zilongwang/ReadingBank huggingface dataset:
Purpose/Activity Type of data Lawful basis for processing including basis of legitimate interest To add details to our database of prospective customers. (a) Identity (b) Contact (C) Student Details (a) Necessary for our legitimate interests (To be able to respond to your enquiry). Request health data prior to training to allow us to assess suitability to receive tuition. (a) Relevant conditions (a) Necessary for our legitimate interests. (b) we will not store this data unless we have specific consent from you. To add details to and update our customer management data bases and systems. (a) Identity (b) Contact (c) Financial Data (d) Transaction Data (e) Training Data (f) Purchases of items (a) Performance of a contract with you. (b) Necessary for our legitimate interests. To manage our relationship with you which will include: (a) Notifying you about changes to our terms or privacy policy (b) Asking you to leave a review or take a survey (a) Identity (b) Contact (c) Profile (d) Marketing & Communications (a) Necessary for our legitimate interests (to keep our records updated and to study how customers use our products/services). To enable you to receive offers and information, other than answers to your enquiry or booking, providing you have opted in to that service. (a) Identity (b) Contact (c) Profile (d) Usage (e) Marketing & Communications (a) Necessary for our legitimate interests (to study how customers use our products/services, to develop them and grow our business). To administer and protect our business and this (a) Identity (a) Necessary for our legitimate
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(20) Supply price for j-th industry (taxation industry) after imposing VAT is as follows. (21) Expressing the prices of taxation (j-th) industries and exemption (k-th) industry together, one may have: (22) Where, is a matrix where k-th column of are replaced by zero. If more than two exemption industries exist, the relationship such as equation (22) holds true. Solving equation (22) with gives equilibrium price vector. (23) 4．Simulation The standard VAT rate is 17% in China and the VAT system include reduced rate, zero rate, and exemption as is shown in Table 4. Table 4 Tax rate of VAT Tax rate Commodities Tax rate Standard rate 17% Reduced rate Food, Water, Coal & gas products for resident, Book, Newspaper, Magazine, feedstuff, Chemical fertilizer etc. (13%) Zero rate Agriculture, Fishery, Forestry, Livestock, Second hand book, Equipment for scientific research and education, etc. Exemption Transportation, Construction, Finance & Insurance, Culture, Sports and Entertainment, etc. Notes: 1. An agriculture tax was abolished in January 1st 2006. 2. Because these industries pay the business tax, it exempts from VAT. 4-1 Data We used “China input-output table2007” as a basic data. Incidentally, we need a fixed capital formation matrix [Cij] which shows the providing industries of capital goods invested by each industry, in order to estimate the effect of investment goods tax credit. China’s statistical authority, however, does not issue such a table. Therefore, we made a tentative fixed capital formation matrix [Cij] by spiriting the column vector of fixed capital formation using the shares in the row vector of capital consumption． The price models showed in the previous section are based on a non- competitive import type of I-O table. The table that China’s statistical authority issues, however, is not a non-competitive type but a competitive type of I-O table.
Re: [insert title of assignment] RFP Ref: insert reference as shown on cover page] Information to be provided in this Form shall only be used to establish payments to the Consultant for possible additional services requested by MCA Namibia and/or for the purpose of verification of the market reasonableness of the prices offered. Please complete for each phase1. Group of Activities by Phase and Tasks2 Description3 Price4 US$ N$ Total Form FIN-3 shall be completed for the whole assignment. In case some of the activities require different modes of billing and payment (e.g.: the assignment is phased, and each phase has a different payment schedule), the Consultant shall fill a separate Form FIN-3 for each group of activities. Include base and option years. Names of activities (Phases 1-3 and Tasks 1 through 7 for Phase 1) should be the same as, or correspond to the ones indicated in the second column of Form TECH-10. Additionally, the Terms of Reference call for identification and definition of certain elements in Form TECH-6. Discretely identify each of these on this Form FIN-3 and label them so as to clearly associate them with the applicable Phase and Task. A short description of the activities whose price breakdown is provided in this Form. Provide fully loaded prices excluding VAT (including international travel, communications, local transportation, office expenses, shipment of personal effects, direct and indirect rates and profit). See PDS 3.6 regarding travel-related expenses.
