zilongwang/ReadingBank huggingface dataset:
All pipes shall be fixed and tested as building work proceeds. Cutting and chasing shall be kept to minimum. No extra shall be allowed for cutting holes, chases, etc. in walls and floors. 2.4.8 Jointing All joints for CI soil waste &vent pipes conforming to IS-3989 shall be made with malleable pig lead and spun yarn. Pig lead shall conform to IS:782 for caulking. Spun yarn shall be of clean hemp and of good quality. It shall be soaked in hot coal-tar or bitumen and cooled before use. The quantity of lead to be filled per joint in various sizes of cast iron drainage pipes shall be as follows: 50mm dia = 0.75 kg 80mm dia = 0.80 kg dia = 0.90 kg dia = 1.60 kg The joints for all CI centrifugally cast (Spun) iron conforming to IS-1536 and fittings conforming to IS-1538 shall be made with pig lead. The quantity of lead per joint in various sizes of these pipes shall be as follows: 50 mm dia = 1.8 kg 100mm dia = 2.2 kg 150mm dia = 3.4 kg 200mm dia = 5 kg 2.4.9 Testing All soil, waste and vent pipes shall be tested by filling up the whole or part of stack with water. All openings for connections, etc. shall be suitably plugged. Contractor shall remove and replace all pipes having holes, cracks, etc. All leaking joints and access doors shall be replaced or remade to the entire satisfaction of the Engineer- in-Charge. Water shall be retained in stack for a maximum period of 2 hours. After all plumbing fixtures are installed; Contractor shall apply the smoke test to the entire stack to the satisfaction of the Engineer-in-Charge. The test shall be carried out as under. Smoke shall be pumped into the pipes at the lowest end from a smoke machine which consists of a bellow and burner. The material burnt shall be greasy cotton waste which gives out a clear pungent smoke easily detectable by sight as well as by smell if there is leak at any point of the drain.
32 240 33 260 34 280 35 300 Pump Supervisor Sign Drilling Supervisor Sign Drilling Manager Sign Annex 3 Recovery Measurements BORE HOLE - RECOVERY TEST Village:…………………………… GPS Co-ords N…………………… E …………………… Date:…………………… Time………………………. End Time……………………..… TIME ELAPSED IN MINUTES DRAWDOWN (METERS) YIELD ( LTR / SEC) REMARKS 1 0 2 1 3 2 4 3 5 4 6 5 7 6 8 7 9 8 10 9 11 10 12 15 13 20 14 25 15 30 16 35 17 40 18 45 19 50 20 55
Online submissions Use the cursor to select one of the two submission options. Online Submission Option 1: Re-qualify an existing Level 1 qualification Select this option only if you meet the FDOT’s requirements for automatic requalification. Use the drop down menu to select the qualification. Select “Add Payment Information” to pay the auto requalification fee. Note that the ability to select a qualification from the drop down menu does not ensure a trainee meets all of the requirements. To verify who meets the automatic requalification requirements, select “here”. The provided links redirects users to the FDOT’s website. Go to the provided website and select “Reports” in the upper right corner of the page. Find the “Independent Assurance” section and “Technician Re-Qualification Summary Report”.
Preferred Contact Details: Home/Work Previous Employment Name of Organisation Job Title Employed From (dd/mm/yy) Employed To Work Address Line 1 Reporting To Work Address Line 2 Those Reporting Directly to You Work Address Line 3 Town/City County/State Post/Zip Code Country Your Main Responsibilities Name of Organisation Job Title Employed From (dd/mm/yy) Employed To Work Address Line 1 Reporting To Work Address Line 2 Those Reporting Directly to You Work Address Line 3 Town/City County/State Post/Zip Code Country Your Main Responsibilities Please continue on a separate sheet if necessary.
