zilongwang/ReadingBank huggingface dataset:
Removing a dimension from analysis is done simply by unchecking its checkbox in the Pivot Table Fields part of the screen. Other measures and dimensions can be added as you wish, and so on. Filtering is possible too, which is what the last exercise is about. In a word, the results are comparable with those from Lumira, except that the graph creation is not automatic. Still, note that the dataset analyzed is rather small. Analytics systems like Lumira have much higher limitations to the size of dataset. 25. Task: Find out the revenues for Deluxe Touring Bike-Black per month of 2011. Hint: Make measures and dimensions selections as on the picture to the right. Then, filter Year so that just 2011 is selected. To apply the filter, place the cursor on Year, and click the arrowhead; in the dropdown list deselect the years you do not need. Filter Product as needed. Below is the output. Appendix Charts and Analytic tasks There are chart groups to choose from for analyzing and visually representing data shown in the table below. Kind of analysis Description Available charts Comparison Shows differences between values, or need to show the simple comparison of categorical divisions of measures. vertical bar chart horizontal bar chart bar chart with two y axes radar chart multiple chart
For example, use a bar chart to compare the differences in your sales revenue between different countries. surface chart tag cloud chart Percentage You want to show the percentage of parts to a whole, or show values as ratios to a whole. The legend shows the percentage and the total values. The chart types available are: For example, use a pie chart to see who had the highest sales as part of a total sales value. pie multiple pie chart vertical 100% stacked bar chart horizontal 100% stacked bar chart tree map Correlation You want to view the relationship between values, or to compare multiple measure values. For example, you can view the correlation of two measures, and understand the impact of the first measure on the second measure. scatter plot bubble chart The size of bubbles within the chart is determined by the third measure. Trend You want to show a trend in the data values, especially for dimensions that are time based such as Year. You may also want to see the progression of your data and possible patterns. For example, you can use a line chart to view sales revenue trends of a product throughout a range of years. line line with two y axes Multi-bar chart Multi-line chart (multiple measures) Note on Limitations of Lumira (current version) The Lumira system we use appears unfinished. For example, the lead zero can't be imported as a data format, which makes month and day sorting inaccurate (e.g., 10, 11.. is sorted so that it precedes 2, 3...). Also, the calculated fact is set to Sum, and there are no other arithmetic or statistical functions (for example, averaging is apparently missing as a useful analytical method for this set of data).
Individual Application General Information FOR OFFICE USE ONLY Date & Time Received: Name: School: Telephone Number: Name of adult sponsor if applicant is a minor Title: Telephone Number Address: City: State: Zip: Fax: E-mail: Amount Requested: Estimated Number of Individuals to be Served: Ages of Individuals to be Served: If applicable, please indicate the type of group or organization you represent: Student Group School Non-profit Organization Community Group Service Club School Club Faith-based Group Government Agency College/University Other (please describe): Please check at least one of the four priority areas you are targeting: Reduce marijuana use among youth 12-20 years old. Reduce AOD use among non-traditional students (ex. alternative schools). Reduce painkiller use among youth 12-20 years old. Reduce alcohol use by 12-20 years old. Name of Project: Briefly describe yourself. MINI-GRANT APPLICATION NARRATIVE (DO NOT EXCEED 3 PAGES) 1. Describe your project and how it will benefit youth in your community.
Calculation A customer's demand is calculated in 30 minute intervals over a month, and the interval with the highest or maximum level of demand (that falls within the peak charging window) is used as the electricity quantity to be multiplied by a price. Every month, the calculation is reset. Source: SAPN revised tariff structure statement – Part B SAPN also proposed: New and existing residential customers and small businesses with a single phase supply will default to an existing energy based tariff. These customers can opt-in to a cost reflective tariff if they have the required meter The business single rate tariff (closed) has been simplified to a single block from an inclining block tariff Electric vehicles with chargers (<25A) that are hard-wired, are permitted to use the controlled load tariff, and Small customers with multiple properties are eligible to apply for a ‘can’t lose’ 12 month on cost-reflective prices if the properties are currently on legacy tariffs (e.g. this applies to customers currently assigned to either the business two-rate or business single rate tariffs). The majority of stakeholders were supportive of demand tariffs. The Australian Department of State Development supported the implementation of demand tariffs as a means to reduce the pressure on the network at peak times, limiting network expansion and therefore minimise electricity prices over time. It stated demand based tariffs provide greater incentive for customers to change their usage during periods of peak demand. The Energy Council supported the principle of moving towards cost reflective network pricing. It submitted reducing peak demand and spreading the electricity load more evenly will improve network utilisation, reducing network spending and wholesale electricity costs. The Clean Energy Council notes the key issue for tariff reform is to implement the reforms in ways that build public understanding and support. Business SA submitted a joint study undertaken by Business SA / SA Wine Industry Association shows the majority of small business users are likely to be better off under cost reflective tariffs, however there needs to be appropriate mechanisms available for them to predict likely tariff outcomes. Origin, Red and Lumo Energy supported demand tariffs, however considered customers need time to understand the impact that their demand profile in order to benefit from a demand tariff. However, Solar Citizens and the Renewable Energy Policy Group consider demand tariffs are inappropriate for many residential and small business customers. Solar Citizens and the Renewable Energy Policy Group submitted that until more dynamic tariff structures are available, time-of-use tariff structures are the better choice for improving price signals to customers.
