zilongwang/ReadingBank huggingface dataset:
d. consensual e. convenience ANS: B This is the definition of secondary data. 25. Trade groups, commercial publications, and government departments can be used as sources of: a. secondary data b. consensual information c. primary data d. artificial intelligence e. marketing audits ANS: A Innumerable outside sources of secondary information such as trade and industry associations, business periodicals, and government departments and agencies. 33. The research design specifies: a. follow-up procedures for the research b. the information that will be found c. how the report will be written d. how the information gathered will be used to predict external environmental changes e. the research questions to be answered ANS: E The research design specifies which research questions must be answered, how and when the data will be gathered, and how the data will be analyzed. 34. Information collected for the first time for the purpose of solving a particular problem under investigation is called _____ data. a. primary b. secondary c. dichotomous d. observation e. convenience ANS: A This is the definition of primary data. PTS: 1 REF: 142 OBJ: 09-3 TOP: AACSB Reflective Thinking KEY: CB&E Model Research MSC: BLOOMS Knowledge 37. What is the chief advantage of primary data? a. Low cost compared to secondary data b. Relevance to the problem at hand c. Availability to any interested party for use d. Accessibility through computerized databases e. Avoiding interviewer biases ANS: B trial,
Module 2 – Acquisition Planning Overview In Module 1, you learned how to use the FAR and DFARS and were introduced to the major phases of contracting—planning, formation, and administration. Module 2 will focus on the policies and procedures that apply to the acquisition planning phase. Lesson 1 will cover the planning process as mandated by law and implemented in the FAR and DFARS. Lessons 2-7 will address elements of acquisition planning that require significant involvement by contracting personnel (identifying sources, promoting competition, selecting contracting methods and contract types, employing special contracting methods, and describing agency needs). Lesson 8 will address the socioeconomic programs in Government contracting. Module 2 Schedule Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Module 1 Exam Quiz 4 Sources Competition Requirements Quiz 5 Contracting Methods Contract Quiz 6 Contract (cont.) Describing Agency Needs Publicizing Contract Actions Quiz 7 Socioeconomic Programs Module 2 Exam Acquisition Planning Process Begin Module 3 Module 2 Homework Day Lesson(s) Homework Assignment 1 1 For Quiz 4: Lesson 2, Sources Lesson 3, Competition Requirements 2 2 & 3 For Quiz 5: Lesson 4, Contracting Methods Lesson 5 (Part 1), Contract Types 3 4 & 5 For Quiz 6:
Variable Description Values Suryear Survey year 2011 Hhld_no ID number of household. Members of the same household will have the same ID number ID Pers_no ID number of person in household ID num_children number of children in the household (under 18 years old) numeric num_children_f Flag for num_children F=filled M=missing N=question not applicable num_at_work Number of persons in the household at work numeric num_at_work_f Flag for num_at_work F=filled M=missing N= question not applicable citz_fath Citizenship of father of respondent 1=Irish 2=non-Irish 3=missing/unknown 4= question not applicable citz_moth Citizenship of mother of respondent 2=non-Irish 3=missing/unknown 4= question not applicable ed_lev_fath Highest education attained by father of the respondent 1=low level (up to lower secondary level) of education or no education. 2=Medium level (upper secondary or post-secondary non-tertiary education) 3=High level (first or second level of tertiary education) 4=unknown/missing 5=question not applicable ed_lev_moth Highest education level attained by mother of the respondent 1=low (up to lower secondary level) of education or no education. 2=Medium level (upper secondary or post-secondary non-tertiary education) 3=High level (first or second level of tertiary education) 4=unknown/missing
conference dates. Please note that administrators can select dates within this range. Please check with your Principal about specific dates.  Please make sure you your grade information within the timeline. Notes: • If there are issues that arise from MiSiS, have teachers call MiSiS Customer Support: (213) 241-5200 Option 5 • Approximate time for slide presentation: 1 minute Topic Presentation Points Supporting Materials Display Slide 4 Facilitator says: Our objectives for today are: To learn how to complete the progress report in MiSiS using the job aids. Notes: Approximate time for slide presentation: 30 sec. to 1 minute Topic Presentation Points Supporting Materials Display 5 Facilitator says:  This slide provides an opportunity for teachers to surface “what they are wondering about.” Distribute a post-it note to each participant. Have them down their response to the question on the slide. Have a few participants share their wonderings. Post it Notes Notes: Approximate time for slide presentation: 3 minutes Topic Presentation Points Supporting Materials Display Slide 6 Facilitator says: You may recall this from Module 1 and 2. It shows the “Process of Transition.” Take a moment and think back to Module 2. “Where were you in the process of transition during module 2?” “Where have you moved to now?” Take a minute and share with a partner. Notes: Approximate time for slide presentation: 1 to 2 minutes
lessons 2 through 4 you will compare and contrast the solicitation and evaluation of offers when using sealed bidding and competitive negotiation. In Lesson 5 you will explore some of the procedural requirements in making a contract award. Lastly, lesson 6 will explore the policies and procedures pertaining to both bid protests and size status protests. Lesson 7 will explore simplified acquisition procedures. Module 3 Schedule Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Module 2 Exam Quiz 8 Uniform Contract Format & Contract Line Item Numbering Provisions & Clauses Quiz 9 Solicitation & Receipt of Offers Bid Evaluation Quiz 10 Proposal Evaluation & Exchanges with Offerors Contract Quiz 11 Protests Simplified Acquisition Procedures Module 3 Exam Contract Formation Principles Module 4 Module 3 Homework Day Lesson(s) Homework Assignment 1 1 For Quiz 8: Lesson 2 HW assignment. Lesson 3 HW assignment 2 2 & 3 For Quiz 9: Lesson 4 HW assignment Lesson 5 HW assignment 3 4 & 5 For Quiz 10: Lesson 6 HW assignment. Lesson 7 HW assignment 4 6 & 7 For Quiz 11: Lesson 8 HW assignment Lesson 9 HW assignment 5 8 & 9 Study for exam.
