zilongwang/ReadingBank huggingface dataset:
No one is excluded from this revelation of God. Wherever man peers at the universe, there is orderliness. At a distance of ninety-three million miles from the earth, the sun provides exactly the right temperature environment for man to function on earth. Were the sun closer, it would be too hot to survive, and were it further away it would be too cold for man to function. If the moon were closer than two hundred forty thousand miles the gravitational pull of the tides would engulf the earth’s surface with water from the oceans. Wherever man looks in the universe, there is harmony and order. Similarly, God has revealed Himself on earth (v. 1). The magnificence of the human body is perhaps the best evidence of general revelation on earth. The entire human body—its cardiovascular system, the bone structure, the respiratory system, the muscles, the nervous system including its center in the an infinite God. (2) Romans 1:18-21 develops the truth of general revelation through creation even further. It draws our attention to four vital characteristics of what the revelation of God in creation does. (a) It is a clear testimony, being clearly seen by the things which are made (vss. 19 and 20). (b) The word “understood” (noew, “of rational reflection, inner contemplation, perceive, apprehend, understand …”)32 indicates this general revelation goes beyond mere perception; creation’s revelation is such that it is expected to result in reflection so there is a conclusion drawn about the Creator. (c) As Psalm 19 affirms, this testimony is constant being witnessed “since the creation of the world” (vs. 20). And (d) it is limited in what it reveals; only certain aspects about God’s invisible qualities or nature are revealed, specifically, “his eternal power and divine nature.” reveals
the Moabite Stone, Siloam inscription. Author Frank Cross believes the Samaritan Pentateuch branched off in the Pre- Masoretic text in the the 2nd century BC. There are differences from the Masoretic text are trivial and orthographic. Some of the differences were introduced by Samaritans with the interest in preserving their status. Such as the location of the Arc. The oldest existing manuscript is dated to the 11th century AD. Aleppo Codex (900 AD) The Aleppo Codex dates from the Masoretic period (500-1000 AD) of Old Testament copying. During this period there was a deep reverence of the Scriptures, complete review of established rules and a systematic renovation of transmission technique Aleppo was written by Shelomo ben Baya’a but according to a colophon it was pointed (vowel marks were added) by Moses ben Asher (930 A.D.) It is a model codex based on the Masoretic text. It was not permitted to be copied for a long time and was reported to be destroyed. Aleppo Codex was smuggled from Syria to Israel. It has now been photographed and will be the basis of the New Hebrew Bible to be published by Hebrew University. It is a sound authority for the Ben Asher text. NEW TESTAMENT MANUSCRIPTS HISTORY
Engagement Exploration Explanation Extension Evaluation Materials: Frequency generator or free frequency generators online. Preparation: Schedule time for students in the computer lab or schedule use of mobile computer cart if students are using the online frequency generators. Headphones may be helpful if using online frequency generators. Create know – wonder - learn charts for students or provide students with sheets of paper to create their own know- wonder - learn charts. Provide copies of the OSHA Permissible Noise Level Exposures for each table team or project the chart on the screen for table teams to review. Facilitation of Learning Experience: Ask students: Have you ever been to a concert? Do you enjoy listening to loud music? What effect do you think listening to loud music or going to a concert may have on your hearing? Did you know that are guidelines to sound exposure? Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Evidence that the organization has determined and provided RESOURCES needed for the establishment, implementation, maintenance and continual improvement of OH&SMS (7.1) Evidence organization has a process in place to determine necessary COMPETENCE, necessary training and documented information to support competence supporting requirements of ISO 45001:2018. (7.2) Documented information supporting AWARENESS of persons working under the organizations control of OH&S policy; significant OH&S hazards & risks; their contribution toward an effective OH&SMS; understanding the benefits of enhanced OH&S performance and implications of not conforming with OH&SMS and fulfilling compliance obligations (7.3) Evidence that process for INTERNAL & EXETERNAL COMMUNICATIONS has been established consistent with ISO 45001:2018 (7.4) Evidence that DOCUMENTED INFORMATION is consistent with ISO 45001:2018 (7.5) 8 OPERATION Evidence that organization has established processes needed to meet OH&SMS in operating process
c. Enrolments d. Setting Profile e. FDC/INC Carers Task Card 4 Tab 4 – Support Hours a. Care Week Profile b. Day Summary c. All Support Hours Task Card 5 Tab 5 – Attachments Task Card 6 Tab 6 – Contacts Task Card 7 Tab 7 – Notes Task Card 8 Tab 8 – Submission a. Exemption Request b. Application Checklist c. Application Submission Task Card 9 Tab 9 – Claims a. Claims b. Sessions c. Payment requests d.
