zilongwang/ReadingBank huggingface dataset:
Dear & Food Forum Ministers: I want you to keep labels on all irradiated foods so I am informed and can decide between fresh and irradiated food when shopping. For clarity, the words “irradiated” “or “treated with irradiation” should be required on the label. My comments and answers to FSANZ questions follow: • Are you aware of, do you understand, and how do you respond to food irradiation labels? • Do you buy, or would you consider buying, irradiated food? Yes/No? Why? • Should required labels on all irradiated foods be removed? Yes/No? Why? • Should the wording of irradiation labels be optional instead of required? • Should irradiated ingredients in restaurant meals still be labelled? • Should irradiated ingredients in processed food still be labelled? • Should information on the 'safety and benefits' of food irradiation be on food labels? • Should food irradiation's ‘safety and benefits’ be publicised in other ways, without labels? • now only requires a very general statement: "to the effect that the food, ingredient or component has been treated with ionising radiation”. Would requiring words such as 'irradiated"' or 'treated with irradiation' be clearer? Please send a reply to my comments. Submitters Honorific Firstname Lastname Ms Aaltonen Ms Nicole Alexander Ms Linda Andrews Ms Salome Argyropoulos Ms Karen Armstrong Ms Elaine Attwood Mrs Robyne Bell Mrs Florence Benattar Ms Juliet Bennett Ms Christine Berrill Ms Leah Bloomfield Mr Alex Ms Leonie Brand Mr Adam Breasley Mr Darren Bridge Ms Carole Bristow Ms Susan Brooking Ms Monica Budd (Ruedi) Mrs Lorraine Bull Ms Suzanne Butler Ms Lorna Cameron Mr Jon Carapit Mr Joe Carr Ms Monica Castelo Ms Jan Chamberlain Mr Chris Chapple Ms Cathy Cheadle Mr Clancey Mr Peter Clarke Ms Annette Clement Ms Anna Clements Miss Heather Coleman Mr Lee Coles Mr Graham Connell Mrs Marion Cook Mrs Cheryl Cooper Mr Peter Cooper Mr Kevin Cotter Mr James Creagh Mr Paul Crebar Miss Tania Cummings Ms Gilda Davies Ms Louise Davies Ms Annie Davies Miss Alexandra Davis Mrs de Graaf
(Gold Medal Match) (Bronze Medal Match) Medal Presentation to Follow Checklist for Provincials _____ Submit roster online by NOON, Monday, November 19th, 2012 _____ Submit team history online by NOON, Monday, November 19th, 2012 _____ Submit order form online by NOON, Monday, November 19th, 2012 _____ Submit digital photo of team and team logo online by NOON, Monday, November 19th, 2012. _____ Schedule Practice Time – Email Jarrod Robertson at _____ Book Motel / Hotel Rooms by 1:00 pm, Monday, November 19th, 2012 _____ Bring one cheque payable to: Rimbey Junior Senior High School Fee $ 415.00 per team Banquet Fee $ 25.00 per person Team Pictures $ 15.00 per picture _____ Check schedule for game times _____ Bring volleyballs for warm-up REMINDERS……. _____ Practice Time – pre-arranged by coach – Wednesday, November 21st, 2012 _____ Coaches Meeting – Thursday, November 22nd – 8:00 a.m. at Rimbey Junior Senior High School _____ Opening Ceremonies – Thursday, November 22nd, 2012 – 9:00 a.m. at RJSHS – players be there 8:30 am _____ Team Pictures – Wednesday, November 21st, 2012 – 30 minutes prior to your Wed. practice. _____ Banquet – Thursday, November 22nd, 2012 – 7:00 p.m. at the Rimbey Community Centre _____ GIMMICS will be selling clothing at the Rimbey Community Centre (Thursday, Friday and Saturday)
Rank Life Changing Units /Event Value 1 Death of spouse 100 2 Divorce 73 3 Marital separation 65 4 Jail term 63 5 Death of close family member 63 6 Personal injury or illness 53 7 Marriage 50 8 Fired at work 47 9 Marital reconciliation 45 10 Retirement 45 11 Change in health of family member 44 12 Pregnancy 40 13 Sex difficulties 39 14 Gain of new family member 39 15 Business adjustment 39 16 Change of financial 38 17 Death of close friend 37 18 Change to different line of work 36 19 Change in number of arguments with spouse 35 20 Mortgage over $100,000 31 21 Foreclosure of mortgage or loan 30 22 Change in responsibilities at work 29 23 Son or daughter leaving home 29 24 Trouble with in-laws 29 25 Outstanding personal achievement 28 26 Wife begins or stops work 26 27 Begin or end school 26 28 Change in living conditions 25 29 Revision of personal habits 24 30 Trouble with boss 23 31 Change in works hours or conditions 20 32 Change in residence 20 33 Change in schools 20 34 Change in recreation 19 35 Change in church activities 19 36 Change in social activities 18 37 Mortgage or loan less than $100,000 17 38 Change in sleeping habits 16 39 Change in number of family get-together 15 40 Change in eating habits 15 41 Vacation 13 42 Christmas 12 43 Minor violations of the law 11
