zilongwang/ReadingBank huggingface dataset:
will accomplish the tasks involved. If subcontractors are involved, clearly identify the work each will perform. Indicate whether the program is a Model Program or best practice. Fully relate the community need to the program or practice. Describe the process measures including data collection, tools used to evaluate the program, and timeframe for collecting data. Applicants must include the use of Developmental Assets and/or Risk and Protective Factors. Explain the results your plan to achieve for the participants. Implementation: Work Plan Provide a realistic work plan for the implementation of the program through the first contract period. Display the work plan in a timeline chart. Concisely describe the program development and implementation task, the month it will be carried out and the person or position responsible for each task. If applicable, make note of all tasks to be delegated to subcontractors. Define the target population & describe consideration girls and minority youth. Provide measurable goals and objectives. Describe collaborative efforts. Memorandums of Understanding are included. (See Appendix D) Project Evaluation/Performance Measures Describe the project process measures to include OJJDP outputs and outcomes. Describe data collection, tools used to evaluate the program, and timeframe for collecting data. Short (Occurs during or at the end the program.) and long term (Occurs 6 to 12 months after program completion.) outcomes are required. Explain the outcomes you expect to achieve for the participants. Section IV Cost Proposal/Budget 1. General Instructions The Bidder must submit a cost proposal that covers the entire period of the contract. Please use the expected contract start date of XXXX and an end date of XXXX in preparing this section. The cost proposal include the costs necessary for the Bidder to fully comply with the contract terms and conditions and RFP requirements. Provide a detailed, accurate budget on the required budget sheet found in Appendix B (subtotals and totals match those on the face sheet). The continuity between items requested in budget and project narrative must be evident. Failure to provide the requested information and to follow the required cost proposal format provided in Appendix B may result in the exclusion of the proposal from consideration, at the discretion of the Department. No costs related to the preparation of the proposal for this RFP or to the negotiation of the contract with the Department may be included in the proposal. Only costs to be incurred after the contract effective date that are specifically related to the implementation or operation of contracted services may be included. Section V Checklist of Required Documents
Have any of the adults made previous threats to disrupt contact? Question 11 Yes / No If yes give details on what would need to be in place to make contact safe (if necessary) Have any of the adults previously failed to cooperate with conditions agreed for supervised contact? Question 12 Yes / No If yes give details on what would need to be in place to make contact safe (if necessary) Have any of the adults had previous incidents of coercion or inappropriate behaviour during contact? Question 13 Yes / No If yes give details on what would need to be in place to make contact safe (if necessary) Have any of the adults previously been threatening or emotionally abusive in their discourse with the child? Question 14 Yes / No If yes give details on what would need to be in place to make contact safe (if necessary) Does the child’s behaviour and needs, including medical needs, pose any risks? Question 15 If yes give details Is there any other information that you think a contact supervisor or contact venue would need to know about this
Arrangements and Controls: The following PPE must be worn for course maintenance. Safety footwear: steel toe-capped Eye protection must be worn when operating Strimmers and Trimmers Hearing protection must be worn when operating noisy equipment especially petrol strimmers and trimmers Suitable gloves should be worn during manual handling activities especially handling heavy or sharp objects PVC gloves and goggles must be worn when handling chemicals such as Fuel Oils A suitable facemask or Respirator must be worn when spraying weed killer should receive information and instruction on all mandatory PPE Employees are encouraged to wear warm and waterproof clothing during winter weather and during inclement weather Workers must protect themselves from the sun when working outdoors Section 4.11 Smoking Hazard: Smoking Risk: Fire and Explosion Risk, Ill Health Risk Assessment: High (fire) Arrangements and Controls: Fire risk: Do not smoke when handling, fuels and Weedkiller chemicals Passive Smoking: A policy to reduce passive smoke in the Clubhouse must be adhered to The Smoking policy should address the Health and Welfare of non-smokers Policies on smoking are introduced with the acceptance and agreement of staff. (Club Name) and Putt Club SAFETY STATEMENT Section 4. 12 Title; Security Hazard: Violence. Security, Robbery Risk: Personal Injury, Assault, Verbal Abuse and Threats, Stress and Anxiety, Theft.
