zilongwang/ReadingBank huggingface dataset:
Newly Certified CRCP November 2014 Exam Period Aksarben #01 Rebecca Turner, CRCP-I Florida Sunshine #03 Shelba Dunlap, CRCP-I Heck, CRCP-I Gopher #06 Tricia Hanevik, CRCP-I Hawkeye #07 Heather Ernst, CRCP-I Lori Weber, CRCP-I Keystone #11 Tricia DeBlass, CRCP-I Allison Fraker, CRCP-P Maryland #13 Marcia Bobb, CRCP-I Kristina Cart, CRCP-I Bernadette Debelius, CRCP-I Ferguson, CRCP-P Bridget Ferst, CRCP-I Deborah Harrell, CRCP-I Indiria Jeffries, CRCP-P Jasmine Jones, CRCP-I Candace Kammer, CRCP-I Shannon Pannell, CRCP-I Mari Smith, CRCP-P Denise Stevens, CRCP-I Monica Washburn, CRCP-I Northeast PA #19 Michelle Landers, CRCP-I Kathryn Sena, CRCP-I New Jersey #16 Kathleen Gerbasio, CRCP-I Pintree/Maine #22 Gina Lindsay, CRCP-I Western Region #26 Mandy Bristow, CRCP-I Philadelphia #29 Belinda Moore, CRCP-I Elizabeth Payne, CRCP-I Terri Potter, CRCP-I Ryan Scott, CRCP-I Susan Selkirk, CRCP-P Three Rivers #37 Stephanie Snider, CRCP-I Michigan #55 Natalie Lemke, CRCP-I Twin States #56 RaeAnn Couture, CRCP-I Stephanie Martell, CRCP-I Ann Troescher, CRCP-I
The three districts profiled already had met most of the other new requirements of the law, such as parental notification and data collection. Districts that do not have existing policies that meet the law’s requirements might incur additional costs not observed in the study sample. However, these costs are likely to be low for most districts, as we expect that in most cases, existing policies and activities can be adapted to include the new requirements. The law also requires the to develop new regulations for key aspects of the new law, collect and report data on suspension and expulsions, publish a model protocol for conducting exit interviews with students who intend to drop out, compile a list of research and information about the consequences of dropping out and community resources to keep students in school, and write two reports related to the costs of the program. The Rennie Center report estimates that these new state requirements generated a one-time cost to the state of $116,081 and annual recurring costs of $2,326. However, much of the cost at the state level remains to be determined, particularly for the annual recurring costs, since the state has yet to determine how much effort will be required to keep the new systems running once established. I hope you find this report useful. Please feel free to contact me or Associate Commissioner John (, 781-338-6300) if you have any questions. Sincerely yours, Mitchell D. Chester, Ed.D. Commissioner of Elementary and Secondary Education
Information for Students Who Intend to Drop Out of School Published a model protocol for conducting exit interviews with students who intend to drop out of school Create draft exit interview protocol & checklist for districts to use 60 hours to develop model tool for districts (High School Grad Initiatives Coordinator) N/A Compiled a list of research & information relative to the consequences of dropping out, the benefits of earning a high school diploma, and a list of alternative education resources/programs Create a brochure on the impact of dropping out of school that is suitable for use by students and parents Create list of alternative education resources 60 hours (High School Grad Initiatives Coordinator) and 15 hours (Dropout Prevention Specialist) to develop brochure TBD Cost Reporting Developed an annual report on the cost of providing reimbursement for instructional costs associated with providing alternative educational services TBD TBD TBD Resources ESE dedicated to developing a report on the costs of Chapter 222 implementation See One-time cost column for explanation of activities. 20 to complete RFP development and bidder selection and contract set up (Associate Commission level) 32 hours (Associate Commissioner) and 48 hours (Policy Analyst) on contract oversight; 20 hours on report preparation for legislature (each – Associate Commissioner; Policy Analyst) 5 hours review of report (each – High School Grad Initiatives Coordinator; Commissioner) Rennie Center contract value, $49,965. N/A
Student Activity Using the software, create the drawing and produce your own architectural blocks using the drawing set-up and the commands that have been demonstrated to you. In this activity and in the small shed drawing in the Drawing of a Simple Building (Architectural CAD) activity, all units will be done using imperial measurement. The settings for the drawing will be architectural in the units dialog box and the dimstyle dialog box. Your assignment is to draw all of the drafting symbols in Figure 1 below (you do not need to draw the labelled leaders). Figure 1 Switch symbol. A switch symbol is just the letter S inserted as a text object. The height of the text should be 4". Type TEXT. Follow the prompts by pressing Enter for each one until you get the prompt to click on the location where you want the S to be placed. Three- and four-way switches are noted with superscripts, for example S3 and S4 in AutoCAD 16 or by typing the number S3 or S4 in the same text entry box in other versions of AutoCAD or other software packages. Door symbol. The door symbol is made with a 36" vertical line. The arc of the door is made by using the circle command. The centre of the circle is started at the bottom end of the line with a radius of 36". A line must be added to trim out three-quarters of the circle. This is done by drawing a line starting at the bottom end of your first line and drawing it horizontally through the circle any distance. Type TRIM, press Enter, select the lines and the circle, and press Enter. Then pick the parts of the circle you want to trim out and delete the extra line. Two vertical lines 6" long should be added to the end of the arc and the base of the door to represent the thickness of standard walls as they are in all new frame construction (Figure 2).
