zilongwang/ReadingBank huggingface dataset:
Prior WBRT Prior lapatinib therapy Uncontrolled intercurrent illness including, but not limited to, ongoing or active infection, symptomatic congestive heart failure, unstable angina pectoris, cardiac arrhythmia, or psychiatric illness/social situations that would limit compliance with study requirements Prior invasive malignancy (except non-melanomatous skin cancer, curatively resected thyroid papillary carcinoma, and invasive cancers related to breast cancer) unless disease free for a minimum of 3 years Leptomeningeal disease Prior radiotherapy to the region of the study cancer that would result in overlap of radiation therapy fields except patients who have progressed following stereotactic radiosurgery for 1-3 brain metastases, with at least one new lesion Severe, active co-morbidity, defined as follows: Unstable angina and/or congestive heart failure requiring hospitalization within the last 6 months Transmural myocardial infarction within the last 6 months Acute bacterial or fungal infection requiring intravenous antibiotics at the time of study entry Chronic obstructive pulmonary disease exacerbation or other respiratory illness requiring hospitalization or precluding study therapy at the time of study entry Hepatic insufficiency resulting in clinical jaundice and/or coagulation defects; hepatic or biliary disease that is acute or currently active or that requires antiviral therapy (with the exception of patients with Gilbert's syndrome, asymptomatic gallstones, liver metastases, or stable chronic liver disease per investigator assessment) History of LVEF below institutional normal unless repeated and within institutional normal range within 90 days of study entry Grade 2 or greater rash of any cause at time of study entry Grade 2 or greater diarrhea of any cause at time of study entry
Victorian Registered Training Organisation Performance Indicator Project Department of Education and Training Higher Education and Skills Group Summary of student survey Completed and discontinued students April to June 2015 Purpose of this document The Victorian Department of Education and Training released a survey to 220,000 students who either completed or discontinued training in 2014. The invitation was sent by letter and invitees were asked to complete an online survey. This survey supports the collection of nine Registered Training Organisation (RTO) performance measures. This collection builds on data collected in 2014 when the measures were trialled. The following document provides a summary of the survey sent to students. Respondents were presented questions and response options based on the answers they provided. Due to the complicated survey logic sequences not all questions and response categories are presented in the summary. The following document presents the key survey sections that respondents progressed through. These were: The survey introduction Section 1- Verification, scope and training status (completed or discontinued) Section 2- Reasons for training and satisfaction with training and likelihood for recommendation of RTO Section 3 -Employment status before training and employment outcomes after training Section 4 -Choice of training organisation and further training More information about the project and the 2015 student survey can be found at http://www.education.vic.gov.au/training/providers/rto/Pages/performanceindicator.aspx The Invitation
3 The midwife promotes practices that enhance the health of the woman/wahine and her family/whanau and which encourage their participation in her health care. The Midwife Met Unmet demonstrates the ability to formal and informal learning opportunities to women and their families/whanau to meet their specific needs encourages and assists the woman/wahine and her family/whanau to take responsibility for their health and that of the baby by promoting self-health and healthy life-styles promotes self-determination for the woman/wahine and her family/whanau promotes and encourages exclusive breast feeding as the optimal way of feeding an infant demonstrates an understanding of the needs of women/wahine and their families/whanau in relation to infertility, complicated pregnancy, unexpected outcomes, abortion, adoption, loss and grief, and applies this understanding to the care of women and their families/whanau as required uses and refers to appropriate community agencies and support networks; and ensures the woman/wahine has the information about available services to access other health professionals and agencies as appropriate
No: SESP/e-tender / Date: 05/12/2015 ABSTRACT BID NOTIFICATION (Through e-procurement portal only) Following e-tenders are published in Karnataka Govt, e-portal . Under “GOODS” category on 03/12/2015 & 04/12/2015 as per RTPS requirements. SL No Tender Number BRIEF DETAILS OF GOODS & EMD Last Date & Time for receipt of tenders Date & Time for Opening of bids 1 SESP/ET/MA4/EESFT/15-16/756 SUPPLY OF SAFETY SHOES EMD Rs. 13,500.00 05/01/2016 16:00:00 07/01/2016 16:30:00 2 SESP/ET/MA4/CHP2/15-16/764 SUPPLY OF S S PLATE & WEAR RESISITANCE PLATE EMD Rs. 14,000.00 05/01/2016 16:00:00 07/01/2016 16:30:00 3 SESP/ET/EA1/CHPE/15-16/755 SUPPLY OF 3CX300 SQMM PVC FRLS LT CABLES EMD Rs. 14,500.00 05/01/2016 16:00:00 07/01/2016 16:30:00 4 SESP/ET/EA1/EEODY/15-16/753 SUPPLY OF 3 1/2CX185 EMD Rs. 5,800.00 05/01/2016 16:00:00 07/01/2016 16:30:00 5 SESP/ET/NA1/EEIC2/15-16/765 SUPPLY OF HEA SPARES FOR FSSS SYSTEM EMD Rs. 28,500.00 05/01/2016 16:00:00 07/01/2016 16:30:00 6 SUPPLY OF 6 CHANNEL DCRM KIT EMD Rs. 22,000.00 05/01/2016 16:00:00 07/01/2016 16:30:00 7 SUPPLY OF BUTTERFLY VALVE WITH ACTUATOR EMD Rs. 7,500.00 21/12/2015 16:00:00 23/12/2015 16:30:00