For each of the following statistics, determine whether the value of the statistic is greater for Data Set 1, equal for both data sets, or greater for Data Set 2. Click on the box that represents your choice for each measure. 17. A movie theater recorded the number of tickets sold for two movies each day during one week. Box plots of the data are shown below. Based on the box plot, determine whether each of the following statements is true, false, or cannot be determined from the information given in the box plot. 18. The ages of the students in a certain high school are to be graphed on a set of parallel box plots according to the following: Set I: All seniors in the school (grade 12) Set II: All students in the school (grades 9 through 12) In the figure below, drag each of the two box plots into position above the number line to approximate the ages of the two sets of students. To do this: • First move each box plot at an appropriate location according to its center. • Then drag each endpoint to stretch the box plot to represent the spread. NOTE: There are no outliers in either set. 19. Book Size Base Price Cost for Each Additional Package 7-in. by 9-in. $20 $1.00 8-in. by 11-in. $25 $1.00 12-in. by 12-in. $45 $1.50
Limited An incident that may result in injuries. There is a moderate disruption to the normal school day causing dismissal or closure for one day or less. Negligible An incident that causes a minor interruption in normal activities. No or minor injuries have occurred. There is no or limited damage to facilities that do not result in closure or dismissal. WARNING TIME Imminent No advanced warning. Immediate 1 to 15 minutes warning. Limited 15 minutes to 2 hours warning. Extended 2 hours to 24 hours warning. HAZARD INDEX RANKING Impact Catastrophic Critical Limited Negligible Frequency of Occurrence Highly Likely 5 (Highest) 4 (High) 4 (High) 3 (Medium) Likely 5 (Highest) 4 (High) 3 (Medium) 2 (Low) Possible 4 (High) 3 (Medium) 2 (Low) 2 (Low) Unlikely 3 (Medium) 2 (Low) 1 (Lowest) 1 (Lowest) Highly Unlikely 2 (Low) 1 (Lowest) 1 (Lowest) 1 (Lowest) 1. HAZARD ASSESSMENT HAZARD RANKING ASSESSMENT Hazard Frequency Impact Warning Time Hazard Ranking Natural Hazards Earthquake* Flooding* Tornado* Severe Thunderstorm* Winter/Ice Technological Hazards Dam Failure Hazardous Materials Release Nuclear Facility Incident
Notify and provide regular updates to staff and students of the status of the emergency. Upon consultation with Superintendent, fire department and law enforcement officials, and if necessary due to unsafe conditions direct an off-site evacuation to a designated primary relocation center. If relocation occurs, activate FAMILY REUNIFICATION. If relocation is not necessary, provide information on plan to return to the building and resumption of normal operations. Do not allow staff and students to return to the building until proper authorities have determined that it is safe to do so and given the “All Clear” signal after the threat has passed. Teachers Take the class roster and first-aid kit and any other supplies or resources relevant to the incident and lead students as quickly and quietly as possible out of the building to the designated assembly area(s). Use alternate escape routes if the regular route is blocked or there is a safety hazard. Assist or designate others to assist students with functional needs. Close the classroom door and turn out the lights upon exiting and confirm all students and personnel are out of the classroom. Take attendance at the assembly area. Report any missing students or staff members and/or any injuries to the Principal and/or emergency Incident Commander at the scene. Keep class together and wait for further instructions. Remain in safe area until the “All Clear” signal has been issued. Be prepared to move students if an off-site relocation is ordered. Be prepared to move the students if the situation warrants it. No one may re-enter building(s) until it is declared safe by the fire department.
UNATTENDED MINOR CHILDREN ARE NOT PERMITTED AT THE TEST SITE. Candidates who report for testing with an unattended minor child will not be permitted to test. If you are the child of a Pennsylvania State Police enlisted member killed in the line of duty, please notify the Bureau of Human Resources by email at immediately so that preference points that you are entitled to may be awarded. NOTE TO CANDIDATES CLAIMING VETERANS' PREFERENCE: Do not bring documentation to the oral examination. Applicants must mail or e-mail the correct and required document(s) no later than April 5, 2016, in order to receive consideration for veterans' preference points. Documentation is to be forwarded to the address which appears below or via e-mail to . Any inaccurate/incomplete documentation, or untimely documentation submitted will not be considered when awarding veterans' preference points. Additional information is available at the PSP web site in the "Current State Police Testing Announcements" section. Mail Veterans’ Preference documents to: Pennsylvania State Police Bureau of Human Resources Officer Testing and Placement Division, VPP 1800 Elmerton Avenue Harrisburg, Pennsylvania 17110
1. Circle the materials that the door is made from. 2. Take a rubbing of the door 3. Circle the correct word. The school plaque is over under beside behind the door? 4. What do you think the plaque tells us? 5. Why is it at the front of the school?
For example, suppose a state has enrollees in all 4 strata (4 levels), has enrollees of both genders but no unknown gender (2 levels), has enrollees living in 100 different ZIP codes (100 levels), and enrollees in each of the six age groups (6 levels). Assuming no enrollee in the sampling frame has unknown ZIP code, the sampling frame summary counts file would consist of at most 421006 = 4,800 rows (some combination of categories many not have any enrollee with all the characteristics, so the row would be missing from the table). Table C1: Medicaid Eligible Enrollee Records as of December 31, 2013 Field Name Description MSIS_ID MSIS identification number – if available, the unique enrollee identifier the state provides CMS in its quarter MSIS submissions SSN Social Security Number GENDER The gender (sex) of the enrollee: Male, Female, Unknown DOB Date of (CCYYMMDD) DOD Date of death (CCYYMMDD); not deceased, set field = 88888888; deceased and a complete, valid date is not available, set field = 99999999 F_NAME* Enrollee’s first name M_Name* Enrollee’s middle name (if available; otherwise leave blank) L_NAME* Enrollee’s last name Street address or post office box ADDR2* Mailing address 2nd line (if needed; otherwise leave blank) CITY* City STATE* 2-character state abbreviation ZIP character ZIP4 4-digit character (if available; otherwise leave blank) PHONE1* PHONE2* … PHONE5* area code plus 7-digit phone number; no separators or delimiters PHONE2…PHONE5 are optional. If more than one phone number is available, please provide up to four additional numbers. Do not include fax numbers. If more than five numbers exist, provide the five deemed most reliable. PRIOR_CAHPS_FLAG Indicator field denoting if an enrollee has participated in a prior CAHPS survey in calendar year 2014. 1 if a enrollee is known to have participated in a prior CAHPS survey in calendar year 2014 0 Otherwise If your has not conducted such a survey, or has conducted a survey via a third party and does not know the identity of respondent enrollees, all records should be coded as 0.
