zilongwang/ReadingBank huggingface dataset:
Kindergarten – Communication Arts – Grade Level Expectations Reading Develop and apply skills and strategies to the reading process A Print Concepts Demonstrate basic concepts of print directionality left to right, return sweep, top and bottom understanding that the story is in the print word by word matching distinction between letter and word B Phonemic Awareness Develop ability to recognize sounds (phonemes) in words (phonemic awareness) recognize rhyming words isolate consonant sounds hear and say onset and rime hear and say spoken phonemes C Phonics Develop alphabet and phonics knowledge identify letters say sounds associated with letters write letter that goes with consonant sound D Fluency Red simple text containing a small bank of high-frequency words consisting of environmental print E Vocabulary Develop vocabulary by listening to and discussing unknown words in stories F Pre-Reading Develop and apply, with assistance, pre-reading strategies to aid comprehension access prior knowledge preview text and picture make general prediction G During Reading During reading, shared reading, or read-alouds, develop and utilize, with assistance, strategies to self-question and correct infer predict and check using cueing systems: meaning, structure, and visual information H Develop and demonstrate, with assistance, post-reading skills after reading or read-alouds to respond to text answer basic comprehension questions questions to clarify retell illustrate re-enact stories I Making Connections Identify connections, with assistance, between text to text (text ideas – similarities and differences in fiction and non-fiction works) text to self (text ideas and own experiences)
RF.K.2B I can blend (put together) and segment (break apart) onsets and rimes of single (one)-syllable spoken words. \ RF.K.2C I can isolate and pronounce (say by
Name: _____________________________________________ Date: _________________________________ How’s the Solar Weather? Planetary K Index Background: A geomagnetic storm occurs when a coronal mass ejection (CME) erupts from the sun and reaches Earth in one to three days. The CME consists of magnetic fields and solar wind (ionized particles such as protons and electrons) that interact with Earth’s magnetic field. This creates auroras, damages electrical equipment, and disrupts communication. To measure the amount of geomagnetic activity and create an early warning system for power companies and satellites, scientists created the K-Index. The label 'K' comes from the German word 'Kennziffer' meaning “index number.” The K-index records disturbances in the Earth's magnetic field as an integer in the range 0-9 with 1 being calm and 5 or more indicating a geomagnetic storm. The integer shows the maximum fluctuations from normal of one component of Earth’s magnetic field (there are 3 components), observed on a magnetometer during a three-hour interval. The planetary 3-hour-range index (Kp )is the mean K-index from 13 geomagnetic observatories between 44° and 60° northern or southern geomagnetic latitude. The Kp index is available everyday at http://www.swpc.noaa.gov/products/planetary-k-index. The K-index can also help people who want to see an aurora (aurora borealis = northern lights; aurora australis = southern lights). As the intensity of a geomagnetic storm increases, the auroras move to lower latitudes. Kp Value Geomagnetic Latitude Auroral Activity 0 66.5° or higher Very low 1 64.5° Low 2 62.4° Low 3 60.4° Unsettled 4 58.3° Active 5 56.3° Minor Storm 6 54.2° Moderate Storm 7 52.2° Strong Storm 8 50.1° Severe Storm 9 48.1 °or lower Extreme
username for your profile. Select “Sign Up.” Step 2: Professional Profile Begin setting up your user profile by completing the required fields. Under “role” and “organization”, select “Industry Professional” and “Corporation.” Under “Preferred School Districts,” enter “Portland SD 1J.” Fill in the boxes requiring information about your industry, company, position, and skills. Be sure to enter “PPS_Procurement” in the “Your Affiliations” field. NOTE: All data-entry fields are enabled. Start typing and a list of options appear. How would you like to volunteer? Select all that apply – see definitions below. Any potential volunteer opportunity will include a detailed description, so you can determine if it is a good fit. In-School Volunteer/Mentor: Activities include speaking in a classroom, participating in a career fair, advising students on a project. Out-of-Schooltime Volunteer/Mentor: Same options as above – but often with community-based organizations that organize activities outside the regular school day. Company Visit/Field Trip: Host a group of students at your worksite to explore career options and the world of work firsthand. Job Shadow/Externship: Teach students (and educators) about potential careers by “shadowing” the daily routines and activities of individual workers. Internships: Internships are short-term, experiences -- requests will be routed through an intermediary that manages these opportunities. STEM Camps/Workshops: Do you have a workshop that you’re willing to offer to students? Select this option and then “Offer” it within Oregon Connections.
Step 3: Business Profile Please complete the information below and return this form with your contract. Organization: Enter your company name as you would like it displayed. Website: Enter your organization’s primary web address. Industries: Identify the primary industry – only one please. Location: List your primary location(s) within Oregon. Specialties: Identify 5-10 key functional areas. This aids the matching process. Company Size: Select the appropriate range for the number of employees in your organization. If your business has multiple locations (national/global), select the number of employees in Oregon. Affiliations: Portland Public Schools (“PPS_Procurement”) Description: Enter a brief description of your company. Think of this as the “About Us” section of your website.