GOAL: PREPARE STUDENTS TO BE SUCCESSFUL IN COLLEGE AND CAREER FIELDS Strategy: Improve academic and behavioral outcomes for all students through positive interventions and supports Staff Champion: Dr. Tony Francis ACTION PLANS Action Expected Completion Investment /Savings Notes Establish a leadership team structure at the district and school levels to promote Positive Behavioral Interventions and Supports (PBIS) Mar 2013 Completed Establish a district-level secondary and middle school PBIS Leadership Team Oct 2012 Completed Establish secondary and middle school PBIS Leadership Teams Nov 2012 Completed Establish a district-level elementary PBIS Leadership Team Nov 2012 Completed Establish school-based elementary school PBIS Leadership Teams Mar 2013 Completed Build shared commitment for PBIS in the school community Jun 2014 Completed School faculties are aware of behavior challenges in their schools Completed School faculties are involved in establishing behavior for their schools Completed School faculties are given the opportunity to provide feedback and input Completed Develop effective procedures for dealing with discipline May 2013 Completed Review and update the Code of Student Conduct and the Progressive System of Discipline Completed Define by schools minor behaviors (non-office) and appropriate responses Completed Review and update the referral system Completed
Eligible student A person who: the general eligibility conditions set out in ; meets (or is deemed to meet) one of the conditions for geographical isolation set out in ; and qualifies for an allowance (see ) because they either board away from home, live in a or study by . Family A family unit comprising a parent or parents and their dependent natural or adopted children. A person within the family is taken to mean a person who is by blood or who stands in a bona fide domestic or household relationship. Full-time boarder A who boards away from their at least four nights per school week. Itinerant lifestyle One or both parents’ work requires a family to move locations to pursue paid or ‘paid in kind’ work (which counts as income by the Australian Tax Office). It also means that any school aged child would miss at least 20 consecutive school days during each move or a cumulative total of at least 100 school days in a year. Likely More than a remote possibility. Medical practitioner A person registered and licensed as a medical practitioner under a state or territory law that provides for the registration or licensing of medical practitioners. It includes only those with recognised medical qualifications, such as general practitioners and medical specialists, and excludes those with non-medical qualifications, such as physiotherapists or chiropractors (elsewhere defined as .) A medical practitioner is typically used to provide evidence associated with a claim under of the Guidelines. Minister The Australian Government Minister with responsibility for the AIC Scheme. Currently the Minister for Social Services. Non-Parent Any person who does not meet the definition of . Operating out of a base a family home is maintained and regularly occupied even though the family may move for work purposes. For example, if the family claims a tax deduction for a home office or returns to the home between work moves on more than 25 per cent of occasions then that would be seen as having a base. Parent As defined in the Student Assistance Regulations 2003, either: a natural or adoptive parent with whom the normally lives; if the student normally lives with a partner of the student’s parent, that partner; a legal guardian; or any other adult who: has primary or joint responsibility for the student; does not live at a boarding institution.
The award of the degree must have been approved by the University. 15. LETTER GRADE AND GRADE POINT 15.1 Each student, based on his/her performance, will be awarded a final letter grade and grade point for each course at the end of each Trimester. The letter grade and grade points are awarded to each student based on the percentage of marks secured by him/her as detailed below: of percentage of total marks Letter Grade Grade Point 91 to 100 S 10 81 to 90 A 9 71 to 80 B 8 61 to 70 C 7 56 to 60 D 6 50 to 55 E 5 0 to 49 or FE < 50 % RA 0 Inadequate attendance I Withdrawal W 0 Absent AB 0 A student is deemed to have passed and acquired the corresponding credits in a particular course if he / she obtained any one of the following grades: “S”, “A”, “B”, “C”, “D”, “and “E”. “FE” stands for final examination mark “RA” denotes Reappearance is require d f o r t h e examination in t h e c o u r s e The Letter “W” denotes withdrawal from the course. (Clause 18) The Letter “I” denotes inadequate attendance (as per clause 10.3) and hence prevention from writing the Trimester End Examinations. (Grade “I’ and “W” will figure only in the Result Sheets). 15.2Grade Sheet After results are declared, Grade Sheets will be issued to each student which will contain the following details: The list of courses enrolled during the Trimester and the grades scored. The Point Average (GPA) for the Trimester and The Cumulative Grade Point Average (CGPA) of all courses enrolled from first Trimester onwards. GPA for a Trimester is the ratio of the sum of the products of the number of credits for courses and grade points acquired for the sum of the number of credits for the courses assigned in the Trimester.