e Title Navigation Advisory Group – Joint operations & Moorings / Licensing meeting Minutes of Navigation Operations Sub Group Date 03 February 2014 Venue Milton Keynes Office, Meeting Rooms 1 & 2 Attendees Operations Group members: Michael Carter (Chairman), Sue Cawson, John Baylis, David Fletcher, Ian Harrison, Malcom Blundell, Kevin East, Jeff Whyatt, Tony Stammers Observers of Operations group: Vaughan Welch, David Gibson, Nigel Stevens Moorings / Licensing Group members: Mike Annan, Paul Le Blique, Beryl McDowall, Timothy Nelson Parker, Mark Walton, Sally Ash, Susie Mercer Observers of Moorings / Licensing group: Clive Henderson, Ann Farrell c.c Vince Moran Action Introductions MC along with MA outlines the purpose and objectives of this first ‘joint meeting’ since the Navigation Advisory groups were formed (Autumn 2012) Highlights from sub-groups Nag (OPS) - MC discussed the good communications between lay members and CRT reps on the Ops group and the solid foundations that had been generated by intentionally focusing on the groups function as much as the tasks in hand. MC went through the Draft action plan and very briefly discussed the points that had received Nag Ops time and the direction that they were heading. MC shared with the group the planned review of MSS during the year to come. NAG (L&M) – MA summarised key points from L&M sub group Area of joint involvement going forward Following discussions it was agreed that a joint group would be formed to progress action on ‘Provision of Boater facilities’:- Representatives to include:-
If you need a resourceful library for developing rich mobile applications you need no further than the exhaustive Android core libraries. What's more the great Android dev tools simplify testing, running and debugging your Android apps a child's play, literally. What you need to know before starting your custom Android Development process is that you need to install the Android Development Tools (ADT) plugin only if you plan to use the Eclipse IDE as your development environment. If not then no need to install the ADT plugin. Simple, isn't it. Android vs iPhone SDK: Although this is a pretty difficult comparison to make given the fact that both the SDK's have something good going for them. While the Android SDK is available for use on any machine the iPhone
opportunities, stimulating market competition, and offering alternatives to the existing Medicaid program. Section 4461340. As used in this article: (1) ‘Carrier’ means a private entity certified by the South Carolina Department of Insurance and offering plans through the health insurance marketplace. (2) ‘Eligible individual’ means an individual who: (a) is an adult from age eighteen through age sixty-four with an that is equal to or less than one hundred thirty-eight percent of the federal poverty level, including without limitation individuals who would not be eligible for standard Medicaid services under laws and rules in effect on January 1, 2014; (b) has been authenticated to be a United States citizen or documented, qualified alien according to the federal Personal Responsibility and Work Opportunity Reconciliation Act of 1996, Pub. L. No. 104193, as existing on January 1, 2014; and (c) is not determined to be more effectively covered through the standard Medicaid program, such as an individual who is medically frail or other individuals with exceptional medical need for whom coverage through the health insurance marketplace is determined to be impractical, overly complex, or would undermine continuity or effectiveness of care. (3) ‘Health care coverage’ means health care benefits as defined by certification or regulations, or both, promulgated by the South Carolina Department of Insurance for the qualified health plans or available in the marketplace. (4) ‘Health insurance marketplace’ means the vehicle created to help individuals, families, and small businesses in this State shop for and select health insurance coverage in a way that permits comparison of available qualified health plans based upon price, benefits, services, and quality, regardless of the governance structure of the marketplace. (5) ‘Premium’ means a charge that must be paid by DHHS on behalf of the enrolling individual to obtain health care coverage. (6) ‘Program’ means the program established by the South Carolina Access to Health Care Act established by this article. (7) ‘Qualified health plan’ means a South Carolina Department of Insurance certified individual health insurance plan offered by a carrier through the health insurance marketplace. Section 4461350. (A) The South Carolina Department of Health and Human Services (DHHS) shall:
Mean Absolute Error 0.006528 0.006379 0.006487 0.006398 Mean Abs. Percent Error 120.3124 112.5558 120.9649 98.92613 Theil Inequality Coefficient 0.883868 0.262480 0.908428 0.971812 4.1.4.3 Small Capitalization The table below (Table 4.1.5) presents the results from the forecast for all four estimations. Four different critical values are presented and based on those we can conclude if the market is efficient in its weak form. The model that reaches the lowest values for each critical value, or at least most of them, it is the model that gives the best estimation. For the small-cap index (S&P600), we can suggest that because Random Walk has three out of the four lowest critical values, while GARCH has only one, is the best model to describe the market prices. That means that, for the S&P600 index the stock price movements do follow the RW, which indicates that there is market efficiency in its weak form for the small capitalization. Table 4.1.5 Small Capitalization Forecasting Results ARIMA GARCH (2,2) E-GARCH (1,1) Random Walk Root Mean Squared Error 0.009616 0.009498 0.009583 0.009450 Mean Absolute Error 0.007376 0.007284 0.007369 0.007232 Mean Abs. Percent Error 118.3928 109.4687 106.9880 98.30536 Theil Inequality Coefficient 0.905076 0.902495 0.915511 0.972271
Visualising time-series data with the Australian Hydrological Geospatial Fabric (Geofabric) and the Geofabric Sample Toolbox Darren G Smith1 (Presenter), Mark Menzel2, Matthew Brooks3 1, 2, 3 Australian Bureau of Meteorology, Information Systems & Services Division (Environmental Information Management) , The Geofabric is a digital database of surface and groundwater features providing a spatial framework for water information in Australia. Designed for use with geographic information system (GIS) software, the Geofabric product suite registers the spatial relationships between important hydrologic features such as rivers, water bodies, monitoring points and catchments at scales suitable for national reporting. Geofabric products can be used to perform geospatial analysis of the flow of water throughout the nation and to represent surface and ground water on maps used for forecasting and reporting. In order to support and further promote the use of the Geofabric product suite, the Bureau of Meteorology has put together a set of sample ArcGIS Python script tools that provide examples of how the Geofabric datasets can be used and extended. The toolset supports a number of common workflows performed by hydrologists, such as the creation of a set of custom catchments and node link networks for a given set of monitoring points. The use of the toolset together with the Geofabric removes the need to process DEM data when creating a set of custom catchments. Version 1.6 of the toolset includes new tooling that facilitates the bulk download of monitoring point time-series data from the Bureau's Water Data Online (WDO) portal in a format that is packaged and ready for use with the Geofabric. The presentation will run through an example workflow which, from a starting point of a collection of monitoring points, sees the generation of a node-link network and a set of custom catchments. These custom features are then used to visualise stream height data for a past flood event downloaded from the WDO portal. Reference List Australian Bureau of Meteorology. (2011). Australian Hydrological Geospatial Fabric. (Accessed: 27th, November 2014). Australian Bureau of Meteorology. (2014). Water Data Online. (Accessed: 27th, November 2014).
