zilongwang/ReadingBank huggingface dataset:
System Origin is based in Shizuoka-city, Japan, and specializes in applications development for the taxi industry. The company needed a long-term secure operating system for its Super Taxi System solution that would reduce validating test requirements, and provide increased revenue opportunities for its customers. System Origin partnered with Ryoyo Electro Corporation to deploy Windows Server 2003 for Embedded Systems as the operating system for its computer telephony integration/customer management software, “Telehai”. The selection of Windows Server 2003 for Embedded Systems has ensured that Systems Origin has product availability for 15 years, minimizing validation test requirements. The Super Taxi System is now used by almost 900 taxi companies and has improved the operations of their taxi fleet, resulting in increased sales for System Origin customers. “By adopting the latest hardware and operating systems from Microsoft, we can concentrate on the development and distribution of the applications – this is the basic philosophy of our company.” Takehide Kato, Executive Director, System Origin Overview Country or Region: Japan Industry: IT Services Customer Profile System Origin is a Japanese software company specializing in applications for the taxi industry. Its main product is the Super Taxi System, which consists of two applications, “Takukon” and “Telehai”. Business Situation The company needed a long-term secure operating system for use in its embedded Super Taxi System solution. Solution System Origin chose to work with Ryoyo Electro Corporation to deploy Windows Server 2003 for Embedded Systems built into all the terminals as its customer telephony integration software. Benefits Increases business for customers Enhances sales opportunities Ensures product availability and compatibility Provides new product opportunities
Chain of Command Childcare (KEEP/JJ) Code of Ethics for Educators Communicable Diseases Communication Expectations Community Coaches Confidentiality (FERPA) Contracts Corporal Punishment Criminal Background Check Dress Code Drug Free Workplace Dual Pay Email Expectations Employees as Parents Equal Opportunity Employment ESSA: Parents Right to Know Exceptional Student Services Extended Day/Year Employment Facility Usage Procedures Federal Programs Complaint Process Field Trip/Extra Curricular Events Food Service Charges Employees Fraud Administrative Guidelines Georgia T.A.P.P Georgia Teacher Retirement Grievances/Complaints Handling of School Funds Harassment Hiring Hospital-Homebound Services Identification Badges Induction Program Instructional Records Job Abandonment Maintenance Procedures Medication: Dispensing Moment of Silence Non-School Employment Off-Duty Conduct Open Enrollment and Admissions Overtime: Fair Labor Standards (See Appendix) Partners in Education Performance Evaluation Personnel Records Pets/animals in the Building Pledge of Allegiance Professional Learning Professional Organizations Professional Publishing PSC Mandated Reporting Purchasing Procedures/Financial Guidelines Reduction in Professional Workforce Refusal to Submit Drug Test Resignations School Cancellation School/System Governance Section 504 Shuttle Bus (See Appendix) Signage on School Property Social Media & Code of Ethics Solicitation/Fundraisers by Staff Staff Conflict of Interest Staff Political Activities Stipends Substitute Teachers Supervision of Students Surplus Furniture/Equipment Teacher Authority Technology Responsible Use Termination/Suspension: Classified Tobacco Free Environment Transfers (Employee) Transporting Students in Personal Vehicles Travel Reimbursement Tuition Exemption for Bus Drivers Tutoring Visitors Volunteers Violence Weapons Worker’s Compensation Workday/Workweek Section II: Compensation and Benefits Benefits Benefit Deductions Benefits Eligible Employee Benefit Eligibility
VORS(Vanderbilt OR Schedule) Request OR Schedule in VORS VORS can be accessed from the VCWS clinical Desktop by clicking on the VPIMS Web icon and entering a VUNetID and e-Password. Select the date (click on the calendar) Select the Service the patient is on or All, Type in the e-password,\ Select Process ViewWeb Request. EBEDBOARD Select Request + View for the access level For NICU, select Full Access for the access level STAR PANEL Select the default WIZ/HEO AND HED Request for all CPs and MRs Role – Receptionist Department – Other Privileges – Look up, HED PMM (Materials Management) Request access for Clinical Staffing Resource The role to select is Clinical Nurse Requisitioner Select the unit Use the Clinical Requisitioner names Select the service center For staff in VUH, select the following service centers Clinical Requisitioner – SERV CTR VUH Clinical Requisitioner – SERV CTR RW (if unit is on the Round Wing) Clinical Requisitioner – SERV CTR 4 (if unit is L&D, 4E, 4S, NN, 7S, NICU, Stahlman) For staff in VCH, select the following service centers Clinical Requistioner – SERV CTR NICU Clinical Requisitioner – SERV CTR PCCU (if staff works on that unit The following areas DO NOT USE PMM CCL/EP Peds ED Adult and VCH OR PACU/Holding, For 7T3 and 10T3, specify in the Comments section of request form “Needs PMM and PHG” because these units are not specified as a selection Initial Password is 321vandy (this IS case sensitive) The new password needs to be EXACTLY 8 characters including Upper case, lower case, and number(s) example:Coconut1
Suggested Materials and Resources: Identify materials needed to complete the unit. This includes but is not limited to websites, equipment, PowerPoints, rubrics, worksheets, and answer keys. Equipment: Computer Projector Graphing calculators (optional) People: STEM Specialist Materials (rubrics, worksheets, PowerPoints, answer keys, etc.): Systems of Equations PowerPoint Duration: 90 Minute Class Learning Experience 5E Component Identify the 5E component addressed for the learning experience. The 5E model is not linear. Details Standards for Mathematical Practice Engagement Exploration Explanation Extension Evaluation Materials: Computer Projector Systems of Equations PowerPoint Preparation: Use the PowerPoint slides 1-6 as a guide through the engage portion of the learning experience. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others.
