zilongwang/ReadingBank huggingface dataset:
4. Technical Data Copies of test procedures and results are available upon request. Canadian Construction Materials Centre (CCMC) Technical Guide Master Format October 11, 2002 International Conference of Building Officials (ICC) Acceptance Criteria for Special Roofing Systems- Protocol AC07 Building Materials Evaluation Commission (BMEC) Dec. 1999 Testing Procedure Standard Testing Procedure Standard Testing Procedure Standard A. Physical and Mechanical Properties 1. Weatherometer ASTM G23 ASTM G26 ASTM D790 1. Impact Testing ASTM D2794 1. Density ASTM D792 2. Roof classification 2. Water Absorption ASTM D570 2. Impact Izod ASTM D256 (Method A (1)) -fire retardant UBC Standard 15-2 ICBO 4.9 3. Wind Resistance ASTM D3161 3. Dimensional Stability CGSB-37.58-M86 Accelerated weathering and ignition/burning rate tests UBC Standard 26-6 UBC Standard 26-7 ICBO 4.9 4. Tear Strength/Nail Head Resistance ASTM 4. Water Absorption CCMC 6.4.1 3. Wind Uplift Any test (dynamic, static and structural calculations) 5. UV Exposure ASTM G-53 5. Strain Energy ASTM D5147, CCMC 64.3 4. Wind-Driven Rain ICBO 4.3 6. Freeze Thaw ASTM C666 6. Modulus of rupture (static bending) ASTM D1037 5. Uplift-Bend ICBO 4.4 7. Ozone resistance ASTM D1149 6. Penetration ICBO 4.2 B. Performance Roofing System 7. Temperature-cycling ICBO 4.8 1. Uplift bend CCMC 64.4 8. Flexural strength ICBO 3.5.2 UBC Standard 15-5 2. Traffic load ASTM E661, DADE PA 100-95 3. Wind uplift DADE PA 100-95 4. Dynamic pressure water infiltration DADE PA 100-95 5. Nail pull-through ASTM D1037 6. Accelerated weathering ASTM G155, CCMC 6.4.7 7. Heat ageing CCMC 6.4.8 8. Freeze thaw CCMC 6.4.9 Applicable Standards ASTM International
HOW TO Complete this form and get it signed by your Branch Secretary or Branch Education Co-Ordinator Return it, by the closing date, to: UNISON West Midlands, 24 Livery Street, Birmingham, B3 2PA or to by 3rd October Course places are not allocated until the closing date and applicants should not make travel arrangements etc. until they receive confirmation of their place from Region. We can only accept email applications when they are sent by your branch secretary and convey all the information requested on the form. We use this information to add your name to the training database for this event and to update your membership details Gender is used to ensure equal access to all gender groups Membership No. Last Name: First Name: Your home address: Postcode Phone number (day time): Female Male Other Details of the course will be sent by email so please give the one most likely to get through Email Note – some employers have firewalls that block our emails so a personal email address would be preferable if you have one. We use this information to ensure equal access to all branches Your Branch:
transfer to the 18 year old student. The district also documents its notification with a statement in the Additional Information section of the IEP. Upon reaching the age of majority, the district secures consent from the student if he or she is the sole or shares decision making authority with the parent. SE 8 IEP Team composition and attendance Student Records Members of the Team attend IEP Team meetings unless: The district and parent agree, in writing, that the attendance of the Team member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed; or
The district and parent agree, in writing, to excuse a required Team member’s participation and the excused member provides written input into the development of the IEP to the parent and IEP Team prior to the meeting. A representative of the school district who has the authority to commit the resources of the district, and who may act as a chairperson, is consistently present at IEP Team meetings. SE 18A IEP Development and content Student Records Interview IEP Teams consistently consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing for students identified with a disability that affects social
Frequency of re-evaluation Records conducts re-evaluations every three years. SE 13 Progress reports and content Student Records The district consistently informs parents of the student’s progress towards reaching the goals set in the IEP at least as often as parents are informed of the progress of non-disabled students. SE 24 Notice to parent regarding proposal or refusal to initiate or change the identification, evaluation, or educational placement of the student or Student Records The district is consistently providing the Notice of Proposed School District Action (N1) form to parents with the following required elements: A description of the action proposed or refused by the agency; An explanation of why the agency proposed or refused
F. Integral flashing components of manufactured roof specialties and accessories or equipment: //Section 07 71 00, ROOF SPECIALTIES// //Section 07 72 00, ROOF ACCESSORIES//, Division 22, PLUMBING sections and Division 23 HVAC sections. G. Paint materials and application: Section 09 91 00, PAINTING. H. Flashing and sheet metal in connection with prefabricated metal buildings: Section 13 34 19, METAL BUILDING SYSTEMS. I. Flashing of Roof Drains: Section 22 14 00, FACILITY STORM DRAINAGE. 1.3 APPLICABLE PUBLICATIONS A. Publications listed below form a part of this specification to extent referenced. Publications are referenced in text by the basic designation only. Comply with applicable provisions and recommendations of the following, except as otherwise shown or specified. SPEC WRITER NOTES: 1. Remove reference citations that do not remain in Part 2 or Part 3 of edited specification. 2. Verify and make dates indicated for remaining citations the most current at date of submittal; determine changes from date indicated on the TIL download of the section and modify requirements impacted by the changes. B. Aluminum Association (AA): AA-C22A41 Aluminum Chemically etched medium matte, with clear anodic coating, Class I Architectural, 0.7-mil thick AA-C22A42 Chemically etched medium matte, with integrally colored anodic coating, Class I Architectural, 0.7 mils thick AA-C22A44 Chemically etched medium matte with electrolytically deposited metallic compound, integrally colored coating Class I Architectural, 0.7-mil thick finish C. American Architectural Manufacturers Association (AAMA): AAMA 620 High Performance Organic Coatings on Coil Coated Architectural Aluminum AAMA 621 High Performance Organic Coatings on Coil Coated Architectural Hot Dipped Galvanized (HDG) and Zinc-Aluminum Coated Steel Substrates
