zilongwang/ReadingBank huggingface dataset:
TURKISH FOOD CODEX LEGISLATION NO NAME OF THE REGULATION OFFICIAL GAZETTE Regulation on Turkish Food 29 December 2011 – 28157 (3. iterated) Turkish Food Codex Regulation on Labelling 29 December 2011 – 28157 (3. iterated) Turkish Food Codex Regulation on flavourings and food ingredients with flavouring properties 29 December 2011 – 28157 (3. iterated ) Turkish Food Codex Regulation on Food Additives 30 June 2013 – 28693 Turkish Food Codex Regulation on Microbiological Criteria 29 December 2011 – 28157 (3. iterated) Turkish Food Codex Regulation on Contaminants 29 December 2011 – (3. iterated) Turkish Food Codex Regulation on Maximum Residue Limits of Pesticides 25 August 2014 – 29099 (1. iterated) Turkish Food Codex Regulation on Classification and Maximum Residue Limits of Pharmacologically Active Substances in Foodstuffs of Animal Origin 04 May 2012 - 28282 Turkish Food Codex Regulation on Materials and Articles in Contact with Food 29 December 2011 – 28157 (3. iterated) Turkish Food Codex Regulation on Maximum Levels of Coccidiostats or Histomonostats in Foodstuffs of Animal Origin Resulting From the Unavoidable Carry-Over of These Substances in Non-Target Feed 8 February 2015 – 29261 Turkish Food Codex Communiqué on Purity Criteria for Colours Used in Foodstuffs 10 April 2002 - 24722 Turkish Food Codex Communiqué on Purity Criteria for Sweeteners Used in Foodstuffs 07 January 2011 - 27808 Turkish Food Codex Communiqué on Purity Criteria for Additives Other Than Sweeteners and Colours Used in the Foodstuffs 12 April 2012 - 28262 Turkish Food Codex Communiqué on extraction solvents used in the production of foodstuffs and food ingredients 18 August 2013-28739 Turkish Food Codex Communiqué on Indications or Marks Identifying the Lot to Which a Foodstuff Belongs 04 January 2012 - 28163 Turkish Food Communiqué on the methods of sampling and analysis 17 January 2002 - 24643
Standing invitations No No Visits undertaken -- -- Visits agreed to in principle None None Visits requested Arbitrary detention Health Freedom of peaceful assembly and of association Violence against women Arbitrary detention Freedom of peaceful assembly and of association Violence against women Poverty Cultural rights Water and sanitation Health Disappearances Responses to letters of allegation and urgent appeal During the period under review 4 communications were sent. The Government replied to 2 communications C. Status of national human rights institutions National human rights institution Status during previous cycle Status during present cycle -- N/A N/A
Subheadings Unless you are given guidelines for subheads, you may use your own system as long as you are consistent. There should beatleast two subheads at any level. Two consecutivesubhead levels ay appear together without intervening text. Put blank line before and after subheads, and do not end a subhead with a period end a page with a subhead. Turabian format has two common citation styles: bibliography style and author-date style. Consult your department to find out the preferred citation style. Bibliographic Style Use a superscript number at the end of a sentence to signify that you have used a source. These numbers refer to notes printed at the bottom of the page (footnotes) or at the end of the paper (endnotes). At the end of the paper, include a bibliography, or list of all sources referred to with notes and, in some cases, any sources consulted but not cited. The format for note and bibliography entries differs Notes: Book: Note Number. Author’s First and Last Names, Title of Book: Subtitle of Book (Place of Publication: Publisher’s Name, Date of Publication), XX-XX. 1. Jared Diamond, Guns, Germs, and Steel: The Fates of Human Societies (New York: W. W. Norton and Company, 1997), 47-48. Book Chapter: Note Number. Author’s first and last names, “Title of Chapter: Subtitle of Chapter,” in Title of Book: Subtitle of Book, ed. Editor’s first and last names (Place of Publication: Publisher’s name, Date of Publication), XX-XX. 2. Anne Whiston Spirn, “Constructing Nature: The Legacy of Frederick Law Olmsted,” in Uncommon Ground: Rethinking the Human Place in Nature, ed. William Cronon (New York: W. W. Norton and Company, 1996), 101. Journal Article: Note Number. Author’s First and Last Names, “Title of Article: Subtitle of Article,” Title of Journal Volume Number (Date of Publication): XX-XX. 3. Pramod K. Nayar, “Marvelous Excesses: English Travel Writing and India, 1680-1727,” Journal of British Studies 44, no. 2 (April 2005): 213.
