zilongwang/ReadingBank huggingface dataset:
Department of Energy Privacy Impact Assessment (PIA) Guidance is provided in the template. See DOE Order 206.1, Department of Energy Privacy Program, Appendix A, Privacy Impact Assessments, for requirements and additional guidance for conducting a PIA: Please complete form and return via email to Privacy@hq.doe.gov No hand-written submissions will be accepted. This template may not be modified. MODULE I – PRIVACY NEEDS ASSESSMENT Date Date the assessment was completed. Departmental Element & Site The official list of Departmental Elements can be accessed at Please also list the site location of the system with as much specificity as possible (e.g. DOE Headquarters, Forrestal, 1G-053 server room). Name of Information System or IT Project Enter the name of the information system. If the system is part of an enclave or general support system (GSS), please include the name of the enclave or GSS along with the name identifying the application or subsystem being assessed. Exhibit Project UID Enter the project unique identifier used for capital planning (eCPIC) or the contract name that provides the funding for the system. New PIA Update Please indicate whether this is a new PIA or an update to an existing PIA. List the name of the PIA being updated. Name, Title Contact Information Phone, Email System Owner System Owners are Departmental Element officials responsible for monitoring the information systems under their purview to ensure compliance with this Order. System Owners are responsible for the overall procurement, development, integration, maintenance, secure operation, and safeguarding of Privacy information including PII for their information system(s). System Use the full phone number and email. For example (202) 555-1212 John.doe@hq.doe.gov
What will be the use of these reports? For example, the employee time and expense history may be used by the human resources department to manage payroll and reimbursement of expenses. Who will have access to these reports? List Roles Only of individuals who will have access to the reports. Point to current access control list(s) (include version), but Please Do Not List Names Here. Include other agencies and governmental organizations. Monitoring Will this information system provide the capability to identify, locate, and monitor individuals? Indicate whether tools and/or methods are used to track or monitor individuals. What kinds of information are collected as a function of the monitoring of individuals? Identify types of information collected. For example, Social Security numbers. Are controls implemented to prevent unauthorized monitoring of individuals? Please refer to these controls at a high level. DATA MANAGEMENT & MAINTENANCE
Miglietta, M. M., and Rotunno, R., 2005. Simulations of moist nearly neutral flow over a ridge. Journal of the Atmospheric Sciences, 62, 1410–1427. Miglietta, M. M., and Rotunno, R., 2006. Further results on moist nearly neutral flow over a ridge. Journal of the Atmospheric Sciences, 63, 2881–2897. Neiman, P. J., F. M. Ralph, G. A. Wick, J. Lundquist, and M. D. Dettinger, 2008b: Meteorological characteristics and overland precipitation impacts of atmospheric rivers affecting the West Coast of North America based on eight years of SSM/I satellite observations. J. Hydrometeor., 9, 22-47. Neiman, P. J., Schick, L. J., Ralph, F. M., Hughes, M., and Wick, G. A., 2011. Flooding in western Washington: the connection to atmospheric rivers. Journal of Hydrometeorology, 12, 1337–1358. Newell, R. E., Newell, N. E., Zhu, Y., and Scott, C., 1992. Tropospheric rivers? – A pilot study. Geophysical Research Letters, 19, 2401–2404. Nuss, W. A., and Miller, D. K. (2001). Mesoscale predictability under various synoptic regimes. Nonlinear Processes in Geophysics, 8, 429–438. Pan, H. L., and Wu, W. S., 1995. Implementing a mass flux convective parameterization package for the NMC medium range forecast model. NMC office note, 409.40, 20-233. Ralph, F. M., Neiman, P. J., and Rotunno, R., 2005. Dropsonde observations in low-level jets over the northeastern Pacific Ocean from CALJET-1998 and PACJET-2001: mean vertical-profile and atmospheric-river characteristics. Monthly Weather Review, 133, 889– 910.
Using Windows XP: In the file download dialog box click save and in the Save As box select a folder in My Documents to save the application. Click Save. See Step 2.1 Installing Picasa on your computer from a saved copy. Step 2: Installing Picasa 1. Confirm the License Agreement 2. Leave destination folder as is and click Install 3. Complete setup, you might want to deselect any options not wanted. Leave Shortcut on Desktop ticked. Click Finish. If you left Run Picasa 3 selected the program will open automatically otherwise double click Picasa shortcut icon now installed on your desktop. (See Figure 3) Step 2.1: Installing Picasa on your computer from a saved copy If you haven’t started the installation immediately 1. Locate your saved picasa39-setup file and double click. 2. Click Run If Open File dialog box appears. Leave destination folder as is and click Install. 3. Confirm the License Agreement. 4. Go through the Picasa installation process and in the last window you might want to deselect any options not wanted. Click Finish. (See Figure 3.1) If you left the tick box Run Picasa 3 selected the program will open otherwise double click the desktop icon.
