zilongwang/ReadingBank huggingface dataset:
Data Conversion: GIS datasets are geographically referenced which allows the data to be converted to other coordinate bases. Lincoln County also converts most other data types and formats into our GIS. Also, tabular data can be converted to and from a variety of data formats. The County uses ARCGIS as our GIS software and provides data to others in ESRI standard export formats. Ability to integrate with other databases and information systems: The County identifies key fields or data elements needed to support sharing of data sets and incorporates them in our GIS datasets whenever practical to promote integration. The County will also provide tools for users that will download data in specific database/software formats. Meta Data and Data dictionary Practices Currently, the County has minimal metadata information on existing datasets and feature classes. As the County migrates its data to a new ArcGIS SDE database metadata will be developed at the feature class and feature dataset level. Municipal Data Integration Process The County currently is looking to integrate the City of Merrill into its Enterprise SDE database, and has also designed the system for other municipal logins such as the City of Tomahawk. The current process is to request data from the municipalities and to store it on a local drive or to import it into our SDE database for use. Public Access and Website Information The County currently has public access computer terminals available to the public for searching tabular property ownership data from the tax database in the Register of Deeds Office and Tax Listing Department. The County is currently maintaining an ESRI ArcIMS site of unknown vintage that serves as the only website for mapping or GIS data. In 2016 the County will be developing and implementing web services and websites to make the GIS data easily accessible to the public via the County Website. The County continues to improve internet access to spatial and tabular land information as technology advances. We will continue to monitor developments of the WLIP Internet Land Information Clearinghouse. Type of Website Software or App 3rd Party or Contractor URL Update Frequency/ Cycle GIS web mapping site ARCIMS ESRI Every few months ROD land records search tools Laredo/Tapestry Fidlar Technologies Daily RPL or tax parcel site Lincoln County, Online Systems City County Information Technology (Marathon County) As records are updated Zoning information (PDF or WebApp format) ARCIMS ESRI Annual PLSS tie sheets Web – Text based search County Surveyor
Current start date: Date of leaving (if applicable) Reason for leaving: Period of notice: Brief description of main duties/responsibilities. (Please continue on a separate sheet if necessary) Previous Employment or Work Experience Record Please provide full details of all your previous paid and unpaid employment in date order since leaving full-time education, explaining any breaks. Name of employer and type of business Nature of Business Position held, duties and responsibilities Reason for leaving (If applicable) Dates from – to
4 Ebola Collection Malaysia Airlines Collection Run LDA Clustering LDA Clustering 1 0.0472 0.4293 0.117 0.601 2 0.0475 0.4240 0.140 0.635 3 0.0486 0.4329 0.144 0.632 4 0.0483 0.4374 0.149 0.629 5 0.0501 0.4344 0.133 0.622 6 0.0475 0.3957 0.151 0.621 7 0.0491 0.4257 0.162 0.618 8 0.0466 0.4653 0.133 0.618 9 0.0472 0.4091 0.149 0.634 10 0.0483 0.4397 0.137 0.597 The significant level (α) in our experiment is set to 0.05 (95% confidence interval). We use Minitab, which is statistical analysis tool, to compute t-test. We can reject the null hypothesis and accept the alternative hypothesis if p-value is less than the significant level. The result for the Ebola collection is shown as follows: Two-sample T for LDA vs Clustering N Mean StDev SE Mean LDA 10 0.04804 0.00105 0.00033 Clustering 10 0.4294 0.0185 0.0059 Difference = mu (LDA) - mu (Clustering) Estimate for difference: -0.38131 95% upper bound for difference: -0.37056 T-Test of difference = 0 (vs <): T-Value = -65.01 P-Value = 0.000 DF = 9 For the Ebola collection, we do not have enough evidence to accept the null hypothesis. Therefore, we accept the alternative hypothesis, which means LDA has better performance than the clustering method because the average cosine similarity of LDA is lower than the average cosine similarity of the clustering approach. The result for the Malaysia Airlines collection is shown as follows:
static int numUpdateThreads = 1; static int maxItersPerDoc = 1; static int numReduceTasks = 10; static boolean backfillPerplexity = false; static String subFix = ""; static ArrayList<String> topics = new ArrayList<String>(); static ArrayList<String> topWords = new ArrayList<String>(); static String avroSchemaFile = "lda.avsc"; static String avroOutFile = "lda.avro"; static String avroInFile = ""; static String avroSchemaInFile = ""; static String hdfsFolder = "lda-optimized"; public static void main(String[] args) throws Exception { if(args.length >= 4){ Configuration conf = new Configuration(); HadoopUtil.delete(conf, output); //set arguments numTopics = Integer.parseInt(args[0]); maxIter = Integer.parseInt(args[1]); subFix = args[2]; hdfsFolder = args[3]; if(args.length > 4){ avroSchemaFile = args[4]; avroOutFile = "avro_" + subFix + ".avro"; avroInFile = args[5]; avroSchemaInFile = args[6]; } String[] ldaArgs = { "-DbaseFileLocation=" + baseFileLocation }; ToolRunner.run(new LDAJob(), ldaArgs); System.out.println("done"); } else{ System.out.println("Usage\n\thadoop jar lda.jar LDAJob " + "<number of topics> <number of iterations> " + + "<output subfix> <HDFS working directory> “ + + "[<schema file: lda.avsc> <avro input file> " + + "<avro schema input file>]"); } } public int run(String[] arg0) throws Exception {
