zilongwang/ReadingBank huggingface dataset:
Job / Course details Job Title/Role* Line Manager Please select organisation name * Acute Mental Health Trust Adult, Community & Housing Ambulance Trust Children’s Social Care Connexions Courts Service Early Years Education FE Colleges Fire Service Foster Carers Health NHS Hospital Trust PCT Police Schools and FE Colleges Sport & Leisure UKVC Voluntary & Community YOS Youth Service Course details Please choose a module * Awareness of Child Abuse or Neglect – Foundation Awareness of Child Abuse or Neglect – Core Awareness of Child Abuse & Neglect – Young People Awareness of Child Abuse & Neglect – Core police Think Safe, Be Safe, Stay Safe Awareness of Child Abuse or Neglect - Foundation: This course covers a variety of child protection issues and is suitable for anyone who comes into contact with children. It aims to inform you about the various types of abuse or neglect to a child and then explain what you must do if you suspect that a child is being abused or neglected.
Additional Details for the above (continued from previous page) * Please provide the details requested below based on the Certificate Type that You Require Death Place of Death (Address, name of hospital, or locality) * Home address * Deceased’s Occupation * Date of Birth or age at death * Marriage Name of Church, Register Office, approved premises or locality * Spouse’s Details (forenames, surname) * Surname before marriage Any other surname used before marriage Civil Partnership Name of Register Office, approved premises or locality * Partner’s Details (forenames, surname and address) * Surname before partnership Any other surname used before partnership Please note: if address at the time of registration for both Partners is not provided then only an extract certificate can be issued.
Create a Menu or Table of Content Web Page. Each menu item should load a different web page <HTML> <HEAD> <TITLE> WELCOME TO MY MENU </TITLE> </HEAD> <BODY> <H1><CENTER> WELCOME TO MY MENU </CENTER></H1> <BR><BR> <CENTER> <TABLE BORDER=5 WIDTH=50%> <CAPTION ALIGN=CENTER><B>MENU SECTIONS</B></CAPTION> <TR ALIGN=CENTER> <TH>SECTION CODE <TH>SECTION NAME </TR> <TR ALIGN=CENTER> <TD>001 <TD><A HREF="FLOPPY.HTML">FLOPPY</A> </TR> <TR ALIGN=CENTER> <TD>002 <TD><A HREF="MONITOR.HTML">MONITOR</A> </TR> </TABLE> </CENTER> </BODY> </HTML>
Country Name of organisation Address Telephone/fax E-mail Website Contact person Name Position Telephone/fax E-mail Organisation 5 (remove table if not necessary) Country Name of organisation Address Telephone/fax E-mail Website Contact person Name Position Telephone/fax E-mail Organisation 6 (remove table if not necessary) Country Name of organisation
First name Last name Provide details of the change in the child’s licence, e.g. changes in the job or hours or place of work Section 3 – Withdrawal of the licence Gender (male/female) First name Last name Please state why you wish to cancel/withdraw the registration of this child Employer declaration (complete for section 1 & 2 only)
learning conditions. This procedure would still allow the selection of comparable sets of unknown target words, but it would make the learning condition a consolidation activity that is closer to what naturally occurs in the classroom. A second aspect of the design that might be improved upon is the number of times target words were written. Earlier studies examined the effects of writing words two (Barcroft, 2006) or three times (Thomas & Dieter, 1987). However, these figures may not accurately reflect initial word writing in the classroom, where words are most likely written only once. The consequence of writing words more than once in the research is that the writing process may become easier in subsequent encounters allowing participants to write words more quickly and direct greater attention to viewing the word-picture pairs. This may account for the similarity in average raw scores between the word writing and non-writing conditions on the test of form-meaning connection. It would be useful for future studies investigating the effects of word writing to limit the number of encounters to one to see how this affects learning. It should also be noted that none of the conditions were very effective in developing knowledge of form-meaning connection. This was due in part to the design of the study. Learning 24 words in two brief encounters is unlikely to lead to large gains in knowledge. Research on paired-associate learning has indicated that increasing the number of encounters (Crothers & Suppes, 1967; Karpicke & Roediger, 2007, 2008; Nakata, 2017), including a recall component (Barcroft, 2007; McNamara & Healy, 1995), and increasing spacing (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Landauer & Bjork, 1978; Nakata, 2015) all have a positive effect on learning. This suggests that it would be possible to increase learning of word-picture pairs relatively easily. However, in the word writing condition learning might be limited without repeated study. Thus, while word writing with unlimited time was most effective in this study, it may not be most effective in relation to other approaches to
Slide 102: Evergreen Content What is evergreen content? Generic articles and information Lists How-tos Image of a lime juice and lemon juice bottle with the word “Evergreen” below in dark green. It’s information that does not expire. Slide 103: Evergreen Content What is evergreen content? Generic articles and information Lists How-tos FAQs Image of a lime juice and lemon juice bottle with the word “Evergreen” below in dark green. It’s information that does not expire. Slide 104: Evergreen Content What is evergreen content? Generic articles and information Lists How-tos FAQs Resources Image of a lime juice and lemon juice bottle with the word “Evergreen” below in dark green. It’s information that does not expire. Slide 105: Evergreen Content What is evergreen content? Generic articles and information Lists How-tos FAQs Resources Reviews Image of a lime juice and lemon juice bottle with the word “Evergreen” below in dark green. It’s information that does not expire. Slide 106: Evergreen Content
Image of Madalyn Sklar’s Instagram analytics. “106 profile visits in the last 7 days” is circled in red. Slide 185 9. Analytics – Instagram Image of Madalyn Sklar’s Instagram analytics. “106 profile visits in the last 7 days” is circled in red. A red arrow is pointing to the Settings button on the right side of the image. Slide 186 9. Analytics – Instagram Image of menu on Instagram, which includes options for original photos, search history, cellular data use, language, and swtich to business profile. “Switch to business profile” is circled in red. Slide 187 9. Analytics – Instagram Image of Business Settings page on Instagram. “Switch back to personal account” is circled in red. Slide 188 9. Analytics – Instagram Image of Instagram Insights for Madalyn Sklar. Under the Activity tab, it states, “Interactions: 107 actions taken on your account from Aug 8 – Aug. 14.” Slide 189 9. Analytics – Instagram Image of Instagram Insights for Madalyn Sklar. Under the Audience tab, it states, “3,145 followers; +20 vs. Aug. 1 – Aug. 7.” The bottom of the image includes a bar graph indicating the top locations of Madalyn Sklar’s Instagram followers. Slide 190 9. Analytics – Instagram Image of Instagram Insights for Madalyn Sklar. Under the Audience tab there is a bar graph indicating the age range of Madalyn Sklar’s Instagram followers, as well as a pie graph of the gender breakdown of Madalyn Sklar’s Instagram followers.