Dean’s Advisory Committees and the Promotion and Tenure Committee Currently, there is no standard institution-wide protocol for membership of the DACs. Consequently, there exists variation in qualifications for serving on DACs, the size of DACs, the way in which members are appointed, and the terms of service. For example, in the past Department Chairs did not serve on DACs, but this is no longer the situation. Also, Schools differ with regard to the number of tenured faculty who can serve on the School’s DAC. The P&T Committee serves as an “all-College” review board for tenure and promotion. The present make-up of the P&T Committee does not reflect the College’s present administrative structure because there is no Library representative on the P&T Committee. The Provost appoints P&T Committee members but criteria for membership and terms of service are not clear. Also, although the membership of the P&T Committee is not withheld, it is not readily available or accessible. Also, the DACs and the P&T Committee are accountable to different administrators. As a result, there has not been any collaboration or communication between the DACs and the P&T Committee, with each working in isolation from the other. DACs have existed primarily as renewal committees while the P&T Committee has focused on promotion and tenure. The only unifying element between the DACs and the P&T Committee is the guidance on promotion and tenure decisions set out by the SUNY Board of Trustees. Finally, the Library does not have the equivalent of a DAC, and the P&T Committee does not review the dossiers of Librarians. Based on these findings the RTPTF2 recommends The College establishes of service and membership criteria for the DACs and the P&T Committee, and revises the membership of the P&T Committee to comprise representatives from all five Schools and the Library. A Director of Libraries Advisory Council be created and follow the same protocol as the other advisory committees. The College revises existing policies and practices that prevents DACs and the P&T Committee from having access to DAC recommendation letters from previous evaluations. The College increases coordination between the DACs and the P&T Committee facilitated by some shared membership and/or joint meetings. The College requires that each DAC, the Library Director’s Advisory Council, and the P&T Committee follow discipline-specific standards when evaluating a candidate’s performance. Performance Criteria and Standards
(b) for transactions executed in respect of bonds, structured finance products, emission allowances and derivatives the details of a transaction specified in Table 1 of Annex II to Commission Regulation (EU) [RTS on non-equity transparency]and use the appropriate flags listed in Table 2 of Annex II to Commission Regulation (EU) [RTS on non-equity transparency]. Article 21 into force and application This Regulation shall enter into force on the twentieth day following that of its publication in the Official Journal of the European Union. It apply from 3 January 2017, except Articles 14(2) and 20(b) that shall apply from 3 September 2018 This Regulation shall be binding in its entirety and directly applicable in all Member States. Done at Brussels, For the Commission The President [For the Commission On behalf of the President [Position]
* Form 3.1 General notification referred to in Article 17 Name of the trading Relevant contact details Name(s) and jurisdiction(s) of trading venues in the same group based in the Union Name(s) and jurisdiction(s) of CCP(s) connected by links • • 3 ... Form 3.2 Notification of notional amount referred to in Article 17 Trading Venue: Traded notional amount in 2016 Asset class X: class Y: Asset class Z: •••
priority of orders according to the price visibility-time priority or the size-time priority method. In order to enable effective market monitoring it is necessary to be able to link orders with their corresponding transactions. Accordingly operators of trading venues should maintain distinctive transaction identification codes linking orders to transactions. Operators of trading venues should, for each order received, record and maintain the order type and the related specific instructions which together determine how each order is to be handled by their matching engines, in accordance with their own classifications. This detailed information is essential for competent authorities to be able to monitor, as part of its market abuse surveillance, trading activity in a given trading venue order book and in particular to replicate how each order behaves within the order book. However, given the broad range of existing and potential new order types designed by operators of trading venues and the specific technicalities attached to the latter, the maintenance of this detailed information according to the operators' internal classification system may not currently allow competent authorities to replicate the order book activity of all trading venues in a consistent manner. Therefore, for competent authorities to be in a position to exactly locate each order within the order book, operators of trading venues should also classify each order received either as a limit order where the order is tradable or as a stop order where the order becomes tradable only upon the realisation of a pre-determined price event. This Regulation is based on the draft regulatory technical standards submitted by the European Securities and Markets Authority (ESMA) to the Commission. ESMA has conducted open public consultations on the draft regulatory technical standards on which this Regulation is based, analysed the potential related costs and benefits and requested the opinion of the Securities and Markets Stakeholder Group established by Article 37 of Regulation (EU) No 1095/2010 of the European Parliament and of the Council2. The application of this regulation should be deferred in to align its applicability with the application of paragraph 2 of Article 25 of Regulation (EU) No 600/2014, HAS ADOPTED THIS REGULATION: 2 Regulation (EU) No 1095/2010 of the European Parliament and of the Council of 24 November 2010 establishing a European Supervisory Authority (European Securities and Markets Authority), amending Decision No 716/2009/EC and repealing Commission Decision 2009/77/EC (OJ L 331, 15.12.2010, p. 84).