Consider Y = x2.25 Y = x2.25 we raise the equation to the power 4 (y + iz)4 = x9 (y2 – z2 + 2yzi)2 = x9 so (y2 – z2)2 – 4y2z2 + i4yz(y2 – z2) = x9 The x values are real numbers < 0 so i4yz(y2 – z2) = 0 Which implies that either z = 0 or y = 0 or y = ± z If z = 0, the equation just becomes the original y4 = x9 or y = x2.25 If y = 0, the equation becomes z4 = x9 or z = x2.25 If y = ± z, the equation becomes -4z4 = x9 so x = -4(1/9) z(4/9) Consider Y = x2.75 Similarly for Y = x2.75 we raise the equation to the power 4 (y + iz)4 = x11 (y2 – z2 + 2yzi)2 = x11 so (y2 – z2)2 – 4y2z2 + i4yz(y2 – z2) = x11 The x values are real numbers < 0 so i4yz(y2 – z2) = 0 Which implies that either z = 0 or y = 0 or y = ± z (N.B. In this case I chose y = – z and so y = – t because (-1)2.25 = 0.7 – 0 .7i and squaring the equation introduces extra solutions.) If z = 0, the equation just becomes the original y4 = x11 or y = x2.25 If y = 0, the equation becomes z4 = x11 so x = z(4/11) If y = ± z, the equation becomes -4z4 = x11so x = -4(1/11) z(4/11) in the correct sequence: Y = x2.25 Y = x2.5 Y = x2.75 Y = x3
All foods should be cooked thoroughly to kill microorganisms Beef, pork, lamb, and veal steaks, chops and roasts, seafood: 145°F with a 3 minute rest time after cooking Ground beef, pork, lamb and veal; egg dishes: 160°F All poultry products, all reheated foods: 165°F Sources: Food Safety on the Move. The Partnership for Food Safety Education 2013. Available from: Check your steps. FoodSafety.gov 2013. Available from Adapted by: Priscilla Bloom, Aramark Dietetic intern Prepared by: Londa Nwadike, PhD, Kansas State University/ University of Missouri Extension Consumer Food Safety Specialist 22201 W. Innovation Dr Olathe, KS 66061 tel: 913-307-7391 email: 105 East 5th St, Suite 200 Kansas City, MO 64106 tel: 816-482-5850 email: missourifamilies.org/foodsafety/
Typology 1 – Parks and Gardens Zoned Tasks Zone Definition General Standard Example Grass cutting 1 - Ornamental Fine quality turf areas in high profile sites, generally adjacent to ornamental features e.g. flowerbeds Grass no longer than approx. 35mm cut uniform with a striped finish and cuttings collected. 2 - Amenity Reasonable quality turf areas in the remainder of parks and gardens Grass no longer than approx. 65mm cut uniform with a striped finish where appropriate. 4 – Long Grass Regimes Meadow grass and wildflower areas generally situated in areas of amenity grass 1 – 3 cuts per year dependant on area, arising usually removed. Hedge maintenance 1 - Ornamental Hedges pruned to a specific form in high profile areas generally adjacent to ornamental features 2 cuts per year Dependant on bird nesting season 2 - Amenity Good quality hedge features forming boundaries in the remainder of the parks and gardens 1 cut per year
Shrub Maintenance 1 - Ornamental Colourful shrub beds in high profile areas of the park, generally used to complement floral planting and bedding Winter pruning once per year, define edge to border, spot treat weeds up to three times per year 2 - Amenity General shrubberies providing backdrops to the remainder of parks and gardens Winter cultivation, pruning once per year, spot treat weeds up to three times per year Border Maintenance 1 - Ornamental Seasonal bedding and floral planting in high profile areas, complementing adjacent ornamental features and structures Bed preparation and planting twice per year, fortnightly hand weed/ deadhead, irrigation, if required 2 - Amenity Seasonal bedding and rose gardens in less high profile areas of parks and gardens Bed preparation and planting twice per year, monthly hand weed/ dead head, irrigation if required Planters, boxes, floral displays & baskets 1 - Ornamental All floral display units in parks will be maintained to Zone 1 standards Following supply and installation, features will be irrigated and dead headed
When one FEARS the Lord more than man: The Daniels will keep on praying The Hebrew Children will keep on not bowing. The Peters will keep on preaching. We will all keep on doing good and witnessing which is the best way of doing good. Peter Speaks About Our Faith 1 Peter 3:15 (KJV) 15 But sanctify the Lord God in your hearts: and be ready always to give an answer to every man that
Cones(Tees): A set of 6 multicolored cones will cost anywhere between $13-$20. Its best to look around though, as some stores will give you large discounts if bought in bulk. Basket(Hole): By far the most expensive(yet durable) of the whole hobby is the disc basket. You can buy a set of 2 for around $300, which is a deal as most sites I’ve dealt with sell 1 for around $170, with the cheapest being a lightweight, plastic basket for $72. I don’t think I would recommend the plastics though, as the seem to be very breakable. ALTERNATIVE: Hula hoops are probably more acceptable to teach disc golf to younger students and high school students alike, AND you can use them for other activities as well. Searching around, it seems as if you can get sets of hula hoops(multicolored) for around $20-$30, but again, some stores will also sell in bulk. Also, there is a nice starter kit for sale on that has 3 Frisbees, and a rule guide all for $25(Pictured below). Part 14: Accommodations for Special Needs Children Disk Golf really is a non contact sport to be completely honest, but there are some precautions that can be taken to ensure 100% safety for all students. For example, there are gummy Frisbees that are floppy and non solid, so if your teaching a special needs class, these Frisbees come in handy because they are not as intimidating to the students, and if hit with one, you barely cause a scrape and not cause any pain. These gummy discs start off at $3 and can go up to has high as $75. -$3 -$70 Part 14: Sources Internet Sources
Timetable Event Date Formal consultation on proposed changes (Public meetings, Ask Warwickshire, etc.) 19th January – 21st March 2016 Decision (determination) on proposal April 14th Cabinet Meeting Announcement of Council Decision By end of April If recommendations are approved period for formal representations End of May 2016 If no formal representations – proceed to implementation September 2016 The above timeline is dependent on the feedback to this consultation process. Having received the gathered feedback the Council may decide to explore alternative options. Appendix 1 – Planned Development of SEN Specialist Provision Phase 1 Programme: New SEND Provision for School-Aged Children Category of SEN Phase Location Number of places Planned opening date Complex Mental Health Needs Secondary North Warwickshire 6 January 2016 Communication & Interaction / Cognition & Learning / Sensory and/or Physical Needs Primary & Secondary Rugby 7 (Primary) 14 (Secondary) January 2016 Communication & Interaction Primary & Secondary Central Warwickshire 8 Secondary 8 Primary Summer Term 2016 (Secondary) Autumn Term 2016 (Primary) Communication & Interaction Primary & Secondary North Warwickshire 8 Primary 8 Secondary Summer Term 2016 Social Emotional Mental Health Primary Rugby 10 Primary Autumn Term 2016 2 Programme: New SEND Provision for School-Aged Children
Writing Rubric Grade 3 and 4 Name________________________________ Grade ____ Student Number _____ School ____________ FOCUS ORGANIZATION CONTENT CONVENTION STYLE 4 4 4 4 4 Writing is clearly focused on one topic with well developed information. Writing contains a strong topic sentence and supporting details, and a strong closing sentence in clear sequential order. Writing includes thorough and accurate facts with many specific supporting details. Grammar, spelling, capitalization, and punctuation are accurate. No below grade level errors. Writing contains strong word choices and varied sentence structure throughout. 3 3 3 3 3 Writing is focused on one topic, containing general information. Writing contains a topic sentence, adequate supporting details, and a closing sentence in an appropriate sequential order. Writing includes adequate facts and some supporting details. Grammar, spelling, capitalization, and punctuation are adequate with (no more than 3 that do not interfere with understanding) errors present. Writing contains grade level word choices and some varied sentence structure. 2 2 2 2 2 Writing strays off topic which is confusing. Writing is missing a topic sentence, supporting details, or a closing sentence. Writing contains minor lapses in continuity. Writing includes some facts/details with minor lapses in accuracy or completeness (explanations/examples). Several errors in grammar, spelling, capitalization, and punctuation that interfere with understanding. Writing contains appropriate but simple word choices and sentence structure. 1 1 1 1 1
Writing does not focus on the topic. Writing lacks organization. Writing lacks relevant facts/details. Grammar, spelling, capitalization, and punctuation strategies are incorrect. Numerous errors interfere with meaning. Writing lacks appropriate word choices and sentence structure making the writing difficult to understand. Key: 18-20 3.6-4.0 = Advanced 14-17 3.0-3.5 = Proficient 10-13 2.0 - 2.9= Basic 9 and 1.9 and Below= Below Basic
But that’s not the only image of love. In verse 11 Paul changes from the image of a mother to that of a Father. And I think that it’s a true generalization that the greater strength of a mother is to understand the needs of her children and to care and provide for those needs. There’s no doubt that’s true for my wife. She’s better at understanding and caring for our children’s needs But probably the greater strength of a father is to push the children out of the nest and in a loving way to encourage them to grow up and become strong and mature themselves And so that’s probably the image Paul has in mind in verse 11. “For you know that we dealt with each of you as a father deals with his own children, encouraging, comforting and urging you to live lives worthy of God, who calls you into His kingdom…” Its another beautiful picture of the ministry. Just like a father loves his children and wants to push them to be the best they can be. In the same way we should be urging our people to live lives worthy of God. And so these are the marks of a successful ministry. Our visit to you was not a failure Paul says: For we preached in spite of persecution. We preached with pure motives. We preached with genuine love. This is a genuine gospel ministry. And it’s a great example for us to follow as we seek to share the gospel. And its been a special challenge for me as a pastor. Many of my failures have been exposed by verses. And I plead for your prayers that I might be more faithful. I so value those of you who do pray for me.
“So when we stand it no longer, we thought it best to be left by ourselves in Athens. We sent Timothy, who is our brother and God’s fellow worker in spreading the gospel of Christ, to strengthen and encourage you in your faith.” Same thing in verse 5. “For this reason, when I stand it no longer, I sent to find out about your faith. I was afraid that in some way the tempter might have tempted you and our efforts might have been useless.” And so this shows us Paul’s concern for genuine faith? It’s not enough for Paul that someone responds to an altar call, and prays the sinner’s prayer, and fills in a response card, and expresses faith in Christ. That’s not enough evidence for Paul. He still questions the genuineness of their faith. He fears that their faith might be fake. And so that’s one of the main purposes of this series in 1 Thessalonians. We gona see the marks of genuine faith. And its an opportunity for us to question our faith. Is our faith really genuine? And thats not a popular thing to do today. To say to someone: I’m not sure if you really saved. I’ve got question marks about your salvation. There a couple of times I’ve felt led to say that to people in the last couple of years. And I don’t do it lightly. I do it reluctantly and with much prayer. And sometimes the response has been positive. People have appreciated my concern. But mostly its been negative. Some people have left the church. People have been angry. How dare you say that to me? How dare you question my faith?
