zilongwang/ReadingBank huggingface dataset:
Guidance for Standards BDA Dyslexia Friendly Quality Mark for Individual Schools Standard One – Leadership and Management: 1.1 Evidence is found in the School Development Plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis. This should be: developed in consultation with a wide range of stakeholders, including parents/carers; and effectively communicated to those stakeholders. Copies of the school’s development plans clearly identify dyslexia as a priority area. Development plans with clear targets of how developments in the area of support for dyslexic pupils will be implemented and an appropriate timescale within which this will take place. Evidence should also be provided of how this development plan will be reviewed and evaluated and how it will be ensured that the identified targets are being met. Development plans should show: Consultation with parents, pupils, stake holders, etc. Clear targets for support for dyslexic pupils Review and evaluation strategies How policy is to be communicated to parents, pupils, stakeholders, etc. for example through parents’ handbooks, circulars, etc. (See sample questionnaires for parents and pupils) 1.2 Evidence can be found of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents. For example:
1.1 Evidence is in the School Development Plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis. This should be: developed in consultation with a wide range of stakeholders, including parents/carers; and effectively communicated to stakeholders. What form is the evidence in? Where is the evidence located? 1.2 Evidence can be found of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents. For example:
1.1 Evidence is found in the School Development Plan that targets have been set to achieve Dyslexia Friendly Status, and how this will be monitored and evaluated on an on-going basis. This should be: developed in consultation with a wide range of stakeholders, including parents/carers; and effectively communicated to those stakeholders. What form is the evidence in? Where is the evidence located? 1.2 Evidence can be of guidelines for meeting the needs of pupils with dyslexia within other whole school key policy documents. For example: SEN, differentiation and inclusion;
Supporting school improvement for dyslexic learners: 2.1 Underpinning knowledge: Demonstration that staff with specific responsibilities (e.g. SENCO has dyslexia expertise gained thorough appropriate training) has a working knowledge of indicators, appropriate interventions at an early stage, in-class strategies and programmes of support. Evidence that training is to be updated through in-service development. and subject teachers know the indicators of dyslexia and strategies for support and how to access available sources of information (e.g. Dyslexia Friendly Status guidelines, SEN handbook, entitlement handbook). They also know when to refer to extra support. Demonstration that Teaching / Learning Support Assistants are valued members of the teaching team and apply support strategies for pupils with dyslexia. They are supported by the class teacher (and SENCO) and know when to refer back for extra support or different strategies. Demonstration that pupils are taught about the nature of their difficulty where appropriate, including areas of strength and preferred learning styles. Demonstration that teachers are of the suitability of their teaching styles. What form is the evidence in? Where is the evidence located?
2.2 Assessment and identification. Evidence that systems and assessments are in place to identify pupils with literacy difficulties throughout their education, including dyslexia early and specific interventions (see below). Pupil’s progress and targets are closely monitored and evaluated regularly. Adjustments are made to support provision where necessary. Evidence that there is regular monitoring of the whole class to assess the progress in reading and spelling to reveal unexpected difficulties. Attainment in other curriculum areas is similarly monitored. What form is the evidence in? Where is the evidence located?
Due with your application form. Annual Maintenance Fee Due one year after registration £100.00 £120.00 Verification payment Due before your verification visit and within 2 years of registration £750.00 £900.00 Annual Quality Mark Status Maintenance Fee Due annually after QM status is achieved. £50.00 £60.00 Re-Verification payment Due every 3 years after the Quality Mark is awarded. £750.00 £900.00 *Please note that fees are non-refundable I wish to pay by: Cheque Please make all cheques payable to “British Dyslexia Association” Invoice Order Number: Invoice address: Declaration I am applying for the BDA Dyslexia Friendly Quality Mark and agree to pay the fees as outlined above. I understand that fees paid are non-refundable. I understand that the initial Quality Mark fee must be received in full before the registration is processed and that all fees are non-refundable. I undertake to adhere to all decisions made by BDA. Signed: Date: Print Name: Please return this form to: The Quality Mark Administrator, British Dyslexia Association, Unit 6a Bracknell Beeches, Old Bracknell Lane, Bracknell, RG12 7BW Tel: 0845 251 9003 / Email:
Standard One: Leadership and Management. Focusing (recognising development is required) Developing (work way) Established (achieving) Enhancing (demonstrating well) 1.9 The school has established a framework for self-evaluation (e.g. an audit document). This should show a continuum of development for effective inclusion including dyslexia friendly practice. 1.10 The school works with the Local Authority (where appropriate) to access targeted (data driven) and cross departmental external support and training resources for dyslexia friendly provision and challenges where required to maintain and achieve standards. Total for Leadership and Management Number of standards achieved (out of 10) Standard Two: What is the Quality of Learning? Supporting School Improvement for dyslexic learners: Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) 2.1 Underpinning knowledge: Demonstration that with specific responsibilities (e.g. SENCO has dyslexia expertise gained thorough appropriate training) has a working knowledge of indicators, appropriate interventions at an early stage, in-class strategies and programmes of support. Evidence that training is to be updated through in-service development.
