zilongwang/ReadingBank huggingface dataset:
List of Participants UG student Sr. No. Name of student 1 Mittal Mewada PG student Sr. No. Name of student 1 Jayesh Karve 2 Rohini Gedam 3 Vajir Ashish 4 Pankaj dhobale 5 Atul Sonawane 6 Ranjit Patil 7 Jaswin Mali 8 Akshay Kusneniwar 9 Sagar Patil Ph.D student Sr. No. Name of student 1 P.D. Deshmukh Faculty members Sr. No. Name of student 1 Greegory Mathew 2 Prathamesh Potdar
SPSS Training Schedule Time 22/06/2015 23/06/2015 24/06/2015 10:00AM to 11:30 AM Introduction to SPSS 22 and 14 modules, Starting SPSS, Creating Variables, Data and its types, Importing Data into SPSS from Excel & Text. Summary Statistics, Frequency, Crosstabs, test, One sample Cluster Analysis – Case Study. 11.30AM to 11.40 AM Tea 11.40 AM to 1.00 PM Visual & Optimal Binning, Creating New Variable (compute functions), Re-code into same/different variables, Syntax generation & Editing One way ANOVA, Two way ANOVA, Correlation and Linear Regression, Logistic Regression Analysis – Case Study 1.00 PM to 2.00 PM Lunch Break 2.00 PM to 3.20 PM Date and Time Transformations, Replace Missing Values, Identifying duplicate cases, Merge variable & append cases, Data Validation, Select cases, Split file Discriminant Analysis – Case Study Decision tree-case 3.20 PM to 3.30 PM Tea 3.30 PM to 5.00 PM Reporting – Graphs & Charts (Bar, Pie, Line), Exporting Graphs, OLAP Cubes, Codebook Factor Analysis – Case Study
OK Your SPSS output will present your frequencies for only. Note your sample size is smaller then it was during task 2. We have excluded the females from this analysis! Next, you will have to repeat these steps for analyzing the data for females. Before selecting females you will need to reset the data. In order to do so go to Data Select Cases Reset Now select only females using the following procedure and then re-run the frequency analysis. Go to Data Select cases If condition is satisfied If…gender =2 (Select Gender, click arrow, then select function =2) Continue (Please note: Unselected cases should be FILTERED as deleting the cases will delete them forever!) OK Use your output to answer the following questions: Variable Mean Median Mode St. deviation Variance Shape Age/ M Maeduc/ F Now produce the histogram with normal curve for these variables. Remember to select appropriately for each variable. In the main menu bar go to: Graphs Histogram Transfer appropriate variable to Variable bar Select Display normal curve OK Another way to obtain the frequencies for males and females separately would have been to go to: Data Split File Compare Groups Click on “Organize output by groups” Move the gender variable from the left box into the middle box under “Groups Based On” Click OK. In to unsplit the file, go back to Split File and select “Analyze all cases, do not create groups”. ADDITIONAL SPSS TECHNIQUES Simple Correlation Task 1: Correlation between Two Variables trial
Option Period [Each day] [From 00.00 hours until immediately before 00.00 hours on the next day] [first period being nn and last period being mm] [during the term.] Notional Quantity [insert number MWh] – [Table of Notional Quantities (in MWh per calculation period) to be inserted] Strike Price [$[insert amount]/MWh] – [Table of Strike Prices to be inserted] Calculation Period Premium $[insert amount] for each calculation period of option period. [Table of Premiums to be inserted] Hedge Reference Point [insert grid exit point]
BIBLIOGRAPHY Anderson, Allan Heaton. Spreading Fires: The Missionary Nature of Early Pentecostalism. Maryknoll, NY: Orbis Books, 2007. _____. An Introduction to Pentecostalism. 2nd edition. New York: Cambridge University Press, 2014. Buckalew, J.W. Incidents in the Life of J.W. Buckalew. n.p.: n.p., n.d. Church of God. Echoes from the General Assembly. Cleveland, TN: Church of God, 1912. Cooke, Stan. “Church of God Chronicles: The History of the Kimberly Church of God.” Church of God Evangel, November 2008, 20-21. Conn, Charles W. Like a Mighty Army: A History of the Church of God, 1886-1996. Tribute Edition. Cleveland, TN: Pathway Press, 2008. _____. Cradle of Pentecost. Cleveland, TN: Pathway Press, 1981. Cossey, James E. R.M. Evans: The First of His Kind. Cleveland, TN: Pathway Press, n.d. George, Bill. Until All Have Heard: The Centennial History of Church of God World Missions. Cleveland, TN: Church of God World Missions, 2010. Marshall, Catherine. Christy. New York, NY: McGraw-Hill, 1967. McClymond, Michael, ed. Encyclopedia of Religious Revivals in America. 2 Vols. Westport, CT: Greenwood Press, 2007. McLain, T.L. “The Latter Rain.” The Evening Light and Church of God Evangel, March 1, 1910, 5. McMullen, Josh. Under the Big Top: Big Tent Revivalism and American Culture, 1885-1925. New York: Oxford University Press, 2015. Myland, D. Wesley. The Latter Rain Covenant and Pentecostal Chicago: Evangel Publishing Co., 1910. Padgett, Carl M. of Carl M. Padgett.” Carl M. Padgett Collection. Dixon Pentecostal Research Center, Cleveland, TN. Phillips, Wade H. Quest to Restore God’s House: Volume 1, 1886-1923, A Theological History of the Church of God (Cleveland, Tennessee), R.G. Spurling to A.J. Tomlinson, Reformation —Formation—Transformation. Cleveland, TN: CPT Press, 2014.
