zilongwang/ReadingBank huggingface dataset:
Hazard Analysis Hazard identification (column 2) considers known or reasonably foreseeable hazards (i.e., potential hazards) that may be present in the food because the hazard occurs naturally, the hazard may be unintentionally introduced, or the hazard may be intentionally introduced for economic gain. B = Biological hazards including bacteria, viruses, parasites, and environmental pathogens C = Chemical hazards, including radiological hazards, food allergens, substances such as pesticides and drug residues, natural toxins, decomposition, and unapproved food or color additives P = Physical hazards include potentially harmful extraneous matter that may cause choking, injury or other adverse health effects (1) Ingredient/ Processing Step (2) Identify potential food safety hazards introduced, controlled or enhanced at this step (3) Do any potential food safety hazards require a preventive control? (4) Justify your decision for column 3 (5) What preventive control measure(s) can be applied to significantly minimize or prevent the food safety hazard? Process including CCPs, Allergen, Sanitation, Supply-chain, other preventive control (6) Is the preventive control applied at this step? Yes No Yes No B C P B C P B C P B C P P B C P B C P B C P B C P B C P B C P
Food Allergen Preventive Controls Food Allergen Ingredient Analysis Raw Material Name Supplier Food Allergens in Ingredient Formulation Allergens in Supplier’s Precautionary Labeling Egg Milk Soy Wheat Tree Nut (market name) Peanut Fish (market name) Shellfish (market name) Allergen Verification Listing Product Allergen Statement Label Number Allergen Scheduling and Cleaning Implications Production Line Allergen Assessment Product Name Production Line Intentional Allergens Egg Milk Soy Wheat Tree Nut (market name) Peanut Fish (market name) Shellfish (market name)
with famous francophone Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Three – En route Grammar tests √ Travel magazine (group project) √ √ √ √ Dialogue – Tourist & tour guide √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Four – L’Environnement Grammar tests √ Toronto 3000 √ √ √ √ Invention for the future (oral) √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ * Subject to change.
Corrective Action Monitoring Who Frequency How What Criterion Hazard(s) Allergen Control PLANT NAME ISSUE DATE PAGE ADDRESS SUPERSEDES PRODUCT CODE Form Name: Food Allergen Ingredient Analysis Raw Material Name Supplier Food Allergens in Ingredient Formulation Allergens in Precautionary Labeling Egg Milk Soy Wheat Tree Nut (market name) Peanut Fish (market name) Shellfish (market name)
ADDRESS SUPERSEDES PRODUCT CODE Form Name: Production Line Food Allergen Assessment Product Name Production Line Intentional Allergens Egg Milk Soy Wheat Tree Nut (market name) Peanut Fish (market name) Shellfish (market name) Scheduling Implications: Allergen Cleaning Implications: (Required) PLANT NAME ISSUE DATE PAGE ADDRESS SUPERSEDES PRODUCT CODE Form Name: Sanitation Preventive Controls Location Purpose Frequency Who Procedure Monitoring Corrections
PLANT NAME ISSUE DATE PAGE ADDRESS SUPERSEDES PRODUCT CODE Food Safety Plan Reanalysis Checklist Reason for reanalysis: Task Date Reviewed and Initials Is Update Needed? (yes/no) Date Task Completed Signature or Initials of Person Completing the Task List of Food Safety Team with individual responsibilities Product flow diagrams Hazard analysis Process Preventive Controls Food Allergen Preventive Controls Sanitation Preventive Controls Supply-chain Program Recall Plan Updated Food Safety Plan implemented Updated Food Safety Plan signed by owner or agent in charge Reviewer Signature: Date Review: Date issued: dd/mm/yy Supersedes: dd/mm/yy
Flexible Support Packages Fact sheet for ECIS professionals What are Early Childhood Intervention Services (ECIS) Flexible Support Packages (FSP)? ECIS FSP provides short-term assistance to families who have a child with a disability or developmental delay and require support to meet the child’s current needs. ECIS FSP aim to support families while they build capacity to provide for the ongoing learning, development and wellbeing of their child. What type of supports can ECIS Flexible Support Packages fund? There are three categories for funding under ECIS FSP. These are: Category 1 – Safety risk: physical or psychological This category provides supports to children who are at risk of harm to themselves or to others around them. Depending on the child’s needs, supports might include safety glass, home modifications or respite from a disability support service. Category 2 – Independence, mobility and functionality This category supports children to participate in family and community life through aiding their independence and mobility. Some things that might be funded in this category include wheelchairs or communication equipment. Category 3 – Learning and development This category supports children to participate in learning and development opportunities, which may include a contribution to fees to attend community based activity groups. What is the role of an ECIS professional in the application process? The allocated ECIS professional (or Intake Worker where a family is waiting to receive State funded ECIS) will be the key contact for the family throughout the application process. They will work in collaboration with the family to: assist the family to understand FSP guidelines ensure that they understand how the information they provide in the application process will be used and stored facilitate the completion of the FSSP and then the FSP application assist them to provide any additional information required throughout the application and assessment process assist them to request a RAP decision appeal or file a complaint if necessary. How much of a funding contribution can a family request? All children and their families will have individual and different levels of need that will inform their funding requirements. There is a funding limit of $5,500 per child per financial year. Any request beyond this amount must be approved through an exceptional circumstances application. Exceptional circumstances may be considered where: a child has received the maximum funding limit for the financial year and is experiencing a newly identified need
8. Please list all known agencies engaged with the family. Family member Agency contact details Work carried out to date or to be actioned 9. Is a Team Around the Family (TAF) already in place? If so, please indicate name and agency of Lead Professional (if known). Yes No If yes, please state: 10. Please provide relevant information about the family which directly supports your referral and may positively influence the Panel decision.
Unit Two – On s’exprime Grammar tests √ La Declaration Artistique (written) √ √ √ √ Les Artistes Inconnus (written & oral) √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Three – Novel Study Vocabulary & content tests √ Partner project – La Société Quebecoise (written & oral) √ √ √ √ Essay √ √ √ √ Unit Four – Bien dans sa peau Grammar tests √ Partner project – Les Regimes (written & oral) √ √ √ √ Des gens admirables (written) √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Five – Ça décolle! Grammar tests √ Opinion essay – La vie des jeunes √ √ √ √ Presentation – Les Rites Initiatiques √ √ √ √ Reading Comprehension test √ √ √ √ Oral test √ √ √ √ Unit Six – Play Study Vocabulary & content tests √ Partner project – Quebec pendant √ √ √ √
Performance indicator 4.1 - Number of: clients by demographic characteristics (see data in Section Two and Appendix) service events/activities Data was not able to be extracted for this item however changes are being made to reporting processes which will allow this to happen in the future. service sites (and locations) The percentage of FSP service sites in the most disadvantaged or targeted communities was 40.2% which exceeded the target of 25%. FaHCSIA collated the information from all service providers to report program-wide data. This included details on the demographic characteristics of clients including vulnerable groups, total clients assisted, service type breakdown and locations/numbers of service sites. (VADCAS) The Indigenous Access Plans, in particular, appear to be gaining traction in the system. Between the first and second half of the 2011-12 financial year client data from FSP organisations has shown the proportion of Indigenous clients in FSP funded mainstream services (excluding Indigenous Parenting Services and Community Playgroups) has grown from nearly 10% of all clients to just over 11.5%. Indigenous participation in AGD funded Family Law Services has improved slightly over the same period, rising from just over 3.6% of all registered clients to 4.2%. This period coincides with the VADCAS development phase and a number of VADCAS actions were in place at this time.
Repeal: 19810 19812 19813 19814 19815 19816 19816.1 19817 19817.1 19817.2 19817.5 19818 19819 19820 19821 19821.5 19822 19823 19824 19824.1 19825 19825.1 19827 19828 19828.1 19828.2 19828.3 19828.4 19829 19829.5 19830 19830.1 19831 19832 19833 19833.5 19833.6 19834 19835 19836 19837 19837.1 19837.2 19837.3 19838 19840 19841 19843 19844 19845 19845.1 19845.2 19846 19846.1 19847 19848 19849 19850 19851 19851.1 19852 19853 19854 19854.1 19855
L’Entreprise Originale (written & oral) √ √ √ √ Writing journal entry √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Three – Novel Study Vocabulary & content tests √ Group research project (written & oral) √ √ √ √ Writing journal entry √ √ √ √ Essay √ √ √ √ Unit Four – On s’engage Grammar tests √ Des Journalistes Remarquables (written & oral) √ √ √ √ L’analyse d’une injustice sociale (written) √ √ √ √ Writing journal entry √ √ √ √ Reading comprehension test √ √ √ √ Oral test √ √ √ √ Unit Five – Literature Study Vocabulary & content tests √ Writing journal entry √ √ √ √ In-class debate √ √ √ √ Essay √ √ √ √ Unit Six – À la française Grammar tests √ Reflection – Les Stéréotypes culturelles (written) √ √ √ √ Une leçon de langue (oral) √ √ √ Reading √ √ √ √
as construction or hospitality) although many are now open to the public (‘public offer’). Public sector funds (18 funds holding $443.4 billion in assets) are classified by APRA as ‘not for profit’. Public sector funds cater to government employees. Employers may contribute more than the minimum 9.5% Superannuation Guarantee. Retail funds (123 funds holding $602.6 billion in assets) are classified by APRA as ‘for profit’ (owner aims to retain some profit from running the fund). Retail funds are usually run by banks and investment companies and generally have a large number of investment options. There are two types of APRA-regulated rollover funds which cannot receive employer contributions in the same way as other superannuation funds. Approved deposit funds (ADFs) can receive, hold and invest certain types of rollovers (such as eligible termination payments) until funds are withdrawn or a condition of release is satisfied. Eligible rollover funds (ERFs) are superannuation funds or ADFs which can receive benefits automatically rolled over from other funds. ERFs typically accept monies from other funds where a member has become ‘lost’. APRA also regulates pooled superannuation trusts (PSTs) which are trusts in which regulated superannuation funds, approved deposit funds and other PSTs invest. The assets of PSTs are not included in total superannuation assets, as all of their assets will be captured in other superannuation entity categories. As at 31 March 2018, both industry and retail funds each held around 35% of the assets of APRAregulated funds (see Chart 14). Chart 14: Share of assets held by APRA-regulated superannuation funds, as at 31 March 2018 Calculation of these percentages does not include funds which are not regulated by APRA. Source: APRA Between 30 June 2007 and 30 June 2017, the share of assets in industry and public sector funds has increased, while the percentage held in retail funds has decreased (see Chart 15). Chart 15: Change in share of assets held by APRA-regulated superannuation funds, 2007 to 2017 2007 2017 Calculation of these percentages does not include funds which are not regulated by APRA. Source: APRA
As at June 2017, data from APRA shows that of the 5,814 branches of ADIs, 2,484 (around 43%) were in regional or remote areas. Of the 4,674 other face-to-face services provided by ADIs, 2,543 (around 54%) are in regional and remote areas. Of the 13,814 ATMs in Australia, 3,795 (around 27%) were in regional or remote areas. As would be expected, access to a bank branch, other facetoface service or ATM decreases as remoteness increases. Compared to data from 2007, the share of branches and other face-to-face ADI points of presence in ‘highly accessible’ areas (broadly equivalent to ‘major cities’) has decreased and the share of points of presence in ‘accessible’ areas (broadly equivalent to ‘inner regional’) and ‘moderately accessible’ areas (broadly equivalent to ‘outer regional’) has increased. However, the share of branches and other face-to-face points of presence in remote or very remote areas have remained broadly unchanged since 2007. Aggregate ATM data was unavailable in APRA’s 2007 ADI Points of Presence publication., Chart 2: Share of ADIs’ Points of Presence, as at 30 June 2017 Branches Other face-to-face ATMs Source: APRA According to a submission by four regional banks to the 2014 Financial System Inquiry (‘Regional Banks’ submission’), nearly all banks in Australia either commenced as regional banks, building societies and credit unions. Regional banks compete in all markets but have the greatest presence in retail banking. Regional banks are less represented in institutional and large corporate financing. The Regional Banks’ submission notes that most regional banks have agribusiness offerings and that regional banks make ‘relatively large’ investments in banking infrastructure (such as ATMs, branches and other facilities) than major banks and other banks, as measured by facilities per $1 billion in assets. owned
Access some different sized and shaped water tanks with dimensions provided (see Resource 1). Work in groups or as a class to calculate the volume of water that will fit inside the tank. NOTE: Teachers may have to do some cutting and clipping of diagrams as many have the dimensions and capacity recorded. Provide examples of how to calculate the volume of different tanks. Students solve a variety of problems (see Resource 2 and Resource 3). Commercial textbooks, worksheets and study guides Past HSC papers Investigate the costs of water usage at local, state and national levels, using published data. Teachers may want to discuss the term ‘costs’ in relation to water usage. Does cost refer to the financial amount charged to consumers for water usage or does it refer to the environment impact of water usage in the local, state and national level? Investigate different ‘costs’ involved in water usage from the financial to the environmental (see Resource 1). Students could work in groups or individually to research costs for different locations (local, state and national). Costs could then be shared in a Google Document and comparison graphs created. A few useful websites for credit card statements (there are many more) Commercial textbooks, worksheets and study guides
LOW SUGAR fruit jams and jellies (shelf stable) *Products containing artificial sweeteners must have pH tested in a laboratory. pH <4.0 Varies No inspected facility required, but recipe (which had its pH tested) must be followed exactly. pH between 4.0 and 4.6 Varies Must be made in inspected facility; pH of every batch must be tested with a pH meter and records kept pH > 4.6 Pepper jelly, tomato jelly Acidified or Low acid food; BPCS, process review and inspected facility required Jellies made with juice (shelf stable) *these products must be tested in a laboratory for pH and water activity (aw) pH <4.0 Varies Inspected facility not required If pH >4.0: also test water activity (aw) aw <0.80 Varies Inspected facility not required, but recipe and process tested must be followed exactly. aw between 0.80 and 0.85 Varies Manufacture in inspected facility; monitor aw aw >0.85 Varies Low acid/acidified food; inspected facility, BPCS, process review Low water activity foods (shelf stable) Foods with water activity(aw) <0.85 Chocolate sauce (sold shelf stable) Monitor aw. NO process review; Manufacture in inspected facility Canned beverages Carbonated or alcoholic beverages Beer, soda NO process review; inspected facility; for alcohol, follow MO Dept of Public Safety regulations What is a process review? A recognized process authority will do a careful evaluation of your product formulation, processing steps, and the safety characteristics of your product. They will then provide a “scheduled process” for the product which includes the product formulation, critical control points, processing steps, storage, distribution, and selling conditions which are required to keep the product safe. Who or what is a process authority? This is a person or institution with FDA-recognized expert knowledge and experience in the microbiology and processing requirements for canned foods. There is currently no commonly used, publically known process
Eligible Expenses Ineligible Expenses Travel necessary to carry out the project (e.g. to research stations and field plots). Travel to conferences where project information is being presented Any alcoholic beverages Travel costs (flights, mileage, accommodation, meal allowances etc.) for participants in workshops and meetings. Indirect Costs or Overhead The maximum per project funding of $150,000 includes these overhead costs. For example, with an overhead cost of 25%, an applicant requesting the maximum project allotment would receive $120,000 in direct operating funds and $30,000 for overhead. Overhead: Applicants should use the overhead rates set by their organizations as long as this rate does not exceed 25% of eligible direct operating costs. Justification boxes Use these boxes to provide more details about expense items. Reviewers will use this information to evaluate the appropriateness of budget items and to help determine the overall value for money of the proposal. 2. 11. Funding Requested by the Program Section The following three fields in the application form are auto-populated from your budget template by the RMS: Funding Requested from the Program Total Leveraged Cash Funds Total Leveraged In-Kind Funds 2. 12. Uploading Documents for Your Application Section Letters of Support Click here to attach letters of support or confirmation of funding from your Co-Funders. These letters must be in PDF format when uploaded to the RMS or they will not be appended to the PDF version of your application (i.e. reviewers will not be able to see them). Documents for Research Offices If applicable, click here to append any documents required by your Research Office for project approval These documents can be in any format as they are not appended to your application 2. 13. Suggested Peer Reviewers Section
Service Provision Contacts/Attempted Contacts Face-to-Face Family Contact or Attempted Contact Date Location Participants Names Start-End Time Summary of Service Provision or Attempt Service Plan Goals Addressed Face-to-Face Family Contact or Attempted Contact Date Location Participants Names Start-End Time Summary of Service Provision or Attempt Service Plan Goals Addressed Face-to-Face Family Contact or Attempted Contact Date Location Participants Names Start-End Time Summary of Service Provision or Attempt Service Plan Goals Addressed Face-to-Face Family Contact or Attempted Contact Date Location Participants Names Start-End Time Summary of Service Provision or Attempt Service Plan Goals Addressed Safety Constructs Overall assessment of Threats of Maltreatment, Protective Capacities, Child Vulnerability, Underlying Conditions and Contributing Factors
Directly supervised by the Safe Home Coordinator, under the direction of the Director of Safer Living Program. Partners directly and ongoing with Safe Adults Advocates and Safe Children Advocates, and may collaborate with other departments as needed. Works with agency interns as needed. Maintains working knowledge of community resources. Qualifications and Characteristics: Education: Required: Bachelor’s degree in Social Work or Human Services or related field. Preferred: Bachelor’s degree in Social Work or Human Services or related field with 2 years social service experience Training: 40-hour Domestic Violence training preferred but required at first opportunity Service Delivery: Must be able to respond appropriately in varied situations and be able to function with minimal supervision. Personal: Demonstrates self-awareness, insight and commitment to ongoing professional growth. Ability to work independently and within a team environment and exercise mature judgment. Understands and demonstrates the importance of compassion and non-violent communication, healthy boundaries, understanding of needs towards self, other staff and clients. Demonstrates high level of empathy and sensitivity to client’s trauma/situation. Technical: Demonstrates excellent verbal and written communication skills. Demonstrates understanding and effectiveness in working with diverse populations. Leadership: Demonstrates professionalism, flexibility and good judgment. Demonstrates commitment to teamwork and collaborative decision-making. Demonstrates ability to problem solve individually and with a team to effectively deliver service. Special Conditions: Must have reliable transportation. May have to travel to different locations within agency. Bilingual/bicultural preferred but not required. Must have flexibility in working daytime, evenings and weekends. Must be able to operate general office equipment and have basic computer knowledge. Must be able to lift at least 30 lbs. Measurable Outcomes: 90% of qualified participants will have completed a Trauma Impact Assessment within the first 48 hours of arrival to shelter. Increase in percentage of clients exiting the shelter program that report “often” or “ always” to following categories: I trust my ability to solve difficult problems, I am confident about the decisions I make, and I feel like I am in control of my own life. Increase client knowledge of community referrals given. Located in Wheaton, Illinois, Family Shelter Service offers a competitive salary and flexible work schedule. To apply for this position, please email a cover letter and your resume to: For more information about Family Shelter Service visit our website at: Family Shelter Service is an Equal Employment Opportunity Employer and does not discriminate on the basis of race, color, religion, sex, national origin, age or disability.
Law enforcement (includes local, state, and federal) Info regarding benefits received (i.e. amounts, spend down; dates of eligibility; reason of approval, denial, or closure) Same as above. * Our agency may keep this inquiry confidential. We are not required to inform the client of the request. Same as above Yes, but only under certain circumstances. Consult FSSA legal prior to releasing information. 45 CFR 164.512, 45 CFR 164.508, IC 12-15-27-1 Subpoena (3rd Party Request for Documents) Confirmation (status update) that individual is an applicant No – requires a court order or signed authorization to release from the applicant/client. 7 CFR 272.1(c). A subpoena is NOT a court order! Once a court order is received, we are to release only the information requested in the order or release form. Same as FS No – A court order or a signed authorization to release from the applicant or authorized representative is required. 45 CFR 164.512, 45 CFR 164.508, IC 12-15-27-1 A subpoena is NOT a court order! Subpoena (3rd Party Request for Documents) Info regarding benefits received (i.e. amounts, spend down; dates of eligibility; reason of approval, denial, or closure) No – requires a court order or signed authorization to release from the applicant/client. 7 CFR 272.1(c). A subpoena is NOT a court order! Once a court order is received, we are to release only the information requested in the order or release form. Same as FS No – A court order or a signed authorization to release from the applicant or authorized representative is required. 45 CFR 164.512, 45 CFR 164.508, IC 12-15-27-1 A subpoena is NOT a court order!
Panel Set No.: Specification: Dry Film Thickness (DFT) Mills (mm): Number of Coats: Cure Time Before Overcoat/ Testing (Hours): A MIL-C-5541/MIL- DTL-81706, Class 1A Chemical Coating MIL-PRF-23377, Type I, Class C High Solids Epoxy Primer N/A 0.6 to 0.9 (0.0152 to 0.0229) 1 1 2 to 48 5 to 24 B MIL-C-5541/MIL- DTL-81706, Class 1A Chemical Coating MIL-PRF-23377, Type I, Class C High Solids Epoxy Primer N/A 0.6 to 0.9 (0.0152 to 0.0229) 1 1 2 to 48 5 to 24 Topcoats; FED-STD-595 Color No. 36173 (Flat Gray): A MIL-PRF-85285, Type I, Class H; Coating: Aircraft and Support Equip-ment (High Solids) Per Coat 0.8 to 1.2 (0.0203 to0.0305) Total 1.6 to2.4 (0.0406 to o.0610) 2 Between Coats 2 to 4 Before Testing 168 (7 Days) B Deft Inc. Cage Code #33461 P/N 99GY001 Polyurethane Coat-ing (APC- Advanced Performance Coating / Life Coat-ing) Per Coat 0.8 to 1.2 (0.0203 to0.0305) Total 1.6 to2.4 (0.0406 to o.0610) 2 Between Coats 2 to 4 Before Testing 168 (7 Days) Test for Physical Effect on Finish Systems: Perform these tests to determine if the cleaning pads can be used on standard aircraft finish systems without causing damage to them. Pretest Measurements: Make the following measurements on each test panel prepared per Table II before performing a scrub test with a cleaning pad. Specular Gloss: Measure the 60° and 85° Specular Gloss per ASTM D 523 in five separate locations on each of the three Set A and Set B test panels using a Paul N. Gardner “Novo-Gloss” Glossmeter.
WANT TO BE AN SSP? Are you a ‘team player’? Detail-oriented? Observant? Flexible? Patient? Do you know sign language for those Deaf-Blind who communicate in ASL? Or do you have a clear speaking voice for those Deaf-Blind who are Hard-of-Hearing? Anyone with these qualities can apply for SSP Training Workshop to gain general understanding of Deaf-Blindness. It doesn't matter if you are friend, family member, or simply someone who has the desire to help. AT SSP TRAINING, YOU WILL LEARN: Correct way to guide a Deaf-Blind individual Effective Communication skills How to meet each Deaf-Blind’s needs How important independence is for the Deaf-Blind For More information FSSP Funded by: Donations Fundraising Venues Grants Your donation is 100% tax deductible. To make a contribution, please make checks payable to: Florida Deaf-Blind Association Mail to: Theresa A. Wells, FDBA Treasurer 5055 S. Dale Mabry Hwy., #734 Tampa, FL 33611 THANK YOU FOR YOUR INTEREST IN OUR PROGRAM! Relaying Self-Sufficiency Sponsored by: Non-Profit Organization by, for, and of Deaf-Blind Floridian
& unit conversion Material and Energy Balances Material Balances; basis & units, types of process situations (continuous & batch processes) Energy balances -Interactive lectures (9 hrs) -Take home assignments - Tutorials (6 hrs) LCD projector/ BB/ White boards / Flip charts/ Materials First and Second Law of Theodynamics First law of theodynamics Second law of theodynamics Law of conservation -Interactive lectures (4 hrs) LCD projector/ BB/ White boards / Flip charts/ Materials Mid semester Evaluation - Mid semester test (2 hrs) - Revision of test (2 hrs) Fluid flow theory Fluid statics Fluid dynamics; mass & energy balances, Bernoulli’s equation Viscosity; Newtonian & Non-Newtonian fluids Laminar & turbulent flow Energy losses in flow; friction in pipes, losses in bends & fittings, pressure drop through equipments, equivalent length of pipes - Interactive lecture (9 hrs) - Tutorials (6 hrs) LCD projector/ BB/ White boards / Flip charts Heat transfer theory Heat conduction Surface heat transfer Unsteady-state heat transfer Radiation heat transfer Convection heat transfer; natural & forced Overall heat transfer coefficients Steam tables -Interactive lectures (6 hrs) -Take home assignments -Tutorials (4 hrs) LCD projector/ BB/ White boards / Flip charts/ Materials Heat transfer applications Heat exchangers; continuous-flow heat exchangers, scraped surface heat exchangers, plate heat exchangers - Interactive lectures (9 hrs) -Take home assignments -Tutorials & revision LCD projector/ BB/ White boards / Flip charts/ Materials
FST Chapter 7 HW Sec Date Classwork Homework 7-1 1/24 Characteristics of Polynomial Functions Pg 443 #1 – 13 7-2 1/25 Polynomial Models Pg 450 # 1 – 7 7-3 1/26 Division and Remainder Theorem Pg 457 #1 – 14 1/27 Review sec 1 – 3 Pg 496 #1 – 18 7-4 1/30 The Factor Theorem Pg 462 #1 – 12, 14 – 17 7-5 1/31 Complex Numbers Pg 470 #1 – 17 7-6 2/1 Fundamental Theorem of Algebra Pg 478 #4 – 15 2/2 Review sec 4 – 6 Pg 497 #28 – 41 7-7 2/3 Factoring Sums and Differences of Powers Pg 484 #1 – 16 7-8 2/6 Advanced Factoring Pg 489 #1 – 14 2/7 Ch. 7 Review Pg 495 #1 – 21 2/8 Review Study! Test 2/9 Ch. 7 Test None
THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE, TRINIDAD & TOBAGO, WEST INDIES OFFICE OF THE DEAN FACULTY OF SCIENCE AND TECHNOLOGY (FST) POST GRADUATE ACADEMIC ADVISING SCHEDULE – SEMESTER I, 2018/2019 Science & Technology (FST) DEPARTMENT LOCATION DATE & TIME ADVISOR Chemistry New & Continuing MPhil/PhD Students By appointment Dr. Richard Fairman MSc. Occupational and Environmental Safety and Health Chemistry Seminar Room East, C4 Building Friday 24th August 2018 4:00 pm - 6:00 pm Dr. Richard Fairman Mrs. Tamika Elcock-John Computing and Information Technology (DCIT) DCIT Department Thursday 23rd August 2018 4:00pm - 6:00pm Dr. Michael Hosein Friday 24th August 2018 4:00pm - 6:00pm Professor Patrick Hosein Life Sciences MSc Biodiversity programme Online via Webex and emails Monday 6th August, 2018 MSc Biodiversity programme: Online via Webex and emails Natural Sciences Conference Room Monday 13th August, 2018 1:00 pm – 5:00 pm Dr. Adesh Ramsubhag Prof. Jayaraj Jayaraman Dr. Rajini Haraksingh Mathematics and Statistics (DMS) DMS Seminar Room 2nd Floor Natural Science Building Monday 20th August, 2018 9:00 am - 12:30 pm 12:30 pm - 4:30 pm Dr. Vrijesh Tripathi Dr. Sreedhara Rao Tuesday 21st August, 2018 9:00 am - 12:30 pm 12:30 pm - 4:30 pm Dr. Donna Comissiong Dr. Isaac Dialsingh Physics Department of Physics Thursday 23rd August 2018 9:00pm - 4:30pm Dr. Shirin Haque Dr. Andrea Joseph
Type of work produced or programmed Please delete as appropriate Ballet Cabaret/Burlesque Children (under 12) Circus Classical Music Comedy Contemporary Classical Music Contemporary Dance Contemporary Music Dance Drama Experimental Festival Film Jazz Music Opera Physical Theatre Pop Puppetry Scottish Traditional Dance Theatre Traditional Music World Music Youth (13 years+) A short description of you/your company and work 2. Your contact information and mailing list preferences Please list your full contact information – this information will be held securely in our database. If you are completing this information on behalf of an organisation, please use the additional boxes below (you may also make further copies if required) to provide contact details for each member of staff who will be involved with FST activities. Name Job Title Email Address Phone Number Dietary/Access Requirements Mailing Lists Delete as appropriate Specialist Forum Mailings Delete as appropriate Main Access Environment Health and Safety Training & Professional Development Technical Dance Forum Producers’ Forum Touring Forum Email Address for Mailings If different than address listed above
The Associate Dean for Research and Learning Services will have administrative responsibility for three key areas: the Learning Commons, the Scholars Commons, and the Science/Technology Commons, which serve FSU’s undergraduate, graduate student/faculty, and science/engineering communities, respectively. As part of the Libraries’ Senior Leadership team, the AD for Research and Learning Services works closely with the Dean and other library leaders to create a vision for present and future library services, and to plan and implement programs and facilities that best meet student and faculty needs. The successful candidate will have experience in library services in a research university, as designated by Carnegie classification. He or she will be committed to progressive, innovative library programs and services; nurturing and developing a well-trained, motivated, highly service-oriented staff; and continuous learning and growth at every level of the organization; and supporting advanced research and scholarship. Qualifications and Experience Minimum Qualifications: • Masters degree from an ALA-accredited library program. • Minimum 5 years of professional experience providing services in a research university (or comparable) environment. • Demonstrated effectiveness in supervision and management, including a progressively increasing scope of management responsibility in an academic/research library or similar setting. • Knowledge of current trends in higher education, particularly as related to large research universities. • Significant experience supporting sponsored research in a university environment. • Ability to articulate a vision for public services and provide leadership to achieve organizational goals and priorities. • Experience in planning and implementing research and instructional services. • Knowledge of issues related to scholarly communication and evolving information policy. • Commitment to serving diverse constituencies including undergraduate and graduate students, faculty and researchers and the general public. • Ability to work effectively in a team environment and foster teamwork among others, including managers and staff across other Library divisions. • Excellent oral and written communication skills; demonstrated capability in analysis and problem solving. • A record of scholarly engagement, such as presentations, publications, and leadership in
Third Sector Impact. “Policy Recommendations for Sustainable Development of Third Sector Organizations in Europe.” October 17, 2016. Traub, James. “Europe Wishes to Inform you that the Refugee Crisis is Over.” Foreign Policy, October 18, 2016. Van Til, Jon. Growing Civil Society. Indiana University Press, 2008. Van Til, Jon. Mapping the Third Sector. Foundation Center, 1988. Van Til, Roy. “Bangs and Whimpers”. Read on January 21, 2017. West, Darrell M. “Five Megachanges that Could Transform the World”. The Brookings Institution, October 5, 2016.
Context 1.1 Food Source Victoria The Victorian Government’s $20 million Food Source Victoria program is designed to support activities that add value to agricultural produce sourced from regional Victoria. The objective is to build stronger agri-food businesses and regional communities through value adding to agricultural production in Victoria that will result in: new, ongoing jobs, particularly in regional Victoria growth in Victoria’s agricultural, food and related industries farmers, growers, processors and manufacturers working together and supply chain partners driving innovation and efficiencies greater skills, knowledge and confidence of workers to respond to growing global demand for premium products increased Victorian agri-food exports. There are three grant programs: Scholarships for individuals Planning Grants Growth Grants. 1.2 Purpose of this document This document sets out the application guidelines for Food Source Victoria Scholarships. It is designed to help prospective applicants determine their eligibility. Program description 2.1 Program objective The program aims to support workers in agriculture, processing and manufacturing in regional Victoria to build skills to expand their business into a new market, launch a new product, create step-change within their business, or respond to consumer needs. Scholarships can include study or training programs, either part or full time. Professional development opportunities are eligible and include conference attendance, study tours, peer-to-peer learning and mentoring. 2.2 Examples of scholarships Previously, scholarships have been granted to applicants who wanted to: take a study tour to Japan to gain knowledge of production, export packaging and value-add opportunities for the citrus Yuzu attend an advanced program covering the science of cheese aging for specific cheese styles with the aim of making these cheeses locally to replace imported product complete an executive program to examine a range of management and industry issues throughout the fruit supply chain to assist with accessing new markets. Eligible applicants Applicants: must be over the age of 18 years at the time of applying need at least three years of experience in the agri-food sector must be an Australian citizen or permanent resident currently residing in regional Victoria cannot have previously received any other grant, funding or scholarship for the activities outlined in their application must be willing to participate in media, promotions and other related events, and to assist with program evaluation. Selection process 4.1 Assessment committee The Food Source Victoria Assessment Committee will monthly review all applications. The committee is made up of departmental representatives from across the Victorian Government. The assessment and approval process can take up to 12 weeks. 4.2 Selection criteria Applications will be judged on:
(13-009) Species: Graphognathus spp. Host: Pecan, poplar, hawthorn Range: Southern states Injury: The adults feed on the foliage, but most of the damage results from larval feeding on the roots. Description: The adult female is dark gray and about 21 mm long. The body is densely covered with short pale hairs. The forewings are fused together on the inner margins, and the hindwings are rudimentary, thus the beetle cannot fly. (13-010) Species: Hylobius pales Host: Shortleaf pine, longleaf pine, red pine, eastern white pine, Scotch pine, loblolly pine, Virginia pine Secondary host: Spruce, fir, hemlock, juniper, larch, balsam fir, eastern redcedar, Douglas-fir, cedar Range: Eastern and southern states went to the Great Plains
(15-047) Species: Pissodes approximates Host: Red pine, Scotch pine Secondary host: Eastern white pine, pitch pine, Jack pine, shortleaf pine, Virginia pine, Table Mountain pine, Austrian pine, white spruce, red spruce, black spruce Range: Northeast states southward to Minnesota and North Carolina Injury: Adults emerge in the spring and feed on the inner bark of branches and stems of seedlings and small trees. It breeds beneath the bark surface. It breeds on recently cut stumps and logs, and on the main stems or branches of dead or dying trees. Attacks occur on the tree from the roots up to branches as small as ½ inch in diameter. Attacks also occur at the root collar and on the lower stems of apparently healthy young trees. Description: Adult is 5 to 8 mm long. The beak is large, and the spots on the elytra are uniformly small. (15-048) Species: Pissodes dubius Host: Noble fir, balsam fir, red spruce Range: Noble fir in California, Oregon, Washington, Idaho; balsam fir and red spruce in the northeastern states Injury: Larvae mine the inner bark. The adults pierce the bark or buds and feed. Attacks and breeds in storm damaged 90-year-old noble fir and attacks nearby intermediate and suppressed trees. Attacks are made in the root crown area. Description: This is the largest species in the genus. Adults are 7.5 to 10 mm long, and dork brown to black in color. Adults are rough surfaced beetles, usually with spots and patches of white, yellow, of brown scales on the elytra. The head is prolonged into a slender beak or snout, which is used to puncture buds or tender bark for feeding. (15-049) Species: Pissodes radiatae
Range: Micronesia, Hawaii Injury: Larvae tunnel in the interior of their host plants. Description: Larvae are white, legless grubs. Their tunnel is usually blocked at the entrance by a plug of plant fibers. They pupate inside the cavity they have excavated in a cocoon of fragments of soft bark and fiber. They bore into the base of the trunk and can weaken the tree until it is blown down in high winds. (15-063) Species: Rhyacionia buoliana Host: Red pine, Scotch pine, mugho pine, Austrian pine Secondary host: Ponderosa pine, lodgepole pine, eastern white pine, Jack pine, loblolly pine, Virginia pine, longleaf pine Range: Northeastern states, Washington, Oregon
Injury – white oak: The disease symptoms are much more variable in white oaks, although the foliage symptoms are often the same. In a few, particularly bur oaks, symptoms are essentially the same as in the red oaks, and the tree may die within one growing season. Usually, however, white oaks die slowly. Only one or two branches may show symptoms and die in a year. If the fungus persists, a few branches are killed in a season. Over several years, the tree declines and may die. Some white oaks seem to recover from the disease, but may harbor the pathogen and serve as reservoirs without symptoms. White oaks, unlike the red, frequently have discolored infected annual rings when diseased. Fungus mats seldom appear on white oaks. Natural root grafts and insect vectors spread the oak wilt fungus from diseased to healthy trees. Healthy oaks growing next to infected ones become infected through their roots. Root grafts offer a path to transmit the fungus and are a major factor in the spread, especially in areas with deep, sandy soils and dense, pure stands of red oaks. The fungus over-winters as mycelium in living, infested trees. It as fungus pads on dead trees. The fungus can be spread more than a mile by at least two groups of insects: sap and bark-feeding beetles. When the fungus mats enlarge and crack the bark, the emitted odor attracts insects such as sap-feeding beetles. When the beetles feed on the mats of the infected tree, fungus spores adhere to their bodies. As the beetles move from diseased trees to wounds on healthy oaks, the disease—causing spores are transmitted to a new host. Figure 2: Symptoms on red oak leaves Figure 3: Oak wilt symptoms Figure 4: Fungus mat (24-022) Species: Ceratocystis ulmi Host: American elm
Description: Spores on diseased twigs ooze out in little tendrils in moist weather, to be spread by splashing water or insects. Entrance is through unbroken tissue as well as wounds. The stem is killed above and below the point of entrance. (25-004) Description: Leaf spots on trees may be caused by insects, toxic gasses, bacteria, and fungi. The characteristic symptom is the formation of dead areas in the leaf. The areas vary in size and shape. (25-005) Description: Depending on the identity of the infecting fungus, needles begin to turn yellow-brown by winter or early spring. Later, the browning progresses, and fungal fruiting bodies are produced. These small, black, fruiting bodies may be bordered by brown or yellow margins, or both. In the more advanced stages, the tree has a scorched appearance. The fungus can be identified only after examining the spores microscopically. (25-006) Description: Powdery mildew is caused by several genera of fungi. Many occur on hardwoods, attacking leaves or occasionally fruits and young twigs. They are unknown on conifers. Usually the damage is slight except when young trees, particularly sprouts, are attacked. They are mostly confined to the upper of lower surface of leaves, forming a white, superficial, cobweb like growth of hyphae. (25-007) Description: Mostly present in nurseries. There may be some curling and malformation of the leaves, often with a fern-leaf effect. A yellow strain of the virus causes a striking yellow mottling of leaves.
Is there a need to define and agree upon what is meant by a foundation skills practitioner? Foundation Skills practitioner is not a helpful term – it suggests a singularity. There is clearly not one kind of practitioner. Teaching roles need to be differentiated along specific content knowledge and professional skill.
Discussion questions Summary/key points Discussion point 6: creating a system for continuing professional development Could a system for continuing professional development (CPD) be created that will meet the needs of the foundation skills field? There is no foundation skills field. If there is to be one it has to be created. One way to do this is to establish a requirement for meaningful CPD and link this to IR requirements. Please note that currently there is a lot meaningless and wasteful CPD associated with everyone, whether they need it or not, continually updating their TAE Cert IV. How can a highly casualised workforce be accommodated in a CPD system? It can’t. he conditions under which people are employed Who would take responsibility for managing a CPD system? Who would? Currently RTOs are complete distracted with making sure their staff meet compliance around TAE Cert IV. There is no time, space or money for anyone to do any CPD that might be more useful to them. Should there be one system, or many, to accommodate the diversity of the field?
FSGA COMMITTEES 2017-2018 NOMINATING Scott Greenberg (Chair) Sherri Graham Marti McClintock Karen Greene Jesse Peck LEGISLATIVE Pam Keller (Chair) Terry Seiplet Anne Ridings Linda “Joy” Haney Darby Jones Dee Wynn Cox Bob Inglis Catherine Rowlands Ellie Himes Sylvia Winters Kenny Kemp Tom Jones Lynn Belo Lennie Burke Gina Rossi-Scheiman Michelle Hollister Wanda Gozdz Alexis Sitka Anthony Palmieri Glenn Krasny Elena George Bob Baumgarner Pam Lahar Danielle Bleggi Irene Rausch Heather McInnis Pamela Keller Phillip Howard Dana Schilling Terry Wright Bill Johnson Margarete Nagele Melinda Coulter Jesse Peck Harold Laski CONFERENCE Sherri Graham (Chair) Robin Phemister Robert Dixon Carmal Morelli Ellie Himes Anthony Palmieri Nick Barton Gina Rossi-Scheiman EDUCATION Robin Phemister (Chair) Glenn Krasny (Chair) Jerome Silverberg Anthony Palmieri Sherri Graham Pamela Keller Melinda Coulter Beth Halprin Ellie Himes Marti McClintock Michael Messer BYLAWS and POLICIES & PROCEDURES Harry Hackney (Chair) Jetta Getty (Chair) Karen Greene Stephen Hertz Scott Greenberg Michelle Hollister Jesse Peck Ellie Himes Gail Rapp Robin Phemister Glen Krasny Harry Hackney Gina Rossi-Scheiman Ann Ridings
The purpose of this Application is to collect the information necessary to determine eligibility for Private Label (PL) usage of all SCS program-specific certification marks/logos. Such usage permissions may be issued upon completion of the Application and an assessment of the qualified products. Section 1: Private Label Customer Information 1. COMPANY INFORMATION Legal Company Name (to appear on SCS certificate): Street: City: State/Province: Postal Code: Country: Main Phone: Website: 2. PRIMARY CONTACT PERSON First Name: Last Name: Title: Direct Phone: Email: Section 2: SCS Certified Manufacturer (Product Supplier) 1. COMPANY INFORMATION Legal Company Name (as it appears on SCS certificate): Other Company Names (if any): 2. PRIMARY CONTACT PERSON First Name: Last Name: Direct Phone: Email: Section 3: Product Certification Information Please complete the table below. Each row should include the manufacturer’s certified product name and, in the next column, the corresponding Private Label product name (as it should appear on the Private Label certificate). Please list one product per line and add additional lines as needed. Manufacturer’s FloorScore Certificate Number Manufacturer’s Certified Product Line Name For the Private Label: Corresponding Product Line Name Example: SCS-FS-01234 Vinyl Tile 10mm Majestic Tile
Cultivars, Improved, and Selected Materials (and area of origin): None. Prepared By and Species Coordinators: James S. Jacobs, Plant Materials Specialist Montana/Wyoming, Bozeman, Montana Jane Mangold, Assistant Professor, Montana State University, Bozeman, Montana Citation Jacobs, J., Mangold, J. 2008 Plant fact sheet for hoary alyssum (LBerteroa incana (L.) DC.). USDA-Natural Resources Conservation Service, Federal Building, Bozeman, MT 59715 Published December, 2008 Edited: 18 November 2008 JJ For more information about this and other plants, please contact your local NRCS field office or Conservation District <>, and visit the PLANTS Web site <> or the Plant Materials Program Web site <> USDA IS AN EQUAL OPPORTUNITY PROVIDER AND EMPLOYER