zilongwang/ReadingBank huggingface dataset:
4 7 8 16 /share/clg/xml/public_release/mathematics/2001_122_alg02.xml 78 day campers and 152 full-time campers 104 day campers and 114 full-time campers 117 day campers and 79 full-time campers 200 day campers and 29 full-time campers /share/clg/xml/public_release/mathematics/2003_122_alg04.xml /share/clg/xml/public_release/mathematics/2003_122_alg07.xml 2d + < 0 2d + u > 0 2d – u < 0 2d – u > 0 /share/clg/xml/public_release/mathematics/2001_122_alg42.xml are/clg/xml/public_release/mathematics/2002_122_alg08.xml
c_release/mathematics/2001_112_alg32.xml w = 0.714t – 7 B. w = 0.714t + 7 C. w = 1.4t – 38 D. w = 1.4t + 38 are/clg/xml/public_release/mathematics/2002_112_alg06.xml A. B.
Healthy School Policy (Template) The Healthy School Policy (HSP) focuses on developing students' healthy lifestyles, positive attitudes and values, practical life skills and refusal skills to resist temptation. Four elements of Develop a management and organization system for health matters Foster a healthy school environment Develop students’ healthy lifestyles Identify students who may need help and put in place a referral system Content 3.1 Develop a management and organization system for health matters Set up a task group responsible for the overall health issues within the school and appoint an experienced teacher to lead the task group Ensure all school members are aware of and support the HSP Review and evaluate the effectiveness of the school-based HSP regularly Foster a healthy school environment Provide a safe and healthy school environment for students Encourage students to actively participate in student health services Adopt a whole school approach to guidance and discipline, foster a caring, supportive school ethos Strengthen relation with parents and the community Strengthen the anti-drug awareness of parents and skills for identifying drug abuse children (Please refer to the for details) 3.3 Develop students’ healthy lifestyles Review school-based anti-drug education curriculum and enrich students’ knowledge, skills and values conducive to adopting a healthy lifestyle Provide more opportunities for students to participate in the life-wide learning activities to cultivate positive values among students Arrange students to participate in the healthy programmes organized by different government bureaux/ departments or non-governmental organizations (NGOs) Review and plan for the continuous professional development of teachers and other staff for chosen themes Provide training to parents on parenting skills
HSP3U People Search Game! Purpose: This game will help you get know your classmates a little better and introduce you to some of the topics that we will cover in the course. You must talk to your classmates and try to find someone who fits the criteria for each category. Try to find a different person for each category! Find someone who… Signature of each person Visited a country outside of North America this past summer Has created a survey Knows what the bystander effect is Has a Twitter account Speaks a language other than English Knows the difference between primary and secondary sources Can name a famous theorist who has contributed to the field of anthropology, psychology, or sociology Has experienced discrimination Can name one of the rights or freedoms contained in the Canadian Charter of Rights and Freedoms Knows what APA stands for Has read and responded to a case study Believes they are a perfectionist Can identify one of the anthropological, psychological, or sociological schools of thought Went to a religious of worship this past weekend Relies on Google when researching Enjoys rap music Believes they are an introvert Babysits children Has 5 members in their family Conducted an experiment in the past year Reads the newspaper Has used a Venn diagram
An Introduction to the Social Sciences Anthropology: The word anthropology is derived from two Greek words “Anthropos” meaning humans and “logia” meaning study. It is the science that studies the origin, development, and customs of human beings. It involves the study of people, both in the past and in the present day, using many methods including studying and classifying fossils and artifacts, and analyzing behaviours, languages, and other characteristics of specific cultural groups. Two major branches within anthropology include cultural anthropology and physical anthropology. Physical anthropology: examining bone and stone remains of our ancient ancestors, studying primates, and examining the physical differences and similarities of existing human populations. Cultural anthropology: learning about the origins and cultures of different races and peoples, studying the history and structure of language, examining the ways humans use language to communicate, and studying the physical remains of past cultures. Essentially, anthropology examines what makes humans “human.” Psychology: Psychology comes from the Greek words psyche (“soul” or “mind”) and logos (“study of”). It is interested in the human mind and how it functions. Psychologists often look for links between human behaviour and the mental processes. Psychologists will study the following mental activities: Cognition - knowledge and beliefs Emotions - affect, mood and feelings Motivations - drives, needs, desires and goals It often involves constructing models to understand individual experiences. Essentially, psychologists are intrigued by what’s happening inside the mind. Sociology: Sociology comes from the Greek words socius meaning “companion” and logy meaning “study of.” Studies how humans relate to one another on a social level. Sociologists often look for patterns in human behaviour and use statistics to study societal trends, issues, individuals, and groups. It can take 2 approaches: Macrosociology: concerned with studying society as a whole and analyzing social systems and populations on a large scale. Microsociology: concerned with the role and interactions an individual or small group of people may have on society. Essentially, sociologists are interested in human interactions and how social systems and institutions shape individuals and groups in society (eg. government, religion, media).