Permissible evaluation factors… Relative importance of each evaluation factor or subfactor… N/A Must be stated in the solicitation. Evaluation subfactors… N/A Must be stated in the solicitation. Negotiation… Permitted and regulated by FAR 15.306 Permitted— See FAR Rules of FAR 15.306 (i.e., competitive range, discussions, final proposal revisions) not applicable Contract award made to… As stated in solicitation. Unsuccessful competitors… Shall be notified. Shall be notified. Timely debriefing requests… N/A Shall be accommodated. 6. What is the Governmentwide commercial purchase card? When can it be used? 7. What is a purchase order? 8. What is a blanket purchase agreement (BPA)? Why might a contracting officer establish a BPA?
Some things to know about the ABS system: The ABS warning will come on when there is a problem with either the ABS brake system, normal brake system, or the brake fluid is low in the master cylinder or the ABS brake system To find out if a vehicle is equipped with ABS, turn on the ignition and check the instrument panel for the ABS indicator light The brake pedal will vibrate when engaged TO PRACTICE USING ABS:
Activity 3 scaffold for Aspect 1 Aspect 1 Counting sequences- verbal and written labels Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Forward number word sequence Cannot count to 10. Counts to 10. Cannot say the number word just a given number word in the range 1–10. Dropping back to one does not appear at this level. Counts to 10. Says the number word just after a given number word but drops back to one when doing so. Counts to 10. Says the number word just after a given number word in the range 1–10 without dropping back. Counts to 30. Says the number word just after a given number word in the range 1–30 without dropping back. Counts to 100. Says the number word just after a given number word in the range 1–100 without dropping back. Counts beyond 100. backward number word sequence Cannot count backwards from 10–1. Counts backwards from 10–1. Cannot say the number word just before a given number word in the range 1–10. Dropping back to one does not appear at this Counts backwards from 10–1. Says the number word just before a given number word in the range 1–10, but drops back to one when doing so. Counts backwards from 10–1. Says the number word just before a given number word in the range 1–10 without dropping back. Counts backwards from 30–1. Says the number word just before a given number word in the range 1–30 without dropping back. Counts backwards from 100–1. Says the number word just before a number word in the range 1–100 without dropping back. Counts backwards from any number. Syllabus substrands Whole Numbers
Activity 3 scaffold for Aspect 6 Aspect 6 Fraction units Level 0 Emergent partitioning Level 1 Halving Level 2 Equal partitions Level 3 Reforms the whole 4 Multiplicative partitioning 5 Fractions as numbers Attempts to halve by splitting without attention to equality of the parts. Forms halves and quarters by repeated halving. Can use distributive dealing to share. Verifies continuous and discrete linear arrangements have been partitioned into thirds or fifths by iterating one part to form the whole or checking the equality and number of parts forming the whole. When iterating a fraction part such as one-third beyond the whole, re-forms the whole. Coordinates composition of partitioning (i.e. can find one-third of one-half to create one-sixth). Creates equivalent fractions using equivalent equal wholes. Coordinates units at three levels to move between equivalent fraction forms. Identifies the need to have equal wholes to compare fractional parts. Uses fractions as numbers, i.e. 1/3 > 1/4, including improper fractions. Syllabus substrands Fractions and decimals Fractions, decimals and percentages Addition and subtraction Multiplication and division
Point of the slide – Illustrate the addition of a performance criterion and method of measurement to a goal statement NOTE TO PRESENTER: Click to make the example appear PRESENTER – use content below to frame presentation of material Note the performance criterion, X%, was intentionally left unspecified as the criterion should always be based on current student data. The method of measurement specified is “graded teacher assignments and tests” Remember, this criterion is expected “by the end of the year” of the IEP. Notes:
Point of the slide – To discuss the various purposes for measuring progress PRESENTER – use content to frame presentation of material Formative and summative assessments are a regular part of instructional practice. There may be multiple methods of measurement – progress monitoring – in addition to the formal method used to determine accomplishment of goals and objectives. The IEP team must talk about what actions they will take if slippage or no progress is noted. Also must talk about actions they will take if growth occurs at a greater rate than anticipated. Notes:
Transition Slide-Writing Goals Instructional Areas for Goal Writing What are Measurable Goals? IEP Goals Critical Elements of Measurable Goals Demonstrating the Critical Components Example Selecting Performance Criterion and Measures Slide 12 Slide 13, Handout, p. 5 Slide 14 15, Handout, p. 6 Slide 16, Handout, p. 6 Slides 17-20 Slide 21 Learning Together Activity: Reflection (2 minutes Think + 2 minutes Write + 3 minutes share + 2 minutes group share) Slide 22, Handout, p. 7 10 minutes Complete the Goal – English/Language Arts Complete the Goal – Social/Daily Living Skills (3 minutes for completing each goal + 2 minutes for sharing after each) Slide 23, Handout, p. 8 Slide 24, Handout, p. 8 10 minutes Act 833 Considerations in Goal Development Pathways to Promotion Pathways to Graduation Slide 25, Handout, p. 9 Slide 26 Slide 27 5 minutes BREAK (15 minutes) No Slide 15 minutes The purpose of this section is to talk the purpose of objectives and how they essentially have the same elements as goals, yet, are steps to accomplishment of the goal. It is also to discuss the importance of progress monitoring and stimulate thinking about tools or strategies that can be used for progress monitoring. Writing Objectives Transition Slide Purpose of Objectives Examples: Writing Objectives Slide 28 Slide 29 Slides 30-33, Handouts, pp. 11, 12 12 minutes Transition Slide – Documenting Progress Method of Measurement: Placement on IEP form Determining and Documenting Progress Considerations Slide 34 Slide 35, Handout, p. 13 Slide 36 7 minutes Formative Assessment Examples Slide 37 Learning Together: Formative Assessment (write – 1 minute + combine lists – 3 minutes + count – 1 minute) Slide 38, Handout, p. 14 7 minutes Progress Monitoring or Formative Assessment Resources Slide 39 Slide 40, Handout, p.15 10 minutes
school day; and possibility of respite care for all children on an occasional weekend either informally (friends/family) or agency sponsored. Due to the highly specific safety actions that Ms. Kazca needs to complete (and which can be easily monitored) nothing about her in-home safety plan could be said to dependent upon a parental promise. Furthermore, while not conclusive in itself, her willingness to enter into and complete a case plan in the past is a good indication of her ability to follow through with assigned tasks and actions.
