src stringlengths 51 3.39k | tgt stringlengths 51 3.39k | bleu float64 0 1 | tgt_index listlengths 1 495 | original_filename stringlengths 7 201 | filename stringlengths 8 13 | page_idx int64 0 1.6k | src_layout listlengths 1 495 | tgt_layout listlengths 1 495 |
|---|---|---|---|---|---|---|---|---|
previous antecedent expects a Normal Normal Response" with "An using this form. Response". S1G STA that expects a Normal Response" in Ditto at line 12. P161L08 and in P161L12 of D1.0. 1718 160.14 9.3.2.13 "needs to" is ambiguous Replace "needs to Agree with commenter. -- is this a requirement distribute" with or not? "... | previous antecedent using this form. expects a Normal Response". Ditto at line 12. Normal Response" with "An S1G STA that expects a Normal Response" in P161L08 and in P161L12 of D1.0. 1718 160.14 9.3.2.13 "needs to" is ambiguous -- is this a requirement or not? Replace "needs to distribute" with "distributes". Agree wi... | 0.851838 | [
0,
1,
9,
10,
11,
2,
3,
4,
12,
21,
22,
23,
24,
5,
6,
7,
8,
13,
14,
15,
16,
17,
18,
19,
20,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
44,
45,
46,
47,
48,
51,
52,
38,
39,
40,
49,
50,
53,
41,
42,
43,
54... | 11-13-1511-02-00ah-lb200-mac-resolution-clause-9-3-2-13.docx | task-88-972 | 1 | [
[
288,
67,
343,
82
],
[
347,
67,
420,
82
],
[
464,
67,
515,
82
],
[
519,
67,
527,
82
],
[
531,
67,
579,
82
],
[
655,
67,
700,
82
],
[
704,
67,
766,
82
],
[
770,
67,
... | [
[
288,
67,
343,
82
],
[
347,
67,
420,
82
],
[
288,
80,
323,
95
],
[
327,
80,
350,
95
],
[
354,
80,
387,
95
],
[
464,
67,
515,
82
],
[
519,
67,
527,
82
],
[
531,
67,
... |
If a court decree Then … … declares a Veteran, previously take the necessary development incompetent, competent action, and prepare a new rating, prominently entering a notation of the court’s declaration on the rating, if incompetency is confirmed and continued. applies to a non-Veteran request the VSCM to promptly ce... | If a court decree … Then … declares a Veteran, previously incompetent, competent take the necessary development action, and prepare a new rating, prominently entering a notation of the court’s declaration on the rating, if incompetency is confirmed and continued. applies to a non-Veteran beneficiary for whom a rating o... | 0.787201 | [
0,
1,
2,
3,
5,
4,
6,
7,
8,
9,
10,
15,
16,
11,
12,
13,
14,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
51,
52,
53,
54,
55,
56,
64,
65,
66,
67,
44... | 11-13-15_Key%20Changes_M21-1III_iv_8_SecA.docx | task-88-979 | 14 | [
[
264,
89,
278,
110
],
[
283,
89,
293,
110
],
[
298,
89,
343,
110
],
[
347,
89,
402,
110
],
[
535,
89,
579,
110
],
[
407,
91,
426,
108
],
[
584,
91,
604,
108
],
[
264,
... | [
[
264,
89,
278,
110
],
[
283,
89,
293,
110
],
[
298,
89,
343,
110
],
[
347,
89,
402,
110
],
[
407,
91,
426,
108
],
[
535,
89,
579,
110
],
[
584,
91,
604,
108
],
[
264,
... |
DA 16-758 July 5, 2016 NOTICE OF DOMESTIC SECTION 214 AUTHORIZATIONS GRANTED WC Docket Nos. 16-148 and 16-173 The Wireline Competition Bureau (Bureau) has granted the applications listed in this notice pursuant to the Commission’s streamlined procedures for domestic section 214 transfer of control applications, 47 C.F.... | DA 16-758 July 5, 2016 NOTICE OF DOMESTIC SECTION 214 AUTHORIZATIONS GRANTED WC Docket Nos. 16-148 and 16-173 The Wireline Competition Bureau (Bureau) has granted the applications listed in this notice pursuant to the Commission’s streamlined procedures for domestic section 214 transfer of control applications, 47 C.F.... | 0.983095 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DA-16-758A1.docx | task-880-186 | 0 | [
[
718,
208,
744,
227
],
[
749,
208,
800,
227
],
[
777,
224,
810,
243
],
[
815,
224,
828,
243
],
[
833,
224,
869,
243
],
[
207,
260,
278,
279
],
[
282,
260,
307,
279
],
[
31... | [
[
718,
208,
744,
227
],
[
749,
208,
800,
227
],
[
777,
224,
810,
243
],
[
815,
224,
828,
243
],
[
833,
224,
869,
243
],
[
207,
260,
278,
279
],
[
282,
260,
307,
279
],
[
31... |
Extension of Phoenix-Mesa, 0007441642 WQHU591 9/2/2016 LS A First Deadline AZ-NM Extension of 0007441643 WQHU592 9/2/2016 LS A Tucson, AZ First Deadline Los Extension of 0007441644 WQHU593 9/2/2016 LS A Deadline CA Extension of 0007441645 WQHU594 9/2/2016 LS A San Diego, CA First Deadline Extension of 0007441646 WQHU59... | 0007441642 WQHU591 Extension of First Deadline 9/2/2016 LS A Phoenix-Mesa, AZ-NM 0007441643 WQHU592 Extension of First Deadline 9/2/2016 LS A Tucson, AZ 0007441644 WQHU593 Extension of Deadline 9/2/2016 LS A Los CA 0007441645 WQHU594 Extension of First Deadline 9/2/2016 LS A San Diego, CA 0007441646 WQHU595 Extension o... | 0.278766 | [
3,
4,
0,
1,
8,
9,
5,
6,
7,
2,
10,
13,
14,
11,
12,
20,
21,
15,
16,
17,
18,
19,
25,
26,
23,
24,
30,
27,
28,
29,
22,
31,
34,
35,
32,
33,
42,
43,
36,
37,
38,
39,
40,
41,
46,
47,
44,
45,
53,
54,
48,
49,
50,
51,
52... | DA-17-1124A1.docx | task-880-220 | 25 | [
[
323,
99,
394,
117
],
[
399,
99,
414,
117
],
[
734,
99,
843,
117
],
[
109,
107,
199,
125
],
[
220,
107,
303,
125
],
[
448,
107,
512,
125
],
[
565,
107,
586,
125
],
[
646,
... | [
[
109,
107,
199,
125
],
[
220,
107,
303,
125
],
[
323,
99,
394,
117
],
[
399,
99,
414,
117
],
[
323,
115,
356,
133
],
[
360,
115,
425,
133
],
[
448,
107,
512,
125
],
[
565,... |
APPENDIX A COST CHART – (A) (B) (C) Actual Cost Information Description Estimated Cost Cost (D) (E) Documentation Estimate (if Component Component (F) (G) (H) (I) (J) (K) (L) available) Description Amount Vendor Invoice Invoice Total File Invoice Payment Date Number Date/ Invoice Upload Type Due Amount (if Date [Pre-fi... | (A) Description (B) Cost Estimate (if available) (C) Estimated Cost Actual Cost Information (D) Component Description (E) Component Amount Documentation (F) Vendor (if (G) Invoice Number (H) Invoice Date/ Due Date (I) Total Invoice Amount (J) File Upload (K) Invoice Type (L) Payment Date [Pre-fill from [Pre-fill from C... | 0.240342 | [
5,
11,
6,
13,
18,
19,
29,
7,
12,
14,
8,
9,
10,
15,
20,
30,
16,
21,
31,
17,
22,
32,
47,
23,
33,
40,
24,
34,
41,
45,
48,
25,
35,
42,
46,
26,
36,
43,
27,
37,
44,
28,
38,
39,
49,
60,
50,
51,
61,
62,
66,
68,
69,
73,... | DA-15-1238A2.docx | task-880-45 | 11 | [
[
136,
145,
208,
169
],
[
211,
145,
221,
169
],
[
235,
145,
273,
169
],
[
276,
145,
326,
169
],
[
225,
147,
231,
167
],
[
113,
197,
129,
218
],
[
191,
197,
206,
218
],
[
26... | [
[
113,
197,
129,
218
],
[
90,
214,
147,
235
],
[
191,
197,
206,
218
],
[
180,
231,
202,
252
],
[
165,
248,
208,
268
],
[
211,
248,
222,
268
],
[
165,
265,
213,
285
],
[
264... |
valuing, listening to and respecting both survivors and alleged or perpetrators • of domestic abuse. In our publicity – raising awareness about other agencies, support services, resources and • expertise, through providing information in public and women-only areas of relevance to survivors, children and alleged or kno... | • valuing, listening to and respecting both survivors and alleged or perpetrators of domestic abuse. In our publicity – • raising awareness about other agencies, support services, resources and expertise, through providing information in public and women-only areas of relevance to survivors, children and alleged or kno... | 0.865587 | [
11,
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
12,
13,
14,
15,
16,
17,
18,
28,
19,
20,
21,
22,
23,
24,
25,
26,
27,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DA-Parish-Statement-template.docx | task-880-461 | 1 | [
[
139,
83,
208,
103
],
[
214,
83,
288,
103
],
[
293,
83,
310,
103
],
[
316,
83,
349,
103
],
[
355,
83,
448,
103
],
[
453,
83,
493,
103
],
[
498,
83,
579,
103
],
[
584,
... | [
[
120,
85,
128,
101
],
[
139,
83,
208,
103
],
[
214,
83,
288,
103
],
[
293,
83,
310,
103
],
[
316,
83,
349,
103
],
[
355,
83,
448,
103
],
[
453,
83,
493,
103
],
[
498,
... |
Kent Domestic Abuse Referral Form Please indicate intended service Outreach Refuge Agency Date of Referral: Referring agency: Name: Role: Phone number: Email: Client Details Name of client: Gender: DOB: Age: Name of alleged perpetrator(s) if known: Gender: DOB: Age: GP Name and Address: Has the client consented to this... | Kent Domestic Abuse Referral Form Please indicate intended service Outreach Refuge Agency Date of Referral: Referring agency: Name: Role: Phone number: Email: Client Details Name of client: Gender: DOB: Age: Name of alleged perpetrator(s) if known: Gender: DOB: Age: GP Name and Address: Has the client consented to this... | 0.807979 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DA-Referral-Form.docx | task-880-468 | 0 | [
[
302,
104,
354,
127
],
[
360,
104,
464,
127
],
[
470,
104,
538,
127
],
[
545,
104,
633,
127
],
[
639,
104,
697,
127
],
[
361,
126,
416,
144
],
[
421,
126,
490,
144
],
[
49... | [
[
302,
104,
354,
127
],
[
360,
104,
464,
127
],
[
470,
104,
538,
127
],
[
545,
104,
633,
127
],
[
639,
104,
697,
127
],
[
361,
126,
416,
144
],
[
421,
126,
490,
144
],
[
49... |
Edexcel Level 2 Certificate in Digital Applications (CiDA) Centre Assessor Sheet Unit 3 (DA203) – Unit 3: Artwork and Imaging Centre name: Centre number: Candidate name: Candidate number: Strand Max Mark Comments mark awarded Comment box expands as you start entering text (a) Design and develop 0–9 graphic products (b)... | Edexcel Level 2 Certificate in Digital Applications (CiDA) Centre Assessor Sheet – Unit 3 (DA203) Unit 3: Artwork and Imaging Centre name: Centre number: Candidate name: Candidate number: Strand Max mark Mark awarded Comments Comment box expands as you start entering text (a) Design and develop graphic products 0–9 (b)... | 0.680265 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
14,
11,
12,
13,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
32,
30,
33,
31,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
47,
48,
46,
49,
50,
51,
52,
54,
55... | DA203-Centre-Assessor-Record-Sheet.docx | task-880-535 | 0 | [
[
81,
145,
168,
181
],
[
175,
145,
235,
181
],
[
242,
145,
256,
181
],
[
263,
145,
381,
181
],
[
388,
145,
409,
181
],
[
416,
145,
490,
181
],
[
497,
145,
636,
181
],
[
643... | [
[
81,
145,
168,
181
],
[
175,
145,
235,
181
],
[
242,
145,
256,
181
],
[
263,
145,
381,
181
],
[
388,
145,
409,
181
],
[
416,
145,
490,
181
],
[
497,
145,
636,
181
],
[
643... |
Maxwell, John. (2010). Chapter on the law The 21 Irrefutable Laws of Leadership. of the inner circle, pp. 109-119. the TV documentary and De Klerk” (1997), (1993), and “Mandela “Bofana” possibly (2003). “Invictus” Session 10: The Confrontation. The Case for Competitive Leadership November 7, 2014, 9:00am-11.50am Requir... | Maxwell, John. (2010). The 21 Irrefutable Laws of Leadership. Chapter on the law of the inner circle, pp. 109-119. the TV documentary “Mandela and De Klerk” (1997), “Bofana” (1993), and possibly “Invictus” (2003). Session 10: The Confrontation. The Case for Competitive Leadership November 7, 2014, 9:00am-11.50am Requir... | 0.743531 | [
0,
1,
2,
7,
8,
9,
10,
11,
12,
3,
4,
5,
6,
13,
14,
15,
16,
17,
18,
19,
20,
21,
28,
22,
23,
24,
25,
29,
26,
27,
30,
32,
31,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | da519f0f851188c3093ed7f23f50a207.docx | task-880-568 | 18 | [
[
183,
89,
258,
109
],
[
264,
89,
306,
109
],
[
313,
89,
370,
109
],
[
699,
89,
761,
109
],
[
768,
89,
787,
109
],
[
794,
89,
818,
109
],
[
824,
89,
852,
109
],
[
376,
... | [
[
183,
89,
258,
109
],
[
264,
89,
306,
109
],
[
313,
89,
370,
109
],
[
376,
90,
406,
109
],
[
412,
90,
432,
109
],
[
438,
90,
523,
109
],
[
530,
90,
571,
109
],
[
578,
... |
actions align organizational objectives and practices with public interests. 1.6 Technical Credibility 1.6.1 Remains current with technology, tools, trends, and evolving practices in area of expertise. 1.6.2 Demonstrates skill in using job-relevant information systems and/or software applications, such as word processi... | actions align organizational objectives and practices with public interests. 1.6 Technical Credibility 1.6.1 Remains current with technology, tools, trends, and evolving practices in area of expertise. 1.6.2 Demonstrates skill in using job-relevant information systems and/or software applications, such as word processi... | 0.787266 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
56,
57... | DAG%20Chp%201%20PM%20Executive%20Leadership%20Roles%20Aug%202016.docx | task-881-228 | 2 | [
[
207,
200,
243,
222
],
[
246,
200,
271,
222
],
[
275,
200,
347,
222
],
[
207,
219,
258,
241
],
[
262,
219,
280,
241
],
[
283,
219,
328,
241
],
[
207,
238,
230,
260
],
[
23... | [
[
207,
200,
243,
222
],
[
246,
200,
271,
222
],
[
275,
200,
347,
222
],
[
207,
219,
258,
241
],
[
262,
219,
280,
241
],
[
283,
219,
328,
241
],
[
207,
238,
230,
260
],
[
23... |
1.3.2 Ensure a process for Successful 1.3.2.1 Chair, or participate substantially in, Steps: monitoring and selecting accomplishment program technical reviews through and chairing the review, ensure all issues Design Solution that of SRR/SFR including the System Functional Review related to the SFR are successfully tra... | 1.3.2 Ensure a process for monitoring and selecting Design Solution that translates the outputs of the Requirements Development and Logical Analysis processes into alternative design solutions and selects a final design solution. Successful accomplishment of SRR/SFR 1.3.2.1 Chair, or participate substantially in, progr... | 0.68368 | [
0,
1,
2,
3,
4,
13,
14,
15,
28,
29,
30,
44,
45,
46,
47,
48,
55,
56,
59,
60,
61,
66,
67,
68,
70,
71,
72,
73,
79,
80,
81,
82,
5,
16,
31,
32,
6,
7,
8,
9,
10,
11,
17,
18,
19,
20,
21,
33,
34,
35,
36,
37,
49,
12,
22... | DAG%20Chp%201%20PM%20Technical%20Mmgt%20Roles%20Aug%202016.docx | task-881-229 | 7 | [
[
206,
220,
232,
242
],
[
235,
220,
270,
241
],
[
273,
220,
279,
241
],
[
282,
220,
320,
241
],
[
323,
220,
337,
241
],
[
366,
220,
420,
241
],
[
475,
220,
510,
242
],
[
51... | [
[
206,
220,
232,
242
],
[
235,
220,
270,
241
],
[
273,
220,
279,
241
],
[
282,
220,
320,
241
],
[
323,
220,
337,
241
],
[
206,
238,
262,
260
],
[
266,
238,
284,
260
],
[
28... |
configuration management actions, maintenance and disposal that must be funded over the acquisition life cycle to manage the data. Steps: 1.6.3 Appraise the Data Rights 1.6.3.1 Analyze planned uses of software in Continually (updated at each key importance and Requirements an acquisition program as well as possible com... | configuration management actions, maintenance and disposal that must be funded over the acquisition life cycle to manage the data. 1.6.3 Appraise the importance and complexity of data and the associated rights for both hardware and software including documentation and source code. Data Rights Requirements Analysis (DRR... | 0.772278 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
20,
21,
22,
37,
38,
47,
48,
49,
50,
51,
67,
68,
69,
70,
82,
83,
84,
95,
96,
99,
100,
101,
23,
24,
39,
52,
53,
25,
26,
27,
28,
29,
30,
31,
40,
... | DAG%20Chp%201%20PM%20Technical%20Mmgt%20Roles%20Aug%202016.docx | task-881-229 | 15 | [
[
733,
220,
802,
242
],
[
805,
220,
873,
242
],
[
876,
220,
916,
242
],
[
733,
240,
800,
262
],
[
803,
240,
822,
262
],
[
825,
240,
867,
262
],
[
870,
240,
891,
262
],
[
89... | [
[
733,
220,
802,
242
],
[
805,
220,
873,
242
],
[
876,
220,
916,
242
],
[
733,
240,
800,
262
],
[
803,
240,
822,
262
],
[
825,
240,
867,
262
],
[
870,
240,
891,
262
],
[
89... |
5.2.5 Implement and Program 5.2.5.1 Perform Risk and Opportunity Steps: oversee program activities Obsolescence and assessment of system components with 1. With representatives from the supply to identify, track, fund, and DMSMS Strategy regards to obsolescence. chain, review the Bill of Materials for risk correct obso... | 5.2.5 Implement and oversee program activities to identify, track, fund, and correct obsolescence and DMSMS risks, opportunities and issues. Program Obsolescence and DMSMS Strategy 5.2.5.1 Perform Risk and Opportunity assessment of system components with regards to obsolescence. 5.2.5.2 Evaluate, execute and track obso... | 0.711781 | [
0,
1,
2,
10,
11,
12,
26,
27,
28,
29,
30,
44,
45,
46,
52,
53,
54,
65,
66,
3,
13,
14,
31,
32,
4,
5,
6,
7,
8,
15,
16,
17,
18,
19,
33,
34,
35,
60,
61,
62,
63,
64,
74,
75,
76,
77,
78,
79,
84,
85,
86,
95,
96,
97,
9... | DAG%20Chp%201%20PM%20Technical%20Mmgt%20Roles%20Aug%202016.docx | task-881-229 | 33 | [
[
206,
220,
232,
242
],
[
235,
220,
289,
241
],
[
293,
220,
311,
241
],
[
366,
220,
409,
241
],
[
475,
220,
510,
242
],
[
516,
220,
557,
241
],
[
560,
220,
583,
241
],
[
58... | [
[
206,
220,
232,
242
],
[
235,
220,
289,
241
],
[
293,
220,
311,
241
],
[
206,
238,
245,
260
],
[
248,
238,
291,
260
],
[
294,
238,
339,
260
],
[
206,
257,
216,
279
],
[
21... |
Positions held 1960-1961 Deputy for relations to developing countries, Student government Association, University of Freiburg 1961 1962 Founding secretary, Freiburg Office for Relations to Developing Countries (an – office concerned with the dissemination of information about developing countries, particularly about th... | Positions held 1960-1961 Deputy for relations to developing countries, Student government Association, University of Freiburg 1961 – 1962 Founding secretary, Freiburg Office for Relations to Developing Countries (an office concerned with the dissemination of information about developing countries, particularly about th... | 0.801335 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
27,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DagobertSoergelCurriculumVitaeAndPublications.docx | task-881-305 | 2 | [
[
117,
108,
205,
133
],
[
211,
108,
252,
133
],
[
118,
156,
203,
176
],
[
259,
156,
317,
176
],
[
322,
156,
344,
176
],
[
349,
156,
417,
176
],
[
422,
156,
437,
176
],
[
44... | [
[
117,
108,
205,
133
],
[
211,
108,
252,
133
],
[
118,
156,
203,
176
],
[
259,
156,
317,
176
],
[
322,
156,
344,
176
],
[
349,
156,
417,
176
],
[
422,
156,
437,
176
],
[
44... |
Mandatory (max. 5,000 characters) 4.7 PARTNER/(S) If your project involves a partner/(s) please explain how they will be involved in the management and delivery of your project including relevant expertise. Mandatory 4.8 SUSTAINABILITY (max. 5,000 characters) Please explain the potential legacy that you hope your proje... | Mandatory 4.7 PARTNER/(S) (max. 5,000 characters) If your project involves a partner/(s) please explain how they will be involved in the management and delivery of your project including relevant expertise. Mandatory 4.8 SUSTAINABILITY (max. 5,000 characters) Please explain the potential legacy that you hope your proje... | 0.869821 | [
0,
4,
5,
1,
2,
3,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DAF-Measure-2-Training-and-Support-for-Carers-Blank-Application-Form-2018.docx | task-881-77 | 10 | [
[
65,
51,
150,
70
],
[
216,
75,
261,
95
],
[
266,
75,
311,
95
],
[
316,
75,
406,
95
],
[
65,
76,
90,
95
],
[
95,
76,
211,
95
],
[
65,
91,
75,
110
],
[
80,
91,
115,
... | [
[
65,
51,
150,
70
],
[
65,
76,
90,
95
],
[
95,
76,
211,
95
],
[
216,
75,
261,
95
],
[
266,
75,
311,
95
],
[
316,
75,
406,
95
],
[
65,
91,
75,
110
],
[
80,
91,
115,
... |
Fri. Mar 17th & Mon. Mar 20th------------------NO SCHOOL--------------------------- A.M. Tutoring BREAKFAST A.M. GYM BUS WALKER WEEK OF Room 112 MS STAFF GILLILAN, BOYDSTON REUTHER SEARS, K 2/13/2017 LYNCH J FIGG BRAND NIKKEL NIKKEL LOGAN 2/20/2017 | Fri. Mar 17th & Mon. Mar 20th------------------NO SCHOOL--------------------------- A.M. Tutoring BREAKFAST A.M. GYM BUS WALKER WEEK OF Room 112 MS STAFF 2/13/2017 LYNCH BOYDSTON REUTHER GILLILAN, J SEARS, K 2/20/2017 FIGG BRAND NIKKEL NIKKEL LOGAN | 0.758435 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
26,
27,
22,
23,
21,
28,
24,
25,
34,
29,
30,
31,
32,
33
] | Daily%20Bulletin%202-16-17.docx | task-881-912 | 1 | [
[
147,
20,
173,
40
],
[
178,
20,
208,
40
],
[
213,
20,
245,
40
],
[
250,
20,
260,
40
],
[
265,
20,
300,
40
],
[
305,
20,
335,
40
],
[
340,
20,
496,
40
],
[
501,
20,
... | [
[
147,
20,
173,
40
],
[
178,
20,
208,
40
],
[
213,
20,
245,
40
],
[
250,
20,
260,
40
],
[
265,
20,
300,
40
],
[
305,
20,
335,
40
],
[
340,
20,
496,
40
],
[
501,
20,
... |
A.M. Tutoring BREAKFAST A.M. GYM BUS WALKER Room 112 WEEK OF MS STAFF S. K. SEARS BOYDSTON LETTAU SELLMAN 3/28/2016 K. SEARS S. BOEDEKER BOEDEKER DUDLEY 4/4/2016 S. SEARS SELLMAN SNAPP BRAND 4/11/2016 LYNCH SNAPP SELLMAN SNAPP LYNCH 4/18/2016 SELLMAN BOEDEKER K. SEARS MEYERS S. SEARS 4/25/2016 J. BOYDSTON REUTHER Z. GI... | A.M. Tutoring BREAKFAST A.M. GYM BUS WALKER WEEK OF Room 112 MS STAFF 3/28/2016 S. K. SEARS BOYDSTON LETTAU SELLMAN 4/4/2016 K. SEARS S. BOEDEKER BOEDEKER DUDLEY 4/11/2016 S. SEARS SELLMAN SNAPP BRAND 4/18/2016 LYNCH SNAPP SELLMAN SNAPP LYNCH 4/25/2016 SELLMAN BOEDEKER K. SEARS MEYERS S. SEARS 5/2/2016 K.SEARS BOYDSTON... | 0.546531 | [
0,
1,
2,
3,
4,
5,
6,
9,
10,
7,
8,
11,
12,
19,
13,
14,
15,
16,
17,
18,
26,
20,
21,
22,
23,
24,
25,
32,
27,
28,
29,
30,
31,
38,
33,
34,
35,
36,
37,
46,
39,
40,
41,
42,
43,
44,
45,
53,
52,
48,
49,
47,
54,
50,
51... | Daily%20bulletin%203-30-16.docx | task-881-919 | 1 | [
[
282,
85,
324,
106
],
[
263,
102,
343,
123
],
[
371,
102,
492,
123
],
[
519,
102,
560,
123
],
[
565,
102,
610,
123
],
[
655,
102,
696,
123
],
[
741,
102,
827,
123
],
[
262... | [
[
282,
85,
324,
106
],
[
263,
102,
343,
123
],
[
371,
102,
492,
123
],
[
519,
102,
560,
123
],
[
565,
102,
610,
123
],
[
655,
102,
696,
123
],
[
741,
102,
827,
123
],
[
157... |
Ventilator Modes Select the patient’s ventilator mode from the table below. Enter the heading number in the Vent Mode column. Enter 1 Enter 2 Enter 3 Volume-Cycled Modes Pressure-Cycled Other Modes Continuous Mandatory Ventilation Pressure Support (PS) Proportional Assist Ventilation (PAV) (CMV) Continuous Positive Air... | Ventilator Modes Select the patient’s ventilator mode from the table below. Enter the heading number in the Vent Mode column. Enter 1 Volume-Cycled Modes Enter 2 Pressure-Cycled Enter 3 Other Modes Continuous Mandatory Ventilation (CMV) Assist Control (AC) Synchronized Intermittent Mandatory Ventilation (SIMV) Volume S... | 0.787853 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
26,
27,
22,
23,
28,
24,
25,
29,
30,
31,
32,
33,
41,
50,
51,
52,
58,
59,
60,
68,
69,
75,
76,
77,
81,
82,
83,
84,
89,
34,
35,
36,
42... | daily-ltvv-tool.docx | task-882-169 | 1 | [
[
62,
56,
147,
92
],
[
151,
56,
209,
92
],
[
62,
93,
99,
120
],
[
102,
93,
123,
120
],
[
126,
93,
180,
120
],
[
184,
93,
244,
120
],
[
247,
93,
283,
120
],
[
286,
93,
... | [
[
62,
56,
147,
92
],
[
151,
56,
209,
92
],
[
62,
93,
99,
120
],
[
102,
93,
123,
120
],
[
126,
93,
180,
120
],
[
184,
93,
244,
120
],
[
247,
93,
283,
120
],
[
286,
93,
... |
Week: week 1 lesson 1 Phonics phase: 2 Adult: Learning Intention: Success Criteria: Resources: To know the letter sound To recognise the letter s *Feely bag ‘s’ To have a go at writing *objects of random objects the letter s e.g. car, pen, toy, bear To know what begins with *Objects/pictures the sound ‘s’ beginning wit... | Week: week 1 lesson 1 Phonics phase: 2 Adult: Learning Intention: To know the letter sound ‘s’ Success Criteria: To recognise the letter s To have a go at writing the letter s To know what begins with the sound ‘s’ Resources: *Feely bag *objects of random objects e.g. car, pen, toy, bear *Objects/pictures beginning wit... | 0.696304 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
14,
15,
16,
17,
18,
26,
11,
12,
19,
20,
21,
22,
23,
27,
28,
29,
30,
31,
32,
37,
38,
39,
45,
46,
47,
48,
49,
51,
52,
53,
13,
24,
25,
33,
34,
35,
36,
40,
41,
42,
43,
44,
50,
54... | Daily%20phonics%20intervention-phase2-week1.docx | task-882-19 | 0 | [
[
120,
140,
178,
158
],
[
194,
140,
237,
158
],
[
243,
140,
251,
158
],
[
256,
140,
309,
158
],
[
314,
140,
323,
158
],
[
373,
140,
436,
158
],
[
444,
140,
502,
158
],
[
52... | [
[
120,
140,
178,
158
],
[
194,
140,
237,
158
],
[
243,
140,
251,
158
],
[
256,
140,
309,
158
],
[
314,
140,
323,
158
],
[
373,
140,
436,
158
],
[
444,
140,
502,
158
],
[
52... |
4. will say to the boasters, no more: ‘I “Boast or speak so proud and stiff-necked”.’ 5. For there is none from the east or from the west: or from the wilderness who can raise up, 6. But it is God who is the judge: who puts down one and exalts another. Glory to the Father, and to the Son, and to the Holy Spirit: as it ... | 4. ‘I will say to the boasters, “Boast no more: or speak so proud and stiff-necked”.’ 5. For there is none from the east or from the west: or from the wilderness who can raise up, 6. But it is God who is the judge: who puts down one and exalts another. Glory to the Father, and to the Son, and to the Holy Spirit: as it ... | 0.983813 | [
0,
8,
1,
2,
3,
4,
5,
9,
6,
7,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | daily-prayer-short-word.docx | task-882-194 | 9 | [
[
60,
54,
75,
73
],
[
139,
54,
170,
73
],
[
175,
54,
202,
73
],
[
207,
54,
223,
73
],
[
228,
54,
252,
73
],
[
257,
54,
328,
73
],
[
393,
54,
414,
73
],
[
419,
54,
4... | [
[
60,
54,
75,
73
],
[
120,
56,
134,
73
],
[
139,
54,
170,
73
],
[
175,
54,
202,
73
],
[
207,
54,
223,
73
],
[
228,
54,
252,
73
],
[
257,
54,
328,
73
],
[
334,
56,
3... |
JNF Walter Tour South Africa and see the BIOMES of South ….. Sisulu Africa! E.g. Fynbos, Forest, Savanna, Grassland and the Gr 5 learners . Fr 11 Aug Tshwane Environmental Arid Karoo. from local 09h- 13h00 n.a 012 8013 197 Centre, primary school Mamelodi Gr. 5. Social Science Geography programme | Fr 11 Aug Tshwane JNF Walter Sisulu Environmental Centre, Mamelodi Tour South Africa ….. and see the BIOMES of South Africa! E.g. Fynbos, Forest, Savanna, Grassland and the Arid Karoo. Gr. 5. Social Science Geography programme Gr 5 learners from local primary school 09h- 13h00 . 012 8013 197 n.a | 0.502852 | [
25,
26,
27,
28,
0,
1,
12,
29,
40,
43,
2,
3,
4,
11,
5,
6,
7,
8,
9,
10,
13,
14,
15,
16,
17,
18,
19,
20,
30,
31,
44,
45,
46,
47,
48,
49,
21,
22,
23,
32,
33,
41,
42,
34,
35,
24,
37,
38,
39,
36
] | Daily-Program-JNF-WSEC.docx | task-882-202 | 1 | [
[
192,
59,
209,
83
],
[
212,
59,
245,
83
],
[
276,
59,
298,
83
],
[
301,
59,
329,
83
],
[
332,
59,
360,
83
],
[
379,
59,
397,
83
],
[
400,
59,
417,
83
],
[
419,
59,
... | [
[
42,
100,
52,
124
],
[
55,
100,
67,
124
],
[
69,
100,
88,
124
],
[
118,
100,
161,
124
],
[
192,
59,
209,
83
],
[
212,
59,
245,
83
],
[
192,
80,
220,
103
],
[
192,
100,... |
Flash cards- e u r ck the letter ‘x’ say the Practise the letter formation of ‘x’. Can you letter name and take a write it big in the air? mental picture. Small on your hand? Now Practice reading with What can you think have a go on your sound buttons- run, rat, of beginning or ending whiteboard. sock, peg with x? Prac... | Flash cards- e u r ck Practice reading with sound buttons- run, rat, sock, peg the letter ‘x’ say the letter name and take a mental picture. What can you think of beginning or ending with x? Show picture fox, fix, mix Practise the letter formation of ‘x’. Can you write it big in the air? Small on your hand? Now have a ... | 0.664952 | [
0,
1,
2,
3,
4,
5,
37,
38,
39,
49,
50,
51,
52,
58,
59,
6,
7,
8,
9,
10,
19,
20,
21,
22,
23,
30,
31,
40,
41,
42,
43,
53,
54,
55,
56,
60,
61,
66,
67,
68,
70,
71,
11,
12,
13,
14,
15,
16,
17,
18,
24,
25,
26,
27,
28... | Daily%20phonics%20intervention-phase3-week1.docx | task-882-25 | 3 | [
[
120,
87,
166,
105
],
[
171,
87,
227,
105
],
[
232,
87,
242,
105
],
[
253,
87,
263,
105
],
[
274,
87,
283,
105
],
[
294,
87,
313,
105
],
[
419,
87,
449,
105
],
[
454,
... | [
[
120,
87,
166,
105
],
[
171,
87,
227,
105
],
[
232,
87,
242,
105
],
[
253,
87,
263,
105
],
[
274,
87,
283,
105
],
[
294,
87,
313,
105
],
[
120,
145,
191,
163
],
[
197,
... |
To know words beginning *word cards- chip, fish, with or king, carpet *picture cards- corn, fork, To have a go at writing cork, sort the digraph or *phoneme frame *sentence- the corn on the cob is big. Revise and revisit Teach Practise and apply Phoneme frame- Flash cards; sh th ch ng oa Teach the digraph ‘or’ segmenti... | To know words beginning with or To have a go at writing the digraph or *word cards- chip, fish, king, carpet *picture cards- corn, fork, cork, sort *phoneme frame *sentence- the corn on the cob is big. Revise and revisit Flash cards; sh th ch ng oa ar Can you think of words with these letter sounds? Practice reading wi... | 0.663271 | [
0,
1,
2,
3,
8,
9,
16,
17,
18,
19,
20,
21,
24,
25,
26,
4,
5,
6,
7,
10,
11,
12,
13,
14,
15,
22,
23,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
46,
47,
48,
49,
50,
51,
52,
60,
69,
70,
71,
72,
73,
77,
78... | Daily%20phonics%20intervention-phase3-week5.docx | task-882-29 | 2 | [
[
373,
87,
395,
105
],
[
401,
87,
443,
105
],
[
448,
87,
499,
105
],
[
505,
87,
585,
105
],
[
620,
87,
672,
105
],
[
677,
87,
733,
105
],
[
738,
87,
779,
105
],
[
784,
... | [
[
373,
87,
395,
105
],
[
401,
87,
443,
105
],
[
448,
87,
499,
105
],
[
505,
87,
585,
105
],
[
373,
105,
410,
123
],
[
416,
105,
434,
123
],
[
373,
142,
395,
160
],
[
401,
... |
Closure, sharing, and review of the lessons of the day Focus Lesson 1 review of charts Teach reading lesson. CAFÉ WHOLE GROUP STRATEGY LESSON Read to Self Continue building stamina and developing independence. Focus Lesson 2 Quick review of charts Writing Whole Group Writing Work on Writing Continue building stamina an... | Closure, sharing, and review of the lessons of the day Focus Lesson 1 review of charts Teach reading lesson. CAFÉ WHOLE GROUP STRATEGY LESSON Read to Self Continue building stamina and developing independence. Focus Lesson 2 Quick review of charts Writing Whole Group Writing Work on Writing Continue building stamina an... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | daily_five_for_dummies.docx | task-882-314 | 46 | [
[
82,
43,
173,
67
],
[
180,
43,
269,
67
],
[
275,
43,
315,
67
],
[
322,
43,
393,
67
],
[
399,
43,
421,
67
],
[
427,
43,
462,
67
],
[
468,
43,
553,
67
],
[
559,
43,
... | [
[
82,
43,
173,
67
],
[
180,
43,
269,
67
],
[
275,
43,
315,
67
],
[
322,
43,
393,
67
],
[
399,
43,
421,
67
],
[
427,
43,
462,
67
],
[
468,
43,
553,
67
],
[
559,
43,
... |
Ensured information was made available in alternative enable them to formats upon request. access information Reviewed our website to ensure it was accessible as readily as other Other actions implemented (please describe): people are able to access it Not applicable 4. People with Improved staff awareness of disabilit... | enable them to access information as readily as other people are able to access it Ensured information was made available in alternative formats upon request. Reviewed our website to ensure it was accessible Other actions implemented (please describe): Not applicable 4. People with disability receive the same level and... | 0.704745 | [
7,
8,
9,
13,
14,
23,
24,
25,
26,
32,
33,
34,
35,
36,
37,
0,
1,
2,
3,
4,
5,
6,
10,
11,
12,
15,
16,
17,
18,
19,
20,
21,
22,
27,
28,
29,
30,
31,
38,
39,
40,
41,
42,
52,
53,
54,
65,
66,
67,
69,
70,
71,
80,
81,
82... | DAIP-Contractor-Reporting%20Form.docx | task-882-396 | 1 | [
[
327,
111,
392,
128
],
[
397,
111,
484,
128
],
[
489,
111,
521,
128
],
[
526,
111,
570,
128
],
[
575,
111,
644,
128
],
[
649,
111,
663,
128
],
[
668,
111,
749,
128
],
[
13... | [
[
130,
116,
182,
133
],
[
187,
116,
227,
133
],
[
231,
116,
246,
133
],
[
130,
130,
188,
147
],
[
193,
130,
290,
147
],
[
130,
144,
148,
162
],
[
153,
144,
205,
162
],
[
21... |
Comparison DAIP strategy implementation by government agencies The indicates that after a decrease in the number of planned strategies that were completed in 2010-2011, state government agencies have been improving their implementation of DAIP strategies to meet the needs of people with disability, although there has b... | Comparison DAIP strategy implementation by government agencies The indicates that after a decrease in the number of planned strategies that were completed in 2010-2011, state government agencies have been improving their implementation of DAIP strategies to meet the needs of people with disability, although there has b... | 0.976259 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DAIP_Progress_Report%202013-2014.docx | task-882-404 | 7 | [
[
95,
119,
232,
142
],
[
238,
119,
295,
142
],
[
301,
119,
392,
142
],
[
399,
119,
573,
142
],
[
579,
119,
607,
142
],
[
663,
119,
797,
142
],
[
804,
119,
904,
142
],
[
95,... | [
[
95,
119,
232,
142
],
[
238,
119,
295,
142
],
[
301,
119,
392,
142
],
[
399,
119,
573,
142
],
[
579,
119,
607,
142
],
[
663,
119,
797,
142
],
[
804,
119,
904,
142
],
[
95,... |
Beverage Powder (VANILLA 21069094 DC1182 FLAVOUR) - Minor NPG Component Dairy BEVERAGE POWDER- ICED COFFEE FLAVOUR 18069091 DC1174 NPG (Beverage Powder - Minor Component Dairy) TOMATO CREAM SAUCE 21039010 DC1097 (MINOR COMPONENT NPG DAIRY) SOFT POWDER - STRAWBERRY FLAVOUR 19019095 DC1041 NPG (MINOR COMPONENT DAIRY) ROA... | CREAM 21069094 DC1182 Beverage Powder (VANILLA FLAVOUR) - Minor Component Dairy NPG 18069091 DC1174 BEVERAGE POWDER- ICED COFFEE FLAVOUR (Beverage Powder - Minor Component Dairy) NPG 21039010 DC1097 TOMATO CREAM SAUCE (MINOR COMPONENT DAIRY) NPG 19019095 DC1041 SOFT POWDER - STRAWBERRY FLAVOUR (MINOR COMPONENT DAIRY) N... | 0.487143 | [
142,
3,
4,
0,
1,
2,
5,
6,
7,
9,
10,
8,
16,
17,
11,
12,
13,
14,
15,
19,
20,
21,
22,
23,
24,
18,
28,
29,
25,
26,
27,
30,
31,
33,
32,
39,
40,
34,
35,
36,
37,
38,
42,
43,
44,
41,
51,
52,
45,
46,
47,
48,
49,
50,
5... | dairy-category-codes.docx | task-882-452 | 30 | [
[
214,
152,
272,
165
],
[
276,
152,
321,
165
],
[
325,
152,
385,
165
],
[
69,
163,
129,
176
],
[
147,
163,
196,
176
],
[
214,
163,
282,
176
],
[
286,
163,
290,
176
],
[
294... | [
[
214,
640,
263,
653
],
[
69,
163,
129,
176
],
[
147,
163,
196,
176
],
[
214,
152,
272,
165
],
[
276,
152,
321,
165
],
[
325,
152,
385,
165
],
[
214,
163,
282,
176
],
[
286... |
CHICKEN SOUP (SKIM 21041000 DC1403 DML MILK POWDER BLEND) NUTRITIONAL BASE WHEY 04049001 DC1404 DML POWDER WHEY PROTEIN ISOLATE 04041000 DC1417 DML BLEND (MOCHA FLAVOUR) WHEY PROTEIN ISOLATE 04041000 DC1418 BLEND (CREME CARAMEL DML FLAVOUR) VEGETABLE 21041000 DC1421 FLAVOURED SOUP (SKIM DML MILK POWDER BLEND) SOFT SERV... | 21041000 DC1403 CHICKEN SOUP (SKIM MILK POWDER BLEND) DML 04049001 DC1404 NUTRITIONAL BASE WHEY POWDER DML 04041000 DC1417 WHEY PROTEIN ISOLATE BLEND (MOCHA FLAVOUR) DML 04041000 DC1418 WHEY PROTEIN ISOLATE BLEND (CREME CARAMEL FLAVOUR) DML 21041000 DC1421 VEGETABLE FLAVOURED SOUP (SKIM MILK POWDER BLEND) DML 21069012 ... | 0.375803 | [
3,
4,
0,
1,
2,
6,
7,
8,
5,
12,
13,
9,
10,
11,
15,
14,
19,
20,
16,
17,
18,
22,
23,
24,
21,
28,
29,
25,
26,
27,
30,
31,
32,
34,
33,
36,
37,
35,
38,
39,
40,
42,
43,
44,
41,
48,
49,
45,
46,
47,
50,
51,
52,
54,
55... | dairy-category-codes.docx | task-882-452 | 15 | [
[
214,
152,
275,
165
],
[
279,
152,
317,
165
],
[
320,
152,
358,
165
],
[
69,
158,
129,
171
],
[
147,
158,
196,
171
],
[
409,
158,
438,
171
],
[
214,
163,
246,
176
],
[
249... | [
[
69,
158,
129,
171
],
[
147,
158,
196,
171
],
[
214,
152,
275,
165
],
[
279,
152,
317,
165
],
[
320,
152,
358,
165
],
[
214,
163,
246,
176
],
[
249,
163,
310,
176
],
[
314... |
YOGHURT PEACH & 04031000 DC1695 YOG PASSIONFRUIT YOGHURT STRAWBERRY 04031000 DC1696 YOG & RHUBARB SOFT SERVE POWDER - YOGHURT FLAVOUR 19019095 DC1173 YSP (MINOR COMPONENT DAIRY) BEVERAGE POWDER 21069094 DC1238 (MINOR COMPONENT YSP DAIRY) WHIPPING POWDER (ANALOGUE WHIPPING 21069094 DC1005 YSP CREAM POWDER - MINOR COMPON... | 04031000 DC1695 YOGHURT PEACH & PASSIONFRUIT YOG 04031000 DC1696 YOGHURT STRAWBERRY & RHUBARB YOG 19019095 DC1173 SOFT SERVE POWDER - YOGHURT FLAVOUR (MINOR COMPONENT DAIRY) YSP 21069094 DC1238 BEVERAGE POWDER (MINOR COMPONENT DAIRY) YSP 21069094 DC1005 WHIPPING POWDER (ANALOGUE WHIPPING CREAM POWDER - MINOR COMPONENT ... | 0.439779 | [
3,
4,
0,
1,
2,
6,
5,
9,
10,
7,
8,
12,
13,
11,
20,
21,
14,
15,
16,
17,
18,
19,
23,
24,
25,
22,
28,
29,
26,
27,
30,
31,
33,
32,
38,
39,
34,
35,
36,
37,
41,
42,
43,
44,
45,
46,
40,
47,
48,
49,
50,
51,
52
] | dairy-category-codes.docx | task-882-452 | 58 | [
[
214,
152,
282,
165
],
[
285,
152,
332,
165
],
[
335,
152,
344,
165
],
[
69,
158,
129,
171
],
[
147,
158,
196,
171
],
[
409,
158,
439,
171
],
[
214,
163,
314,
176
],
[
214... | [
[
69,
158,
129,
171
],
[
147,
158,
196,
171
],
[
214,
152,
282,
165
],
[
285,
152,
332,
165
],
[
335,
152,
344,
165
],
[
214,
163,
314,
176
],
[
409,
158,
439,
171
],
[
69,... |
information about a type of poem puts the final version in his/her unit. The student will complete makes words homophones or sentences using homophones in his/her types of poetry log. poetry journal: a journal entry reflecting on homonyms). (Attachment 6.5 and homonyms. (Attachment Acrostic having completed the homopho... | information about a type of poem in his/her types of poetry log. puts the final version in his/her poetry journal: Acrostic Ballad Free verse Haiku Limerick (See Attachment: 6.5 Performance Task – Poetry Journal). unit. The student will complete a journal entry reflecting on having completed the performance task (Attac... | 0.596723 | [
0,
1,
2,
3,
4,
5,
24,
25,
26,
27,
28,
29,
6,
7,
8,
9,
10,
11,
30,
31,
43,
58,
67,
68,
77,
84,
89,
90,
91,
93,
94,
96,
95,
97,
12,
13,
14,
15,
16,
32,
33,
34,
35,
36,
44,
45,
46,
53,
54,
59,
60,
61,
69,
78,
70... | Daily%20Plan%206.5%20week%204.docx | task-882-46 | 1 | [
[
206,
408,
255,
430
],
[
257,
408,
282,
430
],
[
285,
408,
290,
430
],
[
293,
408,
312,
430
],
[
315,
408,
323,
430
],
[
326,
408,
351,
430
],
[
367,
408,
385,
430
],
[
38... | [
[
206,
408,
255,
430
],
[
257,
408,
282,
430
],
[
285,
408,
290,
430
],
[
293,
408,
312,
430
],
[
315,
408,
323,
430
],
[
326,
408,
351,
430
],
[
206,
427,
213,
449
],
[
21... |
discuss sensory language and narrative words of poems and sensory Introduction of writing personal narrative peer editing using writing language. process and structure. structure for writing. editing marks attachment. The student will identify sensory The student will read the poem:” The student will The student will w... | discuss sensory language and narrative writing words of poems and sensory language. Introduction of writing process and structure. personal narrative structure for writing. peer editing using editing marks attachment. Development Activities The student will identify sensory language from examples provided. The student ... | 0.495217 | [
0,
1,
2,
3,
4,
18,
5,
6,
7,
8,
9,
19,
10,
11,
12,
20,
21,
22,
13,
14,
23,
24,
25,
15,
16,
17,
26,
27,
28,
91,
92,
29,
30,
31,
32,
33,
52,
53,
54,
55,
34,
35,
36,
37,
38,
39,
56,
57,
58,
59,
60,
61,
71,
72,
40... | Daily%20Plan%207.1%20Week%202.docx | task-882-47 | 1 | [
[
287,
292,
320,
315
],
[
322,
292,
357,
315
],
[
360,
292,
401,
315
],
[
404,
292,
420,
315
],
[
423,
292,
461,
315
],
[
477,
292,
503,
315
],
[
506,
292,
514,
315
],
[
51... | [
[
287,
292,
320,
315
],
[
322,
292,
357,
315
],
[
360,
292,
401,
315
],
[
404,
292,
420,
315
],
[
423,
292,
461,
315
],
[
287,
311,
315,
334
],
[
477,
292,
503,
315
],
[
50... |
3.2 Develop skills and succession are DAIS’ most valuable resource. By Keep informed of funding EO Ongoing planning of staff. keeping them informed of funding situations and the impact on developments, the more likely they are to their jobs. Continue to invest in feel supported and stay. engaging staff, recognising the... | 3.2 Develop skills and succession planning of staff. Continue to invest in engaging staff, recognising their contributions and the uncertainty they face. Growing skills and knowledge of staff. Develop skills matrix to develop skills required. Consider partnership opportunity with local volunteer bureau who may already ... | 0.641608 | [
0,
1,
2,
3,
4,
17,
18,
19,
39,
40,
41,
42,
47,
48,
49,
50,
51,
52,
53,
69,
70,
71,
95,
96,
97,
102,
103,
104,
117,
118,
119,
120,
124,
125,
126,
128,
129,
136,
137,
138,
145,
146,
147,
148,
151,
152,
153,
154,
155,
156... | DAIS%20Strategic%20Plan%202015-2017%20Draft.docx | task-882-490 | 10 | [
[
57,
169,
74,
194
],
[
118,
169,
163,
194
],
[
166,
169,
192,
194
],
[
195,
169,
215,
194
],
[
218,
169,
276,
194
],
[
329,
169,
347,
194
],
[
350,
169,
378,
193
],
[
381,... | [
[
57,
169,
74,
194
],
[
118,
169,
163,
194
],
[
166,
169,
192,
194
],
[
195,
169,
215,
194
],
[
218,
169,
276,
194
],
[
118,
191,
165,
217
],
[
168,
191,
179,
217
],
[
182,... |
Attachment 9.4 Learning Activity - Attachment 9.4 Learning Performance task # 1 Formative Assessment – Persuasion Is All Around Activity - Strategy Definition Persuasion Scrapbook evidence Materials The student finds an example of a The student writes a response persuasive piece from the independently to explain each n... | Formative Assessment – evidence Attachment 9.4 Learning Activity - Persuasion Is All Around Attachment 9.4 Learning Activity - Strategy Definition Performance task # 1 Persuasion Scrapbook Materials Homework The student finds an example of a persuasive piece from the newspaper, television, radio, magazine, or billboard... | 0.664183 | [
12,
13,
14,
25,
0,
1,
2,
3,
4,
15,
16,
17,
18,
5,
6,
7,
19,
20,
21,
22,
8,
9,
10,
11,
23,
24,
26,
54,
27,
28,
29,
30,
31,
32,
33,
39,
40,
41,
42,
47,
48,
49,
55,
56,
57,
58,
65,
66,
67,
68,
70,
71,
72,
73,
74... | Daily%20Plan%209.4%20week%201-5.docx | task-882-55 | 2 | [
[
367,
350,
417,
372
],
[
419,
350,
433,
372
],
[
436,
350,
475,
372
],
[
477,
350,
509,
372
],
[
512,
350,
515,
372
],
[
527,
350,
577,
372
],
[
580,
350,
594,
372
],
[
59... | [
[
35,
359,
79,
382
],
[
82,
359,
136,
382
],
[
139,
362,
144,
380
],
[
35,
378,
75,
401
],
[
367,
350,
417,
372
],
[
419,
350,
433,
372
],
[
436,
350,
475,
372
],
[
477,
... |
The teacher presents a different In a text the student identifies the The teacher reads aloud one The students complete a similar The teacher reads aloud a brief text or media example that writer’s claim, explains the text from a debate and stops to chart using a text from the other paragraph that includes both include... | Development Activities The teacher presents a different text or media example that includes irrelevant evidence (see Literature Connections). The teacher underlines examples of irrelevant evidence and explains that it support the author’s claim. In a text the student identifies the writer’s claim, explains the persuasi... | 0.660379 | [
166,
167,
0,
1,
2,
3,
4,
28,
29,
30,
31,
32,
55,
56,
57,
58,
78,
79,
104,
105,
106,
107,
119,
120,
121,
122,
130,
131,
132,
133,
134,
149,
150,
5,
6,
7,
8,
9,
10,
11,
33,
34,
35,
36,
59,
60,
61,
80,
81,
82,
83,
84,... | Daily%20Plan%209.4%20week%201-5.docx | task-882-55 | 7 | [
[
206,
348,
223,
371
],
[
225,
348,
258,
371
],
[
261,
348,
299,
371
],
[
302,
348,
308,
371
],
[
310,
348,
346,
371
],
[
367,
348,
375,
371
],
[
378,
348,
383,
371
],
[
38... | [
[
35,
508,
94,
530
],
[
96,
508,
136,
530
],
[
206,
348,
223,
371
],
[
225,
348,
258,
371
],
[
261,
348,
299,
371
],
[
302,
348,
308,
371
],
[
310,
348,
346,
371
],
[
206,
... |
Daily Lesson Plan Template Day & Date Monday, Oct 12, 2015 SAP2a. Relate the structure of the integumentary system to its functional role in Standard: protecting the body and maintaining homeostasis. How does the structure of your skin determine its function? Learning Goal: Activating Strategy OLC-3 scientific facts ab... | Daily Lesson Plan Template Day & Date Monday, Oct 12, 2015 Standard: SAP2a. Relate the structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. Learning Goal: How does the structure of your skin determine its function? Activating Strategy (Kick Off) (____min) OLC-... | 0.788798 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
24,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
25,
26,
27,
28,
29,
30,
41,
42,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
43,
44,
53,
54,
55,
45,
46,
47,
48,
49,
50,
51... | Daily%20lesson%20plan%202015-week%201%20integumentary--amended-0.docx | task-882-6 | 0 | [
[
307,
91,
377,
122
],
[
389,
91,
481,
122
],
[
494,
91,
550,
122
],
[
562,
91,
692,
122
],
[
117,
155,
147,
172
],
[
154,
155,
165,
172
],
[
172,
155,
210,
172
],
[
324,
... | [
[
307,
91,
377,
122
],
[
389,
91,
481,
122
],
[
494,
91,
550,
122
],
[
562,
91,
692,
122
],
[
117,
155,
147,
172
],
[
154,
155,
165,
172
],
[
172,
155,
210,
172
],
[
324,
... |
Wednesday, Oct 14, 2015 SAP2a. Relate the structure of the integumentary system to its functional role in Day & Date protecting the body and maintaining homeostasis. Standard: What are the layers and sublayers of skin? Learning Goal: What is the structure and function of each layer of the skin? Kickoff—OLC: Activating ... | Wednesday, Oct 14, 2015 Day & Date SAP2a. Relate the structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. Standard: What are the layers and sublayers of skin? Learning Goal: What is the structure and function of each layer of the skin? Activating Strategy (Kic... | 0.796227 | [
0,
1,
2,
3,
17,
18,
19,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
50,
51,
59,
60,
61,
49... | Daily%20lesson%20plan%202015-week%201%20integumentary--amended-0.docx | task-882-6 | 1 | [
[
324,
92,
496,
123
],
[
509,
92,
562,
123
],
[
574,
92,
623,
123
],
[
636,
92,
707,
123
],
[
324,
122,
369,
139
],
[
373,
122,
415,
139
],
[
419,
122,
441,
139
],
[
444,
... | [
[
324,
92,
496,
123
],
[
509,
92,
562,
123
],
[
574,
92,
623,
123
],
[
636,
92,
707,
123
],
[
117,
124,
147,
141
],
[
154,
124,
165,
141
],
[
172,
124,
210,
141
],
[
324,
... |
and think of solutions Combination Prediction Brainstorming Interpretation Combine two Make predictions Solve a problem Describe or things to make about the future explain an something new unusual situation BAR Different Uses Inventions Forced Bigger How many… Design an Relationships Add invention Solve a problem Repla... | and think of solutions Combination Combine two things to make something new Prediction Make predictions about the future Brainstorming Solve a problem Interpretation Describe or explain an unusual situation BAR Bigger Add Replace Different Uses How many… Inventions Design an invention Forced Relationships Solve a probl... | 0.566134 | [
0,
1,
2,
3,
4,
8,
9,
17,
18,
19,
25,
26,
5,
10,
11,
20,
21,
22,
6,
12,
13,
14,
7,
15,
16,
23,
24,
27,
28,
29,
34,
40,
45,
30,
31,
35,
36,
32,
37,
38,
41,
33,
39,
42,
43,
44,
46,
47,
48,
49,
50,
51,
52,
53,
54... | dalry-primary-school-learning-and-teaching-policy-april-2017.docx | task-882-786 | 22 | [
[
190,
84,
217,
100
],
[
221,
84,
258,
100
],
[
262,
84,
276,
100
],
[
200,
98,
266,
114
],
[
183,
113,
283,
129
],
[
339,
113,
420,
129
],
[
469,
113,
582,
129
],
[
616,
... | [
[
190,
84,
217,
100
],
[
221,
84,
258,
100
],
[
262,
84,
276,
100
],
[
200,
98,
266,
114
],
[
183,
113,
283,
129
],
[
186,
126,
249,
143
],
[
253,
126,
281,
143
],
[
180,
... |
72.48 72.54 Pavement failure in sections. Repair pavement and bitumen Damage to bitumen seal. seal. 72.58 73.63 Damage to pavement and Reconstruct shoulders. bitumen seal entire width of Repair pavement and bitumen road. seal. Scouring to edges and shoulders. 73.63 73.92 Scouring of shoulder from Backfill and reconstru... | 72.48 72.54 Pavement failure in sections. Damage to bitumen seal. Repair pavement and bitumen seal. 72.58 73.63 Damage to pavement and bitumen seal entire width of road. Scouring to edges and shoulders. Reconstruct shoulders. Repair pavement and bitumen seal. 73.63 73.92 Scouring of shoulder from edge of seal LHS. Back... | 0.645127 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
13,
6,
7,
8,
9,
14,
15,
16,
17,
18,
19,
20,
23,
24,
25,
26,
27,
32,
34,
35,
36,
37,
38,
21,
22,
28,
29,
30,
31,
33,
39,
40,
41,
42,
43,
44,
48,
49,
50,
51,
45,
46,
47,
52,
53,
54... | DamageAssessmentandScopeofworkstemplate.docx | task-882-878 | 6 | [
[
380,
93,
414,
110
],
[
460,
93,
495,
110
],
[
513,
93,
575,
110
],
[
579,
93,
616,
110
],
[
620,
93,
631,
110
],
[
635,
93,
689,
110
],
[
723,
93,
763,
110
],
[
767,
... | [
[
380,
93,
414,
110
],
[
460,
93,
495,
110
],
[
513,
93,
575,
110
],
[
579,
93,
616,
110
],
[
620,
93,
631,
110
],
[
635,
93,
689,
110
],
[
513,
107,
565,
123
],
[
569,
... |
Virus Portfolio Western Equine Encephalitis Virus Bovine Respiratory Syncytial Virus Lymphocytic Choriomeningitis Hantavirus Pulmonary Syndrome Canine Distemper Virus BY: Damen Muller Western Equine Encephalitis Virus | Virus Portfolio Western Equine Encephalitis Virus Bovine Respiratory Syncytial Virus Lymphocytic Choriomeningitis Hantavirus Pulmonary Syndrome Canine Distemper Virus BY: Damen Muller Western Equine Encephalitis Virus | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24
] | Damen_Muller_Virus_Portfolio.docx | task-882-917 | 0 | [
[
271,
250,
433,
333
],
[
450,
250,
728,
333
],
[
363,
352,
432,
373
],
[
436,
352,
491,
373
],
[
495,
352,
591,
373
],
[
595,
352,
636,
373
],
[
365,
386,
419,
407
],
[
42... | [
[
271,
250,
433,
333
],
[
450,
250,
728,
333
],
[
363,
352,
432,
373
],
[
436,
352,
491,
373
],
[
495,
352,
591,
373
],
[
595,
352,
636,
373
],
[
365,
386,
419,
407
],
[
42... |
Hirschi High School IBMYP Unit Plan Teacher(s) Subject group and discipline Lee Gregg Physical Education 9-12 Unit MYP Year: MYP 4-5 Unit duration hours) Cultural Dance 15 Hours Performance Inquiry: Establishing the Purpose of the Unit Key concept Related Concept(s) Global Context Culture Energy Personal and Cultural E... | Hirschi High School IBMYP Unit Plan Teacher(s) Lee Gregg Subject group and discipline Physical Education 9-12 Unit Cultural Dance Performance MYP Year: MYP 4-5 Unit duration hours) 15 Hours Inquiry: Establishing the Purpose of the Unit Key concept Related Concept(s) Global Context Culture Energy Movement Balance Person... | 0.802555 | [
0,
1,
2,
3,
4,
5,
6,
11,
12,
7,
8,
9,
10,
13,
14,
15,
16,
24,
25,
28,
17,
18,
19,
20,
21,
22,
23,
26,
27,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
48,
49,
44,
45,
46,
47,
50,
51,
52,
53,
54... | Dance%20Unit%20Plan.docx | task-883-130 | 0 | [
[
340,
39,
455,
102
],
[
464,
39,
546,
102
],
[
555,
39,
659,
102
],
[
777,
104,
849,
144
],
[
856,
104,
900,
144
],
[
906,
104,
954,
144
],
[
52,
142,
128,
169
],
[
351,
... | [
[
340,
39,
455,
102
],
[
464,
39,
546,
102
],
[
555,
39,
659,
102
],
[
777,
104,
849,
144
],
[
856,
104,
900,
144
],
[
906,
104,
954,
144
],
[
52,
142,
128,
169
],
[
155,
... |
Sample assessment outline Dance ATAR Year 12 – Unit 3 and Unit 4 Assessment Weighting for Assessment Assessment Assessment Assessment task task combined When component type type weighting weighting mark Demonstration of technique for Unit 3 complex exercises and Task 1: – Semester 1 20% 10% extended sequences in contem... | Sample assessment outline Dance – ATAR Year 12 Unit 3 and Unit 4 Assessment component Assessment type Assessment type weighting Assessment task weighting Weighting for combined mark When Assessment task Practical Performance/ Production 60% 20% 10% Semester 1 Week 13 Task 1: Demonstration of technique for Unit 3 – comp... | 0.59278 | [
0,
1,
2,
3,
7,
4,
5,
6,
8,
9,
10,
11,
12,
16,
24,
17,
25,
18,
26,
27,
13,
21,
28,
14,
15,
22,
29,
23,
19,
20,
113,
82,
84,
83,
44,
45,
42,
43,
54,
55,
39,
40,
30,
31,
32,
33,
34,
35,
41,
36,
37,
38,
46,
47,
4... | Dance-ATAR-Y12-sample-assessment-outline-WACE-2015_16.DOCX | task-883-140 | 2 | [
[
51,
94,
104,
126
],
[
109,
94,
193,
126
],
[
197,
94,
245,
126
],
[
51,
131,
96,
163
],
[
114,
131,
150,
163
],
[
154,
131,
186,
163
],
[
190,
131,
210,
163
],
[
100,
... | [
[
51,
94,
104,
126
],
[
109,
94,
193,
126
],
[
197,
94,
245,
126
],
[
51,
131,
96,
163
],
[
100,
135,
110,
161
],
[
114,
131,
150,
163
],
[
154,
131,
186,
163
],
[
190,
... |
Strand: Creating Content Standard 3: Students will refine and complete artistic work. CCSS Alignment Dance I II Dance III Dance IV CR.3.DAI.1 CR.3 DAII.1 CR.3.DAIII.1 CR.3.DAIV.1 CCRA.W.5 Identify the impact of choices Analyze the impact of choices Evaluate the impact of Document choices made in CCRA.SL.1, 3, 4 made in... | Strand: Creating Content Standard 3: Students will refine and complete artistic work. Dance I II Dance III Dance IV CCSS Alignment CR.3.DAI.1 Identify the impact of choices made in the choreographic revision process CR.3 DAII.1 Analyze the impact of choices made in the choreographic revision process CR.3.DAIII.1 Evalua... | 0.560391 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
14,
15,
16,
17,
18,
19,
20,
12,
13,
21,
27,
28,
29,
30,
31,
48,
49,
50,
51,
63,
64,
22,
23,
32,
33,
34,
35,
36,
52,
53,
54,
55,
65,
66,
24,
37,
38,
39,
40,
56,
57,
58,
59... | DanceI_IV2014.docx | task-883-211 | 5 | [
[
73,
56,
114,
79
],
[
118,
56,
165,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... | [
[
73,
56,
114,
79
],
[
118,
56,
165,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... |
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. CCSS Alignment I Dance II Dance III Dance IV P.4.DAI.1 P.4.DAII.1 P.4.DAIII.1 P.4.DAIV.1 CCRA.SL.1, 4 Explore the concept of time as Examine syncopation and Analyze dance studies and Analyze dance phrases... | Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. I Dance II Dance III Dance IV CCSS Alignment P.4.DAI.1 Explore the concept of time as it relates to dance phrasing (e.g., metric, kinetic, and breath phrasing) P.4.DAII.1 Examine syncopation and accent mo... | 0.576957 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
17,
18,
19,
20,
21,
22,
23,
15,
16,
24,
30,
31,
32,
33,
34,
35,
48,
49,
50,
51,
52,
64,
65,
66,
67,
79,
80,
25,
36,
37,
38,
53,
54,
55,
56,
68,
26,
39,
40,
41... | DanceI_IV2014.docx | task-883-211 | 6 | [
[
73,
56,
114,
79
],
[
118,
56,
179,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... | [
[
73,
56,
114,
79
],
[
118,
56,
179,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... |
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. CCSS Alignment Dance I Dance II Dance III IV P.5.DAI.1 P.5.DAII.1 P.5.DAIII.1 P.5.DAIV.1 CCRA.SL.1, 4, 6 Demonstrate technical Develop technical dance skills Dance with sensibility toward Apply to body-mind principle... | Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Dance I Dance II Dance III IV CCSS Alignment P.5.DAI.1 Demonstrate technical skills (e.g., alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate... | 0.559346 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
16,
17,
18,
19,
20,
21,
22,
14,
15,
23,
30,
31,
44,
58,
59,
60,
68,
69,
70,
71,
74,
75,
76,
77,
78,
79,
80,
81,
82,
83,
84,
85,
86,
87,
88,
89,
90,
91,
92,
93,
24... | DanceI_IV2014.docx | task-883-211 | 7 | [
[
73,
56,
114,
79
],
[
118,
56,
179,
79
],
[
115,
75,
159,
97
],
[
163,
75,
214,
97
],
[
217,
75,
228,
97
],
[
231,
75,
281,
97
],
[
285,
75,
302,
97
],
[
306,
75,
... | [
[
73,
56,
114,
79
],
[
118,
56,
179,
79
],
[
115,
75,
159,
97
],
[
163,
75,
214,
97
],
[
217,
75,
228,
97
],
[
231,
75,
281,
97
],
[
285,
75,
302,
97
],
[
306,
75,
... |
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. CCSS Alignment Dance I Dance II Dance III Dance IV R.7.DAI.1 R.7.DAII.1 R.7.DAIII.1 R.7.DAIV.1 CCRA.SL.1, 3, 4 Differentiate the Analyze recurring patterns of Analyze recurring patterns of Analyze a variety of dance artistic intent... | Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. Dance I Dance II Dance III Dance IV CCSS Alignment R.7.DAI.1 Differentiate the artistic intent of various patterns of movements R.7.DAII.1 Analyze recurring patterns of movement as it relates to artistic intent R.7.DAIII.1 Analyze ... | 0.611139 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
14,
15,
16,
17,
18,
19,
20,
21,
12,
13,
22,
29,
30,
44,
45,
46,
47,
48,
49,
63,
23,
31,
32,
33,
34,
50,
51,
52,
53,
54,
64,
65,
24,
35,
36,
37,
38,
55,
56,
57,
66,
67,
68... | DanceI_IV2014.docx | task-883-211 | 10 | [
[
73,
56,
114,
79
],
[
118,
56,
185,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... | [
[
73,
56,
114,
79
],
[
118,
56,
185,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
232,
97
],
[
235,
75,
285,
97
],
[
289,
75,
306,
97
],
[
310,
75,
... |
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. CCSS Alignment Dance I Dance II Dance III Dance IV CN.10.DAI.1 CN.10.DAII.1 CN.10.DAIII.1 CN.10.DAIV.1 CCRA.R.6, 7 Compare connections Analyze the influence of a Review one’s own Analyze the chang... | Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. Dance I Dance II Dance III Dance IV CCSS Alignment CN.10.DAI.1 Compare connections between different dances and one’s personal perspectives CN.10.DAII.1 Analyze the influence of a choreographer’s ... | 0.529747 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
19,
20,
21,
22,
23,
24,
25,
26,
17,
18,
27,
33,
34,
50,
51,
52,
53,
64,
65,
66,
28,
35,
36,
37,
38,
39,
54,
55,
56,
67,
68,
29,
40,
41,
42,
57,
58,
59... | DanceI_IV2014.docx | task-883-211 | 13 | [
[
73,
56,
114,
79
],
[
118,
56,
181,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
239,
97
],
[
242,
75,
292,
97
],
[
296,
75,
313,
97
],
[
317,
75,
... | [
[
73,
56,
114,
79
],
[
118,
56,
181,
79
],
[
119,
75,
163,
97
],
[
167,
75,
218,
97
],
[
221,
75,
239,
97
],
[
242,
75,
292,
97
],
[
296,
75,
313,
97
],
[
317,
75,
... |
developing specific Experiences growing Uses correct technique dance techniques success with developing in one or more dance correct technique style Context Shows some interest Frequently demonstrates Actively demonstrates Consistently and actively and/or awareness that understanding about, and understanding of, and de... | developing specific dance techniques Experiences growing success with developing correct technique Uses correct technique in one or more dance style Context Shows some interest and/or awareness that dance is used for a variety of purposes and in a variety of social, historical, and cultural contexts Shows some interest... | 0.475867 | [
0,
1,
7,
8,
2,
3,
9,
10,
11,
17,
18,
4,
5,
6,
12,
13,
14,
15,
16,
19,
20,
21,
22,
23,
31,
32,
33,
41,
42,
43,
44,
45,
46,
59,
60,
61,
62,
63,
64,
76,
77,
78,
79,
88,
89,
101,
102,
103,
104,
112,
113,
114,
115,
... | dancek7_rubric.docx | task-883-212 | 1 | [
[
223,
156,
285,
181
],
[
289,
156,
330,
181
],
[
397,
156,
465,
181
],
[
468,
156,
514,
181
],
[
585,
156,
612,
181
],
[
615,
156,
655,
181
],
[
659,
156,
715,
181
],
[
22... | [
[
223,
156,
285,
181
],
[
289,
156,
330,
181
],
[
223,
178,
257,
203
],
[
260,
178,
322,
203
],
[
397,
156,
465,
181
],
[
468,
156,
514,
181
],
[
397,
178,
440,
203
],
[
44... |
There is a $30.00 Dance Class fee. Make checks payable to CMS. This fee supplies the dance classroom and dancers for classwork and performances. Students who arrive to class with an injury or illness a parent/guardian note must be shown the day of observation. I'm looking forward to working with you and your Please con... | There is a $30.00 Dance Class fee. Make checks payable to CMS. This fee supplies the dance classroom and dancers for classwork and performances. Students who arrive to class with an injury or illness a parent/guardian note must be shown the day of observation. I'm looking forward to working with you and your Please con... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DanceSyllabus17_18_(1).docx | task-883-225 | 2 | [
[
90,
193,
126,
220
],
[
130,
193,
139,
220
],
[
142,
193,
150,
220
],
[
153,
193,
195,
220
],
[
199,
193,
237,
220
],
[
240,
193,
271,
220
],
[
275,
193,
298,
220
],
[
301... | [
[
90,
193,
126,
220
],
[
130,
193,
139,
220
],
[
142,
193,
150,
220
],
[
153,
193,
195,
220
],
[
199,
193,
237,
220
],
[
240,
193,
271,
220
],
[
275,
193,
298,
220
],
[
301... |
4 Aboriginal Warm up from lesson one and moving in space. and Torres Strait Island Explain that today we are going to be looking at different cultures and Torres Strait Islander "Kab dances, the types of dancing they do to tell stories. Refer to stories ‘Dreamtime’ Kar" dance in Cairns, culture, and explain that these ... | 4 Animal movement through Aboriginal dances. Warm up from lesson one and moving in space. Explain that today we are going to be looking at different cultures and the types of dancing they do to tell stories. Refer to ‘Dreamtime’ stories and explain that these are passed down through generations. (see teacher notes) Rea... | 0.75642 | [
0,
145,
146,
147,
155,
156,
2,
3,
4,
5,
6,
7,
8,
9,
10,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
45,
44,
51,
52,
53,
54,
55,
56,
57,
58,
59,
60,
63,
64,
67... | dance_prepf.docx | task-883-279 | 7 | [
[
33,
90,
40,
116
],
[
871,
90,
929,
116
],
[
266,
91,
302,
116
],
[
306,
91,
322,
116
],
[
325,
91,
354,
116
],
[
358,
91,
399,
116
],
[
403,
91,
426,
116
],
[
430,
91... | [
[
33,
90,
40,
116
],
[
88,
361,
128,
387
],
[
132,
361,
193,
387
],
[
197,
361,
241,
387
],
[
88,
382,
146,
408
],
[
150,
382,
196,
408
],
[
266,
91,
302,
116
],
[
306,
... |
Date Class Event/Performance Times Location July 30-Aug. 2 Expose Choreo 9:30-2:30 TCHS Dance (Mon-Thurs) Elite Camp Room TCHS Dance Aug. 16th Apprentice Team Building 2:30-3:45 Room Rehearsal (Choreo 1:30-3:00 TCHS Dance Aug. 22nd (Weds) Elite and Etudes) (1.5) Room Rehearsal (Pep 2:30-3:45 TCHS Dance Aug. 23rd (Thurs... | Date Class Event/Performance Times Location July 30-Aug. 2 (Mon-Thurs) Elite Expose Choreo Camp 9:30-2:30 TCHS Dance Room Aug. 16th Apprentice Team Building 2:30-3:45 TCHS Dance Room Aug. 22nd (Weds) Elite Rehearsal (Choreo and Etudes) 1:30-3:00 (1.5) TCHS Dance Room Aug. 23rd (Thurs.) Apprentice Rehearsal (Pep Rally C... | 0.353644 | [
0,
1,
2,
3,
4,
5,
6,
7,
13,
14,
8,
9,
15,
10,
11,
12,
16,
19,
20,
21,
22,
23,
24,
17,
18,
25,
31,
32,
33,
34,
26,
27,
35,
36,
28,
37,
29,
30,
38,
44,
45,
46,
47,
39,
40,
48,
49,
41,
50,
42,
43,
51,
56,
57,
58... | dance_program_handbook_18-19___1_.docx | task-883-280 | 13 | [
[
124,
115,
159,
132
],
[
274,
115,
318,
132
],
[
385,
115,
534,
132
],
[
544,
115,
591,
132
],
[
649,
115,
717,
132
],
[
124,
138,
153,
155
],
[
157,
138,
214,
155
],
[
21... | [
[
124,
115,
159,
132
],
[
274,
115,
318,
132
],
[
385,
115,
534,
132
],
[
544,
115,
591,
132
],
[
649,
115,
717,
132
],
[
124,
138,
153,
155
],
[
157,
138,
214,
155
],
[
21... |
Vertical jump one foot to one foot Assessment of Technical Skills: locomotion movements (hops, skips, running, Acquiring Consolidating Established walking, crawling and rolling) performed with good alignment, control, coordination and (sometimes) (frequently) (consistently) balance Travelling at a low, medium, or high ... | Vertical jump one foot to one foot Assessment of Technical Skills: locomotion movements (hops, skips, running, walking, crawling and rolling) performed with good alignment, control, coordination and balance Acquiring (sometimes) Consolidating (frequently) Established (consistently) Travelling at a low, medium, or high ... | 0.8408 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
33,
16,
30,
17,
31,
18,
32,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | dance_year4f.docx | task-883-289 | 7 | [
[
56,
79,
100,
104
],
[
103,
79,
131,
104
],
[
135,
79,
157,
104
],
[
160,
79,
182,
104
],
[
186,
79,
197,
104
],
[
200,
79,
222,
104
],
[
226,
79,
248,
104
],
[
56,
11... | [
[
56,
79,
100,
104
],
[
103,
79,
131,
104
],
[
135,
79,
157,
104
],
[
160,
79,
182,
104
],
[
186,
79,
197,
104
],
[
200,
79,
222,
104
],
[
226,
79,
248,
104
],
[
56,
11... |
and land management practises that protect and The City of Whitehorse manages the Morack enhance the area’s environmental values, will be Public Golf Course, Whitehorse Transfer encouraged. Current land management issues Station and associated recreation facilities include: (motocross track, lookout tower and skate ram... | The City of Whitehorse manages the Morack Public Golf Course, Whitehorse Transfer Station and associated recreation facilities (motocross track, lookout tower and skate ramp) at the northern end of the park. The City of Knox owns some smaller parcels of land within the Parklands that are used as landfill Knox also curr... | 0.784598 | [
7,
8,
9,
10,
11,
12,
13,
21,
22,
23,
24,
25,
31,
32,
33,
34,
35,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
63,
64,
65,
66,
67,
68,
69,
70,
72,
73,
74,
75,
76,
77,
78,
79,
80,
81,
82,
83,
84,
85,
8... | Dandenong-Valley-Parklands-Future-Directions-Plan-accessible-version.docx | task-883-334 | 21 | [
[
530,
78,
557,
95
],
[
563,
78,
595,
95
],
[
601,
78,
695,
95
],
[
701,
78,
766,
95
],
[
772,
78,
800,
95
],
[
806,
78,
857,
95
],
[
864,
78,
890,
95
],
[
119,
82,
... | [
[
119,
82,
147,
99
],
[
155,
82,
187,
99
],
[
194,
82,
210,
99
],
[
217,
82,
302,
99
],
[
310,
82,
375,
99
],
[
382,
82,
405,
99
],
[
412,
82,
470,
99
],
[
119,
97,
... |
6 IMPLEMENTATION approach to maximise community and This Plan provides the framework for the environmental benefits. management of Dandenong Valley Parklands over the next 10 to 15 years. Implementation pertain to existing or emerging priority of the actions within this Future Directions planning issues. Plan will be d... | 6 IMPLEMENTATION This Plan provides the framework for the management of Dandenong Valley Parklands over the next 10 to 15 years. Implementation of the actions within this Future Directions Plan will be dependent on the timing of non- compulsory land acquisition, visitor demand, funding and agreement with other agencies... | 0.733428 | [
0,
1,
7,
8,
9,
10,
11,
12,
13,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
35,
36,
37,
38,
39,
40,
41,
44,
45,
46,
47,
48,
49,
50,
51,
52,
59,
60,
61,
62,
63,
64,
65,
66,
67,
68,
69,
72,
73,
74,
88,
89,... | Dandenong-Valley-Parklands-Future-Directions-Plan-accessible-version.docx | task-883-334 | 37 | [
[
348,
102,
361,
125
],
[
443,
102,
655,
125
],
[
560,
145,
628,
162
],
[
642,
145,
656,
162
],
[
670,
145,
742,
162
],
[
756,
145,
840,
162
],
[
854,
145,
881,
162
],
[
11... | [
[
348,
102,
361,
125
],
[
443,
102,
655,
125
],
[
119,
149,
151,
166
],
[
164,
149,
197,
166
],
[
209,
149,
273,
166
],
[
285,
149,
308,
166
],
[
320,
149,
401,
166
],
[
41... |
Radioisotopic cardiac pacemakers or other devices, including those powered by lithium batteries, implanted into a ON ONE'S person or fitted externally, or radiopharmaceuticals contained within the body of a person as the result of medical NO NO PERSON treatment. Security-type attaché cases, cash boxes, cash bags, etc. ... | Radioisotopic cardiac pacemakers or other devices, including those powered by lithium batteries, implanted into a person or fitted externally, or radiopharmaceuticals contained within the body of a person as the result of medical treatment. NO ON ONE'S PERSON NO Security-type attaché cases, cash boxes, cash bags, etc. ... | 0.86725 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
38,
35,
15,
16,
37,
36,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
55... | DANGEROUS_GOODS_HANDL_NG_RULES__ENG__-_Rev_04-01_01_2018.docx | task-883-408 | 2 | [
[
53,
83,
142,
96
],
[
145,
83,
192,
96
],
[
196,
83,
274,
96
],
[
278,
83,
289,
96
],
[
293,
83,
324,
96
],
[
328,
83,
377,
96
],
[
381,
83,
434,
96
],
[
437,
83,
... | [
[
53,
83,
142,
96
],
[
145,
83,
192,
96
],
[
196,
83,
274,
96
],
[
278,
83,
289,
96
],
[
293,
83,
324,
96
],
[
328,
83,
377,
96
],
[
381,
83,
434,
96
],
[
437,
83,
... |
Making Inferences Planner Title: Dangerous Threat? No-Loving Pet! CPQ: What are the pro’s about owning a pit-bull? P# Statement Text Clues Background Knowledge “In fact they can Usually when a dog In the text I DO A pro is that I can make affectionate, is affectionate and (direct) cuddle up with a pit loving, pets” lov... | Making Inferences Planner Title: Dangerous Threat? No-Loving Pet! CPQ: What are the pro’s about owning a pit-bull? P# Statement Text Clues Background Knowledge I DO A pro is that I can cuddle up with a pit bull and it won’t bite me. In the text (direct) In my head (inference) “In fact they can make affectionate, loving... | 0.534904 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
34,
35,
36,
37,
38,
39,
40,
41,
48,
49,
50,
51,
52,
59,
60,
61,
62,
63,
70,
31,
32,
33,
47,
67,
68,
69,
72,
23,
24,
25,
26,
42... | dangerous_threat_is_this_the_kind_of_dog_you_want_roaming_your_streets_mi_and_cmi.docx | task-883-409 | 0 | [
[
58,
54,
122,
75
],
[
128,
54,
231,
75
],
[
236,
54,
303,
75
],
[
425,
54,
475,
75
],
[
481,
54,
576,
75
],
[
582,
54,
656,
75
],
[
662,
54,
753,
75
],
[
759,
54,
... | [
[
58,
54,
122,
75
],
[
128,
54,
231,
75
],
[
236,
54,
303,
75
],
[
425,
54,
475,
75
],
[
481,
54,
576,
75
],
[
582,
54,
656,
75
],
[
662,
54,
753,
75
],
[
759,
54,
... |
*Some of these were very difficult and the sentences had be altered a lot more than a simple misplaced or dangling modifier. -Koppen Dangling and Misplaced Modifiers Answers In for us to please the neighbors, some fireworks were set off a day early. Though she was only sixteen years old, the college accepted Martha’s a... | *Some of these were very difficult and the sentences had be altered a lot more than a simple misplaced or dangling modifier. -Koppen Dangling and Misplaced Modifiers Answers In for us to please the neighbors, some fireworks were set off a day early. Though she was only sixteen years old, the college accepted Martha’s a... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | dangling_and_misplaced_modifiers_answers.docx | task-883-418 | 0 | [
[
117,
89,
167,
108
],
[
171,
89,
186,
108
],
[
190,
89,
231,
108
],
[
235,
89,
272,
108
],
[
276,
89,
307,
108
],
[
311,
89,
367,
108
],
[
371,
89,
398,
108
],
[
402,
... | [
[
117,
89,
167,
108
],
[
171,
89,
186,
108
],
[
190,
89,
231,
108
],
[
235,
89,
272,
108
],
[
276,
89,
307,
108
],
[
311,
89,
367,
108
],
[
371,
89,
398,
108
],
[
402,
... |
Day 1 Perception & Self Chapter 2 IA: Perception Quiz (CIA pp. 41-42) Day 2 Introductory Self Evaluation (CIA Presentations pp. 121-122) UNIT 2: Public Speaking Basics Week 4 Topics Reading Assignment 9/19-9/23 Online Watch Speech Development Process Day 1 Designing Verbal & Chapter 3 & 4 Nonverbal Messages Impact of C... | Day 1 Perception & Self Chapter 2 IA: Perception Quiz (CIA pp. 41-42) Day 2 Introductory Presentations Self Evaluation (CIA pp. 121-122) UNIT 2: Public Speaking Basics Week 4 9/19-9/23 Topics Reading Assignment Online Watch Speech Development Process Day 1 Designing Verbal & Nonverbal Messages Impact of Convergence on ... | 0.615069 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
19,
16,
17,
18,
20,
21,
22,
23,
24,
25,
26,
27,
28,
32,
29,
30,
31,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
47,
48,
49,
50,
51,
52,
53,
54,
55,
56,
43,
44... | Daniel%20Mitchell%20Fall%202016%20COMM%201010%20Syllabus-1.docx | task-883-482 | 8 | [
[
126,
77,
157,
98
],
[
162,
77,
171,
98
],
[
295,
77,
377,
98
],
[
382,
77,
396,
98
],
[
401,
77,
429,
98
],
[
504,
77,
565,
98
],
[
570,
77,
579,
98
],
[
696,
77,
... | [
[
126,
77,
157,
98
],
[
162,
77,
171,
98
],
[
295,
77,
377,
98
],
[
382,
77,
396,
98
],
[
401,
77,
429,
98
],
[
504,
77,
565,
98
],
[
570,
77,
579,
98
],
[
696,
77,
... |
Table 13: Project Implementations Plan Objectives Output Activities Project Month Resources Responsible Needed Person J F M A M J J A S O N D Output 1: 50 Activity 1: Purchasing of Human resource Students and X Objective 1: To students acquire products and equipment for Financial resource CED Student 50 students entrep... | Table 13: Project Implementations Plan Objectives Output Activities Project Month Resources Needed Responsible Person J F M A M J J A S O N D Objective 1: To 50 students skills by June 2017 Output 1: 50 students acquire entrepreneurship training Activity 1: Purchasing of products and equipment for training X Human reso... | 0.33679 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
12,
11,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
38,
39,
40,
51,
52,
65,
66,
67,
73,
26,
27,
28,
41,
42,
53,
55,
29,
30,
31,
32,
43,
44,
45,
46,
54,
37,
33,
34,
47... | DANIEL%20URIOH%20tyr.docx | task-883-487 | 57 | [
[
135,
191,
169,
219
],
[
173,
191,
192,
219
],
[
196,
191,
240,
219
],
[
243,
191,
346,
219
],
[
350,
191,
378,
219
],
[
147,
218,
200,
242
],
[
260,
218,
297,
242
],
[
34... | [
[
135,
191,
169,
219
],
[
173,
191,
192,
219
],
[
196,
191,
240,
219
],
[
243,
191,
346,
219
],
[
350,
191,
378,
219
],
[
147,
218,
200,
242
],
[
260,
218,
297,
242
],
[
34... |
4.2.2 Project Logical Framework The plan is illustrated in the next Logical table indicating other details which interventions, objectives to be achieved, indicators for verification of achievements, means of verification, and assumptions. Table 14.3: Project logical framework Means of verifications (MOV) Hierarchy of ... | 4.2.2 Project Logical Framework The plan is illustrated in the next Logical table indicating other details which interventions, objectives to be achieved, indicators for verification of achievements, means of verification, and assumptions. Table 14.3: Project logical framework Hierarchy of objectives Objective verifiab... | 0.799567 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
41,
42,
43,
44,
45,
46,
48,
37,
38,
39,
40,
47,
49,
50,
51,
52,
53,
66... | DANIEL%20URIOH%20tyr.docx | task-883-487 | 58 | [
[
135,
191,
163,
219
],
[
167,
191,
211,
219
],
[
215,
191,
260,
219
],
[
263,
191,
335,
219
],
[
135,
237,
157,
264
],
[
161,
237,
186,
264
],
[
190,
237,
200,
264
],
[
20... | [
[
135,
191,
163,
219
],
[
167,
191,
211,
219
],
[
215,
191,
260,
219
],
[
263,
191,
335,
219
],
[
135,
237,
157,
264
],
[
161,
237,
186,
264
],
[
190,
237,
200,
264
],
[
20... |
Project Action Plan and Timetable This section provides you with an opportunity to outline your planning and organisation over the period of weeks and the activities you will need to carry out to complete your project in the agreed time frame. The more time and thought you give to planning your project the more success... | Project Action Plan and Timetable This section provides you with an opportunity to outline your planning and organisation over the period of weeks and the activities you will need to carry out to complete your project in the agreed time frame. The more time and thought you give to planning your project the more success... | 0.885106 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | daniel-perry-draft-2.docx | task-883-531 | 6 | [
[
120,
108,
183,
128
],
[
188,
108,
245,
128
],
[
250,
108,
289,
128
],
[
294,
108,
327,
128
],
[
332,
108,
419,
128
],
[
120,
185,
156,
204
],
[
162,
185,
219,
204
],
[
22... | [
[
120,
108,
183,
128
],
[
188,
108,
245,
128
],
[
250,
108,
289,
128
],
[
294,
108,
327,
128
],
[
332,
108,
419,
128
],
[
120,
185,
156,
204
],
[
162,
185,
219,
204
],
[
22... |
1.2 5.2 Temperature Y River crossings 1.3 5.3 Insufficient or unsuitable space Remote locations Difficult communication weather / – 1.4 5.4 Untidiness causing trip / fire hazard – distance 1.5 5.5 Stairs dark / steep / no handrail Falling debris – Lack of fire escapes / extinguishers / Extra work imposed by terrain typ... | 1.2 Temperature Y 5.2 River crossings 1.3 Insufficient or unsuitable space 5.3 Remote locations 1.4 Untidiness – causing trip / fire hazard 5.4 Difficult communication – weather / distance 1.5 Stairs – dark / steep / no handrail 5.5 Falling debris 1.6 Lack of fire escapes / extinguishers / procedures 5.6 Extra work imp... | 0.578489 | [
0,
2,
3,
1,
4,
5,
6,
8,
9,
10,
11,
7,
12,
13,
19,
21,
27,
22,
23,
24,
25,
26,
20,
14,
15,
18,
16,
17,
28,
29,
31,
40,
32,
33,
34,
35,
36,
37,
30,
38,
39,
55,
41,
42,
43,
44,
45,
46,
47,
57,
56,
48,
49,
50,
51... | daniel-perry-january-27-draft-41.docx | task-883-533 | 32 | [
[
104,
72,
130,
88
],
[
572,
72,
598,
88
],
[
156,
82,
254,
98
],
[
518,
82,
528,
98
],
[
628,
82,
666,
98
],
[
671,
82,
738,
98
],
[
104,
118,
130,
134
],
[
572,
118,
... | [
[
104,
72,
130,
88
],
[
156,
82,
254,
98
],
[
518,
82,
528,
98
],
[
572,
72,
598,
88
],
[
628,
82,
666,
98
],
[
671,
82,
738,
98
],
[
104,
118,
130,
134
],
[
156,
128,
... |
By:___________________________ By:___________________________ Chotkevys, City Manager (Signature) Attest: ________________________________ (Typed Name) ________________________________ Kathy Ward, City Clerk Its:_____________________________ (Title) Approved As to Form: ________________________________ , City Attorney | By:___________________________ Chotkevys, City Manager Attest: ________________________________ Kathy Ward, City Clerk Approved As to Form: ________________________________ , City Attorney By:___________________________ (Signature) ________________________________ (Typed Name) Its:_____________________________ (Title) | 0.61418 | [
0,
2,
3,
4,
6,
10,
11,
12,
13,
14,
17,
18,
19,
20,
21,
22,
23,
24,
1,
5,
7,
8,
9,
15,
16
] | Dana-Point-2013-RFP-for-Audit-Services-DRAFT-FINAL.docx | task-883-54 | 26 | [
[
117,
100,
440,
121
],
[
529,
100,
852,
121
],
[
150,
118,
247,
139
],
[
252,
118,
286,
139
],
[
291,
118,
369,
139
],
[
588,
118,
685,
139
],
[
117,
153,
173,
174
],
[
52... | [
[
117,
100,
440,
121
],
[
150,
118,
247,
139
],
[
252,
118,
286,
139
],
[
291,
118,
369,
139
],
[
117,
153,
173,
174
],
[
117,
188,
466,
208
],
[
117,
205,
167,
226
],
[
17... |
On Christmas Day of that same year, Copland wrote in his diary: does one “How deepen one’s experience of life. That is a problem that interests me deeply. Would serving as dish washer for a week help—or doing a term in prison?” (Ross 293). Copland’s question may have been answered in his involvement in leftist politics... | On Christmas Day of that same year, Copland wrote in his diary: “How does one deepen one’s experience of life. That is a problem that interests me deeply. Would serving as dish washer for a week help—or doing a term in prison?” (Ross 293). Copland’s question may have been answered in his involvement in leftist politics... | 0.898885 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
14,
12,
13,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Danielle%20Zhu%20First%20Draft.1.docx | task-883-584 | 4 | [
[
205,
89,
229,
109
],
[
234,
89,
314,
109
],
[
319,
89,
351,
109
],
[
356,
89,
372,
109
],
[
377,
89,
407,
109
],
[
412,
89,
452,
109
],
[
457,
89,
495,
109
],
[
500,
... | [
[
205,
89,
229,
109
],
[
234,
89,
314,
109
],
[
319,
89,
351,
109
],
[
356,
89,
372,
109
],
[
377,
89,
407,
109
],
[
412,
89,
452,
109
],
[
457,
89,
495,
109
],
[
500,
... |
TEACHING RESPONSIBILITIES (present and past) chronological Date, Course, Program, Department/Affiliation Course Program Department/Affiliation History History History & Heritage Survey of Asian Management Introduction to Ethiopian Arts History of the Middle East Since 1920s Socio-cultural History of Ethiopia and the Ho... | TEACHING RESPONSIBILITIES (present and past) chronological Date, Course, Program, Department/Affiliation Past Course Program Department/Affiliation Survey of Asian History History History & Heritage Management Introduction to Ethiopian Arts History of the Middle East Since 1920s Socio-cultural History of Ethiopia and t... | 0.748689 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
42,
10,
11,
12,
18,
19,
20,
13,
14,
15,
16,
17,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
56... | DanielW.docx | task-883-618 | 1 | [
[
117,
81,
224,
102
],
[
229,
81,
413,
102
],
[
418,
81,
481,
101
],
[
486,
81,
514,
101
],
[
519,
81,
557,
101
],
[
562,
81,
670,
101
],
[
176,
108,
219,
127
],
[
224,
... | [
[
117,
81,
224,
102
],
[
229,
81,
413,
102
],
[
418,
81,
481,
101
],
[
486,
81,
514,
101
],
[
519,
81,
557,
101
],
[
562,
81,
670,
101
],
[
176,
108,
219,
127
],
[
224,
... |
250 ALUMINUM BUN PANS 27 ALUMINUM BUN PANS (ROUGH 251 54 CONDITION) 252 ALUMINUM BAKERS RACK 1 253 HOSHIZAKI S/S 500LB CUBER W/BIN 1 SOUTHBEND S/S 6-BURNER RANGE 254 1 W/OVEN, BACKSHELF & C ROYAL S/S 6-BURNER RANGE W/OVEN 255 1 & BACKSHELF AMERICAN RANGE S/S 36\" GRIDDLE 256 1 W/(4)BURNERS, (2)O MONTAGUE S/S 8-BURNER H... | 250 ALUMINUM BUN PANS 27 251 ALUMINUM BUN PANS (ROUGH CONDITION) 54 252 ALUMINUM BAKERS RACK 1 253 HOSHIZAKI S/S 500LB CUBER W/BIN 1 254 SOUTHBEND S/S 6-BURNER RANGE W/OVEN, BACKSHELF & C 1 255 ROYAL S/S 6-BURNER RANGE W/OVEN & BACKSHELF 1 256 AMERICAN RANGE S/S 36\" GRIDDLE W/(4)BURNERS, (2)O 1 257 MONTAGUE S/S 8-BURN... | 0.514116 | [
0,
1,
2,
3,
4,
9,
5,
6,
7,
8,
11,
10,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
28,
24,
25,
26,
27,
30,
31,
32,
33,
29,
39,
34,
35,
36,
37,
38,
41,
42,
40,
48,
43,
44,
45,
46,
47,
50,
51,
49,
57,
52,
53... | danilovcat.docx | task-883-648 | 6 | [
[
140,
91,
158,
104
],
[
181,
91,
250,
104
],
[
253,
91,
279,
104
],
[
282,
91,
313,
104
],
[
440,
91,
453,
104
],
[
181,
105,
250,
118
],
[
253,
105,
279,
118
],
[
282,
... | [
[
140,
91,
158,
104
],
[
181,
91,
250,
104
],
[
253,
91,
279,
104
],
[
282,
91,
313,
104
],
[
440,
91,
453,
104
],
[
140,
110,
158,
123
],
[
181,
105,
250,
118
],
[
253,
... |
END OF TERM DARI 6 بسته بودن 7 (School letterhead/logo) (Date) پدر/مادر/سرپرست عزیز، .................................................................. ................................................. در روز (day) (date)مکتب بسته مورخ است. لطفاً طفل/اطفال خود را در این روز به مکتب نفرستید: دلیل بسته بودن مکتب: روزی که... | END OF TERM DARI 6 بسته بودن 7 (School letterhead/logo) (Date) پدر/مادر/سرپرست عزیز، در روز .................................................................. (day) مورخ ................................................. (date)مکتب بسته است. لطفاً طفل/اطفال خود را در این روز به مکتب نفرستید: دلیل بسته بودن مکتب: روزی که... | 0.843101 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
15,
16,
13,
17,
20,
14,
18,
19,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Dari_Complete%20Multilingual%20Notices%202015.docx | task-884-327 | 9 | [
[
73,
56,
107,
72
],
[
112,
56,
133,
72
],
[
137,
56,
184,
72
],
[
786,
56,
827,
72
],
[
831,
56,
839,
72
],
[
77,
91,
124,
105
],
[
128,
91,
166,
105
],
[
473,
112,
... | [
[
73,
56,
107,
72
],
[
112,
56,
133,
72
],
[
137,
56,
184,
72
],
[
786,
56,
827,
72
],
[
831,
56,
839,
72
],
[
77,
91,
124,
105
],
[
128,
91,
166,
105
],
[
473,
112,
... |
*Document E (Complete only if finished 1. When and where were these laws written? 2. What was the purpose of these laws? 3. Compare this document to textbook A. Do you think these laws reflect how the textbook describes life in the Middle Ages? Why or why not? #2: Medieval Historical Records 1. Was the time period bewe... | *Document E (Complete only if finished 1. When and where were these laws written? 2. What was the purpose of these laws? 3. Compare this document to textbook A. Do you think these laws reflect how the textbook describes life in the Middle Ages? Why or why not? #2: Medieval Historical Records Was the time period beween ... | 0.870221 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
53,
54,
55... | Dark%20Ages%20Documents%20graphic%20organizer.docx | task-884-329 | 1 | [
[
60,
24,
149,
42
],
[
153,
24,
162,
42
],
[
166,
24,
245,
42
],
[
249,
24,
281,
42
],
[
285,
24,
295,
42
],
[
299,
24,
359,
42
],
[
60,
41,
74,
59
],
[
78,
41,
123... | [
[
60,
24,
149,
42
],
[
153,
24,
162,
42
],
[
166,
24,
245,
42
],
[
249,
24,
281,
42
],
[
285,
24,
295,
42
],
[
299,
24,
359,
42
],
[
60,
41,
74,
59
],
[
78,
41,
123... |
Table of Contents I. INTRODUCTION 1 II. STATEMENT OF FACTS 3 A. Overview of the ADHC Program 3 B. Elimination of ADHC Under Assembly Bill 97 5 III. ARGUMENT 6 A. Olmstead and the Integration Mandate 6 B. Plaintiffs Satisfy the Requirements for a Preliminary Injunction 7 1. Plaintiffs Are Likely to Prevail On ADA Claim ... | Table of Contents I. INTRODUCTION 1 II. STATEMENT OF FACTS 3 A. Overview of the ADHC Program 3 B. Elimination of ADHC Under Assembly Bill 97 5 III. ARGUMENT 6 A. Olmstead and the Integration Mandate 6 B. Plaintiffs Satisfy the Requirements for a Preliminary Injunction 7 1. Plaintiffs Are Likely to Prevail On ADA Claim ... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | darling_soi.docx | task-884-389 | 1 | [
[
425,
89,
473,
110
],
[
478,
89,
494,
110
],
[
499,
89,
574,
110
],
[
147,
155,
158,
175
],
[
183,
155,
331,
175
],
[
842,
155,
852,
175
],
[
147,
187,
165,
208
],
[
183,
... | [
[
425,
89,
473,
110
],
[
478,
89,
494,
110
],
[
499,
89,
574,
110
],
[
147,
155,
158,
175
],
[
183,
155,
331,
175
],
[
842,
155,
852,
175
],
[
147,
187,
165,
208
],
[
183,
... |
Innovative Technologies for High Power Amplification at THz YES YES frequencies Integrated Interface Layer for Micromagnetics and RF Computational SB162-007 YES YES Engines SB162-008 Distributed Coherent Communications YES YES SB162-009 Software/Analytics Exploiting Commercial Satellite Imagery YES YES Near-Photon-Coun... | Innovative Technologies for High Power Amplification at THz frequencies YES YES SB162-007 Integrated Interface Layer for Micromagnetics and RF Computational Engines YES YES SB162-008 Distributed Coherent Communications YES YES SB162-009 Software/Analytics Exploiting Commercial Satellite Imagery YES YES SB162-010 Near-P... | 0.858901 | [
0,
1,
2,
3,
4,
5,
6,
7,
10,
8,
9,
19,
11,
12,
13,
14,
15,
16,
17,
18,
22,
20,
21,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
44,
37,
38,
39,
40,
41,
42,
43,
47,
45,
46,
48,
49,
50,
51,
52,
53,
54... | darpa162.docx | task-884-435 | 9 | [
[
251,
90,
320,
107
],
[
324,
90,
411,
107
],
[
415,
90,
434,
107
],
[
438,
90,
468,
107
],
[
472,
90,
514,
107
],
[
518,
90,
606,
107
],
[
610,
90,
623,
107
],
[
627,
... | [
[
251,
90,
320,
107
],
[
324,
90,
411,
107
],
[
415,
90,
434,
107
],
[
438,
90,
468,
107
],
[
472,
90,
514,
107
],
[
518,
90,
606,
107
],
[
610,
90,
623,
107
],
[
627,
... |
DES MOINES AREA REGIONAL TRANSIT AUTHORITY VAN DONATION PROGRAM EVALUATION CRITERIA AND SCORING 15 Passenger Van Primary Applicant: Partner Agencies: Scored By: Total Weighted Score: Date: 1. Demonstrated Community Benefit 50% To ensure the benefits to public transportation are both tangible and accountable, applicants... | DES MOINES AREA REGIONAL TRANSIT AUTHORITY VAN DONATION PROGRAM EVALUATION CRITERIA AND SCORING 15 Passenger Van Primary Applicant: Partner Agencies: Scored By: Total Weighted Score: Date: 1. Demonstrated Community Benefit 50% To ensure the benefits to public transportation are both tangible and accountable, applicants... | 0.724325 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DART%20Van%20Donation%20Program%20Scorecard%20-%202018.docx | task-884-494 | 1 | [
[
293,
166,
324,
198
],
[
328,
166,
396,
198
],
[
400,
166,
446,
198
],
[
451,
166,
539,
198
],
[
544,
166,
609,
198
],
[
614,
166,
706,
198
],
[
224,
195,
263,
226
],
[
26... | [
[
293,
166,
324,
198
],
[
328,
166,
396,
198
],
[
400,
166,
446,
198
],
[
451,
166,
539,
198
],
[
544,
166,
609,
198
],
[
614,
166,
706,
198
],
[
224,
195,
263,
226
],
[
26... |
4. Coordination of Service 10% Applicants must describe how their current and proposed service coordinates with other transportation services in the area to ensure broad community benefit. Applicants also must describe why existing DART services cannot meet their needs. 5 4 3 2 1 Comments Excellent Good Satisfactory Be... | 4. Coordination of Service 10% Applicants must describe how their current and proposed service coordinates with other transportation services in the area to ensure broad community benefit. Applicants also must describe why existing DART services cannot meet their needs. 5 4 3 2 1 Weight Raw Score Weighted Score Comment... | 0.572193 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
52,
51,
53,
55,
54,
44,
45,
46,
47,
48,
49... | DART%20Van%20Donation%20Program%20Scorecard%20-%202018.docx | task-884-494 | 5 | [
[
75,
102,
86,
124
],
[
89,
102,
169,
124
],
[
172,
102,
184,
124
],
[
188,
102,
232,
124
],
[
236,
102,
261,
124
],
[
98,
132,
163,
154
],
[
167,
132,
195,
154
],
[
199,
... | [
[
75,
102,
86,
124
],
[
89,
102,
169,
124
],
[
172,
102,
184,
124
],
[
188,
102,
232,
124
],
[
236,
102,
261,
124
],
[
98,
132,
163,
154
],
[
167,
132,
195,
154
],
[
199,
... |
8 Bryn Dowsett & Fizz 0 33.002 9 Isla Ball & Yanni 0 33.102 10 Seggons & Yogi 0 33.236 CR Ann Hampshire & Meg 0 33.249 CR Cathy Withall & Storm 0 33.262 CR Laurence Dyke & Clyde 0 33.379 CR Heather Millgate & Siba 0 33.494 Kathryn Powell & Scandi CR 0 33.510 Kasper Russ Rusby & My Girl CR 0 33.565 Tess Of Valgrays CR J... | 8 Bryn Dowsett & Fizz 0 33.002 9 Isla Ball & Yanni 0 33.102 10 Seggons & Yogi 0 33.236 CR Ann Hampshire & Meg 0 33.249 CR Cathy Withall & Storm 0 33.262 CR Laurence Dyke & Clyde 0 33.379 CR Heather Millgate & Siba 0 33.494 CR Kathryn Powell & Scandi Kasper 0 33.510 CR Russ Rusby & My Girl Tess Of Valgrays 0 33.565 CR J... | 0.683592 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
52,
48,
49,
50,
51,
55,
53... | Dartmoor+DTC+November+Show+Results.docx | task-884-507 | 6 | [
[
109,
75,
115,
98
],
[
178,
75,
202,
98
],
[
206,
75,
249,
98
],
[
252,
75,
260,
98
],
[
263,
75,
285,
98
],
[
327,
75,
334,
98
],
[
400,
75,
437,
98
],
[
109,
97,
... | [
[
109,
75,
115,
98
],
[
178,
75,
202,
98
],
[
206,
75,
249,
98
],
[
252,
75,
260,
98
],
[
263,
75,
285,
98
],
[
327,
75,
334,
98
],
[
400,
75,
437,
98
],
[
109,
97,
... |
Alice Blazer & 2 Goodnight 0 28.969 (T) Lacey Blue Ruth 3 Waters & 0 29.729 (T) Zoe Gibb 4 0 29.900 & Honey Ann 5 Simpole & 0 30.299 Ky Bryn 6 Dowsett & 0 30.476 Fizz Bob 7 Kempster 0 30.598 & Lenny Peter 8 Seggons 0 31.056 & Yogi Georgina 9 Davies & 0 31.065 Tikka 10 Rowland 0 31.091 & Tiggy Stefan 11 Myczko & 0 31.12... | 2 (T) Alice Blazer & Goodnight Lacey Blue 0 28.969 3 (T) Ruth Waters & Zoe 0 29.729 4 Gibb & Honey 0 29.900 5 Ann Simpole & Ky 0 30.299 6 Bryn Dowsett & Fizz 0 30.476 7 Bob Kempster & Lenny 0 30.598 8 Peter Seggons & Yogi 0 31.056 9 Georgina Davies & Tikka 0 31.065 10 Rowland & Tiggy 0 31.091 11 Stefan Myczko & Troy 0 ... | 0 | [
3,
7,
0,
1,
2,
4,
8,
9,
5,
6,
11,
16,
10,
12,
13,
17,
14,
15,
19,
18,
22,
23,
20,
21,
25,
24,
26,
27,
30,
28,
29,
32,
31,
33,
34,
37,
35,
36,
39,
38,
40,
43,
44,
41,
42,
46,
45,
47,
50,
51,
48,
49,
53,
52,
54... | Dartmoor+DTC+November+Show+Results.docx | task-884-507 | 21 | [
[
144,
75,
169,
98
],
[
144,
94,
177,
117
],
[
181,
94,
189,
117
],
[
109,
104,
115,
127
],
[
144,
113,
199,
136
],
[
216,
113,
223,
136
],
[
271,
113,
307,
136
],
[
109,
... | [
[
109,
104,
115,
127
],
[
109,
123,
124,
146
],
[
144,
75,
169,
98
],
[
144,
94,
177,
117
],
[
181,
94,
189,
117
],
[
144,
113,
199,
136
],
[
144,
133,
175,
156
],
[
144,
... |
Debbie 5 Hicks & 0 27.168 Rif Cynthia 6 Brealey & 0 28.267 Seb Katherine 7 Harding & 0 28.436 Dex Carol CR Trudgian 0 29.028 & Dino Ann CR Simpole & 0 29.161 Elizabeth CR Murrell & 0 30.233 Finn Daniel CR Mccarthy 0 30.352 & Bo Kate CR Forgan & 0 30.672 Meg Jacky CR Towells & 0 32.674 Maximus Rachel CR Jack & 0 32.700 ... | 5 Debbie Hicks & Rif 0 27.168 6 Cynthia Brealey & Seb 0 28.267 7 Katherine Harding & Dex 0 28.436 CR Carol Trudgian & Dino 0 29.028 CR Ann Simpole & 0 29.161 CR Elizabeth Murrell & Finn 0 30.233 CR Daniel Mccarthy & Bo 0 30.352 CR Kate Forgan & Meg 0 30.672 CR Jacky Towells & Maximus 0 32.674 CR Rachel Jack & Reef 0 32... | 0.090694 | [
1,
0,
2,
3,
6,
4,
5,
8,
7,
9,
10,
13,
11,
12,
15,
14,
16,
17,
20,
18,
19,
22,
21,
23,
26,
27,
24,
25,
29,
28,
30,
31,
32,
33,
35,
34,
36,
37,
40,
38,
39,
42,
41,
43,
46,
47,
44,
45,
49,
48,
50,
51,
54,
52,
53... | Dartmoor+DTC+November+Show+Results.docx | task-884-507 | 25 | [
[
144,
73,
181,
97
],
[
109,
93,
115,
116
],
[
144,
93,
173,
116
],
[
176,
93,
184,
116
],
[
216,
93,
223,
116
],
[
271,
93,
307,
116
],
[
144,
112,
158,
135
],
[
144,
... | [
[
109,
93,
115,
116
],
[
144,
73,
181,
97
],
[
144,
93,
173,
116
],
[
176,
93,
184,
116
],
[
144,
112,
158,
135
],
[
216,
93,
223,
116
],
[
271,
93,
307,
116
],
[
109,
... |
Stefan 11 Myczko & 0 31.123 Troy Pat 12 Badham 0 31.223 & Gus Lucy CR Kilner & 0 31.762 Bailey Ben Oggiano & Izzy CR 0 31.897 Wizzy Flecknoes Busy Caroline CR Bowden & 0 32.279 Musket Russ Rusby & CR My Girl 0 32.346 Tess Of Valgrays Vicy CR Rogers & 0 32.356 CR Spencer 0 32.463 & Jill Katherine CR Murkin & 0 32.853 Is... | 11 Stefan Myczko & Troy 0 31.123 12 Pat Badham & Gus 0 31.223 CR Lucy Kilner & Bailey 0 31.762 CR Ben Oggiano & Izzy Wizzy Flecknoes Busy 0 31.897 CR Caroline Bowden & Musket 0 32.279 CR Russ Rusby & My Girl Tess Of Valgrays 0 32.346 CR Vicy Rogers & 0 32.356 CR Spencer & Jill 0 32.463 CR Katherine Murkin & Isaac 0 32.... | 0.210976 | [
1,
0,
2,
3,
6,
4,
5,
8,
7,
9,
12,
13,
10,
11,
15,
14,
16,
17,
20,
18,
19,
25,
21,
22,
23,
24,
28,
29,
30,
26,
27,
32,
31,
33,
34,
37,
35,
36,
41,
38,
39,
40,
42,
43,
46,
47,
48,
44,
45,
50,
49,
51,
52,
53,
54... | Dartmoor+DTC+November+Show+Results.docx | task-884-507 | 28 | [
[
144,
75,
178,
98
],
[
109,
94,
122,
117
],
[
144,
94,
184,
117
],
[
187,
94,
195,
117
],
[
216,
94,
223,
117
],
[
271,
94,
307,
117
],
[
144,
113,
167,
136
],
[
144,
... | [
[
109,
94,
122,
117
],
[
144,
75,
178,
98
],
[
144,
94,
184,
117
],
[
187,
94,
195,
117
],
[
144,
113,
167,
136
],
[
216,
94,
223,
117
],
[
271,
94,
307,
117
],
[
109,
... |
Meg, Teresa Hagreen & Shady (R), Vivien Watts & Tara, Zoe Dingle & Daisy (5, R) CLASS 14 MEDIUM AGILITY GRADES 5 7 JUDGE: NICK CHETTLE – Course time: 40 secs Place Time Lizzie 1 Elliott & 0 28.064 (T) Banjo Harvey 2 Sargent 0 30.604 (T) & Lenny Mike 3 Gibbs & 0 31.019 Bonnie Vivien 4 Watts & 0 32.031 Tara Rosy CR White... | Meg, Teresa Hagreen & Shady (R), Vivien Watts & Tara, Zoe Dingle & Daisy (5, R) CLASS 14 MEDIUM AGILITY GRADES 5 – 7 JUDGE: NICK CHETTLE Course time: 40 secs Place Time 1 (T) Lizzie Elliott & Banjo 0 28.064 2 (T) Harvey Sargent & Lenny 0 30.604 3 Mike Gibbs & Bonnie 0 31.019 4 Vivien Watts & Tara 0 32.031 CR Rosy White... | 0.432976 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
26,
22,
23,
24,
25,
27,
28,
29,
30,
31,
32,
34,
39,
33,
35,
36,
40,
37,
38,
42,
46,
41,
43,
47,
48,
44,
45,
50,
49,
51,
52,
55,
53... | Dartmoor+DTC+November+Show+Results.docx | task-884-507 | 36 | [
[
109,
73,
135,
97
],
[
138,
73,
175,
97
],
[
179,
73,
224,
97
],
[
228,
73,
236,
97
],
[
239,
73,
272,
97
],
[
276,
73,
296,
97
],
[
109,
93,
141,
116
],
[
144,
93,
... | [
[
109,
73,
135,
97
],
[
138,
73,
175,
97
],
[
179,
73,
224,
97
],
[
228,
73,
236,
97
],
[
239,
73,
272,
97
],
[
276,
73,
296,
97
],
[
109,
93,
141,
116
],
[
144,
93,
... |
Your Unit Letterhead Office Symbol Date MEMORANDUM THRU chain of command (addressed thru the first O–6 or equivalent) FOR Commanding General, USACRC, ATTN: CSSC-PA, Safety Awards Administrator, Bldg. 4905, Ruf Ave., Fort Rucker, AL 36362-5362 SUBJECT: U.S. Army Risk Management Safety Award Nomination 1. In accordance w... | Your Unit Letterhead Office Symbol Date MEMORANDUM THRU chain of command (addressed thru the first O–6 or equivalent) FOR Commanding General, USACRC, ATTN: CSSC-PA, Safety Awards Administrator, Bldg. 4905, Ruf Ave., Fort Rucker, AL 36362-5362 SUBJECT: U.S. Army Risk Management Safety Award Nomination 1. In accordance w... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DASAF_Risk_Management_Nom_Memo_Example_May2016.docx | task-884-708 | 0 | [
[
409,
57,
450,
78
],
[
456,
57,
491,
78
],
[
496,
57,
590,
78
],
[
117,
110,
168,
130
],
[
174,
110,
239,
130
],
[
823,
110,
864,
130
],
[
117,
162,
264,
183
],
[
270,
... | [
[
409,
57,
450,
78
],
[
456,
57,
491,
78
],
[
496,
57,
590,
78
],
[
117,
110,
168,
130
],
[
174,
110,
239,
130
],
[
823,
110,
864,
130
],
[
117,
162,
264,
183
],
[
270,
... |
1. Outline of the triangulation design and how each research question will be met Area within MRC Research Questions How research question is Type of Framework [21] measured? data Description of How is the intervention In-depth qualitative interviews with Qualitative intervention and causal defined; and what are the co... | 1. Outline of the triangulation design and how each research question will be met Area within MRC Framework [21] Research Questions How research question is measured? Type of data Description of intervention and causal assumption How is the intervention defined; and what are the causal assumptions? In-depth qualitative... | 0.630404 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
25,
26,
17,
18,
19,
20,
21,
22,
27,
23,
24,
28,
29,
30,
40,
41,
42,
52,
31,
32,
33,
34,
43,
44,
45,
46,
47,
53,
54,
35,
36,
37,
38,
48,
49,
50,
51,
39... | DAPP%20Protocol%20050417.docx | task-884-85 | 19 | [
[
119,
155,
132,
185
],
[
136,
155,
185,
185
],
[
190,
155,
202,
185
],
[
207,
155,
228,
185
],
[
232,
155,
317,
185
],
[
321,
155,
366,
185
],
[
371,
155,
396,
185
],
[
40... | [
[
119,
155,
132,
185
],
[
136,
155,
185,
185
],
[
190,
155,
202,
185
],
[
207,
155,
228,
185
],
[
232,
155,
317,
185
],
[
321,
155,
366,
185
],
[
371,
155,
396,
185
],
[
40... |
The papers and minutes have been published on the and the outcomes of the discussions are summarised in this document. Making DAS work for advisers The group were asked to consider what could be done to encourage a higher DAS take up, particularly in the private sector. Members of the group reviewed statistics produced... | The papers and minutes have been published on the and the outcomes of the discussions are summarised in this document. Making DAS work for advisers The group were asked to consider what could be done to encourage a higher DAS take up, particularly in the private sector. Members of the group reviewed statistics produced... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | das_2018_regulatory_review_working_group_-_conclusion_paper.docx | task-884-907 | 3 | [
[
120,
99,
155,
119
],
[
165,
99,
227,
119
],
[
237,
99,
270,
119
],
[
280,
99,
351,
119
],
[
361,
99,
404,
119
],
[
414,
99,
459,
119
],
[
469,
99,
555,
119
],
[
565,
... | [
[
120,
99,
155,
119
],
[
165,
99,
227,
119
],
[
237,
99,
270,
119
],
[
280,
99,
351,
119
],
[
361,
99,
404,
119
],
[
414,
99,
459,
119
],
[
469,
99,
555,
119
],
[
565,
... |
trained operators can be expected vendor absorbs of technology upgrades, failure or downtime involves physical transportation and handling protocols and processes for despatch of records to the vendor the agency needs to maintain quality controls and assurance processes independent of vendor quality processes complex c... | trained operators can be expected vendor absorbs of technology upgrades, failure or downtime involves physical transportation and handling protocols and processes for despatch of records to the vendor the agency needs to maintain quality controls and assurance processes independent of vendor quality processes complex c... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | dapr_tcm16-88758.docx | task-884-92 | 12 | [
[
178,
83,
237,
102
],
[
242,
83,
324,
102
],
[
329,
83,
360,
102
],
[
366,
83,
387,
102
],
[
392,
83,
471,
102
],
[
178,
116,
237,
135
],
[
242,
116,
311,
135
],
[
353,
... | [
[
178,
83,
237,
102
],
[
242,
83,
324,
102
],
[
329,
83,
360,
102
],
[
366,
83,
387,
102
],
[
392,
83,
471,
102
],
[
178,
116,
237,
135
],
[
242,
116,
311,
135
],
[
353,
... |
DENTAL ASSISTING PROGRAM GUIDELINES UNIFORMS In order to portray a professional appearance, students are required to wear the designated uniform to class each day, as well as, on special occasions such as conferences and events supported by the DAT Program. The classroom and laboratory uniform will consist of unembelli... | DENTAL ASSISTING PROGRAM GUIDELINES UNIFORMS In order to portray a professional appearance, students are required to wear the designated uniform to class each day, as well as, on special occasions such as conferences and events supported by the DAT Program. The classroom and laboratory uniform will consist of unembelli... | 0.963939 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DAT%20Guidelines%20-%20Spring%202017.docx | task-884-969 | 2 | [
[
190,
117,
308,
146
],
[
315,
117,
467,
146
],
[
475,
117,
620,
146
],
[
627,
117,
809,
146
],
[
117,
168,
224,
188
],
[
117,
209,
133,
229
],
[
140,
209,
182,
229
],
[
18... | [
[
190,
117,
308,
146
],
[
315,
117,
467,
146
],
[
475,
117,
620,
146
],
[
627,
117,
809,
146
],
[
117,
168,
224,
188
],
[
117,
209,
133,
229
],
[
140,
209,
182,
229
],
[
18... |
If this happens a second time, the student will not be allowed to attend lab that day and will need to attend a makeup lab session to be evaluated; they will also incur a 15 point penalty on their evaluation grade. O. Each student has an equal amount of time to practice each lab evaluation. If the student does not feel... | If this happens a second time, the student will not be allowed to attend lab that day and will need to attend a makeup lab session to be evaluated; they will also incur a 15 point penalty on their evaluation grade. O. Each student has an equal amount of time to practice each lab evaluation. If the student does not feel... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | DAT%20Guidelines%20-%20Spring%202017.docx | task-884-969 | 8 | [
[
205,
43,
218,
63
],
[
224,
43,
253,
63
],
[
259,
43,
323,
63
],
[
329,
43,
337,
63
],
[
343,
43,
398,
63
],
[
404,
43,
443,
63
],
[
449,
43,
473,
63
],
[
479,
43,
... | [
[
205,
43,
218,
63
],
[
224,
43,
253,
63
],
[
259,
43,
323,
63
],
[
329,
43,
337,
63
],
[
343,
43,
398,
63
],
[
404,
43,
443,
63
],
[
449,
43,
473,
63
],
[
479,
43,
... |
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 7.DPS.2e2 Collect data fr... | Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? 7.DPS.2e2 Collect data fr... | 0.896566 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Data%20Analysis,%20Probability,%20and%20Statistics%202.docx | task-885-14 | 13 | [
[
569,
100,
613,
125
],
[
616,
100,
640,
125
],
[
643,
100,
666,
125
],
[
670,
100,
677,
125
],
[
681,
100,
744,
125
],
[
748,
100,
759,
125
],
[
763,
100,
818,
125
],
[
82... | [
[
569,
100,
613,
125
],
[
616,
100,
640,
125
],
[
643,
100,
666,
125
],
[
670,
100,
677,
125
],
[
681,
100,
744,
125
],
[
748,
100,
759,
125
],
[
763,
100,
818,
125
],
[
82... |
Where do we store your information Electronically? All the personal data we process is processed by our staff in the UK however for the purposes of IT hosting and maintenance this information may be located on servers within the European Union. No 3rd parties have access to your personal data unless the law allows them... | Where do we store your information Electronically? All the personal data we process is processed by our staff in the UK however for the purposes of IT hosting and maintenance this information may be located on servers within the European Union. No 3rd parties have access to your personal data unless the law allows them... | 0.983811 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Data%20Protection%20%20internet.docx | task-885-191 | 3 | [
[
121,
83,
172,
100
],
[
176,
83,
197,
100
],
[
202,
83,
224,
100
],
[
229,
83,
270,
100
],
[
274,
83,
311,
100
],
[
315,
83,
408,
100
],
[
412,
83,
532,
100
],
[
121,
... | [
[
121,
83,
172,
100
],
[
176,
83,
197,
100
],
[
202,
83,
224,
100
],
[
229,
83,
270,
100
],
[
274,
83,
311,
100
],
[
315,
83,
408,
100
],
[
412,
83,
532,
100
],
[
121,
... |
DATA PROTECTION ACT USE of PATIENT INFORMATION We need to hold personal information about you on our computer system and in paper records to help us to look after your health needs, and your doctor is responsible for their accuracy and safe-keeping. Please help to keep your record up to date by informing us of any chan... | DATA PROTECTION ACT USE of PATIENT INFORMATION We need to hold personal information about you on our computer system and in paper records to help us to look after your health needs, and your doctor is responsible for their accuracy and safe-keeping. Please help to keep your record up to date by informing us of any chan... | 0.987698 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Data%20Protection%20Act%20-%20use%20of%20personal%20information%20-%20Poster.docx | task-885-198 | 0 | [
[
122,
37,
290,
95
],
[
323,
37,
719,
95
],
[
753,
37,
877,
95
],
[
124,
125,
220,
171
],
[
246,
125,
291,
171
],
[
317,
125,
518,
171
],
[
544,
125,
875,
171
],
[
60,
... | [
[
122,
37,
290,
95
],
[
323,
37,
719,
95
],
[
753,
37,
877,
95
],
[
124,
125,
220,
171
],
[
246,
125,
291,
171
],
[
317,
125,
518,
171
],
[
544,
125,
875,
171
],
[
60,
... |
CTC-RI Data and Evaluation Committee – Agenda Date: Tuesday, August 1, 2017 Start/End Time: 7:30 - 9:00 am NEW LOCATION: Healthcentric Advisors, 235 Promenade Street, Suite 500, Providence RI Call in number: 508-856-8222 Code: 4574; MEETING INFORMATION: Members Meeting Purpose/Objective: Planning and coordination of CT... | CTC-RI – Data and Evaluation Committee Agenda Date: Tuesday, August 1, 2017 Start/End Time: 7:30 - 9:00 am NEW LOCATION: Healthcentric Advisors, 235 Promenade Street, Suite 500, Providence RI Call in number: 508-856-8222 Code: 4574; MEETING INFORMATION: Members Meeting Purpose/Objective: Planning and coordination of CT... | 0.7497 | [
0,
5,
1,
2,
3,
4,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
53,
62,
70,
71,
72,
73,
74,
75... | Data%20and%20Evaluation%20Committee%20Agenda%2008%2001%2017.docx | task-885-22 | 0 | [
[
299,
57,
375,
95
],
[
398,
57,
443,
95
],
[
449,
57,
484,
95
],
[
490,
57,
593,
95
],
[
599,
57,
700,
95
],
[
381,
60,
392,
92
],
[
464,
96,
535,
134
],
[
40,
156,
... | [
[
299,
57,
375,
95
],
[
381,
60,
392,
92
],
[
398,
57,
443,
95
],
[
449,
57,
484,
95
],
[
490,
57,
593,
95
],
[
599,
57,
700,
95
],
[
464,
96,
535,
134
],
[
40,
156,
... |
Manage processing and cleaning of NHS and research data for transfer into the data 15% warehouse, within an ethical framework and using pseudo-anonymization tools With colleagues, design processes to iteratively interrogate patient data to discover and 25 % refine phenomarkers with potential to change clinical decision... | Manage processing and cleaning of NHS and research data for transfer into the data warehouse, within an ethical framework and using pseudo-anonymization tools 15% With colleagues, design processes to iteratively interrogate patient data to discover and refine phenomarkers with potential to change clinical decisions 25 ... | 0.78994 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
15,
16,
17,
18,
19,
20,
21,
22,
23,
14,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
38,
39,
40,
41,
42,
43,
44,
45,
36,
37,
46,
47,
48,
49,
50,
51,
52,
53,
54... | Data%20Science%20Lead%20JD_121016.docx | task-885-273 | 1 | [
[
174,
70,
231,
84
],
[
236,
70,
316,
84
],
[
320,
70,
348,
84
],
[
352,
70,
414,
84
],
[
419,
70,
433,
84
],
[
438,
70,
469,
84
],
[
473,
70,
501,
84
],
[
505,
70,
... | [
[
174,
70,
231,
84
],
[
236,
70,
316,
84
],
[
320,
70,
348,
84
],
[
352,
70,
414,
84
],
[
419,
70,
433,
84
],
[
438,
70,
469,
84
],
[
473,
70,
501,
84
],
[
505,
70,
... |
98 92 103 How many students scored below 108 98 92 70? Temp Tally Frequency How many students scored 90 or above? Organize this data into a histogram. Length of time walked 64 41 38 27 11 48 33 13 61 57 49 37 19 69 45 34 24 12 Time Frequency 30. Create a and a frequency table 10-19 IIII 4 20-29 II 2 histogram for the d... | 98 92 103 108 98 92 Temp Tally Frequency Organize this data into a histogram. Length of time walked 64 41 38 27 11 48 33 13 61 57 49 37 19 69 45 34 24 12 Time Frequency 10-19 IIII 4 20-29 II 2 30-39 IIII 4 40-49 IIII 4 50-59 I 1 60-69 III 3 29. How many students scored in the 70’s? How many students scored below 70? Ho... | 0.773791 | [
0,
1,
2,
8,
9,
10,
12,
13,
14,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
59,
60,
61,
62,
63,
64,
70,
71,
72,
73,
74,
75,
78,
79,
80,... | Data%20and%20statistical%20analysis%20homework-v%202-1.docx | task-885-32 | 7 | [
[
176,
95,
194,
113
],
[
266,
95,
285,
113
],
[
352,
95,
380,
113
],
[
617,
95,
656,
116
],
[
662,
95,
710,
116
],
[
715,
95,
789,
116
],
[
795,
95,
854,
116
],
[
859,
... | [
[
176,
95,
194,
113
],
[
266,
95,
285,
113
],
[
352,
95,
380,
113
],
[
176,
110,
203,
127
],
[
266,
110,
285,
127
],
[
352,
110,
371,
127
],
[
117,
142,
169,
163
],
[
214,
... |
DATA SUMMARY CSUN RADIOLOGIC OUTCOME ASSESSMENT January 2015 to December 2015 Demonstrate a mastery of basic radiographic medical-imaging skills and advanced medical imaging Goal 1. skills in MRI, CT, and Interventional Radiography. RT Program Outcomes Measured Assessment Tool(s) Benchmark Assessment Data Graduates wil... | DATA SUMMARY CSUN RADIOLOGIC OUTCOME ASSESSMENT January 2015 to December 2015 Goal 1. Demonstrate a mastery of basic radiographic medical-imaging skills and advanced medical imaging skills in MRI, CT, and Interventional Radiography. Outcomes Measured Assessment Tool(s) Benchmark RT Program Assessment Data Graduates wil... | 0.546694 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
23,
24,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
25,
26,
27,
28,
29,
30,
31,
34,
35,
36,
37,
38,
32,
33,
39,
40,
41,
42,
43,
47,
48,
54,
55,
56,
62,
67,
68,
44,
45,
46... | Data%20Summary%20for%20RT%20OUTCOME%20ASSESSMENT%20PLAN%202015.docx | task-885-353 | 0 | [
[
334,
86,
444,
128
],
[
460,
86,
664,
128
],
[
75,
146,
160,
174
],
[
171,
146,
374,
174
],
[
552,
146,
704,
174
],
[
716,
146,
921,
174
],
[
326,
190,
414,
214
],
[
420,
... | [
[
334,
86,
444,
128
],
[
460,
86,
664,
128
],
[
75,
146,
160,
174
],
[
171,
146,
374,
174
],
[
552,
146,
704,
174
],
[
716,
146,
921,
174
],
[
326,
190,
414,
214
],
[
420,
... |
Income management has afi112t P1 P1 caused changes to community negative – changes text – Are any new major ahm7_t, bhm7_t P1, P2 P1 things that need fixing - text Why do you feel [this ahm13_t, P1, P2 P1, P2 P1 P1 community] is bhm13_t unsafe/dangerous? Is there anything else you ahm14_t, P1, P2 P1 want to say about y... | Income management has caused changes to community – negative changes – text afi112t P1 P1 Are any new major things that need fixing - text ahm7_t, bhm7_t P1, P2 P1 Why do you feel [this community] is unsafe/dangerous? ahm13_t, bhm13_t P1, P2 P1, P2 P1 P1 Is there anything else you want to say about your community? ahm1... | 0.598907 | [
0,
1,
2,
6,
7,
8,
9,
11,
10,
12,
14,
13,
3,
4,
5,
15,
16,
17,
18,
24,
25,
26,
27,
28,
29,
19,
20,
21,
22,
23,
30,
31,
32,
33,
34,
42,
43,
45,
35,
44,
36,
37,
38,
39,
40,
41,
46,
47,
48,
49,
50,
55,
56,
57,
58... | Data%20User%20Guide%204%200%20updated%20(2).docx | task-885-365 | 46 | [
[
119,
179,
182,
196
],
[
187,
179,
299,
196
],
[
304,
179,
334,
196
],
[
387,
179,
446,
196
],
[
744,
179,
765,
196
],
[
828,
179,
849,
196
],
[
119,
194,
177,
210
],
[
18... | [
[
119,
179,
182,
196
],
[
187,
179,
299,
196
],
[
304,
179,
334,
196
],
[
119,
194,
177,
210
],
[
183,
194,
252,
210
],
[
258,
194,
275,
210
],
[
119,
208,
213,
225
],
[
21... |
Expression Parent 1 To enable us contractual Expression Paper form Spreadsheet is held on Manager No one NA NA NA of Interest parent telephone to contact the (or) of interest transferred to a a password protected Administrator form Legal number parent once form waiting list cloud storage location Trustee's guardian we ... | Expression of Interest form parent Legal guardian Parent 1 telephone number To enable us to contact the parent once we are able to offer the child a place at preschool contractual (or) Expression of interest form Paper form transferred to a waiting list spreadsheet Spreadsheet is held on a password protected cloud stor... | 0.353585 | [
0,
20,
21,
37,
22,
38,
49,
1,
2,
23,
39,
3,
4,
5,
24,
25,
26,
40,
41,
50,
51,
52,
55,
56,
57,
63,
64,
65,
71,
72,
6,
27,
7,
28,
29,
42,
8,
9,
30,
31,
32,
43,
44,
53,
10,
11,
12,
13,
33,
34,
35,
45,
46,
47,
58... | Data+Privacy+Notice_+Schedule+Part+A_parents.docx | task-885-376 | 2 | [
[
49,
287,
90,
306
],
[
166,
287,
192,
306
],
[
194,
287,
199,
306
],
[
225,
287,
235,
306
],
[
237,
287,
263,
306
],
[
265,
287,
274,
306
],
[
293,
287,
336,
306
],
[
360,... | [
[
49,
287,
90,
306
],
[
49,
304,
57,
322
],
[
59,
304,
89,
322
],
[
49,
320,
67,
339
],
[
111,
304,
136,
322
],
[
111,
320,
131,
339
],
[
111,
337,
145,
355
],
[
166,
2... |
when / if collected Registration Legal Emergency To ensure we contractual Child's records Locked filing cabinet in All members Relevant To ensure Yes EU, non 3rd form parent contact 2 can contact a form a locked office of safeguarding country Legal name person Trustees of the child guardian connected Ofsted authorities... | when / if collected Registration form Legal parent Legal guardian Emergency contact 2 name To ensure we can contact a person connected with the child should we be unable to contact Parent 1 or Parent 2 contractual form Child's records Locked filing cabinet in a locked office All members of Trustees Ofsted Relevant auth... | 0.362796 | [
0,
1,
2,
3,
4,
26,
5,
27,
40,
47,
6,
28,
29,
41,
7,
8,
9,
30,
31,
32,
42,
48,
51,
52,
53,
56,
57,
58,
60,
61,
62,
63,
64,
65,
66,
67,
10,
33,
11,
12,
13,
14,
15,
16,
34,
35,
36,
17,
18,
37,
43,
49,
19,
50,
54... | Data+Privacy+Notice_+Schedule+Part+A_parents.docx | task-885-376 | 8 | [
[
225,
287,
247,
306
],
[
249,
287,
253,
306
],
[
255,
287,
260,
306
],
[
225,
304,
260,
322
],
[
49,
439,
95,
457
],
[
111,
439,
131,
457
],
[
166,
439,
209,
457
],
[
225,... | [
[
225,
287,
247,
306
],
[
249,
287,
253,
306
],
[
255,
287,
260,
306
],
[
225,
304,
260,
322
],
[
49,
439,
95,
457
],
[
49,
455,
67,
473
],
[
111,
439,
131,
457
],
[
111,
... |
Registration Legal Child first To support contractual Shoe Preschool Room Preschool is locked at All members No one NA NA NA form parent name Ofsted drawers all times of staff Legal required Trustees guardian Existing observations Parents of the child Verified visitors Registration Legal Child first To support contract... | Registration form Legal parent Legal guardian Child first name To support Ofsted required observations of the child contractual Shoe drawers Preschool Room Preschool is locked at all times All members of staff Trustees Existing Parents Verified visitors No one NA NA NA Registration form Legal parent Legal guardian Chil... | 0.334168 | [
0,
21,
1,
22,
30,
33,
2,
3,
23,
4,
5,
24,
31,
35,
37,
38,
39,
6,
7,
25,
8,
9,
10,
11,
12,
13,
26,
27,
14,
15,
28,
29,
32,
34,
36,
40,
41,
16,
17,
18,
19,
20,
42,
63,
43,
64,
72,
74,
44,
45,
65,
46,
47,
66,
67... | Data+Privacy+Notice_+Schedule+Part+A_parents.docx | task-885-376 | 12 | [
[
49,
287,
95,
306
],
[
111,
287,
131,
306
],
[
166,
287,
186,
306
],
[
188,
287,
203,
306
],
[
225,
287,
235,
306
],
[
237,
287,
267,
306
],
[
293,
287,
336,
306
],
[
360,... | [
[
49,
287,
95,
306
],
[
49,
304,
67,
322
],
[
111,
287,
131,
306
],
[
111,
304,
136,
322
],
[
111,
320,
131,
339
],
[
111,
337,
145,
355
],
[
166,
287,
186,
306
],
[
188,
... |
person) regarding a child in attendance each day Registration Legal first Ofsted contractual Next steps Preschool Room Preschool is locked at All members No one NA NA NA form parent name requirement board all of staff Legal to identify Trustees guardian development Existing growth parents opportunities Verified visitor... | person) regarding a child in attendance each day Registration form Legal parent Legal guardian first name Ofsted requirement to identify development growth opportunities contractual Next steps board Preschool Room Preschool is locked at all All members of staff Trustees Existing parents Verified visitors No one NA NA N... | 0.389061 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
28,
9,
29,
36,
40,
10,
30,
11,
31,
37,
38,
41,
43,
45,
12,
13,
14,
32,
15,
16,
17,
18,
19,
20,
33,
21,
22,
34,
35,
39,
42,
44,
46,
47,
23,
24,
25,
26,
27,
48,
69,
49,
70,
80,
82,
50... | Data+Privacy+Notice_+Schedule+Part+A_parents.docx | task-885-376 | 14 | [
[
225,
287,
255,
306
],
[
225,
304,
262,
322
],
[
264,
304,
269,
322
],
[
225,
320,
244,
339
],
[
246,
320,
253,
339
],
[
225,
337,
269,
355
],
[
225,
353,
243,
371
],
[
24... | [
[
225,
287,
255,
306
],
[
225,
304,
262,
322
],
[
264,
304,
269,
322
],
[
225,
320,
244,
339
],
[
246,
320,
253,
339
],
[
225,
337,
269,
355
],
[
225,
353,
243,
371
],
[
24... |
Child Child Ofsted Contractual Child's records Locked filing cabinet in All members No one NA NA NA member photograph requirement form a locked office of staff to observe Trustees and Ofsted document development progress per child Child Staff Child first Ofsted Contractual Child's records Locked filing cabinet in All m... | Child member Child photograph Ofsted requirement to observe and document development progress per child Contractual form Child's records Locked filing cabinet in a locked office All members of staff Trustees Ofsted No one NA NA NA Child Staff member Child first name Ofsted requirement to observe and document developmen... | 0.422441 | [
0,
17,
1,
18,
2,
19,
26,
27,
29,
31,
32,
33,
34,
35,
3,
20,
4,
5,
6,
7,
8,
9,
21,
22,
23,
10,
11,
24,
25,
28,
30,
12,
13,
14,
15,
16,
36,
37,
55,
38,
39,
56,
40,
57,
63,
64,
66,
68,
69,
70,
71,
72,
41,
58,
42... | Data+Privacy+Notice_+Schedule+Part+A_parents.docx | task-885-376 | 20 | [
[
49,
287,
68,
306
],
[
166,
287,
186,
306
],
[
225,
287,
251,
306
],
[
293,
287,
338,
306
],
[
419,
287,
444,
306
],
[
446,
287,
475,
306
],
[
495,
287,
522,
306
],
[
524,... | [
[
49,
287,
68,
306
],
[
111,
304,
144,
322
],
[
166,
287,
186,
306
],
[
166,
304,
212,
322
],
[
225,
287,
251,
306
],
[
225,
304,
274,
322
],
[
225,
320,
233,
339
],
[
236,... |
P Cov_MaleDep_Ages List covered male dependent ages Required, blank separated by commas. allowed Q Cov_FemaleDep_Ages List covered female dependent ages Required, blank separated by commas. allowed R Elig_MaleDep_Ages List eligible but not covered male Required, blank dependent ages separated by commas. allowed S Elig_... | P Cov_MaleDep_Ages List covered male dependent ages separated by commas. Required, blank allowed Q Cov_FemaleDep_Ages List covered female dependent ages separated by commas. Required, blank allowed R Elig_MaleDep_Ages List eligible but not covered male dependent ages separated by commas. Required, blank allowed S Elig_... | 0.877887 | [
0,
1,
2,
3,
4,
5,
6,
9,
10,
11,
7,
8,
12,
13,
14,
15,
16,
17,
18,
19,
22,
23,
24,
20,
21,
25,
26,
27,
28,
29,
30,
31,
32,
33,
36,
37,
38,
39,
40,
34,
35,
41,
42,
43,
44,
45,
46,
47,
48,
49,
51,
52,
53,
54,
55... | data-call-instructions.docx | task-885-441 | 22 | [
[
126,
92,
136,
111
],
[
177,
92,
323,
111
],
[
371,
92,
396,
111
],
[
400,
92,
459,
111
],
[
463,
92,
499,
111
],
[
503,
92,
583,
111
],
[
587,
92,
620,
111
],
[
714,
... | [
[
126,
92,
136,
111
],
[
177,
92,
323,
111
],
[
371,
92,
396,
111
],
[
400,
92,
459,
111
],
[
463,
92,
499,
111
],
[
503,
92,
583,
111
],
[
587,
92,
620,
111
],
[
371,
... |
Data Catalogue Title & Purpose & legal Access (Past & Location Source Recipients Risks/Impact Risk Management Retention basis of processing Present) HR Records Digital on From To provide HR services Company, Business owner, Personal and some Located on a secure During HR system data to DBS managers, HR staff sensitive ... | Data Catalogue Title & Location Source Purpose & legal basis of processing Recipients Access (Past & Present) Risks/Impact Risk Management Retention 1 HR Records HR Records relating to individual staff members Digital on HR system Paper records in filing cabinets in office From data subjects To provide HR services to D... | 0.41759 | [
0,
1,
2,
3,
10,
11,
4,
5,
6,
17,
18,
19,
12,
7,
8,
9,
20,
13,
14,
15,
16,
86,
21,
22,
52,
53,
61,
62,
76,
88,
95,
23,
24,
41,
42,
63,
77,
78,
89,
96,
97,
108,
25,
43,
54,
26,
27,
28,
29,
44,
64,
65,
83,
84,
8... | Data-Catalogue-template.docx | task-885-443 | 0 | [
[
85,
118,
113,
146
],
[
116,
118,
175,
146
],
[
120,
164,
146,
192
],
[
149,
164,
159,
192
],
[
321,
177,
369,
204
],
[
372,
177,
382,
204
],
[
386,
177,
413,
204
],
[
522... | [
[
85,
118,
113,
146
],
[
116,
118,
175,
146
],
[
120,
164,
146,
192
],
[
149,
164,
159,
192
],
[
186,
189,
237,
217
],
[
254,
189,
295,
217
],
[
321,
177,
369,
204
],
[
372... |
are recorded on the budget and in SMARTT as follows: Administrator (A) Directors, Coordinators, any other staff who have overall supervising and administrative • – responsibilities Professional (P) Advisors, Technology Coordinators, Program and Staff Development Facilitators, • –Teachers, Community Planners, ADA Coordi... | are recorded on the budget and in SMARTT as follows: • Administrator (A) – Directors, Coordinators, any other staff who have overall supervising and administrative responsibilities • Professional (P) –Teachers, Advisors, Technology Coordinators, Program and Staff Development Facilitators, Community Planners, ADA Coordi... | 0.660852 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
23,
10,
11,
24,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
25,
36,
26,
27,
37,
28,
29,
30,
31,
32,
33,
34,
35,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
57,
48,
49,
58,
50,
51,
52... | data-dictionary.docx | task-885-497 | 2 | [
[
124,
61,
147,
80
],
[
152,
61,
218,
80
],
[
222,
61,
241,
80
],
[
245,
61,
269,
80
],
[
273,
61,
325,
80
],
[
329,
61,
357,
80
],
[
361,
61,
374,
80
],
[
378,
61,
... | [
[
124,
61,
147,
80
],
[
152,
61,
218,
80
],
[
222,
61,
241,
80
],
[
245,
61,
269,
80
],
[
273,
61,
325,
80
],
[
329,
61,
357,
80
],
[
361,
61,
374,
80
],
[
378,
61,
... |
4 7 – % Entry Level 2 in Eng skills 57% 0% % Entry Level 3 in Eng skills 2 4 - 44.4% 1 - 33% % Entry level certificate in Adult numeracy 9 cands 3 cands 0 STEP UP to English (Silver) 4 cands L1 1 10% – – L2 5 50% – – Entry level Maths L3 4 40% – – 10 Overall pass Overall pass ECDL ECDL – – 17 100% 13 37% – – 36 CANDS 1... | % Entry Level 2 in Eng skills 4 – 7 57% % Entry Level 3 in Eng skills 0% 2 % Entry level certificate in Adult numeracy 4 - 44.4% 9 cands 1 - 33% 3 cands STEP UP to English (Silver) 0 4 cands Entry level Maths L1 – 1 – 10% L2 – 5 – 50% L3 – 4 – 40% 10 %OCR ICT Overall pass – 17 – 100% 17 cands Pass 14 – 82.3% Merit 2 – ... | 0.317324 | [
3,
4,
5,
6,
7,
8,
9,
0,
2,
1,
10,
12,
13,
14,
15,
16,
17,
18,
11,
19,
26,
27,
28,
29,
30,
31,
32,
20,
21,
22,
33,
34,
23,
24,
25,
35,
36,
38,
39,
40,
41,
42,
37,
43,
44,
55,
56,
57,
45,
48,
46,
49,
47,
50,
53... | DATA-FOR-WEBSITE-2017.docx | task-885-527 | 2 | [
[
548,
119,
555,
144
],
[
570,
119,
577,
144
],
[
559,
122,
566,
143
],
[
79,
147,
89,
170
],
[
93,
147,
120,
170
],
[
124,
147,
152,
170
],
[
155,
147,
162,
170
],
[
165,
... | [
[
79,
147,
89,
170
],
[
93,
147,
120,
170
],
[
124,
147,
152,
170
],
[
155,
147,
162,
170
],
[
165,
147,
174,
170
],
[
178,
147,
199,
170
],
[
202,
147,
228,
170
],
[
548,
... |
4 7% 10 18.5% 7 3 6% 4 7% – – –12.7% – % English Lang A-C – 59 cands 54 cands 55 cands 51 2017 % English 9 - 4 51 cands 48 81% 36 66.6% 49 89% 44 86% – – – – % English Lang A-G 50 85% – 2017 % English 9 - 1 100% % English Literature A-C 3 cands 2 3% 8 18.75% 9 15.7% 9 17% 0 – – – – % Maths A-C 61 cands 48 cans 57 cands... | % English Lang A-C 2017 % English 9 - 4 4 – 7% 51 cands 4 – 7% 59 cands 10 – 18.5% 54 cands 7 –12.7% 55 cands 3 – 6% 51 % English Lang A-G 2017 % English 9 - 1 50 – 85% 48 – 81% 36 – 66.6% 49 – 89% 44 – 86% % English Literature A-C 100% 3 cands % Maths A-C 2017 % 9 - 4 0 63 cands 2 – 3% 61 cands 8 – 18.75% 48 cans 9 – ... | 0.33331 | [
13,
14,
15,
16,
25,
26,
27,
28,
29,
30,
7,
17,
8,
31,
32,
0,
9,
1,
18,
19,
2,
10,
3,
20,
21,
4,
11,
22,
23,
5,
12,
6,
24,
45,
46,
47,
48,
52,
53,
54,
55,
56,
57,
49,
51,
50,
33,
41,
34,
35,
42,
36,
37,
43,
38... | DATA-FOR-WEBSITE-2018.docx | task-885-528 | 1 | [
[
542,
119,
549,
144
],
[
564,
119,
583,
144
],
[
639,
119,
653,
144
],
[
668,
119,
705,
144
],
[
754,
119,
761,
144
],
[
853,
119,
860,
144
],
[
875,
119,
893,
144
],
[
43... | [
[
79,
125,
89,
148
],
[
93,
125,
132,
148
],
[
135,
125,
161,
148
],
[
165,
125,
185,
148
],
[
79,
144,
105,
167
],
[
108,
144,
119,
167
],
[
122,
144,
165,
167
],
[
168,
... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.