Feed the Data Hungry Consumers are hungry for data. In 2016, it is estimated that the average person consumes 3.6 zettabytes of data daily. But how much do consumers know about their energy use data? How much control do they really have? Through the advanced development of new technology, consumers are now able to have better control and understanding of their energy usage, on a per device and whole home levels. We will discuss a platform where consumers are able to intelligently control thermostats, plug lugs and appliances combined with solar and battery in a closed loop fashion to achieve utility load shed and consumer consumption goals. You will get a better understanding of the possibilities of Home Energy Management Solutions which incorporate renewable energy infrastructure, battery storage and advanced self-computing software/hardware. Learn how you can help reshape the way the world uses energy. Key Takeaways: Utilities are always looking for ways to engage with customers and customers are looking for usage data. This presentation will offer utilities solutions to satisfy both. This whole home energy management system will better provide customers manual or automated actionable ways to reduce energy and take control of their homes. Speaker: Christian Rawson, Honeywell Christian Rawson joined Honeywell in 2014 as a Product Manager for Smart Grid Solutions, directing their Energy Storage strategy and related deployment projects. Prior to joining Honeywell, Christian was faculty at the Hawaii Natural Energy Institute (HNEI), at the University of Hawaii from 2011 as a Senior Analyst and Project Manager for projects related to the integration and analysis of energy storage technologies, AMI Infrastructure and power systems. Christian previously held positions with the American Samoan Government and the United States DOE. Using DC Microgrids as a Valuable Distributed Energy Resource Today’s electricity grid is rapidly transforming. More distributed energy resources (DERs) are coming online that are having a material impact in utility grid planning. As DERs are becoming more prevalent, we’re also witnessing innovative methods and practices in which they are being implemented. One such method that challenges an age
Inspector General: E-mail: fcc_c10f_nsah_ig@navy.mil USFCC IG Toll free: (888) 280-3987 Fax: (240) 373-3232 Address: U.S. Fleet Cyber Command Attn: Inspector General 9800 Savage RD Fort Meade, MD 20755-6585
Student Resource 2.3 Reference List: Relevant Websites for Research Projects “A Little History of the World Wide Web,” World Wide Web Consortium (W3C). Covers 1945 to 1995. “20 Things I Learned about Browsers and the Web,” Google Chrome Team. An introduction to web and browser terminology. “How Does the Internet Work?” WiseGeek. “How the Internet Really Works,” NetLingo. An easy-to-understand article by Vinton Cerf that summarizes how the Internet works. “How Internet Infrastructure Works,” Jeff Tyson, HowStuffWorks. “The Causes of the Dot Com Crash,” Ryan P. Allis, ZeroMillion.com. “Market Crashes: The Dotcom Crash,” Andrew Beattie, Investopedia. “What Is Web 2.0?” Tim O’Reilly, O’Reilly Media. The first page provides examples of Web 1.0 vs. Web 2.0 characteristics. “Social Network Sites: Definition, History, and Scholarship,” Danah M. Boyd and Nicole B. Ellison, Journal of Computer-Mediated Communication. “Guidelines for Mobile Web Development,” Smashing Magazine. “Separate Mobile Website vs. Responsive Website,” Brad Frost, Smashing Magazine.
Open your home page in a browser and test all the links. Step 3: Create a Useful Links Page Create a new web page with the title Useful Links. You can use this page to add links to external web pages that might be useful to you in creating your own web pages and using Dreamweaver. Save the Useful Links page as useful_links.html in the web_pages directory. On the Useful Links page, add a link to the Adobe Dreamweaver help and support page. This will be an external link, so you need to use the full URL, including the http. It is traditional when linking to an external website to cause a new tab or window to open, so that the user of your site doesn’t navigate completely away from the original site when following the link. To do that, you need to add the target attribute to your link. Adding target="_blank" will cause the link to open on a new page. Add a second external link to the Adobe Dreamweaver product page: Check your Useful Links page in Design view. Save your Useful Links page. Check your Useful Links page in a browser. If you make any changes after checking your page in a browser, save your Useful Links page again. Step 4: Link the Useful Links Page to Your Home Page In your Sample Site Home Page, add a link to your Useful Links page, just as you did with the other pages on your site. Save your home page. Test your entire website in a browser and fix any problems discovered during the testing process. Step 5: Add to Your Useful Links Page, Save, and Test Working with your partner, go back and look through your notebook for other links to add to your Useful Links page. After you have added two or three more links, save and test your website again. Close Dreamweaver.
