zilongwang/ReadingBank huggingface dataset:
VOLUNTEER EXPECTATIONS A volunteer is a person who comes into the center from time to time to assist with program activities. A regular volunteer is a person who comes into the center three (3) or more days per week to assist with program activities. The volunteer can expect the following from the staff: Appreciation Children prepared to work with volunteers Consideration Constructive guidance or correction, but not in front of children Control of class Cooperative attitude Courtesy Friendly and welcoming attitude Good directions Knowledge of schedule changes Love of children Matching of personality with children Materials needed for assigned tasks Organization – clear instructions, plans Patience Pleasant voice Ready tasks Respect Tasks will be assigned according to the volunteers’ talents Treatment as a professional assistant Willingness to help volunteer as needed
Properties of exponential functions. Properties of log functions. Use graphing software to graph a number of different exponential and logarithmic graphs. By graphing these as families of graphs students should be able to form their own rules on what exponential and logarithmic functions look like. Logarithms should be seen as the inverse of exponentials. Differentiation and integration of exponential and logarithmic functions. Within this section of the course, the function of a function rule (chain rule), product rule and quotient rule should be revisited with the use of exponential and logarithmic functions. Integrals of and should be derived from their primitive functions. Problems involving definite and indefinite integrals, area and solids of volumes of revolutions should be revisited with the use of exponential and logarithmic functions. (this link needs to be copied and pasted into your browser). Scope and Sequence note – (taken directly from syllabus) This particular section might well benefit by splitting it into two parts. The algebraic sections can be taught before calculus is introduced. Note – index Laws should be revisited before studying properties of logarithms.
LOG B Candidate’s Name: Major: FIELD EXPERIENCE DOCUMENTATION FORM Please list all school districts in which you have completed a field experience within the last five years. Begin with your earliest field experience, e.g., the 30 hour observation requirement in “2113-Foundations of Education.” These activities include observations, practicum, teaching assignments (substituting may be included), volunteer assignments, tutoring, visitations, and student teaching. Continue on second page, if needed. UNIVERSITY COURSE SCHOOL DISTRICT TYPE OF EXPERIENCE GRADE LEVEL OR SUBJECT NO. OF HOURS DATE OF EXPERIENCE (./YEAR) COOPERATING TEACHER’S NAME Foundations of Education 20 Foundations of Education 10 Exceptional Children Working with students with exceptionalities 5 Media & Technology Working with English Language Learners & incorporating technology 6 Teachers’ Course (K-12 and Secondary Majors only) 30 CUMULATIVE NUMBER OF FIELD EXPERIENCE HOURS TO DATE: Based on NCATE Standard 3: Field Experiences and Clinical Practice
These cases have been managed by ……………………………………………...…… (name and trainee’s training number) and supervised by me……………………………………………………………….….. (name and trainer’s training number) Trainee signature ………………………………………… date (dd/mm/yyyy): …/…/…… Trainer signature ………………………………………… date (dd/mm/yyyy): …/…/……
Logbook record – when you take water Each time you take water, record the following information: Date Authorisation Access licence number under which water is taken or basic landholder right Approval number under which water is taken Confirmation water may be taken Confirmation that cease to take conditions do not apply and water may be taken Method of confirmation e.g. visual inspection, internet search Details of water taken Meter reading before water is taken (only if a water meter is installed) Start time when water is taken End time when water is taken Volume Volume of water taken Pumping information (only if a water meter is NOT installed) Pump running hours Pump power usage or pump fuel usage Pump capacity per unit of time Purpose Purpose/s for which water is taken Type of crop Area cropped Dates of planting and harvesting Name of person who recorded information Important: Logbook records must be kept for 5 years from the date to which the recorded information relates. Logbook record - annual
Note on the use of this logbook and CPFLA tools. Included in this first logbook are links to online CSEP-PATH forms. The forms in the pre-screening and counselling labs are mostly tools to help you in the counselling and motivation of your clients. Some are more useful than others. However, each counsellor has his or her own style and each client is an individual. So although no fitness counsellor should be using all of these tools with one single client, there is no doubt that some will find different forms fit their needs/styles better than others. For each Lab please read and sign the consent forms for the tests you have agreed to participate in as a subject. Pre-Exercise Screening Lab Fill out the required forms with yourself as the client and answer the questions in this logbook. Enter your own blood pressure and heart rate readings in the log book where indicated. If two or more people have recorded your blood pressure and/or heart rate, average the results. The logbook is primarily for entering measurements you make on your clients (fellow students). Muscular Endurance, Strength and Power Lab All students will meet briefly at the regular lab room prior to being split into groups. Students will be expected to move quickly to and from Pipers Gym in order to accomplish all the testing that