zilongwang/ReadingBank huggingface dataset:
LOT 02 S0513A-1397 CABINET CRTU ELECTRICAL 1 LOT 02 S0513A-1467 CABINET CRTU ELECTRICAL 1 LOT 02 S0513A-1627 COMPUTER WORKSTATION 1 LOT 03 S0513A-1617 A & D ENGINEERING BALANCE ER182A 1 A & D ENGINEERING BALANCE ER182A 1 A & D ENGINEERING BALANCE ER182A 1 BALZERS HI VAC COOLING UNIT PMZ00102 1 BALZERS HI VAC VACUUM PUMP PKD44802 1 BLUE M ELECTRIC OVEN OV12A 1 DATRON INSTR DIGITAL 1062 1 DELTA DESIGN OVEN 9059511 1 DIGITAL EQUIPMENT CORP COMPUTER KEYBOARD LK201 1 Room Case# Manufacturer Description Model/Tool Number Approx Qty LOT 03 ELECTRONIC SOLUTIONS CHASSIS PV2121ED16T012CT 1 HUGHES ELECTRO OPTICAL (EDSG) ELECTRONICS DRIVE 6278630 1 HUGHES ELECTRO OPTICAL (EDSG) FEED THRU PANEL NONE 1 HUGHES ELECTRO OPTICAL (EDSG) TEST FIXTURE H810-022-000 1 HUGHES ELECTRO OPTICAL (EDSG) TEST FIXTURE H810-021-000 1 HUGHES ELECTRO OPTICAL (EDSG) TEST FIXTURE H810-024-000 1
ZEISS CARL LIGHT SECTION MICROS 604994 1 ZEISS CARL STAGE 60498 1 LOT 04 S0513A-1497 BALSBAUGH LABS MEGOHM METER 900-18M 1 LOT 05 S0513A-1467 CABINET CRTU ELECTRICAL 1 CABINET CRTU ELECTRICAL 1 LOT 06 S0513A-1657 CISCO SYSTEMS INC ETHERNET SWITCH CATALYST 5000 5152698-1 1 LOT 06 S0513A-1407 CISCO SYSTEMS INC GBIT EHERNET SWITCH 5186412 1 LOT 06 S0513A-1607 LOCKHEED MARTIN PRECISION T7500 WORKSTATION X200913030-001 1 LOT 06 S0513A-1557 RAYTHEON SYSTEMS COMPANY STORAGE ARRAY 5143275-2 1 Room Case# Manufacturer Description Model/Tool Number Approx Qty LOT 06 S0513A-1637 SUN SUN 22-INCH CRT MONITOR GDM-20E20 1 LOT 06 S0513A-1517 ARTECON HARD CHASSIS (EMPTY NO HARD DRIVES) SRU-4000-E4 1 LOT 06 S0513A-1267 ARTECON HARD DRIVE CHASSIS (EMPTY NO HARD DRIVES) SRU-4000-E4 1 CIPRICO STORAGE ARRAY 7000 1 CIPRICO STORAGE ARRAY 7000 1 CIPRICO STORAGE ARRAY 7000 1 CIPRICO STORAGE ARRAY 7000 1
of Ethics and Social Media Policy – all of which will be updated from time to time in line with the requirements and developments of the Association (all documents are available on the ITBA Website – ). Let’s continue to keep Irish Tenpin Bowling drug free and support the Sport Ireland Anti-Doping Unit by using the safe and secure way - Report Doping: www.sportireland.ie/Anti-Doping/ Competitor’s Email Signature: _______________________ Address: ___________________________ Date: __________
a b c d e f g h i j Identify the basic computer, communication, and information systems’ concepts. x Identify tools and techniques for enhancing productivity. x Show the interdisciplinary nature of computing today. x Point some of the social implications surrounding computer technology in today's world. x Design professional documents and presentations. x x x x 22. Course Assessment Assessment Type Details/Explanation of assessment in relation to CILOs Number Weight Date(s) Practical Test1: Word: 10% PowerPoint: 10% 2, 5 2 20% TBA by Instructor Practical Test2: Excel: 30% 30% Assignment (Word, PowerPoint, Excel) 2, 5 1 10% Assignment Submission & Presentation 13-17 May 2018 Word 3 marks PowerPoint 3 Marks Excel 4 Marks Quizzes: Quiz1 on Chp 1 Quiz2 on Chp 8 Quiz3 on chp 11 1, 2, 3, 4 3 5% TBA by Instructor Average of 2 Best quizzes Test : Theory Exam 1, 2, 3, 4 1 35% Test: Sunday, 20th May 2018 @ 2:00 - 3:30 pm Total 100% 23. Course Teaching Methods Teaching Method CILO(s) Interactive Teaching 1,2, 3, 4,5 Problem-Solving Learning none Practical and Laboratory Learning 2,5 Group Work Learning 5 Prepared by: Mr. Mohammed AR Siddique Date: February 2018 Approved by the Department Council on:
Government Solutions built on FileNet P8 or Related Software Complete ONLY if bidding this service. Additional Experience Requirements Bidder Response Indicate If Not Applicable (N/A) The State is interested in the government solutions that can be re-deployed within a Department that were developed using the FileNet P8 solution or Related products. Identify those solutions; indicate which state(s) and government agency(ies) they are deployed in; and which IBM ECM products are used in the solution. IBM Case Manager solutions are of particular interest. Also identify any solutions built on FileNet BPM that you are planning to migrate to Case Manager. Within the last five (5) years, you must have provided a FileNet P8 and/or Related solution to a minimum of two (2) government entities.
