zilongwang/ReadingBank huggingface dataset:
TC/TG/TRG No. TC 4.2 DATE: January 31st, 2017 TC/TG/TRG Climatic Information DATE OF MEETING: January 31st, 2017 LOCATION: Las Vegas, NV MEMBERS PRESENT MEMBERS ABSENT EX/OFFICIO MEMBERS AND ADDITIONAL ATTENDEES Juan-Carlos Baltazar (Chair, VM) Westeberg (VM) Joshua New (Secretary, VM) Drury Crawley CM) Chip Barnaby (VM) Didier Thevenard (VM, Webmaster) Joe (Vice Chair, VM) Larry Degelman (VM) Evyatar Erell (CM) Chuck Khuen (VNQ) Geoffrey Levermore (CM) Eric Peterson (CM, via emeeting) William Bahnfleth (CM) Constantinos Balaras (CM) Mahabir Bandari (CM) Bryan Becker (CM) Patrick Carpenter (CM) Jui-Chen Roger (CM) Reda Djebbar (CM) Brian Fricke (CM) Kenneth Hubbard (CM)* Achilles Karagiozis (CM) John Keller (CM) Linda Lawrie (CM) Neal Lott (CM)* Robert Lucas (CM) Stuart Malkin (CM) Robert Morris (CM)* Ulrike Passe (CM) Richard Perez (CM) Ronald Petersen (CM) Thomas Stoffel (CM)* Charles Whitlock (CM)* TAC CHAIR Walter Grondzik PROF DEV COMM (ALI) Hugh McMillan TAC SECTION HEAD Michael Bilderbeck STANDARDS LIAISON James Aswegan RAC RESEARCH LIAISON Xudong Yang LIAISON (RESEARCH/TECH) Mike Vaughn HANDBOOK LIAISON Larry Akers Abbreviations: VM = Voting Member, CM = Corresponding Member, VNQ= Voting Member Non-quorum *= CM known to have resigned or retired Attendance This is a complete listing of attendees at this and the prior four meetings. It includes the voting members of the committee listed on the first page of the minutes.
dePaola stories Compare / Contrast Rubric for sentences Directions: Write one sentence to compare and one sentence to contrast each element of the plot . Student wrote at least 1 comparison sentence and at least 1 contrast sentence 3 points Student only wrote comparison sentences 1 point Student only wrote contrasting sentences 1 point Student did not write a sentence comparing or contrasting 0 points Exposition Rising Action Climax Falling Action Resolution
West Midlands Ealing Greenwich Hammersmith & Fulham Harrow Hillingdon Hounslow Kingston upon Thames Lambeth Lewisham Merton Richmond upon Thames Southwark Sutton Wandsworth Telford & Wrekin Shropshire Herefordshire Worcestershire Warwickshire Coventry Birmingham Sandwell Dudley Walsall Wolverhampton Solihull Staffordshire Stoke on Trent Please detail the current contracts you deliver for employment, learning or skills advice and guidance? Contract: Start date: End date: Geography: No of customers deliver to: Please detail the current contracts you deliver for employment, learning or skills advice and guidance? Contract: Start date: End date: Geography: No of customers deliver to: Please detail the current contracts you deliver for employment, learning or skills advice and guidance? Contract: Start date: End date: Geography: No of customers deliver to: THANK YOU!
Visual Art and Artist I.D. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Visual Art and Artist Identification Artwork Title Artist 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Chapter 23 – Museums, Galleries, Archives, and Libraries (MyGAL) Cecily Grzywacz – Lead Author Lou Kelter, Frank Mills, Phil Maybee, Stefan Michalski – Supporting Authors Marcelo, Bogi Setty - Reviewers Atria Frank Mills – Lead Author Steven Nicklas – Supporting Author Lynn Werman – Reviewer Natatorium Mark Scott – Lead Author Ralph Kittler, Tim Sechrist – Supporting Authors Lou Kelter, Bogi Setty - Reviewers Mixed Use and Development Chapter Bob Cox – Lead Author Webmaster – Westbrook clarified ASHRAE’s rules of contact info availability on the website. Program Subcommittee Report – Traylor The following table was updated to reflect discussions and decisions. PROGRAM TITLE TYPE SCHEDULE PRIORITY CHAIRMAN PRESENTERS Environmental Control for Ice Rink FORUM Denver Cecily Grzywacz SEMINAR X CONF. PAPERS TRANSACTIONS Requested Conference Papers for Future Meetings Discussed having Forums associated with 2 topics within the 4 hour Monday morning block of meetings. To submit the Forums, and utilize the same meeting rooms. Places of Assembly and Natatoriums in Denver; Museums and Office Buildings in NYC
1. Project Name, _________________________, Project Sponsor ( 2. 2.1 _____________________ Project Name,
TO TRADE CORRIDOR IMPROVEMENT FUND PROJECT BASELINE AGREEMENT _____________________________________________ Name Date Title Sponsoring Agency
Install, unlock and activate Guide By the end of this section you will be able to: Install Guide Understand the process of unlocking and activating Guide. Guide installation To install Guide: Ensure the PC has booted up. Insert the Dolphin CD (or download and run the trial version from yourdolphin.com). The Dolphin Guide installation automatically begins and prompts you to press ENTER. Press ENTER on each screen to confirm and continue the installation. When prompted, press ENTER to install automatically or press P to perform a custom installation using the wizard. When the installation is complete the computer will restart automatically. If, during the installation process you set Guide to start automatically, then Guide starts after a few moments. If Guide was not set to start automatically then you can start it manually by pressing the shortcut keys CTRL + SHIFT + G, or by double clicking on the Guide icon on the Windows desktop. Unlocking Unlocking only applies to the demonstration version of Guide and not the licensed version. If you are using a licensed version of Guide, ignore this section. An unlock code converts a trial version of Guide into a licensed version. Unlocking Guide requires an unlock code. Please contact Dolphin or your local Dolphin dealer to obtain an unlock code. You have 30 days to unlock a demonstration version of If you do not unlock Guide within 30 days then Guide will stop working. Activating Guide Activation only applies to the licensed version of Guide and not the demonstration version. If you are using the demonstration version of Guide, please see the previous section (Unlocking Guide).