is scheduled in this lab session. Every student will perform the tests in this lab. Only the YMCA tests are optional. Field Testing Lab We will decide which field tests each student will participate in at the end of the screening Lab. Be sure to fill out the consent forms corresponding to the events you plan on participating in, this will be checked. Be sure and look through the descriptions of all of the field tests in your lab manual, as you will be responsible for their administration. Data from one subject is required for each field test. If you were a subject you can obtain your data after a warm down. Bike Lab We will utilize the bicycle ergometer to perform aerobic (YMCA) and anaerobic tests (Wingate). We will require several volunteers per lab group to participate as subjects in the tests. Department of Biomedical Physiology and Kinesiology Pre-Exercise Medical History Form
Muscular Strength Bench Press: Weight Lifted:________ Repetitions:____ Leg Press Weight Lifted:________ Repetitions:____ One-Repetition Maximums and Classification (see lab notes) 1-RM = (weight lifted) / [1.0278 - (RM x 0.0278)] Bench Press Leg Press Weight lifted = Repetitions = Calculated 1-RM = Percentile (absolute) = N/A Relative Strength (1RM /body mass) = Classification (relative) = Muscular Endurance Test Battery Exercise % body mass (F / M) Weight as a % of body mass Actual weight Lifted Repetitions (max=15) Triceps Extension 25 or 33% Leg Curl 33% Lateral Pull-Down 50 or 66% Knee Extension 50% Bent-Knee Sit-Up Bench Press 50 or 66% Arm Curl 25 or 33% Total Repetitions = Fitness Category __________________ YMCA Bench Press Test Name of Subject:_________________ Number of lifts:________________ Classification:_____________________ Informed Consent for Cooper Test
Estimated VO2max (ml/kg/min): __________ Health Benefit Rating: __________ Post Exercise Blood Pressure (mmHg) 2:00 – 2:30 min. Systolic __________ Diastolic __________ 3:30 – 4:00 min. Systolic __________ Diastolic __________ Heart Rate (bpm) 4:00 – 4:30 __________ Flexibility Laboratory Data Sheet CSEP-PATH – Sit and Reach Trial one _____(cm) Trial two _____(cm) Max _____(cm) category _________ Trunk Extension* (qualitative measure) Good_______ Fair_______ Poor_______ Trunk Extension (quantitative measure) (inches) Trial #1_______ Trial #2_______ Trial #3_______ Trunk Length (TL)_______ Multiply best trial by 100 & divide by TL_______ Above_______ or Below _______50th percentile Hip Flexion* (qualitative measure) Right: Normal_______ Tight_______ Left: Normal_______ Tight_______ Hip Flexor Length* (qualitative measure) Right: Normal_______ Tight_______ Left: Normal_______ Tight_______
Keeping the windows closed needs to be communicated to and passed down by Safety Reps. Steve Grant will be sending out an email to all Safety Reps asking for the new Safety Rep memorandums. All Safety Reps make sure their Directors are informed on the quarterly inspections and the Directors are made aware of deficiencies. Make sure employees login and complete all their ESAMS training in red. 4. Next Safety Meeting: 16 Jan 2018 at 0900 in the McClintock Conference Room
Appendix A: Logger 2.0 components Part Purpose Extra Information Arduino Pro Trinket 3V (Adafruit) The is the main processor board of the system that integrates the functioning of the entire system. Chronodot Ultraprecise Realtime clock. Track the time for the logger. DS18B20 Temperature Sensor (External) Provide external temperature sensing for the Logger. MCP9808 High Precision Temperature Sensor Provides accurate internal temperature sensing for the Logger. MicroSD Breakout Gives the Logger the ability to read/write data for permanent reference. LD1117-3.3 Voltage regulator that allows inputs of up to 15v DPST Switches Turn on the desired sensor. Red,Green LED Provide error codes to the user for malfunction assessment. 10F Electrolytic Capacitors Stabilize Power Supply 220 Resistors Control Flow of Current to Components 47 k Resistors Control Flow of Current to Components 4.7 k Resistors Control Flow of Current to Components
The Folly Loggerheads Daisy Lake Red Bull Burnt Wood Blore Almington Hales Peatswood Park Springs Smith’s Rough The Lloyd Tyrley Dales Wood Old Springs Hall Johnson’s Wood Agricultural Ancient and early woodland Brockley Moor Plantations Historic parks and gardens Recreation Settlements Industrial and extractive Water
5.2 Ensure that all anti-virus mechanisms are maintained as follows: Are kept current. Perform periodic scans. Generate audit logs which are retained per PCI DSS Requirement 10.7. 5.2.d Examine anti-virus configurations, including the master installation of the software and a sample of system components, to verify that: Anti-virus software log generation is enabled, and; Logs are retained in accordance with PCI DSS Requirement 10.7. Identify the sample of system components selected for this testing procedure. For each item in the sample, describe how anti-virus configurations, including the master installation of the software, verified that: Anti-virus software log generation is enabled, and; Logs are retained in accordance with PCI DSS Requirement 10.7. Breakdown of Existing DSS Logging & Alerting (Non-Server) Validation Summary: For each relevant system ensure that the anti-malware mechanism is logging (centrally or locally). If locally, ensure that there is sufficient disk space to store 1 year’s worth of logs. Requirement 10.2.3 will apply. Requirements 10.5.1, 10.5.2, 10.5.3 and 10.5.5 will apply. Requirement 10.6.x will apply. Log Centralisation: Not required, but 10.5.3 applies. Log Review: Not specified, but 10.6.1 (or 10.6.2) and 10.6.3 should apply. Event Alerting: Not required. Incident Response: Not specified, but 12.10.1 applies.