Student Resource 9.2 Tutorial: Preparing a Layout for a Template Directions: Follow the instructions in this tutorial to make final changes to the layout of your Sample Site Final so that you can convert it to a template for your sample site. When you last worked on your layout in Lesson 8, the top of the page and the footer area looked like this: To make this layout page more suitable for a template, you will make three changes: Replace the text in the content area with something more appropriate for a template, such as “Insert content here.” Replace the footer text with a copyright statement. Set up the sidebar area below the navigation menu so that you can place an image and a caption there. When you finish making these changes, your layout will look something like these screenshots: Step 1: Insert Appropriate Placeholder Text in Content Area Make a backup copy of mylayout.html. Name it mylayout_backup.html, in case you need to start over again or you need it to create another template. Open Dreamweaver and open mylayout.html in Design view. You may also try using Split view to see the code changes that correlate with the changes you make. Triple-click to select the heading “Welcome to My Layout Page!” Type Insert Main Heading Here to replace the text. Select the remaining text in the content area. Type Insert content here to replace the text. Save the file. Step 2: Modify the Footer Be sure your mylayout.html file is still open in Design view. Select the placeholder text in the footer. Replace it with Copyright [year] [Your Name]. All rights reserved. Save the file.
Select ListView from the completion list and press the TAB key twice to insert the snippet. Figure 3 The inserted snippet To progress you will need to add the layout, to put in a temporary placeholder. Enter the following code to define the LayoutTemplate: XML <LayoutTemplate> <table id="itemPlaceholderContainer"> <tr runat="server" id="itemPlaceholder"> </tr> </table> </LayoutTemplate> Figure 4 The completed snippet Note: In this task, you brought up the completion list by typing the “<” character. Another way to show that list is to use the CTRL+J shortcut. Yet another option is to invoke the snippet picker by using the CTRL+K, CTRL+X shortcut. This may be faster in some cases because you can narrow the snippets by group as shown below: By selecting the ASP.NET folder and pressing the TAB key, you will see a list of the ASP.NET specific snippets: You can abort this action by pressing the ESC key. Do not add any more controls to this page at this time. Task 2 – Creating a Custom HTML Snippet
In Visual Studio, select the File | Open | File menu command and navigate to the project directory and then to obj\Staging\TransformWebConfig\transformed folder. Select the Web.config file and click Open. Notice that in the Web.config file the value for key EnvironmentName has changed to Staging and the connection string has been updated from (local) to QADatabaseServer. XML <appSettings> <add key="EnvironmentName" value="Staging" /> </appSettings> <connectionStrings> <add name="LoggingConnectionString" connectionString="Server=QADatabaseServer;Database=Logger;Integrated Security=SSPI;" providerName="System.Data.SqlClient"/> </connectionStrings> Close the Web.config file. Task 6 – Generating a Transformed Web.config File from Visual Studio In this task, you will use Visual Studio to create a build to transform the Web.config file as part of that build. In the Solution Explorer, right-click the HTMLLab project and select Properties. On the project properties page, click the Package/Publish Web tab. At the top of the properties page, make sure that the active configuration is set to Staging: Figure 21 Verify that the Staging configuration selected. At the bottom of the properties page, uncheck the Create deployment package as a zip file checkbox. Figure 22 Uncheck the deploy as a ZIP file box Note: If Create deployment package as a zip file checkbox is left checked, the same build will occur but in addition, Visual Studio will create a ZIP file.
