zilongwang/ReadingBank huggingface dataset:
Metric 2.3: Increase the % of GU students who are on track for graduation at the end of each grade GEAR UP TN Metric Proposed Activity Responsible Parties Number Served All Students or Subset If you are targeting a subset, what criteria will be used to identify students (i.e., course grades, attendance, etc.)? Service timeline (date) New or Enhanced Service Total Estimated Cost Funding Source Parent Student Educator New Enhanced GU Match Relevance: Increase GU students’ ability to connect career goals with educational requirements. Metric 3.1: Increase the % of students who report that they understand the education requirements necessary to achieve their career goals GEAR UP TN Metric Proposed Activity Responsible Parties Number Served All Students or Subset If you are targeting a subset, what criteria will be used to identify students (i.e., course grades, attendance, etc.)? Service timeline (date) New or Enhanced Service Total Estimated Cost Funding Source Parent Student Educator New Enhanced GU Match Relationships: Increase the number of GU students who have meaningful relationships that foster academic and postsecondary success. Metric 4.1: Increase the % of GU family members who actively engage in activities associated with assisting students in their academic preparation
Metric 4.2: Increase the % of GU students who report having at least one trusting relationship with an educator GEAR UP TN Metric Proposed Activity Responsible Parties Number Served All Students or Subset If you are targeting a subset, what criteria will be used to identify students (i.e., course grades, attendance, etc.)? Service timeline (date) New or Enhanced Service Total Estimated Cost Funding Source Parent Student Educator New Enhanced GU Match Raise Awareness: Increase GU students’ and their families’ knowledge of postsecondary education options, preparation, and financing. Metric 5.1: Increase the % of GU students who are on-track to apply for college, measured by completion of the ACT/SAT Metric 5.2: Increase the % of GU students who report that they expect to obtain a postsecondary credential GEAR UP TN Metric Proposed Activity Responsible Parties Number Served All Students or Subset If you are targeting a subset, what criteria will be used to identify students (i.e., course grades, attendance, etc.)? Service timeline (date) New or Enhanced Service Total Estimated Cost Funding Source Parent Student Educator New Enhanced GU Match
Adjusted Increase in Permitted Emissions (AIPE) AIPE = PE2 – HAPE where, AIPE = Adjusted Increase in Permitted Emissions, lb/day. PE2 = the emission unit’s post project Potential to Emit, lb/day. HAPE = the emission unit’s Historically Adjusted Potential to Emit, lb/day. Historically Adjusted Potential to Emit (HAPE) Calculations: HAPE = PE1 x (EF2 / EF1) where, PE1 = The emission unit’s Potential to Emit prior to modification or relocation. EF2 = The emission unit’s permitted emission factor for the pollutant after modification or relocation. If EF2 is greater than EF1 then EF2/EF1 shall be set to 1. EF1 = The emission unit’s permitted emission factor for the pollutant before the modification or relocation. EF1 = [ ] % (Taken from project # [ ]) EF2 = [ ] % (As proposed by the applicant, 95% District BACT requirement) AIPE (lb/day) = PE2 (lb/day) – [PE1 (lb/day) x (EF2 / EF1)] = PE2 (lb/day) – [PE1 (lb/day) x (0.95 / 0.95)] = PE2 (lb/day) – [PE1 (lb/day) x 1] = PE2 (lb/day) – PE1 (lb/day) Adjusted Increase in Permitted Emissions (AIPE) PE2 Daily Post Project (lb/day) PE1 Daily Pre Project (lb/day) AIPE (lb/day) NOx -- -- -- SOx -- -- -- PM10 -- -- -- CO -- -- -- VOC [ ] [ ] [ ] BACT Guidance Per District Policy APR 1305, Section IX, “A top-down BACT analysis shall be performed as a part of the Application Review for each application subject to the BACT requirements pursuant to the District’s NSR Rule for source categories or classes covered in the BACT Clearinghouse, relevant information under each of the following steps may be simply cited from the Clearinghouse without further analysis."