PERSON SPECIFICATION POST: CONSULTANT PSYCHIATRY FACTOR ESSENTIAL DESIRABLE WORK EXPERIENCE General Adult Psychiatry. Care of Elderly Psychiatry. Demonstrable leadership skills. Experience of managing patients with learning disability. Experience of other in psychiatry. QUALIFICATIONS Professional MRCPsych Section 22 Approved Medical Practitioner status. If not Section 22 approved, willingness to undertake training for this. KNOWLEDGE AND SKILLS Excellent communicator. High level of interpersonal skills. Knowledge of Mental Health legislation. Competent and effective use of office IT based systems. Research experience Experience and skills in Skills in the provision of psychological therapies. TRAINING Evidence of continuing personal and professional development DISPOSITION High personal integrity Commitment to quality of service Able to work collaboratively
Planning / Goals Program Coordinator: Ian Oster PROJECT: The Gardens Program- all gardens The Mountain Roots Gardens Program builds community food security and creates personal and social change through Sustainable Agriculture. We have a growing network of organic gardens that utilize, teach, and promote organic, sustainable growing methods to produce food, create and preserve green space (in residential and commercial areas), improve soils, and provide habitats for birds and pollinators. The gardens provide various opportunities for a diverse group of community members to engage in food production, strengthen life skills, practice land stewardship, build connections within the community, and become more food-secure. All people who work in our gardens develop a personal connection to the food system and have access to fresh, local, organic food. In addition, food from our gardens is distributed to aid in hunger relief through donations to food banks, senior meals, schools, low-income voucher programs, families in need, farmer’s markets, and other community channels. Outputs / Activities What are you going to do? Issue / Need Why are you doing this? Inputs (resources) What resources take to do it? Include funding, volunteers Outcomes SMART What will you accomplish? Include # of participants and measurable outcomes Impacts What difference will it make? Method of Measurement How will you know? Funding Est. # of Volunteers Est. # of Vol. Hours Target # of Participants Measurable Outcomes (what is your goal - how many, how much?) enter goals here these should match the goals on the program outline Developing a new partner garden To expand MRFP Garden Program. To reach out to broader audience. To collaborate with other nonprofits. GAC- area prep, stage, Develop a new production garden in CB Beautify Cottonwood
INPUTS Project Resources ACTIVITIES Core Project Components OUTPUTS Evidence of Project Implementation and Participation OUTCOMES Evidence of Change What we invest (# and type of AmeriCorps members) What we do Direct products from program activities Short-term changes in knowledge, skills, attitudes, opinions Medium-term changes in behavior or action that result from participants' new knowledge Long-term meaningful change in condition or status in life
Logic Model Problem Statement: v v v Goals: < Outcomes: Long-Term: Intermediate: Short-Term: < v v v Resources: Audiences/Activities: Audience: Activities: Outputs: > > > ^ ^ ^ ^ Rationales: Assumptions:
Engagement -- Outcomes Evaluation Plan Outcomes Indicators (How we will know change occurred) Data Collection Method Data Collection Effort (Have, Low, Medium, High) Engagement -- Implementation Evaluation Plan Audience* and Activities Outputs & Implementation Questions Data Collection Method Data Collection Effort (Have, Low, Medium, High) Deliverables: Questions: Deliverables: Questions: Deliverables: Questions: Deliverables: Questions: Deliverables: Questions:
(Total 4 marks) Paper 2 Style Questions 6. Let the propositions p, q and r be defined as: p: Matthew arrives home before six o’clock q: Matthew cooks dinner r: Jill washes the dishes (a) (i) Express the following statement in logical form. If Matthew arrives home before six o’clock then he will cook dinner. (1) (ii) Write the following logic statement in words.  q   r (1) (b) (i) Copy and complete the truth table below. p q r p  q q  r r (p  q)  (q  r)  r p [(p  q)  (q  r)  r]  p T T T T T T F T T F T T T F F T F T T T F T F T F F T T F F F T (5) (ii) Explain the significance of the truth table above. (2) (Total 9 marks) 7. Let = {x : 1 ≤ x < 17, x  }. P , Q and R are the subsets of such that P = {multiples of four}; Q = {factors of 36}; R = {square numbers}. (a) List the elements of (i) (ii) P  Q  R. (2) (b) Describe in words the set P  Q. (1) (c) (i) Draw a Venn diagram to show the relationship between sets P, Q and R. (2) (ii) Write the elements of in the appropriate places on the Venn diagram. (3) (d) Let p, q and r be the statements p: x is a multiple of four; q: x is a factor of 36; r: x is a square number.