17 Additional time is allowed within sessions for dyslexic pupils to process information and for reading and writing 18 Key points are reinforced and highlighted both orally and visually 19 Effective use is made of colour, visual aids, etc within presented information to highlight key points 20 Instructions and information are broken down into small steps with no more than 3 clear pieces of information being given at one time. Checks of understanding are made after each stage 21 Handouts conform to dyslexia friendly guidelines 22 Positive and constructive feedback is given to pupils at appropriate intervals 23 Homework tasks are clearly explained and homework instructions are written down for dyslexic pupils. (Home work is not set in that last few minutes of the session) 24 Marking criteria are clearly explained to pupils 25 There is a recap of the objectives and key learning points at the end of the session Observation Checklist – Marking and Assessment
do you support classroom teachers and TAs? do you make sure that individual class teachers and supply teachers are aware of the needs of the dyslexic children in their class? is the process for applying for exam concessions within the school? many children in the school have SEBD issues have these also been assessed for SpLD? you feel that the resources that you currently have are adequate? What you like to have and why? you feel that the Dyslexia Friendly Schools scheme has made a difference to: You member of staff The children Questionnaire for Governors Do school policies specifically refer to dyslexia? Is a culture of valuing differences encouraged within the school, can you give an example of this?
3.3 Demonstration that self-esteem is promoted through: valuing the individual and diversity; praise for effort and achievement in all areas; promoting strengths; providing opportunities for success; and providing a stress free learning environment. How is self-esteem promoted within school? This criteria will be verified through informal discussions with pupils in addition to paper based evidence associated with this area, such as feedback from assessed tasks, award or reward systems that are in place, policy documents, mission statements, etc. 3.4 Evidence that effective measures are in place to deal with harassment or bullying related to SEN. Evidence of policies relating to this area, in addition, that such policies provide for situations of not only pupil/pupil incidents but also staff/pupil incidents. Where possible, evidence of examples of the implementation of these policies should also be provided. Standard Four: Partnership and Liaison with Parents, Carers, Governors and other Concerned Parties 4.1 Evidence that parents are aware of, and have confidence in, arrangements to meet the special educational needs of their children. Effective communication is in for parents to understand dyslexia and the basis on which the dyslexia friendly school teaches and supports their child. This should include: reference to the SEND Code of Practice; school systems for keeping parents informed, and vice versa;
Standard One: Effectiveness of Management Structure Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) 1.1 Dyslexia is an issue which is seen to have status across the university. It is addressed as an element within university policies (equality, quality, inclusion etc). 1.2 All managers and heads of school have a firm commitment to supporting students with dyslexia. 1.3 Additional learning needs and dyslexia in particular are an integral part of university policies. 1.4 Dyslexia is prioritised as an area for continuing professional development for 1.5 There is commitment to a whole university awareness raising approach to dyslexia. 1.6 All staff are provided with clear, written guidelines for supporting dyslexic students.
dyslexic individuals results in good practice for everyone. In the case of educational institutions, the BDA recognises that the majority of moderately dyslexic students will be taught in mainstream classrooms and by non-specialist tutors. Therefore it is important that, as well as employing appropriate teaching methods, all environments are dyslexia friendly. This is what the Quality Mark strives to ensure. Dyslexia is a learning difference that affects 10% of the population, a combination of strengths and weaknesses, which affects the learning process in reading, spelling, writing and sometimes numeracy. Dyslexic individuals may also have accompanying weaknesses in short term memory, sequencing and the speed at which they process information. These are skills that everyone needs if they are to learn effectively and they are also key skills for life. Problems arise if dyslexia is not recognised and the environment and/or teaching are inappropriate. Viewing dyslexia as a learning difficulty implies that something is “wrong” with the learner. This leads to a focus on identifying weaknesses rather than celebrating strengths. This in turn can focus in an emphasis on “remediation” by specialists rather than resolution by knowledgeable mainstream professionals. The BDA Quality Mark focuses on supporting individuals within the mainstream setting. The Quality Mark also, recognises that there are individuals whose needs are more profound and complex and will therefore require specialist support; indeed a requirement of the Quality Mark is that such support is also available. Even where this is the case, the success of such support is likely to be greater if this is provided within a setting that accommodates such individual learning needs. One of the basic principles of becoming dyslexia friendly is the expectation that those providing the education/service take immediate action when faced with individual needs, rather than refer for assessment and wait for a “label”. In a dyslexia friendly environment those providing the education/service are empowered through training, policy and ethos to identify issues and take front line action. The BDA Quality Mark for Children and Young People’s Services The aim of the BDA’s Quality Mark for Children and Young People’s Services is to identify and celebrate excellent practice that is carried out throughout this wide reaching sector.
Part A: Applies to all aspects of Children’s Services. Parts A & B: Apply to aspects of Children’s Services with an Education remit. The document below can be used for self-audit purposes but at the time of verification all relevant standards should have been achieved. Please note that these standards can be achieved on a departmental/divisional basis but that the award of the Dyslexia Friendly Quality Mark would only be to that department/division. These standards remain the intellectual property of the British Dyslexia Association. Part A - Applies to all aspects of Children’s Services Standard One: Leadership and Management Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) 1.1 Organisational policies promote inclusive practice and specifically mention dyslexia where appropriate.
