notices, orders, proposed decisions, final decision, evidence marked for identification and offered for introduction into the record, whether admitted or rejected, hearing transcript certified by the Statutory Appeals Unit, and other written communication regarding the appeal. (c) Appeal “Appeal” means any written request for relief filed with the California Department of Human Resources and includes “application” and “petition.” (d) Appellant “Appellant” means the person, state agency, or union filing any appeal with the Statutory Appeals Unit. (e) Business Days “Business days” means all days that all state agencies are open for business, excluding weekends and holidays. For purposes of these regulations, unless otherwise indicated, a business day commences at 8:00 a.m. and concludes
способность работать с информацией в глобальных компьютерных сетях ОК-14 Способен работать с информацией в глобальных компьютерных сетях Семинарские занятия, самостоятельная работа, подготовка презентаций владение иностранным языком на уровне, достаточном для разговорного общения, а также для поиска и анализа иностранных источников информации ОК-15 Владеет английским языком на уровне, достаточном для общения (как письменного, так и устного) по тематике курса, а также для критического прочтения, анализа и обсуждения англоязычных источников. Семинарские занятия, самостоятельная работа
элементарного уровня 2 основные идеи текста практически не переданы отсутствует логика в построении высказывания. Текст не структурирован. крайне ограниченный словарный запас не позволяет выполнить поставленную задачу грамматические правила не соблюдаются 1 основные идеи текста не переданы отсутствует логика в построении высказывания. Текст не структурирован. крайне ограниченный словарный запас не позволяет выполнить поставленную задачу грамматические правила не соблюдаются 0 Отказ от ответа Финальный вариант письменной работы ВКР на экзамене оценивается по аналогичным критериям.
of the right to Information Act” Section Officer (Env-A) 2290 Section Officer (Env-B) 2174 Under Section 19 (1) of the right to Information Act” ‘Appellate Authority’ Secretary to Government ((Ecology & Environment) Department of Forest, Ecology & Environment, (xiv) a directory of its officers and employees: Sl.No. Name (Sri/Smt) Designation 1 M.S.Goudar Secretary to the Government 2 Dr. M.H. Balakrishnaiah Special Director ( Technical) 3 K. Girish Scientific Officer, Gr. I 4 H.K. Anand Scientific Officer, Gr. I & Public Information Officer (SEIAA / SEAC) 5 R.Raghu Scientific Officer, Gr.I 6 Krishnappa.M DCF and Scientific Officer, Gr. I 7 M.H.Guled Scientific Officer, Gr.I 8 N.Lingaraju Scientific Officer, Gr.I 9 V.Vishwanath Scientific Officer, Gr.II 10 G.H.Anasuyamma Under Secretary to Govt. & Public Information Officer 11 H.S.Jayaramu Section Officer Env A 12 Rajashekhara Section Officer Env B 13 B.S.Manjunath Sr. Assistant A 14 Kumarswamy M Sr. Asst – B 15 Jayamala.S.M Assistant - A 16 Geetha.G.R Assistant - A 17 Siddaraju Assistant - B 18 Ashok.K.P Assistant - B 19 Bheemanna Jr. Asst – B & A 20 Premalatha G.P.A., – Special Secy. Est. 21 Vacant Stenographer 22 Vacant Jr. Asst – Secy. Est. 23 B.Renuka Stenographer- Est. of Sr. Dir.
particulars of all plans, proposed expenditure & reports on disbursements made. The Plan Budget Provision for the year 2012-13 (Rs.in Lakh) Sl. No. Name of the Scheme (With Head of Account) Budget Allocation 2012-13 (Rs. in lakhs) Objective of the scheme 1 2 3 4 1. 3435-03-003-0-01 Environment Research, Education and Innovative projects. 101 Grant-in-Aid 55 Budget earmarked for undertaking extension & training & Environmental awards, funding research projects, innovative projects & preparation of State of Environment Report. 2. 3435-03-003-0-14 Lake Development Authority 139 Major Works 221.30 Budget earmarked for the Administrative Expenses of LDA & for funding the lake development activities through the Lake Development Authority. 3. 3435-04-103-0-05 Pollution Management 200 Maintenance 75 Proposed to take up awareness programme on pollution management and providing subsidy for establishment of common Bio-medical effluent treatment plant under with Central Government and grant for establishment of Common Effluent Treatment Plant. 4. 3435-60-800-0-03 Coastal Management 135 To meet the administrative expenses of the offices of Regional Directors (Env), Mangalore, Udupi, Karwar for Coastal Zone Regulation activities.
Environment) Department of Forest, Ecology & Environment, No,704, 7th Floor, M.S. Building, Dr.Ambedkar Veedhi, 001. Department of Ecology & 2 Section Officer Section-A-2203 2290 3 Section Officer Section-B-2203 2174 4 Scientific Officer (Grade-I) (Technical Cell) Ecology & Environment) Department of Forest, Ecology & Environment, No,704, 7th Floor, M.S.Building, Dr. Ambedkar Veedhi, Bangalore- 560 001. For matters pertains to the SEIAA 5 At the Field Level: Regional Director Kannada, Dakshina Kannada and Udupi (Related matters pertaining to respective Regional Director (Environment) For matters pertains to their jurisdiction
provided under this contract. Maintenance only 12. Contact Detail: Of the person from with the organisation responsible for each contract full Contact details including full name, job title, direct contact number and direct email address. Richard Wright ICT Infrastructure Manager 01226 432771 If the service support area has more than one provider for telephone maintenance then can you please split each contract up individually for each provider. N/A If the contract is a managed service or is a contract that provides more than just telephone maintenance please can you send me all of the information specified above including the person from with the organisation responsible for that particular contract. N/A If the maintenance for telephone systems is maintained in-house please can you provide me with: 1. Number of Users: N/A 2. Hardware Brand: The primary hardware brand of the organisation’s telephone system. N/A 3. Application(s) running on PBX/VOIP systems: Applications that run on the actual PBX or VOIP system. E.g. Contact Centre, Communication Manager. N/A 4. Contact Detail: Of the person from with the organisation responsible for telephone maintenance full Contact details including full name, job title, direct contact number and direct email address. N/A Also if the contract is due to expire please provide me with the likely outcome of the expiring contract. N/A If this is a new contract or a new supplier please can you provide me with a short list of suppliers that bid on this service/support contract? N/A FOI NO: 772 Date Received: 27 April 2017 Request : Response : FOI NO: 773 Date Received: 27 April 2017 Request : Could you please provide me with a list of the Notional Rent paid to each GP Practices within NHS Barnsley CCG? Response :