Signature: Date: 7. STATE CRIMINAL HISTORY RECORDS CHECK I affirm that I submitted a request for a State Criminal History Records Check on: YES NO Applicant’s Name: Applicant’s Signature: Date: 8. LIST OF DESIGNEES If applicable, list the names of person and/or entity that you authorize the Board to release information about your application: Name of Organization Name of Person Title 9. APPLICATION CHECKLIST Application Fee ☐ YES ☐ NO Recent Photograph ☐ YES ☐ NO Proof of National Certification (if applicable) ☐ YES ☐ NO of Passing Board-Approved Examination (if applicable) ☐ YES ☐ NO Proof of State Registration and Good Standing (if applicable) ☐ YES ☐ NO Pharmacy Technician Work Experience Affidavit (if applicable) ☐ YES ☐ NO Birth Certificate or Other Proof of Birth Date ☐ YES ☐ NO CJIS Report or Proof of CJIS Report Request ☐ YES ☐ NO Would you like to receive license renewal notification via email? ☐ YES ☐ NO Would you like to be an emergency preparedness volunteer? ☐ YES ☐ NO I, _________________________________, do solemnly or affirm under the penalties of perjury that I have personally completed this application, that the foregoing information is true, correct and complete to the best of my knowledge and belief, and that I understand that any misrepresentation may constitute grounds for revoking this registration. Applicant’s Signature: Date:
RECRUITMENT & SELECTION - PERSON SPECIFICATION POST TITLE: TECHNICIAN Essential Desirable Added Value Evidence Selection Activity Qualifications HNC/ SVQ Level 3 or other relevant qualification in appropriate discipline Forklift Truck Licence Scissor lift training ECDL Relevant PDA units ECDL App form / Certificates N/a Experience relevant industrial experience Experience of providing advice and information Experience of record keeping systems and procedures Maintaining agreed stock levels Candidates should be able to demonstrate and/ or provide evidence of their experience, knowledge, skills and personal attributes. The nature/type of experience, knowledge, attribute required will determine the selection activity. Candidates may expect some or all of the following: Interview Written exercise Practical exercise Case study exercise Knowledge Knowledge of safe working practices Good knowledge of the construction industry Knowledge of office systems and procedures Sound knowledge of Health & Safety principles See above See above Skills Ability to deliver high levels of customer care. Excellent interpersonal skills Good written communication and numeracy skills. Good oral communication skills Appropriate ICT skills See above See above
Rubric for Analysis of Published Text Area of Evaluation Evaluation Questions Possible Points Earned Points Accuracy of information Have you correctly identified 3 examples of narrative elements? Is it that you have an excellent understanding of this concept? 50 Quality of Analysis Is the analysis of the concept detailed? Does this analysis show an excellent understanding of how this concept is important to the piece of writing you have selected? 50 Your Score: Comments:
Other Technology Legislation of Interest to Agencies BILL/AUTHOR SUBJECT HB 1965 Harper Brown Requires Quality Assurance Team (QAT) to develop and recommend policies and procedures to improve state agency IT projects and develop and recommend procedures to improve the implementation of state agency IT projects Requires CAT to make recommendations on solicitation documents and contract documents for contracts of state agencies that have a value of at least $10 million Requires CAT to develop policies to improve contract management practices HB 1994 Reynolds Allows agencies to purchase off local cooperative contracts if DIR confirms in writing it is not available on DIR contract list HB 2422 Gonzales Allows state agencies to consider cloud computing when making a major IT purchases HB 2472 Cook Continues the functions of DIR for eight more years (Sunset Bill) HB 2873 Harper Brown Requires CAT to identify low risk procurements and develop model contract management process HB 3093 Elkins Seeks to improve IT contracting practices through better planning and efficiencies Requires DIR to work with QAT and LBB to develop contracting standards for IT acquisition Adds different reporting requirements to the BPR in order to assess the current IT in state government and identify opportunities for efficiencies Requires DIR to develop criteria to evaluate state agency IT biennial plans and an enterprise-based strategy for IT HB 3648 Harper Brown Requires DIR to approve material changes (extending length by 6 months or increasing contract value by 10%) to contracts SB 1 Williams Authorizes DIR to allocate funds to exceptional items for cybersecurity ($9.8 million) in FY2014 SB 866 Paxton Allows local governments to participate in the data center SB 984 Ellis Expands use of videoconference calls for use in public meetings SB 1101 Van de Putte Extends the Cybersecurity, Education, and Economic Development Council for two more years SB 1102 Van de Putte Requires the DIR executive director to appoint a state cybersecurity coordinator and allows DIR to implement recommendations from the Cybersecurity, Education, and Economic Development Council
Technology Department – Policy & approaches to marking Fundamental principle behind marking – to have a positive impact on pupil attainment, in a meaningful, manageable and motivating way. Aspect of Marking Questions and discussion points Grading KS3 (years 7&8 now, 7, 8 & 9 from sept 2017) feedback given on marked work will be formative comments directly related to the mastery statements whenever possible, grades will be provided for tests and other pieces of work that are identified as summative assessment. KS4 Work will be assessed against Exam board criteria – which is readily available to pupils. Feedback will be in the form of
By_______________________________ Name:____________________________ Administrative Officer or Designee Date:_______________ By__________________________________ Name:_______________________________ Title: ________________________________ Date:_______________ Approved as to Content: By_________________________________ Name:______________________________ Date:_________________
April 1, 2014 Mobile Learning Technology Timeline/Partnership details Date Partner name Logo Contact Description 2006 to present Open Cape Dan Gallagher, CEO, Retired Dan Vortherms, CEO Secured $40 million dollar Broadband FCC/MA grant to bring the “Big Pipe” to Cape Cod for improved internet access. Planned and designed a robust infrastructure with 350 miles of fiber-optic cable, to increase the efficiency, availability and speed of the internet for Cape Cod’s businesses, schools, government agencies, and residents. 2006 to June 2013 Town of Barnstable, BFON Dan Wood, IT Director Barnstable Fiber Optic Network In a process that took approximately 12 years to complete, the Town utilized Comcast Franchise Fees ($2.2 million) to purchase and install 65 miles of Fiber Optic Cable, strung on 1700 poles, to connect 54 municipal buildings with a 10 G connection between all buildings. 2006 to present BPS District Technology Team Bethann Orr, Director Participated in meetings beginning with Open Cape, and then with all partners for long-range planning and the impact on Barnstable Public Schools. Researched networking and digital resources for implementation. Met with, researched and selected vendors, planned, implemented and oversaw installation of networking cabling, hardware, servers and software. Developed plans for educational technology including selection of devices and all related peripheral equipment. Provided professional development for staff, informational meetings for parents, and training for students. 2007 to present Apple, Inc. Steve Kowalski, Brian Gewirtz, Sales Dan Del Vecchio, Engineering Apple representatives assisted the BPS Technology Department in researching and selecting the best device for the project, coordinated site visits across the state of Massachusetts, and provided many opportunities for professional development to BPS staff on infusing mobile learning technology into the classroom. 2011 to June 2013 Cape Net Alan S. Davis, President & CEO Bill Kelly, Director of Enterprise Solutions In coordination with many business partners, physically installed, and now manages the network. CELT (Center for Educational John R. Phillipo, Chairman/CEO Managed Internet Service Provider (vendor) for Barnstable. Also manages BPS Sonicwall filter, which is mandated by the Children’s Internet Protection Act.