Identify the inherent risks relating to your group’s research topic (Note: You are also required to assess/prioritize the risks based on your understanding in accordance with the significance of the risk (i.e., you must indicate whether the respective risks are high, medium or low) Identify controls for the identified as identified in (c) above (Note: Record the risks and controls in a risk matrix format) You must also discuss the role of the internal auditor in auditing IT related risks with reference to your group`s research topic. (160 points) Prepare a 30 minute presentation for the senior management team of Company TYX on PowerPoint. Your presentation should briefly explain what your topic is all about and should mainly highlight the risks and controls relating to your specific topic. You should also discuss the role of the internal auditor with reference to your topic. (40 points) Total: 200 points Note: Your completed assignments should be handed in on (Insert Date). Remember to submit your typed assignments in a professional manner, including: Cover page A book format (ring-bound or stapled) A table of contents Use of headings No spelling mistakes Font size and format should be Arial, 11 pt. In-text references (citations) – Harvard method List of references – Harvard method Your research assignment should be between 20-25 including your list of references. Note: References to Wikipedia are not considered accredited literature. On the day of your presentation, dress code should be professional. All groups must be present on both days of the presentations. Groups that are not present on both days will be penalized. The topics per group are allocated as follows: Group 1: Electronic Signatures and Document Processing 2: Data Privacy Law in SA Group 3: IT Outsourcing Group 4: Copyrights in Computer Programs
7 bandwidth capacity (both links active) Office Primary medium (Fibre) Redundant Medium (Microwave) 5 Pretoria 20Mbps 20Mbps Cape Town 12Mbps 12Mbps Durban 12 Mbps 12Mbps Bloemfontein 6 Mbps Port Elizabeth 12Mbps 12Mbps 8 Routers Provision of Customer Edge(CE) routers with redundancy (2x per site) 10 9 Site availability 100% availability (Excluding planned downtime e.g. maintenance slots) N/A 10 Replication link to DR Dedicated 10Mbps 1 11 Hosted dedicated firewall 2 fail-over with VPN and transparent web proxy services with AD integration 2 12 DNS nrcs.org.za nrcs.co.za 1 X MX record 3 X A record 8 public address N/A 13 APN data bundle size 200 GB 1 14 PoE Switches 4 x 48 PoE switches 2 x 24 PoE switches 6 CATEGORY B: SOFTWARE IMPLEMENTATION (All SOFTWARE WILL BE PROVIDED BY THE NRCS UNLESS SPECIFIED DIFFERENTLY) 1 System Centre Suite Installation and Configuration of the Microsoft System Centre Suite on all servers N/A 2 Virtual Platform Installation and Configuration of V Clusters for Production and Disaster Recovery 2 3 DR Replication Software Implementation Installation and Configuration of Microsoft System Center Suite disaster recovery replication software Configuration of automatic switch-over between production and DR N/A 4 System support and monitoring for the duration of the contract Service management Patch management Software upgrades Capacity management Uptime monitoring All Levels of network monitoring required ( Monitoring of actual traffic in QoS classes) N/A CATEGORY C: APPLICATION MIGRATION 1 Data Migration 60TB of data to be migrated from current environment 1 2 Applications Migration JD Edwards Oracle SIEBEL CRM Microsoft Exchange Webserver Oracle Dba SQLDba 70 virtual machine SharePoint 1 6. PATCH MANAGEMENT 6.1 All patches need to follow change management procedures.
Functionality evaluation Confirm responsiveness of bids and verify documents submitted 100 70 points or more of functionality evaluation Functionality Criteria Description Weights Capability Bidder’s track record and current supported customer base and skills 20 Points Technical Solutions The bidder solution to demonstrate that the technical requirements as provided for in this Bid Document are met 20 Points Service Management The ability to provide required service management requirements of the Bid Document 10 Points Transition, risk and quality The Bidder’s proposal to transition current provider(s) to the Bidder’s proposed solution, the Bidder’s proposed solution, the Bidder’s proposal for risk and quality management 10 Points Monitoring and reporting process of the solution The Bidder to illustrate is process of reporting and monitoring incidents in relation to the data carrier service 10 Points Hardware proposed The Bidder must attach a network diagram of the proposed solution stating exactly the type of hardware proposed 10 Points Performance of the solution How does the proposed solution address performance concerns when scanning all traffic 10 Points Configuration process The bidder must provide a brief overview of their management solution for configuration process, performance and fault management 5 Points Skills Transfer To provide skills transfer on all technologies and systems implemented at the Data Centre 5 Points Total 100 Points Minimum Required 70 Points 14.2 CATEGORY B SOFTWARE IMPLEMENTATION Functionality Criteria Description Weights Capability Bidder’s track record and current supported customer base and skills 20 Points Technical Solutions The bidder solution to demonstrate that the technical requirements as provided for in this Bid Document are met 30 Points Service Management The ability to provide required service management requirements of the Bid Document 10 Points Transition, risk and quality The Bidder’s proposal to transition current provider(s) to the Bidder’s proposed solution, the Bidder’s proposed solution, the Bidder’s proposal for risk and quality management 10 Points Performance of the solution Illustrate mechanism to performance of the system 20 Points
State Department Name: Contact Person Phone # Date Prepared Product/Service or Category Description Unique Performance Factors Product Name: Product Name: Product Name: Product Name: Product Name: Product Name: Suppliers Product Meets Unique Performance Factors Why Are These Specific Factors Required? What Products Have Been Examined (Market Research) And Rejected And Why? IT Non-Competitive Bid (NCB) / Special Category Request (SCR) Worksheet
State Farm also utilizes capability maturity models to a great extent. These models aid the company in understanding the positioning of their business processes so that they can better identify opportunities for their IT services. The capability models are divided into three progressively more detailed levels. The focus of the levels is investment decisions, the customer, and expense management. Motorola Corporation The Motorola Corporation is similarly an industry leader with vast capital at stake in daily business operations. It too must carefully balance its IT portfolio to manage risks with the need to grow and provide newer and better services to its customers. Motorola achieves this goal through the use of M-Gates. M-Gates is a decision making framework that allows decisions and projects to be considered under a standard set of criteria. The framework has been used by both the Engineering and IT departments since its rollout in 1999. It consists of four gates: M15 – M14
Please complete the following tables indicating whether the product or service is or outsourced to a third party. In-House Outsourced Vendor Name City, State (List country if foreign-based) Software Application/ Version # Hardware Make and O/S Servicer Name City, State (List country if foreign-based) Software Application/ Version # Core Processing Deposits Demand Savings & Time Loans Commercial Mortgage Consumer/Installment Credit Student Check Credit/Overdrafts Other Investments General Ledger Customer Information File (CIF) Retail EFT ACH Wire System 1 Wire System 2 ATM In-House Outsourced
