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b660aa6a_arch_Equity_Long_Short_Fund_R5__Short | [0] Utilities [Long] 4.6% [Short] | -4.5% | [
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8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Standard Repayment Plan [Eligible Loans] Direct Subsidized and Unsubsidized Loans Subsidized and Unsubsidized Federal Stafford Loans all PLUS loans [Quick Comparison] You'll pay less interest for your loan over time under this plan than you would under other plans. | Payments are a fixed amount of at least $50 per month. Up to 10 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Graduated Repayment Plan [Eligible Loans] Direct Subsidized and Unsubsidized Loans Subsidized and Unsubsidized Federal Stafford Loans all PLUS loans [Quick Comparison] You'll pay more for your loan over time than under the 10-year standard plan. | Payments are lower at first and then increase, usually every two years. Up to 10 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Extended Repayment Plan [Eligible Loans] Direct Subsidized and Unsubsidized Loans Subsidized and Unsubsidized Federal Stafford Loans all PLUS loans [Quick Comparison] Your monthly payments would be lower than the 10-year standard plan. If you are a Direct Loan borrower, you must have more than $30,000 in outstanding Direct Loans. FFEL borrower, you must have more than $30,000 in outstanding FFEL Program loans. For example, if you have $35,000 in outstanding FFEL Program loans, and $10,000 in Direct Loans, you can use the extended repayment plan for your FFEL Program loans, but not for your Direct Loans. For both programs, you must also be a "new borrower" as of Oct. 7, 1998. You'll pay more for your loan over time than under the 10-year standard plan. | Payments may be fixed or graduated. Up to 25 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Income-Based Repayment Plan (IBR) [Eligible Loans] Direct Subsidized and Unsubsidized Loans Subsidized and Unsubsidized Federal Stafford Loans all PLUS loans made to students Consolidation Loans (Direct or FFEL) that do not include Direct or FFEL PLUS loans made to parents [Quick Comparison] You must have a partial financial hardship. Your monthly payments will be lower than payments under the 10-year standard plan. You'll pay more for your loan over time than you would under the 10-year standard plan. If you have not repaid your loan in full after making the equivalent of 25 years of qualifying monthly payments, any outstanding balance on your loan will be forgiven. You may have to pay income tax on any amount that is forgiven. | Your maximum monthly payments will be 15 percent of discretionary income, the difference between your adjusted gross income and 150 percent of the poverty guideline for your family size and state of residence (other conditions apply). Your payments change as your income changes. Up to 25 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Pay As You Earn Repayment Plan [Eligible Loans] Direct Subsidized and Unsubsidized Loans Direct PLUS loans made to students Direct Consolidation Loans that do not include (Direct or FFEL) PLUS loans made to parents [Quick Comparison] You must be a new borrower on or after Oct. 1, 2007, and must have received a disbursement of a Direct Loan on or after Oct. 1, 2011. You must have a partial financial hardship. Your monthly payments will be lower than payments under the 10-year standard plan. You'll pay more for your loan over time than you would under the 10-year standard plan. If you have not repaid your loan in full after you made the equivalent of 20 years of qualifying monthly payments, any outstanding balance on your loan will be forgiven. You may have to pay income tax on any amount that is forgiven. | Your maximum monthly payments will be 10 percent of discretionary income, the difference between your adjusted gross income and 150 percent of the poverty guideline for your family size and state of residence (other conditions apply). Your payments change as your income changes. Up to 20 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Income-Contingent Repayment Plan [Eligible Loans] Direct Subsidized and Unsubsidized Loans Direct PLUS Loans made to students Direct Consolidation Loans [Quick Comparison] You'll pay more for your loan over time than under the 10-year standard plan. If you do not repay your loan after making the equivalent of 25 years of qualifying monthly payments, the unpaid portion will be forgiven. You may have to pay income tax on the amount that is forgiven. | Payments are calculated each year and are based on your adjusted gross income, family size, and the total amount of your Direct Loans. Your payments change as your income changes. Up to 25 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
8c930427_nt_Plans___Federal_Student_Aid_d_FFEL_Program_Repayment_Plans_Monthly_Payment_and_Time_Frame | [Repayment Plan] Income-Sensitive Repayment Plan [Eligible Loans] Subsidized and Unsubsidized Federal Stafford Loans FFEL PLUS Loans FFEL Consolidation Loans [Quick Comparison] You'll pay more for your loan over time than you would under the 10-year standard plan. Each lender's formula for determining the monthly payment amount under this plan can vary. | Your monthly payment is based on annual income. Your payments change as your income changes. Up to 10 years | [] | Repayment Plans | Federal Student Aid | Monthly Payment and Time Frame | https://studentaid.ed.gov/sa/repay-loans/understand/plans?language=es | 39/1438043062723.96_20150728002422-00029-ip-10-236-191-2_888150339_0.json |
688ae1e0_Language_in_India__0 | [Feature of NL] Semantic [Features of IL] Semantic and Sequence of concepts. [0] | Objective | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Grammatical [Features of IL] Postulational [0] | Analysis | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Behavioral [Features of IL] Postulational and hierarchical [0] | Transformation | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Natural [Features of IL] Postulate- Specified [0] | Synthesis | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Natural language [Features of IL] Artificial language [0] | Representation | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Behavioral [Features of IL] Hierarchical [0] | Modelling | [
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688ae1e0_Language_in_India__0 | [Feature of NL] Dictionary based [Features of IL] Taxonomic/Thesaurus based [0] | Lexicon | [
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ba447407_higan_Technological_University__Grade | [Grade Type] Audit [Counts as Attempted] N N [Included in GPA Calculation] N [Grade] | U or V cannot receive aid for audits | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Incomplete [Counts as Attempted] Y Y N N [Included in GPA Calculation] N Y [Grade] | I If an I becomes an F | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Withdrawal [Counts as Attempted] Y N [Included in GPA Calculation] N [Grade] | W | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Missing [Counts as Attempted] Y N [Included in GPA Calculation] N [Grade] | M temporary until grade is processed | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Progress [Counts as Attempted] Y Y Y N [Included in GPA Calculation] N N [Grade] | P If a P becomes a Q (inadequate progress) | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Conditional [Counts as Attempted] Y N [Included in GPA Calculation] Y [Grade] | X computed in GPA as an F | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] In Session [Counts as Attempted] Y N [Included in GPA Calculation] N [Grade] | IS no grade course in session | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Pass/Fail [Counts as Attempted] Y Y Y N [Included in GPA Calculation] N N [Grade] | S given for work equal to A to C E given for work equal to CD to F | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Transfer [Counts as Attempted] Y Y [Included in GPA Calculation] N [Grade] | TR | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
ba447407_higan_Technological_University__Grade | [Grade Type] Credit [Counts as Attempted] Y Y [Included in GPA Calculation] N [Grade] | CR given for advanced placement | [] | Graduate Satisfactory Progress Policy | Michigan Technological University | Grade | http://www.mtu.edu/finaid/aid/progress/grad/ | 39/1438042988305.14_20150728002308-00301-ip-10-236-191-2_593539209_1.json |
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] apt-get update [zypp openSUSE] zypper refresh [yum Fedora, CentOS] yum check-update [urpmi Mandriva] urpmi.update -a [Task] | Update package list | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] apt-get upgrade [zypp openSUSE] zypper update [yum Fedora, CentOS] yum update [urpmi Mandriva] urpmi --auto-select [Task] | Update system | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] cat /etc/apt/sources.list [zypp openSUSE] zypper repos [yum Fedora, CentOS] yum repolist [urpmi Mandriva] urpmq --list-media [Task] | List repositories | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] (edit /etc/apt/sources.list) [zypp openSUSE] zypper addrepo [yum Fedora, CentOS] (add to /etc/yum.repos.d/) [urpmi Mandriva] urpmi.addmedia [Task] | Add repository | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] (edit /etc/apt/sources.list) [zypp openSUSE] zypper removerepo [yum Fedora, CentOS] (remove from /etc/yum.repos.d/) [urpmi Mandriva] urpmi.removemedia [Task] | Remove repository | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] apt-cache search [zypp openSUSE] zypper search [yum Fedora, CentOS] yum search [urpmi Mandriva] urpmq [Task] | Search package | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] dpkg -l [zypp openSUSE] rpm -qa [yum Fedora, CentOS] rpm -qa [urpmi Mandriva] rpm -qa [Task] | List installed packages | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] slackpkg update [zypp openSUSE] pacman -Sy [urpmi Mandriva] pisi update-repo [Task] | Update package list | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] slackpkg upgrade-all [zypp openSUSE] pacman -Su [yum Fedora, CentOS] conary updateall [urpmi Mandriva] pisi upgrade [Task] | Update system | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] cat /etc/slackpkg/mirrors [zypp openSUSE] cat /etc/pacman.conf [urpmi Mandriva] pisi list-repo [Task] | List repositories | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] (edit /etc/slackpkg/mirrors) [zypp openSUSE] (edit /etc/pacman.conf) [urpmi Mandriva] pisi add-repo [Task] | Add repository | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] -- [zypp openSUSE] pacman -Ss [yum Fedora, CentOS] conary query [urpmi Mandriva] pisi search [Task] | Search package | [
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a9f4f493_nto_computing__Use_Linux__BSD___Task | [apt Debian, Ubuntu] ls /var/log/packages/ [zypp openSUSE] pacman -Qii [yum Fedora, CentOS] conary query [urpmi Mandriva] pisi list-installed [Task] | List installed packages | [
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da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Website Errors [Severity] Critical [Recommendation] Contact your Hosting Provider [Result] | Detected | [
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] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Malware [Severity] Low Risk [Result] | Not Detected | [
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] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Website Blacklisting [Severity] Low Risk [Result] | Not Detected | [
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] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Injected SPAM [Severity] Low Risk [Result] | Not Detected | [
[
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[
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[
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]
] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Defacements [Severity] Low Risk [Result] | Not Detected | [
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],
[
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[
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] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
da119fc3___Free_Website_Malware_Scanner__Result | [Scan] Website Firewall [Severity] Medium Risk [Recommendation] Patch and Protect With Sucuri Firewall [Result] | Not Found | [
[
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] | Sucuri SiteCheck - Free Website Malware Scanner | Result | https://sitecheck.sucuri.net/results/www.ladyoscaroverview.com | 39/1438042989126.22_20150728002309-00072-ip-10-236-191-2_878753164_1.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Harry Smead [Motive/reason] | A wedding picture on his desk in his office, revealed him to have once been Madame Louisa's own fromer husband. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Madame Louisa [Motive/reason] | It was believed that a vengeful spirit was taking control of her own body. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Mary [Motive/reason] | She just could not wait to pull out as the producer of Madame Louisa's show. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Marty Gold [Motive/reason] | He was worried because his own client's contract with the studio was just about up. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Crew members [Motive/reason] | They hated Madame Louisa for being so pushy and never saying "Thank you" to them. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
76ee66d7_oobypedia__the_Scooby_Doo_Wiki__Motive_reason | [Suspect] Obsessive fan [Motive/reason] | He was discovered on one of the camera shots of the audience to have taken out a camera, just before Madame Louisa went into her so-called trance. | [] | Psychic Fiend Network - Scoobypedia, the Scooby-Doo Wiki | Motive/reason | http://scoobydoo.wikia.com/wiki/Psychic_Fiend_Network | 39/1438042988305.14_20150728002308-00234-ip-10-236-191-2_207278446_3.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] B505 [Description of Function] | Cost Benefit Analyses | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R406 [Description of Function] | Policy Review/Development Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R407 [Description of Function] | Program Evaluation Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R408 [Description of Function] | Program Management/Support Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R409 [Description of Function] | Program Review/Development Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R413 [Description of Function] | Specifications Development Service | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R707 [Description of Function] | Management Services/Contract & Procurement Support | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R423 [Description of Function] | Intelligence Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R425 [Description of Function] | Engineering and Technical Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R414 [Description of Function] | Systems Engineering Services | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
94d23962_percent___FederalNewsRadio_com__Description_of_Function | [Product & Service Code] R497 [Description of Function] | Personal Services Contracts | [] | Agencies must cut service contracting by 15 percent - FederalNewsRadio.com | Description of Function | http://federalnewsradio.com/defense/2011/07/agencies-must-cut-service-contracting-by-15-percent/ | 39/1438043062723.96_20150728002422-00254-ip-10-236-191-2_90378466_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] Coalitions, collaborations, and motivation determine the efficacy of outcomes and initiatives-so the district leader must build trust, focus attention to process, and employ political savvy to ensure buy-in (Goens, 2009; Phillips & Phillips, 2007). The superintendent also needs to discern community values and expectations; they must establish early-on and consistently nurture relationships with key stakeholders (AASA, 2009; Banks et al, 2007). To do so, the effective district leader involves key constituents in the goal setting process, shares and publicizes relevant school data, mobilizes parents and community members, builds local- or state-level coalitions, and communicates timely and relevant information to personnel (AASA, 2006; Waters, Marzano, & McNulty, 2006). ECRA Group, "Effective Superintendents" literature review | "My coalitions, collaborations, and motivation with these various groups have determined the efficacy of the academic outcomes and initiatives set forth under my leadership. To do this, I build trust, focus attention to process, and employ political savvy to ensure buy-in. I also consider it important to discern community values and expectations; and, establish early-on and consistently nurture my relationships with key stakeholders. I do this by involving key constituents in the goal setting process, share and publicize relevant school data, mobilize parents and community members, build local- and/or state-level coalitions, and communicate timely and relevant information to personnel." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "As a superintendent for thirty-two years, I have learned that there are many ingredients for success but one stands out above the rest - great communication skills. You can have the most innovative reform plan around, but if you are not effective in communicating about that plan, it will fail." Foreward written by Jerry D. Weast, then superintendent of Montgomery County Public Schools in Maryland, to "Why School Communication Matters: Strategies From PR Professionals" | As a leader for more than 15 years, I have learned that there are many ingredients for success but one stands out above the rest my great communication skills. You can have the most innovative change/reform plan around, but if you are not effective in communicating about that plan, it will fail. My communication skills are exceptional. Communication is a priority of mine, and I don't approach it as an add-on or afterthought. The old adage that "if you fail to plan, you plan to fail" rings true for me in every aspect of my current position. When I do it well, my communication skills make me more effective and my stakeholders more satisfied. | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "Like so many other things in life, excellent communications starts with relationships - strong, trusting relationships. You must create and nurture these relationships with your key stakeholder groups, both internal and external. Such relationships are truly the lifeblood for building support for educational reforms or making changes that otherwise might cause significant upset. Doing the right ting for students isn't always the popular thing, and administrators know this better than anyone. Having healthy relationships built on trust can lessen the negative impact of those decisions that may make some of your stakeholders unhappy. A cache of good will makes it possible to create buy in on difficult decisions and assuage those who might otherwise start a way of protest." Foreward written by Jerry D. Weast, then superintendent of Montgomery County Public Schools in Maryland, to "Why School Communication Matters: Strategies From PR Professionals" | Excellent communications starts with relationships - strong, trusting relationships. I create and nurture these relationships with my key stakeholder groups, both intemal and external; because these relationships are truly the lifeblood for building the support that I have so often needed in creating the educational reforms or making changes that otherwise might cause significant upset. Doing the right thing for students isn't always the popular thing, and I know this better than a lot of educators given the significant changes that I have had to execute here in the City of Chicago (e.g., union unrest, school closings, turnaround oflow performing schools, layoffs, budgetary woes, etc.). My having these healthy relationships built on trust has lessened the negative impact of those decisions that initially made some of my stakeholders unhappy. A cache of good will makes it possible to create buy in on difficult decisions and assuage those who might otherwise start a way of protest. | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "It takes a village to raise a child, and it takes money to educate one." "While each school district faces unique challenges, all struggle with budgeting and finding the money that is necessary to providing high-quality education and a positive work environment for the dedicated teachers and staff." "Public Schools Get Creative With Their Budgets" by Jean Folger, Investopedia, Aug. 30, 2010 | "It takes a village to raise a child, and it takes money to educate one. While each school district faces unique challenges, all struggle with budgeting and finding the money that is necessary to providing high-quality education and a positive work envirorunent for the dedicated teachers and staff." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "Another California school district requests donations from parents when children miss school for absences such as family vacations. During the 2008-2009 school year, this district received $20,217 in donations. The money goes into the district's general fund. Because these elective absence penalties or donations are working, this may become a more widespread tool for schools to increase revenues." "Public Schools Get Creative With Their Budgets" by Jean Folger, Investopedia, Aug. 30, 2010 | "The first was to requests donations from parents when children miss school for absences such as family vacations. During the 2012-2013 school year, our network received $20,217 in donations. The money goes into the general fund. Because these elective absence penalties or donations are working, this may become a more widespread tool for our schools to increase revenues." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "He said when financial difficulties hit the public sector, the school district began planning for the possibility of reduced budgets. In 2011, it hired Liz Hall for a new part-time position to direct the Office of Advancement. Its mission as described by Dewey & Kaye, the executive search firm contracted to fill the position, was as follows: Enhance the district's goal of financial independence; Expand revenues to minimize the adverse effect of current fluctuating funding from local, state and federal sources; Create new funding sources including an annual fund drive; Establish effective coordination of volunteer groups and their efforts; Expand efforts to seek competitive government grants as well as foundation support; Increase public affairs activities; Increase viable partnerships; Foster a culture of philanthropy within/toward the district. To date, Hall has raised nearly $400,000." School districts getting more creative as budgets continue to tighten," by Justine Coyne, Pittsburgh Business Times, April 5, 2013 | "The second approach or initiative, and the one that I am most proud of to date, is when financial difficulties really hit our district in 2011, I approached my executive director and our board about planning for the possibility of reduced budgets. In 2011, we hired a new part-time position to direct the Office of Advancement, which I developed and supervise. This office's mission is to: Enhance the network's goal of financial independence; Expand revenues to minimize the adverse effect of current fluctuating funding from local, state and federal sources for our schools; Create new funding sources including an annual fund drive; Establish effective coordination of volunteer groups and their efforts; Expand efforts to seek competitive government grants as well as foundation support; Increase public affairs activities; Increase viable partnerships; Foster a culture of philanthropy within/toward the network. To date, the office has raised nearly $2.5M in additional funding for my schools." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "The switch from elementary to junior high school coincides with several major changes for young adolescents. Most are in the throes of puberty; they're becoming more self-aware and self-conscious, and their thinking is growing more critical and more complex. At the same time, adolescents are often "in a slump" when it comes to academic motivation and performance." American Psychological Association | "The switch from elementary to middle school coincides with several major changes for young adolescents. Most are in the throes of puberty; they're becoming more self-aware and self-conscious, and their thinking is growing more critical and more complex. At the same time, adolescents are often "in a slump" when it comes to academic motivation and performance often referred to as the Middle School Malaise." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "Through this and other similar research, psychologists have discovered a "developmental mismatch" between the environment and philosophy of middle schools and the children they attempt to teach. At a time when children's cognitive abilities are increasing, middle school offers them fewer opportunities for decision-making and lower levels of cognitive involvement, but a more complex social environment. At the same time, numerous teachers have replaced the single classroom teacher and students often face larger classes and a new group of peers." American Psychological Association | "I find that there is a "developmental mismatch" between the environment and philosophy of middle schools and the children they attempt to teach. At a time when children's cognitive abilities are increasing, middle school offers children fewer opportunities for decision-making and lower levels of cognitive involvement, but a more complex social environment. At the same time, numerous teachers due to departmentalization of faculty have replaced the single self-contained classroom teacher and students often face larger classes and a new group of peers." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "The study's finding that the start-time effects are pronounced beginning at age 13 is consistent with the theory that hormonal changes in adolescence (typically beginning at 13 or 14) make it difficult for students to get enough sleep when school starts early, leading to sleep deficiencies that many studies have found to be associated with a decrease in cognitive performance." "School Start Times Found to Affect Student Achievement," by Finley Edwards, Education Next, May 3, 2012 | "Our findings are consistent with the theory that hormonal changes in adolescence (typically beginning at 13 or 14) make it difficult for students to get enough sleep when school starts early,leading to sleep deficiencies that many studies have found to be associated with a decrease in cognitive performance." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "They receive a hardcore focus on STEM skills (that's science, technology, engineering and math). And they take six years to graduate instead of the traditional four; the extra two years means they walk away with an associate's degree on top of their high school diploma. There's one more thing they take with them: a job. Every student at Sarah E. Goode STEM Academy graduates with a promise of a $40,000-plus opportunity at IBM, the school's corporate partner and a key developer of the curriculum." "The School That Will Get You a Job," by Rana Foroohar, TIME Magazine, Feb. 13, 2014 | "I would like to create a high school, along with the financial and curriculum design assistance ofa high-tech corporate sponsor, where children receive a hardcore focus on STEAM skills (that's science, technology, engineering, architectural design and math). They take six years to graduate instead of the traditional four; the extra two years means they walk away with an associate's degree on top of their high school diploma. Additionally, they will bave a $40,000+ job waiting for them by graduation with the contributing corporate sponsor." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application | [Existing source reference] "The superintendents should have a deep understanding of the community values and expectations. In order to nurture relationships with key stakeholders, effective superintendents involve constituents in the goal setting process, share and publicize relevant school data, mobilize parents and community members, build local- or state-level coalitions, and communicate timely and relevant information to personnel." Research Synthesis of Virginia Superintendent Evaluation Competencies and Standards, by James H. Stronge and Xianxuan Xu at the College of William and Mary, 2012 | "I also consider it important to discern community values and expectations; and, establish early-on and consistently nurture my relationships with key stakeholders. I do this by involving key constituents in the goal setting process, share and publicize relevant school data, mobilize parents and community members, build local- and/or state-level coalitions, and communicate timely and relevant information to personnel." | [] | The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut | Terrence P. Carter's application | http://www.theday.com/article/20140729/NWS01/307299956/1070/INTERACT010311 | 39/1438043062723.96_20150728002422-00203-ip-10-236-191-2_740021015_0.json |
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852aedff_heryl_Stewart___FM_100_Memphis__T_ATTRACTIVE_WORDS_USED_BY_MEN | Thoughtful +30% | Perceptive +63% | [
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852aedff_heryl_Stewart___FM_100_Memphis__T_ATTRACTIVE_WORDS_USED_BY_MEN | Spontaneous +30% | Passionate +53% | [
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852aedff_heryl_Stewart___FM_100_Memphis__T_ATTRACTIVE_WORDS_USED_BY_MEN | Physically fit +22% | Optimistic +44% | [
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] | Search - fedpol | Topics | https://www.fedpol.admin.ch/content/fedpol/en/misc/srch.advanced.html?language=en | 39/1438042989126.22_20150728002309-00300-ip-10-236-191-2_915166708_45.json |
c88f1e61_Mathematics_Assessment___CADRE__Title | [Type] Blog [Post date] 01/14/2011 - 6:22pm [Title] | My First PI Meeting | [] | Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment | CADRE | Title | http://cadrek12.org/projects/design-and-use-illustrations-test-items-form-accommodation-english-language-learners-scienc?order=type&sort=asc | 39/1438042988305.14_20150728002308-00312-ip-10-236-191-2_38357638_0.json |
c88f1e61_Mathematics_Assessment___CADRE__Title | [Type] Resource [Post date] 10/18/2012 - 10:22am [Title] | The Use of Pictorial Supports as an Accommodation for Increasing Access to Test Items for Students with Limited Proficiency in the Language of Testing | [] | Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment | CADRE | Title | http://cadrek12.org/projects/design-and-use-illustrations-test-items-form-accommodation-english-language-learners-scienc?order=type&sort=asc | 39/1438042988305.14_20150728002308-00312-ip-10-236-191-2_38357638_0.json |
c88f1e61_Mathematics_Assessment___CADRE__Title | [Type] Resource [Post date] 10/15/2012 - 9:49am [Title] | Including English Language Learners in the Process of Test Development: A Study on Instrument Linguistic Adaptation for Cognitive Validity | [] | Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment | CADRE | Title | http://cadrek12.org/projects/design-and-use-illustrations-test-items-form-accommodation-english-language-learners-scienc?order=type&sort=asc | 39/1438042988305.14_20150728002308-00312-ip-10-236-191-2_38357638_0.json |
c88f1e61_Mathematics_Assessment___CADRE__Title | [Type] Resource [Post date] 10/12/2012 - 12:58pm [Title] | Examining Problem Solving Strategies on Multiple-choice Science Items Among English Language Learners Through Cognitive Interviews | [] | Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment | CADRE | Title | http://cadrek12.org/projects/design-and-use-illustrations-test-items-form-accommodation-english-language-learners-scienc?order=type&sort=asc | 39/1438042988305.14_20150728002308-00312-ip-10-236-191-2_38357638_0.json |
c88f1e61_Mathematics_Assessment___CADRE__Title | [Type] Resource [Post date] 10/11/2012 - 1:48pm [Title] | Conceptual Framework for Analyzing and Designing Illustrations in Science Assessment: Development and Use in the Testing of Linguistically and Culturally Diverse Populations | [] | Design and Use of Illustrations in Test Items as a Form of Accommodation for English Language Learners in Science and Mathematics Assessment | CADRE | Title | http://cadrek12.org/projects/design-and-use-illustrations-test-items-form-accommodation-english-language-learners-scienc?order=type&sort=asc | 39/1438042988305.14_20150728002308-00312-ip-10-236-191-2_38357638_0.json |
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