Dialects are defined as “regional variations of a language” and are distinguished by three things. What are they? Explain what an isogloss is. People from all three eastern regions (New England, Southeastern, Midlands) migrated into the Midwest, Great Plains and Western United States. Why is there a relatively uniform form of English (dialect) spoken across this enormous area? Define standard language: What is the standard language for of English? did it come from (3 cities)? How was it diffused throughout Britain? In a single word, why is American English different from that spoken in England? Why don’t people in the United States speak “proper” English? Why is it that nearly 90% of Spanish & Portuguese speakers live outside of Europe?
Theme Ideas: Green Compassion/forgiveness Isolation Love Memory/Past Mortality Sacrifice Spirituality Violence Language Devices/Imagery: Blue Syntax (sentence structure) Figurative Language (simile, metaphor, hyperbole, personification, allusion, irony, etc.) Diction (Choice of words, speech: colloquial, formal, etc.) Point of View (first-person, third-person, etc.) Tone (the attitude of the author toward the subject such as humorous, serious, didactic) The Annotation Guide will be due August 23, 2017. IMPORTANT: The students will read a variety of novels, plays, and poems both in and out of class. The novels and plays contain mature content and graphic scenes/language at times. The literature chosen for AP English Language and Composition has likely appeared on the AP English Language and Composition exam in the past. Your first in-class assignment will be to use your annotations to write a detailed and thorough essay in response to one of three different prompts. The essay will be due August 23rd, 2017. You may e-mail me over the summer at if you have any questions. The essay must be typed (times new roman, 12 pt. font ONLY) and double-spaced. Essay should be a MINIMUM of four FULL paragraphs. BE sure to use evidence from the book. Directions: Respond in writing to the following questions, on quotations from the text and your annotations. As this response serves as a test of your comprehension, please be thorough and detailed in your response. Analyze the narrative and rhetorical strategies used in the text, as evidenced by the following quotation: They slipped out of their backpacks and left them on the terrace and kicked their way through the trash on the porch and pushed into the kitchen. The boy held on to his hand. All much as he’d remembered it. The rooms empty. In the small room off the dining room there was a bare iron cot, a metal folding table. The same cast-iron coal-grate in the small fireplace. The pine paneling was gone from the walls leaving just the furring strips. He stood there. He felt
Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.3.11 Career Retention and Advancement – Grade 11 D. Develop a personal budget on career choice, such as, but not limited to: Charitable contributions expenses pay Net pay Other income Savings Taxes 11.1.12.B E. Evaluate time management strategies and their application to both personal and work situations. 11.2.12.B F. Evaluate strategies for career retention and advancement in response to the changing global workplace. G. Evaluate the impact of lifelong learning on career retention and advancement. Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics & Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology Entrepreneurship – Grade 11
List of Winners and Runners-up of Inter-University National Youth Festival 2016-17 held at Shivaji University, Kolhapur SN Event 1st Position 2nd Position 01. Light Vocal Calicut University, Thenhipalam, Kerala SNDT University, Mumbai Bharti Vidyapith, Pune Guru Nanak Dev University, Amritsar Panjab Agricultural University, Ludhiana Tezpur University, Assam Lovely Professional University, Panjab 02. Classical Dance Punjabi University, Patiala, Panjab Manipur University, Manipur Bharti Vidyapith, Pune Kurukshetra University, Krukshetra, Haryana Tezpur University, Assam 03. Folk Dance (Group) I.K.Gujral Panjab Technical University, Jalandhar, Panjab Banasthali Vidyapith, Vanasthali, Rajasthan Manipur University, Manipur Veer Narmad South Gujrat University, Surat, Gujarat University of Mysore, Karnataka. Ganpat University, Gujarat Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur 04. Folk Orchestra Guru Nanak Dev University, Amritsar University of Mumbai, Mumbai Lovely Professional University, Phagwara Kurukshetra University, Krukshetra, Haryana Maharaja Krishnakumarmarsinhji Bhavnagar, Gujarat Vidyasagar University, Medinipur, West Bengal Tezpur University, Assam 05. Debate Punjabi University, Patiala, Panjab Devi Ahilya Vishwavidyalya, Indore RTM Nagpur University, Nagpur 06. Elocution Jiwaji University, Gwalior RTM Nagpur University, Nagpur Visva Bharti, Shantiniketan, WB 07. Clay Modelling RTM Nagpur University, Nagpur Visva Bharti, Shantiniketan, WB Dr. Babasaheb Ambedkar Marathwada University, Jaisingpura, Aurangabad Kuvempu University, Shimoga, Karnataka 08. Poster Making University of Mumbai, Mumbai Guru Dev University, Amritsar Lovely Professional University, Punjab
Dear Incoming Juniors, Below is your summer reading list for American Literature for 11th Grade. Please read all the short stories on the Required Reading list. In addition to these short stories, please read either five stories on the Additional Works list or one of the plays listed below. Please be prepared to discuss them in class and write about them in September. Required Reading “The Snows of Kilimanjaro” by Ernest Hemingway. “Thank you, M’am” by Langston Hughes “Luck” by Mark Twain “The Minister’s Black Veil” by Nathaniel Hawthorne “The Unaccustomed Earth” by Jhumpa Lahiri Choose at least five of the following stories or one of the plays to read. Additional Works Chapter 1 of Black Boy by Richard Wright “Everything that Rises Must Converge” by Flannery O’ Connor “ Roman Fever” by Edith Wharton Scroll down for even more options.