HSP3U Personality Reflection Personality is an individual’s characteristic pattern of thinking, feeling, and acting. By now, you should be familiar with the characteristics of the two main personality categories: introverts and extroverts. For this assignment, you are asked to reflect on the category that you think best describes you. In your reflection, examine three reasons why you think you are introverted or extroverted. You should back up your ideas with examples from your life. *Your paragraph should be approx. 8-10 sentences. Level 1 Level 2 Level 3 Level 4 Thinking & Inquiry: The student selects and examines appropriate characteristics of his or her personality type. -uses critical thinking skills with limited effectiveness -uses critical thinking skills with some effectiveness -uses critical thinking skills with considerable effectiveness -uses critical thinking skills with a high degree of effectiveness Communication: The student uses proper spelling, grammar, and punctuation in his or her reflection. -organizes and expresses ideas with limited effectiveness -organizes and expresses ideas with some effectiveness -organizes and expresses ideas with considerable effectiveness -organizes and expresses ideas with a high degree of effectiveness Application: The student supports his or her ideas with relevant examples from his or her life. -makes connections to the personality type with limited effectiveness -makes connections to the personality type with some effectiveness -makes connections to the personality type with considerable effectiveness -makes connections to the personality type with a high degree of effectiveness Descriptive feedback:
TV Family Analysis Rubric 1 Level 2 Level 3 Level 4 Knowledge & Understanding -demonstrates a limited understanding of the socialization process -demonstrates some understanding of the socialization process -demonstrates a considerable understanding of the socialization process -demonstrates a thorough understanding of the socialization process Communication -organizes and expresses observations with limited effectiveness -organizes and expresses observations with some effectiveness -organizes and expresses observations with considerable effectiveness -organizes and expresses observations with a high degree of effectiveness Application -applies knowledge of the socialization process with limited effectiveness (few examples to support observations) - applies knowledge of the socialization process with some effectiveness (some examples to support observations) - applies knowledge of the socialization process with considerable effectiveness (good examples to support observations) - applies knowledge of the socialization process with a high degree of effectiveness (great examples to support observations) Descriptive feedback:
Define perceptual set: Psychologists want to explore the brain so they can learn how to ________ human lives. Define neuroplasticity: What did researchers discover when they studied the brains of Buddhist monks? How can meditating help people with Alzheimer’s disease? Does yoga have any impact on the brain? Identify one brain benefit and one brain burden associated with using the internet. A) How did B.F. Skinner believe language development occurs? B) What did Noam Chomsky C) What did Elizabeth Bates’ research show?
Rubric Level 1 Level 2 3 Level 4 Knowledge & Understanding: The article summary demonstrates a strong understanding of the trend, issue, or event. -demonstrates limited knowledge of the selected trend, issue, or event -demonstrates some knowledge of the selected trend, issue, or event -demonstrates considerable knowledge of the selected trend, issue, or event -demonstrates thorough knowledge of the selected issue, or event Thinking & Inquiry: The student develops questions that demonstrate strong evidence of critical thinking. -creates few and appropriate questions for each discipline -creates some and appropriate questions for each discipline -creates and appropriate questions for each discipline with considerable effectiveness -creates and appropriate questions for each discipline with a high degree of effectiveness Communication: The student uses proper spelling, grammar, and punctuation. The student also organizes his or her ideas effectively. -expresses and organizes knowledge & ideas with limited effectiveness -expresses and organizes knowledge & ideas with some effectiveness -expresses and organizes knowledge & ideas with considerable effectiveness -expresses and organizes knowledge & ideas with a high degree of effectiveness Application: The student applies his or her knowledge of the social sciences with a high degree of effectiveness when creating and justifying his/her question choices. -applies knowledge of the three disciplines with limited effectiveness -applies knowledge of the three disciplines with some effectiveness -applies knowledge of the three disciplines with considerable effectiveness -applies knowledge of the three disciplines with a high degree effectiveness Descriptive feedback:
# Trip Destination Type of Expense Unit of Measure Number of Cost per Unit Number Claiming Expense Funds Requested 1 2 Travel Subtotal Travel Justification: Trip 1: Trip 2: Contractor 1: D. Special Purpose Equipment # Item Description Acquire When? Requested 1 2 Special Purpose Equipment Subtotal Special Purpose Equipment Justification: Item 1: Item 2: Contractor 1: E. Supplies # Item Description Cost per Unit Number of Units Acquire When? Funds Requested 1 2 Supplies Subtotal Supplies Justification: Supply 1: Supply 2:
San José University HSPM 100W Writing Workshop Section 1 Fall 2016 Course and Contact Information Instructor: Kathleen Haven Office Location: 406 H Clark Telephone: 408-924-4484 Email: Office MW 3:15pm-4:15pm or by appointment Class Days/Time: MW 9:00am-10:15am Classroom: BBC 225 and our Canvas Web Page Prerequisites: English 1B GE/SJSU Studies Category: Completion of core GE, satisfaction of Writing Skills Test and upper division standing. Note: Must be passed with C or better to satisfy the CSU Graduation Writing Assessment requirement. Class Web Page and MYSJSU Messaging Assignments and handouts will be