In support of these efforts, USDA should draw in its technical (i.e., water) research agencies, for example, the Agricultural Research Service, and others as expertise is available. The range of activities to be considered should include all aspects of the requirements, such as the microbial quality criteria, indicator organism, testing/sampling frequency, test methods (including recognition of the EPAs acceptance of other test methods), treatment options, and flexibility/alternatives allowed; each with a focus on practicality, availability and cost effectiveness. Further, USDA should consider providing consistent funding available for mid- and long-term research, and for grant and loan programs aimed at assisting the impacted stakeholders (e.g., growers and packers) with compliance with the FDA Produce Safety Rule.
In light of the Standard: How do you think the lesson went? How do you know? What parts of the lesson (strategies, materials, activities, etc.) do you feel were effective? What suggestions/comments would you make? I observed the teacher demonstrate the following abilities (check all that apply): Connecting students’ prior knowledge, life experiences, and interests with learning goals. Using a variety of instructional strategies and resources to respond to students’ diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice. Engaging students in problem solving, critical thinking and other activities that make subjectmatter meaningful. Promoting self-directed, reflective learning for all students. Teacher comments may be attached. Article 8, Exhibit 5 (5 of 6 pages) CLASSROOM OBSERVATION NOTES FOR EVALUATOR USE Teacher ________________________ Date ________________ School _________________________ Time/Period __________ Grade/Subject ___________________ Evaluator _______________________ Evaluator fills out the section below: Standard Five: Assessing Student Learning Observation:
In light of the Standard: How do you think the lesson went? How do you know? What of the lesson (strategies, materials, activities, etc.) do you feel were effective? What suggestions/comments would you make? I observed the teacher demonstrate the following abilities all that apply): Connecting students’ knowledge, life experiences, and interests with learning goals. Using a variety of instructional strategies and resources to respond to students’ diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice. Engaging students in problem solving, critical thinking and other activities that make subjectmatter meaningful. Promoting self-directed, reflective learning for all students. Teacher comments may be attached. Article 8, Exhibit 5 (6 of 6 pages) CLASSROOM OBSERVATION NOTES FOR EVALUATOR USE Teacher ________________________ Date ________________ School _________________________ Time/Period __________ Grade/Subject ___________________ Evaluator _______________________ Evaluator out the section below: Standard Six: Developing as a Professional Educator
6.16.1 Criticality Substations Allocation methodologies Systems used to populate worksheet Additional commentary 6.16.2 Criticality Circuits Allocation methodologies Systems used to populate worksheet Additional commentary 6.17 Flood mitigation Allocation methodologies Systems used to populate worksheet Additional commentary Chapter 2 – Forecasting Chapter 3 – Drivers Appendices
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36 (mpirun –np 36) 36 49 (mpirun –np 49) 49 55 (mpirun –np 55) 55 64 (mpirun –np 64) 64 : The effect of work unit size on computational efficiency using strip allocation Static Block Allocation Number of Processes Number of Blocks Execution Time (s) Speedup C-to-C 1 (mpirun –np 1) 1 4 (mpirun –np 4) 4 9 (mpirun –np 9) 9 16 (mpirun –np 16) 16 25 (mpirun –np 25) 25 36 (mpirun –np 36) 36 49 (mpirun –np 49) 49 64 (mpirun –np 64) 64 Table : The effect of work unit size on computational efficiency using block allocation Static Cyclical Allocation Number of Processes Width of strip in pixels Execution Time (s) Speedup C-to-C ratio 4 (mpirun –np 4) 1 4 (mpirun –np 4) 5 4 (mpirun –np 4) 10 4 (mpirun –np 4) 20 4 (mpirun –np 4) 80 4 (mpirun –np 4) 320 4 (mpirun –np 4) 640 4 (mpirun –np 4) 1280 9 (mpirun –np 9) 1 9 (mpirun –np 9) 5 9 (mpirun –np 9) 10 9 (mpirun –np 9) 20 9 (mpirun –np 9) 40 9 (mpirun –np 9) 160 9 (mpirun –np 9) 400 9 (mpirun –np 9) 600
16 (mpirun 16) 10x10 16 (mpirun 16) 30x30 16 (mpirun 16) 50x50 16 (mpirun 16) 16 (mpirun 16) 100x100 25 (mpirun 25) 1x1 25 (mpirun 25) 10x10 25 (mpirun 25) 25 (mpirun 25) 50x50 25 (mpirun 25) 75x75 25 (mpirun 25) 100x100 Table : The effect of work unit size on computational efficiency using dynamic block allocation Dynamic Allocation Number of processes Work Unit Size (rows x columns) Execution Time (s) Speedup Ratio 16 (mpirun 16) 11x1 16 (mpirun 16) 10x1
16 (mpirun 16) 7x13 16 (mpirun 16) 5x29 16 (mpirun 16) 11x43 16 (mpirun 16) 67x1 36 (mpirun 36) 11x1 36 (mpirun 36) 10x1 36 (mpirun 36) 7x13 36 (mpirun 36) 5x29 36 (mpirun 36) 11x43 36 (mpirun 36) 67x1 Table : The effect of work unit shape on computational efficiency as well as test for arbitrary work unit size Report Within your report you must: Include an abstract, a detailed design of your solution, a results section you present your findings, in addition to your analysis, and a conclusion. Explain how you performed the partitioning and how you handled the extra work if there was some leftover area. Discuss the effects of parallel implementation and explain why these effects are present. Compare and contrast the efficiency of each method. From Table 4 obtain a graph with three curves with work unit size on the X-axis and execution time on the Y-axis. One curve should be for each quantity of processes.