Recognize the ethical, legal, and social implications of system deployment E&PR c e Use new tools and utilities in the solution for information technology problems E&PR e h 1 Write dynamic, scripted, web-based programs that involve decisions based on user input PS&CT a n PS&CT b c PS&CT c a 2 Make web pages that are understandable and appropriately documented C&IS a f 3 Document ability to incorporate new sources of information in the solution of computing problems E&PR e h 1 Communicate the challenges posed by computer technology through written papers C&IS b f 3 Communicate the challenges posed by computer technology through classroom peer groups C&IS d d Discuss social, economic, legal, and ethical issues concerning computer technology such as: privacy of electronic data, intellectual property rights, and copyright protection E&PR a g E&PR b m , e 5 Identify the importance of professional organizations in career development E&PR e h 1 Build programs and prove theorems concerning fundamental structures of discrete mathematics. PS&CT a a 1 Select among available scripting languages and utilities for the most appropriate language and integrate with markup languages PS&CT d b , k PS&CT e i , j ,l 2 3
INFORMATION TECHNOLOGY PROGRAM/PROJECT WORKSHEET Project Organization Length of Project(s) Personal Effort Hours (Estimated) Number of Resources Assigned to Project(s) i.e., all project stakeholders including clients and contract positions. Please indicate your role on this project i.e., Project Coordinator (PC) or Project Manager (PM) .
Working Towards Credit or Distinction To earn a credit or a distinction, your website you will need implement the following: Determine Background Colours (for both the background and elements of the page) (Change the colours if you are using the Lorne’s scenario) The web page centred in the middle of the Web Browser Additional Images inserted into the layout Roll over effects used on the Navigational Links Create your own Lornes Surf Club Banner or Company/Organisation Banner average design skills shown (e.g. Professional and original design concept) average coding skills shown (e.g. implementing code, not shown in class) The web site needs to appear the same in all Internet Browsers (example: Firefox, Safari, Internet Explorer) Conclusion: Everything above will be explained and demonstrated in detail during class. If you have any problems please either see me during class and/or send me an email (). Please note: This assessment task does not individually determine your grade. Your grade is determined by your assessment submission as well as class participation and demonstration of competency. Tip!!! Because you need to create 5 I would recommend that you code up the first page and get it to look and behaviour exactly the way that you would like it to. Then copy that code into another four pages. You will still need to alter some of the content but by doing it this way it will greatly reduce the work load allowing you to spend more time on getting it to look good!
11. MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Appropriate confidentiality & security clauses are included in terms & conditions of employment HR representative to the Data Protection & Data Quality Committee Report to Data Protection & Data Quality Committee Annually Report to Data Protection & Data Quality Committee To be assigned by Data Protection & Data Quality Committee IT assets are recorded in appropriate asset registers Information Governance Manager & Information Security Management Assurance Lead Report to Data Protection & Data Quality Committee Annually Report to Data Protection & Data Quality Committee To be assigned by Data Protection & Data Quality Committee System Security Policies for core IT assets & key IT systems Information Governance Manager & Information Security Management Assurance Lead IG Toolkit compliance returns Annually Annual summary of position to Data Protection & Data Quality Committee To be assigned by Data Protection & Data Quality Committee Risk assessments of core IT assets & key IT systems are regularly undertaken Information Governance Manager & Information Security Management Assurance Lead IG Toolkit compliance returns Annually Annual summary of position to Data Protection & Data Quality Committee To be assigned by Data Protection & Data Quality Committee Adequate business continuity/disaster recovery plans exist for core IT assets & key IT systems that are regularly tested Information Governance Manager & Information Security Management Assurance Lead IG Toolkit compliance returns Annually Annual summary of position to Data Protection & Data Quality Committee To be assigned by Data Protection & Data Quality Committee IT Guidelines for Managing & Safely Using IT Resources is regularly reviewed & updated IT Department nominated responsible Report to Data Protection & Data Quality Committee Annually Report to Data Protection & Data Quality Committee Not applicable
About IT Services Our multi-award winning IT Services Department supports over 30,000 students worldwide and over 3000 staff across multiple locations within Derbyshire and Staffordshire. Recognised by the UK IT Industry as having highly talented people using industry-leading technologies, we are also proud of our ability to deliver transformational change for the organisation in a culture which supports, develops and brings the best out of our teams to give great services to our students. Neil Williams, our Director of IT Services and Digital Transformation, consistently supports our to be best in class and as you would expect, our technology choices tend reflect this: We have two datacentres on a stretched LAN running CISCO FLexpods, Tintri, Dell EMC Isilon storage and are completely CISCO across our networking infrastructure. Our server environment is totally virtualised (VMWare) and we run a variety of enterprise applications from all the recognised industry leaders e.g. ORACLE, Microsoft. Our teams are encouraged to automate and innovate wherever possible. This supports the front-face of our service, who support a 6000+ desktop estate and our 200+ teaching rooms, where we have again standardised on tier 1 vendors in Lenovo and Crestron for AV automation and control. Strategic Aims As well as delivering a operational service to our customers, we are constantly leading multiple strategic IT developments. As an example, this year we are upgrading our telephone infrastructure, implementing a complete campus refresh of our networking infrastructure, investing in a Hyper Converged platform, creating a new cloud based research platform and completing the final phase of our Windows 10 desktop rollout, and supporting multi-million pound estates improvements and many other large-scale projects. Opportunities There are a huge range of exciting opportunities to use your expertise and develop your career within IT Services at the University of Derby – if you have the following Can do attitude – you take ownership and having a Proactive approach to work Continuous improvement – you want to be the best in having professional pride and doing the best you can Adaptability – being transformational alongside driving and adapting to change Passionate – working collaboratively to achieve the goals of the university ensuring you are open and honest User-Centric – you are solutions focused and have the ambition to be part of a great team, we’d love to hear from you.
