zilongwang/ReadingBank huggingface dataset:
060 Facility design, engineering, and construction operations records. Records documenting operational support of facility design, engineering, and construction projects. Includes: project requests and approvals meeting agendas, minutes, and other records budget and cost working files task, punch, and action item lists work logs progress reports and presentation materials related correspondence and notes Temporary. Destroy 5 years after project completion or termination, but longer retention is authorized if required for business use. 070 Facility, space, and equipment inspection, maintenance, and service records. Records documenting inspection, maintenance, service, and repair activities relating to buildings, grounds, Federally owned and operated housing, equipment, and personal property. Includes: repair and maintenance work orders, requisitions, and related papers maintenance and inspection logs and reports job orders, service call records, action sheets, and repair logs work, shop, or job schedules Note: Agencies that contract out facility management may wish to retain records longer than this item’s disposition instruction to document contract performance. Exclusion: Records agencies hold to document expenditure of appropriated or non-appropriated funds (GRS 1.1, item 010 covers these). Records documenting facility structure and long-term maintenance. Temporary. Destroy when 3 years old, but longer retention is authorized if required for business use. 071 Records tracking completion of custodial and minor repair work. Temporary. Destroy when 90 days old, but longer retention is authorized if required for business use. 080 Housing rental and lease records. Applications, leases, renewals, assignments, termination notices, and related documents regarding Federally owned and operated housing facilities. Temporary. Destroy 3 years after lease termination, lapse, reassignment, rejection of application, cancellation of lease, or conclusion of litigation, as applicable.
certifying approval or extension or refusal or withdrawal of approval are to be sent. Appendix 1 Figure 1 Dynamic tests Figure 2 Static tests Figure 3 Impact location Table 1 Test cases The following table details the test cases, using the following variables: vvehicle steady-state velocity of vehicle vbicycle steady-state velocity of bicycle da bicycle position when vehicle crosses line b db vehicle position when bicycle crosses line a dc vehicle position at last point of information dd vehicle position at first point of information (dc+11.11 m for vehicle speeds of 10 km/h and dc+22.22 m for vehicle speeds of 20 km/h) dbicycle starting position of bicycle lcorridor length of vehicle corridor dcorridor width of vehicle corridor dlateral lateral separation between bicycle and vehicle The following variables do not specify test cases, but are given for information only (not influencing test parameters): Impact position [m], this specifies the impact position for which the values of da and db in Table 1 have been calculated (dd is always calculated for either an impact position of 6 m or start of synchronized movement, in case of same speeds for vehicles and bicycle). Turn radius [m], this specifies the turn radius for which the values of da and db in Table 1 have been calculated. Test Case [km/h] vVehicle [km/h] dlateral [m] da [m] db [m] dc [m] dd [m] dbicycle [m] [m] [m] For information only (not influencing test parameters) Impact Position [m] Turn Radius [m] 1 20 10 1.25 44.4 15.8 15 26.1 65 80 vehicle width + 1 m 6 5 2 20 10 22 15 32.3 0 10 3 20 20 38.3 38.3 65 6 25 4 10 20 4.25 22.2 43.5 15 43.2 0 25 5 10 10 19.8 19.8 65 0 5 6 20 10 44.4 14.7 15 26.1 6 10 7 17.7 29.1 3 10
Activity Information Date of application: (dd/mm/yyyy) Title of group learning activity: Activity start date: (dd/mm/yyyy) Activity end date: (dd/mm/yyyy) Delivery method of group learning activity: Web-based Face-to-face Both web-based and face-to-face Location How many times will this activity be held? 1 2 3 4+ Estimated # of participants: Has the program been previously accredited? Yes No If yes, when was it reviewed? If yes, by which CPD accreditation system? How many hours are required to complete the program? PART A: Administrative Standards Name of physician organization that developed the group learning activity Name and contact information for requesting accreditation: Name of physician organization: Address: Email: Telephone #: Website address: Contact information for main First Name: Last Name: Address: Email: Telephone#: Name and contact information for Scientific Planning Committee Chair: (If different from above) First Name: Last Name: Email: Telephone #: Address: Name and contact information for organization the Name of organization: Address: developing
CAMERA EQUIPMENT Camera/Equipment Location: (Check all that apply) Road shoulder Road median Other (explain): Types of Equipment: (Check all that apply) Hand Tripod Dolly Dolly w/track footage Arm footage Crane or jib arm Portable crane Car mount Camera car, shot maker, or process trailer OPERATIONAL INFORMATION NUMBER OF VEHICLES NOTE: Large or oversized vehicles may not be able to be accommodated or additional steps may need to be taken to ensure that no damage to park resource occurs. Cars, SUVs, or light pick-up trucks Vehicles greater than a 10,000 lbs. (class 3 or higher) BASE CAMP LOCATION (attach diagrams) SPECIAL ACTIVITIES (attach additional pages, if necessary) INVOLVEMENT OF MINORS Will children be involved? Yes No If “Yes”, provide number of children and age range. Quantity Age Range LIVESTOCK OR TRAINED ANIMALS Will livestock or trained animals be used? Yes No If “Yes”, provide the following: Type Quantity Manner of Transportation Staging/Coral Requirements AIRCRAFT NOTE: All aircraft use over park lands should be listed. Landings must be specifically requested and approved as a condition of your permit. Will aircraft be used? Yes No If “Yes”, explain below (attach additional pages, if necessary) SPECIAL EFFECTS (including weapons, pyrotechnics, etc.) (attach additional pages, if necessary) Effects Technician’s Name Contact Phone Number Email Address License # (if applicable) Permit # (if applicable) STUNTS Will stunts be used? Yes No If “Yes”, explain below (attach additional pages, if necessary) Stunt Coordinator Contact Phone Number Email Address OTHER OR HAZARDOUS ACTIVITIES Any other unusual or hazardous activities? Yes No If “Yes”, explain below (attach additional pages, if necessary)
Annex 2 Arrangements of the approval marks Model A (See paragraphs 4.4. to 4.4.2. of this UN Regulation) a = 8 mm min The above approval mark affixed to a vehicle/ storage system/specific component shows that the vehicle/storage system/specific component type concerned has been approved in Japan (E 43) for its the safety-related performance of hydrogen-fuelled vehicles pursuant to UN Regulation No. [xxx]. The first two digits of the approval number indicate that the approval was granted in accordance with the requirements of UN Regulation No. [xxx] in its original form. Model B (See paragraph 4.5. of this UN Regulation) a = 8 mm min. The above approval mark affixed to a vehicle shows that the road vehicle concerned has been approved in the Netherlands (E 4) pursuant to UN Regulations Nos. [xxx] and 100.* The approval number indicates that, at the dates when the respective approvals were granted, UN Regulation No. 100 was amended by the 02 series of amendments and UN Regulation No. [xxx] was still in its original form.