Logo: If you would like your company logo to appear on your profile page, please attach a .gif, .jpeg. or .png file with your submission. attach image file About the NW Youth Careers Expo The annual NW Youth Careers Expo, hosted by the nonprofit Portland Workforce Alliance, is the state’s largest career education experience for high school students. It shows students the region's amazing diversity of career opportunities, as well as the skills and education needed for those jobs. The Expo's goals are to connect employers to their future workforce and help students make informed, inspired decisions about their education after high school – whether they choose a four-year university, community college or apprenticeship training center. The Expo grows every year, attracting many thousands of students and more than 100 of the region’s top employers and postsecondary partners. Expo sponsor and exhibitor opportunities Become a sponsor: Generous sponsors make the Expo possible. Sponsors also invest in the work of PWA, supporting high school students and the region’s future workforce. How your sponsorship helps: Your sponsorship helps pay for Expo costs. Our expenses include facility rental, booths, personnel and the PWA Breakfast. Our expense budget also includes significant funds to help high schools cover the costs of student transportation and substitute teachers. Become an exhibitor: Join the region’s leading businesses and organizations in telling students about career opportunities. Our exhibitors include top employers from every major sector, such as health care, business, technology, advanced manufacturing, construction, clean energy, government and the creative industries. They also include colleges and other postsecondary partners. Registration is easy Become a sponsor: Go to and click on “Sponsor the Expo.” Register online or use the printable form. Become an exhibitor: Go to and click on “Become an exhibitor.” Register online or use the printable form. Questions? Want to learn more? PWA works with employers to offer career-learning experiences for students year-round, including career days, mentorship programs, internships, mock interviews and classroom presentations. Visit PWA’s “Contact us” page at
KPI’s for seven Scheme in 21058 Villages ( Karnataka, West Bengal -- Election Code of Conduct) Saubhagya – Pradhan MantriSahaj Bijlee HarGharYojana <Activity Date>, <ENTRY DATE> S. No. Village Total Households Already Electrified Households Households electrified on the day Remarks Activity Date
Grade Level / Content Area:Kindergarten Social Studies Curriculum Unit 1 Community and Self Course Description: In this unit of study, students will be presented with the following project: Someone new is joining our class (We’re ALL new in fact!) How can we make this student feel included? What can we do to make this new student more comfortable? How can we be good friends? What can we do as a class to make them feel welcome and part of our school community? Big Ideas: Kindness and respect are at the heart of a strong community. Essential Questions How can I see myself in my community? (family makeup, me, housing, pets, ect.) How can I fit into all the different communities i'm a part of? (church, sports teams, neighborhoods, ect.) How can I impact my community? (Ripples Effect) How can I be respectful, responsible, and safe in all of my communities? Enduring Understandings All of us are part of a larger whole – family, neighborhood, church, peer group, school, town and region – which gives our lives meaning. We can use our interests to enrich or weaken the communities in which we are a part. Communities are strengthened when individuals have empathy. Communities are strengthened when individuals are courageous enough to stand up for universal values. Areas of Focus: 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/ community. 6.1.P.B.2 Identity, discuss, and role-play the duties of a range of community. Examples, Outcomes, Assessments (see below about the content of this section) Instructional Focus: How to talk with friends and get along Being yourself Define and establish classroom community Sample Assessments: Exit tickets Journal activities
Copper 180 (AlN) 260 (BeO) 401 Soldering. Permanent connection of mechanical parts may be done by using welding, soldering, and gluing. Their essence is introduction of liquid phase between the parts to be connected (molten base metal in welding, molten solder in soldering, glue in gluing). The liquid wets the parts, gets in intimate interfacial contact with them arising intermolecular attractive forces. Then the liquid solidifies keeping the parts connected. Soldering is a process by which the parts are joined together using material (solder) with lower melting point than melting points of materials of joined parts. Welding is performed by melting of materials of joined parts. Glues are liquid materials that solidify as the result of chemical reaction or evaporation of solvent. Soldering materials. Solder is metal (elemental or alloy) or glass. Glass is used, for example, to attach optic cable to metal connector or to assemble ceramic and metallic parts of hermetic IC package. Metallic solders may be split in two families: Hard solders are copper, zinc or silver alloys with melting temperature above 400C. High melting temperature makes them not suitable for electronic assembly. Soft solders have lower melting temperature (but lower mechanical strength) when compared to hard solders. The most of soft solders are tin alloys. Tin is unique metal that wets vast majority of the metals. Six not wetted by tin (and therefore not solderable by tin alloys) metals are: Cast iron, Chromium (Cr), Titanium (Ti), Tantalum (Ta), Magnesium (Mg), Beryllium (Be). The fact that some metals that are not wetted by solder is important. These metals are used in soldering machinery for manufacturing machine parts that get in touch with molten solder. Lead-containing solders. They were basic solders in electronic industry for many years. They have relatively low melting temperature, excellent mechanical properties but comprise toxic lead. Nowadays they are gradually replaced by lead-free solders.
