zilongwang/ReadingBank huggingface dataset:
Annual General Meeting Wednesday, April 26, 2017 at 9:30 am to 3:30 pm BC Hydro – Presentation Centre 333 Dunsmuir Street, Vancouver AGENDA 9:30 Coffee and networking 10:00 Welcome 10:05 Michelle Petrusevich, FortisBC – Communications Committee Strategy 10:35 Abigail Fulton, Construction Foundation – Safe 11:20 Garry Wilson – WorkSafeBC – High Risk Strategy 12:00 LUNCH (will be provided) 12:45 Call meeting to order 12:45 Roll Call – Establish Quorum, Introductions and Process Overview 12:50 Approval of Minutes for AGM of 2016 12:55 Business arising from Minutes 1:00 President’s Welcome Remarks 1:10 Executive Director’s Report 1:20 Treasurer’s Report 1:25 Waive the Appointment of Auditors for Fiscal 2017 1:30 Election of Directors 2:15 Other Business 2:20 Date for next year’s AGM 2:25 Adjournment 2:30 to 3:15 pm Board Meeting (Ratification of Officer positions) ** Please note that members must have paid membership dues (2017) and be in attendance to be eligible to vote and/or stand for election and/or retain Board seat. Election of Directors Stakeholder Groups for Election ~ Stakeholder Group Representative Equipment Manufacturing and Suppliers EECOL (Brian Kidwell) Gas / Oil Distribution FortisBC (Michelle Petrusevich / Ian Turnbull)
Home Builders Vacant Municipal and Public Vacant Railway Vacant Transmission Pipelines TransCanada (Patricia Poulton) Kinder Morgan Canada (Rob Hadden) Spectra Energy (Christine Balash) Members at Large 1(3 position) Telcom (Bob Mizon) Road Builders BC Roadbuilders and Heavy Construction Association (Kelly Scott) Electrical Transmission / Distribution BC Hydro (Raj Sharma) Safety Organizations BC Construction Safety Association (Mike McKenna / Urvi Ramsoondar) Landscaping /Fencing BC Landscapers Association (Brian Ramor) Stakeholder Groups with One Year Remaining Stakeholder Current Representative Engineering and Land Surveying Association of BC Land Surveyors (Scott Netherton) Excavator BC Construction Association (Chris Atchison) Flatiron Construction (Keith Mitchell) One Call Centre BC One Call (Gary Metz/Darlene Dyson) Regulators WorkSafeBC (Don Schouten) National Energy Board (Shannon Neufeld) BC Oil & Gas Commission Ollenberger) BC Safety Authority (Frank Do) Telecommunications Bell (Mitch Williams) Telus (Jordan West)
Exercise #4: Kirk has 12 dollars less than Jim. If Jim spends half of his money, and Kirk spends none, then Kirk will have two dollars more than Jim. How much money did they both start with? Name: Date: Finite Math Linear Word Problems – Day 2 Exercise #1: Create a let statement for the following examples. Be sure to carefully read the question and figure out exactly what you are looking for. Then, set up an equation that summarizes the information in the problem and solve the equation and check for reasonableness.
Solving Inequalities Notes Day 2 To solve an “AND” compound inequality (-4 < 6x – 10 ≤ 14) 1.) 2.) Solve the following inequalities and graph the solution. a.) -4 < 6x – 10 ≤ 14 b.) -1 < 2x + 7 < 19 To solve an “OR” compound inequality ( 3x + 5 ≤ 11 or 5x – 7 ≥ 23) 1.) 2.) Solve the following inequalities and graph the solution. a.) x + 4 ≤ 9 or x – 3 ≥ 7 b.) 3x + 5 ≤ 11 or 5x – 7 ≥ 23
Directions: Place all answers on the answer sheet provided. 1) Which value of x is in the solution set of the inequality -4x + 2 > 10? a) -4 b) -2 c) 2 d) 3 2) If 3ax + b = c, then x equals a) b) c – b + 3a c) c + b – 3a d) 3) What is the solution of ? a) 1 b) 5 c) 6 d) 14 4) Students in a grade class measured their heights, h, in centimeters. The height of the shortest student was 155 cm, and the height of the tallest student was 190 cm. What is an inequality that could represent the range of heights? a) 155 < h < 190 b) 155 ≤ h ≤ 190 c) h ≥ 155 OR h ≤ 190 d) h > 155 OR h < 190 5) What is the value of the expression when x = 5? a) -13 b) -37 c) 13 d) 37 6) If 2ax – 5x = 2, then x is equivalent to a) 7 – 2a b) c) d) 7) Mr. Turner bought x boxes of pencils. Each box holds 25 pencils. He left 3 boxes of pencils at home and took the rest to school. What is an expression that can be used to represent the total number of pencils he took to school? a) 22x b) 25x – 75 c) 25x – 3 d) 25 – 3x 8) Which of the following values of x is in the solution set of ? a) 8 b) 9 c) 12 d) 16 9) Which graph shows the solution set for
Regular meetings with data-based decisions Policy Foundations Political Support Trainer/ Coach development Local Evaluation role District Behavioral Expertise DATA Data System -Accountability data system -Decision-making data system at school (academic/ behavior) - System for collecting and using Fidelity data (Tiered Fidelity Inventory [TFI]) - System for using data for
Board of Governors 2014 – 2018 Name Post Category Term of Office Very Rev Fr B Kearns PP Chairman Trustee Representative Dec 2016 - Dec 2018 Mrs Grainne Forsythe Vice Chairperson EA Representative Dec 2014 - Dec 2018 Mrs Catherine Mc Keavney Secretary Trustee Representative Dec 2014 - Dec 2018 Mrs Margaret Hudson Nominated Governor Child Protection Parent Representative Dec 2014 - Dec 2018 Mrs Deirdre Member Trustee Representative Dec 2014 - Dec 2018 Mrs Catriona O’Farrell Member Trustee Representative Dec 2014 - Dec 2018 Mrs Julie Gibbons Member EA Representative Dec 2014 - Dec 2018 Mrs Catherine Mc Donagh Member DE Representative Dec 2014 - Dec 2018 Mrs Anne Clarke Member Teacher Representative Dec 2014 - Dec 2018 Mr Diarmuid Maginn Principal Non Voting Roles and Responsibilities The Governors are ultimately responsible for the overall management of the school. They are required to have a minimum of meetings each year. duties include: Oversight of the curriculum Control of the budget Selection of Maintenance of the premises Admission policy We have implemented measures within the Pastoral Care Policy to insure safeguarding of pupils and staff.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday January 1 New Years Day 2 3 KC BBQ Edward Muzny 4 KC Officers Meeting-6:30 PM-KC Kitchen 5 Chris Jungman Scott Snoe Michael Enrique Renny Kocurek 6 Frankie Jaster Thomas Pullin 7 KC Council Hall 8 9 10 KC Corporate Communion . 11 12 Victor Mendez Larry Zschech 13 KC Cook for Journey Class 14 Gary Krueger 15 16 17 Michael Charanza 18 Matthew Schielack 19 20 Lamar Drgac 21 22 Vincent Maldonado 23 Michael Ausley 24 25 26 27 28 Justin 29 30 31 Jerry Zavodny Knight of the Bernard Hung Family of the Month-John and Teresa Kucera Council News: 7:00