Group Activity 6 Please agree on the best three ideas for each of the following: 1. Ways of caring for a mother who is expecting a baby 2. Ways of caring for a baby before s/he is born 3. Ways of caring for a baby after s/he is born Before you start please agree on who will do each of the following: • Record (write down) your ideas • Report back to the class • Keep an eye on the time • Make sure everybody gets a say
Demonstrate the ability to recognize and differentiate various community psychology intervention practices aimed to ethically address complex social issues. SLO 1 DISCIPLINARY KNOWLEDGE: Students demonstrate a working knowledge of psychology's content domains, key theories, concepts, principles, themes, and applications of psychology in society Goal 1: Knowledge Base In Psychology 1, 2, 3 Exam: Multiple Choice & Essay #2 Demonstrate the ability to recognize and differentiate between the influence/effects of various drugs of abuse on behavior, neurological functions, and physiological functions. SLO 1 DISCIPLINARY KNOWLEDGE: Students demonstrate a working knowledge of psychology's content domains, key theories, concepts, principles, themes, and applications of psychology in society Goal 1: Knowledge Base In Psychology 1, 2, 3 Exam #1 S-BIRT Training Critically appraise news and media accounts of drugs and drug use in secular society as well as in light of Christian world-view. SLO 5 FAITH INTEGRATION: Students demonstrate skill in the integration of Christian faith and theology with the science of psychology as it relates to the nature and content of: humanity (F1), knowledge (F2), values and ethics (F3), and vocational and spiritual formation (F4). Goal 3: Ethical and Social Responsibility in a Diverse World 2, 3, 4 FI 1,3 Film Review Faith Integration Paper Final Exam: Essay #3 Conduct academic literature research and produce findings in APA written format. SLO 2 CRTICIAL THINKING, SCIENTIFIC INQUIRY AND EFFECTIVE COMMUNICATION: Students demonstrate effective expression of critical thought and scientific inquiry in their engagement with (a) psychology literature, (b) conduct of psychological research, and (c) written, (d) oral, and interpersonal communication Goal 2: Scientific Inquiry and Critical Thinking Goal 4: 8, 9, 11, 12 Journal Article Reviews 1-4 Group Presentation
COURSE CALENDAR/SCHEDULE: (Course schedule of topics, evaluation and assignments may be changed at the discretion of the instructor) WEEK DATE TOPIC ASSIGNED READINGS/ CLINICAL PRACTICUM ASSIGNMENTS DUE DATES 1 Orientation to class Syllabus Review Gathering a Health History Jarvis Chapters 1, 2, 3, 4, 5, 6, 7, 11 Ackley & Ladwig Section 1, pgs. 1-15 Gather Health History on partner Quiz on assigned reading (Sakai) Faith Integration Discussion (Sakai) SBIRT Online Training 2 Assessment exam of Skin, HEENT, and Neck systems Jarvis Chapters 8, 9, 12, 13, 14, 15, 16 Demonstrate Skin, HEENT, and Neck exams Quiz on assigned reading (Sakai) Presentations for Skin, Eyes, Ears, and Throat Faith Integration Discussion (Sakai) Health History first draft due 3 Assessment of Cardiac, Respiratory, and Abdominal systems Jarvis Chapters 18, 19, 20, 21, 30 Demonstrate Cardiac, Respiratory, and Abdominal exams Quiz on assigned reading (Sakai) Presentations for Cardiac, Respiratory, and Abdomen Faith Integration Discussion (Sakai) 4 Assessment of Breast, Reproductive, Musculoskeletal, and Neurologic systems Jarvis Chapters 17, 22, 23, 24, 25, 26, 27 Demonstrate Breast, Musculoskeletal, and Neurologic exams Quiz on assigned reading Presentations for Breast, Reproductive, Musculoskeletal, and Neurologic Final Health History paper with first draft Faith Integration Discussion (Sakai) SBIRT Follow-Up Assessment 5 Putting it all together Final Exam: Complete PE demonstrations
Language Use _____/25 Problems with language usage do not distract from the writer’s ideas Week To do (in addition to readings, videos, etc. found in modules) Points Week 1 Fri., Aug. 11-Mon., 21 Welcome discussion 0 Week 2 Mon., Aug. 21-Mon., Aug. 28 CT discussion 10 Week 3 Mon., Aug. 28-Mon., Sep. 4 LF discussion 10 Week 4 Mon., Sept. 4-Mon., Sept. 11 Research discussion MLA assignment 20 Week 5 Mon., Sept. 11-Mon., Sept. 18 Why read lit discussion 10 Week 6 Mon., Sept. 18-Mon., Sept. 23 Timed essay discussion First timed essay 110 Week 7 Mon., Sept. 25-Mon., Oct. 2 Lit crit discussion 10 Week 8 Mon., Oct. 2-Mon., Oct. 9 Fiction essay discussion 10 Week 9 Mon., Oct. 9-Mon., Oct. 16 Reed discussion 10 Week 10 Mon., Oct. 16-Mon., Oct. 23 Fiction essay due 200 Week 11 Mon., Oct. 23-Mon., Oct. 30 Poetry discussion 10 Week 12 Mon., Oct. 30-Mon., Nov. 6 Poetry essay discussion 10 Week 13 Mon., Nov. 6-Mon., Nov. 13 Neruda discussion 10 Week 14 Mon., Nov. 13-Mon., Nov. 20 Poetry due Plays discussion 210 Week 15 Mon., Nov. 20-Mon., Nov. 27 Trifles discussion 10 Week 16 Mon., Nov. 27-Mon., Dec. 4 Theater discussion 10