Meadowbrook Elementary *NOTE: BONUS AMOUNT TO BE DETERMINED UPON RECEIPT OF A+ RECOGNITION FUNDS PROPOSAL A 100% of the Funds are evenly divided amongst instructional staff members from 2014 – 2015 school year Instructional staff includes: Teachers Support Staff Support Teachers Administration PROPOSAL B 90% of the Funds are divided evenly amongst instructional staff from year 2014 – 2015 Instructional staff includes: Teachers Support Staff Support Teachers Administration Non-Instructional Staff includes: Paraprofessionals Cafeteria Clerical staff Custodial staff PROPOSAL C 85% of the funds are divided evenly amongst instructional staff from 2014 – 2015 school year Instructional staff includes: Teachers Support Staff
No entries needed for CRITICAL ELEMENTS 6 – 9 this year CRITICAL ELEMENT # 10: Monitoring 1. How and what data will you use to monitor the implementation (frequency, consistency, documentation, etc.) of the Lesson Plans? Include a minimum of 2 Action Steps. Fidelity Plan WHO Responsible person WHAT: Data Analyzed WHAT: Criteria for “Success” of Implementation WHEN: of Analysis HOW: Shared with Stakeholders EXAMPLE: Principal Lesson Plan Review 100 % teachers will have behavior lesson plan in teacher log Nov 14 Jan 21 Mar 28 meetings on: Nov16 Jan 23 Apr 1 1. AP Lesson plan review 100% teacher participation 10/27/16, 1/12/17, 3/23/16 11/09/16, 1/18/16, 4/19/16 2. AP I-Observation Data 90% of teachers an applying in behavior management 10/27/16, 1/12/17, 3/23/16 11/09/16, 1/18/16, 4/19/16 2. How and what data will you use to determine the success of the plan (by Student outcome) or need for modifications? Include a minimum of 2 Action Steps. Student Outcome Plan WHO Responsible Person WHAT: Data Analyzed WHAT: Criteria for “Success” of Student Outcome WHEN: Dates of Analysis HOW: Shared with Stakeholders EXAMPLE: Assistant Principal ODRS 80% students will have 1 or less ODR Monthly – First Tuesday of each month to review previous month Monthly behavior newsletter 1. AP Basis 10% decrease in behavior incidents 1st day of quarter (Starting 2nd quarter) Monthly Sac meeting 2. AP I-Observation 90% of students are reaching desired effect of element #35 (Marzano) Last day of the quarter Monthly PTA meeting
SELECTIONS Alarms. Each cool room door. Control boards. Condensing Cool room schedule Property Cool room 1 Cool room 2 Cool room 3 Room function Room internal dimensions: Length (mm) Room internal dimensions: Width (mm) Room internal dimensions: Height (mm) Room operating temperature (°C) Room operating temperature tolerance (°C) Ambient conditions: Dry bulb (°C) Ambient conditions: Wet bulb (°C) Air cooled condenser: Air entering temperature (°C) cooled condenser: Water entering temperature (°C) Water cooled condenser: Water leaving temperature (°C) Refrigeration plant capacity at above conditions (kW(r)) Refrigeration plant operating hours per day Panel skin material: Internal and external Z275 Panel skin thickness (mm): Internal and external 0.5 mm Panel profile Flat Panel finish and colour: Internal and external Colorbond® Permagard® White R-Value
Suggested Timeline and Protocol for Teachers – Argumentative Essay Day 1-2 Day 3-6 Day 7-8 Preview the benchmark with students Distribute test materials (may also display on projector) Explain procedures Share prerequisites: and legible writing cite references – use and cite attached documents to support writing use blue/black ink complete on time, in class Review expectations on the Holistic rubric. Focus ONLY on the Exceeds column. Read and discuss “Strategies for Success.” Exercise 1: Read and analyze the topic, prompt, and “think about.” All students should be able to explain what the prompt asks. Students may discuss what type of and evidence would be helpful in writing to the prompt. Set a purpose for reading. “What are you looking for in the sources?” After the reading, teachers should lead the think about questions as a class discussion. Exercise 2: Analyze mentor text Exercise 3: Brainstorm/ Students review the prompt and their notes Students write a thesis clearly state their opinion use the formula as a support FORMULA: Attitude + Subject + Main Point(s) Teacher should check that each student has an acceptable thesis statement Students brainstorm/list vocabulary to be used in writing (word choice) Exercise 4: Choose and complete a graphic organizer Students should use specific evidence from the source documents at least 3 times per body paragraph. Students should document sources (see documentation guide in iPlan under Writing Resources). Student should demonstrate organization that would translate to a rough draft (order of importance, classification, cause/effect, etc.). Exercise 6: Peer-review Students utilize the peer-review guide to provide feedback to a classmate Students mark on partner’s rough draft with colored pencils/highlighters Students should be checking that the prompt requirements are met and for high writing quality. Exercise 7: Self-review and Edit Students use the Argumentative Revision Checklist and Editing Checklist. Students use the holistic rubric to improve their paper to an “exceeds” score. Exercise 8: Final Draft Students will write on the included final draft paper using BLUE/BLACK ink ONLY Student writing should be clear and legible *All work must be done in class. GRADES 9-12*
Creative Deliverables •Describe your process for acquiring information, requirements and expectations for creative deliverables to assist designers, developers and writers. Communication •Describe your standard communication practices with clients to provide status updates, communicate challenges, seek information. Confidentiality •Describe how you ensure the confidentiality of competitive trade secrets should you have clients who operate in the same sector? Structure •Describe your company’s account management team structure including names and contact information and services each individual or group performs.
