zilongwang/ReadingBank huggingface dataset:
Question Mark Out of 1 3 2 5 3 5 4 6 5 6 6 4 7 3 8 2 9 3 10 1 11 2 12 3 13 4 14 3 15 4 16 2 17 4 18 3 19 5 20 3 21 3 22 3 23 3 Total 80 Pre Public Examination GCSE Mathematics (Edexcel style) March 2017 Higher Tier Paper 1H Worked Solutions Name ……………………………………………………………… Class ……………………………………………………………… TIME ALLOWED 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Answer all the questions. Read each question carefully. Make sure you know what you have to do before starting your answer. You are NOT permitted to use a calculator in this paper. Do all rough work in this book. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question on the Question Paper. You are reminded of the need for clear presentation in your answers. The total number of marks for this paper is 80. © The PiXL Club Limited 2017 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. Answer ALL questions. Write your answers in the spaces provided.
x = A1 (Total 3 marks) Question 15. The equation of a curve is y = f(x) where f(x) = x2– 8x + 21. Write down the coordinates of the minimum point of this curve. f(x) = x2– 8x + 21 f(x) = (x – 4)2 – 16 + 21 P1 f(x) = (x – 4)2 + 5 P1 Substitute x = 4, f(x) = (4 – 4)2 + 5 y = 5 M1 (4,5) A1 (Total 4 marks) Question 16. Expand (3x + 1) (2x – 2) (3x + 4) (3x + 1) (2x – 2) (3x + 4) (6x2 – 4x – 2) (3x + 4) M1 18x3 + 24x2 - 12x2 – 16x – 6x – 8
x = 3 & x = -1 M1 Substitute into y = x – 2 y = 1 and y = -3 x = 3 y = 1 or x = -1 y = -3 A1 (Total 5 marks) Question 20. Express (2 – 3)2 in the form b + c3, where b and c are integers to be found. (2 – 3) (2 – 3) P1 4 – 23 – 23 + 3 M1
πx2 or 4 × × π (x/2)2 πx2 = πx2 M1 C1 for a process to find the area of a quadrant eg. 0.25 × πx2 or 4 × 0.25 × π (x/2)2. for concluding the argument by showing that both areas equate to πx2/4. 22 × 180 = 93 180 + 13 − 27 = 166 × 360 = 230° 230° 4 P1 P1 M1 process for total women in swimming club × 180 (= 93) process for total members in badminton club 180 + 13 − 27 (= 166) complete method for angle for badminton women × 360 A1 cao 23 (a) (b) 4n > 22 – 5 4n > 17 M1 n > 17 ÷ 4 -3 1 n > 4.25 2 2 M1 A1 M1 A1 correct length line or one correct end and line. cao for subtracting 5 from both sides cao 24 (a) (i) (ii) 10, 12, 14, 15, 16, 18 12, 18 2 B1 B1 cao cao
(b) 10, 14, 16, 11, 13, 17, 19 2 M1 A1 for indicating region or for 10, 14, 16, 11, 13, 17, 19 listed. cao 25 (a) (b) Improvement Explanation 1 1 C1 C1 appropriate improvement e.g. do not have axes starting at (0,0) oe. explanation e.g. pine cone has very short width for its length. 26 20 – (7 + 4) = 9 If right angled triangle 72 + 42 = 92 49 + 16 = 65 65 is not equal to 81 so it is not right angled. No with reasoning 4 P1 M1 M1 C1 start process by deriving AC=9 cm and identify hypotenuse. 42 + 72 for using eg AC = for concluding explanation that ABC is not a triangle with evidence. 27 2a + 3c = 28.2 3a + 5c = 44.75 6a + 9c = 84.6 6a + 10c = 89.5 c = 4.9 2a + 14.7 = 28.2 2a = 13.5 a = 6.75 Adult ticket £6.75 Child ticket £4.90 5 P1 M1 M1 A1 C1 for process to state both equations algebraically. for correct process to eliminate one variable (condone one arithmetic error). (dep) for correct substitution of their found value to find other variable OR (indep) correct process to eliminate second variable (condone one error in arithmetic). for 6.75 or 4.9 for Adult ticket £6.75 and Child ticket £4.90 in correct money notation 28 Correctly drawn curve 3 M1 B1 B1 for calculating at least 4 values. for plotting at least 4 correct points (condone one error). cao
29 (a) (b) 550 × 3.5601 1958 lira 210÷7×2 = 30 30×2 Or 60÷2=30 and 30×7 = 210 1958 lira Shown 2 2 M1 A1 M1 C1 for 550 × 3.5601 cao for correct method to convert cost in UK to lira or vice versa, using Asif’s approximation. shown with correct calculations TOTAL FOR PAPER IS 80 MARKS
(Total 2 marks) Question 8. A road map has a scale of 1 : 70 000 The length of a road on the map is 6.25cm. Work out the length of the real road in kilometres. ....................................................... km (Total 3 marks) Question 9.