Session 5 What is an annotated bibliography? Evidence-based practice What is a Thesis statement or question? Developing outlines Read Young (2014): Ch. 3 Research Practice Ch. 4 Literature Review, including more Project-Based Learning Forum 6: Evidence-based Practice Assignment: Send through Assignments your Literature Review Thesis Statement or question (remember this many change) Practice writing thesis statements & questions and receive feedback Session 6 Online Writing as a process. Assessing your writing, finding strengths and gaps. Fearlessly and Edit Ruthlessly No wonder writing so much time! Read Young (2014) Ch. 6 Writing as a Process and Review and Part 4 – look for resources that will help you fill your gaps. Read: Ch. 8 Dynamic Sentences Ch. 9 Cohesive Paragraphs & Transitions Explore the Writer’s Toolkit & to Grammar & Writing websites Review your forums to assess your writing. Begin working on Literature Review introduction and two-article review. Be sure to edit your assignment. Session 7 Critical Thinking Making a case, forming an argument Read Young, D. (2014) Ch. 5 Critical Thinking and Reflective Practice (PowerPoint & handout), Review: Young (2014) Ch. 1 Academic Writing – Introductory Paragraph Ch. 3 Research- Inductive & Deductive Arguments Explore Critical Thinking Website Forum 7: Critical Thinking Assignment due: Introduction & review two SWK articles, list 10 Social Work articles (reduce the number if the assignment calls for less) Critical Thinking exercise – critique an article together (small groups) & share outcomes. Session 8 Online Synthesizing Editing and integrating feedback, filling writing gaps. Review (2014) Ch. 4 Literature Review Synthesis based
Session 9 In-class Outcomes and Conclusions Review Young (2014) Ch. 4 Literature Review Assignment: Analyze and Synthesize 10 Social Work articles Young (2014) Ch. 4 Writing Workshop exercises Session 10 Online Outcomes and Conclusions Review Young (2014) Ch. 4 Literature Review Begin to work on conclusion. Session 11 In-class Review APA Paraphrasing Forming sentences and Paragraphs Re-read Young (2014) Ch. 5 APA Citation Style Read PowerPoint Review: Ch. 8 Dynamic Sentences Ch. 9 Cohesive Paragraphs & Transitions Assignment: Send literature review 1st draft of the conclusion, then take it to the Writing Center for feedback. Practice citations and references. Practice writing sentences and paragraphs – share for feedback in class. Session 12 Online Punctuation Making Revisions Peer Review Punctuation Review 3, 4 & 5 of Young (2014). 8: Revisions Session 13 In-class Developing effective presentations Presentations in class using PowerPoint (depends on class size) Session 14 Review Parts 3, 4 & 5 of Young (2014). Assignment: Post in Forums 2nd of conclusion for peer review. Then review 2 of your peers’ conclusions. Read at least 4 forums (review 2) Session 15 Presentations Presentations Literature Review Due Post Test Course debriefing; Presentations Course Evaluations Celebrate!! III. Assignments & Grading
2 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 3 Topic/Activity Reading Reading Date Assignment #2 Module #2 Title Week Content Reading /Viewings Assignments Due 4 Reading Reading Date Assignment 5 Topic/Activity Topic/Activity Reading Reading Date Assignment Date Assignment 6 Topic/Activity Topic/Activity Reading Reading Date Assignment #3 Module #3 Week Content Reading /Viewings Assignments Due 7 Topic/Activity Topic/Activity Reading Reading Date Assignment 8 Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 9 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment #4 Module #4 Title
Week Content Reading /Viewings Assignments Due 10 Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 11 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 12 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment #5 Module #5 Title Week Content Reading /Viewings Assignments Due 13 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 14 Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 15 Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Assignment Instructor Notes The use of tables and figures has been discouraged because the text is difficult to access for those using assistive technologies. When at all possible it is recommended that more accessible (and searchable) formats be used, such as lists like those suggested in the sections below. If the use of a table is absolutely necessary, it must be labeled and titled. In addition, if a table is used it is
2 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 3 Topic/Activity Topic/Activity Reading Reading Date Assignment #2 Module #2 Week Content Reading /Viewings Assignments Due 4 Topic/Activity Topic/Activity Reading Reading Date Assignment 5 Topic/Activity Topic/Activity Topic/Activity Reading Reading Date Assignment Date Assignment 6 Topic/Activity Topic/Activity Reading Reading Date Assignment #3 Module #3 Title Week Content Reading /Viewings Assignments Due 7 Topic/Activity Topic/Activity Reading Reading Date Assignment 8 Topic/Activity Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment 9 Topic/Activity Topic/Activity Reading Reading Reading Date Assignment Date Assignment #4 Module #4 Title
Base Rate Service Size Monthly Base Rate Usage Allowance 5/8 inch or 3/4 inch 1 inch 1½ inches 2 inches 3 inches 6 inches Commodity Usage Rate Commodity Rate NO. of Units measuring unit $ Per Unit 1 unit = Special Provisions: These rates are based on continuous service. Discontinuation of service may not be employed to avoid monthly charges for service. See Rule No. 26, Voluntary Discontinuance. Water used during the construction of buildings, etc., shall be metered. Charges shall be made at the rates specified in this schedule. When setting of a meter is impracticable, the amount of water used shall be estimated, and the charges shall be made at specified rates for the amounts so estimated. SCHEDULE NO. 7 WATER HAULERS RATES Available: To water haulers where the Utility’s facilities and excess capacity exist. Determination of adequacy of facilities and capacity is in the sole discretion of the Utility. Each water