Top-Down BACT Analysis for VOC a. Step 1 - Identify All Possible VOC Control Technologies The SJVUAPCD BACT Clearinghouse Guideline 2.1.1 identifies for this soil remediation operation: - Achieved-in-practice BACT: Thermal Oxidizer @ 1400F and 0.5 sec, @ 95% or greater control efficiency. - Achieved-in-practice BACT: Catalytic Oxidizer @ 600F and 0.5 sec, @ 95% or greater control efficiency. - No technologically feasible alternatives are listed. b. Step 2 - Eliminate Technologically Infeasible Options There are no technologically infeasible options listed. c. Step 3 - Rank Remaining Control Technologies by Control Effectiveness - Achieved-in-practice BACT: Thermal Oxidizer @ 1400F and 0.5 sec, @ 95% or greater control efficiency. - Achieved-in-practice BACT: Catalytic Oxidizer @ 600F and 0.5 sec, @ 95% or greater control efficiency. d. Step 4 - Cost Effectiveness Analysis The only control technology alternative in the ranking list from Step 3 has been achieved in practice. Therefore, per SJVUAPCD BACT policy, the cost effectiveness analysis is not required. e. Step 5 - Select BACT The applicant is proposing BACT by the use of a thermal and/or catalytic oxidizer @ 1400F and 600F respectively and 0.5 sec, with a control efficiency of 95% or greater. OR
Local Suppliers - for shopfront design and refurbishment Investment and Business Where business suits Economic Development Strategy View the Rockhampton Region Economic Development Strategy and Summary Report Advance Rockhampton Economic Action Plan Resources Water Security and Agribusiness Health Care and Social Assistance Services Education and Training Defence Smart Regional Centre CBD Development Tourism and Events - Destination Rockhampton Transport and Logistics International Relations and Trade Smart Regional Centre Strategy The Rockhampton Region is one step closer to becoming Australia’s first Smart Regional Centre. Development Incentives View Council's incentives to develop in our Region. Gracemere Industrial Area Find out about our Gracemere Industrial Area; one of Queensland’s premier transport and logistics hubs. Regional Profile and Statistics Access community profile information and socio-economic statistics for the Rockhampton Region. Tenders and Contracts (with RRC) New tender and quote documents are regularly uploaded on the QTenders website following publication in the local and other media. Current Tenders Contracts Awarded Suppliers Guide Become an Advance Rockhampton Member and keep up to date with the latest news and business opportunities Explore the Advance Rockhampton website for new developments, events and support Explore the next Video: Major Projects Supply Opportunities & Tendering Requirements For more information contact the Regional Development Team: Phone: 07 4932 9000 Email: Webpage:
Bowen Basin Mining Club Brisbane Resource Industry Network Mackay Regional Development Australia Mackay-Isaac-Whitsunday Mackay Mackay Regional Council Mackay Local Buying Foundation Mackay Mackay Regional Chamber of Commerce Mackay Sarina Business Group Sarina Queensland Resources Council Brisbane Bowen Collinsville Enterprise Inc. Bowen Advance Queensland Brisbane Queensland Mining Equipment, Technology and Services 10-Year Roadmap and Action Plan Greater Whitsunday Alliance Whitsunday Whitsunday Regional Council Whitsunday Charters Towers Regional Council Charters Towers (Small portion of Adani mine) Townsville Enterprise Townsville Townsville City Council Townsville Advance Cairns Cairns Cairns Chamber of Commerce Cairns Northern Australia Infrastructure Facility Cairns Toowoomba Regional Council Toowoomba Toowoomba and Surat Basin Enterprise Toowoomba Regional Development Australia Canberra Australian Government – Department of Infrastructure & Regional Development Canberra Subscriber-based Websites Subscriber-based websites are also available which provide considerable details, news and articles regarding the latest developments with major projects across Australia. Some of these include: Projectory information-packed articles CoreLogic Shift Miner
Nullinga Dam Feasibility Study - Funding of up to $5,000,000 ex GST Emu Swamp Dam Feasibility Study - Funding of $3,970,000 ex GST North West Queensland Strategic Water Storage Feasibility Study - Funding of $1,765,000 ex GST Lakeland Irrigation Area Feasibility Study - Funding of $825,000 ex GST Gayndah Regional Irrigation Development (GRID) project Feasibility Study - Funding of $1,231,024 ex GST Burdekin Falls Dam Raising Feasibility Study - Funding of $400,000 ex GST Burdekin Haughton Channel Capacity Upgrade Feasibility Study - Funding of $1,915,000 ex GST Bundaberg Channel Capacity Upgrade Feasibility Study - Funding of $750,000 ex GST Urannah Dam Feasibility Study - Funding of $3,000,000 ex GST Lower Fitzroy River infrastructure project Business Case - Funding of $2,000,000 ex GST South-East Queensland Treated Effluent Feasibility Study - Funding of $650,000 ex GST Southern Atherton Tablelands Irrigation Development Feasibility Study - Funding of $750,000 ex GST Clermont: Water Security Feasibility Study - Funding of $225,000 ex GST Aquifer Recharge Feasibility Study - Funding of $120,000 ex GST Hells Gate Dam Feasibility Study - Funding of $2,200,000 ex GST Source: Finding Major Projects Information Researching information about major projects is an ongoing task which requires commitment, time and a sustainable approach to resource this activity sufficiently, to identify and take advantage of the opportunities within major projects supply chains. Industry Capability Network (ICN) Gateway ICN helps bring Australian suppliers and project owners together by giving exclusive access to its powerful online database and our extensive network of Business Growth consultants. Source:
Develop your own Action Plan to increase your chances of success in winning opportunities in major projects supply chains. The following Tender-Ready Action Plan template provides suggested strategies and actions. Strategy Actions Responsibility Start Due Due Date Success Measure Supply Chain Capability & Capacity Strategy Develop or update Strategic Business Plan and incorporate strategic approach for participating in major projects supply chains. Develop and implement a Supply Chain Performance Scorecard that is aligned with the Strategic Business Plan. Develop a Supply Chain Strategy and Roadmap to deliver the Strategic Business Plan. Review and optimise supply chain network to ensure the flow goods and services achieve performance targets. Review and update supply chain processes to best practice to comply with operational and performance requirements. Review and optimise supply chain resources (people, materials, finished goods, parts, tools, equipment, technology and budget) to support Processes and Network. Identify Supplier Development requirements in alignment with the requirements of your Supplier Tier.