Points 0 8 14 20 Display (20 points) Room design is not a 3D model or made using technology Room design is a 3D model or made with technology but is messy. Room design is a 3D model or made using technology but could be neater. Room design is a 3D model or is made with technology. The design is neat. Book Summary (20 points) There is no one page summary of the book attached to the room design. The summary is not one page and it is not typed. The summary is not one page or it is not typed. There is a one-page summary attached to the room design. The summary is typed. Room Design (20 points) There is not a clear design to the room that connects to the story and character. The room design does not connect to the story or does not accurately represent a room the character would live/work. The design of the room connects to the story and the character but has little detail or forethought. The room design connects to the story and accurately represents a room the character would live/work. Overall Room Design Appearance (40 points) Overall Project Not Presentable 10 points Room design somewhat messy; appears very little forethought was used 20 points Design is good, but could be neater 30 points Design reflects effort/forethought and creativity; looks like a real room design! 40 points
Before the Inspection Following notification to the school by the Diocesan office of their scheduled inspection, the inspector will make contact with the school. As part of the initial telephone call with the headteacher the inspector requests the following documents to be emailed: The School’s Self-evaluation Form (SEF). The SEF may include self-evaluation relevant to SIAMS or this may exist as a separate document. Relevant policies for RE, collective worship and SMSC if not available on the website The schools development plan for the current and previous year Any action plans related to SIAMS In the case of an academy the inspector may request any scheme of delegation that sets out the levels of delegation to the local governing body. The schools will receive a Pre-Inspection Plan from the inspector at least 24 hours prior to the inspection. During the Inspection Inspectors must: Take all relevant evidence into account when making judgements Ensure that evidence is sufficient and triangulated before arriving at a conclusive judgement Probe deeper where there is concern or uncertainty about evidence Check the school’s assertions or policies against evidence of their impact Explore the school’s Christian vision, the provision the school makes because of this vision and how effective this provision is in enabling all pupils to flourish. Feedback is an ongoing process throughout the inspection day and will involve continued dialogue with the school’s headteacher or nominated senior leader. Feedback should be offered if any lessons or act of worship is observed but grades should not be given for lessons or acts of worship. The purpose of observations is to verify the school’s own monitoring, not to assess the quality of teaching. The final feedback takes place at the end of the day and is an opportunity for the inspector to share the findings and provisional judgements with senior leaders. The school should be informed of the grades that the inspector is recommending, but should be made aware that they are subject to a critical reading process. Processing the Report The inspection and PIP must send the first draft of the report to the critical reader within 5 working days of the inspection.
SECTION 2: TEACHING PREFERENCES Preferred Local authorities eg Westminster, Richmond Primary Age Range (tick all that apply) Specialist subject (if applicable) Yes No EYFS KS1 KS2 (Y3/4) KS2 (Y5/6) Secondary Main Subject Other Subject (s) Yes No SECTION 3: CURRENT EMPLOYMENT (if applicable) Name, address and telephone number of your current employer Type of employer (e.g. school, local authority, academy trust, charity) Job title Subjects/age groups taught/duties Date appointed to current post Current salary (including additions) SECTION 4: PREVIOUS EMPLOYMENT Please tell us about the jobs you have held (this may include voluntary/unpaid work and school placements) and provide an explanation for any gaps in employment. Please start with the most recent first. From To Full/ part time/ Name, address and contact number of employer Type and size of school/college (if applicable) Position held and salary Reason for leaving
If your application is not successful would you be happy for your application to be passed on to another LDBS school with a similar vacancy? All information would be handled and transferred under the terms of the General Data Protection Regulation 2018. Yes No SECTION 10: MONITORING SHEET Part B – CONFIDENTIAL INFORMATION This section of the form will be removed before shortlisting. 1. Gender: 2. Date of Birth: 3. Cultural/ethnic origin: 4. Ethnicity form: Choose one section from A-E and then tick the appropriate box to indicate your cultural background. A White British English Scottish Welsh Irish Any other White background, please write in: B Mixed White and Black Caribbean White and Black African White and Asian Any other Mixed background, please write in: C Asian, Asian British, Asian English, Asian Scottish, or Asian Welsh Indian Pakistani Bangladeshi Any other Asian background, please write in: D Black, Black British, Black English, Black Scottish, or Black Welsh Caribbean African Any other Black background, please write in E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese Welsh, or other ethic group Chinese Any other background, please write in