Student Name: PHASES IN SKILL DEVELOPMENT Curriculum Skill: "Turn taking" GLD Level: Severe and Profound Curricular Area: Communication and Language Curricular Strand: Receptive and Expressive Language Extended Acquiring Becoming Fluent Maintenance Generalisation Application Adaptation Attend: participate with assistance in turn-taking activities with adults and other students – participate with full assistance in uncomplicated turn-taking games such as rolling a ball back and forth, familiar turn-taking at circle time, social play activities such as building with bricks in which an adult places a brick and then a student places a brick Respond: respond to prompts for his/ her own turn in turn-taking situations – games, circle-time activities, social play activities Attends: attend to gestural and speech action games – ‘around and around the garden’ ‘incy spider’ Responds: respond by expression, gesture, vocalisation, or verbalisation to gestural and speech-action games – show anticipation of his/her turn in games such as those in Attending, begin to imitate actions in the game
achievement, and are grounded in (4) a safe, orderly and respectful learning environment for students and a collegial, collaborative, and professional culture among teachers. These practices became the foundation of Massachusetts’ assistance services and resources for turnaround and low-performing schools and districts. The Turnaround Plan Template and Guidance documents are structured around the four turnaround practices, and the School Redesign Grant program incorporates the turnaround practices into the grant application and review process. Monitoring Site Visits, which provide feedback to schools and districts on the progress they are making in support of turnaround efforts, are similarly organized around the four turnaround practices. Massachusetts is committed to continuously looking at data to identify and disseminate best practices in turnaround to the field, and the 2016 evaluation and resources are key example of that commitment. The following provide detailed examples of what each turnaround practice typically looks like in year 3, for both achievement gain and non-gain schools, as well as additional detail on what the turnaround practice means for schools moving from year 1 through year 3. This view can be used to inform or jumpstart a deeper conversation of what the practice means in a school or district and how the practice connects with other turnaround practices, as well as with district systems and policies. For more information on accountability and assistance in Massachusetts, please visit: Turnaround Practice 1 Leadership, Shared Responsibility, and Professional Collaboration Effective Strategies Autonomy Communication Culture School-Specific Examples Union Hill Elementary School Establishing an improvement mind-set Using common planning time to drive turnaround efforts Jeremiah Burke High School Cultivating a learner mind-set Creating integrated teaming structures for collective inquiry The school has established a community of practice through leadership, shared responsibility, and professional collaboration. autonomy and authority to improve teaching and learning School leaders make strategic use of staffing, scheduling, and budgeting autonomy to focus work on implementing their turnaround plan or other improvement efforts to improve the quality of teaching and learning at the school. Teaming, shared leadership and responsibility, and collaboration Collective, distributed leadership structures and practices are apparent throughout the school building in the form of an active, well-represented instructional leadership team and grade-level and vertical
Tax/ VAT A valid Tax Clearance Certificate will be required from the successful tender. Tender Process: Tendering individuals or organisations must submit a tender document. Each tender should include: A profile or CV of the individual making the proposal; Details of previous relevant work in this area; The methodology you propose to adopt to achieve the key deliverables; Costing and timeline with respect to each element of the proposed work expressed as a rate within the overall budget for research of €5,000 incl. VAT if applicable. Assessment of Tender: Each tender received will be assessed on the of: CRITERIA SCORE Demonstrated knowledge and understanding of the brief; 30 Track record in relevant work; 30 Approach/methodology 20 Value for Money 10 Ability to deliver in timeframe 10 Total 100 To note: Additional information may be sought at the assessment phase. Before decision, a number of the most competitive tenders may be invited for further discussions on their proposals for the purpose of elaboration, clarification and/or aiding mutual understanding. IPRT not be liable for any costs and/or expenses incurred in respect of the preparation or the submission of any tender documents or associated material. Lowest tender is not a guarantee of success. Tenders should be submitted by e-mail to by Noon on Friday 27 February 2015
SCHEDULE (1)August 29 – Thursday – First day of Class – Intro. (2)Sept. 3 – Tuesday –Business Cycles – What are they, etc.? (3)Sept. 5 – Thursday –What are Markets ? (4)Sept. 10 – Tuesday –Financial Institutions & Flow of Funds (5)Sept. 12 – Thursday –What determines Market Interest Rates? (6)Sept. 17 – Tuesday – What determines Individual Interest Rates? (7)Sept. 19 – Thursday –Risks, More Risks and Damn Risks (8)Sept. 24 – Tuesday –The FED and Central Banks of the World (9)Sept. 26 – Thursday – Monetary Policy and other Tools (10)Oct. 1 – Tuesday –Exam #1 (11)Oct. 3 – Thursday –Financial Bubbles & Crises (12)Oct. 8 – Tuesday –Review Exam / Money Markets (13)Oct. 10 – Thursday- Bonds and Fixed Income Markets (14)Oct. 15 – Tuesday – Prospectus Exercise-Coming to Market (15)Oct. 17 – Thursday –Securitization and Mortgage Markets (16)Oct. 22 – Tuesday – Equity Markets (17)Oct. 24 – Thursday –Derivatives and Hedging (18)Oct. 29 – Tuesday –Exam #2 (19)Oct. 31 – Thursday –Financial Market Regulation
(20)Nov. 5 – Tuesday –Review Exam/Capital Ratios and Too Big to Fail (21)Nov. 7 – Thursday-Commercial Banks and How they Make Money (22)Nov. 12 – Tuesday –The Role of Pension Funds & Mutual Funds (23)Nov. 14 – Thursday –Private Equity, Hedge Funds and Venture Capital (24)Nov. 19 – Tuesday –Other Lenders and Investors (25)Nov. 21 – Thursday – Holiday-No (26)Nov. 26 – Tuesday-Exam #3 (27)Nov. 28 – Thursday-Managing Credit and Liquidity Risk (28)Dec. 3 – Tuesday –Review Exam/ Loan Sales & Syndication (29)Dec. 5 – Thursday –Managing Interest Rate and Off Balance Risk (30) Dec. 11-17 – Final Exams – our date not known until later in the semester