Annex 1: Consultations* Interview group Australia Fiji Vanuatu Samoa Tonga Papua New Guinea Solomon Islands Tuvalu Federated States of Micronesia Laos Cambodia TOTAL * DFAT Canberra 12 12 DFAT Post 2 2 4 8 PACER Plus Negotiators 2 4 1 2 1 1 11 Office of the Chief Trade Adviser (OCTA) 2 2 Australian Government, Department of Agriculture 2 2 Australian Competition and Consumer Commission 2 2 Australian Government Border Protection 1 1 Private Sector representatives 2 13 2 2 19 Chamber of Commerce 1 1 Counterpart Government Officials 1 2 13 9 25 Managing Contractor 4 2 3 9 Pacific Island Forum 2 2 Universities 1 2 1 4 Total 20 11 2 4 1 2 1 1 24 10 *Shows number of persons consulted (Canberra and during field visit)
Range of methods A range of methods are discussed in the project appraisal such as analysis of secondary data progress reviews, mid-term and end-term surveys and an independent mid-term review and program completion review. The program Mid-Term Review was completed in September 2015. There is also evidence of impact assessments employing a range of methods which relate to discrete components of the program (i.e. the BAF Impact Assessment). There is no detail on the methodologies or analytical framework that will be applied or how result of individual components will be considered at the program level. Project appraisal document TDF2 Mid-term Review, 2015 BAF Mid-term Impact Assessment International measures The M&E framework references the Logistics Performance Index and World Bank Enterprise Survey M&E framework Contextual factors The project appraisal notes that there are many micro and macro drivers or change which are likely to influence performance indicators, however it does not detail how these will be monitored or accounted for in performance assessment. Project appraisal document Stakeholder engagement The TDF is a pooled fund involving multiple donors and various government departments. No detail is provided in relation to how these stakeholders will participate in ongoing M&E and performance assessment processes. Project appraisal document Informs program improvement No detail provided on how M&E will inform project management. Progress reports contain only reporting against indicators and no text to qualify the figures or their relevance. TDF Program Status Report, 2014 Contributes to public knowledge The project appraisal describes how the program design has drawn on lessons learned, but does not detail how the program will contribute to public knowledge. There is some evidence of lessons learning and sharing—for example, a presentation on lessons learnt from the program were made in Manila in 2014 and Geneva in 2015—however it is not clear how these lessons were generated or how they fit into broader program M&E. Under the previous program, there were documents produced which share evidence generated from the program such as the World Bank Briefing Note on gender and Project appraisal document Trade Development Briefing Note OECD Case Study, 2010 Trade Facilitation Committee and Trade Portal In Lao PDR, 2014 Trade Facilitation Secretariat (TFS):
Construction -8.1 -4.1 Wholesale trade 7.5 6.2 Retail trade 1.9 1.4 Accommodation and food services -0.7 1.9 Transport, postal and warehousing 1.3 1.8 Information media and telecommunication 3.4 2.5 Financial and insurance services 1.7 3.7 Rental, hiring and real estate services 4.9 2.1 Professional, scientific and technical services -3.2 6.2 Administrative and support services -0.9 -0.2 Public administration and safety 1.6 2.1 Education and training 0.6 1.0 Health and social assistance 6.1 5.3 Arts and recreation services 3.0 0.8 Other services -2.2 -2.6 Ownership of dwellings 1.9 2.4 Total all industries 2.2 2.2 Taxes less subsidies on products 1.3 1.2 GSP/GDP 2.2 2.0 17 November 2017 Next release of ABS Cat No 5220.0 is November 2018
PR Award Number: P334A170139 State: Kansas Grantee: Wichita State University Contact Information: John Tomblin, VP for Research & Technology Transfer Telephone Number: 316-978-3285 E-mail Address: proposals@wichita.edu Year One Funding: $740,000 Goals/Objectives: 1a) Increase the academic performance and preparation for post-secondary education for students; 1b) Increase the rate of high school graduation and enrollment in education for students; and1c) Increase students’ and their families’ knowledge of post-secondary education options, preparation and financing. Services/Activities: Academic programming to improve reading and math performance, workshops to students and families on post-secondary education preparation, and professional development for teachers and staff. Target School(s): Hadley Middle School, Hamilton Middle School, Marshall Middle School, Mead Middle School, Pleasant Valley Middle School, North High School, and West High School. Partners: Wichita Public schools and Reach for Tomorrow Incorporated. Students Served (1st year): 925 Students Performance Period: 84 months
Student performance on the SAT indicates a significant discrepancy between the incidence of test taking and performance of African American and Latino students, and that of white and Asian students. Overall, few seniors take the test (43% of seniors at Smith; 20% of seniors at Harold Jackson), and average scores are low. But they are lowest for Hispanic and African American students at these schools. The most shocking statistics are that only 2 of the 100 Hispanic seniors at Harold Jackson even took the SAT, and the average total scores for African American students at Harold Jackson were almost 400 points below the average total score for white students at Smith. Smith HS Harold Jackson HS Asian Hispanic Af. Am. White Total Asian Hispanic Af. Am. White Total Senior test takers 74 (46%) 17 (14%) 12 (22%) 91 (50%) 234 (43%) 51 (31%) 2 (2%) 21 (25%) 11 (9%) 97 (20%) Average verbal 499 481 479 585 547 379 * 390 407 394 Average math 537 497 441 581 552 431 * 383 466 426 Average total 1036 978 920 1166 1099 810 * 773 873 820 * Data for fewer than 10 students are not displayed to protect the privacy of students. All of these data indicate that readiness for and access to post-secondary education is significantly lacking for students attending our target sites, and particularly for African American