a description of the nature and amount or, where the amount cannot be ascertained, the method for calculating that amount of any non-monetary benefits offered to users of the execution venue including information on how those benefits differ according to the user or financial instrument involved and the value by which they differ; a description of the nature and level of any taxes or levies invoiced to, or incurred by the execution venue on behalf of, the members or user of the venue; link to the website of the venue or to another source where further information on costs is available; total value of all rebates, discounts, non-monetary benefits or other payments as set out under (b) and (c), expressed as a percentage of the total traded value during the reporting period; total value of all costs as set out in point (a), excluding the total value of rebates and discounts, non-monetary benefits or other payment as set out in point (b) and (c) of paragraph 1, expressed as a percentage of the total traded value during the reporting period. Article 6 Likelihood of execution Each trading venue and systematic internalises shall publish for each financial instrument subject to the trading obligation in Article 23 and 28 of Regulation (EU) No 600/2014 for each market segment it operates and each execution venue shall publish for each market segment it operates and for each other financial instrument for each market segment it operates, the following information as regards likelihood of execution for each trading day: number of orders or requests for quotes that were received; number and value of transactions that were executed, if more than one; number of orders or request for quotes received that were cancelled or withdrawn excluding passive orders with instructions to expire or to be cancelled at the end of the day; number of orders or request for quotes received, that were modified on that date; median transaction size on that date if more than one transaction occurred; median size of all orders or requests for quote on that date if more than one order or request for quote was received;
Table 3 - price information to be published in accordance with Article 4(1)(a) Size Range All trades executed within two minutes after time T First transaction after time T (if no transactions within first two minutes after time T) Time (T) Simple average executed (excluding commissions and accrued interest) Total value executed Price Time of execution Transacti on size Trading System Trading Mode Trading platform best bid and offer or suitable reference price at time of execution 09.30.00 1 2 3 11.30.00 1 2 3 13.30.00 1 2 3 15.30.00 1 2 3
Annex Table 1 Symbol for Table 2 SYMBOL DATA TYPE DEFINITION {ALPHANUM-n} Up to n alphanumerical characters Free text field. {DECIMAL-n/m} Decimal number of up to n digits in total of which up to m digits can be fraction digits Numerical field for both positive and negative values. - decimal separator is '.' (full stop); - the number may be prefixed with '' to indicate negative numbers. Where applicable, values shall be rounded and not truncated. {CURRENCYCO DE_3 } 3 alphanumerical characters 3 letter currency code, as defined by ISO 4217 currency codes {DATEFORMAT} ISO 8601 date format Dates should be formatted by the following format: YYYY-MM-DD. {ISIN} 12 alphanumerical characters ISIN code, as defined in ISO 6166 {MIC} 4 alphanumerical characters Market identifier as defined in ISO
Daytime Programme Remembrance Week Fever Media for BBC One “…modern and relevant, … fabulously and sensitively produced, incredibly well researched and full of surprises.” Nominees Jamie's 15 Minute Meals Fresh One Productions for Channel 4 The Chase ITV Studios for ITV Documentary Series Protecting Our Children BBC Productions for BBC Two “The jury were impressed by this outstanding and illuminating insight into a controversial and harrowing process. Elegantly and thoughtfully chronicled, the series displayed an intelligent lightness of touch that was refreshingly devoid of prurience.” Nominees Our War BBC Productions for BBC Three The Year the Town Hall Shrank Blast for BBC Four Drama Serial Good Cop BBC Productions for BBC One “Fantastically well written, directed and performed, the Jury felt that this programme moved the genre on from the normal ‘cop show’.” Nominees Parade's End Mammoth Screen for BBC Two Room At The Top Great Meadow Productions for BBC Four and BBC Worldwide Drama Series Sherlock Hartswood Films for BBC Wales in co-production with Masterpiece for BBC One “Brilliant, intelligent and different - a masterclass in every aspect of film-making that has truly elevated the genre.” Nominees Call the Midwife Neal Street Productions for BBC One Line of Duty World Productions for BBC Two
Comedy Performance Brendan O'Carroll - Mrs Brown's Boys BBC /BBC Comedy Production co-production with BocPix in association with RTE for BBC One “His character, like his show, dresses up a truly original talent in a hugely popular traditional guise.” Nominees: Rebecca Front - Psychobitches Tiger Aspect Productions for Sky Arts Ryan Sampson - PLEBS Rise Films for ITV2 Daytime Four Rooms Boundless for Channel 4 “An original, fascinating to the highly populated buying and selling genre, with well-cast experts and compelling individual stories.” Nominees: The Chase Potato for ITV Pointless Remarkable Television, Endemol for BBC One Documentary Series Educating Twofour Broadcast for Channel 4 “Enormously watchable, with excellent production values and inspiring human stories, this memorable series was revelatory on the subject of education and teaching.” Nominees: Her Majesty's Prison: Aylesbury Wild Pictures for ITV The Call Centre BBC Documentaries, Cymru Wales for BBC Three Drama Serial Broadchurch Kudos for ITV “A powerful drama with brilliant plotting, standout performances and an extraordinary depth of characterisation, all of which combined to create one of the stand out TV events of the year.” Nominees: Top Of The Lake See-Saw Films for BBC Two In The Flesh BBC Drama Production , BBC America for BBC Three Drama Series Peaky Blinders Caryn Mandabach Productions, Tiger Aspect Productions for BBC Two “A bold and ambitious series with outstanding production values, this was a thrilling and atmospheric tale, brilliantly realised.” Nominees: Utopia for Channel 4 My Mad Fat Diary A Tiger Aspect Production for E4