Academic Calendar – Spring 2017 Advising begins (Get your educational plan now!) Oct 17 (Mon) Spring 2017 registration begins for continuing and new degree students Nov 14 (Mon) Spring 2017 registration begins for continuing and new non-degree students Dec 5 (Mon) (students not in a program of Late registration period Jan 9 – 20 (Mon – Fri) Cancellation of classes with insufficient enrollment Jan 17 – 18 (Tue - Wed) (Notice: students will be notified via MyCCRI e-mail) Waiver Registration Day all Locations 9 a.m. – 3 p.m. Jan 19 (Thu) (Senior and Unemployed RI Citizens) Classes (All locations) Jan 23 (Mon) Add period for enrolled students Jan 23 - 29 (Mon - Sun) Drop period for enrolled students Jan 23 – Feb 5 (Mon - Sun) (courses will not appear on transcript) Faculty to report verification of enrollment Jan 30 – Feb 5 (Mon - Sun) No refund of tuition or fees after this date Feb 5 (Sun) Mid-term grades due by faculty no later than NOON Mar 8 (Wed) Professional Development Day Mar 31 (Fri) (No classes 8 a.m. – 3 p.m. evening classes will be held 4 – 10 p.m.) Spring Recess (All locations – including Westerly) Mar 13 – 19 (Mon – Sun) Last day to withdraw from a class to a receive grade of “W” Apr 6 (Thu) Easter Recess (no classes Sat – Sun) Apr 15 – 16 (Sat – Sun) Last day of daytime classes May 5 (Fri) Reading Day May 8 (Mon) Last week of evening and weekend classes May 8 – 14 (Mon - Sun) Final grading now available May 8 – 17 (Mon – Wed) (submit grades 48 hours after final exam) Final exams for day classes May 9 – 12 (Tue – Fri) Grades Due by faculty no later than NOON May 17 (Wed) Commencement May 19 (Fri)
ESC-13 Spring 2017 Workshops TITLE LOCATION REGISTRATION DATE TIME Optic Nerve Hypoplasia Study Group w/TSB Outreach ESC 13 or ZOOM FA1635947 REG 13 eCampus 1/9, 2/13, 3/20, 4/17, 5/8 2:30-3:30pm Sensory Integration and Students with Visual Impairments with Athena Oden ESC 13 SP1735819 REG 13 eCampus January 23, 2017 9am-4pm CVI Clinic with Sheline TSBVI Email Debra Leff (this project started in Dec.) February 7-8, 2016 @ TSBVI Various 3 hr. slots Making Connections: TX Symposium on Deaf-blindness Austin Marriott North TSBVI ESC March 2-4, 2016 9am-4pm Early Braille Support ESC 13 TBD Reg 13 eCampus April (TBD) 12-3pm TVI/COMS Network Meeting and w/Kassandra Maloney Yoga for Children with VI and MI with Make ‘n Take ESC 13 TBD REG 13 eCampus May 2, 2017 9am-4pm STATEWIDE CALENDAR OF TRAINING EVENTS TITLE LOCATION REGISTRATION DATE TIME CVI Study Group TSBVI webinar TSB ESC Works 2/27/17, 4/24/17 3 to 4 pm LMA and AT Assessments for Students with Multiple Impairments: TSBVI webinar TSB ESC Works 1/13/17, 5/15/17 3 to 4 pm Active Learning Group TSBVI webinar TSB ESC Works 1/26/17, 3/30/17, 5/25/17 3 to 4 pm Visual Arts for the Visually Impaired: Drawing for Blind Students- Tools and Techniques TSBVI webinar TSB ESC Works 2/6/17 3 to 4 pm Introducing “Yoga for Children with Visual with Multiple Impairments” TSBVI webinar TSB ESC 2/23/2017 3 to 4 pm 2017 TAER Conference Omni- Corpus Christi TAER Website March 30-April 1, 2017 Low Vision Conference: Techniques for Students with Progressive Vision Loss TSBVI (ESC Works) TSB ESC Works May 11, 2017 (note date change)
Goals Strategies to achieve goal Key performance indicators Determine cases expeditiously and efficiently Finalise cases as soon as practicable whilst respecting judicial independence and noting benchmarks Case manage proceedings to respond to community and stakeholder needs Implement and review the Magistrates Court (Children’s Division) Rules 2012 Encourage use of alternative dispute resolution (ADR) services Contribute to the Draft of the Magistrates Court (Criminal & General Division) Bill Clearance rate of 100% in criminal and civil matters For magistrates’ and youth justice courts: <10% of more than 6 months old no cases more than 12 months old For coroners’ courts: <10% of cases more than 12 months old no cases more than 24 months old Establishment of Criminal Case Management Committee to respond to stakeholder Improve % of matters referred to ADR services >70% of matters referred to ADR resolved High quality customer service and court administration Assist clients and stakeholder with needs Develop annual business plan Improve functionality & performance of business management systems, e.g., CRMS & CRIMES Develop policy and procedure manuals in areas Review delegations Promote greater use of video & internet facilities Operate within budget Operate in accordance with administrative policies Training in CRIMES and CRMS provided to staff Number and % of documents lodged electronically Increase use of video & internet link technology
or she can review it. Reading Vamos al cine Ana y Paula son hermanas. Viven en Madrid en España y estudian en la universidad. Hoy es sábado. Ana: ¿Qué hacemos hoy? Paula: Vamos al cine. Hay una película buena. Se llama "Trainspotting". Ana: Buena idea. ¿A qué hora es la película? Paula:"Trainspotting" es a las cinco menos cuarto o a las siete y diez de la noche. Ahora son las cuatro y media. Ana: Pues vamos a las siete y diez. Ahora tomo un café con mi amigo Luís. ¿Y dónde está el cine? Paula: Está en la calle Manoli, a la izquierda de la estación de ferrocarriles. Ana: Vale. ¿Tomo la bicicleta roja? Paula: Es mi bicicleta favorita. Pero entonces voy en el coche azul de Luís. Ana: Gracias. Hasta luego. colegas Diego trabaja en una empresa en Buenos Aires. Va a la cafetería con un colega. Beben café y hablan. Colega: ¿Qué hora es? Diego: Son las nueve menos cuarto. Colega: ¿A qué hora llega el ejecutivo a Buenos Aires? Diego: A las diez y media. Voy al aeropuerto en un taxi. Colega: Por la tarde tengo una reunión con él. Diego: ¿A qué hora?
Soy profesora. I'm a teacher. Relationsships Ana es mi abuela. Ana is my grandmother. Ownership Es mi libro. It's my book. Date/time ¿Qué hora es? What time is it? Son las tres. It's three o'clock. ¿Qué día es hoy? What day is today? Hoy es martes. Today is Tuesday. Es verano. It's summer. With adjectives to express the characteristics of a person or object. La tía es morena. The aunt is brunette.
learning centers 11% faculty/staff 11% excellent 9% external funding 9% flexibility/innovation 8% marketable skills 8% cost 8% distance ed 8% recruitment 7% marketing/pr 6% internship or svc learning 5% facilities 5% CTE 5% internationalization 5% transfer 5% location 4% compensation 4% workforce training 4% lifelong learning 3% focus 3% NA 3% students first priority 3% enrollment 3% residence halls/campus life 3% student services 3% professional learning 2% customer service 2% data 1% climate/environment 1% leadership 1% decision making 1%
Lap Shear Simulations The standard lap specimen geometry was simulated with different FEM resolutions. Geometry of very detailed FEM discretization is shown in Figure 36. The clamped regions are cut off in the model and replaced by the clamped boundary conditions on the nodes emerging from the clamps. As such, the model does account for any grip slipping and is expected to exhibit stiffer response than experiments. Figure 37 shows the simulation side view of the spot weld region of the lap shear test with small nugget diameter, and coarse FEM mesh. The figure shows configurations before and after the failure. The failure of the spot weld in simulation and experiments was along the interface between the two connected sheets. Comparison of the force-displacement data from simulation and the quasi-static test is shown in Figure 38. The failure of the spot weld in simulation and experiments was along the interface between the two connected sheets. Figure Lap shear specimen model. Detailed FEM mesh Figure 37 Lap shear test simulation for small spot weld nugget diameter (4.3 mm). DP780 steel. Figure Comparison of the resulting force for experiments and simulations for DP780 steel, small spot weld diameter (4.3 mm). The resulting force comparison is very close given the experimental scatter and the simplicity of the failure model. Simulation for large spot weld diameter in lap shear test is shown in Figure 39. The resulting force comparison in Figure 40.is again reasonably close to the resulting force and stiffness of the assembly. The spot weld model accurately recovers geometry effect [99] based on intrinsic material properties and a very simple failure condition, without a need for accounting of any extrinsic joint properties such as nugget diameter. Simulations with a rigid nugget core (Model 1R) yielded essentially the same results. Figure 39 Lap shear test simulation for large spot weld diameter.
This manual covers the USB quantum sensor model SQ-420. Additional models are covered in their respective manuals. Model Signal Calibration SQ-420 USB Sunlight and Electric light SQ-110 Self-powered Sunlight SQ-120 Self-powered Electric SQ-212 0-2.5 V Sunlight SQ-222 0-2.5 V Electric light SQ-214 4-20 mA Sunlight SQ-224 4-20 mA Electric SQ-215 0-5 V Sunlight SQ-225 0-5 V Electric light SQ-311 Self-powered Sunlight SQ-321 Self-powered Electric light SQ-313 Self-powered Sunlight SQ-323 Self-powered Electric light SQ-316 Self-powered Sunlight SQ-326 Self-powered Electric light SQ-421 SDI-12 Sunlight and Electric light SQ-422 Modbus Sunlight and Electric light SQ-420 Resolution 0.1 µmol m-2 s-1 Calibration Factor Custom for each sensor and stored in the firmware Calibration Uncertainty ± 5 % (see calibration Traceability below) Measurement Repeatability Less than 0.5 % Long-term Drift (Non-stability) Less than 2 % per year Non-linearity Less than 1 % (up to 4000 µmol m-2 s-1) Response Time Software updates every second Field of View 180° Spectral Range 410 to 655 nm (wavelengths response is greater than 50 % of maximum; see Spectral Response below) Spectral Selectivity Less than 10 % from 469 to 655 nm Directional (Cosine) Response ± 5 % at 75° zenith angle (see Cosine Response below)
The Proponent declares that: (1) there was no Conflict of Interest in preparing its Proposal; and (2) there is no foreseeable Conflict of Interest in performing the contractual obligations contemplated in the RFSQ. OR The Proponent declares that there is an actual or potential Conflict of Interest relating to the preparation of its Proposal, and/or the Proponent foresees an actual or potential Conflict of Interest in performing the contractual obligations contemplated in the RFSQ. The details of the actual or potential Conflict of Interest are as follows: Disclosure of Information The Proponent hereby agrees that any information provided in this Proposal, even if it is identified as being supplied in confidence, may be disclosed where required by law or if required by order of a court or tribunal. The Proponent hereby consents to the disclosure, on a confidential basis, of this Proposal by the Partnership to its advisers retained for the purpose of evaluating or participating in the evaluation of this Proposal. Execution of Agreement The Proponent understands that, in the event its Proposal is selected by the Partnership, in whole or in part, the Proponent agrees to finalize and execute a Supply Arrangement incorporating the terms and conditions set out in Appendix D to the RFSQ, as the second phase of the engagement. I confirm that this Form of Offer has been completed with no changes to the text provided in the RFSQ. Please provide the following pricing information. All prices quoted in response to the RFSQ shall be firm, shall be in Canadian dollars, excluding taxes. The Partnership reserves the right to clarify any information provided to fully understand potential cost impacts associated with a Proposal. Please fill out for those services that your organization would provide, e.g., if your organization would only provide systematic reviews, only fill out those columns. Service Service Definitions Estimated Completion Time Estimated Cost Search strategies
2.3 Continuing Professional Development (CPD) Records The Assessment Strategy requires all Assessors and Internal Verifiers to maintain current competence in Management and quality assurance and assessment practices to deliver these functions. SQA recognises this can be achieved in many ways. However, such information must be formally recorded in individual CPD records that are maintained in centres and available to SQA on request. 3. Evidence 3.1 Evidence from Workplace Performance Evidence of occupational competence for all SVQ Management at all levels must be generated and collected through performance in the workplace. Performance Evidence must be produced for all Performance Indicators in all units. Simulation and/or Supporting Evidence may be used by exception to fill small gaps where Performance Evidence does not occur naturally but the unit is part of the candidate’s normal work duties. The use of Simulation and/or Supporting Evidence for Performance must be restricted to a small part of any unit. 3.2 Simulation Simulation must be carried out in a Realistic Working Environment (RWE). The criteria for RWEs are listed in Appendix A. 4. Employer Direct The Employer Direct Model is available only to centres who are employers assessing their own staff within the workplace. The Employer Direct Model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, subject to the agreement of SQA, may choose between: Achieving the appropriate regulatory body approved unit qualifications for assessment;
14 Substance use disorder evaluation in the ED following naloxone administration and suspected substance use disorder MDPH Kate Fillo MA DPH 15 Child HCAHPS 2548 Center for Quality Improvement and Patient Safety – AHRQ Matthew Westfall Boston Children’s Hospital 16 Pediatric all-condition readmission measure 2393 Center for Excellence for Pediatric Quality Measurement Matthew Westfall Boston Children’s Hospital 17 NHSN central line-associated bloodstream infection (CLABSI) outcome measure 0139 CDC Marc Pimentel Brigham & Women’s Hospital 18 ACS-CDC harmonized procedure specific surgical site infection (SSI) outcome measure 0753 CDC Marc Pimentel Brigham & Hospital 19 Weight assessment and counseling for nutrition and physical activity for children/adolescents (WCC) 0024 NCQA Maurice Neighborhood Health Plan 20 Well-child visits in the third, fourth, fifth, and sixth years of life 1516 NCQA Maurice Sahar Neighborhood Health Plan 21 Follow-up after hospitalization for mental illness (FUH) 0576 NCQA Dana Safran BCBSMA 22 Depression utilization of the PHQ-9 tool 0712 MN Community Measurement Julianne Walsh Bridgewater Pediatric 23 Initiation and engagement of alcohol and other drug dependence treatment (IET) 0004 NCQA Kate Fillo MA DPH Measures highlighted green are in the SQMS
[Institutional Letterhead] Attention: SQA Ethics Membership and Credentials Committee To whom this concerns: Name of applicant , is enrolled, full-time, in the following formal degree/training program: Name of program and identification of institution during calendar year _________. This program is related to the practice of Quality Assurance and/or Regulatory Affairs. Sincerely, Name of Academic Advisor or Department