List of acronyms AVC – Advanced Video Coding AMVP – Advanced Motion Vector Prediction BD - Bjontegaard CABAC – Context Adaptive Binary Arithmetic Coding CB – Coding Block CTU – Coding Tree Unit CTB – Coding Tree Block CU – Coding Unit DCT – Discrete Cosine Transform DST – Discrete Sine Transform FDIS – Final Draft Internation Standard HEVC – High Efficiency Coding HM – HEVC Test Model ISO – International Standards Organization ITU – International Telecommunications JCT-VC - Joint Collaborative Team on Video Coding MPEG – Moving Picture Experts Group MPM – Most Probable NAL – Network Abstraction Layer PB – Prediction Block PSNR – Peak Signal to Noise Ratio PU – Prediction Unit QP – Quantization Parameter
RDOQ – Rate Distortion Optimization Quantization RMD –Rough Mode Decision SATD –Sum of Absolute Transform Differences SD – Standard Definition SSIM – Structural Similarity VCEG – Video Coding Experts Group VPS – Video Parameter Set WQVGA – Wide Quarter Video Graphics Array WVGA – Wide Video Graphics Array TU – Transform Unit URQ – Uniform Reconstruction Quantization References [1] K. Sayood, “Introduction to data compression”, 4th edition, Morgan Kaufmann, 2010 [2] C.M. Huang et al, “Error resilience supporting bi-directional frame recovery for video streaming”, Proceedings, ICIP, v1, pp 537-540, 2004 [3] A. Luthra and P. Topiwala, “Overview of the H.264/AVC video coding standard”, Proceedings of SPIE - The International Society for Optical Engineering, vol 5203, pp 417-431, Applications of Digital Image Processing XXVI, 5-8 Aug. 2003 [4] K.R. Rao et al, “Video Coding Standards”, 1st edition, Springer, 2014 [5] N. Ling,” High efficiency video coding and its 3d extension: A research perspective", 7th IEEE Conference on Industrial Electronics and Applications (ICIEA), pp. 2150-2155, Jul 2012. [6] H. Zhang and Z. Ma, “Fast intra prediction for high efficiency video coding”, Advances in Multimedia Information Processing, 13th Pacific-Rim Conference on Multimedia, Proceedings, Lecture Notes in Computer Science (including subseries Lecture Notes in
I am applying for SAPP because of exceptional circumstances and do not have an experience assessment I have provided prior FRACGP/FACRRM exam results instead of an experience assessment I am applying for SAPP to respond to a declared emergency, disaster or pandemic Category A Applicants Documentary evidence of exceptional circumstances Attached Not applicable to my application If yes Documentation is from a health professional who is registered in Australia and who does not have a personal or employment relationship with my prospective employer. The document demonstrates why the medical condition requires treatment in a specific location I give permission for this evidence to be referred to Health’s Medical Advisor for comment (compulsory declaration for all exceptional circumstance claims. Category B Applicants Evidence of removal/pending removal from alternate general practice program Attached Prior FRACGP/FACRRM assessment results Attached Assessments show successful completion of at one assessment component Yes No Evidence of enrolment for outstanding assessment components Attached Not attached If not attached: Statutory declaration confirming intent to enrol and re-take outstanding assessment components when available Category C Applicants Evidence of removal/pending removal from RLRP 2 year program Attached (compulsory) Statutory declaration confirming intent to for general practice training when available Attached (compulsory)
Edinburgh Joanne Brooks 07748722853 Psychoanalytic Psychotherapist Nicola 0795548876 Psychoanalytic Psychotherapist Mrs Tamar Fransman 41 Morningside Park Edinburgh EH10 5EZ 0131 446 0598 Psychoanalyst (BPAS) Psychoanalytic Psychotherapist (SAPP) MSc Clin Psychol, Surrey University Audrey Neill 16 Millar Crescent Edinburgh EH10 5HW 0131 447 0388 neill.audrey@gmail.com Psychoanalytic Psychotherapist Kedzie Penfield 1c Dublin Street Lane South Edinburgh EH1 3PX 07733 417 990 kedzie2@gmail.com Psychoanalytic Psychotherapist BPC Registered Dr Esti Rimmer 278 338 st_rimmer@yahoo.co.uk Psychoanalytic Psychotherapist; Psy.Doc CPsychol; Clinical Psychologist Registered BPC and HPCP Mr Jonathan C Sperber 20 East Clapperfield Edinburgh EH16 6TU 0131 664 8200 jcsperber@icloud.com Psychoanalyst & Psychoanalytic Psychotherapist Fellow of the Institute of Psychoanalysis Glasgow Vera Harsanyi 6DE Flat 1/2 241 Wilton Street Glasgow G20 0141 946 8779 Psychoanalytic Psychotherapist