In every wound of Caesar that should move The stones of Rome to rise and mutiny. ALL. We'll mutiny. 1. PLEB. We'll burn the house of Brutus. 3. PLEB. Away then! Come, seek the conspirators. ANTONY. Yet hear me, countrymen. Yet hear me speak. ALL. Peace, ho! Hear Antony, most noble Antony! ANTONY. Why, friends, you go to do you know not what. Wherein hath Caesar thus deserved your loves? Alas, you know not! I must tell you then. You have forgot the will I told you of. ALL. Most true! The will! Let's stay and hear the will. ANTONY. Here is the will, and under Caesar's seal. To every Roman citizen he gives, To every several man, seventy-five drachmas. 2. PLEB. Most noble Caesar! We'll revenge his death! 3. PLEB. O royal Caesar! ANTONY. Hear me with patience. ALL. Peace, ho! ANTONY. Moreover, he hath left you all his walks, His private arbors, and new-planted orchards, On this side Tiber; he hath left them you, And to your heirs for ever - common pleasures, To walk abroad and recreate yourselves. Here was a Caesar! When comes such another? 1. PLEB. Never, never! Come, away, away! We'll burn his body in the holy place And with the brands fire the traitors' houses. Take up the body. 2. PLEB. Go fetch fire! 3. PLEB. Pluck down benches! 4. PLEB. Pluck down forms, windows, anything! Exeunt Plebeians [with the body].
Tip: Ask yourself what kind of “sample” you’re using: Are you relying on the opinions or experiences of just a few people, or your own experience in just a few situations? If so, consider whether you need more evidence, or perhaps a less sweeping conclusion. (Notice that in the example, the more modest conclusion “Some philosophy classes are hard for some students” would not be a hasty generalization.) MISSING THE POINT Definition: The premises of an argument do support a particular conclusion—but not the conclusion that the arguer actually draws. Example: “The seriousness of a punishment should match the seriousness of the crime. Right now, the punishment for drunk driving may simply be a fine. But drunk driving is a very serious crime that can kill innocent people. So the death penalty should be the punishment for drunk driving.” The argument actually supports several conclusions—”The punishment for drunk driving should be very serious,” in particular—but it doesn’t support the claim that the death penalty, specifically, is warranted. Tip: Separate your premises from your conclusion. Looking at the premises, ask yourself what conclusion an objective person would reach after reading them. Looking at your conclusion, ask yourself what kind of evidence would be required to support such a conclusion, and then see if you’ve actually given that evidence. Missing the point often occurs when a sweeping or extreme conclusion is being drawn, so be especially careful if you know you’re claiming something big. POST HOC (ALSO CALLED FALSE CAUSE) This fallacy gets its name from the Latin phrase “post hoc, ergo propter hoc,” which translates as “after this, therefore because of this.” Definition: Assuming that because B comes after A, A caused B. Of course, sometimes one event really does cause another one that comes later—for example, if I register for a class, and my name later appears on the roll, it’s true that the first event caused the one that came later. But sometimes two events that seem related in time aren’t really related as cause and event. That is, correlation isn’t the same thing as causation. Examples: “President Jones raised taxes, and then the rate of violent crime went up. Jones is responsible for the rise in crime.” The increase in taxes might or might not be one factor in the rising crime rates, but the argument hasn’t shown us that one caused the other.
Truth Tables and Logic Gates Worksheet Term Symbol(s) Definitions Term Symbol(s) Definition and ^ Both have to be true for the compound statement to be true or v One or the other or both have to be true for the compound statement to be true Negation ~ ¬ The opposite truth value Conditional p=>q p→q p implies q, stated as “if…, then…” Converse q=>p q→p p←q The order of the hypothesis and conclusion is reversed Inverse ~p=>~q ~p→~q Both hypothesis and conclusion are negated Contrapositive ~q=>~p ~q→~p Hypothesis and conclusion are negated and reversed Biconditional p<=>q p↔q When both a conditional and its converse are true; stated as “if and only if” (or iff)
Logic chain to aid project planning and articulation of the potential for impact Guidance: The example logic chain below sets out the types of information you need to outline within each section of your proposed projects logic chain. This approach demonstrates the clear links between the problem, the required inputs and the activities, outputs, outcomes as well as the potential for longer term impacts. You need to provide an indication of the expected timing of the activities, outputs, outcomes and impacts. Problem to address Inputs Activities Outputs Outcomes Impacts Articulation of the problem the project is seeking to address Any resources you anticipate requiring to deliver your activities (e.g. financial, human, technology resources) Specific processes required to produce outputs e.g. designing a new incentive structure for engaging hard-to-reach employers in a network; developing a new qualification framework and piloting these ideas. The quantifiable results signalling the completion of an activity e.g. new employers engaged in a network; new qualification framework developed, tested and agreed. The intended term effects generated by the outputs e.g. improved collaboration in a sector/locality; enhanced skills. The intended longer term impact of the initiative/intervention which addresses the original problem (col 1), e.g. sector/locality able to take advantage of emerging international markets through having skilled employees and employers committed to on-going skills development.