5 Full contact practice Example: Following medical clearance, participation in full practice without activity restriction Restore confidence and assess functional skills by coaching staff Are there ‘battle drills’, other dynamic activities that can be trained prior to engaging in full game play? 6 Return to sport Normal game play [NAME OF SPORT]-Specific Return-to-Sport Strategy Stage Aim Activity Goal of each step 1 Symptom-limiting activity Daily activities that do not provoke symptoms. Gradual reintroduction of work/school activities 2 Light aerobic activity [INSERT SPORT-SPECIFIC ACTIVITIES HERE] No resistance training. Increase heart rate 3 Sport-specific exercise [INSERT SPORT-SPECIFIC ACTIVITIES HERE] No head impact activities. Add movement 4 Non-contact training drills [INSERT SPORT-SPECIFIC ACTIVITIES HERE] May start progressive resistance training. Exercise, coordination and increased thinking
4 Full intensity practice Example: Participation in high intensity running and drills. Participation in resistance training workouts. Full training at competition intensity and duration (e.g. diving from competition heights and level of difficulty) Exercise, coordination and increased thinking Activities should build on step 3 but add in resistance and at a higher level. Activities should allow training in competition environments. Activities include performing full competition skills/routines. 5 Return to sport Normal game play. Stage Aim Activity Goal of each step 1 Symptom-limiting activity Daily activities that do not provoke symptoms. Gradual reintroduction of work/school activities 2 Light aerobic activity [INSERT SPORT-SPECIFIC ACTIVITIES HERE] No resistance training. Increase heart rate
3 Sport-specific exercise [INSERT SPORT-SPECIFIC ACTIVITIES HERE] No head impact activities. Add movement 4 Full intensity practice [INSERT SPORT-SPECIFIC ACTIVITIES HERE] May start progressive resistance training. Exercise, coordination and increased thinking 5 Return to sport Normal game play [NAME OF SPORT]-Specific Return-to-Sport Strategy
Figure 3.1: Short Range Weekday Proposed RTS Transit Network Figure 3.2: Short Range Weekday Proposed RTS Transit Network – New Segments Added Figure 3.3: Short Weekday Proposed RTS Transit Network – Existing Segments Eliminated Figure 3.4: Short Range Weekday Proposed RTS University of Florida Campus Transit Network Figure 3.5: Short Range Weekday Proposed RTS University of Florida Campus Transit Network – New Segments Added Figure 3.6: Range Weekday Proposed RTS University of Florida Campus Transit Network – Existing Segments Eliminated Figure 3.7: Short Range Saturday Proposed RTS Transit Network Figure 3.8: Short Range Saturday Proposed RTS Transit Network – New Segments Added Figure 3.9: Short Range Saturday Proposed RTS Transit Network – Existing Segments Eliminated Figure 3.10: Short Range Weekend Proposed RTS University of Florida Campus Transit Network Figure 3.11: Range Weekend Proposed RTS University of Florida Campus Transit Network – New Segments Added
0 points- Does not answer question and/or demonstrates no understanding of concept. * Medium Constructed Response (3 points) 3 points- Answer questions and beyond and provides several details to support it. 2 points- Answers questions and provides few details to support it. 1 point- Answers the question, but does not provide details to support it. 0 points- Does not answer question and/or demonstrates no understanding of concept. Expository Writing Rubric Categories 4 3 2 1 Planning Effective detailed plan uses words/ phrases Complete plan uses words/ phrases Incomplete plan OR plan resembles a Required plan is disorganized or extremely incomplete Ideas/ Organization ALL requirements of prompt/assignment Fully focuses on topic Includes relevant information An inviting introduction, elaborate body, effective conclusion Provides big and specific elaborate supporting details. Clear sequence using sophisticated transitional words/phrases as needed Meets MOST requirements of prompt/ assignment Mostly focuses on topic Includes mostly relevant information A recognizable introduction, body, and conclusion Provides big with some supporting details Transitions between ideas varied and effective Meets SOME requirements of prompt/ assignment Addresses a broader topic OR focuses on trivial points Provides sketchy information/ lists/ repetitive Abrupt beginning/ end, body not developed Big ideas weak; support not obvious or repetitive Transition obvious or overused (first, second, next) No requirements met Severely digresses from topic Information irrelevant No organization evident/ random No clear big ideas or support No transitions connecting Word Choice/ Voice Highly engaging paper Mostly engaging paper Difficult to engage No engagement
Accurate, precise, natural sounding vocabulary, takes risks Active, precise verbs that paint pictures Uses figurative language, sensory details, imagery effectively Fluent, easy to read Effective variety of sentences beginnings, structures, lengths Writer’s shines throughout paper. Accurate, general vocabulary, attempts some interesting words Mixes active/passive verbs Some figurative language/ sensory details Generally fluent with occasional choppiness Some variety in sentences beginnings, structure, lengths □ Writer’s voice evident in some places. Obvious vocabulary; may be repetitive Mostly passive verbs (is, has, goes) Familiar vocabulary/ phrases Rambling or choppy sentences; Many sentences begin the same way; little varied in structure Little evidence of writer’s Incorrect vocabulary; boring or not age appropriate Passive, repetitive (is, is, is) Vague language Hard to follow, makes no sense No evidence of voice Conventions/ Presentation No errors Presentation Perfect/ special (typed) Very few errors Very readable, neat Errors occasionally impede meaning Readable, but sloppy Error-laden making meaning impossible Illegible Name______________________________________________ First Quarter FIFTH GRADE WRITING AND GRAMMAR COMMON ASSESSMENT KEY