make good financial decisions. Source #1 refutes this information. It includes a study conducted by a professor at the University of Florida that found students who were required to take financial literacy classes in high school were more likely to budget and save their money, and less likely to accrue credit card debt. (0 points) According to Source #2, financial literacy classes are ineffective. Item # Grade Target DOK Item Standard Evidence Statement 3 11 4 4 3 W-9 The student will cite evidence to support arguments, analyses, or conjectures. 2702 – Click on the boxes to show the claim(s) that each source supports. Some sources will have more than one box selected. Source #1: Working Financial Literacy in With the Three R’s Source #2: Financial Education Leaving Americans Behind Source #3: Financial Literacy, Beyond the Classroom Source #4: Finance Course Prompts Debate People should take financial literacy classes when they are young so they are prepared to make good financial decisions as young adults. Some people support literacy education despite evidence that it does not work. Financial literacy education could be effective if we rethink the way it is taught. Resources for improving financial literacy should be spent on financial regulation instead. Key Elements: People should take financial literacy classes when they are young so they are prepared to make good financial decisions as young adults. 1. Source #1 2. Source #4 Some people support financial literacy despite evidence that it does not work. 1. Source #2 Financial literacy education could be effective if we rethink the way it is taught. 1. Source #3 Resources for improving financial literacy should be spent on financial regulation instead.
The Crucible Rhetorical Devices Repetition – There is a prodigious danger in the seeking of loose spirits. I fear it, I fear it. Metaphor – I never thought you had so much iron in you. Metaphor – Why, Rebecca, we open up the boil of all our troubles today. Repetition – That’s deep, Mr. Parris, deep, deep! Metaphor – How may they mouse frighten you, Elizabeth? Allusion – Where she walks the crowd will part like the sea for Israel. Hyperbole – Oh, Elizabeth, your justice would freeze beer. Metaphor – Were I stone I would have cracked for shame this seven month. Hyperbole – I will curse her hotter than the oldest cinder in hell. Rhetorical question – And why not, if they must hang for denyin’ it? Allusion – Man, remember, until an hour before the devil fell, God thought him beautiful in Heaven. Antithesis – But you must understand, sir, that a person is either with this court or against it. Allusion – Now remember what the angel Raphael said to the boy Tobias. Parallelism – You saw her scream, she howled, she swore familiar spirits choked her; she even testified that Satan, in the form or women now in jail, tried to with her soul away. Repetition – It were only sport in the beginning, sir, but then the whole world cried spirits, spirits. Repetition – How do you call heaven! Whore! Whore! Hyperbole – An ocean of salt tears could not melt the resolution of these statutes. Allusion – God have not empowered me like Joshua to stop this sun from rising. Hyperbole – A very ape would weep at such calamity. Repetition – How may I damn myself? I cannot, I cannot.
Acknowledgments The Bibb County School District would like to acknowledge and thank the following teachers for their participation in the 11th grade ELA Expert Groups and selection of instructional materials, and in the development of the Bibb County School District Pacing Guides. Karen Brooks Adrianna Cooper-Jones Jarvis Denmark Jay DeGrandis Kimberly Hernandez Jarred Moore Michael Womack
and return to the start by jumping the hurdles on the way back. As soon as the dog crosses the line with the ball, the next dog runs the course. The first team that has all four team members finish without mistakes wins the heat. In most flyball competitions there are five heats. The first team that wins three of the five heats wins the competition. The individual dogs earn titles by accumulating points. The points are earned based on how quickly the team finishes each heat. Each dog on the team receives one point if the team completes the heat in less than 32 seconds. Each dog receives five points if the team finishes the heat in less than 28 seconds. And if the team completes the heat in under 24 seconds, each dog receives 25
Document Revisions Date Version Description Author(s) 8/15/08 0.01 Initial draft Steve Krein 10/8/09 0.02 Revised to incorporate retirement of Resources and changes to facilities Steve Krein 6/30/10 0.03 Revised to incorporate remaining flow diagram elements Krein 11/30/10 1.0 Revised and Approved for Nodal Go Live Paul Wattles, Mark Patterson 4/1/2011 1.1 Revised to Update Telemetry Test Plan Steve Document Approvals Date Approved By Approval Documented In (select) <Mark Patterson> <Manager Demand Integration> ___ Approval email on file __X_ Signature
Taking Charge: Strategic Leadership in the Middle Game, , Inc., 1992, T. Mullen and S. Stumpf. Managing change: Strategic response, organizational realities, and overcoming resistance. In Challenges for Management, Vol, 2: as a Success Strategy, Berlin, Germany: , 1995, C. Young, S. Stumpf and M. Arnone. Beatty, K., & Quinn, L. (2010). Strategic Command Taking the Long View for Organizational Success. Leadership In Action, 30(1), 3-7. Barron, B. G., & Henderson, M. V. (1995). Strategic leadership: A theoretical and operational definition. Journal Of Instructional Psychology, 22(2), 178. Kouzes J, Posner B. (2009) To Lead, Create a Shared Vision. Harvard Business Review, Vol. 87, p. 20-21. Pearce, Craig. (2008). Follow the Leaders. MIT Sloan Management Review. Phipps, K. A., & Burbach, M. E. (2010). Strategic Leadership in the Nonprofit Sector: Opportunities for Research. Journal Of Behavioral and Applied Management, 137-154. Rowe, W. G. (2001). Creating Wealth in Organizations: The Role of Strategic Leadership. The Academy of Management Executive, 81-94. Davies, Barbara J. & Davies, Brent (2004) Strategic leadership School Leadership & Management, Vol. 24, No. 1, February 2004 Washingborough Foundation Primary and Nursery School, UK; University of Hull, UK Quong, Terry & Walker, Allan (2010) Seven Principles of Strategic Leadership International Studies and Education Administration (ISEA) Volume 38, Number 1, 2010. Sanders, T.I. (1998) Strategic thinking and the new science (New Yourk, Free Press). . . . . . . 3/25/2016