The contractor shall on completion of the Contract remove all his rubble from site and leave the site clean and ready for occupation to the approval of the Nature Reserve Manager. Functionality Scoring FENCING FUNCTIONALITY CRITERION MAXIMUM POINTS Criteria 1: Experience: [Company profile to be submitted with bid with reference to services in the related industry and contactable references] 60 Demonstrated experience in required services. Experience in delivery of rations or any related products to remote areas and during firefighting operations. One [1-3] year experience in the relevant industry with [3] contactable reference Three [3-5] years experience in the relevant industry with Five [5] contactable references Five [5-10] years experience in the relevant industry with Seven [7] contactable references 20 points 30 points 60 points Criteria 2: Current Contracts in relevant industry 40 [Copies contracts to be provided with company profile] of One [3] contract of Two [5] contracts Total of Three [10] contracts 15 points 25 points 40 points 100 Minimum Qualifying points 75 points Minimum Qualifying percentage 80%
Include the corrective action procedures. § 117.139 Recall Plan 2.6.3 - Product Withdrawal and Recall If a product requiring a preventive control must be recalled an effectiveness check must be conducted to verify that the product recall has been carried out.
SCREENING QUESTIONNAIRE In making an application for a position at the Brotherhood, applicants are required to: Download a copy of the Position Description Complete the Screening questionnaire form Provide a current resume, including two referees, either current or most recent Manager The information you provide is an important part of our recruitment process. Please answer each question honestly and contact us if you require further clarification. Failure to provide the required information may result in rejection of your application. APPLICANT DETAILS Position First Name Last Name Medical History/Fit for Work Do you have any current or pre-existing conditions (medical, physical, and/or mental health) that would interfere with your ability to perform the inherent requirements of the role described in the position description? Yes No Are you an Australian / New Zealand Citizen If no, do you have a valid Visa that entitles you to work in Australia? If yes, expiry date: Applicants must be eligible to work in Australia and the Brotherhood performs work rights checks. Yes Yes No No Have you ever been employed with the Brotherhood or volunteered before? If yes, please period(s) of employment and any previous names you have been employed under. Yes No Indigenous Status: The BSL is committed to Equal Employment Opportunity & Diversity. Indicating your indigenous status is optional, however this information assists us to measure the effectiveness of our policies and programs. Aboriginal Torres Strait Islander Aboriginal and Torres Strait Islander
Outbound Marketing Systems The quick and inexpensive development of outbound telemarketing systems integrated with CRM is achieved by combining Microsoft’s “Dynamics 365 Online” customer management system and Link’s “BIZTEL” cloud-based technology system. By using the highly customizable “Dynamics 365 Online”, you can manage the maintenance of survey questions and scripts on your own. Our after-sales service, provided by Dynamics 365 professionals, is excellent. Required Live Support for Dynamics 365 (Packages available from 20 varying depending on customer needs.)
SCREENING QUESTIONNAIRE In making an application for a position at the Brotherhood, applicants are required to: Download a copy of the Position Description Complete the Screening questionnaire form Provide a current resume, including two referees, either current or most recent Manager The information you provide is an important part of our recruitment process. Please answer each question honestly and contact us if you require further clarification. Failure to provide the required information may result in rejection of your application. APPLICANT DETAILS Position First Name Last Name Please address each of the key selection criteria as detailed in the Position Description Medical History/Fit for Work Do you have any current or pre-existing conditions (medical, physical, and/or mental health) that would interfere with your ability to perform the inherent requirements of the role described in the position description? Yes No Are you an Australian / New Zealand Citizen If no, do you have a valid Visa that entitles you to work in Australia? If yes, expiry date: Applicants must be eligible to work in Australia and the Brotherhood performs work rights checks. Yes Yes No No Have you ever been employed with the Brotherhood or volunteered before? If yes, please state period(s) of employment and any previous names you have been employed under. Yes No Indigenous Status: The BSL is committed to Equal Employment Opportunity & Diversity. Indicating your indigenous status is optional, however this information assists us to measure the effectiveness of our policies and programs. Aboriginal Torres Strait Islander Aboriginal and Torres Strait Islander
§ 117.135 Preventive Controls 2.4.3 – Food Safety Plan 2.4.1 – Food Legislation (Regulation) Preventive controls must be identified and implemented and include controls for CCPs or points that are appropriate for food safety. Preventive controls include, as appropriate to the facility and the food: Process controls; Food allergen controls; Sanitation controls; Supply chain controls; or Other. § 117.140 Management of the Preventive Controls 2.4.3 - Food Safety Plan Each preventive control identified within the written food safety plan must have in place the following management plans: monitoring, corrective actions (including corrections, as applicable), verification, supply chain and record review. § 117.405 Supply Chain Program Requirements 2.4.5 - Incoming Goods and Services The facility must establish and implement a written, risk-based supply-chain program for those products or ingredients where a supply-chain preventive control has been identified.
