zilongwang/ReadingBank huggingface dataset:
developed directed encouraged evaluated handled communicated counseled developed defined directed designed devised engineered inspected maintained expedited facilitated guided inspired maintained implemented improved drafted edited operated overhauled modified performed incorporated increased enlisted formulated programmed repaired referred rehabilitated inspired launched influenced interpreted solved trained represented supported led lectured upgraded upheld managed mediated motivated motivated Creative Detail organized oversaw negotiated persuaded acted composed assembled approved planned prioritized produced recommended reevaluated promoted publicized reconciled reported researched conceived conceptualized created designed developed arranged catalogued classified collected compiled rejected reviewed summarized translated evaluated formed edited estimated strengthened supervised Research formulated founded generated implemented Financial clarified collected illustrated integrated listed monitored audited balanced budgeted critiqued detected diagnosed introduced invented originated observed operated organized calculated compared evaluated examined perceived performed prepared processed adjusted allocated extracted identified planned presented purchased recorded analyzed appraised inspected interviewed produced refined reduced retrieved computed developed investigated organized updated screened streamlined estimated researched Helping forecasted reported advised managed reviewed assessed planned searched assisted How to Create Strong Bullet Points When writing your duties and accomplishments on your work, course projects, leadership or research experience, be sure that your words have the most impact they can. Here is an example of how to build your resume bullets using an easy formula. Step 1: Choose a strong action verb(s) to describe the skill you used. Ex. create, design, research, write, interview, communicate, collaborate Step 2: Identify the subject of your action (Could be a project, duty or task) Ex. multipage website, marketing materials, constitutional law, weekly opinion column, abstract technical concepts Step 3: Identify who benefited from your work when possible. Ex. small start-up, the dance marathon, UNC debate team, student newspaper, undergraduate computer science students Step 4: Provide descriptors of the project, the result or the benefactor.
2. YES NO 3. YES NO Section E: About your scholarship application Confirm that you have applied for admission directly to CMU? YES NO Degree Name of course Section F: Current What are you currently doing? Employed Student Unemployed If you are employed, provide the name of the company / institution Does your employer support this scholarship application? If you are awarded this opportunity what are your plans with respect to your employment? If you are studying, provide the name of the institution and course and the start/end dates If you are awarded this opportunity what are your plans with respect to your current studies? Section G: Plans and goals In 250-300 words, provide a motivation for your application with regards to both your personal and professional goals for the next 5 to 10 years?
could you prepare for these challenges? Section H: Nomination (if applicable) If you have been officially nominated by another government department, provincial government, agency, employer or institution, provide these details here and submit a signed nomination letter with your application form Name of nominating agency / department Contact person Position / title Email address Phone no. Section I: Reference (school teacher, principal or work supervisor) Full name Company / institution Relationship to you Phone no. Email address Section J: Terms and Conditions By submitting this application form you agree that: You will submit all other documents required to be considered for this scholarship as indicated in the call for applications (this could include applications for univerity admission and/or to the scholarship awarding agency). All information and supporting documents provided as part of your application are accurate and authentic, including all information and documents submitted to DHET, for university admission and to the scholarship awarding agency. Any references provided may be contacted by the Department of Higher Education and Training. Any information or documents provided may be submitted for verification. Should any information provided be to be false, your application will immediately be disqualified. If a scholarship has already been awarded, it may be withdrawn immediately and all costs incurred on your behalf will be claimed from you. You have read and understood the and conditions of the scholarship as outlined in the call for applications and provided by the scholarship awarding agency. Additional supporting documents may be requested. Name: Click this box to agree to the above conditions:
“Grading Writing to Encourage Revision.” 12 October 2009. “Making the Annual Report a Persuasive Text: Strategies for Analytical Professional Writing.” 10 June 2009. “Tips for Teaching Writing-intensive Courses.” 18 and 19 February 2009. “A UCOR 101 Conversation: Assigning and Assessing Student Work.” 22 October 2008. Student Workshops Led and Coordinated: “The Research Paper Paragraph.” 20 October 2010. “APA Citation and Source Use for Nursing.” 15 September 2010. “Avoiding Plagiarism: Definitions and Strategies.” 24 March 2010. “Avoiding Plagiarism: APA Citation and Source Use.” 22 January 2010. “Writing Your Résumé: Content, Structure, and Process.” 5 November 2009. “Strategies for Successful Research-based Writing.” 28 October 2009. “Outlining.” 24 April 2009. “APA Citation.” 25 March 2009. “Creating Effective Professional Writing: Proposals, Cover Letters, and Résumés.” 26 February 2009. “Using Sources in Researched Writing.” 24 October 2008. SERVICE—Fall 2005 to Fall 2010 Service to the Profession: Reviewing Articles for Journals: Journal of Technical Writing and Communication, Summer 2010, Spring 2010 Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Summer 2010 Reviewing Proposals for Conference: National Conference on Peer Tutoring in Writing, Spring 2010 Serving on Award Selection Committees: Kairos Best Webtext Award, 2009 Hugh Burns Best Dissertation Award Selection Committee (co-chair), 2008 Serving as Discussion Leader for Graduate Research Network Research Computers and Writing Conference, 2010, 2009, 2008, 2007 Mentoring New Conference Participants: Computers and Writing Conference, 2009, 2008, 2007 I worked at Bloomsburg University of Pennsylvania from Fall 2006 to Summer 2008 and have excluded University, College, and Department service from my time Service Work at Duquesne: Department: Writing Committee, Department of English, Fall 2008–present Speakers Committee, Department of English, Fall 2009–present Public Speaking for Academics Workshop, Department of English, 14 October 2009 Job Search Workshop, Department of English, 16 September 2009 and 26 September 2008 Mentor, undergraduate majors College: Academic Integrity Committee, Fall 2009–present (elected) University:
Appendix 1: Management information Management information tables should be completed as per the guidance provided in the Annual Programme Evaluation Guidance and the . Where programmes have been clustered it may be helpful to provide data separately to ensure any differences between cohorts can be seen. Each table includes a header ‘programmes covered’ to ensure it is clear which programme/s the data relates to. Data can be accessed via SharePoint: Admissions data – applications Applications from prospective students categorised according to applicant fee status and overall number of applications each year. Programme/s covered For entry in: Fee status UK & EU Overseas Not assigned 2015-16 2016-17 2017-18 Admissions data – intake Student intake categorised according to student fee status and overall student intake each year. Programme/s covered Student Cohort Fee status TOTAL EU Home Overseas 2015-16 year of 2016-17 year of 2017-18 year of Admissions data – qualifications on entry New students categorised according to highest qualification gained prior to entry to City. Programme/s covered For entry in: Qualification type TOTAL 1st UK Degree Foundation Course Mix A'/ GNVQ 3 Other Not Known Not Assigned 2015-16 2016-17 2017-18 Progression between Programme Stages Information on students who progress between the different Programme Stages as follows:
Undergraduate Bibliography for Online Connect Biblical Studies Alter, Robert. The Art of Biblical Narrative. New York: Basic Books, 2011. Bauckham, Richard. Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony. Grand Rapids: Eerdmans, 2006. Eng, Milton, and Lee M. Fields, eds. Devotions on the Hebrew Bible: 54 Reflections to Inspire and Instruct. Grand Rapids, MI: Zondervan, 2015. Kaiser, Walter. Toward an Exegetical Theology: Biblical Exegesis for Preaching and Teaching. Baker, 1981. Köstenberger, Andreas J., L. Scott Kellum and Charles L. Quarles. The Cradle, The Cross, and the Crown: An Introduction to the New Testament. Nashville: B&H, 2009. Wenham, Gordon J. as Torah: Reading Old Testament Narrative Ethically. Grand Rapids, MI: Baker Academic, 2000. Wright, N. T. The New Testament and the People of God. Minneapolis: Fortress, 1992. Young, Brad H. Meet the Rabbis: Rabbinic Though and the Teachings of Jesus. Grand Rapids, MI: Baker Academic, 2007. Theology and Apologetics Ankerberg, John and John Weldon. When Does Life Begin? Brentwood, TN: Wolgemuth & Hyatt, 1989. Beale, G. K. A New Testament Biblical Theology: The Unfolding of the Old Testament in the New. Grand Rapids: Baker, 2011. Chesterton, G.K. Orthodoxy. New York: Doubleday, 2001. Clark, David K. To Know and Love God. Wheaton: Crossway Books, 2003. Colson, Charles, and Nancy Pearcey. How Now Shall We Live? Carol Stream, IL: Tyndale House, 1999. David, John Jefferson. Evangelical Ethics, 3rd ed. Phillipsburg, NJ: Presbyterian and Reformed Publishing, 2004. Hearson, N. Blake, and Russell L. Meek, eds. Coffee Shop Conversations: Evangelical
Basin, Gunnedah Basin and other minor onshore basins, Queensland, NSW and NT. Australian Petroleum Accumulations Report 11, Bureau of Resource Sciences, Canberra Clarence-Moreton Basin – Geological Overview Coal seam methane in New South Wales Gunnedah – Geological Overview New Wales drillhole data Surat Basin – Geological Overview Sydney Basin – Geological Overview The Allen Consulting Group, The economic impacts of developing coal seam gas operations in Northwest NSW, Report to Santos, December 2011 Victoria Unconventional resource potential: Basin/Formation Tight gas Shale gas CSG Status Gippsland Basin Lakes Entrance Formation * Inactive Strzelecki Formation * Under assessment** Otway Basin Pretty Hill Formation  Inactive Sawpit Shale  Preliminary exploration Casterton Formation * Preliminary exploration *Unconventional oil and gas potential **Activities suspended due to current State moratorium on fracture stimulation. Table 4.1: Victorian unconventional resource potential Reserves/Resources: PETROLEUM (PIIP) DISCOVERED PIIP COMMERCIAL PRODUCTION RESERVES 1P RESERVES 2P RESERVES 3P CONTINGENT RESOURCES 1C: 403 PJ CONTINGENT RESOURCES 2C: 755 PJ CONTINGENT RESOURCES 3C: 1212 PJ UNRECOVERABLE
Western Australian Atlas of Petroleum Fields, Vol. 1, Onshore Perth Basin, Owad-Jones, D. and Ellis, G., 2000 Western Australia Atlas of Petroleum Fields, Volume 2, Part 1, Onshore Canning Basin, Jonasson, K.E., 2001 Western Australia Atlas of Petroleum Fields, Volume 2, Part 2, Onshore Carnarvon Basin, Ellis, G.K. and Jonasson, K.E., 2001 Whicher Range Development Concept Northern Territory Unconventional resource potential: Tight gas Shale gas CSG Status Bonaparte Basin Milligans Formation  Inactive “Bonaparte Formation”  Inactive Georgina Arthur Formation * Preliminary exploration McArthur Basin/Beetaloo Kyalla Formation Inactive Velkerri Formation * Inactive Barney Creek Formation  Preliminary exploration Mount Isa Superbasin Lawn Hill Shale  Preliminary exploration Riversleigh Siltstone  Preliminary exploration Amadeus Basin Pacoota Sandstone * Inactive Horn Valley Siltstone * Inactive Stairway Sandstone * Inactive Eromanga Basin Poolowanna Formation Inactive Pedirka Basin Peera Peera Formation Inactive Ngalia Basin Inactive *Unconventional oil and gas potential Table 8.1: Northern Territory unconventional resource potential Reserves/Resources: PETROLEUM (PIIP) DISCOVERED PIIP COMMERCIAL PRODUCTION RESERVES 1P RESERVES 2P RESERVES 3P
3.3.4 Explain assumptions regarding attrition and/or numbers of graduates. 3.3.5 What is the minimum number of FLEs needed for this program to be viable (i.e., the “break-even” point)? 3.4 Learner Demand (Answer the following questions) 3.4.1 Describe the labour market demand for graduates of the proposed program within the province, detailing how such demand was forecasted. (Append supporting documentation, as appropriate.) 3.4.2 Identify stakeholder groups were consulted regarding demand/need for this program: Students/learners Faculty Program advisory committee Regulator and/or accreditation bodies Employers and professional associations Community organizations Other post-secondary institutions (please identify) 3.4.2a Discuss the results of consultations and attach supporting documentation (e.g., minutes of meetings, letters of support, etc.), when available. 3.4.3 Identify and discuss any additional factors that may impact demand for this proposed program. 3.4.4 Will this program target students from outside the institution’s traditional catchment zone? (If yes, where will these students be targeted – i.e., which particular regions/jurisdictions within Alberta and Canada, foreign countries, and/or geographic regions?)
Advocate for student policies that embrace and respect the diversity of learners at Penn State ✔ ✔ ✔ ✔ Increase delivery of inclusive teaching workshops to faculty ✔ X X X 1.2.2 Provide programming and support services for students at critical transition points in education - - - - Continue and refine initiatives to enhance the first-year experience (LEAP, New Student Orientation, and Penn State Reads) ✔ X ✔ X Expand programming for change-of-campus and transfer students (STEP and orientation activities) ✔ X ✔ X Provide collaborative leadership for an assessment of First-Year Engagement Strategies ✔ X ✔ X 1.2.3 Align academic support services and staffing with changing needs - - - - Address Penn State Learning staffing shortfalls in Guided Study Group leaders and supervisors, Writing tutor training and supervision, Math tutor supervision, and all aspects of language tutoring ✔ X X ✔ Develop creative Summer Session offerings to expand student access to programs ✔ ✔ ✔ X Consolidate Morgan Center support services for student athletes to achieve more coordinated, consistent, and effective programming ✔ X X ✔ Develop and implement orientation and academic support services to meet special needs of Penn State’s growing population of international undergraduate students ✔ ✔ ✔ X Provide academic support and services and access to co-curricular opportunities such as engaged scholarship for students enrolled at a distance through the World Campus ✔ ✔ ✔ X 1.3 Improve academic administrative processes to be more responsive to students - - - - 1.3.1 Provide leadership and support for the implementation of LionPATH, Penn State’s new student information system ✔ X ✔ X 1.3.2 Develop mobile application for SRTE administrative in collaboration with AIS ✔ X ✔ X
Service Courses offered in other Departments Course Code Course Name Credits INSTRUCTOR STAT 254 A Statistics For Engineers (For MSE) (3 0) Inst.Dr.Ayçim A.Selam STAT 254 B Statistics For Engineers (For Mechanical Eng.) (3 0) Inst.Dr.Övül Arıoğlu Akan TECHNICAL ELECTIVES Course Code Course Name T U Credits ECTS INSTRUCTOR CSE396 Database Management Systems 3 0 3 5 Prof.Dr.G. Çetiner ECON401 Managerial Economics 3 0 3 5 Assc. Prof.Dr.S. Bulkan IE324 Manufacturing Processes 3 0 3 5 Inst.Dr..A.A. Selam IE327 ERP Techniques and Applications 3 0 3 5 Betül Onat (Kora Oracle Partner ) IE374 Ergonomics 3 0 3 5 Asst. Prof. Dr.H. S. IE446 Manufacturing Systems 3 0 3 5 Can Yükselen (Yalın Enstitü) IE452 Supply Chain Management 3 0 3 5 Mehtap Serdaroğlu IE487 Introduction to Quality Management 3 0 3 5 Inst.Dr.Ö. Akan IE494 Special Topics in Industrial Engineering 3 0 3 5 Prof.Dr.G. Çetiner MGT372 Principles of Management 3 0 3 5 Asst. Prof. Dr..M.B. Ayhan MGT473 Strategic Management I 3 0 3 5 Bilge Öncül Baştuğ 2014-2015 FALL SEMESTER (NEW Curriculum) 1. SEMESTER INSTRUCTOR No Course Code Course Name T U Credits ECTS 1 ATA121 Ataturk’s Principles and The History of Turkish Renovation I 2 0 2 2 2 CHEM1007 Basic Chemistry 4 0 6 6 3 CSE1043 Introduction to Computer Programming 3 2 6 6 4 IE1001 Introduction to Industrial Engineering 2 0 3 3 Asst. Prof. Dr.Dr.H. S. Kılıç 5 MATH1001 Calculus I 4 0 6 6 Asst. Prof. Dr.C. Ç. Dönmez 6 PHYS1001 Physics I 4 0 5 5 7 TRD121 Türk Dili I 2 0 2 2 Total 21 2 30 30 3. SEMESTER
What is the best aspect of your assignment? What is the weakest aspect of your assignment? How many hours did you spend working on this assignment? How your approach to this assignment have been improved? How would you rate your attendance on the module? Excellent (0-1 class missed) □ Satisfactory (2-3 classes missed) □ Poor (4 or more classes missed) □ What mark do you think you assignment deserves? % When you submit your work, you are agreeing to the university’s regulations regarding academic offences. It is your responsibility to make sure you have read and understand what they are. Check you understand by reading the following statements. These are common mistakes but they may result in you failing your coursework. My English isn’t very good, am I allowed to copy pieces of text and link them together with my own words? NO – you need to use your own words throughout, paraphrasing and using a small number of quotes where necessary. I find academic journal articles hard to read, is it okay to search online for the same information in a simpler form and then reference the academic work? NO – you may only reference what you have actually read – don’t ‘invent’ references to make your work seem more ‘academic’. I have forgotten where I found the information is it okay if I don’t reference it? NO - all your references must be provided so make sure you keep a record of everything you read. I know many tutors don’t like Wikipedia and some online sources, so is it better to use them but not to reference them? NO – all sources must be referenced, whatever their academic quality, but try to use the library search engines (PRIMO) instead of Google, etc. I have used some online sources and I can’t find an author, can I make up a name? NO – all your references must be accurate, if there is no obvious author use the name of the company or organisation which produced the information. I have found a similar piece of coursework online, can I use it if I make a few changes? NO - submitting work written by others, (even if you buy it) is NOT allowed and result in disciplinary action
Degree/Major Title: Contact person: College: Department/School: Telephone: 239- Briefly describe the proposed revision(s). Effective date: Fall 20 Changes are effective in the fall of the year. Exceptions are approved only in unusual circumstances with adequate justification. Briefly explain the rationale for the proposed revision. Link the proposed revision to assessment and institutional effectiveness activities (feedback from students, market demands, program evaluation, resource allocation, etc.). Provide three years of data.
Stroke 8.30 am Meet with stroke SHO on Hindhead Ward 9.30am WR AB Neuro radiology meeting 4.30pm Xray Seminar room Simulation Teaching (check schedule) 9.30am WR KP 2.15pm MDT 9.30am Geriatric Medicine Xray Meeting Ward-work with team 12.30pm Geriatric Medicine Tutorial (Flo Des) 8.30am Journal Club 9.00 WR KP 11.00 Radiology Teaching X ray dept 2-3pm Foundation Teaching 10am WR AB Present Case 12.30-2pm F1 Led Teaching (Ed Centre) Cardiology am Ward Round EWL, Clinic MH pm Chest Pain clinic Simulation Teaching (check schedule) Consultant WR TPC Clinic EWL DCCV pm Clinic MH (sometimes joint with heart failure nurses) 8.00amWard round MH. Stress echo,heart failure nurse led clinic (HASTE), Clinic TPC am Ward round EWL 8.30am Journal Club (Ed Centre) 11.00 Radiology Teaching X ray dept Myocardial perfusion scanning (level A) all day: stress echo MH Cath lab MH 2-3pm Foundation Teaching Consultant WR TPC stress echo 12.30-2pm F1 Led Teaching (Ed Centre) pm Clinic TPC all day: EWL cath lab
[UNDERGRAD THEORY COURSE TEMPLATE] Nurs ###, Course Name, # Credits Dakota State University College of Nursing – [Name of] Department – [Site location] Semester, Year Course Meeting Time and Location: Specify here Instructor/Coordinator Names & Contact Information: Name, Credentials (Optional: concepts teaching for co-taught courses) Office Location Office Hours: Specify here - ###-#### Email: (______@ sdstate.edu) or in D2L (specify preference) Student/Faculty Communication: The preferred method of communication [specify]. Include any other communication requests such as hours, etc. as desired by faculty. Catalog Description: Copy from current catalog description Course Prerequisites: List here Description of Instructional Methods: This course is D2L-enhanced and students are required to have internet access and access to D2L. Basic computer skills are a prerequisite. Learning experiences may include the following methods: [insert methods here. Examples: online learning, team learning, lecture, quizzes, examinations, student-directed learning experiences, readings, written assignments, role-play, library and internet searches, and professional presentations]. COURSE REQUIREMENTS Required Textbooks and other Materials: (Primary Course Texts Bolded) Insert textbook and material references in APA format here, with primary course bolded. Required Supplemental Materials: Insert here. See Optional Course Statements at end of syllabus template. Undergraduate Class Attendance Policy: SDSU’s , as stated in the SDSU Undergraduate Catalog and Policy and Procedure Manual, will be followed.
and, for independent studies, the quality of the project proposed; 3) the track record of the faculty member in supervising student research and/or student research assistants; and 4) a letter of recommendation in support of the student from the faculty member who is supervising the research. This may be supplemented by an additional letter from another ILR School Faculty member if desired (for example, if the professor who will be supervising the project is not familiar with the student’s performance in class). The ILR Faculty Research committee will evaluate the applications and make the awards. MTW/klr
Computer Science majors have a modified General Education program of 30 units as described below: General Education Requirements (48 units, of which 18 units are in the major) IHE - Introduction to Higher Education for Computer Science Majors – CS1010 (3) Oral Communication (3) Written Communication (3) American Institutions – US History (3) American Institutions - US Constitution and State/Local Govt. (3) Biological Sciences OR Interdisciplinary Physical-Biological Science (3) Arts and Humanities – Select 3 units from Arts (3) Social Science - Select 3 units from Social Science (3) Upper Division requirement –Arts & Humanities (3) Division requirement - Social Science (3) University Requirements A minimum 2.0 grade average is required in (i) Overall at CSULA (ii) Major requirements and (iii) Overall at CSULA. In addition, students must check on the course designations describe below: Cl Computer Science students need to fulfill two GE courses with CL designation, one is IHE (CS1010), and the other is in Upper Division (Block C or D). d/re Computer Science students need to take at least one diversity course (with d designation), and one race and ethnicity course (with re designation). They can fulfill these requirements by taking LD C1 course, Block D course, or UD Block C and UD Block D courses with such designations. Wi Computer Science students need to take at least two courses with wi designation in addition to meeting A2 and A3 requirements. Students will take CS4961 & CS4962 (major courses with wi), and one writing intensive course in GE. WPE Must take and pass the Writing Proficiency Examination (WPE) by registering for UNIV4000 to completing 90 semester units and before registering for CS4961. See the choice of General Education courses below:
HST407H1F 2017 Ecological Public Health Section: XXXX Session: Fall 2017 Course Capacity: 15-20 undergraduate & 5- 10 graduate students Classroom Date/time: Friday from 9-12, with undergraduates only expected 9-10 on Oct 20 Location: OISE 4426 No tutorials Pre-requisite: HST209H1/HST250H1/HST330H1/ENV100H1/ENV222H1 Enrolment Control: P (asspe2085, asmaj2085) – HST specialists and majors, but if not full, then to Human Biology, Environmental Studies & Global Health Last day to drop an F course is Monday 6 November 2017 COURSE CONTACTS Instructors: Professor Donald C Cole (lead) (profile at ) Dr. Kate Mulligan (profile at ) Office Hours (lead): After class Friday 12:00 to 13:00, or in Donald’s office at times arranged directly with him via email at the Dalla Lana School of Public Health (DLSPH) Office Location: Rm 584 Health Sciences Building, 155 College Street Teaching Assistant: Sarah Elton ( ) HEALTH STUDIES PROGRAM CONTACTS Health Studies Director: Sarah Wakefield () Health Studies Program Assistant: Khamla Sengthavy () Website:
FORM FOR COMMENTS ON THE SECOND DRAFT OF THE BILL ENACTING THE UNDERGROUND INFRASTRUCTURE SAFETY ENHANCEMENT ACT (PREVIOUSLY BILL S-233) Please provide your comments in the corresponding comment row. DRAFT WORDING COMMENTS Senate Public Bill SUMMARY TABLE OF PROVISIONS BILL S-233 An Act respecting underground infrastructure safety SHORT TITLE This Act may be as the Underground Infrastructure Safety Enhancement Act. INTERPRETATION Definitions The following definitions apply in this Act. buried infrastructure damage prevention organization federal lands federally regulated ground disturbance Locate request Notification centre Owner or operator Registered underground infrastructure DESIGNATION Designation of Minister
3. Estimated total capacity (gallons) 4. Tank attributes all that apply) Asphalt-coated or bare steel Cathodically-protected steel (impressed current) Cathodically-protected steel (sacrificial anodes) Coated and cathodically-protected steel (impressed current) Coated and cathodically-protected steel (sacrificial anodes) Composite (steel clad with noncorrodible material) Concrete Fiberglass-reinforced plastic Noncorrodible tank jacket Lined interior Excavation liner Double-walled Manifolded Compartmentalized Field-constructed Unknown Check box if tank has ever been repaired Other, specify here ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ _________ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ _________ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ _________ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ _________ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ _________ 5. Overfill protection installed (check all that apply) Automatic shutoff Flow restrictor High-level alarm Other, specify here ☐ ☐ ☐ _________ ☐ ☐ ☐ _________ ☐ ☐ ☐ _________ ☐ ☐ ☐ _________ ☐ ☐ ☐ _________ 6. Spill prevention installed Double-walled Other ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ 7. Piping attributes (check all that apply) Bare Galvanized steel Fiberglass-reinforced plastic Flexible plastic Copper Cathodically-protected (impressed current) Cathodically-protected (sacrificial anodes) ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
Have you noticed any particular events/activities, weather conditions, maintenance or other things that tend to occur around the same time or right before the suspected problem? Additional Information Any observations about the site conditions that need attention or help explain the concern? Appendix E – Employee Training Record This is to certify that the undersigned received training on the <Company Name> UST Management Program. Name Sign Name
Underrepresented Topics in the Historical Marker Program (In alphabetical order) African American topics Archeology – Pre-historic and Historic African (continent) topics Alsatian topics Artists – Folk or Fine Art Asian topics Aviation Astronomy Belgian topics Botany Crime Chinese topics Cinema topics Civil Rights topics Czech topics Disability topics Danish topics Dutch topics Engineering topics English topics Fine art topics French topics Geology topics Irish topics Inventors and Inventions Journalists Japanese topics Jewish topics Korean War Labor topics Landscape Architecture and Design Mexican topics Medical topics Music Native American topics Norwegian topics Pacific Islanders topics Political topics Performing Arts Recorded Texas Historic Landmarks (RTHLs) – buildings and structures (commercial, residential, institutional, bridges, etc.) Russian topics Science Sports Swiss topics Scottish topics Swedish topics Vietnamese topics Vietnam War Wendish topics Wildlife Management Women’s topics Writers and Poets Youth Organizations NOTE: Undertold applications are accepted every May 1 to June 15 and are submitted to . Approved topics will receive a free 27” x 42” (large) historical marker. Undertold applications are not required to be approved and sent by the county historical commission (CHC) but highly encouraged. If approved, THC Marker Staff will work closely with the applicant and CHC.
Retrieve All Server Data Selected server(s) Right click menu on (multi)selecting managed servers in the ‘Server Inventory’ view All tasks except Discovery Retrieve Address Space Data All DHCP servers managed by IPAM Menu in ‘IP Address Space’ view ServerConfiguration, AddressUtilization, AddressExpiry, Audit Retrieve Address Data Contextual (Multi)Selected IPAM ranges (and associated DHCP servers) Right click menu on (multi)selecting ranges in the ‘IP Address Space’ view ServerConfiguration, AddressUtilization, AddressExpiry, Audit Retrieve Server Data All DHCP and DNS servers managed by IPAM Menu in ‘Monitor and Manage’ view ServerConfiguration, ServerAvailability, ServiceMonitoring, Audit Retrieve Server Data Contextual (Multi)Selected servers (or servers associated with (multi) selected scopes or zones) Right click menu on (multi)selecting servers, scopes or zones in the ‘Monitor and Manage’ view ServerConfiguration, ServerAvailability, ServiceMonitoring, Retrieve Audit Data All DHCP, DC and NPS servers managed by IPAM ‘Tasks’ Menu in ‘Event Catalog’ view Audit Installing and Provisioning IPAM Deployment Considerations IPAM is an agentless multi-server, multi-service management feature and leverages standard Windows remote management protocols to manage, monitor and collect data from the distributed servers in the enterprise. IPAM must be installed on a domain member computer. IPAM relies on a host of remote management technologies to provide full functionality. Various IPAM modules need to communicate with multiple network elements throughout the enterprise for data gathering and configuration management. Depending on the scope of
Creation of Network share ‘dhcpaudit’ of the DHCP audit file location (default location for logs is and read access on the same File and Printer Sharing (NB-Session-In) File and Printer Sharing (SMB-In) DHCP lease event collection for IP address tracking DNS Read access in the domain wide DNS ACL* (for DC DNS servers) OR Membership of local Administrators group on DNS server (for DNS servers not co-located with DC) DNS Service RPC DNS Service RPC Endpoint Mapper DNS zone configuration collection Membership of Log Readers’ security group Read access in the ACL stored in the DNS CustomSD registry key Remote Event Log Management (RPC) Remote Event Log Management DNS zone event collection for DNS zone monitoring Read access in the ‘DNS Server’ service ACL Remote Service Management (RPC) Remote Service Management DNS service monitoring DC/NPS Membership of Log Readers’ security group Remote Event Log Management (RPC) Remote Event Log Management Logon event collection for IP address tracking IPAM server) Membership of ‘Event Log Readers’ security group N/A IPAM configuration event monitoring Note: Note: %windir%\system32\dhcp )
AC 2.1 Describe the internal and external influences on a business Businesses do not operate alone and in isolation; they are affected by changes that happen inside the organisation itself (internal factors) and changes that happen outside the organisation (external factors). Internal factors include: Management Organisational culture Products and processes Resources Location External factors may be: Political Economic Social Technological Legal Environmental You are required to describe the key features of two or more internal factors and two or more external factors. Answer: Pass or Referral AC 2.2 Explain the structure and use of a strength, weakness, opportunity and threat (SWOT) analysis You are required to: Explain what is meant by ‘strength’, ‘weakness’, ‘opportunity’ and ‘threat’ in a SWOT analysis Explain how a business would use a SWOT analysis Answer: Pass or Referral
Cash flow statement You are required to explain the purpose of three financial reports. Answer: Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 4: Understand business reporting within an organisation Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in every box] AC 4.1 Explain methods of measuring business performance Methods of measuring business performance will vary according to the nature of the business and the core activities in the business that contribute most to making the business successful. Examples of business performance Key Performance Indicators (KPIs) include: Sales Sales returns Customer complaints Customer satisfaction surveys Time taken to complete an order Delivery times Customer retention New customers etc. You are required to explain how two or more performance indicators are used to measure business performance. Answer: Pass or Referral
AC 5.1 Explain the principle of accountability in an organisation You are required to provide a clear and correct explanation of what is meant by ‘accountability’ in an organisation. (You may wish to use an example to illustrate your answer.) Answer: Pass or Referral AC 5.2 Explain the difference between ‘authority’ and ‘responsibility’ You are required to provide a clear and correct explanation of the difference between ‘authority’ and ‘responsibility’. (You may wish to use an example to illustrate your answer.) Answer: Pass or Referral AC 5.3 Explain the meaning of delegated levels of authority and responsibility ‘Level of authority’ refers to the different hierarchical management levels in an organisation and the duties and responsibilities assigned to each of those levels. Delegation empowers a subordinate at a lower level to make decisions. You are required to explain the meaning of delegated levels of authority and responsibility. Answer: Pass or Referral Section comments (optional): Verification comments (optional): Assessor’s Decision Quality Assurance Use Outcome (delete as applicable): PASS / REFERRAL Signature of Assessor: Date: Outcome (delete as applicable): PASS / REFERRAL Signature of QA: Date of QA check:
1 The learner will know the statutory responsibilities and rights of employees and employers within own area of work The learner must know: Assessment Requirements Evidence Location 1.a The aspects of employment covered by law Learners should list the aspects of employment covered by law. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The main features of current employment legislation Learners should list the main features of current employment legislation. 1.c Why legislation relating to employment exists Learners should state why legislation relating to employment exists. 1.d Sources and types of information and advice available in relation to employment responsibilities and rights Learners should list sources and types of information and advice available in relation to employment responsibilities and rights. 2 The learner will know agreed ways of working that protect own relationship with employer The learner must know: Assessment Requirements Evidence Location 2.a The terms and conditions of own contract of employment Learners should state the terms and conditions of own contract of employment. The following assessment be used in the assessment of standard:
3.a How own role fits within the delivery of the service provided Learners should state how own role fits within the delivery of the service provided. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The effect of own role on service provision Learners should state the effect of own role on service provision. 3.c How own role links to the wider sector Learners should state how own role links to the wider sector. 3.d The main roles and responsibilities of representative bodies that influence the wider sector Learners should identify the main roles and responsibilities of representative bodies that influence the wider sector. 4 The learner will know about career pathways available within own and related sectors The learner must know: Assessment Requirements Evidence Location 4.a Different types of occupational opportunities Learners should list different types of occupational opportunities. The following assessment be used in the assessment of standard: tasks/questions questions and
1 The learner will know the statutory responsibilities and rights of employees and employers within own area of work The learner must know: Assessment Requirements Evidence Location 1.a The aspects of employment covered by law Learners should list the aspects of employment covered by law. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The main features of current employment legislation Learners should list the main features of current employment legislation. 1.c Why legislation relating to employment exists Learners should outline why legislation relating to employment exists. 1.d Sources and types of information and advice available in relation to employment responsibilities and rights Learners should identify sources and types of information and advice available in relation to employment responsibilities and rights. 2 The learner will understand agreed ways of working that protect own relationship with employer The learner must know: Assessment Requirements Evidence Location
This list is not exhaustive and other appropriate assessment methods may be used. 5 The learner will understand how issues of public concern may affect the image and delivery of services in the sector The learner must know: Assessment Requirements Evidence Location 5.a Occasions where the public have raised concerns regarding issues within the sector Learners should identify occasions where the public have raised concerns regarding issues within the sector. The following assessment be used in the assessment of standard: questions and discussion log/reflective of practical witness evidence discussion This list is not exhaustive and appropriate assessment used. 5.b Different viewpoints around an issue of public concern relevant to the sector Learners should outline different viewpoints around an issue of public concern relevant to the sector. 5.c How issues of public concern have altered public views of the sector Learners should describe how issues of public concern have altered public views of the sector.
This list is not exhaustive and appropriate assessment methods may be used. 5 The learner will understand how issues of public concern may affect the image and delivery of services in the sector The learner must know: Assessment Requirements Evidence Location 5.a Occasions where the public have raised concerns regarding issues within the sector Learners should identify occasions where the public have raised concerns regarding issues within the sector. The following assessment be used in the assessment of standard: questions and discussion log/reflective of practical witness evidence discussion This list is not exhaustive and appropriate assessment used. 5.b Different viewpoints around an issue of public concern relevant to the sector Learners should outline different viewpoints around an of public concern relevant to the sector. 5.c How issues of public concern have altered public views of the sector Learners should describe how issues of public concern have altered public views of the sector.
1 The learner will know the statutory responsibilities and rights of employees and employers within own area of work The learner must know: Assessment Requirements Evidence Location 1.a The aspects of employment covered by law Learners should list the aspects of employment covered by law. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The main features of current employment legislation Learners should list the main features of current employment legislation. 1.c Why legislation relating to employment exists Learners should outline why legislation relating to employment exists. 1.d Sources and types of information and advice available in relation to employment responsibilities and rights Learners should identify sources and types of information and advice available in relation to employment responsibilities and rights. 2 The learner will understand agreed ways of working that protect own relationship with employer The learner must know: Assessment Requirements Evidence Location
Understand Short Texts by Harvesting and Analyzing Semantic Knowledge ABSTRACT: Understanding short texts is crucial to many applications, but challenges abound. First, short texts do not always observe the syntax of a written language. As a result, traditional natural language processing tools, ranging from part-of-speech tagging to dependency parsing, cannot be easily applied. Second, short texts usually do not contain sufficient statistical signals to support many state-of-the-art approaches for text mining such as topic modeling. Third, short texts are more ambiguous and noisy, and are generated in an enormous volume, which further increases the difficulty to handle them. We argue that semantic knowledge is required in order to better understand short texts. In this work, we build a prototype system for short text understanding which exploits semantic knowledge provided by a well-known knowledgebase and automatically harvested from a web corpus. Our knowledge-intensive approaches disrupt traditional methods for tasks such as text segmentation, part-of-speech tagging, and concept labeling, in the sense that we focus on semantics in all these tasks. We conduct a comprehensive performance evaluation on real-life data. The results show that semantic knowledge is indispensable for short text understanding, and our approaches are both effective and efficient in discovering semantics of short texts.
The current threshold amounts for each state are shown in the POMS at: Social Security revises charted threshold amounts on an annual basis. If Social Security determines the individual’s countable earned income for the 12-month period is equal to or less than the threshold amount shown on the chart, he or she meets this threshold requirement. 1619(b) Individualized Threshold Amounts If an individual has gross earnings above the charted threshold amount for the state, Social Security can look to see if the agency should calculate a higher individualized threshold. A person may get a higher individualized threshold amount if he or she has above-average Medicaid costs. The objective of the individualized threshold calculation is to determine if the individual has earnings sufficient to replace all the benefits that he or she would actually receive in the absence of those earnings. Obviously, for individuals with unusually high Medicaid costs, they would need a higher amount of earned income to replace the Medicaid coverage. In addition, when Social Security is evaluating income for threshold determinations, it’s required to consider any Impairment Related Work Expenses (IRWE) or Work Expenses (BWE) the person has, as well as income excluded under an approved PASS. In some instances, applying these income exclusions may lower countable income below the standard threshold amount, thus allowing an individual to retain Medicaid eligibility under 1619(b) even though gross earnings exceed the state’s charted threshold amount. Finally, Social Security considers the value of publicly funded (other than Medicaid) personal or attendant care the individual receives when making a threshold determination. Social Security recognizes that some SSI recipients may require attendant care services to assist with essential work-related or personal care functions. For purposes of determining Section 1619(b) eligibility, attendant care (including personal care and other domestic assistance and supportive services) means assistance with: Work-related functions; and
Rectangular Arrays Explore rectangular arrays and the concrete Level of Knowing Mathematics using some of these prompts. Arrange a rectangular array with your tiles. What is the equation for that arrangement? Is there another equation that could be written for the same arrangement? If 6 x 3 is 18, why can you double 18 to find out that the product of 6 x 6 is 36? Show your explanation with the tiles, then sketch it and write an explanation. Arrange a square with your tiles. Use the tiles to demonstrate a square number. Sketch their arrangement and write an equation that represents your sketch. What other equations could represent that same sketch? Give an example of something in this room or at your home that naturally is arranged in a rectangular array.
Possible written expressions: 3 • 4 + 2 = 4 • 2 + 2 • 3 = 4 • 4 – 2 = 42 − 2 = Possible written expressions: 5 • ½ + 4 • 5 + 5 • ½ = .5(1 • 5) + 4 • 5 = 42 + 4 + 2(5 ∙ 1 = ) Possible written expressions: 4 • 4 • 9 • 6 = 8(9 • 6) + 8(9 • 6) = 2(6 • 9 • 2 • 4) = 42 ∙ 9 ∙ 6 =