874/R-020 – IT/CS (Star Point) 892/S-412 – IT/CS (Star Point) 895/R-012 – IT/CS (Star Point) 904/1-001 – IT/CS (Star Point) 926/R-401 – IT/CS (Star Point) 935/R-008 – IT/CS (Star Point) 2285/R-203 – IT/CS (Star 2485/R-002 (??) 6587/R-001 (??)
Core Issues of Adoption Teleconference Series March 22, 2018: It Starts with a Story Alaska Center for Resource Families 1. Introduction: What Children Need: Audio Clip. zhttps://www.youtube.com/watch?v=Ka_0RKEBcKc 2. Don’t pathologize grief - Darla Henry’s 3-5-7 Model. 3. The Benefits of the Trauma/ Adoption Narrative a. b. c. 4. Fears/Barriers: • The sanitized for you protection. • We are stewards of the child’s story. • Fear of re-traumatizing the child . Parent/ Therapist Partnership. Unrealistic expectations. 5. Disclosure is a Team Process: 6. Ten Tools to build their story; Story Boarding: Do comic strips Digital stories Genogram: Time Lines: 9. Questions? Please email bursel@nwresource.org
APPLICATION FORM for the post of: IT System Tester Please indicate the location you are applying for by ticking the relevant box: Cork Dublin Please complete each section of this application as fully and as carefully as possible using black lettering as applications will be short-listed on the basis of the information provided on this form. It is imperative that all sections of this application form are completed in full. Surname: Other Names: (in full) Title: Mr □ Ms □ Miss □ Other (please specify) Address for Correspondence: Telephone: Home: Work: Mobile: Email: Work Permit: Are there any legal restrictions on your right to work in this Country? Yes No (If yes, please supply details) Source of Application: (Please choose relevant category below) www.hiqa.ie www.publicjobs.ie Irish Times www.irishjobs.ie Other – please state: 5. Have you previously availed of a Voluntary Retirement Scheme or any other Redundancy Scheme in the Public Sector? Yes No If yes, do the of the Scheme allow you to apply for this position? Yes No 6. Declaration:
Check application forms and personal statements and provide references for students applying for further and higher education courses relevant to IT in concordance with the school SENCo, Pastoral Lead and external Careers Officer. Provide a detailed report on each student each term and attend follow-up parent/carer open evenings. Communicate and consult with parents/carers and other persons or agencies outside the school as required. Participate in meetings, particularly the regular staff meeting each week, regular curriculum meetings and any meetings with parents/carers. Participate in any arrangements for further training and professional development. Review methods of teaching and programmes of work from time to time. Keep all teacher materials up-to-date. Prepare and introduce new courses and schemes of work. Take good care of your teaching space and all teaching materials provided by the school. Stand in for a colleague should s/he be absent. Set work for your classes if you are away from school for any reason. Participate in supervisory duties or sporting activities as required. Invigilate if to do so. Dress appropriately at all times. Carryout general duties and responsibilities as deemed reasonable by the Head Teacher. IT Co-ordinator duties and responsibilities: Management and Planning Develop a 3 year IT Integration Development Plan in conjunction with other members of the school’s Senior Leadership Team (SLT).