Alison Lee 10 Lynedoch Crescent Glasgow G3 6EQ 07811 619 690 alisonlee62@hotmail.com D.Phil. Gail Taylor 07905 688 759 gail.taylor@sndden.org Psychoanalytic Psychotherapist Member SAPP and HDS Manchester M.H. Louise Ivinson Flat 3, 167 Palatine Road Didsbury Manchester M20 2GH 0161 434 3954 louiseivinson@gmail.com Psychoanalytic Psychotherapist Lizzie Vinnicombe (Mrs) 4 Oakhurst Drive Gosforth Newcastle on Tyne NE3 4JS 0191-285 4257 evening 0191-208 6090 daytime lizzie.vinnicombe@ncl.ac.uk Psychoanalytic Psychotherapist Newcastle Dr Esti Rimmer 07947 278 338 st_rimmer@yahoo.co.uk Psychoanalytic Psychotherapist; Psy.Doc CPsychol; Clinical Psychologist Registered BPC and HPCP Selkirk Jillian Prentice 01750 20941 jill@fmail.co.uk MSC Psychoanalytic Psychotherapist
A/Perth/16/2009 (H3N2), Kd = 28 nM A/Victoria/361/2011 (H3N2), Kd = 35 nM A/duck/Czechoslovakia/1956 (H4N6), Kd = 390 nM A/chicken/Netherlands/219/2003 (H7N7), Kd = 190 nM These data were fit with a 2:1 binding model, yielding apparent Kd1 = 130 nM and Kd2 = 250 nM (although kon and koff differ for the two binding processes). As these two binding processes have similar affinities, we report the affinity as the average of Kd1 and Kd2, ~190 nM, in Figure 2. A/chicken/Germany/N/1949 (H10N7), Kd = 0.7 nM A/mallard/Astrakhan/263/1982 (H14N5), Kd = 480 nM These data were fit with a 2:1 binding model, yielding apparent Kd1 = 500 nM and Kd2 = 460 nM (although kon and koff differ for the two binding processes). As these two binding processes have similar affinities, we report the affinity as the average of Kd1 and Kd2, ~480 nM, in Figure 2. A/shearwater/West Australia/2576/1979 (H15N9), Kd = 350 nM These data were fit with a 2:1 binding model, yielding apparent Kd1 = 350 nM and Kd2 = 11 nM. The dominant binding process (accounting for the majority of the shift in observed wavelength) corresponds to the lower affinity process (Kd1 = 350 nM). The higher affinity process may reflect a non-specific interaction. Therefore, we report the affinity for this interaction as 350 nM in Figure 2.
Never 7. How often did a principal visit your classroom last year? 8 or more times 5-7 times 2-4 Once None 8. What was the average length of the principals’ visits to your classroom (not counting official observations)? 60 minutes or more 30-60 minutes 10-30 minutes Less than 10 minutes 9. How many times were you officially observed last year? 8 or more times 5-7 times 2-4 times Once None 10. If you were officially observed, what was the length of the observation? 60 minutes or more 30-60 minutes 10-30 minutes Less than 10 minutes I was not officially observed last year 11. Other than CATS scores, have you reviewed any data related to your classroom (i.e. discipline, failures)? Yes, continually and I often adjusted instruction as a result Yes – two or more times Yes – once NO 12. Have you reviewed any data related to the community in which you teach (i.e. socioeconomic level, parental involvement, parental education level) Yes, continually and I often adjusted instruction as a result
Weekly Monthly Yearly 12. How often do your teachers relate instruction to your "School of Study"? Daily Weekly Monthly Yearly 13. When a teacher uses technology in does it benefit your learning? Always Most of the time Some of the time No My teachers use technology 14. Do you feel that when you leave school you will be prepared for your next step in life, whether it be college, trade school, armed services, or work? Yes, definitely Yes Not sure No 15. Which of the following statements describes most of your classes?
About Water Students’ Sheet Introduction Water covers 70% of Earth’s surface. Without it there would be no life on our planet. In plants, water: dissolves nutrients from the soil and carries them around the plant is one of the reactants in photosynthesis (the other is carbon dioxide) keeps stems, leaves and shoots rigid (plants wilt if they have insufficient water) evaporates from leaves, which also cools the leaves Activities Activity 1: Structure of water There are three states of matter for water: solid, liquid and gas. The smallest water particles in all of these states are water molecules. The only difference between the states if how the water molecules are arranged and move. Density of ice and water at different temperatures State Temperature / oC Density / g/cm3 Solid (ice) 0 0.917 Liquid (water) 1 1.000 Liquid (water) 4 1.000 Liquid 20 0.998 Liquid (water) 40 0.992 Liquid (water) 60 0.983 Liquid 80 0.972 Gas (water vapour) 100 0.0006 Before answering questions make sure you know how the simple particle model can be used to explain the differences between solids, liquids and gases. Questions 1. A molecule has the formula H2O. (a) Atoms of which elements are needed to make a water molecule? (b) How many of each are needed? 2. Compare the data for ice and water. (a) Which has the largest volume, 1.000 g of ice or 1 g of water? (b) What does this tell you the arrangement of water molecules in ice compared to water? 3. Plot a of the density of water against temperature. (a) Describe the shape of the graph.
