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Law of sale of Goods Conditions and warranties Transfer of ownership – – – Performance of contracts Remedial measures. – Module -4: Intellectual Property Legislations 4 Hrs Meaning and of intellectual properties Patent Act of 1970 and amendments as – per WTO agreements : Background Objects Definition Inventions Patentee – – – – True and first inventor Procedure for grant of process and product patents WTO – – – rules as to patents (in brief) Rights to patentee Infringement Remedies. – – – Module 5: Consumer Protection Act [COPRA] – 6 Hrs Background - Definition of (1) Consumer; (2) Consumer Dispute; (3) Complaint; (4) Deficiency; (5) Service Consumer Protection Council Consumer redressal agencies – – District Forum State Commission and National Commission. – – Module 6: Laws 1999 2 Hrs – Objectives Definitions and salient features Provisions pertaining to piracy and – – related offences and penalties. Module-7: Global Law 12 Hrs | Law of sale of Goods – Conditions and warranties – Transfer of ownership – Performance of contracts – Remedial measures. Module -4: Intellectual Property Legislations 4 Hrs Meaning and of intellectual properties – Patent Act of 1970 and amendments as per WTO agreements : Background – Objects – Definition – Inventions – Patentee – True and first inventor – Procedure for grant of process and product patents – WTO rules as to patents (in brief) – Rights to patentee – Infringement – Remedies. Module – 5: Consumer Protection Act [COPRA] 6 Hrs Background - Definition of (1) Consumer; (2) Consumer Dispute; (3) Complaint; (4) Deficiency; (5) Service – Consumer Protection Council – Consumer redressal agencies – District Forum – State Commission and National Commission. Module – 6: Laws 1999 2 Hrs Objectives – Definitions and salient features – Provisions pertaining to piracy and related offences and penalties. Module-7: Global Law 12 Hrs | 0.616072 | [
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For the purposes of this evaluation, each lecture is roughly 1 contact hour, and for every credit hour there are 15 contact hours (therefore a 3 credit hour course has 45 contact hours). For example, if the topic area was roughly 5 weeks of the class, or 15 contact hours of the class, you would indicate 1 credit hour. ACADEMIC REQUIRED CATEGORIES COURSE TITLES LEVEL CREDIT CREDIT HOURS AND TOPICS (& brief content if needed) (Graduate or HOURS REQUIRED* Undergraduate) (Ex: HSCI 580-Occup. Ergo I; (Ex: (Ex: 1 A. Basic Principles of 3 credit hours [Covered Systems Theory]) Graduate) credit hr) Ergonomics total Systems Concepts At least 1 credit hour Design Concepts At least 1 credit hour B. Core Background 6 credit hours total 1. Attributes At least 2 1.1. Anthropometry & credit hours Demography 1.2 Physiology & Biomechanics Psychology 2. Environmental Context At least 2 2.1 Physical credit hours 2.2 Social 2.3 Organizational C. Core Methodology: 6 credit hours Analysis & Design of total Processes & Products Statistics & Design of At least 2 Investigations credit hours 2. Basic Process Each at least 1 Analysis credit hour 3. Design Methods 4. Basic Usability D. Application of Analysis, 8 credit hours Design, Validations & total Implementation Methods 1. Human-Machine Interaction At least 1 credit hour in 3 | For the purposes of this evaluation, each lecture is roughly 1 contact hour, and for every credit hour there are 15 contact hours (therefore a 3 credit hour course has 45 contact hours). For example, if the topic area was roughly 5 weeks of the class, or 15 contact hours of the class, you would indicate 1 credit hour. REQUIRED CATEGORIES AND TOPICS ACADEMIC CREDIT HOURS REQUIRED* COURSE TITLES (& brief content if needed) LEVEL (Graduate or Undergraduate) CREDIT HOURS A. Basic Principles of Ergonomics 3 credit hours total (Ex: HSCI 580-Occup. Ergo I; [Covered Systems Theory]) (Ex: Graduate) (Ex: 1 credit hr) Systems Concepts Design Concepts At least 1 credit hour At least 1 credit hour B. Core Background 6 credit hours total 1. Attributes 1.1. Anthropometry & Demography 1.2 Physiology & Biomechanics Psychology 2. Environmental Context 2.1 Physical 2.2 Social 2.3 Organizational At least 2 credit hours At least 2 credit hours C. Core Methodology: Analysis & Design of Processes & Products 6 credit hours total Statistics & Design of Investigations 2. Basic Process Analysis 3. Design Methods 4. Basic Usability At least 2 credit hours Each at least 1 credit hour D. Application of Analysis, Design, Validations & Implementation Methods 8 credit hours total 1. Human-Machine Interaction At least 1 credit hour in 3 | 0.666122 | [
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Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to that services that are delivered, either “ensure for caseload or programs, are validated and that changes are made as appropriate to maximize outcomes related to physical rehabilitation.” (average word guideline–400) | Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to “ensure that services that are delivered, either for caseload or programs, are validated and that changes are made as appropriate to maximize outcomes related to physical rehabilitation.” (average word guideline–400) | 0.914275 | [
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B: The following excerpts are taken from the Department of Homeland Security’s September 2007 TCL. Economic and Community Recovery Economic and Community Recovery is the capability to implement short- and long-term recovery and mitigation processes after an incident. This will include identifying the extent of damage caused by an incident, conducting thorough post-event assessments and determining and providing the support needed for recovery and restoration activities to minimize future loss from a similar event. Planning Planning is the mechanism through which Federal, State, local and tribal governments, non-governmental organizations (NGOs), and the private sector develop, validate, and maintain plans, policies, and procedures describing how they will prioritize, coordinate, manage, and support personnel, information, equipment, and resources to prevent, protect and mitigate against, respond to, and recover from Catastrophic events. | B: The following excerpts are taken from the Department of Homeland Security’s September 2007 TCL. Economic and Community Recovery Economic and Community Recovery is the capability to implement short- and long-term recovery and mitigation processes after an incident. This will include identifying the extent of damage caused by an incident, conducting thorough post-event assessments and determining and providing the support needed for recovery and restoration activities to minimize future loss from a similar event. Planning Planning is the mechanism through which Federal, State, local and tribal governments, non-governmental organizations (NGOs), and the private sector develop, validate, and maintain plans, policies, and procedures describing how they will prioritize, coordinate, manage, and support personnel, information, equipment, and resources to prevent, protect and mitigate against, respond to, and recover from Catastrophic events. | 1 | [
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Breastfeeding Community Project Work Plan Template 2015 Organization: _____________________________________ Project Name: ___________________________________________ Please fill in the attached chart, adding in row for objectives and activities as needed. Objective Activities Time Period Participants Outputs Performance Measurements Why is the program What are the activities When will Who are the What are the expected How will each activity be being delivered and to that will take place in the key outputs of the evaluated to see if your whom is it being order to achieve the activities be participants activities? objectives have been delivered? program’s objective(s)? carried out? that will be achieved? What are the direct involved with results of the activities? What is/are the (Use one row per activity; What is the the activities? What are the indicators objective(s) of the add rows as needed.) duration of that will be evaluated? What products and Who will you project? the activity need to partner services will be delivered and/or the How will the indicators be with? or produced as a result of What does the project target date evaluated? the activities? intend to achieve? for How will you completion of involve the activity? volunteers? Goal of Program Objective #1 Activity #1 Activity #2 Objective #2 Activity #1 Activity #2 Objective #3 Activity #1 Activity #2 | Breastfeeding Community Project Work Plan Template 2015 Organization: _____________________________________ Project Name: ___________________________________________ Please fill in the attached chart, adding in row for objectives and activities as needed. Objective Activities Time Period Participants Outputs Performance Measurements Why is the program being delivered and to whom is it being delivered? What is/are the objective(s) of the project? What does the project intend to achieve? What are the activities that will take place in order to achieve the program’s objective(s)? (Use one row per activity; add rows as needed.) When will the activities be carried out? What is the duration of the activity and/or the target date for completion of the activity? Who are the key participants that will be involved with the activities? Who will you need to partner with? How will you involve volunteers? What are the expected outputs of the activities? What are the direct results of the activities? What products and services will be delivered or produced as a result of the activities? How will each activity be evaluated to see if your objectives have been achieved? What are the indicators that will be evaluated? How will the indicators be evaluated? Goal of Program Objective #1 Activity #1 Activity #2 Objective #2 Activity #1 Activity #2 Objective #3 Activity #1 Activity #2 | 0.637355 | [
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Provide optimal breeding habitat to maintain and increase priority species populations in the planning region. Provide high-quality managed habitat to support successful migration through and over wintering within the planning region. Maintain disturbance frequencies at breeding, foraging, and roost sites to below the tolerance levels for successful reproduction or for maintaining fat stores needed for migration. Work closely with beach managers and communities (including sea turtle monitoring crews) and educate them on ways to minimize plover nest disturbance and to avoid running over plover chicks where use of vehicles is allowed on beaches. Provide specific guidance for both private and public land managers to closely match peak shorebird habitat needs in their respective areas (e.g., to slow the timing of spring draw-downs and build in habitat recommendations involving teal considerations in autumn). Provide cooperating private landowners with proper incentives to delay planting for about a month. Assess individual managers’ current contributions as well as their capacities to help achieve habitat objectives outlined in this report, including the potential to close beaches where excessive public use is shown to be detrimental to important nesting habitat. When renourishment projects are necessary, work with communities, state, and federal agencies on the timing and design of the project to minimize disturbance and impacts on shorebird food base. Maintain washovers, sandflats, and mudflats, especially on barrier islands created by hurricanes; that is, do not immediately attempt to hurricane-created habitat. “repairs” Work with appropriate fishery councils and organizations to reduce, or if necessary eliminate, fisheries harvesting horseshoe crabs either directly or through bycatch. Work with all interested parties to improve both and quality of freshwater inputs into estuarine systems. Population Objectives While statewide population objectives for some species can be found in FWC’s Species Action Plans (FWC 2013i), only a few of these species occur solely within BCR 31, so population objectives are assessed at a statewide scale (Table 16). Most priority bird species do not have a | Provide optimal breeding habitat to maintain and increase priority species populations in the planning region. Provide high-quality managed habitat to support successful migration through and over wintering within the planning region. Maintain disturbance frequencies at breeding, foraging, and roost sites to below the tolerance levels for successful reproduction or for maintaining fat stores needed for migration. Work closely with beach managers and communities (including sea turtle monitoring crews) and educate them on ways to minimize plover nest disturbance and to avoid running over plover chicks where use of vehicles is allowed on beaches. Provide specific guidance for both private and public land managers to closely match peak shorebird habitat needs in their respective areas (e.g., to slow the timing of spring draw-downs and build in habitat recommendations involving teal considerations in autumn). Provide cooperating private landowners with proper incentives to delay planting for about a month. Assess individual managers’ current contributions as well as their capacities to help achieve habitat objectives outlined in this report, including the potential to close beaches where excessive public use is shown to be detrimental to important nesting habitat. When renourishment projects are necessary, work with communities, state, and federal agencies on the timing and design of the project to minimize disturbance and impacts on shorebird food base. Maintain washovers, sandflats, and mudflats, especially on barrier islands created by hurricanes; that is, do not immediately attempt “repairs” to hurricane-created habitat. Work with appropriate fishery councils and organizations to reduce, or if necessary eliminate, fisheries harvesting horseshoe crabs either directly or through bycatch. Work with all interested parties to improve both and quality of freshwater inputs into estuarine systems. Population Objectives While statewide population objectives for some species can be found in FWC’s Species Action Plans (FWC 2013i), only a few of these species occur solely within BCR 31, so population objectives are assessed at a statewide scale (Table 16). Most priority bird species do not have a | 0.988238 | [
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Conservation CREP aims to improve water quality and Not specified 3:1 from state; 1:1 from Private landowners Reserve wildlife habitat by offering rental farm service agency Enhancement payments to farmers who voluntarily (expenses for implementing Program () restore riparian buffers, filter strips, and best management practices, wetlands using approved conservation such as fencing or practices. Another CREP goal is to alternative watering establish 8,000 acres of perpetual systems). conservation or open space easements statewide. State cost-share payments are administered through local Soil and Water Conservation District (SWCD) offices. May include permanent easements. | Conservation Reserve Enhancement Program () CREP aims to improve water quality and wildlife habitat by offering rental payments to farmers who voluntarily restore riparian buffers, filter strips, and wetlands using approved conservation practices. Another CREP goal is to establish 8,000 acres of perpetual conservation or open space easements statewide. State cost-share payments are administered through local Soil and Water Conservation District (SWCD) offices. May include permanent easements. Not specified 3:1 from state; 1:1 from farm service agency (expenses for implementing best management practices, such as fencing or alternative watering systems). Private landowners | 0.698359 | [
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Voluntary, incentive-based program that $5,000 to No match required Native American tribal provides direct technical assistance and $50,000 governments (federally financial assistance in the form of recognized) and CFDA 15.630 cooperative agreements to coastal organizations, governments communities and landowners to restore (city, township county, state, and protect fish and wildlife habitat on special district), institutions public and private lands. Identify of higher education (public, geographic focus areas and direct private, and state-controlled), resources to conserve habitat for federal nonprofits with and without trust species within these areas. Work 501(c)(3) status, individuals, plans developed in coordination with small businesses, for-profit partners and involvement from USFWS organizations staff. Projects must advance USFWS | CFDA 15.630 Voluntary, incentive-based program that provides direct technical assistance and financial assistance in the form of cooperative agreements to coastal communities and landowners to restore and protect fish and wildlife habitat on public and private lands. Identify geographic focus areas and direct resources to conserve habitat for federal trust species within these areas. Work plans developed in coordination with partners and involvement from USFWS staff. Projects must advance USFWS $5,000 to $50,000 No match required Native American tribal governments (federally recognized) and organizations, governments (city, township county, state, special district), institutions of higher education (public, private, and state-controlled), nonprofits with and without 501(c)(3) status, individuals, small businesses, for-profit organizations | 0.597667 | [
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Provides financial assistance to states Varies 75% for single state or Restricted to those state fish —Habitat Conservation and territories to support the territory; 90% for two or and wildlife agencies with Planning (HCP) development of HCPs that provide for more states or territories which the USFWS has a Assistance Grants the conservation of imperiled species implementing a joint project current cooperative allowing economic activities to agreement for the species proceed. Can include animal, plant, and involved CFDA 15.615 habitat surveys; research; planning; monitoring; habitat protection, restoration, management, and acquisition; and public education. | —Habitat Conservation Planning (HCP) Assistance Grants CFDA 15.615 Provides financial assistance to states and territories to support the development of HCPs that provide for the conservation of imperiled species allowing economic activities to proceed. Can include animal, plant, and habitat surveys; research; planning; monitoring; habitat protection, restoration, management, and acquisition; and public education. Varies 75% for single state or territory; 90% for two or more states or territories implementing a joint project Restricted to those state fish and wildlife agencies with which the USFWS has a current cooperative agreement for the species involved | 0.654812 | [
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**8.53 a narrative with a narrative with supporting text supporting text describing the describing the effects of the New Madrid effects of the New Madrid Earthquakes of 1811-12 on the land and Earthquakes of 1811-12 on people of Tennessee. the land and people of Tennessee. (G, H, TN). Write a narrative of the effects of the New Madrid Earthquakes. Research and cite evidence on the effects of the New Madrid Earthquakes 8.54 Identify the constitutional issues Identify the constitutional issues posed by posed by the doctrine of nullification the doctrine of nullification and secession and secession and analyze the earliest and analyze the earliest origins of that origins of that doctrine. (C, P) doctrine Sub Objectives: Determine the constitutional issues of nullification and secession. Debate the constitutionality of nullification and secession. | **8.53 a narrative with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee. (G, H, TN). a narrative with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee. Write a narrative of the effects of the New Madrid Earthquakes. Research and cite evidence on the effects of the New Madrid Earthquakes 8.54 Identify the constitutional issues posed by the doctrine of nullification and secession and analyze the earliest origins of that doctrine. (C, P) Identify the constitutional issues posed by the doctrine of nullification and secession and analyze the earliest origins of that doctrine Sub Objectives: Determine the constitutional issues of nullification and secession. Debate the constitutionality of nullification and secession. | 0.820821 | [
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teachers across a range of Thorough understanding school culture. An ability to grade levels and subject of how operations impact maintain consistency in the areas. and support academic face of challenges. An ability to balance time achievement. and responsibilities and to Ability to manage others. Director of Student Support: make executive decisions in Problem solving skills and An unwavering belief in the accordance with the initiative. ability of all our students to mission of the school. meet academic expectations. Philosophical alignment with our beliefs about how to best support student achievement. How to get Excellent achievement Excellent achievement Teaching experience Dean of Students: Teaching results for at least three results preferred but not required experience and a history of there: years A range of teaching so long as the candidate demonstrating the above skills. Proficiency in all teaching experience across a range can demonstrate an Internal candidates must standards and exemplary of subjects and grade levels understanding how every average exemplary on ratings in all collaboration Demonstrate a constructive operational detail supports Culture” standards. “Classroom standards approach to problem instruction solving and initiative and a A record of demonstrating Director of Student Support: significant pattern of the above listed skills in a Certified in Special Education whatever the school needs. variety of contexts and teaching experience. A Maintain a positive attitude demonstrated ability to and a demonstrated belief improve the performance of in the school’s fundamental struggling students. A commitment to our demonstrated record of children. alignment with our philosophy about student ownership and expectations. Internal candidates must average | teachers across a range of grade levels and subject areas. An ability to balance time and responsibilities and to make executive decisions in accordance with the mission of the school. Thorough understanding of how operations impact and support academic achievement. Ability to manage others. Problem solving skills and initiative. school culture. An ability to maintain consistency in the face of challenges. Director of Student Support: An unwavering belief in the ability of all our students to meet academic expectations. Philosophical alignment with our beliefs about how to best support student achievement. How to get there: Excellent achievement results for at least three years Proficiency in all teaching standards and exemplary ratings in all collaboration standards Excellent achievement results A range of teaching experience across a range of subjects and grade levels Demonstrate a constructive approach to problem solving and initiative and a significant pattern of whatever the school needs. Maintain a positive attitude and a demonstrated belief in the school’s fundamental commitment to our children. Teaching experience preferred but not required so long as the candidate can demonstrate an understanding how every operational detail supports instruction A record of demonstrating the above listed skills in a variety of contexts Dean of Students: Teaching experience and a history of demonstrating the above skills. Internal candidates must average exemplary on “Classroom Culture” standards. Director of Student Support: Certified in Special Education and teaching experience. A demonstrated ability to improve the performance of struggling students. A demonstrated record of alignment with our philosophy about student ownership and expectations. Internal candidates must average | 0.574766 | [
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You will get feedback from a peer at least We want to develop a professional You will be assigned a peer observation twice a month. community where teachers feel confident partner for each two-week period of the and comfortable engaging in personal school year. During that time, you and your conversations about teaching with each partner will observe each it is up to – other. We will receive opinions from our you two when the observations will happen. colleagues but more importantly, we will After those observations, you will meet to have opportunities to engage in relevant engage in a conversation around those and specific conversations about our observations. Then during the next self-reflection… teaching. We grow by receiving feedback biweekly period, you will either have a new and from multiple sources, and peer feedback is partner or you will keep partners for a a vital part of this growth. longer period of time to allow repeated observations. You will receive unit plan feedback. We want to hit the big ideas with kids and When you complete a final unit plan (at feedback teach so that our material sticks with kids least two days before beginning that unit), in for the long-term. To do that, we need email that unit plan to Kimberly and your units that effectively develop an principal. Within 24-hours, you will receive understanding of big ideas. We think our written feedback from Kimberly and believe units are best when we co-plan them with sometimes from the principal as well. If you we others and then get an outside opinion of would like to meet with an instructional the logic of that plan. leader to talk further about the unit plan, please just ask for a meeting. The Because instructional leaders might ask to meet to talk about the unit plan. | Because we believe in feedback and self-reflection… You will get feedback from a peer at least twice a month. We want to develop a professional community where teachers feel confident and comfortable engaging in personal conversations about teaching with each other. We will receive opinions from our colleagues but more importantly, we will have opportunities to engage in relevant and specific conversations about our teaching. We grow by receiving feedback from multiple sources, and peer feedback is a vital part of this growth. You will be assigned a peer observation partner for each two-week period of the school year. During that time, you and your partner will observe each – it is up to you two when the observations will happen. After those observations, you will meet to engage in a conversation around those observations. Then during the next biweekly period, you will either have a new partner or you will keep partners for a longer period of time to allow repeated observations. You will receive unit plan feedback. We want to hit the big ideas with kids and teach so that our material sticks with kids for the long-term. To do that, we need units that effectively develop an understanding of big ideas. We think our units are best when we co-plan them with others and then get an outside opinion of the logic of that plan. When you complete a final unit plan (at least two days before beginning that unit), email that unit plan to Kimberly and your principal. Within 24-hours, you will receive written feedback from Kimberly and sometimes from the principal as well. If you would like to meet with an instructional leader to talk further about the unit plan, please just ask for a meeting. The instructional leaders might ask to meet to talk about the unit plan. | 0.765149 | [
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You will have a chance to examine your own We are always working hard to make sure In grade levels with self-contained achievement data regularly (as often as students succeed. But without measuring classrooms, grade level teams will meet weekly) and then engage in data discussions our student’s success, we cannot know weekly with an instructional leader to with an instructional leader and with your whether that hard work is effective. The discuss the results of that week’s co-planning team. true measure of teacher effectiveness if how assessment. Data will examine different much students learn. Looking at frequent disciplines each week for instance, math – interim assessment data allows to always might be analyzed one week, then writing know and reflect upon what our students the next, and then social studies the next. can do; it enables us to make mid-course This is to ensure that we strike a balance corrections to accelerate student learning. between preserving instructional time and Looking at this data in teams also helps us collecting accurate and frequent assessment benchmark our achievement as a data. During these scheduled meetings, self-reflection… collaborative team against ourselves, our teams will examine grade level data as well past performance, and where available, as individual class and student data to and against the performance of other students determine what should be retaught, what in other districts. Only close and frequent should be addressed in small groups, what examination of our interim data will enable additional support individual students need, achievement-gap shattering results. and what we can learn from each other. feedback You will receive mid-year feedback on your Everyone needs regular opportunities to in mastery of our teaching standards and a pause and reflect on progress thus far. We chance to reflect on your level of mastery on all get involved in the day-to-day curriculum believe each standard and your goals for the year. and the immediate progress of our students, we but we need built-in mechanisms to ensure that we take the time to reflect on the big picture and engage in conversation about how things are going overall. Mid-year Because conversations provide us the opportunity to learn from instructional leaders how he or she evaluates our teaching standards mastery and also an opportunity to reflect on our own mastery of these teaching standards. | Because we believe in feedback and self-reflection… You will have a chance to examine your own achievement data regularly (as often as weekly) and then engage in data discussions with an instructional leader and with your co-planning team. We are always working hard to make sure students succeed. But without measuring our student’s success, we cannot know whether that hard work is effective. The true measure of teacher effectiveness if how much students learn. Looking at frequent interim assessment data allows to always know and reflect upon what our students can do; it enables us to make mid-course corrections to accelerate student learning. Looking at this data in teams also helps us benchmark our achievement as a collaborative team against ourselves, our past performance, and where available, against the performance of other students in other districts. Only close and frequent examination of our interim data will enable achievement-gap shattering results. In grade levels with self-contained classrooms, grade level teams will meet weekly with an instructional leader to discuss the results of that week’s assessment. Data will examine different disciplines each week – for instance, math might be analyzed one week, then writing the next, and then social studies the next. This is to ensure that we strike a balance between preserving instructional time and collecting accurate and frequent assessment data. During these scheduled meetings, teams will examine grade level data as well as individual class and student data to determine what should be retaught, what should be addressed in small groups, what additional support individual students need, and what we can learn from each other. You will receive mid-year feedback on your mastery of our teaching standards and a chance to reflect on your level of mastery on each standard and your goals for the year. Everyone needs regular opportunities to pause and reflect on progress thus far. We all get involved in the day-to-day curriculum and the immediate progress of our students, but we need built-in mechanisms to ensure that we take the time to reflect on the big picture and engage in conversation about how things are going overall. Mid-year conversations provide us the opportunity to learn from instructional leaders how he or she evaluates our teaching standards mastery and also an opportunity to reflect on our own mastery of these teaching standards. | 0.769487 | [
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Because we believe in access to new ideas… Why this matters What this will look like You will get to observe a peer at least twice During peer observations, we can glean best You will be assigned a peer observation a month. practices and consider how other teachers, partner for each two-week period of the in the same teaching community with the school year. During that time, you and your same values, conducts class similarly or partner will observe each other it is up to – differently from ourselves. Furthermore, you two when the observations will happen. ideas… observing and discussing teaching with our After those observations, you will meet to colleagues helps us refine our beliefs about engage in a conversation around those new what makes teaching effective; from observations. Then during the next to watching and evaluating the teaching of biweekly period, you will either have a new others, we can develop skills that we can partner or you will keep partners for a then direct back on our own teaching. longer period of time to allow repeated access observations. in You will reflect on and build your capacity in We believe that great teaching closes the Each week during our professional the essential components of effective achievement gap. So we need to define development we will engage in a teaching through whole-school professional great teaching, discuss great teaching, and session focused on developing one believe development focused on teaching work to develop our ability to provide great teaching standard. Each teaching standard we standards. teaching. Weekly professional module will look distinct because sessions development should build this capacity will be tailored to develop that individual through direct, focused, and specific teaching standard, but they will usually conversation about what great teaching involve some form of video and/or Because looks like and how we can consistently examination of student work. Most provide it. modules will last about 9 weeks. | Because we believe in access to new ideas… Why this matters What this will look like Because we believe in access to new ideas… You will get to observe a peer at least twice a month. During peer observations, we can glean best practices and consider how other teachers, in the same teaching community with the same values, conducts class similarly or differently from ourselves. Furthermore, observing and discussing teaching with our colleagues helps us refine our beliefs about what makes teaching effective; from watching and evaluating the teaching of others, we can develop skills that we can then direct back on our own teaching. You will be assigned a peer observation partner for each two-week period of the school year. During that time, you and your partner will observe each other – it is up to you two when the observations will happen. After those observations, you will meet to engage in a conversation around those observations. Then during the next biweekly period, you will either have a new partner or you will keep partners for a longer period of time to allow repeated observations. You will reflect on and build your capacity in the essential components of effective teaching through whole-school professional development focused on teaching standards. We believe that great teaching closes the achievement gap. So we need to define great teaching, discuss great teaching, and work to develop our ability to provide great teaching. Weekly professional development should build this capacity through direct, focused, and specific conversation about what great teaching looks like and how we can consistently provide it. Each week during our professional development we will engage in a session focused on developing one teaching standard. Each teaching standard module will look distinct because sessions will be tailored to develop that individual teaching standard, but they will usually involve some form of video and/or examination of student work. Most modules will last about 9 weeks. | 0.725163 | [
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K. Outstanding Works L. ADMINISTRATION PREPARATION FOREST PROFESSIONAL NAME (Printed) FOREST PROFESSIONAL SIGNATURE MEMBER NUMBER DATE M. ATTACHMENTS MAPS : Yes No FIELD DATA CARDS: Yes No WUI WTA Plots and Photos: Yes No CRUISE DATA: Yes No AIR PHOTOS/IMAGERY: Yes No BURN PLAN: Yes No MODELING/DATA ANALYSIS: Yes No OTHER: Yes No TERRAIN STABILITY ASSESSMENT Yes No VISUAL IMPACT ASSESSMENT Yes No Completed By: Completed By: Date: Date: ARCHAEOLOGY IMPACT ASSESSMENT Yes No BIOLOGIST ASSESSMENT Yes No Completed By: Completed By: Date: Date: ADDITIONAL COMMENTS: | K. Outstanding Works L. ADMINISTRATION PREPARATION FOREST PROFESSIONAL NAME (Printed) FOREST PROFESSIONAL SIGNATURE MEMBER NUMBER DATE M. ATTACHMENTS MAPS : Yes No FIELD DATA CARDS: Yes No WUI WTA Plots and Photos: Yes No CRUISE DATA: Yes No AIR PHOTOS/IMAGERY: Yes No BURN PLAN: Yes No MODELING/DATA ANALYSIS: Yes No OTHER: Yes No TERRAIN STABILITY ASSESSMENT Yes No VISUAL IMPACT ASSESSMENT Yes No Completed By: Completed By: Date: Date: ARCHAEOLOGY IMPACT ASSESSMENT Yes No BIOLOGIST ASSESSMENT Yes No Completed By: Completed By: Date: Date: ADDITIONAL COMMENTS: | 0.60212 | [
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Requests for clarification should be received by the Employer no later than: 21 days before the deadline for bids submission. ITB 7.1 Web page: N/A C. Preparation of Bids ITB 10.1 The language of the bid is: English. All correspondence exchange shall be in English language. Language for translation of supporting documents and printed literature is: one of the official languages of Bosnia and Herzegovina for those equipment delivered to the country, Serbian language for those equipment to be delivered to Republic of Serbia, and Montenegrin language for those equipment to be delivered to Montenegro. ITB 11.1 (j) The Bidder shall submit the following additional documents in its bid: None. ITB 13.1 Alternative Bids shall not be considered. ITB 14.5 The prices quoted by the Bidder not be subject to adjustment during the performance of the Contract. ITB 14.6 Prices quoted for each lot (contract) shall correspond at least to 100 percent of the items specified for each lot (contract). Prices quoted for each item of a lot shall correspond at least to 100 percent of the quantities specified for this item of a lot. The Incoterms edition is: ITB 14.7 Incoterms 2010. ITB 14.8 of Destination: (b) (i) and Lot 1: CIP Banja Luka, Sarajevo, Beograd, Podgorica. (c) (v) 2: Lot CIP Banja Luka, Sarajevo, Beograd, Podgorica. 3: Lot CIP Banja Luka, Sarajevo, Beograd, Podgorica. 4: Lot CIP Beograd, Podgorica. ITB 14.8 (a) destination (Project Site)”: as in document: Description of goods- (iii);(b)(ii) location Section VII – and (c)(v) ITB 15.1 The prices shall be quoted by the bidder in EUR. | Requests for clarification should be received by the Employer no later than: 21 days before the deadline for bids submission. ITB 7.1 Web page: N/A C. Preparation of Bids ITB 10.1 The language of the bid is: English. All correspondence exchange shall be in English language. Language for translation of supporting documents and printed literature is: one of the official languages of Bosnia and Herzegovina for those equipment delivered to the country, Serbian language for those equipment to be delivered to Republic of Serbia, and Montenegrin language for those equipment to be delivered to Montenegro. ITB 11.1 (j) The Bidder shall submit the following additional documents in its bid: None. ITB 13.1 Alternative Bids shall not be considered. ITB 14.5 The prices quoted by the Bidder not be subject to adjustment during the performance of the Contract. ITB 14.6 Prices quoted for each lot (contract) shall correspond at least to 100 percent of the items specified for each lot (contract). Prices quoted for each item of a lot shall correspond at least to 100 percent of the quantities specified for this item of a lot. ITB 14.7 The Incoterms edition is: Incoterms 2010. ITB 14.8 (b) (i) and (c) (v) of Destination: Lot 1: CIP Banja Luka, Sarajevo, Beograd, Podgorica. Lot 2: CIP Banja Luka, Sarajevo, Beograd, Podgorica. Lot 3: CIP Banja Luka, Sarajevo, Beograd, Podgorica. Lot 4: CIP Beograd, Podgorica. ITB 14.8 (a) (iii);(b)(ii) and (c)(v) destination (Project Site)”: as in document: Description of goods- location – Section VII ITB 15.1 The prices shall be quoted by the bidder in EUR. | 0.895544 | [
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VCO: 800-735-3260 Flynn David LPC Franklin April QMHP Hours: 8:00 AM 5:00 PM – Ron CADCII Monday - Friday Garcia Alba Gillis Azarah QMHP Website: Good Deborah Green Jacqueline Peer Services are for children and youth up 18 years and Grubbs Lori Peer Support their families and for adults 18 years and older. Hall QMHA Services are available in English; services in other Hammerschmith Kerry LCSW languages are available with an interpreter Heath Brandelynn PSS Hillebrand Kirk RN Psychiatric crisis services available on-site during Houck Bradley LCSW office hours and after hours via Crisis & Information Hotline at 503-581-5535 or toll-free at Howard Kim QMHA 800-560-5833 Humphrey Jeffrey DO Imel Crystal Kamielle QMHP Jenks Ellen PSS Akin Douglas QMHP Jin Ying PSS Anderson Lualhati QMHA Ellie QMHP Anderson Scott QMHP King Brandi QMHP Arel Jennifer QMHP Kliewer Rachelle QMHP Atchinson Joanne PSS Knechtel Kelly QMHA Atkins Glenda QMHP Kuehl Courtney QMHP Baird MSN Kunz Tammy Peer Bandfield Ann-Marie Langholz QMHP Barr Shelly QMHA LaPorte Greg Peer Belknap Bonnie Peer Lehti Racheal QMHP Benda Barbara QMHP Leonard Jennifer QMHP Blum Kerry QMHP Lief Polk Jennifer QMHA Borland Jennifer Linton Nelson Lori PMHNP Bowers Mary QMHP Lo Bello Heidi Breitwieser Dustin QMHP Lowrey Devin QMHA Burton Darrell QMHP Mack John QMHP Caraballo Stacey QMHP LPC Mangis Leah QMHP Cooper Christopher QMHP Manning Karri QMHP Cordy Gabriella QMHA Maruame Olivia QMHA Dailey Arnold PSS Matus Brandy LPN Dale QMHP McPherson Darcy APN Davis Karen QMHA McQuade Cynthia LCSW Dotson Sara LCSW Miller Kinsey QMHP Doyle Moriah QMHP Miller Michelle Peer Support Errand Donna QMHA Millmaker Mechelle QMHA Filley QMHA Moen Kristin CADC QMHP | VCO: 800-735-3260 Hours: 8:00 AM – 5:00 PM Monday - Friday Website: Services are for children and youth up 18 years and their families and for adults 18 years and older. Services are available in English; services in other languages are available with an interpreter Psychiatric crisis services available on-site during office hours and after hours via Crisis & Information Hotline at 503-581-5535 or toll-free at 800-560-5833 Akin Douglas QMHP Anderson Lualhati QMHA Anderson Scott QMHP Arel Jennifer QMHP Atchinson Joanne PSS Atkins Glenda QMHP Baird MSN Bandfield Ann-Marie Barr Shelly QMHA Belknap Bonnie Peer Benda Barbara QMHP Blum Kerry QMHP Borland Jennifer Bowers Mary QMHP Breitwieser Dustin QMHP Burton Darrell QMHP Caraballo Stacey QMHP LPC Cooper Christopher QMHP Cordy Gabriella QMHA Dailey Arnold PSS Dale QMHP Davis Karen QMHA Dotson Sara LCSW Doyle Moriah QMHP Errand Donna QMHA Filley QMHA Flynn David LPC Franklin April QMHP Ron CADCII Garcia Alba Gillis Azarah QMHP Good Deborah Green Jacqueline Peer Grubbs Lori Peer Support Hall QMHA Hammerschmith Kerry LCSW Heath Brandelynn PSS Hillebrand Kirk RN Houck Bradley LCSW Howard Kim QMHA Humphrey Jeffrey DO Imel Crystal Kamielle QMHP Jenks Ellen PSS Jin Ying PSS Ellie QMHP King Brandi QMHP Kliewer Rachelle QMHP Knechtel Kelly QMHA Kuehl Courtney QMHP Kunz Tammy Peer Langholz QMHP LaPorte Greg Peer Lehti Racheal QMHP Leonard Jennifer QMHP Lief Polk Jennifer QMHA Linton Nelson Lori PMHNP Lo Bello Heidi Lowrey Devin QMHA Mack John QMHP Mangis Leah QMHP Manning Karri QMHP Maruame Olivia QMHA Matus Brandy LPN McPherson Darcy APN McQuade Cynthia LCSW Miller Kinsey QMHP Miller Michelle Peer Support Millmaker Mechelle QMHA Moen Kristin CADC QMHP | 0.579111 | [
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Relay TTY or Voice: 711 Dispensing Hours VCO: 1-800-735-3260 5:30 AM 11:00 AM – Monday Friday Hours: 8:00 AM 5:00 PM – – 7:30 AM 10:00 AM Monday Friday – – Saturday Services are for youth and adolescents from 12 Services are for adults 18 years and older. Services through 17 years old. Services are available in are available in English and Spanish; services in English and Spanish; services in other languages are other languages are available with an interpreter. available with an interpreter. Arnold Charles Bosquez Joseph Austin James Cooley Teresa Babb Martina Odyssey Complete Brown Barry Office: 435 Commercial St. NE, Suite 300 Camarillo Roberto Mail: 435 Commercial St. NE, Suite 300 Cossitt Lisa Salem, OR 97301 Cushing Laurie Davis Patricia Phone: 503-362-2780 Gilliland Rachel Fax: 503-362-2768 James Jr. Edward Johnson Charles Hours: Noon 6:00 PM – Kessel Ricky Monday Thursday – 9:30 AM 6:00 PM Luna Dora – Friday Meredith Victoria 10:00 AM 6:30 PM – Mintken David Sunday Morgan Theresa Website: Narvaez Richard Nova Michael Services are for youth, adults and families. Services Olsen Jr. are available in English and Spanish; services in Pola Melissa other languages available with an interpreter. Reed Billie Triena CADC Riddell John Barocio Elia CADC I Texidor Carlos Nielsen Justin CADC II Underwood Tiffany Olsen CADC Whittaker Joey CADC2 Marion County Health Department Adolescent – Wilson Benjamin MD Drug Treatment Services Office: 2421 Lancaster Dr. NE Willamette Valley Treatment Center – Mail: 2421 Lancaster Dr. NE Medication Assisted Treatment Services Salem, OR 97305 Office: 1160 Liberty St SE Mail: 1160 Liberty St SE Phone: 503-588-5352 or Salem, OR 97302 503-576-4660 Fax: 503-373-2733 Phone: 503-391-9762 TTY: 503-585-4905 Fax: 503-315-2019 | Dispensing Hours 5:30 AM – 11:00 AM Monday – Friday 7:30 AM – 10:00 AM Saturday Services are for adults 18 years and older. Services are available in English and Spanish; services in other languages are available with an interpreter. Arnold Charles Austin James Babb Martina Brown Barry Camarillo Roberto Cossitt Lisa Cushing Laurie Davis Patricia Gilliland Rachel James Jr. Edward Johnson Charles Kessel Ricky Luna Dora Meredith Victoria Mintken David Morgan Theresa Narvaez Richard Nova Michael Olsen Jr. Pola Melissa Reed Billie Riddell John Texidor Carlos Underwood Tiffany Marion County Health Department – Adolescent Drug Treatment Services Office: 2421 Lancaster Dr. NE Mail: 2421 Lancaster Dr. NE Salem, OR 97305 Phone: 503-588-5352 or 503-576-4660 Fax: 503-373-2733 TTY: 503-585-4905 Relay TTY or Voice: 711 VCO: 1-800-735-3260 Hours: 8:00 AM – 5:00 PM Monday – Friday Services are for youth and adolescents from 12 through 17 years old. Services are available in English and Spanish; services in other languages are available with an interpreter. Bosquez Joseph Cooley Teresa Odyssey Complete Office: 435 Commercial St. NE, Suite 300 Mail: 435 Commercial St. NE, Suite 300 Salem, OR 97301 Phone: 503-362-2780 Fax: 503-362-2768 Hours: Noon – 6:00 PM Monday – Thursday 9:30 AM – 6:00 PM Friday 10:00 AM – 6:30 PM Sunday Website: Services are for youth, adults and families. Services are available in English and Spanish; services in other languages available with an interpreter. Triena CADC Barocio Elia CADC I Nielsen Justin CADC II Olsen CADC Whittaker Joey CADC2 Wilson Benjamin MD Willamette Valley Treatment Center – Medication Assisted Treatment Services Office: 1160 Liberty St SE Mail: 1160 Liberty St SE Salem, OR 97302 Phone: 503-391-9762 Fax: 503-315-2019 | 0.546229 | [
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3 Navigate On Manage Sales to Create Orders screen, Sales select the Create Order Sales Order Screen button. 4 Enter Make the Sales following entries Document and choose Type Enter: Order Type: OR Sales Organization: 1010 Distribution channel: 10 Division: 00 5 Enter Make the Order following entries Details and choose Enter: Sold-to Party : 10100001 Cust. Reference: PO number Req.Deliv Date: Date Material: Material Number , for example TG10 Order Quantity : quantity, for example, 10 | 3 Navigate to Create Sales Order Screen On Manage Sales Orders screen, select the Create Sales Order button. 4 Enter Sales Document Type Make the following entries and choose Enter: Order Type: OR Sales Organization: 1010 Distribution channel: 10 Division: 00 5 Enter Order Details Make the following entries and choose Enter: Sold-to Party : 10100001 Cust. Reference: PO number Req.Deliv Date: Date Material: Material Number , for example TG10 Order Quantity : quantity, for example, 10 | 0.669358 | [
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National parks, protected areas in the region NGOs, Industry partners Likely industry partners are those that have already partnered with respective National Tourism Offices (NTOs), and those, that have experiences in sustainable development projects (e.g. CEEweb, exemplary partners). This list is (not exhaustive) naming the key stakeholders (organizations and bodies) that most definitely should join forces in order to turn the strategy to practice. Czech Republic Hungary Poland Romania Slovakia Serbia Ukraine Czech Tourist Club Hungarian Association Carpathian Foundation Rural tourism (ANTREC), spa Slovak Tourism Centre for Ukrainian Czech Environmental of Carpathians, Poland tourism (OPTBR), business Association, Responsible Adventure and Partnership Foundation Ökotárs Association, Polish Tourist and tourism (RCB), ecotourism Association of and Sustainable Ecotourism Asociace regionálních Mátra Jövője Touristic Sigthseeing Society, (AER),: tour operators and Hotels and Tourism Association značek Associations, Polish Hostels travel agencies (ANAT), hotels Restaurants of the Development, Regional Brands FATOSZ (Association of Association, (FIHR),), tourist guides Slovak Republic, Elolibri-Bionet Association Rural and agro Polish Camping and (ANGT), Greentourism Slovak Association Danube River – tourism), Caravanning Federation, Ecological Association of Travel Agents, of Cooperation, | National parks, protected areas in the region NGOs, Industry partners Likely industry partners are those that have already partnered with respective National Tourism Offices (NTOs), and those, that have experiences in sustainable development projects (e.g. CEEweb, exemplary partners). This list is (not exhaustive) naming the key stakeholders (organizations and bodies) that most definitely should join forces in order to turn the strategy to practice. Czech Republic Hungary Poland Romania Slovakia Serbia Ukraine Czech Tourist Club Czech Environmental Partnership Foundation Asociace regionálních značek Regional Brands Association Hungarian Association of Carpathians, Ökotárs Association, Mátra Jövője Touristic Associations, FATOSZ (Association of Rural and agro tourism), Carpathian Foundation Poland Polish Tourist and Sigthseeing Society, Polish Hostels Association, Polish Camping and Caravanning Federation, Rural tourism (ANTREC), spa tourism (OPTBR), business tourism (RCB), ecotourism (AER),: tour operators and travel agencies (ANAT), hotels (FIHR),), tourist guides (ANGT), Greentourism Ecological Association Slovak Tourism Association, Association of Hotels and Restaurants of the Slovak Republic, Slovak Association of Travel Agents, Centre for Responsible and Sustainable Tourism Development, Elolibri-Bionet Danube – River of Cooperation, Ukrainian Adventure and Ecotourism Association | 0.631806 | [
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highlighted highlighted tour slogen of highlighted, see on the on the operators Romania position is Carpathians website of website of focuses on highlighted are in Ukraine National National Polish Positioning the on the mentioned on the Touirism Touirism Carpathians, Carpathians website of among them, website of organization as well as through NTO the NTO, (NTO) (NTO) Lonely ecotourism information though not information information Planet, but destinations is very supported is rare, and is rare, and the concept - the diffused on by maps, diffused. diffused. Carpathians new branding the website further as entity is exercise of NTO not highlighted on the webpage of NTO, information is diffused. | highlighted on the website of National Touirism (NTO) information is rare, and diffused. highlighted on the website of National Touirism organization (NTO) information is rare, and diffused. tour operators focuses on Polish Carpathians, as well as Lonely Planet, but the Carpathians as entity is not highlighted on the webpage of NTO, information is diffused. slogen of Romania Positioning the Carpathians through ecotourism destinations concept - the new branding exercise position is highlighted on the website of NTO highlighted, Carpathians are mentioned among them, the information is very diffused on the website of NTO see in Ukraine on the website of NTO, though not supported by maps, further | 0.238273 | [
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Percentage of tourism enterprises involved in climate change mitigation schemes such as CO2 offset, low energy systems, etc. Percentage of tourism No 10 enterprises/establishments in the Measuring good destination with externally verified management certification/labelling for environmental / Sustainable tourism practices sustainability and/or CSR measures. management Number of establishments with practices in tourism sustainability report in accordance with enterprises Global Reporting Initiative (GBI). Percentage of tourism enterprises involved in waste reduction activities. No 11 Reducing waste Waste volume produced by destination (tonnes per person per year). Volume of waste recycled percentage or waste per person per year (preferably per management month). % Sewage discharge treated in No 12 Improving quality destination. of environment Sewage treatment Fresh Water consumption (in litres) per tourist night). Percentage of tourism enterprises participating in water saving actions. No 13 Managing water Percentage leakage in destination. resources Percentage of tourism enterprises using Water Management recycled water. Percentage of recycled water used in the destination. Per capita consumption of energy from all sources (overall and by tourist sector per – person per day). Percentage of tourism enterprises No 14 participating in energy saving actions. Energy Percentage of enterprises and public Management Energy Usage entities using at least 50% renewal energy. Ecological potential of the destination (guidance EEA). | Percentage of tourism enterprises involved in climate change mitigation schemes such as CO2 offset, low energy systems, etc. No 10 Sustainable tourism management practices in tourism enterprises Measuring good management practices Percentage of tourism enterprises/establishments in the destination with externally verified certification/labelling for environmental / sustainability and/or CSR measures. Number of establishments with sustainability report in accordance with Global Reporting Initiative (GBI). No 11 waste management Reducing waste Percentage of tourism enterprises involved in waste reduction activities. Waste volume produced by destination (tonnes per person per year). Volume of waste recycled percentage or per person per year (preferably per month). No 12 Sewage treatment Improving quality of environment % Sewage discharge treated in destination. No 13 Water Management Managing water resources Fresh Water consumption (in litres) per tourist night). Percentage of tourism enterprises participating in water saving actions. Percentage leakage in destination. Percentage of tourism enterprises using recycled water. Percentage of recycled water used in the destination. No 14 Energy Usage Energy Management Per capita consumption of energy from all sources (overall and by tourist sector – per person per day). Percentage of tourism enterprises participating in energy saving actions. Percentage of enterprises and public entities using at least 50% renewal energy. Ecological potential of the destination (guidance EEA). | 0.682139 | [
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Procedure Test Test Instruction Expected Pass / Fail Step Step Result / # Name Comment 1 Log on Log onto the The SAP SAP Fiori Launchpad as a Launchpad Credit displays. Controller. 2 Access Open Display Log the Credit Log. Display Fiori screen App displays. 3 Execute Choose A list of Search Execute. credit check logs are displayed. 4 Select In Log details Log Date/Time/User are column, double displayed click any log. at the bottom with results of credit checks. Credit Limit Utilization Test Administration Customer project: Fill in the project-specific parts. | Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log on Log onto the SAP Launchpad as a Credit Controller. The SAP Fiori Launchpad displays. 2 Access the Fiori App Open Display Credit Log. Log Display screen displays. 3 Execute Search Choose Execute. A list of credit check logs are displayed. 4 Select Log In Date/Time/User column, double click any log. Log details are displayed at the bottom with results of credit checks. Credit Limit Utilization Test Administration Customer project: Fill in the project-specific parts. | 0.493832 | [
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Responsibility <State Service Duration Enter a Provider, duration. Customer or Joint Service Provider and Customer> Procedure Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1 Log onto Log onto the SAP The SAP SAP Fiori Fiori Launchpad Fiori Launchpad using the role Launchpad Internal Sales displays. Representative 2 Access the Open Manage The Manage Sales Sales Orders. Sales Orders order screen From the menu, worklist displays. choose Tile Catalog Sales Order Processing and Tile Manage Sales Orders 3 Navigate On Manage Sales to Create Orders screen, Sales select the Create Order Sales Order Screen button . 4 the On the Create Order type Sales Order: OR Initial Screen, make the | Sales Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration Enter a duration. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log onto SAP Fiori Launchpad Log onto the SAP Fiori Launchpad using the role Internal Sales Representative The SAP Fiori Launchpad displays. 2 Access the Sales order worklist Open Manage Sales Orders. From the menu, choose Tile Catalog Order Processing and Tile Manage Sales Orders The Manage Sales Orders screen displays. 3 Navigate to Create Sales Order Screen On Manage Sales Orders screen, select the Create Sales Order button . 4 the Order type OR On the Create Sales Order: Initial Screen, make the | 0.377284 | [
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Quantity: <Quantity> For example, 1 PC 6 Save Choose Save The order is Document Document. Make saved and a note of the the order sales order confirmation number: is printed __________. out. If you have installed the scope item Free Goods Processing in your system and you use material TG11 and customer 10100001, the following warning may appear: Minimum quantity 1.000 PC of free goods has not been reached. To skip this warning, choose Enter. Printing Form Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment | Quantity: <Quantity> For example, 1 PC 6 Save Document Choose Save Document. Make a note of the sales order number: __________. If you have installed the scope item Free Goods Processing in your system and you use material TG11 and customer 10100001, the following warning may appear: Minimum quantity 1.000 PC of free goods has not been reached. To skip this warning, choose Enter. The order is saved and the order confirmation is printed out. Printing Form Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment | 0.693089 | [
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Prerequisites Use this step if batch management is activated. Procedure Test Test Step Instruction Expected Comments Step Name Result # 1. Log onto Log onto SAP the SAP Launchpad Launchpad using the role Shipping Specialist. 2. Access the Open App Change Outbound Delivery. 3. Enter the On the outbound Change delivery Outbound number Delivery screen, enter the outbound delivery number and choose Enter. 4. Check the Expand Batch batch Batch Spilit numbers number exists. In are assignment. the Batch assigned | Prerequisites Use this step if batch management is activated. Procedure Test Step # Test Step Name Instruction Expected Result Comments 1. Log onto SAP Launchpad Log onto the SAP Launchpad using the role Shipping Specialist. 2. Access the App Open Change Outbound Delivery. 3. Enter the outbound delivery number On the Change Outbound Delivery screen, enter the outbound delivery number and choose Enter. 4. Check the batch number assignment. Expand Batch Spilit exists. In the Batch Batch numbers are assigned | 0.557699 | [
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Consptn Trde Gds Inventory TradingGd Printing form Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1. Log onto Log onto SAP Fiori the SAP Launchpad Fiori Launchpad using the role Shipping Specialist. 2. Access the Open The App Display Display Outbound Outbound Delivery. Delivery screen displays. 3. Issue On the Delivery Display Output Outbound Delivery Screen, the Delivery number. From the menu, choose More Outbound Delivery Issue | Consptn Trde Gds Inventory TradingGd Printing form Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1. Log onto SAP Fiori Launchpad Log onto the SAP Fiori Launchpad using the role Shipping Specialist. 2. Access the App Open Display Outbound Delivery. The Display Outbound Delivery screen displays. 3. Issue Delivery Output On the Display Outbound Delivery Screen, the Delivery number. From the menu, choose More Outbound Delivery Issue | 0.592378 | [
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1 Log on Log onto the SAP Fiori Launchpad using the The SAP Fiori Launchpad displays. role Order Fulfillment Specialist. 2 Access App Open tile Release for Delivery. The Overview screen displays Preparing/Releasing Sales Orders for Materials without ATP Issues for Delivery Purpose In this test procedure, the user should prepare all sales order line items for delivery which do no not have any ATP issues. So all line items for material-plant-combinations with enough stock to fulfill all requirements do not need special attention and can directly be released. Procedure Test Test Step Instruction Expected Pass / Fail / Step Name Result Comment # 1 Check On the entry There should prepared screen of the be several items Release for Delivery app the process in the status status is Prepared. All displayed. items inthat There are list should be three fully statuses: confirmed. Unprepared, Prepered, Released. Navigate to the list of prepared Items. | 1 Log on Log onto the SAP Fiori Launchpad using the role Order Fulfillment Specialist. The SAP Fiori Launchpad displays. 2 Access App Open tile Release for Delivery. The Overview screen displays Preparing/Releasing Sales Orders for Materials without ATP Issues for Delivery Purpose In this test procedure, the user should prepare all sales order line items for delivery which do no not have any ATP issues. So all line items for material-plant-combinations with enough stock to fulfill all requirements do not need special attention and can directly be released. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Check prepared items On the entry screen of the Release for Delivery app the process status is displayed. There are three statuses: Unprepared, Prepered, Released. Navigate to the list of prepared Items. There should be several in the status Prepared. All items inthat list should be fully confirmed. | 0.753361 | [
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The material Unprepared multiplied item list is by the not sorted should show confirmed according to up. quantity. the Impact. Navigate to the first since this has the biggest issue. 3 Sort and In the header The filter The filter sales of the sales should filtering order items order item restrict the can be table there view to only undone are search that sales by just and sort order line deleting functions. items which the Use this comply to search functions to the filter term identify the criteria. The again. sales orders sorting with the should highest change the Delivery sequence of Priority or the sales the most order line important itmes Sold-To Party according to etc. the sort attribute. | The Unprepared item list is sorted according to the Impact. Navigate to the first since this has the biggest issue. should show up. material multiplied by the not confirmed quantity. 3 Sort and filter sales order items In the header of the sales order item table there are search and sort functions. Use this functions to identify the sales orders with the highest Delivery Priority or the most important Sold-To Party etc. The filter should restrict the view to only that sales order line items which comply to the filter criteria. The sorting should change the sequence of the sales order line itmes according to the sort attribute. The filtering can be undone by just deleting the search term again. | 0.278742 | [
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appropriate line. Press the Protect button for a line item with the highest Delivery Priority. 5 Fully Filter the The The protected confirm sales order confirmed line item multiple line item quantity should not be sales table for all should be set changed. order items with from top to items the highest bottom of Delivery the list. If the Priority. Available Press the Quantity Confirm does not button in the suffice to table header confirm line. all filtered line items, then the one near the bottom of the list will missing full confirmation. 6 Repeat Repeat the previous steps untill your satisfied with the confirmation situation. 7 Publish If you are The sales If the last changes satisfied order line | appropriate line. Press the Protect button for a line item with the highest Delivery Priority. 5 Fully confirm multiple sales order items Filter the sales order line item table for all items with the highest Delivery Priority. Press the Confirm button in the table header line. The confirmed quantity should be set from top to bottom of the list. If the Available Quantity does not suffice to confirm all filtered line items, then the one near the bottom of the list will missing full confirmation. The protected line item should not be changed. 6 Repeat Repeat the previous steps untill your satisfied with the confirmation situation. 7 Publish changes If you are satisfied The sales order line If the last | 0.565848 | [
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Launchpad using Role Billing Clerk. 2. Access the Open The App Schedule Application Billing Jobs screen is Creation. displayed. The app automatically shows the history of application jobs. 3. Create Choose The New Job Billing New to screen is Creation define a displayed. Schedule new job for Job Template billing should creation.. default as Schedule Billing Creation. 4. Job Define The system Parameters scheduling displays the options message Go and ahead and parameters schedule the for the job. batch job if necessary, then choose Check. 5. Schedule Choose A billing Schedule. creation job is scheduled. Screen back | Launchpad using Role Billing Clerk. 2. Access the App Open Schedule Billing Creation. The Application Jobs screen is displayed. The app automatically shows the history of application jobs. 3. Create Billing Creation Schedule Choose New to define a new job for billing creation.. The New Job screen is displayed. Job Template should default as Schedule Billing Creation. 4. Job Parameters Define scheduling options and parameters for the batch job if necessary, then choose Check. The system displays the message Go ahead and schedule the job. 5. Schedule Choose Schedule. A billing creation job is scheduled. Screen back | 0.485424 | [
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Piped to neighbour to neighbour Public tap Public tap Protected dug well Protected dug well Unprotected dug well Unprotected dug well Protected spring Protected spring Unprotected spring Unprotected spring Rainwater collection Rainwater collection Tanker-truck Tanker-truck Surface water (river, stream, dam, Surface water (river, stream, lake, pond, canal, irrigation channel) dam, lake, pond, canal, irrigation Bottled water channel) Other (specify) Bottled water Other (specify) How long does it take to go there, Tick one only Tick one only collect water and come back? < 10 minutes < 10 minutes 10-30 minutes 10-30 minutes 30 minutes 1 hour 30 minutes 1 hour – – > 1 hour > 1 hour Don’t know Don’t know Do you feel you have Is the water Tick one only Tick one only sufficient for drinking? Sufficient Sufficient Insufficient Insufficient Don’t know Don’t know Estimate how much drinking and Tick one only Tick one only cooking water is available for each < 3 litres per day < 3 litres per day household member. Approximately 3 litres per day Approximately 3 litres per day > 3 litres per day > 3 litres per day Don’t know Don’t know How is water treated and in the Tick all that apply Tick all that apply household? Boiling Boiling Chlorination/bleach Chlorination/bleach Strain through a cloth Strain through a cloth Filtration (ceramic, sand, Filtration (ceramic, sand, composite, composite, etc) etc) | Piped to neighbour Public tap Protected dug well Unprotected dug well Protected spring Unprotected spring Rainwater collection Tanker-truck Surface water (river, stream, dam, lake, pond, canal, irrigation channel) Bottled water Other (specify) to neighbour Public tap Protected dug well Unprotected dug well Protected spring Unprotected spring Rainwater collection Tanker-truck Surface water (river, stream, dam, lake, pond, canal, irrigation channel) Bottled water Other (specify) How long does it take to go there, collect water and come back? Tick one only < 10 minutes 10-30 minutes 30 minutes – 1 hour > 1 hour Don’t know Tick one only < 10 minutes 10-30 minutes 30 minutes – 1 hour > 1 hour Don’t know Do you feel you have Is the water sufficient for drinking? Tick one only Sufficient Insufficient Don’t know Tick one only Sufficient Insufficient Don’t know Estimate how much drinking and cooking water is available for each household member. Tick one only < 3 litres per day Approximately 3 litres per day > 3 litres per day Don’t know Tick one only < 3 litres per day Approximately 3 litres per day > 3 litres per day Don’t know How is water treated and in the household? Tick all that apply Boiling Chlorination/bleach Strain through a cloth Filtration (ceramic, sand, composite, etc) Tick all that apply Boiling Chlorination/bleach Strain through a cloth Filtration (ceramic, sand, composite, etc) | 0.657834 | [
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4.8 Continuing Professional Development initiatives promote, through training, a whole university of confidence’ that enables ‘culture students to have access to a range of appropriate dyslexia related software e.g. Text HELP. Total for Staff Development Number of standards achieved (out of 8) Standard Five: Focusing Developing Established Enhancing (recognising (work under way) (achieving) (demonstrating Partnership With Students, Parents / development is well) Carers, And External Agencies required) Partnership with students | 4.8 Continuing Professional Development initiatives promote, through training, a whole university ‘culture of confidence’ that enables students to have access to a range of appropriate dyslexia related software e.g. Text HELP. Total for Staff Development Number of standards achieved (out of 8) Standard Five: Partnership With Students, Parents / Carers, And External Agencies Focusing (recognising development is required) Developing (work under way) Established (achieving) Enhancing (demonstrating well) Partnership with students | 0.720371 | [
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criteria for use and stipulate limitations? A.64 If liquidated damages planned, are FAR 11.5 they adequately documented as to their need, and not considered a penalty? A.65 If multiyear contracting is used, has FAR 17.105-1; HCA determination been properly HHSAR 317.105, executed, or if conditions at 317.108 (including HHSAR 317.105-1(b) are present, interim HHSAR is SPE approval obtained and coverage) Congress notified, as applicable? A.66 If options used as part of multi-year HHSAR 317.107 contract, is the performance of a non-severable service no longer than 5 years? No. Action Item FAR/HHSAR/ Yes No N/A Comments NIH Policy Part A.67 If circumstances described at HHSAR 317.7003, HHSAR 317.7003 or 317.7004 are 317.7004 present, have necessary D&Fs been prepared and approved? A.68 If source(s) are excluded under FAR 6.202(b), FAR 6.202, has determination been HHSAR 306.202 made and approved? A.69 If acquisition meets the definition FAR Part 18 of acquisition “emergency flexibilities” have the available acquisition flexibilities or emergency flexibilities been | criteria for use and stipulate limitations? A.64 If liquidated damages planned, are they adequately documented as to their need, and not considered a penalty? FAR 11.5 A.65 If multiyear contracting is used, has HCA determination been properly executed, or if conditions at HHSAR 317.105-1(b) are present, is SPE approval obtained and Congress notified, as applicable? FAR 17.105-1; HHSAR 317.105, 317.108 (including interim HHSAR coverage) A.66 If options used as part of multi-year contract, is the performance of a non-severable service no longer than 5 years? HHSAR 317.107 No. Action Item FAR/HHSAR/ NIH Policy Part Yes No N/A Comments A.67 If circumstances described at HHSAR 317.7003 or 317.7004 are present, have necessary D&Fs been prepared and approved? HHSAR 317.7003, 317.7004 A.68 If source(s) are excluded under FAR 6.202, has determination been made and approved? FAR 6.202(b), HHSAR 306.202 A.69 If acquisition meets the definition of “emergency acquisition flexibilities” have the available acquisition flexibilities or emergency flexibilities been FAR Part 18 | 0.683789 | [
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E.2 Have administrative closeout FAR 4.804-5 procedures been accomplished? E.3 Has contract completion statement FAR 4.804-5(b) been prepared? E.4 If applicable, as adequate final FAR 42.705 indirect cost proposal been submitted and verified? E.5 If applicable, have quick closeout FAR 42.708 procedures been used? E.6 Has disposition of GFP/GFE been FAR 45.603 addressed? E.7 Has final past performance FAR 42.1502 evaluation been received? (over $100K) E.8 If applicable, has a contract audit in HHSAR accordance with agency procedures been performed? E.9 Have storage, handling & disposal FAR 4.805 of contract files been accomplished in accordance with agency procedures? E.10 Has closeout been accomplished in FAR 4.804-1 a timely manner? E.11 Has the HHS GWAC contract been HHS guidance used to accomplish closeout, or has a justification been prepared for the file? E.12 Have excess funds been deobligated FAR 4.804-5 and returned to customer? | E.2 Have administrative closeout procedures been accomplished? FAR 4.804-5 E.3 Has contract completion statement been prepared? FAR 4.804-5(b) E.4 If applicable, as adequate final indirect cost proposal been submitted and verified? FAR 42.705 E.5 If applicable, have quick closeout procedures been used? FAR 42.708 E.6 Has disposition of GFP/GFE been addressed? FAR 45.603 E.7 Has final past performance evaluation been received? FAR 42.1502 (over $100K) E.8 If applicable, has a contract audit in accordance with agency procedures been performed? HHSAR E.9 Have storage, handling & disposal of contract files been accomplished in accordance with agency procedures? FAR 4.805 E.10 Has closeout been accomplished in a timely manner? FAR 4.804-1 E.11 Has the HHS GWAC contract been used to accomplish closeout, or has a justification been prepared for the file? HHS guidance E.12 Have excess funds been deobligated and returned to customer? FAR 4.804-5 | 0.653972 | [
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When and how collected Source What it tells you please Gaps in information – Data or information consider all 6 equality strands where possible Comparative information Derbyshire Homeless Homelessness is inline No gaps identified or data where no local with that of other information authorities in Derbyshire. LAHS annual statistics No gaps identified Annual statistical returns Comparative data with all collected by Housing other Local Authorities Strategy across the Country Census, national or Hometrack data for Hometrack data extracted The data shows the No gaps identified regional statistics Housing and people by the Housing Strategy demographic of people demographics for the sub and Economic across age, ethnicity, areas, wards, district, Development teams which religion, sexuality and region and England includes data taken from people with disabilities. It the ONS and Census also shows the number of Information taken from housing types, household NOMIS which includes tenures and house prices economic demographic and earning across each information ward of the district and comparative data with BDC, Region and England. This data is used to underpin the strategy i.e. No gaps identified understanding of the Housing needs and districts aging population, demand data Housing Needs Studies, house price affordability including the Strategic and household earnings. Housing Market No gaps identified Assessment High level of need for smaller affordable homes. | Data or information When and how collected Source What it tells you – please consider all 6 equality strands where possible Gaps in information Comparative information or data where no local information Derbyshire Homeless LAHS annual statistics Annual statistical returns collected by Housing Strategy Homelessness is inline with that of other authorities in Derbyshire. Comparative data with all other Local Authorities across the Country No gaps identified No gaps identified Census, national or regional statistics Hometrack data for Housing and people demographics for the sub areas, wards, district, region and England Housing needs and demand data Hometrack data extracted by the Housing Strategy and Economic Development teams which includes data taken from the ONS and Census Information taken from NOMIS which includes economic demographic information Housing Needs Studies, including the Strategic Housing Market Assessment The data shows the demographic of people across age, ethnicity, religion, sexuality and people with disabilities. It also shows the number of housing types, household tenures and house prices and earning across each ward of the district and comparative data with BDC, Region and England. This data is used to underpin the strategy i.e. understanding of the districts aging population, house price affordability and household earnings. High level of need for smaller affordable homes. No gaps identified No gaps identified No gaps identified | 0.522605 | [
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Alexandra Asimaki is tied 3rd the tournament’s top scorers with 17 goals. Next is • Eleni Xenaki with 9 goals. All field players scored at least one goal, 7 out of 11 netted at least 5. scored 124 goals so far, the most in the tournament (Russia is 2nd with 113). • The players took 195 shots (3rd most), their efficiency stands at 63.6% also No. 1 in – tournament. Beatriz Ortiz is ranked No. 1 among the top scorers with 19 goals (tied with Rita • Keszthelyi HUN). Maica Garcia is 5th with 17, her efficiency (17/22, 77.3%) is the best among the top 10 players. Each field players scored at least 3 goals and 9 out of 11 netted at least 8. The Greek defence conceded 29 goals, this is the second best effort in the • tournament (behind NED, with 22). They faced 169 shots goals: 29, missed/post: 52, – blocked: 24, saved: 64. Chrysoula Diamantopoulou had 43 saves on 90 attempts for 61.4%, she is ranked 3rd • among the goalies (who played at least 120 minutes). The Spanish defence conceded 31 goals, the third best in the field. They faced 120 • shots (49 less than Greece) goals: 31, missed/post: 34, blocked: 15, saved: 40. – LEN winner Laura Ester posted 25 saves on 52 shots for 48.1%, she is ranked 6th • among the goalkeepers. The Greek major foul-balance is faced 49 man-downs and 1 penalty, and earned • –4 – 41 man-ups and 5 penalties. Spain’s balance is +23 they faced 47 exclusions and 1 – penalty, and earned 58 6 on 5s and 13 penalties. Greece’s man-ups in play: 11 for 41 man-downs: 12 from 49. Penalties: scored 4/5 • – (and 5/5 in the shootout) conceded: 1/1. – Spain’s man-ups: 37 for 58. Man-downs: 11 for 47. Penalties: scored 10 for 13 • – conceded: 1/1. Turnover fouls GRE: 21 against, 20 in favour. ESP: 17 against and 10 in favour. • – | • Alexandra Asimaki is tied 3rd the tournament’s top scorers with 17 goals. Next is Eleni Xenaki with 9 goals. All field players scored at least one goal, 7 out of 11 netted at least 5. • scored 124 goals so far, the most in the tournament (Russia is 2nd with 113). The players took 195 shots (3rd most), their efficiency stands at 63.6% – also No. 1 in tournament. • Beatriz Ortiz is ranked No. 1 among the top scorers with 19 goals (tied with Rita Keszthelyi HUN). Maica Garcia is 5th with 17, her efficiency (17/22, 77.3%) is the best among the top 10 players. Each field players scored at least 3 goals and 9 out of 11 netted at least 8. • The Greek defence conceded 29 goals, this is the second best effort in the tournament (behind NED, with 22). They faced 169 shots – goals: 29, missed/post: 52, blocked: 24, saved: 64. • Chrysoula Diamantopoulou had 43 saves on 90 attempts for 61.4%, she is ranked 3rd among the goalies (who played at least 120 minutes). • The Spanish defence conceded 31 goals, the third best in the field. They faced 120 shots (49 less than Greece) – goals: 31, missed/post: 34, blocked: 15, saved: 40. • LEN winner Laura Ester posted 25 saves on 52 shots for 48.1%, she is ranked 6th among the goalkeepers. • The Greek major foul-balance is –4 – faced 49 man-downs and 1 penalty, and earned 41 man-ups and 5 penalties. Spain’s balance is +23 – they faced 47 exclusions and 1 penalty, and earned 58 6 on 5s and 13 penalties. • Greece’s man-ups in play: 11 for 41 – man-downs: 12 from 49. Penalties: scored 4/5 (and 5/5 in the shootout) – conceded: 1/1. • Spain’s man-ups: 37 for 58. Man-downs: 11 for 47. Penalties: scored 10 for 13 – conceded: 1/1. • Turnover fouls – GRE: 21 against, 20 in favour. ESP: 17 against and 10 in favour. | 0.809717 | [
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[page Shipping Schedule Goods Job for ] 17 Specialist Issue For issue Deliveries posting with reference to outbound deliveries is scheduled. [page Billing Clerk Schedule Billing Job for ] 19 Creation creating billing documents is scheduled. [page Billing Clerk Schedule Billing Job for ] 20 Release release billing documents to accounting is scheduled. [page Billing Schedule Billing Job for ] 21 Output billing document outputs is scheduled. | [page ] 17 Shipping Specialist Schedule Goods Issue For Deliveries Job for issue posting with reference to outbound deliveries is scheduled. [page ] 19 Billing Clerk Schedule Billing Creation Job for creating billing documents is scheduled. [page ] 20 Billing Clerk Schedule Billing Release Job for release billing documents to accounting is scheduled. [page ] 21 Billing Schedule Billing Output Job for billing document outputs is scheduled. | 0.51222 | [
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job if necessary, then choose Check. 5. Schedule Choose A schedule Schedule. goods issue for deliveries job is scheduled. Screen back to Application Jobs. 6. Check In screen Screen goes Goods Application to job log Issue Jobs, after details. Deliveries job item’s Job Log status turned to Finish, choose Status symbol in column Log. Note Click Magnifier, the job list will refresh. | job if necessary, then choose Check. 5. Schedule Choose Schedule. A schedule goods issue for deliveries job is scheduled. Screen back to Application Jobs. 6. Check Goods Issue Deliveries Job Log In screen Application Jobs, after job item’s status turned to Finish, choose Status symbol in column Log. Note Click Magnifier, the job list will refresh. Screen goes to job log details. | 0.703832 | [
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Schedule of Requirements PROJECT TITLE: WASH Core Pipeline Support for Emergency Response in South Sudan Specifications Delivery Delivery Item Annual Estimated Unit Schedule Location No. Description of Goods Quantity 1 Bucket 20 ltrs with pressure taps and lids 50,000.00 Piece 2 Bucket 20 ltrs with lid (w/o taps) 50,000.00 Piece 3 Collapsible Jerry Cans 20 ltrs 50,000.00 Water Treatment Flocculant and 4 Disinfectant, 240 sachets/box - 4gr/sachet 30,000.00 Box Roll 5 Filter Cloth 1x18 meters roll, 50 rolls/box 1500.00 Filter Cloth, Vestergaard, piece of 18 inch 6 diameter, 500 pcs/box 30,000.00 Box 7 Multipurpose Soap, 800gr/bar, 25bars/box 35,000.00 Water Purification Tablet, NaDCC, 8 Aquatabs,67mg/tablet, 16,000 tabs/box 2,500.00 Box Kit 9 IOM Menstrual Hygiene Management kits 50,000.00 Kit 10 IOM Hygiene Kit 5,000.00 Bag 11 Aluminum Sulfate Powder 18%, 50kg/bag 200.00 12 Plastic Sheets 5x4 m, 220g/m2, reinforced 5,000.00 Piece 13 Latrine Slab - Nag Magic, 120 x 80 cm 800.00 Unit 14 OXFAM Rigid Water Tank T70, complete set 5.00 Unit 15 Oxfam Collapsible water tank 5m3 5.00 Unit 16 Oxfam Collapsible water tank 10m3 15.00 Unit 17 Oxfam Collapsible water tank 20m3 15.00 Unit 18 Oxfam Onion water tank 30m3 15.00 Kit 19 Tapstand with six taps 20.00 | Schedule of Requirements PROJECT TITLE: WASH Core Pipeline Support for Emergency Response in South Sudan Item No. Description of Goods Annual Estimated Quantity Unit Specifications Delivery Schedule Delivery Location 1 Bucket 20 ltrs with pressure taps and lids 50,000.00 2 Bucket 20 ltrs with lid (w/o taps) 50,000.00 Piece 3 Collapsible Jerry Cans 20 ltrs 50,000.00 Piece 4 Water Treatment Flocculant and Disinfectant, 240 sachets/box - 4gr/sachet 30,000.00 Box 5 Filter Cloth 1x18 meters roll, 50 rolls/box 1500.00 Roll 6 Filter Cloth, Vestergaard, piece of 18 inch diameter, 500 pcs/box 30,000.00 7 Multipurpose Soap, 800gr/bar, 25bars/box 35,000.00 Box 8 Water Purification Tablet, NaDCC, Aquatabs,67mg/tablet, 16,000 tabs/box 2,500.00 Box 9 IOM Menstrual Hygiene Management kits 50,000.00 Kit 10 IOM Hygiene Kit 5,000.00 Kit 11 Aluminum Sulfate Powder 18%, 50kg/bag 200.00 Bag 12 Plastic Sheets 5x4 m, 220g/m2, reinforced 5,000.00 13 Latrine Slab - Nag Magic, 120 x 80 cm 800.00 Piece 14 OXFAM Rigid Water Tank T70, complete set 5.00 Unit 15 Oxfam Collapsible water tank 5m3 5.00 Unit 16 Oxfam Collapsible water tank 10m3 15.00 Unit 17 Oxfam Collapsible water tank 20m3 15.00 Unit 18 Oxfam Onion water tank 30m3 15.00 Unit 19 Tapstand with six taps 20.00 Kit | 0.782758 | [
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the materials [page ] 21 Shipping My Outbound The goods Specialist Delivery issue is Monitor posted. The system prints a delivery note and a bill of lading. [page ] 23 Billing Create Billing Invoice Document created and (VF04) posted in FI/CO Incoming See Accounts See Accounts Payment Receivable (J59) Receivable (J59) scope item item Closing See Period-End See Period-End Operations Closing - Sales Closing - Sales Operations(BKK) Operations(BKK) scope item scope item [page ] 25 Shipping Schedule Job for Specialist Delivery creating Creation outbound deliveries is scheduled. [page ] 26 Shipping Schedule Goods Job for Specialist Issue For goods issue Deliveries posting with reference to outbound deliveries is scheduled. | the materials [page ] 21 Shipping Specialist My Outbound Delivery Monitor The goods issue is posted. The system prints a delivery note and a bill of lading. [page ] 23 Billing Create Billing Document (VF04) Invoice created and posted in FI/CO Incoming Payment See Accounts Receivable (J59) scope item See Accounts Receivable (J59) item Closing Operations See Period-End Closing - Sales Operations(BKK) scope item See Period-End Closing - Sales Operations(BKK) scope item [page ] 25 Shipping Specialist Schedule Delivery Creation Job for creating outbound deliveries is scheduled. [page ] 26 Shipping Specialist Schedule Goods Issue For Deliveries Job for goods issue posting with reference to outbound deliveries is scheduled. | 0.538787 | [
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Procedure Test Test Step Instruction Expected Comments Step Name Result # 1. Log onto Log onto SAP Fiori the SAP Launchpad Fiori Launchpad using the role Shipping Specialist. 2. Access the Open App Change Outbound Delivery. 3. Enter the On the outbound Change delivery Outbound number Delivery screen, enter the outbound delivery number and choose Enter. 4. Check the Expand Batch batch Batch Spilit numbers number exists. In are assignment. the Batch assigned field, check to the the batch materials. number assignment. | Procedure Test Step # Test Step Name Instruction Expected Result Comments 1. Log onto SAP Fiori Launchpad Log onto the SAP Fiori Launchpad using the role Shipping Specialist. 2. Access the App Open Change Outbound Delivery. 3. Enter the outbound delivery number On the Change Outbound Delivery screen, enter the outbound delivery number and choose Enter. 4. Check the batch number assignment. Expand Batch Spilit exists. In the Batch field, check the batch number assignment. Batch numbers are assigned to the materials. | 0.470638 | [
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menu, choose More Outbound Delivery Issue Delivery Output. . 4. a. Print a. The preview: preview Select the document line with displays. the b. The message document type LD00 prints. and choose Print Preview b. Print Delivery Order: select the line with the message type LD00 and choose Print. In the pop up screen, maintain output device and choose Print. | menu, choose More Outbound Delivery Issue Delivery Output. . 4. a. Print preview: Select the line with the message type LD00 and choose Print Preview b. Print Delivery Order: select the line with the message type LD00 and choose Print. In the pop up screen, maintain output device and choose Print. a. The preview document displays. b. The document prints. | 0.749525 | [
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1. Log on Log onto The SAP Fiori the SAP Launchpad Fiori displays. Launchpad using Role Billing Clerk. 2. Access the Open The App Schedule Application Billing Jobs screen is Output. displayed. The app automatically shows the history of application jobs. 3. Create Choose The New Job Billing New to screen is Output define a displayed. Schedule new job for Job Template billing should creation. default as Schedule Billing Output. 4. Job Define The system Parameters scheduling displays the options message Go and ahead and parameters schedule the for the job. batch job if necessary, then choose Check. | 1. Log on Log onto the SAP Fiori Launchpad using Role Billing Clerk. The SAP Fiori Launchpad displays. 2. Access the App Open Schedule Billing Output. The Application Jobs screen is displayed. The app automatically shows the history of application jobs. 3. Create Billing Output Schedule Choose New to define a new job for billing creation. The New Job screen is displayed. Job Template should default as Schedule Billing Output. 4. Job Parameters Define scheduling options and parameters for the batch job if necessary, then choose Check. The system displays the message Go ahead and schedule the job. | 0.44648 | [
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Automatically Post Billing Documents Display Billing Document after creation. 4 Search for In the search Sales billing list condition, use document(s) criteria if will display necessary. in the result. 5 Choose Select a row of There is one Individual sales document window Billing created Create Document previously and Billing choose button Documents Create. displaying. 6 Maintain Choose billing The new Billing type Debit Memo billing Date (L2) and maintain document billing date, for will be example current created date, then press button OK. 7 Display The billing The system Billing document generates Document displays an invoice after automatically, for billing. Creation make a note of the billing document number: __________. | Automatically Post Billing Documents Display Billing Document after creation. 4 Search for billing list In the search condition, use criteria if necessary. Sales document(s) will display in the result. 5 Choose Individual Billing Document Select a row of sales document created previously and choose button Create. There is one window Create Billing Documents displaying. 6 Maintain Billing Date Choose billing type Debit Memo (L2) and maintain billing date, for example current date, then press button OK. The new billing document will be created 7 Display Billing Document after Creation The billing document displays automatically, make a note of the billing document number: __________. The system generates an invoice for billing. | 0.411052 | [
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PSYCHOLOGY: Definition & Need of Behavioral Science. Determinants of Behavior. Scope of Behavior Science. Sensory process & perception perceptual process clinical – applications. Attention Definition factors that determine attention. – – Clinical application. Memory Memory process Types of memory, Forgetting: – – Methods to improve memory, Clinical assessment of memory & clinical application. Definition Laws of learning – Type of learning. Classical conditioning, operant conditioning, cognitive learning Insight learning, social leaning, observational learning, principles of learning Clinical application. – Intelligence Definition: Nature of intelligences stability of intelligence – Determinants of intelligence, clinical application. Thinking Definition: Types of thinking, delusions, problem solving. – Motivation Definition: Motive, drive, needs classification of motives. – Emotions Definition differentiation from feelings Role of hypothalamus, – – Cerebral cortex, adrenal glands ANS. Theories of emotion, Types of emotions. Personality. Assessment of personality: Questionnaires, personality inventory, rating scales, Interview projective techniques Rorshach ink blot test, RAT, CAT. – SOCIOLOGY: Social class, social groups family, types of family, types of marriages, communities and – Nations and institutions. REFERENCE BOOKS: General psychology S.K. Mangal – General psychology Hans Raj, Bhatia – General psychology Munn – Behavioral Sciences in Medical practice Manju Mehta – Sciences to psychiatry Basanth Puri & Peter J Tyrer – Part-III ORAL RADIOLOGY Scope of the subject and history of origin | PSYCHOLOGY: Definition & Need of Behavioral Science. Determinants of Behavior. Scope of Behavior Science. Sensory process & perception perceptual process – clinical applications. Attention – Definition – factors that determine attention. Clinical application. Memory – Memory process – Types of memory, Forgetting: Methods to improve memory, Clinical assessment of memory & clinical application. Definition – Laws of learning Type of learning. Classical conditioning, operant conditioning, cognitive learning Insight learning, social leaning, observational learning, principles of learning – Clinical application. Intelligence – Definition: Nature of intelligences stability of intelligence Determinants of intelligence, clinical application. Thinking – Definition: Types of thinking, delusions, problem solving. Motivation – Definition: Motive, drive, needs classification of motives. Emotions – Definition differentiation from feelings – Role of hypothalamus, Cerebral cortex, adrenal glands ANS. Theories of emotion, Types of emotions. Personality. Assessment of personality: Questionnaires, personality inventory, rating scales, Interview projective techniques – Rorshach ink blot test, RAT, CAT. SOCIOLOGY: Social class, social groups – family, types of family, types of marriages, communities and Nations and institutions. REFERENCE BOOKS: General psychology – S.K. Mangal General psychology – Hans Raj, Bhatia General psychology – Munn Behavioral Sciences in Medical practice – Manju Mehta Sciences to psychiatry – Basanth Puri & Peter J Tyrer Part-III ORAL RADIOLOGY Scope of the subject and history of origin | 0.697567 | [
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I consider myself average. In a relationship, I want it about three times a week. Once a week is fine. I can live without it almost entirely. Sex is a very low priority in my life. 16) Is sex in public ok? 17) Is getting you off with toys in public ok? 18) If you were to be punished by a Dominant, what form would be the most effective DETERRENT to bad behavior? (NOT, which of these do you want most…) Chastisement/Lecture Humiliation Pain Delay of gratification Banishment 19) How well do you perform the following? Put a star next to any that you would be willing to do for the right Dom: a) Cooking b) Dancing c) Table manners/etiquette d) Witty Conversation e) Housework f) Clothing care/Maintenance g) Shoe care/Maintenance h) Jewelry Care/Maintenance i) Manicure/Pedicure j) Massage k) Spa Services l) Accounting/Financial planning m) Mechanical Work n) Computer Repair o) Computer Applications p) Secretarial/Administrative 20) Do you expect formal rules and expectations, or is that something you see developing over time as we get to know each other? 21) Do you like costumes? What costuming the biggest part in your fantasies, if any? 22) If you could change one thing about yourself, what would it be? 23) Do you play games of skill? Which ones? Do you win? 24) How do you identify? Heterosexual Bisexual Homosexual Pansexual 25) Would you accept a collar from Me if I offered it at this moment? 26) What do you expect from Me as a Dominant in the relationship? 27) Do you have a preconceived notion the lifestyle you wish to live? 28) Do you have any experience in service oriented lifestyle? 29) I give you an option 1 hour of play with a toy of your choosing, compared to 3 of My time in service to Me which do you choose and why? 30) Do you feel you’re perfect? If not, what do you feel are your flaws? | I consider myself average. In a relationship, I want it about three times a week. Once a week is fine. I can live without it almost entirely. Sex is a very low priority in my life. 16) Is sex in public ok? 17) Is getting you off with toys in public ok? 18) If you were to be punished by a Dominant, what form would be the most effective DETERRENT to bad behavior? (NOT, which of these do you want most…) Chastisement/Lecture Humiliation Pain Delay of gratification Banishment 19) How well do you perform the following? Put a star next to any that you would be willing to do for the right Dom: a) Cooking b) Dancing c) Table manners/etiquette d) Witty Conversation e) Housework f) Clothing care/Maintenance g) Shoe care/Maintenance h) Jewelry Care/Maintenance i) Manicure/Pedicure j) Massage k) Spa Services l) Accounting/Financial planning m) Mechanical Work n) Computer Repair o) Computer Applications p) Secretarial/Administrative 20) Do you expect formal rules and expectations, or is that something you see developing over time as we get to know each other? 21) Do you like costumes? What costuming the biggest part in your fantasies, if any? 22) If you could change one thing about yourself, what would it be? 23) Do you play games of skill? Which ones? Do you win? 24) How do you identify? Heterosexual Bisexual Homosexual Pansexual 25) Would you accept a collar from Me if I offered it at this moment? 26) What do you expect from Me as a Dominant in the relationship? 27) Do you have a preconceived notion the lifestyle you wish to live? 28) Do you have any experience in service oriented lifestyle? 29) I give you an option 1 hour of play with a toy of your choosing, compared to 3 of My time in service to Me which do you choose and why? 30) Do you feel you’re perfect? If not, what do you feel are your flaws? | 1 | [
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There are many factors that influence the likelihood and consequence of an incident. A few examples include the: duration or frequency of the exposure to the hazard (e.g. sun or chemical exposure) competence of those undertaking the activity (no training or inexperience may lead to an accident) environmental conditions (e.g. in the vicinity of electricity, getting injured in an isolated area) speeds, heights and weights of objects used. The greater the force, the greater the impact. To assess the level of risk, consider the likelihood of an incident happening in combination with the seriousness of the consequence. Use the matrix below as a guide to assist with your risk assessment. Consequence Likelihood 1. Insignificant 2. Minor 3. Moderate 4. Major 5. Critical 5. Almost Certain Medium Medium High Extreme Extreme 4. Likely Low Medium High High Extreme 3. Possible Low Medium High High High 2. Unlikely Low Low Medium Medium High 1. Rare Low Low Low Low Medium Consequence Rating Description of Consequence 1. Insignificant No treatment required 2. Minor Minor injury; First Aid treatment (e.g. minor cuts, bruises, bumps) 3. Moderate Injury requiring medical treatment or lost time of four or days Serious injury (injuries) requiring specialist medical treatment or 4. Major hospitalisation, or greater than four days lost time 5. Critical Loss of life, permanent disability or multiple serious injuries Step 3. DECIDE ON THE CONTROL MEASURES Your assessed inherent risk level will determine the degree of planning and approval required. Risk Level Action Required / Approval Little chance of Low incident or serious Manage through regular planning processes injury. Some chance of an Document controls in planning documents and/or Medium incident and injury complete a Curriculum Activity Risk Assessment requiring first aid. Consider parental permission | There are many factors that influence the likelihood and consequence of an incident. A few examples include the: duration or frequency of the exposure to the hazard (e.g. sun or chemical exposure) competence of those undertaking the activity (no training or inexperience may lead to an accident) environmental conditions (e.g. in the vicinity of electricity, getting injured in an isolated area) speeds, heights and weights of objects used. The greater the force, the greater the impact. To assess the level of risk, consider the likelihood of an incident happening in combination with the seriousness of the consequence. Use the matrix below as a guide to assist with your risk assessment. Likelihood Consequence 1. Insignificant 2. Minor 3. Moderate 4. Major 5. Critical 5. Almost Certain Medium Medium High Extreme Extreme 4. Likely Low Medium High High Extreme 3. Possible Low Medium High High High 2. Unlikely Low Low Medium Medium High 1. Rare Low Low Low Low Medium Consequence Rating Description of Consequence 1. Insignificant No treatment required 2. Minor Minor injury; First Aid treatment (e.g. minor cuts, bruises, bumps) 3. Moderate Injury requiring medical treatment or lost time of four or days 4. Major Serious injury (injuries) requiring specialist medical treatment or hospitalisation, or greater than four days lost time 5. Critical Loss of life, permanent disability or multiple serious injuries Step 3. DECIDE ON THE CONTROL MEASURES Your assessed inherent risk level will determine the degree of planning and approval required. Risk Level Action Required / Approval Low Little chance of incident or serious injury. Manage through regular planning processes Medium Some chance of an incident and injury requiring first aid. Document controls in planning documents and/or complete a Curriculum Activity Risk Assessment Consider parental permission | 0.917812 | [
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SCHEDULE 3.1 SUPPLIER SOLUTION – BACKGROUND This Schedule 3.1 sets out the Supplier Solution for the purpose of this Contract and should be read in conjunction with Clause 8. SUPPLIER SOLUTION [Bidder Note: The finalised Supplier Solution will be appended here this – includes the detailed Supplier Solution submission document content, Speed and Coverage Template as well as the Compliance Matrix.] | SCHEDULE 3.1 – SUPPLIER SOLUTION BACKGROUND This Schedule 3.1 sets out the Supplier Solution for the purpose of this Contract and should be read in conjunction with Clause 8. SUPPLIER SOLUTION [Bidder Note: The finalised Supplier Solution will be appended here – this includes the detailed Supplier Solution submission document content, Speed and Coverage Template as well as the Compliance Matrix.] | 0.89134 | [
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(reorder block Batch point Management planning) (BLG) (BLH)(BLP). No serial number, See sections Business controlled Conditions (FIFO and strategy) Preliminary Steps. Material TG22 Trading Only use if Good for you have Reg. activated the Trading building (reorder block Batch point Management planning) (BLG) (BLH)(BLP). No serial number, See sections batch Business controlled Conditions (Exp. Date) and Preliminary Steps. Material RP001 Empties,ND Sold-to 10100001 Customer Party domestic 01 Ship-to 10100001 Domestic Party DE Customer 1 Payer 10100001 Domestic DE Customer 1 1010 | (reorder point planning) No serial number, controlled (FIFO strategy) block Batch Management (BLG) (BLH)(BLP). See sections Business Conditions and Preliminary Steps. Material TG22 Trading Good for Reg. Trading (reorder point planning) No serial number, batch controlled (Exp. Date) Only use if you have activated the building block Batch Management (BLG) (BLH)(BLP). See sections Business Conditions and Preliminary Steps. Material RP001 Empties,ND Sold-to Party 10100001 Customer domestic 01 Ship-to Party 10100001 Domestic DE Customer 1 Payer 10100001 Domestic DE Customer 1 1010 | 0.385792 | [
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request released [page ] 33 Billing Clerk Create Billing Billing Documents document created [page ] 35 See item no. J59 [page ] 36 Warehouse Post Goods Unreturned Clerk Movement pallets posted [page ] 11 Billing Clerk Display Stock Overview Closing See scope item See scope Operations no. BKK item no. BKK [page ] 38 Shipping Schedule Job for Specialist Delivery creating Creation outbound deliveries is scheduled. [page ] 40 Shipping Schedule Job for Specialist Issue For goods issue Deliveries posting with reference to outbound deliveries is scheduled. [page ] 41 Billing Clerk Schedule Billing Job for Creation creating billing documents is scheduled. | request released [page ] 33 Billing Clerk Create Billing Documents Billing document created [page ] 35 See item no. J59 [page ] 36 Warehouse Clerk Post Goods Movement Unreturned pallets posted [page ] 11 Billing Clerk Display Stock Overview Closing Operations See scope item no. BKK See scope item no. BKK [page ] 38 Shipping Specialist Schedule Delivery Creation Job for creating outbound deliveries is scheduled. [page ] 40 Shipping Specialist Schedule Issue For Deliveries Job for goods issue posting with reference to outbound deliveries is scheduled. [page ] 41 Billing Clerk Schedule Billing Creation Job for creating billing documents is scheduled. | 0.656839 | [
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1 Log onto Log onto the SAP SAP Fiori Fiori Launchpad Launchpad using the role Shipping Specialist. 2 Access the Open Change The APP Outbound Delivery. Change Outbound Delivery screen displays. 3 Enter Make the following Outbound entries and choose Delivery Enter: Outbound Delivery: <Outbound Delivery> 4 Enter On the Delivery delivery 8xxxxxx Change: details OverviewPicking tab, make the following entries and choose screen Enter: Material: <Material number> RP001 Plant: <Plant> For example, 1010 Storage Location: <Storage location> For example,101A Delivery Quantity: | 1 Log onto SAP Fiori Launchpad Log onto the SAP Fiori Launchpad using the role Shipping Specialist. 2 Access the APP Open Change Outbound Delivery. The Change Outbound Delivery screen displays. 3 Enter Outbound Delivery Make the following entries and choose Enter: Outbound Delivery: <Outbound Delivery> 4 Enter delivery details On the Delivery 8xxxxxx Change: OverviewPicking tab, make the following entries and choose screen Enter: Material: <Material number> RP001 Plant: <Plant> For example, 1010 Storage Location: <Storage location> For example,101A Delivery Quantity: | 0.690039 | [
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Procedure Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1. Log on Log onto The SAP Fiori the SAP Launchpad displays. Launchpad using Role Shipping Specialist. 2. Access the Open The App Schedule Application Goods Jobs screen is Issue For displayed. Deliveries. The app automatically shows the history of application jobs. 3. Create Choose The New Job Issue New to screen is Deliveries define a displayed. Schedule new job. Job Template should default as Schedule goods issue for Deliveries. 4. Job Define The system Parameters scheduling displays the options message Go and ahead and parameters schedule the for the job. | Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1. Log on Log onto the SAP Launchpad using Role Shipping Specialist. The SAP Fiori Launchpad displays. 2. Access the App Open Schedule Goods Issue For Deliveries. The Application Jobs screen is displayed. The app automatically shows the history of application jobs. 3. Create Issue Deliveries Schedule Choose New to define a new job. The New Job screen is displayed. Job Template should default as Schedule goods issue for Deliveries. 4. Job Parameters Define scheduling options and parameters for the The system displays the message Go ahead and schedule the job. | 0.442039 | [
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Table 1. Key child-reported physical and psychological impacts associated with tooth extractions under general anaesthesia, and descriptors employed Impact used period Physical Hunger Pre-operative ‘starving’ Smell of anaesthetic gas nice’, nail varnish’ Peri-operative ‘not ‘like pens’ ‘like Cannula ‘itchy’, ‘hurt’, ‘irritating’ ‘bruised’ Nausea ‘sick’ Oral pain ‘hurt’, ‘sore’ Numbness ‘numb’, ‘funny’, ‘big’, ‘strange’ Dizziness ‘wobbly’, ‘weird’ Bleeding ‘bleeding’ Bleeding Post-operative Tired on sofa’ ‘lay Nausea sick’ ‘felt Difficulty eating Difficulty brushing teeth Oral pain proper pain’, ‘not ‘hurt’, ‘aching’ Psychological Anxiety Pre-operative ‘nervous’ ‘scared’ Anxiety Peri-operative ‘scared’ Sense of achievement it Post-operative ‘brave’, ‘relieved’, ‘glad was over’ Rewarded, given special from the tooth fairy’, ‘money treatment off school’, ‘day ‘toys’, to watch TV’ ‘allowed | Table 1. Key child-reported physical and psychological impacts associated with tooth extractions under general anaesthesia, and descriptors employed period Impact used Physical Pre-operative Hunger ‘starving’ Peri-operative Smell of anaesthetic gas Cannula Nausea Oral pain Numbness Dizziness Bleeding ‘not nice’, ‘like nail varnish’ ‘like pens’ ‘itchy’, ‘hurt’, ‘irritating’ ‘bruised’ ‘sick’ ‘hurt’, ‘sore’ ‘numb’, ‘funny’, ‘big’, ‘strange’ ‘wobbly’, ‘weird’ ‘bleeding’ Post-operative Bleeding Tired Nausea Difficulty eating Difficulty brushing teeth Oral pain ‘lay on sofa’ ‘felt sick’ ‘not proper pain’, ‘hurt’, ‘aching’ Psychological Pre-operative Anxiety ‘nervous’ ‘scared’ Peri-operative Anxiety ‘scared’ Post-operative Sense of achievement Rewarded, given special treatment ‘brave’, ‘relieved’, ‘glad it was over’ ‘money from the tooth fairy’, ‘day off school’, ‘toys’, ‘allowed to watch TV’ | 0.420188 | [
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Audience Reach Results (#) As of Results (%) As of 12/22/15 12/22/15 Direct Mail Group 98,827 - postcards 541 .55% 46,644 emails – Direct Mail Remail Group 9,994 Labels & 193 2% – Crossword puzzle Group 19,711 emails 79 .4% Recent Grad (excluding 2010) 17,162 emails 35 .2% Recent Grad 2010 5,107 direct mail + 26 .5% – – email follow-up JOIN 150,801 874 .6% Annual Member Upgrade 2,973 emails 119 4% JHS 2-4 Year Upgrade 358 emails 11 3.1% JHS 5+ Year Upgrade 454 direct mail 40 8.8% 238 emails Life Upgrade 14,311 direct mail 125 + 9 new .9% – 10,957 emails Presidents Club members Life/JHS Upgrade 139 5 new Presidents 3.6% Club members TOTAL UPGRADE 18,235 309 1.7% We also conducted our annual holiday the Gift of Membership” promotion with the second in a series of holiday ornaments as “Give the incentive. The following is a summary of the results: Membership Type Gifts Purchased Life Membership paid in full Recent Grad 9 – – Regular - 1 Life Membership Installment Recent Grad - 6 – Recent Grad 15 Annual – Regular - 24 Jayhawk Society Regular - 6 SAA (direct mail to KUAA member One-Year 27 – parents w/current non-SAA member Four-Year 22 – students) Future Jayhawks (new and renewal) 188 We also launched two new member benefits: National Discount Program and discounted subscription for ESPN Magazine. We will feature the National Discount Program over the next six months: renewal inserts, web site, member e-newsletter, dedicated emails, social media and events. Summary of Upcoming Membership Promotions Winter and Spring – Program Details Results Alumni Records Update Promotion will launch in February and run through and Notice” March 31. “Dues We are modeling this promotion from a University of Carolina program that has proven successful for them over the years. It is a official “no-frills” looking direct mail piece that is designed to capture record updates (personal and employment) and encourage people to join with an incentive for automatic renewal. | Audience Reach Results (#) As of 12/22/15 Results (%) As of 12/22/15 Direct Mail Group 98,827 - postcards 46,644 – emails 541 .55% Direct Mail Remail Group 9,994 – Labels & Crossword puzzle 193 2% Group 19,711 emails 79 .4% Recent Grad (excluding 2010) 17,162 emails 35 .2% Recent Grad – 2010 5,107 – direct mail + email follow-up 26 .5% JOIN 150,801 874 .6% Annual Member Upgrade 2,973 emails 119 4% JHS 2-4 Year Upgrade 358 emails 11 3.1% JHS 5+ Year Upgrade 454 direct mail 238 emails 40 8.8% Life Upgrade 14,311 – direct mail 10,957 emails 125 + 9 new Presidents Club members .9% Life/JHS Upgrade 139 5 new Presidents Club members 3.6% TOTAL UPGRADE 18,235 309 1.7% We also conducted our annual holiday “Give the Gift of Membership” promotion with the second in a series of holiday ornaments as the incentive. The following is a summary of the results: Membership Type Gifts Purchased Life Membership – paid in full Recent Grad – 9 Regular - 1 Life Membership – Installment Recent Grad - 6 Annual Recent Grad – 15 Regular - 24 Jayhawk Society Regular - 6 SAA (direct mail to KUAA member parents w/current non-SAA member students) One-Year – 27 Four-Year – 22 Future Jayhawks (new and renewal) 188 We also launched two new member benefits: National Discount Program and discounted subscription for ESPN Magazine. We will feature the National Discount Program over the next six months: renewal inserts, web site, member e-newsletter, dedicated emails, social media and events. Summary of Upcoming Membership Promotions – Winter and Spring Program Details Results Alumni Records Update and “Dues Notice” Promotion will launch in February and run through March 31. We are modeling this promotion from a University of Carolina program that has proven successful for them over the years. It is a “no-frills” official looking direct mail piece that is designed to capture record updates (personal and employment) and encourage people to join with an incentive for automatic renewal. | 0.75647 | [
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Section V. Activity Schedule No Description Quantity Unit Total Amount (RON excluding (RON VAT) excluding VAT) Activity 1 Training on Strategic Management and Planning (reference CS/3) – 1.1. Rental of training rooms, including all 27 sessions necessary equipment (weekly rate) 1.2 Cost per participant Includes accommodation and catering as per 594 participants Section VIII. Performance Specifications TOTAL for Activity 1 Activity 2 Training on the New Concept for Taxpayers’ Services (reference CS/15) – 2.1 Rental of training rooms, including all 10 sessions necessary equipment (weekly rate) 2.2 Cost per participant Includes accommodation and catering as per 220 participants Section VIII. Performance Specifications for Activity 2 Activity 3 Training on Investigative Techniques (reference CS/12) – 3.1 Rental of training rooms, including all 10 sessions necessary equipment (weekly rate) 3.2 Cost per participant Includes accommodation and catering as per 220 participants Section VIII. Performance Specifications TOTAL for Activity 3 Activity 4 Training on Civil Code (reference CS/9) – 4.1 Rental of training including all 10 sessions necessary equipment (weekly rate) 4.2 Cost per out-of-town participant 160 participants Includes accommodation and catering as per Section VIII. Performance Specifications 4.3 Cost per participant 40 participants Includes catering as per Section VIII. Performance Specifications TOTAL for Activity 4 Activity 5 Training on Penal Code (reference CS/8) – 5.1 Rental of training rooms, including all 10 sessions necessary equipment (weekly rate) 5.2 Cost per out-of-town participant 120 participants Includes accommodation and catering as per Section VIII. Performance Specifications 5.3 Cost per local participant 30 participants | Section V. Activity Schedule No Description Quantity Unit (RON excluding VAT) Total Amount (RON excluding VAT) Activity 1 – Training on Strategic Management and Planning (reference CS/3) 1.1. Rental of training rooms, including all necessary equipment (weekly rate) 27 sessions 1.2 Cost per participant Includes accommodation and catering as per Section VIII. Performance Specifications 594 participants TOTAL for Activity 1 Activity 2 – Training on the New Concept for Taxpayers’ Services (reference CS/15) 2.1 Rental of training rooms, including all necessary equipment (weekly rate) 10 sessions 2.2 Cost per participant Includes accommodation and catering as per Section VIII. Performance Specifications 220 participants for Activity 2 Activity 3 – Training on Investigative Techniques (reference CS/12) 3.1 Rental of training rooms, including all necessary equipment (weekly rate) 10 sessions 3.2 Cost per participant Includes accommodation and catering as per Section VIII. Performance Specifications 220 participants TOTAL for Activity 3 Activity 4 – Training on Civil Code (reference CS/9) 4.1 Rental of training including all necessary equipment (weekly rate) 10 sessions 4.2 Cost per out-of-town participant Includes accommodation and catering as per Section VIII. Performance Specifications 160 participants 4.3 Cost per participant Includes catering as per Section VIII. Performance Specifications 40 participants TOTAL for Activity 4 Activity 5 – Training on Penal Code (reference CS/8) 5.1 Rental of training rooms, including all necessary equipment (weekly rate) 10 sessions 5.2 Cost per out-of-town participant Includes accommodation and catering as per Section VIII. Performance Specifications 120 participants 5.3 Cost per local participant 30 participants | 0.688241 | [
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3 Navigate On Manage Sales to Create Orders screen, select the Create Order Sales Order Screen button . 4 Enter Make the The Create Sales following entries Standard Document and choose Enter: Order: Type Overview Order Type: screen OR displays. Sales Organization: 1710 Distribution Channel: 10 Division: 00 5 order Make the details following entries: Sold-to Party: 17100001 Cust. Reference: <Reference number> Req. Deliv.Date: <Date> Material: <Material Number> For example,TG13 Order Quantity: <Quantity>For example, 10 Item Category: | 3 Navigate to Create Order Screen On Manage Sales Orders screen, select the Create Sales Order button . 4 Enter Sales Document Type Make the following entries and choose Enter: Order Type: OR Sales Organization: 1710 Distribution Channel: 10 Division: 00 The Create Standard Order: Overview screen displays. 5 order details Make the following entries: Sold-to Party: 17100001 Cust. Reference: <Reference number> Req. Deliv.Date: <Date> Material: <Material Number> For example,TG13 Order Quantity: <Quantity>For example, 10 Item Category: | 0.597598 | [
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f. 2. What are some alternative ways than those in the preliminary financial policy that Hatfield might choose to eliminate the financing deficit? Answer: Here are some alternative ways to eliminate the deficit: Cut dividends. Add long-term debt. Issue common stock. Cut back on growth in operating plan. Improve operating plan. g. Repeat the analysis performed the previous question but now assume that Hatfield is able to improve the following inputs: (1) reduce operating costs (excluding depreciation)/sales to 89.5% at a cost of $40 million; and (2) reduce inventories/sales to 16% at a cost of $10 million. This is the scenario. Improve The impact on the operating plan is shown below: Answer: Scenario: Actual Forecast Improve 2014 2015 2016 2017 2013 $106 $114 $120 $126 NOPAT $90 $594 $642 $674 $707 NOWC $620 $1,144 $1,236 $1,297 $1,362 op. capital $1,120 $82 $23 $58 $61 FCF -72% 157.3% 5.0% Growth in FCF 9.2% 9.2% 9.2% 9.2% ROIC 8.0% Scenario: Improve $1,314 Horizon Value of operations $0 + ST investments $1,598 $1,314 = Estimated intrinsic value $500 All debt − $0 Value of Operations: Preferred − $1,132 $814 Present value of HV Estimated intrinsic value of equity + Present value of FCF $182 ÷ Number of shares 10 $1,314 $81.37 Estimated intrinsic stock price = of operations = | f. 2. What are some alternative ways than those in the preliminary financial policy that Hatfield might choose to eliminate the financing deficit? Answer: Here are some alternative ways to eliminate the deficit: Cut dividends. Add long-term debt. Issue common stock. Cut back on growth in operating plan. Improve operating plan. g. Repeat the analysis performed the previous question but now assume that Hatfield is able to improve the following inputs: (1) reduce operating costs (excluding depreciation)/sales to 89.5% at a cost of $40 million; and (2) reduce inventories/sales to 16% at a cost of $10 million. This is the Improve scenario. Answer: The impact on the operating plan is shown below: Scenario: Actual Forecast Improve 2013 2014 2015 2016 2017 NOPAT $90 $106 $114 $120 $126 NOWC $620 $594 $642 $674 $707 op. capital $1,120 $1,144 $1,236 $1,297 $1,362 FCF $82 $23 $58 $61 Growth in FCF -72% 157.3% 5.0% ROIC 8.0% 9.2% 9.2% 9.2% 9.2% Scenario: Improve Horizon Value of operations $1,314 + ST investments $0 = $1,598 Estimated intrinsic value $1,314 − All debt $500 Value of Operations: − Preferred $0 Present value of HV $1,132 Estimated intrinsic value of equity $814 + Present value of FCF $182 ÷ Number of shares 10 of operations = $1,314 Estimated intrinsic stock price = $81.37 | 0.752298 | [
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Test Case ID <X.XX> Tester Testing Enter a Name Date test date. Business Role(s) Responsibility <State Service Duration Enter a Provider, duration. Customer or Joint Service Provider and Customer> Use In this activity, you enter an invoice. Procedure Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1 Log onto Log onto the SAP The SAP SAP Fiori Launchpad Fiori Launchpad using the role Launchpad Accounts displays. Payable Accountant - Procurement. 2 Access the Open Create App Supplier Invoice (Advanced). | Test Case ID <X.XX> Tester Name Testing Date Enter a test date. Business Role(s) Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration Enter a duration. Use In this activity, you enter an invoice. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log onto SAP Fiori Launchpad Log onto the SAP Launchpad using the role Accounts Payable Accountant - Procurement. The SAP Fiori Launchpad displays. 2 Access the App Open Create Supplier Invoice (Advanced). | 0.509601 | [
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application jobs. 3. Create Choose The New Job Billing New to screen is Creation define a displayed. Schedule new job for Job Template billing should creation.. default as Schedule Billing Creation. 4. Job Define The system Parameters scheduling displays the options message Go and ahead and parameters schedule the for the job. batch job if necessary, then choose Check. 5. Schedule Choose A billing Schedule. creation job is scheduled. Screen back to Application Jobs. 6. Check In screen Screen goes Billing Application to log details. Creation Jobs, Job Log job item’s status turned to Finish, choose Job Log. | application jobs. 3. Create Billing Creation Schedule Choose New to define a new job for billing creation.. The New Job screen is displayed. Job Template should default as Schedule Billing Creation. 4. Job Parameters Define scheduling options and parameters for the batch job if necessary, then choose Check. The system displays the message Go ahead and schedule the job. 5. Schedule Choose Schedule. A billing creation job is scheduled. Screen back to Application Jobs. 6. Check Billing Creation Job Log In screen Application Jobs, job item’s status turned to Finish, choose Job Log. Screen goes to log details. | 0.466656 | [
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Responsibility <State Service Duration Enter a Provider, duration. Customer or Joint Service Provider and Customer> Purpose In this process step, you can schedule a background job for when and how billing documents are sent to customer. Procedure Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1. Log on Log onto The SAP Fiori the SAP Launchpad Fiori displays. Launchpad using Role Billing Clerk. 2. Access the Open The App Schedule Application Billing Jobs screen is Output. displayed. The app automatically shows the history of application jobs. 3. Create Choose The New Job Billing New to screen is | Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration Enter a duration. Purpose In this process step, you can schedule a background job for when and how billing documents are sent to customer. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1. Log on Log onto the SAP Fiori Launchpad using Role Billing Clerk. The SAP Fiori Launchpad displays. 2. Access the App Open Schedule Billing Output. The Application Jobs screen is displayed. The app automatically shows the history of application jobs. 3. Create Billing Choose New to The New Job screen is | 0.595094 | [
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MINI CASE Cochran, a recent graduate of the University of Tennessee with four years of banking experience, was recently brought in as assistant to the chairman of the board of Computron Industries, a manufacturer of computer components. The company doubled its plant capacity, opened new sales offices outside its home territory, and launched an expensive advertising campaign. Computron’s results were not satisfactory, to put it mildly. Its board of directors, which consisted of its president and vice-president plus its major stockholders (who were all local business people), was most upset when directors learned how the expansion was going. Suppliers were being paid late and were unhappy, and the bank was complaining about the deteriorating situation and threatening to cut off credit. As a result, Chuck Edwards, Computron’s president, was informed that changes would have to be made, and quickly, or he would be fired. Also, at the board’s insistence Jenny Cochran was brought in and given the job of assistant to Gary Meissner, a retired banker who was Computron’s chairman and largest stockholder. Meissner agreed to give up a few of his golfing days and to help nurse the company back to health, with Cochran’s help. Cochran by gathering financial statements and other data. Assume that you are Cochran’s assistant, and you must help her answer the following questions for Meissner. Balance Sheets 2012 2013 Assets Cash $ 9,000 $ 7,282 Short-term 48,600 20,000 investments. Accounts receivable 351,200 632,160 Inventories 715,200 1,287,360 total current assets $ 1,124,000 $ 1,946,802 Gross fixed assets 491,000 1,202,950 Less: accumulated 146,200 263,160 depreciation net fixed assets $ 344,800 $ 939,790 Total assets $ 1,468,800 $ 2,886,592 2010 2011 Liabilities and equity Accounts payable $ 145,600 $ 324,000 Notes payable 200,000 720,000 Accruals 136,000 284,960 total current $ 481,600 $ 1,328,960 liabilities Long-term debt 323,432 1,000,000 | MINI CASE Cochran, a recent graduate of the University of Tennessee with four years of banking experience, was recently brought in as assistant to the chairman of the board of Computron Industries, a manufacturer of computer components. The company doubled its plant capacity, opened new sales offices outside its home territory, and launched an expensive advertising campaign. Computron’s results were not satisfactory, to put it mildly. Its board of directors, which consisted of its president and vice-president plus its major stockholders (who were all local business people), was most upset when directors learned how the expansion was going. Suppliers were being paid late and were unhappy, and the bank was complaining about the deteriorating situation and threatening to cut off credit. As a result, Chuck Edwards, Computron’s president, was informed that changes would have to be made, and quickly, or he would be fired. Also, at the board’s insistence Jenny Cochran was brought in and given the job of assistant to Gary Meissner, a retired banker who was Computron’s chairman and largest stockholder. Meissner agreed to give up a few of his golfing days and to help nurse the company back to health, with Cochran’s help. Cochran by gathering financial statements and other data. Assume that you are Cochran’s assistant, and you must help her answer the following questions for Meissner. Balance Sheets Assets 2012 2013 Cash $ 9,000 $ 7,282 Short-term investments. 48,600 20,000 Accounts receivable 351,200 632,160 Inventories 715,200 1,287,360 total current assets $ 1,124,000 $ 1,946,802 Gross fixed assets 491,000 1,202,950 Less: accumulated depreciation 146,200 263,160 net fixed assets $ 344,800 $ 939,790 Total assets $ 1,468,800 $ 2,886,592 Liabilities and equity 2010 2011 Accounts payable $ 145,600 $ 324,000 Notes payable 200,000 720,000 Accruals 136,000 284,960 total current liabilities $ 481,600 $ 1,328,960 Long-term debt 323,432 1,000,000 | 0.937154 | [
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Where t is thickness of plate, µe-µo or µo-µe △= △= Unit-02/Lecture-13 The distance between the slit and biprism and between biprism and screen are 50 cm each. The angle of biprism is 179°and its refractive index is 1.5. If the distance between successive fringes is 0.0135cm, calculate the wavelength of light. In a biprism experiment the distance between slit and screen is biprism is 40 cm away from the slit and its refractive index is 1.52. When a source of wavelength 5893A is used the fringe width is found to be 0.01 cm. Find the angle of prism. A parallel beam of light 5890A is incident on a thin glass plate µ=1.5 such that the λ= angle of refraction into the plate is 60°. Calculate the smallest thickness of the glass plate which will appear dark by reflection. In Newton’s rings experiment the diameter of the 10th dark ring is 0.433cm. Find the wavelength of incident light, if the radius of curvature of the lens is 70cm. A Newton’s rings arrangement is used with a source emitting two wavelengths and and it is found that nth dark ring due to coincides with λ1=6000A λ2=4500A λ1 the (n+1)th dark ring of If radius of curvature of curved surface is 90cm , find the λ2. diameter of nth dark ring for λ1. Newton’s are observed by keeping a spherical surface of 100cm radius on a plane glass plate. If the diameter of the 16th bright ring is0.590cm what is the wavelength if light used. In Newton’s experiment, the diameter of the 4th and 12th dark rings is 0.400cm and 0.700cm respectively. Find the diameter of 20th dark ring. Newton’s rings are formed in reflected light of wavelength 6000a with a liquid between the plane and curved surfaces. If the diameter of 6th bright ring is 3.1mm and radius of curvature of the curved surface is 100cm calculate the refractive index of the liquid. | Where t is thickness of plate, △= µe-µo or △= µo-µe Unit-02/Lecture-13 The distance between the slit and biprism and between biprism and screen are 50 cm each. The angle of biprism is 179°and its refractive index is 1.5. If the distance between successive fringes is 0.0135cm, calculate the wavelength of light. In a biprism experiment the distance between slit and screen is biprism is 40 cm away from the slit and its refractive index is 1.52. When a source of wavelength 5893A is used the fringe width is found to be 0.01 cm. Find the angle of prism. A parallel beam of light λ= 5890A is incident on a thin glass plate µ=1.5 such that the angle of refraction into the plate is 60°. Calculate the smallest thickness of the glass plate which will appear dark by reflection. In Newton’s rings experiment the diameter of the 10th dark ring is 0.433cm. Find the wavelength of incident light, if the radius of curvature of the lens is 70cm. A Newton’s rings arrangement is used with a source emitting two wavelengths λ1=6000A and λ2=4500A and it is found that nth dark ring due to λ1 coincides with the (n+1)th dark ring of λ2. If radius of curvature of curved surface is 90cm , find the diameter of nth dark ring for λ1. Newton’s are observed by keeping a spherical surface of 100cm radius on a plane glass plate. If the diameter of the 16th bright ring is0.590cm what is the wavelength if light used. In Newton’s experiment, the diameter of the 4th and 12th dark rings is 0.400cm and 0.700cm respectively. Find the diameter of 20th dark ring. Newton’s rings are formed in reflected light of wavelength 6000a with a liquid between the plane and curved surfaces. If the diameter of 6th bright ring is 3.1mm and radius of curvature of the curved surface is 100cm calculate the refractive index of the liquid. | 0.937405 | [
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Your ears hear a word behind you, saying, I place my will in yours, Lord, this is the way, walk in it. I place my will in yours. I will never leave you nor forsake you. George Appleton I place my days in yours, Lord, I place my days in yours. Breath Prayer I place my thoughts in yours Lord, Breathing deeply and slowly, silently say part of a line as you inhale, I place my thoughts in yours. and part as you exhale. As the prayer is repeated, painful areas in the body relax and God’s peace is received into the deep levels of the I place my heart in yours, Lord, mind. I place my heart in yours. The Lord is my shepherd, I shall not want. O Lord make haste to help me. I place my hands in yours, Lord, Jesus, Healer, make me whole. I place my hands in yours. I’m afraid, Lord. I need you. ~ Angela Ashwin Please give me the strength I need. Whatever will heal me, please send it now. Holy Spirit, breathe in me. Repeat the following phrases slowly, as you sink deeper into silence, stillness and prayer in the presence of God. Be and know that I am God Celtic encircling prayer Be still and know that I am Christ be with me, Christ within me, Be and know Christ behind me, Christ before me, Be still Christ beside me, Christ to win me, Be Christ to comfort and restore me. Praying a Bible Text STEPS FOR BEING A Repeated slowly many times, then silently many times, allowing the meaning to deepen into feeling, holding the intention of the text whenever it strays away, until at last the mind is silent and I experience the truth of the promise of which the text speaks. Inasmuch as it’s more an art than science, you’ll have I leave with you, my peace I give unto you. your life and the lives of others. Following It is I, be not afraid. Abide in me and let me abide in you. I am with you always. 1. OPEN YOURSELF In quietness and confidence shall be your strength. | I place my will in yours, Lord, I place my will in yours. I place my days in yours, Lord, I place my days in yours. I place my thoughts in yours Lord, I place my thoughts in yours. I place my heart in yours, Lord, I place my heart in yours. I place my hands in yours, Lord, I place my hands in yours. ~ Angela Ashwin Repeat the following phrases slowly, as you sink deeper into silence, stillness and prayer in the presence of God. Be and know that I am God Be still and know that I am Be and know Be still Be Praying a Bible Text Repeated slowly many times, then silently many times, allowing the meaning to deepen into feeling, holding the intention of the text whenever it strays away, until at last the mind is silent and I experience the truth of the promise of which the text speaks. I leave with you, my peace I give unto you. It is I, be not afraid. Abide in me and let me abide in you. I am with you always. In quietness and confidence shall be your strength. Your ears hear a word behind you, saying, this is the way, walk in it. I will never leave you nor forsake you. George Appleton Breath Prayer Breathing deeply and slowly, silently say part of a line as you inhale, and part as you exhale. As the prayer is repeated, painful areas in the body relax and God’s peace is received into the deep levels of the mind. The Lord is my shepherd, I shall not want. O Lord make haste to help me. Jesus, Healer, make me whole. I’m afraid, Lord. I need you. Please give me the strength I need. Whatever will heal me, please send it now. Holy Spirit, breathe in me. Celtic encircling prayer Christ be with me, Christ within me, Christ behind me, Christ before me, Christ beside me, Christ to win me, Christ to comfort and restore me. STEPS FOR BEING A Inasmuch as it’s more an art than science, you’ll have your life and the lives of others. Following 1. OPEN YOURSELF | 0.839905 | [
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Authorization for Travel Submit to the Appointing Authority Designee at least 10 days prior to anticipated departure date. Division: Name(s) and Title(s) of Employee(s) Making Trip: **Complete the back of this form if travel expenses will be paid directly or reimbursed to an employee by a third party.** Name of Event: Location of Event: Date(s) and Time(s) of Event: Date of Request: Departure Date: Return Date: Air Private Automobile Rail Mode of Travel: Bus Motor Pool Vehicle Other Itemized cost of trip: Justification for trip (explain in detail): --why trip is in best interests of the state --what reports and/or workshops will be generated as a result of FARE (round trip) the trip LODGING nights @ per night MEALS days @ per day (specify) TOTAL ESTIMATED COST $0.00 RECOMMENDED BY: APPROVED IN THE AMOUNT OF _____________________________ __________ $__________________________________________ Supervisor Date ______________________________ ___________ _____________________________ __________ Agency Head Date Accounting Manager Date FI-00152-05 (07/10) Page 2 of form | Authorization for Travel Submit to the Appointing Authority Designee at least 10 days prior to anticipated departure date. Division: Name(s) and Title(s) of Employee(s) Making Trip: **Complete the back of this form if travel expenses will be paid directly or reimbursed to an employee by a third party.** Name of Event: Location of Event: Date(s) and Time(s) of Event: Date of Request: Departure Date: Return Date: Mode of Travel: Air Private Automobile Rail Bus Motor Pool Vehicle Other Itemized cost of trip: Justification for trip (explain in detail): --why trip is in best interests of the state --what reports and/or workshops will be generated as a result of the trip FARE (round trip) LODGING nights @ per night MEALS days @ per day (specify) TOTAL ESTIMATED COST $0.00 RECOMMENDED BY: _____________________________ __________ Supervisor Date _____________________________ __________ Accounting Manager Date APPROVED IN THE AMOUNT OF $__________________________________________ ______________________________ ___________ Agency Head Date FI-00152-05 (07/10) Page 2 of form | 0.866714 | [
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COMMON NAME SCIENTIFIC NAME ZONE Sea Cauliflower Mid Leathesia difformis Banded Tidepool Fan Low Zonaria farlowii Feather Boa Kelp Low Egregia menziesii Double Pompom Kelp (Southern Sea Palm) Low Eisenia arborea Spindle-Shaped Rockweed (old name); Mid Pelvetia fastigiata (current name) Silvetia compressa Sargassum Low Sargassum muticum RED ALGAE COMMON NAME SCIENTIFIC NAME ZONE Encrusting Coralline Algae Mid/Low Lithothamnion sp. Stone Hair MidLow Lithothrix aspergillum Tidepool Coralline Algae Mid/Low Corallina chilensis Nail Brush Seaweed High Endocladia muricata FLOWERING PLANTS LIST: COMMON NAME SCIENTIFIC NAME ZONE Surf-Grass Low Phyllospadix sp. | COMMON NAME SCIENTIFIC NAME ZONE Sea Cauliflower Leathesia difformis Mid Banded Tidepool Fan Zonaria farlowii Low Feather Boa Kelp Egregia menziesii Low Double Pompom Kelp (Southern Sea Palm) Eisenia arborea Low Spindle-Shaped Rockweed Pelvetia fastigiata (old name); Silvetia compressa (current name) Mid Sargassum Sargassum muticum Low RED ALGAE COMMON NAME SCIENTIFIC NAME ZONE Encrusting Coralline Algae Lithothamnion sp. Mid/Low Stone Hair Lithothrix aspergillum MidLow Tidepool Coralline Algae Corallina chilensis Mid/Low Nail Brush Seaweed Endocladia muricata High FLOWERING PLANTS LIST: COMMON NAME SCIENTIFIC NAME ZONE Surf-Grass Phyllospadix sp. Low | 0.462582 | [
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1 Closed for break 2 3 4 5 6 7 8 STEAM Works Classes Girls Who Code at STEAM Works Classes & STEAM Works at STEAM Works Classes & Workshops Begin Girl’s Inc. 4pm to Workshops Martinsburg Public & Workshops 5pm to 7pm 5:30pm 5pm to 7pm Library 11am to 4pm Tutoring afterwards Tutoring afterwards until Tutoring afterwards until 8pm 8pm Movie & Board Game until 5pm Night for members 9 10 11 12 13 14 15 Works Classes & Girls Who Code at STEAM Works Classes & Girls Scout STEM Works Classes & STEAM Works Classes Workshops Begin Girl’s Inc. 4pm to Workshops Badge Hack Workshops & Workshops 5pm to 7pm 5:30pm 5pm to 7pm Workshop 11am to 4pm 11am to 4pm Tutoring afterwards Tutoring afterwards until 6pm to 9pm Tutoring afterwards Tutoring afterwards until 8pm 8pm 5pm until 5pm Movie Night for members 16 17 18 19 20 21 22 STEAM Works Girls Who Code STEAM Works Classes & Closed for Earth Day Event Workshops Classes & at Girl’s Inc. 4pm Fundraiser At 5pm to 7pm Workshops to 5:30pm Pangborn Park Tutoring afterwards until 5pm to 7pm 8pm Tutoring afterwards until 8pm 24 25 26 27 28 29 23 Works Classes Girls Who Code STEAM Outreach at Works Classes & Works Classes & Workshops Workshops & Workshops at Girl’s Inc. 4pm Hagerstown Church 11am to 4pm 11am to 4pm 5pm to 7pm to 5:30pm of the Brethren 6pm Tutoring afterwards Tutoring afterwards Tutoring afterwards to 7pm 5pm until 5pm until 8pm Night for members At BEACON At a different Movie & Board Game location nights for Members from 6pm to 8pm | 1 Closed for break 2 3 STEAM Works Classes & Workshops Begin 5pm to 7pm Tutoring afterwards until 8pm 4 Girls Who Code at Girl’s Inc. 4pm to 5:30pm 5 STEAM Works Classes & Workshops 5pm to 7pm Tutoring afterwards until 8pm 6 7 STEAM Works at Martinsburg Public Library Movie & Board Game Night for members 8 STEAM Works Classes & Workshops 11am to 4pm Tutoring afterwards until 5pm 9 10 11 12 13 14 15 Works Classes & Workshops Begin 5pm to 7pm Tutoring afterwards until 8pm Girls Who Code at Girl’s Inc. 4pm to 5:30pm STEAM Works Classes & Workshops 5pm to 7pm Tutoring afterwards until 8pm Girls Scout STEM Badge Hack Workshop 6pm to 9pm Works Classes & Workshops 11am to 4pm Tutoring afterwards 5pm Movie Night for members STEAM Works Classes & Workshops 11am to 4pm Tutoring afterwards until 5pm 16 17 18 19 20 21 22 STEAM Works Classes & Workshops 5pm to 7pm Tutoring afterwards until 8pm Girls Who Code at Girl’s Inc. 4pm to 5:30pm STEAM Works Classes & Workshops 5pm to 7pm Tutoring afterwards until 8pm Closed for Fundraiser Earth Day Event At Pangborn Park 23 24 25 26 27 28 29 Works Classes & Workshops 5pm to 7pm Tutoring afterwards until 8pm Girls Who Code at Girl’s Inc. 4pm to 5:30pm STEAM Outreach at Hagerstown Church of the Brethren 6pm to 7pm Works Classes & Workshops 11am to 4pm Tutoring afterwards 5pm Night for members Works Classes & Workshops 11am to 4pm Tutoring afterwards until 5pm At BEACON At a different location Movie & Board Game nights for Members from 6pm to 8pm | 0.48755 | [
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2006; a new plan is in preparation. Princess - Recovery plan - 2008 2006 Polytelis parrot not yet alexandrae adopted. Red-tailed 2007-12 Plan adopted in - - - Calyptorhynchus black 2011; not due banksii graptogyne cockatoo for review Regent parrot 2011-15 Original RP - - - Polytelis was adopted in anthopeplus 2011; not due monarchoides for review. Superb parrot 2011-15 Original RP - - - Polytelis was adopted in swainsonii 2011; not due for review. Swift parrot 2001-06 Original RP 2011 - - Lathamus discolor was adopted in 2011; not due for review. Western 2009 only Is included in - - - Pezoporus ground parrot the RP for wallicus South Coast flaviventris Birds which was adopted in 2014. *The Minister may adopt a recovery plan made by a state or territory provided that it meets the requirements for adoption under the EPBC Act | 2006; a new plan is in preparation. Princess parrot Polytelis alexandrae - Recovery plan not yet adopted. - 2008 2006 Red-tailed black cockatoo Calyptorhynchus banksii graptogyne 2007-12 Plan adopted in 2011; not due for review - - - Regent parrot Polytelis anthopeplus monarchoides 2011-15 Original RP was adopted in 2011; not due for review. - - - Superb parrot Polytelis swainsonii 2011-15 Original RP was adopted in 2011; not due for review. - - - Swift parrot Lathamus discolor 2001-06 Original RP was adopted in 2011; not due for review. 2011 - - Western ground parrot Pezoporus wallicus flaviventris 2009 only Is included in the RP for South Coast Birds which was adopted in 2014. - - - *The Minister may adopt a recovery plan made by a state or territory provided that it meets the requirements for adoption under the EPBC Act | 0.537014 | [
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Copyright Law Sturm College of Law Rm. 270 Spring 2016 The casebook for this course is Julie Cohen, Copyright in a Global Information et al., Economy (Wolters Kluwer, 4th ed. 2015), herein referenced as et al.”. “Cohen, You will find additional resource material, such as treaty and statutory texts, as well as full-text versions of the cases excerpted in the casebook, at the authors’ website: . You are strongly encouraged to visit this site to access the complementary materials there. Jan. 15 Introduction, Theory & History Please have read: Cohen, et al., pp 3-35. (Optional pp. 35-46) – Please come to class with a copy of a completed copyright registration application that you have submitted to the U.S. Copyright Office for a work of your own authorship. Instructions for submitting a copyright application, as well as the portal for an online submission of your application, are at . Jan. 22 Copyrightable Subject Matter Please have read: Cohen, et al., pp. 49-109. (Optional pp. 110-35) – Jan. 29 Authorship Please have read: Cohen, et al., pp. 137-74. Please be prepared to offer a recommendation (in class) either for or against a writ of to the Ninth Circuit in connection with certiorari Garcia 786 F.3d 733 (9th Cir. 2015). v. Google, Inc., Feb. 5 Useful Articles Please have read: Cohen, et al., pp. 177-239. Please be prepared to offer a recommendation (in class) either for or against a writ of to the Sixth Circuit in connection with certiorari Varsity 799 F.3d 468 (6th Cir. 2015). Brands, Inc. v. Star Athletica, LLC, Feb. 12 Reproduction and Derivative Works Rights Please have read: Cohen, et al., pp. 247-342. Please be prepared to offer a recommendation (in class) either for or against a writ of to the Ninth Circuit in connection with certiorari DC 802 F.3d 1012 (9th Cir. 2015). Comics v. Towle, Feb. 19 Distribution, Performance and Display Rights Please have read: Cohen, et al., pp. 345-403. | Copyright Law Sturm College of Law Rm. 270 Spring 2016 The casebook for this course is Julie Cohen, et al., Copyright in a Global Information Economy (Wolters Kluwer, 4th ed. 2015), herein referenced as “Cohen, et al.”. You will find additional resource material, such as treaty and statutory texts, as well as full-text versions of the cases excerpted in the casebook, at the authors’ website: . You are strongly encouraged to visit this site to access the complementary materials there. Jan. 15 Introduction, Theory & History Please have read: Cohen, et al., pp 3-35. (Optional – pp. 35-46) Please come to class with a copy of a completed copyright registration application that you have submitted to the U.S. Copyright Office for a work of your own authorship. Instructions for submitting a copyright application, as well as the portal for an online submission of your application, are at . Jan. 22 Copyrightable Subject Matter Please have read: Cohen, et al., pp. 49-109. (Optional – pp. 110-35) Jan. 29 Authorship Please have read: Cohen, et al., pp. 137-74. Please be prepared to offer a recommendation (in class) either for or against a writ of certiorari to the Ninth Circuit in connection with Garcia v. Google, Inc., 786 F.3d 733 (9th Cir. 2015). Feb. 5 Useful Articles Please have read: Cohen, et al., pp. 177-239. Please be prepared to offer a recommendation (in class) either for or against a writ of certiorari to the Sixth Circuit in connection with Varsity Brands, Inc. v. Star Athletica, LLC, 799 F.3d 468 (6th Cir. 2015). Feb. 12 Reproduction and Derivative Works Rights Please have read: Cohen, et al., pp. 247-342. Please be prepared to offer a recommendation (in class) either for or against a writ of certiorari to the Ninth Circuit in connection with DC Comics v. Towle, 802 F.3d 1012 (9th Cir. 2015). Feb. 19 Distribution, Performance and Display Rights Please have read: Cohen, et al., pp. 345-403. | 0.880358 | [
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BENDING FREQUENCIES OF BEAMS, RODS, AND PIPES Revision P By Tom Irvine Email: tomirvine@aol.com April 19, 2011 Introduction The fundamental frequencies for typical beam configurations are given in Table 1. Higher frequencies are given for selected configurations. Table 1. Fundamental Bending Frequencies Configuration Frequency (Hz) f1 = Cantilever f2 = 6.268 f1 f3 = 17.456 f1 Cantilever with f1 = End Mass m Simply-Supported at both Ends fn = , n=1, 2, 3, …. (Pinned-Pinned) f1 = Free-Free f2 = 2.757 f1 f3 = 5.404 f1 Fixed-Fixed Same as Free-Free Fixed - Pinned f1 = where E is the modulus of elasticity I is the area moment of inertia L is the length | BENDING FREQUENCIES OF BEAMS, RODS, AND PIPES Revision P By Tom Irvine Email: tomirvine@aol.com April 19, 2011 Introduction The fundamental frequencies for typical beam configurations are given in Table 1. Higher frequencies are given for selected configurations. Table 1. Fundamental Bending Frequencies Configuration Frequency (Hz) Cantilever f1 = f2 = 6.268 f1 f3 = 17.456 f1 Cantilever with End Mass m f1 = Simply-Supported at both Ends (Pinned-Pinned) fn = , n=1, 2, 3, …. Free-Free f1 = f2 = 2.757 f1 f3 = 5.404 f1 Fixed-Fixed Same as Free-Free Fixed - Pinned f1 = where E is the modulus of elasticity I is the area moment of inertia L is the length | 0.874316 | [
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Appendix 7: Project Paper Budget An Activity Budget for Project Core Activities Items/ Participants Cost (Kshs.) Consolidation of Literature Library search, Traveling 3,500 expenses and internet bundles Designing and Developing Typing and photocopying of 2,000 Research Instruments Research instruments Finalizing of Research 159 Questionnaires 4,500 Instruments (Typing and Photocopying) Data Collection Travel, Accommodation and 8,200 Research Assistants Data Processing, analysis and Printing and Photocopying of the 25,500 report writing Final Document, the Researcher and the Research Assistant allowances Purchases Camera and accessories 11,000 Emergencies and Other Expenses 5,000 that had Come 59, 700 Source: Researcher | Appendix 7: Project Paper Budget An Activity Budget for Project Core Activities Items/ Participants Cost (Kshs.) Consolidation of Literature Library search, Traveling expenses and internet bundles 3,500 Designing and Developing Research Instruments Typing and photocopying of Research instruments 2,000 Finalizing of Research Instruments (Typing and Photocopying) 159 Questionnaires 4,500 Data Collection Travel, Accommodation and Research Assistants 8,200 Data Processing, analysis and report writing Printing and Photocopying of the Final Document, the Researcher and the Research Assistant allowances 25,500 Purchases Camera and accessories 11,000 Emergencies and Other Expenses that had Come 5,000 59, 700 Source: Researcher | 0.663127 | [
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Linda Hutsonˆ Swati Mehta Carl Jenkins 1st Vice President Sherry John Margie Janus Cathy Kenworthy 2nd Vice President Jeffrey D. Korzenik Cynthia Scholl Sheldon Lavin 3rd Vice President Joseph Learnerˆ Christine Pope Elaine R. Leavenworth Gordon C.C. Liao Treasurer Anthony F. Maggiore Darlene Bobb Amalia Perea Mahoney Secretary Thomas P. Maurerˆ Marcia S. Cohn Nancy Lauter McDougal Committee Chairs Swati Mehtaˆ Gigi Pritzker Puckerˆ Annual Fund Alison P. Ranney Joan Elizabeth A. Raymond Carole Wood Timothy M. Russell Auction Ryan Ruskin Diane Landgren Shaily Sanghvi Cynthia Scholl Roche Schulferˆ Civic Engagement Vincent A.F. Sergi Anu Behari Jill B. Smart Nancy Swan Chuck Smith Education Shelly Stayer Renee Tyree Steve Traxler Lorrayne Weiss Patty VanLammeren J. Randall Whiteˆ Gala Neal S. Zuckerˆ Linda Krivkovich Susan J. Wislow Emeritus Trustees Kathy L. Brock Hospitality Alvin Golin Linda W. Aylesworth Richard Gray Membership Leslie S. Hindman Frances Del Boca H. Michael Kurzman Monica Lee Hughson Eva Losacco Margie Janus Richard L. Pollay Program Carole David Stone Denise Stefan Ginascol Linda B. Toops Dia S. Weil Member-at-Large E. Wynne Andra S. Press Eugene Zeffren Past Presidents Sherry John Past Chairmen in bold Joan E. Clifford Committee Member ˆExecutive Young Sabl *Deceased J. Wislow Hutson GOODMAN THEATRE Women’s Board Prins Officers Sondra A. Healy President Members | Linda Hutsonˆ Carl Jenkins Sherry John Cathy Kenworthy Jeffrey D. Korzenik Sheldon Lavin Joseph Learnerˆ Elaine R. Leavenworth Gordon C.C. Liao Anthony F. Maggiore Amalia Perea Mahoney Thomas P. Maurerˆ Nancy Lauter McDougal Swati Mehtaˆ Gigi Pritzker Puckerˆ Alison P. Ranney Elizabeth A. Raymond Timothy M. Russell Ryan Ruskin Shaily Sanghvi Roche Schulferˆ Vincent A.F. Sergi Jill B. Smart Chuck Smith Shelly Stayer Steve Traxler Patty VanLammeren J. Randall Whiteˆ Neal S. Zuckerˆ Emeritus Trustees Kathy L. Brock Alvin Golin Richard Gray Leslie S. Hindman H. Michael Kurzman Eva Losacco Richard L. Pollay Carole David Stone Linda B. Toops Dia S. Weil E. Wynne Eugene Zeffren Past Chairmen in bold ˆExecutive Committee Member *Deceased GOODMAN THEATRE Women’s Board Officers President Swati Mehta 1st Vice President Margie Janus 2nd Vice President Cynthia Scholl 3rd Vice President Christine Pope Treasurer Darlene Bobb Secretary Marcia S. Cohn Committee Chairs Annual Fund Joan Carole Wood Auction Diane Landgren Cynthia Scholl Civic Engagement Anu Behari Nancy Swan Education Renee Tyree Lorrayne Weiss Gala Linda Krivkovich Susan J. Wislow Hospitality Linda W. Aylesworth Membership Frances Del Boca Monica Lee Hughson Margie Janus Program Denise Stefan Ginascol Member-at-Large Andra S. Press Past Presidents Sherry John Joan E. Clifford Young Sabl J. Wislow Hutson Prins Sondra A. Healy Members | 0.334835 | [
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Robert Anderson and Melissa David Robert and Susan Arthur Felicia Davis Mrs. Batja S. Astrachan James and Carrie Davis Backas and Feingold Nancy Dehmlow Richard and Janice Bail Dave and Tracy Deno John and Sharon Baldwin Maha Halabi Ditsch JoAnn Ballard Robert and Carol Dobis Ballard Dobsch and Kathleen Kumer Ms. Bonnie A. Barber Dr. and Mrs. Bruce Donenberg Tom and Deb Barnstable Donovan Family and Sharon Baskerville Mr. and Mrs. Scott and Paul and Sylvia Bateman Barbara Downing and Jesse Bauer Ray and Mary Beth Ronald Bauer and Michael Spencer Mr. Raymond H. Drymalski William Baumgardt Nneka C. Dudley Mr. and Mrs. James Bay Tim and Elizabeth Dugan Joe Beason and Nick Dorochoff Joan and John Dysart G. Becker Nancy and Edward Eichelberger Pru and Frank Beidler Sitaramesh Emani Lina Bertuzis George* and Sue Emmerick and Charles Bidwell Scott and June Enloe and Henry Bienen Carol W. Evans Nathaniel Blackman III Mary and Bruce Feay Mr. David Blount Thomas and Nancy Fehlner Dr. Felicia R. Bohanon Fay Ferguson Michael and Kate Bradie Ms. Joan Flashner Jacqueline Briggs and Eric Gidal Deborah A. Flattery Robert and Joell Brightfelt Mr. and Mrs. Peter B. Foreman Margaret Scanlan Brown Peter and Megene Forker Michael and Pamela Bruck Jim and Sandy Foster Gertrude S. and Jon Bunge Jerry Freedman and Michael J. and Suzanne C. Elizabeth Sacks Edson and Judy Burton Ms. Beverly Friend Valerie Butler-Newburn Tom and Marcia Fritz Robert and Geneva Calloway Kathleen Frye Catherine Campise Lisa A. Garling Mary Beth and Phil Canfield Susan and Scott Garrett Barbara and Donato Cantalupo Barbara and Chuck Gately Ray Capitanini Patricia Gentry Lynn and Caitlyn Carollo Gerald and Barbara Glickstein Foundation Julius Carter and Edward Gerch Lori and Jerome Cataldo Stephanie Giometti Julie A. Clarkson Samuel and Paula Golden Mr. Steven B. Coker Robert Gordon and JoAnn Shrier Dr. and Mrs. Warwick Coppleson Mr. Eric W. Gossard L. Corrie Grande Family Ms. Rosemary Costello Ms. Cher Grant Jarod C. Couch Dianna M.D. Bruce and Kathie Cox Burt and Patricia Greenberg Maureen and George Crowley Mr. Byron L. Gregory The Cunningham Family and Debbi Griffith | Robert Anderson Robert and Susan Arthur Mrs. Batja S. Astrachan Backas and Feingold Richard and Janice Bail John and Sharon Baldwin JoAnn Ballard Ballard Ms. Bonnie A. Barber Tom and Deb Barnstable and Sharon Baskerville Paul and Sylvia Bateman and Jesse Bauer Ronald Bauer and Michael Spencer William Baumgardt Mr. and Mrs. James Bay Joe Beason and Nick Dorochoff G. Becker Pru and Frank Beidler Lina Bertuzis and Charles Bidwell and Henry Bienen Nathaniel Blackman III Mr. David Blount Dr. Felicia R. Bohanon Michael and Kate Bradie Jacqueline Briggs and Eric Gidal Robert and Joell Brightfelt Margaret Scanlan Brown Michael and Pamela Bruck Gertrude S. and Jon Bunge Michael J. and Suzanne C. Edson and Judy Burton Valerie Butler-Newburn Robert and Geneva Calloway Catherine Campise Mary Beth and Phil Canfield Barbara and Donato Cantalupo Ray Capitanini Lynn and Caitlyn Carollo Julius Carter Lori and Jerome Cataldo Julie A. Clarkson Mr. Steven B. Coker Dr. and Mrs. Warwick Coppleson L. Corrie Ms. Rosemary Costello Jarod C. Couch Bruce and Kathie Cox Maureen and George Crowley The Cunningham Family and Melissa David Felicia Davis James and Carrie Davis Nancy Dehmlow Dave and Tracy Deno Maha Halabi Ditsch Robert and Carol Dobis Dobsch and Kathleen Kumer Dr. and Mrs. Bruce Donenberg Donovan Family Mr. and Mrs. Scott and Barbara Downing Ray and Mary Beth Mr. Raymond H. Drymalski Nneka C. Dudley Tim and Elizabeth Dugan Joan and John Dysart Nancy and Edward Eichelberger Sitaramesh Emani George* and Sue Emmerick Scott and June Enloe Carol W. Evans Mary and Bruce Feay Thomas and Nancy Fehlner Fay Ferguson Ms. Joan Flashner Deborah A. Flattery Mr. and Mrs. Peter B. Foreman Peter and Megene Forker Jim and Sandy Foster Jerry Freedman and Elizabeth Sacks Ms. Beverly Friend Tom and Marcia Fritz Kathleen Frye Lisa A. Garling Susan and Scott Garrett Barbara and Chuck Gately Patricia Gentry Gerald and Barbara Glickstein Foundation and Edward Gerch Stephanie Giometti Samuel and Paula Golden Robert Gordon and JoAnn Shrier Mr. Eric W. Gossard Grande Family Ms. Cher Grant Dianna M.D. Burt and Patricia Greenberg Mr. Byron L. Gregory and Debbi Griffith | 0.504691 | [
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LOWESTOFT WALKING FOR HEALTH JUNE 2015 DATE & MEETING PLACE GENERAL MILES SPECIAL NOTES WALK TIME WALK DETAILS LEADER MON 1st Dorothy Meet at Gorleston Sea front 10.00 WEDS 3rd Ann & Beccles Common Car Park Level Ground 1.5 2.00 Margaret TUES 9TH Field and tracks. Ray Adcock Meet at Beccles Quay at Main car Walk side 10.00 3.3 Care crossing main park. Boat house hill of river road. WEDS 10TH Meet at Sparrows Nest Walk park 1.5 Dorothy 2.00 and promenade MON 15TH Kessingland Beach - park in Beach Walking on Return through the Dorothy 3.3 10.00 car park down White’s Lane shingle beach sand dunes TUES 16TH Oulton Heath park Emma – Roads & 10.00 on Caldecott Road alongside 4.4 Freeman footpaths Oulton Broad WEDS 17TH Waveney river Ann & 2.00 Meet at Beccles Quay Cafe bank towards 1.5 Margaret Geldeston TUES 23rd Emma Ellough park in Sandpit Lane Roads & tracks 4 Cross Ellough Road – 10.00 Freeman WEDS 24th Meet at Gunton woods Walk through 1.5 Dorothy 2.00 the woods TUES 30th Huntingfield Village Hall. Field and road 4 Molly and 10.00 walks. Ray Adcock | LOWESTOFT WALKING FOR HEALTH JUNE 2015 DATE & TIME MEETING PLACE GENERAL WALK DETAILS MILES SPECIAL NOTES WALK LEADER MON 1st 10.00 Meet at Gorleston Sea front Dorothy WEDS 3rd 2.00 Beccles Common Car Park Level Ground 1.5 Ann & Margaret TUES 9TH 10.00 Meet at Beccles Quay at Main car park. Boat house hill Walk side of river 3.3 Field and tracks. Care crossing main road. Ray Adcock WEDS 10TH 2.00 Meet at Sparrows Nest Walk park and promenade 1.5 Dorothy MON 15TH 10.00 Kessingland Beach - park in Beach car park down White’s Lane Walking on shingle beach 3.3 Return through the sand dunes Dorothy TUES 16TH 10.00 Oulton Heath – park on Caldecott Road alongside Oulton Broad Roads & footpaths 4.4 Emma Freeman WEDS 17TH 2.00 Meet at Beccles Quay Cafe Waveney river bank towards Geldeston 1.5 Ann & Margaret TUES 23rd 10.00 Ellough – park in Sandpit Lane Roads & tracks 4 Cross Ellough Road Emma Freeman WEDS 24th 2.00 Meet at Gunton woods Walk through the woods 1.5 Dorothy TUES 30th 10.00 Huntingfield Village Hall. Field and road walks. 4 Molly and Ray Adcock | 0.468799 | [
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2012 #BECC Participant Commentary Enjoyed the conference! Great to meet others who truly care about positive change! via twitter.com Over 800 comments, photos, videos and Attended a session on & in the workplace questions posted from the 2012 yesterday, thought of you! Check out Behavior, Energy and Climate Change Conference on Twitter Between Nov. 11-15, 2012, a post every 3.9 minutes TDMI launches its 2.0 web site at Conference every waking hour of the event! today Still reeling from many fabulous synergies found at TDM launches is 2.0 web site at Conference today the this week! "It's important to provide a range of actions so u can meet people where the are" -Sarah Davis @ overlap with at : recommending & books like Drive, Switch, Nudge, Willpower Instinct for employee Too busy taking detailed notes to tweet from the post-conference EUC workshop, but if anyone wants my notes later, lemme know. Just got back home from conference. Tired but inspired, with dozens of exciting follow-up items. Already can't wait till BECC 2013! Excellent conference! Always leave it feeling optimistic. one idea our carpool likes for next year is a closing activity making a wall collage of next steps resulting Amazing time at ! So many friendly & smart folks - from can't wait to get back home & start putting ideas into action for ! Lucky to have found some buds to ride the rails with as I say farewell to SAC! RT SMUD smart pricing has page w/ recipes . Meeting customers where they are yes! Apply learnings! And maybe come present your findings next year, eh? Aw thank you! And thank you for being here! Unwinding trial an incredible week at Sad to be leaving this has honestly been my most the conference with a glass of wine. And, just favorite conference yet! witnessed the best proposal I've ever seen. In the Oberlin session after another ended early- ": Excellent conference! Always leave it feeling great comprehensive community-level work! optimistic." <-- the best reward :) QT : "Maybe stories are just data with a soul." - awesome! you please post for us in Brené Brown Awesome! the linkedin group? | 2012 #BECC Participant Commentary via twitter.com Over 800 comments, photos, videos and questions posted from the 2012 Behavior, Energy and Climate Change Conference on Twitter Between Nov. 11-15, 2012, a post every 3.9 minutes every waking hour of the event! Still reeling from many fabulous synergies found at the this week! overlap with at : recommending & books like Drive, Switch, Nudge, Willpower Instinct for employee Just got back home from conference. Tired but inspired, with dozens of exciting follow-up items. Already can't wait till BECC 2013! one idea our carpool likes for next year is a closing activity making a wall collage of next steps resulting from Lucky to have found some buds to ride the rails with as I say farewell to SAC! yes! Apply learnings! And maybe come present your findings next year, eh? Unwinding an incredible week at the conference with a glass of wine. And, just witnessed the best proposal I've ever seen. ": Excellent conference! Always leave it feeling optimistic." <-- the best reward :) awesome! you please post for us in the linkedin group? Enjoyed the conference! Great to meet others who truly care about positive change! Attended a session on & in the workplace yesterday, thought of you! Check out TDMI launches its 2.0 web site at Conference today TDM launches is 2.0 web site at Conference today "It's important to provide a range of actions so u can meet people where the are" -Sarah Davis @ Too busy taking detailed notes to tweet from the post-conference EUC workshop, but if anyone wants my notes later, lemme know. Excellent conference! Always leave it feeling optimistic. Amazing time at ! So many friendly & smart folks - can't wait to get back home & start putting ideas into action for ! RT SMUD smart pricing has page w/ recipes . Meeting customers where they are Aw thank you! And thank you for being here! Sad to be leaving this has honestly been my most favorite conference yet! In the Oberlin session after another ended early- great comprehensive community-level work! QT : "Maybe stories are just data with a soul." - Brené Brown Awesome! trial | 0.833006 | [
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Choose the Leadership and Strategy tab; Choose Change Management and you will find a series of articles there which will help you answer the questions below. Think of an example where you have had to recently manage change within the organisation. Identify the change that you managed and your role in managing that change. How did individuals respond to having to change their practice? Did some accept that change was inevitable? Did some resist the change process? If this was the case why do you think people accept or resist change in different ways? Describe how you managed the change, the steps that you took and the people you engaged with. Do you think that engagement with people (sometimes referred to as stakeholders) is important when managing change? Or can change be effectively managed without involving stakeholders? Reflect on how the change process went. Would you have done anything differently next time? When managing change, think about the kind of manager you are. Do you need to deploy different management styles at different times? How effective were you personally during the change process? Do you need to develop further as a Manager in the future and what skills do you think you might need? 3.3 Exercise 2 The Organisation as a Culture – Read the following definition en.wikipedia.org/wiki/Organizational_culture And look at the diagram above. Think about your organisation in cultural terms. How would you describe the practice or organisation in which you work? Is it hierarchical, market oriented, clan oriented or adhocracy oriented? When considering which it is, what makes you reach that conclusion? As a Manager or aspiring Manager within that organisation, what is your role in developing the culture of the organisation? Are there things you would like to change or develop? Is the current culture of the organisation ready to accept and implement change? If it is, describe what aspects of that culture are conducive with managing change. If the organisation currently resists change, what aspects of its culture contribute towards this resistance? If you could create the culture for your organisation what would this “perfect” be and how would you go about it? Reflect on your own performance as a Manager in terms of the contribution you can make in relation to developing the organisation? Are there skills that you need to develop in the future? | Choose the Leadership and Strategy tab; Choose Change Management and you will find a series of articles there which will help you answer the questions below. Think of an example where you have had to recently manage change within the organisation. Identify the change that you managed and your role in managing that change. How did individuals respond to having to change their practice? Did some accept that change was inevitable? Did some resist the change process? If this was the case why do you think people accept or resist change in different ways? Describe how you managed the change, the steps that you took and the people you engaged with. Do you think that engagement with people (sometimes referred to as stakeholders) is important when managing change? Or can change be effectively managed without involving stakeholders? Reflect on how the change process went. Would you have done anything differently next time? When managing change, think about the kind of manager you are. Do you need to deploy different management styles at different times? How effective were you personally during the change process? Do you need to develop further as a Manager in the future and what skills do you think you might need? 3.3 Exercise 2 – The Organisation as a Culture Read the following definition en.wikipedia.org/wiki/Organizational_culture And look at the diagram above. Think about your organisation in cultural terms. How would you describe the practice or organisation in which you work? Is it hierarchical, market oriented, clan oriented or adhocracy oriented? When considering which it is, what makes you reach that conclusion? As a Manager or aspiring Manager within that organisation, what is your role in developing the culture of the organisation? Are there things you would like to change or develop? Is the current culture of the organisation ready to accept and implement change? If it is, describe what aspects of that culture are conducive with managing change. If the organisation currently resists change, what aspects of its culture contribute towards this resistance? If you could create the “perfect” culture for your organisation what would this be and how would you go about it? Reflect on your own performance as a Manager in terms of the contribution you can make in relation to developing the organisation? Are there skills that you need to develop in the future? | 0.980566 | [
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Using video to record work experience enabled pupils to create a record of challenges and successes. They were able to share this with prospective employers, parents, teachers and peers. Embedding digital creativity across the curriculum Pupils became involved in digital creativity activities across the curriculum. This offered new opportunities for pupils to use their imaginations and be inventive. Pupils also became engaged in curriculum areas that they had previously seen as difficult. This included subjects such as Modern Foreign Languages (MFL) and science. Impact on teachers The teachers found pupils’ positive reactions to digital creativity highly motivating and satisfying. It was an exciting contribution to their professional development. teachers used the more accessible aspects of the technology under their own steam, they recognised that a more focused deployment would be possible with the support of further training. Teachers recognised that on occasions, pupils’ skills with the hardware and software rapidly outstripped own. They found productive ways of sharing and celebrating these new talents. Teachers were keenly aware of the particular cognitive, behavioural and social needs of their pupils. They complemented this knowledge with the personalised learning offered by digital technology. School impact and sustainability Schools’ implementation of digital creativity strategies developed through three stages: Initial arousal of interest and engagement with the most readily accessible functionality. Most project schools achieved at least this level of development. Increased technical proficiency, instances of developing pupil expertise, with proactive rather than reactive deployment of the resource. The majority of schools reached this stage of operation. Refined, focused and bespoke targeted intervention. A minority of project schools achieved this stage in some areas, though in the researchers’ view, given time and support, nationally widespread realisation is a realistic objective. | Using video to record work experience enabled pupils to create a record of challenges and successes. They were able to share this with prospective employers, parents, teachers and peers. Embedding digital creativity across the curriculum Pupils became involved in digital creativity activities across the curriculum. This offered new opportunities for pupils to use their imaginations and be inventive. Pupils also became engaged in curriculum areas that they had previously seen as difficult. This included subjects such as Modern Foreign Languages (MFL) and science. Impact on teachers The teachers found pupils’ positive reactions to digital creativity highly motivating and satisfying. It was an exciting contribution to their professional development. teachers used the more accessible aspects of the technology under their own steam, they recognised that a more focused deployment would be possible with the support of further training. Teachers recognised that on occasions, pupils’ skills with the hardware and software rapidly outstripped own. They found productive ways of sharing and celebrating these new talents. Teachers were keenly aware of the particular cognitive, behavioural and social needs of their pupils. They complemented this knowledge with the personalised learning offered by digital technology. School impact and sustainability Schools’ implementation of digital creativity strategies developed through three stages: Initial arousal of interest and engagement with the most readily accessible functionality. Most project schools achieved at least this level of development. Increased technical proficiency, instances of developing pupil expertise, with proactive rather than reactive deployment of the resource. The majority of schools reached this stage of operation. Refined, focused and bespoke targeted intervention. A minority of project schools achieved this stage in some areas, though in the researchers’ view, given time and support, nationally widespread realisation is a realistic objective. | 1 | [
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NB: To facilitate comparison between primary and secondary schools, the performance scores were standardised. Standardised -3.196 Better than average school average points performance (average GCSE points) is associated with decreased (secondary) perceived personalisation. NB: To facilitate comparison between primary and secondary schools, the performance scores were standardised. ICT Random The influence between ICT effectiveness (level 1 effectiveness on personalisation is covariance negatively correlated with the level of with personalisation of the learner. They constant) are more pronounced for teachers with low perceived personalisation scores. | NB: To facilitate comparison between primary and secondary schools, the performance scores were standardised. Standardised average points (secondary) -3.196 Better than average school performance (average GCSE points) is associated with decreased perceived personalisation. NB: To facilitate comparison between primary and secondary schools, the performance scores were standardised. ICT effectiveness Random (level 1 covariance with constant) The influence between ICT effectiveness on personalisation is negatively correlated with the level of personalisation of the learner. They are more pronounced for teachers with low perceived personalisation scores. | 0.762188 | [
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Somekh, B, Mavers, D and Lewin, C (2003), Using ICT to Enhance Home School Links: an Evaluation of Current Practice in England, DfES, Becta. Stern, J (2003), Involving Parents, Continuum. Sure Start (2007) Parents as Partners in Early Learning (PPEL) Project: Parental Involvement: A Snapshot of Policy and Practice PPEL Project Phase 1 Report, London Sure Start. Tett, L (2001), 'Parents as Problems or Parents as People? Parental Involvement Programmes, Schools and Adult Educators', International Journal of Lifelong Education 20(3), 88-198. Tomlinson, S (1991), Teachers and Parents: Home-School Partnerships, Institute for Public Policy Research (IPPR). UNESCO (2005), 'European Regional Meeting on Literacy Held in Lyon, April 2005', UIE Nexus Electronic Newsletter Hamburg 5 (2). Vincent, C (1996), Falmer Press. Parents and Teachers: Power and Participation, Vincent, C (2002), 'Parental Involvement and Voice in Inclusive Schooling', in Campbell, C (ed) Developing Inclusive Schooling: Perspectives, Policies and Practices, Institute of Education. Vincent, C, and Martin, J (2000) 'School-Based Parents’ Groups: A Politics of Voice and Representation', Journal of Educational Policy 15(5), 459-480. Williams, B, Williams, J and Ullman, A (2002), Parental Involvement in Education', DfES. Willis, P (1977), Learning to Labour: Why Working-Class Kids Get Working-Class Jobs, Saxon House. | Somekh, B, Mavers, D and Lewin, C (2003), Using ICT to Enhance Home School Links: an Evaluation of Current Practice in England, DfES, Becta. Stern, J (2003), Involving Parents, Continuum. Sure Start (2007) Parents as Partners in Early Learning (PPEL) Project: Parental Involvement: A Snapshot of Policy and Practice PPEL Project Phase 1 Report, London Sure Start. Tett, L (2001), 'Parents as Problems or Parents as People? Parental Involvement Programmes, Schools and Adult Educators', International Journal of Lifelong Education 20(3), 88-198. Tomlinson, S (1991), Teachers and Parents: Home-School Partnerships, Institute for Public Policy Research (IPPR). UNESCO (2005), 'European Regional Meeting on Literacy Held in Lyon, April 2005', UIE Nexus Electronic Newsletter Hamburg 5 (2). Vincent, C (1996), Parents and Teachers: Power and Participation, Falmer Press. Vincent, C (2002), 'Parental Involvement and Voice in Inclusive Schooling', in Campbell, C (ed) Developing Inclusive Schooling: Perspectives, Policies and Practices, Institute of Education. Vincent, C, and Martin, J (2000) 'School-Based Parents’ Groups: A Politics of Voice and Representation', Journal of Educational Policy 15(5), 459-480. Williams, B, Williams, J and Ullman, A (2002), Parental Involvement in Education', DfES. Willis, P (1977), Learning to Labour: Why Working-Class Kids Get Working-Class Jobs, Saxon House. | 0.978047 | [
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Constitutional Law Charter of Rights Right to security of person — — — Freedom of expression Criminal law Prostitution Common bawdyhouse — — — — Living on avails of prostitution — Communicating in public for purposes of prostitution Prostitutes challenging constitutionality of prohibitions on — bawdyhouses, living on avails of prostitution and communicating in public for purposes of prostitution under Criminal Code Prostitutes alleging impugned — provisions violate s. 7 security of the person rights by preventing implementation of safety measures that could protect them from violent clients Prostitutes also — alleging prohibition on communicating in public for purposes of prostitution infringes freedom of expression guarantee Canadian Charter of Rights and Freedoms, ss. 1, — 2(b), 7 Criminal Code, R.S.C. 1985, c. C46, ss. 197(1), 210, 212(1)(j), 213(1)(c). — Courts Decisions Stare decisis Standard of review Prostitutes — — — — challenging constitutionality of prohibitions on bawdyhouses, living on avails of prostitution and communicating in public for purposes of prostitution under Criminal Code Under what circumstances application judge could revisit conclusions of — Supreme Court of Canada in Prostitution Reference which upheld bawdyhouse and communicating prohibitions Degree of deference owed to application judge’s — findings on social and legislative facts. B, L and S, current or former prostitutes, brought an application seeking declarations that three provisions of the R.S.C. 1985, c. C46, which Criminal Code, | Constitutional Law — Charter of Rights — Right to security of person — Freedom of expression — Criminal law — Prostitution — Common bawdyhouse — Living on avails of prostitution — Communicating in public for purposes of prostitution — Prostitutes challenging constitutionality of prohibitions on bawdyhouses, living on avails of prostitution and communicating in public for purposes of prostitution under Criminal Code — Prostitutes alleging impugned provisions violate s. 7 security of the person rights by preventing implementation of safety measures that could protect them from violent clients — Prostitutes also alleging prohibition on communicating in public for purposes of prostitution infringes freedom of expression guarantee — Canadian Charter of Rights and Freedoms, ss. 1, 2(b), 7 — Criminal Code, R.S.C. 1985, c. C46, ss. 197(1), 210, 212(1)(j), 213(1)(c). Courts — Decisions — Stare decisis — Standard of review — Prostitutes challenging constitutionality of prohibitions on bawdyhouses, living on avails of prostitution and communicating in public for purposes of prostitution under Criminal Code — Under what circumstances application judge could revisit conclusions of Supreme Court of Canada in Prostitution Reference which upheld bawdyhouse and communicating prohibitions — Degree of deference owed to application judge’s findings on social and legislative facts. B, L and S, current or former prostitutes, brought an application seeking declarations that three provisions of the Criminal Code, R.S.C. 1985, c. C46, which | 0.772211 | [
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Certainty in the law requires that courts follow and apply authoritative precedents. Indeed, this is the foundational principle upon which the common law relies. The of when, if ever, such precedents may be departed from takes two forms. The first question is when, if ever, a lower court may depart “vertical” from a precedent established by a higher court. The second question is “horizontal” when a court such as the Supreme Court of Canada may depart from its own precedents. In this case, the precedent in question is the Supreme Court of Canada’s 1990 advisory opinion in the which upheld the Prostitution Reference, constitutionality of the prohibitions on bawdy-houses and communicating two of — the three provisions challenged in this case. The questions in that case were whether the laws infringed s. 7 or s. 2(b) of the and, if so, whether the limit was Charter, justified under s. 1. The Court concluded that neither of the impugned laws were inconsistent with s. 7, and that although the communicating law infringed s. 2(b), it was a justifiable limit under s. 1 of the While reference opinions may not be Charter. legally binding, in practice they have been followed (G. Rubin, Nature, Use and “The Effect of Reference Cases in Canadian Constitutional Law” (1960), 6 McGill L.J. 168, at p. 175). The application judge in this case held that she could revisit those conclusions because: the legal issues under s. 7 were different, in light of the | Certainty in the law requires that courts follow and apply authoritative precedents. Indeed, this is the foundational principle upon which the common law relies. The of when, if ever, such precedents may be departed from takes two forms. The first “vertical” question is when, if ever, a lower court may depart from a precedent established by a higher court. The second “horizontal” question is when a court such as the Supreme Court of Canada may depart from its own precedents. In this case, the precedent in question is the Supreme Court of Canada’s 1990 advisory opinion in the Prostitution Reference, which upheld the constitutionality of the prohibitions on bawdy-houses and communicating — two of the three provisions challenged in this case. The questions in that case were whether the laws infringed s. 7 or s. 2(b) of the Charter, and, if so, whether the limit was justified under s. 1. The Court concluded that neither of the impugned laws were inconsistent with s. 7, and that although the communicating law infringed s. 2(b), it was a justifiable limit under s. 1 of the Charter. While reference opinions may not be legally binding, in practice they have been followed (G. Rubin, “The Nature, Use and Effect of Reference Cases in Canadian Constitutional Law” (1960), 6 McGill L.J. 168, at p. 175). The application judge in this case held that she could revisit those conclusions because: the legal issues under s. 7 were different, in light of the | 0.891354 | [
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Document 7.09C revised 11/2015 Section: Medical and Health Services Chapter: Subject: Investigation of Sexual Harassment Policy: The Beaver County Jail upon receiving notification of a sexual harassment whether of an inmate, staff member, contractor or visitor; occurring in the facility shall conduct a PREA Investigation. Procedure: Upon receiving an allegation of sexual harassment the Facility’s PREA Investigators will an administrative investigation. The evidentiary standard for all sexual harassment investigations is a preponderance of the evidence. Interviews will be conducted of the alleged victim, suspected perpetuator and any witnesses. A review will be conducted (if applicable) of any prior complaints against the suspected perpetuator, as well as the victim. The creditability of the information received will be assessed on the bases of the Case and not on the status of the victim or alleged perpetuator. If during the Course of the investigation it is determined that the harassment is Criminal instead of Administrative the Investigation will cease and the County Detective PREA Investigation Unit will be notified immediately and given all information that had been collected. Reports made anonymously or by a third party, will be shown to the alleged victim. If the victim chooses not to have the case pursued, they will put the refusal into writing. Information received from another Facility regarding a transferred Inmate that claims they were sexually abused, harassed or assaulted will be investigated immediately. Inmates transferred to this Facility reporting a sexual assault, abuse or harassment occurring prior to arriving at this Facility, contact will be made with the Overseer of that Facility immediately. All information received will be documented and a copy faxed or mail to the Facility Overseer . Any documentation collected will be kept on file for five (5) years after the release, resignation or retirement of an alleged victim and perpetrator. | Document 7.09C revised 11/2015 Section: Medical and Health Services Chapter: Subject: Investigation of Sexual Harassment Policy: The Beaver County Jail upon receiving notification of a sexual harassment whether of an inmate, staff member, contractor or visitor; occurring in the facility shall conduct a PREA Investigation. Procedure: Upon receiving an allegation of sexual harassment the Facility’s PREA Investigators will an administrative investigation. The evidentiary standard for all sexual harassment investigations is a preponderance of the evidence. Interviews will be conducted of the alleged victim, suspected perpetuator and any witnesses. A review will be conducted (if applicable) of any prior complaints against the suspected perpetuator, as well as the victim. The creditability of the information received will be assessed on the bases of the Case and not on the status of the victim or alleged perpetuator. If during the Course of the investigation it is determined that the harassment is Criminal instead of Administrative the Investigation will cease and the County Detective PREA Investigation Unit will be notified immediately and given all information that had been collected. Reports made anonymously or by a third party, will be shown to the alleged victim. If the victim chooses not to have the case pursued, they will put the refusal into writing. Information received from another Facility regarding a transferred Inmate that claims they were sexually abused, harassed or assaulted will be investigated immediately. Inmates transferred to this Facility reporting a sexual assault, abuse or harassment occurring prior to arriving at this Facility, contact will be made with the Overseer of that Facility immediately. All information received will be documented and a copy faxed or mail to the Facility Overseer . Any documentation collected will be kept on file for five (5) years after the release, resignation or retirement of an alleged victim and perpetrator. | 1 | [
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PREA #18-005: 4/12/18 (1 MALE INMATE ACCUSED 1 MALE OFFICER OF SEXUAL HARASSMENT UNFOUNDED – PREA #18-006: 4/23/18 (1 FEMALE OFFICER ACCUSED 1 MALE INMATE OF SEXUAL HARASSMENT UNFOUNDED – PREA #18-007: 4/26/18 (1 FEMALE INMATE ACCUSED 1 MALE INMATE OF SEXUAL ABUSE SUBSTANTIATED – PREA #18-008: 5/30/18 (1 FEMALE INMATE & 1 MALE NURSE SEXUAL – MISCONDUCT) SUBSTANTIATED – PREA #18-009: 6/4/18 (1 MALE INMATE ACCUSED 1 MALE INMATE – SEXUAL ASSAULT) SUBSTANTIATED - UNDER INVESTIGATION (B.C.D.) – PREA #18-010: 6/13/18 (1 MALE INMATE ACCUSED 1 MALE OFFICER – SEXUAL HARASSMENT) UNFOUNDED – PREA #18-011: 6/26/18 (1 MALE INMATE ACCUSED 1 FEMALE OFFICER – SEXUAL HARASSMENT) UNFOUNDED – PREA #18-012: 6/27/18 (1 MALE INMATE ACCUSED 1 MALE INMATE – SEXUAL HARASSMENT) UNSUBSTANTIATED – PREA #18-013: 7/18/18 (1 FEMALE OFFICER ACCUSED 1 MALE INMATE – SEXUAL HARASSMENT) UNSUBSTANTIATED – PREA #18-014: 7/18/18 (1 MALE INMATE ACCUSED 2 MALE INMATES – SEXUAL UNSUBSTANTIATED – PREA #18-015: 7/20/18 (1 FEMALE INMATE ACCUSED 1 MALE OFFICER – SEXUAL ABUSE) UNSUBSTANTIATED – | PREA #18-005: 4/12/18 (1 MALE INMATE ACCUSED 1 MALE OFFICER OF SEXUAL HARASSMENT – UNFOUNDED PREA #18-006: 4/23/18 (1 FEMALE OFFICER ACCUSED 1 MALE INMATE OF SEXUAL HARASSMENT – UNFOUNDED PREA #18-007: 4/26/18 (1 FEMALE INMATE ACCUSED 1 MALE INMATE OF SEXUAL ABUSE – SUBSTANTIATED PREA #18-008: 5/30/18 (1 FEMALE INMATE & 1 MALE NURSE – SEXUAL MISCONDUCT) – SUBSTANTIATED PREA #18-009: 6/4/18 (1 MALE INMATE ACCUSED 1 MALE INMATE – SEXUAL ASSAULT) – SUBSTANTIATED - UNDER INVESTIGATION (B.C.D.) PREA #18-010: 6/13/18 (1 MALE INMATE ACCUSED 1 MALE OFFICER – SEXUAL HARASSMENT) – UNFOUNDED PREA #18-011: 6/26/18 (1 MALE INMATE ACCUSED 1 FEMALE OFFICER – SEXUAL HARASSMENT) – UNFOUNDED PREA #18-012: 6/27/18 (1 MALE INMATE ACCUSED 1 MALE INMATE – SEXUAL HARASSMENT) – UNSUBSTANTIATED PREA #18-013: 7/18/18 (1 FEMALE OFFICER ACCUSED 1 MALE INMATE – SEXUAL HARASSMENT) – UNSUBSTANTIATED PREA #18-014: 7/18/18 (1 MALE INMATE ACCUSED 2 MALE INMATES – SEXUAL – UNSUBSTANTIATED PREA #18-015: 7/20/18 (1 FEMALE INMATE ACCUSED 1 MALE OFFICER – SEXUAL ABUSE) – UNSUBSTANTIATED | 0.783496 | [
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defence applies where the statement has been made (a) in the discharge of a legal, social or moral duty to persons having a reciprocal duty or interest to receive it, and (b) in the protection or furtherance of an interest to a person who has a common or corresponding duty or interest to receive it, and the statement was relevant to the matter under discussion on that occasion. These grounds, founded upon public policy, are for that reason not limited and may be extended whenever the dictates of public and legal policy so require, the boundaries of which fall to be See also Alexis determined by applying the general criterion of reasonableness.’ v Pieter Hendrick Fischer and Rauha Amwele v AlinaNdeyapo [32] The learned authors Neethling et al (op cit) state that this defence is divided into two, namely absolute privilege and qualified privilege. The former, the learned authors posit, applies in circumstances where the privilege is arrogated by statute, for instance to members of cabinet and Members of Parliament who have absolute privilege in respect of defamatory matter uttered in Parliament or in any of the committees on Parliament. The other is relative or qualified privilege and it includes the one raised by the 1st defendant i.e.in discharge of a duty or the furtherance of an interest. [33] Crucially, the learned authors say the following which may be considered in addition to the enlightening treatise by Schimming-Chase AJ: in the opinion of the reasonable man, was there a duty or interest both to ‘Hence, communicate and to be informed of the defamatory words or behaviour? Obviously the application of this criterion depends on the facts of each particular case. Nevertheless, the following factors can play a role here: the existence of a between the particular relationship parties; the fact that the information was provided confidentially on request to someone with a legitimate interest therein; and the evident seriousness, importance and urgency of the issue in respect of which the defamatory charge was made. If it is proved that both parties had a corresponding duty or interest (that is, that a privileged occasion existed), then the defendant must further prove that he acted within the scope of the privilege. To do this he must prove that | defence applies where the statement has been made (a) in the discharge of a legal, social or moral duty to persons having a reciprocal duty or interest to receive it, and (b) in the protection or furtherance of an interest to a person who has a common or corresponding duty or interest to receive it, and the statement was relevant to the matter under discussion on that occasion. These grounds, founded upon public policy, are for that reason not limited and may be extended whenever the dictates of public and legal policy so require, the boundaries of which fall to be determined by applying the general criterion of reasonableness.’ See also Alexis v Pieter Hendrick Fischer and Rauha Amwele v AlinaNdeyapo [32] The learned authors Neethling et al (op cit) state that this defence is divided into two, namely absolute privilege and qualified privilege. The former, the learned authors posit, applies in circumstances where the privilege is arrogated by statute, for instance to members of cabinet and Members of Parliament who have absolute privilege in respect of defamatory matter uttered in Parliament or in any of the committees on Parliament. The other is relative or qualified privilege and it includes the one raised by the 1st defendant i.e.in discharge of a duty or the furtherance of an interest. [33] Crucially, the learned authors say the following which may be considered in addition to the enlightening treatise by Schimming-Chase AJ: ‘Hence, in the opinion of the reasonable man, was there a duty or interest both to communicate and to be informed of the defamatory words or behaviour? Obviously the application of this criterion depends on the facts of each particular case. Nevertheless, the following factors can play a role here: the existence of a particular relationship between the parties; the fact that the information was provided confidentially on request to someone with a legitimate interest therein; and the evident seriousness, importance and urgency of the issue in respect of which the defamatory charge was made. If it is proved that both parties had a corresponding duty or interest (that is, that a privileged occasion existed), then the defendant must further prove that he acted within the scope of the privilege. To do this he must prove that | 0.966944 | [
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being reshaped prior to delivery from April 2016. 4. Quality of treatment and care when in crisis No. RAG Action Timescale Led By UPDATE NOV 2015 Outcomes Review police use of places of safety under the Mental Health Act 1983 and results of local monitoring Refer to no.15 See Point 15. Service User/Patient safety and safeguarding National standards and 18. local To review the September 2015 ELFT Diane When restraint has to be used it is done – Hull current processes so according to protocol and staff are guidance has been Luton Chair – and restrain fully trained in undertaking restraint reviewed across all inpatient Safeguarding procedure in Board procedures. units and recommendations place across the BBC and CBC chair and training being whole system To review local and national safeguarding and implement implemented. Local lessons board safeguarding arrangements and the and “Positive learnt and processes in place and to ensure that Proactive Care” recommendations from any lessons learnt and guidance. local safeguarding boards recommendations from reviews are are ongoing. To Review Local implemented locally and monitored and National through Safeguarding Boards. Safeguarding Arrangements. 5. Recovery and staying well / preventing future crisis No. RAG Action Timescale Led By UPDATE NOVEMBER 2015 Outcomes Joint planning for prevention of crises | being reshaped prior to delivery from April 2016. 4. Quality of treatment and care when in crisis No. RAG Action Timescale Led By UPDATE NOV 2015 Outcomes Review police use of places of safety under the Mental Health Act 1983 and results of local monitoring Refer to no.15 See Point 15. Service User/Patient safety and safeguarding 18. local To review the current processes and restrain procedure in place across the whole system and implement the “Positive and Proactive Care” guidance. To Review Local and National Safeguarding Arrangements. September 2015 ELFT – Diane Hull Luton – Chair Safeguarding Board BBC and CBC chair safeguarding board National standards and guidance has been reviewed across all inpatient units and recommendations and training being implemented. Local lessons learnt and recommendations from local safeguarding boards are ongoing. When restraint has to be used it is done so according to protocol and staff are fully trained in undertaking restraint procedures. To review local and national safeguarding arrangements and processes in place and to ensure that any lessons learnt and recommendations from reviews are implemented locally and monitored through Safeguarding Boards. 5. Recovery and staying well / preventing future crisis No. RAG Action Timescale Led By UPDATE NOVEMBER 2015 Outcomes Joint planning for prevention of crises | 0.694983 | [
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A CHILD/ SMALLER ADULT is CHILD OR SMALLER ADULT Bedrail and end panels Bedrail” and end panels “Protection a person who has a Height < 146 cm AND as per Nordic Bedrail (side rail) is defined as Protection bedrail (side rail) is defined Definitions: Weight < 40 kg AND Requirement Specification away or removable rail as a rail used to prevent a “Fold “Side Adjustable beds for disabled intended to prevent the disabled disabled child from getting out of bed”. BMI < 17 children - requirements and from falling out of bed.” test methods ver. 19.06.01. Bedrail height Bedrail height must be Protective bedrail height must be (top of bedrail from 220mm and from 650mm above the uncompressed ≥ ≤650mm ≥ uncompressed mattress) uncompressed mattress mattress Funding of these bedrails YES NO currently supported by SWEP for children? Funding of beds for children requiring side rails” as per “protection this definition is NOT CURRENTLY SUPPORTED BY SWEP DUE TO DHHS RESTRICTIVE PRACTICE GUIDELINES An ADULT is a person who Bedrail and bed head/ends ADULT has a Height 146 cm AND ≥ Definition as per IEC 60601-2-52:2009 AMD1:2015 in clause 201.3.219 Weight 40 kg AND ≥ BMI > 17 Bedrail heights above an >220mm (IEC standards) and 400mm (SWEP recommended maximum) ≤ uncompressed mattress This maximum is based on gathering of clinical evidence related to beds most commonly used in Victoria and previously provided by SWEP. Funding of these bedrails YES currently supported by SWEP for adults? Table 4: Defining and adult and how to calculate BMI The IEC 60601-2-52:2009/Amendment 1:2015 Refers to an adult as per diagram below. Persons outside of these dimensions refer to above-mentioned Nordic Guidelines for reference. SWEP considers paediatric beds and mattresses should be available to clients who would not be considered an adult under the below definition. Refer to Bariatric guidelines when over 35 BMI (). | A CHILD/ SMALLER ADULT is a person who has a Height < 146 cm AND Weight < 40 kg AND BMI < 17 CHILD OR SMALLER ADULT Bedrail and end panels “Protection Bedrail” and end panels Definitions: as per Nordic Requirement Specification Adjustable beds for disabled children - requirements and test methods ver. 19.06.01. Bedrail (side rail) is defined as “Fold away or removable rail intended to prevent the disabled from falling out of bed.” Protection bedrail (side rail) is defined as a “Side rail used to prevent a disabled child from getting out of bed”. Bedrail height (top of bedrail from uncompressed mattress) Bedrail height must be ≥ 220mm and ≤650mm from uncompressed mattress Protective bedrail height must be ≥ 650mm above the uncompressed mattress Funding of these bedrails currently supported by SWEP for children? YES NO Funding of beds for children requiring “protection side rails” as per this definition is NOT CURRENTLY SUPPORTED BY SWEP DUE TO DHHS RESTRICTIVE PRACTICE GUIDELINES An ADULT is a person who has a Height ≥ 146 cm AND Weight ≥ 40 kg AND BMI > 17 ADULT Bedrail and bed head/ends Definition as per IEC 60601-2-52:2009 AMD1:2015 in clause 201.3.219 Bedrail heights above an uncompressed mattress >220mm (IEC standards) and ≤ 400mm (SWEP recommended maximum) This maximum is based on gathering of clinical evidence related to beds most commonly used in Victoria and previously provided by SWEP. Funding of these bedrails currently supported by SWEP for adults? YES Table 4: Defining and adult and how to calculate BMI The IEC 60601-2-52:2009/Amendment 1:2015 Refers to an adult as per diagram below. Persons outside of these dimensions refer to above-mentioned Nordic Guidelines for reference. SWEP considers paediatric beds and mattresses should be available to clients who would not be considered an adult under the below definition. Refer to Bariatric guidelines when over 35 BMI (). | 0.737355 | [
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C I don't care if your dog has fleas G F A newb or a pro or in-between Give an "F" to the folks who don't F understand All you need are these four strings C G7 C See, you're playing with the band Now you're really ready to swing G Gee, I could just play all day chorus G7 C F 'Til seven, and I'm on my way Ukulele boogie C It's the ukulele boogie G C The ukulele boogie is about to That boogie will not let you down begin G G7 C Soon you'll be doing it all over town Grab a uke, you can join on in F | C I don't care if your dog has fleas G A newb or a pro or in-between F All you need are these four strings G7 C Now you're really ready to swing chorus F Ukulele boogie C It's the ukulele boogie G The ukulele boogie is about to begin G7 C Grab a uke, you can join on in F Give an "F" to the folks who don't understand C See, you're playing with the band G Gee, I could just play all day G7 C 'Til seven, and I'm on my way C That boogie will not let you down G Soon you'll be doing it all over town F | 0.728 | [
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6/1 list next 10: Week 13 (with/yes/first/after/again/an/any/ as/ask/by/could) Consonant digraphs –ch words Consonant blends: bl / br / ch words (initial sounds) Dolch list next 10: (every/fly/from/give/going/had/ has/her/him/his) Week 14 Consonant digraphs –ch continued words Consonant blends: cl/cr/dr words Dolch list next 10 TESTING / ASSESSMENT OF KEY LANGUAGE FROM PREVIOUS (how/just/know/let/live/may/of/old/ LESSONS once/open) Consonant Digraphs –ck Week words 15 Consonant blends fl/fr/gl – words Dolch list next 10 Week | 6/1 Week 13 list next 10: (with/yes/first/after/again/an/any/ as/ask/by/could) Consonant digraphs –ch words Consonant blends: bl / br / ch words (initial sounds) Week 14 Dolch list next 10: (every/fly/from/give/going/had/ has/her/him/his) Consonant digraphs –ch words continued Consonant blends: cl/cr/dr words Week 15 Dolch list next 10 (how/just/know/let/live/may/of/old/ once/open) Consonant Digraphs –ck words Consonant blends – fl/fr/gl words TESTING / ASSESSMENT OF KEY LANGUAGE FROM PREVIOUS LESSONS Week Dolch list next 10 | 0.597064 | [
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BEGINNING TEACHER SUPPORT PROGRAM CALENDAR OF EVENTS 2015-2016 DATE MEETING TIME LOCATION TARGET AUDIENCE Wednesday, Year-Round HR Day/BT 8:00-3:00 PM PDC: Rm. 203/204/205 Beginning Teachers July 15, 2015 Support Orientation Traditional Schools HR Monday, August 10, 2015 8:00-3:00 PM CATA Auditorium Beginning Teachers Day/BT Support Orientation Tuesday, Orientation for New 4:00-5:30 PM PDC Rm. 203/204 New Mentors for Beginning Teachers September 15, 2015 Mentors Support Session for Monday, Elementary School 4:00-5:15 PM PDC Rm. 220 Elementary School Beginning Teachers September 21, 2015 Beginning Teachers Support Session for Middle Thursday, September 24, and High School Beginning 4:00-5:15 PM PDC Rm. 220 Middle and High School Beginning Teachers 2015 Teachers Make-Up Support Session Beginning Teachers who did not attend Tuesday, 4:00-5:15 PM PDC Rm. 206/207 December 15, 2015 for Beginning Teachers previous sessions NCEES Professional Self-Paced New Mentors and Mentors who have not taken Online/Virtual/ NCEES Development Course Title: Completion Date the new Mentor Training that is aligned with Professional Mentor Training Online 21st Century Mentoring: by January 31, the new Mentor Standards and the NC Development Self-Paced 2016 Professional Teaching Standards Tuesday, October 20, 10-21-15 PDC-Rm. 206/207 2015 Beginning Tuesday, December 1, 12-1-15 PDC-Rm. Support 4:00-5:15 PM 203/204 BT-Mentor Support Facilitators 2015 Facilitator Meetings Tuesday, February 9, 2-9-16 PDC-Rm. *For Facilitators Only 2016 203/204 Tuesday, 19, 2016 4-19-16 PDC-Rm. 220 Monday, May 16, 2016 Parkwood, Monroe, Forest Clusters Tuesday, May 17, BT2 Interim Marvin Ridge, Weddington, Cuthbertson PDC Rm. 206/207 2016 Requirements Paperwork 3:00-5:00 PM Clusters All 3 days Porter Ridge, Sun Valley, Piedmont Wednesday, May 18, Submissions Clusters 2016 | BEGINNING TEACHER SUPPORT PROGRAM CALENDAR OF EVENTS 2015-2016 DATE MEETING TIME LOCATION TARGET AUDIENCE Wednesday, July 15, 2015 Year-Round HR Day/BT Support Orientation 8:00-3:00 PM PDC: Rm. 203/204/205 Beginning Teachers Monday, August 10, 2015 Traditional Schools HR Day/BT Support Orientation 8:00-3:00 PM CATA Auditorium Beginning Teachers Tuesday, September 15, 2015 Orientation for New Mentors 4:00-5:30 PM PDC Rm. 203/204 New Mentors for Beginning Teachers Monday, September 21, 2015 Support Session for Elementary School Beginning Teachers 4:00-5:15 PM PDC Rm. 220 Elementary School Beginning Teachers Thursday, September 24, 2015 Support Session for Middle and High School Beginning Teachers 4:00-5:15 PM PDC Rm. 220 Middle and High School Beginning Teachers Tuesday, December 15, 2015 Make-Up Support Session for Beginning Teachers 4:00-5:15 PM PDC Rm. 206/207 Beginning Teachers who did not attend previous sessions Mentor Training Online NCEES Professional Development Course Title: 21st Century Mentoring: Self-Paced Self-Paced Completion Date by January 31, 2016 Online/Virtual/ NCEES Professional Development New Mentors and Mentors who have not taken the new Mentor Training that is aligned with the new Mentor Standards and the NC Professional Teaching Standards Tuesday, October 20, 2015 Tuesday, December 1, 2015 Tuesday, February 9, 2016 Tuesday, 19, 2016 Beginning Support Facilitator Meetings *For Facilitators Only 4:00-5:15 PM 10-21-15 PDC-Rm. 206/207 12-1-15 PDC-Rm. 203/204 2-9-16 PDC-Rm. 203/204 4-19-16 PDC-Rm. 220 BT-Mentor Support Facilitators Monday, May 16, 2016 Tuesday, May 17, 2016 Wednesday, May 18, 2016 BT2 Interim Requirements Paperwork Submissions 3:00-5:00 PM PDC Rm. 206/207 All 3 days Parkwood, Monroe, Forest Clusters Marvin Ridge, Weddington, Cuthbertson Clusters Porter Ridge, Sun Valley, Piedmont Clusters | 0.539429 | [
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identify geographical features of Italy use common vocabulary relating to the environment use basic vocabulary relating to the analyse environmental issues environment Social Issues use basic vocabulary related to one or more analyse social issues social issues describe their own beliefs related to one or analyse their own values and practices on more social issue social issues Content Students will study our changing planet and social issues. Suggested topics: Our Changing Planet Social Issues weather media; social and other seasons health and fitness climate migration geography diverse families regions of Italy technology and its use city, coastal and countryside life environment Teaching and Learning Strategies Refer to pages 12-13 and Appendix B. Assessment Refer to Assessment Task Types Guide on page 15. General Capabilities Evidence could be in: Student Capabilities Goals Content Teaching and Assessment Learning literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour | identify geographical features of Italy use common vocabulary relating to the environment use basic vocabulary relating to the environment analyse environmental issues Social Issues use basic vocabulary related to one or more social issues analyse social issues describe their own beliefs related to one or more social issue analyse their own values and practices on social issues Content Students will study our changing planet and social issues. Suggested topics: Our Changing Planet Social Issues weather seasons climate geography regions of Italy city, coastal and countryside life environment media; social and other health and fitness migration diverse families technology and its use Teaching and Learning Strategies Refer to pages 12-13 and Appendix B. Assessment Refer to Assessment Task Types Guide on page 15. General Capabilities Evidence could be in: Student Capabilities Goals Content Teaching and Learning Assessment literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour | 0.809309 | [
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LANCASTER INDEPENDENT SCHOOL DISTRICT SPECIAL EDUCATION DEPARTMENT BEHAVIOR ADJUSTMENT CLASSROOM MANAGEMENT LEVEL SYSTEM CLASSROOM RULES Sit quietly during work time. Raise hand and wait quietly for permission to talk or when you have a question. Keep hands, feet, etc. to yourself. politely to others and respect others’ possessions. CHECKSHEET A summary will be sent home daily which will notify the parent of the student’s daily performance and progression in the level system. Actual checksheets will remain in the teacher’s possession and will not be sent home with the student. Summary sheets must be signed by the parent or guardian and returned on the next school day. If checksheets are not returned on a consistent basis, your child may lose four points on the checksheet for not having a signed summary sheet at the beginning of the first marking period of the day. If chronic failures to return summary sheet exist, additional consequences will be given. Points are earned for the student’s preparation, work habits, and appropriate behaviors for each subject. Points are needed to maintain and/or advance through the level system. LEVEL SYSTEM The level system consists of a series of through which each student must progress by five levels meeting the requirements of each level and by accumulating check sheet points within a designated time. As the student progresses to a higher level, they are given additional responsibilities and privileges. After a student meets the requirements on Level V, the student will be mainstreamed into | LANCASTER INDEPENDENT SCHOOL DISTRICT SPECIAL EDUCATION DEPARTMENT BEHAVIOR ADJUSTMENT CLASSROOM MANAGEMENT LEVEL SYSTEM CLASSROOM RULES Sit quietly during work time. Raise hand and wait quietly for permission to talk or when you have a question. Keep hands, feet, etc. to yourself. politely to others and respect others’ possessions. CHECKSHEET A summary will be sent home daily which will notify the parent of the student’s daily performance and progression in the level system. Actual checksheets will remain in the teacher’s possession and will not be sent home with the student. Summary sheets must be signed by the parent or guardian and returned on the next school day. If checksheets are not returned on a consistent basis, your child may lose four points on the checksheet for not having a signed summary sheet at the beginning of the first marking period of the day. If chronic failures to return summary sheet exist, additional consequences will be given. Points are earned for the student’s preparation, work habits, and appropriate behaviors for each subject. Points are needed to maintain and/or advance through the level system. LEVEL SYSTEM The level system consists of a series of five levels through which each student must progress by meeting the requirements of each level and by accumulating check sheet points within a designated time. As the student progresses to a higher level, they are given additional responsibilities and privileges. After a student meets the requirements on Level V, the student will be mainstreamed into | 0.982482 | [
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Students can choose to TAB independently or can be directed by the teacher. TAB time should be between 3 5 minutes and should not disturb the rest of the class. A – Description of Consequence student may be given at most 3 TABs before their name goes on the section sheet. After the 2nd TAB, the student must me invited back to the group by the teacher. Continuing with disruptions after being given a verbal warning Examples of Student Needing a few minutes to refocus Actions by the Social Contract Sit at the TAB station quietly Complete the reflection at the table Expectations for Student Return to seat quietly within 3 -5 minutes Resume work TAB Behavior Speak with teacher before leaving the classroom None, unless teacher has difficulty and/or student becomes defiant/disrupts the Administrator classroom Responsibilities including Principal, Assistant Principal, Wellness Coach and Guidance Counselor Address student actions as soon as possible Explain why student was a TAB or ask why they decided to TAB Engage student in reflective conversation (using Developmental Designs language) about school expectations for student conduct, classroom expectations and consequences Explain a strategy for controlling off-task behavior Work with student to set a goal for self-control/self-monitoring Detain after class if needed and have student practice the procedure Teacher Responsibilities Identify students who may continue to cause behavior issues and work with other teachers to proactively make accommodations for their specific needs, especially students with disabilities (SwD) If student becomes defiant/distrusts the classroom, call Dean or AP Talk with Principal, AP or Guidance Counselor about Best Practices in classroom management and professional development opportunities Depending on the student’s actions, get the teacher’s attention and explain what Other Staff Responsibilities you observed including Paraprofessionals If the student’s actions pose a safety threat, get the Wellness Coach or AP or and School Aide SSA | Description of Consequence Students can choose to TAB independently or can be directed by the teacher. TAB time should be between 3 – 5 minutes and should not disturb the rest of the class. A student may be given at most 3 TABs before their name goes on the section sheet. After the 2nd TAB, the student must me invited back to the group by the teacher. Examples of Student Actions Continuing with disruptions after being given a verbal warning Needing a few minutes to refocus Expectations for Student Behavior by the Social Contract Sit at the TAB station quietly Complete the reflection at the table Return to seat quietly within 3 -5 minutes Resume work TAB Speak with teacher before leaving the classroom Administrator Responsibilities including Principal, Assistant Principal, Wellness Coach and Guidance Counselor None, unless teacher has difficulty and/or student becomes defiant/disrupts the classroom Teacher Responsibilities Address student actions as soon as possible Explain why student was a TAB or ask why they decided to TAB Engage student in reflective conversation (using Developmental Designs language) about school expectations for student conduct, classroom expectations and consequences Explain a strategy for controlling off-task behavior Work with student to set a goal for self-control/self-monitoring Detain after class if needed and have student practice the procedure Identify students who may continue to cause behavior issues and work with other teachers to proactively make accommodations for their specific needs, especially students with disabilities (SwD) If student becomes defiant/distrusts the classroom, call Dean or AP Talk with Principal, AP or Guidance Counselor about Best Practices in classroom management and professional development opportunities Other Staff Responsibilities including Paraprofessionals and School Aide Depending on the student’s actions, get the teacher’s attention and explain what you observed If the student’s actions pose a safety threat, get the Wellness Coach or AP or SSA | 0.880246 | [
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Best Foot Forward Foundation Educational Advocates and $70/hour 21441 Boca Rio Road Tutoring Boca Raton, FL 33433 Twelve (12) hours is the maximum number of tutoring hours that can be (561) 470-8300 Serves children in 8th and up. requested at a time. Follows child through high school Contact: graduation. Reviews schedules, Donna Biase dbiase@bestfoot.org tutors, advocates, assesses Debbie Ellman dellman@bestfoot.org strengths and weaknesses. Service Coordination: send GFA and referral form to Excelling Minds Tutoring Services All subjects $28/hour 14850 SW 26 Street, Suite 114 FL Twelve (12) hours is the maximum ESE/FCAT, SAT, number of tutoring hours that can be ( requested at a time. ACT Serves Dade, Broward, Palm Contact: Alina Lorenzo, MS.Ed., NBCT Service Coordination: send GFA and referral form to James Laitman $50/hour P.O. Box 221342 West Palm Beach, FL 33422 (561) 723-1844 Service Coordination: send GFA and referral form to Professional Tutors of America Provides tutoring nationally $55/hour 3350 East Birch Street, Ste 108 Brea, CA (714) 784-3447 (714) 671-1887 (fax) Contact: James Marini Service Coordination: send GFA and referral form to Ready 2 Learn Tutoring for K to Grade 12 in all $40/hour Marie Vielot subjects (786) 663-5040 (cell) Twelve (12) hours is the maximum number of tutoring hours that can be GED prep requested at a time. Serves Dade, Broward, and Palm Beach counties Multi-lingual tutors (includes French and Creole) Service Coordination: send GFA and referral form to | Best Foot Forward Foundation 21441 Boca Rio Road Boca Raton, FL 33433 (561) 470-8300 Contact: Donna Biase dbiase@bestfoot.org Debbie Ellman dellman@bestfoot.org Service Coordination: send GFA and referral form to Educational Advocates and Tutoring Serves children in 8th and up. Follows child through high school graduation. Reviews schedules, tutors, advocates, assesses strengths and weaknesses. $70/hour Twelve (12) hours is the maximum number of tutoring hours that can be requested at a time. Excelling Minds Tutoring Services 14850 SW 26 Street, Suite 114 FL ( Serves Dade, Broward, Palm Contact: Alina Lorenzo, MS.Ed., NBCT Service Coordination: send GFA and referral form to All subjects ESE/FCAT, SAT, ACT $28/hour Twelve (12) hours is the maximum number of tutoring hours that can be requested at a time. James Laitman P.O. Box 221342 West Palm Beach, FL 33422 (561) 723-1844 Service Coordination: send GFA and referral form to $50/hour Professional Tutors of America 3350 East Birch Street, Ste 108 Brea, CA (714) 784-3447 (714) 671-1887 (fax) Contact: James Marini Service Coordination: send GFA and referral form to Provides tutoring nationally $55/hour Ready 2 Learn Marie Vielot (786) 663-5040 (cell) Serves Dade, Broward, and Palm Beach counties Service Coordination: send GFA and referral form to Tutoring for K to Grade 12 in all subjects GED prep Multi-lingual tutors (includes French and Creole) $40/hour Twelve (12) hours is the maximum number of tutoring hours that can be requested at a time. | 0.714808 | [
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[
105,
91,
140,
110
],
[
144,
91,
168,
110
],
[
172,
91,
... |
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