zilongwang/ReadingBank huggingface dataset:
Questions and Answers Try, Test and Learn Fund - tranche two Document control Date Version number Comments 14/12/17 1 Tranche one Q. Is tranche one now closed? A. We are no longer accepting idea submissions for tranche one. In tranche two, you may submit an application for a project that targets tranche one priority groups. Q. Will you fund organisations that you already supported in tranche one? A. Organisations who were successful in applying for funding in tranche one can apply for funding in tranche two. Q. Why have you changed the design of the fund from tranche one to tranche two?
Mutiple Choice: 325 ̊ changed into radians is: A) B) C) D) Part (ii) 1. Draw the following angles in standard position: a) 80 ̊ b) - 106 ̊ Answers: a) b) 2) Find an angle with a positive measure and an angle with a negative measure that are coterminal with each angle. 95 ̊ Positive: 95 ̊ + 360 ̊ = 455 ̊ Negative : 95 ̊ – 360 ̊ = -265 ̊
Area = ab sin C = (8 X 12) sin 76 ̊ = 38.8 ( rounded) Chapter:12 Trigonometric Functions Section 12.5 Law of Cosines Part 1 Multiple Choice Solve the triangle. Round to nearest tenth .Choose the correct group. A) A = 40̊ ,C = 35 C = 70 ̊ B) A = 50 ̊ , B = 87 ̊ , C = 43 ̊ C) A = 20 B = 35 ̊ , C = 20 ̊ D) A = 50 B = 43 = 35 ̊ Part (ii) Solve the triangle below and round to the nearest tenth. Use: + = 2bc cos A A = 112 ̊
qcond – qconv – qrad = 0 h (Ts-T) - (Ts4 – Tsur4) = 0 20 (100 25) – 0.8 5.6710-8 [(373)4 – (2984)] = 0 8 T1 – 800 1500 – 520.31 = 0 T1 = 352.54 C (or) T1 = 625.54 K
indicates your explicit consent that your data may be processed in accordance with the provisions of the Data Protection Act 1998 and the National Theatre’s Data Protection Policy. The more people who complete this form the better. However, you may feel that you do not wish to do so. If this is the case, please tick this box □ and return the form anyway. It would help us if you could explain your reasons in the comments section at the bottom of this page. Thank you for your help. Please mark the box that you feel best describes your gender: □ Male □ Female □ Defined differently Please mark the box that you feel best describes your ethnicity: White: Black or Black British: □ British □ Black – African □ Irish □ Black – Caribbean □ Any other White background □ Any other Black background Asian or Asian British: Dual Heritage: □ Asian Bangladeshi □ Asian and White □ Asian Indian □ Black African and White □ Asian Pakistani □ Black Caribbean and White □ Any Asian background □ Chinese and White □ Any other background from Chinese or Chinese British: more than one ethnic group □ Chinese □ Any ethnic group (please give details): …………………………………………………………………………………………………………… Do you consider yourself to have a disability? Yes □ No □ If yes, are there any reasonable adjustments that you would like the NT to make: …………………………………………………………………………………………………………… Any comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Signature: ………………………………………………. Date: ……………………………………..
indicates your explicit consent that your data may be processed in accordance with the provisions of the Data Protection Act 1998 and the National Theatre’s Data Protection Policy. The more people who complete this form the better. However, you may feel that you do not wish to do so. If this is the case, please tick this box □ and return the form anyway. It would help us if you could explain your reasons in the comments section at the bottom of this page. Thank you for your help. Please mark the box that you feel best describes your gender: □ Male □ Female □ Defined differently Please mark the box that you feel best describes your ethnicity: White: Black or Black British: □ British □ – African □ Irish □ Black – Caribbean □ Any other White background □ Any other Black background Asian or Asian British: Dual Heritage: □ Asian Bangladeshi □ Asian and White □ Asian Indian □ Black African and White □ Asian Pakistani □ Black Caribbean and White □ Any other Asian background □ Chinese and White □ Any background from Chinese or Chinese British: more than one ethnic □ Chinese □ Any other ethnic group (please give details): …………………………………………………………………………………………………………… Do you consider yourself to have a disability? Yes □ No □ If yes, are there any reasonable adjustments that you would like the NT to make: …………………………………………………………………………………………………………… Any other comments: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Signature: ………………………………………………. Date: ……………………………………..