After 2 seconds? After 5 seconds? What ordered pair (d, t) is the solution to this system of equations? What is happening in the race at this point? A SYSTEM OF EQUATIONS is…. The solution to a system of equations is __________________________________________________. There are 3 ways to solve a system of equations (that we will talk about): 1. 2. 3. Regardless of the method you choose, you should get the same answer! METHOD 1: Solving Systems of Equations by Graphing 1) (x , y) = ( 0, ___ ) 2) (x , y) = ( ___ , 0 ) 3) ( ___ , ___ )
Business System Access Request Form Human Resources Systems This form is to be completed for NEW ACCESS or CHANGE TO ACCESS, for HR systems Complete all details including authorisation and give to HR Systems and Operations Support Name: Person ID: User/Logon ID: Faculty/School/Area: Extension Nbr: Email Address: Classification: Local Title: New Access Temporary Access From _____/_____/____ to _____/_____/_____ Change Access Suspension From _____/_____/____ to _____/_____/_____ Remove Access Is access required to Production? YES / NO If no, please state the environments that access is required for Are you replacing an existing user in your School/Branch? YES / NO If yes, please provide the previous users name: Justification (briefly explain why the access is required): Access System Role Enquiry Update Reports PeopleSoft Hub HR Manager Hub HR Coordinator Hub HR Officer User List Coordinator Non HR User System Access Required PageUp Hiring Coordinator Faculty Head Organisation Security Level Faculty/School/Dept/Area All Faculty/School Discipline/Department/Area
SYSTEMS ADMINISTRATOR Person Specification Item Essential Desirable Knowledge and Experience Minimum 1 years’ experience with Salesforce SalesCloud system administration of a CRM platform, including system configuration, data import, export. Minimum 1 years’ experience delivering 1st line CRM system support Minimum 1 years’ experience delivering Marketing data selections and analysis. Good understanding of the data protection act and associated GDPR regulations. Good understanding of CRM principles and practices Strong Microsoft Office application skills especially MS Excel. Experience of configuring and operating 3rd party tools such as Conga, Jitterbit, Mass email tools, Experience of working with Salesforce Communities web portals Salesforce.com ADM 201, ADM211 certified Additional salesforce.com certification such as ADM301, DEV401, DEV501, Sales Cloud, Service Cloud Knowledge of the Not for Profit sector Marketing & Fundraising and Membership operational processes and data structures Communication and Relationships Excellent communication, , and presentation skills The desire to be the voice of the user in communicating with management People Management Previous experience of training first level users Experience of devising and creating training materials Decision Making and Problem Solving Analytical skills to respond to requested changes and identify customisations Attention to detail Able to act autonomously with limited direction A ‘problem solver’ Responsibility for Information Experience of data cleansing and using tools such as ‘Demand Tools’ software A ‘details’ person Working Conditions Required to work on occasions at RAF Association functions and events at
Fax Horizontal Transmit forms to insurance companies; order office and clinic supplies Faster transmission and ordering speeds insurance claim processing/order fulfillment Word processing Horizontal Create letters, memos, faxes, agendas, newsletters; do business mailings More professional-looking documents via formatting features and templates; easier editing Scheduling; automated calendars Vertical or horizontal Managing and tracking schedules; printing daily appointment lists Minimize scheduling conflicts; provide efficient service, while maximizing appointment times Database management Horizontal Managing and providing access to customer records (patients, employers, and insurance firms) Increase access to records; provide better organization in a single repository; allow for querying and filtering of records; reduce paper flow Spreadsheets Horizontal Plan and/or track costs, budgets, profits Increase clinic’s control over costs, budgets, profits; improve cash flow; increase profitability; provide more effective management of assets and liabilities Intranet Horizontal Share data across the entire clinic (e.g., forms, policies, procedures; patient data; announcements) Increase access to corporate and customer (patient) information; reduce paper flow Web-based Internet Order office and clinic supplies online; place prescription orders for patients; send/check status of deliveries; create Web page to market the clinic, inform prospective patients, and answer frequently asked questions Better customer service; reduce paper; less expensive ordering; real-time tracking data for orders E-mail Internet Send reminder e-mails to patients; communicate with employers, insurance firms More efficient, less expensive than long-distance calls
Systems Developer Tunbridge Wells 37 hours per week, Monday to Friday £37,500 per annum Due to our continued growth and expansion, we are now seeking an experienced Systems Developer to join our ICT team on a permanent basis. You will be joining a small technical team where you will be responsible for taking a leading role in systems development, internal upgrade projects and process methodologies. You will be involved in the development and maintenance of systems, evaluation and implementation of software packages, business analysis and assisting the ICT Business Systems Manager in other areas of ICT. This will be a demanding role but will be highly rewarding for those who want to be part of something that can really make a difference to the Group. You will be part of a dynamic team and have access to a wide range of opportunities to develop new skills and gain experience in a fast paced, programme environment. In addition to a competitive salary Town and Country Housing Group offer generous benefits including: 5 weeks holiday rising to 6 weeks (pro rata for part-time employees) Subsidised private health care (subject to qualifying period) Staff Discounts with selected local shops Pension – up to 8% employer contribution Who we are: Town & Country Housing Group is an award winning provider of affordable housing working in Kent and Sussex. We are committed to delivering excellent customer service, where the views and needs of our residents are at the heart of everything we do. We are accredited by Investors in People which demonstrates our commitment to managing, leading and developing our staff and by the Institute of Customer Service for the quality of our service provision. How to apply: If this sounds like you, , if you feel you have the skills and experience required for this role visit our to submit an application. Closing Date: 12.00 noon. Please monitor your emails during this time. Town & Country Housing are an equal opportunities employer and positively encourages applications from suitably qualified and eligible candidates regardless of sex, race, disability, age, sexual orientation, gender reassignment, religion or belief, marital status, or pregnancy and maternity.