Any one of nos 3, 5 or 6 from Rock Preludes (to be performed without CD backing) Boosey and Hawkes PHILLIPS, Eric Into the Air Australian Music Centre POULENC, Francis Three Novelettes, any one Chester Trois Mouvements Perpétuels, any one Chester Trois Pièces, any one Huegel
Sample programs No. 1 BARTOK, B ‘Bulgarian Rhythm’ no. 153 from Mikrokosmos vol 6 20/21 SUTHERLAND, M ‘Valse Descant’ 20/21 BACH, J S Prelude no. 12 in F minor BWV 881 from Das Wolhltemperierte Klavier, Book 2 Baroque SCRYABIN, A Etude in C-sharp minor, op 2 no 1 20/21 or Romantic and post-Romantic HAYDN, F J Sonata in C major, Hob SVI/50, 1st movement Classical No. 2 MOZART, W A Sonata in D major, K. 311, movement 1 Classical TCHAIKOVSKY, P ‘March: Song of the Lark’ from The Seasons Romantic and post-Romantic AXTENS, Penelope ‘Torrent’ from Firestarters 2, Seven New Recital Pieces for Piano 20/21 SCULTHORPE, P ‘Callabonna’ in Three Pieces for Piano 20/21 SHOSTAKOVICH, D Prelude no 24 from Preludes op. 34 20/21
Chemical Please note – only chemicals which present a risk when used in this procedure need to be included in this table. Chemical Risk Precautions Storage and Discard Requirements 1st Aid Measures MSDS reference (Q-pulse) Skin irritantlyophylised chemical beads enclosed in a plastic rotor Chemicals used in rotor: D-Mannitol Polyethylene glycol, 8000 Dextran, 70 USP Polyethylene glycol, 3400 Polyethylene glycol, 2000 Sodium Chloride POPSO, Disodium salt Sodium Thiocyanate L-Aspartic Acid Lithium Hydroxide, Tris, HCL Wear gloves when handling rotor Store in fridge and discard into a sharpsafe™ Fush exposed skin with copious amounts of water for at least 15 minutes POCT-SDS4 Biological Hazard Biological Risk Precautions Precautions There is a risk of contact with blood borne viruses and other infective agents when handling patient samples and quality control Wear Gloves when handling samples and quality control amino
Bilirubin 3 – 27 µmol/L Total Protein 64 – 81 g/L Uric Acid 2.2 – 8.0 mg/DL o) Reportable interval of examination results Albumin 10 – 65 g/L Alkaline Phosphatase 5 – 2400 U/L Alanine Aminotransferase 5 – 2000 U/L Aspartate Aminotransferase 5 – 2000 U/L Amylase 5 – 4000 U/L Urea 0.7 – 64.3 mmol/L Calcium 1 – 4 mmol/L Creatinine 18 – 1768 µmol/L Gamma Glutamyltransferase 5 – 3000 U/L Glucose 0.56 – 38.9 mmol/L Bilirubin 1.7 – 513 µmol/L Total Protein 20 – 140 g/L Uric Acid 1-15 mg/dL p) Instructions for determining quantitative results when a result is not within the measurement interval When a result is outwith the measurement interval, a sample must be sent to the laboratory for confirmation q) Alert/Critical values, where appropriate r) Laboratory clinical interpretation Not applicable s) Potential sources of variation Incorrect sample collection or collection into a tube with EDTA, fluoride oxalate or citrate as an anticoagulant will interfere with test results t) references Piccolo Xpress User Operator’s Manual POCT-EXT7 General Chemistry 13 Package insert POCT-EXT6 Piccolo Chemistry 13 SDS POCT-SDS4 Piccolo QC SDS POCT-SDS5
PICEEDS APPLICATION FORM 2017 Programme Name Title Name Gender Surname Race Nationality If “Other”, indicate specific race South African Identification Number Are You Physically Disabled? If Yes, indicate the nature of your disability Contact Details Home Cell E-mail EDUCATION Tertiary Institution Qualification Qualification Progress Date Of Completion Average (%) Secondary Institution Date Of Completion Average (%) FINANCIAL SUPPORT Bursary Obligation Amount Name Of Bursar ACHIEVEMENTS & EXPERIENCE Leadership Achievements Work Experience Company Position Commencement Date End Date Please attach your Curriculum Vitae, Matric Certificate, Transcripts and ID document. All documentation must be certified. Send applications to: quote your chosen programme in the email subject line. CLOSING DATE: 31 AUGUST 2016
Evaluation Implementation Milestones The shaded boxes represent essential milestones for every evaluation. . Please indicate the current status of each milestone, Status Please check one per milestone. Timeline Output Measure How will you know the milestone and activities are Lead Staff and Key Partners Who is responsible? Initiation (MM/YYYY) Completion (MM/YYYY)
Performance Indicators Skills are at basic level and performed using foundational technique as identified in key points and conceptual frameworks. Skills nearing proficiency and sometimes performed using proper technique as identified in key points and conceptual frameworks. Skills are adequate and are regularly performed using proper technique as identified in key points and conceptual frameworks. Skills are superior and executed at the highest level, while using proper technique as identified in key points and conceptual frameworks. Rules Strategy Etiquette Sportsmanship Forehand Backhand Serve Drop/Smash
Student Names Balance Ball on Paddle while walking (30 sec) Palms Up (25 x) Palms Down (25 in row) Alternating Palms up and down (20 in row) ball up to self on paddle (5x) Wall rally (20 times)
Student Names Balance Ball on Paddle while walking (30 sec) Palms Up (25 x) Palms Down (25 in row) Alternating Palms up and down (20 in row) Drop-hit ball up to self on paddle (5x) Wall rally (20 times) PICKLEBALL FLIGHTS TEAM ___________________________ Flight 1 ______________________ Flight 2 ______________________ Flight 3 ______________________ Flight 4 ______________________
Flight 5 ______________________ Flight 6 ______________________ PICKLEBALL 1 vs 1 TOURNAMENT Competition will take place within flights. All teams will compete against all others within each flight A record of the number of points each team scores across all flights will determine the winning team Games will last four minutes. A team need only win by one point. Round I Flight 1 (Flight 2 duty) Flight 3 (Flight 4 duty) Flight 5 (Flight 6 duty) Round II Flight 2 (Flight 1 duty) Flight 4 (Flight 3 duty) Flight 6 (Flight 5 duty) Score Sheet Flight ____________ Team _______ _______ _______ _______ _______ _______ Player _______ _______ _______ _______ _______ _______ Game 1_____ _____ _____ _____ _____ _____ Game 2_____ _____ _____ _____ _____ _____ Game 3_____ _____ _____ _____ _____ ____ Game 4_____ _____ _____ _____ _____ ____ Game 5_____ _____ _____ _____ _____ _____
Keeping Records Festivity Culminating Event Competition has three central meanings Festival Competence Rivalry Three ways in which Sport Education differs from youth sport, interschool sport, and institutional sport. Sport Education... Demands full participation for all Forms of sport must be developmentally matched to the experience and ability of students Students learn roles beyond that of a participant Pickleball Pickleball might best be considered a game of power strength & speed finesse & tactics speed & placement To have an aggressive offense, you must have a net game that develops around which shot? (Hint: not the smash) Volley The shot used to force a net player back to the baseline into a less advantageous position is a ... Lob You Make the Call Dave serves the ball, Jon returns it with a volley Point for Dave