Signed (postholder) Date PERSON SPECIFICATION: Work-Related Learning Coach CRITERIA ESSENTIAL DESIRABLE Assessed From: TRAINING GCSE Maths and GCSE English at C or above or equivalent at Level 2. Level 3 qualification in an IT related subject. Working towards Microsoft Certification. Willingness to gain a First Aid qualification. COMP TIA A+. Application Certificates KNOWLEDGE/ Good working knowledge of current Windows operating system. Working knowledge of Microsoft Office products. Working knowledge of Adobe products. Able to demonstrate understanding of the principles of Safeguarding and Equality and Diversity as relevant to needs of post. Understanding of the particular requirements of working in an Educational Environment. Knowledge of Apple OS. Application Interview References EXPERIENCE Experience of working as a member of a support team. Experience of working with people. Experience of working with computers. Experience of fault-finding and seeking solutions to problems. Experience working with PC hardware and software. At least 1 years’ experience in a similar role. Application Interview References Team working skills as a member of a team to deliver a support function. Good communication/customer service skills. Good organisational skills. Able to communicate effectively with young people. Able to discuss problems at a routine technical level with suppliers’ support desks and senior technicians. Application Interview Test References ATTRIBUTES Able to communicate effectively with users at all levels. Good phone manner. Attention to detail. Empathy with the needs of young people. Interview References
As an example, suppose an organization is given the block 17.12.14.0/26, which contains 64 addresses (2(32-26) = 64). The organization has three offices and needs to divide the addresses into three subblocks of 32, 16, and 16 addresses. We can find the new masks by using the following arguments: Suppose the mask for the first subnet is n1, then 232- n1 must be 32, which means that n1 =27. Suppose the mask for the second subnet is n2, then 232- n2 must be 16, which means that n2 = 28. Suppose the mask for the subnet is n3, then 232- n3 must be 16, which means that n3 =28. This means that we have the masks 27, 28, 28 with the organization mask being 26. Figure 19.7 shows one configuration for the above scenario. More Levels of Hierarchy The structure of classless addressing does not restrict the number of hierarchical levels. An organization can divide the granted block of addresses into subblocks. Each subblock can in turn be divided into smaller subblocks, and so on. One example of this is seen in the ISPs. A national ISP can divide a granted large block into smaller blocks and assign each of them to a regional ISP. A regional ISP can divide the block received from the national ISP into smaller blocks and assign each one to a local ISP. A local ISP can divide the block received from the regional ISP into smaller blocks and assign each one to a different organization. Finally, an organization can divide the received block and make several subnets out of it. IPv4 Header Datagram Packets in the IPv4 layer are called datagrams. Figure 20.5 shows the IPv4 datagram format.
fifty years, long after Jay had died. I worked part-time at the store a few hours a day during the summer and long hours during the Christmas season. I worked hard, a habit I got from my Jamaican immigrant parents. Every morning they left early for the garment district in Manhattan, and they came home late at night. All my relatives were hard workers. They came out of that common immigrant experience of arriving with nothing, expecting that the new life ahead of them would not be easy. Jamaicans had a joke: “That lazy brute, him only have two jobs.” After I’d worked at Sickser’s for a couple of years, Jay grew concerned that I was getting too close to the store and the family. One day he took me aside. “Collie,” he told me with a serious look, “I want you should get an education and do well. You’re too good to just be a schlepper. The store will go to the family. You don’t have a future here.” I never thought I did, but I always treasured him for caring enough about me to say so. Reread 11-29 above. What elements of a memoir do you find in these lines? Explain how these descriptions illustrate key ideas about what is important to Powell. C. After a few weeks, the foreman noticed my work and asked if I’d like to try driving a Coke truck. Since I was a teamster, I had a chauffeur’s license and was authorized to drive a truck. The problem was that I had never driven a truck in my life. But, hey, why not? It paid better.
Up to 12.5 Points Up to 25 Points Up to 37.5 Points Up to 50 Points Team showed little understanding of concepts from lesson and were unable to build device Team shows some understanding of concepts from the lesson and were able to build a device Team applied concepts from the lesson and created a debris capture device that caught 2 samples Team effectively applied concepts from the lesson and created a debris capture device that caught 3 samples Team completed one or two aspects of the engineering design journal Team completed many aspects of the engineering design journal Team completed most aspects of the engineering design journal Team completed every aspect of the engineering design journal Team demonstrated little understanding of lesson content and scientific inquiry Team demonstrated some understanding of lesson content, but little ability to utilize scientific inquiry to modify initial design Team applied many concepts from the lesson content and made some modification to their initial device Team demonstrated the ability to use content and scientific inquiry to adapt their device to perform different functions Team was unable to apply concepts related to energy, velocity, and Newton’s Laws to solving the challenge Team applied some concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Team applied many concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Team applied most concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Students did not collaborate as a team. Communication was lacking and conflicts were not resolved Students worked together, but did not share work equally. Conflicts were not resolved on the team Students worked equally as a cohesive group, may have shown some signs of conflict without resolution Students worked equally as a cohesive group and communicated well with each other as a team Capture System Testing Test # Length of Arm of Rotation (Release) Mass of the End Effector Results Modifications Needed 1 2
Up to 5 Points Up to 10 Points Up to 15 Points Up to 20 Points Team showed little understanding of concepts from lesson and were unable to build device Team some understanding of concepts from the lesson and were able to build a device Team applied concepts from the lesson and created a debris capture device that caught 2 samples Team effectively applied concepts from the lesson and created a debris capture device that caught 3 samples Team completed one or two aspects of the engineering design journal Team completed many aspects of the engineering design journal Team completed most aspects of the engineering design journal Team completed aspect of the engineering design journal Team demonstrated little understanding of lesson content and scientific inquiry Team demonstrated some understanding of lesson content, but little ability to utilize scientific inquiry to modify initial design ideas Team applied many concepts from the lesson content and made some modification to their initial device Team demonstrated the ability to use content and scientific inquiry to adapt their device to perform different functions Team was unable to concepts related to energy, velocity, and Newton’s Laws to solving the challenge Team applied some concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Team applied many concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Team applied most concepts related to energy, velocity, and Newton’s Laws toward solving the challenge Students did not collaborate as a team. Communication was lacking and conflicts were not resolved Students worked together, but did not share work equally. Conflicts were not resolved on the team Students worked equally as a cohesive group, may have shown some signs of conflict without resolution Students worked equally as a cohesive group and communicated well with each other as a team Capture System Testing Test # Length of Arm Angle of Rotation (Release) Mass of the End Effector Results Modifications Needed 1 2 3 4 5 6
4 3 2 1 0 Use of at least 4 vocabulary words Includes four vocabulary words Includes vocabulary words Includes two vocabulary words Includes one vocabulary word Does not include any vocabulary words Shows knowledge of migration strong understanding of the whales migration Shows understanding of the whales migration Shows some understanding of the whales migration Shows little of the whales migration no understanding of the whales migration Animal The animal drawn is outstanding and was finished with a great deal of patience. The student showed above average drawing of their animal The student showed average drawing of their animal The student showed poor drawing of animal The student did not include an animal Total _____________/40 Extension Research Guide Name______________________
4 points 3 points 2 points 1 point 0 points Use of at least 4 vocabulary words Includes four vocabulary words Includes three vocabulary words Includes two vocabulary words Includes one vocabulary word Does not include any vocabulary words Shows knowledge of migration Shows strong understanding of the whales migration understanding of the whales migration some understanding of the whales migration Shows little understanding of the whales migration no understanding of the whales migration Shows knowledge of route and explanation of their obstacle Shows strong understanding of route and has strong explanation of their obstacle Shows understanding of route and explains obstacle Shows some understanding of route and explains obstacle. little understanding and explains obstacle. The student did not show understanding of route and explains obstacle. Total___________/12 (additional points)
may connect with the reader. little variety of sentences. Some sentences are incomplete. Score 1 My writing is not focused or supported by facts or details. My writing is missing an introduction and a conclusion. Few or no ideas are organized. Ideas may not be linked with words or phrases. No words are specific. My voice does not connect with the reader. My writing has many errors in spelling, grammar, capitalization, or punctuation. is no variety of sentences. Sentences are incomplete.