posted on the course website on canvas. If you have trouble getting to the website you can call the help desk at (408) 924-2377. Assignments guidelines will be available only on the website. Course materials such as syllabus, handouts, notes, and assignment instructions can be found on course website at . You are responsible for regularly checking with the messaging system through http://my.sjsu.edu (or other communication system as indicated by the instructor) to learn of any updates. Course Description This course develops and enhances written communication skills in the hospitality, recreation and tourism professions in the following areas: scientific/technical writing, administrative writing, public-relations related writing and funding proposals. This course is designed for the development of advanced writing skills. Students are required to literature reviews, persuasive letters, a scholarly paper, resume, and cover letter with a focus on hospitality and leisure studies. The course will end with individual presentations on the research paper. The emphasis is on: 1-advanced writing skills 2- organization and development of solid academic prose 3- the generalized as well as specialized forms of writing
or 9/12 Quiz Business letter discussion (Focus is diversity/equity) Audience/Purpose Handout: patterns of business letters PPT: Academic Writing: A Short Review Class convened at MLK Library, room 219 9/14 5 9/19 Problem of Practice: A discovery experience Handout: Problem of Practice PPT: APA Formatting & unbiased language In class writing 9/21 6 9/26
PPT: Headings & subheadings Instructor Meetings/Conferences 11 10/31 Instructor Meetings/Conferences Research 2nd Draft Due 11/2 12 11/7 PPT: End of Semester Presentation In writing Instructor Meetings/Conferences 11/9 13 11/21 Prepare Presentation for following week Thanksgiving Holiday Due: Final Research Paper 11/23 14 11/28 Student Presentations 11/30 15 12/5 Student Presentations 12/7 16 12/12 Dec 12 Last Day of Instruction No Class Dec 14th Final Exam - Friday, December 16 7:15-9:30 am 12/14
Doctoral Fellowships in Health Services and Health of the Public Research Guidance for applicants seeking awards made by the Chief Scientist Office of the Scottish Government Health and Social Care Directorates. The Guidance has the following sections: 1) Background 2) Financial Support 3) Completing the Application Form 4) Making an Application 5) Assessment of Applications all of which should be read thoroughly by all potential applicants to ensure that the form is completed correctly. 1. BACKGROUND The Doctoral Fellowships in Health Services and Health of the Public Research are part of CSO’s portfolio of capacity building intiatives. awards are intended to give graduates in relevant disciplines the opportunity to work towards a PhD and provide research training in an area of research relevant to the needs of the NHSScotland. Please note that application for support in obtaining a Professional/Clinical Doctorate will not be accepted. The awards are tenable in Health Services Research, Health Economics, Public Health, Health Technology Assessment, Health Psychology etc but are not available for laboratory based research. The research undertaken via the Fellowship should have a translational focus (see the CSO Strategy , Aim 1) Eligibility It is likely that candidates for awards will either be graduates in disciplines relevant to health services and/or medical research, for example psychology, sciences, statistics, social sciences, information technology etc or graduate qualified nurses or members of the allied health professions. In addition, candidates must fulfil the eligibility criteria outlined in Appendix A. Duration The Fellowships are available for 3 years full time (or part time pro-rata) and it is expected that they will commence within 6 months of any offer of award. If an applicant’s full-time salary at time of application exceeds the salary limit it is possible to undertake the Fellowship on part-time basis to come within the limit, but in these cases the award will not extend beyond 3 years. Keywords 1 primary and up to 5 secondary keywords must be provided. The Keywords List can be found on the website. The primary keyword should identify the area within which the proposed research falls. If it does not fall within any of these areas then please insert N/A. 2. FINANCIAL SUPPORT Funding will normally cover: a) Reimbursement of the basic salary of the award holder, with increments, based on an appropriate point for the individual on the relevant pay scale up a maximum of
Humanitarian Settlement Program The Humanitarian Settlement Program (HSP) provides support to humanitarian entrants to the skills and knowledge they need to become self-reliant and active members of the Australian community. The HSP is delivered on behalf of the Australian Government by five service providers in 11 contract regions across Australia. Participation is voluntary and services are delivered to clients through a needs-based case management approach. HSP service providers support clients to achieve outcomes in the following areas as a foundation for successful settlement: Employment Education and training Housing Physical and mental health and well-being Managing money Community participation and networking Family functioning and social support Justice Language services. The HSP is designed to work in combination with settlement and mainstream services. It has a strong focus on assisting clients to learn English and gain necessary education and employment skills in recognition that positive outcomes in these areas help humanitarian entrants to integrate into Australian life. The HSP replaced the Humanitarian Settlement Services (HSS) and Complex Case Support (CCS) programs on 30 October 2017. Services provided under the HSP HSP case managers work collaboratively with clients to assess needs, and deliver a tailored package of services to meet those needs, through the development of individualised case management plans. HSP services are divided into two categories: Immediate and Foundation. As services are delivered based on need, not all clients will require all services.