Families are responsible for providing their child’s and the registered parents Customer Reference Number (CRN) and dates of birth. CCS cannot be applied to accounts until a successful enrolment is made with DHS. If you are not registered you will not receive any subsidy. Once your booking has been confirmed by Childcare Accounts, a successful link has been made with DHS, the registered parent will be required to approve each child’s booking pattern via their myGov account prior to any Child Care Subsidy being applied. Are you eligible for Child Care Subsidy Yes No CCS Registered Parent/Guardian Registered Parent/Guardian Name: CRN: Date of birth: Each has their own CRN – for more information contact the Department of Human Services on 13 61 50. 1 Name: CRN: Date of birth: Child 2 Name: CRN: Date of birth: Child 3 Name: CRN: Date of birth: Name of doctor: Doctors phone number: Doctors address: Medicare Number: Is your child covered by private health insurance?: Yes No Name of Fund: Membership Number: Is your child covered for ambulance insurance?: Yes No Name of Fund: Membership Number: I give permission for the program to seek information and advice from the doctor/medical centre named above regarding any medical condition experienced by my child/ren: Yes No I/we authorise that I/we have read and understood the YWCA Canberra Behaviour Management Policy and will adhere to the guidelines discussed therein. I/we acknowledge that I/we understand and will adhere to the consequences discussed in the policy if my child/ren has caused physical or emotional harm to another child, educator or visitor, has caused damage to property, equipment or resources or has caused significant disruption to the conduct of the program. Yes No I/we authorise educators of the school age care program to information about my child/ren with their primary school teacher: Yes No I/ we authorise for my child/ren to participate in local incursions/excursions (e.g. walks to local parks and sports ovals) under the supervision of educators (Permission will be requested for any excursions where transport is required): Yes No
Monday LevelSet testing (Acheive3000) HW: Vocabulary poster and extra credit due for periods 2,4 &5. Study oceans: ocean floor features, ocean location, water distribution (land vs. water, fresh vs. salty), water cycle, waves, current and tides. Test will be Wednesday! Tuesday 1. Students will finish the county performance task on Oceans (creating a book). 2. Students will put together a graphic organizer on waves, currents, and tides. 3. Students will complete a lab involving graphing coordinates in order to note changes along the ocean floor (topography) HW: Vocabulary poster and extra credit due for 3rd period Study oceans: ocean floor features, ocean location, water distribution (land vs. water, fresh vs. salty), water cycle, waves, current and tides. Test will be Wednesday! Wednesday -Assessment over the following standards: 15 questions check HW: Quiz today Book due today Thursday 1. Students will discuss what weather is and how energy is transferred to Earth from the Sun. 2. Energy transfer foldable. HW: Book assignment due Friday Friday 1. Students will demonstrate how unequal heating of the affects global wind patterns (notes and virtual to previous concept of convection currents). 2. Students will answer the questions on the sheet entitled Wind and Weather Patterns.” HW: Complete entitled Wind and Weather Patterns.” Bring Monday *Please know that plans are subject to change*
2011 Ad Hoc reviewer, conferences – EFERMA 2012 1993 – 2007 American Council on Consumer Interests member State Level: 2006 – present Education, Counseling and Housing Outreach Program Leader 2007 – present Healthier and Greener Living Program Leader 2005 – present Georgia Extension Association of Family and Consumer Sciences member University Level: 2007 – 2007 Appointed by Dean Laura Jolly to the University of Georgia Ad-hoc Task Force on Water Resources College Level: 2013 HACE Assistant/Associate Search Committee Member 2010 – 2011 TMI Instructor Search Committee Member 2007 – present Disaster Preparedness Committee Member 2007 – present Water Banner Program Committee Chair, Indoor Water Conservation Sub-committee (2007–09) 2006 – present Judge, 4-H Project Achievement district and state competitions 2008 – 2010 Air Quality Committee Member 2007 - 2008 HACE Executive Committee Member Local Service: 2007 – 2010 Women Build Steering Committee, Athens Area Habitat for Humanity 2008 – 2009 One Athens Member (previously Partners for Prosperous Athens)
Turner Research and Travel Award AY 2017-2018 Application Directions Please enter your responses in the boxes provided. Email your completed application including budget to . Have your professor send his/her letter of reference directly to . **Proposals are due by midnight, November 07, 2017** About You Name Student ID (7-digit # on your Bee Card, also in your student portal): Email Phone Student Status Undergraduate Graduate College CAS CPA MSB LAW About Your Project 1. Project Title 2. Type of Research Experience (Mark all that apply.) Conference Presentation Experiential Activity (field research, serving learning, etc.) Other (please specify) 3. Is your work part of a group research project or presentation? Yes No 3a. If yes, please list the other members of your group below member 1 Group member 2 Group member 3 Group member 4 Group member 5 4. If you are requesting funds for travel, please provide the trip start and end dates Start Date End Date 5. If you requesting funds for research or an experiential learning experience, please provide the project timeline below (Insert additional rows if needed.) Task/Milestone Start Date End Date
6. Description of the proposed project In the space below, please provide a clear and concise overview of your project in layperson’s terms (250 words or less). 7. Significance of the proposed project Describe how the project impacts the academic community and contributes to your personal, educational, and professional growth. 8. Additional Information (Use this space to document important additional information about your application such as other funding you have received or have applied for to support this activity. If you have already been notified that you will receive an award indicate “awarded” next to the award name. If you have submitted an application, but not yet been notified, indicate “pending” next to the award name.