±1 F ±2 G ±5 J ±10 K ±20 M Color codes Band 1 Band 2 Band 3 Band 4 Band Color Value (1st digit) Value (2nd digit) (Multiplier) (Tolerance) None - - - ± 20% Silver - - 0.01 ± 10% Gold - - 0.1 ± 5% Black 0 1 Brown 1 1 10 ± 1% Red 2 2 100 ± 2% 3 3 1k Yellow 4 4 10k Green 5 5 100k ± 0.5% Blue 6 6 1M ± 0.25% Violet 7 7 10M ± 0.1% Grey 8 8 100M ± 0.05% White 9 9 1G Literature Vasilescu Gabriel, Electronic Noise and Interfering Signals: Principles and Applications.- Springer-Verlag , 2005. 709 p. Louis J. DeFelice., 1/f resistor noise. Journal of Applied Physics, Vol. 47(1), pp. 350-352. January 1976
0603 1.60.8 22 0805 2.01.25 47 1206 3.21.6 100 Special MLCCs Because of wide range of applications MLCCs have diverged into a number of special types: Low profile (low height) capacitors for use in extremely thin products like smart cards, or to be mounted under a RAM IC for power supply bypassing. High temperature operation capacitors. (At least +200C). High voltage capacitors. (Up to 10 kV for chip capacitors). Capacitors intended for gluing to PCB using conductive glue. Commonly they have silver-palladium or gold terminals). Capacitors for microwave applications (lateral field capacitors). Low ESR capacitors (reverse-geometry MLCCs). Forming the terminal electrodes along the long dimension of the device widens and shortens the current path between terminations, thus reducing inductance and resistance. Chip capacitor arrays comprise 2 or 4 capacitors and contribute in reduction of mounting cost of circuit assembly. 4-capacitors array may be as small as 2.01.251.0 mm. 4-capacitors arrays: ceramic multilayer (left) and film (right) The X2Y Circuit Architecture (Syfer Technology Ltd.) is a patented technology. It is characterized by presence of additional ground electrodes between the regular electrodes and works both as an a single X capacitor (line to line decoupler) and as two Y capacitors (line to ground filters) simultaneously. An application can use the X capacitor and the two Y capacitors together or separately in a circuit. The needs of the circuit designer determine the attachment or non-attachment of the appropriate corresponding ground terminations. Advantages: Replaces 2 or 3 capacitors with one device Matched capacitance line to ground on both lines
Solution (single or multiple) of the following equation system corresponds to intersection(s) of respective load line and function graph in the above graph. Red load line corresponds to overload state with the lowest load resistance RL. In this state current is limited by high resistance of thermistor. Rated operation corresponding to blue line is automatically after overload ending. Rated operation corresponding to green line automatically resets after overload ending. Using of PTC thermistor for protection from overcurrent resulted from voltage rise At that RL2=RL1 . When voltage V0 rises from value V01 to value V02 the circuit current drops down and corresponds to point E in the below graph. Using of PTC thermistor for temperature protection Position of current-voltage curve of the thermistor after temperature rise is indicated by red line in the below graph. Common applications of PTC thermistors are: Motor start. Fluorescent lamp start. Degaussing. Power semiconductors protection Self-regulated heaters (in thermostats). Resettable fuses. Liquid level sensors. Compact fluorescent lamp circuit Transformer protection Liquid level sensors Power semiconductors protection NTC thermistors are resistors with a high negative temperature coefficient. They are much more commonly used than PTC thermistors. The first NTC thermistor was discovered in 1833 by Michael Faraday, who reported on the semiconducting behavior of silver sulfide. Commercial production of thermistors began only in the 1930s. NTC thermistors are the most sensitive of all the temperature sensing elements and have a rapid response time. Interchangeability with tolerances 0.1…0.2 °C is another important feature. NTC thermistors are hard and rugged sensors. They are able to handle mechanical and thermal shocks better than any other temperature measuring device.