RRT Regulatory Reform Team, CMTEDD, ACT Government RTA Road Transport Authority, Access Canberra, ACT Government RTO Registered Training Organisation TAMS Territory and Municipal Services Directorate, ACT Government TCCI taxi cost calculator index TNC transportation Network Company TSS Taxi Subsidy Scheme WAT wheelchair accessible taxi WCBS Wheelchair Accessible Taxi Centralised Booking Service List of terms App Application – a digital product that can be downloaded onto a smart phone, tablet or other electronic device.1 Dynamic pricing (also known as surge pricing) Pricing that changes and is formed around the current demand for and supply of a particular type of on-demand transportation, such as ridesharing. Hire car A vehicle (other than a bus, taxi or demand responsive service vehicle) that: (a) Is used, or is intended to be used, for the transport of passengers a contract; and (b) Does not stand or ply for hire for the transport of passengers along a road or road- related area.2 On-demand public transport Unscheduled, point-to-point passenger transport provided for a fee or charge. Ridesharing the providing of passenger transport for profit or reward using a private vehicle and an app-based booking service. Sharing economy An economic model in which individuals are able to borrow or rent assets owned by someone else.3 Taxi A vehicle (other than a bus or demand responsive service vehicle) that stands or plies for hire for the transport of passengers along a road or road-related area.4
MANUALLY SUBMITTED ENTRIES information on the final page of this meet entry about a HY-Tek product that is FREE (TM-Lite). This product will assist you in completing your electronic entry. HOTELS: 4291 Gettysburg Road Harrisburg, PA 17055 717.766.9006 1 Hampton Carlisle, PA 17013 717.610.9050 Hampton Inn 1164 Harrisburg Pike Carlisle, PA (717) 240-0200 DIRECTIONS FROM THE NORTH & EAST: Route 81 going south – proceed to the Mechanicsburg /route 114 exit(57) - turn left off ramp – continue to route 11 south Carlisle Pike) – turn right & proceed approximately 2 miles to the Cumberland Valley Educational Park. The pool is located in front of the gym. FROM THE WEST & SOUTHWEST: 81 going north – proceed to the Mechanicsburg /route 114 exit(57) –turn R.H. at end of ramp– continue to route 11 south (Carlisle Pike) turn right & proceed approximately 2 miles to the Cumberland Valley Educational Park. The pool is located in front of the gym. FROM THE WEST & SOUTHWEST: Route 81 going north – proceed to the Mechanicsburg /route 114 exit(57) –turn R.H. at end of ramp– continue to route 11 south (Carlisle Pike) turn right & proceed approximately 2 miles to the Cumberland Valley Educational Park. The pool is located in front of the gym. FROM THE SOUTH & FROM THE PA TURNPIKE: Route 83 north to the Camp Hill exit – that puts you on route 581 west – continue on 581until it joins with 81 south – proceed to the Mechanicsburg /route 114 exit(57). Turn left at the end of ramp onto route 114 –continue to route 11 south (Carlisle Pike) turn right & proceed approximately 2 miles to the Cumberland Valley Educational Park.
Research/Clinical Impact Statement – Describe the aims and long range objectives of the proposed project. Project Timeline, and Future Plans (limit—1 page) Include the following three sections. Timeline – Provide a detailed timeline/project plan for the project. Project must demonstrate its ability to be completed in 12 months. Future Plans – Explain how pilot funding will be used for conducting research activities that will lead to future extramural grant funding (i.e. NIH, NSF), and ultimately to tangible clinical improvements.
4 3 2 1 Total Thesis/Problem/ Question Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area. Student(s) posed a focused question involving them in challenging research. Student(s) constructed a question that lends itself to readily available answers Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Content Student presents major points accurately and fully supports them with convincing arguments, ideas and data. Student presents major points accurately and partially supports them with convincing arguments, ideas and data. Student presents points accurately, but fails to support them with convincing arguments, ideas and data. Student oversimplifies topic, information is not accurate or fails to present major points. X2 Organization Student presents information in logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following presentation because student jumps around. Audience cannot understand presentation because there is no sequence of information. Text All slides present one idea and a few supporting facts. Most slides present one idea and a few supporting facts. Most slides present one idea but too many words. Most slides present multiple ideas and too many words. Images and Layout All slides contain one powerful, high-quality image per slide which helps audience understand the content. Layout is visually pleasing. Most slides include one powerful, image, which helps audience understand the content. Layout uses most space appropriately. Most images are low quality. Images are too large/small in size, or of poor quality (fuzzy). Layout shows some structure. Images are distracting decorations that create a busy feeling and detract from the content. Layout is cluttered and confusing. Mechanics No spelling errors. No grammar errors. Text is in authors' own Few spelling errors. Few grammar errors. Text is in authors' own Some spelling errors. Some grammar errors. Text is in authors' own words. Many spelling errors and/or text is copied. Citations Bibliography/works cited list is properly formatted and complete (like a research paper). Bibliography/works cited list is complete, but not properly formatted (e.g. bulleted list). Bibliography/works cited list is incomplete (e.g. no citations for images) or improperly formatted (e.g. list of URLs). Student does not list sources used for research.