Are you aware of the death certification work? What are your views on this? Our reports from Southampton How are you updating your patient record systems so smoking status is consistently recorded and available on every communication about that patient? Is there an option to record CO ppm level? Three Read codes used in Southwark (137 codes: current, never, ex). There is a pack year code too. What about hospital coding? Are smoking pharmacotherapies on the dropdown menu for prescribing systems: to make it easy to do the right things? Have you seen your NRT and varenicline data compared to other trusts in London? What do you think about that? What is your interpretation? Varenicline prescribing data available at Do you generate any smoking status reports in your organisation? How possible would it be to provide reports such as 1. Number and percentage of total adult beds occupied by current smokers (point prevalence) 2. Proportion of admissions attributable to smoking 3. Proportion of adult deaths attributable to smoking in your organisation Note the Tobacco Control Profiles provide very good borough level data based on modelling about attribution. See smoking attributable mortality and smoking attributable admissions here CARBON MONOXIDE TESTING Main question Supplementary question Examples found by HSQ elsewhere that we can share What’s happening in the trust/some part of the trust? Do you have any carbon monoxide monitors? Do you have a plan to get any? Where are they – how easy to access? There are specific PHE materials available for helping pregnant smokers quit – do you have these? What stops them being bought/used? COMMISSIONING Are you working with your commissioners? Have you discussed how to embed this into practice – with the commissioners’ support? Southwark CCG, London Borough of Hackney
The Health Star Rating system and small business are a number of potential benefits, opportunities, costs and risks to small businesses in adopting the HSR system. Adoption depends critically on industry awareness and overall attitude towards the system. While most businesses appreciate the intent of the HSR system, few believe that it will be effective in influencing consumer purchasing decisions. Evaluation framework for understanding small business impacts An evaluation framework was developed on consultation with the Victorian Government and industry representatives. The framework sought to identify potential benefits, opportunities, costs and risks arising at different phases of adoption for the HSR system — as shown in chart 3.1. Benefits and opportunities In the implementation businesses with products that are already ‘healthy’ would be expected to benefit from the additional validation provided by the HSR system. These same businesses may be able to harness this as an opportunity to expand their consumer base, using a high HSR as a marketing tool. In the medium to long term, businesses may be able to realise greater benefits by reformulating products to obtain higher ratings. and risks The cost impact of the HSR system is expected to be highest during the implementation phase, when initial investments in calculating ratings and changing label design will need to be made. Some risks to adoption are likely, such as the potential impact on brand value. In the medium to long term, the nature of risks will most likely evolve to risks of non-adoption. As consumers adapt to the HSR system and come to expect it, businesses that do not adopt may be negatively perceived, resulting in a loss of market share. Assessing impact strength The drivers of impact of the HSR system on small businesses will change over time. In the implementation phases, businesses’ capability to effect the labelling change and the incremental change that is needed to comply — along with the actions of their competitors — are likely to drive adoption. In the medium to long term, increasing consumer awareness of the HSR system may influence businesses further.
Profile of businesses consulted (total = 20) Characteristic Number of businesses interviewed Number of employees 0 1 1-4 1 5-19 7 20-49 4 50-99 5 100-149 2 Annual turnover $0 – <$250k 1 $250k – <$1 million 1 $1 million – <$2 million 2 $2 million – <$5 million 3 ≥ $ 5million 6 Not disclosed 7 Primary market a Domestic – local 2 Domestic – regional 2 Domestic – national 19 International 8 Sales channels a Local markets 2 Direct to consumer – website 2 Supermarkets 12 Independent retailers 13 Cafés/restaurants 3 Food service 2 Wholesale 2 a More than one response may be relevant, thus figures do not add up to 20.
MULTI-EVENT EXTERNAL UNEXPECTED SERIOUS ADVERSE EVENT REPORTING FORM (more than one case) Study code: Adverse Event ID or Reference Code AGE & SEX (e.g. 51M) OUTCOME O=Ongoing, P=Partial Recovery, R=Recovered, F=Fatal, U=Unknown, RELATIONSHIP TO TREATMENT (R=Related, P=Possibly related, N=Not related, U=Unknown) EXPECTED (E) UNEXPECTED(U) DESCRIPTION
ideas and the talking points for what we are going to hopefully address more and break into more specific conversations upstairs in these. The sessions will begin at 9:15 and they will last until 11:00. And again as just a refresher I was requesting that Bill Hanson would facilitate with Joyce, actually helping take notes for the Hydrographic Surveying. And Kathy, we know where these, each of these breakouts, they will have the reference to the breakout session each at each of the rooms? MS. WATSON: Yes. You will see it. CHAIR WELLSLAGER: Okay. For the Gary Jeffress with Carol taking the notes. The Tides and Currents, Ken Barbor with Susan the notes for the things that go on. And then we had hoped to have Admiral Fields and Frank addressing or staying in with the Hydrographic Surveying, Lawson and Jeff Carothers in the Geospatial and then
Massachusetts. I'm the youngest of seven kids. So I have six older brothers and sisters and of course brothers-in-law and sisters-in-law and nieces and nephews and most of them are all up in the New England kind of area still. So, it was nice that Matt referenced the New England district. It kind of made my heart skip a beat there a little bit. CHAIR WELLSLAGER: We have a lot of influence, but not that much. COL. FLEMING: Right. However, I am very happy to be in the New Orleans District and be the New Orleans District commander. It is a great challenge. I think most of you know a little bit about the Corps but we are an organization that's about 34,000 folks around the world. We are commanded by a three star general, a guy named Lieutenant General Tom Bostick. The majority of the Corp of Engineers are civilians, Department of the Army civilians.