For Women in Ministry Against Women in Ministry Genesis 1:27 – male and female were created in God’s Exodus 15:20 – Miriam (prophet) Judges 4:4 – Deborah (judge) 2 Kings 22:14 – Huldah (prophet) Mark 16:9-11 – Mary Magdalene the first to tell of risen Christ Luke 2:36-38 – Anna (prophet) Luke 8:1-3 –Mary Magdalene, Joanna, Susanna, & others follow Christ Acts 2:17 – 18 – God’s Spirit will be poured out on your daughters and sons to prophesy Acts 18:26 – Priscilla (co-worker w Paul) Acts 21:9 – Philip’s 4 daughters (prophets) Romans 16:7 – Junia (prison, Paul’s co- worker) 1 Corinthians 11:5 – woman should cover their heads when they prophesy Galatians 3:28 – is no longer male or female in Christ Philippians 4:2-3 – Euodia and Syntyche (co-workers of Paul) 1 Corinthians 14:34-35 – women should be silent in church 1 Timothy 2:8-10 – women should learn in silence and not teach Questions to Ask When Reading the Bible What is the context of the text? What does the rest of the Bible say about this? How does this scripture in my life? 1 Timothy 3:1-13
Chapter 22 What is Isabel’s physical condition and mental state when she awakens? She has been beaten and dragged. Where is Isabel taken to await Describe the living conditions. She is taken to a dungeon with crazy people and rotten food, mud floors, and inmate fights. Why is Isabel unable to defend herself in court? Madam lies about what happened. During the the attorney reminds the judge that they no longer live in a colony, but a state, due to “independence and all that”. Why might that statement seem inappropriate at Isabel’s trial? She doesn’t have independence. Isabel is found guilty. What is her punishment? What is unusual about the punishment and how it is selected? She is to be branded with an “I” on her face. Madam decided on the punishment, not the judge. Chapter 23 Use words or phrases to describe the scene in which Isabel is branded. How is Isabel comforted being branded? The ghosts of her mother and father are there to cool her. Chapter 24 Describe Isabel’s surroundings and thoughts when she awakens after suffering and hallucinating for days. She thinks she has died or is dreaming because the room and bed are clean and soft. It isn’t a dungeon but an attic. Where is Isabel, and why? Is this surprising to you? Isabel is at Lady Seymour’s house because Lady Seymour was angry about what Madam had done to Isabel. What is Isabel’s first question regarding Ruth? What does Lady Seymour’s response indicate about her concern for Isabel and Ruth? She wants to know who bought Ruth. Lady Seymour doesn’t know but did try to find out. Madam doesn’t care if Isabel ever sees Ruth again. What will happen to Isabel now that she has recovered? Why? She has to go back to the Locktons because there is nothing Lady Seymour can do to stop it. Why do you think the author chose to have a character like Angelika serve Isabel in the novel? It shows the difference between Madam Lockton’s and Lady Seymour’s views on slavery. When Isabel and Lady Seymour reach the Lockton residence, how to they enter? Why is this significant? Lady Seymour goes in through the front door, but sends Isabel around to the back door. As much as Lady Seymour likes and cares about Isabel, she won’t break the rules for her.
Single Position vs. Concurrent Aggregated position Calendar Year Graduates Employed in the Field In a single position Graduates employed in a Concurrent aggregated position Total Graduates Employed in the field 2013 7 0 7 2014 14 0 14 Self – Employed Freelance Positions Calendar Year Graduates Employed who are self employed or working freelance Total Graduates Employed in the field 2013 0 0 2014 0 0
License Examination Passage Rates (includes data for the two calendar years prior to reporting First Available Exam date Date Exam Results Announced Nuber of Graduated in Calendar Year Number of Graduates Taking Exam Number who Passed Exam Number Who failed Exam Passage Rate 1/28/2013 2/28/13 7 7 4 3 57% 11/30/2014 12/30/2014 14 14 9 6 67% Student’s Initials: ________ Date: _______ Initial only after you have sufficient time to read and understand the information Calendar Year Number of Graduates in Calendar Year Number of Graduates in Calendar Year Number of Graduates Taking Exam Number who passed First Available exam Number who failed First Available exam PASS RATE 2013 7 7 7 4 3 57% 2014 14 14 14 9 6 67% 14 Student’s Initials: ________ Date: _______ Initial only after you have sufficient time to read and understand the information
Cynthia Saimon Early Childhood Special Education Special Education Programs & Services P.O. Box P Centerpoint Building Pohnpei, FSM 96941 Phone: (691) 320-8982/1055 Fax: (691) 320-5924 Guam Patricia Mantanona Program Coordinator IV DOE, GEIS P.O. Box DE Hagatna, Guam 96932 Phone: (671) 300-5776 Cathy Tydingco SPC/Program Coordinator (Part C and Part B Preschool) Guam DOE, Special Education Division PO Box DE Hagatna, Guam 96932 Phone: (671) 300-1329/5816 cbtydingco@gdoe.net Marshall Islands Imelda Bungitak Early Childhood Teacher Ministry of Education P.O.Box 3178 Majuro, MH 96960 Phone: (692) 625-2047 Fax: (692) 625-3861 Karen Dribo Special Education Specialist 5068, Ebeye Ebeye, RMI 96970 (692) 329-3128 Fax: (692) 329-3890 karendribo@yahoo.com Teikla Enos Special Education Specialist Ministry of Education P.O. Box 3179 Majuro, MH 96960 (692) 625-4043/8398 Fax: (692) 625-3861 Miles Kawatachi Consultant RMI MOE PO Box 11556 Honolulu, HI 96828 Phone: (808) 383-8350 kawatachm001@hawaii.rr.com Northern Mariana Islands Suzanne Lizama Part B and C Coordinator Public School System Box 1370 Saipan, MP 96950 Phone: (670) 237-3029 Fax: (670) 237-3029 lizamasuzanne@gmail.com Palau Lovey Alfonso Preschool Teacher Special Education Program P.O. Box 189 Koror, Palau 96940 Phone: (680) 488-2668 Fax: (680) 488-5808 Crystal Meltel Special Education Teacher, Preschool Special Education Program Ministry of Education P.O. Box 189 Koror, Palau 96940 Phone: (680) 488-2568 Fax: (680) 488-5808 crystalmeltel@palaumoe.net Helen Sengebau Special Education Program Coordinator Special Education Program
