zilongwang/ReadingBank huggingface dataset:
appropriate seam lines (10) followed precisely and appropriately followed precisely or appropriately. Attention to correct grain lines (5) Grain lines are followed throughout the garment Grain lines are not followed Overall appearance and neatness of finished projects (15) Threads cut, seams and entire garment pressed 3-5 threads left uncut, 50% of garment is not pressed 6 or more threads left uncut, garment is not pressed Fit of garment (5) Garment fit perfectly Garment generally fit well but could have fit better Garment did not fit well Due date met Handed in complete on due date Handed in after due date Use of class time and conduct in the classroom (5) Kept work area clean and tidy; all safety rules observed always. Left messes occasionally, all safety rules not followed Work area very untidy, machine left on, hazardous practices observed Total: / 50 Teacher Comments: _______________________________________________________ ________________________________________________________________________ _______________________________________________________________________. Top of Form
DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 115 MODULE LEADER: Simon Gordon OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Performance tools, Development environments, Live performance, Events management SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 20 Tutorial 5 Practical Classes and Workshops 20 Guided Independent study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E Total = 100% T Total = 100% Coursework C1 C2 Live performance tool Assessed live performance 50% 50% Total = 100% Practical P Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: Bowdin, G. et al. (2010) Events Management, Butterworth-Heinemann
Indicative Programme Assessment Schedule Full-time students All modules delivered long and thin over the year via exploded curriculum approach. Module Assessment Mode Formative (F) & Summative (S) assessment times HNC CORC1069 Assessment will be formative and summative by means of coursework reports, tutorial records, digital journal, essay, research and peer assessed module presentation. Summative at the end of the module stage. F from Sept S in June CORC1070 100% Course Work Assessment will be formative and summative by means of coursework reports, tutorial records, group critique, portfolio and a peer assessed module presentation. Summative at the end of the module stage F from Sept S in June CORC1079 100% Course Work Assessment will be formative by means of a written portfolio. Summative at the end of the module stage. F from Sept S in June CORC1080 100% Course Work Assessment will be formative by means of a written production diary/blog finished production. Summative at the end of the module stage. F from Sept S in June CORC1081 100% Course Work Assessment will be formative by means of a written production diary/blog/website and a finished production. Summative at the end of the module stage. F from Sept S in June CORC1082 100% Course Work Assessment will be formative by means of a written production diary/blog/ and a finished production. Summative at the end of the module stage. F from Sept S in June HND CORC2066 Assessment will be formative by means of a written PDP. Summative at the end of the module stage. F from Sept S in June CORC2067 100% Course Work Assessment will be formative by means of a written portfolio. Summative at the end of the module stage. F from Sept S in June CORC2068 100% Course Work Assessment will be formative by means of a written production diary and a finished F from Sept
Camera: Long shot Camera: Low-angled medium shot Camera: Close-up Shot no. 16 Slugline: EXT. DARK ALLEYWAY - DAY Action: The protagonist looks for a phone box as he stumbles through the alley, his emotions are running high and he’s feeling drained. Dialogue: (Narrator) “… I had to get to a phone box, and fast.” Sound FX: Distant police sirens Sound atmos: Footsteps and scuffs as he goes down the alley. Sound music: Solemn slow soundtrack builds into tense violin strings Shot duration: 6 seconds Editing instructions: Fade out Shot no. 17 Slugline: INT. PHONEBOX - DAY Action: The character dials a number and waits as the phone rings; it rings four times before there’s an answer. Dialogue: “ Come on! Answer.....” Sound FX: Muffled sound of phone ringing on the other side of the line. Sound atmos: The clicks of the buttons as he dials the number Sound music: tense violin strings continue Shot duration: 8 seconds Editing instructions: Cut to close up of face Shot no. 18 Slugline: INT. PHONEBOX – DAY Action: The phone is picked up on the other side, the main character removes the cigarette he has lit and begins to speak to the kidnappers of his lover. Dialogue: “Yes it’s me, I have the money, meet me in Barnaby Square in 10 minutes, and Don’t be late!” Sound FX: background sound of other guy on phone Sound atmos: Sound music: N/A Shot duration: 10 seconds Editing instructions: cut to
PSP10. Programme Structure College Site: dBs HE Centre, Bristol Academic Year: 2016-2018 Programme title: HND Music Production Mode of Attendance: Full-Time Course Duration: Two years Total Credits: 120 FHEQ level: 4 For: Full-time F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module Title and Code 1 All year Core 20 15: Creative Arts Research Skills 1 All year Core 15 30: Music in Context 1 Autumn Specialist 15 36: Music Technology 1 Autumn Specialist 15 34: Music Production Analysis 1 Autumn Specialist 15 52: Studio Recording & Engineering 1 Spring Specialist 15 43: Principles of Musical Sound 1 Spring Specialist 15 6: Audio Post Production 1 Spring Specialist 15 49: Sound Creation & Manipulation FHEQ level: 5 For: Full-time F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module Title and Code 1 Autumn Core 15 16: Critical Music Listening 1 All year Core 20 42: Preparation, Process and Production in the Creative Arts