Raw Data #5 References / Literature Cited: Arditi, A. (n.d.). Effective color contrast: Designing for people with partial sight and color deficiencies. Retrieved from . Accessed on Feb. 10th, 2015 to determine effective color contrasting patterns. (Diagrams 1: Color Wheel Contrast and Diagram 2:Color Contrast Example)
Tables Table #1: Data from All Subjects Subject Age BMI Base Line Blood Glucose Dose Blood Glucose Post 20 Mins Dose Blood Glucose Post 40 Mins Dose Blood Glucose Average ANF 19 22 90 Placebo (water) 94 87 90.3 HLJ 20 22 96 15g Candy 113 87 98.7 LEP 21 30 182 15g Candy 204 205 197.0 KCW 19 27 95 10g Sugar 124 105 108.0 ECS 34 33 89 10g Sugar and 15g Candy 122 123 111.3 BAR 60 30 107 10g Sugar 134 126 122.3
• Attempts to write short sentences in meaningful contexts. • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. • Knows that information can be retrieved from books and computers. their spoken sounds They use phonic knowledge to decode regular words and read them aloud accurately. They demonstrate understanding when talking with others about what they have read. They also read some common irregular words. others. Children read and understand simple sentences others. Children read and understand simple sentences Summer 1 Children read and understand simple sentences. They also read some common irregular words. They use phonic knowledge to decode regular words and read them aloud accurately. Children use their phonic knowledge to write words in ways which match their spoken sounds. They demonstrate understanding when talking with others about what they have read. They also write some irregular common words. They write simple sentences which can be read by themselves and others. They also write some irregular common words. They write simple sentences which can be read by themselves and others. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Summer 2 Children read and understand simple sentences. They also read some common irregular words. They use phonic knowledge to decode regular words and read them aloud accurately. Children use their phonic knowledge to write words in ways which match their spoken sounds. They demonstrate understanding when talking with others about what they have read. They also write some irregular common words. They write simple sentences which can be read by themselves and others. They also write some irregular common words. They write simple sentences which can be read by themselves and others. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. Evidence of: Positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
PERSON SPECIFICATION – Teaching and Research Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training PhD in OB & HRM or relevant field A minimum requirement to be at Associate Fellow level as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Reputation nationally and internationally for research, reflected in sustained output, level of innovation, impact on discipline or profession and recognition Excellence in teaching from peer review, from student assessment/feedback, from examination results, from external examiner reports and from teaching awards Track record of attracting research funds Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of active contribution and influence in the following areas: Departmental /Faculty course development, assessment examinations, recruitment, etc. Effective management of resources Evidence of active contribution and influence in the following areas: Accreditation of courses by professional bodies Membership of Departmental Teaching Committee or equivalent Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Application Interview Other
Varsanyi, Monica W. “Immigration Policing Through the Backdoor: City Ordinances, the ‘Right to the City’ and Exclusion of Undocumented Day Laborers,” Urban Geography 29, no. 1 (2008): 29-52. Weick, Karl E. Kathleen M. Sutcliffe, David Obstfeld. “Organizing and the Process of Sensemaking.” Organization Science 16, no. 4 (2005): 409-421. Welch, Susan, Lee Sigelman, Timothy Bledsoe, and Michael Combs. 2001. Race and place. New York: Cambridge Univ. Press. Wen, Chuck K., Pamela L. Hudak, and Stephen W. Hwang. “Homeless People’s Perceptions of Welcomeness and Unwelcomeness in Healthcare Encounters,” Journal of General Internal Medicine 22, no. 7 (2007): 1011-1017. Zúñiga, Víctor, and Rubén Hernández-León, eds. New Destinations: Mexican Immigration in the United States. Russell Sage Foundation Publications, 2006. Table 1: Library Policies Dimensions of Welcomeness Measures
Indicate the physical and/or mental demands of the position in the ordinary course of performing the role. Examples include but are not limited to: lifting, moving, carrying, pushing/pulling, reaching, kneeling, remaining motionless, sustained concentration or focus. Provide a brief description of the tasks performed that are physically and/or mentally demanding. Mental Effort: Skill Job Requiring Listening To gain all appropriate information needed to answer those with archival inquiries; Patience Listening to elderly patrons who like to tell their story and then determine why they are interacting with our Archives; often they are potential donors of material Perseverance To answer a query may mean examining many boxes and folders of material Observation To examine and identify problems with the condition of resources (e.g. damaged or fragile material); to inspect the Archives area and as soon as possible identify problems with temperature, humidity, water and pest hazards in order to keep the effect of these hazards to a minimum; to periodically inspect University artworks Concentration ; focus To be able to accurately read archival documents – especially those written in a challenging cursive script; Flexibility Able to aptly change focus and re-prioritize work when required Imagination To answer a query requires analytical skills and flexibility (as to possible sources for answers) Creativity To design attractive and useful websites and the Trent Archives newsletter ; to assist in displays and exhibits; editing a scanned image to improve it Discretion Protect the privacy of one’s researchers and their requests; protect the privacy of donated material that is restricted Accuracy The archival database is searchable on the Internet (e.g. via Google) so the information must be accurate and without errors; similarly with the Art Collection database Numeracy Accurately handle charges and monies collected Emergency preparedness Be aware of the emergency preparedness plan for the Archives and participate if an emergency occurs Physical Effort: Description Job Tasks Required Climbing, Walking Regular on-site inspection of the Archives area; climbing stairs to access boxes of material
n■ Every instance of a VSAN runs all required protocols such as FSPF, domain manager, and zoning. n■ Fabric-related configurations in one VSAN do not affect the traffic in another VSAN. n■ Events causing traffic disruptions in one VSAN are contained within that VSAN and are not propagated to other VSANs.
THE COMMON-SOURCE AMPLIFIER In this section, we consider the first of the three basic circuits; the common-source amplifier. We will analyze several basic common-source circuits, and will determine small-signal voltage gain and input and output impedances. A Basic Common-Source Configuration For the circuit shown in Figure 6.13, assume that the transistor is biased in the saturation region by resistors R1 and R2, and that the signal frequency is sufficiently large for the coupling capacitor to act essentially as a short circuit. The signal source is represented by a Thevenin equivalent circuit, in which the signal voltage source vi, is in series with an equivalent source resistance RSi. As we will see, RSi should be much less than the amplifier input resistance, Ri = R1 || R2 in order to minimize loading effects. Figure 6.14 shows the resulting small-signal equivalent circuit. The small signal variables, such as the input signal voltage Vi are given in phasor form. The output voltage is The input and output resistances of the amplifier can be determined from Figure 6.14. The input resistance to the amplifier is Ris = R1 || R2. Since the low-frequency input resistance looking into the gate of the MOSFET is essentially infinite, the input resistance is only a function of the bias resistors. The output resistance looking hack into the output terminals is found by setting the independent input source Vi equal to zero, which means that VGS = 0. The output resistance is therefore Ro = RD || ro.
D2 = A2 A1 ´ 100% component to the fundamental frequency component and is expressed as A D3 = 3 ´ 100% A1 IIIly the third harmonic distortion component (D3) is given by A D4 = 4 ´ 100% A1 The fourth harmonic distortion component (D3) is given by The total harmonic distortion (D) is given by the square root of the mean square of the individual harmonic components. D = D22 + D32 + D42 + ... A12R L P1 = 2 The power delivered at the fundamental frequency is R P = (A12 + A22 + A32 + ...)´ L 2 The total power output is given by P = (1 + D22 + D32 + ...)´ P1 Therefore, P = (1 + D2 ) ´ P1 \
The exchange method relies on simple mathematical fact: (xy)z = (xz)y Here’s how Diffie-Hellman key exchange works: Alice and Bob agree on a long prime number, p, and a base g. The base, g, doesn’t need to be large; it is normally 2 or 5. Alice creates a long prime number, a, which is her private key. She calculates A = ga mod p. She sends A to Bob. Bob creates his own long prime number, b, which is his private key. He calculates B = gb mod p. He sends B to Alice. Alice gets B from Bob, and calculates the shared key: K = Ba mod p. Bob gets A from Alice, and calculates the same shared key: K = Ab mod p. Now, Alice and Bob have calculated respectively K = (ga)b mod p and K = (gb)a mod Diffie-Hellman Exchange -Weakness
Less attenuation, can run over longer distance without repeaters Larger bandwidth and higher information rate Disadvantages: Difficult to couple light in and out of the tiny core Highly directive light source (laser) is required Interfacing modules are more expensive Comparison of Guided Media(Ref CISCO web material) edia Type Maximum Segment Length Speed Cost Advantages Disadvantages UTP 100 m 10 Mbps to 1000 Mbps Least expensive Easy to install; widely available and widely used Susceptible to interference; can cover only a limited distance STP 100 m 10 Mbps to 100 Mbps More expensive than UTP Reduced crosstalk; more resistant to EMI than Thinnet or UTP Difficult to work with; can cover only a limited distance Coaxial 500 m (Thicknet) 185 m (Thinnet) 10 Mbps to 100 Mbps Relatively inexpensive, but more costly than UTP Less susceptible to EMI interference than other types of copper media Difficult to work with (Thicknet); limited bandwidth; limited application (Thinnet); damage to cable can bring down entire network 10 km and farther 2 km and farther (multimode) 100 Mbps to 100 Gbps (single mode) 100 Mbps to 9.92 Gbps (multimode) Expensive Cannot be tapped, so security is better; can be used over great distances; is not susceptible to EMI; has a higher data rate than coaxial and twisted-pair cable Difficult to terminate Review Exercises What is the maximum cable length for STP? 100 feet 150 feet 100 meters 1000 meters
sportscotland Human Resources Toolkit Attending Conferences, Seminars or Similar Learning Events Introduction 1.1 sportscotland’s mission is “…developing and supporting a world class sporting system at every level”. To help achieve this mission, sportscotland requires its employees to continuously develop their own skills and knowledge in their areas of specialism and profession. This will, on occasion, require employees to attend conferences, seminars or similar learning events (hereafter referred to as ‘events’) to network, maintain and update their skills and knowledge. Scope of Policy 2.1 sportscotland’s Learning and Development Policy is the primary document for employee learning and development. The scope of this ‘Attending Conferences, Seminars or Similar Learning Events’ policy is to: Develop employee capabilities internally, through the development of professional and occupational knowledge Align the requirement to attend professional and occupational learning events with the needs of the organisation and the individual Encourage employees to seek opportunities to develop their knowledge and skills outwith sportscotland Promote discussions between employees and their line managers about professional and occupational development during the PDR meeting Provide equality of opportunity for all employees to develop and use the skills and knowledge gained contributing to the success of the organisation. Guidelines PERFORMANCE AND DEVELOPMENT REVIEW (PDR) 3.1 All sportscotland employees participate in the Performance and Development Review (PDR) process which takes place in April each year. As part of this discussion, employees should be prepared to discuss their learning and personal development needs; this includes continuing professional development (CPD) or accreditation. 3.2 A key outcome from this discussion will be a Personal Learning and Development Plan (PDP). This PDP will identify the learning and development needs of the employee for the next 12 months. 3.3 It is the responsibility of each employee considering attendance at any event to conduct adequate research and be prepared to discuss this with their line manager. This discussion should emphasise and clarify the benefits of attendance from the employee perspective and also demonstrate the benefits for sportscotland. The following factors should be considered: The benefits to sportscotland as an organisation (e.g. will the reputation of sportscotland be enhanced as a consequence of attendance?)