had Joe Frazier and you had Foreman. They would go 15 rounds and they were pounding each other. They were all bloody and bruised. That's what this system was like after this flood. They were just bloody and bruised and think of having the project flood of record on these levees and structures for greater than 60 days. There were sand boils. There were slides. There was damage to the structures. When you operate the Morganza structure for the first time since 1973 there's going to be some challenges when you operate something like that. Of course we do all the operations and maintenance all the time. That is funny because I was on the structure that day when we opened it up. And Russell Beauvais who is the supervisor out there said "okay Colonel, get up on in that crane and open up that gate." I said "Russell, I am not going to do that." I said "you guys haven't opened these gates for years with no water
The general layout of the Plan and the infographics for Figure 1 and for Annex A are well done and logical. Suggestions for specific modifications are made in the following sections. Define “Raster Format” and “Vector Format” earlier in the document since the terms are discussed in the introduction. Perhaps in a side bar or box. (pg. 6). “Data” is used as singular in some cases and used as plural in other cases. This should be standardized as plural. “Notice to Mariners” is spelled with capital letters in some instances and spelled with lower case letters in other instances. This should be standardized with capital letters. “Comprised” (pp. 6, 12, 27): Used correctly on page 6. “Comprised of” on pp. 12 and 27 is incorrect. Pg. 16. Sentence “This includes the results of …, which could be extensive, but have not identified any immediate dangers.” This sentence is awkward because the noun “results” doesn’t really match extensive or identified. Pg. 17. Sentence beginning “NOAA produces …” ENC should be plural and no comma between ENCs and “and”. Pg 21: “Reported, Existence Doubtful, and Position Approximate Dangers” should be its own 3rd-level section, instead of a 4th-level section of “Channel Tabulations, as it is an independent issue separate from channel depths. In addition, the word “rep” in the middle of the page should be capitalized as “Rep” (see below). Title for the Vision for the future of the Nautical Charting – Suggest either removing the “the” or changing “Charting” to “Chart.”
Type in your location and press the ‘Search’ button. Please use all CAPS when entering your location. You can also use the % character as a wildcard, so searching for “%ICU” would return results for MICU, SICU, NICU, etc. Modify the Maximum Search Results if needed. Locate the Requisition Template you need and click the ‘Req Name’ to access it. You are ready to place your order. You may search for your item by clicking any of the column headers to sort by that field or press ‘Ctrl’ and ‘F’ together to search for the information. You may also click ‘Edit’ in the menu toolbar and then select ‘Find on this page’ to search. Enter the quantity you need to order in the ‘Order Qty’ field. Pay attention to the ‘UM’ column because you will be ordering by that Unit of Measure. Change the “Deliver To” field to the area you need the supplies delivered to. Click the binoculars to search for your area. If you are submitting an for a specific patient, scroll over to the ‘Menu’ link and then click the ‘Search for Patient’ button. You can search by any of the fields on the ‘Find Patient’ screen. If you are submitting an order for your area, you can skip to step 12.
Circulation All UK Power Networks Staff Asset Management Capital Programme & Procurement Connections Contractors Customer Services Finance G81 External website HR & Communications ICPs (Independent Connection Providers) IDNOs (Independent Distribution Network Operators) Information Systems Meter Operators SHE&TTA In Business safety team Safety Reps Network Operations EPN LPN SPN Connection Services Distribution Capital Delivery Highway Services Logistics Network Control Powercare Transport Services Strategy and Regulation UK Power Networks Services Airports Rail Strategic projects HS1, DLR & Commercial buildings MUJV / Allenby Business Development Others (specify) Contract Manager/Users Contents
Date Inspector Network Area Location/Asset ID Project / Job Number Project Supervisor Connection Provider Activity Type Jointer / Mate Cables Tested By Pass / Qualified Pass / Fail Work Management Signing, Lighting and guarding in accordance with NRSWA. Work Site / Work being undertaken in an environmentally friendly manner. Task Instruction Issued, including who is being put to work, by whom, with the expected method of LV Cable Identification stated. Operatives on site have completed a task Point of Work Risk Assessment. Live Working Assessment Completed, directly comparable to HSS 40 045a. LV Identification Check Sheet Completed directly comparable to DSR 01 018a. System Operation Reference Number (SORN) included in work pack and is relevant for task. Resources listed on SORN are resources assigned to site. 1:500/LV Schematic Drawings and where applicable Cross Sectional Drawings, available for reference and show points of isolation. Team are able to identify POC and demonstrate an understanding of the Network Drawings. Current version of DSR’s available for reference. Current UK Power Networks LV Cable Jointing Manual available. Relevant NERS Accreditation for scheme. NERS Passport/s are available for inspection and verify the operative on-site. Certificate of Competence/s available and are relevant for task being undertaken. All works are being undertaken in a safe manner.