Performance Objectives 0771.2 0771.3 0771.4 0771.5 0771.6 0771.7 0771.8 0771.9 Students will differentiate certification, licensure and registration. determine certification requirements for the pharmacy technician. recognize the origin and goal of the Pharmacy Technician Certification (PTCB). examine the role of the PTCB. distinguish professional organizations related to the field of pharmacy. characterize the functions and responsibilities of the pharmacy technician. classify the three areas in which skills will be measured on the Pharmacy Technician Certification Exam. determine the requirements and process needed to maintain certification. Skill Set Federal Laws Knowledge Objectives 0771.10 Students will demonstrate knowledge of legislation that affects the pharmacy industry. Performance Objectives 0771.11 0771.12 0771.13 0771.14 0771.15 0771.16 0771.17 0771.18 0771.19 Students will examine laws and legislation affecting the pharmacy industry. recognize the importance of the Controlled Substance Act of 1970 as it relates to the manufacturing, distribution and dispensing of controlled substances based on abuse potential. differentiate filing procedures, maintaining records according to State and Federal Laws and drug substitutuion requirements. evaluate the mission of the Drug Enforcement Administration. determine the process by which a doctor obtains a DEA Number. establish the purpose of a prescriber DEA Number. illustrate the process to determine the validity of a DEA Number. distinguish the storage requirements for Schedule II Drugs. investigate the four phases of Investigational Drugs. Skill Set Medication Review Knowledge Objectives 0771.20 Students will demonstrate knowledge of drug classifications, medication dosage form and administration of medications. Performance Objectives 0771.21 0771.22 0771.23 0771.24 Students will demonstrate basic terms and abbreviations used in the pharmacy. differentiate chemical, generic and trade names of drugs. compare dosage forms of drugs. investigate methods of administering medications. Skill Set Drug Classification Knowledge Objectives Students will demonstrate knowledge of
Tuesday, April 24 Sue Thomas, ‘Pringle v. Cadell and Wood v. Pringle: The Libel Cases Over the History of Mary Prince’ (2005) Thursday, April 26 Conclusions **Third Paper Due on LATTE By Beginning of Class**
Sheathing Direct to Deck Batten-Less Installation: Apply one layer of asphalt saturated roofing felts over sheathing surface lapping joints to slope a minimum of 6 inches. Install Drip-Edge (or Metro FL-Fascia Stone-Coated) metal around roof perimeter, with end laps of a minimum of 4 inches, fastened per code. Install Metro Stone-Coated metal V-Bat Riser Metal on top of the drip edge metal making sure the Metro ' Locator-Lip' detail is fitted together tightly. Fasten per code. Stagger end joints. Fasten in place with screws or nails as specified per manufacturer's instruction. Valley Installation: Valleys shall be installed with minimum 6-inches overlap in the direction of flow. Fasten in place at minimum 24-inches centers through outer flange section of valley flashing. Or use hold tabs. Fasteners shall be either sealed or have a rubber washer head to prevent leaking. Metro Roof Products roof panels shall be cut and accurately bent down into valley creating an open or closed valley. Panels on opposing sides of valley shall form a straight and even line over the valley. Install new valley flashing on all re-roofing applications. Do not use copper and lead pipe flashings due to metal incompatibility. Panel Installation: Install Metro panels with alternating courses staggered and side-laps per manufacturers instructions. Install Metro panels (batten-less) using 4 fasteners across the nose and 4 fasteners across the back horizontal flange per panel. Install Metro panels (batten) using 4 fasteners across the nose of each panel. Install Metro SHINGLE panels using 4 fasteners across the back fastening flange per panel Trim Installation: Place flashing and trim over locations as specified for their use by the manufacturer. Fold exposed ends of ridges and hips neatly and cap with similar roof material. Seal folds with sealant as required by manufacturer and secure with additional approved fasteners. PROTECTION Protect installed products until completion of project. Stage work progress to avoid foot traffic over completed sections of roofing. Where practical provide protection of installed materials from potential damage through work from other trades. Touch-up, repair or replace damaged products before Substantial Completion. END OF SECTION
identify and refine knowledge gaps. If your application is unsuccessful If you are not approved for an Innovation Connections Facilitation you will receive notification outlining why your application was not successful. Innovation Connections Innovation Connections Grants provide support for undertaking an Innovation Connections Project. An Innovation Connections Project is a project that incorporates recommendations from an Innovation Facilitation Report. Eligible activities Innovation Facilitation Report recommendations that can be funded through an Innovation Connections Grant are: Researcher Placement: the placement of a Researcher in the business to work collaboratively on a specific Innovation Connections project in order to develop and implement a new idea with commercial potential (up to a maximum of $50,000); Business Researcher Placement: the placement of a Participants’ own research employee into a Publicly Funded Research Organisation to work collaboratively on a specific Innovation Connections project and