The State would like to identify partners that have extensive experience with the IBM Information Lifecycle Governance (ILG) products. Identify your experience, which organization you have worked with, the ILG products you are competent in, and a brief description of any engagement (maximum of 5) you would like to discuss. Certified Records Manager on staff is preferred.
Phone + Fax E-mail address 3. Project title: 4. Project acronym: 5. Project coordinator (research partner # 1 in the multinational research consortium): Name Country Position Institution/Department Address + Fax E-mail address Type of entity (tick as appropriate) ☐Academia ☐Public ☐Clinical or Public Health ☐Private-for-profit ☐SME or Industry ☐Private-non-for-profit 6. Other research partners: No. Country Name of research partner (principal investigator) Institution, department & full address Phone & Fax Email address Type of entity Academia, Clinical/ Public Health or Industry/SME Public, or 2 3 4 5 6 Signature of the Principal Investigator Signature of the Authorized Legal Representative Date
The international transfer registration fee is 40 Euros to each of the respective federations where the person is transferring to and from. Players under the age of 17 (i.e. 16 years and 364 days or below) are exempt from this fee. National federations may not charge additional fees for the administration of the transfer. The transfer registration fee is to be paid every time a player transfers. However, if the ITC is for limited time only (i.e. less than the full length of a term of membership of a federation), having the player returning back to previous club in the former national federation at the end of that limited time, the registration fee is to be paid only when the first transfer is made. If either the limited time or the returning destination is wished to be changed, then the transfer registration fee needs to be paid on the second transfer. Payment of the fees is to be made individually to the relevant federations. The new and former member federations are responsible for confirming payment to their respective accounts. All payments made by the player should be referenced: ITC [last name][initial] Example: ITC BradyR Member federations are entitled to waive their portion of the fee. 5 International Representation
enable faster browsing across all student facing PCs 17.6 Following the implementation of a new network, ICT will make additional enhancements to the wireless coverage at all and, especially, at all remote UoB sites Conduct a specialist survey to determine improved performance and coverage Lewis February 2014 17.7 Deliver a student portal to improve access to all key student systems such as BREO, personalised Timetabling and email. This will also include single-sign on to avoid having to logon to multiple systems and deliver improved IT resources for students. Regular Student feedback. Student engagement with ICT Strategy Board Karl Grocock/Mark Gamble January 2014 17.8 Implement a student app for smartphones and tablets to enable the following: Regular Student feedback. Student engagement with ICT Strategy Board Possibly use CST students to work on this project Karl Grocock February 2014 Ref Specific Actions Monitoring Method for Confirming Delivery Specific Additional Requirements Individual Lead Timescale Concerns & challenges to be addressed 17.9 Students are not the technology natives we assume they are. We need to implement specific student IT training in such areas as BREO and eVision Monitor number of students attending Gary Nye/ Marcus Woolley/ Mark Gamble On 17.10 Students are not the technology natives we assume they are. ICT to work with colleagues in the LRC and CLE to provide improved student IT support. Implementation of NorMan out-of-hours help desk – already detailed in section 16 response. Monitor number of students attending Gary Nye/ Marcus Woolley/ Mark Gamble On
Proposals for studies using the data should be reviewed by the DMC to reduce the possibility of unnecessary duplication of effort in the ITC Collaboration. I have read and understand the conditions stated above. (Electronic) Signature of the Researcher Date (DD/MM/YY)
Collaborating across other institutions technologically to share resources. Coalitions are in progress to discover and make available documents from trusts moving into the public domain. Meeting adjourned at 11:50 by Ellen Zweibel. Attendance Faculty Zweibel (Chair) Christina Kendziorski Newton Greg Moses Rafael Lazimy Academic Staff Mike Pitterle Michael Pflieger Classified Staff None Students Jason Postweiler Benjamin Emmel Non-Voting Members, Ex Officio Bruce Maas Provost Appointments Clare Huhn Ed Van Gemmert Campus Liaison Group Members Lee Konrad Alan Silver Others Attending Rob Kohlhepp Bethany Gordy Brian Rust Bruno Browning Jason Fishbain Bob Turner James Gerken Scott Owczarek Phil Hull Joanne Jones Chris Hopp Mike Litrzkow Amy Gee Recording Secretary Sue Genske