UNABLE TO ATTEND, BUT ONGOING PARTICIPANTS IN PLANNING Altom Association of Programs for Rural Independent Living Jeffrey Kopp, M.D. Kidney Disease Section National Institute of Diabetes and Digestive and Kidney Diseases National Institutes of Health Lex Frieden Professor of Health Informatics Professor of Rehabilitation of at Senior Vice President, The Institute for Rehabilitation and Research Director, Independent Living Research Utilization Professor of Rehabilitation Professor of Community Medicine of Medicine Program Analyst Bureau for Democracy, Conflict and Humanitarian Assistance Office of Democracy and Governance Agency for International Development , DC Cheryl King Federal Communications Commission
Rawan Alosaimi King Saud University Betty Bao St. George’s University Clary Boissonneault Sidney Kimmel Medical College at Thomas Jefferson University Bowers Virginia Tech Carilion SOM Shayla Freeman Medical University of South Carolina COM Latanya Gobin Morehouse SOM Waleed Hussein King Khalid COM and Health Sciences Toni Jackson University of Florida COM Kristen Liska University of Massachusetts Medical School Layne Madden Medical University of South Carolina COM William Malcolm University of Michigan Medical School Sar Medoff Mount Sinai SOM Cristina Mullins-Whitley Morehouse SOM Kahra Nix University of North Carolina at Chapel Hill SOM Joshua Reynolds Morehouse SOM Emma Sizemore Emory University SOM Jasmin Tanaja Poznan University of Medical Sciences Ctr for Medical Education in English Sawlar Vu University of Miami Leonard M. Miller SOM Kristy Whyte University of Miami Leonard M. Miller SOM Darin Williams Tulane University SOM Lauren Wingo Medical University of South Carolina COM
financial uncertainty in the event of a disaster and allowing for a more efficient use of capital by individuals, business and government. Insurance can also play a role in encouraging mitigation to reduce losses from future natural disasters. The price, or premium for, and availability of insurance provide signals about the level of risk from a range of hazards and provide some encouragement for risk mitigation and reduced vulnerability to loss. Critical infrastructure owners and operators Critical infrastructure underpins the delivery of essential services such as power, water, waste, health, transport, food, telecommunications and banking. Owners and operators of critical infrastructure are ultimately responsible for determining or discharging their own legal obligations and managing risks to their operations that might have a material, financial, legal or reputation impact on the organisation, or harm staff, customers or other parties. Owners and operators do this through appropriate risk management practice, including the development and review of business continuity the provision of adequate security for their assets, and making provision to protect/replace their assets and business from the likely risks in their area, including arranging adequate levels of insurance. The occurrence of emergencies is one of the risks that any business enterprise should take into account in business planning. With regard to risk reduction, owners and operators should: maintain an awareness of their operating environment; actively apply risk management techniques to their planning processes; conduct regular reviews of risk assessments, and security, emergency and contingency plans; use any physical or logistical measures to protect or remove assets and stock from the effects of the hazard, to ensure that supply chains are maintained; make provision to protect/replace their assets, stock and business from the likely risks in their area to minimise business interruption and loss of income (this could include arranging adequate levels of insurance); work with government through relevant jurisdictional arrangements to understand critical interdependencies, both on services whose continual operations the critical infrastructure operators rely and key community services that rely on the critical infrastructure service’s continued delivery; and partner with government and emergency service organisations through relevant jurisdictional arrangements to plan for and manage consequences arising from disasters and emergencies. The not-for-profit sector Option: Include a small section on the role of philanthropy and ‘the third sector? Broadcasters and information dissemination mechanisms
Erasmus Mundus students did not explicitly rate each indicator. They rated the extent to which they agreed with a series of questions which were mapped to the evidence points under each indicator, to give a useful comparison. Where the indicators were felt to be irrelevant to students, or not possible for them to know, they were not asked the question. Overall indicator scores have been calculated by aggregating the results for all questions under each indicator. Results EM students and alumni were generally more positive than staff Indicator 1: ‘The institution has an agreed marketing strategy for EM that supports the ambitions of the institution as a whole’ scored lowest, with one of the staff members saying none of the evidence factors are observed and the other saying it was developing and that just a few of the evidence factors are observed (although they did not say which ones in the earlier part of the question). This was the indicator with the largest difference between staff and student ratings. Indicator 11: ‘All students are encouraged to apply for EM’ was perceived as weakest by students. Indicator 3: ‘The EM marketing strategy is robust, specific and agreed with all relevant partners’, Indicator 8: ‘EM is consistently branded’ and Indicator 9: ‘Your Erasmus+ EM web pages are clear, effective, and interesting’ were rated highest by both staff and students. Key: Staff scored 4 of the indicators with 4s (meaning outstanding), 4 of the indicators as 3s (meaning good) and the rest of the indicators as 2s (meaning developing). Staff saw that there were many improvements that could be made, with room for development in a number of areas. Students scored three indicators as excellent, one as developing and the rest as good.