Work out the angle of the sector in Brian’s pie chart that represents women in the Badminton club. (Total 4 marks) Question 23. Here is a number line. (a) On this number line, show the inequality –3 ≤ x < 1 (2) (b) Solve 4n + 5 > 22
....................................................... (2) (Total 4 marks) Question 24. Here is a Venn diagram. (a) Write down the numbers that are in set (i) A ∪ B ........................................................... (ii) A ∩ B ........................................................... (2) One of the numbers in the diagram is chosen at random. (b) Find the probability that the number is in set A'
Diagram A shows a quarter of a circle shaded inside the square. Diagram B shows four identical quarter circles shaded inside the square. Show that the area of the region shaded in diagram A is equal to the area of the region shaded in diagram B. Radius of A = x and B = x/2 P1 πx2 or 4 × × π (x/2)2 M1 πx2 = πx2 hence both areas are the same C1 (Total 3 marks) Question 22. There are 180 members of the swimming club. The pie chart shows the proportion of men and the proportion of women in the club. There are 13 more women in the badminton club than in the swimming club. There are 27 fewer men in the badminton club than in the swimming club. Brian draws a pie chart to show the proportion of men and the proportion of women in the badminton club. Work out the angle of the sector in Brian’s pie chart that represents women in the Badminton club. × 180 = 93 P1 180 + 13 − 27 = 166 P1 × 360 M1; = 230° A1 (Total 4 marks)
Question 23. Here is a number line. A1 (a) On this number line, show the inequality –3 ≤ x < 1 M1 (2) (b) Solve 4n + 5 > 22 4n > 22 – 5; 4n > 17 M1 Therefore n > 17 ÷ 4 n > 4.25 A1 (2) (Total 4 marks) Question 24. Here is a Venn diagram. (a) Write down the numbers that are in set (i) A ∪ B 10, 12, 14, 15, 16, 18 B1 (ii) A ∩ B 12, 18 B1 (2) One of the numbers in the diagram is chosen at random. (b) Find the probability that the number is in set A' 10, 14, 16, 11, 13, 17, 19 M1 A1 (2) (Total 4 marks)
(Total 4 marks) Question 14. The points A(6, 1) and B (−2, 5) are on the line with equation y = -½ x + 4 M is the midpoint of AB. Find an equation of the line through M that is perpendicular to y = -½ x + 4
Question Mark Out of 1 3 2 4 3 2 4 4 5 2 6 3 7 3 8 4 9 6 10 2 11 2 12 2 13 6 14 4 15 3 16 2 17 5 18 3 19 4 20 5 21 7 22 4 Total 80 Pre Public Examination GCSE Mathematics (Edexcel style) March 2017 Higher Tier Paper 3H Name ……………………………………………………………… Class ……………………………………………………………… TIME ALLOWED 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES Answer all the questions. Read each question carefully. Make sure you know what you have to do before starting your answer. You are permitted to use a calculator in this paper. Do all rough work in this book. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question on the Question Paper. You are reminded of the need for clear presentation in your answers. The total number of marks for this paper is 80. © The PiXL Club Limited 2017 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. Answer ALL questions. Write your answers in the spaces provided.
....................................................... (Total 4 marks) Question 20. The diagram shows a pyramid with base ABC. CD is perpendicular to both CA and CB. Angle CBD = 39° Angle ADB = 45° Angle DBA = 55° BC = 18 cm. Calculate the size of the angle between the line AD and the plane ABC. Give your answer correct to 1 decimal place.
....................................................... (Total 5 marks) Question 21. For all values of x f(x) = 2x + 5 and g(x) = x2 − 25 (a) Find g(−6) ....................................................... (1) (b) Show that gf(x) = 4x2 + 20x (2) (c) Solve gf(x) = g(7)
A, B, C and D are four vertices of a regular hexagon. Angle BCY = 90°. Work out the size of angle DCY. You must show how you get your answer. Sum of interior angle of a hexagon (6 – 2) 180 = 720 One interior angle = 720 6 = 120 P1 Angle BCD = 120, angle BCY = 90. Angles around a point is 360 Angle DCY = 360 – (120 + 90) M1 150° A1 (Total 3 marks) Question 8. There are 5 banana smoothies and 4 apple smoothies in a box. Mostafa takes ‘at random’ one smoothie from the box. He writes down its flavour, and puts it back in the box. Mostafa then takes ‘at random’ a second smoothie from the box. Complete the probability tree diagram.
Both upper and lower bound round to 0.238 C1 (Total 5 marks) Question 18. The diagram shows a solid metal cylinder. The cylinder has base radius 2x cm and height h cm. The metal cylinder is melted. All the metal is then used to make 162 spheres. Each sphere has a radius of cm. Find an expression, in its simplest form, for h in terms of x. Volume of cylinder = 162 × volume of sphere = 162 × × × P1 h = h = M1 h = h = 2x A1 (Total 3 marks) Question 19. Make n the subject of
Angle CBD = 39° Angle ADB = 45° Angle DBA = 55° BC = 18 cm. Calculate the size of the angle between the line AD and the plane ABC. Give your answer correct to 1 decimal place. The angle AD makes with the plane ABC is angle DAC First find CD using tan: tan 39 = P1 CD = tan 39 × 18 = 14.576 Then find BD using cos: cos 39 = BD = 18 ÷ cos 39 = 23.162 M1 Use sine rule to find AD; Angle BAD (angle A) = 180 – (55 + 45) = 80 = = M1 AD = = 19.26589… Now use sine to find angle DAC: sin DAC = = M1 Angle DAC = = 49.1589 49.2° A1 (Total 5 marks) Question 21. For all values of x f(x) = 2x + 5 and g(x) = x2 − 25 (a) Find g(−6) (−6)2 – 25 36 – 25 = 11 11 B1 (1) (b) Show that gf(x) = 4x2 + 20x (2x + 5)2 – 25 B1 (2x + 5)(2x + 5) – 25 4x2 + 10x +10x + 25 – 25 4x2 + 20x C1
(2) (c) Solve gf(x) = g(7) 4x2 + 20x = (7)2 – 25 P1 4x2 + 20x = 49 – 25 4x2 + 20x = 24 4x2 + 20x – 24 = 0 M1 Divide all through by 4, factorise and solve x2 + 5x – 6 = 0 M1 (x + 6)( x – 1) = 0 x = – 6 or x = 1 A1 (4) (Total 7 marks) Question 22. P, Q and R are points on the circumference of a circle centre O. Prove that angle QOR is twice the size of angle QPR stating your reasons.