WL CCG 33 29 4 180 158 22 (12%) 2/81* CL CCG 33 32 1 174 156 18 (10%) 4/156* H&F 20 18 2 109 98 11 (10%) 3/98* TOTAL 86 79 7 463 412 51 (10.7%) No final data HV clinics 1.5/week June - 49 (treated) Seen more for advice. - - Source: ISW Report The data available refer to 136 children accessing the clinics. 84 children were aged followed by 35 children of primary school age (5-11 years) and lastly children of secondary school age (12-16 years old). Eczema was the most common diagnosis (62%), followed by food allergy (40%), allergic rhinitis (28%) (data available for 137 referred children). Asthma was not the most common referral reason, but poor asthma control was commonly detected. Consultant and specialist nurses not only assessed, diagnosed and treated patients, but also provided feedback and education to health professionals, children and families. Educational workshops (general introductory and focussed, disease specific) were developed: aimed at a multidisciplinary audience, they include both theoretical and practical components. Workshops were designed to be delivered in a variety of settings, including community health centres, schools, GP practices as well as at the acute care hospital (see Table 3). The initiative was also supported by a website, that includes online educational slide packages, practical video demonstrations and access to care plans and patient reported experience measures. Table Numbers of professionals trained and sessions offered Professionals attended: 2012 2013 GP’S: 39 8 47 Secondary Care: 15 15 30 Health Visitors: 39 51 90 School Nurses: 46 76 122 Practice Nurses: 9 2 11 Children’s Community Nurses: 7 0 7 Consultants: 10 0 10 Dieticians: 7 0 7 number attended: 172 152 324 Trial
Impact on Ealing CCG if adopting ISW intervention Ealing CCG emergency admissions Number of per 1000 avoided Costs saved All Apr 2010- Mar 2011 (Baseline) 1089 13.5 Nov 2012- Oct 2013 1048 12.6 -7% 76 £112,843 Nov 2012- Oct 2013 With ISW 861 10.4 -23% 263 £391,125 Asthma Apr 2010- Mar 2011 (Baseline) 833 10.3 Nov 2012- Oct 2013 741 8.9 -14% 119 £176,607 Nov 2012- Oct 2013 With ISW 630.3 7.6 -27% 229 £341,467 Food allergy Apr 2010- Mar 2011 (Baseline) 224 2.8 Nov 2012- Oct 2013 278 3.3 20% -47 -£69,752 Nov 2012- Oct 2013 With ISW 190.9 2.3 -17% 40 £59,999 Apr 2010- Mar 2011 (Baseline) 32 0.4 Nov 2012- Oct 2013 29 0.3 -12% 4 £5,989 Nov 2012- Oct 2013 With ISW 38.6 0.5 17% -6 -£8,242 Source: NW London CSU data warehouse This table shows the rate of emergency admissions for asthma and allergy in Ealing CCG in the baseline year and the comparison year, and the potential further reduction that would be seen if Ealing had the same change in admission rate as INWL. Ealing CCG reduced the emergency admission rates for asthma and other allergies but not for food allergies between the baseline year and the year from November 2012 – October 2013 (the most recent 12 months with available data). The overall emergency admission rate by 7%, which amounts to 76 fewer admissions than if the rate had not changed from the baseline. The estimated costs saved by not having these admissions in £112,843. However, the results from INWL where the ISW programme was running showed a greater reduction in admission rate, of 23%. This suggests that there is potential for Ealing to reduce their rate further. If Ealing CCG had
Family Questions Stakeholder Meeting April 6 Family Engagement Subgroup ELD Community Engagement staff Parents Research partners Review of existing CE question sets and data, including Zero to Three national parent survey and several local focus group efforts in Oregon National Impact TA What are stories not told by current data? –specific topics suggested from Stakeholder Meeting Engagement of parents/parent advocates to advise process Suggestions for more welcoming, less stigmatizing language Parent feedback re: questions for focus groups and which for written responses Alignment with research questions Reduce to 6-8 key questions for focus groups Workgroup review and prioritization Review with Equity Implementation Committee Modify as needed for survey format Finalize by December 1, 2017 Target Population (to convene for family engagement) Oregon ELD priorities Families furthest from opportunity Furthest from opportunity defined as: • African American • Latino • Asian and Pacific Islander • Tribal Communities • Children with disabilities • English language learners • Economic disparities • Immigrants and refugees • Geographic isolation Topic Outreach Audience to Date Feedback Therefore, next steps
Coding Coding standards are specific to the development tool and define, naming conventions and the structure and formatting of programs in the new system. Coding standards include SQL standards, which define techniques for data access. Reference ITD Coding standards. JDeveloper Oracle Developer Web Presentation (GUI) GUI standards establish the look and feel of the user interface and how components are assembled. This includes applications styles (e.g. dockable menus), application frameworks, (e.g., Microsoft MFC) and standardized GUI components (e.g., message boxes, menus etc.) Reference ITD Web Development Standards. Help System Help System standards define the tools and overall design standards for the application help system. This includes standards for page and field level help, how help content is defined and maintained and how help interfaces with other definitional aspects of the application (i.e. data dictionary, system and user documentation). Reference ITD Help System Standards. Metadata Metadata standards define the methods and naming conventions used to develop the data model. Reference ITD Metadata Standards. Security Standards Security Standards identify user and access controls that are standard across applications. Reference Security Standards and Guidelines. Software Configuration Management (SCM) SCM standards define the tool(s) and methods for managing and tracking changes to application software as it evolves through the development lifecycle. Reference ITD Software Configuration Standards. Software Quality Assurance (SQA) SQA standards define the processes and metrics used to ensure and measure software quality. Reference ITD Software Quality Assurance Standards. Data Conversion/Migration Requirements System Support Requirements Support requirements provide information relative to the impact the application is expected to