Hearing about how other charities work and the reassurance that they are coming across the same issues. Picking up tips from others about how to move forwards. Blown away by how amazing and effective all of the charities who spoke are Hearing what the other groups are doing, difficulties encountered and how they have overcome these. Knowing we are not alone in these. Being able to get ideas of resources etc from others in the project Hearing from other groups and the genetics presentation Great to learn about the other rare diseases involved in BDB but also very interesting/useful to hear about research from professionals Learning more about Breaking Down Barriers and finding out about other projects Hearing what other charities have been up to and seeing other ways to go about our work Aamra’s talk and Oscar Sharing with other groups and talking over dinner Do you think this workshop will aid your future work? Yes: 17 No: 0 Please comment: Due to networking Improved understanding of the background to the patient organisations Knowledge of other organisations/charities and how they operate is helpful for taking ideas and also having connections Absolutely, I will implement the tips shared by other organisations Without a doubt! Great to hear about other projects Learnt a deal more about South Asian cultures, resources and barriers Excellent pool of resources from the contacts made Learnt so many things I hadn’t even thought about e.g. media perspective and finding apps which will be really useful Helped me more on what to do and how to move forward with the project Avoiding the pitfalls experienced by groups in year 1, understanding everything time, issues around translation and community development Definitely – made some very interesting connections Aided understanding in reaching out to BME communities Hearing from other charities was good
Name: ______________________________ Date: ______________________ 6B- _____ Writing: “BDC” Theme Essay: Practice Editing 1 Directions: USE RED or GREEN PEN. Read the essay aloud, quietly, to yourself. Then answer the questions that follow. Finally, make any additional comments or corrections on the essay, itself. The poet, E. E. Cummings once said, “It takes courage to grow up and turn out to be who you really are.” In “Biderbiks Don’t Cry” by Avi, a teenage boy, Charlie Biderbik gets into a fight and doesn’t fight back, his father is ashamed. As the Biderbiks go through this troubling experience, the author examines the theme of standing up for yourself. In the climax of the story, when Mr.Biderbik holds a meeting about the fight, the author expresses a clear understanding of the theme. The author introduces the theme when Mr.Biderbik forces Charlie to attend boxing lessons at the church. Charlie Biderbik is a teenage boy. After attending a school dance, Charlie walks home. He finds himself in the middle of a gang, threatened to fight. This results in Charlie coming home because he didn’t stand up for himself. Mr.Biderbik is ashamed of his son not resisting the fight. After Charlie comes home, Charlie and his father exchange words, “‘Boxing lessons? Charlie said incredulously. Mr.Biderbik nodded. ‘Right. Twice a week. Seven-thirty. Till nine...’ ‘But… I don’t want to.’ ‘Why?’ ‘I hate fighting.’ ‘Charlie, my boy, you don’t have a choice.’ ‘Don’t you care how I feel about a meeting.’ ‘Frankly, no. Charlie, the meeting is going to happen...’” Essentially, Mr.Biderbik signing Charlie up for boxing lessons represents that he thinks that Charlie is a (over)
 In appropriate door supervisors or a manager patrolling nearby streets to assess for themselves whether there is a problem and how best to deal with it.  Banning people who regularly leave in a noisy fashion and liaising with other premises on such bans.  Where the premises have a membership scheme, including provisions in the conditions of membership concerning conduct and noise when leaving the premises.  Adequate provisions for dealing with litter/refuse arising from the operation of premises.  Appropriate times for and methods of dealing with bottle delivery, disposal and collection.  The licensee providing a help line or contact number for concerned residents. 7.14 In some cases it may be helpful for applicants and/or their advisors to discuss their draft Operating Schedule with representatives of Responsible Authorities, before it is formally submitted. This will help ensure it properly addresses all relevant issues that might give rise to concern. A document containing a pool of potential conditions can be found on the Council’s website in order to assist with the type of wording which is required on an application. Any condition attached to a licence or certificate should be   enforceable  evidenced  proportionate  relevant  be expressed in language capable of being understood by those expected to comply with them. 7.15 As a general rule, the Licensing Authority will seek to avoid attaching conditions that duplicate existing legal requirements and obligations imposed
5. Work References/Experience - Provide verifiable experience to demonstrate that your firm is actively engaged and capable of self-performing the majority of the work listed in the definition for each trade selected – provide a minimum of six (6) References for each trade (Provide owner’s rep or CM references. It is your firm’s responsibility to ensure that all contact names, numbers and contract values are ACCURATE. Trades Project Title & Location Work Self-Performed $ Value Contact & Company Phone No. 1. e.g. C e.g. Replace Sidewalks Psychiatric Center in Queens e.g. Remove/repair 1 mile of broken sidewalks e.g. $350,000 e.g. Sally Green, PM from OTO Cell 123-456-7891 Off. 198-765-4321 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Attach additional sheet(s) as necessary
consultant’s MWBE utilization plan Term Contract Procurement No.: REMINDER: Utilize the New York State Contract System located at to report MWBE payments on a monthly basis. Making false representations or including information evidencing a lack of good faith as part of, or in conjunction with, the submission of a Utilization Plan is prohibited by law and may result in penalties including, but not limited to, termination of a contract for cause, loss of eligibility to submit future bids, and/or withholding of payments. Firms that do not perform commercially useful functions may not be counted toward MWBE utilization. (FOR OGS USE ONLY) Contract No.: Consultant’s Name, Address and Federal ID No.: Contract Description/Location: MWBE GOALS MBE% WBE% Federal ID No.: Certified MBE/WBE Name, Address and Phone No. Federal ID No. MBE WBE Description of Sub-consulting Services Subcontract/Supplier Dollar Value** Not Required for Term Contracts FOR OGS USE ONLY SEE BDC 327.1 **Not Required for Term Contracts. Participation will be monitored based on work order assignments. Pursuant to Executive Law Article 15-A, my firm will engage in a good faith effort to achieve the MWBE goals on this contract. Consultant’s Comments: Consultant’s Signature: Enter Name: FOR OGS USE ONLY Title: Accepted Accepted as Noted Notice of Deficiency Issued MBE % MBE $** WBE % WBE $** E-Mail Address: Date: OGS Authorized Signature: Enter Name: Date:
CONTRACTOR’S LIST OF SUBCONTRACTORS/SUPPLIERS Contract No. Contractor’s Name, Address and Federal ID No.: Project Description/Location: Date Submitted: Bid Date: MWBE Goals MBE WBE Construction Contracts Exceeding $100,000 Commodity or Service Contracts Exceeding $25,000 Submittal No.: Contract Amount: Federal ID No. Subcontractor/Supplier Name, Address, Phone No. and Federal ID No. (Do not list information previously submitted.) Sub/Supplier (Check One) MBE WBE General Description of Work Subcontractor/ Supplier Dollar Value OGS Use Only Sub Supplier Federal ID No.: Federal ID No.: Federal ID No.: Federal ID No.: Pursuant to Executive Law Article 15-A, my firm proposes to use the certified firms listed above. OGS Use Only Proposed Goal Attainments: MBE % MBE $ WBE % WBE $ Contractor’s Signature Accepted Accepted as Noted Not Accepted Title Reason: Date OGS Authorized Signature Date
Game preview Women’s Quarter-finals, 22.00 – France v Spain • Though both teams have long history at the Europeans, their roads barely crossed each other at the championships. They met in the last two editions, before that only once, in 2001. Here are the three results, all match went to Spain: 2001: 9-5, 2014: 2016: 21-2. • Their most recent match was in the LEN Europa Cup prelims, Spain won 22-5. • The winner of this quarter-final will play against the winner of QF Russia/Greece. • France won the ‘compulsories’: 9-5 against Croatia and 17-6 against Croatia, and lost to the ‘big three’ in the group, 4-20 to the Netherlands, 5-12 to Greece and 3-11 to Italy. • Spain is the only team in the tournament winning all 5 matches so far: they beat the big rivals Hungary 13-9 and Russia 12-11, and had three huge wins over Germany 27-2, Serbia 26-2 and Turkey 32-5. • France is 7th in the overall scoring list with 38 goals and also 7th in efficiency (38/137, 27.7%). • Estelle Millot is the best French scorer with 9 goals, Amandine Paillat has 7. Three players are yet to score a goal. • Spain leads the scoring race with 110 goals, they also top the efficiency ranks with 65.9% (110 goals from 167 shots). • Judith Forca and Beatriz Ortiz lead the Spanish in-house ranks with 15 goals apiece and they are tied 4th among the tournament’s top scorers. Maica Garcia netted 14 so far. All but two players scored at least 8 goals in the tournament. • France, just like in attack, also 7th on the defences’ list, conceded 54 goals – from 163 shots. Goals: 54, missed/post: 46, blocked: 11, saved: 52. • Lorene Derenty made 52 saves on 104 shots (50.0%), she is 5th among the goalkeepers. By the number of saves, she is the No. 1. among all keepers.
004200-2 WICKS EXEMPT LIST OF SUBCONTRACTORS Contract No.: Subcontractor’s Name, Address and Federal ID No. Check only one. General Description of Work Subcontractor’s Contract Amt. Plumbing and Gas Fitting Steam Heating, Hot Water Heating, Ventilating and AC Apparatus Electric Wiring and Standard Illuminating Fixture Federal ID No. Federal ID No. Federal ID No. Federal ID No. Federal ID No. Federal ID No. Federal ID No.