access to research infrastructure (up to a maximum of $50,000); Graduate Placement: the employment of a graduate or post graduate into the Participant’s business to undertake a specific Innovation Connections project collaboratively with a Publicly Funded Research Organisation (up to a maximum of $30,000). Researcher placements A researcher is a person employed as a researcher or enrolled as a Higher Degree by Research student at a Publicly Funded Research Organisation. Innovation Connections can assist to identify and match appropriate researchers through its national network of Facilitators. Where the grant supports the placement of a researcher in the business, the placement can involve either a full or part-time appointment for a period from 2 to 12 months. Projects involving part-time placements must have a minimum 30% full-time equivalent commitment from the researcher. Activities that require the skills of more than one researcher are eligible; however, the total grant funding from Innovation Connections for the project cannot exceed $50,000 (excluding GST). The grant may cover the following researcher placement expenditure: salary of the researcher(s) – salary costs will be assessed against typical research organisation pay scales for equivalent experience salary on-costs – costs associated with superannuation, workers compensation insurance student allowance – costs will be assessed against typical allowance for equivalent experience travel and accommodation – where the research activity requires the researcher to undertake significant domestic travel research organisation administrative costs – up to 30% of total project costs can be used to cover the administrative costs of the research organisation research infrastructure - comprises the assets, facilities and services from a Publicly Funded Research Organisation which support the researcher(s) to undertake the Innovation Connections project.
(2) Congratulates Mr Ablea for first place in the championship. (3) Congratulates Mr Ablea, Mr Wilson, Mr MacPherson and Ms Jones on their achievements. (20) ROBERT DOBSON MEDAL OF THE ORDER OF AUSTRALIA Mr Matt Kean—That this House: (1) Notes that Mr Bob Dobson, AFSM, of Mount Kuring-gai, received a Medal of the Order of Australia in the General Division. (2) Congratulates Mr Dobson on his outstanding service to the community through service clubs, including the Berowra RSL Sub-branch. (3) Notes that Mr Dobson is the President and Founding Member of the Children's Burns Unit Fund at the Sydney Children's Hospital. (4) Notes that Mr Dobson is the founding member of the Galston Valley Model Railway. (5) Notes that Mr Dobson is an active member of the New South Wales Fire Brigade and a founding member of the Critical Incident Management Team. (21) ROS NASIRY RECOGNITION Mr Matt Kean—That this House: (1) Congratulates and thanks Ms Ros Nasiry for her 20 years of dedicated service to Hornsby Ku-ring-gai Hospital and local community. (2) Wishes Ms Nasiry every success for the future. (22) DON HUXTABLE RECOGNITION Mr Matt Kean—That this House: (1) Recognises the service of Mr Don Huxtable with the 463 Squadron of the Royal Australian Air Force during WWII and the award of the distinguished Flying Cross Medal. (2) Recognises Mr Huxtable’s 49-year membership of Hornsby RSL Club and service as the President and Patron of the Hornsby RSL Billards and Snooker Club. (3) Recognises that Mr Huxtable has been honoured by Hornsby RSL, naming its billiards room the Don Huxtable Room. (23) JENNAH BAKKER AND BELINDA LAYSON ROTARY YOUTH Mr Matt Kean—That this (1) Congratulates Ms Jennah Bakker and Ms Belinda Layson on their selection to attend the District Rotary Youth Awards in January 2012. (2) Notes that Ms Bakker, currently studying for a Diploma of Innovation Management, is active in leadership with the Ku-ring-gai Police and Community Youth Club. (3) Notes that Ms Layson, studying Chemical Engineering, is a member of Berowra
Idea Generation Shows an inability to grasp the problem, investigation, or challenge of a visual story. Generates few ideas; offers images that are often vague and relate loosely to the challenge. Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation. Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand. Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation. Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process. Generates a high volume of ideas to meet the challenge. Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity. Shows skill in asking open-ended questions that lead to the generation of original ideas. Asks, “Is my idea really new?” “Does my image(s) clearly depicts my ideas?” Clearly explains information acquired from researching precedents. Idea Design and Refinement Reviews ideas without evidence of categorization or prioritization; selects an idea, but is unable to provide a rationale for the decision. Is beginning to demonstrate the ability to use organizational techniques such as categorization, prioritization, and classification to evaluate ideas; selects the best idea, but rationale for decision lacks clarity. Reviews feedback and translates feedback into “next steps,” but is unable use Effectively uses organizational techniques such as categorization, prioritization, and classification to evaluate ideas; uses results to select the best idea and provides a clear rationale for decision. Reviews feedback, translates feedback into logical “next steps,” and makes revisions that improve the quality of the idea. arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes. Makes revisions that significantly improve the quality of ideas.
