zilongwang/ReadingBank huggingface dataset:
Table 11 – Contact With People In The Community Non-Disability Households % Disability Households % Person with a Disability % Daily 63 66 63 Every Week (not every day) 27 26 28 Several times a month (not every week) 3 3 4 Once a month 2 2 3 At least once a year (less than once a month) 1 1 1 Never 3 2 2 The incidence of getting together with relatives was reported as being less frequent than having contact with people in the community. There were no statistically significant differences between people with disabilities and people. Only a very small proportion of both disabled and non-disabled households reported that they never had contact with relatives. However, one third of all households reported having contact less often than once a month with relatives. The results are shown in Table 12 below. Table 12 – Incidence of Getting Together With Relatives Non-Disability Households % Disability Households % Person with a Disability % Daily 4 6 5 Every week (not every day) 29 31 32 Several times a month (not every week) 15 12 11 Once a month 15 14 12 At least once a year (less than once a month) 35 35 36 Never 2 3 3 Table 13 below shows that all households have more frequent contact with friends than with relatives. More than half of disability and non-disability households reported having contact with friends at least once a week. However,
SURVEY PLAN SCHEDULE OF FEES s49 (1) LICENSED SURVEYORS ACT Effective 1/7/2018 APPLIES to all survey plans lodged for approval by the Surveyor-General LODGEMENT FEE (LF) – GST exempt LF = F x A, where ‘F’ is the fee in revenue units and is determined by (46 x N) + 230, ‘N’ is the number of parcels (lots or units) on the relevant of survey; and ‘A’ is the monetary value of a revenue unit. For the 2018/19 financial year A = $1.18 RE-LODGEMENT FEE (RF) – GST exempt RF = F x A, where ‘F’ is the fee in revenue units and is determined by (10 x N) + 126, ‘N’ is the number of parcels (lots or units) on the relevant of survey; and ‘A’ is the monetary value of a revenue unit. For the 2018/19 financial year A = $1.18 Indicative 2018/19 survey plan lodgement and re-lodgement fees Number Parcels on Plan Lodgement Fee 2018/19 in $’s Re-lodgement Fee 2018/19 in $’s 1 326 160 2 380 172 3 434 184 4 489 196 5 543 208 6 597 219 7 651 231 8 706 243 9 760 255 10 814 267 11 868 278 12 923 290 13 977 302 14 1031 314 15 1086 326 16 1140 337 17 1194 349 18 1248 361 19 1303 373 20 1357 385 50 2985 739 100 5699 1329
Guinea-Bissau (24) Kenya (25) Lesotho (26) Liberia (27) Libya (28) Madagascar (29) Malawi (30) Mali (31) Mauritania (32) Mauritius (33) Morocco (34) Mozambique (35) Namibia (36) Niger (37) Nigeria (38) Rwanda (39) Sao Tome and Principe (40) Senegal (41) Seychelles (42) Sierra Leone (43) Somalia (44) South Africa (45) South Sudan (46) Sudan (47) Swaziland (48) Tanzania (49) Togo (50) Tunisia (51) Uganda (52) Zambia (53) Zimbabwe (54) Q22 Which country in South America? Argentina (1) Bolivia (2) Brazil (3) Chile (4) Colombia (5) Ecuador (6) Falkland Islands (7) French Guiana (8) Guyana (9) Paraguay (10) Peru (11) Suriname (12)
Survey Name of Plan Author Target Group Summary Relevant Measures Survey Link Higher Education Research Institute (HERI)’s College Senior Survey Hurtado, HERI Undergraduate seniors 40 questions 1) Academic achievement and engagement 2) Student-faculty interaction 3) Cognitive and affective development 4) Student goals and values (including diversity) 5) Satisfaction with college experience Higher Education Research Institute (HERI)’s Faculty Survey - Campus Climate Module Hurtado, HERI Faculty members at universities 58 questions 1) Institutional practices on diversity 2) Personal experiences of prejudice 3) Witness someone else getting prejudiced 4) Satisfaction with diversity on campus 5) Satisfaction with diversity in the department New York University dental program’s diversity survey Palatta, A. (2014) 320 senior dental students at the New York University’s College of Dentistry 94 questions; adapted from HERI survey 1) Institutional commitment to diversity 2) Informal & formal cross-cultural interactions 3) Perceptions of discrimination & hostility 4) Sense of belonging & diverse patients 5) Perceived negative effects of diversity 6) Pre-dental school interaction w/ diverse peers Madison Metropolitan School District Parent Climate Survey Madison Metropolitan School District Strategic Framework All parents with children currently enrolled in MMSD, all full-time staff members, and all students in grades 3-12 28 questions 1) Relationships 2) Teaching and learning 3) School improvement 4) Institutional environment 5) Family engagement Washington University - Perceptions of Undergraduate Life and Student Experiences 2003 Washington University undergraduates 150+ questions; administered every 2 years 1) Overall satisfaction with institution 2) Activities done in college 3) Evaluation of faculty 4) Skills gained through school 5) Interracial collaboration 6) Health & well-being Virginia Tech 2013 undergraduate student climate survey Fall 2000 1120 students; first-time freshmen excluded 97 questions 1) Campus support 2) Campus safety 3) Faculty/advising 4) Academic program/department climate 5) Campus diversity Virginia Tech 2013 graduate student climate survey Spring 2013 846 Virginia Tech graduate students 97 questions 1) Campus support 2) Campus safety 3) Faculty/advising 4) Academic program/department climate 5) Campus diversity Virginia Tech 2013 employee climate survey Workplace Improvement 2013 3112 Virginia Tech employees 83 questions 1) Resources & diversity 2) Communications & co-workers 3) Leadership & Supervision 4) Job satisfaction