Upon completion of the course, students should: Course Objectives Assessment of Objectives Demonstrate proficiency in the use of a programming language to solve complex problems in a secure and robust manner *Weekly Assignments A.2 Apply mathematical concepts to meet Information Technology requirements *Weekly Assignments A.4 Demonstrate knowledge of industry standard software development best practices *Weekly Assignments M.4 Aspects of the course objective assessments may be used in the university’s assessment of student learning. If applicable, an asterisk (*) above indicates this assignment is used in the university assessment program. (Please asterisk the assignment above if utilized for the assessment assignment.) COURSE ACTIVITIES In this course students will: Participate in online discussions and activities Use Python 3 software to complete labs Develop scripts that work as games Research and write about script use in industry Understand the use of programming logic to automate with script Complete a Mid-term and Final Exam Compile a portfolio of work produced EVALUATION - GRADES WILL BE BASED ON THE QUALITY AND COMPLETION OF THESE TASKS: (NOTE- Please indicate the course-specific evaluations) Discussion Board Posts ………….. 10% *Weekly Assignments …………… 35% Quizzes ………………………….. 15%
) Schedule Topic Assignment Due Date Module 1 Chapter 1 – Introduction and installing Python Chapter 1 Assignments Discussion Board Posts Quiz 1 05/08 Module 2 Chapter 2 – Software Development, Data Types, and Expressions Chapter 2 Assignments Discussion Board Posts Quiz 2 05/13 Module 3 Chapter 2 - Software Development, Data Types, and Expressions, cont. Chapter 2 Assignments Discussion Board Posts 05/20 Module 4 Chapter 3 – Control Statements Chapter 3 Quiz 3 Assignments Discussion Board Posts 05/27 Module 5 Chapter 3 - Control Statements continued Chapter 3 Assignments Discussion Board Posts 06/03 Module 6 Chapter 4 - Strings and Text Files Chapter 4 Assignments Discussion Board Posts Quiz 4 06/10 Module 7 Chapter 5 - Lists and Dictionaries Chapter 5 Assignments Discussion Board Posts Quiz 5 06/17 Module 8 Chapter 6 - Design with Functions Chapter 6 Assignments Discussion Board Posts Mid-Term Chapters 1-5 06/24 Module 9 Chapter 6 - Design with Functions continued Chapter 6 Assignments Discussion Board Posts Quiz 6 07/15 Module 10 Chapter 7 - Simple Graphics and Image Processing Chapter 7 Assignments Discussion Board Posts Quiz 7 07/22
Module 11 Chapter 8 - Design with Classes Chapter 8 Assignments Discussion Board Posts Quiz 8 07/29 Module 12 Chapter 9 - Graphical User Interfaces Chapter 9 Assignments Discussion Board Posts Quiz 9 08/05 Module 13 Chapter 10 - Multithreading, Networks, and Client/Server Programming Chapter 10 Assignments Discussion Board Posts Quiz 10 08/12 Module 14 Chapter 11 - Searching, Sorting, and Complexity Analysis Chapter 11 Assignments Discussion Board Posts Quiz 11 08/19 Module 15 Exam & Portfolio Final Exam Chapters 6 - 11 (available through Wed) Portfolio 08/22
posts could potentially harm your career and alienate professional allies! Use the same courtesy in the BrightSpace environment that you would use in any widely read public forum. You’d be surprised at how many paths cross through the course of one’s career. COURSE OUTLINE AND TENTATIVE SCHEDULE Week # Topics and Competencies Homework Week Due 1. Internship documentation Week 01 Timesheet Week 01 Report Weekly Discussion Post 1-4-18 thru 1-7-18 2. Week 02 Timesheet Week 02 Report Weekly Discussion Post 1-8-18 thru 1-14-18 3. Week 03 Timesheet Week 03 Report Weekly Discussion Post 1-15-18 thru 1-21-18 4. Week 04 Timesheet Week 04 Report Weekly Discussion Post 1-22-18 thru 1-28-18 5. Week 05 Timesheet Week 05 Report Weekly Discussion Post 1-29-18 thru 2-4-18 6. Week 06 Timesheet Week 06 Report Weekly Discussion Post 2-5-19 thru 2-11-19 7. Week 07 Timesheet Week 07 Report Weekly Discussion Post 2-12-18 thru 2-18-18 8. Week 08 Timesheet Week 08 Report Weekly Discussion Post MIDTERM EVALUATION Supervisor/Mentor Evaluation & Interview 2-19-18 thru 2-25-18 9. Week 09 Timesheet Week 09 Report Weekly Discussion Post 2-25-18 thru 3-4-18
10. Week 10 Timesheet Week 10 Report Weekly Discussion Post 3-5-18 thru 3-11-18 11. Week 11 Timesheet Week 11 Report Weekly Discussion Post 3-12-18 thru 3-18-18 SPRING 3-19-17 thru 3-25-18 12. Week 12 Timesheet Week 12 Report Weekly Discussion Post 3-26-18 thru 4-1-18 13. Week 13 Timesheet Week 13 Report Weekly Discussion Post 4-2-18 thru 4-8-18 14. Week 14 Timesheet Week 14 Report Weekly Discussion Post Internship Final Report 4-9-18 thru 4-15-18 15. Finals Week – Course Wrap Up Student Portfolio Internship Final Report EVALUATION Supervisor/Mentor Evaluation & Interview 4-16-18 thru 4-20-18 ALL WORK DUE BY 4-19-18 Schedule is subject to change at instructor discretion. Assignments are due on the dates in D2L.
