zilongwang/ReadingBank huggingface dataset:
4091, 4th Floor, Arts Building by 12 noon on the dates below. Please ensure that you submit two copies of each piece of work submitted and that you have attached a copy of the coursework submission form to each piece of work. You must sign each set of assessments in. There are 2 sets of dates for some modules: this is because there are 2 pieces of coursework that need to be submitted. Assignments must also be submitted electronically, e.g. using Blackboard or Turnitln as instructed by your lecturer. Dates for submitting assignments and feedback January 16th February 17th March 18th April 18th Feedback dates Annual Exams / Language Tests ISL 5 (Portfolio 1) (1) ISL 5 (Portfolio 2) (2) (1) 21/11/16 (2) 16/01/17 ✓ ISL 6 16/04/17 ✓ Consecutive Interpreting ✓ 13/02/17 ✓ Liaison Interpreting ✓ x2 20/03/17 ✓ Ethics 2 ✓ 10/02/17 ✓ Deaf People and the Media ✓ 10/04/17 n/a Practical Placement 1 ✓ 13/02/17 n/a Placement 2 ✓ N/A n/a Theories of Education ✓ 10/04/17 ✓ Curriculum Planning ✓ 10/04/17 ✓ Research Methods ✓ ✓ ✓ n/a 20/02/17 (critique) 20/02/17 (Proposal) 10/04/17 (REC) Work Placement starts on Week 9 (Hilary Term) Late submission of assignments will not be accepted unless medical grounds
How did you hear about this program: What would be your perfect job? And why? What are three reasons why you want to serve as a JS Morrill Leadership Fellow? 2. 3. What do you think are two of your challenges to being a part of this program? 1. 2. What five qualities do you believe will contribute to your effectiveness in representing the College of Agriculture and Natural Resources? 1. 2. 3. 4. 5. Be Honest! How often do you read your emails? ____________________________________________________________________ How often do you use Facebook? __________ Instagram? __________ Snapchat?____________ YouTube? __________ List 10 interesting things you know about the College of Agriculture and Natural Resources and your major. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What is the name of your academic advisor? _____________________________________________________________ ** Submit this completed application along with a current resume, and two letters of recommendation via email to Nathan Westfall, CANR assistant director of student recruitment at by 5 pm, Friday, April 13, 2018.
MODE D’EMPLOI DU MOUVEMENT DE MONTRE MIYOTA N° DE CALIBRE JS05/15/25 FONCTION DU CHRONOMÈTRE : MESURE DU TEMPS SUR LA PETITE TROTTEUSE JUSQU’À 29 minutes 59 secondes PILE : SR621SW A) INDICATIONS ET BOUTONS B) RÉGLAGE DE L’HEURE C) RÉGLAGE DE LA DATE D) UTILISATION DU CHRONOMÈTRE E) RÉINITIALISATION DU CHRONOMÈTRE A) INDICATIONS ET BOUTONS Bouton « A » Position normale 1er clic Aiguille des minutes du chronomètre Trotteuse 2è clic Aiguille des 24 heures Trotteuse du chronomètre des 24 heures Bouton « B » Calendrier Aiguille des 24 heures Aiguille des minutes du chronomètre Aiguille des minutes du chronomètre Trotteuse Trotteuse du chronomètre Trotteuse Trotteuse du chronomètre B) RÉGLAGE DE L’HEURE 1. Tirez la couronne jusqu’au 2è clic. 2. Tournez la couronne pour régler les aiguilles des heures et des minutes. 3. Une fois l’heure réglée, replacez la couronne en position normale. C) RÉGLAGE DE LA DATE 1. Tirez la couronne jusqu’au 1er clic. 2. Tournez la couronne dans le sens horaire pour régler la date. * Si vous réglez la date entre 9 h 00 PM et 1 h 00 AM, la date risque de ne pas basculer le jour suivant. 3. Une fois la date réglée, replacez la couronne en position normale.
D) USO DEL CRONOMETRO Questo cronometro è in grado di misurare e indicare il tempo in unità di 1 secondo, fino a un massimo di 30 minuti. Il cronometro si ferma automaticamente dopo aver funzionato per 30 minuti di seguito. [Misurazione del tempo con il cronometro] 1. Premere il pulsante “A” per azzerare il cronometro. 2. Il cronometro si avvia e si arresta ad ogni pressione del pulsate “A”. 3. Premendo il pulsante “B” si azzera il cronometro e le lancette dei minuti e dei secondi del cronometro tornano alla posizione ZERO. AZZERAMENTO “A” MISURAZIONE DEL TEMPO ARRESTO “A” “B” E) AZZERAMENTO DEL CRONOMETRO (ANCHE DOPO LA SOSTITUZIONE DELLA PILA) Questa procedura deve essere eseguita quando la lancetta dei secondi e dei minuti del cronometro non ritorna sul secondo Zero. 1. Estrarre la corona fino alla posizione di secondo scatto. 2. Premere il pulsante “A” per impostare avanti la lancetta dei secondi del cronometro. Premere il pulsante “B” per impostare indietro la lancetta dei secondi del cronometro. * La lancetta dei minuti del cronometro è sincronizzata con la lancetta dei secondi del cronometro. * La lancetta dei secondi del cronometro può essere fatta avanzare rapidamente tenendo premuto il pulsante “A” o “B”. 3. Una volta riportate a zero le lancette, impostare l’ora e riportare la corona in posizione normale. Le caratteristiche tecniche possono cambiare senza preavviso.