Option 7 – Turn CD auto play on. This has the reverse effect of Option 2. Option U – Update Guide from CD. If you have Auto Play turned off Guide does not automatically install a Guide update from a Guide update CD. If you have CD Auto play turned off, use option U on this menu to install.
3 1 Unit 1, Lesson 1 Notebook Answer Key pdf link for “Notebook Answer Key” links to Spanish: Interactive Notebook pdf link to English “Notebook Answer Key”. Answer key links to Spanish version of Notebook. Pdf link is not what is specified. 4 1 Unit 3, Lesson 1, Text Section 2, paragraph 2 “They expect the pattern tao happen again.” “They expect the pattern to happen again.” typo 5 3 Unit 4 Performance Assessment “an articles” “an article” typo 6 4 Unit 2 Performance Assessment, slide 10 “you bike device” “your bike device” typo 7 4 Unit 2 Performance Assessment, slide 11 “a helmet it important” “a helmet important” typo 8 5 Unit 2 Performance Assessment, slide 2 “Earth’s sphere’s interact for” “Earth’s spheres interact” typo 9 5 Unit 2 Performance Assessment, slide 11 “Earth’s spheres are connected?” remove “are” typo Social Content Citations: The panel identified the following social content violations: None California Department of Education, August 2018
Application for Hole-in-One Insurance Please provide the following information: Contact (Broker) Name: Contact Address: Street Address City, State, Country Postal Code Insured Name: Insured Address: Street Address City, State, Country Postal Code 2. Please provide the following information pertaining to the golf course on the event will take place: Course Name: Course Address: Street Address City, State, Country Postal Code 3. Event Name: 4. Event Date(s): 5. Prize details: Value: Currency Description: Insured Hole: 6. Please provide the number of event participants: Participants Number Amateur Number Professional Yardage Number of attempts Male Female
J.5.9 Allocation Update Data Structure 83 J.5.10 Packetized Message Wrapper 84 J.5.11 SNMP Message Wrapper 85 J.5.12 Group Reset 86 J.6 Polling Controller of Procedure 88 J.6.1 Allocation of Slot Numbers 88 J.6.2 Deallocation of Slot Numbers 88 J.6.3 Session Polls 88 J.6.4 Priority Polls 88 J.6.5 Normal 89 J.6.6 Waiting for a Poll Answer 89 J.6.7 Sending a PTV Message 89 J.6.8 Receiving a Join Request 90 J.6.9 Receiving a Message Wrapper 90 J.6.10 Receiving a Leave Request 90 J.6.11 Receiving a Poll Response 90 J.6.12 Receiving a CcPollParameters Message 91 J.6.13 Receiving a TCIP Message for Delivery to a PTV 91 J.6.14 Receiving a TCIP Message for Delivery to a Group of PTVs. 92 J.6.15 Polling Controller Up 92 J.7 VLU Rules of Procedure 93 J.7.1 Transmitting on the Channel 93 J.7.2 Joining the Channel 93 J.7.3 Polling Controller Restart 93 J.7.4 Responding to a Normal Poll 94 J.7.5 Discarding a Slot Allocation 94
notes.metadata.effective U notes.metadata.expiration U notes.metadata.activation U U deleted-patterns U deleted-patterns.agency-id I deleted-patterns.designator ERR deleted-patterns.name ERR deleted-segments U deleted-segments.agency-id I deleted-segments.name ERR Local Extension Fields Defined in tcip_3_0_1_F_local.xsd Code No local extensions are defined for this message. Local Code Extensions Defined in tcip_3_0_1_F_local.xsd Field Data Element Local Codes Code No local code extensions are defined for this message.
fileHeader.applicability.applicable-facilities.base-name C12 fileHeader.applicability.applicable-garages ERR fileHeader.applicability.applicable-garages.agency-id N fileHeader.applicability.applicable-garages.facility-name C13 fileHeader.applicability.applicable-garages.base-name C14 fileHeader.applicability.applicable-fleet-subsets ERR fileHeader.applicability.applicable-stoppoint-subsets ERR fileHeader.applicability.applicable-fare-subsets ERR event-log.intersection.agency-id N event-log.intersection.tmdd-id C15 event-log.intersection.name C16 event-log.requestID C17 C18 event-log.disposition C19 event-log.disposition-time C20 event-log.granted C21 event-log.grant-duration C22 event-log.grant-records C23 event-log.vin C24 event-log.vehicleClassType C25 event-log.serviceStrategyNumber C26 C27 event-log.timeOfEstimatedDeparture C28 C29 event-log.actual-wait-time C30 event-log.strategyEmployed C31 Local Extension Fields Defined in tcip_3_0_1_F_local.xsd Field Code No local extensions are defined for this message. Local Code Extensions Defined in tcip_3_0_1_F_local.xsd Data Element Codes Code No local code extensions are defined for this message. 1 Field is present if the component to be unloaded is on a vehicle. 2 If the My Sample PICS has the data available. 3 Field is present if the component to be unloaded is on a vehicle.
