zilongwang/ReadingBank huggingface dataset:
Practice: +/-2°f 41°-135°f 45°f 70° - 125°f 110°f 135°f 145°f 155°f 165°f 171°f 180°f 15 Seconds 20 Seconds 2 Hours 4 6 Hours 24 Hours 7 Days 90 Days FATTOM AMC RTE TCS FIFO ROP FDA PCO Cooling Foods Down: • 6 Hours 2 Hours 4 Hours Danger Zone: • Danger Zone • Pathogen Zone 5 Key Factors: top reasons why people get food borne illness 1. 2. 3. 4. 5. Active Managerial Control Steps: 1. 2. 3. 5. 4. 6. Hand washing Steps: 1. 2. 3. 4. 5. Total Process takes how long? Cleaning & Sanitizing Steps: 1. 2. 3. 4. 5. 5 Things You Need In A Hand Washing Sink: 1. 2. 3. 4. 5. Storage order in a Refrigerator o Top Shelf o o o o Bottom Big Six: Bacteria and Viruses • • • • • •
Coastal Community, USA. 10 square miles 2 miles of waterfront – riverfront and canals ½ mile residential and river fronts, bulkhead and boating and fishing 1 mile industrial ½ mile some county land, small park and vacant private lots Community Facts Industrial area – considered over the years for redevelopment Some summer tourism business – Main Street parallel to waterfront – 5 minute walk Year round community – 80% full time residents Industrial and local businesses employ 40% of the workforce. Tourism brings in 30% of tax base Residential 20% of tax base Industry 50% of tax base Infrastructure aging – no major revisions in many years. 90% of the community is concentrated in ~ 1 square mile Waterfront homes Local businesses Extended developments of residential housing past Main Street and Extended areas are rural with some small developments 2-3 miles from community center Current conditions 100 year storms have flooded Main Street – 3 recorded storms over the last 150 years Last storm in 2009 – water levels closed some businesses, but most rebuilt storm damage and economic downturn, tax base has been reduces by ~ 10% Infrastructure damages not fully repaired due to budget cuts Old systems – realistic need replacement, not repair. Industrial area has flooded parking areas periodically – drainage and storm water issues
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating Interventions Determine appropriate level of and resources for isolation/quarantine based on existing resources Determine appropriate level of and resources for social distancing based on existing resources Responder Safety and Health Provide direction for acquisition of personal protective equipment and directions for use Notify health department personnel with situational awareness and appropriate direction Access disaster mental health support for health department personnel Information Sharing Ensure optimal coordination, and communication among stakeholders at all levels of government as well as private and community stakeholders Gather all available information and determine what messages need to be publicly disseminated and to whom Provide education to community stakeholders based on event status Final Core Capability Rating
Equipment Wish List If you have any of the listed below or other sports equipment you are no longer using, please consider donating to this program. Equipment collected will be given to students with special needs at YOUR school and throughout Pitt County. The following is a list of items in high demand, but any and all equipment donations are welcome! Bicycle Equipment Needs: Bikes – old, new, big, small Stationary bikes Bicycle training wheels Glide/Balance Bikes Bicycle Helmets Stationary hand cycles Recreation Equipment Needs: Bocce sets – indoor and outdoor Horseshoe sets – metal or plastic Disc golf targets/goals Frisbee golf discs Cornhole boards Cornhole bags Mini golf mats – putting greens Fishing poles Adaptive fishing poles Archery equipment Ring toss Rubber bowling balls (heavy) Small parachutes Aquatic Equipment Needs: Goggles/swim masks Floating or side mounted basketball goals Floating volleyball nets Kick boards Pool toys Apparel Needs: Sneakers – gently used, all sizes Hats – all styles Team jerseys/shirts – all teams, all sizes Small duffle bags/book bags Fitness Needs: Cones Pedometers Stethoscopes Large therapy/exercise balls Agility ladders Medicine balls Jump ropes Resistance bands Heart rate monitors Hand/wrist weights Floor markers – poly spots, hands, feet, directional arrows, etc… Tape measure – 100-200 ft Specific Sport Equipment Needs: Softball/Baseball gloves Lacrosse sticks Frisbees Portable basketball goals – small Hockey sticks Baseball/Softball bats Collapsible goals – volleyball, soccer, basketball, hockey, etc… Balls – soccer, basketball, golf, beach, baseballs, kickballs, footballs, etc… Technology Needs: Wii remote controls Wii Games – sports or fitness related Projectors Stopwatches And MUCH MORE!
