zilongwang/ReadingBank huggingface dataset:
TNCPE Team Leader Communication Overview When To whom Format Subject Content & main points References Immediately receiving assignment packet Examiner Team Email Welcome! Reminder to complete COI form Request to complete/send Biography Request and Calendar Request forms to Team Leader Read application, start Key Factors Set due date for completion of Key Factors Other administrative details Email template & Team Leader Guide, Chapter 1, Step 1 Within 1st week of receiving assignment packet Examiner Team Individual phone calls N/A Get to know teammates personally – their experience and special areas of interest Confirm contact information Follow up if you haven’t received initial deliverables Reassure new examiners to the process” Answer questions Team Leader Guide, Chapter 1, Step 1 After receiving & reviewing application Applicant Phone (Follow up with email) Introduction Overview of TNCPE process Communication preference Schedule of availability for Site Nuances of Site Visit – location(s), attire, certain days/times, etc. Team Leader Guide, Chapter 1, Step 2 At beginning of independent review Examiner Team Email Key Factors & Independent Review Due date for Independent Review Tips and lessons learned Reminder to track hours worked Update on Site Visit (if available) Email template & Team Leader Guide, Chapter 2 Throughout independent review Examiner Team Phone Status Follow up with teammates who are not on track to ensure deadlines are met N/A Near end of independent review Examiner Team Email Getting Ready for Consensus Reminder of steps to finalize Independent Review Category assignments Consensus Meeting logistics Schedule reminder Email template & Team Leader Guide, Chapter 3 After moving to consensus Examiner Team Email Focusing on Consensus Cheer for and encourage your team Tips for using Scorebook Navigator for Consensus Due date for Key Factor review Suggested interim dates for Consensus Email template & Team Leader Guide, Chapter 3 A few days before consensus meeting Examiner Team Email See you at the Consensus Meeting Agenda for Consensus What to How to prepare Proposed ground rules Email template After consensus; 2 weeks before site visit Applicant & TNCPE Letter N/A See Sample Site Visit Correspondence from Examiner Resources page Site Visit Issues One week before site visit Examiner Team Email Final Preparations for Site Visit Site Visit Agenda Other logistics What to bring Email template & Team Leader Guide, Chapter 4 After submitting Final Scorebook Examiner Team Email We’re DONE! Wait to hear from TNCPE before disposing of applicant materials Submit hours worked Complete team and peer evaluations Email template
Demonstrate the ability to work with difficult/complex situations, managing risk whilst balancing rights Problem solving: Identifying when a problem needs addressing, thinking clearly and identifying clear, workable and creative solutions Identifies problems and understands keys issues Gathers information Challenges assumptions Generates creative options Reaches decisions Experience of managing projects with a range of targets and monitoring requirements Ensure appropriate staff in conjunction with policy and procedure Responsibility for Petty cash Planning and project management: Prioritising and managing activities of others so that work is delivered on time and to a high standard and success is measurable Builds up information with which results can be measured Agrees time scales and targets and priorities Monitors Progress Allocates resources effectively Manages budgets effectively Delivers results Experience of effective staff management and of motivation and development of work force Managing others: Ensuring that others maximise their full potential to deliver the best possible service Has a coaching style Sets performance objectives Gives feedback on performance Takes appropriate action if required Delegates interesting work Competency in using IT systems (Microsoft Office and databases) including previous experience of using monitoring systems and report writing Good written and oral communication skills including attention to detail. The ability to communicate effectively including the ability to produce high quality written materials to support the promotion and development of the service Knowledge and experience of maintaining effective relationships with agencies / organisations Communication: using interpersonal skills to relate confidently with others to understand and be understood Listens actively Questions and summarises Shares information Writes well Delivers information clearly Alters approach to suit the situation Demonstrate the ability to work and communicate effectively as part of a large multidisciplinary team Able to offer support to the team including peers Team working: Working with others to deliver added benefits to the team and customers Builds relationships Works collaboratively Behaves fairly Supporting others Demonstrates motivation and initiative in work practice Personal effectiveness: Understanding and managing Self-knowledge Self-management
Team Norms Decision Making Procedures Start and end on time Follow team agenda Celebrate successes Learn from errors Actively particapte Attendance is required We think about the student first More than one data is needed to make a decision Working consensus (everyone comes to an agreement but its ok to have reservations) We collaborate with home room teacher Team Roles & Responsibilities Team Lead Recorder Data Analyst Communicator Time Keeper Intervention Coordinator Primary Rebecca Kate Randall Jack Kevin Beth Back Up Kate Beth Rebecca Kevin Jack Randall Responsibilities Meeting Agenda Meeting Notes Data Reports Shares updates to Keeps team on track Shares intervention progress Team Meeting Schedule When Where Start/End Time Meeting Minute Location 1st & 3rd Tuesdays Conference Room 2:45-3:15 One Drive Data Tool Data Collection & Data Schedule Who & When Report Generation What, Who & When Tiered Fidelity Inventory (TFI) Randall – October Randall TFi report to team and faculty in November Universal Behavior Screener (SRSS) Rebecca - September Rebecca–share SRSS triangle data to faculty in October Office Discipline Referrals (ODRs) Randall- Monthly Randall share monthly ODR reports at meeting CICO Outcome Data Randall, Beth, Rebecca – every Tuesday review data Beth share student graphs at each meeting
Transcript of Ben’s Bowl Barack: (Handing over his money to the cashier) You just keep that. Where’s my ticket? You got my ticket? Cashier: (offers Barack his change) Barack: Nah, we straight. (Reaching over to take his soda) Customer: You got cheese fries, too? Barack: Nah, nah, that’s you, man… (video cuts away and returns after Barack receives his chili dog) Barack: Now, do y’all have some Pepto Bismol in this place? All Present: (all laugh) Barack: (walking back up to the counter, addressing ashier again) Hey, home come he’s got some cheddar cheese on his and I don’t on mine? All Present: (laughter) Woahhh! Cashier: Whatever you like, sir. Barack: We got some cheese, you can sprinkle on it (gesturing the sprinkling of cheese, then signifyin)? Not, not, not, not the Velveeta but the… Customers: (Laughter) Customer: The cheddar cheese! Barack: The cheddar cheese
Appendix A. Team Roster This template provides suggestions about roles, characteristics, and responsibilities for members of your improvement team. Develop your team and document influential and respected leaders, clinicians, frontline staff, and residents and families who will provide primary and backup support for each core team member’s role. Create a Team Objective: To assemble a core team of influential leaders and members necessary to drive successful implementation of the AHRQ Safety Program for Long-Term Care: Preventing Catheter-Associated Urinary Tract Infections (CAUTI) and other healthcare-associated infections (HAIs) at your facility. Instructions: Review key characteristics of each core team member role and suggested responsibilities to determine who should be on the team. We recommend that you include backup (alternate or deputy) team members to support each suggested core team member’s role and responsibilities. On the next page, use the matrix to build consensus and determine each role’s responsibilities. Name(s) Team Member Role Key Characteristics Suggested Responsibilities 1. 2. Team Leader Ability to engage staff through persistence, commitment, continuity, style, and collaboration Energized; positive attitude Data driven Understand and clearly articulate program goals. Recruit, guide, and manage the team. Establish systems for implementation, delegate tasks, and hold others accountable. Ensure all staff, on all shifts, are educated about CAUTI and/or other HAI interventions. Track and facilitate a review of data/progress.
Information Seeking Strategies Identifying Relevant/Irrelevant Information Generating Creating and Designing Synthesizing Information Self-Assessment Strategies Information Seeking Strategies Identifying Relevant/Irrelevant Information Generating Creating and Designing Synthesizing Information Self-Assessment Strategies Information Seeking Strategies Identifying Relevant/Irrelevant Information Generating Ideas Creating and Designing Synthesizing Information Self-Assessment Strategies
Problem-Solving The educator regularly implements activities that positively impact school data, including the following (as applicable): discipline referrals, attendance, student achievement, graduation rate, promotion rate, school climate, course enrollment patterns, and CTE on-time completers. The educator usually implements activities that positively impact school data, including the following (as applicable): discipline referrals, attendance, student achievement, graduation rate, promotion rate, school climate, course enrollment patterns, and CTE on-time completers. The educator seldom implements activities that positively impact school data, including the following (as applicable): discipline referrals, attendance, student achievement, graduation rate, promotion rate, school climate, course enrollment patterns, and CTE on-time completers.
Suggested Observation Pacing All teachers scoring 1 on overall evaluation or individual growth Apprentice teachers scoring 2-4 on overall evaluation and neither a 1 nor 5 on individual growth Professional teachers scoring 2-4 on overall evaluation and neither a 1 nor 5 on individual growth All teachers scoring 5 on overall evaluation or individual growth Beginning of the School Year First Semester Initial Coaching Conversation 1 Unannounced Visit 1 Instruction 1 Environment 1 Unannounced Visit 1 Instruction 1 Environment 1 Announced Visit 1 Instruction & 1 Planning or 1 Environment 1 Unannounced Visit 1 Instruction 1 Environment 1 Planning 1 Announced 1 Instruction 1 Planning 1 Announced Visit 1 Instruction 1 Planning End of Semester Second Semester 1 Announced Visit 1 Instruction 1 Planning 1 Announced 1 Instruction 1 Planning 1 Unannounced Visit 1 Instruction & 1 Planning or 1 Environment 1 Walkthrough 1 Unannounced Visit 1 Environment 1 Unannounced Visit 1 Environment Note: All 3 domains must be evaluated each school year 1 Walkthrough Professionalism Scoring Professionalism Scoring Professionalism Scoring Professionalism Scoring End of Year
Team training plan (insert organisation / logo) If you have a number of employees who are undertaking training, it may help to record training requirements in a team training plan. Priority Identified skill gap Who needs training? Type of training Description of training Training providers Indicative cost Delivery dates
The congregation regularly invites new people to worship The congregation regularly invites new people to small group ministry and mission projects There is a process for discipling new believers Use this sheet to begin recording your ideas for making new disciples. Below is a sample of an action plan for making new disciples: Name of Church: First United Methodist Church Outcome We will have a system of discipleship that is overseen by trained, attentive and intentional leaders which will result in increased numbers of professions of faith in a year. Goal Create a fully functioning discipleship leadership team. Responsibility Pastor Cooper Karen (Lay Leader) Action Steps Identify/create discipleship design team members Train leaders Create process of discipling Implement discipleship program Continue to develop, refine and assess the program Needed resources Committed leadership Disciple program training materials/books/curricula Regular meeting space Deadline 9/1/2016 Assessment Plan 6 month assessment of team progress 1 year comparison of the number of professions of faith to previous year Survey of new professions of faith about the process
Deadline 8/1/2016 Assessment Plan Semester review/evaluation by parents and educators Measure the number of registered students, student academic progress and church involvement Use this sheet to begin recording your ideas for mission. Name of Church: Outcome Goal Responsibility Action Needed Resources Deadline Assessment Plan
<http://saveenergy.about.com/od/alternativeenergysources/a/altenergysource.htm>. "Energy Basics: Linear Concentrator Systems for Concentrating Solar Power." U.S. DOE Energy Efficiency and Renewable Energy (EERE) Home Page. N.p., n.d. Web. 10 Jan. 2012. <http://www.eere.energy.gov/basics/renewable_energy/linear_concentrator.html>. "Energy Resources." Energy Resources. N.p., n.d. Web. 13 Sept. 2011. <www.darvill.clara.net/altenerg/index.htm >. "FWEE.org - Hydroelectric Generator." FWEE - Foundation for Water and Energy Education. N.p., n.d. Web. 21 Sept. 2011. <http://fwee.org/walktour/walktour5.html>. "Hydroelectric Power." US Bureau of Reclamation. N.p., n.d. Web. 9 Jan. 2012. <www.usbr.gov/power/edu/pamphlet.pdf>. "Hydroelectric Power: How it works, USGS Water Science for Schools." USGS Georgia Water Science Center - Home page. N.p., n.d. Web. 12 Sept. 2011. <http://ga.water.usgs.gov/edu/hyhowworks.html>. "Solar Energy Research Information." Science Fair Project Topics in Solar Energy. N.p., n.d. Web. 13 Sept. 2011. <http://www.makeitsolar.com/solar-energy-information/>. "The Children's University of Manchester: Energy and the Environment." The Children's University of Manchester. N.p., n.d. Web. 21 Sept. 2011.
Intuitively, this limits the firm’s growth rate such that it can at most double its capacity in one year. As shown below, the firm will choose not to grow for all values of g up to .951, after which it will always choose the maximum growth rate of 1. This is the smallest g at which the firm will be able to profit; in our further analysis, we will call this point the optimal g. The result indicates that perhaps our assumption of α = 1 is unrealistic; this defines a production function with constant returns to scale. Instead, we want to understand the relationship between n and g under a production function with decreasing returns to scale. Thus, we take the perspective of the government and search for the optimal g for each level of α. The graph below describes the relationship between optimal g and α; the dotted exponential trend line has an R2 of almost exactly 1, indicating a nearly perfect fit. Intuitively, higher levels of α have higher returns to scale of the production function. In our model, our constraints define that the production function must have decreasing returns to scale. This means that as α approaches 1, doubling capacity will nearly, but not quite, double generation. As α decreases, the production function has lower returns to scale. From the government’s perspective, it is optimal to provide subsidy at the optimal g; in other words, the government wants to stimulate solar capacity growth while spending the least that it can. We have shown that the government’s consideration of optimal g depends on the properties of the production function, which may change depending on the state of the solar industry. 6.0. Conclusion
Shekdar. (1999) Municipal solid waste management-The Indian perspective. Journal of Indian Association for Environmental Management, 26 (2), "Soon, Rs 1,800 Crore Awareness Campaign under Clean India Mission." The Economic Times. Times of India, 28 Oct. 2014. Web. 26 Nov. 2014. Thomas Malkow, “Novel and innovative pyrolysis and gasification technologies for energy efficient and environmentally sound MSW disposal,” Waste Management, Volume 24, Issue 1, 2004, p.53-79 US Environmental Protection Agency, “Municipal Solid Waste” Waldner, M.H., et. al. “Energy from Waste – Clean, efficient, renewable: Transitions in combustion efficiency and NOx control,” Waste Management 33, no. 2. 2013. “Waste Incineration and Public Health,” Washington, DC: The National Academies Press, 2000. "Waste To Energy." Ministry of New and Renewable Energy. Government of India, 16 Oct. 2014. Web. 26 Nov. 2014. “What a A Global Review of Solid Waste Management,” The World Bank Publication, "What Is Energy from (EfW)?" ARC21 -. N.p., n.d. Web. 01 Dec. 2014. Williams, Matt. “Waste-To-Energy Success Factors in Sweden and the United States.” Web. 24 Nov. 2014. Zayani, Amin; Riad, Maggie Waste Management: Overview and current state in Egypt,” Tri-Ocean Carbon, short paper series
The insufficient capital allocation to the PV Solar asset market is due to the scarcity of large-scale projects to absorb the size of capital willing to enter the sector. Thus, with the new wave of consolidation taking the industry, and increased demand for utility scale projects from governments, we believe the groundwork is being set for innovative financing methods to grow within the market. In the short-term, we believe that the most cost-effective method of financing solar assets would be through bond issuance. We believe this is the most effective financing method in the short-term because it has already proven to be effective in the market with Warren Buffet's MidAmerica's $1bn bond issuance for its solar assets. Further, average institutional investors are more familiar and comfortable with bond structures, thus this financing method can attract a wide array of investors to the sector. In the medium-term, we believe that asset-back securities would be the most cost-effective, as they provide the comfort of the bond structure with collateral, and these structures also provide room for diversification. However, these structures would not be attractive to as wide an array of investors as a regular bond due to the complexity of the structures. In addition, we also need to see increased standardization of contracts across the market for there to be significant growth in the ABS space. Lastly, in the long-term we believe financing methods such as MLPs and S-REITs could be viable pending regulatory approval. There structures provide access to an even broader array of investors than regular bonds, and in addition they inherently also provide portfolio diversification and tax benefits. These long-term solutions would be the most attractive to the average investor, but would take the longest to grow as a significant method of financing within the PV market. With the development of a socially responsible mindset renewable technologies began to gain space in the modern energy market. With this new wave solar photovoltaic technology with the aid of the U.S Department of Energy through the SunShot program began to gain more space
reservoirs of gases and oil in their pores, and fracking breaks them from the pores of the rocks to production wells. As a overview of the process, drilling companies drill a vertical well straight down to the shale bedrock, and then drill laterally through the shale layer. While drilling laterally, they pump air, water, and corrosives into the well to pressurize the chamber and fracture the shale rock. One the shale has been fractured, natural gas is released which can then be harvested and refined for use as fuel (Kershner 2015). A deep well is drilled in order to begin the fracking process. The wells are on average 7,700 feet deep (nearly six Empire State buildings). Once a certain depth is reached, the well turns and from that point on drills laterally. According to the EPA, the horizontal tunnel may range from 1,000 to 6,000 feet in length. A steel casing is put into the hole, lining the entire cavity. The casing is to protect groundwater and the surrounding land from any fracking related leakage. The casing is perforated throughout, allowing for tiny particles or water to escape. Fracking fluid and corrosives are pumped through these small perforations to pressurize the chamber and crack the shale bed (K ershner 2015). The fluid is highly pressurized and is composed of water, sand, and other additives, which cause the fissures to remain open. Gas or other resources flow from the open fissures back to surface level in the water that is pumped back up. Fracturing in this way typically takes a period of three to ten days to complete. The figure below is a visual representation of the fracking process, outlined above.
(Penn University, Marcellus Center for Outreach and Research) () As visible in Figure 2 fracking wells (blue) are concentrated in the northeast and southwest but scarce in between; both oil wells (red) and the land itself, on the other hand, are uniformly distributed. Accordingly, our regression rests on two premises: The land across the Marcellus Formation is relatively homogenous; this allows us to effectively compare the counties at a side-by-side level without having to control for geographic features. Fracking is regulated by the State of Pennsylvania and not influenced at the county-level; thus, the question of legal structures and frameworks are held constant in our analysis with minimal interference from counties. In the event that the mere presence of a well has an influence on Ri and cannot be generalized, we then subset the counties into two clusters based on whether fracking wells are present or not. Then, using a dummy variable regression: Ri = α{Dfracking} + βOi + Xi’γ + εi where {Dfracking} =1 if the numbers of fracking wells in a county exceeds 100, we test whether our assumption holds true.
References: Bolinger, Mark. "An Analysis of the Benefits, and Implications of Different Approaches to Capturing the Value of Renewable Energy Tax Incentives." (2014). ERNEST ORLANDO LAWRENCE BERKELEY NATIONAL LABORATORY. Web. <http://emp.lbl.gov/sites/all/files/lbnl-6610e.pdf>. Go Solar California. "Go Solar California." Go Solar California. 1 Jan. 2014. Web. 9 Dec. 2014. <http://www.gosolarcalifornia.ca.gov/consumers/taxcredits.php>. Mendelsohn, M., & Harper, J. (2012, June 1). “Treasury Grant Expiration: Industry Insight on Financing and Market Implications.” Retrieved December 9, 2014, from <> Munsell, M. (2014, July 3). “Top 10 Installers Eclipse 50% of US Residential PV Market in Q1 2014.” Retrieved December 9, 2014, from NREL. “Renewable Electricity Faces Financing Challenges with End of Federal 1603 Grant Program.” (2012, June 29). National Renewable Energy Laboratory. Retrieved December 9, 2014, from OCC "Public Welfare Investments in Solar Energy Facilities Using Renewable Energy Investment Tax Credit." Office of the Comptroller of the Currency, 1 Jan. 2014. Web. 9 Dec. 2014. Salkin, P. (2012). “The Key to Unlocking the Power of Small Scale Renewable Energy: Local Land Use Regulation.” Digital Commons @ Touro Law Center, 339-367. Retrieved December 9, 2014, from
SEIA. "Solar Investment Tax Credit (ITC)." Solar Energy Industries Association. 1 Jan. 2014. Web. 9 Dec. 2014. <http://www.seia.org/policy/finance-tax/solar-investment-tax-credit>. Taub, S., & Fulton, M. (2011, June 1). “Impact on Jobs through the Extension of the ARRA 1603 Cash Grant.” Retrieved December 9, 2014, from Timilsina, G., Kurdgelashvil, L., & Narbel, P. (2011). “A Review of Solar Energy Markets, Economics and Policies.” 1-39. Retrieved December 9, 2014, from <> US PREF. "Paid in Full An Analysis of the Return to the Federal Taxpayer for Internal Revenue Code Section 48 Energy Investment Tax Credit (ITC)." US Partnership for Renewable Energy Finance, 1 Jan. 2012. Web. 9 Dec. 2014. US PREF. "Tax Credits, Tax Equity and Alternatives To Spur Clean Energy Financing." US Partnership for Renewable Energy Finance, 1 Jan. 2011. Web. 9 Dec. 2014. Varadarajan, U., Pierpont, B., Hobbs, A., & Rowley, K. (2012). “Supporting Renewables while Saving Taxpayers Money.” CPI Report, 1-36. Retrieved from
provides evidence for some loss in productivity in locations with greater snowfall. By using Solar Roadways, this deterrent to go into the office would be resolved and the loss of productivity due to snow and ice somewhat reduced. there are many positives associated with Solar Roadways snow removal, there are also negative consequences. If Solar Roadways eliminates the need for snow removal, it also eliminates the job of removing the snow and of producing equipment and products to do so. The labor force employed injects cash into the economy. At a high level, the more laborers with wages, the more discretionary income they have to spend. This can help contribute to growth in other areas of the economy. With Solar Roadways’ technology, it eliminates seasonal jobs and reduces demand for products such as snowplows and salt. This would have some negative affect on the local employment and producing sectors. While the implementation of solar roadways would generate a new line of specialized laborers, when speaking specifically about snow removal and not the larger installation of solar roadways, there would be a reduction rather than addition of jobs (especially for lower waged, less skilled laborers). Economic Implication #2 – Accidents When considering economic implications related to the accidents and their repercussions are common, oftentimes expensive, externality costs. Weather can contribute greatly to the number and severity of car accidents. The costs related to accidents can be multifaceted, from clean up crews, hospital injury coverage, and insurance. “Each year, 24 percent of weather-related vehicle crashes occur on snowy, slushy or icy pavement and 15 percent happen during snowfall or sleet. Over 1,300 people are killed and more than 116,800 people are injured in vehicle crashes on snowy, slushy or icy pavement annually. Every year,
"The Real Economic Cost of Snow | TIME.com." Business Money The Real Economic Cost of Snow Comments. N.p., n.d. Web. 04 Dec. 2015. "Roads D." 2013 Report Card for Americas Infrastructure. N.p., n.d. Web. 04 Dec. 2015. Washington County Engineers Article ? Number 18 Of A Series In 20. Washington State County Engineers Article ? Number 18 of a Series in 2004 Who Owns Roads? (n.d.): n. pag. Web. "Wattway - Another Road Solution - Energy Matters." Energy Matters. N.p., 16 Oct. 2015. Web. 04 Dec. 2015. "What to Call the Gas Tax: Not Just Semantics." What to Call the Gas Tax: Not Just Semantics. N.p., n.d. Web. 04 Dec. 2015. "The World's First Solar Road - Energy Matters." Energy Matters. N.p., 06 Nov. 2014. Web. 04 Dec. 2015. Appendix Below are some of the charts and corresponding calculations used in the paper. Assuming SunPower 230-watt 1047.5 True Array PTC Watts/ 70.23 sq-ft= 14.915 True Array PTC Watts/ sq-ft => 100 sq-ft* 14.915 True Array PTC Watts/ sq-ft= 1,491.15 True Array PTC Watts => 1,491.15 True Array PTC Watts* $4.61/ per True Array PTC Watts= $6,875.94 => Cost of 10x10 230W SunPower Panel= $6,875.94 List of Website (MLA for some reason does not actually include the URLs of the websites, however, we would imagine for fact checking purposes they are relevant so we have included them below.
Pitch Change - Double Row Spherical Outboard - Tapered Roller (Timken) Inboard - Tapered Roller (Timken) PD - Pitch Diameter (in) 1.915 5.040 5.860 BD - Ball Diameter (in) 0.460 0.510 0.680 # of Rollers 9 (18) 25 22 Contact Angle (deg) ~23 ~30 ~30 Approximations of Defect Frequencies Race Defect (Hz) 156 226 196 Inner Race Defect (Hz) 204 274 244 Ball Defect (Hz) 178.6 249 219 Cage Fault (Hz) 8.6 9.04 8.9 Sikorsky’s Defect Frequencies Outer Race Defect (Hz) 140.2 228.1 197.9 Inner Race Defect (Hz) 219.8 271.9 242.1 Ball Defect (Hz) 79.2 196.1 170.6 Cage Fault (Hz) 7.83 9.12 9.00 Bearing Defect Frequency Equations developed by Sikorsky: race defect in Hz = (# of balls / 2) * rev/sec* ( 1 – ((BD/PD)* cos B)) Inner race defect in Hz = (# of balls / 2) * rev/sec* ( 1 + ((BD/PD)* cos B))
Your website does not provide any tools that monitor and track information about your target audience. As said previously, we recommend your organization install Google Analytics (Universal Analytics) or a similar tool to track page views, bounce rate, top landing pages, to exit pages, and popular content. Google analytics will give you an overview of your online audience. Google analytics has a very easy set-up that is manageable for a small staff team. In addition, Google analytics sends suggestions about how to access a variety of audience data and improve SEO rankings. Our SEO Report indicated a need for a better leverage of key words and search friendly content. You can also link a Search Console account to Google analytics to determine whether your website is being found in Google Search. This will help you understand your search traffic and make optimizations that help Google better represent your website. After you set up an account with Google analytics, you can select what you want to track. See image below. Hootsuite We advise AMEXCAN use Hootsuite to organize social media accounts in one place. This will address your concern about the time consuming process of updating Facebook and Twitter on an individual basis. It works with your WordPress website and offers a free limited plan that allows you to track up to three sites. This is a great choice for your organization. See the image below. Website Amexcan needs a simple and consistent information architecture that is consistent with its mission. You can use photos of current events to achieve this goal. Latin American Coalition (LAC) and El Pueblo are two organizations that are effective in this area. Restructuring your information architecture will help reflect your goals. You also addressed concerns about attracting more English speakers. We propose that you provide two prominent buttons or tabs for English and Spanish speakers. This means they are not focused on the minority non-English or non-Spanish speaking individual. Facebook
K-Swiss IS Sales 2009 240.73 2008 340.16 2007 410.43 2006 501.15 Cost of 150.40 201.20 218.27 262.25 Gross Operating Profit 90.33 138.96 192.16 238.90 Selling, General, and Administrative Expenses 118.30 147.87 157.50 137.53 Research & Development 0.00 0.00 0.00 0.00 Operating Income before D & A (EBITDA) (27.97) (8.91) 34.66 101.37 Depreciation & Amortization 4.16 3.60 2.30 1.69 Interest Income 2.01 7.18 9.59 7.00 Other Income - Net (1.25) 30.00 5.23 0.00 Special Income / Charges (4.83) 0.00 0.00 0.00 Total Income Before Interest Expenses (EBIT) (36.20) 24.67 47.19 106.69 Interest Expense 0.96 0.22 0.00 0.00 Pre-Tax Income (37.16) 24.46 47.19 106.69 Income Taxes (9.66) 3.57 8.11 29.83 Minority Interest 0.00 0.00 0.00 0.00 Net Income From Continuing Operations (27.50) 20.88 39.07 76.86
Total Cash Flows From Investing Activities (870,000) (485,000) (587,000) Financing Activities, Cash Flows Provided By or Used In Dividends Paid (178,000) (189,000) (183,000) Sale Purchase of Stock (832,000) 8,000 4,000 Net Borrowings - (301,000) (113,000) Cash Flows from Financing Activities (45,000) (2,000) (3,000) Total Cash Flows From Financing Activities (1,065,000) (496,000) (327,000) Effect Of Exchange Rate Changes - - - Change In Cash and Cash Equivalents (1,115,000) (389,000) 659,000 Yahoo Finance. (2012) J. C. Penney Company, Inc. (JCP) - NYSE Prev Close: 26.29 Open: 26.29 Bid: 26.66 x 600 Ask: 26.82 x 200 1y Target Est: 35.21 Beta: 1.55 Next Earnings Date: 8-Aug-12 Day's Range: 25.84 - 26.75 52wk Range: 23.44 - 43.18
SCHEDULE OF EVENTS Morning session Afternoon session Warm-up 09.30 - Start 10.15 Warm-up 12.30 - Start 13.15 4 x 50m Freestyle – Girls 200m Backstroke – Girls 4 x 50m Freestyle Relay – Invitational Women 200m Backstroke – Invitational Women 4 x 50m Freestyle Relay – Boys 200m Backstroke – Boys 4 x 50m Freestyle Relay – Invitational Men 200m Backstroke – Invitational Men 400m Freestyle – 100m Breaststroke – Girls 400m Freestyle - Invitational Women 100m Breaststroke – Invitational 400m Freestyle – Boys 100m Breaststroke – Boys 400m Freestyle - Invitational Men 100m Breaststroke – Invitational Men 50m Breaststroke – Girls 50m Freestyle – Girls 50m Breaststroke – Invitational Women 50m Freestyle – Invitational Women 50m Breaststroke – Boys 50m Freestyle – Boys 50m Breaststroke – Invitational Men 50m Freestyle – Invitational Men 200m Butterfly – Girls 400m Individual Medley – Girls 200m Butterfly – Invitational Women 400m Individual Medley – Invitational 200m Butterfly – Boys 400m Individual Medley – Boys 200m Butterfly – Invitational Men 400m Individual Medley – Invitational Men 100m Backstroke – Girls 100m Butterfly – Girls 100m Backstroke – Invitational Women 100m Butterfly – Invitational 100m Backstroke – Boys 100m Butterfly – Boys 100m Backstroke – Invitational Men 100m Butterfly – Invitational Men 200m Individual Medley – Girls 50m Backstroke – Girls 200m Individual Medley – Invitational Women 50m Backstroke – Invitational Women 200m Individual Medley – Boys 50m Backstroke – Boys 200m Individual Medley – Invitational Men 50m Backstroke – Invitational Men 100m Freestyle – Girls 200m Freestyle – 100m Freestyle – Invitational Women 200m Freestyle – Invitational Women 100m Freestyle – Boys 200m Freestyle – Boys 100m Freestyle - Invitational Men 200m Freestyle – Invitational Men 200m Breaststroke – Girls 4 x 50m Medley – Girls 200m Breaststroke – Invitational Women 4 x 50m Medley Relay - Invitational Women 200m Breaststroke – Boys 4 x 50m Medley – Boys 200m Breaststroke – Invitational Men 4 x 50m Medley Relay – Invitational Men 50m Butterfly – Girls 50m Butterfly – Invitational Women 50m Butterfly – Boys 50m Butterfly – Invitational Men Teams will be assigned to lanes by random draw for the duration of the competition.
Declined Projects If a project request is declined, the project manager should communicate this information to the project requestor. Provide any recommendations as to what would be required or needed to the project request in the future to the functional owner/project champion/project requestor. Project Management Project Build Out This section describes the requirements to be made on a newly activated project by the project manager. Creating a Project (without a request) To create a new project, enter the Projects application and expand the “Administration” link in the left navigation. Click “Create a Project” and complete the required fields in the “General” section and click “Save.” Note: The project “sponsor” will need to be a user in the People database. The sponsor will need to be added using the “+” icon if they are not in the database. Resource Management Options By clicking on each category, the window will display in edit-mode. the ‘Resource Mgmt’ field, ‘Manage By Project’ is the default option. You can keep this selection if you want resources to be allocated at the project-level regardless (i.e. the hour values entered for each resource within the Resource section of the Project Explorer window) of whether they are assigned to specific tasks in a project plan. Otherwise, click on ‘Manage By Plan’ if you want resource allocation to come from project plan task assignments. Project Dates Review and modify the project as needed. Click on the calendar icon in the ‘Start Date’ and ‘End Date’ fields to easily change between months and selecting the appropriate date.
There is a ‘Comments’ field in which the project manager may type in additional information to be recorded as future reference or information on the specific project. This is a required field as indicated by the red asterisk (*). Click the <Close Project> button to finalize and save the information. The project status will be updated to reflect the selection. The ‘Project Details’ window closes, and you are returned to the ‘Project Explorer’ window. NOTE: The <Close Project> button disappears from the window (shown below) and the Manager Status reflects the Close status (shown below). How to Cancel a Project There may be times when a project gets cancelled by the project requestor (Sponsor or Stakeholder) at anytime during the project life-cycle. The project manager should use the same procedures outlined in Section 9, “How to Close-out a Project” to cancel a project. The only difference in procedure between a project completion close and a cancelled project close would be the option selected in the ‘Status’ field. Select ‘Cancelled’ (shown below). NOTE: A project can be ‘Cancelled’ at anytime during the lifecycle of the project. Project Document Management Use the ‘File Cabinet’ application to access documents stored in the TeamDynamix database after a project is closed. From the TeamDynamix Dashboard window, click on ‘Apps’, then click on ‘File Cabinet’ (shown below).
31 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 1 2 Received information about our box. Camera and Geiger information was not good 3 Working on data from flight 4 Redesign box for additional flight. Another camera is added and the bacteria is placed on top. 5 Team Project Documentation Rev B Due 6 Re-launch of our box with slight modifications 7 8 9 10 11 Team meeting about data analysis 12 13 14 15 16 Preliminary Data Analysis Due 17 18 Team meeting to continue data analysis and ready presentation 19 20 21 22 23 Final Team Presentation 24 25 Team meeting to discuss for Rev C 26 27
1.0 Introduction Near-space is defined by Paul Verhage in his February 2004 column in Nuts & Volts as the region of the atmosphere from approximately 75,000 ft. to approximately 330,000 ft. Near-space reaches 99% vacuum, it can get down to -90° F at 75,000 ft. (after which it rises to around 20° F), and the view of earth is much the same as outer-space. Since travel to near-space is much more attainable and affordable than travel to outer-space with little trade off in the conditions between the two, it is a great region in which to do research that can apply to outer-space flight. The main vehicle used to near-space is a high altitude balloon, often filled with helium. Attached to the balloon is a string of payloads which carry the various experiments to be performed. An average near-spaceflight involving a high altitude balloon lasts about three hours and reaches a height between 90,000 ft. and 100,000 ft. As the near-spacecraft ascends, the balloon increases in size with the drop in pressure and eventually bursts, causing the to fall back towards Earth. Attached just below the balloon in the string of payloads is a pre-deployed parachute which expands as the air begins to become denser, eventually bringing the near-spacecraft to a relatively gentle landing. Upon landing, the payloads are tracked and recovered and the payloads are ready to be analyzed.
Business Intelligence, data analytics, and data modeling Professional, management development training and curriculum, development Enterprise Resource Planning. HumanTouch, LLC POC: Marc Hersh E: 843919197 Y S SDB HumanTouch will provide: Enterprise Architecture Business Capabilities Lifecycle Business Process Modeling Requirements Development Systems Engineering Program and Financial Management Science and Technology Management Information Systems Management Systems Integration Software Development SharePoint Administration and Development Program Acquisition Support Augur Consulting, Inc. POC: David Ingalls E: 078541735 N S VOSB Augur Consulting will provide: Program Management Support Analytical Consulting Alcyone Consulting, Inc. POC: Naomi Silver E: 807940593 Y S WOB Alcyone Consulting will provide: Acquisition Support Program Management Support Business/Financial Management Support
Survice Engineering Company, LLC POC: Clark Dutterer E: Clark.dutterer@survice.com 035414697 Y L Survice Engineering will provide: Systems Engineering Test and Evaulation Support Failure Reporting, Analysis, and Corrective Action (FRACAS) Support Integration and metrology/reverse engineering support VDL-5 Technologies POC: Tamara Harpster E: 003420782 Y S VOSB VDL5 Technologies will provide: Technical Manual development Support Integration Support Conversion Support Validation and Verification Support Technical Support for Training Development and Provisioning Roundtable Defense, LLC POC: Dave Thomas E: 827911335 Y S VOSB Roundtable Defense will provide: Engineering and Life cycle product support TSM POC: Christiner Wheeler E: Christine.Wheeler@TSMCorporation .com 096073705 Y L TSM will provide: Technical Support Services Engineering Support Tactical Training Support NAVSEA SME Support Updated: 12/10/2015
Organizational Partners Albert Shanker Institute Alliance For Excellent Education America Achieves American Association of Colleges for Teacher Education American Federation of Teachers ASCD Bank Street College of Education Center for American Progress Center on the Future of American Education Christensen Institute Council of State School Officers Deans for Impact Democrats for Education Reform Digital Promise Education Post Education Reform Now The Education Trust EducationCounsel Educators 4 Excellence Educators Rising Emerson Collective Generation Schools Network Hope Street Group Institute for the Study of Knowledge Management in Education Knowledge Alliance Leading Educators Learning Forward Massachusetts Business Alliance for Education National Association for the Education of Young Children National Board for Professional Teaching Standards National Center for Learning Disabilities National Center for Teacher Residencies National Center on Time and Learning National Commission on Teaching and America’s Future National Council on Teacher Quality National Education Association National Institute for Excellence in Teaching National Network of State Teachers of the Year National Women’s Law Center National Writing Project New America, Education Policy Program New Leaders New Teacher Center Prichard Committee for Academic Excellence Profound Gentlemen Public Education & Business Coalition Public Impact Relay Graduate School of Education Southern Education Foundation Stand for Children Teach For America Teach Plus The Teacher Salary Project Teaching Matters TESOL International Association Third Way TNTP Teachers The VIVA Project The Woodrow Wilson National Fellowship Foundation Teacher Partners Alexandra Fuentes: TC Williams High School, International Academy, Alexandria, VA Shakera Oliver: Brightwood Education Campus, Washington, DC Jennifer Corroy Porras: IDEA Donna College Preparatory, Donna, TX Christina Ross: City Neighbors High School, Baltimore, MD Kayleigh White: Manhattan High School, New York, NY Jody Zepp: Long Reach High School, Columbia, MD
Picture of vehicle: Name of vehicle: Team Leader: Picture of team leader: Name of team leader: Team Name: Team E-mail: Website: Team Leader E-mail: Affiliation: Nationality: Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail: Affiliation: Nationality: Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail: Affiliation: Nationality: Date of birth: Passport No.:
Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail: Affiliation: Nationality: Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail: Affiliation: Nationality: Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail: Affiliation: Nationality: Date of birth: Passport No.: Team member Picture of team member: Name: Function: E-mail:
MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell phone] [Name] (head coach) email address] [cell phone] www.mcfarlandhockey.org MCFARLAND, WI Spartans [TEAM LEVEL] 1 OR 2 [Name] (team rep) email address] [cell [Name] (head coach) email address] [cell www.mcfarlandhockey.org
Company- Worker Conservative, predictable, dutiful. Organising ability, practical common sense, hard working, self-disciplined. Inflexible, dislike of unproven ideas. Team Worker Socially orientated, mild sensitive. Responds to people and situations, promotes team spirit. Indecisive in times of crisis. Shaper Highly strung, outgoing, dynamic. Challenges inertia, ineffectiveness, complacency, Lots of drive. Proneness to provocation, irritation impatience. Extroverted, enthusiastic, curious, communicative. Capacity to contact people, explores anything new. Responds to challenge. Liable to lose interest once the initial fascination has passed. Completer- Finisher Painstakingly orderly, conscientious, anxious. A capacity for follow through. Perfectionism. Tendency to worry about small things. Finds it hard to let go. *Used by permission of Bryn Hughes and Church Matters. Do not use outside AIM without permission. (Sept. 2011)
Poor: 1 pt Fair: 2 pts Well Done: 3 pts Spectacular: 4 pts Presentation Problems Turned in problems but the majority was worked out incorrectly or did not turn in problems Turned in problems but had a few mistakes Turned in problems but had 1 mistake Turned in all problems and they were worked out correctly with NO mistakes Video Submission Did not upload a video Uploaded video on time but made a few mistakes with the Title or description tag Uploaded video on time but made a mistake with the correct Title or description tag Uploaded video on time with the correct Title (per instructions) and description tag Group Presence in Video Was no video uploaded One person spoke throughout most of the video For the most part, the problems were equally divided All members of the group presented an equal # of problems Quality of Video Was no video uploaded Either the problems or the speaking was not easy to see/hear The problems were easy to see and voices were easy to hear for most parts The problems were easy to see and voices were easy to hear at all times Content in Was no video uploaded All problems were thoroughly explained and a few mistakes were made All problems were thoroughly explained and one mistake was made All problems were thoroughly explained and no mistakes were made ****************************************************************************** NOTE: ALL MEMBERS MUST PRESENT AN # OF NUMBERS ON THE VIDEO. Additional Comments: Final Grade: = ____ %