Gliding Fruits Technical & Teaching Notes Related sheets Falling from trees; Coconuts; Parachuting fruits; Spinning fruits; One-winged fruits; Two-winged fruits Introduction and context Gliding is one way that the fruits and seeds of some plants have adapted and evolved to improve their dispersal. The Javan cucumber (Alsomitra macrocarpa) is a wonderful example of a plant that produces fruit that releases seeds capable of gliding vast distances. The plant grows in the forests of Java, Indonesia. The fruits are about the size of a football and each is packed with hundreds of winged seeds. The seeds fall from the underside of the fruit and glide vast distances. For information: A Javan cucumber seed has a mass of 0.3 g, a transparent wing with a span of 15 cm, and a wing thickness of less than 0.01 mm (less than 1/10th the thickness of a sheet of paper). Other winged fruits and seeds rotate as they fall. Typically they descend at about 100 cm each second. But the design of the Javan cucumber seed means that it descends at the shallow angle of 12 degrees and falls only 40 cm each second. The seed inspired early aircraft wing design and its aerodynamic properties have been researched. The activities in this sheet could be used alongside any of the other sheets in Seed dispersal. Possible barriers to learning The session allows a number of common misconceptions associated with gravity and objects falling to Earth. Depending on the nature of discussions with students, misconceptions that could be addressed include: gravity = ‘downness’ when an object is stationary, no forces are acting on it heavy objects fall faster than light objects something stops moving because the force has run out air doesn’t weigh anything particles are the same as visible grains as in for example. Links to National curriculum for science in England at key stage 3 In biology pupils should be taught about reproduction, which includes: reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms In physics pupils should be taught about forces, pressure in fluids and forcers and motion. This includes: forces as pushes or arising from the interaction between two objects using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces forces: with pushing things out of the way; resistance to motion of air and water
I-NOTE NO. NAME DELIVERY ADDRESS 53 Tehsildar Sant Kabir Nagar NIC Computer Center,Tahsil Khalilabad,,Tehsil-Khaleelabad Sadar,Dist-Sant Kabir Nagar. 260 Ghanghata Tehsil Office , GhanghataTehsil, Dist -Sant Kabir Nagar.- 261 Mhedawal Tehsil Office , MhedawalTehsil, Dist -Sant Kabir Nagar. 473 Ghanghata Tehsil Office , GhanghataTehsil, Dist -Sant Nagar.- 474 Mhedawal Tehsil Office , MhedawalTehsil, Dist -Sant Kabir Nagar. 937 Nathnagar BDO ,Nathnagar Block, GhanghataTehsil, Dist -Sant Kabir Nagar 938 Pauli BDO ,Pauli Block, GhanghataTehsil, Dist -Sant Kabir Nagar 939 Bhagauli BDO ,Bhagauli Block, Khaleelabad SadarTehsil, Dist Kabir Nagar 940 Semeriyawan BDO ,Semeriyawan Block, Khaleelabad SadarTehsil, Dist Kabir Nagar 941 Belharkala BDO ,Belharkala Block, MhedawalTehsil, Dist -Sant Kabir Nagar
DFE subject area DFE subject content DFE subject detail SAPS resources Edexcel GCSE Biology 1BIO Specification section Edexcel GCSE Combined Science 1SCO Specification section Cell Biology Prokaryotic and eukaryotic explain how the main sub-cellular structures of eukaryotic (plants and animals) and prokaryotic cells are related to their functions, including the nucleus/genetic material, plasmids, mitochondria, chloroplasts and cell membranes Video clip 14-16, post 16 Practical 11-14 1 1 explain the aseptic techniques used in culturing organisms Practical Post 16 5 Growth and development of cells describe the process of mitosis in growth, including the cell Practical Post 16 Animation 14-16, post 16 2 2 explain the importance of cell differentiation Animation 14-16, post 16 2 2 describe the function of stem cells in embryonic and adult animals and meristems in plants Practical Post 16 Animation 14-16, post 16 2 2
Video 14-16, post 16 Video 11-14, 14-16, post 16 Ecosystems Levels of organisation within an ecosystem explain how some abiotic and biotic factors affect communities Practical 11-14, 14-16, post 16 9 9 describe the importance of interdependence and competition in a community Practical 11-14, 14-16, post 16 Practical 14-16, post 16 Resource Post 16 Practicals 14-16, post 16 9 9 The principle of material cycling explain the role of microorganisms in the cycling of materials through an ecosystem Pracical Post 16 Practical 7-11 9 9 explain the effects of factors such as temperature and content on rate of decomposition in aerobic and anaerobic environments Resource 7-11 Practical 7-11 9 evaluate the evidence for the impact of environmental changes on the distribution of organisms, with reference to water and atmospheric gases Resource 14-16, post 16 9 Pyramids of biomass and transfer describe the differences between the trophic levels of organisms within an ecosystem Practical 11-14, 14-16 Practical 7-11 9
gene technology describe genetic engineering as a process involves modifying the genome of an organism to introduce desirable characteristics Resource 14-16, post 16 Practical 14-16, post 16 4 4 explain some of the possible benefits and risks, including practical and ethical considerations, of using gene technology in modern agriculture and medicine. Video clip 11-14, 14-16, post 16 Video clip 14-16, post 16 Resource 14-16, post 16 Resource post 16 4 4
deliveries. Yard Management Yard Management is an integrated part of EWM. Transportation units and vehicles are created to trace the presence of trucks on the yard. EWM integrates Yard Management in the warehouse operations and uses warehouse tasks to move transportation units from a checkpoint to a parking space (mapped as a storage bin) or to a warehouse door, before starting the unloading process. A feature, which does not (yet) exist in EWM is the door and lane scheduling. Door and lane assignment exists in ERP Yard Management. Bonded warehouse A Bonded warehouse is used to store products that are not yet imported in the EU (i.e. no import taxes and or VAT are paid). This requires an authorization to keep stock bonded (i.e. under customs control). EWM uses Stock Types to distinguish the bonded stock as a separate stock category. ERP has the Stock Categories available, in quality inspection, blocked and return stock. EWM uses the term Stock Types to make the same distinction. In addition new stock types can be defined by the user. SAP Global Trade System (GTS) can use these stock types to make the link with the Bonded Warehouse. weight Probably your products have different weights. However, you may also have weight variations within one product. Catch weight enables you to capture the weight while executing a warehouse tasks, and put that on the quant. In ERP WM this functionality does not exist. RF Transactions Basically, the RF is routed via ITS Mobile (same as in ERP WM). But EWM comes with much more RF transactions and it’s easier to change their screens (out of the box, there may be too much information). In addition, there is a standard transaction for voice picking. Some of the features in the RF area which only exist in EWM: Semi system guided. This means that the worker is sent to a source bin (e.g. the incoming staging area) where he can take any handling unit. After scanning the handling unit chosen (the easiest reachable one) the system shows where to bring it. User decides bin. This means that the warehouse task is created without a destination bin (only storage type and eventually storage section), and the user decides himself on the bin.
