zilongwang/ReadingBank huggingface dataset:
Monday Tuesday Wednesday Thursday Friday Baguette bar Freshly baked Baguettes & Sandwiches served daily with a range of exciting meat and vegetarian fillings Meaty Mains BBQ Chicken drumsticks with roast potatoes Sausages (Chicken) with mash potatoes and red onion gravy Butter Chicken masala with Naan bread and Cumin rice Turkey and Black bean corn Tacos Cod Fillet in ‘Bap’ Tartar sauce Veggie Mains Sun blush tomato and Courgette tarts (V) Stir fry Noodles with tender stem broccoli Spicy Dal Tadka with Naan bread (V) Parmesan Vegetable Tian (V) Mixed vegetable Kiev’s (V) On the side... Broccoli and Asparagus Olives and roasted peppers spaghetti Fried Aubergine and Cabbage Avocado, Tomato and sweetcorn salad Sours cream Tomato salsa French fries Sweetcorn beans Pasta Pasta with cheese and tomato (V) Baked Penna pasta (V) Tomato and Basil pasta (V) Spaghetti with red peppers (V) Penna pasta (V) Jackets Home potatoes served daily with a range of hot or cold fillings Salads Fresh seasonal salads and dressings served daily
Updates Date Change Completed by 9/21/17 Updated Portal Page Documents for all vendors to standardize for ease of customer use. R. Field DES Contract Specialist: Roni Field Phone: 360.407.7949 E-mail: veronica.field@des.wa.gov
37. 219' 36' 115.00 38. 266' 43' 33' 372.65 39. 3: 14' 58' 20.00 40. 344' 22' 180.01 41. 300' 04' 77.34 42. 285° 22' 118.21 43. 339' 10' 30" 142.98 44. 2' 38' 130.93 45. 5' 20' 20" 482.64 46. 356' 36' 110.00 47. 329' 35' 30" 129.30 48. 298' 48' 30 115.00 49. 19' 44' ' 30' 64.68 50. 326' 50' 48' 646.57
59. 108" 15' 60.28 60. 182' 56' 10" 161.70 61. 137' 27' 20" 108.09 62. 131' 54' 501.87 63. 105: 05' 208.21 64. 63: 38' 202.43 65. 29: 37' 65.69 66. 18: 15' 196.43 67. 109° 23' 20" 74.17 68. 126: 35' 24.87 69. 181; 35' 30" 198.08 70. 190' 51' 10' 223.02 71. 201; 51' 20' 236.39 72. 206' 01' 180.98 73. 175: 21' 50' 201.34 74. 143' 49' 30" 200.10 75. 1162 42' 106.95 76. 98' 20' 20' 216.76 77. 64: 11' 20' 219.05 78. 38` 25' 259.40 79. 267% 33' 30" 254.56 80. 14' 56' 20" 253.65 81. 3- 21' 20' 252.92
and Security June 1992 - Member of Police Board set up in terms of National December 1994 Peace Accord, South Africa VII PUBLICATIONS, REPORTS, CONFERENCE PAPERS Acting As Referee for National/ International Journals and Membership of Editorial Boards Referee of journal articles National Journal: South African Journal of Criminal Justice. African Sociological Review. International Journals: Policing and Society, Police Practice and Research, An International Journal of Police Strategies, Policing: An International Journal of Police Strategies and Management, Global Governance. Review of Manuscripts For Community Law Centre a review of Justice in Africa. 2004. For Van Schaik Publishers a review of Victimology in Africa. 2005. For Routledge a review of manuscript proposal: Policing: Conceptualisation and Practices of Security. 2005. Referee for National Research Foundation Rating Applications Six applications reviewed. 2004-2010 Van der Spuy, E. and Tait,S. (eds). 2010. Cooperation and Accountability in the Policing of Southern Africa. African Policing Civilian Oversight Forum (APCOF) and the University of Cape Town. Van der Spuy, E., Parmentier, S. and Dissel, A.(eds). 2007. Restorative Justice: Politics, Policies and Prospects. Cape Town: Juta Publishing. Van der Spuy, E. and Dixon, B. (eds) 2004. Justice Gained? Crime and Crime control in South Africa’s transition. Cape Town: UCT Press. Pp. 1-265. Van der Spuy, E. and Shearing, C. (2014) ‘Curbing the Killing Fields: Making South Africa Safer and Less Criminal’, in Rotberg, R. (ed.) Reconfiguring Mandela’s Legacy: South Africa’s Contested Future. Annals of the American Academy of Political and Social Science Van der Spuy, E. 2012. ‘Crime and Justice in South Africa.’ In Oxford Bibliographies
(1) (2) AGREEMENT 1. 1 SCOPE 4 2. PURPOSE 4 3. PROJECT 5 4. 5 5. 5 6. RETURN OF UNUSED FUNDS 6 7 7. 7 8. 7 9. 7 10. 7 REPORTING, MONITORING AND EVALUATION 10 11. 10 MEDIA, PUBLICITY AND USE OF LOGO 12 12. 12 13. 12 AND FUNDING PARTIES DONOR'S CONDITIONS POLICIES DATA SHARING PUBLICATION
14. 12 15. 13 16. 14 17. 14 LIABILITY INDEMNITY, REGULATORY INSURANCE 15 18. 15 19. 15 20. 16 21. 16 22. 16 17 23. 17 24. 17 TERMINATION 17 25. 17 CONFIDENTIALITY 18 26. 18 27. 19 28. 19 20 29. 20 30. 20 AGREEMENT DONOR THE AND AND AND AND USE OWNERSHIP AND EXTERNAL IMPLEMENTING PARTNERS NO JOINT ASSIGNMENT
GRANT This Agreement is between: Elrha (the “Grantor”) 1st Johns Lane London, EC1M 4AR United Kingdom and «Name_of_Recipient» (the “Recipient”) «Address_1», «Address_2» each referred to separately as a “Party” and together, the “Parties”. Reference: «CGA_ref» (hereafter referred to as the “Project”) FROM The grant provided under this Agreement is funded from grants made to the Grantor by «Donor_Names» (the “Donor”). HAVE AGREED as follows: Definitions: In this Agreement: “Agreement” means this document and each of the Appendices, as amended from time to time in accordance with Clause 23; “Appendix” an appendix to this Agreement; “Asset Register” means the asset register set out in Appendix 6 (Asset Register); “Communication Guidelines” means the guidelines set out in Appendix 5 (Communication Guidelines); “Data Protection Legislation” means all applicable data protection laws, regulations and secondary legislation, as amended or updated from time to time, including, without limitation, (a) the Data Protection Act 1998 (“DPA”), (b) with