Text/Font Formatting /10 There are no more than 6 lines on each slide. Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Spelling and Grammar /10 Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Graphics (x 2) /20 All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Name: ______________________________________ Per: ______ Rubric: Animal Farm/Russian Revolution Presentation Quiz Questions Score: /50 CATEGORY 10-9 Points 8-7 Points 6 Points 5 Point Content (x3) /30 Shows a full understanding of the topic. Questions are focused: clear and concise and thoroughly address the topic. Ten total. Shows a good understanding of the topic. Questions are mostly and concise and generally address the topic. Ten total. Shows some understanding of the topic. Questions are not very clear and concise and do not necessarily address the topic, and/or fewer than ten questions. Does not seem to understand the topic very well. Questions are not clear and concise and do not stick to the topic and/or fewer than ten questions. Legibility /10 Questions are visually easy to read. Font is simple and plain (Time, Aril or Tahoma). Punctuation is correct throughout. Questions are visually OK to read. Font is not really a simple one. Punctuation is OK. errors only. Questions are not very clear. Font is not a simple one. Several punctuation errors. Questions cannot be read. Punctuation is not correct.
Vocabulary /10 Uses vocabulary appropriate for the topic Extends vocabulary by defining terms that may be new to most of the audience. Uses vocabulary appropriate for the topic, but does not clearly define the terms that may be new to most of the audience. Uses little vocabulary specific to the topic, and/or does not define content specific terms. Uses no content specific vocabulary related to the topic.
Enable choice: enable people to change their behaviours Employ dedicated Empty Homes Officer or Coordinator Officers specialising in empty homes are able to offer advice and assistance and individually tailored solutions Cornwall Council has a dedicated officer to on early intervention measures, dealing only with properties that have been empty less than 6 months as these will be easier to bring back to use. Luton Council was able to enlist the support of an associate from the charity Empty Homes on a temporary basis to provide dedicated resource on empty homes. Manchester City Council are about to establish a new Empty Homes team with 5 new officers, having not previously had a team dedicated to empty homes. They used an invest to save business case e.g. the new officers would be funded using the New Homes Bonus and additional council tax returns acquired from bringing empty properties back into use Staff revenue, government funding payable to the local council (New Homes Bonus - a government initiative which financially rewards Local Authorities for a net gain in empty homes brought back into use. It is up to the individual Local Authority to decide how the NHB is used to bring more empty properties into use), council tax monies from houses brought back into use Guide choice by changing the default position: make ‘better’ choices the default position for people Empty Homes Strategy and Action Plan A robust strategy underpinned by an action plan setting out clear targets for the Local Authority's approach to empty homes. It is good practice to review and refresh these annually Manchester City Council uses a scoring matrix for identifying priorities but felt that this approach was random and that they need a strategy for targeting certain areas and property types. Derby City Council published its Empty Homes Strategy in 2011 which addresses new opportunities including the New Homes Bonus. Doncaster Metropolitan Borough Council worked with an agency to help them more creatively about ways to bring empty homes back into use Partnership working, approval and support from members and other council departments, staff resources
The above information has been reviewed with me; I have been given the opportunity to have any questions answered and understand the Student Dress Code and will adhere to or support the above guidelines. Any student with contraband will be sent home. Contraband will be collected and held at the school for parent retrieval. Signature of Student__________________________________ Date__________________ Signature of Parent/Guardian_____________________________ Date_______________
The goal of _____________________ is to eliminate the unnecessary non–value added processes, then to simplify and automate the remaining processes to significantly reduce cycle time, labor, and costs. Strategic Planning Business process reengineering (BPR) Real-time information systems Business Intelligence Answer (B) Difficulty: Easy Section Ref: 1.2 Positioning IT to Optimize Performance AACSB: Use of information technology In terms of IT reliability and efficiency, managers and others need to know that they can trust the data—be able to rely on the each of the following characteristics except: Accuracy Availability Strategic fit Security Answer: (C) Difficulty: Medium Section Ref: 1.2 Positioning IT to Optimize Performance AACSB: Use of information technology Integration, computation, and analysis of massive data repositories to gain a competitive advantage by identifying trends and relationships in organizational data, and/or creating or taking advantage of business opportunities is the function of: Business Intelligence (BI) Real-time systems computing Mobile computing Answer: (A) Difficulty: Easy Section Ref: 1.2 Positioning IT to Optimize Performance AACSB: Use of information technology
10.1 The construction, performance and validity of this Agreement will be governed by the laws of England, and the parties hereby agree to submit to the jurisdiction of the English Courts. Signed for and behalf of Company: Turning Point Signature: J Carlin Print Name: John Carlin Position: Senior Operations Manager – Suffolk Recovery Network Date: 22/03/16 Signed for and on behalf of Contractor: Signature: Print Name: Position: Date:
Dede – I loved Wayne! Emma – So much so that you said to hell with your career? Dede – Yes! Emma – And got pregnant to prove it? Dede – Yes! Emma – Oh, get right with yourself! You got married because you knew you were second rate, and you got pregnant because Wayne was a ballet dancer and in those days that meant queer, so you had to prove he was a man so you had a baby… Dede – That’s a goddamn lie! Emma – That’s the goddamn truth and you know it! You saddled him with a baby and blew his career. And she’s grown up and better than you ever were and you’re jealous! Dede – You’re certifiable! You’ll use anything for an excuse! Emma – I’ll use what for what excuse?!