11.1 All eligible students are informed in the most reliable way about the new round of scholarships (e.g. email, intranet etc.) 3 11.1 Students are regularly informed about the new round of scholarships (e.g. via email, intranet etc.) Of the areas that all staff members agreed were present, students tended to agree, or strongly agree that these were present. The full evidence point mapping can be found in the appendix. Part 3: Additional Staff Questions Part 4: Additional EM Student Questions Q5 – Improving marketing of Erasmus Mundus Joint Master Degrees to students
The undersigned conducted training in accordance with <Organization’s> Emergency Action Plan. Instructor’s Name Instructor’s Signature Instructor’s Title Date of Training Appendix D – Drill Schedule and Log Company Location __________________________ Manager ___________________________ Fire/Evacuation Drills: Practice using secondary evacuation routes once per year. Date Scheduled Date Conducted Weather Conditions # Of Participants Evacuation Time Comments Severe Weather Drills Date Scheduled Date Conducted Weather Conditions # Of Participants Shelter Time Comments
Projects are defined to contain diagrams, the next level of the SAS Enterprise Miner organizational hierarchy. Diagrams usually pertain to a single analysis theme or project. When a diagram is defined, a new subdirectory is created in the Workspaces directory of the corresponding project. Each diagram is independent, and no information can be passed from one diagram to another. Libraries are defined using a LIBNAME statement. You can create a library using the SAS Enterprise Miner Library Wizard, using SAS Management Console, or by using the Start-Up Code window when you define a project. Any data source compatible with a LIBNAME statement can provide data for SAS Enterprise Miner. Specific analyses in SAS Enterprise Miner occur in process flows. A process flow is a sequence of tasks or nodes connected by arrows in the user interface, and it defines the order of analysis. The organization of a process flow is contained in a file, EM_DGRAPH, which is stored in the diagram directory. Each node in the diagram corresponds to a separate subdirectory in the diagram directory. Information in one process flow can be sent to another by connecting the two process flows. 2.2 Creating a SAS Enterprise Project, Library, and Diagram Your task when you start an analysis is creating a SAS Enterprise Miner project, data library, and diagram. Often these are set up by a SAS administrator (or reused from a previous analysis), but knowing how to set up these items yourself is fundamental to learning about SAS Enterprise Miner. Before attempting the processes described in the following demonstrations, you need to log on to your computer, and start and log on to the SAS Enterprise Miner client program. Creating a SAS Enterprise Miner Project A SAS Enterprise Miner project contains materials related to a particular analysis task. These materials include analysis process flows, intermediate analysis data sets, and analysis results. To define a project, you must specify a project name and the location of the project on the SAS Foundation Server. Follow the steps below to create a new SAS Enterprise Miner project. Select File  New  Project from the main menu. The Create New Project wizard opens at Step 1. In this configuration of SAS Enterprise the only server available for processing is the host server listed above. Select Next. Step 2 of the Create New Project wizard is used to specify the following information: the name of the project you are creating the location of the project Type a project name, for example, My Project, in the Name field.