CUMULATIVE IMPACT (CEQA): The CEQA definition of cumulative impact comes from the Office of Planning and Research (OPR). Section 15355 of OPR’s CEQA Guidelines provides the following context: Cumulative impacts refer to two or more individual effects which, when considered together, are considerable or which compound or increase other environmental impacts. The individual effects may be changes resulting from a single project or a number of separate projects. The cumulative impact from several projects is the change in the environment which results from the incremental impact of the
FLOODWAY FRINGE: The portion of the 100-year floodplain that is not within the floodway and in which development and other forms of encroachment may be permitted under certain circumstances. FOSSIL: Any remains, trace, or imprint of a plant or animal that has been preserved in the earth’s crust since some past geologic time (Bates and Jackson 1980:243). FRAGMENTATION: Reduction of a large habitat area into small, scattered remnants; reduction of leaves and other organic matter into smaller particles. FRIABLE: Easily crumbled (as in friable soil). FREEWAY: A divided arterial highway with full control of access and with grade separations at intersections. G
or (iii) are used or could be used for by in 4. All impoundment of waters otherwise defined as waters of the United States under this definition; 5. Tributaries of waters identified in paragraphs 6. The territorial seas; 7. Wetlands adjacent to waters (waters that are not wetlands
Departmental performance in relation to Criterion 19: Commend Meets Minimum Standards Improvement * Does not Comply *If Needs Improvement is selected, please provide an action plan, including timelines and checkpoints for improvement where applicable. 1: Refer to Annexure 2 - Documentation/Evidence Map No. Footnote Section File Sub section Page 1 A proposed academic architecture for the Programme at the University of Good Education A - Governance 2 Governance: Faculty 3 A proposed academic architecture and management structure 1 - 77 2
3: SECTION A – GOVERNANCE GENERIC PROGRAMME SPECIFIC EVIDENCE File 1: Governance University (Examples of evidence in file) 1 Regulations 2 Assessment policy 3 Programme Qualification Mix of the University (PQM) 4 University policy A 5 University policy B File 2: Governance: Faculty (Examples of evidence in file) 1 Faculty yearbooks 2 Management structure: Faculty of Education 3 Academic architecture for the Faculty of Education 4 Vision and mission of the Faculty of Education 5 Assessment strategy of the Faculty of Education 6 Annual reports of the Faculty of Education 7 Faculty specific strategy A File 3: Finances (Examples of evidence in file) 1 University finances policy 2 Policy on additional remuneration for staff 3 Specific income generated by the programme (if applicable) 4 Summarised expenditure for the programme File 4: Health and Safety
List A Travieso/a Alto/a Guero/a Deportista Tímido/a Generoso/a Chiquito/a Curioso/a Conocido/a Sentado/a Enfermero/a Veteranario/aMédico/a Bombero/a Astronauta Policía Jardinero/a Hondureño/a Mexicano/a Colombiano/a List B Saltando a la cuerda Comiendo dulces Caminando al parque Cocinando Yendo a fiestas Bailando Visitando a la abuela Jugando fútbol a una quinceañera Peleando Celebrando un cumpleaños Compartiendo con amigos Jugando con muñecas Trabajando en casa Haciendo quehaceres Montando a caballo Andando en bicileta Cuidando a mascotas Leyendo libros Hablando por teléfono
1035 E. Franklin Ave. Mpls. ** this description is from 2017, we will likely have an update in the future ** Mission/Purpose: PPL’s mission is to work with individuals and families with incomes to achieve greater through housing, employment training, support services and education. Supervisors: Youth Program Coordinator and Volunteer Project Coordinator Internship Position Title: Employment Readiness Intern Brief Position/Project Description: Increase the work readiness of adults with barriers to employment. Responsibilities will include working with families receiving public benefits (MFIP) on housing and employment search and working 1:1 with Access Lab participants and trainees on job search and self-presentation (resumes, cover letters, applications, basic computer skills). Internship Position Title: *Youth Development Intern Brief Position/Project Description: Keep youth engaged in healthy activities over the summer! Plan/lead field trips and enrichment for youth in scattered-site family supportive housing and support summer programming at 2-3 housing communities. Other Possible Internships: Internship Position Title: Digital Communications Intern Brief Position/Project Description: Help PPL implement new branding and reach more community members with our mission: work with Communications Manager on projects that may include digital photo archiving, creating and monitoring social media posts, assist in creating promotional materials and help with community events. Internship Position Title: *Volunteer Engagement Intern Brief Position/Project Description: Work with Public Ally service member to develop, coordinate and lead group volunteer projects (landscaping, events, donations collections, etc.). Recruit and engage residents in projects that match their interests and goals and build community at their sites. * Preferred qualifications:
General Requirement: The International Narcotics and Law Enforcement Section (INL) of the U.S. Embassy in San Salvador, has a requirement to purchase Computer Equipment. The Specifications are as follows: Desktop Computer Quantity: 64 each Monitor: Flat Panel 21 inches Processor: Intel(R) Core(TM) i7-2120 Processor, or equal capacity RAM: 8 GB DDR3 System Memory Hard Drive: 1 TB Serial ATA (7200 RPM) (at least) CD ROM: 16X DVD+/-RW Drive Software: Windows 7 Professional 64-bit, Spanish Microsoft Office Home and Business 2013, Spanish Eset Endpoint Security Protection Antivirus Licenses Mouse and keyboard: USB and Spanish keyboard Slots: At least 2 USB in the front, and Card Reader Network Connection: Integrated 10/100/1000 Ethernet Video: Integrated Graphics Card Sound: Integrated Sound Card and Speakers UPS 750 VA ups Warranty: 3 year local warranty (at least) Accessories Web cam Speakers 20- headset with microphone Mouse pad Laptop Computer Quantity: 1each Screen: 14” Processor: Inter Core i7-540 Processor or equal capacity RAM: 8 GB DDR3 Hard Drive: 1 TB Software: Windows 7 Professional 64-bit, Spanish Microsoft Office Home and Business 2013, Spanish Symantec Antivirus Licenses Keyboard: Spanish Alpha numeric Optical Unit DVD±R/RW, 8X Super Multi LightScribe double- side Network Connection: Integrated Integrated Video: Integrated Warranty: 2 year local warranty (at least) Accessories Case USB Mouse