ANTHEM K-8 SCHOOL LEAH M. ALISA, Principal Enrollment Report october 2017 PRESCHOOL # STUDENTS Gilchrist, Ayana 24 KINDERGARTEN # STUDENTS Mosher, Caitlin 26 Van Buren, Kaitie 25 George, Nicole 25 GRADE 1 # STUDENTS Colon, Eser 23 Paulson, Markitta 22 Serkowski, Liz 23 GRADE 2 # STUDENTS Candelaria, Pat 27 Freeland, Dylene 28 Griffen, Wendy 27 GRADE 3 # STUDENTS Butler, Amy 28 Darrow, Aimee 30 Dewhirst, Julie 27 GRADE 4 # STUDENTS Salas, Jennifer 33 Dennison, Stacey 33 Olson, Nicole 32 GRADE 5 # STUDENTS Fisher, Scott 31 King, Burns 31 Stoner, Walter 28 GRADES 6-8 # STUDENTS Dotson, Lee Honea, Cindy 321 Shanks, Josie Shaw, Tori Smith, Steven Fowler, Sean Zeller, Crystal Stahl, Anne Bendickson, Erika PATHWAYS/SPED # STUDENTS Brown, Joanna 9 Lickfeldt, Shelly 14 Mullin, Katherine 7 Russo, Pearl 11 Shamblin, Tonya 6 TOTALS # STUDENTS PRESCHOOL 24 KINDER 77 GRADE 1 76 GRADE 2 83 GRADE 3 91 GRADE 4 100 GRADE 5 95 GRADE 6 101 GRADE 7 122 GRADE 8 98 GRAND TOTAL 869 NOTE: The Pathways/SPED program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
SERVICES DAYS WEEKLY TOTAL Mon. Tue. Wed. Thurs. Fri. Sat. Sun. 3 HEAVY CLEANING 4 NONMEDICAL PERSONAL SERVICES a. Respiration* b. Bowel/bladder care (including help on/off commode)* c. Feeding and drinking* d. Bed baths*
TASK AREA HOURS PER WEEK Accompaniment to Medical Appointment: Indicate number of medical appointments per week, driving distance, and wait time (workers can get paid for accompanying a consumer at a medical appointment if the worker is “on duty” – e.g. the worker is required to remain because at any moment the provider will help the consumer return to home).↓ Average Time Needed: Accompaniment to Alternative resource: Indicate number of visits to per week and driving distance. Only, time needed to get to and from home is provided. ↓ Average time Needed: Protective Supervision (See Disability Rights publication on how to obtain this service.) Provide an explanation of: 1) recipient’s disability 2) functional limitations such as memory, orientation and judgment (ability to make decision that will keep recipient safe) as well as physical functional limitations, 3) recipient’s ability to understand consequences of behavior/decisions 4) behaviors which will place recipient at risk or cause injury and/or harm:
of Bethlehem United Methodist Church, he served his God there in various capacities; and Whereas, moreover, he served as a member of the South Carolina EMS Advisory Board, Bishopville Jaycees, Peoples Bank Board of Directors, NBSC Bank Advisory Board, Robert E. Lee Academy Board, Bishopville Chamber of Commerce, South Carolina Chamber of Commerce, Foothills Trail Conference Board, and South Carolina Cotton Museum Board; and Whereas, in recognition of his spirit of excellence and dedicated service to the people of South Carolina, Billy Baskin was granted various honors, among them the Bishopville Rescue Squad Service Award; the 1983 Darlington Race Way Service Award; and the 1990 Sertoma Service to Mankind Award. Also in 1983, the Bishopville City Council proclaimed Billy Baskin Day in his honor. Further, he was named 1992 Lee County Chamber of Commerce Business Person of the Year and received in 2002 the highest civilian award granted by the State of South Carolina, the Order of the Palmetto. The Billy Baskin Foothills Trail Volunteer of the Year Award was named in his honor, as well; and Whereas, in his leisure time, he enjoyed boating and hiking, especially the Foothills Trail; Clemson football; socializing with his friends; and reading about, and documenting, the history of Lee County and his ancestry; and Whereas, having been predeceased by his beloved wife, Betty Lowder Baskin, he leaves to cherish his memory a son, Eric Lowder Baskin (Caroline) of Irmo; a daughter, Kristan Baskin Stoneman (Dan) of Easley; four grandchildren, Ryan Baskin, Erica Baskin, Tyler Stoneman, and Avery Stoneman; and a host of other family members and friends. He will be greatly missed by those fortunate enough to have known him. Now, therefore, Be it resolved by the House of Representatives: That the members of the South Carolina House of Representatives, by this resolution, express their profound sorrow upon the death of William Peebles Baskin III of Bishopville and extend the deepest sympathy to his family and many friends.
