zilongwang/ReadingBank huggingface dataset:
Requested Information – as defined in Section 13.14.3. Restricted Person – as defined in Section 8.1. Review Materials – as defined in Section 4.1.2. Sale – as defined in Section 8.2.3. – as defined in Recital A. Second Request – as defined in Section 4.2.1. of Construction – the commencement of pouring of the foundation for the Construction of the New Hotel and Opening Date for the Existing Hotel. Technical Services – as defined in Section 2.2. Technical Services Fee – as defined in Section 3.1. Term – as defined in Section 2.6. Trademarks – the trademarks, trade name, service marks and copyrights, marks, logos, symbols, know-how, trade dress, slogans and all similar proprietary rights associated with the Brand or any of the centralized services, including all derivations of any of the foregoing. Transfer Notice – as defined in Section 8.2.1(a). Transferee – as defined in Section 8.2.1(a). TSA – as defined in Section 6.1.11(d)
and mechanical and electrical connections; (c) specifications; (d) cut sheets; (e) detail drawings of fabricated items; and (f) instructions to bidders. Review and Approval of Plans. Manager shall (a) review the final plans and specifications and make recommendations for improvement to the extent Manager deems appropriate; and (b) approve the final plans and specifications, when acceptable. Management Information System Integration Design Guidance. Manager shall (a) assist in determining the extent to which technology systems should be used in the Hotel, based on operational considerations and brand affiliation, specifically with respect to the implementation of reservation systems; property management systems; point of sale systems; inventory control systems; engineering management systems; energy management systems; guest information systems; telecommunications; and electronic locking and security systems; and (b) provide Owner with outline specifications for such technology systems with respect to equipment, configuration and security. Preliminary Design Phase Assistance Submission of Plans. Owner shall submit to Manager preliminary plans and specifications related to the systems listed in Section 7(a) illustrating (a) systems schematics; (b) interface connections; (c) hardware locations; (d) power requirements; and (e) computer room layout. Review and Approval of Plans. Manager shall prepare the preliminary plans and specifications and assist Owner to identify acceptable suppliers. Final Design Phase Assistance Submission of Plans. Owner shall submit to Manager (a) final plans and specifications related to the systems listed in Section 7(a) in sufficient detail for use by Owner as contract bid documents; and (b) suppliers’ proforma invoices and/or purchase orders. Review and Approval of Plans. Manager shall (a) review the final plans, specifications and proforma invoices/purchase orders and make recommendations for improvement to the extent Manager deems appropriate; (b) assist Owner to evaluate suppliers bids; and (c) assist Owner and nominated suppliers to establish a program for system installations and training. Operational Coordination and Planning
NISA Level 5 Must have completed both NISA Level 5 but FREE and ELEMENTS but not hold NISA Level 6 FREE or ELEMENTS Spin – Camel spin with variations and change foot Spiral – utilising the full ice surface including various one-footed of different types and at least two different steps Jump – Axel – Single Loop combination jump NISA Level 6 or higher Must have completed NISA Leve 6 FREE (ELEMENTS not required) Spin – Camel spin with flying entry Spiral – utilising the full ice surface including various one-footed turns of different types and at least two different steps Jump – Double Salchow Adults Adults Spin – Sit Spin (minimum two revolutions) Spiral – incorporate a spiral – any style / direction into a choreo sequence Jump - Single Toe loop Elements can be performed in any order and skaters should limit the skating between the set elements to forward/backward stroking/crossovers and necessary linking steps only. As with Club competitions, any level of NISA field moves does not limit entry to any class. In cases of uncertainty, the Club Competition Secretary’s decision is final.
10 4.75 2.36 1.18 0.60 0.300 0.150 0.075 100 90-100 80-100 50-95 30-75 10-30 1-10 0-3 40-100 25-40 18-33 - 5-15 0-7 - 0-3 15-55 0-25 0-5 - - - - 0-3 D15 (filter) Piping ratio ---------------- <5 D85 (soil) D15 (filter) Permeability ratio ---------------- >5 D15 (soil) D50 (filter) Mean ---------------- <25 D50 (soil) Where D15 and D50 (filter) are used to designate the size of sieve passing 15 percent and 50 percent respectively size of filter material (i.e. the size of the sieve that allows 15 percent and 50 percent respectively by weight of the filter material to through it). Common Backfill Common backfill materials other than pervious backfill shall be suitable material as defined in Sub-clause 2.3.1 or as directed by the Engineer. Method of Filling Backfilling material shall not be permitted under water unless specifically described in the contract or approved by the Engineer. It shall be placed and compacted in layers in compliance with the requirements of Clause 5.6.1. Any support structures for the excavation shall be withdrawn as the filling proceeds unless described in the contract or ordered by the Engineer to be left in. The backfill shall be placed in by such methods which shall avoid loading the structure in any manner which may affect its stability or overload its underlying foundation material or substructure. The backfill in front of abutments and wing walls shall be placed first to avoid the possibility of forward movement. Precautions shall be taken to prevent any wedge action against upright surfaces, and the slopes bounding the excavation shall be stepped as directed by the Engineer before backfill is placed. The backfill material around box culverts, piers and curtain walls shall be placed simultaneously on both sides of the structure.
Mother tongue(s) Specify mother tongue (if relevant add other mother tongue(s), see instructions) Other language(s) Self-assessment Understanding Speaking Writing European level (*) Listening Reading Spoken interaction Spoken production Language Language (*) Social skills and competences Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Organisational skills and competences Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Technical skills and competences Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Computer skills and competences Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Artistic skills and competences Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Other skills and competences Replace this text by a description of competences and indicate where they were acquired. (Remove if not relevant, see instructions) Driving licence State here whether you hold a driving licence and if so for which categories of vehicle. (Remove if not relevant, see instructions) Additional information Include here any other information that may be relevant, for example contact persons, references, etc. (Remove heading if not relevant, see instructions) Annexes List any items attached. (Remove heading if not relevant, see instructions) 8: Pre-recruitment and annual examinations LIST OF EXAMS Clinical examination: Personal and work anamnesis Physical examination: Neurological, cardiopulmonary, abdominal and osteoarticular physical examination Laboratory tests:
Contracts. Seller shall provide such Services, at the prices as set forth, Labor Categories and Pricing (the “Seller Rates”), as may be ordered by Buyer from time to time pursuant to a Contract. Services may be ordered under the terms and conditions of this Agreement solely by Buyer’s Authorized Procurement Representative. Each Contract will be effective upon its execution by an authorized representative of both Buyer and Seller. All Contracts hereunder shall be subject to the provisions of this Agreement. Such Contracts shall specify, as applicable: (1) The Services and Work Product ordered. (2) The price as calculated using the Seller Rates. (3) The delivery schedule for the Services or Work Product, including any necessary implementation services. (4) Acceptance Criteria and the Acceptance Period for the Services or Work Product. (5) The Service Levels for the Services or Work Product. (6) Any Seller Personnel requirements. (7) The facilities from which the Services will be performed and any necessary equipment, tools or resources required to perform the Services. (8) Any obligations of Boeing upon which successful completion of the Services is dependent. (9) Any other information or details pertaining to the Services or Work Product as may be agreed to by the parties. Objection. Neither party shall be bound by, and each specifically objects to, any term or condition that is different from or in addition to the provisions of this Agreement, unless such different term or condition is specifically agreed to by the parties in an applicable Contract. Any such Contract that modifies the terms of this Agreement shall identify the specific provisions of this Agreement (i.e., by Section reference) that are to be modified and the manner in which they are to be modified. Exhibits. The following Exhibits are incorporated into this Agreement as if fully set out herein: Exhibit A Form of Assignment Exhibit B Form of Assignment Exhibit C Terms of Use of Boeing Information and Electronic Systems Supplement Exhibit D Supplement for the Security of Personal Data Exhibit E On-Site Environment, Health and Safety Supplemental Provisions (SP4) of Precedence. In the event of any inconsistency within or relating to this Agreement, the following order of precedence will apply: (1) This Agreement. (2) The Exhibits. Trial
(C) DETAILS OF SALARY & WAGES : WAGES PERSONE SALARY PER MONTH PER PERSONE Annual Salary General Manager 1 40000.00 4000.00 Executive 1 17500.00 Accounts Officer 1 17500.00 Purchase Officer 1 15000.00 15000.00 Purchase Assistant 1 10000 Security gards 2 8000 8000 Drivers 1 8000 8000 Perons 1 8000 8000 TOTAL ANNUAL SALARIES 88000 ADD 10% TOWARDS TOTAL ANNUAL MARKETING AND ADMN SALARIES 10,56,000 FACTORY AND PRODUCTION Production Manager 1 27500 27500 Quality control manager 1 20000 20000 Maintenance manager 1 20000 Quality chemist 2 10000 10000 Machine operators 4 10000 Semiskilled workers 4 8000 8000 Unskilled workers 8 6000 6000 TOTAL ANNUAL FACTORY SALARIES ADD 10% TOWARDS PERKS TOTAL ANNUAL FACTORY WAGES AND SALARY 12,18,000
Note: XML Examples are informative and are provided for information only and are expressly not normative. References References within this document are denoted “Section” or “Annex”. For example, Section 5.3.1 or Annex A. References to other documents refer to the list of normative references in Section 3 and use the abbreviated title as indicated in Bold text. For example, [INS NS] uses the abbreviated title for the document as shown below: INSPIRE Network Services Regulation, INS NS, COMMISSION REGULATION (EU) No 1088/2010 of 23 November 2010 amending Regulation (EC) No 976/2009 as regards download services and transformation services References within other documents are show as above using the abbreviated title, together with the appropriate section within the document. For example, [INS NS, Section 2.2.3], refers to Section 2.2.3 within the document as listed above. Future updates of this document There are some issues that are foreseen, but are not covered or only partially covered in this version of the Technical Guidance. These are: Updates to the Coverage Data (GML 3.2.1 Application Schema - Coverages version 1.0.1, OGC 09-146r2, becomes Coverage Implementation Schema 1.1) WCS 2.1 standard publication WCS Core, and WCS POST/XML becoming ISO standards SelectCapabilities extension to WCS core, being adopted
A SpatialDataSetIdentifier with Code only should be interpreted as representing a gmd:MD_Identifier, a SpatialDataSetIdentifier with Code and Namespace should be interpreted representing a RS_Identifier. Note the use of ‘://’ as the namespace above is an attempt to relate the UUID is unique across all namespaces and schema, whilst conforming to the requirement to provide a namespace URI. ‘://’ conforms to the anyURI primitive. A WCS shall use the infoCoverageAccessService keyword for the inspire_common:MandatoryKeyword Language requirements for GetCapabilities responses from a WCS If a client request doesn’t specify the AcceptLanguages parameter in the request, or otherwise provides a language parameter unknown to the server, the above fields [Title, Abstract] shall be provided in the service default language. This behaviour ensures backwards compatibility so that any existing clients may interact with the service using the default OGC standard. Parameter Name Parameter Value <inspire_common:Language> Codelist (See ISO/TS 19139) based on alpha-3 codes of ISO 639-2. Use only codes from ISO 639-2/B (bibliographic codes). The list of codes for the 24 official EU languages and the languages of the EFTA Countries is: Bulgarian – bul Italian – ita Czech – cze Latvian – lav Danish – dan Liechtenstein– ger – dut Lithuanian – lit English – eng Maltese – mlt Polish – pol Norwegian – nor Estonian – est Portuguese – por Finnish – fin Romanian – rum French – fre Romansh - roh German – ger Slovak – slo – gre Slovenian – slv Hungarian – hun Spanish – spa Irish – gle Swedish – swe Croatian - hrv Icelandic – ice The complete list of codes is defined at http://www.loc.gov/standards/iso639-2/ Regional languages are also included in this list.
Resources for Measures of Grades 9 – 12 A list of assessment resources tailored toward geosciences that have some applicability to more content areas: A compilation of Common Core assessment resources from the Algebra 1 Teacher’s blog: http://blog.algebra1teachers.com/2012/07/common-core-assessment-examples-for.html Portfolio and Performance Assessment Examples Tennessee Fine Arts Growth Measures System: Measuring Up: Prototypes for Mathematics Assessment (1993), available from: http://www.nap.edu/catalog.php?record_id=2071 Tutorial for developing a summative performance assessment: Additional Guidance to Perform Item Analyses Item Difficulty Item difficulty can be directly estimated students’ scores on the assessment. On selection items or other 1-point items, item difficulty can be estimated simply by computing the average score on the item (Excel command: average). A simple four-item test is used to demonstrate this procedure. The “Difficulty” row is simply the average number of score points earned by the examinees. We can further determine that Item #4 is an easier item (for this group of students) than Item #3 with an average difficulty of 3.25 vs. 2.83; however, we cannot directly compare the item difficulty statistics for the 1-point items to the 4-point items. To compute item difficulty statistics that are comparable, regardless of the number of item score points, we divide the Difficulty statistic by the maximum number of item score points which results in a Difficulty2 statistic that ranges from 0 to 1, or from hard (items) to easy (items). Item Discrimination Item discrimination describes how well an assessment item discriminates between high- and examinees. Positive item discrimination indicates that higher-scoring examinees perform better on the item than lower-scoring examinees. It is important to examine the discrimination of items on common assessments (assessments administered across all students in a district) to check on item quality on the test. Negative item discrimination is undesirable and indicates that lower-scoring examinees performed better on the item than those with higher scores – this is a flag for an item that has a flaw, such as the item: has the wrong correct answer indicated has two correct answers is unclear or confusing to examinees who know the material represents different content than the rest of the content on the assessment. scoring
behaviors (such as the ability to research a topic or construct an organized response). A comparison of the advantages of three popular item types (selected response, constructed response, and performance/portfolio observational items) is presented in Table 1. Note that the table assumes the item types are well conceived, developed, and implemented. Table 1. Comparative Advantages of Item Types Selected Response (Objective Items) Constructed Response (Subjective Items) Performance/Portfolio/ Observational Sampling of Curriculum Samples a lot of curriculum in a short period of time Samples less curriculum than selected response items; takes longer examinee administration time Samples less curriculum than selected response items; takes longer examinee administration time Item Development Requires the development of many items Fewer items are needed Fewer items are needed, but the items are written to break out the components of the task Rigor Can sample the range of Bloom's Revised Taxonomy from Remembering to Evaluating; takes skill to write items at the higher levels of rigor Should be written for higher levels of rigor Can range the levels of rigor, although some items should represent higher-level demands Complexity Low to moderate complexity Can range from low to high complexity Tasks should reflect moderate to high levels of complexity Scoring Objective scoring—efficient with a scoring key Subjective the use of rubrics/scoring papers and scorer training Subjective the use of rubrics; students can participate in scoring Influence on Learning Overuse of the selected response item format can encourage learner passivity; can encourage development of critical thinking skills when items align with higher levels of rigor Good-quality constructed response items can encourage examinees to demonstrate creativity, organizational skills, topic development, critical thinking skills Encourages the examinees to demonstrate what they know and can do. Depending on the item content, can encourage the development of critical thinking, organizational skills, and creativity Reliability High internal consistency reliability is possible with the inclusion of 20+ high-quality items Reliability is typically lower than with selected response items due to scorer differences, fewer number of items Reliability is typically than with selected response items due to scorer differences, fewer number of items Adapted from: Linn & Gronlund (1995). Other item qualities must also be considered when selecting items for DDMs. A high-quality assessment should be comprised of items that are not too difficult or too easy and should be populated with items that discriminate appropriately between strong and weak performers. For more information on the characteristics of high-quality items, see to Appendix B. requires requires
Analyzing DDM components and student results across all piloted DDMs to evaluate district-wide comparability Will the team include partners from other districts, collaboratives, or other organizations, including vendors? when the DDM will be administered, scored, analyzed, and modified. Be clear about the decision-making process, particularly when working with educators piloting a DDM across multiple schools. Step 2. Determine Content to Measure Determining the content to measure is the and most critical, task in choosing DDMs. Clarity around the standards, content knowledge, and skills ensure that DDMs closely reflect the content taught. DDMs should reflect a meaningful sample of student learning that spans across the grade/subject or course. Technical Guide A provides multiple resources to support districts, including information about different assessment domains, curriculum maps, and an alignment tool. Many district teams are already well underway with this work. should start by considering the full range of what is taught in a particular grade/subject or course. From that full sample, teams determine what content is both representative of the most important content and measurable. Key Questions Considerations What content is most central to the curriculum and relevant to the school, district, and state goals? What are the most primary standards for this grade or subject/course? What are the important lesson objectives from the curriculum? What are the instructional shifts needed to effectively implement the new MA curriculum frameworks? What skills do students need to be college and career ready? Of the knowledge, skills, and abilities taught, what can be assessed? What content knowledge, skills, or behaviors are most directly attributable to an educator? For example, the rate of appropriately sequenced course enrollment may be a more appropriate measure for a high school guidance counselor than graduation rate, which is influenced by many educators. Be mindful not to focus on what’s easy to measure at the expense of what’s important to learn. A DDM does not need to the whole curriculum, but what is measured by the DDM should represent the most important concepts or skills taught. Consider focusing on the instructional shifts needed to effectively implement the new MA curriculum frameworks. Districts should work with specialized instructional support personnel (SISPs) such as school counselors, school nurses, or school psychologists to identify the responsibilities that are most critical to their role as a foundation to selecting DDMs. For example, a district may decide that the “return to class” rate is a critical responsibility for school nurses and should be an indirect measure.
TABLE 1A: Identify at least 5 main risks. The table can be extended to add additional risks, but not more than 10. Number the risks and give each one a short identification name. Keys for probability ranking and for evaluating impacts are provided in the 4 small tables, hereinafter. TABLE 1B: Describe each of the identified risks concisely. Use additional space, if needed for clarity. Risks can be of different types, as exemplified in the explanation to TABLE 1B. Other types may be used by adding them to the explanations. Note: The Tables’ template can be found as a Word file, downloadable from BIRD’s website. RISK ANALYSIS TABLES 1A Impact Risk # Name Ranking Duration1 Budget2 Commercialization Potential3 1 2 3 4 5 TABLE 1B Risk # Description Type* 1 2 3 4 5 *Type: Technical (T), Project Management/Resources (M), External to the Project (E) Ranking Probability of Risk Occurring High Above 50% Medium 30 – 49% Low 10 – 29% Very Low 1 – 10% Impact Duration1 High Above 6 months Medium 3 to 6 months Low Below 3 months Impact Budget2 High 20% increase Medium 10% to 20% increase Low Below 10% increase Impact Commercialization Potential3 High Above 50% Medium 30% to 50% Low 1% to 29% 1. Duration of project extended by the given amount 2. Cost of project increases by the given percentage Forecasted sales in the next 3 or 5 years reduced by the given percentage
Rated Voltage [kV] 420 Lightning impulse withstand voltage : - phase-to-earth [kV] 1425 - across the open switching device [kV] 1425 (+240) Switching impulse withstand voltage : - phase-to-earth [kV] 1050 - across the open switching device [kV] 900 (+345) Power frequency withstand voltage : - phase-to-earth [kV] 520 - across the open switching device [kV] 610 Continuous current [A] 3150 Rated short-circuit breaking current: [kA] 50 Duration [s] 3 DC time constant [ms] 45 First-pole-to-clear factor - 1.3 Capacitive current switching class C1/C2 C2 Line charging breaking current [A] 400 Cable charging breaking current [A] 400 Single/Back to Back capacitor bank switching current [A] - OTHER INFORMATION Filling pressure at 20°C MPa(abs) 0,XX (0,XX SF6/0,XX N2) Insulating gas type - SF6(SF6/N2; SF6/CF4) CT brackets included on support structure Yes/No No MECHANICAL CHARACTERISTICS Opening time [ms] (XX±X) Closing time [ms] ≤60 Breaking time [ms] ≤50 Mechanical endurance class M1/M2 M2 Rated operating sequence - O-0.3s-CO-3min(s)-CO EARTHING SWITCH DATA (referring to IEC Earthing switch built on to DCB - No FIBER OPTIC CURRENT SENSOR (FOCS) Include FOCS with DCB Yes/No Yes Rated current [A] >400 Corresponding accuracy class to rated current - 0.2s/5TPE Communication protocol - IEC 61850-9-2LE Communication output - Optical Ethernet Temperature range [°C] -40 to +50 CONTROLLED SWITCHING Controlled switching required Yes/No No Application (No-load Overhead line, Transformer, Capacitor Bank, Filter Bank, Shunt Reactor, Other) - - Table 13 Specification DCB 550kV Specific data for DCB All circuit breakers should be tested in accordance with IEC & IEC 62271-108 Requested ratings Offered ratings Type designation - Show product name Type of operation - 1-pole Number of - 3 Type of drive Spring/Motor Spring
Source of application (Name of newspaper/Website, etc.): SECTION B – EDUCATION, QUALIFICATIONS and TRAINING GENERAL EDUCATION: Dates Name of Secondary School (s) Examinations Taken Subject Results From To ACADEMIC, PROFESSIONAL OR TECHNICAL QUALIFICATIONS: Dates University, College or Examining Authority Qualification Obtained Level in the National Frameworks of Qualifications Year Qualification Obtained Final Year Examination Subjects From To RELEVANT TRAINING /COURSES (OPTIONAL):
PROFILE OF THE ADVISER Essential Desirable Assessment Behaviours Shaping the future (Changing the nature of what we do and the benefits we gain by thinking and planning with creativity) Being Accountable (Showing real dedication to the long-term mission of the team.) Making it Happen (Achieving stretching results when faced by change, uncertainty or major obstacles) Interview only Skills and Knowledge Highly developed interpersonal skills with a demonstrated ability to relate to and gain the confidence of the Minister and diverse stakeholders Highly developed expertise in either general education or higher education* Demonstrated ability to analyse, understand and convey complex information in a simplified form. Demonstrated ability to think strategically and identify risk in the development of Government policies. Strong written and oral communication skills in Amharic and English Knowledge of the Ethiopian education system and current donor funded programmes* and interview Experience Proven experience of providing high level policy advice to policy makers* Proven experience of managing high level relationships* Experience of developing strategic plans* More than 10 years of senior professional experience in education* Short listing and Interview Qualifications Masters degree or equivalent in education* A PhD in a relevant discipline is preferred. Short Listing
28/03/13 Grant Doherty (Qvalent) This paper covers a number of issues related to SuperStream message packaging and relationship with error handling. The purpose of this paper is to clarify areas of ambiguity or design issues that will allow all parties to proceed and thereby reduce interoperability issues when integration testing commences. Update see note 18/04/13 - GUIDANCE ON ‘ebMS AS4 Message Structure’ NOW AVAILABLE 08/03/13 Philip Hind Recommendation The Technical Architecture sub-group endorses the following decision and guidance Decision Endorse principles outlined below link the Event XML to a payload part by: Make location variables (Location.Instance.Identifier, Location.Path.Text) optional to enable business errors will be reported using the Parameters variables Principles In relation to reporting business errors: A single Event XML aligns message as intended (identification of the error utilises the part ID and format should be agreed by industry – we will surface examples in the meeting) or A single Event XML aligns with a single transactions within the XBRL payload (progressive) Change impact Consequential action for the ATO would include: Publish and advisory change note Make the changes to schedule 6 Code Management’ to make location variables optional Provide additional guidance on error handling in the inter-op guide (example plus principles) The TA group considers that the small number of changes to the legislative instrument (schedule 6) is justified and can be managed within the rollover implementation lead time. 22/03/13 Ty Winmill A draft recommendation paper on ‘Message Error Handling’ has been written for review by Technical Architecture members. Group
Administrative & Secretarial 9.1 10.4 Skilled Trades 10.8 10.5 Caring and Leisure 10.6 9.4 Sales and Customer Service 7.4 7.2 Plant & Machine Operatives 6.9 6.5 Elementary 10.3 9.6 20-60 Year Olds Sex SES2017 LFS Quarter 2, 2017 Male 47.8 52.8 Female 52.2 47.2 Age 20-29 18.9 23.3 30-39 26.2 24.5 40-49 26.5 25.4 50-60 28.4 25.9 SOC 2010 Occupations Managers, Directors and Senior Official 9.1 10.7 Professionals 20.1 21.1 Associate Professionals 16.5 15.1 Administrative & Secretarial 8.9 10.3 Skilled Trades 10.5 10.4 Caring and Leisure 10.7 9.3 Sales and Customer Service 7.4 7.2 Plant & Machine Operatives 6.5 6.3 Elementary 10.3 9.6 A2: Representativeness of the Skills and Employment Survey 2012 20-65 Year Olds Sex SES2012 LFS Quarter 2, 2012 Male 47.6 53.8 Female 52.4 46.2 Age 20-29 17.5 21.8
Professionals 11.6 10.8 Associate Professionals 10.7 9.5 Clerical & Secretarial 15.3 15.6 Craft & Related 13.5 13.9 Personal Services 11.2 9.5 Sales 6.9 7.0 Plant & Machine Operatives 9.4 9.7 Elementary 8.0 8.1 Table A7: Representativeness of the Social Change and Economic Life Initiative 1986 Sex SCELI86 LFS 1986 Male 52.2 57.5 Female 47.8 42.5 Age 20-29 28.0 28.4 30-39 31.0 27.2 40-49 23.7 24.4 50-60 17.2 20.1 Registrar General’s Social Class Professional 4.5 5.1 Intermediate 26.3 24.6 Skilled Non-Manual 23.0 23.6 Skill Manual 21.4 24.0 Partly Skilled 18.9 16.6 Unskilled 5.9 5.5 Armed Forces 0.0 0.8
Jack Ellis sizing sheet template and measurement guideline Jack Ellis Body Protection Marywell Works Kirriemuir Angus Scotland DD8 4BJ t: +44 (0)1575 570222 f: +44 (0)1575 574564 e: Address Name Staff No. Payroll No. HEIGHT ☐ cm ☐ in WEIGHT ☐ kg ☐ lbs (A) CHEST Around fullest part of chest ☐ cm ☐ in (B) WAIST Around the waist at navel level ☐ cm ☐ in (C) SHOULDER TO WAIST Highest point of shoulder to navel ☐ cm ☐ in (D) FRONT NECK TO WAIST Joining of collar bones to navel ☐ cm ☐ in (E) CENTRE BACK NECK TO WAIST ☐ cm ☐ in (F) HEAD CIRCUMFERENCE Only if purchasing a helmet ☐ cm ☐ in
Reporting Category is a grouping of related benchmarks that can be used to summarize and report achievement. Standard refers to the standard statement presented in the NGSSS or domain in the MAFS. Benchmark refers to the benchmark statement presented in the NGSSS or standard statement in the MAFS. In some cases, two or more related benchmarks are grouped together because the assessment of one benchmark addresses another benchmark. Such groupings are indicated in the Also Assesses statement. Item Cognitive Complexity are used to assess the benchmark or group of benchmark. ideal level at which item should be assessed. Benchmark Clarifications explain how achievement of the benchmark will be demonstrated by students. In words, the clarification statements explain what the student will do when responding to questions. Content Limits define the range of content knowledge and that should be assessed in the items for the benchmark. Stimulus Attributes define the types of stimulus materials that should be used in the items, including the appropriate use of graphic materials and item context or content. Response Attributes define the characteristics of the answers that a student must choose or provide. Sample Items are provided for each type of question assessed. The Correct Answer for all sample is provided. II. Individual Benchmark Specifications Benchmark Number 8.01 Standard Demonstrate an understanding of the attributes of design. Benchmark Describe the essential activities that comprise the design process. Also Assesses N/A (K)nowledge, (P)erformance, or (B)oth (K)nowledge Item Types Multiple Choice, Response, Extended Response Cognitive Complexity Low, Medium Benchmark Students will be able to describe the essential activities that compromise the
Revision History Date Editor Description 15 Dec 2015 1.0rc1 Simon Jirka, Alexander Kotsev Technical Guidance into main document and annexes. SOS proposal based on 52N study 21 March 2016 1.0rc2 Sylvain Grellet Feedback from update of D2.9 ‘Guidelines for the use of Observations & Measurements and Sensor Web Enablement-related standards in INSPIRE II and III data specification development’ 09 June 2016 1.0rc3 Sylvain Grellet After Inspire maintenance group (MIWP-7a) feedbacks
The HTTP/GET binding of the GetCapabilities-Operation is extended by an additional parameter that indicates the client’s preferred language. The name of this parameter SHALL be “LANGUAGE”. The parameter values are based on ISO 639-2/B alpha 3 codes as used in [INS MDTG]. Parameter Name Parameter Value Mandatory for a Client Request? Mandatory support by the Service? LANGUAGE Codelist (See ISO/TS 19139) based on alpha-3 codes of ISO 639-2. Use only three-letter codes from in ISO 639-2/B (bibliographic codes), The list of codes for the 24 official EU languages and the languages of the EFTA Countries is: Bulgarian – bul Italian – ita Czech – cze Latvian – lav Danish – dan Liechtenstein– ger Dutch – dut Lithuanian – lit English – eng Maltese – mlt Polish – pol Norwegian – nor Estonian – est Portuguese – por Finnish – fin Romanian – rum French – fre Romansh - roh German – ger Slovak – slo Greek – gre Slovenian – slv Hungarian – hun Spanish – spa Irish – gle Swedish – swe Croatian - hrv Icelandic – ice The complete list of codes is defined at http://www.loc.gov/standards/iso639-2/ Regional languages are also included in this list. No, it is optional. Yes, it is mandatory to be supported and shall be processed if the parameter is present in a client’s request with a supported language code. If the parameter is absent in a client’s request or it requested an unsupported language the service shall response in the service default language. 3: Language parameter Schema: [OCG-GetCapabilities-Request]&LANGUAGE=<ISO 639-2/B alpha 3 code> Example: GetCapabilities-Response: If a client request specifies a supported language several fields of the GetCapabilties-Response are affected:
applies if a parent supports a teacher’s complaint against the school under Part 5 (the employment provisions) of the Act. 5.79 If the information or evidence was and given in bad faith (that is, of the parent or sibling knew it to be false), or the allegation was false and given in bad faith, then this protection for the pupil will still apply, provided that the pupil did not act in bad faith. Example: A makes a complaint against his school, claiming that he has suffered discrimination by a member of staff because of his sexual orientation. The pupil’s younger brother, at the same school, is protected against any detrimental treatment by the school because of this complaint, even if it is later found out that the older brother was not acting in good faith. 5.80 There must be a link between what the parent(s) or the pupil has done and the school’s detrimental treatment of the pupil or sibling. 5.81 The pupil or sibling who is being treated badly does not need to have any of the protected characteristics. 5.82 The fact that a complaint or claim is not upheld does not mean that it was made in bad faith. Obligations to former pupils 5.83 Even after a person has left a school, the school must not discriminate against him or her, harass or victimise him or her. This applies only if the discrimination, harassment or victimisation arises out of, and is closely connected with, his or her previous relationship with the school and would have been unlawful if he or she were still a pupil. s108 Example: An ex-pupil asks for a reference from the school. It would be unlawful for the reference to be unflattering because of a protected characteristic of the ex-pupil, or because he or she at one time brought or supported a discrimination complaint against the school.
listening to the patient and family, appreciation of the patient’s social situation, humanity, humility—T.E.B.’s principles live on. NOTES: Dyer, Eric. Unpublished manuscript Interview with Dr. William Schaffner, 2/16/2016 Interview with Dr. Mark Houston,12/28/2015 Interview with Dr. John Sergent, 10/14/2015. Chief Medical Resident 1971-72, Director of Medical Residency Program 2003-2013 Interview with Dr. Lawrence Wolfe, 9/9/2015 Interview with Dr. David Gregory, 2/8/2016 7. Cleaveland, Clif. Sacred Space. Stories from a Life in Medicine, p. 86. Published by American College of Physicians. Philadelphia, PA. 1998 8. Interview with Dr. Agnes Fogo, 12/30/2015 9. Interview with Dr. Stan Graber, 10/28/2015 10. DeVita, Vincent et al. Combination chemotherapy in the treatment of advanced Hodgkin’s Disease. Annals of Internal Medicine 73:881-895. 1970 11. Interview with Dr. Alan Cohen, 3/23/2016 12. Interview with Dr. Jimmy Sullivan, 10/19/2015 13. Interview with Dr. William Stone, 10/1/2015 14. Interview with Dr. Karl Van Devender, 1/29/2016 15. Telephone interview with Dr. Clif Cleaveland, 11/21/2015 16. Interviews with Dr. David Dodson, 12/8/2015 and 1/15/2016 17. Interview with Dr. Frank Boehm, 1/27/2016 18. Interview with Dr. Bo Sheller, 10/15/2015 19. Interview with Dr. John Leonard, 2/25/2016
HINT If the school records course grades each semester, you are advised to still look at student risk status based on attendance on a quarterly basis. Simply set the tool on a quarter system and upload or enter data for attendance for ALL grading periods, and upload or enter data for courses failed, credits earned, and GPA only for the second and fourth grading periods (as shown in Exhibit 15). HINT After uploading student performance data, save each student performance data source file (one for each grading period) to serve as a backup so that if the student information data are updated during the course of the school year, you will be able to quickly re-import the student performance data. For information about backing up data in the tool, see , and for more information about updating the student information throughout the school year, please see the section. Outputs & Reports Pages The Outputs & Reports pages give you a variety ways to evaluate and analyze student risk status, assign students to specific interventions, and view and print school- and student-level reports. The tool offers three Outputs & Reports pages: Student Risk Status The Student Risk Status page requires no data entry. It automatically displays students and their risk status for each indicator per grading period. From this page, you can also assign interventions to individual students. At each grading period, students can potentially be flagged for attendance and/or academic performance. At the end of the year, end-of-year totals include flags for annual attendance, total number of course failures, GPA, the number of referrals and suspensions, and the CCSR End of Year Indicator. A screen shot of the Student Risk Status page is shown in Exhibit 20. For each individual risk indicator, a ‘Yes’ signals that the student is flagged because he or she has exceeded the for that indicator. A ‘No’ that the student is not flagged for that indicator (i.e., did not exceed the risk threshold). Students who have one or more ‘Yes’ flags for risk indicators during any grading period or at the end of the year will have their name and student ID highlighted in red. Students who have been flagged for the Virginia pre-high school risk indicator have an ‘!’ in the far-left column.
SW Software Technological integrated security data network (ISDN network) ensures functioning of the integrated security system, transmitting video traffic, traffic of IP telephony in mainline block valve shelters, traffic from access controllers and security perimeter sensors in each CPC production facility. ISDN network consists of new equipment to be installed within the scope of the expansion project and the project to upgrade outdated equipment operating since 2005. Spare parts for all equipment, including installations of the expansion project, are not commercially available. The type of equipment requiring replacement is shown in Table Table 1.1 Equipment Designation Date sales discontinue Switch WS-3550-24-DC-SMI Access layer switch July 5, 2010 Switch WS-C2950-12 Access layer switch September 4, 2004 Switch WS-ME3400-24TS-D Access layer switch January 9, 2014 Switch WS-ME3750-24TE-M Access layer switch August 29, 2011 Switch WS-ME6524GT-8S Access level/ recovery/ core layer switch March 31, 2012 Router Cisco 7606-S Core router July 24, 2016 Router Cisco 7606 Core router April 11, 2008
--- RedHat Red Hat Network Satellite 3 year Subscription 24x7 Support No 1 --- RedHat RH0149450F3 Red Hat Enterprise Linux Server, Premium (1-2 sockets) (Unlimited guests) with Smart Management, 3Year 2 --- RedHat RH0958488F3 Red Hat Enterprise Linux Workstation, Standard, 3 Year 2 M42NSBKP RedHat Red Hat Enterprise Linux Server, Standard (Physical (2CPU) or 2 Virtual Nodes) 4 M42NSADM SolarWinds SolarWinds Engineer's Toolset v10 3 SolarWinds SolarWinds CatTools 4 expired/renewed and replaced Veritas Symantec NetBackup Server Enterprise 7.5 WIN/LNX/SOLX64 Tier 2 2 expired/renewed and replaced Veritas SYMC NETBACKUP CLIENT APPLICATION AND DATABASE PACK 7.5 WIN/LNX/SOLX64 1 SERVER TIER 2 STD 6 expired/renewed and replaced Veritas Symantec NetBackup Client Enterprise 7.5 8 expired/renewed and replaced Veritas SYMC NETBACKUP OPTION LIBRARY BASED TAPE DRIVE 7.5 XPLAT PER DRIVE STD 1 M42NSBKP Veritas Symantec NetBackup Server Enterprise 7.5 WIN/LNX/SOLX64 Tier 2 2 M42NSBKP Veritas SYMC NETBACKUP CLIENT APPLICATION AND DATABASE PACK 7.5 WIN/LNX/SOLX64 1 SERVER TIER 2 STD 6 M42NSBKP Veritas Symantec NetBackup Client Enterprise 7.5 8 M42NSBKP Veritas SYMC NETBACKUP OPTION LIBRARY TAPE DRIVE 7.5 XPLAT PER DRIVE STD 1 Notebook Vmware VMware Workstation WS9-LW-CE 1 M42NSESX1/2 Vmware VMware vSphere with Operations Management Enterprise Plus for 1 processor VS5-OEPL-C 8 M42NSESX1/2 Vmware VMware vSphere Data Protection Advanced (per processor) VS5-DPA-C 6 M42NSESX1/2 Vmware VMware vCenter Server 5 Standard for vSphere 5 (Per Instance) VCS5-STD-C 1
Database/storage refers to programs that enable storing, modifying and extracting of information from a database, and various techniques and devices/hardware for storing large amounts of data. Service Standard Define By Examples Database A collection of information organised in such a way that a computer program can quickly select desired pieces of data. A database management system (DBMS) is a software application providing management, administration, performance, and analysis for databases. Database 2 (DB2) Oracle SQL Server Sybase Storage Devices designed to provide shared storage access across a network. These devices provide extended storage capabilities to the network with reduced compared to traditional file servers. Network attached storage (NAS) storage area network (SAN) / This category defines the physical devices, facilities and standards providing the computing and networking within and between enterprises. Service Standards Defines Examples Servers / Computers Any type of programmable machines which are capable of responding to and preforming sets of instructions and executing programs. Enterprise server Mainframe Embedded Technology Devices Any devices or parts that form a server or computer as well as devices that execute specific functions outside of a server or computer. Random access memory (RAM) Hard disk Microprocessor: Redundant array of independent disks (RAID).
Dynamic / Server Side Display The software that is used to create graphical user interfaces with the ability to change while the program is running. Java Server Pages (JSP) Active Server Pages (ASP) Active Server .Net (ASP.Net) Content Rendering The software and protocols used for graphically changing data for presentation in a user interface. Dynamic HTML (DHTML) Extensible HTML Cascading Style Sheets (CSS). Extensible 3D Graphics (X3D). Wireless / Mobile / Voice The software and protocols used for wireless- and enabled presentation devices. Wireless Markup Language (WML). XHTML Mobile Profile (XHTMLMP). PROGRAMMING Programming defines the software, protocol or method by which business rules are enforced within applications. Service Standards Defines Examples Platform Independent languages A description of all software languages that are able to execute and run on any type of operating system or platform. Enterprise Java Beans (EJB) C, C++ JavaScript Platform Dependent languages A description of the programming languages and methods for developing software on a specific operating system or platform. Visual Visual Basic.Net (VB.Net) C-Sharp (C#) Integrated Package defines the common-use application software combines a set of commonly used functions of many productivity software programs into one application. Service Standards Defines Examples ERP (Enterprise Resource Planning) A description of business management a suite of integrated applications—that a company can use to store and manage data. ORACLE ERP SAP CRM (Customer Relationship Management) A description of is a system for managing a company’s interactions with current and future .
Field Trips The Monterey Formation in the Santa Lucia Area and Monterey Area – Saturday April 20 (PSSEPM) Introduction to the Geology of the Point Lobos Reserve for K-12 Educators, Students, & Guests – Saturday April 20 (PSSEPM) Convergent Margin Tectonics across Central California Coast Ranges -- Pacheco Pass – Sunday April 21 (NCGS) K-12 Educator Workshop and Oceanography Research Laboratory Visits – Sunday April 21 (PSSEPM) San Andreas Fault & San Juan Bautista Mission – Wednesday April 24 (SJGS) Analogs for Coarse Grained Deep-Water Reservoirs - Carmelo Formation (Paleocene), Point Lobos State Reserve, California – Wednesday April 24 (PSSEPM) The Salinas Basin Petroleum System and Its Outcrop Expression, Central California – Thursday April 25 (PSSEPM) Exploring the Transition from a Submarine Canyon to its Depositional Apron, Upper Cretaceous Pigeon Point Formation – Thursday April 25 (PSSEPM) Fracture Characterization of Monterey Formation Outcrops at Montana de Oro SP – Friday April 26 (AWG/LABGS) Short Courses Sequence Stratigraphy for Students – Saturday April 20 through Sunday April 21 (PSSEPM) Monterey Formation Seminar and Core Workshop – Sunday April 21 (SJGS/LABGS/CGS) Geologic Data for Petrophysics: What Your Log Analyst Needs To Improve the Results – Wednesday April 24 (SJGS) Protecting Assets with Environmental Baseline and Ground Water Monitoring – Wednesday Morning April 24 (DEGEMD) An Introduction to Working Ancient Electric Logs – Wednesday Afternoon April 24 (SJGS)