OVERARCHING GOAL: LOGIC MODEL DATE: INPUTS → OUTPUTS → OUTCOMES Mobilized Resources Activities and Interventions Specific processes to measure Short-term outcomes and measures Long-term outcomes reflecting program objectives Enter the people and things to be called into action (now or in the very near future) that will directly contribute to meeting the goal. This would include partners, structures, funding, and any practical or instrumental resources. Stick to the ones that are relevant to the activities and interventions planned. Enter the key activities and interventions planned, as of today. What tells you the activities and interventions are being done correctly and reaching their intended target(s)? Enter them here as a list of potential process measures. Enter the changes that are expected to be seen – in real life – after the activity or intervention reaches its intended target. Try to think of short-term indicators that are specific to that activity, to help you understand its unique effect amongst other activities being done. Enter the downstream changes that are expected to occur after the short-term changes cumulate or trigger other mechanisms of action. Focus on those that you can monitor and are directly relevant to your set of program objectives. ASSUMPTIONS (root cause analyses, prior learning/experience) EXTERNAL FACTORS (barriers/facilitators) Enter a few key pieces of information that lead you to believe that the activities and interventions planned are the right ones. Be aware that your assumptions can change as new information is acquired through learning and quality improvement, so don’t be afraid to revise these as you go. Consider the context of the work, such as the local history, culture, and environment (both political and natural). Develop a short list of relevant barriers and facilitators. Some of them you might consider to be unpredictable or beyond your control, but others might later be amenable to change and should be kept under watch. REMEMBER: THIS IS JUST A SHAPSHOT OF YOUR CURRENT UNDERSTANDING OF HOW THINGS OUGHT TO WORK! Adapted from University of Wisconsin Extension Program Development and Evaluation resources: http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html
Employees: Comply will all aspects of the lockout/tagout program. Read and understand the departmental specific lockout/tagout procedures. Participate in required training and retraining in lockout/tagout procedures for their specific job duties. Lockout/Tagout Devices Requirements for Lockout/Tagout: Performing service or maintenance around any machine where injury could result from an unexpected start-up of the equipment or release of stored energy. A guard or other safety device must be removed or bypassed. An employee must place any part of their body where it could be caught by moving machinery. Lockout Devices (such as padlocks): Use in lockout procedures can work with a key or with a combination. They must meet the following requirements. Lockout devices are supplied by the employer Durable enough for heat, cold, humidity, or corrosiveness in the area where it’s used for as long as it is needed. Standardized by color, shape, or size throughout the facility. Strong enough so it cannot be removed without heavy force or tools like bolt cutters. Identified by the name of the employee who installs and removes it Authorized employees will be issued personal “lockout” padlocks. Authorized employees are responsible for the care and upkeep of their lock
Login.Gov ID Setup Go to the website https://sam.gov/portal/SAM/##11 At the top left corner of the screen, select “Log In.” You will now be directed to create a Loging.gov id. You will need to have the e-mail address that was used to set up your existing SAM account to complete this step. Select “Create an account.” Enter your e-mail address and click Submit. You will then be prompted to check your e-mail to confirm your account. Once you have confirmed your account, you will be asked to create a password. After you have created your password, you will be prompted to secure your account via text message, phone call or authentication application. Please select either phone call or text message for security purposes. You will then receive your security code via phone or text to enter to secure your account. Once secured, you will be provided with a Personal Key. This Key is very important. If you ever lose your login information, this is the only way to recover that information. Please print a copy for your records, before proceeding to the next step. You will then be asked to enter the personal key that you were just provided on the next screen. After the personal key is entered, your Login.gov ID has been setup.
Masking timer programming. Security functions. System diagnostics and monitoring. Provide computer software for: Addressing of networked devices. System startup and initialization. Masking volume and equalization adjustment. Paging volume and equalization adjustment. All system zoning. Masking timer programming. Security functions. System diagnostics and monitoring. Provide centralized system management across the site via control of multiple control panel components from a central computer location. Provide Ethernet-enabled control panel components. Prevent simultaneous adjustment of the system from multiple user control interfaces. System Zoning Provide independent digital zoning for timer, audio and in-room occupant control functions. Masking Sound Generation Provide a sound masking generator for each local control zone. Provide a random masking sound generator. Sound Masking Control Provide each local control zone with independent control over the sound masking signal, including: A third-octave equalizer with 23 bands ranging from 63 to 10,000 Hertz A volume control with 0.5 dBA increments over a range of 35 to 85 dBA, measured at a distance of 1 meter. A temporary mute function. An off setting. Provide a user enabled/disabled function to gradually ramp up the masking volume each time power is applied. Timer Performance Provide a timer in the control panel component to adjust masking volume according to a programmed schedule. Provide 9 individually programmable timer zones per control panel component. Allow each local control zone to be assigned to a timer zone. Allow unique schedules for each day of the week. Allow variable rates of volume adjustment for each scheduled change. Provide calendar-based programming. Provide programmable daylight saving time (DST) adjustments. Provide the ability to program 30 exception dates per zone. Provide the ability to program 3 exception timer schedules. Provide an acclimatization function to gradually increase the masking volume over a period of time, according to a programmed schedule and with independent schedules in each timer zone. Activate if system startup occurs post-occupancy. Paging and Background Music (“Audio”) [Spec Note: Remove if unused.]