Series beginning August 2015 Program 1: Why Grow Beans? Radio transcript – translation into English First broadcast 4 August 2015 on Radio Sauti ya Injili (Broadcast in Kiswahili). Farm Radio International facilitated the development of this program with technical and financial supported from CABI- Africa Soil Health Consortium program. Section 1: English translation Section 2: Kiswahili transcript Presenter: Helen Madijongo Samwel Shayo Expert: Edith Kadege Farmers: Chonge Ramadhani Jackline Singa Joani Amazi Msangi Rashid Shabani Kimaro
BSD-3-Clause uglify-js/package.json BSD-2-Clause unique-stream/package.json yui-lint/package.json BSD (do not know which version should I provide the link for) tar/package.json uid-number/package.json wide-align/package.json wrappy/package.json y18n/package.json yallist/package.json ISC ua-parser-js/package.json GPLv2 weinre/package.json Apache 2.0
Gcimagebundle Landscape-Client (not sure about the license type) pyOpenSSL Apache 2.0 Jsonpatch Jsonpointer Modified BSD prettytable BSD (3 clause) pycurl LGPL MIT pyserial Python python-apt Configobj GNU GPL requests Copyright 2014 Kenneth Reitz ssh-import-id GPLv3 zope.interface ZPL 2.1 python-debian GPL GPLv2+ GPLv3+
Speaking/ Listening Students are expected to participate in the power teaching. Assessments Formative & Summative Class Work Presentation Essay Journal Response Test / Quiz Question/Answer Exit Slip Other: AVID Instructional Practices Marzano’s High Yield Strategies W I C R Learning Logs/Journals Skilled Questioning Group Projects SQ5R Identifying Similarities and Differences Cornell Notes Socratic Seminars Study Groups KWL Summarizing and Note Taking Pre-write Quick-write Jigsaw Activities Reciprocal Teaching Reinforcing Effort/Providing Recognition Draft Group Discussion Read-Arounds Think Aloud Homework and Practice Respond Critical Thinking Activity Groups Marking the Text Non-Linguistic Representations Revise Writing Questions Collaborative Activities Writing in Margins Cooperative Learning Edit Open-Minded Questions Charting the Text Setting Objectives & Providing Feedback Final Draft Philosophical Chairs Summarizing Generating & Testing Hypotheses Thinking Map Cues, Questions, & Advance Organizers ESOL & ESE Strategies Classroom Resources & Materials Strategies Assessment Other Wait Time Homework Textbook - Springboard Note Taking Quiz Handouts Graphic Organizers Test Maps, charts, graphs Work Portfolio Thinking Maps Simple Lang. Folder Multimedia Projector Audio Cass. Notebook Interwrite Mobi Extra Time Teacher Observation White Board / SMARTboard Study Guide Project Literature Books Peer Tutor Journal Video clips/DVDs Repetition Debates Document Camera Dictionary Participation Audio
Hosting Australian volunteers over the last year has helped our staff learn new skills 86 1% 2% 15% 33% 49% 81% We continue to hear from our Australian volunteers when they go home 77 4% 6% 17% 29% 44% 73% Source: Host organisation survey (n = 93). A3.8 Host organisations’ agreement about the work their Australian volunteer did to contribute to the organisation’s capacity development Item n Strongly disagree 1 2 3 4 Strongly agree 5 Total positive Hosting Australian volunteers helped us think about how our work could be more effective 86 1% 2% 19% 36% 42% 78% We have a long term strategy for the use of volunteers in our organisation 86 1% 8% 19% 30% 42% 72% Hosting Australian volunteers helped our organisation better manage our own affairs 85 1% 11% 18% 39% 32% 71% Hosting Australian volunteers helped our organisation clarify its objectives and strategies 85 1% 7% 25% 38% 29% 67% Hosting Australian volunteers helped our organisation to enhance its profile in the community 83 2% 8% 24% 33% 33% 65% Hosting Australian volunteers helped us understand the experience of people who use our service 80 1% 5% 33% 29% 33% 61% Source: Host organisation survey (n = 93). Results of factor analysis A3.9 Results of factor analysis (part A) Item Capacity and capacity Wasted effort expectations capacity To what extent do you or disagree with the following statements? Our organisation was asked to choose our most recent Australian volunteer 0.040 0.345 0.669 0.284 –0.032 From the start, our most recent Australian volunteer had the same expectations about their assignment that we did 0.177 –0.215 0.308 0.687 0.280 The work our most recent Australian volunteer did could have been more effectively performed by a local staff member 0.120 0.773 –0.017 –0.008 –0.091
AAA Club aka Green and Gold Family Organizer Fundraising Coordinator Field Trip Coordinator Site Team Secretary AVID Newsletter 1) Goodie bags for Gold. 2) Period release and movie permission. 1) Family Night Flyer 2) Family Night Activity 1) 2) Figuring cost and profit. 1) Plan and schedule field trips. 2)Permission slips 3) Rosters to attendance 1) Take minutes 1) Create AVID Bolt once a triad.