JS 107 – Justice Management & Ethics, Fall 2012 Course Schedule Week Date Topics, Readings, Assignments, Deadlines 1 W 8/22 Introduction 2 M 8/27 W 8/29 Ch 1 – Basic Concepts for Understanding CJ Organizations Ch 1 – Basic Concepts for Understanding CJ Organizations 3 M 9/3 W 9/5 Labor Day – No Class Ch 2 – Structure of CJ Organizations 4 M 9/10 W 9/12 Ch 3 – The CJS in Its Environment Ch 3 – The CJS in Its Environment – Quiz 1 5 M 9/17 W 9/19 Ch 4 – Problems of Communication Ch 4 – Problems of Communication 6 M 9/24 W 9/26 Ch 5 – Motivation of Personnel Ch 5 – Motivation of Personnel – Quiz 2 7 M 10/1 W 10/3 Test 1 Ch 6 – Job Design 8 M 10/8 W 10/10 Ch 6 – Job Design Ch 7 – Leadership 9 M 10/15 W 10/17 Ch 7 – Leadership Ch 8 – Personnel Evaluation & Supervision – Quiz 3 10 M 10/22 W 10/24 Ch 9 – Occupational Socialization Ch 9 – Occupational Socialization 11 M 10/29 W 10/31 Ch 10 – Power & Political Behavior Ch 10 – Power & Political Behavior – Quiz 4 12 M 11/5 W 11/7 Test 2 Ch 11 – Organizational Conflict 13 M 11/12 W 11/14 Veterans’ Day – No Class Ch 11 – Organizational Conflict 14 M 11/19 W 11/21 Ch 12 – Decision Making Ch 12 – Decision Making – Quiz 5 15 M 11/26 W 11/28 Ch 13 – Organizational Effectiveness Ch 13 – Organizational Effectiveness 16 M 12/3 Ch 14 – Change & Innovation
10 24 Oct 2011 26 Oct 2011 Midterm Returned Overview: Intimate Partner Violence Psychological Terrorizing & Stalking Gosselin, Chapter 2 (p 31-46) Gosselin, Chapter 7: IPV Gosselin, Chapter 12-Stalking 11 31 Oct 2011 2 Nov 2011 IPV & Same Sex partners IPV Offenders Female Offenders & Battered Women who Kill Gosselin, Chapter 8: Same Sex Relationships Gosselin, Chapter 10: Adult Offenders Case study: Norman case (Provided) 12 7 Nov 2011 9 Nov 2011 Community Response to Partner Abuse Collaboration & Coordinated Community Response Gosselin, Chapter 11: Police Response Gosselin, Chapter 13: Court Response 13 14 Nov 2011 16 Nov 2011 Collaboration across systems & Small group presentations Safety Planning with Victims of IPV 14 21 Nov 2011 23 Nov 2011 Sexual Violence & Date Rape Response to Sexual Violence World Report on Violence & Health Chapter 6: Sexual Violence (Citation Provided) Second Paper Due: May 3, 2011 Article: TBA (Citation Provided) 15 28 Nov 2011 30 Nov 2011 Hate Crimes Response to Community Violence Study Guide Provided 16 5 Dec 2011 7 Dec 2011 Response Continued Review & Prep for Final Exam Final Reflections Due Final Exam Required: Bring a bluebook & scantron FINAL EXAM FOR THIS CLASS IS SCHEDULED FOR: Monday, May 23, 2011 09:45-12:00
Course Schedule JS 179 “Human Rights Practicum and Seminar” Fall 2014 Note: The following course schedule is subject to change with fair notice. Week. Date. Topics, Readings, Assignments, Deadlines. 1. 8/25 8/27 Introduction to course and explanation of syllabus, collect student interests to assign appropriate readings. Distribute all student paperwork for completion by 9/08. Getting familiar with Local HR Organizations and Campaigns, guest presentations. 2. 9/01 9/03 Ethnographic methods and HR advocacy, reporting, and research part 1 Ethnographic methods and HR advocacy, reporting, and research part 2; How to dissect a journal article. 3. 9/08 9/10 Scholarship seminar (instructor led); read article 2; assign presentation dates; Service Learning Agreements and Student Learning Plans/Contracts Due. HRAP Fieldwork 4. 9/15 9/17 Scholarship seminar; read article 3 HRAP Fieldwork 5. 9/22 9/24 Scholarship seminar: read article 4 HRAP Fieldwork 6. 9/29 10/01 Checking in on field work; informal discussion of placements and progress HRAP Fieldwork 7. 10/06 10/08 Scholarship seminar; read article 5 HRAP Fieldwork 8. 10/13 10/15 Film TBA HRAP Fieldwork 9. 10/20 Checking in on field work; informal discussion of placements and progress
10/22 HRAP Fieldwork 10. 10/27 10/29 Scholarship seminar; read article 6 HRAP Fieldwork 11. 11/03 11/05 Film TBA HRAP Fieldwork 12. 11/10 11/12 Scholarship seminar; read article 7 HRAP Fieldwork 13. 11/17 11/19 Scholarship seminar; read article 8 HRAP Fieldwork 14. 11/24 11/26 LIBRARY DAY (Work on and complete presentations) LIBRARY DAY 15. 12/01 12/03 Sociological Analysis Presentations, Field Notes Due Sociological Analysis Presentations, Field Notes Due 16. 12/08 12/10 Sociological Analysis Presentations, Field Notes Due Wrap-up, Thank-you’s to partnered organizations, and making use of your CE projects. Final . Place and Time: N/A
Election of Community Member Election of Office Bearers 3.Lisa Sette 01/03/2015 01/03/2017 4.Dianna Lauria 01/03/2015 01/03/2016 5.Daniela Smith 01/03/2015 01/03/2016 6.Nikki Davis 01/03/2015 01/03/2017 7.Steve Shennan 01/03/2015 01/03/2016 Tenures: 4 x 2 Years & 3 x 1 Years DET Employee Members Terms of Office Corinne Pupillo Susan Johnston 01/03/2015 01/03/2017 Denise Clarke 01/03/2015 01/03/2016 Kristie Giannakis 01/03/2015 01/03/2017 Tenures: 1 x1 Year & 2x 2 Years Lisa relinquished her position as president, Corinne as Executive Officer took chair Corinne Pupillo – explained role of Community Member Virginia Smedley submitted an expression of interest Corinne thanked Lisa for her support in both as Council President and as part of the fundraising committee Corinne explained the role of School Council President Call for nominations Corinne Pupillo explained the role of School Council Vice President Call for nominations 4.1 Motion: That Virginia Smedley be elected as the Community Member for JSA School Council Nominator: Corinne Pupillo Accepted: Denise Clarke 4.2 Motion: That Lisa Sette be nominated for School Council President Nominator: Lisa Sette Accepted: David Edgar All in favour, carried unanimously 4.3 Motion: That David Edgar be nominated for School Council Vice President Nominator: David Edgar Accepted: Denise Clarke