First draw a radius from the centre to point P at the circumfernce. This makes 2 isoseles triangles. P1 Angle y = Angle w = M1 y + w = + = y + w = 180 - - a + x + z = 360 a = 360 – x – z M1 Angle a (QOR) is twice the size of angle y + w (QPR) C1 (Total 4 marks) TOTAL FOR PAPER: 80 MARKS
A1 cao 11 (a) (b) mins 5hours 47 minutes 56 tiles 2 2 M1 A1 M1 A1 for or seen cao for 554 minutes or cao 12 (a) (i) (ii) (b)(i) (ii) Nutty Crunch 186kj 119g 9.8g 1 1 2 2 B1 B1 M1 A1 M1 A1 cao cao for or cao for or or or cao 13 (a) (b) 4 : 3 : 5 2.5 oe 2 1 M1 A1 A1 for 640 : 480 : 800 or 320 : 240 : 400 cao cao 14 (a) (b)(i) (ii) (c) £30 is 1 hr £50 £200 £110 hrs 1 1 1 2 B1 B1 B1 M1 A1 cao cao cao for £30 is 1 hour’s work cao 15 Shown, with reasons 4 M1 M1 for method to find angle for full method ; C1 C1 for one appropriate reason for complete set of reasons
16 7.3% 3 M1 M1 A1 for or seen for cao 17 (a) (b) is 1 part oe 105 1 2 B1 M1 A1 cao for method to find 1 part cao 18 Cheaper to eat in the UK by 8p 4 M1 M1 A1 C1 for cost of pizza in the same currency (either $ or £) for method to find cost of one pizza including service charge for full method to find cost in both countries ie 9.36 and 9.28 seen oe. statement 19 (a) (b) (c) (d) (e) All 5 points plotted 39% - 44% reason 0.8 - 1 interpretation given 2 2 1 2 1 B1 B1 B1 B1 C1 M1 A1 C1 for at least 2 correct points plotted for all points plotted correctly for line of best that can be used to estimate percentage score on paper 2 for 39 - 44% for reason, e.g. lobf can vary, data is only a sample, scale cannot be read exactly for method to find gradient, eg triangle drawn with “change in distance ÷ change in time for 0.8 - 1 as the score in paper 1increases, the score in paper 2 increases. 20 (a) (b) Enlargement, SF2, centre (1,3) Reflection in 2 2 B1 B1 B1 B1 for enlargement and scale factor 2 for centre (1,3) for reflection for mirror line
21 ; 194cm 5 P1 P1 P1 A1 B1 for process of forming an expression for one area for process of forming an equation to find value of for complete process to solve the equation for or ft using value of in perimeter of B 22 -4.9 3 M1 M1 A1 for substituting correctly for -96 or 19.73… seen cao 23 5 3 M1 M1 A1 for f × x using midpoints for Σfx ÷ 30 cao 24 7.18cm 4 P1 P1 P1 A1 starts process eg. Pythagoras theorem for 271.4 seen for subtracting radius from their answer cao
Photo Editing with Pizap: Final Rubric Name of Designer: ________________________ Standards on Report Card 4 3 2 1 Creativity and Innovation All edited photos have a powerful presence. The overall look of most edited photos is pleasing to the eye. Some edited photos are pleasing to the eye, others have noticeable issues. Most photos are cluttered or hard to see. Student used 2-3 different effects on each photo. Student use a different effect on each photo. Repeated the same effect on half of photos. Repeated on the same 2-3 effects on all photos. Student explanation for 4: Digital and Global Citizenship Images found online are cited with MLA format. OR photos were taken by student and cited as so. Images found online are cited with file name and creator. OR photos were taken by student. Credit is given to some but not all of photos found online. No credit is given to photos found online. Credit is given to Pizap in each photo caption. Credit is given to Pizap. Indirect credit given to Pizap. No credit given to Pizap. Student explanation for 4: Communication and Collaboration Each photo has an exciting/unique title with correct spelling and capitalization. Each photo has a title with correct spelling and capitalization. Some photos have mistakes in title spelling or capitalization. Several titles of photos are missing or have many mistakes. Photo captions explain in great detail how photos were edited. Photo captions explain how photos are edited. A few captions have required information missing. Several captions missing or no captions present. Student explanation for 4:
Please fill out which day you want your child to have pizza/milk/cookies and the number of slices/milk/cookies in the boxes below. NOTE-NO PIZZA DAY SEPT. 2nd –PD Day. Date Cheese Pizza (Print Number of Slices) $2 per slice Veggie Pizza (tomato & green pepper) (Print Number of Slices) $2 per slice Pepperoni (Print Number of Slices) $2 per slice Cookies (# of Cookies) $1.00 per cookie Friday, Aug. 26 C W Friday, Sept. 9 C W Friday, Sept. 16 C W Friday, Sept. 23 C W Friday, Sept. 30 C W Total $2 per slice Total number of slices X $2 per slice, $1.00 per milk and $1.00 per cookie = $______________payment enclosed. Paid By: Cash (Exact Cash Only) Cheque (Make payable to Ray Lawson PS. Put your child’s name & grade on bottom of cheque.) Important Pizza orders are placed in advance of pizza day based on returned forms. We cannot accept forms that are returned after the due date since our vendor order will have already been submitted. All student orders are non-refundable. Parent Signature: _____________________________________________________ This form must be received by your child’s teacher on or before Fri. Aug. 12th 2016. Thank you for your support for our school!