MULTIPLE CHOICE 1. According to the text, price is best described as: a. the perceived value of a good or service b. exchanged for a good or service c. the psychological results of purchasing d. the cost in dollars for a good or service as set by the producer e. the value of a barter good in an exchange ANS: A PTS: 1 REF: 255 OBJ: 17-1 TYPE: Def TOP: AACSB Reflective Thinking | TB&E Model Pricing 2. Revenue: a. equals quantity sold profit margin b. equals price minus costs c. equals return on investment d. is synonymous with profit e. equals price of goods times quantity sold ANS: : 1 REF: 255 OBJ: 17-1 TYPE: Def TOP: AACSB Reflective Thinking | TB&E Model Pricing 3. _____ pay for every activity of the company. a. Revenues b. Investments c. Retained earnings d. Profits e. Prices ANS: A Revenue is price times units sold, or the total inflow of capital that is available to pay for the costs of manufacturing the good and running the business. PTS: 1 REF: 255 OBJ: 17-1 TYPE: Comp TOP: AACSB Reflective Thinking | TB&E Model Pricing 4. Money that is left over after paying for company activities is called: a. return on investment b. a contribution margin c. profit d. net worth e. a current asset ANS: C PTS: 1 REF: 255 OBJ: 17-1 TYPE: Def TOP: AACSB Reflective Thinking | TB&E Model Pricing
reading/writing connections. Wisconsin Teaching Standard 4 NBPTS Standard 2 There is a brief description of a vocabulary overview using 1 of the 4 graphic organizers. No scan of the student’s work is included. There is no evidence or example of implementation of independent activities with the new vocabulary words, as mentioned in the PowerPoint. There is no structural analysis example. No assessment is included. There is some evidence of explicit instruction. There is a written description of vocabulary overview using one of the 4 graphic organizers. One scan or photograph of the student’s work is included. There is one example of implementation of independent activities with the new vocabulary words, as mentioned in the Power Point. There is an explicit example using structural analysis. There is evidence of some type of informal the explicit teaching activity, definition of the word(s) selected, and explanations of the vocabulary words shown in the vocabulary overview. There is a detailed written description explaining how 4 graphic organizers were used in teaching vocabulary overview. Two or more scans or photographs of the student’s work are included. There are two or more examples of implementation of independent activities with the new vocabulary words as mentioned in the PowerPoint. Evidence is provided of one explicit example using structural analysis. There is evidence of an informal and formal assessment (quiz or test) given to the student (s).
