zilongwang/ReadingBank huggingface dataset:
Doctrine – what they believe Manner of life – how Paul lived Purpose – who Paul lived for Faith – who Paul believed in Longsuffering – the patience to endure hardships Love – the way Paul loved others Perseverance – the way Paul stuck to what he believed Persecutions and Afflictions – the hardships that Paul faced Paul’s life was something that Timothy could follow. In every way Paul followed Jesus and lived his life for Jesus. Paul followed Jesus by living by faith and by allowing the Holy Spirit to lead and fill up his life. He did not do these things in his own strength. √ Do you Paul is someone you could follow? Paul endured a lot of hardships. He was stoned, beaten, flogged, ship wrecked, put in prison, etc. In all of them Paul says that he was delivered by Jesus. √ What does Paul tell us will happen to all of us in 2 Timothy 3:12? If we live godly lives We will suffer persecution Why will this happen? Is it fair that we will suffer for following Jesus? Should we be surprised by persecution? √ What does Paul tell us will happen to all of us in 2 Timothy 3:12? 2 Timothy 3:13: “Imposters” √ What is an imposter? (someone who pretends to be someone else.) The imposter that is being talked about here is those that tell lies about who Jesus is. “The coming of the lawless one is according to the working of Satan, with all power, signs, and lying wonders, and with all unrighteous deception among those who perish, because they did not receive the love of the truth, that they might be saved.” 2 Thessalonians 2:9-10 Paul tells us that these that come and tell us lies will grow worse and worse. They will tell lies that lead people away from Jesus.
Local priorities, programme of activity and targets The table below sets out the LEADER priorities for Torridge and North Devon, along with potential areas of activity and outputs to support those priorities. The outputs and budget split reflect the national aim of 70% of the programme being a direct contribution to the rural economy. PLEASE NOTE THAT THESE ARE IN DRAFT UNTIL DEFRA HAS CONFIRMED APPROVAL Broad priority areas for Torridge and North Devon Potential areas of activity Targets, results, outputs SUPPORT TO INCREASE FARM PRODUCTIVITY - budget allocation £405,080 (19%) 1.1 To support farms to increase their efficiency, productivity and sustainability a) Facilitation and technical support for new and existing farmer groups including activity: to encourage collaboration, e.g. through equipment banks to enable knowledge transfer to fund demonstrations of new methods and resources to encourage monitoring and benchmarking to improve productivity and profitability to fund mentoring and expert advice for farmer groups to explore potential for short rotation coppice and hedgerow management for renewable energy generation £405,080 total amount of investment 40 projects 350 holdings benefitting 7 jobs created 7 jobs safeguarded b) capital grant scheme (up to £10,000) for farming businesses, aimed at encouraging innovation/a step change in normal practice and increasing efficiency, linked to above priorities (e.g. equipment to benchmark) c) Succession support – Devon or LEP wide project, to include:
Name:_____________________________ Date:________ Transformations For each equation, find the parent function and its direction. Then, explain the transformations. Function Parent Function Growth or Decay Left Shift? Right Shift? Reflect over X? Shift Up? Down? Vertical Stretch? Vertical Shrink? f(x) = 2x – 4 f(x) = -3x f(x) = 4x-2 f(x) = 3(7)x f(x) = (1/2)x-3 + 5 f(x) = -2(2/3)x f(x) = ½ (2)x+3 f(x) = -(1/4)x – 2 f(x) = 3(.98)x + 2 f(x) = 3(2)x-3 f(x) = - ½(6)x + 2 f(x) = -2(1.5)x – 4 f(x) = 3(3)x-2 – 4 f(x) = -.6x+5 + 7 f(x) = 3/2(2.2)x-1
Kendriya Vidyalaya Sangathan C. C. E. Calender for the Year 2012-13 : VI Sub : English I - TERM (April to September) Topics/Lessons/Units to be Covered Mode of Assessment Competencies / Skills / Concepts to be Tested Suggested Points (Areas) Who Did Patrick’s Home work? (Prose) A House, A Home (Poem) A Tale of Two Birds( Suppl.Rdr.) ●One Minute Speech- on My Self / Home Work / My Friend etc. ●Dictation ●Hand Writing etc. Listening , Speaking Reading , Writing Pronunciation Handwriting Spelling Fluency etc. How the Dog Found Himself a New Master ! (Prose) The Kite (Poem) Taro’s Reward (Prose) The Friendly Mongoose ( Suppl.Rdr.) ●Comprehension Check ● Construction of a Story ●Narration ●Notice Writing (Lost) etc. Listening , Speaking Reading , Writing Vocabulary Grammar Notice Format Confidence etc. The Quarrel (Poem) An Indian - American Woman in Space – Kalpana Chawla (Prose) The Shepherd's Treasure ( Suppl.Rdr.0) The Old Clock Shop( Suppl.Rdr.) Revision ●Diary Entry ●Paragraph on a National- Festival , ● Recitation ●Notice Writing (Found) etc. Listening , Speaking Reading , Writing Content- Knowledge Pronunciation Vocabulary etc. Reading 20 Writing 20 Grammer 15 Literature 25 80 FA I = 10 FA II = 10 SA I = 20 Total = 40 SECOND TERM Beauty (Poem) A Different Kind of School (Prose) ●Comprehension Check ● Bio Sketch of a Scientist / Writer / . ●Comprehension ● Bio Sketch of a Content of the Lesson , Letter Format etc.
