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 |
|---|---|---|---|---|---|---|---|---|
Family Name EHA ID No. Is there a child who Which NEEDS ACTION SUCCESS OUTCOME needs help? Family measures Why are we worried about What needs to be What will things look like Member this? (context) done? if this need is being met? does (include timescales and (This is linked this to the this who is doing what) outcome... | Family Name EHA ID No. Which Family Member does this action relate to? Is there a child who needs help? NEEDS Why are we worried about this? (context) ACTION What needs to be done? (include timescales and who is doing what) SMART SUCCESS measures OUTCOME What will things look like if this need is being met? (This is li... | 0.704979 | [
0,
1,
2,
3,
4,
10,
17,
33,
43,
53,
60,
68,
69,
5,
6,
7,
8,
9,
15,
16,
11,
19,
20,
21,
22,
23,
34,
35,
12,
24,
25,
26,
27,
36,
44,
45,
46,
54,
55,
56,
57,
61,
13,
18,
14,
28,
29,
30,
31,
32,
37,
38,
39,
40,
41... | EHA-Outcome-Action-Plan-Document-V4-2-final.docx | task-978-952 | 4 | [
[
53,
99,
95,
127
],
[
99,
99,
137,
127
],
[
557,
99,
583,
125
],
[
587,
99,
600,
125
],
[
604,
99,
624,
125
],
[
128,
150,
140,
178
],
[
144,
150,
178,
178
],
[
182,
1... | [
[
53,
99,
95,
127
],
[
99,
99,
137,
127
],
[
557,
99,
583,
125
],
[
587,
99,
600,
125
],
[
604,
99,
624,
125
],
[
53,
153,
96,
181
],
[
53,
177,
98,
204
],
[
53,
200,
... |
Outcome Involvement Current Previous Current Previous Current Previous Current Previous Current Previous On referral to On referral to On referral to On referral to On referral to Section H Child, Young Person and Family View: – Child or Young Person What is going well? What is not going well? Comments about this asses... | Outcome Involvement Current Previous On referral to Current Previous On referral to Current Previous On referral to Current Previous On referral to Current Previous On referral to Section H – Child, Young Person and Family View: Child or Young Person What is going well? What is not going well? Comments about this asses... | 0.737157 | [
0,
1,
2,
3,
12,
13,
14,
4,
5,
15,
16,
17,
6,
7,
18,
19,
20,
8,
9,
21,
22,
23,
10,
11,
24,
25,
26,
27,
28,
35,
29,
30,
31,
32,
33,
34,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | ehat_c_multi_agency_early_help_assessment_tool.docx | task-978-987 | 7 | [
[
49,
46,
110,
73
],
[
49,
232,
132,
260
],
[
148,
233,
187,
256
],
[
214,
233,
260,
256
],
[
306,
233,
345,
256
],
[
372,
233,
418,
256
],
[
463,
233,
503,
256
],
[
529,
... | [
[
49,
46,
110,
73
],
[
49,
232,
132,
260
],
[
148,
233,
187,
256
],
[
214,
233,
260,
256
],
[
151,
252,
167,
275
],
[
170,
252,
208,
275
],
[
211,
252,
221,
275
],
[
306,
... |
Parent / Carer’s Current Contact Details Parent/Carer 1 Title: Forename: Surname: Subject to a successful EHC assessment, can this address be printed on EHC Plan? Address and postcode: Yes No (please state reason in comments below) Preferred Contact numbers: Email: Home Language: *Parental Responsibility? Yes No Mother... | Parent / Carer’s Current Contact Details Parent/Carer 1 Title: Forename: Surname: Address and postcode: Subject to a successful EHC assessment, can this address be printed on EHC Plan? Yes No (please state reason in comments below) Preferred Contact numbers: Email: Home Language: *Parental Responsibility? Yes No Relati... | 0.778846 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
25,
26,
27,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
49,
50,
46,
47,
48,
51,
52,
55,
53... | EHC%20Conversion%20PaperworkAug16.docx | task-979-13 | 7 | [
[
78,
47,
151,
70
],
[
158,
47,
164,
70
],
[
171,
47,
252,
70
],
[
258,
47,
343,
70
],
[
350,
47,
437,
70
],
[
444,
47,
521,
70
],
[
75,
87,
186,
105
],
[
191,
87,
... | [
[
78,
47,
151,
70
],
[
158,
47,
164,
70
],
[
171,
47,
252,
70
],
[
258,
47,
343,
70
],
[
350,
47,
437,
70
],
[
444,
47,
521,
70
],
[
75,
87,
186,
105
],
[
191,
87,
... |
AR3 Meeting Preparation - People Invited to Attend EHCP Annual/Interim Review Meeting The Annual Review meeting should aim to take place in the 10th month from the date of the last review or issue. The school should take the role of organising the meeting and gathering any required reports. Invitations should be sent o... | AR3 Meeting Preparation - People Invited to Attend EHCP Annual/Interim Review Meeting The Annual Review meeting should aim to take place in the 10th month from the date of the last review or issue. The school should take the role of organising the meeting and gathering any required reports. Invitations should be sent o... | 0.825169 | [
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... | ehcp_review_ar3.docx | task-979-176 | 0 | [
[
60,
40,
114,
66
],
[
121,
40,
223,
66
],
[
230,
40,
379,
66
],
[
387,
40,
396,
66
],
[
403,
40,
491,
66
],
[
499,
40,
585,
66
],
[
593,
40,
618,
66
],
[
625,
40,
... | [
[
60,
40,
114,
66
],
[
121,
40,
223,
66
],
[
230,
40,
379,
66
],
[
387,
40,
396,
66
],
[
403,
40,
491,
66
],
[
499,
40,
585,
66
],
[
593,
40,
618,
66
],
[
625,
40,
... |
Does this Name: Relationship person have Yes / Address: to parental No child/young responsibility? Contact person No: Does this Name: Relationship person have Address: to Yes / parental child/young No responsibility? Contact person No: People and Services invited to this review (Please add and delete as applicable) Adv... | Name: Address: Contact No: Relationship to child/young person Does this person have parental responsibility? Yes / No Name: Address: Contact No: Relationship to child/young person Does this person have parental responsibility? Yes / No People and Services invited to this review (Please add and delete as applicable) Nam... | 0.581879 | [
2,
8,
14,
16,
3,
9,
12,
15,
0,
1,
4,
5,
10,
13,
6,
7,
11,
19,
23,
31,
33,
20,
24,
28,
32,
17,
18,
21,
22,
27,
30,
25,
26,
29,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
49,
50,
47,
51,
57,
58,
48,
52... | ehcp_review_template_-_november_2017.docx | task-979-177 | 1 | [
[
749,
91,
790,
108
],
[
794,
91,
824,
108
],
[
57,
93,
108,
109
],
[
475,
100,
576,
116
],
[
749,
105,
805,
121
],
[
809,
105,
847,
121
],
[
897,
112,
927,
128
],
[
932,
... | [
[
57,
93,
108,
109
],
[
57,
114,
129,
130
],
[
57,
135,
119,
151
],
[
57,
148,
85,
165
],
[
475,
100,
576,
116
],
[
475,
114,
491,
130
],
[
475,
127,
569,
144
],
[
475,
... |
Education, Health and Care Plan Early Years Setting/School/ Post 16 Providers Contribution Family name: Given names: DoB Gender: Address: Parent/ Carers name: Contact Number: Ethnicity: Year Group: Is the Child /Young If yes, name of Person a Looked After Social Worker Child/Young Person Years Setting/ School/ Post 16 ... | Education, Health and Care Plan Early Years Setting/School/ Post 16 Providers Contribution Family name: Given names: DoB Gender: Address: Parent/ Carers name: Contact Number: Ethnicity: Year Group: Is the Child /Young Person a Looked After Child/Young Person If yes, name of Social Worker Years Setting/ School/ Post 16 ... | 0.798683 | [
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,
35,
36,
37,
38,
41,
42,
31,
32,
33,
34,
39,
40,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | ehcp_school_contribution_form_-_updated_october_2015-id-64470p-0.docx | task-979-178 | 0 | [
[
333,
111,
442,
134
],
[
448,
111,
515,
134
],
[
521,
111,
559,
134
],
[
565,
111,
615,
134
],
[
621,
111,
666,
134
],
[
201,
164,
257,
187
],
[
263,
164,
322,
187
],
[
32... | [
[
333,
111,
442,
134
],
[
448,
111,
515,
134
],
[
521,
111,
559,
134
],
[
565,
111,
615,
134
],
[
621,
111,
666,
134
],
[
201,
164,
257,
187
],
[
263,
164,
322,
187
],
[
32... |
Experience: Is this child/young person known to your service? Yes No What has your involvement been with the child/young person? SECTION A: Sources of Information It is important to state the information that has been gathered to form the basis of the report in particular to justify your findings. Please list all of th... | Experience: Is this child/young person known to your service? Yes No What has your involvement been with the child/young person? SECTION A: Sources of Information It is important to state the information that has been gathered to form the basis of the report in particular to justify your findings. Please list all of th... | 0.924492 | [
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... | ehc_7_request_advice_including_school_1.docx | task-979-195 | 1 | [
[
92,
84,
190,
102
],
[
92,
147,
106,
165
],
[
111,
147,
140,
165
],
[
145,
147,
239,
165
],
[
244,
147,
300,
165
],
[
305,
147,
359,
165
],
[
364,
147,
379,
165
],
[
385,
... | [
[
92,
84,
190,
102
],
[
92,
147,
106,
165
],
[
111,
147,
140,
165
],
[
145,
147,
239,
165
],
[
244,
147,
300,
165
],
[
305,
147,
359,
165
],
[
364,
147,
379,
165
],
[
385,
... |
Section A A.1 Personal Details Full Name of child Billy Smith or young person: Date of birth: 19/9/11 Year Gender: M Group: Ethnicity: Religion: Mr and Mrs Smith Parent/Carer Name(s) and home 2 Sapphire Ridge, Rotherham, address: (Indicate parental responsibility) Home Phone: Mobile: 07123456789 Email: Home language: A... | Section A A.1 Personal Details Full Name of child or young person: Billy Smith Date of birth: 19/9/11 Year Group: Gender: M Ethnicity: Religion: Parent/Carer Name(s) and home address: (Indicate parental responsibility) Mr and Mrs Smith 2 Sapphire Ridge, Rotherham, Home Phone: Mobile: 07123456789 Email: Home language: A... | 0.648239 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
11,
12,
13,
9,
10,
14,
15,
16,
17,
18,
21,
19,
20,
22,
23,
28,
29,
30,
31,
36,
37,
38,
39,
24,
25,
26,
27,
32,
33,
34,
35,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
60... | EHC%20Plan%20%20example%20%20template%20C.docx | task-979-21 | 3 | [
[
422,
78,
543,
111
],
[
553,
78,
577,
111
],
[
76,
113,
128,
145
],
[
331,
113,
473,
145
],
[
482,
113,
592,
145
],
[
76,
142,
108,
162
],
[
114,
142,
167,
162
],
[
173,
... | [
[
422,
78,
543,
111
],
[
553,
78,
577,
111
],
[
76,
113,
128,
145
],
[
331,
113,
473,
145
],
[
482,
113,
592,
145
],
[
76,
142,
108,
162
],
[
114,
142,
167,
162
],
[
173,
... |
What is important to me: What people like and admire about me: How best to support me: Young person's Story: Family story: Aspirations (Education/Health/Future Planning/Diagnosis) How I like to be included in the decisions that affect me: Current support: If you currently receive any classroom support or other learning... | What is important to me: What people like and admire about me: How best to support me: Young person's Story: Family story: Aspirations (Education/Health/Future Planning/Diagnosis) How I like to be included in the decisions that affect me: Current support: If you currently receive any classroom support or other learning... | 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... | ehc_plan_form_14_september_2018.docx | task-979-222 | 1 | [
[
104,
84,
151,
103
],
[
156,
84,
171,
103
],
[
177,
84,
261,
103
],
[
266,
84,
283,
103
],
[
288,
84,
322,
103
],
[
104,
101,
151,
120
],
[
156,
101,
217,
120
],
[
223,
... | [
[
104,
84,
151,
103
],
[
156,
84,
171,
103
],
[
177,
84,
261,
103
],
[
266,
84,
283,
103
],
[
288,
84,
322,
103
],
[
104,
101,
151,
120
],
[
156,
101,
217,
120
],
[
223,
... |
Appendix C: Workshop discussions Bipolar workshop Key Issues Challenges Strategies Other 1: Governance and Ethics Data Protection Accessibility to record Strong DP structure in within EHRs Long discussion Governance Structure Definition of who has Patient driven, public consultation regarding Ethics access Education of... | Appendix C: Workshop discussions Bipolar workshop Key Issues Challenges Strategies Other 1: Governance and Ethics Data Protection Governance Structure Ethics Accessibility to record Definition of who has access Degree of confidentiality Consent Accountability Who owns the record? Who can release the record to parties? ... | 0.549178 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
28,
29,
39,
17,
18,
19,
30,
31,
32,
33,
40,
48,
49,
50,
58,
63,
74,
75,
76,
77,
90,
91,
92,
93,
102,
103,
104,
111,
112,
113,
120,
127,
128,
129,
130,
131... | eHI-Ecosystem-report-Appendix-C.docx | task-979-323 | 0 | [
[
120,
88,
213,
111
],
[
219,
88,
238,
111
],
[
243,
88,
344,
111
],
[
349,
88,
458,
111
],
[
58,
132,
113,
150
],
[
117,
132,
193,
150
],
[
58,
158,
83,
174
],
[
87,
1... | [
[
120,
88,
213,
111
],
[
219,
88,
238,
111
],
[
243,
88,
344,
111
],
[
349,
88,
458,
111
],
[
58,
132,
113,
150
],
[
117,
132,
193,
150
],
[
58,
158,
83,
174
],
[
87,
1... |
3954 TIU SET DOCUMENT TEXT INTEGRATION Active Active-HMP's TEXT UTILITIES Subscription retired as of 10/27/17 3966 TIU IS THIS A SURGERY? TEXT INTEGRATION Active Active-HMP's UTILITIES Subscription retired as of 10/27/17 3996 GMV ADD VM GEN. MED. REC.-VITALS Active Active-HMP's Subscription retired as of 10/27/17 4203 ... | 3954 TIU SET DOCUMENT TEXT TEXT INTEGRATION UTILITIES Active Active-HMP's Subscription retired as of 10/27/17 3966 TIU IS THIS A SURGERY? TEXT INTEGRATION UTILITIES Active Active-HMP's Subscription retired as of 10/27/17 3996 GMV ADD VM GEN. MED. REC.-VITALS Active Active-HMP's Subscription retired as of 10/27/17 4203 ... | 0.781184 | [
0,
1,
2,
3,
8,
4,
5,
9,
6,
7,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
25,
23,
24,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
51,
49,
50,
52,
53,
54... | eHMP_ICR_Status_MFR_20180312.docx | task-979-364 | 12 | [
[
58,
155,
88,
171
],
[
111,
155,
132,
171
],
[
135,
155,
156,
171
],
[
159,
155,
232,
171
],
[
280,
155,
309,
171
],
[
313,
155,
396,
171
],
[
444,
155,
481,
171
],
[
538,... | [
[
58,
155,
88,
171
],
[
111,
155,
132,
171
],
[
135,
155,
156,
171
],
[
159,
155,
232,
171
],
[
111,
169,
140,
185
],
[
280,
155,
309,
171
],
[
313,
155,
396,
171
],
[
280,... |
6077 TIU APIS FOR VPR TEXT INTEGRATION Active Active-HMP's UTILITIES Subscription retired as of 10/27/17 6082 Calls to GMRCAPI CONSULT/REQUEST Active Active-HMP's TRACKING Subscription retired as of 10/27/17 6084 MDC OBSERVATION CLINICAL PROCEDURES Active Active-HMP's UPDATE Subscription retired as of 10/27/17 6085 PSB... | 6077 TIU APIS FOR VPR TEXT INTEGRATION UTILITIES Active Active-HMP's Subscription retired as of 10/27/17 6082 Calls to GMRCAPI CONSULT/REQUEST TRACKING Active Active-HMP's Subscription retired as of 10/27/17 6084 MDC OBSERVATION UPDATE CLINICAL PROCEDURES Active Active-HMP's Subscription retired as of 10/27/17 6085 PSB... | 0.762322 | [
0,
1,
2,
3,
4,
5,
6,
9,
7,
8,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
22,
20,
21,
23,
24,
25,
26,
27,
28,
29,
30,
35,
31,
32,
33,
34,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | eHMP_ICR_Status_MFR_20180312.docx | task-979-364 | 17 | [
[
58,
155,
88,
171
],
[
111,
155,
132,
171
],
[
135,
155,
161,
171
],
[
165,
155,
189,
171
],
[
193,
155,
216,
171
],
[
280,
155,
309,
171
],
[
313,
155,
396,
171
],
[
444,... | [
[
58,
155,
88,
171
],
[
111,
155,
132,
171
],
[
135,
155,
161,
171
],
[
165,
155,
189,
171
],
[
193,
155,
216,
171
],
[
280,
155,
309,
171
],
[
313,
155,
396,
171
],
[
280,... |
school to home relationships; provide families with A Student Led-Conference team has been accessible resources to support their child identified and they are scheduled to receive training in November and will turn-key to staff High Quality Family and Community Programming Engage the Family and Community Liaison with t... | school to home relationships; provide families with accessible resources to support their child A Student Led-Conference team has been identified and they are scheduled to receive training in November and will turn-key to staff as we prepare for Spring conferences. EHMS is set to highlight staff members monthly at Facu... | 0.768217 | [
0,
1,
2,
3,
4,
5,
6,
13,
14,
15,
16,
17,
18,
7,
8,
9,
10,
11,
12,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
48,
49,
50,
51,
52,
53,
54,
55,
56,
57,
58,
59,
60,
61,
70,
71,
72,
79,
80,
81,
82... | EHMS_SIP_AM_1-21-17.docx | task-979-365 | 13 | [
[
45,
77,
78,
99
],
[
81,
77,
91,
99
],
[
94,
77,
122,
99
],
[
125,
77,
193,
99
],
[
196,
77,
235,
99
],
[
238,
77,
279,
99
],
[
282,
77,
304,
99
],
[
401,
77,
410,... | [
[
45,
77,
78,
99
],
[
81,
77,
91,
99
],
[
94,
77,
122,
99
],
[
125,
77,
193,
99
],
[
196,
77,
235,
99
],
[
238,
77,
279,
99
],
[
282,
77,
304,
99
],
[
45,
96,
96,
... |
STAR Reading STAR Math Appendix D: Results Indicator- Transform Student Learning- Academic Achievement Data (By Subgroup STAR Reading By Subgroup – District Intervention Fidelity Usage Targets Reporting Window STAR Reading By Subgroup – Appendix E: Rich and Vibrant Learning Cultures Enrollment ISS Data SY16 SY17 SY17 S... | STAR Reading STAR Math Appendix D: Results Indicator- Transform Student Learning- Academic Achievement Data (By Subgroup STAR Reading – By Subgroup District Intervention Fidelity Usage Targets Reporting Window Model Day SY16 Day SY17 Target Read 180 98.5% 100% ≥ 3 days/week Lexia 79% 70% Utilization STAR Reading – By S... | 0.572738 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
20,
18,
19,
21,
22,
23,
24,
25,
26,
27,
70,
71,
74,
72,
75,
73,
76,
77,
78,
79,
82,
80,
81,
98,
99,
100,
106,
28,
29,
32,
30,
31,
68,
69,
33,
34,
... | EHMS_SIP_AM_1-21-17.docx | task-979-365 | 22 | [
[
442,
76,
489,
107
],
[
494,
76,
557,
107
],
[
453,
122,
500,
154
],
[
505,
122,
546,
154
],
[
232,
228,
281,
250
],
[
285,
228,
297,
250
],
[
300,
228,
337,
250
],
[
341,... | [
[
442,
76,
489,
107
],
[
494,
76,
557,
107
],
[
453,
122,
500,
154
],
[
505,
122,
546,
154
],
[
232,
228,
281,
250
],
[
285,
228,
297,
250
],
[
300,
228,
337,
250
],
[
341,... |
Details of programme of study Achieved? When? (age/year group) Comments i.e. areas of particular challenge or strength. (Where the pupil has not achieved the Year 1 programme of study details of the P-Scale or other assessment information should be included here.) Year 1 programme of study: Reading - word reading, comp... | Details of programme of study Achieved? When? (age/year group) Comments i.e. areas of particular challenge or strength. (Where the pupil has not achieved the Year 1 programme of study details of the P-Scale or other assessment information should be included here.) Year 1 programme of study: Reading - word reading, comp... | 0.891611 | [
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... | ehc-form-4a.docx | task-979-37 | 2 | [
[
85,
120,
130,
145
],
[
134,
120,
147,
145
],
[
151,
120,
228,
145
],
[
232,
120,
245,
145
],
[
249,
120,
286,
145
],
[
368,
120,
434,
145
],
[
443,
120,
488,
145
],
[
492... | [
[
85,
120,
130,
145
],
[
134,
120,
147,
145
],
[
151,
120,
228,
145
],
[
232,
120,
245,
145
],
[
249,
120,
286,
145
],
[
368,
120,
434,
145
],
[
443,
120,
488,
145
],
[
492... |
clothing they feel comfortable wearing, whether they are able to . 36 Lacked confidence? This question asks if the respondent Developer: Q30 has lacked confidence/self-assurance ok because of their endometriosis during the last 4 weeks. 37 Please check that you This line reminds the respondent to Developer: have ticked... | clothing they feel comfortable wearing, whether they are able to . 36 Q30 Lacked confidence? This question asks if the respondent has lacked confidence/self-assurance because of their endometriosis during the last 4 weeks. Developer: ok 37 Please check that you have ticked one box for each question. This line reminds t... | 0.756915 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
21,
12,
13,
14,
15,
16,
17,
18,
19,
22,
23,
24,
26,
27,
28,
29,
30,
31,
32,
33,
34,
20,
25,
35,
36,
37,
38,
39,
47,
48,
49,
50,
51,
57,
58,
40,
41,
42,
43,
44,
45,
52,
53... | EHP-Concept-Elaboration-29-06-12-new-2.docx | task-979-384 | 8 | [
[
361,
85,
434,
103
],
[
441,
85,
482,
103
],
[
488,
85,
522,
103
],
[
528,
85,
639,
103
],
[
361,
101,
441,
119
],
[
448,
101,
523,
119
],
[
530,
101,
571,
119
],
[
577,
... | [
[
361,
85,
434,
103
],
[
441,
85,
482,
103
],
[
488,
85,
522,
103
],
[
528,
85,
639,
103
],
[
361,
101,
441,
119
],
[
448,
101,
523,
119
],
[
530,
101,
571,
119
],
[
577,
... |
being unable to do something or feeling powerless over something. 60 Section D: This is the title of the fourth section (Section D) of Part 2 of the questionnaire. 61 These questions concern This line explains that the questions Developer: your feelings during in this section concern/are about the In the UK it does not... | being unable to do something or feeling powerless over something. 60 Section D: This is the title of the fourth section (Section D) of Part 2 of the questionnaire. 61 These questions concern your feelings during the last 4 weeks about the medical profession. This line explains that the questions in this section concern... | 0.743475 | [
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,
40,
41,
42,
55,
56,
57,
58,
59,
66,
67,
68,
33,
34,
35,
36,
37,
38,
43,
44,
45,
46,
47... | EHP-Concept-Elaboration-29-06-12-new-2.docx | task-979-384 | 12 | [
[
361,
85,
412,
103
],
[
419,
85,
481,
103
],
[
487,
85,
506,
103
],
[
512,
85,
535,
103
],
[
541,
85,
638,
103
],
[
645,
85,
664,
103
],
[
361,
101,
423,
119
],
[
430,
... | [
[
361,
85,
412,
103
],
[
419,
85,
481,
103
],
[
487,
85,
506,
103
],
[
512,
85,
535,
103
],
[
541,
85,
638,
103
],
[
645,
85,
664,
103
],
[
361,
101,
423,
119
],
[
430,
... |
Preventative Care mammogram 99 – MA completes entry Duty: MA Physician is prompted that patient is ready Physician prompt easily identified Identify correct patient chart Duty: Physician Patient chart/ medical Hx easily accessible Physician looks at CC, PMH and past visit Chief complaint entered by MA visible/can it be... | Preventative Care – mammogram 99 MA completes entry Duty: MA Physician is prompted that patient is ready Duty: Physician Physician prompt easily identified Identify correct patient chart Patient chart/ medical Hx easily accessible Physician looks at CC, PMH and past visit Duty: Physician Chief complaint entered by MA v... | 0.644152 | [
0,
1,
4,
2,
3,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
25,
26,
17,
18,
19,
20,
21,
22,
23,
24,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
50,
51,
41,
42,
43,
44,
45,
46,
47,
48,
49,
52,
53,
54... | EHR%20System%20Selection%20Workbook.docx | task-979-416 | 41 | [
[
88,
125,
179,
143
],
[
183,
125,
218,
143
],
[
237,
125,
333,
143
],
[
337,
125,
356,
143
],
[
223,
127,
232,
141
],
[
88,
152,
112,
169
],
[
117,
152,
191,
169
],
[
196,... | [
[
88,
125,
179,
143
],
[
183,
125,
218,
143
],
[
223,
127,
232,
141
],
[
237,
125,
333,
143
],
[
337,
125,
356,
143
],
[
88,
152,
112,
169
],
[
117,
152,
191,
169
],
[
196,... |
Description: As part of trusted record management, this is the record lifecycle event describing when an agent releases, transfers, provisions access to, or divulges in any other manner, information to third parties within or outside the healthcare provider organization from an individual’s health record, with or witho... | Description: As part of trusted record management, this is the record lifecycle event describing when an agent releases, transfers, provisions access to, or divulges in any other manner, information to third parties within or outside the healthcare provider organization from an individual’s health record, with or witho... | 0.784187 | [
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... | EHR-LC_Events_Vocab_v0.5.5_%283%29_%283%29_%282%29.docx | task-979-433 | 8 | [
[
128,
58,
198,
86
],
[
201,
58,
215,
86
],
[
218,
58,
242,
86
],
[
245,
58,
257,
86
],
[
260,
58,
302,
86
],
[
306,
58,
344,
86
],
[
347,
58,
427,
86
],
[
431,
58,
... | [
[
128,
58,
198,
86
],
[
201,
58,
215,
86
],
[
218,
58,
242,
86
],
[
245,
58,
257,
86
],
[
260,
58,
302,
86
],
[
306,
58,
344,
86
],
[
347,
58,
427,
86
],
[
431,
58,
... |
1.1 Changed contact information for February 18, Medicaid and Medicare Programs from 2015 elizabeth.myers@cms.hhs.gov to CMS EHR Information Center at (primary number) or (TTY number) Hours of Operation: 7:30 a.m. 6:30 p.m. (Central Time) – Monday through Friday, except federal holidays Changed contact information for ... | 1.1 Changed contact information for Medicaid and Medicare Programs from elizabeth.myers@cms.hhs.gov to CMS EHR Information Center at (primary number) or (TTY number) Hours of Operation: 7:30 a.m. – 6:30 p.m. (Central Time) Monday through Friday, except federal holidays Changed contact information for test application f... | 0.795965 | [
0,
1,
2,
3,
4,
7,
8,
9,
10,
11,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
34,
30,
31,
32,
33,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
58,
55,
... | ehr-randomizer-vendor-user-guide-onc.docx | task-979-435 | 9 | [
[
147,
108,
172,
128
],
[
347,
108,
413,
127
],
[
417,
108,
473,
127
],
[
477,
108,
569,
127
],
[
573,
108,
595,
127
],
[
677,
108,
748,
127
],
[
752,
108,
776,
127
],
[
34... | [
[
147,
108,
172,
128
],
[
347,
108,
413,
127
],
[
417,
108,
473,
127
],
[
477,
108,
569,
127
],
[
573,
108,
595,
127
],
[
347,
124,
417,
143
],
[
420,
124,
449,
143
],
[
45... |
Section V. Employee’s Self-Report: Additional Information/Overall Comments Service Campus participates on campus committees, teams, task forces, projects, etc. as member, chair, ex officio, etc. – Community - participates in local and community organizations and initiatives that directly or indirectly benefit the Unive... | Section V. Employee’s Self-Report: Additional Information/Overall Comments Service Campus – participates on campus committees, teams, task forces, projects, etc. as member, chair, ex officio, etc. Community - participates in local and community organizations and initiatives that directly or indirectly benefit the Unive... | 0.896941 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
24,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
61,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53... | EHRA_Self-Report_and_Evaluation.docx | task-979-474 | 6 | [
[
67,
317,
120,
333
],
[
124,
317,
138,
333
],
[
142,
317,
224,
333
],
[
228,
317,
312,
333
],
[
320,
317,
392,
333
],
[
396,
317,
531,
333
],
[
535,
317,
611,
333
],
[
67,... | [
[
67,
317,
120,
333
],
[
124,
317,
138,
333
],
[
142,
317,
224,
333
],
[
228,
317,
312,
333
],
[
320,
317,
392,
333
],
[
396,
317,
531,
333
],
[
535,
317,
611,
333
],
[
67,... |
specific activity environmental aspect environmental impact designation (low, medium or significant) The Register of Significant Environmental Impacts lists those activities identified in the above matrix which may have significant risk to the environment and details the control measures required to be in place to limi... | specific activity environmental aspect environmental impact designation (low, medium or significant) The Register of Significant Environmental Impacts lists those activities identified in the above matrix which may have significant risk to the environment and details the control measures required to be in place to limi... | 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... | EHS%20030-F02%20Project%20Environmental%20Management%20Plan.docx | task-979-548 | 7 | [
[
144,
172,
202,
190
],
[
206,
172,
262,
190
],
[
241,
187,
348,
205
],
[
353,
187,
399,
205
],
[
241,
202,
348,
220
],
[
353,
202,
403,
220
],
[
407,
202,
493,
220
],
[
49... | [
[
144,
172,
202,
190
],
[
206,
172,
262,
190
],
[
241,
187,
348,
205
],
[
353,
187,
399,
205
],
[
241,
202,
348,
220
],
[
353,
202,
403,
220
],
[
407,
202,
493,
220
],
[
49... |
16. PERSONAL PROTECTIVE EQUIPMENT (PPE) The appropriate kind of safety equipment and clothing of an occupational nature for the field trip should be dictated by the hazards identified in the proposed field work, together with experience and common sense. Students should be advised of their obligation to ensure their ow... | 16. PERSONAL PROTECTIVE EQUIPMENT (PPE) The appropriate kind of safety equipment and clothing of an occupational nature for the field trip should be dictated by the hazards identified in the proposed field work, together with experience and common sense. Students should be advised of their obligation to ensure their ow... | 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... | ehse-fieldwork_v2.1_08.12.14.docx | task-979-609 | 32 | [
[
144,
151,
182,
177
],
[
189,
151,
338,
177
],
[
346,
151,
517,
177
],
[
525,
151,
684,
177
],
[
692,
151,
763,
177
],
[
114,
183,
142,
201
],
[
146,
183,
235,
201
],
[
24... | [
[
144,
151,
182,
177
],
[
189,
151,
338,
177
],
[
346,
151,
517,
177
],
[
525,
151,
684,
177
],
[
692,
151,
763,
177
],
[
114,
183,
142,
201
],
[
146,
183,
235,
201
],
[
24... |
Lock in the hubs and select 4wd low second gear, then enter the water slowly and proceed at a constant speed. Do not slip the clutch or attempt to change gear as this will lead to a continuously slipping clutch and possibly stop the vehicle. If the exit is steep or soft or both, keep going by gunning the engine once cl... | Lock in the hubs and select 4wd low second gear, then enter the water slowly and proceed at a constant speed. Do not slip the clutch or attempt to change gear as this will lead to a continuously slipping clutch and possibly stop the vehicle. If the exit is steep or soft or both, keep going by gunning the engine once cl... | 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... | ehse-fieldwork_v2.1_08.12.14.docx | task-979-609 | 72 | [
[
235,
87,
274,
105
],
[
279,
87,
293,
105
],
[
299,
87,
324,
105
],
[
329,
87,
369,
105
],
[
375,
87,
405,
105
],
[
411,
87,
459,
105
],
[
464,
87,
498,
105
],
[
503,
... | [
[
235,
87,
274,
105
],
[
279,
87,
293,
105
],
[
299,
87,
324,
105
],
[
329,
87,
369,
105
],
[
375,
87,
405,
105
],
[
411,
87,
459,
105
],
[
464,
87,
498,
105
],
[
503,
... |
Hazing A student will not haze or conspire to engage in the Notification of appropriate Health hazing of another person. means to cause any and Human Resources “Hazing” action or situation which recklessly or intentionally Daily/weekly progress reports endangers the mental or physical health or safety of Behavioral con... | Notification of appropriate Health and Human Resources Daily/weekly progress reports Behavioral contracts Change in the student’s class schedule School service assignment Confiscation of inappropriate item(s) Revocation of privileges Restitution/restoration Before and/or after-school detention Denial of participation i... | 0.722693 | [
12,
13,
14,
15,
24,
25,
26,
35,
36,
37,
47,
48,
59,
60,
61,
62,
63,
73,
84,
85,
86,
94,
95,
96,
102,
103,
104,
105,
117,
128,
129,
130,
144,
155,
156,
157,
158,
168,
169,
170,
179,
180,
181,
182,
193,
194,
195,
196,
197,... | ehs_2014-2015_revised_student_handbook.docx | task-979-628 | 8 | [
[
60,
45,
110,
62
],
[
189,
45,
200,
62
],
[
205,
45,
258,
62
],
[
263,
45,
286,
62
],
[
290,
45,
313,
62
],
[
317,
45,
353,
62
],
[
357,
45,
372,
62
],
[
376,
45,
... | [
[
663,
45,
744,
62
],
[
749,
45,
762,
62
],
[
767,
45,
849,
62
],
[
854,
45,
901,
62
],
[
663,
60,
690,
77
],
[
695,
60,
748,
77
],
[
752,
60,
830,
77
],
[
663,
74,
... |
CII-SR EHS Excellence Awards 2018 ASSESSOR REPLY FORM Name T Vijayakumar Designation Senior Manager - HSE Company Name India Pvt Ltd Email ; tvkvijay05@gmail.com Profile Qualifications Bachelor of Science, BITS, Pilani. Diploma Industrial Safety, Regional Labour Institute, Chennai. Diploma Mechanical Engineering. Years... | CII-SR EHS Excellence Awards 2018 ASSESSOR REPLY FORM Name T Vijayakumar Designation Senior Manager - HSE Company Name India Pvt Ltd Email ; tvkvijay05@gmail.com Profile Qualifications Bachelor of Science, BITS, Pilani. Diploma Industrial Safety, Regional Labour Institute, Chennai. Diploma Mechanical Engineering. Years... | 0.843917 | [
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,
51,
44,
52,
45,
46,
47,
48,
49,
50,
53,
54... | EHS_EHS_EHS_Award_2018_Assessor_-_T_Vijay_Kumar_0_1.docx | task-979-650 | 0 | [
[
298,
62,
368,
85
],
[
375,
62,
423,
85
],
[
430,
62,
551,
85
],
[
558,
62,
642,
85
],
[
649,
62,
701,
85
],
[
354,
96,
485,
119
],
[
491,
96,
569,
119
],
[
576,
96,
... | [
[
298,
62,
368,
85
],
[
375,
62,
423,
85
],
[
430,
62,
551,
85
],
[
558,
62,
642,
85
],
[
649,
62,
701,
85
],
[
354,
96,
485,
119
],
[
491,
96,
569,
119
],
[
576,
96,
... |
Satisfactory public seminar and defense of an approved doctoral dissertation based on laboratory or field research. Tuition Policy: Doctoral students are eligible to receive tuition scholarships for a period of four years. Students must be admitted into candidacy by the end of their third year of study, and are expecte... | Satisfactory public seminar and defense of an approved doctoral dissertation based on laboratory or field research. Tuition Policy: Doctoral students are eligible to receive tuition scholarships for a period of four years. Students must be admitted into candidacy by the end of their third year of study, and are expecte... | 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... | EHS_Student_Handbook_11.2.2018_Revision.docx | task-979-681 | 10 | [
[
146,
89,
242,
110
],
[
247,
89,
296,
110
],
[
301,
89,
366,
110
],
[
370,
89,
401,
110
],
[
406,
89,
470,
110
],
[
475,
89,
491,
110
],
[
495,
89,
515,
110
],
[
520,
... | [
[
146,
89,
242,
110
],
[
247,
89,
296,
110
],
[
301,
89,
366,
110
],
[
370,
89,
401,
110
],
[
406,
89,
470,
110
],
[
475,
89,
491,
110
],
[
495,
89,
515,
110
],
[
520,
... |
Table 4. Overview of delivery of regulated family child care, provider training requirements, and monitoring, by province and territory PT Delivery Training requirements Monitoring and support NL Mixed model: 30-60 hour course, plus 30 hours PD every Agency-based providers: monthly visits and Licensed family three year... | Table 4. Overview of delivery of regulated family child care, provider training requirements, and monitoring, by province and territory PT Delivery Training requirements Monitoring and support NL Mixed model: Licensed family child care agencies approve homes, or providers may be individually licensed 30-60 hour course,... | 0.690019 | [
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,
42,
43,
51,
52,
53,
62,
63,
64,
76,
77,
78,
83,
84,
29,
30,
31,
32,
33,
34,
35,
36,
44,
45,
54,
55,
56... | EI%20FAMILY%20CHILD%20CARE.docx | task-979-732 | 11 | [
[
87,
81,
128,
100
],
[
132,
81,
146,
100
],
[
154,
81,
226,
100
],
[
230,
81,
245,
100
],
[
249,
81,
309,
100
],
[
313,
81,
329,
100
],
[
333,
81,
404,
100
],
[
408,
8... | [
[
87,
81,
128,
100
],
[
132,
81,
146,
100
],
[
154,
81,
226,
100
],
[
230,
81,
245,
100
],
[
249,
81,
309,
100
],
[
313,
81,
329,
100
],
[
333,
81,
404,
100
],
[
408,
8... |
Trainer: E-mail: Phone: Training Training Topic: Title: Staff Parents Both Other: (Staff & Parent) Number of Participants: Minimum: Maximum: Length of Time: Location: Training: Training Objectives USE “TAB” – Do not hit “ENTER” Deliverables Hourly Rate Hours Cost Training Preparation Training Presentation Total: Submit... | Trainer: E-mail: Phone: Training Topic: Training Title: Staff Parents Both (Staff & Parent) Other: Number of Participants: Minimum: Maximum: Length of Training: Time: Location: Training Objectives USE “TAB” – Do not hit “ENTER” Deliverables Hourly Rate Hours Cost Training Preparation Training Presentation Total: Submit... | 0.698683 | [
0,
1,
2,
3,
5,
4,
6,
7,
8,
9,
11,
12,
13,
10,
14,
15,
16,
17,
18,
19,
20,
23,
21,
22,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
45,
44,
46,
47
] | EI-6fAFT-03-01-16.docx | task-979-755 | 0 | [
[
77,
141,
142,
159
],
[
396,
141,
454,
159
],
[
763,
141,
815,
159
],
[
103,
169,
166,
187
],
[
503,
169,
566,
187
],
[
110,
187,
159,
204
],
[
522,
187,
566,
204
],
[
203... | [
[
77,
141,
142,
159
],
[
396,
141,
454,
159
],
[
763,
141,
815,
159
],
[
103,
169,
166,
187
],
[
110,
187,
159,
204
],
[
503,
169,
566,
187
],
[
522,
187,
566,
204
],
[
203... |
Ulster University Policy Cover Sheet Document Title Electronic Information Assurance and Information Security Management System Policy 2.2 Custodian Chief Operating Officer Approving Committee IT Strategy Group, then Deputy Director of Finance and Information Services (Information Services) Policy approved date IT Stra... | Document Title Electronic Information Assurance and Information Security Management System Policy 2.2 Custodian Chief Operating Officer Approving Committee IT Strategy Group, then Deputy Director of Finance and Information Services (Information Services) Policy approved date IT Strategy Group 2017-03-29 Policy effectiv... | 0.665994 | [
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,
0,
1,
2,
3,
4,
50,
51,
52,
53,
54... | EIA%20and%20ISMS%20Policy%202.2%2020170329.docx | task-979-802 | 0 | [
[
120,
104,
187,
127
],
[
194,
104,
307,
127
],
[
314,
104,
383,
127
],
[
389,
104,
456,
127
],
[
463,
104,
527,
127
],
[
130,
154,
221,
174
],
[
227,
154,
265,
174
],
[
40... | [
[
130,
154,
221,
174
],
[
227,
154,
265,
174
],
[
406,
154,
495,
174
],
[
500,
154,
601,
174
],
[
607,
154,
702,
174
],
[
707,
154,
741,
174
],
[
406,
170,
507,
190
],
[
51... |
GRONINGEN, FACULTY OF MANAGEMENT ECONOMICS AND INTERVENTIONS IN AN BUSINESS NPO/PUBLIC SECTOR CONTEXT. CONATY, FRANK and GERALDINE ROBBINS (UNIVERSITY COLLEGE GALWAY) 10.00 CHILDREN MENTAL ANALYSIS OF THE HEALTH AND NEW CONSEQUENCES OF PUBLIC OUTSOURCING IN THE COLLABORATION: THE MANAGEMENT: THE LOCAL ADMINISTRATION: C... | GRONINGEN, FACULTY OF ECONOMICS AND BUSINESS MANAGEMENT INTERVENTIONS IN AN NPO/PUBLIC SECTOR CONTEXT. CONATY, FRANK and GERALDINE ROBBINS (UNIVERSITY COLLEGE GALWAY) 10.00 CHILDREN MENTAL HEALTH AND NEW PUBLIC MANAGEMENT: THE RISE OF THE INDUSTRIAL ORDER IN FRANCE NATHALIE AND YUNA L,I UNIVERSITY OF NANTES ANALYSIS OF... | 0.35559 | [
0,
1,
2,
4,
5,
9,
3,
6,
7,
8,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
27,
28,
29,
32,
38,
39,
44,
45,
46,
52,
53,
59,
60,
66,
71,
72,
73,
79,
80,
83,
24,
25,
26,
30,
31,
33,
34,
35,
40,
41,
47... | EIASM%20LUND%202018%20PROGRAMME%20at%20August%2020.docx | task-979-836 | 6 | [
[
355,
55,
455,
73
],
[
459,
55,
525,
73
],
[
530,
55,
550,
73
],
[
569,
55,
685,
73
],
[
355,
72,
449,
90
],
[
453,
72,
487,
90
],
[
569,
72,
692,
90
],
[
696,
72,
... | [
[
355,
55,
455,
73
],
[
459,
55,
525,
73
],
[
530,
55,
550,
73
],
[
355,
72,
449,
90
],
[
453,
72,
487,
90
],
[
355,
90,
428,
108
],
[
569,
55,
685,
73
],
[
569,
72,
... |
Session 12 Friday: 16.00-17.30 Room X1.52 Succession III - Chair: Shelley Farrington Author Co-Author(s) CONTINUITY AND CONNECTION AS ASABA, SHIGERU TAICHIRO YANABE BEHAVIORAL CHARACTERISTICS OF FAMILY FIRMS: ANALYSIS ON THE MANAGEMENT IN THE JAPANESE PHARMACEUTICAL INDUSTRY GROWTH ATTRIBUTES CLOSING THE NEVILLE, METTE... | Session 12 Friday: 16.00-17.30 Room X1.52 Succession III - Chair: Shelley Farrington Author Co-Author(s) CONTINUITY AND CONNECTION AS BEHAVIORAL CHARACTERISTICS OF FAMILY FIRMS: ANALYSIS ON THE MANAGEMENT IN THE JAPANESE PHARMACEUTICAL INDUSTRY ASABA, SHIGERU TAICHIRO YANABE GROWTH ATTRIBUTES – CLOSING THE GAP IN FAMIL... | 0.750649 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
18,
19,
20,
21,
36,
37,
44,
38,
39,
45,
46,
47,
40,
41,
42,
43,
48,
49,
50,
51,
52,
53,
54... | EIASMworkshop_finalprogramme%202016.docx | task-979-839 | 5 | [
[
316,
101,
373,
119
],
[
377,
101,
396,
119
],
[
400,
101,
453,
119
],
[
457,
101,
547,
119
],
[
551,
101,
597,
119
],
[
601,
101,
644,
119
],
[
331,
117,
413,
135
],
[
41... | [
[
316,
101,
373,
119
],
[
377,
101,
396,
119
],
[
400,
101,
453,
119
],
[
457,
101,
547,
119
],
[
551,
101,
597,
119
],
[
601,
101,
644,
119
],
[
331,
117,
413,
135
],
[
41... |
explain what has been allowed Claimants may Claimants would have Every child KCC pays Claimants ongoing none complain their to adapt their lifestyle an allowance toward disposable income is choice expenditures still has the reduced equivalent fostering maintenance available to them in the overall disposable household i... | explain what has been allowed Claimants may complain their disposable income is reduced Claimants would have to adapt their lifestyle choice expenditures Every child KCC pays an allowance toward still has the equivalent fostering maintenance available to them in the overall disposable household income Claimants ongoing... | 0.609869 | [
0,
1,
2,
3,
4,
5,
6,
17,
18,
26,
27,
28,
34,
7,
8,
9,
19,
20,
21,
22,
29,
30,
10,
11,
12,
13,
23,
24,
25,
31,
32,
33,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
14,
15,
16
] | EIA_Review_of_the_financial_means_testing_for_Adoption_and_SGO__Redacted_Signed_Version.docx | task-979-888 | 16 | [
[
315,
50,
353,
76
],
[
356,
50,
383,
76
],
[
386,
50,
404,
76
],
[
407,
50,
434,
76
],
[
315,
76,
357,
102
],
[
186,
312,
238,
337
],
[
241,
312,
264,
337
],
[
315,
31... | [
[
315,
50,
353,
76
],
[
356,
50,
383,
76
],
[
386,
50,
404,
76
],
[
407,
50,
434,
76
],
[
315,
76,
357,
102
],
[
186,
312,
238,
337
],
[
241,
312,
264,
337
],
[
186,
33... |
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 27180, SO AS TO REQUIRE THE DEVELOPER OF A COMMON INTEREST COMMUNITY TO TRANSFER CONTROL OF THE HOMEOWNERS’ ASSOCIATION BY PHASING UNIT OWNERS ONTO THE EXECUTIVE BOARD OF THE ASSOCIATION AFTER A CERTAIN PERCENTAGE OF THE UNITS ARE CONVEYED. Be ... | A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 27180, SO AS TO REQUIRE THE DEVELOPER OF A COMMON INTEREST COMMUNITY TO TRANSFER CONTROL OF THE HOMEOWNERS’ ASSOCIATION BY PHASING UNIT OWNERS ONTO THE EXECUTIVE BOARD OF THE ASSOCIATION AFTER A CERTAIN PERCENTAGE OF THE UNITS ARE CONVEYED. Be ... | 0.935044 | [
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... | 1176_20160421.docx | task-98-233 | 2 | [
[
334,
189,
351,
215
],
[
357,
189,
416,
215
],
[
132,
227,
156,
246
],
[
164,
227,
229,
246
],
[
237,
227,
271,
246
],
[
279,
227,
327,
246
],
[
335,
227,
358,
246
],
[
36... | [
[
334,
189,
351,
215
],
[
357,
189,
416,
215
],
[
132,
227,
156,
246
],
[
164,
227,
229,
246
],
[
237,
227,
271,
246
],
[
279,
227,
327,
246
],
[
335,
227,
358,
246
],
[
36... |
Table 3: Summary of PICO to define the question for public funding that assessment will investigate Patients tests Intervention Comparator Reference Standard Outcomes to be (for diagnostic tests) assessed Patients Histological EGFR gene No agreed reference Primary comparator Safety with diagnosis of mutation testing ... | Table 3: Summary of PICO to define the question for public funding that assessment will investigate Patients tests Intervention Comparator Reference Standard (for diagnostic tests) Outcomes to be assessed Patients with previously untreated non- squamous NSCLC or NSCLC not otherwise classified Histological diagnosis of ... | 0.485779 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
25,
26,
27,
22,
23,
24,
28,
29,
40,
55,
66,
78,
90,
105,
106,
117,
118,
129,
140,
30,
41,
42,
56,
67,
79,
91,
92,
107,
119,
31,
32,
... | 1173-Final-DAP-EGFR-for-erlotinib-accessibleFINAL.docx | task-98-34 | 24 | [
[
120,
83,
156,
100
],
[
160,
83,
172,
100
],
[
176,
83,
239,
100
],
[
243,
83,
256,
100
],
[
259,
83,
293,
100
],
[
297,
83,
310,
100
],
[
314,
83,
354,
100
],
[
358,
... | [
[
120,
83,
156,
100
],
[
160,
83,
172,
100
],
[
176,
83,
239,
100
],
[
243,
83,
256,
100
],
[
259,
83,
293,
100
],
[
297,
83,
310,
100
],
[
314,
83,
354,
100
],
[
358,
... |
Vertical movement in- runtergehen “descend” “go (downwards) down” gir- reingehen into” Path with “enter” “go Conformation (+ ENTER) Manner +Path Vertical movement n.a. hinunterklettern/ conflation without (downwards) runterklettern Conformation down” “climb (-ENTER) hinuntersteigen step down” “climb/ Not vertical n.a. ... | Vertical movement (downwards) in- “descend” runtergehen “go down” Path with Conformation (+ ENTER) gir- “enter” reingehen “go into” Manner +Path conflation without Conformation (-ENTER) Vertical movement (downwards) n.a. hinunterklettern/ runterklettern “climb down” hinuntersteigen “climb/ step down” Not vertical n.a. ... | 0.231473 | [
0,
1,
6,
2,
4,
3,
5,
7,
11,
12,
15,
16,
17,
8,
13,
9,
14,
10,
18,
19,
24,
25,
28,
31,
20,
21,
26,
22,
23,
27,
30,
29,
32,
35,
33,
34,
36,
37,
38,
39,
40,
41,
42,
45,
43,
44,
46,
47,
50,
51,
54,
57,
48,
49,
52... | 11793_Daller_TreffersDaller_and_Furman.docx | task-98-384 | 40 | [
[
330,
91,
394,
110
],
[
399,
91,
484,
110
],
[
508,
91,
531,
110
],
[
687,
91,
784,
110
],
[
536,
93,
619,
109
],
[
789,
93,
818,
110
],
[
330,
124,
436,
143
],
[
687,
... | [
[
330,
91,
394,
110
],
[
399,
91,
484,
110
],
[
330,
124,
436,
143
],
[
508,
91,
531,
110
],
[
536,
93,
619,
109
],
[
687,
91,
784,
110
],
[
789,
93,
818,
110
],
[
687,
... |
in Germany are closer to the monolingual German preferences, constructing verbs with Path satellites in 67 % of the cases. Overall the differences between the four groups are significant (χ2 = 25.916, df = 3, p < .01). Table 6 shows the differences between the groups in detail. Table 6. Comparison between structures co... | in Germany are closer to the monolingual German preferences, constructing verbs with Path satellites in 67 % of the cases. Overall the differences between the four groups are significant (χ2 = 25.916, df = 3, p < .01). Table 6 shows the differences between the groups in detail. Table 6. Comparison between structures co... | 0.882166 | [
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... | 11793_Daller_TreffersDaller_and_Furman.docx | task-98-384 | 47 | [
[
151,
83,
166,
102
],
[
171,
83,
246,
102
],
[
251,
83,
276,
102
],
[
281,
83,
329,
102
],
[
334,
83,
350,
102
],
[
355,
83,
379,
102
],
[
384,
83,
486,
102
],
[
491,
... | [
[
151,
83,
166,
102
],
[
171,
83,
246,
102
],
[
251,
83,
276,
102
],
[
281,
83,
329,
102
],
[
334,
83,
350,
102
],
[
355,
83,
379,
102
],
[
384,
83,
486,
102
],
[
491,
... |
Browse WLC Wireless --> All Data and signaling encryption AP select the AP --> Advance tab Data Encryption Support Centralized planning and Browse WCS designing services. Maps Browse WLC Wireless--> QOS Support transmission of Voice, Video Browse WLC and Data WLAN --> Media Browse WLC QOS test WLAN --> QOS Browse WLC S... | Data and signaling encryption Browse WLC Wireless --> All AP select the AP --> Advance tab Data Encryption Support Centralized planning and designing services. Browse WCS Maps Support transmission of Voice, Video and Data Browse WLC Wireless--> QOS Browse WLC WLAN --> Media QOS test Browse WLC WLAN --> QOS Support Mult... | 0.581788 | [
5,
6,
7,
8,
0,
1,
2,
3,
4,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
24,
25,
22,
23,
26,
31,
32,
33,
34,
35,
38,
39,
27,
28,
29,
30,
36,
37,
40,
41,
42,
45,
46,
43,
44,
47,
48,
49,
52,
53,
50,
51,
54... | 118337-WLANPAT%202-12.docx | task-98-582 | 10 | [
[
631,
89,
690,
110
],
[
694,
89,
731,
110
],
[
631,
108,
699,
129
],
[
703,
108,
725,
129
],
[
729,
108,
750,
129
],
[
298,
126,
335,
147
],
[
340,
126,
370,
147
],
[
374,... | [
[
298,
126,
335,
147
],
[
340,
126,
370,
147
],
[
374,
126,
444,
147
],
[
448,
126,
534,
147
],
[
631,
89,
690,
110
],
[
694,
89,
731,
110
],
[
631,
108,
699,
129
],
[
703,... |
The ALJ also rejected the Companies’ argument that they should be able to extract a premium price for default service based on The ALJ stated: “goodwill.” However, is not considered as part of a “goodwill” ratemaking process. Des Moines Gas Company v. City of Des 238 U.S. 153 (1915). The Supreme held that Moines, good ... | The ALJ also rejected the Companies’ argument that they should be able to extract a premium price for default service based on “goodwill.” The ALJ stated: However, “goodwill” is not considered as part of a ratemaking process. Des Moines Gas Company v. City of Des Moines, 238 U.S. 153 (1915). The Supreme held that good ... | 0.798073 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
25,
22,
23,
24,
26,
34,
27,
28,
29,
30,
31,
32,
33,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
53,
45,
46,
47,
48,
49,
50,
51,
52,
54... | 1188154.docx | task-98-744 | 59 | [
[
235,
88,
268,
110
],
[
273,
88,
310,
110
],
[
315,
88,
349,
110
],
[
354,
88,
422,
110
],
[
427,
88,
453,
110
],
[
458,
88,
561,
109
],
[
566,
88,
646,
110
],
[
651,
... | [
[
235,
88,
268,
110
],
[
273,
88,
310,
110
],
[
315,
88,
349,
110
],
[
354,
88,
422,
110
],
[
427,
88,
453,
110
],
[
458,
88,
561,
109
],
[
566,
88,
646,
110
],
[
651,
... |
PHILADELPHIA PA 19112 412-281-2102 EXT 2032 215-218-7582 MIRIAM HORN DIRECTOR JOSHUA CRAFT ESQUIRE ENVIRONMENTAL DEFENSE FUND NORTHEAST ENERGY EFFICIENCY 257 PARK AVENUE SOUTH PARTNERSHIPS NEW YORK NY 10010 91 HARTWELL AVENUE 646-641-9316 LEXINGTON MA 02421 781-860-9177 MATTHEW J AGEN ESQUIRE POST & SCHELL PC CHRISTOV ... | PHILADELPHIA PA 19112 215-218-7582 JOSHUA CRAFT ESQUIRE NORTHEAST ENERGY EFFICIENCY PARTNERSHIPS 91 HARTWELL AVENUE LEXINGTON MA 02421 781-860-9177 CHRISTOV CHURCHWARD PROJECT MANAGER ACTION HOUSING INC 925 SIXTH AVE SUITE 950 PITTSBURGH PA 15219 412-281-2102 TISHEKIA WILLIAMS ATTORNEY DUQUESNE LIGHT COMPANY 411 SEVENT... | 0.517428 | [
0,
1,
2,
6,
10,
11,
12,
16,
17,
18,
23,
28,
29,
30,
32,
33,
34,
35,
44,
45,
46,
51,
55,
56,
57,
59,
60,
61,
62,
63,
67,
68,
69,
74,
79,
80,
81,
87,
88,
89,
92,
93,
94,
98,
99,
101,
102,
103,
104,
110,
111,
112,
1... | 1189388.docx | task-98-793 | 6 | [
[
117,
88,
258,
109
],
[
263,
88,
289,
109
],
[
299,
88,
354,
109
],
[
529,
88,
651,
109
],
[
661,
88,
699,
109
],
[
705,
88,
748,
109
],
[
117,
105,
239,
126
],
[
529,
... | [
[
117,
88,
258,
109
],
[
263,
88,
289,
109
],
[
299,
88,
354,
109
],
[
117,
105,
239,
126
],
[
117,
140,
197,
160
],
[
202,
140,
267,
160
],
[
272,
140,
360,
160
],
[
117,
... |
571-384-1322 MIKE ANTONELLI PRESIDENT NATIONAL ENERGY SOLUTIONS INC MARK FENNELL 245 LOWER MORRISVILLE RD UGI PERFORMANCE SOLUTIONS FALLSINGTON PA 19054 2975 ADVANCE LANE 215-295-0800 COLMAR PA 18515 HONORABLE CAMILLE GEORGE HARRY S GELLER EXECUTIVE PENNSYLVANIA HOUSE OF DIRECTOR REPRESENTATIVES PATRICK M CICERO ESQUIR... | MIKE ANTONELLI PRESIDENT NATIONAL ENERGY SOLUTIONS INC 245 LOWER MORRISVILLE RD FALLSINGTON PA 19054 215-295-0800 HONORABLE CAMILLE GEORGE PENNSYLVANIA HOUSE OF REPRESENTATIVES 38 B EAST WING HARRISBURG PA 17120-2020 THOMAS SCHUSTER SIERRA CLUB PO BOX 51 WINDBER PA 15963 814-467-2614 RACHEL FILIPPINI EXECUTIVE DIRECTOR... | 0.499504 | [
1,
2,
3,
4,
5,
6,
7,
10,
11,
12,
13,
17,
18,
19,
23,
27,
28,
29,
34,
35,
36,
38,
43,
44,
45,
46,
49,
50,
51,
59,
60,
64,
65,
67,
68,
69,
73,
74,
75,
79,
89,
90,
91,
94,
98,
100,
101,
102,
103,
104,
105,
108,
114,... | 1189388.docx | task-98-793 | 9 | [
[
529,
88,
651,
109
],
[
117,
105,
165,
126
],
[
170,
105,
279,
126
],
[
284,
105,
396,
126
],
[
117,
122,
215,
143
],
[
220,
122,
303,
143
],
[
308,
122,
421,
143
],
[
427... | [
[
117,
105,
165,
126
],
[
170,
105,
279,
126
],
[
284,
105,
396,
126
],
[
117,
122,
215,
143
],
[
220,
122,
303,
143
],
[
308,
122,
421,
143
],
[
427,
122,
460,
143
],
[
11... |
To determine Objective: Schwartz et al (2001) Inclusion/exclusion criteria Test Accuracy NHMRC level of evidence: II accuracy of endoscopic Inclusion: Patients with CD and ultrasound and MRI in detection suspected perianal fistulas. USA, single centre N=32 available for analysis Quality: Q3 POOR of perianal fistulas in... | Schwartz et al (2001) USA, single centre N= 34 Objective: To determine accuracy of endoscopic ultrasound and MRI in detection of perianal fistulas in CD design: Prospective, diagnostic accuracy study Timing: 07/1999-09/2000 Index test: pelvic MR Comparator tests: endoscopic ultrasound, surgical examination under anaest... | 0.575659 | [
3,
4,
5,
6,
32,
33,
34,
64,
65,
2,
0,
1,
16,
17,
18,
24,
25,
26,
27,
28,
42,
43,
44,
45,
46,
69,
79,
80,
81,
92,
107,
108,
127,
128,
129,
130,
155,
156,
157,
168,
169,
170,
171,
172,
188,
189,
190,
191,
213,
214,
211... | 1190_MRICrohnsDisease_AttA_FinalCAreport_14Jan2014%20accessible.docx | task-98-951 | 72 | [
[
229,
161,
239,
182
],
[
241,
161,
280,
182
],
[
184,
162,
226,
182
],
[
85,
165,
121,
186
],
[
123,
165,
131,
186
],
[
133,
165,
140,
186
],
[
142,
165,
168,
186
],
[
327... | [
[
85,
165,
121,
186
],
[
123,
165,
131,
186
],
[
133,
165,
140,
186
],
[
142,
165,
168,
186
],
[
85,
206,
105,
227
],
[
108,
206,
131,
227
],
[
133,
206,
158,
227
],
[
85,
... |
or Putti? Gravemarkers Demonstrating Conspicuous Consumption and the Rococo “Cherubs Fashion in the Eighteenth Century.” 18, International Journal of Historical Archaeology No 1 (2014): 37-64. Keister, Douglas. Salt Lake City: Gibbs Stories in Stone: A Field Guide to Cemetery Symbolism and Iconography. Smith, 2004. Pri... | “Cherubs or Putti? Gravemarkers Demonstrating Conspicuous Consumption and the Rococo Fashion in the Eighteenth Century.” International Journal of Historical Archaeology 18, No 1 (2014): 37-64. Keister, Douglas. Stories in Stone: A Field Guide to Cemetery Symbolism and Iconography. Salt Lake City: Gibbs Smith, 2004. Pri... | 0.671721 | [
9,
0,
1,
2,
3,
4,
5,
6,
7,
8,
10,
11,
12,
13,
14,
16,
17,
18,
19,
20,
15,
21,
22,
23,
24,
25,
26,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
27,
28,
29,
30,
42,
43,
44,
45,
46,
47,
57,
58,
59,
60,
61,
48,
49... | Eighteenth-Century-Gravestone-Iconographic-Changes.docx | task-980-117 | 36 | [
[
196,
89,
212,
109
],
[
217,
89,
263,
109
],
[
268,
89,
379,
109
],
[
384,
89,
500,
109
],
[
505,
89,
606,
109
],
[
611,
89,
717,
109
],
[
722,
89,
750,
109
],
[
755,
... | [
[
117,
91,
191,
109
],
[
196,
89,
212,
109
],
[
217,
89,
263,
109
],
[
268,
89,
379,
109
],
[
384,
89,
500,
109
],
[
505,
89,
606,
109
],
[
611,
89,
717,
109
],
[
722,
... |
Screening: Formative: Summative: Teacher Review of The Teaching Task for Informal - anecdotal records, End of Year Benchmark Test Module C annotations, discussion notes, (Edcite.com not PHLit online) Teacher Review of Benchmarks 6 and 7 journals, exit tickets, notes, Diagnostic: writer’s notebook entries, reader Authen... | Screening: Teacher Review of The Teaching Task for Module C Teacher Review of Benchmarks 6 and 7 Formative: Informal - anecdotal records, annotations, discussion notes, journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notes Formal – Benchmark 11 & 12 (PH Lit Online interactive ... | 0.773098 | [
0,
3,
4,
5,
6,
7,
8,
9,
19,
20,
28,
29,
30,
31,
32,
33,
34,
1,
10,
11,
12,
13,
21,
22,
23,
35,
36,
37,
38,
40,
41,
42,
43,
45,
46,
47,
48,
65,
70,
66,
67,
68,
69,
74,
75,
76,
77,
78,
2,
14,
15,
16,
17,
18,
24... | Eighth%20Grade%20Module%20D14.15.docx | task-980-125 | 16 | [
[
75,
68,
164,
102
],
[
421,
68,
514,
102
],
[
682,
68,
784,
102
],
[
97,
99,
148,
126
],
[
152,
99,
196,
126
],
[
200,
99,
213,
126
],
[
217,
99,
241,
126
],
[
245,
99... | [
[
75,
68,
164,
102
],
[
97,
99,
148,
126
],
[
152,
99,
196,
126
],
[
200,
99,
213,
126
],
[
217,
99,
241,
126
],
[
245,
99,
299,
126
],
[
304,
99,
332,
126
],
[
336,
99... |
Place service calls online View meter information Input meter readings Place orders online View order information Manage user accounts online Pay invoices online a credit card or ACH account The e-info customer homepage that displays after you login, or after you have selected the location, is organized into tiles. e-i... | Place service calls online View meter information Input meter readings Place orders online View order information Manage user accounts online Pay invoices online a credit card or ACH account The e-info customer homepage that displays after you login, or after you have selected the location, is organized into tiles. e-i... | 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... | einfo_Boiler_Plate_85.docx | task-980-395 | 3 | [
[
147,
135,
188,
154
],
[
193,
135,
248,
154
],
[
254,
135,
288,
154
],
[
293,
135,
341,
154
],
[
147,
152,
184,
171
],
[
190,
152,
236,
171
],
[
242,
152,
332,
171
],
[
14... | [
[
147,
135,
188,
154
],
[
193,
135,
248,
154
],
[
254,
135,
288,
154
],
[
293,
135,
341,
154
],
[
147,
152,
184,
171
],
[
190,
152,
236,
171
],
[
242,
152,
332,
171
],
[
14... |
Students William Harrington David Hernandez Waleed Alhaddad Table of Contents Introduction………………………………………………………………………3 Homework_1 Outcomes…………………………………………………………4 First phase Explanation……………………………………………………5 Second Phase Explanation…………………………………………………7 Results……………………………………………………………………9 Mask Modification…………………………………………... | Students William Harrington David Hernandez Waleed Alhaddad Table of Contents Introduction………………………………………………………………………3 Homework_1 Outcomes…………………………………………………………4 First phase Explanation……………………………………………………5 Second Phase Explanation…………………………………………………7 Results……………………………………………………………………9 Mask Modification…………………………………………... | 0.668855 | [
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,
34,
30,
31,
32,
33,
35,
36,
39,
37,
38,
40,
41,
45,
42,
43,
44,
46,
47,
52,
48,
49,
50,
51,
53,
54... | Einstein%20Combination%20Report.docx | task-980-894 | 56 | [
[
158,
310,
232,
334
],
[
158,
333,
228,
357
],
[
234,
333,
328,
357
],
[
158,
355,
210,
380
],
[
216,
355,
309,
380
],
[
158,
378,
223,
402
],
[
229,
378,
313,
402
],
[
88... | [
[
158,
310,
232,
334
],
[
158,
333,
228,
357
],
[
234,
333,
328,
357
],
[
158,
355,
210,
380
],
[
216,
355,
309,
380
],
[
158,
378,
223,
402
],
[
229,
378,
313,
402
],
[
88... |
Riddle” “Einstein’s Position 1 2 3 4 5 Colour Yellow Blue Red White Nationality Norwegian Dane British Swede Swede Dane Tea Juice Milk Coffee Tea Juice Console Xbox One Sony Vita 3DS 3DS Sony Vita 3DS Pet Horse Birds Dogs Dogs Step 6: We Slot the possibilities for Statement 6 in positions 3, 4 and 5. Riddle” “Einstein’... | “Einstein’s Riddle” Position 1 2 3 4 5 Colour Yellow Blue Red White Nationality Norwegian Dane British Swede Swede Dane Tea Juice Milk Coffee Tea Juice Console Xbox One Sony Vita 3DS 3DS Sony Vita 3DS Pet Horse Birds Dogs Dogs Step 6: We Slot the possibilities for Statement 6 in positions 3, 4 and 5. “Einstein’s Riddle... | 0.843999 | [
1,
0,
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... | einsteins_riddle.docx | task-980-906 | 5 | [
[
515,
72,
575,
91
],
[
424,
77,
510,
92
],
[
65,
101,
133,
121
],
[
230,
101,
240,
121
],
[
365,
101,
375,
121
],
[
501,
101,
511,
121
],
[
637,
101,
647,
121
],
[
773,
... | [
[
424,
77,
510,
92
],
[
515,
72,
575,
91
],
[
65,
101,
133,
121
],
[
230,
101,
240,
121
],
[
365,
101,
375,
121
],
[
501,
101,
511,
121
],
[
637,
101,
647,
121
],
[
773,
... |
Section 6 Impact on investment behaviour and other – potential actions A. Plan member choice and responsibility for asset allocation Q17: [..] If please specify. “other”, <S6A-Q17> </S6A-Q17> Q18: [..] If please specify. “other”, <S6A-Q18> </S6A-Q18> B. Short-term effects of the adverse scenario Q19.1: [..] Please spec... | Section 6 – Impact on investment behaviour and other potential actions A. Plan member choice and responsibility for asset allocation Q17: [..] If “other”, please specify. <S6A-Q17> </S6A-Q17> Q18: [..] If “other”, please specify. <S6A-Q18> </S6A-Q18> B. Short-term effects of the adverse scenario Q19.1: [..] Please spec... | 0.713053 | [
0,
1,
8,
2,
3,
4,
5,
6,
7,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
25,
23,
24,
26,
27,
28,
29,
30,
33,
31,
32,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
52,
47,
48,
49,
53,
50,
51,
54... | EIOPA-17-287-IORP_ST17_DC_Word_Template-%2820170518%29.docx | task-981-182 | 1 | [
[
95,
66,
193,
89
],
[
201,
66,
217,
89
],
[
250,
66,
344,
89
],
[
352,
66,
385,
89
],
[
393,
66,
541,
89
],
[
550,
66,
682,
89
],
[
690,
66,
739,
89
],
[
747,
66,
... | [
[
95,
66,
193,
89
],
[
201,
66,
217,
89
],
[
225,
67,
242,
87
],
[
250,
66,
344,
89
],
[
352,
66,
385,
89
],
[
393,
66,
541,
89
],
[
550,
66,
682,
89
],
[
690,
66,
... |
Study Design Sample Intervention Outcome Results Measures (Banu Bayar RCT n=20 Control Group : Visual Analog There was a ,Suat Erel 1. Passive Scale (VAS) and significant , Engin abduction of the Walking ability difference hallux with Scale (WAS) between pre and ,Erkan Sumer, traction of post-treatment Kılıçhan Bayar, ... | Study Design Sample Intervention Outcome Measures Results (Banu Bayar ,Suat Erel , Engin ,Erkan Sumer, Kılıçhan Bayar, 2011)5 RCT n=20 Control Group : 1. Passive abduction of the hallux with traction of the joint 2. Active abduction of the hallux 3. Exercises performed 2 times a day with 10 repetitions and for 8 weeks.... | 0.619175 | [
0,
1,
2,
3,
4,
6,
5,
7,
8,
19,
20,
27,
28,
42,
43,
47,
48,
52,
9,
10,
11,
12,
13,
21,
22,
29,
30,
31,
35,
36,
44,
45,
49,
54,
59,
60,
64,
65,
66,
69,
75,
76,
79,
80,
81,
82,
83,
84,
87,
88,
91,
92,
93,
94,
99... | EIP-2-CAT-assisgnment.docx | task-981-199 | 2 | [
[
169,
94,
211,
111
],
[
292,
94,
343,
111
],
[
417,
94,
472,
111
],
[
529,
94,
615,
111
],
[
666,
94,
732,
111
],
[
799,
94,
854,
111
],
[
663,
109,
735,
126
],
[
133,
... | [
[
169,
94,
211,
111
],
[
292,
94,
343,
111
],
[
417,
94,
472,
111
],
[
529,
94,
615,
111
],
[
666,
94,
732,
111
],
[
663,
109,
735,
126
],
[
799,
94,
854,
111
],
[
133,
... |
DHS Intrusion Prevention Security Service Feature Price Structure Table B.2.8.9.2.1 provides the format for pricing the features supported by DIPSS. Instruction table B.2.8.9.2.2 provides the pricing information and charging unit. DIPSS Feature Prices Table Task Order Case Price CLIN Price Number Number* Start Date Sto... | DHS Intrusion Prevention Security Service Feature Price Structure Table B.2.8.9.2.1 provides the format for pricing the features supported by DIPSS. Instruction table B.2.8.9.2.2 provides the pricing information and charging unit. DIPSS Feature Prices Table CLIN Task Order Number Case Number* Price Start Date Price Sto... | 0.776236 | [
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,
38,
34,
35,
40,
36,
41,
39,
42,
43,
37,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | EIS%20RFP%20Section%20B%20Security%20extract%202015-07-20%20-%20FINAL.docx | task-981-297 | 20 | [
[
223,
89,
261,
109
],
[
265,
89,
350,
109
],
[
354,
89,
455,
109
],
[
459,
89,
533,
109
],
[
537,
89,
603,
109
],
[
607,
89,
677,
109
],
[
682,
89,
728,
109
],
[
733,
... | [
[
223,
89,
261,
109
],
[
265,
89,
350,
109
],
[
354,
89,
455,
109
],
[
459,
89,
533,
109
],
[
537,
89,
603,
109
],
[
607,
89,
677,
109
],
[
682,
89,
728,
109
],
[
733,
... |
IPVS Feature Prices Table Task Case Price Start Price CLIN Price Number Number* Date Stop Date * Used for Individual Case Basis (ICB) priced items IPVS OCONUS and Non-Domestic Feature Prices Table Originating Task Country/ Case Price Start CLIN Order Price Jurisdiction Number** Date Stop Date Number ID* * Country/Juris... | IPVS Feature Prices Table CLIN Task Number Case Number* Price Price Start Date Price Stop Date * Used for Individual Case Basis (ICB) priced items IPVS OCONUS and Non-Domestic Feature Prices Table CLIN Originating Country/ Jurisdiction ID* Task Order Number Case Number** Price Price Start Date Stop Date * Country/Juris... | 0.681248 | [
0,
1,
2,
3,
9,
4,
11,
5,
12,
10,
6,
7,
13,
8,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
38,
32,
34,
41,
47,
33,
39,
46,
35,
42,
40,
36,
37,
43,
44,
45,
48,
49,
50,
51,
52,
53,
54... | EIS%20RFP%20Section%20B%20Voice%20extract%202015-06-12.docx | task-981-298 | 5 | [
[
235,
128,
273,
147
],
[
321,
128,
385,
147
],
[
389,
128,
440,
147
],
[
444,
128,
491,
147
],
[
199,
169,
236,
187
],
[
328,
169,
367,
187
],
[
498,
169,
538,
187
],
[
54... | [
[
235,
128,
273,
147
],
[
321,
128,
385,
147
],
[
389,
128,
440,
147
],
[
444,
128,
491,
147
],
[
117,
177,
155,
194
],
[
199,
169,
236,
187
],
[
199,
184,
260,
201
],
[
32... |
CSVS Unlimited CONUS to CONUS Plan-Basic Subscriber Line Features Pricing Instructions Table NRC MRC Charging Description Notes CLIN CLIN Unit Basic Subscriber Line: Multi VS11130 VS12130 Line Appearance Directory Number Basic Subscriber VS11135 VS12135 Line Line: Voice Mail (Optional) Basic Subscriber Multi-Level VS11... | CSVS Unlimited CONUS to CONUS Plan-Basic Subscriber Line Features Pricing Instructions Table NRC CLIN MRC CLIN Description Charging Unit Notes VS11130 VS12130 Basic Subscriber Line: Multi Appearance Directory Number Line VS11135 VS12135 Basic Subscriber Line: Voice Mail Line VS11140 VS12140 Basic Subscriber Line: MLPP ... | 0.450353 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
17,
13,
18,
15,
14,
19,
16,
24,
25,
20,
21,
22,
23,
27,
28,
29,
26,
32,
33,
30,
31,
35,
36,
37,
34,
42,
43,
39,
40,
45,
46,
48,
44,
38,
41,
47,
49,
50,
51,
52,
53,
54... | EIS%20RFP%20Section%20B%20Voice%20extract%202015-06-12.docx | task-981-298 | 18 | [
[
256,
128,
296,
147
],
[
300,
128,
383,
147
],
[
387,
128,
443,
147
],
[
447,
128,
464,
147
],
[
468,
128,
524,
147
],
[
528,
128,
615,
147
],
[
619,
128,
708,
147
],
[
71... | [
[
256,
128,
296,
147
],
[
300,
128,
383,
147
],
[
387,
128,
443,
147
],
[
447,
128,
464,
147
],
[
468,
128,
524,
147
],
[
528,
128,
615,
147
],
[
619,
128,
708,
147
],
[
71... |
Catalog prices for Domestic to Non-Domestic Calls and for International Roaming shall be based on a discount from the best Official List Price (OLP). The Class Discount ID determines the discount to be applied to the OLP. Domestic to Non-Domestic Mobile Calling The Domestic to Non-Domestic Mobile Calling Catalog pricin... | Catalog prices for Domestic to Non-Domestic Calls and for International Roaming shall be based on a discount from the best Official List Price (OLP). The Class Discount ID determines the discount to be applied to the OLP. Domestic to Non-Domestic Mobile Calling The Domestic to Non-Domestic Mobile Calling Catalog pricin... | 0.819251 | [
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... | EIS%20RFP%20Section%20B%20Wireless%20Services%20extract%202015-06-18.docx | task-981-299 | 4 | [
[
117,
88,
185,
109
],
[
190,
88,
242,
109
],
[
248,
88,
271,
109
],
[
276,
88,
358,
109
],
[
363,
88,
380,
109
],
[
385,
88,
509,
109
],
[
515,
88,
558,
109
],
[
564,
... | [
[
117,
88,
185,
109
],
[
190,
88,
242,
109
],
[
248,
88,
271,
109
],
[
276,
88,
358,
109
],
[
363,
88,
380,
109
],
[
385,
88,
509,
109
],
[
515,
88,
558,
109
],
[
564,
... |
General Testing Requirements The contractor shall meet the following EIS Services testing requirements: Provide a verification and acceptance testing approach for all awarded EIS services defined in Section C.2. Develop an EIS Test Plan that will include, but not be limited to: The test methodology for each EIS Service... | General Testing Requirements The contractor shall meet the following EIS Services testing requirements: Provide a verification and acceptance testing approach for all awarded EIS services defined in Section C.2. Develop an EIS Test Plan that will include, but not be limited to: The test methodology for each EIS Service... | 0.892453 | [
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... | EIS%20RFP%20Section%20E_QTC_DRAFT_v5_2015-06-10.docx | task-981-303 | 39 | [
[
205,
128,
276,
148
],
[
281,
128,
348,
148
],
[
352,
128,
480,
148
],
[
117,
153,
151,
173
],
[
156,
153,
243,
173
],
[
249,
153,
289,
173
],
[
295,
153,
338,
173
],
[
34... | [
[
205,
128,
276,
148
],
[
281,
128,
348,
148
],
[
352,
128,
480,
148
],
[
117,
153,
151,
173
],
[
156,
153,
243,
173
],
[
249,
153,
289,
173
],
[
295,
153,
338,
173
],
[
34... |
207400 NSC_State Always 207450 NSC_County Always 207460 NSC_City Always 207500 Taxing_Authority Always 207575 Service_Equipment Always 207600 Voice_Data Always 207630 Jur_Revenue Always 207650 Rate_Application_Fixed_Percent Always 207700 Percent Always 207800 Fixed_Rate Always 207810 Max_Allowed_By Always 207820 Max_Pe... | 207400 NSC_State Always 207450 NSC_County Always 207460 NSC_City Always 207500 Taxing_Authority Always 207575 Service_Equipment Always 207600 Voice_Data Always 207630 Jur_Revenue Always 207650 Rate_Application_Fixed_Percent Always 207700 Percent Always 207800 Fixed_Rate Always 207810 Max_Allowed_By Always 207820 Max_Pe... | 0.838768 | [
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,
55,
53,
54,
51... | EIS%20RFP%20Section%20J%20CDIP%20extract%202015-06-30_0.docx | task-981-304 | 72 | [
[
125,
162,
179,
179
],
[
206,
162,
288,
179
],
[
758,
162,
810,
179
],
[
125,
184,
179,
201
],
[
206,
184,
302,
201
],
[
758,
184,
810,
201
],
[
125,
206,
179,
224
],
[
20... | [
[
125,
162,
179,
179
],
[
206,
162,
288,
179
],
[
758,
162,
810,
179
],
[
125,
184,
179,
201
],
[
206,
184,
302,
201
],
[
758,
184,
810,
201
],
[
125,
206,
179,
224
],
[
20... |
52850 Billing_Quantity This is the quantity Numeric 20 amount that will billing changes based on CLIN. This is multiplied against the Base_Line_Item_Price to obtain the Total_Line_Item_Price Reserved for future 250 billing use Reserved for future 250 billing use 53000 Reserved for future 250 billing use 53050 Reserved ... | 52850 Billing_Quantity This is the quantity amount that will billing changes based on CLIN. This is multiplied against the Base_Line_Item_Price to obtain the Total_Line_Item_Price Numeric 20 Reserved for future billing use 250 Reserved for future billing use 250 53000 Reserved for future billing use 250 53050 Reserved ... | 0.537626 | [
0,
1,
2,
3,
4,
5,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
6,
7,
26,
27,
28,
30,
31,
29,
32,
33,
34,
36,
37,
35,
38,
39,
40,
41,
43,
44,
42,
45,
46,
47,
48,
50,
51,
49,
52,
53,
54... | EIS%20RFP%20Section%20J%20CDIP%20extract%202015-06-30_0.docx | task-981-304 | 105 | [
[
122,
193,
157,
215
],
[
171,
193,
259,
215
],
[
273,
193,
297,
215
],
[
301,
193,
310,
215
],
[
313,
193,
331,
215
],
[
334,
193,
379,
215
],
[
427,
193,
474,
215
],
[
54... | [
[
122,
193,
157,
215
],
[
171,
193,
259,
215
],
[
273,
193,
297,
215
],
[
301,
193,
310,
215
],
[
313,
193,
331,
215
],
[
334,
193,
379,
215
],
[
273,
211,
315,
234
],
[
31... |
54050 Aggregated eligible state Numeric 23 taxes, local taxes(may also be referred to as NNNNNN gross receipts tax) Detail Breakout is field "Detail_Tax_Billed" of this aggregated amount. 54100 Federal Universal Numeric 23 Service Fund (FUSF) fees associated with NNNNNN service being billed 54250 Number Portability Num... | 54050 Aggregated eligible state taxes, local taxes(may also be referred to as gross receipts tax) Detail Breakout is field "Detail_Tax_Billed" of this aggregated amount. Numeric 23 54100 Federal Universal Service Fund (FUSF) fees associated with service being billed Numeric 23 54250 Number Portability Charge Numeric 23... | 0.628413 | [
0,
1,
2,
3,
6,
7,
8,
9,
10,
11,
12,
13,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
4,
5,
27,
28,
29,
32,
33,
34,
35,
36,
37,
39,
40,
41,
30,
31,
42,
43,
44,
47,
45,
46,
48,
49,
50,
51,
54,
52,
53,
55,
56... | EIS%20RFP%20Section%20J%20CDIP%20extract%202015-06-30_0.docx | task-981-304 | 107 | [
[
122,
241,
157,
263
],
[
273,
241,
339,
263
],
[
342,
241,
381,
263
],
[
385,
241,
412,
263
],
[
427,
241,
474,
263
],
[
547,
241,
561,
263
],
[
273,
260,
307,
282
],
[
31... | [
[
122,
241,
157,
263
],
[
273,
241,
339,
263
],
[
342,
241,
381,
263
],
[
385,
241,
412,
263
],
[
273,
260,
307,
282
],
[
311,
260,
336,
282
],
[
340,
260,
398,
282
],
[
27... |
219000 Code Dispute Status Code 1 219100 Description Dispute Status 256 Description 220100 Code KPI Unit Type Code 5 220200 Description KPI Unit Type 256 Description 220600 Code Line Coding Code 5 220700 Description Line Coding Description 256 220800 Condition Line Coding Condition 50 221200 Code Letter of Agency 4 Dep... | 219000 Code Dispute Status Code 1 219100 Description Dispute Status Description 256 220100 Code KPI Unit Type Code 5 220200 Description KPI Unit Type Description 256 220600 Code Line Coding Code 5 220700 Description Line Coding Description 256 220800 Condition Line Coding Condition 50 221200 Code Letter of Agency Depen... | 0.735771 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
11,
10,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
25,
24,
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,
49,
52,
53,
54... | EIS%20RFP%20Section%20J%20CDIP%20extract%202015-06-30_0.docx | task-981-304 | 124 | [
[
90,
193,
133,
215
],
[
171,
193,
201,
215
],
[
273,
193,
316,
215
],
[
320,
193,
355,
215
],
[
359,
193,
389,
215
],
[
548,
193,
555,
215
],
[
90,
251,
133,
273
],
[
171,... | [
[
90,
193,
133,
215
],
[
171,
193,
201,
215
],
[
273,
193,
316,
215
],
[
320,
193,
355,
215
],
[
359,
193,
389,
215
],
[
548,
193,
555,
215
],
[
90,
251,
133,
273
],
[
171,... |
for coaches to buy supplies addresses and phone numbers to locate travel information to read newsgroups groups.google.com to read newsgroups Search engine Search engine allmyfaves.com Search engine search.yahoo.com Search engine Search engine Search engine Search engine Search engine otherinbox.com/organizer Other inbo... | for coaches to buy supplies addresses and phone numbers to locate travel information to read newsgroups groups.google.com to read newsgroups Search engine Search engine allmyfaves.com Search engine search.yahoo.com Search engine Search engine Search engine Search engine Search engine otherinbox.com/organizer Other inbo... | 0.972137 | [
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... | EISE-Participant-Guide.docx | task-981-320 | 4 | [
[
564,
123,
584,
141
],
[
589,
123,
653,
141
],
[
658,
123,
672,
141
],
[
677,
123,
704,
141
],
[
709,
123,
772,
141
],
[
564,
138,
643,
156
],
[
648,
138,
677,
156
],
[
68... | [
[
564,
123,
584,
141
],
[
589,
123,
653,
141
],
[
658,
123,
672,
141
],
[
677,
123,
704,
141
],
[
709,
123,
772,
141
],
[
564,
138,
643,
156
],
[
648,
138,
677,
156
],
[
68... |
October 4, 2018 Grant application conference Grant application review/Q&A call at 11:00 AM Call: 641-715-3580, Code: 571-687 October 23, 2018 Grant application deadline One copy mailed; one PDF emailed November 20, 2018 Grant recipients notified Email notification December 1, 2018 Report to Governor, General Submitted ... | October 4, 2018 Grant application conference call at 11:00 AM Grant application review/Q&A Call: 641-715-3580, Code: 571-687 October 23, 2018 Grant application deadline One copy mailed; one PDF emailed November 20, 2018 Grant recipients notified Email notification December 1, 2018 Report to Governor, General Assembly a... | 0.862757 | [
0,
1,
2,
3,
4,
5,
9,
10,
11,
12,
6,
7,
8,
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,
49,
50,
51,
44,
45,
46,
47,
48,
52,
53,
54... | EITC_grant_application_Sept_2018.docx | task-981-405 | 6 | [
[
185,
89,
253,
110
],
[
258,
89,
273,
110
],
[
278,
89,
317,
110
],
[
370,
89,
415,
109
],
[
420,
89,
507,
109
],
[
512,
89,
597,
109
],
[
635,
89,
679,
109
],
[
684,
... | [
[
185,
89,
253,
110
],
[
258,
89,
273,
110
],
[
278,
89,
317,
110
],
[
370,
89,
415,
109
],
[
420,
89,
507,
109
],
[
512,
89,
597,
109
],
[
370,
107,
398,
127
],
[
403,
... |
(4) (R)-11a 7.8±0.3 3.8 3.4 180 ND (8) (S)-11a 7.0±0.4 3.8 3.3 165 ND (4) (R)-11b 7.6±0.3 4.3 3.7 172 ND (4) (S)-11b 7.7±0.2 4.3 3.7 170 ND (4) (±)-11c.TFA 7.3±0.2 3.3 3.3 339 ND (2) (±)-11d 7.3±0.2 3.3 3.5 186 ND (2) 6.9±0.2 3.1 3.2 138 ND 11e.2TFA (2) 11f 6.2±0.1 5.0 7.2 3 ND (2) 11g 7.0±0.1 3.7 5.3 17 ND (2) (±)-11h... | (4) (R)-11a 7.8±0.3 (8) 3.8 3.4 180 ND (S)-11a 7.0±0.4 (4) 3.8 3.3 165 ND (R)-11b 7.6±0.3 (4) 4.3 3.7 172 ND (S)-11b 7.7±0.2 (4) 4.3 3.7 170 ND (±)-11c.TFA 7.3±0.2 (2) 3.3 3.3 339 ND (±)-11d 7.3±0.2 (2) 3.3 3.5 186 ND 11e.2TFA 6.9±0.2 (2) 3.1 3.2 138 ND 11f 6.2±0.1 (2) 5.0 7.2 3 ND 11g 7.0±0.1 (2) 3.7 5.3 17 ND (±)-11h... | 0.470304 | [
0,
1,
2,
7,
3,
4,
5,
6,
8,
9,
14,
10,
11,
12,
13,
15,
16,
21,
17,
18,
19,
20,
22,
23,
28,
24,
25,
26,
27,
29,
30,
35,
31,
32,
33,
34,
36,
37,
42,
38,
39,
40,
41,
48,
43,
49,
44,
45,
46,
47,
50,
51,
56,
52,
53... | EJMC910.docx | task-982-587 | 35 | [
[
305,
83,
329,
102
],
[
144,
116,
207,
136
],
[
286,
116,
348,
135
],
[
447,
116,
472,
135
],
[
560,
116,
586,
135
],
[
665,
116,
695,
135
],
[
779,
116,
808,
135
],
[
305... | [
[
305,
83,
329,
102
],
[
144,
116,
207,
136
],
[
286,
116,
348,
135
],
[
305,
149,
329,
168
],
[
447,
116,
472,
135
],
[
560,
116,
586,
135
],
[
665,
116,
695,
135
],
[
779... |
will include agenda. given in Writing to each member of the club. The final notice shall include the Agenda. Items for the agenda shall be submitted 21 days prior to the AGM. The quorum for a meeting shall be at least One third of the full members, Items of business shall be decided by a simple majority vote of members... | will include agenda. given in Writing to each member of the club. The final notice shall include the Agenda. Items for the agenda shall be submitted 21 days prior to the AGM. The quorum for a meeting shall be at least One third of the full members, Items of business shall be decided by a simple majority vote of members... | 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... | EKARS+AMATEUR+RADIO+SOCIETY+CONSTITUTION+Final+2018.docx | task-982-933 | 4 | [
[
120,
83,
163,
112
],
[
170,
83,
259,
112
],
[
266,
83,
363,
112
],
[
370,
83,
436,
112
],
[
443,
83,
465,
112
],
[
472,
83,
564,
112
],
[
571,
83,
597,
112
],
[
603,
... | [
[
120,
83,
163,
112
],
[
170,
83,
259,
112
],
[
266,
83,
363,
112
],
[
370,
83,
436,
112
],
[
443,
83,
465,
112
],
[
472,
83,
564,
112
],
[
571,
83,
597,
112
],
[
603,
... |
EKG RHYTHMS---- From Order to Chaos------ Strip Rate Rhythm P PRI QRS Discussion Normal Sinus Rhythm To be Sinus ”Normal Rhythm” as opposed to 60- + 0.12- Rhythm,” must “Sinus 100 REG 0.20 <0.12 ↑ meet all criteriae ~ Sec Sec, 1:1 QRS = = ~ Bradycardia + 0.12- <0.12 -Etiology? – < 60 REG 0.20 Sec, -Symptoms? ↑ ~ Sec = ... | EKG RHYTHMS---- From Order to Chaos------ Strip Rate Rhythm P PRI QRS Discussion Normal Sinus Rhythm 60- 100 REG + ↑ ~ 1:1 QRS 0.12- 0.20 Sec = <0.12 Sec, = ~ To be ”Normal Sinus Rhythm” as opposed to “Sinus Rhythm,” must meet all criteriae Bradycardia < 60 REG + ↑ ~ 1:1 QRS 0.12- 0.20 Sec = <0.12 Sec, = ~ -Etiology? –... | 0.464535 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
24,
30,
31,
25,
34,
38,
41,
42,
26,
32,
39,
43,
33,
40,
44,
45,
16,
17,
19,
18,
20,
21,
22,
23,
29,
27,
28,
35,
36,
37,
46,
52,
53,
54,
47,
58,
59,
62,
63... | EKG+RHYTHMS--From+Order+to+Chaos+2010.docx | task-982-979 | 0 | [
[
90,
114,
128,
155
],
[
134,
114,
256,
154
],
[
262,
114,
311,
155
],
[
316,
114,
371,
155
],
[
376,
114,
396,
155
],
[
401,
114,
500,
155
],
[
263,
174,
290,
199
],
[
489... | [
[
90,
114,
128,
155
],
[
134,
114,
256,
154
],
[
262,
114,
311,
155
],
[
316,
114,
371,
155
],
[
376,
114,
396,
155
],
[
401,
114,
500,
155
],
[
263,
174,
290,
199
],
[
489... |
Focal PVC’s Varies IRREG None N/A < 0.12 preceding sec the PVC Premature Junctional Contraction / Premature Atrial Contraction None (PJC) (PAC) Varies N/A NONE preceding IRREG the PAC or PJC Paced Rhythms Look for the Spike” “Pacer Varies REG May or N/A NONE before the QRS Complex. Or may not -100% -Demand Paced IRREG ... | Focal PVC’s Varies IRREG None preceding the PVC N/A < 0.12 sec Premature Junctional Contraction / Premature Atrial Contraction (PJC) (PAC) Varies IRREG None preceding the PAC or PJC N/A NONE Paced Rhythms Varies REG Or IRREG May or may not be present N/A NONE Look for the “Pacer Spike” before the QRS Complex. -100% -De... | 0.515562 | [
0,
1,
2,
3,
4,
8,
10,
11,
5,
6,
7,
9,
12,
13,
14,
15,
16,
17,
18,
20,
21,
22,
26,
19,
25,
27,
28,
29,
30,
23,
24,
31,
32,
38,
39,
48,
54,
40,
41,
49,
50,
55,
61,
42,
43,
33,
34,
35,
37,
36,
44,
45,
46,
47,
51... | EKG+RHYTHMS--From+Order+to+Chaos.docx | task-982-980 | 5 | [
[
119,
116,
149,
141
],
[
152,
116,
184,
141
],
[
489,
138,
525,
163
],
[
540,
138,
575,
163
],
[
603,
138,
633,
163
],
[
677,
138,
700,
163
],
[
722,
138,
729,
163
],
[
73... | [
[
119,
116,
149,
141
],
[
152,
116,
184,
141
],
[
489,
138,
525,
163
],
[
540,
138,
575,
163
],
[
603,
138,
633,
163
],
[
603,
160,
659,
185
],
[
603,
182,
622,
207
],
[
62... |
or Tier 1 All students participate in Whole group or small high quality researched based core instruction and Primary Tier I group instruction curriculum; differentiation for Tier II and Tier III students or Tier 2 Students identified as Small group Targeted, evidence intervention(s) delivered Secondary through screeni... | Primary or Tier 1 All students participate in Tier I Whole group or small group instruction high quality researched based core instruction and curriculum; differentiation for Tier II and Tier III students Secondary or Tier 2 Students identified as through screening (e.g., 15% of students) Small group instruction of 4-7... | 0.895726 | [
18,
0,
1,
2,
3,
4,
5,
6,
19,
20,
7,
8,
9,
10,
21,
22,
11,
12,
13,
14,
15,
16,
17,
23,
24,
25,
26,
27,
28,
29,
30,
31,
44,
32,
33,
34,
35,
36,
37,
45,
46,
58,
59,
60,
61,
38,
39,
47,
48,
49,
62,
40,
41,
42,
43... | ekkxmn93vDPkdow9A6lFMbcVGuKbXQmpUXQM2O5GZSa9GfVK.docx | task-983-53 | 4 | [
[
111,
89,
125,
107
],
[
130,
89,
158,
107
],
[
163,
89,
171,
107
],
[
211,
89,
232,
107
],
[
237,
89,
293,
107
],
[
297,
89,
369,
107
],
[
374,
89,
387,
107
],
[
416,
... | [
[
49,
91,
107,
108
],
[
111,
89,
125,
107
],
[
130,
89,
158,
107
],
[
163,
89,
171,
107
],
[
211,
89,
232,
107
],
[
237,
89,
293,
107
],
[
297,
89,
369,
107
],
[
374,
8... |
Overview of Elementary Literacy WA TPA Assessment WA TPA Task What to Do What to submit Complete the Context for Learning form to provide Context for relevant information about your instructional context. Learning Select a learning segment of 3-5 lessons (or, if Information teaching literacy within a large time block, ... | Overview of Elementary Literacy WA TPA Assessment WA TPA Task What to Do What to submit 1. Planning Instruction & Assessment Complete the Context for Learning form to provide relevant information about your instructional context. Select a learning segment of 3-5 lessons (or, if teaching literacy within a large time blo... | 0.782463 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
92,
93,
104,
105,
115,
16,
17,
18,
19,
20,
21,
22,
23,
26,
27,
28,
29,
30,
31,
33,
34,
35,
36,
37,
38,
39,
40,
41,
43,
44,
45,
46,
47,
48,
49,
50,
51,
55,
... | el-literacy-handbook.docx | task-983-945 | 2 | [
[
262,
116,
407,
151
],
[
416,
116,
447,
151
],
[
456,
116,
632,
151
],
[
641,
116,
766,
151
],
[
334,
145,
389,
180
],
[
398,
145,
463,
180
],
[
472,
145,
665,
180
],
[
11... | [
[
262,
116,
407,
151
],
[
416,
116,
447,
151
],
[
456,
116,
632,
151
],
[
641,
116,
766,
151
],
[
334,
145,
389,
180
],
[
398,
145,
463,
180
],
[
472,
145,
665,
180
],
[
11... |
WESTSIDE CARES Emergency food vouchers 2808 W. Colorado Avenue, 80904 Mon Thurs: 9:30am 12:30pm – – Prescriptions, Financial assistance, 389-0759 Service Area: West of I-25, south of Air Force Thurs: 4:30pm 6:30pm – Utilities Academy, north of Fort Carson, and east of Teller County. Client Intake: Some, not all, pantri... | WESTSIDE CARES 2808 W. Colorado Avenue, 80904 389-0759 Service Area: West of I-25, south of Air Force Academy, north of Fort Carson, and east of Teller County. Mon – Thurs: 9:30am – 12:30pm Thurs: 4:30pm – 6:30pm Emergency food vouchers Prescriptions, Financial assistance, Utilities ► Client Intake: Some, not all, pant... | 0.807965 | [
0,
1,
5,
6,
7,
8,
9,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
10,
14,
11,
12,
15,
13,
29,
30,
32,
31,
2,
3,
4,
16,
17,
18,
33,
66,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53... | EL-PASO-COUNTY-DEPT-OF-HUMAN-SERVICES-FOOD-PROGRAMS.complete-pantry-list.docx | task-984-1 | 3 | [
[
127,
103,
187,
119
],
[
190,
103,
232,
119
],
[
798,
109,
861,
125
],
[
865,
109,
893,
125
],
[
897,
109,
947,
125
],
[
127,
115,
159,
131
],
[
163,
115,
181,
131
],
[
18... | [
[
127,
103,
187,
119
],
[
190,
103,
232,
119
],
[
127,
115,
159,
131
],
[
163,
115,
181,
131
],
[
185,
115,
240,
131
],
[
244,
115,
290,
131
],
[
294,
115,
335,
131
],
[
12... |
Analyze text to determine central idea and supporting I R S E details. 6.RI.3. Analyze in detail how Identify key individuals, events, and ideas. I R R S a key individual, event, or idea Define anecdote. I S E E is introduced, illustrated, and Analyze how key individuals, events, and ideas are I R S elaborated in a tex... | Analyze text to determine central idea and supporting details. I R S E 6.RI.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Identify key individuals, events, and ideas. I R R S Define anecdote. I S E E Analyze how key ... | 0.724088 | [
0,
1,
2,
3,
4,
5,
6,
7,
12,
8,
9,
10,
11,
13,
14,
15,
16,
17,
28,
29,
30,
31,
32,
33,
40,
41,
42,
43,
55,
56,
57,
58,
59,
64,
65,
66,
67,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
34,
35,
36,
37,
38,
39,
44,
45... | ELA%206th%20Grade%20Curriculum%20Framework.docx | task-984-163 | 3 | [
[
272,
133,
329,
160
],
[
334,
133,
361,
160
],
[
365,
133,
379,
160
],
[
383,
133,
456,
160
],
[
460,
133,
510,
160
],
[
514,
133,
544,
160
],
[
548,
133,
575,
160
],
[
57... | [
[
272,
133,
329,
160
],
[
334,
133,
361,
160
],
[
365,
133,
379,
160
],
[
383,
133,
456,
160
],
[
460,
133,
510,
160
],
[
514,
133,
544,
160
],
[
548,
133,
575,
160
],
[
57... |
Follow rules for Identify components of a collegial discussion and I R R R 6.SL.1b collegial discussions, set planning. specific goals and deadlines, Define individual roles for particular discussions. R R R R and define individual roles as Collaborate to set goals and deadlines. R R R R needed. Follow agreed-upon duri... | 6.SL.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Identify components of a collegial discussion and planning. I R R R Define individual roles for particular discussions. R R R R Collaborate to set goals and deadlines. R R R R Follow agreed-upon duri... | 0.711377 | [
14,
0,
1,
2,
15,
16,
17,
19,
20,
21,
22,
33,
34,
35,
36,
37,
48,
3,
4,
5,
6,
7,
8,
9,
18,
10,
11,
12,
13,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
49,
50,
51,
52,
53,
54... | ELA%206th%20Grade%20Curriculum%20Framework.docx | task-984-163 | 11 | [
[
113,
133,
156,
160
],
[
161,
133,
193,
160
],
[
198,
133,
215,
160
],
[
272,
133,
326,
160
],
[
330,
133,
420,
160
],
[
424,
133,
439,
160
],
[
443,
133,
451,
160
],
[
45... | [
[
52,
134,
108,
161
],
[
113,
133,
156,
160
],
[
161,
133,
193,
160
],
[
198,
133,
215,
160
],
[
52,
156,
107,
183
],
[
111,
156,
194,
183
],
[
198,
156,
218,
183
],
[
52,
... |
including what is emphasized or absent in each Why does Wiesel believe we have a moral duty to treatment (e.g., Auden's "Musée des Beaux Arts" remember? (Author’s Purpose) and Breughel's Landscape with the Fall of Icarus). What lessons learned in a concentration camp have guided Weisel’s actions as an (Opinions, Argume... | including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later a... | 0.888062 | [
0,
1,
2,
3,
4,
5,
6,
7,
18,
19,
20,
21,
22,
23,
24,
28,
29,
30,
31,
32,
33,
34,
35,
52,
53,
54,
55,
56,
57,
58,
59,
60,
61,
62,
63,
64,
65,
66,
67,
68,
69,
70,
71,
72,
73,
74,
75,
76,
82,
83,
84,
85,
86,
87,
... | ELA%20English%20I%20Q4.docx | task-984-182 | 5 | [
[
154,
157,
195,
180
],
[
198,
157,
220,
180
],
[
223,
157,
230,
180
],
[
233,
157,
289,
180
],
[
292,
157,
301,
180
],
[
304,
157,
335,
180
],
[
338,
157,
346,
180
],
[
34... | [
[
154,
157,
195,
180
],
[
198,
157,
220,
180
],
[
223,
157,
230,
180
],
[
233,
157,
289,
180
],
[
292,
157,
301,
180
],
[
304,
157,
335,
180
],
[
338,
157,
346,
180
],
[
34... |
information clearly and accurately through the effective selection, organization, and analysis of content. Weeks 5-7 Sample MICA Items on RL.9-10.2, RL.9-10.3, RL.9-10.4, and RL.9-10.5. MICA Create an exam using the excerpt from Build a Fire,” including Question IDs 44406, 444410, 44416, 44414, 44412, 44409, and 44415.... | information clearly and accurately through the effective selection, organization, and analysis of content. Weeks 5-7 MICA Sample MICA Items on RL.9-10.2, RL.9-10.3, RL.9-10.4, and RL.9-10.5. Create an exam using the excerpt from “To Build a Fire,” including Question IDs 44406, 444410, 44416, 44414, 44412, 44409, and 44... | 0.768474 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
24,
15,
16,
17,
18,
19,
20,
21,
22,
23,
25,
26,
27,
28,
29,
30,
31,
46,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
47,
48,
79,
80,
49,
50,
51,
52... | ELA%20English%20I%20Q4.docx | task-984-182 | 26 | [
[
154,
157,
205,
180
],
[
208,
157,
238,
180
],
[
241,
157,
258,
180
],
[
261,
157,
308,
180
],
[
311,
157,
346,
180
],
[
349,
157,
364,
180
],
[
154,
176,
193,
198
],
[
19... | [
[
154,
157,
205,
180
],
[
208,
157,
238,
180
],
[
241,
157,
258,
180
],
[
261,
157,
308,
180
],
[
311,
157,
346,
180
],
[
349,
157,
364,
180
],
[
154,
176,
193,
198
],
[
19... |
RL.1.9-Compare and contrast the adventures and Comprehension Strategy experiences of characters in stories. Infer/Predict Performance Task Optional – Compare Texts, Text toText, p. T469: Have students describe some of the silly things Little Rabbit does and discuss why they Learning Targets (I Can…) were silly. Then ha... | RL.1.9-Compare and contrast the adventures and experiences of characters in stories. Comprehension Strategy Infer/Predict Learning Targets (I Can…) Compare and contrast characters in stories. Tell the moral of a story. Performance Task – Optional Compare Texts, Text toText, p. T469: Have students describe some of the s... | 0.798827 | [
0,
1,
2,
3,
4,
5,
8,
9,
10,
11,
12,
6,
7,
13,
39,
40,
41,
42,
52,
53,
54,
55,
56,
57,
62,
63,
64,
65,
66,
67,
14,
15,
17,
16,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38... | ELA%20Grade%201%20Q%203%2012072015.docx | task-984-210 | 16 | [
[
45,
139,
122,
162
],
[
125,
139,
142,
162
],
[
145,
139,
182,
162
],
[
185,
139,
199,
162
],
[
202,
139,
253,
162
],
[
256,
139,
273,
162
],
[
296,
139,
369,
162
],
[
372... | [
[
45,
139,
122,
162
],
[
125,
139,
142,
162
],
[
145,
139,
182,
162
],
[
185,
139,
199,
162
],
[
202,
139,
253,
162
],
[
256,
139,
273,
162
],
[
45,
158,
101,
180
],
[
104,... |
SL.4.1d- Review key expressed and explain own ideas Participating in and conducting discussions, read alouds, Teacher observations and understanding and q/a sessions Participating in and conducting discussions, read alouds, and SL.4.4- Report on a topic or text, tell a story, or recount an Preparing material for presen... | SL.4.1d- Review key expressed and explain own ideas and understanding SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace Participating in and ... | 0.771252 | [
0,
1,
2,
3,
4,
5,
6,
7,
17,
18,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
49,
50,
51,
52,
53,
54,
55,
65,
66,
67,
68,
69,
70,
71,
72,
73,
84,
85,
86,
87,
88,
89,
90,
91,
8,
9,
10,
11,
12,
13,
14,
19... | ELA%20Grade%204%20Q4%203-8-16.docx | task-984-219 | 30 | [
[
45,
146,
85,
168
],
[
88,
146,
122,
168
],
[
125,
146,
141,
168
],
[
163,
146,
211,
168
],
[
214,
146,
231,
168
],
[
234,
146,
267,
168
],
[
270,
146,
289,
168
],
[
292,
... | [
[
45,
146,
85,
168
],
[
88,
146,
122,
168
],
[
125,
146,
141,
168
],
[
163,
146,
211,
168
],
[
214,
146,
231,
168
],
[
234,
146,
267,
168
],
[
270,
146,
289,
168
],
[
292,
... |
Word Benches pg. 57-61 (Greek and Latin affixes) affixes) Which words do I teach? Vocabulary and the Common Core - Which words do I teach 6-8? 11 Tips on Teaching Common Core Vocabulary 55 critical words students should know and understand Writing to Writing Writing Writing Fundamentals W 6.1 Development of Ideas Routi... | Word Benches pg. 57-61 (Greek and Latin affixes) affixes) Which words do I teach? Vocabulary and the Common Core - Which words do I teach 6-8? 11 Tips on Teaching Common Core Vocabulary 55 critical words students should know and understand Writing to Writing W 6.1 Write arguments to support claims with clear reasons an... | 0.70735 | [
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,
47,
48,
55,
56,
57,
58,
59,
60,
61,
73,
74... | ELA%20Grade%206%20Q3%2012092015.docx | task-984-225 | 29 | [
[
716,
150,
741,
172
],
[
744,
150,
784,
172
],
[
787,
150,
802,
172
],
[
804,
150,
831,
172
],
[
834,
150,
865,
172
],
[
868,
150,
886,
172
],
[
888,
150,
911,
172
],
[
91... | [
[
716,
150,
741,
172
],
[
744,
150,
784,
172
],
[
787,
150,
802,
172
],
[
804,
150,
831,
172
],
[
834,
150,
865,
172
],
[
868,
150,
886,
172
],
[
888,
150,
911,
172
],
[
91... |
Speaking and Listening Speaking and Listening Speaking and Listening SL. 7.6 Evidence Statements Possible Suggestions throughout the quarter: Adapt speech to a variety of contexts and Participate in group discussions using Group roles and responsibility, Accountable talk, Classroom tasks, demonstrating command of forma... | Writing to Texts Speaking and Listening SL. 7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, text... | 0.700954 | [
272,
273,
279,
0,
1,
2,
9,
10,
18,
19,
20,
21,
22,
23,
24,
25,
38,
39,
40,
41,
42,
54,
55,
56,
57,
58,
74,
87,
88,
89,
90,
91,
92,
102,
103,
104,
105,
112,
113,
114,
115,
116,
120,
121,
122,
123,
124,
125,
126,
146,
... | ELA%20Grade%207%20Q1%20CAO%206-25-16%20LaTisha%20edits.docx | task-984-226 | 24 | [
[
164,
121,
210,
143
],
[
213,
121,
231,
143
],
[
234,
121,
280,
143
],
[
372,
121,
418,
143
],
[
421,
121,
440,
143
],
[
443,
121,
489,
143
],
[
636,
121,
682,
143
],
[
68... | [
[
67,
645,
117,
676
],
[
121,
645,
135,
676
],
[
82,
671,
120,
703
],
[
164,
121,
210,
143
],
[
213,
121,
231,
143
],
[
234,
121,
280,
143
],
[
164,
154,
180,
177
],
[
183,... |
referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Quarter TN State Standards Eviden... | referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Quarter TN State Standards Eviden... | 0.791866 | [
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,
54,
55,
81... | ELA%20Grade%208%20Q1%2016-17.docx | task-984-230 | 3 | [
[
45,
96,
102,
121
],
[
105,
96,
121,
121
],
[
124,
96,
168,
121
],
[
171,
96,
197,
121
],
[
200,
96,
219,
121
],
[
222,
96,
250,
121
],
[
253,
96,
279,
121
],
[
282,
9... | [
[
45,
96,
102,
121
],
[
105,
96,
121,
121
],
[
124,
96,
168,
121
],
[
171,
96,
197,
121
],
[
200,
96,
219,
121
],
[
222,
96,
250,
121
],
[
253,
96,
279,
121
],
[
282,
9... |
Language Language Conventions L8.2 Evidence Statements Note: Grammar instruction should be embedded in the Demonstrate command of the conventions of Demonstrates the ability to use adjectives and teaching of writing. standard English capitalization, punctuation, and adverbs (i.e., comparative/ superlative) correctly Pr... | Language L8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.8.1-3 Langu... | 0.69462 | [
0,
3,
14,
15,
16,
17,
18,
19,
30,
31,
32,
33,
34,
45,
46,
47,
58,
70,
71,
72,
73,
74,
75,
76,
77,
87,
88,
89,
105,
106,
107,
108,
109,
110,
111,
118,
119,
120,
121,
131,
132,
133,
134,
135,
136,
1,
4,
5,
20,
21,
22,
... | ELA%20Grade%208%20Q1%2016-17.docx | task-984-230 | 28 | [
[
154,
121,
202,
143
],
[
414,
121,
463,
143
],
[
689,
121,
752,
143
],
[
154,
154,
174,
177
],
[
414,
154,
459,
177
],
[
462,
154,
518,
177
],
[
689,
154,
716,
177
],
[
71... | [
[
154,
121,
202,
143
],
[
154,
154,
174,
177
],
[
154,
173,
213,
196
],
[
216,
173,
261,
196
],
[
264,
173,
273,
196
],
[
276,
173,
290,
196
],
[
293,
173,
348,
196
],
[
35... |
you choose and why? More websites with units, lessons, companion texts with questions, writing prompts for journals, etc. for the Holocaust: Additional resources: (nonfiction texts from daily news stories; all articles available in 5 different comprehension levels for varying reading abilities) (online teacher’s editio... | you choose and why? More websites with units, lessons, companion texts with questions, writing prompts for journals, etc. for the Holocaust: Additional resources: (nonfiction texts from daily news stories; all articles available in 5 different comprehension levels for varying reading abilities) (online teacher’s editio... | 0.774572 | [
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... | ELA%20Grade%208%20Q3%2012102015.docx | task-984-231 | 8 | [
[
729,
120,
746,
143
],
[
749,
120,
782,
143
],
[
785,
120,
802,
143
],
[
805,
120,
829,
143
],
[
661,
158,
686,
180
],
[
688,
158,
732,
180
],
[
735,
158,
756,
180
],
[
75... | [
[
729,
120,
746,
143
],
[
749,
120,
782,
143
],
[
785,
120,
802,
143
],
[
805,
120,
829,
143
],
[
661,
158,
686,
180
],
[
688,
158,
732,
180
],
[
735,
158,
756,
180
],
[
75... |
Read Aloud Read Aloud Project Dear Juno – Text based comprehension http://achievethecore.org/page/2549/dear-juno Text based discussion Main Selection Text based comprehension Text based discussion Building Knowledge From the Leveled Readers: Read Aloud Visiting Grandma and Grandpa Leveled readers My Family Pictures Pai... | Read Aloud Text based comprehension Text based discussion Read Aloud Project – Dear Juno http://achievethecore.org/page/2549/dear-juno Main Selection Text based comprehension Text based discussion Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Indepe... | 0.62818 | [
0,
1,
8,
9,
10,
12,
13,
14,
2,
3,
4,
7,
5,
6,
11,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
29,
30,
35,
36,
40,
41,
42,
43,
48,
49,
50,
51,
52,
57,
61,
62,
63,
64,
65,
68,
69,
70,
71,
72,
25,
26,
27,
28,
31,
32... | ELA%20Kindergarten%20Qtr%201%2016-17%20(1).docx | task-984-235 | 30 | [
[
52,
110,
79,
134
],
[
82,
110,
111,
134
],
[
261,
110,
288,
134
],
[
291,
110,
320,
134
],
[
324,
110,
359,
134
],
[
372,
110,
396,
134
],
[
399,
110,
424,
134
],
[
362,
... | [
[
52,
110,
79,
134
],
[
82,
110,
111,
134
],
[
84,
130,
106,
155
],
[
109,
130,
140,
155
],
[
143,
130,
221,
155
],
[
84,
151,
106,
176
],
[
109,
151,
140,
176
],
[
143,
... |
Summary: Students will compare Do a motion and have your Do a motion and have your Draw a picture and discuss their illustrations to partner which partner guess which the details as you draw. Read the sentence from those in the book. vocabulary word you are vocabulary word you are Label your picture. to a partner. acti... | Summary: Students will compare their illustrations to those in the book. Tell your partner who the characters in the story are. Do a motion and have your partner which vocabulary word you are acting out. Share your retell strip with a partner. Check to see if you have the retell cards in the same place. Do a motion and... | 0.529458 | [
0,
1,
2,
3,
21,
22,
23,
38,
39,
40,
41,
60,
61,
62,
63,
69,
70,
71,
72,
79,
80,
4,
5,
6,
7,
8,
9,
24,
25,
42,
43,
44,
45,
56,
57,
64,
65,
66,
67,
68,
73,
74,
75,
76,
77,
78,
81,
82,
83,
84,
85,
86,
87,
88,
89... | ELA%20Lesson%20Plans%20Nov.%2016-20%20The%20Relatives%20Came.docx | task-984-241 | 2 | [
[
91,
122,
159,
147
],
[
246,
123,
290,
144
],
[
293,
123,
313,
144
],
[
316,
123,
359,
144
],
[
372,
123,
387,
144
],
[
391,
123,
396,
144
],
[
399,
123,
435,
144
],
[
438... | [
[
91,
122,
159,
147
],
[
246,
123,
290,
144
],
[
293,
123,
313,
144
],
[
316,
123,
359,
144
],
[
246,
141,
269,
163
],
[
273,
141,
332,
163
],
[
335,
141,
345,
163
],
[
246... |
Teaching Read Aloud: Roses are Pink, Read Aloud: Roses are Read Aloud: Roses are Read Aloud: Roses are Read Aloud: Roses are Pink, Your Feet Really Stink Pink, Your Feet Really Pink, Your Feet Really Pink, Your Feet Really Your Feet Really Stink Strategies: Stink Stink Stink Include Day One Objective: sufficientdetail ... | Teaching Strategies: Include sufficientdetail for parents and administration to understand what will be happening in your class. Read Aloud: Roses are Pink, Your Feet Really Stink Day One Objective: Discuss the reading strategy-making predictions. Do a picture walk with the students. Look at the pages until you reach t... | 0.528277 | [
0,
43,
47,
51,
52,
69,
70,
85,
86,
105,
106,
122,
123,
124,
125,
151,
152,
1,
2,
3,
4,
5,
23,
24,
25,
26,
48,
49,
50,
59,
60,
61,
78,
101,
102,
103,
104,
118,
119,
120,
121,
138,
139,
140,
141,
142,
159,
160,
161,
162,... | ela%20lesson%20plans%20Roses%20are%20Pink%20Your%20Feet%20Really%20Stink.docx | task-984-242 | 2 | [
[
91,
122,
152,
147
],
[
216,
123,
242,
144
],
[
245,
123,
280,
144
],
[
286,
123,
317,
144
],
[
320,
123,
335,
144
],
[
338,
123,
365,
144
],
[
372,
123,
398,
144
],
[
401... | [
[
91,
122,
152,
147
],
[
91,
143,
163,
168
],
[
91,
163,
136,
188
],
[
91,
184,
179,
209
],
[
183,
184,
199,
209
],
[
91,
205,
137,
229
],
[
141,
205,
164,
229
],
[
91,
... |
SL.1.2-Ask and answer questions key details in a text read aloud or information presented orally or through other Sample Objectives (I can): media. Ask questions to clarify information. Ask and answer question key details. Standards Evidence Statements Content & Task Language Vocabulary Demonstrates the ability to use ... | SL.1.2-Ask and answer questions key details in a text read aloud or information presented orally or through other media. Sample Objectives (I can): Ask questions to clarify information. Ask and answer question key details. Standards Evidence Statements Content & Task Language L1.1f-Use frequently occurring adjectives. ... | 0.879634 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
22,
18,
19,
20,
21,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
49,
50,
51,
52,
57,
58,
59,
60,
61,
62,
63,
64,
65,
66... | ELA%20MAP%20Gr1%20Q4.docx | task-984-245 | 23 | [
[
46,
110,
97,
132
],
[
100,
110,
117,
132
],
[
120,
110,
153,
132
],
[
156,
110,
201,
132
],
[
223,
110,
239,
132
],
[
242,
110,
272,
132
],
[
275,
110,
283,
132
],
[
286,... | [
[
46,
110,
97,
132
],
[
100,
110,
117,
132
],
[
120,
110,
153,
132
],
[
156,
110,
201,
132
],
[
223,
110,
239,
132
],
[
242,
110,
272,
132
],
[
275,
110,
283,
132
],
[
286,... |
SL.1.6-Produce complete sentences when appropriate to Guided Retelling: p. T335 task and situation. Sample Objectives (I can): Classroom conversation: p. 344 Add illustrations to written work. clearly and understandably. Standards Evidence Statements Content & Task Language Vocabulary Demonstrate the ability to use fre... | SL.1.6-Produce complete sentences when appropriate to task and situation. Sample Objectives (I can): Add illustrations to written work. clearly and understandably. Guided Retelling: p. T335 Classroom conversation: p. 344 Standards Evidence Statements Content & Task Language L.1.4b-Use frequently occurring affixes as a ... | 0.808916 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
13,
14,
15,
16,
21,
22,
23,
24,
25,
26,
27,
28,
6,
7,
8,
9,
17,
18,
19,
20,
29,
30,
31,
32,
33,
34,
35,
44,
45,
46,
47,
48,
49,
50,
51,
52,
56,
57,
58,
59,
67,
68,
69,
70,
71,
72... | ELA%20MAP%20Gr1%20Q4.docx | task-984-245 | 27 | [
[
46,
110,
118,
132
],
[
121,
110,
163,
132
],
[
166,
110,
213,
132
],
[
216,
110,
241,
132
],
[
244,
110,
296,
132
],
[
299,
110,
308,
132
],
[
614,
110,
648,
132
],
[
651... | [
[
46,
110,
118,
132
],
[
121,
110,
163,
132
],
[
166,
110,
213,
132
],
[
216,
110,
241,
132
],
[
244,
110,
296,
132
],
[
299,
110,
308,
132
],
[
46,
129,
65,
151
],
[
68,
... |
Activity for synonyms: Performance Assessments Teacher observation Teacher-made assessments Uses combined knowledge of all letter-sound Reading Foundational Skills Phonics and fluency correspondences, syllabication patterns, and morphology RF. 3.3c- Decode words. Words with -ir, -ur, -or –er, (e.g., roots and affixes) ... | Activity for synonyms: Performance Assessments Teacher observation Teacher-made assessments Reading Foundational Skills RF. 3.3c- Decode words. RF. 3.4a- Read on-level text with purpose and understanding. RF. 3.4b- Read orally with accuracy, appropriate rate, and expression. Uses combined knowledge of all letter-sound ... | 0.758312 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
15,
16,
17,
26,
27,
28,
29,
44,
45,
46,
47,
48,
49,
50,
51,
61,
86,
87,
88,
89,
90,
91,
92,
93,
94,
104,
9,
10,
11,
12,
13,
14,
21,
22,
23,
24,
25,
36,
37,
38,
39,
40,
41,
42,
43,
5... | ELA%20Map%20Gr3%20Q3.docx | task-984-255 | 10 | [
[
658,
134,
691,
156
],
[
694,
134,
706,
156
],
[
709,
134,
758,
156
],
[
635,
181,
699,
203
],
[
702,
181,
768,
203
],
[
658,
204,
696,
227
],
[
699,
204,
753,
227
],
[
65... | [
[
658,
134,
691,
156
],
[
694,
134,
706,
156
],
[
709,
134,
758,
156
],
[
635,
181,
699,
203
],
[
702,
181,
768,
203
],
[
658,
204,
696,
227
],
[
699,
204,
753,
227
],
[
65... |
Identify real-life connections between words and their Language Arts use. Grammar Focus Use words and phrases acquired through conversations, Exclamations (Capitalization and Punctuation) reading and being read to, and responding to text. Performance Assessments Journeys Grab-and-Go Assessments, Lesson 25 SCS Kindergar... | Identify real-life connections between words and their use. Use words and phrases acquired through conversations, reading and being read to, and responding to text. Language Arts Grammar Focus Exclamations (Capitalization and Punctuation) Performance Assessments Journeys Grab-and-Go Assessments, Lesson 25 SCS Kindergar... | 0.766404 | [
0,
1,
2,
3,
4,
5,
6,
9,
12,
13,
14,
15,
16,
17,
18,
23,
24,
25,
26,
27,
28,
29,
30,
31,
7,
8,
10,
11,
19,
20,
21,
22,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | ELA%20Map%20Kindergarten%20Q4.docx | task-984-273 | 29 | [
[
357,
162,
391,
185
],
[
394,
162,
427,
185
],
[
430,
162,
486,
185
],
[
488,
162,
528,
185
],
[
530,
162,
558,
185
],
[
561,
162,
578,
185
],
[
581,
162,
601,
185
],
[
63... | [
[
357,
162,
391,
185
],
[
394,
162,
427,
185
],
[
430,
162,
486,
185
],
[
488,
162,
528,
185
],
[
530,
162,
558,
185
],
[
561,
162,
578,
185
],
[
581,
162,
601,
185
],
[
35... |
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance ... | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance ... | 0.824736 | [
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... | ela%20pacing%20guide%2012th%20grade.docx | task-984-275 | 1 | [
[
58,
43,
77,
68
],
[
84,
43,
185,
68
],
[
192,
43,
232,
68
],
[
239,
43,
333,
68
],
[
339,
43,
352,
68
],
[
358,
43,
428,
68
],
[
434,
43,
486,
68
],
[
493,
43,
53... | [
[
58,
43,
77,
68
],
[
84,
43,
185,
68
],
[
192,
43,
232,
68
],
[
239,
43,
333,
68
],
[
339,
43,
352,
68
],
[
358,
43,
428,
68
],
[
434,
43,
486,
68
],
[
493,
43,
53... |
Common settings for science fiction: in the future, alternate timelines, in space, Common themes for science fiction: time travel, alternate histories/societies, body and min alterations, Elements of setting: place, time environment, Fantasy vs. Science Fiction, Figurative language in text: metaphor, personification, s... | Common settings for science fiction: in the future, alternate timelines, in space, Common themes for science fiction: time travel, alternate histories/societies, body and min alterations, Elements of setting: place, time environment, Fantasy vs. Science Fiction, Figurative language in text: metaphor, personification, s... | 0.774032 | [
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... | ela%20pacing%20guide%207th%20grade.docx | task-984-278 | 15 | [
[
126,
89,
193,
108
],
[
197,
89,
254,
108
],
[
258,
89,
279,
108
],
[
283,
89,
337,
108
],
[
341,
89,
392,
108
],
[
396,
89,
410,
108
],
[
414,
89,
438,
108
],
[
126,
... | [
[
126,
89,
193,
108
],
[
197,
89,
254,
108
],
[
258,
89,
279,
108
],
[
283,
89,
337,
108
],
[
341,
89,
392,
108
],
[
396,
89,
410,
108
],
[
414,
89,
438,
108
],
[
126,
... |
Picture Books (Introductory Material) Mountain Alphabet (Margriet Ruurs) •A is for Big Sky Country: A Montana Alphabet (Sneed B. Collard, III and Joanna Yardley) •B is for Piñata: A Mexico Alphabet (Tony Johnston) •P INFORMATIONAL TEXTS Rural United States Alamo (Cornerstones of Freedom, Second Series) (Tom McGowen) •T... | Picture Books (Introductory Material) •A Mountain Alphabet (Margriet Ruurs) •B is for Big Sky Country: A Montana Alphabet (Sneed B. Collard, III and Joanna Yardley) •P is for Piñata: A Mexico Alphabet (Tony Johnston) INFORMATIONAL TEXTS Rural United States •The Alamo (Cornerstones of Freedom, Second Series) (Tom McGowe... | 0.751199 | [
0,
1,
2,
3,
8,
4,
5,
6,
7,
24,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
33,
25,
26,
27,
28,
29,
30,
31,
32,
34,
35,
36,
37,
38,
47,
39,
40,
41,
42,
43,
44,
45,
46,
58,
48,
49,
50,
51,
52,
53... | ela%20pacing%20guide%208th%20grade.docx | task-984-279 | 7 | [
[
117,
108,
172,
128
],
[
177,
108,
224,
128
],
[
228,
108,
332,
128
],
[
337,
108,
409,
128
],
[
136,
126,
201,
143
],
[
205,
126,
265,
143
],
[
269,
126,
332,
143
],
[
33... | [
[
117,
108,
172,
128
],
[
177,
108,
224,
128
],
[
228,
108,
332,
128
],
[
337,
108,
409,
128
],
[
117,
128,
132,
143
],
[
136,
126,
201,
143
],
[
205,
126,
265,
143
],
[
26... |
Distinguish Determine the meaning of words and phrases as they Evidence are used in a text Delineate and evaluate the argument and specific claims Cohesion in a text Objective arguments to support claims in an analysis of Relevant substantive topics or texts Plagiarism Produce and coherent writing Delineate Gather rele... | Distinguish Evidence Cohesion Objective Relevant Plagiarism Delineate Evaluate Fallacious Rhetoric Cumulative Concise Strategic Tier 2 Vocabulary would vary with texts. Determine the meaning of words and phrases as they are used in a text Delineate and evaluate the argument and specific claims in a text arguments to su... | 0.755847 | [
0,
10,
24,
28,
37,
42,
47,
54,
67,
70,
78,
85,
93,
98,
99,
100,
101,
102,
103,
104,
1,
2,
3,
4,
5,
6,
7,
8,
9,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
25,
26,
27,
29,
30,
31,
32,
33,
34,
35,
36,
38,... | ela%20pacing%20guide%209th%20grade.docx | task-984-280 | 29 | [
[
58,
43,
170,
67
],
[
530,
48,
606,
65
],
[
610,
48,
633,
65
],
[
638,
48,
700,
65
],
[
705,
48,
718,
65
],
[
723,
48,
766,
65
],
[
771,
48,
798,
65
],
[
803,
48,
... | [
[
58,
43,
170,
67
],
[
58,
63,
152,
88
],
[
58,
84,
155,
108
],
[
58,
104,
154,
128
],
[
58,
124,
149,
149
],
[
58,
145,
165,
169
],
[
58,
165,
155,
189
],
[
58,
185,
... |
Assessing Student Learning Task 4. Purpose The Assessment of Student Learning task illustrates how you diagnose student learning needs through your analysis of student work samples. It provides evidence of your ability to 1) select an assessment tool and criteria that are aligned with your central focus, student standa... | Task 4. Assessing Student Learning Purpose The Assessment of Student Learning task illustrates how you diagnose student learning needs through your analysis of student work samples. It provides evidence of your ability to 1) select an assessment tool and criteria that are aligned with your central focus, student standa... | 0.972833 | [
3,
4,
0,
1,
2,
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... | ELA%20PACT.docx | task-984-281 | 14 | [
[
194,
87,
358,
122
],
[
367,
87,
488,
122
],
[
497,
87,
635,
122
],
[
117,
98,
162,
119
],
[
167,
98,
184,
119
],
[
117,
132,
209,
156
],
[
117,
152,
148,
173
],
[
153,
... | [
[
117,
98,
162,
119
],
[
167,
98,
184,
119
],
[
194,
87,
358,
122
],
[
367,
87,
488,
122
],
[
497,
87,
635,
122
],
[
117,
132,
209,
156
],
[
117,
152,
148,
173
],
[
153,
... |
7th Grade ELA Plan (Prentice Hall Literature) 1st Nine Weeks Theme: Finding the Truth: What is the best way to find the truth? Reading Portion: Primary Literary Secondary Focus - Informational Extended Texts: The Tale of the Mandarin Ducks (thematically integrated) Short Texts: the Grip of Graffiti” Reality Central tex... | 7th Grade ELA Plan (Prentice Hall Literature) 1st Nine Weeks Theme: Finding the Truth: What is the best way to find the truth? Reading Portion: Primary Literary Secondary Focus - Informational Extended Texts: The Tale of the Mandarin Ducks Short Texts: (thematically integrated) “In the Grip of Graffiti” – Reality Centr... | 0.776902 | [
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,
41,
42,
39,
40,
54,
43,
44,
45,
46,
55,
47,
48,
49,
56,
50,
51... | ELA%20Plan%20-%207th%20Grade%201st%209%20Wks%202012%202013.docx | task-984-283 | 0 | [
[
319,
43,
347,
64
],
[
351,
43,
401,
64
],
[
405,
43,
435,
64
],
[
439,
43,
475,
64
],
[
479,
43,
552,
64
],
[
557,
43,
589,
64
],
[
593,
43,
680,
64
],
[
436,
65,
... | [
[
319,
43,
347,
64
],
[
351,
43,
401,
64
],
[
405,
43,
435,
64
],
[
439,
43,
475,
64
],
[
479,
43,
552,
64
],
[
557,
43,
589,
64
],
[
593,
43,
680,
64
],
[
436,
65,
... |
Integration of Knowledge and Ideas ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history. 7RL9 ** Work to construct background knowledge of historical and literary eras Appl... | Integration of Knowledge and Ideas 7RL9 ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history. ** Work to construct background knowledge of historical and literary eras ** A... | 0.831125 | [
0,
1,
2,
3,
4,
39,
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,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
62,
51,
52,
53... | ELA%20Plan%20-%207th%20Grade%201st%209%20Wks%202012%202013.docx | task-984-283 | 2 | [
[
58,
61,
153,
82
],
[
158,
61,
174,
82
],
[
179,
61,
273,
82
],
[
278,
61,
309,
82
],
[
314,
61,
359,
82
],
[
144,
78,
266,
99
],
[
271,
78,
350,
99
],
[
354,
78,
... | [
[
58,
61,
153,
82
],
[
158,
61,
174,
82
],
[
179,
61,
273,
82
],
[
278,
61,
309,
82
],
[
314,
61,
359,
82
],
[
66,
115,
109,
134
],
[
144,
78,
266,
99
],
[
271,
78,
... |
Integration of Knowledge and ELACC3RI7: Use ALL OF THE TIME: MOST OF THE TIME: SOME OF THE TIME: LIMITED KNOWLEDGE information gained from *Read attentively for *Read attentively for *Read attentively for of the following skills: illustrations (e.g., maps, understanding understanding understanding *Read attentively for... | Integration of Knowledge and ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ALL OF THE TIME: *Read attentively for understanding * Interpret information from illustrations... | 0.538681 | [
0,
1,
2,
3,
4,
5,
20,
21,
22,
36,
37,
38,
45,
46,
47,
58,
59,
60,
61,
62,
72,
81,
82,
83,
84,
93,
94,
95,
96,
108,
109,
110,
111,
118,
6,
7,
8,
9,
23,
24,
25,
39,
48,
49,
50,
63,
64,
73,
74,
85,
86,
97,
98,
99,... | ELA%20qrtr%201%20rubric.docx | task-984-286 | 8 | [
[
418,
57,
483,
82
],
[
486,
57,
498,
82
],
[
501,
57,
565,
82
],
[
568,
57,
590,
82
],
[
45,
80,
110,
105
],
[
113,
80,
135,
105
],
[
214,
80,
234,
105
],
[
237,
80,
... | [
[
418,
57,
483,
82
],
[
486,
57,
498,
82
],
[
501,
57,
565,
82
],
[
568,
57,
590,
82
],
[
45,
80,
110,
105
],
[
113,
80,
135,
105
],
[
45,
102,
114,
127
],
[
117,
102,
... |
4. The student will write a W.3.A.1.a 1.8 W.1.3 3 narrative text describing detailed W.2.C.7.e 2.1 W.1.5 changes in childhood, using W.2.C.1.a sequenced events with a sense of closure. 5. The student will publish a W.2.E.1.a 2.2 L.1.1.a 1 piece of revised writing. W.2.E.1.b L.1.1.b W.2.E.1.c L.1.1.c W.2.E.1.d L.1.1.d W... | 4. The student will write a narrative text describing detailed changes in childhood, using sequenced events with a sense of closure. W.3.A.1.a W.2.C.7.e W.2.C.1.a 1.8 2.1 W.1.3 W.1.5 3 5. The student will publish a piece of revised writing. W.2.E.1.a W.2.E.1.b W.2.E.1.c W.2.E.1.d W.2.E.1.e W.2.E.1.f W.2.E.1.g 2.2 L.1.1... | 0.441885 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
13,
17,
18,
19,
20,
22,
23,
24,
25,
26,
27,
28,
6,
14,
21,
7,
15,
8,
16,
9,
29,
30,
31,
32,
33,
34,
39,
40,
41,
42,
35,
43,
45,
47,
49,
51,
53,
36,
37,
44,
46,
48,
50,
52,
54,
55... | ela-1-thats_can_a_watermelon_seed-unit_template.docx | task-984-311 | 2 | [
[
136,
143,
146,
167
],
[
150,
143,
170,
167
],
[
174,
143,
217,
167
],
[
220,
143,
240,
167
],
[
243,
143,
272,
167
],
[
275,
143,
282,
167
],
[
497,
143,
553,
168
],
[
57... | [
[
136,
143,
146,
167
],
[
150,
143,
170,
167
],
[
174,
143,
217,
167
],
[
220,
143,
240,
167
],
[
243,
143,
272,
167
],
[
275,
143,
282,
167
],
[
136,
165,
187,
189
],
[
19... |
3.5 RL.1.5 9. The student will identify a favorite book from the W.2.B.1 2.1 RL.1.7 2 Author Study and create a piece” that “quilt W.1.8 illustrates the favorite part of that book. 10. The student will read prose, poetry, and R.1.C.1 1.5 RL.1.10 3 informational text appropriate for Grade 1. R.1.D.1.b 1.6 RI.1.10 R.1.E.... | 3.5 RL.1.5 9. The student will identify a favorite book from the Author Study and create a “quilt piece” that illustrates the favorite part of that book. W.2.B.1 2.1 RL.1.7 W.1.8 2 10. The student will read prose, poetry, and informational text appropriate for Grade 1. R.1.C.1 R.1.D.1.b R.1.E.1.c R.1.F.1.a R.1.G.1.b R.... | 0.50365 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
16,
17,
18,
19,
20,
23,
21,
22,
25,
26,
27,
28,
29,
30,
31,
12,
13,
14,
24,
15,
32,
33,
34,
35,
36,
37,
38,
39,
44,
45,
46,
47,
48,
49,
40,
50,
53,
56,
59,
62,
65,
68,
70... | ela-1-where_in_the_world_is...that_author-unit_template.docx | task-984-315 | 3 | [
[
609,
143,
626,
168
],
[
700,
143,
735,
168
],
[
90,
182,
101,
206
],
[
107,
182,
128,
206
],
[
131,
182,
175,
206
],
[
178,
182,
197,
206
],
[
201,
182,
244,
206
],
[
247... | [
[
609,
143,
626,
168
],
[
700,
143,
735,
168
],
[
90,
182,
101,
206
],
[
107,
182,
128,
206
],
[
131,
182,
175,
206
],
[
178,
182,
197,
206
],
[
201,
182,
244,
206
],
[
247... |
R.3.C.3.g RI.2.3 5. Students will compare important R.2.C.2.d 2.4 RL.2.3 3 ideas/information. R.3.C.3.g RI.2.3 6. Students will tell how words and R.2.B.2 1.6 RL.2.4 2 phrases provide meaning. R.1.E.2.a RI.2.4 R.1.E.2.b R.1.E.2.c 7. Students will recognize that a story has R.2.C.2.c 1.6 RL.2.5 2 a beginning, middle and... | R.3.C.3.g RI.2.3 5. Students will compare important ideas/information. R.2.C.2.d R.3.C.3.g 2.4 RL.2.3 RI.2.3 3 6. Students will tell how words and phrases provide meaning. R.2.B.2 R.1.E.2.a R.1.E.2.b R.1.E.2.c 1.6 RL.2.4 RI.2.4 2 7. Students will recognize that a story has a beginning, middle and end. R.2.C.2.c R.3.A.2... | 0.508328 | [
0,
1,
2,
3,
4,
5,
6,
11,
7,
12,
8,
9,
13,
10,
14,
15,
16,
17,
18,
19,
20,
25,
26,
27,
21,
28,
30,
31,
22,
23,
29,
24,
32,
33,
34,
35,
36,
37,
38,
39,
44,
45,
46,
47,
48,
40,
49,
41,
42,
50,
43,
51,
52,
53,
54... | ela-2-comparing-literature_and_informational_text-unit_template.docx | task-984-323 | 2 | [
[
565,
143,
615,
167
],
[
746,
143,
778,
167
],
[
136,
182,
146,
206
],
[
153,
182,
203,
206
],
[
206,
182,
225,
206
],
[
228,
182,
278,
206
],
[
281,
182,
338,
206
],
[
56... | [
[
565,
143,
615,
167
],
[
746,
143,
778,
167
],
[
136,
182,
146,
206
],
[
153,
182,
203,
206
],
[
206,
182,
225,
206
],
[
228,
182,
278,
206
],
[
281,
182,
338,
206
],
[
13... |
Students will identify R.4: Interpret words, R.1.E.2.a 1.5 RI.2.4 1 meanings of content and phrases, as they are R.1.E.2.b 1.6 2 specific vocabulary. used in a text, including determining technical, R.1.E.2.c connotation, and figurative meaninds, and analyze how specific word choices shape meaning or tone. Students wil... | Students will identify meanings of content specific vocabulary. R.4: Interpret words, and phrases, as they are used in a text, including determining technical, connotation, and figurative meaninds, and analyze how specific word choices shape meaning or tone. R.1.E.2.a R.1.E.2.b R.1.E.2.c 1.5 1.6 RI.2.4 1 2 Students wil... | 0.600954 | [
0,
1,
2,
10,
11,
12,
21,
22,
3,
4,
5,
13,
14,
15,
16,
17,
23,
24,
25,
26,
27,
28,
29,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
6,
18,
30,
7,
19,
8,
9,
20,
45,
46,
47,
48,
56,
57,
58,
59,
65,
66... | ela-2-money_doesnt_grow_on_trees-unit_template.docx | task-984-324 | 3 | [
[
115,
143,
166,
168
],
[
169,
143,
190,
168
],
[
193,
143,
237,
168
],
[
274,
143,
296,
168
],
[
299,
143,
351,
168
],
[
354,
143,
393,
168
],
[
431,
143,
481,
168
],
[
51... | [
[
115,
143,
166,
168
],
[
169,
143,
190,
168
],
[
193,
143,
237,
168
],
[
115,
165,
171,
189
],
[
174,
165,
186,
189
],
[
189,
165,
233,
189
],
[
115,
187,
158,
211
],
[
16... |
R.1.E.2.a 2.4 R.1.E.2.b 1.5 L.2.6 2 R.1.E.2.c 1.6 Students will work together to create a W.1.A.2.a 1.8 W.2.5 3 book poster for the Cinderella book W.1.A.2.b 2.1 they read http://edu. glogster.com W.1.A.2.c 2.1 1.4 W.2.6 3 1.8 2.1 1.2 W.2.7 3 1.4 1.6 W.2.B.2.a 2.1 W.2.8 3 W.2.B.2.b | R.1.E.2.a R.1.E.2.b R.1.E.2.c 2.4 1.5 1.6 L.2.6 2 Students will work together to create a book poster for the Cinderella book they read http://edu. glogster.com W.1.A.2.a W.1.A.2.b W.1.A.2.c W.2.B.2.a W.2.B.2.b 1.8 2.1 2.1 1.4 1.8 2.1 1.2 1.4 1.6 2.1 W.2.5 W.2.6 W.2.7 W.2.8 3 3 3 3 | 0.374807 | [
0,
2,
6,
1,
3,
7,
4,
5,
8,
9,
10,
11,
12,
13,
14,
19,
20,
21,
22,
23,
24,
27,
28,
29,
30,
15,
25,
31,
43,
47,
16,
26,
32,
33,
36,
37,
38,
41,
42,
44,
17,
34,
39,
45,
18,
35,
40,
46
] | ela-2-new_cinderella-unit_template.docx | task-984-334 | 14 | [
[
548,
143,
598,
168
],
[
648,
143,
666,
168
],
[
548,
181,
598,
206
],
[
648,
181,
666,
206
],
[
729,
181,
756,
206
],
[
887,
181,
894,
206
],
[
548,
219,
598,
244
],
[
64... | [
[
548,
143,
598,
168
],
[
548,
181,
598,
206
],
[
548,
219,
598,
244
],
[
648,
143,
666,
168
],
[
648,
181,
666,
206
],
[
648,
219,
666,
244
],
[
729,
181,
756,
206
],
[
88... |
reading, read alouds, guided reading groups and independent reading. They will CLASS PERIOD: English Language Arts Block (120-150 minutes a follow the writer’s workshop format for the writing of poetry. A culminating day) activity will allow students to share their love of poetry with younger classes. and Writing Poetr... | reading, read alouds, guided reading groups and independent reading. They will follow the writer’s workshop format for the writing of poetry. A culminating activity will allow students to share their love of poetry with younger classes. CLASS PERIOD: English Language Arts Block (120-150 minutes a day) and Writing Poetr... | 0.754029 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
11,
12,
13,
14,
15,
16,
17,
18,
19,
32,
46,
47,
48,
49,
50,
51,
52,
53,
54... | ela-2-new_poetry_workshop-unit_template.docx | task-984-344 | 2 | [
[
90,
143,
137,
167
],
[
140,
143,
165,
167
],
[
169,
143,
209,
167
],
[
212,
143,
251,
167
],
[
254,
143,
297,
167
],
[
300,
143,
338,
167
],
[
342,
143,
363,
167
],
[
366... | [
[
90,
143,
137,
167
],
[
140,
143,
165,
167
],
[
169,
143,
209,
167
],
[
212,
143,
251,
167
],
[
254,
143,
297,
167
],
[
300,
143,
338,
167
],
[
342,
143,
363,
167
],
[
366... |
R.2.C.3.h 3 Make predictions, draw conclusions, R.1.H.3.a 1.5 RL.3.1 1 make inferences about story R.1.H.3.b 1.6 2 elements focusing on characters and R.1.H.3.c 3.5 using the text as evidence. R.1.H.3.d 3 R.2.C.3.h Infer character traits using details R.2.C.3.h 1.5 RL.3.3 2 from the text as support. 1.6 3.5 3.1 2.4 Pro... | R.2.C.3.h 3 Make predictions, draw conclusions, make inferences about story elements focusing on characters and using the text as evidence. R.1.H.3.a R.1.H.3.b R.1.H.3.c R.1.H.3.d R.2.C.3.h 1.5 1.6 3.5 RL.3.1 1 2 3 Infer character traits using details from the text as support. R.2.C.3.h 1.5 1.6 3.5 3.1 2.4 RL.3.3 2 Pro... | 0.487067 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
13,
17,
18,
19,
20,
21,
24,
25,
26,
27,
28,
6,
14,
22,
29,
31,
7,
15,
23,
8,
9,
16,
30,
32,
33,
34,
35,
36,
41,
42,
43,
44,
45,
37,
38,
46,
47,
48,
49,
39,
40,
50,
51,
52,
53,
54... | ela-3-whodunit_using_mysteries-unit_template.docx | task-984-372 | 2 | [
[
547,
143,
598,
168
],
[
887,
143,
894,
168
],
[
137,
182,
170,
207
],
[
173,
182,
241,
207
],
[
244,
182,
274,
207
],
[
277,
182,
347,
207
],
[
547,
182,
599,
207
],
[
61... | [
[
547,
143,
598,
168
],
[
887,
143,
894,
168
],
[
137,
182,
170,
207
],
[
173,
182,
241,
207
],
[
244,
182,
274,
207
],
[
277,
182,
347,
207
],
[
134,
204,
166,
229
],
[
16... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.