zilongwang/ReadingBank huggingface dataset:
Date: Warrant Number: Approved by Budget Authority --- FOR OFFICE USE ONLY --- PART C: EXPENSE REPORT – Complete when trip/event is completed. (DO NOT include expenses charged to the college.) ***TIPS ARE NOT REIMBURSABLE*** Date Meals Hotel* Conference Registration Air Fare* # of Miles Traveled Current rate .535 Cents Per mile Car Rental* Other* TOTAL Vehicle Driven (mark one): Personal Rental College *Receipts Required 1. Total Cash Expenses $ 2. Deduct Advance (from Part B) $ 3. Net Claimed if 1 is greater than 2 $ 4. Amount remitted if 2 greater than 1. Include check payable to FEATHER RIVER COLLEGE $ I certify that the above are true expenses by me in the course of official business, and that no part thereof has been heretofore paid. Submitted by: Date: Approved by Supervisor: Date: Approved by Budget Authority: Date: ATTACHMENT C Almanor 38 Alturas 358 Bakersfield 420 Beckwourth 41 Blairsden 41 Bucks Lake 19 Canyondam 32 Caribou 38 Chester 48 Chico 85 Chilcoot 54 Clio 30 Crescent City 456 Crescent Mills 17 Cromberg 18 Delleker 33 Eureka 372 Fresno 313 Genesee 26 Graeagle 26 Grays Flat 19 Greenville 23 Johnsville 30 Keddie 7 LaPorte 34 L.A. – Reno 545 L.A. 535 Las Vegas 675 Marysville 103 Meadow Valley 8 Merced 258 Modesto 220 Monterey 331 Oakland via Marysville 221 Oroville 78 Palm Spring 646
Vinny DeWitt At Large P.O. Box 1417 Quincy, CA 95971 530-320-3776 Lisa Kelly Vice-President Fundraising Committee 2201 Shooting Star Lane Quincy, CA 95971 530-283-3956 (residence) 530-283-9900 (business) John Sheehan At Large P.O. Box 142 Quincy, CA 95971 530-283-3739 (business) johnjo@psln.com Bob Edwards Vice President Business Management Comm. P.O. Box 1076 Quincy, CA 95971 530-283-1728 (residence) bobedwards702@sbcglobal.net Kris Miravalle President P.O. Box 1171 Quincy, CA 95971 530-283-2788 (residence) Kevin Trutna, Superintendent/ President, Feather River College Designee 570 Golden Eagle Ave. Quincy, CA 95971 530-283-0202 ext.232 ktrutna@frc.edu New Members: Jacque Blanton J.P. Harrison At Large Vice-President Scholarship Committee
How to Login to your Faculty Portal To access your Faculty Portal, go to the FRC homepage, , click “MyFRC”. Enter your “User ID” 900xxxxxx and “PIN” and click “Login”. If you forgot your “PIN”, click the “Forgot PIN?” button and the system will ask you your security question and reset your “PIN” to your six digit date-of-birth (mmddyy). Follow the instructions to continue. Click the “Faculty” tab or the “Faculty and Advisors” link. Click the “Term Selection”. Click the drop down box and select “Summer 2014”. Outdoor EDUC 107 click “Spring 2014” and EDUC 108 click “Summer 2014”. Click “Submit”. Select “Final Grades”. Using the “Grade” drop down box select P or NP grade and enter the Positive Attendance Hours for each student in the “Attend Hours 0999.99” field. (Last Attend Date is not required)
Supplementary Text S3: Investigation of unitigs with (partial) MHC class II system genes which are listed by Malmstrøm et al.1 in their Table S7 for the non-gadiform fishes S. chordatus, C. roseus, Z. faber, T. subterraneus, P. transmontana, and P. japonica. Table of Contents Page 1. Summary 2 2. References used in this text 3 3. Detailed analyses 4 3.1 Stylephorus chordatus 4 3.2 Cyttopsis roseus 10 3.3 Zeus faber 21 3.4 Typhlichthys subterraneus 32 3.5 Percopsis transmontana 42 3.6 Polymixia japonica 57
sequence, Ig-like domain 1, and the cytoplasmic tail. The sequence encoded from the unitig is: SAQPSSLLLAGEPLTLSYTKMSQGCNQPNIHWLNPQRIKMVQPSSYTLNIKHTSAHDSGE WTCVLTHNGKESELKTTVTVVDLSPAPVDPVYVPLSTTTRLRIPCSFPPELTWEHLRSKG IVGGHWKFTPNWSPQPGGPQKLFSLSVEDPLAWKEEQKRGLTGADLMKNNLSLTKTSVTE EDRGTYTCALEFPHVTLSRSVRVEVLQVLNSLESVLVGHQVNLTCSLGHSLTSGLQVKWI PPRSYVSDLRPVAHHATISIRIESEDQDKWRCELLGNGSQLASAQIKLKIEKPPLNIWLH VTICGTTAIFILLLFVTVILVRRHRQ Typhlichthys subterraneus CD74a >utg7180000050069 length=11297 num_frags=1374 Astat=532.00
CD74b: Table S7 mentions utg7180000004539. The utg7180000004539 sequence encodes a full-length canonical CD74b molecule. Below the respective unitig sequences are shown with their relevant protein coding capacity: Percopsis transmontana MHC IIA >utg7180000591256 length=7645 num_frags=1809 Astat=526.00 (the complementary sequence is shown)
performing tests of internal operation of the portal and identifying needed improvements in functionality. These activities included making the following improvements: Augmenting and improving the taxonomy used to facilitate searches by conducting additional research regarding commonly used terms used by renewable energy researchers; Improving the search interface to allow visitors to navigate the portal more intuitively by including more explicit navigation information on the portal’s main pages and applications; and Adding additional hyperlinks to external information sources. Evaluate the renewable energy web portal: The team has undertaken efforts to determine the overall usage of the portal and evaluate which type of users are accessing it most often, including the following: The research team integrated Google analytic software within the portal’s homepage during March 2010 in order to determine the number of times that visitors accessed the portal and the Internet domains from which visitors linked to the portal. Such analytics give an overall picture of how often the portal is used and the Internet domains used to refer users to the portal. At the time of this report, the web analytics indicated the following activities: The portal had been visited at least 780 times during the period March 1, 2010 to September 1, 2010, Over 400 of these visits were from users directly accessing the portal, and The Information