Enterprise Content Management Washington Contract #07814 Contract Information Contractor Contact Information OpenText Contract #07814-002 Expires: 10/26/2020 Ph: (301) 340-4069 Hyland Contract #07814-004 Expires: 10/26/2020 Ph: (440) 788-5975 Contract #07814-001 Expires: 10/26/2020 Ph: (562) 988-1688 ext. 132
Bidders have been asked to demonstrate how well the proposed solution meets this business need. The Bidder will demonstrate how a user of the proposed solution would meet the above business needs in the following scenarios. Scenario 1: A manager is creating a monthly summary report on the number of inspections performed during the month and needs to interact with the solution to find all inspections for the month including the report created in the mobile user experience demonstration. Condition 1: Retrieve a Microsoft Word template for a Monthly Summary Report for Inspections. Condition 2: Edit report in Microsoft Word. Condition 3: Demonstrate how the solution automatically/manually assigns metadata, including the records retention period and access control for authorized users, etc., with a preference for assigning as much metadata automatically as possible. Condition 4: Save report into the solution. Condition 5: Show that the report was auto-classified, metadata attached, and stored correctly based on document type. Condition 6: Notify inspectors via the solution or e-mail that they need to enter information in the report. Notification includes the report’s location in the solution. Scenario 2: Inspectors are providing input using the Microsoft Office Suite. Condition 1: Retrieve monthly inspection reports for which they are responsible and enter information into the Monthly Summary Report. Condition 2: Demonstrate how the solution supports authoring, updating, editing, and annotating of the Monthly Summary Report by multiple users. Show also simultaneous by multiple users. Show other features of solution promoting user collaboration or productivity. Scenario 3: The manager finalizes the report. The solution appropriately distributes the report to a few known internal users, and known multiple external recipients that do not have access to the solution. Condition 1: Assemble a compound document from the Monthly Summary Report and the individual inspection reports. Condition 2: Show version history of the Monthly Summary report after multiple users have edited the report.
Gap Supply Company DBA: Johnstone Supply: 15% Discount off website products. (must register for website use). Procedures for Ordering: McGuire Bearing Company: Primary contact/Address Name/Email: Steven Kessinger skessinger@mcguirebearing.com Address: 5315 E. Trent Ave Spokane, WA. 99212 Phone: 509-535-1511 Sales reporting contact information Name/Email:Steven Kessinger skessinger@mcguirebearing.com 509-535-1511 Management fee contact Name/Email: Steven Kessinger skessinger@mcguirebearing.com Phone: 509-535-1511 Address to send management fee invoices Company name: McGuire Bearing Company Attn: Steven Kessinger Address: 5315 E. Trent Ave
50% Discount off website products. Primary contact/Address Name/Email: Tim Haymes thaymes@rsd.net Address: 212 E Pacific Ave., Spokane, WA 99202 Phone:509-981-4082 Sales reporting contact information Name/Email: Tim Haymes/thaymes@rsd.net Phone: 509-981-4082 Management fee contact Tim Haymes thaymes@rsd.net Phone: 509-981-4082 Address to send management fee invoices Company name: Refrigeration Supplies Distributor Attn: Accts Payable Address: 26021 Atlantic Ocean Dr. City/State/Zip: Lake Forest, CA 92630 Wash. Dept. of Revenue Registration No. 409021174 Federal Tax ID No. (TIN)* 95-1262130 *If your TIN is a Social Security Number, provide only the last four digits Locations: Procedures for Ordering Any order can be placed by phone to any of our Washington state or Portland, OR locations. See attached list.
(6S1 & 6S2) Nontraditional Career Preparation Nontraditional Career Preparation (Enrollment) – The total (combined) enrollment rate (based on CTE serving school division) in the state-identified courses for nontraditional career preparation of the gender that comprises less than 25%. Performance Standard: 6S1 Nontraditional Career Preparation Enrollment = 31.00% ALL CTE NONTRADITIONAL ENROLLMENT 2016-2017 2015-2016 2014-2015 47.66% (183 of 384) 40.57% (129 of 318) 45.19% (155 of 343) Nontraditional Career Preparation (Completion) – The total (combined) completion rate (based on CTE serving school division) in the state-identified courses for nontraditional career preparation of the gender that comprises less than 25%. Performance Standard: 6S2 Nontraditional Career Preparation Completion = 27.00%. ALL CTE NONTRADITIONAL COMPLETERS 2016-2017 2015-2016 2014-2015 0.00% (0 of 17) 57.69% (15 of 26) 57.14% (12 of 21) 2016-2017 Richmond County Public Schools In the table below: * denotes the Perkins Consolidated Annual Report measure for Technical Skills Attainment **denotes the performance measure for College and Career Readiness required by the Virginia Board of Education ANNUAL PERFORMANCE SUMMARY Standard All Students Special Population 1S1 Academic Attainment: Reading (Highest Level) Met Met 1S2 Academic Attainment: Mathematics (Highest Level) Met Met 2S1A. Technical Skills Attainment Student Competency Rate Met Met 2S1B. Completers Participating in Credentialing Test Rate Met Met
Experience in development of analysis algorithms and for the security analysis of administrative access control policies Planning and organising Able to organise own research activities to deadline and quality standards Interview Problem solving and initiative Able to develop understanding of complex problems and in- depth knowledge to address them Able to develop original techniques/methods Interview Management and teamwork Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at meetings and conferences Able to up research results for publication in leading journals Work proactively with colleagues in work areas/institutions, contributing specialist knowledge to achieve outcomes Interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Interview Special requirements Able to attend national and international conferences to present research results Interview
Coordinate sealant types and designations (S-#’s) with drawings. Coordinate requirements of sealants. 2.1 SEALANTS: A. Exterior Sealants: //1. //S-#// Vertical surfaces, provide non-staining ASTM C920, Type S or M, Grade NS, Class 25, // ,// Use NT. // //2. //S-#// Horizontal surfaces, provide ASTM C920, Type S or M, Grade P, Class 25, Use T. // 3. Provide location(s) of exterior sealant as follows: a. Joints formed where frames and subsills of windows, doors, louvers, and vents adjoin masonry, concrete, or metal frames. Provide sealant at exterior surfaces of exterior wall penetrations. b. Metal to metal. c. Masonry to masonry or stone. d. Stone to stone. e. Cast stone to cast stone. f. Masonry expansion and control joints. g. Wood to masonry. h. Masonry joints where shelf angles occur. i. where items penetrate exterior walls. j. Metal reglets, where flashing is inserted into masonry joints, and where flashing is penetrated by coping dowels. B. Floor Joint Sealant: 1. ASTM C920, Type S or M, Grade P, Class 25, // ,// Use T. //S-#// 2. //S-#// Provide location(s) of floor joint sealant as follows. a. Seats of metal thresholds exterior doors. b. Control and expansion joints in floors, slabs, ceramic tile, and walkways. C. Interior Sealants: //1. VOC Content of Interior Sealants: Sealants and sealant primers used inside the weatherproofing system are to comply with the following limits for VOC content when calculated according to 40 CFR 59, (EPA Method 24): a. Architectural Sealants: 250 g/L. b. Sealant Primers for Nonporous Substrates: 250 g/L. c. Sealant Primers for Porous Substrates: 775 g/L.//
Backer Rod: Mile High Foam XL as manufactured by Backer Rod Mfg. Inc. Type: A resilient, extruded cross-linked closed cell polyethylene backer rod with a water resistant outer skin used as a backing material for hot and cold applied sealants. Application: For use in highway joints, parking decks, runways, driveways, parking lots and saw cut expansion joints. Physical properties: Density (nominal): 1.3 - 2 lb/ft 3 ASTM D 1622. Compression Deflection: < 15 ASTM D 5249. Compression Recovery: > 90 ASTM D 5249. Tensile Strength PSI: > 20 PSI ASTM D 1623. Temperature Range: -90 degrees F to 410 degrees F (-68 degree C to 210 degree C) ASTM D 5249. Water Absorption: 0.03 g/cm 3 ASTM C 1016 - Proc. B. EXECUTION EXAMINATION Do not begin installation until substrates have been properly prepared. If substrate preparation is the responsibility of another installer, notify Architect of unsatisfactory preparation before proceeding. PREPARATION Clean surfaces thoroughly prior to installation. Prepare surfaces using the methods recommended by the manufacturer for achieving the best result for the substrate under the project conditions. INSTALLATION Install in accordance with manufacturer's instructions, approved submittals, and in proper relationship with adjacent construction. PROTECTION Protect installed products until completion of project. Repair or replace damaged assembly before concealment or Substantial Completion. END OF SECTION
Carry out occasional undergraduate supervision, demonstrating or lecturing duties within own area of expertise, under the direct guidance of a member of departmental academic staff. 25 % Any other duties as allocated by the line manager following consultation with the post holder. 5 % Internal and external relationships Direct responsibility to F. Sturt May have additional reporting and liaison responsibilities to external funding bodies or sponsors. May be asked to serve on a relevant Academic Unit committee, for example research committee. Duncan Garrow, University of Reading Special Requirements To be available to participate in fieldwork as required by the specified research project. To attend national and international conferences for the purpose of disseminating research results. Applications for Research Fellow positions will be considered from candidates who are working towards or nearing completion of a relevant PhD qualification. The title of Research Fellow will be applied upon successful completion of the PhD. Prior to the qualification being awarded the title of Senior Research Assistant will be given. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience in Maritime Archaeology Detailed understanding and knowledge of GIS based modelling of maritime activiites HSE scuba diving qualification Knowledge of survey of lochs and lakes using geophysical equipment Experience of automation of GIS modelling tasks in ArcGIS (model builder) Teaching at undergraduate level and contributing to teaching at postgraduate level CV Planning and organising Able to organise own research activities to deadline and quality standards CV and interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods CV and interview Management and teamwork Able to supervise work of junior research staff, delegating effectively CV and interview
to do so). (3) The Bank of England handled five more such issues over next five years. d) The South Sea Company and the National Debt: Rival to the Bank of England. i) The South Sea Co. was formed in 1711: (1) ostensibly it was set up as a commercial company with aim of monopolizing British trade in the Pacific, whose international trade was then largely controlled by the Spanish: especially the lucrative silver-silk route from Mexico to the Philippines to China (2) it must also be noted here that it began its life as fully chartered joint-stock company; i.e., with a charter of incorporation, making it a separate legal entity under the law. and with limited liability for its shareholders (limited to the amount that each had agreed to pay for each of their shares) ii) Its real goal was to take over all of the outstanding national debt: (1) all outstanding debt issues, short term and long term, that were not held by the Bank of England and the East India Co. -- and the public more generally; (2) then to use that constant stream of government interest to finance its operations, its overseas trade, if any. iii) The South-Sea Company’s Conversion of short-term debt in 1711: (1) The government's problem: the current war of the Spanish Succession (1702-13) had ballooned government debt from £16.4 million to £53.7 million, much of it at high rates of interest. (2) The South Sea Co. took over large part of the government’s short-term floating debt: by purchasing or converting £9.47 million, from a series of six short-term loans, paying from 6.25% to 9.0% or more, into South Sea Company stock (buying much of it discounted from par value), as ‘5% perpetual stock’ meaning that it would maintain that fixed rate of return (unless redeemed). (3) holders of such South Sea Company stock would have to sell it through a broker to some third party to get their capital back (with gains or losses). (4) The South Sea Company, as the new holder of these government debt instruments, received the interest income from these loans and debentures, which it then used to finance its trading activities and to pay the 5% annual dividend to the
APPENDIX B: COMPLAINT REVIEW POLICY * * * [NAME OF CORPORATION] COMPLAINT REVIEW POLICY ARTICLE I INTRODUCTION In accordance with Corporation’s Whistleblower Policy (the “Policy”), this Complaint Review Policy sets forth procedures to be followed by the Corporation upon receipt of a complaint covered under the Policy. ARTICLE II COMPLIANCE OFFICER [Except as provided in Article VI,] the Compliance Officer is responsible for promptly investigating all complaints. If warranted by the investigation, the Compliance Officer will, in consultation with the Board of Directors and, if necessary, legal counsel, cause appropriate corrective action to be taken. In the event that a complaint concerns the Compliance Officer, the complaint shall be investigated by [designated officer] under close supervision of the Board of Directors. ARTICLE III COMPLAINT REVIEW PROCEDURE The Compliance Officer will notify the complainant and acknowledge receipt of a complaint within [five to ten] business days, but only to the extent that the complainant’s identity is disclosed or a return address is provided. The Compliance Officer will make initial inquiries in consultation with legal counsel, if necessary, to determine whether further investigation is necessary or appropriate. The Compliance Officer will manage any subsequent investigation, and may request the assistance of legal counsel or other parties as he or she deems necessary or appropriate. The Compliance Officer, or his or her designee, will fully investigate the complaint, meeting separately with the complainant and with others who either are named in the complaint or who may have knowledge of the facts set forth in the complaint. The Compliance Officer will explore anonymous complaints to the extent possible, but will weigh the prudence of continuing such investigations against the likelihood of confirming the alleged facts or circumstances from attributable sources. Upon completion of the investigation, the complainant will be notified about what actions will be taken, to the extent reasonably possible and consistent with any privacy or confidentiality limitations. If no further action or investigation is to follow, an explanation for the decision will be given to the complainant. ARTICLE IV CONFIDENTIALITY
Component VIII: Program Evaluation Component IX: Recordkeeping and Fund Use The district conducted a self-assessment and the Department reviewed all of the criteria in the specific program areas. The Coordinated Program Review Report includes those criteria that were found by the team to be implemented in a “Commendable” manner, as well as criteria receiving a rating of "Partially Implemented," "Not Implemented," or “Implementation in Progress.” (Refer to the “Definition of Compliance Ratings” section of the report.) Program Review Reports no longer include criteria receiving a rating of “Implemented” or “Not Applicable.” This change will allow the district and the Department to focus their efforts on those areas requiring corrective action. For those criteria receiving a rating of “Partially Implemented” or “Not Implemented,” the district or charter school must propose to the Department corrective actions to bring those areas into compliance with the controlling statute or regulation. For any criteria receiving a rating of “Implementation in Progress,” the district must indicate the steps the district will continue to take in order to fulfill the regulatory requirements. Districts are expected to incorporate the corrective actions into their district and school improvement plans, including their professional development plans. DEFINITION OF COMPLIANCE RATINGS Commendable Any requirement or aspect of a requirement implemented in an exemplary manner significantly beyond the requirements of law or regulation. Implemented The requirement is substantially met in all important aspects. Implementation in Progress This rating is used for criteria containing new or updated legal requirements and means that the district has implemented any old requirements contained in the criterion and is training staff or beginning to implement the new requirements in such a way that the onsite team anticipates that the new requirements will be implemented by the end of the school year.
Rhode Island AMAO Accountability Report District/Consortium Status Report Rhode Island Department of Education Annual Measurable Achievement Objective Status Report for 2013-2014 Based on school year 2012-2013 and 2013-2014 data WARWICK 2013-2014 AMAO Status This district/consortium met 2 of 3 objectives Did Not Achieve AMAOs Classification: Title III Improvement I AMAO 1 Annual increases in the number or percentage of students making progress toward learning English Definition of progress: Gain of ≥ 0.5 overall composite score on the ACCESS for ELLs® from 2012-2013 1o 2013-2014 Target percentage of student making progress Number Eligible District Achievement State Achievement District Met Objective 40% 61 82% 60% YES AMAO 2 Annual increases in the number or percentage of students attaining English proficiency Definition of attainment: ACCESS for ELLs® composite score ≥ 4.5 on a Tier B or Tier C assessment from 2014 Target percentage of students attaining English proficiency Number Eligible District Achievement State Achievement District Met Objective 23% 100 51% 26% YES AMAO 3 Making adequate yearly progress for limited English proficient students* NOTE: Percentages are used for targets and achievement rather than the index proficiency. READING Grade Cluster State Achievement District Achievement District Met Objective 3-5 36.08 48.15 NO 6-8 30.06 -- -- 9-12 31.25 -- -- MATH Grade Cluster State Achievement District Achievement District Met Objective 3-5 26.35 27.27 NO 6-8 21.52 -- -- 9-12 9.45 -- -- Overall AMAO 3 Status NO * AMAO 3 determinations are based on results from the 2013 NECAP Reading and Mathematics assessments -- Fewer than minimum n-count of 20 students for AMAO 3
Family-school engagement: The school develops strong working relationships with families and appropriate community partners and providers in to support students’ academic progress and social and emotional well-being. Strategic use of resources and adequate budget authority: The principal makes effective and strategic use of district and school resources and has sufficient budget authority to do so.
b. Is something pushing the rider in the direction you chose? If yes, what? c. If the rider isn’t actually pushed, why does the rider tend to slide? As part of your explanation, draw a dotted line to indicate the path the rider would follow if the seat were suddenly slippery and had no restraints and explain its significance in your answer. The questions on the next page refer to the boxed portion of the Force Factor and altitude graphs. QUALITATIVE/QUANTITATIVE QUESTIONS The following graphs are enlargements of the highlighted sections of the graphs on the previous page. 9. Label positions W, X, Y, and Z in the boxes at the bottom of the graphs. QUANTITATIVE QUESTIONS (continued) NOTE: Answer these questions based on what you see when you are looking at the ride from the front and the ride is moving at full speed in a clockwise direction. 1. Measure the period of rotation of the ride at full speed.
Your Notes View the sample plan on the next page. Your Notes Sample Demobilization Plan (Page 1 of 5) NORTH SMITHMAN INCIDENT Prepared by Planning Section Chief Date Approved by Logistics Section Chief Date Approved by Operations Section Chief Date Approved by Finance Section Chief Date Approved by Supervisor-Expanded Dispatch Date Approved by Incident Commander Date
Unit 7 Astronomy 7.0 – What does our universe look like? Individual Planets and Earth Diameter: 12 742 km Age: 45 by Tilt: 23.4° Volume: 1.08x1012 km3 Gravity: 9.8 m/s2 Planetary Systems Involves planets with their moons. Earth System About the moon: Diameter: 3474 km Age: 4.5 byo Volume: 2.196x1010 km3 Gravity: 1.6 m/s2 Star Systems Planets, asteroids, comets, etc. orbiting around a star Solar System Orbital speed: 220 km/s Orbital period: 225-250 my Distance to galaxy center: 25 000 ly Galaxy Collection of star systems, all orbiting around the same centre of mass. Milky Way Galaxy Age: 13.2 by Number of stars: approx. 100 billion Diameter: 100 000 ly Galaxy Cluster A small group of galaxies ~300 catalogued so far. Local Group Contains ~54 galaxies Largest galaxies are Milky Way and Andromeda (2 mly away) Super Cluster Contains thousands of clusters Supercluster (Galaxy Supercluster) Contains ~2500 galaxies
Repair Options: Repair Tape: Kemper System America, Inc. UT-40 Universal Tape Flashing Compound: Kemper System America, Inc. RG-110 Flashing Compound. Wash Primer: Kemper System America, Inc. RG-500 Bond-It Wash Primer. PRODUCTS FOR AGED URETHANE ROOFS Base Coat: RG-130 Gray Elastomeric Base Coat Elastomeric Coating: Kemper System America, Inc. RG-170 Repair Tape: Kemper System America, Inc. UT-40 Universal Tape WHITE ELASTOMERIC ROOF COATING SYSTEM FOR CONCRETE ROOFS Base Coat: RG-130 Gray Elastomeric Base Coat Elastomeric Coating: Kemper System America, Inc.. RG-170 Repair Options: Kemper System America, Inc. RG-110 Flashing Compound Sealant: Kemper System America, Inc. GreatSeal PE-150 Polyether sealant. Liquid Flashing: Kemper System America, Inc. GreatSeal LF-500 Polyether sealant. EXECUTION EXAMINATION Do not begin installation until substrates have been properly prepared and conditions are suitable to proceed with the Work of this specification. Substrates shall be inspected and repaired as needed to provide a proper surface to receive coating system. Roof surface must be clean, dry, free of ponding water, and structurally sound. Any discharge of fumes or possible contaminants must be noted. Contact manufacturer to determine if fumes or matter being exhausted will interfere with adhesion. Inspect the roof surface for cracks, blisters, chalking, crazing, and shrinking. Inspect flashing details including penetrations, curbs, expansion and transition joints, wall terminations, and drain details. Inspect and probe all field seams and patches. Inspect and determine if substrate, insulation or deck is deteriorated and should be replaced. Inspect for insulation fastener and/or plates backing out. Identify incompatible or unsatisfactory substrates, if any. PREPARATION Modified Bitumen Roof Surface Preparation: Surfaces to be prepared as a substrate for the roof repair system as follows: Any necessary repairs or replacement of deck and/or insulation must be completed.