British 4 30s M White British Professional Postgraduate degree 33 5 30s F White British Administration degree 192 6 50s F Mixed Professional Postgraduate degree 84 7 20s F Black African Professional Postgraduate degree 84 8 30s F White British Homemaker GCSEs / O levels 120 9 50s F White British Professional degree 44 10 30s M White British Intermediate occupation GCSEs 15 11 50s M White British Unemployed/disability None 276 12 30s M Mixed Intermediate occupation Diploma 168 13 30s M White British Service occupation None 192 14 20s F White British Unemployed/disability None 120 15 50s F White British Intermediate occupation GSCEs / O levels 30 M = male; F = female
Weeping P = participant number Table 5. Themes about relating to others Theme Sub-themes Typical statements Interpersonal sensitivity Interpersonal sensitivity as positive Interpersonal sensitivity as negative 57. “I’m very sensitive to other people’s feelings, and I have a lot of empathy.” (P6) 58. “I’m going back to what I said about being sensitive to people, I just wish I didn’t do that, I just wish I didn’t understand it so well. Because sometimes, you just don’t want to know...” (P2) 59. “I remember when I was younger…I was very susceptible to other people’s emotions…I think having a fairly volatile home-life makes you that way. You’re consciously looking out for stuff.” (P4) Caring for and supporting others 60. “I’ve never had no-one look after me, I’ve always looked after other people….but it’s not like that now.” (P3) 61. “I think I have this thing where...in work...most people will come to me...I’m like an agony aunt. Which is ironic…” (P7) Fear of burdening others 62. “I don’t want to burden anybody else with it…I don’t want to burden anybody else with what I’ve been feeling.” (P3) 63. “I tend to refuse people’s help, I tend to not want to take anything.” (P2) P = participant number
Drag and Drop Programming with the PicoBoard The PicoBoard is a wonderful way to introduce students who are already familiar with drag and drop programming in Scratch to sensors and microcontrollers. The sensors on the PicoBoard are fully supported in the Scratch programming environment. Students can simply plug in their PicoBoard, make a few changes to their code and then control aspects of their projects using the various sensors on the PicoBoard. Whether it’s controlling the direction their character runs, the speed of the bad guys or even the outfit their character wears, kids will have fun learning how to use sensors to interface with their programming projects. Scratch and PicoBoard are a powerful combination that allows educators to introduce core technology concepts to a younger population of students than ever before. The only hard part for the students is figuring out what they want to control with their PicoBoard! Materials: A computer with Scratch installed on it. Go here for Scratch download: http://scratch.mit.edu/ A PicoBoard A USB to mini cable About Scratch
Goal #2 Enhance the recruiting, induction and ongoing development of FCS staff by collaborating with Central Office departments. Actions, Strategies and Interventions Timeline AdvancED Standards (Check all that apply) 2013-16 Strategic Plan (Check all that apply) Work with: HR to create a recruiting marketing plan/tools, and redesign the Employee Handbook and Intake presentation/materials Educational Leadership to implement a Central Office leadership development program for current and those new to the role Professional Development to reinforce and continue Customer Service standards and provide Leadership Training for classified staff Community partners to continue cultural diversity training for administrators and front liners Oct. – Dec. 16 16/17 School Year 16/17 School Year 16/17 School Year *Purpose & Direction *Governance & Leadership Teaching & Assessing for Learning *Resources & Support Systems *Using Results for Continuous Improvement Instruction *Human Resources *Facility & Safety Services *Technology Services *Operational Services Describe how your Goal will be monitored throughout the year: Hitting established deadlines and stakeholder surveys for various programs
I (intervention)- administration of Ofirmev C (comparison)- patients not receiving Ofirmev O (outcome)- decreased pain and PONV T (time)- pain-management postoperatively Methodology In researching my PICO question I searched several databases in answering this question. I used the following keywords for my searches: Ofirmev, IV Tylenol (acetaminophen), decreased pain and PONV. The databases that were used were Cinahl, Pub-Med and Cochrane Reviews. I also used The Agency for Healthcare and Research Quality (AHRQ). The databases where I found articles of interest to my subject were Cinahl, Pub-Med and Cochrane Reviews. AHRQ provided no relevant information to include in my findings. I used the advance searches and narrowed my search to include research from 2008 to current. Using the databases I explored the articles that were relevant to my PICO statement. I reviewed the articles by reading the abstracts and then gathered those articles to start conducting my research on Ofirmev. I critically appraised four articles and dissected each of those articles in the design method that was used, determined quantitate or qualitative research, what kind of sample size and measurements that were used, and the findings from each article. I also reviewed each article for a level of evidence (Melnyk & Fineout-Overholt, 2011). Levels of evidence are used for articles based on the strength and quality of the research that is provided. There are many different hierarchies of level of evidence that are used in research. I used the hierarchy that Melnyk provides. There are seven levels in her pyramid that is used to rate the level for each article. The strongest level is one that uses systematic reviews and analysis of several random clinical trials. The levels of evidence range from studies that use
Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice. Philadelphia: Lippincott: Williams & Wilikins. Pasero, C., & Stannard, D. (2012, June). The Role of Intervenous Acetaminophen in Acute Pain Management: A Case- illustrated Review. Pain Management Nursing, 13, 107-124. http://dx.doi.org/doi:10.1016/j.pmn.2012.03.002 Pickens, L. A., & Meinke, S. M. (2011). Ofirmev: A Recently Introduced Drug. Journal of Pediatric Nursing, 26, 494-497. http://dx.doi.org/doi:10.1016/j.pedn.2011.07.015 Ursuy, P. (2014). NURS 350 Class Syllabus. Big Rapids, MI: Ferris State University. White, K. M., & O’Sullivan, A. (2012). The essential guide to nursing practice: Applying ANA’s scope and standards in practice and education. Washington D.C.: American Nurses Association [ANA].