siemens.com/careers 13 pt SAP/S SAP Specialist Siemens EOOD, Sofia With our innovations for energy supply, healthcare, urban infrastructures and industrial productivity, we provide answers to urgent questions of our time. That’s why we’re always looking for curious, people, people who dare to ask tough questions. Like every Siemens employee worldwide. People like you? The job - Analysis and incident resolution within SAP; - System configuration and preparation of documentation; - Active communication with Key/End SAP - Update & enhance ready training / user documentation; - Solving issues in the system; - Cooperation on development of new applications; Your profile - Experience with customization and knowledge of modules MM, SD, PP and EWM module; - Practice with the implementation, configuration and adaptation of SAP; - Very good command in English (both spoken and written); - Strong advantage if you have experience in production area! We
Portal Project—Create an SAP Portal for a Frozen Foods, Inc. Salesperson Frozen Foods Incorporated (FFI) manufactures and markets specialty frozen and refrigerated food products. These products include such things as pizza toppings, pizza crusts, flour and corn tortilla products, appetizers, prepared meals, ethnic foods, soups, sauces, side dishes and meat dishes, and processed meats. They are conveniently located in the central United States and have manufacturing locations in the central and southern United States. The Frozen Foods company markets its products domestically to food retailers, foodservice distributors, restaurant operators and noncommercial foodservice establishments such as schools, hotel chains, healthcare facilities, the military and other food processors, as well as to international markets. For this project, you will be creating an SAP portal for a sales person who works for Frozen Foods, Inc. A salesperson performs several types of activities: Creating and managing sales orders (Hint: will need some SAP Transaction Screen iViews) Scouting the competition (Hint: will need some url iviews for this!) Review sales history and account progress (Will need some BW reports for this!) Assignment: Create an enterprise portal which addresses the three activities listed above. You will be expected to locate the relevant sales order screens and create iViews and pages from these screens. You will have to do a little research on other companies which sell similar products and create some URL iViews which allow the sales person to track the activities of competitors. Finally, you will need to study the data cubes available for the
…. 28 background BRKR TASK 1 80 138064053 30 background ALTER DATABASE E 1 565792 0 57946114 30 background ALTER DATABASE E 21146853 42684134 2231907 57946073 30 background ALTER DATABASE E 20758983 44089822 2209890 57946073 30 background ALTER DATABASE E 20797384 44163226 2217640 57946073 30 background ALTER DATABASE E 14833083 29749702 2300734 57946073 30 background DATABASE E 14955193 29997836 2308906 57946073 30 background ALTER DATABASE E 14874839 29833935 2313094 57946073 30 background ALTER DATABASE E 14440627 28962369 2251875 57946073 30 background ALTER DATABASE E 14803619 29691943 2298812 57946073 30 background ALTER DATABASE E 14994030 30076066 2319968 57946073 30 background ALTER DATABASE E 14895896 29881675 2310187 57946072 30 background ALTER DATABASE E 14501903 29081588 2260343 57946072 30 background ALTER DATABASE E 20931868 44163124 2211218 57946069 30 background DATABASE E 20407675 43380052 2181109 57946068 30 background ALTER DATABASE E 20590858 43487815 2189125 57946068 30 background ALTER DATABASE E 20939190 44197472 2221046 57946068 30 background ALTER DATABASE E 20528117 43355748 2210359 57946067 31 sleeping TASK MANAGER 0 70683 0 0
UNEP September 2016 Report of the Technology and Economic Assessment Panel and the Scientific Assessment Panel Volume IV Decision XXVII/7 Report: Investigation of Carbon Tetrachloride Discrepancies Table of Contents Foreword v 1 Introduction 1 2 Background 1 3 SPARC Report 2 4 Conclusions and Recommendations 3
abbreviations should also be avoided. Hospitals may chose to audit the use of other error-prone abbreviations, symbols or terminology according to locally agreed priorities, for example the use of abbreviated names of medicines. Key definitions abbreviations relevant to this indicator and their acceptable alternatives are outlined below: Error-prone abbreviation Intended meaning Why? What should be used? μg, mcg or ug microgram Mistaken as ‘mg’ microgram, microg U or u unit Mistaken as the numbers ‘0’ or ‘4’, causing a overdose or greater (eg 4U seen as ‘40’ or 4u seen as ‘44’). Mistaken as ‘cc’ so dose given as a volume instead of units (eg 4u seen as 4 cc) unit No leading zero before a decimal point (eg .5mg) 0.5mg Mistaken as 5mg if the decimal point is not seen Use zero before a decimal point when the dose is less than a whole unit Trailing zero after decimal point (eg 1.0mg) 1mg Mistaken as 10mg if the decimal point is not seen Do not use trailing zeros for doses expressed in whole numbers qd or QD every day Mistaken as ‘Qid’, daily
Visual analogue scale (VAS) Useful in a wide range of clinical environments. Usefulness may be limited in the cognitively or visually impaired and sedated patients. Numerical rating scale (NRS) Can be used verbally or visually and is useful in most settings. Usefulness may be limited in the elderly, cognitively impaired and patients with communication difficulties. Faces rating scale (FRS) NB: A number of different versions are available Useful for children and patients with poor language skills. Behavioural rating scale Based on clinical observations thus useful in patients who are cognitively impaired, confused or who have language difficulties. Data collection for local use Please refer to the section Using the National Quality Use of Medicines Indicators for Australian Hospitals for guidance on sample selection, sample size, measurement frequency and other considerations. Inclusion criteria: paediatric and neonatal postoperative patients. Exclusion criteria: Nil. Recommended data sources: Medical records, operating theatre lists, medication charts and observation charts. The data collection tool for QUM Indicator 4.1 assists data collection and indicator calculation.
