zilongwang/ReadingBank huggingface dataset:
Debate Rubric Student/Group Name ___________________________________________________________________ Debate Topic __________________________________________ Date __________________________ 3 2 1 Viewpoint Viewpoints are clear and organized. Most viewpoints are clear. Viewpoints are unclear and disorganized. Use of facts and examples Arguments are supported with facts and examples. Most arguments are supported with facts and examples. Arguments lack factual support. Relevance of supporting arguments All supporting arguments are relevant. Many, but not all, supporting arguments are relevant. Few supporting arguments are relevant. Strength of arguments All arguments are strong and convincing. Some arguments are convincing. Arguments are not convincing. Strength of All counter arguments are strong and convincing. Some counter arguments are convincing. Counter arguments are not convincing. Speaking voice Voice can always be heard. Voice is heard most of the time. Voice is difficult to hear.
Preparation Student is well prepared. Student needs more preparation. Student is unprepared to defend argument. Score _________/21 pts Comments: This rubric was edited to be used from the site below: 5 Regions of GA Graphic Organizer Name _________________________________________ Date _________ Region Natural resources Major Careers/ Occupations Famous landmarks/ Tourists attractions Major Cities Climate/ Habitat Other Info Appalachian Plateau Ridge and Valley Blue Ridge Mountains Piedmont
appropriate conventions with minimal to no errors ~Utilizes a precise and sophisticated word choice. ~Use active verbs purposefully appropriate conventions; errors are minor and do not obscure meaning ~Utilizes grade-level appropriate word choice appropriate conventions; many minor errors but meaning is not obscured ~Utilizes appropriate word choice understanding of grade level appropriate conventions and errors interfere with the meaning ~Utilizes incorrect and/or simplistic word choice Score ____________/28 pts Comments:
Course Contents This course is closely aligned with the C)NFE and C)DFE exam objectives. The course will cover the following topic areas (dates are tentative and subject to change): Mar 11th Review Syllabus and Class Policies CNFE Module 0b – Introduction to Network Forensics CNFE Module 1 – Digital Evidence Concepts CNFE Module 2 – Network Evidence Challenges CNFE Module 3 – Network Forensics Investigative Methodology CNFE Module 4 – Network Based Evidence CNFE Lab 1 – Sniffing with Wireshark CNFE Lab 2 – HTTP Protocol Analysis CNFE Lab 3 – SMB Protocol Analysis Mar 18th NO CLASS – Spring Break Mar 25th CNFE Module 5 – Network Principles CNFE Module 6 – Internet Protocol Suite CNFE Module 7 – Physical Interception CNFE Module 8 – Traffic Acquisition Software CNFE Module 9 – Live Acquisition CNFE Lab 4 – SIP/RTP Protocol Analysis CNFE Lab 5 – Protocol Layers CNFE Lab 6 – Analyzing the Capture of MacOf CNFE Lab 7 – Manipulating an STP Algorithm Apr 1st CNFE Module 10 – Layer 2 Protocol CNFE Module 11 – Protocol, Packet, and Flow Analysis CNFE Module 12 – Wireless Access Points CNFE Module 13 – Wireless Packet Capture and Analysis CNFE Module 14 – NIDS/Snort CNFE Module 15 – Centralized Logging and Syslog CNFE Lab 8 – IEEE 802.11 CNFE Lab 9 – Decrypting SSL Traffic by Using a Given Certificate Private Key CNFE Lab 10 – Using Nmap for Sniffing, Port Scanning and Banner Grabbing CNFE Lab 11 – Real Life Network Forensics CNFE Lab 12 – Network Device Log Apr 8th CNFE Module 16 – Investigating Network Devices CNFE Module 17 – Web Proxies and Encryption CNFE Module 18 – Network Tunneling CNFE Module 19 – Malware Forensics CNFE Module 20 – Network Forensics and Investigating Logs
Course Contents This course is closely aligned with the C)PTE exam objectives. The course will cover the following topic areas (dates are tentative and subject to change): Jan 14th Review Syllabus and Class Policies Module 1 – Business & Technical Logistics of Penetration Testing Module 2 – Linux Fundamentals Module 3 – Information Gathering – Reconnaissance-Passive Appendix 1 - Economics and Law Labs Module 3 – Information Gathering: Footprinting and Reconnaissance Module 4 - Detecting Live Systems –Reconnaissance-Active Jan 21st Module 5 – Enumeration – Reconnaissance-Active Module 6 – Automated Vulnerability Assessment Labs Module 4 – Detecting Live Systems – Scanning Techniques Labs Module 5 - Enumeration Jan 28th Module 7 – Malware – Software Goes Undercover Module 8 – Assessing and Hacking Windows Labs Module 6 – Vulnerability Assessments Labs Module 7 – Software Goes Undercover Labs Module 8 – System Hacking – Windows Hacking Feb 4th Module 9 – Assessing and Hacking UNIX/Linux Module 10 – Advanced Assessment & Exploit Techniques MidTerm Exam Feb 11th Module 11 – Penetration Testing Wireless Networks Module 12 – Networks, Sniffing and IDS Labs Module 9 – System Hacking – UNIX/Linux Labs Module 10 – Advanced Vulnerability & Exploitation Techniques In Class Hands On Wireless Hacking Lab PenTest Report Project Introduction Feb 18th Module 13 – Assessing and Hacking Databases Module 14 – Assessing and Hacking Web Technologies Module 15 – Report Writing Basics In Class Hands On Network Sniffing/ IDS Lab Labs Module 13 – Attacking Databases & SQL Injection Feb 25th NO CLASS Work on PenTest Report Project Mar 4th PenTest Report Project Due Module/Lab 16 – Getting Started with PowerShell Module/Lab 17 – Using Advanced PowerShell Techniques Final Exam
(Menn) 11 Mar30 Module 11 Risk Assessment Chapter 14 (Stallings and Brown) Part 2 Ch. 11 (Menn) M11A1- Short Essay: Creating a risk assessment M11D1 How often should risk assessments be conducted? 12 Module 12 IT Security Management Chapter 15 (Stallings and Brown) Part 2 Ch. 12 (Menn) IPSEC Performance Monitoring Quiz M9, M10, M11, M12 M12D1 Incident Response Process 13 Module 13 Legal and Ethical Aspects Chapters 19 (Stallings and Brown) M13A1 Research Project Final Draft M13D1 Find and Discuss the IT code of ethics and what it means to you 14 Module 14 Windows and Windows Vista Security Chapter 26 (Stallings and Brown) Module14A1 M15A1: Final Research Project: Submit Review Questions 24.1 – 24.9 M14D1 Security Account Manager 15 Module 15 Wrapping up Final Exam M9, M10, M11, M12, M13, M14 M15D1: Lessons learned and expectations moving forward Course Learning Objectives: The course learning objectives are skills and abilities students should have acquired by the end of the course.
INQUIRY BASED LESSON PLANS Teacher: Kindergarten Expected length of lesson: 1-2 days Lesson Topic: Labor Day Unit: Targeted Content Standards/ Element: (Include the entire standard) SSKH1: Identify the national holidays and describe the people and/or events celebrated. d. Labor Day Targeted Literacy Skills or Standards: (include as many as your lesson incorporates) ELAGSEKRI1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Targeted SS Matrices: (include as many as your lesson incorporates) Information Processing Skills: compare similarities and differences 11. draw conclusions and make generalizations. Inquiry Question (or what you would like the students answer)? (*Teachers may present the question or require students to develop questions and narrow down to this one). 1. By the end of the lesson, the students should be able to demonstrate their understanding of Labor Day and why we celebrate it. By day 2, they will be able to connect an understanding of Community Helpers to the concept of Labor Day and why they are connected. How do we celebrate Community Helpers in America? Key Vocabulary: Words important for understanding content and skills (ex: Tier 2 and 3 words) holiday Labor Day celebrations
Please refer to our website for our fiction loan lists and story sacks. Each class can request any two loans from our fiction, non fiction, story sack and artefact collections. There is a charge for Learning from Artefacts workshops. Please refer to for details. Artefacts Collection: Please refer to the website for more information. Africa East Africa* Mexico* Sikhism Ancient Egypt Electricity Kit Moving toys Southern Africa* Ancient Greece Florence Nightingale Musical Instruments around Space* Anglo Saxons Great Fire of London the world Toys through the ages Australian Aborigines Hinduism Native Americans Tudors Australia & Aborigines* Human Body North Africa* Victorian household Aztecs and Maya India Percussion early years Victorian toys Britain since 1900 Islam Percussion KS1 Victorian toys KS1 Buddhism Judaism Prehistory Victorians Chembakolli Kenya Recycling around the world* Vikings China Masks Romans West Africa Chinese Dragon* Maya Saxons and Vikings World War One Chinese new year* Medieval history Seaside old and new World War Two Christianity * Limited availability How do I return my loans? We will collect all boxes from your school at the end of the loan period. Please note, if you miss the collection date, it is your responsibility to return it to the Resource Centre as soon as possible as it may be required for the following term. We may charge for extra collections, overdue boxes and loans.
In what ways, does slowing down time or expanding a scene in our writing, allow for a more interesting experience for our readers? Why is it important to occasionally slow down time or expand a scene? Lesson 5 Attachment 3 Name:_________________ Date:_________ Creative Writing 7 Period: _______ Directions: Choose one prompt from the examples below. Try to incorporate some of the skills and suggestions from today’s lesson in order to slow down time in your scene. •An anxious student watches a classroom clock click down its last fifteen minutes of the day.
Common Core Learning Standards: Addressed Standard(s) CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting detail and ideas. CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Assessed Standard(s) CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Motivation: Students will be asked to consider the following statements: “Change is an inevitable part of life” “It is better to give than to receive.” Students will be asked to choose one of these statements and write about their feelings (about 1 page). Students can share with a classmate if they would like, or with the class as a whole. Since responses may be personal, students can choose not to share. Instructional Materials: A copy of the short story “Freddie in the Shade”, by Pam Munoz Ryan, from the March 2014 edition of Scholastic Scope magazine. Question #1-5 review sheet based on “Freddie in the Shade” (Attachment 1) Imagery review sheet based on “Freddie in the Shade” (Attachment 2) Thematic review sheet based on “Freddie in the Shade” (Attachment 3) “Nothing Gold Can Stay” poetry connection to the short story “Freddie in the Shade” (Attachment 13) Lesson Development/Procedure: Motivation activity. Students will be given a copy of the short story “Freddie in the Shade” from Scholastic Scope magazine.
Learning Objectives: Understanding the Roman Numeral System How different keys relate to each other Why we have different Keys Motivation/Do Now Activity: Play the I V vi IV progression on a live chordal instrument or a pre-recorded clip on G-band in different keys for students as they enter the room What are you hearing? Materials: SmartBoard iPad Headphones Procedure: Explain the Roman Numeral System Explain diminished and Augmented chord construction As a class, realize chord progressions used so far C Am C G Am F Am Dm Am G F Dm Bb F C Dm Bb F A7 ? should this progression be in C minor? natural minor scale compared to Major scale Am-Dm and A-G-F minor scale Roman Numerals Explain harmonic minor 7th chords (all: Dom, Maj, Min, dim, min7b5, min/Maj) Assess understanding Students realize the Roman Numerals for C-F-G Students find the I-IV-V chords in the Key of G Closure/Homework/Assessment Finding chords in a different key Find the notes of the scale degrees starting on G via Major Scale step construction (WWHWWWH) Name the I chord and the notes that make up the triad Name the IV chord and the notes that make up the triad Name the V chord and the notes that make up the triad What new skills did you learn? Why is music created in different keys?
STAR Piggybacking Request Instructions: Send the completed form via e-mail to: Section 1: Agency Requesting Piggyback Agency Requesting Piggyback: Agency Business Unit Number: Agency Contact Name: Phone Number: E-Mail Address: ☑ My agency has notified the Originating/Contracting Agency identified in Section 2 below that we intend to use their contract and that they have agreed. Section 2: Originating/Contracting Agency Originating/Contracting Agency: UW Madison Purchasing Services Agency Business Unit Number: 28500 Originating/Contracting Agency Contact Name: Carla Parker Phone Number: 608-262-4516 E-Mail Address: Section 3: Contract Information Contract Number: Supplier Name: Supplier ID Number: 17-5994 PerkinElmer Health Sciences Inc. Commodity/Service Codes: 193-08; 193-22; 193-40 Estimated Annual Spend: $_____________ Section 4: Eligibility Check ☑ My agency has validated the following, and is in compliance with the requirements of of the State Procurement Manual. ☑ Contract is Open Contract Effective Dates: 3/1/17 – 2/28/18 Renewal Options: 4 years ☑ Competitively Bid Request for Bid/Proposal Number: 17-5994 ☐ Supplier(s) is/are not on the ☐ Supplier(s) is/are not on the . Impact, if any, on any new minority business enterprise, disabled veteran-owned business or work center: ☐ Contract scope matches my agency’s need. Description of the scope of the original procurement and how it corresponds to the community/service to be purchased: This document can be made available in alternate formats to individuals with disabilities upon request.
Cool! Low level story about 10 year old Robbie, who is woken from a coma with help from a famous footballer and the family dog. Michael Morpurgo S From mouth to mouth: oral poems from around the world An anthology of poems passed from mouth to mouth over generations across the world. Selected by John Agard 821.08 Frozen in time Time travel story in which two children from 2009 meet two from 1956. Ali Sparkes S+ Gulliver’s travels (Ladybird, abridged) An accessible version of the classic story of Gulliver and the land of Lilliput. Includes illustrations. Jonathan Swift, retold by Marie Stuart S Hostage (HiLo version) An adventure for reluctant readers in which the daughter of a jewellery shop owner is kidnapped. Malorie Blackman S Macbeth (abridged) This version of Macbeth retains the play format but makes it accessible to the primary school reader. William Shakespeare, retold by Helen Street 822 On the day the world began Creation stories from around the world. Geraldine McCaughrean F Poems around the world 3 Modern and traditional tales from around the world. Collected by Brian Moses and David Orme 821.08 Raven Boy Pippa Goodhart S+
Armenian President to reply to Medvedev’s proposal soon – Lavrov Friday, July 08 Armenian President Serzh Sargsyan is going to prepare a response to his Russian counterpart Dmitry Medvedev’s proposal and message on the Nagorno Karabakh settlement, according to Russian FM Sergey Lavrov. “President Serzh Sargsyan said he will thoroughly study the message and proposal by President Dmitry Medvedev and will prepare a response. Now we are waiting for a reply. Serzh Sargsyan assured the reply will come soon,” Sergey Lavrov told a joint press briefing with Armenian FM Edward Nabandian following his meeting with President Serzh Sargsyan. TODAY, 12:39 12:17 08/07/2011 » Politics S. Lavrov: Russia’s waiting for answers from Armenia and Azerbaijan “A short while ago a meeting took place with President of Armenia Serzh Sargsyan. Assigned by the Russian President and on behalf of Dmitry Medvedev I’ve handed the package of proposals defined after Kazan-hosted summit. Soon after this meeting, I’m departing for Baku to hand a similar message to the President of Azerbaijan,” Russian FM Sergey Lavrov declared in a joint news conference with his Armenian counterpart. “The Armenian President has highly appreciated the activities of the co-chairs, and the personal efforts of the Russian President. Serzh Sargsyan has confirmed his commitment to record a real advancement in NK issue. He said he would carefully study the Russian President’s recommendations and prepare a proposal,” Russian FM said. S. Lavrov said the Armenian President promised to prepare the soonest answer to the message. Russian FM says now Russia is waiting for answers back from Armenia and Azerbaijan.
Introducer: Li Yuan, Deputy Mayor of Xi’an Venue: Golden Hall, Tang West Market 17:30 | 17:40 Welcome Ceremony for new members Membership certificate issuing The SRCIC flag granting Chair: Li Zhonghang, Secretary-General of SRCIC Presenter: Lu Jianzhong, Chairman of SRCIC Venue: Golden Hall, Tang West Market 17:40 | 18:00 Project Networking and Agreement Signing Chair: Li Zhonghang, Secretary-General of SRCIC Inauguration of Adnan & Adel Kassar Silk Road Culture Center Agreement Signing Venue: Golden Hall, Tang West Market 19:30 | 21:00 Appreciation Banquet Featured Performance by SRCIC scholarship students from Ukraine Silk Road Instrument Performance Venue: Paradise Resort Hotel, Qujiang District, Xi’an Saturday, 9 September 09:00 | 11:00 SRCIC 6th Executive Board Meeting Moderator: Jean-Guy Carrier, Executive Chairman of SRCIC 2017 Progress Report by Mr. Lu Jianzhong The approval of SRCIC Xi’an Consensus on Contributing to a Global Community with a Shared Future Proposal for Jointly Establishing Rules and Standards of Transnational Artwork Trading Amendments to SRCIC Constitution, adding correspondents to SRCIC Membership Category；establishing the Silk Road Urban Chambers of Commerce Alliance，and the new Silk Road Enterprise Alliance Facilities for SRCIC members SRCIC Member Services: seven pragmatic platforms Proposal for Establishing the Silk Road Alliance of Transnational Financial Leasing for SRCIC members Proposal for a SRCIC Standard and Brand Committee 2017 SRCIC Work Plan Part 4: Major events and activities to come SRCIC 2nd anniversary celebration in Beijing, 10 December, 2017 Update on the Executive Board members
These days, his office is decorated with blue-chip artists , Christopher Wool and Olafur Eliasson. “He is a huge fan of Rudolf Stingel,” said Mavica. “He owns many works,” including the artist’s 11-foot-tall black- and-white self-portrait exhibited earlier this year at gallery in New York. Personal Project Although Novatek has funded various cultural activities, including the Russian Pavilion at the Venice Biennale in 2009, the Victoria foundation is Mikhelson’s personal project. By placing the Russian artists alongside their counterparts from , , , and the , Gioni highlighted their common preoccupations. Boris Mikhailov’s snapshots of ordinary (often naked and awkwardly framed) Soviet citizens in the 1960s and 1970s capture the vulnerability and drabness of life. German artist Helga Paris’s 1984 black-and-white photographs of female factory workers, with their stern eyes, pressed lips and drab garb, complete the picture of the struggles behind the Iron Curtain. Olga Chernysheva’s video looks at the new Russia by juxtaposing young boys in crisp Soviet-era uniforms with scantily clad cheerleaders. In British artist ’s film, a former Marxist-theory teacher talks about his shattered identity after the Berlin Wall came down. Gioni would not disclose the amount of Victoria foundation’s sponsorship, but said it also helped with research, access to the artists and many logistics. “If you just need a check, don’t come to us,” said Mavica. “We like to be involved in producing the shows we support.” (Katya Kazakina is a reporter for Muse, the arts and leisure section of Bloomberg News. The opinions expressed are her own.) To contact the reporter of this story: Katya Kazakina in New York at . To contact the editor responsible for this story: Manuela Hoelterhoff at . Endangered Russian leopards caught on film
Family Profile Six Month Supervision Plan Participant’s name: _________________ Co-parent/Participant’s name:__________ Child’s name: _____________________ Child’s age or EDC:__________________ Screening Checklist: Mental Health Screen: Score = _________ Referral Offered (required if score is equal to or greater than 16)? Yes No N/A Safety Screen: Positive = Yes No Referral Offered? Yes No N/A Follow-up from initial summary/previous six month plan: Priority Area Progress (e.g. referral follow-up, parent response, curriculum) Family Profile New Follow-up priorities: Parent’s Health and wellness Child’s Health and wellness Mental Health and wellness Community and personal safety Substance Use Concrete needs (clothes, food, financial, etc.) Attachment/Bonding Education, job and life skills Cognitive or developmental needs Child development and nurturing parenting Social supports Other: ____________________ Priority Area Strategies (e.g. rescreening, referrals, HV activities, observations, or other materials, etc.) Curriculum Progress (e.g. referral follow up, parent response, etc.) Potential areas for Family Goal Plan: Plan for next home visit: Home Visitor signature:_________________________________ Date:___________ Supervisor signature:___________________________________ Date:___________
Event Program | Disruptive Influences – And What To Do With Them Tuesday, 17 October 2017 TIME PRESENTATION From 8.15am Registration opens. Tea/coffee available 9.00 am Welcome and introduction Conference Moderator: Danielle Duell (Founder & CEO People With Purpose) 9:10 am Opening: TBC 9.15 – 10.00 am How Innovation Happens Ms Pip Marlow, CEO Strategic Innovation, Suncorp 10:00 – 10.45 am The Mobile Invasion Mr Stephen Scheeler, Special Adviser to PwC Australia, former Managing Director of Facebook 10.45 – 11.15 am Morning Tea 11:15 – 12.00 pm The Doctor Is Everywhere Dr Mary Foley AO, Managing Director, Telstra Health 12.00 – 12:45 pm Sporting Disruptiuon Mr Nick Vanzetti, Managing Director of ESL Australia QUT eSports Club 12:45 –1:45 pm Lunch
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Name____________ Date___________ PART A Next to each sentence, write the type of rhetorical device that is being used. 1. “I can’t lift that thing, it’s too heavy. I’m not Superman, you know.” __________________ 2. “We give fast, friendly service.” __________________ 3. “Smoking cigarettes is like signing your own death certificate.” __________________ 4. “Get the new iPhone 8 and see what everyone is talking about.” __________________ 5. “During this time of year, Chicago is unbearably cold! Believe me, I lived there for years.” __________________ PART B Identify the correct form of rhetoric in each image (logos, ethos, or pathos). 6.___________ 7.___________ 8.___________ 9.___________ 10.__________ PART C Matching: match the rhetorical device next to the definition. 1. Persuading someone through the use of an image in order to compare. 2. Using words that begin with the same letter to create emotion. 3. Exaggerating something to instill emotion. 4. Using inanimate objects to compare/describe people. 5. A comparison between two things, used to clarify a point.
GRADE 5 # STUDENTS Manthey 29 Massicotte 27 Rogers 28 STEP 1 GRADE 6th # STUDENTS Milchman – Reading/Writing 87 Milewski–Science/Social Studies Rogers - Math GRADES 7th/8th # STUDENTS Johnson -7th Reading/Writing 187 Mahlum – 7th/8th Science Yeoman– 8th Reading/Writing Manthey – 7th/8th Math Barton - 7th/8th Social Studies Nord – 7th/8th Wheel TOTALS # STUDENTS PRE-K 0 KINDER FD=25/HD=45 GRADE 1 77 GRADE 2 90 GRADE 3 85 GRADE 4 81 GRADE 5 84 GRADE 6 87 GRADE 7 95 GRADE 8 92 GRAND TOTAL 761 FD = Full Day Kindergarten HD = Half Day Kindergarten
Russia's polluted Arctic lands to undergo major clean-up MOSCOW. Aug 7 (Interfax) - The Franz Josef Land archipelago rehabilitation project developed at the behest of Russian Prime Minister Vladimir Putin has been launched. "There are two main goals of the expedition: the main one is to develop priority measures to locate and eliminate the most dangerous pollutions, and the second one is to develop a program for eliminating all pollutions and existing secondary pollutions on the Franz Josef Land," Marina Nekrasova of the Council for Production Force Research (SOPS) told a press conference in Moscow on Friday. The SOPS won a competition organized by the Russian Natural Resources Ministry for cleaning the polluted territories on the archipelago islands. The expedition consists of four squads; three of them are already on the islands and have started the geological survey of the territory and the primary ecological assessment of sources. The squads will be based on the Alexandra Land island, Nekrasova said. The experience of the past environmental expedition will help assess the territories' potential for self-recovery, as well as ways of distributing and places of accumulation of toxic wastes, which will allow to determine the scope of work to be carried out before 2020, she said. The main ecological problem of the Arctic region is "to minimize the negative impact on the environment as a result of the current business activities," said Svetlana Yurmanova, deputy head of the SOPS waste and damage regulation department. "The Arctic is one of the world's most ecologically vulnerable regions. There is a broad circle of environmental issues: preserving the diversity of the Arctic flora and fauna, environment monitoring and others," Yurmanova said. There was no single database for pollutant sources and polluted areas in the Arctic before, she added. The current effort aims to create registers containing cartographic material, with full information on the state of the environment in the Arctic zone, and to make a list of polluted areas in the Arctic, Yurmanova said. "The wastes that are not known of are like a time bomb," she said.
vocabulary words in their presentation and use minimal Spanish. vocabulary words and use a mixture of Spanish and English during their presentation. vocabulary words in their presentation and use Spanish to the best of their ability. Technology Use Division of Work Neither the creation of the presentation nor speaking parts have been divided equally among students. Students have equally divided one area and unequally divided another area of the following: creation of presentation and speaking parts. Creation of the presentation and speaking parts have been divided equally among students. Presentation Skills Students do 1 or less of the following during the presentation: make eye contact, speak clearly, and give a presentation. Students do 2 of the following during the presentation: make eye contact, speak clearly, and give a presentation. Students do all 3 of the following during the presentation: make eye contact, speak clearly, and give a 5-7-minute presentation. Materials Sent (1 point possible) Student turns in both division of work list and link to Google Slides presentation. Number of points earned _____/ 25 possible points = _____ total points
SCHEDULE TO 59.15 1.0 Table 1 Classes of local VicSmart application under zone provisions Name of zone or class of zone Class of application Permit requirement provision Information requirements and decision guidelines None specified 2.0 Table 2 Classes of local VicSmart application under overlay provisions Name of overlay or class of overlay Class of application Permit requirement provision Information requirements and decision guidelines None specified 3.0 Table 3 Classes of local VicSmart application under Particular Provisions Name of particular provision Class of application Permit requirement provision Information requirements and decision guidelines None specified
SCHEDULE TO CLAUSE 59.15 LOCAL VICSMART APPLICATIONS 1.0 Table 1 Classes of local VicSmart application under zone provisions Name of zone or class of zone Class of application Permit requirement provision Information requirements and decision guidelines None specified 2.0 Table 2 Classes of local VicSmart application under overlay provisions Name of overlay or class of overlay Class of application Permit requirement provision Information requirements and decision guidelines Design and Development Overlay Construct a building or construct or carry out works Clause 43.02-2 Schedules 1 and 3-16 (inclusive) Clause 59.16 Schedule 1 Design and Development Overlay Subdivide land Clause 43.02-3 Schedules 1 and 3-16 (inclusive) Clause 59.16 Schedule 1 3.0 Table 3 Classes of local VicSmart application under Particular Provisions Name of particular provision Class of application Permit requirement provision Information requirements and decision guidelines None specified
SCHEDULE TO CLAUSE 59.15 LOCAL VICSMART APPLICATIONS 1.0 Table 1 Classes of local VicSmart application under zone provisions Name of zone or class of zone Class of application Permit requirement provision Information requirements and decision guidelines None specified 2.0 Table 2 Classes of local VicSmart application under overlay provisions Name of overlay or class of overlay Class of application Permit requirement provision Information requirements and decision guidelines None specified 3.0 Table 3 Classes of local VicSmart application under Particular Provisions Name of particular provision Class of application Permit requirement provision Information requirements and decision guidelines None specified
(Annexure 5A/5) Interview Form (Administrative & Technical): Viva Voce Royal University of Bhutan Name of the candidate: __________________________________________ Criteria Factors Marks Marks awarded 1. Personality (10) 1.1 Attitude, demeanor and confidence 10 2. Language (20) 2.1 Dzongkha (Fluency, clarity & vocabulary) 10 2.2 English (Fluency, clarity & vocabulary) 10 3. Intelligence, ability & competence (65) (Knowledge, Skills & Understanding) 3.1 Professional subject (knowledge, skill, interest & experience) 35 3.2 General awareness (awareness of the situation including challenges and opportunities) 05 3.3 Presentation skills (Organisation of thoughts) 05 3.4 Analytical skills 10 3.5 Promptness in comprehension and clarity in expression (ability to respond and resolve issues as presented in the case) 10 4. Others (5) 4.1 Extracurricular activities 02 4.2 Individual achievement records (if any) 03 100 Place: Date: Name & signature of the committee member:
INSTRUCTIONS: “Now, I would like to ask you some questions about the health of mothers and their newborn children.” E. PREVENTION OF EXCESS MATERNAL AND NEWBORN MORBIDITY AND MORTALITY No. Question Response E1 Are normal deliveries performed in this facility? Yes............1 SKIP TO E3 No...................................2 Do not know ........99 SKIP TO E3 E2 (If no) What is the main reason that this service is not being provided? Training issues………… 1 Supplies/equipment issues………… 2 Management issues………… 3 Not authorized to provide ………… 4 No indication…………. 5 No clients …………... 6 Other (specify) ____________________7 Do not know…………………...99 E3 What staff currently perform normal deliveries in this facility? General medical doctor …………. 1 Nurse midwife …………2 Nurse ………….3 Clinical officer……… 4 Medical assistant …………5 Other (specify) _________________6 Do not know…………………...99 E5 Who receives clean delivery kits distributed from this facility? (Circle all that apply) Visibly pregnant women ………...1 Community skilled birth attendants………... 2 TBAs………... 3 We do not distribute clean delivery kits…... 4 Other (specify) __________________ 5 Do not know…………………...99 E6 How many clean delivery kits have been distributed in the past three months? Number: ______________
E17 How many newborns have been referred or admitted in this facility for the following conditions in the last 30 days? Neonatal sepsis:_________ Low birth weight/preterm:________ Birth asphyxia:_________________ E18 Have you heard of newborn deaths in this setting? Yes...................................1 No..........2 SKIP TO E20 Do not know .......99 SKIP TO E20 E19 (If yes) How many deaths in the last 3 months? Number: ______________ INSTRUCTIONS: “In this section, I will ask questions about abortion and post-abortion care.”
SECTION 3 – FULL PATIENT DETAILS SECTION 4 – PATIENT PARENT/GUARDIAN, SCHOOL NURSE OR CARER DETAILS (if applicable) Mr Mrs Miss Ms Dr Other Male Female NHS Number: Surname: First name: Date of Birth: Address: Town/City: Postcode: Telephone Number: Work Number: Mobile Number: E-mail Address: Mr Mrs Miss Ms Dr Other Relationship to patient: Surname: First name: Date of Birth: Address: Town/City: Postcode: Telephone Number: Work Number: Mobile Number: E-mail Address: SECTION 5 - REFERRER DETAILS SECTION 6 - PATIENT GP DETAILS (if not the referrer) Mr Mrs Miss Ms Dr Other Surname: First name: Job Title: GDC/GMC Number: Practice Name: Practice Address: Town/City: Postcode: Telephone Number: E-mail Address: Mr Mrs Miss Ms Dr Other Surname: First name: Practice Name: Practice Address: Town/City: Postcode: Telephone Number: E-mail Address: SECTION 7 - COMMUNICATION & SPECIAL REQUIREMENTS Does the patient communicate in a language or mode other than English? YES , please detail. NO Is an interpreter required? YES , please detail. NO Does the patient have any special requirements? YES , please detail. NO SECTION 8 - PATIENT CONSENT TO REFERRAL AND ASSOCIATED TREATMENT Has the patient understood and consented to the referral? YES NO SECTION 9 – CONFIRMATION AND SIGNATURE OF REFERRING PRACTITIONER I confirm that this patient referral meets the current referral guidelines as issued by the Bristol Dental Hospital. (Referral guidelines are available on the BDH website). I understand that incomplete and/or inappropriate referrals will be returned for revision and may delay patient treatment. Please tick to confirm. Print Full Name:………………………………………………………………………………………………… Date:…………………………................. Signature: ……………………………………………………………………………… Please return fully completed forms to: Patient Access Team, Bristol Dental Hospital, Chapter House, Lower Maudlin Street, Bristol, BS1 2LY. Fax: 0117 342 4994. Call Centre Tel: 0117 342 4422.
Assessment: Satisfactory completion of assigned tasks Satisfactory completion of website portfolio tasks Successful application of newly acquired skills and prior knowledge ***Online educational resources in the OYOclass learning platform are proprietary materials of the KidOYO organization and will not appear in this curriculum guide. *** Sample lesson plan - Web Design Big Idea: Introduction to HTML Topic: Web Development- HTML Established Goals: NYS Learning Standards for Math, Science, and Technology Standard 5: Technology Time Frame: Approximately 1 class period Aim: How can we create a website to share our work on the Internet? Motivation: What are some things that make you want to go to one site over another? Essential Questions: Why do people create websites? What are key elements of a website? How can we use coding to design and build a website? Students will understand... How to organize a website Why designing a website can be helpful Students will know... Basic coding language before they begin HTML 5 coding language The purpose of using websites Students will be able to... Create an introduction message Insert a photo on the homepage of their website. Misunderstandings: Student Orientation / Teaching Strategies: Teacher directed instruction and demonstration Hands on individual involvement Cooperative learning and sharing
Sample Profile Represents the distribution of the user-input data overall by the sample groups with and without the profile activity. This enables to assess whether or not, on an average, the entire gene set defines the sample groups by the user selected sample profile. Within the “Sample Profile” tab, user also have the option to select a “Gene to Display” from the “Choose Options” drop down menu on the rightmost panel, to see the input data distribution by each sample sorted within each sample profile. This enables the user to identify the gene(s) that are most distinguishing among samples with and without the profile activity. Save Results User can download the results as one excel file by clicking on the “Save” button on the left panel. The download includes table and pdf plots of the results. Citation Please cite the SISPA method as: Kowalski J, Dwivedi B, Newman S, Switchenko JM, Pauly R, Gutman DA, et al. Gene integrated set profile analysis: a context-based approach for inferring biological endpoints. Nucleic Acids Research. 2016;44(7):e69. References Hänzelmann, S., Castelo, R. and Guinney, A. GSVA: gene set variation analysis for microarray and RNA-seq data. BMC Bioinformatics 2013;14(7).
Served on the Norwegian Hotel School’s 2000 faculty search committee Retained as expert witness on 1 case in 2000 Retained as expert witness on 3 cases in 1999 Served on the Norwegian Hotel School’s 1998 faculty search committee Retained as expert witness on 2 cases in 1998 Retained as expert witness on 3 cases in 1997 September 1997, reviewed a hospitality text for 3rd edition and a manuscript prospectus for Prentice Hall August 1997, acted as food judge for the Michigan Festival of Foods. Carl P. Borchgrevink Page 22 April 1997, completed data search for Tom Oas, Health Director in Arlington Heights, IL, re. Smoking bans in restaurants. March 1997, completed data search for Linda Gardner (Board of Water and Light) re. Hospitality wages and job descriptions for banquet managers. March 1997, presented wine seminar for MSU-MBA students. February 1997, completed data search for Christine White re. Banquet halls and business plans. February 1997, completed data search for Brian Majorsky of Dean Witter, NY, re history of restaurant development in the USA. November 1996, presenter in Career Expo’s day program November 1996, presented a wine seminar to MSU MBA students Retained as expert witness on 5 cases in 1996. August 1996, acted as food judge for the Michigan Festival of Foods. November 1995, invited presentation “Scholarship and Competency Development” at the first annual scholarship meeting and reception of the Norwegian Hotel and Restaurant Association. Retained as expert witness on 2 cases in 1995.
========================= ₼ ============================= STRUCTURE OF THE INTERNATIONAL CONFERENCE «CONTINUOUS EDUCATION FOR SUSTAINABLE DEVELOPMENT: NEW CHALLENGES» The program will be formed according to the received suggestions from the Conference participants The main directions of the conference: № 1. Continuing education and challenges of the global world.
MINISTRY OF HOUSING & URBAN AFFAIRS GOVERNMENT OF INDIA (CPHEEO) BROCHURE & APPLICATION FORM POST-GRADUATE (M.Tech./M.E.) PROGRAMME FOR 2018-19 (2018-20 Batch) SPONSORSHIP PROGRAMME IN PUBLIC HEALTH ENGINEERING/ENVIRONMENTAL ENGINEERING (PROGRAMME IS EXCLUSIVELY FOR IN-SERVICE ENGINEERS) Website: wwwTraining> P.G.Programme) LAST DATE FOR SUBMISSION OF APPLICATION IN CPHEEO/MoHUA IS 15TH MARCH, 2018 INDEX
the University (any one of them). iii) a first class as specified by the University. iv) a minimum cumulative Grade point average (CGPA) or Cumulative Performance Index (CPI) of 6.0 on the scale of 0-10. For SC/ST category students criteria are: i) a min.of 55% marks in final academic year programme. ii) a min. of 55% marks in aggregate or as specified by the University. iii) a first class as specified by the University. iv) a min. CGPA or CPI of 5.5 on the scale of 0-10; with corresponding proportional requirement when the scales are other than on 0-10. in i) B.E./B.Tech/AMIE or equivalent in Aeronautical /Aerospace Engg. Agricultural Engg. / Biotechnology/Chemical Engg./Civil Engg./Environm.Engg./ Mech.Engg./Mining Engg./\Metallurgic Engg./Materials Sc.& Engg. ii) M.Sc. or equivalent in Atmospheric Chemistry/Earth Sc./Env.Toxicology/Env. Sc./Metrology/ Microbiology/Physics For candidates with M.Sc., Mathematics is essential at Higher Secondary/Intermediate
6. Managing Director, Assam Urban Water Supply and Sewerage Board, Govt. Of Assam, R.G. Barua Road, Ganeshguri,Dispur, Guwahati -781005, Assam Bihar 7. Engineer – in – Chief – cum- Spl.Secy, Public Health Engg. Department, Govt. Of Bihar, Nirman Bhavan, Patna – 800015, Bihar 8. The Managing Director, Bihar Rajya Jal Parishad, West Boring Canal Road, Patna-800001 Chandigarh 9. Chief Engineer Deluxe Building, Sector 9, Chandigarh Chattisgarh 10. Engineer-in-Chief, Public Health Engg.Department, Nee Bhawan, Govt.of Chhattisgarh, Raipur-492001
34. Chief Executive Officer, Punjab Water Supply & Sewerage Board, Plot No.1-B, Sector-27-A, Madhya Marg, Chandigarh-160019 Rajasthan 35. The Chief Engineer (HQ) Public Health Engineer Department, Govt. Of Rajasthan , No. 2, Civil Lines,Jal Bhavan, Near Railway Hospital, Jaipur – 302006, Rajasthan Sikkim 36. Chief Engineer, Water Security & PHE Depatment, Govt. Of Sikkim, Gangtok-737101 Tamil Nadu 37. Director Municipal Administration Department, Chepauk, Anna Salai, Chennai – 600005. Tamil Nadu 38. Managing Director T.W.A.D. Board, 31 – Kamarajar Salai,Chepauk, Chennai – 600005. Tamil Nadu
（姓名） Gender （性别） Passport Number （护照号/身份证号） 3 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 4 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 5 Nationality （国家） Name （姓名）
Gender （性别） Passport Number （护照号/身份证号） 6 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 7 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 8 Nationality （国家） Name （姓名） Gender （性别） Passport Number
（护照号/身份证号） 9 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 10 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 11 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号）
Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 13 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 14 Nationality （国家） Name （姓名） Gender （性别） Passport Number （护照号/身份证号） 15 Nationality （国家）
Manufacturing Resource Planning Applied Mathematical Programming Manufacturing Technology Management Advanced Optimization Topics in POM Seminar in POM Managerial Accounting Marketing Financial Management Unix & C Programming Language Minor Field: Statistics Design of Experiments Linear Regression Models Analysis of Variance Nonparametric Statistics Minor Field: Operations Research Nonlinear Programming Analysis of Stochastic Processes Reliability and Advanced Quality Control Advanced Topics in Management Science M.S. in Industrial and Manufacturing Systems Engineering Modeling & Control of Industrial Systems Manufacturing Systems Design Simulation and Optimization Topics in Quality Control Project Management Industrial Robot Applications Advanced Operations Research Advanced Engineering Statistics Topics in Industrial Engineering Independent Study in IE Advanced Production and Inventory Control Systems Ergonomics B.S. in Mechanical Engineering Mathematics (I, II, III, IV) Physics Computer Programming Engineering Mechanics Engineering Graphics Strength of Materials (I, II) Fluid Mechanics Thermodynamics (I, II) Production Technology (I, II, III) Machine Drawing (I, II) Design of Machine Elements (I & II) Industrial and Operations Management Automobile Engineering Power Plant Engineering Theory of Machines (I & II) Operations Research Heat Transfer Instrumentation Metallurgy Applied Electronics X. Hobbies
made publicly available on social networking sites, nor should parents / carers comment on any activities involving other students / pupils in the digital / video images. Parents / carers are requested to sign the permission form below to allow the school to take and use images of their children and for the parents / carers to agree. As the school / academy is collecting personal data by issuing this form, it should inform parents / carers as to: This form (electronic or printed) The images Who will have access to this form. Where the images may be published. Such as; Twitter, Facebook, the school / academy website, local press, etc. (see relevant section of form below) Where this form will be stored. Who will have access to the images. How long this form will be stored for. Where the images will be stored. How this form will be destroyed. How long the images will be stored for. How the images will be destroyed. How a request for deletion of the images can be made. Digital / Video Images Permission Form Parent / Carers Name: Student / Pupil Name: As the parent / carer of the above student / pupil, I agree to the school taking digital / video images of my child / children. Yes / No
Copyright of these Template Policies is held by SWGfL. Schools / Academies and other educational institutions are permitted free use of the Template Policies for the purposes of policy writing, review and development. Any person or organisation wishing to use the document for other purposes should seek consent from SWGfL () and acknowledge its use. Every effort has been made to ensure that the information included in this document is accurate, as at the date of publication in April 2018. However, SWGfL cannot guarantee its accuracy, nor can it accept liability in respect of the use of the material. © South West Grid for Learning Trust Ltd 2018
Date: Sheet 1 Ian Murphy Memorial Debating Competition Adjudication Sheet Topic: 1st Speaker School: 2nd Speaker School: Definition: Definition: Allocation: 1st spkr. 2nd spkr. Allocation: 1st spkr. 2nd spkr. Team Line? Case clear? Method score /20 Team Line? Case clear? Method score /20 Arguments: Matter score /40 Rebuttal/Arguments: Matter score /40 Effectiveness of delivery: Manner score /40 Effectiveness of delivery: Manner score /40 Total: /100 Total: /100 Commendable aspects: Commendable aspects: Weaknesses: Weaknesses: Which of these two speakers was more convincing? Why?
Sheet 2 Ian Murphy Memorial Debating Competition Adjudication Sheet 3rd Speaker 4th Speaker Rebuttal/Arguments: Matter score /40 Rebuttal/Arguments: Matter score /40 Effectiveness of delivery: Manner score /40 Effectiveness of delivery: Manner score /40 Teamwork, continuity, consistency, use of time Method score /20 Teamwork, continuity, consistency, use of time Method score /20 Total: /100 Total: /100 Commendable aspects: Commendable aspects: Weaknesses: Weaknesses: Which of these two speakers was more convincing? Why? Who is winning the debate at this stage and by how much?