zilongwang/ReadingBank huggingface dataset:
BUILDING RESTORATION [Insert Company Name] [Insert Contact Name] [Phone Number] [Email] [Insert Company Name] [Insert Contact Name] [Phone Number] [Email] [Insert Company Name] [Insert Contact Name] [Phone Number] [Email] [Insert Company Name] [Insert Contact Name] Number] [Email] [Insert Company Name] [Insert Contact Name] [Phone Number] [Email] TRADES Electrician [Insert Contact Name] [Phone Number] [Email] Elevator Servicing [Insert Contact Name] [Phone Number] [Email] HVAC Engineer [Insert Contact Name] [Phone Number] Locksmith [Insert Contact Name] [Phone Number] [Email] General Contractor / Carpenter [Insert Contact Name] Number] [Email] Painter [Insert Contact Name] [Phone Number] [Email] Plumber [Insert Contact Name] Number] Continued on next page CONSERVATORS Canadian Conservation Institute 1-866-998-3721 (24 hours) Conservator [Insert Contact Name] [Phone Number] [Email]
1.9 Immunity to voltage dips & short interruptions (applicable to only ac mains power input ports, if any): IEC 61000-4-11 (2004): Compliance Certificate from Accredited Lab Safety Requirements Clause Parameter Standard Limits/ Results expected Results 2.0 Safety Requirements 2.1 Radiation Safety (SAR) Requirements 2.1.1 SAR value: 1.6 W/Kg averaged over 1 gm tissue. SAR measurement Standards TEC/GR/SAR/001/01.MAR.09 OR IEC Standard 62209-1:2005 Compliance Certificate from Accredited Lab
Requirements- Test Cases Compliance Transmitter Maximum output power TS 34.121-1 5.2 EN 301 908-2 (UMTS) 4.2.2 Compliance Transmitter Spectrum emissions mask TS 34.121-1 5.9 EN 301 908-2 (UMTS) 4.2.3 Compliance Transmitter spurious emissions in active mode (Conducted) TS 34.121-1 5.11 EN 301 908-2 (UMTS) 4.2.4 Compliance Receiver spurious emission in idle mode (Conducted) TS 34.121-1 6.8 EN 301 908-2 (UMTS) 4.2.10 Compliance Frequency Stability TS 34.121-1 5.3 EN 301 908-2 (UMTS) Compliance Radiated spurious emissions N/A EN 301 908-1 (UMTS/LTE) Compliance General ON/OFF time mask TS 34.121-1 5.5.2 EN 301 908-2 (UMTS) Compliance Control Absolute power tolerance TS 34.121-1 5.4.3 EN 301 908-2 (UMTS) 4.2.5 Compliance Receiver Reference sensitivity TS 34.121-1 6.2 EN 301 908-2 (UMTS) 4.2.13 Compliance Receiver Adjacent Channel Selectivity (ACS) TS 34.121-1 6.4 EN 301 908-2 (UMTS) 4.2.6 Compliance Receiver In-band blocking TS 34.121-1 6.5.2.1 EN 301 908-2 (UMTS) 4.2.7 Compliance
Technical Requirements for LTE/LTE-A Clause Parameter Standard Limits/ Results expected Results Operating Frequency Mobile Handsets shall be capable of at least operating in the following frequency bands. LTE(FDD): 824 – 849 MHz (U/L) and 869 – 894 MHz (D/L) LTE(FDD): 1710-1785 MHz (U/L) and 1805-1880 MHz (D/L) LTE (FDD): 1920-1980 MHz (U/L) and 2110-2170 MHz (D/L) LTE (TDD): 2300 – 2400 MHz LTE (TDD): 2496 – 2690 MHz New bands adopted by DoT shall be automatically applicable to this ER. Current National Frequency Allocation Plan Compliance
Requirements- Test Cases Compliance Transmitter Maximum output TS 36.521-1 6.2.2 EN 301 908-13 (LTE) 4.2.2 Compliance Transmitter Spectrum emissions mask TS 36.521-1 6.6.2.1 EN 301 908-13 (LTE) 4.2.3 Compliance Transmitter spurious emissions in active mode (Conducted) TS 36.521-1 6.6.3.1, 6.6.3.2, 6.6.3.3 EN 301 908-13 (LTE) 4.2.4 Compliance Receiver spurious emission in idle mode (Conducted) TS 36.521-1 7.9 EN 301 908-13 (LTE) 4.2.10 Compliance Frequency Stability TS 36.521-1 6.5 EN 301 908-13 (LTE) Compliance Radiated spurious emissions N/A EN 301 908-1 (UMTS/LTE) 4.2.2 Compliance General ON/OFF time mask TS 36.521-1 6.3.4.1 EN 301 908-13 (LTE) Compliance Power Control Absolute power tolerance TS 36.521-1 6.3.5.1 EN 301 908-13 (LTE) Compliance Receiver Reference sensitivity level TS 36.521-1 7.3 EN 301 908-13 (LTE) 4.2.12 Compliance Receiver Adjacent Channel Selectivity (ACS) TS 36.521-1 7.5 EN 301 908-13 (LTE) 4.2.6 Compliance Receiver In-band blocking TS 36.521-1 7.6.1 EN 301 908-13 (LTE) 4.2.7 Compliance
BSB CPD ESTABLISHED PRACTITIONER PROGRAMME TEMPLATE – TECBAR DRAFT You should consider the CPD guidance when completing your CPD plan. The guidance can be Name For year ended Address Area(s) of practice Email (if available) Planning statement Type of practice Eg self-employed, employed, dual capacity, sole practitioner Self-employed Role in practice and seniority Eg member of chambers, head of chambers, management responsibilities Member of chambers
Title of CPD activity Date CPD provider CPD type Learning objective(s) to which this activity relates Did this activity help meet the learning objective? Y/N Do you consider this learning objective is now complete? Y/N/Partially Can this activity be evidenced if you are spot checked? Y/N Hours spent on this activity* *NB There is no minimum number of hours. However this is useful indicative information for the BSB.