Title Forename(s) Surname Role Health Board / Trust Address Dr Jonathan Goodfellow Assistant Medical Director Abertawe Bro Morgannwg University Health Board Dr Pushpinder Mangat Assistant Medical Director for Education Abertawe Bro Morgannwg University Health Board Dr Hywel Jones Assistant Medical Director (Training & Education) Aneurin Bevan Health Board Betsi Cadwaladr University Health Board Dr Ben Hope-Gill Assistant Medical Director for Medical Education Cardiff & Vale University Health Board Professor Puthucode Assistant Medical Director for Education Cwm Taf Health Board Dr June Picton Assistant Medical Director for Workforce (main area is appraisal and revalidation for senior doctors) Hywel Dda Health Board Dr Iain Assistant Medical Director for Quality and Safety Hywel Dda Health Board Dr Graham Boswell Associate Medical Director for Education Dda Health Board Assistant Medical Directors (AMD) for Education
Syntax-Directed Translation into Three-Address Code: Production Semantic Rules S->id:=E E->E1+E2 E->E1*E2 E->-E1 E->( E1 ) E->id S.code := E.code || gen(id.place ‘:=’ E.place) E.place := newtemp; E.code :=E1.code || E2.code || gen(E.place ‘:=’ E1.place ‘+’ E2.place) E.place := newtemp; E.code := E1.code || E2.code || ‘:=’ E1.place ‘*’ E2.place) := newtemp; E.code :=E1.code || gen(E.place ‘:=’ ‘uminus’ E1.place) E.place := E1.place; E.code := E1.code; E.place := id.place; E.code := “” Implementation of Three-Address Statements: Eg. a := b * -c + b * -c Quadruples:(easy to rearrange code for global optimization, lots of temporaries) # Op Arg1 Arg2 Res (0) uminus c t1 (1) * b t1 t2 (2) uminus c t3 (3) * b t3 t4 (4) + t2 t4 t5 (5) := t5 a Triples: (temporaries are implicit, difficult to rearrange code) # Op Arg1 Arg2 (0) uminus c (1) * b (0) (2) uminus c (3) * b (2) (4) + (1) (3) (5) := a (4) Indirect Triples: (temporaries are implicit & easier to rearrange code.
anticipated tasks of the laboratory. The effectiveness of the training actions taken shall be evaluated. 5.2.3 The laboratory shall use personnel who are employed by, or under contract to, the laboratory. Where contracted and additional technical and key support personnel are used, the laboratory shall ensure that such personnel are supervised and competent and that they work in accordance with the laboratory's management system. 5.2.4 The laboratory shall maintain current job descriptions for managerial, technical and key support personnel involved in tests and/or calibrations. NOTE Job descriptions can be defined in many ways. As a minimum, the following should be defined: the responsibilities with respect to performing tests and/or calibrations; the responsibilities with respect to the planning of tests and/or calibrations and evaluation of results; the responsibilities for reporting opinions and interpretations;
Significant Critical Requires additional on-site visit 5.6 Measurement traceability Documented in quality system: Comments on document review: 5.6.1 General All equipment used for tests and/or calibrations, including equipment for subsidiary measurements (e.g. for environmental conditions) having a significant effect on the accuracy or validity of the result of the test, calibration or sampling shall be calibrated before being put into service. The laboratory shall have an established programme and procedure for the calibration of its equipment. NOTE Such a programme should include a system for selecting, using, calibrating, checking, controlling and maintaining measurement standards, reference materials used as measurement standards, and measuring and test equipment used to perform tests and calibrations.
5.6.2.2.1 For testing laboratories, the requirements given in 5.6.2.1 apply for measuring and test equipment with measuring functions used, unless it has been established that the associated contribution from the calibration contributes little to the total uncertainty of the test result. When this situation arises, the laboratory shall ensure that the equipment used can provide the uncertainty of measurement needed. NOTE The extent to which the requirements in 5.6.2.1 should be followed depends on the relative contribution of the calibration uncertainty to the total uncertainty. If calibration is the dominant factor, the requirements should be strictly followed. 5.6.2.2.2 Where traceability of measurements to SI units is not possible and/or not relevant, the same requirements for traceability to, for example, certified reference materials, agreed methods and/or consensus standards, are required as for calibration laboratories (see 5.6.2.1.2). 5.6.3 Reference standards and reference materials 5.6.3.1 Reference standards
4.13 Control of records Comments on document review Documented in? 4.13.1 General 4.13.1.1 The laboratory shall establish and maintain procedures for identification, collection, indexing, access, filing, storage, maintenance and disposal of quality and technical records. Quality records shall include reports from internal audits and management reviews as well as records of corrective and preventive actions. 4.13.1.2 All records shall be legible and shall be stored and retained in such a way that they are readily retrievable in facilities that provide a suitable environment to prevent damage or deterioration and to prevent loss. Retention times of records shall be established. NOTE Records may be in any such as hard copy or electronic media. 4.13.1.3 All records shall be held secure and in confidence. 4.13.1.4 The laboratory shall have procedures to protect and back-up records stored electronically and to prevent
NOTE 2 Opinions and interpretations included in a test report may comprise, but not be limited to, the following: an opinion on the statement of compliance/noncompliance of the results with requirements; fulfilment of contractual requirements; recommendations on how to use the results; guidance to be used for improvements. NOTE 3 In many cases it might be appropriate to communicate the opinions and interpretations by direct dialogue with the customer. Such dialogue should be written down. 5.10.6 Testing and calibration results obtained from subcontractors When the test report contains results of tests performed by subcontractors, these results shall be clearly identified. The subcontractor shall report the results in writing or electronically.
