zilongwang/ReadingBank huggingface dataset:
SPAN2: FINAL EXAM STUDY GUIDE Unit 1: Review PRACTICE A: Study your flashcards for the unit vocabulary (study from English-Spanish, too!) Present tense: Complete the conjugation chart on the next page. PRESENT TENSE Drop the –AR and add… Drop the –ER and add… Drop the –IR and add… Yo (I) Tú (You) Él, ella, Ud (He, she, you form.) Nosotros (we) Ellos, ellas, Uds (They, you all) O AS A AMOS AN O ES E EMOS EN O ES E IMOS EN Irregulars in Present tense: Complete the chart below. PRESENT TENSE Tener Ser Estar Ir Hacer Yo Tú Él, ella, Ud Nosotros/Nosotras Ellos, ellas, Uds TENGO TIENES TIENE TENEMOS TIENEN SOY ERES ES SOMOS SON ESTOY ESTÁS ESTÁ ESTAMOS ESTÁN VOY VAS VA VAMOS VAN HAGO HACES HACE HACEMOS HACEN PRACTICE A: Memorize these conjugations. Rewrite the charts multiple times and practice the chant from Spanish I. PRACTICE B: Practice writing answers to the questions below. ¿Cómo eres de personalidad? YO SOY INTELIGENTE, ORDENADO, Y PACIENTE. ¿Cómo es tu familia? -> MI FAMILIA ES INTERESANTE Y CÓMICA PORQUE JUGAMOS MUCHO. Write a question you could ask to learn more about someone else’s life:
PRACTICE A: Practice conjugating the verbs on your vocab list. Pay special attention to the 3 despertarse, acostarse, vestirse. ¿Por o para?: Title each side of the chart as either por or para. Then, explain each usage. POR PARA Duration: Destination/Deadline: Reason: Recipient: Emotion: Opinion/Comparison: Exchange: Purpose: Mode: PRACTICE A: Go through old classwork and HW and practice choosing between Por/Para in different scenarios. ¿Saber o conocer?: Answer the 3 questions below and complete the charts in the Present Tense. Saber y conocer significan ...for. …to know. …below. …to be. Saber is used to show knowledge… of facts or information about a familiar person of how to do something about a familiar place Conocer shows that someone knows… facts or information a person personally how to do something a place personally Saber (to know) yo SÉ tú SABES él SABE nosotros SABEMOS ellos SABEN Conocer (to know) yo CONOZCO tú CONOCES él CONOCE nosotros CONOCEMOS ellos CONOCEN PRACTICE A: Go through old classwork and HW and practice choosing between Saber/Conocer in different scenarios.
SetK class fulfills the expectation for a C to U change in the coding strand. In this case, the mRNA contains the normal C and thus codes for a WT rII protein even though the DNA contains a mutation. The phage can thus grow in E. coli K even though it will ultimately produce an amber mutation (and thus grow in E. coli B). (FYI: Sam Kaplan became a professor of microbiology here at the U of I where he ran a research program for 30 years). It was known that ochre suppressors can translate amber mutations but amber suppressors cannot translate ochre codons. You have 3 types of strains available for the following experiment: (1) a strain with no suppressors, (2) a strain with a known amber suppressor and (3) a strain with a known ochre suppressor. b. (10 points) They also showed that the amber codon could be mutated to an ochre codon with HA. Starting with several different known rII amber mutants, how could you isolate a mutant with an ochre mutation at the same codon? Would you expect to isolate ochre mutants from all the amber mutants ochre mutants? Why? Answer: If one selects for “revertants” of several different rII amber mutants on a strain containing an ochre suppressor, some revertants will be wild type and some will contain ochre mutations where the HA mutated the UAG codon to a UAA codon However, only wild-type revertants will grow on a suppressor free strain while ochre mutants will fail to grow on the suppressor free strain. Not all amber mutants will yield ochre mutants because the amino acid inserted by the ochre suppressing strain may not make an active rII protein.
Math 142 Name ________________________________ Spring 2018 Exam Score: ______________ Grade: _____ Exam 1 Where at all possible, you must show work to support your answers. A correct answer without supporting work or explanation will not receive full credit. Simplify all your answers and indicate your answers clearly. You have 1 hour and 15 minutes to finish the exam. Good luck! ________________________________________________________________________________________ 1. Let n be the number of times a person can lift dumbbells that weigh w pounds. Identify the independent and dependent variable. Independent Variable: ………………….. Dependent Variable: ………………… 2. Let C be the cost (in dollars) of a 30-second ad during the Super Bowl at t years since 1987. For most years, the annual increase in cost is more than the previous annual increase in cost. Sketch a qualitative graph that shows the relationship between the variables defined. Make sure to label your axes with correct variables. 3. Find the x- and y-intercepts of the graph of . Leave your answers in exact form (in fraction form). x-intercept: ( , ) y-intercept: ( , )
The review found that all sectors have undertaken and developed detailed business cases including cost and performance baselines, as well as processes for the review and challenging of business assumptions. As the Health sector’s shared services initiative emerged following a restructuring, there was no business case for shared services developed at the time, however, cost and performance baselines have been documented. Across sectors, business cases are independently scrutinised and a balance of private and public sector benchmarks used where available. It is still too early to effectively measure the extent to which cost and timeline assumptions included in business cases were found to be accurate across sectors. However, a number of stakeholders commented that the initial timelines established for the Civil Service shared services implementations were too ambitious. Ambitious timelines were said to have been due in part to pressures from stakeholders to deliver in a shorter timeframe, but also due to operational challenges experienced such as the ability to secure skilled resources internally. Conclusion The extent to which the sectors have adopted a structured approach to business case development is in part evidence of the effectiveness of guidance provided by the NSSO and driven by the reform agenda. However, awareness of the NSSO’s overall shared services methodology was not found to be widespread. Therefore, the NSSO should ensure continued support in this area, by building on the establishment of the Shared Services Sectoral Leaders Network, and increasing communications to build awareness of the tools and guidance available. Further, in consideration of the challenges experienced to date related to the capacity and capability to deliver multiple complex shared service initiatives, the current timelines for benefits realisation across shared services initiatives should be re-evaluated to determine whether adjustments are required. Approach One of the most significant challenges public sector organisations face when implementing shared services is managing stakeholder complexity. Compared with the private sector, public sector shared services leaders must effectively engage with a multitude of stakeholder groups, each with their own competing priorities. This can pose a challenge to moving forward with decision making and potentially derail a shared services initiative. The most effective approach for the implementation of shared services, single function versus multi- function and mandated versus voluntary, is one that is aligned to stakeholder, political and economic environments. The public sector shared services initiatives examined for this report are examples of this.
