zilongwang/ReadingBank huggingface dataset:
EXCEPTION OF PRESERVATION AND CONSULTATION LIBRARY LENDING EXCEPTION OF EDUCATION AND RESEARCH Basis Article L.122-5 8° of the CPI Article L.133-1 of the CPI - Article L. 122-5, 3°), e) of the CPI. - Sectoral agreements concluded between the Ministry of National Education and the Collecting Societies. Beneficiary/beneficiaries - Libraries open to the public - Museums - Archive services - Library open to the public: restrictive list set out under Article R.133-1 of the CPI - No details contained in the law. - Restrictive list of establishments in each sectoral agreement. Conditions No economic or commercial advantage is sought No direct or indirect economic or commercial advantage is sought -according to the Directive of 2006, but not expressly transposed into the CPI- Conditions provided for by the law: - Extract of a work; - Solely for the purposes of illustration in the context of education and research; - Public predominantly composed of pupils, students, teachers or researchers directly concerned by the act of teaching, the act of training or the research activity; - No publication or distribution to a party outside the public as defined above; - Use does not give rise to any commercial exploitation; - Flat-rate remuneration; - Respect of moral rights. These conditions are adapted in each sectoral agreement depending on the type of work concerned. Works All intellectual works Solely books that were the subject of a publishing contract All intellectual works with the exception of works intended for pedagogical purposes and music scores. Digital books YES Debated in the literature No judicial decision, however YES Audiovisual YES NO YES Multimedia YES NO YES Orphan works YES Article L.135-2 of the CPI YES Article L.135-2 of the CPI YES Article L.135-2 of the CPI Unavailable books YES YES YES Rights concerned Right of representation and right of reproduction for the purpose of conservation or consultation by the public Lending right Right of representation and right of reproduction. Remuneration NO YES Remuneration fixed by decree, paid by the State and by the booksellers (Article L.133-3) YES Remuneration negotiated on a flat-rate basis. Three-step test YES YES YES Table summarising the exceptions for the benefit of archives, libraries and educational and research institutions
CSSE 374 – Software Design Quiz 25, part 3 What is content coupling? What is the strongest form of cohesion? If you don’t have a reason for placing a method in a class, it ___________________________________! Use Case realization is the process of generating the design model from use cases and other requirements artifacts such as: a)____________________________ b)___________________________ c)____________________________ Which type of diagram is the primary source for the starting messages passed into the domain layer’s controller objects? How do operations contracts help with bridging from system operations to design class diagrams and interaction diagrams? True/False (circle one): When designing a system we typically begin with the “Start Up” use case? Why?
If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete asphalt repairs? Yes No N/A Does your firm possess the technical equipment necessary to complete concrete panel replacements? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete concrete panel replacements? Yes No N/A Does your firm possess the technical equipment necessary to complete curb and gutter repairs? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete curb and gutter repairs? Yes No N/A Does your firm possess the technical equipment necessary to build ADA wheelchair ramps? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to build ADA wheelchair ramps? Yes No N/A Does your firm possess technical equipment necessary to complete sidewalk repairs? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete sidewalk repairs? Yes No N/A Does your firm possess the technical equipment necessary to complete point repairs? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete point repairs? Yes No N/A Does your firm possess technical equipment necessary to complete site restorations? Yes No If the answer to the above question is no, does your firm have the ability to obtain the technical equipment necessary to complete site restorations? Yes No N/A
Standards Learning Outcome Content Connections Standard 7 – The Earth: 3 Weeks GLE 0307.7.2 Recognize that rocks can be composed of one or more minerals. GLE 0307.7.1 Use information and illustrations to identify the earth’s major landforms and water bodies. Scaffolded (Unpacked) Ideas I can through class investigations explain what composes certain rocks and specify if those materials are natural or man made. I can view, describe, and explain the Earth’s major landforms, bodies of water and the continents where they are located. Essential Questions What is the composition of the Earth’s Macmillan/McGraw-Hill-Closer Look Grade 3 Lesson 2: Landforms and Bodies of Water pp. 204-210 Lesson 3: Minerals and Rock pp. 216-222 Lab Investigations Explain: Does Land or Water Cover More of the Earth’s Surface? P. 203 Academic Vocabulary Ocean, continent, landform, mineral, rock, igneous rock, sedimentary rock, metamorphic rock Explore: 660L Teachers must log in to Achieve 3000 Students will read and become informed about the missing rocks that came from the moon and
Scaffolded (unpacked) ideas Temperature changes seem to happen at certain times of the year. Colder temperatures occur during the winter. Summer temperatures are warmer than winter. The weather seems to be about the same during the same months every year. Sometimes the outside temperature is not like what it is expected to be during the winter or the summer. based on the temperature outside. Essential Question(s) What is the connection between the outside temperature and different months of the year? Lab Activities Engage/Explore Infer: What to wear? Create a Venn Diagram with the words winter, both, and summer. Talk with the students and discuss the types of clothing that is worn during each and both times of year. *Compare and contrast Read: the book Seasons by Kara D. Hill: Encourage the students tell what is different about the tree and its surroundings in each picture. Engage: gather pictures of each season, Ask students questions like…What is the name of this season represented in this picture? How is this season different where we live? Is it the same or different? What do the animals do in these seasons? Why are the leaves on the tree changing colors? Why are the flowers blooming? Allow the students time to share. Online Resources Explain: : students will use the online simulation to learn more about the different clouds that may form in the atmosphere. : students will maneuver the levers to create the changes in the weather and seasons. Video Resources Elaborate Students will be able to manipulate the objects in the fun PBS activity while learning what happens when to people animals and objects when the . In this online activity students will learn more about Pink Palace Field trips welcomed: (free) available first come serve. Suitcases are in rotations as needed by schools. thermometer Teacher article Performance Tasks Take a survey with a one-to-one correspondence. Focus questions, (their friends’ favorite seasons). Assist them in writing winter, spring, summer, and fall on a sheet of paper. Students should ask eight friends and use tally marks to mark each response. The class should then add up all tally marks per season and write the corresponding numerals. Which was the most popular season? Which was the least popular? Small/Large Group Activities: students will use the follow worksheet to better understand how to dress in different types of weather. : students will investigate using prior knowledge the visual aspect of the four seasons.