SPECIALTY PIZZAS RUEBEN Base starts with 1000 Island dressing, layered with Swiss cheese, corned beef, sauerkraut, then more Swiss Cheese. $12.99 BACON CHEESE BURGER Base starts with ketchup & mustard, topped with American Cheese, grilled burger, cheese and pickles. Add more toppings for an additional cost (see other side for options). $12.99 CHICKEN ALFREDO Base starts with creamy alfredo sauce, then topped with cheese, diced chicken and more cheese. $12.99 TACO Base starts with zesty salsa, then we add cheese, taco meat and black olives…then bake. Then we top with a light layer of lettuce, tomatoes, black olives, crumpled tortilla chips, and sour cream. $13.99 MEAT LOVERS Base starts with pizza sauce, topped with cheese and your choice of four meat toppings $13.99 BRAT AND SAUERKRAUT Base starts with ketchup & mustard, topped with cheese, brat slices and sauerkraut $11.99 CHICKEN BACON RANCH Base starts with ranch dressing, topped with cheese, diced chicken and bacon $11.99 “TAKE US HOME” Ask your server for frozen or take n’bake options!!!
Complete the table below by calculating area and unit price for each pizza at each restaurant. Show your math work in the table below. Be careful: The pizza measurements are different at each restaurant. Area of a Circle = ____________ Unit Price = Price/Area Diameter Radius Area (in2) Price Unit Price Pizza Man Small Medium Large Mama’s Pizza Small Medium Large The Pie Hut Small Medium Large
RUBRIC Category 3 2 1 0 Math Ideas Student can communicate math ideas, processes and concepts. Student shows some ability to communicate math ideas, processes and concepts. Student shows little to no ability to communicate ideas, processes and concepts. Student did not show any communication of ideas, processes and concepts. Calculations Student completed all calculations correctly. Student completed some calculations correctly. Student did not complete any calculations correctly. Student did not complete calculations. Written Responses All regions labeled with the correct numbers and text. Student written responses show clear and logical thinking. Student’s written responses showed some level of logical thinking. Missing some information in table. Student’s written responses showed little to no levels of logical thinking. Missing some information in table. Student did not have any written responses.
Using with PI Tag Configurator The general steps for using AXS4TagExport and PI Tag Configurator to maintain PI points are: Run AXS4TagExport to export PI point definitions to a CSV file (see the “” chapter). Open Excel. On the File tab, click Open. Select Text Files (*.prn;*.txt;*.csv). Browse to the folder containing the CSV file from AXS4TagExport. Select the CSV file. Click OK. Revise the worksheet. For example, remove rows for unwanted IED attributes or clear the cell in the “Select (x)” column of the unwanted rows. Export the PI point definitions in the worksheet to the PI Server. As the revisions to the worksheet become routine, you can record your revisions as Excel macros to reuse in subsequent PI point maintenance sessions. Specific Considerations Keep the following issues in mind when you revise the worksheet. Empty Cells When a CSV file is imported, Excel does not differentiate between a field with no value and a field with a zero-length string. Both cases result in an empty cell in the worksheet. Note: Excel does not distinguish between an empty field and a field containing two consecutive quotation marks. Point Creation PI Tag Configurator does not require a worksheet to contain columns for all supported PI point attributes because data sources rarely provide values for the entire set of supported attributes. If a CSV file does not contain a field for an attribute, the worksheet will not contain a column for the attribute. If the worksheet is exported to the PI Server to create PI points, the default value from the PI Server is used for missing attributes.
[UFO2_STATE:#] (IF-Node2) Optional State 2 Tag The ExDesc must start with the case sensitive string: [UFO2_STATE:#] The number following the colon (:) must be the Failover ID for the interface running on IFNode2 The failover state tag is recommended. Normally updated by the Interface currently in the Primary state. Values range between 0 and 5. See description of State 1 tag.
[UFO2_HEARTBEAT:#] (IF-Node1) Required Heartbeat 1 Tag The ExDesc must start with the case sensitive string: [UFO2_HEARTBEAT:#] The number following the colon ( must be the Failover ID for the interface running on IFNode1. The PointSource must match the interfaces’ PointSource. Location1 must match the ID for the interfaces. 0 – 31 / None Updated by the interface on IFNode1 [UFO2_HEARTBEAT:#] (IF-Node2) Required Heartbeat 2 Tag The ExDesc must start with the case sensitive string: [UFO2_HEARTBEAT:#] The number following the colon ( must be the Failover ID for the interface running on IFNode2. The pointsource must match the interfaces’ point source. Location1 must match the id for the interfaces. 0 – 31 / None Updated by the interface on IFNode2 [UFO2_DEVICESTAT :#] (IF-Node1) Required Device Status 1 Tag The ExDesc must start with the case sensitive string: [UFO2_DEVICESTAT:#] The value following the colon ( must be the Failover ID for the interface running on IF-Node1 The PointSource must match the interfaces’ PointSource. Location1 must match the ID for the interfaces. A lower value is a better status and the interface with the lower status will attempt to become the primary interface. The failover 1 device status tag is very similar to the UniInt Health Device Status tag except the data written to this tag are integer values. A value of 0 is good and a value of 99 is OFF. Any value between these two extremes may result in a failover. The interface client code updates these values when the health device status tag is updated. 0 – 99 / None Updated by the interface on IFNode1
[UFO2_STATE:#] (IF-Node2) Optional State 2 Tag The ExDesc must start with the case sensitive string: [UFO2_STATE:#] The number following the colon ( must be the Failover ID for the interface running on IFNode2 The failover state tag is recommended. Normally updated by the interface currently in the Primary state. Values range between 0 and 5. See description of State 1 tag.