any of the Permits and Approvals or any governmental requirements applicable to the operation of the Project; Any of the Permits and Approvals are to be terminated, limited in any way, or not renewed; Any civil money penalty (other than a de minimus amount) is being imposed with respect to the Project; or Operator (or any principal, officer, director or employee of Operator), any Management Agent, the Project, or any portion of the Project is subject to any governmental investigation or inquiry involving fraud. Reporting is only required with relation to Licensed Nursing Facility surveys when a survey has any findings higher than a “G” level or any repetitive “G” level or higher findings from prior surveys (pursuant to CMS State Operations Manual, Chapter 7, as may hereafter be edited or updated, or any successor guidance). Repetitive is defined as “unresolved from the two most recent consecutive surveys or a repeat violation having the same citation number.” Failure to notify the AE and the Servicer of such inspection reports, Plans of Correction, approval reports or other qualifying communications, will be a violation of federal regulation 24 CFR 232.1015, as well as the operator regulatory agreement, and may lead to the involvement of the HUD Departmental Enforcement Center (DEC). Key Questions Yes No Has the Project received notice of a Special Facility (SFF) designation from a state or federal regulatory agency? Has the Servicer coordinated with the AE, Operator, Borrower, and Management as applicable, to establish an action plan for being removed from the SFF list? N/A Has the Borrower been notified of the required decline to Troubled status in the HUD system? N/A Has the Project’s CMS rating dropped by 2 star levels in a year, coupled with a “high” risk ranking in the TEAM TSI database? Has the Operator created an action plan for improvement? N/A Is the Project’s current experience one or more of the following: the CMS rating declined to an overall 1-star rating [AND/OR] the project received a 1-star rating in the CMS “Health” category [AND/OR] the project received a Special Focus Facility (SFF) designation? Has the Operator created an action plan for improvement? N/A <<For each “yes” answer above, provide a narrative discussion regarding the topic here as per instructions provided on the first page of this document.>>
LIST OF LABS REGISTERED FOR ANALYSIS OF SALMONELLA IN SESAME SEEDS SR. NO NAME OF THE LAB PLACE ADDRESS REGISTERATION NUMBER 1 MICROCHEM SILLIKER PVT. LTD. NAVI MUMBAI A-513, TTC INDUSTRIAL, MIDC, MAHAPE NAVI MUMBAI-400701 IOPEPC/SSL_EU/001 2 GEO-CHEM LABORATORIES PVT. LTD MUMBAI PRAGATI, ADJACENT TO CROMPTON GREAVES, KANJUR MARG(EAST) MUMBAI-400 042 IOPEPC/SSL_EU/002 3 INTERTEK INDIA PVT. LTD HARYANA PLOT NO.68, UDYOG VIHAR PHASE I, GURGAON -122 016, HARYANA IOPEPC/SSL_EU/003 4 SGS INDIA PVT. LTD. AHMEDABAD 201, SUMEL II, NR. GURUDWARA, THALTEJ CIRCLE, SARKHEJ-GANDHINAGAR HIGHWAY, 054 IOPEPC/SSL_EU/004 5 SGS INDIA PVT. LTD. MUMBAI A-77, ROAD NO.16 WAGHLE INDUSTRIAL ESTATE, THANE-400 604 MAHARASHTRA IOPEPC/SSL_EU/005 6 EUROFINS ANALYTICAL SERVICES INDIA PVT. LTD. BANGALORE #540/1, DODDANAKUNDI INDUSTRIAL AREA 2, HOODI, 560048, KARNATAKA IOPEPC/SSL_EU/007 7 ACCURATE LABORATORY AHMEDABAD E-17, MADHAVPURA MARKET, NEAR POLICE COMMISIONER OFFICE, SHAHIBAUGH, IOPEPC/SSL_EU/008 8 ENVIROCARE LABS PVT.LTD MUMBAI ENVIRO HOUSE, A 7, MIDC MAIN ROAD, WAGLE INDUSTRIAL ESTATE, THANE 400604, MAHARASHTRA IOPEPC/SSL_EU/009 9 TESTTEX INDIA MUMBAI 301-304, PREMSON'S INDUSTRIAL ESTATE, CAVES ROAD, JOGESHWARI MAHARASHTRA IOPEPC/SSL_EU/010 10 EUROFINS ANALYTICAL SERVICES INDIA PVT. LTD. HARYANA FIRST FLOOR, PLOT NO. 157, UDYOG VIHAR, PHASE I GURGAON HARYANA IOPEPC/SSL_EU/011
11 NATIONAL COLLATERAL MANAGEMENT SERVICES LIMITED NAVI MUMBAI D-164, ANAND HOUSE, TTC INDUSTRIAL AREA, NERUL MIDC, NERUL (E), NAVI IOPEPC/SSL_EU/012 12 MATS INDIA PRIVATE LIMITED CHENNAI 1A&1B PERUMAL KOIL STREET OPP. TO NATHAN GIRLS SCHOOL NERKUNDRAM CHENNAI-600107, TAMIL NADU IOPEPC/SSL_EU/013 13 TESTTEX INDIA LABORATORY PVT LTD RAJKOT PLOT NO.94, KUVADVA GIDC, 8B, NATIONAL HIGHWAY, KUVADVA, RAJKOT-360003, Gujarat IOPEPC/SSL_EU/0014 14 ANALYTICAL LABORATORIES TAMIL NADU PLOT NO:100, NEW SIDCO INDUSTRIAL ESTATE, SRI NAGAR, HOSUR, DISTRICT- TAMIL NADU IOPEPC/SSL_EU/0015 15 DOCTORS' ANALYTICAL LABORATORIES PVT LTD NAVI MUMBAI R-809, TTC, MIDC RABALE, RD, NAVI IOPEPC/SSL_EU/0016 16 NATIONAL COLLATERAL MANAGEMENT SERVICES LTD UNJHA Sahaj Plaza, Survey No. 952/1,Plot No.120, 3rd Floor Hall, Near Patidar Motors,Unjha Patan Road, Unjha-384170, Gujarat IOPEPC/SSL_EU/0017 17 ASHWAMEDH ENGINEERS & CONSULTANTS NASHIK Survey No. 102, Plot No. 26, Wadala Pathardi Road, Indira Nagar, Nashik-422009, Maharashtra IOPEPC/SSL_EU/0018 THE ABOVE MENTIONED UNITS ARE REGISTERED WITH IOPEPC SOLELY TO MEET THE REQUIREMENT MENTIONED IN DGFT NOTIFICATION NO. 37 DATED 03.02.201 LIST UPDATED: DATE:29th November 2018 TIME: 03.00 PM
November It’s Turkey time! This month we’ll be learning all about pilgrims, Indians, turkeys, cornucopias and the season of thankfulness! We’ll be having a thanksgiving dinner during lunch, playing hide and seek with paper turkeys, talking about what we’re thankful for and enjoying a few fun days off with family as we celebrate Thanksgiving and get our shopping on for Black Friday! We will be CLOSED on November 23rd and 24th. December It’s the most wonderful time of the year! We’ll be keeping pretty busy during the of December. With Christmas parties, decorating