the new position of the ties makes it shorter… to avoid it simply put a little of electric tape on the ties to assure that they will always be in the correct position and will never work. I really hope that all this helps you to sail faster and enjoy your fantastic JSail!! Eduard Rodes International Coach Regatta Judge JSail dealer for Spain My daughter Cristina, who appears on the photos, was the main sailor who helped me to develop this tuning guide. Some of the best ideas are hers. She currently is a coach too.
logical progression of supporting ideas or evidence for paper content; the paper addresses topic but loses focus by including irrelevant ideas; frequent errors in spelling, grammar, and punctuation; no references or incorrect APA references. brief skeleton (introduction, body, conclusion) but lacks transitions with some supporting ideas and/or evidence for the paper content; errors in grammar and punctuation, but spelling has been proofread; few references or some incorrect references. brief skeleton (introduction, body, conclusion) but lacks transitions with some supporting ideas and/or evidence for the paper content; paper is focused on topic and includes few loosely related ideas; errors in grammar and punctuation, but spelling has been proofread; few references or some incorrect references. logical progression of ideas aided by clear transitions and support lacks specificity or is loosely developed; paper is focused on the topic and includes relevant ideas; occasional grammatical errors and questionable word choices; use of references indicate some research. progression of ideas aided by clear transitions and support lacks specificity or is loosely developed; the paper is focused, purposeful, and reflects clear insight and ideas; nearly error-free which reflects clear understanding and thorough proofreading; use of references indicate substantial research.
Firms’ experience of SME-friendly policy and their participation and success in public procurement Abstract Purpose – The purpose of this study is to test the relationship between firms’ experience of SME-friendly policy and their participation and success in public procurement. Methodology – Hypothesised relationships between SME-friendly policy and three outcome variables - frequency of tendering, success rate in public contract competitions, and commercial orientation towards the public sector - are tested using survey data from 2755 SME respondents. Findings – SME-friendly policy is found to be significant in explaining success rates and commercial orientation towards the public sector marketplace. It is not significant in explaining frequency of tendering. Originality – This study puts forward and tests an original model of SME-friendly procurement policy and its associated outcomes for firms. It develops a comprehensive 16-item instrument to measure SME-friendly procurement policy. It uses SMEs as research informants instead of public buyers. Limitations – The context for the study is Ireland. However, given institutional similarities in national public procurement regimes, particularly among EU Member States, the findings have relevance beyond the Irish context. The research design is cross-sectional and so does not allow for any causal claims to be made. Keywords SMEs, public procurement, policy, tendering, contracts. Paper type Research paper
Reijonen, H. Tammi, T. and Saastamoinen, J. (2014), “SMEs and public sector procurement: does entrepreneurial orientation make a difference?” International Small Business Journal, available from doi 0266242614556661. Reis, P.R.C. and Cabral, S. (2015), “Public procurement strategy: the impacts of a preference programme for small and micro businesses”, Public Money and Management, Vol. 32 No. 2, pp. 103-110. Ringwald, K. Lee, C. Williams, H. Cahill, D. Clifford, G. and Evans, C. (2009), “Barriers to procurement opportunity research”, available at: (accessed 04 April 2013). Snider, K.F. and Rendon, R.G. (2008), “Public procurement policy: implications for theory and practice”, Journal of Public Procurement, Vol. 8 No. 3, pp. 310-333. Sorte Junior, W.F. (2013), “Assessing the efficiency of centralised public procurement in the Brazilian ICT sector”, International Journal of Procurement Management, Vol. 6 No. 1, pp. 58-75. Sorte Junior, W.F. (2016), “Nurturing domestic firms through public procurement: a comparison between Brazil and Japan”, Public Policy and Administration, Vol. 31 No. 1, pp. 29-50. Temponi, C. and Cui, W. (2008), “Factors impacting participation of Hispanic small businesses in government contracting in the USA”, Journal of Small Business and Enterprise Development, Vol. 15 No. 3, pp. 504-526. Woldesenbet, K. Ram, M. and Jones, T. (2011), “Supplying large firms: the role of entrepreneurial and dynamic capabilities in small businesses”, International Small Business Journal, Vol. 30 No. 5, pp. 493-512.
