zilongwang/ReadingBank huggingface dataset:
84.323 – State Project/Program: NC (NC SIP) (PRC 082) U. S. Department of Education Federal Authorization: State Personnel Development Grant [CFDA 84.323A] N. C. Department Of Public Instruction Agency Contact Persons Program Tracy Riddle, SPD Section Chief (budget) Exceptional Children Division (919) 807-3992 Paula Crawford, NC SIP Director (application/plan) Exceptional Children Division (919) 807-3298 Financial Kathy Cooper, Section Chief Division of School Business Monitoring and Compliance (919) 807-3364 N.C. DPI Confirmation Reports: Confirmation of Funds Expended and/or Disbursed from the State Public School Fund and Federal Programs 2014-15 will be available at the . The system provides an electronic view of Year-to-Date (YTD) financial reports traditionally mailed at in response to requests for confirmation from independent auditors. The auditor should not consider the Supplement to be “safe harbor” for identifying audit procedures to apply in a particular engagement, but the auditor should be prepared to justify departures from the suggested procedures. The auditor can consider the supplement a “safe harbor” for identification of compliance requirements to be tested if the auditor performs reasonable procedures to ensure that the requirements in the Supplement are current. The grantor agency may elect to review audit working papers to determine that audit tests are adequate. I. PROGRAM OBJECTIVES The NC State Improvement Project (NC SIP) provides personnel development and program support services to significantly improve the performance and success of students with disabilities in local education agencies (), charter schools and programs in . Funds support the implementation of research-based practices in reading/writing and/or mathematics.
C. Cash Management Addressed in the NC Department of Public Instruction Cross-Cutting Requirements. E. Eligibility Eligibility for Subrecipients – No testing is required. The Department of Public Instruction program consultant determines if the eligibility requirements are met when the project is approved. Eligibility for Individuals – This compliance requirement does not apply at the local level. No testing is required. F. Equipment and Real Property Management Addressed in the NC Department of Public Instruction Cross-Cutting Requirements G. Matching, Level of Effort, Earmarking 1. Matching This compliance requirement does not apply at the local level. No testing is required. 2. Level of Effort This compliance requirement does not apply at the local level. No testing is required. 3. Earmarking Compliance Requirement - Federal legislation limits PRC 104 Language Acquisition expenditure for Administration to 2% of total funds. Audit Objective – To determine that the sub recipient did not spend more than 2% of its funds for administration. Suggested Audit Procedures - Ascertain the amount of PRC 104 expenditures. Review expenditure records and supporting documentation for administrative costs. Ascertain that the administrative cost is within the 2% requirement following the outlined formula: Include any account with the following Purpose. Purpose Codes Object Codes 6200 General Administration Any object associated with this purpose 8100 Indirect Cost 392 The 6200 benefit codes associated with the salary codes will be included in the Administrative Cost. To Calculate: Determine the Allotment amount for the current fiscal year. (Do not include carryover) Example: FY 2010-11 Allotment $150,000.00
Cash Management Addressed in the NC Department of Public Instruction Cross-Cutting Requirements. Eligibility Eligibility for Subrecipients – No testing is required. The Department of Public Instruction program consultant determines if the eligibility requirements are met when the project is approved. Matching, Level of Effort, Earmarking Matching This compliance requirement does not apply at the local level. No testing is required. Level of Effort Sub-section 2.2, Level of Effort – Supplement Not Supplant, of the US Department of Education Cross-Cutting Section has been determined to apply to this program. Earmarking This compliance requirement does not apply at the local level. No testing is required. Period of Availability of Federal Funds Compliance Requirement – Expenditures may not be incurred before the beginning date of the project. Any expenditures prior to the beginning date are considered unallowable and must be refunded to DPI. Audit Objective – To determine that no expenditures were incurred prior to the beginning date of the approved project excepting any authorized pre-implementation activities. Suggested Audit Procedures: Review transactions to verify that no expenditures were incurred prior to the approved application beginning date. Review the allotment report, Budget Utilization and Development System (BUD) communication form, or project approval letter from DPI to determine the project beginning date. Procurement and Suspension and Debarment Addressed in the US Department of Education Cross-cutting Section and NC Department of Public Instruction Cross-cutting Requirements.
SERVICES PROVIDED BY THE DEPARTMENT OF GENERAL SERVICES ADVANCES TO THE DEPARTMENT OF GENERAL SERVICES FOR SERVICES PROVIDED 8471 (Revised 09/2013 and renumbered from 8471.1) Departments using services provided by the Department of General Services (DGS) will make advances from their operating funds and appropriations to assist in financing these services. DGS will calculate the advance amount based on an approved percentage of the annual cost of services rendered to departments. (See Government Code sections , , and ). No advances or portions thereof will be returned until the following fiscal year budget has been passed and all prior year’s invoices have been paid. The normal flow of transactions for advances to the DGS is shown in the .