AVHIMA ANNUAL MEETING August 3-7, 2012 San Diego, California Friday, August 3, 2012 Self Select Topics From AVMA Program Saturday, August 4, 2012 Talbot Personal/Professional Development Select Topics From AVMA Program Agenda Sunday, August 5, 2012 AVMA Meeting-Self Select Topics From Program Talbot Symposium-Under Personal/Professional Development Monday, August 6, 2012 Talbot Symposium-Under Personal/Professional Development Select Topics from the AVMA Program Agenda AVHIMA Program: 8:00 – 9:00 a.m. UVIS Updates From User Schools 9:00-10:00 a.m. Practice Forum-School Discussion/Issues/Problems/Technology 10:00-12 Noon Birnbaum, MS,RHIA,CPHQ Clinical Documentation Audit/Analysis/Improvement Remote Coding Data Collection and Analysis 1:30-3:30 p.m. Debi Primeau, MA, RHIA, FAHIMA ICD-10-Transformation and Touch Points Privacy and Security 4:00p.m. AVHIMA Business Meeting Tuesday,August 7,2010 VMDB Meeting 8:00 – 8:30 a.m. Continental Breakfast 8:30 – 12:00 Meeting 12:00 – 1:00 p.m. Lunch on your own 1:00 – 4:30 p.m. Coding Workshop-Kathy Ellis; Bobbi Schmidt, RHIA Overview for New Coders & Review for Seasoned Coders Advanced Coding-New Changes/Grouping Case Studies –Working Through Examples
The Arizona Veterans Hall of Fame Society (AVHOFS) Scholarship Program AVHOFS Operating Instruction #5 Student Scholarship Plan Revised 14 Dec 2016 Table of Contents Revision Table 2 AVHOFS Student Scholarship Plan (AVHOFS OI#5) 3 Annex A - The Veterans Administration Scholarship 4 Annex B - The Veterans Heritage Project: 6 Appendix 1 to Annex B: Application Packet Checklist 8 C - Arizona Student Veteran Higher Learning Scholarship 9 Appendix 1 to Annex C: Application Packet Checklist 11 Appendix 2 to Annex C: Veteran Scholarship Application Form 12 Appendix 3 to C: Veteran Financial Need Assessment 13 Annex D – Suggested Timeline for Scholarship Application & Selection Process 14 Revision Table
Suggested Timeline for Scholarship Application & Selection Process Gala minus AVHOFS VA Scholarship VHP Scholarship* Veterans Scholarship 150 days (November) Announce Gala Date Acknowledge Gala Date Acknowledge Gala Date Acknowledge Gala Date 120 days (December) Scholarship Opportunity Announcement Scholarship Opportunity Announcement Scholarship Opportunity Announcement 75 days Receive Applications Receive Applications postmarked 75+ Receive Applications 70 days AVHOFS Conduct Review VHP Conduct Review AVHOFS Conduct Review Board 65 days Send ranked selection roster to AVHOFS 60 days AVHOFS notify HS counselor and honorees AVHOFS notify VHP staff and honorees AVHOFS notify honorees 45 days AVHOFS PR Announce Honorees AVHOFS Cmte Chair Letter of Selection AVHOFS Cmte Chair Letter of Selection AVHOFS Cmte Chair Letter of Selection 30 days AVHOFS Cmte coordination (props/checks) Provide Portrait photos and typed 500 word bio to Gala Cmte Provide Portrait photos and typed 500 word bio to Gala Cmte Provide Portrait photos and typed 500 word bio to Gala Cmte Gala (April) AVHOFS Treasurer/UAV Treasurer coordination *VHP will adjust for Holidays and Spring break schedules to meet planning dates indicated.
Avon Vale Hunt – Team Chase Results – Sunday 10th April Class 2 – Novice 1st – South & West Wilts Hunt 2nd – Scream If You Wanna Go Faster 3rd – Camarthenshire Hunt 2 4th - Old Berks Bounders 5th – Berkeley Bangers 6th - Desperate Horse Wives Class 3 – Gate Jumping 1st Stuart Radbourne MFH Class 4 – Open Qualifier 1st – Team Ride Away 1 (5’24”) 2nd – The Boring Gorings (6’09”) 3rd – Fox Grant.Com (7’0”) Class 5 – Intermediate Spee 1st – Art Hotel Racers 2nd – Eternal Optimists 3rd – Fox Grant Racers 4th – Hope Springs Eterna; 5th – Monster Team 6th = Bees Knees Class 6 – Intermediate Optimum 1st – Berkeley Balls
WORK READINESS SKILLS ASSESSMENT 100 3 4 days WORK READINESS SKILLS TRAINING 100 24 7 days WORK EXPERIENCE TRAINING 41 7.2 2.8 months JOB PLACEMENT ASSESSMENT 62 4.9 2 months JOB SEEKING SERVICES 42 9.9 5.3 months JOB DEVELOPMENT SERVICES 50 9.9 5.3 months JOB PLACEMENT – 6 DAY 55 2.4 26 days JOB PLACEMENT – 90 DAY 62 2.9 1.6 months CONSUMER SATISFACTION SURVEY Telephone surveys conducted with consumers prior to the review Based on a scale from one to ten, with one being the worst and ten being the best SERVICES # of Consumers Surveyed Average Satisfaction Score ADAPTIVE LIVING PROGRAM 7 8.6 VOCATIONAL REHABILITATION 9 7.8 ADDITIONAL REPORT CARD/SURVEY INFORMATION: Job Placement- 3 Consumers were surveyed. The average satisfaction score was 9.6.
Table 1. Matrix of 36-km CONUS domain CMAQ simulations. Future meteorology is based on the IPCC A1B scenario. NEI 2002 refers to the US EPA National Emissions Inventory for 2002. MARKAL 2050 refers to a future emissions inventory that is based on the NEI 2002 and projected to 2050 using the US EPA MARKAL allocation model. All simulations use land-use and land-cover data. simulation name meteorology chemical boundary conditions anthropogenic emissions biogenic emissions CD_Base current current NEI 2002 current meteorology FD_US current current MARKAL 2050 current meteorology A1B_Met future current NEI 2002 current meteorology A1B_M future current NEI 2002 future meteorology A1B_US_Met future current MARKAL 2050 current meteorology A1B_US_M future current MARKAL 2050 future meteorology Table 2. Summary of RRF by region. region # sites RRF % of sites w/ RRF > 1.00 average minimum maximum standard deviation Northwest 11 0.95 0.92 0.97 0.021 0 Southwest 246 0.91 0.85 1.07 0.043 5
Southwest 246 0.91 (0.92) 0.82 (0.83) 1.09 (1.15) 0.059 (0.070) 7 (13) Central 31 0.97 (0.98) 0.88 (0.87) 1.07 (1.10) 0.066 (0.074) 42 (42) South 124 1.04 (1.05) 0.94 (0.94) 1.16 (1.22) 0.057 (0.071) 66 (65) Midwest 287 1.04 (1.05) 0.97 (0.94) 1.13 (1.18) 0.033 (0.047) 89 (88) Southeast 211 0.99 (0.97) 0.85 (0.85) 1.07 (1.11) 0.039 (0.040) 31 (22) Northeast 225 1.00 (1.00) 0.91 (0.90) 1.25 (1.34) 0.057 (0.074) 32 (30) All Regions 1135 0.99 (1.00) 0.82 (0.83) 1.25 (1.34) 0.069 (0.079) 45 (43) Figure 1. Semi-hemispheric and continental US (CONUS) CMAQ modeling domains.