Turning Points Outline Option #1 Intro: Attention Getter (AG) Background Information on Turning Point Thesis: Why it was a turning point Reason #1 Why it was a turning point What it was like before What it was like Reason #2 Why it was a turning point What it was like before What it was like after Reason #3 Why it was a turning What it was like before What it was like Conclusion Restate thesis Summarize Main Points Refer back to AG **Make sure to VERBALLY CITE any and all sources used** Turning Points Outline Option #2 Attention Getter (AG) Background Information on Turning Point Thesis: Why it was a turning point What was life like before the turning point? Example #1 Example #2 Example #3 What was your turning point Who, what where, when Why is this significant What was life like after the turning point? Example #1 Example #2 Example #3 Conclusion Restate thesis Summarize Main Points Refer back to AG **Make sure to VERBALLY CITE any and all sources used** Turning Points Outline Option #1 Intro: Attention Getter (AG) Background Information on Turning Point Thesis: Why it was a turning point Reason #1 Why it was a turning point What it was like before What it was like after Reason #2 Why it was a turning point What it was like before What it was like Reason #3 Why it was a turning point What it was like before What it was like after Conclusion Restate thesis Summarize Main Points Refer back to AG **Make sure to VERBALLY CITE any and all sources used** Turning Points Outline Option #2 Intro: Attention Getter (AG) Background Information on Turning Point Thesis: Why it was a turning point What was life like before the turning point? Example #1 Example #2 Example #3 What was your turning point Who, what where, when Why is this significant What was life like after the turning point? Example #1 Example #2 Example #3 Conclusion Restate thesis Summarize Main Points Refer back to AG **Make sure to VERBALLY CITE any and all sources used**
CREATE PROCEDURE SeniorAnalystStep1_sp @intProductCategory AS int AS --SET @intProductCategory = 1 BEGIN SQL CODE goes here END CREATE PROCEDURE spSalesAnalytics @CustomerID int, @Year int AS BEGIN SELECT Query Goes here … END Example – Turning a query into a stored procedure – this is just for reference – skip down to make your own stored procedure in your database. USE [Featherman_Analytics]; DECLARE @CustomerID int = 3 SELECT [CustomerID], COUNT([Sale_ID]) AS [Total #TA], SUM([Total_Sale]) as [Total Revenue] , FORMAT(AVG([Total_Sale]), 'N0') as [Customers Average Invoice Amount ] FROM [featherman].[sales] WHERE [CustomerID] = @CustomerID GROUP BY [CustomerID] This query is useful in that you can learn how to do a group by query, and you can see that using variables is helpful. You can change the value in the declare line. Now the query needs to be made more useful. If you turn it into a stored procedure that accepts different values for the customerID, then the query becomes useful for analytics. USE [Featherman_Analytics]; GO CREATE PROCEDURE spSalesAnalytics1Customer @CustomerID int AS BEGIN SELECT [CustomerID], COUNT([Sale_ID]) AS [Total #TA] , SUM([Total_Sale]) as [Total Revenue] , FORMAT(AVG([Total_Sale]), 'N0') as [Customers Average Invoice Amount ] The author of this document has read rights to the cited database so they can add the stored procedure and receive the well-loved following message. You can make a stored procedure in your own database. Command(s) completed successfully.
WHEN [Web Price] > 0 AND [Web Price] <=2400 then 'Cheap' ELSE 'Cheap' END AS [Price Category] FROM [dbo].[AW_Products_Flattened] as p WHERE [Sub Category] = 'Mountain Bikes' USE YOUR DATABASE not Feathermans USE [Featherman_Analytics]; DECLARE @AveragePrice as decimal = (SELECT AVG ([Web Price]) FROM [dbo].[AW_Products_Flattened] WHERE [Sub Category] = 'Mountain Bikes') SELECT [ProductKey], [Part #], [Model], [Product], [Web Price] , CASE WHEN [Web > @AveragePrice *1.5 then 'Top End' WHEN [Web Price] > @AveragePrice * 1.1 AND [Web Price] < (@AveragePrice * 1.5) then 'Expensive' WHEN [Web Price] > @AveragePrice * .75 AND [Web Price] <= @AveragePrice * 1.1 then 'Moderate' WHEN [Web Price] > 0 AND [Web Price] <=@AveragePrice * .75 then 'Low end' END AS [Price Category] FROM [dbo].[AW_Products_Flattened] as p WHERE [Sub Category] = 'Mountain Bikes' ORDER BY [Web Price] DESC This query will dynamically break the products into groups using the SELECT CASE. The groups are a) a top end of products 1.5 times greater than the avg. web price for the sub-category b) an expensive group of products 10% higher than the sub-category avg. yet lower than the top end c) an moderate group of products lower than the expensive group yet higher than 75% of the sub-category avg. This is the middle group d) a low end group of products that is less than 75% of the sub category avg.
