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 |
|---|---|---|---|---|---|---|---|---|
Sch. 3 272 7815 An offence 3 penalty As GLFAL against section units holder, take from, 53(1) of the Act or possess in, on constituted by a or next to, , more failure to comply than 8 wrasse on with regulation any one day. 163 of the Regulations 273 7816 An offence 3 penalty As GLFAL against section units holder, posses... | 272 7815 An offence against section 53(1) of the Act constituted by a failure to comply with regulation 163 of the Regulations 3 penalty units As GLFAL holder, take from, or possess in, on or next to, , more than 8 wrasse on any one day. 273 7816 An offence against section 53(1) of the Act constituted by a failure to c... | 0.433156 | [
2,
3,
4,
5,
10,
11,
16,
17,
18,
19,
24,
25,
26,
32,
33,
34,
39,
40,
44,
45,
46,
47,
6,
7,
12,
8,
9,
13,
14,
15,
20,
21,
22,
23,
27,
28,
29,
30,
31,
35,
36,
37,
38,
41,
42,
43,
48,
49,
50,
51,
56,
57,
61,
62,
... | 02-48sr029A.docx | task-34-94 | 241 | [
[
789,
152,
818,
168
],
[
821,
152,
829,
168
],
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
542,
190,
550,
205
],
[
55... | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
402,
203,
449,
219
],
[
454,
203,
501,
219
],
[
402,
217,
438,
233
],
[
44... |
Sch. 3 Column 2 Column 3 Column 4 Column 5 Column 1 Identifying Infringement number Offence Penalty Summary of offence Item TRAWL (INSHORE) FISHERY ACCESS LICENCE HOLDER 327 7870 An offence 5 penalty As TIFAL holder, against section units take, or possess 53(1) of the Act on boat or land, constituted by a more than tot... | Column 1 Item Column 2 Identifying number Column 3 Offence Column 4 Infringement Penalty Column 5 Summary of offence TRAWL (INSHORE) FISHERY ACCESS LICENCE HOLDER 327 7870 An offence against section 53(1) of the Act constituted by a failure to comply with regulation 211 of the Regulations 5 penalty units As TIFAL holde... | 0.397028 | [
10,
11,
20,
2,
3,
12,
14,
4,
5,
15,
6,
7,
13,
16,
8,
9,
17,
18,
19,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
36,
37,
42,
43,
44,
45,
50,
51,
52,
56,
57,
58,
61,
62,
67,
68,
69,
73,
31,
32,
38,
33,
34,
35,
39,
... | 02-48sr029A.docx | task-34-94 | 255 | [
[
789,
152,
818,
168
],
[
821,
152,
829,
168
],
[
317,
208,
365,
221
],
[
369,
208,
377,
221
],
[
402,
208,
450,
221
],
[
454,
208,
461,
221
],
[
542,
208,
590,
221
],
[
59... | [
[
238,
220,
286,
233
],
[
289,
220,
297,
233
],
[
238,
248,
264,
261
],
[
317,
208,
365,
221
],
[
369,
208,
377,
221
],
[
317,
224,
383,
237
],
[
317,
236,
364,
249
],
[
40... |
351 7894 An offence 3 penalty As person acting against section units on behalf of 53(4) of the Act WP/PPBFAL constituted by a holder, possess in failure to comply or on , fishing line with regulation (other than a 220(3)(c) of the longline) with Regulations more than 3 hooks or more than 1 bait jig attached. Column 2 C... | 351 7894 An offence against section 53(4) of the Act constituted by a failure to comply with regulation 220(3)(c) of the Regulations 3 penalty units As person acting on behalf of WP/PPBFAL holder, possess in or on , fishing line (other than a longline) with more than 3 hooks or more than 1 bait jig attached. Column 1 I... | 0.433484 | [
0,
1,
2,
3,
9,
10,
15,
16,
17,
18,
20,
21,
22,
26,
27,
28,
34,
35,
39,
40,
41,
44,
4,
5,
11,
6,
7,
8,
12,
13,
14,
19,
23,
24,
25,
29,
30,
31,
32,
33,
36,
37,
38,
42,
43,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 02-48sr029A.docx | task-34-94 | 261 | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
542,
190,
550,
205
],
[
555,
190,
604,
205
],
[
640,
190,
658,
205
],
[
66... | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
402,
203,
449,
219
],
[
454,
203,
501,
219
],
[
402,
217,
438,
233
],
[
44... |
445 7988 An offence 5 penalty As person acting against section units on behalf of 53(4) of the Act RLFAL holder, constituted by a possess, land, or failure to comply cause to be landed with regulation in on or next to 340 of the Victorian waters Regulations dismembered, or part of, rock lobster. 446 7989 An offence 3 p... | 445 7988 An offence against section 53(4) of the Act constituted by a failure to comply with regulation 340 of the Regulations 5 penalty units As person acting on behalf of RLFAL holder, possess, land, or cause to be landed in on or next to Victorian waters dismembered, or part of, rock lobster. 446 7989 An offence aga... | 0.440574 | [
0,
1,
2,
3,
9,
10,
15,
16,
17,
18,
21,
22,
23,
27,
28,
29,
34,
35,
41,
42,
43,
46,
4,
5,
11,
6,
7,
8,
12,
13,
14,
19,
20,
24,
25,
26,
30,
31,
32,
33,
36,
37,
38,
39,
40,
44,
45,
47,
48,
49,
50,
51,
52,
53,
54... | 02-48sr029A.docx | task-34-94 | 287 | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
542,
190,
550,
205
],
[
555,
190,
604,
205
],
[
640,
190,
658,
205
],
[
66... | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
402,
203,
449,
219
],
[
454,
203,
501,
219
],
[
402,
217,
438,
233
],
[
44... |
Sch. 3 449 7992 An offence 5 penalty As person acting against section units on behalf of 53(4) of the Act RLFAL holder, constituted by a possess or use failure to comply coff in or on with regulation Victorian waters 344(1)(a) of the unless authorised. Regulations 450 7993 An offence 5 penalty As person acting against ... | 449 7992 An offence against section 53(4) of the Act constituted by a failure to comply with regulation 344(1)(a) of the Regulations 5 penalty units As person acting on behalf of RLFAL holder, possess or use coff in or on Victorian waters unless authorised. 450 7993 An offence against section 53(4) of the Act constitut... | 0.354464 | [
2,
3,
4,
5,
11,
12,
17,
18,
19,
20,
23,
24,
25,
29,
30,
31,
36,
37,
40,
41,
42,
45,
6,
7,
13,
8,
9,
10,
14,
15,
16,
21,
22,
26,
27,
28,
32,
33,
34,
35,
38,
39,
43,
44,
46,
47,
48,
49,
55,
56,
61,
62,
63,
64,
... | 02-48sr029A.docx | task-34-94 | 288 | [
[
149,
152,
177,
168
],
[
181,
152,
189,
168
],
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
542,
190,
550,
205
],
[
55... | [
[
238,
190,
263,
205
],
[
317,
190,
351,
205
],
[
402,
190,
422,
205
],
[
427,
190,
477,
205
],
[
402,
203,
449,
219
],
[
454,
203,
501,
219
],
[
402,
217,
438,
233
],
[
44... |
Sch. 3 Column 2 Column 3 Column 4 Column 5 Column 1 Identifying Infringement number Offence Penalty Summary of offence Item 548 8091 An offence 5 penalty As holder of against section units abalone AQL, 53(1) of the Act shuck abalone or constituted by a possess shucked failure to comply abalone. with regulation 442(1) o... | Column 1 Item Column 2 Identifying number Column 3 Offence Column 4 Infringement Penalty Column 5 Summary of offence 548 8091 An offence against section 53(1) of the Act constituted by a failure to comply with regulation 442(1) of the Regulations 5 penalty units As holder of abalone AQL, shuck abalone or possess shucke... | 0.377931 | [
10,
11,
20,
2,
3,
12,
14,
4,
5,
15,
6,
7,
13,
16,
8,
9,
17,
18,
19,
21,
22,
23,
24,
30,
31,
35,
36,
37,
38,
42,
43,
44,
47,
48,
49,
51,
52,
53,
54,
55,
56,
25,
26,
32,
27,
28,
29,
33,
34,
39,
40,
41,
45,
46,
... | 02-48sr029A.docx | task-34-94 | 317 | [
[
789,
152,
818,
168
],
[
821,
152,
829,
168
],
[
317,
191,
365,
204
],
[
369,
191,
377,
204
],
[
402,
191,
450,
204
],
[
454,
191,
461,
204
],
[
542,
191,
590,
204
],
[
59... | [
[
238,
204,
286,
217
],
[
289,
204,
297,
217
],
[
238,
232,
264,
245
],
[
317,
191,
365,
204
],
[
369,
191,
377,
204
],
[
317,
207,
383,
220
],
[
317,
220,
364,
233
],
[
40... |
resolutions visually, Student B conducted 24- and 96-bit test scans of a page that featured matte and glossy images, at 300, 600, and 1200 dpi. The resulting TIFF files were shared on Google Drive for the group to compare, and to discuss the trade offs between quality, file size, and scan time. Table 2 presents the res... | resolutions visually, Student B conducted 24- and 96-bit test scans of a page that featured matte and glossy images, at 300, 600, and 1200 dpi. The resulting TIFF files were shared on Google Drive for the group to compare, and to discuss the trade offs between quality, file size, and scan time. Table 2 presents the res... | 0.894142 | [
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... | 284_onlinecollection_redacted.docx | task-340-263 | 8 | [
[
117,
88,
203,
108
],
[
208,
88,
275,
108
],
[
280,
88,
340,
108
],
[
345,
88,
358,
108
],
[
363,
88,
443,
108
],
[
448,
88,
474,
108
],
[
479,
88,
508,
108
],
[
513,
... | [
[
117,
88,
203,
108
],
[
208,
88,
275,
108
],
[
280,
88,
340,
108
],
[
345,
88,
358,
108
],
[
363,
88,
443,
108
],
[
448,
88,
474,
108
],
[
479,
88,
508,
108
],
[
513,
... |
SECTION II. CHILD AND ADOLESCENT NEEDS AND STRENGTHS Check the appropriate box (one box only) for each question that most closely reflects the and / or needs. If the child’s current functioning or functioning are age appropriate, the first box for the question should be checked. child’s needs A. EMOTIONAL CHARACTERISTI... | SECTION II. CHILD AND ADOLESCENT NEEDS AND STRENGTHS Check the appropriate box (one box only) for each question that most closely reflects the child’s current functioning and / or needs. If the child’s needs or functioning are age appropriate, the first box for the question should be checked. A. EMOTIONAL CHARACTERISTI... | 0.619036 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
29,
30,
31,
23,
24,
25,
26,
27,
28,
46,
47,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
48,
49,
50,
51,
52,
53,
54... | 2867.docx | task-340-442 | 1 | [
[
32,
31,
105,
48
],
[
110,
31,
123,
48
],
[
132,
31,
182,
48
],
[
187,
31,
222,
48
],
[
227,
31,
339,
48
],
[
344,
31,
400,
48
],
[
405,
31,
440,
48
],
[
445,
31,
... | [
[
32,
31,
105,
48
],
[
110,
31,
123,
48
],
[
132,
31,
182,
48
],
[
187,
31,
222,
48
],
[
227,
31,
339,
48
],
[
344,
31,
400,
48
],
[
405,
31,
440,
48
],
[
445,
31,
... |
I-14. Anxiety (PAST 30 DAYS) No evidence or concern about History or suspicion of Anxiety with significant Clear evidence of anxiety. Any concerns are age anxiety problems or mild to fearfulness that has debilitating level of anxiety / developmentally moderate anxiety. Infant / interfered significantly in that makes it... | I-14. Anxiety (PAST 30 DAYS) No evidence or concern about anxiety. Any concerns are age / developmentally appropriate or this information is unknown to me. History or suspicion of anxiety problems or mild to moderate anxiety. Infant / child may appear anxious in certain situation but has the ability to be soothed / cal... | 0.601628 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
20,
21,
22,
23,
24,
37,
38,
50,
51,
52,
67,
68,
69,
70,
71,
10,
11,
12,
13,
25,
26,
27,
28,
29,
39,
40,
41,
42,
53,
54,
55,
56,
57,
72,
73,
74,
75,
76,
88,
89,
90,
91,
92,
96,
14... | 2867.docx | task-340-442 | 5 | [
[
385,
141,
418,
158
],
[
427,
141,
486,
158
],
[
491,
141,
539,
158
],
[
544,
141,
562,
158
],
[
567,
141,
618,
158
],
[
62,
159,
81,
174
],
[
85,
159,
144,
174
],
[
148,
... | [
[
385,
141,
418,
158
],
[
427,
141,
486,
158
],
[
491,
141,
539,
158
],
[
544,
141,
562,
158
],
[
567,
141,
618,
158
],
[
62,
159,
81,
174
],
[
85,
159,
144,
174
],
[
148,
... |
concerns are age include inappropriate that is causing problems in in serious and / or repeated appropriate or this comments to others or the life. Child may be sanctions to the child. child’s information is unknown to unusual behavior that results intentionally getting in me. Child is under the age in sanctions to the... | concerns are age appropriate or this information is unknown to me. Child is under the age of 3. include inappropriate comments to others or unusual behavior that results in sanctions to the child. that is causing problems in the child’s life. Child may be intentionally getting in trouble in school or at home. in seriou... | 0.602827 | [
0,
1,
2,
16,
17,
18,
33,
34,
35,
36,
44,
45,
46,
47,
48,
49,
61,
62,
3,
4,
19,
20,
21,
22,
37,
38,
39,
40,
50,
51,
52,
53,
54,
5,
6,
7,
8,
9,
23,
32,
24,
25,
26,
27,
41,
42,
43,
55,
56,
57,
58,
59,
60,
10,
11... | 2867.docx | task-340-442 | 10 | [
[
62,
28,
122,
44
],
[
126,
28,
147,
44
],
[
151,
28,
176,
44
],
[
297,
28,
344,
44
],
[
348,
28,
434,
44
],
[
533,
28,
557,
44
],
[
561,
28,
572,
44
],
[
576,
28,
... | [
[
62,
28,
122,
44
],
[
126,
28,
147,
44
],
[
151,
28,
176,
44
],
[
62,
41,
143,
57
],
[
147,
41,
162,
57
],
[
166,
41,
189,
57
],
[
62,
55,
135,
70
],
[
139,
55,
14... |
III-3. Autism Spectrum (PAST 30 DAYS) development appears Evidence of mild symptoms Child has been diagnosed by Severe autism. Symptoms Child’s normal in relation to autistic of an autism spectrum an appropriate professional are disabling in at least one characteristics or this disorder. Child / youth may as having an ... | III-3. Autism Spectrum (PAST 30 DAYS) Child’s development appears normal in relation to autistic characteristics or this information is unknown to me. Evidence of mild symptoms of an autism spectrum disorder. Child / youth may meet criteria for Aspergers disorder. Child has been diagnosed by an appropriate professional... | 0.617392 | [
0,
1,
2,
3,
4,
5,
20,
6,
7,
21,
22,
23,
24,
25,
39,
40,
41,
55,
56,
57,
58,
65,
8,
9,
10,
11,
26,
27,
28,
29,
42,
43,
44,
45,
46,
59,
60,
61,
62,
66,
12,
13,
14,
15,
16,
30,
31,
32,
47,
48,
49,
50,
63,
64,
17... | 2868.docx | task-340-446 | 15 | [
[
347,
121,
380,
138
],
[
389,
121,
444,
138
],
[
449,
121,
524,
138
],
[
529,
121,
578,
138
],
[
582,
121,
601,
138
],
[
605,
121,
656,
138
],
[
119,
139,
203,
154
],
[
20... | [
[
347,
121,
380,
138
],
[
389,
121,
444,
138
],
[
449,
121,
524,
138
],
[
529,
121,
578,
138
],
[
582,
121,
601,
138
],
[
605,
121,
656,
138
],
[
71,
140,
115,
153
],
[
119... |
SHORE PARK 2660 COLORS & DÉCOR: LAP SIDING BONE – BASE PRICE $60,991 SHINGLES WHITE – TRIM WHITE – SHUTTERS LINIALS *Price includes: delivery to site (Florida), – standard set up and tied down to HUD codes, 2.5 INTERIOR WALL PAINT CHINA DOLL – Ton HVAC w/ Humidistat, Connection to existing COUTERTOPS BRECCIA – electric... | SHORE PARK 2660 BASE PRICE $60,991 *Price includes: delivery to site (Florida), standard set up and tied down to HUD codes, 2.5 Ton HVAC w/ Humidistat, Connection to existing electric, plumbing, sewer/septic (within 20ft), White soffit skirting w/ 1 access door, loaner steps OPTIONS: WINDZONE 3 723 OPTIONAL BEDROOM CLO... | 0.662694 | [
0,
1,
2,
10,
11,
12,
21,
22,
23,
24,
25,
26,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
44,
45,
46,
47,
48,
49,
50,
54,
55,
56,
57,
58,
59,
60,
61,
62,
63,
64,
65,
66,
67,
77,
81,
82,
83,
86,
87,
88,
89,
93,
94,
9... | 28695_26812.docx | task-340-454 | 0 | [
[
187,
88,
267,
113
],
[
273,
88,
337,
113
],
[
354,
88,
401,
113
],
[
617,
90,
695,
109
],
[
700,
90,
715,
109
],
[
720,
90,
794,
109
],
[
529,
131,
562,
149
],
[
566,
... | [
[
187,
88,
267,
113
],
[
273,
88,
337,
113
],
[
354,
88,
401,
113
],
[
117,
148,
168,
169
],
[
173,
148,
234,
169
],
[
377,
148,
441,
169
],
[
117,
202,
166,
221
],
[
171,
... |
and monitoring system to improve the identification of ships which have not delivered their SGW/CR (THETIS-EU has been developed since April 2016 on a voluntary basis). Warning or simple Recording of Follow-up 1. 1. Holding a ship or recording a measures request to comply with deficiencies against according to the PRF ... | and monitoring system to improve the identification of ships which have not delivered their SGW/CR (THETIS-EU has been developed since April 2016 on a voluntary basis). Follow-up measures 1. Warning or simple request to comply with any non-conformity, such as re-notification. 2. Formal request to deliver SGW before the... | 0.780337 | [
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,
31,
40,
32,
26,
27,
28,
41,
42,
43,
44,
51,
52,
53,
60,
61,
70,
71,
72,
73,
84,
85,
86,
87,
98,
99,
100,
105,
106,
... | 2875471_EN_impact_assessment_part2_v3.docx | task-340-518 | 65 | [
[
201,
83,
229,
99
],
[
234,
83,
312,
99
],
[
317,
83,
370,
99
],
[
375,
83,
389,
99
],
[
201,
97,
261,
113
],
[
265,
97,
289,
113
],
[
293,
97,
387,
113
],
[
201,
111,... | [
[
201,
83,
229,
99
],
[
234,
83,
312,
99
],
[
317,
83,
370,
99
],
[
375,
83,
389,
99
],
[
201,
97,
261,
113
],
[
265,
97,
289,
113
],
[
293,
97,
387,
113
],
[
201,
111,... |
Annex 10 Glossary of terms – Term Definition Source Black water 'Water polluted with food, animal, or human waste.' Bleed-off water 'A small amount of scrubbing water extracted to bleed-off unit to remove contaminants.' EMSA's assistance with Directive 2000/59/EC on Port Reception Facilities (PRF), Technical amount ass... | Annex 10 – Glossary of terms Term Definition Source Black water 'Water polluted with food, animal, or human waste.' Bleed-off water 'A small amount of scrubbing water extracted to bleed-off unit to remove contaminants.' '…small amount of aqueous solution removed from the cleaning medium of an EGCS[Exhaust Gas Cleaning ... | 0.708584 | [
0,
1,
5,
2,
3,
4,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
52,
45,
53,
54,
55,
56,
57,
61,
62,
63,
64,
65,
67,
68,
69,
70,
71,
72,
73,
74,
75... | 2875471_EN_impact_assessment_part2_v3.docx | task-340-518 | 100 | [
[
373,
84,
429,
103
],
[
434,
84,
454,
103
],
[
474,
84,
550,
103
],
[
555,
84,
572,
103
],
[
577,
84,
626,
103
],
[
459,
86,
469,
102
],
[
118,
126,
167,
146
],
[
272,
... | [
[
373,
84,
429,
103
],
[
434,
84,
454,
103
],
[
459,
86,
469,
102
],
[
474,
84,
550,
103
],
[
555,
84,
572,
103
],
[
577,
84,
626,
103
],
[
118,
126,
167,
146
],
[
272,
... |
INTERNATIONAL COMPARISONS > KEY COMPARITIVE CRITERIA Australia New Zealand New Zealand Canada European Union Japan Brazil APVMA EPA MPI PMRA VDD FAMIC Plant Protection Products Time frame 1-25 calendar 10-100 working 40 working days 80-737 calendar 2-300 calendar 2.5 to 3.5 years Up to 2 years 120 days (min – max) mont... | INTERNATIONAL COMPARISONS > KEY COMPARITIVE CRITERIA Australia APVMA New Zealand EPA New Zealand MPI Canada PMRA VDD European Union Plant Protection Products Japan FAMIC Brazil Time frame (min – max) 1-25 calendar months (30-750 days) 10-100 working days 40 working days 80-737 calendar days 2-300 calendar days 2.5 to 3... | 0.520033 | [
0,
1,
2,
3,
4,
5,
6,
16,
7,
8,
17,
9,
10,
18,
11,
19,
20,
12,
13,
22,
23,
24,
14,
21,
15,
25,
26,
48,
49,
50,
27,
28,
51,
60,
61,
29,
30,
52,
31,
32,
33,
34,
35,
53,
36,
37,
54,
38,
39,
40,
41,
55,
56,
42,
43... | 28811-final_apvma_report_20171222.docx | task-340-593 | 9 | [
[
71,
82,
230,
122
],
[
236,
82,
383,
122
],
[
389,
82,
404,
122
],
[
410,
82,
445,
122
],
[
451,
82,
584,
122
],
[
590,
82,
676,
122
],
[
153,
236,
198,
256
],
[
251,
... | [
[
71,
82,
230,
122
],
[
236,
82,
383,
122
],
[
389,
82,
404,
122
],
[
410,
82,
445,
122
],
[
451,
82,
584,
122
],
[
590,
82,
676,
122
],
[
153,
236,
198,
256
],
[
153,
... |
EUROPEAN UNION > RAPPORTEUR MEMBER STATES (RMS) RE-REGISTRATION OF PLANT PROTECTION PRODUCTS¹ Significant delays were commonplace for the re-registration of PPPs. Examples of delays were seen ranging from eight months to five years. AUTHORISATION BY MUTUAL RECOGNITION¹ The audit series revealed differences in how Membe... | EUROPEAN UNION > RAPPORTEUR MEMBER STATES (RMS) RE-REGISTRATION OF PLANT PROTECTION PRODUCTS¹ Significant delays were commonplace for the re-registration of PPPs. Examples of delays were seen ranging from eight months to five years. AUTHORISATION BY MUTUAL RECOGNITION¹ AUTHORISATION OF "GENERIC" PRODUCTS¹ The audit ser... | 0.97085 | [
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,
56,
57,
58,
59,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50... | 28811-final_apvma_report_20171222.docx | task-340-593 | 54 | [
[
71,
82,
178,
122
],
[
184,
82,
252,
122
],
[
258,
82,
273,
122
],
[
278,
82,
407,
122
],
[
413,
82,
498,
122
],
[
504,
82,
574,
122
],
[
580,
82,
636,
122
],
[
70,
17... | [
[
71,
82,
178,
122
],
[
184,
82,
252,
122
],
[
258,
82,
273,
122
],
[
278,
82,
407,
122
],
[
413,
82,
498,
122
],
[
504,
82,
574,
122
],
[
580,
82,
636,
122
],
[
70,
17... |
Results Target concentrations and analysed concentrations are shown in Table 41. Table 41: The atmospheric concentrations and aerodynamic particle size distribution of polihexanide and dichlor. Analysed Median Target concentration concentration Geometric size Group Test compound of polihexanide or of polihexanide stand... | Results Target concentrations and analysed concentrations are shown in Table 41. Table 41: The atmospheric concentrations and aerodynamic particle size distribution of polihexanide and dichlor. Group Test compound Target concentration of polihexanide or chlorine (mg/m³) Analysed concentration of polihexanide or chlorin... | 0.621452 | [
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,
32,
33,
34,
27,
28,
35,
36,
37,
42,
43,
25,
29,
38,
39,
44,
45,
48,
26,
31,
41,
47,
30,
40,
46,
49,
54,
55,
61,
50,
51... | 28861-human_health_risk_assessment_of_polihexanide_1_1_updated_2200118-final_0.docx | task-340-640 | 156 | [
[
95,
168,
153,
183
],
[
95,
199,
141,
214
],
[
145,
199,
249,
214
],
[
254,
199,
280,
214
],
[
285,
199,
348,
214
],
[
353,
199,
457,
214
],
[
461,
199,
484,
214
],
[
489,... | [
[
95,
168,
153,
183
],
[
95,
199,
141,
214
],
[
145,
199,
249,
214
],
[
254,
199,
280,
214
],
[
285,
199,
348,
214
],
[
353,
199,
457,
214
],
[
461,
199,
484,
214
],
[
489,... |
2800 Catamaran Boat and Passenger boat 28m overall width 6.5m verall Length(inc.fishing platfor waterline 23.91m twin bottom beam depth 2.35m draft 1m displacement 36.26t engine(Cummins) 2x450hp speed 21kn seats 150xseats in cabin cruising 200nm navigation area coastal load 200persons Prices Include Global Shipping: US... | 2800 Catamaran Boat and Passenger boat verall Length(inc.fishing platfor 28m overall width 6.5m waterline 23.91m twin bottom beam depth 2.35m draft 1m displacement 36.26t engine(Cummins) 2x450hp speed 21kn seats 150xseats in cabin cruising 200nm navigation area coastal load 200persons Prices Include Global Shipping: US... | 0.573599 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
6,
7,
8,
9,
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... | 28m-catamaran-abc.docx | task-340-983 | 0 | [
[
197,
44,
265,
77
],
[
273,
44,
437,
77
],
[
446,
44,
513,
77
],
[
521,
44,
575,
77
],
[
584,
44,
728,
77
],
[
736,
44,
799,
77
],
[
438,
76,
480,
98
],
[
601,
76,
... | [
[
197,
44,
265,
77
],
[
273,
44,
437,
77
],
[
446,
44,
513,
77
],
[
521,
44,
575,
77
],
[
584,
44,
728,
77
],
[
736,
44,
799,
77
],
[
65,
79,
114,
99
],
[
119,
79,
... |
CHAPTER 688 REFERRAL FORM Directions Mail the original referral form with a copy of the current IEP, the TPF (Transition Planning Form, 28M/9), and the most recent assessments to one human service agency (see list below). agency to select or more than one agency seems appropriate send items in #1 (above) to the If you ... | CHAPTER 688 REFERRAL FORM Directions Mail the original referral form with a copy of the current IEP, the TPF (Transition Planning Form, 28M/9), and the most recent assessments to one human service agency (see list below). If you don’t know which agency to select or more than one agency seems appropriate send items in #... | 0.87385 | [
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,
53,
54,
55,
56,
57,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49... | 28m11.docx | task-340-986 | 0 | [
[
363,
26,
448,
57
],
[
453,
26,
483,
57
],
[
488,
26,
584,
57
],
[
589,
26,
641,
57
],
[
467,
59,
532,
83
],
[
159,
79,
183,
102
],
[
187,
79,
205,
102
],
[
209,
79,
... | [
[
363,
26,
448,
57
],
[
453,
26,
483,
57
],
[
488,
26,
584,
57
],
[
589,
26,
641,
57
],
[
467,
59,
532,
83
],
[
159,
79,
183,
102
],
[
187,
79,
205,
102
],
[
209,
79,
... |
Chapters in books: [Accepted] Publication Author Equivalent Status Title of Chapter in Book Source date Van Schalkwyk PL 1 FTS 2013 Pirow Bekker (1935-) Van Coller, H.P. (red.) Perspektief en Profiel Du Plooy, HJG 1 FTS 2013 H.J. Pieterse Van Coller, H.P. (red.) Perspektief en Profiel APPLIED LINGUISTICS Accredited art... | Chapters in books: [Accepted] Author Equivalent Status Publication date Title of Chapter in Book Source Van Schalkwyk PL 1 FTS 2013 Pirow Bekker (1935-) Van Coller, H.P. (red.) Perspektief en Profiel Du Plooy, HJG 1 FTS 2013 H.J. Pieterse Van Coller, H.P. (red.) Perspektief en Profiel APPLIED LINGUISTICS Accredited art... | 0.622887 | [
0,
1,
2,
3,
5,
6,
7,
4,
14,
8,
9,
10,
11,
12,
13,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
53,
54,
55,
52... | 28_%20Publications%202013.docx | task-341-123 | 8 | [
[
85,
111,
138,
131
],
[
141,
111,
152,
131
],
[
156,
111,
195,
131
],
[
199,
111,
263,
131
],
[
406,
171,
467,
189
],
[
127,
182,
165,
201
],
[
243,
182,
301,
201
],
[
335... | [
[
85,
111,
138,
131
],
[
141,
111,
152,
131
],
[
156,
111,
195,
131
],
[
199,
111,
263,
131
],
[
127,
182,
165,
201
],
[
243,
182,
301,
201
],
[
335,
182,
368,
201
],
[
406... |
polynomials Now give a few problems where there is no remainder for them to work through. See if they remember the factor theorem and work through what it means from both directions ie, if f(p) = 0 then (x-p) is a factor, and if (x-p) is a factor, then f(p) = 0 Extend to remainder theorem (not sure if this is still on ... | polynomials Now give a few problems where there is no remainder for them to work through. See if they remember the factor theorem and work through what it means from both directions ie, if f(p) = 0 then (x-p) is a factor, and if (x-p) is a factor, then f(p) = 0 Extend to remainder theorem (not sure if this is still on ... | 0.785769 | [
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... | 28_algebra_a2_bom_sow.docx | task-341-180 | 2 | [
[
73,
69,
142,
95
],
[
208,
69,
234,
95
],
[
238,
69,
262,
95
],
[
265,
69,
273,
95
],
[
276,
69,
297,
95
],
[
300,
69,
354,
95
],
[
358,
69,
393,
95
],
[
397,
69,
... | [
[
73,
69,
142,
95
],
[
208,
69,
234,
95
],
[
238,
69,
262,
95
],
[
265,
69,
273,
95
],
[
276,
69,
297,
95
],
[
300,
69,
354,
95
],
[
358,
69,
393,
95
],
[
397,
69,
... |
Name of of Sea Distance Data Work Other data Note İnformation İnformation work area depth from required about material technique (Coordinates of port from and technical of area area) base to capabilities area 6 7 1 2 3 4 5 8 9 10 Seismic 185 m 3000m 142km 1.Data on 1.Equipment work with x 3000 about applicable about ca... | Name of work İnformation of area (Coordinates of area) Sea depth of area Distance from port base to area Data required from İnformation about material and technical capabilities Work technique Other data Note 1 2 3 4 5 6 7 8 9 10 Seismic work with ultrahigh resolution capability Y= 4460841.3700 40°17'52.11"N 51°14'51.4... | 0.277183 | [
0,
1,
12,
10,
2,
13,
20,
21,
28,
3,
14,
26,
27,
4,
15,
22,
29,
30,
32,
5,
16,
23,
11,
17,
18,
24,
25,
31,
6,
19,
7,
8,
9,
35,
36,
37,
38,
39,
33,
34,
40,
41,
42,
43,
51,
52,
59,
68,
75,
60,
61,
69,
76,
89,
90... | 29.11.2017-12017-17%20purchase%20of%20seismic%20work%20with%20ultra%20high%20resolution%20capability.docx | task-341-611 | 3 | [
[
65,
43,
105,
61
],
[
109,
43,
123,
61
],
[
242,
43,
255,
61
],
[
290,
43,
315,
61
],
[
417,
43,
477,
61
],
[
517,
43,
551,
61
],
[
734,
43,
774,
61
],
[
814,
44,
... | [
[
65,
43,
105,
61
],
[
109,
43,
123,
61
],
[
76,
58,
112,
75
],
[
152,
45,
238,
59
],
[
242,
43,
255,
61
],
[
189,
58,
219,
75
],
[
150,
72,
240,
90
],
[
245,
72,
2... |
As a result of the railway construction, a small But thanks to the effors of those who village grew on the south shore of the Thompson and understand the importance of preserving our heritage, when the C.P.R. was completed three years later, the many of our stunning old architecture has been restored community mushroom... | As a result of the railway construction, a small village grew on the south shore of the Thompson and when the C.P.R. was completed three years later, the community mushroomed, with hotels, stores, churches, schools and a hospital. In 1893, the population of about 500 decided to incorporate as a City. Kamloops has since... | 0.826129 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
34,
35,
36,
37,
38,
39,
40,
41,
42,
52,
53,
54,
55,
56,
57,
65,
66,
67,
68,
69,
70,
71,
72,
73,
74,
82,
83,
84,
85,
86,
87,
88,
89,
90,
101,
... | 29._do_a_kamloops_heritage_walking_tour.docx | task-341-658 | 1 | [
[
173,
731,
192,
754
],
[
196,
731,
204,
754
],
[
208,
731,
245,
754
],
[
250,
731,
264,
754
],
[
268,
731,
289,
754
],
[
293,
731,
343,
754
],
[
347,
731,
434,
754
],
[
43... | [
[
173,
731,
192,
754
],
[
196,
731,
204,
754
],
[
208,
731,
245,
754
],
[
250,
731,
264,
754
],
[
268,
731,
289,
754
],
[
293,
731,
343,
754
],
[
347,
731,
434,
754
],
[
43... |
List the lung sounds that you may hear in pneumonia. What conditions have wheezes? What are the lung sounds in pulmonary embolus? Your wheezing patient needs your help. List the order of treatments selected from this list: ___ O2 ___ CPAP ____ inhaled beta 2 agonist ____ inhaled anticholinergic ___ injected beta 2 agon... | List the lung sounds that you may hear in pneumonia. What conditions have wheezes? What are the lung sounds in pulmonary embolus? Your wheezing patient needs your help. List the order of treatments selected from this list: ___ O2 ___ CPAP ____ inhaled beta 2 agonist ____ inhaled anticholinergic ___ injected beta 2 agon... | 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... | 290-A9.docx | task-341-675 | 0 | [
[
147,
91,
175,
109
],
[
180,
91,
206,
109
],
[
211,
91,
245,
109
],
[
250,
91,
309,
109
],
[
314,
91,
345,
109
],
[
350,
91,
379,
109
],
[
384,
91,
418,
109
],
[
423,
... | [
[
147,
91,
175,
109
],
[
180,
91,
206,
109
],
[
211,
91,
245,
109
],
[
250,
91,
309,
109
],
[
314,
91,
345,
109
],
[
350,
91,
379,
109
],
[
384,
91,
418,
109
],
[
423,
... |
Minutes of the Parish Council meeting held on Wednesday Action 28th November 18 at 7.30pm at Horningsea Village Hall Present: Cllrs. Margaret Starkie (chair), Tessa Pleasants, Robert Balm, Jessica Kitt, Keith Long. The meeting was declared quorate. District Cllrs. Daunton and Cone County councilor Anna Bradnam Hayley L... | Minutes of the Parish Council meeting held on Wednesday 28th November 18 at 7.30pm at Horningsea Village Hall Action Present: Cllrs. Margaret Starkie (chair), Tessa Pleasants, Robert Balm, Jessica Kitt, Keith Long. The meeting was declared quorate. District Cllrs. Daunton and Cone County councilor Anna Bradnam Hayley L... | 0.828161 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
10,
11,
12,
13,
14,
15,
16,
17,
18,
9,
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... | 28th-November-18-PC-minutes.docx | task-341-80 | 0 | [
[
265,
95,
329,
113
],
[
334,
95,
349,
113
],
[
354,
95,
379,
113
],
[
383,
95,
435,
113
],
[
439,
95,
501,
113
],
[
506,
95,
568,
113
],
[
573,
95,
607,
113
],
[
612,
... | [
[
265,
95,
329,
113
],
[
334,
95,
349,
113
],
[
354,
95,
379,
113
],
[
383,
95,
435,
113
],
[
439,
95,
501,
113
],
[
506,
95,
568,
113
],
[
573,
95,
607,
113
],
[
612,
... |
All of the above meetings will be held at the Town Hall, unless otherwise posted Citizens wishing to be listed on the Selectmen’s Agenda should notify the Town Hall before 12 noon the Friday prior to the scheduled meeting. Weather observations for the month of July are available in the Town Hall. Correspondence: Mrs. S... | All of the above meetings will be held at the Town Hall, unless otherwise posted Citizens wishing to be listed on the Selectmen’s Agenda should notify the Town Hall before 12 noon the Friday prior to the scheduled meeting. Weather observations for the month of July are available in the Town Hall. Correspondence: Mrs. S... | 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... | 290_August-_12_minutes.docx | task-342-13 | 1 | [
[
411,
90,
433,
108
],
[
442,
90,
459,
108
],
[
468,
90,
495,
108
],
[
504,
90,
561,
108
],
[
570,
90,
650,
108
],
[
659,
90,
687,
108
],
[
695,
90,
719,
108
],
[
728,
... | [
[
411,
90,
433,
108
],
[
442,
90,
459,
108
],
[
468,
90,
495,
108
],
[
504,
90,
561,
108
],
[
570,
90,
650,
108
],
[
659,
90,
687,
108
],
[
695,
90,
719,
108
],
[
728,
... |
For each criteria, I believe that I To support the self-assessment have met the required standard, against this criteria I have and here are my reasons why: attached the following evidence: Programmes must comply with the requirements of a the EEIAS Code of Practice BASIC DESIGN Programmes must be designed around an id... | For each criteria, I believe that I have met the required standard, and here are my reasons why: To support the self-assessment against this criteria I have attached the following evidence: BASIC DESIGN CRITERIA: a Programmes must comply with the requirements of the EEIAS Code of Practice b Programmes must be designed ... | 0.716352 | [
0,
1,
2,
3,
4,
5,
6,
11,
12,
13,
14,
15,
21,
22,
23,
24,
25,
26,
7,
8,
9,
10,
16,
17,
18,
19,
20,
27,
28,
29,
30,
44,
45,
54,
38,
31,
32,
33,
34,
35,
36,
37,
39,
40,
41,
42,
43,
53,
46,
47,
48,
49,
50,
51,
52... | 2928%20General%20Upskilling_Product%20Approval%20Self%20Assessment_Non%20Approved%20Provider%20v1.0_0.docx | task-342-395 | 9 | [
[
520,
89,
538,
111
],
[
542,
89,
570,
111
],
[
574,
89,
622,
111
],
[
626,
89,
630,
111
],
[
634,
89,
676,
111
],
[
680,
89,
704,
111
],
[
708,
89,
712,
111
],
[
734,
... | [
[
520,
89,
538,
111
],
[
542,
89,
570,
111
],
[
574,
89,
622,
111
],
[
626,
89,
630,
111
],
[
634,
89,
676,
111
],
[
680,
89,
704,
111
],
[
708,
89,
712,
111
],
[
520,
... |
this approach (e.g., cost of providing Internet or Board of Cooperative Educational Services). access and potentially specialized hardware and software to accommodate students with disabilities)? Facility The physical plant, Charter school facilities need to comply with local Does the school have a plan to secure a fac... | this approach (e.g., cost of providing Internet access and potentially specialized hardware and software to accommodate students with disabilities)? or Board of Cooperative Educational Services). Facility The school’s physical plant, including classrooms, administrative space, and the external spaces used by students. ... | 0.825736 | [
0,
1,
2,
3,
4,
5,
6,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
7,
8,
9,
10,
11,
12,
25,
26,
47,
27,
28,
48,
49,
66,
67,
68,
69,
78,
79,
80,
81,
100,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
59,
60,
61,
6... | 2931_Authorizer%20SPED%20Rubric%20for%20NON%20LEAs%202012%20Final%20ed%20_0.docx | task-342-460 | 11 | [
[
380,
99,
400,
123
],
[
404,
99,
455,
123
],
[
458,
99,
486,
123
],
[
490,
99,
512,
123
],
[
516,
99,
527,
123
],
[
531,
99,
585,
123
],
[
588,
99,
631,
123
],
[
660,
... | [
[
380,
99,
400,
123
],
[
404,
99,
455,
123
],
[
458,
99,
486,
123
],
[
490,
99,
512,
123
],
[
516,
99,
527,
123
],
[
531,
99,
585,
123
],
[
588,
99,
631,
123
],
[
380,
... |
ML Malayalam MN Mongolian MR Marathi MS Malay MY Burmese NA Nauru ND Ndebele, North NE Nepali NG Ndonga NR Ndebele, South NV Navajo NY Chichewa OJ Ojibwa OM Oromo OR Oriya OS Ossetian PA Panjabi PI Pali PS Pushto QU Quechua RN Rundi RW Kinyarwanda SA Sanskrit SD Sindhi SE Northern Sami | ML Malayalam MN Mongolian MR Marathi MS Malay MY Burmese NA Nauru ND Ndebele, North NE Nepali NG Ndonga NR Ndebele, South NV Navajo NY Chichewa OJ Ojibwa OM Oromo OR Oriya OS Ossetian PA Panjabi PI Pali PS Pushto QU Quechua RN Rundi RW Kinyarwanda SA Sanskrit SD Sindhi SE Northern Sami | 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
] | 29321_MT_Leonardo_da_Vinci_Data_Dictionary.docx | task-342-465 | 58 | [
[
118,
118,
142,
131
],
[
190,
118,
273,
131
],
[
118,
148,
146,
162
],
[
190,
148,
271,
162
],
[
118,
179,
144,
192
],
[
190,
179,
250,
192
],
[
118,
210,
143,
223
],
[
19... | [
[
118,
118,
142,
131
],
[
190,
118,
273,
131
],
[
118,
148,
146,
162
],
[
190,
148,
271,
162
],
[
118,
179,
144,
192
],
[
190,
179,
250,
192
],
[
118,
210,
143,
223
],
[
19... |
Better Access Plan and invest Complete Invest in our future by progressing redevelopment Demolition of infill Unlock innovation project. building complete Fit-out of Smorgon Family Provide easier access Wing Levels 1-4 underway Strip out of Levels 1, 2 and 3 Ensure fair access Peter Howson Wing complete. | Better Access Plan and invest Unlock innovation Provide easier access Ensure fair access Invest in our future by progressing redevelopment project. Complete Demolition of infill building complete Fit-out of Smorgon Family Wing Levels 1-4 underway Strip out of Levels 1, 2 and 3 Peter Howson Wing complete. | 0.671041 | [
0,
1,
2,
3,
4,
16,
17,
25,
26,
27,
40,
41,
42,
6,
7,
8,
9,
10,
11,
12,
18,
5,
13,
14,
15,
19,
20,
21,
22,
23,
24,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
43,
44,
45,
46
] | 293832_Annual_Report_2018_word.docx | task-342-507 | 24 | [
[
149,
59,
186,
70
],
[
190,
59,
229,
70
],
[
292,
59,
318,
70
],
[
322,
59,
347,
70
],
[
350,
59,
384,
70
],
[
704,
59,
761,
70
],
[
498,
60,
533,
71
],
[
536,
60,
... | [
[
149,
59,
186,
70
],
[
190,
59,
229,
70
],
[
292,
59,
318,
70
],
[
322,
59,
347,
70
],
[
350,
59,
384,
70
],
[
292,
82,
333,
93
],
[
336,
82,
401,
93
],
[
292,
105,
... |
AASB 2016-3 Amendments to that is ‘distinct’ to be recognised as determine to access). Australian Accounting Standards – a separate performance obligation; whether the 01 Jan 2019 Clarifications to AASB 15 licence For items purchased online, the entity is a principal if it obtains transfers to The assessment has indica... | AASB 2016-3 Amendments to Australian Accounting Standards – Clarifications to AASB 15 This Standard amends AASB 15 to clarify the requirements on identifying performance obligations, principal versus agent considerations and the timing of recognising revenue from granting a licence. The amendments require: A promise to... | 0.652256 | [
0,
1,
2,
3,
14,
15,
16,
17,
27,
28,
29,
30,
51,
52,
53,
54,
55,
56,
74,
75,
76,
77,
78,
79,
93,
94,
95,
96,
97,
98,
99,
114,
115,
116,
117,
118,
119,
120,
121,
122,
133,
134,
144,
145,
146,
147,
148,
149,
150,
151,
1... | 293832_Annual_Report_2018_word.docx | task-342-507 | 79 | [
[
145,
112,
175,
122
],
[
178,
112,
218,
122
],
[
222,
112,
294,
122
],
[
298,
112,
309,
122
],
[
360,
114,
382,
123
],
[
385,
114,
394,
123
],
[
398,
114,
443,
123
],
[
44... | [
[
145,
112,
175,
122
],
[
178,
112,
218,
122
],
[
222,
112,
294,
122
],
[
298,
112,
309,
122
],
[
145,
123,
200,
132
],
[
203,
123,
264,
132
],
[
268,
123,
323,
132
],
[
32... |
b False It is common to see PDR in asymptomatic eyes 5 Question: FEEDBACK: Lesions of NPDR may be present in eyes with NVD or NVE Reason answer is correct or incorrect. a True PDR is a later stage of injury and the lesions of NPDR precede the lesions of PDR in many instances and are often present b False 6 Question: FE... | b False It is common to see PDR in asymptomatic eyes 5 Question: Lesions of NPDR may be present in eyes with NVD or NVE FEEDBACK: Reason answer is correct or incorrect. a True PDR is a later stage of injury and the lesions of NPDR precede the lesions of PDR in many instances and are often present b False 6 Question: Pa... | 0.831956 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
13,
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... | 2947_DiabeticRetinopathy_ArticulateQuiz.docx | task-342-585 | 2 | [
[
119,
154,
128,
168
],
[
221,
154,
259,
168
],
[
567,
154,
578,
168
],
[
582,
154,
593,
168
],
[
597,
154,
662,
168
],
[
666,
154,
681,
168
],
[
686,
154,
711,
168
],
[
71... | [
[
119,
154,
128,
168
],
[
221,
154,
259,
168
],
[
567,
154,
578,
168
],
[
582,
154,
593,
168
],
[
597,
154,
662,
168
],
[
666,
154,
681,
168
],
[
686,
154,
711,
168
],
[
71... |
WEST BRETTON PARISH COUNCIL PARISH COUNCIL MEETING You are summoned to an Ordinary Meeting of the Council to be held at West Bretton Village Hall on Monday 11 June 2018 commencing at 7.30pm AGENDA 1) Welcome and apologies for absence. 2) Public Admissions to Meetings Act (1960) To consider, if thought fit, a resolution... | WEST BRETTON PARISH COUNCIL PARISH COUNCIL MEETING You are summoned to an Ordinary Meeting of the Council to be held at West Bretton Village Hall on Monday 11 June 2018 commencing at 7.30pm AGENDA 1) Welcome and apologies for absence. 2) Public Admissions to Meetings Act (1960) To consider, if thought fit, a resolution... | 0.95394 | [
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... | 29509-WBPC_Agenda_11_June_18.docx | task-342-633 | 0 | [
[
244,
23,
331,
53
],
[
340,
23,
486,
53
],
[
495,
23,
608,
53
],
[
617,
23,
755,
53
],
[
300,
72,
414,
102
],
[
423,
72,
561,
102
],
[
569,
72,
707,
102
],
[
157,
125,... | [
[
244,
23,
331,
53
],
[
340,
23,
486,
53
],
[
495,
23,
608,
53
],
[
617,
23,
755,
53
],
[
300,
72,
414,
102
],
[
423,
72,
561,
102
],
[
569,
72,
707,
102
],
[
157,
125,... |
Table A.14: Impacts of packages ECONOMIC AUTHORITIES - Impact on business (SME included) - Employment (mobility, transitions, skills, - Budgetary consequences labour market segmentation) -Operating (labour costs) and conduct of - Public authorities organisation business - Working conditions - Competitiveness and unfair... | Table A.14: Impacts of packages ECONOMIC - Impact on business (SME included) -Operating (labour costs) and conduct of business - Competitiveness and unfair competition - Employment (mobility, transitions, skills, labour market segmentation) - Working conditions - Social protection (income insecurity, poverty, precariou... | 0.486081 | [
0,
1,
2,
3,
4,
5,
7,
8,
9,
10,
11,
12,
24,
25,
26,
27,
28,
29,
34,
38,
39,
40,
41,
42,
13,
14,
15,
16,
17,
21,
22,
23,
35,
36,
37,
43,
44,
45,
46,
47,
48,
49,
50,
6,
18,
19,
20,
30,
31,
32,
33,
51,
52,
53,
54... | 2954331_EN_impact_assessment_part1_v7.docx | task-342-660 | 109 | [
[
84,
153,
119,
181
],
[
122,
153,
155,
181
],
[
159,
153,
208,
181
],
[
211,
153,
223,
181
],
[
227,
153,
282,
181
],
[
319,
221,
387,
244
],
[
813,
221,
897,
244
],
[
233... | [
[
84,
153,
119,
181
],
[
122,
153,
155,
181
],
[
159,
153,
208,
181
],
[
211,
153,
223,
181
],
[
227,
153,
282,
181
],
[
319,
221,
387,
244
],
[
233,
283,
237,
306
],
[
240... |
of stabilisation function benefits vs. burden to introduce Improved transferability of social protection contributions, , taxes or administrative and sharp reduction in upholding aggregate lower wages in the case reforms. coverage differences strongly demand by providing of NSE if employers facilitate labour market cou... | of stabilisation function of social protection upholding aggregate demand by providing counter-cyclical spending during economic downturns. benefits vs. contributions, , taxes or lower wages in the case of NSE if employers pass on the cost of their contributions Some risk of some reduction in employment through possibl... | 0.428913 | [
0,
1,
2,
10,
11,
12,
22,
23,
33,
34,
35,
43,
53,
54,
60,
61,
3,
4,
13,
14,
15,
16,
24,
25,
26,
27,
28,
36,
37,
38,
39,
44,
45,
46,
47,
48,
49,
55,
64,
65,
66,
67,
71,
72,
77,
78,
82,
83,
84,
90,
91,
92,
93,
96,... | 2954331_EN_impact_assessment_part1_v7.docx | task-342-660 | 111 | [
[
368,
117,
377,
137
],
[
381,
117,
433,
137
],
[
438,
117,
473,
137
],
[
486,
117,
520,
137
],
[
579,
117,
591,
137
],
[
747,
117,
777,
137
],
[
780,
117,
788,
137
],
[
79... | [
[
368,
117,
377,
137
],
[
381,
117,
433,
137
],
[
438,
117,
473,
137
],
[
368,
135,
377,
155
],
[
391,
135,
416,
155
],
[
430,
135,
473,
155
],
[
368,
152,
412,
172
],
[
43... |
piping. In addition to the analysis of the possible control option of a redundant FGD system to control SO2 emissions when FDG maintenance is being performed which would require the installation of a spray dryer/baghouse with instrumentation along with steel ductwork with dampers, Middletown Coke Company also has agree... | piping. In addition to the analysis of the possible control option of a redundant FGD system to control SO2 emissions when FDG maintenance is being performed which would require the installation of a spray dryer/baghouse with instrumentation along with steel ductwork with dampers, Middletown Coke Company also has agree... | 0.58251 | [
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... | 291091.docx | task-342-70 | 19 | [
[
339,
135,
392,
154
],
[
58,
168,
73,
187
],
[
79,
168,
142,
187
],
[
146,
168,
162,
187
],
[
166,
168,
192,
187
],
[
196,
168,
261,
187
],
[
266,
168,
281,
187
],
[
286,
... | [
[
339,
135,
392,
154
],
[
58,
168,
73,
187
],
[
79,
168,
142,
187
],
[
146,
168,
162,
187
],
[
166,
168,
192,
187
],
[
196,
168,
261,
187
],
[
266,
168,
281,
187
],
[
286,
... |
Cohabitation - Divorce Singlehood: Implication of old age. – Sexuality in old age: Increasing? Creating new family models? Informal vs. formal supports Care of Caregivers Foster Grandparenting role: Increasing? Elder Abuse by Family Members and Institutional staff: Increasing? Assignment: Review Chapter 13 Discussion: ... | Cohabitation - Divorce – Singlehood: Implication of old age. Sexuality in old age: Increasing? Creating new family models? Informal vs. formal supports Care of Caregivers Foster Grandparenting role: Increasing? Elder Abuse by Family Members and Institutional staff: Increasing? Assignment: Review Chapter 13 Discussion: ... | 0.978175 | [
0,
1,
2,
8,
3,
4,
5,
6,
7,
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... | 29629_1890_2000_900_syllabus.docx | task-342-757 | 11 | [
[
235,
88,
345,
109
],
[
351,
88,
357,
109
],
[
363,
88,
429,
109
],
[
451,
88,
555,
109
],
[
560,
88,
654,
109
],
[
660,
88,
677,
109
],
[
682,
88,
709,
109
],
[
714,
... | [
[
235,
88,
345,
109
],
[
351,
88,
357,
109
],
[
363,
88,
429,
109
],
[
435,
91,
446,
108
],
[
451,
88,
555,
109
],
[
560,
88,
654,
109
],
[
660,
88,
677,
109
],
[
682,
... |
DESIGN For 2018, the exterior design of the A5 family vehicles feature a wider horizontal architecture and lower stance to enhance the vehicle’s athletic appeal. Sophisticated interior details, including the Audi brand’s hallmark wing-design wrap-around dashboard, underscore the progressive nature of the A5. Exterior d... | DESIGN For 2018, the exterior design of the A5 family vehicles feature a wider horizontal architecture and lower stance to enhance the vehicle’s athletic appeal. Sophisticated interior details, including the Audi brand’s hallmark wing-design wrap-around dashboard, underscore the progressive nature of the A5. Exterior d... | 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... | 2966-2018%20Audi%20A5%20model%20line%20release.docx | task-342-775 | 1 | [
[
119,
184,
178,
196
],
[
119,
202,
142,
214
],
[
145,
202,
183,
214
],
[
186,
202,
209,
214
],
[
213,
202,
267,
214
],
[
270,
202,
316,
214
],
[
320,
202,
334,
214
],
[
33... | [
[
119,
184,
178,
196
],
[
119,
202,
142,
214
],
[
145,
202,
183,
214
],
[
186,
202,
209,
214
],
[
213,
202,
267,
214
],
[
270,
202,
316,
214
],
[
320,
202,
334,
214
],
[
33... |
think probably that’s why there’s such a big kind of LGBT kind of fighting because we are so oppressed in a way, like so shamed and put down and like you it’s are disgusting” Shame silences Beatrice Shame becomes an it can shame you “Like, sexuality Mathew emotion that can no into being straight one’s unfortunately and... | think that’s probably why there’s such a big kind of LGBT kind of fighting because we are so oppressed in a way, like so shamed and put down and it’s like you are disgusting” Shame silences one’s sexuality Beatrice Mathew (326-336) “Like, it can shame you into being straight unfortunately and shame you into being quiet... | 0.580947 | [
0,
2,
1,
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,
31,
29,
30,
32,
33,
34,
35,
54,
45,
36,
46,
58,
44,
40,
41,
42,
43,
51,
52,
53,
55,
56,
57,
62,
63,
64... | 29768_Maria_Ines_Shalaby_ERP_Final_286495_1217381129.docx | task-342-879 | 69 | [
[
511,
85,
544,
99
],
[
591,
85,
652,
99
],
[
548,
86,
587,
99
],
[
511,
99,
538,
113
],
[
542,
99,
588,
113
],
[
593,
99,
623,
113
],
[
628,
99,
636,
113
],
[
640,
99,... | [
[
511,
85,
544,
99
],
[
548,
86,
587,
99
],
[
591,
85,
652,
99
],
[
511,
99,
538,
113
],
[
542,
99,
588,
113
],
[
593,
99,
623,
113
],
[
628,
99,
636,
113
],
[
640,
99,... |
“Community-Based Disaster Risk Management” 6th – 10th December, 2012 Kathmandu, Nepal Personal Details Full Name Email (Mr/Ms) Mailing Position/ Address Designation Company/ Organization Contact No. Experience Organisation Location Position/Work Duration Relevant to Course: Only for non-Indian Nationals Passport Detail... | “Community-Based Disaster Risk Management” 6th – 10th December, 2012 Kathmandu, Nepal Personal Details Full Name (Mr/Ms) Email Mailing Address Position/ Designation Company/ Organization Contact No. Experience Relevant to Course: Organisation Location Position/Work Duration Only for non-Indian Nationals Passport Detail... | 0.693779 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
16,
15,
17,
19,
18,
20,
21,
22,
23,
24,
25,
30,
31,
32,
26,
27,
28,
29,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
45,
46,
43,
44,
47
] | 29797_29797registrationformcbdrmdecember.docx | task-342-899 | 0 | [
[
150,
119,
434,
143
],
[
443,
119,
564,
143
],
[
573,
119,
635,
143
],
[
644,
119,
849,
143
],
[
348,
174,
385,
193
],
[
392,
174,
406,
193
],
[
413,
174,
463,
193
],
[
47... | [
[
150,
119,
434,
143
],
[
443,
119,
564,
143
],
[
573,
119,
635,
143
],
[
644,
119,
849,
143
],
[
348,
174,
385,
193
],
[
392,
174,
406,
193
],
[
413,
174,
463,
193
],
[
47... |
International Sale of Goods - Lex Mercotoria - Liberalization – Need for Liberalization Implications of Liberalization Economic Restructuring through Trade - Economic Values and Frowning Consumerism. Unit - IV International Commercial Arbitration - Types of International Commercial Arbitration - Prevention of Disputes ... | International Sale of Goods - Lex Mercotoria - Liberalization – Need for Liberalization Implications of Liberalization Economic Restructuring through Trade - Economic Values and Frowning Consumerism. Unit - IV International Commercial Arbitration - Types of International Commercial Arbitration - Prevention of Disputes ... | 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... | 29Annexure%20XVII%20%20%20LL.M.(%20ITEL)%20FoL.docx | task-343-165 | 10 | [
[
117,
112,
232,
132
],
[
248,
112,
283,
132
],
[
300,
112,
319,
132
],
[
336,
112,
396,
132
],
[
413,
112,
420,
132
],
[
437,
112,
470,
132
],
[
486,
112,
584,
132
],
[
60... | [
[
117,
112,
232,
132
],
[
248,
112,
283,
132
],
[
300,
112,
319,
132
],
[
336,
112,
396,
132
],
[
413,
112,
420,
132
],
[
437,
112,
470,
132
],
[
486,
112,
584,
132
],
[
60... |
London Country & Westminster 1834 0.2 7.8 Union of London & Smiths Bank 1839 3.1 5.8 Parr's Bank 1865 2.4 5.4 London Joint Stock Bank 1836 1.4 3.2 Manchester & Liverpool District 1829 1.7 2.7 Glyn, Mills, and Co. 1753 1.2 1.4 Continental Banks Dresdner Bank 1872 6.1 14.4 Discontogesellschaft 1851 3.0 12.5 Crédit Lyonna... | London Country & Westminster 1834 0.2 7.8 Union of London & Smiths Bank 1839 3.1 5.8 Parr's Bank 1865 2.4 5.4 London Joint Stock Bank 1836 1.4 3.2 Manchester & Liverpool District 1829 1.7 2.7 Glyn, Mills, and Co. 1753 1.2 1.4 Continental Banks Dresdner Bank 1872 6.1 14.4 Discontogesellschaft 1851 3.0 12.5 Crédit Lyonna... | 0.925399 | [
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... | 29britgd.docx | task-343-196 | 57 | [
[
62,
180,
105,
204
],
[
108,
180,
154,
204
],
[
157,
180,
168,
204
],
[
172,
180,
242,
204
],
[
362,
180,
389,
204
],
[
503,
180,
521,
204
],
[
620,
180,
637,
204
],
[
62,... | [
[
62,
180,
105,
204
],
[
108,
180,
154,
204
],
[
157,
180,
168,
204
],
[
172,
180,
242,
204
],
[
362,
180,
389,
204
],
[
503,
180,
521,
204
],
[
620,
180,
637,
204
],
[
62,... |
Month- JUNE - JULY Name of the chapter- List and Tables in HTML Activity Name- Write a HTML code (pg-60) Write a program to get the following Output- ELECTRONICS LAPTOPS MOBILES APPLE NOKIA ASHA LUMIA LUMIA 520 LUMIA 720 Assessment Activity-I (pg-72) Sr. No. Roll No. Name Team 1 1001 John Red 2 1002 Peter Blue 3 1003 H... | Month- JUNE - JULY Name of the chapter- List and Tables in HTML Activity Name- Write a HTML code (pg-60) Write a program to get the following Output- ELECTRONICS LAPTOPS MOBILES APPLE NOKIA ASHA LUMIA LUMIA 520 LUMIA 720 Assessment Activity-I (pg-72) Sr. No. Roll No. Name Team 1 1001 John Red 2 1002 Peter Blue 3 1003 H... | 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... | 29e46191-9a95-4f69-993e-db84a1fb6ae2Class%20VIII.docx | task-343-266 | 2 | [
[
422,
35,
481,
62
],
[
486,
35,
526,
62
],
[
531,
35,
536,
62
],
[
541,
35,
577,
62
],
[
42,
81,
80,
109
],
[
84,
81,
96,
109
],
[
100,
81,
120,
109
],
[
124,
81,
... | [
[
422,
35,
481,
62
],
[
486,
35,
526,
62
],
[
531,
35,
536,
62
],
[
541,
35,
577,
62
],
[
42,
81,
80,
109
],
[
84,
81,
96,
109
],
[
100,
81,
120,
109
],
[
124,
81,
... |
ISSUE :- Ramp is not in the acceptable Accessible ratio. Lack of tactile indications. Ramp width is less than 1800. HANDRAIL: Inside the building, only stair rails are provided on one side of the staircase. The stair rails are at height 800mm and has circular top of width 30mm, contrasting in colour from the background... | ISSUE :- Ramp is not in the acceptable Accessible ratio. Lack of tactile indications. Ramp width is less than 1800. HANDRAIL: Inside the building, only stair rails are provided on one side of the staircase. The stair rails are at height 800mm and has circular top of width 30mm, contrasting in colour from the background... | 0.866522 | [
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... | 29_%20NIYANTRAKH%20NAPTOL.docx | task-343-691 | 15 | [
[
120,
85,
170,
103
],
[
176,
85,
190,
103
],
[
181,
117,
240,
135
],
[
245,
117,
257,
135
],
[
263,
117,
295,
135
],
[
300,
117,
317,
135
],
[
323,
117,
355,
135
],
[
360,... | [
[
120,
85,
170,
103
],
[
176,
85,
190,
103
],
[
181,
117,
240,
135
],
[
245,
117,
257,
135
],
[
263,
117,
295,
135
],
[
300,
117,
317,
135
],
[
323,
117,
355,
135
],
[
360,... |
APPENDIX 1: Project Activities, Milestones and Key Performance Indicators: Aspire UWA (Influencing the Key Influencers) 2015 2016 Total Students 2018 672 2690 Teachers 81 38 119 Community members 1067 981 2048 Program Coordination TIMEFRAME PLANNED ACTIVITIES AND PROJECT ACTIVITIES AND IDENTIFIED KEY PERFORMANCE KEY PE... | APPENDIX 1: Project Activities, Milestones and Key Performance Indicators: Aspire UWA (Influencing the Key Influencers) 2015 2016 Total Students 2018 672 2690 Teachers 81 38 119 Community members 1067 981 2048 Program Coordination TIMEFRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED I... | 0.650611 | [
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,
46,
37,
38,
39,
47,
48,
40,
41,
42,
49,
43,
44,
45,
50,
51,
52,
69,
53... | 29_UWA_JudySkene_Accessible.docx | task-343-887 | 9 | [
[
85,
152,
186,
185
],
[
192,
152,
210,
185
],
[
216,
152,
286,
185
],
[
291,
152,
388,
185
],
[
393,
152,
502,
185
],
[
507,
152,
545,
185
],
[
550,
152,
586,
185
],
[
591... | [
[
85,
152,
186,
185
],
[
192,
152,
210,
185
],
[
216,
152,
286,
185
],
[
291,
152,
388,
185
],
[
393,
152,
502,
185
],
[
507,
152,
545,
185
],
[
550,
152,
586,
185
],
[
591... |
their unique attributes and abilities Teacher resources developed Digital and print teacher On-line and print teacher Resources and lesson plans include: resources, activities and resources and support materials embedded into 38 school visits, accompanying lesson plans: with 4 x A0 posters for classrooms including less... | their unique attributes and abilities Digital and print teacher resources, activities and accompanying lesson plans: with a focus on career guidance; employability skills; UWA’s ‘Go to Uni’ App and associated tools Teacher resources developed include: 4 x A0 posters for classrooms highlighting 20 real student stories a... | 0.591225 | [
0,
1,
2,
3,
4,
8,
9,
10,
11,
21,
22,
23,
33,
34,
35,
36,
50,
51,
52,
53,
54,
69,
70,
71,
72,
73,
86,
87,
88,
89,
90,
5,
6,
7,
20,
37,
38,
39,
40,
41,
42,
55,
56,
57,
58,
74,
75,
76,
77,
91,
92,
106,
107,
108,
... | 29_UWA_JudySkene_Accessible.docx | task-343-887 | 11 | [
[
368,
175,
391,
192
],
[
394,
175,
427,
192
],
[
430,
175,
478,
192
],
[
480,
175,
498,
192
],
[
368,
196,
405,
212
],
[
351,
222,
390,
238
],
[
393,
222,
440,
238
],
[
44... | [
[
368,
175,
391,
192
],
[
394,
175,
427,
192
],
[
430,
175,
478,
192
],
[
480,
175,
498,
192
],
[
368,
196,
405,
212
],
[
178,
223,
209,
239
],
[
211,
223,
230,
239
],
[
23... |
Week 14 1st class 2nd class 3rd class I’m going to start a SWBT determine which functions are Third lesson on polynomial. Objectives polynomial functions and graph few new chapter. We will polynomial functions. look at two general classes of function. One is polynomial another is rational function. Introduced Key vocab... | Week 14 1st class 2nd class 3rd class Objectives I’m going to start a new chapter. We will look at two general classes of function. One is polynomial another is rational function. SWBT determine which functions are polynomial functions and graph few polynomial functions. Third lesson on polynomial. Class Outline Introd... | 0.701853 | [
0,
1,
2,
3,
4,
5,
6,
7,
22,
8,
9,
10,
11,
12,
28,
29,
30,
31,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
13,
14,
15,
16,
17,
23,
24,
25,
26,
27,
32,
33,
18,
19,
20,
21,
65,
81,
48,
49,
50,
66,
67... | 2a-Syllabus-Fall2018-Abu-Islam.docx | task-343-970 | 16 | [
[
452,
95,
515,
115
],
[
521,
95,
547,
115
],
[
225,
163,
249,
179
],
[
258,
163,
297,
179
],
[
396,
163,
427,
179
],
[
432,
163,
470,
179
],
[
698,
163,
726,
179
],
[
730,... | [
[
452,
95,
515,
115
],
[
521,
95,
547,
115
],
[
225,
163,
249,
179
],
[
258,
163,
297,
179
],
[
396,
163,
427,
179
],
[
432,
163,
470,
179
],
[
698,
163,
726,
179
],
[
730,... |
Bujumbura General Information Population % Budget General Enrolled by Age Distribution cycle School Cycle % Central area M F M F Africa 475.442 0 - 3 Pre-primairy ECCAS 3 - 6 Primary population 6 - 12 Secondary Annual Yaoundé 12 - 18 Higher Budget 18 - 25 TVET inhabitants 25 - 35 STI General Information Population % Bu... | Bujumbura General Information Population % Budget Age General Distribution Enrolled by cycle School Cycle % M F M F 0 - 3 Pre-primairy 3 - 6 Primary 6 - 12 Secondary 12 - 18 Higher 18 - 25 TVET 25 - 35 STI Central Africa ECCAS area 475.442 Yaoundé population inhabitants Annual Budget General Information Population % Bu... | 0.638106 | [
0,
1,
2,
3,
4,
5,
9,
6,
10,
7,
8,
11,
12,
13,
14,
17,
18,
19,
20,
23,
24,
25,
26,
28,
29,
30,
31,
33,
34,
35,
36,
39,
40,
41,
42,
44,
45,
46,
47,
49,
50,
51,
52,
15,
21,
27,
16,
22,
38,
32,
48,
37,
43,
53,
54... | 29959-doc-raca_english.docx | task-343-99 | 6 | [
[
720,
59,
824,
79
],
[
220,
94,
278,
111
],
[
282,
94,
363,
111
],
[
179,
112,
230,
124
],
[
232,
112,
242,
124
],
[
410,
112,
444,
124
],
[
174,
124,
212,
136
],
[
261,
... | [
[
720,
59,
824,
79
],
[
220,
94,
278,
111
],
[
282,
94,
363,
111
],
[
179,
112,
230,
124
],
[
232,
112,
242,
124
],
[
410,
112,
444,
124
],
[
105,
136,
125,
148
],
[
174,
... |
population Annual Budget Addis Ababa 98.942.000 inhabitants General Information Population % Budget General Enrolled by Distribution cycle Age School Cycle % Central area M F M F GABON Africa 267.667 0 - 3 Pre-primairy ECCAS km2 3 - 6 Primary population Annual 6 - 12 Secondary Libreville 1.475.000 Budget 12 - 18 Higher... | Addis Ababa population 98.942.000 inhabitants Annual Budget General Information Population % Budget Age General Distribution Enrolled by cycle School Cycle % M F M F 0 - 3 Pre-primairy 3 - 6 Primary 6 - 12 Secondary 12 - 18 Higher 18 - 25 TVET 25 - 35 STI GABON Central Africa ECCAS area 267.667 km2 Libreville populatio... | 0.471932 | [
3,
4,
0,
5,
6,
1,
2,
7,
8,
9,
10,
11,
17,
12,
15,
13,
14,
16,
18,
19,
20,
23,
24,
25,
26,
30,
31,
32,
33,
36,
37,
38,
39,
42,
43,
44,
45,
49,
50,
51,
52,
54,
55,
56,
57,
58,
59,
60,
61,
27,
21,
28,
34,
22,
29... | 29959-doc-raca_english.docx | task-343-99 | 9 | [
[
541,
50,
624,
69
],
[
758,
50,
814,
69
],
[
819,
50,
876,
69
],
[
279,
55,
342,
80
],
[
349,
55,
418,
80
],
[
492,
66,
582,
85
],
[
587,
66,
674,
85
],
[
220,
91,
... | [
[
279,
55,
342,
80
],
[
349,
55,
418,
80
],
[
541,
50,
624,
69
],
[
492,
66,
582,
85
],
[
587,
66,
674,
85
],
[
758,
50,
814,
69
],
[
819,
50,
876,
69
],
[
220,
91,
... |
Population % Budget General Enrolled by Age Distribution cycle School Cycle % M F M F Southern area 0 - 3 Pre-primairy LESOTHO Africa 30.355 3 - 6 Primary SADC km2 6 - 12 Secondary population Annual 12 - 18 Higher Maseru 2.067.000 Budget 18 - 25 TVET inhabitants 25 - 35 STI General Information Population % Budget Gener... | Population % Budget Age General Distribution Enrolled by cycle School Cycle % M F M F 0 - 3 Pre-primairy 3 - 6 Primary 6 - 12 Secondary 12 - 18 Higher 18 - 25 TVET 25 - 35 STI LESOTHO Southern Africa SADC area 30.355 km2 Maseru population 2.067.000 inhabitants Annual Budget General Information Population % Budget Age G... | 0.470328 | [
0,
1,
2,
6,
3,
7,
4,
5,
8,
9,
10,
11,
12,
13,
14,
15,
18,
19,
20,
21,
25,
26,
27,
28,
31,
32,
33,
34,
37,
38,
39,
40,
44,
45,
46,
47,
49,
50,
51,
52,
22,
16,
23,
29,
17,
24,
30,
41,
35,
42,
48,
36,
43,
53,
54... | 29959-doc-raca_english.docx | task-343-99 | 11 | [
[
179,
45,
230,
57
],
[
232,
45,
242,
57
],
[
410,
45,
444,
57
],
[
174,
58,
212,
69
],
[
261,
58,
301,
69
],
[
304,
58,
315,
69
],
[
105,
69,
125,
81
],
[
166,
69,
... | [
[
179,
45,
230,
57
],
[
232,
45,
242,
57
],
[
410,
45,
444,
57
],
[
105,
69,
125,
81
],
[
174,
58,
212,
69
],
[
166,
69,
220,
81
],
[
261,
58,
301,
69
],
[
304,
58,
... |
0 - 3 Pre-primairy 3 - 6 Primary 6 - 12 Secondary East Africa area 12 - 18 Higher TANZANIA COMESA, 947.303 18 - 25 TVET EAC km2 25 - 35 STI population Annual Dar es 49.137.000 Budget Salaam inhabitants General Information Population % Budget General Enrolled by Age Distribution cycle School Cycle % M F M F 0 - 3 Pre-pr... | 0 - 3 Pre-primairy 3 - 6 Primary 6 - 12 Secondary 12 - 18 Higher 18 - 25 TVET 25 - 35 STI TANZANIA East Africa COMESA, EAC area 947.303 km2 Dar es Salaam population 49.137.000 inhabitants Annual Budget General Information Population % Budget Age General Distribution Enrolled by cycle School Cycle % M F M F 0 - 3 Pre-pr... | 0.658035 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
15,
16,
17,
18,
22,
23,
24,
25,
28,
29,
30,
31,
19,
12,
13,
20,
26,
14,
21,
27,
34,
35,
38,
32,
36,
39,
33,
37,
40,
41,
42,
43,
44,
48,
45,
49,
46,
47,
50,
51,
52,
53,
54... | 29959-doc-raca_english.docx | task-343-99 | 20 | [
[
104,
48,
110,
60
],
[
113,
48,
117,
60
],
[
120,
48,
126,
60
],
[
367,
48,
425,
60
],
[
104,
66,
110,
78
],
[
113,
66,
117,
78
],
[
120,
66,
126,
78
],
[
378,
66,
... | [
[
104,
48,
110,
60
],
[
113,
48,
117,
60
],
[
120,
48,
126,
60
],
[
367,
48,
425,
60
],
[
104,
66,
110,
78
],
[
113,
66,
117,
78
],
[
120,
66,
126,
78
],
[
378,
66,
... |
H4. Which children who attend private schools are eligible to receive MEP services? Children who attend private school are eligible to receive MEP services if they: 1) meet the statutory and regulatory definition of a migrant child; 2) meet the priority for services criteria in section 1304(d); and 3) have special educ... | H4. Which children who attend private schools are eligible to receive MEP services? Children who attend private school are eligible to receive MEP services if they: 1) meet the statutory and regulatory definition of a migrant child; 2) meet the priority for services criteria in section 1304(d); and 3) have special educ... | 0.99085 | [
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... | 2A70B506-AC49-406B-BB19-EB8A2AE8D0DB.docx | task-344-109 | 86 | [
[
147,
113,
177,
134
],
[
205,
113,
261,
134
],
[
266,
113,
336,
134
],
[
341,
113,
376,
134
],
[
381,
113,
434,
134
],
[
439,
113,
498,
134
],
[
503,
113,
563,
134
],
[
56... | [
[
147,
113,
177,
134
],
[
205,
113,
261,
134
],
[
266,
113,
336,
134
],
[
341,
113,
376,
134
],
[
381,
113,
434,
134
],
[
439,
113,
498,
134
],
[
503,
113,
563,
134
],
[
56... |
SUNY Faculty Table Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program. (a) (b) (c) (d... | SUNY Faculty Table Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program. (a) (b) (c) (d... | 0.763357 | [
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,
59,
60... | 2A_New-Program-Proposal-Undergraduate-Degree-2017-08-28.docx | task-344-325 | 11 | [
[
45,
89,
83,
114
],
[
86,
89,
131,
114
],
[
135,
89,
169,
114
],
[
45,
109,
88,
133
],
[
92,
109,
157,
133
],
[
161,
109,
175,
133
],
[
178,
109,
217,
133
],
[
221,
10... | [
[
45,
89,
83,
114
],
[
86,
89,
131,
114
],
[
135,
89,
169,
114
],
[
45,
109,
88,
133
],
[
92,
109,
157,
133
],
[
161,
109,
175,
133
],
[
178,
109,
217,
133
],
[
221,
10... |
For the function find: (i) . _________________________________________________________________________ (ii) . _________________________________________________________________________ (iii) all values of where is not differentiable. x ____________________________________________________________________ (iv) all values ... | For the function find: (i) . _________________________________________________________________________ (ii) . _________________________________________________________________________ (iii) all values of x where is not differentiable. ____________________________________________________________________ (iv) all values ... | 0.661825 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
18,
14,
15,
16,
17,
19,
20,
21,
22,
23,
27,
24,
28,
29,
25,
26,
30,
31,
32,
33,
34,
37,
35,
36,
38,
58,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
56,
52... | 2a_practice_examination_number_2.docx | task-344-338 | 10 | [
[
119,
207,
147,
226
],
[
152,
207,
176,
226
],
[
181,
207,
248,
226
],
[
259,
207,
297,
226
],
[
119,
226,
138,
245
],
[
166,
226,
171,
245
],
[
116,
261,
852,
280
],
[
11... | [
[
119,
207,
147,
226
],
[
152,
207,
176,
226
],
[
181,
207,
248,
226
],
[
259,
207,
297,
226
],
[
119,
226,
138,
245
],
[
166,
226,
171,
245
],
[
116,
261,
852,
280
],
[
11... |
Supplementary Information The post holder must pay particular attention to detail when operating the student administration University’s system (SITS) to maintain accurate records relating to admissions. They are responsible for providing excellent customer service both on the telephone, via email and in person to appl... | Supplementary Information The post holder must pay particular attention to detail when operating the University’s student administration system (SITS) to maintain accurate records relating to admissions. They are responsible for providing excellent customer service both on the telephone, via email and in person to appl... | 0.882444 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
16,
14,
15,
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... | 2b%20Admissions%20Advisors%20JP.docx | task-344-359 | 2 | [
[
109,
47,
230,
63
],
[
235,
47,
327,
63
],
[
109,
71,
138,
88
],
[
143,
71,
175,
88
],
[
181,
71,
227,
88
],
[
233,
71,
269,
88
],
[
275,
71,
302,
88
],
[
307,
71,
... | [
[
109,
47,
230,
63
],
[
235,
47,
327,
63
],
[
109,
71,
138,
88
],
[
143,
71,
175,
88
],
[
181,
71,
227,
88
],
[
233,
71,
269,
88
],
[
275,
71,
302,
88
],
[
307,
71,
... |
Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Communication Communicates regularly with stakeholders using audience-specific Communications Skills communication skills. Examples of inclusive leadership practice: Engages with stakeholders at all levels to promote and encourage a share... | IV-C. Communication Communications Skills Demonstrates strong interpersonal, written and verbal communication skills. Communicates regularly with stakeholders using audience-specific communication skills. Examples of inclusive leadership practice: Engages with stakeholders at all levels to promote and encourage a share... | 0.869287 | [
8,
9,
16,
17,
0,
1,
2,
3,
4,
5,
6,
7,
10,
11,
12,
13,
14,
15,
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,
48,
49,
50,
62,
63,
43,
44,
45,
46,
47,
51,
52... | 2b-schadminrubric.docx | task-344-393 | 10 | [
[
355,
136,
447,
152
],
[
451,
136,
492,
152
],
[
496,
136,
585,
152
],
[
589,
136,
633,
152
],
[
637,
136,
661,
152
],
[
665,
136,
706,
152
],
[
710,
136,
808,
152
],
[
81... | [
[
127,
138,
160,
154
],
[
164,
138,
275,
154
],
[
147,
156,
256,
171
],
[
260,
156,
294,
171
],
[
355,
136,
447,
152
],
[
451,
136,
492,
152
],
[
496,
136,
585,
152
],
[
58... |
Prep 4 Findley Girls Event Heat 1 Heat 2 Heat 3 75m 1. Melis Buberka 1. Danae Vickers 1. Amelia Mehta 2. Scarlett McKittrick 2. Imogen Martin 150m 1. Imogen Martin 1. Scarlett McKittrick 2. Danae Vickers 600m 1. Melis Buberka 1. Danae Vickers 2. Imogen Martin High Jump 1. Amelia Mehta 1. Melis Buberka 1. Imogen Martin ... | Prep 4 Findley Girls Event Heat 1 Heat 2 Heat 3 75m 1. Melis Buberka 2. Scarlett McKittrick 1. Danae Vickers 2. Imogen Martin 1. Amelia Mehta 150m 1. Imogen Martin 2. Danae Vickers 1. Scarlett McKittrick 600m 1. Melis Buberka 2. Imogen Martin 1. Danae Vickers High Jump 1. Amelia Mehta 2. Danae Vickers 1. Melis Buberka ... | 0.668922 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
21,
22,
23,
15,
16,
17,
24,
25,
26,
18,
19,
20,
27,
28,
29,
30,
34,
35,
36,
31,
32,
33,
37,
38,
39,
40,
44,
45,
46,
41,
42,
43,
47,
48,
49,
50,
51,
58,
59,
60... | 2b0d6837-e924-4232-a39f-61371e8cd25b.docx | task-344-429 | 12 | [
[
375,
224,
434,
249
],
[
441,
224,
455,
249
],
[
462,
224,
556,
249
],
[
564,
224,
624,
249
],
[
103,
301,
164,
322
],
[
295,
301,
347,
322
],
[
353,
301,
363,
322
],
[
53... | [
[
375,
224,
434,
249
],
[
441,
224,
455,
249
],
[
462,
224,
556,
249
],
[
564,
224,
624,
249
],
[
103,
301,
164,
322
],
[
295,
301,
347,
322
],
[
353,
301,
363,
322
],
[
53... |
An automatic mini-load AS/RS warehouse storing 33,000 totes delivered to goods-to-person picking stations, a re-packing station at the pallet loop, and an order consolidation area with a dispatch zone. A manual warehouse with 4,000 storage locations and a shelf rack warehouse with 1,500 storage locations. "We used our ... | An automatic mini-load AS/RS warehouse storing 33,000 totes delivered to goods-to-person picking stations, a re-packing station at the pallet loop, and an order consolidation area with a dispatch zone. A manual warehouse with 4,000 storage locations and a shelf rack warehouse with 1,500 storage locations. "We used our ... | 0.943167 | [
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... | 2a20050ac7d4cc2560d29dfb461c084b.docx | task-344-51 | 1 | [
[
182,
150,
202,
166
],
[
207,
150,
280,
166
],
[
285,
150,
353,
166
],
[
357,
150,
408,
166
],
[
413,
150,
495,
166
],
[
499,
150,
550,
166
],
[
554,
150,
606,
166
],
[
61... | [
[
182,
150,
202,
166
],
[
207,
150,
280,
166
],
[
285,
150,
353,
166
],
[
357,
150,
408,
166
],
[
413,
150,
495,
166
],
[
499,
150,
550,
166
],
[
554,
150,
606,
166
],
[
61... |
19. What examples of alliteration do you see in lines 272-273 and lines 288-290 for example? Section 7 20. Explain the metaphor in lines 293-297. 21. What does Beowulf believe about fate? (Lines 305-306) 22. In literature a foil is a character who contrasts with another. How does Unferth serve as a foil to Beowulf? 23.... | 19. What examples of alliteration do you see in lines 272-273 and lines 288-290 for example? Section 7 20. Explain the metaphor in lines 293-297. 21. What does Beowulf believe about fate? (Lines 305-306) 22. In literature a foil is a character who contrasts with another. How does Unferth serve as a foil to Beowulf? 23.... | 0.88678 | [
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... | 2Beowulf%20Questions.docx | task-344-609 | 1 | [
[
117,
89,
138,
105
],
[
142,
89,
177,
105
],
[
181,
89,
243,
105
],
[
247,
89,
261,
105
],
[
265,
89,
335,
105
],
[
340,
89,
356,
105
],
[
360,
89,
384,
105
],
[
389,
... | [
[
117,
89,
138,
105
],
[
142,
89,
177,
105
],
[
181,
89,
243,
105
],
[
247,
89,
261,
105
],
[
265,
89,
335,
105
],
[
340,
89,
356,
105
],
[
360,
89,
384,
105
],
[
389,
... |
102.1. Do the policies and procedures address: M a. handwashing, D D Procedures are b. cleaning and disinfection/sterilization of patient M being updated care equipment, M c. separation of infected and uninfected patients, D and D M Need written d. housekeeping procedures? procedure for Medical similar to Dental M Comm... | 102.1. Do the policies and procedures address: a. handwashing, M D b. cleaning and disinfection/sterilization of patient care equipment, D M Procedures are being updated c. separation of infected and uninfected patients, and M D d. housekeeping procedures? D M Need written procedure for Medical similar to Dental 103. I... | 0.695869 | [
0,
1,
2,
3,
4,
5,
6,
8,
9,
7,
10,
14,
15,
16,
17,
18,
19,
23,
24,
11,
20,
12,
13,
21,
22,
26,
27,
28,
29,
30,
31,
32,
34,
25,
33,
39,
40,
41,
35,
36,
37,
38,
42,
43,
44,
45,
46,
47,
50,
51,
52,
53,
54,
55,
56... | 2a._ECRI-Risk_Management_September_2013.docx | task-344-7 | 16 | [
[
117,
122,
158,
137
],
[
166,
122,
188,
137
],
[
192,
122,
214,
137
],
[
219,
122,
273,
137
],
[
278,
122,
305,
137
],
[
310,
122,
391,
137
],
[
395,
122,
455,
137
],
[
56... | [
[
117,
122,
158,
137
],
[
166,
122,
188,
137
],
[
192,
122,
214,
137
],
[
219,
122,
273,
137
],
[
278,
122,
305,
137
],
[
310,
122,
391,
137
],
[
395,
122,
455,
137
],
[
15... |
HC#156 Enter In HC-156 HCD14-T16 – HC-179 HCD16-T19 HC#179 Come to Jesus – HC#219 King of Kings, Majesty HC-219 HCD20-T19 – SB#376 TB-722 same – HC-220 HCD20-T20 HC#220 Incarnate – HC#226 I Worship You HC-226 HCD21-T16 – Intercessory Prayers [Give volunteers an opportunity for prayer requests. Congregation then prays f... | HC#156 – Enter In HC-156 HCD14-T16 HC#179 – Come to Jesus HC-179 HCD16-T19 HC#219 – King of Kings, Majesty SB#376 HC-219 TB-722 – same HCD20-T19 HC#220 – Incarnate HC-220 HCD20-T20 HC#226 – I Worship You HC-226 HCD21-T16 Intercessory Prayers [Give volunteers an opportunity for prayer requests. Congregation then prays f... | 0.394551 | [
0,
5,
1,
2,
3,
4,
8,
12,
9,
10,
11,
6,
7,
13,
20,
14,
15,
16,
17,
21,
18,
22,
24,
23,
19,
27,
29,
28,
25,
26,
30,
36,
31,
32,
33,
34,
35,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
54,
53... | 2dbb9778-6660-4a84-af8d-e5a386129db5_Week+5+-+The+Doctrine+of+Christmas.docx | task-345-248 | 3 | [
[
125,
89,
194,
110
],
[
214,
89,
262,
110
],
[
266,
89,
285,
110
],
[
499,
89,
562,
109
],
[
686,
89,
785,
109
],
[
199,
92,
209,
109
],
[
499,
108,
562,
128
],
[
686,
... | [
[
125,
89,
194,
110
],
[
199,
92,
209,
109
],
[
214,
89,
262,
110
],
[
266,
89,
285,
110
],
[
499,
89,
562,
109
],
[
686,
89,
785,
109
],
[
125,
109,
194,
130
],
[
199,
... |
Experience of Care Survey (9-18) What do you think about the time you have just spent in hospital. For each item, please circle the answer that is closest to what you think. Did the people who saw you listen ? to you? Yes Only a Not really Don’t Know little Were your views and worries ? were taken seriously? Yes Only a... | Experience of Care Survey (9-18) What do you think about the time you have just spent in hospital. For each item, please circle the answer that is closest to what you think. Did the people who saw you listen to you? Yes Only a little Not really ? Don’t Know Were your views and worries were taken seriously? Yes Only a l... | 0.593738 | [
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,
40,
41,
42,
43,
44,
49,
45,
46,
39,
47,
48,
50,
51,
52,
53,
54... | 2d_-_experience_of_care_survey_child_9-18.docx | task-345-381 | 0 | [
[
319,
89,
441,
108
],
[
447,
89,
470,
108
],
[
476,
89,
527,
108
],
[
533,
89,
608,
108
],
[
614,
89,
680,
108
],
[
212,
121,
259,
141
],
[
264,
121,
287,
141
],
[
292,
... | [
[
319,
89,
441,
108
],
[
447,
89,
470,
108
],
[
476,
89,
527,
108
],
[
533,
89,
608,
108
],
[
614,
89,
680,
108
],
[
212,
121,
259,
141
],
[
264,
121,
287,
141
],
[
292,
... |
Developed a Outreach Division of Tracking IDOE None at this tracking system School Improvement Sheet Outreach time internally to ensure On-going Division and Priority School LEAs Dave English, are concurrently USED implementing all ESEA flexibility Turnaround Principles for three years Technical assistance 12/2013 Outr... | Developed a tracking system internally to ensure Priority School LEAs are concurrently implementing all ESEA flexibility Turnaround Principles for three years On-going Outreach Division of School Improvement Tracking Sheet IDOE Outreach Division and Dave English, USED None at this time Technical assistance documents re... | 0.398752 | [
0,
1,
10,
11,
17,
18,
19,
23,
24,
25,
28,
29,
31,
32,
33,
34,
35,
36,
37,
38,
39,
20,
2,
3,
4,
12,
13,
5,
14,
6,
15,
21,
22,
26,
27,
30,
7,
8,
9,
16,
40,
41,
49,
50,
60,
61,
62,
67,
68,
42,
51,
63,
69,
43,
44... | 2d_attachment_31_indiana_high_quality_plan_principle_2_priority.docx | task-345-385 | 3 | [
[
117,
94,
196,
108
],
[
200,
94,
209,
108
],
[
376,
94,
445,
108
],
[
448,
94,
506,
108
],
[
510,
94,
525,
108
],
[
560,
94,
621,
108
],
[
667,
94,
703,
108
],
[
780,
... | [
[
117,
94,
196,
108
],
[
200,
94,
209,
108
],
[
117,
111,
176,
125
],
[
180,
111,
232,
125
],
[
117,
128,
187,
141
],
[
191,
128,
206,
141
],
[
210,
128,
260,
141
],
[
117,... |
ENGINEERING COUNCIL SOUTH AFRICA OF RD1.1 Form (25/02/2013) Private Bag X 691 Waterview Corner, 1st Floor, BRUMA 2026 2 Ernest Oppenheimer Avenue Tel: (011) 607-9500 Bruma Lake Office Park Fax: (011) 622-9295 BRUMA Email: Johannesburg Website: 2198 Office Use Ref.: ______________________ A F P P L I C A T I O N O R M R... | ENGINEERING COUNCIL OF SOUTH AFRICA (25/02/2013) Form RD1.1 Private Bag X 691 Waterview Corner, 1st Floor, BRUMA 2026 2 Ernest Oppenheimer Avenue Tel: (011) 607-9500 Bruma Lake Office Park Fax: (011) 622-9295 BRUMA Email: Johannesburg Office Use Ref.: ______________________ Website: 2198 A P P L I C A T I O N F O R M R... | 0.75099 | [
0,
1,
4,
2,
3,
7,
6,
5,
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,
37,
38,
39,
40,
35,
36,
41,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
42,
53,
54... | 2D_ECSA_CertEng_ReRegistration_AppForm.docx | task-345-390 | 0 | [
[
71,
68,
217,
93
],
[
228,
68,
324,
93
],
[
375,
68,
450,
93
],
[
461,
68,
542,
93
],
[
336,
73,
364,
93
],
[
852,
73,
917,
93
],
[
801,
74,
847,
92
],
[
705,
78,
... | [
[
71,
68,
217,
93
],
[
228,
68,
324,
93
],
[
336,
73,
364,
93
],
[
375,
68,
450,
93
],
[
461,
68,
542,
93
],
[
705,
78,
782,
91
],
[
801,
74,
847,
92
],
[
852,
73,
... |
Mica suggests that she plan her visit for the same time as Jan in a few days time so that she and Clare can speak to Jan together. Clare can explain to her the truth about how she’s been feeling and they can think together about some activities that won’t jeopardise Clare’s mental health. What kinds of advocacy are pre... | Mica suggests that she plan her visit for the same time as Jan in a few days time so that she and Clare can speak to Jan together. Clare can explain to her the truth about how she’s been feeling and they can think together about some activities that won’t jeopardise Clare’s mental health. What kinds of advocacy are pre... | 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... | 2d_____What_Type_is_Best_Case_Studies.docx | task-345-413 | 9 | [
[
120,
89,
174,
108
],
[
180,
89,
273,
108
],
[
279,
89,
324,
108
],
[
330,
89,
368,
108
],
[
374,
89,
422,
108
],
[
428,
89,
464,
108
],
[
471,
89,
515,
108
],
[
521,
... | [
[
120,
89,
174,
108
],
[
180,
89,
273,
108
],
[
279,
89,
324,
108
],
[
330,
89,
368,
108
],
[
374,
89,
422,
108
],
[
428,
89,
464,
108
],
[
471,
89,
515,
108
],
[
521,
... |
Apply advanced Strategies of M = 3.5 M = 3.0 18, 52 Benchmark Met Community 75% 100% M = 4.15 knowledge and skills to Organization 98.6% achieve organizational and Final presentation community goals 100% Utilize advocacy Community M = 3.25 M = 4.0 21, 53 Benchmark Met Organization & 75% 100% M = 3.72 and change strateg... | Apply advanced knowledge and skills to achieve organizational and community goals Strategies of Community Organization Final presentation 100% M = 3.5 75% M = 3.0 100% 18, 52 M = 4.15 98.6% Benchmark Met Utilize advocacy and change strategies that empower organizations and communities Community Organization & Planning ... | 0.323183 | [
0,
1,
20,
21,
22,
23,
26,
27,
28,
31,
32,
2,
3,
14,
24,
29,
30,
33,
4,
5,
6,
15,
7,
8,
9,
16,
10,
11,
17,
18,
19,
25,
12,
13,
34,
35,
54,
55,
56,
57,
60,
61,
62,
65,
36,
47,
48,
58,
63,
64,
66,
67,
68,
37,
38... | 2e3cb82b-1f13-4cfd-8ac7-bf3d5b90cb99.docx | task-345-467 | 23 | [
[
136,
116,
165,
135
],
[
167,
116,
210,
135
],
[
259,
116,
303,
135
],
[
306,
116,
316,
135
],
[
375,
116,
385,
135
],
[
388,
116,
394,
135
],
[
397,
116,
411,
135
],
[
49... | [
[
136,
116,
165,
135
],
[
167,
116,
210,
135
],
[
91,
135,
140,
155
],
[
143,
135,
160,
155
],
[
163,
135,
187,
155
],
[
190,
135,
198,
155
],
[
91,
155,
125,
174
],
[
128,... |
Aesthetic Responsiveness (for museum trip paper) Students will demonstrate aesthetic responsiveness by taking a position on and communicating the merits of specific works of art, music, and literature and how those works reflect human values. Evidence will be written or oral communications that articulate a personal re... | Aesthetic Responsiveness (for museum trip paper) Students will demonstrate aesthetic responsiveness by taking a position on and communicating the merits of specific works of art, music, and literature and how those works reflect human values. Evidence will be written or oral communications that articulate a personal re... | 0.607512 | [
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... | 2D%20packet.docx | task-345-60 | 14 | [
[
90,
254,
159,
281
],
[
163,
254,
282,
281
],
[
287,
254,
312,
281
],
[
316,
254,
378,
281
],
[
383,
254,
407,
281
],
[
411,
254,
457,
281
],
[
90,
276,
150,
303
],
[
155,... | [
[
90,
254,
159,
281
],
[
163,
254,
282,
281
],
[
287,
254,
312,
281
],
[
316,
254,
378,
281
],
[
383,
254,
407,
281
],
[
411,
254,
457,
281
],
[
90,
276,
150,
303
],
[
155,... |
Style and Each sentence Effective and varied Sentences show errors Multiple and serious Mechanics structured effectively, sentences; some errors of structure and little or errors of sentence powerfully; rich, well in sentence no variety, many errors structure; frequent chosen variety of construction; only of punctuatio... | Style and Mechanics Each sentence structured effectively, powerfully; rich, well chosen variety of sentence styles and length; virtually free of punctuation, spelling, capitalization errors. Sources are properly quoted and sited. Effective and varied sentences; some errors in sentence construction; only occasional punc... | 0.473533 | [
0,
1,
13,
2,
3,
14,
15,
27,
28,
29,
38,
39,
40,
50,
51,
52,
58,
59,
60,
61,
69,
70,
78,
79,
89,
90,
91,
102,
103,
104,
4,
5,
6,
16,
17,
18,
30,
31,
41,
42,
53,
54,
62,
63,
71,
72,
80,
81,
82,
92,
93,
94,
105,
7... | 2D%20packet.docx | task-345-60 | 16 | [
[
91,
49,
125,
74
],
[
129,
49,
153,
74
],
[
211,
49,
243,
74
],
[
246,
49,
303,
74
],
[
376,
49,
429,
74
],
[
433,
49,
456,
74
],
[
460,
49,
498,
74
],
[
535,
49,
... | [
[
91,
49,
125,
74
],
[
129,
49,
153,
74
],
[
91,
70,
163,
94
],
[
211,
49,
243,
74
],
[
246,
49,
303,
74
],
[
211,
70,
273,
95
],
[
277,
70,
342,
95
],
[
211,
90,
2... |
duty schedules, to provide teacher release time for the purpose of professional development. EFFECTIVE FAMILY AND COMMUNITY ENGAGEMENT TURNAROUND Increase academically focused family and community and engagement. PRINCIPLE 8 INDICATORS Sources of 1 2 3 4 Evidence Ineffective Improvement Necessary Effective/Implemented ... | duty schedules, to provide teacher release time for the purpose of professional development. EFFECTIVE FAMILY AND COMMUNITY ENGAGEMENT TURNAROUND PRINCIPLE 8 Increase academically focused family and community and engagement. INDICATORS Sources of Evidence 1 Ineffective 2 Improvement Necessary 3 Effective/Implemented wi... | 0.568774 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
27,
28,
19,
20,
21,
22,
23,
24,
25,
26,
29,
30,
31,
36,
32,
37,
33,
38,
39,
34,
40,
43,
44,
35,
41,
42,
45,
46,
47,
67,
68,
86,
107,
108,
126,
... | 2d-attachment-4-2015-outreach-monitoring-handbook.docx | task-345-64 | 64 | [
[
782,
82,
803,
96
],
[
805,
82,
853,
96
],
[
856,
82,
866,
96
],
[
869,
82,
904,
96
],
[
782,
100,
817,
114
],
[
820,
100,
853,
114
],
[
856,
100,
877,
114
],
[
879,
1... | [
[
782,
82,
803,
96
],
[
805,
82,
853,
96
],
[
856,
82,
866,
96
],
[
869,
82,
904,
96
],
[
782,
100,
817,
114
],
[
820,
100,
853,
114
],
[
856,
100,
877,
114
],
[
879,
1... |
8.2 Community School climate Organizations and programs Some struggling students are Students who are struggling Students who are struggling groups and surveys exist in the community but receiving additional supports academically and/or socially are academically and/or socially are families of there is no formal partne... | 8.2 Community groups and families of students who are struggling academically and/or socially are active partners in the educational process and work together to reduce barriers and accelerate the academic and personal growth of students. School climate surveys School focus groups Student and parent handbooks Job descr... | 0.528285 | [
0,
1,
19,
20,
38,
39,
60,
61,
62,
80,
90,
99,
100,
101,
112,
113,
114,
119,
120,
124,
125,
126,
128,
129,
130,
132,
133,
135,
136,
140,
141,
144,
145,
162,
163,
2,
3,
21,
58,
59,
79,
88,
89,
98,
111,
117,
118,
121,
122,
... | 2d-attachment-4-2015-outreach-monitoring-handbook.docx | task-345-64 | 65 | [
[
39,
82,
53,
96
],
[
74,
82,
128,
96
],
[
198,
82,
229,
97
],
[
231,
82,
265,
97
],
[
290,
82,
353,
96
],
[
356,
82,
373,
96
],
[
376,
82,
420,
96
],
[
449,
82,
47... | [
[
39,
82,
53,
96
],
[
74,
82,
128,
96
],
[
74,
100,
105,
114
],
[
108,
100,
125,
114
],
[
74,
118,
110,
132
],
[
112,
118,
122,
132
],
[
74,
136,
114,
150
],
[
116,
136... |
Who is widely considered Why was the Punnett to be the father of square first created? genetics? To visually help other Gregory Mendel scientists understand physics G. H. Hardy To help author a book on genetics William Bateson To diagram Mendel’s studies Reginald Punnett and be used as a teaching tool To decode the hum... | Who is widely considered to be the father of genetics? Gregory Mendel G. H. Hardy William Bateson Reginald Punnett Why was the Punnett square first created? To visually help other scientists understand physics To help author a book on genetics To diagram Mendel’s studies and be used as a teaching tool To decode the hum... | 0.661473 | [
0,
1,
2,
3,
8,
9,
10,
11,
12,
16,
21,
22,
26,
27,
28,
36,
37,
42,
43,
4,
5,
6,
7,
13,
14,
15,
17,
18,
19,
20,
23,
24,
25,
29,
30,
31,
32,
33,
34,
35,
38,
39,
40,
41,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 2explanationgeneticsstationlab-web.docx | task-345-652 | 6 | [
[
166,
110,
214,
146
],
[
221,
110,
234,
146
],
[
241,
110,
309,
146
],
[
316,
110,
437,
146
],
[
685,
128,
731,
164
],
[
738,
128,
780,
164
],
[
786,
128,
821,
164
],
[
82... | [
[
166,
110,
214,
146
],
[
221,
110,
234,
146
],
[
241,
110,
309,
146
],
[
316,
110,
437,
146
],
[
166,
146,
187,
182
],
[
194,
146,
223,
182
],
[
230,
146,
265,
182
],
[
27... |
Write It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Answer each of the task card questions on the lab sheet in complete sentences. ©KeslerScience.com | Write It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Answer each of the task card questions on the lab sheet in complete sentences. ©KeslerScience.com | 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
] | 2explorationenergytransformationsstationlab-1476286598168_website.docx | task-345-656 | 0 | [
[
293,
274,
388,
338
],
[
399,
274,
432,
338
],
[
443,
274,
572,
338
],
[
583,
274,
767,
338
],
[
218,
362,
232,
402
],
[
239,
362,
254,
402
],
[
261,
362,
446,
402
],
[
45... | [
[
293,
274,
388,
338
],
[
399,
274,
432,
338
],
[
443,
274,
572,
338
],
[
583,
274,
767,
338
],
[
218,
362,
232,
402
],
[
239,
362,
254,
402
],
[
261,
362,
446,
402
],
[
45... |
What is the correct What is the energy transformation in correct energy a flashlight? transformation in a hot air balloon? Kinetic>mechanical>light Electrical>mechanical>light Mechanical>sound>electrical Mechanical>sound>electrical Chemical>thermal>kinetic Chemical>light>electrical Chemical>electrical>thermal ©KeslerSc... | What is the correct energy transformation in a flashlight? Electrical>mechanical>light Mechanical>sound>electrical Chemical>light>electrical What is the correct energy transformation in a hot air balloon? Kinetic>mechanical>light Mechanical>sound>electrical Chemical>thermal>kinetic Chemical>electrical>thermal ©KeslerSc... | 0.553216 | [
0,
1,
2,
3,
7,
8,
9,
12,
13,
21,
23,
25,
4,
5,
6,
10,
11,
14,
15,
16,
17,
18,
19,
20,
22,
24,
26,
27,
28,
29,
30,
31,
32,
33,
34,
36,
37,
38,
46,
49,
35,
39,
40,
41,
42,
43,
44,
45,
47,
48,
50,
51,
52
] | 2explorationenergytransformationsstationlab-1476286598168_website.docx | task-345-656 | 4 | [
[
169,
76,
226,
113
],
[
233,
76,
246,
113
],
[
252,
76,
287,
113
],
[
293,
76,
372,
113
],
[
671,
94,
728,
130
],
[
734,
94,
747,
130
],
[
754,
94,
789,
130
],
[
169,
... | [
[
169,
76,
226,
113
],
[
233,
76,
246,
113
],
[
252,
76,
287,
113
],
[
293,
76,
372,
113
],
[
169,
112,
244,
148
],
[
251,
112,
407,
148
],
[
413,
112,
431,
148
],
[
169,
... |
Which of the following Which energy type is would be classified as a missing in the windmill turbine? energy transformation? Kinetic (wind) > > Electrical A lever that allows a switch to be turned on A battery pack used to store Mechanical energy Sound A water wheel used to convert Light moving water into electrical So... | Which of the following would be classified as a turbine? A lever that allows a switch to be turned on A battery pack used to store energy A water wheel used to convert moving water into electrical energy A spinning top on a table ©KeslerScience.com Which energy type is missing in the windmill energy transformation? Kin... | 0.669996 | [
0,
1,
2,
3,
8,
9,
10,
11,
12,
17,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
42,
44,
45,
46,
47,
48,
49,
51,
52,
53,
54,
56,
58,
59,
60,
61,
62,
63,
64,
4,
5,
6,
7,
13,
14,
15,
16,
18,
19... | 2explorationenergytransformationsstationlab-1476286598168_website.docx | task-345-656 | 8 | [
[
171,
84,
230,
115
],
[
235,
84,
254,
115
],
[
259,
84,
290,
115
],
[
296,
84,
381,
115
],
[
681,
98,
740,
130
],
[
745,
98,
812,
130
],
[
817,
98,
860,
130
],
[
865,
... | [
[
171,
84,
230,
115
],
[
235,
84,
254,
115
],
[
259,
84,
290,
115
],
[
296,
84,
381,
115
],
[
171,
114,
229,
146
],
[
234,
114,
260,
146
],
[
265,
114,
350,
146
],
[
355,
... |
plays the greatest role Put the layers of Earth in in the movement of order from densest to least tectonic plates? dense. Crust Crust, Mantle, Inner core,Outer core Which layer Inner core, Mantle, Outer core,Crust Mantle Crust, Mantle, Outer core,Inner Outer Core core Inner Core Inner core, Outer core,Mantle, Crust ©Ke... | Put the layers of Earth in order from densest to least dense. Crust, Mantle, Inner core,Outer core Crust Which layer plays the greatest role in the movement of tectonic plates? Inner core, Mantle, Outer core,Crust Crust, Mantle, Outer core,Inner core Inner core, Outer core,Mantle, Crust Mantle Outer Core Inner Core ©Ke... | 0.554297 | [
4,
5,
6,
7,
8,
9,
14,
15,
16,
17,
18,
21,
23,
24,
25,
26,
27,
22,
28,
29,
0,
1,
2,
3,
10,
11,
12,
13,
19,
20,
30,
31,
32,
33,
34,
36,
37,
38,
39,
42,
45,
46,
47,
48,
49,
35,
40,
41,
43,
44,
50,
51,
52,
53,
57... | 2explorationlayersoftheearthstationlab-website.docx | task-345-657 | 3 | [
[
673,
81,
729,
118
],
[
735,
81,
770,
118
],
[
776,
81,
866,
118
],
[
872,
81,
912,
118
],
[
167,
102,
197,
134
],
[
202,
102,
233,
134
],
[
239,
102,
293,
134
],
[
298,
... | [
[
167,
102,
197,
134
],
[
202,
102,
233,
134
],
[
239,
102,
293,
134
],
[
298,
102,
317,
134
],
[
323,
102,
371,
134
],
[
376,
102,
392,
134
],
[
167,
134,
218,
165
],
[
22... |
Which organism has an Which is not a exoskeleton? function of the skeletal system? A shark A human Movement and protection Homeostasis A black bear Support A common beetle Transporting oxygen-rich blood to the body ©KeslerScience.com ©KeslerScience.com What is main function Ligaments and tendons of the skull? are used ... | Which is not a function of the skeletal system? Movement and protection Homeostasis Support Transporting oxygen-rich blood to the body Which organism has an exoskeleton? A shark A human A black bear A common beetle ©KeslerScience.com ©KeslerScience.com What is main function of the skull? To keep out electromagnetic wav... | 0.575521 | [
4,
5,
6,
7,
9,
10,
11,
12,
13,
18,
19,
20,
21,
25,
29,
30,
31,
32,
33,
34,
0,
1,
2,
3,
8,
14,
15,
16,
17,
22,
23,
24,
26,
27,
28,
35,
36,
37,
38,
39,
40,
44,
45,
46,
51,
52,
53,
54,
55,
59,
60,
61,
62,
63,
66... | 2explorationskeletalsystemstationlab-website.docx | task-345-662 | 4 | [
[
671,
110,
738,
146
],
[
744,
110,
843,
146
],
[
849,
110,
886,
146
],
[
892,
110,
921,
146
],
[
175,
116,
242,
152
],
[
249,
116,
262,
152
],
[
268,
116,
304,
152
],
[
31... | [
[
175,
116,
242,
152
],
[
249,
116,
262,
152
],
[
268,
116,
304,
152
],
[
310,
116,
325,
152
],
[
175,
151,
264,
187
],
[
270,
151,
291,
187
],
[
298,
151,
333,
187
],
[
17... |
It! Skeletal System Illustrate Name Read It! Assess It! #2 #1 #4 #2 #1 #3 #4 #3 Ribs Research Femur Skull It! Task Card #2 Task Card #1 1. 1. 2. 3. Organize It! Task Card #2: Patella – Humerus Sternum – | Skeletal System Illustrate It! Name Assess It! #1 #3 #2 #4 Read It! #1 #3 #2 #4 Research It! Task Card #1 1. Organize It! Task Card #2: Humerus Ribs Femur Skull Task Card #2 1. 2. 3. Patella – Sternum – | 0.303125 | [
1,
2,
3,
0,
4,
7,
8,
13,
16,
12,
15,
5,
6,
10,
14,
9,
11,
18,
21,
25,
26,
27,
29,
32,
33,
34,
35,
36,
39,
17,
19,
20,
22,
23,
24,
28,
30,
31,
37,
38,
40,
41
] | 2explorationskeletalsystemstationlab-website.docx | task-345-662 | 30 | [
[
522,
8,
561,
49
],
[
20,
18,
103,
38
],
[
110,
18,
184,
38
],
[
95,
79,
273,
120
],
[
448,
85,
549,
116
],
[
550,
389,
663,
430
],
[
676,
389,
714,
430
],
[
95,
401,
... | [
[
20,
18,
103,
38
],
[
110,
18,
184,
38
],
[
95,
79,
273,
120
],
[
522,
8,
561,
49
],
[
448,
85,
549,
116
],
[
95,
401,
234,
442
],
[
247,
401,
285,
442
],
[
93,
474,
... |
What are the Who might be harmed What are you already doing? What further action is Action Action Done hazards? and how? necessary / by whom by when recommended? Over-exposure Patients and staff. Equipment subject to regular testing to radiation Overexposure during and maintenance. radiographic examination Equipment is... | What are the hazards? Who might be harmed and how? What are you already doing? What further action is necessary / recommended? Action by whom Action by when Done Over-exposure to radiation Patients and staff. Overexposure during radiographic examination due to equipment failure or staff error. Equipment subject to regu... | 0.674794 | [
0,
1,
2,
19,
3,
4,
5,
6,
20,
21,
7,
8,
9,
10,
11,
12,
13,
14,
15,
22,
23,
28,
16,
24,
25,
17,
26,
27,
18,
29,
38,
39,
30,
31,
32,
40,
41,
44,
45,
52,
53,
54,
55,
63,
64,
65,
33,
34,
35,
36,
37,
42,
43,
46,
47... | 2F-5-radiation-risk-assessment.docx | task-345-687 | 1 | [
[
64,
113,
99,
135
],
[
103,
113,
124,
135
],
[
128,
113,
149,
135
],
[
167,
113,
197,
135
],
[
201,
113,
239,
135
],
[
243,
113,
259,
135
],
[
263,
113,
313,
135
],
[
340,... | [
[
64,
113,
99,
135
],
[
103,
113,
124,
135
],
[
128,
113,
149,
135
],
[
77,
135,
136,
158
],
[
167,
113,
197,
135
],
[
201,
113,
239,
135
],
[
243,
113,
259,
135
],
[
263,
... |
Title Objective Criteria for Member State participation PMO/TO Name(s) Lead Project Designated Counterpart Project and National Counterparts and e-mail Coordinator (LPC) Design/ TC Project Number Enhancing To strengthen The project target MSs are: PMO: MS ELENA DANIELA Ms Ivana AVRAMOVIĆ RER2016013 Capacity regional GU... | Project Design/ TC Project Number Title Objective Criteria for Member State participation and National Counterparts PMO/TO Name(s) and e-mail Lead Project Coordinator (LPC) Designated Counterpart RER2016013 RER0043 Enhancing Capacity Building Activities in the European Nuclear and Radiation Safety for the Safe Operatio... | 0.51429 | [
13,
21,
22,
23,
24,
0,
1,
2,
3,
4,
5,
6,
14,
15,
16,
7,
8,
17,
18,
9,
10,
19,
20,
11,
12,
40,
46,
25,
41,
47,
60,
61,
73,
87,
97,
98,
107,
122,
141,
142,
157,
164,
165,
173,
26,
27,
42,
48,
49,
62,
63,
74,
88,
... | 2FEB2018%20SERBIA_REGIONAL%20CPs%20DESIGNATIONS%20Table%202018-2019%20FINAL.docx | task-345-859 | 0 | [
[
160,
136,
184,
154
],
[
230,
136,
282,
154
],
[
315,
136,
355,
154
],
[
358,
136,
374,
154
],
[
377,
136,
424,
154
],
[
427,
136,
455,
154
],
[
458,
136,
528,
154
],
[
54... | [
[
77,
158,
115,
177
],
[
75,
181,
117,
199
],
[
68,
203,
82,
222
],
[
85,
203,
123,
222
],
[
74,
226,
118,
244
],
[
160,
136,
184,
154
],
[
230,
136,
282,
154
],
[
315,
... |
Title Objective Criteria for Member State participation PMO/TO Name(s) Lead Project Designated Counterpart Project and National Counterparts and e-mail Coordinator (LPC) Design/ TC Project Number Applying To improve the The project target MSs are: PMO: MS LAZZAT Ms Olivera CIRAJ-BJELAC RER2016007 Best quality and safet... | Project Design/ TC Project Number Title Objective Criteria for Member State participation and National Counterparts PMO/TO Name(s) and e-mail Lead Project Coordinator (LPC) Designated Counterpart RER2016007 RER6038 Applying Best Practices for Quality and Safety in Diagnostic Radiology To improve the quality and safety ... | 0.582242 | [
13,
21,
22,
23,
24,
0,
1,
2,
3,
4,
5,
6,
14,
15,
16,
7,
8,
17,
18,
9,
10,
19,
20,
11,
12,
40,
48,
25,
41,
49,
50,
62,
63,
78,
79,
94,
109,
26,
27,
28,
42,
43,
44,
51,
52,
64,
65,
80,
81,
82,
95,
96,
29,
30,
3... | 2FEB2018%20SERBIA_REGIONAL%20CPs%20DESIGNATIONS%20Table%202018-2019%20FINAL.docx | task-345-859 | 10 | [
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
319,
125,
360,
143
],
[
363,
125,
378,
143
],
[
381,
125,
428,
143
],
[
431,
125,
459,
143
],
[
462,
125,
532,
143
],
[
55... | [
[
77,
147,
115,
166
],
[
75,
170,
117,
188
],
[
68,
192,
82,
211
],
[
85,
192,
123,
211
],
[
74,
215,
118,
234
],
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
319,
... |
Title Objective Criteria for Member State participation and PMO/TO Name(s) and Lead Project Designated Project National Counterparts e-mail Coordinator (LPC) Counterpart Design/ TC Project Number Enhancing To upgrade and The project target MSs are: PMO: MS JASMINA SERBIA IS NOT RER2016005 Coastal harmonize OBHODAS PART... | Project Design/ TC Project Number Title Objective Criteria for Member State participation and National Counterparts PMO/TO Name(s) and e-mail Lead Project Coordinator (LPC) Designated Counterpart RER2016005 RER7009 Enhancing Coastal in the Adriatic and the Black Sea by Using Nuclear Analytical Techniques To upgrade and... | 0.521925 | [
14,
21,
22,
23,
24,
0,
1,
2,
3,
4,
5,
6,
7,
15,
16,
8,
9,
10,
17,
11,
12,
18,
19,
13,
20,
40,
46,
25,
41,
62,
63,
72,
73,
77,
78,
90,
91,
92,
98,
109,
121,
26,
27,
28,
42,
47,
48,
64,
65,
74,
75,
79,
80,
93,
... | 2FEB2018%20SERBIA_REGIONAL%20CPs%20DESIGNATIONS%20Table%202018-2019%20FINAL.docx | task-345-859 | 11 | [
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
327,
125,
368,
143
],
[
371,
125,
386,
143
],
[
389,
125,
436,
143
],
[
439,
125,
467,
143
],
[
470,
125,
540,
143
],
[
54... | [
[
77,
147,
115,
166
],
[
75,
170,
117,
188
],
[
68,
192,
82,
211
],
[
85,
192,
123,
211
],
[
74,
215,
118,
234
],
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
327,
... |
Title Objective Criteria for Member State participation and PMO/TO Name(s) Lead Project Designated Project National Counterparts and e-mail Coordinator (LPC) Counterpart Design/ TC Project Number Enhancing To reduce air The project target MSs are: PMO: MS LUCYNA SAMEK Ms Marija JANKOVIĆ RER2016034 the particulate Profe... | Project Design/ TC Project Number Title Objective Criteria for Member State participation and National Counterparts PMO/TO Name(s) and e-mail Lead Project Coordinator (LPC) Designated Counterpart RER2016034 RER7011 Enhancing the Inventory of Aerosol Source Profiles by Nuclear Analytic Techniques in Support of Air Quali... | 0.523568 | [
13,
21,
22,
23,
24,
0,
1,
2,
3,
4,
5,
6,
7,
14,
15,
8,
9,
16,
17,
10,
11,
18,
19,
12,
20,
41,
46,
25,
42,
47,
48,
65,
75,
90,
113,
114,
120,
130,
136,
137,
138,
147,
148,
26,
27,
28,
43,
49,
50,
66,
67,
29,
30,
... | 2FEB2018%20SERBIA_REGIONAL%20CPs%20DESIGNATIONS%20Table%202018-2019%20FINAL.docx | task-345-859 | 13 | [
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
318,
125,
359,
143
],
[
362,
125,
377,
143
],
[
380,
125,
427,
143
],
[
430,
125,
458,
143
],
[
461,
125,
531,
143
],
[
53... | [
[
77,
147,
115,
166
],
[
75,
170,
117,
188
],
[
68,
192,
82,
211
],
[
85,
192,
123,
211
],
[
74,
215,
118,
234
],
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
318,
... |
Title Objective Criteria for Member State PMO/TO Name(s) Lead Project Designated Counterpart Project participation and National and e-mail Coordinator (LPC) Design/ Counterparts TC Project Number To contribute to The target MSs are : PMO: MR VAIDAS STATKUS Mr Sladjan VELINOV RER2016026 the the safe and Professional des... | Project Design/ TC Project Number Title Objective Criteria for Member State participation and National Counterparts PMO/TO Name(s) and e-mail Lead Project Coordinator (LPC) Designated Counterpart RER2016026 RER9148 the Regulatory for Radiation Safety To contribute to the safe and secure use of radiation sources, safe r... | 0.574843 | [
12,
20,
22,
23,
24,
0,
1,
2,
3,
4,
5,
13,
14,
15,
21,
6,
7,
16,
17,
8,
9,
18,
19,
10,
11,
40,
50,
41,
51,
77,
86,
97,
25,
26,
27,
42,
43,
44,
52,
53,
54,
68,
69,
78,
79,
87,
98,
99,
111,
112,
126,
127,
128,
139... | 2FEB2018%20SERBIA_REGIONAL%20CPs%20DESIGNATIONS%20Table%202018-2019%20FINAL.docx | task-345-859 | 16 | [
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
348,
125,
388,
143
],
[
391,
125,
407,
143
],
[
410,
125,
456,
143
],
[
460,
125,
488,
143
],
[
540,
125,
589,
143
],
[
59... | [
[
77,
147,
115,
166
],
[
75,
170,
117,
188
],
[
68,
192,
82,
211
],
[
85,
192,
123,
211
],
[
74,
215,
118,
234
],
[
160,
125,
184,
143
],
[
234,
125,
286,
143
],
[
348,
... |
17-2 Counting Hundreds, Tens, and Ones 100 More/100 Less Lesson 14: I can model numbers with more than 9 ones or 9 tens; write in 17-3 Reading and Writing Numbers to 1,000 How Many Tens/How Many expanded, unit, standard, and word Hundreds 17-4 Changing Numbers by Hundreds and forms. (2.NBT.A. 1, 2.NBT.A.3) Tens Lesson ... | Lesson 14: I can model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms. (2.NBT.A. 1, 2.NBT.A.3) Lesson 15: I can explore a situation with more than 9 groups of ten. (2.NBT.A. 1, 2.NBT.A.3) 17-2 Counting Hundreds, Tens, and Ones 17-3 Reading and Writing Numbers to 1,000 17-4 Ch... | 0.784113 | [
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
36,
37,
38,
39,
40,
48,
49,
50,
51,
60,
61,
62,
63,
64,
65,
66,
67,
70,
71,
72,
73,
74,
75,
76,
77,
84,
0,
1,
2,
3,
4,
5,
25,
26,
27,
28,
29,
30,
... | 2nd%202016-2017%20draft.docx | task-346-300 | 18 | [
[
503,
172,
524,
191
],
[
527,
172,
568,
191
],
[
571,
172,
618,
191
],
[
621,
172,
647,
191
],
[
650,
172,
668,
191
],
[
670,
172,
695,
191
],
[
787,
172,
804,
191
],
[
80... | [
[
297,
173,
333,
192
],
[
336,
173,
351,
192
],
[
354,
173,
357,
192
],
[
360,
173,
376,
192
],
[
379,
173,
407,
192
],
[
410,
173,
450,
192
],
[
453,
173,
472,
192
],
[
29... |
Grade__2_______ Math Pacing Guide Instructional Week ___4 (cont.)_____ Academic Vocabulary: Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources 0206.2.2 Read and write numbers up to 1000 using numerals and up to 100 using words ------------------------------------------------ ------... | Grade__2_______ Math Pacing Guide Instructional Week ___4 (cont.)_____ Academic Vocabulary: Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources 0206.2.2 Read and write numbers up to 1000 using numerals and up to 100 using words -------------------------------------------------------... | 0.85902 | [
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,
35,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
53,
57,
58,
59,
60,
61,
62,
63... | 2nd%20Final%20Math%20Map.docx | task-346-343 | 7 | [
[
90,
122,
223,
145
],
[
227,
122,
267,
145
],
[
271,
122,
319,
145
],
[
323,
122,
367,
145
],
[
90,
154,
184,
177
],
[
188,
154,
230,
177
],
[
234,
154,
269,
177
],
[
273,... | [
[
90,
122,
223,
145
],
[
227,
122,
267,
145
],
[
271,
122,
319,
145
],
[
323,
122,
367,
145
],
[
90,
154,
184,
177
],
[
188,
154,
230,
177
],
[
234,
154,
269,
177
],
[
273,... |
or 4 tens 17 ones If a student makes this representation, ask the student a way to trade some of the “Is there ones so that you are using fewer base ten blocks?” Possible Answer: I could trade 10 ones for a ten. I would have 5 tens and 7 ones. Read , Write, and Describe Whole Numbers 0-1,200 Example: Write the number 3... | or 4 tens 17 ones If a student makes this representation, ask the student “Is there a way to trade some of the ones so that you are using fewer base ten blocks?” Possible Answer: I could trade 10 ones for a ten. I would have 5 tens and 7 ones. Read , Write, and Describe Whole Numbers 0-1,200 Example: Write the number 3... | 0.755653 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
21,
22,
14,
15,
16,
17,
18,
19,
20,
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... | 2nd%20Grade%201st%20Six%20Weeks%202012%20-%202013.docx | task-346-350 | 7 | [
[
68,
115,
79,
139
],
[
83,
115,
90,
139
],
[
93,
115,
116,
139
],
[
119,
115,
133,
139
],
[
136,
115,
162,
139
],
[
68,
157,
77,
181
],
[
80,
157,
86,
181
],
[
90,
157... | [
[
68,
115,
79,
139
],
[
83,
115,
90,
139
],
[
93,
115,
116,
139
],
[
119,
115,
133,
139
],
[
136,
115,
162,
139
],
[
68,
157,
77,
181
],
[
80,
157,
86,
181
],
[
90,
157... |
map or globe Spatial Terms Studies the continents, oceans, Equator, Prime Meridian, North and South Pole. SS.2.G.1.4 Use a map to The World in Social 2 Geography locate the Spatial Terms Studies countries in North America (Canada, United States, Mexico, and the Caribbean Islands). | map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole. Spatial Terms Studies SS.2.G.1.4 Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands). The World in Spatial Terms Social Studies 2 Geography | 0.662406 | [
0,
1,
2,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
3,
4,
5,
16,
17,
18,
19,
20,
27,
28,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
21,
22,
23,
29,
30,
24,
31,
25,
26
] | 2nd%20grade%20NGSSS-SS%20Essential%20Benchmark%20Examples.docx | task-346-395 | 5 | [
[
225,
92,
259,
112
],
[
263,
92,
280,
112
],
[
285,
92,
328,
112
],
[
512,
92,
567,
112
],
[
572,
92,
622,
112
],
[
632,
92,
690,
112
],
[
225,
109,
249,
130
],
[
225,
... | [
[
225,
92,
259,
112
],
[
263,
92,
280,
112
],
[
285,
92,
328,
112
],
[
225,
109,
249,
130
],
[
225,
127,
310,
147
],
[
225,
144,
283,
164
],
[
225,
162,
292,
182
],
[
225,
... |
SCIENCE Habits of Mind Nature of Science S2-5: Uses data and reports results • S2C6-7: Scientific knowledge and inquiry • Exhibits characteristics of a scientist by o Uses scientific knowledge and hypothesizing, experimenting, collecting o understands important features of data, and reporting results scientific inquiry... | Habits of Mind • S2-5: Uses data and reports results SCIENCE Nature of Science o Exhibits characteristics of a scientist by hypothesizing, experimenting, collecting data, and reporting results • S2C6-7: Scientific knowledge and inquiry o Uses scientific knowledge and understands important features of scientific inquiry... | 0.594396 | [
1,
2,
3,
13,
7,
8,
9,
10,
11,
12,
0,
4,
5,
6,
26,
20,
21,
22,
23,
24,
25,
31,
32,
33,
39,
40,
41,
42,
19,
14,
15,
16,
17,
18,
34,
27,
28,
29,
30,
35,
36,
37,
38,
43,
44,
45,
46,
52,
47,
48,
49,
50,
51,
53,
54... | 2nd%20grade%20standards%20focus%20-%20All%20quarters.docx | task-346-407 | 1 | [
[
442,
81,
544,
106
],
[
58,
106,
100,
122
],
[
104,
106,
117,
122
],
[
121,
106,
152,
122
],
[
529,
121,
573,
137
],
[
577,
121,
590,
137
],
[
594,
121,
646,
137
],
[
117,... | [
[
58,
106,
100,
122
],
[
104,
106,
117,
122
],
[
121,
106,
152,
122
],
[
88,
124,
93,
136
],
[
117,
122,
152,
137
],
[
157,
122,
190,
137
],
[
194,
122,
223,
137
],
[
231,
... |
Activity Collaborating Extent of partners collaboration Integrate disaster risk MoLGRD Technical support and management into district planning for activity profiles and district Evangelical Association Technical support and development plans of Chikhwawa, of Malawi co-financing for some Phalombe, Mangochi, Ntcheu and l... | Activity Collaborating partners Extent of collaboration Integrate disaster risk management into district profiles and district development plans of Chikhwawa, Phalombe, Mangochi, Ntcheu and Karonga districts MoLGRD Technical support and planning for activity Evangelical Association of Malawi Technical support and co-fi... | 0.692595 | [
0,
1,
4,
2,
3,
5,
6,
7,
8,
13,
14,
15,
19,
20,
21,
27,
28,
29,
30,
36,
37,
38,
39,
42,
43,
9,
10,
11,
12,
16,
17,
18,
22,
23,
31,
32,
24,
25,
26,
33,
34,
35,
40,
41,
44,
45,
49,
50,
53,
54,
46,
47,
48,
51,
52... | 2nd%20Q%20Report_New%20Format_150913.docx | task-346-473 | 12 | [
[
147,
91,
215,
108
],
[
437,
91,
559,
108
],
[
654,
91,
713,
108
],
[
835,
91,
853,
108
],
[
437,
110,
514,
127
],
[
654,
110,
773,
127
],
[
147,
130,
220,
147
],
[
276,
... | [
[
147,
91,
215,
108
],
[
437,
91,
559,
108
],
[
437,
110,
514,
127
],
[
654,
91,
713,
108
],
[
835,
91,
853,
108
],
[
654,
110,
773,
127
],
[
147,
130,
220,
147
],
[
276,
... |
Name ___________________________ Class ________ Date ____________ Materials Price Number of Items Large $329.78 marshmallows Small $85.23 marshmallows Toothpicks $37.64 Height of structure (in cm) _________________ Total cost of structure _______________ Did your structure survive? Yes No | Name ___________________________ Class ________ Date ____________ Materials Price Number of Items Large marshmallows $329.78 Small marshmallows $85.23 Toothpicks $37.64 Height of structure (in cm) _________________ Total cost of structure _______________ Did your structure survive? Yes No | 0.840253 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
13,
12,
14,
16,
15,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35
] | 2nd%20Qtr%20Science%20PD%20Jello%20Earthquake.docx | task-346-474 | 5 | [
[
117,
167,
169,
185
],
[
173,
167,
514,
185
],
[
519,
167,
564,
185
],
[
568,
167,
669,
185
],
[
679,
167,
720,
185
],
[
724,
167,
875,
185
],
[
166,
590,
262,
610
],
[
43... | [
[
117,
167,
169,
185
],
[
173,
167,
514,
185
],
[
519,
167,
564,
185
],
[
568,
167,
669,
185
],
[
679,
167,
720,
185
],
[
724,
167,
875,
185
],
[
166,
590,
262,
610
],
[
43... |
irritability Anxiety months (“kratom”) 2 Anxiety, agitation, Restless leg 1g/day for 10 Nil No () 21M irritability and syndrome days insomnia 3 3rd Anxiety, hallucinations Benzodiazepine 20g/day for 2 Alimemazine, Hydroxyzine No () (visual & auditory) addiction months decade M 4 Hallucinations & Insomnia Dose Nil No ()... | irritability Anxiety months (“kratom”) 2 21M Anxiety, agitation, irritability and insomnia Restless leg syndrome 1g/day for 10 days Nil No () 3 3rd decade M Anxiety, hallucinations (visual & auditory) Benzodiazepine addiction 20g/day for 2 months Alimemazine, Hydroxyzine No () 4 42F Hallucinations & Agitation Insomnia ... | 0.287363 | [
0,
1,
2,
3,
4,
15,
5,
6,
16,
17,
20,
7,
8,
18,
9,
10,
11,
19,
12,
13,
14,
21,
22,
38,
39,
23,
24,
33,
34,
35,
25,
36,
26,
27,
28,
37,
29,
30,
31,
32,
40,
48,
41,
42,
49,
43,
44,
50,
51,
52,
53,
45,
46,
47,
54... | 2nd%20revision%20-%20clean.docx | task-346-492 | 11 | [
[
194,
63,
245,
82
],
[
327,
63,
367,
82
],
[
451,
63,
491,
82
],
[
554,
63,
611,
82
],
[
70,
86,
77,
105
],
[
194,
86,
237,
105
],
[
240,
86,
290,
105
],
[
327,
86,
... | [
[
194,
63,
245,
82
],
[
327,
63,
367,
82
],
[
451,
63,
491,
82
],
[
554,
63,
611,
82
],
[
70,
86,
77,
105
],
[
118,
87,
145,
107
],
[
194,
86,
237,
105
],
[
240,
86,
... |
25.03.2017 27.03.2017 Reciprocal Cones Volumes and surfaces of solids of Cardon’s method of solving cubic Right circular and elliptic cones revolutions. 03.04.2017 Right circular cone a s a surface of Curvature of a curve at a point, radius Trigonometric solutions of a real revolution obtained by rotating the curve in ... | 25.03.2017 27.03.2017 Reciprocal Cones Right circular and elliptic cones Volumes and surfaces of solids of revolutions. Cardon’s method of solving cubic 03.04.2017 Right circular cone a s a surface of revolution obtained by rotating the curve in a plan about an axis Curvature of a curve at a point, radius of curvature ... | 0.687421 | [
0,
1,
2,
3,
15,
16,
17,
18,
19,
4,
5,
6,
7,
8,
9,
20,
10,
11,
12,
13,
14,
21,
22,
23,
24,
25,
26,
27,
28,
29,
43,
44,
45,
46,
47,
48,
49,
59,
60,
61,
62,
63,
30,
31,
32,
33,
34,
35,
36,
37,
50,
51,
52,
53,
54... | 2ND%20SEMESTER%202017.docx | task-346-504 | 1 | [
[
146,
123,
205,
141
],
[
146,
146,
205,
165
],
[
298,
146,
353,
165
],
[
356,
146,
389,
165
],
[
473,
146,
520,
165
],
[
523,
146,
543,
165
],
[
546,
146,
590,
165
],
[
59... | [
[
146,
123,
205,
141
],
[
146,
146,
205,
165
],
[
298,
146,
353,
165
],
[
356,
146,
389,
165
],
[
261,
169,
288,
187
],
[
291,
169,
331,
187
],
[
334,
169,
354,
187
],
[
35... |
technology lamps they replace, and/or to let them burn for longer times. Task Section Topic Comment Proposed change # # # Executive 16 Plug-and-play solutions Much statements on TLED are supported by US materials Revise the statements made, hence: Task 4 summary are available and do not (DoE etc). The situation towards... | technology lamps they replace, and/or to let them burn for longer times. Task # Section # # Topic Comment Proposed change Task 4 Executive summary Section 5.4.5 16 Plug-and-play solutions are available and do not have these drawbacks, but they have higher cost to begin with, and some energy losses from existing ballast... | 0.7515 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
18,
13,
19,
20,
14,
15,
16,
17,
39,
40,
21,
41,
85,
101,
22,
23,
24,
42,
43,
44,
45,
46,
67,
68,
69,
86,
87,
88,
89,
90,
102,
103,
104,
105,
106,
113,
114,
125,
126,
127,... | 2nd%20Stakeholder%20comments%20from%20LE%20%20-%2020150710.docx | task-346-514 | 11 | [
[
242,
224,
289,
239
],
[
291,
224,
316,
239
],
[
318,
224,
337,
239
],
[
242,
242,
275,
258
],
[
278,
242,
307,
258
],
[
309,
242,
318,
258
],
[
320,
242,
331,
258
],
[
24... | [
[
242,
224,
289,
239
],
[
291,
224,
316,
239
],
[
318,
224,
337,
239
],
[
242,
242,
275,
258
],
[
278,
242,
307,
258
],
[
309,
242,
318,
258
],
[
320,
242,
331,
258
],
[
24... |
NBT Task 3d Domain Number and Operations in Base Ten Understand place value. Cluster 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of Standard(s) hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought... | NBT Task 3d Domain Number and Operations in Base Ten Cluster Understand place value. Standard(s) 2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought... | 0.876007 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
13,
10,
11,
12,
27,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 2nd%20task%20NBT.docx | task-346-521 | 21 | [
[
429,
113,
476,
138
],
[
482,
113,
531,
138
],
[
536,
113,
560,
138
],
[
58,
134,
125,
155
],
[
200,
134,
264,
154
],
[
269,
134,
297,
154
],
[
302,
134,
388,
154
],
[
393... | [
[
429,
113,
476,
138
],
[
482,
113,
531,
138
],
[
536,
113,
560,
138
],
[
58,
134,
125,
155
],
[
200,
134,
264,
154
],
[
269,
134,
297,
154
],
[
302,
134,
388,
154
],
[
393... |
Model No. Power Lumen(lm) LED Style CCT(K) CRI Size(mm) Cutout(mm) Driver Beam Brand Angle HSTD002-A 7W 560lm CREE COB 3000K RA>80 D85*H90 D75 Philips 10° Driver 20° 4000K RA>90 HSTD002-B 10W 850lm D85*H110 D75 30° 5000K Hot Selling LED COB Downlight 4: Model No. TD051A TD051B TD051D LED COB Downlight Model No. Power L... | Model No. Power Lumen(lm) Driver Brand LED Style CCT(K) Beam Angle CRI Size(mm) Cutout(mm) HSTD002-A 7W 560lm Philips Driver CREE COB 3000K 4000K 5000K 10° 20° 30° RA>80 RA>90 D85*H90 D75 HSTD002-B 10W 850lm D85*H110 D75 Hot Selling LED COB Downlight 4: Model No. TD051A TD051B TD051D LED COB Downlight Model No. Power L... | 0.635687 | [
0,
1,
2,
3,
10,
12,
4,
5,
6,
11,
13,
7,
8,
9,
14,
15,
16,
23,
25,
17,
18,
19,
27,
35,
24,
26,
34,
20,
28,
21,
22,
29,
30,
31,
32,
33,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 2nd%20Version%202018%20LHWYLED%20Products%20Catalogue%2020%20Pages.docx | task-346-527 | 1 | [
[
23,
104,
71,
117
],
[
75,
104,
101,
117
],
[
131,
104,
178,
117
],
[
207,
104,
286,
117
],
[
400,
104,
427,
117
],
[
431,
104,
467,
117
],
[
501,
104,
549,
117
],
[
696,
... | [
[
23,
104,
71,
117
],
[
75,
104,
101,
117
],
[
131,
104,
178,
117
],
[
207,
104,
286,
117
],
[
319,
105,
365,
117
],
[
320,
124,
364,
137
],
[
400,
104,
427,
117
],
[
431,
... |
R.E.D. Primary School Holidays Home Work Class 2 ENGLISH Q3. Make an alphabet chain. Write one letter to make a word for each link. Begin with letter Continue using the letters of the alphabet a. in order as given in the box. Q5. Name me. Q7. Ten sentences are given based on the below mentioned pictures. write and put ... | R.E.D. Primary School Holidays Home Work Class 2 ENGLISH Q3. Make an alphabet chain. Write one letter to make a word for each link. Begin with letter a. Continue using the letters of the alphabet in order as given in the box. Q5. Name me. Q7. Ten sentences are given based on the below mentioned pictures. and put them i... | 0.898708 | [
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,
34,
27,
28,
29,
30,
31,
32,
33,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 2nd-Class-Holiday-HW.docx | task-346-555 | 0 | [
[
183,
40,
364,
93
],
[
378,
40,
604,
93
],
[
619,
40,
815,
93
],
[
202,
114,
450,
166
],
[
465,
114,
632,
166
],
[
646,
114,
796,
166
],
[
407,
187,
548,
234
],
[
561,
... | [
[
183,
40,
364,
93
],
[
378,
40,
604,
93
],
[
619,
40,
815,
93
],
[
202,
114,
450,
166
],
[
465,
114,
632,
166
],
[
646,
114,
796,
166
],
[
407,
187,
548,
234
],
[
561,
... |
of kind of academic language abstract, higher-level include academic discourse Comparing and contrasting that might be found Listing, defining, classifying in more formal Predicting, explaining, settings, like a analyzing, justifying Inferring, deducing classroom for Integrating, evaluating example. Arguing, persuading... | kind of abstract, higher-level academic discourse that might be found in more formal settings, like a classroom for example. of academic language include Comparing and contrasting Listing, defining, classifying Predicting, explaining, analyzing, justifying Inferring, deducing Integrating, evaluating Arguing, persuading... | 0.305878 | [
1,
2,
5,
6,
8,
9,
13,
14,
15,
16,
20,
21,
22,
25,
26,
27,
32,
33,
36,
0,
3,
4,
7,
10,
11,
12,
17,
18,
19,
23,
24,
28,
29,
30,
31,
34,
35,
37,
38,
39
] | 2nd-Language-Acquisition.docx | task-346-594 | 4 | [
[
715,
234,
748,
293
],
[
232,
250,
301,
309
],
[
311,
250,
345,
309
],
[
560,
296,
704,
355
],
[
714,
296,
850,
355
],
[
143,
313,
274,
372
],
[
284,
313,
467,
372
],
[
56... | [
[
232,
250,
301,
309
],
[
311,
250,
345,
309
],
[
143,
313,
274,
372
],
[
284,
313,
467,
372
],
[
143,
375,
287,
434
],
[
298,
375,
444,
434
],
[
143,
438,
204,
497
],
[
21... |
Task Description Task Type/ Task Name Content Addressed Standard(s) Students will: Grouping Strategy Use mathematical vocabulary to 3-Act Task Describe geometric MGSE2.G.1 explain discoveries of shapes within figures Whole Group their natural world. Identify shapes, create a robot and Scaffolding Task Describe geometri... | Task Name Task Type/ Grouping Strategy Content Addressed Standard(s) Task Description Students will: 3-Act Task Whole Group Describe geometric figures MGSE2.G.1 Use mathematical vocabulary to explain discoveries of shapes within their natural world. Scaffolding Task Large Group/Partners Describe geometric figures MGSE2... | 0.554774 | [
4,
5,
2,
3,
11,
12,
6,
7,
8,
0,
1,
9,
10,
17,
18,
28,
29,
19,
20,
27,
21,
13,
14,
15,
16,
22,
23,
24,
25,
26,
30,
31,
32,
39,
40,
51,
52,
41,
42,
50,
43,
33,
34,
35,
36,
37,
38,
44,
45,
46,
47,
48,
49,
53,
54... | 2nd-Math-Unit-5.docx | task-346-602 | 13 | [
[
732,
141,
764,
168
],
[
768,
141,
843,
168
],
[
235,
148,
267,
175
],
[
270,
148,
307,
175
],
[
65,
159,
97,
186
],
[
101,
159,
138,
186
],
[
389,
159,
442,
186
],
[
445,... | [
[
65,
159,
97,
186
],
[
101,
159,
138,
186
],
[
235,
148,
267,
175
],
[
270,
148,
307,
175
],
[
213,
172,
274,
197
],
[
278,
172,
329,
197
],
[
389,
159,
442,
186
],
[
445,... |
Ask students what they wonder about and what questions they have about what they saw. Students should share with each other first, and then the teacher records these questions (think-pair-share). The teacher may need to guide students so that the questions generated are math-related. Ask students to estimate answers to... | Ask students what they wonder about and what questions they have about what they saw. Students should share with each other first, and then the teacher records these questions (think-pair-share). The teacher may need to guide students so that the questions generated are math-related. Ask students to estimate answers to... | 0.95449 | [
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... | 2nd-Math-Unit-6.docx | task-346-603 | 72 | [
[
176,
101,
208,
122
],
[
212,
101,
277,
122
],
[
282,
101,
320,
122
],
[
325,
101,
359,
122
],
[
364,
101,
422,
122
],
[
427,
101,
471,
122
],
[
476,
101,
504,
122
],
[
50... | [
[
176,
101,
208,
122
],
[
212,
101,
277,
122
],
[
282,
101,
320,
122
],
[
325,
101,
359,
122
],
[
364,
101,
422,
122
],
[
427,
101,
471,
122
],
[
476,
101,
504,
122
],
[
50... |
on WEDNESDAY 7th JUNE 2017 (6:45pm) versus HILLSIDE BC at NORTHERN BC LEAD I. McDonald LEAD J. Prentice SECOND D. Smith SECOND K. Smith THIRD G. Young THIRD Geo. Prentice SKIP R. Campbell SKIP P. Rae LEAD J. Martin LEAD K. Lawrence SECOND A. Young SECOND R. Scott THIRD R. Lee THIRD J. Watson SKIP J. Bathgate SKIP R. Ma... | on WEDNESDAY 7th JUNE 2017 (6:45pm) versus HILLSIDE BC at NORTHERN BC LEAD I. McDonald SECOND D. Smith THIRD G. Young SKIP R. Campbell LEAD J. Prentice SECOND K. Smith THIRD Geo. Prentice SKIP P. Rae LEAD J. Martin SECOND A. Young THIRD R. Lee SKIP J. Bathgate LEAD K. Lawrence SECOND R. Scott THIRD J. Watson SKIP R. Ma... | 0.762497 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
18,
19,
20,
24,
25,
26,
30,
31,
32,
15,
16,
17,
21,
22,
23,
27,
28,
29,
33,
34,
35,
36,
37,
38,
42,
43,
44,
48,
49,
50,
54,
55,
56,
39,
40,
41,
45,
46,
47,
51... | 2nd-XVI-Week-6-1.docx | task-346-658 | 0 | [
[
489,
166,
510,
180
],
[
293,
185,
434,
203
],
[
440,
185,
477,
203
],
[
483,
185,
539,
203
],
[
545,
185,
600,
203
],
[
606,
185,
706,
203
],
[
464,
208,
534,
227
],
[
43... | [
[
489,
166,
510,
180
],
[
293,
185,
434,
203
],
[
440,
185,
477,
203
],
[
483,
185,
539,
203
],
[
545,
185,
600,
203
],
[
606,
185,
706,
203
],
[
464,
208,
534,
227
],
[
43... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.