Characteristics, National Context, and Changing Attitudes Toward Immigration.” International Migration Review 42: 302-329. 2008 Magee, William, Fong, Eric and Rima Wilkes. “Neighborhood Ethnic Concentration and Discrimination.” Journal of Social Policy 37:37-61. 2008 Fong, Eric, Matsuo, Tracy and Rima Wilkes. “Disentangling the Residential Clustering of New Immigrant Groups in Suburbia.” Journal of Population Studies 35: 37-74. 2007 Wilkes, Rima, Neil and Lily Farris. “Right Wing Parties and Anti-foreigner Sentiment in Europe.” Comment on Semyonov et al. American Sociological Review 72: 2007 Wilkes, Rima and Danielle Ricard. “How Does Newspaper Coverage of Collective Action Vary? Protest by Aboriginal People in Canada.” The Social Science Journal 44: 2006 Wilkes, Rima. “The Protest Actions of Indigenous Peoples: A Canada-US Comparison of Social Movement Emergence.” American Behavioral Scientist 50: 510-525. 2006 Iceland, John and Rima Wilkes. “Does Socioeconomic Status Matter? Race, Class and Segregation.” Social Problems 53: 248-273. 2004 Wilkes, Rima. Nation Politics: Deprivation, Resources and Participation in Collective Action.” Sociological Inquiry 74: 570-589. 2004 Wilkes, Rima and John Iceland. “Hypersegregation in the Twenty-First Century.” Demography 41: 23-36. 2004 Wilkes, Rima. “A Systematic Approach to Studying Indigenous Politics: Band–Level Mobilization in Canada, 1981-2000.” The Social Science Journal 41: 447-457. 2003 Wilkes, Rima. “The Residential Segregation of Native-Americans in U.S. Metropolitan Areas.” Sociological Focus 36: 127-141. 2003 Fong, Eric and Rima Wilkes. “Racial and Ethnic Residential Patterns in Canada.” Sociological Forum 18: 577-602. 2002 Wilkes, Rima and Dina Okamoto. “Competition and Mobilization by Minorities at Risk.” Nationalism and Ethnic Politics 8: 1-23. 1999 Fong, Eric and Rima Wilkes. 1999. “The Spatial Assimilation Model Reexamined: An Assessment by Canadian Data.” International Migration Review 33: 594-620. Other Journal Contributions
Academic Education Family Functions Employment Mental Health Income Maintenance Case Management Needs Health Education Medical Health Legal Community Building Social Work Total Services July 145 40 0 0 0 0 9 0 0 0 41 0 0 235 August 27 35 0 0 0 3 82 0 0 2 1047 5 0 1,203 September 4 48 0 8 18 57 120 0 0 13 313 1 0 582 October - November - December - January - February - March - April - May - June - 172 75 2 0 0 3 91 0 0 2 1088 5 0 1438 Total Services Year to Date 2017-18 Services by Category Academic Services GED Tutoring (19 Sessions) ESL/Citizenship Class (28 wks) Computer Workshops (2 Sessions) Kinder Camp School System Advocacy Truancy Counseling Two-Way Immersion Program Kinder FACTTS (3 sessions - 78 families) Family Functions First 5 Nurturing Parents (17 sessions) Parent SupporT(referrals, calls, info) Parent Power Hour (2 sessions KCamp, Mill) Employment Services Job Info Mental Health Stonewall Services Referral to GCMH DSW Class Presentations (Suicide Prev) Life Problems Counseling Brief Intervention Crisis Intervention Family Support Referrals Income Maintenance Cal Fresh Cal Works Medi-Cal Case Management Referrals to Outside Supports Follow Up & Monitoring Basic Needs Clothing Referral to Outside Supports Material Resources Interpretation Copying/Faxing Documents Health Education Services Nutrition Classes Literacy & Movement Classes Get Cookin' Classes Medical Services Legal Services Referral to Legal Services Immigration Information Fair Community Building Trainings Provided Staff Professional Development Partnership Meetings Outreach & Community Events Immigration Information Fair Social Work Student & Family Referrals Student Support Group Support Safe Space Psych. Individual Counseling Counseling Mind Up Sessions
Health Education Services Nutrition Classes Literacy & Movement Classes Get Cookin' Classes Medical Services Legal Services Referral to Legal Services Immigration Information Fair Community Building Trainings Provided Staff Professional Development Partnership Meetings Outreach & Community Events Immigration Information Fair Social Work Student & Family Referrals Student Support Group Support Safe Space Psych. Individual Counseling Group Counseling Mind Up Sessions
COLNBROOK WITH POYLE PARISH COUNCIL Minutes of the SERVICES COMMITTEE meeting held at the Village Hall, Colnbrook on Tuesday 16th February 2016, commencing at 7.30pm. __________________________________________________________________________ Members Present: Bryant, Brooks, Elum-Smith, Grewal, Hood, Jackson, Kinane, Laxman, and Richardson Officer Present: Mrs J. Freeland TVP: PSCO Terrie Parker-James Members of the Public: 0 SER/15/52 APOLOGIES FOR ABSENCE Received from Angell, Bedi, Smith & the Clerk. SER/15/53 MINUTES The minutes of the Services Committee meeting held on Tuesday 19th January 2016 were confirmed as a true record and signed by the chairman. SER/15/54 DECLARATION OF INTEREST None SER/15/55 PLANNING MATTERS The following application was received for consideration the outcome being: Planning Application Ref: P/16466/000 Application Type: Full Planning Main Location: Orchard Surgery, 11 Wheelwrights Place, High Street, Colnbrook, Slough, SL3 0JX Proposal: Application for change of use from current D1 use (surgery) to C3 (residential). Cllr Hood had spoken with Dr Adam regarding the application and he had explained that as the Orchard surgery had been closed for some considerable time it was being changed back to its original state as a residential property. Members had no objection. Members also the Borough planning decisions made as circulated on the pink sheet. Cllr Bryant advised members that he had informed the Borough Council of work taking place to a property on his road without a planning application. He has requested a list of TPO’s within the village from the Borough. SER/15/56 FOR THE QUEEN – 5TH & 6TH MARCH 2016 Cllr Bryant informed members that this was being promoted on social media and the website and he would be contacting local businesses and hoped they would also advertise this event. Cleaning equipment was being sort and the clean would start at 9am at the Village Hall. Cllr Hood advised that schools be talked to about recycling with the possibility of a site visit to Grundens recycling plant. SER/15/57 QUEENS 90TH BIRTHDAY
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Topic D Scaling in the US Owner Why is the topic relevant when it comes to boosting Nordic high growth entrepreneurship? Consumers, revenues, results. US-if you make it there, you can make it anywhere. Improving biz model. Funding. What are the top three challenges and top three opportunities that projects under the Nordic High growth Entrepreneurship co uld benefit from focusing on, when it comes to this topic? Challenges “Preferred” customer/segment. Geography. “too – delivery problems define XXX to export. Opportunities Segment. Client feedback. 1 nordic hub. Collaborating gov.-local advisors (SACE, NACC). Collaboration of US providers. Who are the central stakeholders is we were to address these challenges and opportunities? State org. Legal. Pr/marketing. Ind. Advisors. Startup.