INDIVIDUAL BIOGRAPHY Use 921 and the first three letters of the biography. 921 POE COLLECTIVE BIOGRAPHY Use 920 and the first three letters of the author's surname. 920 LAW FICTION Use the first three letters of the author's surname. ALC EVERYBODY (Easy) Use E plus the first letter of the author's surname. E L STORY COLLECTION Use SC plus the first three letters of the author's surname. SC CHR NONFICTION Use the first three letters of the author's surname. Do not exceed three places beyond the decimal point. 629.48 AND PROFESSIONAL COLLECTION Use PRO plus the three letters of the author's surname. PRO 320 CUR REFERENCE Use REF and the three letters of the author's surname. Do not exceed three places beyond the decimal point. REF 978 AND PAPERBACK Use PB and the marking as designated above. Use this only if the items are shelved separately from the hard copy. PB ALC FILMSTRIP Use FS and the marking as designated FS 398.2 GAL KIT Use K and the marking as designated above. K 398.2 GAL AUDIOTAPE Use TP and the marking as designated above. TP 523 ASI
VIDEOTAPE Use VC and the marking as designated VC E L STUDY PRINT Use SP and the marking as designated above. SP 591.TRE SLIDE Use SL and the marking as designated above. SL 597 FIS TRANSPARENCY Use TR and the marking as designated above. TR 523 SPA CD-ROM Use CD and the marking as designated CD 031 ENC COMPUTER SOFTWARE Use MRD for any computer software on disk format and the marking as designated above. MRD 599 MAM Examples of MARC Records ______________________________________________________________________________
parents must be provided within the first 30 days of the school year or within 2 weeks of enrollment if the student enrolls later in the year. (Section 1112(g)(1), Section 3302, and IC 20-30-9-9) Improper Use of Title I and Title III Funded Supplemental Programs for ELs: Title I or Title III services supplant or take the place of the district’s core EL program required by Lau 1974, Castaneda 1981 District or school uses funds to pay for something that was paid for in the previous year with other federal, state, or local funds (an LEA may be able to refute this presumption, however, if it can demonstrate that those services could not be continued due to state/local fund budget constraints) Title III funds utilized for programs/services required by other federal, state or local laws. Example: If a student is eligible for Title I and Title III, then Title III cannot be used to take the place of services that the student was already eligible for under Title I; the student would be eligible for both. Hierarchy of Related Federal Laws and Programs An English learner’s core instruction programming is unique because it has an additional component of an EL program that is not present for native English speaking students. The Office of Civil Rights (OCR) requires LEAs to identify students who need language assistance, develop a program that has a reasonable chance of success, support it with the appropriate number of staff and resources, and evaluate its success. A school district must provide a core EL program prior to utilizing Title I and Title III funds. The chart below shows the succession of programs if an English learner was eligible for Title I, Title III, and migrant services.
The Proposed Interim Guidelines: Much of the time frame for switching suppliers is dedicated to the 10-day period during which the EDC holds the enrollment request in order to give the customer an opportunity to respond to the confirmation letter. We proposed to eliminate the 10-day waiting period. A consequence of eliminating the 10-day waiting period is the elimination of the confirmation letter that the EDC sends to the customer that initiates the waiting period. Because the customer needs to be notified when his or her account will be transferred to the selected EGS, we proposed that the EDC send a customer account transfer letter to the customer. The letter would alert the customer to the change in EGS, would provide pertinent information about the EGS and direct the customer to contact the EGS with questions and concerns. With the proposed elimination of the confirmation letter, the Commission believed it was important to include other provisions in the Interim Guidelines that are consistent with Commission regulations that provide consumer protection. These included proposed Interim Guidelines G (relating to customer receipt of a written disclosure statement); Interim Guideline I (relating to a customer’s authorization to transfer his or her account); Interim Guideline L (relating to the Notice of Account Transfer); and, Interim Guideline O (relating to customer disputes; slamming). See Tentative Order at 17-19, 20, 22. We also included provisions in the proposed guidelines to encourage EGSs to implement measures to ensure that completed enrollment transactions are sent to an EDC or Default Service Provider (DSP) before the window closes before the customer’s next read date. Specifically, we proposed that the EDCs or DSPs establish a switching deadline, which is the date by which an EGS must submit a customer account transfer notice so that the customer’s account can be transferred to the EGS at the next meter read date. See Interim Guideline F (relating to EGS notification for customer account transfer notice), Tentative Order at 16. We also proposed placing the responsibility on the EGS to obtain information about the customer’s meter read date and the switching deadline.
