zilongwang/ReadingBank huggingface dataset:
I S A P E And Property Employment Application Last Name First M.I. Date Street Address Apartment/Unit # City State ZIP Phone E-mail Address Date Available Social Security No. Desired Salary Position Applied for Are you a citizen of the United States? YES NO If no, are you authorized to work in the U.S.? YES NO Have you ever worked for this company? YES NO If so, when? Have you ever been convicted of a felony? YES NO If yes, explain High School Address From To Did you graduate? YES NO Degree College Address From To Did you graduate? YES NO Degree Address From To Did you graduate? YES NO Degree Please list three professional references. Full Name Relationship Company Phone ( ) Address Full Name Relationship Company Phone ( ) Address Full Name Relationship Company Phone ( ) Address
Conventional – You are an "organizer". Keeping things neat and organized is important to you. You like working with charts and reports, and work well with power and authority. Work Values: Work values are aspects of work that are satisfying to you. The following work values are generally associated with this career: Recognition – It's very important to you that your work satisfies your need for prestige and leadership opportunities, as well as opportunities for advancement. Support – It's very important to you to know the company stands behind its workers and has competent, considerate and fair management.
St John’s Priory School Rated EXCELLENT in ALL areas following ISI Inspection St John’s Priory School, Banbury is celebrating a complimentary inspection report following a by ISI (Independent Schools Inspectorate) Inspectors in February 2017. The educational quality inspection reports on two main outcomes for pupils; achievement and personal development and refers to contributory factors such as the curriculum, teaching and pastoral care. Judgements are made under the headings: excellent, good, sound or unsatisfactory. St John’s Priory School is delighted to have been judged as ‘EXCELLENT’ in all areas. During the inspection, ISI observed that the quality of pupils’ academic and other achievements is excellent, with Pupils achieving success not just in academia but in sport, performing and other arts, as a result of careful planning and enthusiastic teaching. Inspectors highlighted the ‘innovative imaginative curriculum and well planned teaching’ that makes significant contributions to the pupils’ success and to strong development of pupils’ higher order thinking skills. Constructive leadership was recognised in the promotion of the sharing of specialist knowledge across the school and in enabling pupils to research confidently, develop their ideas and make full use of technology in the curriculum. St John’s Priory pupils, including those in the Early Years Foundation Stage, achieve highly, in accordance with the school’s aim to provide an educational of the highest quality in which children are challenged and encouraged to achieve their potential in all areas. The safe, family and community environment enables pupils to explain and discuss their learning in class with their teachers and peers.
Students and all members of the school community are encouraged to eat healthily, in line with the recommendations of the Food Pyramid. The Food Pyramid is a visual representation of how different foods and drinks can contribute towards a healthy balanced diet. It is displayed in the school canteen, the HPS notice board, and in Science and Home Economics classrooms. The key recommendations are to consume wholemeal breads, cereals, rice and pasta rather than the white variety; to increase the intake of fresh fruit and vegetables; to consume low fat dairy and protein foods; to decrease the intake of foods with a high fat, sugar or salt content. Examples of foods and drinks we recommend and endeavour to provide include: Wholemeal rolls, paninis, scones and wraps Vegetable soup Salads fruit, fruit pots Seeds Milk, unsweetened smoothies, fruit juices, water Yogurt Hot pasta dishes, curry Tea, coffee, herbal teas, bottled water Monitoring and Review This policy will be reviewed regularly. It will take into account any legislative changes, new policy and strategy documents either in the school or from the Department of Education and Skills, changes in school facilities and feedback from parents, students and staff. The review will be carried out by the Health Promoting School Committee, students, staff, and catering providers. Parental views will be acquired through the Parents’ Council.
The animal must be slaughtered by a Muslim. The carotid artery must be cut with a razor sharp knife with as little pain as possible. The Muslim must recite Shahadah whilst slaughtering the animal The animal must be alive at the time of slaughter The blood from the animal must be fully drained since eating blood is haram Pork is haram therefore the slaughter of cows, sheep etc cannot take place in the same place as a pig might be slaughtered The slaughterer must face Makkah of prey are haram Alcohol is haram Meat products in shops must have the Halal Certificate logo on them
12. Traders are not permitted to use their own generators. Electricity can be requested at an additional charge. If you request electricity on the day of the show without pre-booking you will be charged £50 which will be collected by the Electrician on the day. 13. Please note that there must be NO SMOKING in any enclosure to which the public is admitted, including tents, marquees, toilets, etc. Your co-operation in this is appreciated. 14. Cancellations notified up to 30 days prior to the Show will be subject to a charge of 50% of the fee paid. There will be no refund for cancellations after this date. Should the Organisers cancel or curtail the Show, for reasons beyond their control, no refunds will be made. 15. Please remember that the officials are unpaid volunteers and also wish to enjoy the Show. The Committee will fully support the officials in carrying out their duties, and any person not complying with these conditions will be ordered to leave without compensation. ROYAL ISLE OF WIGHT COUNTY SHOW Sunday 8 July 2018 Date: Company Name: Contact Name: Mobile No: A People/Persons at Risk – Numbers at Risk Public Show Staff B HAZARDS Structure Vehicle Manual handling agents Lone Working Animals Electrical Lifting Noise Violence & Working at height OTHERS - SPECIFY C Task/Activity Hazard Existing Control Measures Initial Risk H/M/L Adequately controlled List significant steps in job/task Describe all hazards identified and their effects for each task People at risk Describe fully all controls applicable for each hazard. All controls must be valid in that they reduce severity, likelihood or both Classify risk rating from matrix for each hazard Yes/No