Steps/Training Outcomes Goal #2 Steps/Training Outcomes Goal #3 Steps/Training Outcomes ** Mark as Steps/Goals are completed 6. Goal Category Timeline X** Goal #1 Steps/Training Outcomes Goal #2 Steps/Training Outcomes Goal #3 Steps/Training Outcomes ** Mark as Steps/Goals are completed INSERT ADDITIONAL CATEGORIES AS NEEDED SIGNATURES ______________________________________________________________________________ Graduate Student Date
______________________________________________________________________________ Faculty Advisor Date
SIGNATURES ______________________________________________________________________________ Postdoctoral Associate or Scholar Date ______________________________________________________________________________ Faculty Mentor/Supervisor Date
/c3=# Optional -- Location3 tag attribute override. Ignore Location3 for each tag and use the specified value. Valid values are 0-15. /c4=# Optional -- Location4 tag attribute override. Ignore Location4 for each tag and use the specified value. Valid values are 1 (exception data collection) or 2 (archive data collection). /c5=# Optional -- Location5 tag attribute override. Ignore Location5 for each tag and use the specified value. Valid values are 0-3. /ptid Optional -- Source tag point ID is specified in UserInt1 attribute. Ignore InstrumentTag, Exdesc and Tag name attributes. Note: this switch is not compatible with source PI server failover since point IDs will not necessarily match between source PI servers. If the source PI servers are part of a PI collective use /tn instead. /tn Optional -- Source tag name is same as interface tag name. Ignore InstrumentTag, Exdesc and UserInt1 attributes. /tnex Optional -- Source tag name is located in the Exdesc or Tag name attribute and the InstrumentTag and UserInt1 attributes are ignored for identifying source tag. Server-Level Failover .BAT .INI Description Optional -- Name of failover status tag. /fst=<tagname> where <tagname> is a digital tag on the receiving PI server. /nt=# Optional Default: /nt=1 -- Number of reconnection attempts to source PI server before initiating a failover. Valid values are 0 and greater. Prevents failover flip-flop when experiencing intermittent network updates. :port> Required -- Name or IP address of the secondary source PI server. /sec_src=node_name:tcpip_port The port number is 5450 (PI3). PI2 is not supported for source PI server failover. Required -- PI Interface Status Utility tag name for the /src_host source PI server. /ssu1=<tagname> Required for monitoring source data quality (current or stale data). Required -- PI Interface Status Utility tag name for the /sec_src source PI server. /ssu2=<tagname> Required for monitoring source data quality (current or stale data).
[UFO2_STATE:#] (IF-Node2) Optional State 2 Tag The ExDesc must start with the case sensitive string: [UFO2_STATE:#] The number following the colon (:) must be the Failover ID for the interface running on IFNode2 The failover state tag is recommended. Normally updated by the interface currently in the Primary state. Values range between 0 and 5. See description of State 1 tag.
Date Received by the SWIC: Control # Proposed Federal Funding Source: Proposed Federal Funding Amount: Committee Referred to: Committee Chairperson: Investment Name: Applicant Organization: Applicant Signature: Investment Summary Statewide Communications Plan (SCIP) Goals addressed by this investment (please circle all that apply) Governance SOP Technology Training and Exercise Usage Project Start Date: Project End Date: Is an Environmental and Historic Preservation (EHP) review required for this project? Applicant Contact Name: Phone: Email: Address: Review Status SIEC Member Signature Date Assigned to Committee Estimated Review Date Committee Recommendation to the Executive Management Committee Approval Denial Amend Executive Management Committee Recommendation Approval Denial Amend SIEC Recommendation Approval Denial Amend Applicant notified of Recommendation Communications Interoperability Problem Description Background/Investment Description Expected Outcomes
Figure S1. Thickness profile of PLLA nanosheets as a function of PLLA concentrations. Figure S3 shows the results of XRD. Annealed PLLA nanosheets show the peaks at ca. 16.5˚ attributed to the crystalline of PLLA, while non-annealed PLLA nanosheets shows no peaks. Accordingly PLLA nanosheets were crystallized by thermal annealing above Tg. In comparison with two conditions of annealing temperature on the similar thickness of PLLA nanosheets, the peak value of 120oC annealed PLLA nanosheet is higher than that of 80oC. Hence, the crystallinity of 120oC annealed PLLA nanosheet is higher than that of 120oC, thus the crystallinity of PLLA nanosheets can be controlled by annealing temperature. And in both annealing conditions, the peak areas
1 2 3 4 Work does not show an understanding of the relationship between motion and force, or of motion and mass Calculations and explanations are attempted, but may be incomplete, unclear, or inaccurate Work attempts to show an understanding of the relationship between motion and force, or of motion and mass Understanding is supported with evidence Work may be partially unclear, incomplete, or inaccurate Work shows an accurate understanding of the relationship between motion, force, and mass Understanding is supported with accurate evidence (calculations & graph) Work shows an accurate & original understanding of the relationship between motion, net force, & mass Work differentiates between velocity & acceleration Understanding is supported with accurate evidence (calculations & graph)
CROC - Convention on the Rights of the Child FCA - Federal Court of Australia FSM - Federated States of Micronesia FV / YJ - Family Violence / Youth Justice ICCPR - International Convention on Civil and Political Rights IT - Information Technology ITOF - Information Technology Online Forum LoV - Letter of Variation MFAT - New Zealand Ministry of Foreign Affairs and Trade MoU - Memorandum of Understanding NC - National Coordinators PEC - Programme Executive Committee PIC - Pacific Island Country PIP - Public Information Project PJDP - Pacific Judicial Development Programme RMI - Republic of the Marshall Islands RTT - Regional Training Team ToT - Training of Trainers