Where Do All the Teachers Go ?(Poem) Sports Personality / National Hero etc. ● Letter Writing ( Formal) etc. Scientist / Writer / Sports Personality / National Hero etc. ● Letter Writing ( Formal) etc. Who I Am ? (Prose) The Wonderful Words ( Poem) Tansen ( Suppl.Rdr.) ●Speech on My School ● Narration ●Editing etc. Listening Speaking Reading Writing Fluency , Pronunciation , Grammar etc. The Monkey and the Crocodile ( Suppl.Rdr.) ●Paragraph on 'Aim of My Life' ● Arranging Jumbled words ● Dramatisation etc. Listening , Speaking Reading , Writing Creativity in Expression. Grammar , Fluency etc. Fair Play (Prose) Vocation (Poem) The Wonder Called Sleep( Suppl.Rdr.) ●Extempore on simple topics suggested by the students. ● Recitation , etc. Listening , Speaking Reading , Writing Content Confidence Vocabulary Fluency etc. A Game of Chance (Prose) Desert Animals (Prose) A Pact with the Sun ( Suppl.Rdr.) ●Reading Comprehension (CIEFL Reading Cards / News Paper / an Unseen Passage etc.) ● Paragraph on My Favourite Animal / Desert / Place . etc. Listening , Speaking Reading , Writing Knowledge Vocabulary Spelling Grammar etc. What if (Poem) What Happened to the Reptiles ? ( Suppl.Rdr.) ●Recitation , ●Narration , ●Paragraph on Importance of Trees Listening , Speaking Reading , Writing Pronunciation Expression Presentation etc. The Banyan Tree (Prose) A Strange Wrestling Match ( Suppl.Rdr.) ●Declamation ●Book Review Listening , Speaking Reading , Writing Pronunciation Expression etc. Reading 20 Writing 20 Grammer 15 Citation 25 80
10th June 2015 The Highland Practice Model Skye 9.30am-4.30pm 11th & 12th June 2015 Getting Our Priorities Right: Working with Parental Substance Misuse Skye 10.00am-4.00pm August Date Course Title Location Apply to: 20th & 21st August 2015 Getting Our Priorities Working with Parental Substance Misuse Ross-shire 10.00am-4.00pm September Date Course Title Location Times Apply to: 9th September 2015 Protection: Identifying and Sharing Concerns Inverness 9.30am-4.30pm 10th September 2015 The Highland Practice Inverness 9.30am-4.30pm October Date Course Title Area Apply to: 1st & 2nd October 2015 Getting Our Priorities Right: Working with Parental Substance Misuse Caithness 10.00am-4.00pm 6th October 2015 Child Protection: Identifying and Sharing Concerns Golspie 9.30am-4.30pm 7th October 2015 The Highland Practice Model Golspie 9.30am-4.30pm
November Date Course Title Area Times Apply to: 5th & 6th November 2015 Getting Our Priorities Right: Working with Parental Substance Misuse Inverness 10.00am-4.00pm 11th November 2015 Child Protection: Identifying and Sharing Concerns Inverness 9.30am-4.30pm 12th November 2015 The Highland Practice Model Inverness 9.30am-4.30pm
Dr. Anjali Malik Paper Name Code Faculty Work plan Guidelines HISTORY OF INDIA- I Semester 1st Dr. Anjali Malik I. Ancient Indian History [a] Early Indian notions of History [b] Sources and tools of historical [c] Historical (with special reference to gender, technology, and regions). [a] Paleolithic cultures- sequence and distribution; stone industries and other TOPICS TO BE IN July 2016 August 2016 One One Test
proud of diversity including work placements and apprenticeships. and fair education, training and development opportunities. Improve diversity monitoring across all protected characteristics on patient feedback and surveys to enable continuous improvements and eliminate any inequalities in care or provision. Reduce the disparity between BME and White staff being appointed from shortlisting. Greater understanding and engagement of Equality, Diversity and Inclusion. with a strong commitment to what matters to staff with clear actions
Year 1 Autumn 1 – 7 ½ weeks Autumn 2 – 7 weeks Spring 1 – 6 weeks Spring 2 – 7 weeks Summer 1 – 4 weeks Summer 2 – 7 ½ weeks Diagnostic Longer Task writing piece Creative Writing practise Moon On The Tides (2 poems) Top sets – read substantial novel Study of ‘The Crucible’ or ‘An Inspector Calls’ for Lit exam Top sets – read substantial novel Creative Writing practise Study of Spoken Language & Spoken Language Study CA Speaking & Listening 1 Creative Writing practise Moon On The Tides (2 poems) Top sets – read substantial Study of ‘Of Mice And Men’ for Lit exam Top sets – read substantial novel Creative Writing CA 1 Extended Reading prep (could be Shakespeare to tie in with Lit CA OR OMAM to tie in with Lit exam) Moon On The Tides (2 poems) Top sets – read substantial novel Extended Reading CA Speaking & Listening 2 Moon On The Tides (2 poems) Top sets – read substantial novel Mock English Literature exam? Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Study of Literary Heritage text for Lit CA (top sets use their substantial novel) Teach comparison of Shakespeare & Literary Heritage text for Lit CA Moon On The Tides (2 poems) Creative Writing practise Shakespeare & Literary Heritage CA Moon On The Tides (2 poems) Creative Writing CA 2 Explicit teaching of Unit 1 exam skills Revisit OMAM and play – revision for the exam Moon On The Tides (3 poems) Speaking & Listening 3 Explicit teaching of Unit 1 exam skills Mock English Language exam? Revisit OMAM and play – revision for the exam Exam skills revision for Language and Literature Exam skills revision for Language and Literature GCSE exams N/A NOTE: Unseen Poetry to be taught throughout the two years at teachers’ discretion. NOTE: Shakespeare and the English Literary Heritage CA – ‘To be placed in Band 5, students should have an IMPRESSIVE knowledge of the WHOLE text’
Rainshadow Effect = ... Some arid areas due to ‘Rainshadow Effect’ caused by … areas close to sea As warm moist air from the ocean passes over land it is forced upward (due to presence of mountains), causing air to … into precipitation By the time the air current reaches the … side of the mountain, moisture is severely depleted and air has become dry RAINSHADOW: Mountain has cast a ‘…’ over adjacent area Cold Ocean Currents = … Lastly, some arid environments form next to cool ocean currents. The ocean moves in mainly predictable … currents, which are either warm or cool areas of land next to cool currents are robbed of … as air passes over the constant cool temperature of the ocean. Air arrives over land … and therefore holding little moisture. These arid area deserts known as …
Lesson: Orders of Operations BEDMAS is an acronym we can use to remember the in which mathematical operations are to be performed. Example 1: 4 –(5 – 6) = Example 2: (3 – 6) ÷ (9 – 10) + (24 – 4) ÷ (–5) Example 3: 12 – [18 – (–1) 2 + 3] Example 4: 32 ÷ [16 x (–2)] + 20 – (42 + 3) Let’s Recap a Little About Exponents… Complete the following chart: Power Expanded (meaning) Base Exponent Value 23 2 x 2 x 2 (–3)5 3 27 0.6 x 0.6 x 0.6 (–9) 2 (–1)2 –12 Practice: Order of Operations a. (3 – 4) + 5 b. (–4 + 7) – (22 + 2) ÷ (+3)
c. 3 – 2(32 – 7) x 4 ÷ 2 d. –8 ÷ (–2) – (–3) e. 2(4 – 7)2 + 5 x 2 f. g. 6 – 12 ÷ (-3) +2 h. Answers: a. 4, b. 1, c. -5, d. 7, e. 28, f. 5, g. 12, h. 2
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body Full Name: Section C – Employment Record
Who are Charles V’s grandparents? Who is Charles V’s aunt? Who was Charles V’s cousin and whom did she marry? Who was Charles V’s son and whom did he Why did Charles V give up the Hapsburg throne and divide it? To whom did Charles V give what countries and areas when he divided the Hapsburg Empire? Who was the first Austrian Hapsburg ruler? How long did Philip II rule Spain (include the dates)?
Migrant Resource Centre with project director Anne Bunde-Birouste Identifying a need by undertaking research The program began its one year development phase in April 2006.The program director, Anne Bunde-Birouste, was interested in working with vulnerable populations in post-conflict situations around the issue of health. Encouraging participation in sport would, she believed, improve the health of the refugee community. Research indicates that regular participation in sport not only improves physical health and fitness, but also builds stronger communities by offering positive role models and mentors for young people from disadvantaged communities, and providing them with opportunities to meet and socialise. Soccer was chosen for this program because it: strongly fosters socialisation among its players and supporters enjoys worldwide appeal and is thus already familiar to most refugees (soccer may be one of the few familiar aspects of their new life in Australia) is relatively inexpensive is a non-contact, non-violent sport can be played by both genders. It can be difficult for ‘outsiders’ to gain access to Sydney’s soccer-playing world. It was important to discover, therefore, if refugee populations were successfully finding and accessing opportunities to play the game. As part of the program’s strategic planning, refugee communities were mapped according to age, gender and location and existing soccer opportunities were mapped and explored. In addition, research was conducted on who was already participating and what the barriers were to involvement.