you for taking the time and answering our questions! 5.4. LIST OF THE SURVEYED PARTIES COMPANIES National Instruments, Armenian Branch Symotec LTD Synopsys Armenia CJSC Nairi-Tech LLC Varoujan CJSC Agnian LLC Instigate CJSC Ani-Test CJSC CQGI MA Macadamian AR CJSC Flexible Applications CJSC Monitis GFI CJSC Plexonic SFL LLC Shahumyan LLC LTXC Credence LLC OMD X-tech Studio Idram LLC Essential Solutions LLC Zoom Graphics LLC Mentor Graphics, Armenia LynxSEL LLC X –art LLC Volo LLC Eyesoft LLC Locator CJSC Seven Smarts LLC LimeTech LLC UNIVERSITIES European Regional Academy Russian-Armenian (Slavonic University) American University of Armenia Yerevan University State Engineering University of Armenia CENTERS Instigate Training Center Foundation Microsoft Innovation Center Armenia Armenian-Indian ICT center of excellence mLab ECA OTHER PARTIES Union of Information Technology Enterprises ANEL Laboratories Synopsys Armenia Educational Department SEUA Career Center Granatus Ventures
Syllabus Template Discipline Prefix: Course Number: ITE-100 Course Section: ITE-100 Course Title: Intoduction to Information Systems Credit Hours: 3 Contact Hours: Mon. - Fri. 8:00 - 3:00 p.m. Semester: 1st Semester Meeting Days/Time/Location: Mo.-Tu.-Wed.-Thur.-Fri. Instructor Information: Name: Mr. Joe Harper Office Location: Room 501 Office Hours: - Mon. - Fri. 8:00 - 3:30p.m. Email: Phone: 804-769-3434 Instructor Response Time to Email: 4 - Hours or less. Course Information: VCCS Course Description: This course covers the fundamentals of Computer Information Systems. Also, such topics which include the impact of computers on society, ethical issues, and various computer terminology. Additionally, discussions about available hardware and software and their application will be covered. This course will fulfill the requirement for: ITE 100 Introduction to Internet Services (Deans will complete this area) Prerequisites: Passing the Dual Enrollment entrance exam. Exam Date: Week - Jan 20 - 23rd Withdrawal Date 10 days from start of school year. Method of Instruction: Lecture 3-4 hours. Lab 0-2 hours. Total 3-5 hours per week. (3-4 cr.) Instructional Materials: Text:
This variation may be due to differences in the subjects being taught by men and women. Teachers in some subject areas may command a higher salary because FE providers have difficulty recruiting staff to these teaching roles. However, the HESA data does not contain robust information on the subjects new teachers are delivering and, consequently, it is not possible to examine whether this difference in starting salary is consistent among men and women teachers teaching the same subjects. Table 18 Average starting salary broken down by gender, 2012/13 Salary band Part-time teachers Full-time teachers Overall Men Women Men Men Women % earning less than £20,000 59% 77% 11% 25% 24% 45% % earning over £20,000 41% 23% 89% 75% 76% 55% Average salary £17,630 £14,530 £25,990 £23,650 £23,720 £20,145 Source: HESA and ILR data 6 Technical annex This annex describes the methodology used to perform calculations for the ITE baseline assessment. It has four sections: Section 6.1 describes the approach taken to calculate the range of ITE courses delivered in England, which informs Chapter 3 of the report. Section 6.2 describes how ITE provider information was collected. This information was presented in Chapter 4 of the report. Section 6.3 presents the calculations and assumptions used in Chapter 4 to examine the size and characteristics of the ITE provider base. Section 6.4 describes the approach used to analyse the characteristics of ITE programme learners, which is presented in Chapter 5. The purpose of the is to improve understanding of the strengths and limitations of the results presented in the baseline report and describe the approach needed to replicate the research in future. 6.1 Identifying the range of ITE courses for FE The calculation of the number of ITE courses was based on two data sources: HESA data, which included information on all ITE qualifications accredited by HE institutions. Ofqual data, which contained information on all ITE qualifications accredited by awarding organisations. Both of these data sources contain a comprehensive list of all the learners who have completed their programme in a given academic year. The Ofqual and HESA data sources are also publicly available, although HESA data is only provided on a commercial basis. The sections below describe how both data sources were filtered to identify ITE provision.
Form 1: Medium Term Plan Medium term plan for (subject): Year: Class: NC PoS ref: Learning Step General Learning objectives for each step Learning Activities (Colour code/Change Font for differentiation) Learning outcomes for each step (Colour code/Change Font for differentiation) Resources for each step inc ICT N.B: This form is meant to be used electronically and expanded appropriately including using colour coding/font changes for differentiation
activity and completely absorbed in it Is alert, has attention for details, shows precision; Its mental activity and experience are intense; The child constantly addresses all it’s capabilities: imagination and mental capacity are in top gear Professor Ferre Laevers, Leuven University, Belgium (This information was taken from SCILT Scotland’s National Centre of Languages www.scilt.org.uk) Assessment Sheet C: Summative Assessment You will need to complete one of assessments for each of your focus children. This is an example of the Y1 assessment proforma. You can access the appropriate age forms for your children from the QTS School Experience Placement Group section on MyBeckett. Summative Assessment Y1 Name: Age: PSHE Development Summary Statement
using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] apply simple spelling rules and guidance, as listed in write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. Y1 Writing: Handwriting Below age expectations Working towards age expectations Meeting age expectations Mastering age expectations sit correctly at a table, holding a pencil comfortably and correctly begin to form lower-case letters in the correct direction, starting and finishing in the right place form capital letters form digits 0-9 understand letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these. Y1 Writing: Composition Working below age expectations Working towards age expectations Meeting age expectations Mastering age expectations write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher. Y1 Writing: Vocabulary, Grammar and Punctuation Working age expectations Working towards age expectations Meeting age expectations Mastering age expectations develop their understanding of the concepts set out in by: leaving spaces between words joining words and joining clauses using and beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