[G] Judy and Johnny just [Bb] walked through the door [G] Like a queen with her [C] king [Cm] Oh what a [G] birthday surprise [A7] Judy's wearin' his [D7] ring [G] It's my party and I'll [Gaug] cry if I want to [C] Cry if I want to [Cm] cry if I want to [G] You [Em] would cry [C] too If it [D7] happened to [G] ↓ you ↓ [C] ↓↓ / [G] ↓ ↑↓↑ [D7] ↓↑↓↑/ [G] It's my and I'll [Gaug] cry if I want to [C] Cry if I want to [Cm] cry if I want to [G] You [Em] cry [C] too If it [D7] happened to [G] ↓ you ↓ [C] ↓↓ / [G] ↓
time period to be reviewed and approved by HHSC. Reporting Opportunities to HHSC 10/31/2014 4/30/2015 10/31/2015 4/30/2016 10/31/2016 Pay for Performance Target Methodology Not Applicable Improvement Over Self Improvement Over Self
Other: Providers specify/propose an alternative 6 or 12 month time period to be reviewed and approved by HHSC. provider’s DY4 Measurement Period. 2. End date: The end date for the reporting period must occur on or before 09/30/16. Reporting Opportunities to HHSC 10/31/2014 4/30/2015 10/31/2015 4/30/2016 10/31/2016
Thursday, 26th 2009 Division Kingstonian 1 - 3 AFC 55 27 Rapson 25, 29, 57 Monday, 30th March 2009 South East Division Lewes vs. Croydon Athletic Tonbridge Angels vs. vs. Whyteleafe Wednesday, 1st April 2009 Division vs. Walton & Hersham vs. Corinthian-Casuals Thursday, 2nd April 2009 Division AFC vs. Kingstonian Tooting & Mitcham United vs. Carshalton Athletic South East Division vs. Horsham vs. United Horsham YMCA vs. Tonbridge Angels Monday, 6th April 2009 South East Division vs. Whyteleafe Tonbridge Angels vs. Horsham vs. Lewes Isthmian Youth Cup – Quarter-Final (Middx) vs. Tuesday, 7th April 2009 Division Carshalton Athletic vs. & Borough Wednesday, 8th April 2009 Division vs. Walton & Hersham Kingstonian vs. Thursday, 9th April 2009 South East Division Horsham YMCA vs. Horsham United vs. Croydon Athletic Worthing vs. Tuesday, 14th April 2009 Division & vs. Kingstonian vs. Carshalton Athletic South East Division vs. Lewes Horsham vs. Isthmian Youth Cup – Quarter-Final vs. AFC Wednesday, 15th April 2009 Division vs. AFC Tooting & Mitcham United vs. Thursday, 16th April 2009 South East Division United vs. Tonbridge Angels vs. Horsham YMCA Monday, 20th April 2009 Division vs. Walton & Hersham South East Division vs. Lewes vs. Horsham YMCA Worthing vs. United Tuesday, 21st April 2009 East Division Horsham vs. Tonbridge Angels Wednesday, 22nd April 2009 Division Corinthian-Casuals vs. Kingstonian – ground available vs. AFC Thursday, 23rd April 2009 Division vs. Carshalton Athletic South East Division vs. Tonbridge Angels Lewes vs. Horsham United vs. Whyteleafe Monday, 27h April 2009 East Division Whyteleafe vs. Wednesday, 29th April 2009 Division & Borough vs. AFC South East Division vs. Tonbridge Angels Monday, 4th May 2009
STANDARD AGREEMENT AGREEMENT NUMBER [Agreement number] 1. In this Agreement, the term “Contractor” refers to [Contractor name], and the term “JBE” refers to the [name of the JBE]. 2. This Agreement is effective as of [Date] (“Effective Date”). 3. The maximum amount the JBE may pay Contractor under this Agreement is $[Dollar amount] (the “Contract Amount”). 4. The purpose or title of this Agreement is: California Courts Digital Services Conceptual Design Project. The purpose or title listed above is for administrative reference only and does not define, limit, or construe the scope or extent of this Agreement. 5. The parties agree that this Agreement, made up of this coversheet, the appendixes listed below, and Request for Proposal #IT-2018-06-LB and any attachments, contains the parties’ entire understanding related to the subject matter of this Agreement and is mutually binding on the parties in accordance with its terms. Appendix A – Statement of Work Appendix B – Pricing and Payment Appendix C – General Terms and Conditions Appendix D – Defined Terms Appendix E – Unruh Civil Rights Act and FEHA Certification JBE’S SIGNATURE CONTRACTOR’S SIGNATURE [JBE name] CONTRACTOR’S NAME (if Contractor is not an individual person, state whether Contractor is a corporation, partnership, etc., and the state or territory where Contractor is organized [Contractor name] @Ktr BY (Authorized Signature) BY (Authorized Signature) PRINTED NAME AND TITLE OF PERSON SIGNING [Name and PRINTED NAME AND TITLE OF PERSON SIGNING [Name and DATE EXECUTED DATE EXECUTED ADDRESS [Address] ADDRESS [Address]