Technology Unit ELA 8 Unit Title and Type An Eye on Our Natural and Technology Environment Unit Context Environment and Technology – Inquiry (multi-genre) Big Idea or Question What are some of the most recent developments in technology and how do they impact the environment? Compose and Create (Whats) Writing – documented research report, emails Speaking – oral presentation, responding to Group inquiry Presentation software/electronic presentation Comprehend and Respond (Whats) Viewing videos Listening – to understanding, gathering information, making jot notes, forming an opinion Reading – informational texts, information from a variety of sources Formative Assessment Peer editing/revising Reflections (self/peer) work log Checklist KWL Response questions Summative Assessment Rubrics – presentation, research paper Persuasive paragraph Email Comparison Texts CBC News – E-waste Mounting in Developing Countries CBC News – Arctic Ice Melting Faster Than Feared CBC News video – Melting of the Ice Caps Crossroads 8 – Song of the land, On the to a Greener Future, Learn with Book, Learning Plan Lesson 1 Reading
, Person Specification POST TITLE: Technology Assistant Food and Textiles ESSENTIAL DESIRABLE Qualifications Good standard of education. Food Safety Handling Certificate. First Aid Qualification. Experience Experience in use of IT. Experience of working constructively as part of a team, understanding roles and responsibilities and own position within these. Experience of communicating well at all levels. Experience of working within a school environment. Experience/knowledge in food preparation, handling or production or a related discipline. Working with young adults. Knowledge Awareness of practices and procedures within education relating to the welfare and safety of pupils. Awareness of Health and Safety. Skills Ability to relate well to children and adults. Flexible approach to working arrangements in line with the duties of the post.
You may be subject to and criminal penalties for unlawful export and disclosure of export-controlled information. If the results of the research become entangled with export-controlled information, it could delay or prevent publication of the results, and could result in loss of fundamental research qualification, which could result in additional restrictions and violations. ITAR/EAR Export Controlled Data ITAR or EAR Export-controlled information, referred to as Controlled Information in this document, stored at MIT should be managed in accordance with the following guidelines. IS&T Services IS&T provides several services at no-cost that may help individuals responsible for Controlled Information to secure its storage, access, and destruction. Please contact for more information. Security software, including Sophos Antivirus and Crowdstrike Falcon, a cloud-based anti-malware platform monitored in real-time by trained security professionals. Membership in the IS&T-managed active directory domain, providing Kerberos authentication, regular security patches, and two-factor authentication where appropriate. A managed hosting environment, providing domain membership as well as a managed system to hold Controlled Information in a secure and monitored environment. Data Access Controlled Information should not be accessed from shared or public computers such as computers in libraries, hotels, and business centers. Systems with access to Controlled Information should be well-maintained (patched/updated regularly) and run security software to detection malware or compromise. Access to Controlled Information should be provided to individuals on a “need to know” basis and in accordance with rules governing who is restricted from access (nationality, etc.). Protect Controlled Information by at least one physical or electronic barrier (e.g., locked container or room, login and password) when not under direct individual control. Data Storage Controlled Information must be stored on devices and access controlled with individually-assigned accounts requiring username/password or user certificates. Two-factor authentication should be enforced for access to highly sensitive data. All Controlled Information must be encrypted if stored on laptops, mobile devices (smartphones, tablets), or removable media (USB drives, CD/DVD). Cloud-based storage platforms, such as Dropbox or OneDrive, may be acceptable for some forms of Controlled Information with Export Office approval.
Technology Demonstration Project Application Form The programme is open to businesses who want to: install energy efficient and/or renewable energy technologies that are provided by EECA registered technology suppliers. OR implement an innovative energy efficiency or renewable energy process improvement opportunity themselves. If accepted, we will fund pay up to 40% of the project costs: Up to $100,000 for non-process heat projects Up to $250,000 for projects process heat projects. To qualify for funding, your project must: Reduce energy intensity or greenhouse gas emissions Be applicable to multiple businesses in a sector Be financially viable, with a reasonable payback period. In addition, you must meet the following requirements: For technology related projects the technology must be commercially available and the technology supplier must be registered with EECA For innovative processes projects, any process change must be proven You will commit to having your project independently monitored and to promoting the project and outcomes. Projects must meet minimum cost-effectiveness requirements for energy benefits and carbon reductions. We will not consider projects that have already started or happen anyway. We will not fund projects involving the following: Heat pumps < 10 kW residential products standard commercial lighting, including LED's and office products hot water and photovoltaic panels electric light passenger vehicles (specialist electric vehicles may be considered) wind, hydro and marine electricity generation products research and development. PROJECT DETAILS
CAREER HISTORY Please outline your career to date beginning with the most recent. Please provide details of any other employment by continuing on a separate sheet if necessary Name of Current Employer Nature of Organisation and Business Sector Approximate Annual Turnover and Headcount Title of Position(s) Held Job Title of Line Manager(s) Dates (Month and Year) From -To Principal Duties of Post(s) Held Name of Previous Employer Nature of Organisation and Business Sector Approximate Annual Turnover and Headcount Title of Position(s) Held Job of Line Manager(s) Dates (Month and Year) From -To Principal Duties of Post(s) Held and Reasons for Leaving Name of Previous Employer Nature of Organisation and Business Sector Approximate Annual Turnover and Headcount of Position(s) Held Job of Line Manager(s) Dates (Month and Year) From -To
Principal Duties of Post(s) Held and Reasons for Leaving Name of Previous Employer Nature of Organisation and Business Sector Approximate Annual Turnover and Headcount Title of Position(s) Held Job of Line Manager(s) Dates (Month and Year) From -To Principal Duties of Post(s) Held and Reasons for Leaving SELECTION CRITERIA Candidates should refer to the criteria contained in Information for Applicants pack which are deemed essential for the role. To assist in the completion of the application form, the following key points should be considered.
By_______________________________ Name:____________________________ Chief Administrative Officer or Designee Date:_______________ By__________________________________ Name:_______________________________ Title: ________________________________ Date:_______________ Approved as to Content: By_________________________________ Name:______________________________ Date:_________________
for award. During negotiations, the STATE and offeror may agree to alter or otherwise change the terms and conditions of the proposed contract. Negotiation, if held, will be within the scope of the RFP. Each offeror will be responsible for all costs it incurs as a result of negotiations, including any travel and per diem expenses. Contract negotiations will be conducted primarily by email, conference calls, or internet-based conference. Any on-site negotiation, if needed, will be held in Insert City, State. The STATE may terminate negotiations, reject a proposal as nonresponsive, and continue or commence negotiations with other offerors reasonably susceptible for award, if the offeror: fails to provide necessary information for negotiation in a timely manner, fails to negotiate in good faith, is unable to successfully negotiate contract terms that are acceptable to the STATE, or indicates that it cannot perform the contract within the budgeted funds. Note: Use the Notice of Intent to Award Template on the . After proposals have been evaluated and the successful offeror selected, notice of intent to award will be promptly issued to all offerors that submitted proposals. Upon issuance of this notice, the procurement file becomes an open record. The successful offeror named in the Notice of Intent to Award is advised not to begin work, purchase materials, or enter into subcontracts until the successful offeror and the STATE sign the contract This RFP does not, by itself, obligate the STATE. The STATE's obligation shall commence when the STATE signs the contract. Upon written notice to the contractor, the STATE may set a different starting date for the contract. The STATE shall not be responsible for any work done by the contractor, even work done in good faith, if it occurs prior to the contract start date set by the STATE. After the notice of intent to award is issued, offerors may contact the Procurement Officer to schedule an evaluation debrief. The debrief will provide information about the evaluation process and proposal scores.
Technology use of the iPad and website: = School website where you can add pages as you see fit, can and should be useful to students and parents. Math - - book pdf - resource guides All of the above I put on my web page and further instruct the students to download. I also use ActivInspire for Math. At I use the document camera to display a worksheet or pull up any document and use ActivInspire in ‘annotate over desktop’ so then I can write on the screen over the worksheet…or the students will come up and do that. ActivInspire has several Math that are useful to use. APP: (Facts practice – timed test) Pdf’s can be brought in and students can on it (fill in answers or jot notes) Students use this app to do our Example and Practice problems and flip their screen when done. I also use this app for an EXIT TICKET question for a quick check of understanding of subject matter. apps for daily practice: Science - Book pdf - audio - references’ pdfs APP: Dropbox (I created a class dropbox for students to have access to audio without wifi.) Class Photos of activities throughout the year Plenty of storage, create files for organization. Add the link to your web page.