The adaptation of the toolkit to meet their circumstances should only occur after those consultations. Once the toolkit had been finalised, the process for implementing it would be the same, ie. Use it ‘on the job’ to prepare the first Professional Development Plan. Use it ‘on the job’ to plan, design and implement the first professional development activity. After a period, evaluate its usefulness and make amendments. 1.1: NATIONAL JUDICIAL DEVELOPMENT COMMITTEE MEMORANDUM To: Members of the Committee From: xxxx, Chair or National Coordinator Date: dd/mm/20xx I am writing to ask you to put aside the following dates in your diary for three key meetings of the National Judicial Development Committee: dd/mm/20xx Planning meeting: At this meeting we will develop an outline of the Professional Development Plan for the coming year. dd/mm/20xx Planning meeting: At this meeting we will finalise the Professional Development Plan for the coming year. dd/mm/20xx Review and evaluation meeting: At this meeting we will review and discuss the activities held during the previous year, including the evaluations from participants. All three meetings will be held in the xxxx at 12.30pm and will last 1 hour. Additional meetings will be held to plan the specific activities: the dates for these meetings will be advised later. JUDICIAL COMMITTEE NATIONAL MEETING YEAR DEVELOPMENT
3.4: / SEMINAR/WORKSHOP PLANNING CHECKLIST [NAME SEMINAR] [DATE] EDUCATIONAL Session Name of session & presenter Equipment needed Materials to be provided 1 Microphone/s Powerpoint projector Videoplayer & TV Whiteboard Flipchart Paper Talk outline Powerpoints Case study Practical exercise Article/s Legislation 2 Microphone/s Powerpoint projector Videoplayer & TV Whiteboard Flipchart Paper Talk outline Powerpoints Case study Practical exercise Article/s Legislation 3 Microphone/s Powerpoint projector Videoplayer & TV Whiteboard Flipchart Paper Talk outline Powerpoints Case study Practical exercise Article/s Legislation 4 Microphone/s Powerpoint projector Videoplayer & TV Whiteboard Flipchart Paper Talk outline Powerpoints Case study Practical exercise Article/s Legislation CATERING Tick when arranged Name of caterer Contact details Cost $
Print up a list of all those who have registered to attend; and check if anyone appears to be missing (and follow up, if necessary). Make name tags for all participants and the presenters (if they are being used - they may not be necessary if everyone knows everyone; but might be helpful for presenters from outside your country). Make up signs to be used at the venue, eg. to be placed at the entrance pointing to the room being used, perhaps showing where the toilets are. If any gift or something similar is to be presented to the presenter/s at the end of the seminar or workshop, make sure it is ready. Collect all the things you need to take to the venue, or make sure they are being delivered to the venue. A checklist is at Tool 4.1 Of course, arrive early, as there will be many things to check! Use the checklist of things to check on arrival. Take it with you to the venue. A checklist is at Tool 4.2 As well as checking these things, there are other things to do. Use the checklist (in Tool 4.2) you take to the venue. If everything is going to be covered, it is important that time is managed well during the activity. Here are some hints: Start the seminar or workshop on time. Don’t wait for those arriving late: it is better to encourage those who did arrive on time. Don’t repeat things for the late-arrivals. They will have to catch up later. Confirm with the chairperson or moderator of the seminar or workshop, and / or the presenters, that you want to ensure that each session starts and finishes on time. This might require the chairperson or moderator having a bell or some way of indicating to a presenter that time is running out or has run out.
Build teamwork between judges and court personnel Demonstrate transparency and predictability Be accountable for its performance Support the meeting of obligations relating to timeliness. Methodology and Approach The overall methodology used in this Toolkit to achieve a fair trial in a reasonable time is reflected in Diagram 1 below. This diagram demonstrates the connectedness of time goals with other aspects of court and performance management. Diagram 1 - Realising Timeliness Obligations through Time Goals The approach used to arrive at time goals suitable for your court is to: Design - Design standards for your court. Build - Working together collaboratively to reach agreement about what is a reasonable time. Analysis - Review what happens in reality - does the time goal fit? Embed - When we have reviewed appropriateness we promulgate formal standards and goals. Impact - Ongoing monitoring of effects: have time goals led to improved time flow? How to Use this Toolkit? This Toolkit is designed specifically for PJDP PIC’s after being piloted in the courts of Kiribati and may be used with or without international technical assistance. The Toolkit contains: Introductory information about time goals Steps and guides to developing time goals Comparative international examples, including from the Pacific Region Samples of time lines Model rules and policies Checklists and Tips Places to acquire further information A facilitator package. To assist you in the development and implementation of time goals, you may find it helpful to refer to companion Toolkits that the PJDP has on the . Project Management Toolkit - this Toolkit enables courts to plan and manage projects and initiatives toward successful completion. - this Toolkit could provide additional assistance in the preparation, facilitation and evaluation of a Time Goals Workshop. - this Toolkit provides support for the NJDC’s professional development and may include controlling the timeliness of case disposals as a topic for the NJDC. Writing Judgments Toolkit - this Toolkit assists judicial officers in all aspects of judgment writing. This includes providing methods to support the timely production of judgements to avoid delay in the production of reserve judgements.
Training should be seen as a process that involves a number of stages. The follow diagram shows these stages: STAGE 1: IDENTIFYING THE NEEDS Training should only be delivered if required. How do you work out what training is required by your court? Conducting a Training Needs Analysis (TNA) will tell you the areas where there are performance gaps and that training is required to close those performance gaps. A TNA will identify training needs through an objective research and analysis process. Conducting a TNA will assist in solving work problems by conducting training to address these problems. For example, work problems might include: High level of complaints Slow work speeds People working overtime Delays in judgement writing Conflict or poor working relationships. How do you conduct a TNA? The first step is to identify the general problem area. You then need to undertake the following steps: Identify your target group e.g. Lay Magistrates, Judges of Court Staff List all the job roles of your target group Identify job descriptions – use Duty Statements Identify the specific category (job role) of your specific target group Complete a Job Analysis of your target group – break jobs into duties / tasks. See Annex 1, Template 1: Example of Job Analysis for a Target Group Break the tasks down into knowledge / skills and attitudes. See Annex 1, Template 2: Breaking Tasks into Skills, Knowledge and Attitudes Place the information into a survey for the target group. See Annex 2: Example of a Survey of Target Group Conduct the survey or other research method (meeting or interview) Analyse the survey information (identifying gaps requiring training) Identify topics for your training program or your target group. At the Trainer of Trainers Workshop you will have examined in detail how to conduct a TNA. Annex 1 is a Summary of the steps in Conducting a Training Needs Analysis. STAGE 2: DESIGN THE TRAINING Thought needs to go into designing a training program. You will need to answer the following questions: Who are the participants? Who will deliver the training? What is the nature of the training? How many days or hours will the training last? Where will the training be held?
Works Cited Page Faulkner, William. “A Rose for Emily.” Sparknotes. Web. 23 Sep. 2014. <http://www.sparknotes.com/short-stories/a-rose-for-emily/>. Lady and Tiger. Digital Image. Paint Fumes, 9 Oct. 2010. Web. 23 Sept. 2014. <http://katiehoffman.wordpress.com/2010/10/page/2/>. Lee, Daniel. "The Most Dangerous Game." Full movie 2001. YouTube. YouTube, 7 Aug. 2007. Web. 23 Sept. 2014. <>. Thurber, James. “The Secret Life of Walter Mitty.” Prentice Hall Literature. Eds. Anderson, Jeff, et al. Upper Saddle River: Pearson Education, Inc. 2012. 129-134.
Transportation of Goods Additional hazards arising from the transportation of goods in the vehicle. The driver is responsible for ensuring that any load carried does not exceed the stated weight capacity of the vehicle. All loads must be appropriately secured to prevent objects shifting during transit. The carriage of dangerous goods or hazardous substances is governed by specific regulations and as such requires consideration outside of this assessment. The carriage of dangerous goods / hazardous substances is governed by specific regulations. Advice should be sought from the Safety Advisor before transporting goods of this nature. Driver / Safety Prior to transporting goods. Adverse Weather Adverse weather can result in poor driving conditions placing the driver, passengers and other drivers and pedestrians. Drivers should make themselves aware of any adverse weather conditions that may impact upon their journey and allow additional time as part of their plans. Drivers should feel confident in making a decision not to travel if driving conditions are considered hazardous. None N/A Traffic Conditions Delays may result in frustration for the driver and Drivers should make use of local and regional traffic reports in order to None N/A
hence may affect driving standards possibly putting the driver and others at risk. avoid any unnecessary delays in their journey. Journey Time / Distance Continuous driving over long periods / distances can impact upon a drivers level of concentration leading to a greater risk of an accident The controls established by this assessment are considered appropriate for short business journeys based upon an expectation of driving no more than 200 miles and/or 4 hours in any working day. Journeys in excess of 4 hours driving and/or distances greater than 200 miles undertaken in any working day require additional risk assessment. Driver/Risk Assessor Prior to journey Tiredness/Fatigue Tiredness and fatigue can have a detrimental effect upon driving performance hence increasing the possibility of accidents. Drivers should take adequate rest breaks during their journey. The recommendation is to take at least 15 minutes every 2 hours of continuous driving. This should ideally be taken outside of the vehicle. None N/A Out of Hours Working Drivers undertaking journeys either early in the morning or late at night may be more susceptible to tiredness and Where an early start or late finish to a journey is unavoidable provision must be made for more frequent rest periods to mitigate the effects of None N/A
Resources Paint: Red Play-dough: fall Book- Red Leaf, Yellow Leaf Book-The Apple Pie Tree Book- Falling Leaves Playdough, pumpkin spice, twigs, lids for letter writing Book- Into the Meadow twigs, lids for letter writing Book- Hush! twigs, lids for letter writing
Ensure employees are fit and able to carry out the tasks required of them, dealing with them in a confidential manner and where appropriate utilise the skills of Occupational Health To ensure effective communication between all levels and throughout the department. Maintain good levels of attendance in line with the company standard. Any other duties which might reasonably be requested in association with this role in order to meet the needs of the business. Adhere to all company rules and procedures, paying particular attention to health and safety. Portray a positive image of the company and its values in a professional manner at all times. PERSON SPECIFICATION Core Value Essential Desirable Creativity Can produce new ideas, approaches or insights to produce innovative work and solutions Keeps an open mind to ideas and solutions from others Keeps up to date with current trends and innovations Asks questions and challenges in a positive manner – ‘challenges the norm’ Experience of developing and enhancing recruitment processes Created key Recruitment metrics Delivered an induction programme Produced and delivered job descriptions Implemented a recruitment campaign Agility Makes prompt, clear decisions Can take the initiative, acts with confidence and works under own direction as appropriate Able to manage and prioritise a varied workload Adapts positively to changing circumstances Previous experience of working in a fast paced environment Respect Adapts to the team and builds team spirit Demonstrates honesty and has strong moral principles Arrives punctually for work and meetings Excellent interpersonal skills, listens, consults others and communicates proactively in the right tone of voice Shows respect and sensitivity towards other viewpoints, cultural and religious differences, upholding ethics and values Excellent communication skills A positive attitude, open to change with a proactive approach Excellence A results orientated individual with adherence to high standards and continuous improvement Is proactive in establishing good relationships with internal customers and staff Minimum of 3 years’ experience of working in Previous experience of working in the FMCG sector LinkedIn experience Experience of using the following software:
Conflict of Interest To avoid potential conflicts of interest - any persons involved with the assessment and selection of players during the tryout process must refrain from any professional involvement with said players, while they are still active in the tryout. Once a player is released, professional relations may resume. All parties involved will be forthcoming to the PKAC in regards to this information. Players that have had professional involvements will not be assessed/selected by persons with whom they have had professional involvement. In addition, where a Head Coach or a member of the evaluation/selection team is involved in a profession that trains or represents athletes, they will be permitted to evaluate/select *eligible players* in a limited capacity. All members of the evaluation/selection team will have a single vote in the selection of eligible players, with the exception of the last two player selections. The final two player selections will be made by the Head Coach and are subject to the Divisional Director’s approval. *Eligible players being those who do not have or have not had a professional relationship with any member of the evaluation/selection team. The PKAC reserves the right to make exceptions/alterations to this policy at its discretion.