Also let them know that these assessments can be extracted from SMART to import into PTG. Lunch What Can I Do Tomorrow? Participants will demonstrate an understanding of the resources available in TSS and why they must incorporate these resources during instructional activities. Participants will demonstrate an understanding of how to utilize resources for students using the laptop cart. Log back into the student machine and connect to Sherri’s class. Demonstrate how to access . Describe the variety of TSS Resources. Instructor will lockdown the participant computers to get their attention and then Broadcast from the teacher station their computers to display TSS . A handout description of electronic resources will be provided. Explain and discuss collectively about the various resources available in TSS. Instructor will send the TSS URL link to the class. Demonstrate the ability to create rules using Sync in order to demonstrate how to allow certain sites to be seen by restricting everything except sites identified by the teacher. Participants will log into the TSS Participants will take a few minutes to navigate through the various types of resources available in TSS (Teacher and Students). Participants will access the TSS Resources. Participants are still using notebooks and are connected to sync. TSS Resource Informational Page (Link) TSS Survey Link
Do you have a preference for a year placement or subjects? Why are you seeking access to the Ready to Teach program? What is your understanding of the commitment required of a teacher in a Catholic school? Please attach to this application Your full academic record The most recent practicum report Timeline Applications close on Friday 16 June 2017 Candidates notified by Friday 4 August 2017 Ready to Teach commences on Monday 23 October 2017 Successful candidates will be required to complete a Catholic Schools Office which includes completing a Working With Children Check. Working in other paid employment during the Ready to Teach period is not encouraged. The application form can be forwarded to: Marina Wiggins | Teacher Accreditation Consultant Ready to Teach Program Catholic Schools Office PO Box 158 Lismore NSW 2480 Or email to Applications close on Friday 16 June 2017.
National Taipei University of Education Application for Deferred Enrolment Name ID No. Date of Gender □ M □ F Department/ Graduate School Department Program (Graduate School) □Undergraduate □Master □PhD Cellphone Contact No. Address □□□ Reason for Deferral I hereby request to enrolment for academic year ______ for _____ years due to _____________________________. Signature/seal of parent/guardian (undergraduates only): (□Father, □ Mother) Graduate student signature: Date of Application: Clerk of the Department (Graduate School) Head of the Department (Graduate School) Division of Health Care, Office of Student Affairs Division of Daily Life Guidance, Office of Student Affairs Division of International Affairs, Office of Research and Development Inspection of integrity of documents proving the reason for deferral Date:______________ □ Deferral approved □ Suspension is recommended Approval required for applications involving disease or pregnancy Approval required for overseas students Approval required for foreign students Clerk of the Division of Registration Director of the Division of Registration Dean of the Office of Academic Affairs □ Deferral approved □ Deferral not approved Notes New students who are unable to register for enrolment due to severe disease or extraordinary circumstances should provide the necessary documents before the registration deadline (proof of disease is limited to proof provided by government hospitals) and apply for deferral of enrolment. Applicants may defer their enrolment by one year upon approval and are limited to one application. New students applying for deferral due to pregnancy should provide the necessary proof documents from hospitals or clinics contracted by the National Health Insurance Administration. Students applying for deferral in order to nurse infants (3 years or younger) must provide an original copy of a household certificate which will be valid within 3 months. The maximum period of deferral that can be applied for will be determined based on actual need. Each application is limited to one academic year. Students applying for deferral must provide proof documents supporting their reason for deferral when submitting their application. New students who have deferred their enrolment must contact the Division of Registration before the end of June of the following year to process out rtd15 107.08
The supply, from the battery voltage, provides the following : 48Vdc± 10% for the motorisation. This voltage shall be connected only in execute phase. 12Vdc for thetransmission devices. 12Vdc for the RTU modules. Power supply input Input voltage: 110Vac 230Vac ± 10% The power supply shall be insulated to 10kV and surge protected up to 20kV , in compliance with IEC60255-5. Battery The battery capacity shall maintain a backup time of 10 hours for all the voltage outputs and shall permit 10 Open/Close cycles of the switchgear. The single 12Vdc battery shall be periodically checked, and a battery fault shall be transmitted to the SCADA. The maximum battery charging time shall be 24hours Monitoring The power supply shall deliver the following statuses to the SCADA End of life detection Battery disconnected Absence of power input Voltage output faults Battery fault Any other data should be available through a serial link communication. Cyber Security In order to secure all controls and data acquisition, the RTU shall be designed to be compliant with NERC and IEC62351 requirements. The RTU shall support secure access based on RBAC, with the possibility to configure the roles. Local and remote access connection shall be secured for maintenance (locally and remotely) with HTTPS, SFTP, IPSEC and SSH protocols. Authentication shall be based on a Radius server. Future design Remote firmware update The RTU shall support remote firmware updates Centralised RBAC management The RTU shall be evolutive in order to be compatible with a full centralised RBAC management in compliance with IEC 62351-8 Hardening Device hardening Disabled or unused functionality shall not compromise security.