Submitted by the expert from France Informal document GRSP-63-02 (63rd GRSP, 14-18 May 2018, agenda item 7) Proposal for Supplement 5 to 03 series of amendments and Supplement 2 to the 04 series of amendments to Regulation No. 11 (Door latches and hinges) The text reproduced below was prepared by the experts from France. It proposes supplements to UN Regulation No. 11 to include French version updates to be in line with the English initial version. The modifications to the current text of UN Regulation No. 11 are marked in bold for new characters and strikethrough for deleted characters. I. Proposal Paragraph 6.3.1., English version : " 6.3.1. Each door shall be equipped with at least one locking device which, when engaged, shall prevent operation of the exterior door handle or other exterior latch release control and which has an operating means and a lock release/engagement device located within the interior of the vehicle. 6.3.2. Rear side doors Each rear side door shall be equipped with at least one locking device which, when engaged, prevents operation of the interior door handle or other interior latch release control and requires separate actions to unlock the door and operate the interior door handle or other interior latch release control. […] 6.3.3. Back doors Each back door equipped with an interior door handle or other interior latch release control, shall be equipped with at least one locking device located within the interior of the vehicle which, when engaged, prevents operation of the interior door handle or other interior latch release control and requires separate actions to unlock the door and operate the interior door handle or other interior latch release control." French version Paragraphs 6.3.1.and 6.3.2., amend to read : "6.3.1 Chaque porte doit être équipée d'au moins un dispositif de verrouillage qui, lorsqu'il est en position fermée, bloque la poignée extérieure ou toute autre commande extérieure d'ouverture, et qui dispose d’un moyen de manœuvre et d’un dispositif d’engagement / désengagement situé à peut être aussi manoeuvré de l'intérieur du véhicule. 6.3.2 Portes latérales arrière
Selection panel members should complete this form for each candidate and return them all to your Senior Human Resources Assistant, together with the interview questions forms, candidate assessment forms and recommendation to appoint form. GROUP DISCUSSION ASSESSMENT FORM Candidate Name Post Title Post ref. no. Topic for discussion Faculty/Department Requirements Evidence Score List the job requirements the group discussion exercise will test. (They should be marked with a ‘T’ on the person specification). List below the key responses or abilities that are required for each requirement. Examples are provided below: Contribution to discussion: Engages the attention of group members Leads discussions, encouraging others to participate Leads discussion at times Gives clear direction Collaborative with others Steers discussion to reach a conclusion Summarises the discussion Actively listens to others Enables agreement to be reached Aware of time restraints Communication Takes time to prepare Clearly communicates complex information Identifies barriers in the discussion Asks appropriate questions for clarity Actively listens to others Handles conflict and challenges well Knowledge /expertise Displays relevant/current knowledge of subject matter Contributes original ideas Make relevant contributions Score the candidate against each requirement using a scoring system of 1 (low) to 5 (high) Signed: ____________________________________________________________________ Date: ____________ (Selection Panel Member)
employee will usually increase each year as the employees become older; however, if employees who retire, die or leave service are replaced by younger employees for whom lower rates of premium may apply, the cost may not increase. If the number of employees included in the Policy increases to <INSERT> or more at any time, the cost will be calculated on the unit rate basis. Schemes with 20 Employees or More: Unit Rate -The policy accounting is based on a Unit Rate method using simplified administration. This means that an annual rate of premium applicable to all employees (referred to as the unit rate or flat rate) is calculated at the beginning of the guarantee period. At the beginning of each year a provisional premium will be calculated based on the total salary roll at the commencement date multiplied by the unit rate (which could be a nominal rate, or could be expressed as a percentage of salary or as a percentage of benefit). If the number of employees included in the Policy falls below <INSERT> at any time, the cost will be calculated on the single premium basis. For full details of this please refer to the Key Features document. Salary Definition The above recommendation and premiums are based on your agreement that definition of the insured’s salary is as follows: Basic salary only Basic salary plus other earnings from the employer (for example overtime, bonus, commission or directors’ fees) averaged over a given