Accumulative overview on if the poor and marginalized group benefit from the CLTS programme Source: Snel and Jacimovic. 2012. In terms of the issue of empowerment, over 44% of the respondents stated that over half of the households in the programme would build or upgrade their latrine to other sanitary models. The main reason the respondents considered empowerment was not strong was due to a lack of understanding regarding possible health benefits (graph 7). Graph 7 Accumulative overview on up gradation of their sanitation facility Source: Snel and Jacimovic. 2012.
in the programme Poor quality of trigger training 4 1 2 4 2 2.92 13 Mixed approaches used in the programme 4 1 2 5 1 2.85 13 Lack of resources for undertaking CLTS 4 1 0 6 2 3.08 13 (please specify) 0 0 0 1 0 4.00 1 answered question 13 skipped question 0
ELA B9: Turning Points Name: ________________________ For the first few articles, we will focus on comprehension and summarizing. Prior to answering the questions, please read page 4 and 5 in the Nelson Literacy text entitled Monitor Comprehension and Summarize Are turning points in life always easy to recognize? “Third Man Theory” by Nancy J. White Surviving a near death experience is a significant turning point. Do you agree or disagree after reading these articles? each of the articles titles, sum up the important details in 15 words or less. Climber faces death, encouraged to fight for survival Miraculous survival changes man’s life Guardian Angel or survival mechanism?
What might Erika’s parents have to say about the impact of this experience on their daughter? “Take Only What you Need” By Xavier Kataquapit Have you ever experienced something that changed the way you saw the world? Identify two details in this that you would include in your summary. Identify two details that are irrelevant and not necessary to include. Identify the turning point in Xavier’s life. How does that turning point change his attitudes towards hunting? How might a hunter respond to Xavier’s criticism of hunting? What key points might a hunter include? What adjective would you use to describe the voice Xavier has adopted for this text? Is if an effective voice? Explain?
Nat Turner’s Revolt/Rebellion & Background on Nat Himself The War of The Gold Rush The Pony Express The American Civil War of 1861-1865 The History of Five-Points New York The Sand Creek Massacre of 1864 Civil Rights Efforts in America day) Ku Klux Klan, founded in 1866 The Great Chicago Fire of 1871 Yellowstone National Park is Established in 1872 The Chinese Exclusion Act and European Restriction Act of 1882 The Creation of the Ford Motor Company & How it Changed America FBI is established in 1908 The History of Aerospace in America from 1927-present day The Nuremberg Trials of 1948 The Red Scare/McCarthy Trials of 1950-1954 The Warsaw Pact of 1955 Oklahoma City Bombing of 1995 Hurricane Katrina in 2005 U.S. Military Interventions: The Vietnam War of 1961-1973 The Iran Hostage Rescue Attempt of 1980 Beirut in 1982-1984 The Invasion of Grenada (Operation Urgent Fury) in 1983 Raid on Tripoli in 1986 The Invasion of Panama and Arrest of Manuel Noriega in 1989 The Persian Gulf War of 1990-1991 Somalia in 1992-1993 Invasion of in 1994 Bosnia (Operation Deliberate Force) in 1995 Operation Allied Force in 1999 Good Sources to Use:
Area of Focus: Every Florida Child is Healthy Headline Indicator Multiagency Groups Related Data Trend From Cabinet Annual Report Data From Alternative Source Turning the Curve? 1.1: Mothers beginning prenatal care in the first trimester Project LAUNCH Indicator definition: Rate of live births with prenatal care beginning in the first trimester per 1,000 population. Definitions: Births that occurred to mothers who reported receiving prenatal care only in the trimester of their pregnancy, or reported receiving no prenatal care. Data Source: 2007-2013 Population Reference Bureau analysis of Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS). 2003-2006 Trends analysis of NCHS Final Birth microdata files. NO, little or no change Trial
Turning your likes/skills into job skills! If you.. . Then say this. . . . . .enjoy playing fast-paced, exciting games like laser tag or video games -observant -react quickly -work well under pressure . . . believe in committing your enthusiasm and energy to everything you do -positive attitude -eager to take on new experiences . . . believe that practice makes perfect with everything from sports to exams -persistent -determined -motivated -detail oriented ... like to completely finish what you whether playing a game or completing a school assignment -focus well on tasks -satisfaction in completing something well …enjoy sharing your personal experiences and ideas with others -communicate well -interact well with others …usually take the lead with your friends or have acted as a team captain or group leader -demonstrated leadership ability …know what you want and aren’t afraid to speak up for yourself -determine -direct -assertive participating in group activities like team sports or school clubs -team player -cooperate with others …make a mistake, you it and look for a solution -take responsibility for actions -solutions oriented …get good grades and participate in school activities -manage time well -concentrate on multiple projects at once …like to come up with your own ideas and follow-through to the completing without a lot of supervision -self-directed -take initiative …borrow things, whether a friend’s cell phone or parent’s car, you always return them on time and in good condition -responsible -considerate