7 CLJ1 SoUR Predicted FE SoUR Event Time = T1 SoUR Predicted 8 Start of E84 TB 9 CLJ2 Carrier Valid (Loaded) FE CLJ Event (@ End of E84) CV 10 CLJ2 Slot Map Verification PJ Creation Created /Execute 11 CLJ2 SoUR Predicted FE SoUR Event Time = T2 SoUR Predicted 12 CLJ3 Load Request FE CLJ Event LR 13 CLJ3 EoLR Predicted FE EoLR Event Time = T3 (CEW Started) EoLR Predicted 14 CLJ1 Unload Request FE CLJ Event RU 15 Start of E84 TB 16 CLJ1 Deleted (Unloaded) FE CLJ Event (@End of E84) RL Deleted Deleted 17 Start of E84 TB None None 18 CLJ3 Carrier Valid (Loaded) FE CLJ Event (@ End of E84) CV 19 CLJ3 Slot Map Verification PJ Creation 20 CLJ3 SoUR Predicted FE SoUR Event Time = T4 SoUR Predicted 21 CLJ4 Load Request FE CLJ Event LR 22 CLJ4 EoLR Predicted FE EoLR Event Time = T5 (CEW Started) EoLR Predicted 23 CLJ2 Unload Request FE CLJ Event RU 24 Start of E84 TB 25 CLJ2 Deleted (Unloaded) FE CLJ Event (@ End of E84) RL Deleted Deleted 26 Start of E84 TB None None 27 CLJ4 Carrier Valid (Loaded) FE CLJ Event (@ End of E84) CV 28 CLJ4 Slot Map Verification PJ Creation Created /Execute
29 CLJ4 SoUR Predicted FE SoUR Event Time = T6 SoUR Predicted 30 CLJ3 Unload Request FE CLJ Event RU 31 Start of E84 TB 32 CLJ3 Deleted (Unloaded) FE CLJ Event (@ End of E84) RL Deleted Deleted 33 CLJ4 Unload Request FE CLJ Event RU None None 34 Start of E84 TB 35 CLJ4 Deleted (Unloaded) FE CLJ Event (@ End of E84) RL Deleted Deleted F=Factory system, E=Equipment LPTS=, RL=Ready to Load, TB=Transfer Blocked, RU=Ready to Unload LR=Load Request, CV=Carrier Valid, UR=Unload Request
CWS PSYCHOLOGICAL INITIAL ASSESSMENT State Form 54574 (1-11) FAMILY & SOCIAL SERVICES ADMINISTRATION RICHMOND STATE HOSPITAL GENERAL Client Name: (need full name at time of admission) Admission Date (month, day, year): Avatar Chart Number: Date of Assessment (month, day, year): Time of Assessment:  AM  PM Assessment Type:  Initial  Initial Reassessment  Annual  Annual Reassessment Assessing Clinician: Assessing Clinician 2: Supervising Clinician: Notification Comments: Draft / Pending Approval / Final:  Draft  Pending Approval  Final Primary Language: (Aliased in from PM side) Preferred Language:  Arabic  French  Japanese  Sign Language  Chinese  German  Other  Spanish  English  Italian  Russian  Unknown Interpreter Used:  No  Yes Language Comments: Informant Type:  Another provider  Family / Significant other  Legal Representative  Client  Gatekeeper  Records from previous admission  Current Assessments / Evaluations  Justice system  Other (specify) Informant Comments: (Identify specific re: source of information / informants - assessed - reliability, validity. Informant comments re: reason for admission or events leading up to admission, symptoms described / reported, etc.).
DIAGNOSTIC IMPRESSION (continued) Diagnostic Impression: (If deferred complete Comments section)  Yes  Deferred Primary Diagnostic Impression: Axis I Axis I, Diagnostic Impression #1: Confirmed Provisional Axis I, Diagnostic Impression #2: Confirmed Provisional Axis I, Diagnostic Impression #3: Confirmed Provisional Axis I, Diagnostic Impression #4: Confirmed Provisional Axis I, Diagnostic Impression #5: Confirmed Provisional Axis II Axis II, Diagnostic Impression #1: Confirmed Provisional Axis II, Diagnostic Impression #1 Traits: Axis II, Diagnostic Impression #2: Confirmed Provisional Axis II, Diagnostic Impression #2 Traits: Axis II, Diagnostic Impression #3: Confirmed Provisional Axis II, Diagnostic Impression #3 Traits: Axis II, Diagnostic Impression #4: Confirmed Provisional Axis II, Diagnostic Impression#4 Traits: Axis II, Diagnosis #5: Confirmed Provisional Axis II, Diagnosis #5 Traits: 9
Report 54900 – LAC SOUTHERN CONE Argentina, Bolivia, Brazil, Paraguay, Uruguay Southern Cone Inland Waterways Transportation Study The Paraguay-Paraná Hidrovía: Its Role in the Regional Economy and Impact on Climate Change March 2010 Sustainable Development Department Latin America and the Caribbean Region Document of The World Bank
are still undefined, and it is unknown whether exports will move through Puerto Bush (Bolivia) or through Ladário (Brazil). Uruguay Under the HPP framework, Uruguay maintains a dispute with Argentina, Paraguay and Brazil because its vessels are not allowed to navigate in the HPP without pilots from each country. Under both the multilateral and bilateral frameworks, this matter is part of the CIH agenda. Although Uruguay only participates in a limited portion of the HPP (the segment below the Uruguay River that allows convoy passage to Nueva Palmira), it has an active policy regarding the HPP because it aims to attract transshipment freight. Significant transfer infrastructure projects planned in the Nueva Palmira vicinity have been delayed, due in part to the global economic crisis as well as to administrative authorization delays. For the moment, the new transfer terminal project of Rio Tinto in La Agraciada has been discontinued. The ADM grain transfer terminal in Barranca de los Loros (also in the Nueva Palmira vicinity) has been temporarily suspended as well. On the other hand, the elimination of VAT exemptions implemented by Argentina for temporary soy imports coming from north of the HPP will likely lead to the recovery of two million tons in the existing terminals in Nueva Palmira, which had been diverted to the port of Rosario. Brazil Brazil has implemented an ongoing development policy for waterway navigation and cabotage at national level. Over the past few years, the country has maintained a favorable position on the HPP’s development. The recent National Transport and Logistics Plan favors waterway transport; with regard to the HPP, the plan previously appeared to favor road transport toward the Atlantic ports. In the exclusively Brazilian section of the HPP, the existing signaling is more functional than in the rest of the countries, although it does have two difficult passages. Although grain and oil exports from Brazil through the HPP are relatively limited, mineral exports have been extremely important but are currently uncertain due to the global crisis. Mineral export figures totaled four million tons annually, but are falling significantly because only one of the four mines in the Corumbá area is functioning. In fact, after the announcement of the sale of the Rio Tinto mines and the fleet from Rio Tinto to Vale do Rio Doce, there has been strong uncertainty in the market concerning the continuation of the Rio Tinto expansion plans. This situation is creating major uncertainty for the HPP system’s demand forecasts.
New pupils entering P.1. must have reached age 4 on or before July 1st prior to starting school. On entry into school the parent of each pupil will fill a data collection sheet providing the school with accurate records, which include contact numbers and relevant medical information. A full copy of our Admissions criteria is available in school or telephone 02871 382614. Parents will be notified in writing about any changes to any of the information contained within this prospectus. School begins at 9.10am Morning break (P.1, P.2, P.3.): 10.30 – 10.45am Morning break (P.4, P.5, P.6, P.7): 10.45 – 11.00am Lunch (P.1, P.2, P.3) – 12.00 – 12.40pm Lunch (P.4,P.5, P.6, P.7): – 12.30 – 1.10pm P.1and P.2 finish at 2.20pm P.3 – P.7 finish at 3.00pm
A HOUSE RESOLUTION TO CONGRATULATE AND HONOR ERIC FLOWERS, A FORMER SOUTH CAROLINA STATE TROOPER, WHO RETIRED AFTER TWENTYSIX YEARS OF OUTSTANDING SERVICE, AND TO WISH HIM CONTINUED SUCCESS AND HAPPINESS IN ALL HIS FUTURE ENDEAVORS. Whereas, it is altogether fitting and proper that the members of the House of Representatives of the State of South Carolina should pause in their deliberations to express their gratitude to Eric Flowers for his significant service to the citizens of the Palmetto State during his years as a State Trooper; and Whereas, born and reared in Charleston, Eric Flowers received his early education at James Simmons Elementary School and graduated from Charleston High School in 1979; and Whereas, he was active in band and played saxophone for C. A. Brown High School and Burke High School, as well as for the Cub Scouts and Boy Scouts; and Whereas, Mr. Flowers earned a bachelor’s degree in education in 1985 from Florida Agricultural and Mechanical University, where he was a proud member of the famous Marching 100 Band; and Whereas, during college he also participated in the Reserve Officer Training Corps (ROTC) as a cadet and was commissioned as a second lieutenant in the United States Army upon his graduation; and Whereas, in the proud tradition of the sons of South Carolina, Mr. Flowers served his country with distinction for fourteen years and was activated during the Gulf War, attaining the rank of captain and
Each implementation of the magnetic levitation principle for train-type travel involves advantages and disadvantages. Technology Pros Cons EMS () Magnetic fields inside and outside the vehicle are less than EDS; proven, commercially available technology that can attain very high speeds (500 km/h); no wheels or secondary propulsion system needed. The separation between the vehicle and the guideway must be constantly monitored and corrected by computer systems to avoid collision due to the unstable nature of electromagnetic attraction; due to the system's inherent instability and the required constant corrections by outside systems, vibration issues may occur. EDS (Electrodynamic suspension) magnets and large margin between rail and train enable highest recorded train speeds (581 km/h) and heavy load capacity; has demonstrated (December 2005) successful operations using in its onboard magnets, cooled with inexpensive liquid . Strong magnetic fields onboard the train would make the train inaccessible to passengers with or magnetic data storage media such as hard drives and credit cards, necessitating the use of ; limitations on guideway inductivity limit the maximum speed of the vehicle; vehicle must be for travel at low speeds. System (Permanent Magnet EDS) —no power required to activate magnets; Magnetic field is localized below the car; can generate enough force at low speeds (around 5 km/h) to levitate maglev train; in case of power failure cars slow down on their own safely; of permanent magnets may prove more than electromagnets. Requires either wheels or track segments that move for when the vehicle is stopped. New technology that is still under development (as of 2008) and as yet has no commercial version or full scale system prototype. Neither nor the Superconducting EDS are able to levitate vehicles at a standstill, although provides levitation down to a much lower speed; wheels are required for these systems. EMS systems are . The German Transrapid, Japanese HSST (Linimo), and Korean EMS maglevs levitate at a standstill, with electricity extracted from guideway using power rails for the latter two, and wirelessly for Transrapid. If guideway power is lost on the move, the Transrapid is still able to generate levitation down to 10 km/h (6.2 mph) speed, using the power from onboard batteries. This is not the case with the HSST and Rotem systems.
On select days that will be announced in advance students will wear Dress Blues. Each Pearl student must have in his or her wardrobe at least one navy blue Pearl polo style shirt, at least one Pearl sweatshirt and either one pair of khaki colored uniform shorts, khaki uniform pants, khaki uniform skort or a khaki uniform skirt. This way when students go out in public they will look very presentable and it will be easy to locate Pearl students. Students out of uniform on Dress Blue occasions will, at the teacher’s discretion, either rent Dress Blues from the office (depending on availability) or have to miss the planned activity. Dress Blues consist of the following: A navy blue Pearl collared shirt (only available through the Kare Office in Arcadia) A navy blue Pearl sweatshirt (only available through the Kare Office in Arcadia) Khaki colored uniform long pants - Mandatory as students will be required to wear Dress Blues even if it is cold or rainy Students may also wear either one of the following: Khaki colored uniform shorts or Khaki colored uniform skirt or khaki colored uniform skort Pearl Prep Hat or visor (only available through Sportline) On very cold days, students may wear heavy jackets over a Pearl Sweatshirt, but may not wear a heavy jacket in place of not having a Pearl Sweatshirt. Pearl Wear Pearl Dress Blue shirts, sweatshirts and Pearl T-shirts are available in the Pearl Office. Khaki uniform shorts, pants and skirts are available from most major department stores. Please remember that khaki uniform pants, shorts, skirts and skorts are much easier to find in the fall, but sometimes very difficult to find later in the year. PLAYGROUND POLICIES General Playground Policies Students must exercise safe and orderly play at all times. All students freeze in place when a long whistle is blown. Students need to stop play and prepare for class when music begins. Only “soft” balls (tennis ball or softer) are permitted to be thrown on the designated “ball walls” on the playground. Other balls may not be used. There is no tackling. There is no throwing rocks, wood chips or other hard objects. There is no socializing or games permitted in the restrooms. There is no playing or running in the halls. Students are not allowed to jump off the swings.
Bringing accuracy and efficiency to land disturbance management and reporting David Malins Jacobs, Spatial David.Malins@jacobs.com Executive Summary Organisations undertaking land disturbance are required to track and report on these activities in-line with state and federal legislation. Historically, those responsible for managing clearing and rehabilitation would do so using spreadsheets. Spatial data about these activities was incomplete or non-existent. Managing different land disturbance activities within overlapping approvals on busy construction sites coupled with the involvement of many organisations - led to compliance and cost issues including: Clearing outside approval boundaries due to uncertainty on the spatial extent of an approval. Approved clearing limits exceeded due to incomplete or incorrect records. Delays in construction due to uncertainty on remaining clearing allocations. Disturbance of protected environmental and cultural sites due to a lack of awareness of their location. Reporting delays due to lack of required information. Unnecessary modifications to approvals being sought due to uncertainty on remaining clearing allocations. Jacobs has designed and built GIS based processes, databases and tools to manage land disturbance information. Together these elements have enabled a new approach to land disturbance management and reporting which has advantages including: Increased efficiency through clarity on remaining allocations and the spatial extent of areas that can and can not be disturbed. Efficient data entry through building business rules into the database Efficient and consistent map creation through the creation of custom tools to create clearing approval and land disturbance reporting drawings. Reduced risk of incorrect reporting and non-compliance against statutory obligations. Consistent information available to all users. This presentation will outline the innovations Jacobs has made to date and possible future advancements further improving efficiency in this process.
Schedule practice tests and student tutorials (recommended). Develop a security plan. Develop a logistics plan. Develop a training plan. Meet with and train Technology Coordinators. Complete technology setup. Conduct an infrastructure trial. One Month Prior Review the Test Coordinator Manual and recommended online training modules to prepare for Test Coordinator responsibilities. Notify students and parents about the PARCC assessment. Update student registration. Two Weeks Prior Finalize the testing schedule. Finalize the security, logistics, and training plan. Sign the PARCC Security Agreement. One Week Prior Meet with Test Administrators and Proctors. Receive, document, and store materials. Set up test sessions in PearsonAccessnext. Confirm Test Administrator accounts are active. Conduct Proctor Cache Operational Tests. Print Student Authorization Tickets and Seal Codes. Check for test administration updates at .
