zilongwang/ReadingBank huggingface dataset:
El Centro Earthquake, North-South Component 31 12 Half-Sine Pulse, 10 G, 11 msec 25 32 V-band/Bolt-Cutter Source Shock 11 15 The peak velocity comparison is useful, but a consideration of natural frequency is still needed because the dynamic range is greater than zero, at least 12 dB, in each case. APPENDIX R Velocity Limits of Materials Gaberson gave the following limits in Reference 4. Table R-1. Severe Velocities, Fundamental Limits to Modal Velocities in Structures Material E (psi) (psi) (lbm/in^3) Rod Vmax (in/sec) Beam Vmax (in/sec) Plate Vmax (in/sec) Douglas Fir 1.92e+06 6450 0.021 633 366 316 Aluminum 6061-T6 10.0e+06 35,000 0.098 695 402 347 Magnesium AZ80A-T5 6.5e+06 38,000 0.065 1015 586 507 Structural Steel, High Strength 29e+06 33,000 100,000 0.283 226 685 130 394 113 342 APPENDIX S Characteristic Impedance Values
Steel 147 173 APPENDIX T Velocity Limits for Buildings Recommended limit values for traffic are given in Table T-1, as taken from References 22 through 24. The peak value is taken from the velocity time history. Table T-1. Recommended Ground Limit Values for Traffic Type of building and foundation Recommended Vertical Velocity Vmax (mm/sec) (in/sec) Especially sensitive buildings and buildings of cultural and historic value 1 0.039 Newly-built buildings and/or foundations of a foot plate (spread footings) 2 0.079 Buildings on cohesion piles 3 0.12 Buildings on bearing piles or friction piles 5 0.20 The vertical velocity is with respect to the ground vibration. The specification implies that building stress correlates more closely with velocity than with either displacement or acceleration.
SHOCK AND VIBRATION STRESS AS A FUNCTION OF VELOCITY Revision D By Tom Irvine Email: tomirvine@aol.com December 11, 2012 ______________________________________________________________________________ Variables = Distance to neutral axis I = Area moment of inertia c = Wave speed in the material K = Shear factor h = thickness L = Length k = Spring stiffness or wave number depending on context M = Bending moment u = Displacement U = Total energy v = Velocity V = Shear force x = Longitudinal Displacement = Base acceleration z = Transverse Displacement = Normal stress A = Cross section area = Shear stress = Constant of proportionality = Mass per volume D = Plate stiffness factor = Mass per length E = Elastic modulus = Phase angle G = Shear modulus n = Natural frequency (rad/sec) Note that the characteristic impedance is Introduction Shock and vibration environments produce dynamic stresses which can cause material failure in structures. The potential failure modes include fatigue, yielding, and ultimate stress limit. F.V. Hunt wrote a seminal paper on this subject, titled “Stress and Stress Limits on the Attainable Velocity in Mechanical Vibration,” published in 1960 in Reference 1. This paper gave the relationship between stress and velocity for a number of sample structures.
Steel Shapes 29 0.27 0.283 70 33 226.3 130.8 Concrete 3.5 0.15 0.0868 0.35 0.515 18.4 10.6 Granite 7 0.28 0.0972 - 2.5 59.6 34.4 APPENDIX S Characteristic Impedance Values Note that: 1 Pa sec/m = 1 kg/(m^2 sec) Density Elastic Modulus Speed (m/sec) Characteristic Impedance (MPa sec/m) Material (kg/m^3) (GPa) Bar Bulk Bar Bulk Aluminum 2700 71 5150 6300 13.9 17.0 Steel 7700 195 5050 6100 39.0 47.0 Density Elastic Modulus Speed (in/sec) Characteristic Impedance [ lbm/(in^2 sec) ] Material (lbm/in^3) (psi) Bar Bulk Bar Bulk Aluminum 0.1 1e+07 2.03e+05 2.48e+05 2.03E+04 2.48E+04 Steel 0.285 3e+07 1.99e+05 2.40e+05 5.67E+04 6.84E+04
LOYOLA COLLEGE (AUTONOMOUS), CHENNAI – 600 034 M.A. DEGREE EXAMINATION – SOCIAL WORK FIRST SEMESTER – NOVEMBER 2010 SW 1800 - S.W.PROFESSION,HIST.,PHIL.& METHODS Date : 30-10-10 Dept. No. Max. : 100 Marks Time : 1:00 - 4:00 SECTION –A (10 x 2 = 20) Answer ALL the questions. Answer to each question should not exceed 50 words What is the 21st century definition of Social Work? Why Social Work is called a “Profession” Differentiate between a Social Work Professional and a Voluntary Social Worker. What is Social Development? What is Social Action? What is meant by Social Welfare Services? What is meant by Elizabethan Poor Law? What do you mean by “Code of Ethics” in Social Work Profession? What is “Social Movement “? Distinguish between “Social Reform” and “Social Work” SECTION- B (4 x 10 = 40 ) Answer any FOUR questions. Answer to each question should not exceed 300 words Explain the “Unitary Nature” of Social Work. Write a short note on contributions of any two social reformers from Tamil Nadu. What is the scope of Social Work in India? Briefly discuss the relevance of ‘Gandhian Philosophy’ to Social Work Philosophy in the Indian context. Explain the ‘Directive Principles of State Policy’. SECTION –C ( 2 x 20 = 40) Answer any TWO questions. Answer to each question should not exceed 600 words Discuss the role of Government and Voluntary Organizations in promoting Social Welfare. Elaborate on ‘Human Rights’ focus of Social Work Profession with reference to the U.N Charter and Indian Constitution. Critically assess the current status of ‘Social Work Profession’ in India. ********
19) What MOST LIKELY determined the location of Baghdad in Iraq? 20) Countries which border the Persian Gulf such as Kuwait have very limited fresh water supplies. Many are forced to search for water from other sources such as _______________________________________________ The Middle East has very limited fresh water sources in the form of rivers such as the Nile, Jordan, Euphrates, and Tigris rivers. However, these rivers are only located in a few countries. 21) Which Middle Eastern country that we have studied does NOT have one of these rivers within its borders? 22) When one describes Christianity as monotheistic they mean that Christians have _______________ God(s). "Yahweh created a covenant with Abraham. This covenant held that Abraham and his descendants would receive the land of Canaan as a sign of the relationship between Yahweh and the people of Abraham." 23) This statement is MOST important when describing the foundation of what religion?