shortages, the Utility may restrict water usage after providing written notice to its customers and the Consumer Services Section. Notice will also be posted in the Utility’s office and on its website, if available. The notification must state the reason and nature of the restrictions, the date restrictions will become effective, the estimated date the restrictions end, and that failure to comply with the restrictions is grounds for disconnection. If a customer fails to comply with the water restrictions after receiving written notification, the Utility will provide a separate written warning letter to the customer including: The date; The name, mailing address, telephone number, emergency telephone number, and email address or website of the Utility; The customer’s name, account number, mailing address, service address if different; The water use restrictions and statement of how the customer is violating those restrictions; A statement that the customer’s service is subject to disconnection on or after a specific date; A warning to the customer that failure to immediately comply with the restrictions may result in disconnection of service; and A statement that the customer may dispute disconnection by contacting the Consumer Services Section. The notice must include the Consumer Services Section’s contact information provided in OAR 860-001-0020(2). If a customer fails to comply with the water restrictions after receiving written notification and the warning letter, the Utility will consult with the Consumer Services Section to determine if disconnection is appropriate. SERVICE QUALITY Rule 34: Adequacy of Service (OAR 860-036-1600) The Utility will maintain its facilities according to industry rules, regulations, and standards and in such condition to provide safe, adequate, and continuous service to its customers. The Utility will not intentionally diminish the quality of service below the level that can reasonably be provided by its facilities. Rule 35: Trouble Call
Thesis statement for “loss of innocence” using three characters: In her novel To Kill a Mockingbird, Harper Lee accurately depicts the theme of loss of innocence through the characters Jem, Scout, and Dill. or, same theme using 1 character: …the character of Jem and relationship with his father, Boo Radley, and the court case. Thesis statement for “courage and bravery” using three characters In her novel To Kill a Mockingbird, Harper Lee effectively portrays courage in the face of great obstacles through the characters of Atticus Finch, Boo Radley, and Mrs. Dubose.
CHAPTER 1: INTRODUCTION The research work in this dissertation has been presented in two parts. First part is related to the detailed three dimensional flow investigation of one and a half stage axial turbine. The objective of this part is to study the effect of rotor stator interaction and the computation aerodynamic forceson turbine blade. The second part includes the free and forced vibration analysis of the turbine rotor blade to study the vibratory stress suppression. Background, Scope and Motivation Turbomachine is a device in which the energy is transferred either to or from a continuously flowing fluid by the dynamic action of one or more moving blade rows. It plays a major role in particular in aircraft, marine space (liquid rockets), land propulsion system but also in hydraulic, gas and steam turbines applications. It is also involved in industrial pipeline and processing equipment such as gas, petroleum and water pumping plants. Other applications can be related to heart-assist pumps, industrial compressors and refrigeration plants, among others. The turbomachinery field includes turbines, pumps, fans, compressors. A turbomachine is composed of several basic elements including the blade (also called vane if it is non-rotating), hub, and shroud. Several technological effects involving clearances, seal leakages and cooling holes among others can complete the machine. Due to the complexity of the blade shapes, the presence of technological elements and the rotation of machine, the nature of the flow are strongly three-dimensional, often depicting complex flow paths. The turbomachine which we have chosen for our analysis is a gas turbine whose principle is to extract energy from the fluid and convert it into mechanical energy as power output at the shaft. Fluid Dynamics and Rotor Stator Interaction CFD research on turbo machinery has provided various tools for predicting the detailed flow behavior in multistage turbines. High performance and narrow design margins demand an optimized design and accurate flow analysis prediction. Advancement in computational power and numerical methods which solve the Reynolds averaged Navier Stokes equations not only provide the flow details but also become an important element of the turbo machinery design.
Arrhythmia • Arterial occlusion / thrombosis at puncture site or remote site • Arteriovenous fistula • Bacteremia or septicemia • Bleeding from anticoagulant or antiplatelet medications • Cerebral edema • Cerebral hemorrhage • Cerebral ischemia / transient ischemic attack (TIA) • Congestive heart failure (CHF) • Death • Detachment and / or implantation of a component of the system • Emboli, distal (air, tissue or thrombotic emboli) • Emergent or urgent endarterectomy surgery (CEA) • Fever • Filter thrombosis / occlusion • Groin hematoma, with or without surgical repair • Hemorrhage, with or without transfusion • Hyperperfusion syndrome • Hypotension / hypertension • Infection and pain at insertion site • Ischemia / infarction of tissue / organ • Myocardial infarction (MI) • Pain (head, neck) • Pseudoaneurysm, femoral • Renal failure / insufficiency • Restenosis of stented segment • Seizure • Severe unilateral headache • Stent / filter entanglement / damage • Stent embolization • Stent malposition • Stent migration • Stent thrombosis / occlusion • Stroke / cerebrovascular accident (CVA) • Total occlusion of carotid artery • Vessel dissection, perforation, or rupture • Vessel spasm or recoil Prior to use, please reference the Instructions for Use at www.abbottvascular.com for more information on indications, contraindications, warnings, precautions, and adverse events.