attend college 1f. CST performance CST (ELA and math) Annually, spring/summer Principals, project director 2a. High school graduation rate Graduation records Annually with quarterly progress reports Academic advisors 2b. Students entering college Student college enrollment reports June 2012 (monitor monthly in 2012) Academic advisors 2c. CAHSEE passing rate CAHSEE Quarterly, years 4, 5, and 6 Site coordinator, academic advisors 2d. College entrance exam performance SAT and ACT scores Academic advisors 3a&b. Parent and student knowledge Survey Annually Site coordinator Evaluation Questions – Formative Evaluation Item Measure Timeline Responsible Implementation of services Attendance records, site team meeting minutes, partnership meeting minutes Monthly Project director, site coordinators Participation in Attendance records, sign-in Monthly Project director, site
Shared Responsibility Safety for the community is a shared responsibility between State based organisations and agencies, Municipal Councils and most importantly the ‘at risk or affected’ community themselves. Dealing effectively with an emergency in an ‘all agencies, all hazards’ philosophy requires all organisations, agencies and the community working in partnership. The Gembrook Emergency and Resilience Group developed from an identified need for Gembrook to have a local coordinated response to emergencies. GEaR works with Emergency Response agencies and Council to increase preparedness and resilience in Gembrook. What is GEaR’s intent? Through facilitated workshops, GEaR has identified priority actions to reduce the consequences of fire and other emergencies in and around the Gembrook Community. GEaR is working towards increasing community participation and engagement in developing local emergency management arrangements. GEaR does not replace any existing emergency response activities GEaR – What has it done? Since its establishment in Gembrook GEaR has; • Advocated for localised Phoenix bushfire modelling for the district to increase the understanding of localised fire behaviour on the town. • Worked with Cardinia Shire Council to facilitate an ‘all hazards’ risk assessment which has defined the future direction of the group • Led discussions on animal welfare in emergencies, exploring opportunities to educate and support animal owners in the area before, during and after and emergency. How can you help? GEaR is looking for more Community minded people in Gembrook interested in developing our emergency management arrangements and provide leadership in our community in times of disaster. Everyone has something to offer. Further Information For further information on how to support GEaR activities contact; Greg Hoffman 59427346 ghoffmann@westnet.com.au David Nickel 0400 578 306 sathanai@iprimus.com.au
Supplemental Take Home Quiz, MECH4240, Fall 2016 Due: Thursday 9/22, 12:30, on paper Complete the following table on the computer. You will need to expand the height of rows in order to fit your entries into the cells. Figure Geometric Description Power Between: Key Points in Engineering Design Force Modelling Spur Gears Teeth parallel to cylinder axis Parallel shafts Most common type, moderate to low speeds Radial, tangential, no axial force Helical Gears Teeth that follow on helical paths on the cylinder Parallel and nonparallel nonintersecting shafts Quieter operation because teeth load gradually and more teeth in contact, higher speeds, higher loads Radial, axial and tangential Herringbone Gears Internal Gears Bevel Gears Spiral Bevel Gears Miter Gears Hypoid Gears Worm + Worm Gear A worm is a screw meshing with a spur-like gear called the worm gear Three R. R. Moore test specimens are made from steels having ultimate tensile strength of 95, 185 and 240 ksi. Estimate the 103 cycle fatigue strength for rotating bending and also the bending endurance limit for each steel. A 10 mm diameter steel bar having Su = 1200 MPa and Sy = 950 MPa has a fine-ground surface. Estimate the bending fatigue strength for (1) 106 or more cycles (2) 2 x 105 cycles. (3) Determine a factor of safety for infinite life if the steel bar has an internal moment M = 500 in-lb and compare to the factor of safety as if it were in static loading with the same internal moment. List all the different types of rolling-element bearings. For a particular application the bearing(s) is(are) expected to see large combined loading (both radial and axial) and substantial moment, in a locating bearing situation and loading in both axial directions. From the SKF table, choose the best bearing for this situation.
2 4 5 6 7 8 9 10 11 Refuse to answer B3. Which of the following do you have in your home that is in working order? B3a. Electricity Yes No Don’t know Refuse to answer B3b. Indoor running water Yes No Don’t know Refuse to answer B3c. Toilet (in-home) Yes No Don’t know Refuse to answer B3d. Shower, bath, or both Yes No Don’t know Refuse to answer B3e. Bicycle Yes No Don’t know Refuse to answer B3f. Motorbike/motor scooter Yes No Don’t know Refuse to answer B3g. Car or truck Yes No Don’t know Refuse to answer B3h. Cell/mobile phone Yes No Don’t know Refuse to answer B3i. Television/TV Yes No Don’t know Refuse to answer B3j. Radio Yes No Don’t know Refuse to answer B3k. Satellite dish/DSTV Yes No Don’t know Refuse to answer B3l. DVD player Yes No Don’t know Refuse to answer B3m. Refrigerator Yes No Don’t know Refuse to answer B3n. Clothes washing machine Yes No Don’t know Refuse to answer B3o. Dishwasher Yes No Don’t know Refuse to answer B3p. Microwave Yes
This was followed by a very informative session on “Analysis and Presentation of Scores – Learning from Assessment of 20 District Hospital ” by Dr. M. Mariappan. He showcased the findings of baseline assessments conducted in 20 district hospitals all over India. He shared both positive and negative experiences during the assessments. Participants were given hospital score comparison for all 20 district hospitals in a dashboard format.This session served as a great eye opener for participants. Concluding session for the whole training was taken by Dr. Nikhil Prakash on “Standard Operating Procedure for External Assessment & Certification” in which he explained about the Do’s and Don’t’s during assessment and the protocol to undergo External Certification. Evaluation Participants underwent an evaluation based on the 5 day training . They were given question paper with 45 multiple choice questions (each participant having a different set). In addition to this participants were also given spotting of the gaps in which they were shown pictures of gaps in public health hospitals and were asked to enumerate the gaps in form of gap statement.