46: Research Project The modules named above are work related modules with an emphasis on techniques and procedures that are relevant to the work place. In each case the students will be asked to compile report/essays alongside practical portfolios to demonstrate their knowledge and understanding. 5 Second year module delivered on HND to include: Graduate Skills Audit Professional Development Skills Audit cover key skills relevant to employability and student’s initial assessment of how they meet these will form the basis for A1, A2, A3, A4, A5 ILO1, ILO2, ILO3, ILO4, ILO5 Proposal Graduate skills audit Individual and group professional development portfolios Reflective Journal Evaluation 53: Work-based experience
PROGRESSION To qualify for the award of HNC students are required to pass all compulsory modules and to gain at least 120 credits with a minimum of 90 at level 4. To qualify for the award of HND students are required to pass all compulsory modules and to gain at least 240 credits of which a minimum of 125 must be at level 5 and 90 at level 4. Students from the HNC programme may progress to further study, eg: HND Sport (Coaching and Sports Development) which will require a further 1 year of study. Students from the HND programme may progress to further study, eg: BSC (hons) Sports Coaching at Sunderland University - TBC Students from this programme may pursue a variety of careers, e.g : Sports Coaching & Leadership Sports Development Officer National Governing Body representative Leisure Management QUALITY MANAGEMENT AND ENHANCEMENT City of uses a wide range of mechanisms to assure and enhance quality of the programme: Regular evaluation of programmes by students and employers Annual monitoring of programmes and modules Annual self-assessment of programmes Peer observation of teaching Internal inspection Staff development INDICATORS OF QUALITY: OFSTED Inspection Outcomes: QAA (IQER) Outcomes: Prizes awarded to students: 27 Professional accreditation: LEARNING SUPPORT/RESOURCES
PRE-GAME ANNOUNCEMENT Welcome to tonight’s Mississippi Valley Conference game/event/match as our own Home Team hosts the Visiting Team . The Mississippi Valley Conference promotes good sportsmanship by coaches, and spectators. Fans are expected to cheer for your own team and not against the opponent. The use of negative or inappropriate cheers, chants, or comments against the opponent, their school, fans, or the officials are not are not allowed and are grounds for removal from the site of competition. Your cooperation with these guidelines will provide and promote positive sportsmanship. We hope that you enjoy tonight’s event. (revised MVC joint mtg on Dec 06, 2007) 5 GENERAL INFORMATION Schedules The schedules will be developed by the Commissioner and the Activities Directors. The meetings will be chaired by the commissioner, who will serve as recording secretary. Host Schools of conference meets are as follows………… Sport Volleyball Girls Tennis Boys Soccer Cross Country Girls Golf Girls Soccer Track & Field Boys Tennis Boys Golf Lower Level Central Logan/Onalaska Onalaska Rotate Tomah Logan Rotate Logan/Onalaska Holmen Varsity -------------- Aquinas -------------- Rotate Tomah (Trempeleau Mtn.) -------------- UW-L or Rotate Aquinas Holmen (Drugan’s) If a school is unable to host a conference meet or tournament, the school must find an alternate site and be responsible for all costs. Officials Policies for assigning officials will be stated in each sport’s by-laws. Officials will work both levels of competition in volleyball, soccer, cross country, and track.
11. The MVC Conference meet will follow WIAA Tournament series rules to ensure that 6 relay team members must be listed and cannot be changed except due to injury, suspension, or illness. 24 Hockey 1. Start time for all games will be 7 pm unless mutual agreement by competing schools. 2. It will be the responsibility of the home team to notify the press and media after the game. 3. The team with the best league record will be the league champion 4. The all conference selection will consist of a first team of three forwards, two defensemen, and one goalie; a second team of three forwards, two defensemen, one goalie and 10 honorable mention. 5. All-Conference Team, Coach of the Year and Player of the Year selections at the Winter Coaches meeting. In regard to Player of the Year selections, coaches cannot vote for their own player.
HND in Marketing (GN5J 16) Mandatory Units - Learners must achieve all mandatory units (ie 17 SQA credits, 136 SCQF credit points) 4 code 2 code Unit title SQA credit SCQF level F7BX 34 1 7 HK55 34 1 7 HC2P 34 1 7 HH9T 34 1 7 HW09 34 1 7 HX3V 34 1 7 HH6C 34 1 7 HX47 34 1 7 DG6L 34 1 7 HW05 35 1 8 HX13 35 1 8 DV8J 35 2 8 HW06 35 1 8 HC4A 35 1 8 HX48 35 2 8 Total mandatory credits 17 Optional Units - Learners must achieve optional units totaling 13 SQA credits, 104 SCQF credit points. 4 code 2 code Unit title SQA credit SCQF level DG6W 34 1 7 FK8G 35 1 8 DV8P 35 1 8 H8PD 34 1 7 F7R3 35 1 8 DV8F 34 1 7 DV8G 35 1 8 FK8K 35 1 8 J11P 35 1 8 HW04 35 2 8 HP8G 35 1 8 HC2R 34 2 7 HW0A 35 2 8 DV76 34 1 7 DV74 35 1 8 FD69 34 1 7 DX33 35 1 8 H1F0 34 1 7 F6JF DH8K DV99 34 34 34 Max of one law unit may be selected: 1 7 F3HT 34 1 7 FF44 35 1 8
Word count guidance Your unique text, ie excluding the templates and NOS descriptions, should be around 700 words. Achievement Summary Qualification Pearson BTEC HND Diploma in Computing and Systems Development Assessor name Bob Higgie Unit Number and title Unit 3: Employability and professional development Student name Criteria Reference To achieve the criteria the evidence must show that the student is able to: Achieved? (tick) LO 1 1.1 Reflect on own current skills and competencies against professional standards and organisational objectives 1.2 Evaluate own development needs and the activities required to meet them 1.3 Devise a personal and professional development plan based on identified needs 1.4 Reflect on own development against original aims and objectives set in the personal and professional development plan Higher Grade achievements (where applicable) Grade descriptor Achieved? (tick) Grade descriptor Achieved? (tick) M1: Identify and apply strategies to find appropriate solutions D1: Use critical reflection to evaluate own work and justify valid conclusions M2: Select / design and apply appropriate methods / techniques D2: Take responsibility for managing and organising activities M3: Present and communicate appropriate findings D3: Demonstrate convergent/lateral/creative thinking Assignment Feedback
EVC/Bioregion Benchmark for Vegetation Quality Assessment Highlands Northern Fall Bioregion EVC 937: Swampy Woodland Description: Open eucalypt woodland to 15 m tall with ground-layer dominated by tussock grasses and/or sedges and often rich in herbs. Occurs on poorly drained, seasonally waterlogged heavy soils, primarily on swamp deposits but extending to suitable substrates within some landscapes of sedimentary origin. Large Trees: Species DBH(cm) #/ha Eucalyptus spp. 60 cm 15 / ha Tree Canopy Cover: %cover Character Species Common Name 15% Eucalyptus radiata s.l. Eucalyptus camphora subsp. humeana Eucalyptus ovata Narrow-leaf Peppermint Mountain Swamp-gum Swamp Gum Understorey: Lifeform #Spp %Cover LF Code Immature Canopy Tree 5% IT Understorey Tree or Large Shrub Medium Shrub Small Shrub Large Herb Medium Herb Small or Prostrate Herb Large Tufted Graminoid Large Non-Tufted Graminoid Medium to Small Tufted Graminoid Medium to Tiny Non-Tufted Graminoid Ground Fern 1 5% T 4 20% MS 2 5% SS 2 10% LH 5 10% MH 2 5% SH 2 10% LTG 1 10% LNG 3 10% MTG 2 5% MNG 2 10% GF Bryophytes/Lichens 20% BL
Courses Taught Institutions Courses Level/ Dates Jordan University of Science and Technology- College of Nursing Adult Health Nursing- Clinical Psychiatric Health Nursing- Clinical Community Health Nursing- Clinical Fundamental of Nursing- Lab Physical Assessment- Lab Adult health nursing Biostatistics Seminar Undergrad. 2005- 2009 Undergrad. 2017-2018 Undergrad. 2018-2019 Postgraduat. 2018-2019 Kent State University Nursing Research Master, 2015 Professional Organizations Institutions Date Role California Board of Nursing 4/2017- present Registered Nurse Ohio Board of Nursing 2010- present Registered Nurse New York Board of Nursing 2010- present Registered Nurse
Type 2 diabetes rs10278336 A Major fasting glucose SNP Type 2 diabetes rs10401969 C Associated with LDL, triglycerides and sphingolipids Type 2 diabetes rs10830963 G Major fasting glucose SNP Type 2 diabetes rs11651052 A SNP unavailable proxy rs4430796 used r2=0.97 Type 2 diabetes rs12970134 A Primary effect on BMI Type 2 diabetes rs13233731 G Associated with HDL Type 2 diabetes rs13389219 C In linkage disequilibrium with SNPs associated with waist hip ratio and triglycerides Type 2 diabetes rs2943640 C Associated with HDL, triglycerides and adiposity Type 2 diabetes rs6795735 C Associated with waist hip ratio Type 2 diabetes rs780094 C Associated with lots of traits Type 2 diabetes rs9936385 C Primary effect on BMI Ulcerative colitis rs80174646 C 1.61 Ulcerative colitis rs113653754 C 1.35 Ulcerative colitis rs6426833 A 1.27 Ulcerative colitis rs2836878 G 1.25 Ulcerative colitis rs3024505 A 1.25 Ulcerative colitis rs2816958 G 1.2 Ulcerative colitis rs3851228 A 1.2 Ulcerative colitis rs1801274 A 1.19 Ulcerative colitis rs3197999 A 1.19 Ulcerative colitis rs3806308 G 1.19 Ulcerative colitis rs4845604 G 1.18 Ulcerative colitis rs7554511 C 1.18 Ulcerative colitis rs12720356 C 1.17 Ulcerative colitis rs4409764 A 1.17 Ulcerative colitis rs7134472 A 1.17 Ulcerative colitis rs6920220 A 1.16 Ulcerative colitis rs7517847 A 1.16 Ulcerative colitis rs9868809 A 1.16
UNITED STATES DISTRICT COURT NORTHERN DISTRICT OF ALABAMA Choose an item. DIVISION Plaintiff(s)., ) ) Plaintiff(s) ) ) vs. ) Case No. Case Number. ) Defendant(s)., ) ) Defendant(s) ) ORDER REGARDING COMPLIANCE WITH RULE 26 The parties are reminded to conduct a conference pursuant to Rule 26(f) of the Federal Rules of Civil Procedure. The parties must confer no later than twentyone (21) days after the entry date of this order. During the Rule 26(f) conference, the parties discussions shall cover the following topics: the nature and basis of the claims and defenses and the possibility of a prompt settlement or resolution of the case through formal mediation or informal settlement negotiations; a proposed discovery plan, including deadlines for the matters addressed in subparagraphs (1) through (4) of Rule 26(f) and a protocol to govern the search and production of electronically stored information; and the need for a protective order for disclosure of protected health information. If the parties are unable to agree upon a date, time, or place for the Rule 26(f) conference, the parties are ORDERED to file a joint notice with the court.
Form 990 (2016) HOPE NETWORK MINISTRIES INC 75-2684368 p age8 IPart VII ISection A. Officers, Directors Trustees, Key Employees and Highest Compensated Employees (continued} . 1 b Sub-total. . . . . . . . . . . . . . . . . . . . . . . . . ► 87 , 20 2 . 0 . 0 . c Total from continuation sheets to Part VII, Section A . . . . . . . ► d Total (add lines 1b and 1c) . . . . . . . . . . . . . . • . . . • . . ► 8 7 , 202 . O . 0 . 2 Totalnumber of individuals {including but not limited to those listed above) who received more than $100,000 of reportable compensation from the organization ► Yes N o Did the organization list anyformer officer, directo,r or trustee, keyemployee, or highest compensated employee on line 1a? If 'Yes,' complete Schedule J for such individual For any individual listed on line 1a, is the sum of reportable compensation and other compensation from the organization and related organizations greater than $150,000? If 'Yes,' complete Schedule J for such individual . Did any pers on listed on lin e 1a receive or accrue compensation from any unrelated organization or individual for services rendered to the organization? If 'Yes,' complete Schedule J for such person 3 X 4 X 5 X Section B. Independent Contractors 1 Complete this table for your five highest compensated independent contractors that received more than $100,000 of compensation from the organization. Report compensation for the calendar year ending with or within the organization's tax year (A) Name and business address (8) Description of services (C) Compensation 2 Total number of independent contractors {including but not limited to those listed above) who received more than $100,000 of compensation from the organization ► BAA TEEA0106 11/16116 Form 990 {2016)
would otherwise go to landfill, and shows how community heating can work in conjunction with a city’s wider environmental strategy. Case study 6: Nottingham Nottingham’s community heating scheme serves around 5,000 homes and more than 100 businesses. Similarly to Sheffield, the scheme’s heat is produced by the Eastcroft Energy from Waste plant. The scheme is reducing fuel poverty and residents’ energy bills, and 27,000 tonnes of CO2 emissions are offset by the network each year. Nottingham’s community heating scheme aims to tackle fuel poverty in the city. The scheme has been able to achieve this by also implementing metering and billing services which have helped residents to better manage their consumption and cut their energy bills.
Microsoft Server Product Portfolio Customer Solution Case Study Outsourcing Firm Meets Compliance and Significantly Lowers Operational Loss Overview Country or Region: United Kingdom Industry: Financial services—Banking Customer Profile HML is the leading provider of mortgage services in the United Kingdom and Ireland, and a wholly owned subsidiary of the Skipton Building Society. Business Situation HML wanted to transform the role of risk management in the business to make it central to strategic and operational decisions, thereby reducing the economic capital held against the organisation. Solution Microsoft Certified Partner Stratex Systems deployed its StratexPoint solution for performance and risk management, based on Microsoft Office SharePoint Server and Microsoft SQL Server technology. Benefits Direct operational losses fall significantly Need to retain capital is lowered Compliance targets are met Risk-aware culture is embedded “In the first year of our deployment of StratexPoint, we’ve considerably reduced the volume of frequently occurring operational loss events. It has improved our profitability.” Gillian Weatherill, Head of Operational Risk, HML HML—which specialises in financial outsourcing for financial institutions in the U.K. and Ireland—needed to improve operational risk management to avoid unnecessary losses and bolster compliance. The firm relied on spreadsheets and disparate databases to analyse performance and risk, but recognised the need for a more rigorous approach. This led to Microsoft Certified Partner Stratex Systems delivering StratexPoint—a risk management, governance, and compliance solution designed to meet the demands of the executive team, as well as the expectations of the Financial Services Authority. StratexPoint is powered by Microsoft Office SharePoint Server technology and was central to supporting a “risk-led” transformation at HML, with an improved risk framework and new focus on key controls. As a result, the firm has significantly reduced operational losses, as well as its regulatory capital.
September 2017 September 2017 Sun Mon Tue Wed Thu Fri Sat 1 TEST Intro + Ch 1 2 3 4 Labor Day 5 RQ 59-74 6 7 8 RQ 74-82 9 10 11 12 R 82-94 13 14 15 RQ 97-105 16 17 18 19 RQ 105-120 20 21 RQ 120-133 22 TEST Ch 2-3 23 24 25 26 RQ 134-143 27 28 29 RQ 143-156 30 More Calendars: , ,
October 2017 October 2017 Sun Mon Tue Wed Thu Fri Sat 1 2 3 RQ 156-166 4 5 6 Early Release RQ 167-179 7 8 9 Student holiday 10 RQ 179-190 11 12 RQ 190-201 13 TEST 4-5 14 15 16 17 RQ 203-221 18 19 RQ 221-234 20 TEST Ch 6 21 22 23 24 RQ 237-249 25 26 27 RQ 249-260 28 29 30 31 RQ 260-271 More Calendars: , ,
November 2017 November 2017 Sun Mon Tue Wed Thu Fri Sat 1 2 3 RQ 273-283 4 5 6 7 RQ 283-295 8 9 RQ 295-302 10 TEST ch 7-8 11 12 13 14 RQ 311-339 15 16 RQ 339-351 17 TEST Ch 9 18 19 20 Thanksgiving Holiday 21 22 23 24 25 26 27 28 RQ 353-373 29 30 More Calendars from WinCalendar: , ,
December 2017 December 2017 Sun Mon Tue Wed Thu Fri Sat 1 RQ 373-379 2 3 4 5 RQ 379-391 6 7 8 RQ 393-402 9 10 11 12 RQ 402-414 13 14 RQ 414-427 15 TEST Ch 10-11 16 17 18 19 20 21 22 23 24 25 Christmas Holiday 26 27 28 29 30 31 More Calendars: , ,
January 2018 January 2018 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 First Day 11 12 RQ 428-439 13 14 15 Student Holiday 16 RQ 439-461 17 18 19 RQ 462-474 20 21 22 23 RQ 474-497 24 TEST Ch 12-13 25 26 RQ 509-519 27 28 29 30 RQ 519-539 31 More Calendars: , ,
April 2018 Sun Mon Tue Wed Thu Fri Sat 1 2 3 RQ 751-764 4 5 6 RQ 764-773 7 8 9 10 RQ 773-784 11 TEST Ch 19-20 12 13 RQ 785-796 14 15 16 17 RQ 796-808 18 19 20 RQ 808-816 21 22 23 24 RQ 816-832 25 26 27 RQ 833-842 28 29 30 More Calendars: , , May 2018 May 2018 Sun Mon Tue Wed Thu Fri Sat
1 RQ 842-857 2 3 RQ 857-868 4 TEST Ch 21-22 5 6 7 REVIEW 8 9 10 11 12 13 14 REVIEW 15 16 17 18 12pm : EURO Exam! 19 20 21 22 23 24 25 26 27 28 Memorial Day 29 30 31 More Calendars from WinCalendar: , , June 2018 This is a blank and printable June Calendar. Courtesy of June 2018 Sun Mon Tue Wed Thu Fri Sat
Apparel Order Quantity Item Size Unit Price Total Baseball hat 25.00 Adult T’ shirt Sm, Md, Lg, Xl, Xxl 25.00 Adult Sweat Sm, Md, Lg, Xl, Xxl 50.00 Junior T’shirt Sm, Md, Lg, Xl 22.50 Junior Sweat Sm, Md, Lg, Xl 45.00 Subtotal: Hst. Tax: Balance Due: e-transfer to: HST registration – 730099298RT0001
The combined model, Yi* = AXiβ + εi And in the model of observed data, Yi = Mi AXiβ + Mi εi The number of parameters is f + T(T + 1)/2, where f is the number of fixed effects and T is the number of intended observations per person. This is the most complex of the models to be compared. The remaining models impose constraints, and thus can be compared using a likelihood ratio test. Homogenous Level-1 Variance Level 1 in matrix notation, Yi* = Aπi + εi where ~ N (0, Σ) and Σ = σ2 IT. This indicates that the variance is the same for all t time points. Level 2 includes covariates, and because of the level-1 homogenous variance, degrees of freedom are available to estimate randomly varying intercepts and slopes: In matrix notation, πi = Xi β + ri , provided T is large enough, intercepts/slopes can be randomly varying. The combined model is Yi* = A Xi β + Airi + ei which is = A Xi β + εi Var(εi) = Var (Airi + ei) = AτA + σ2 IT = Δ The number of parameters is f + r(r + 1)/2 + 1, where r is the dimension of τ. In this case, r must be less than T. Heterogeneous (varying) Level-1 Variance The level-1 model is the same as the homogenous level-1 variance model, where Var(ei) = Σ = diag{}, where Σ is diagonal with elements , the variance associated with occasion t, where t = 1, …, T. This indicates that the variance varies over time. The number of parameters is f + r(r + 1)/2 + T, where r can be no larger than T – 1. When r = T – 1, the results duplicate those from the unrestricted model. Log-Linear Model for Level-1 Variance The model above has varying level-1 variance, which assumes a unique level-1 variance for every occasion. A more parsimonious model would specify a functional association between occasion (time or age) and the variance. In this case, Σ = diag{}, and also
Your completed application should be sent directly to the agency serving your community. If you are unsure of where to send your application, please visit our website where you can search by city/town to determine which agency serves your community or call 1-866-500-5599. Western, MA Regions Way Finders 322 Main Street Springfield, MA 01105 Contact: Carmen Pagan 413-233-1615 Serving: Agawam, Chicopee, Holyoke, Northampton, Springfield, West Springfield and Westfield Pioneer Valley Planning Commission (PVPC) 60 Congress Street Springfield, MA 01104 Contact: Shirley Stephens 413-781-6045 Serving: all other Western MA communities Central, MA Region RCAP Solutions, Inc. (RCAP) 205 School Street Gardner, MA 01440 Contact: Lovette Chislom 978-630-6725 Northeast/North Shore, MA Region Community Teamwork, Inc (CTI) 155 Merrimack Street Lowell, MA 01852 Contact: Alan Trebat 978-654-5741 Metrowest, MA Region South Middlesex Opportunity Council (SMOC) 7 Bishop Street Framingham, MA 01702 Contact: Susan Aaron 508-620-2682 Southeastern, MA/Cape/Islands Region South Middlesex Opportunity Council (SMOC) HMLP-SMOC P.O. Box 309 Buzzards Bay, MA 02532 Contact: Amy Allen 508-202-5919 Metro Boston Region Metro Housing Boston 1411 Tremont Street Boston, MA 02120 Contact: Jennifer Shaw 617-425-6637 Home Modification Loan Program Frequently Asked Questions
Name of Employee: Date Discussed with Employee: 15 Nov 2012 Initials: Cheerful Greetings for every customer Not every customer gets a cheerful welcome from you even though you have completed Customer Service Training. Would refresher training be helpful? Use Positive Communication in person, on the phone, and in email Show a positive image and attitude I observed a slow response to customers walking in. You appear to be engaged in a private phone call while customers are waiting for service. Teamwork—support the FMWR team Own your job—take responsibility for the role you play in service delivery When customer returned with equipment that he said was not working properly, you suggested that the customer must have broken it. Make it up to the customer—when things go wrong, know your range of authority and offer service I didn’t hear you make any attempt to make it up to the customer who returned the broken equipment. What options do you have? Extra mile—go the extra mile to exceed customer expectations I noticed that you had the opportunity to help the customer load equipment into his truck but you didn’t do it—even though there were no other customers waiting for service. Do you think this is a way to go the extra mile? Remember to thank every guest You thanked everyone but sometimes the volume of your voice was very low. Please be sure that customers hear your “thank you”. Operation Excellence C.U.S.T.O.M.E.R. Service Standards Quarterly Observation Form Date of Observation: 25 Feb 2013 Name Of Observer: Supervisor McGee Name of Employee: Date Discussed with Employee: 27 Feb 2013 Initials: Cheerful Greetings Observed you taking a personal phone call while keeping a customer waiting at
WHV residents are served first and then students go through line to get their own food and drink. Students sit with elders that they met during art project. Enjoy a wonderful meal - using good table manners, conversational tone, please, thank you, may I help you? 1:30PM Goodbyes “Thank you for sharing today with me – have a wonderful day!” REFLECTION Logistics changed due to construction and flow of the activities, this was important since some elevators were out of service so we used one sukkah not two, Decorating the sukkah was completed after eating rather than before Heart shaped hanging was filled on the table rather than the sukkah wall Comments from WHV Residents: “I am so happy when the children come, thank you for this program, I do not see children, so nice”, “the children are so well mannered”, Comments from WHV Staff: “Seeing the generations of our Jewish community interact and enjoy each other’s company made me realize that the Jewish community is truly a circular system where the elderly inspire the young while the young inspire the elderly. It was honestly magical to see.” Comments from CJDS Staff: “We need to do this more – the students were so proud and happy to get to know and serve elders from WHV” Pictures: HO-G and HO-H Reflection Survey for (K-3) and (4-6) Anna brings joy to a new friend Friends are intrigued and delighted by CJDS students Lily and friend discuss who they would invite to their Sukkah Kindergarten Student Gavi, meets Robert with 4th Grade buddy, Anna looking on. See HO 2d. Newsletter article from Sukkot Event (past year) for more pictures
Documenting Your Progress . . . List your accomplishments since the beginning of the year and the corresponding evidence/examples of documentation you now have. Review the action plan/next step forms you completed at previous trainings to get started. It may be that you have concentrated your efforts in one or two areas. 8 Essential Elements Accomplishments Evidence/Documentation Specific – what & where Evidence Based Curriculum & Instruction 1 2 3 Ongoing Assessment 1 2 3 Collaborative Teaming 1 2 3 Data Based Decision Making 1 2 3 Fidelity of Implementation 1 2 3 Ongoing Training and Professional Development 1 2 3 Community and Family Involvement 1 2 3 Strong Leadership 1 2 3
2 ☐ Some techniques identified ☐ Some relevant examples indicated ☐ Expression is reasonably clear but little or no evidence of more complex vocabulary or syntax ☐ Answer is a little sketchy; some evidence of an attempt to organize ideas 1 ☐ Very basic response, demonstrating limited or no awareness of relevant techniques ☐ Few or no relevant examples indicated ☐ Very basic expression which sometimes hampers the communication of ideas ☐ Answer is overly brief and/or poorly organized Section B. Question number Marks available Marks awarded 1 3 2 6 3 1 4 3 5 3 Subtotal out of 16: ____
Comprehensive Assessment Plan – Reading, 6-8 ASSESSMENT PURPOSE WHO FREQUENCY TYPES OF REPORTING UNIVERSAL SCREENER OAKS (Oregon Assessment of Knowledge and Skills) State and Federal Accountability to Determine Percent of Students Meeting State Grade Level Performance Standards in reading comprehension. All students grades 6-8 and in high school until students meet standard Generally once a year; students not meeting grade level standards may be tested up to three times a year Individual reporting for total reading score Group reporting by subgroups and whole group indicating percent of students meeting performance standard MAP (Measures of Academic Progress) District Adaptive Testing to measure individual achievement level and growth over time in reading comprehension All students grades 6-8 All students grades 6-8 are tested each fall and spring and all new students upon enrollment. Students requiring more frequent monitoring are tested throughout the year to measure growth Individual student growth Classroom, school and district RIT averages for total reading and goal areas Growth analysis for individual, school and district MAZE – benchmark assessment 6 minute Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness All students grades 6-8 All students are tested three times each year with grade level passages – fall, winter and spring; all new students upon enrollment. Individual test results indicating risk level and growth Group reporting DIAGNOSTIC TOOLS Program Placement Tests Placement tests are designed to place students in the appropriate unit All students as appropriate for program placement As needed to place students in the appropriate level Individual test results San Diego Quick Assessment A quick indicator of the student’s independent, instructional and frustration reading level. Students not meeting benchmark targets As needed to place students in the appropriate level of intervention programs Individual test results SRAI Assesses reading comprehension of secondary students featuring mostly expository text Students not meeting benchmark targets As needed to determine sub skills needs of students related to comprehension Individual test results PROGRESS MONITORING Easy CBM Word reading, fluency and comprehension measures designed to regularly monitor individual progress and system effectiveness Students not meeting benchmark targets Strategic Students: at least monthly; Intensive students: at least twice a month Individual and group reporting (easycbm.com) DIBELS Next - DAZE Progress Monitoring Silent fluency, vocabulary and comprehension measure designed to regularly monitor individual progress and system effectiveness Students not meeting benchmark targets Strategic and Intensive students: no more than once per month Individual test results SKILLS MASTERY Program/Unit Measure mastery of directly taught skills All students As prescribed by program Individual Teacher Records
Homeownership Officer, Love Living Homes Tunbridge Wells 24 hours per week (Flexible Monday to Friday) £24,000 per annum (pro rata) We are looking for an experienced Homeownership Officer who can deliver an excellent service to our shared ownership, freehold and leasehold customers and provide a professional housing management service to our expanding homeownership portfolio. In addition to a competitive salary Town and Country Housing Group offer generous benefits including: 5 weeks holiday rising to 6 weeks (pro rata for part-time and fixed term employees) Staff Discounts with selected local shops Pension – up to 8% employer contribution Who we are: Town & Country Housing Group is an award winning provider of affordable housing working in Kent and Sussex. We are committed to delivering excellent customer service, where the views and needs of our residents are at the heart of everything we do. We are accredited by Investors in People which demonstrates our commitment to managing, leading and developing our staff and by the Institute of Customer Service for the quality of our service provision. How to apply: If you have previous experience in working in ICT maintaining, administering and configuring systems to meet business requirements and sounds like you, , if you feel you have the skills and experience required for this role visit our to submit an application. Closing Date: 4 May 2018 (12.00 noon) Interviews will be held at our Tunbridge Wells Office during week commencing: Please monitor your emails during this time. Town & Country Housing are an equal opportunities employer and positively encourages applications from suitably qualified and eligible candidates regardless of sex, race, disability, age, sexual orientation, gender reassignment, religion or belief, marital status, or pregnancy and maternity.
who has written about the of scuttling gangs in Manchester and Salford in the later nineteenth century. Reporting escalated in London in the summer of 1898, when widespread press coverage of street violence in the metropolis brought the term hooligan into common usage. A report in The Times put the ‘unusual number of crimes of lawless violence in our streets’, down to the excessive heat to which the English were unused. In fact the problems with gang-related violence in London started much earlier than 1898. Indeed they had been the subject of some intense if sporadic reporting since the early 1880s. My research has focussed on 41 gang-related cases, involving 97 individuals, who were prosecuted at the Old Bailey and other London Police Courts between 1882 and 1912. ‘Gang-related’ crimes are defined as those involving a predominance of young men (aged from mid-teens to early twenties), who were engaged in fighting a targeted group or individual, and where there was some evidence (often from police and/or witnesses) of territorial identity. It is impossible to know how far the prosecuted crimes reflected street level incidence of disorder. These cases may represent the tip of an iceberg – only the most violent confrontations ended up in the
APPLICATION FOR EMPLOYMENT Vacancy Reference number/ Position applied for PERSONAL DETAILS Surname Mr/Miss/Mrs/Ms Forenames Address Telephone No Home Work Mobile May we contact you at work? YES/NO Email Urbaser Ltd is an international environmental service company, why would you like to work for us? EMPLOYMENT HISTORY Please enter present or latest job first Present post Employer Duties and responsibilities Date From Date To Salary and benefits Previous posts (please start with the most recent) Job Title Employer Date From Date To Duties & Responsibilities rate on leaving Reason for leaving
ECO Center ECO Data Verifications for FY 2009 KIDS ID Child’s Name What Happened District Action 00110020010 John B Was receiving SL, SLP forgot to do an exit rating Not able to submit data. 00110020011 Casey M Was receiving SL, SLP forgot to do an exit rating Not able to submit data. 00110020012 Juan B Was receiving SL, SLP forgot to do an exit rating Not able to submit data. 00110020013 Robi L. Was receiving SL, SLP forgot to do an exit rating Not able to submit data. 00110020014 Phoebe R. Was receiving SL, SLP forgot to do an exit rating Not able to submit data. 00110020015 Carla H. Child was in program less than 6 months. No Action needed 00110020016 Dave L. Have exit rating, but student did not show up in LEAMIS No Action needed 00110020017 Max R. Student’s parent decided to send them to kindergarten Rating was made and data was submitted in August. 00110020018 Bethany H. Student moved and exit was never completed. Misunderstanding about 6 month in Part B versus 6 month our program Not able to submit data. 00110020019 Leslie N. Student moved and exit was never completed. Misunderstanding about 6 month in Part B versus 6 month our program Not able to submit data.
Interpretation of the Hazard Ratio For this example with a single predictor variable, we have h(t) = h0(t)exp(1u1). Let Then the hazard ratio (HR) is given as follows: The estimated HR is 4.52 for this example. This means that at any given time, a patient who is still alive in treatment group 2 is 4.52 times more likely to die in the next very small time interval than a patient who is still alive in treatment group 1. That is, the instantaneous relative risk of death for a person in treatment group 2 compared to a person in treatment group 1 is 4.52. Note that this does NOT imply that the probability of surviving for a given time t is 4.52 times larger for group 1! Discussion of Hypothesis Tests For testing the significance of a term in our Cox PH model we test the following hypotheses: Ho: j = 0 Ha: j ≠ 0 Wald test statistic: However if we square this statistics we obtain a chi-square statistic which can then be converted to a p-value. Likelihood ratio test statistic: JMP uses likelihood ratio tests ( for individual model effects. The details of this test are not important but the results will similar to the Wald tests above. JMP reports the test statistic and p-value for each effect in the model.
Ohm’s Law Worksheet Answer the following questions on a separate sheet of paper. Show all work and formulas. A TV set uses a current of 12 A and has a resistance of 10 , what is the voltage? What is the voltage in a circuit that has a current of 0.4 A and a resistance of 0.4 ? Convert your answer from question 2 into millivolts. A circuit has a voltage of 20 V and has a resistance of 4.5 , how much current will the circuit use? A circuit has an internal resistance of 80 and uses a voltage of 1.2 V what is the current in the circuit? A toaster has a resistance of 60 and is plugged into a 120 V power supply, what is the current in the toaster? A circuit has a voltage of 20 V and draws a current 4.2 A what is the resistance in the circuit? A circuit has a potential difference of 60 V and a current of 15 A, what is the resistance in the circuit?
Testing Global Null Hypothesis: BETA=0 Test Chi-Square DF Pr > ChiSq Likelihood Ratio 9.8059 3 0.0203 Score 9.0521 3 0.0286 Wald 9.0554 3 0.0286 Analysis of Maximum Likelihood Estimates Parameter DF Parameter Estimate Standard Error Chi-Square Pr > ChiSq Hazard Ratio XStatus 1 -3.19837 1.18746 7.2547 0.0071 0.041 XAge 1 0.05544 0.02263 6.0019 0.0143 1.057 XScore 1 0.44490 0.28001 2.5245 0.1121 1.560
Poisson EXAMPLE 1: Occupational Health Let’s go back to the Example 1 dealing with health hazards faced by rubber workers. Recall that 4 deaths due to Hodgkin’s disease were observed compared with 3.3 deaths expected from U.S. mortality rates. Is there an excess of Hodgkin’s disease in this population? To answer this question, we will carry out a hypothesis test based on exact Poisson probabilities. Step 0: Check assumptions. For this test, you must check whether the Poisson distribution is appropriate for the problem. Step 1: Set up your null and alternative hypotheses. Ho: Ha: Step 2: Set α = .05. Step 3: Use the Poisson distribution to find the exact p-value. The following graphic shows the Poisson distribution for the number of deaths due to Hodgkin’s disease over the 10 years, assuming the null hypothesis is true (µ = 3.3): Recall that the p-value is the probability of observing a sample AT LEAST AS EXTREME as our data, assuming the null hypothesis is true. For this example, “at least as extreme” implies observing 4 or more deaths. We can use R to find the probability of 4 or more deaths due to Hodgkin’s disease: > 1 - ppois(3,lambda=3.3) [1] 0.4196618
HOA July 15, 2019 Keep it short Use one page with 3-4 articles if you want residents to actually read the newsletter. According to the National Center for Biotechnology Information, the average customer’s attention span is 8 seconds, down from 12 seconds in 2000 (which is slightly more than the average attention span of a gold fish). How many people do you think will read a 4-page HOA newsletter? Not many. “Call out an important point or date from your HOA community’s newsletter here” 8 10 2 10 7 101 10-12 1.15 PLEASE Include a photo or two in your HOA newsletter. Even if it's just a picture of your community, photos help increase engagement. A survey by HubSpot shows that 65% of respondents prefer emails newsletters that contain mostly images vs. 35% who prefer mostly text. One marketing firm shows that articles with images get 94% more total views than articles without images. Get out your camera!
One may connect the LUCAS Device to wall power in all operational modes (One must always keep the battery installed in order for the LUCAS Device to remain operational). Care of the LUCAS Device after use Remove the Suction cup and the Stabilization Strap (if used, remove the Patient Straps). Clean all surfaces and straps with a cloth and warm water with an appropriate cleaning agent Let the device and parts dry. Replace the used Battery with a fully-charged Battery. Remount (or replace) the Suction Cup and straps Repack the device into the carrying bag Make sure that the Charging Cord is plugged into the LUCAS Device. The LUCAS Device in the carrying bag should be charging on and secure while in rescue
HOAC Social Event- COF Symposium in Dallas, Texas. Mesero Restaurant- Tuesday June 5 (7pm). Need to RSVP by Friday, June 1, 2018 by sending an email to LCDR Thalia Vega. Officers needed to assist on the hurricane recovery efforts- Please see attachment for more information (REMINDER) DC Bilingual Public Charter School Science Fair- May 25, 2018- See information below (REMINDER) USPHS Music Ensemble’s Annual Concert- See attached announcement (REMINDER) Save the date- 2018 MOLC Awards Breakfast- Tuesday June 5, 2018 0700-0900. See announcement for more details. (REMINDER) USPHS Joint Combined Social- Wednesday June 6, 2018, 7pm-midnight- See attached email for more information. (REMINDER) Volunteers Needed for the 2018 MOLC Booth at COF symposium, Dallas TX, June 6-7, 2018- See information below (REMINDER) SOAGDAG Call for Voting Member Nominations- Due May 31, 2018- Please information below and attachments (REMINDER) Treasurer’s Report: No report submitted. MOLC Liaison’s Report: Motion to approve the MOLC Strategic plan 2018-2022 by e-vote was started this week. LCDR Karly Lucero should provide status in our next meeting or sooner. 2018 MOLC Awards Ceremony in Dallas will be held June 5, 2018, 7-9am, Tuesday. Requesting volunteers for MOLC booth. Please let LCDR Restrepo and LCDR Miranda know if you are interested. JOAG Liaison’s Report: LT Tenzin Jangchup (JOAG/MOLC Liaison) attended the meeting and took notes to report back to JOAG. Subcommittees Reports Education and Outreach: Regional (Greater Phoenix Area) Project: The Education and Outreach subcommittee’s goal this year was to connect local Phoenix health professionals with the community to provide education on relevant issues. We thought it would be great to start with the Opioid Epidemic as it is a Surgeon General’s Initiative
Name of Purchaser Phone # Address Total # of Turkey Hoagies $10.00 Total Amount Collected Check if Paid Please see the other side for totals Organization: Panther Team Fundraiser Name of Purchaser Phone # Address Total # of Turkey Hoagies $10.00 Total Amount Collected Check if Paid
HOAGIE DESCRIPTIONS ITALIAN: Cooked Ham Cooked Salami Provolone Cheese American Cheese Italian Dressing Lettuce and Tomato HAM: Baked Ham Swiss Cheese Mayonnaise Lettuce and Tomato ROAST BEEF: Roast Beef Swiss Cheese Mayonnaise Tomato : Breast Swiss Cheese Mayonnaise Lettuce and Tomato CHEESE: Swiss Cheese Provolone Cheese American Cheese Cheddar Cheese Mayonnaise Lettuce and Tomato PEPPERONI: Capacola Ham Deli Pepperoni Provolone Cheese American Cheese Italian Dressing Tomato All hoagies are prepared on a 12-inch Italian bun. Lettuce, tomatoes, and dressings are bagged separately. Pick-up will be in the HS music/auditorium area from 3:00–5:30. In the event of a school snow cancellation, delivery will be postponed. Please check your e-mail/text messages for information.