Challenges for Theory and Practice Readings: Forester, John, (1989), Planning in the Face of Power, (University of California Press), Ch. 3 & 5. Healey, Patsy. 1992. Planning through Debate: The communicative turn in planning theory. The Town Planning Review, 63(2): 143-162. Huxley, Margo, and Oren Yiftachel. (2000). New Paradigm or Old Myopia? Unsettling the Communicative Turn in Planning Theory. Journal of Planning Education and Research, 19(4):333-342. Porter, Libby. (2006). Planning in (Post) Colonial Settings: Challenges for Theory and Practice. Planning Theory and Practice, 7(4): 383-396. Matunga, Hirini. (2013). Theorizing Indigenous Planning. In R. Walker, T. Jojola, and D. Natcher (Eds.) Reclaiming Indigenous Planning, 3-32. Kingston and Montreal: University Press. Session 7B – SATURDAY, OCTOBER 25 – OPTIONAL FIELD TRIP TO MONTREAL ***Student Tour Guide(s) and presentations will be made during this trip*** Plans are associated with: Affordable Housing – Benny Farm Bois Franc, Montreal (1994) – see Week 11 Quartier des Spectacles Frederick Law Olmsted – Mount Royal (1881) – see Week 3 SESSION 8 – Planning, Diversity and Healthy Communities (SC) Monday, November 2, 2015 Topics: Planning for Healthy Communities: Healthy City Movement, Health Supporting Community Design Policy and Tools. Planning with and for different demographic groups (Planning for Aging Friendly Communites, Planning for Children, Planning for Vulnerable Populations). Readings: Shoshkes E. and S. Adler (2009) Planning for healthy people/healthy places: lessons from mid-twentieth century global discourse. Planning Perspectives, 24(2): 197-217. Chapter 13 Planning for Diverse and Healthy Communities, in Hodge and Gordon Hendler, Sue. (2005). “A Dammed-up Reservoir of Ability: Women on the National Council of the Community Planning Association of Canada” Plan Canada, 45(3): 15-17. Nelson, Jennifer. (2011) ‘Panthers or Thieves’: Racialized knowledge and the regulation of Africville. Journal of Canadian Studies, 45 (1): 121-147. Plans for Student Presentation and Discussion:
Over 2 years I have not been given a diagnosis How long after visiting your GP with your symptoms were you referred to a specialist? Less than 1 month More than 1 month but less than 3 months 3-6 months 6-12 months 1-2 years Over 2 years I have not been referred to a specialist How long did you have to wait between being referred and seeing a specialist? Less than 1 month More than 1 month but less than 3 months 3-6 months 6-12 months Over 12 months Overall, how happy are you with the service you received from your healthcare provider? Healthcare Provider Service received Excellent Good Ok Poor n/a GP ENT Specialist - NHS ENT Specialist - Private Audiologist Other Specialist (e.g. Neurologist) - NHS Other Specialist (e.g. Neurologist) - Private Vestibular Physiotherapist Other, please state: ____________________
How many hours or days do you work each week? ________Hours ________Days Do you get paid for your work? No, I’m a volunteer I get a full wage I get a supported wage Other – please tell us more
If yes, what has stopped you from doing this activity, sport or hobby? It is too hard to get there It is too expensive I can’t get the help I need to get there and do the activity I don’t like the way people treat me because I have Down syndrome I can’t find anything I want to do Something else – write it here: Have you ever been told you can’t do something you want to do (like play sport) because you have Down syndrome or disability? Yes No I’m not sure (If Yes) – Can you please tell us about it?
The length of the ruling edge should be equal to the smaller side of the plane table. A plane alidade can be used only when the elevations of the of the objects are low. PLANE ALIDADE. SPRIT LEVEL- THE MAGNETIC COMPASS A box compass consists of a magnetic needle pivoted at its centre freely. It is used for orienting the plane table to magnetic north. The edges of the box compass are straight and the bottom is perfectly flat. PLUMBING FORK The plumbing fork consists of a hair pin-shaped brass frame, having two equal arms. One end has a pointer while a plumb bob is attached the other end. It is used in large scale survey for accurate centering of the station location on the table over its ground position. It is also used for transferring the location of the instrument station on the sheet on to the ground. The fork is placed with its upper arm lying on the top of the table and the lower arm below it. The table is said to be centered when the plumb bob hangs freely over ground mark.
5. Face Right If the vertical circle of the instrument is on the right side of the observer while taking a reading ,the position is called the face right and the observation taken on the horizontal or vertical circle in this position, is known as the face right observation. 6. Changing Face It is the operation of bringing the vertical circle to the right of the observer ,if originally it is to the left , and vice – versa. It is done in two steps; Firstly revolve the telescope through 1800 in a vertical plane and then rotate it through 1800 in the horizontal plane i.e first transit the telescope and then swing it through 1800. 7. Line of Collimation It is also known as the line of sight .It is an imaginary line joining the intersection of the cross- hairs of the diaphragm to the optical centre of the object- glass and its continuation. 8.Axis of the telescope It is also known an imaginary line joining the optical centre of the object- glass to the centre of eye piece. 9. Axis of the Level Tube It is also called the bubble line. It is a straight line tangential to the longitudinal curve of the level tube at the centre of the tube. It is horizontal when the bubble is in the centre. 10 . Axis of the Level Tube It is also called the bubble line It is a straight line tangential to the longitudinal curve of the level tube at the centre of the tube. It is horizontal when the bubble is in the centre. 11. Vertical Axis It is the axis about which the telescope can be rotated in the horizontal plane. ADJUSTMENT OF A THEODOLITE Permanent adjustments: The permanent adjustments in case of a transit theodolites are :- 1.Adjustment of Horizontal Plate Levels. The axis of the plate levels must be perpendicular to the vertical axis. 2.Collimation Adjustment. The line of collimation should coincide with the axis of the telescope and the axis of the objective slide and should be at right angles to the horizontal axis. 3.Horizontal axis adjustment. The horizontal axis must be perpendicular to the vertical axis.