9 Rotary Sootblower Gears Exposed (typical of all 3 boilers) at Crane Pulpit Elevation May 2015 A Install protective cages around all sides of exposed gears. Complete Closed 10 Induced Draft Fan No. 1 Lagging deteriorated, west side of CEMS Enclosure May 2015 C Replace deteriorated Induced Draft Fan Lagging Status Unchanged Open 11 Emergency light fixture, east side of Tipping Floor, not functioning in test mode August 2015 A Repair emergency light Complete Closed 12 Pot hole, southwest corner of Ash Trailer Canopy August 2015 C Repair road surface Status Unchanged Open 13 Ash Trailers (typical of 3) have a damaged top pressure-treated wood rail (2”x6”) – See Figure 1 (Appendix B) November 2015 C Contact ash hauling company and request repairs be made to ash trailers Status Unchanged Open 14 Ceiling panels corroded, above Condensate Make-up Tank – Painting Item – See Figure 2 (Appendix B) November 2015 C Conduct proper painting preservation measures Status Unchanged Open 15 Pressure treated support split at bolt, on Cooling Tower Access Stairs – See Figure 3 (Appendix B) November 2015 A Inspect entire Cooling Tower Access Stairway and replace split supports as needed Status Unchanged Open
Facility Housekeeping CAAI is performing Facility housekeeping and maintaining plant cleanliness in accordance with acceptable industry practices. A site inspection was conducted in November 2015. At the time of the inspection, new deficiencies were recorded and prior deficiencies were given a status update. Photos of interest from the inspection are depicted in Appendix B. The Facility housekeeping ratings from the November 2015 inspection are presented in Table 8. Table 8: Facility Housekeeping Ratings – August 2015 Facility Area Acceptable Needs Improvement Unacceptable Tipping Floor (1) Citizen’s Drop-off Area (2) Tipping Floor Truck Exit Front Parking Lot Rear Parking Lot Boiler House Pump Room Lime Slurry Pump Room Switchgear Area Ash Load-out Area Vibrating Conveyor Area Ash Discharger Area Cooling Tower Area Truck Scale Area SDA/FF Conveyor Area SDA Penthouses Lime Preparation Area Boiler Drum Levels Turbine Room (3) Electrical Room Note (1): Tipping Floor – Needs Improvement Deteriorated Purlin Note (2): Citizen’s Drop-off Area – Needs Improvement Damaged Curbing Note (3): Turbine Room – Needs Improvement Ceiling panels corroded Environmental The retrofit air pollution control equipment maintained emission concentrations well within the established regulations. Average Continuous Emission Monitoring
category Category of review/appeals decisions (more than one category can apply to each decision) Original decision upheld Original decision amended Original decision withdrawn Original decision overturned Total Review outcomes 0 0 0 0 0 Appeal outcomes 0 0 0 0 0 Measure 72-75: Formal Complaints Description of measure: This measure outlines the number of complaints received by the Disability Services Commission relating to WA NDIS My Way. This is a separate process to the review and appeals process referred to in measure 65-71 (Review / Appeal of decisions). Explanation of result: There have been no reportable complaints to date. National Disability Services Standard to which the complaint relates (more than one Standard can apply to each complaint) Rights Participation and inclusion Individual outcomes Feedback and complaints Service access Service management Total 0 0 0 0 0 0 0 Category of complaint (more than one category can apply to each complaint) Service eligibility Funding policy Quality of service Lack of resources Communication Staff conduct Conduct of other person using the service Breach of Carers Charter Other policy/ procedure Other (please specify) Total 0 0 0 0 0 0 0 0 0 0 0
LESSON 73 MEASURES TIME USING A 12-HOUR AND 24-HOUR CLOCK Third Quarter WEEK 7 Objective: Measuring time using a 12-hours and 24-hours clock Value Focus : Cooperation/ accuracy Prerequisite Concepts and Skills: Converting time between the 12 hours and 24 hours clock systems. Read and write time according to the 12 hour / 24 hour system of time Read and write the time in A.M. and P.M Materials: Clock, Activity sheet, picture, cartolina strips References: K-12 Grade 5 Curriculum Guide pp. 62 Code: M5ME-IIIg-14 Internet website , / Mathisfun.com Instructional Procedure: Preliminary Activities Drill Write down all possible time using 12 hours. _______ _______ ________ Review How many hours in 1 day have? According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each? Motivation: Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.
Downtime Summary Table 6: Boiler Downtime – Q2FY17 Boiler Number Outage Begin Date Outage End Date Hours Unavailable Downtime Classification Reason Unavailable 1 10/8/16 10/14/16 129.8 Scheduled Scheduled Fall Major Outage 3 10/19/16 10/20/16 48.0 Standby Preventative measure taken to avoid exceeding 350,000 ton rolling 12-month process limit 2 10/30/16 10/31/16 9.0 Unscheduled Induced Draft (ID) Fan Coupling Failure 3 11/5/16 11/10/16 122.7 Scheduled Scheduled Fall Major Outage 2 11/9/16 11/10/16 36.0 Standby Preventative measure taken to avoid exceeding 350,000 ton rolling 12-month process limit and Dominion work at sub-station Total Unscheduled Downtime 9.0 Hours Total Scheduled Downtime 252.5 Hours Total Standby Downtime 84.0 Hours Total Downtime 345.5 Hours Table 7: Turbine Generator Downtime – Q2FY17 Turbine Generator Number Outage Begin Date Outage End Date Hours Unavailable Downtime Classification Reason Unavailable 2 11/6/16 11/10/16 103.7 Standby Preventative measure taken to avoid exceeding 350,000 ton rolling 12-month process limit and Dominion work at sub-station Total Unscheduled Downtime 0.0 Hours Total Scheduled Downtime 0.0 Hours Total Standby Downtime 103.7 Hours Total Downtime 103.7 Hours
Figure 1: Pavement spider-cracking at Tipping Floor Entrance – New Deficiency Figure 2: Concrete slab damaged that Citizen’s Drop-off Roll-off is on – New Deficiency Figure 3: Pothole where Tipping Floor Exit Road enters Eisenhower Avenue – New Deficiency Figure 4: Multiple Cooling Tower Access Stairs Split – New Deficiency Figure 5: Corrosion on Scale House – New Deficiency Figure 6: Boiler No. 3 Outage in Progress – Scaffolding Inside Boiler Figure 7: Boiler No. 3 Outage in Progress – Ash Discharger cleaned out for maintenance Figure 8: Boiler No. 3 Outage in Progress – Maintenance on Superheater Hopper Figure 9: Boiler No. 3 Outage in Progress – Boiler grates and scaffolding Figure 10: Boiler No. 3 Outage in Progress – Superheater tubes and tube shields Figure 11: Firing Aisle Figure 12: External view of repairs to East Tipping Floor Wall – Completion of Deficiency Item No. 4 Figure 13: White Goods Roll-Off Figure 14: Citizen’s Drop Roll-off Figure 15: Overhead view Ferrous Magnet – Note extension of vibrating pan Figure 16: General Facility View – Photo from east on Eisenhower Avenue Figure 17: General Facility View – Front of Facility Figure 18: General Facility View – Photo from west on Eisenhower Avenue Figure 19: APC Area and Cooling Towers Figure 20: General View of Tipping floor from Entrance Figure 21: New column and louvers on east wall of Tipping Floor Figure 22: Refuse pit – Photo from north end of Charging Floor
Here are the ways you can contact me for the Awesome work my child is doing and for concerns. Student Name: _____________________________ Parent Name: ______________________________ Email: ______________________________ Home Phone: ______________________________ Work Phone: ______________________________ Cell Phone: ______________________________ Parent Signature: ___________________________ Student Signature: _____________________________ Return this page to Ms. Morthole for extra credit by Monday, September 12th. After September 12th a lunch detention will be given. Request for a printed copy of the Theatre Handbook ________________________
11 Ash Trailers (typical of 3) have a damaged top pressure-treated wood rail (2”x6”) November 2015 C Contact ash hauling company and request repairs be made to ash trailers Status Unchanged Open 12 Ceiling panels corroded, above Condensate Make-up Tank – Painting Item November 2015 C Conduct proper painting preservation measures Complete Closed 13 Pressure treated support split at bolt, on Cooling Tower Access Stairs November 2015 A Inspect entire Cooling Tower Access Stairway and replace split supports as needed Complete Closed 14 Holes in Ash Trailer (License Plate: 18 5294C) near ladder – See Figure 1 (Appendix B) February 2016 C Report to ash hauling company and assure proper repairs are made Status Unchanged Open 15 Vertical posts on Cooling Tower Stairs split (typical of 5) – See Figure 2 (Appendix B) February 2016 A Replace vertical posts Status Unchanged Open 16 Drainage pipe along east wall of Tipping Floor damaged– See Figure 3 (Appendix B) February 2016 C Repair drainage pipe Status Unchanged Open 17 Curbing damaged (Typical of 2 locations), along Truck Entrance Road – See Figure 4 (Appendix B) February 2016 C Replace curbing Status Unchanged Open 18 Chemical storage container deteriorated, north of Main Vibrating Pan, at ground elevation – See Figure 5 (Appendix B) February 2016 A Replace storage container Status Unchanged Open
Type Performance in Initiating NHS provider Leicestershire Partnership NHS Trust Id Research Ethics Committee Reference Number Name of Trial Date of Receipt of VRA Date of NHS Permission First Patient Recruited? Date of First Patient Duration between VRA and NHS Duration between NHS and First Patient Duration between VRA and First Patient Benchmark Met A - Permissions delayed/denied B - Suspended by sponsor C - Closed by sponsor D - Sponsor Delays E - Staff availability issues F - No patients seen G - No patients consented H - Contracting delays I - Rare diseases J - Other Comments Reasons for delay correspond to: 70879 14/LO/0055 Improving outcomes in adults with epilepsy and intellectual disability: A cluster randomised controlled trial of nurse-led epilepsy management (EpAID) 15/06/2015 Yes 14 23 37 Yes Y Y Key service contact providing information on target population absent on sick leave will lead to recruitment delays. N/A 70880 14/NW/0297 EQUIP: Enhancing the quality of user involved care planning in mental health services (EQUIP): Clinical randomised control trial and process evaluation 11/02/2015 Yes 9 18 27 Yes N/A 70881 14/NI/0069 A randomised controlled trial of calcium channel blockade with amlodipine for the treatment of subcortical ischaemic vascular dementia 21/12/2014 Yes 15 158 173 No Y Y First Patient now in Study Both 70882 14/SC/1340 LEGATO-HD (Laquinimod Efficacy and Safety in a GlobAl Trial Of HD) 17/09/2015 Yes 11 83 94 No Y Y NHS Provider 70883 09/H1005/28 Molecular Genetics of Adverse Drug Reactions 10/09/2015 Yes 21 54 75 No Y Extensive Screening undertaken but 95% patient not eligible for inlcusion. Neither Showing records 1 to 5 of 5. Pages: 1
Name:___________________________________ Weekly Spiral Questions - Quarter 3 Week 4 Show all work on a separate paper and attach it to the back. Be sure to label your answers appropriately! (Calculator Active) 1. A company that makes boxes finds out that 3 out of 20 boxes are damaged. What percent of the boxes are not damaged? Answer: 2. What percent of 204 is 51? (Set up a proportion and solve) Answer: 3. A drug store’s records from last year show that the store sold 3 bottles of aspirin for every 2 bottles of shampoo. The records show that the store sold 2854 bottles of shampoo last year. How many bottles of aspirin did the store sell? Answer: 4. It was the first day of football practice. The ratio of running backs to linesmen at the practice was 5 to 4. If 40 running backs showed up, how many linesmen came to practice? Answer: 5. Kristina works at the swimming club. She says that for every 6 adults who come to the club there are 4 children. How many children come to the club when the total number of people is 90? Answer: 6. Mr. Ross sold his professional dirt bike for 42% off its original price. If the original price was $504, what was the sale price? Answer: ____________ 7. Samantha got her hair done at a salon. Her total bill at the salon was $65. She wants to give the hairdresser a tip of 15%. How much should Samantha tip? Answer: 8. What is the percent of change? $125 increased to $205 Answer: Did you take your time and show all of your work? Did you ask for help if you did not understand a problem? Did you put in your best effort???
The Trust’s performance in responding to complaints within the timescales agreed with complainants was 83.4% compared to 89.5% in Q2. In Q3, complaints relating to appointments and admissions continued to account for over a third (140) of the total complaints received by the Trust (in line with Q1 and Q2). There was an increase in complainants telling us that they were unhappy with our investigation of their concerns: 24 compared to 14 in Q2. The number of cases where the original deadline was extended continued to rise, with 46 cases in Q3 compared with 41 in Q2. This report includes an analysis of the themes arising from complaints received in Q3, possible causes, and details of how the Trust is responding. Complaints performance – Trust overview The Board currently monitors three indicators of how well the Trust is doing in respect of complaints performance: Total complaints received, as a proportion of activity Proportion of complaints responded to within timescale Numbers of complainants who are dissatisfied with our response The table on page 3 of this report provides a comprehensive 13 month overview of complaints performance including these three key indicators. Total complaints received The Trust’s preferred way of expressing the volume of complaints it receives is as a proportion of patient activity, i.e. inpatient admissions and outpatient attendances in a given month. We received 421 complaints in Q3, which equates to 0.23% of patient activity. This includes complaints received and managed via either formal or informal resolution (whichever has been agreed with the complainant); the figures do not include concerns which may be raised by patients and dealt with immediately by front line staff. The volume of complaints received in Q3 represents a decrease of approximately 19% compared to Q2 (518) but still a 26% increase on the corresponding period a year ago. The Trust’s current target is to achieve a complaints rate of less than 0.21% of patient activity, i.e. broadly-speaking, for no more than 1 in every 500 patients to complain about our services (although every complaint we receive is one too many).
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards GSE Standards Essential Questions System Resources Writing (W) ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Taught in fourth grade. ELAGSE.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. *Writing Process* (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) Taught in fourth grade. ELAGSE.5.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Introduced in fourth grade. Summarizing and paraphrasing is new. How do I introduce a topic I want to write about? How do I organize my writing? How can I make sure my writing includes facts and details that support my opinion? How do I link my ideas so they make sense? How do I provide a strong conclusion so readers agree with my opinion? How can I make sure that my writing is appropriate to my assigned task, purpose, and audience? How can I make my writing stronger through planning, revising, and editing? How can I gather information for my writing from multiple sources? How can I take notes from what I am reading? How can I take my notes and summarize and use them in my writing? Whole group units instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study. Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction Additional Resources for W Standards W 1 W 4 W 5 W 8 Additional Pages on Website Reading Writing Connection
Standard 10: Energy-Heat and Light: 3 weeks GLE: 0207.10.1 Explain why the sun is the primary source of the earth’s energy. Scaffolded (unpacked) ideas The sun produces light that travels outward from its surface. Light from the sun is what heats the earth’s land, air, and water. Only a tiny fraction of the light from the sun reaches the earth. I can prove how the Earth receives heat and light. I can demonstrate how/where the Sunsets and calculate the time associated with shadows created. I can write to explain what would happen if the Sun did not heat the Earth based on articles read. Essential Question(s) What is the effect of sunlight on the surface of the earth? MacMillan/McGraw-Hill: A Closer Look Chapter 8 Lesson 1 Heat: pp. 316-323 Lab Activities Engage/Explore Where will ice cubes melt more quickly? In this lab activity students will develop their observational and recording skills. Quick lab: Compare the temperature of soil, water, and air. P. 320 Be a Scientist pp. 322 How does sunlight affect the temperature of light and dark objects? Explore: Online Resources : The object is for students to understand how the sun rotates and how its light reaches the Earth and the effects they have. The objective is to understand the and how to tell based on shadows associated with it. In this students are to graph the shadows that are produced by the sun. Explain: Video: Each of the following videos explain how the earth is heated by the Sun and how it works. The videos are progressive in understanding. Academic Vocabulary fuel, heat Performance Tasks To access the article (Lexile 660)Teachers must log into Achieve 3000 RI9: Students compare and contrast the most important points presented by two on the same topic. To access the article (Lexile 660) Teachers must log into Achieve 3000 RI6: Students identify the main purpose of a text, including what the author wants to answer, explain, or describe. 780LTeachers must log into Achieve 3000 RI7: Students explain how specific images contribute to and clarify a text. 780L Teachers must log into Achieve 3000 RI7: Students explain how specific images contribute to and clarify a text.
QUOTATION 41/18 Public Address system (Re-advertised) CLOSING TIME – 11AM FRIDAY, 30 NOVEMBER 2018 I/we wish to submit a GST EXCLUSIVE quotation of supply and install public address system at McGrane Oval, Gilgandra $ I/we could have the scope of works completed during March 2019 YES / NO If you answered NO, please provide an alternative timeframe for installation of PA system Referees: No Client Contact Number Details of Work Value of Works 1. 2. 3. Please Note: o Council has a local purchasing policy o I/we confirm that I/we have read and are aware of Gilgandra Shire Council’s Statement of Business Ethics o I/we confirm that I/we have noted Council’s requirements and confirm that I/we have not colluded with other persons submitting quotations in preparing this proposal (Please print) Company:
QUOTATION 43/18 Air conditioning system (Re-advertised) CLOSING TIME – 11AM, FRIDAY, 30 NOVEMBER 2018 I/we wish to submit a GST EXCLUSIVE quotation of supply and install air conditioning system at Gilgandra Shire Hall $ I/we could have the scope of works completed during January 2019 (Starting after 9 January 2019) YES / NO If you answered NO, please provide an alternative timeframe for installation of the air conditioning system Referees: No Client Contact Number Details of Work Value of Works 1. 2. 3. Please Note: o Council has a local purchasing policy o I/we confirm that I/we have read and are aware of Gilgandra Shire Council’s Statement of Business Ethics o I/we confirm that I/we have noted Council’s requirements and confirm that I/we have not colluded with other persons submitting quotations in preparing this proposal (Please print) Company:
RMIT Library and Student Success Snapshot 2017 Visits Visits in person – 1,892,472 (-8%) Visits via the website – 1,999,273 (+7%) Satisfaction ratings Library Happy or Not – 88% positive SLC Student Satisfaction Survey – 90% positive LibraryQuest orientation – 90% positive Learning Lab – 88% positive Enquiry services Library enquiries (total) – 153,668 (-6%) Ask a Librarian enquiries (chat) – 11,176 (+72%) Liaison enquiries – 10,949 (+19%) Learning support Face-to-face workshops, drop-in and consultations – 32,164 participants Drop In sessions - 10,303 Information Literacy training – 19,711 Maths Ready Online Quiz – 4,784 participants Learning Lab – Page views - 1,074,028 (+23%) Unique visits – 198,486 Research support RMIT Research Repository Abstracts viewed – 1,358,444 (+46%) Full-text downloads – 735,890 (+11%) Collections 88% of budget spent on electronic resources e-Book usage (chapters and sections) – 5,579,107 (+164%) Database usage (searches and views) – 1,160,670 (+8%) Streaming video views – 687,175 (+21%) Loans Total – 209,932 First time loans – 126,335 (-22%)
Scope of document This UK SMI describes key elements of how to organise facilities for molecular amplification assays. This includes designated rooms, workflow plan, reagents, consumables and staff within a molecular diagnostic laboratory1. This UK SMI should be used in conjunction with other UK SMIs. Introduction The ability of polymerase chain reaction (PCR) to produce large numbers of copies of a target sequence from minute quantities - sometimes single copies of DNA has provided the exquisite sensitivity that makes PCR a powerful diagnostic tool. However, this ability also necessitates that extreme care needs to be taken to avoid the generation of false positive results. False positive results can occur from sample-to-sample contamination and from the carry-over of amplicons from a previous amplification of the same target. Another significant risk is through cross-contamination of different reactions prepared at the same time and contamination of master stocks (for example oligonucleotide stocks) by DNA templates which is a major risk to be considered2. In addition to cloned DNA and virus cell cultures, microorganisms within the environment are a significant source of contamination. This can be limited by meticulous attention to good laboratory procedures3. Thought should be given to facility design and operation within clinical laboratories in which polymerase chain reactions are performed. Laboratories should be designed to prevent exposure of pre-PCR reagents and materials to PCR products/contaminants. Consideration needs to be given to other activities that could cause contamination such as shared specimens between laboratories as well as handling of “cultured” samples in molecular laboratory workspace. Cultured isolates present a contamination risk that could compromise primary molecular diagnostic assays from primary samples. This document describes procedures that will help to minimise the carry-over of amplified nucleic acid.
Author and Illustrator Responsibilities Sample Books Learn about Authors and Illustrators Owings, Lisa Complete Library Skills, Grades K-2 By Instructional Fair Helpful Websites Sample Books What Do Authors Do? Christelow, Eileen Story Elements Setting Plot (beginning, middle, end) Character Helpful Websites Helpful Websites Genres Historical Fiction Realistic Fiction Fantasy Mysteries Sample Books Joe Bright and the Seven Genre Dudes by Jackie Mims Hopkins Stretchy Lessons by Pat Miller Helpful Websites Sample Books Joe Bright and the Seven Genre Dudes by Jackie Mims Hopkins Complete Library Skills, Grades 3rd ,4th and 5th by Linda Turrell Stretchy Lessons by Pat Miller
Science Fiction Romance Adventure Helpful Websites Genre Study: A Approach Awards VSBA titles (formerly Tennessee Children's Choice Book Award) Coretta Scott King Book Award John Newbery Medal Scott O’Dell Award Caldecott Award Sibert Award Samples Books Complete Library Skills, Grades K-2 by Linda Turrell Helpful Websites VSBA List Sample Books Complete Library Skills, Grades 3 , 4, and 5 by Linda Turrell Helpful Websites Scott O’D ell Award List Parts of a Book Title Title Page Spine Author Sample Books Know the Parts of a Book Piehl, Janet A Book is Just Like You!: All About the Parts of a Book by Kathleen Fox Karl and Carolina Uncover the Parts of a Book by Sandra Donovan Sample Books The Parts of a Book Rustad, Martha E. H. Complete Library Skills, Grades 3 and 4 by Linda Turrell Fun-brarian by Kathleen Fox Stretchy Lessons by Pat Miller
“Sphere A collides with Sphere B which in turn goes on to collide off a wall and bounce back.” The key in this situation is to look at the different time intervals and describe each individual time in terms of distance divided by velocity. A common error here is to assume that when a velocity is negative, the time will be also. But time is a scalar and therefore cannot be negative. Therefore if you get a negative time, simply ignore the minus sign. 1999 (a) A smooth sphere moves on a horizontal table. It strikes an identical sphere at rest on the table. The latter is at a distance y from a vertical cushion. The impact is along the line of centres and normal to the cushion. The next collision between the spheres takes place at a distance d from the cushion. Prove that d = , where e is the coefficient of restitution for impacts between spheres and between a sphere and cushion. Interpret the result when e = 1. Oblique Collisions - Introduction Introduction To answer these questions we assume that as a result of the collision the i-component of the velocities will change (if the i-axis is along the line of centres at impact). We will look at exceptions later. If a value for e is not given then both velocities afterwards will be in terms of e. Begin by setting up the table as follows: A U Cos i U Sin j m1 V1 i U Sin j B 0 i 0 j m2 V2 i 0 j (this assumes sphere B was initially at rest – this won’t always be the case) The first part of these questions is always the same; find the final velocities of the two spheres immediately after impact Two laws as before, but this time we just look at the i-direction only The Principle of Conservation of Momentum (P.C.M.) P.C.M.: M1 U1 + M2 U2 = M1 V1 + M 2V2 Newton’s Law of Restitution (N.L.R.) N.L.R.: V2 – V1 = -e (U 2– U1) {along line joining the centres}
César Chávez Academy Denver Fee Sheet 2016-2017 School Year Student Name Math Workbook (K-2) - $15 Reading Workbook (K-6th) - $10 Planner (2nd-8th) - $5 DWOH – T-shirt $5 K-8 Special/Electives $10/7/5 Continuation K - $5 5th - $10 8th $15 Supply Fee K – 5th - $60 MS - $90 Yearbook $20 Total Total Date: By: Payment Method During Registration Payments (after registration) Cash $ Check Check No. $ Credit Card CC No. Exp. Sec Signature ____________ Name of Card holder Zip Code Date Amount Balance
Q3. Type: Theory(GUI development); PC Tested: PC 4; Level: Moderate Question: Suppose in a project, you need to add the following GUI component. Which of the following code will you use? A. <form> First name:<br> <input="text" name="firstname" value="Sanjay"> <br> Last name:<br> <input="text" name="lastname" value="Biswas"> <br><br> <input type="submit" value="Submit"> </form> B. <form> First name:<br> <input type="text" name="firstname" value="Sanjay"> <br> Last name:<br> <input type="text" name="lastname" value="Biswas"> <br><br> <input type="submit" value="Submit">
**Show work on graph paper for FULL points. Name: Weekly Math Homework #7 Teacher: Monday Tuesday Wednesday Thursday 1. Use >, <, or = to solve the inequality below. 7.5 _____7.05 Find the FACTORS of 36. Use >, <, or = to solve the inequality below. ____ Find the first five MULTIPLES of 9. 2. Find the sum. 637,391 + 372,088 Find the sum. 45.89 + 6.09 Find the sum. 84,396 + 29,760 Find the sum. 67.008 + 3.8 3. Find the difference. 256,805 - 136,667 Find the difference. 84.28 - 8.37 Find the difference. 73,850 – 23,559 Find the difference. 8.6 - 0.047 4. Find the product. 6,372 x 75 Find the product. 67.8 x 0.45 Find the product. x = Find the product. 73.04 x 1.2 5. Find the quotient. ______ 15 ) 4,378 Find the quotient. ______ 2.8 ) 67.82 Find the quotient. 4 ÷ = Find the quotient. 8.024 ÷ 1.7 6. Use Order of Operations to solve. PEMDAS 7 + 8(32 -2) Use Order of Operations to solve. 43 – (24 ÷ 6) + 8 Use Order of Operations to solve. (6+23) x (32-25) + 72 Use Order of Operations to solve. 52 + 2[73 – (4x5)] 7. Find the quotient. ÷ = Find the quotient. ÷ = Andrea and her friends love cake. Andrea has two cakes. Each of her friends is going to eat 2/3 of a cake. How many servings of cake does Andrea have? Jonathan has ¾ pounds of grapes. How many 1/8 pound servings can Jonathan make from his grapes? 8. Draw a model to represent the problem. ÷ What division problem is being modeled? Draw a model to represent the problem. ÷ What division problem is being modeled?
Key highlights WA NDIS trial Total Total committed plan costs $77.4 million Total number of individuals eligible for support 2,508 Total number of current plans (funded and no funding requested) 2,284 Total number of current plans (with funding) 2,188 Total number of current plans (with no funding requested) 96 Total year to date payments $18.5 million Average costs for total current plans (funded and no funding requested) $33,885 Average costs for current plans (with funding) $35,372 Number of service providers operating in the trial site 122 Quarterly performance reporting
Measure 72-75: Formal complaints Description of measure: This measure outlines the number of formal complaints received during the quarter relating to Commission-provided services in WA NDIS. This is a separate process to the review and appeals process referred to in measure 65-71 (Review / Appeal of decisions). Explanation of result: One complaint on the quality of services was received during the quarter. National Disability Services Standard to which the complaint relates Rights Participation and inclusion Individual outcomes Feedback and complaints Service access Service management 0 0 1 0 0 1 Category of complaint Service eligibility Funding policy Quality of service Lack of resources Communication Staff conduct Conduct of other person using the service Breach of Carers Charter Other policy/ procedure Other (please specify) 0 0 1 0 0 0 0 0 0 0 Business provides fine time for canines Spearwood resident Karla has always loved animals but never imagined she would run her own business – a dog sitting service.
SIGNATURE LIST This template should be completed and signed by all individuals involved in either providing evidence or assessing this portfolio. Role Name Signature Explanation of input or relationship to learner, if appropriate Learner: Assessor/s: Internal Verifier/s: Witness/es: Other:
EVIDENCE DESCRIPTION / SUMMARY REPORT Evidence Ref Evidence Title Description of Evidence Note: Please provide a full description of the evidence including its original purpose and how and when it was generated. Originator/Original Source/Reference Unit Title Assessment Criteria No. Explain how this evidence demonstrates that you have met the Assessment Criteria Page Reference if appropriate (Learners should state the page reference/s within a document that are being presented as evidence for the assessment criteria) Assessor Comments Candidate Name: Candidate Signature: Date: Assessor Name: Assessor Signature: Date: Internal Verifier Name: Internal Verifier Signature: Date:
The table below is used to show your estimation of how many of the CMI units’ LOs are covered – from the RAG rating table, calculate the number of red, amber and green CMI LOs. It is linked to the RAG table. Use the amber and green LOs to work out a % coverage. A green LO is full coverage (1), an amber LO is half coverage (0.5) and a red is 0. EXAMPLE – unit with 4 LOs has 2 amber and 2 green = 0.5 + 0.5 + 1 + 1 = 3 3 out of 4 as a % = 75% Units with any red LOs should NOT be listed in the table above (the overall mapping summary). TABLE 2 RAG Summary Table CMI unit numbers CMI unit names CMI LOs Red LOs Amber LOs Green LOs % Coverage 3001V1 Personal development as a first line manager 6 3002V1 Resource planning 6 3003V1 Meeting stakeholder needs 6 3004V1 Managing and communicating information 6 3005V1 Identifying development opportunities 6 3006V1 Recruitment and selection process 6 3007V1 Maintaining quality standards 6 3008V1 Improving team performance 7 3009V1 Management communication 6 3010V1 Being a leader 6 3017V1 Introduction to first line management 6 3018V1 Corporate social responsibility 6 4002V1 Managing stakeholders’ expectations 7 4003V1 Understanding organisational culture, values and behaviour 7 4004V1 Understanding team dynamics 7 4005V1 Management report writing 7 4006V1 Management and leadership influencing skills 7 4008V1 Promoting equality and diversity 7
Continue to move through the tabs entering the information per the IFB Process Manual, Purchase Order section On the “Items” Tab, ensure the items are shown correctly. The item description should be indicative of what will display to agency users to when purchasing from this contract. Because of Unit of Measure code restrictions, current UOMs should be updated to a SAP compliant UOM (see Appendix A UOM). Ensure that line items for future renewals are removed from the PO. Questions about adding atypical line items on the contract Should be directed to the State User Help Desk. “Look up and Add” Vendor on the “Vendor” tab Ensure that you select the check box “Include Primary Vendor in the Vendor Distributor List” on the “Distributors” sub-tab in the “Vendor” Tab. Then Save & Continue. If the vendor is not in the system; contact the Vendor to encourage them to using the instructions on the BidBuy home page. If assistance is needed, contact the Vendor Administrator, 217-557-5695 or
included in the classification system. The system adds warning texts like “The content of this game may change while connected to the internet”, to alert and inform parents that content may be added by some players during the game or internet access, and is not yet been classified by the system. - Some electronic video games contain stages that require Internet access and prior payment of subscription fees, which may change their age classification. Q: What does age classification of video games mean? Age classification indicates that the game content is appropriate for a specific age group. The following age classifications apply to video games: 3 7 12 16 18 21 The following table shows details on age classifications for electronic and video games: (3) General Games classified in this category are completely safe for all age groups, and may be developed for children or the general public. The game does not contain any inappropriate content, and may contain some fictional content, based on which the cartoon content of the game is created. The game does not contain scary content, including voices and sounds, profane language, or any kind of illustrations of or references to drugs or nudity. Violence The game contains very mild violent behaviour used playfully by cartoon characters in a way that does not enable the child to make connections between such characters and actions, and reality.
QA Tool: Client Information Household Member Information matches application. Names Social Security Numbers Dates of Birth Race, Hispanic, Gender, Disability, Education, Military Status, Health Insurance Physical and Mailing Address(es) Phone Numbers Email Addresses Members between 14-24 designated as Disconnected or Not Disconnected All Required Documentation Present. Social Security cards for everyone over 1 year old. State-issued photo ID for the applicant If not an Indiana ID, proof of residency is required. Proof of Military Status for Veteran or Active Duty (DD-214, ID card, etc.) Income documentation, DWD Release, Zero Income Affidavit Wage Inquiry Paystub W-2 (If applying between January and April) Written statement from employer Proof of Child Support paid Dwelling Type: Landlord Affidavit, Lease, Mortgage statement, Property taxes, etc. Most recent heat and electric bills Signed application ACH Authorization Form for Utility in Rent clients Less Commonly Required Documentation as needed. Declaration of Household Members Form or Proof no longer in the household Doctor’s letter for unborn child Declaration of Inoperable Heating Sources Benefit Waiver Request Form Power of Attorney Statements Communication with utility vendor Energy Education tests Applicant Appeal Letter LSP Appeal Response Letter Fraud investigative documents Et cetera
Approval Method ISO9001/AS9100 On-Site UEOS Survey Supplier Self Survey Supplier History Customer Directed Source QPL Supplier Special Process Certification OTHER UEOS QA : ________________________ Date: ________________________ Comments:
Standards. 4.1 to 4.6Exam CALIFORNIA CONTENT STANDARD 11.4.1 The Open Door Policy 1 The main purpose of the Open Door policy was to A help China against efforts by other countries to establish colonies there. B keep other countries from trading with China. C make sure the United States would have access to China’s markets. D allow the United States to establish colonies in China. 2 Which statement best describes the Boxer Rebellion? A The Chinese government sent troops to attack foreigners in Chinese cities. B The Boxers were supported by the Japanese and attacked the Chinese government. C The Boxers resented foreign influence in Chinese cities and attacked foreigners. D The United States supported the Boxers who helped enforce the Open Door Policy. 3 Which country benefited most from the Open Door policy? A France B Great Britain C Russia D United States 4 How did the Open Door policy affect U.S. policy in Asia in the coming years? A It established good relations between China and the United States. B It prevented the United States from getting involved outside of China. C It set a precedent for continuing U.S. involvement in Asia. D It weakened U.S. ability to keep trading markets open. 5 What best describes China’s role in the Open Door Policy? A It allied itself with the Japanese against westerners. B It was not consulted about what role it should play. C It pledged to provide ready access to its ports. D It agreed to allow English translations of its laws. 6 Following the Boxer Rebellion, the United States pledged to A pull back on its involvement in China. B aggressively safeguard open trade with China. C make China a more active participant in international diplomacy. D hold China financially responsible for U.S. casualties in the Boxer Rebellion. CALIFORNIA CONTENT STANDARD 11.4.2 The Spanish-American War 1 Which statement best describes why the United States became an imperialist power? A It wanted to keep its current military power and economic markets, and spread its culture. B t wanted to establish greater military power, keep its existing markets, and protect its own culture. C It wanted to increase its military power, open new markets for its economy, and spread its culture. D It wanted to form new military alliances, open new markets for its economy, and spread