List of Figures Figure 1 – Adoption of shared services across the Irish Public Service 18 Figure 2 – Five phases of the shared services journey 22 Figure 3 – Scope and functions of shared services 24 Figure 4 – Approach to participation in shared services 26 Figure 5 – Where shared services fell short of objectives 30 Examination of Shared Services in the Irish Public Service and Internationally
EXAMINATION RESULTS Please fill in the details of class results you have taught in the past four years (where applicable) and return to Noreen Poole - Year Group (U6, L6, BTEC, etc) Exam Board Group size GRADES ACHIEVED % High Grade % Pass Value Added Score (where applicable) Comments on the general ability of the group Other comments (e.g., whether the classes were solely or shared groups) A* A B C D E F G/U 2016/ 2017 2015/ 2016 2014/ 2015 2013/ 2014 Signature: Date:
Wednesday 18th Dec T3 – Business Mathematics & Statistics L5 – Decision Making Techniques P5 – Strategic Management T7 – Information Technology & Communication L8 – Risk and Management Control Systems Thursday 19th Dec L4 – Auditing P4 – Audit & Assurance Services T5 - Taxation L3 – Integrated Taxation Friday 20th Dec L6 – Corporate Financial Management P3 – Strategic Financial Management L7 – Business & Company Law
Learners with zero marks YES NO If yes, was there evidence of extended opportunities? YES NO Educator’s file well arranged and neatly organized YES NO 2. LEARNER’S TASK Correctness of MARK ALLOCATION: STANDARD OF MARKING TOO LENIENT FAIR TOO STRICT Quality of MARKING : All tasks completed according to SAG YES NO 3. COMPUTERISED MARKSHEETS {final check} Correct transfer of marks YES NO Learners with missing marks YES NO If yes, have Annexures been completed? YES NO All candidates have a mark/code next to their names YES NO CANDIDATE’S NAME mARK OBTAINED MODERATED MARK 1. 2. 3. 4. 5. 6. NAME OF SUBJECT HEAD /HOD LIST OF EDUCATORS OFFERING THE SUBJECT CLASS TEACHING NUMBER OF LEARNERS TAUGHT 1. 2. 3. 4. 5. 6. TOTAL NUMBER OF LEARNERS 4. STANDARD OF EXAMINATIONS / TESTS / ACTIVITIES /TASK 5. WORK SIGNED BY EDUCATOR YES NO 6. MARKS ACCEPTABLE YES NO (Comment if not acceptable)
Annexure J EVIDENCE OF SCHOOL- BASED ASSESSMENT GRADE 12 – 2011 SUBJECT GRADE NAME OF TEACHER NAME OF SCHOOL NAME OFSENIOR TEACHER /HOD DATES OF MODERATION 1ST MODERATION 2011 2ND MODERATION 2011 3RD MODERATION 2011 4TH MODERATION 2011 5TH MODERATION 2011 6TH MODERATION 2011 TASK MODERATED NAME OF LEARNERS 1 2 3 4 5 6 DATE OF OF TASK & COMMENTS DATE: COMMENTS: DATE: COMMENTS: DATE: COMMENTS: DATE: COMMENTS: DATE: COMMENTS: DATE: COMMENTS: CORRECTNESS OF RECORD SHEET MARK AWARDED TEACHER HOD TEACHER HOD TEACHER HOD TEACHER HOD TEACHER HOD TEACHER HOD 1 2 3 4 5 6 SIGNATURES TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER HOD HOD HOD HOD HOD HOD
Annexure L DISTRICT REPORT ON MODERATION OF GRADE 12 District: ___________ District Assessment Official: _______________________ FIRST PHASE / SECOND PHASE / THIRD PHASE MODERATION (CIRCLE THE CORRECT PHASE) Total number of schools in district Total number of schools Moderated Number of School where marks were Adjustment : UPWARDS DOWNWARDS Name of schools needing support List of subjects at the school in need of support Nature of support needed Planned District Intervention
Student Name: Student No.: School: Degree: Principal Supervisor: Thesis Title: Examiner A Examiner A’s Comments Chapter/Pages Original Thesis/Exegesis Chapter/Pages of Revised Thesis/Exegesis Response eg; Justification, Accepted, Not accepted (state why) Specific Comments Examiner B Examiner B’s Comments Chapter/Pages Original Thesis/Exegesis Chapter/Pages of Revised Thesis/Exegesis Response eg; Justification, Accepted, Not accepted (state why) Specific Comments Examiner C
Examiner C’s Comments Chapter/Pages Original Thesis/Exegesis Chapter/Pages of Revised Thesis/Exegesis Response eg; Justification, Accepted, Not accepted (state why) Specific Comments Supervisor and Student Agreement The signatures of the Principal Supervisor and the Student below confirm that the recommendations of the Examiners have been considered and implemented where appropriate. Principal Supervisor Signature Date Student Signature Date This Examination Report’ is now ready for consideration by the School Examination Committee. Please forward this signed Examinations Report along with your revised thesis to the Administration Officer, Higher Degrees by Research – For further information on the Examination Process and/or relevant contacts for Higher Degrees by Research contact: Email: | Phone: 03 5327 9508
B7: Was any other language used for instruction at your secondary school? Yes / No If “Yes”, name the language(s). B8: Were you required to study another language at either primary or secondary school? Yes / No If “Yes”, name the language(s). B9: What was the main language of instruction at tertiary level? B10: What language(s) do you use when relaxing with friends? B11: What is the official language of the country in which you currently live? B12: How long have you lived in that country? B13 Have you delivered a conference paper in English? Yes / No If “Yes”, what was the topic? IELTS PSN Manual 2016 edition – CONFIDENTIAL