…are a good listener and help friends through problems -understand different points of view -excellent problem-solving skills …always hand assignments in on time and never keep people waiting -good time management skills -punctual …have babysitting experience and a lot of responsibility at home -trustworthy -appreciate responsibility …like to make a personal statement with your fashion and -innovative -dynamic -confident …confident in speaking with your group of friends and in front of a large crowd -self-assured -excellent presentation ability -enjoy speaking in public …love books and read everything you can get your hands on -love reading -like to learn new things …enjoy the company of people from many different groups of society -interact well with diverse cultures …enjoy camping and wilderness activities -adaptable -sufficient …keep your personal possessions tidy and organized -orderly -methodically -strong organizational skills …always give others your full concentration when they are speaking to you -attentive -understand the importance of listening …feel strongly the look and feel of your personal space, like your room, and work hard to ensure that the design reflects your personality -flair for design -original -take initiative in what I do …have participated in volunteer work -believe it is important to contribute to my community …are athletic and focus a lot of time and effort on sports or training -very task-oriented -focused …excel at math and feel comfortable working with numbers -precise -analytical
Single File Upload The single file upload allows students to submit to the assignment by directly loading the file from their computer. Warning: Make sure that the file type you are submitting can be accepted by Turnitin. Note: Users whose files are saved in a file type that is not accepted by Turnitin will need to use a word processing program to save the file as one of the accepted types. Rich Text Format and Plain Text file types are nearly universally available in word processing software. Neither file type will support images or non-text data within the file. Plain text format does not support any formatting, and rich text format supports only limited formatting options. Submitting a paper by single file upload: Start by clicking on the class name you would like to submit to after logging in to Turnitin Click on the Submit button to the right of the assignment name Select single file upload from the choose a paper submission method: pull down menu Click the Browse button and select the file to upload. Fill in the submission title field with the paper name Click upload to upload the file. A status bar will appear displaying the upload progress Review the preview This is a text only version of the paper being uploaded. Confirm it is the correct version of the file to send Click the "submit" button Warning: This step must be completed, or the submission is not finished. The paper will not be available to the student or the instructor After the submission has been completed on step 7 a digital receipt is displayed on screen. A copy is also sent via e-mail to the address for the user login. Save the receipt and the paper ID it contains, as this is proof of a completed submission. The digital receipt contains a unique paper ID number, the name of the user profile submitting, the paper title given by the submitting party, the assignment title, and the e-mail address for the user submitting, as well as the body text of the file submitted. Cut and Paste Submissions The cut and paste submission option allows users to submit information from non-supported word processors or file types, or to only submit specific parts or areas of a document that may need an Originality Report generated. Please note that only text can be submitted via the cut and paste method - any graphics, graphs, images, and formatting are lost when pasting into the text submission box.
iThenticate and Turnitin. Further, instructors are confused Turnitin differences in ANGEL versus Desire2Learn. They think D2L does not offer Turnitin, or they do not know how to activate it. This indicates the need for additional tutorials, and may explain why so few instructors used Turnitin in D2L. Appendix A – Survey Instrument How frequently do you use the Turnitin service provided by Michigan State University? Several times per week A few per semester Rarely I signed up, but have never used it (skip remaining questions, and submit survey now) I have students to use TurnItIn for this many assignments each semester (please enter a number, e.g. 5) Formative Feedback (to improve drafts in progress), this many times: Only to allow students to check their own work for proper citation, this many times: Summative Feedback (to provide final grade and feedback), this many times: Only so I can Check for Plagiarism (grading and feedback elsewhere), this many times: I use Turnitin for plagiarism detection for student work Yes No Describe your use here: I use Turnitin services for marking up student work with in-line comments Yes No Describe your use cases here: I use Turnitin services for peer review Yes No Describe your use cases here: I use Turnitin services for enhanced writing instruction Yes No Describe your use cases here: I use Turnitin services to instruct students in regard to proper attribution Yes No Describe your use cases here: I use Turnitin services to perform originality checks of my own work Yes No Describe your use cases here: I use Turnitin services to provide qualitative feedback on student writing
About Turnitin Turnitin is a plagiarism detection program that is tightly integrated in Moodle, but can also be used directly through Turnitin.com. Turnitin allows instructor and students the ability to instantly check to see if submitted assignment work is original by comparing it to the most comprehensive database in the industry, including the world’s largest repository of student papers. Color-coded and percentage-tagged highlights provide immediate insight into matched content. With Turnitin, Instructors can also evaluate student work and connect feedback to student grades. Training The goal of this handout is to provide Moodle with a comprehensive understanding of the Turnitin Assignment features in Moodle version 2.8 including the following topics: Turnitin capabilities Turnitin Tutor and Student tabs Adding a Turnitin Assignment to a Moodle course. Originality Reports and Similarity Index Overview of Turnitin settings Commenting and grading submissions Viewing the Turnitin Submission Inbox PeerMark Assignments Prerequisite: This manual is intended for users with some prior experience using Moodle in an academic or support environment.