Method X Method Y Method X Method Y A 6.5 0.35 2.0 0.30 B 4.1 0.05 2 0.02 C 60.0 1.0 50.0 <0.10 D 6.0 0.50 2 0.10 E 1.0 0.04 1.0 0.05 F 1.2 2.1 2 <0.10
To have the ability to write grant applications. x Clinical Skills and Abilities Ability to diagnose and manage appropriate common psychiatric and child psychiatry disorders including medical and psychological treatments Experience of clinical audit Research experience Experience of Consultation with other disciplines and agencies Experience of supervising others Experience of Teaching Experience of paediatric liaison Experience of working with young people with mental health difficulties and disorders up to 18 years In depth knowledge of a specialised area of child Psychiatry, in particular ADHD X X X X X X X X X CV Interview Knowledge and Understanding of: Current National policies for children & young people’s health, education and social care Children Act including safeguarding children, NSF and Every Child Matters (ECM) Mental Health Act Mental Capacity Act Clinical governance and Standards for Better Health X X X X X CV Interview
CHO solutions. Therefore coaches and practitioners, who are considering incorporating CHO mouth-rinsing strategies as means to enhance competition performance and/or training capacity, should carefully evaluate their training and competition environments. This will enable them to make a decision on the appropriateness and inclusion of mouth-rinsing strategies within the portfolio of their ergogenic strategies. In particular, special emphasis should be placed on personalising dietary and fluid strategies before and during exercise for both training and competition; since both dietary and fluid intakes can have a greater impact on endurance performance than CHO mouth-rinsing alone. Mouth-rinsing protocols of longer duration (i.e. 10-sec) and of higher frequency (i.e. 5-min) can potentially be more effective than the current protocol when exercise duration is approximately 1-h. However, mouth-rinsing more frequently and for longer durations may not be practical in a host of athletic settings. Alternatively, ad-libitum water intake alongside CHO mouth-rinsing protocols may be more effective than mouth-rinsing alone however this is still to be confirmed. In conclusion, coaches and practitioners should be sceptical of adopting a conventional mouth-rinsing protocol as means to optimise sports performance in the postprandial period; however other options may exist. ACKNOWLEDGEMENTS The authors would like to thank all of the subjects for their time and effort. The authors have no conflicts of interest that are directly relevant to the contents of this manuscript. REFERENCES
ABSTRACT Increased golf club head speed (CHS) has been shown to result in greater driving distances and is also correlated with golf handicap. The purpose of this study was to investigate the relationships between field-based measures of strength and power, and golf CHS, with a secondary aim to determine the reliability of the selected tests. A correlation design was used to assess the following variables; anthropometrics, squat jump height (SJ) and squat jump peak power (SJPP), unilateral countermovement jump heights (RLCMJ and LLCMJ), bilateral countermovement jump heights (CMJ), countermovement jump peak power (CMJPP), and seated (MBST) and rotational (MBRT) medicine ball throws. 48 male subjects participated in the study (age 20.1 ± 3.2 years, height 1.76m ± 0.07m, mass 72.8 kg ± 7.8, handicap 5.8 ± 2.2). Moderate significant correlations were reported between CHS and MBRT (r = 0.67; p < 0.01), MBST (r = 0.63; p < 0.01), CMJPP (r = 0.54; p < 0.01) and SJPP (r = 0.53; p < 0.01). Weak significant correlations (r = 0.3-0.5) were identified between club head speed and the other remaining variables excluding LLCMJ. Stepwise multiple regression analysis identified that the MBST and SJ were the greatest predictors of CHS, explaining 49% of the variance. Additionally the ICCs reported for tests of CHS and all performance variables were deemed acceptable (r = 0.7-0.9). The results of this study suggest that the strength and conditioning coach can accurately assess and monitor the physical abilities of golf athletes using the proposed battery of field tests. Additionally, movements that are more concentrically dominant in nature may display stronger relationships with CHS due to MBST and SJ displaying the highest explained variance following a stepwise linear regression. KEYWORDS: field testing; golf; strength and power, driving performance INTRODUCTION
Any other duties as allocated by the line manager following consultation with the post holder. % Internal and external relationships Direct responsibility to holder of research award or academic supervisor. May have additional reporting and liaison responsibilities to external funding bodies or sponsors. May be asked to serve on a relevant Academic Unit committee, for example research committee. Collaborators/colleagues in other work areas and institutions. Special Requirements To be available to participate in fieldwork as required by the specified research project. To attend national and international conferences for the purpose of disseminating research results. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications in Palaeoecology or a related aspect of Physical Geography/Earth Sciences/Environmental Science/Archaeology knowledge of palaeolimnology, and a keen interest in archaeology and/or aDNA Willingness to develop skills in the area of aDNA A good ability with multivariate statistics Experience of working in R CV & interview Planning and organising Able to organise own research activities to deadline and quality standards Interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods Interview Management and teamwork Able to supervise work of junior research staff, delegating effectively Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Interview Communicating Communicate new and complex CV &
Project Change Request Form JSCS Project MAnager to Complete Title of Change: Client: Requestor: Position/ Role: Date:: PCR Ref No: JSCS Owner: Date: Impacted Area Overall Project Status: Reason for Change: Change Description (please include all relevant documentation, including inherent risks, impact, etc): Anticipated Dates: Response Required by: UAT Date: Priority: Go Live Date: Will this change increase the cost of the Project? Yes No If Yes, Please Provide Details Please list all parties and key stakeholders involved in this project change request:
Jamie Sue Dollahite, PhD Professor of Community Nutrition, Division of Nutritional Sciences , ACADEMIC BACKGROUND INSTITUTION DEGREE DATE University of Texas at Austin BS Home Economics – Nutrition Concentration 1970 Dietetic Internship 1971 MS Human Nutrition 1974 University of Texas at Austin PhD Biological Sciences – Major in Nutrition 1990 EXPERTISE/ACADEMIC EMPHASIS My integrated research and Cooperative Extension programming focuses on nutrition education for audiences with two areas of emphasis: program development and evaluation, and translational research aimed at prevention of childhood obesity through education of parents and changes in home and community environments that make healthy choices easier. ACCOMPLISHMENTS IN COMMUNITY ENGAGEMENT AND OUTREACH (last 10 years) NATIONAL SERVICE AND LEADERSHIP NAS/IOM Review of WIC Food Packages Consensus Committee. Invited Presentation for Workshop: Nutrition Education Produces Behavior Change. July 29, 2016. USDA/NIFA webNEERS workgroup to develop an online monitoring and evaluation system to track policy, systems, and environmental change activities conducted in conjunction with direct nutrition education 2015-present USDA/NIFA SNAP-Ed Program Development Team 2013-2016 USDA-NIFA Predoctoral and Postdoctoral Fellowships Program, review panel member, 2013 NAS/IOM Planning Meeting on Nutrition Education Standards 2013 NAS/IOM Committee on Examination of Food Resources and SNAP Allotments. Public release January 17, 2013. USDA/CNPP National Evidence Library Systematic Review Expert Group conducting a systematic review to determine the effectiveness of nutrition education in improving nutrition-related behavior among children. 2010-2011 USDA/NIFA EFNEP Policy Task Force to revise/update national program policy, including the recognition of the importance of the socio-ecological model in healthy food choice and explicitly describing how EFNEP educators can put effort into environmental changes, as well as into direct participant education. 2008-2011 USDA/NIFA EFNEP Work Group to Develop Outcome Indicators and Evaluation Instrument for tracking community level environmental change work 2011 USDA/CSREES Community Nutrition Education Logic Model Work Group 2003-2005; reviewer for revised model 2013 STATE LEADERSHIP for COOPERATIVE EXTENSION’s Expanded Food and Nutrition Education Program (EFNEP) and Supplemental Nutrition Assistance Program – Education (SNAP-Ed) Coordinate funds from different sources to support core program areas and evaluation of programs: parent education, including child obesity prevention; prevention of chronic disease including diabetes and heart disease; maternal and child nutrition; youth nutrition; food safety; family resource management income
PRE-LISTING STATEMENT – CHECKLIST (SECTION 20 HFI) CLIENT: JSE REFERENCE: This documentation will be subject to the turnaround times as stipulated in paragraph 16.3 in the Listings Requirements. Company name: Round of comments: 1st Submission Date of comments: Introduction: My comments are given in the following ways Under the heading “Principle issues and general comments” I will list all the principle issues you did not comply with as well as the general comments. The checklist details all the requirements for the specific transaction. Comments on the checklist means the following: “Please note” – means that you don’t need to comply with the requirement. NB: the issuer maybe required to comply with the requirement at a later stage, e.g. those sections that will be required in the Final pricing supplement. “N/A” means that you do not have to comply with that specific requirement in this circular. “” means that the requirements has been complied with to the JSE’s satisfaction “Blank” means that you still have to comply with the specific requirement or advise that it is N/A. OS = Outstanding HFI = Hybrid Financial Instrument Any other comment on the checklist will be of a more specific nature. “Confirmed n/a” – Means that the advisors have confirmed this item to be not applicable. Under the heading “Outstanding Documents” you will find details of documents that was not submitted. Please don’t hesitate to call me if something is not clear. […] Tel: 011 […] Tel: 011 General comments: LR Ref Response by the sponsor JSE Comments 2nd JSE comments 20.1 Requirements for listing Hybrid Financial Instruments 20.2 Definitions General 20.3 Due to the complex nature of HFI the JSE must be consulted at an early stage before formal application for the listing is made. Depending on the nature and the structure of any particular issue, the requirements set out in the following paragraphs may be modified or additional requirements may apply. The
What are the CONSEQUENCES if it occurs? What is the LIKELIHOOD of it occurring? High 1 2 3 4 5 6 Low A Very Likely B Likely C Unlikely D Very Unlikely Points to be remembered with hazards A Potential to cause death of one or more persons. 1 1 2 3 Can the hazard be eliminated? If not the risk must be minimized to the lowest level possible. B Serious injury or illness e.g. an injury or illness that requires significant medical attention and / or absence from work and / or a permanent impairment. 1 2 3 4 Can the equipment, materials or process be changed? C Moderate injury or illness e.g. an injury or illness that requires medical attention and / or a short absence from work. 2 3 4 5 Can PPE be used? If so it should be used as a last option D Minor injury or illness e.g. an injury or illness that requires on-site first aid 3 4 5 6 Indicate the Risk Rating by matching the consequences row and the likelihood column.