Year One The Study of Politics (30; 4) Introduction to Global Politics (30; 4) Option (30; 4) Option (30; 5) Year Two German 5 (30; 6) OR French 5 (30; 6) OR Spanish 5 (30; 6) OR Italian 5 (30; 6) OR Japanese 5 (30; 6) OR Portuguese 5 (30; 6) Introduction to International Political Economy OR Transformations in Modern Politics (30; 5) Option (30; 5) Option (30; 5) Year Three 30; 5 Credits of APL 30; 5 Credits of APL Year Four War and Modern Society (30; 6) Option (30; 6) Option (30; 6) Option (30; 6) BA Language and/with Global Politics – Part-time four years Pathway AA (Language and Global Politics) 120 x Level 4; 120 x Level 5; 120 x Level 6 Minimum of 150 credits to be taken relating to the language studied and minimum of 150 credits to be taken relating to Global Politics Year One German 1 (30; 4) OR French 1 (30; 4) OR Spanish 1 (30; 4) German 2 (30; 4) OR French 2 (30; 4) OR Spanish 2 (30; 4) The Study of Politics (30; 4) Year Two German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) Introduction to Global Politics (30; 4) Introduction to International Political Economy OR Transformations in Modern Politics (30; 5)* Year Three German 4 (30; 5) OR French 4 (30; 5) OR Spanish 4 (30; 5) Option (30; 5) War and Modern Society (30; 6)**
OR Spanish 3 (30; 5) OR Italian 3 (30; 5) OR Japanese 3 (30; 5) * Exploring the Past should normally be taken in Year Two if Writing the Past: Dissertation is taken in Year Three. Pathway B (History with Language) 120 x Level 4; 120 x Level 5; 120 x Level 6 Minimum of 150 credits to be taken relating to the language studied and minimum of 150 credits to be taken relating to History Year One German 2 (30; 4) OR French 2 (30; 4) OR Spanish 2 (30; 4) OR Italian 2 (30; 4) OR Japanese 2 (30; 4) Approaching the Past (30; 4) Option (30; 4) Option (30; 4) Year Two German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) OR Italian 3 (30; 5) OR Japanese 3 (30; 5) Option (30; 5) or *Exploring the Past Option (30; 5) Option (30; 6) Option (30; 5) – Japanese only Year Three German 4 (30; 5) OR French 4 (30; 5) OR Spanish 4 (30; 5) OR Italian 4 (30; 5) Option (30; 6) Writing the Past: Dissertation (60; 6) OR 2 x Option (30; 6) Japanese 4 (30; 6) * Exploring the Past should normally be taken in Year Two if Writing the Past: Dissertation is taken in Year Three. Pathway C (Language and History) 90 x Level 4; 120 x Level 5; 150 x Level 6
OR French 2 (30; 4) OR Spanish 2 (30; 4) OR Italian 2 (30; 4) OR Japanese 2 (30; 4) Studies I and II (30; 4) Methods and Business Information Systems (30; 4) Year Two German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) OR Italian 3 (30; 5) OR Japanese 3 (30; 5) Option (30; 4) Option (30; 5) Year Three German 4 (30; 5) OR French 4 (30; 5) OR Spanish 4 (30; 5) OR Italian 4 (30; 5) OR Japanese 4 (30; 5) Option (30; 5) Option (30; 6) Year Four German 5 (30; 6) OR French 5 (30; 6) OR Spanish 5 (30; 6) OR Italian 5 (30; 6) OR Japanese 5 (30; 6) Option (30; 6) Option (30; 6) Pathway C (Language and Management) 90 x Level 4; 120 x Level 5; 150 x Level 6 Minimum of 150 credits to be taken relating to the language studied and minimum of 150 credits to be taken relating to Management Year One German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) OR Italian 3 (30; 5) OR Japanese 3 (30; 5) Management Studies I and II (30; 4) Quantitative Methods and Business Information Systems (30; 4)
Politics (30; 4) Government (30; 4) Year Two German 5 (30; 6) OR French 5 (30; 6) OR Spanish 5 (30; 6) OR Italian 5 (30; 6) OR Japanese 5 (30; 6) OR Portuguese 5 (30; 6) Contemporary British Politics OR Transformations in Modern Politics (30; 5) Option (30; 5) Option (30; 5) Year Three 30; 5 Credits of APL 30; 5 Credits of APL Year Four Social and Political Theory (30; 6) Option (30; 6) Option (30; 6) Option (30; 6) BA Language and/with Politics – Part-time four years Pathway AA (Language and Politics) 120 x Level 4; 120 x Level 5; 120 x Level 6 Minimum of 150 credits to be taken relating to the language studied and minimum of 150 credits to be taken relating to Politics Year One German 1 (30; 4) OR French 1 (30; 4) OR Spanish 1 (30; 4) German 2 (30; 4) OR French 2 (30; 4) OR Spanish 2 (30; 4) The Study of Politics (30; 4) Year Two German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) Comparative Government (30; 4) Contemporary British Politics OR Transformations in Modern Politics (30; 5)* Year Three German 4 (30; 5) OR French 4 (30; 5) OR Spanish 4 (30; 5) Option (30; 5) Social and Political Theory (30; 6)**
Year One German 2 (30; 4) OR French 2 (30; 4) OR Spanish 2 (30; 4) OR Italian 2 (30; 4) OR Japanese 2 (30; 4) The Study of Politics (30; 4) Year Two German 3 (30; 5) OR French 3 (30; 5) OR Spanish 3 (30; 5) OR Italian 3 (30; 5) OR Japanese 3 (30; 5) Comparative Government (30; 4) Year Three German 4 (30; 5) OR French 4 (30; 5) OR Spanish 4 (30; 5) OR Italian 4 (30; 5) OR Japanese 4 (30; 5) Option (30; 4) Year Four German 5 (30; 6) OR French 5 (30; 6) OR Spanish 5 (30; 6) OR Italian 5 (30; 6) OR Japanese 5 (30; 6) Contemporary British Politics OR Transformations in Modern Politics (30; 5)* Year Five Option (30; 5) Social and Political Theory (30; 6)** Year Six Option (30; 6) Option (30; 6) *Contemporary British Politics OR Transformations in Modern Politics can also be taken in year five. **Social and Political Theory can also be taken in year six. Pathway C (Language and Politics) 90 x Level 4; 120 x Level 5; 150 x Level 6 Minimum of 150 credits to be taken relating to the language studied and minimum of 150 credits to be taken relating to Politics
8. Under the direct supervision of your mentor, do an experiment that shows how the scientific method (or scientific process) is used Experiment Conducted: Prepare a short report on the results of your experiment for your mentor. 9. Participate in a Nova- or other STEM-related activity in your Webelos Scout den or pack meeting that is conducted by a Boy Scout or Venturer who is working on his or her Supernova award. If this is not possible, participate in another Nova- or STEM-related activity in your den or pack meeting. Activity you participated in: : Date 10. Submit an to the district STEM or advancement committee for approval.