Question Stems for Socratic Seminar “Why does the author…?” “Why is the conflict between…important? “What is the relationship between _________ and _______? “What evidence does the author use to backup…? “In your opinion, is it morally right to…?” “Based on this story, do you think people’s lives are determined by fate or choice? Questions about the title Questions about historical accuracy or connections Questions regarding metaphorical language Questions regarding allegory or allusions
QUESTIONNAIRE Consultant – Evaluability Assessment (EA) and Baseline Study (BS) of Regional Programme “Win-Win: Gender Equality Means Good Business” Candidate name: 1. Do you have a Master’s Degree or PhD or equivalent in Social Sciences, Gender Studies, Development Studies, Human Rights, Sociology or related field? Yes/No (choose one) If “Yes”, Briefly describe. (Max 100 words) 2. Do you have a minimum of 10 years of progressively responsible and relevant experience in programme evaluation in a development context? Yes/No (choose one) If “Yes”, Briefly describe. (Max 100 words) 3. Do you have a minimum of five years of progressively responsible and relevant experience in the fields of gender equality, human rights, social inclusion, or another area relevant to the requirements of this TOR? Yes/No (choose one) If “Yes”, Briefly describe. (Max 100 words) 4. Do you have experience in evaluating programmes focusing on gender equality? Yes/No (choose one) If “Yes”, Briefly describe. (Max 100 words)
Instructor creates a list of terms then specifies how many will be shown in the activity. Ordered List Instructor creates an ordered list of terms or sentences, specifies number of attempts students have to order the terms correctly and whether hints are available. Can also specify whether all terms should be shown or a subset. This activity must include a description, which appears under the game name. Patterns This activity requires students to either things into categories, or sort things according to a rule or pattern. Instructor creates a series of categories, each containing answer choices. There is no connection between terms on the same row – only within columns. When students play the game, they see the categories and a list of terms from one row. They must select one term for each category. Picture Perfect Instructor enters a list of items that students must order, specifies order, number of attempts allowed, and whether hints will be supplied. Student by entering numbers to indicate correct order, then checking answers. If a response is correct, the game piece is removed to reveal an underlying picture. The picture used is chosen by Quia – a different image is randomly used every time the game is played.
(2) comply with the requirements for chart reviews specified in the prescriptive authority agreement and periodic face to face meetings set forth in the prescriptive authority agreement; or (3) comply with the requirements set in protocols or other written authorization if ordering or prescribing drugs or devices under facility-based protocols or other written authorization. (b) Prescription Information. The format and essential elements of a prescription drug order shall comply with the requirements of the Texas State Board of Pharmacy. The following information must be provided on each prescription: (1) the patient’s name and address; (2) the name, strength, and quantity of the drug to be dispensed; (3) directions to the patient regarding taking of the drug and the dosage; (4) the intended use of the drug, if appropriate; (5) the name, address, and telephone number of the physician with whom the APRN has prescriptive authority agreement or facility-based protocols or other written authorization; (6) address and telephone number of the site at which the prescription drug order was issued; (7) the date of issuance; (8) the number of refills permitted; (9) the name, prescription authorization number, and original signature of the APRN who authorized the prescription drug order; and (10) the United States Drug Enforcement Administration numbers of the APRN and the delegating physician,if the prescription drug order is for a controlled substance. do not have the authority to delegate an agent to orally communicate prescriptions to pharmacy for APRN. (may not delegate something this is delegated to you) May be done if delegating physician designates one or more LVN/RN to perform this task. RN/LVNs permitted to call prescriptions to the pharmacy must be designated in the practice protocol or in written document that is maintained on site. This must be made available to any pharmacist that requests the name(s). This should only be used as a last resort Controlled substance Control substances limitations Limit quantity to 90 day supply or refills totaling a 90-day supply Consult with physician and note the consultation in the prior to: Refilling the controlled substance (additional prescription for the same controlled substance for same individual) Prescribing a controlled substance for any child less than 2 years of age Schedule II
Questions for “Serial”, the podcast Name: ________________ The first episode begins with information about the podcast's sponsor. Like many types of media, podcast creators make money by selling advertising space. Podcast creators have to think carefully about who they sell advertising space—or in this case, time—to because it can affect the way the listener responds to the rest of the text. Who were the sponsors mentioned at the beginning of the podcast and what are they selling? (You may have to do a bit of research in order to find out who the sponsors are and what they do) What predictions can you make about the nature of the podcast based on the advertisers? The episode opens with a recording and music. Describe the recording and the music. Each episode opens with this recording and music. What kind of tone do they set for the podcast? In addition to creating atmosphere, what purpose does the music serve? Describe the narrator's style of talking. Is she very formal or informal? Provide an example to support your answer. How does her tone affect the way you respond to the content? The narrator, Sarah Koenig, is not the only person you hear speak in the podcast. When does she include other voices and why do you think she might do this? What affect does it have on the narrative and listener's responses to hear more than one voice?
It is these criteria which form the crux of the assessment and reduce the amount of subjectivity and variability amongst assessors. It is important that before completing each learning tool, the student and the assessor revisit these criteria. The 5 levels, Independent; Proficient; Assisted; Supported; Dependent are designed for students at a beginning level of midwifery practice. It is quite acceptable that students would regularly be assessed at levels Independent and Proficient during their 2nd and final year, as this would inform others that they practice safely, effectively, with appropriate behaviour, are coordinated and complete tasks in a reasonable time frame. The scale is not designed so that “Independent” is something that can only be attained when the student is ready to be endorsed as a midwife. Alternately, there is scope to assess the student at levels, Assisted; Supported or Dependent. We anticipate that all students be assessed at a minimum level of Assisted in their 1st year to pass the learning tool assessment and that Supported and Dependent would signal that the student requires further practice or assistance. The Modified Scale Scale label Professional standards and procedures Quality of performance Assistance required Independent (I) Safe and accurate Effective each time Appropriate behaviour and demeanour each time Proficient, coordinated, confident, occasional expenditure of excess energy within an expedient time frame Without supporting cues Proficient (P) Safe and accurate Effective each time Appropriate behaviour and demeanour each time Efficient, coordinated, confident, Some expenditure of excess energy within a reasonable time frame Occasional supportive cues Assisted (A) Safe and accurate Effective most of the time Appropriate behaviour and demeanour most of the time Skilful in parts of behaviour Inefficiency and lacking coordination Expends excess energy Within a delayed time frame Frequent verbal and occasional physical directive cues in addition to supportive cues Supported (S) Safe but not alone Performs at risk Accurate not always Effective occasionally Appropriate behaviour and demeanour occasionally Unskilled, inefficient, considerable expenditure of excess energy Prolonged time period Continuous verbal and frequent physical cues Dependent (D) Unsafe Unable to demonstrate behaviour Unable to demonstrate procedure/behaviour Lacks confidence, coordination, efficiency Continuous verbal and physical cues K,N. (1983). Criterion-referenced definitions for rating scales in clinical evaluation. Journal of nursing education 22(9) 376-382. Thank you for participating in educating the next generation of Australian Registered Midwives
Recent Files Files that are recently uploaded to the Files app. Pinned Files Files that you marked as prioritized in the Files app. My Files Files that you uploaded to the Files app. Shared With Me that are shared with you from the Files app. Other People's Files Other people's files that are shared with the organization or files that they shared with you from the Files app.
Go to “Data Interface”, select each column as *Record data: Enable device 1~9, *Data source: TCP/ IP, *Data device: Data Transport 1, *Data Type: For POS please select “Aloha DT” ; For ATM please select “Gulfcoast Standard” *Incoming: Should match device number (1-9). Go to “Data Transport Settings 1-12” Set data transport 1 to port 5001 (which has to match the TCP simulator).
Chapter II. Configure NUUO system – Crystal Start NUUO Crystal Titan Go to “Config” “Metadata Server” “Add POS TCP Client” as metadata source Go to “metadata source” you created “Propurties” Insert Retail Gateway Server IP and port and test connection Note: The port number would be the same as data output at this Retail Gateway software Select “Metadata channel” “Metadata Display” Select “Associated Camera” Enable Associated camera display 5. In NUUO Crystal Titan, you will see the transaction data overlay on the live video. You can record the data with video, configure alarms with transaction data and search metadata in playback with video preview. Chapter III. Configure NUUO system - Mainconsole NUUO Mainconsole Go to “Config” and then “Metadata Application”.
Quick Reference Guide - Goods.pdf 1 10/9/2012 10:55:31 AM SRM SUPPLIER SELF SERVICE PO CONFIRMATION TO ASN CREATION C M Y CM MY CY SRM SUS PROCESS/ACTIVITIES TE SUPPLIERS Requisition from MRP, PM, PS Manually Created Requisition CMY K Purchase Order Created Automated Creation of an Inbound Delivery Scan goods for pre-receipt Create Goods Receipt with reference to an Inbount Delivery INVOICE PROCESS Purchase Order received in SUS for supplier confirmation Create Advanced Shipping (ASN) Delivery Goods to TE Display Updated ASN with pre- receipt information GRV notification/ Display Good Receipt Note Confirm/Reject Purchase Order (QTY, Delivery Date, Price etc.) Create Shipping Document (multiple ASN’s for similar warehouse) Print ASN/Shipping Document APPLICATION QUICK REFERENCE GUIDE Notification
Questions From the National Learning Session 29/8/16 Q: Is there a database already in use that we should feed into? A: Once we have the data from you we will transpose everything into a master database. All we will need is the paper copies of the questionnaires from you at some point. Q: Can you send out ‘job descriptions’ for each member of the InS:PIRE team? A: There are no specific job descriptions. As a team you will decide who is best placed to do what when it comes to organisation but you do also need to think who is the most efficient in terms of costs. Early on it might be a good idea to have a document about how you actually run a cohort of InS:PIRE. Q: Will we be provided with all evaluation questionnaires? A: Yes, we will give you a master copy of everything. If there are questionnaires over and above what we require, that you want to use, that will be the responsibility of your site. Q: Do any of these require a licence for use? A: Yes and we will organise that. Q: How will the evaluation team ensure effective engagement with patients, carers and volunteers? A: The evaluation team will be meeting with all the teams at some point and haven’t quite worked out their evaluation strategy yet. We are all learning fast!!!! Q: Do you think hospital sites are the best setting for InS:PIRE? Did patients at the focus groups mention community venues? A: Hospital are not necessarily the best site. Like most of you, real estate is scarce and when we explored this option we couldn’t find anywhere outside our own seminar room. Although patients are initially reluctant to come back, very often they want to re-visit the ICU and feel proud that they have faced their fears. After the initial week it doesn’t appear to be a major issue for them. I would also say that each of us works outwith our comfort zones when you initially do InS:PIRE. We have had to get folk admitted to hospital (seizures) and treat hypoglycaemia. It was reassuring to know that we had equipment available to treat simple things.
A cantilever is an architectural component widely used in the building industries. A cantilever is a beam anchored at only one end. The beam carries the load to the support it is forced against by a moment and shear stress. Cantilever construction allows for overhanging structures without external bracing. Cantilevers can also be constructed with trusses and slabs. This is in contrast to a simply supported beam such as those found in a post and lintel system. A simply supported beam is supported at both ends with loads applied between the supports. Cantilevers are widely found in construction, notably in cantilever bridges and balconies. In cantilever bridges the cantilevers are usually built as pairs, with each cantilever used to support one end of a central section. A cantilever in a traditionally timber framed building is called a jetty or forebay. In the southern United States a historic barn type is the cantilever barn of log construction. Challenge Using the materials supplied, build a cantilever that will both protrude at least 10 inches from the edge of the table and hold the most weight as possible without shearing or fracturing when loaded. Essential Question How can you build a cantilever that protrudes from the table side that will support the most weight as well as measure at least 10 inches using only the given supplies? Supplies: Tools: 2 sheets of Ruler and Pencil Masking tape Various Weights (washers, pennies, etc.)
Log in to the Evisions research suite and click Cayuse IRB. Click “new study” in the right hand corner of the dashboard. Type the name of your and click the blue check mark. Click “new submission” and select “initial” Click “Edit” to begin the submission. *reminder- student researchers leading a research study must assign their faculty sponsor as the PI and themselves as the PC or primary contact. This can be done directly in the submission.* You will use the arrows in the upper right hand corner to navigate through the submission. Click save at any time to leave Cayuse IRB and complete your submission at a later time. When you complete the section, a green check mark will appear on the sidebar. You will likely have to attach several things to your submission. You will click “attach” and browse for the file or link in the popup. When the submission is complete, the options to “Complete submission” and “send to PI for certification” will appear in the sidebar. You can click Complete Submission on the sidebar if you are the PI. Student researchers must send the submission to the PI. If you are the PI, certify the submission by clicking “certify.” Read the pop-up statement and confirm. The submission must be certified for IRB staff to begin the review process. You will likely eventually have to make revisions to your submission which may involve responding to comments. To do this you will click “Expand comments.” Type your reply and click “Save.” Then change the status from not addressed to “addressed.”
General Skills How would you rate the student in terms of effort, class behaviour, organisational and social behaviour? Needs Attention, Acceptable, Very Good, Excellent This is an optional field. Additional Learning Support Is the student receiving additional learning support? English as an Additional Language, English/Maths intervention, Gifted and talented program If yes, provide details. New Arrivals Program Has the student participated in, or is the student currently participating in, a New Arrivals Program? New Arrivals Programs include programs at an English Language School or Centre, participation in an outpost or visiting program at the student’s enrolled school, or participation in the Virtual EAL New Arrivals Program. Click for further information regarding the New Arrivals Program
When you click on the Add or Modify Support Persons daisy chain link the following screen appears. The First Name, Surname and Support Role fields are mandatory. When you click on the Add or Modify Notes and Attachments daisy chain link the following screen appears. The drop down list under Notes/Attachment Type will default to the type of issue identified on the first screen. This can be changed if you wish to insert an additional comment or make a recommendation/s. Documents can be attached to CASES21 via the Attachment field but will not be transferred as part of the Student Data Transfer process.
“shared care” between primary and SMS services Promotion of recovery in primary care Patient centred care (management of mental health and chronic disease, links with social care and housing etc) Prevention of prescription drug dependence e) Options/recommendations of how improvements could be taken forward f) Potential costs and capacity of options 3.3. We would like the successful applicant to undertake research on effective GP & Primary Care Team engagement that would be relevant to Aberdeenshire ADP, and would like this to include interaction with local groups including Service Users, Services and Forums. 3.4 Identify any areas willing to participate in piloting improvements across the substance misuse LDPs and wider engagement. 3.5 The report should also highlight any barriers to GP/Primary Care engagement with substance misuse work and provide suggestions as to how these could be overcome or reduced. 3.6 Provide recommendations from findings on how Aberdeenshire can improve performance and patient pathways. 4.0 Our market: 4.1 Anecdotally we know that communication and delivery with GPs is challenging and very inconsistent across Aberdeenshire due to a number of factors. Primary care has a vital role to play for people with substance misuse issues. 4.2 Currently there is no consistent approach with GPs to help understand how we can work collaboratively to improve the patient pathway. CPNs in Aberdeenshire do engage with some practices and in some case with individual GPs but this has resulted in confusion, inconsistency and could be perceived as double handling in the drugs LES. 4.3 There are areas in Aberdeenshire where there are no GP practices prescribing ORT. This leaves many of our service users with a more complicated and resource intensive route to recovery. 5.0 The function of the Report: 5.1 This report will be used to inform Aberdeenshire ADP on how improvement in delivery and patient pathway can be made with primary care.
Date: April 2018 NSW e Quote – Respond to vendor questions This guide contains information on: Asking questions Making amendments Vendors (also known as suppliers) often invest significant time, effort and resources in preparing and submitting offers. In return, they are entitled to expect fair treatment at every stage of the procurement process. Clear, visible and meaningful commitment to fairness encourages suppliers to want to do business with government. Being fair and equitable in procurement means that all suppliers should be given the same access to information, guidance and instructions on procurement processes. Ensuring that these processes are consistently applied helps to prevent discrimination and removes some of the opportunity for corruption. Asking questions During the open period of an RFx, invited vendors may seek clarification on the requirements via the Ask a Question feature of eQuote. When this occurs an email alert is sent to the RFx owner and the pending question is highlighted against the RFx. Login to NSW eTendering Administration site. Navigate to the Buying tab in the eTendering Administration portal. The ‘Open RFx’ page will be displayed. Select the RFx ID of the RFx with the pending question. The RFx information will display at the bottom of the page. Selecting the RFx ID displays the question, which vendor submitted the question, the date/time the question was submitted and provides a link to respond to the question. It is important to remember that only the vendor and the RFx owner can see the question. Responding to the question using the Answer Question link will only provide the answer to the vendor who asked the question. To ensure that vendors are treated consistently and fairly, the responses to the questions should be addressed through an amendment or addendum to the RFx. That way all vendors receive the information at the same time.
C M Y CM MY CY CMY K Quick Reference - Goods.pdf 3 10:55:32 AM Deliveries TE will not be accepted a created by the supplier in SUS. Two of documents can be created in SUS for delivery purposes: 1. ASN (ADVANCE SHIPPING NOTIFICATION) = SINGLE ORDER DELIVERIES Login> Start Page> All ASNs > Click on CREATE >> A list of acknowledged POs is displayed for ASN processing. >> Click on the desired PO number to display and then click Create ASN to capture a shipping notice. >> Capture delivery information. >> Edit item quantity where necessary OR click Propose Outstanding Quantities to retrieve original PO quantity values. >> To apply delivery info to all line items, click Select All. >> Click Goods Delivered to Recipient to send notice to TE. 2. SHIPPING DOCUMENT REFERS TO A CONSOLIDATION TO MULTIPLE ASN’s BEING DELIVERED TO ONE WAREHOUSE INTO ONE SHIPPING DOCUMENT (ONE BAR CODE FOR ALL ASN’s) >> Refer to Supplier SUS Training Manual for this function. PRE-RECEIPT AT THE PRE-RECEIPT PLEASE GO TO: Login > Start Page > Click on All Goods Receipts >> Login > Start Page > Click on ALL ASN’s. >> Look for the PO/ASN on the list and check the Pre-Receipt fields OR Click on the ASN number >> Pre-Receipt Status, Pre-Receipt by, Pre-Receipt Created on, Pre-Receipt Time SUS KEY FUNCTIONS C M Y CM MY CY
Desribe last straw pattern What is 4-mat system? Describe formal strategy elicitation What are prime directives of the unconscious mind? Describe timeline elicitation in 2 ways How do we align logical levels? Describe nlp communication model What are predicates in nlp? How do you pace with another person? What is rapport and how do we create it? How you can know that the rapport is created with someone? What do we mean by deletion. , distortion and generalization? How do you improve self confidence by nlp? What is as if What is cross pacing in nlp?
4 A program is used to display particular salesperson records. The algorithm for this program is shown below: (see paper) The following data is stored in the sales_person array: Karen, Paul, Jamie, Paul , Gillian, Rufus State the output from the above program if Paul is entered at line 2 from the keyboard. Paul 1 1 mark for Paul 1 mark for 1 1 mark for correct location values if Paul is given twice Other 0 marks 2 5 State the decimal value of the largest whole number that can be stored using 10-bits. 1023 (210-1) (1 mark) 1 6 Describe two benefits of Agile software development methodologies. Ability to respond quickly to changes in requirements Produces working releases of software early in development End user significantly involved in development Other valid 1 mark each bullet, max 2 2 7 Clare has just started programming and has created an algorithm to search the array cars which holds one hundred car registration numbers. Clare wishes to search for a specific registration number each time she uses the program. Clare’s algorithm is shown below With reference to the line numbers shown, state the other changes that Clare would need to make if she wished to use this Boolean variable. Line 6: found = true (1 mark). Line 9: UNTIL found = true or counter = 101 (1 mark). 1 mark each bullet, max 2 marks 2 8 Amber transfers an uncompressed video from her tablet to the Living Room PC. Her video is 60 seconds long and was captured at 25 frames per second with a resolution of 704 x 480 pixels and with a bit-depth of 24. Calculate the file size of this video. State your answer in appropriate units. 704 x 480 = 337920 pixels per frame 24 x 337920 = 8110080 bits (1 mark) 25 * 60 * 8110080 = 12165120000 bits (1 mark) 12165120000 / 8 = 1520640000 bytes 1520640000 / 1024 = 1485000 kb 1485000 / 1024 = 1450.1953125 Mb 1.41620635986328 = 1.42 Gb Resolve units (1 mark) Section 2 9 Eilidh wants a program to process information about the friends in her address book. (see paper)
Shelving/shutters dust RPU dust Greeting dust Wall cleanliness Window ledges Rug in front of soda station High chairs Soup slats match soup schedule accurately – 1 point Safety standards – 1 point each Neoprene gloves used when putting product in and out of rethermalizer Bagel pusher present and used when necessary Cut glove is used when prepping avocados Neoprene gloves used when cleaning panini press Drive through only: Drive through greeting warm and friendly – 5 points Drive through production is working off of receipts – 2 points Drive through barista printer is being used to work off of receipts – 2 points through packaging accurate – 2 points each bag
The following connectivity tests have been performed in TEST: Sending request files to QuickBatch. Retrieving response files. Processing response files in your system or process. The following administrative tasks have been performed in TEST: Sign off Please confirm: User acceptance testing has been completed successfully. A sign off email has been sent to your Qvalent Implementation Manager. If you are accepting Amex or JCB card payments: I have received a merchant number from American Express for each of my Westpac Merchant facilities. I will . I understand it may take up to 5 business days to have the linkage confirmed by American Express. If you are accepting Diners card payments: I have received a merchant number from Diners Club for each of my Westpac Merchant facilities. I will . I understand it may take up to 5 business days to have the linkage confirmed by Diners Club. If you are accepting bank account payments: My Westpac Implementation Manager has confirmed your Direct Entry facility has been set up for each of my settlement accounts. Production lodgement Please confirm: I have received my sign in details for Quickstream Portal in PRODUCTION. If you are accepting Amex, JCB or Diners card payments: I have . I understand it may take up to 5 business days to have the linkage confirmed by American Express or Diners Club. If you are sending or retrieving files automatically using WIBS: I have updated my system to send request files to Production. I have updated my system to retrieve response files from Production.
Quickbill Report #1 is your billing statement. It shows you what you are being charged for regarding Quickbill. It will also show you any address corrections that showed up on the United States Post Office Website. Quickbill Report #2 is an itemized list of the Statements that you sent out. I like to “print” my reports to the Doc Center. Click on the report you want to print so that it’s highlighted and then click on the “print preview” button next to the printer icon. Once the report is showing you can click on the word “File” then “Print”. Instead of choosing your printer, change this option to “Print to Doc Center”. Next, click on the Doc Center icon from the Office Manager. Choose the person or Practice Name you want to save this document under. When that Doc Center opens, Click on “Acquire” and then “Unfiled Documents”. When the new window opens scroll till you see todays date click on it to highlight it and then click on it and drag it over to the Doc Center you opened and let go. You have now saved it after you choose the file to save it to and name it (Ex. “Quickbill Report #2). **If you want to send out a statement individually, you would go to that patients ledger and click on Print at the top of the page then choose “Statement”. If you are going to be sending a few that day, you click on “Batch” to send it to the Batch Processor and send them all together by going to the Batch Processor and selecting them all by highlighting them and clicking on the Quickbill Icon and following the steps above. To send just one, you can click on “Send Electronically” and it will be sent right away. Just make sure you look at your Reports to see that everything went through ok.
Sales Tax Group Calculate two or more sales taxes grouped together and applied to the same sale. 5: The following graphic provides an overview of how to track inventory information in QuickBooks. 6: The following compares group and assembly items to help you decide which item type is appropriate for a given situation. Group item Inventory assembly item Can include combinations of different item types, such as inventory and service items Can contain only inventory parts or other inventory assembly items To combine a service item with an assembly item, create a group and include both the assembly item and the service item in the group. Allows you to print individual items contained in the group on sales forms Prints only the assembly name, not component part names, on sales forms No reports available specifically for groups Will appear after inventory part items on standard inventory reports; pending build report will list builds in the pending state Quantity on hand of each item included in the group is adjusted in inventory at the time of sale Quantity on hand of component items is adjusted in inventory when the assembly is built Note: Inventory assembly items are only available in QuickBooks Premier Editions.
Improved Inventory Center Filters In the Inventory Center we now have an option to list all of the inventory part and inventory assembly items (active and inactive), where before you were limited to just the active items (or, all items of just one type). Customer PO Number in Customer Center Another helpful small fix, you can add a “P.O. Number” column to the Transactions tab in the Customer Center, when you are showing sales transactions (“all sales transactions” or individually estimates, sales orders or invoices). It is interesting to note that this customization is specific to each of the views – if you add the column to the “sales order” list, it won’t show up in the “invoice” list automatically.
“Iago cannot be blamed for the deaths of Desdemona and Othello“ “We cannot Othello for being fooled by Iago. Everyone else in the play, including Iago’s wife, believes that he is honest and true“ “Othello and Iago are both egotists, obsessed with proving how clever and capable they are, and hell bent on revenge when they feel they have been wronged“ Othello: “Othello is the principal agent of his own downfall” (1994) “Othello is essentially a noble character, flawed by insecurity & a nature that is naive & unsophisticated” (1990) “Othello is a good man who is skilfully manipulated by Iago. For this reason, despite his credulousness, we continue to feel sorry for him“ “Iago’s schemes succeed, not because Othello is weak, but because he is so “Othello is a noble hero who loses, but ultimately regains our sympathy“ “We do not approve of Othello’s behaviour, yet we nonetheless pity him“ “Othello is not a tragic hero; he is a gullible fool“ “Othello is not a tragic hero. He really takes responsibility for his errors of character and judgement” “Despite his suffering, Othello learns little of himself or of human relationships“ To what extent do you agree with Othello’s assessment of himself as an “honourable murderer” who “loved not wisely but too well“? “The collapse of Othello and Desdemona’s marriage is the real tragedy of this play“ Iago: “Iago is the real hero of Shakespeare’s play Othello” “Iago is a likable villain” “Iago is motivated by jealousy of others good fortune and by a lust for power” “Iago is a charming villain, but it is difficult to understand his motivation”
6 – One-hand wrench (patent-registered) 7 – Thread for QuickFlex® adapter and collet nut 8 – Short taper for radial centering and axial support of the QuickFlex® adapter 9 – Taper of the ER collet chuck 10 – Polygonal torque transmission for QuickFlex® adapter 11 – Radial bending support of the QuickFlex® adapter for high stiffness under load Permanent accuracy of the run-out is guaranteed by two independent taper connections. Left: with ER collet Right: with QuickFlex® mill arbor adapter Quick and safe tool change with the new one-hand wrench (patent-registered). Starter set with collet chuck adapter, Weldon/Whistle Notch adapter, short combination mill adapter, one-hand wrench, and spanner wrench. # # # About WTO:
Analyze & Interpret: choosing the right topic Learning Outcome 1 Students will analyze and interpret When Students analyze and interpret, they … Articulate Assemble Break down Calculate Categorize Choose Clarify Compare Contrast Decipher Define Detail Determine Differentiate Discover Discuss Dissect Distinguish Examine Find Gather Identify Inspect Investigate Label Map Match Organize Outline Paraphrase Relate Rephrase Resolve Select Separate Signify Summarize Understand To help students analyze & interpret, the tutor/Instructor asks… What do you already know about topic choice? What have you learned about…? Do you want to know about that topic? What can you say about …? What do you think about Could you explain the topic? What details and examples you use to support ? What do you is valid ? What is relevant to ? What has meaning for? What is most important to include when writing about your topic? How would you best outline the information my topic? How would you categorize or classify the different parts ? What is the purpose/motive/goal of your chosen Who is my audience besides my professor? Do you know “who or what,” “when or where,” and “why or how” about your topic? Additional Questions:
Analyze & Interpret: when to use simple past vs. present perfect Learning Outcome 1 Students will analyze and interpret differences between two verb tenses. When Students analyze and interpret, they … Articulate Assemble Break down Calculate Categorize Choose Clarify Compare Contrast Decipher Define Detail Determine Differentiate Discover Discuss Dissect Distinguish Examine Find Gather Identify Inspect Investigate Label Map Organize Outline Paraphrase Recognize Relate Rephrase Resolve Select Separate Signify Summarize Understand To help students analyze & interpret, the tutor/ Instructor asks… What do you already know simple past vs. present perfect? What have you learned about simple past and present perfect? What do you want to know about …? What can you say about …? What do you think about…? How would you explain the difference between the two tenses? What you use to support? What is the significance of the support of clue words? What is What is relevant to the difference between the two tenses? What has meaning for? What information is most important to? How would I best organize the information on tense versus the other tense? How would I categorize or classify the…? What is the purpose or motive of using these different tenses to refer to the past? What are my assumptions Why does it make sense to differentiate between these two verb tenses? Additional Questions:
Analyze & Interpret: literary analysis—developing and supporting a thesis in response to the text Learning Outcome 1 Students will analyze and interpret the text to develop a thesis and build relevant support in response to the prompt When Students analyze and interpret, they … Articulate Assemble Break down Calculate Categorize Choose Clarify Compare Contrast Decipher Define Detail Determine Differentiate Discover Discuss Dissect Distinguish Examine Find Gather Identify Inspect Investigate Map Match Organize Outline Paraphrase Relate Rephrase Resolve Select Separate Signify Summarize Understand To help students analyze & interpret, the tutor/ Instructor asks… *What do you already know about the assignment, prompt and text? *What have you learned about quote analysis and a workable thesis? *What do you want to know about essay development? *What can you say about the text? *What do you think about the central argument of the text? *How would you explain what an effective thesis statement is? *What would you use to support your thesis? *What is the significance of the support of your chosen quotes? What is valid support? *What is relevant to your thesis? *What has meaning for building support relevant to the thesis? *What information is most important to developing your essay? *How you best organize the information on the essay structure and paragraphs? *How would you categorize or classify the different parts of your thesis and support? *What is the purpose or motive of the assignment? *What are your assumptions the author or text? *Who, what, when, where, why and how? Author, argument, time period, relevance of support, and further draw out quote analysis? Who is the audience? What bias is evident? How can we distinguish between text and our analysis? Additional Questions:
Waste separation Blue "Paper Bin" Brown "Organic Waste Bin" Yes, please ... Yes, please ... Newspapers and magazines Flattened cardboard boxes Wrapping paper minus adhesive tape Catalogues and brochures Notebooks (paper ones, not computers !!!) Books without covers Forms and computer paper Letters and envelopes Clean paper bags Packaging made from paper Cigarette boxes minus foil paper and film wrap Chocolate boxes minus plastic Fruit and vegetable waste Potato peels and eggshells Coffee filters, tea bags Wilted flowers Potted plants without pot Garden waste such as leaves, grass, weeds Tree and shrub prunings, potting soil Paper towels, paper serviettes, kitchen roll Newspaper crumpled to absorb moisture No, not these ... No, not ... Coated or dirty paper / cardboard so-called biodegradable bags Waste separation Grey "Residual Waste Bin" "Yellow Sack" commons Wikimedia.de: cc by SA Fritz Yes, please .... Yes, please ... Nappies, sanitary towels Plastic bin bags Lightweight plastic or composite packaging for food and drinks
Meat, bones, fish, cooked leftovers and dressed salads Vacuum cleaner bags Wax paper, coated or dirty paper, carbon or copy paper Coated or dirty cardboard Plastic film, wallpaper, carpet pieces Sweepings, ashes, pet litter, cigarette butts paint Disposable razors Ball point pens and text markers e.g. Tetra paks, yogurt cups, margarine tubs, beverage cans, also empty hairspray cans Note: In some "Green Sacks" may be issued instead No, not these ... No, not ... Electronic or problem e.g. energy-saving lamps, batteries, solvent-based paints and varnishes Glass of any kind, paper, cardboard, any electronic or problem waste
Questions and Key words for Critical Thinking Are you sure? How do you know? Can you tell me why? Remembering You want to find out what the children know Understanding You want to find out what the children understand Applying You want to support the child in solving a problem, using what has been learned Analysing You want to support the child to examine and break down information into parts Evaluating You want to support the in reflecting on and evaluating work and ideas Creating You want to support the child to represent information in a new or alternative way. Who Tell me in your own How you solve....using what you’ve learned...? What are the parts or features of...? What well? What changes would you make to solve...? What Which is the best answer, and why? What do you know already that could help you? What is the theme ...? What would you change? Can you think of another way? Where What facts and ideas show...? What other way would you plan to...? How is... related to...? How could it be improved? Can you predict/estimate? What do you think it’s going to be? When How are the same? Different? What would happen if...? How you sort these? Do you agree with the actions...? with the outcome.? How you adapt...to create a different...? Which What is the effect of...? What do you you need to do next..? Why do you What is your opinion of...? What information you use to support these views? How could you put all your ideas together? Why What is the main idea of..? How you use what you’ve learned? What evidence can you find to support this? What conclusions can you draw...? What/which is the most important and why? Why did they choose..? How would you do it differently?
Now: T(0) = 1 and T(1) = 1 So Now bring “c” outside the summation and multiply “2/n” inside Now Logb(q) = ln(q) / ln(b) note that “b” is base of log Taking 1/ln(b) as constant Log(q) = cln(q)
AD9625 Evaluation Board Quick Start Guide One Technology Way • P.O. Box 9106 • Norwood, MA 02062-9106, U.S.A. • Tel: 781.329.4700 • Fax: 781.461.3113 • Quick Start Guide for testing the AD9625 ADC Evaluation Board using the FPGA based Capture Board (HSC-ADC-EVALEZ) TYPICAL SETUP Figure 1. AD9625 Evaluation Board (Left) and HSC-ADC-EVALEZ Data Capture Board (Right) EQUIPMENT NEEDED • AC to 12V DC power supplies (2) • Analog signal source, anti-aliasing filter and SMA cable. • Analog Clock source and SMA cable. • PC running Windows • USB 2.0 cable • AD9625 Evaluation Board • HSC-ADC-EVALEZ FPGA Based Data Capture Board HELPFUL DOCUMENTS • AD9625 Datasheet • VisualAnalog Converter Evaluation Tool User Manual, AN-905 • High Speed ADC SPI Control Software User Manual, AN-878 • Interfacing to High Speed ADCs via SPI, AN-877 Rev.1 Page 1of 2
like to provide a task-based grade for a submission where the institution also requires assessment of the work using a skill-based assessment instrument. To begin: 1. Click on the Create New Assessment button. In the resulting pop-up window, 2. Click the Choose New Instrument button. To select the new assessment instrument, 3. Select the department that contains the instrument. 4. In the middle column, select the instrument. To move it into the third column, either use the Add Selected button, or drag-and-drop the instrument into the third column. 5. Click Done. The new instrument's name will appear in the pop-up window. 6. Click Create Assessment.