Least – the minority of Majority – more than 50% Minority – less than 50% Most – avoid because the meaning is vague. Use “majority” or “plurality” instead, or use a precise figure with the term. E.g., “Most (52%) support the change.” Plurality – at least one more than any other alternative. E.g., “A plurality of voters supported Hillary Clinton in the U.S. presidential election.” Proportion- a portion or part in relation to its whole Rate – a measure, quantity, or frequency typically measured against some other quantity or measure Ratio – the quantitative relation between two amounts, showing the number of times one value contains or is contained within the other (part to part) Trend -- a general direction in which something is developing or changing. Percent – Percent is used with a specific number (“Fifteen percent of the control group responded to drug A.”) Percentage – Percentage is used without a number (“A small percentage of respondents …”) Curvilinear – A relationship between two or more variables that is depicted by anything other than a straight line. Vocabulary for Writing About Trends Trend Verb Form Verb + Prep. Noun Form Adjective Increase increase, rise, climb, soar, rocket Increased by Increased from/to an increase, a rise, an upward trend, growth gradual upward dramatic, slight sudden/steep sharp overall Decrease decrease, decline, fall, drop, plunge, plummet decreased by decreased from/to a decrease/ downward trend/ downward tendency gradual steep /sharp Steadiness Is/remain/stay level out, level off, plateau, reach a plateau, steady steady constant stable consistent the same similar Change change, fluctuate, vary change variation fluctuation alteration fluctuating varying changing Trend trend Numerical Terms Used to Write about Data Study the table and then look at various numerical terms used to write about the data.
Using Comparative Forms in a Sentence The comparative adjective in a sentence with an intransitive verb First part of comparison (subject) Verb Adverb or adverb phase Comparative adjectives Adjective phrase offering further information Than/ as Second part of comparison (long form) Second part of comparison (short form) The median wage of a college graduate is now 32 percent higher than the median wage of a high school graduate. that of a high school graduate. A college graduate’s lifetime earnings are three times higher than the lifetime earnings of a high school graduate. those of a high school graduate. The number of women with a university degree is still lower than the number of women without a university degree. that of those without degrees. Eating disorders are twice as prevalent in middle- class families as (are) eating disorders in poor families. (they are) in poor families. * The dropout rate is higher among male students than the dropout rate among female students. (it is) among female students. * The comparative form with an intransitive verb and an infinitive First part of comparison Verb Comparative adjectives Infinitive Adjective/noun/phrase Than/as Second part of comparison
Biography: Joe Shine Texas Commission on Environmental Quality Current Position Joe is a team leader in the Rule Registrations Section of the Air Permits Division at the Texas Commission on Environmental Quality. Prior Experience and Education Joe has an undergraduate degree from Texas A&M University and a graduate degree from the University of Southern California. He has been with the agency since 2010 and is responsible for the technical review of permits by rule and standard permits. Contact Information Telephone: (512) 239-6595 E-mail: joe.shine@tceq.texas.gov
2 First Draft version First round of contributions. Workpackage members and others to contribute first iteration to leader of the Deliverable. Due date – 15 L.Bradesko Leader to consolidate first round input and distribute to Contributors requesting eventual additional contributions 3 Second Draft version Second round of contributions to be sent to Leader. Suggestions from WP leader and Coordinator to Contributors. Due date – 10 Primoz Skraba L.Bradesko Leader to consolidate second round input from Contributors and send to internal peers identified in step 1 4 Final version Final consolidation of input and finalisation of document. Due date – 5 Z. Herga Consolidate comments and recommendations from Peers Reviewers. Quality Manager ensures proper quality of document. To be sent to internal peers and coordinator for cross reading 5 Approved version Final Approval from Coordinator Due date -1 M. Forcolin Consolidate last comments Final editing Formal approval Can be submitted to the commission by the Coordinator The version should include the text “_Submitted to EC” as
Last updated: 27/6/18 JOB DESCRIPTION Post title: Research Fellow Academic Unit/Service: Psychology Faculty: Social, Human and Mathematical Sciences Career Pathway: Education, Research and Enterprise (ERE) Level: 4 *ERE category: Research pathway Posts responsible to: Professor Lucy Yardley Posts responsible for: Post base: Office-based Job purpose To contribute to developing and evaluating e-health interventions, in collaboration with large research teams.