277 Folkestone Invicta vs. Walton & Hersham 25th August 2008 266 Sittingbourne vs. Folkestone Invicta 26th August 2008 264 vs. Crowborough Athletic 25th August 2008 Hat-trick heroes (Week beginning Tuesday, 26th August 2008) This week’s hat-trick star is: Cody McDonald (FA Cup) This week’s League hat-trick star is: Peter Rapson AFC Top Goalscorers (As at Saturday, 30th August 2008) PREMIER DIVISION Lge Goals Richard Carshalton Athletic 9 Byron Harrison (Middx) 7 Gavin McCallum Sutton United 5 Warren Harris (Middx) 4 Mo Takalobighashi Ramsgate 4 Billy Bricknell Billericay Town 4 James Pinnock United 4 Sammy Moore Athletic 3 Evan Archibald Horsham 3 Fraser Logan Tonbridge Angels 3 Elliot Onochie 3 Rob Haworth 3 Richards 3 James Bunn 3 Brian Haule Hendon 3 Stephen Hughes Wealdstone 3 DIVISION ONE Goals Denis Maharjan Leyton 5 Chris Stowe Tilbury 5 Christopher Chase Wingate & Finchley 5 Harry Elmes Abbey 4 Wayne Grant Wingate & Finchley 4 Petrit Elbi Aveley 3 Joe Sweeney 3 Yohance Lewis 3 Emmauel Erskine Redbridge 3 Marc Sontag Abbey 3 Lee 3 DIVISION ONE Goals Bobby Traynor Kingstonian 6 4 Tommy Hutchings Leatherhead 4 Ben Andrews 4 Mitchell Sherwood 3 Darren Watson Chipstead 3 Wayne Clarke Crowborough Athletic 3 Omari Coleman Croydon Athletic 3 Kenny Ojukwa 3 Forrester Metropolitan Police 3 Barry Moore Walton & Hersham 3 Victor Asombang Walton Casuals 3 Jake Gess 3 LEAGUE Lge Goals Peter Rapson AFC 3 Aaron MacKenzie Corinthian-Casuals 2 Fred Foreman Lewes 2 James Stenning AFC 2 Ollie Kellick AFC 2 Wins Analysis (As at Saturday, 30th August 2008) PREMIER DIVISION Matches Played: 55 Home Wins 22 40.0 % Away Wins 22 40.0 % Draws 11 20.0 % Home Goals 77 Away Goals 82 Total Goals 159 DIVISION ONE NORTH Matches Played: 44 Home Wins 17 38.6 % Away Wins 17 38.6 % Draws 10 22.8 % Home Goals 69 Away Goals 61 Total Goals 130 DIVISION ONE SOUTH Matches Played: 44 Home Wins 18 40.9 % Away Wins 16 36.4 % 10 22.7 % Home 74 Away Goals 72 Total Goals 146
is presumed to be eligible but did not complete the survey for some reason responded, was unavailable at the time of the survey, was ill or incapable, had a language barrier, and so on). • Bad numbers. In either case, the sampled individual (or parent or guardian) is presumed to be eligible but was never located. Deceased. In some cases, a household or family member may inform you of the of the sampled individual or child. • Ineligible. The sampled individual or child did not receive care from the participating medical group or health system in the last 12 months. Denominator Size Per the tool developer: To produce statistically valid comparisons, the sample needs to be large enough to yield 45 completed surveys per clinician or 300 completed surveys per medical group. Site-level sampling recommendations are currently being developed. For DSRIP reporting purposes: Providers must report a minimum of 30 cases per measure during a 12-month measurement period (15 cases for a 6-month measurement period) For a measurement period (either 6 or 12 months) where the denominator size is less than or equal to 75, providers must report on all cases. No sampling is allowed. For a measurement period (either 6 or 12 months) the denominator size is less than or equal to 380 but greater than 75, providers must report on all cases (preferred, particularly for providers using an electronic health record) or a random sample of not less than 76 cases. For a measurement period (either 6 or 12-months) where the denominator size is greater than 380, providers must report on all cases (preferred, particularly for providers using an electronic health record) or a random sample of cases that is not less than 20% of all cases; however, providers may cap the total sample size at 300 cases. Sample methodology will be reviewed by HHSC to ensure best fit Allowable Denominator All denominator subsets are permissible for this outcome Additional Considerations for Providers CAHPS Analysis Program available using SAS® software. Providers should for follow survey administration, sampling, and scoring guidelines, unless a DSRIP specific modification has been noted. Surveys are validated in entirety and providers should plan on using as specified by the survey developer. Data Source CAHPS Survey Report as provided by your survey administrator.