Next, we find relationships involving parameter k and the times t1 and t2. We make use of the fact that voltages less than 1.5 Volts are declared as LOW, while those over 3.5 Volts are declared as HIGH. Next, we subtract the term on the left from that on the right. We then develop an expression for parameter k. We are now ready to make use of the published rise time for TTL logic (50 ns) and solve for parameter k. Thus we can model the output voltage of a TTL digital logic circuit using the logistic function along with a judicious selection of parameters as below (L=5 and A=100). Extension of the Model Once a model for the output voltage undergoing a transition from the LOW to the HIGH state is obtained, it is very simple to extend it to the case when the output voltage drops from the HIGH state to the LOW state. Due to the equality of the rise and fall times associated with this class of digital circuits, a fall in voltage can be modeled by subtracting the logistic function from unity. Using the values for the parameters found earlier, a falling voltage can be written as .
Suppose we contrast individuals who are Age = x to those who are Age = x + c. What can we say about the increased risk associated with a c year increase in age? The logistic model gives us a means to do this through the odds ratio (OR). Exponentiating both sides gives Thus the multiplicative increase (or decrease if) in odds associated with a c year increase in age is. Example: Interpreting a c year increase in age. Question: Is it reasonable to assume that a c unit increase in a continuous predictor is constant regardless of starting point? For example, does the risk associated with a 5 year increase in age remain constant throughout ones life? Statistical Inference for the Logistic Regression Model Given estimates for the model parameters and their estimated standard errors what types of statistical inferences can be made? Hypothesis Testing
logistics support for the support equipment itself. During the acquisition of systems, program managers are expected to decrease the proliferation of support equipment into the inventory by minimizing the development of new support equipment and giving more attention to the use of existing government or commercial equipment. Source: DAU IPS Element Guidebook Dec 2011 References (DAG) Training & Training Support Consists of the policy, processes, procedures, techniques, Training Aids Devices Simulators and Simulations (TADSS), planning and provisioning for the training base including equipment used to train civilian and military personnel to acquire, operate, maintain, and support a system. This includes New Equipment Training (NET), institutional, sustainment training and Displaced Equipment Training (DET) for the individual, crew, unit, collective, and maintenance through initial, formal, informal, on the job training (OJT), and sustainment proficiency training. Significant efforts are focused on NET which in conjunction with the overall training strategy shall be validated during system evaluation and test at the individual, crew, and unit level. Training is the learning process by which personnel individually or collectively acquire or enhance pre-determined job-relevant knowledge, skills, and abilities by developing their cognitive, physical, sensory, and team dynamic abilities. The "training/instructional system" integrates training concepts and strategies and elements of logistic support to satisfy personnel performance levels required to operate, maintain, and support the systems. It includes the "tools" used to provide learning experiences such as computer-based interactive courseware, simulators, and actual equipment (including embedded training capabilities on actual equipment), job performance aids, and Interactive Electronic Technical Manuals. It is critical that to ensure alignment between system design and training program, any and all changes must be evaluated as to the impact on the training program. The training products themselves may require separate configuration management and supportability. The Product Support Manager needs to understand the requirements for training related to the civilian and military workforce for weapon systems acquisition and the training required for civilians and military to lead, operate and sustainment the weapon system being fielded. Source: DAU IPS Element Guidebook Dec 2011 References (DAG)
LOGISTICS Carmen Elisa Restrepo UNDP Cel.: +507 6704940 Climateweek2016@gmail.com MEDIA AND OUTREACH Larissa de León Ministry of Environment AGENDA AND SPEAKERS Cayetano Casado UNDP Cel.: +507 63112489 EXHIBITORS AND SPONSORS Lisa Spafford IETA
Carrier / Transporter (Print Driver Name) John James Doe Signature John James Doe Month 5 Day 16 Year 16 Consignee / Facility Acknowledgement of Receipt (Print Name) Jane Smith Signature Jane Smith Month 5 Day Year 16 White Copy: Consignee/Facility Original ● Yellow Copy: Consignee to Shipper ● Pink Copy: Carrier/Transporter ● Green Copy: Shipper Initial Copy AIRWAY BILLS On Next page ROLE OF TRANSPORT IN MARKETING; 1. Physical Supply of Products Transportation carries necessary raw materials to factory for production of goods and supplies finished goods to consumers. It creates place and time utility of goods by transporting from one place to another. It easily carries finished to the hands of those who need and use them. This significantly increases aggregate sales of goods. In fact, transport is such a key of marketing, which helps in carrying goods to the scattered consumers in different places, narrows the gap between producers and consumers and facilitates to distribute goods to the consumers at minimum cost and time. Specialization Transportation facility encourages division of labor and specialization on geographical or regional basis. Transportation cost highly affects localization of industries. Production of goods may center at such place where the environment is the best and production cost is minimum. This makes maximum utilization of local resources possible, which is both economically and socially necessary. Mobility of Labor And Capital