German Submarines Sink American Ships, March 1917 President Woodrow Wilson submarine warfare German submarines German Germany United States (U.S.) Congress Zimmerman Telegram/Note American shipping unarmed American merchant vessels/ships declaration of war hoped to avoid war sank (sink) obtained (to get) March 1917 April 1917
American Idealism—Making the World “Safe for Democracy” An idealistic Progressive, Wilson expanded the American war effort from a defense of "freedom of the seas" to a crusade for democracy. By the time that Americans entered the war in April1917, Russia had been shaken by the first of two revolutions. In April 1917, Russia was a democracy, and the Allies had become a league of democratic nations. Wilson therefore told Congress that the United States was not going to war against the German people, but against their leaders. America's aim in entering the war was to establish the ultimate peace of the world and to free its peoples: “The world must be made safe for democracy.” Most Americans found it inspiring to endure the rigors of the war for such high-minded ideals. With a strong sense of moral superiority, they set out to save and remake the world. American Idealism—Making the World “Safe for Democracy” President Wilson crusade for democracy “The world must be made safe for democracy.” high-minded ideals inspiring save and remake the world crusade for democracy President Woodrow Wilson
FIRE UPDATE Stone Lake Fire August 28, 2017 10:00 a.m. Contact: Wisdom Ranger District (406) 689-3243 M-F 8:00 – 4:30 What: Wildland Fire Detected: August 27, 2017, 2:00 p.m. Cause: Lightning Current Size: Aproximately 8 acres Containment: 0% Resources on Fire: 8 smoke jumpers, 8 local Wisdom/Wise River firefighters Location: N 45˚41.865 W 113˚16.230 Approximately 15 miles southwest of Wise River, MT The Stone Lake fire was detected at aproximately 2:00 p.m. on Sunday, August 27, 2017. This fire Is located high on the ridge in Whitebark Pine with rock screes nearby on two sides. Smokejumpers jumped on the fire and two loads of retardent were dropped along with several buckets of water. Eight additional local Wisdom/Wise River firefighters were flown into the area. Smokejumpers from the Ross and Grouse fires will also be moved to the Stone Lake fire along with four additional smokejumpers. Today’s operations are to continue accessing the fire and checking for any additional spotting. Weather predictions are continued hot and dry. A small cold front will be passing through the area with the possibility of lightening and gusty winds. There are currently no closures but the public is cautioned to be careful in this area. ###
Picture Book Resources used for Picture Book Activity Marceau- Chenkie, Brittany. Naya The Inuit Cinderella. Yellowknife, NT: Raven Rock Publishing, 1999. Marks, Alan and Pirotta, Saviour. The Golden Slipper: An Ancient Egyptian Fairy Tale and also Cinderella. Sea-to-Sea Publications, 2008. Ungar, Richard. Rachel’s Gift. Toronto, Ontario: Tundra Books, 2003 Peck, Harriet. Coyote Places the Stars. New York, NY: Bradbury Press, 1993. MacDonald, Margaret. Fat Cat: A Danish Folktale. Little Rock, Arkansas: August House Little Folk, 2001. Hall, Amanda. Prince of the Birds. Frances Lincoln Limited, 2005. Kimmel, Eric. The Frog Princess: A Tlingit Legend from Alaska. New York, NY: Holiday House, 2006. Marshall, James. Red Riding Hood. New York, NY: Dial Books for Young Readers, 1987. Marshall, James. Goldilocks and The Three Bears. New York, NY: Dial Books for Young Readers, 1988. Cohen, Caron Lee. The Mud Pony. New York, NY: Scholastic, INC, 1988. Han, Oki S. Kongi and Potgi: A Cinderella Story from Korea. New York, NY: Dial Books for Young Readers, 1996. McDermott, Gerald. Raven: A Trickster Tale From The Pacific Northwest. Voyager Books: Harcourt, INC, 1993. Yolen, Jane. The Flying Witch. Harper Collin Publishers, 2003. Poole, Josephine. Snow White. Alfred A. Knope, INC, 1991. Appendix L
Example of original picture and after edge detection How do you calculate the difference between two colors? The difference between two colors (red1,green1,blue1) and (red2,green2,blue2) is the square root of ((red2 - red1)2 +(green2 - green1)2 +(blue2 - blue1)2). Exercise: 1. Write the colorDistance method in the Pixel class to use this calculation to return the difference between the current pixel color and a passed pixel. public double colorDistance(Pixel other) 2. Write the edgeDetection method in the Picture class to use to look for an edge in a picture as described above. It should compare the color at the current pixel with the pixel in the next column to the right and the pixel in the next row below. If the colors differ by more than some specified amount, this indicates that an edge has been detected and the current pixel color should be set to black. Otherwise, the current pixel is not part of an edge and its color should be set to white. public void edgeDetection(int edgeDist) You can test this with the testEdgeDetection method in PictureTester. Quick Reference DigitalPicture Interface Pixel[][] getPixels2D() // implemented in SimplePicture void explore() // implemented in SimplePicture boolean write(String fileName) // implemented in SimplePicture SimplePicture Class (implements Digital Picture) public SimplePicture() public SimplePicture(int width, int height) public SimplePicture(SimplePicture copyPicture) public SimplePicture(String fileName) public Pixel[][] getPixels2D() public void explore() public boolean write(String fileName) Picture Class (extends SimplePicture) public Picture() public Picture(int height, int width) public Picture(Picture copyPicture) public Picture(String fileName) public Pixel[][] getPixels2D() // from SimplePicture public void explore() // from SimplePicture