Designation of LV Bus (associated with this Threshold Capacity Allocation): The above LV Bus is: Dedicated Shared Remaining Threshold Capacity Allocation (where applicable): Submission Date: Section 1: Embedded Generation Facilities [Please add rows as necessary]: Generator Name LDC-Owned Dedicated Feeder (Designation) Load Displacement (Y/N) Connected or in LDC Queue Generation Type (Energy Source) Name-plate Rated Capacity (kW) Interface with the Grid Fault Contribution (kVA) Section 2: Energy Storage Facilities [Please add rows as necessary]: Name LDC-Owned Dedicated Feeder (Designation) Connected or in LDC Queue1 Name-plate Rated Capacity (kW) Interface with the Grid3 Fault Contribution (kVA) Notes
General Information LDC Name: TS (associated with this Threshold Capacity Allocation): Designation of LV Bus (associated with this Threshold Capacity Allocation): Submission Date: The above mentioned LV Bus is: Section 1: Embedded Generation Facilities Generator Name Feeder Load (Y/N) or in LDC Queue Type (Energy Name-plate Rated Capacity (kW) Interface with the Grid3 Fault LLL at Bus (kVA) Fault LG at Bus (kVA) Section 2: Energy Storage Facilities
Energy Storage Facility Name Feeder or in LDC Rated Capacity (kW) Interface with the Grid3 Fault LLL at Bus (kVA) Fault Contribution LG at Bus (kVA) Notes [1] C = Connected; Q = LDC Queue [1] W = Wind Turbine; P = Photovoltaic (Solar); H = Hydraulic Turbine; F = Fuel Cell; B = Biomass; CHP = Cogeneration; NG = Natural Gas; O = Other [1] Inverter or sub-transient reactance of generation equipment if it is not inverter based
Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced 2 2.5 3 3.5 4 4.5 5 Introduction of task Attempts to address task, but lacks focus or is off-task. Addresses task appropriately, but with a weak or uneven focus. Addresses task appropriately and maintains a clear, steady focus. Addresses all aspects of task appropriately and maintains a strongly developed focus. Use of scientific research and citation (x2) Does not use any supporting research or does not cite any sources to complete assignment Uses 1-2 sources with proper citation throughout document to support ideas. Uses 3-4 sources with proper citation throughout document to support ideas. Uses 5 or more sources with proper citation throughout document to support ideas. Explanation of required periodic trends (x3) Does not incorporate the explanation of trends to convey ideas. Incorporates and explains 1-2 periodic trends to convey ideas. Incorporates and explains 3-4 periodic trends to convey ideas. Incorporates and explains 5 or more periodic trends to convey ideas. Explanation of the periodic law Does not mention or explain the periodic law. Mentions the periodic law. Mentions and explains the periodic law. Gives a thorough explanation of the periodic law and uses it to support the placement of chosen element on the periodic table. Explanation of physical and chemical properties based on element’s location on Periodic Table (x2) No mention or explanation of physical or chemical properties for element based on its location. Defines physical and chemical properties. Explains the difference between physical and chemical properties Gives a thorough explanation of how an element’s location on the periodic table can explain and predict the physical and chemical properties of an element with reference to the element’s electron configuration, valence electrons. Explanation of how newly discovered elements are put in the proper place on the periodic table (x2) No explanation of how new elements are properly arranged on the periodic table. Gives explanation for how new elements are incorporated into periodic table using periodic trends -or- The periodic law Gives explanation for how new elements are incorporated into periodic table using periodic trends and the periodic law Gives thorough explanation and support for ideas about how new elements are discovered and incorporated into the current periodic table, using periodic trends and the periodic law for support. Provides a recent example of this idea. Article formatting Not formatted in the style of a magazine Formatted in the style of a magazine including pictures, side notes, and proper headings. Total points ______________/60
1.2 Task Analysis – Planning the Schedule Directions: Use your list of steps from the previous page, and indicate what you are going to do in class and outside of class each day. Some due dates and checkpoints may have already been filled in for you. Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5) In-Class Task Engagement Task Analysis 1.2 Task Analysis- (Paraphrasing the Rubric) 2.1 Active Reading Complete Active Reading Guide for 3 Articles 2.1 Active Reading Complete Active Reading Guide for 3 Articles 2.2 Essential Vocabulary 2.3 Summarizing Reading 2.4 Preparing Note Taking 2.5 Academic Integrity 2.6 Note-taking Complete Note Taking for 3 Articles Monday (Day 6) Tuesday (Day 7) Wednesday (Day 8) Thursday (Day 9) Friday (Day 10) In-Class 2.6 Note-taking Complete Note Taking for 3 Articles 3.1 Bridging Conversation 3.2 Understanding Informational or Explanatory Writing 4.1 Controlling Idea 4.2 Planning 4.3 Development: Writing the Rough Draft of Pamphlet 4.3 Development: Writing the Rough Draft of Pamphlet 4.4 Revision Must have a minimum of two editors 4. 5 Editing Monday (Day 11) Tuesday (Day 12) Wednesday (Day 13) Thursday (Day 14) Friday (Day 15) In- Class Work on Final Draft of Pamphlet Work on Final Draft of Pamphlet Work on Final Draft of Pamphlet 4.6 Completion -Complete/revise your work as needed Submission of final pamphlet due at the beginning of class Adapted from Ballute, S., Hurley, C., & T. Lent (2011). LDC Module: The British Industrial Revolution. <www.literacydesigncollaborative.org>.