Will the business be able to provide workplace training and support to enable the apprentice to: If you have entered ‘No’, please indicate how you intend to cover the competency area Yes No Procurement and tendering Demonstrate knowledge and understanding of the main types of procurement and knowledge and understanding of the tendering and negotiation processes involved in procurement. the main types of procurement used in both the public and private sectors, both nationally and internationally tendering and negotiation processes involved in procurement ancillary processes such as partnering and framework agreements codes of practice and procedures commonly used. ☐ ☐ Procurement and tendering Be able to provide evidence of applying their knowledge to the implementation of the procurement routes selected for their projects and to carrying out tendering and negotiation processes relevant to them, e.g. implementing procurement routes such as traditional, design and build, management forms, term and serial contracting and other types producing and/or compiling tender documentation such as letter of invitation, form of tender, health and safety documentation, design documentation and contractual details carrying out of tendering and negotiation processes such as single and two stage tendering, the use of codes of practice and electronic tendering. Examples of tasks relating to the above are: contractors’ queries late tenders errors omissions/qualifications adjustment of tenders ☐ ☐ Will the business be able to provide workplace training and support to enable the apprentice to: Workplace training opportunity If you have entered ‘No’, please indicate how you intend to cover the competency area Yes No
Last Eight Digits of VIN # License Plate # Body Type (e.g.Transit, Cutaway) Length (feet) GVWR Engine Model Year Fuel Type Capacity Operation Seated Total Avg. Miles Daily Hours of Operation Estimated Daily Idle Time (minutes)* Mid-Day Refueling Required? (Y/N) Annual Daily 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
Last Eight Digits of VIN # License Plate # Body Type (e.g.Transit, Cutaway) Length (feet) GVWR Engine Model Year Fuel Type Capacity Operation Seated Total Avg. Miles Daily Hours of Operation Estimated Daily Idle Time (minutes)* Mid-Day Refueling Required? (Y/N) Annual Daily 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70
Last Eight Digits of VIN # License Plate # Body Type (e.g.Transit, Cutaway) Length (feet) GVWR Engine Model Year Fuel Type Capacity Operation Seated Total Avg. Miles Daily Hours of Operation Estimated Daily Idle Time (minutes)* Mid-Day Refueling (Y/N) Annual Daily 71 72 73 74 75 76 77 78 79 80 Thank you for completing this survey!
7.4 Resolving conflicting objectives Medium As needed 7.5 Annual review of implementation High Annually Policy 8 Review of the management plan 8.1 Reasons to instigate a review Medium In 5 years or as needed Liaison Policy 9 Relationship with DoE 9.1 Provide HMP to DoE High 1 year Policy 10 Relationship with other stakeholders 10.1 List of stakeholders Medium Ongoing 10.2 Informing stakeholders High As needed Conservation of the place Policy 11 Conservation of the hut and park 11.1 Identified works As indicated in As indicated in 11.2 Investigation of painting history Medium Prior to 11.3 Reconstruction of posts Medium 2 years 11.4 Response to vandalism High 1 year 11.5 Tree north of hut High As needed 11.6 Termite control High 6 months 11.7 Excavation or ground disturbing activity in the areas of potential archaeological deposit High As needed 11.8 Screen planting Medium 2 years Policy 12 Maintenance planning and works 12.1 Review of existing maintenance planning High 1 year 12.2 Maintenance and monitoring High Ongoing 12.3 Maintenance actions As indicated in As indicated in 12.4 Maintenance schedule High 1 year
Policy 13 Upgrading and adaptation works Medium As needed Policy 14 Condition monitoring 14.1 Monitoring High 1 year 14.2 Monitoring archaeological deposits High 1 year 14.3 Reporting by contractors High 1 year Setting Policy 15 Maintenance of an appropriate setting for the park High Ongoing Use of the place Policy 16 Use of the place High Ongoing New Development Policy 17 New development High As needed Interpretation Policy 18 Interpreting the significance of the hut and park 18.1 Interpretive strategy High 1 year 18.2 Signage High As needed 18.3 Review of strategy High At least every 5 years Unforeseen Discoveries Policy 19 Unforeseen discoveries or disturbance of heritage components High As needed Keeping Records Policy 20 Records of intervention and maintenance 20.1 Records about actions Medium Ongoing 20.2 Records about maintenance and Medium Ongoing
Which of the following best describes your role in the OST program? Value Percent Count Program Staff (working directly with children) 7.0% 12 Program Administrator/Coordinator 67.8% 116 Other - Please Describe 25.1% 43 Total 171 Other - Please Describe Count Executive Director 2 Grants Coordinator 2 I am doing both program staff and administrator/coordinator 2 Program Director 2 grant writer 2 Association Leadership 1 Central level admiistrative supports 1 Chief Executive Officer/Program Administrator 1 Community Supporter 1 Consultant 1
Social-Emotional Learning 61.8% 102 23.6% 39 7.9% 13 6.7% 11 STEM 46% 75 33.1% 54 12.9% 21 8% 13 New Science, Technology, Engineering Frameworks (aligned to Next Gen Science Standards) 41.9% 67 28.8% 46 18.1% 29 11.3% 18 Student Assessment 29% 45 32.9% 51 25.2% 39 12.9% 20 Student Leadership/Voice 39.1% 63 34.8% 56 18% 29 8.1% 13 Supervising Staff 41.7% 65 34% 53 14.7% 23 9.6% 15 Supporting English Language Learners 41.7% 68 36.8% 60 12.9% 21 8.6% 14 Supporting Students with Disabilities 41.8% 66 36.1% 57 15.8% 25 6.3% 10
Washington State Labor Council ESD Labor & Industries Governor’s Office SBCTC Commerce Council of Presidents Attorney General DSHS/ESD Washington Workforce Association Kathy Goebel SBCTC OSPI SBCTC Aerospace Joint Apprenticeship Committee Microsoft Workforce Central DSB DSHS/ESD WSAC ESD DSB Spokane WDC WDC of Seattle-King County SBCTC Washington House of Representatives Workforce Board Michael MacKillop DSB Commerce SBCTC Workforce Board South Central WDC Council of Presidents MacDonald-Miller Facility Solutions Workforce Board Eastern Washington Partnership WDC Tami Gillespie ESD DSHS DSHS/DVR Workforce Board ESD Walla Walla Community College
Doc No. UET-QSP-05/00 University of Engineering and Technology Lahore Form No. UET-DTEM-01/00 Date of Issue 15-Oct-2016 Faculty Survey Page No. 2of 3 Transportation Engineering and Management Department 10 Salary and compensation package. A B C D E 11 Job security and stability at the department A B C D E 12 Amount of time you have for yourself and family. A B C D E 13 The overall climate at the department. A B C D E 14 Overall Satisfaction with job at UET A B C D E 15 What are the best programs/factors currently available in your department that enhance your motivation and job satisfaction? 16 Suggest programs/factors that could improve your motivation and job satisfaction?
Cardinia Surplus School Sites School site Reason for closure Iona Primary School Year School Closed: 1993 Iona Primary School closed at the end of 1993 as part of the Quality Provision Program. Modella Primary School (part site) Year School Closed: 1993 Modella Primary School closed at the end of 1993 and most of the site was sold in 1994. The remainder of the school site is surplus to educational requirements. Colac-Otway Surplus School Sites School site Reason for closure Cressy Primary School Year School Closed: 2010 Cressy Primary School closed due to declining student numbers. Lavers Hill P-12 College – Gellibrand Campus Year Campus Closed: 2008 Lavers Hill P-12 College – Gellibrand Campus was the site of the former Gellibrand Primary School. In 2008, the school determined it no longer required the site for education purposes. Buildings on site were demolished in June 2017. Swan Marsh Primary School Year School Closed: 2011 Swan Marsh Primary School closed due to declining student numbers. In Term 1, 2011, the parents of the final three students enrolled transferred their students to other schools. The School Council then made the decision to close the school. Colac Secondary College – Murray Street Campus Year Campus Closed: 2009 Following the merger of Colac High School with Colac College in 2008, the Murray Street Site become the second campus of Colac Secondary College.
Re-Measuring Polygon Features (Moving Corners and Adding Vertices). Even boundaries of polygons can be edited in the field. When the entity selected, a Dialog shows up with the GIS information (reading the Geodatabase): Selecting [MODIFY] Button goes back to the MAP and shows icon options for different actions: Graphic Command to RE-MEASURE the END point of the line in the polygon. This will move the node into a new position taken by the sensor (TS or GNSS) Graphic command to DELETE the END point of the liine in polygon. The point will be deleted and the afected polygons will find the right closure without considering the old point. Graphic command to INSERT a new POINT in the polygon definition. The new (TS or GNSS) point will modify the current segment selected in the polygon by adding a new node inside or outside the figure. GIS360 and ESRI Map Linkage by Internet ESRI Background Maps (and Google/Bing/Yahoo Maps) can be Downloaded From Internet. Note below that maps can be assigned for quick “cycling through” as overlays. Three maps can be selected, typically a full aerial, a base map style and “no-overlay” map to focus only on data. Use the lower-right icon to cycle through the optional map backgrounds. Portions of ESRI Maps and GeoDatabase Attributes can be Field-Selected for Viewing and Editing. Updates are sent directly to the servers, from the field. The official map is not contained on the field device. Android Devices with GPS, Tilt Sensors and Compass allow for Virtual Reality and Augmented Reality Viewing of Field Designs and Future Improvements (primarily for Construction and Development Applications)
Family obligations 8. Pay for housing 1 2 3 4 5 6 7 QH23A. VIM - PERSONAL STATEMENTS ON IM MANAGEMENT QH23A. Again looking back to when you were on Income Management do you agree or disagree with the following statements: Income management… (SR PER ROW) Agree strongly Agree Neither agree nor disagree Disagree Strongly disagree Don’t know Not applicable 1. Was good for me 1 2 3 4 5 6 2. Was good for my children 1 2 3 4 5 6 7 3. Taught me how to better manage my money 1 2 3 4 5 6 4. Made me change my behaviours (in a positive way) 1 2 3 4 5 6 If response other than 3 or 6 to QH23a(4) – change in behaviours. QH23B. VIM - POSITIVE PERSONAL CHANGES WITH IM MANAGEMENT (OE) QH23B. Could you please explain in what way your behaviours changed? …………………………………………………………………………………......................………………. …………………………………………………………………………………………………........................ QH24. DIFFERENCE SINCE EXITING VIM QH24. Overall do you think exiting from Voluntary Income Management has...? (SR) 1. Made things much better for you 2. Made things somewhat better for you 3. Made no difference for you 4. Made things somewhat worse for you 5. Made things much worse for you 97 Don’t Know 99 Prefer not to say SKIP TO QH54
money 2. Save money 1 2 3 4 5 6 3. Have enough money for food 1 2 3 4 5 6 4. Pay bills on time 1 2 3 4 5 6 5. Know how much money you have 1 2 3 4 5 6 6. Look after your children 1 2 3 4 5 6 7 7. Look after Family obligations 1 2 3 4 5 6 7 8. Pay for housing 1 2 3 4 5 6 7 QH42A. BASICS CARD - PERSONAL STATEMENTS ON IM MANAGEMENT QH42A. Do you agree or disagree with the following statements: Income management. (SR PER ROW) Agree strongly Agree Neither agree nor disagree Disagree Strongly disagree Don’t know Not applicable 1. Is good for me 1 2 3 4 5 6 2. Is good for my children 1 2 3 4 5 6 7 3. Teaches me how to better manage my money 1 2 3 4 5 6 4. Makes me change my behaviours (in a positive way) 1 2 3 4 5 6 IF RESPONSE OTHER THAN 3 OR 6 TO QH42A(4) – CHANGE IN BEHAVIOURS.
QH42B. BASICS CARD - POSITIVE PERSONAL CHANGES WITH IM MANAGEMENT (OE) QH42B. Could you please explain in what way your behaviours changed? (OE) ………………………………………………………………………………………………… QH43. FREQUENCY OF FEELINGS ABOUT IM QH43 How often do you feel this way about income management? PROGRAMMING: RANDOMISE STATEMENTS. SR PER ROW All the time Most of the time Sometimes Hardly ever Never DK N/A 1.I feel discriminated against being Income Managed 1 2 3 4 5 6 2. Being on Income Management is embarrassing 1 2 3 4 5 6 3. I am more in control of my life since being on Income Management 1 2 3 4 5 6 4. It is not fair for me to be income managed 1 2 3 4 5 6 5. Things are better for me and my family on Income Management 1 2 3 4 5 6 6. I feel I have more control over my money 1 2 3 4 5 6 7. I am not worried about money when I have income management 1 2 3 4 5 6 8. I feel safer on Income Management 1 2 3 4 5 6 IF CODE 3 (ON VOLUNTARY INCOME MANAGEMENT) IN QH1A GO TO QH53, OTHERWISE CONTINUE
INSTRUMENTS : 1) Plane table 2) Through Compass 3) Spirit Level 4) Plumb bob with plumbing level 5)Alidade PROCEDURE: Choose an auxillary point ‘D’ near ‘C’. Set the table at ‘D’ such that ‘ab’ approximately parallel to AB. Keep the alidade at ‘a’ and sight ‘A’ and draw a resector. Draw resection from ‘b’ by sighting ‘B’ to intersect the previous line at‘d’. Transfer the point‘d’ to the ground and drive a peg. Keep the alidade at‘d’ and sight ‘c’ and draw a ray or line. Mark a point c1 on the line to represent the distance ‘DC’. Shift the table to C, orient the table by taking back sight to ‘D’ and centre it with reference to c1. Keep the alidade pivoted at ‘a’ and sight it to A. Draw a ray to intersect the previously dawn ray from ‘D’ in ‘C’. Pivoting the alidade about ‘C’ and sight ‘B’. Draw a ray to intersect the ray drawn from ‘D’ to ‘B’ at ‘b’. In order that ab and ‘ab’ to coincide keep a pole ‘p’ in the line ‘ab’ at a great distance. Keeping the alidade along ‘ab’ rotate the table till ‘p’ is bisected clamp the table. After orientation draw a resection from ‘a’ to ‘A’ and another from ‘b’ to ‘B’. The intersection of which will give the position ‘c’ occupied by the plane table. RESULT: Thus the position of station occupied by the plane table is determined. Ex. No: 9 PLANE TABLE SURVEYING – THREE POINT PROBLEM USING BESSEL’S GRAPHICAL SOLUTION Surveyor : Date / Time :
Survey of Employers’ Recruitment Experiences in Mackay In February 2015 the Department of Employment conducted a Survey of Employers’ Recruitment Experiences in Mackay. The results highlight that recruitment conditions have deteriorated considerably since the region was last surveyed. Unemployment Participation Recruitment activity Unemployment rate (%) 2 year change Participation rate (%) 2 year change Annual vacancies per 100 staff (2010) Annual vacancies per 100 staff (2015) 7.9% 4.0 %pts 68.4% -5.7 %pts 30 13 The unemployment rate in Mackay increased from 3.9 per cent to 7.9 per cent in the two years to October 2015. Over the same period the participation rate decreased by 5.7 percentage points to 68.4 per cent, although it remains higher than for Australia (65.0 per cent). Mining employment also decreased by 2,900 in the two years to August 2015. Recruitment activity has decreased The annual recruitment rate has fallen from 30 vacancies per 100 staff in 2010 to a very low 13 vacancies in 2015. Some 46 per cent of employers also reported reducing staff numbers in the 12 months prior to the survey. Many industries experienced large decreases in recruitment activity, particularly Manufacturing and Construction, noting that these industries are closely linked with mining operations. On the other hand, recruitment in the Education and Training, and Health Care and Social Assistance industries remained relatively stable (Chart 1). Chart 1: Vacancies per 100 staff Competition for vacancies has increased Consistent with the significant decrease in recruitment activity, average applicant numbers have doubled (Figure 1). The proportion of employers reporting recruitment difficulty also more than halved from 54 per cent to only 21 per cent. Figure 1: Average number of applicants per vacancy 2010 2015 Recruitment expectations are subdued Recruitment expectations in Mackay are subdued with only 25 per cent of employers expecting to recruit in the 12 months following the survey, compared with 69 per cent in the previous survey. Employers’ greatest future concern was overwhelmingly the economy and the demand for their goods and services (Chart 2). Chart 2: Greatest future concern The Mackay region will be surveyed by the department again in 2016.
SURVEY OF TOPICS IN ETHICS CLASS TOPIC Extremely Interested Very Interested Somewhat Interested Slightly Interested Not at all Interested Abortion Adultery Advertising Affirmative Action Animals – Vegetarianism Animals – Experimentation Artificial Intelligence / Robot Ethics Blackmail Body Modification Capital Punishment / Death Penalty Civil Disobedience / the Duty to Obey the Law Computer Ethics Corporate Responsibility Cloning / Reproductive Technology / Genetic Engineering Disability Drugs Education / Academic Honesty Environmental Ethics Euthanasia / Assisted Suicide Experimentation on Human Subjects Free Speech Friendship Gambling Global Warming / Climate Change Gun Control Hate Crimes, Literature, and Speech Homosexuality / Gay Marriage Human Rights Immigration Intellectual Property Intergenerational Justice Just (ethical) work Love and Marriage Lying / Fraud Multiculturalism Nationalism and Secession Organ Donation / Transplantation Parent & Child Obligations Pornography / Censorship
Ensure all sales/service personnel information is enrolled and up-to-date in WebDCS. Specify the full first name and last name of each personnel in the DMS (the same way entered into WebDCS) so that it will display on the Repair Order or RDR correctly. Do not use suffixes in the name (i.e., Jr., Sr., I, II, etc.). Failure to follow the steps above will result in surveys not assigned to the correct employee. DealerRater (HPI surveys only) - Can I post replies to reviews? If the customer opts to share a DealerRater after completing the HPI survey, review responses are included within the Survey Detail of the individual survey. You may reply to any comments you see by going to your dealer’s DealerRater.com page. DealerRater (HPI surveys only) - What should you do if you see a negative DealerRater review? You should first try to contact the customer offline. If you are unable to do so, log on to your DealerRater account and find the negative customer review. A personalized and timely reply is the most effective method. Responses should be with a few days after the comment has been posted, the sooner the better. Reply to the customer apologizing for the issue(s) and let them know you would like to help resolve it. Be sure to state their concern(s) and proved a direct contact number for who they should contact for resolution. What is the survey response rate? Sales. The HPI response rate is calculated based on emails sent to customers divided by survey completes for a given period. Service. The HSE response rate is calculated based on emails sent to customers divided by survey completes for a given period. SURVEY OFFENDERS POLICY: HMA has enhanced the internal processes for identifying survey manipulation, including the following: Falsifying customer email addresses and posing as Hyundai vehicle owners Filling out the customer survey with the customer
4. *If in the previous question you answered ‘Never’ for the below listed medicines, please define the reasons for non-availability over the past 24 months: Not licensed in the country Not procured in the country Budget limitations Don’t know Other* [in this table you will see the medicines that were selected as ‘Never’] 5. *Other (please specify the reasons for non-availability over the past 24 months) [in this table you will see the medicines that were selected as ‘Other*’] 6. *If in question 3 you answered ‘Usually’ or ‘Occasionally’ for the below listed medicines, please define the reasons for intermittent non-availability over the past 24 months: Shortages Budget limitations Don’t know Other* [in this table you will see the medicines that were selected as ‘Usually’ or ‘Occasionally’ ] 7. *Other (please specify the reasons for intermittent non-availability over the past 24 months) [in this table you will see the medicines that were selected as ‘Other*’]
Announcements placed on the digital advertising screen. Notice on right hand side of prescription Regular feature of duty doctor duties in newsletter Comparison of survey results 2011/12 2012/13 +/- How easy was it to get an appointment for the time you wanted? 72% positive 27% negative 85% positive 15% negative Improvement in positive answers How easy was it to get an appointment with the GP you wanted to see? 45% positive 27% negative 27% neutral 77% positive 23% negative Improvement in positive answers Were you able to see the GP you wanted to see? 45% positive 45% negative 10% neutral 69% positive 16% negative 15% neutral Improvement in positive answers
How important is it to you that you see a specific GP when coming to the surgery 72% positive 27% negative 1% neutral 86% positive 11% negative 2% neutral Improvement in positive answers How well do you know which days of the week your GP is available? 9% positive 81% negative 33% positive 67% negative Improvement in positive answers Have we improved from last year? Yes we have improved on last years results. Will it ever be perfect – NO - but it will be reviewed regularly according to demand and access.
Survey Template Subject: Invasive ladybird: worldwide survey Dear [insert name], As a scientist who have studied the Coccinellidae family, we are hoping you might be able to help us with our work on invasive ladybirds by answering 6 quick questions, which should not take more than 5 minutes. Specifically, we are keen to document the distribution and origin of the invasive harlequin ladybird (Harmonia axyridis) worldwide. We hope to construct a comprehensive database combining information from around the world to enhance our understanding of invasive ladybirds, and invasive species in general. We would be extremely grateful if you could spare a few minutes to answer the following questions; we attach as well a word file with them, in case you find it easier to answer there. Are you aware of the presence of harlequin ladybirds within the cities and towns, crop field areas or reserves in [insert country/region]? Are they considered native or invasive?(If not, please proceed to question 6). If possible, please specify regions or particular locations. If you have seen them, are the harlequin ladybirds found throughout the region, or in localised parts only? Do you know anything about the origin of the introduction(s)? For example, when, where and/or why they were introduced? Are you aware of any negative effects on habitats, ecosystems or other native species in areas where the ladybirds are found (e.g. predation on/competition)? Are you aware if any native species have gone extinct due to the presence of the harlequin ladybird? If so, please specify which ones. Can you think of any other information regarding harlequin ladybirds in your region that might be of interest to us? Our goal is to produce an online map showing the contemporary distribution of the harlequin ladybird and we will of course acknowledge your help in contributing records (including negative ones) to it. Many thanks for your help,
annual survey. Self-declarations have been proven to not be an effective method of maintaining the safety of a vessel. agency The proposal has been amended to include the option of moving vessels into an annual survey schedule where they perform poorly during surveys or other compliance monitoring activities. This will be achieved through the survey mobility policy. Self-inspection (self-declaration) and SMS review requirements should not replace a visual inspection by an experienced qualified surveyor. Vessel operator Proposal amended. Under the proposal, the self-declaration requirements are new and additional requirements, and do not replace surveys except in one instance. For high survey frequency vessels, an SMS assessment combined with a self-declaration of compliance replaces one periodic survey in the five year survey schedule. For these vessels, a periodic survey is required the year prior to and the year after the self-declaration. Once the proposed new survey regime has been implemented, the standard of these vessels at the 5th year (renewal) survey will be monitored to determine whether or not the replacement of the 4th year survey is having an impact on compliance outcomes. In addition, the proposal has been amended to include the option of moving vessels into an annual survey schedule where they perform poorly during surveys or other compliance monitoring activities. This will be achieved through the survey mobility policy. Will there be guidelines to assist with the owner self-declaration requirement? Vessel operator No changes made to the proposal. Guidelines will be developed to support the self-declaration requirements. What does self-declaration entail and how will it be audited? Vessel operator and marine safety agency No changes made to the proposal. Guidelines will be developed to support the self-declaration requirements. Self-declarations will be monitored as part of compliance monitoring activities by Marine Safety Inspectors. They would also form part of the SMS assessment included in the proposed new survey schedule. In the future, self-declarations may move to an online portal, which would allow the national regulator to be notified if one was not completed. The five year gap between in-water surveys for medium survey frequency vessels is too long. Consideration should be given to an renewal survey for these Marine safety agency No changes made to the proposal. What aspects of the vessel must be reviewed during a renewal survey will be considered as part of the development of the Surveyor
Table 1 Clinical Agencies Roster List all agencies used for clinical learning experiences (Include additional sheet, if necessary) Clinical agency name Clinical agency address Unit name Agency representative name, phone number and email Date of contract Nursing course name and course number type of clinical experiences obtained Number of students per clinical unit per day Total Hours in direct client care per day Indicate preceptor experiences with * Accrediting body; date and results of most recent accreditation or approval to operate visit Date last used for student experiences Example: 1.The Best Hospital, 4 South 1010 Wonder Way, Richmond, VA Mary Lou Who 331-111-1111 mlw@Bestplace. 3/10/2010- 3/10/2015 Medical Surgical I, NURS 122 Medical surgical nursing care 6 students per day/8 hrs 12 students per term/80 clinical hours’ direct care per student TJC 2014/good standing met all standards 1. 2. 3. 4. 5.
Examples of supporting evidence may include: Academic transcripts Resume or CV Program’s Self-Evaluation: 18VAC 90-27-60. For practical nursing programs: The program director shall hold a baccalaureate degree with a major in nursing. The majority of the members of the nursing faculty shall hold a baccalaureate degree, preferably with a major in nursing. Examples of supporting evidence may include: Academic transcripts
Table 2 Faculty Roster Name of nursing program: CURRENT FACULTY RANK/TITLE NAME FULL TIME/ PART TIME Date of initial hire COLLEGE/ UNIVERSITY NURSING CREDENTIAL HIGHEST DEGREE OBTAINED MAJOR TEACHING RESPONSIBILITY YEARS EXPERIENCE PRACTICE YEARS EXPERIENCE TEACHING in an academic setting STATE OF LICENSE NUMBER AND EXP. DATE Example: Mary Who, Associate Professor Full time 3/10/2000 Best University RN, MS, DNP, CCRN DNP Acute Care MedSurg 25 14 VA 11111 12/31/2015
Course Title Course Name Didactic instruction hours Skills lab/Simulation hours Observations Simulation in lieu of direct clinical hours Direct client care hours NURS 110 Fundamentals in nursing 75 30/15 0 0 90 TOTAL HOURS Total= Total= Table 3: Clinical Hours per course 4: CURRICULUM 18VAC90-27-100.
Reading & Notes Packet Notes and responses show an in-depth understanding and are thorough and well-organized. Notes and responses show a solid understanding and are well-organized Notes and responses show a limited understanding and were not taken with much care Notes and responses show no understanding and were carelessly made Project Information Your project is entirely complete. All of the (5) sections are included and thoroughly explained. Your project is mostly complete. All of the sections are included but they are not explained in depth with details. Half of your project is complete. Most of the sections are included and described, but not in depth. Less than half of your project is complete and some questions are left unanswered. Project Organization Your project is very well organized with clear section headings and complete sentences. Your project is organized with section headings and complete sentences. Could be better organized in some places. Your project is organized but some elements are missing. Not written with complete sentences and no attention to detail. Your project is not organized and is sloppy and missing sentences and details. Not done with any care. Project Appearance Your project is very neat, clear, colorful and extremely creative and detailed. Text & font is easy to read and background not distracting. Your project is neat colorful, and done with care. Text could be easier to read in places and background could be better. Your project readable and clean, but not very colorful or detailed. Background and text do not work well together. Font too big or too small. Your project is barely readable and is not colorful or made with much effort. No attention to detail.
RUBRIC 20-18 17-15 14-10 10-0 Introduction Student illustrates a high level of understanding of Dr. Loewen’s complaints and provides a thorough solution supported with extensive evidence Student illustrates a proficient level of understanding of Dr. Loewen’s complaints and provides a thorough solution supported with ample evidence Student illustrates a basic level of understanding of Dr. Loewen’s complaints and provides a simple solution supported with some evidence Student illustrates a below basic understanding of Dr. Loewen’s complaints and provides a poor solution with little to no evidence for support 30-27 26-22 21-15 14-0
expunge gavel guileless malignant prerogative propensity prosecute provocation quell spurious stolid subpoena undulate vocation MAJOR EVENTS CHART Use this chart to keep track of important events throughout the novel. Chapters Setting Who is involved? Major events 1 - 3 Scout’s town (Maycomb County); School; Great Depression Scout; Jem; Atticus; Boo Radley; Miss Caroline Walter; Burris Scout introduces her town, family, and the Boo Radley legend Scout starts 1st grade: meets Walter, Burris, and Miss C. 4 - 6 7 - 9
Table 2: Commonly Used Atypical Antipsychotics Generic Name Trade Name Relative Potency Dose Range Side effects Risperidone Risperdal High 0.5-8mg. Has a depot form Similar to haldol, but more weight gain. Invega Paliperidone Medium 3-15mg. Has a depot form. Active metabolite of Risperidone. Supposedly causes less sedation Ziprasidone Geodon High 80-160, maybe greater Akathesia. Requires a 500cal meal to be absorbed. Iloperidone Fanapt Medium 2-24mg Orthostasis, Akathesia Aripiprazole Abilify High- 5-30mg Akathesia, orthostasis Lurasidone Latuda Medium 40-120mg Orthostasis, Akathesia Olanzapine Zyprexa Medium 5-30mg, but often more. Has a depot form. Metabolic syndrome, weight gain, sedation. Clozapine Clozaril Low 300-900mg Metabolic syndrome, sedation, sialorrhea Quetiapine Seroquel Low 600-800 mg Weight gain, sedation. Table 3 EPS Syndromes Symptoms Treatment Acute Dystonic Reaction Abnormal involuntary movement of various types and oculogyric crises Cogentin 1-2 mg Or Benadryl 25-50 mg PO / IM Akathisia Compulsion to be in Reduce neuroleptic and use
Show pencil and watch to patient 1 point for each correct Have Patient name them 2 points total Have patient repeat sentence: 1 point total No if’s, and’s or but’s. Give patient 3 part command: 1 point for each correct Take a paper in your right hand, 3 points total fold it in half, and put it on the floor. Write, then ask patient to read and 1 point total Obey: “Close your eyes” Write a sentence 1 point total for noun, verb, Making sense, spelling and punctuation do not count Copy a design 1 point total for 2-5 sided Figures intersecting to give a 4-sided figure Averages: Normal Subjects > 27 Uncomplicated Depression ~ 25 Cognitive Impairment 19 Dementia 10 E.Old patients All old patients receive a daily note in the SOAP note format. Treatment team takes place once a week on a designated day for each team. Patient’s must sign a treatment form stating that their plan of care was discussed, as well as goals and expected date of discharge.
Purpose I would like to help others with my services I hope to contribute to the health and wellbeing of the wider community I like to dedicate myself to a particular cause I want a job that provides some real value I want to make a difference in the world Work-life balance I want a well balanced professional and personal lifestyle I would like to work not to interfere too much with my personal and family life I am keen to build a base in one geographical area I want to have enough time for hobbies, holidays and relaxing I’m keen to work part-time and/or have flexible working hours - or work from home Expertise and Challenge I would like to specialise in a certain field and be excellent in what I do I want to be recognised as an expert in my field I would like to make best use of my talents and skills I enjoy solving complex problems I like to be stretched and challenged according to my skills and abilities Recognition and Reward I would like to enjoy a high standard of living I want to be highly paid I would like to be recognised for what I’ve achieved I want to become highly regarded by others I would like to reach a respected professional status Authority and Influence I like to take responsibility for my actions and decisions I would like to be able to move up an organisational ladder I enjoy influencing, supervising and leading individuals and teams I want to contribute to the success of my organisation I want to be accountable for resources and finances Others not already listed What motivates you? After doing this exercise you may have found out more about what really motivates you – which in essence is everything that you’ve put down under ‘very important‘. Keeping these in mind when considering options can be really helpful for deciding what do next, for instance what type of job to go for, what sort of practice to join, or what to focus on in your future learning.
it cool before refueling. A fuel spill on hot engine parts could cause a fire. Always keep a fire extinguisher near the generator. Never attempt to repair a generator. Only a qualified technician should perform repairs. Do not remove or tamper with safety devices, and do not touch hot engine parts. Keep children away from the generator and the fuel containers. Slide 35 The sooner you start the recovery process, the sooner you can get back to normal. As soon as possible after a disaster, contact your insurance company to get that process started and to see what information they will need to process your claim. Take photos of the damage to your home and other property for your insurance company and possibly FEMA, and create an inventory of what has been damaged. You also start to locate and gather important documents that you will need during the recovery process. Slide 36 you’ll never have a disaster that leaves you and your family on your own, but with this information, you should be able to meet your basic family needs for communication, shelter, water, food, sanitation and supplies. you’ve prepared for all of these needs in advance of a disaster. Even if you have, still a degree of flexibility. Remember to be resourceful and safe to help you survive a disaster.