According to The Fray, “sometimes the hardest thing and the right thing are the same.” Write One of my best friends has gray hair and loved the 1960s. Reading between the lines. “Little Red Riding Hood” is about a girl who doesn’t listen to her mother and terrible things happen because of it. After looking through the evidence, it is clear that Energizer is the better battery. I just want to make it clear that the assignment is due on Monday the 1st. Juggling is the hardest
Room Activity Directions Version 1—Groups with picture Make a list of the objects in the picture. What does this data tell you about the person who lives in this room? What does it not tell you? Version 2—Groups with lists or word cloud Draw a picture of a room that contains each of the items in the list. What does this data tell you about the person who lives in this room? What does it not tell you? After groups have an opportunity to complete the assignment, have groups share and ask: “How does the new information change your thinking about the person who lives in the room?” 1. Draw a picture of a room that contains each of the items in the list. 2. What does this data tell you about the person who lives in this room? What does it not tell you? Room Activity Entire Word List Laptop Nintendo DS Mobile phone IPod with earbuds PS3 Radio (2) Television Toy Car (3) Calendar Ribbons (3) Sprite Can Plaques (3) Gold Medal Phone Mug Trophy Picture Frame Posters (8) Harry Potter poster Lava lamp Glasses Violin Globe Person Paintings (2) Shoe Burger Books (75) Pizza Guitar Sandwich Goldfish Toy soldiers (3) Pringles can
period number. Spreads A spread is two pages side by side. There are at least 5 spreads with writing and a hand drawn, colored picture on each page. There are 4 spreads with writing and a picture on each page. There are only 3 spreads with writing and a picture on each page, or there are numerous spreads missing writing or a picture. There are less than 3 complete spreads. Grammar and Spelling There are 2 or fewer spelling or grammar mistakes. There are 3-4 spelling or grammar mistakes. There are 5-6 spelling or grammar mistakes. There are 7 or more spelling or grammar mistakes. Story The story includes characterization, plot, setting, conflict, and resolution. The story flows and makes sense. The story makes sense, however one literary element is missing or not clearly defined. The story has two literary elements that are missing or not clearly defined. The story doesn’t make sense or there are more than two literary elements that are missing. Writing Each paragraph has a minimum of 4 sentences. Every page has at least one full complete paragraph. One page does not contain a full complete paragraph. Two pages do not contain a full complete paragraph. Three or more pages do not contain a full complete paragraph. On Time Your picture book is turned in completed on time. Your picture is turned in one day late. Your picture book is turned in two days late. Your picture book is 3 or more days late.
Saturday, April 21st 10:00 Jessica 10:00 10:15 10:30 Alyssa 10:30 Cara 10:45 11:00 Alexis 11:00 Scarlet 11:15 Annabelle R. 11:30 Nannette 11:30 Lauren W. 11:45 Peyton 12:00 Jessie 12:00 Kayegan 12:15 Gabbie 12:30 Avery G. 12:30 Maci 12:45 Myra 1:00 Faith 1:00 Eisley 1:15 Abby 1:30 Jolie’ 1:30 Zoey M. 1:45 Zoe B. 2:00 Lilly 2:00 Kira Break 3:45 4:00 4:00 Addilyn 4:15 Annabelle S. 4:30 Briana B. 4:30 Brooklyn 4:45 Braelynn 5:00 Myleigh 5:00 5:15 Raeleigh 5:30 Neviah 5:30 Karoline 5:45 Kennedi 6:00 Kaylee 6:00 Mia
Rifampin Y MRSA, TB 0 0 Flu-like, suppress BM, ↑bili Vanco-mycin No ++++ 0 C. diff (enteral form only) Neprhotoxic, ototoxic, poor CSF penetration, SJS, pancytopenia, anaphylaxis, Redman’s
2. EMPLOYMENT HISTORY Shortlisting is based on skills and experience you show and your employment history is a key indicator. Please start with your most recent employment. It will be sufficient to briefly describe the main duties and responsibilities of your post. If you wish to expand on specific areas, please do so in the following section on relevant experience/skills. Name and address of Employer/Organisation: From: To: Job title: Brief description of duties: Reason for leaving: 2) Name and address of Employer/Organisation: From: To: Job title: Brief description of duties: Reason for leaving: 3) Name and address of Employer/Organisation: From: To: Job title: Brief description of duties: Reason for leaving: 3. EDUCATION: Tell us about your post secondary education and qualifications, include any relevant courses currently being undertaken.
velocity = append(velocity,v) # Now that the calculations are done, plot the position: plot(time, height, 'ro') xlabel("Time (s)") ylabel("Height (m)") # just for comparison, I'll also plot the known solution! plot(time, xi + vi*time - 0.5*g*time**2, 'b-') show() You can see on the graph below that this actually works pretty well. It’s a little bit off, but not bad; you can make it better by making dt smaller and N correspondingly larger. ASSIGNMENT Change that sample code to ‘solve’ Simple Harmonic Motion instead of free-fall. The equations for SHM, in Euler format, are dx = v dt dv = a dt (6) but instead of a=−g, use a=−ω2 x. Use xi=1, vi=0 , and ω=1 . Plot the position for 10 seconds. Make the code put your name in the title, of course, and ‘A’ students will plot the known solution also!