IT-6.2.d: Patient Satisfaction Questionnaire (PSQ-18, PSQ-III) Tool Title IT-6.2.d Patient Satisfaction Questionnaire Description The PSQ-III is a 50-item survey that includes 7 subdomains: PSQ-III subdomains: IT-6.2.d.i: PSQ-III General Satisfaction IT-6.2.d.ii: PSQ-III Technical Quality IT-6.2.d.iii: PSQ-III Interpersonal Aspects IT-6.2.d.iv: PSQ-III Communication IT-6.2.d.v: PSQ-III Financial Aspects IT-6.2.d.vi: PSQ-III Time spent with doctors IT-6.2.d.vii: PSQ-III Access, Availability, & Convenience The PSQ-18 is a shorter 18-item form of the PSQ-III that retains many characteristics of its full-length counterpart and taps the same 7 subdomains. May be appropriate for use in situations where the need for brevity precludes administration of the full-length PSQ-III. PSQ-18 subdomains: IT-6.2.d.viii: PSQ-18 General Satisfaction IT-6.2.d.xi: PSQ-18 Technical Quality IT-6.2.d.x: PSQ-18 Interpersonal Aspects IT-6.2.d.xi: PSQ-18 Communication IT-6.2.d.xii: PSQ-18 Financial Aspects IT-6.2.d.xiii: PSQ-18 Time spent with doctors IT-6.2.d.xiv: PSQ-18 Access, Availability, & Convenience Setting Ambulatory NQF Number none Measure Steward or Survey Developer RAND Corporation Survey Specifications Link to survey PSQ-III: PSQ-18: Measure type Standalone Performance and Achievement Type Pay for Performance (P4P) – Improvement Over Self (IOS) Administration PSQ-III's contains 50 and the PSQ-18 contains 18 items. Each survey item is constructed as a statement of opinion. Each item is accompanied by five
09/01/12 – 08/31/13 6 Period: 04/01/14 – 09/30/14, or 03/01/13 – 08/31/14, or 01/01/13 – 06/30/13, or 07/01/13 – 12/31/13 Providers specify/propose an alternative 6 or 12 time period to be reviewed and approved by HHSC. 2. End date: The end date for the reporting period must occur on or before 09/30/15. period must occur on or before 09/30/16. Reporting Opportunities to HHSC 10/31/2014 4/30/2015 10/31/2015 4/30/2016 10/31/2016 Pay for Performance Target Methodology Not Applicable QISMC Pay for Performance QISMC Benchmark Definition Not Applicable TBD TBD Pay for Performance QISMC Benchmark Source Not Applicable TBD TBD Pay for Performance QISMC High Performance Level Definition Not Applicable TBD TBD Pay for Performance QISMC High Performance Level Value Not Applicable TBD TBD Pay for Performance QISMC Minimum Performance Level Definition Not Applicable TBD TBD Pay for Performance QISMC Minimum Performance Level Value Not Applicable TBD TBD
Youth Cup – Third Round Postponed YOUTH LEAGUE FIXTURES FIXTURES Monday, 7th December 2009 Lucas Fettes Youth Cup – First Round vs. Harrow Borough - postponed Lucas Fettes Youth Cup – Second Round & Borough vs. AFC Wimbledon - postponed Lewes vs. Horsham YMCA - postponed Tuesday, 8th December 2009 West Division Woking vs. Staines Town - postponed Wednesday, 9th December 2009 Central Division Corinthian-Casuals vs. Chipstead East Division Tilbury vs. Tonbridge Angels Lucas Fettes Youth Cup – First Round vs. Borough Lucas Fettes Youth Cup – Second Round Sutton United vs. Thursday, 10th December 2009 Lucas Fettes Youth Cup – Second Round vs. Monday, 14th December 2009 West Division Hayes & Yeading United vs. AFC Fettes Youth Cup – Second Round Carshalton Athletic vs. Cray Wanderers Tuesday, 15th December 2009 West Division Woking vs. (Middx) Lucas Fettes Youth Cup – First Round Abbey vs. Wingate & Finchley Wednesday, 16th December 2009 Central Division Chipstead vs. Sutton United South Division Lewes vs. Horsham Lucas Fettes Youth Cup – Second Round Dulwich Hamlet vs. Tooting & Mitcham United Tonbridge Angels vs. Walton & Hersham vs. Thursday, 17th December 2009 Lucas Fettes Youth Cup – Second Round Merstham vs. Croydon Athletic Sunday, 20th December 2009 Youth Cup – Third Round Eastbourne Borough vs. Shoreham vs. Lewes Monday, 21st December 2009 Lucas Fettes Youth Cup – Second Round Metropolitan Police vs. Kingstonian YOUTH LEAGUE TABLES As at Saturday, 5th December 2009 CENTRAL DIVISION D L F A Pts GD 7 5 0 2 19 13 15 +6 5 2 3 0 10 8 9 +2 4 2 2 0 11 6 8 +5 7 2 2 3 14 15 8 -1 6 2 1 3 12 11 7 +1 3 1 2 0 5 4 5 +1