Develops plan with home visitor for the next supervision Schedules next supervision with home visitor Asks ending Arc questions Examples and comments: Reflection and Attunement to home visitor: The supervisor identified and acknowledged home visitor strengths and successes and used a solution-focused approach to assist home visitor to meet challenges and develop and review goals. Consistent Emerging Area of Growth N/A Offered behaviorally-specific praise and affirmations Discussed and reviewed the home visitor’s professional goals Acknowledged and explored the home visitor’s successes. Explored home visitor’s level of motivation and readiness for change Utilizes collaborative exploration to understand home visitor perspective and support problem solving Showed curiosity about and acceptance of the home visitor’s beliefs, values and practices Supervision was well planned and supervisor was flexible in order to be responsive to the home visitor Integrates paper and PDS documentation Demonstrated match with home visitor Demonstrated mismatch with home visitor Demonstrated repair with home visitor Demonstrates support of home visitor’s reflective capacity building Examples and comments:
-3- (a) Governing Board Members SR. NO. NAME Representative of Shri Vile Parle Kelavani Mandal 1. Shri. Pravin H. Doshi , Chairman Director, ACME Group 2. Shri Vamanrai V. Parekh, Member Director, Nilkamal Plastics Ltd. 3. Shri Bharat M. Sanghvi , Member Managing Director of Automobile Manufacturing Pvt. Ltd., Trustee, SVKM 4. Shri Kirit P. Mehta, Member Partner, Srinath Builder 5. Shri Jagdish Parikh, Member Director, M/s. Suigeneris Appliances Pvt. Ltd. 6. Dr. D.J. Shah, Member Ex-Principal, S.B.M.Polytechnic 7. Shri Ramesh Talwar, Member Associate Vice President, Automotive Manufacturing Ltd. 8. Shri Jagat Kilawala, Member Managing Director, Shri Krishna Shray Pvt.Ltd. Representative of the All India Council for Technical Education 9. Shri Sri Ramesh U., Regional Officer AICTE (W.R) Expert Members nominated by the State Government / AICTE 10. Shri P.R. Bapat, Member Corporate Advisor M/s. Guest Keen Williams Ltd. 11. Shri Sunil M. Advani, Member President & Vice-chairman, M/s. Blue Star Ltd. 12. Dr. H.J. Nain, Member Director, M/s. Bombay Electronics Co. Ltd. 13. Shri W.J.N. Danait, Member Chief Executive, Bombay First Representative of the State Government 14. Dr. S.K. Mahajan, Director Director of Technical Education Maharashtra State Representative of the Maharashtra State Board of Technical Education 15. Shri Pramod A. Naik, Jt. Director, Regional Office, Bandra Representative of the Central Government 16. Shri P.N.Jumle, Director Board of Apprenticeship Training (W.R) Principal of the Polytechnic 17. Shri U.M. Kantute, Principal Frequency of Meeting :- 2 Meetings in a year Date of Last Meeting:- 16th March, 2016 …4…
(Thunder) 8. You will then write down all the information you find and record it in your journal. 9. After you find the information you will then draw a picture that represents that type of weather. Rubric Exceeds (3 pts) Meets (2 pts) Students use the websites provided to find (1, 25%) Facts about the type of weather is correct and organized. Clear understanding of the different types of weather is shown. Most facts are correct. Websites are used. Information is clear and there is little spelling mistakes. Picture of weather (1, 25%) Picture is very well drawn with great detail. Well organized and goes along with the assingned type of weather for the day. Picture goes along with type of weather assigned for the day. Picture is a good size and easy to recognize. Weather Log books (1, 25%) Books are well organized with the correct weather for each day. No lose papers or unnecessary drawings. Information and picture is clear to read. Information about the weather is correct. There is the correct information for kind of weather on the assigned day. A picture is drawn for each type of Information is easy to read. Information about weather (1, 25%) Correct weather for assigned day is well researched. Information is complete and correct. Information is well detailed with little to no mistakes. Information is correct and easy to read. Some spelling mistakes. Conclusion After completing this lesson, the students will have a better understanding of the different types of weather. After they complete their weather log books they will share their information with their classmates. Then As a class, we will combine all the different facts they found for the different types of weather onto a poster. We will then compare our brainstorming poster with out "post" poster to see how much we learned in this lesson. I will then hang the poster up that we created as a class in the classroom so the students can be reminded of their great work. Credits and References
REVIEW 4 YOU TODAY’S TASK LESSON NOTES HANDS-ON OPEN-ENDED PRACTICE On-Task Worked Quietly Actively Participated Kept Workspace Neat Goal for Next Time: On-Task Worked Quietly Completed all components of Open –Ended response Followed Writing Conventions Solved problem accurately Goal for Next Time: On-Task Worked Quietly Followed Tiered Assignment Directions Followed Self-Checking Directions Goal for Next Time:
REVIEW 4 YOU TODAY’S TASK LESSON NOTES HANDS-ON OPEN-ENDED PRACTICE On-Task Worked Quietly Actively Participated Kept Workspace Neat Goal for Next Time: On-Task Worked Quietly Completed all components of Open –Ended response Followed Writing Conventions Solved problem accurately Goal for Next Time: On-Task Worked Quietly Followed Tiered Assignment Directions Followed Self-Checking Directions Goal for Next Time:
WRAP - UP Find your estiMATE! Each student takes one number and then finds the student that matches their estimate. 72,123,456.789 (million) 72,123,456.789 (hundred thousand) 72,123,456.789 (ten thousand) 72,123,456.789 (thousand) 72,123,456.789 (hundred) 72,123,456.789 (ten) 72,123,456.789 (one) 72,123,456.789 (tenth) 72,123,456.789 (hundredth) 802,213,056.413 (million) 802,213,056.413 (hundred thousand) 802,213,056.413 (ten thousand) 802,213,056.413 (thousand) 802,213,056.413 (hundred) 802,213,056.413 (ten) 802,213,056.413 (one) 802,213,056.413 (tenth) 802,213,056.413 (hundredth) 72,000,000 72,100,000 72,120,000 72,123,000 72,123,500 72,123,460 72,123,457 72,123,456.8 72,123,456.79 802,000,000 802,200,000 802,210,000 802,213,000 802,213,100 802,213,060 802,213,056 802,213,056.4 802,213,056.41
the human body. the human body. human body. the human body. the human body. insufficient evidence of student performance based on the requirements of the assessment task. Identify and describe the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory) Precise identification and description of the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory) Accurate identification and description of the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory) Partial identification and description of the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory) Vague identification and description of the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory) Describe the human body systems and how they work together. Insightful description of the human body systems and how they work together. Meaningful description of the human body systems and how they work together. Appropriate description of the human body systems and how they work together. Superficial description of the human body systems and how they work together. Comments: Group and Self-Assessment This assessment tool is completely confidential. Scores will be used to help and determine each group member’s individual score. Fill out the first rubric for your own performance. Use the second rubric to evaluate your team members’ performance. Use each column for a different team member (write in each name at the top). Student Self-reflection Checklist Student Name _________________________________ Date __________________ Task: Build a Body Criteria Yes, because . . . Not yet, but here’s how I can make it better: Create a life-size to scale 3D model of the human body. Identify and describe the main components the human organ systems (skeletal, respiratory, circulatory, digestive, excretory)
1. 37 25 2. 53 37 3. 45 26 How do you divide square roots? Divide the coefficients 2115 35 (21 3 = 7) Write your results for the division of the coefficients in front of the radical. 7 Multiply the radicands 2115 35 (15 5 = 3) Write your results for the division of the radicands under the radical. 3 The final result is 73 Try these.