Taro Toyo Present address: #101, 1-22-3, Hakusan, bunnkyo-ku, Tokyo, 112-0001 Permanent address: ????????????????????????????????????? Mobile: ??????| Email: ?????????????????? Objective Receptionist/Clerk, The Ritz-Carlton Tokyo Strengths Good command over English. Travel alone over 15 countries in Asia and Europe, communicating in English Very adjusting with an ability to communicate effectively Able to follow detailed instructions Self-driven, focused and result oriented with strong leadership and motivation Education Toyo University, Tokyo B.A. in Business Administration expected in March 2014 TOEIC???????(till 2014) Related course work: International Marketing, Accounting, International Economics, Business Management, International Finance, Computer Information Systems Short-term English Courses St. Jones Language School, York, UK (6 weeks) July to August 2012 Extracurricular Activities Joined the university’s karate club from 2011 to present and contributed to a championship as the team vice captain. Sep 2008 to present, taught 30 junior high school students English and Japanese history twice a week. Member of Free Japanese Class at community centers, a volunteer group that promotes mutual understanding among members of an international community. Have visited Thailand, Cambodia, Indonesia, Korea, China, India, Sri Lanka, UK, and US. Skills Languages: Japanese native, good command over English TOEIC 800, Jan 2013 STEP Pre 1st, Dec 2012 PC Proficiency: MS Word, PowerPoint, Excel Interests: Practicing Karate, playing the piano References available on request.
compared with either third-line antidepressants or ECT (with or without psychological therapies)? What is the cost-effectiveness of rTMS compared with antidepressants or ECT? Summary of the primary elements of the decision analysis (PICO) The PICO table for the assessment is provided in Table 2. Table 2: Summary of PICO Patients Intervention Comparators Outcomes to be assessed Adults with treatment resistant major depression (two or more failed courses of antidepressants) Repetitive transcranial magnetic stimulation (rTMS) ± antidepressant medication ± psychological therapy Antidepressant medication* ± psychological therapy or ECT ± psychological therapy ± antidepressant medication *Where antidepressant medication can be a third class of antidepressant, or augmented with a second (eg, lithium, thyroid hormones, pindolol, psychostimulants, atypical antipsychotics, sex hormones, anticonvulsants/mood stabilizers, and dopamine agonists) or combined antidepressant medications Safety Side effects from rTMS, e.g. seizures, headache, transient scalp pain, facial muscle twitching Side effects of antidepressant medication, e.g. sexual dysfunction, weight gain, insomnia, daytime sleepiness/sedation, treatment emergent anxiety and nervousness, cognitive, memory and attention difficulties Side effects from ECT, e.g. transient or permanent neuropsychological deficits, adverse reaction to anaesthetic agents and neuromuscular blocking agents, alterations in blood pressure, cardiovascular complications, death, dental and oral trauma, pain and discomfort, pulmonary complications, skin burns, stroke. Side effects from psychological therapies, e.g. damage caused by use of psychotherapy when other treatments would have been more effective, the impact of inappropriate therapist behaviour, and the negative effects of prolonged dependency on the therapist. Effectiveness Primary outcomes: meeting diagnostic criteria for depression (remission), severity of depressive symptoms, quality of life, survival Secondary outcomes: suicidal ideation and attempts, symptoms of anxiety, global functioning, social and occupational functioning, treatment refusal or discontinuation, rate of hospital admission Cost-effectiveness Cost, cost per relevant health outcome (eg LYG, QALY)
To develop this specialist role in liaison with staff, clients and other specialists external to the University working in this field 5% To work together with clinicians to ensure that information shared in appointments is understood by the patient and clinician, particularly in relation to consent for procedures. This will include making preparations before an appointment – researching specialist vocabulary and finding out about the subject and the people involved. 5% To maintain a thorough knowledge of USAIS guidelines and procedures 3% Utilise specialist techniques and strategies in order to maintain and develop the ability to support a wide range of patients and staff 3% Participate in impact and public engagement activities 2% To participate in or organise research projects involving your specialist area Any other duties as allocated by the line manager following consultation with the post holder. 2% Internal and external relationships Responsible via Head of AIS to Associate Dean for Enterprise Multi professional working on and off site including hospitals, other services and patients’ homes. Liaison with national interest groups Special Requirements The post holder will have an excellent understanding of Deaf awareness and of the Deaf community and Deaf culture. The post holder will have good communication skills with people with all types of hearing loss and respect for the different needs and views of patients. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Educated to degree level or equivalent Experience of interpreting for children and young people Experience of interpreting in audiology settings Member of The Association of Sign Language Interpreters (ASLI)
Comply with lawful instructions, regulations and duty of care in all work activities Duty of care Duty of care and reasonable care Duty of care is an important legal principle guiding service delivery in the children’s and community services industries. It is a difficult term to define as there isn’t a legal definition of the concept (except in occupational health and safety legislation). Duty of care comes under the legal concept of negligence, and negligence belongs to the domain of common law. Common law is also known as judge-made law, as the decision about guilt is decided using legal precedence and community attitudes and expectations. That is, there hasn’t been an Act of Parliament passed defining what is legal or illegal but rather the decision is based on what is considered appropriate or not appropriate at a particular time in history. In common law, duty of care means the obligation to avoid both actions or omissions which could ‘reasonably’ be foreseen to be likely to cause injury to other people. Community expectations have risen in recent years about what constitutes duty of care. It is no longer acceptable for people to experience physical harm and negligence while in a care situation, and we recognise as shameful the treatment of ‘orphans’ and Aboriginal children in institutional care in Australia in the 1950s. The practice of taking legal action against organisations has become more acceptable as we strive to improve the level of care provided and take duty of care considerations seriously. It is generally the case that, in services, the employer is responsible for negligence of staff. This means that any costs are carried not by the individual staff member who has been negligent but by the organisation itself. Organisations have professional indemnity insurance to cover such situations.