three year period Total earned income from the employer during a given 12 month period Total P60 earnings in the preceding tax year. Annual average amount of earnings drawn from the partnership (partnership drawings) in the last three partnership accounting years. In the event that any member’s salary changes or they cease to be actively employed in the future you should contact the insurance company as this may affect the terms of the policy. . INSTRUCTION TO USER – The following section concerning charges of the recommended plan or provider will need to be merged with the Important Information (Cost of Services) section produced by the PPOL Suitability Report Builder. Where the text is highlighted in blue this tends to suggest that the text may not be appropriate in all instances. Please delete the charges which are not applicable to the recommended plan or provider. Where the text is highlighted in red, this will require your input. Further Information and Risk Warnings A summary of the risk warnings associated with my advice can be found in the Appendix of this report and should be read with particular care. Additional information regarding the recommendations can be found in the Key Features Document(s) provided. Cost of Services
Supplement Source Objective Document Link Working Documents R129 Supplement 2 to the 03 series Netherlands Define “insert” Require labels for removable inserts Supplement 2 to the 03 series CLEPA Modify current 03 series text to clarify booster seat requirements Supplement 2 to the 03 series Supplement 5 to the 02 series CLEPA Side impact door modification Supplement 5 to the 02 series CLEPA Modify current 02 series text to clarify booster seat requirements 04 series CLEPA Introduce booster cushions Supplement 9 to the 00 series Supplement 6 to the 01 series Supplement 5 to the 02 series Supplement 2 to the 03 series CLEPA Update to markings label & user instructions for convertible seats and forward facing only ECRS Supplement 2 to the 03 series CLEPA Allow infant carrier of any stature/age Correct Transitional Provisions to allow extensions to 02 series R44
Reading: OHABA Ch. 55 Week 7: October 15, 18 The Middle Bronze Age and Early Mycenaeans Reading: OHABA Ch. 10; Week 8: October 22, 25 Monday – Shaft Grave Period Reading: OHABA Ch. 21 Gla, Orchomenos, Thebes; Pylos; Athens Reading: Discussion #3: Mycenaean Empire or separate Kingdoms? Week 9: October 29, November 1 Mycenaean Death; Bronze Age Aegean Religion Reading: OHABA Ch. 19-20 Discussion #4: Archaeology of Cult Week 11: Reading Break, 15 Monday - READING BREAK Thursday – Linear B Reading: OHABA Ch. 27, Week 11: November 19, 22 Reading: OHABA Ch. 22, 29, 59 Gelidonya Shipwreck and the Ulu Burun Shipwreck Reading: Week 12: November 26, 29 Historicity and Myth: Trojans, Hittites Reading: OHABA Ch. 35, 63; Discussion #5: Trojan War - Fact or Fiction? Week 13: December 3 Monday: In class exam
Maintenance and upgrades to existing trails network. Crahen Valley Park Design/Engineer Phase I Development $150,000 $75,000 1 1 2016 Trails Maintenance and upgrades to existing trails network. Crahen Valley Park Phase I construction. $75,000 $1,380,000 1 1,2,5 2017 Trails Update Trails Master Plan. Crahen Valley Park Design/Engineer Phase II Development. Township Hall Park Park equipment upgrades. Park and Recreation Master Plan Update Five Year Master Plan $5,000 $30,000 $71,500 $20,000 1 1 1 1 2018 Trails Construct Lefffingwell from Winesap to Knapp. Maintenance and upgrades to existing trails network. $250,000 $15,000 1 1 *Funding Sources Township Funds Community Development Block Grant Funds Michigan Land Trust (DNR) Transportation Enhancement Grants Private Funds APPENDIX A TABLES FROM THE PARK AND RECREATION NEEDS ASSESSMENT General Population Statistics Section Number Survey Response(s) Percentage of Total Rank (5%+) 1 10 6.13% 7th 2 1 0.61% 3 2 1.22% 4 0 0.00% 5 0 0.00% 9 9 5.52% 8th 10 16 9.82% 4th 11 11 6.75% 6th
Title Phone Number Email GRTA Jannine Miller Executive Director, GRTA 404-463-3010 Jim Ritchey Chief Regional Transit Operations, GRTA 404-463-2035 Gail Planning and Policy Development Manager, GRTA 404-463-2430 Jerome M. Parker Transit Director, GRTA 404-463-3090 Kirk Fjelstul Deputy Executive Director, GRTA 404-463-3070 William M. Mecke Chief Public Relations Officer, GRTA 404-463-3011 Roger Henze Principal Project Manager II, GRTA 404-463-3094 Rob Alexander Customer Development Director, GRTA 404-463-3048 Federal Transit Administration (FTA) Frank Billue Regional Civil Rights Officer, Region IV 404-865-5628 Review Team – The DMP Group, LLC John Potts Lead Reviewer 504-283-7661 Donald Lucas Reviewer 202-726-2630 Gregory Campbell Reviewer 202-726-2630