[*2] Applicants to the Graduate School of Human and Environmental Studies must have N1 level of Japanese-Language Proficiency Test (JLPT). ◇ Applicants to the Graduate School of Pharmaceutical Sciences may only for admission as a research student. ◇ Graduate Schools of Science, Engineering, Agriculture, Energy Science, Informatics and Biostudies offer master degree obtaining programs in English. See Kyoto University website for application details. ◇Please refer to the following chart: Graduate schools Science Pharmaceutical Science Engineering Agriculture Human and Environmental Studies Human Coexistence (Cognitive and Behavioral Sciences / Mathematical Science) / Interdisciplinary Environment Energy Science Informatics Biostudies Research student + Master’s course ○ ○ ○ ○ ○ ○ ○ ○ Master’s course ○ × ○ ○ ○ ○ ○ ○ Application details for each graduate school (science courses) at Nagoya University ◇ Applicants to Science, Mathematics, Engineering, Bio agricultural Sciences, Informatics and Pharmaceutical Sciences Graduate Schools may apply for admission either as a research student or to a master’s course. In principle, applicants who seek direct admission to a master’s course must come to Japan for screening. [*3] Research student for Environmental Studies will be enrolling either to Science, Engineering or Informatics. Please firm the details to prospective supervisor. ◇ Graduate Schools of Science, Mathematics, Engineering, Bio agricultural Sciences, Environmental Studies and Informatics offer master degree obtaining programs in English. See Nagoya University website for application details. ◇Please refer to the following chart: Graduate schools Science Mathematics Engineering Bio agricultural Sciences Environmental Studies Informatics Pharmaceutical Sciences Research student ○ ○ ○ ○ ○ ○
The outline of each University Major Graduate Schools for scholarship students Japanese Unv ranking at Times Higher Education (THE) Features Number of students accepting (include Japanese nationality) Unv of Agricultural and Life Sciences 1st The oldest national Unv in Japan. 293 persons Unv Agriculture 3rd 2nd oldest national Unv in Frequently compared with Unv of Tokyo. 303 persons Nagoya Unv Bio agricultural Sciences 4th One of the 7 old national Unv in Japan. Famous for its science majors. 139 persons Ochanomizu Unv Humanities and Sciences 39th Oldest Public Women's Unv in Japan. One of 2 national women's Unv in Japan 215 persons Kagawa Nutrition University Nutrition Sciences no ranking (150+) Women Unv. Single department college for nutrition. Pioneer for nutrition education and research since 1933. 10 persons Waseda Unv Fundamental Science and Engineering 10th One of the oldest private Unv, established in 1902. Famous for its art majors 465 persons
For Faculty Institute Code: ………………………………………………….. Institute Name: …………………………………………………. Designation: …………………………………………………… Address of Institute: …………………………………………… …………………………………………….. For Working Professional Name of the Your current employer: ……………………………………………… Designation: …………………………………………………………………………………… Address of Employer: ………………………………………………………..……………. ………………………………………………………………... 5. Qualification Possess (Like UG/PG/PhD Degree possess) 6. Specialization possess (if any) 7. Date of Birth (dd/mm/yyyy) 8. Permanent Residential Address 9. Your contact details (R ) (O) (M) E-mail ID:
Richard Rose Prize Joni Lovenduski CV of nominee (in Word format) One-page statement by nominator summarising achievements of the candidate in relation to the prize and identifying most important publications (in Word format) Copies of up to three journal articles, book chapters or book table of contents relevant to the work of the nominee CV of nominee (in Word format) One-page statement by nominator summarising achievement of the candidate in relation to the prize. This should address the nominee’s contribution to research, teaching, mentoring of students and junior colleagues, and professional service (in Word format) Please return the completed form with supporting material by midday on 1st December 2017 to
Gender Female Male I prefer not to answer this question 4. Please complete Nationality Scottish English Welsh Northern Irish British Polish Other – please state I prefer not to answer this question 5. Please complete Ethnic Group A White Scottish Other British Irish Gypsy/Traveller Polish Other – please state B Mixed or multiple ethnic groups Any mixed or multiple ethnic groups, please state: C Asian, Asian Scottish or Asian British Pakistani, Pakistani Scottish or Pakistani British Indian, Indian Scottish or Indian British Bangladeshi, Bangladeshi Scottish or Bangladeshi British Chinese, Chinese Scottish or Chinese British Other - please state: D African African, African Scottish or African British Other, please state:
Apply their knowledge of the terms above with real-life applications Create presentations demonstrating understanding of utility and the Law of Diminishing Marginal Utility Define the term ‘Paradox of Value’ and apply understanding of the concept to water Sweets experiment(Law of Diminishing Marginal Utility experiment) Jonathan Blake, poem Video clips Topic/Concept Learning Outcomes-students will be able to … Resources and Methodologies The World of Work Assess the advantages and disadvantages of various jobs Identify why certain jobs demand higher wages? Apply the concept of ‘Rent of ability’ to certain celebrities Think-pair-share Ranking exercise Video clips Opportunity Cost Define the term ‘opportunity cost’ Recognise the concept ‘Opportunity cost’ in real life Create a presentation on ‘Opportunity cost’ in real life Think-pair-share Video clips Newspaper articles Class discussion Savings Recognise the link between saving and opportunity cost Assess how savings affect teenagers Identify the need for pensions Think-pair-share Mathematical and practical analysis
History of Economic Thought Identify the contribution of economists Assess the validity of claims Evaluate the relevance of concepts in our everyday life Create a presentation highlighting the key features of their work Notes and podcast on the roles of economists including Adam Smith JM Keynes, Karl Marx Assessment
E-Portfolio Students to compile an ongoing, online portfolio throughout the module, which will be assessed at regular intervals Include personal examples of: Opportunity cost Budget survey Substitute and complementary goods at home Savings vs spending diary Individual Project Students to present a project, answering the following questions: What is your ideal career? Where will you be in 10 years? What steps do you needs to take to achieve it? Consider: Cost Opportunity cost Reasons for choice Advantages Disadvantages Salary Group Project Economists and Economic Thought Task: Plan a dinner party, taking the following into consideration Seating plan Era Menu Topics for conversation
High quality, engaging and effective use of resources, time and space provided, personalised to individuals’ needs Trainee can enthuse & motivate young children and provides high quality resources, Trainee provides sufficient time, space and resources to learn through play. Trainee impedes play through insufficient time, space and resources to enable play.
Trainee incorporates contributions from adults and children in observation, assessment and planning across Trainee incorporates contributions from adults in observation, assessment and Trainee is able to observe, assess and plan across the prime and/or specific Trainee has yet to experience observation, assessment and planning across the prime
2. Worked example : ACTION PLAN Overall Aim Where are we? Where do we want to be? How will we get there? How will I know that we are there? To use the Effective Practitioner to seek out and act on formal and informal feedback about service users experience in our clinical/practice area. I feel as a team, we are good at acting on any feedback that our service users provide but we don’t actively seek feedback out. We want to enhance person centred care by feedback from service users. We want something which is not too time consuming and can be used by the whole team Access the effective practitioner resource and identify learning activities and tools which will allow us to actively seek feedback from service users. We will have a process through which we proactively seek feedback from service users and act on that feedback.
Conclusion and Recommendation The accidents reviewed above occurred fifteen to thirty years ago. Is there a current risk of the same causes of failure to follow procedures and the intent of the regulatory requirements for Required Inspection not being met? According to the press there is. In the summer of 2015, in the southwestern United States, a 158 seat passenger aircraft experienced an uncommanded rotation at 138 knots during takeoff roll. Full forward control input did not arrest the rotation and the takeoff was aborted without incident. The malfunction was caused by an unsecured bolt, which allowed the device that controls the elevators to become disconnected. It fell off and became jammed holding the elevator in one position. More than 200 flights were conducted since the major maintenance visit in which technicians failed to install a cotter pin in the nut connecting the input rod to an elevator hydraulic actuator. The maintenance performed should have been RII but did not get identified as such. [27, 28, 29 & 30] From the accidents reviewed above, I hope that the reader can conclude that in maintenance, the devil is not in the details. The danger is in the normalized deviation of not following procedures combined with, and the failure to meet the intent of RII regulations. The expression “couldn't see the forest for the trees” is used of someone who is too involved in the details of a problem to look at the situation as a whole. In maintenance caused accidents, each tree’s (accident’s) specific failure to follow procedures and its falling short of the intent of RII regulations, has not been expanded to see the blight in large areas of the forest itself. The theme of ISASI’s 2017 annual conference was "Investigations - Do They Really Make a Difference?” Well, investigation is what investigation does! If investigation of future maintenance caused accidents provides safety recommendations to correct the normalized deviation of failure to follow procedures in maintenance and to make RII regulation more effective, then the answer will be YES! The expressed in this paper do not necessarily represent the views of the United States (U.S), the U.S. Department of Transportation (DOT), the Federal Aviation Administration, or any other Federal agency.
1 2 3 4 Title No title Title does not describe the topic describes the topic, but is not very interesting Title describes the topic in an interesting way Images Infographic includes few or no images Images contribute to communication of the topic with limited effectiveness Images mostly contribute to communication of the but more or better images could have been used All images clearly and effectively contribute to communication of the topic Data Visualization (e.g., graphs, charts, statistics, etc.) Data visualization formats are not appropriate or missing completely Some data visualization formats are not appropriate for the data All data visualization formats are appropriate for the data, but there is little variety in formats All data visualization formats are appropriate for the data being and a good variety of formats are used Layout (use of shapes, colours and white space) The layout is distracting which makes the infographic difficult to understand The layout is messy which makes the infographic somewhat difficult to understand The layout is mostly neat which makes the infographic fairly easy to understand The layout is neat and attractive which makes the infographic very easy to understand Text (text size, type of font) Text is much too Text is small Text is mostly an appropriate size All text is an appropriate size Choice of font it difficult to read Choice of font makes it somewhat difficult to read Font is fairly easy to read and attractive Font is very easy to read and is visually pleasing
Spelling, punctuation and grammar More than 3 errors in spelling/punctuation/ grammar 2 errors in spelling/punctuation/ grammar 1 error in spelling/punctuation/ grammar No errors in spelling/punctuation/ grammar Sources Sources are absent A few sources are included Most sources are included All sources are included Name: __________________________________________
The safety requirements shall be as per TEC letter no. TEC/R/Safety/2015 dated 15.04.2015 as below: Sr. No Requirements Testing requirements The equipment shall conform to IS 13252 part 1: 2010 “Information Technology Equipment –Safety- Part 1: General Requirements” [equivalent to IEC 60950-1 {2005} “Information Technology Equipment Part 1: General Requirements” or IEC 62368] Test results from Designated CAB of TEC to be submitted for compliance. SECTION III Technical Requirements Technical Requirements of equipment & its variants are mentioned in the table. Table 1: List of Interfaces for products and their variants Applicable to→ Interface↓ IP Terminal / SIP Terminal 10/100/1000 BASE-T Ethernet Electrical Interface Y 1 GE Optical Ethernet Interface Y Table 2: List of Test Parameters Applicable to Interfaces and their international standards Applicable to→ Test Parameter↓ Standard 10/100/1000 BASE-T Ethernet Electrical Interface 1 GE Optical Ethernet Interface Throughput IEEE 802.3/ Cl. 26.1 of RFC 2544 Y Latency IEEE 802.3/ Cl. 26.2 of RFC 2544 Y Frame Loss IEEE 802.3/ Cl. 26.3 of RFC 2544 Y Optical output power 802.3 Y Operating Wavelength 802.3 Y Receiver Sensitivity 802.3 Y Table 3: List of Test Parameters Applicable to product variants and their international standards Applicable to→ Test Parameter↓ Standard SIP Terminal Addressing dual stack For Dual Stack: RFC 791, RFC 2460 and RFC 4213 Y
ATTRIBUTES/REQUIREMENTS ESSENTIAL DESIRABLE HOW IDENTIFIED Education, Qualifications and Vocational Training Qualifications in Customer Care highly desirable. Good level of computer literacy (qualification if possible) Customer Care Certificate. Computer keyboard or Typing qualification advantage due to level of computer work Certificates At interview Relevant Experience Previous work in a customer care environment either general practice or retail Computer knowledge Previous work in General Practice Computer knowledge CV Interview Reference Knowledge and Skills Teamwork Customer Care Assertive skills Knowledge of Data Protection and Confidentiality Interview Certificates And/or references Physical Attributes Calm approachable manner Ability to work in a highly stressful environment. Ability to multitask Enthusiastic approach to working within a team and customer care environment Interview/CV – evidence via reference from previous employers Additional Factors Must be flexible to work additional hours – as scheduled in advance or at short notice Must be flexible to work additional hours – as scheduled in advance or at short notice Discussion with candidate
Day Five Warm-up (5 min) “Which do you think will melt faster, cubed or crushed ice? Explain and draw a diagram.” Lesson 2.2c Alka Seltzer Reactions (80 min- finish as hw if needed) 85 min Gather materials for Lesson 2.2c Day Six Warm-up (5 min) “Why don’t nails rust in the middle?” Lesson 2.3a Sticker Origami (30 min) Lesson 2.3b Nano or Normal (25 min) Module Two Assessment (30 min- finish as hw) 85 min (finished as hw) List groups and retrieve pre-made from Lesson 2.1 Materials for Lesson 2.3a and 2.3b Day Seven Lesson 3.1 Surface Area reading (30 min) Lesson 3.2 Nanoparticle Technology Presentation (45 min) 75 min Review presentation Computer needed Day Eight Warm-up (5 min) – “Why are nanoparticles special?” Module 3 Assessment Video Introduction (10 min) Assessment (60 min) 75 min Printed nanotechnology articles (if no access to internet for each student) Day Nine Warm-up (5 min)- “What is a problem you wish you could solve with new technology?” Build-A-Particle (60 min) Post-Unit Assessment (15 min- finished as hw) 80 min
1. Health Stabilization for Seniors Interpreter Services (per client/mo) For non-English or Spanish speaking clients $101,525 OT/MTM Consults (per client/mo) Occupational Therapy or Medication Therapy Management, as needed $204,460 Consumer Supports (per client/mo) Immediate needs (transport, TracFone, etc.) $122,676 Meetings/Conferences/Focus Groups w/residents, SNFs, stakeholders (monthly, qtrly) $6,498 Travel To client homes, SNFs, PCPs $145,534 Materials Translation/Production $17,328 Health Stabilization for Seniors Implementation Activities total $598,020 2. Hospital Care Transitions Expansion Patient Prescription Drugs MedStar MMC patient supports $1,900 Patient Medical Supplies/DME MedStar MMC patient supports $500 Post-discharge Services MedStar MMC patient supports $2,700 Patient Supports Suburban patient supports $50,000 Hospital Care Transitions Expansion Other Implementation Activities total 55100 3. Post-Acute Specialty Care for Ineligible-Uninsured Patients (PA-SC) Specialist Care payments for ambulatory specialty for patients, 30 days post-discharge, for patients at high risk of 30-day readmission $224,400 PA-SC Other Implementation Activities total $224,400 4. Service Capacity for the Severely Mentally Ill Capacity Building Grant: ACT (MTS) Team To support start-up costs, prior to ACT team reaching Fidelity and being able to bill for services as an ACT team. $250,000 Capacity Building grant: Crisis House Downpayment $220,000 Capacity Building Grant: Crisis House renovations $220,000 Service Capacity for SMI Implementation Activities total $690,000 Infrastructure: NM RP (process improvement, Intervention Mgmt, NM RP financials, etc.) groups, collaborative, Panels Monthly, quarterly convenings $13,287 Infrastructure NM PR Implementation Activities total $13,287 Other Indirect Costs Description Amount 1. Health Stabilization for Seniors Recruiting 27 FTE to recruit $5,372 Office Space For care Prog Ops Mgr, PI Mgr $92,921 Health Stabilization for Seniors Other Indirect TOTAL $98,293 Hospitals Admin Fee 5% of each Lead Hospital's rate increase $378,582 TOTAL Expenses and Investment $7,950,216 9. Budget and Expenditures Narrative
APPENDIX 2 STUDENT ENGAGEMENT STRATEGIES CREEKSIDE K-9 COLLEGE Universal strategies Targeted strategies Individual strategies Our school will deliver a broad curriculum Our teachers will adopt a range of teaching and assessment approaches to effectively respond to the diverse learning styles, strengths and needs of our students Our school will develop behavioural expectations for all members of the school community in consultation with students, staff and parents/carers, and these will be taught to all students and shared with their families Our school will regularly acknowledge examples of positive behaviour and student achievement, both informally in classroom settings and more formally in events such as assemblies and via communications to parents. All students will have the opportunity to participate in a social and emotional learning curriculum program [include name of program and what it focuses on], Students will have the opportunity to contribute to and provide feedback on decisions about school operations both through the Student Representative Council and other more informal mechanisms. All students from Years 10 and above, and all Koorie students from Years 8 and above, will be assisted to develop a Career Action plan All students in Out of Home Care will be appointed a Learning Mentor and will be referred to Student Support Services for an Educational Needs Assessment School nurse and welfare staff will undertake health promotion and social skill development in response to needs identified by classroom teachers or other school staff during the school year. Relevant teaching staff will apply a approach (using and similar resources) to working with students who have experienced trauma, such as students from refugee backgrounds or who are in out of home-care. Strategies to support attendance and engagement of individual students include: Meet with student and parent/carer to talk about how best to help the student engage with school Establish a Student Support Group. Seek extra resources under the Program for Students with Disabilities for eligible students Develop a Behaviour Support Plan and/or Individual Education Plan. Consider if any environmental changes need to be made, for example changing the classroom set up. Refer to internal support services eg Student Welfare Coordinator or Student Support Services Refer to external support services including ChildFirst, Local Government Youth Services, Community Agencies
Preliminary Teaching License-Single Subject /Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the Courses Assessments Clinical Practices
2016 7 Corrections & NCVRW Time-honored activities that adult and juvenile corrections agencies have sponsored in past years to commemorate NCVRW in partnership with victim assistance organizations, including offering free services such as printing and assisting with mailers 2015 11 Engaging Multi-Faith Communities Tips to involve multi-faith communities in promoting NCVRW and assisting victims and survivors throughout the year 2014 7 Engaging Criminal and Juvenile Justice Officials Strategies to collaborate with and seek of NCVRW activities from criminal and juvenile justice agencies 2014 11 Engaging Local and State Leaders Tips to seek support and leadership from elected and civic officials to promote NCVRW 2010 4 Engaging Crime Victims and Survivors in NCVRW Activities Guidelines that describe the importance and value of crime victim/survivor involvement and how to proactively engage them in supporting NCVRW activities 2009 2 Sponsoring a Student Poster/Essay Contest Strategies to partner with local schools to sponsor a student poster/essay contest based upon the NCVRW theme 2009 3 Working with Schools, Colleges and Universities Tips for engaging institutions of and students in higher education in NCVRW activities and throughout the year 2007 8 How to Turn Out a Crowd Guidelines to increase attendance at your NCVRW activities Traditional and Social Media Outreach YEAR # TITLE BRIEF DESCRIPTION OF CAP TIP 2017 9 Timing events and media outreach Guidelines to plan media outreach and dissemination of media relations resources for traditional and social media venues 2016 9 Using Social Media Creative ideas to make the most of social media outreach, including specific tips for different social media platforms 2014 8 Creating Effective Public Service Announcements Guidelines for writing, editing and submitting PSAs to print and broadcast media venues 2013 12 Effective Billboard Campaigns Tips for designing and ordering billboards, and determining the most effective high-traffic locations 2012 4 Creating a Social Media Campaign Strategies to design a comprehensive campaign that describes various social media sites and ways to promote victim awareness activities during NCVRW and throughout the year
Note: All are spelled out using lower case, e.g. newtons, joules, volts, kilogram. Symbols of units that derive from the name of a physicist are all uppercase e.g. J, V etc. while symbols for all other units remain lowercase, e.g. the symbol for the kilogram is kg. http://physics.nist.gov/cuu/Units/checklist.html http://physics.nist.gov/cuu/pdf/typefaces.pdf (If typing these at any stage, note that both variables and constants should be italicised: v = u + at rather than v = u + at.) Check that you know these by covering over all but the first column. Let me know if I’ve missed any. Mechanics Quantity Symbol Unit Symbol Equation Area a metres squared m2 Volume v metres m3 Mass m kilogram kg Density kilogram per metre cubed kg m-3 = m/v Displacement s metre m Velocity v metre per second m s-1 v = d/t Acceleration a per second squared m s-2 F newton N F = ma Momentum kg m s-1 = mv Pressure p pascal Pa p = F/a Moment of a force newton metre N m Torque (couple) T newton metre N m T = F x d Energy E / Q / W J Work w joule J W = F s p watt W P = W/t
Variables Equation Equations of Motion v = u + at s = ut + ½ at2 v2 = u2 + 2as Force, Mass and Momentum acceleration, force, mass F = ma weight , mass W = mg velocity, mass, momentum = mv Conservation of Momentum m1 u1 + m2 u2 = m1 v3 + m2 v4 Pressure area, pressure, force P = F/A density, height, pressure P = gh Boyle’s Law P1V1= P2V2 Newton’s Law of Gravitation gravitational force between two masses g at different heights acceleration due to gravity and distance above a planet g = GM/ d2 Moment of a force distance, moment, force Moment = Force x distance Torque force, distance, torque T = F x d (between forces) Work, Energy force, work, displacement W = F s Kinetic Energy velocity, mass energy Ek = ½ mv2 Potential Energy height, mass, energy Ep = mgh Conservation of Energy mgh = ½ mv2 Power time, power work P = W/t Percentage Efficiency Out / Power In x 100/1 Circular Motion time, angular velocity, theta = /t linear velocity, angular velocity, radius v = r acceleration, angular velocity, radius, a = r2
Area, Power, S Intensity S.I. = Power / Area Tension, Frequency, Length Wavelength of light n = d Sin Diffraction Grating Formula Distance between slits on a diffraction grating d = 1/n Electricity Variables Equation Static Electricity Coulomb’s Law F = Relative Permittivity = r o Electric Field Intensity E = F/Q Electric Strength F = Potential Difference Charge, Voltage, Work W = QV Capacitance Charge, Potential difference, Capacitance C= Q/V Area, Capacitance Distance C = A/d Work/energy, Voltage Capacitance W = ½ CV2 Current, Charge, Time I = Q/t Q = It Power, Current, Voltage P = VI Ohm’s Law V = IR Resistivity R = l/A Wheatstone Bridge Current, Time Energy, Resistance, Heat = I2Rt Law Current, Power, Res Power = I2R Current, Length, Force, Mag field density F = BIL Force, Charge, velocity, Mag density, F = Bqv Magnetic Flux Density, Area, Magnetic Flux = BA Induced emf E = - N (d/dt) Vrms, Maximum voltage Vrms= Vmax/(2)
understanding, and offers recommendations for supplementary texts to build background knowledge supporting the content in the anchor text. These lessons feature embedded supports to aid students in developing their overall language and communication skills by featuring scaffolds such as sentence frames for discussion and written work (more guidance available ) as well as writing opportunities (and the inclusion of graphic organizers to scaffold the writing process). These supports help students develop and use newly acquired vocabulary and text-based content knowledge. The Lesson – Questions, Activities, and Tasks Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) READING: Show students the beginning pages with the world map of the tropical rain forests. Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused. The goal here is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining the parts of the book more carefully. SECOND READING: Pages 1-9 In the introduction to the story, the author stated “This is the story of a community of animals that live in one such tree (Kapok) in the rain forest.” What does community mean? How might members of a community depend on one another? For the second reading tell students that we will be keeping track of the animals and their reasons NOT to chop down the tree. Create a “T Chart” to gather information about the animals and their dependence on the rain forest. Update this chart with the introduction of each new animal. A community is a group that lives together and depends on one another. The animals depend on each other and the rain forest for shelter and food.