Professionalism Knowledge Instructional Curricular 1. 1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners 1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners 1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer 2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada 2.2 proficiency in the Language of Instruction 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) 2.4 ability to use technologies readily, strategically and appropriately 2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/ interdisciplinary knowledge) 2.6 ability to strive for/pursue new knowledge 3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings 4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally
HEALTHNET ONLY CMIS NCCCN HEALTHNET UNINSURED BEHAVIORAL HEALTH PROVIDER PORTAL; SPECIAL REPORTS; PH, REGISTRIES, QUALITY METRICS NCCCN; BH PARTNERSHIP NETWORK MEDICAID/HEALTH CHOICE CPESN ONLY PORTAL; REPORTS; PH, REGISTRIES, QUALITY METRICS CARE TRIAGE NCCCN; CPESN + CMMI MEDICAID/HEALTH CHOICE + ENROLLED MEDICARE DSS AGENCY ONLY PORTAL (PASSPORT VIEW) NCCCN FOSTERING HEALTH NC MEDICAID/HEALTH CHOICE IN DSS CUSTODY FOSTER CARE
Fail to Safe Properties Item Fail Track Control (TCS) Test Result 1 Position sensor antennas to be blinded off. When either of position sensor acquisition stops, TCS emits alarm but continues to function utilizing acquired position from other position sensor, LOG, and GYRO. When both position sensor acquisition stops, TCS emits alarm but begins navigation utilizing estimated position made available by LOG and GYRO. Then it (after 10min) automatically switches to Radius mode and manual maneuver will be in effect. Remove No.1 position sensor antenna Remove No.2 position sensor antenna 2 Disconnect position sensor on a straight leg. Same as above Remove No.1/2 position sensor 3 Disconnect position sensor during max radius turn. Alarm will be emitted only from ECDIS which places no influence on TCS function. Remove No.1 position sensor output connector
during maximum radius turn. 4 Turn Heading Control System rudder limit to min value during min radius turn. Not available. Adjustment of rudder limit is not available. 5 Disconnect serial link to heading controller during straight leg. Emits alarm and stops TCS function simultaneously. It automatically switches to Radius mode and manual maneuver will be in effect. Remove Control connection from ECDIS while sailing straight ahead. 6 Disconnect serial link to heading controller during turn. Emits alarm and stops TCS function simultaneously. Automatically switches to Radius mode and manual maneuver will be in effect after turning to the maximum degree. Remove signal cable exclusively in use for Auto Pilot outputted from ECDIS while turning. 7 Disconnect speed log during straight leg/ or turn. Although emits alarm, two position sensor data inputted maintains the normal function. Remove LOG input outputted to ECDIS while turning. 8 Simulate failure in ECDIS. Same as item 5 or 6. Turn off ECDIS 9 Simulate failure in conning display. Not influential Turn off Conning Display 10 Disconnect rudder feedback. alarm by Alarm System. If the deviation between order rudder angle and actual rudder angle is 5deg or more, the Alarm System emits alarm and freezes the actual rudder angle at this time. Remove rudder feedback input outputted to Alarm System while turning. * This test is dangerous ! 11 Simulate failure in Autopilot Emits alarm by Alarm System and stops TCS function. Rudder angle is frozen at this time. Remove power connection to autopilot while turning. * This test is dangerous ! 12 Simulate failure in No.1 gyro. Not influential Switches automatically from No.1 to No.2 13 Check that second gyro is automatic applied in case of failure in the active gyro. Not influential Checklists prior to completion of TECDIS TCS and TECDIS AW installation completed Vessel Name / ID: Date of installation: Name of technician: Checklist performed (Sign): The checklists in section 6.2 shall be filled in and signed for all TECDIS installations where Track Control functionality is present (TECDIS TCS / TECDIS AW), in order to verify proper installation of the ECDIS system onboard.
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on all available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ Comments Key the alphabetic and numeric keyboard by using the correct finger of the correct hand. Always uses the correct finger of the correct hand to key the alphabetic and numeric keyboard by touch, without looking at the keyboard and with minimal number of mistakes. Always uses the correct finger of the correct hand to key the alphabetic and numeric keyboard by touch, most of the time without looking. Makes some mistakes. Apply the skill of touch keyboarding to all areas of study whenever possible. Always uses correct touch keyboarding whenever keyboarding is used. Uses correct touch keyboarding most of the time when keyboarding is used. Use the correct hand for all alphabetic, numeric, and special purpose keys including cursor (arrow) keys, escape key, delete key, and the break key. Always uses the correct hand for all alphabetic, numeric, and special purpose keys including cursor (arrow) keys, escape key, delete key, and the break key. Most of the time uses the correct hand for all alphabetic, numeric, and special purpose keys including cursor (arrow) keys, escape key, delete key, and the break key. Demonstrate proper technique including but not limited to ergonomically correct posture. Always demonstrates proper technique including but not limited to ergonomically correct posture when using a computer. Most of the time demonstrates proper technique including but not limited to ergonomically correct posture when using a computer. Type at a speed of at least 35 words per minute with greater than 90% accuracy. Always types at a consistent speed of more than 42 words per minute with accuracy greater than 90%. Types at a consistent speed of at least 35 words per minute with an accuracy greater than 90% most of the time.
This website describes the internal of the computer. This website describes the information processing Destiny Webpath Express on QSI schools Library site) use this search engine to find age-appropriate websites that align with this unit. ASSESSMENT RUBRIC FOUND ON FOLLOWING PAGE…………. Assessment Rubric – E05 – Beginning Programming Student Name: Date: ______________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ mastery on ALL available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Mastery ‘B’ Level Mastery ‘P’ Comments Diagram the internal components of a computer. Be able to diagram the internal components of a computer. Write detailed instructions to accomplish a task. Write detailed instructions for another person to be able to accomplish a multistep task. Write detailed instructions for another person to be able to accomplish a simple task. Write and execute specific lines of code to create a desired effect. Employs advanced code arrangement, creating an elegant program. Demonstrates ability to pinpoint minor and major mistakes in own code and that of others. Employs code combinations creating a functioning program. Demonstrates ability to find major mistakes in own code. Design a program with a specific purpose, and create this Design a program with a specific purpose, and create this program to meet or exceed their Design a program with a specific purpose, and create this program. Demonstrates ability to
production elements help enhance the mood. TSW create an appropriate title and credits for a film using correct timing and choice of fonts. Create an appropriate and credits for a film using correct timing and choice of fonts. TSW critique one another’s work based on visual composition, lighting, audio, story telling and editing. Critique one another’s work based on visual composition, lighting, audio, story telling and editing. TSW describe and explain how to use video with respect to recording artists and NOT infringe upon copyright laws. Describe and explain how to use video with respect to recording artists and NOT infringe upon copyright laws.
Suggested activities and assessments (select three of the following seven): Create a magazine advertisement Create a billboard Create a greeting card Create a brochure or pamphlet Create an announcement Create a web advertisement Create a book or magazine cover. ASSESSMENT RUBRICS FOUND ON FOLLOWING PAGES……………… Assessment Rubric – S06 – Graphic Design Student Name: Date: ______________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ Comments
The Student Will explore virtual reality as a universal learning medium. The student can explain and justify how virtual reality can be used as a learning medium for a variety of topics. The student can describe how virtual reality can be used as a learning medium for a variety of topics. TSW assess the positive and negative aspects of virtual reality. The student can discriminate between the positive and negative aspects of virtual reality. The student can outline the positive and negative aspects of virtual reality. TSW create content using virtual reality by utilizing the unique environment provided. The student can create content using virtual reality as a medium. TSW explore and interact with a variety of environments using virtual reality. The student can explore and interact with a variety of environments virtual reality. TSW assess the practical and theoretical uses of virtual reality within the business, education, and personal spheres. The student can evaluate and justify position on the practical and theoretical uses of virtual reality within the business, education, and personal spheres. The student can assess the practical and theoretical uses of virtual reality within the business, education, and personal spheres. TSW examine and contrast virtual reality related hardware and software. The student can appraise and justify virtual reality related hardware and software. The student can examine and contrast virtual reality related hardware and software.
Create a database for a personal movie or music collection, organized by category. Any optional project the teacher may develop. ASSESSMENT RUBRIC FOUND ON FOLLOWING PAGE………………………. Assessment Rubric – S17 – Databases Student Name: Date: _____________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ Comments Identify good database design. Identify good database design. Create a table and define fields in a blank database. Create a table and define fields in a blank database. Change the structure of tables. Change the structure of tables to be visually appealing and easily useable. Change the structure of tables. Create a query, form, and report. Create multiple queries, forms, and reports. Create a query, form, and report. Use a template to create a database. Use a template to create an easily useable database. Use a template to create a database. Print a report and a table. a report and a table.
SAN JOSE STATE UNIVERSITY Bachelor of Science in Industrial Technology Computer Electronics & Network Technology Concentration FRESHMAN YEAR Fall Units Spring Units Comm 20 or 20N Public Speaking (GE: A1) 3 GE Area C1 course 3 English 1A , Composition I (GE: A2) 3 GE Area D2 course 3 Math 71, Calculus for Business and Aviation 3 Bus 90, Business Statistics 3 Engr 10, Introduction to Engineering 3 Phys 2A, Fundamentals of Physics 4 Tech 60, Introduction to Electronics 3 Tech 63, Digital Circuits 3 Total: 15 Total: 16 SOPHMORE YEAR Fall Spring Units Chem 1A, General Chemistry 5 Engl 2, Critical Thinking & Writing (GE: A3) 3 Phys 2B, Fundamentals of Physics 4 GE Area C1 course 3 Tech 62, Analog Circuits 3 GE Area D3 course 3 Tech 65, Networking Theory and Application 3 CmpE 30, Programming Concepts and Meth 3 Econ 1B, Principles of Economics: Micro. 4 15 Total: 16 JUNIOR YEAR Fall Spring Bus 145, Global Operations Strategy 3 Tech 31, Quality Assurance and Control 3 Tech 115, Automation and Control 3 Tech 145, Lean Manufacturing 3 Engr 100W, Engineering Reports 3 Tech 165, Wireless Communications Tech 3 Tech 163, Telecommunications Systems 3 Tech 160, Microprocessors Theory and Apps 3 GE Area C2 course 3 Tech 198, Technology and Civilization (GE: V) 3 15 Total: 15 SENIOR YEAR Fall Units Spring Units Tech 167, Control Systems 3 Tech 169, Applied Electronic Design Tech 3 Tech 190A, Senior Project I 3 Tech 190B, Senior Project II 3 Technical Elective 3 Technical Elective 3 Bus 142, Quality Management 3 Bus 141, Procurement and Supply Management 3 Bus 186, Professional & Business Ethics (GE: S) 3 Technical Elective 1 Total: 15 Total: 13 Total units for degree : 120
Note: Ames (originally w/Oklahoma NW AVTS) & Lahoma (originally w/O T AVTS) consolidated into new district: Cimarron I092 (7/1/92 – See O T Autry AVTS). Deannexation of Cimarron (See O T Autry AVTS) Note: Woods county voted membership to Northwest Tech by school district Major county voted membership to Northwest Tech by county Note: That portion of Mooreland SD I-2 in Major county is member of Northwest Tech Center. Major county originally voted by county to join Northwest Tech Center; Mooreland SD later voted (by district) to join High Plains Tech; no documentation that Mooreland SD I-2 deannexed from Northwest Tech Center then voted to annex to High Plains Tech. Major county treasurer verified that ad valorem collections for the portion of Mooreland SD I-2 located in Major county are being paid to Northwest Tech Center; also verified that ad valorem collections for the portion of Hennesey SD I-16 and Timberlake SD I-93 located in Major county are being paid to Northwest Tech Center. (25 July 2003 (re-verified 18sep06)) SCHOOL DISTRICTS SERVED & 1 June 2012 Pioneer Technology Center Pioneer Technology Center School District No. 13 Ponca City, Oklahoma Year First Site Opened: 1974 School Dist # Portion in Area District Counties Served Billings I-2 Part Kay Blackwell I-45 All Kay Deer Creek-Lamont I-95 Part Kay Frontier I-4 Part Kay Kildare Elementary D-50 All Kay McCord Elementary D-77 All Osage Newkirk I-125 All Kay Peckham Elementary D-27 All Kay Ponca City I-71 Part Kay, Osage (portion previously Burbank SD) Shidler I-11 Part Kay Tonkawa I-87 Part Kay Woodland I-90 All Osage, Pawnee SCHOOL DISTRICTS SERVED & TAXED 10 March 2011 Pontotoc Technology Center Pontotoc Technology Center School District No. 14 Ada, Oklahoma Year First Site Opened: 1987
Technology License Bayridge Public School Grade 6/7 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade 6/7 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | | Technology License Bayridge Public School Grade ______ 2015 - 2016 __________________________________________ | | | |
Copy and continue the numerical sequences: a) 3, 6, 9, 12, _____, _____, _____ b) 27, 23, 19, 15, 11, _____, _____, _____ c) 1, 4, 9, 16, 25, _____, _____, _____ d) 2, 3, 5, 7, 11, 13, _____, _____ SOLUTION: a) 3, 6, 9, 12, 15, 18, 21 multiples of three b) 27, 23, 19, 15, 11, 7, 3, -1 subtract 4 from the previous term c) 1, 4, 9, 16, 25, 36, 49, 64 perfect squares d) 2, 3, 5, 7, 11, 13, 17, 19, 23 prime numbers SOLVE A SIMPLER PROBLEM EXAMPLE 6 The houses on Main Street are numbered consecutively from 1 to 150. How many house numbers contain at least one digit 7? SOLUTION: 1st. Understand the problem. Examples: 7, 73, 27, 117 2nd. Devise a plan. Separate this into simpler problems. 3rd. out the plan. First consider: How many house numbers contain the digit 7 in the unit’s place? Answer: This occurs once in every set of 10 consecutive numbers. For houses numbered 1 to 150, there are 15 distinct sets of 10 consecutive numbers, so 15 house numbers contain the digit 7 in the unit’s place. Second consider: How many house numbers contain the digit 7 in the ten’s place? Answer: There are ten: 70 through 79. However we already counted the number 77 already so we can’t count that twice. Final answer: 24 house numbers contain at least one digit 7. 4th. Look back. Are there other ways to do this? What if the house numbers are numbered up to 1000? it be much more work to count the ones that have at least one digit 7? Practice 12. The houses on Market Street are numbered consecutively from 1 to 150. How many house numbers contain at least one digit 4? SOLUTION:
Professional Development Log for Pharmacy Technicians Name: _____________________________________________ PD Year: _______________________ Date Program Provider, File No. (accredited), or Practice Issue (non-accredited) Contact Hours Key Ideas/ Thoughts/ Learning Points Total Contact Hours (minimum of 15 hours of learning activities each PD Year including a minimum of 5 accredited CEU)
Tablet Mobile Device Flux Capacitor Suggested Assessment Tools & Strategies: Students record and edit a book on tape. Students record and compile the sound design for a stage play or student film. Students record and edit an original song or series of songs for a demo reel. Students create an audio play. Students create a talk radio program using appropriate sound effects. ASSESSMENT RUBRIC FOUND ON FOLLOWING PAGE………………. Assessment Rubric – S04 – Audio Production/Podcasting Student Name: Date: ______________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ Comments Describe principles of design, including frequency, tone and pitch. Describe principles of sound design, including frequency, tone and pitch. Set up an audio project by labeling tracks, setting up microphones, writing scripts and setting up disk space as are necessary to the project. Set up an audio project by labeling tracks, setting up microphones, writing scripts and setting up disk space as are necessary to the project. Adjust to appropriate levels. Adjust audio to appropriate levels. Record dialog and sound effects and adjust their waveforms. Record engaging dialog and sound effects and adjust their waveforms. The final product is entertaining and informative to listen to. Record dialog and sound effects and adjust their waveforms. Cut audio to make a smooth transition. Exceptional use of audio transitions to enhance the story with the use of fades and gaps in sound Cut audio to make a smooth transition.
makes connections between past, current and future emerging technologies. Present to in depth, a chosen emerging technology, based on independent research. Presents to class, in depth, a chosen emerging technology, based on independent research. Discusses, in depth, the technology’s past (how did it get to this point). Presents clearly the current status and possible future based on the historical development of technologies in the past. Presents to class, a chosen emerging technology, based on independent research. Provides basic information on the technology’s past, present and possible future. Gain practical experience using emerging technologies. Exceptional ability to discover features of emerging technologies while gaining practical experience. Transfers knowledge on how to use other technologies to the use of emerging technologies. Consistent ability to use emerging technologies after use is being explained and demonstrated. Explain why it is important to keep with emerging technologies. Offers clear, concise and in depth explanations on why it is important to keep up-to-date with emerging technologies. Making appropriate connections with past technologies and providing examples of what can happen when failing to keep up-to-date with emerging technologies. Consistent ability to explain the basics of why it is important to keep up-to-date with emerging technologies. Some connections to past technologies and examples of failure to keep up to date are made.
The Student Will explore virtual reality as a universal learning medium. The student can explain and justify how virtual reality can be used as a learning medium for a variety of topics. The student can describe how virtual reality can be used as a learning medium for a variety of topics. TSW assess the positive and negative aspects of virtual reality. The student can discriminate between the positive and negative aspects of virtual reality. The student can outline the positive and negative aspects of virtual reality. TSW create content using virtual reality by utilizing the unique environment provided. The student can create content using virtual reality as a medium. TSW explore and interact with a variety of environments using virtual reality. The student can explore and interact with a variety of environments using virtual reality. TSW assess the practical and theoretical uses of virtual reality within the business, education, and personal spheres. The student can evaluate and justify position on the practical and theoretical uses of virtual reality within the business, education, and personal spheres. The student can assess the practical and theoretical uses of virtual reality within the business, education, and personal spheres. TSW examine and contrast virtual reality related hardware and software. The student can appraise and justify virtual reality related hardware and software. The student can examine and contrast virtual reality related hardware and software.
eVar3 and prop3 are not set if the page being viewed is the first page of the visit or it's set to the previous page viewed. The events list includes event1 on a tab that fires a custom image request set by the two custom functions listed in this section. Use the debugger to check the following: eVar4 and prop5 are set to type of tab clicked. eVar5 and prop6 are set to name of tab clicked. Report Review that each report tied to this solution has valid data for the metrics and notes mentioned below: Location Special Instructions Site Content > Pages Page Views, Visits, Unique Visitors No row values begin with 'http'. Since Adobe Analytics automatically assigns a page's URL as the page name when one is not assigned, the presence of straight URLs (beginning with http) in the Pages report indicates that some pages do not have s.pageName set. Each value in each row identifies a single, unique page on the site. The values in each row are clear. Analysts looking at the Pages report can immediately recognize which page each row refers to. The values in each row are well structured and include the page type, breadcrumb trail, or other values that would help identify the page's location within the site's content hierarchy. s.channel Site Content > Site Sections Page Views, Visits, Unique Visitors None s.prop1 Custom Traffic > Custom Traffic 1-10 > Sub Section 1 Page Views, Visits, Unique Visitors None s.prop2 Custom Traffic > Custom Traffic 1-10 > Sub Section 2 Page Views, Visits, Unique Visitors None s.prop3 Custom Traffic > Custom Traffic 1-10 > Previous Page Page Views, Visits, Unique Visitors Correlate the Pages report with Previous Page report to understand the page the user was on before navigating to the current page. The Page Views metric (column) should reflect the number of times visitors viewed the previous page to get to the current page. s.prop4 Custom Traffic > Custom Page Views, Visits, None
AdvancED Standards 2013-16 Strategic Plan Annual Department Improvement Plan Department: Technology Services School Year: 2013-2014 AdvancED Standard(s) 2013-16 Strategic Plan Actions, Strategies and Interventions Timeline 4 – Resources and Support Systems Technology Services Instruction Continue implementation of students leveraging BYOT and district-provided equipment BYOT Tours Professional Development Technology Walk Throughs Implement BYOT Hotspots via Equity Task Evaluate wi-fi coverage in all buildings 4 Tours throughout the 2013-2014 school year Ongoing professional learning Walk throughs scheduled in Sept, Oct, Dec and Jan Hotspot rollout – September 2013, assess program effectiveness January 2014 Develop a proposal for additional coverage (not to be implemented until funding becomes available). 3 – Teaching and Assessing for Learning Technology Services Instruction A technology-driven personalized learning environment is provided for all students that results in increased academic performance. Implementation of itslearning Implementation of Learning Station Implement learner profile in 8 schools Implement recommendation engine in 8 schools Provide professional learning on personalized learning Working towards integration of platforms. ITSL implementation ongoing throughout 2013-2014 school year Learning Station implementation ongoing throughout 2013-2014 school year Learner Profile beginning October 2013 Recommendation engine beginning Professional learning ongoing throughout 2013-2014 school year Meeting with vendor partners to develop integration. First integration to be completed summer 2014.
important technologies available. the latest technologies and justify why they are significant. research the latest technologies. Develop a heightened attention to emerging technologies and how to track pertinent developments. The student can predict emerging technologies and explain best practices in how to track pertinent developments. The student can develop a heightened attention to emerging technologies and track pertinent developments. Discuss the advantages, disadvantages, and prospects of current emerging technologies. The student can discriminate between and justify their position on the advantages, disadvantages, and prospects of current emerging technologies. The student can discuss the advantages, disadvantages, and prospects of current emerging technologies. Present to class, in depth, a chosen emerging technology, based on independent research. The student can present to the class a chosen emerging technology based on research. Gain practical experience using emerging technologies. The student can gain practical experience using emerging technologies. Explain why it is important to keep up-to-date with emerging technologies. The student can justify why it is important to keep up-to-date with emerging technologies. The student can explain why it is important to keep up-to-date with emerging technologies.
Have students select a new or exciting technology and track its development over the next few weeks. Create a news alert using Google Alerts or another news monitoring service and report on the development of this technology over time. Robotics and automation Blockchain technology Mobile tech Virtual reality Skynet Artificial intelligence Arrange a fieldtrip to a nearby high-tech technology store or business so students can gain practical experience using emerging technologies. Just a few examples of websites that lists new trends in emerging technology. Destiny Webpath Express (found on QSI schools Library site) Use this search engine to find age-appropriate websites that align with this unit. ASSESSEMENT RUBRIC FOUND ON FOLLOWING PAGE……………….. Assessment Rubric – S05 – Emerging Tech Student Name: Date: ______________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 4 of 6 available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level Mastery ‘B’ Level Mastery ‘P’ Progress Research the latest important technologies The student can research the latest technologies and justify why they are significant. The student can research the latest technologies.
available. Develop a heightened attention to emerging technologies and how to track pertinent developments. The student can predict emerging technologies and explain best practices in how to track pertinent developments. The student can develop a heightened attention to emerging technologies and track pertinent developments. Discuss the advantages, disadvantages, and prospects of current emerging technologies. The student can discriminate between and justify their position on the advantages, disadvantages, and prospects of current emerging technologies. The student can discuss the advantages, disadvantages, and prospects of current emerging technologies. Present to class, in depth, a chosen emerging technology, based on independent research. The student can present to the class a chosen emerging technology based on research. Gain practical experience emerging technologies. The student can gain practical experience using emerging technologies. Explain why it is important to keep with emerging technologies. The student can justify why it is important to keep with emerging technologies. The student can explain why it is important to keep up-to-date with emerging technologies.
4.7 Lettuce Components, sub-components and critical values for determining the suitability for summer grown lettuce are presented in Table 4.7. Table 4.7 Components, sub-components and sub-component critical values for determining the suitability for lettuce (summer crop 1:250 000). Components Critical Values Sub-components Highly suitable 1 Generally Suitable 2 Not Suitable Class 3 Climate Mean January maximum temperature (oC) <28 28 Mean November Temperature (oC) >12 12-10 <10 Mean March Temperature (oC) >12 12-10 <10 Landscape Geomorphic unit 1.1, 1.2, 2.1, 2.3, 2.4, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.2, 6.2, 6.3, 7.1, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3 1.3, 2.2, 3.1, 3.5, 7.2, 8.5 Landform F, L, P, E, R, W, I G S, Y, C Soil Soil type friable clays, friable earths, peaty clays, sandy loams, sands earths duplex clays, stony soils, saline soils Soil >1m <1m Structure Strong moderate to weak Stone content no stone high stone content pH highly acid/highly alkaline Salinity non saline saline Public land Freehold land public land
Conference Information CONFERENCE INFORMATION: TechAssure’s October 2018 Conference will be held October 14th through the 16th in Baden-Baden, Germany. Known as one of the premier resort towns in all of Europe, Baden Baden will surely be a memorable location for TechAssure’s final event of 2018. Join members, guests and industry partners to ideas and information, as well as gain insights into the latest trends in emerging tech risks. Space is extremely limited, so reserve your space today! Agenda-at-a-Glance Sunday, October 14th 4:00pm: Board of Directors Meeting 6:00pm: Welcome Reception and Dinner Monday, October 15th 8:30am – Opening and Welcome 9:30am – Building a Productivity Suite & Maximizing Technology 10:30am – GDPR’s Impact on Global Regulations* 11:15am – Dealing with Policy-Limits Claims 12:00pm – Lunch 1:00pm – Advanced Manufacturing Risks 2:30pm – Afternoon Break 3:00pm – Optional City Walk and Roman Ruins Tour 6:30pm – Cocktails & Dinner Tuesday, October 16th 8:30am – Competing with International Brokers 9:30am – Member Best Practices/IP Share 10:30am - London Cyber Market Update* 11:15am – IP Market Update 12:00pm – Lunch & Keynote 1:00pm – Global Cyber Policy Coordination* 2:00pm – Rapid Fire Risk Roundtable 2:30pm – Afternoon Break 6:30pm – Cocktails & Dinner Wednesday, October 17th 2:00pm: Optional Mt. Merkur Hike *Presented in conjunction with National Cyber Security Awareness Month (USA) HOTEL INFORMATION: The 5-star Dorint Hotel Maison Messmer Baden-Baden is as sophisticated as the town itself, with its southern European flair and legendary history. The Dorint is in the traditional spa town of Baden-Baden in the Black Forest and is the ideal location for a luxurious wellness vacation, for the Maison Messmer represents the perfect synthesis of
COOPERATES WITH OTHERS Interacts and communicates with others in a friendly and courteous way. respect for others’ ideas, opinions and racial and cultural diversity. Effectively works as a member of a team. RESOLVES CONFLICT Identifies the source of conflict, suggests options to resolve it and helps parties reach a mutually satisfactory agreement. OBSERVES CRITICALLY Carefully attends to visual sources of information. Evaluates the information for accuracy, bias and usefulness. Develops a clear understanding of the information. TAKES RESPONSIBILITY FOR LEARNING Identifies one’s strengths and weaknesses. Sets goals for learning. Identifies and pursues opportunities for learning. Monitors one’s progress toward achieving these goals. READS WITH UNDERSTANDING print materials in a variety of formats (signs, books, instruction sheets, forms, charts, etc.) to locate, understand, apply and manage information they contain. SOLVES PROBLEMS USING MATH Works with mathematical information (numbers, symbols, etc.), procedures, and tools and applies skills to answer a question, solve a problem, verify the reasonableness of results, make a prediction or carry out a task that has mathematical dimensions. HEALTH AND SAFETY Complies with health and safety rules for specific workplace. TECHNOLOGY Uses job-related tools, technologies and materials appropriately. CAREER MANAGEMENT Prepare letter, resume, job application and interview portfolio. TRADE RELATED SKILLS PERFORMANCE EXPECTATIONS 1 2 3 4 COMMENTS: STUDENT WORK READINESS SKILLS Retail Activities Inventory TechSnax Cashier Activities TechSnax Maintain a clean environment TechSnax Customer Service TechSnax Stock TechSnax Inspect Stock TechSnax Facing CVS Lay Up TJ Maxx Purchasing A&P Technology
* This Application is free of charge and may be duplicated* 2014 TechGirls Program Student Application Application Deadline: February 15, 2014 Program Description: Teenage secondary school students are invited to apply for participation in the 2 0 1 4 TechGirls program. The program will girls ages 15-17 from the Middle East and North Africa to the United States in summer 2014 for a month-long exchange program focused on promoting high- level study of technology. Program activities will include classes, labs, individual or team- based project design and development, mentoring experiences, job shadowing, site visits to high tech companies in Washington, D.C. and New York, and opportunities for interaction with American peers. The program will run from July 31-August 21, 2014. TechGirls return home with the knowledge, skills, new ideas and enthusiasm to make a positive impact on their schools and communities through achievable action projects using technology. TechGirls will work on action plans in the United States and refine their plans upon return home. Follow-on projects will be completed by January 15, 2015 and may include: 1) Publishing a story in a school or community newspaper or create a blog on your project or travel experience; 2) Conducting a 40-minute presentation to a minimum of twenty people; 3) Planning and delivering a peer education project that shows the use of technology in addressing a community issue or planning a series of classes to teach peers valuable tech skills; 4) Organizing a community service project and engaging your peers to assist; and 5) Writing a final project report Students who may apply are those who: 1. Are between the ages of 15 and 17 as of July 1, 2014 (born July 1, 1997, and before July 1, 1 9 9 9 ) 2. Have demonstrated advanced skills and a serious interest in technology, engineering, and/or math in their academic studies; 3. Intend to pursue higher education and careers in technology; 4. Have strong English language skills; 5. Are excited about learning; 6.
Strict case: positive slope Non-differentiable: y(x1) ≥ y(x0) for all x1 ≥ x0 (strict case: y(x1) > y(x0) for all x1 > x0) Exception: phyotoxic effects, nutrient toxicity, etc. Concavity: as use more input, eventually extra output generated by extra input begins to decrease: Law of Diminishing Marginal Product [Curvature] , strict case Non-differentiable: for all x0 and x1 and 0 ≤  ≤ 1 (Concave) for all x0 and x1 and 0 ≤  ≤ 1 (Strict Case) Concave, differentiable Concave, non-differentiable Strictly concave linear section: only concave, not strictly concave Quasi-concavity: less strict than concavity, allows convex regions, so sigmoidal functions acceptable. Allows biologically relevant cases that will still be economically meaningful For all f(x0) ≥ = t and f(x1) ≥ = t, for 0 ≤  ≤ 1 (quasi-concave) For all f(x0) ≥ = t and f(x1) ≥ = t, for 0 <  < 1 (strict case) Quasi-concave not quasi-concave Convex section okay convex section make sit non-quasi-concave Technical Terms Total Product: Another term for output (yield or meat) Marginal Product: “Output from last unit of input” Derivative formulation: MP = Discrete formulation: MP = Average Product: AP = “Average output per unit of input” MP at x0 = Slope of the TP function at x = x0 AP at x0 = Slope of the line from origin to TP function at x = x0 (Prove graphically) AP: Input use efficiency: nutrient use efficiency, water use efficiency, etc. Numerical Example:
Homogeneous of degree Note: 1st derivatives a function homogeneous of degree k are homogeneous of degree (k – 1) Implication: For linearly homogeneous production functions (i.e. CRTS), the marginal products MPi = fi are homogeneous of degree 0. Homogeneity of degree 0 implies: , so that increasing all inputs proportionally does not change the function. In terms of marginal products, this implies that proportionally increasing all inputs does not change the MP of the inputs because the MP are proportional functions of input ratios. Because the MP do not change with proportional increase, the MRTS (-f1/f2) will not change along a ray, so isoclines are rays from the origin.
teaching profession; also describe efforts to improve the transition to teaching from business and industry when applicable. Websites Media services Do you have any programs targeted towards retaining instructors you already employ? Examples: Mentoring programs Professional development opportunities Continuing education reimbursement plans Section 4: Secondary – Post Secondary Partnership 4.1 Secondary - Partnership [4.1] - Please list the organization that you have an intentional secondary - post-secondary partnership with in accordance with Carl Perkins requirements. 4.2 Documentation of Secondary – Post-Secondary Partnership [4.2] - I have attached documentation of showing of partnership using the attachment feature within CTIMS: Partnership Documentation: Acceptable documentation could be any documentation that shows an intentional partnership between educational entities working toward producing or maintaining a Perkins- eligible Program of Study. Examples: Joint letter outlining the collaboration between your educational institutions towards removing duplication from the individual career path, ensuring course articulation to provide seamless student transition from one institution to another, and maintaining educational standards at a level that leads to the award of a post-secondary certification licensure or degree at the conclusion of the Program of Study. Meeting Agendas, official minutes or detailed notes of items covered in any official meeting between the educational entities submitted on the applicants Program of Study Worksheet. Topics covered must relate to the development or continuation of the submitted Program of Study. These items include but are not limited to reducing duplication within the career plan, course articulation, student transition
Oklahoma City Area Inter-Tribal Health Board, Tribal Epidemiology Center Cultural Orientation Technical Assistance Manual: How to Develop a Cultural Awareness Orientation for your Care Program Ver 01.2013 Preface For the past decade, efforts have been made to address and eliminate health disparities in our nation. Research has shown that communication and cultural competency are important components of quality of care for underserved populations. As early as 1976, cultural orientation was recognized as a key component for doctor-patient relationship within the American Indian community (the Indian Health Care Improvement Act, IHCIA). Unfortunately, while the need was recognized, it remained unfunded, and thus, cultural awareness program implementation was few and far between. In December 2000, the Office of Minority Health (OMH) at the U.S. Department of Health and Human Services (DHHS) released the National Standards for Culturally and Linguistically Appropriate Services in Health Care (CLAS) to address inequities that existed in the provision of health services and to provide a framework for guidance about and a common understanding of cultural competence in healthcare. These standards were developed by professionals dedicated to cultural competency. Based on an analytical review of key laws, regulations, contracts, and standards in use by Federal
Code Sl. Object Event Logic Field Field Name Short Name Long Name Data Type Format Len Translate Y/N N/A Message Catalog Set Nbr Msg Nbr Explain Text Process Definition Process Name Type Component Process Groups Security Requirements Object Name Navigation / Portal Tab / Permission List Access Type N/A
Batch Programs Sl. Program Name Program Type Interface Type Frequency Description 1 Program: <Program Name> Input/Output File Specification: File Name Type Description File Location File Type (CSV, XML, LIS, PDF etc) File Format (Fixed, Variable) File Length N/A Batch File Layout: <File Name> Header Section Name Field Name Start Position Length Type Format Comments Detail Section Footer Section Label Name Field Name Start Position Length Type Format Comments N/A