Institute, IESES, and FSU websites each referred visitors to the portal approximately 50 times; and Given the usage of the portal, the research team is assessing the most appropriate ways to determine the overall use and impact of the portal for the renewable research community given the limited time that it has been available. Work on task 4 continued during the most recent no-cost extension of the project since the research team continued to monitor overall usage of the portal and make minor improvements to the portal. Task 5: Publicize and Disseminate the Portal The project team performed several activities to publicize the portal and to disseminate information regarding the portal’s benefit to a variety of potential audiences. Activities pertaining to publicity and dissemination efforts include the following: Develop and implement a publicity plan to increase knowledge and awareness of the web portal: The team developed a formal publicity plan to assist in efforts to increase awareness of the portal among the renewable energy research community. The publicity plan outlined activities that were conducted prior to and soon after the portal’s official launch date of April 5, 2010. Attend and make presentations at renewable research conferences and workshops: Team members attended two conferences regarding renewable energy research. These conferences were the following:
2018 ENTRY FORM-Young Employee Employee Name: ………………………………………Position: Employer’s Business Name: Postal Address: Nominator’s details Name: Position: Phone: Mobile: Email: ENTRY FEE - $50 per entrant AMOUNT PAYABLE Fee $50 Dinner Ticket – Entrant $85 Extra person Dinner Tickets at $85 each………………………………$… Total $................... ◻ I enclose a cheque payable to Clarence Valley Business Excellence Awards or ◻ I have electronically transferred funds to Clarence Valley Business Excellence Awards BCU Account: 228698, BSB: 533 000. Reference Date I have read and agree to the conditions of entry as outlined in the Entry Guidelines. I agree to accept the decision of the judging panel as final. Signature: Date:
2018 ENTRY FORM-BUSINESS Business Name: Business Location: Postal Address: as above Contact Name: Position: Phone: Mobile: Email: Website: Facebook: Yes/No Number of Team Members (employees, owners, volunteers etc) (Full Time Equivalent) …….. award categories Please read the category descriptions in the Entry Guidelines then tick ☑ the category you are entering. You may only enter a maximum of two ◻ Primary Production ◻ Retail Service ◻ Trades and Manufacturing ◻ Hospitality and Tourism ◻ Professional Services ◻ Events & Entertainment ◻ Hair and Beauty Services ◻ Innovation ◻ New Business < 2 years ◻ Fitness and Wellbeing ◻ Social Enterprise ENTRY FEE $50 for the first category entry and $20 for each subsequent entry. No payment is required for Workplace Health & Safety, Better Access or Business of the Year categories. AMOUNT PAYABLE Categories $ .................. Dinner Ticket (min 1) $85 More can be purchased later. $................... Total $...................
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the Applicant and the proposed Partner cumulatively 3 Status report ( Technical Milestone to be specified) And Submission of UC/SOE for the corresponding milestone certified by internal finance. Shall not exceed up to70%of the approved funds (including the previous two instalments) to the Applicant and the proposed Partner cumulatively 4 Status report ( Technical Milestone to be specified) And Submission of UC/SOE for the corresponding milestone certified by internal finance. Shall not exceed up to 90% of the approved funds (including the previous two instalments) to the Applicant and the proposed Partner cumulatively 5 Submission of final completion report and consolidated Utilization Certificate (UC) and Statement of Expenses (SOE) certified by internal finance. Remaining of the funding% or remaining 10% of the approved
5E Lesson Plan Model Description Title / Type Unit / Pacing Standards and Practices Science and Engineering NGSSS Science and Engineering Literacy in H/SS, S, & TS Reading Writing Mathematics (Practices) Learning Goals – “KUD” Model Students will Know… Understand… Do…
Exhibitor Package To: Wyndham San Antonio Riverwalk 111 E. Pecan St. San Antonio, TX 78205 Attn: Banquet Manager Hold for: TEXAS GAS ASSOCIATION / Darrell Cherry On-Site Exhibitor Name: __________ Company: _____________________ Booth Name: __________________ (Company Name) Date of Arrival: _________________ Box ______ of ______ PCS Exhibitor Package To: Wyndham San Antonio Riverwalk 111 E. Pecan St. San Antonio, TX 78205 Attn: Banquet Manager Hold for: TEXAS GAS ASSOCIATION / Darrell Cherry On-Site Exhibitor Name: __________ Company: _____________________ Booth Name: __________________ (Company Name) Date of Arrival: _________________ Box ______ of ______ PCS
2G14-E Straight Gondolas (Island) HBC, Low Profile _____ Number of Runs _____ Gondola Length in Feet _____ 24 in. Section _____ 36 in. Section _____ 48 in. Section _____ Base Shelves (26” deep) _____ Base Shelves (24” deep) _____ Base Shelves (22” deep) _____ Std Upper Shelves (26” deep) _____ Std Upper Shelves (24” deep) _____ Std Upper Shelves (22” deep) _____ Std Upper Shelves (20” deep) _____ End Panels (left and right) _____ Contoured End (2G14-C) Upright Height [ ] 60” [ ] 54” Note: standard height is 60 inches Back [ ] Pegboard [ ] Hardboard Kickplates [ ] open [ ] closed front Column Kits [ ] Qty if required
2G14-H Straight Gondolas (Island) Bakery, Low Profile _____ Number of Runs _____ Gondola Length in Feet _____ 24 in. Section _____ 36 in. Section _____ 48 in. Section _____ Base Shelves (26” deep) _____ Base Shelves (24” deep) _____ Base Shelves (22” deep) _____ Bakery Wire Shelves (26” deep) _____ Bakery Wire Shelves (24” deep) _____ Bakery Wire Shelves (22” deep) _____ Bakery Wire Shelves (20” deep) _____ End Panels (left and right) _____ Contoured End (2G14-C) Upright Height [ ] 60” [ ] 54” Note: standard height is 54 inches Back [ ] Pegboard [ ] Hardboard Kickplates [ ] open [ ] closed front Column Kits [ ] Qty if required
_____ Hyper-maxi Wire Grid Deck Kits (22” deep) Upright Height [ ] 90” [ ] 84” Note: standard height is 90 inches _____ Hyper-maxi Kickplate Beam Requested Provided with Hyper-maxi Lighted Canopy 2G14-R Three Way End Display Unit, free standing _____ Quantity Required _____ Base Deck (48” wide x 24” deep). one per unit _____ Contoured Upper Shelves (18” deep) four per unit _____ Contoured Upper Shelves (16” deep) two per unit _____ Std Upper Shelves (12” deep) eight per unit _____ Std Upper Shelves (10” deep) four per unit Upright Height [ ] 90” [ ] 78” [ ] 72” [ ] 60” Note: standard height is 78 inches BACK PANEL: [ ] PEGBOARD [ ] HARDBOARD 2G14-S Four Way Island Display Unit, Mobile _____ Quantity Required _____ (54” x 54”) _____ (48” x 48”) _____ (42” x 42”) square base deck _____ 36” shelf for 54” deck _____ 30” shelf for 48” deck _____24” shelf for 42” deck
Determining Needs Question: What is the priority content and learning that is expected/needed? Element Description Criteria Needs Assessment What is the biggest learning challenge(s)? Identifies priority content and learning based on current students’ abilities and/or trend data (strategic) Focuses on appropriate knowledge/skill for the course, grade level and student population Uses data to identify student needs and identifies sources of information about students (e.g., test scores/performance from prior years etc.) Rationale Why is this topic/focus important/priority? How is it essential to present and future content learning? Provides a clear explanation why the content is an appropriate focus and/or area of need (relevant) Explains how identified priorities align with school/district goals Aligned Standards Need/focus is aligned to the following standards… Represents big ideas or essential skills students need to attain for success at the next level Focuses on standards-based enduring skill which students are expected to master Goal Setting and Development of S.M.A.R.T. Goal Question: Where are the students at the beginning of instruction with respect to the goal? Element Description Criteria Baseline Data or Information What information is being used to inform the creation of the SLG and establish the amount of growth/achievement that should take place within the time period? Data about current student performance is included (measurable)(includes trend data, if appropriate/available) Summarizes the educator’s analysis of the baseline data by identifying student strengths and weaknesses (specific)
impact student performance on the SLG? Goal is realistically achievable given the timeframe and identified target Goal is relevant to expected outcomes and if reached should have the effect expected Timeline and Evidence of Progress What evidence will be generated by taking the actions described above? How and when will you show evidence of progress? Goal clearly identifies the timeframe from start to finish with benchmarks identified throughout Identifies evidence that may be used to determine progress toward goal For Evaluator Use Only Evaluator Name: Initial Approval Date: Educator’s Signature: Evaluator’s Signature: (If SLG/PPG were revised please explain in notes section below and have educator and evaluator initial and date on signature lines above) Mid-Cycle Goal Review Date: Mid-Cycle Goal Review Notes:
ENGINEERING COUNCIL OF SOUTH AFRICA (03/04/2013) Form J1.1 Private Bag X 691 Waterview Corner, 1st Floor, BRUMA 2026 2 Ernest Oppenheimer Avenue Tel: (011) 607-9500 Bruma Lake Office Park Office Use Ref.: Fax: (011) 622-9295 BRUMA Email: Johannesburg Website: 2198 A P P L I C A T I O N F O R Re - R E G I S T R A T I O N IN THE SPECIFIED CATEGORY OF A LIFTING MACHINERY INSPECTOR NB: Please consult the enclosed Information Sheets (Sheets J1.1 & J1.2) before completing this Application. 1. General Information: Surname: First Names: PHOTOGRAPH (Passport-type. Please paste - do not staple) Alternatively, insert electronically in JPEG or similar format Date of Birth: Identity No: or *Race Group: Please tick the applicable block Asian Black Passport No. and Country: Country of normal residence: Coloured White Home Address: Postal Address: Name & Address of present Employer: LME No: Tel. No. (Home): Tel. No. (Work): (include area codes) Cell No.: E-mail: Title of Position held: Tel. No. (Employer): Fax No.: (include area codes) E-mail: *Completion of this section is necessary in order to accurately reflect equity statistics in terms of Government Policy. 2. Qualifications: (Highest Level obtained per field) Educational Institution Qualification Attendance from to Date of final examination Office use NB: Kindly initial this page in the presence of a Commissioner of Oaths / Justice of Peace. Commissioner Of Oaths/ Applicant: …………………………. Justice Of Peace: ……………………………………… -2- (03/04/2013) Form J1.2
(03/04/2013) Form J3 ENGINEERING COUNCIL OF SOUTH AFRICA Private Bag X 691 BRUMA 2026 Tel: (011) 607-9500 Fax: (011) 622-9295 E-mail: engineer@ecsa.co.za Website: www.ecsa.co.za RE- REGISTRATION AS A LIFTING MACHINERY INSPECTOR Name of Referee Date Address: Dear Sir/Madam I have applied to the Engineering Council of South Africa for re-registration as a Registered Lifting Machinery Inspector and hereby request you to provide the Council with your evaluation of my experience and capabilities, on the basis of your personal knowledge thereof. Please use the attached Forms J4.1 & J4.2 and consult the guideline for referees (Sheet J4). In making this request to you I acknowledge that the information which will be supplied by you to ECSA is of a confidential nature and that I have no right thereto. Your co-operation and early despatch of the document direct to the Council would be appreciated, as it would expedite the processing of my application. Thank you in advance for your co-operation. Yours faithfully ………………………………………….. Signature of Applicant Name of Applicant (Please print) Address: __________ Postal Code: Telephone No: Cell No:
Figure 1 A graphical representation of the indicators Evaluation of the results for Bulgaria PDI: The high indicator (70) of Bulgaria on this dimension reveals that staff prefer hierarchical to matrix organisational structures. The difference in the opinions is neither accepted nor tolerated. To contradict the immediate superior is a senseless endeavour. Management is not prone to management via the participation of the employees. Matrix structures are very undesirable and hierarchy in the organisation is the product of the inherent inequality. Centralisation as an organisational structure is characteristic of Bulgarians and employees of the lower levels expect from those who are higher in the hierarchy to instruct them authoritatively what to do; IDV: the low indicator (30) indicates an aptitude to collectivism. This tendency lies in long-term commitment to the group. Loyalty is at the heart of collectivism and prevails over the generally accepted rules and standards. Society forms relationships, in which everybody is responsible for the others in the group. In the societies, in which collectivism is dominant, the relations between an employer and an employee are considered from a moral point of view, as family relations. Decisions on recruitment and promotion are influenced by the group; MAS: The relatively low result of the masculinity indicator (40) shows that the predominant values in society are care for the others and the quality of life; success is measured by the achieved results and any attempt to stand out from the rest is not respected and is considered as degrading behaviour. Managers endeavour to find consensus. People appreciate equality, solidarity and the quality of the working environment. Conflicts are settled by compromises and negotiations. Encouraging rewards are preferred, such as free time and flexible working time. The focus is on well-being; UAI: Bulgaria has the highest result compared to the US, India and China (85). Uncertainty avoidance identifies strict understanding with respect to faith and standards of behaviour and low tolerance to unorthodox conduct and ideas. There is an emotional need of rules, even when they do not work; people have an internal need to be occupied and engaged; precision, accuracy and resistance to innovations are significant. Security is an essential element for internal motivation. In the work process the high values of this indicator are expressed in tension; high levels of stress; weak initiative; avoidance of unknown risks; reluctance to team work; negative attitude to change; ignoring training that does not contain any straightforward formulas (such as strategy, leadership and team work training courses).
TELEPHONE DOCTOR® PRESCRIPTION: 1. Give the customer your undivided attention. 2. Focus on what the customer is saying. 3. Avoid distractions. Do one thing at a time. Skill Practice – Key Point #3: Concentrate – Don’t Multi-Task Facilitator Note: Choose one or both exercises below and have a group discussion. To illustrate some of the difficulties associated with trying to do two things at once: 1. Select two participants to serve as “readers.” Give each of them a different clipping from today’s newspaper and have them read both aloud at the same time. What happens? Could anyone remember details from both readings? How many concentrated on one rather than the other? How many couldn’t concentrate on either one? How effective were the “readers” in concentrating on what they were doing? 2. Select four participants: two to tell a story about their weekend plans, the other two participants attempt to concentrate and text the following message on cell phones. “Give the customer your undivided attention. Focus on what the customer is saying. Avoid distractions. Do one thing at a time.” Then ask these questions: What happens? Could anyone remember details from both stories? How many concentrated on one rather than the other? How many couldn’t concentrate on either one?
How effective were the “storytellers” in concentrating on what they were doing? Discussion Questions – Key Point #4: Keep an Open Mind 1. In an effort to be decisive, people sometimes try to size up a situation as quickly as possible and draw a conclusion. What problems can that cause with your customers? Why is it important to keep an open mind? ♦ Once you jump to a conclusion, you close your mind to other possibilities. ♦ Instead of listening to what the customer actually says, you let your own opinion color or distort the customer’s statements. ♦ As a result, you don’t really hear the customer. What you hear is a mixture of the customer and yourself. 2. What specific practices will help you keep from jumping to conclusions? ♦ Avoid interrupting your customers. When you interrupt, you aren’t listening. If you are doing the talking, you won’t learn anything about your customers or their needs. ♦ Let customers finish what they start to say. If customers pause to take a breath or collect their thoughts, don’t presume they are finished.
♦ Don’t interrupt. Let customers finish what they start to say. ♦ Stick to the facts. Avoid assumptions. ♦ Remain objective. Don’t jump to conclusions. Key Points: Listening Skills (Cont.) 5. Give Feedback That You’re Listening ♦ Give verbal feedback clues to let the customer know you’re listening. ♦ Use a variety of verbal clues to avoid sounding bored or mechanical. 6. Take Notes While You Listen ♦ Always have paper and a pen or pencil by every phone. ♦ Use a system of abbreviations to make note taking easier and more effective. ♦ Repeat or rephrase the message back to the customer. Instructor’s Notes:
WARI BOARD MEETING LIST OF BOARD MEMBERS Saturday 2nd December 2017 N° ATTENDANT NAME YES NO 1 Kabirou MBODJE x 2 Michael KOLBECK X 3 Mabouba DIAGNE X 4 Fatima Zahra DIOP X 5 Amadou DIOP x 6 Scott EISNER X 7 Fatim Aicha KOUYATE x Adama Cisse : COO
TABLES Table 1.Cardiovascular patient-related and treatment-related risk factors (PLUS conversion in brackets) CV patient-related factors Other CV risk factors Treatment-related risk factors Smoking habit (ongoing habit or suspension ≤1 year) Symptoms of congestive heart failure (3+) Doxorubicine ≤ 400 mg/mq (1+) Blood pressure (UNL ≤140/90 mmHg) Prior cardiomyopathy (3+) Doxorubicine 400-500 mg/mq (2+) Total and HDL cholesterol (UNL ≤200 mg/dl) Prior severe heart valvular disease (3+) Doxorubicine 500-600 mg/mq (2+) Diabetes mellitus (WHO criteria) Prior mild heart valvular disease (2 +) Doxorubicine 700 mg/mq (3+) Use of any anti-hypertension drugs (daily consumption) Cardiovascular risk ≥ 20% (2+) PLD (Caelyx) (1+) Obesity (BMI ≥30/kg/m2) Cardiovascular risk ≥ 10% but <20% (1+) LED (Myocet) (1+) Age (years) Ischemic Heart disease (3+) Epirubicine < 1000 mg/mq (1+) Renal failure (1+) Epirubicine 1000 mg/mq (2+) Atrial Fibrillation (1+) Cyclophosphamide / Iphosphamide (1+) Paclitaxel (2+) Docetaxel (1+) TrasuzumAb, Lapatinib (1+) Thoracic RT (1+) < 18 aa (3+) > 60 aa (1+)
“MENU SUBJECT TO CHANGE WITHOUT NOTICE” Monday Tuesday Wednesday Thursday Friday <> Montana Items Used G/F = Gluten Free 1 “Slammin” Hamburger, Sweet Fries, Carrot Dippers & Apple Wedges 2 Tiger Nachos G/F, Refried Beans, Black Bean Corn Salsa, Cheese Stick, Juice 3 Italian Pasta Bake,<> Cinnamon Puff, Winter’s Green Salad, Melon Wedges 6 Breakfast-4-Lunch, Pancakes & Syrup, Sausage Links, Juice 7 *Lasagna Roll-Up, Garlic Toast, Broccoli , Cauliflower & Carrots, Fruit Cup 8 Taco Soup, Corn Chips, Mini W/G Donut, Golden Corn, Applesauce 9 “You Asked-4-It” Romaine Salad, <>Delectable Brownie, Strawberries. 10 Grilled “Mozzie” Sandwich, <>3 Sister’s Soup G/F, Ex-Ray Vision Carrots, Polar Blueberries 13 BBQ Pork Rib Sandwich, Baked Beans, Confetti Coleslaw, Mandarin Oranges 14<> Chicken Noodle Soup, PBJ, Golden Corn, Strawberry Cup *Allergy Substitutions Available* 15 HOM-Beef <>Cow-A-Bunga Chili, Cinnamon Roll, Carrots & Dip, Delicious Pears 16 Tiger Cheese Pizza, Leaf Storm Romaine Salad, Apple Wedges 17 Italian Dunkers, Marinara, Minestrone Soup (G/F), Polar Blueberries 20 NO SCHOOL SPRING BREAK! 21 SPRING BREAK! 22 SPRING BREAK! 23 SPRING BREAK! 24 SEE YOU MONDAY!!! SPRING BREAK 27 Corn Dog, Seasoned Fries, Baked Beans, Polar Blueberries 28 Quesadillas, Chicken Tortilla Soup G/F, Golden Corn, Applesauce 29 Chicken Alfredo, W/G Apple Crisp, Carrot Dippers, Strawberries 30 Chicken Leg, Jazzy Brown Rice, Winter’s Green Salad, Pineapple Tidbits 31 Grilled Cheese, Tomato Basil Soup, Crisp Celery Sticks & Dip, Fruit Cup
Abbreviations Abbreviations are commonly used to help simplify a drawing and conserve space. Although many fields share common abbreviation conventions, there are also field- or trades-specific conventions that you will see as you become more specialized. Here is a common list of abbreviations that are used on drawings. Each trade will have specific abbreviations from this list, and therefore a set of drawings will usually include an abbreviation key. AB anchor bolt ABT about AUX auxiliary BC bolt circle BBE bevel both ends BCD bolt circle diameter BOE bevel one end BE both ends BL baseline BM bench mark Btm bottom BP base plate B/P blueprint BLD blind C/C centre to centre COL column CPLG coupling CS carbon steel C/W complete with CYL cylinder DIA diameter DIAG diagonal DIM dimension DWG drawing EA each EL elevation EXT external F/F face to face FF flat face FLG flange FW fillet weld Ga gauge Galv HVY heavy HH hex head HR hot rolled HT heat treatment HLS holes HSS hollow structural steel ID inside diameter IN inches INT internal ISO International Standards Org. KP kick plate LH left hand LAT lateral LR long radius LG long MB machine bolt MS mild steel MIN minimum MAX maximum MAT’L material MISC miscellaneous NC national course NF national fine NO number MOM nominal NTS not to scale NPS nominal pipe size NPT national pipe thread O/C on centre OA overall OD outside diameter OR outside radius OPP opposite PAT pattern PBE plain both ends POE plain one end PSI pounds per square inch PROJ project RD running dimension R or Rad radius RND round REF REQ’D required REV revision RF raised face RH right hand SCH schedule SI International System of Units SPECS specifications SQ square SM seam SMLS seamless S/S seam to seam SO slip on SEC section STD standard SS stainless steel SYM symmetrical T top T&B top and bottom T&C threaded and coupled THD threaded TBE threaded both ends TOE threaded one end THK thick TOL tolerance TOC top of concrete TOS top of steel TYP typical U/N unless noted VERT vertical WD working drawing WP working point WT weight W/O without XH extra heavy
If possible, provide clues for students to come up with correct answers even if those clues are not directly relevant to the knowledge and/or skill being assessed. Because stronger students will usually be able to discern the nature of the assessment tasks before them, directions about how students are to respond need not be specific or detailed. Attempt to employ syntax in test items that is well within the understanding levels of the students being assessed. 20. Which of the following is a recommended item-writing rule for the construction of binary-choice items? Include no more than two concepts in any one statement. Employ a roughly equal number of statements representing the two categories being tested. If one category being assessed requires longer statements than the other category, be sure that the disparity in statement-length is constant. Employ relatively few double-negative statements and, if you do, be sure to emphasize with italics or bold-face type that a negative is involved. 21. One of the important rules to be followed in creating multiple binary-choice items is that: Most items should mesh sensibly with a cluster’s stimulus material. Item clusters should be strikingly separated from one another. The stimulus material for any cluster of items should contain a substantial amount of extraneous information. Multiple binary-choice items, to avoid confusion, should never be included in a test already containing binary-choice items. 22. Which of the following is an item-writing guideline for the construction of multiple- choice items? Generally, especially with young children, the stem should consist of an incomplete statement rather than direct question. Don’t ever use “all-of-the-above” alternatives, but use a “none-of-the-above” alternative to increase an item’s difficulty. Typically, make the later answer options, such as “C” and “D,” the correct answers. Supply clues to the correct answer by using alternatives of dissimilar lengths. 23. Which of the following rules is often recommended for the generation of matching items? Order all of the premises alphabetically, but arrange the responses in an unpredictable manner. Place the premises for an item on one page, then put most of the responses for that item on the following page.
8a. Interregnum – 2 years. 8b. Anarchy and the invasion of Attila – 2 years (451-453 a.d.) 9a. Jotham – 16 years. 9b. Leo I – 17 years (457-474 a.d.) 10a. Ahaz – 16 years. 10b. Zeno – 17 years (474-491 a.d.) 11a. Hezekiah – 29 years. 11b. Anastasius – 27 years (the alleged years 491-518 a.d.) 12a. Manasseh – 50 years (main version), or 55 years. 12b. “The two Justins”: Justin I (518-527) + Justinian I (527-565) – 47 years altogether (518-565 a.d.) 13a. Josiah – 31 years. 13b. Constans II = Constantine III (26 years: 642-668 a.d.) 14a. Jehoahaz – less than 1 year. 14b. Constantine II – 1 year (641-642 a.d.) 15a. Jehoiakim – 11 years. 15b. Constantine IV Paganate – 17 years (668-685 a.d.) 16a. Jechoniah – under 1 year. 16b. Heraklion – 1 year (641-642 a.d.) 17a. Zedekiah – 11 years. 17b. Justinian II – 10 years: 685-695 a.d. This is his first reign. The numeric coefficient BSSD, or the possibility that dynasties might coincide randomly, equals 1.4 × 10–10. Such a minuscule value indicates that these two dynasties are dependent
Happy Days Theme – Pratt & McClane version (I think) – 1976 Blinded by the Light – Manfred Manns Earth Band – 1976 Long Train Running – Doobie Brothers – 1973 Father & Son – Cat Stevens – 1970/71 Too Late to Turn Back Now – Cornelius Bros & Sisters Rose – 1972 Lay Down (Candles In the Rain – Melanie – 1970 As the definition of the format seems purely to relate to an audience age range, it is very broad and appears to be intended to appeal to the general public. Hit songs of the 50’s to 70’s covers a very broad listener demographic. […] A mix of hit songs from 1950’s to mid-1870’s caters to a core audience age range from around 50y.o to 85y.o ABS census 2011 shows 30.4% of total Mudgee town population is 55 years+ […] (ABC Census 2011 – Mudgee (State Suburb), all people 35yo+ = 5236, all people 55+ = 2660) […]
Domain: Measurement and Data Cluster 2.MD.A: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Cluster 2.MD.D: Relate addition and subtraction to length Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using Enduring Understandings Attributes are measureable. The lengths of objects are measurable in different units. Measurements need the same unit of measure in order to be compared. Essential Questions How can you tell which attributes of an object can be measured? What objects can be used to approximate standard units of inches, feet, yards, centimeters and meters? How can you compare measurements? Objectives/Learning Targets Lesson 1: I can connect measurement with physical units by using multiple copies of the same physical unit to measure. (2.MD.A.1) Lesson 2: I can use iteration with one physical unit to measure. (2.MD.A.1) Lesson 3: I can apply concepts to create unit rulers and measure lengths using unit rulers. (2.MD.A.1) Engageny Module 2: Addition and Subtraction of Lengths Units For supporting resources see the following enVision lessons: 13-3 Measuring Length Using Nonstandard Units 13-4a Inches Vocabulary Benchmark, endpoint, estimate, hash mark, meter, meter stick or strip, number line, overlap, ruler Familiar Terms and Symbols: Centimeter, combine, compare, difference, height, length, length unit Fluency Practice: Please see engageny for suggested fluency pacing and activities. Lesson 1: Happy Counting 20-40 Two More Sprint: Before, Between, After Lesson 2: Say Ten Counting Say Ten Counting to the Next Ten Make Ten to Add Lesson 3: Happy Counting 40-60 Making 10 by Identifying the Missing Part Sprint: Making 10
NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores. Textbook Resources TN /CCSS Videos Children’s Literature Interactive Manipulatives Additional Sites Other Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
17 Grammar Group practice: Close read, students identify archetypes and present to class (F) 18 Grammar Archetype review 19-20 Grammar 21 Grammar Monday Tuesday Block day Friday 7 Inservice 8 9-10 11 14 15 16-17 18 21 No School – Martin Luther King Jr day 22 23-24 25 28 29 30-31 1 4 5 6-7 8 11 12 13-14 15 18 Inservice 19 20-21 22 25 26 27-28 1
Michel Diatta World Vision Ms. Ida Nadia Djenontin Michigan State University > Mr. Mokhammad Edliadi Global Landscapes Forum Mr. Andy Egan International Tree Foundation Mr. Kelechi Eleanya Yale University ; kelechi.eleanya@yale.edu Ms. Natasha Ferrari WRI Mr. Horst Freiberg BMUB Mr Sani MAMADOU ABDOU GAOH GIZ Mr. Dagnachew Gebeyehu GIZ Mr. Berkessa Geletha Partnership for Forests Mr. Magnus Grylle FAO Mr. Luc Gnacadja GPS Development Mr Gnama Wiyaou Hodabalo Ministry Of Environment and Resources Forestieres, Togo Ms. Lynsey Grosfield Global Landscapes Forum Col. Babacar Salif Gueye Ministry of Environment and Sustainable Development, Senegal Mr. Philippe Guizol CIRAD Mr. Betrand Roger Haiwe GIZ Cameroon Mr. OUMAR MAHAMAT HASSANE Ministère de l’Environnement et des Pêches, Chad Ms. Honorine Uwase Hirwa FLR Youth Ambassador, Rwanda Mr. Abdelmouneim Idris General Directorate of Range & Pasture, Sudan Mr. Abdou Malam Issa DGEF/Niger Waga Issoufou FAO Idrissa Issoufi Millennium Challenge Corporation
15th World Congress on Long Term Care in Chinese Communities cum 25th Annual Congress of Gerontology & 7th Cross-border Elderly Care Seminar (29 November - 1 December 2018) 29/11/2018 Thursday 30/11/2018 Friday 1/12/2018 Saturday Venue HKJC Auditorium / CC Studio Theatre / Lecture Hall CC Studio Theatre Lecture Hall HJ305 Lecture Hall HJ304 Lecture Hall HJ303 Morning 9:00 – 10:30 *京港滬台 青年學者論壇 (一) (Venue: Lecture Hall PQ304) Registration Symposium on Quality in Long Term Care Symposium on Dementia Care Symposium on Caregiving Free paper Presentation (III) Free paper Presentation (IV) 10:30 – 11:00 Congress Field Visit A Tea Break / RACAS Certificate Presentation Tea Break / Poster Presentation 11:00 – 12:30 Symposium on End-of-Life Care Symposium on Cross Border care Free paper Presentation (V) Free paper Presentation (VI) Free paper Presentation (VII) 12:30 – 14:00 Lunch / Poster Presentation Lunch / Poster Presentation Lunch / HKAG – AGM Afternoon 14:00 – 15:30 Opening Ceremony Keynote Speeches & Plenary Session (Venue: JC Auditorium) Symposium on Community Care Symposium on Gerontechnology & Nursing Care Free paper Presentation (I) Symposium on New Models of Care Free paper Presentation (VIII) Free paper Presentation (IX) *京港滬台 青年學者論壇 (二) 15:30 – 16:00 Tea Break / Poster Presentation Tea Break 16:00 – 17:30 Symposium on Medical and Rehabilitation Symposium on Symptom Management in RCHEs Free paper Presentation (II) Closing Ceremony (Venue: CC Studio Theatre)
3. PARTICULARS OF TENDER: 1. TENDER No. : NALSAR/EnggDept /2018-19. 2. Particulars of the work : Comprehensive AMC for Operation and Maintenance services of STP 150 KLD near Convention Center Building and operating Sewerage pumps near BH-VI at NALSAR University of Law, Shamirpet. 3. Period of work : One Year from the award of Work Order 4. Cost of TENDER : Rs. 1000/- in the form of Demand Draft in favour of Registrar, document NALSAR University of Law, payable at Hyderabad 5. Last date and time of submission of TENDER : 19th July 2018, 03.00PM (by hand/courier/ post) 6. Amount of Earnest money/Bid security deposited for work Rs. 10,000/- (in the form of Demand Draft in favour of the Registrar, NALSAR University of Law, payable at Hyderabad) Date and time of opening of TENDER Place of opening of TENDER Name of firm / company/individual to whom TENDER document is issued. NALSAR University of Law, Justice City, Shameerpet, Medchal District : Meeting Hall, Admin Building, NALSAR University of Law (Signature of Tenderer) with seal NALSAR University of Law Justice City Shameerpet Hyderabad
(V) Effective date of amendments. The amendments to Juvenile Rules 16 and 47 filed by the Supreme Court with the General Assembly on January 15, 2013 shall take effect on July 1, 2013. They govern all proceedings in actions brought after they take effect and also all further proceedings in actions then pending, except to the extent that their application in a particular action pending when the amendments take effect would not be feasible or would work injustice, in which event the former procedure applies. ***
Grade__2_______ Math Pacing Guide Instructional Week __3______ Academic Vocabulary: Set Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources GLE 0206.2.2 Understand and use the base-ten numeration system. -------------------------------------------------------- 0206.2.11 Solve addition and subtraction problems in context using various representations. (simple – facts 1 - BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. ---------------------------------------------
Grade__2_______ Math Pacing Guide Instructional Week ___4_____ Academic Vocabulary: Set, expanded form, extend, transitive (A=B, B=C, A=C) Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources GLE 0206.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. ----------------------------------------------------- 0206.1.15 Use age-appropriate books, stories, and videos to convey ideas of mathematics. ------------------------------------------------------- GLE 0206.2.1 Understand and use place value concepts to 1000. . BrainPOP Jr. -------------------------------------------------- XXXXXXXXXXXXXXXX -------------------------------------------------- BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. --------------------------------------------------
Grade___2______ Math Pacing Guide Instructional Week ___18_____ Academic Vocabulary: Dimensions, Distance, Foot, Inch Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources GLE 0206.4.3 Add, subtract, compare, compute and estimate linear measurements. --------------------------------------------------------------------------------- 0206.4.6 Understand the inverse relationship between the size of a unit and the number of units used in a particular measurement (the smaller the unit, the more iterations needed to cover the length). ------------------------------------------------------------------------------------- 0206.4.4 Estimate, measure, and calculate length to the nearest unit: meter, centimeter, yard, foot, and inch. lesson BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. ----------------------------------------------------- XXXXXXXXXXXXXXXXX ---------------------------------------------------
Grade_____2____ Science Pacing Guide Instructional Week ___4-5_____ Academic Vocabulary: local*, organism, habitat, depend Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals. GLE 0207.2.3 Identify basic ways that plants and animals depend on each other. 0207.2.2 Investigate ways that plants and animals depend on each other. 0207.2.3 Construct a flow chart that demonstrates how plants, animals, and the environment interact to provide basic life requirements. -------------------------------------------------------------------- GLE 0207.Inq.1 Observe the world of familiar objects using the senses and tools. 0207.Inq.1 Use senses and simple tools to make observations. Quirkles B: Botanist Bert Quirkles U: Underwater Utley Quirkles X: X.E. Ecology BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP Jr. BrainPOP BrainPOP Loose in the Lab Activity—Food Web
with real objects. Activity: Contain yourself – students bring in different containers from home. Then students will use standard units of measurement (cups, pints, quarts, and gallon) to find out how much their containers hold. Make a chart to display the data. Activity: Scavenger Hunt – students will explore the grocery store, their homes, and school to find things that come in cups, quarts, or gallons. Make a class chart to display the data.
Week 5 and 6 April 8 – 12 April 15 - 19 Major Concepts: Weight/Mass Learning Standards: Students will learn about capacity including how to measure using standard and nonstandard units. Processes (1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Instruction Resources Interventions Extensions and Stations Assessment Key Vocabulary – weight, mass, heavier, lighter, pound, ounce, gram, kilogram Math background for the teacher: The weight of an object is a measure of how heavy it is. The mass of an object is how much matter is in it. Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight is measured on a scale. Students begin to grasp the concept of weight by holding objects and stating which is heavier or lighter. Teach students how to read a scale and a balance. Teach students the difference between a scale and a balance and when it is appropriate to use each. enVision Math Topic 18 enVision Math Tools Scales Balances Gram weights items like sand, water, rice, beans that students can manipulate funnels (for pouring) Measurement stations equipped with scales and balances Items students can weight to find the mass and weight. Intervention/Extension Students will work with the teacher to weigh and record the weight of items. Students will work with the teacher to find the mass of items using a balance. Curriculum Assessment # 7 Product/Project Students will make a chart and collect data comparing the weight and mass of objects found in the classroom.
SOL: Math Vocabulary: Suggested Manipulative: Strategy Using Manipulative: Strand: Number and Number Sense Focus: Place Value, Rounding, and Comparing SOL 2.1 The student will a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models; b) round two-digit numbers to the nearest ten; and c) compare two whole numbers add, addition, column, digit, ones, place value, rows, sum, tens, hundreds, manipulative, round, compare, greater than, less than, equal to single beans and cups of 10 beans each single popsicle sticks and bundles of 10 popsicle sticks base ten blocks pennies and dimes connecting cubes single paper clips and chains of 10 paper clips linking cubes Number (or dot) cubes Place value mat(attached) VDOE Lesson Plan: Race to 100 VDOE Lesson Plan: Race to 100 VDOE Lesson Plan: Three Digit Place Value
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