Course Schedule Principles of Management - CRN 10315 Class Policies & Course Syllabus Fall 2018, Full Term Session Week Reading and Assignments #1 Ending -- 9/02/18 Ch. 2 #2 Ending -- 9/09/18 Ch. 1 Discussion Board #1 #3 Ending – 9/16/18 Ch. 6 #4 Ending – 9/23/18 Ch. 5 Multiple Choice Test #1 #5 Ending – 9/30/18 Ch. 10 Discussion Board #2 #6 Ending – 10/07/18 Ch. 11 Discussion #3 #7 Ending – 10/14/18 Ch. 7 Video Case Study #1 #8 Ending – 10/21/18 Ch. 14 Discussion #4 #9 Ending – 10/28/18 Ch. 15 Discussion #5 #10 Ending – 11/04/18 Ch. 16 Multiple Choice Test #2 #11 Ending – 11/11/18 Bonus Chapter B
#12 Ending – 11/18/18 Bonus Chapter B&C Chapter 18 Discussion #6 #13 Ending – 11/25/18 Bonus Chapter A (Thanksgiving Break) #14 Ending – 12/02/18 Bonus Chapter A (continued) Video Case Study #2 #15 Ending – 12/09/18 Bonus Chapter D Personal Finances & Credit Multiple Choice Exam #3 #16 Ending – 12/16/18 Finals Week
Week Reading and Assignments #1 Ending – 9/02/18 Ch. 5 Discussion Board #1 #2 Ending – 9/09/18 Ch. 2 & 3 Discussion Board #2 #3 Ending – 9/16/18 Ch. 6 Quiz #1 #4 Ending – 9/23/18 Ch. 9 Discussion #3 #5 Ending – 9/30/18 Chapter 10 Discussion #4 #6 Ending – 10/07/18 Ch. 11 Video Case Study #1
#7 Ending – 10/14/18 Chapter 13 Discussion #5 #8 Ending – 10/21/18 Chapter 14 Discussion #6 #9 Ending - 10/28/18 Quiz #2 #10 Ending - 11/04/18 Chapter 12 Discussion #7 #11 Ending - 11/11/18 Chapter 15 Discussion #8 #12 Ending - 11/18/18 Chapter 8 Discussion #9 #13 Ending - 11/25/18 Chapter 1 Discussion #10 Thanksgiving Break #14 Ending - 12/02/18 Video Case #2 #15 Ending - 12/09/18 Quiz #3 #16 Ending - 12/16/18 Finals Week
SECTION 6 (continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Demonstrate an understanding of accounting and basic financial activities. Course Exams, quizzes, assignments, discussions or projects. SECTION 7 Faculty name(s): Gary Corona and Christina Goodell Date: 10/23/14 CS20150615
Date Class Discussion Homework 08/27/13 Review Syllabus and class expectations; Assign groups for final project and discuss expectations Read Ch. 1 08/29/13 Chapter 1 Discussion Read Ch. 2 09/03/13 Chapter 2 Discussion Read Ch. 3 09/05/13 Assignment 1 due (Group discussion) Chapter 3 discussion Read Ch. 4 09/10/13 Finish Chapter 3 Chapter 4 Discussion Study Guide Test 1 09/12/13 Review for test Q + A on part 1 of project Study!! 09/17/13 Test 1 (Ch. 1 – 4) Read Ch. 5 09/19/13 Part 1 of group project due Chapter 5 Discussion Read Ch. 6 09/24/13 Chapter 6 Discussion Read Ch. 7 09/26/13 Assignment 2 due (Group discussion) Chapter 7 Discussion Read Ch. 8 10/1/13 Finish Chapter 7 Chapter 8 Discussion Read Ch. 9 10/3/13 Finish Chapter 8 Chapter 9 Discussion Study Guide Test 2 10/8/13 Finish Chapter 9 Review for test Study!! 10/10/13 Test 2 (Ch. 5-9) Read Ch. 10 10/15/13 Chapter 10 discussion Read Ch. 11 10/17/13 Assignment 3 Due (Group discussion) Chapter 11 Discussion Read Ch. 12 10/22/13 Finish Chapter 11 Chapter 12 discussion Read Ch. 13 10/24/13 Finish Chapter 12 Chapter 13 Discussion Read Ch. 14 10/29/13 Chapter 14 discussion; Q+A for part 2 of project Study Guide Test 3 10/31/13 Part 2 of project due Review for test Study!! 11/5/13 Test 3 (Ch. 10 – 14) Read Ch. 15 11/7/13 Assignment 4 Due (Group discussion) Chapter 15 discussion Read Ch. 16 11/12/13 Finish Chapter 15 Chapter 16 Discussion Read Ch. 17 11/14/13 Finish Chapter 16 Ch. 17 discussion Study Guide Test 4 11/19/13 Finish Ch. 17 Review for test Study!!