Shawn Boeser 21-Jan Manila (ASP) Albert Abou Hamra 20-Jan Guiuan (ASP) Abu Baker Waqar 16-Jan Ormoc (ASP) Noel Victorino Not set Ormoc/Guiuan (National) P3 IMO Not selected Tacloban P3 IMO Not selected Manila Andrej Verity 31-Jan Manila (Senior Surge) Yaelle Link 30-31-Jan Guiuan (ERR) Faizal Thamrin 31-Jan Ormoc (ERR) Luis Hernando 30-31-Jan Manila (ERR) *Kristina Mackinnon 5-Feb Manila (ERR)
What is weather made up of? What causes temperature change? Page 3 Explain what air pressure is. Page 4-5 Teacher explains to students what evaporation is and conducts an experiment. The students will be making observations over several days. They will draw and take notes on what they observed in the experiment. Look at the picture on page 5. Describe what is happening in the picture. The weather is made up of temperature, air pressure, and how much moisture is in the air and how fast the wind is moving. The position of the sun is what causes temperature change. Air pressure is the force produced by the weight of the air pressing down in the earth. The leaves are blowing because it is windy. THIRD READING: Pages 6-9 Page 6 How is temperature affected by sunrise and sunset? Page7 How does the temperature change with the seasons? Pages 8-9 Create a Venn Diagram comparing and contrasting high pressure and low pressure. When the sun rises in the morning the air becomes warmer and the temperature comes up. When the sun sets, the air becomes cooler and the temperature goes down. In the summer, the sun is high in the sky. The days are warm and longer. In the winter, the sun is low in the sky. The days are cold and shorter. High Pressure Low Pressure Air particles Air particles are are close far apart Types of
EDUCATION (secondary and above) From To Name and Address of School, College etc Qualifications Gained Are you over the age of 18 for the purpose of supplying alcohol by retail as per the licensing act 2003 Yes No Please give details of relevant qualificatons or training courses you have attended, or skills you have : EMPLOYMENT From To Name and Address of Employer Job Title Duties Rate of Pay Reason for Leaving
Please describe your project’s connection to Canada’s 150th* How many community members do you expect to engage with your project* If your project will involve volunteers, how many volunteers do you expect to include? Where will your project take place?* Street Address/Landmark* City* Project Website When will your project take place? Project start date*: Project end date*: ATTN: If your project has already started, note that this grant can only cover expenditures made after the date that this grant is awarded. End dates must be before January 31, 2018. Are these dates fixed or flexible? * Fixed: The project is only possible on these dates. Flexible: The project will still be possible if funding is approved after the dates above. Has your organization (or collaborating partners) had success with similar projects in the past?*
Please provide a Profit & Loss projection including the above information and using the P&L table contained in the Excel file attached to this application package (RD.6). Please, fill-in the white cells with your data in the following P&L scheme: Sales Revenue (or Turnover) refers to the income that the company receives from its normal business activities, usually from the sale of goods and services to customers. Direct cost of Sales (or Cost of Sales) refers to the total of all direct costs involved in preparing each company’s product/service for sale. Gross Profit (or Sales Profit) refers to the difference between sales revenue and the direct cost of sales. Operating Expenses (or OPEX) refer to the expense incurred in carrying out the company’s day-to-day activities, but not directly associated with production of goods and/or services. Income from Operations refers to the money value generated from running the primary business and it excludes income from other extraordinary sources. Other Income refers to the income derived from extraordinary transactions not involved in daily operations of the company business. Net Profit refers to the company's total earnings. Text Tab. X: Profit & Loss Projection [template] Annexes Writing Tips: To detail and/or add information relevant to the proposal, add annexes to a maximum of 15 pages. These may contain, for instance: Curricula Vitae (CVs) of the key team members Market Studies summaries Current Tenancy Agreement including notice period, if applicable References of publications Letters of Support/Interest/Commitment from potential/existing customers, Memoranda of Understanding (MoUs) with partners/suppliers Recent accounting report Patents technical details Recent accounting reports Flyers, brochures and other promotional materials Etc. Text