Key accountabilities/primary responsibilities % Time Assisting with the following tasks (together with more experienced team members): Carrying out qualitative and mixed methods pilot evaluations of user engagement with the interventions Liaising with and providing support to users of interventions (e.g. patients, nurses) in clinical trials Planning, optimising and documenting interventions, drawing on theory, published evidence, and expert and public consultation as necessary; Creating interventions using the LifeGuide software (with training and assistance from experts); Preparing, maintaining and submitting relevant documentation (e.g. ethics and governance), reports Writing up for publication qualitative and mixed methods pilot evaluations of user engagement with the interventions Other tasks related to the work of the LifeGuide team and the department of psychology (e.g. outreach, publicity, PPI, preparing grant proposals) The balance of tasks will vary depending on the applicant’s skills and interests and will be agreed with applicants. Internal and external relationships Internal: working closely with LifeGuide teams; collaborating with Faculty of of Medicine, Faculty of Health Sciences; member of the Southampton Centre for Community and Clinical Applications of Health Psychology. External: working with external collaborators. Special Requirements Applications for Research Fellow positions will be considered from candidates who hold a PhD or equivalent qualification, or, in the case of candidates who already have at least one relevant research paper accepted for publication, who have submitted a PhD thesis for the examination of the degree of PhD and are preparing for an examination by viva. The title of Research Fellow will be applied upon award of the PhD. Prior to the qualification being awarded the title of Senior Research Assistant will be given. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience in health psychology (You will have an in-depth understanding of your field of study and will be starting to build your academic standing, aiming to gain recognition at a national level. Your knowledge and experience will usually have been gained through a relevant PhD, but may also have been achieved via other research experience, normally supported by a relevant postgraduate degree) Experience using relevant skills, such as developing interventions, websites or other communication materials. Experience working with patients and/or health professionals, preferably carrying out research in an NHS setting
Supplementary Table: Summary of comments and feedback from round 1 and the changes made to FootyFirst in response Exercise training program component Summary and examples of feedback Changes made Warm-up (run through and dynamic stretches) Generally very positive feedback on both components of the FootyFirst warm-up. “Warm up activity is well structured and should be fine for purposes of preparing players to complete training program” Most feedback suggested including additional activities into either the dynamic stretches or the run through. The research team considered these but did not act on most as it was considered important to keep the warm-up component to a maximum of 8 minutes duration Several respondents suggested adding an activity or dynamic stretch of the lower back or lumbar spine to work on lumbar spine flexion “Lower back dynamic stretches. Hamstring dynamic stretches” ‘Hands to ground’ exercise added to run through to provide hamstring stretch and improve lower back mobility ‘Walking lunge’ exercise moved from run through to dynamic stretch section of the warm-up See Table 1 for revisions Hamstring exercise and progressions Generally very positive feedback and comments “It is the exercises with the best evidence for hamstring strain prevention. It is also the best exercise to be implemented easily in the field—no fancy equipment required.” There was some concern that this exercise was technically difficult to perform well and that participants may experience significant delayed onset muscle soreness when first performing this exercise. “This activity is likely to be too difficult for a beginner (high rate of DOMS initially with this exercise!).” No change Groin exercises and progressions There was consistent feedback about a lack of eccentric component and the non-functional nature of some of the exercises. “I think strengthening should have a more eccentric bias.” “Very non-functional and potential to irritate pubic symphysis lesions or enthesopathies. A better exercise would be a bent knee fall out with control and less load initially.” The relevance of the sumo squat and the running man exercises for improving groin strength was questioned. The sumo squat exercise was removed Two eccentric exercises were added at level 2 and level 5 The running man exercise was retained as it forms an important part of the literature for groin pain. See Table 1 for revisions
Pearl City Athletics Fundraiser 2017 Summer Season JV Boys Team Next Level 4. Waialua Kapolei 5. Pearl City Radford 6. Roosevelt League Format: Double Round Robin + 1 Day of Playoffs Team listed first will wear white/lighter color jerseys Thursday June 1 5:45pm 1 vs 2 6:45pm 3 vs 6 7:45pm 4 vs 5 Saturday June 3 OFF Thursday June 8 5:45pm 3 vs 4 6:45pm 6 vs 1 7:45pm 2 vs 5 Saturday June 10 9:00am 6 vs 4 10:00am 2 vs 3 11:00am 1 vs 5 Thursday June 15 5:45pm 6 vs 2 6:45pm 4 vs 1 7:45pm 5 vs 3 Saturday June 17 9:00am 1 vs 3 10:00am 4 vs 2 11:00am 5 vs 6 Thursday June 22 5:45pm 2 vs 1 6:45pm 3 vs 6 7:45pm 5 vs 4 Saturday June 24 9:00am 4 vs 3 10:00am 1 vs 6 11:00am 5 vs 2 Thursday June 29 5:45pm 4 vs 6 6:45pm 3 vs 2 7:45pm 5 vs 1 Saturday July 1 9:00am 2 vs 6 10:00am 1 vs 4 11:00am 3 vs 5 Thursday July 6 5:45pm 3 vs 1 6:45pm 2 vs 4 7:45pm 6 vs 5 Saturday July 8 9:00am TBD 10:00am TBD 11:00am TBD
Do you have remote or branch offices? Do those offices have data that you would like to replicate back to the main site? Have you ever wondered how to gain a high performance SSD tier without the incurring the huge expense? Do you provide a public cloud service to your users? Do you have an integrated storage offering for your cloud? Elevator Pitch/Value prop With a comprehensive feature set, HP StoreVirtual VSA is optimized for virtual environments and is a flexible shared storage solution that scales as needed. The ability to use existing server, DAS and SAN hardware greatly increases storage utilization, and reduces storage costs. Built-in high availability and disaster recovery features enhance server virtualization capabilities to deliver better business continuity. Affordable—Add advanced data services without heavy uplift Turn dumb disks into smart storage. Transform internal server or external storage disks into full feature, shared storage for virtual environments. No new hardware is required reducing or eliminating the overall cost of a storage infrastructure. Agile—Create an instant Converged Infrastructure with data mobility Bring compute and storage resources closer together with a configuration to best match the workload. Use Peer Motion to non-disruptively move data across servers, hypervisors, and sites, and between virtual and physical storage. Efficient—Reduce data center and remote office costs Benefit from footprint optimization, energy efficiency and reduced storage costs. With increased hardware utilization, customers can leverage existing infrastructure and specifically for Independent Public Cloud Providers, they can use VSA to create new services for their customers. Statement on what’s new/Leader in the market Lower price on single VSA licenses, now with 3 years of support included New Multi-pack VSA licenses enable cost effective deployment at scale – quantities of 15, 60 or 1000 licenses with built-in volume discounts With the latest version, VSA has double the performance with 2 virtual CPUs and multi-threading capability It’s the only VSA certified by VMware as a vSphere Metro Storage Cluster solution – allows for a multi-site configuration with inherent disaster recovery HP is the market leader in the virtual storage appliances category and has been for the past 5 years. HP StoreVirtual VSA is the first and only product of its kind that can run on any x86 hardware platform and span both VMware and Microsoft Hyper-V environments.