Session 10/1 Percentages / Ratio Question 1 Question 2 Tania went to . She changed £325 into (€). The exchange rate was £1 = €1.68 (a) Change £325 into euros (€). € .................................. (2) When she came home she changed €117 into pounds. The new exchange rate was £1 = €1.50 (b) Change €117 into pounds. £ ................................. (2) (Total 4 marks) Question 3 There are 800 students at Prestfield School. 45% of these 800 students are girls. (a) Work out 45% of 800
Do you know that employee turnover is as perpetual thing? It happens all the time. According to the Bureau of Labor Statistics, there are many more job vacancies than people understand. Statistics indicate that at least 15 million jobs have to be filled each year in the U.S. as a result of employee turnover. Employee turnover happens because of the following reasons inside an organization: Employee promotion – leaving a job vacancy Employee retirement – leaving a job vacancy Employee resignation – leaving a job vacancy Employee transfer from one department to another – leaving a job vacancy Employee injury or illness – leaving a job vacancy Employee termination – leaving a job vacancy Employee death – leaving a job vacancy Employees are hired - as production picks up and the economy improves. Meanwhile, many organizations are notoriously slow to fill job vacancies – and companies are especially slow about publicly advertising job vacancies as it cost them time and money. Employers will see if the vacancy can be absorbed by existing staff. Usually this means more work for employees, but company savings, especially, in lean times. Companies also know that once they publicly advertise and post an open position, they are going to be bombarded with ongoing
Topic B Entrepreneurship and education Owner Why is the topic relevant when it comes to boosting Nordic high growth entrepreneurship? Finding entrepreneur. Amplifying innovation. What are the top three challenges and top three opportunities that projects under the Nordic High growth Entrepreneurship co uld benefit from focusing on, when it comes to this topic? Support system. Teaching teachers. Universities are super tankers. Plant the idea of entrepreneurship. Tell the stories –even small ones. Who are the central stakeholders is we were to address these challenges and opportunities? Universities. Public schools. Science parks. Government. Society. Large companies (lobbyist).
1: CONSORT 2010 checklist of information to include when reporting a cluster randomised trial Section/Topic Item No Standard Checklist item Extension for cluster designs Page No * Title and abstract 1a Identification as a randomised trial in the title Identification as a cluster randomised trial in the title 1b Structured summary of trial design, methods, results, and conclusions (for specific guidance see CONSORT for abstracts), See table 2 Introduction Background and objectives 2a Scientific background and explanation of rationale Rationale for using a cluster design 2b Specific objectives or hypotheses Whether objectives pertain to the the cluster level, the individual participant level or both Methods Trial design 3a Description of trial design (such as parallel, factorial) including allocation ratio Definition of cluster and description of how the design features apply to the clusters 3b Important changes to methods after trial commencement (such as eligibility criteria), with reasons Participants 4a Eligibility criteria for participants Eligibility criteria for clusters 4b Settings and locations the data were collected Interventions 5 The interventions for each group with sufficient details to allow replication, including how and when they were actually administered Whether interventions pertain to the cluster level, the individual participant level or both Outcomes 6a Completely defined primary and secondary outcome Whether outcome measures pertain to the cluster level, the individual participant level or both
Baseline data 15 A table showing baseline demographic and clinical characteristics for each group Baseline characteristics for the individual and cluster levels as applicable for each group Numbers analysed 16 For each group, number of participants (denominator) included in each analysis and whether the analysis was by original assigned groups For each group, number of clusters included in each analysis Outcomes and estimation 17a For each primary and secondary outcome, results for each group, and the estimated effect size and its precision (such as 95% confidence interval) Results at the individual or cluster level as applicable and a coefficient of intracluster correlation (ICC or k) for each primary outcome 17b For binary outcomes, presentation of both absolute and relative effect sizes is recommended Ancillary analyses 18 Results of any other analyses performed, including subgroup analyses and adjusted analyses, distinguishing pre-specified from exploratory Harms 19 All important harms or unintended effects in each group (for specific guidance see CONSORT for harms) Discussion Limitations 20 Trial limitations, addressing sources of potential bias, imprecision, and, if relevant, multiplicity of analyses Generalisability 21 Generalisability (external validity, applicability) of the trial findings Generalisability to clusters and/or individual participants (as relevant) Interpretation 22 Interpretation consistent with results, balancing benefits and harms, and considering other relevant evidence Other information
A Alternative funding models Owner Why is the topic relevant when it comes to boosting Nordic high growth entrepreneurship? Finding new ways to help entrepreneurs find projects. What are the top three challenges and top three opportunities that projects under the Nordic High growth Entrepreneurship co uld benefit from focusing on, when it comes to this topic? Government funding needs new way of thinking. Who are the central stakeholders is we were to address these challenges and opportunities? Marius Budu (). Reino Malm. Dave Mariner (). Erik Starck. ct@businesskolding.dk.