IB.1 Scope of Bid & Source of Funds 1.1 of Bid The Employer as defined in the Bidding Data (National Highway Authority [NHA]) wishes to receive Bids for the Works summarized in the Bidding Data (Contract # EM-PN-15-05-76). Bidders must quote for the complete scope of work. Any Bid covering partial scope of work will be rejected as non-responsive. 1.2 Source of Funds The Employer has arranged funds from its own sources i.e. RMA (Road Maintenance Account). IB.2 Eligible Bidders 2.1 Bidding is open to all firms and persons meeting the following requirements: a) duly valid licensed by the Pakistan Engineering Council (PEC) in the appropriate category for value of Works. b) duly pre-qualified/enlisted with the Punjab-North Region. IB.3 Cost of Bidding 3.1 The bidder bear all costs associated with the preparation and submission of its bid and the Employer will in no case be responsible or liable for those costs, regardless of the conduct or outcome of the bidding process. B. BIDDING DOCUMENTS IB.4 Contents of Bidding Documents 4.1 In addition to Invitation for Bids, the Bidding Documents are those stated below, and should be read in conjunction with any Addendum issued in accordance with IB.6.1. Instructions to Bidders & Bidding Data Form of Bid & Schedules to Bid Schedules to Bid comprise the following: Schedule A: Schedule of Prices Schedule B: Specific Works Data Schedule C: Works to be Performed by Subcontractors Schedule D: Proposed Programme of Works Schedule E: Method of Performing Schedule F: Integrity Pact
UNICEF in Turkey Requirements For Financial Submission Programme: Emergency Assignment Title: COORDINATION, MONITORING AND CAPACITY BUILDING WITHIN UNICEF-KILIS MUNICIPALITY PARTNERSHIP Purpose of the Assignment: UNICEF seeks a qualified, full-time national consultant to be based in the UNICEF Gaziantep Field Office. Under the supervision of the Field Coordinator and in close collaboration with the Education and Child Protection sections, the consultant will support UNICEF to set up the main pillars of the project (activity plan, M&E framework/tools, coordination mechanisms, etc.), as outlined in the joint work plan signed between UNICEF and the Kilis Municipality. Supervisors: Ersoy, Field Coordinator TASKS DELIVERABLE Names and fee rates (TL per working day) of consultants TOTAL COST for DELIVERABLE (TL) 1 Develop detailed activity, supply and M&E plans covering a period. Detailed activity plan with baseline and targeting indicators September 2017 2 Establish and define effective coordination and communication mechanism between project implementing partners. Coordination tools and/or strategy paper developed 2017 3 Enhance capacity of Kilis Municipality project based staff in terms of HACT management and financial reporting. Monthly consultancy reports, Training Evaluation Report 2017 4 Develop, in collaboration with all partners, a capacity enhancement strategy and plan. Monthly consultancy reports and strategy paper developed 2017 5 Support the development of guidelines, tools and necessary documentation described in both work plan and detailed activity plan. Guidelines, tools and required documentation September 2018 6 Develop monitoring tools and prepare regular assessment and monitoring reports to identify gaps, strengths and weaknesses in the project and identify and document lessons learned and good practices. Monitoring reports and monthly consultancy reports September 2018 7 Support Kilis Municipality project staff in the domain of Education and Child Protection activities (as per the work plan) in close Monthly consultancy reports, Training Evaluation Report September 2018
Game 2 Whoever makes the smaller four digit number wins. You’ll probably want to change the scoring system from Game 1. Game 3 Set a target to aim for. Then the students throw the dice four times each and work out how far each of them is from the target number. Whoever is the closer to the target number wins. Here are two possible scoring systems: One point for a win. The first person to reach 10 points wins the game. Work out the difference between the two four-digit numbers and the target number after each round. Keep a running total. First to 10,000 loses. Game 4 This game introduces a decimal point. The decimal point will take up one of the cells so this time the dice only needs to be thrown three times by each player. Choose a target number. The winner is the one closest to the target. Two possible versions: Each player decides in advance where they want to put the decimal point before taking turns to throw the dice. Each player throws the dice three times and then decides where to place the digits and the decimal point. Again, different scoring systems are possible. Game 5 This game really requires strategic thinking and can be very competitive! Tell your students the following: Play any of the games above. This time you can choose to keep your number and put it in one of your cells, or give it to your partner and tell them which cell to put it in. It’s really important to take turns to start each round if this game is going to be fair. This variation of the game becomes even more challenging when you play it with more than two people. Game 6 This is a cooperative game rather than a competitive one – to be played by three or more people. Tell your students the following: Choose any of the above. Decide in advance which of you will get the closest to the target, who will be second closest, third, fourth, etc. Now work together to decide in whose cells the numbers should be placed, and where. (Source: adapted from NRICH, .) Video: Planning lessons
Figure 2a – Setting Date and Time Configure EM3 Settings Bring up the properties dialog (Steps 1 & 2, Figure 3a) Adjust Main Properties as necessary Debug Mode – Used only for debugging the EM3. Do not check Realtime Mode – Used to cause EM3 to send real time updates using the user defined intervals (see step c). Check KYZ Mode – Whether or not you the counter is in KYZ mode or KY mode Temp Unit – Temperature measurement unit: F/C Adjust Secondary Properties and Intervals for Realtime Mode. Note: you must the button next to the settings after the desired value is set for each Power Report Interval – The interval when EM3 sends updated Power information (kWh, kW) Volt/Current Report Interval – The interval when EM3 sends updated Voltage and Current information including Power Factor Temperature Report Interval – The interval when EM3 sends Temperature information Pulse Report Interval – The interval when EM3 sends Pulse counts (kW, kWh, and Pulses) Pulse Count Factor – The number of kWh per each pulse Power Storage Interval – The interval when EM3 saves Power information in non-volatile memory Pulse Storage Interval – The interval when EM3 saves Pulse information in non-volatile memory Figure 3a – Setting Date and Time