Let f denote any one of the functions graphed in the British sergeant’s insigniz or the sergeant’s insignia. Compare f(1) and f(–1), f(2.5) and f(–2.5), f(3.7) and f(–3.7). If x is a number such that 0 x 7, how do f(x) and f(– x) compare? Let a be a constant other than the number 0 and let g denote the function whose formula is given by g(x) = ax2. You studied the shapes of these graphs in Unit 1. Look back at some examples for particular choices of a. What type of symmetry do these graphs have? If x is a positive number, how do g(x) and g(– x) compare? We call a function f an even function if, for any number x in the domain of f, – x is also in the domain and f(– x) = f(x). Suppose f is an even function and the point (3, 5) is on the graph of f. What other point do you know must be on the graph of f? Explain. Suppose f is an even function and the point (– 2, 4) is on the graph of f. What other point do you know must be on the graph of f? Explain. If (a, b) is a point on the graph of an even function f, what other point is also on the graph of f? What symmetry does the graph of an even function have? Explain why. Consider the function k, which is an even function. Part of the graph of k is shown to the right. Using the information that k is an even function, complete the graph for the rest of the domain.
Belief System: Major Idea of this Belief System: Effects the belief system had on the Economy, Society, or Politics Directions: • Explain one major idea of the belief system • Discuss the effects the belief system has had on the politics, society, and/or the economy of a specific nation or region THEMATIC ESSAY QUESTION
Global History and Geography Regents Examinations ." http://www.nysedregents.org/GlobalHistoryGeography/ . University of the State of New York - New York State Education Department, July 12, 2010. Web. 2 Aug 2010.
Directions: Select two different geographic features and for each • Explain how the geographic feature affected (influenced) the development of a specific nation/region. • Discuss how that geographic feature promoted (helped) or hindered (hurt) cultural diffusion. 1-Geographic Feature: 2-Geographic Feature: Geographic features influence on a nation/region: Geographic features influence on a nation/region: How did the geographic feature help or hurt cultural diffusion? How did the geographic feature help or hurt cultural diffusion? THEMATIC ESSAY QUESTION
Directions: Write a well- organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion. In developing your answer, be sure to keep these general definitions in mind: (a) explain means “to make understandable; to give reasons for; causes of; to show the development of” (b) discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail (c) describe means “to show something in words or tell about it” (d) identify means to “establish or indicate (point out) who or what (someone or something) is Theme: Justice and Human Rights Throughout history, the human rights of certain groups of people have been violated. Efforts have been made to address these violations. Task: Define the term “human rights” Identify one example of human rights violations that have occurred in a specific time and place Describe the causes of these human rights violations Discuss one specific effort that was made to deal with the violation Some suggestions you might wish to consider include: Jews in Russia during the pogroms, the Armenians under the Ottomans, blacks under apartheid in South Africa, Chinese students in Tiananmen Square, Bosnian Muslims in the former Yugoslavia, and women under the Taliban in Afghanistan, Jews in Nazi Germany, Kurds in Iraq or Turkey, Tutsi’s in Rwanda, or Tibetans in China You are not limited to these suggestions. Guidelines: In your essay, be sure to • Discuss all aspects of the task • Support the theme with relevant facts, examples, and details • Use a logical and clear plan of organization, including an introduction and a conclusion that are beyond a restatement of the theme Adapted from the Global History & Geography June 2000 Regents Exam Graphic Organizer: Justice and Human Rights
Directions: Identify one Nonpolitical revolution that brought important intellectual, economic, and/or social changes to societies and for each • Describe one change brought about by this nonpolitical revolution • Discuss an impact this nonpolitical revolution had on a specific society or societies Nonpolitical revolution Nation/region Give a brief background to this revolution One change that resulted from this revolution One impact this revolution had on society THEMATIC ESSAY QUESTION
11. What is the Zero Property of Multiplication? The product of any number and one is that number. The sum of any number and zero is that number. The product of any number and zero is zero. The order of the addends does not change the sum. 12. In the first quarter of a middle school football game, the quarterback threw for a loss of a total of 12 yards. How could you express the quarterback’s total yardage as an integer? Answer: _______ 13. Which lists the integers correctly from greatest to least? -19, -16, -6, 6, 14, 19 -6, -16, -19, 6, 14, 19 19, 14, 6, -19, -16, -6 19, 14, 6, -6, -16, -19 14. Write the fraction as a decimal. Answer: _______ 15. Giselle buys 4 pencils that cost $0.29 each. What dollar amount did she spend (before tax)? Answer: $ _______