Energy Forms – 4  A pendulum clock is a compound machine that uses stored energy to do work. A spring stores energy, and with each swing, some of the PE is converted to KE to move the hands. At the top of the swing PE is greatest and KE = 0. At the bottom of the swing, KE is the greatest and PE = 0. At any time, the PE and KE can be added to find the total energy of the system. The same concept applies with stretching materials like springs and rubber bands. In a pendulum if the ME = 200J and the KE = 150J and decreasing, what is the PE and where is it in its swing? _____ _____ Energy - 5 energy (SE): the vibration of particles along a path; Vibrating particles transmit their KE to the resting PE particle next to it. The energy is transmitted from particle to particle forming a chain or compression wave.
ohms (Ω). EE: secondary source of energy - must use another energy source to make it. Coal is the number one energy source used for generating electricity. EE: Energy carrier because it is an efficient and safe way to move energy from one place to another. Energy - 9 Making electricity: We use magnets to make electricity. Power plants use huge turbine generators that spin really fast by the use of steam or by the use of wind, or rushing water in a dam. Steam can be produced by various fuel sources such as coal, oil, natural gas, or uranium (nuclear). The turbine is attached to a shaft with coils of wire surrounded by permanent magnets. As the shaft spins, electrons are pushed by the magnetic field. The moving electrons are the electricity that flows to our houses. It moves very fast. In just one second, electricity can travel around the world seven times. Energy Forms - 10
NTP - Notice to Proceed – The written notice from the State Project Manager signifying to the Contractor to begin providing services under the Contract. State Holidays/Closings – The following are the State holidays/closings in effect during the term of the Contract. Each holiday starts at 12:00 AM and ends at 11:59 PM on that day: New Year’s Eve, New Year’s Day, Martin Luther King Day, Presidents’ Day, Friday before Memorial Day, Memorial Day, Independence Day, Friday before Labor Day, Labor Day, Columbus Day, Veterans’ Day, Thanksgiving Day, Friday after Thanksgiving Day, Christmas Day. “THE REMAINDER OF THIS PAGE IS INTENTIONALLY LEFT BLANK” SECTION II. GENERAL INFORMATION Purpose The overall purpose of this IFB is to provide information to Bidders interested in preparing and submitting Bids to meet the requirements for contractual services described herein. Amendments to the IFB If it becomes necessary to revise this IFB before the due date for Bids, amendments will be provided to all vendors who were sent this IFB or otherwise are known by the Procurement Officer to have obtained this IFB. Amendments made after the due date for Bids will be sent only to those Bidders who submitted a timely Bid. Acknowledgment of the receipt of all amendments to this IFB issued before the Bid due date shall accompany the Bid in the Transmittal Letter accompanying the Bid. Acknowledgement of the receipt of amendments to the IFB issued after the Bid due date shall be in the manner specified in the amendment notice. Failure to acknowledge receipt of amendments does not relieve the Bidder from complying with all terms of any such amendment. Amendment or Cancellation of the IFB The State may amend or cancel this IFB, in whole or in part, at any time before the opening of the Bids. All prospective Bidders who were sent the IFB or otherwise are known by the Procurement Officer to have obtained this IFB will be notified of any amendment or cancellation.
What is the function of the application? Enter Application Function here (e.g. Records management system) – Required What is the Classification of the Data to be Hosted by Third Party? Enter comments here - required Anticipated Assessment Time Frame NTE 15 business days for initial review. Completion of assessment is dependent upon supplier interaction. Desired Production Timeline Scheduling Constraints: Use this section to inform VITA and its supplier(s) of scheduling constraints regarding the delivery of the service. Please include agency business impacts and constraints with agency’s third-party suppliers. If the agency has a specific implementation date that is desired, please enter it here. Provide a description of scheduling constraints Business Impact Provide details regarding the impact of this work request to other work requests, critical customer operations, and/or schedules. Enter comments here – Optional Does this WR support an IT project, procurement or IT Strategic Plan initiative? If yes, what is the major IT project name or Strategic Plan initiative: Enter project name Approved PGR# ECOS Service Offering This form encompasses only the assessment component of the ECOS service offering. Supplier Assessment Period The ECOS assessment is for twelve months. If the customer has not proceeded with implementation of ECOS during this period, a new assessment will be required. Assessments do not need to be renewed once ECOS has been implemented. Once a supplier hosting (cloud) service provider is approved, any additional agency requesting to use that particular cloud provider and SaaS Solution under their own separate VITA delegated procurement will not be subject to the Assessment fee as long as the request is within the 12 months of the prior assessment date. A different product/service from a previously approved SaaS provider will require an assessment review
Statement of Disclosure of Interests State and Local Office Holders, Candidates and Appointees to such Positions, Non-General Assembly Members **This form must be with the TBR General Counsel by Senior Staff; all others, file as appropriate with Institution Please see the attached instructions before completing this form. Attach additional pages as necessary. Note that this disclosure statement must be signed and the signature attested to by a witness in item 12. Please Print or Type 1. Staff Member Nam: 2. Number Work: Home: 3. Home Address 4. Senior Staff ________ Other ____________________________________________________________________________ 5. Sources of Income List major source(s) of private (non-governmental) income of more than $1,000 for yourself, your spouse or minor child residing with you. “Major sources of private income” include, but are not limited to: offices, directorships and salaried employments. No dollar amounts need to be stated. Select as many recipients as necessary. NONE Name of Source Recipients Spouse Minor Child Filer Spouse Minor Child Filer Spouse Minor Child 6. Investments – List any investment by you, your spouse or child residing with you in any corporation or other business organization in excess of ten thousand dollars ($10,000) or five percent (5%) of the total capital. The name of the corporation or organization must be listed but no dollar amounts or percentages of the investment need be stated. NONE Name of Corporation or Organization Held By Filer Spouse Minor Child Filer Spouse Minor Child Filer Spouse Minor Child
Name: Date: School: Facilitator: 1.02 and Wants Needs Make a list of five needs and rank them in order of importance. Explain why each item is a need versus a want. Rank Need Explanation 1. 2. 3. 4. 5. Wants Make a list of five wants and rank them in order of importance. Explain why each item is a want versus a need. Rank Want Explanation 1. 2. 3. 4. 5.