VI. Written Communication NCTE Standard (Related to writing and conventions) – 4,5, and 6 Wisconsin Writing Standards - B.8.1, B.8.2, and B.8.3 Organization and presentation of ideas is limited. The text has more than 6 spelling, grammar, and/or mechanical errors. 0 points Organization and presentation of ideas is somewhat effective. The text has 6 or fewer spelling, grammar, and/or mechanical errors. .5 point Organization and presentation of ideas is effective; professional presentation. Few spelling, grammar, and/or mechanical errors. .8 point Organization and presentation of ideas is exemplary with clarity, cohesiveness, and professional presentation. No spelling, grammar, and/or mechanical errors. 1 point __/1 point
UBS Economics Podcast: UBS Investment Bank Podcast: UBS Economics Podcast, Episode: Three Themes: Global Transition. An audio podcast from UBS about global transition. UW Extension Community Economics: A Newsletter from the Center for Community and Economic Development; Department of Agricultural and Applied Economics; Community, Natural Resource and Economic Development Programs, and , Cooperative Extension Service Have Firms Taken the “Low Road”? by Steven C. Deller, University of No. 345, July 2005. Available at: Learners can get a better understanding of a community-based, primary data collection strategy from the following materials posted online: Business Retention & Expansion Initiative ‘For Our Members’ info - User name: cfaes\bre Password: member An overview of Business Retention & Expansion 21 minute Business Retention & Expansion Overview Audio Podcast and Transcript found at Learners can gain an appreciation for the type of local community data that can be collected via a community-based, primary data collection strategy from the following material posted online: ‘Community’ BR&E Survey Findings 2006/2007
MSc Mathematical Finance Module 6 – Advanced Numerical Methods Tuesday 1 – Friday 4 December 2015 Tuesday 1 December revised Wednesday 2 December Thursday 3 December Friday 4 December 09.00 – 10.30 Monte Carlo theory (Giles) Econometrics (Szpruch) Finite Differences (Reisinger) Calibration (Reisinger) 10.30 – 11.00 Coffee break Coffee break Coffee break Coffee 11.00 – 12.30 Monte Carlo theory (Giles) Econometrics (Szpruch) Finite Differences (Reisinger) Calibration Workshop (Reisinger, assisted by Mariapragassam) 12.30 – 13.30 Lunch Lunch 13.30 – 15.00 Monte Carlo theory (Giles) Econometrics (Szpruch) Finite Differences Workshop (Reisinger, assisted by Rotaetxe) 15.00 – 15.30 Tea break Tea break Tea break 15.30 – 17.00 Financial Computing (Mariapragassam) Econometrics (Szpruch) Financial Computing Workshop (Mariapragassam)
Date: Submission Instructions Complete form (online) Print Obtain signatures Send to: Department Chair and Administrator Modification of Reduced Responsibility Status . Reduced Responsibility policy: Faculty Information Faculty Name Faculty EID Faculty Title Primary Department/Program & College/School/Campus Secondary Department/Program & College/School/Campus (joint appointment) Effective Date % Appointment FTE (full-appointment) 9 month 12 month Modification: Changes to Distribution of Responsibilities DURING RR Status Period Institutional Base Salary (% Responsibility) Source of Funding (UW Budget #) IBS (% Responsibility) with RR Status Source(s) of Funding (UW Budget #) IBS (Monthly full-time rate) Salary Distribution Grant A Grant B Institutional Scholarly activities (e.g., grant writing, teaching, clinical, service, ADS, ENS) Total Paid Monthly IBS Authorization Faculty Signature Date Chair/Director(s) Signature Date Dean/Chancellor(s) Signature Date
32a. QUANTITY IN COLUMN 21 HAS BEEN RECEIVED INSPECTED ACCEPTED AND CONFORMS TO THE CONTRACT, EXCEPT AS NOTED SHIP NUM BER PARTIAL VOUCHER NUMBER AMOUNT VERIFIED CORRECT FOR 32b.SIGNATURE OF AUTHORIZED GOVT. REPRESENTATIVE 32c. DATE 41a. I CERTIFY THIS ACCOUNT IS CORRECT AND PROPER FOR PAYMENT 41b. SIGNATURE AND TITLE OF CERTIFYING OFFICER 41c. DATE PAYMENT COMPLETE PARTIAL FINAL S/R ACCOUNT NUMBER 39. S/R VOUCHER NUMBER 42a. RECEIVED BY (PRINT) 42b. RECEIVED AT (LOCATION) 42c. DATE REC’D YY/MM/DD 42d. TOTAL CONTAINERS CHECK NUMBER PAID BY AUTHORIZED FOR REPRODUCTION STANDARD FOR 1449 (REV. 10-95) Prescribed by GSA-FAR (48 CFR) 53.212
Both strands in DNA run the same direction. Students have difficulty discriminating between cell division, enlargement, and cell differentiation. Students do not understand the relationship between DNA, genes, and chromosomes. Students have difficulty distinguishing between the different structures in DNA. Essential vocabulary Cell Cycle/Mitosis: Cancer Prophase Metaphase Anaphase Interphase S G1 phase G2 Spindle fiber Centromere Sister chromatid Daughter cells Chromosome Body cell Somatic cell Benign Malignant Radiation Chemotherapy DNA: Deoxyribose Phosphate Adenine Guanine Cytosine Thymine Purine Pyrimidine Complimentary strand Nucleotide Nitrogenous base Hydrogen Bonding DNA Replication: DNA Replication DNA Polymerase DNA Helicase Daughter strand Parent strand Replication Fork
Total Points: /25 Presentation Category 3 2 1 Overview of Cancer Well developed summary of findings. Good summary of findings. Weak summary of findings. Explain Interuption Identified where interuption happens and what that causes. Identified interuption, moderate explanation. Identified Interuption, little to no explanation. Explain Treatment Identified current treatment, uses cell to explain why. Identified current treatment, explained without using cell cycle. Identified current treatment, no explanation. Interesting Fact Identified an interesting fact and explained. Identified an interesting fact with no explanation. Weak interesting fact or no fact. Use of Brochure Creative way to use brochure during presentation. Displayed brochure but did not use it. Did not display brochure or missing brochure. Total Points: /15 (Cell Size, Cell Cycle, NEED EDITS TO TAKE OUT MEIOSIS!!)) [1day] Test is not yet generated. Feel free to generate your own and share with the group. DNA Puzzle Pieces-Part I [1day] Instructional DNA Puzzle Pieces Lab Part-I: Apparatus:
Start New Nursery Designing an F3 Nursery and Exporting a Nursery Book Designing an F3 Nursery Click ‘Manage Nurseries’ from within the Maize Tutorial Program (Fig. 1) Click the ‘Start a New Nursery’ button (Fig. 1) Figure 1 Basic Details Section Update this information for F3 the basic details of the nursery (Fig. 1) Nursery Name: MT2011F3 Description: MT 2011 F3 Nursery Objective: 2011 Population Development Creation Date: Leave default Completion Date: Check the box by ‘Use a previously created nursery as a template’ and click ‘Choose’ Browse to the ‘Basic nursery template’ and click the orange ‘Select’ button (Fig. 2) Figure 2 Nursery Settings Tab The nursery settings are populated by the basic nursery template. Update this information to match the specifics of the F3 nursery. Management Details are variables describing the management of the whole nursery. Modify these as below. Add name of principle investigator (PI_Name) e.g Gary Atlin. Set SITE to ‘Name of Farm and Location’ as applicable to you program Click the minus (-) icon by ‘SOURCE’ in the Germplasm descriptors section to remove Selection variates are details of the advancement method(s) to be applied to the nursery. The includes variables that will determine the number of selections. Select and Add Information Select and include additional information as trial
MODULE 8 EMPLOYABILITY SKILLS STUDY GUIDE 1. The time to learn about a potential employer is _____. 2. During a job search, it is a good practice to _____. 3. Most employers advertise job openings _____. 4. A company's documented philosophy is called its _____. 5. Before employment begins, candidates for construction jobs must _____. 6. When preparing a resume, you should _____. 7. self-confident and an effective communicator are signs that a worker may be a(n) _____. 8. Verbally abusing another worker consistently, physically, & is an imbalance of power between two or more _________________ . 9. To resolve a conflict with a co-worker, it is best to _____. 10. Working with others to meet common goals is an example of _____. 11. It is not professional to offer constructive criticism if you _____. 12. The way you speak, act, and interact with others is referred to as your _____. 13. Conflict resolution is considered to be a(n) _____. 14. Being dependable means _____. 15. You will never stop learning better ways to solve problems if you are open to _____. 16. Critical thinking is the process of _____. 17. When a problem-solving team includes a closed-minded person, that individual is one who _____. 18. The first step to solving a problem is to _____. 19. If you see a potential source of on a project, _____. 20. A common problem on the job site that contributes to delays is
of the conditions surrounding those sales deviations, or other information that may be necessary in order for the Contracting Officer to determine whether your offered price(s) is fair and reasonable. In cases where additional information is requested, the Contracting Officer will target the request in order to limit the submission of data to that needed to establish the reasonableness of the offered price. 1 POST AWARD – Template for Price Increases/Decreases due to Wage Determination and/or H&W to Existing Contract CODE OCCUPATION TITLE OLD WAGE DETERMINATION RATE (BASE) NEW WAGE DETERMINATION RATE (BASE) HEALTH & WELFARE BASE + H&W PAYROLL COST HOLIDAY PAY VACATION PAY OVERHEAD PROFIT NET GSA IFF OLD TOTAL GSA PRICE NEW TOTAL GSA PRICE Price % Difference $4.02 12.15% 3.80% 3.80% 18.00% 8.00% 0.75% 736-2 AUTOMATIC DATA PROCESSING OCCUPATIONS N 01000 Administrative Support And Clerical Occupations N 01011 Accounting I $14.50 $4.02 $18.00 $1.76 $0.68 $0.68 $2.61 $1.16 $0.19 $25.09 N Accounting Clerk II $18.00 $4.02 $21.50 $2.19 $0.82 $0.82 $3.24 $1.44 $0.23 $30.23 SIN 736-2 AUTOMATIC DATA PROCESSING OCCUPATIONS N 14000 Information Technology Occupations N 14041 Computer Operator I $16.26 $4.02 $19.76 $1.98 $0.75 $0.75 $2.93 $1.30 $0.21 $27.67 N 14042 Computer Operator II $18.19 $4.02 $21.69 $2.21 $0.82 $0.82 $3.27 $1.46 $0.23 $30.51 SIN 736-3 GENERAL SERVICES AND SUPPORT N General Service and Support Occupations N 11150 Janitor $8.17 $4.02 $11.67 $0.99 $0.44 $0.44 $1.47 $0.65 $0.12 $15.79 N 11210 Laborer, Grounds Maintenance $10.93 $4.02 $14.43 $1.33 $0.55 $0.55 $1.97 $0.87 $0.15 $19.85
POST AWARD COMMERCIAL PRICE LIST / MARKET PRICES PRICE INCREASES/DECREASES: (E.G. JOB CERT LEVEL YEARS OF EXP UNIT OF ISSUE (E.G. HOUR, TASK, SQ FT) CURRENT PRICE LIST (CPL) OR MARKET PRICES NEW PRICE LIST (CPL) OR MARKET PRICES CURRENT MFC PRICE NEW MFC DIFF GSA PRICE W/O IFF CURRENT GSA W/IFF NEW GSA W/O IFF NEW GSA W/IFF % DIFF BTWN CURRENT AND NEW GSA PRICE W/O IFF ** 4 POST AWARD COMMERCIAL PRICE LIST / MARKET PRICES ADDITIONS: SIN(S) (ONE PER (E.G. JOB EDUCATION/ LEVEL YEARS OF UNIT OF ISSUE (E.G. HOUR, TASK, SQ FT) PRICE LIST (CPL) OR MARKET PRICES MOST FAVORED CUSTOMER (MFC) OFFERED TO MFC (%) MFC DISCOUNT OFFERED TO GSA (OFF CPL OR MARKET PRICES) (%) PRICE OFFERED TO GSA (EXCLUDING IFF) PRICE OFFERED TO GSA IFF) ** **Indicates SCA eligible categories. Utilize the following spreadsheet format (labor categories shown are for example purposes) and submit applicable documentation per the supplemental eMod instructions:
SCA MATRIX SCA Eligible Contract Labor Category SCA Equivalent Code - WD Number Course Instructor 29160 – Instructor 05-2059 Administrative Assistant 01011 - Accounting Clerk I 05-2059 5 POST AWARD - USE FORMAT BELOW WHEN DELETING ITEMS FROM EXISTING CONTRACT DELETIONS: SERVICE CATEGORY (OCCUPATION GSA PRICE
Wet--particularly the first 15 minutes of rain after a long dry period when oil and rubber particles have collected on the road surface and mix with water Heavy rain or standing water Mud near farm entrances, construction sites, and truck crossings Wet leaves Broken or uneven road surface Sand or gravel - frequently on curves in rural areas 2. Slippery Conditions: Ice on the road Dangerous curves and turns with slippery when wet warning signs Most dangerous when the temperature is near freezing Just after a rain has fallen on a hot day Heavily traveled intersections when raining 3. Controlling Consequences: _______ off road rather than skid off the road Hit something ______ rather than something hard Hit something going your way rather than something stationary Hit stationary objects with a glancing blow Hit a stationary object rather than an approaching object Steer to avoid oncoming traffic and head on collision 4. Preventing Loss of Traction: __________ speed ___________ space Make gradual changes to speed Avoid abrupt changes in direction Find the best path 5. Causes of Traction Loss Road surface conditions The condition of the vehicle Actions of the driver 6. Signs of Hydroplaning: Standing water Raindrops that bubble when they hit the road Slushing sound Sensation that the steering wheel is loose or disconnected from the vehicle A vehicle ahead that is not leaving a track 7. Preventing Hydroplaning: _________down when there is water standing on the surface of the pavement. Tires should be properly __________ and have adequate tread. ___________ following distance, particularly when behind a large truck. Drive in the tracks left by any vehicle ahead. 8. If Hydroplaning Occurs: Ease off the ______________ gradually
4. 5. 6. 7. 8. 9. 10. Katie is using the given plan to convert part of her lawn to a xeriscape garden. A newly planted xeriscape uses 17 gallons of water per square foot per year. How much water will the garden require in one year? 11. The lawn that Katie is replacing requires 79 gallons of water per square foot per year. How much water will Katie save by planting the xeriscape garden? 12. Cole plans to make a pinwheel based on the design shown in the figure. The cloth Cole will use to cover
Resource 4 - Assessment Task: Textual Conversations Assessment type Marking Rubric Stage Multimodal Presentation 20 6 Outcomes English Advanced Stage 6 EA12-1 independently responds to, composes and evaluates a of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA12-6 investigates and evaluates the relationships between texts EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner Teacher notes NB: The seminar presentation is classed as assessment AS learning, and the learning journal is classed as assessment OF learning. Task Assessment as learning At the of the module, students will be given a module outline. They will then need to select a week where they present (in pairs/threes) a seminar-style multimodal presentation based on the focus for that week. This will require them to analyse an aspect of the text (poem or film) and then present to the class their understanding of a critical reading in relation to the text and facilitate a discussion about this aspect. Each presentation should use one or more of the central characteristics of Romanticism as the basis for their presentation/discussion. These concepts/characteristics should be used to link the texts, the critical material and their personal response. This presentation could include discussion questions, worksheets, visual aids such as Prezi, PowerPoint, iMovie or education games. The critical material is outlined in the unit.
Accommodation: In this strategy, one of the conflict partners “gives in” on the issue so that the relationship can be maintained or enhanced. In this strategy, the conflict is named, and while one of the partners may disagree with the other position, the importance of the relationship outweighs the need to take a firm stand. The risk of this strategy is that the individual or group who relinquishes their position may be seen as a “doormat” – someone who will not stand up for what they believe in. Competition: In this strategy, winning the “position” is more important than the relationship. Competition can be valid in value driven conflicts that affect the community. However, remember to focus competition on the issue and not on the personality of the other person or group. The goal is not to make that person or group a loser, but rather to gain what is most important to you. People or groups that overuse this strategy often compete on relatively minor issues and feel that they must win no matter what. As a result, they run the risk of “winning the battle but losing the war” within the community. Compromise: In this strategy, those involved in the conflict give up some components that matter to them, but they don’t give up everything. Both parties involved win some and lose some on the issue. In this strategy, it can be difficult to determine the acceptable level of wins and losses and negotiate them. In order for this to work, both parties must see the wins and losses as fair, even if they are not equal. Be honest about what wins are needed and what losses will be tolerated. Adapted from: Krile, James. (2006). The Community Leadership Handbook. Blandin Foundation. Published by Fieldstone Alliance (formerly Wilder Publishing Center) Managing Interpersonal Conflict Worksheet Recognition: Is it a conflict? Name the conflict. That is, what are the incompatible goals? What are the key arguments of this conflict? What are the consequences of this conflict? How is the conflict affecting you, the other person or group and the community?