Topic B Urban Data and Smart Cities Owner: Why is the topic relevant when it comes to boosting Nordic high growth entrepreneurship? Facilitates a playground for developers – SME – growth. Solutions can be exported – many global cities face similar problems. Collaboration across borders. Export solutions to the rest of the world. Bring talent together. What are the top three challenges and top three opportunities that projects under the Nordic High growth Entrepreneurship co uld benefit from focusing on, when it comes to this topic? Challenges: Not that much data yet. Privacy issues. What are the problems in the Nordic Region? Who are the central stakeholders is we were to address these challenges and opportunities? University. Municipalities. Large companies. Developers. Entrepreneurs. Public Sector. Infrastructure problems.
Topic G Public-Private Partnership Owner: Why is the topic relevant when it comes to boosting Nordic high growth entrepreneurship? What are the top three challenges and top three opportunities that projects under the Nordic High growth Entrepreneurship co uld benefit from focusing on, when it comes to this topic? Opportunities: Budget, timeline, milestones, royalty struct. Big companies: 50 % of the budget. Governmental funding: 50 % of the budget. Who are the central stakeholders is we were to address these challenges and opportunities?
0-1 year 1-3 3-5 years 5-11 years 11-16 years Physical Intellectual Language/ Communication Emotional Social Activity 6: Child Development Overview Grid – Can you ‘drag and drop’ the statements into the correct box? Activity 6: Child Development Grid
environment and equipment 4 Organisation Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs. 5 Documentation Providers must maintain records, policies and procedures required for the safe and efficient management of the setting and to meet the needs of children. Activity 4: Watch the Video Clip Teachers TV – Primary Health and Safety- Preventing Safety Hazards 14.02mins Use the box below to take notes.
How You Know Them Their Names Family Name 1: Name 2: Name 3: Name 4: Friends & Neighbors Name 1: Name 2: Name 3: Name 4: Hobbies & Sports Activities Name 1: Name 2: Name 3: Name 4: Networking & Social Club Members Name 1: Name 2: Name 3: Name 4: Community & Political Groups Name 1: Name 2: Name 3: Name 4: Place of Worship Name 1: Name 2: Name 3: Name 4: High School & College Alumni Name 1: Name 2: Name 3: Name 4: Supervisors & Coworkers Name 1: Name 2: Name 3: Name 4: Colleagues from other Departments & Companies Name 1: Name 2: Name 3: Name 4: Former Employers & Coworkers Name 1: Name 2: Name 3: Name 4: Customers & Clients Name 1: Name 2: Name 3: Name 4: Trade & Professional Organization Members Name 1: Name 2: Name 3: Name 4:
Chair: Prof Ralph Darlington Judges: Janet Morana, Knowledge Transfer Manager and Sean Hill, winner of SPARC 2015 3MT Time Presenter School Title 1.20 – 1.35 Nadine Munro SBS Exploring the Role of Social Media in Recruitment: to Tweet or not to Tweet! Muktar Bello SBS Investigating Cyber-Criminals in Nigeria: A Comparative Study Ian Cummins NMSWSS Policing Madness: a Case Study Analysis of the Management of Mental Illness in Police Custody Q&A 1.40 – 1.55 Sue Bellass NMSWSS Intergenerational Experiences of Young Onset Dementia: a Qualitative Longitudinal Study Diana-Madalina Stan ELS Investigating autophagy alterations in Alzheimer's disease patient derived post-mortem brain tissue Henrike Greuel HS Anterior knee pain- A lack of understanding is always painful Q&A 2.00 – 2.15 Gary Kerr ELS The role of science festivals in society Temitope Omotayo SOBE A proposed strategic re-alignment of the post-contract cost control process in the Nigerian construction industry using kaizen costing Lovelin Obe SOBE A conceptual cost management system model for Low-cost housing project delivery in Nigeria Q & A Poster Presentations Posters will be displayed throughout the conference. The poster session is on Wednesday from 11 – 12.30. All delegates are invited to vote for the best poster: voting closes at 2pm on Wednesday 15th June.