} } Simple Objects with meta-data The metadata of the simple objects are emitted inside the JSON objects as separate JSON element with the key as “@” character followed by the individual meta-data and their values. XML : <system inactive="inactive"> <host-name>Hercules</host-name> </system> JSON : { "system" : { "@" : { "inactive" : true }, "host-name" : "Hercules" } } Containers Nodes Container Nodes are emitted as JSON Array. The meta-deta of the individual elements inside the container are represented inside the JSON element as a separate element with key as “@”. XML : <interfaces> <interface inactive="inactive"> <name>ge-0/0/0</name> <description>foo</description> </interface> <interface> <name>ge-0/0/1</name> <description>bar</description> </interface> </interfaces> JSON :
Japan Society of Scotland / Aberdeen Standard Investments Scholarship 2019 Mission and Objectives: The scholarship is intended to build on Scotland’s historical links with Japan that go back to the Earl of Elgin’s negotiation of the Treaty of Amity and Commerce with Japan in 1851. The present Honorary Patron of the Society, Lord Charles Bruce of Elgin and Kincardine is a direct descendent of the fifth Earl of Elgin who signed the treaty. The selected candidate will be following in the footsteps of Scottish entrepreneurs of the Meiji period (1868-1912), such as Thomas Glover, in building bridges of understanding and communication between the two nations. How this can be achieved is set out in the specific objectives of the scholarship. The scholarship was created with the following objectives: To provide young persons from Scotland with an opportunity to study Japanese language in Japan at an accredited Japanese institution. Return flights to and from Japan, all tuition fees, accommodation and appropriate subsistence support will be provided. To offer the opportunity for the selected candidate to gain insight into the life and culture of Japanese society through a customized study period following the end of classes: and To provide a basic working foundation for future professional links with Japan. Candidate Profile: All candidates should: Be of Scottish birth, descent or long-term residency of at least five years in Scotland. Be either in full-time higher education in the United Kingdom or a graduate of a British university of no more than five years standing. Be able to articulate a defined interest in a professional field that relates to Japan, in which the study of Japanese language would be beneficial or necessary. Have a sound academic record and demonstrate the potential to achieve excellent results. Not be already engaged in a full-time Japanese programme of study. Required Documentation
Selecting one of these will load a new document of the type chosen and where the Loose Minute or Letter style has been chosen, there will be a dialog allowing you to tailor it to produce the other document types available, Meeting Agenda, Minutes of a Meeting and Brief. The top option will simply open a new blank document ready for JSP101 formatting. The final option on the menu is ‘Apply JSP101 Template’ which allows you to add the system functionality to an existing document that has been created elsewhere. You will now have a new document with the JSP101 functionality and there will be a new tab on the ribbon called ‘JSP101’ which will be at the left end after the ‘File’ tab. This contains all the functions as shown below. All the main functions are shown with their own buttons with the exception of those that are more rarely used, which can be found in the Misc group on the right by clicking the ‘Other Functions’ button – shown in the picture. The full help manual will have been installed in the JSP101 folder called ‘Help Manual.docx’, but the on-line help will be more convenient. To get on-line help, click the ‘On-line Manual’ button in the Help group, which is a normal Windows compiled help file. The manual is also available from nearly every dialog via the help button. If you are a new user, have a look at the first 3 sections under Introduction which will give you a good idea how the system works and will explain the JSP101 ribbon and the Keyboard Shortcut keys. Also have a look at the section under Hints and Tips about General Use. There is also a full section about using and editing the document templates. Editing the document templates themselves so that they can be personalised for your own unit logo, telephone number, signature block etc is easily available via the other menu option added to the ‘File’ tab / ‘Add-Ins’ [on the Office Button menu in 2007] – ‘Edit JSP101 Templates’. Just be slightly careful what you change because these contain many bookmarks and controls that the JSP101 system uses to format these documents! Any queries to the author Robin Lavies: E-mail: Updates from:
Standard Alternate Technical Concepts JSP-15-06 1.0 Description. The Standard Alternate Technical Concepts (ATC) process has been utilized on this project as defined in Engineering Policy Guide 147.1. Only those prequalified contractors who have met the requirements for participating in the standard ATC process will be allowed to submit an ATC bid. All other contractors who elect to bid on this call shall submit a bid using the advertised bidding documents. Any new ATC proposals will be considered as part of the Value Engineering Process after the project is awarded. 2.0 ATC Bidding Requirements. Any bidder that has obtained an approved ATC proposal before the project was advertised for bids may elect to submit a bid using the ATC quantities. An EBS file will be provided to the ATC bidder, for use in preparing their bid, listing the quantities that have been agreed to by MoDOT and the contractor. A contractor shall only submit one bid per call or they will be declared irregular. 3.0 Submission of ATC Bids. Approved ATC bidders shall submit their bid by email to the address shown below. The email shall have the subject of “Call Number ATC Bid”. The bid must be submitted and received by 11:00 a.m. the day of the letting. The ATC bidder may request a Return Receipt from their email software to ensure the bid is not opened before 11:00 a.m. on the day of the letting. The email shall have a completed EBS file attached that contains the bid information. 4.0 Award of Bid. If an ATC bid is awarded then the awarded ATC bid will be posted on MoDOT’s web site. All other ATC bids will not be available.