It needs to be remembered that the presence of a risk factor in a child or young person’s life does not necessarily mean the child/young person is at risk of harm. Exposure to multiple risk factors, or multiple occurrences of the same risk factor creates the greatest vulnerability in children and young people. It is also important to note that, as we treat each child as an individual, so too we should understand that all families are different. Raising children can place pressure and stress on any family and learning to be an effective parent takes time. Families need advice, assistance and support and this is more urgent when families suffer economic hardship. Activity 1 Activity 2
CAP Rate C* 26-50% FPIG Non-heat Oct – May 86% of first 650 kWh up to $95.92 June 86% of first 650 kWh up to $96.73 July – Sept 86% of first 750 kWh up to $111.09 Heating Oct – May 77% of first 650 kWh up to $75.70 June 77% of first 650 kWh up to $87.03 July – Sept 77% of 750 kWh up to $99.94 CAP Rate D* 51-75% FPIG Non-heat Oct – May 70% of 650 kWh up to $78.08 June – Sept 70% of 650 kWh up to $78.74 Heating Oct – May 49% of first 650 kWh up to $48.17 June – Sept 49% of first 650 kWh up to $55.38 CAP Rate D1* 76-100% FPIG Non-heat Oct – May 63% of first 650 kWh up to $70.27 June – Sept 63% of first 650 kWh up to $70.86 Heating Oct – May 36% of first 650 kWh up to $35.39 June – Sept 36% of first 650 kWh up to $40.69 CAP Rate E* 101-125% FPIG Non-heat Oct – May 39% of first 650 kWh up to $43.50 June – Sept 39% of first 650 kWh up to $43.87 Heating Oct – May 3% of first 650 kWh up to $2.95 June – Sept 3% of first 650 kWh up to $3.39 CAP Rate E1* 126-150% FPIG Non-heat Oct – May 27% of first 650 kWh up to $30.12 June – Sept 27% of 650 kWh up to $30.37 Heating Full residential rate 0% discount 0% discount
IS THE SERVICE SAFE? (By safe we mean that people are protected from abuse and avoidable harm) D Discussion O Observation P/C Patient or Carer feedback E Evidence (policy, SOP, written records etc) Team visited: ___________________________ Date of Visit: _____________________ Visiting members: _________________________________________________________ Team members involved ____________________________________________________ Prompt Comments Type of Evidence (D, O, P/C, E) What is the safety performance over time, based on internal and external information? How does safety performance compare to other similar services? Do staff understand their responsibilities to raise concerns, to record safety incidents, concerns and near misses, and to report them internally and externally? Have safety goals been set? How well is performance against them monitored using information from a range of sources and across all care settings? Are people who use services told when they are affected by something that goes given an apology and informed of any actions taken as a result? When things go wrong, are thorough and robust reviews or investigations carried out? Are all relevant staff and people who use services involved in the review or investigation? How are lessons learned, and is action as a result of investigations when things go wrong? How well are lessons shared to make sure action is taken to improve safety beyond the affected team or service? How effective are the arrangements to respond to relevant safety alerts, inquiries, investigations or reviews? Are the systems, processes and practices that are essential to keep people safe identified, put in place and communicated to staff?
Common Core Social Studies Learning Plan Template Lesson Title: 19th – 20th Immigration Policy: Debating Problems and Solutions Author Name: Sarah Brown Contact Information: sabrown@washoeschools.net Appropriate for Grade Level(s): 11th Grade (designed for an AP US course) History Standard(s)/Applicable CCSS(s) (RI, W, S&L, L): US History Standards H1.[9-12].4 Define nativism and explain the political and social responses to immigration into the United States. CCSS Reading Standards RH11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS Writing Standards WH11-12.1 Write arguments focused on discipline-specific content. WH11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. Type of Lesson: Primary Source Analysis and Immigration Policy Writing Activity Student Readings (list): Documents are included with lesson. Total Time Needed: 2 – 2.5 hours Lesson Outline: Time Frame (e.g. 15 minutes) What is the teacher doing? What are students doing? 15-20 minutes Play “America” by Neil Diamond twice. Lead students through a discussion of the lyrics, helping them review the experiences of immigrants from 1880-1920 (students should have already discussed this content knowledge). Touch on reasons for immigrating, dangers or challenges of immigrating, etc. Students first just listen to the song. The next time it is played ask students to annotate, reflecting on how the symbols and ideas reflect the immigrant experience from 1880-1920. Students will then discuss as a whole group. 5-10 minutes Pass out the Immigration Policy Debate handout. Explain the entire lesson to the students including first the analysis of documents, second the creation of policy recommendations (claims) based on the evidence in the documents, third a whole class discussion of recommendations,