1.7 Following an evaluation of the opportunities and constraints for improving local air quality, recommendations are made in the context of the different policy areas that need to work together. Some consideration is then given to evaluation of the Air Quality Strategy, before conclusions are drawn. A summary of Somerset’s Air Quality Strategy, consolidates all the policy areas and levels of government that contribute to a strategic approach in managing air quality. 1.8 The intention of this Strategy is to consolidate activity underway or necessary for managing outdoor air quality, and in lieu of this, any stated action may simply take the format of continued dialogue or information provision between colleagues, departments or organisations. 1.9 This Strategy will be reviewed and updated as required by the Somerset Air Quality Steering
Key Concept: 2.1.V.D Thematic Learning Objective: SP-13 Thematic Learning Objective: SP-16 Thematic Learning Objective: SP-17 Historical Thinking Skill: Historical Causation Historical Thinking Skill: Historical Argumentation Historical Thinking Skill: Interpretation Question Type: Short Answer Stimulus Question: Yes Points: 3 Question 4 is based on the passage below. “Article 4. It is contrary to the principles of liberty and the Constitution for citizens with the same professions, arts, or trades to deliberate or make agreements themselves designed to set prices for their industry or their labor. If such deliberations and agreements are concluded, whether accompanied by oath or not, they will be declared unconstitutional, prejudicial to liberty and the Declaration of the Rights of Man, and will be null and void. Administrative and municipal bodies shall be required to declare them as such.” The Le Chapelier Law (14 June 1791) Use the passage and your knowledge of European history to answer parts A, B, and C. Explain ONE aspect of 18th century European economies that were experiencing drastic change. Explain ONE additional aspect of 18th century European economies that were experiencing drastic change. C) Briefly explain ONE social or political response to restrictions such as those imposed by the Le Chapelier Law. Key Concept: 2.2.I.A Thematic Learning Objective: PP-1
Question 1 is based on the map below. This map shows the Middle East in the years just after World War I. Using the map and your knowledge of European history, answer parts A, B and C. A) Briefly explain the League of Nations mandate system and how it affected the map of the Middle East. B) Briefly explain ONE impact of the mandate system in the interwar period. C) Briefly explain ONE additional impact of the mandate system in the interwar period. Key Concept: 4.1.VII.B Thematic Learning Objective: INT- 3 Thematic Learning Objective: INT-7 Thematic Learning Objective: INT-10
A. Company Management (General) Background If the answer ‘European Working Group’ was not selected in 5a, then please answer question 5b. 5b. Would you be interested in participating in a training organized by the European Automotive Working Group? 6. Does your company participate in any voluntary CSR/sustainability initiatives Voluntary CSR/ Sustainability initiatives can be for example , , or industry specific initiatives
Submit the SAQ and Attestation of Compliance, with any other requested as ASV scan reports—to your acquirer, payment brand or other requester. Understanding the Self-Assessment Questionnaire The questions contained in the “PCI DSS Question” column in this self-assessment questionnaire are based on the requirements in the PCI DSS. Additional resources that provide guidance on PCI DSS requirements and how to complete the questionnaire have been provided to assist with the assessment process. An overview of some of these resources is provided below: Document Includes: PCI DSS (PCI Data Security Standard Requirements and Security Assessment Procedures) Guidance on Scoping Guidance on the intent of all PCI DSS Requirements Details of testing procedures Guidance on Compensating Controls SAQ Instructions and Guidelines documents Information all SAQs and their eligibility criteria How to determine which SAQ is right for your organization PCI DSS and PA-DSS Glossary of Terms, Abbreviations, and Acronyms Descriptions and definitions of used in the PCI DSS and self-assessment questionnaires and other resources can be found on the PCI SSC website (). Organizations are encouraged to review the PCI DSS and other supporting documents before beginning an assessment. Expected Testing The instructions provided in the “Expected Testing” column are based on the testing procedures in the PCI DSS, and provide a high-level description of the types of testing activities that should be performed in order to verify that a requirement has been met. Full details of testing procedures for each requirement can be found in the PCI DSS. Completing the Self-Assessment Questionnaire For each question, there is a choice of responses to indicate your company’s status regarding that requirement. Only one response should be selected for each question. A description of the meaning for each response is provided in the table below: Response When to use this response: Yes The expected testing has been performed, and all elements of the requirement have been met as stated. such assessment