MODULE E-1 INFECTION CONTROL – SELF-ASSESSMENT Define the following terms: Microorganism: Minute living bodies not perceptible to the naked eye. Pathogenic microorganism: Microorganisms that cause disease; mainly rickettsia, bacteria, spirochetes, fungi (yeasts & molds), protozoans and viruses. Contaminate: The introduction of pathogens. Nosocomial: An infection that is acquired after admission to a health-care facility. Also known as a Hospital-Acquired Infection (HAI). Fomite: An inanimate object that transmits infectious diseases. –static: The inhibition of growth (e.g. bacteriostatic). –cidal: The destruction of microorganism (e.g. bactericidal). Clean: Free from dirt, stain, or impurities; unsoiled. Antiseptic: A process that inhibits growth of disease-producing microorganisms on the body. Disinfect: A process of destruction of all pathogenic microorganisms except nonresistant bacterial spores. Sterilization: A process of complete destruction of all microorganisms. Asepsis: Sterile, a condition free from any form of life. MRSA: Methicillin Resistant Staphylococcus Aureus VRE - Vancomycin-Resistant Enterococcus Non-Critical Device: Devices that touch only the intact skin or do not touch the patient. Semi-Critical Device: These are devices directly or indirectly come in contact with mucous membranes. Critical Devices: Devices introduced into the bloodstream or other parts of the body. List the five of transmission of microorganisms: Airborne (aerosol, droplet & dust) Droplet (within 3 feet) Contact (direct & indirect) Vehicle (waterborne & food borne) Vectorborne (ticks, mites, mosquitoes & fleas) What is the correct order for placement of the following Personal Protective Equipment (PPE): Gloves __4__ Goggles Gown __1__ Mask __2__ What is the correct order for placement of the following Personal Protective Equipment (PPE): Gloves __1__ Goggles Gown __3__ Mask __4__ Give two examples of infections that require Airborne Precautions:
To allow participants to reflect upon the extent to which these principles are integrated into their current and future practice. Session Outline Week Topic/Title Suggested Time Frame Location 1 Introduction, Rationale Part A Task 1 and Task 2 2hrs Determined by facilitator 2 Task 3 and Task 4 2hrs 3 Participants have one week to complete Tasks 1 – 4 1 week 4 Part B Task 5 and Task 6 2hrs 5 Task 7 2 hrs 6 Participants have one week to complete Tasks 5 – 7 1 week 7 Part C Task 8 and Task 9 2 hrs 6 Participants have two weeks to complete Task 9 2 week 9 Task 10 and Task 11 2 hrs 11 Participants have two weeks to complete Tasks 8 – 11 Duration: 12 hours contact PD over an 11 week program Format: Group presentation, Small group activities, individual planning and reflections Presentation Format  Trainer presents, demonstrates explains, describes. Small group interaction. Trainer facilitates discussion and activities conducted in small groups  Whole group interaction Trainer facilitates whole group discussion and feedback, or performance Independent reflection or activity Preparation time: organising resources etc. Presentation details Resources
drugs which produce numbness and prevent pain, either applied directly to the skin or injected into skin or body tissues. 25. Skin suturing Repairing defects in the skin by inserting stitches (normally includes use of local anaesthetic). 26. Wound care and basic wound dressing Providing basic care of surgical or traumatic wounds and applying dressings appropriately. 27. Correct techniques for ‘moving and handling’, including patients Using, or directing other team members to use, approved methods for moving, lifting and handling people or objects, in the context of clinical care, using methods that avoid injury to patients, colleagues, or oneself. GENERAL ASPECTS OF PRACTICAL PROCEDURES 28. Giving information about the procedure, obtaining and recording consent, and ensuring appropriate aftercare Making sure that the patient is fully informed, agrees to the procedure being performed, and is cared for and watched appropriately after the procedure. 29. Hand washing (including surgical ‘scrubbing up’) Following approved processes for cleaning hands before procedures or surgical operations. 30. Use of personal protective equipment (gloves, gowns, masks) Making correct use of equipment designed to prevent the spread of body fluids or between the operator and the patient. 31. Infection control in relation to procedures Taking all steps necessary to prevent the spread of infection before, during or after a procedure. 32. Safe disposal of clinical waste, needles and other ‘sharps’
A academic advisor, 20 alternative reassessment, 13, 14 assessment elements, 7 assessment groups, 13 assessment methods, 15 assessment pattern, 12 B business objects, 17, 18, 19 business objects website, 17 C coordinator, 11 co-requisites, 15 creating new modules, 4 curriculum change, 4 curriculum planning period, 20 D deleting modules, 6 deploying, 3 deploying modules, 8 distance learning, 10, 11, 20 downloading, 19 duplicating modules, 6 E editing modules, 6 eVision, 3, 17 evision web link, 3 excluded combinations, 15 F FTE load, 11 H honours level, 11 I intended learning outcomes, 15 L locking modules, 8 M mark scheme, 11 module availability, 10 module code, 9 module name, 10 module planners, 3 module reports, 17, 18 module type, 10 O occurrences, 10 overall module mark, 12 P pass for credit, 11 period, 11 planning instance, 4, 6 postgraduate, 10, 11, 14, 20 pre-requisites, 15 printing, 19 programme approval, 4 Q qualified fail, 14 R reassessment, 13 reports, 8, 17, 18 resurrecting modules, 6 S scheme, 10 student workload, 12 T teaching and learning, 14, 15 teaching and learning methods, 15 U undergraduate, 10, 11, 12, 20 W weight, 12
In your and in no more than one sentence, state the major difference between a player and a stakeholder. Do not quote from the book. (4 points) Part A score: _____ Place statement: Choose one of the policies you described in Exercise 1.2B or C and restate it below. Identify three different and distinct players that directly influence the policy. The player must be an individual and does not have to be mentioned in the article you used. Write a one sentence justification explaining what makes each of them a player. No source is needed for this exercise. (9 points) Part B score: _____ Restate the Policy from Exercise 1.2B or C: Player #1: Name: Title: Justification: Player #2: Name: Title: Justification: Player #3: Name: Title: Justification: For the policy you stated in 1.3B immediately above, identify two different and distinct local stakeholders who are not players. Write a one sentence justification for each stakeholder stating why they are stakeholders and not players for the policy you have identified. The stakeholders can be individuals or groups, and do not have to be mentioned in the article you used. No source is needed for this exercise. (4 points) Part C score: _____ Stakeholder #1: Name: Location: Justification: Stakeholder #2: Name: Location: Justification: Exercise 1.4: Identifying Types of Players Your Total Score: _____ (Maximum: 18 points)
• I will promptly report any unexpected or otherwise significant adverse events or unanticipated problems or incidents that may occur in the course of this study. • I will report in writing any significant new findings which develop during the course of this study that may affect the risks and benefits to participants. • I will not begin my research until I have received written notification of final IRB approval. • I will comply with all IRB requests to report on the status of the • I will maintain records of this research according to IRB guidelines. • If these conditions are not met, I understand that approval of this research could be suspended or terminated. Attestation of Principal Investigator Name/Signature of PI Date Please save a copy of this completed and signed application form and send it, along with any required materials electronically to IRB@rosalindfranklin.edu. After review and approval by the IRB, you must also send one final printed hard copy of all of the application materials to the IRB office via campus mail before IRB will issue an approval letter. If you have any questions or need assistance, please contact the IRB staff. Phone: 847-578-8713; email:
RUSH SOCCER 270 S. Orchard, (208) 336-6512 • Fax (208) 336-6588 • AGE U6 FIELD SIZE BALL SIZE 20x30 yards 3 # OF PLAYERS 3v3 no GK Max roster 6 DURATION Quarters Four 10-min. OFFSIDE LAW? No GOAL SIZE 4x6 feet U7 30x40 yards 3 4v4 no GK Max roster of 8 Four loosely some 4x6 feet U8 30x50 yards 3 5v5 inc. GK Max roster of 9 Quarters Four 12-min. Loosely enforced 6x12 feet U10 45x70 yards 4 7v7 inc. GK Max roster of 12 Quarters Four enforced 6x12 feet Uniforms: Home team is listed on the schedule and wears the white uniform. The Away team is expected to wear Blue. Pass-ins: Balls out of bounds over the sidelines are restarted with a “pass-in” with the feet (rather than a throw-in) for U6, U7 & Throw-in: The U8-U10 age group uses the standard throw-in. Substitutions: Substitutions for U6 and U7 only on the quarters except for injury. Quarter break should be 1 minute. Minimum number of players: If one team is short, some players may switch teams so that the game may go on. Playing time: All players in the Recreation program are guaranteed to play at least half of every game. Casts and splints: Casts and splints are NOT permitted in the Recreation program under any circumstance
Vaginal breech delivery including second twin Learning and practice, simulation, of the technical skills necessary for safe, operative birth, including: Non-rotational vacuum Non-rotational forceps Rotational vacuum Rotational forceps – OP and OT Caesarean section at full dilatation Teamwork and communication Situational awareness Maintaining professional relationships Scottish Intercollegiate Guidelines Network website Scottish Health on the Web website British Maternal and Fetal Medicine Society website The Obstetrician and Gynaecologist journal
Core Module 12: Postpartum Problems (the Puerperium) Learning outcomes: To understand and demonstrate appropriate knowledge, skills and attitudes in relation to postpartum problems To understand and demonstrate appropriate knowledge, skills and attitudes in relation to neonatal problems Knowledge criteria GMP Clinical competency GMP Professional skills and attitudes GMP Training support Evidence/assessment Normal and abnormal postpartum period Techniques for the control of postpartum haemorrhage Appropriate use of blood and blood products Perineal surgery Postpartum and postoperative complications Retained placenta Normal and abnormal postpartum period Infant feeding Perinatal mental health (also see module 9) 1,2 Demonstrate skills in acute resuscitation** The normal puerperium, including contraception Breast problems Perineal and vaginal tears** Damage to rectum and anal sphincters** Postpartum sepsis** Primary, secondary and other postpartum haemorrhage** Acute maternal collapse** 1,2 Demonstrate the ability to counsel women about management and implications of anal sphincter trauma** Understand the roles of other healthcare professionals (e.g. social workers, psychiatrists, physiotherapists) Be aware of Breast feeding initiative Display empathy with and their families where puerperal problems arise 1,3 3,4 1 3,4 Role Play for counselling issues** Acute resuscitation – low-fidelity simulation** Postpartum sepsis, massive haemorrhage and acute collapse using labour ward team drills** Problems after childbirth Counselling after perinatal loss – role play** Perineal trauma course - low-fidelity simulation** Perinatal mortality and morbidity meetings StratOG.net: Postpartum and Neonatal Problems e-tutorials Meetings attended Case reports Reflective diary Audit project Annual review OSATS: Perineal repair OSATS: Manual removal of placenta MRCOG Part One MRCOG Part Two MRCOG Part Three simulation