This witness has information regarding: (check all that apply) My childhood □ My ex-spouse’s childhood □ Courtship □ Married life □ Marital problems □ Why do you he/she would be a good witness? Translator required? Yes □ No □ Language for translator:
jail time, depending upon the severity of the violation. Students should be aware that unauthorized or illegal use of College computers (such as engaging in illegal file sharing and distribution of copyrighted materials), is an infraction of the Student Code of Conduct and may subject them to disciplinary measures. To explore legal alternatives to unauthorized downloading, please consult the following website: http://www.educause.edu/legalcontent. Course Resources Suggested websites: The following online resources are recommended for the HTML component of the course. http://www.w3schools.com/html/default.asp http://www.w3.org/MarkUp/Guide/ http://www.webreference.com/authoring/languages/html/tutorials.html Library services: Course textbook is available at the reference desk at the NCC library. Labs and learning centers: As part of this course, students should avail themselves to further study and/or educational assistance that is available in the Computer Center in B225. Extra help options: Office hours if available and the Computer Center in B225. Assessments and Grading Methods Provide a clear explanation of evaluation, including a clear statement on the assessment process and measurements. Be explicit! Include format, number, weight for quizzes and exam, descriptions of papers and projects as well as how they will be assessed and the overall grading scale and standards. Americans with Disabilities Statement & Non-discrimination Statement (NCC Required) If you have a physical, psychological, medical, or learning disability that may have an impact on your ability to carry out the assigned coursework, I urge you to contact the staff at the Center
Design concepts and considerations for multimedia website Using Dreamweaver to create a multimedia web site 7 Accessibility issues, ADA, WAI, of disabilities and accessible design Use software such as Dreamweaver or Core FTP to upload and maintain a multimedia web site A) 12 (optional) Dreamweaver 9, 11 8 Test - Midterm 9 Image Enhancements. Working with selections. Working with Layers Photoshop 3 Photoshop 4 10 Design considerations for creating and using audio, video, and animation for the web. and video compression and file formats. File Streaming. to Adobe Animate or other animation software and its principles Animating symbols, classic tweening, keyframes in Adobe Animate or alternative software Animate 2 Animate 4 11 Use Premiere Pro to import and edit video files Premiere Pro 2, 3 12 Use Premiere Pro to edit video, add transitions, export video file How to create a storyboard Premiere Pro 4, 5 Working on a project 13 Create a storyboard and edit or animation according to a storyboard Create a video/animation Integrate video into a web site Premiere Pro 7 (optional) Premiere Pro 10 (optional) Working on a project 14 Presentation & Final Exam
3 Malicious Attacks threats and Vulnerabilities/ Virtual Labs Chapter 3 4 Risk Management/Virtual Labs Chapter 4 5 Finish Virtual Labs/Review Exam 6 Securing Infrastructure/Virtual Labs Chapter 5 7 Security Operations/Virtual Labs Chapter 6 8 Auditing and Testing/Virtual Labs Chapter 7 9 Risk, Response and Recovery/Virtual Labs Chapter 8 10 Virtual Labs 11 Finish Virtual Labs/Review Exam 12 Cryptography Chapter 9 13 Networks and Telecommunications Chapter 10 14 Malicious Code and Activity Chapter 11 15 Review Final Exam
Competition Overview/Brief WorldSkills UK Open IT Software Solutions for Business About the Competition WorldSkills UK IT Software Solutions for Business competitions focus on all the essential requirements for a successful career as a Microsoft Applications Specialist, working in the IT department of any organisation. This competition tests competitors’ in-depth knowledge of Microsoft Office software - Microsoft Word, Microsoft Excel during the regional Heats and the full Microsoft Office suite in the national final They will be inputting, manipulating, outputting and presenting information and will need to demonstrate: accuracy knowledge time management skills The Detail Competitors will undertake a series of practical tasks which will demonstrate their abilities and skills in Microsoft Applications. The full competition brief will be provided to each competitor on the morning of the competition heat. You can download the Past Test Pieces from a previous year’s UK Final here: or Microsoft Word 2016 Formatting Content Create custom styles for text, tables and lists Control pagination Format, position and resize graphics using advanced layout features Insert and modify objects Create and modify diagrams and charts using data from other sources Organising Content Sort content in and tables Perform calculations in tables Merge labels with other data sources Summarize document content using automated tools Use automated tools for document navigation Merge letters with other data sources Modify table formats Formatting Documents Create and manage master documents and subdocuments Create and modify document background Create and modify document indexes and tables Insert and modify endnotes, footnotes, captions, and cross-references
A grade of C or better in ITE 153, ITE217 and ITE 223; concurrency with ITE 223 permitted. Students must have satisfied all MAT, ENG 001 and RDG 001 remediation requirements prior to starting the course. Learning Outcomes and Objectives Introduce computer forensics and the phases of digital forensics: collection, examination, analysis, and reporting. Examination and use of the most popular forensics tools. Guidance on dealing with and criminal matters relating to the law and technology. Developing and using a framework to manage a digital forensics operation in today’s business environment. Instructional Methods This course is taught using a variety of instructional methods including lecture, class discussion and hand-on computer lab instruction. Textbook and Materials System Forensics, Investigation and Response, Second Edition Eastton with the lab bundle. ISBN: 9781284159691 Student Responsibilities/Course Policies Instructors need to complete the following for their specific policies. It is recommended that in class exams are required. Participation: Homework: Online Discussions: Projects: Group Work: Exams / Quizzes: Attendance / Lateness Policy: Missed Exam / Quiz Policy
UH Assessment for Learning Principles and Guidance 2012 This document aims to support to deliver an enhanced assessment process that values assessment for learning. Learning and Teaching Institute Content Page Number Introduction 3 Engages students with the assessment criteria Overview How to engage students with the assessment criteria 5 6 Supports personalised learning Overview 8
Assessment-for-Learning should consider; days in a week e. g. Friday afternoons in winter would not be a good time for observant Jewish students half-term weeks would not be good for some parents with child-care responsibilities specific dates when religious observances preclude students attending choosing locations that are accessible for with mobility difficulties, quiet without background and well lit providing additional preparation for students who are less familiar with the chosen assessment methods e.g. for students whose previous assessment relied on multiple choice, providing additional guidance/practice in essay-writing before they submit essays for assessment for students unused to working collaboratively in groups assistance in making the effective All students who have an identified learning disability will have a ‘study needs agreement’ which will be communicated with module leaders via email from the disability team and identified on the class list by a ‘disabled’ logo. If you have any queries or would like any support please contact Lena Kloos, or telephone: 01707 281338. Further information can be found on StudyNet; It is important to ensure that a short statement is included in programme review/validation documentation to demonstrate that consideration has been given to any unfavourable or unjustified effects of assessment tasks on student groups who may be disadvantaged. Adjustments that the University allows are indicated in UPR AS12 Appendix II. These include adjustments to:
Some case studies are avialable to explore how EVS has been used by different diciplines and in different sized goups, to find out more go to the LTI webpage on StudyNet, find information on the ‘Knowledge Exchange’ or attend one of the LTI workshops on getting started with EVS. 5.4 What students say helps dialogue for them;
You will be asked for a password, default password is 1234 you MUST alter this straight away to a more secure password! (when she say’s £ she means #) This system automatically starts to play your messages after you enter the password. To get to the main menu keep pressing #. Then press 5 ‘modify mail box settings’ and then 4 ‘modify user settings’ to set your new password. Call Divert If you wish to divert your line somewhere when you are away (rather than go to voicemail) you can by creating a new status. Warning: If you wish to create a status for a particular purpose other than the one identified below, please consult ISS as they will need to check that what you want to set will not cause problems to other areas Go to ‘Tools’ and ‘Settings’ With ‘Personal’ highlighted in the left, click on ‘Profile’ Click on ‘Add new’ at the bottom of the screen As an example, to create a Divert to send your BCM extension to iTeam hunt group 1977 - adjust the settings to match the below in the red box (note the number in ‘free forwarding should say 1976) Click ‘Add’ and ‘Close’ You will now be able to select ‘Divert iTeam Hunt’ from the profile drop down iTeam Assistants logging off during the day – when logging out of BCM during the working day (e.g. part time staff leaving) leave your setting as ‘Divert iTeam hunt’ before you close BCM so that the team can continue to answer calls to your line when you’ve logged off. Call waiting It is possible to have a personal queue so you are on a call and will be notified of a subsequent caller by a sound coming through over your current call. This will apply if you are on a call from a non-personal queue (i.e. on telephony duty).
3rd contacting us to speak with SWS 3rd contacting us about a missing student POLICE contact - Data Protection 3rd party contacting us with generic enquiry 3rd contacting us with specific/personal questions Follow current ‘SWS procedure’ consultancy call Against student account Add notes of nature of call Follow SWS ‘missing persons’ procedure Record against student account Include notes of actions taken and who has reported it, take contact details Follow ‘Data Protection’ procedure Record against student account Include notes of actions taken and who has reported it, take contact details e.g. – when are congregation ceremonies or when can son apply for accommodation etc. Record against student account (where appropriate) or customer account if details re student not known/given If it is a teacher or staff member you can use ‘Tea Cher’ or ‘In Ternal’ as appropriate Do not confirm any information the student Give generic advice In Notes – note contact type (e.g. parent) and that no personal info was disclosed e.g. provides UCAS and other details, wants to know status of application for child or discuss child’s leave of absence* Record against student account (where appropriate) or customer account if details re student not known/given Do not confirm any information about the student Ask them to get student to contact us directly Add notes including student/applicant no. *Unless the call is accommodation application and the applicant has checked the box on the accommodation application form to say we can discuss information with this contact – in this case record as if recording enquiry from student directly (note ‘parent’ in ST)
The Queues tab shows the BCM queues to which the BCM agent is currently logged on (in the above example the agent is logged in to all queues). The BCM Administrator is able to limit the queues to which any agent has access. An agent can click the relevant tick box against any of the queues displayed - this enables them to select the queues from which they can take calls BCM Configuration - ticking into your queues The correct configuration for queue log in for BCM users showing various scenarios; ITEAM – on telephony duty Set your status to ‘divert iTeam Hunt’ so you don’t receive calls to your individual BCM extension whilst on SSV lines Remember – always ensure at least one person is logged into the queue e.g. during lunch switchovers otherwise customers waiting will be kicked out of the queue. ITEAM – ALL WORKING BACK OFFICE - As A Hunt group (all phones call at once) All back office for iTeam should be logged on as follows: Select Hunt iTeam (1), then ‘show in queue list’ (2), then ‘hunt group mode for queue’ (3) Select ‘ready’ (serving in this picture) – this will not make you ready for CRM/SSV calls as you aren’t in those queues. Your status (top left) should always be ‘divert iTeam hunt’ (If you are expecting a direct call from a School etc. and are at your desk you can set your status to ‘default’ to receive the call. Once finished you should reset to ‘divert iTeam hunt’). Set your ring tone in BCM>tools>settings>phone>audio – Ringing tone (queues) - tick ‘continuous’ as below to allow you to hear the call coming through Set ring tone to Delta – then click apply Back office - As A queue (will call one at a time) Most functional teams use this method but we will give an iTeam example: Select Hunt iTeam Your status (top left) should always be ‘divert iTeam hunt’