Cable size correct Customer board fitted if required (LPN) Multi Way Head (10, 16, 24) ( 10 only in LPN) Multiway type and size correct (Lucy) End of main earth electrode Multiway fitted correctly type correct Meter boards correct Ducts sealed LSF cable installed when run through building Building or cupboard secure and water proof Red heads in 100A cut out installed (EPN only) Cable trays earthed 100A Fuses in 100A cut out installed (SPN only) Cable sizes correct Fuses present Testing (Pre-Connection) Terminal equipment at all exit points is secure from public access, cut-out fuses carriers are in place with fuses removed All routes are properly backfilled with no exposed cables conductor IR tests satisfactory Cable screen conductor IR tests satisfactory Testing (Post-Connection) Confirm voltage at each exit point Check loop impedance within acceptable limits Check polarity at each exit point. Seal cut-out fuse carriers with fuses installed Check Phase Rotation at each 3 phase exit point Phasing check with exiting low voltage network where possible and any other tests reasonably required by UK Power Networks Supporting Narrative 1
Authorisation of Independent Connection Providers (ICPs) Craftsperson’s by UK Power Networks Owner Name Jason Carmichael Title Head of Technical Training Signature Date 18th October 2017 Authoriser Name Simon Tapp Title Lead Operational Assessor Signature Date 18th October 2017 This document forms part of the UK Power Networks Integrated Management System and compliance with its requirements is mandatory. Departure from these requirements may only be taken with the written approval of the above authoriser. Revision Record Version number 3.0 What has changed? No change to document but Owner and Authoriser changed. Why has it changed? Document Reviewed. Date published 26/10/2017 Next review date 31/10/2019 Prepared by Simon Tapp Version number 2.0 What has changed? ICP Authorisation options. Why has it changed? UKPN would prefer to use Option 1 for connections activity and Option 2 for operational activity, but will make all authorisation option available to all ICP’s to suit the ICP’s preferences. Date published 10/10/2016 Next review date 01/08/2017 Prepared by Terry Siemers Version number 1.0 What has changed? The issue of a Competition in Connections Code of Practice Why has it changed? New Code of Practice Date published 25/08/2015 Next review date 17/08/2016 Prepared by Siemers
Who needs to know? All UK Power Networks Staff Asset Management Capital Programme Connections Contractors Customer Services Finance Legal G81 External website HR & Communications SHE&TT In Business HSS Safety Reps ICPs (Independent Connection Providers) IDNOs (Independent Distribution Network Operators) Information Systems Operators Network Operations EPN LPN SPN Distribution Capital Delivery Logistics Network Control Network Operations Connections Transport Services Strategy and Regulation UK Networks Services Airports Rail Strategic projects HS1, DLR & Commercial buildings MUJV / Allenby Business Development Others (specify) Contents
Who needs to know? All UK Power Networks Staff Asset Management Capital Programme Connections Contractors Customer Services Finance Legal G81 External website HR & Communications SHE&TT In Business HSS Safety Reps ICPs (Independent Connection Providers) (Independent Distribution Network Operators) Information Systems Meter Operators Network Operations EPN LPN SPN Distribution Capital Delivery Logistics Network Control Network Operations Connections Transport Services Strategy and Regulation UK Power Networks Services Airports Rail Strategic projects HS1, DLR & Commercial buildings MUJV / Allenby Business Development Others (specify) Contents
4h. Service Disabled Veteran Business Enterprise Yes No 5. DESCRIPTION OF WORK BY SUBCONTRACTOR 6a. NAME OF PERSON SIGNING 7. BY (Signature) 8. DATE SIGNED 6b. TITLE OF PERSON SIGNING PART II – ACKNOWLEDGEMENT BY SUBCONTRACTOR 9a. NAME OF PERSON SIGNING 10. BY (Signature) 11. DATE SIGNED 9b. TITLE OF PERSON SIGNING * Use a separate form for each subcontractor
NAME OF APPLICANT AGENCY: Organization Information 1. Nature of Business Organization type: For-profit Non-profit Not-for-profit IRS tax-exempt status: Non-exempt Exempt – IRS Code Section: 2. Corporation Data: Are the following documents up to date? Item Document Description YES NO a. Corporate Documentation (i.e., Certificate(s) of Incorporation; By-laws; Policy & Procedures as requested herein) b. Fidelity Bond c. Insurance Policies for property: Liability Vehicle d. Malpractice/Liability insurance to protect agency/staff against lawsuits brought by recipients of services e. IRS Form 501C – Tax Exempt Status f. IRS Form 4029 – Application for Exemption form Social Security and Medicare Taxes and Waiver of Benefits g. IRS Form 990 – Return of Organization Exempt from Income Tax h. IRS Form 941 – Employer’s Quarterly Federal Tax Return i. Delaware Annual Franchise Tax Report j. Delaware Forms (VCE - UC8A) W1-W3 Report of State Withholding k. Contracts for Purchased Services (i.e., Rent, etc.) l.. Delaware Business License Finance, Accounting, and Internal Controls 3. Basis of accounting system: Cash Accrual 4. Does the firm engage an independent auditor to conduct an annual audit of financial statements? Yes No
from K.1a (2008), 2.11 (2008), and 3.11b (2008) life in Virginia today, including food, clothing, shelter, transportation, and recreation. New content The student will describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth, with emphasis on Revised to focus on Virginia Powhatan; Moved from K.1a (2008) Pocahontas; Moved from K. 1a (2008) Christopher Newport; from 3.3a (2008) d) Maggie L. Walker; and New content e) Arthur R. Ashe, Jr. New content The student will describe the lives of people associated with major holidays, including Moved from 1.3 (2008) Changed verb: “discuss” to “describe”
United States History to 1865 Skills USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Revised to align from K-GOVT skills progression analyzing and interpreting artifacts and primary and secondary sources to understand events in the United States history; analyzing and interpreting geographic information to determine patterns and trends in United States history; interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; using evidence to draw conclusions and make generalizations; comparing and contrasting historical, cultural, and political perspectives in United States history; determining relationships with multiple causes or effects in United States history; explaining connections across time and place; using a decision-making model to identify the costs and benefits of a specific choice made; identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and investigating and researching to develop products orally and in writing. Geography USI.2 The student will interpret maps, globes, photographs, pictures, or tables to Verb change: “use” to “interpret”
describing how the Reformation led to changing cultural values, traditions, and philosophies, and assessing the role of the printing press. “how the Reformation led to” WHII.4 The student will social science skills to understand the impact of the European Age of Exploration by Revised statement- “apply social science skills” and revised statement explaining the political and economic goals of European exploration and colonization; Revised statement describing the geographic expansion into Africa, Asia, and the Americas; from WHI.4 (2008) comparing and contrasting the social and cultural influences of European settlement on Africa, Asia, and the Americas; Revised statement analyzing how competition for colonies changed the economic system of Europe; and Revised statement and content from WHII.4f (2008) defining and describing how the Scientific Revolution led to social and technological changes that influenced the European view of the world. Moved content from WHII.6a (2008) WHII.5 The student will social science skills to understand the political, cultural, geographic, and economic conditions in Europe and Russia from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by Revised statement- “apply social science skills”
NAME OF APPLICANT AGENCY: Organization Information 1. Nature of Business Organization type: For-profit Non-profit Not-for-profit IRS tax-exempt status: Non-exempt Exempt – Under IRS Code Section: 2. Corporation Data: Are the following documents up to date? Item Document Description YES NO a. Corporate Documentation (i.e., Certificate(s) of Incorporation; By-laws; Policy & Procedures as requested herein) b. Fidelity Bond c. Insurance Policies for property: Liability Vehicle d. Malpractice/Liability insurance to protect agency/staff against lawsuits brought by recipients of services e. IRS Form 501C – Tax Exempt Status f. IRS Form 4029 – Application for Exemption form Social Security and Medicare Taxes and Waiver of Benefits g. IRS Form 990 – Return of Organization Exempt from Income Tax h. IRS Form 941 – Employer’s Quarterly Federal Tax Return i. Delaware Annual Franchise Tax Report j. Delaware Forms (VCE - UC8A) W1-W3 Report of State Withholding k. Contracts for Purchased Services (i.e., Rent, etc.) l.. Delaware Business License Finance, Accounting, and Internal Controls 3. Basis of accounting system: Cash Accrual 4. Does the firm engage an independent auditor to conduct an annual audit of financial statements? Yes No
Also need to add functionality for resending of post processing message Resolution Post processed data can now be locked down with XR setting ‘POSTEXAM.LockdownPostProcessing’ set to ‘Yes’ but can be overridden if the user has the ‘GENERAL.OVER_PPROC_LOC’ security setting. in 2.09.10t1 Printing Resolved Issue CRIS-1097 Printed Documents stored on the server results in NullPointer Error Description It is possible that if a user attempts to a document a null pointer exception will be generated, this occurs when using HTTP not FTP Resolution When storing printed documents, a previously closed data transaction is trying to be closed leading to the error message seen. The error is no longer thrown and additional debug is added to inform the user when it is attempting to close an already closed transaction. Fixed in 2.09.10t1 Reporting New Functionality CRIS-958 Obstetrics reporting with external report interface Description Where the report editor is restricted to read only, it must be possible to configure at modality level which of the modalities this restriction applies to such that an event of modality 'O' is still reportable in CRIS. Possible solutions: Using the CRISMODL table to include extra field to enable an override of report, if report is set to read only. XR Setting If it's required to be site/trust specific then does it make more sense to add an XR setting? We could have it so that, for anything at all to be reported, the user must still have GENERAL.CREATE_REPORT/GENERAL.CHANGE_REPORT. But then, if they have an addition XR setting, e.g. Report.ModalitiesForReporting, set then only the modalities listed in this
