zilongwang/ReadingBank huggingface dataset:
(2) For the purposes of the committee, “restorative justice practices” means practices that emphasize repairing the harm caused to victims and the community by offenses. Restorative justice practices include victim initiated victimoffender conferences, family group conferences, circles, community conferences, and other similar victimcentered practices. Restorative justice practices must be facilitated meetings attended voluntarily by the victim or victim’s representatives, the victim’s supporters, the offender, and the offender’s supporters and may include community members. By engaging the parties to the offense in voluntary dialogue, restorative justice practices provide an opportunity for the offender to accept responsibility for the harm caused to the victim and community, promote victim healing, and enable the participants to agree on consequences to repair the harm, to the extent possible, including, but not limited to, apologies, community service, reparation, restoration, and counseling. Restorative justice practices may be used in addition to any other conditions, consequences, or sentences imposed by the court. Restorative justice practices include, but must be not limited to, victimoffender conferences, family group conferences, restorative circles of accountability and support, community group conferences, solution circles, peace circles, restorative circles, and restorative mediation. These practices may benefit and include harmed parties, people who have done harm and must be willing to take responsibility, affected families, communities, and other directly impacted members. (C) Regarding zerotolerance policies in public schools, the committee shall make recommendations to the General Assembly concerning a statewide zerotolerance policy to: (1) provide a safe and supportive learning environment in schools; (2) protect students and staff from conduct that poses a serious threat to school safety; (3) ensure zerotolerance policies not be rigorously applied to petty acts of misconduct and misdemeanors, including, but not limited to, minor fights or disturbances; (4) ensure equal application to all students regardless of their economic status, race, or disability; (5) encourage schools to use alternatives to expulsion or referral to law enforcement agencies by addressing disruptive behavior through restitution, civil citation, teen court, neighborhood restorative justice, or similar programs;
Course Matrix Competency Course Content Dimensions of Student Learning Course Unit Competency 1: Demonstrate Ethical and Professional Behavior Integrative Field Journals; Social Welfare Project; Seminar Facilitation. V, S, C/A Units I, II, III, IV, V Competency 2: Engage Diversity and Difference in Practice Integrative Field Journals; Social Welfare Project Presentation; Client Assessment Paper; Seminar Facilitation. K, V, S, C/A Units I, II, III, IV, V Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Integrative Field Journals; Social Welfare Project Presentation; Client Assessment Paper; Seminar Facilitation. K, V, S, C/A Units I, II, III, IV, V Competency 4: Engage in Practice-informed Research and Practice Integrative Field Journals; Social Welfare Project Presentation; Client Assessment Paper. K, V, S, C/A Units I, II, III, IV, V Competency 5: Engage in Policy Practice Integrative Field Journals; Social Welfare Project Presentation. K, V, S, C/A Units I, II Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Integrative Field Journals; Social Welfare Project Presentation; Client Assessment Paper; Seminar Facilitation. K, V, S, C/A Units I, II, III, IV, V Competency 7: Assess with Individuals, Families, Groups, Organizations, and Communities Integrative Field Journals; Social Welfare Project Presentation; Client Assessment Paper; Seminar Facilitation. K, V, S, C/A Units I, II, III, IV, V
In frequency signaling, the generating units match the frequency of the power transmission system. In, if the frequency decreases, the power is increased. (The drop in line frequency is an indication that the increased load is causing the generators to slow down.) , and other distributed storage and generation systems can be connected to the power grid, and interact with it to improve system operation. []Failure protection Under excess load conditions, the system can be designed to fail gracefully rather than all at once. occur when the supply power drops below the demand. occur when the supply fails completely. Rolling blackouts, or load shedding, are intentionally engineered electrical power outages, used to distribute insufficient power when the demand for electricity exceeds the supply. []Communications Operators of long transmission lines require reliable communications for of the power grid and, often, associated generation and distribution facilities. Fault-sensing at each end of the line must communicate to monitor the flow of power into and out of the protected line section so that faulted conductors or equipment can be quickly de-energized and the balance of the system restored. Protection of the transmission line from and other faults is usually so critical that telecommunications are insufficiently reliable, and in remote areas a common carrier may not be available. Communication systems associated with a transmission project may use: Rarely, and for short distances, a utility will use pilot-wires strung along the transmission line path. Leased circuits from common carriers are not preferred since availability is not under control of the electric power transmission organization. Transmission lines can also be used to carry data: this is called power-line carrier, or . PLC signals can be easily received with a radio for the long wave range. Optical fibers can be included in the stranded conductors of a transmission line, in the overhead shield wires. These cables are known as optical ground wire (). Sometimes a standalone cable is used, all-dielectric self-supporting (ADSS) cable, attached to the transmission line cross arms.
irrespective of the fact that any one or more other sections, subsections, paragraphs, subparagraphs, sentences, clauses, phrases, or words hereof may be declared to be unconstitutional, invalid, or otherwise ineffective. SECTION 6. This act takes effect upon approval by the Governor. XX
AMENDED April 26, 2016 H. 4835 Introduced by Reps. Erickson, Johnson, Delleney, Loftis, Finlay, Brannon, M.S. McLeod, Pope, Thayer, Long, Atwater, Knight, McCoy, Henegan, Douglas, Allison, Goldfinch, Gambrell, Newton, Riley, Collins, Clemmons, Duckworth, Funderburk, Gagnon, Henderson, Hicks, D.C. Moss and G.R. Smith S. Printed 4/26/16--H. [SEC 4/27/16 4:57 PM] Read the first time February 3, 2016.
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING ARTICLE 17 TO CHAPTER 3, TITLE 23 SO AS TO PROVIDE FOR THE SUBMISSION OF EVIDENCE OF SEXUAL ASSAULT OR ABUSE TO A SLED FORENSIC LABORATORY FOR ANALYSIS, TO PROVIDE THAT SLED SHALL ISSUE A QUARTERLY REPORT REGARDING THE NUMBER OF SUBMISSIONS IT RECEIVES, AND TO CREATE THE SEXUAL ASSAULT EVIDENCE TRACKING AND REPORTING COMMISSION. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Chapter 3, Title 23 of the 1976 Code is amended by adding: “Article 17 Sexual Assault Evidence Submission, Tracking, and Reporting Section 2331500. As contained in this article: (1) ‘Commission’ means the Sexual Assault Evidence Tracking and Reporting Commission. (2) ‘SLED’ means the South Carolina State Law Enforcement Division. (3) ‘Law enforcement agencies’ means local, county, State or federal law enforcement agencies involved in the investigation of sexual assault cases in this State. (4) ‘Sexual assault evidence’ means evidence collected in connection with a sexual assault investigation, including, but not limited to, evidence collected using SLED Evidence Collection Kits.
South Carolina General Assembly 122nd Session, 2017-2018 H. 4838 STATUS INFORMATION General Bill Sponsors: Reps. Norrell, Rutherford and CobbHunter Document Path: l:\council\bills\gt\5428cm18.docx Introduced in the House on February 6, 2018 Currently residing in the House Committee on Judiciary Summary: Wrongful conviction and imprisonment HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 2/6/2018 House Introduced and read first time () 2/6/2018 House Referred to Committee on Judiciary () 3/1/2018 House Member(s) request name added as sponsor: Rutherford 3/21/2018 House Member(s) request name added as sponsor: CobbHunter View the latest at the website VERSIONS OF THIS BILL
This is to certify that the seminar report entitled “Speed Detector” is a bonafide work done by “V.Surendra Kumar (07C11A05A4:)” in the partial fulfillment of Bachelor of Technology in Computer Science & Engineering from JNTU, Hyderabad during the year 2010- 2011. This work has not been submitted to any other university or institute or organization for the award of any degree or diploma. (P.SANDEEP) (G.SRINIVASARAO) Assistant Professor Associate Professor Supervisor H.O.D., C.S.E. DECLARATION I hereby declare that this seminar report entitled ”SPEED DETECTOR” is carried out by me for the partial fulfillment of Bachelor of Technology in Computer Science & Engineering from JNTU, Hyderabad during the year 2010- 2011. This work has not been submitted to any other university or institute or organization for the award of any degree or diploma. V.SURENDRA KUMAR
(7) meet any jurisprudence requirements established by the remote state in which the licensee is seeking a compact privilege; and (8) report to the commission adverse action taken by any nonmember state within thirty days from the date the adverse action is taken. (B) The compact privilege is valid until the expiration date of the home license. The licensee must comply with the requirements of subsection (A) to maintain the compact privilege in the remote state. (C) A licensee providing physical therapy in a remote state under the compact privilege shall function within the laws and regulations of the remote state. (D) A licensee providing physical therapy in a remote state is subject to that state’s regulatory authority. A remote state may, in accordance with due process and that state’s laws, remove a licensee’s compact privilege in the remote state for a specific period of time, impose fines, and take any other necessary actions to protect the health and safety of its citizens. The licensee is not eligible for a compact privilege in any state until the specific time for removal has passed and all fines are paid. (E) If a home state license is encumbered, the licensee shall lose the compact privilege in any remote state until the following occur: (1) the home state license is no longer encumbered; and (2) two years have elapsed from the date of the adverse action. (F) Once an encumbered license in the home state is restored to good standing, the licensee must meet the requirements of subsection (A) to obtain a compact privilege in any remote state. (G) If a licensee’s compact privilege in any remote state is removed, the individual shall lose the compact privilege in any remote state until the following occur: (1) the specific period of time for which the compact privilege was removed has ended; (2) all fines have been paid; and (3) two years have elapsed from the date of the adverse action. (H) Once the requirements of subsection (G) have been met, the license must meet the requirements in subsection (A) to obtain a compact privilege in a remote state. Section 4045550. A licensee who is active duty military or is the spouse of an individual who is active duty military may designate one of the following as the home state: (1) home of record; (2) Permanent Change of Station (PCS); or
(1) increase public access to physical therapy services by providing for the mutual recognition of other member state licenses; (2) enhance the states’ ability to protect the public’s health and safety; (3) encourage the cooperation of member states in regulating multistate physical therapy practice; (4) support spouses of relocating military members; (5) enhance the exchange of licensure, investigative, and disciplinary information between member states; and (6) allow a remote state to hold a provider of services with a compact privilege in that state accountable to that state’s practice standards. Section 4045520. As used in this article: (1) ‘Active duty military’ means fulltime duty status in the active uniformed service of the United States, including members of the National Guard and Reserve on active duty orders pursuant to 10 U.S.C. Section 1209 and 1211. (2) ‘Adverse action’ means disciplinary action taken by a physical therapy licensing board based upon misconduct, unacceptable performance, or a combination of both. (3) ‘Alternative program’ means a nondisciplinary monitoring or practice remediation process approved by a physical therapy licensing board. This includes, but is not limited to, substance abuse issues. (4) ‘Compact privilege’ means the authorization granted by a remote state to allow a licensee from another member state to practice as a physical therapist or work as a physical therapist assistant in the remote state under its laws and rules. The practice of physical therapy occurs in the member state where the patient/client is located at the time of the patient/client encounter. (5) ‘Continuing competence’ means a requirement, as a condition of license renewal, to provide evidence of participation in, and/or completion of, educational and professional activities relevant to practice or area of work. (6) ‘Data system’ means a repository of information about licensees, including examination, licensure, investigative, compact privilege, and adverse action. (7) ‘Encumbered license’ means a license that a physical therapy licensing board has limited in any way. (8) ‘Executive board’ means a group of directors elected or appointed to act on behalf of, and within the powers granted to them by, the commission.
Abbreviations ANC – antenatal clinic BMC – Bugando Medical Center CTC – care and treatment clinic DSS – demographic sentinel surveillance HEID – HIV Exposed Infant ID HTC – HIV testing and counseling clinic PIRL – Point-of-contact Interactive Record Linkage PMTCT – Prevention of Mother-To-Child Transmission clinic TGRF – Tazama Green Referral Form
by a “TREATMENT SUPPORTER”. If a treatment supporter is seen in the CTC, and the software recognizes the clinic IDs as a repeat patient, then it is okay to save new visit information as long as you select “TREATMENT SUPPORTER” from this dropdown box. For most patients, you will not need to change anything in these fields, and you can simply click “Save Visit Date” (Figure 13). Now you are ready to begin searching the DSS database for matches! Click on the page tab called “Linkage with DSS” found at the top left of the screen underneath the Health Facility Name (Figure 14). Figure 14. Page tabs On the Linkage with DSS page, click “Search DSS” (Figure 15). Figure 15. "Search DSS" and "Assign match" buttons BE PATIENT! Currently, the software application takes 10-20 seconds to return its search results. Do not begin clicking on other things in the software while it is searching. Take this time to make sure you have a completed timeline (Figure 10). 5. Assign match(es); Save Match Notes When the software completes its search, the top 20 likely matches will be displayed on the bottom half of the screen, in order of how similar the record matches your inputs (Figure 16). Beginning with the top record, go through each record and determine whether that record pertains to the individual who is sitting in front of you. When you select each record, the entire household members list will appear in the bottom right corner of the software window. For each record, look through the household members list to see if the “Oldest Household Member” that the patient gave to you is in the list. If the name is in the list, this record is likely to be the patient’s record. However, you may have found a record for someone else who lives in the same household but looks similar to the patient, in terms of similarity of names, date of birth, and/or gender. Therefore, it is still important to make sure the record is for the patient by looking at all the available information in the record (name, date of birth, date of
Automating Management Information Systems: Barcode Engineering and Implementation – Harry E. Burke, Thomson Learning, Automating Management Information Systems: Principles of Barcode Applications – Harry E. Burke, Thomson Learning, The Bar Code Book – Roger C. Palmer, Helmers Publishing, , 386 pages The Bar Code Manual – Eugene F. Brighan, Thompson Learning, Handbook of Bar Coding Systems – Harry E. Burke, Van Nostrand Reinhold Company, , 219 pages Information Technology for Retail:Automatic Identification & Data Capture Systems - Girdhar Joshi, Oxford University Press, , 416 pages Lines of Communication – Craig K. Harmon, Helmers Publishing, , 425 pages Punched Cards to Bar Codes – Benjamin Nelson, Helmers Publishing, , 434 pages Revolution at the Checkout Counter: The Explosion of the Bar Code – Stephen A. Brown, Harvard Univ Press, Reading Between The Lines – Craig K. Harmon and Russ Adams, Helmers Publishing, , 297 pages The Black and White Solution: Bar Code and the IBM PC – Russ Adams and Joyce Lane, Helmers Publishing, , 169 pages Sourcebook of Automatic Identification and Data Collection – Russ Adams, Van Nostrand Reinhold, , 298 pages 8. summary:
A CONCURRENT RESOLUTION TO DECLARE FEBRUARY 26 THROUGH MARCH 4, 2018, AS “EATING DISORDERS AWARENESS WEEK” IN THE STATE OF SOUTH CAROLINA TO COINCIDE WITH NATIONAL EATING DISORDERS AWARENESS WEEK AND TO DECLARE THURSDAY, MARCH 1, 2018, AS “EATING DISORDERS AWARENESS DAY” IN SOUTH CAROLINA. Whereas, the 2018 theme of National Eating Disorders Week is “Let’s Get Real,” and will focus on expanding the conversation around eating disorders to include the diverse perspectives of the millions of people affected. Eating disorders are shrouded in stigma, secrecy, and stereotypes. The goal of this year’s campaign is to shine a light on these deadly illnesses, dispel misinformation, and connect people with the support they need to recover. Additionally, it will encourage people to share their stories and experiences with disordered eating and body image struggles, highlight the importance of screenings for early detection and intervention of eating disorders, and present eating disorders as a public health issue that affects all kinds of people regardless of age, gender, ethnicity, size, or background; and Whereas, an estimated four thousand adolescents in South Carolina struggle with an eating disorder, and the South Carolina Eating Disorders Association (SCEDA) provides critical support for families and friends, raises community awareness, offers educational programs, and promotes quality care and early intervention; and Whereas, eating disorders are serious conditions that are potentially lifethreatening and have a great impact on both a person’s physical and emotional health. Too often, signs and symptoms are overlooked. Many individuals, families, and communities are
A CONCURRENT RESOLUTION TO DECLARE FEBRUARY 26 THROUGH MARCH 4, 2018, AS “EATING DISORDERS AWARENESS WEEK” IN THE STATE OF SOUTH CAROLINA TO COINCIDE WITH NATIONAL EATING DISORDERS AWARENESS WEEK AND TO DECLARE THURSDAY, MARCH 1, 2018, AS “EATING DISORDERS AWARENESS DAY” IN SOUTH CAROLINA. Whereas, the 2018 theme of National Eating Disorders Week is “Let’s Get Real”, and will focus on expanding the conversation around eating disorders to include the diverse perspectives of the millions of people affected. Eating disorders are shrouded in stigma, secrecy, and stereotypes. The goal of this year’s campaign is to shine a light on these deadly illnesses, dispel misinformation, and connect people with the support they need to recover. Additionally, it will encourage people to share their stories and experiences with disordered eating and body image struggles, highlight the importance of screenings for early detection and intervention of eating disorders, and present eating disorders as a public health issue that affects all kinds of people regardless of age, gender, ethnicity, size, or background; and Whereas, an estimated four thousand adolescents in South Carolina struggle with an eating disorder, and the South Carolina Eating Disorders Association (SCEDA) provides critical support for families and friends, raises community awareness, offers educational programs, and promotes quality care and early intervention; and Whereas, eating disorders are serious conditions that are potentially lifethreatening and have a great impact on both a person’s physical and emotional health. Too often, signs and symptoms are overlooked. Many individuals, families, and communities are
Cummins Memorial Theological Seminary Alumni Association, member of Cummins Theological Seminary Board of Trustees, and former moderator of both OrangeburgCalhoun Baptist Association and Orangeburg Orthodox Baptist Association; and Whereas, as the Lord’s undershepherd at Mt. Carmel, Reverend Waring has seen five deacons ordained, Wednesdaynight prayer service and Bible study implemented, and a tape/CD ministry created. In addition, under his aegis the church has established a youth roundtable in conjunction with a program to reward church youth for academic success. The congregation also has enjoyed the benefit of a new sound system, organ, and piano; and Whereas, Reverend Waring considers it one of the greatest triumphs of his life that he was able to persuade Mt. Carmel First Lady Betty L. Waring to become his wife. He finds strength for his myriad duties through her strong support; and Whereas, the House of Representatives, cognizant of his many years of spiritual nourishment of the people of South Carolina, wishes to express its grateful thanks to Reverend Waring and wish him God’s best as he continues to run the race the Lord has set before him. Now, therefore, Be it resolved by the House of Representatives: That the members of the South Carolina House of Representatives, by this resolution, honor the Reverend Willie N. Waring of Mt. Carmel Baptist Church in Cameron on the occasion of his thirtieth anniversary of Gospel ministry at Mt. Carmel and wish him God’s richest blessings as he continues to serve the Lord. Be it further resolved that a copy of this resolution be provided to Reverend Willie Waring. XX
Indicates Matter Stricken Indicates New Matter AMENDED June 4, 2013 S. 484 Introduced by Senator Setzler S. Printed 6/4/13--H. [SEC 6/5/13 11:44 AM] Read the first time April 18, 2013.
4.5. Roaming Need for cooperation The world is changing towards one where both people and organisations need to communicate across wider regions than before and that is setting new requirements to the interoperability of communications systems. European Public Safety community has recognised the need for efficient cooperation across the national borders to be able to respond to the challenges of an evolving operating environment. Cross-border cooperation of European police forces and customs has been officially agreed and defined in the documents of the Schengen Agreement between 13 European countries. TETRA Inter-System Interface gives the tools The technical means for providing cross-border cooperation and roaming between networks are provided by the TETRA Inter-System Interface (ISI). The TETRA ISI standards define common protocols to support all the important services between interconnected networks: - roaming and mobility management of radios between networks (roaming is called 'migration' in the TETRA standards) - security, i.e. authentication and encryption - individual calls in visited network and between networks - group calls in visited network and between networks - supplementary services to support e.g. emergency calls - status and short data messaging It should also be noted that interconnection of IP packet data services is defined in other TETRA standards and IP gateway solutions are available today. Interoperable implementations of the TETRA ISI functionality are specified in the TETRA Interoperability Profile (TIP) specifications produced by the TETRA Association and those are already available for manufacturers. The relevant Test Plan documents for ISI certification test sessions are currently being prepared, the plans for ISI Individual Call and ISI Mobility management were completed late 2005. The first Interoperability Certificates have been issued in accordance with the Air
2008, p.6) Inevitably key aspects of the QTS standards implicitly relate to language and communication as the basis for much, if not all, later learning. In parallel, however, it has been argued (Mroz and Hall, 2003) that in teacher education developmental understanding of communication is not sufficiently foregrounded. The development of theme one in trainee teachers can be linked to the ITT standards through both: Standard Q4 ‘communicates effectively with children and young people’ and standard Q14 ‘have a secure knowledge and understanding of their subjects and curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they trained’. The expectations of standard Q4 are further specified through key questions to explore in relation to determining whether a trainee has met this standard, such as does the trainee ‘use questioning effectively?’ and ‘use effective and appropriate non-verbal communication?’ In order to meet standard Q14 relevant questions include ‘Does the trainee demonstrate that they ‘can break down ideas and concepts, and sequence them logically to support the developments of learners’ knowledge and understanding? (p.27, Guidance to accompany the standards for qualified teacher status TDA, 2009) The implication of this standard is that the pre-service teacher has the ability to conduct whole-class, group and individual teaching mediated through spoken language. However, whilst we can see the relationship which might exist between the Bercow recommendations and standards for QTS, research has demonstrated the general difficulty of policy implementation in education (Galton, Simon and Croll, 1980 and Pollard, 1985 p. 19 – 20). As a specific example of this issue Bercow found that the central nature of language to all aspects of life was poorly understood by policy makers and service providers. This is of great concern given that the evidence base
judicial center located on Cleland Street in the City of Georgetown the “Airman First Class Carl Anderson, Jr. Courthouse” in honor of a brave son of South Carolina who made the ultimate sacrifice while defending his country in Iraq. Be it further resolved that a copy of this resolution be forwarded to the Georgetown County Council. XX
AMITEK SV250SX – SV250CX – SV300RSX – SV300RCX – SV300SX SV300CX – SV330SX – SV330CX – SV350SX – SV350CX SV370SX – SV350CX SG195X – SG195D – SG220X – SG220D – SG250RX – SG250RD SG250X – SG250D – SG275X – SG275D – SG300RX – SG300X SG300LX – SG330X – SG350X – SG370X ИНСТРУКЦИЯ ПО УСТАНОВКЕ, ЭКСПЛУАТАЦИИ И ТЕХНИЧЕСКОМУ ОБСЛУЖИВАНИЮ ВЕРТИКАЛЬНЫХ И ГРАВИТАЦИОННЫХ СЛАЙСЕРОВ, СООТВЕТСТВУЮЩИХ СТАНДАРТАМ СЕ И ДЛЯ СТРАН ЗА ПРЕДЕЛАМИ СЕ AMITEK SRL – Via A. Gagliani, 7 – 47814 Bellaria Igea Marina (RN) Italy AMITEK SRL (ООО), Италия, Беллариа-Иджеа-Марина (Римини), 47814, ул. А. Гаглиани, 7 СДЕЛАНО В ИТАЛИИ Модели со съемным заточным устройством Переключатель ПУСК-СТОП Ручка регулятора толщины нарезки
Модель SG300X SG300LX SG330X SG350X SG370X Двигатель Вт 260 260 260 370 370 Диаметр лезвия Ø мм 300 300 330 350 370 Скорость вращения об/мин об/мин 300 300 280 260 260 Мин. толщина ломтика мм 0/16 0/16 0/16 0/16 0/16 Размер нарезаемого продукта L x H (длина х высота) мм 260 x 220 280 x 220 260 x 235 310 x 260 310 x 275 A мм 340 340 410 415 415 B мм 465 490 530 580 580 C мм 495 500 550 585 585 D мм 650 760 770 890 890 E мм 440 510 465 480 480 Вес кг 24 25 32 36 37 ЭЛЕКТРИЧЕСКАЯ СХЕМА ОДНОФАЗНАЯ ЭЛЕКТРИЧЕСКАЯ СХЕМА Все модели SG…X/D – SV…SX/CX Line – Линия Chassis Slicer – Станина слайсера Switch – Выключатель Motor – Двигатель Light – Индикаторная лампочка Capacitor – Конденсатор All other models – Все другие модели Capacitor – Конденсатор Only SG330-350-370X – Только SG330-350-370X Only SV300-330-350-370SX/CX – Только SV300-330-350-370SX/CX
Translate from English into Russian landscape crowded streets hustle and bustle homesick high quality lifestyle alarm system burglar leaflet run after switch on spot choose activity do the gardening surf the Net Translate from Russian into English счастливый оживленное движение тишина и спокойствие общественный транспорт оборудование глазок воровать наталкиваться незнакомец преступление болтать посещать сумасшедший вне дома выставка Translate from English into Russian farmyard constant noise guest hometown worried run out of ID install turn on steal exhibition chat with friends hang out popular include Translate from Russian into English сарай кормить шумный подавленный близко = рукой подать дверная цепочка защищать вор бежать за незнакомец делать покупки сидеть в Интернете музей выбирать аттракцион
Translate from English into Russian hustle and bustle quiet huge high cost of living tired valuables steal leaflet run into turn off activity surf the Net visit choose crazy Translate from Russian into English близко = рукой подать гость обеспокоенный общественный транспорт одинокий незнакомец дверная цепочка истощить запас преступление вор вне дома обедать (не дома) музей выставка аттракцион Translate from English into Russian hometown stressed feed heavy traffic interesting run after door chain alarm system switch on rob activity outdoors spot include museum Translate from Russian into English гость общественный транспорт уставший расслабленный безработица опасность истощить запас вор защищать преступление сидеть в Интернете выбирать болтать карусель популярный
Corinna Cooper, Procurement Supervisor Manager’s Typed or Printed Name, Title Contact Information Contact Information Contact: John W Allen III Contact: Title: Procurement Coordinator Title: Phone: (360) 407-8406 Phone: Fax: 360-586-2426 Fax: Email: John.allen@des.wa.gov Email: BID SUBMITTALS CHECKLIST This checklist is provided for Bidder's convenience only: (Below is a quick checklist of items taken from IFB. Bidder is to refer to the IFB document for all required documentation and submittals.) Bidder is to confirm all required bid submittals and documents have been enclosed with Bidder's bid package. Bid Submittals to be returned with bid response: Evaluation Submitted Offer and Award Page, (original signature on Bidder’s original copy) Pg. 16 N/A Complete copy and USB Flash Drive of all required documents N/A USB Flash Drive containing Case Study information, price sheets, and Factors Information Response. N/A Bidder Information Sheets, completed and all required documents attached to include (Company Health and Safety Plan, brief description of the facility(s) and equipment, Copy of latest Federal Highway Administration Safety Rating Letter) Pass/Fail Non-Cost Factors Information Response, Scored Price Sheets for Categories A, B and C, completed and attached in separate envelope , , Appendix M: Category B Worksheet Pass/Fail Category A Case Study Response, completed and attached Scored
Confidential letters of reference from at least four people not related to the applicant, including the applicant’s high school principal (if applicable), shall be filed with this application. These letters should give specific information in regard to the applicant’s character, personality, and ability. Particular reference must be made to the applicant’s need and the family’s financial ability.
Part III: Recommendation Recommendation from supervisor: Request that your principal, supervisor, or program manager complete the two-page recommendation form provided with this application packet. Your signature on this application certifies that the information you are providing is complete and true to the best of your knowledge. Applicant’s Signature Date Return Parts I, II, and III of this application, which includes your current résumé and your supervisor’s recommendation, to your special education director. If selected within your school division, your application will be submitted to the Virginia Department of Education (VDOE) for further consideration. Nominees considered by VDOE will be notified of the selection outcome in May 2018.
Grid INPUT The “Grid INPUT” tab is intended for advanced users that wish to analyze a specific portion of a vehicle (e.g. a specific axle on a vehicle) or a custom vehicle type with a footprint (or ground contact area) which cannot be analyzed using one of the specific vehicle type tabs. The input field descriptions for this tab are listed below. Appendix A provides further instructions for using the “Grid INPUT” tab. Vehicle Information – In Cell E4 enter pertinent information about the vehicle (brand, model, year, etc.). Vehicle Type – In Cell E5 enter pertinent information about the vehicle type (Wheel, Track, 3-Axle, etc.). Measurement Point X-coordinate – In Cell F11 enter the X-coordinate of the location where the program will calculate the pressure exerted on the surface of the pipe due to the vehicle load. Measurement Point Y-coordinate – In Cell F12 enter the Y-coordinate of the location where the program will calculate the pressure exerted on the surface of the pipe due to the vehicle load. Load (column of values) – In Column I, starting at Cell I12 enter the user defined array of point loads representing the custom vehicle foot print. X & Y (column of values) – In Column J and K, starting at Cell J12 and K12 enter the user defined array of X-Y-coordinates corresponding to the array of point loads listed in Column I, which represent the location of each point load in the custom vehicle foot print. After all input fields on the “General INPUT” tab and desired vehicle type tab have been populated, click the corresponding vehicle type “CALCULATE:” button to run the analysis. Each vehicle type tab includes a “CALCULATE:” button that runs the program analysis for that specific vehicle type. Appendix B gives a complete list of all the worksheet tabs and corresponding functions (or buttons) that reside on each tab. NOTE: An error check is performed prior to the program initiating subroutines. If there is an issue with how an input has been entered, an error message will pop up alerting the user as to which input cell is causing the issue. – Once the program has finished running, it will automatically bring up the “Results” tab, which will display an overview of the user inputs along with the results of the analysis calculated by the program.
Principal Accountabilities Teaching Learning and Assessing • To prepare and deliver teaching across pre nursing and foundation degree that demonstrates a holistic approach to care, in particular adult nursing. • Contribute to teaching across other programmes within the Healthcare Practice subject area as required. • Contribute to the assessment process for students including the setting, marking and moderation of student work in accordance with quality assurance procedures. • Undertake tutorial responsibilities, including maintaining records, for a group and/or individual students as required in order to support students to: a. optimise their learning opportunities and career progression b. monitor their progress, deal with difficulties, signpost sources of student support and enable them to develop independence as learners. 2. Curriculum Development • To take part in curriculum development within field of expertise, reviewing and revising traditional modes of study, and devising or contributing to new modes. 3. Practice Teaching • To lead or contribute to inspirational practical teaching, for example through clinical simulation or support for practice placements (E.g. visits to students and mentors). 4. Professional Development • Actively engage in scholarship, research and professional / academic publication in ways which contribute to the University’s / College's objectives and contribute to ensuring up-to-date, leading edge teaching. 5. Administrative and Other • To undertake administrative duties related to the smooth running of the Discipline area or College, which may include module leadership, as required. To take on any other tasks within area of expertise, as directed by Head of Department / Deputy Head. 6. Related Activity • Contribute to effective partnerships with practice environments, including practice visits as required. • Professional activities to underpin programmes and subject areas and external activities related to income generation in agreement with the Head of Department / Deputy Head. . Marketing and recruitment activities as appropriate. Occasional weekend engagement with Open Days. • Carry out the duties of this post in a manner which promotes equality of opportunity and shows due respect for all employees and users of the University’s services, in accordance with the University’s Equal Opportunities Policy and the Universities Core Values and Behaviours Any other duties as required by the Head of Department / Deputy Head. The makeup of duties will be determined from time to time by the Head of Department / Deputy Head. in consultation with the post holder and will be reviewed regularly through staff appraisal.
MBE Firm WBE Firm Company Name: Contact Person: Address: E-mail: Telephone Number: ( ) Fax Number: ( ) Sub-Contract Amount: Sub-Contract Percentage of Total Bid: Describe service/product to be provided and how this is a Commercially Useful Function of the Contract: Provide approximate dates when Sub-Contractor will perform on this project: MBE Firm WBE Firm Company Name: Contact Person: Address: E-mail: Telephone Number: ( ) Fax Number: ( ) Sub-Contract Amount: Sub-Contract Percentage of Total Bid: Describe service/product to be provided and how this is a Commercially Useful Function of the Contract: Provide approximate dates when Sub-Contractor will perform on this project: Respondent Firm Telephone Number Address Fax Number City/State/Zip Code Email Address Representative Authorizing Signature Date Printed Name and Title Please check if additional forms are attached. Page ________ of __________ FORM MUST BE COMPLETED IN ITS ENTIRETY WITH COMPLETED LETTERS OF COMMITMENT.
5-Group Finger Counting (3 minutes) Conduct activity as described in GK–M3–Lesson 1. Note: This activity helps to solidify students’ understanding of numbers to 10 in relationship to the five, which will be useful in upcoming lessons. Application Problem (5 minutes) Put the following sentence frame on the board, then read it to the students: I am taller than ______________. I am shorter than __________________. Draw two things on your paper that would make your sentence true. Tell your sentence to your partner. Does he agree that it is true? Note: Mentally comparing the height or length of two different objects to a third object provides a good cumulative review of the topic to date. This will help the students to be fully prepared for a more abstract development of measurement in upcoming lessons. Circulate during the activity to ensure that students are completing the sentence. Concept Development (29 minutes) Materials: (S) Bag of loose linking cubes per pair: 40 red and 15 of another color, or 30 of one color and 25 of another depending on how you build the stairs (the latter is pictured below), work mat (activity template) T: Do you remember the number stairs we made earlier this year? With your partner, make a set of red number stairs from 1 to 5. S: (Allow time to create stairs.) T: What did we do to make the rest of the stairs? S: We made a bunch of 5-sticks, then we put other cubes on top. T: You have great memories! Let's do that again. Use the rest of your red cubes (or orange cubes) to make as many 5-sticks as you can. Then add your other cubes to make the rest of your number stairs. Put them in order so you make sure you have them all.
Student Debrief (6 minutes) Lesson Objective: Compare the length of linking cube sticks to a 5-stick. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. How did you compare the sticks in the sorting activity? (Review the importance of endpoint alignment.) Was it easier to sort the sticks the second time? Why? When you were sorting the sticks, did you notice any patterns? Did you notice any clues from the colors of the sticks that helped you with your sort?
With an arrow, indicate “North” (which, for us, is the direction to the main whiteboard) Map the position of the two islands to scale. Indicate the general direction of the source you used. (Hint: You can measure θ by placing a piece of paper under your receiver and drawing lines in the direction of the source and the other receiver) Once you have drawn a map, your teacher will cause an “earthquake” which will shift the position of the islands. On the same chart above, but in a different color, remap the two islands relative to the mainland and determine how far and in which direction they moved. Distance Moved Direction Moved Island 1 Island 2
Employer From date (MM/YY) – To date (MM/YY) Position held Reason for leaving 4. Give details of your previous general operative work experience (max. 250 words). 5. Give an example of your previous experience in the use of machinery (max. 250 words). 6. Give an example of a situation where you demonstrated good teamwork (max. 250 words).
EMPLOYMENT INFORMATION CURRENT EMPLOYER Name and address of employer Date from/to (including months) Main Duties and Responsibilities Job Title, Grade, Current Salary PREVIOUS EMPLOYMENT (List the most recent employer first. Include any periods of unemployment and give explanation of any gaps in employment history.) Name and address of employer Date from/to (including months) Job Title, Main Duties and Responsibilities, Current Salary Reason For Leaving
REFEREES (Please note family and friends are not appropriate/acceptable) Referee 1. Present / most recent employer NAME. ADDRESS Tel No. Email address Admin use only Sent Chased Received Referee 2. NAME. ADDRESS Tel No. Email address Admin use only Sent Chased Received Referee 3. NAME. ADDRESS Tel No. Email address Admin use only Sent Chased Received CAN REFEREES BE APPROACHED PRIOR TO INTERVIEW? YES. NO.
TOTAL FOR SECTION A IS 50 MARKS SECTION B: MECHANICS Answer ALL questions. Unless otherwise indicated, whenever a numerical value of g is required, take g = 9.8 m s–2 and give your answer to either 2 significant figures or 3 significant figures. 6. At time t seconds, where t 0, a particle P moves so that its acceleration a m s2 is given by a = 5t i – j When t = 0, the velocity of P is 20i m s1 Find the speed of P when t = 4 (Total for Question 6 is 6 marks) ___________________________________________________________________________ 7. A rough plane is inclined to the horizontal at an angle 𝛼, where tan 𝛼 A particle of mass m is placed on the plane and then projected up a line of greatest slope of the plane. The coefficient of friction between the particle and the plane is µ. The particle moves up the plane with a constant deceleration of g (a) Find the value of µ. (6) The particle comes to rest at the point A on the plane. (b) Determine whether the particle will remain at A, carefully justifying your answer. (2) (Total for Question 7 is 8 marks) ___________________________________________________________________________ 8. [In this question i and j are horizontal unit vectors due east and due north respectively.] A radio controlled model boat is placed on the surface of a large pond. The boat is modelled as a particle. At time t = 0, the boat is at the fixed point O and is moving due north with speed 0.6 m s1.
Africa (Chapter 20) Key Places: Locate on the maps… Madeira Islands Cape Verde Islands Asante Benin Kongo Luanda Congo River Slave Coast Gold Coast Sahara Desert Sudanic grasslands/savanna Cape of Good Hope Cape Colony Lake Victoria Guided Timeline: Latin America Africa & Atlantic Slave Trade Africa Outside of Atlantic Slave Trade 1419 1450 1441 1456 Conquest: 1492-1570 1481 Colonization: 1570-1700 1562 1570 1591
1652 Reform: 1700-1800 1700 1713 1750 1720 1790s 1815 1818 1833 1834 Latin America (Chapter 19) Key Places: Locate on the maps… Caribbean Sea Caribbean West Indies Cuba Hispaniola St. Domingue/Haiti Mexican Plateau Potosi Amazon Rio de la Plata Brazil Brazilian Highlands Viceroyalty of Guided Timeline Spanish America Brazil 1450
Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students.
Name Date *Write the missing number. 1 9 + 1 + 3 = ☐ 16 6 + 3 + 8 = ☐ 2 9 + 2 + 1 = ☐ 17 5 + 9 + 4 = ☐ 3 5 + 5 + 3 = ☐ 18 3 + 12 + 4 = ☐ 4 5 + 2 + 5 = ☐ 19 3 + 11 + 5 = ☐ 5 4 + 5 + 5 = ☐ 20 5 + 6 + 7 = ☐ 6 8 + 2 + 4 = ☐ 21 2 + 6 + 3 = ☐ 7 8 + 3 + 2 = ☐ 22 3 + 2 + 13 = ☐ 8 12 + 2 + 2 = ☐ 23 3 + 13 + 3 = ☐ 9 3 + 3 + 12 = ☐ 24 9 + 1 + ☐ = 14 10 4 + 4 + 5 = ☐ 25 8 + 4 + ☐ = 16 11 2 + 15 + 2 = ☐ 26 ☐ + 8 + 6 = 19 12 7 + 3 + 3 = ☐ 27 2 + ☐ + 7 = 18 13 1 + 17 + 1 = ☐ 28 2 + 2 + ☐ = 18 14 14 + 2 + 2 = ☐ 29 19 = 6 + ☐ + 9 15 4 + 12 + 4 = ☐ 30 18 = 7 + ☐ + 6
Existing kindergartens and in close proximity Fewer options for kindergarten and preschool at greater distances Lower rates of pre-school attendance leading to child developmental delay and less opportunity for early intervention Existing primary, secondary and higher education facilities in close proximity Relative lack of primary, secondary and higher education facilities Higher rates of disengagement from education and lower educational qualifications. Existing medical facilities and community support services in close proximity Lack of adequate medical facilities and community support services Higher rates of physical and mental health issues including increased drug and alcohol abuse and higher rates of violent crime Multiple options for recreation and a variety of community facilities and services Lack of adequate recreation options and very limited community facilities and services Lower rates of physical activity leading to health issues and lower rates of community connection and participation Many employment opportunities in relative close proximity Few local employment opportunities Higher unemployment rate and those employed are at a greater distance from their place of work. Multiple transport options including very well linked-up public transport and road networks Limited transport options including inadequate public transport and road networks Long commute times lead to increased travel costs and less time available for family and community activities which impacts on quality of life.
District Name NOT ENROLLED SEI TWO- WAY OTHER BILINGUAL OPT OUT TOTAL EL Concord 2 45 0 0 3 50 Danvers 0 43 0 0 0 43 Dartmouth 0 93 0 0 1 94 Dedham 0 135 0 0 12 147 Deerfield 0 6 0 0 0 6 Dover 0 12 0 0 0 12 Dracut 0 36 0 0 0 36 Duxbury 0 10 0 0 0 10 East Bridgewater 0 13 0 0 0 13 Eastham 0 2 0 0 0 2 Easthampton 15 0 0 0 0 15 East Longmeadow 0 50 0 0 3 53 Easton 0 44 0 0 1 45 Edgartown 0 42 0 0 0 42 Everett 46 1053 0 0 40 1139 Fairhaven 0 30 0 0 2 32 Fall River 0 962 0 0 0 962 Falmouth 0 78 0 0 4 82 Fitchburg 0 537 0 0 1 538 Foxborough 0 23 0 0 0 23 Framingham 24 870 283 327 70 1574 Franklin 0 70 0 0 0 70 Gardner 0 112 0 0 0 112 Georgetown 3 0 0 0 0 3 Gloucester 2 112 0 0 1 115 Grafton 0 19 0 0 0 19 Granby 0 21 0 0 1 22 Greenfield 0 61 0 0 2 63 Hadley 0 14 0 0 0 14 Halifax 0 1 0 0 0 1 Hanover 3 25 0 0 2 30 Harvard 0 12 0 0 0 12 Haverhill 16 476 0 0 7 499 Hingham 0 8 0 0 0 8 Holbrook 0 66 0 0 1 67 Holliston 0 65 0 0 2 67 Holyoke 3 1306 0 0 13 1322 Hopedale 0 16 0 0 0 16 Hopkinton 0 57 0 0 2 59 Hudson 0 180 0 0 3 183 Hull 0 1 1 1 1 4