Psychology 2 + 2 Program Georgia Highlands College/Kennesaw State University: Paulding Instructional Site Semester 1 - 14 credit hours Semester 2 – 15 credit hours Summer 1– 8 hours ENGL 1101 MATH 1001 POLS 1101 PSYC 1101 PHED 1010 (2 credits) ENGL 1102 COMM 1110 or 1100 PSYC 2103 MATH 2200 (prereq for PSYC 2300) GHS 2901 HIST 2111 OR 2112 Humanities/Fine Arts elective PE elective (2 credits) Semester 3 – 14 credit hours Semester 4 – 15 credit hours Summer 2 ENGL 2111 or 2112 or 2121 or 2122 or 2131 or 2133 HIST 1111 or 1112 or 1121 or 1122 Science sequence part 1 PSYC 2300 Research methods (offered by Georgia Highlands) Science sequence part 2 Social science elective PSYC 2210 Careers (offered by Georgia Highlands) Non-PSYC elective (Math, Biology, Chemistry, or Physics) Non-PSYC elective Courses required for semester 5 may be taken here if students choose Semester 5 – 13 credit hours Semester 6 – 15 credit hours Summer 3 – 3 credit hours PSYC 3301 Experimental psychology*~ One Diversity & Multicultural Area course (Cross-cultural psychology, Ethnic minority psychology, Psychology of gender, Psychology of prejudice & privilege, or Diversity) 3000 level psychology elective Free elective* (any course in the university curriculum) Lifespan Developmental Psychology One Personality and Social Area course (Social psychology or Theories of personality) 3000-4000 level psychology elective 3000-4000 level related non-PSYC course* Free elective 3000-4000 level related non-PSYC course* Semester 7 – 14 credit hours Semester 8 – 12 credits
Needs Improvement Satisfactory Excellent Source Analysis (Main Idea, Message, Details) Message / main idea missing or unclear for some sources. Lacking details. Incomplete. (1 point) Message / main idea for all or most sources, some details. Some may be clearer than others. (2 points) Clear message / main idea for each source with relevant details listed in chart. (3 points) Connecting Source to Essential Question Missing answers to essential questions, lacking any attempt at explanation. (1 point) Answers to essential question for all or most sources, but lacking explanation or unclear explanation. (2 points) Clear answer to essential question for each source with explanation. (3 points) Thesis Thesis is unclear or does not answer essential question. (0 points) Thesis basically answers essential question and may use some evidence from the sources but could be more thorough. (2 points) Thesis clearly answers essential question and uses several pieces of supporting evidence from the sources. (4 points) Total Points: _______ / 10 Suggested Rubric – B – This rubric can be used if you only want to assess students’ individual thesis statements. Needs Improvement Satisfactory Excellent Thesis Thesis is unclear or does not answer essential question. (0 points) Thesis basically answers essential question and may use some evidence from the sources but could be more thorough. (2 points) Thesis clearly answers essential question and uses several pieces of supporting evidence from the sources. (4 points) Total Points: _______ / 4
SAMPLE WATER/SEWER RATES CALCULATION WORKSHEET City of Yourtown Annual Water and Sewer Rates for 70,000 Gallons Usage Effective Date: 01/01/2018 Residential Water Rates: Water Rate Table:* $2.50 per 1,000 gallons for First 30,000 Gallons Used per Quarter $1.95 per 1,000 gallons for Over 30,000 per Quarter Average Gallons Used (Residential) Each Quarter: 20,000 gallons Charge for 70,000 Gallons Annual Residential Water Usage: Quarter 1 on 20,000 gallons: $2.50 x 20 = $50.00 Quarter 2 based on 20,000 gallons: $2.50 x 20 = $50.00 Quarter 3 based on 20,000 gallons: $2.50 x 20 = $50.00 Quarter 4 on 10,000 gallons (to total 70,000 gallons annually): $2.50 x 10 = $25.00 Total: $175.00 Average Charge for 70,000 Gallons Usage Average Residential Size: 1” Base Meter Charges for Average Residential Meter Size:* $10.00/month for 1” Meter Size $10.00 x 12 months = $120.00/year Average Annual Meter Charge AVERAGE RESIDENTIAL WATER RATES PER YEAR FOR 70,000 GALLONS USAGE $175 Water Charge for 70,000 Gallons + $120.00 Meter Charges = $295.00 Annually Residential Sewer Rates: Rate Table:* $10.00 per 100 Cu. Ft. (100 Cu. Ft. Equals 748 Gallons) Charge for 70,000 Gallons Annual Residential 70,000 Gallons ÷ 748 Gallons [100 Cu. Ft.] = 93.58 93.58 x $10.00 = $935.80 Average Charge for 70,000 Gallons Usage Average Residential Meter Size: 1" Base Meter Charges for Average Residential Meter Size:* $6.00/month City + $5.00/month JayCoMet = $11.00/month for 1" Meter Size $11.00/month x 12 months = $132.00/year Average Annual Charge AVERAGE RESIDENTIAL SEWER RATES PER YEAR FOR 70,000 GALLONS USAGE $935.80 Sewer Charge for 70,000 Gallons + $132.00 Meter Charges = $1,067.80 Annually *A Copy of the Customer Rate Schedule Printed from City of Yourtown’s Website is Attached as Proof of Water and Sewer Rates
Monitor use of new protocol by housing agency coordinators through Kane County referral database KS X X X X Provide community education on dementia to affordable housing residents and other senior centers Develop a series of 3 community education sessions to deliver to community senior centers. Sessions will focus on signs of possible dementia, importance of diagnosis, resources for remaining at home safely, and advance planning, including free legal resources. CD x x x x x X Deliver 3 community education sessions to Kane County Housing Agency sites and 5 other community senior centers. x x x x Objective #2: Deliver behavioral symptom management training and expert consultation for family caregivers Provide behavior symptom management consultation Review programs for behavior symptom management training and select an intervention. CD, with assistance of Linda Draper, lead social worker at Kane County (LD) x x x X Train Kane County Senior Services social workers in behavior symptom management. Details TBD based on intervention selected. CD; LD x x x x
Caregivers of all Kane County Aging Services clients with ADRD diagnosis or probable ADRD will be offered the option of training or the Savvy Caregiver workshop. KS X X X X X x Conduct Savvy Caregiver workshops Develop marketing plan to recruit participants. This will include outreach to local senior centers, adult day facilities, neurologist offices, social media, newspaper and radio advertisements, flyers at the AAA, and partnering with other local nonprofits who work with seniors. CD X X X X X Alzheimer’s Association will deliver the Savvy Caregiver intervention each quarter after the project planning phase is complete. Target is 15 attendees per session, for a total of 75 attendees. CD X X X X Objective #3: Provide effective care/supportive services to persons living with moderate to severe impairment from ADRD and caregivers Assess dementia capability of current care and supportive services offered by Kane County Senior services Review existing measures of dementia knowledge, skills and attitudes to be used with agency staff and select one or more to use. KS X X X Conduct a baseline assessment of dementia knowledge, skills, and attitudes of KCSS options counselors, information and referral specialists and care managers. AJ X X X X
Work Schedule Permit: U-1750-XXXX Address: 1234 Your Street Day 1: Saw cut 200 LF. (Example Only) Day 2: Complete saw cutting – 400 LF total. (Example Only) Trench, install conduit and slurry backfill - 200 LF. (Example Only) Day 3: Complete trenching. Install balance of conduit and slurry backfill – 400 LF (Example Only) (2 Day Cure Time Slurry Backfill) Day 4: Base pave trench – 400 LF (Example Only) Day 5: Grind & Cap trench – 400 LF (Example Only) Day 6: Restripe restoration as needed (crosswalk / lane lines etc.) and install trench medallions. Include when sidewalk demo and setting of pull box / hand hold will occur. Include when sidewalk restoration will occur. Include when striping restoration (as needed) and/or trench medallions will Basically provide an overview of how you arrived at your number of days.
Sample Worksite Lactation Policy [Name of company] provides breastfeeding employees with the following: Reasonable Time to Express Milk at Work Employees shall be provided reasonable time to express milk while at work for up to three years following the child’s birth each time the employee has need to express milk. Employees should use usual break and meal periods for expressing milk, when possible. If additional time is needed beyond the provided breaks, employees may use personal leave or may make up the time as negotiated with their supervisors. A Private Area for Milk Expression Employees will be provided with a private place, other than a bathroom, that is shielded from view and free from intrusion from co-workers and the public, to express breast milk. The room can be a designated space for lactation. If this is not practical or possible, a vacant office, conference room, or other small area can be used so long as it is not accessible or visible to the public or other employees while the nursing employee is using the room to express milk. The room will: Be in close proximity to the employee’s work station when possible Have a door equipped with a functional lock or, if this is not possible, the room will have a sign advising that the room or location is in use and not accessible to other employees or the public Be well lit Ensure privacy by covering any windows with a curtain, blind, or other covering Contain at a minimum a chair and a small table, counter, or other flat surface Ideally include an electrical outlet and nearby access to clean water No employee shall be discriminated against for breastfeeding or expressing milk during the work period, and reasonable efforts will be made to assist employees in meeting their infant feeding goals while at work. This policy shall be communicated to all current employees and included in new employee orientation training. Any act found to be intentional that invades a nursing mother’s privacy shall be treated as a disciplinary offense and reported to the appropriate manager.
Statement of Work (to be attached to the CAH contract) YEAR 2 POPULATION HEALTH PROJECT DOE – 8/31/18 PURPOSE STATEMENT: The purpose is to fund and support the role of Critical Access Hospitals (CAHs) in the continuation of the Year 2 population health improvement projects. These projects are meant to be a means for CAHs to develop skills and knowledge that build capacity for the new incentives for care and payment. The goal is to provide an opportunity to assess the determinants of health in their community based on data review, select a project that can improve population health, and strategize and collaborative with community partners to ensure the success of the project. Project Period: Cost: Task Task/Activity Description Deliverables/Outcomes Due Date 1 Develop a successful population health project based on the three outcomes of your Community Assessment and work with community partners to ensure success. Describe collaboration with your community partners and any changes to the community team and include these points: List of community partners – indicate changes from the first year. Describe community resources used to achieve the project’s objective Describe progress and milestones the community team encountered during the second year. Share any tools developed. 2 Describe goals and measures set by the project workgroup. Based on the goals & objectives of the project please describe the measures developed and how you measured success. Indicate the source of the data and the success or challenge in gathering outcomes.