AP Seminar Workshop Handbook Examining Your Question Debate Does this lead to a genuine debate? Simple Is this a simple, single, focused question? Question: Researchable Are there credible sources available about this topic? Alternate Perspectives Identify multiple alternative perspectives. Is the Question the Right “Scope” for Your Project? Will It Require Judgement? 220
Skill: Application 40) What is the valence of an atom with six electrons in its outer electron shell? 1 2 3 4 5 Topic: 2.2 Skill: Comprehension 41) Fluorine has an atomic number of 9 and a mass number of 19. How many electrons are needed to complete the valence shell of a fluorine atom? 1 3 5 7 E) 9 Topic: 2.2 Skill: Comprehension 42) What is the maximum number of electrons in the 1s orbital of an atom? 1 2 3 4 8 Topic: 2.2 Skill: Knowledge 43) What is the maximum number of electrons in a 2p orbital of an atom? 1 2 3 4 5 Topic: 2.2 Skill: Knowledge Ions & Isotopes 2) Which of the following is a trace element that is required by humans and other vertebrate animals? nitrogen calcium iodine carbon oxygen Topic: 2.1 Skill: Knowledge 3) Which of the following is a trace element that is required by humans and most other living organisms? carbon nitrogen hydrogen iron oxygen Topic: 2.1 Skill: Knowledge 12) Different atomic forms of an element containing the same number of protons but a different number of neutrons are referred to as? ions isotopes neutronic atoms isomers radioactive atoms Topic: 2.2 Skill: Knowledge 13) How do isotopes of the same element differ from each other? A) number of protons B) number of electrons C) number of neutrons D) valence electron distribution E) amount of radioactivity Topic: 2.2 Skill: Knowledge 14) Which of the following best describes the relationship between the atoms described below? Atom 1 Atom 2 H H A) They are isomers. B) They are polymers. C) They are isotopes. D) They contain 1 and 3 protons respectively. E) They each contain 1 neutron. Topic: 2.2 Skill: Comprehension 15) Which of the following best describes the relationship between the atoms described below? Atom 1 Atom 2 P P A) They are both radioactive. B) They are both phosphorous cations.
Mobile High Exam Schedule – June 2012 Version 4 - May 22 Date AM PM Monday June 11, 2012 Language Arts 7 Math 2204 Math 2205 Canadian Geography 1202 Tuesday June 12, 2012 Math 3204 Math 3205 Language Arts 9 CRT Math 3206 Mathematics 1201 Language Arts 8 Math 1202 English 2201 Wednesday June 13, 2012 English 3201 Mathematics 7 Language Arts 9 CRT Physics 2204 English 1201 Thursday June 14, 2012 Mathematics 9 CRT English 1202/2202 English 3202 Biology 2201 French 3200 Science 8 Friday June 15, 2012 Mathematics 8 Science 9 (literacy part) Chemistry 2202 Science 1206 Chemistry 3202 Science 7 Social Studies 9 Env Sci 3205 Monday June 18, 2012 Biology 3201 Tuesday June 19, 2012 World Geography 3202 World History 3201 Wednesday June 20, 2012 Physics 3204
the principle – coverage/limitations/exclusions/apply to Part Payments For a described loss applying to Part C – Uninsured Motorist Coverage who is defined as an uninsured motorist; who is defined as an underinsured motorist; coverage limit options for uninsured motorists Uninsured Motorist Property Damages; and, collision deductible waivers. Under California law be able to identify: the policy limits required to comply with the Financial Responsibility Law, section 11850.1(b)(1) of the CIC and section 16056 of the CVC; the requirement for offering Uninsured Motorists Coverage in policies providing bodily injury liability - and how an insured may reject the coverage, section 11580.2(a)(1) of the CIC; 3. Physical Damage / Miscellaneous In a described loss, be able to identify: if the loss is covered and for how much after applying any deductibles; ii. the standard basis of valuation for the automobile; iii. an insurers options in making a loss settlement with the insured; iv. under what circumstances transportation expenses are reimbursed; v. the coverage for personal effects (none); vi. the relationship between Other Than Collision coverage (OTC) and comprehensive coverage (ISO uses newer “OTC”; many insurers still use “comprehensive”); 1) Know that Other Than Collision coverage is a property insurance coverage. vii. under what conditions waiver of collision deductible and uninsured motorist property damage must be offered and the coverage provided by each; and, viii. insured's duties after a loss. Be able to identify the purpose of the following: Miscellaneous Type Vehicle Endorsement; Limited Mexico Coverage Endorsement; Towing and Labor Coverage; Trust Endorsement;
Illustrate this on a graph and calculate the area of consumer surplus and the area of producer surplus. Solve for the price quantity pair if there is a subsidy paid to producers of 4 per unit. Illustrate this on a graph and calculate the area of consumer surplus, the area of producer surplus, the total cost of the subsidy, and the size of deadweight loss.
31-42 9 43-56 10 57-72 11 73-90 12 91-110 13 111-132 14 133-156 15 157-182 16 183-210 17 211-240 18 (Making Health Communication Programs Work, A Planner's Guide, US. Dept of Health and Human Services, 1992) References Doyle, E. (2003). MedlinePlus project: Premium information for patients. ACP Observer, 12. Retrieved from http://www.acpinternist.org/archives/2003/12/medlineplus.htm Health on the Net Foundation website. (2011). http://www.hon.ch/ McGonigle, D., & Mastrian, K. G. (2012). Nursing Informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett. Medical Library Association website. (2011). http://www.mlanet.org/resources/userguide.html MedlinePlus website. (2011). http://www.nlm.nih.gov/medlineplus/ Schloman, B. F. (2006). Information resources MedlinePlus: Key resource for both health consumers and health professionals. OJIN: The Online Journal of Issues in Nursing, 11(2). doi: 10.3912/OJIN.Vol11No02InResCol01 Teach, L. (1998). Health-Related Web Site Evaluation Form. Retrieved from http://www.sph.emory.edu/WELLNESS/instrument.html
In this article the Phantom character is broken down. It talks about his negative and positive issues, wondering if he is a good guy or bad guy. How an actor can understand the Phantom to play the role. This article would be good for the pros and cons of the Phantom character.
Name: Magazine article Description: Used for the evaluation of SBI245 assignment 2 magazine article Type: Used for Grading Proficient Competent Novice Not yet competent Title Points: .1 (2%) Attention grabbing Informative Not misleading or uninformative. Points: 0 (0%) Points: .05 (1%) Relevant Points: 0 (0%) Not provided Lead sentence/paragraph Points: .15 (3%) Introduces the field. Written in an active manner. Guides the reader. Points: .09 (1.8%) Provides some background to the topic. But doesn't guide the reader through the article. Points: 0 (0%) Points: 0 (0%) Example Points: .75 (15%) SNP selected is pathogenic or associated with an increased risk of a pathogenic phenotype. Integrated well into the article. Makes the reader care for the topic. Points: .56 (11.25%) Example presented is pathogenic and a SNP. The example does not flow well with the rest of the article Points: .22 (4.5%) A genetic disorder was used as an example but not it is not a SNP Points: 0 (0%) No example included. Photo choice Points: .5 (10%) – Image selected is relevant and informative. Adds value to the written information. Is linked to from the text. Citation or attribution included. Points: 0 (0%) Photo selected and caption provided, could be missing source or link to topic presented. Image not referred to in text Points: 0 (0%) Image provided is not relevant to topic presented. Points: 0 (0%) No image included Integration of sources Points: Points: Points: Points:
expressed. Audience consideration Points: 1 (20%) The article is appropriately pitched at consumers with an interest in the field – but not specific biological background. The use of jargon is avoided or explained as appropriate. The article is enjoyable to read Points: .6 (12%) Most of the article is well written and enjoyable to read but some parts are overly complex or too simplistic. Points: .3 (6%) The article would be difficult for someone outside of a science background to understand as too much specific terminology or jargon is used. OR The article is pitched at a very basic level and does not respect the readers intelligence. Points: 0 (0%) Length Points: .25 (5%) 1000 words Including title, by line, text and figure caption (but not reference list). As measured by word's word count Points: .18 (3.5%) 950-1050 words Points: .12 (2.5%) 900-1100 words Points: 0 (0%) under 900 words or over 1100 words
Final indicator period/date (on which payment is based) Final indicator value (payment threshold) Rules for calculation of payment due at final indicator period/date (including evidence to be supplied to commissioner) Final indicator reporting date Q4, 2016/17 Are there rules for any agreed in-year milestones that result in payment? Are there any rules for partial achievement of the indicator at the final indicator period/date? EXIT Route To be determined locally Rules for payments Meet London Asthma Standards for Acute Asthma for inpatient admissions. Ensure appropriate follow up for children attending ED / PAU at St Georges Hospital
Data redundancy can be reduced. Conversion to a database system is inexpensive and can be accomplished easily. Multiple occurrences of data items are useful for consistency checking. Backup and recovery procedures are minimized. The process of monitoring, evaluating and modifying a system as needed is referred to as (p367, #18) System analysis. System feasibility study. System maintenance. System implementation. The process of developing specifications for hardware, software, manpower, data resources and information products required to develop a system is referred to as (p367 #19) System analysis. System feasibility study. System maintenance. System design. The process of learning how the current system functions, determining the needs of users and developing the logical requirements of a proposed system is referred to as (p367 #20) System analysis. System feasibility study. System maintenance. System design. Which if the following is the least risky method of converting from an existing payroll system to a new system? (p370 #26) Direct cutover method. Parallel method. Prototype method. Modular/phased method.
Table of Contents 1. Introduction 5 1.1 System Design Document 5 1.2 System Description and Objectives 5 1.3 Definitions and Acronyms 7 1.4 References 7 2 System Design 7 2.1 System Architecture 7 2.2 Hardware 7 2.3 Data Communications 7 2.4 Software 8 2.5 Architecture Diagram 8 2.6 Data Design 9 2.7 Data Objects and Resultant Data Structures 9 2.8 File and Database Structures 10 3 Modular Design 10 3.1 .NET Assemblies/Classes 10 3.2 Processing Narrative 13 3.3 Data Structures 13 4 Detailed Design 13 4.1 SR 1 – Verify MAR, Physical Security, Fuel Rod and Criticality Limits 14 4.2 SR 2 – Transferring Accountable MASS or RSSDMS Sources 15 4.3 SR 3 – Remove Source From Home Repository 16 4.4 SR 4 – Return Source to Home Repository 17 4.5 SR 5 – Re-Assign Source’s Current Location and/or Owner 18 4.6 SR 6 – Transaction Log 19 4.7 SR 7 – Browse Sources 20 4.8 SR 8 – Display Category 3 MAR Status For Each of the Radiation Facilities 21 4.9 SR 9 – Display Category IV Physical Security Status for Each of the MBAs 22 4.10 SR 10 – Display Criticality and Fuel Rod Status for each of the Radiation Facilities 23 4.11 SR 11 -- Sample Source Transaction 24 4.12 SR 12 -- Confirm Inventory 25 4.13 SR 13 – Transfer a Source Permanently From One Location to Another 26 4.14 SR 14 – Create a Summary csv File of Sources 27 4.15 SR 15 – Edit Program Parameters 28 4.16 SR 16 -- Record Leak Testing 29 4.17 SR 17 – Verify Leak Testing 30 4.18 SR 18 – Automatic Database Backups 31 4.19 SR 19 -- Manually Input MAR (CAT 3) Contribution Value For a Source 32 4.20 SR 20 – Time-out Timers 33 4.21 SR 21 – Add/Delete/Modify Source Information 34 4.22 SR 24 – Email Notification Requirements 37 4.23 SR 25 – System Security Requirements 39 5 Implementation Language 40 6 Traceability 40 7 Appendix A: Database Table Description 41 List of Figures
Attachment 1 December 2 Workshop Attendees Susan Bishop, Chaffey College Jon Caffery, California Community Colleges Jim Caldwell, California Community Colleges Deanna Cistone, Ricoh Dimitrios Chronopolous, Arroyo Valley High School Diane Coles-Levine, MCR Kathy Dutton, Chaffey College Joy Haerens, Chaffey College Phyllis Meng, Meng Associates Melissa Milton, Chaffey College Bruce Noble, California Community Colleges Len Pettis, California Community Colleges Marissa Rivera, San Bernardino County Economic Development Agency Tom Stewart, CBRE Jeff Tafel, IFMA Foundation Irene Thomas Johnson, JLL Vanessa Thomas, Chaffey College Attachment 2 PROGRAM OF STUDY ! Facilities Management A. S. Degree ' The Facilities Management Program prepares students for a career in Facilities Management occupations. Core Units I • ACCTG1A ·ACCTGFS465 BUS10 ' BUS60 BUS88 BUSL28A BUSMGT40 BUSMGT44 BUSMGT470 BUS496ABCD . BUSMGT466 Financial Accounting or Financial Accounting for the Non-Accounting Major Introduction to Business Business Ethics
Business Law I Introduction to Management Introduction to Human Relations Essentials of Facilities Management Internships in Business Introduction to Project Management 4 1 3 1 3 '! 3 i 3 1 3 1 3 1 3 l 3 1 1 - 4 1 3 ! I I Total Units 28 - 32 I ...,! .. ,.. ·I1 -,- t .
It’s OK to have a negative change of entropy! This is consistent with what we know about entropy being a measure of molecular chaos. Solids are more organized and will have a lower entropy compared to liquids. ENTROPY CALCULATION WITH IDEAL GAS MODEL Three kilograms of argon are initially at 300 kPa, 500 K. Heat is now added to the argon until is pressure and temperature become 400 kPa, 700 K. For this process, determine the change of specific and total entropy of the argon for this heating process. Using the ideal gas model for argon, Note: Argon is an ideal gas with constant heat capacity (it is an inert gas … inert gases have a constant heat capacity!).
You may wish to contact Michelle Burlinson, Inclusion and Access Officer (e-mail: or telephone: 561 1442) who can provide advice. Sources of free and impartial information can be obtained from the following; Exclusion from maintained schools, academies and pupil referral units in England – Statutory guidance, Department for Education – School Discipline and Exclusions , Department for Education - Coram Children’s Legal Centre - ACE Education - National Autistic Society (NAS) Exclusion Service (England) - Independent Parental Special Education Advice - Traveller Education Services, the Information Advice and Support Service Network - Mary’s exclusion expires on 06-09-2017 and we expect Mary to be back in school on [date] at [time]. Yours sincerely [Name] Headteacher cc [Name] - Chair of Governors Governor Support Team – Sunderland City Council, Civic Centre, Sunderland SR2 7DN Business Support – Exclusions, Together for Children, Sunderland City Council, Civic Centre, Sunderland SR2 7DN or .
1 2 3 4 5 6 7 8 9 10 No Description of Task Elements Identification of Hazard, Harmful Effects Identification of Persons Affected Initial Risk Level H/M/L Existing / Planned Risk Control Measures Level of Risk H/M/L Risk Control Measures Adequate Yes/ No Options for Improved Risk control Priority of Actions Required H/M/L 4 Working at 3rd Party sites Site specific hazards (eg site operations, plant movements, noise, dust, environmental hazards etc). All staff undertaking fisheries work. M Obtain third party access approval, where practicable. Ensure presence on site is known by site operator / agent and recorded where possible. Obey local site instructions where available. Assess risks prior to entry into site. M Yes
In-Kind and Voluntary Support Example Project Name: Lakeview Netball Club Clubrooms Redevelopment Details of Voluntary Labour Task to be completed Name/s of those who will undertake task & qualification Number of hours Rate per hour Total cost Demolish existing club rooms John Smith John Doe John Citizen 16 16 16 $20 $20 $20 $320 $320 $320 Remove building rubble John Doe John Citizen 8 8 $20 $20 $160 $160 Preparation works for and laying of concrete slab John Builder (Concreter) John Citizen 20 16 $45 $20 $900 $320 Preparation and painting of windows frames, doors and internal and external walls John Painter (Painter) John Smith 40 20 $45 $20 $1800 $400 General clean up of site following completion of construction John Smith John Doe 10 10 $20 $20 $200 $200 Total: 180 $5100 Community/club representative: Jane President Signature Jane P Council project manager: Jane Manager Signature J Manager In-Kind and Voluntary Support
Example Project Name: Lakeview Netball Club Clubrooms Redevelopment Details of In-Kind Support Goods/service to be provided Supplier Value Use of Bob Cat & Tip Truck - 2 full days Construction Company A $5000 Supply and delivery of: 20 cubic metres of ready mix concrete for concrete slab Construction Company A $3000 2000 bricks for club rooms Hardware Store B $2000 Supply and delivery of: 5 cubic metres of paving sand for paved wheelchair access ramp Hardware Store B $1500 60 litres of paint, rollers, brushes, drop sheets Hardware Store B $1200 Total: $12,700 Community/club representative: Jane President Signature Jane P Council project manager: Jane Manager Signature J Manager
Appendix 1 Protective and Risk factors (adapted from Mental Health and Behaviour DfE March 2016) Risk Factors Protective Factors In the Child In the Family Overt parental conflict including domestic violence Family breakdown (including where children are taken into care or adopted) Inconsistent or unclear discipline Hostile and rejecting relationships Failure to adapt to a child’s changing needs Physical, sexual, emotional abuse or neglect Parental psychiatric illness Parental criminality, alcoholism or personality disorder Death and loss – including loss of friendship At least one good relationship (or one supportive adult) Affection Clear, consistent discipline Support for education Supportive long term relationship or the absence of severe discord In the School Bullying Discrimination Breakdown in or lack of positive friendships Negative peer influences Peer pressure Poor pupil to teacher relationships Clear policies on behaviour and bullying ‘Open door’ policy for children to raise problems A whole-school approach to promoting good mental health Positive classroom management A sense of belonging
Track number of academic who have been contacted and DLTE have engaged with each month. Feedback from new academic (requested by DLTE). How long should this take? Set a completion date (DD/MM/YYYY): Six monthly review to indicate sustainability and applicability of the system. What support will you need? List of new academics employed each month. New starts’ time – 90 minutes (including travel). Finance School or Professional Service Department Goal What are you going to achieve and why? Lead local school development, interpretation and use of high quality management information (in liaison with other services) to inform and support key decision making within the schools (e.g. in supporting the planning round, portfolio review, NSS actions, financial management and business planning). How are you going to measure your success? Working closely with colleagues in finance to ensure the new Business Partner role is fully embedded into the schools by September 2019, meeting the needs of the schools and their plans. Monitor monthly management reports on behalf of the Dean to ensure a final year position +/- 2% of Q2 forecasted position. Working closely with colleagues in planning and business intelligence to complete planning activities on behalf of the Dean e.g. student target setting, portfolio review, schools plans and budget preparations. How long should this take? Set a completion date (DD/MM/YYYY): 31/07/2019 What support will you need? These can be achieved with support and input from colleagues in finance and planning and business intelligence. Property & Facilities Environment/Estates School of Professional Service Department Goal You are welcoming and friendly towards our customers. This makes a good impression and is remembered by customers. What are you going to achieve and why? Look at how we can improve Customer Service – greet each customer with consistent, polite and happy manner. Make the customer feel special and go the extra mile. How are you going to measure your success?
Logic Model Worksheet Project Idea: Should the CDFI roll-out new products? Problem Statement: Based on the unmet small business loan demand in its target market, the CDFI must identify the most needed loan products and then determine if it has internal infrastructure and capacity to offer new products and services. Inputs Outputs Outcomes – Impact Activities Participation Target Date Status Short Medium Long Market Analysis Surveys and Focus Group Reports Commissioned Reports Staff and Capitalization Assessment & Strategy Develop a business plan and marketing strategy Explore types of loans to offer Identify targeted borrower profiles Update P/P Define staff roles Engage consultants Identify referral networks and partners Complete by 12/31 As of July 2013 the following have been completed: Business Plan and Marketing Strategy Analysis of loan products Identifying of targeted borrowers Launch new working capital loan product by 12/31 Create and/or retain at least 20 jobs by 12/31. Raise at least $10MM in new loan capital Close at least 50 loans by Q4’14 whereby creating and/or retaining 500 jobs in target market. Create and/or retain at least 1,000 jobs in target market. Be the primary source of capital for small businesses in LA. Assumptions External Factors The Market Analysis indicated that the most needed loans are between $50-100K for working capital and equipment financing. No other CDFIs offering such loans. City has funds available for a revolving loan program.
15. Poetic Devices: A. rhyme scheme: none B. meter: none C. alliteration: soft, silver; bell, beating; bell, breaking; down, dark; light, like; dips, down; tight, tourniquets; sickly, smiles; stubborn, saw D. repetition:“beating, beating”;“floating down”, “dips down”;“rocking, slightly rocking” E. imagery: “Pulsing out red light like an artery”; “One with a bucket douches ponds of blood”; “simple as a flower, blooms”; “stretchers are laid out the mangled lifted” F. personification: none G. parallel structure: “One is still...”, “One with a bucket...”, “One hangs...”; “Our throats were tight...”, “Our feet were bound...”; “And cancer...”, “And spatters...”; “Who shall die””, “Who is innocent” H. hyperbole: “ponds of blood” I. allusions: none J. enjambment: The entire poem uses enjambment. Here is an example from lines 28-30: “The traffic moves around with care, / But we remain, touching a wound / That opens to our richest horror.” K. onomatopoeia: “silver bell beating, beating” L. simile: “like convalescents innocent and gauche,” “red light like an artery,” “throats tight as tourniquets,” “cancer, simple as a flower” M. metaphor: “the stubborn saw of common sense;” lanterns are described as “empty husks of locusts” N. irony: “grim joke” O. oxymoron: “grim joke” P. paradox: none Q. understatement: none R. refrain: none S. symbolism: light
16. Effect: Shapiro uses similes and metaphors to emphasize the fantasy-like and wild setting of the auto wreck. He describes the light as “Pulsing out” “like an artery,” contrasting the red light emitted from an ambulance to the blood of an artery. The idea that a light is spurted out like blood is abstract and bizarre. In addition to that simile, Shapiro describes the wreckage as “Empty husks” locust like in the devastation they cause. This depiction of the auto wreck is extravagant and almost unreal. Using figurative language, Shapiro reinforces the theme of death as being bizarre and perplexing. 17 Sources: www.departments.bucknell.edu/stadler_center/shapiro/bio.htm /
FUEL PRESSURE Boost pump pressure limits to injector inlet: Zero Fuel Flow 45 psi maximum Maximum fuel flow 14 psi minimum CYLINDER HEAD TEMPERATURE Maximum (red line) 500’ F. (260’ C.) Normal Operating (green arc) 180’ F. to 435’ F. High Performance Cruise below 435’ F. Economy Cruise below 400’ F. TACHOMETER Maximum RPM (red line) 2700 RPM Normal Operating (green arc) 600 to 2700 RPM EXHAUST GAS TEMPERATURE (EGT) Do not exceed 1650’ F. VACUUM PRESSURE Operating Range 4.3 to 5.9 ins Hg. CENTRE OF GRAVITY LIMTS WARNING These figures are dependent on the airplane being within safe Centre of Gravity limits. Do not fly the airplane if its computed flight CG falls outside of the published limits. Due to variables such as fuel, passenger and baggage weight, these figures may be reduced somewhat. Before each flight, the CG should be computed to determine whether the aircraft is within safe limits. Forward Limit Station 82. 21
Please rate the service against each standard using the following scores: Met , Partly Met, Unmet, N/A. Self-review Peer-review No. Standard Rating Self-review Comment Rating Peer-review Comment Patient Safety – Met Criteria Please rate the service against each standard using the following scores: Met , Partly Met, Unmet, N/A. Self-review Peer-review No. Standard Rating Self-review Comment Rating Peer-review Comment Environment – Met Criteria Please rate the service against each standard using the following scores: Met , Partly Met, Unmet, N/A. Self-review Peer-review No. Standard Rating Self-review Comment Rating Peer-review Comment Workforce – Met Criteria Please rate the service against each standard using the following scores: Met , Partly Met, Unmet, N/A. Self-review Peer-review No. Standard Rating Self-review Comment Rating Peer-review Comment Capacity and Capability
Revision 2.2 1/29/08 Final – changed wording on SR 1, 15.4, & 18, added SR 1.6, and deleted SR 18.2, 18.3, and 25; document formatting; modified CAT IV definition and added DOE M 470.4-7; modified sections 2.2 & 2.4 Revision 3.0 2/21/2016 Major revision for new Source Tracker version
SR 4.5 The database must update the source location to its home repository. 4.4 26,27 SR 5 Re-Assign Source’s Current Location and/or Owner A capability must be provided to any user to transfer a source from a location other than its home repository to another location that is also not its home repository. 4.5 36-47 SR 5.1 The user that wants to be the new owner of the source must enter the bar code of the source, enter his/her Z number, and be an authorized user. 4.5 36,41 SR 5.2 The user must select the new location. 4.5 43,46 SR 5.3 A display must be presented indicating the source description and the transfer details. 4.5 43 SR 5.4 The user must be given the opportunity to complete the transfer, cancel the transfer, or complete the transfer and continue with additional transfers. 4.5 39,44,46 SR 5.5 If the transfer transaction completes successfully, the database must be updated with the new location and new source owner. 4.5 44 SR 5.6 If the user cancels the operation, no database update will be made. 4.5 40 SR 6 Transaction Log A log of transactions must be kept in the database. 4.6 33,34,47 SR 6.1 Every source transaction in Source Tracker will be logged with a time/date, user, source information and transaction detail. 4.6 33,34 SR 6.2 NMC’s may access a report of all transactions in a date range (start date/time, end date/time). This report may be emailed. 4.6 34,35 SR 7 Browse Sources A capability must be provided to display a list of all sources in the database. 4.4, 4.7 48-64
VTrans CADD Manual / MicroStation format, if necessary. Specifications for Contractor Services (from Appendix E of the Local Projects Guidebook on the VTrans web site). Local Projects Guidebook Local Projects Development Process Project Description The purpose of the [BRIEF PROJECT DESCRIPTION]. The project encompasses [PROJECT LOCATION]. History of project. The project will include the following: Several identified key elements important to this project are: Qualifications - Based Selection Process (QBS) Engineering services for this project will be procured through a qualifications-based selection process (QBS) as determined by the Brooks Act (Public Law 92-582). This Request for Qualifications (RFQ) is a solicitation for a Statement of Qualifications (SOQ) from qualified firms. We are not seeking a scope of work or cost proposal at this time. For more information on the QBS process please refer to the VTrans Local Projects Guidebook. Submission Requirements Please furnish six (6) hard copies, and one electronic copy, of the Statement of Qualifications with pages numbered consecutively. Statement of Qualifications (SOQ) should be a narrative proposal that best represents your firm’s qualifications to perform planning, permitting, designing and engineering services for the [PROJECT NAME]. SOQ’s should include the proposed project team, technical abilities, examples of previous projects, references, a proposed schedule and any other information that you consider important. SOQ’s should also include provisions for the archeological and historic review components of the project and qualifications of all proposed sub-consultants. We are not seeking a detailed scope of work or cost proposal at this time. All Statements of Qualification will become the property of the Municipality upon submission. The cost of preparing, submitting and presenting is the sole expense of the firm. The Municipality reserves the right to reject any and all Statements of Qualification received as a result of this solicitation, to waive any formality and any technicalities or to cancel this RFQ in part or in its entirety if it is in the best interests of the Municipality. This Request for Qualifications in no way obligates the Municipality to award a contract. Submission Schedule Statements of Qualifications (SOQ) are to be submitted to: MPM
BICC Project Roles and Responsibilities (Sample comes from the BICC Student Project Charter.) Role Primary Responsibilities % Time Commitment Executive Sponsors Randy Livingston Tim Warner BICC Steering Committee BI Program governance, sponsorship and prioritization Project Champions Approve Project Charter Project Strategy and Governance < 5% Project Sponsors Kathleen Dettman Vijay Gandra Approve Project Plan Approve Change Requests Resolve Escalated Project Issues Approve Go-Live Guidance and input on project progress, help adjust as needed The Project Sponsor is the primary driver of the program and project, is financially responsible and the owner of the project. Provides direction and oversight to the Project Manager Approve security model 10% BICC Technical Manager Vijay Gandra Approve project scope, timeline, budget and review any requested changes Provide direction for Project and resolve issues that are escalated Provide leadership and guidance Liaison with academic and administrative communities Consult with constituents Monitor project plan, timelines 10% Business Owner Kathleen Dettman Oversee IR&DS resources for the project Provide leadership and guidance regarding business processes Liaison with academic and administrative communities Consult with constituents Sign off on Business Requirements Sign off on Functional Specifications Sign off on training and communication plans. Approve UAT Final Report Sign off on readiness plans. 10% User Acceptance Leads Lillian Lee & Paddy McGowan Sign off on Functional Specifications Participate in Data Group and help resolve stewardship issues User Adoption, Communication Prepare the user community for the transition Develop a detailed campus readiness plan, including a communication plan Identify key concerns of target audiences and address those in communication efforts Develop training for new user interface and features Work with users to create cultural acceptance 30%
QA Lead Pooja Yong Develop QA Strategy and SIT Plan Provide guidance to SIT and UAT exit criteria Manage QA Analysts/Testers Single point of contact for all QA related issues/matters related to the project; escalation management Develop/Execute SIT Test Cases Verify Bug Fixes Lead System Integration Testing Prepare SIT Final Report / Exit Criteria Advise UAT Planning Coordinate SIT and advise during UAT 50% QA Analysts TBD (2) consultants Develop SIT and Performance test cases Develop/Execute SIT Test Cases Verify Bug Fixes 100%
All Done…now review the following AET reports to make sure your entries match the values. You should PRINT these reports from your “AET Practice Entries”. Access the menu for reports and then choose these report types: Single Experience Report - - & choose “Complete Report (pdf)” - which will bring in all your SAE entries, which includes your plan, your budget, your expenses and income as well as profit and loss statements. Results: Profit of $2,015 that represents ending in year ________________b. (You sold 2 steers for a total of $5,900 and spent (-) a total of $3,865 - depreciation of $20 is $2,015 profit) Capital Item Report – Shows your “Show box & Tack” items, bought for $800, but declines by $20 each year in depreciation. Analysis of Animal Experience, then analysis option - - & choose this SAE – which will bring up a summary of your show steers and statistics such as…. these steers were in inventory for 174 days, 3.0 lbs per day as well as fed 17.2 lbs of feed per day. Review your complete reports and compare your “AET Practice SAE” report to the key reports attached to these instructions.