To everything - turn, turn, turn There is a season - turn, turn, turn And a time to every purpose under heaven A time to be born, a time to die A time to plant, a time to reap A time to kill, a time to heal A time to laugh, a time to weep To everything - turn, turn, turn There is a season - turn, turn, turn And a time to every purpose under heaven A time to build up, a time to break down A time to dance, a time to mourn A time to cast away stones A time to gather stones together To everything - turn, turn, turn There is a season - turn, turn, turn And a time to every purpose under heaven A time of love, a time of hate A time of war, a time of peace A time you may embrace A time to refrain from embracing To everything - turn, turn, turn There is a season - turn, turn, turn And a time to every purpose under heaven A time to gain, a time to lose A time to rend, a time to sew A time for love, a time for hate A time for peace, I swear it's not too late! Crossover: What similar message does “Turn! Turn! Turn!” and Friar Lawrence’s soliloquy in Act II, scene iii (p. 114-5) share? Single Response: What hidden traits are revealed Juliet in Act II?
Ask students, “According to the author, what is one predator that threatens turtle eggs?” Sentence stem: “One predator that threatens turtle eggs is…” Paragraph 4 Ask students, “What does the mother turtle do after she lays the eggs?” Sentence stem: “After she lays the eggs, the mother turtle…” Paragraph 5 Ask students, “After two months, what happens to the eggs? What happens next?” Sentence stem: “After two months, the eggs…Next…” Paragraph 6 Ask students, “Tell about some of the loggerhead turtle’s enemies.” Sentence stem: “The loggerhead turtle’s enemies are…” Paragraph 7 Ask students, “ Are Jiro-San and Taro conservationists? Sentence stem: “Conservationists are…. Responses may include: “One predator that threatens turtle eggs is the lizard,” or “One predator is the lizard.” Responses may include: “One predator that threatens turtle eggs is the (raccoon, lizard). “ Responses may include: “The mother turtle returns to the sea because she cannot survive long on land,” or “The mother turtle returns to the sea.” Responses may include: “After two months, the eggs hatch. Next, baby turtles scurry down to the water,” or “The eggs hatch. Next, baby turtles scurry down to the water. Responses may include: “The loggerhead turtle’s enemies are sharks which eat them and humans who make things out of their shells, catch them in nets,” or “The loggerhead turtle’s enemies are sharks and humans.” Responses may include: “Conservationists are people like Jiro-San and Taro because they cleaned the beach to help protect the turtles.
Doctor Productivity Report: Month of ________________ 201_ Doctor ATF Production Gross Fee Prodn. Imaging As % of Personal Dentistry As % of Personal Prodn. Pathology As % of Personal Prodn. Urinalysis As % of Personal Prodn. Thyroid As % of Personal Prodn. As % of Personal Discounts As % of Personal Prodn. Exams. As % of Illness Visits Transactions Per Hour Productivity Per Hour. Expectation 4.3 x Consult. Fee 5 x Salary 4%-5% 8%-10% 10%-15% 1.5% 1% 5% Zero Compare to other Doctors in same practice Compare to other Doctors in same practice DR. __________ DR. __________ DR. __________ DR. __________ DR. ____ ______ DR. __________ DR. __________ DR. __________
Job Title: From: To: Full Time Part Time Brief Description of Duties/Responsibilities and key achievements: Reporting To Reason for leaving/changing Current Salary 3 Employer/organisation Name: Address: Job Title: Post From: To: Full Time Part Time Description of Duties: Reporting To: Reason for leaving/changing Salary 4 Current/recent employer/organisation Name: Address: Job Title: Post From: To: Full Time Part Time Brief Description of Duties/ responsibilities and key achievements Reporting to: Reason for leaving/changing 5 Employer/organisation Name: Address: Job Title: Post
costs by using low-cost disks and by storing infrequently accessed data in the cloud. All of this provides a single solution to help deal with the many data protection challenges of GDPR PROTECT - Protect personal data from breach, loss or damage to mitigate risks Personal Data must now, by law, be protected from damage, loss or breach. This means that it is more important than ever to review your data protection and security processes and procedures to ensure that you meet these stringent recovery, availability and breach prevention (and notification) requirements. Data Insight As well as helping with personal data visibility and control, Data Insight also has features to help with security processes that to help mitigate risks such as data breaches from insider or external sources. It can provide insights into malicious and anomalous activity based on access patterns to help indicate or even alert when a data loss/ breach situation occurs. Enterprise Vault This provides a GDPR compliant storage repository and when consolidating sources of personal data into Enterprise Vault there are also protection benefits. Once personal data is stored in EV, access can be controlled to prevent deletion or un-authorized access. EV also supports many storage devices that can add further controls such as data encryption or resiliency options such as data replication. Enterprise Vault.Cloud Personal data that is stored in automatically has the benefits that a cloud service provides to guarantee data is protected, kept highly resilient and secure. Backup Exec Aimed at SME sized organizations BE is designed to protect the entire infrastructure regardless of platform: virtual, physical, or cloud. Deeply integrated with VMware, Microsoft and Linux platforms, BE can protect one to thousands of servers and virtual machines all from the same user console, providing optimal performance and efficiency. It supports virtually every popular Windows-based server, storage, hypervisor, database application and cloud platform used in Small/Medium organizations today. It offers a variety of protection and recovery mechanisms to ensure Personal Data can be quickly and easily recovered in the event of a disaster.