(Autonomous ) Science Exhibition (2012-13) State Level Science Exhibition Organised by: Dr. Balasaheb Sawant Konkan Krishi Vidyapeeth, Dapoli Winners:- Name of the students who won medals/awards Class Event Date Organizer Details of medals/awards won by students in Avishkar at 1. Dipak Venketrao B.Sc.III State level Science Exhibition 1.Sept.2012 Balbhim Arts ,Science, and Commerce College,Beed. Prize Venketrao Hembade is falicited by Principal Dr. S.B.Jadhav, Vice-Principal Dr. P.N.Sagar, Vice-Principal Dr. S.D.Salunke, Mr.N.S.Pimple, Mr.Kadam and Co-ordinator of Avishkar Dr. D.S.Rathod.
RUBRIC LEVEL R – Expectations Not Met 1-2 – Poor/Fair Demonstration of Expectations 3-4 – Fair/Some Demonstration of Expectations 4 – Good Demonstration of Expectations 5- Excellent Demonstration of Expectations Knowledge & Understanding -Knowledge of art period and artists -Detailed information Expectations have not been met The information from the art period is not detailed. Many parts are missing. Some elements of the period are included, but are not fully explained or detailed Most elements of the period are included in good detail. Exceptional detail and information is provided for the art period. Thinking -Art Analysis is completed -Own Thoughts/Feelings are clearly stated Expectations have not been met Thinking and detail are, for the most part, not explained or clear The art analysis and student’s thoughts are sometimes explained and sometimes clear A considerable amount of thought and explanations are included. A thoughtful analysis is provided. Deep thinking and explanation is provided. A thorough analysis is done in the presentation Communication -Student shares their thoughts clearly -Spelling, grammar, and organization is appropriate Expectations have not been met Communication is not clear and not effective. Most parts are not organized. Spelling, grammar, organization are sometimes proper, but there are several errors For the most part, spelling, grammar, and organization is clear and effective Communication is, with minimal exceptions, complete and awesome Application -Presentation includes all parts -Presentation is eye-catching and interesting Expectations have not been met The presentation does not feel complete. Many parts are missing Part of the assignment is eye-catching and interesting. Some of the project is missing. The majority of the assignment is complete, interested, and informative The project is engaging, detailed, and complete ______/20 SUCCESS CRITERIA [ ] I have included all parts of the assignment for my topic [ ] I have created a presentation using PowerPoint, Google Slides, or Prezi that others can see [ ] My presentation is detailed with information [ ] My presentation is eye-catching, organized, and interested [ ] I have edited for spelling and grammar
Tuesday 20 June 2017 SENATE 1 & 2 07:30 REGISTRATION 08:00 OPENING OF EXHIBITION AREA Chair – Achmat Brinkhuis 09:00 OPENING OF CONGRESS Honorary President – Naude Rossouw 09:10 Transformation update Willie Bosoga 09:30 Transforming the industry – My Journey Jacob Sasebola 10:00 TEA Chair – Achmat Brinkhuis 10:30 We are just another African Country Prince Mashele 11:15 NDP, how agriculture fits in Min Jeff Radebe – t.b.c. 12:00 Panel discussion 12:30 LUNCH 14:00 Strategic feedback session Prof Karaan – t.b.c. 14:30 BROILER ORGANISATION: Annual General Meeting Chair – Marthinus Stander 15:15 TEA 15:45 EGG ORGANISATION: Annual General Meeting Chair – Willie Bosoga 16:30 SAPA: Annual General Meeting / Congress Chair – Achmat Brinkhuis 18:00 COCKTAIL FUNCTION IN EXHIBITION AREA “Beyond the Barriers”
Wednesday 21 June 2017 07:30 REGISTRATION 08:00 EXHIBITION OPENS PARALLEL SESSION FABIA 1 & 2 ECONOMICS & TRADE SESSION Chair – Marthinus Stander 09:00 Opportunities for supporting and financing developing transformation – Langa Simela 09:45 Task team work – Strachen 10:30 TEA 11:00 The hidden market – Linda Kekana 11:45 Recent advances in breeder mineral nutrition – Natasha Snyman - Novus 12:30 LUNCH ECONOMICS & TRADE SESSION (cont.) – Willie Bosoga 14:00 Local is lekker! – Kevin Lovell, SAPA 14:45 TEA 15:15 Opportunities in the egg market – SPEAKER – t.b.c. 16:00 Grain Markets, the next 12-18 months – Wandile Sihlobo PARALLEL SESSION SENATE 1 & 2 PRODUCTION SESSION Chair – Aziz Sulliman 09:00 Unlocking the full potential of poultry manure – Joop Colsen, Aquest 09:45 Climate change – SAWS – t.b.c. 10:30 TEA 11:00 Water efficiency – Gina Pocock, VitaOne8 (Pty) Ltd 11:45 Environmental Health Feedback – Leon Harmse . 12:30 LUNCH PRODUCTION SESSION (cont.) Chair – Vincent Sharp 14:00 Eskom – Effect on sustainability - SPEAKER – t.b.c. 14:45 TEA 15:15 Ventilation – Bernard Aviagen SA 16:00 EIA – Environmental Framework – Leon Janse van Rensburg – I-Cat PARALLEL SESSION NCC TECHNICAL SESSION Closed Meeting 08:30 POULTRY GROUP: Annual General Meeting 10:30 TEA HEALTH SESSION Chair – Dr Susan Dawson 11:00 Research to support H6 influenza and Newcastle disease control in SA– Dr Celia Abolnik 11:45 Removing H6 from the flock - Dr Ziyanda Majokweni 12:30 LUNCH HEALTH SESSION (cont.) Chair - 14:00 Maximising the benefits of Serological Monitoring and Reporting - Dr Luuk Stooker – Immunovet 14:45 TEA 15:15 The importance of E.coli and the relationship between the isolates – Johan Jacobs, Deltamune 16:00 Poultry action plan for AMR - SPEAKER – t.b.c. 18:00 SMALL PRODUCER WORKSHOP – Fabia 1 & 2 “Beyond the Barriers”