22 National Toll-free Information and Referral Resources for Crime Victim/Survivor Assistance AGENCY TOLL-FREE NUMBER AND TTY HOURS OF OPERATION WEBSITE URL American Domestic Violence Crisis Line (for American citizens victimized abroad) 866-USWOMEN 866-879-6636 24/7/365 Childhelp USA National Child Abuse Hotline 800-4-A-CHILD 800-422-4453 24/7/365 Department of Defense SAFE Helpline 877-995-5247 24/7/365 Disaster Distress Helpline/ HHS 800-985-5990 24/7/365 Identity Theft Hotline, Federal Trade Commission 877-438-4338 24/7/365 International Terrorism Victim Expense Reimbursement Program (ITVERP) Resource Center 800-363-0441 8:30 am to 5 pm EST Mothers Against Driving 877-MADD-HELP 877-623-3435 24/7/365 National Center for Missing and Exploited Children 800-843-5678 24/7/365 National Center for Victims of VictimConnect 855-4VICTIM 855-484-2846 Monday – Friday 9 am to 7 pm EST NCVC National Crime Victim Bar Association (civil justice referrals) 844-LAW-HELP 844-529-4357 National Children’s Alliance 800-239-9950 Monday – Friday 9:00 am – 5:00 pm EST National Dating Abuse Helpline 866-331-9474 TTY 866-331-8453 24/7/365
National Domestic Violence Hotline 800-799-7233 TTY Hotline 800-787-3224 24/7/365 National Trafficking Resource Center 888-373-7888 24/7/365 National Organization for Victim Assistance 800-879-6682 Monday – Friday 9:00 am – 5:00 pm EST National Organization of Parents Of Murdered Children, Inc. 888-818-POMC Monday – Friday 9:00 am – 5:00 pm EST National Runaway Safeline 800-RUNAWAY 800-786-2929 24/7/365 Rape, Abuse & Incest National Network 800-656-HOPE 800-656-4673 24/7/365 State Elder Abuse Hotlines StrongHearts Native Helpline (domestic violence & dating violence support) 844-7NATIVE 844-762-8483 Monday – Friday 10:00 am – 6:30 pm EST Substance & Mental Health Services Administration/HHS Treatment Referral Routing Service: 800-662-4357 Suicide Prevention Lifeline 800-273-8255 Veterans Crisis Line 800-273-8255 24/7/365 The Trevor Project (crisis intervention/suicide prevention for LGBTQ youth) Trevor Lifeline 866-488-7386 24/7/365 Updated February 2018
PROGRESS CHECKLIST – MULTIPLE PPMO TENANTS NAME # Par PARCEL Subject Address ADDRESS IN RIGHT OF WAY Tenant NAME Phone # PHONE Mailing Address ADDRESS Move Date 18 Month Expiration Agent ACTIVITY & VOUCHER TYPE DATE AMOUNT Reviewer Date Assigned NA Appraisal/Inv Mtg (R8 and All required documents) NA Initial Meeting (R8 and All R10 requirements) NA 90 Day Notice Issued – Move determination $ $ PPMO Move $ $ $ REMARKS: Tenant Phone # Mailing Address Move Date 18Month Expiration Agent ACTIVITY & VOUCHER TYPE DATE AMOUNT Reviewer Date Assigned NA Appraisal Meeting (R8 and All required documents) NA Initial Meeting (R8 and All R10 requirements) NA 90 Day Notice Issued – Move determination $ $ PPMO Move $ $ $ REMARKS: Tenant Phone # Mailing Address Move Date 18Month Expiration Agent ACTIVITY & VOUCHER TYPE DATE AMOUNT Reviewer Date Assigned NA Appraisal Meeting (R8 and All required documents) NA Initial Meeting (R8 and All R10 requirements) NA
Rubric for Marking Practical Assignments Learning outcome 4 3 2 1 Use of correct techniques B2 Able to explain the cooking technique Able to use the technique with confidence Lacks basic understanding of the technique Unable to use the technique A3 Able to summarize the recipe with understanding Able to summarize the recipe Understands some aspects of the recipe Lacks understanding Work/organization A1 Explain cross-contamination and select ingredients in the correct manner Select ingredients without cross- contamination Random collection of ingredients Requires more than one trip to get necessary ingredients A5 Actively engaged at all times (no leaning or sitting) Engaged but not productive Intermittently engaged Failure to contribute, resulting in additional work for others Managing time and equipment A5 Lab finished with lab check prior to the bell Rushed to complete lab check by the bell Unable to complete by the bell Late for next class A4 Demonstrates correct understanding of equipment Demonstrates correct use of equipment Identifies equipment but use is improper No knowledge of equipment A3 Able to interpret and execute recipe Able to execute recipe Cannot demonstrate execution of recipe without some assistance Needs assistance to execute Product appearance and nutritive A6 Outcome resembles demonstration product Resembles demonstration product Product is edible Product is not edible C1 Can identify a nutrient from the product and explain its function Can identify a nutrient Requires assistance to identify a nutrient Unable to identify a nutrient C4 Can give several alternatives to increase the nutritive value of the recipe Can explain one alternative for a healthier choice Requires assistance to identify a healthy alternative Unable to identify a healthy alternative Product B1 Original presentation and appropriate table setting Plated as discussed or demonstrated in demonstration Plating is less than appealing Plating is unacceptably poor.