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 11/12/16 Program: LOGISTICS / FOOD SERVICE Description: Safe use of climbing devices - Procedures to ensure the safe use of climbing devices (such as ladders, portable stairs and similar equipment) in all food production areas Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Improper use of climbing devices (such as ladders, portable stairs or similar equipment) results in a fall from an elevated working position. Equipment is placed on a surface that is not level, solid, is wet or is cluttered causing the equipment to be at an unsafe angle, tip or fall. Person(s) using the equipment could fall from an elevated working position. II D Ensure all climbing devices are placed on a level, solid, dry and uncluttered surface prior to use. Train all personnel on the proper placement of climbing devices Three points of contact must be maintained at all times Nothing should be carried in the hands while climbing on a ladder Area of use for any such climbing device is visually inspected prior to deploying and using the device. II E Same Equipment use exceeds its designed parameters (example; standing on the top step of a step ladder). Same II D Ensure all climbing devices are used in accordance with labels found on each respective device. Train all personnel on the location and information contained on climbing devices Supervisory staff ensures all use warning labels are being followed during equipment use. II E
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/16 Program: LOGISTICS / FOOD SERVICE Description: Safe installation and use of electrical equipment - Procedures to ensure safe electrical connections and safe use of electrical equipment Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Improper connections made between primary power supply and food production facility. Unqualified / non-certified individual(s) make improper primary power connection(s) to food production facilities. Severe injuries such as electrical shock, electrical burns or possible electrocution to Jamboree staff or attendees. I D Primary power connections to all food production facilities are completed by qualified/certified personnel. Electrical connections are to meet applicable National Electric Code specifications. I E Same Same Improper power supply leads to component failure resulting in an electrical fire. I D Same Same I E Same Same Damage to downstream electrical equipment due to improper grounding, undercurrent or overcurrent situations, etc. II D Same Same III E Damaged electrical equipment used in food production facility. Damaged equipment is not identified prior to use. Severe injuries such as electrical shock, electrical burns or possible electrocution to Jamboree staff or attendees. I D All electrically powered equipment is to be visually inspected by qualified personnel prior to use looking for damage Damaged equipment removed from service I E
to plugs, power cords, equipment housings, etc. immediately and tagged as “DO NOT USE”. Compass Group / Eurest Culinary Supervisor is notified of issue and secures the damaged equipment. Same Same Use of damaged equipment leads to an electrical fire. I D Same Same I E Same Electrical equipment (temporary wiring) becomes damaged during Jamboree event. Severe injuries such as electrical shock, electrical burns or possible electrocution to Jamboree staff or attendees. I D All temporary wiring (extension cords) installed in such a manner so as to prevent damage to plugs and wiring insulation. All temporary wiring (extension cords) are visually inspected by qualified personnel for damage daily. Temporary wiring (extension cords) protected from damage through the use of covers in high traffic areas. Cords are inspected daily and damaged cords are removed from service immediately. I E Energized electrical equipment becomes wet. Precipitation exposes Severe injuries such as electrical shock, electrical burns or I D Ensure structural integrity of facilities to minimize weather All installations of I E
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/16 Program: LOGISTICS / FOOD SERVICE Description: Environmental safety relative to food production staff - Procedures to minimize environmental related safety risks to the food production staff Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Excessive heat in food production operations leads to injury or illness. Temperature is between 82 and 84 degrees Fahrenheit. Staff in these areas may begin exhibiting signs of heat fatigue, heat cramps, heat exhaustion or heat stroke. III B For moderate workloads in this temperature, recommended rest periods of 15 minutes during each hour worked. Rest should be in a shaded area and include drinking plenty of cool water. Staff showing signs of dizziness, fainting, confusion, vomiting, dry hot skin or seizures should receive medical attention immediately. IV D Same Temperature is between 85 and 87 degrees Fahrenheit. Same III B For moderate workloads in this temperature, recommended rest periods of 30 minutes during each hour worked. Rest should be in a shaded area and include drinking plenty of cool water. Same III D Same Temperature is above 87 degrees Fahrenheit. Same III B For moderate workloads in this temperature, recommended rest periods of 45 minutes during each hour worked. Rest should Same III D