Scope number of presentations by GRTS in each LA, identify problems/issues and implement recommendations for service improvement April 2017 NP NP in liaison with homelessness group to collate figures for 2013/14 and 2014/15. To date GRTS are not presenting as homeless to housing options teams or are not identifying as GRTS if they do present. Update 07/16: Included in Performance Monitoring annually Support provision of pitches and sites to meet identified needs Consider and respond to funding opportunities as they arise On Going All Liaise with HCA as funding guidance announced for 2016+ capital programmes Training and Awareness Identify training needs of LA planning and housing officers. Continue to provide awareness raising and light-touch training to staff and members to support improved delivery of services to GRTS Ongoing NP (NY Housing Training Group), GaTEWAY to continue to offer & provide attendance at Team Meetings etc to deliver ongoing awareness raising & light-touch training. Review appeal decisions as they arise. Discuss with Housing Training Group Review Steering Group Membership and attendance – consider invitations to Development Management Officers, Home Improvement Agencies, Health & Well Being/Public Health, York Travellers Trust etc. March 2017 All/Chair Review agendas and invite wider attendees accordingly. Update: Promoted wider attendance through the training event Continue to review and update GRTS section of YNYER website and test with LLGs Ongoing SH SH updated and will review as necessary. GaTEWAY to test with LLGs and service users to check fit for purpose Services – Heath and Education Offer improved housing services, advice and assistance for GRTS. Improve links with public health, minority ethnic achievement hubs in schools and other agencies to raise awareness of needs of GRTS and provide opportunities for services to inform GRTS of services available. Ongoing GaTEWAY GaTEWAY liaising with other agencies to encourage attendance at drop ins, site events etc. to meet and engage with communities. Collecting information on attendance at site meetings, off-site by other agencies. Link made with Airedale, Wharfedale & Craven CCG. CA to check link with education. Links made by Hambleton. York good relations with Education and Ryedale has been in touch with NYCC. Invite NY public health to sub group meeting
AWARDS 1975-79 Columbia University Graduate School of Arts & Sciences Faculty Fellowship 1976-79 NIH National Research Service Award: Pharmacological Sciences Research Training Grant, Columbia University School of Physicians & Surgeons, Department of Pharmacology 1977 Psychobiology Institute on Neurobiology & Addiction, University of California, Irvine (summer participant) 1987 Optometric Editors Association National Award for Best Non-Technical Article 1988 Centers for Disease Control Award for Outstanding Service as Scientific Editor of the 1988 Surgeon General's Report on Smoking and Health 1989 American Psychological Association, Division of Health Psychology, annual award for Outstanding Contributions to Health Psychology 1989 USUHS Certificate of Appreciation 1990 Centers for Disease Control Award for Outstanding Service as Scientific Editor of the 1990 Surgeon General's Report on Smoking and Health 1990 U. S. Surgeon General's Medallion 1991 USUHS Certificate of Superior Accomplishment 1994 USUHS Excellence in Teaching Award (selected by Class of 1996) 1997 USUHS Award for Contributions to Interdisciplinary Education in Neuroscience 1998 USUHS Distinguished Service Medal awarded by USUHS Board of Regents 1998 USUHS Award for Contributions to Interdisciplinary Education in Neuroscience 1999 USUHS Outstanding Biomedical Graduate Educator Award 1999 USUHS Award for Contributions to Interdisciplinary Education in Neuroscience 1999 Outstanding Medical Psychology Instructor (selected by class of 2002) 2000 USUHS Award for Education in Neuroscience 2000 Outstanding Medical Psychology Instructor (selected by class of 2003) 2001 Outstanding Medical Psychology and Physiology Instructor (selected by class of 2004) 2002 Outstanding Medical Psychology Instructor (selected by class of 2005) 2003 U.S. Food and Drug Administration Scientific Contributions Recognition Award 2003 National Cancer Institute, Division of Cancer Prevention, Certificate of Appreciation 2004 Outstanding Instruction in Faculty Development, Tripler Army Medical Center 2005 National Cancer Institute, Division of Cancer Prevention, Certificate of Appreciation 2006 Society for Research on Nicotine and Tobacco (SRNT) Award as a founding Associate Editor of the society’s journal, Nicotine & Tobacco Research 2006 Society of Behavioral Medicine, Distinguished Scientist Award 2006 USUHS Ctr for Health Disparities Building Partnerships for Better Health Award 2006 National Cancer Institute (NCI), Division of Cancer Prevention, Certificate of Appreciation 2007 USUHS Carol J. Johns Medal for outstanding contributions to university faculty, programs, and reputation 2007 NCI, Division of Cancer Prevention, Certificate of Appreciation 2008 USUHS Outstanding Biomedical Graduate Educator Award 2008 USUHS Cinda Helke Award for Excellence in Graduate Student Advocacy 2008 NCI, Office of Preventive Oncology, Certificate of Appreciation
errors/no line detected. Scan or enter Groupon ID. Scan or enter Groupon ID. Solution: Check all connections Scanned Groupon ID Only Scanned Groupon ID Only Problem: Bar code reader does not scan. If bar code scanned, ID displays until pressed or timeout. If bar code scanned, ID displays until pressed or timeout. Solution: Press yellow scan button. Verify displayed Groupon ID. Verify displayed Groupon ID. Make sure bar code reader cable is firmly inserted to both the reader and Vx520. Amount Amount Unplug the power and plug it back in after a few seconds to re-initialize the reader. Select Payment Type [pay balance with card] Select Payment Type [pay balance with cash] Problem: Help is the only option displayed on the menu. Swipe Card or Enter Account #, then press Transaction processed, then merchant receipt prints… Solution: Contact the Help Desk because your system is not initialized. Select Card Type Print Cust Copy? [if debit enabled] Manual Entry Only Exp Date [MMYY] Q: Where is the Groupon Barcode # ? Imprint Card A: Bottom right of the Groupon printout or image V-Code [on back of card] ZIP Code Debit Only Customer: Enter PIN on PIN pad, then press Q: Who can I call for help? A: 800-342-9080 24 x 7 x 365 Transaction processed, then merchant receipt prints… Print Cust Copy? = Cancel or return to previous menu = Accept keyed information = Erase keyed information = Return to Main Menu © 2011 VeriFone Systems, Inc. P/N nnnnnn Rev A
• Investment Management Fee: Or Annual Management Charge (AMC). A fee levied by the investment firm paid out of the fund for the costs of investment management and fund administration. • Total Expense Ratio (TER): Annual cost of a fund which includes the AMC and other services paid for by the fund i.e. trustee, depositary and custodian fees. • Trading / Broker Fee: Necessary costs when investing in shares or active funds if the manager or broker buys and sells. • Plan Fee: A set charge typically applied on the plan anniversary to cover provider administration. • Wrap Fee: Charge taken by the Wrap service provider for administering a specific tax wrapper • Platform Fee: Charge taken by the Platform service provider for administering a specific tax wrapper. • Trust Fee: Charges taken from the trust property for on-going trustee duties and expenditure Other Fees: Attributable on-going charges to the plan or investment strategy not already mentioned. Event Based Charges: Ad hoc charges related to specific events. • Advisor Charge: A fee paid to the advisor for specific advice or services. • AC Paid By Provider: The Advisor Charge will be paid by the product provider. AC Paid By Client: The Advisor Charge will be paid by directly by you AC Paid By Cash Account: The Advisor Charge will be paid from the cash account within your investment. AC Paid By Fund: The Advisor Charge will be paid from the fund. Income Review Fee: A charge levied by the plan provider to review the maximum GAD income drawdown level ahead of the statutory triennial review or transfer in. • Fund Switch Fee: A charge to sell one fund to buy another. • Income Withdrawal Charge: A charge levied by the plan provider to commence or maintain income payments from capital. Other Fees: Attributable specific charges to the plan or investment strategy not already mentioned. Exit Charges: One off fees taken on termination.
Begin to develop approach to research Student and student/advisor meetings focus on approaches, research methods, data sources, and potential pilot analyses. Weeks 2-6 Apr 7 – May 9 Develop external advisory committee By Week 6, invite at least two people to serve as external advisors for the Group Project (one of the two or more external advisors may be another Bren faculty member). Week 3 Apr 14 – 18 Refine research approach Student and student/advisor meetings refine approaches, research methods, data sources, and potential pilot analyses. Apr 18: Project Objectives, Significance, and Deliverables due Submit the following to faculty advisor: Project objectives (Work Plan Section C) Significance (Work Plan Section D) Deliverables (Work Plan Section H) Week 4 Apr 21 – 25 Apr 25: Project Budget and Justification due Submit project budget and justification (Work Plan Section K) to faculty advisor. Weeks 4-6 Apr 21 – May 9 Student and student/advisor meetings focus on research on methods, results and challenges of pilot analyses Develop background (Work Plan Section E) and technical approach (Work Plan Section F). Link proposed tasks to timeline in milestones (Work Plan Section I). Populate data catalog to support proposed analyses. Plan and schedule spring review meeting by Week 6 Discuss with faculty advisor the goals, date, time, and potential participants for the spring review meeting. Schedule room for spring review meeting; plan for a phone or Skype if remote participation is necessary. Invite client and external advisors to participate in spring review meeting. Week 7 May 12 - 16 May 12: Draft work plan due Submit draft work plan to faculty advisor. Week 8 May 19 – 23 May 19: Faculty advisor feedback due back to students Integrate faculty advisor’s feedback into draft work plan before or during week 8. May 23: Revised work plan due Send revised work plan to faculty advisor, client and external advisors.
COP 4703 Group Project Overall 125 Points Your group is a consulting firm in the bidding process for a Database Implementation project. Your client, Disney, is creating a new park called StarWars Galaxy and would like to track schedules and budgeting for the construction of all the projects (facilities, rides, restaurants, etc.). and employees. The CIO would be evaluating your bid and has put out the following requirements for the system: Phase 1: 60 points (Due Mid-semester): Step 1: Create the tables An employee for Disney will have Employee Number, First Name, Last Name, SSN, Address, State, Zip, date of birth, certification, jobCode and salary. The available jobs are “Cast Member, Engineer, Inspector, and Project Manager” and an Employee can only have one job. When an employee gets paid, an entry will be made to a paycheck table, which will have a payId, Employee Number, periodBegin, periodEnd, payDate, GrossPay , Net Pay and containsBonus. You will create tables to hold employee data and job data: Table # 1 Name: Employee Columns and Data Types: empNumber (char(8)), firstName (varchar(25)), lastName varchar(25)), ssn (char(9)), address (varchar(50)), state (char(2)), zip (char(5)), jobCode (char(4)) , dateOfBirth (date), certification(bit), salary(money) ) Table # 2 Name: Job Columns and Data Types: jobCode (char(4), jobdesc(varchar(50)) Table #3 Name: Paycheck Columns and Data Types: payID (char(8)), empNumber(char(8)), periodBegin (date), periodEnd (date), payDate (date), GrossPay (money), NetPay (money), containsBonus(bit) Step 2: Constraints Next You will write the script to create constraints on these two tables. The following constraints must be created:
Drawback alerting system Providing information to a diver in case of detection of objects at intersections in case of crossing traffic (when a vehicle goes straight, also applicable in case of reversing) and counter traffic (when a vehicle makes left turn). May involve V2V communication technology New topic Driver availability recognition Should cover monitoring of driver's fatigue on the basis of the driver's state (fatigue, drowsiness, irritability, drug or alcohol intoxication) and its control actions (frequency and amplitude of steering inputs, accelerator and brake pedal effects) IWG ACSF current activity Event Data Recorder (EDR) The recorded parameters should allow to restore the picture of a road accident as accurate as possible GRSG planned activity General safety requirements for vehicles with a high level of automation Ensuring the safety of design and performance of vehicles with a high level of automation IWG Auto Veh current activity Night vision Providing recognition of traffic participants and road infrastructure at night time and warning the driver New topic Platooning Automatic movement of commercial vehicles following the lead vehicle driven by a human driver. May involve V2V communication technology New topic Recognition of alcohol vapors in driver's exhaled air Preventing engine start and vehicle control by a drunk driver New topic Requirements for testing prototypes of vehicles with a high level of automation on public roads Ensuring the safety of testing prototypes of vehicles with a high level of automation on public roads IWG Auto Veh current activity Roadworthiness of vehicles with a high level of automation Ensuring the safety of vehicles with a high level of automation at operation Should be covered by IWG Auto Veh current activity
Table 12: Q12. Compared with the time before you were first given a GRx, why are you spending less time? Total Pacific European Maori Asian Other No response Base = 242* 45 122 80 7** 4** 2** % % % % % % % Illness/injury/operation/pain/health problems 41 32 59 26 29 16 43 Increased workload/longer hours/work commitments 11 16 8 11 34 0 0 Lack of motivation/confidence, laziness, depressed 16 15 10 23 0 15 100 Lack energy/tired 6 13 3 3 18 0 0 Specified type of activity not doing 0 0 0 1 0 0 0 Too busy/no time, other priorities/commitments (including study) 3 3 2 1 0 0 43 Family responsibilities (incl. pregnancy, home issues) 10 3 7 14 43 69 0 Weather/darkness/daylight saving over 3 0 2 7 11 0 0 Costs/fees of activities too expensive 4 3 3 6 0 16 57 Other 18 24 12 21 0 0 0 No particular reason 0 0 0 0 0 0 0 Don't know 0 0 0 0 0 0 0 Total may exceed 100% because of multiple responses. *Sub-sample based on those who said why they spent less time being active after first prescribed a GRx. **Caution: low base number of respondents - results are indicative only. Table 13: Q13. Have you received any specific advice on healthy eating? Total Pacific European Maori Asian Other No response Base = 2843 271 1867 739 96 56 25** % % % % % % % Yes 68 73 64 76 67 63 45 No 28 23 33 19 29 37 47 Don't know 2 3 2 3 4 0 0 No response 1 0 1 2 0 0 8 Total 100 100 100 100 100 100 100 Total may not sum to 100% due to rounding. **Caution: low base number of respondents - results are indicative only.
SOURCE 2C This source shows the return of a regiment of the South African Defence Force (SADF) from Angola. The writing on the white banner reads: “Welcome Winners”, translated to Afrikaans as “Welkom Wenners.” [From: historytoday.com – Accessed on 6 June 2014] SOURCE 2D This source focuses on the role of USA in the Angolan conflict. Recently declassified (made available for the general public) documents have exposed the US government’s bloody role in the decades-long civil war in Angola. More than half a million Angolans were killed and an estimated 4 million – nearly one third of the country’s population – were forced to flee their homes. The US government led the way in pouring fuel on the fire. It spent millions to support UNITA ‘rebels’ against the new government ... which was seen as ‘communist’ because of it received limited support from Cuba and the former USSR. The US has long admitted that it sponsored covert (secret) operations in Angola, but always claimed it was responding to an airlift of Cuban soldiers into the country to support the MPLA. But US documents released last month show the truth – that the Ford administration intervened in Angola weeks before Cuban forces landed. [From an article called: ‘They fuelled a Savage War: US Operation in Angola exposed’ by Elizabeth Schulte published
Name: Digital Hockey Art Rubric Excellent Above Acceptable Acceptable Not Yet Use of Tools Student used most or all of the tools to create picture independently. Student used several of the tools to create picture independently. With limited prompting, student used several of the tools to create picture. Student used a few of the tools to create picture. Content Student was able to create an original hockey themed picture. Excellent craftsmanship is evident. Student was able to create a hockey themed picture. Craftsmanship is evident. With limited assistance, student was able to create a hockey themed picture. Craftsmanship is developing. Student was unable or required ample assistance to create a hockey themed picture.
Hockey Movement Mural Rubric Excellent Above Acceptable Acceptable Not Yet Gesture Student generated a creative hockey gesture. Student generated an acceptable hockey gesture. With limited prompting student generated a hockey gesture. Student required assistance or was unable to generate a hockey gesture. Motion Lines Student used sets of motion lines in appropriate places. Student used a set of motion lines in an appropriate place. Student used motion lines. Student required assistance or was unable to use motion lines. Use of Materials Student carefully controlled materials and used materials properly. Student had good control and used materials properly. With limited support, student used materials properly. Student required assistance or was unable to use materials properly. Cooperation Student was consistently cooperative during creation of mural. Student was usually cooperative during creation of mural. With some support, student was cooperative during creation of mural. Student was unable to work cooperatively during creation of mural. Explanation Student provides a thorough explanation of how to show movement in art. Student provides an adequate explanation of how to show motion in art. Student provides a vague explanation of how to show motion in art. Student is unable to provide an explanation of how to show motion in art.
Subject: Science Title: Colours Grade Level: 1 Purpose: To identify colours in the environment. Curricular Connections: Identify colours in a variety of natural and manufactured objects. Materials: Picture of a Hockey Canada jersey Pictures of different colored jerseys (not provided) Colour Flashcards (one set for each pair of students) Colour Word Matching Cards (one set for each pair of students) Colour Assessment page (one per student) Crayons Activity: Show students picture of the Hockey Canada jersey. Ask them what colours they see. Display a variety of pictures of coloured jerseys. Have students share what colours they see on each jersey. Hand pairs of students a set of colour flashcards. Have students take turns showing and saying the names of the colours. Students should repeat this activity a few times. Provide pairs of students with the colour word matching cards. Have students match the colour words to the correct colour. (They can refer to the colour flashcards, if they get stuck.) Allow students to attempt this several times. Extension: Create a colour book, by having students record objects in the classroom that match the color of a jersey on each page. Assessment: Monitor students during learning activity stage and assist students who are struggling. Students complete the ‘Colour Assessment’ page.
Subject: Science Title: Mammal Friends - #2 Grade Level: 1 Purpose: Students identify different animal “characters” in the Puckster books and learn about their growth, development, and characteristics. Curricular Connections: Classify a variety of animals based on observable characteristics. Identify requirements of animals to maintain life; i.e. air, food, water, shelter, space. Materials: Chart paper for instruction Handout - attached Animal Books; Pictures of animals; Access to internet Activity: Talk about the appearance of some common mammals. Ask students if they know what animals need to survive. Help them understand the basic requirements of life: air, food, water, shelter, space. As a class, complete a graphic organizer on chart paper with the following titles: size, limbs, adaptations (body covering, claws, teeth, etc.), shelter, food, and babies. Have students choose from the 2 Puckster characters (bear or beaver) which one they would like to learn about. Hand out the appropriate organizer. Students research the various topics to complete the organizer independently. When organizer is completed, draw or trace a picture of the animal in the middle of the organizer. Extension: Share information with a classmate, who chose a different mammal or the same mammal, to compare. L.A.: Write a paragraph using the information in your organizer. Assessment: Observe students as they complete organizer, assisting when necessary. Check organizers for understanding - correct information.
Subject: Math Title: Extending Patterns Grade Level: 2 Purpose: To be able to identify and extend patterns. Curricular Connections: Demonstrate an understanding of repeating patterns (three to five elements) by describing and extending patterns using manipulatives, diagrams, sounds and actions. Materials: Pre-laminated set of pattern strips and Puckster characters (make enough copies so class can work in pairs) Dry erase markers/dry erase crayons and cleaning cloth Chartpaper/board and marker Activity: Review what a pattern is. Draw a pattern on the board. Add some blank lines at the end. Ask: what part of this pattern repeats? Circle the repeating part. Explain that the part of a pattern that repeats is called the ‘core’ of the pattern. Have students say pattern. Ask: what comes next? Draw correct response on the lines. Ask: how do you know? Explain, when you solve what needs to come next and add it to a pattern you are extending a pattern. Model a sound pattern. Ask students: What is the core of this pattern? What comes next? Repeat step 3, this time with an action pattern. Give each pair of students a set of pattern strips, Puckster characters, and a dry erase marker. Tell students they need to circle the core of each pattern and extend each pattern by solving which character(s) come next. Gather students and have them share their experiences. Extension: Students create their own patterns using manipulatives . They circle the core of, and extend, a classmate’s pattern. Assessment: Teacher circulates during activity, providing extra support where needed. Performance task: Teacher creates a pattern using manipulatives. Students tell teacher what the core is, then extends the pattern.
NAME THE HOCKEY HERO Name:__________________ Subtract the two numbers to find the letters that spell the name of a hockey player from the Puckster Books. P. 88 -42 D. 99 -35 T. 85 -61 A. 37 -35 E. 62 -31 Y. 99 -18 U. 46 -13 H. 52 -42 N. 48 -31 A. 76 -63 N. 82 -30 A. 97 -21 81 33 2 17 24 10 31 46 76 52 64 13
Papier-mâché Sculpture Excellent Above Acceptable Acceptable Not Yet Creativity Sculpture is highly innovative, original and creative. Sculpture shows evidence of creativity and originality. Sculpture shows some evidence of creativity and originality. Sculpture shows little or no creativity or originality. Composition Sculpture is well formed and well constructed. Most of the sculpture is well formed and well constructed. Some of the sculpture is well formed and well constructed. Sculpture is not well formed or well constructed. Completion Sculpture was completed thoughtfully. Student fixed problem areas independently. Sculpture was completed carefully. Student fixed problem areas with limited prompting. Sculpture completed. Student did not fix problem areas. Sculpture not completed. Name: Papier-mâché Sculpture Excellent Above Acceptable Acceptable Not Yet Creativity Sculpture is highly innovative, original and creative. Sculpture shows evidence of creativity and originality. Sculpture shows some evidence of creativity and originality. Sculpture shows little or no creativity or originality. Composition Sculpture is well formed and well constructed. Most of the sculpture is well formed and well constructed. Some of the sculpture is well formed and well constructed. Sculpture is not well formed or well constructed. Completion Sculpture was completed thoughtfully. Student fixed problem areas independently. Sculpture was completed carefully. Student fixed problem areas with limited prompting. Sculpture completed. Student did not fix problem areas. Sculpture not completed.
Subject: Art Title: World Juniors Poster Face-Off Grade Level: 3 Purpose: Students will compete to make posters advertising the World Juniors to raise awareness and excitement for the tournament at their school. Curricular Connections: Students will create emphasis by the treatment of forms and qualities. The centre of interest can be made prominent by contrasting its size, shape, colour or texture from the other parts of the composition. Details, accents and outlines will enhance the dominant area or thing. Materials: Poster paper Colouring supplies Activity: Tell students they are competing to make posters to advertise the upcoming World Junior Championships. Ask students what is important to include on the poster: What kind of images? What kind of information? (Viewing time, important facts, key players, location etc.) Brainstorm what makes a good poster. Consider: font, size of image and text, placement of text, colours used, and any other factor that can influence a poster’s effectiveness in conveying information. Students create a rough draft of the most effective way to design their poster. Teacher approves their ideas.
NAME THE HOCKEY HERO Name:__________________ Add the two numbers to find the letters that spell the name of a hockey player from the Puckster Books. A. 442 +15 U. 45 +15 S. 176 +17 T. 65 +29 R. 97 +39 E. 327 +18 K. 49 +19 H. 280 +141 P. 265 +124 R. 52 +29 A. 397 +28 S. 233 +39 E. 56 +27 A. 39 +27 R. 82 +29 H. 193 +63 Charlie S. 92 +16 T. 65 +30 E. 208 +38 108 425 136 66 421 94 256 83 193 60 389 246 81 272 68 457 95 345 111
NAME THE HOCKEY HERO Name:__________________ Subtract the two numbers to find the letters that spell the name of a hockey player from the Puckster Books. A. 53 -15 Y. 44 -15 E. 76 -10 H. 65 -29 S. 97 -39 E. 27 -16 N. 49 -15 L. 80 -41 P. 265 -124 M. 81 -39 E. 397 -28 D. 93 -38 N. 94 -47 A. 392 -177 L. 82 -29 R. 193 -67 T. 492 -16 G. 47 -30 Y. 288 -79 E. 86 -18 42 215 34 47 209 476 36 11 58 53 369 55 17 66 141 39 38 29 68 126
Create a New Song To A Familiar Tune Rubric Excellent Above Acceptable Acceptable Not Yet Song creation Students created a highly original song for the tune. Students were able to create an original song for the tune. Students created a song for the tune. Students were not able to create a song for the tune. Syllabication Syllables match the music perfectly. Most of the syllables match the music. Some of the syllables match the music. Few or none of the syllables match the music. Name: Create a New Song To A Familiar Tune Rubric Excellent Above Acceptable Acceptable Not Yet Song creation Students created a highly original song for the tune. Students were able to create an original song for the tune. Students created a song for the tune. Students were not able to create a song for the tune. Syllabication Syllables match the music perfectly. Most of the syllables match the music. Some of the syllables match the music. Few or none of the syllables match the music.
Subject: Science Title: Mammal Research - #1 Grade Level: 3 Purpose: Students identify different animal “characters” in the Puckster books and learn about their individual characteristics and life cycles. Curricular Connections: Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments. Materials: Chart paper for instruction Handout Animal Books; Access to internet Activity: Talk about the appearance of some common mammals. Classify an animal together based on observable characteristics. Complete a large graphic organizer on chart paper with the following titles: size/shape, limbs, adaptations, body covering, backbone, and “other” (claws, teeth, etc.) Show the life cycle of the animal. Have students choose a mammal from the 7 Puckster characters that they would like to research. Hand out organizers. Provide opportunities for research. Students research the various topics to complete the organizer. Students find and attach a “real” picture on their worksheet. Draw a picture of the animal in the middle of the organizer. Draw simple life cycle on back of worksheet. For example, a deer: 1st fawn, 2nd adolescence, 3rd adult, 4th mother and babies. Extension: Share information with a classmate who chose a different mammal or the same one, to compare. L.A.: Write a paragraph using the information in your organizer. Assessment: Observe students as they complete organizer. Evaluate for understanding: correct information; details.
Line Dance Rubric Excellent Above Acceptable Acceptable Not Yet All of the student’s moves are accurate and in time with the music. Student’s head is up and facing forward consistently during dance. Most of the student’s moves are accurate and in time with the music. Student’s head is up and facing forward for the majority of dance. Some of the student’s moves are accurate. May be out of sync with music at times. Student’s head is up and facing forward for part of the dance. Student is not yet able to perform the dance moves. Student’s head is facing down during dance.
The funniest or most entertaining script was: Reasons: The most frightening script was: Reasons: The most interesting character was: Reasons: The cleverest script was: Reasons: The story I’d like to know more about was: Reasons: I have a suggestion for: My suggestion is:
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