REVIEW OF SYMPTOMS (Current problem with any of the following? Please check all that apply) Problems with bleeding? □ Yes □ No Wheezing □ Yes □ No Problems with healing? □ Yes □ No Red Eye □ Yes □ No Problems with scarring? □ Yes □ No Tearing □ Yes □ No Eye Pain □ Yes □ No Abdominal Pain □ Yes □ No Uncontrolled Blood Pressure □ Yes □ No Anxiety □ Yes □ No Elevated Blood Sugar □ Yes □ No Bloody Stool □ Yes □ No Allergy to adhesives □ Yes □ No Bloody Urine □ Yes □ No Allergy to Lidocaine □ Yes □ No Blurry Vision □ Yes □ No Allergy to topical antibiotic ointment □ Yes □ No Chest Pain □ Yes □ No Artificial Heart Valves □ Yes □ No Cough □ Yes □ No Artificial joints in the last 2 years □ Yes □ No Depression □ Yes □ No Blood thinners □ Yes □ No Dizziness □ Yes □ No Defibrillator □ Yes □ No □ Yes □ No MRSA □ Yes □ No Grey discoloration of skin □ Yes □ No Pacemaker □ Yes □ No Hay Fever □ Yes □ No Currently pregnant Headaches □ Yes □ No or planning pregnancy □ Yes □ No Immunosuppression □ Yes □ No Premedication prior to procedure □ Yes □ No Joint Aches □ Yes □ No Rapid heartbeat w/epinephrine □ Yes □ No If yes, what year ______ Night Sweats □ Yes □ No Latex Allergy: □ Yes □ No Rashes/Hives □ Yes □ No Seizures □ Yes □ No Shortness of Breath □ Yes □ No Sleeplessness □ Yes □ No Sore Throat □ Yes □ No Thyroid Problems □ Yes □ No Unintentional Weight Loss □ Yes □ No ___________________________________________ __________________ Signature of Responsible Party Date
REVIEW OF SYMPTOMS (history or current problem with any of the following? Please all that apply) Problems with bleeding? □ Yes □ No Wheezing □ Yes □ No Problems with healing? □ Yes □ No Red Eye □ Yes □ No Problems with scarring? □ Yes □ No Tearing □ Yes □ No Eye Pain □ Yes □ No Abdominal Pain □ Yes □ No Uncontrolled Blood Pressure □ Yes □ No Anxiety □ Yes □ No Elevated Blood Sugar □ Yes □ No Bloody Stool □ Yes □ No Allergy to adhesives □ Yes □ No Bloody Urine □ Yes □ No Allergy to Lidocaine □ Yes □ No Blurry Vision □ Yes □ No Allergy to topical antibiotic ointment □ Yes □ No Chest Pain □ Yes □ No Artificial Heart Valves □ Yes □ No Cough □ Yes □ No Artificial joints in the last 2 years □ Yes □ No Depression □ Yes □ No Blood thinners □ Yes □ No Dizziness □ Yes □ No Defibrillator □ Yes □ No Fever/Chills □ Yes □ No MRSA □ Yes □ No Grey discoloration of skin □ Yes □ No Pacemaker □ Yes □ No Hay Fever □ Yes □ No Currently pregnant Headaches □ Yes □ No or planning pregnancy □ Yes □ No Immunosuppression □ Yes □ No Premedication prior to procedure □ Yes □ No Joint Aches □ Yes □ No Rapid heartbeat w/epinephrine □ Yes □ No If yes, what year ______ Muscle Weakness □ Yes □ No Neck Stiffness □ Yes □ No Latex Allergy: □ Yes □ No Night Sweats □ Yes □ No Rashes/Hives □ Yes □ No Seizures □ Yes □ No Shortness of Breath □ Yes □ No Sleeplessness □ Yes □ No Sore Throat □ Yes □ No Thyroid Problems □ Yes □ No Unintentional Weight Loss □ Yes □ No ___________________________________________ __________________ Signature of Responsible Party Date
There will be practical support and advice. Challenges and successful strategies and practice will be shared and the resulting information circulated widely. Intended meeting outcomes: Identifying potential support partners and make professional Learn more about arrangements which in place for Syrian refugee families Learn more about the support and resources available for refugee children and families Developing partnerships with other schools and organisations Continuing to build effective professional and support networks which can inform schools, organisations and teams across Milton Keynes Meeting Dates and Times : Spring term 2017: 16th January 2017, 3.45pm to 5.15pm Venue: Water Hall primary school, Fern Grove, Bletchley, Milton Keynes, MK2 3QF 15th March 2017, 3.45pm to 5.15pm Venue: Wavendon Gate C E primary school, Walton Rd, Wavendon, Milton Keynes MK17 8LH Who is it for? Staff working in schools which are receiving or who expect to receive refugee or asylum-seeking children from Syria (or from similar conflicts) Working with Black and Minority Ethnic pupils (Foundation Stage): establishing an EYFS /EMA development group Course Summary: engaging the EYFS practitioners and establishing an EYFS/EMA development Group through a set of three meetings with EYFS leaders/practitioners. Trainer: Payne Meeting content: To establish effective inks with EYFS hub To identify training and developmental To school to school capacity through sharing good practice To individual practitioner expertise and skills in effective provision for BME pupils in EYFS setting To familiarise EYFS practitioners to the EMA Network resource centre To provide guidance to the EFYS practitioners
391 Comment: is the title (“Impact on trial ‘sign’ and conduct”) correct? Proposed change: Should ‘sign’ be ‘design’? 393 Comment: Would it only be the primary trial objectives? As stated later in the addendum it is important that the study is designed appropriately for the secondary (including safety) objectives too. Please provide clarity on what is intended by primary objectives – We interpret this to mean primary and key secondary endpoints for which a labelling claim will be made – is this correct? Proposed change (if any): Please clarify that this applies to key secondary endpoints too. 408 “untestable assumptions and, depending on the proportion of missing data; this may undermine the…” Comment: There is a typo (comma, not colon) Proposed change (if any): change to “and, depending on the proportion of missing data, this” 409 Comment: It seems not easy to distinguish “intercurrent events” and “residual missing data”. Proposed change (if any): Consider adding more examples of what would be considered “residual missing data”.