Equality Analysis Checklist Go through each protected characteristic below and consider whether the policy / function / service could have any impact on groups from the identified protected characteristic, involve service users where possible and get their opinion, use demographic / census data (available from public health and other sources), surveys (past or maybe carry one out), talk to staff in PALS and Complaints. Please ensure any remedial actions are Specific, Measureable, Achievable, Realistic, and Timely( SMART) Equality Group What evidence has been used for this assessment? What engagement and consultation has been used Identify positive and negative impacts How are you going to address issues identified? Lead and Timeframe Age Think about different age groups and think about the policy / function / service and the way the user would access, is it user friendly for that age? Disability Think outside the box, you may not be able to see the disability. It could be physical (hearing, seeing) or a learning disability (Autism). Accessibility – venue, location, signage, furniture, getting around Disability awareness training for staff
Employment History Present Employer/ most recent employer Please note: this should also be the name of your first Reference. Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: Previous Employment/ Voluntary Work Most recent first – this should also be the name of your second reference. Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements: Employer Name: Address: Postcode: Job Title: Start Date: End Date: Salary/ Wage: Notice Required: Reason(s) for leaving: Summary of main duties, responsibilities and achievements:
Comments (please include date of comment): Core Behavior Assignment Evidence of Completion: 1. Item 2. Verified by 3. Date Complete C7CB13: Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies. Fall Semester: Final Score: Spring Semester: Final Score: Comments (please include date of comment): Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Core Behavior Assignment Evidence of Completion: 1. Item 2. Verified by 3. Date Complete C8CB15: Apply knowledge of human behavior and the social environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies. REQUIRED: With FI, develop a plan of care including goals, objectives/outcomes for at least 2 clients.
Fall Semester: Final Score: Spring Semester: Final Score: Comments (please include date of comment): Core Behavior Assignment Evidence of Completion: 1. Item 2. Verified by 3. Date Complete C8CB16: Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies. REQUIRED: Self-evaluate ability to advocate for cts at the micro, mezzo, and macro levels and compare to feedback from FI. Fall Semester: Final Score: Spring Semester: Final Score: Comments (please include date of comment): Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Core Behavior Assignment Evidence of Completion: 1. Item 2. Verified by 3. Date Complete C9CB17: Apply knowledge of human behavior and the social environment, and other multidisciplinary REQUIRED: Students use an instructor provided tool to assessing GIM skills when working with 2 cts then discuss outcomes with FI. (Juniors use engagement and assessment sections only; Seniors use all 7 measures of GIM). Documents to be turned into course instructor when completed.
INVOICE This form must be TYPED and COMPLETED in FULL, failure to do this will result in a delay or NON PAYMENT (LETB use only) Title Invoice Number First Name (In Full) Invoice Date / / Middle Initial (In Full) PO Number XXMSHRUBSALL Surname Code ASZ _ _ _ /_ _ _ _ /T_ _ _ _ /_ _ _ _ _ Address Line 1 Address Line 2 Address Line 3 Town/City Post Code Invoice To: XXMSHRUBSALL Health Education England South West LETB T73 Payables F485 Phoenix House Topcliffe Lane Wakefield WF3 1WE Return To: Health Education England Park House 1200 Parkway Bristol BS34 8YU PLEASE ENSURE BANK DETAILS ARE ENTERED. FAILURE TO ENTER THESE DETAILS WILL RESULT IN PAYMENT DELAYS. Total Value of the Claim £ Please complete the breakdown of the claim on the following page
Details of the Claim Expenses Course/Meeting Fee £ Details of Journey – (start-> to -> finish) Public Transport Mode of transport: (Receipts must be attached) £ Private Transport Total Number of Miles: _@ 24p per mile (Mileage will be calculated at shortest route) £ Passengers (Reimbursed at 5p per mile per passenger) Name(s) of passenger(s): ____ Total miles travelled with passenger _ (Passengers must be travelling to the same event & also entitled to reimbursement of travel expenses) £ Subsistence Accommodation Expenditure £ Meal Expenditure £ Other Expenses Please specify:- £ TOTAL AMOUNT OF CLAIM £ DETAILS OF CLAIM (ALL CLAIMS MUST BE ACCOMPANIED BY RECEIPTS) Please read the guidance notes you obtained along with this claim form very carefully. Courses and meetings must be related to your fellowship and be within the UK. Where there is no receipt a written explanation must be attached and payment will be at the discretion of Health Education England. Health Education England reserves the right to reimburse the cheapest option wherever relevant. COURSE/MEETING LOCATION DATE(S) From: To: Claimant Declaration: I declare that the expenses claimed hereunder were necessarily incurred by me in attending the above event and are in accordance with the conditions governing the payment of travelling expenses attached. I understand that any fees are paid gross and that I am responsible, where appropriate, for declaring this income for tax purposes. Signed: Date: Please return this completed form by email to Authorised By Name : Contact Number: Signed : Date:
Works Cited “The State of Homelessness in America 2016.” National Alliance to End Homelessness. N.p., 6 Apr. 2016. Web. 24 Apr. 2017. Nehamen, Megan. “Homeless.” Personal Interview. 03 Mar. 2017. Sanburn, Josh. “The Radically Simple Solution to Homelessness.” Time, vol. 187, no. 9, 14 Mar. 2016,pp. 19-20. EBSCOhost,chaffey.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=113479289&site=ehost-live. Home Aid. “Top Causes of Homelessness in America.” Home Aid. N.p., n.d. Web. 24 Apr. 2017. “Build Apartment Cost.” Cost to Build an Apartment Building – Estimates and Prices at Fixr. N.p., n.d Web. 25 Apr. 2017. Williams Adam. “portable 3D Printer Builds a Tiny House for a Tiny Price.” New Atlas- Latest News. New Atlas, 03 Mar. 2017. Web. 25 Apr. 2017. Koslow, Tyler. “30 Greatest 3D Printed Houses & Structures in the World.” All3DP. N.p., 16 Apr. 2017. Web. 25 Apr. 2017 Stampler, Laura. “A Chinese Company 3D-Printed This Five-Story Apartment Bilding.” Time.Com, 20 Jan. 2015. EBSCOhost,chaffey.idm.oclo.org/login?url=http://search.ebscohost.com/login.aspx?direx t=true&db=a9h&AN=100516827&site=ehost-live. Marquez, Liset. “2017 Homeless Count in Upland to Aid in City’s New Approach.” Inland Valley Daily Bulletin. Inland Valley Daily Bulletin, 26 Jan. 2017. Web. Apr. 2017.
If a course replacement, CAS Dean’s Office has been notified of course equivalency. ______ __________________________ Date Student Signature ______ __________________________ Date Faculty Signature ______ __________________________ Date Department Chair Signature
THE CURRICULUM The 120-credit curriculum provides content in human behavior and the social environment, social welfare policy and services, practice theory and skills, and research. The field education component (450 supervised hours) provides students with a learning experience in social service agencies throughout New Hampshire. The curriculum integrates content on values and ethics, human diversity, and the promotion of social and economic justice. REQUIRED COURSES CREDITS General Education 35 Social Work Requirements SW2200 Introduction to Social Work 4 SW2300 Case Management & Advocacy 3 SW2400 Professional Writing for Social Workers 1 PS2010 Introduction to General Psychology 3 SO2220 Foundations of Sociology (DICO) 3 Complete one of the following: 3 MA2300 Social Statistics (QRCO) SS3700 Social Statistics (QRCO) SW3700 Social Statistics (QRCO) SW3050 Perspectives on Aging (WECO) 3 SW3450 Social Welfare Policy & Services 3 SW3610 Theory and Practice of Social Work Intervention I 4 SW3520 Theory and Practice of Social Work Intervention II 3 SW3530 Theory and Practice of Social Work Intervention III 3 SW3660 Human Behavior and the Social Environment 4 SW4020 Social Work Research Methods (TECO) 3 SW4430 Social Work Practicum 12 SW4550 Social Work Integrative Seminar 3
95.2 2day FM 95.2 R Djiido 95.4 2day FM multiple ? multiple Fiji New Caledonia Fiji 95.4 R Cook Is 95.6 2day FM 95.8 2day FM Aitutaki/Manihiki Tavua Rakiraki Cook Islands Fiji Fiji 95.9 2ABC-FM Local Kingston Norfolk Is 96.0 R Djiido 96.0 FM96 Mont Dore multiple New Caledonia Fiji 96.0 Buzz FM 96.1 Star FM Port Vila Apia Vanuatu Samoa 96.2 FM96 96.5 R Djiido multiple ? Fiji New Caledonia 96.6 FM96 96.7 Matariki FM 96.9 Power FM 97.1 Showers of Blessings FM 97.1 KULA 97.2 A3Z R One Rakiraki Rarotonga Apia Apia W District Neiafu, Vava'u Fiji Cook Islands Samoa Samoa American Samoa Tonga 97.5 R Djiido 97.6 R Mirchi 97.8 R Mirchi ? multiple multiple New Caledonia Fiji Fiji 97.9 Maranatha FM 98.0 R Rythme Bleu 98.0 R Mirchi 98.0 Le'o 'o e Kakai Rarotonga Dumbea/Kone Tavua Nuku'alofa Cook Islands New Caledonia Fiji Tonga 98.0 Paradise FM Tanna/Port Vila Vanuatu 98.1 Halo FM 98.1 Magik FM 98.2 R Mirchi 98.2 2JJJ 98.4 Legend FM Luganville Apia Rakiraki Kingston multiple Vanuatu Samoa Fiji New Caledonia Fiji 98.5 R Djiido 98.6 Legend FM Lifou multiple New Caledonia Fiji 98.7 Adventist R 98.8 EFKS FM Rarotonga Apia Cook Islands Samoa 99.0 R Rythme Bleu Koumac New Caledonia 99.0 Legend FM 99.0 BBC 99.1 KULA 99.9 Pines FM 99.9 Matariki FM 99.9 Talofa FM Rakiraki Luganville/Port Vila C District Kingston Rarotonga Apia Fiji Vanuatu American Samoa Norfolk Is Cook Islands Samoa 100.0 R Rythme Bleu 100.0 R Fiji Gold Mont Dore multiple New Caledonia Fiji
105.0 R Fiji 2 multiple Fiji 105.0 R France Inter 105.0 NUS Campus R 105.3 2JJJ 105.4 R Fiji 2 106.0 China R Int 106.1 2ABC-FM Classic 106.5 Flow FM 106.6 R Australia 106.7 Power FM 106.9 EFKS FM Luganville Apia Tavua/Rakiraki Lakatoro Suva/Nadi Apia Apia Vanuatu Samoa Lord Howe Is Fiji Vanuatu Lord Howe Is Lord Howe Is Fiji Samoa Samoa 107.0 Hope FM Suva Fiji 107.0 Capital FM Port Vila Vanuatu 107.4 Hope FM 107.5 R Atafu FM 107.5 R Fakaofo FM 107.5 R Nukunonu FM 107.9 Oka Rock FM Ba/Tavua/Vatukaola Atafu Fakaofo Nukunonu Alofi Fiji Tokelau Tokelau Tokelau Niue
Name : Address: Postcode: Tel no: Job Title: Start Date: End Date: Salary Wage: Notice Required: Reason for Leaving: Summary of main duties, responsibilities and achievements: Previous Employment/Voluntary work (most recent first) Name: Address: Postcode: Tel no: Dates from/to Salary: Post held Reason for leaving: Main duties & Responsibilities: Name: Address: Postcode: Tel no: Dates from/to: Salary: Post held: Reason for leaving: Main duties & Responsibilities: Continued-Previous Employment/Voluntary work (most recent first) Name: Dates from/to: Salary:
E-mail Addresses Generic Brain Breast CR Gynae H&N Haem Lung Skin Upper GI Uro Gloucestershire Hospitals Great Western Hospitals North Bristol Always use generic account Northern Devon Healthcare Plymouth Hospitals Always use generic account Royal Cornwall Hospitals Always use generic account Royal Devon And Exeter Always use generic account Royal United Hospital Bath Salisbury Always use generic account South Devon Healthcare Taunton And Somerset Always use generic account University Hospitals Bristol Always use generic account Weston Area Health Always use generic account Yeovil District Hospital Other generic mailboxes for reference: TRUST Generic Mailbox EXETER MEDICAL LEEDS UNIVERSITY COLLEGE LONDON
we would welcome a commitment to undertake a review of the revised arrangements under the Bill, once enacted, to determine the impact on key services and need for further resource. We note that support may also be necessary in determining what the collective response should be in situations where a formal interview is not required and the circumstances are not at the child protection threshold, but where specific needs may be identified. Whilst in many ways the obvious response to this is support provided within the wider Getting It Right For Every Child arrangements, recent difficulties and debate about legislation has contributed to significant confusion around information sharing. We would be concerned if new legislation such as this Bill, intended to strengthen the recognition of needs, is affected by the information sharing debate and has the effect of children not being referred for support. Please tell us about any other comments you feel are relevant to the Bill. Social Work Scotland welcomes the intentions of the Bill and would agree with other commentary elsewhere that the change in the age of criminal responsibility is long overdue. However, as has been highlighted in the aforementioned Edinburgh Study, robust investment is also needed in the provision of early help for children and young people to give effect to meaningful changes in their circumstances.
SW Washington and the Vision for Early Integration of Medicaid Erica Hunt, Psy.D. Columbia River Mental Health Services, Chief Clinical Officer Opportunities from the Provider Perspective An opportunity to be an active participant in redesigning the model of care in SW Washington with the goal of ensuring a seamless, integrated care experience for those we serve. A chance to influence how the system works regionally – allowing more local control before statewide implementation. An ability to better reach the “Triple Aim” for providing better care, reducing costs, and achieving identified outcomes. The opportunity to focus on the quality of the service rather than spending time estimating the quantity of services that might be needed. Focus on outcomes, performance and accountability. Bringing partners to the table in a meaningful way (Mental Health, Drug and Alcohol, Primary Care) and develop effective relationships with community partners. Example: Recent Primary Care Partnerships emerging with behavioral health outside of a typical grant opportunity. A bottom up approach to designing care integration from the needs of the community. New possibilities for creativity and streamlining of processes. Better identification of populations being served by the agency so that it is clear what the needs are of those populations and what is being brought to the table as a specialty provider. Challenges from the Provider Perspective Overcoming the “fear” factor. There are always concerns in the unknown and SW WA is embarking on a very new way of business for our healthcare community. The need to be increasingly flexible as a business and in partnerships. Learning to work with multiple entities after being so reliant on the RSN Developing a financial reserve for the transition phase. Incorporating standardized clinical tools and an outcome measurement approach to treatment. Concerns about “gaps” in the continuum of care and how to address during this learning phase. Contact information: Erica Hunt, Columbia River Mental Health Services 6926 N.E. Fourth Plain Blvd. Vancouver, WA 98666 Email: Phone: 360-993-3000
Section C: Final Assessment of the Placement 1.1 Final Assessment for this Placement Recommendation Pass Placement and Workbook Fail Workbook Fail Practice educator signature Student signature University signature Date Appendices: Appendix 1: PCF’s at Level 5 Appendix 2: Concerns about Placement Progression Forms Appendix 3: QAPL (for Students) Appendix 4: HCPC Code of Conduct and ethics for Students Appendix 5: Student Placement Profile
www.hcpc-uk.org To request this document in Welsh or an alternative format, email publications@hcpc-uk.org Crystal Mark 18760 Clarity approved by Plain English Campaign © Health and Care Professions Council 2016 Publication code 20091211gPOLPUB (amended June 2016) This publication is produced using trees from sustainable forests and recycled fibre. Appendix 5 - Student Placement Profile Application Form Student Details Name of Student: Email: Term Time Address Home Address Telephone: (please include mobile) Gender: University DBS Reference number: Date DBS was completed: DBS You are expected to take your copy of your DBS to interviews with an agency. If you no longer have your DBS please contact your placement tutor Placement Tutor: Gert Scheepers Placement Level: Year of entry into the programme? Length of Placement: Is this a repeat placement? Part-time student? Are you sponsored by your employer? Name of employer sponsor: Valid driving licence Own car/motorbike to use to and from placement, and whilst on placement? I confirm that the vehicle I use for placement travel has Do you have access to a bicycle and are you able to use it to travel during your
Section C: Practice Educator Progress Report Holistic Assessment PCF level descriptor By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions. Please provide an overall judgement of the student’s professional capability demonstrated so far on this placement with reference to the level descriptor for this placement, taking into account: Holistic assessment of the student’s practice as social worker Capability across all nine domains of the PCF Progressive assessment of the student’s capability including response to feedback and overall development Any factors that may have affected the student’s progress during the placement so far Feedback on overall capability at the midway point (Guideline approx. 500 words) Assessment of student’s future learning need/priorities for the rest of the placement (Guideline approx. 200 words) On-site Supervisors Report of the students practice and progress to date in placement Please outline the students key duties and responsibilities and how well they have undertaken these. Include progress made and response to supervision and feedback. Clearly outline any areas of concern or developmental needs. (Guideline approx. 300 words)
NetSuite SuiteWorld Conference To: From: Re: Approval to Attend NetSuite SuiteWorld Conference I’d like to request authorization to attend Oracle NetSuite’s annual SuiteWorld conference, scheduled for April 1 – April 4 in Las Vegas, Nevada. It will be a great way for me to enhance my skills and learn from other customers. The networking and educational opportunities will help us get the most out of our NetSuite solution and stay on top of the latest in cloud computing. Last year, SuiteWorld drew more than 7,000 attendees and got rave reviews. The conference offers more than 200 breakout sessions. I’ll have the chance to meet NetSuite product experts and other NetSuite customers to learn tips and gain insights to advance our NetSuite strategies. I’ll also hear about new ideas and innovations from more than 125 solution providers in the SuiteWorld Expo. I’m confident the experience would pay off in better productivity, efficiency and ROI and help us move forward on projects such as: [add project or initiative] [add project or initiative] [add project or initiative] The total cost will be about $3,460. Please see the cost break down below: Airfare: $ 400 Hotel: (3 nights at $269) $ 900 Meals: (3 days at $75) $ 225 Transportation: (round trip taxi from airport to hotel) $ 40 Registration Fee $1,895 Total: $3,460 SuiteWorld will have numerous breakout sessions focused on the needs of software and tech companies, covering topics such as order management, billing, subscription-based revenue models, compliance, and the latest revenue recognition standards. In addition to its deep dive into NetSuite, the agenda also includes customer panels where other companies will discuss their strategies and provide practical advice. Last year’s conference featured speakers from companies like Smartsheet, Williams-Sonoma, and HortonWorks. After I return, I’ll submit a comprehensive post-conference report covering major takeaways, practical ideas and recommendations we can implement. I’d be happy to share relevant information with key people in the company. Thank you for considering this request. I look forward to your reply. Regards,
applications. All applicants will then be advised of the outcome of their community grant applications. It is anticipated this process will be completed by late August, and successful applicants will be advised by early September. Application Form Seniors Week 2015 Community Grants Program Section 1 - Applicant Details Name of Organisation: Postal Address: Postcode Type of Organisation: Not-for-profit Local Government Religious / Charitable Is the organisation incorporated? Yes No If no, who is supporting your event? (Please attach a letter of support) Do you have an ABN? Yes No ABN: Are you registered for GST? Yes No Contact Person: Title: First name: Surname: Position Title: Phone: Mobile: Fax: Email: How would you prefer to receive correspondence relating to this application? Email Post
Chapter 2 Review of Probability 2.1. (a) Probability distribution function for Y Outcome (number of heads) Y  0 Y  1 Y  2 Probability 0.25 0.50 0.25 (b) Cumulative probability distribution function for Y Outcome (number of heads) Y  0 0 Y  1 1 Y  2 Y 2 Probability 0 0.25 0.75 1.0 (c) . Using Key Concept 2.3: and so that 2.3. For the two new random variables and we have: (a) (b) (c) 2.5. Let X denote temperature in F and Y denote temperature in C. Recall that Y  0 when X  32 and Y 100 when X  212; this implies Using Key Concept 2.3, X  70oF implies that and X  7oF implies 2.7. Using obvious notation, thus and This implies
(b) The 1st autocovariance is The 2nd autocovariance is (c) The 1st autocorrelation is The 2nd autocorrelation is (d) The conditional expectation of given YT is  2.5  0.7YT  2.5  0.7 102.3  74.11. 14.9. (a) E(Yt)  0  E(et)  b1E(et–1)   bqE(et–q)  0 [because E(et)  0 for all values of t]. (b) where the final equality follows from var(et)  for all t and cov(et, ei)  0 for i t. (c) Yt  0  et  b1et–1  b2et – 2   bqet – q and Yt–j  0  et – j  b1et – 1 – j  b2et – 2 – j   bqet – q – j and cov(Yt, Yt – j)  where b0  1. Notice that cov(et–k, et–j–m)  0 for all terms in the sum. (d) and for j  1. 14.11. Write the model as Yt  Yt – 1  0  1(Yt – 1  Yt – 2)  ut. Rearranging yields Yt  0  (1  1)Yt – 1  1Yt – 2  ut.
(b) Because we have which is Equation (18.27). The residual vector is We know that MXX is orthogonal to the columns of X: MXX  (In  PX) X  X  PXX  X X (XX)1 XX X  X  0 so the residual vector can be further written as which is Equation (18.28). 18.7. (a) We write the regression model, Yi  1Xi  2Wi  ui, in the matrix form as Y  X  W  U with The OLS estimator is By the law of large numbers (because X and W are independent with means of zero); (because X and u are independent with means of zero); Thus (b) From the answer to (a) if E(Wu) is nonzero. (c) Consider the population linear regression ui onto Wi: ui  Wi  ai where  E(Wu)/E(W2). In this population regression, by construction, E(aW)  0. Using this equation for ui rewrite the equation to be estimated as where A calculation like that used in part (a) can be used to show that
attend school, graduation preferences and diploma options, continuing education plans after finishing school, etc. Youth’s perspective: Family and/or guardian’s perspective: Additional input: Community and social life Recreation or leisure activities, community activities, civic engagement, concerts, festivals, churches, accessing community locations, shopping, visiting friends and family, social networking, clubs, social events, volunteer work, safety, opportunities to develop social skills, opportunities to contribute to the community, transportation, etc. Youth’s perspective: Family and/or guardian’s perspective: Additional input:
challenged their own professional and personal perspectives and skills. The portfolio will be underpinned by making links to current research and theory. (2000 words 60%) MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY Articulate their experiences of practice by using a range of media, such as, peer discussion, on-line dialogue, presentation and the written report demonstrating an insight into pedagogical approaches and practices; Reflective Journal (Formative feedback) Presentation (40%) Portfolio(60%) demonstrate an ability to critically reflect upon their practice experience drawing upon a range of relevant theory and curriculum or competence standard and regulatory frameworks; Reflective Journal (Formative feedback) Presentation (40%) Portfolio (60%) Recognise and appreciate the complex range of skills required to work within their chosen sector; Reflective Journal (Formative feedback) Presentation (40%) Portfolio (60%) BREAKDOWN OF MAJOR CATEGORIES OF ASSESSMENT (DEFINITIVE) DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION PERCENTAGE Coursework Presentation Portfolio 2000 words 40% 60% Total 100% ACHIEVING A PASS (DEFINITIVE) It is not a requirement that the major categories of assessment are passed separately in order to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Texts Penn, H. (2011) Quality in Early Childhood Services An International Perspective. Maidenhead: Open University Press. Sahlberg, P. (2012) Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers' College Press. London: University of Chicago Press. Recommended Reading: Tobin, J. and Karasawa, M. (2011) Preschool in Three Cultures Revisited: China, Japan, and the United States. London: University of Chicago Press TODDLER Project (2010) Towards Opportunities for the Disadvantaged and Diverse Learner on the Road. Available at:
Spring Semester Final Evaluation SW 5040 – Foundation Field Practicum This page must be submitted to MSW Field office. Email signed form to Student Name: Faculty Liaison: Field Instructor’s recommendation: □Credit □No Credit □RD (Report Delayed) * *Attach approved plan for completion Field Instructor’s Signature Date Task Supervisor’s recommendation: □Credit □No Credit Task Supervisor’s Signature Date I have had an opportunity to review my evaluation with my field instructor and (check one): □I agree □I disagree □Please check if you are providing a written response. Copies of the written response are provided to the Field Instructor, Faculty Liaison, and Field Coordinator. Intern’s Signature Date Faculty Liaison’s assigned grade: □Credit □No Credit □RD (Report Delayed) Faculty Liaison’s Signature Date Comments:
F. If the plan is for you to rotate or change programs in the agency, specify the time frame for the rotation: G. Please describe your plans for coverage over the winter break between fall and spring semester, if required by placement: IV. FIELD EDUCATION ASSIGNMENTS A. Check all direct practice micro-level field education assignments student will be exposed to during the year. □ Adults □ Individuals □ Information and Referral □ Discharge Planning □ Diagnostic Assessment □ Families □ Advocacy □ Treatment Planning □ Older Adults □ Crisis Intervention □ Children □ Groups □ Community Networking Linkages □Inter/Multidisciplinary Team Meetings □ Short Term Intervention □Adolescents □ Couples □ Case Management □ Psychosocial Assessment □ Long Term Intervention □ Other (specify) B. Check all direct practice mezzo or macro level field education assignments student will be exposed to during the year. □ Task Forces □ Quality Assurance □ Inter/Multidisciplinary Team Meetings □ Fiscal Budgetary Issues □ Committee Assignments □ Grant Writing □ Agency Staff and/or Board Meetings □ Community Networking Linkages □ Program Development □ Consultation □ Outreach/recruitment Efforts □ Program Evaluation □ Case Conferences □ Macro Project (specify) □ Other (specify) C. Check other learning experiences □ Seminars, In-Service Training/Conferences □ Other (specify)
F. If the plan is for you to rotate or change programs in the agency, specify the time frame for the rotation: G. Please describe your plans for coverage over the winter break between fall and spring semester, if required by placement: IV. FIELD EDUCATION ASSIGNMENTS A. Check all direct practice micro-level field education assignments student will be exposed to during the year. □ Adults □ Individuals □ Information and Referral □ Discharge Planning □ Diagnostic Assessment □ Families □ Advocacy □ Treatment Planning □ Older Adults □ Crisis Intervention □ Children □ Groups □ Community Networking Linkages □Inter/Multidisciplinary Team Meetings □ Short Term Intervention □Adolescents □ Couples □ Case Management □ Psychosocial Assessment □ Long Term Intervention □ Other (specify) B. Check all direct practice mezzo or macro level field education assignments student will be exposed to during the year. □ Task Forces □ Quality Assurance □ Inter/Multidisciplinary Team Meetings □ Fiscal Budgetary Issues □ Committee Assignments □ Grant Writing □ Agency Staff and/or Board Meetings □ Community Networking Linkages □ Program Development □ Consultation □ Outreach/recruitment Efforts □ Program Evaluation □ Case Conferences □ Macro Project (specify) □ Other (specify)
Thank you for your commitment to social work education and to the profession! COMPREHENSIVE SKILLS EVALUATION SPRING SEMESTER Number of hours completed________ A minimum of 284 hours required _________________________________________ ________________________ Field Instructor Signature Date _________________________________________ ________________________ Preceptor Signature Date _________________________________________ ________________________ Student Signature Date _________________________________________ ________________________ Filed Liaison Signature Date (Student's signature acknowledges that the student has participated in a discussion of this evaluation and has reviewed the evaluation.)
June 6, 2016 Dear MBTA Customer, Last May, the MBTA published a list of concrete accessibility initiatives to be undertaken within one to three years. These projects were compiled based on both customer feedback and commitments outlined in the MBTA/BCIL Settlement Agreement, as well as specific priorities identified by SWA. The initiatives, as a whole, represent the next crucial step toward improving accessibility throughout the system. The attached report provides the latest update on each initiative. Some of the major accomplishments over the past six months include: The completion and reopening of a fully accessible Government Center Station Significant progress developing a customized, tablet-based bus stop survey tool Establishment of a PATI Engagement Committee Inclusion of over 200 million dollars’ worth of projects that will benefit accessibility in the draft 2017-2021 CIP In addition to the progress made on these initiatives, others are getting actively underway or are in the planning stages for later in the year. If you would like additional information on any particular initiative, or would like to suggest an area of focus, please contact us at . As always, we thank you for your support and collaboration, and look forward to working together to advance our goal of becoming a model transit system that is accessible to all. Sincerely, Laura Brelsford Assistant General Manager Department of System-Wide Accessibility MBTA System-Wide Accessibility Initiatives June 2016 Update
Other Trust Monies accounts (OTM), Services for other Government and Non-agency Bodies accounts (SOG), or Services for Other Entities and Trust Moneys Special accounts (SOETM)). For further information on special accounts see Table 3.1.2. 4 Appropriation receipts from Safe Work Australia annual and special appropriations for 2012-13 included above. Reader note: All figures are GST exclusive.
Table 3.2.4 Budgeted departmental statement of cash flows (for the period ended 30 June) OPERATING ACTIVITIES Cash received Appropriations 9,241 9,374 9,606 9,690 9,947 Sale of goods and rendering of services 11,108 10,726 10,975 11,073 11,354 Total cash received 20,349 20,100 20,581 20,763 21,301 Cash used Employees 12,530 12,553 12,772 12,946 13,378 Suppliers 8,017 6,532 6,771 6,770 6,851 Grants 100 100 100 100 100 Net GST paid 692 663 687 687 695 Total cash used 21,339 19,848 20,330 20,503 21,024 Net cash from (used by) operating activities (990) 252 251 260 277 INVESTING ACTIVITIES Cash received Proceeds from sales of property, plant and equipment - - - - - Total cash received - - - - - Cash used Purchase of property, plant and equipment 42 150 159 8 54 Total cash used 42 150 159 8 54 Net cash from (used by) investing activities (42) (150) (159) (8) (54) FINANCING ACTIVITIES Cash received Contributed equity 51 150 225 74 234 Cash received from other financing activities 1,200 - - - - Total cash received 1,251 150 225 74 234 Cash used Other financing activities 237 252 317 326 457 Total cash used 237 252 317 326 457 Net cash from (used by) financing activities 1,014 (102) (92) (252) (223) Net increase (decrease) in cash held (18) - - - - Cash and cash equivalents at the beginning of the reporting period 298 280 280 280 280 Cash and cash equivalents at the end of the reporting period 280 280 280 280 280 Prepared on an Australian Accounting Standards basis.
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: Machine could slip off work surface and strike the operator/observer. Exposed moving parts pose a potential pinching/crushing hazard to the operator’s hands and body parts. Work piece may have sharp edges. Ensure swaging machine is securely anchored to work surface prior to use. Ensure operator’s hands and body parts are kept clear of moving parts during the operation of the swaging machine. Ensure appropriate PPE (e.g. gloves) are used. Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Minor Possible Medium Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Minor Possible Medium Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Moderate Possible Medium Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Rare Low The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping practices allowing the build-up of wood dust or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. spare materials, electrical cords, school bags etc.) in the immediate vicinity of the plant equipment may result in a trip hazard. Ensure appropriate cleaning and housekeeping practices are maintained to ensure the risk of a slip/trip/falls hazard is kept to a minimum. Uneven, slippery or steep work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level FIRE AND EXPLOSION Can anyone be injured by fire? Y N
For the South West area, there will be 2 Cancer Alliances (CA).The SWAG Cancer Alliance matches the geography of the SWAG SSG Support Service. It has been agreed that the existing cancer steering groups, BNSSG, BANES, Somerset and Gloucestershire, will continue to convene, working to agreed terms of reference, and will nominate 2 to 3 representatives to form the Cancer Alliance Board, who will represent primary care, secondary care and CCG members. A Clinical Lead will be appointed to Chair the group and interviews are currently underway. Membership will also include patient and charity representatives. If agreed, the SSG Support Service will provide administrative support for the CA to ensure two way communications between the CA and SSGs. It is hoped that SSGs will be asked to participate in decision making exercises proposed by the alliance. When relevant items are on the CA agenda, SSG Chairs will be invited to contribute to these meetings. The practicalities of how the CA will function, the availability of money and resources, and the agreed standards to deliver, are currently under discussion. A draft report detailing the overarching priorities and site specific priorities identified by SSGs will be submitted, in the hope that this will be used to inform the Cancer Alliance Work Programme. Any other business / date of next meeting Date of next meeting: Tuesday 31st January 2017 -END-
revealed by at least 1/5 of all members. 4.2.3.7. Results of the vote shall be abided to by all the members who should fully provide their support behind the decision of the vote, regardless of their choice of preferred candidate(s) prior to the vote. 4.2.3.8. Audit Committee will oversee the election process, witnessed by the Planning Committee
EXHIBITOR REGISTRATION: $600 ADDITIONAL FULL REGISTRATION(S) Thursday through Saturday; includes all programs, breaks, and meals Cost per attendee Amount enclosed Early-bird Member Registration (received before Feb. 15, 2014) $200 Member Registration $225 Early-bird Non-member Registration (received before Feb. 15, 2014) $225 Non-member Registration $250 _____ check here to request vegetarian meals ADDITIONAL MEAL TICKETS Event Number of tickets Amount enclosed Thursday lunch @ $40 Thursday dinner @ $50 Friday breakfast @ $35 Friday lunch @ $40 Friday reception @ $25 Saturday breakfast @ $35 Total enclosed for additional meals: _____ check here to request vegetarian meals Total enclosed $___________ NAME OF COMPANY: ___________________________________________ NAME OF REPRESENTATIVE: _____________________________________
Hedge Wattle Acacia paradoxa and Black Wattle A. mearnsii. The understorey vegetation contains a high diversity of native herb and grass species. The unclassified vegetation community contains Red Box Eucalyptus polyanthemos White Stringybark E. globiodea, But But E. bridgesiana, Hedge Wattle Acacia paradoxa, Lightwood A. implexa, Black Sheoak Allocasuarina littoralis and Burgan Kunzea ericoides. The understorey vegetation contains a high diversity of native herb and grass species. Refer to Appendix 1 for flora records from Swallow Lagoon NCR. Management objectives and targets (short-medium term) Record flora in the Parks Victoria Environmental Information System and DSE Flora Information System (FIS), and encourage seasonal surveys. Fauna Swallow Lagoon NCR contains extensive areas of grassy woodland/forest, which provides diverse habitat for fauna, particularly woodland birds. This includes good quality tree hollows in mature Gippsland Red Gums and Red Box scattered throughout the reserve. Vegetation of the type present at Swallow Lagoon NCR also typically provides habitat for ground-dwelling fauna such as reptiles, small mammals and ground-dwelling birds. The quality of this habitat is often reliant on the presence of fallen timber. Refer to Appendix 2 for fauna records from Swallow Lagoon NCR. Management objectives and targets (short-medium term) Record fauna in the Parks Victoria Environmental Information System and Atlas of Victorian Wildlife, and encourage seasonal surveys. Biosites3 One Biosites is recorded within Swallow Lagoon NCR: Site # 1770 ‘Swallow Lagoon Road’ Another Biosite is located in close proximity to Swallow Lagoon NCR: Site # 1773 ‘Munro Road’ (Located approximately 1.7 km northeast of Swallow Lagoon NCR) Refer to Appendix 3 for further details. Landscape context Swallow Lagoon NCR represents a high quality native grassy woodland reserve on the Gippsland Plains. Swallow Lagoon NCR is bordered to the east by Swallow Lagoon Road, to the north by Lottons Land and to the south by Freemans Lane. Land ‘Biosites’ are sites of biological conservation significance and their location and details are maintained on a register by the Department of Sustainability and Environment.
Figure 3. Swallow Lagoon Nature Conservation Reserve - Landscape Context # BRIAGOLONG Bushland Reserve Public Land Use Nature Conservation Reserve Natural Features Reserve Other Public Land Hydrology (1:100,000) Roads (1:100,000) Highway Stratfrod l12 Bushland Reserve Lagoon Nature Conservation Reserve Major road sealed Vehicular track Minor road sealed Minor road unsealed Towns LOCALITY # Stratford Highway Park MUNRO Yeerung Bushland Reserve Providence Ponds Flora and Fauna Reserve The Billabong Flora and Fauna Reserve Meerieu l15 Bushland Reserve #