Ref Procedures Standard factual finding Result (C / E / N.A.) hours can be supported by records, such as national legislation, labour agreements, and contracts. If the Beneficiary applied method B. 25) The calculation of the number of ‘annual workable hours’, overtime and absences was verifiable based on the documents provided by the Beneficiary. 25.1) The Beneficiary calculates the hourly rates per full financial year following procedure A.3 (method B is not allowed for beneficiaries calculating hourly rates per month). BENEFICIARY'S PRODUCTIVE HOURS' FOR PERSONS WORKING FULL TIME SHALL BE ONE OF THE FOLLOWING METHODS: A. 1720 ANNUAL PRODUCTIVE HOURS (PRO-RATA FOR PERSONS NOT WORKING FULL-TIME) B. THE TOTAL NUMBER OF HOURS WORKED BY THE PERSON FOR THE BENEFICIARY IN THE YEAR (THIS METHOD IS ALSO REFERRED TO AS ‘TOTAL NUMBER OF HOURS WORKED’ IN THE NEXT COLUMN). THE CALCULATION OF THE TOTAL NUMBER OF HOURS WORKED WAS DONE AS FOLLOWS: ANNUAL WORKABLE HOURS OF THE PERSON ACCORDING TO THE EMPLOYMENT CONTRACT, APPLICABLE LABOUR AGREEMENT OR NATIONAL LAW PLUS OVERTIME WORKED MINUS ABSENCES (SUCH AS SICK LEAVE OR SPECIAL LEAVE). C. THE STANDARD NUMBER OF ANNUAL HOURS GENERALLY APPLIED BY THE BENEFICIARY FOR ITS PERSONNEL IN ACCORDANCE WITH ITS USUAL COST ACCOUNTING PRACTICES (THIS METHOD IS ALSO REFERRED TO AS ‘STANDARD ANNUAL PRODUCTIVE HOURS’ IN THE NEXT COLUMN). THIS NUMBER MUST BE AT 90% OF THE STANDARD ANNUAL WORKABLE HOURS. ‘ANNUAL WORKABLE HOURS’ MEANS THE PERIOD DURING WHICH THE PERSONNEL MUST BE WORKING, AT THE EMPLOYER’S DISPOSAL AND CARRYING OUT HIS/HER ACTIVITY OR DUTIES UNDER THE EMPLOYMENT CONTRACT, APPLICABLE COLLECTIVE LABOUR AGREEMENT OR NATIONAL WORKING TIME LEGISLATION. If the Beneficiary applied method C. 26) The calculation of the number of ‘standard annual workable hours’ was verifiable based on the documents provided by the Beneficiary.
SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Demonstrate the analytical skills to be able to differentiate and evaluate the use of several types of media and their messages and intended audiences. Course Attendance at several screenings, research reports, analytical papers, quizzes and/or tests. Demonstrate a heightened level of media literary enabling the student to understand the complexity of the information age. Course Attendance at several screenings, research reports, analytical papers, quizzes and/or tests. Demonstrate a stronger understanding of digital design principles (rhetorical choices in production) and analytical through the creation of an industry-specific semantic Web site. Students will compose a series of linked Web texts (with metadata) on course subjects. Course Completed digital repository (Web site) illustrating a keen understanding of Web design and content-creation principles. SECTION 7 Faculty name(s): Daniel Powell Date: 4/24/2015 CS20150615
Allegory Assignment for Animal Farm Animal Farm is an allegory, which is a simple, straightforward story that has another deeper meaning and is rich with many layers of thought. Allegories are written in the form of fables, parables, poems, stories, and almost any other style or genre. A fable is a story that features anthropomorphism, the giving of human qualities to animals, and ends with a moral or lesson to be learned. An allegory is a literary work in which characters, events, objects, and ideas have secondary or symbolic meanings. The difference between an allegory and a symbol is that an allegory is a complete narrative that conveys abstract ideas to get a point across, while a symbol is a representation of an idea or concept that can have a different meaning throughout a literary work. As you read, you should pick up on the allegory in the novel: The Russian Revolution. For each important leader or group, you need to think of which characters from the book represent the Russian leaders/groups. Along the right-side the Russian leaders/groups are listed with characteristics for each. (You are also encouraged to do a little of your own research on these people if you are unfamiliar with them.) Fill in the left-side with the Animal Farm counterpart and explain their similarities. Animal Farm Comparison of characters to Russian Revolution Animal Farm Russian Revolution Czar Nicholas II a poor leader at best, compared to western kings cruel – sometimes brutal with opponents Sometimes kind – hired students as spies to make money Karl Marx invented Communism “workers of the world unite”, take over gov’t dies before Russian Revolution Communism same all people gov’t owns everything, people own gov’t
“Chronic bronchitis” (one or more entries) “Bronchitis” (two or more entries) “Cough and phlegm/sputum/spit” (“ “ “) “Productive cough” (“ “ “) exacerbation of chronic bronchitis” (one or more entries) Following a request to comment on suggestions for possible changes in this medical assessment process, Dr Rudd and Dr responded in a letter dated 3 April 2000: “The Respiratory Specialist must see medical records in order to make an assessment of past disability, for corroboration of past chronic bronchitis and smoking history, and for accurate information about possible co-morbid conditions.” Dr Rudd and Dr Moore-Gillon were thereafter joined by Professor Britton and together they continued to oversee the application of the guidance to the operation of the CHA. In a letter of November 2001 they observed: “We can regard it as reasonable that the specialist should be asked to come to a careful judgement upon whether or not chronic bronchitis may have been present when the records are very scanty or absent. They should not, however, come to the diagnosis that chronic bronchitis was present when the