(total includes 6 additional PD days) Personnel Resources Core Content Teachers 26 18 24 Specialist Teachers 20% more 5.2 20% more 3.6 33.33% more assuming a 90 minute block schedule; teachers teach 3 blocks daily: 8.0 Instructional Coaches 1 per 200 students: 2.25 1 per 200 students: 2.25 1 per 200 students: 3.0 Total Core Content Specialist and Coaches 33.45 23.85 35.0 Tutors (non-FRPL) 1.0 1.0 1.0 Substitute Teachers 5% extra core content, specialist, SPED, Tutors & instructional coaches: 1.72 5% extra core content, specialist, SPED, Tutors & instructional coaches: 1.24 5% extra core content, specialist, SPED, Tutors & instructional coaches: 1.80 Counselors 1.0 1.0 /250 students 1.8 1.0 /250 students 2.4 Nurses 1/750 students 0.6 1/750 students 0.6 1/750 students 0.8 Instructional Aides 0 0 0 Supervisory Aides 2.0 2.0 3.0 Table 1.1 (continued) Kentucky Prototypical Elementary, Middle and High School Models School Element Elementary Schools Middle Schools High Schools Librarian 1.0 1.0 1.0 Principal 1.0 1.0 1.0 Asst. Principal/ Program Coordinator 0.0 0.0 1.0 School Site Secretary 2.0 2.0 3.0 Dollar per Pupil
Fig. 2. PIC Shooter sprite definitions. Fig. 3. PIC shooter sprites (in the order defined from left to right). Unlike our previous programs, we have two initialization subroutines. Initial, seen in previous labs, initializes the port and LCD and is only called once when the PIC is turned on. We copied this from Experiment 1 then made sure pins D0 through D3 were set as input, as we will be using them to control the game. ‘GameInit’ initializes variables used by the game, such as the ship and enemy display strings, and prepares the LCD to be used by the game. GameInit is called every time the game restarts, which will be after a game over occurs (the GameOver subroutine will be discussed later). This guarantees the game begins with a fresh slate and a score of zero. The variables in GameInit will be discussed together with the subroutines which use them. Fig. 4. The GameInit subroutine with comments. Mainline for the game is extremely simple because of how modular the code is. The PIC is initialized, the sprites are loaded to the LCD, “PIC Shooter” is displayed on the LCD for 2 seconds, the game variables are initialized, then the main game loop starts. The main game loop is simply a call to DrawShip, which handles ship movement and shooting, DrawEnemy, which handles enemy generation and interaction, and Vsync. Vsync simply calls LoopTime twice (which is defined to wait for 10ms), resulting in a 20ms pause before the loop occurs again. We do this to slow down how many times we draw to the LCD because drawing too quickly will result in stuttering characters. If we refresh the display too slowly, characters on the display will appear to have a delayed response to the input. 20ms for Vsync was chosen subjectively through trial and error. After game over occurs, only GameInit will be called before entering the main game loop again. Fig. 5. Mainline for the GamePic program. Part 2: The DrawShip subroutine DrawShip handles drawing the ship sprite to the bottom row of the LCD. The position of the ship is determined by the rotary pulse generator and whether the ship is shooting or not is determined by the button being pressed. DrawShip will always clear the entire bottom row of the LCD before drawing the
WS3.04: AMS - Provide Scheduled Half Hourly Data (HHD) - Bulk/Subscribed This deliverable extends the Meter Reading Services to AMS, leveraging from the development of WS3.02 Metrix - Provide Scheduled Half Hourly Data (HHD) - Bulk/Subscribed. High level Timeline NOTE: see section 7.5 for schedule and dependencies. Deliverables Organisation Deliverable Arc Collect, Store and provide HH consumption Data Unit and functional test User Acceptance Test Operations Training Documentation Meridian Provide Infrastructure and processes to store HH data in BI Hub User Acceptance Test AMS Provide HH data in the agreed format and schedule Unit and functional test Gentrack None Hewlett Packard Manage end to end test across MEL, Arc and AMS Joint Deliverables: Meridian, Arc, AMS and HP End to end partnership testing of the solution Deploy to production environment Primary Communication Channels Refer to section 6.3 Key Roles Refer to section 6.4
MEL Energy Centre Customer Solution Centre Billing Credit Commercial ICT Arc Service Desk M&FS IS Responsibilities Engage with the NSP Programme team to: Provide expertise to support project activities Participate in test and training activities External Service Provider & Business Partners Title Role External Service Providers & Business Partners Any business providing services or products to Meridian or Arc that will be affected by the NSP Programme. It includes, but is not limited to: Datacol Delta Vircom AMS Metrix WEL HP Gentrack Responsibilities Provide the services described and agreed through contractual arrangements Engage with Meridian Energy and/or Arc Innovations to deliver the service outcomes described on the NSP Interface Design document Develop suitable technology solutions to implement the service described on the NSP Interface Design document Engage with Meridian Energy and/or Arc Innovations to execute Partnership Testing of the technical solution Risks The following project risks associated with this stage have been logged in both the Risk Register and the HUB. # Description of risk Category Risk level Mitigation Owner Status 1 The delivery of the interface between the MDMS and the Registry, for meter data update, is part of MEP project and may impact NSP WS3 Product Minor Untreated Todd Ward Open 2 The availability of Scrum Team resources due to conflict with other projects may impact the timely delivery of WS3 Resources Minor Untreated David Terry Open
Risk assessments for anonymous disclosers If an anonymous disclosure is made, it may be difficult for an agency to protect the discloser and other staff from reprisal or workplace conflict. However, a risk assessment should still be conducted where an anonymous disclosure is received, to assess whether the discloser’s identity can be readily ascertained or may become apparent during an investigation. Staff may speculate, correctly or otherwise, about who made the disclosure, and that person may be at risk of reprisal. If the discloser’s identity becomes known, the risk of reprisal may escalate and require prevention or mitigation strategies to be implemented, such as raising the issue with staff, reminding them of the agency’s commitment to the public interest disclosure process and reminding them that reprisal is a criminal offence. Risk assessment framework Agencies may have their own well developed processes for assessing risks. However, the following framework is suggested for consideration. It entails four steps: Identifying – are there reprisals or related workplace conflict problems in the workplace, or do they have the potential to be problems? Assessing – what is the likelihood and consequence of reprisals or related workplace conflict? Controlling – what strategies should be put in place to prevent or contain reprisals or related workplace conflict? Monitoring and reviewing – have the strategies been implemented and were they effective? Identifying risks The agency should develop a list of risk factors that can alert those dealing with the PID, and managers, to problems. Table 1 below includes some indicators of a higher risk of reprisals or workplace conflict. The person doing the risk assessment should clearly define the individual factors affecting the particular discloser/official and the specific workplace when assessing if there are factors that make reprisals or related workplace conflict likely. Table 2 is a risk matrix that lists the types of detriment that might occur in PM&C’s work environment. Assessing risks The person assessing the risk should consider: the likelihood of reprisals or related workplace conflict occurring – this may be high if: there have already been threats there is already conflict in the workplace a combination of circumstances and risk factors indicate reprisals or related workplace conflict are likely. the potential consequences if the risks eventuate, both to the discloser’s immediate and long term wellbeing and the cost to the agency. Controlling risks
2 – Identified risk event Likelihood Consequence Action to mitigate Yes/No – (if yes, 1 Assault 2 Verbal Assault 3 Stalking 4 Cyber-Bullying 5 Silent Treatment in workplace 6 Interference to personal items 7 Excluded from legitimate access to information 8 Excluded from promotion 9 Excluded from workplace sanctioned social events Unjustified change to duties/hours of work Dismissal Unjustified refusal of leave audit of access to ICT/Time sheets
PERFORMANCE IN DELIVERING CLINICAL RESEARCH Q1 (2015-2016) Research Ethics Committee Reference Number Name of Trial Target Recruitment Date Agreed to Recruit Target Number Trial Status Target Met Within Agreed Time 13/EE/0339 A randomized controlled trial of rivaroxaban for the prevention of major cardiovascular events in patients with coronary or peripheral artery disease (COMPASS - Cardiovascular OutcoMes for People using Anticoagulation StrategieS) 50 30/09/2015 OPEN N/A 14/EM/1059 047 FIT - C-935788-047 A Phase 3, Multi-Center, Randomized, Double-Blind, Placebo-Controlled, Study of Fostamatinib Disodium in the Treatment of Persistent/Chronic Immune Thrombocytopenic Purpura 3 01/09/2015 OPEN N/A 14/NW/0130 RESPONSE: A randomised, double blind, multi-center, placebo-controlled study to evaluate the efficacy, safety, and tolerability of NT100 in pregnant women with a history of unexplained recurrent pregnancy loss (RPL) 7 31/03/2015 CLOSED AT SITE NO 13/NW/0858 Assessment of an Education and Guidance programme for Eliquis Adherence in Non-Valvular Atrial Fibrillation (AEGEAN) 12 31/03/2015 CLOSED - In Follow-up NO 14/EE/0102 ENSURE in AF (atrial fibrillation) study. A prospective, randomized, openlabel, blinded endpoint evaluation (PROBE) parallel group study comparing edoxaban (DU176b) with enoxaparin/warfarin followed by warfarin alone in subjects undergoing planned electrical cardioversion of nonvalvular atrial fibrillation 9 01/12/2015 OPEN YES 14/WS/0004 Open-Label Extension Study of EFC12492, R727-CL-1112, EFC12732, & LTS11717 Studies to Assess the Long-Term Safety and Efficacy of Alirocumab in Patients with Heterozygous Familial Hypercholesterolemia ODYSSEY OLE 4 31/12/2014 CLOSED YES 14/EE/0059 Post-Market Multicentric Evaluation of the AQUESYS XEN Implant in Moderate Primary Open Angle Glaucoma Subjects. Study 10 02/02/2015 CLOSED - In Follow-up NO
12/NW/0014 FOCUS FH. A Phase 3, Randomized, Double-Blind, Placebo-Controlled, Parallel-Group Study to Assess the Safety and Efficacy of Two Different Regimens of Mipomersen in Patients with Familial Hypercholesterolemia and Inadequately Controlled (MIP038) 6 22/11/2013 CLOSED - In Follow-up NO 10/H0718/93 ALLOS PDX-017. A Multi-center, Randomized, Phase 3 Study of Sequential Pralatrexate Versus Observation in Patients with Previously Undiagnosed Peripheral T-cell Lymphoma Who Have Achieved an Objective Response Following Initial Treatment with CHOP-based Chemotherapy 7 30/08/2013 CLOSED - In Follow-up NO 11/LO/1619 ALTERNATIVE. Comparing safety & efficacy of AI/lapatanib/trastuzumab in HR+HER2 MBC 5 02/01/2015 CLOSED NO
PERFORMANCE IN DELIVERING CLINICAL RESEARCH Q1 (2016-2017) Research Ethics Committee Reference Number Name of Trial Target Recruitment Date Agreed to Recruit Target Number Trial Status Target Met Within Agreed Time 13/EE/0339 A randomized controlled trial of rivaroxaban for the prevention of major cardiovascular events in patients with coronary or peripheral artery disease (COMPASS - Cardiovascular OutcoMes for People using Anticoagulation StrategieS) 50 30/09/2015 OPEN N/A 14/EM/1059 047 FIT - C-935788-047 A Phase 3, Multi-Center, Randomized, Double-Blind, Placebo-Controlled, Study of Fostamatinib Disodium in the Treatment of Persistent/Chronic Immune Thrombocytopenic Purpura 3 01/09/2015 OPEN N/A 14/NW/0130 RESPONSE: A randomised, double blind, multi-center, placebo-controlled study to evaluate the efficacy, safety, and tolerability of NT100 in pregnant women with a history of unexplained recurrent pregnancy loss (RPL) 7 31/03/2015 CLOSED AT SITE NO 13/NW/0858 Assessment of an Education and Guidance programme for Eliquis Adherence in Non-Valvular Atrial Fibrillation (AEGEAN) 12 31/03/2015 CLOSED - In Follow-up NO 14/EE/0102 ENSURE in AF (atrial fibrillation) study. A prospective, randomized, openlabel, blinded endpoint evaluation (PROBE) parallel group study comparing edoxaban (DU176b) with enoxaparin/warfarin followed by warfarin alone in subjects undergoing planned electrical cardioversion of nonvalvular atrial fibrillation 9 01/12/2015 OPEN YES 14/WS/0004 Open-Label Extension Study of EFC12492, R727-CL-1112, EFC12732, & LTS11717 Studies to Assess the Long-Term Safety and Efficacy of Alirocumab in Patients with Heterozygous Familial Hypercholesterolemia ODYSSEY OLE 4 31/12/2014 CLOSED YES 14/EE/0059 Post-Market Multicentric Evaluation of the AQUESYS XEN Implant in Moderate Primary Open Angle Glaucoma Subjects. Study 10 02/02/2015 CLOSED - In Follow-up NO
12/LO/0482 PERUSE. A multicenter, single-arm study of pertuzumab in combination with trastuzumab and a taxane in first treatment of patients with HER2-positive advanced (metastatic or locally recurrent) breast cancer. 4 30/11/2013 CLOSED - In NO 12/NW/0014 FOCUS FH. A Phase 3, Randomized, Double-Blind, Placebo-Controlled, Study to Assess the Safety and Efficacy of Two Different Regimens of Mipomersen in Patients with Familial Hypercholesterolemia and Inadequately Controlled (MIP038) 6 22/11/2013 CLOSED - In NO 10/H0718/93 ALLOS PDX-017. A Multi-center, Randomized, Phase 3 Study of Sequential Pralatrexate Versus Observation in Patients with Previously Undiagnosed Peripheral T-cell Lymphoma Who Have Achieved an Objective Response Following Initial Treatment with CHOP-based Chemotherapy 7 30/08/2013 CLOSED - In NO 11/LO/1619 ALTERNATIVE. Comparing safety & efficacy of AI/lapatanib/trastuzumab in HR+HER2 MBC 5 02/01/2015 CLOSED NO
Due to these constraints – the project approach will not have perfect fit with the Service Excellence / KPMG recommended agile approach. The main stages of the Service Excellence agile project approach are set out below mapped to the standard project stages and the KMPG methodology, which has been used to date. On approval of this PID this project will have completed initiation. Fig 9.1 : Project Delivery Framework Project Plan Milestones An initial outline plan has been prepared. The outline project plan together with key planning assumptions is included in Appendix C. This is the baseline project plan. Phases Milestone End of Project Initiation PID approved- End of project initiation 26/05/17 End of Contract Management and Resource planning Contract management with external Supplier – Scientia Ltd Detailed delivery plan, tasks with estimates and appropriate resource booking in place with Scientia and IS Apps and business partners. 23/06/17 End of Analysis Gap analysis between the Scientia Exam Scheduler product and the UoE business requirements. Scope of Equality Impact Assessment to be agreed and completed 04/08/17 End of Infrastructure Design Update Exam Scheduler Technical Architecture Design 12/06/17 End of Build Order VMs 13/06/17 Build DEV Exam Sched – IS Apps tasks 22/06/17 Build TEST Exam Sched – IS Apps tasks 30/06/17
Product Name Quality Method Producer Reviewer Approver Target Review Date Management Products Guidance Note: List the management products for the project, the methods by which their quality will be assessed, their producers, reviewers, approvers, and target review dates. Product Name Quality Method Producer Reviewer Approver Target Review Date Benefits Review Plan Review Project Manager Project Board ITSB Business Case Review Project Manager Project Board ITSB Communication Management Strategy Review Project Manager Project Board Project Board Configuration Item Record Review Project Manager Delivery Team Technical Delivery Manager Configuration Management Strategy Review Project Manager Project Board Project Board End Project Report Review Project Manager Project Board ITSB End Stage Report Review Project Manager Project Board Project Board Exception Report Review Project Manager Project Board ITSB Highlight Report Review Project Manager Project Board ITSB Issue Register Review Project Manager Project Board Project Board Issue Report Review Project Manager Project Board Project Board Lessons Log Review Project Manager Project Board Project Board Lessons Report Review Project Manager Project Board ITSB Plan – Project, Stage and Team Review Project Manager Project Board Project Board Product Description Review Project Manager Project Board Project Board Project Initiation Document Review Project Manager Project Board Project Board Project Product Description Review Project Manager Project Board Project Board
Benefits Review Plan Guidance Note: Copy the Benefits Review Plan from the business case and update as necessary. This plan will eventually become a separate spreadsheet which, if it has already been created, can be referenced here. Benefit Reference Benefit description Tangible / Intangible Business Change Manager Measurement methodology (how the benefit will be measured) Measurement owner Measurement frequency 01 Reduction in time to complete paper based activities Tangible Baseline comparison of selected tasks compared against set KPIs. Annually 02 Financial savings in reactive maintenance to enable greater spend on planned Tangible Data collection from current paper- based system to determine spends on reactive versus planned maintenance. Quarterly