Positive Printmaking Unit 4 Sculpture Development of Sculpture Design Soft Stuffed Sculpture Analysis and interpretation of artworks: identify style, content, and technique in artworks studied and speculate on each artists intent Teacher student conferencing to descuss artistic intent and execution of skill Unit 5 Culminating Assignment: (final evaluation 30 %) Exploration of Art through choice of mixed media or sculpture and/or photography Presentation using appropriate visual arts terminology to describe art concepts, principles, and techniques Portfolio Development of research and resources Portfolio : (70%-used to accumulate all performance tasks and projects that students complete during the course) NOTE: Visual Arts Notebook (used throughout units)
Daily Observation Report Probationer DOR Patrol Operations Number Working Day # Step: I II III IV Week # _____ Field Training Officer Date Extension of Training Patrol Area/Beat: Shift: Non-Evaluation Day: Snow Day _____ Performance Assessment Categories 1. Interpersonal Relationships 2. Jurisdictional Geography /Orientation 3. Motor Vehicle Operation / Use of Emergency Equipment 4. Electronic Communications 5. Directed Patrol Strategies / S I F A 6. Patrol Tactics / Officer Safety 7. Criminal Statutes / Ordinances / Procedural Criminal Law / 8. / Case 9. and 10. / Crash Scene Meets YES Meets Standards NO Corrective Action Necessary N R T Total Training Time - on an C
P/ Probationer R/ Reportee S/ Suspect V/ Violator P/V Patrol Vehicle S/V Stopped Vehicle 1:1 w/i One-to-one within x' Vis+ Eye contact + sweeping Vis Lack/loss eye contact ✓ Check wants/warrants/ Driver license/registration F/ Probationer failed to do; Discretionary Override .... Indicates verbals (what + how said) Field Training Officer observes behaviors and Specifically, Objectively, Descriptively douments + hands over to Probationer to collaboratively: 1. Discuss/agree Category numbers (entered by Probationer to left of narrative), and 2. Performance that Meets Standards: Yes is not highlighted (clean entry), and 3. Probationer places ( ) at start and end of narrative portion which Exceeds Standards, and 4. Probationer places [ ] at and end of narrative portion which Meets Standards: No and places X in the Corrective Action Necessary column to highlight area(s) requiring additional training. C/D Commentary Driving T/CD Tag-Team C/D D/B Drive-By F/V FTO Verbalization M/C Mirror Citation M/O Map Overlay M/R Mirror Report O/N On-Board Navigaotr R/RP Report-based Role Play T/RP Tactical-response Role Play R/R Role Reversal V/T Verbal Testing Document Time + clear, complete, concise narrative of observed performance (including verbal/non-verbal behaviors) Corrective Action Necessary Training Documentation Select Category # + T + Training Time + Concise Description
File 5. The Portfolio-To-Impact Model (P2I) User Guide This user guide provides stepwise instructions on the use of the P2I model. NB to fully understand the cost assumptions and limitations of the model it should be used only after reading the main paper. Model Overview The Portfolio-To-Impact Model (P2I Model) has been developed with a focus towards simplicity and flexibility. While the model calculations are relatively complex, the following coloured tabs should be sufficient for the most users: Tabs Tab colour Tab description Input sheet Blue The user should only input known data in this tab to run the model. See below for descriptions of each input field Output sheet Orange This tab contains all summary tables and graphs based on the inputs from the blue "Input sheet". The "Output" tab will update automatically. **Please allow ~5 seconds for calculations to run before reviewing the output tab** Assumptions tabs (2) Green The model contains two green assumptions tabs (one containing assumptions for the financial model, and one for the health model). See right for additional details on the assumptions. These can be updated by inputting details in these tabs. Using the model: Input sheet There are 11 input fields to the model Input field description Example input Project description 1. Disease Select from a drop down menu of Type 3 and Type 2 diseases, or if no Type 3/2 disease (setting this parameter only has an impact on health impact modelling) Leishmaniasis
Cost breakdown Funded portfolio cost ($, Millions) Shows the expected annual costs paid for by the "fund"; adjusts based on inputs 7, 8, and 9 Estimate annual funding budget needs Portfolio costs to be paid by other funders ($, Millions) Shows the expected annual costs NOT paid for by the fund ("Total portfolio costs" less "Funded portfolio costs") Estimate amount of co-invested funds required from other funders Archetype breakdown Portfolio pipeline by archetype III) Shows the total number of projects in development for each archetype on January 1 of each year Review development status of all NCE-simple projects Total portfolio cost by archetype ($, Millions) Shows the annual cost of all portfolio projects in development for each archetype Review total costs for all projects Cumulative launches by archetype Shows the cumulative number of expected launches for each archetype on January 1 of each year Review expected number of launches for simple NCE projects by 2025 Health impact Health Impact metrics on number of launches by 2030) Shows three health statistics for the full portfolio: 1.) reduction in LMIC disease burden, 2.) economic impact of disease burden reduction, 3.) reduction in annual mortality Provide context to co-investment partners on potential health impact of new intervention
OFFSHORE EXPERIENCE COMPANY CLIENT TYPE OF VESSEL DESIGNATION FROM TO Zamil Offshore Saudi Aramco Self propelled / Self Elevating Jack up Barge Electrician 08-05-2017 23-05-2017 Swiber Offshore Ongc Swiber Chateau Accomodation, work,crane,diving barge Electrician 14-11-2015 21-05-2016 Northern Offshore Ongc India Energy Driller Semi submersible drilling rig Asst.Electrician 02-12-2014 06-04-2015 Swiber Offshore Indonesia & Myanmar kaizen-4000 Heavy lift accommodation & work barge Electrician 01-06-2013 07-04-2014 Bumi Armada Dragon oil Turkmenistan Armada Installer Derrick & pipelay Marine Electrician 04-07-2012 04-09-2012 Swiber Offshore Ongc India Magnificent DP-2, Heavy diving, rov barge Marine Electrician 19-11-2011 05-02-2012 Millenium Offshore Services / Oxydental Uae & Qatar Rig Marinia, Self Elevating&accommodation jackup rig Electrician 01-11-2008 18-10-2011 Hyundai Offshore Kuwait Oil Company HD-423 Derrick & pipelay barge Electrician 25-09-2007 12-11-2007 Hyundai Offshore Kuwait Oil Company HD-423 Derrick & pipelay barge Electrician 01-07-2006 07-07-2007 Hyundai Offshore Bechtel Thailand HD-289 Pipelay Electrician 23-09-2005 28-11-2005 Hyundai Offshore Ongc India HD-2500 Pipelay barge Electrician 25-11-2004 10-05-2005 Hyundai Offshore Ongc & Energy India HD-1000 Derrick & Hookup barge Electrician 24-12-2003 21-04-2005