records are clear and detailed, and show that chronic bronchitis was not present.” In a further letter in November 2001, the three experts went on to say: “Corroboration of chronic bronchitis We confirm that we are to redraft the guidance to the RS [respiratory specialist] on this point, to make it clear that corroboration need not be present, but that the RS must still form an expert judgement on this matter and certainly cannot conclude that chronic bronchitis is present simply on the basis of the claims questionnaire and where there is clear evidence to the contrary in existing contemporaneous records.” On 1 May 2002, there followed a report from the Medical Reference Panel, of which the three experts were the authors, in which they produced further guidance on the diagnosis of CB, describing how they were aware that there had been disquiet about the need for corroboration of the diagnosis of CB in the records and, indeed, about the very use of the term “corroboration”. The experts proposed that further short guidance should be circulated to the respiratory specialists to include the following: trial
7 Used for monitoring Loaded in for monitoring ECDIS: Route with or w/o schedule is loaded into monitoring in the ECDIS system on board (Voyage Plan is loaded into monitoring and VIS instance is updated from the ship with RTZ routeStatusEnum=”7”). It is recommended to use only one valid and active ‘schedule’ in the RTZ ship route with such Unique Voyage ID and routeStatusEnum=”7”) during the voyage 8 Inactive Voyage completed or cancelled ECDIS: Route / Voyage has been completed or stopped/cancelled in the ECDIS system on board (VIS instance is updated from the ship with RTZ with the previous UVID routeStatusEnum=”8”, if applicable).
For each FRRS-Up offer from “Quick/Fast” Resource partly modeled as Load Resource , the following equation holds true If the FRRS-Up offer i is marginal to the Reg-Up Procurement constraint, then, and the FRRS-Up Offer i sets the shadow price for the Reg-Up Procurement constraint (this is the Reg-Up MCPC ) If the FRRS-Up maximum procurement constraint from Resource is binding then . In this case the MCPC for Reg-Up is still the shadow price of the Reg-Up procurement constraint () and the FRRS-Up awards to “Quick/Fast” Resources will be paid this price For each FRRS-Down offer from “Quick/Fast” Resource partly modeled as Load Resource , the following equation holds true If the FRRS-Down offer i is marginal to the Reg-Down Procurement constraint, then, and the Offer i sets the shadow price for the Reg-Down Procurement constraint (this is the Reg-Up MCPC ) If the FRRS-Down maximum procurement constraint from Resource is binding then . In this case the MCPC for Reg-Down is still the shadow price of the Reg-Down procurement constraint () and the FRRS-Up awards to “Quick/Fast” Resources will be paid this price Note: If there is scarcity in any of the AS (Reg-Up, Reg-Down, RRS, SOR and NSOR), then the demand curves prices at the last cleared MW AS demand on the respective demand curves will set the Shadow Prices of the applicable procurement constraints. MCPC formula (from shadow prices) AS Product MCPC Comments Reg-Up Shadow of the Reg-Up procurement (including FRRS-Up) constraint FRRS-Up FRRS-Up is valued the same as Reg-Up Shadow price of the Reg-Down procurement (including FRRS-Down) constraint FRRS-Down is valued the same as RRS Shadow Price of the RRS procurement constraint SOR Sum of the Shadow Prices of the SOR and NSOR procurement constraints NSOR Shadow Price of the NSOR procurement constraint
Appendix 1: Accessibility Checklist 27 1. Equivalent to print 27 2. Easy to Navigate 27 3. Clear Visual Style 28 4. Follow standards, guidelines and best practices 28 Appendix 2: Guidelines for Formatting Plain Text 29 Appendix 3: Tips for Scanners and OCR 31 Appendix 4: Standards, Guidelines and References 33
Aim for a Flesch Reading Score of 60 or below. 2. Plain text Plain text is the most universally accessible file format. It is useful when producers are unsure of which assistive technology will be used to access the file. Different conventions exist for formatting plain text documents. Plain text has a unique set of formatting guidelines. Refer to Appendix 2 Guidelines for formatting plain text. 3. DAISY text DAISY is a standard for structured digital books that has been developed by the DAISY Consortium, which is made up of print disability organisations around the world. A DAISY book can include audio, text and images. The treatment of text in a DAISY book is based on XML, and allows a closer representation of the print than any other electronic text format. For example: A reader can navigate directly to a particular page number. DAISY has a page number structure which differentiates between normal numbered pages, preliminary pages, and pages in a special sequence, like a series of images inserted between two numbered pages. DAISY software and DAISY readers provide the ability to navigate directly to a page. In other formats, include the print page number on a separate line, marked by words (Page, Print Page) or letters (p, pp). Footnotes can be marked as a separate structure that the reader can choose to navigate to directly, skip over or access in line with the text. DAISY has its own footnote structure which provides an ideal way of representing footnotes. Readers can choose to read a document with footnotes switched on or off, and can navigate directly to a footnote. In HTML, a common practice is to make the footnote reference a link to the footnote text, which appears at the bottom of the document. The footnote text then includes a link back to the related reference. Text can be represented by using the "sidebar" structure. Full text DAISY books consist of marked-up text that can be accessed and navigated using The DAISY website contains guidelines for producing DAISY books:
Level 1 Assessment Water System Name: Water System Number: Depending on the Person Responsible for Conducting and Documenting the Assessment, Select Option A, B or C Option A: Assessment Conducted and Documented by Water System Representative (must be Owner, Operator or PE) [Complete Section 1 Only] Option B: Assessment Conducted by Water System Representative (must be Owner, Operator or PE) and Documented by Public Water Supply Section Representative [Complete Both Sections 1 and 2] Option C: Assessment Conducted and Documented by Public Water Supply Section Representative [Complete Section 2 Only] Section 1: System Representative Information (must be Owner, Operator or PE) Name: Title: Date of On-site Assessment: Assessment Completion Date: Signature (Not Required for Option B): Phone Number: Email: Section 2: Public Water Supply Section Representative Information Name: Regional Office: Date of On-site Assessment: Assessment Completion Date: Signature: Number: Email: Date copy of assessment was sent to owner via Email or Mail: Comments: Please return this form to the Public Water Supply Section at the address below within 30 days of the Level 1 Assessment Trigger Date 1634 Mail Service Center, Raleigh, North Carolina 27699-1634 Attention: Coliform Rule Manager OR
Ingestion 12. Ecological information The preparation has been assessed following the conventional method of the Dangerous Preparations Directive (199/45/EC) and classified for ecotoxicological hazards accordingly. See chapters 2 and 15 for details. The product should not be allowed to enter the water courses. 13. Disposal considerations Product Dispose in a safe manner in accordance with local / national regulations This product must not be allowed to run into drains or waterways. Packaging As chemical Disposal Code 080409 14. Transport information Special precautions Classifications Packing group Exempted UN-number Do not store near food - RID/ADR Sea contaminating - ICAD/IATA Shipping name - IMDG-code 15. Regulatory information EC-classification Contains DIPHENYLMETHANE 4.4'DIISOCYANATE Symbol Xn Harmful – contains isocyanates – see information supplied by the manufacturer R-phrase 42/43 – May sensitization by inhalation and by skin contact 52/53 - Harmful to aquatic organisms, may cause long term adverse effects in the aquatic environment S-phrases 2 – keep out of of children 23 – do not breathe vapours 36/37 – Wear suitable protective clothing and gloves 45 – In case of accident or if you feel unwell, seek medical advice immediately (show the where possible) 46 – if swallowed seek medical advice immediately and show this container or label 63 – In case of accident by inhalation remove casualty to fresh air and keep at rest 16. Other information Creation date 01.05.09 Production Management Replace sheet of 05.01.09 XXXXXXXXXX The information in this Safety Data Sheet is required in accordance with 67/548/CE and 99/45/CE
Product Thickness (mm) Saturated Weight (Kg/m²) Rubber Crumb Layer As per supplier information Bauder Filter Fleece 1.0 0.125 Versicell 20 Layer 20.0 2.0 Bauder FSM1100 Protection Mat 8.0 1.1 Bauder PE Foil Separation Layers 0.4 0.38 Totals 29.40 3.605
Rube Goldberg Group Evaluation Group members: ______________________________________________________________(60% of your grade) Outcomes Criteria Purpose 0 1 3 5 Students should demonstrate an understanding of the problem, write a proper purpose and involve at least 8 energy transformations. No understanding demonstrated and didn’t utilize any transformations of energy. Vague demonstration of understanding and less than 8 transformations. Mostly understood the problem and/or successfully utilized at least 8 transformations. Completely understood the problem successfully utilized at least 8 transformations. Art/Creativity 0 1 3 5 Students should produce an artistic and creative drawing to help explain the machine. No Artwork Diagram poorly thought out. No color, no distinct variations in objects used. Diagram somewhat thought out. Colors and objects were creatively used. Thoroughly thought out. Excellent artwork and use of color and use of objects. Creative/Neat Physical Model 0 1 3 5 Students should correctly and completely describe the device and how it functions. No model and /or no description from an energy standpoint Partially modeled and described from an energy standpoint. Adequately modeled and described from an energy standpoint. Exceptionally modeled and described from an energy standpoint. Explanation 0 1 3 5 Students should effectively account for the energy transformations in detail & include an analysis of external work done. (what starts the motion) Did not present the energy considerations and the external work done on the machine. Very few of the energy considerations and the external work done on the devices outlined. All of the energy considerations and the external work done on the devices were not totally outlined. All of the energy considerations and the external work done on the devices were outlined in detail. Product 0 1 3 5 Students should construct a workable device that follows the design submitted. The device does not work and the desired outcome is not obtainable without severe alterations. The device could actually work and complete the desired outcome with minor alterations. The device could actually work and complete and complete the desired outcome with a few alterations. The device produced actually worked and completed the desired outcome. Comments: