zilongwang/ReadingBank huggingface dataset:
Unit Learning Design Step 2: Using the Unit Sequence Template The Unit sequence template enables unit coordinators to graphically represent the constructive alignment and intended teaching sequence for a unit on a single A3 sheet of paper (or electronically). The template serves four primary purposes: To make learning design easily visible to persons other than the unit designer, via a physical aligning of the unit elements (listed above). To aid teaching teams in undertaking collaborative unit design and review. To facilitate and strengthen ongoing curriculum renewal and assurance of learning activities. To serve as a starting point for designing blended and/or online units of study. The guidance in this template specifically refers to terminology and processes used at the University of Tasmania for units of study. The Unit Sequence template is designed to be edited using Microsoft Word. Many of the row and column headings within the unit sequence template are accompanied by help text which can be viewed by hovering the mouse over the text. Field Each column or row heading for which guidance is provided help The instructional text visible upon rolling over corresponding item in the table above. Additional information about providing this content This information provides… Technical tips Guidance specific to modifying this document using Microsoft Word Unit Code If the unit code is not yet defined, enter the part that is known (e.g. for a proposed breadth unit this would be “XBR???”) Unit are typically comprised of six characters (3 letters and 3 digits). The three letters commonly represent the study area (i.e. ENG – engineering). The first of the three digits represent the nominal year level of the unit. The second digit may be used to represent sub-disciplines or areas of specialisation. The digit may be used to individually classify multiple units from the same or specialisation at the same nominal year level. No complex editing techniques required. Text should be typed into table cell provided. Unit Title the current or proposed unit title For pre-existing units, enter the current title. For a unit being conceptualised, enter a proposed title which captures/represents one or more of the following: No complex editing techniques required. Text should be typed into table cell provided.
Example domain: SCORE outcome domain 1: No progress in achieving outcome 2: 3: 4: 5: Outcome fully achieved Family functioning Significant negative impact of poor family functioning on independence, participation and wellbeing Moderate negative impact of poor family functioning on independence, participation and wellbeing Progress towards improving family functioning to support independence, participation and wellbeing Adequate family functioning to support independence, participation and wellbeing Adequate on-going family functioning to support independence, participation and wellbeing SCORE component 2: Progress in achieving individual goals Example domain: SCORE goal domain 1: No progress in achieving goals 2: 3: 4: 5: Goals fully achieved Changed knowledge and access to information No progress in increasing awareness and knowledge in areas relevant to clients needs and circumstance Limited progress to date in achieving knowledge goals—but emerging engagement Limited progress to date in achieving knowledge goals—but strong engagement Moderate progress to date in achieving knowledge goals Full achievement of goals related to increasing awareness and knowledge in areas relevant to clients needs and circumstance SCORE component 3: Client satisfaction Example domain: SCORE client satisfaction domain 1: Disagree 2: Tend of disagree 3: Neither agree or disagree 4: Tend to 5: Agree The service listened to me and understood my issues Reporting SCOREs for group and community activities Example domain: SCORE community domain 1: No change 2: 3: 4: 5: Significant change Group / community knowledge, skills, behaviours to better address their own needs No change in knowledge, skills, behaviours to better address their own needs Limited change in knowledge, skills, behaviours —but emerging engagement Limited change in knowledge, skills, behaviours —but strong engagement Moderate change in knowledge, skills, behaviours Significant positive change in knowledge, skills, behaviours to better address their own needs
Telecommunications Skills: Using the Telephone Lesson Rubrics Tip Sheet Rubric Excellent (4) Good (3) Fair (2) Poor (1) Content: The “Dos” of Professional Telephone Use Student has specified 4-5 things to do while using the telephone professionally. Student has specified 3 things to do while using the telephone professionally. Student has specified 2 things to do while using the telephone professionally. Student has specified 0-1 thing to do while using the telephone professionally. Content: The “Don’ts” of Professional Telephone Use Student has specified 4-5 things not to do while using the telephone professionally. Student has specified 3 things not to do while using the telephone professionally. Student has specified 2 things not to do while using the telephone professionally. Student has specified 0-1 thing not to do while using the telephone professionally. Reasons for Tips Reason for each tip is given and ideas are developed and clear to the reader. Reason for each tip is given; tips are somewhat developed and clear to the reader. Reasons are given; they are incomplete or unclear to the reader. Reasons are not ideas are not developed. Organization, Neatness, Clarity Student tip sheet is organized, neat, and clearly conveys all ideas. Student tip sheet is somewhat organized, neat, and conveys most ideas. Student tip sheet requires additional organization and attention to detail. Student tip sheet is not organized or neat, and does not convey ideas. Peer Observation Rubric Excellent Good Fair Needs Improvement Helpful Feedback Friendly tone of voice and inflection are used Professional greeting is used Professional vocabulary is used Setting and focus are appropriate
the file name with the image when the document is converted to web help. Click Close to return to your previous document. Your document reappears. Position your cursor where you want the image to appear and press CTRL+V to paste it from the clipboard. Delete the web site address that was inserted into your document in step 3. the UCT template for Microsoft Word 2007 in Windows XP Opening and saving the template The template is available on the ICTS web site. In Internet Explorer go to and choose Technical Writing Templates and tools. The ICTS – Templates and tools web page opens. In the Templates section click UCT Documentation Template for Microsoft Word. The ICTS – Using the UCT Documentation Template for Microsoft Word web page opens. click the appropriate template (Times New Roman or Arial font and with or without SAP styles and buttons), and choose Save Target As... The Save As dialog box appears. In the Save In browse to C:\Documents and Settings\<YOUR PROFILE NAME >\Application Data\Microsoft\Templates Saving the template in this folder lets Word find the template when you start a new document, or attach the template to an existing document. If you do not see this folder, follow the procedure: . Click Save. The selected template is now saved on your computer and is ready for use. Starting a new document based on the template In the Microsoft Word ribbon, click Office Button.
Phone 1300 543 512 Email Web: Weworkbook Weworkbook 7.0 Complete SMS and trainer management solution, from enquiry through to certification. Wisenet Information Systems Wisenet Learning Relationship Management 7.0 Not required as Wisenet is cloud based and collects all student data online Wise.NET provides an Education Management Platform that enables education providers to effectively manage the entire lifecycle of a learner. Marketing and applications through to enrolment progression, completion and compliance management. 1300 365 384 Email: www.wisenet.co WorkSmart Systems Student Management SmartGuide 7.0 In progress One off cost, no ongoing costs, secure on your computer.
the required three-year period, the BOC may place it on probation (Accreditation Process Manual, April 2016, pp. 30-31). Principle 1: Outcomes Assessment Issue 1: Consider adding or shifting some measurement tools to occur earlier in the program. In addition, review the data being reported as the measurement of each SLO to determine if other variables or factors are included. In your rejoinder/next Annual Report, present any changes made to the outcomes assessment plan related to these concerns. Note 1: Include all data for the new measurement tools in the next Annual Report. Outcome: Resolved. Issue 2: Write clear benchmarks for all student learning outcomes. In your next Annual Report, provide the new benchmarks in your outcomes assessment matrix. Note 2: Include the exact language for each benchmark in your Annual Report. Outcome: Resolved. Principle 3: Curriculum Issue 3: In your response to this Principle and Principle 1, indicate how this assessment may be revised by either requiring the course, including the assessment in another course or using/creating another assessment tool for the corresponding student learning outcome. Note 3: Include an update on the status of the proposed course (CIS 151) to the program’s curriculum in the Annual Report. Outcome: Resolved. Reaffirmation of Accreditation: September 2023 Student Learning Outcomes Information pertaining to student learning and achievement in the sport management program accredited by COSMA can be obtained by visiting ’s or by contacting Glenna Bower at gbower@usi.edu.
USI Compliance Did you have problems collecting or reporting USIs in 2015 or 2016? If you had problems collecting or reporting USIs in 2015 or 2016, it may result in errors on your student’s USI Transcript You are the first point of contact for student enquiries regarding queries on their USI Transcript, so it is important that you and your staff are prepared for inaccurate transcript queries, as well as being 100% USI compliant moving forward You can avoid being non-compliant by: Collecting, Verifying or Creating USIs on behalf of your students at enrolment and before training begins Following up quickly on any problems with Collecting, Verifying or Creating USIs so you don’t lose contact with your students especially your international students studying onshore Investigating and addressing any warnings you might receive when you are submitting your AVETMISS data If you are unsure about the USI process, contact the USI Office on 1300 857 536 or at for more information Questions about AVETMISS reporting requirements or AVS or the USI Transcript Update Tool should be directed to Permissions from students Are you educating your students on the benefits of providing you with permission to view their USI Transcript? You will benefit from having permission to view a student’s transcript for the purpose of: Enrolment Assessing Credit Transfers Conducting entitlement assessments Troubleshooting transcript errors You could include information on the benefits of providing you with permission to view their USI Transcript in your enrolment materials Remember, this is optional for students and they can remove or modify permissions at any time You can: Refer students to the Link students to on our website Use information from our website into your own materials FOR MORE INFORMATION usi.gov.au Phone: 1300 857 536
monster?” It is a fact that the Pilgrims did not go to America bearing gifts; they bore guns and tortured, butchered and eventually eradicated Native Americans, exploited and destroyed their land, crops and animals, all of which are not considered saving in my book. In conclusion, this story turned out to be an eye-opener, after all. Monsters are everywhere and appearances can be deceiving. Even those that seem the most innocent, pure and kind can very easily turn out to be the devils. The point is, are we truly awake when this happens or do we just live with it under our noses because we are too blind to see the truth? Cited “The Jersey/Leeds Devil.” An American Legends Reader. Ed. Christina Dokou. Athens: UoA, 2007. PDF Format. Np. “Johnny Appleseed” By Vladimir Tudakov (1563201300219) While reading about Johnny Appleseed, I kept struggling to figure out the reason why his story and, more importantly, the name “Johnny Appleseed” felt so familiar to me. I had a vague memory of an old Disney cartoon and I later discovered that “The Legend of Johnny Appleseed” is actually a segment from a 1948 Disney feature, called Melody Time. I also remembered my previous encounter with the name when I realized that Apple Inc., the world's largest information technology company, has been using it to advertise the iPhone and other devices in their demo keynote presentations and ads. Some of the most prominent elements which are present in every variation of Johnny Appleseed’s story I have read are nature, religion and the apple. Johnny is described as a devout American martyr, whose suffering has turned his life into a mission of planting apple seeds. Throughout various works of folklore, this particular act is presented as a symbolically loaded religious gesture, where the wild american nature has the role of the receptor. The earth receives the seeds and subsequently turns his sowing into benefit for others. Through this process, man and nature acquire a special kind of relationship that almost brings procreation with sexual intercourse to
and apparel will be utilized and used when hazardous materials are being used. When materials are not being used they will be stored and sealed from accidental exposure. ICB handling and electrical package Improper assembling of the electrical equipment can damage components and cause burns by shorting equipment. All equipment will be set up according to their specifications. Users will wear an electrostatic bracelet when handling equipment to prevent any static buildup during use. Users will insure that when assembling electrical equipment that no power source is attached and will only attach the power source in a testing/live use of equipment. Solid Rocket Engine Propellant Direct contact can skin and throat irritation. Accidental ignition could cause severe burns/bodily harm. Proper safety apparel will be used when handling rocket engine propellant such as latex gloves. Propellant will be securely stored until needed. Solid rocket engine propellant near an open flame or heat source will never be
USM Course Syllabi Checklist General Information □ Course Title, Number, Section Number □ Course Meeting dates/times □ Course Meeting room □ Instructor Name □ Email □ Office Phone □ Office Location □ Office Hours □ Day(s)/Time(s)/Room # of Office Hours □ Course Materials & Books (differentiating between required and supplemental) □ Technology Requirements □ Course Description, including format □ Learning Outcomes □ Class Schedule and Assignments □ Assessment □ Grading Criteria □ Course Evaluations Recommended language: At the end of each semester every student has the opportunity to provide constructive feedback on the course. It is important to me that you take the time to let me know your thoughts about the course. I use your feedback to make improvements in the course materials, assignments, and outcomes. Course Policies
Conclusion Presentation Grading Rubric Category 3 (best) 2 1 (worst) Score Idea Clearly identified the idea of the project Somewhat identified the idea of the project Did not identify the idea of the project Variables Clearly identified the independent variable and dependent variables Identified one of the variables (independent or dependent) Did not identify any of the variables Hypothesis Identified a hypothesis/idea of the expected results of the experiment Somewhat identified a hypothesis/idea Did not identify a hypothesis Procedure Description Clearly and concisely outlined the experimental procedure t Concisely but unclearly outlined the experimental procedure Somewhat outlined the procedure of the experiment Data Collection Clearly and concisely described how they collected their qualitative and quantitative data Concisely, but not clearly, described how they collected their qualitative and quantitative data Described somewhat how they collected their data Results Clearly and concisely described their results, acknowledged mistakes, explained what they would do differently, and if given the time, how they would move forward Concisely described their results, acknowledged mistakes, explained what they would do differently, and if given the time, how they would move forward Somewhat described results, mistakes, and how they could improve their research Participation Everyone in the group participated in the presentation — Everyone did not participate in the presentation Answers Questions Answered questions with full knowledge Answered questions somewhat Answered questions with I don’t know and no explanation why not known Total Additional notes:
are, what they are doing, and how they are feeling. _____________________________________________________________________ ARTS IMPACT THEATER AND WRITING INFUSION – Third Grade Lesson Three: Using Actions to Communicate Characters 7 7. Guide reflection. • Was it easy or hard to figure out what the actions of your character would be? What made it challenging? What made it easy? • How did you use collaboration with your scene partner? • How did you decide on what to present to the class? _____________________________________________________________________ ARTS IMPACT THEATER AND WRITING INFUSION – Third Grade Lesson Three: Using Actions to Communicate Characters 8 Actions to Communicate Characters Character Cards (feel free to expand) DENTIST WEIGHT LIFTER WAITER/WAITRESS COP ROCK STAR DOCTOR HAIR DRESSER/ BARBER BUS DRIVER PHOTOGRAPHER COOK ASTRONAUT BABY TEACHER SCIENTIST CAR MECHANIC SALESPERSON ARTS IMPACT THEATER AND WRITING INFUSION – Third Grade Lesson Three: Using Actions to Communicate Characters 9 Using Action to Create Character Arts Journal Organizer
Dayen, Fall 2015. 5 Jason Furman and Peter Orszag, “A Firm-Level Perspective on the Role of Rents in the Rise of Inequality,” October 2015, available at . 6 Florence Jaumotte and Carolina Osorio Buitron, “Union Power and Inequality,” , October 22, 2015.
Captain Kim L. Lefebvre, MSC, USN Commanding Officer U.S. Naval Hospital Sigonella Total Beneficiaries : 2,804 Total Annual Budget: $17.35M Scope of Services Primary Care Medical Home Port: 2 Multi-Specialty Teams including Family Medicine, Internal Medicine, and Pediatrics. Medical Subspecialties Audiology * Aviation Medicine Industrial Hygiene Occupational Health Preventive Medicine Radiation Health * Specialty Care Dental * Emergency Medicine Mental Health Nutrition Optometry Physical Therapy Surgical Subspecialties ENT * General Surgery OB/GYN Ophthalmology * Oral / Maxillofacial Surgery Orthopedics * Dermatology * (from Rota) Urology * (from Rota) *Traveling (“circuit rider”) providers who cover more than one facility in Region Scope of Services (Con’t) Facility Inpatient Beds (Expandable to 27) Staffed Beds Nursery Beds Operating Rooms (2 minor rooms) 24/7 Emergency Medical Services, Radiology, Pharmacy and Laboratory Ancillary Services Patients Served: (Based on FY 2015) Admissions: 244 Ambulatory Visits: 38,012 ER Visits: 2,279 Dental Seatings: 8,854 Deliveries: 71 Ambulatory Surgeries: 187 Dental Surgeries: 487 Radiology Procedures*: 5,751 Laboratory Procedures: 49,941 Prescriptions: 28,877 A Typical Day in Ambulatory Visits: 176 Dental Visits: 37 ER Visits: 7 Inpatient Admissions: .73 Delivery: .23 Ambulatory Surgeries: .83 Dental Surgery: 2.25 Radiology Procedures : 16 Laboratory Procedures: 155 Prescriptions: 81 U.S. Naval Hospital Sigonella
Tick the words that should start with a capital letter, then write them out correctly: arrival manor surgery united jacket mexico great news mount kilimanjaro restaurant happily friday warm kiwi fruit robin hood tasty boxing day manchester united surgery antarctica hood december been the next day jennifer mountain
Planning and budgeting, Institutional capability and financial sustainability Mechanisms for assessing the demand for proposed new courses Means for the phasing out of unviable courses Financial surplus as a % of budget Cash margin, debt borrowing ratio Government contribution of total income X X X X X X X X X X 1/5/6/8 1 1/3 3 3 3 Monitoring and reporting USP statutes Review selected academic and support systems processes (ITS, HR and electronic records management) Periodic reports and review X X X X X 1/2/5/6/8 1/3 1/3 1/3 Quality Teaching plans for teaching and learning Regular, periodic external reviews of academic programs Mechanisms for comparing the pass, progression, retention and completion rates of its students across all campuses and all modes Student retention, student pass rates and time to completion rate Student satisfaction Establishing a culture of assessment Increase student work-placements, attachments and internship X X X X X X X X X X X X X X X X X 1/5/6/8/9 1/2/4 2 3 3/4 2/4 2/4 2/4 2/4 Quality Research, and Innovation University-level plans for research, and policies for intellectual property and ethics Policies around postgraduate research Handbook, orientation programs and transition processes for postgraduate students. Research income and expenditure on research Postgraduate degree enrolments and completions Number of chairs, full-time research staff and post-doctoral fellows X X X X X X X X X 1/5/6/8/9 2/3 2 2 /3/4 2/3 2 2/3 Risk management Completed risk management plan approved by Council by end-2010 Risk register maintained thereafter Develop a disaster recovery plan and security policy X X X X 1/5/6/8 3 3 3 Regional focus/internationalism Addressing country priorities Regional campuses e.g. Review the management needs Support their resource requirements to achieve equitable student experiences across all campuses X X X X X 1/5/6/7/8/9 1/7 1/3/5/8 2/3/7 2/3/5/7
characteristics of the valve. Figure 1 shows the closure characteristics of some standard types of valves. The effective flow area ratio Ao/AF is based on the geometry of the valve and is essentially equivalent to the Cv ratio for the valve. This figure shows, for example, that when a gate valve stem movement position is at 50% open the Cv ratio is 61% while for a ball valve it is only 38%. This means that the ball valve exerts significantly more control on the flow when the valves are in the 50% stem movement position. Valves which exert more control earlier tend to throttle the flow more evenly and, thus, limit the
Appendix Three: Excerpt from marking grid for this element of the assessment 0-19% Fail 20 – 39% Fail 40 – 49% Fail 50 – 59% Pass 60 – 69% Commendation 70 – 100% Distinction Areas for improvement Critical Incident 1 (15%) Failure to use the required template Failure to provide a ‘critical’ incident No discussion of relevant toolkit findings Inappropriate identification of strengths and weaknesses No discussion of future implications Inappropriate use of template No recognisable ‘critical’ incident Failure to select a suitable toolkit Inappropriate or irrelevant discussion of toolkit findings Strengths and weaknesses inconsistent Poor discussion of future career implications The CI is unclear Incident is not sufficiently focused on self Choice of toolkit is poor and/or not relevant Discussion of findings is not detailed enough Strengths and weaknesses not discussed sufficiently Inadequate discussion of future career implications An adequate CI has been outlined Appropriate toolkit selected Discussion of the toolkit findings is adequate Identification of appropriate strengths and weaknesses Adequate reference to future career implications A strong and detailed CI has been provided Strong focus on self in the CI Detailed discussion of toolkit findings Relevant strengths and weaknesses are highlighted Clear reference to future career implications A very strong CI has been outlined Very strong focus on self in the CI Identifies patterns of behaviour within CI Critical discussion of toolkit findings with supporting references Excellent analysis of strengths and weaknesses Detailed future implications are outlined. Clearer CI(s) Stronger focus on self in CI(s) Use of more appropriate toolkit(s) More detailed discussion of toolkit findings A more critical approach to findings Stronger discussion on future implications Supporting references to enhance arguments 0-2 marks 3-5.5 marks 6-7 marks 7.5-8.5 marks 9-10 marks 10.5-15 marks 0-2
USPTO Fee Setting – Activity Information and Trademark Fee Unit Expense Methodology This document provides additional detail on the cost methodologies used to derive the historical fee unit expenses outlined in the Table of Trademark Fees – Current, Final Rule and Unit Costs. Five sections are included: Background: Provides background information on the Activity Based Information (ABI) program at the United States Patent and Trademark Office (USPTO). Objective: Outlines the detailed objective(s) of the ABI program in calculating historical expenses by activity using ABI expense models. Foundational Elements: Discusses the key components of the ABI expense methodology. Fully Burdened Expense: Explains the approach for calculating the full expense of Trademark processes and activities. Fee Unit Expense Calculation: Outlines the major approaches for developing a fee unit expense calculation based on the fully burdened expense of Trademark processes and activities. Also provides historical fee unit expense information for the previous three fiscal years. Trial trial
Similarly, non-Trademark organizations also capture expenses against PPA combinations that define the type of work performed by the support organization. These expenses are then allocated in each support organization business model to activities based on drivers. Allocation of expenses from outside the Trademark organization is a crucial step in the development of the fully burdened expense of Trademark processes and activities (see Section 4: Fully Burdened Expense). The cost driver selection for assigning expenses follows the guidance set by the FASAB Managerial Cost Accounting Standard #4. The hierarchy of driver selection is based upon the following, in order of preference: Direct (Code-Driven): At the USPTO, the majority of expenses are driven based on the Program, Project and Activity Codes (PPAs) which are reported by employees in the time reporting system (compensation) as well as on requisitions (non-compensation). The tasks identified by the PPA for labor or on requisitions are in support of a particular activity and program. An example of a PPA direct trace driver is Budget Formulation and Justification for the Trademark business unit. This expense is incurred in the Office of the Chief Financial Officer based on time spent in support of the Trademark business unit charged to the PPA code and is directly assigned to the Trademark organization through the model. Cause and Effect: Expenses are also assigned on a cause and effect basis if direct trace is not readily available. Examples of cause and effect drivers are workloads such as: Based Drivers: # of transactions, # of vouchers, # of servers by business unit, etc.
Results of the USRN Applications for Spring 2014 Meeting Special Committee on U.S. Route Numbering, Listed below and attached are the FHWA Interstate approvals for previous Interstate applications: Arkansas: Re-designation of 1-540 from 1-40 to U.S. 62 as 1-49, and Designation of U.S. 71 from U.S. 62 to U.S. 71 Business as 1-49 (file is bennet.pdf) Illinois/Missouri: I-70 Interchange into downtown St. Louis to the reconstructed Tri-Level Interchange in Illinois, distance ~3.7 miles (file MO-IL I-70 DESIGNATION FINAL APPROVAL LETTER 2-3-14.pdf) North Carolina: U.S. Route 64 from I-440 to I-95 and I-440 to I-540 to be added to the Interstate System as "Future I-495." (file FHWA Interstate Approvals for NC.pdf) Item No. Member DOT Request Description Decision 1 Alabama Relocation of a U.S. 278 Route begins on existing US 278 at Milepost 74.228 Back/74.576Ahead Northwest of Cullman, Alabama. New location from Milepost 74.228 Back/74.576 Ahead thence West to end at Milepost 72.641. New alignment traveling West to Cullman, Alabama for 1.587 miles. Route ends on existing US 278 at Milepost 72.641. CONDITIONALLY APPROVED Need to know disposition of existing
28 Texas Extension of I-69-E (Nueces County) Route will begin at the existing IH 69E terminus at SH 44. Route will extend 1.6 miles to the south. Existing facility is a 4-lane divided, controlled access route. Route will travel north to south. Robstown is the focal point city. Route will extend 1.6 miles. Route will end 0.4 mile south of FM 892 CONDITIONALLY APPROVED FHWA APPROVAL NEEDED 29 Extension of I-69-W (Webb County) Route will begin at the gore point of the northbound IH 35 direct connector. Route will extend 1.4 miles to the south. Existing facility is a 4- to 5-lane divided, route. Route will travel north to south. Laredo is the focal point city. Route will extend 1.4 miles. Route will end 0.6 mile west of FM 1472 CONDITIONALLY APPROVED FHWA APPROVAL NEEDED 30 Texas Relocation of US 59 (Webb County) The proposed route will begin from the entrance to the World Trade Bridge (approximately 0.6 mile west of FM 1472) and terminate at the junction of SL 20 and US 59 in Laredo. CONDITIONALLY APPROVED FHWA APPROVAL NEEDED
31 Recognition of a Business Route US 59 Business (Webb County) The proposed route will begin from the junction of SL 20 and US 59 and terminate at the southern terminus of US 59 in Laredo. APPROVED 32 Washington State Establish USBR 10 This route traverses 416 miles across the northern tier of Washington through Skagit, Okanogan, Ferry, Stevens, and Pend Oreille counties, and through 18 cities and towns. It also travels through challenging terrain in the state, including WA highest mountain pass, Sherman Pass, and connects to the west of Canada via the Washington State Ferry Marine Highway System. APPROVED
5.8.4 The domain name is not part of a pattern or series of abusive registrations because the Domain Name is of a significantly different type or character to other domain names registered by the Registrant. 5.9 Other factors for the Examiner to consider: 5.9.1 Trading in domain names for profit, and holding a large portfolio of domain names, are of themselves not indicia of bad faith under the usRS. Such conduct, however, may be abusive in a given case depending on the circumstances of the dispute. The Examiner must review each case on its merits. 5.9.2 Sale of traffic (i.e. connecting domain names to parking pages and earning click- per-view revenue) does not in and of itself constitute bad faith under the usRS. Such conduct, however, may be abusive in a given case depending on the circumstances of the dispute. The Examiner will take into account: 5.9.2.1. the nature of the domain name; 5.9.2.2. the nature of the advertising links on any parking page associated with the domain name; and 5.9.2.3. that the use of the domain name is ultimately the Registrant’s responsibility. 6. Default 6.1 If at the expiration of the 14 Calendar Day Response period (or extended period if granted), the Registrant does not submit an answer, the Complaint proceeds to Default. 6.2 In either case, the Provider provide Notice of Default via email to the Complainant and Registrant, and via mail and fax to Registrant. During the Default period, the Registrant will be prohibited from changing content found on the site to argue that it is now a legitimate use and will also be prohibited from changing the Whois information. 6.3 All Default cases proceed to Examination for review on the merits of the claim. 6.4 If after Examination in Default cases, the Examiner rules in favor of Complainant, Registrant shall have the right to seek relief from Default via de novo review by filing a Response at any time up to six months after the date of the Notice of Default. The Registrant will also be entitled to request an extension of an additional six months if the extension is requested before the expiration of the initial six-month period.
Strike action means not doing any work at all for the whole of the days specified by the union: 22/23 Feb; 26-28 Feb; 5-8 March; 12-16 March Action short of a strike also starts on the first strike day. In this dispute action short of a strike means the following: working to contract; not covering for absent colleagues; not rescheduling lectures or classes cancelled due to strike action; not undertaking any voluntary activities. What can I do - before the strike? Write to your MP and MSPs urging them to contact our VC and ask him to make a public call for the reopening of negotiations between UUK and USS Write to our VC and urge him to make a public call for the reopening of negotiations between UUK and USS You do not have to tell your employer whether you are going on strike in advance. Only afterwards on request. Please sign up to man/woman UCU strike information stall in front of Student Advice Hub (Mon-Fri 10am-3pm) – schedule to be circulated What can I do - during the strike? attend picket lines to support each other and provide a visible presence – please sign up for slots (schedule to be circulated) next best thing: do not cross the picket lines in any case: do not work on strike days Communication with students: Heriot-Watt students are on our side - statement from HWU SU: We, the Student Union Executive, believe staff have a right to be fairly rewarded for their work for students and the University as a whole. We urge the University to lobby UUK to negotiate a better deal for our staff….. If you want to get involved, show your support by joining the picket line. Show that you support our staff by not crossing the picket line. This is a poor deal for our staff, and something better can be done. Ask your students to follow their Student Union’s call to join the picket lines or at least not cross the picket lines NUS statement:
The deportations started in 1930 and sparked off numerous rebellions. These rebellions were brutally suppressed by the Soviet police. When it became clear that the peasants and the government were effectively at war, the peasants responded by slaughtering their animals (26 million cattle and 15 million horses) and destroying what grain they had. This confirmed in the mind of Stalin what he had long thought– that the peasants could not be trusted and that they had to be killed off or forced to obey Stalin. By December 1931, famine spread throughout the Soviet Union. Stalin had done nothing to help its starving people. In fact, on June 6th, 1932, Stalin ordered that the government should let the peasants starve rather than act to help them. Stalin refused to recognize the enormity of what he was doing. When he was challenged at one meeting to tell the truth, he told his accuser to become a writer so that he could continue writing fables. He even accused the head of the Bolsheviks in the Ukraine of being soft on peasants when he asked Stalin to provide his troops with more grain as they were starving. Throughout the whole era of the famine there is no evidence that Stalin was willing to change his policy by any degree. He even introduced the Misappropriation of Socialist Property Law– this stated that anyone caught stealing just one husk of grain was to be shot. Internal travel within the USSR was made all but impossible as the government had total control over the issuing of internal passports that were needed to travel. No one will ever know for sure how many died. However, it is generally accepted that within the Ukraine between 4 and 5 million peasants died. Over 5 million households were affected either by deportation, prison or executions. Life Under Stalin Stalin’s totalitarian rule revolutionized Soviet society. He relied on total control and limited individual freedoms. Women’s roles, however, were greatly expanded. With the Bolshevik Revolution of 1917, women won equal rights. After Stalin became dictator, women helped the state-controlled economy prosper. Under his Five-Year Plans, many women had no choice but to join the
Version Control Date Version Author Section Amendment 12/06/17 Draft 0.1 Pamela Baillie All Initial draft for review 16/06/17 Issue v1.0 Pamela Baillie RCL 1: Functional Requirements ‘b’ Priority changed to ‘D’ RCL 2, RCL 3: Functional Requirements ‘a’ Changed to include different occurrences of corrected monthly pensionable earnings. RCL 5 Functional Requirements ‘e’ Changed to include different occurrences of corrected monthly pensionable earnings. RCL 6 In Scope Changed to include different occurrences of corrected monthly pensionable earnings RCL 7 Out of Scope Changed to include different occurrences of corrected monthly pensionable earnings Background USS pension contributions are reported to USS on a monthly interface. The interface is produced in the Oracle Human Capital Management (HCM) application and is called USS Contributions Interface. The interface reports USS employee personal data, monthly employee pension contributions, monthly employer pension contributions and monthly pensionable earnings. This business requirement is to update the existing HCM USS Contributions Interface to capture the corrected monthly pensionable earnings when a UOE pay award is backdated. Objectives To understand and document the data that must be captured for the corrected monthly pensionable earnings on the HCM USS Contributions Interface. To understand and document how the data, corrected monthly pensionable earnings, needs to be reported on the HCM USS Contributions Interface. To understand and document the effective date of the change to corrected monthly pensionable earnings that must be captured on the HCM USS Contributions Interface. To understand and document how the effective date of the change to corrected monthly pensionable earnings to be reported on the HCM USS Contributions Interface.
8.5 Enclosed Structure Evaluation 38 Section 9 – Contaminated Soil Re-use or Disposal 9.1 General Information 38 9.2 Contaminated Soil Re-Use 38 9.3 Contaminated Soil Disposal 38 Section 10 – Contaminated Water Discharge or Disposal 10.1 General Information 39 10.2 Water Discharge Permit 39 10.3 Contaminated Water Disposal 39 Section 11 – Record Keeping 39 Appendices Appendix A – Recommended Industry Codes and Standards for Underground Storage Tank Closure or Change-in-Service 40 Appendix B – Underground Storage Tank Division Regional Office Contact Information and Map Showing Parishes Covered by Regional Offices 41 Appendix C – Notification of Intent to Perform a Closure or to an Underground Storage Tank System Form 43
Appendix D – Seven Day Notification – Fax Transmittal Form 44 Appendix E – Underground Storage Tank Closure/Assessment Form 45 Appendix F – Sample Site Drawing 46 Appendix G – Site Drawing Form 47 Appendix H – Sample Chain-of-Custody Record 48 Appendix I – Conveyance Notification Form Letter 49 Appendix J – UST Closure Checklist 50 Appendix K – Sample Laboratory Analytical Results 52 Appendix L – List of Industrial Solid Waste Facilities 54 Appendix M – UST Soil Screening Standards 55
Indicator Compound TPH-GRO C>6 - C8 (Purgeable) TPH-DRO C10 – C28 (Extractable) TPH-ORO C>28 (Extractable) Aliphatics C>6 - C8 X Aliphatics C>8 - C10 X Aliphatics C>10 - C12 X Aliphatics C>12 - C16 X Aliphatics C>16 - C35 X X Aromatics C>8 - C10 X Aromatics C>10 - C12 X Aromatics C>12 - C16 X Aromatics C>16 - C21 X Aromatics C>21 - C35 X FIGURE 16 TPH Fraction Decision Flowchart
“Removal and Disposal of Used Underground Storage Tanks” American Petroleum Institute Recommended Practice 1604 “Cleaning Petroleum Storage Tanks” American Petroleum Institute Publication 2015 “Interior Lining of Underground Storage Tanks” American Petroleum Institute Publication 1631 American Petroleum Institute 12220 L Street, Northwest, Washington, D. C. 20005 (202) 682-8000 “Criteria for a Recommended Standard…Working in Confined Space” The National Institute for Occupational Safety and Health Superintendent of Documents U.S. Government Printing Office Washington, D. C. “Flammable and Combustible Liquids Code” NFPA 30 “Code for Motor Fuel Dispensing Facilities and Repair Garages” NFAP 30A National Fire Protection Association 1 Batterymarch Park Quincy, MA 02169-7471 “29 Code of Federal Regulations (CFR) 1926 Subpart P – Excavations” http://www.osha.gov
Californians for Pesticide Reform, Pesticide Watch, Center for Environmental Health. (2010). Pesticide Protection Zones: Keeping Kids Safe at School [Policy Report]. Retrieved from http://www.pesticidereform.org/downloads/SchoolProtectionZones.pdf K., (2012). Introduction to Geographic Information Systems (6th ed.). New York, New York: The McGraw-Hill Companies. Community Action Partnership of Kern (CAPK). (2013). Head & Early Head Start Program 2013 Community Assessment Update [Annual Report]. Retrieved from http://www.capk.org/store/files/145.pdf Cox, C. (1995, Spring). Indiscriminately from the skies. Journal of Pesticide Reform, 15(1), 2-7. Cromley, E. K., & McLafferty, S. L. (2012). GIS and Public Health (2nd ed.). New York, New York: The Guilford Fortin, M. C., Carrier, G., & Bouchard, M. (2008, November 8). Concentrations versus amounts of biomarkers in urine: a comparison of approaches to assess pyrethroid exposure. Environmental Health, 7, 55-68. Retrieved from Franklin, C. A., & Worgan, J. P. (Eds.). (2005). Occupational and residential exposure assessment for pesticides. Chichester, UK: John Wiley & Sons, Ltd. Gao, J. (2009). Digital Analysis of Remotely Sensed Imagery. New York, NY: McGraw-Hill Companies, Inc. Gao, J., Wang, Y., Gao, B., Wu, L., & Chen, H. (2012). Pesticides - Evaluation of Environmental Pollution. H. S. Rathore, & L. M. Nollet (Eds.). Bacon Raton, FL: CRC Press.
field geometric assumptions. Paper presented at the American Society of Agricultural and Biological Engineers Annual Meeting, Tampa, FL. U.S. Environmental Protection Agency . (2013). Recognition and Management of Pesticide Poisonings (735K13001). Retrieved from U.S. Environmental Protection Agency. (1988). Environmental Progress and Challenges: EPA’s Update. Berkley, California: University of California Libraries. U.S. Environmental Protection Agency. (2009). A Conceptual Framework for U.S. EPA’s National Exposure Research Laboratory (NTIS PB2010-103951). Retrieved from Ward, M. H., Nuckols, J., Weigel, S. J., Maxwell, S. K., Cantor, K. P., & Miller, R. S. (2000, January). Identifying populations potentially exposed to agricultural pesticides using remote sensing and a geographic information system. Environmental Health Perspectives, 108(1), 5-12. Wishtoyo Foundation. (2003). Agritoxins: Ventura County’s Time Bomb [Research paper]. Retrieved from http://www.environmentnow.org/pdf/Wishtoyo-Agritoxins-Report.pdf Zandbergen, P. A., & Chakraborty, J. (2006, May 25). Improving environmental exposure analysis using cumulative distribution functions and individual geocoding. International Journal of Health Geographics, 5(23).
Zartarian, V., Bahadon, T., & McKone, T. (2005). Adoption of an official ISEA glossary. Journal of Exposure Analysis and Environmental Epidemiology, 15, 1-5. Zartarian, V. G., & Schultz, B. D. (2010, June). The EPA’s exposure research program for assessing cumulative risk in communities. Journal of Exposure Science and Environmental Epidemiology, 20(4), 351-358.
4. USU EH&S Office and Chemical Hygiene Officer 5. Department Head or Campus Unit Director 6. University Administration C. The Laboratory Facility 1. Design 2. Maintenance 3. 4. Ventilation 6 D. Chemical Hygiene in This Laboratory 1. Basic Chemical Hygiene Rules 2. Additional Rules Specific to This Laboratory 3. Chemicals Posing Significantly High Hazard 3.1 Allergens 3.2 Chemicals of High Acute Toxicity 3.3 Reproductive Toxins (include embryo toxins) 3.4 Chemical of High Chronic Toxicity (Carcinogens) 3.5 Animal Work with Chemicals of High Chronic Toxicity 3.6 Physical Hazards 4. Chemical Hygiene Standard Operating Procedures (SOPs) specific to the laboratory 5. Chemical Procurement, Distribution, and Storage 6. Environmental Monitoring 7. Housekeeping and Maintenance 8. Laboratory Audits 9. Medical Program 10. Personal Protective Apparel and Equipment 11. Records 12. Signs and Labels 13. Spills and Accidents 14. Information and Training 15. Waste Disposal 8 8 10 11 11 13 15 17 20 22 23 24 24 25 25 25 26 26 27 27 27 28 E. Chemical Inventory 29 F. Safety Data Sheets (SDS) 29 G. Physical Hazards 29 H. Laboratory Safety Training Certificates 29 Specific Laboratory Information Required A. GENERAL PRINCIPLES FOR WORK WITH LABORATORY CHEMICAL 1. It is prudent to minimize all chemical exposures. Because few laboratory chemicals are without hazards, precautions for handling all laboratory chemicals should be adopted. Skin contact with chemicals should be avoided as a cardinal rule. 2. Avoid underestimation of risk. Even for substances of no known hazard, exposure should be minimized; for work with substances which present hazards, special precautions should be
e. disposal: Dispose of contaminated animal tissues and excreta by incineration if the available incinerator can convert the contaminant to nontoxic products; otherwise, package the waste appropriately and dispose of waste according to USU Hazardous Waste Guidelines. f. List of chemicals of high chronic toxicity (carcinogens) involved with animal work in this lab: Chemical Name CAS number Manufacturer (if known) 3.6 Work with Materials that pose a significant Physical Hazard OSHA defines a physical hazards as a chemical for which there is scientifically valid evidence that it is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable (reactive), or water-reactive. Other physical hazards include: Cryogens
true case mix of the patient. 3. Structure Does the hospital work in a different way from others across the country? Do they have different care pathways, particularly for end-of-life care? Other structural differences such as no weekend discharges or nurse-led discharge teams should also be considered. 4. Process At this start considering that there may be a potential safety and quality issue. Where service delivery needs to be reviewed, issues can be identified after monitoring and investigating
IDS 3214L - Lab 4 Part A - USING THE MICROSCOPE Microscopes are tools used to examine specimens too small to be observed with the naked eye. There are two major types of microscopes that you will use in this lab, compound light and dissecting microscopes. In general, a compound light microscope is used to visualize very small items (e.g. blood cells) while a dissecting microscope is used for observing much larger items (e.g. mouthparts of a grasshopper). A. Familiarize yourself with the use of the light microscope Identify each part labeled on the compound microscope in Figure 3 and note its function in 5: Figure 3. Major parts of a compound light microscope Table 5: Part Function Objective Stage Clip
How many people may stand inside the safety zone of a machine? Zero One Two Three What is the correct way to hold a sharp object? With the sharp point facing downward toward the ground With the sharp point facing upward toward your body With the sharp point facing to the right With the sharp point facing to the left What should you do if you are not sure how to operate a machine? Ask a friend. Make a best Ask your teacher. Go online to find instructions about how to operate the machine. Pretend that you worked on a project in which you left sawdust and wood shavings on the table. What should you do? Wipe the sawdust off of the with your hands. Leave the sawdust for the custodian to clean up. Wear gloves and pick up each piece of wood and sawdust individually. Use a bench brush or hand broom to sweep the wood shavings into a dustpan. If your friend asks for a tool while in the lab, you should sprint and run the tool over to him/her in order to make sure s/he receives the tool as quickly as possible. True False