Document Question Rubric Characteristic 8-9 87 or Score 5-7 77 or Score 2-4 67 or Score 0-1 66 or below Thesis Clear, well developed thesis Contains a thesis with limited development Lacks a thesis, or thesis may be confused or underdeveloped No thesis Understanding of the Question Understands complexity of the question; deals with all parts of the question in depth Limited or lack of understanding of complexity; may deal with one part of the question in some depth, or in a more general way Ignores complexity; may deal with one part of the question, or all elements of the question in a superficial way May simply paraphrase or restate the question Analysis Provides effective analysis of the question; some imbalance permissible Limited analysis, mostly describes Weak or inappropriate analysis No analysis Documentary Evidence Effectively uses a substantial number of documents. Documents supplement analysis and are balanced with outside information Effectively uses someof documents; may only restate information found in documents Poor use of documents with only brief citation or paraphrase; not enough documents used to support analysis Almost no use of or inappropriate attempts to use documents Supportive Information Supports thesis with substantial, relevant information. Outside information is balanced with use of documents in the analysis of the question Supports thesis with some factual information Lacks supporting information, or information given is minimal Incompetent, inappropriate responses Grammar and Structure May contain insignificant errors May contain errors that do not detract from overall essay May contain major errors Contains many major or minor errors Organization and Writing Style Well organized and well written Clearly organized and written, but not exceptional Weak organization and writing Disorganized and poorly written
Readings: Freedom North, ch. 4 Local People, ch. 2 The Rebellious Life of Rosa ch. 2 Quiz #2 BIRTH OF THE SECOND RECONSTRUCTION Week 5 February 10: Brown v. Board of Education and its Legacies Readings: Freedom North, ch. 3 Local People, ch. 3 Voices of Freedom, 3 February 12: Making a Movement Readings: The Rebellious Life of Rosa Parks, ch. 3-4 Local People, ch. 4 Voices of Freedom, 1-2 Week 6 February 17 and 19 No Class Midterm Recess Week 7 February 24: SNCC, CORE and the Youth Readings: Local People, ch. 5-7 The Rebellious Life of Rosa Parks, ch. 5 Voices of Freedom, 4-7 February 26: Freedom North Readings: The Rebellious Life of Rosa Parks, ch. 6 Voices of Freedom, 8-11 Thomas Sugrue, Sweet Land of Liberty, ch. 8 (L) Week 8 March 3: King, Birmingham, and the March on Washington Readings: Local People, ch. 8-9 Voices of Freedom, 8-11 Martin Luther King, Jr., “Letter From Birmingham Jail” (L) March 5: Freedom Summer
Readings: Local People, ch. 10-11 Voices of Freedom, 12 Quiz #3 PROGRESS AND ITS DISCONTENTS Week 9 March 10: LBJ and the Movement Readings: Local People, ch. 12-14 Michael Dawson, “The Improbable Emancipator,” in Civil Rights Crossroads: Nation, Community, and the Black Freedom Struggle (L) March 12: Bloody 1965 Readings: Local People, ch. 15-16 Voices of Freedom, 13, 14 Week 10 March 17: Or Does It Explode? Readings: Local People, ch. 16 Jeanne Theoharis, “Alabama on Avalon” in The Power Movement (L) Kwame Hassan Jefferies, “Organizing for More Than the Vote” in Groundwork (L) March 19: Crossroads Readings: Local People, ch. 17 Voices of Freedom, 16 Quiz #4 “I’M BLACK AND I’M PROUD!” Week 11 24: In Search of Black Power Readings: The Rebellious Life of Rosa Parks, ch. 7 Freedom ch. 2, 7 Voices of Freedom, 20, 21, 24, 25, 27 Spencer, “Inside the Panther Revolution” in Groundwork (L)
175 HWT 3-PERSON ROUND ROBIN Aryan Patel Pin at 4:33 2 Washington Ryan Stewart Aryan Patel Washington Pin at 1:14 Jovanni Mendez 2 Phillipsburg Jovanni Mendez South Plainfield Ryan Stewart Plainfield Pin at 2:00 Jovanni Mendez 2 Phillipsburg Jovanni Mendez South Plainfield Aryan Patel South Plainfield ROUND 1 791 FIRST PLACE Jovanni Mendez SECOND PLACE Aryan Patel ROUND 2 1672 THIRD PLACE Ryan Stewart ROUND 3 2673 Washington
Distal shoe appliance Dhull KS, Kalra A, Indira MD, Jain N explained to the patient and informed consent was obtained after extraction under antibiotic coverage, the intra-alveolar projection of the appliance was placed in the socket so as to touch and guide the vertical eruption path of the unerupted permanent first molar on right side of the mandibular arch (Fig. 3). Intraoral periapical radiographs were taken to check the passive contact between the mesial end of the permanent first molar and the appliance before cementation (Fig. 4). The recall visits were planned after every two months to check the condition of the appliance. After 2 years the mandibular permanent first molar erupted (Fig. 5 & Fig. 6). DISCUSSION Dental caries is the most common reason for the premature loss of deciduous teeth., others being trauma, ectopic eruption, congenital disorders, premature resorption due to arch length deficiency. Depending on the tooth lost, segment involved, different types of space maintainers must be indicated which help in restoring normal function and eruption of permanent teeth.[6] An ideal space maintainer is one which possesses following qualities: Maintain the desired mesiodistal dimension of the space Maintain individual functional movement of teeth Should be hygienic Have good durability Have low cost The diagnosis of a developing malocclusion in the primary dentition does not contraindicate the placement of a distal shoe space maintainer. Even if orthodontic treatment eventually becomes necessary, preventing the mesial drifting of the permanent first molar will facilitate future treatment of the malocclusion by preserving
Weekly Lesson Plan Template Slicker Course: English III Honors Period(s): 1,2,5,6 Date Range: 03/26/2018-03/29/2018 Monday Tuesday Wednesday Thursday Friday Unit Learning Goal: Students will be able to analyze and compare multiple works from a time period on the basis of topic and theme. Students will be able to analyze the structure and language of poetry. Students will be able to analyze the structure and language of poetry. Students will be able to analyze the structure and language of poetry. Daily Learning Goals: Students will cite textual evidence determine themes of a poem determine figurative and connotative meanings analyze the impact of specific word choices demonstrate knowledge of foundational works Students will analyze the impact of the author’s choices determine figurative and connotative meanings analyze the impact of specific word choices analyze how the structure of the poem contributes to its overall meaning and/or aesthetic impact Students will analyze the impact of the author’s choices determine figurative and connotative meanings analyze the impact of specific word choices analyze how the structure of the poem contributes to its overall meaning and/or aesthetic impact Students will analyze the impact of the author’s choices determine figurative and connotative meanings analyze the impact of specific word choices analyze how the structure of the poem contributes to its overall meaning and/or aesthetic impact Florida Standard(s): 1112.RL.1.1 1112.RL.2.4 1112.RL.2.5 1112.RL.3.9 1112.RL.1.3 1112.RL.2.4 1112.RL.2.5 1112.RL.3.9 1112.RL.1.3 1112.RL.2.4 1112.RL.2.5 1112.RL.3.9 1112.RL.1.3 1112.RL.2.4 1112.RL.2.5 1112.RL.3.9 Activities: 1. SAT Vocabulary Quiz 2. SAT Vocabulary 3. “The Road Not Taken” Annotate Poem 1. SAT Vocabulary 2. “The Road Not Taken” Annotations 1. SAT Vocabulary 2. “Fire and Ice” Annotate Poem 1. SAT Vocabulary 2. “Fire and Ice” Annotations Homework: HW: Poem Annotations HW: Close Read Questions HW: Poem Annotations
Proposal Form for Session * Please complete this Proposal Form and send it to the Secretariat by E-mail (paper@11icg-seoul.org). Submitted by (Organizer) Name: Job Department.: Organization: Email: Country: Type □ Technical Session □ Short Course □ Training Lecture Session Title Session Overview (250 Background, Scientific Purpose and Content of the Session Keywords (4) (1) (2) (3) (4) (*Please fill out at least two keywords.) Presentation Titles & Speakers (If more, please add more Presenter 1 Presentation Title: Speaker Name: Department: Institution: Country: Email: Telephone: Presenter 2 Presentation Title: Speaker Name: Department: Institution: Country: Email: Telephone: Presenter 3 Presentation Title: Speaker Name: Department: Institution: Country: Email: Telephone: Presenter 4 Presentation Title: Speaker Name: Department: Institution: Country: Email: Telephone:
Date(yy/mm/dd) Information Sheet and Accounting , number (Office use) Name Male Female Birthdate (yy/mm/dd) Address Graduated from: (Faculty/University) Degree (including expected degree) Univ. Bachelor ( Graduated from: (Major / ) Grad. School Master ( Graduation thesis Univ. Supervisor Univ. Grad. School Grad. School Items related after entering easons for Application Future Plan (in details) blank: office use
.............................................................................................................................................. (Total for Question is 4 marks) Q4. (a) Complete the table of values for y = x2 – 4 x −3 −2 −1 0 1 2 3 y 0 −3 0 5 (2) (b) On the grid, draw the graph of y = x2 – 4 for x = –3 to x = 3 (2) (Total for Question is 4 mark) Q5. (a) Complete the of values for y = x2 – 2x
(2) (b) On the grid, draw the of y = x2 – 2x for values of x from –2 to 4 (2) (c) Solve x2 – 2x – 2 = 1 .............................................................................................................................................. (2) (Total for Question is 6 marks) Q6. The diagram shows the graph of y = x2 – 4x – 2 (a) Use the graph to find estimates for the solutions of (i) x2 – 4x – 2 = 0 ........................................................... (ii) x2 – 4x – 6 = 0 ........................................................... (3) (b) Use the graph to find estimates for the values of x that satisfy the simultaneous equations y = x2 – 4x – 2 x + y = 6 ........................................................... (3) (Total for question = 6 marks)
placement of modular homes, so as to provide circumstances in which a modular home used as a display model may be placed for its first residential use. MEDICAL, MILITARY, PUBLIC AND MUNICIPAL AFFAIRS The full Medical, Military, Public and Municipal Affairs Committee did not meet. WAYS AND The full Ways and Means Committee did not meet. BILLS INTRODUCED IN THE HOUSE THIS WEEK AGRICULTURE, NATURAL RESOURCES, AND ENVIRONMENTAL AFFAIRS H.3562 “ALL-TERRAIN VEHICLE SAFETY ACT” - “CHANDLER’S LAW” Rep. Ott The legislation provides that it is unlawful for the parents or legal guardian of a person less than nine years old to knowingly permit that person to operate an ATV. It further outlines that it is unlawful for a parent or legal guardian of a person without a driver’s license and less than sixteen years old to knowingly allow that person to carry a passenger while operating an ATV. The bill outlines safety course completion requirements as well as safety equipment requirements. The legislation provides penalties for violations. H.3569 COASTAL TIDELANDS AND WETLANDS Rep. Loftis This bill outlines that before the SC Department of Health and Environmental Control issues a decision on a coastal tidelands or wetlands permit application, the applicant must be provided the opportunity to review a copy of the draft decision or permit. In addition, the applicant must be given the opportunity to meet with the appropriate staff before issuing the staff decision. H.3570 COASTAL TIDELANDS AND WETLANDS Rep. Loftis This bill outlines that when the SC Department of Health and Environmental considers the economic benefits of an activity in or alteration of a critical area when providing permits for critical areas in the coastal tidelands and wetlands, the economic benefit analysis must include the effect the project will have on the ability of small business to create and sustain jobs.