§ 117.160 Validation 2.5.2 - Validation & Effectiveness Validation of the process preventive controls needs to be performed or overseen by a preventive controls qualified individual (PCQI) and must be conducted prior to implementation of the food safety plan or within 90 calendar days after production of the applicable food first begins, unless otherwise justified by the PCQI. Validation is also required whenever a change to a control measure or combination of control measures could impact whether the control measure or combination of control measures, when properly implemented, will effectively control the hazards; and whenever a reanalysis of the food safety plan reveals the need to do so. § 117.165 Verification of Implementation and Effectiveness 2.4.8 – Product Release The preventive controls qualified individual (PCQI) must review monitoring and corrective action records within seven working days after the records are created or within a justified reasonable timeframe.
Implement rigorous target setting and tracking in the Senior Phase through KAT LR Ongoing Review in Nov 2015 Ensure valid/robust assessment evidence in all curriculum areas SK, CL January 2016 Implement tracking data base S1-S3 SK CEC resources September 2015 SfP Leaders to develop interventions through KAT SfP Leaders Ongoing Review Nov 2015 Extend SRA programme ST 1 FTE in SfL ( BA & NJ) August 2015 Implement YAA and WA tracking in KAT. JS 1 hour per week for JS August 2015
Priority 2 – Improve the quality of learners’ experiences Overall Responsibility DR/RR QIs Outcome: Impact on learners: All of our learners will develop the skills to lead their own learning, be sufficiently challenged and can identify their strengths and next steps. Tasks By Whom Resources Timescale Progress/evaluation of task L & T Strategy Group established led by Bill Harris. DR September 2015 Tasked with creating CLPL in-house programme, with increased personalisation and choice. DR, BH Time in ISIS and CAT programme. Catering costs September 2015 Mixture of business breakfast and twilight. Sessions recorded. Lessons recorded for critical reflection. Ongoing Set up 365 for professional dialogue. DR, SMcC September 2015 approach to develop higher order literacy skills to be developed. S1-S6 – common language and increased challenge. CT Big money! Ongoing Reviewed monthly Strategy group to set up as L & T coaches list to operate similar to Becos. DR October 2015 Individualised support packages developed in partnership with staff. SMT September 2015 Ensure all staff use the support bulletin to design tasks, activities and resources to meet the needs of all learners. RR, All faculty CLs, ST SFL leader to act as Consultant to provide CLPL in differentiating tasks, activities and resources to meet the needs of all learners. RR, ST All staff involved in setting, short term, targets and developing strategies for young person’s plan. All staff provide feedback on progress for the annual YPPM review. RR, All faculty CLs, ST
2.1 - Learners’ Experiences Learners are motivated, eager participants in their learning. Learners make good progress in their learning. Learners know their views are sought and acted upon. They feel valued. Learners feel safe, nurtured, healthy, achieving, active, included, respected. What are we going to do next?
The approach of a peace storytelling construction in the young people in Bogotá: a social constructionism experience. Luis F. González-Gutiérrez, Universidad Santo Tomás, Bogotá. Colombia Dis-placing home in (forced) migration Gemignani, Duquesne University LUNCH 12:00-1:00 (Executive Board Lunch Meeting) Monday 1:00-1:50 –Paper Sessions (25 minutes total per paper including discussion) Session A Teaching Phenomenological Research: Moving Beyond ‘Content’ Towards the Intentional Gilbert Garza, University of Dallas Epistemological assumptions in the interpretations and practices of reflexivity in qualitative inquiry Gemignani, Duquesne University Session B Hart’s “Four Virtues”: A Tool for Cultivating Balance and Self-Awareness in Beginning Counselor Development Andrew Bland, Millersville University Teleology and the Objective Unconscious Peter Heinze, RAMAPO 2:00-3:20 Panel Session A Mindfulness and Qualitative Inquiry Chair: James Morley, Krame Center for Contemplative Studies and Mindful Living, Ramapo College Mindfulness: Phenomenon and Method. Morley Ramapo College of New Jersey Minding the Other, Within and Without: Qualitative Inquiry and the Question of Objectivity Mark Freeman College of the Holy Cross Shifting MBSR research away from Self-reification.
Create a view named vwPenguin that includes the following fields: book ID, title, type (name) and price for every book published by Penguin USA. Sort the list by type and then price. Using vwPenguin, display the Penguin USA books with a price less than $10. Create a view named vwHardCover that includes the following fields: bookd ID, title, publisher name and price. Include only hard cover books (not paperback). Sort the list by publisher name and then price descending. Create a view named vwBranchInventory the includes the following fields: branch location and total number of books in inventory at that branch. Sort the results by location. Provide the command to create an index of your choice on a table in the Henry Books database. Why do you feel this index would be valuable? Extra Credit (+4 Points Max) Provide the commands (one command each when possible) to provide the following database security. You will not be able to test queries using the PortableApps version of XAMPP and MySQL Workbench. User Ashton must be able to retrieve data from the Parts table. Users Kelly and Morgan must be able to add new orders and order lines. User James must be able to change the price for all parts. User Danielson must be able to delete customers; All users must be able to retrieve each customer’s ID, name, street, city, state, and zip code. User Perez must be able to create an index on the Orders table. User Washington must be able to change the structure of the Parts table. User Grinstead must have all privileges on the Orders table.