Term 3 Course Link Date / Time Location Cost Week 2 Nonviolent Crisis Intervention Advanced refresher- Trauma Informed Care Event ID 134485 28 July 8:30am -3:30pm Glenfield Office Conference room $88 Week 3 Nonviolent Crisis Intervention – Short Course Event ID:134852 2 August 8:30am–3.30pm Arncliffe Education Office $88 Week 4 Learning and Support Teacher Network Meeting-High School NR06593 11 August 8:30 am to 12:00 noon Riverwood Office Conference room $5.50 Week 4 Learning and Support Teacher Network Meeting-Primary School NR06593 11 August 12:30 pm to 3:30 pm Riverwood Office Conference room $5.50 Week 4 Health Care Procedures Recertification Training Event ID:120170 12 August 9:00am–12:00pm Glenfield Education Office: SASS Conference Room Nil Week 4 Health Care Procedures Recertification Training Events ID: 120171 12 August 12:30pm–3.30pm Glenfield Education Office: SASS Conference Room Nil Week 4 Online Training Australia: Managing Behaviour Event ID: 121726 9 August, 6 September 1 November 12:30pm–3:30pm Arncliffe Education Office Nil Week 4 Online Training Australia: Understanding Autism Spectrum Disorders Event ID: 121716 9 August 6 September 1 November 8:30am–11:30am Arncliffe Education Office Nil Week 4 Online Training Australia: Understanding Personalised learning and Support EVENT ID: 121778 11 August, 8 September, 3 November, 1 December 8:30am–11:30am Miranda Office Nil
Week 9 Nonviolent Crisis Intervention Advanced Refresher Trauma Informed Care Event ID: 134870 14 September 8:30am-3:30pm Arncliffe $88 Week 9 Access Request Refresher and enhancements training Event ID .135242 September 8:30am to12:00 pm Riverwood Office Conference room $44 Week 9 Access Request: Profiling students requiring additional support provisions Event ID 135241 15 September 12:30pm to 3:30 pm Riverwood Office Conference room $44
Person Specification Lecturer/Senior Lecturer in Applied Sport, Health and Exercise Physiology In order to be shortlisted you must demonstrate that you meet all the essential criteria and as many of the desirable criteria as possible. Where we have a large number of applications that meet all of the essential criteria, we will then use the desirable criteria to produce the shortlist. Selection Criteria Attributes Item Relevant Criteria Identification Method Rank 1 Skills & Abilities 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Strong interpersonal skills and the ability to demonstrate capacity to work closely with other colleagues and management. An ability to provide inspiring leadership amongst colleagues. Evidence of leading a project. IT Skills of Word, excel, email, internet, SPSS, key software in the subject area. An ability to support students academically, professionally and pastorally. An ability to contribute to recruitment activities and retention activities to support business critical tasks (Contribute to open days, applicant visit days, clearing and student induction) The ability to demonstrate income generation for research and innovation in performance sport, exercise and health. Ability to demonstrate project management an applied performance sport or physical activity setting. Develop collaborative partnerships /networks with external partners to enhance the curriculum or to contribute to third stream income generation / research funding. A,I A,P,W/L A,I I A,I A,I A,I A,I E E E E E D D E
Mon Tue Wed Thu Fri Sat/Sun Oct. 5 Oct. 6 Oct. 7 Oct. 8 Oct. 9 Elem. Fair Day Oct. 10-11 Oct. 12 CIRCLE BOY P2 Rapid Vocab, Listening, Syllabication Oct. 13 CIRCLE BOY P2 Rhyming I, Words in a Sentence, Onset-Rime Oct. 14 CIRCLE BOY P2 Rhyming II, Alliteration Oct. 15 CIRCLE BOY P2 Math Oct. 16 CIRCLE BOY P2 Story Retell (OPTIONAL) Oct. 17-18 Oct. 19 STAFF DEVELOPMENT Oct. 20 CIRCLE BOY P2 Make up day week 1 Science/Social Studies (OPTIONAL) Oct. 21 CIRCLE BOY P2 Book Print Checklist & Early Writing Checklist Observable (OPTIONAL) Oct. 22 CIRCLE BOY P2 Social Emotional Checklist & Approaches Observable (OPTIONAL) Oct. 23 CIRCLE BOY P2 Physical Development Observable (OPTIONAL) Oct. 24-25 Oct. 26 CIRCLE BOY P2 Print and Analyze Data Oct. 27 Oct. 28 Oct. 29 Oct. 30 Nov. 31-1 Nov. 2 Nov. 3 Nov. 4 Nov. 5 Nov. 6 Nov. 7-8 Pre-K Guidelines Possible Lesson Objectives- Comprehension Resources
LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality1 Sex [M/F] Academic year Study cycle2 Bachelor or equivalent first cycle Subject area, Code3 Phone E-mail The Sending Institution Name Faculty Di Erasmus code (if applicable) I PISA01 Department Dipartimento di Economia e Management Address Via Cosimo Ridolfi 10 56124 Pisa (PI) Country, Country code4 ITALY, IT Contact person5 name Prof. Nicola Meccheri Contact person e-mail / phone international@ec.unipi.it The Receiving Institution Name Faculty Erasmus code (if applicable) Department Institute of Economics and Management Address ul Country, Country code Contact person name For guidelines, please look at Annex 1, for end notes please look at Annex 2.