5 Variables Swingers As an extension after conducting the investigation with the swingers: Use a Systems Framework sheet to examine the following questions. What are the parts of the swinger system? What do the parts do? What would happen if the tape wasn’t “sticky”? What is the input? What is the output? Use the Pendulum System lesson Systems Handbook Systems Questions WA Science Standards WA 5th Grade MSP Test & Item Specs Example Systems Lessons: Systems Centers and Pendulum System Systems Thinking Framework grade 4-5 Lifeboats Analyze the Lifeboat and tub of water as a system Plane Sense Analyze the FOSS Plane as a system. Great opportunity to discuss input, output, and energy transfers/transformations. Flippers Analyze the Flipper as a system. Another opportunity to discuss inputs, outputs, and energy. Landforms 2- Stream Table 3- Go with the Flow Analyze the Stream Table as a system. This is a good opportunity to discuss inputs and outputs. Levers and Pulleys Any Analyze any of the objects as systems. Opportunities to discuss subsystems. 4 Magnetism and Electricity Any Analyze a circuit as a system. EXCELLENT opportunity to identify flow of energy through a system and to analyze parts, subsystems, input, output, and, predict what will happen when a part is broken. Earth Materials NONE No clear systems connections here Ideas and Inventions Limited Analyze one of the inventions (periscope) as a system.
y = -2x – 2 y = -3x – 6 y = x – 2 y = x + 2 y = x + 1 y = - x – 4 y = x – 4 y = -x + 2 x + y = 2 4x – y = -4 4x – y = -3 x + y = -2 x + 2y = 8 x – y = 2 x – 3y = -3 2x + 3y = 12 2x – 3y = 3 x + 3y = -12 Solving Systems by Substitution Classwork x = 4y – 9 x = y + 3 5x = -2y + 48 x = -3y + 20 y – 4x = 28 y = -2x – 2 y + 2x = -12 y = x + 15 x = -2y – 7 2x + y = -14 x = 5y – 38 x = -4y + 16 y = 2x + 3 4x – 2y = 8
3x – 5y = -52 x – 5y = -34 2x + 3y = 4 -2x + 5y = 60 2x + 2y = 2 5x – 2y = 40 5x – 4y = 47 -x – 16y = 125 3x – 2y = 33 -4x – 4y = 16 2x + y = 21 4x + 3y = 51 -3x + 3y = -27 12x + 5y = 108 3x + 4y = 3 -12x – y = -57 2x + 5y = -7 8x + 3y = 57 4x + 3y = 33 8x + y = 31 -7x – 5y = 21 -10x – 8y = 24 16x + 16y = -16 -12x – 12y = 12 -6x – 10y = 22 10x – 3y = -17 Homework 4x – y = -2 4x + 5y = 10 2x + 4y = 10 -4x + 4y = 52 -3x – 5y = 49 3x + 4y = -44
-4x + 3y = 39 5x – 3y = -45 -5x – 2y = -5 -x – 2y = -1 –x + y = -5 -3x + 4y = -12 -2x – y = 2 -6x + 3y = -18 -2x + 2y = 16 6x – y = -13 -4x – 5y = -9 3x + 10y = 13 3x – 2y = -26 6x – 4y = -70 x + 5y = -12 3x + y = 6 x + y = 14 4x – 2y = 2 -50x + 50y = 0 20x – 20y = -20 7x – 4y = -18 -4x + 3y = 11 3x + 4y = -4 2x – 7y = 7 Choosing Your Strategy Classwork –x + 4y = 5 x + 4y = 11 3x – y = 7 4x – 2y = 8 2y + 5x = 35 y = 4x – 28 5x – 4y = -39 -3x – 4y = -15
x=3, y=-6 No solution x=7, y=3 x=-14.5, y=-1.5 x=10, y=6 x=-3, y=8 x=3, y=6 x=-9, y=2 x=-8, y=4 x=3, y=5 Adults: 620, Children: 880 Plywood: $13, Box of nails: $8 8 bottles of apple juice & 4 bottles of orange juice mowed lawns of 4 households and shoveled snow for 6 households 4 adults & 2 students Pen: $0.39, Marker: $1.19 Children: 219, Adults 606 10 bottles of grape juice & 6 bottles of lemonade mowed lawns for 8 households and shoveled snow for 7 households 2 adults and 8 students Review Answers Part A: Part B: D (0, 3) (1, -4) A Part A: Part B: D (2, 1) (1, 5) B Part A: Part B: C (-9.2, -1.6) A A C D Answers vary; Sample Answer: Answers vary; Sample Answer: Part A: g = 5b b + g = 120 Part B: 20 boys & 100 girls Part A: 2x + 4y = 140 x = 5y Part B: 10 adults and 50 students 2 people named “Seven” 2 people named “Six” The megalodon had 75 teeth C = .10t + 20 C = .20t + 15 The plans cost the same with 50 text messages. If purchasing a plan with less than 50 text messages, company B has a better price. If purchasing a plan with more than 50 text messages, company A has a better price.
y = x – 2 y = x + 2 y = x + 1 y = - x – 4 y = x – 4 y = -x + 2 x + y = 2 4x – y = -4 4x – y = -3 x + y = -2 x + 2y = 8 x – y = 2 x – 3y = -3 2x + 3y = 12 2x – 3y = 3 x + 3y = -12 Solve by Substitution Classwork x = 4y – 9 x = y + 3 5x = -2y + 48 x = -3y + 20 y – 4x = 28 y = -2x – 2 y + 2x = -12 y = x + 15 x = -2y – 7 2x + y = -14 x = 5y – 38 x = -4y + 16 y = 2x + 3 4x – 2y = 8 4x + y = -6
3x + 10y = 13 3x – 2y = -26 6x – 4y = -70 x + 5y = -12 3x + y = 6 x + y = 14 4x – 2y = 2 -50x + 50y = 0 20x – 20y = -20 7x – 4y = -18 -4x + 3y = 11 3x + 4y = -4 2x – 7y = 7 Choose Your Own Strategy Classwork –x + 4y = 5 x + 4y = 11 3x – y = 7 4x – 2y = 8 2y + 5x = 35 y = 4x – 28 5x – 4y = -39 -3x – 4y = -15 y = -5x + 59 4x + y = 49 y = x + 6 y = x + 6 -2x + 4y = 28 2x – 3y = -18 y = -x + 12 3y + 3x = 36 2x + 4y = -10 -4x – 12y = 36
Review Answers D C C C A B C D D A A C A D C A D D Answers vary Answers vary 10 adults and 50 students y>-x y≥ x – 6 a. C = .10t + 20 C = .20t + 15 The plans cost the same with 50 text messages.