be in a shaded area and include drinking plenty of cool water. Same Temperature is above 80 degrees Fahrenheit. Staff in these areas may begin exhibiting signs of heat rash. III B Staff with signs or symptoms of heat rash should clean and dry the area. Monitor the affected area for lack of improvement or signs of worsening. Affected areas of the body which do not improve or become worse over time should be examined by medical staff. IV D Food production staff required to work in an outdoor (unshaded) area. Exposure to UV radiation from working in unshaded area. Staff working in outdoor (unshaded) areas may develop sunburn. III B Staff trained to wear proper light colored clothing, including hats, and to use sunscreen when working outdoors, even if cloudy. Individuals with minor sunburn should be kept from further outdoor work. Individuals with severe sunburn should be evaluated by medical staff. IV D Food service staff required to work in outdoor area. Exposure to ticks, chiggers, mosquitos and other similar insects. Staff working in outdoor areas may be exposed to ticks, chiggers, mosquitos or similar insects, leading to transmittable diseases carried by these insects. III B Staff trained to wear light colored clothing, avoid vegetation and use insect repellant when working in outdoor areas. Staff should check themselves for ticks daily. If a tick is found and cannot be removed it must be evaluated by medical staff. IV D
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/16 Program: LOGISTICS / FOOD SERVICE Description: Providing Safe Food and Beverage Production Water - Procedures to ensure safe supply of food and beverage production water in the event there is disruption to the normal water supply. Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Food and beverage production water supply to BSA Jamboree is interrupted. Unforeseen circumstances interrupt supply of food and beverage production water to the BSA Jamboree site. Food and beverage shortage. III D Compass Quality Assurance and Eurest Culinary Team will source commercially bottled water for food and beverage production use. Commercially bottled water back-up plans in-place ahead of event. IV E Same Same Typical hand washing facilities unavailable leading to sanitation concerns. III D Compass Quality Assurance and Eurest Culinary Team will portable hand washing stations. Commercially bottled water back-up plans in-place ahead of event. IV E Same Same Multi-use utensils unable to be properly sanitized leading to sanitation concerns. III D Compass Quality Assurance and Eurest Culinary Team will source commercially bottled water for sanitization of utensils. Limited use of multi-use utensils. Sanitizing of multi-use IV E
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/16 Program: LOGISTICS / FOOD SERVICE Description: Providing Safe Food Supply - Procedures to ensure safe supply of food in the event there is disruption to the normal supply. Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Food supply to BSA Jamboree site is interrupted. Unforeseen circumstances interrupt supply of food to the BSA Jamboree site. Food shortage. III D Compass Quality Assurance and Eurest Culinary Team will source alternate sources of approved food through other vendors or distribution centers. Alternate sourcing plans ahead of event. IV E
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/16 Program: LOGISTICS / FOOD SERVICE Description: Providing Safe Supply of Food - Procedures to ensure safe supply of food product Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Food supply to BSA Jamboree is compromised. Received product is damaged. Foodborne illness. III C Reject delivery of any product with visible signs of damage. Visual inspection of all deliveries. III D Same Received product is spoiled. Foodborne illness. III C Reject delivery of any product with visible signs of spoilage. Visual inspection of all deliveries. III D Same Received product shows signs of temperature abuse. Foodborne illness. III C Reject delivery of any product with visible signs of temperature abuse. Visual inspection of all deliveries. III D Same Received product is at unsafe temperature. Foodborne illness. III C Reject delivery of any product not within acceptable temperature range. Temperature taken of representative sample of all deliveries with log kept. III D Same RED ALERT food recall received on Foodborne illness. III C BSA notified by Compass Quality Assurance; Monitored daily by Compass III D
food product that has already been served. determination made on any risk(s) to staff / scouts. Quality Assurance and Eurest Culinary team. Same RED ALERT food recall received on delivered food product. Foodborne illness. III C Product tagged as “NOT for use” and segregated from remaining food supply until returned to supplier. Monitored daily by Compass Quality Assurance and Eurest Culinary team. III E
Program Hazard Analysis – New, Modified, or Recognized Activities Date: 10/12/2016 Program: LOGISTICS / FOOD SERVICE Description: Strain and sprain prevention in food production areas - Procedures to minimize the potential for strains, sprains and similar injuries due to improper lifting techniques in food production areas Hazard Cause / Effect Corrective Actions Hazard Description Cause Effect Initial Risk Rating Possible Controlling Measure Closing Comments Status Final Risk Rating Use of improper lifting technique leads to a strain, sprain or similar injury to staff in the food production facility. Person performing lifting task uses improper techniques while lifting a load. Injuries such as strains, sprains or other muscle, tendon or joint injury possible. III C All lifting tasks are conducted using the “lift with your legs” principle. Foodservice staff trained on safe lifting procedures. III D Same Same Same III C During all lifting tasks, twisting of the body is to be minimized. Same III D Same Person performing lifting task attempts to lift a load in excess of 50 pounds. Same III C For loads in excess of 50 pounds, material handling equipment such as dollies or carts should be used. In the absence of material handling equipment, the item to be lifted should be handled by at least two people. Same III D Use of damaged or defective equipment leads to a strain or similar injury. Damaged or defective equipment leads to overexertion Same III C All carts, dollies and similar equipment inspected prior to each use. Damaged equipment removed from service. Foodservice staff trained to visually inspect all such III D