YOGI VEMANA UNIVERSITY Department of Environmental Science Kadapa, A.P. - 516003, INDIA Dr. S. Sumithra Assistant Professor Mobile: 9573339147 Principal Investigator, UGC Project E.mail: ssumithra1@yahoo.co.in Date: 20-02-2014 To The Firms Sub: UGC – MRP project Sanctioned to Dr. S. Sumithra – Purchase of Equipment - Call for quotations – Reg. Sir/Madam, You are also requested to send your lowest quotations by speed/ registered post in duplicate towards the supply of following Equipment along with your terms and conditions including unit price, taxes, warranty, validity of quotation, transport and installation charges, etc. to the Lab, so as to reach to “The Registrar, Yogi Vemana University, Vemanapuram, Kadapa – 516003” on or before 2 – 03 – 2014 and kindly mention on envelop” quotations for Dr. S. Sumithra- UGC – MRP project”. Equipment: 1 Double beam UV – Visible Spectrophotometer with the following Specifications: Wave length range: 190 -1100 nm, Wave length accuracy: ± 1nm Wave length Resolution: 1nm, Wave length Brand width: ≤ 4 nm Reproducibility: ≤ ± 0.5 nm, Wave length selection: Automatic 10 mm Quartz Cells – 1 pair, Lamps – High intensity lamp with automatic change over, Automatic cell changer – Multi – Sample measurement – automatic switch over between sample to sample. Data logging and Software: RS -232, USB data logs with latest software for control instrument, measurement and analysis of Spectrometer for PC. Principal Investigator
6 2 0 (0) Table 2. Generalized linear model of risk of litter loss in laboratory mice, based on 490 litters of primiparous or multiparous females of C57BL/6 or BALB/c strains in 2008. Predictor Category Coefficient Standard error OR P Intercept Strain Parity Strain by parity Interaction - C57BL/6 BALB/c primiparous multiparous C57BL/6 and primiparous -1.22 0.254 - -0.675 - 1.02 0.282 0.334 0.435 0.496 - 1.20 0.509 - 2.78 <0.0001 0.45 0.12 0.039 Figure 1 Corresponding author Elin Weber Department of Animal Environment and Health Swedish University of Agricultural Sciences
WebEx Tips and Quick Reference Guide How to create a meeting on behalf of (delegate permissions) – Page 2 Schedule and start a meeting – Page 3 Share content in your meeting – Page 3 Share your video feed – Page 3 Scheduling a WebEx Meeting Using Outlook – Page 4 Changing a Recurring WebEx Meeting – Page 4/5 Adding a Personal Room Meeting – Page 5/6 Start a Personal Conference or Audio Only Meeting – Page 7
6. Optional: Click the Record button located under meeting details on the main screen or click on the Recorder button located in right top hand corner in order to share with others or to listen at a later time (Recordings will be emailed to you automatically). Once the Recorder button is selected, click the red circle located at the bottom right hand corner to begin recording your meeting. See pictures below for more guidance in regards to recording your meeting. ↑ ↑ Pause Stop Option 2 (For a meeting in the future): 1. Click Schedule 2. Type in What the meeting is about 3. Type in When the meeting will take place, what time, and for how long 4. Click on Recurrence if you would like to schedule a meeting daily, weekly, or monthly 5. We do not recommend typing in the Who section, you will receive an email with a link you can forward directly to the participants instead 6. Optional: Create a Meeting Password necessary for others to enter the WebEx 7. Optional: Best practice is to NOT click on Record this meeting, rather follow the steps listed above in Option 1, in order for you to manually start the recording when you are ready! 8. Click Schedule It! 9. Click Start to begin the selected meeting Join or Start a Meeting Option 1:
Extra Credit – Web Assignment. – Evaluate 10 websites (5 on molecular biology and 5 on ecology) Molecular Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site: Molecular Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site:
Molecular Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site: Plant Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site:
Ecology Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site: Ecology Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site:
Ecology Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site: Ecology Web Site URL: Five pieces of information you already know: 1. 2. 3. 4. 5. Five pieces of information you just learned: 1. 2. 3. 4. 5. Overall opinion of the site:
If it’s available during this stage of the process, we can also provide the information on our resource page about the Work Opportunity Tax Credit. Finally, this may also be a good time to educate the employer about the range of services our AJC provides which can make it easier for hiring decision makers to assess, select, and hire clients Many employers and small businesses are not aware of all the services we provide, including those which benefit them most. We’ve included a worksheet we can use to calculate the value, in terms of both the dollars and the number of hours of work a hiring decision maker might save by taking advantage of these services. Resources Now let’s preview some of the materials we’ve either posted or linked to on our resource page. The Job Development Essentials manual, created by Private/Public Ventures, presents more details on the nuts and bolts of job development than we’ve had time to present here. The Institute for Community Inclusion’s When Existing Jobs Don’t Fit: A Guide to Job Creation provides a good overview of job carving and adapting current positions to leverage the strengths of clients. Several years ago, the US Department of Housing and Urban Development produced an Employment Lecture Series, and we’ve included two documents HUD produced for Lecture # 6, titled Homelessness and Hiring: Employer Perspectives. These documents supply insights into what’s going through employers’ minds when they’re considering hiring the homeless. The National Coalition for Homeless Veterans’ Research Brief on the Individual Placement and Support Model links to an evaluation of programs that achieve an impressive 55 to 60% placement rate in competitive employment for clients wrestling with mental health issues. The Heartland Alliance’s Employment Program Models for People Experiencing Homelessness: Different Approaches to Program Structure describes the basics of several approaches to promoting homeless employment that may exist in your community, including Transitional Jobs, Customized Employment, and Alternative Staffing Agencies. If you sense that an employer is concerned or confused about issues related to physical or cognitive disabilities follow the links to the Job Accommodation Network documents. These will help an employer understand how reasonable accommodations can enable an employee with one or more disabilities to make the maximum contribution to the organization he or she works for. Finally, the National Transitional Jobs Network has developed an Employer Engagement Toolkit with examples of marketing materials and talking points we might adapt to generate interest in employing our homeless clients.