Solve Systems of Equations by Graphing Solve each system of equations by graphing. 1. y = x + 4 2. y+1 = 5x y = –2x – 2 y = 5(x + 2) 3. y = x – 1 4. y = -3(-2x + 1) y – x = –1 y = –3 5. CLUBS There are thirty-three students in the Chess Club. There are five more boys than girls in the club. Write and solve a system of equations to find the number of boys and girls in the Chess Club.
Solve The Following Systems Of Equations By Substitution: 1. y = x + 5 4x + y = 20 2. y – 4x = 3 2x – 3y = 21 3. x + 2y = −1 4x – 4y = 20 Word Problem Cathy wants to buy a gym membership. One gym has a $150 joining fee and costs $35 per month. Another gym has no joining fee and costs $60 per month. a. In how many months will both gym memberships cost the same? What will that cost be? b. If Cathy plans to cancel in 5 months, which is the better option for her?
+ 5(36) – 8y = − 14 180 – 8y = − 14 − 8y = − 194 y = 24.25 2. Solve the system above Word Problem Mrs. Gonzalez bought centerpieces to put on each table at a graduation party. She spent $31.50. There are 8 tables each requiring either a candle or vase. Candles cost $3 and vases cost $4.25. How many of each type did she buy?
VCE Systems Engineering: Performance Descriptors SYSTEMS ENGINEERING SCHOOL-ASSESSED COURSEWORK Performance Descriptors Unit 3 Outcome 2 Discuss the advantages and disadvantages of renewable and non-renewable energy sources, and analyse and evaluate the technology used to harness, generate and store non-renewable and renewable energy. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Very limited discussion of the advantages of renewable and non-renewable energy sources. Limited discussion of the advantages of renewable and non-renewable energy sources. Adequate discussion of the advantages of renewable and non-renewable energy sources. Detailed discussion of the advantages of renewable and non-renewable energy sources. Extensive discussion of the advantages of renewable and non-renewable energy sources. Very limited discussion of the disadvantages of renewable and non-renewable energy sources. Limited discussion of the disadvantages of renewable and non-renewable energy sources. Adequate discussion of the disadvantages of renewable and non-renewable energy sources. Detailed discussion of the disadvantages of renewable and non-renewable energy sources. Extensive discussion of the disadvantages of renewable and non-renewable energy sources Very limited cradle-to-cradle analysis. Limited cradle-to-cradle analysis. Satisfactory cradle-to-cradle analysis. Detailed cradle-to-cradle analysis. Extensive cradle-to-cradle analysis. Very limited analysis and evaluation of the technology used to harness, generate and store non-renewable and renewable energy. Limited analysis and evaluation of the technology used to harness, generate and store non-renewable and renewable energy. Some analysis and evaluation of the technology used to harness, generate and store and renewable energy. Detailed analysis and evaluation the technology used to harness, generate and store and renewable energy. Comprehensive analysis and evaluation the technology used to harness, generate and store non-renewable and renewable energy. KEY to marking scale based on the Outcome contributing 50 marks Very Low 1–10 Low 11–20 Medium 21–30 High 31–40 Very High 41–50
Systems Review Patient Name: Date: Circle any conditions that are presently causing you a problem. Underline those that have caused you problems in the past. GENERAL SYMPTOMS RESPIRATORY GENITOURINARY Fever Sweats Fainting Sleep disturbance Fatigue Nervousness Weight loss Weight gain Chronic cough Spitting up phlegm Spitting up blood Chest pain Wheezing Difficulty breathing Asthma Frequent urination Painful urination Blood in urine Pus in urine Kidney infection Prostate trouble Uncontrollable urine flow NEUROLOGICAL CARDIOVASCULAR GASTROINTESTINAL Visual disturbance Dizziness Fainting Convulsions Headache Numbness Neuralgia (nerve pain) Poor coordination Weakness Rapid beating heart Slow beating heart High blood pressure Low blood pressure Pain over heart Hardening of arteries Swollen ankles Poor circulation Palpitations Cold hand or feet Varicose veins Poor appetite Difficult digestion Heartburn Ulcers Nausea Vomiting Constipation Diarrhea Blood in stool Gallbladder/jaundice Colitis EYES, EARS, NOSE, THROAT MUSCLE & JOINT FOR WOMEN ONLY Eye pain Double vision Ringing in ears Deafness Nosebleeds Trouble swallowing Hoarseness Sinus infection Nasal drainage Enlarged glands Neck pain Low back pain Arm pain Shoulder pain Leg pain Knee pain Foot pain Pain/numbness down arms or legs Pain between shoulders swollen joints Spinal curvature Arthritis Fractures Painful menstruation Hot flashes Irregular cycle Cramps or back pain Vaginal discharge Nipple discharge Lumps in breast Menopausal symptoms Birth control pills Miscarriages Complications with pregnancy Pregnant? Y / N Week? Other:
2.0 Rev 5 Changed ‘and’ to ‘or’ in the following locations: Sections 7.7, 8.2.4, and 9.7, Attachment 1 ‘Approved’ section August 10, 2005 2.0 Rev 6 Updated sections 3, 5 – 8, Attachment 1 August 29, 2005 2.0 Rev 7 Added OTS/Training Supervisor to sections 5, 6, 7, 8 and 9; added OTS/Training Supervisor to Change Cover Sheet September 27, 2005 2.0 Rev 7 Editorial Change – updated Attachment 1 December 6, 2006 2.0 Rev 8 Changes several sections to accommodate organizational changes and make other improvements Removed Approval and Distribution List tables from Document Control section Section 9 – added Pen & Ink change process Modified Change Cover Sheet, Change Log Added Addendum 4 Create Power Operations Bulletin May 24, 2007 2.0, Rev 9 1.4 Added requirement for 3-year review cycle for system operations procedures Deleted references to Training Coordinator February 28, 2008 2.0 Rev 10 Updated section 1.4, 1st 5 bullets in section 4, 9th bullet in section 5, all steps in section 6.1, steps 1 – 3 in section 6.2, steps 1 & 2 in section 6.2.2, step 1 in section 6.2.3, steps 1 – 5 in section 6.3, Discussion and step 2 in section 6.4, and step 4 in Addendum 4 October 14, 2009 2.0 Rev 11 Updated sections 3, 4, 6, 9 and 10 to incorporate the changes of implementing the ERCOT Enterprise Document Vault. November 1, 2010 2.0 Rev 12 Updated sections 1.3, 1.4, 2, 3, 4, 5, 6, 9 Addendum 2 and 4 to incorporate clarifying language. Reviewed entire document. November 1, 2013 2.0 Rev 13 Updated sections 1.3, 1.4, 3, 5, 6, Addendum 3 to incorporate clarifying language. Reviewed entire document. July 15, 2015 2.0 Rev 14 Updated sections 4, 5, 6, Addendum 2 & 3 to incorporate clarifying language. Reviewed entire document. May 1, 2017 2.0 Rev 15 Updated sections 3, 4 & 9 attachment 1. Reviewed entire document. March 9, 2018 Contents
9. Attachments Attachment 1 Change Log (Typical) Change Log Change Number NP, PU, TC, EC, PR Date assigned Description of change Desk affected Approved Init/Date BCC Updated Init/Date TCC Updated Init/Date Removed Initial/Date NP = New Procedure PU = Procedure Update TC = Temporary Change PR = Procedure Revision EC = Editorial Chang
Addendum 2 Posting Process (Procedures) Step # Procedural Steps Login to Web Content Management Click on “Page Editors” link Click on “Operating Procedures” link Click on “Key Documents” link Click on the procedure that needs to be updated Update the “Description” area with the date, version and revision data Click on “Save” button Click on the “Close” button Click on “Replace” button on the procedure that is being updated Browse for file/drop to upload Click on “Upload” button (In this screen updates made in the description can be verified) Click on “Save” button Click on “Close” button Click on “Preview” button, then click hyperlink showing the date to preview the changes Click on orange button showing your username and click “Check in” Click on “Approve” button Click on “Deploy” button (NOTE: a short delay might be experienced) Verify posting by clicking the data hyperlink that appears to the right of the “Deploy” button
PSUs Recruiting through GATE-2019 S.No. Name of the company Eligible branches Role offered CTC 1. Airports Authority of India Civil/ Electrical/Electronics/ Telecommunications/ Electrical with specialization in Electronics / Architecture Junior Engineer Basic Pay: Rs, 40,000 P.M. Approximately 11LPA 2. IRCON International Limited Civil Engineering/ Electrical/ Mechanical Executive Trainee Basic Pay: Rs, 20,600 P.M. to 46,500 P.M. 3. Broadcast Engineers Consultants India Limited (BECIL) 4. Power System Operation Corporation Ltd; (POSOCO) Electrical/ Electrical (Power)/ Electrical and Electronics/ Power Systems Engineering/ Power Engineering (Electrical)/ Computer Science/ Computer Engg./ Information Technology Executive Trainees During Training: Rs. 8.6 LPA , After Training – Rs. 15.0 LPA 5. Vizag Steel Mechanical, Electrical, Metallurgy, Instrumentation Engineering Management Trainee Basic Pay: Rs. 20,600 P.M. 6. Engineers India Limited Civil, Mechanical and Chemical Engineering Management Trainee During Training: Rs. 35,000 + (Accommodation & Transport)Post Training: Rs. 14 LPA 7. NALCO Mechanical, Electrical, Metallurgy, Electronics, lnstrumentation Graduate Engineer Trainees During Training: Rs. 10,52,000/-After Training: Rs. 15,73,000/-
Subject to the amendments above, the minutes of the meeting held on 20 January 2015 were agreed as a correct record. Structure/Ticketing - Richard Crawley, Concessions and Ticketing Manager Richard Crawley, PTE’s Concessions and Ticketing Manager, gave the Group an overview of fare structure and ticketing, detailing the many alternatives available including single and multi-operator, weekly, monthly, child and student tickets. A member queried whether operators had considered a £1 flat fare before 9.30 am and after 11pm as TM Travel currently offered. R Crawley replied that he believed this had been discussed in the context of the Sheffield Bus Partnership, but no decision had been made. As this was a commercial decision, the PTE could suggest but not mandate. N Spetch commented that the issue had been raised in the past with Stagecoach and First who had said that it was not economic. He also suggested the introduction of a ‘Senior’ Travelmaster which could plug the gap to what had been lost with the cuts to the concessionary fares. There was a general opinion that this would be an attractive product for ‘seniors’. R Crawley replied that extensions to the range of TravelMaster products would be considered later in the year. I Jenkinson queried why the Gold Travelmaster could be used across the border to Killamarsh but not to anywhere else e.g. Dronfield. R Crawley explained that this was because when the tender was renewed a different operator won the night tender for that service. TSY - Steve Fells, IT Development Manager Steve Fells, IT Development manager demonstrated the new developments to My TSY. The branding had been updated to make the site more mobile and tablet friendly to keep pace with the shift towards people accessing information on the go. As part of the Customer Relationship Management project an interactive portal has been developed where customers could register and then personalise the site with the information required which would then be available every time they logged in. Services available included: Journey planners Timetable updates Live departures Disruptions
Competition: Open Age Category: masters Date: 01/05/2018 Place ZWEVEGEM NAME (Capitals) First Name Year of Birth Age Group Solo tech 1 2 Solo free 1 2 Duet tech 1 2 Duet free 1 2 Team Tech 1 2 Res 1 2 Team Free 1 2 Res 1 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Date of entry: Club/Country: contact: Telephone:
Scheme of Examination Second Semester- Bachelor of Pharmacy Code Subject Name Periods per week Maximum Marks (Theory Slot) Maximum Marks (Practical Slot) Total Marks L T P End Mid End Sem. Practical & Viva Practical mid sem+ Viva+Practical Record 1 Advanced Mathematics 4 - 0 4 70 30 00 00 100 2 Pharmaceutics-II 4 - 6 70 30 60 40 200 3 Pharmaceutical Chemistry- III (Organic Chemistry-I) 4 - 6 70 30 60 40 200 4 Pharmacognosy -I 4 - 6 70 30 60 40 200 5 Anatomy and Physiology and Health Education (APHE-I) 4 - 6 70 30 60 40 200 TOTAL - 24 32 350 150 240 160 900 Note: - One Credit Refers to one hour Teaching in Theory and two Hours in Practical L: Lecture - T: Tutorial - P: Practical w.e.f-14-15
Trawinska, M. (2011) Massive teacher layoffs in education sector. EIRO Report. Vanhuysse, P. 2007. Workers without Power: Agency, Legacies and Labour Decline in East European Varieties of Capitalism. Czech Sociological Review, Vol. 43, No. 3, pp. 305-337. Veverková, S. (2011) Hospital doctors’ resignation campaign. EIRO Report. Available at http://www.eurofound.europa.eu/eiro/2011/01/articles/cz1101019i.htm
Supplementary Table S2. Altitudinal distribution of Cetiocyon species based on their occurrence data. First 11 columns give number of collecting events / specimens per altitude examined for each species. Events and specimens from the Mt. Wilhelm survey are highlighted in bold. Altitudinal ranges of the species known from the single collecting event. are indicated by an asterisk. Species ≤50 120 200 700 2700 Altitudinal range Coded for reconstructions as Cetiocyon hanseni 7/11 12/14 4/4 3/5 3/3 2/3 4/111 (1/1)* 0-1200 lowland (<1200) Cetiocyon papuensis ?/3 1/2 0-700 lowland (<1200) Cetiocyon ibiscanus 1/1 120* lowland (<1200) Cetiocyon depilis 3/3 1200 ≥1200 Cetiocyon paweli 3/3 1200 ≥1200 Cetiocyon mogianus 2/2 1200 ≥1200 Cetiocyon loksai 9/23 1/2 3/3 2/10 1200-1800 ≥1200 Cetiocyon jakli 1/3 1570* ≥1200 Cetiocyon hamifer 1/2 1570* ≥1200 Cetiocyon colossus 1/1 1570* ≥1200 Cetiocyon traipela 3/2 2/2 1400-1800 ≥1200 Cetiocyon hebaueri 1/2 1700-1800* ≥1700 Cetiocyon onyx 5/5 1700 ≥1700 Cetiocyon gemellus 1/2 1700* ≥1700 Cetiocyon riedeli 5/7 2/2 1700-2300 ≥1700 Cetiocyon augai 5/5 2200 ≥2200 Cetiocyon cribripunctatus 1/5 23/26 2300-2700 ≥2200 Cetiocyon goliathus 1/1 2500-2800* ≥2200
4.2 Enrollment Priority Students who meet admission requirements may be enrolled on the following priority:  Children of faculty and administration  Siblings of currently enrolled students and/or alumni  International students who bring diversity to the existing demographics  Other students who have completed application procedures and meet entrance requirements. 4.3 Grade Placement The academy reserves the right to place a student at the grade level that best serves the educational needs of the child, regardless of the previous grade completed or age of the child subject to ADEK approval. A conservative placement is used in order to best serve the educational needs of the student. If the school feels that grade retention is in the best interest of the child, parents will be asked to sign a Retention Form to confirm support of the decision. 4.4 Class Placement The goal of class placement is to create similar sections within each grade level. Each of the sections will be as balanced and diverse as possible with regard to the following student characteristics:  English language fluency  Educational needs and ability level  Cultural background  Mother tongue language  Gender 4.5 Special Enrollment Requests All special enrollment requests will be submitted to the Admissions Committee (see Clause 6.7) and will be considered on a case-by-case basis, given space available, with priority assigned to:  Students fluent in written and spoken English and Arabic language who have siblings already enrolled in the school  Students transferring from other GEMS schools with high recommendation  Admission Committee 4.6 Late Enrollment: Late enrollment is subject to dates published by ADEK. Students may be accepted provided they are assessed at grade level. In all cases, the divisional head will make the final decision in consultation with the Principal/CEO and subject to records from the previous school. 4.7 Tuition Fee Payment
CHECK LIST To be sent to the Organizing Secretary, 31st South Zone Inter-University Youth Festival, Mangalore University, Mangalagangothri, Mangalore-574 199 before-December 15th, 2015 Particulars to be sent *Registration Fee of the contingent to be in the form of A/c payee DD drawn in favour of Student Welfare, SZYF 2015’’ payable at SBI, Mangalagangothri, Mangalore University 1. Registration fees (@Rs 300/ per person of the contingent)* 2. Registration Form No. 1 3. Registration Form No. V To be submitted at the Registration Desk on Arrival Particulars to be submitted To Whom to Submit Whether ready for submission 1. Receipt of submission of Registration Fees of AIU Registration Desk Total Rs 2. Refundable Caution Money of Rs.1500/- Do 3. Registration Form No-I, II, III, IV & V (Duplicate) Do 4. Registration Form No. IV (Duplicate for each event) Do 5. Flag –2, Banner -2 Do 6. Photograph of each participant (2 copies) for Identity card Do 7. Attested Photocopies of (i) Date of Birth Certificate and (ii) University Identity Card Do 8. Event wise/Item wise participation list in duplicate Venue In- Charge at the respective Auditorium 9. English Transcript of Theatrical and Musical Event Venue In- Charge at the respective Auditorium TO BE COLLECTED FROM THE REGISTRATION DESK (1) Identity Card for each participant (2) Food Coupon (3) Final Programme Schedule For Further Information please contact : Prof. P.L. Dharma Director Students’ Welfare-cum- Convener 31st South Zone Inter-University Youth Festival Mangalore University, Mangalore-574 199 Mobile : 9448843395, E-mail:muwaves2015@gmail.com Registrar Secretary 31st South Zone Inter-University Youth Festival Mangalore University, Mangalore-574 199 Mobile :0824-2287276, E-mail : registrarmangaloreuniversity@gmail.com Dr. Parameshwar Organizing Secretary 31st South Zone Inter-University Youth Festival Mangalore University, Mangalore-574 199 Mobile :9482249259, E-mail: muwaves2015@gmail.com
Chapter 1: No model without a Purpose Modelling Purposes in the context of research Explain X (Why is X the case?): An explanation assumes the presence of some accepted theory in which the explanation should make sense Predict X (When will X happen (if)? What will happen to X (if)?) Compress X (How can X be written down in a more compact form?) Abstract X (What is essential in X?): gives an explanation Unify (What do X and Y have in common?): providing a representation that allows explanations and predictions in two domains that initially were thought unrelated. Unification is a special case of abstraction; leaving out details in the hope that the remaining essentials allow for generic explanation, applying to two (or more) domains. Analyse X (What is the relation between X and Y?): analysis (deduce properties) or do predictions. To do predictions some analysis is required, not all analysis lead to prediction Modelling purposes in the context of design Data compression: al large and heterogeneous amount of information should be condensed into a structured and accessible format Communicate (How do I make sure person P knows X?) Specify (Which requirements should X (which does not yet exist) fulfil?) Exploration (What are the various possibilities for X?): closed = all possible outcomes are fully known beforehand. Open = the designer has to invent the alternatives Optimization (What should we choose for Y such that X is as large or as small as possible?) Decide (What do I choose for X so that some condition is fulfilled?) Verify X (Is it true that X holds?) Steer and control (What interventions should take place in X such certain conditions hold?) Train (How could a prospective user learn to operate X without actual dealing with X?) Model Dimensions Material – Immaterial Material: Models involving material objects (natural object (guinea pig) or artefact (scaled down model)) Immaterial: formal models such as mathematical, logical or software models Static – Dynamic Static: involves only stationary quantities Dynamic: models that involve time Continuous – Discreet Continuous: quantity can assume any value (weight, height, speed) Discreet: Quantity that can only occur as an integer (number of people, cars, etc) Numerical – Symbolic Symbolic: Uses mathematical analysis
1996 Ngai Pindell 1996 Matthew Queler Shauna Bryce '96 1996 Andrea Radosevich 1996 Elizabeth Reed 1996 Noelle Reed 1996 Jennifer Averbuch Ronnel 1996 Carol Rose Tom Harrington 1996 Stephen F. Rosenthal 1996 Silvia Maria Rossbach Robin RheinboltEdi RossbachAbby Lauren Rheinbolt 1996 Elizabeth Rowe 1996 Larry Schoen Margaret Kane Schoen 1996 Lee Schwartz 1996 Diego Serrano Redonnet 1996 Patience R. Singleton 1996 Amy Satin Spinelli 1996 Mami Terai 1996 William Valasidis 1996 Monica van der Schraft 1996 Liza May Velazquez 1996 Rob Vischer 1996 Sven Voelcker 1996 Alissa Vradenburg 1996 Gayle Weiswasser 1996 Kevin White 1996 Julie Cromer Young Alan Young 2001 Raheemah Abdulaleem Talib KarimFatimah Karim 2001 Zaid Al-Ali 2001 Sareta Ashraph 2001 Sheetal Asrani Philipp Dann '01Amartya DannAnanya Dann 2001 Leslie Ballantyne 2001 David Barrett
J S1.2: Sequences, records and communicates stories about Jesus S S1.5: Identifies and recalls stories from Sacred Scripture through which God reveals himself GRHD S1.1: Explores ways a relationship with God is experienced Learn About Learn To J S1.2: Jesus’ life Jesus’ ministry to the sick and outcast The genre of the ministry stories Parables of Jesus in the synoptic Gospels Being a disciple of Jesus S S1.5: Parables of Jesus in the Gospels of Matthew, Mark and Luke Stories of the Bible revealing God’s love Stories important to the Catholic community GRHD S1.1 God’s presence in others God’s love is expressed through Jesus J S1.2: Locate, record and research selected Biblical stories (parables) Recount stories of Jesus’ ministry Reflect on and express key messages from Jesus’ ministry S S1.5: Retell specific Scripture stories in their own words Enact stories from the Scriptures Ask questions to clarify meaning Explain what these stories teach GRHD S1.1 describe events that indicate God’s presence in others DISCIPLESHIP CHALLENGE Students are challenged to recognise the implications of Jesus’ words and actions Students are challenged to show reverence and appreciation towards the Bible Students are challenged to recognise God’s presence in the world Catholic Discipleship
Production and inspection of prototype parts Aim: To dispatch, on schedule, prototypes which meet cost and quality requirements. Expectations: Dates and quantities for the manufacture of prototypes must be planned, monitored and met. Inspection reports must be supplied with the prototypes (see QAA / S 296001-2 – Production Process and Product Release Procedure). Approval must be obtained from the customer for non-conforming prototypes prior to delivery. Documentation with supplier: Prototypes, inspection report Submission to customer: Status in APQP Status Report Prototypes and inspection report Drawings and specifications The term "drawings and specifications“ includes all technical drawings, CAD data, material specifications and technical specifications from the customer / supplier. Aim: To provide, on schedule (Design Freeze), all drawings and specifications that are needed to observe the initial volume production sample date/start of production (SOP). Expectations: The customer must be notified by the supplier of the latest possible date for making changes to volume production drawings and specifications to ensure that the planned initial volume production date is met. If responsibility for development work lies with the supplier, all drawings and specifications must be agreed with the customer at this point. Any "special characteristics“ that have been specified must be given appropriate consideration within the framework of the product and process planning process. Documentation with supplier: Drawings Specifications Submission to customer: Status in APQP Status Report
Acknowledgments UK Standards for Microbiology Investigations (SMIs) are developed under the auspices of Public Health England (PHE) working in partnership with the National Health Service (NHS), Public Health Wales and with the professional organisations whose logos are displayed below and listed on the website . SMIs are developed, reviewed and revised by various working groups which are overseen by a steering committee (see ). The contributions of many individuals in clinical, specialist and reference laboratories who have provided information and comments during the development of this document are acknowledged. We are grateful to the Medical Editors for editing the medical content. For further information please contact us at: Standards Unit Microbiology Services Public Health England 61 Colindale Avenue London NW9 5EQ E-mail: Website: UK Standards for Microbiology Investigations are produced in association with: Contents 2 4 UK 5 8 9 1 PHE 11 12
Amendment Table Each SMI method has an individual record of amendments. The current amendments are listed on this page. The amendment history is available from . New or revised documents should be controlled within the laboratory in accordance with the local quality management system. Amendment No/Date. 2/ Issue no. discarded. Insert Issue no. Section(s) involved Amendment Whole document. Document has been transferred to a new template to reflect the Health Protection Agency’s transition to Public Health England. Front page has been redesigned. Status page has been renamed as Scope and Purpose and updated as appropriate. Professional body logos have been reviewed and updated. Standard safety and notification references have
It is important not to offend Aboriginal people by using wrong terminology. Enduring Understandings: The Dreaming is the heart of Aboriginal Spirituality through which land, people and spirit are connected. To Christian people land and people are sacred, being the face of God in the world. Respect is a way of being for Aboriginal people. Christian disciples are also called to respect creation and people. In both Aboriginal and Christian spiritualties, connection with the ancestors and their life stories help us to create a future. Both Aboriginal and Christian people have special relationships with symbols. Aboriginal people have deep relationships with their totems. Christian people have a deep relationship with symbols, especially those express the Paschal Mystery (the living, dying and rising of Jesus). Both Aboriginal people have sacred places that help them to express and experience who they are to each other and to creation and for Christian people to God. Aboriginal people know their country and have a special relationship with it. We can learn from their connection with land. ***The ‘Land, People and Spirit’ modules are designed to be taught in an Aboriginal way of being. Aboriginal children learn through experience. To honour this way of learning, it is important that these experiences offer children an opportunity to experience Aboriginal spirituality, rather than just learning about it.*** Suggested questions How are Aboriginal and Christian spiritualties connected? How are Aboriginal and Christian spiritualities connected through the land? How are Aboriginal and Christian spiritualities connected through people? How do Aboriginal and Christian people express their spiritualities in special ways?
Open my lips, Lord. So that I can cry out, “That’s enough! Come, friends, We have to pick up our Christ, And set our brothers and sisters on their feet!” Open my hands, Lord, so we will work to make a world where each human being has enough food and enough respect. Where every human being can shout, “It is wonderful to be in this world.” Singer, C and Hari, A “Open” in Experience Jesus Today 1995, Editions Du Signe, Strasbourg Cedex, France. P. 171 Core Scripture Lk 4: 16 - 22 The Beginning of Jesus' Ministry Jn 4:1-15, 25-28 The Woman at the Well Associated Scripture Isa: 61: 1-3 The Good News of Deliverance Lk 1: 46-55 Mary’s Song Lk 4:22-28 Jesus is rejected at ( the completion of the core scripture) Scripture In Context: Luke 4:16-28 This passage is often called Jesus’ mission statement. Jesus’ proclamation of his mission emphasises the continuity between the Old and the New Testaments. His mission of dedication to the oppressed is embedded in tradition. Jesus extended the scripture of Isaiah (Isa 61:1-3) to express his mission to all those who are truly oppressed. Through Isaiah’s scripture we become aware of a God who is a God of love who entered human history, into the stuff of day to day existence. In Luke’s scripture we see how the Spirit of God was to be poured out through Jesus’ life. The Spirit of love worked through Jesus to heal wounds, free us to serve one another and choose a future. Luke established the foundation for a Jesus who works for the Kingdom in Mary’s song (the
Joseph of Nazareth – image – carpentry tools Joseph, a descendant of David, worked as a carpenter. An angel appeared to him and told him that Mary had conceived a son by the power of the Holy Spirit, and this son would be named Jesus. He loved and protected Jesus, the Son of God, as his foster son. He also loved and cared for Mary, his wife. You may wish to include reading and work on Matthew 1:18-25 – The Birth of Jesus - see Unit Content 3 Jesus – image – child in manger We know the rest of the story. God was faithful to the promise and Jesus, son of God was born in Bethlehem. You may wish to include reading and work on Luke 2:1-20 and Matthew 1:18-24 – The Birth of Jesus - see Unit Content I wonder what the birth of Jesus means for you. I wonder how the prophets and holy people knew that God was speaking to them. I wonder how we can know what God is saying to us. I wonder how we prepare ourselves for the season of Christmas. I wonder how we can be a sign of God’s presence in our world. I wonder if you know people in this world who point the way to Jesus. Appendix 2:
Venn Diagram or Time line generator at Other websites Make short art-inspired stories Capzles social storytelling Useful Apps 3 Minute Retreat Sand Draw Lectio Divina Ignatian Examen Superbook Bible App The Holy Bible Bible for kids The Pope App Educreations PuppetPals Show Me Comic Maker