1.4. Step 4: Determine High Availability, Security and Isolation Strategies Determining your high availability and security requirements are very important as they can influence the type of Hyper-V hardware you purchase and dictate where you place your SQL Server virtual machines. 1.4.1. High Availability Strategies By choosing the appropriate high availability options, it is possible to meet your business continuity service level agreements, enable data protection and improve manageability of your SQL Server virtualized environment. Here are details of each high availability strategy: 1.4.1.1. High Availability with Live Migration A common SQL Server high availability strategy employed by many organizations is Live Migration. With Live Migration, running SQL Server virtual machines can be moved from one Hyper-V physical host to another Hyper-V physical host without service disruption or downtime. This is displayed in figure 4. As mentioned earlier, Live migration is integrated with Windows Server 2008 R2 Hyper-V and Microsoft Hyper-V Server 2008 R2 and requires the failover clustering feature to be added and configured on the servers running Hyper-V. By leveraging Live Migration, architects and database administrators can continue to ensure service continuity and maintain their SQL Server virtualization high availability objectives even during planned maintenance. Figure 4. Achieving High Availability with Live Migration 1.4.1.2. High Availability with Guest Clustering Using iSCSI Another SQL Server high availability option involves guest clustering using iSCSI. Guest failover clustering, as illustrated in Figure 5 makes the provisioning of clusters possible in a virtual environment. A guest failover cluster is simply SQL Server failover clusters inside virtual machines with nodes operating as virtual machines. SQL Server 2005, SQL Server 2008 and SQL Server 2008 R2 support guest failover clustering. The shared storage required to build a cluster is connected to each virtual machine by means of iSCSI. SQL Server guest cluster nodes can all run on the same physical host machine or on different physical host machines. If SQL Server guest clustering is running on the same host, business operations and high-availability will be compromised if the host becomes unavailable. Therefore, consider running the active node and standby node of a SQL Server guest cluster on different physical host machines to maintain high availability and reduce interruptions in business operations with your SQL Server virtual machines. Figure 5. Achieving High Availability with Guest Clustering
(b) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. Not Applicable (c) Where a product utilizes touchscreens or contact-sensitive controls, an input method shall be provided that complies with §1194.23 (k) (1) through (4). Not Applicable (d) When biometric forms of user identification or control are used, an alternative form of identification or activation, which does not require the user to possess particular biological characteristics, shall also be provided. Not Applicable (e) When products provide auditory output, the audio signal shall be provided at a standard signal level through an industry standard connector that will allow for private listening. The product must provide the ability to interrupt, pause, and restart the audio at any time. Not Applicable (f) When products deliver voice output in a public area, incremental volume control shall be provided with output amplification up to a level of at least 65 dB. Where the ambient noise level of the environment is above 45 dB, a volume gain of at least 20 dB above the ambient level shall be user selectable. A function shall be provided to automatically reset the volume to the default level after every use. Not Applicable (g) Color coding shall not be used as the only means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. Not Applicable (h) When a product permits a user to adjust color and contrast settings, a range of color selections capable of producing a variety of contrast levels shall be provided. Not Applicable (i) Products shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. Not Applicable (j) (1) Products which are freestanding, and intended to be used in one location and which have operable controls shall comply with the following: The position of any operable control shall be determined with respect to a vertical plane, which is 48 inches in length, Not Applicable
Where software provides a user interface it shall provide sufficient modes of operation that use user preferences for platform settings for colour, contrast, font type, font size, and focus cursor except for software that is designed to be isolated from its underlying platforms. 11.6.2 Accessible content creation Authoring tools shall enable and guide the production of content that conforms to clauses 9 (Web content) or 10 (Non-Web content) as applicable. Not Applicable 11.6.3 Preservation of accessibility information in transformations If the authoring tool provides restructuring transformations or re-coding transformations, then accessibility information be preserved in the output if equivalent mechanisms exist in the content technology of the output. Not Applicable 11.6.4 Repair assistance If the accessibility checking functionality of an authoring tool can detect that content does not meet a requirement of clauses 9 (Web content) or 10 (Documents) as applicable, then the authoring tool shall provide repair suggestion(s). Not Applicable 11.6.5 Templates When an authoring tool provides templates, at least one template that supports the creation of content that conforms to the requirements of clauses 9 (Web content) or 10 (Documents) as applicable shall be available and identified as such. Not Applicable Section 12 Documentation and support services Criteria Supporting Features Remarks and Explanations 12.1.1 Accessibility and compatibility features Product documentation provided with the ICT whether provided separately or integrated within the ICT shall list and explain how to use the accessibility and compatibility features of the ICT. Not Applicable 12.1.2 Accessible documentation Supported