zilongwang/ReadingBank huggingface dataset:
A recommendation about the brace position was made. “Conduct research to determine the most beneficial passenger brace position in airplanes with nonbreakover seats installed. If the research deems it necessary, issue new guidance material on passenger brace positions. (A-10-78)”. (Page 126. Section 4.0 Safety Recommendations. 4.1 New Recommendations). Discussion Definitions Use of the term “serious accident” was based on the review of accidents listed in the NTSB Report [2]. In that report, the Safety Board reviewers determined that passenger and crew survival was “never threatened” in the majority of Part 121 accidents up to the end of 1999. The Safety Board therefore focused on the “survivability in serious accidents” and determined that, as with all Part 121 accidents, most occupants survived the “serious survivable accidents” [3]. There is a difference between this NTSB term and definition and the ICAO terms and definitions. ICAO’s Annex 13 defines an accident as an “occurrence associated with the operation of an aircraft which, in the case of a manned aircraft, takes place between the time any person boards the aircraft with the intention of flight until such time as all such persons have disembarked, or in the case of an unmanned aircraft, takes place between the time the aircraft is ready to move with the purpose of flight until such time as it comes to rest at the end of the flight and the primary propulsion system is shut down”, in which: a person is fatally or seriously injured…, the aircraft sustains damage or structural failure…, or the aircraft is missing or is completely inaccessible. A “serious incident” is defined as an “incident involving circumstances indicating that there was a high probability of an accident”. ICAO does not define a “serious accident” [5]. The decision to use the NTSB term and definition because of the review of accidents for 1983 to 1999 listed in the NTSB 2001 report [3]. The same definition was therefore used for the review of accidents for 2000 to 2015. Results
second dies from his infected wounds, and only the narrator is left alive to resume his service on the island of Three Skeleton Key. Read the entire selection, keeping in mind the Big Ideas and Key Understandings. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary. During Teaching Students read the entire selection independently. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) Text Dependent Questions Text-dependent Questions Evidence-based Answers What are Le Gleo’s and Itchoua’s reactions to the mysterious ship? What do their reactions tell you about the men? Le Gleo becomes excited and frightened and easily jumps to conclusions, asking, “What’s wrong with her crew? Are they all drunk or insane?” and later jumps straight to the possibility that it’s the ghost ship, The Flying Dutchman. Itchoua remains cool and logical, as noted when he laughed at Le Gleo’s absurdity and said that he just meant that she was a derelict. This shows us that Itchoua remains more cool headed while Le
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context monotonous, provisions, treacherously maritime, hordes fathom tussles raving mad suffice incendiary Meaning needs to be provided receding fetid morose, maniacal writhed shrapnel, fumigated (WP indicates a word selected for morphology) unceasingly WP; derelict riveted, clannish, uncanny ravening, innumerable WP, rasped, pestilential incessantly WP derisive, predominating WP
Q4. Please tell us how you found out about the consultation on the Generic design assessment of Hitachi-GE Nuclear Energy Limited's UK Advanced Boiling Water Reactor: From the Environment Agency From Natural Resources Wales From the Office for Nuclear Regulation From another organisation Through an organisation you’re a member of Press article Social media e.g. Facebook, Twitter Through a meeting you attended Other (please specify)________________________________________________ How we will use your information The Environment Agency will look to make all responses publicly available during and after the consultation, unless you have specifically requested that we keep your response confidential. We will not publish names of individuals who respond. We will also publish a summary of responses on our website in which we will publish the name of the organisation for those responses made on behalf of organisations. In accordance with the Freedom of Information Act 2000 and the Environmental Information Regulations 2004, we may be required to publish your response to this consultation, but will not include any personal information. If you have requested your response to be kept confidential, we may still be required to provide a summary of it. Returning your response Your response to this consultation needs to be returned by 3 March 2017. We would like you to use this form if you are not submitting your response online at . You can return it by email to or by post to: Declan Roscoe Environment Agency Ghyll Mount Gillan Way Penrith 40 Business Park Penrith Cumbria CA11 9BP If you have any questions regarding this consultation please use the email address above or call the Customer Contact Centre on 03708 506506.
When assessing the child’s educational needs the authority took into consideration the evidence and advice set out in the appendices A – F in this educational health and care plan this plan should always be read in conjunction with the advice submitted and included in the appendices listed in Section K. Confidentiality Information shared and recorded in this plan will be circulated to those who have contributed advice and may also be shared with those listed in the contacts and other professionals where appropriate. A copy will be retained in the child/young person’s file in the respective teams involved with the child/young person. We ask that upon receipt this plan not be copied or distributed. As professionals we will respect confidentially and must observe safeguarding and child protection procedures. Child/young person’s view We always aim to gather the views and opinions of the child/young person for whom the Education Health and Care Plan is being written. Views and opinions that have been given directly by the child/young person will be indicated in section A of the Plan in italics. Where italics cannot be found it can be presumed that the information has been obtained by the child/young person’s parent or carers. Section A –All About Me- the views, interests and aspirations of the child and his or her parents or the young person My history
(if the child is of pre school age this section may be the parents views-this should be noted) (where ever possible the views of siblings should be sought) What I want in the future (if the child is of pre school age this section may be the parents views-this should be noted) What my parents/carers and siblings want for me in the future (where ever possible the views of siblings should be sought) People who help me and my family Who they are What they do Section B The child /young person’s Special Educational Needs and Disabilities (SEND)
Awareness strategy Surrey Residents ‘In-service users’ Women Eagle radio and associated comms. Phased roll-out of HWSy message in GPs via PPGs & end of service providers. Social media Draft Communications strategy Surrey residents ‘In service’ users Key stakeholders (Inc. VCFS, D&B councils and commissioners) E-bulletin Media coverage Campaign led comms Press releases Project communications Social media VCFS partnership comms System partners promotion of our comms Final Engagement strategy Surrey residents, ‘In-service users’ Outreach groups Listening events: high streets, & service providers Reactive engagement Outreach events Final VCFS strategy Target VCFS groups Partnerships Community Cash Fund Promotion of our comms Final Stakeholder mapping/ Board participation strategy Commissioners CQC Key Board meetings Hospital trusts WWH meetings Board meetings Ongoing/ Draft Volunteering strategy Existing volunteers Potential volunteers Stakeholders, VCFS Surrey residents Volunteer led local awareness PPG awareness raising Local stakeholder meetings Final Next Steps Endorsement of this awareness strategy by the awareness-raising sub group and the Board
Social control Formal social control Informal social control Agencies of social control Social construction of crime Social construction of deviance Societal deviance Situational deviance Value consensus Social solidarity Socialisation Conformity Innovation Ritualism Retreatism Rebellion Anomie Status frustration Criminal subcultures Conflict subcultures Retreatist subcultures Illegitimate opportunity structure Focal concerns Techniques of neutralisation Social bonds Criminogenic capitalism Social exclusion Ideologically constructed Ruling class ideology Selective law enforcement The new criminology Hegemony Moral panic Crisis of capitalism Ruling class hegemony Moral entrepreneurs Primary deviance Secondary deviance Master status Self-fulfilling prophecy Deviant career Deviancy amplification spiral Folk devils Relative deprivation Marginalisation Subcultures Bulimic society Square of crime Rational choice Underclass Malestream Double deviance Harms of reduction Harms of repression Edgework Police recorded crime (PRC) Victim surveys Self report studies Social construction The dark figure of crime White collar crime/occupational crime Corporate crime/organisational crime Economic crime Complaintless crimes Institutional protection Differential association Crime-gender gap/crime-sex ratio
Sex role theory The gender deal The class deal Guardians of domestic morality Private sphere Public sphere Chivalry thesis Compensatory compulsory masculinity Assertion of masculinity Liberation thesis Ladette culture Net widening Crisis of capitalism Direct racial discrimination Indirect racial discrimination Canteen culture Institutional racism Globalisation Deterritorialization Global criminal economy Matrix of global crime McMafia Glocalism/glocal Disorganised capitalism Cultural globalisation Individualisation Culture-ideology of consumerism Global risk society Green crime Environmental justice approach Environmental racism Anthropocentric Crimes of the powerful State organizational deviance Authoritarian personality Crimes of obedience Authorisation Dehumanisation Routinization Enclaves of barbarism Crime as consumer spectacle Infotainment Agenda setting News values Threshold Proximity Conservatism Simplification Backwards law Hyperreality Citizen journalism Retributive justice Rehabilitative justice Restorative justice Culture of control Universities of crime Reintegrative shaming Sovereign power Disciplinary power Panopticon The age of panopticism/panoptic society Collective conscience Legal-rational authority Technologies of power Carceral archipelago Judges of normality Synopticon Actuarial justice
Broken windows thesis/environmental crime prevention Routine activity theory Capable guardian Situational crime prevention Target hardening Hostile architecture Displacement Diffusion of benefits Zero tolerance policing Misogyny Victimology Primary victimisation Secondary victimisation Repeat victimisation Positivist victimology Victim proneness Victim precipitation Radical/critical victimology
Identify point of view Oral Language Use appropriate strategize to keep the discussion going Vocabulary Development Infer the meaning of unfamiliar words (context clues) Reading Comprehension Distinguish text types Oral Reading Fluency Observe accuracy, appropriate rate and proper expressions in choral, echo and shadow readings. Study Strategy Organize information from secondary sources in preparation for writing, reporting and similar academic with other tasks in collaboration. Grammar Use a particular kind of sentence for specific purpose and audience expressing opinions/emotions. Writing Composition Revise writings for clarity – correct spelling appropriate punctuation marks, transition, and signal words. Viewing Determine images, ideas that are explicitly used to influence viewers. Attitude Observe politeness at all times. II – Subject Matter Topics Literature Listening to a selection (Once I Was A King English Matter 6 p.153) Role Playing (A dialogue from within my Fold English Matter 6 p 32-33 Oral Reading Selection (Celebration of Goodness by Dr. Enrique F. Coralejo) Viewing an Image through Pictures Language Expressing Point of view Homonyms Writing facts and origin Using descriptive words and phrases Developing a three paragraph texture articles
Once the template has been created, students should then provided the following information under each category. Written description of all activities that take place during this portion of the cell cycle. A detailed drawing of both the plant and the animal cells during each part of the cell cycle. All visible cell structures should be labeled. Post-activity Discussion Upon completion of the foldable, have students compare their own foldables with the foldables of other students in the class. Give students the opportunity to discuss with their peers possible details they may have forgotten or done incorrectly and make the appropriate changes. Students should utilize this foldable as a study guide for assessment.
LESSON 7-1 Ratio and Proportion Examples: a. The ratio of the angle measures in a quadrilateral is 1:4:5:6. Find each angle measure. b. The Titanic was 882 feet 9 inches long. You can build a model of the ship that is 2 feet 6 inches long and 6 inches high. What was the approximate height of the Titanic to the nearest inch? 1. The ratio of the side lengths in a rectangle is 5:2:5:2, and its area is 90 square feet. Find the side lengths. 2. For part of her homework, Celia measured the angles and lengths of the sides of two triangles. She wrote down the ratios for angle measures and side lengths. Two of the ratios were 4:7:8 and 3:8:13. When Celia got to school the next day, she couldn’t remember which ratio was for angles and which was for sides. Tell which must be the ratio of the lengths of the sides. Explain your answer. 3. For a certain type of tropical fish, it is recommended that you have no more than 2 fish per 10 gallons of water. How many fish could you have in a fish tank that holds 35 gallons of water? 4. A library is being expanded, and the new wing’s length is to be 50 feet greater than its width. A diagram of the new wing is shown. What are the actual dimensions of the new wing? 5. The aspect ratio, or ratio of length to width of the viewing area, of a 42-inch television is 16:9. What are the dimensions of the rectangular viewing area to the nearest tenth? 6. In a museum gift shop, a miniature Acrocanthosaurus is 22.8 centimeters long and 15.9 centimeters tall. The package says that the actual dinosaur was approximately 9 meters long. About how tall was the dinosaur? 7. A model airplane has a wingspan of about 15 inches. The actual airplane has a wingspan of 30 feet and length of 42 feet. How long is the model? 8. The ratio of the interior angle measures of a pentagon is 2:2:3:4:6. What is the measure of the smallest angle to the nearest degree?
Camden City School District Grade 7 Unit 1 SS Pacing Guide Week/Text type Monday Tuesday Wednesday Thursday Friday Week of 9/3 Vocabulary: Labor Day Teachers Only Norms, Routines, Procedures Week of 9/11 Vocabulary: Polis Citizen Acropolis Politics Aristocracy Chapter 10: The Ancient Greeks Essential Question: What is power? Who Should have it? Pericles; Calm in the Face of Danger Close reading Pgs. 296-299 Section 1: The Rise of City-States Reading Skill: Analyze Cause and Effect Map Skills pg. 301 Closer Look: Corinth pg. 304 Section 1 Assessment Week of 9/18 Vocabulary: Tenant farmer Metic Slavery Sec. 2 Greek Society & Economy Compare Spartan women and Athenian women Compare citizens and non-citizens Class pyramid of ancient Greece pgs . 306-308 Greek Economic Expansion Map Skills pg. 310 Section 2 Assessment Pgs. 309-311
Peloponnesian League Pgs. 328-333 Week of 10/30 Vocabulary: Sarissa Alexandria Hellinistic Polytheism Mythology Olympic games Sec. 2 Alexander’s Empire Map Skills pg. 336 Sec. Assessment pg. 337 Pgs. 334-337 Sec. 3 Ancient Greek Beliefs and Arts Greek gods pg. 339 myWorld Activity Pg. 342 Sec. Assessment pg. 343 Pgs. 338-343 Week of 11/6 Vocabulary: Delphic oracle Lyric poetry chorus Sec. 3 Ancient Greek Beliefs and Arts Greek gods pg. 339 myWorld Activity Pg. 342 Sec. Assessment pg. 343 Pgs. 338-343 Election Day Sec. 3 Ancient Greek Beliefs and Arts Greek gods pg. 339 myWorld Activity Pg. 342 Sec. Assessment pg. 343 Pgs. 338-343 NJEA Convention Week of 11/13 Vocabulary: Socratic method Sec. 3 Ancient Greek Beliefs and Arts Greek gods pg. 339 myWorld Activity Sec 4 Ancient Greek Loving Chart Skills: pg. 349 Closer Look: Uncovering Ancient Alexandria pg. 350
Academy Hypothesis Hippocratic oath Pg. 342 Sec. Assessment pg. 343 Pgs. 338-343 Sec. 4 Assessment pg. 351 Week of 11/20 Vocabulary: Administration Capacity Hindered Magistrate statute Sec 4 Ancient Greek Loving Chart Skills: pg. 349 Closer Look: Uncovering Ancient Alexandria pg. 350 Sec. 4 Assessment pg. 351 Close read: Comparing Athens and Sparta pgs. 354-355 Thanksgiving Break Week of 11/27 Vocabulary: Unit I Review Unit I Assessment UNIT II
The Project Leadership Training as a whole Strongly Agree 5 Agree 4 Neither Agree nor Disagree 3 Disagree 2 Strongly Disagree 1 Not Applicable … helped me understand the history and purpose of advocacy 5 4 3 2 1 N/A … helped me understand the different types of advocacy 5 4 3 2 1 N/A …increased my knowledge about the legislative and government system 5 4 3 2 1 N/A …increased my knowledge about the public systems for CSHCN 5 4 3 2 1 N/A …helped me to be a better communicator 5 4 3 2 1 N/A …helped me develop “my story” and increased my ability to share “my story” 5 4 3 2 1 N/A …helped me see the value of participating on decision-making bodies 5 4 3 2 1 N/A … taught me how to connect with local leaders and advocates 5 4 3 2 1 N/A … motivated and empowered me to be an advocate for CSHCN 5 4 3 2 1 N/A 1. Were the objectives of this workshop clear? yes no somewhat Comments: 2. What part(s) did you find most useful? 3. What part(s) did you find least useful? 4. How would you rate the value of this workshop overall on a scale of 1 to 5, with 5 being great value?
INTRODUCTION This document provides guidelines to assist and support community sector organisations in developing good financial management systems. If you already have a financial management system in place you should ensure that it includes the core principles as follows: Proper documentation; Proper financial procedures, policies and controls; Proper accounting records. Sample documents / forms are also included in the information pack to back up this hand book. Disclaimer: Framework (South East) Ltd. have taken all reasonable care in relation to the accuracy of the information in this document. The information is intended as a guide only and does not purport to be a legal interpretation. Framework Ltd does not make any warranties regarding the accuracy or completeness of the data. Framework Ltd. recommends that when Centres require legal advice they should contact their own Solicitors/Legal Advisors and when Centres require information on child welfare and protection they contact the Child and Family Agency or the Gardaí. 1. What is good Financial Practice ?
Staff should not use physical intervention – or the threat of physical intervention, to manage a child’s behaviour unless it is necessary to use ‘reasonable force in order to prevent children from injuring themselves or others or damage property’ (EYFS).’ If ‘reasonable force’ has been used for any of the reasons shown above, parents are to be informed on the same day that it occurs. The intervention will be recorded as soon as possible within the child’s file, which states clearly when and how parents were informed. Corporal (physical) punishment of any kind should never be used or threatened. Challenging Behaviour/Aggression by children towards other children Any aggressive behaviour by children towards other children will result in a staff member intervening immediately to challenge and prevent escalation. If the behaviour has been significant or may potentially have a detrimental effect on the child, the parents of the child who has been the victim of behaviour and the parents of the child who has been the perpetrator should be informed. The designated person will contact children’s social services if appropriate and will consider whether notifying the police if appropriate. The designated person will make a written record of the incident, which is kept in the child’s file; in line with the Safeguarding children, young people and vulnerable adults policy. The designated person should complete a risk assessment related to the child’s challenging behaviour to avoid any further instances. The designated person should meet with the parents of the child who has been affected by the behaviour to advise them of the incident and the setting’s response to the incident. Ofsted should be notified if appropriate. Relevant health and safety procedures and procedures for dealing with concerns and complaints should be followed. Parents should also be asked to sign risk assessments where the risk assessment relates to managing the behaviour of a specific child. Bullying is a behaviour that both parents and practitioners worry about. Bullying is a deliberate, aggressive and repeated action, which is carried out with intent to cause harm or distress to others. It requires the child to have ‘theory of mind’ and a higher level of reasoning and thinking, all of which are complex skills that most three-year-olds have not yet developed
SUFFIX: ant Week of October 16th DOQ 7.4 ROOTS: act, bell PREFIX: anti, ant SUFFIX: ar No School/Staff PD Day Week of October 23th ROOTS: mar PREFIX: sub SUFFIX: ous Culminating Writing Activity Should take place this week. A-net testing window opens Week of October 30th This week begins Unit 2. See the Unit 2 Calendar.
Internet Activity #3 Click on “Cell Division Exercise”. Click on “Practice Meiosis”. 28. There are two ways in which the chromosomes can be separated in this meiosis activity. Use your colored pencils and sketch the two different chromosomal products of this activity. **Note: Use the following colored pencils/crayons – Light purple, dark purple, light green, dark green Option #1 Option #2
A robust economy drives technological advancement and economies of scale resulting in a greater potential for demand response, energy efficiency, and distributed generation as well as lower capital cost for renewables. Thermal generation retirements in the market are driven by unit age-limits and announced retirements (consistent with business as usual). Company-owned resource retirements are defined by the utility. Retirements of all coal units except the most efficient in the utility’s fleet should be considered. Retirement of older fuel oil – fired generation should also be considered in this scenario. Specific new generating units are modeled if under construction or with regulatory approval (CON, signed GIA) as well as generic new resources (market and consistent with scenario optimizations. Tax credits continue pursuant to current law. Technology costs for thermal units remain stable and escalate at low to moderate escalation rates. Technology costs for EWR and demand response programs will be determined by their respective potential studies. Total resource limits for EWR and demand response programs are raised by the lesser of: 25% from their achievable level or the 50% of their economic level of potential as identified by their potential studies. Technology costs for battery storage resources decline over time. Emerging Technologies Sensitivities: Fuel cost projections Identify risk of significant upward variability of fuel price projections. Load projections Identify risk of higher than expected upward variability of energy and peak demand projections. EWR potential study maximum achievable potential. Transportation energy: Adoption of electric cars could increase demand. Large electric users: Reduced load due to customers adding combined heat and power (CHP), batteries, behind the meter generation (btmg) to offset the high electric rates. Scenario 3. Environmental Policy (Applicability: Utilities located in MISO Zone 7) Carbon regulations targeting a 30% reduction (by mass for existing and new sources) from 2005 to 2030 across all aggregated unit outputs are enacted, driving some coal retirements and an increase in natural gas reliance. Increased renewable additions are driven by renewable portfolio standards and goals, economics, and business practices to meet carbon regulations. Demand and energy growth rates are modeled at a level equivalent to a 50/50 forecast. Natural gas prices are consistent with industry long-term reference forecasts.
Date: ___________ MOTS: ____________________________ MOTS cell #: _______________________ Facility Name: ____________________________________________________________________________ FE Name & Credentials: ___________________________________________________________________ FE email: _________________________________________ FE phone ______________________________ Please email me the following at the end of week 3. Please write down your typical work day schedule. (mtgs, documentation, client treatment, etc.) Discuss one intervention: What was the client’s response? If you could do the session all over again, what would you do the same and differently, and why? What did you learn from the session about yourself? Are you meeting weekly with your FW educator? How does this collaboration maximize your learning? General comments/concerns Professor Gretchen Reeks, MA, LOTR, C/NDT Academic Fieldwork Coordinator Assistant Professor greeks@lsuhsc.edu Occupational Therapy Program 1450 Claiborne Ave Shreveport, LA 71103 Phone: 318-813-2953 Fax: 318-813-3001 Mid -Term
PROJECT USER INFORMATION 14. ANY CHANGES TO LEGAL NAME OF PROJECT USER 15. ANY CHANGES TO OWNERSHIP STRUCTURE (e.g., corporation, partnership, sole proprietorship, etc.) 16. MAILING ADDRESS OF PROJECT USER (include street, suite #, city, county, state, ZIP code) Street: Suite #: City: County: State: ZIP Code: 17. PRIMARY CONTACT INFORMATION Name: Title: Address (if different): Phone: E-mail: Website: 18. ANY CHANGES TO PROJECT USER % OF USE 19. ANY CHANGES TO THE USER’S CORPORATE OFFICERS Name Title 20. ANY CHANGES TO THE NAMES OF MAJOR CUSTOMERS PROPOSED PROJECT FINANCING INFORMATION 21. ANY CHANGES TO THE DESCRIPTION OF PROJECT 22. ANY CHANGES TO THE PURPOSE OF PROJECT 23. ANY CHANGES TO THE TOTAL ESTIMATED PROJECT COSTS Land $ Building $ Equipment $ Other $ Total $ 24. ANY CHANGES TO THE ESTIMATED AMOUNT TO BE FINANCED WITH TAX-EXEMPT AND/ OR TAXABLE BONDS A) TAX-EXEMPT BONDS: Land $ Building $ Equipment $ Other $ Total $ B) TAXABLE BONDS: Land $ Building $ Equipment $ Other $ Total $ 25. ANY CHANGES TO THE SOURCE (S) OF OTHER FUNDS FOR THE PROJECT 26. NEW PROPOSED CLOSING DATE 27. MATURITY Years 28. INTEREST RATE MODE ☐ Fixed ☐ Variable 29. ANY CHANGES IN TYPE OF OFFERING Public Offering1 Private Placement 30. MINIMUM DENOMINATIONS $ 31. ANY CHANGES IN CREDIT ENHANCEMENT None Letter of Credit Bond Insurance Other (specify):
Sacramento, CA 95812-2830 ATTACHMENT A APPLICANT’S JUSTIFICATION FOR EXPIRATION DATE EXTENSION REQUEST Note: Please provide a comprehensive explanation of the reason(s) and condition(s) causing the delay; and describe how all issues have been resolved.
[ ], Position: Affiliated Company: City, State: Please include details of any known relationships between the applicant or affiliate(s) of the applicant, with any of the key financing team members (i.e. common ownership, financial transactions or agreements aside from normal bond financing documents). ATTACHMENT C ANY CHANGES TO THE PURPOSE AND DESCRIPTION OF EACH FACILITY OR PROJECT TO BE FINANCED Please provide the requested information if any changes occurred that were not submitted in the original Application: 1. Comprehensive purpose and description of each facility or project that requires financing; and 2. Complete the following Table and include Project photos and/or architectural renderings. Project Site Construction Start Date Expected Construction Completion Date Estimated Project Cost Construction Company/Developer Property Seller (for property acquisition)
Name _______________________ DNA Puzzle Pieces Lab – Part I DNA is considered to be the building block for life and there are many pieces that make up a strand of DNA. Many scientists have worked in the past to determine the appropriate way that the many pieces of DNA go together to create a working model. Today you will become these scientists and work together to determine how DNA is put together. Essential Question: How do all of the building blocks of DNA get put together? Materials: 25 Phosphate 25 Deoxyribose (sugar) 5 Adenine 5 Thymine 5 Guanine 5 Cytosine Tape Procedure: Using the pieces found in your bag assemble a complete strand of DNA. Only tape together pieces that you form one complete building block of DNA. Ask yourself, “What pieces might be in every building block?”. Record the strand you build in your data table. (You will need this for Part II) Data Table: Create your data table in the space below. White Board: Once you have created your DNA model you will need to recreate your Data Table to share with the class. Be prepared to show off your DNA model. Write down any important parts you discovered while constructing your DNA. Written Lab Report: State the experimental question in your own words and write a brief summary of what you did. Draw conclusions by answering the questions below. Conclude: Overall what is the structure of DNA and what pieces are include in each building block (nucleotide)? Conclude: How do the base pairs (nitrogenous bases) go together?
Recap of the key employment law reforms coming into force in March and April 2017 Here we recap on the key employment law changes which came into force in March and April 2017. DATE AREA CHANGE 31 March 2017 Gender pay gap Introduction of gender pay gap reporting for public authorities with 250 or more employees. The rules are substantially the same as for private and voluntary sector employers (see below), albeit that the snapshot date and the deadline for reporting are slightly earlier (i.e. 31 March 2017 and 30 March 2018 respectively). 1 April 2017 Apprenticeships Establishment of the whose primary role is to consider and approve apprenticeship standards submitted by employers and to advise employers on how to access funding for individual apprenticeship standards. Also on this date, a new offence of misusing the term "apprenticeship" came into force. Training providers are banned from using the term except to describe a statutory apprenticeship. 1 April 2017 National Minimum Wage Increases to the National Minimum Wage hourly rates as follows: Workers aged 25 and over: £7.50 (i.e. the National Living Wage) Workers aged 21 – 25: £7.05 Workers aged 18 – 21: £5.60 Workers under 18: £4.05 Apprenticeship rate: £3.50
Laboratory Safety Manual (incl. Chemical Hygiene Plan): Location and content description. Also, any applicable Laboratory Safety Plan(s) location and content. Safety Data Sheets (SDSs): Demonstrate electronic access and describe laboratory repository of hard copy SDSs, if applicable Standard Operating Procedures (SOPs): Location of lab’s SOPs, describe required approvals. Identification of chemical processes / areas requiring specific SOP use, and laboratory safety rules. Describe in detail: PERSONAL PROTECTIVE EQUIPMENT Determine Hazard-Specific Safety Training: Consult , enroll in courses Lab Coat: Provide at no cost fitted laboratory coats. Some labs/hazards require flame resistant coats. ● Type: □ Cotton/Blend □ Barrier □ Flame Resistant Size:______________________ Eye Protection: Provide at no cost pair(s) of safety eyewear. Glasses must fit appropriately, be comfortable to wear, and stay securely in place. For labs where goggles must be worn provide pair(s) of fitted chemical splash goggles. When a face shield is required, demonstrate proper use, care and storage. ● Corrective Prescription Y / N Model:______________________________ Gloves: Location(s), provide knowledge and resources to select correct type. Instruct proper procedure to don and doff. OTHER Department IIPP: Location and review Hazardous Waste: Overview of laboratory hazardous waste procedures. Location(s) of accumulation area, demonstrate proper labeling, describe proper storage requirements, and detail pickup/removal procedures. Specialized Equipment: Review of safety procedures for proper operation. e.g., UV light, laser, high voltage equipment, superconducting magnets, cryogen handling, high/low vacuum, etc… Describe in detail:
NOTES 7.1: Exploring the Characteristics of Exponential Functions Lesson Focus: To investigate the characteristics of the graphs of exponential functions. an exponential function is a function of the form an asymptote is a boundary that a curve approaches but never quite touches i.e. To start, let a = 1. Let’s graphand using a table of values. Put both graphs on the axes to the right. x 0 1 2 3 4 use the graphs above to answer the following questions 1. How does the graph of compare to the graph of ? a) # of x-intercepts d) domain b) y–intercept e) range c) asymptote f) end behaviour 2. Describe the graph when: a) b > 1 ____________________________________________________________________________ b) 0 < b < 1 _________________________________________________________________________ 3. Based on your observations, compare the characteristics of the graphs of exponential functions to the characteristics of the graphs of polynomial functions. a) similarities
Putting Atoms Together (7.1) ELEMENTS Consist of only _______ kind of _______ Cannot be broken down into a simpler type of matter by either physical or chemical means Can exist as either ___________ (eg. helium) or _____________ (eg., nitrogen). The atoms of the element helium, He The molecules of the element nitrogen, N2 Molecules Can consist of 2 or more atoms of the: a) Same element (molecular ____________________) (eg. N2) b) Different elements (molecular _____________________) (eg. H2O) Diatomic Elements Diatomic elements are more stable when joined in a _______________ There are seven elements that form molecules consisting of ___________ atoms. (H O Br F I N Cl) COMPOUNDS Consist of atoms of two or more _______________ elements bonded together Can be broken down into a simpler type of matter (elements) by chemical means (but not by physical means) Have properties that are different from the component elements Always contain the same _____________ of component atoms (constant composition). The molecules of the compound water Chemical Formula
Close Read: Paul’s Shipwreck Pgs. 387-389 Week of 1/15 Vocabulary: Deified Pax Romana No School MLK Day Ch. 13 The Roman Empire and Christianity Essential Question: Why do people move? myWorld History pgs. 386, 387 Close Read: Paul’s Shipwreck Pgs. 387-389 Sec. 1 The Roman Empire Map Skills pg. 391 myWorld Activity pg. 395 Sec. 1 Assessment pg. 395 Pgs. 390-395 Week of 1/22 Vocabulary: Concrete aqueduct Greco-Roman Mosaic Romance Languages Sec. 1 The Roman Empire Map Skills pg. 391 myWorld Activity pg. 395 Sec. 1 Assessment pg. 395 Pgs. 390-395 Sec. 2 Roman Culture and Its Legacy Latin lesson pg. 397 Sec 2. Assessment pg. 401 Pgs. 396-401 Week of 1/29 Vocabulary: Resurrection Baptism Crucifixion Conversion Martyr Sec. 2 Roman Culture and Its Legacy Latin lesson pg. 397 Sec 2. Assessment pg. 401 Pgs. 396-401 Sec. 3 Origins of Christianity Map Skills pg. 403, 406 myWorld Activity pg. 405 Sec. 3 Assessment pg. 407 Pgs. 402-407 Week of 2/5 Vocabulary: New Testament Gospel Parable Epistle Sec. 3 Origins of Christianity Map Skills pg. 403, 406 myWorld Activity pg. 405 Sec. 3 Assessment pg. 407 Sec. 4 Beliefs of Christianity myWorld Activity pg. 411 Closer Look: Christianity Today pg. 412 Sec. 4 Assessment pg. 413