OT5204B Moorings and Risers – Dynamics Instructor: Pre-requisite For students of Graduate Certificate in Offshore Structures: Nil For non-students: B.Eng. (Civil Engineering) degree, other relevant engineering degrees or equivalent, especially those with relevant work experience. Module Description Moorings and risers are critical components of offshore floating systems. In this module, the students will be taught the fundamental concepts of analysis and design of different mooring and riser systems, focussing on the dynamic aspects. Students will: Understand the concepts of dynamic analysis of moorings and risers and perform dynamic analysis using software. Be able to perform simplified fatigue analysis of moorings and risers Be able to perform simplified vortex-induced vibration analysis using design codes. Topics Review of hydrodynamics Dynamic analysis of moorings and risers Fatigue design of moorings and risers Vortex-induced vibration
Q: Was it asked if the Amish who may be Equicert Certified will be able to reach Harmonized Gap status? USDA is not familiar with all of Equicert’s certification options and we do not know how it compares to the Harmonized Standard. Q: Will the school lunch program accept the GroupGAP? Yes. Q. The program mentions internal QMS and internal farm auditors, do these need to be different people? No, they can be the same.
Date Link / Phone Number Topic speakers Host February 24 11:00 – 12:00 Virtual Learning Sessions Registration link: Confirmed: Awareness and assessment Med/Surg setting: Susan Schumacher, Park Nicollet/Methodist (confirmed) ICU setting: Denise Kresevic, RN, Case/Cleveland VA (confirmed) MN March 23 11:00 – 12:00 Networking call: 1-800-791-2345 code 14357 Registration link: Confirmed: Awareness and assessment MN April 27 11:00 – 12:00 Virtual Learning Sessions Tentative: Medications and management Medications that can cause delirium – case reviews Delirium management – mobilization, sleep, orientation, medications, etc. May 25 11:00 – 12:00 Networking call Tentative: Medications and management June 22 11:00 – 12:00 Virtual Learning Sessions Tentative: Patient and family engagement and Care interventions Engaging patients and families in awareness and care interventions July 27 11:00 – 12:00 Networking call Tentative: Patient and family engagement and Care interventions August 24 11:00 – 12:00 Virtual Learning Sessions Tentative: Barriers, successes and sustainability Operational barriers Leadership – leading to sustain September 21 11:00 – 12:00 Networking call Tentative: Barriers, successes and sustainability Minnesota/Ohio HEN Delirium collaboration Partnership with Ohio:
Practicing theory in second language writing (pp. 245-262). West Lafayette, IN: Parlor Press. Crusan, D. (2011). The promise of directed self-placement for second language writers. TESOL Quarterly, 45(4), 774–780. Crusan, D. (2013). Assessing writing. In A. J. Kunnan (Ed.), The companion to language assessment. Volume 1: Abilities, Contexts, Learners (pp. 201-215). Hoboken, NJ: Wiley/Blackwell. Ferris, D. (2011). Treatment of error in second language student writing, 2nd ed. Ann Arbor, MI: University of Michigan Press. Ferris, D., and Hedgcock, J. (2013). Teaching L2 composition: Purposes, process, and practice, 3nd ed. New York: Routledge. Hamp-Lyons, L. & Kroll, B. (1996/2001). Issues in ESL writing assessment: An overview. In T. Silva & P. K. Matsuda (Eds.), Landmark essays on ESL writing (pp. 225-240). Mahwah, NJ: Lawrence Erlbaum. Huot, B. (2002). (Re)Articulating writing assessment for teaching and learning. Logan, UT: Utah State University Press. Jacobs, H. L., Zingraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House. O’Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press. Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing 16, 194-209. White, E. M. (1999). Using Scoring Guides to Assess Writing. In Richard Straub (Ed.), A Sourcebook for Responding to Student Writing (pp. 203-212). New Jersey: Hampton Press.