Island Day October 21, 2017 Falfurrias ISD Bus Pick Up From Pick-up Location Drop Off 6:15 am Falfurrias Bus Barn (in front of JR High Gym) 6:50 pm 6:30 am Premont Valero Corner Store 6:40 pm 6:50 am Ben-Bolt Ben-Bolt High School 6:20 pm Arrive: 8:30 am Depart: 5:00 pm Corpus Christi Texas A&M University-Corpus Christi *Please wear comfortable clothing and shoes due to a lot of walking and a light sweater* A tentative schedule for Island Day is below: 7:30 – 8:50am: Check-in/Continental Breakfast at University Center 8:40 – 9:00am: Welcome Pep-rally 9:00 – 9:30am: Official Welcome to TAMU-CC Island Day 9:45 – 10:30am: Academic Showcase #1 10:40 – 11:25am: Academic Showcase #2 11:30 – 1:20pm: Lunch/Org Fair/Financial Aid rotation (Group will be assigned a group color at Island Day) 1:30 – 4:40pm: Afternoon Breakout sessions (housing, workshops, student services, etc.) 5:00 PM: Depart
FOR IMMEDIATE RELEASE: TUESDAY 14 APRIL 2015 SCREAM TO A DIFFERENT TRACK THIS SUMMER ISLAND BEATS TURNS UP THE VOLUME AT THORPE PARK RESORT Brand new for 2015, ISLAND BEATS will bring the best in UK music together with world-class rides The Vamps (11th July), Ella Eyre (24th July), Rizzle Kicks (1st August), Professor Green (7th August), and Conor Maynard (21st August) are queuing up for THORPE PARK Resort’s new music event ISLAND BEATS, which is due to drop into Resort from Monday 6 July – Sunday 30 August. In partnership with Universal Music, Global, the media and entertainment group, and Showcase Live, ISLAND BEATS, runs over eight weeks in summer. During the day there will be performances from emerging artists at the Amity Cove Stage including; Only The Young, Chasing Midnight, Canary Swing and Calvin Goldspink. Headline artists will perform on Fridays and Saturdays at the main stage in LOST CITY - these events will be ticketed. Further acts will be announced over the coming weeks. Warm-up on over 30 rides and attractions ahead of the artists intimate performances and take a Bushtucker Trial in the venues new for 2015 I’m A Celebrity…Get Me Out Of Here! Maze. Guests can take advantage of extended ride time until 10pm every Friday and Saturday when the headline artists perform. For the ultimate fan experience, THORPE PARK Resort offers the ISLAND BEATS VIP package, offering the opportunity to get up close and personal with your favourite acts, enjoying front row gig access and VIP entrance*. Guests keen to bank their summer adrenaline rush, but not book in for the show can bag a Summer Nights ticket for just £15, which allows you to enjoy the Park’s Summer Nights ride offering late into the sunset evenings. Rides available on the night include a mix of the coasters including Stealth, THE SWARM, Saw-The Ride and Nemesis Inferno as well as water rides such as Tidal Wave, Loggers Leap and Storm Surge.** Mike Vallis, Division Director at THORPE PARK Resort commented: “THORPE PARK Resort is thrilled to launch ISLAND BEATS this year. With the hottest line up of the summer, I can’t wait to swap my desk for a deck chair and watch our island burst into life. Guests can experience a unique music venue with world-class rides and watch performances from chart topping artists.”
Its Itself J Jacket Jail / Prison Jaipur and Kashmir January Jaundice Jealous Jewellery Jharkhand Job Join Joke Journalist Judaism Judge Juice July Jump June Justice K Kabaddi Kangaroo Kannada Karnataka Kerala Ketchup Key Kidnap Kidney bean Kilogram Kilometre Kind King Kiss Kitchen Kite Knee Knife Kolkata Kurta L Label
Concrete Condition Conduct Conductor Conjunction Consequence Consider Consist Consistent Consonant Constitute Consult Contend Contents Context Continuum Contradict Convey Coordinate Correlate Correspond Cos Cost Credible Credit Criteria Critique Crucial Cumulative Curriculum Debrief Decimal Deduce Deficiency Define Demand Demonstrate Density Department Depict Derive Describe Desk lamp Detect Determine Development
First person, present tense, masculine narrative point of view Flashbacks – the past recalled in the present (memory sparked by an event/image/observation) Storytelling mode (recalling oral tradition – ballad, folklore) vs. written narrative Symbolism and imagery – landscape/landforms (eg. islands), animals, seasons, Realism – strong use of descriptions, layering of details (esp. with “ands”) to sense of reality Recurring motifs eg. music, vision etc. Tone – elegiac, melancholy etc. Titles – metaphoric, multi-layered Centrality of setting – often determines tone, mood, possibilities and limitations (used symbolically) Use of contrasts and oppositions to highlight perspectives/points of view/ideas
Island: Collected Stories by Alistair MacLeod ‘The stories in Island show the value of tradition in people’s lives.’ ‘The men and women in these stories inhabit separate worlds.’ Do you agree? ‘Macleod’s use of flashback gives the stories much of their power.’ you agree? ‘Hard times and hard choices reveal the resilience of the characters in Island.’ In what ways does Island: Collected Stories explore the connection between person and “Island: Collected Stories suggests that individual lives are most meaningful when viewed in relation to the past”. Discuss. ‘Island explores the futility of attempts to halt change.’ ‘Island explores the young individual's struggle within harsh circumstances.’ Discuss ‘The natural environment is a source of both comfort and danger in Island.’ because my father had told me I was ‘free’ I had foolishly felt that it was really so.” (p. 56). MacLeod’s characters in Island can never be free of their what extent do you agree? settings of MacLeod’s stories show the power of the landscape in shaping one’s identity.’ the characters in MacLeod’s stories are greatly influenced by the they inhabit.’ Discuss. strong sense of heritage and tradition underpins MacLeod’s short stories in Discuss. narrator of ‘To Every Thing There is a Season’ says his tale contains “past and present…imperfectly blended”. How does the past shape the present in ‘Island’? Discuss. demonstrates that it is “very much braver to spend a life doing what you really do not want”. Discuss.
Where Is The Love?- The Black Eyed Peas gravitate stop world love drama generates irate anger What's wrong with the __________________, mama People livin' like they ain't got no mamas/ papas/ llamas I think the whole world addicted to the ____________________ Only attracted to kings/ thieves/ things that'll bring you trauma Overseas, yeah, we try to _________________ terrorism But we still not/ got/ lot terrorists here livin' In the USA, the big NBA/ CIA/ FDA The Bloods and The Crips and the KKK But if you only have _________________ for your own race Then you only leave space/ pace/ ace to discriminate And to discriminate only _______________ hate And when you hate then you're bound to get ___________________, yeah Madness is what you discriminate/ demonstrate/ illustrate And that's exactly how ________________ works and operates Man, you gotta have love just to set it straight/ rate/ ape Take control of your life/ line/ mind and meditate Let your soul __________________ to the love, y'all, y'all CHORUS: Number in the correct order. _____ Father, Father, Father help us _____ Can you practice what you preach? _____ Where is the love (Love) Where is the love (The love)? _____ 'Cause people got me, got me questionin' _____ Children hurt and you hear them cryin' _____ Where is the love, the love, the love? _____ Send some guidance from above _____ Or would you turn the other cheek? People killin', people dyin'
Type in job title here 1. PERSONAL DETAILS First name/s Surname Known as Postal address Postcode Telephone day Evening Email address Where did you see this job advertised? 2. EDUCATION School / College / University Attended Dates Qualifications Obtained From To 3. OTHER TRAINING Dates: From – To Nature of Course 4. EMPLOYMENT HISTORY Please begin with your current or most recent role and add more boxes if required. Organisation
London asthma standards for children and young people – Example Audit for Prescribing in Primary Care Data Collection ALL CYP Patient ID Age Current Treatment Current BTS Step Personal action plan in place? Inhaler technique assessed in previous 12 months If MDI prescribed, has spacer been provided in previous 12 months? No. of relievers in past 12 months Flu Vaccination Offered in Previous 12 months Comments e.g. 1234 11 Inhaler + dose 1, 2,3,4,5 Yes/no Yes/no Yes/no 18 Vaccinated/Declined Data for those taking inhaled ICS No. of ICS inhalers in previous 12 months Steroid card issued? Date height last measured If prescribed > 800mcg of BDP or equivalent, are they under the care of a specialist? No. of exacerbations in last 12 months Has step down been attempted in last 6 months? Courses of oral prednisolone in previous 12 months 5 Yes/no 12/12/15 Yes/no 3 yes 3
Name of school, college, university etc. Qualifications and levels achieved Dates attended Please give details of any training you have had, which may support your application. of training programme/course and brief description Certificates/qualifications gained attended Name of professional association Year of membership Grade/level
Patient Self-Efficacy for Diabetes Questions Now I am going to ask you some questions about how confident you feel about doing certain activities. Can you please pull out the ORANGE sheet from your packet. For each of the following questions, please choose the number that corresponds to your confidence that you can do the tasks regularly at the present time from the orange sheet. Okay, are you ready? (Circle the patient’s responses) 25. How confident do you feel that you can eat your meals every 4 to 5 hours every day, including breakfast every day? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 26. How confident do you feel that you can follow your diet when you have to prepare or share food with other people who do not have diabetes? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 27. How confident do you feel that you can choose the appropriate to eat when you are hungry (for example, snacks)? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 28. How confident do you feel that you can exercise 15 to 30 minutes, 4 to 5 times a week? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 29. How confident do you feel that you can do something to prevent your blood sugar level from dropping when you exercise? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 30. How confident do you feel that you know what to do when your blood sugar level goes higher or lower than it should be? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 31. How confident do you feel that you can judge when the changes in your illness mean you should visit the doctor? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident 32. How confident do you feel that you can control your diabetes so that it does not interfere with the things you want to do? not at all | | | | | | | | | | totally confident 1 2 3 4 5 6 7 8 9 10 confident
International St. Lawrence River Board of Control Strategic Communication Plan 2015-2020 1. Introduction This plan responds to the International Joint Commission’s (IJC) 2015-2020 strategic communication goals, which request, among other things, that each IJC board develop its own strategic communication plan. The International St. Lawrence River Board of Control (ISLRBC) has carried out an extensive communications program over the years, and has been assisted by a joint IJC-ISLRBC Communication Committee since 1996. The content for this document was developed at a one-day workshop held by the committee on January 13, 2015 in Cornwall, Ontario. 2. Goals Workshop participants identified five strategic communication goals for the ISLRBC: Increase general awareness of the IJC and the ISLRBC -- who we are and what we do. Consistently seek out, consider and respond to the views and concerns of all stakeholders. Explain how natural factors and regulation affect water levels and flows. Increase understanding of the need to expect and prepare for fluctuations in levels and flows. Communicate accurately and in a timely fashion about the actions of the ISLRBC and the reason for those actions. 3. Communications Program Overview Program Component Audiences Activities/Products Roles Resources Timeline Information and Education Stakeholders Managers Media Researchers inside and outside of basin Website Video modules FAQs Map journals Standard messages Social media Photo contest Newsletter articles Stakeholder database ISLRBC Secretaries Reg Reps IJC Staff Contractors Consultation and Outreach Stakeholders Civically- Public webinars
ISL Track and Field Championship Schedule (Updated May 12) FRIDAY 4:00 pm Implements Weigh-In “Shot & Discus” 4:15 pm Coaches Meeting 4:45 pm Discus Throw (Girls) Triple Jump (Girls & Boys Simultaneously) 5:15 pm 100 M Hurdles – Prelims/Girls 5:30pm 110 M Hurdles – Prelims/Boys 5:45 pm 400 M – Prelims/Girls 5:55 pm 400 M – Prelims/Boys 6:05pm 100 M – Prelims/Girls 6:15pm 100 M – Prelims/Boys 6:30 pm 300 M Hurdles – Prelims/Girls 6:45pm 300 M Hurdles – Prelims/Boys 6:55 pm 200 M – Prelims/Girls 7:05pm 200 M – Prelims/Boys SATURDAY 8:30 am Coaches Meeting 8:45 am High Jump (Girls followed by Boys) Shot Put (Girls followed by Boys) Long Jump (Boys & Girls Simultaneously) 10:15 am 4 x 800 M Relay/Girls 10:30 am 4 x 800 M Relay/Boys 10:40 am 4 x 100 M Relay/Girls 10:50 am 4 x 100 M Relay/Boys
Novaluron To be generated Abamectin Acequinocyl In progress 4(Japan) 0.5 (Argentina) 40 (Jp) Chlofentezine 2(Japan) 20 (Jp) Dicofol Yes 8(India) 3(Jp) 5 (India) 50(US) 50 (1997) Revoked 40 (2011) Ethion Yes 12(India) 0.3(Jp), 5 (India) Etoxazole Yes 4(Japan) 15 (Jp), 15 (US) Hexythiazox Yes Registration for tea deleted (Jp) 35 (Jp) 1 (Argentina) 15 (2012) Codex MRL is established with the 8 field trials conducted in India. Milbemectin Limited 2(Japan) 0.7 (Jp) Permethrin Limited 2(Japan) 20 (Jp) Polysulphide sulphur Exempted Pesticides Data Availability No of trials & Country National MRLs [MRL (Country)] Data submitted to Codex & date 2,4-D Limited 1 (India) Diuron In progress Not registered in Japan 1 (Jp) Limited Not registered in Japan 0.01 (India) 0.3 (Jp) Glyphosate Yes 2 (Japan) 0.5 (Argentina) 1 (US) – Leaf 7 (US) – Powder 1 (Jp) MCPA Yes 8 (Sri Lanka) Not submitted Metolachlor Oxyfluorfen Limited 1 (India) Paraquat Yes 8 (Japan) 2 0.3 (Jp) 0.2 (2006) Azoxystrobin Yes 4 (Japan) 10 (Jp), 20 (US) Bitertanol Yes 8 (Sri 0.1 (Jp) Not submitted Chlorothalonil Limited 2 (Japan) 10 (Jp) Copper hydroxide Yes 2 (India), not required in Japan 150 (India) as copper (ML), exempted (Japan) application with India Copper Oxychloride Yes 8 (Sri Lanka) 4 (Japan) 2 (India) 150 as copper (ML), exempted (US, Japan) Joint application with India Copper oxide Yes Exempted (US, Japan) Difenoconazol Limited 2 (Japan) 10 (Jp) Hexaconazole Yes 8 (Sri Lanka) 3 (India) 0.05 (Jp) Not submitted
Co-Chairperson WG on MRLs Rajib Mohan Bhagat Deputy Director Tea Research Association Coordinator, WG on Climate Change Soundararajan Soundappan DTD, Tea Board of India Chairperson, WG/Organic Tea Prabhat Bezboruah Managing Director Bokahola Tea Co. Ltd. Tea Research Association of India Bijoy Gopal Chakraborty Confederation of Indian Small Tea Growers Association (CISTA) Biswajit Bera Tea of India C.S. Bedi Vice Chair Tea Board Committee for PPC Indonesia Tazwin Hanif Minister Counsellor Embassy of Indonesia Rachmat Badruddin Chairman, Indonesia Tea Board Chairperson, WG/Smallholders Italy Marco Bertona President Tea Association of Italy Mr Takafumi Katsumata New Business Council Katsuyuki Yoshida NARO Institute of Vegetable and Tea Science Hiroshi Nishikawa World Green Tea Association Kenya Samuel Ogola Engineer Technical Services Tea of Kenya Alfred General Manager Operations Kenya Tea Development Agency anjagi@ktdateas.com John K. Bore Acting Institute Director Tea Research Institute of Kenya Malawi Sangwani Hara Chairman Tea Association of Malawi sjhara@africa-online.net Sri Ms Premala Srikantha Director (Promotion) Sri Lanka Tea Board Ms Maharage Dishna Yasanthi Dharmasekara Director (Development) Ministry of Plantation Industries Sri (cont’d) Indunil Sarath B. Abeysinghe Director Tea Research Institute of Sri Lanka M.A. Wijeratne Senior Research Officer Tea Research Institute Colombage Joseph Ignatius Fernando
Introduction At the 22nd Session of the Intergovernmental Group on Tea (IGG/Tea) which took place on 2527 May 2016 in Naivasha, Kenya, and as per the decisions taken at the intersessional meeting in October 2015, the WG presented a publication entitled: "Research Report of Adaptation to Climate Change". The book was presented to the Secretary of the IGG/Tea, Mr Kaison Chang, and was adopted by the IGG/Tea. The Group commended the efforts of the WG in publishing the book and encouraged the other WGs to document their outputs in a similar manner, and the following action plan was proposed: The WG decided to work on vulnerability/suitability at micro scale for ease of implementation of adaptation strategies in different countries. The trend analysis would be further strengthened using different statistical models in order to determine the significance of climate trends and comparing them with the baseline. India Assessment of vulnerability/suitability at micro scale for ease of implementation of adaptation strategies Database collection and analysis Data collection and analysis of meteorological parameters has been further updated and carried out till the year 2016. The data in Fig 1 represent South bank region of Assam and the 98 years of rainfall data shows that it continues to exhibit an overall decline of more than 220 mm in the region. For minimum temperature it has been observed that a steep increase of 1.30C has been observed in South Bank, Assam (Fig. 2) which is a substantial increase and the trend is continuing. Fig 1. Annual total rainfall, 1918-2016 (South Bank, Assam, India) Fig 2. Annual average minimum temperature, 1923-2016 (South Bank, Assam, India) Well distributed abundant rainfall is the essential factor for the commercial viability and sustainability of tea production. Apart from the substantial decrease of 220 mm rainfall more detailed analysis of the rainfall data reveals that there are yearly variations with occurrence of low and high rainfall which make some years wet and some droughty. Also the frequency of extreme rainfall events has increased in last about 30 years, which results in occurrence of more drought and flood period compared to past. The monthly total rainfall data of the last 30 years
May Sales Meeting: ISM / NAM Breakout Session 10:00am – 11:00am MSTS State of the “Union” and Q&A Jason D. / Lindsey M. “Top 5” Update Todd / Chap 11:00pm – 11:45pm Marketing Update Cris Herman 11:45am – 12:30pm Lunch 12:30am – 12:45am Workshop Intro James I. / Jeff G. ISMs / NAMs / MSTS / BA’s Work in groups to discuss any additional barriers other than the Top 5 items and possible solutions. Groups will present their findings at the end of the workshop 12:45am – 1:45am Workshop Breakout Session James I. / Jeff G. ISMs / NAMs / MSTS / BA’s 1:45am – 2:45pm All / Workshop Presentations James I. / Jeff G. 3:15pm – 3:30pm Break 3:30pm – 4:30pm CCS Introduction Linnea 4:30pm – 4:45pm Wrap Up
Session Plan Course: Information System for Managers Chapter Reference Particulars 1 1,2,3,4 Topics to be covered in class : Introduction to Information System Components of Information technology Networking Concepts Database Management HW* : Case to Read : Life on the grid 2 5,6,7 Topics to be covered in class : of Information systems Enterprise Resource Planning Electronic Data Interchange HW: Case to Read: government embraces enterprise systems 3 8,9,10 Data Warehousing, Data Mining and Business Intelligence Decision Support System Customer Relationship Management HW: Watch video Maruti Suzuki Drives Business Growth on a Full Oracle Stack 4 11,12,13 Topics to be covered in class : Supply Chain Management Building and Deploying an Information system Managing Information Systems * HW exercise is included to emphasize more on the concepts covered in class and link theoretical concepts to business practices.
All Problems detected by us or reported to the Service Desk will be logged as a Problem in our ISM Tool. Our ISM Tool will be the single source of for Problem Management. As part of Problem Management, the Service Desk will: log and provide a job reference number for each Problem; classify Problems as appropriate; manage each Problem it is Resolved; provide regular status updates for each Problem (including the estimated time to resolution and any temporary or permanent work-arounds are necessary); promptly advise you of Resolution of the Problem; and the Problem after confirming with you that it has been Resolved. We will investigate and diagnose the Problem (either remotely or by attending Where on-site attendance is required to resolve a Problem, we will arrange a suitable time to attend the Premises with you. we reasonably believe a Problem does not appear to arise from or relate to the In-scope Services, we will promptly advise you, and will work collaboratively with any relevant third party suppliers to resolve the Problem. Where we reasonably determined that a Problem has not arisen from or is not related to the In-scope Services, or has been caused by you (or your Personnel or Authorised Users), we may charge you our reasonable costs incurred in relation to identifying, investigating and resolving the Problem (including any collaboration with Third Party Suppliers). If we reasonably believe a Problem cannot be Resolved, we will communicate the reasons why we reasonably believe the Problem cannot be Resolved. When reporting Problems, you must provide the Service Desk with the following Information: the Full National Number for all impacted In-scope Services; details of the Problem (for example, symptoms and degree of impact); impacted areas of your business; and contact details for Problem Management (including any Premises contact details where on-site attendance may be required). We will establish and maintain a database of known errors and associated in our ISM Tool.
Week 5 Due 6/20 Chapter 9: The Systems Security Engineering Capability Maturity Model (ISO 21827). Course Objectives met in this section: 2, 6, 7, 8, 9, 10 Chapter 10: Software Assurance Maturity Model. Course Objectives met in this section: 3, 5, Chapter 9 Review Questions (Page 211) & Chapter 9 Quiz. Chapter 9 Case Project. Webcast Discussion Forum with two peer replies. Chapter 10 Review Questions (Page 228) & Chapter 10 Quiz. Webcast Discussion Forums with two peer replies. Week 6 Due 6/27 Chapter 11: The Building Security in Maturity Model (BSIMM). Course Objectives met in this section: Chapter 12: Aligning the ICT Organization with Regulatory Requirements. Course Objectives met in this section: Chapter 11 Review Questions (Page 246) & Chapter 11 Quiz. Webcast Discussion Forum with two peer replies. Chapter 12: Review Questions (Pages & Chapter 12 Quiz. Webcast Discussion Forum with two peer replies.
FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ISM 4881 COURSE TITLE: Capstone in Information Technology Management PREREQUISITE(S): ISM 4480, ISM 4212, and ISM 3113 (with a grade of “C” or higher for each course) COREQUISITE(S): None STUDENT ADVISING NOTES: Senior-Level Status CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: __________: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course covers a wide range of topics as they relate to systems design and analysis and software management. Topics include Internet technology, systems management, interface design, programming, and the systems development life cycle. SUGGESTED TEXT(S): None IMPLEMENTATION DATE: Spring Term, 2010 (20102) Proposal 2009-21 REVIEW OR MODIFICATION DATE: Fall Term, 2011 (20121) – Proposal 2011-51 Fall Term, 2013 – Proposal 2012-133 Fall Term, 2015 (20161) – Outline Review 14-15 Fall Term, 2017 (20181) – Proposal 2016-40 COURSE TOPICS CONTACT HOURS PER TOPIC Introduction and Overview 6
improvement in subjective experiences of well-being and health. With regard to these outcomes, please address the following: • Provide a rationale as to why these outcomes are significant; • Briefly discuss how your clients demographic characteristics might influence these outcomes; • Discuss how these outcomes might vary from the following perspectives: client, family, employer, service-provider (i.e. you). Also, are there any additional perspectives to consider when thinking about outcomes? For each outcome, describe the measurement instrument/s you will use to monitor client change. Provide an example for two of four instruments: an individualized rating scale (IRS), a rapid assessment instrument (RAI or a standardized scale), an observational measure that you could use to measure change in this particular problem/issue, or a client log that could be used to monitor change in this particular problem/issue. Provide a discussion of strengths and weaknesses of these measures with regard to reliability, validity, and reactivity, and a brief rationale why you chose each of these measures. Attach a copy of both measures. 5. Measurement plan. Indicate who will fill out the measure and discuss your rationale for this choice. • How often will the client(s) be filling out the measure(s)? • When and under what situation(s) will the client be filling out the measure(s)? • What steps have you taken to try to increase the consistency of data collection? Length: 1-1.5 single-spaced pages (12-font) (body of text) plus References and Appendixes. Include measurement instruments in Appendix. For citations in the text you can use Footnotes, Endnotes, Numbered or JAMA format. Please, use SCID interview or any other standardized tools to assess your client's problems. Use Treatment Planners to develop treatment objectives and Systematic Reviews, Meta-analyses or other sources to review interventions. Final paper: Evaluation Findings In the final paper provide a brief description of the client (or group) focusing primarily on the results of the evaluation study conducted with this client or group. If you can’t collect data from your client, you can use yourself as a client or monitor your own behavior as a therapist/clinician.
Predicted metagenomes suggest functional shifts by the microbiota during development. While most broad predicted functional categories exhibited relatively little variation (Supplementary Figure 5) compared to variations in taxonomic abundances, we found that larval, juvenile and adult metagenomes had distinct abundances of predicted KO groups that clustered these age classes together (Supplementary Figure 6A), and some significant differences in functional categories between larval and adult microbiota were apparent (Supplementary Figure 6B). In particular, we noted that cell motility, including the aforementioned bacterial chemotaxis genes, was predicted to be enriched in larval microbiotas and carbohydrate metabolism enriched in adult microbiotas (Supplementary Figure 6C). While KO terms summarized by functional categories showed little differences between environmental and intestinal samples (data not shown), there was a significant increase in the overall dissimilarity in abundance of predicted KO terms in the environment and intestines throughout development (Supplementary Figure 6E; Pearson's r = 0.255; p < 0.0001). Additionally, there was an increase in predicted KO term dissimilarity between individuals throughout development (Supplementary Figure 6E; Pearson's r = 0.457; p < 0.0001). Supplementary Information References Caporaso JG, Lauber CL, Walters W a, Berg-Lyons D, Lozupone C a, Turnbaugh PJ, et al. (2011). Global patterns of 16S rRNA diversity at a depth of millions of sequences per sample. Proc Natl Acad Sci U S A 108 Suppl :4516–22. Claesson MJ, Wang Q, O’Sullivan O, Greene-Diniz R, Cole JR, Ross RP, et al. (2010). Comparison of two next-generation sequencing technologies for resolving highly complex microbiota composition using tandem variable 16S rRNA gene regions. Nucleic Acids Res 38:e200. Danilova N, Steiner LA. (2002). B cells develop in the zebrafish pancreas. Proc Natl Acad Sci U S A 99:13711–6.
Supplementary Table 8 Cell-specific carbon fixation rates and relative abundance of cells labelled by microautoradiography Sampling site Population Population-specific CO2 fixation rate (fg C cell-1 d-1) MAR positive cells (%) Cell-specific CO2 fixation rate (fg C cell-1 d-1) Courseulles All bacteria 0.3 - - surface Gammaproteobacteria 1.5 46 3.2 Jul13 JTB255-group 1.1 - - Courseulles All bacteria 0.4 - - transition Gammaproteobacteria 2.0 49 4.0 JTB255-group 2.1 - - Calais All bacteria 0.4 - - surface Gammaproteobacteria 1.6 - - Jul13 JTB255-group 1.1 - - Calais All bacteria 0.6 - - transition Gammaproteobacteria 3.0 50 5.9 JTB255-group 2.2 - - Janssand All bacteria 0.3 - - transition Gammaproteobacteria 1.1 - - JTB255-group 1.5 - - Acidiferrobacter-related 3.5 - - SSr-group 2.5 - - Archaea 0.9 - - Janssand All bacteria 0.9 22 (Lenk et al., 2011) 4.2 surface Gammaproteobacteria 2.4 40 (Lenk et al., 2011) 6.4 Jun09 SSr-group 1.9 25 (Lenk et al., 2011) 7.5 Janssand All bacteria 0.6 18 (Lenk et al., 2011) 3.3 surface Gammaproteobacteria 1.9 43 (Lenk et al., 2011) 4.4 1.6 25 (Lenk et al., 2011) 6.4 - not determined
Sulfobacillus acidophilus & Sulfobacillus spp. Firmicutes yes facultative anaerobic Chemomixotrophic (S-species, Fe, MS & organics) 45-50, 2.0-3.0 Karavajko et al., 1990, Norris et al., 1996, Justice et al., 2014 spp. Proteobacteria no aerobic Chemolithoheterotrophic (thiosufate, organics) 30-32 neutral Das et al., 1996, La Scola et al., 2003 Thermus filiformis no aerobic Chemoorganotrophic (organics) 736.9 7.0-7.5 Hudson et al., 1987 Sulfolobus tokodaii Crenarchaeota no obligate aerobic Chemoorganotrophic, chemolithoautotrophic (organics, S-species) 70-85 2.5-3.0 Suzuki et al., 2002 Sulfolobus spp. Crenarchaeota no aerobic Chemoorganotrophic, chemolithoautotrophic (S-species, Fe, MS & organics) 70-85 1.8-3.0 Huber and Stetter, 2001 Methanothermobacter crinale Euryarchaeota no anaerobic Chemoautotrophic (H2, CO2) 65 6.9 Cheng et al., 2011 *: S; sulfur, Fe; ferrous iron, MS; mineral sulfides.
Figure S1. The genealogy of PA06609 (a.k.a. PAO9), as reconstructed from the literature. Figure S2. (a) Levels of pyoverdin and pyochelin produced by wild-type P. aeruginosa in the different environments explored in this study. Molecules were detected by excitation-emission assays of 100 µl aliquots of culture supernatant and expressed as relative luminescence units (RLU) divided by the number of P. aeruginosa colony-forming units (CFU) present in 100 µl of the original culture. Symbols denote experimental block. (b) Bacterial density (CFU per 100 µl) the different environments. Symbols denote experimental block. CAA: casamino acids medium, ASM: artificial sputum medium, EVPL: ex vivo pig lung model, SWF: synthetic wound fluid, SCW: synthetic chronic wound model. Figure S3. Growth of wild type (black), ∆pvdD (red) and ∆pvdD∆pchEF (blue) P. aeruginosa in 200 µl ASM over 18 hours. Optical density was read at 400 nm to minimise interference from pyoverdine absorbance in wild-type cultures. Lines show means of four replica cultures, shaded areas show ± one standard deviation.
Table S4. Characteristics of TaqMan qPCR primer/probe sets used in this study. Primer/probe namea Target Sequence (5′-3′) Position E. coli no Tm b (oC) GC (%) Amplicon size (bp) References Arc-787F(F) Arc-915P(P) Arc-1059R(R) Archaea ATTAGATACCCSBGTAGTCC AGGAATTGGCGGGGGAGCAC GCCATGCACCWCCTCT 787–806 915–934 1044–1059 61.0 70.1 62.3 45 65 63 273 (Yu et al 2005) Mst-702F(F) Mst-753P(P) Mst-862R(R) Methanosaeta TAATCCTTGAAGGACCACCA ACGGCAAGGGACGAAAGCTAGG CCTACGGCACCGACAAC 702-721 753-774 846-862 61.0 70.0 62.0 45 59 65 161 (Yu et al 2005) Msc-586F(F) Msc-743P(P) Msc-842R(R) Methanosarcina CGGTTTGGTCAGTCCTCCG AACGGGTTCGACGGTGAGGGACGA ACCAGACACGGTCGCGC 586-604 743-766 826-842 61.6 70.6 59.8 63 63 71 257 (Chen and He 2015) aDesignations in the parentheses: F - forward primer, R - reverse primer, and P - probe bMelting temperature estimated using the Oligo Calculator (http://www.basic.northwestern.edu/biotools/oligocalc.html)
Women’s Centre Referral Form - Swindon v.2.0 Information about you Surname* Forenames* Today’s date* Date of birth* Gender* Sexual orientation* status* Nationality* Language* NHS Number* NI Number Religion* Employment status* Address* (including postcode) (Please tick box if appropriate) No Fixed Abode Type of address Permanent Hostel Sofa surfing Staying with friends & family Prison Move on address Other if other, please specify Correspondence Address (If different) Landline & mobile* Email Any children or dependents? No. of children under 18 No. children living: at home in care family member Other Next of Kin* Relationship: Contact no: Do you have a disability?* Yes No Nature of disability: Mobility problems? Yes No Do you have a learning difficulty? Reading Writing Learning new skills Understanding complex information Any cultural or religious needs?
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Women’s Centre Referral Form - Gloucester v.2.0 Information about you Surname* Forenames* date* Date of birth* Gender* Sexual orientation* status* Nationality* Language* NHS Number* NI Number Religion* Employment status* Address* (including postcode) (Please tick box if appropriate) No Fixed Abode Type of address Permanent Hostel Sofa surfing Staying with friends & family Prison Move on address Other if other, please specify Correspondence Address (If different) Landline & mobile* Email Any children or dependents? No. of children under 18 No. children living: at home in care family member Other Next of Kin* Relationship: Contact no: Do you have a disability?* Yes No Nature of disability: Mobility problems? Yes No Do you have a learning difficulty? Reading Writing Learning new skills Understanding complex information Any cultural or religious needs?
Are there halls (permanent structures) for two simultaneous sessions, E-posters and a lobby?: Yes/No Is there another hall that can accommodate at least 200 delegates?: Yes/No will the trade exhibition be organized?: Yes/No Will there be a room for holding meetings of ISN Scientific Committee, Governing Body and Credentials Committee during the day time?: Provide a layout diagram showing the halls, Poster area, lobby, meeting rooms and exhibit area (Please send with your request letter): Yes/No Will there be facility for packed lunches for lunch symposia which can be served in the main hall while the symposia continue?: Yes/No Will a server, 25 independent terminals and software to searchable database of posters be provided for E-posters?: Yes/No Please provide the number of hotel rooms that will be available within 1 km radius of the venue: 4-5 star Please provide the number of hotel rooms that will be available within 5 km radius of the venue: 4-5 star Please provide the number of rooms that will be available within 1 km radius of the venue: 3 star
III. THESES, DISSERTATIONS AND PUBLICATIONS (if applicable) Title of thesis, dissertation or publication Author(s) Publication source (ex: Nuclear Law Bulletin) Number of pages Date of publication (mm/yyyy) IV. REFERENCES Please provide the following information for at least one person who is not related to you and who is familiar with your academic and/or professional accomplishments. Name Title Employer / organisation Phone number E-mail address V. YOUR REASONS FOR WANTING TO ATTEND THE INTERNATIONAL SCHOOL OF NUCLEAR LAW (between 100 and 250 words maximum) VI. FINANCIAL SUPPORT Please read the following information carefully to determine whether you are eligible to apply for financial support from the OECD Nuclear Energy Agency (NEA) or the International Atomic Energy Agency (IAEA). A. NEA grants for eligible full-time students
Annex 2: Designated Child Protection Officers for 2016-2017 Name Loc Position Email Cell Duty Manager or designate for after school hours concerns David Swanson ISNS Head of School Principal Child Protection Officers Patrick Boekhoud ISNS MYP/DP Principal +8613538137257 Gina Awalt Off Campus PYP Principal Addie Loy Off Campus IB Director addie.loy@isnsz.com +8613528798351 Child Protection Coordinators Kathryn Jennings Off Campus PYP Counsellor kathryn.jennings@isnsz.com +8615019481496 Maxine MacMillan ISNS MYP/DP Counsellor +8613612960527 Child Protection Officers Sarah Finnie ISNS PYP Teacher sarah.finnie@isnsz.com +86 Michael Stafford Off Campus Director of Athletics/ Teacher michael.stafford@isnsz.com +8613544033486 Gloria Carnavale Off Campus Head of Art/Teacher gloria.carnavale@isnsz.com +8613480940144 Annex 3: Statement of Suitability Statement on ISNS Shared Drive ISNS takes Child Protection very seriously. All candidates are expected to have read ISNS’s Child Protection Policy and Procedures Handbook and to submit a “Statement of Suitability” as part of their application documentation. Successful candidates will be required to provide Police Clearance Certificates from their home country and last place of employment, and will also be subjected to an annual criminal background / sex
1 Organisation name Main site address: Postcode Invoice address if different from above: Postcode Website: Tel: Fax: Contact name: Job title: Email: Tel: Mobile: 2 Details of main site and sites/agencies Address and Postcode No. of Shifts Number of staff in shift Staff no 1 2 3 4 Site 1: Site 1: Site 2: Site 3: Site 4: Site 5: (Please continue on separate sheets as necessary) Total no. of employees*: Details of any “dark” or DR Sites: *Where part time workers or contracted workers are employed, please provide full time equivalent i.e. 10 persons x 4 hrs / normal working hours. 3 Please outline the activities your employees conduct and the number involved in each task. For example: Maintenance, Office based, Production Task Number involved Task Number involved
To: Stephen Crimaudo Subject: FW: RFI submitted - Publication [521] From: Sent: Thursday, March 29, 2012 12:03 PM To: Standards OnlineApp Subject: RFI submitted - Publication [521] A user has submitted a RFI via the RFI website on 03/29/2012 at 11:02 AM Publication Type: API Publication Number: 521 Edition: June 2007 Addendum/Errata: Number: Section Referenced: 5.20 Vapourdep Subject: Slug Catcher Depressurization Background: My company is working on the construction of a gas plant. There is an existing finger-type slug catcher in the inlet section of this plant that receives a gas stream from a 30-inch pipeline. This slug catcher has been designed based on ASME B31.8 but its design pressure is different with the incoming pipeline. I have the following question regarding of depressurization system for this part of the plant. Question: Is there any requirement to depressurize this system in case of fire detection? If yes, please let me know if the criteria are based on API 521, Section 5.20, or are there other criteria for this case? Name: Hector Last Name: Rodriguez Company: VEPICA Phone: 582122043540 Proposed Response: It is up to the User to determine not only which equipment is included in the depressuring system, if any, but also the design of the depressuring system including activation method(s), depressuring rates, etc.
Significant practices in the life of adherents The of this study is the contribution of significant practices to an understanding of Islam as a living religious tradition. Students about: ONE significant practice - Hajj Students learn to: Describe one significant practice - Hajj Demonstrate how this practice expresses the beliefs of Islam Analyse the significance of this practice for both the individual and the Muslim community Make posters mapping the important elements of the Hajj Conduct an interview with someone who has undertaken the Hajj Use work to research each of the elements of the Hajj View a documentary program or media report focusing on the Hajj Content Description One significant practice in Islam - Hajj The five pillars arkan al-islam Within Islam, the practice of the faith is supported by five pillars. These pillars, known as arkan al-islam (the pillars of Islam) are activities and beliefs which are regarded as foundational for all who follow Islam. Each of the pillars requires both an internal or spiritual commitment together with an outward action or sign. Hajj pilgrimage to Makkah The pillar of Islam is the pilgrimage or "hajj". Every devout Muslim male will desire to make the pilgrimage to Makkah at least once in their lifetime. For those who live nearby it may be possible to make the pilgrimage on a number of occasions. However, for most Muslims it is a once in a lifetime experience and some need to save for most of their lives in order to perform the hajj. PURPOSE OF HAJJ