123 A. Dr. City, ST 01234 Office/work address: 1234 1st st. City, ST 01234 Date of Birth: January 1, 1901 Education and Training: University of San Francisco California 1990-1995 Intern – July 1996 – June 1997 Resident – July 1997 – June 1999 (List the college/school relevant to your level of care) (List any other pertinent info of that education if needed) Licensure and Certification: National Board of Blah Blah Blah Issued – December 2000 Re-Certification – December 2005 Certification of Blah Blah Blah Issued – December 2000 Re-Certification – December 2005 Professional Experience: Hospital of Awesome – Jan. 2001 – Jan. 2005 -accomplishment/core responsibilities 1 (keep simple) -accomplishment/core responsibilities 2 -accomplishment/core responsibilities 1 Hospital of Super Awesome – Jan. 2005 – Jan. 2010 -accomplishment/core responsibilities 1 -accomplishment/core responsibilities 2 -accomplishment/core responsibilities 3
1791 Tullie Circle, N.E./Atlanta, GA 30329 404-636-8400 TC/TG/MTG/TRG MINUTES COVER SHEET (Minutes of all Meetings are to be distributed to all persons listed below within 60 days following the meeting.) TC/TG/MTG/TRG No. TC 10.6 DATE January 30, 2017 TC/TG/MTG/TRG TITLE Transport Refrigeration DATE OF MEETING January 30, 2017 LOCATION Las Vegas, NV MEMBERS PRESENT YEAR MEMBERS ABSENT YEAR APPTD EX-OFFICIO MEMBERS AND ADDITIONAL ATTENDANCE Casey Briscoe 2015 Bob Chopko Wes Clark Keonwoo Lee Bill Mohs KC Kolstad Augusto San Cristobal Patti Conlan Qiao Lu Sam Beil Lee Stefan Elbel Pega Hrnjak Robert Jones 2015 Kezhen Shen 2016 Chris Repice 2015 Bill Murphy 2015 Igor Vaisman 2015 DISTRIBUTION: All Members of TC/TG/MTG/TRG plus the following: TAC Section Head: SHx@ashrae.net Where x is the section number All Committee Liaisons As Shown On TC/TG/MTG/TRG Rosters (Research, Standards, ALI, etc.) See ASHRAE email alias list for needed addresses. Mike Vaughn, Manager Of Research & Technical Services
TC11 For the past six years, TC11 has constituted a leadership team, which is in charge of supporting the research community and its activities. The structure of the leadership team comprises the following roles. Role Name Affiliation Email Koichi Kise Osaka Prefecture University, Japan kise@cs.osakafu-u.ac.jp Vice Chair Dimosthenis Karatzas Computer Vision Centre, Spain Webmaster Masakazu Iwamura Osaka Prefecture University, Japan masa@cs.osakafu-u.ac.jp Dataset Curators Marcus Liwicki German Research Center for Artificial Intelligence (DFKI) liwicki@dfki.uni-kl.de Volkmar Frinken Onu Technology, San Jose, CA, USA UC Davis, CA, USA volkmar@onutechnology.com Newsletter Editor, Education Officer Gernot Fink TU Dortmund University, Germany Gernot.Fink@tu-dortmund.de
Event Frequency Topic area DAS International Workshop on Document Analysis Systems biennial, even years document analysis methods and systems In addition, TC11 and its members are involved in the following workshops which are held in conjunction with major events such as ICDAR and ACCV: Event Frequency area International Workshop on Camera-Based Document Analysis and Recognition biennial, odd years camera-based analysis of documents MOCR International Workshop on Multilingual OCR biennial, odd years methodologies for multilingual document analysis systems with particular focus on OCR HIP Historical Document Imaging and Processing Biennial, odd years imaging, collection, and processing of historical documents AFHA Workshop on Automated Forensic Handwriting Analysis Biennial, odd Signature and HW verification / identification, intra- and inter- writer variations IWRR International Workshop on Robust Reading Biennial, even years text localisation, segmentation, and recognition, born-digital and video text We continuously maintain and update the TC11 website. Latest additions include the opening of a dedicated section for managing datasets (see section 2.1.6), as well as making public new guidelines and the call for the TC10/11 Summer School organisation (see section 2.2.1) A list of activities related to education is described in length in the sections below. TC
6. EMPLOYMENT 6.1 Your present position Employing organization/ Institutional affiliation: Your position: Starting date: / / (DD/MM/YYYY) Permanent: Temporary: / (end date MM/YYYY) Your research areas and responsibilities: Name of present supervisor: During the period of TCLLF grant funding, how would you distribute your time: Research: Teaching: Administration: Clinical Care: % % % % 6.2 Your previous positions Start (MM/YYYY) Finish (MM/YYYY) Your position and name of employing organization Research and responsibilities / / / / / /
PROVISIONAL LIST OF PARTICIPANTS 1. REPRESENTATIVES OF TC RSMCS AND TCWCS COUNTRY PARTICIPANT RSMC Honolulu, USA Mr Thomas E. Email: RSMC USA Dr Richard KNABB Email: Dr Raymond TANABE Email: Dr Lixion A. AVILA Email: RSMC La Réunion Mr Philippe CAROFF Email : RSMC Nadi Mr Amit SINGH Email: RSMC New Delhi Dr S. BALACHANDRAN Email: RSMC Tokyo Mr Tsukasa FUJITA Email: Mr Naohisa KOIDE Email: koide-n@met.kishou.go.jp
Essential Math Skills: Over 250 Activities to Develop Deep Understanding, Pre-K to Grade 3 Essential Math Skills gives you the tools to help you ensure that students learn the crucial early math concepts and skills needed for long term learning success. ◗Identifies the core math skills that must be mastered at each grade level in Pre·K through third grade ◗Provides targeted activities that include the use of manipulatives, activities, exploration, inquiry, and play. ◗Shows many ways to use the abacus/ counting frame to build math skills and have fun while learning ◗ Provides tools for systematic measurement of progress toward the essential early math skills 800.858.7339 www.teachercreatedmaterials.com Order and receive 25% OFF Essential Math Skills until December 31, 2014. Must reference offer code H14EMS to receive this discount. Author Bob Sornson Bob Sornson, Ph.D., is nationally recognized for developing the Early Learning Success Initiative and works with schools and organizations across the country to support teachers and parents. Dr. Sornson is dedicated to giving every child the opportunity to achieve early learning success, which lays the foundation for success in life. Dr. Sornson is an advocate for programs and practices that support high-quality early childhood education and parent engagement. Contact
My Reemployment Plan: Employment Contact Tracker NAME: WEEK: Company Name Contact Name & Title Contact E-mail/Phone Contact Date Contact Type (E.g., in-person visit, job application, resume, etc.) Outcome (E.g., referral, interview, no answer, etc.) Follow-up (E.g., follow-up call, thank you note, etc.) Status/ Next Steps
* Must be identified on the Service Plan Service Plan Date:__________________ Progress Notes – School Based Targeted Case Management Unit is 15 minutes with a maximum of five (5) units per instructional day. Medicaid Number Last Name First Name WVEIS Number Date of Birth Diagnosis Code School County Targeted Case Manager (Print) Month/Year Service Provided Procedure Code T1017 SE Types of Contact: 1. Face to Face 2. Correspondence 3. Telephone Contact Date of Service Progress Note: Activity: Purpose: Individualized Service Note: Type of Contact TCM Activity Time In: Time Out: Total Minutes Signature & Credentials: Date: Date of Service Progress Note: Activity: Purpose: Individualized Service Note: Type of Contact TCM Activity Time In: Time Out: Total Minutes Signature & Credentials: Date: Date of Service Progress Note: Activity:
Appendix B—Case Study Analysis Outline (500 original word minimum) Brief Summary of Underlying Problem (1-paragraph) Critical analysis of possible solutions for the scenario (2-3 paragraphs) Concluding Comments and Future Recommendations (1-2 paragraphs) (25 points format and appropriateness) (25 points original content and proper citations) (25 points grammar and mechanics) (25 overall comprehensibility)
Technical writing rules were followed. grammar, spelling, and/or technical errors were present. writers points. Numerous grammatical and spelling errors were present. The text did not follow rules for technical writing. Overall Quality The paper meets the requirements for the degree program for student is enrolled The paper lacks one or a few elements that are important for the program The paper was poorly written. Deadlines and Late Policy: All homework assignments are due as per the due dates stipulated on the course schedule below and in Canvas. Late submissions will not be permitted unless under extenuating circumstances and with permission from the professor has been sought prior to the due date. Under normal course, late submssions will not be granted to be fair to every student and to maintain the integrety of the course requriements and learning objectives. Make-up exams / assignments will not be allowed (except for prior instructor approval for a documented emergency) Personal Devices: The use of portable devices is prohibited. Students must turn off and stow all personal devices (laptops, phones, tablets, etc.) during class unless otherwise required for class as per notice of the professor. Special Student Situations: Veterans and student service members with special circumstances or who are activated are encouraged to notify the instructor as soon as possible and to provide Activation Orders. Any students with disabilities or other special needs requiring special accommodations in this course should work with the Office of Disability Services. The Professor will cooperate with the Office of Disability Services to provide appropriate accommodations for the student. For additional details, refer to The Key to UB, “Disability Service.”
C- 70 – 72.9 D+ 67 – 69.9 D 63 – 66.9 D- 60 – 62.9 F Below 60 Schedule & Assignments Topics and Assignments Reading (must be done before class) Session 1 18 Jan Review of Syllabus and Expectations Overview of Program/Project Management Importance of PPM Benefits of PM PMI Certifications: difference between CAPM and PMP Examinations Professional Responsibility PMI Code of Conduct Chapter 1 PMBOK Chapter 1 Session 2 25 Jan Project Management Growth Systems, Programs and Projects Product vs. Project Management Project Management Methodologies HW Due: Creating a Methodology Case Study Chapter 2 PMBOK Chapter 2 Session 3 1 Feb Organizational Structures Classical organization Pure Project organization Matrix organization HW Due: and Shephard Accountants Case Study Formation of Term Project Teams Chapter 3 Session 4 8 Feb Organizing and Staffing the Project Office and Team Skill Requirements for Project and Program Managers Duties and Job Descriptions The Project Organizational Chart Team Project Assignment Chapter 4 PMBOK Chapter 9 Session 5 15 Feb Management Functions Controlling Barriers to Project Team Development Project Leadership Communication Traps HW Due: Communication Failures Case Team project – White Papers Due Chapter 5 Chapter 9 Session 6 22 Feb Management of Your Time and Stress Understanding Time Management Stress and Burnout Conflicts Types of Conflicts Chapter 6 & 7 PMBOK Chapter 13
Summary - Summarize the key issues and facts of the case Questions - Answer the questions provided Recommendations - Make recommendations based on the facts and your experience Lessons Learned - Identify lessons learned Content Evaluation Rubric (Total 50 Points, Each Case Study): Clarity of Thoughts & Concepts (10 points) Logical Flow of Points (10 points) Relevance to Course Material (10 points) Expert (Master’s Level) Use of English & Grammar (10 points) Creative Approach to Topic (10 points) Mid-Term Exam – 20% The mid-term exam will help reinforce the material and topics covered during the course of the semester and to ensure that the material and discussions have been absorbed and mastered by the students. The test will entail an open book test in which students will be asked multiple choice, short answer, and short essay questions to help reinforce and test their knowledge of Project Management. Individual Research Paper – 20% Must Haves (To receive passing grade): For the individual research paper, students will apply one topic covered between sessions 1 and 14 to real life situations using examples from current events. The goal is to provide deeper study in the topic area of the students choice than can be otherwise achieved in the classroom or through reading the text book. Topics must be from ones discussed during sessions 1 through 14. Topics maybe a deeper view into an aspect of any of sessions 1 through 14 The paper must be double spaced, 12 point, Times New Roman Font The paper must be at-least fifteen (15) pages in length but no more than (20) pages The paper must incorporate ten (10) or more reference citations The citations must be in the APA 5th Format The paper must be original work. No collaboration with other students is permitted The paper must have a 25% or better rating when using TurnItIn Similarity Rating The paper’s required outline must include: Introduction Findings Conclusions Recommendations Lessons Learned All students will be required to present an informal summary of his/her term paper in class where they will answer these questions. The summary must be approximately 5 minutes in duration. Verbal narration will suffice and PowerPoints are optional for the informal summary. How would you summarize the topic of your individual research paper?
Criteria for the Evaluation of an Assignment Grade Criteria A Exemplary B Adequate C Poor Content The content related to the text. The writer gave specific answers relevant to the topic. The content was generally relevant, but was somewhat unclear or confusing at times. It was unclear as to how the content related to the field being considered. Critical Analysis The writer was thought provoking and showed strong insight in applying class materials to the cased or topic. The writer could reflect on the topic. A Thoughtful assessment was included. The writer did little more than restate facts and other people’s (authors’) opinions. Spelling and Grammar Spelling and grammar rules were followed. Technical writing rules were followed. Although most of the paper was well written, a more than a few grammar, spelling, and/or technical errors were present. The paper was poorly written – making it difficult to determine the writers points. Numerous grammatical and spelling errors were present. The text did not follow rules for technical writing. Overall Quality The paper meets the requirements for the degree program for student is enrolled The paper lacks one or a few elements that are important for the program The paper was poorly written. If at any time during the semester you have a concern for your grade progress, please contact me to set up an appointment for review. My objective is to achieve a fair grade. That is a building process based on your performance as evidenced by the aforementioned factors PLUS your efforts, accomplishments, and improvements towards the course objectives. 9. Course Assignments: TCMG 523 – Leadership in Technical Enterprises – Class Schedule
Conflict Resolution Skills; Be Prepare to Actively discuss Chapter 12 Discussion Questions (p. 413); Here! on p. 338 (turn in); News Schedule Team Appt w/ Prof. 3/16 Spring Break 9 3/23 Leadership: Strategic Leadership, Leadership Development, Succession and Diversity;; Read DuBrin Chapters 13, 14, 15; Written Homework – Case What to do Louie (p. 477) (turn in); News Schedule Team Appt w/ Prof. 10 3/30 Mid-Term Exam 11 4/6 Managing Change and Innovation Project Work Read DuBrin Chapter 11; Written Homework: Case - Jack Dorsey, p. 369 (DuBrin) News 12 4/13 Managing Change and Innovation Palmer et al, Chapters 1 & 2 (on Bb) Homework: Case Study, Green Mt. Resort (Di)solves the Turnover Problem, on p. 40 (Palmer) 13 4/20 Managing Change and Innovation Read Palmer et al., Chapter 3, & 4 (on Bb) Homework: Case Nestle, on p. 109 (Palmer). 14 4/27 Team Project Presentations Paper due on May 4, 6:15PM
Meeting Date and Time: April 3, 2013 @ 10:00 – 12:00 Place: Sheraton Hotel, Madison WI Jason Keffeler Attendees: See attached roster TRAUMA COORDINATOR SUBCOMMITTEE MEETING MINUTES TOPIC DISCUSSION (Main Purpose) ACTION/DECISIONS Meeting Meeting began @ 10:15 Information Introductions Introductions around the room. Information Approval of Minutes The committee reviewed the February meeting minutes. Minutes were approved as written. Recognition No report Information Trauma Coordinator List Jason reminded everyone to send any updates to him or Marianne via e-mail. Information Educational Opportunities Current list was shared with the committee. Jason asked that any additions be e-mailed to Tom Bergmann Information Trauma Coordinator Sharing Regarding State Reviews (1) facility shared their experience: Site reviewers were very helpful Reviewers focused on PI loop closure and documented evidence of loop closure. Information Old Business Review Goals for 2012 State Rules: Change ACS reference from the “1999, Gold Book” to the “current version”. (on hold) Review the Classification Review Committee’s criteria for Level III/IV hospitals. On hold until the new ACS criteria are released later this year. Future educational topics: (e-mail suggestions to Jason) Updates to the state registry PI, specifically loop closure Selective spinal immobilization (criteria for field clearance) Information
Benton 21 / 24 87.5% Dubuque 59 / 72 81.9% Black Hawk 93 / 102 91.2% Greene 8 / 9 88.9% Butler 21 / 21 100% Guthrie 6 / 6 100% Calhoun 19 / 23 82.6% Jasper 34 / 34 100% Clarke 16 / 17 94.1% Lee 37 / 39 94.9% Clayton 18 / 18 100% Lyon 5/5 100% Crawford 21 / 23 91.3% Marion 23/24 95.8% Consumer Satisfaction Marshall 22 / 23 95.7% Sioux 32/36 88.9% Monona 2 / 2 100% Scott 44 / 54 81.5% Palo Alto 14 / 15 93.3% Warren 16 / 18 88.9% Plymouth 14 / 19 73.7% Winneshiek 18 / 20 90% Pocahontas 16 / 16 100% State Cases 77 / 87 88.5% A total of 751 surveys were returned this year with an overall satisfaction rating of 91.2%.
consider making changes to work organisation. Splashes of antiseptic liquid into the eye or onto the skin Eye and skin irritation/ infection Put in place safe work procedures and ensure staff follow them. Put on appropriate PPE e.g. goggles, masks, gloves. Ensure that eye wash /basin and skin moisturizer are available in the clinic. Housekeeping Checking the tidiness and cleanliness of the whole clinic area Trip over wires of equipment Fall injuries e.g. sprains, fractures. Keep wiring neat and away from open area. Conduct periodic environmental Reinforcement & continuous training and education on workplace safety. Contact with dangerous electrical points e.g. overloaded power sockets, damaged wiring/cables. Electrocution injuries Avoid coming into contact/ touching electrical points, damaged wiring/cables. Keep a lookout for possible hazards and remain alert at all times. Conduct periodic inspection of the workplace. Reinforcement & continuous training and education on workplace safety. Emergency Situation Fire Ignition of flammable materials at the workplace Burn injuries, fatality Participate in fire safety training and drills. Keep fire exits and corridors free from obstructions. Ensure fire-fighting equipment is in proper working conditions. Ongoing implementation of existing risk control measures. Routine inspection of fire protection systems.
Now imagine we make the ball twice as big (double the mass) but keep the acceleration constant. F = ma says that this new ball has twice the force of the old ball. If you double the mass, you double the force. If you double the acceleration, you double the force. What if you double the mass and the acceleration? (2m)(2a) = 4F Doubling the mass and the acceleration quadruples the force. So . . . what if you decrease the mass by half? How much force would the object have now? _______________ F = ma basically means that the force of an object comes from its mass and its acceleration. Something very massive (high mass) that’s changing speed very slowly (low acceleration), like a glacier, can still have great force. Something very small (low mass) that’s changing speed very quickly (high acceleration), like a bullet, can still have a great force. Something very small changing speed very slowly will have a very weak force. NEWTON’S THIRD LAW OF MOTION = For every action there is an equal and opposite reaction. For every force acting on an object, there is an equal force acting in the opposite direction. Example #1: Right now, gravity is pulling you down in your seat, but Newton’s Third Law says your seat is pushing up against you with equal force. This is why you are not moving. There is a balanced force acting on you– gravity pulling down, your seat pushing up. Example #2: Flying gracefully through the air, birds depend on Newton’s third law of motion. As the birds push down on the air with their wings, the air pushes their wings up and gives them lift. Example #3: The baseball forces the bat to the left (an action); the bat forces the ball to the right (the reaction).
COURSE CRITIQUE COURSE TITLE INSTRUCTORS 1. Was the Instructor(s) prepared? 2. Did the Instructor(s) use their time to the best advantage to get the material across? 3. Could the class be improved? Yes / No? If yes, how? 4. How would you rate the Instructor(s) overall being prepared in relationship to subject knowledge, enthusiasm, etc.? Poor Satisfactory Good Excellent Outstanding 5. This training is applicable to my assigned duties in the following way: 6. Any other comments: Signature: _________________________________________ Date:
□ ATC Advanced Technologies □ PUR Purity □ BSC Bulking and Sampling □ SHC Seed Health □ FSC Flower Seed □ STA Statistics □ FTS Forest Tree and Shrub Seed □ STO Storage □ GER Germination □ TEZ Tetrazolium □ GMO GMO □ VAR Variety □ MOI Moisture □ VIG Vigour □ NOM Nomenclature PTC Proficiency Test Please specify the chosen Technical Committee’s area of activity by referring to the current TCOM Working Program: Please specify new ideas for further development: and date Signature of the applicant Official stamp Please send back this form and an up to date photograph and your curriculum to the ISTA Secretariat by email: (To be filled in by ISTA) TCOM Membership approved □ YES □ NO Comment Acting TCOM Place and date Signature of the approving TCOM Chair Official stamp
ARRIVAL DAY 27th November DAY 1 28th November DAY 2 29th November DAY 3 30th November 9:00-10:30 Arrival and registration Welcome and introduction (Plenary) Workshops 2 Open space 10:30-11:00 COFFEE BREAK 11:00-13:00 Inspirational talk Mapping - do we stand? Learning Journey (Plenary) Plenary intro Group coaching 13:00-15:00 LUNCH BREAK 15:00-16:30 Ecoffee and Harvesting Field visit Networking 16:30-17:00 COFFEE BREAK 17:00-18:30 Workshops 1 Field visit on impact Evaluation Closing 19:00 DINNER DINNER OUT Playback theatre Welcome evening Practice Fair DIWY corner Cultural night with dinner
budget can be used to support the transition of a child or young person in circumstances where this is required to support the viability of the package. TCP staff will invite the organisation to provide a detailed transition plan that has been jointly developed by all key professionals, the child or young person and their family where appropriate. Discussion about the transition plan may occur at a care team meeting if timely, and brings together involved services. Where funding for a transition period has been approved, this funding is paid on commencement of the new living arrangement, but is backdated to reflect the transition period. Funding will not be provided prior to the identification and approval of the new care arrangement. Proposal funding A package proposal includes an itemised budget of what is to be purchased, the timeframe and the Assessment principles When assessing the appropriateness of a proposal’s budget, the key consideration for determining what should be purchased is whether: the item or service is consistent with the child or young person’s case plan and desired outcomes, and is needed to prevent the child or young person entering residential care, or to assist them to move out and remain out of residential care. Therapeutic costs should outweigh material costs; that is, any goods and assets purchased through the package follow the child or young person irrespective of any changes to their living arrangement or organisation. Figure 2: Applying the budget assessment principle
What field are you in? * Option Count Percent Biology 6 14.3 Chemistry 1 2.38 English/Language Arts 9 21.4 Mathematics 5 11.9 Physics 2 4.7 Social Studies/History 8 19.1 Special Education 6 14.3 World Language 4 9.5 42 100.0 First, rate your satisfaction with each of the following areas of your Neag teacher preparation program. Second, rate how important you feel each area is in preparing teachers. (42 responses) Satisfaction Importance Very Dissatisfied Slightly Dissatisfied Neutral Somewhat Satisfied Very Satisfied Not at all Important Slightly Important Somewhat Important Important Very Important
Applicant Name: Last First Employment History Complete the information below; writing “See Resume” is not acceptable. Provide information pertaining to current and previous employment history. Include all assignments or volunteer activities relevant to the position applying for, starting with the most recent. Attach additional sheets if necessary. Explain any gaps in employment in comments section below. Employer Name & Address Telephone# Dates Employed Summarize the Type of Work Performed and Job Responsibilities From (MM/YY) To (MM/YY) Full Time Part Time Temp Seasonal If not FT, hrs/week Hourly Rates/Salary Starting Starting Job Title Final Job Title $ Per Immediate Supervisor and Title Hourly Ending Reason for Leaving May we contact for reference? Yes No Later $ Per Employer Name & Address Telephone# Dates Employed Summarize the Type of Work Performed and Job Responsibilities From (MM/YY) To (MM/YY) Full Time Part Time Temp Seasonal If not FT, hrs/week Hourly Rates/Salary Starting Starting Job Title Final Job Title $ Per Immediate Supervisor and Title Hourly Rates/Salary Ending Reason for Leaving $ Per Employer Name & Address Telephone# Dates Employed Summarize the Type of Work Performed and Job Responsibilities From (MM/YY) To (MM/YY) Full Time Part Time Temp Seasonal If not FT, hrs/week Hourly Starting Starting Job Title Final Job Title $ Per Immediate Supervisor and Title Hourly Rates/Salary Ending Reason for Leaving $ Per Employer Name & Address Telephone# Dates Employed Summarize the Type of Work Performed and Job Responsibilities From (MM/YY) To (MM/YY) Full Time Part Time Temp Seasonal If not FT, hrs/week Hourly Rates/Salary Starting Starting Job Title Final Job Title $ Per Immediate Supervisor and Title Hourly Ending Reason for Leaving $ Per Comments including explanation of gaps in employment: Applicant Name:
Ranking Junior Women Junior Men Elite Women Men 1 € 200 € 350 € 450 € 800 2 € 100 € 175 € 200 € 400 3 € 75 € 125 € 150 € 200 4 € 65 € 75 € 100 € 175 5 € 45 € 50 € 75 € 150 6 € 30 € 40 € 50 € 125 7 € 20 € 30 € 40 € 100 8 € 10 € 20 € 30 € 75 ACCREDITATION See 3. Registration PRACTICE SCHEDULE + COMPETITION SCHEDULE Open training Wednesday March 25th.: Gate practice: 18.30 – 20.30 Pro section: 20.30 – 21.00 Friday April 11th. Gate practice: 18.30 – 20.30 Pro section: 20.30 – 21.00 Saturday April 11th. Gate practice 13.15 – 14.45: Cruisers, Boys 7-; 8; 9; 10; 11; 12; 13; 14, Girls 8-; 9-10; 11-12; 13-14, Men 25-29, 30+ Gate practice 14.45 – 15.15: Boys 15;16. 15-16;
ESSENTIAL QUESTION: How do good readers construct meaning when reading a self-selected book? Book Synopsis (Nonfiction) Develop a sequenced list of events for the book that you read that include citations from the text. Don’t get caught up in every little detail ~ just identify 12 – 15 mains events. The Author and You When reading, it is important to understand why a particular was written. What was the author’s purpose in writing this book? Explain. Author’s purpose: Persuade – the goal is to persuade/convince the reader to agree with the author’s opinion Inform – the goal is to enlighten the reader with topics that are usually real or contain facts Entertain – the goal is to tell a story or describe real or imaginary characters, places, and events World or Book Connections (at least 3 connections) What did you find in the book that relates to the world today or to other novels? Create a list of connections between the book and the world and/or another book. Theme A theme is an essential part of any story. Identify and explain a theme from the story. ELA Common Core Standards Grade 6: RL.6.1, RL.6.2, RL.6.3, RI.6.1, RI.6.2, RI.6.3, RI.6.6, RI.6.3, W.6.3, W.6.4, W.6.9, L.6.2, RH.6-8.4 Credit is given to The Metuchen School District.
the address provided by him/her, the winner will forfeit his/her prize. Gewinner nicht unter der von ihm angegebenen Adresse nicht erreichbar sein, verfällt der Gewinn. Prior Cancellation of the Contest Vorzeitige Beendigung des Wettbewerbs Sponsor reserves the right, at its sole discretion and without prior notice, to cancel or terminate the Contest in its entirety. Sponsor can make use of this right especially in the event that the website (see no. 4) is infected by a virus, a software bug, unauthorized human intervention occurs or the integrity, administration, impartiality or normal operation of the Contest is compromised in any way. In case of a cancellation or termination the participants have no right to claim anything from Sponsor, especially no rights to claim the prizes. Der Veranstalter behält sich das vor, den Wettbewerb - nach eigenem Ermessen und ohne Vorankündigung - abzusagen oder zu beenden. Von diesem kann der Veranstalter insbesondere dann Gebrauch machen, falls auf der Internetseite (siehe Ziff. 4) Viren, Hackerangriffe, sonstige nicht autorisierte menschliche Eingriffe oder Softwarefehler auftreten oder die Integrität und Objektivität sowie die richtige und ordnungsgemäße Durchführung des Wettbewerbs in irgendeiner Weise beeinträchtigt sind. Aus solchen vorzeitigen Absage oder Beendigung des Wettbewerbs entstehen den Teilnehmern keinerlei Ansprüche, insbesondere keine Ansprüche auf Gewinnausschüttung. Liability Haftung
Aside from information collected with participant’s consent, Sponsor will not be collecting any Personal Information in connection with the Contest. Neben den von den Teilnehmern mit ihrer Zustimmung zur Verfügung gestellten Informationen, erhebt der der Veranstalter keine weiteren persönlichen Daten im Zusammenhang mit dem Wettbewerb. Final Provisions Sonstiges Sponsor's decisions are final and queries about them cannot be accepted. There is no recourse to the courts. The Official Rules are subject to the relevant law of the Federal Republic of Germany to the exclusion of the UN Sales Convention (CISG). Should one of the provisions of the Official Rules be or become invalid or infeasible the validity of the remaining provisions of the Official Rules shall not thereby be affected. In this case, the invalid or infeasible provision shall be substituted by a valid provision which comes closest to the economical effect of the invalid provision. Die Entscheidungen des Veranstalters sind endgültig. Diesbezügliche Anfragen können beantwortet werden. Der Rechtsweg ist ausgeschlossen. Es ist ausschließlich das Recht der Bundesrepublik Deutschland unter Ausschluss des UN-Kaufrechts (CISG) anwendbar. Sollten einzelne Regelungen dieser Offiziellen Bestimmungen unwirksam sein oder werden, bleibt die Wirksamkeit der übrigen Offiziellen Bestimmungen unberührt. An die Stelle der unwirksamen Bestimmung soll diejenige wirksame Regelung treten, deren Wirkungen der mit der unwirksamen Bestimmung beabsichtigten wirtschaftlichen Zielsetzung am nächsten kommt.
09:00 – 10:00 Topics Moderator: Name and function Name and function 10:00 – 10:45 Topics Moderator: Name and function Name and function 10:45 – 11:15 Coffee 11:15 – 12:30 Topics Moderator: Name and function Name and function 12:30 – 14:00 Lunch 14:00 – 15:00 Topics Moderator: Name and function Name and function 15:00 – 15:30 Coffee Break 15:30 – 17:00 Conclusion — End of conference
The following abbreviations are used in this document: TC: Technical Committee TG: Test Guidelines BACKGROUND The TC, at its fiftieth session, held in Geneva, from April 7 to 9, 2014, agreed that document TGP/7 Section 4.3: “Drafter’s Kit for Test Guidelines” and Annex 4 “Collection of Approved Characteristics” should be revised, subject to the introduction of the TG Template in 2014 (see document TC/50/36 “Report on the Conclusions”, paragraph 70). The TC approved the plans for the implementation of the web-based TG Template, including the exclusive use of the web-based TG Template for the development of all Test Guidelines from 2015, as set out in document TC/50/10, paragraph 58, reproduced as follows (see document TC/50/36 “Report on the Conclusions”, paragraph 15): “Implementation […] “58. In order to achieve the benefits of the web-based TG Template, it will be necessary for all Leading Experts and Interested Experts to use the web-based TG Template exclusively for the preparation of Test Guidelines for the Technical Working Parties. Therefore, the use of the web-based TG Template will be required for the preparation of all Test Guidelines from 2015. Training on the use of the web-based TG Template will initially be provided at the Technical Working Party sessions in 2014 and by means of eworkshops (see document TC/50/3 “Matters arising from the Technical Working Parties”).” PROPOSAL It is proposed to revise the wording of the following sections of document TGP/7 to reflect the introduction of the web-based TG Template. Section 1: Introduction 1.3 Structure of TGP/7 […] 3.1 The TG Template Structure and Universal Standard Wording “This section introduces the “TG Template” which provides the basic Test Guidelines structure and also the universal standard wording which that is currently considered to be appropriate for all Test Guidelines., as provided The TG Template itself is provided in Annex 1 of this document.” 3.2 Additional Standard Wording (ASW) “The ‘TG Template’ I contains the universal standard wording which that is currently considered to be appropriate for all Test Guidelines. However, this section explains that UPOV has developed additional
Support and challenge counsellors to: use a coherent assessment strategy that meets the client’s needs work within a agreement maintain a focus throughout the counselling work Give examples of how you have enabled a supervisee to: respond to the client’s needs within a coherent assessment strategy and when making an agreement for the counselling work; remain focused on the client’s needs throughout the work. LEARNING OUTCOME: 5. Model and supervise the skilled use of the self Assessment criteria Candidate guidance to criteria Portfolio references Use self-awareness in supervision work Show how your personal awareness has connected with your work as a supervisor. Give an example of drawing on personal understanding in supervision work (with reference to, for example, process, tasks and relationship). Support and challenge counsellors to: develop self-awareness and their use of self in counselling work manage the psychological impact of client material on their personal and professional functioning Reflect on the role of the supervisor in developing the supervisee’s self-awareness, showing your understanding of how the appropriate use of supervision can ‘overlap’ with the role of personal therapy. Reflect on how you have used supervision skills to help your supervisee work with self-awareness in counselling work. Discuss how you helped your supervisee identify, explore and address personal issues evoked by their counselling work. Give examples of how you enabled supervisees to maintain a healthy balance between personal and professional life. LEARNING OUTCOME: 6. Model and supervise the coherent use of theory, research and skills Assessment criteria Candidate guidance to criteria Portfolio references Critically evaluate different approaches to supervision Evidence a critical understanding of different models of supervision. Reflect on the interface between the supervisee’s needs (at different stages of their development) and different models of supervision. Use a coherent theoretical framework within supervision work Show how you have developed and worked with a coherent model of supervision in your own practice. Consider the impact of this model/approach on different aspects of supervision work – e.g. the contract, the supervision relationship, the supervision process. Use research findings to inform and enhance supervision work Show evidence of reviewing research findings to question and deepen your understanding of your supervision work. Apply this understanding to critically evaluate your work with individual supervisees.