AVI105 CPT Rubric Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding (20%) -The student’s final product demonstrates a strong understanding of the elements and principles of design. -demonstrates a limited understanding of the elements and principles of design -demonstrates some understanding of the elements and principles of design -demonstrates a considerable understanding of the elements and principles of design -demonstrates a thorough understanding of the elements and principles of design Thinking & Inquiry (20%) -The student demonstrates excellent planning skills when creating thumbnail drawings, a concept sketch, and experimenting with the art supplies. -uses planning skills with limited effectiveness for the: Thumbnail drawings Concept sketch phase -uses planning skills with some effectiveness for the: Thumbnail drawings Concept sketch -uses planning skills with considerable effectiveness for the: Thumbnail drawings Concept sketch phase -uses planning skills with a high degree of effectiveness for the: Thumbnail drawings Concept sketch phase Communication (20%) -The student organizes and expresses his or her story in a reflection with a high degree of effectiveness. -expresses and organizes written reflection with limited effectiveness -expresses and organizes written reflection with some effectiveness -expresses and organizes written reflection with considerable effectiveness -expresses and organizes written reflection with a high degree of effectiveness Application (40%) -The student applies Aboriginal art techniques with a high degree of effectiveness to their final product. -The student’s final product has strong ties to his or her story. -applies Aboriginal art techniques with limited effectiveness -artwork has few connections to the student’s story -applies Aboriginal art techniques with some effectiveness -artwork has some connections to the student’s story -applies Aboriginal art techniques with considerable effectiveness -artwork has a number of connections to the student’s story -applies Aboriginal art techniques with a high degree of effectiveness -artwork has many connections to the student’s story Descriptive feedback: Mark: /20
Level 1 Level 2 Level 3 Level 4 Knowledge & Understanding -portfolio images demonstrate that he or she has a strong understanding of his or her hopes, dreams, and goals -images demonstrate limited -images demonstrate some -images demonstrate considerable -images demonstrate a high degree of Thinking & Inquiry -rough sketches reflect well developed ideas -sketches demonstrate few well developed ideas -sketches demonstrate some developed ideas -sketches reflect a good number of developed ideas -sketches reflect a number of well developed ideas Communication -using proper spelling and grammar -clearly explaining hopes, dreams, and goals -explaining all the elements and principles of design used -describes his or her design with limited effectiveness -describes his or her design with some effectiveness -describes his or her design with considerable effectiveness -describes his or her design with a high degree of effectiveness Application -effectively applies at least 3 elements and 3 principles of design to portfolio cover -applies elements and principles of design with limited effectiveness -applies elements and principles of design with some effectiveness -applies elements and principles of design with considerable effectiveness -applies elements and principles of design with a high degree of effectiveness Descriptive feedback:
The Middle Kingdom: The New Kingdom: Who brought the New Kingdom to a close? Examine the Pyramid of Khufu (figure 7.4). Describe the physical composition and appearance of the pyramid. What did the Egyptians believe about the soul (ka)? The most impressive tombs were built for the __________. Identify who the following Egyptian gods are: Re: Osiris: Isis: What is a sarcophagus? What is a mastaba? Who were the temples dedicated to?
Knowledge and Understanding Zentangle portfolio cover design demonstrates limited knowledge of the elements and principles of design Zentangle portfolio cover design demonstrates some knowledge of the elements and principles of design Zentangle portfolio cover design demonstrates considerable knowledge of the elements and principles of design Zentangle portfolio design demonstrates thorough knowledge of the elements and principles of design Thinking and Inquiry Design matrix demonstrates limited planning Tangles (on portfolio cover) demonstrate limited creativity and effort Design matrix demonstrates some planning Tangles (on portfolio cover) demonstrate some creativity and effort Design matrix demonstrates considerable planning Tangles (on portfolio cover) demonstrate considerable creativity and effort Design matrix demonstrates thorough planning Tangles (on portfolio cover) demonstrate a high degree of creativity and effort Communication Communicates a recognizable shape with limited effectiveness when framing his or her tangles Communicates a recognizable shape with some effectiveness when framing his or her tangles Communicates a recognizable shape with considerable effectiveness when framing his or her tangles Communicates a recognizable shape with a high degree of effectiveness when framing his or her tangles Application Applies the art of Zentangle with limited effectiveness on portfolio cover design Applies the art of Zentangle with some effectiveness on portfolio cover design Applies the art of Zentangle with considerable effectiveness on portfolio cover design Applies the art of Zentangle with a high degree of effectiveness on portfolio cover design
content in the forum Overall Contribution to discussion (0 pts) Student does not participate in the discussion (2 Pts) Student does not enhance the quality of substantive content in the forum (4 Pts) Student does enhance the quality of content in the forum (5 Pts) Student not only enhances the quality of content in the forum but leads the discussion as well Grading: Final Grading Evaluation: Exams 50% (500 pts) Quizzes 25% (250 pts) Homework 0% ( 0 pts) Case study 10% (100 pts) Participation/Discussion 15% (150 pts) Grading Scale Letter Grade Point Range A 900-1000 B 800-899 C 700-799 D 600-699 F 600