1.04 Paragraph Rubric Excellent Good Fair Poor Topic Sentence The paragraph has a clear and thoughtful topic sentence that refers to the main idea of the question or assigned topic. (10 pts.) The topic sentence contains the main idea of the question or assigned topic. (8 pts.) The sentence is relatively clear and addresses the main point fairly well. (6 pts.) is no clear topic sentence. (5 pts.) Main Body/Supporting Sentences The paragraph contains at least six sentences that support the main idea with reasons, details or facts. The details are well organized, interesting and elaborate on the main topic of the paragraph. (10 pts.) The paragraph contains at least six supporting sentences. The details in these sentences elaborate on the main topic fairly well. (8 pts.) The paragraph contains less than six supporting sentences that support the main idea. (6 pts.) The paragraph contains no clear supporting sentences. (5 pts.) Conclusion The conclusion wraps up the paragraph and refers to the main idea The conclusion wraps up the paragraph fairly well and refers to The conclusion repeats the introduction. (6 pts.) There is no evidence of a conclusion. (5 pts.)
Jerry Long – 1 Course John Watt – 5 courses Jong Chu – 2 Courses Mary Poppins – 1 Course Sam Paper – 2 Courses Shirley Dent – 2 Courses Willy Polk – 3 Courses need to write query to do this; use group and count function Query 3 There are four students in training on November 6th. need a count of students use count grade=-1 4 OK Query 5 ok Query 6 use a count function grade=-1
and universities -impact of waiving requirements in order to meet a particular “quota” across the nation, and how does CSU compare? -What would be the consequences if CSU made it more difficult to be admitted? Internet and Social Media Privacy -Social network providers sell personal information to marketing companies so as to “tailor” to meet individual users. -Every website, social network, etc. has different privacy controls and settings. -Whose responsibility is it to understand the privacy controls and settings? The user or the provider? -Why might it be considered ethical or unethical for the provider of a social say Facebook, to periodically change the privacy rules? Food You try one
Side Channel Attack to RSA: (10 points) Select from menu: “Analysis” \“Asymmetric Encryption” \“Side-Channel Attack on Textbook RSA” Click “Introduction to the scenario”. Click “Perform preparation” and click “OK” Click “OK” again. Click “Generate session key” and “Session Key”. The generated session key is “9E B7 61 D9 E4 F9 34 AA 91 F7 C4 CB 56 7D 98 88”. Click “Select asymmetr. key”. 7. Select Bob’s key and click “OK”. 8. Click “Encrypt document symmetry.”, “Encrypt session key asymmetry.” and “Save”. 9. Click “Transmit message” and “Decrypt message”. 10. Enter 1234 and click “OK”. 11. Click “Intercept message” and “Start attack cycle”. 12. Click “All steps at once” button.
Demonstrates visual appeal Lacks visual appeal Simplistic demonstration of ideas Detailed and interesting demonstration of ideas Compelling demonstration of ideas Total Marks /20 Due Date: Module Evaluation Self evaluation Checklist I can... Incomplete Basic Proficient Evidence describe how government policies influence citizenship. Section A Activities Citizenship Quiz (Q1) identify the values and responsibilities of Canadian citizenship in real world actions Section A Activities Citizenship Quiz (Q1) explain the difference between individual and collective identity Section B Activities Perspectives Quiz (Q2) distinguish between perspectives and points of view in a reading Section B Activities Perspectives Quiz (Q2) describe common perspectives on Quality of Life in Canada Section C Activities Quality of Life Quiz (Q3) analyze charts and graphs to make a generalization on quality of life in Canada Section C Activities Quality of Life Quiz (Q3) demonstrate leadership in a group to achieve consensus Section C Activities Teacher Marking Rubric for this Module 1 2 3 4 5 Booklet is significantly incomplete or wildly inaccurate No significant corrections have been made Booklet is partially incomplete or inaccurate Few significant corrections have been made or the booklet is only corrections Unclear insight Booklet is partially complete and generally accurate Appropriate corrections have been made Predictable insights Booklet is complete and accurate Appropriate corrections have been made Thoughtful insights Booklet is thorough and accurate Appropriate corrections have been made Perceptive insights
Anticipated problems with meaning: I will meaning by… (CCQs with answers) Solution(s) Pronunciation (phonemes, stress): Anticipated problems with pronunciation: Solution(s): Form (Part(s) of speech, collocation, (ir)regularity), etc.: Anticipated problems with form: Solution(s): Sources used: (e.g. )