2.1.1 For wireless environments connected to the cardholder data environment or transmitting cardholder data, are ALL wireless vendor defaults changed at installations, as follows: Are encryption keys changed from default at installation, and changed anytime anyone with knowledge of the keys leaves the company or changes positions? Review policies and procedures Review vendor documentation Interview personnel Are default SNMP community strings on wireless devices changed at installation? Review policies and procedures Review vendor documentation Interview personnel Examine system configurations Are default passwords/passphrases on access points changed at installation? Review policies and procedures Interview personnel Examine system configurations Is firmware on wireless devices updated to support strong encryption for authentication and transmission over wireless networks? Review policies and procedures Review vendor documentation Examine system configurations Are other security-related wireless vendor defaults changed, if applicable? Review policies and procedures Review vendor documentation Examine system configurations 2.3 Is non-console administrative access encrypted as follows: Use technologies such as SSH, VPN, or SSL/TLS for web-based management and other non-console administrative access. Is all non-console administrative access encrypted with strong cryptography, and is a strong encryption method invoked before the administrator’s password is requested? Examine system components Examine system configurations Observe an administrator log on
3 Protect stored cardholder data 4 Encrypt transmission of cardholder data across open, public networks 6 Develop and maintain secure systems and applications 7 Restrict access to cardholder data by business need to know 8 Identify and authenticate access to system components 9 Restrict physical access to cardholder data 11 Regularly test security systems and processes 12 Maintain a policy that addresses information security for all personnel
SANTA FE HS NJROTC “CAPITAL CITY” MILITARY SKILLS MEET 01 - 02 FEBRUARY 2019 Hosted by: Santa Fe High School 2100 Yucca Street Santa Fe, NM 87505 (505) 467-2851/2852 MEMORANDUM FOR: All New Mexico JROTC Units SUBJECT: Santa Fe HS NJROTC “Capital City” Military Skills Meet and NM Border Shootout We welcome your participation in the Fe HS NJROTC “Capital City” Military Skills Meet and NM Border Shootout at Santa Fe High School, Santa Fe, NM. Enclosed is the registration form, general instructions, the drill meet Letter of Instruction (LOI), drill sequences, and score sheets. ALL REGISTRATION ORMS ARE REQUIRED NO LATER THAN 18 JANUARY 2019. Checks to cover entry fees may be submitted with your entry form or may be turned in the morning of the meet; however, we must have your entry form on time. Please make checks payable
2. Arm Swing, Uniformity 1 2 3 4 5 6 7 8 9 10 3. Interval, Distance 1 2 3 4 5 6 7 8 9 10 4. Response, Hesitation, Anticipation 1 2 3 4 5 6 7 8 9 10 5. Bearing, Posture, Head Turning 1 2 3 4 5 6 7 8 9 10 6. Pivots, Cadence, In Step 1 2 3 4 5 6 7 8 9 10 7. Correct Execution 1 2 3 4 5 6 7 8 9 10 8. Cover, Staging, Fanning, Alignment 1 2 3 4 5 6 7 8 9 10 9. Precision, Snap, Smartness 1 2 3 4 5 6 7 8 9 10 Total Points Possible: 90 Points Awarded ______ _______________________________ ______________________________ Judge’s Signature Instructor Signature HEAD ARMED EXHIBITION DRILL SCORE SHEET _____________________________________ # of Cadets________ School Commander’s Evaluation 1. Reporting, Showmanship 1 2 3 4 5 6 7 8 9 10 2. Position during performance 1 2 3 4 5 6 7 8 9 10 3. Control of team (use of 1 2 3 4 5 6 7 8 9 10 4. Command Voice (if applicable), Snap, 1 2 3 4 5 6 7 8 9 10 Cadence
Document Changes Date Version Description October 2008 1.2 To align content with new PCI DSS v1.2 and to implement minor changes noted since original v1.1. October 2010 2.0 To align content with new PCI DSS v2.0 requirements and testing procedures. February 2014 3.0 To align content with PCI DSS v3.0 requirements and testing procedures and incorporate additional response options. Table of Contents
3.2.2 The card verification code or value (three-digit or four-digit number printed on the front or back of a payment card) is not stored after authorization? Examine data sources including: Incoming transaction data All logs History Trace files Database schema Database contents 3.2.3 The personal identification number (PIN) or the encrypted PIN block is not stored after authorization? Examine data sources including: Incoming transaction data All logs History files files Database schema Database contents 3.3 Is the PAN masked when displayed (the six and last four digits are the maximum number of digits to be displayed) such that only personnel with a legitimate business need can see the full PAN? Note: This requirement does not supersede stricter requirements in for displays of cardholder data—for example, legal or payment card brand requirements for point-of-sale (POS) receipts. Review policies and procedures Review roles that need access to displays of full PAN Examine system configurations Observe displays of PAN Requirement 4: Encrypt transmission of cardholder data across open, public networks PCI DSS Question Expected Response (Check one response for each question)
Yes Yes with CCW No N/A 4.2 (b) Are policies in place that state that unprotected PANs are not to be sent via end-user messaging technologies? Review policies and procedures Implement Strong Access Control Measures Requirement 7: Restrict access to cardholder data by business need to know PCI DSS Question Expected Testing Response (Check one response for each question) Yes Yes with CCW No N/A 7.1 Is access to system components and cardholder data limited to only those individuals whose jobs require such access, as follows: 7.1.2 Is access to privileged user IDs restricted as follows: To least privileges necessary to perform job responsibilities? Assigned only to roles that specifically require that privileged access? Examine written access control policy Interview personnel Interview management Review privileged user IDs 7.1.3 Are access assigned on individual personnel’s job classification and function? Examine written access control policy Interview management Review user IDs