Regional Planning – Session IV [Insert date], 3 hours Objectives Review goals/strategies from Session III, clear up any questions or confusion Map resources available to support strategies Identify potential barriers to success (interorganizational project management, communications, etc.) Make an action plan for moving forward which builds on success and overcomes challenges Pre-Work (WDB Staff + Partners Complete) a credential asset mapping for each credential in the Blueprint Following the completion of the credential asset maps, review regional programs which support local residents in engaging in those programs/training opportunities that lead to relevant credentials. Identify partnerships and programs that support people in entering and completing programs for those credentials. Make a list of the credentials that are needed but are not supported by local activity/partners. Draft list of strategies (generated during Session III and in survey beforehand) Agenda Item Time Lead Notes Welcoming Remarks Convene participants Review purpose of Regional Planning and Frame purpose of Session IV (note if Final Session) 10 min Board Director or Board Chair Have handouts reflecting all the work to date, be prepared to orient newcomers if there are any; and update those who forgot where we are in the process. Review Previous Session Content Priority industries and occupations Share draft goals for 2018, 2020, 2022 Shared Strategies (Continuous Communication, joint accountability, other) 20 mins Director or Facilitator Review and ask for comments; note any comments in parking lot or and move on to next section Review Existing Credentials and Mutually Reinforcing Activities Review where credentialing capacity will be a barrier to meeting goals from asset mapping 10 min Board Director or Facilitator Credentials should use Asset Map form in Blueprint template
Dear Parents/Carers 14/03/2017 The time has come for us to begin to plan for September and we ask you what sessions you would like for your child. Our opening times will remain the same as before, and for those children who are eligible for the free entitlement funding will again have fifteen (15) hours funded per week. The Government is planning to increase the free entitlement funding per week from 15 to 30 hours for all 3 and 4 year olds from this September. This will be for families where both parents or the single parent is working and each parent earns the equivalent of 16 hours a week at the national minimum or living wage (this will be the equivalent of £120 a week for over 25’s) and earns less than £100,000 a year. Parents will be required to apply for the additional 15 hours of free childcare through HMRC (more information will follow once we have some!) As a reminder our standard hours are: - Mornings- start at 9:00am, finish at 12:00, Afternoons – start at 12:00pm, finish at 3:00pm, All day – start at 9:00am, finish at 3:00pm. If you would like to use our Early Start time, then drop off in the morning will be from 8.30am at the rate of £2.50 for the half hour. Our fees are currently £4 per hour, following a review this will be raising to £4.10 per hour from September. If your child will be staying all day you will need to provide a pack lunch or a hot meal from the School kitchen can be ordered for an additional cost. Please indicate on the form attached the hours you would like for your child and return by the 24th March as we will then open all remaining hours to children on our waiting list. Hours will be allocated on a first come first served basis and once we have heard back from everyone we will send out confirmation of the hours your child will be attending. Many thanks Jo Clarke, Manager and Katie Clark, Office Manager
Session Schedule & Learning Process The below describes the standard schedule and learning process of each Robotics Club session, to best support students’ learning. While the content will change depending on the robotics challenge and matching Personal and Social Capability teamwork skill, this schedule and learning process will remain constant. Session Element Steps Introduction 5 minutes Introduce visual schedule of the session, e.g. 3:15pm – Introduction 3:20pm – Planning 3:30pm – Robotics Challenge 3:50pm – Halfway Monitoring 4:15pm – Evaluation & Pack Up Briefly outline or review the Club rules (refer to poster). If necessary, teachers facilitate formation of new teams and record new team and robot names. Play the Robotics Challenge video clip on projector. Planning 10 – 15 minutes What does it look like? How can I achieve this? Briefly introduce the specific teamwork skill, learning intention and success criteria (refer to Student Reflection Sheet and/or Monitoring Chart). Teachers demonstrate/model the skill (e.g. through role play, or giving examples of language. You may choose to demonstrate meeting OR not meeting the success criteria). Students evaluate the teacher(s) against the success criteria. Students generate their own demonstration/examples of how to meet the success criteria (e.g. through a “think, pair, share” activity; use discretion as to whether students are ready to demonstrate in front of the group, this is not necessary). Depending on the Robotics Challenge, you may choose to prompt students to use the Robot Design Process to plan their Robotics Challenge before beginning working time (add 5 minutes to Planning time).
1) reflection over the x-axis 2) translation to the left 5 and down 4 3) dilation centered at the origin with factor 2 4) rotation of 270° counterclockwise about the origin 5. A sequence of transformations maps rectangle ABCD onto rectangle A"B"C"D", as shown in the diagram below. sequence of transformations maps ABCD onto A'B'C'D' and then maps A'B'C'D' onto A"B"C"D"? 1) a reflection followed by a rotation 2) a reflection followed by a translation 3) a translation followed by a rotation 4) a translation followed by a reflection 6. In the diagram of parallelogram FRED below, is extended to A, and is drawn such that . If , what is ? 1) 124° 2) 112° 3) 68° 4) 56° 7. In the diagram below, which single transformation was used to map triangle A onto triangle B? 1) line reflection 2) rotation 3) dilation 4) translation 8. statement is sufficient evidence that is congruent to ?
Effective/Internal Locos of Control (LOC) 1 TEACHER Facilitator Relationship-driven Goal = self-directed students Motivation = internal/ build sense of self-efficacy Clear boundaries Build students’ collective responsibility Answers “why we are doing this” Long-term goals (the management may be messy at first, but by end) Our class 2 TEACHER Orchestrator Structure-driven Goal = on task behavior Motivation = external/ positive reinforcement Clear consequences Build students’ collective efficiency Answers “what is expected” Short-term goals (the management should be in good shape by the second week) My class Ineffective/external locos of Control (LOC) 3 TEACHER Enabler Reaction-driven Goal = keep students happy Motivation = student interests Unclear boundaries Students - increasingly self-centered Chaotic energy Goals are vague (management problems happen early and are still happening by end of the term) The students 4 TEACHER Dominator Obedience-driven Goal = let students know who is boss Motivation = to avoid punishment Arbitrary punishments Students – increasingly immune to coercion Negative energy Goals is to break students will (students respond out of fear, but slowly increase hostility and rebellion) Those students Notes Notes
Clearly the sporadic nature of enrollments in the Design 150 and Interior Design 138 courses, impact the pass rate of those courses as a group as shown in Figure 2 and Tables 1 and 2. Table 2. Pass Rates and Enrollments in Courses Unique to Interior Design from 2003-4 through 2009-10 by Course and Academic Year. 2003-4 2004-5 2005-6 2006-7 2007-8 2008-9 2009-10 Course Passed Enroll Passed Enroll Passed Enroll Passed Enroll Passed Enroll Passed Enroll Passed Enroll DSGN110 64% 11 72% 25 56% 45 46% 56 54% 24 69% 29 65% 52 DSGN150 86% 7 62% 29 INTD138 55% 20 68% 28 Recent efforts to enforce prerequisites have also created a change of student enrollment behavior. Table 3 shows the pass rates for courses taken in the first semester students enrolled in an Architecture course.