Proposal Submission Checklist General Bidder Information Please provide one copy of the following items in your proposal. Indicate the page number where the item is located. Page Number Tab A – Proposal Checklist (this page) Tab B – Proposal Cover Page (signed by Authorized Signatory) Tab C – Company Profile/ Experience Tab D – Acknowledgements Tab E – Scope of Services Tab F – References Tab G – Bidder Attachment
Any response that Bidders are finding difficulty pasting into the “Bidders Response” boxes in any section of the RFP, bidders shall paste in Tab G. When pasting attachments to Tab G, label the attachments “Attachment 1”, Attachment 2” and so forth. Enter the corresponding Attachment Number into the Bidder’s Response box with the words “See Tab G.” List all attachments with an index tab. List all attachments included in this Section. Please use additional pages to list attachments if necessary. Attachment Number Document Title Page Number Attachment 1 Attachment 2 Attachment 3 Attachment 4 Attachment 5 Attachment 6 Attachment 7 Attachment 8 Attachment 9 Attachment 10 Attachment 11 Attachment 12 Attachment 13 Attachment 14 Attachment 15 Attachment 16 Attachment 17 Attachment 18 Attachment 19 Attachment 20 Cost and Financials Please provide Tabs H and I in a clearly marked, sealed envelope. These items should only be included in the Original Proposal. Tab H – Cost/Budget Narrative Tab I – Financial Statement
Tab A Proposal Checklist Instructions: This section must be filled in and each item checked off to ensure all items requested by the District in this RFP have been submitted. Follow the instructions in each section of this RFP. Present all requested items in the index tabs ordered A through I as shown Label each item presented and include additional items on your Table of Contents All proposals must include a detailed description of each proposed service to be provided Bidders that do not follow the bid instructions found in the Terms and Conditions document “Section 6.0 General Proposal Submittal” may be found to be “non-responsive” and disqualified from the bid process Name of Company: Service to provide: (title) Proposal Submission Checklist General Bidder Information Please provide one copy of the following items in your proposal. Indicate the page number where the item is located. Page Number Tab A – Proposal Checklist (this page) Tab B – Proposal Cover Page (signed by Authorized Signatory) Tab C – Company Profile/ Experience Tab D – Acknowledgements Tab E – Scope of Services Tab F – References Tab G – Bidder Attachment
Dates worked performed: Summary of scope of services: Project cost: Provide a list detailing contracts that your company has been awarded during the last five years, showing year, type of services, dollar amounts of services provided, location, contracting company, contact name, and phone number. BIDDER’S RESPONSE: Provide details of any failure or refusal to complete a contract. If none, that must be stated. BIDDER’S RESPONSE: Tab G Bidder Attachment Any response that Bidders are finding difficulty pasting into the “Bidders Response” boxes in any section of the RFP, bidders shall paste in Tab G. When pasting attachments to Tab G, label the attachments “Attachment 1”, Attachment 2” and so forth. Enter the corresponding “Attachment Number” into the Bidder’s Response box as the example shows below: Below is an example: Tab D Company Profile This section of the proposal is designed to establish the bidder as an entity with the ability and experience to operate the program as specified in the RFP. The Company Profile should be concise and clear, and include descriptive information regarding service delivery. The following information must be provided as follows: Business name and legal business status (i.e. partnership, corporation, etc.) BIDDER’S RESPONSE: Located in “Attachment 1” Proof of non-profit status, if applicable BIDDER’S RESPONSE: Located in “Attachment 2” Please provide one copy of Tabs H and Tab I in a clearly marked, sealed envelope. These items should be in the original binder only and not in the copies. Tab H Cost Proposal
Scottish Government (2010b) Getting it Right for Young Carers: The Young Carers Strategy for Scotland 2010-2015, Edinburgh: Scottish Government. Shifren, K. & Kachorek, L. (2003) ‘Does Early Caregiving Matter? The Effects on Young Carergivers’ Adult Mental Health’ International Journal of Behavioural Development, 27(4): 338-346. Simon, C. & Slatcher, C. (2011) ‘Young Carers’ InnovAIT 4(8): 458-463.