Table 7A Operating procedures Requirements Nonconformity guide 7.1 For goods subject to biosecurity control the following minimum requirements apply: goods must be accessible to a biosecurity officer for inspection the BIP must be in possession of a relevant biosecurity control order prior to movement of the goods and must comply with directions specified. Note: If the status of a consignment is unknown the goods must be considered subject to biosecurity control. Major or critical 7.2 The department must be notified of any pest or disease infestation. Major or critical 7.3 Packages of insects must be handled in a manner that ensures no egress of insects. This will require packages to be only opened within the containment facility and the package to be then decontaminated. Critical 7.4 Exotic specimen containers must be clearly labelled and cross referenced to a central logbook of insect stocks kept in the site. Major 7.5 Specimens should be housed in secure primary containers. This will require the containers to be labelled with the common and scientific name. Major 7.6 Standard precautions and work practices are required when working with goods subject to biosecurity control. At a minimum this will include the use of: protective barriers (including the wearing of gloves, covering clothes i.e. overalls, gowns) good hygiene practices (washing and drying hands after handling goods subject to biosecurity control and before leaving the site). Disposable gloves must be discarded with the biosecurity waste. Dirty clothing must be removed and laundered before re-use. This will require the provision of a written procedure of how protective clothing will be laundered. Major 7.7 When leaving the site persons must check to ensure that no insects are attached to any part of their body. This can be carried out within the anteroom using a full length wall mirror. Major 7.8 Equipment used or that has come into contact with goods subject to biosecurity control must be cleaned or rendered safe by a department approved method. Department approved methods include, but are not limited to: sterilisation incineration, as prescribed in Part 2—Section 2.4.3: Waste disposal disinfection using a department approved disinfectant. Minor or major
CALIFORNIA INFRASTRUCTURE AND ECONOMIC DEVELOPMENT BANK (IBANK) INDUSTRIAL DEVELOPMENT BONDS APPLICATION (IDBs) 1. DATE SUBMITTED 2. DATE RECEIVED BY IBANK APPLICANT INFORMATION 3. LEGAL NAME OF APPLICANT 4. a. DATE ORGANIZED b. PLACE THE APPLICANT ORGANIZED c. OWNERSHIP STRUCTURE (e.g., corporation, partnership, sole proprietorship, etc. 5. MAILING ADDRESS OF APPLICANT (include street, suite #, city, county, state, ZIP code) Street Suite # City County State ZIP Code 6. PRIMARY CONTACT INFORMATION Name: Title: Address (if different): Phone: E-mail: Website: OWNERS OF APPLICANT % OF OWNERSHIP CORPORATE OFFICERS Name Title DESCRIPTION OF APPLICANT’S BUSINESS, INCLUDING THE PRODUCTS MANUFACTURED NAMES OF MAJOR CUSTOMERS WILL THE APPLICANT BE THE PROJECT USER? Yes No If “No”, please complete the following section. Otherwise, skip to number 23. HOW DID YOU HEAR ABOUT IBANK? UNEMPLOYMENT INSURANCE NUMBER
3. Complete the following Tables with highlights of Project (s) & Job Creation, Current Debt and Analysis of Refunding Cost Savings, if applicable. (Please add rows as needed.): Project (s) & Jobs Information Current Employees Job Creation Project Full Time Part Time Construction Full Time Part Time Current Debt (Refunding Candidate) Bond Series/ Loans Issuer Issued Par Amount Issue Date Current Outstanding Balance Interest Rate Maturity Date Date Project Completed Analysis of Refunding Cost Saving Bond Series / Loans Debt Service Savings/Yr. PV of Total Savings Ratio of PV Savings to the Par Amount of Refunded Debt Public Benefits of PV Savings *Present Value (PV) Note: If Refunding will not result in any cost savings, please describe the reason(s) for refinancing. ATTACHMENT F DESCRIPTION OF ANY PAST, PRESENT OR POTENTIAL CONTROVERSY CONNECTED WITH THE PROJECT OR FINANCING
ATTACHMENT K Finance Team Members’ Contact Information Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail:
Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: Contact: Title: Firm: Phone: E-mail: ATTACHMENT L FINANCIAL STATEMENTS FOR THE THREE MOST RECENT FISCAL YEARS
organizing the work routines in the school. The school leader must efficiently, effectively, and safely manage the school to foster staff accountability and student achievement. 2d Manages Conflict Constructively 2e Communicates Effectively and Strategically 3 - Leadership for Teaching and Learning: The school leader assures a system is in place to address the linkage of curriculum, instruction, assessment, and data on student learning and teacher effectiveness based on research and best practices to accelerate student achievement and eliminate racial disparities. 3a Drives Instructional Decisions with Student Achievement and Outcomes Data 3b Promotes Teacher/Staff Growth in Practice Leading to Increased Student Outcomes 3c Ensures High Quality Instruction 3d Maximizes Instructional Time 4 - Equity Leadership: The school leader builds and maintains a focus on eliminating racial achievement disparities by creating a racially and culturally responsive school community focused on setting high expectations for all students. 4a Sets High Expectations for All Students 4b Focuses on Eliminating Racial Achievement Disparities 4c Creates a Racially and Culturally Responsive Environment 5 - Professional and Community Leadership: The school leader promotes the success of all students, the positive interactions 5a Maximizes Parent and Community Involvement and Outreach 5b Shows Professionalism
END OF YEAR REFLECTION SHEET How has your Professional Learning Plan assisted in achieving your professional growth goals for the year? What examples can you provide that evidences both your staff and your progress in achieving your goals? What have you learned about your staff’s and your own practices as a result of this process? How would you refine the process to better support your staff’s and your own professional growth?
Camden City School District Grade 7 Unit 3 SS Pacing Guide Week/Text type Monday Tuesday Wednesday Thursday Friday Week of 2/26 Vocabulary: Unit II Intro to Unit III The Byzantine Empire and Islamic Civilizations Chapter 14 The Byzantine Empire Essential Question: What distinguishes one culture from another? myWorld History pg. 428 Close read: The Nika Riot pgs. 429-431 Week of 3/5 Vocabulary: Byzantine Moat Strait Greek fire Justinian’s Code Sec. 1 Survival of the Eastern Empire Map Skills pg. 433 Sec. 1 Assessment pg. 435 Pgs. 432-435 Sec. 2 The Division of the Christian Church Chart Skills pg. 437 Map Skills pg. 438 Sec. 2 Assessment pg. 439 Pgs. 439-439 Sec. 3 Byzantine Civilization Closer Look: Hagia Sophia pg. 441 Sec. 3 Assessment pg. 443 Pgs. 440-443 Week of 3/12 Vocabulary: Missionary Cyrillic Alphabet Oasis Bedouin Hijra Kaaba Sec. 3 Byzantine Civilization Closer Look: Hagia Sophia pg. 441 Sec. 3 Ch. 15 Islamic Civilization Essential Question How are religion and culture connected? MyWorld activity pg. 446 Close Read: Ibn Battuta’s Voyage pgs. 447-449 Sec. 1 Origins of Islam Map Skills pg. 451, 452 Section 1 Assessment 453 Pgs. 450-453
Assessment pg. 443 Pgs. Week of 3/19 Vocabulary: Quran Sunnah Hajj Mosque Sharia Sec. 2 Beliefs of Islam Closer Look: pg. 457 Chart Skills: pg. 458 Sec. 2 Assessment pg. 459 Pgs. 454-459 Sec. 3 Muslim Empires Map Skills pg. 461 my World Activity pg. 466 Sec. 3 Assessment pg. 467 Pgs. 460-467 Staff only Week of 3/26 Vocabulary: Sec. 4 Muslim Achievements Map Skills pg. 469 myWorld Activity pg. 475 Sec. 4 Assessment pg. 475 Pgs. 468-475 Good Friday Week of 4/9 Vocabulary: Close read: The Spread of Islam 478-479 Unit III Review Unit III Assessment Unit IV
(the impetus for this work) Communication networks/capacity (ELD/ODE list serves and other information networks, marketing expertise and staff, some capacity in languages other than English, multi-modal – in person, web, print) Data – incomplete, lacking common definitions, variable access Early Childhood Mental Health Consultation – growing, but insufficient capacity (quantity and quality/expertise) expulsion Identify resource gaps and strategize improvements Conduct about the importance of understanding, preventing and reducing suspension and expulsion Develop data collection and analysis processes and data sharing agreements Establish plan to evaluate progress toward short- and long-term outcomes other messages to the public/early learning field (including ELD/OCC staff and leadership) Develop and deliver cross-program professional development focused on creating and sustaining positive learning environments More rapid, aligned, and efficient access, deployment and use of resources – including T/TA, PD and early childhood mental health consultation supports State policies on early learning suspension and expulsion either don’t exist or are insufficient. More thoughtful policies – ones that reflect an understanding of expulsion as a symptom of a set of problems related to quality, equity, and adequate supports - are needed. (Carrie McCann, BUILD)
Close read: Mansa Musa: The Lion of Mali Week of 4/23 Vocabulary: Scholarship Griot Stele Monk Dynasty stonetown Sec. 2 Muslim Empires of West Africa Map Skills pg. 496 Chart Skills pg. 496 Closer Look: Muslim Scholarship in Tombouctou pg. 498 Sec. 2 Assessment pg. 499 Pgs. 494-499 Sec. 3 East African Civilizations Map Skills pg. 501 myWorld Activity pg. 503 Sec. 3 Assessment pg. 503 Pgs. 500-503 Week of 4/30 Vocabulary: Caste Kinship Lineage Ethnic group Oral tradition Proverb Polyrhythmic drumming Sec. 3 East African Civilizations Map Skills pg. 501 myWorld Activity pg. 503 Sec. 3 Assessment pg. 503 Pgs. Sec. 4 Society and Culture myWorld Activity pg. 507 Closer Look: West African Art and Culture pg. 508 Sec. 4 Assessment pg. 509 Pgs. 504-509 Week of 5/7 Vocabulary: Close Read Trade in Africa and Asia Pg. 572-573 Unit IV Review Unit IV Assessment Week of 5/14 Vocabulary: Unit IV Assessment Unit V
½ Day for Students/Conferences Week of April 30th ROOTS: vict/vinc PREFIX: hetero SUFFIX: ty SURVIVOR Week of May 7th ROOTS: pan PREFIX: arch, archi SUFFIX: ive CULMINATING “SURVIVOR” WRITING TASK CULMINATING “SURVIVOR” WRITING TASK CULMINATING “SURVIVOR” WRITING TASK Week of May 14th ROOTS: scope PREFIX: en, em SUFFIX: logue,log PREPARING FOR EMERGENCIES LOST IN THE BACKCOUNTRY PARCC WINDOW CLOSES Week of May 21st ROOTS: hydro, hydra PREFIX: meta, met SUFFIX: oid Week of May 28th ROOTS: dorm PREFIX: pro SUFFIX: meter, metry MEMORIAL DAY CULMINATING WRITING TASK