(c) Is media destruction performed as follows: 9.8. 1 Are hardcopy materials cross-cut shredded, incinerated, or pulped so that cardholder data cannot be reconstructed? Review periodic media destruction policies and procedures Interview personnel Observe processes Are storage containers used for materials that contain information to be destroyed secured to prevent access to the contents? Review periodic media destruction policies and procedures Examine security of storage containers 9. 9 Are devices that capture payment card data via direct physical interaction with the card protected against tampering and substitution as follows? Note: This requirement applies to card-reading devices used in card-present transactions (that is, card swipe or dip) at the point of sale. This requirement is not intended to apply to manual key-entry components such as computer keyboards and POS keypads. Do policies and procedures require that a list of such devices be maintained? Review policies and procedures [Business Affairs keeps a master list of POS devices using information provided by merchants. Please keep a local list as well and inform Business Affairs when device changes are made.] Do policies and procedures require that devices are periodically inspected to look for tampering or substitution? Review policies and procedures
12.8.5 Is information maintained about which PCI DSS requirements are managed by each service provider, and which are managed by the entity? Observe processes Review policies and procedures and supporting documentation [Business Affairs maintains this information for Elavon Merchant Services-provided POS devices.] [If not using Elavon Merchant Services-provided POS devices, ensure you have this information documented for your OST-approved 3rd party vendor.] 12.10.1 (a) Has an incident response plan been created to be implemented in the event of system breach? Review the incident response plan Review incident response plan procedures
2.2.3 Are additional security features documented and implemented for any required services, protocols or daemons that are considered to be insecure? For example, use secured technologies such as SSH, TLS, or IPSec VPN to protect insecure services such as NetBIOS, file-sharing, Telnet, FTP, etc. Note: SSL and early TLS are not considered strong cryptography and cannot be used as a security control after 30th June, 2016. Prior to this date, existing implementations that use SSL and/or early TLS must have a formal Risk Mitigation and Migration Plan in place. Effective immediately, new implementations must not use SSL or early TLS. POS POI terminals (and the SSL/TLS termination points to they connect) that can be verified as not being susceptible to any known exploits for SSL and early TLS may continue using these as a security control after 30th June, 2016. Review configuration standards Examine configuration settings If SSL/early TLS is used: Review documentation that verifies POS POI devices are not susceptible to any known exploits for SSL/early TLS and/or Review Risk Mitigation and Migration Plan 2.2.4 Are system administrators and/or personnel that configure system components knowledgeable about common security parameter settings for those system components? Interview personnel Are common system security parameters settings included in the system configuration standards? Review system configuration standards Are security parameter settings set appropriately on system components? Examine system components Examine security parameter settings Compare settings to system configuration standards 2.2.5 Has all unnecessary functionality—such as scripts, drivers, features, subsystems, file systems, and unnecessary web servers—been removed? Examine security parameters on system components
Payment Card Industry (PCI) Data Security Standard Self-Assessment Questionnaire P2PE-HW and Attestation of Compliance Hardware Payment Terminals in a PCI-Listed P2PE Solution Only – No Electronic Cardholder Data Storage Version 3.0 February 2014
Learning Objective Historical Thinking Skill Key Concepts in the Curriculum Framework SP-13 Evaluate how the emergence of new weapons, tactics and methods of military organization changed the scale and cost of warfare, required the centralization of power, and shifted the balance of power. SP-16 Explain how the French Revolution and the revolutionary and Napoleonic wars shifted the European balance of power and encouraged the creation of a new diplomatic framework. SP-17 Explain the role of nationalism in altering the European balance of power, and explain attempts made to limit nationalism as a means to ensure continental stability. Historical Causation Historical Argumentation Interpretation 2.1.V.D Answer A/B) Explanations and examples of the Congress of Vienna’s goals may include the following: The Congress of Vienna sought to isolate and contain France to future attempts at French territorial expansion. The creation of more powerful states on the French borders, such as the Kingdom of the Netherlands and the Kingdom of Sardinia/Piedmont were intended to provide buffers against French power. Prussia was a significant amount of territory on the Rhine to prevent the expansion of French influence into Germany. The Congress of Vienna sought to establish stability and ensure a balance of to prevent a new round of Revolutions or another large-scale European war. France was kept largely intact with a Bourbon monarch returned to the throne to instigating new causes for expansion and repress revolutionary goals. Spain was restored to independence and equal standing amongst the kingdoms of Europe. The continuance of Empires, such as the Austrian and Russian empires, was assured as a means of maintaining the balance of power.
Your name; Date of birth; and Current address for example a photocopy of a driving licence, birth/adoption certificate, passport or any other official document, which shows your name and address. Declaration – To be signed by the applicant The information which I have supplied in this application is correct and I am the person to whom it relates. Signature: Date: Warning A person who impersonates or attempts to impersonate another with the intention of obtaining information to which he or she is not entitled may be guilty of an offence. Please send completed forms to: The Response & Information Unit Policy Division Crown Office 25 Chambers Street Edinburgh EH1 1LA General advice on the Data Protection Act 2018 can be obtained from: The Information Commissioner Wycliffe House Walter Lane Wilmslow Cheshire SK9 5AF