DELINQUENT DEPARTMENT OF GENERAL SERVICES' INVOICES 8471.4 (Revised 9/2013 and renumbered from 8471.51) DGS will collect delinquent invoices in accordance with Government Code section which states: "If a state agency refuses to pay the charges fixed by the Department of General Services pursuant to this article, the department may file a claim for such charges against any appropriations made for the support or maintenance of all or any part of the work and affairs of the state agency." Allowing invoices to become delinquent will be considered a refusal to pay. An invoice will be considered delinquent if it is not scheduled by the department within 60 days from the date of the invoice unless the total amount due is less than $10. DGS may submit an EFT with the SCO when a department allows invoices to become delinquent and the SCO will transfer the payment from the department's appropriation. CONTESTED DEPARTMENT OF GENERAL SERVICES' INVOICES 8471.5 (Revised 9/2013 and renumbered from 8471.52) If a department is billed by DGS for (1) services that were not performed, or (2) services that are not in accordance with an interagency agreement (IA), the department should notify DGS within 60 days of the invoice date. The department shall submit a , Invoice Dispute Notification form directly to the contact information indicated on the invoice. The absence of an IA does not preclude the payment of valid invoices. GENERAL SERVICES BILLING INFORMATION 8471.6 (Revised 9/2013 and renumbered from 8471.71) DGS assigns a six digit numeric code to state departments referred to as a Customer Account Number (CAN) in billing for services provided. To request a new CAN or to revise an existing CAN (e.g., update billing address), departments must properly fill out AFS-94A, CUSTOMER ACCOUNT NUMBER (CAN) REQUEST form available on DGS’s website at: The completed form AFS-94A, approved by the department fiscal officer, should be submitted to: Department of General Services Office of Fiscal Services - SRF (IMS Code Z-1) 707 Third Street, 10th Floor
2017 Summer Luau Saturday July 8th Facility Opens at 6:55am Saturday Morning Session #1—14 & Over Warm-up: 7:00am Meet Start: 8:05am Women Equal/Faster* Age Group and Event Equal/Faster* Men #1 6:23.49 6:11.59 14 400 IM 15 & Over 400 IM 6:17.49 5:54.09 #2 #3 32.99 32.09 14 50 Freestyle 15 & Over 50 Freestyle 31.89 28.99 #4 #5 1:33.59 1:30.19 14 100 Breaststroke 15 & Over 100 Breaststroke 1:31.29 1:25.29 #6 #7 2:35.09 2:29.19 14 200 Freestyle 15 & Over 200 Freestyle 2:32.99 2:18.39 #8 #9 1:23.39 1:18.99 14 100 Butterfly 15 & Over 100 Butterfly 1:20.29 1:14.29 #10 #11 2:59.39 2:50.09 14 200 Backstroke 15 & Over 200 Backstroke 2:55.29 2:41.99 #12 #13 14 & Over 200 Freestyle Relay #14 * Qualifying times apply for first 6 days—see Entry Info section. Saturday Midday Session #2—10-11 “Make 1, Swim 3” Warm-up: TBA Meet Start: TBA Girls Equal/Faster* Age Group and Event Equal/Faster* Boys #15 3:47.29 3:15.19 10 200 IM 11: 200 IM 3:47.29 3:15.19 #16 #17 1:32.99 1:17.49 10 100 Freestyle 11 100 Freestyle 1:32.99 1:17.49 #18 #19 49.89 42.49 10 50 Backstroke 11 50 Backstroke 49.89 42.49 #20 #21 48.59 39.99 10 50 Butterfly 11 50 Butterfly 48.59 39.99 #22 #23 2:02.39 1:43.69 10 100 Breaststroke 11 100 Breaststroke 2:02.39 1:43.69 #24 #25 10-11 200 Freestyle Relay #26 * Qualifying times apply for first 6 days—see Entry Info section.
2017 Summer Luau Saturday July 8th continued Saturday Afternoon Session #3—12-13 “Make 1, Swim 3” Warm-up: TBA Meet Start: TBA Girls Equal/Faster* Age Group and Event Equal/Faster* Boys #27 3:15.19 2:57.39 12 200 IM 13 200 IM 3:15.19 2:54.69 #28 #29 1:43.69 1:33.59 12 100 Breaststroke 13 100 Breaststroke 1:43.69 1:31.29 #30 #31 42.49 37.99 12 50 Backstroke 13 50 Backstroke 42.49 37.39 #32 #33 39.99 37.59 12 50 Butterfly 13 50 Butterfly 39.99 37.09 #34 #35 1:17.49 1:11.49 12 100 Freestyle 13 100 Freestyle 1:17.49 1:09.89 #36 #37 3:44.39 3:23.69 12 200 Breaststroke 13 200 Breaststroke 3:44.39 3:19.29 #38 #39 12-13 200 Freestyle Relay #40 * Qualifying times apply for first 6 days—see Entry Info section.
(4) ‘QTIP’ means Quality through Technology and Innovation in Pediatrics. ARTICLE 3 The Early Health and Wellness Division SUBARTICLE 1 General Provisions Section 63-10-300. The Early Health and Wellness Division shall be responsible for the administration of the following programs: (1) the BabyNet program, as provided for in this article; (2) the NurseFamily Partnership program funded by the federal Maternal and Child Health Block Grant Program; (3) the Women, Infants, and Children Supplemental Food program, as provided for in this article; (4) the Postpartum Newborn Home Visit program funded by the federal Maternal and Child Health Block Grant Program; and (5) the QTIP federal demonstration grant funded by the United States Department of Health and Human Services. Section 63-10-310. For the purposes of this article: (1) ‘BabyNet’ means the interagency early intervention system that is the Part C program in South Carolina. (2) ‘I.D.E.A.’ means the Individuals with Disabilities Education Act, 20 U.S.C. Section 1400, et seq. (3) ‘Maintenance of effort’ means the requirement of the Part C program that relevant state and local agencies maintain a specified level of financial support for early intervention services in compliance with 34 C.F.R. 303.124. (4) ‘Part C program’ means a program of early intervention services to infants and toddlers with disabilities required in each state by I.D.E.A. (5) ‘Person’ means any individual, corporation, partnership, association, firm, trust, estate, or other legal entity. (6) ‘Vendor’ means any food store or pharmacy approved for participation in the WIC Program that has a valid WIC Vendor Agreement on file at the WIC Program office. (7) ‘WIC’ or ‘WIC program’ means the Special Supplemental Food Program for Pregnant and Breastfeeding Women, Infants, and Children.
A JOINT RESOLUTION TO APPROVE REGULATIONS OF THE STATE BOARD OF EDUCATION, RELATING TO REQUIREMENTS FOR ADDITIONAL AREAS OF CERTIFICATION, DESIGNATED AS REGULATION DOCUMENT NUMBER 4157, PURSUANT TO THE PROVISIONS OF ARTICLE 1, CHAPTER 23, TITLE 1 OF THE 1976 CODE. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. The regulations of the State Board of Education, relating to Requirements for Additional Areas of Certification, designated as Regulation Document Number 4157, and submitted to the General Assembly pursuant to the provisions of Article 1, Chapter 23, Title 1 of the 1976 Code, are approved. SECTION 2. This joint resolution takes effect upon approval by the Governor. XXX SUMMARY AS SUBMITTED BY PROMULGATING AGENCY. This regulation needs to be amended to create a new addon certification in Early Childhood Special Education and revise addon certification requirements for visual impairment. The Notice of Drafting was published in the State Register on July 23, 2010. XX
Explore the Pearl of Wisdom ● What is the Pearl of Wisdom? ● Why is it important in a Dragon Dance? ● Why do you think the role falls on the young boy? Text Connections ● When are you wise? (t-s) ● Other examples of books about wisdom are … (t-t) ● What wise decisions have people made? (t-w) Prediction/Wondering ● I wonder what might happen to the boy/the Brother/the Father? ● I wonder how the people will react to two Pearls of Wisdom? ● How will the dancers react to the young boy holding a Pearl of Wisdom? The Father Everyone always listens to him. ● Why would everyone listen to Father? ● What does this demonstrate about the Father’s position in the village? ● What does this demonstrate about the village? ● Explore the qualities of leadership. Investigating Language Then Father speaks. ● How does this sentence reveal the impact of the father speaking? ● How would he have said those words? Fortune The child expects that the Dragon will bring ‘good fortune to our village’. ● What do you think good fortune … ○ looks like ○ feels like ○ sounds like? ● Discuss how the Dragon would bring good fortune. ● Is there evidence in the story of good fortune?
aan fisiese aktiwiteite 20 Sleutelwoorde 23 Sleutelwoorde 24 Voordele van gereelde fisiese aktiwiteite 25 Sleutelwoorde 28 Sleutelwoorde 40 Persoonlikheidstipes 41 Lewensdomeine 46+47 Finansiële bystand 49 Stereotipering 50 Sleutelwoorde 62 Diversiteit 62 Diskriminasie 63 Menseregteskendings 64 Xenofobie 76 Menseregtehuldigingsmuur 80+81 Sleutelwoorde 86 Sleutelwoorde 104 Sleutelwoorde 109 Sleutelwoorde 112 Sleutelwoorde 126 Ongelyke toegang tot basiese hulpbronne en dienste 138 Sleutelwoorde 146 UITLEG VAN EKSAMENVRAESTEL: AFDELING A: (20) Voltooi al die vrae AFDELING B: (30) Voltooi al die vrae AFDELING C: (2 x 15 = 30) Voltooi slegs TWEE vrae activities 20 Key words 23 Key words 24 Advantages of regular physical activity 25 Key words 28 Key words 40 Personality types 41 Life domains 46+47 Finances and affordability 49 Stereotyping 50 Key words 62 Diversity 62 Discrimination 63 Human rights and violations 64 Xenophobia 76 Human rights wall of honour 80+81 Key words 86 Key words 104 Key words 109 Key words 112 Key words 126 Unequal access to basic resources and services 138 Key words 146 LAYOUT OF EXAMINATION: SECTION A: (20) Complete all the questions SECTION B: (30) Complete all the questions SECTION C: (2 x 15 = 30) Complete only TWO questions INFORMATION TECHNOLOGY EXAMINER(S): H CILLIERS PAPER 1: MARKS: [ 100 ] TIME: 2h 30 min PAPER 2: MARKS: [ 100 ] TIME: 2 h 30 min BRING THE FOLLOWING: PEN, PENCIL & ERASER RULER CALCULATOR
“ARTICLE 2 Tethering of Dogs Section 47-1-300. As used in this article: (1) ‘Adequate feed’ means the provision at suitable intervals, not to exceed twentyfour hours unless otherwise directed in writing by a veterinarian, of a quantity of wholesome foodstuff suitable for species and age, sufficient to maintain a reasonable level of nutrition in each dog. The foodstuff must be served in a sanitized receptacle, dish, or container. (2) ‘Adequate water’ means access to a supply of clean, fresh, potable water provided in a sanitary manner at suitable intervals for the species and not to exceed twentyfour hours at any interval unless otherwise directed in writing by a veterinarian. (3) ‘Cruel tethering’ means to tether a dog in a manner that: (a) causes injury or illness to the dog as determined by a veterinarian; (b) utilizes a tether that exceeds one-eighth of the body weight of the dog; (c) utilizes a tether that is too short for an unattended dog to move around or for the dog to urinate or defecate in a separate area from the area where it must eat, drink, or lie down; or (d) does not permit the dog access to adequate food, adequate water, shade, or shelter. (4) ‘Unattended’ means beyond the visual sight of the owner, handler, or caretaker. (5) ‘Tether’ means to confine a dog by attaching it to a stationary object by means of a chain, rope, cable, trolley, running line, or similar device. Section 47-1-310. (A) A dog tethered unattended for more than sixty minutes shall be provided continuous access to shelter, and the chain, rope, cable, trolley, or running line to which the dog is attached shall be of sufficient length to provide the dog access to an area of no less than one hundred square feet of usable space. (B) It is unlawful to tether a dog by means of a choke collar or prong collar. (C) It is unlawful to tether a dog younger than six months of age. (D) A person who violates the provisions of this section is guilty of a misdemeanor and, upon conviction, must be fined fifty dollars for a first offense and not more than one hundred dollars for each
(2) An agency may apply for up to two thousand dollars per grant application at the beginning of each fiscal year and may apply for multiple grants during a fiscal year. Total available grant funds shall be based on the amount of funds collected each previous fiscal year. Grants must specify how many surgeries will be performed and the species and gender of the animals undergoing surgery. Agencies may only apply for one grant at a time. Once a grant is fulfilled, an agency may apply for another grant, provided that funds are available. Grants must be fulfilled within six months of receiving funds. Once grants are completed, agencies must submit to No More Homeless Pets / SCACCA a report identifying each person participating; the basis of eligibility for the program; spaying or neutering; dates of spaying or neutering and of rabies vaccines if applicable; descriptions of animals, including gender; and the appropriate amount charged toward the grant. Any unused funds must be returned. If a copay was charged to participating individuals, then that amount must also be included. The Department of Agriculture shall encourage participation from Tier 3 and Tier 4 counties. (3) The South Carolina Animal Care and Control Association (SCACCA), or its successor organization, on behalf of the tax exempt organizations, shall coordinate the grant program, make the request for reimbursement from the Department of Agriculture, and distribute the individual grants to the participating tax exempt organizations.” SECTION 8. Section 40-69-30 of the 1976 Code is amended to read: “Section 40-69-30. (A) A person may not practice veterinary medicine without a license issued in accordance with this chapter, except as provided in subsection (B). A person who uses in connection with his name the words or letters ‘D.V.M.’, ‘V.M.D.’, ‘Doctor of Veterinary Medicine’, ‘Veterinary Medical Doctor’, or other letters, words, or insignia indicating or implying that one is engaged in the practice of veterinary medicine or who in any other way, orally or in writing or in print or by sign directly or by implication, represents oneself as engaged in the practice of a veterinary medicine without being licensed by the board is subject to the penalties provided for in this chapter. (B)(1) During an emergency or natural disaster, a veterinarian or veterinary technician who is not licensed in accordance with this chapter, but is licensed and in good standing in another jurisdiction,
For more information: Nora DePalma O’Reilly DePalma for American Standard (770) 772-4726 FOR IMMEDIATE RELEASE Trade Exclusive, High Efficiency Toilet Line Expanded with New Styles and Features American Standard Champion PRO Collection Offers Additional Bowl Design; High Performance, Siphonic Flush System a Hallmark of This HET Engineered Not to Clog PHILADELPHIA, GREENBUILD (November 20, 2013) ― American Standard has added more models and color options to its popular two-piece , known for their water saving flushing performance with the industry's largest siphonic trapway. Sold exclusively through wholesale distribution, this expanded Champion toilet line includes a standard height (15-inch) elongated bowl. In addition, the Right Height (16 1/2-inch elongated and round front) models introduced in 2012 are now being offered in elegant black, enhancing the white, bone and linen shades already in the collection. The features the industry’s largest siphonic 2-3/8-inch trapway and 4-inch diameter flush valve with powerful performance and virtually no clogs. In fact, Champion PROs can even flush a bucket full of golf balls. Additionally, the exclusive American Standard PowerWash bowl cleaning technology scrubs the bowl with pressurized water from the rim during every flush to remove every last trace of paper and waste. - more - Champion PRO toilets achieve the highest bulk removal score on the Maximum Performance (MaP) test, an independent report of toilet performance. These toilets can successfully flush 1,000 grams (2.2 pounds) of waste while using a water-saving 1.28 gallons per flush (gpf). This earns them WaterSense-certification from the U.S. Environmental Protection Agency (EPA) for providing water savings along with high performance. For lasting durability, this collection of trade exclusive toilets includes robust metal parts not found on products sold at big box stores. Plus, they are covered by a 10 year limited warranty on tank and trim.
ALJ/DMG/dc3 Date of Issuance 12/30/2013 BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF Order Instituting Rulemaking to Integrate and Refine Procurement Policies and Consider Long-Term Procurement Plans. FILED PUBLIC UTILITIES COMMISSION DECEMBER 19, 2013 SAN FRANCISCO OFFICE RULEMAKING 13-12-010 ORDER INSTITUTING RULEMAKING
distributed generation, nuclear retirement, transmission options and resource strategies to develop higher levels of preferred resources. The nature and extent of the scenarios that are covered in this proceeding will be addressed in a later ruling. Procurement Oversight and Rules This proceeding will also address broad rule and policy issues related to procurement plans. Specially, we intend to consider issues that were not resolved in Track 3 of R.12-03-014, and other emerging procurement topics. The issues include, but may not be limited to, the following: Safety Considerations – As safety is a top priority for the CPUC, we may consider revising procurement rules to better reflect this commitment to public safety and health. We may request procurement authorization requests to include information related to safety standards and considerations. Procurement Rules to Comply with SB 695 on the Cost Allocation Methodology – Senate Bill (SB) 695 codified aspects of the cost allocation rules established in D.06-07-029 and D.07-09-044. D.1105005 narrowly reconciled differences between SB 695 and our prior procurement rules. This proceeding will consider any necessary modifications to fully implement the RA provision of SB 695. Procurement Rules to Encourage Competitive Solicitations – We may consider adoption of new rules to encourage competition in resource solicitations, for bilateral contracts and Request for Offer (RFO) solicitations. As needed, we may vet for consideration procurement rules on all-source solicitations to encourage competition across resource types in response to a singular solicitation. Combined Heat and Power (CHP) Targets – The CHP Settlement, as set forth in D.10-12-035, directed the CPUC to review IOU progress toward the settlement’s dual CHP targets of 3,000 MW CHP capacity by 2015 and 4.8 million metric tons of
Nikčević-Milković, A., Rukavina, M., 2014. Pregled i potrebe učiteljskih studijskih programa za građanski odgoj i obrazovanje. Konferencija o građanskom odgoju i obrazovanju. Vukovar, 13.01.2014. , (19. 04. 2015.) Official Gazette. Narodne Novine. (2014). Program međupredmetnih i interdisciplinarnih sadržaja građanskog odgoja i obrazovanja za osnovne i srednje škole. Nr. 104. , (15. 04. 2015.) Official Gazette. Narodne Novine. (2006). Nastavni plan i program za osnovne škole. Nr.102. , (15. 04. 2015.) Official website of the Government of the Republic of Croatia. Office for Cooperation with NGOs. Downloaded from: (19. 04. 2015.) Official website of the Complete Curriculum Reform. Downloaded from: , (03. 08. 2015.) Official website of the Civil society organizations GOOD. (30.1.2016.) Piršl, E. (2014). (Re)definiton of the concept of competence and intercultural competence. In: Hrvatić, N. (editor), Intercultural education and European values, Zagreb – Virovitica: Department of Pedagogy, Faculty of Philosophy in Zagreb, College for Management in Tourism and Informatics in Virovitica, 47-67. University of Rijeka, Faculty of Education in Rijeka. Educational program for the academic year 2013/2014. (13. 04. 2015.)
 The school has started on site A primary school, middle school.  The children get food and amenities. They are able to get admission in the local government schools after their time in the hostel.  The site visit people suggested that the school attempt to start a new hostel with paid students.  They are advocating that the District Magistrate to provide meals because the children are below poverty line but the DM said that the school is not government school, they cannot help.  There 15 kids are in local government high school as opposed to only 2-3 last year.  Right now their fund crunch is the biggest issue. The teachers have called Manoj, so have the NGOs who are involved and requested that the money from us not be stopped.  The teachers teach upto class 4 and some of the teachers are also helping the other children with their school work.  Average age of the boys-? Between youngest 4 or 5 and oldest kids around 15 or 16.  A detailed breakdown of the costs associated with running the school was estimated by the site visit report, they estimated the annual expenses as Rs. 17.5 Lakhs.  The project works with really poor students and are very clear that the kids have to ego to school, no matter what- and they must be poor.  About a month ago, Manoj got calls from two ladies, who are social workers and pleaded to Manoj to continue supporting the school.  The site visit included a detailed breakdown of all the kids and all the names of the kids who go to High school.  The total budget for what their expenses for this year is Rs. 17.89 Lakhs.  In keeping our support to previous level, we can only give support to the following items: Diet charge, which includes groceries and cooking- Rs. 10.80 Lakhs.  Eval doc: one of the big things was to work with getting more updates on the students- which Manoj has been able to do, get marksheets of the children- Manoj has been doing that.  Where do they get the rest of the funding from?- some local donations, some farming, some other funds.  Last year the money sent was similar to the money for this year.  Did we do a cut last year? We only funded at the same amount for the last three years- we
2.To show that light is necessary for photosynthesis a science teacher told Raman to cover a leaf with a thick black paper. The reason behind this can be a)To destarch the leaf b) to prevent the light from entering the leaf c)to decolourise the leaf d) to turn leaf blue black 3. It is essential to boil the destarched leaf in alcohol using a water bath because – Alcohol is highly volatile b)steam from the water bath helps in dissolving chlorophyll c) alcohol is inflammable d) steam from the water bath helps in softening the leaf 4.Stomata are more in number on the - Upper side of the leaf c)same on both the sides b) lower side of the leaf d) margins of the leaf 5. In the experiment to show that CO2 is released during respiration the partial vacuum is created because – a) Germinating seeds release CO2 b) germinating seeds utilize CO2 c) KOH absorbs CO2 d) KOH absorbs O2. 6.While preparing a 6.temporary stained mount of a leaf epidermal peel the extra stain is removed by - a)Washing with water b)Washing with calcium chloride c)Soaking with filter paper d)Absorbing by cotton cool Important Endocrine glands, the hormone they secrete & their function Refer to figure 7.7 page no. 124 of N.C.E.R.T text book No. GLAND HORMONES FUNCTION TARGET SITE 1. Hypothalamus Releaser hormones (RH) Inhibiting hormones -Regulates secretion of pituitary hormones. Pituitary gland 2. Pituitary Gland Growth hormone (GH) -Controls growth- dwarfism & gigantism. -Most tissues 4. Thyroid Gland Thyroxin Triiodothyronine Thyrocalcitonin (TCT) -Basal metabolic rate, RBC formation. -Regulates Ca level. -Body tissues 7. Adrenal Gland Adrenaline Noradrenalin Corticoids -Increase alertness, pupilary dilation, piloerection, sweating, and heart beat. -Body tissues
Lost Or Destroyed Payroll Warrants 8426.2 Warrants – Forgeries 8427 (Continued) (Continued) CHAPTER 8400 INDEX (Cont. 2) DISBURSEMENTS BY CONTROLLER’S TRANSFERS – PAYROLLS 8451 PLANS OF FINANCIAL ADJUSTMENT 8452 Preparation Of Plan Of Financial Adjustment 8452.1 Approval Of Plan Of Financial Adjustment 8452.2 INTERAGENCY APPROPRIATION REIMBURSEMENT SERVICES ADVANCE PAYMENTS 8453 PUBLIC WORKS PROJECTS 8454 SERVICES PROVIDED BY THE DEPARTMENT OF GENERAL SERVICES Advances To The Department Of General Services For Services Provided 8471 Recording Advances 8471.1 Direct Transfer Payment Of Department Of General Services Invoices 8471.2 Recording State Controller’s Documents For Electronic Fund Transfer 8471.3 Delinquent Department Of General Services’ Invoices 8471.4 Contested Department Of General Services' Invoices 8471.5 General Services Billing Information 8471.6 PRINTING Invoices For Printing Services And Supplies 8472.1 Processing By Office Of State Printing 8472.2 Processing By State Controller’s Office 8472.3 Processing By Agency 8472.4 Recordation In Agency Accounts 8472.41 INTEREST ON LIQUIDATED CLAIMS 8473 Penalty For Late Payment On Construction Contract Claims 8473.1
References Ellsworth, J.B. (2000). Surviving change: a survey of educational change models. ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED IR020334). Retrieved from Hall, B. (2008). Atlanta public schools making a difference. Retrieved September 22, 2009, from Infinite Campus. (2008). Atlanta maximizes collaboration for accelerated implementation. Retrieved September 30, 2009, from Reuters, T. (2008). Atlanta public schools select Infinite Campus for student data management. Retrieved August 29, 2009, from
Walshe, E.. 2006. Kate O'Brien, A Writing Life. Dublin; Portland, Oregon: Irish Academic Press. Weekes Owens, A. 1990. Irish Women Writers: An Uncharted Tradition. Lexington, Kentucky: The University Press of Kentucky.
Alspector, Lisa. “The Butcher Boy”. Chicago Reader. Review of the Film. (accessed January 18 2012). Berardinelli, James. “The Butcher Boy“. ReelViews. Review of the Film. 1998. (accessed January 19 2012). Levy, Emanuel. “Coming-of-Age – Irish“. Variety. Review of the Film. 1997. (accessed January 19 2012). FILMS: Antonioni, Michelangelo, Dir. L’Avventura [L’avventura]. Criterion. 1960. Hunter, Tim. Dir. River’s Edge. MGM. 1986. Jackson, Peter. Dir. Heavenly Creatures. Miramax. 1994. Jordan, Neil. Dir. Angel. Film4 Library. 1982. Jordan, Neil. Dir. The Company of Wolves. Henstooth Video. 1984. Jordan, Neil. Dir. Mona Lisa. Criterion. 1986. Jordan, Neil. Dir. High Spirits. MGM. 1988. Jordan, Neil. Dir. We're No Angels. Paramount. 1989. Jordan, Neil. Dir. The Miracle. Lions Gate. 1991. Jordan, Neil. Dir. The Crying Game. Lions Gate. 1992. Jordan, Neil. Dir. Interview with the Vampire: The Vampire Chronicles. Warner Home Video. 1994. Jordan, Neil. Dir. Michael Collins. Warner Home Video. 1996. Jordan, Neil. Dir. The Butcher Boy. Warner Home Video. 1997. Jordan, Neil. Dir. In Dreams. Dreamworks Video. 1999. Jordan, Neil. Dir. The End of the Affair. Sony Pictures Home Entertainment. 1999. Jordan, Neil. Dir. The Good Thief. 20th Century Fox. 2002. Jordan, Neil. Dir. Breakfast on Pluto. Sony Pictures Home Entertainment. 2005. Jordan, Neil. Dir. The Brave One. Warner Home Video.2007. Jordan, Neil. Dir. Ondine. Magnolia Home Entertainment.2009. Kaplan, Jonathan. Dir. The Accused. Paramount. 1988. Kaurismäki, Aki. Dir. Shadows in Paradise [Varjoja paratiisissa]. Criterion. 1986. Kaurismäki, Aki. Dir. The Match Factory Girl [Tulitikkutehtaan tyttö]. Criterion. 1990.
Year (Calendar) Baseline (before closure of wild dumpsites) 2013 2014 2015 2016 Waste tonnage per month delivered to Landfill/Transfer Stations Planned N/A 200,000 250,000 260,000 270,000 Actual Waste Fee Collection Rate Planned 22% 35 55 75 95 Actual # of people benefiting from improved waste collection services Planned Zero 800,000 840,000 880,000 900,000 Actual Average frequency of service provision per week/month Planned 3 times/week 4 4 5 6 Actual Grant Disbursement (US$) Planned N/A 3,900,000 2,700,000 1,150,000 250,000 Actual
DS # Location Enhancement Entry DLMS Note Comment 4010 846A DLMS Introductory Notes 4. This transaction may be used to provide Unique Item Identifier (UII) information. Refer to the item unique identification (IUID) web at URL: http://www.acq.osd.mil/dpap/sitemap.html for DoD policy and business rules. (ADC 1136 added to this list on 3/11/15)
Tuesday 5 December 2017 8.30 Registration for Day Delegates – Gloucester Suite Foyer 9.15 - 10.10 Workshops III 10.15 -11.10 Workshops IV 11.15 Refreshments – The Brueton Foyer 12.00 Keynote 3: Guidance/Coaching Paradigm – The Brueton Suite Chaired by Claire Nix, CDI Director Career coaching: innovative new direction or just guidance in a suit?, Dr Julia Yates, Programme Director, MSc Organisational Psychology, City, University of London A school approach to career coaching, Debbie Horner, Head of Careers, Rugby School 13.00 Lunch – The Tempus Restaurant 2-course hot buffet 14.00 Keynote 4: Digital skills: what career professionals need to know - The Brueton Suite Chaired by Thinking digitally – harnessing digital technology to re-think the way we work, Nicki Moore, Senior Lecturer in Career Development, International Centre for Guidance Studies, (iCeGS), University of Derby Digital Transformation: Careers Wales – A vision for change, Sarah Director of Service Development, Careers Wales Flourish: How to Build a Thriving Career Practice in the Digital Age, Ruth Winden, Director, Careers Enhanced Ltd 15.00 Welcoming the new CDI President, Laura Bell - The Brueton Suite Chaired by Virginia Isaac 15.30 Conference Closes
G. Mussies, “Titans,” Dictionary of Deities and Demons in the Bible (Leiden; Boston; Köln; Grand Rapids, MI; Cambridge: Brill; Eerdmans, 1999) G. K. Beale, The Book of Revelation: a Commentary on the Greek Text (New International Greek Testament Commentary; Grand Rapids, MI; Carlisle, Cumbria: W.B. Eerdmans; Paternoster Press, 1999) Additional Bibliography Geert Wouter Lorein, The Antichrist Theme in the Intertestamental Period (Journal for the Study of the Pseudepigrapha 44; London: T & T Clark International, 2003) W. Bousset, The Antichrist Legend, London: Hutchinson, 1896) B. McGinn, Antichrist: Two Thousand Years of the Human Fascination with Evil (San Francisco: HarperCollins, 1994) G. C. Jenks, The Origins and Early Development of the Antichrist Myth (BZNW 59; Berlin: Walter de Gruyter, 1991) Mark W. Bartusch, Understanding Dan: an Exegetical Study of a Biblical City, Tribe and Ancestor (Library Hebrew Bible/Old Testament Studies Bloomsbury Publishing, 2003) William C. Weinrich, “Antichrist in the Early Church,” Concordia Theological Quarterly 49 (1985): 135-47 William Horbury, “Antichrist among Jews and Gentiles,” in Jews in a Greco-Roman World (ed. Martin Goodman; Oxford University Press, 1998), 113-33 Frederick C. Grant, “The Eschatology of the Second Century,” The American Journal of Theology (1917): 193-211 Adylson Valdez, “Number 666 and the Twelve Tribes of Israel,” Revista Biblica 68:3/4 (206): C. R. Smith, in “The Portrayal of the Church as the New Israel in the Names and Order of the Tribes in Revelation 7.5-8,” JSNT 39 (1990): 111-18 Nicholas M. Railton, “Gog and Magog: the History of a Symbol,” Evangelical Quarterly 75, no. 1 (2003): 23-44 Chapter 41: Mount of Assembly This chapter discusses the term and concept “Armageddon” and explores its divine council connections. Bibliography included in the book
5305 Theological Ed./Bloy House 1,000 5310 Project Understanding 1,800 5315 Family to Family 1,800 5318 Abundant Table 1,000 5326 Wiawso Sister Congregation 1,200 5330 Deanery One Dues 330 Total Mission Outreach Expenses 54,553 Program Expenses 5415 Altar Supplies 845 5425 Hospitality 600 5430 Misc Program Expenses 2,000 5440 Music & Choir Supplies 870 5450 Organ Maintenance & Repair 2,000 5460 Piano Maintenance 1,150 5465 Stewardship 500 5470 Sunday School 6,300 5473 Youth Group 500 5475 Fundraising Expense 6,800 Total Program Expenses 21,565 Total Operating Expenses 408,001 Net Income (12,811) Offsets: Rental Reserve 3,011 Seminar. Scholar: Misc Prog, Sunday School, Youth 7,300 Alfriend Mem. Sunday School Fund: SS Curriculum 1,500 Seminar. Scholar: Bloy House 1,000 0
the new program is superior to previous programs. Should the Fountas & Pinnell Benchmark Assessment System be adopted for use at Ivy Creek Elementary School next year? Teachers will recommend that this program be adopted at Ivy Creek and in Gwinnett County. MACRO Teachers will average a score of 4 or higher on the 5 point Likert scale on the for adoption questions.. Teachers Survey Results Interviews Informal: Student Reading Levels 10/18/10 Kimberly Sharp Matrix taken from Figure 4.3, p. 105 (Kaufman, Guerra, & Platt, 2006).
Data Collection Organization Matrix Questions Related Results Levels (Mega, Macro, Micro) Required Data/ Measurable Indicators Data Source Data Collection Tools/ Procedures Data By (Date) Primary Responsibility Have special education teachers with IWBs been provided with adequate training? Students are able to gain a better of academic standards and functional life skills by engaging in productive and motivating activities involving interactive white boards. Macro Data will be gathered by evaluator through surveys Teachers Surveys 3/11/11 Creating and providing surveys How often are IWBs used in special education Students served with Special Education services are a part of a positive, productive, 21st century learning environment due to the use of interactive white board technology. Students become functional, active citizens in 21st century society. Mega Data will be gathered by evaluator through surveys and Teachers and Surveys and 3/11/11 Creating and providing surveys Completing observation checklist For what purpose are IWBs being used? Students are able to gain a better of academic Macro Data will be gathered by evaluator Teachers and Surveys and 3/11/11 Creating and providing surveys Completing
standards and functional life skills by engaging in productive and motivating activities involving interactive white boards. Students are able to use interactive white boards to learn and review skills being practiced. Students are able to participate in technology rich instructional activities. Micro through surveys and observation checklist What are some examples of how IWBs make more effective? Students are able to use interactive white boards to learn and review skills being practiced. Students are able to participate in technology rich instructional activities. Micro Data will be gathered by evaluator through surveys Teachers Surveys 3/11/11 Creating and providing surveys Analyzing and data How much time do students use IWBs? Students served with Special Education services are a part of a Mega Data will be gathered by evaluator through Teachers Surveys 3/11/11 Creating and providing surveys
Instruments The instruments used in this evaluation study have been developed by the evaluator and approved by the client. Validity will be ensured by the professor. Instruments include: Teacher surveys: These surveys include both closed ended and open ended questions. Teachers were asked to report on their methods and frequency of using Study Island in the classroom. They were also asked questions dealing with their impressions of the effectiveness of the software and ideas for making its usage more prevalent and efficient. These surveys were created in GoogleDocs and emailed to the teachers. No identifying data, other than demographical information, will be gathered. Student surveys: These surveys included only closed ended questions and were administered to each classroom by the teacher. Students were asked questions about their Study Island usage and impressions of the software program. Study Island usage reports: These reports were provided by the client and used for comparison data. The report data does not include any student identifying information, but does provide information about the amount of time students spend on Study Island, the number of questions that they answer, and the accuracy of their responses during a given time frame. Teacher Surveys Student Surveys SI Usage Reports Question 1: SI Usage/Academic Growth X Questions 2: SI Usage Methods X Question 3: Methods and Results X X Questions 4-6: SI Usage X X Data Analysis Teacher Surveys The data collected from each survey question was organized into graphs to uncover response patterns. As noted in figure 1 below, the most common criteria that teachers use for selecting students to use Study Island while at school are low achieving students and students who have no computer access
Meeting Minutes August, 22nd, 2017 Attendees: Bryan Walt, Sue Scherer, Joe Asterino, Rich Miller, Kristin Swartley, Keith Reidinger TOPIC DISCUSSION ACTION/Follow-up Minutes All meeting minutes are uploaded to the EYL website Treasurers Report Sue to give a Treasurers Report OLD BUSINESS Girls and Boys program expectations Identify coaches VP's to develop baseline expectations at each age bracket (Dec. Complete) VP's to set coaching staff (Oct. complete NEW BUSINESS Jr High boys and girls updates Off season opportunities – club teams, clinics, Net return from HS, wasp warning at shed, pre-season purchases Moving forward with Girls Club Updates Board Positions Secretary and VP girls positions open Keith Reidinger was voted in a VP of girls by a unanimous vote Crista Dodd (Secy) and Keith Reidinger (VP girls) have expressed interest General Next meeting will be held on Sept. 25th @ 7:00pm Adjournment Respectively Submitted By Bryan Walt
Outreach to community through different campaigns, rallies, marches and others demanding for effective GR mechanism: As part of this, the following activities were undertaken: Awareness Campaign on Grievance Redressal: A circular No.F.23 (l4)/RTE/2012-13/962-965 dated 25.04.2014 was issued by Directorate of Education on grievance redressal notifying a mechanism of registering complains regarding RTE implementation. Before this, there was no such mechanism to deal with complaints under RTE Act. We held total 10 camps & 2 large rallies this year in Trilok Puri for creating awareness amongst the community and through these camps we reached out to more 500 people and made them aware about the procedure for filing grievance. More than 300 grievances were filed during this process under grievance mechanism. These complaints were focused on major problems relating to pupil-teachers ratio, infrastructure, teachers’ insensitive behaviour and school system and denial of admission. Amongst the complaints filed only those complaints pertaining to denial of admission were redressed by the Department of Education, others still remains pending as of date. We are pursuing these grievances. Toilet Campaign for Girls: After call of the Prime Minister from the Red Fort on the occasion of Independence Day on 15th of August, this year, about the importance of hygiene in toilets of schools, JOSH organized signature campaign for girls in which school student were encouraged to write to the PM an appeal letter mentioning about the poor state of toilets in their schools and urging him to look into the matter. These letters were addresses to the PM and mailed to the PMO. Copies of the letter were marked to the Lieutenant-Governor, the Ministry of Human Resource Development, and the Directorate of Education of the Delhi Government and local Member of Parliament. A total of 2500 appeal letters were sent, out of which 70% were written by girls only. In these appeal letters girls wrote about the
REALISTIC FICTION WITH LGBT FOCUS: If I was Your Girl by Meredith Russo OR Unbecoming by Jenny Downham OR I’ll Give You the Sun by Jandy Nelson OR Two Boys Kissing by David Levithan OR Simon vs. the Homo Sapiens Agenda by Becky Albertalli OR We Are Okay by Nina LaCour OR They Both Die at the End by Adam Silvera ROMANCE: Written in the Stars by Aesha Saeed OR Trouble by Nan Pratt OR Eleanor and Park by Rainbow Rowell OR This Raging Light by Estelle Laure OR The Sun is Also a Star by Nicola Yoon SCIENCE FICTION: Zeroboxer by Fonda Lee OR Scythe by Neal Shusterman OR Across the Universe by Beth Reavis OR Unwind by Neal Shusterman OR Leviathan by Scott Westerfeld OR Warcross by Marie Lu OR Nyxia by Scott Reintgen SPORTS: Athletic Shorts by Chris Crutcher OR Leverage by Josh Cohen OR The Running Dream by Wendelin Van Draanen OR The Crossover by Kwame Alexander OR On the Road to Find Out by Rachel Toor OR Hit Count by Christ Lynch OR Biggie by Derek Sullivan OR Backfield Boys by John Feinstein URBAN FICTION: Tyrell by Coe Booth OR How It Went Down by Kekla Magoon OR All-American Boys by Jason Reynolds and Brendan Kiely OR The Hate U Give by Angie Thomas or American Street by Ibi Zoboi OR Long Way Down by Jason Reynolds VERSE WORKS: The Surrender Tree by Margarita Engle OR Becoming Billie Holiday by Carole Weatherford OR My Book of Life by Angel by Martine Leavitt OR Brown Girl Dreaming by Jacqueline Woodson OR Death Coming up the Hill by Chris Crowe OR The Poet X by Elizabeth Acevedo PLUS one or two additional student-selected young adult works.
Your chance to nominate! Please use the space below to give clear reasons and examples of how your nominated staff member has gone Above and Beyond their role by championing our Hospice values of Support, Fairness and Honesty. For additional information on how to ensure your nomination is as strong as possible, visit What do our values mean? Support Fairness Honesty Being selfless Going above and beyond Making a difference Helping others Being a cheerleader for something they don’t necessarily support Being positive Empowering others Inspiring success Looking inwards and making a change Doing something well that they found difficult or that no one else would do Being aware of others’ needs Overcoming obstacles and barriers Managing hierarchy respectfully Being a soul, not a role Accepting others’ views, thoughts and feelings - even if they don’t agree with them Respectfully standing up for what they believe in Being passionate Being honest Being brave and having difficult conversations Giving feedback in a kind, sensitive and supportive manner Receiving difficult feedback and making a positive change in response to it Taking responsibility for a mistake and turning it into a positive Promoting openness Seeking opportunities to overcome negativity Your name: Department: Please note that anonymous nominations will not be considered Name of colleague/team you wish to nominate: I am nominating them because: Please turn over to write more, or continue typing, if you have more to say!