Days 10 and 11 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Multiple drafts Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Model useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. Day 12 5. Editing Ability to proofread and format a piece to make it more effective. Correct Draft Revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text. Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other’s texts a second time. Day 13 6. Completion Ability to submit final piece that meets expectations. Final Piece Turn in your complete set of drafts, plus the final version of your piece. Fits the “Meets Expectations” category in the rubric for the teaching task. Materials, references, and supports For Teachers For Students Section 4: What Results? Student work samples [Include at least two samples of student work at each scoring level.] Classroom Assessment Task (Optional: May be used as Pre-Test or Post-Test) Background to share with students (optional):
Student Work Rubric - Informational/Explanatory Teaching Task - Grades 9-12 Scoring Elements Emerging Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4 Controlling Idea Addresses prompt. Presents a general or unclear controlling idea. Addresses prompt. Presents a clear controlling idea with an uneven focus. Addresses prompt. Presents and maintains a clear, specific controlling idea that takes into account the complexity of the topic. Addresses prompt. Presents and maintains a precise, substantive controlling idea that takes into account the complexity of the topic and, where appropriate, acknowledges gaps in evidence or information. Selection & Citation of Evidence Includes minimal details from sources. Sources are used without citation. Includes details, examples, and/or quotations from sources that are relevant to the controlling idea. Inconsistently cites sources. Includes details, examples, and/or quotations from sources that support the controlling and supporting ideas. Consistently cites sources with minor formatting errors. Includes well-chosen details, examples, and/or quotations from sources that fully support the controlling and supporting ideas. Consistently cites sources using appropriate format. Development / Explanation of Sources Explanation of source material is irrelevant, incomplete, or inaccurate. Explains source material to support the controlling idea, with some incomplete reasoning or explanations. Accurately explains source material and how it supports the controlling idea. Thoroughly and accurately explains source material to support and develop the controlling idea. Organization Lacks an evident structure. Makes unclear connections among ideas, concepts, and information. Groups ideas and uses transitions to develop the controlling idea, with minor lapses in coherence or organization. Groups and sequences ideas to develop a cohesive explanation. Uses transitions to clarify the relationships among complex ideas, concepts, and information. Groups and sequences ideas in a logical progression in which ideas build to create a unified whole. Uses varied transitions to clarify the precise relationships among complex ideas, concepts, and information. Conventions Major errors in standard English conventions interfere with the clarity of the writing. Language or tone is inappropriate. Errors in standard English conventions sometimes interfere with the clarity of the writing. Uses language and tone that are sometimes inappropriate for the audience and purpose. Consistently applies standard English conventions; minor errors, while noticeable, do not interfere with the clarity of the writing. Uses language and tone appropriate to the audience and purpose. Consistently applies standard English conventions, with few errors. Demonstrates varied syntax and precise word choice. Consistently uses language and tone appropriate to the audience and purpose.
Stuart will contact Karen Green to discuss the opening times and telephone number for Inpatient Services Nita said the dates we are supposed to do the Health Self Assessment had still not been confirmed. Stuart will let the Board know as soon as we find out. Dates and times of the LDPB meeting have now been changed to Tuesdays. Actions By Who? Sue Lee and Karen Green from 5BP to be invited along to a future meeting Stuart Sheridan/ Wendy Green Relationship Policy Guidance to be updated and discussed at a future meeting Stuart Sheridan Contact Karen Green to confirm opening times and telephone number of Inpatient Services Stuart Sheridan Update on Carers Strategy Steve O’Connor talked about the Knowsley Carers June Newsletter – “You said. We did”. Carers Work Groups have been talking about what needs to happen to give them support and a life of their own. One of the top five achievements is a Break for Carers. This gives carers time away for themselves to do whatever they want to do. The carers’ group’s work has made sure that the money used is fair for all. A GP Link Worker has been working with staff from doctor’s surgeries to put together a GP Practice Guide: 10 Steps to Supporting Carers.