Emissions Assessment and Mitigation Study SITE TITLE (Planning Ref: planning ref) Version / Date Summary approx 200 words - Site Description - This report presents findings of the Emissions Assessment and Mitigation for the site. Its aim is to assess the transport emission impacts of the development, propose corresponding mitigation and demonstrate that the latter is balanced and proportionate. - This study involved work to identify and describe key features of the development, estimate the traffic generated by the site and also the nature, scale and impact of associated emissions. It then proposes mitigation to reduce these impacts and estimates associated costs and benefits of action. - Note important method details/variants - Summarise proposed mitigation - Summarise performance LEP Template (EMA-SR-2.0) Sections to be completed are indicated by yellow highlights
Assessment criteria:  Clarity and insight in analysis of a contemporary using mathematics  Identification of how mathematics has been used to inform or obscure in popular reporting of the issue  Coherence, relevance and appropriateness of planned student activity Standard CDU percentages apply. Assessment rubric: Criteria Distinction & High Distinction Credit Pass Fail Clarity and insight in analysis of a contemporary issue using mathematics Analysis of issue shows deep and critical thinking, using mathematics to make clear and insightful connections. Analysis of issue is clear with appropriate use of mathematics. Analysis of issue includes a mathematical perspective. Issue is not analysed mathematically. Identification of how mathematics has been used to inform or obscure in popular reporting of the issue The role of mathematics in popular reporting of the issue is identified and extensively critiqued in a thoughtful and balanced manner. The role of mathematics in popular reporting of the is identified and critiqued. Some identification of the role of mathematics in popular reporting of the issue is made. The role of mathematics in popular reporting of the issue is not identified. Coherence, relevance and appropriateness of planned student activity Activity will enable students to make deep and critical connections between their mathematics and the beyond the mathematics lesson. Activity is coherent, highly relevant and appropriate for the issue and takes account of diversity in the targeted student group. Activity will encourage students to make connections between their mathematics and the world beyond the mathematics lesson. Activity is relevant and appropriate for the issue and the targeted student group. Activity will develop students’ numeracy and promote critical thinking. Activity has some relevance and appropriateness of the and the targeted student group. Activity will not develop students’ numeracy or promote critical thinking. Activity is not relevant or appropriate for the issue and the targeted student group.
minimal human involvement in the generation and distribution of payments The EMA web system can be accessed from the EMA web system link on the menu to the left of this page. Assigning users to roles in the EMA system A person who is has School Approver access to the EMA system at their School can add or remove users in all school roles at their school. An is only required to be submitted for new schools or if there is no-one at your school with EMA access. There are two access levels in the EMA system: School Approver: This role can endorse and authorise payments, and add or remove School Administrators for their School. This role cannot add or copy applications. School Administrator: This role performs most of the data entry in the EMA system for a school, such as entering EMA applications. The role does not have access to endorse/authorise applications, or to maintain role assignments. A user may be assigned to one (or both) of roles, and schools may have multiple users set up with EMA system access. To add users to role in the EMA system: In the EMA system, click on Administration > Maintain Role Assignments then click Assign User to Role. Enter the staff member's user id (TO number for government schools, eduweb username for non government schools), select the required role, and then click the Add button to create the role assignment. The user will then have the assigned of access to the EMA system. How do parents get an application form? It is the school’s responsibility to make application forms available to parents. These can be downloaded from: For the first instalment payment in 2013, schools need to ensure that parents are made aware that they must submit their application form to the school by 28 February 2013. When do application form details need to be entered into the system? For EMA, schools need to enter and endorse applications in the EMA system by 6 March 2013 in order to meet the first scheduled payment run for first instalment, 2013. Applications entered or endorsed after this date will be paid in the next payment run (dates are displayed on the EMA system homepage).
2.a Follow guidelines and procedures for using email The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Identify when to respond to email messages 2.c Respond to email messages 2.d Store email messages appropriately for future use 2.e Store an email attachment using an agreed naming convention 2.f Identify how to stay safe and respect others when using email 3 The learner will be able to respond to common problems when using email The learner must be able to: Assessment Requirements Evidence Location 3.a State common email problems The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information 3.b Respond to common email problems 3.c Identify where to get expert advice to solve a problem