monitoring purposes. The recording will be held locally against the agent. SEARCHING FOR NUMBERS in SAP Contact Centre Click directory Leave the search field blank (as shown below) or type in the name/part of the name of the person you’re looking for with an * and select the binoculars Click the desired contact you wish to call and this will pre populate the dial box and indicate if that person is logged into SAP Contact Centre or not (see next page for examples); ITEAM – on telephony dutY Before an agent can accept a call they must make themselves available by selecting the ‘ready’ button in CRM Log in to the CRM System Note: use the ‘Agent I team’ role Note/Warning: If you are working back office (usually logged in as ‘inbox’ role) and asked to log into a telephony queue to help cover you will need to remember to return to the Enquirer ID screen to accept each new call. With this in mind it may be easier to log off that role and back in as Z_IC_Agent when helping with telephony) iTeam Assistants on telephony duty logging off at 17.00 – when logging out at the end of the day, you must ensure that you are ticked out of all queues at 17.00 even if you are still on a call or in ‘wrap up’. A status of ‘not ready’ alone is not enough to invoke the correct IVR message to any customer(s) waiting. Note: If you select ‘not ready’ alone, and are on a call at 16.58 which takes five minutes to complete then one minute ‘wrap up’ time, any customer waiting would only receive the closed message at 17.04 instead of 17.00 TELEPHONY BUTTONS in CRM/FUNCTIONALITY
The agent can transfer a call to another agent or to a specialist. A warm transfer allows the agent to talk to the person s/he wants to transfer the call to, whilst the caller listens to music, before transferring the call. When clicking on the ‘Warm transfer’ button a dial pad will appear, the agent can select a queue from the ‘queues’ tab or enter an extension number, then brief the other agent or specialist before transferring the call. Note: the queues tab in the contact centre (above) will indicate how many agents are logged into a queue and how many agents are free to take calls. The transfer hangs up the agent’s phone and leaves them in ‘wrap up’ status but doesn’t end the interaction (which they will need to do quickly to allow the receiving staff member to continue with the ticket) Note/Warning: It is possible to open multiple dial pads within CRM by clicking on the ‘dial pad’ or ‘warm transfer’ button – screen flicker or blinkage may alert you to this. If this occurs close all dial pads and reopen the required one using either the ‘dial pad’ or ‘warm transfer’ button. LOGGING OFF In the top left corner – click file > Exit.
To: Incoming Cornell Law Students Re: Computers and Cornell Law School From: Paul R. Weber, Director, Information Technologies Date: July 16, 2014 It is strongly recommended, but not required, that all law students own a personal computer for law school use. A significant majority of students use a laptop for taking notes, drafting papers, and writing exams. If you wish to type your exams on your laptop rather than write them by hand, your computer must meet the minimum requirements noted below. Minimum Laptop Extegrity Exam4 System Requirements: Computer hardware and operating system requirements Exam4 requires a laptop or desktop computer with: 10 MB free hard disk space (a very small amount). Network connection and/or working USB port (as required by your institution). All Apple Macintosh computers MUST have a working AirPort. A supported operating system: Windows 8.1 (Windows 8.1 RT Tablets are NOT supported) Windows 8 Windows 7 Windows Vista OS X 10.9 "Mavericks" Apple OS X 10.8 "Mountain Lion" Apple OS X 10.7 "Lion" Apple OS X 10.6 "Snow Leopard" (Please review the above web site before purchasing a computer as requirements may change) As with the practice of law, the business of being a law student is becoming increasingly computer based. Many of you already own personal computers and are wondering how you will use them in law school. Others are contemplating an upgrade or purchasing a computer for the first time. This memo is intended to answer some of the questions you may have at this point. Is owning a computer required? How much will I need one? Owning a computer and printer is not required by the Law School but is strongly recommended. A computer is an invaluable writing and note-taking tool. Most Law School writing assignments implicitly require close, careful, and repeated drafting and redrafting, and the editing power of the PC is a significant help. Much legal research is conducted online using services such as Westlaw and Lexis. Course documents are distributed through the Campus BlackBoard Web Site requiring students to view and print course material online. In addition, information about what is going on in the Law School is delivered electronically, and the student body makes extensive use of email as a means of communication. You may make use of the PCs and printers in the Law School’s computer lab, but the number of PCs available is limited and printing capacity sometimes creates a bottleneck. There is no
1.15 Rear camera: 2MP or higher resolution 1.16 Battery: 3500mAH Li-Ion/Li-Pol 1.16.1 1.16.2 Capacity: 1. Minimum 5Hrs of 720p offline video playback (LCD with medium brightness level and speaker at medium sound level, WiFi OFF) 2. Minimum 4Hrs of online 720p playback (LCD with medium brightness level and speaker at medium sound level, with a receive signal strength between -65 dBM and -70 dBm) 3. Minimum 6Hrs on e-reader (LCD with medium brightness level and speaker at medium sound level, WiFi OFF) Charging: Tablet to charge from 10% to 80% of battery capacity within 3 hours from external power adapter. (Tablet in OFF condition) 1.17 Benchmarks: 1. Mobile XPRT 2013 – Performance rating : 95 or more - UX rating: 90 or more 2. Web XPRT 2013 - 190 or more 3. AnTuTu – CPU: tbd, RAM: tbd, 2D/3D Graphics: tbd 4. Quadrant Standard – CPU: tbd, Memory: tbd, I/O: tbd, 2D/3D Graphics: tbd 5. Nenamark – fps: 45 or 1.18 Application / File support: File manager with file archive /extract capability. Support for reading /editing DOC, DOCX, PPT, PPTX, XLS, XLSX, ODT, ODP, ODS. PDF Viewer Image viewer: PNG, JPG, BMP, TIFF, GIF Media Software: Audio – MP3, WAV Video- MPEG-2, MP4, AVI, 3GP Web browser- HTML5 compliant E-mail client – POP, IMAP, SMTP Chat / Conferencing -