SECTION 6 (continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Draft business documents, including visual aids, that are grammatically correct and in the appropriate business style. Course Assignment SECTION 7 Faculty name(s): Stephen Brown, Dr. David Fish Date: 12/4/2014 CS20150615
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: GEB 4891 Semester Credit Hours (Credit): 3 Contact Hours (Workforce): Course Title: Strategic Management and Decision Making SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Address a specific community need and define this need in terms of the public trust and responsibility of an organization. Course Discussions, assignments, quizzes, exams, or projects Research historical data on a management problem. Course Discussions, assignments, quizzes, exams, or projects Evaluate progress towards management goals. Course Discussions, assignments, quizzes, exams, or projects Identify stakeholders/champions and funding sources. Course Discussions, assignments, quizzes, exams, or projects Analyze an organization’s external and internal environments. Course Discussions, assignments, quizzes, exams, or projects Develop a strategic plan and strategy implementation process for a business organization. Course Assignment
SECTION 6 (continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Evaluate development and implementation of a comprehensive strategic plan for an organization. Course Case study SECTION 7 Faculty name(s): Dr. Nancy Rossiter Date: 2/13/2017 CS20150615
Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. In S. Leinhart (Ed.), Sociological methodology (pp. 290-312). San Francisco, CA: Jossey-Bass. Veenhoven, R. (1991). Is happiness relative? Social Indicators Research, 24, 1-34. Zuckerman, P. (2007). Atheism: Contemporary numbers and patterns. In M. Martin (Ed.), The Cambridge companion to atheism (pp. 47-65). Cambridge, England: Cambridge University Press.
Figure 3a. The moderating effect of individual-level religiosity on the relation between income and psychological adjustment within the lower-half countries in culture-level religiosity. Figure 3b. The moderating effect of individual-level religiosity on the relation between income and psychological adjustment within the upper-half countries in culture-level religiosity.
Table 1. Mean zero-order correlations (including their ranges across cultures) between all study variables, means, and standard deviations. personal income individual-level religiosity psychological adjustment performance self-esteem social self-esteem appearance self-esteem individual-level religiosity -.06 -.14(TR)—.01(DE) psychological adjustment .10 .09 .01(EE) —.17(SE) -.01(SE)—.23(TR) performance self-esteem .21 .07 .53 .15(SE)—.25(NL) .13(RU)—.02(CH) .52(DE)—.55(PO) social self-esteem .08 .10 .54 .46 .05(DE)—.13(IT) .03(SE)—.15(RU) .49(FR)—.62(RU) .37(FR)—.50(TR) appearance self-esteem .12 .10 .41 .41 .41 .07(RU)—.16(IT) .05(CH)—.17(FR) .37(SE)—.46(RU) .37(CH)—.49(PO) .36(IT)—.46(PO) M 4.24 3.40 5.41 5.13 5.18 4.83 SD .49 2.03 .88 1.08 1.12 1.13 Note. AT=Austria, CH=Switzerland, ES=Spain, FR=France, DE=Germany, IT=Italy, NL=The Netherlands, PO=Poland, RU=Russia , SE=Sweden, TR=Turkey.
WORKSHEET (If more than one barrister has been recommended or briefed with you, use a separate line for each such barrister) Date Name or Type of Matter New Matter? (Yes/No) Recommendations made by a senior barrister (including by you if you are a senior barrister) (if known) Recommendations made by a junior barrister (including by you if you are a junior barrister) (if known) If briefed, other barristers briefed with you Gender Senior/ Junior Briefed? (Yes/No) Gender (Female/ Male) Senior/ Junior Briefed? (Yes/No) Gender Senior/ Junior
Procedures for equipment failure and for utilization above the 60% threshold are in place. The GECDSB maintains a complete and accurate inventory of technology purchases and assets. A routine and comprehensive replacement cycle exists for all devices and technology infrastructure. T5 Instructional Supports Score: ___ The GECDSB neither provides nor requires the use of a learning management system. Single-sign-on is not available. Content filtering cannot be differentiated by user type. The content filter is a barrier to use. Software, apps and online resources to support the instructional program are not available to teachers or students. The GECDSB provides some support for those teachers who use available learning management systems, but does not provide a system for all teachers and students. Single-sign-on is available across network logins, content filtering, and email systems only. Content filtering is differentiated by staff and students. The content filter prevents the use of some instructional websites and the filter introduces minor performance barriers on the network. Some software, apps and online resources are selected centrally and made available for the purpose of supporting the instructional program. The GECDSB requires teachers to use learning management tools provided by the GECDSB. Single-sign-on is available across some applications. Content filtering is differentiated by school, grade level, and user role. Some software, apps and online resources are selected centrally and made available for the purpose of supporting the instructional program. Additional resources can be requested but the addition may be vetted and/or delayed centrally. The GECDSB provides access to a comprehensive student information system, learning management system, and learning objects repository. Single-sign-on and identity management are integrated across all applications. Content filtering is in place and does not restrict internet usage beyond legal requirements and local responsible use policies, and does not create a network performance issue. Software, apps and online resources to support the instructional program are available and new resources can be added and revoked quickly upon the request of teachers and schools. This tool was adapted from the North Carolina Digital Learning Plan shared by the Friday Institute for Educational Innovation.