Course Content Outline: based on the text Voyages in World History, volume 2: since 1500, by Valerie Hansen and Kenneth R Curtis; published by Cengage, 2010; ISBN-13 #: 978-0-618-07725-0 Week Chapter/Section 1 Chapters 15 & 16 – Maritime Expansion in the Atlantic World, 1400 – 1600 and Maritime Expansion in Afro-Eurasia, 1500 – 1700 2 Chapter 17 – Religion, Politics, and the Balance of Power in Western Eurasia, 1500 – 1750 Quiz on Reading and Vocabulary 3 Chapter 18 – Empires, Colonies, and Peoples of the Americas, 1600 – 1750 4 Chapter 19 – The Atlantic System: Africa, the Americas, and Europe, 1550 – 1807 5 Chapter 20 – Empires in Early Modern Asia, 1650 – 1818 Paper #1 due 6 Chapter 21 – European Science and the Foundations of Modern Imperialism, 1600 – 1820 Quiz on Reading and Vocabulary 7 Chapter 22 – Revolutions in the West, 1750 – 1830 Midterm Exam based on Chapters 15 – 22 8 Chapter 23 – The Industrial Revolution and European Politics, 1780 – 1880 9 Chapter 24 – China, Japan, and India Confront the Modern World, 1800 – 1910 Paper #2 due 10 Chapter 25 – State Building and Social Change in the Americas, 1830 – 1914 11 Chapter 26 – The New Imperialism in Africa and Southeast Asia, 1830 – 1914 12 Chapters 27 & 28 – War, Revolution, and Global Uncertainty, 1905 – 1928 and Responses to Global Crisis, 1920 – 1939 13 Chapter 29 – The Second World War and the Origins of the Cold War, 1939 – 1949 Chapter 30 – The Cold War and Decolonization, 1949 – 1975 #3 due 15 Chapter 31 – Toward a New World Order, 1975 – 21st Century
3RD CURRICULUM MAP 08-09 FIRST NINE WEEKS SOCIAL STUDIES Social Studies 1st Nine Wks - 3r Grade 08-09 GPS & ELEMENTS ESSENTIAL QUESTIONS & KEY QUESTIONS VOCABULARY STRATEGY/ACTIVITY ASSESSMENT RESOURCES SS3G1 The student will locate major topographical features of the United States of America a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson. b. Identify major mountain ranges of the United States of America: Appalachian, Rocky. c. Locate the equator, meridian, and lines of latitude and longitude on a globe. d. Locate Greece on a world map. What are the features of a river? What are the names of the five major rivers in the USA and where are they located? What are the major mountain ranges in the USA and where are they located? How can I locate the equator, prime meridian, and lines of latitude and longitude on a globe? Where is Greece located on a world map? Mississippi River Ohio River Rio Grande Colorodo River Hudson River Appalachain Mountains Rocky Mountains Equator Prime Meridian Lines of Latitude Lines of Longitude Greece Graphic Organizer Map It Activity p.39 Map It Activity p. 39 Find it on the Globe Game Cooperative learning-create miniature globes locating these features Teacher Observation Games Assessment Options-pp 8-11 Assessment Options- page 83 Unit Resources page 75 Teacher Observation Houghton Mifflin Social Studies Chapter 2- Lesson 2 pp38-39 Chapter 2-Lesson 2 pp 34-37 Chapter 9 pp250-251 SS3H1 The student will explain the political roots of How have Greek architecture, law, and the Olympics Architecture Parthenon Law Olympic Games Venn Diagram Teacher Observation Student Participation Chapter 1 pp 18-19 Chapter 8
our modern democracy in the United States of America a. Identify the influence of Greek architecture (Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present. b. Explain the ancient Athenians’ idea that a community should choose its own leaders. c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy. influenced America? What are the differences and similarities between direct democracy and representative democracy? Leaders Direct Democracy Representative Democracy Venn Diagram Classroom Election Pages 222; Pages 226-229 Chapter 10 Pp- 266-267
African Americans and the War – 1861 At the beginning of the war, free black Americans volunteered by the thousands for military service - the government refused to enlist them. Southern slaves slowed down – bided their time Grapevine telegraph Flight to union camps Harriet Tubman Confiscation Acts Ben Butler - Union commander who began the policy of accepting runaway slaves as "contraband" When slaves began to arrive at his fortifications near Hampton Roads, Virginia, General Benjamin Butler declared them to be the "contraband" of war. Black men and support – teamsters, construction, gravediggers (guns?) Black women – nurses, cooks, livestock tenders Changing political dynamics in Washington
Open Door Policy in China – Secretary of State John Hay – Open Door Notes with regard to China. – Open door allowed the Americans to gain an economic beachhead in China – The Americans gained from China “unequal treaty” status – meaning, the American gained access key China – The right of “extraterritoriality” Boxer Rebellion (1900): The Boxer’s had two enemies: the primary devils and secondary devils. Primary devils were foreigners (the imperialists); Chinese Christians – The Boxers were ultimately defeated and the plunder of China continued and sale addictive substance continued (opium) Roosevelt and the Panama Canal: A French corporation has been hired by ____ top build a canal across the isthmus – The Americans received from the government of Panama the right of “extraterritoriality” Roosevelt Corollary – The United States reserved the right to be the policeman of the Caribbean basin (and Latin America more generally) Roosevelt as “big cop” Banana Wars – What Roosevelt touched off was a series of American military interventions throughout the Caribbean and Central America that are collectively known as the “banana wars” – United Fruit Company Smedley Butler on Interventionism (Excerpt from a speech delivered in 1933, by Major General Smedley Butler, USMC. War is just a racket. A racket is best described, I believe, as something that is not what it seems to the majority of people. Only a small inside group knows what it is about. It is conducted for the benefit of the very few at the expense of the masses. I believe in adequate defense at the coastline and nothing else. If a nation comes over here to fight, then we'll fight. The trouble with America is that when the dollar only earns 6 percent over here, then it gets restless and goes overseas to get 100 percent. Then the flag follows the dollar and the soldiers follow the flag. I wouldn't go to war again as I have done to protect some lousy investment of the