Descriptive Statistics Exercises How many sets of quadruplets were recorded? [LIVEB] What proportion of total live births were quadruplets? What was the mean and standard deviation of the number of prenatal care visits? Be sure to exclude the number 99. Calculate the mean and standard deviation of the number of prenatal care visits by route of delivery (ROUT). Use a functional (any of the apply() family) to create a table of the min, mean, max, and standard deviation of the following variables: obstetric estimate of gestation (GEST), calculated weeks of gestation (WKSGEST), and total number of prenatal care visits (VISITS). Be sure to exclude the number 99. Calculate the statistics from question 3 among mothers grouped by route of delivery (ROUT). Challenge Questions These questions require some pre-processing to solve. What was the most common hour for deliveries to occur? What is the least common hour for deliveries to occur? (The TOB variable gives the time of birth as HHMM). Estimate the mean and standard deviation of the number of years of maternal education. First, transform the MEDUC categorical variable into a numerical variable (see codebook) under the following set of assumptions: “less than high school” (1) ranges from 8-11 years, “high school/GED” (2) takes 12 years, “some college” (3) takes 1-3 years, a “bachelor’s degree” (4) takes 4 additional years, and a “masters or PhD” (5) takes from 2 to 7 additional years. For people in each category, randomly assign years of education from the appropriate range using a uniform random distribution. For women with unknown education (9), assign a random value by sampling the distribution of the known education values in the population. Create a pregnancy complication risk score variable (range 0-6) that counts the number of Y values among six risk factors: PDIAB, PHYPE, PPB, PPO, INFT, and PSEC (don’t count U or N). Calculate the mean and standard deviation of this risk score. Which variable in the dataset has the most unique values?
chloroform CHCl3 ammonia NH3 water H2O bromine Br2 oxygen difluoride OF2 fluoromethane CH3F chlorine Cl2 nitrogen triodide NI3 carbon tetrafluoride CF4 CHBr2Cl silicon tetrafluoride SiF4 hydrogen chloride HCl methanol CH3OH ethanol C2H5OH hydroxide
about outdoor learning and play. learning and play approaches. (A minimum of three approaches to include: Forest School, Outdoor play, Environmental Education) State a minimum of four benefits of outdoor learning and play. Identify three ways in which outdoor learning and play supports child development. State the role of the adult in outdoor learning and play sessions. workbook Complete workbook Complete workbook Complete workbook 2. Be able to participate in outdoor learning. Participate in outdoor learning and play experiences, encompassing practical activities, learning, social skills Training day Tutor obs 3. Know about the impact of outdoor learning and play on the natural environment. 3.1 Identify a minimum of three ways in which outdoor learning and play can impact on the natural environment. E.g. fire damage, erosion, vegetation or species loss Training 4. Know how to identify hazards in outdoor learning and play 4.1 Identify a minimum of four different hazards. 4.2 State how the different hazards could be avoided or reduced. Training day Training day Unit Name: Outdoor Practical Skills Level: One Credit: 2 GLH: 2 Learning Outcomes (The learner will ) Assessment Criteria (The learner can) Assessment Method/task Assessed by: Peer Tutor Page no: 1 Know the Identify different types of hazards in Group activity: identifying hazards within woodland discussion/ .
outdoors and how they can be avoided. when working outdoors 1.3 State how the hazards outlined in 1.2 can be controlled Insert risk assessment from training 1.4 State how to report a hazard when working outdoors Verbal explanation to tutor 2. health and safety (H & S) for working outdoors 2.1 Outline why it is important to follow H & S procedures when working outdoors Discussion with tutor 2.2 Identify safety signs/symbols that may be seen during outdoor work Discussion with tutor 2.3 State how individuals are provided with H & S information working outdoors Discussion with tutor 2.4 State what to do in the case of an accident when working outdoors Discussion with tutor 2.5 Identify procedures for speaking to someone when there are concerns about how safe the work is. Complete list in workbook after peer/tutor group discussion 3. Be able to comply with all rules and of the work area when working outdoors 3.1 Identify the location of: First aid box First aid assistance Emergency telephone Accident log Safety equipment Safety clothing Complete table provided in workbook 3.2 Identify safety clothing and equipment required for a range of outdoor tasks Discussion during training/ annotated photo 3.3 Demonstrate visual checking of equipment and safety clothing before starting work and when leaving the site Discussion during training/annotated photo 3.4 Apply H & S measures, including the use of safety equipment and clothing. Discussion/annotated photos during training Learning, Play and Development in the Outdoors Outcome 1: Know about outdoor learning and play 1.1 State a range of outdoor learning and play approaches (A minimum of three approaches to include: Forest School, Outdoor play, Environmental education) 1.2 State the benefits of outdoor learning and play
• No entries will be actioned unless the required officials’ names are submitted with the entries. • Should the officials’ names be given after the closing date for entries, it will be treated as a late entry and charged out as such. • 1 – 3 Swimmers entered – 1 OFFICIALS • 4 – 10 Swimmers entered – min 2 Officials (Timekeepers or Judges) • 11 – 20 Swimmers entered – min 3 Officials (Timekeepers or Judges) • 21 - 30 Swimmers entered – min 4 Officials (Timekeepers or Judges) • 31 - 40 Swimmers entered – min 4 Officials (Timekeepers or Judges) • 41 + Swimmers entered – min 5 Officials (Timekeepers or Judges) Thank You. EThekwini Aquatic Committee .