July 2018 LECTURE 9-12:10 LAB DAY 9-12:45 LECTURE 9-12:10 LAB DAY 9-12:45 1 2 3 4 5 MAKE UP DAY!! 6 7 Introduction & Histology lecture Introduction & Histology LAB NO CLASSES Histology & Bones of Thorax, Thorax MM Histology &Joints lectures 8 9 10 11 12 13 14 Thorax, Thoracic Cavity lectures Thorax dissection, Thoracic cavity dissection Thoracic cavity, Heart lectures Thoracic cavity, Heart, Review for exam 15 16 17 18 19 20 21 LECTURE EXAM 1 Spinal Cord lecture LAB EXAM 1 Skull, brain, CN Skull, brain & CN, Head & Neck lectures Head & Neck dissection, UE bones and MM 22 23 24 25 26 27 28 Head & Neck lecture, UE lecture UE dissection & Review LECTURE EXAM 2 Abdomen lecture LAB EXAM 2 Bones of pelvis & LE 29 30 31 Abdominal Cavity lecture, Pelvis lecture Abdomen & Pelvic dissection
August 2018 LECTURE 9-12:10 LAB DAY 9-12:45 LECTURE 9-12:10 LAB DAY 9-12:45 1 2 3 4 Pelvis lecture, LE lecture Pelvic dissection & LE dissection 5 6 7 8 9 10 11 LE lecture and Review LE MM, Dissection and Review LECTURE EXAM 3 LAB EXAM 3 & GOODBYE!! 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Biblical Foundation Have someone read verses 8-10. 8 He said to them, “Now draw some out, and take it to the chief steward.” So they took it. 9 When the steward tasted the water that had become wine, and did not know where it came from (though the servants who had drawn the water knew), the steward called the bridegroom 10 and said to him, “Everyone serves the good wine first, and then the inferior wine after the guests have become drunk. But you have kept the good wine until now.” Commentary Robert Kysar states that the steward’s comment demonstrates that Jesus’ miracle was both “generous and superb” (Kysar 1986, 46). Conversation Starter Large Group What does this miracle add to the images we are accumulating for the Kingdom of God? Add insights to “kingdom of God” newsprint. Commentary “In Christ that promised day has arrived and all the abundance of God’s blessings is poured out on the people. Their depleted resources are filled to the brim with God’s grace” (1:16 “from his fullness we have received grace upon grace”) (Kysar 1986, 46). Have someone read verse 11: 11 Jesus did this, the first of his signs, in Cana of Galilee, and revealed his glory; and his disciples believed in him. In the Gospel of John, the disciples are not limited to the twelve, but include all believers (Kysar 1986, 44). This is the first sign…of many…all designed to reveal his glory and encourage faith. Conversation Starters In the video, Bethel member, Richard Newcomb noted that people began coming to the congregation because they want to be part of what God is doing! They want to give!
In what ways do Samuel and his congregation reveal the kingdom of God? Record insights on the “Images of the Kingdom of God” newsprint. Biblical Foundation Have someone read Isaiah 61. 61 The spirit of the Lord God is upon me, because the Lord has anointed me; he has sent me to bring good news to the oppressed, to bind up the brokenhearted, to proclaim liberty to the captives, and release to the prisoners; 2 to proclaim the year of the Lord’s favor, and the day of vengeance of our God; to comfort all who mourn; 3 to provide for those who mourn in Zion— to give them a garland instead of ashes, the oil of gladness instead of mourning, the mantle of praise instead of a faint spirit. They will be called oaks of righteousness, the planting of the Lord, to display his glory. 4 They shall build up the ancient ruins, they shall raise up the former devastations; they shall repair the ruined cities, the devastations of many generations. 5 Strangers shall stand and feed your flocks, foreigners shall till your land and dress your vines; 6 but you shall be called priests of the Lord, you shall be named ministers of our God; you shall enjoy the wealth of the nations, and in their riches you shall glory. 7 Because their[] shame was double, and dishonor was proclaimed as their lot, therefore they shall possess a double portion; everlasting joy shall be theirs.
Bounded capacity- There is a certain pre-determined finite capacity in the queue. Senders must block if the queue is full, until space becomes available in the queue, but may be either blocking or non-blocking otherwise. Unbounded capacity - The queue has a theoretical infinite capacity, so senders are never forced to block. 3.5 Examples of IPC Systems 3.5.1 An Example: POSIX Shared Memory ( Eighth Edition Version ) The first step in using shared memory is for one of the processes involved to allocate some shared memory, using shmget: int segment_id = shmget( IPC_PRIVATE, size, S_IRUSR | S_IWUSR ); The first parameter specifies the key ( identifier ) of the segment. IPC_PRIVATE creates a new shared memory segment. The second parameter indicates how big the shared memory segment is to be, in bytes. The parameter is a set of bitwise ORed flags. In this case the segment is being created for reading and writing. The return value of shmget is an integer identifier Any process which wishes to use the shared memory must attach the shared memory to their address space, using shmat: char * shared_memory = ( char * ) shmat( segment_id, NULL, 0 ); The first parameter specifies the key ( identifier ) of the segment that the process wishes to attach to its address space The second parameter indicates where the process wishes to have the segment attached. NULL indicates that the system should decide. The third parameter is a flag for read-only operation. Zero indicates read-write; One indicates readonly. The return value of shmat is a void *, which the process can use ( type cast ) as appropriate. In this example it is being used as a character pointer. Then processes may access the memory the pointer returned by shmat, for example using sprintf: