zilongwang/ReadingBank huggingface dataset:
Many if not most providers of employment under special wage certificates are also responsible for providing support services and case management related to employment for such individuals. In the view of APSE, such a relationship is a clear conflict of interest – i.e., the employer of the individual is also the entity responsible for assisting them with transitioning into competitive integrated employment and serves in a case management role. These roles should be separate. (Note: The Center for Medicare and Medicaid Services now requires that case management for individuals receiving services under a Medicaid waiver must be conflict-free – i.e., the same entity cannot be providing case management and services and supports.) Given that a large number of individuals being paid under 14(c) certificates receive Medicaid funded supports, APSE feels that the certification of employers under 14(c) should reflect this requirement.) Adding questions that identify the source of employment and other supports for the worker will assist in identifying the extent of this issue. We request the following questions: Is the employer provided funding to provide case management services for the worker? Is the employer provided funding to assist the individual to transition to competitive integrated employment? If so, what are the sources of this funding? - State/ county intellectual developmental disability agency; - State/county mental health agency; - Other APSE requests that the birth date for each individual be requested. This will not only help ensure that the requirements for youth 24 under Section 511 of WIOA are complied with, but will also provide important demographic data on the use of special wage certificates to guide federal policy. In terms of (d) “Was worker provided reasonable accommodation(s)?”. The purpose of this information is not clear, and given the subjective nature of reasonable accommodations, we feel this would provide little value. Either additional specific information on the reasonable accommodations being provided should be requested, or this question should be removed APSE strongly feels that our requested changes and additions to the information requirements for special wage certificates are not unduly burdensome, and are absolutely necessary as part of efforts for consistent federal policies on employment of people with disabilities, ensuring that citizens with disabilities, including those with the most significant disabilities, are given every opportunity to achieve competitive integrated employment, and not unnecessarily segregated in violation of federal law and policy. Thank you for your full consideration of our comments. Sincerely, Allison Wohl Executive Director, APSE
El estilo del (cómo influye el estilo del autor en el contenido). 1. Al principio de la historia, el autor usa frases cortas sin verbos. ¿Cómo apoya el estilo este tema? 2. ¿Qué tema intenta avanzar el autor al usar este tipo de lenguaje? 3. ¿Qué efecto produce en el texto el uso de frases cortas con verbos? ¿En qué parte de la historia usa este estilo? 4. Describe con tus propias palabras las dos partes de la historia. El uso de los tiempos verbales en la historia y su función. 1. ¿Qué función tiene el uso del imperfecto y cuándo lo usa? 2. ¿Qué función tiene el uso del presente y por qué lo usa en esa parte de la historia?
How many kids were surveyed? __________ What is the range of the data? __________ How many kids earned less than 7 tickets? _______ What does the data point located at 10 tell you about that person who was surveyed? The data in this dot plot is: (circle all that apply.) evenly distributed symmetrical skewed right skewed left What measure of center would be the best to describe this data? Explain. What is the value of the measure of center (from Question 5e)? _______ 6. Enzo scored the following points on his first four tests in Science class. 82, 83, 95, 100 If Enzo to average at least 90 points on all five tests, what score must he get on the fifth test to reach this goal? Explain your thinking and show all work below.
Section 1: Personal information in blocks ‘a’ through ‘w’. a: Utilize the drop-down menu to select “232-Houston” b through m: Self Explanatory n and j: Leave Blank o through r: Self Explanatory s through u: Leave blank v: In the six boxes under “CHOICE”, you will enter the program codes that you wish to apply for in your order of preference, starting with you most desired choice. The correct codes are listed at the end of this page. For formatting purposes, if your code is only 5 characters, add a “0” to the end. If your code is longer than 6 characters, remove symbols (dashes, slashes, etc.) as well as any leading zeroes. Example: 1160 would be entered as 116000 Designator Nuclear – Surface – 116010 Nuclear – Submarines – 117010 Nuclear – Power School Instructor – 121010 -- Prototype Instructor -- 121020 Naval Reactors Engineer - 122010 w: Blank Section 2: Military Service in blocks ‘a’ through ‘f’. a through c: Complete these blocks if you are currently in the military. d through f: Complete these blocks if you were in the military, but are not currently. If you were active, and are now in the reserves, complete ‘a’ through ‘f’. If you have never been in the military, you will select “NO” or “N/A” for each block. Section 3: Educational Status – Most Current in blocks ‘a’ through ‘e’. a, c d, e: Self Explanatory.
Graphic: Bulletin w-17068 Graphic: ICC Coverage CG: Rate Increase for ICC Coverage Effective April 1, 2018 However, as outlined in FEMA bulletin w-17068, FEMA is increasing Coverage D - Increased Cost of Compliance premiums effective April 1. ICC premiums have remained constant for several years. To maintain program integrity and stability, FEMA has determined that ICC premiums must increase to keep pace with increased costs due to inflation over the years. Graphic: Bulletin w-17068 Graphic: ICC Coverage Graphic: Rating and Condominium sections animate out the NFIP Flood Insurance Manual April 2018 Cover Updated ICC premiums are shown in rating tables located in the Rating and Condominium sections of the NFIP Flood Insurance Manual. Graphic: Bulletin w-17061 – Attachment A Music Under: More specific information all other premium increases related to certain flood zones and rating methods can be found by reviewing Attachment A of bulletin w-17061. Graphic: April 2018 Program Changes Segment 1 Thank you for reviewing this video segment on premium increases and surcharges. For more April program changes information, please see the other video segments posted to this site. Fade Out: To Black
Course Outline (list of lectures/topics each session) Week Topics Lab Activity Preparation Assignment 1 R as a mathematical scratchpad: Scalars, vectors, matrices Quick arithmetic using vectors and matrices (e.g., sweeping) Chapter 1 AND Bring a laptop to class! HW DUE: 2 data structures (e.g., data frame); transforming variables; missing data Descriptive statistics (means, variances, boxplots, histograms, scatter plots) Chapter 2 3 Functional Programming; loops and conditional operations Extending the plot function with a user-defined “wrapper” plot function. Chapter 2 HW DUE Prob 2.2 (ab;c;de) 4 Density Estimation (statistical concepts) Write your own “rough” density estimation routine using boxcar weights. 5 [moving from scripts to functions] Chapter 3 HW DUE Prob 3.2abc; 3.3 (ab;cd) 6 Scatterplot smoothing (statistical concepts) Program Running means & medians to smooth. 7 [moving from scripts to functions] HW DUE: Prob 3.1 (you are to “play” with various choices for the “bw” parameter to the density function and then write just a few sentences about whether you discover a second mode with varying bandwidths (degree of smoothnes), NOT A JOURNAL ARTICLE WRITEUP) 8 Comparing two groups Simple linear regression (program via optim & minimize SSR rather than math); intro to Bayesian learning Chapter 4 9 [some Bayesian disc. Relevant to optimization or ‘learning’; use of … in functions] PROJ 1 DUE: Prob 4.1 10 Comparing more than two groups Program linear fit that minimizes MAD not SSR. Chapter 5 HW DUE: 5.2
1 2 3 CLAIM A statement that answers the original question/problem. Does not make a claim, or makes an inaccurate claim. Makes an accurate but incomplete or vague claim. Makes an accurate and specific and testable claim. EVIDENCE Scientific data that supports the claim. Data needs to be appropriate and sufficient to support the claim. Does not provide evidence, or only provides inappropriate evidence (evidence that does not support claim). Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence. Provides appropriate and detailed evidence to support Evidence has support for validity (“we found by…”” or “according to….” ) REASONING Explain why your evidence supports your claim. This must include scientific principles/knowledge that you have about the topic to show why the data counts as evidence. Does not provide reasoning or provides reasoning that does not link evidence to claim using scientific principles. Provides reasoning that links claim to evidence, but does not include recognized scientific principles. Provides reasoning that links evidence to claim. Includes appropriate and relevant scientific principles (using standard vocabulary, i.e. photosynthesis produces excess oxygen). Points suggestions/ compliments Claim Evidence Reasoning Total points Score ( X 1.11) Total Possible Points: 10 Total Points Earned: _______ D) Summer reading for you….READ! Extra credit work. A summary of reading (see below) and a math practice sheet. I have changed my mind about extra points at the AP level and am encouraging those who want to improve their score on the AP exam to do some additional prep work. The math packet is strongly encouraged to keep your mathematical chops in shape over the summer. It is available at The math packet will be credited with an additional 20 points out of 20 if completed by the first day. The reading assignment, if done, will be credited 20 out of 20 if completed by the first day as well. Early in the class I’ll ask you to read and respond to excerpts from the “Tragedy of the Commons” you could read it ahead of time at the whole article is at . You may want to actively read this ahead of time.
Information of the Individual Submitting the Complaint Please circle one Mr. Mrs. Ms. Miss I am the Clients: (please circle one) Parent Legal Guardian Self (It is my client record) Surname Given Name Middle Name Address Unit City Province Postal Code Telephone Daytime Evening Email Address* * I, as the individual submitting the complaint, consent to being contacted at this email address or through the email address provided in this form. I acknowledge that sending personal information over the Internet is not secure as the email can be intercepted and/or manipulated and retransmitted. Details of the Complaint Please describe the details of the complaint:
1000 – 1030 Coffee break 1030 – 1100 Genomewide marker development and its application on Brassica rapa Dr. Jung Sun Kim, Senior Researcher, Rural Development Administration (RDA), Korea 1100 – 1130 Status of marker assisted selection (MAS) in Malaysia Dr. Norzihan Abdullah, Coordinator, Malaysian Agricultural Research and Development Institute (MARDI), Malaysia 1130 – 1200 Molecular marker assisted breeding on food crops: an opportunity in Nepal Mr. Resham Babu Amgain, Scientist, Nepal Agricultural Research Council, Nepal 1200 – 1300 Lunch at AVRDC Cafeteria Technical Session III: Country Reports (Continued} Chairpersons: Dr. Norzihan Abdullah Dr. Avverahally Thammanna Sadashiva Speaker 1300 – 1330 Molecular detection of adult plant rusts resistance genes in Pakistani bread wheats Dr. Maqsood Qamar, Senior Scientific Officer, National Agricultural Research Center, Pakistan 1330 – 1400 Molecular breeding initiatives in Papua New Guinea and the Pacific Dr. Toshiro Shigaki, Principal Scientist for Biotechnology, Papua New Guinea National Agricultural Research Institute, Papua New Guinea 1400 – 1430 Current status and prospects for molecular breeding in the Philippines Ms. Abigail May Oropesa Retuta, Science Research Specialist, Philippine Council of Agriculture, Aquatic and Natural Resources Research and Development (PCAARRD), Philippines 1430 – 1500 R&D initiatives and extent of application of MAS in livestock and poultry production in the Philippines Mr. Alfredo Ryenel Manolo Parungao, Science Research Specialist, Philippine Council of Agriculture, Aquatic and Natural Resources Research and Development (PCAARRD), Philippines 1500 – 1530 Coffee break 1530 – 1600 QTL mapping and marker-assisted selection for bacterial wilt resistance in tomato Ms. Fang-I Ho, Assistant Specialist, AVRDC – The World Vegetable Center, Taiwan
Dichloroethane, 1,1- 4,100 Dichloroethene, 1,2- 9,700 Dichloroethene, cis 1,2- 6,200 Dichloroethene, 1,2- 10,000 Dichloroprop 240 1,000 0.50 5.0 25 120 Dichloropropane, 1,2 150 Diethyl phthalate 1,000 2,500 20 200 1,000 2,200 Dimethyl phthalate 1,000 2,500 20 200 1,000 10,000 Dimethylphenol, 2,4- 1,000 2,500 2.8 28 140 150 Dinitrophenol, 2,4- 140 2,500 0.30 2.8 14 710 Dinitophenol, 20 610 0.30 2.0 10 10 Dinitrotoluene, 2,4- 0.90 8.4 0.20 1.0 5.0 100 Dinitrotoluene, 2,6- 0.9 8.4 0.2 1.0 5.0 46 Dioxane, 1,4- 6.1 57 0.10 0.60 0.050 0.61 0.18 2.2 3.0 960 1,2-Diphenylhydrazine 0.77 7.2 0.20 1.0 5.0 6.0 Endosulfan (total)4 41 1,000 0.084 0.84 4.2 0.56 Endrin (total)5 20 610 0.04 0.40 2.0 0.1 Ethanol 1,000 2,500 20 200 1,000 10,000 Ethyl acetate 500 1,000 20 200 100 190 380 690 1,000 10,000 50,000 50,000 Ethylene glycol 1,000 2,500 20 200 1,000 10,000 Extractable Total Petroleum Hydrocarbons (ETPH) 250 Formaldehyde 1,000 2,500 2.8 28 140 9,700 Hexachlorobutadiene 130 1,200 0.2 1.5 7.4 10
AP Statistics Assignments Chapter 5 – Probability and Simulation: The Study of Randomness Date Text Topic Assignment Reading Exercises 10/24 5.1 Randomness, Probability, and Simulations p. 287 - 299 p. 300 # 3 – 35 odd due on 10/30 *Collect project data and put in Excel by 10/25* 10/25 5.1 Randomness, Probability, and Simulations p. 287 - 299 p. 300 # 3 – 35 odd due on 10/30 10/26 CW: Work on Projects * Project Parts 3-5 are due 11/1!!! 10/29 5.1 Randomness, Probability, and Simulations p. 287 - 299 CW: Simulation Activities HW: Complete Activities and p. 300 # 3 – 35 odd due on 10/30 10/30 5.2 Probability Rules p. 305 - 311 p. 314 # 39 – 49 odd 10/31 5.2 Probability Rules QUIZ Balance 11/1 5.2 Probability Rules CW: Work on Projects* BRING YOUR TABLETS! * Project Parts 3-5 are due today!!! 11/2 5.2 Probability Rules p. 311 – 314 p. 315 # 51 – 59 odd 11/5 5.2 Probability Rules p. 318 - 326 p. 333 # 63 – 79 odd 11/6 ELECTION DAY – NO SCHOOL 11/7 5.3 Conditional Probability and Independence p. 326 - 333 p. 335 # 83 – 99 odd 11/8 5.3 Conditional Probability and Independence CW: Review Activity HW: guide 11/9 5.1-5.3 TEST *Project 6-7 are due 11/14!!!*
S3 Standard deviations and shrinkage estimates of interindividual random effects from the vedolizumab final population pharmacokinetic model Parameter SD()* ω† ηshrink (%) ETACLL 0.329 0.346 4.85 ETAVc 0.156 0.191 18.5 ETAVmax 0.542 1.05 48.5 CLL, clearance of linear elimination pathway; ETA, interindividual random effect; SD(), standard deviation of individual estimates; Vc, central compartment volume of distribution; Vmax, maximum elimination rate; ω, standard deviation of variance estimate; ηshrink (%) = 100 · (1 - SD(η)/ω). * Individual estimate used for the calculation of SD(η) was derived as the median of the individual’s random effect estimates from 4 Markov Chain Monte Carlo chains. † ω estimate was derived from the median of the Bayesian posterior probability distributions from 4 Markov Chain Monte Carlo chains. Table S4 Covariate parameter estimates from the vedolizumab final population pharmacokinetic model Parameter Estimate* Bayesian 95% Credible Interval* Continuous covariates effects (NULL effect = 0) Weight on CLL 0.362 (0.299, 0.427) Albumin on CLL 1.18 (1.24, 1.13) calprotectin on CLL 0.0310 (0.0252, 0.0365) CDAI on CLL 0.0515 (0.14, 0.0358) Partial Mayo score on CLL 0.0408 (0.0336, 0.115) Age on CLL 0.0346 (-0.0788, 0.01) Weight on Vc 0.467 (0.423, 0.511) Weight on Vp 1 Fixed (1, 1) Weight on Vmax 0.75 Fixed (0.75, 0.75)
(ANSI)/IEEE: AC AC (SWC) (NEMA): 600 (NFPA): (NEC) (UL): PRODUCTS GENERAL REQUIREMENTS (APT) – 1.2 ANSI, IEEE, NEMA, NFPA, UL BREAKERS PROTECTION CONTACT
Mirror adjustments. Community Outreach Ped Awareness Champaign-Urbana – 2 fatalities in 1 year (2004-2005) Turning alarms/lights Eliminate Left Univ. Illinois Student Campaign, including video(s) Community Outreach: Nearly all transit pedestrian initiatives have included community outreach. Work collaboratively with other government and community/industry associations Finances obviously limited. Target high risk pedestrian groups in driver training and in community outreach (ADA, youth, seniors, etc) Bus Safety community outreach – Walk Defensively, Be Safe – Be Seen, school poster program, iconic signs at shelters and stations, Pedestrian Safety Awareness program, Don’t Chase the Bus, “Stay Out of the Zone” etc. Engage the public in solicitation of feedback and innovative ideas “Best Lit Bike” and “Best Lit Pedestrian” contests, 30-minute lit bike ride around the city served as example of how “to be seen” Partner with local media to promote pedestrian safety awareness Encourage City or county to prioritize funding Collaborate with Police for enforcement at critical intersections Distribute Employer Ped Safety policies to gain their support with employees Launch initiative with Public Schools Partner with other communities in service area, i.e. Transit 101 for local college community, as part of incoming freshman orientation Apply for pedestrian/bike DOT grants that traditionally are road-oriented Collaborate with local bicycle community; “Life Behind the Wheel” clinic offered to bicycling enthusiasts—allowed bicyclists to sit in bus operator’s seat and experience what an operator can and cannot see Develop student outreach materials to provide to schools and at movie theaters Target at risk pedestrian groups such as ADA and elderly with outreach programs Develop a “blind spot” awareness campaign for other drivers and pedestrians Public outreach videos, can be featured on website, shared via social networking, i.e. “Safety Slide” awareness video, MARTA Spread awareness about the unique mechanics of a turning bus and how it differs from a car
Board of Directors Teleconference April 21, 2016 Meeting Minutes Present: President – George Esbensen Vice President/Cities of the First Class St. Paul – Tim Butler Region 1 Capitol City – Mike Scott Region 2 Northern – Gary Larson Region 3 Arrowhead – Kurt Rogers Region 4 Northwest – Mark Schmidt Region 5 Cuyuna – Chip Lohmiller Region 7 St. Croix Valley – Tom Miller Region 8 Suburban – John Cunningham Region 9 West Central – Marc Klaith Region 10 Central – Jay Wood Region 11 United – Dale Specken Region 12 Minnesota Valley – Gary Conrath Region 13 Southwest – Mark Marcy Region 14 Central – Jeff Bengtson Region 15 Southeast – Karl Cities of the First Class Minneapolis - John Fruetel Cities of the First Class Duluth – Erik Simonson Cities of the First Class Rochester – Greg Martin Great Lakes Division – Adam Mannausau DNR – Tim Oland HSEM – alternate Kevin Reed SFM – Bruce West Parliamentarian – Ulie Seal Editor – Jena Noah Agent of MSFCA – Theresa Zikmund Absent: Past President – Vacant Regrets: Region 6 Lake – Bill Thoennes Finance – Tom Obele Guests: BJ Jungman – Legislative Chairman Shannon – Membership/Marketing Chairman
others, specifically in the area of land-use and transit co-benefits that could replace the default values used throughout the Quantifier. The results of the Quantifier should be considered conservative with the highest value of providing an annual comparison of air quality benefits for the purposes of continual improvement. II. Data Needs Source 1: Type of Fleet (i.e. Bus, Locomotive, Light Rail, Van, etc.) Source 2: Vehicle Group (e.g. No. of Buses in a Manuf. Year) Source 3: Fuel Volume gallons/year for a model year) Source 4: Vehicle miles travelled for fleet count (Total miles/year for a model year): On Highway Only Source 5: Vehicle Revenue Miles (VRM) from NTD Source 6: Passenger Miles Travelled (PMT) from NTD Source 7: Seat capacity of each vehicle type in a model year III. Screen-Specific Instructions The “NTD” tab provides users with the primary data field inputs for each mode of transportation that they may offer: Commuter Rail (CR) – Diesel and Electric Rail (HR) – Electric Light Rail (LR) – Electric Streetcar (SR) – Electric Trolley Bus (TB) - Electric Bus (MB) – Compressed Natural Gas (CNG), Diesel and Electric Bus Rapid Transit (RB) –CNG, Diesel and Electric Commuter Bus (CB) – CNG and Diesel Vanpool (VP) – CNG, Diesel and Gasoline All YELLOW fields are open for user input or adjustment. All fields are static; containing USEPA established emissions rates or calculations. The table on the NTD worksheet should be populated with available data for Energy/Fuel, Unlinked Trips, Vehicle-Miles, and Passenger-Miles from NTD. Seat-Miles can be determined, using APTA’s Standards Sustainability Metrics for Criteria Air Pollutants: Calculation Methods. The second table on the NTD worksheet should be populated with data from USEPA’s eGRID data for electricity generation and USEPA’s Air Emission Sources Where You Live. Recommended data from USEPA’s MS Excel eGRID data field “ST09 – State annual net generation (MWh)” and “ST09 – State annual CO2 equivalent emissions (tons)”. The “State annual NOX
Recommendation Response Actions Responsibility DFAT begins intensive consultation towards the development of an Australian regional TVET strategy; and Agree. A Pacific-wide TVET Strategy (building on the Pacific Regional program’s Aid Investment Plan and Education Sectoral Investment Plan) will set the strategic framework for Australia’s regional and bilateral investments in skills for employment and growth in line with the Government’s aid policy. DFAT within the context of this strategy, DFAT defines its long-term vision for the APTC. Agree DFAT will engage with the new, skills-based, APTC Board to consider options for the long-term vision for APTC. Further, DFAT will establish an APTC Design Advisory Group to develop the vision for APTC; and a transition plan. The Group will include representatives with deep and broad knowledge of: TVET in the Pacific and in Australia; Pacific and Australian Labour Markets; Labour Mobility issues in the Pacific; Pacific economies; and Australian Migration Policy. DFAT APTC develops mid- and long-term strategic plans for each campus country, acknowledging their different stages of development, in line with the Australian Government’s vision and strategy for TVET assistance to the region; and APTC bases its regional plan on these country strategies. Agree APTC to develop these as a matter of priority during extension phase of current contract, having regard to national and bilateral plans. Campus country and regional plans to be subject to endorsement by DFAT. APTC
GEORGIA University of Georgia Georgia Institute of Technology Marist School Savannah College of Arts & Design Woodward Academy La Fayette Education Center Kennesaw State University Valdosta State University Walton High School Athens Atlanta Atlanta Atlanta and Savannah College Park Fayetteville Kennesaw Valdosta Marietta FLORIDA Bolles School FSU Panama City Jacksonville Lynn Haven TENNESSEE Maryville College Oak Ridge High School Maryville Oak Ridge
The syllabus for the post of SGT: Language – I (Telugu/Kannada/Urdu/Tamil/Odiya) Language-II (English). Mathematics, Environmental Science and Social Studies. The content for these subject areas is up to class VIII syllabus prescribed by Government of Andhra Pradesh. The methodology of the above subjects is from present D.El.Ed syllabus. Perspective in Education, Classroom implications of Educational Psychology from the present D.El.Ed syllabus. The details of the syllabus for DSC-2018 is as follows: Division Subjects Marks Syllabus Part – A (20 Marks) G.K. & Current affairs 10 - Perspectives in Education 5 D.El.Ed Classroom implications of Educational Psychology 5 D.El.Ed Part – B (60 Language - I Telugu/Urdu / Kannada/ Tamil/ Oriya Content 9 I - VIII Class Methodology 3 D.El.Ed Language - II English Content 9 I - VIII Class Methodology 3 D.El.Ed Mathematics Content 9 I - VIII Methodology 3 D.El.Ed Science Content 9 I - VIII Class Methodology 3 D.El.Ed Social Studies Content 9 I - VIII Methodology 3 D.El.Ed Marks 80 School Assistant (SA) Languages & Non-Languages The syllabus for the post of School Assistants: -
The Great Gatsby, by F. Scott Fitzgerald The Count of Monte Cristo, by Alexandre Dumas Journeys Frankenstein, by Mary Shelley Siddhartha, by Hermann Hesse The Adventures of Huckleberry Finn, by Mark Twain The Namesake by Jhumpa Lahiri The Grapes of Wrath by John Steinbeck The Road, by Cormac McCarthy Into the Wild, by Jon Krakauer On the Road, by Jack Kerouac Life of Pi, by Yann Martel Rule of the Bone, by Russell Banks Friendship & Love The Awakening, by Kate Chopin A Streetcar Named Desire, by Tennessee Williams The Scarlet Letter, by Nathaniel Hawthorne Beloved, by Toni Morrison Wuthering Heights, by Emily Bronte The Kite Runner, by Khaled Hosseini The Great Gatsby, by F. Scott Fitzgerald Of Mice and Men, by John Steinbeck Ethan Frome, by Edith Wharton Mama Day, by Gloria Naylor The Age of Innocence, by Edith Wharton The Color Purple, by Alice Walker Lady Chatterley’s Lover, by D.H. Lawrence Death The Stranger, by Albert Camus Beloved, by Toni Morrison Wuthering Heights, by Emily Bronte Crime and Punishment, by Fyodor Dostoyevsky In Cold Blood, by Truman Capote Chronicle of a Death Foretold, by Gabriel Garcia Marquez The Executioner’s Song, by Norman Mailer Red of Courage, by Stephen Crane Man vs. God / Religion The Stranger, by Albert Camus Oedipus the King, by Sophocles Siddhartha, by Hermann Hesse The Scarlet Letter, by Nathaniel Hawthorne The Crucible, by Arthur Miller The Poisonwood Bible, by Barbara Kingsolver Reservation Blues, by Sherman Alexie Peace Like a River, by Leif Enger Portrait of an Artist as a Young Man, by James Joyce Bee Season, by Myla Goldberg Person vs. Society The Stranger, by Albert Camus Beloved, by Toni Morrison The Scarlet Letter, by Nathaniel Hawthorne The Adventures of Huckleberry Finn, by Mark Crime and Punishment, by Fyodor Dostoyevsky 1984, by George Orwell New World, by Aldous Huxley One Flew Over the Cuckoo’s Nest, by Ken Kesey The Handsmaid’s Tale, by Margaret Atwood Of Mice and Men, by John Steinbeck
Principles and Practices of Air Pollution Control APTI 452 Agenda September 30 – October 2, 2014 Woodbridge, Virginia September 30, 2014 8:30 - 9:15 Course Registration and Overview – Mary Boyer 9:15 - 9:30 Pre Test – Mary Boyer 9:30 – 10:15 Lesson 1: Control Program History – Ron Culberson 10:15 – 10:30 Break 10:30 – 11:30 Lesson 2: Human Health and Environmental Effects of Air Pollution – Mary Boyer 11:30 – 12:45 Lunch 12:45 – 1:30 Lesson 3: Transport and Dispersion of Air Pollution – Don Gipe 1:30 – 2:30 Lesson 4: Indoor Air Pollution – Mary Boyer 2:30 – 2:45 Break 2:45 – 4:00 Lesson 5: The United States Clean Air Act – Ron Culberson October 1, 2014 8:30 - 9:30 Lesson 6: Ambient Air Quality Monitoring – Don Gipe 9:30 - 10:30 Lesson 7: Measurement of Pollutant Emissions – Mary 10:30 – 10:45 Break 10:45 – 12:00 Lesson 8: Emissions Inventory – Ron Culberson
12:00 – 1:15 Lunch 1:15 – 2:15 Inventory Lesson 9: Control of Stationary Source (Particulate Matter) – Don Gipe 2:15 – 3:15 Lesson 10: Control of Stationary Source (Gaseous Emissions) – Don Gipe 3:15 – 3:45 Break 3:15 – 4:00 Lesson 11: Control of Mobile Source Emissions – Mary Boyer October 2, 2014 8:30 - 9:00 Lesson 12: Pollution Prevention - Ron Culberson 9:30 - 10:30 Lesson 13: Laws and Regulations – Don Gipe 10:30 – 10:45 Break 10:45 – 12:00 Lesson 14: Compliance and Enforcement – Mary Boyer and Don Gipe 12:00 – 1:15 Lunch 1:15 – 3:00 Course Review – Student Question/Answer Session – All Instructors Post Test Closing Comments 3:00 Adjourn
Section 3: Determination of total revenue describes the Rules relevant for determining the total revenue requirement, and additional matters regarding New Capital Expenditure. Section 4: Reference Tariffs and Charges describes the Reference Tariff applicable to the Reference Service, the Tariff applicable to the Interruptible Service and the Reference Tariff Variation Mechanism. Section 5: Capacity Trading which sets out how the User may assign its Contracted Capacity and change its Delivery Points and Receipt Points. Section 6: Queuing describes the order in which the Capacity of the Pipeline will be allocated to Prospective Users where there is insufficient Capacity in the Pipeline to satisfy all Requests for Service. Section 7: Extensions and Expansions describes the manner in which extensions or expansions to the Pipeline will be dealt with. SCHEDULES: Schedule 1: Details Schedule 2: Glossary Schedule 3: General Terms and Conditions applying to Reference Services Schedule 4: Request for Access Commencement of this access arrangement This Access Arrangement commenced on the date on which the approval of the AER took effect under Rule 62 or Rule 64 (as relevant). Revisions to this access arrangement Service Provider will submit revisions to this Access Arrangement to the AER on 1 July 2020 (Review Submission Date). The revisions to this Access Arrangement commence on 1 July 2021 (Revisions Commencement Date).
Late February or early March 2016 - One-day training for school leadership teams to prepare summary reports, analyze data, and build infrastructure Early April 2016 - Schools hold third and final round of APTT group meetings with parents. WestEd and DPI staff visit and debrief selected schools. April 2016 - Schools conduct parent focus group meetings for feedback and evaluation of programming Mid-June 2016 - One-day training for school leadership teams to build 2016-17 action plan and present summary reports and next steps Application Elements Section I – General Information Complete All Information. Section II – Grant Overview Section III – Certification/Signatures The Agency Administrator, District Business Manager, and Charter School Authorizer (if applicable) must sign the certification section. Section IV – Assurances Section V – Certification Covering Debarment Review and sign the debarment certification. Section VI – APTT Leadership Team and Committed Educators The School Principal must sign Section VI and names must be provided for three other members of the initial APTT Leadership Team. Sections VII – XI Provide detailed answers to the narrative questions. Please review all sections of the Reviewer Rubric in Appendix A to ensure that you submit the best possible responses. Sections XII and XIII – Budget Detail and Budget Summary Schools should contact their business manager for assistance with the budget portion of the application. The Budget Detail and Budget Summary require districts to specify how the grant expenses are allocated by budget category (e.g., salary, fringe benefits, non-capital objects, etc.). The budget should coincide with the activities listed in the grant plan. The budget must contain expenses from March 1, 2015, through June 30, 2015. Grantees must complete grant activities and encumber expenses by June 30, 2015. Carryover is not allowed.
The Math Department collaborates with the math departments at the other Peralta colleges to ensure that students have a wide range of course offerings to meet their schedules and to ensure that each department succeeds in offering the full math program (AS-T) at their respective campuses. Develop Resources to Advance and Sustain Mission The Math Department works with the Learning Resource Center to find innovative ways to provide much needed tutorial services to our students. We work with the Academic Senate to provide math representation on various committees that directly impact student success (eg Education Committee, Equity Committee, Facilities, PIE). We work with the administration to find faculty to represent mathematics in basic skills and for various state initiatives. IX. College Strategic Plan Relevance all that apply New program development Program that is integral to your college’s overall strategy Program that is essential for transfer Program that serves a community niche Programs where student enrollment or success has been demonstrably affected by extraordinary external factors, such as barriers due to housing, employment, childcare etc. Other X. Action Plan
Check all that apply. X Advance Student Access, Success & Equity X Engage our Communities & Partners ☒Build Programs of Distinction ☒Create a Culture of Innovation & Collaboration Develop Resources to Advance & Sustain Mission Describe how goal applies to your program. PERSIST is designed to support financially and educationally disadvantaged students who assess below transfer-level English, and to give them tools toward efficacy in college system navigation. PERSIST is in partnership with Berkeley Unified School District to concurrently enroll high school students; is in partnership with Gateway to College; will develop a relationship with Oakland’s Civicorps; and will begin to work with Berkeley’s YScholars program. PERSIST continues to show student semester completion at a significantly higher than a standard control group of similar populations. Two semesters after enrollment, 12.5% of the students in the control group completed transfer-level English, whereas 79.2% of the ACE students completed transfer-level English. This represents an increase of 533%. PERSIST uses the Academy for College Excellence affective curriculum, and continues to train BCC instructors, administrators and classified staff in the same approach. IX. College Strategic Plan Relevance Check all that apply ☐New program under development ☒Program that is integral to your college’s overall strategy Program that is essential for transfer. This program prepares students for transfer-level classes. XProgram that serves a community niche ☒Programs student enrollment or success has been demonstrably affected by extraordinary external factors, such as barriers due to housing, employment, childcare etc. X. Action Plan
1. Expand the job developer position to increase attention to students’ internship placements which further enhances instruction Fall 2014 Coordinator, Dean, VPI P.O. Assessment Action Plans X BI Data X BCC Institutional Goals PCCD Institutional Goals Other 2. Hire one full time contract faculty. Fall 2014 Dean, VPI, PCCD XP.O. Assessment Action Plans X BI Data X BCC Institutional Goals PCCD Institutional Goals Other 3. Institutionalize P&HS program Fall 2014 Dean, VPI, PCCD X P.O. Assessment Action Plans X___BI Data X BCC Institutional Goals X PCCD Institutional Other 4. Advertising and Recruitment, outreach to high schools and community partners Engage PIO Fogarino Attend academic fairs coordinator P.O. Assessment Action Plans BI Data X BCC Institutional Goals PCCD Institutional Goals Other 5. Release time for coordination Stipends for adjuncts for meetings Instructional Aide Student mentors P P.O. Assessment Action BI Data XX BCC Institutional Goals PCCD Institutional Goals Other 6 P.O. Assessment Action Plans BI Data BCC Institutional Goals PCCD Institutional Goals Other Narrative: For disciplines that support interdisciplinary programs provide additional qualitative data if appropriate.
Increase certificate/degree completion and transfers to 4-year colleges or universities by inspiring and supporting students Advance Student Access, Equity, and Success Engage and Leverage Partners Programs of Distinction Improve career and college preparation progress and success rate (successfully transition from basic skills to college-level, CTE to career) Advance Student Access, Equity, and Success C. Programs of Distinction Ensure BCC programs and services reach sustainable, continuous improvement level Engage and Leverage Partners Programs of Distinction Create a Culture of Innovation and Collaboration Collaborate to ensure Fiscal Stability Create a Culture of Innovation and Collaboration Develop and Manage Resources to Advance Our Mission Meet BCC resident FTES target (3,691) by preserving and nourishing resources Develop and Manage Resources to Advance Our Mission
General Rubric A B C D F 90-100 80-89 70-79 60-69 50-59 Exceptional mastery of work; shows careful organization, understanding of procedure, and detail; superior format and presentation Similar to A work but may show less organization, thoroughness; shows some careless errors Average and complete, meets minimal expectations; shows little preparation and no revision Incomplete; shows very limited or poor grasp of assignment Shows little effort, difficulty comprehending assignment; requires extensive revision Grading Policies Students who are absent must show proof of excused absence to make up missing work. Students are responsible for asking for a timeline to turn in their missing work. When an agreement is struck between student and teacher the teacher will not accept late work. Present students who do not submit work may turn in work late at a 10% penalty for each class day assignment is late. If students submit missed work on the same day they are tardy, the assignment is not penalized. credit is not offered on an individual basis and there are no exceptions. Students who ditch class will not be allowed to make up any missing work. Classroom Behavior Expectations and Academic Integrity: Students are expected to be on time to class. Chronic tardies will be met with phone calls home and an eventual behavior contract Students will be given bathroom passes at the beginning of the semester. Students are responsible for these tickets and they will not be provided with new ones if lost. Students are expected to be in their seats when the bell rings and, to properly complete their weekly organizers properly.
Tuesday PE (9:30-10:20) Special Events/Notes: Spelling Practice p. 113-114 Grammar (8:30-9:00) Compound Words- Review and have students complete page for a grade Math RTI (9:00-9:30) Counting Money Reading Small Groups (10:30-11:00) Small Groups- Work on phonics and fluency Daily 5 Stations Reading (11:55-12:55) Listening and Learning- Read and discuss Athens and the Olive Tree while showing images on Smartboard and using comprehension questions; Lesson 23- Student Reader- Read Andrew Jackson and discuss; Complete Worksheet 23.1 in complete sentences Higher Order Thinking: Why are olive trees special and important to Greece? How are they different from other trees? Technology: Please reflect on these 4 corollary questions and you plan: 1. What do you want the students to learn? (ELO) 2. How will you know when they’ve learned it? (assessment) 3. What will you do if they don’t learn it? (DI) 4. What will you do for those that have already learned it? (enrichment) student engagement strategies will you be using? List them here. Reading- stations; Think Pair Share; discussion questions Writing- modeling Math (1:00-2:00) Module 7 Benchmark Higher Order Thinking: Technology: Zearn.org Writing (2:00-2:30) Poetry- Model how to write a haiku about Spring Reading RTI (2:30-3:00) Fluency Activities Brain Break (3:00-3:15)- indoors Wednesday Special Events/Notes: Bus Duty- Houchins- Pod A
In addition, Selma Cemetery District prohibits retaliation against individuals who raise complaints of discrimination or harassment or who participate in workplace investigations. All such conduct violates Company policy. Harassment Prevention Selma Cemetery District policy prohibiting harassment applies to all persons involved in the operation of the Company. Selma Cemetery District prohibits harassment, disrespectful or unprofessional conduct by any employee of the Company, including supervisors, managers and co-workers. Selma Cemetery District anti-harassment policy also applies to vendors, customers, independent contractors, unpaid interns, volunteers, persons providing services pursuant to a contract and other persons with whom you come into contact while working. Prohibited harassment, disrespectful or unprofessional conduct includes, but is not limited to, the following behavior: Verbal conduct such as epithets, derogatory jokes or comments, slurs or unwanted sexual advances, invitations, comments, posts or messages; Visual displays such as derogatory and/or sexually-oriented posters, photography, cartoons, drawings or gestures; Physical conduct including assault, unwanted touching, intentionally blocking normal movement or interfering with work because of sex, race or any other protected basis; Threats and demands to submit to sexual requests or sexual advances as a condition of continued employment, or to avoid some other loss and offers of employment benefits in return for sexual favors; Retaliation for reporting or threatening to report harassment; and Communication via electronic media of any type that includes any conduct that is prohibited by state and/or federal law or by company policy. Sexual harassment does not need to be motivated by sexual desire to be unlawful or to violate this policy. For example, hostile acts toward an employee because of his/her gender can amount to sexual harassment, regardless of whether the treatment is motivated by sexual desire. Prohibited harassment is not just sexual harassment but harassment based on any protected category. Non-Discrimination Selma Cemetery District is committed to compliance with all applicable laws providing equal employment opportunities. This commitment applies to all persons involved in Company operations. Selma Cemetery District prohibits unlawful discrimination against any job applicant, employee or unpaid intern by
Trustee: Alfonso Caro - Nothing Trustee: Ron Baker - Nothing Trustee: Alan Langstraat -Absent Trustee: Una Tristan – CAPC conference was very interesting, she always finds things she didn’t know about, plus you meet trustees and managers from other districts. 4. Adjournment: 5:35pm Respectfully submitted Sandi Miller General Manager-recording secretary Robert Allen Chairman of the Board
8:00am 7 10U Dirty South 1-3 Black Widows 9:25am 3 12U American Pride 6-0 HK Freeze 06 9:25am 4 12U GA – Lively 9-1 HK Flames 9:25am 6 10U GA Classics 2-5 GA Outlaws 07 9:25am 7 10U South 1-6 GA Glory 07 10:50am 6 14U Country Wide 13-1 GA Flames 10:50am 7 10U QAB Hutson 1-9 Flush T-Birds 12:15pm 1 14U GA Ignite 10-6 Fully Loaded 12:15pm 2 14U Tiger Nation 5-12 GA Classics - Dowdie Lamar Murphy Park Pool Games 8:00am 4 HS GA Classics – Clark 3-3 GA Breakers – Hager 8:00am 5 HS GA Platinum 0-16 GA Ignite - Jones 9:25am 4 HS GA Ice 4-5 Fusion 9:25am 5 HS GA Heat 5-7 Thomson Yard Dogs Run rule is 12 after 3, 10 after 4, 8 after 5. Games are 7 innings if time permits. The pitcher shall have both feet touching the pitching rubber, and shall continue to do so until the forward step. The on deck circle is on your dugout side. If you are uncomfortable with your player being that close to the batter, you may have them warm up further down the dugout, but they must remain on your dugout side. Headfirst slides are allowed, faking a bunt and pulling back to swing is allowed. Runners must make an attempt to avoid contact, but do not have to slide. Warm Up Pitches – 5 pitches between innings or 1 minute, whichever comes first. Coaches – one defensive coach is allowed to sit on a bucket or stand directly outside of the dugout for the purpose of calling pitches. Two offensive coaches are allowed, one at third base, one at first base. Offensive: One offensive timeout is allowed per inning. Defensive: Three defensive timeouts are allowed during a seven inning game. On the fourth and each additional defensive timeout, the pitcher must be removed from the pitching position for the duration of the game. In the event of extra innings, one defensive timeout per inning is allowed. An ejection will result in removal from the current game, and an additional one game suspension. Flagrant violations are subject to further suspension at the discretion of the onsite director.
Directions: Read Chapter 9, take notes, and answer the questions below. The questions should be typed or neatly written (blue or black ink) with a proper heading and stapled. Questions: Historian Lee Benson has contended that the democratic movement in America during this period was much broader than the Democratic and that this should be called the age of egalitarianism rather than the age of Jackson. Having read the text chapter (paying attention to “Where Historians Disagree”), what evidence have you found to support Benson? What have you found to contradict his assertion? Evaluate both sides. What caused the split between Calhoun and Jackson? The Eaton affair is generally seen as a symptom, not a cause, which would indicate that the real division between the two men was much deeper. Assess the causes of the split and speculate on its significance for the South and for the Democrats. How did Calhoun (and South Carolina) justify and explain the theory of nullification? On what points did Webster (and Jackson) oppose this theory? What were the conditions that led to the Panic of 1837? What role did the policies of Andrew Jackson play in this? Did relations between whites and Native Americans improve or deteriorate during the age of Jackson? Explain why this took place. Murder Mystery: Imagine an alternate history in which Andrew Jackson is assassinated via gunshot. Who was the mastermind of the assassination? Henry Clay? John C. Calhoun? Daniel Webster? Use evidence from class lessons, the chapter reading, and online research to explain why one of these politicians is most likely to have wanted Jackson killed. Due Date: Tuesday, December 9, 2014
55 Multiple-choice questions – 40% of the overall grade 55 minutes (organized in sets of 2-6) 4 short-answer questions – 20% of the overall grade 45 minutes. 1 document-based question – 25% of the overall grade 60 minutes 1 question- 15% of the overall grade 35 minutes
Act on sight” policy Charter East Asia Co-Prosperity Sphere” Pact: Axis Tojo Harbor For PPT: The US in World War II Pearl Harbor Home Front WACs WAVES Tuskegee Airmen 442nd Regiment Combat Team Navajo “code talkers” War Production Board (WPD) the Riveter” Labor Board of Price Administration (OPA) Anti-Strike Act L. Project Robert Oppenheimer Race Riot Philip Randolph On Washington Movement (Fair Employment Practices Commission) Program Suit Riots internment Order 9066 v. U.S. (1944) Alliance Death March of Stalingrad of El Alamein Torch” D. Eisenhower invasion of Normandy of the of Midway Hopping Jima