GED Language Arts: Reading Course Description: Learners can expect instruction, discussion, and practice in interpreting reading selections from a variety of fiction (novels, short stories, poetry, and drama) and nonfiction tests (essays, articles, speeches, biographies, business documents, and reviews). The main emphasis will be on four different types of reading and critical thinking skills (comprehension, application, analysis, and synthesis) needed to successfully read seven passages and answer 40 multiple choice questions on the GED Reading test. Throughout the course, learners will also develop test-taking skills which they can apply and assess through practice exercises and practice testing. Prerequisite: TABE 8, Completion of Language Arts 3, or Advanced Reading Content Areas: Selected readings from the areas of nonfiction, prose fiction, poetry, and drama NONFICTION 25% Informational Nonfiction Workplace and community documents Speeches Magazine/newspaper/journal articles Editorials Research reports Literary Nonfiction Biographies/autobiographies Essays Diaries Memoirs Letters Critical Reviews of Visual and Performing Arts Dance Theater Film/TV Computer Art Painting/sculpture Photography FICTION 75% Prose Fiction: Excerpts from novels and short stories: (before 1920, 1920-1960, and after 1960)
C.2 Database Design C.2.1 Initial database design The initial database design shows that the URL and title are directly stored from each article and the RedditID is found using the PRAW API. Seeds are generated from the content using NLTK and the adjacency list shows which articles are related to each other to help with clustering. In order to illustrate our database design, Table C1 shows example articles found on Reddit’s site. Table C1: Initial Database Design with Examples Article Number URL Title RedditID Seed Adjacency List 1 Trump comment about immigration "problems" baffles Sweden 5uxy5e [Trump, Sweden, Orlando Melbourne International Airport, immigration problems] {1: 3} 2 Sea ice at record low in Arctic and Antarctic 5uy20e [Sea ice, Arctic, Antarctic, Rod Downie, World Wide Fund for Nature] {2} 3 France is fed up with Trump's "repeated attacks" to weaken Europe 5uxps4 [France, Trump, attacks, weaken] {3: 1} C.3 Detailed Components/Tools Linux Server A Linux based server will host the automated processing scripts for our crawler. This system will contain our database, Python scripts, and a Web Application. Python Scripting The server-side code handles the crux of our computational needs. Phase one and phase two of the design will be handled using individual Python scripts. By fragmenting our design it
Patrol Member Patrol Member Patrol Member Patrol Member Patrol Member Patrol Member Patrol Member Patrol Member All members of my Patrol have read and agree to abide by the Code of Conduct. Signature of Patrol Leader: THE FOLLOWING IS TO BE COMPLETED BY A CAMPOREE STAFF MEMBER ASSIGNED CAMPSITE # NUM MEDICAL FORMS RECEIVED SIGNATURE OF CHECK-IN STAFF YOU HAVE NOW COMPLETED CHECK-IN YOU MAY NOW PROCEED TO INSPECTION CHECK-OUT Date: Time: Campsite Clean/Clear Evaluation Form Completed Signature of Check-Out Staff Person UNIT LEADERS CAMPOREE 2018 REGISTRATION FORM Type of Unit: Troop / Crew / Pack Unit #: (circle one) Name and address of person filing this registration form. Name and address of person who will be Unit Leader during this Camporee.
Initiative Name: Reviewer: Criteria Low (0-3) Average (4-7) High (8-10) Score How clear and realistic are the objectives and the proposed plan/approach? (Part3d) Poorly outlined and/or impractical Partially outlined Somewhat practical plan Well outlined and convincingly supported; Solid plan with a high chance to succeed /10 What will be the extent of students’ experience of the emerging STEM space? (3e) Minimal Moderate Rich /10 How extensive is the opportunity for original project-based learning with applicable outcomes? (3f) Little opportunity Some opportunity Ample opportunity /10 Will the project encourage students’ autonomy and accountability? (3g) Not really Somewhat Totally; It is designed to be driven by students /10 Will students have the opportunity to be creative? (3g) Follows a prescribed format with little flexibility and opportunity for creative thinking Follows a somewhat flexible format with some opportunity for creative thinking Definitely; It is designed to offer ample opportunity for creative thinking /10 How much interdisciplinary team work will be involved? (3g) Not much A moderate amount Lots; Effective teamwork is critical to the project /10 Will social, environmental, and other implications of the project be examined? (3g) Only marginally Somewhat Extensively; Real-world implications and sustainable practices are central to the design of the project /10
Will students have opportunities to communicate their work to the wider community? (3g) Little/Limited Some Ample and varied; Students will present their work to a variety of audiences and will use multiple communication methods and tools /10 How thorough and realistic are the proposed budget and the long-term sustainability plan? (3l, 3m) Incomplete or inadequate Unrealistic Somewhat adequate and realistic Complete and sensible Realistic long-term plan /10 How much commitment and responsible planning come across in the application? whole application) Weak commitment and poor/sketchy planning Substantial commitment and planning but with major flaws Strong commitment and outstanding planning /10 Overall Evaluation TOTAL Is the application a good fit to the program? Will it be a good investment of geekStarter support? (add up the scores) Not really A good fit and investment/use of geekStarter support An excellent fit and investment/use of geekStarter support /100 Comments:
Financial disclosure – OGE Form 278 (formerly called the SF 278) JER 7-200 to 7-209 1 Jul 11 OGE Federal Register on change in reporting requirement for gifts OGE memo DO-10-020, dated 17 Dec 10 (the new OGE Form 278) OGE memo DO-08-026, dated 27 Aug 08 (tips for termination reports) OGE Informal Advisory Opinion 07 X 5 (reporting political travel, food & beverages on 278) Financial disclosure – OGE Form 450 JER 7-300 to 7-310 1 Jul 11 OGE Federal Register on change in reporting requirement for gifts Fiscal law – general The 69-page on fiscal law in the 2010 DoD Ethics Counselor’s Deskbook Fiscal law – use of appropriated funds for promotional items / incentive items / personal gifts , Budget Guidance and Procedures, 3 Mar 05, para. 4.29, states in relevant part: “Awards and Gifts. Do not use appropriated funds to purchase gifts for military members, employees, or private unless specifically authorized by law. Currently, the only authority to use Air Force appropriated funds for gifts is AFI 65-603, which specifies the circumstances and the individuals to whom gifts (or “mementos”) may be presented.” Fundraising JER 3-210a (endorsement of fundraising) JER 3-300a (fundraising in a personal capacity) The 23-page on Fundraising in the 2010 DoD Ethics Counselor’s Deskbook , Fundraising Within The Air Force, 12 Jul 02 Furloughs OGE Informal Advisory Opinion 04 X 6 Gambling JER 2-302 Gifts (from outside sources to government employee) – In General (general rules)
JER 2-206 JER 2-303 JER 3-306 The 20-page on Outside Activities in the 2010 DoD Ethics Counselor’s Deskbook Air Force Form 3902 (off-duty employment approval form) , Off-Duty Employment, 15 Dec 04 Mark Stone’s 12-page, 19 Nov 10 document entitled “40 Rules on Off-Duty Employment by Executive Branch Employees” Off-duty employment – participation in media productions The on Outside Activities in the 2010 DoD Ethics Counselor’s Deskbook (page 7) Off-duty employment – sales to subordinates or junior ranking personnel JER 2-205 (soliciting sales to a subordinates or junior ranking personnel) JER 5-409 (soliciting sales to a subordinates or junior ranking personnel) Off-duty employment – teaching, speaking & writing OGE Informal Advisory Opinion 08 X 5 (teaching courses offered by a non-appropriated fund instrumentality (NAFI) JER 2-207 (mandatory disclaimer for speeches & writings related to DoD matters) JER 2-307a (mandatory disclaimer for speeches & writings related to DoD matters) JER 3-307b (security review of lecture, speech or writing related to DoD matters) Off-duty employment – working for the U.S. Government (the extra pay for extra services law) JER 5-405 Comp. Gen. Dec. B-251541, July 21, 1993 (interprets 5 USC 5536) Comp. Gen. Dec. B-204533, Dec 30, 1981 (and cases cited therein) (interprets 5 USC 5536) 52 Comp Gen 471 (interprets 5 USC 5536) Comp. Gen. Dec. B-102611, May 4, 1951 (interprets 5 USC 5536) 28 Comp Gen 459 (1949) (B-82024) (interprets 5 USC 5536) 22 Comp Gen 127, 149 (interprets 5 USC 5536) An Army Lawyer article on moonlighting military doctors (which discusses 5 USC 5536) is at: Off-duty employment – working for the U.S. Government during terminal leave JER 9-901a
Across the program: about 120 refugees and migrants from 25 countries learn English together in the class room environment. Students are streamed into distinct English class levels. Preliminary low-literacy, Beginner 1, Post-beginner 2 and Intermediate 3 classes are offered at two sites. There is one site in the northern suburbs at the Northern Community Hub, and another in the Geelong business district at the Pulse training facility. speaking, reading, writing and listening skills are taught on a holistic basis. students also acquire English in practical ways such as outside the classroom and through simulated real-world activities. students go out to visit shops, workplaces and also engage in role-play at other community centres. Three methods of learning are offered: in the classroom, where free childcare is provided. e-learning/skype distance learning home tutoring. Classes and courses currently offered include: core classes, 15 hours full-time, or seven hours part-time per week introductory 100-hour Special Preparatory Program () classes for those with disrupted education, or torture and trauma issues settlement classes, 40 hours short, stand-alone literacy classes (grammar, computer literacy, writing and citizenship) specialist employment classes, 200 hours night classes, two nights per week bilingual afternoon classes home tutor scheme. The counselling service assists learners with pathway planning, education, training and employment issues. Diversitat offers a learner’s pathway from to accredited training, and higher education pathways to Gordon TAFE and Deakin University, which has two campuses in Geelong. Health Services Barwon Health, the main health provider in Geelong and the region, delivers health care services through: a major public hospital and its associated services, with a total of 1016 beds a sub-acute site for inpatient and community rehabilitation aged care a total of 16 community-based sites at key locations throughout the region outreach clinics and home-based services. Two general practitioner clinics specialise in refugee health assessments, and there is an infectious disease assessment and treatment clinic.
Market 0 percent 1–25 percent 26–50 percent 51–75 percent 76–100 percent More than 100 percent (enter value) Prevented market entry Brazil China Colombia European Union India Indonesia Russia South Korea Thailand Turkey Vietnam On average, by how much have these regulatory and policy measures affected your firm’s cost of serving an additional customer in the following foreign markets from your existing facilities, i.e. variable costs? Market 0 percent 1–25 percent 26–50 percent 51–75 percent 76–100 percent More than 100 percent (enter value) Brazil China Colombia European Union India Indonesia Russia South Korea Thailand Turkey
Describe the impact of measures related to foreign investment on your firm’s competitiveness in foreign markets. Please describe any additional impacts to your firm’s competitiveness as a result of measures related to foreign investment. What strategic changes did your firm make in response to measures related to foreign investment? (Check all that apply) Made no changes Directed less attention/focus to those foreign markets Increased attention/focus to other foreign markets Increased investment to comply with these measures Halted plans for expansion in that market Raised prices to offset increased costs Other Indicate the extent to which measures related to foreign investment restrict your firm’s ability to develop, sell, or provide products or services in each of the following markets. The level of restrictiveness should reflect the degree to which these measures have impacted your firm’s costs, risks, and market share. Market Not encountered Encountered, but not restrictive (e.g., no impact on costs, risks, or market share) Somewhat restrictive Moderately restrictive Very restrictive Prohibitively restrictive (e.g., prevented entrance or led to exiting a market) Brazil China Colombia EU India Indonesia Russia South Korea Thailand