Questions + Answers - Procurement Webinar Private Sector Webinar on “How to Complain” - June 8, 2017 The following terms and acronyms are used: IPF = Investment Project Financing RFP = Request for Proposals TL = Task Leader No Question Answer Borrower’s Inadequate Responses Q1: What should a bidding consulting firm do when the client’s answers to questions on the RFP are not adequately answered (e.g. poorly worded response, unclear response, simply referring back to the unclear pertinent text in the RFP, answers provided too close to the due date for proposals)? Should we immediately contact the Team Leader (TL) and if so, how do we identify him/her? RFPs do not indicate who that is and what their contact information is. Regarding TLs not having enough time, there are rarely more than 50 questions on RFPs, so TLs should have enough time to review all Q&As. Frankly, this is an important part of the process and they should make the time to do it. Also, sometimes A1: It is important to note that request for clarifications are not considered complaints. If the Borrower’s responses to requests for clarification are inadequate, bidders/consultants should request the Borrower for further clarifications. The Bank’s TLs can also be contacted with regards to providing clarity on the response from the Borrower and advising on the expected timeliness of the Borrower’s response. Contacts for TLs can be found on the project portal on the World Bank website. For prior review contracts, the Bank routinely assists the Borrower to respond to requests for clarification. When it comes to complaints challenging aspects of the bidding documents or request for proposals as implied in the question, the timelines are clearly specified in Annex III of the Procurement Regulations for IPF Borrowers, the bidding or request for proposals documents and in the Guidance on How
a. The Northern District of Iowa, citing multiple Eight Circuit decisions, has held that the “claims adjusting procedure is also something about which the average juror is unlikely to have sufficient knowledge or experience to form an opinion without expert guidance, thus expert testimony would not be superfluous. Furthermore, such testimony does indeed relate to issues in the case.” b. In Kraeger v. Nationwide Mut. Ins. Co., the Court excluded the insured’s bad faith expert on a motion in limine. The Court discussed the following factors: (1) testimony about the practice of insurance claim management and evaluation, along with statutory or regulatory standards to be met by insurance companies, can be helpful to the jury’s evaluation of whether a claim was handled in bad faith; (2) the expert cannot derive legal conclusions that the insurer violated a statute or displayed bad faith; (3) the expert witness’ testimony provides that, based on expert’s expertise and experience, the insurer did not act reasonably. 7. Use internal documents to establish standard. 8. Look at industry custom and practice. a. The Colorado Court of Appeals ruled that expert testimony can be taken into account to determine “whether an insurer had acted unreasonably in denying or delaying approval of a claim” based on the industry standards of conduct. In South Park, the insured presented expert testimony from a claim consultant with more than twenty years of experience in the industry. The witness testified that the reasonableness of an insurance adjuster’s determination of coverage should be assessed based on “the things an adjuster ordinarily does and reasonably does” according to industry standards. b. In applying Michigan law, the Sixth Circuit held in North American Specialty Ins. Co. v. Myers that “no case of which this court is aware, imposes a duty on an insurer to deliver the policy promptly where the policy is already in effect; there is no general duty to comply with industry standards.” 9. Communication with Expert (protections of Rule 26(b)).
Contact us John Burton BERF Engagement Manager T +44 (0)7920 082438 E john.burton2@kpmg.co.uk Peter Wilson BERF Team Leader T +44 (0)7850 329362 E Angela Strachan BERF Evidence and Learning Coordinator T +44 (0)7855 311214 E © 2016 KPMG LLP, a UK limited liability partnership and a member firm of the KPMG network of independent member firms affiliated with KPMG International Cooperative (“KPMG International”), a Swiss entity. All rights reserved. For full details of our professional regulation please refer to ‘Regulatory Information’ at www.kpmg.com/uk The information contained herein is of a general nature and is not intended to address the circumstances of any particular individual or entity. Although we endeavour to provide accurate and timely information, there can be no guarantee that such information is accurate as of the date it is received or that it will continue to be accurate in the future. No one should act on such information without appropriate professional advice after a thorough examination of the particular situation. The KPMG name and logo are registered trademarks or trademarks of KPMG International Cooperative.
Shaping the Way We Teach English Webinar Course 16 17. Below, mark (√ ) each of the webinar sessions that you plan to attend. Participants who attend 4 out of the 6 webinars will receive e-certificates. What Happened to Listening? Practical Tips for Increasing Listening Practice Time Presenter: Kevin McCaughey Wednesday April 22, 2015 6:00-7:30 PM Bangladesh time Spoken Grammar and Its Role in the English Language Classroom Presenter: Amanda Hilliard Wednesday May 6, 2015 6:00-7:30 PM Bangladesh time Going Green: Merging Environmental Education and Language Instruction Presenter: Staci Hauschild Wednesday May 20, 2015 6:00-7:30 PM Bangladesh time Rock and Roll English Teaching Presenter: Tim Robinson Wednesday June 3, 2015 6:00-7:30 PM Bangladesh time Introducing the New English Teaching Forum Presenter: FORUM team Wednesday June 17, 2015 6:00-7:30 PM Bangladesh time Talking to Learn across Cultures and Communities Presenter: Spencer Salas Wednesday, July 1, 2015 6:00-7:30 PM Bangladesh time Time: 6.00-7.30 PM Bangladesh time **A few days before each webinar, you will receive a reminder email with the link to the webinar. Please select “Enter as a guest” and login with your FIRST NAME ONLY and country (example: Jenny USA). Your computer must have Adobe Flash Player, which comes pre-installed on most computers worldwide. If prompted to do so, you may download the free player at Template for group application and record of webinar attendance Group leader / host (name and email): Participant’s complete Name (first and last) Participant’s email address Sessions Total sessions attended 1 2 3 4 5 6
Stage Four: Job/Business Development Plan Note that in many States this Stage is not funded under Discovery/Assessment. This Stage instead signals the beginning of the Job Development and/or Career Planning Milestone. List of Twenty Places where people with similar Vocational Themes Work: Theme 1: Advocacy Hospital Hillcrest Keir care (Elder care) Blue Heron FCSS Health Clinics Alberta Health Services Massage place Fire Department Police Department EMS Theme 2: Animals Veterinary Rescue shelter Pet store Goat farm Honeyville ranch Grange R&R Pet Resort Dog Breeder (off 2nd St) (or self-employment?) Pet Walking or Pet Sitting (Self-Employment) Theme 3: Emergency Services (“adrenaline”) Police Fire Department EMS Hospital Note: Create representational portfolios, picture books, resumes, and other tools for job development as needed. Person responsible: Sarah By what date: 6/30/15 Date completed: DSR Final Approval Signatures For Discovery NOTE: From this point forward you will continue to use the format described in Stage 4 to report all job development activities for wage employment. For self-employment or business-within-a-business you will report through narrative case notes, submission of a business plan, and any negotiations documenting job development.