CERTIFIED APPLICATION FOR PAYMENT OGS Contract No.: INSTRUCTIONS: Complete ALL Payee Information, including Contract No., OGS Project No., and Work Order No., and indicate whether this is a Progress or Final Payment. Sign the Payee Certification, in ink, and have signature notarized. SUBMIT ONE APPLICATION, WITH ORIGINAL SIGNATURES, with each invoice (payment) submission. OGS Project No.: Work Order No.: Please check one box. PROGRESS PAYMENT FINAL PAYMENT Payee Information: Consultant Firm: Remittance or Direct Deposit Address: Federal ID No.: Consultant Project No.: Invoice No.: Invoice Date: Invoice Amt: CERTIFICATION: I certify this Application, attached invoice(s), and documentation are just, true, and accurate; that no part thereof has been paid except as stated, and that the balance is actually due and owing, and that taxes from which is exempt are excluded. Payee Signature (In ink) Title Printed Name Firm Name Sworn before me this day of 20 . Notary Public Required Notary Seal or Stamp for ogs use only (After Invoice Review) Authorized Amount, as indicated on attached Invoice. Initials Refer to attachments for explanation of any adjustments made. All payments are rounded to nearest dollar. Contract End Date Funding Line
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: BCN 1251 Semester Credit Hours (Credit): 3 Contact Hours (Workforce): Course Title: Construction Drawing SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course X A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening Information Literacy Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Identify, select and use drafting instruments Course Lecture/Projects/Exams Interpret architectural drawings and specifications Course Lecture/Projects/Exams Evaluate shop drawings Course Lecture/Projects/Exams SECTION 7 Faculty name(s): Martin Johnson Date: 12/2014 CS20150615
Game preview Round 2, 22.00 – Group B: Germany v Spain • The ‘winners’ evening’ features two more sides – after the Greece v Italy match – which started with victories on Saturday. Germany managed to beat Serbia 9-8, while Spain overcame Hungary 13-9. • The two sides also met in Belgrade 2016, Spain won 26-3. Anna Espar netted 5 goals in that match. • Indeed this is the fifth time in a row when they met in the prelims provided the German were present. Spain won each match: 13-7 in 2008, 12-10 in 2010, 22-12 in 2012 and 26-3 in 2016. • The last time the Germans could win against Spain at the Europeans dates back to 1993 when they downed them 9-1 in the prelims in Leeds – in fact that was their first ever contest upon Spain’s debut. Spain first win came in 1999, when they beat their rivals 7-6 in Prato. Their overall head-to-head at the Europeans stands at 5-1 for Spain. • The Germans came from behind to beat the Serbs on Day 1. Serbia led 7-4 but the Germans staged a 1-5 rush to earn this crucial win. • Spain dominated their opening match against Hungary, especially the second half: after 5-4 at halftime, they won the second part 8-5. • They netted 9 goals from 34 shots (26.5%), the Spaniards were more precise, scoring 13 from 28 shots (46.4%). • Both teams did a great job in man-ups, the Germans 4 for 4, while the Spaniards made 9 for 11. • The goalkeepers produced similar percentages (though the respective opponents’ quality was different): Felicitas Saurusajtis had 7 stops on 15 shots (46.7%) in the German goal, while Laura Ester had 8 saves on 17 shots (47.1%). • Aylin Fry scored 3 goals for Germany.
Game preview Women, for places 5-8th, 13.15 – Germany v Italy • Italy holds an 8-0 lead in the head-to-head over the Germans at the Europeans. Here are their matches so far: 1989: 10-9, 1991: 7-6, 1995: 8-4, 2001: 9-7, 2003: 12-9, 2006: 17-8, 2012: 18-12, 2016: 22-3. • This is the first time ever since Italy entered the Europeans in 1989, that the Setterosa didn’t make the top four. • Italy beat France 11-3, Israel 21-2 and Croatia 24-3, tied with the Netherlands 6-6 and lost to Greece 6-7 in the prelims. Then they lost 9-10 to Hungary in the quarter-finals. • Germany secured its QF berth on the first day by beating Serbia 9-8, later added a 12-9 win over Turkey, and went down against Spain 2-27, Russia 5-27, Hungary 1-26. In the quarters the Netherlands thrashed them 2-22. • Germany is tied 9th in the scoring list with 31 goals. They took 155 shots, their efficiency is 20.0%, 10th in the field. • Belen Vosseberg leads the in-house scoring list with 7 goals. Three field players are yet to score a goal here. • is 5th on the scoring list with 77 goals. They took 196 shots, their efficiency (39,3%) is also 5th. • Arianna Garibotti netted 18 goals, she is tied 3rd on the tournament’s top scorers’ list. Next is Roberta Bianconi with 11, her 12th would have been the penalty she missed 19 seconds from time against Hungary. • Germany conceded 119 goals and they faced 210 shots – goals: 119, missed/post: 55, blocked: 3, saved: 43. • Goalie Felicitas Saurusajtis posted 39 saves on 130 shots for 30.0%. She is 9th among the keepers.
my point is, and maybe I'm too Pollyannaish here, but I have faith that the people in the Department have the intelligence and the ability to look at these and make reasonable, rational decisions. I think that we, the negotiators, I mean it would be real easy. We could get rid of all issues very, very easily. For instance, let's stay you're a bank and you want to get rid of bank robberies, there isn't one way to do it. You can say that in order to get into the bank, you have to show two forms of ID. You have to have a biometric scan. You have to be able to have somebody vouch for you. That would make sure that there was never a bank robbery. But you also wouldn't have customers. So we can make this real black or white, but the world's not black or white. The world is it takes -- there's no simple solution to a complex problem. There's only complex solutions to complex problems. I think for us to say well this is too difficult to figure out is basically saying well, let's just give up. We don't think we can do it. So let's just come up with a simple black and white solution. The last thing I want to say, and this is -- this is the most important part. In a previous life doing stuff outside of education, one thing that I saw in doing personal law and civil law is the worst thing in the world for schools, for my school, is to have bad actors out there doing bad things and hurting students. That's the worst thing in the world. I've had this conversation with people in here. Those schools that have done those things infuriate me. Ms. Miller: Mike, I'm sorry. Mr. Busada: I'm to finish. Let me finish making this point.
Members Present: Ted Bantle, Federal Mediation and Conciliation Service, Facilitator Moira Caruso, Federal Mediation and Conciliation Service, Facilitator Rozmyn Miller, Federal Mediation and Conciliation Service, Facilitator Robert Anderson, President, State Higher Education Executive Officers Association Bryan Black, Attorney Michael Bottrill, CFO and CEO, SAE Institute North America Kimberly Brown, Vice President, Enrollment Management and Student Affairs, Des Moines University Mike Busada, General Counsel and Vice President, Career College Stevaughn Bush, Student, Howard University School of Law Evan Daniels, Assistant Attorney General, Government Accountability and Special Litigation Unit, Office of the Arizona Attorney General Chris Deluca, Attorney at Law, Deluca Law LLC Alyssa Dobson, Director of Financial Aid and Scholarships, Slippery Rock University John Ellis, Principal Deputy General Counsel and Division Chief, State of Texas Office of the Attorney General Juliana Fredman, Bay Area Legal Aid Joseline Garcia, President, United States Students Association Wanda Hall, Senior Vice President and Chief Compliance Officer, Ed Financial Services Ashley Harrington, Special Assistant to the President and Counsel, Center for Responsible Lending
ELPS (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Technology Tools Teacher: Computer, Projector, Insight Student: Computer CCRS Use technology appropriately. Use technology to communicate and display findings in a clear and coherent manner. * Detailed Activities: This is what you will see when you walk into my today; should include: Instructional methods and grouping, high-yield strategy(ies), differentiation, accommodations. * Closure: example - exit ticket, questioning strategies for assessing what students learned in today * TEKS: Including TEKS for content and technology applications Additional resources for using this lesson plan template may be found at and .
Turn-lane Deceleration (rural) lengths Storage (urban) Intersection sight distance: List criteria and type Median opening length feet (meters) Minimum corner island size sq. ft (sq. m) Does right-turn radius accommodate design vehicle without encroachment? Driveway widths feet (meters) Type of traffic control: Two-way stop All-way stop Traffic signals Is maximum grade exceeded on any approach? Max. superelevation “e” (in percent) for intersections on curve Interchanges (Chapter 37) Exit terminal Standard type Design speed of first curve Are any exit terminals located on mainline horizontal curve? Design Criteria (Provide numerical values, where indicated.) Does the proposed design meet the criteria? Yes No N/A Entrance terminal Standard type Length of tangent after the entering curve Design speed of entering curve Design speed of ramp proper
Game preview Women, Round 4, 14.00 – Group A: Israel v Greece • They already met this February, in the LEN Europa Cup prelims and Greece won 25-5. • Two Greek coaches will lead the sides: Giorgios Morfesis is in charge for the Greeks (who conducted the team to its greatest successes between 2010-2012) – while Dimitrios Mavrotas orchestrates the Israeli team. • After two heavy defeats – Italy 2-21, Netherlands 2-20 – and a hard-fought but lost battle against France (5-9), Israel faces another mission impossible against LEN Europa Cup winners. • Greece is the only team in the group with 3 wins so far: they beat France 12-5, won a big match against Italy 7-6 and added a huge 21-2 win over Croatia. • With 9 goals so far, Israel is bottom ranked (tied with Croatia) in the tournament considering the number of goals scored. • Israel shooting efficiency is the 11th in the ranks (ahead of Croatia) – they netted 9 goals from 64 shots (14.1%). They took the 3rd fewest shots in the field. • Greece is ranked 5th both on the scoring list with 40 goals and by shooting efficiency: 40/103 shots, 38.8%. • While Hila Futorian leads Israel’s in-house scoring ranks with 4 goals, the majority of the shots come from Shunit Strugo (3/19, 2 from pen.) and Abigail Felix, though she is yet to score her first here (0/14). Four players could score in the first three rounds. • Alexandra Asimaki is Greece’s best scorer so far, with 10 goals, Christina Tsoukala and Eleni Xenaki netted 5 apiece. All players scored at least one goal in the tournament. • Israel conceded 50 goals, ranked 8th in the tournament. Opponents had 98 shots, besides the 50 goals, 18 were missed/post, 3 blocked, 27 saved. • Greece got 13 tied 3rd with Spain in the tournament (NED is first with 9 goals). Rivals took 88 shots: 13 goals, 29 were missed/post, 10 blocked, 36 saved.
• Ayelet posted a 35.7% saving percentage in the Israeli goal, making 25 saves on 70 shots. • Chrysoula Diamantapoulou stands with 68.3%, 28 stops on 41 shots. • Israel’s man-ups: 1 for 13 – man-down: 12 from 24. • Greece’s man-ups: 7 for 20 – man-down: 4 from 19. • Penalties on Israel’s side: scored 2/2, conceded 1/2. • Greece and the penalties: scored 3/4, none against.
A.1 For Core Relief Items, the supplier should submit laboratory report and certification from the approved laboratories listed below, confirming the item(s) offered meets the technical specifications and comply with the standards and testing criteria stated in Annex C – “Technical Specifications Form”. The report should be – Issued within 2015-2018; Results must be in conformity with ALL parameters as per technical specifications required from similar tenders with other humanitarian organizations (UN agencies/ ICRC/ IFRC) and/or the Clause mentioning "Conformity of the goods with required specifications" clearly indicated on the report by the approved laboratories; All expenses associated (from preparation and submission of samples) should be covered by the supplier. The list of accepted laboratories for core relief items Item No. LABORATORY Item Description 1 Sheet, plastic 4mX5m, reinforcement bands IFTH – Institute Francais du Textile et d l’Habillemenlement 25 rue Alfred Werner- BP72076-68059 MULLHOUSE CEDEX2 http://www.ifth.org/ OR CENTEXBEL Technologiepark 7 BE-9052 ZWIJNAARDE http://www.centexbel.be/ 2 Bucket, plastic, 14L, duty plastic IFTH – Institute Francais du Textile et d l’Habillemenlement 25 rue Alfred Werner- BP72076-68059 MULLHOUSE CEDEX2 http://www.ifth.org/ OR CENTEXBEL Technologiepark 7 BE-9052 ZWIJNAARDE http://www.centexbel.be/
Signed in duplicate in English, on the dates and at the places indicated below. For and on behalf of The International Organization for Migration For and on behalf of [Full name of the Supplier] Signature Signature _________________________ Name Position Date Place ____________________________ Name Position Date Place
Summer School Courses Grade 9 Grade 10 Grade 11 Grade 12 Face to Face Applied to Academic Math Transfer (0.5 cr) Foundations for College Mathematics (Coll.) Functions (University.) Advance Functions (University) Calculus and Vectors (University) MPM1HH MBF3CS MCR3US MAP4CS MHF4US MCV4US Business International Business Fundamentals BBB4MS English Literacy Course English (College) English (University) Writers Craft (University) OLC3OS ENG3CS ENG3US OLC4OS ENG4CS ENG4US EWC4US Math Mathematics of Data Management (Univ.) MDM4US CWS Guidance Analysing Current Economic Issues (Univ.) Civics (0.5 cr) Careers (0.5 cr) CHV2OS GLC2OS CIA4US Science Biology (College) Biology (University) Chemistry (College) Chemistry (University) Physics (College) Physics (University) SBI3CS SBI3US SCH3US SPH3US SBI4US SCH4CS SCH4US SPH4CS Social Science Equity and Social Justice (Univ./College) World Cultures (Univ./College) Gender Studies (Univ./College) HSG3MS HSE4MS HSC4MS EduTravel* () Biology in Fiji Sustainable Environments Spirit of America Civics and Careers Canadian Geography (Academic) CGC1D CHV/GLC2O SBI3U CGR4M ENG4U Night School Courses September 2018 to June 2019 Night School Courses Barrie Learning Centre a
Description is greyed out as it is not required. Give the Horizontal Rule ‘field’ a unique name (required) – use something self explanatory like HR_1 which uses an underscore instead of a blank space [good practice] In the example the HR has been dragged up between location & dime/date and species based fields to separate them Click the Save and Preview button Survey Preview Screen Next let’s add some on screen help to advise what to do in each section - click the Go Back Button. HTML – On Screen Help Two new field rows of type HTML have been added here to provide help on logging location and species details together with a Selection field for weather conditions. To add content to the HTML click on the Description on the Form column element An HTML Editor window pops open – type or your on screen instructions/help or section title or whatever you want. The basic editor has buttons across the top for making text bold, italic, into lists, headings and so on. We recommend that you write the material first then copy and paste text into the screen. We use free open source tools like Notepad++ for this and other BDRS development. There are also WYSIWYG HTML editors out there that allow you to write like in Word and then copy the HTML. Tip Keep it simple – too much text can be too much of a good thing, making simple things look complicated and using up valuable screen real estate on small screens and devices. The example has some headings as visual separators to go with the horizontal rules and a couple of image fields for attaching photos.
6. Design of Synchronous Counters Aim: To design a counter using JK flip-flops for the following binary sequence: 0, 4, 2, 1, 6 and repeat. S. No Description of Item Quantity 1. IC 7408, 7432 01 Each 2. IC 7476 02 3. Digital Trainer Kit 01 4. Bread Board 01 Apparatus: Design Procedure: In a synchronous counter, also known as a parallel counter, all the flip-flops in the counter changestate at the same time in synchronism with the input clock signal. The clock signal in this case issimultaneously applied to the clock inputs of all the flip-flops. Present State (PS) Next (NS) Flip-flop Input functions 0 0 0 1 0 0 1 0 0 1 0 0 0 1 0 1 0 1 0 0 0 1 0 1 1 0 0 1 1 1 0 1 1 1 0 0 0 0 1 1 0 Circuit Excitation and output table: Excitation table for JK FF Qn Qn+1 J K 0 0 0 X 0 1 1 X 1 0 X 1 1 1 X 0
Triple Penetration Urethral Sounds (metal rods) Uncircumcised Men Uniforms Vampire Gloves Vampirism Verbal Discipline Verbal humiliation Vibrator on genitals Violet wand (electrical toy) Voyeurism (watching others) Voyeurism (your Dom w/others) Video (watching others) (recordings of you) Water torture Waxing (hair removal) Wearing symbolic jewelry Weight gain (forced) Weight loss (forced) Weights Whipping Wooden paddles Wrestling Question Area Answer these questions truthfully, it will make any scene/relationship go a lot easier for both of us. Highlighting an answer to a multiple choice is acceptable GENERAL INFO ABOUT YOU Sex : M/F ? Male Female
(world geometric mean) mean) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Water Permanent wetland Snow and ice Barren Unclassified Barren Closed shrubland Open shrubland Open shrubland Grassland Savannah Savannah Grassland Woody savannah Mixed forest Evergr. broadl. forest Dec. broadl. forest Dec. needle. forest Evergr. Needle. forest Dec. broadl. forest Evergr. broadl. forest Cropland and build-up lands Cropland/nat. veg. mosaic -- -- -- D,E -- A,B,C -- A,B,C D,E D,E D,E A,B,C A,B,C -- -- C,D,E C,D,E -- -- A,B A,B -- -- -- 0 0 0 0 0 0.06 0.09 0.09 0.01 0.84 0.84 0.24 0.42 0.62 0.03 0.36 0.36 0.35 1.66 0.08 0.44 0.57 0.57 0.57 0 0 0 0 0 0.06 0.21 0.21 0.01 1.05 1.05 0.97 1.78 0.74 0.14 0.95 0.95 0.95 4.60 0.13 1.14 3.13 3.13 3.14 0 0 0 0 0 0.06 0.05 0.09 0.01 0.62 0.84 0.24 0.37 0.62 0.00 0.36 0.61 0.35 1.66 0.08 0.44 0.33 0.57 0.57 (1). A-equatorial, B-arid, C-warm temperature, D-snow, E-polar (see Appendix D for spatial map)
BDS PAYMENT PROCESS Standard Payment Process Applicable to GP1, GP2, GP3, GP4, GP6, GP7, GP8 and GP9 Terms of Payment. Subject to any set-off or deduction authorized under this Contract or applicable law, Buyer’s payment terms are as follows: Supplier Size Prime Contract Type Term (Net Days) Payment Discounts Payment Processing Small* U.S. Government, including Military Sales Net 15 0.25% 10 – Net 15 On the “net payment” date Small* Non-U.S. Government Net 30 1.0% 10 – Net 30 On the “net payment” date Large U.S. Government, including Foreign Military Sales Net 30 1.0% 10 – Net 30 0.75% 15 – Net 30 0.5% 20 – Net 30 On the Wednesday immediately following the “net payment” date Large Non-U.S. Government Net 90 N/A On the “net payment” date * As defined by the U.S. Small Business Administration In all cases, when the payment processing date is a Federal Reserve Bank holiday, the payment shall be made on the next business day which is not a Federal Reserve Bank holiday. Adjustment Process Applicable to GP1 and GP7 Notwithstanding anything to the contrary in the Contract, in the event the Seller’s total quantity of Goods actually delivered under the Contract divided by the total quantity of Goods scheduled to be delivered, as measured on a rolling three (3) month average basis (the “Payment Adjustment Factor”), falls below 90% or exceeds 100% at any time during the performance of the Contract, Seller shall devote the necessary resources and work cooperatively with to resolve the delivery performance issues. If after a reasonable time the Parties are unable to come to a resolution reasonably agreeable to Buyer that results in the improvement Seller’s Payment Adjustment Factor under this Contract, as measured in accordance with the foregoing, Buyer shall have the right to adjust the payment terms of this Contract by increasing the applicable payment term in the Contract by 30 days. The payment due date for invoices may remain extended by Buyer until Seller’s Payment Adjustment Factor, as measured in accordance with the foregoing, is improved to no less than 90% and no greater than 100% under the Contract. Buyer reserves the right, in its sole discretion, to revert to the original payment term at any time.
SCHEDULE 6.2 CHANGE CONTROL PROCEDURE VERSION CONTROL VERSION NUMBER DATE COMMENT 0.1 27 July 2016 Preliminary draft template version made available for general comment 0.2 2 September 2016 Uplifted draft, following feedback, made available for final comment 0.3 25 October 2016 Uplifted following body and supplier feedback 1.0 16 November 2016 Baselined Version 1.0 CONTENTS 1 BACKGROUND 1 2 CHANGE REQUESTS 1 3 CHANGE IMPACT ASSESSMENT 2 4 AUTHORITY'S RIGHT OF APPROVAL 3 5 SUPPLIER'S RIGHT OF REJECTION 4 6 FAST-TRACK CHANGES 5