Operating-System Debugging Debugging is finding and fixing errors, or bugs OSes generate log files containing error information Failure of an application can generate core dump file capturing memory of the process Operating system failure can generate crash dump file containing kernel memory Beyond crashes, performance tuning can optimize system performance
church. begin to understand about symbols / objects used in Christianity. Ask the children such questions as: Why is the church / well important to the people who visit and pray there? Ask a teaching assistant to write down comments made by the children. Talk about the theme for this year (e.g., 2013: The Water of Life). In small groups draw or cut out some pictures, symbols and ideas to go with the theme. Ask each group to feed back their ideas to the class. Ask a TA to write down comments made by the children. pictures and talk about them (C1); identify and give possible meanings underlying examples of Christian expression (C2). Resources/notes: Pictures of the over the years: see websites in Resources above. Magazines. Crayons. Paper. RE Comment book. Key Question: Why are some places special? Supplementary Questions (b) What places are special to members of a religious or belief community? (The St Aldhelm’s Well) (c) What do these buildings that are special to religious or belief communities look like? (i) Do they have special places, objects, pictures or symbols? (ii) How are these used? (iii) What do they tell us about what people believe? Learning objectives Suggested activities for teaching and learning Outcomes References and notes
Lesson 4 Pupils will: identify parts and functions of the church. learn about symbols / objects used in Christianity and reflect on their meaning. Look at the ideas and symbols to go with this year’s theme. Look at the shape and size of the board we are covering and together decide on a design. Ask the children such questions as: What colours would help to tell the story ? What symbols would help to convey the meaning? What materials will we need? Split the class into 4 groups. Each group to make one part of the design with adult support. At the end of the session put all the parts together. Give out a letter for the children to take home inviting them and their families to go to the well service and / or the parade. Pupils: recognise religious symbols and pictures and talk about them (C1); know what some Christian symbols stand for and say what some of the art is about (C2). Key vocabulary: Religious symbols Resources/notes: Board Magazines Crayons Paper Paint Tissue paper Glue NB: Some of the lessons have a lot in them and could easily be stretched to 6 weeks. One lesson dedicated to St Aldhelm could also be included. Pupils might go on to study the importance of water in religious ceremonies and stories.
Circulatory System and Digestive System Blood (circulatory system) picks up nutrients from the small intestine (digestive system) and delivers it to body cells. Capillaries bring blood into contact with the small intestine’s villi and microvilli. Villi are on the inside wall of the small intestine. Inside villi, there are many capillaries. Villi and capillaries have very thin cell membranes Nutrients pass through the villi (digestive system) into the capillaries (circulatory system)
approach addresses this issue as well and introduces some automated techniques that would be effective in many contexts. The Nature of the DES Algorithm Another concern is the possibility that cryptanalysis is possible by exploiting the characteristics of the DES algorithm. The focus of concern has been on the eight substitution tables, or S-boxes, that are used in each iteration. Because the design criteria for these boxes, and indeed for the entire algorithm, were not made public, There is a suspicion that the boxes were constructed in such a way that cryptanalysisis possible for an opponent who knows the weaknesses in the S-boxes. This assertion is tantalizing, and over the years a number of regularities and unexpected behaviours of the have been discovered. Despite this, no one has so far succeeded in discovering the supposed fatal weaknesses in the S-boxes.9 Timing Attacks We discuss timing attacks in more detail in Part Two, as they relate to public-key algorithms. However, the issue may also be relevant for symmetric ciphers. In essence, a timing attack is one in which information about the key or the plaintext is obtained by observing how long it takes a given implementation to perform decryptions on various ciphertexts. A timing attack exploits the fact that an encryption or decryption algorithm often takes slightly different amounts of time on different inputs. [HEVI99] reports on an approach that yields the Hamming weight (number of bits equal to one) of the secret key. This is a long way from knowing the actual key, but it is an intriguing first step. The authors conclude that DES appears to be fairly resistant to a successful timing attack but suggest some avenues to explore. Although this is an interesting line of attack, it so far appears unlikely that this technique will ever be successful against DES or more powerful symmetric ciphers such as triple DES and AES. 2.6. DIFFERENTIAL AND LINEAR CRYPTANALYSIS For most of its life, the prime concern with DES has been its vulnerability to brute-force attack because of its relatively short (56 bits) key length. However, there has also been interest in finding cryptanalytic attacks on DES. With the increasing popularity of block ciphers with longer key lengths, including triple DES, brute-force attacks have become increasingly