Sample Weekly Record Menu Monday Tuesday Wednesday Thursday Friday Breakfast Choice of toast and spread or cereal + fruit juice Choice of croissants, toast, cereal + fruit juice Choice of cereals or porridge + fruit juice Choice of cereals or toast and jam + juice Choice of cereals or pancakes + fruit juice Lunch Ham sandwiches, toms , cheese, cucumber, crisps Fish cakes and beans with grated cheese Ham sandwiches, cucumber, toms, cheese, carrots, bread sticks Toasted cheese sandwiches, toms, Beans and cheese on toast Dinner Chicken with lentils, potatoes, carrots, leeks, sweet potatoes topped with cheese Pasta, tuna, pesto, crème fraiche, courgettes and carrots Lasagne, with garlic bread and salad Sausages and mash with broccoli + gravy Chicken satay and rice with mango chutney Fruit Banana or pear Raisins Grapes, mango, apricots + raisins Fruit – strawberries, pineapples, cherries + banana covered in . . . Banana Pudding Birthday Cake! Profiteroles Scones + jam Chocolate! Mini choc-chip cup cakes Waiter Jack Christopher Immie Activities Monday Tuesday Wednesday Thursday Friday AM Chaulden toddlers this morning, with cotton reel painting, trains, soft toys and a rocking and more! We stayed at home this morning as a few of us are potty training, and doing very well too!! We played with the dolls, read books and did some lovely singing too! Berkhamsted toddlers with musical shakers for our activity as well as soft toys, puzzle cubes and home corner. Gaddabouts this morning with a home corner, colouring, puzzles, dinosaur lots of painting, a slide and see saws. We had a quiet morning with the babies playing with their soft toys and their noisy toys! The toddlers played with the trains and cars though. PM The children played with the ride on toys this afternoon, chasing each round the conservatory was great fun. We had the colouring out, the garage and cars and after dinner played for a little bit on the Wii Movie night – ‘Horton Hears A Who’ tonight, with popcorn! We did some more colouring tonight – they love it! Also played with the fire engine truck and people. Some children were playing soldier games, whilst others chilled out and read books to each other in the snug or watched a little TV
Section 3. Assessments. 7 Section 4. Increases in Rates. 7 Section 5. Reinstatement Fees. 7 ARTICLE 9 – MISCONDUCT, TRIALS AND APPEALS 7 Section 1. Misconduct and Trials. 7 Section 2. Appeals. 7 ARTICLE 10 – AUDIT 7 ARTICLE 11 – AMENDMENTS 8 Section 1. Proposed Amendments. 8 Section 2. Adopted Amendments. 8
PI: SAMPLE #2 protocol: ANIMAL ID_______________________ Experimental Procedure: Start Date of Experimental Diet or Food Restriction: End Date of Experimental Diet or Food Restriction: Date *Appearance N=Normal A=Abnormal **Weight*** (g) Food Consumption (Volume or mass) Comments** Initials of observer *Appearance of the animal: describe any expected abnormalities here (hydration, body condition, activity posture, etc..) **Animals will be weighed at least weekly ***If the animal loses >20% of starting weight that animal will be returned to normal diet until weight is regained.
Refer to the definition of the cost-benefit principle given in the text: the extra benefits and extra costs determine whether an action should be taken. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-02 Explain and apply the Cost-Benefit Principle; which says that an action should be taken if; but only if; its benefit is at least as great as its cost. Topic: Economics: Studying Choice in a World of Scarcity 17. Choosing to study for an exam until the extra benefit (improved score) equals the extra cost (mental fatigue) is: Considering the extra benefits and extra costs of an action is an example of using the cost-benefit principle.
The definition of opportunity cost is that it is the value of the activity you have given up. Giving up a day of work "costs" the $30-per-hour person more than it does the minimum wage person. AACSB: Analytic Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-02 Explain and apply the Cost-Benefit Principle; which says that an action should be taken if; but only if; its benefit is at least as great as its cost. Topic: Applying the Cost-Benefit Principle 30. The opportunity cost of an activity is the value of: Opportunity cost is not the total value of all possible activities, but only the value of the alternative you give up.
56. You paid $35 for a ticket (which is non-refundable) to see SPAM, a local rock band, in concert on Saturday. (Assume that you would not have been willing to pay any more than $35 for this concert.) Your boss called and she is looking for someone to cover a shift on Saturday at the same time as the concert. You will have to work 4 hours and she will pay you time and a half, which is $9/hr. Should you go to the concert instead of working Saturday? Concert benefit is $35; foregone wages are 4 times $9, or $36. You should work. Alternatively, the opportunity cost of working is $35, the wages you would earn are $36. Analytic Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-03 Discuss three important pitfalls that occur when applying the Cost-Benefit Principle inconsistently. Topic: Three Important Decision Pitfalls
RESEARCH TIMETABLE | Planned sequence of events STAGE RESEARCH ACTIVITY ACTIVITY ESTIMATED DURATION OUTPUT 1 Research Proposal 1 Week Research Proposal 2 Research Primary Secondary Literature Review 1 2 Months 1 Month Research Composition 3 Research Conduct research Analysis Interpret results 3 Months 3 Months 2 Months Results of the Research 4 Findings Challenges Write thesis 1 Month 2 Months Final Results and interpretation of research 5 Final Final Edits Oral Defence 2 Weeks 1 Day Completion of Research REQUIRED RESOURCES | Resources needed to complete research The following resources have been identified to support the research program University Library access | Librarian Research Assistant – Data Gathering Computer Technologist | Consultant Faculty Mentor | Guide over critical review points
Abrasive Wheel Authorisation and briefing record Company Name Location NOTE: all employees must receive the Abrasive Wheel training before getting the equipment specific briefing and being entered into this authorisation. No. Employee name Employee Signature Specify equipment being authorised on Note any equipment specific controls, etc. Person Authorising Date of authorisation Notes 1 2 3 4 5 6 7 8 9 10