that it will compromise their self employed status with consequences for their earning potential. Dental Health in N Wales North Wales public health annual report will cover early years and have a small dental section Dental Advisers No report NW Dental Advisory Forum Interim oral surgery arrangements are only meant to run until September. The professional members have requested that there is an Orthodontic working party to look at implementation of the recommendations of the welsh orthodontic review Next meeting 4th July and 12th September 2011
Article 10[4]- With effect from 01 January 2019 dental facilities must be equipped with an amalgam separator, and by 01 January 2021, all separators must retain at least 95% of amalgam particles. (This latter requirement applies to any new separators installed from January 2018 onwards). Article 10[6]- With effect from 01 January 2018 - Dental practitioners shall ensure that their amalgam waste, including amalgam residues, particles and fillings, and teeth, or parts thereof, contaminated by dental amalgam, is handled and collected by an authorised waste management establishment or undertaking. It is recognised that three of the provisions (Article 10 [1], Article 10[4] and Article 10[6]) are already accommodated by the majority of practices in England: Amalgam waste should be handled by authorised waste management establishments. Similarly, for dental facilities in England, separators capturing 95% of particles are presently a prerequisite. Exclusive pre-dosed amalgam is widely available in the UK; usage within dental practice has been ubiquitous for some time. In relation to Article 10[2] the provision on restricting amalgam in certain patient groups; consultation and careful consideration continues to be given to how implementation may be best supported at practice level. Further guidance is in development with the Chief Dental Officers for Wales Scotland and Northern Ireland and will be published in due course. NHS England South (South East) Update (MB) Most of the time has been taken up by Orthodontic Procurement. Practice Visits have been lessened since Ortho Procurement is finished. 2nd Learning Line should be coming out shortly. Secretary’s Update, MCN/ LPN Report (AT) LDN Strategy Day AT asked for the committee’s views on priority areas to report back to the LDN which is tomorrow. OHP MCN: See Appendix for Notes CPD Day Update HEE agreed to do booking through E wisdom Date booked at Worthing Health Education Centre Free CPD Looking for sponsors Thursday 22nd November 2018 Problem Solving in Primary Dental Care Aims Update on local and national issues facing dentists; Support Dentist and DCP’s in problem solving in primary dental care Confirmed speakers are: Rob Emanuel - Dementia Friendly Dentistry Arijit Ray- Chaudhuri - Problem solving in primary dental care Simon Quelch - Complaints Jackie Sowerbutts - PHE Steven Walsh - Medical Risk Assessment
Section 2: What Skills? Skill Definition Skills Cluster 1: Preparing for the Task 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. Skills Cluster 2: Reading Process 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central point and main supporting elements of a text. 3. Essential vocabulary Ability to identify and master terms essential to understanding a text. 4. Academic integrity Ability to use and credit sources appropriately. 5. Note-taking Ability to select important facts and passages for use in one’s own writing. Skills Cluster 3: Transition to Writing 1. Bridging Ability to begin linking reading results to writing task. Skills Cluster 4: Writing Process 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to a narrative task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 5. Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations. Section 3: What Instruction? Pacing Skill and Definition MINI-TASK Instructional Strategies Product and Prompt Scoring (Product “meets expectations” if it…)
Student Work Rubric Optional Dimensions for NGSS Science Integration - Grades 9-12 Use one or more of these as your “Disciplinary Content Understanding” dimension in the Grades 9-12 Argumentation or Informational/Explanatory Student Work Rubrics. Emerging Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4 Integration of NGSS Strands: How well does the student integrate disciplinary core ideas, crosscutting concepts, and science/engineering practices? Use this row to holistically rate the student’s integration of the NGSS strands. Uses science/engineering practice(s) to demonstrate and apply content OR makes connections to the crosscutting concepts with major errors or omissions. Uses science/engineering practice(s) to demonstrate and apply content while making connections to the crosscutting concepts with minor errors. Uses science/engineering practice(s) to demonstrate and apply accurate content and makes connections to the crosscutting concepts. Uses science/engineering practice(s) to demonstrate and apply accurate content and explains the connections (relationships) to the cross-cutting concepts. Disciplinary Core Ideas [SELECT SPECIFIC CONTENT STANDARD(S) HERE.] Identifies or otherwise applies irrelevant content OR relevant content with major errors or omissions. Identifies or otherwise applies relevant content with minor errors or omissions. Explains or otherwise applies relevant and accurate content. Explains and applies relevant and accurate content. Crosscutting Concepts [SELECT SPECIFIC CROSSCUTTING CONCEPT(S).] * Identifies or makes connection to irrelevant crosscutting concept(s) OR to relevant crosscutting Identifies or makes connection(s) to relevant crosscutting Explains OR makes accurate connections to relevant crosscutting concept(s). Explains and makes accurate connections to relevant crosscutting concept(s). * Patterns; Cause & Effect; Scale, Proportion, and Quantity; Systems & System Models; Energy & Matter; Structure & Function; Stability & Change Emerging Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4 Science and Engineering Practices [SELECT SPECIFIC PRACTICE(S) RELEVANT TO THE TEACHING TASK.]
UPDATED LIST OF HAMPSHIRE DofE FORUM & LOCAL DofE NETWORK MEETINGS AND PRESENTATIONS As at 9 July 2018 PRESENTATIONS Winter 2018/19 Spring 2018 Autumn 2018 FORUM Gold Award Holders 6 July 2018 The Great Hall, Winchester Tuesday 29 June 2019, 7.30pm, Mitchell Room, HCC Offices, Winchester AGM – Tuesday 14 May 2019, 7.30pm, Mitchell Room, HCC Offices, Winchester Tuesday 25 September 2018, 7.30pm, Mitchell Room, HCC Offices, Winchester EAST HANTS Wednesday 17 October 2018, Ditcham Park School, Petersfield TBC Monday 14 January 2019, 7.30pm, Ditcham Park School AGM - Monday 13 May 2019, 7.30pm, Lord Wandsworth College Monday 17 September 2018, 7.30pm, Alton ODC BASINGSTOKE Tuesday 7 May 2019, Venue : TBC Tuesday 29 January 2019, 6.30pm, Eastlands, Basingstoke, Tuesday 16 October 2018, 6.30pm, Eastlands, Basingstoke, FAREHAM & GOSPORT Fareham DofE Leader’s Meeting – Tuesday 10 July 2018, 4.30pm, Boundary Oak School HART & RUSHMOOR No Local DofE Network at present HAVANT and WATERLOOVILLE Wednesday 22 January 2019, 6pm, Warblington School AGM - May 2019, 6pm, Warblington School NEW Tuesday 5 March 2019, 7pm, Venue: TBC Tuesday 22 January 2019, 7.30pm, The New Forest School, Dibden Purlieu AGM - Tuesday 30 April 2019 7.30pm New Forest School, Dibden Purlieu Tuesday 18 September 2018, 7.30pm, The New Forest School, Dibden Purlieu TEST Thursday 29 November 2018, 7pm, Andover Baptist Church AGM Thursday 27 September 2018, Andover Baptist Church WINCHESTER & EASTLEIGH TBC HAMPSHIRE YOUTH FORUM N/A TBC TBC TBC All Youth Forum meetings start at 7pm, for venues please check the website.
Annotated CRFs Collected fields that have not been tabulated have been annotated as “NOT SUBMITTED”. LDCP, Inc. collects certain data elements (e.g. prompt questions) to facilitate certain operational processes including data cleaning and dynamically creating additional forms in the electronic data capture (eDC) system. All fields that have been annotated as “NOT SUBMITTED” meet these criteria. SDTM Subject Domains Dataset – Dataset Label Efficacy Safety Other SUPP- Related Using RELREC Observation Class AE – Adverse Events X RE Events X X Interventions CO – Comments X Special Purpose DM – Demographics X Special Purpose X Events X Interventions X X X Findings MH – Medical History X Events QS – Questionnaires X X Findings RE – Respiratory System Findings X X X AE Findings SE – Subject Elements X Special Purpose SV – Subject Visits X Special Purpose X Findings CM – Concomitant Medications The start date for historical corticosteroids was not reported for 37 subjects. As a result, validation rule errors are to be expected. DS – Disposition After a subject completes the trial, two observations with DSCAT equal to DISPOSITION EVENT are expected. DSSCAT = ‘TREATMENT DISCONTINUATION’ indicates the subject’s completion
A CRF collected pregnancy event information; however, no pregnancy events were reported. Annotated CRFs Collected fields that have not been tabulated have been annotated as “NOT SUBMITTED”. LDCP, Inc. collects certain data elements (e.g. prompt questions) to facilitate certain operational processes including data cleaning and dynamically creating additional forms in the electronic data capture (eDC) system. All fields that have been annotated as “NOT SUBMITTED” meet these criteria. SDTM Subject Domains Dataset – Dataset Label Efficacy Safety Other SUPP- Related Using RELREC Observation Class AE – Adverse Events X RE Events X X Interventions CO – Comments X Special Purpose DM – Demographics X Special Purpose X Events X Interventions X X X Findings MH – Medical History X Events QS – Questionnaires X X Findings RE – Respiratory System Findings X X X AE Findings SE – Subject Elements X Special Purpose SV – Subject Visits X Special Purpose X Findings CM – Concomitant Medications The start date for historical corticosteroids was not reported for 37 subjects. As a result, validation rule errors are to be expected.
Legacy Data Conversion Plan & Report Conversion The legacy data was converted to SDTM as described in the following data flow diagram. Rationale: The legacy data was converted to SDTM without creating ADaM datasets since the study started before December 17, 2016. The rationale for only converting to SDTM was to support pooling activities for the ISS and ISE. The tabulation data was pooled at the SDTM level and ADaM datasets were created to be used as input for the ISS/ISE. Converted Data Summary The legacy data was available in SAS format (.sas7bdat). A formats catalog was applied to the datasets prior to conversion to SDTM in order to aid in source-to-target mapping (e.g. straight map or minimal conditional statements needed). During authoring of the mapping specification from legacy data to SDTM, CDISC Controlled Terminology was applied where applicable. After authoring of a mapping specification and programming of the SDTM SAS datasets, the Pinnacle21 validator was run to check compliance to SDTMIG v3.1.3. Any checks that signified a programming issue were addressed and the relevant SDTM datasets were updated. After resolution of all validation issues that could be fixed, a QC step was performed where the datasets were double-programmed by a separate QC programmer using the mapping spec as a reference. Any fallouts were recorded per the sponsor’s SOPs and returned to the SDTM programmer for updates. After confirmation that updates were applied properly, the SDTM data was considered complete and sent to a publishing programmer for creation of the SDTM annotated CRF as well as the define.xml. Each of these tasks included QC steps as well. Issues Encountered and Resolved MedDRA v14.1 was used to encode adverse events in the legacy data for this study. This version was retained when mapped to the SDTM AE domain to maintain traceability to the CSR. Terms will be re-coded to MedDRA v20.0 at the pooled SDTM level per advice in the Technical Conformance Guide to encode to one version of the dictionary. A
SDTM Subject Domains Dataset – Dataset Label Efficacy Safety Other SUPP- Related Using RELREC Observation Class X X CM Events X X AE Interventions DM – Demographics X Special Purpose X Events EG – ECG Test Results X Findings X FAEX Interventions FA – Findings About X Findings FAEX – Findings About Exposure X EX Findings FAMH – Findings About Medical History X MH Findings X X Findings X FAMH Events X X Interventions QS – Questionnaires X Findings X Findings X Findings SE – Subject Elements X Special Purpose SV – Subject Visits X Special Purpose X TU Findings TU – Tumor Identification X TR Findings VS – Vital Signs X Findings
Submission 9 Submission Date: 24/05/2017 Submission method: Letter Postcode: 3205 24 May 2017 Mr Michael Rosier Executive Director, Biosecurity Agriculture Victorian Government GPO Box 4509 MELBOURNE VIC 3001 Dear Mr Rosier LIVESOTCK DISEASE CONTROL REGULATIONS (2017) Thank you for the opportunity to provide comments in relation to the Livestock Disease Control Regulations 2017 (the Regulations) following release of the Regulatory Impact Statement for the Lviestock Disease Control Regulations 2017 on 13 April 2017. PrimeSafe is supportive of the Regulations on the basis that it adopts best practice in animal welfare, chemical use and residues and biosecurity. As Victoria transistions to the new livestock electronic identification system for its sheep and goat meat industries, improved traceability through the value chain will be greatly enhanced, thereby making it more effective and efficient to manage with regards to food safety and biosecurity. In addition, the Regulations provide for appropriate notification of livestock diseases, record-keeping and identification requirements for certain livestock for traceability purposes, therefore reducing the impacts of a disease in the event of an outbreak. PrimeSafe looks forward to continueing work with sheep and goat meat processors and Agriculture Victoria to implement the Regulation once they are in place. Yours sincerely Cc:
LDC TEACHING TASK SCORING GUIDE Category Work in Progress Good to Go Exemplary GQ1: Does the teaching task, along with texts, content and writing product, have a clear and coherent purpose and focus, allow for diverse responses, and require students to respond to texts? Task Clarity & Coherence Score: Template type uses a writing mode that does not match the intended purpose of the prompt. Task purpose is overly broad or narrow. Prompt wording is unclear. Prompt wording, student background, or overview of the task biases students toward a particular response. Task is answerable without using the texts or instructional scaffolding in module. Background statement may not frame task for students. Template task uses a writing mode that matches the intended purpose of the prompt. Task purpose is focused. Prompt wording is clear. Prompt wording is unbiased, leaving room for diverse responses. Prompt wording, content, texts, and writing product are aligned to task purpose (a "good fit"). Task is text dependent, requiring students to go beyond prior knowledge to use evidence from the texts in their responses. Background statement frames task for students. ("Good to Go" characteristics and...) Task is worded precisely to give students a clear and focused purpose for writing and unambiguous directions. Prompt, texts, content, and writing product are tightly aligned (are close to a "perfect fit") to task purpose. Task provides a pattern that can be used as a model to create other teaching tasks in the discipline. GQ2: Does the teaching task build students' content knowledge, enduring understandings, and complex, higher order thinking skills central to the discipline? Content Score: Has a weak connection to content central to the discipline. Oversimplifies a topic, OR does not require students to engage in analytic reading and thinking skills. Includes content or skill standards that are not relevant the task Addresses content central to the discipline and grade level CCSS reading standards, requiring students to build strong content knowledge. Engages students in a range of analytic reading and thinking skills. ("Good to Go" characteristics and...) Addresses big ideas or enduring understandings central to the discipline. Engages students in complex, higher- order thinking skills specific to the discipline.
SOUTH MONTEREY COUNTY JOINT UNION HIGH SCHOOL DISTRICT ECONOMICS CONTACT: Mr. Mark Francis Telephone: 831.674.2751 Email: mfrancis@smcjuhsd.org COURSE DESCRIPTION: Meets SMCJUHSD graduation & CSU/UC entrance requirements. The student will study economics in an effort to improve an understanding of the economic conditions we face as citizens of the United States. Topics of study will include introductory economics, comparative economic systems, business organization, GDP, unemployment, inflation, the Federal Reserve System, monetary policy, fiscal policy and the theory of taxation. Units and Topics: Units may or may not be covered in this order. Unit 1: Fundamental Economic Concepts Unit 2: Microeconomics: Prices and Markets Unit 3: Economic Institutions and Issues Unit 4: Macroeconomics: Performance and Stabilization Unit 5: The Global Economy COURSE OBJECTIVES; BASED ON THE COMMON CORE STANDARDS: The student will: * Understand common economic terms and concepts and economic reasoning. * Analyze the elements of America's market economy in a global setting. * Analyze the influence of the federal government on the American economy * Analyze the elements of the U.S. labor market in a global setting. * Analyze the aggregate economic behavior of the U.S. economy. * Analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States’ borders. COURSE OBJECTIVES; BASED ON CALIFORNIA STATE STANDARDS: The following are the Economics Principles that will be covered during the semester as presented by the California State Standards: 12.1 Students understand common economic terms and concepts and economic reasoning. 12.2 Students analyze the elements of America's market economy in a global setting. 12.3 Students analyze the influence of the federal government on the American economy. 12.4 Students analyze the elements of the U.S. labor market in a global setting. 12.5 Students analyze the aggregate economic behavior of the U.S. economy. 12.6 Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States' borders.