Mo, Feb 9 Su, Feb 15 Chapter 4 - Elections, Certifications and Procedures – Read chapter 4 and review the PowerPoint in D2L On-line Chapter 4 Quiz due Mo, Feb 16 Fr, Feb 20 Su, Feb 22 Chapter 5 - Contractual Negotiations – Read chapter 5 and review the PowerPoint in D2L Discussion #3 closes. On-line Chapter 5 Quiz due Mo, Feb 23 Fr, Feb 27 Chapter 6 - Grievance Procedures - Read chapter 6 and review the PowerPoint in D2L On-line Chapter 6 Quiz due We – Th, Mar 4 – 5 Exam Chapters 4 – 6 Due Sa – Su, Mar 7 – 15 Spring No Classes Mo, Mar 16 Fr, Mar 20 Su, Mar, 22 Chapter 7 - Unfair Labor Practices – Read chapter 7 and review the PowerPoint in D2L Discussion #4 closes On-line Chapter 7 Quiz due Fr, Mar 27 Case Study due in D2L Mo, Mar 30 Su, Apr 5 Chapter 8 - The Labor Relations Environment - Read chapter 8 and review the PowerPoint in D2L On-line Chapter 8 Quiz due Mo, Apr 6 Fr, Apr 10 Su, Apr 12 Chapter 9 - Annual Activity - Read chapter 9 and review the PowerPoint in D2L Discussion #5 closes On-line Chapter 9 Quiz due Mo, Apr 13 Su, Apr 19 Chapter 10 - The View of the Unions – Read chapter 10 and review the PowerPoint in D2L On-line Chapter 10 Quiz due W-Th, Apr 22-23 Exam Chapters 7-10 due Fr, May 1 Discussion #6 closes We - Th, May 6-7 Final Exam Chapters 1-10 due
workshops were to help the DfT design their consultations, for the wider public. They were on IANA (see below), and issues like compensation for noise, and the role of the Secretary of State on NPRs. And getting rid of NPRs in future, as "they cause confusion". IANA and ICAN One of the workshop topics was the Independent Aviation Authority. IANA The DfT have been working on plans for the IANA, but these are not published. However, it appears it would be: - a Commission, not an Authority. - It would therefore be an ICAN (Independent Commission on Aircraft Noise) rather than IANA. - It would have no powers. - It would not be a policy making body. - It would not have an ombudsman function, but it would review noise issues and advise the government. - The intention is that people should trust it. The DfT wants to give the impression it is doing something positive on noise at the same time as the runway announcement, with the inevitable huge increase in plane noise. ANEG - Aircraft Engagement Group. The other group that is probably going to be set up is the Aircraft Noise Engagement Group. ANEG [Lovely names, ICAN and ANEG...]. The ANEG would be a talking shop, that would perhaps meet twice a year. It would have all the usual stakeholders, from the industry as well as community groups. But none of this has ministerial approval yet. Night flying regime consultation The Night Flying Regime. There is also due to be a consultation on night flying, because the current night flights regime for Heathrow, Gatwick and Stansted ends in October 2017. It has already been delayed for several years, due to the work of the Airports Commission. That consultation is expected early in 2017. But we are also shortly going to have The Airports National Policy Statement once a runway location decision has been made. / Something as huge as a runway, and the associated airport development, is considered to be a NSIP (Nationally Significant Infrastructure Project) so needs to be a National Policy Statement. National Policy Statements (NPSs) are produced by Government.
Sample assessment outline Aviation – ATAR Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting Assessment task weighting Due date Assessment task Investigation 10% 5% Semester 1 Week 15 Task 4: Aviation development 5% Semester 2 Week 7 Task 7: Development of petrol/diesel engines Test 20% 3% Semester 1 Week 4 Task 1: Aerodynamics test 5% Semester 1 Week 14 Task 3: Performance and operation test 3% Semester 2 Week 4 Task 6: Performance and operation – Navigation test 3% Semester 2 Week 9 Task 8: Performance and operation – Aviation law test 3% Semester 2 Week 11 Task 10: Performance and operation – Aircraft performance test 3% Semester 2 Week 13 Task 11: Human factors test Examination 50% 25% Semester 1 Week 16 Task 5: Written examination (Semester 1) 25% Semester 2 Week 16 Task 12: Written examination (Semester 2) Practical Examination 20% 10% Semester 1 Week 11 Task 2: Practical examination (Semester 1) 10% Semester 2 Week 9 Task 9: Practical examination (Semester 2) Total 100% 100%
Sample assessment outline Aviation – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Investigation 50% 10% Semester 1 Week 14 Task 5: Airframe structures and materials 10% Semester 1 Week 15 Task 6: Aviation development since the Wright brothers' first flight 10% Semester 2 Week 7 Task 8: Fixed wing propellers 10% Semester 2 Week 10 Task 10: Aviation services and support functions in Australia 10% Semester 2 Week 15 Task 12: The eye and vision Test 30% 6% Semester 1 Week 4 Task 1: Principles of flight test 6% Semester 1 Week 9 Task 2: Navigation test 6% Semester 1 Week 11 Task 3: Meteorology test 6% Semester 2 Week 3 Task 7: Communications test 6% Semester 2 Week 9 Task 9: Aviation law test Practical skills test 20% 10% Semester 1 Week 11 Task 4: Practical flight skills test 10% Semester 2 Week 12 Task 11: Practical flight skills test Total 100% 100%
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Student Support Experience of academic advisor role. Technology Demonstrate application and use of technology-supported- learning such as VLE and IWB systems. Delivery experience developing curriculum for contemporary VLE. Organisation Demonstrate the ability to plan and organise to meet and improve business operation. Reporting experience providing reports to meet UK QA requirements. Interpersonal skills Demonstrate effective and efficient interpersonal skill sets including negotiating and influencing. Leadership of change management approaches. Flexibility Demonstrate a willingness to be flexible and a positive attitude towards the learning environment. ICT Skills Be proficient in Microsoft packages and be prepared to learn new ICT skills. On-line delivery experience. Innovation Involvement in innovative project developing new learning / teaching/ materials approaches. Leadership of project developing new learning / teaching/ materials approaches. Integrity Institutional organisation experience demonstrating high standards of integrity. LCIBS is committed to equality and diversity. If you are a foreign national you will be required to provide documentation that demonstrates your right to work in the UK prior to consideration of your application.
Primary occurrence type: Engine failure of malfunction Location: 14 km N of Boonah (ALA), Queensland Latitude: 27° 53.930’ S Longitude: 152° 42.100’ E Aircraft details Manufacturer and model: Jabiru Aircraft SP500 Registration: 19-5503 Serial number: 504 Type of operation: Private – Pleasure/Travel Persons on board: Crew – 1 Passengers – 0 Injuries: Crew – 0 Passengers – 0 Aircraft damage: Minor
Aircraft details: VH-SQT Manufacturer and model: Cessna Aircraft Company 210 Registration: VH-SQT Serial number: 21062874 Type of operation: Charter – passenger Persons on board: Crew – 1 Passengers – 4 Injuries: Crew – 0 Passengers – 0 Aircraft damage: Nil
Location: Gold Coast Aerodrome Latitude: 28° 09.87’ S Longitude: 153° 30.28’ E Aircraft details Manufacturer and model: Airbus A320-232 Registration: VH-VQC Operator: Jetstar Airways Serial number: 3668 Type of operation: Air Transport – High Capacity Persons on board: Crew – 6 Passengers – 155 Injuries: Crew – 0 Passengers – 0 Aircraft damage: Nil
Injuries: Crew – 0 Passengers – 0 Aircraft damage: Nil Manufacturer and model: Boeing 777-219ER Registration: ZK-OKF Operator: Air New Zealand Serial number: 34378 LN:575 Type of operation: Air Transport High Capacity - Passenger Injuries: Crew – 0 Passengers – 0 Aircraft damage: Nil
UNITED STATES BANKRUPTCY COURT DISTRICT OF SOUTH CAROLINA IN RE: DEBTOR(S) CASE NO: CHAPTER: ORDER AVOIDING JUDICIAL LIEN (11 U.S.C. § 522(F)(1)(A)) Before the Court is the motion of the debtor to avoid the judicial lien held by the following creditor: Name of creditor and description of property securing lien Estimated judicial lien Total of all senior/ unavoidable liens Applicable Exemption and Code Section Value of the debtor's interest in property Judicial lien not avoided Judicial lien avoided The Court finds that the judicial lien of the above-named creditor impairs the exemptions to which the debtor would otherwise be entitled under 11 U.S.C. § 522(b) and Chapter 41 of Title 15, Code of Laws of South Carolina, 1976 (as amended), and that the judicial lien should therefore be avoided pursuant to 11 U.S.C. § 522(f)(1)(A) in the amount set forth above. Therefore, IT IS ORDERED that the judicial lien held by the above-named creditor be, and hereby is, avoided in the amount set forth above. Any judicial lien set forth above which is avoided in full may be canceled of record at any time after thirty (30) days after a discharge in this case is granted. AND IT IS SO ORDERED.
Minnesota University, Mankato Aviation Student Handbook Record of Revision Revision Number Date Items MSU-1.0 November 01, 2006 Original Issue MSU-2.0 August 24, 2009 Change 1 MSU-3.0 November 5, 2010 Change 2 MSU-4.0 June 7, 2011 Change 3
Between 2013 and 2016, the percentage of students scoring proficient or advanced in science declined by 1 percentage point for all students and by 3 percentage points for students with disabilities, and improved by 1 percentage point for high needs students. In 2016, the percentage of students scoring proficient or advanced in science was 9 percentage points below the 2016 state rate for the district as a whole and by 1 and 16 percentage points for high needs students and students with disabilities, respectively. 4: Avon Public Schools Science Percent Proficient or Advanced by Subgroup 2013–2016 Group 2013 2014 2015 2016 4-Year Trend Above/Below State (2016) All students District 46% 51% 47% 45% -1 -9 State 53% 55% 54% 54% 1 High Needs District 29% 35% 35% 30% 1 -1 State 31% 33% 31% 31% 0 Economically Disadvantaged District -- -- 38% 39% -- 7 State -- -- 34% 32% -- ELL and former ELL students District -- -- -- -- -- -- State 19% 18% 19% 19% 0 Students with disabilities District 8% 5% 22% 5% -3 -16 State 21% 21% 22% 21% 0 The district did not reach its 2016 Composite Performance Index (CPI) targets in ELA, math, and science for any group except students from economically disadvantaged families in ELA. Table 5: Avon Public Schools 2016 CPI and Targets by Subgroup ELA Math Science 2016 CPI 2016 Target Rating 2016 CPI 2016 Target Rating 2016 CPI 2016 Target Rating All students 90.1 93.9 Improved Below Target 80.8 89.8 Improved Below Target 75.0 90.1 No Change High Needs 81.0 90.6 Improved Below Target 68.7 84.1 Improved Below Target 65.2 84.2 No Change Economically Disadvantaged 85.1 80.4 Above Target 72.5 75.5 No Change 71.6 74.1 No Change ELLs -- -- -- -- -- -- -- -- -- Students with disabilities 62.5 84.0 Improved Below Target 47.8 74.4 Improved Below Target 40.5 76.7 Declined In 2016, students’ growth in ELA and math was moderate compared with their academic peers statewide for all students, high needs students, and students from economically disadvantaged families, and growth for students with disabilities was moderate in ELA and low in math compared with the academic peers.
International Civil Aviation Organisation (ICAO) Standard Atmosphere divisions of the atmosphere Earth’s general wind circulation variation in atmospheric pressure formation of pressure systems pressure systems terminology, including high, low, ridge, trough, col local winds, including land and sea breezes, katabatic and anabatic winds, and fohn winds classification of cloud types describing cloud cover measuring in OKTAs humidity, relative humidity, dew point temperature air masses affecting Australia introduction to synoptic charts weather associated with pressure systems frontal systems Aviation systems and structures airframe structure and materials truss, semi-monocoque, monocoque structures wood, fabric, steel, aluminium alloy and carbon fibre composite materials relative advantages and disadvantages of different types of airframe structures and materials Aviation skills Practical flight skills use of Microsoft Flight Simulator – Cessna 172 to demonstrate general handling of aircraft including: normal take-off and climb straight and flight climbing and climbing turns descending and descending level medium turn, level rate1 turn trim for climb attitude and level flight attitude Process skills identify potential safety hazards record observations verbally and graphically communicate effectively with others in verbal or written forms research and extract relevant information Aviation development aviation development since the Wright brothers’ first flight, including: technology (aircraft design, engines, avionics, and instruments) factors driving developments social and economic impact of aviation development