Name Reg No. Title of Project Supervisors Current Progress Report 1 Njeru, Geoffrey Runji T80/8563/2003 Innovation and Entrepreneurship in Poverty Reduction: A Case Study of Improved Fruit and Dairy Farming in Mbeere Prof. McCormick, Prof. Ng’ethe & Prof. Kanyinga Defended thesis on 17/03/14. Decision: to revise and resubmit 2 Koome, Peter Mugambi T80/81541/2009 Contextual Influences in Female and Male Schooling: The Case of Igembe and Imenti North Districts Dr. Musyoki, Dr. Joseph Onjala & Dr. Kaendi Munguti Thesis examined on 17 Dec 2014. Working on comments 3 Githaiga, Grace Nyariara T80/81001/2011 Uptake of ICTs by Young Women in informal Settlements: the Case Study of Mathare Pioneer Youth Group Prof. Mitullah, Prof. Norbert Wildermuth, Dr. George Nyabuga Made presentations to IDS PhD seminars on 23rd January and 24th July 2014. Has full draft. 4 Watako, Shem Zakayo T80/82681/2011 The Impact of Information on MSEs as Agents for Poverty Reduction in Kariobangi, Nairobi Dr. Kinyanjui& Prof. Emil Chandaran, Made presentation to an IDS PhD seminar on 24th July 2014 Has a draft of findings chapter. 5 Juepner, T80/83861/2012 Searching for the Voice of Informal Sector Entrepreneurs. A Case Study of Jua Kali Associations of Homa Bay Town, Homa Bay County, Kenya Prof. McCormick & Prof. Ng’ethe Met supervisors on 4th July 2014. Is writing Chapter 7. Next progress report due on 31st August 2014. 6 Wainaina, Samuel Ngigi T80/90901/2013 Development of Entrepreneurial Leadership Competencies: The Case of CEOs of Mid-Sized Kenyan Companies Prof. McCormick & Dr. Paul Kamau Made presentation to an IDS PhD seminar on 29th May 2014. Awaiting chapter on content of presentation above.
Next progress report due on 31st August 2014. 7 Wamalwa, Herberts Nyukuri T80/91801/2013 Resources and Firm Success: Examining How Potato Processing Firms in Kenya Build their Capabilities. Prof. McCormick Dr. Paul Kamau Has submitted 2nd Quarter 2014 progress report to supervisors and the BPS. Met supervisors on 1st August 2014. Data collection on-going. 8 Mbugua, Catherine Wangeci T80/96313/2014 Youth Empowerment: Participation Of Youth In The Youth Enterprise Development Fund Prof. Kanyinga, Dr. Rachel Musyoki, Prof. Paul Mbatia Registered. International Students Component There were two students under this category. They graduated during the 52nd University of Nairobi graduation ceremony held on 5th December 2014. NAME NATIONALITY REG. NO. SEX 1 HARPER Jamilla Richelle United States of America T50/69837/2011 Female 2 STOREY Francisca Mkumba Malawi T50/68310/2013 Female 4. Research, Consultancies and Outreach Activities In the year under review, IDS made tremendous strides in its quest to remain the premier research institution regionally and internationally. This is manifested in some of the projects the Institute engaged in locally and internationally. Research Projects Title of the research project Researchers Involved 1 Public and Non Motorized Transport Project operated under the African Centre of Excellence Prof. Winnie Mitullah (IDS) Prof. Dorothy McCormick (IDS)
“Day of the Week” “Please identify the overall number of behavioral incidents that occurred during the FBA data collection process. Record this response in Item #2 of your FBA Form (Frequency).” “Please locate the day of the week (e.g, a slow trigger) when Sadie’s verbal outbursts were most frequent. Record this response as the first part of Item #5 of your FBA Form (Setting Events).” “Time of Day”
"Please identify the two windows of time when was Sadie’s target behavior the most frequent. Record this response as an addition in Item #5 of your FBA Form (Setting Events).” “Please list 2-3 windows of time between 7:30-3:00pm when Sadie did not engage in any verbal outbursts. Record this response as one part of your report within Item #7 of your FBA Form (Identify events or times and/or situations when the target behavior does not usually occur).” “Context/Setting Events” “Please identify the two contexts where verbal outbursts occurred most often. Record this response as another addition in Item #5 of your FBA Form (Setting Events).” “Please list 2-3 contexts where Sadie did not engage in any verbal outbursts. Record this response as an addition to Item #7 of your FBA Form (Identify events or times and/or situations when the target behavior does not usually occur).”
Hypothesis Statement (Full Framework) Step 1: “When (fast trigger) occurs in (context), Step 2: the student does (behavior). Step 3: Others respond by doing (consequence). Step 4: The student is communicating (function).”
2.1, 2.2, Pass, etc.) Authority DATE: TITLE: DATE: TITLE: DATE: TITLE: DATE: TITLE: Add more qualification lines if required. 3 – From To Name and address of Employer Title and brief description of duties level Number of staff reporting to you