Louisiana DEQ Title V Annual Compliance Certification Form (Certification Part 2) Title V Permit Number:__________________________ Company Name: _____________________ Facility Name:_____________________________________________ AI Number: ______________ Emission Source No./ Identifier [A] Permit Condition Number [B] Applicable Compliance Requirement (Include Rule Citation) [C] Method(s) or Other Means For Determining Compliance Status [D] Permit Required Monitoring Frequency [E] Compliance Status - See Guidance for Certification Part 2 [F]
Louisiana DEQ Title V Annual Compliance Certification Form (Certification Part 4) Deviation Summary Report Title V Permit Number:__________________________ Company Name:_____________________ Facility Name:_____________________________________________ AI Number: ______________ Emission Source No./ Identifier Pollutant Permit Condition Number Applicable Compliance Requirement (Include Rule Citation) Method(s) or Other Means For Determining Compliance Status Permit Required Monitoring Frequency Louisiana DEQ Title V Annual Compliance Certification Form
Louisiana DEQ Title V Annual Compliance Certification Form (Certification Part 2) Title V Permit Number:__________________________ Company Name: _____________________ Facility Name:_____________________________________________ AI Number: ______________ Emission Source No./ Identifier [A] Permit Condition Number [B] Applicable Compliance Requirement (Include Rule Citation) [C] Method(s) or Other Means For Determining Compliance Status [D] Permit Required Monitoring Frequency [E] Compliance Status - See Guidance for Certification Part 2 [F]
Louisiana DEQ Title V Annual Compliance Certification Form (Certification Part 4) Deviation Summary Report Title V Permit Number:__________________________ Company Name:_____________________ Facility Name:_____________________________________________ AI Number: ______________ Emission Source No./ Identifier Pollutant Permit Condition Number Applicable Compliance Requirement (Include Rule Citation) Method(s) or Other Means For Determining Compliance Status Permit Required Monitoring Frequency Louisiana DEQ Title V Annual Compliance Certification Form
(Certification Part 4 continued) Deviation Summary Report Title V Permit Number:__________________________ Company Name:______________________ Facility Name:_____________________________________________ AI Number: ______________ Emission Source No./ Identifier Deviation Began Deviation Ended Total No. of Hours Deviation / Causes of Deviation Corrective Action(s) Taken Date Time Date Time
kept on fast storage and with catalogs loaded into the database. Statistics collected by prior surveys (eg., SDSS) show that users nearly always prefer accessing the most recent data release, but sometimes may use the penultimate one (this is especially true just after the publication of a new data release). Older releases are used rarely, to assist with data quality monitoring and assessment small, overlapping, samples of data from older releases will be kept loaded in the database. The sample size is expected to be on order of 1 - 5% of the data release data, with larger samples kept early on in the survey. The goal is to allow one to test how the reported characterization of the same data varies from release to release. Releases will be archived to mass storage (tape). The users will not be able to perform database queries against archived releases. They will be made available as bulk downloads in some common format (for example, FITS binary tables). Database software and data loading scripts will be provided for users who wish to set up a running copy of an older (or current) data release database on their systems.raw data used to generate any public data product (raw exposures, calibration frames, telemetry, configuration metadata, etc.) will be kept and made available for download. Engineering and Facility Database A database containing telemetry and other meta-data about the LSST System and the images taken with the Camera. It also contains a record of all commands. This database is created and managed by the Observatory Control System (OCS). The DMS archives and accesses the EFD for processing and query purposes, and populates the EFD (via OCS) with data quality information and DMS status. Level 3 Data Data products generated by users on any computing resources anywhere that are brought to an LSST Data Access Center (DAC), stored there, and federated with Level 1 and Level 2 data. Science Data Archive The main repository of DMS data products. Contains repositories of Transient Alerts, Images, and Catalogs, each of which is further described in a package of that name. Also note the the contents of the Science Data Archive are organized into Data Releases. AstroObjects This package contains classes associated with astronomical object data products.
Change Record Version Date Description Owner name 1.1 6/3/2011 Updated to reflect model base on Data Challenge 3 J. Kantor 1.2 7/13/2011 Updated to reflect model base on Data Challenge 3B PT 1 R. Allsman 1.3 8/18/2011 General updates R. Allsman 1.4 9/14/2013 FDR Prep (revision 1.128) R. Allsman 1.5 10/10/2013 FDR Prep-Remove extra fields; add SDQA (revision 1.143) R. Allsman