Pittsfield Open Learning Computer Lab (JWCC Students Only) Pittsfield Cyber Café (JWCC Students Only) Mt. Sterling Open Learning Computer Lab (JWCC Students Only) General Use\Open Learning Lab Hours: A113 – OLC Lab Lab assistants are available in this lab to help with questions. Monday 8:30 AM – 9 PM Tuesday 8:30 AM – 9 PM Wednesday 8:30 AM – 9 PM Thursday 8:30 AM – 9 PM Friday 9 AM – 12 PM Saturday Closed Sunday Closed B106 – Library Monday 7:30 AM – 8:30 PM Tuesday 7:30 AM – 8:30 PM Wednesday 7:30 AM – 8:30 PM Thursday 7:30 AM – 8:30 PM Friday 7:30 AM – 4 PM Saturday 12 PM – 4 PM Sunday Closed Pittsfield – OLC Lab Perry - OLC Lab Monday 8 AM – 9 PM Monday 8 AM – 5 PM Tuesday 8 AM – 9 PM Tuesday 8 AM – 5 PM Wednesday 8 AM – 9 PM Wednesday 8 AM – 5 PM Thursday 8 AM – 9 PM Thursday 8 AM – 5 PM Friday 8 AM – 5 PM Friday 8 AM – 5 PM Saturday Closed Saturday Closed Sunday Closed Sunday Closed
The idea is to use a game that kids love to introduce them to real-world science and engineering problems and to awake an interest in the subjects. “Middle school is the place you can catch a kid and create enthusiasm,” she said. Quest Academy, a private school in Palatine, Ill., has incorporated the game into a class this year. They use it to reinforce lessons on J.R.R. Tolkien’s “The Hobbit.” Since November, students have been building their own fantasy worlds — designed to be populated by virtual dragons — and writing about the adventures they have there. Creativity Run Wild Amelia Landau, 11, said the game has allowed her to let her creativity run wild. “'Minecraft' is a nice way to make your imagination fly a little bit better,” she said. “If you want to create a huge sculpture, you can do that easily with thousands upon thousands of materials.” Some academics wonder, though, if "Minecraft" will be limited to wealthy districts with high-achieving students. Maria Cipollone, who is getting her doctorate at Temple University, recently used the game in a research project at a Philadelphia public school. She found that the game helped the students develop math skills such as estimating proportions. But it didn’t translate into the sort of math ability that would boost standardized test scores. But Dan Rezac, a technology specialist at Maple School in Northbrook, said that when kids do get a chance to play, the results can be amazing. “With 'Minecraft,' they can build anything,” he said. “They can learn social skills so they can work together with other people, who may not be in the same room, to build worlds and lands and objects, or, as one of our kids was saying, to re-create the human body so they can test diseases on it. There are really just limitless possibilities.” From gadget to garbage: tackling the problem of discarded technology By Orange County Register, adapted by Newsela Jan. 13, 2014 Grade level: 8 Old computer keyboards fill a box as EXPC employee Diego Cuellar walks through the company's warehouse on Dec. 17, 2013, in Santa Ana, Calif. In California, e-waste is recycled with funds paid by consumers as a fee when they purchase electronics. Photo: Mindy Schauer/Orange County Register/MCT
Please complete this form including any applicable attachments and submit by email () to initiate your request. Within 2 business days of receipt of this form, you will be provided with the reference id for your request and the name of the technology transfer specialist who will handle the request. a technology transfer specialist will contact the primary cdc contact to fully define the request in 5-7 business days. Please note: the cdc and partner contacts will be initiating discussion but not necessarily the lead investigators, lab chiefs, or signatories. *** FOR EMERGENCY REQUESTS *** Please complete this form and submit by email () with “emergency request” in the subject line. A brief statement of approval from your division director must accompany this initiation form detailing the circumstances of the emergency. Remember to check the appropriate emergency request boxes below. Failure to check the appropriate emergency request boxes including division director approval will delay the request. A technology transfer specialist will be assigned and you will be contacted within 1 business day. CDC Primary Contact Information (required) Partner Primary Contact Information (if applicable) Center / Division / Branch: Company, University, or Institution Name: Name: Email: Secondary CDC contact information related to this request: Name: Phone Email: Secondary Partner contact information related to this request: Description of the request (check all that apply) New Request Amendment; original Ref ID(s) if known: *** Emergency Request; please describe in “Project *** Yes, a valid justification from my Division Director is attached I want to… Communicate Confidential Data / Information Transfer Research Materials And CDC will act as the: Provider Recipient Mutual Transfer I need assistance regarding… Licensing: Biological Material, Technology, or Software Research Collaboration Letter of Interest Employee Invention Report Trademark Questions User Fee Other (please provide a short description in “Project Scope”) Project Scope
understanding of importance of critical thinking understanding and create meaning – with varying degrees of success Communication Organization Effective Use of Language Voice The purpose of text and the form it takes generates meaning -Organizational patterns are recognizable - Level of language and vocabulary appropriate for the purpose of writing -Voice is appropriate to purpose -Organizational patterns establish relationship between form and purpose -Level of language and vocabulary conveys meaning accurately - Clear and consistent voice suitable to purpose -Organizational patterns are characteristic of the form and purpose for writing -Conveys understanding of language as a vehicle for generating meaning -Writing is clear and engages intended audience with authentic voice -Organizational pattern effectively escalate arguments and deepen the meaning of the thesis -Language is used as a tool for generating understanding -Rhetorical and stylistic strategies are used to engage the reader Application Conventions The intended audience of text determines the language used and the conventions used -Command of grade appropriate conventions for intended audience of product -Language and conventions used to create clear meaning -Language and conventions used to create a consistent voice and clear meaning -Language and conventions used to enhance and create impact and emphasis where appropriate (risk taking) Long Description of Rubric for Essay Matrix
Category/Criteria Knowledge & Understanding & Content Process is a fundamental requirement in revealing meaning and constructing product 1-Describes an understanding of the information, ideas, concepts and themes and makes an effort to make connections to create meaning 2-Expresses clear understanding of the information, ideas, concepts and themes and successfully makes some connections to create meaning 3-Expresses clear understanding of the relationships between information, ideas, concepts and themes (process) to express meaning (effect) 4-Uses a thorough and well articulated understanding of the relationships between information, ideas concepts and themes (process) to express meaning (effect) Thinking & Inquiry Generating Ideas & Content Values, perspectives and worldviews influence communication and perception 1-Describes contexts and is makes some effort to apply contextual understanding to process of making meaning 2-Demonstrates an awareness of context and uses it to make deductions and observations in seeking meaning through the writing process 3- demonstrates an awareness of context in formulating and observations in writing products 4- uses an awareness of context to formulate ideas and observations and to produce writing that is perceptive, insightful and authentic
Technical Skills Microsoft Office Basic HTML Adobe Illustrator Adobe Photoshop Tech Education/Certifications Informatics Minor, Indiana University, May 2020 Certified Scrum Master, Scrum Alliance, December 2016 Technical Academic Courses Computers in Business, Fall 2016 Database Management, Spring 2017 Intro to Graphic Design, Fall 2017 Tech Skill Building Workshops Excel Accelerator Crash Course, 10/15/16 3D Printing Accelerator Crash Course, 11/7/17 Empowerment Series Workshop on Addressing Microaggressions, 02/07/18 HTML Workshop, 02/10/18 Technical Conferences/Competitions/Events Summit attendee, March 23-24, 2018 CEWiT Summit presenter: Chrome Extension Workshop, March 24, 2018 Women’s Research Poster Competition participant, April 14, 2017 Grace Hopper conference attendee, October 5-7, 2017 Tech Related Professional Experience Center of Excellence for Women in Technology, Web Maintenance Intern, June 2017-current Cook Medical, Database intern, May-August, 2016 April 2018
Website Resources for Free: Free Host Reviews Free Webspace Forced Ads Upload Scripting Free URL 700 Mb NONE FTP, Web PHP Domain or Subdomain 100 Mb Banner-Top or Popup FTP, Web - Domain or Subdomain 100 Mb Popups + FTP, Web - Domain or Subdomain 100 Mb Banner-Top + TextLinks FTP, Web CGI, PHP, SSI, FrontPage Domain or Subdomain 2,000 Mb NONE FTP, Web PHP Domain or Subdomain 100 Mb TextLink-Bottom Web ASP, SSI /you 250 Mb Banner-Top + Bottom FTP, Web - Subdomain 250 Mb Text-Link FTP, Web PHP Subdomain 3,000 Mb TextLinks FTP, Web PHP Subdomain 4444 Mb TextLinks FTP, Web PHP Domain or Subdomain Top
10 17 10 of 53 Search Strings # Hits Search String 1 40 doctor 2 23 20 4 6 6 economy 6 4 good template 7 3 doctor laura riffel 8 2 economy%22 school 9 2 doctor.org 10 2 dr Top 22 of 22 Total Countries # Hits Files KBytes Country 1 27858 39.20% 44.72% 4347562 2 21261 29.92% 14354 36.49% 2418271 3 11724 16.50% 6511 16.55% 1529022 Commercial 4 6788 9.55% 4512 11.47% 792910 States 5 977 1.37% 800 2.03% 228023 Organization 6 771 1.08% 536 1.36% 206096 Educational 7 597 0.84% 444 1.13% 116303 8 444 0.62% 346 0.88% 105748 9 159 0.22% 86 0.22% 34666 style Arpanet (arpa) 10 151 0.21% 110 0.28% 5819 Zealand (Aotearoa) 11 141 0.20% 141 0.36% 29082 12 66 0.09% 64 0.16% 895 Island 13 47 0.07% 22 0.06% 2565 Government 14 31 0.04% 31 0.08% 231 15 28 0.04% 27 0.07% 485 16 7 0.01% 6 0.02% 213 17 6 0.01% 3 0.01% 25
Brown Central Library Ashwaubenon Branch Branch , WI 54208 Kress Family Branch 333 Broadway East Branch Pulaski Branch Southwest Branch 974 Weyers-Hilliard Branch Wrightstown Branch Wrightstown, WI 54180-0096 Library Library Hwy. 42 – Community Center, P. O. Box 207 Egg Harbor, WI 54209-0207 Ephraim Library Hwy. Fish Creek Library Library 123 Hwy. 42 South – Sister Bay/Liberty Library 2323 Mill Road Library at , Rt. 1, , Library Florence, WI 54121-0440 Gillett Public Library Kewaunee Public Library Kewaunee, WI 54216-1220 Lakes Country Public Library 15235 Hwy. 32, Public Library
Hortonville Public Library , Hortonville , WI 54944 Library , Iola, WI 54945 Kaukauna Public Library 111 Main Avenue, Kaukauna, WI 54130 Kimberly-Little Chute Public Library James J. Siebers Memorial Library , Kimberly, WI Gerard H. Van Hoof Library , Little Chute, WI 54140 Sturm Memorial Library , Manawa, WI 54949 Marion Public Library 120 N. Main Street, Marion, WI 54950 Public Library , New London, WI Scandinavia Public Library 349 Main St., Muehl Public Library , Seymour, WI 54165 Shiocton Public Library , Shiocton, WO 54170 Waupaca Area Public Library , Waupaca, WI 54981 Weyauwega Public Library 301 S. Mill Street, Weyauwega, WI 54983
Types of Security Reviews Not new to ASU New to ASU Data Sensitive Data <10,000 records >10,000 records No new integrations* New Integrations Internal Department Review X X X X X X X X End Point Attestation X X X Security Review Lite X X X X Security Review Full X X X X Purchasing Level for new purchases or added functionality to existing technology Internal Department Security Assessment End Attestation Security Review Lite* Security Review Full Purchases under $5,000 including Purchasing Card X Sensitive Data < 10,000 records X X Sensitive Data but not integrated >10,000 records X X Sensitive Data and Integrated >10,000 records X X Note: FOR ZERO DOLLAR AGREEMENTS including beta tests- Please utilize the sensitive/integrated criteria above to determine the review required.
In our discussion, we use an HD5 file with Cross-track Infrared Sounder (CriS) data from the Suomi NPP satellite to illustrate several performance tuning techniques for HDF5 applications. The paper is organized as follows: The structure of the file and the properties of the datasets are discussed in the “Case Study” section on page 7. In the “Chunking and Compression in HDF5” section on page 11, we review HDF5 chunking and compression features in more detail. In the “Tuning for Performance” section on page 15, we discuss the performance tuning approach. The “Recommendations” section on page 20 summarizes our recommendations. In the near future, we intend to make available a new CCP (Chunking and Compression Performance) tool. This tool will allow users to vary access patterns, chunk sizes, compression method, and cache settings using the tool’s command options, reducing the need to create and compile test programs such as those used in the “Case Study” section on page 7. For more information on things that can affect performance, see the page in the FAQ on the website.
that has been added to the item’s library, the longer the “Realized Benefits” ribbon will be. Additional Help Available in TechPort Click on “Help” on the right side of the navigation bar for: Getting the Most out of TechPort Technology Readiness Level Definitions Space Technology Roadmaps List of Center Contacts for your Center How to Create a Project Entry You need permission to create or edit TechPort entries. If you do not have permission, click on the “ID Max” link and request permission (Access Management page) naming Ingrid Desilvestre or Craig Burkhard as the sponsor. Step 1: On the Home Page, click on “Create New Item” Step 2: Fill in the fields Step 3: TechPort will generate a data page. Fill in all the fields. The system will make clear which of your entries will be publicly available and which will be NASA-only. Step 4: Save. NOTE: TechPort times out after 30 minutes and provides no warning. Save as you go. The Save Icon appears in top right when in Edit Mode. How to Update Project Data Step 1: Follow the instructions in “Search and Browse” to find the relevant entry. Step 2: Select the Edit Icon in the top (just under the row containing the project name). Review and update information in the 5 Tabs Description Mappings Management Milestones (not required at this time) Budget (If your project received funding from multiple sources, include the totals here. Complete $K and FTE. Do not double count by filling out WYE if your $ funded WYE. Step 3: Add image. Select your TechPort Project entry, and select “Edit” Only JPG, PNG, or GIF files may be uploaded. Image file size may not exceed 1 MB Select “Browse” under the image field to locate the image you want to upload. You will see the path name in the field to the left of the Browse button. Select the “Save” icon in the top right above the project entry. NOTE: Save as you go.
Google For Educators Real time Collaboration with Google Docs and Spreadsheets (Google Discuss my own experiences with Google Docs I began using Google Docs as a way to solve the problem of creating greater collaboration amongst the students and teachers, as well as to facilitate quicker feedback to the students. Provide a few examples, focusing on how students can collaborate as well as the teacher comment feature. Demonstrate with student’s Google Docs samples (as below). Workshop Teachers practice using the features of Google Docs with the following activities Create a Gmail account Create a Google Doc and share it with someone else in the room Upload a document and it with someone else in the room Identify one classroom issue that you have that could be addressed and eventually solved through the use of Google Docs Experiment with Google Docs to discover ways to address classroom issue Conclusion of session Ask teachers to share their experiences Document the ways teachers will use Google Docs to send to all participants after the session How will I measure success?
analysis to match the solution to the need; creating a plan for implementing the software, which involves creating a budget and schedule for the project; writing the software program; testing the software; deploying the software to the public, either by selling the product in a package or online; and performing maintenance and bug fixes to keep the product functioning optimally.
Gerri Marshall, Ed. D. Technology Skills for Computerized Testing Goal: To identify students who need practice with technology skills Mark “N” in any column where student needs more practice Indicate if the was not observed Student Moving Mouse Click and Drag Scrolling horizontally Scrolling vertically Flag Test Item Highlighter tool Tool
Set up your LaFolio site using the templates on the ePortfolio “Tools” site developed by your language professors. Plug-ins: The “Plug-ins” tab appears on the left hand-toolbar when you log into your website and navigate to Dashboard. Scroll through the available plug-ins and click “Activate” for the following three important plug-ins: “Anarchy Media Player” “NextGEN Gallery” “TinyMCE Advanced” These plug-ins make your website easier to manage and configure. Settings: Click on the “Settings” tab on the left hand toolbar Click “General” to open up the following page Make changes to your general settings page as necessary: enter a title for your site, enter “Lafayette College e-portfolio scholar” as the tagline and enter your email address. Click “save changes” at the bottom of the page. Now click on “Reading” under “Settings” Click on “A static page”, and specify which page will be static in your website: it will be the page that the site will open to when someone navigates to your site url. Select “My Journal” for the “posts” page if you want to include a blog. Click “save changes” so these changes are recorded. Click “Privacy” under “Settings” It is recommended that you select the second from the top option, which allows everyone to view the page. No one will be allowed to edit anything on the site, except for fields in blog pages or pages where comments are enabled. Lastly, we must add a feature to improve the performance of the text-editing feature available when you edit pages for your website. Click “TinyMCE Advanced” under “Settings” Drag and drop toolbars from the bottom ‘pool’ to the top three grey bars (toolbar space), too create this following setup:
Thematic Ideas: Make a 2-page resume A 2-page flyer advertising something ridiculous: Sell me you head Sell me a 1978, Ford Pinto, with no engine A two-sided pamphlet promoting the Convention for Rockabilly Revival A set of indecipherable instructions on how to set your DVD-player clock A leaflet to your Big Yard Sale! With a list of worthless crap you are trying to pawn off! A re-write of this courses’ syllabus A detailed explanation of just how amazing and fantastic you are A book report on your favorite novel (real or imagined) Excruciatingly specific instructions on how to sit in a chair A discourse on why the color Purple is the most lovely/hideous color What a “Groat” is A review and comparison of two movies: Silence of the Lambs VS My Little Pony: Friendship is Magic Being John Malkovich VS Waking Life The more hilarious and interestingly formatted the paper, the higher your grade! Although, style counts, so don’t just throw 9 different fonts, and four thematic styles in there. Don’t print this, just email it as an attachment. To: Subject: course number and section [your name] Tech Tools 2 Body: Describe the project you created: Example Subject: SPM 100 – 601 Jackson Tech Tools 2 Body: My Tech Tools is on a Midterm Examination for Hullabaloo. I added word art, tables, figures and captions. Microsoft Word can be fun, too!
All Things Techy savannah.denning@simpson.kyschools.us July 20, 2016 KET Multimedia Day The POWER of a PRETEST! Unit 4 Learning Targets Unit 4: Divide by One-Digit Numbers Operations and Algebraic Thinking OA 3 – Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. LT 1 - I can use the correct operation to solve a word problem. LT 2 - I can explain the meaning of remainders in word problems. LT 3 - I can write equations using a variable to represent the unknown. LT 4 - I can use mental math or estimation strategies to check if my answer is reasonable. Numbers and Operations in Base Ten NBT 6 – Find whole number quotients and remainders with up to four-digit dividends and divisors, using strategies based on place value, the properties of operations, and or the relationship between multiplication and division. LT 5 - I can divide a dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
energy. The BSU Fine and Performing Arts Center does not have any on-site renewable energy systems and therefore it would receive zero points for this credit. EA Credit 3: Enhanced Commissioning The purpose of this credit is to get the Commissioning Authority involved early in the design process and continue after the performance verification is completed. This credit requires that a CxA be selected before the construction document phase and that authority continue reviewing building operation within months after substantial completion with the building staff. Also, the CxA must review the owner’s project requirements, basis of design and design documents. The BSU project did not include the CxA until later in the design process and thus would not receive a point for this credit. EA Credit 4: Enhanced Refrigerant Management This credit is intended to reduce the building’s impact on depleting the ozone and minimize global warming caused by refrigeration chemicals. This credit has two options. The first is simply, do not use refrigerants. The second option is more complex and has several equations to determine if a refrigerant meets the necessary requirements. This building uses from the ASHRAE Standard 34 code which complies with this credit. This project would receive 1 point for this credit. EA Credit 5: Measurement & Verification This credit ensures that the building continues to operate as it was designed for at least a year. It requires that a measurement and verification (M&V) plan be created in accordance with the International Performance Measurement & Verification Protocol. An M&V plan was created for this project and is currently in use. Therefore, this building would receive one point for this credit. EA Credit 6: Green Power The purpose of this credit is to encourage the owners to invest in grid-source renewable energy technologies. In order to obtain the one point for this credit, 35% of the building’s electricity must come from renewable resources in at least a two year contract. Indoor Environmental Quality EQ Prerequisite 1: Minimum IAQ Performance This credit is used to establish a minimum indoor air quality (IAQ) for the building. In to meet this prerequisite the building must meet the requirements for the ASHRAE Standard. Technical Report 1 did an in depth analysis on Standard 62.1 and found the building to be in compliance with the standard.
Technical Bid For the selection of Public Relations Agency for Department of Tourism, Government of Kerala Name of the Agency M/s. …………………..……………………………………………. Sr. No: Criteria Turn Over Maximum Marks Marks Awarded (For authority use only) 1. Turnover 10 a. More than Above 2 cr and upto 3 cr – 5 Marks b. More than 3 cr and upto 5 cr 7 Marks c. More than 5 cr - 10 Marks 2. Experience in PR Work Client Activity/ Campaign 6 a &b. Existing client in the field of travel/tourism in state/national level (i) (4 marks) (ii) (6 marks) c. 1 existing state/central Government or PSU client in non‐tourism sector Client Activity/ Campaign 4 3. Offices/Associates Name of the City, Country a Full Fledged Office in Thiruvananthapuram – 4 b Office/Associate in US &Europe 3 c Office/Associate in Australia &Middle East 3